INSTRUCTIONAL MATERIALS OF ENGLISH
VOCABULARY BASED ON THE NATURAL APPROACH
FOR FOURTH GRADE STUDENTS OF SD NEGERI II
SUMBEREJO, KLATEN
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Yoana Francisca Nicken Daniwijaya Student Number: 061214156
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
INSTRUCTIONAL MATERIALS OF ENGLISH
VOCABULARY BASED ON THE NATURAL APPROACH
FOR FOURTH GRADE STUDENTS OF SD NEGERI II
SUMBEREJO, KLATEN
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Yoana Francisca Nicken Daniwijaya Student Number: 061214156
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
A Thesis on
INSTRUCTIONAL MATERIALS OF ENGLISH
VOCABULARY BASED ON THE NATURAL APPROACH
FOR FOURTH GRADE STUDENTS OF SD NEGERI II
SUMBEREJO, KLATEN
By
Yoana Francisca Nicken Daniwijaya Student Number: 061214156
Approved by
Sponsor
Date Christina Kristiyani, S.Pd., M.Pd. August 15, 2011
This life is just a long journey
There’s always a price we have to pay for every single thing we want to reach
even the very hard and far journey
There’re always consequences we have to take for every single path we choose
even the mistakes and the failures
But, that’s not a reason for me to stop walking
Because I believe,
all of these are just the way that makes me deserve to gain my destination
So, I’ll pay the price
And I’ll choose my path and take the consequences
I’ll always keep striving to reach my dream which I believe that’s good and true
Because I know that something good is worthy to be fought for
And if someday I make my dream to be true,
and in that time I just find that I feel powerless and discouraged
because of difficult time and hard feeling
I’ll once more look back to remember this moment,
a moment