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p -kata melalu imembaca untuk mahasiswa STIKES Bethesda i r e t a m m a l a d t i n u t a p m e t a p a d r e T . n a r a j a l e b m e p i r e t a m k u t n e b m a l a d m u k k a Y u ti a y , n a r a j e l e b m e
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l gkah yang diambi l dar i Graves’ s framwork . Kedelapan langkah tersebu t h
a l a d
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c .
n a k r a s a d r e
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d e t e l p m o c e b t o n d l u o w s i s e h t s i h t e r a c
i x
S T N E T N O C F O E L B A T
… … … … … … … … … … … … … … … … … … … … … … … E G A P E L T I
T i
… … … … … … … … … … … … … … … … … … … … S E G A P L A V O R P P
A ii
… … … … … … … … … … … … … … … … … … … S E G A P N O I T A C I D E
D i v
… … … … … … … … … … Y T I L A N I G I R O S ’ K R O W F O S T N E M E T A T
S v
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E
L ……….. v i
.. … … … … … … … … … … … … … … … … … … … … … … … T C A R T S B
A v ii
K A R T S B
A ……….. v iii T
N E M G D E L W O N K C
A S……… x
… … … … … … … … … … … … … … … … … … … S T N E T N O C F O E L B A
T ix
F O T S I
L FIGURES……… vx i .. … … … … … … … … … … … … … … … … … … S S E C I D N E P P A F O T S I
L vx
R E T P A H
C 1.I NTRODUCTION
.
A ResearchBackground……… 1 .
B ResearchProblems………..………. 8 .
C ProblemLimtiaiton……… 8 .
D ResearchObjecitves……….. 9 .
E ResearchBeneftis……….. 9 .
ii x
E R U T A R E T I L D E T A L E R F O W E I V E R I I R E T P A H C
.
A Theoreitca lDesc irpiton………..…. 31 .
1 EngilshFo rSpeciifcPurposes………..…. 41 .
2 DesigningI nsrtucitona lMateiral……… 2 0 .
3 Graves ’Framework……… 12 .
4 Vocabulary……….. 72 .
5 Reading……… 63 .
B Theoreitca lFramework………. 14 .
1 De ifningContext………. 14 .
2 AritculaitngBeilefs………. 24 .
3 ConducitngNeed sSurvey………4 2 .
4 DeterminingGoals………... 34 .
5 FormulaitngObjecitve s……….. 34 .
6 MappingContent………. 34 .
7 DesigningLearningTemplate………. 44 .
8 Expe trJ udgement……… 44 Y
G O L O D O H T E M I I I R E T P A H C
.
A ResearchMethod………. 54 .
B ResearchRespondent……….. 94 .
C ResearchI nsrtument……… 05 .
D DataGatheirngTechniques………. 25 .
E DataAnalyzingTechniques……… 35 .
ii i x
N O I S S U C S I D D N A S T L U S E R V I R E T P A H C
.
A Presentaitono fMode lofI nsrtucitona lVocabularyMateiralt hrough a
d s e h t e B S E K I T S f o s t n e d u t S e h T r o f g n i d a e R
. … … … … … … … … … … … … … … … … … … … … … … m u k k a
Y 5 6
.
B Theaccountablitiyo fMode lofI nsrtucitona lVocabularyMateiral s a
d s e h t e B S E K I T S f o s t n e d u t S e h t r o f g n i d a e R h g u o r h t
. … … … … … … … … … … … … … … … … … … … … … … … m u k k a
Y 95
.
1 Contex to ft heCourse……….. 85 .
2 Beilefs………..………. 56 .
3 Need sSurvey………..……….. 96 .
4 Goals……….………. 97 .
5 LearningObjecitves………..………... 8 1 .
6 Content……….. 38 .
7 LearningTemplate………..………... 68 .
8 Expe trsJ udgment……… 9 0 N
O I T S E G G U S D N A N O I S U L C N O C . V R E T P A H C
.
A Conclusion……… 39 .
B Suggesitons……… 69 .
1 Fort heEngilshLecture ro fSTIKESBethesdaYakkum……… 69 .
2 Fo rFu trhe rResearchers……….. 79 S
E C N E R E F E
R ……… 89 S
E C I D N E P P
v i x T S I
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1 I R E T P A H C
N O I T C U D O R T N I
n i s i y d u t s s i h
T tended to research and design mode lo fvocabulary
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l mateira l through reading fo r second semeste rstudent s in Bethesda
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p discussest hebackground oft hestudyandwhyt hi sstudyi sbeingconducted .
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T ht hecurrentt eachingmateiralbeing
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u Bethesda Yakkum ,Insttiuteo fHeatlh Sciences .Thet hridpar tgive sa
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c fo rthe researche rin discussing the problems .The fou trh par t
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s i h t n i d e s u s m r e t f o n o it a c if ir a l c s e d i v o r p r e t p a h c s i h t f o t r a p h t x i s e h T . h c r a e s e r
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d e d i v o r p n o it a m r o f n i e h t d n e h e r p m o c o t e g d e l w o n k y r a l u b a c o v t n e i c if f u s o s l a t u b m i o t d e e n s e s r u n e h t , s t c a f e s e h t h ti w e c n a d r o c c a n I . h s il g n E n
i prove thei r
h s il g n E d o o g e v a h o t y r a l u b a c o v t n e i c if f u s e ri u q c a d n a y ti li b a g n i k a e p s . e c n e t e p m o c s i e u q i n h c e t c i s a b y r e v a , e c n e t e p m o c h s il g n E ’ s t n e d u t s e h t g n i v o r p m i n I g n ir e t s a m n i s t n e d u t s e h t e t a ti li c a f o
t suf ifcien tvocabulary and to develop a
g e t a rt
s y to acqu rie ti .Thi scondiiton ,therefore, makes the student sare able to
s a h c u s e s u e g a u g n a l r e h t o e h t d n e h e r p m o
c takingsomei nformaitonf romEngilsh
t x e
t . Richard s and Renandya (2002 ) state tha t learner s need an extensive
a r o f y g e t a rt s d n a y r a l u b a c o
v cquiirng new words t o moitvateand encourage t he
, o i d a r e h t o t g n i n e t s il s a h c u s s e it i n u tr o p p o e g a u g n a l e h t e z il it u o t s r e n r a e l r o g n i d a e r , t x e t n o c t n e r e f fi d n i e g a u g n a l g n i s u , r e k a e p s e v it a n o t g n i n e t s il . n o i s i v e l e t g n i h c t a w e s o h c r e h c r a e s e r e h
T Bethesda Yakkum ,Insttiute o fHeatlh Science ,s sa
e s u a c e b y d u t s t c e j b u s e h
t BethesdaYakkum, Insttiuteo fHeatlhScience ,si soneo f
e h
t m ost reputable and well-known Insttiute o fHeatlh Sciences in Yogyakatra
k r o w o t s t n e d u t s r i e h t g n ir a p e r p f o e s o p r u p s a h h c i h
w a sprofessiona lnurses .The
t e s u a c e b s t n e d u t s r e t s e m e s d n o c e s e h t d e t c e l e s s a h r e h c r a e s e
r hey needed to be
h g i h o t d e c u d o rt n
i -frequency word so fnursing ifeld .I ti sbecause the high
-e m c if i c e p s s a h t x e t n o c l a c i d e m c i m e d a c a n i d e s u e r a t a h t s d r o w y c n e u q e r
f aning
. t x e t n o c l a c i d e m n i t u p e r a s d r o w e h t n e h w , h s il g n E n r a e l o t s t n e d u t s e h t e g a r u o c n e o
T BethesdaYakkum,I nsttiuteo f
s s a l c h s il g n E d e d i v o r p s a h , s e c n e i c S h tl a e
v e d o t y ti n u tr o p p o n a s t n e d u t s e h t e v i g o t s i s s a l
c elopt hei rspeakingab litiyusing
h s il g n
E language tha tthey wli lneed in thei rworking envrionmen twhen they
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b BethesdaYakkum,I nsttiute
,s e c n e i c S h tl a e H f
o ha sprovided mateiral fo rdeveloping vocabulary ,gramma r
f o s t n e d u t s e h t y b d e n r a e l y r a l u b a c o v e h T .s ll i k s g n i k a e p s d n
a BethesdaYakkum,
,s e c n e i c S h tl a e H f o e t u ti t s n
I i scommon o rhigh-frequency ,semi-technical ,and
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t However ,the mos tfrequen tvocabulary learned by the
s t n e d u t
s i ssemi-technica lword so rcore vocabulary o fmedica lcontext .The
s s a l c g n i k a e p s e h t h g u o r h t y r a l u b a c o v n o m m o c e h t d e n r a e l y d a e rl a e v a h s t n e d u t s
r i e h t n i d r o w e h t d e d n e h e r p m o c e v a h s t n e d u t s e h t , m r e t l a c i n h c e t e h t r o f d n a
o f e r e h T . g n i s r u n f o s s a l c r a l u g e
r re ,the student sare lack o fcore vocabulary o f
s t n e d u t s e h t p l e h o t t n a c if i n g i s y r e v s i y ll a it n e s s e h c i h w t x e t n o c l a c i d e m
. h s il g n E n i d e d i v o r p n o it a m r o f n i d n a t s r e d n u
n i s t n e d u t s e h
T Bethesda Yakkum, Insttiute o fHeatlh Science ,s have an
d e e n t n e g r
u to learn the c ore vocabulary used in thei rspeci ifc major .The core
d e n r a e l g n i e b y r a l u b a c o
v by the student sare word swhich have high-frequency
. d l e if l a c i d e m e h t n i e c n e r r u c c
o Dudley-Evan sandJ ohn( 2011 )beilevet hat‘ semi
-e r o c ‘ r o ’ l a c i n h c e
t -vocabulary’i st hemos tsigni ifcantf ort hestudent so fspeci ifc
d l e
if .Fu trhe,r thestudent sneed t o understand no tonly t he meaning bu talso the
y r a l u b a c o v n i a tr e c f o g n i n a e m e h t e s u a c e b r o j a m c if i c e p s ri e h t n i s d r o w e h t f o e s u
i n a e m c if i c e p s s a d e r e t s i g e r e b n a
c n g.
r i e h t t u o b a n o it a m r o f n i w e n n r a e l s t n e d u t s e h t p l e h o t t x e t g n i d a e r e s u o t s d n a m e d t n e r r u c e h t f o y tl u c if fi d f o l e v e l e h t ,t e Y . r o j a m g n i s r u n n i y r a l u b a c o v d n a d l e if g n i h c a e
t mateira li shighe rthan the mos to fthe students ’Engilsh competence .
e r a s r e r u t c e l e h t , r e v e w o
H currenlty requried to use thi smateiral because i ti s
’ s t n e d u t s e h t h ti w h c t a m t a h t s l a ir e t a m g n i n r a e l d n a g n i h c a e t d n if o t t l u c if fi d a c n o it a u ti s s i h T . s d e e
n usest hestudentsl es smoitvated t ol earnand r esutlsi n t he
s e v i g r e r u t c e l e h t y lt s o m s s a l c e h t n I . y r a l u b a c o v f o e g d e l w o n k r o o p ’ s t n e d u t s e u g o l a i d e h t n i d e s u r a m m a r g e h t s w e i v e r d n a e u g o l a i
d bu tpaysl tilteatteniton t o
r e v o e r o M . g n i n r a e l y r a l u b a c o v e h
t ,the vocabulary which i s provided in the
l a ir e t a m g n i h c a e t t n e r r u
c i spresented in a ils twhich make sthe student sare
e h t r o f y ti v it c a g n i n r a e l e h t n i s e m a g e m o s e r a e r e h T . r e b m e m e r o t t l u c if fi d i d e d i v o r p s t n e d u t
s nt hecurrentt eachingmateiralbu ttii si nsufifcientt of uflli lthe
f o t n e m e v l o v n i e h t e ri u q e r s e m a g e c n i s y r a l u b a c o v g n i n r a e l n i s d e e n ’ s t n e d u t s r e h t
o student sand spend itmes .A s adul t learners , the student s of Bethesda
m u k k a
Y , Insttiute o fHeatlh Science ,s demand a srtategy to learn vocabulary
t n
i eracitvely and independenlty . The students ’ involvemen t in learning
o l o s l a s i s s a l c e h t n i y r a l u b a c o
v w becauset het eaching mateiraland t hel earning
t o n e r a s s e c o r p g n i n r a e l d n a g n i h c a e t e h t n i d e s u g n i e b e r a h c i h w y ti v it c a . s t n e d u t s e h t o t g n it s e r e t n i s i g n i d a e r , y r a l u b a c o v e h t g n i n r a e l n i y ti li b a ’ s t n e d u t s e h t e v o r p m i o T 2 ( d r o f m a B d n a y a D n o d e s a B . d i a e t a ir p o r p p a n a s a d e r e d i s n o
c 004 )“Readingi s
y ti v it c a e h t e s u a c e b g n i n r a e l y r a l u b a c o v l a t n e d i c n i f o e c r u o s t n a tr o p m i n a o w o t n o it n e tt a r e s o l c y a p o t s t n e d u t s e h t s e g a r u o c n
.) 3 9 1 . p ( ” s e n
o Reading i s a very sutiable aid to reinforce learning new
y r a l u b a c o
v becauset hes tudent so fBethesdaYakkum, Insttiuteo fHeatlhScience,s
d a h o h w s tl u d a e r
a completed Engilsh course du irng thei r previou s schoo l
t a h t n o it a c u d
e have arleady acquried common orh -igh frequency vocabulary and
ll i k s g n i d a e r g n i s u n i d e c n e ir e p x
e s t o comprehend i nformaiton i n a reading t ex t
o w t d n u o r a w o n k s r e n r a e l e c n O “ , s e t a t s ) 0 9 9 1 ( n o it a N . y r a l u b a c o v w e n n r a e l d n a r e f n i o t d e p o l e v e d e v a h y e h t s ll i k s g n i d a e r e s u n a c y e h t ,s d r o w d n a s u o h t e e r h t r o t e e m y e h t t a h t s d r o w n w o n k n u f o s g n i n a e m e h
t ”( p.160) .A sar esul,tt hestudent s
d e e
n e d to be given a l earning aid which wli lhelp t hem t o recognize vocabulary
a c h c i h w , d e ri u q c a y l s u o i v e r
p n be very signi ifcantt o faclitiate thestudentsl earn
u t s e h t ,t x e t g n i d a e r e l b a ti u s a g n i d i v o r p y B . y r a l u b a c o v w e
n dent sno tonly l earn
. s c i p o t w e n h ti w m e h t e c u d o rt n i d n a n o i s s u c s i d e t o m o r p o s l a t u b y r a l u b a c o v w e n s e d i v o r p o s l a t x e t g n i d a e r d o o g a “ t a h t t u o e r u g if ) 2 0 0 2 ( a y d n a n e R d n a s d r a h c i R c i p o t w e n e c u d o rt n i o t s e it i n u tr o p p o s e d i v o r p d n a , g n it ir w r o f s l e d o m d o o
g s ,
e g a u g n a l y d u t s o t d n a , n o i s s u c s i d e t a l u m it
s (e.g. ,vocabulary ,gramma,r i dioms)”
.) 3 7 2 . p ( e h t f o g n i n a e m e h t s s e c o r p o t s e it i n u tr o p p o ’ s t n e d u t s e h t s e v i g g n i d a e R t x e t n o c n i s d r o
w .HuckinandCoady( 1997 )statethatr eadingr equriesi nteraciton
d n a r e d a e r e h t n e e w t e
b the tex t which encourage s the reade r to use the
n e tt ir w e h t d n e h e r p m o c o t e g d e l w o n k r e h t o d n a t x e t e h t d n u o r r u s n o it a m r o f n i e m a s e h t n r a e l o t y ti n u tr o p p o e h t s t n e d u t s e h t e v i g s e g a s s a p g n i d a e R . t x e t e h t e z ir o m e m o t s t n e d u t s e h t s tr o p p u s y ti v it c a s i h T . s t x e t t n e r e f fi d n i y r a l u b a c o v n ji t s l u H o t g n i d r o c c A . y r a l u b a c o
t a h t t u
o word s tha t learned incidentally from contex t are bette r memo irzed
s e ri u q e r t i e s u a c e
b menta leffor tthan which inferen ita lclue ssuch a smulitple
d li u b o t s t n e d u t s e h t s p l e h y ti v it c a s i h t , s e d i s e B . d e d i v o r p e r a s m y n o n y s e c i o h c a n i s d r o w e m a s e h t f o e s u e h t f o n o it it e p e r e h t h g u o r h t n o i s n e h e r p m o c r i e h t t x e t n o
c sothatt heycanunderstandandapplyi nt hei rworkplace .
s i y r a l u b a c o v g n i n r a e l n i e u q i n h c e t a s a g n i d a e r g n i s u r o f n o s a e r r e h t o n A e s u a c e
b the discussion o fthe text srequrie sthe student sto interac twtih the
e l n i n o it a v it o m r i e h t e s a e r c n i n a c h c i h w s t n e d u t s r e h t o e h t d n a r e r u t c e
l arningand
r e p e e d d n a t x e t n o c s t n e d u t s e h t e v i g n a c g n i d a e r ,s e d i s e B . y r a l u b a c o v w e n g n i s u e c n a h n e h c i h w y r a l u b a c o v f o g n i d n a t s r e d n
u s the students ’comprehension .A s
n o it c u rt s n i y r a l u b a c o v s e t a t s ) 0 9 9 1 ( n o it a N t a h
w swhich are implemented in a
t x e t g n i d a e
r are able to improve genera l comprehension s such a s mulitple
r o h c a e r ,s t x e t n o c l u f g n i n a e m n i s d r a w o t e r u s o p x e , s d r o w d e t c u rt s n i o t s e r u s o p x e d e t c u rt s n i n e e w t e b s e it f o t n e m h s il b a t s e e h t , d r o w h c a e t u o b a n o it a m r o f n i d e ir a v e c n e ir e p x e n w o ’ s t n e d u t s d n a s d r o
w and p iro rknowledge ,and an acitve roleby
e h
t studentsi nt heword-learningprocess .Thevocabularywhichi sprovidedi nt he
t o g r o f e v a h y a m y e h t t a h t s d r o w e h t r e b m e m e r o t s t n e d u t s e h t s e ri u q e r t x e
t t en
n E d e i d u t s y l s u o i v e r p e v a h y e h t e c n i s e m it e h t r e v
o gilsh .Accordingt oKrashena s
g n il l e p s d n a y r a l u b a c o v e ri u q c a s r e n r a e l “ t a h t t u o s t n i o p ) 7 9 9 1 ( y d a o C y b d e t o u q g n i d a e r e li h w t u p n i e l b i s n e h e r p m o c g n i v i e c e r y b y lt n e i c if f e t s o
m ”(p .225 .) hT si
n a e m a s a g n i d a e r s e z i n g o c e
r o fcomprehensiblei nputf ort hestudentst o acqurie
s e u q i n h c e t l u fr e w o p t s o m e h t f o e n o s e m o c e b g n i d a e r , e r o f e r e h T . y r a l u b a c o v w e n n e h W . s d r o w w e n d n a t s r e d n u d n a n r a e l o t s t n e d u t s e h t r o
n i d e s u s i ti w o h d n a n e h w w o n k d n a y r a l u b a c o
v suchcontex,tt heyareablet obe
y l e v it c e f f e e r o
m comprehendt hemeaningo fEngilshs entence sandutterance .s
t n e m p o l e v e d e h
T o fnewl earning mate ira,lt hecorevocabulary r elated t o
t x e t n o c l a c i d e
m tha tconsiders t he nursing context ,could be used a samode lo f
e l y r a l u b a c o
v arning through reading mateira lwhich helps them to learn new
c o v w e n d n a c i p o t l a c i d e
m abulary .Throught hesemateiralstudent swouldbeable
r i e h t o t t n a v e l e r n o it a m r o f n i e l b a u l a v e m o s n i a g o s l a d n a y r a l u b a c o v e h t n r a e l o t
c o f y l n o s a h t r o p e r s i h t f o r e ti r w e h T . d l e
if used on the use o freading a sa
o v ’ s t n e d u t s e h t e v o r p m i o t e u q i n h c e
t cabularyl earning .Thisi st henclosely ilnked
s a h c u s s e it i v it c a e s i c r e x e y r a l u b a c o v o
t guessing meaning from contex tand pu t
r o
w d sin contex twhich reinforce the correc tuse o fvocabulary and improve
. s t x e t e h t n i d e i d u t s s e m e h t e h t f o g n i d n a t s r e d n u
r e r a p e r p o t r e d r o n
I elevan tand meaningfu lmateiral, t he researche rha s
e h t d e t a g it s e v n
i students ’needs by unde traking severa lconversaiton swtih the
f o s t n e d u t s e h t d n a r e r u t c e
l Bethesda Yakkum, Insttiute o f Heatlh Science ,s
h t , s d e e n r i e h t d n a s b o j ’ s t n e d u t s e h t g n i n if e d y B . s e s r u o c o w t r e t s e m e
s e
l a ir e t a m y r a l u b a c o v f o l e d o m g n i n g i s e d s i r e h c r a e s e
r which wli limprove the
s s e c o r p g n i n r a e
l by using more relevan tmate iral .In developing the relevan t
l a ir e t a
m the researche rprovide saccountable step sto elaborate the proces sin
l a ir e t a m e h t g n i n g i s e
d .Fu trher ,the discussions wtih Engilsh teacher sha salso
n o e h t t u o b a e r o m n r a e l o t r e h c r a e s e r e h t d e c n e u lf n
i -goingproces sofl earningi n
e t n o
c xt .The topic and the vocabulary o fthe mateiral being designed are taken
h t d n a r e h c r a e s e r e h t d n a s t n e d u t
s e lecturer fo Bethesda Yakkum ,Insttiute o f
s e c n e i c S h tl a e
H .
i h t n
I sstudy, t he researche rha sconsidered t he ilmtied oppo truniitest o l earn
m e tt a s a h d n a e s r u o c g n i s r u n s i h t n i y r a l u b a c o v w e
n pted to design reading
l a ir e t a
m which wli l faclitiate the improvemen t o f the students ’ ablitiy to
r a l u b a c o v w e n e ri u q c a y l e v it c e f f
e y i n contex tand t o show t he accountablitiy o f
n g i s e d e h
t ed mateiral .The mate iral serves a sthe fulifllment so fthe students ’
p l e h h c i h w , y r a l u b a c o v c if i c e p s g n i n r a e l n i s d e e
n s themt oi ncreaset hei rspeaking
. d l e if r i e h t n i h ti w s ll i k s
.
B ResearchProblems e
h
T researchproblem soft heresearcharef ormulatedbelow:
.
1 Wha tdoest hemodel fo vocabularymateiralst hroughr eadingl ook ilke?
.
2 What i st he accountab litiy i n designing and developing t he mode lo fa se to f
o f , g n i d a e r h g u o rt s l a ir e t a m y r a l u b a c o
v r the second semeste rstudent s in
m u k k a Y a d s e h t e
B Insttiuteo fHeatlhSciences?
.
C ProblemLimtia iton
n g i s e d o t d e m i a s i y d u t s s i h t , y d u t s d n u o r g k c a b e h t n i d e t a t s s
A mode lo f
l a ir e t a m l a n o it c u rt s n
i fo r the second semeste rstudent sof Bethesda Yakkum,
a s a g n i d a e r f o e s u e h t n o s e s u c o f y l n o h c r a e s e r s i h T . s e c n e i c S h tl a e H f o e t u ti t s n I
r e t s e m e s d n o c e s r o f n o it i s i u q c a y r a l u b a c o v ’ s t n e d u t s e v o r p m i o t e u q i n h c e t
n i s t n e d u t
e n o s
a o ftechniqu s e for l earning vocabulary because i tprovide scontextua land
e e n s i h c i h w y r a l u b a c o v e h t e c n i S . s t n e d u t s e h t r o f t u p n i e l b i s n e h e r p m o
c ded by
T . c if i c e p s s i s t n e d u t s e h
t hi s condiiton make s the new vocabulary learning
y r a l u b a c o v e h T . t n a v e l e r d n a l a u t x e t n o
c which become s the researche'r s
. t x e t n o c n i s d r o w f o e s u e h t d n a s d r o w f o g n i n a e m e h t s i n o it a r e d i s n o c
s e v it c e j b O h c r a e s e R . D
: s w o ll o f s a d e b ir c s e d e r a h c r a e s e r s i h t f o s e v it c e j b o e h T
.
1 Presenitng mode lo finsrtucitona lmateiral to improve vocabulary acquisiiton
e h t r o f g n i d a e r h g u o r h
t seconds emesters tudent sofBethesdaYakkum, Insttiute
.s e c n e i c S h tl a e H f
o
.
2 Showing the accountablitiy o f designing mode l o f vocabulary acquisiiton
r o f g n i d a e r h g u o r h
t t heseconds emesters tudent so fBethesdaYakkum, Insttiute
.s e c n e i c S h tl a e H f
o
s ti f e n e B h c r a e s e R . E
e h t n o t c e lf e r n a c t a h t s ti f e n e b t u o b a g n ir b o t d e t c e p x e s i h c r a e s e r s i h T
. h c r a e s e r e m a s e h t t c u d n o c o h w r e h c r a e s e r r e h t o e h t d n a , r e h c a e t e h t ,s t n e d u t s
.
1 Fort hes tudents
d e t a ti li c a f e r a s t n e d u t s e h
T wtihcomprehensiblemateiralwhichcani mprovet hei r
n g i s e d e h T . y r a l u b a c o v f o g n i d n a t s r e d n
u ed mateiralprovides wel ldevelopedand
t e p m o
c en tEngilsh vocabulary mateiral for t he students ,which are based on t he
.
2 Fort het eache r
e h c a e t e h
T ri sgiven mode lo fEngilsh vocabulary mateiral that i sexpected a sa
l a ir e t a m s i h T . y r a l u b a c o v g n i n r a e l r o f d e e n ’ s t n e d u t s e h t g n it a ti li c a f n i n o it u l o s
n e r e f e r s e d i v o r
p cesf ort het eachert ogivenewway sofl earningvocabulary.
.
3 Fort her esearcher
, g n it a u l a v e r o f s i s a b a e b o t s r e h c r a e s e r r e h t o y b d e s u e b n a c h c r a e s e r s i h T
e h t e r a h s o t s e ir t r e h c r a e s e r e h T . y d u t s e m a s e h t g n it c u rt s n o c e r d n a g n i m m a r g o r p
e g d e l w o n k d n a a e d
i in designing new educaitona lproduc twhich provide snew
.s n r e c n o c r a li m i s e v a h o h w s r e h c r a e s e r r e h t o e h t r o f s t p e c n o c
T f o n o it i n if e D .
F erms
.
1 Insrtucitona ldesign
. r e d r o t h g ir e h t n i s g n i h t e h t ll a g n it t u p f o s s e c o r p a s i n g i s e
D Morirson ,
n a , n a m l a K , s s o
R d Kemp (2011 )proposet hei deat hati nsrtucitona ldesigni st he
s i h t n I . e c it c a r p d n u o s e h t n o d e s a b s i h c i h w s s e c o r p n g i s e d c it a m e t s y s f o e s u
n g i s e d f o t e s a s a d e n if e d s i n g i s e d l a n o it c u rt s n i , h c r a e s e
r ed mateira lresutled
r e d r o n i s s e c o r p g n i k n i h t a m o r
f to resolveproblem swhich appear i n a cetrain
s s e c o r p c it a m e t s y s a h g u o r h T . d l e if n o it a c u d
e , the insrtucitona ldesign has a
.t c u d o r p l a n o it a c u d e w e n h ti w s m e l b o r p e h t e v l o s e r o t e s o p r u p
.
2 Reading
8 9 9 1 ( ri e W d n a t r a h u q r
U )de ifner eadinga s“theproces so freceivingand
t n ir p f o m u i d e m a i v m r o f e g a u g n a l n i d e d o c n e n o it a m r o f n i g n it e r p r e t n
i ”( p.22).I n
f o s s e c o r p e h T . s d r o w f o e s u e h t d n a g n i n a e m e h t d n a t s r e d n u o t r e d a e r e h t
e
r ceiving i nformaitont hrough r eading provide sanoppo truntiyf ort hestudentst o
r o w e h t d n a d r o w e h t f o e s u e h t f o a e d i e h t t e r p r e t n
i d ’srelaitonwtih othe rword s
.t x e t n o c n i
.
3 Vocabulary
v “ t a h t s e t a t s ) 0 0 0 2 ( d a e
R ocabulary i smore than jus tknowing a lo to f
o t e l b a e b d n a e g d e l w o n k t a h t o t s s e c c a y d a e r e v a h t s u m s r e n r a e l ; s m e ti l a c i x e l
g n i m r o f r e p n i y l e v it c e f f e t i w a r
d language-use task” (p.17) .In thi sresearch ,
n i n a e m l a r e ti l e h t y b d e n if e d y l n o t o n s i y r a l u b a c o
v go fawordbu talsot heuse fo
r e f fi d s a h y r a l u b a c o V . t x e t n o c e h t d n a g n i n a e m e h t h t o b , fl e s ti d r o w e h
t en t
o t d e r r e f e r s i t i n e h w s g n i n a e
m dfiferen tcontexts .The use o fvocabulary in a
e s u e g a u g n a l e h t d n e h e r p m o c o t t n a tr o p m i y r e v s e m o c e b d l e if c if i c e p
s d in
e l w o n k s s e c c a o t t n e n o p m o c l a i c u r c a s i y r a l u b a c o v , e r o f e r e h T . t x e t n o
c dgef roma
e h t e s u o t d n a e g a u g n a
l languageapprop irately.
.
4 Student so fBethesdaYakkum, Insttiuteo fHeatlhSciences
n i s t n e d u t
S STIKES Bethesda Yakkum are Insttiute o fHeatlh Science s
0 2 d n u o r a e r a y e h T . s e t a d i d n a c e s r u n e m o c e b o t g n ir a p e r p e r a o h w s t n e d u t
s th
d e t a u d a r g o h w d l o s r a e
y from Senio rHigh Schoo land had taken Engilsh course
f o s t n e d u t s e h t , s e t a d i d n a c e s r u n s A . n o it a c u d e f o l e v e l s u o i v e r p n
i Bethesda
m u k k a
Y Insttiute o fHeatlh Sciences are prepairng to be quail ifed nurse swhom
. s e s r u n l a n o i s s e f
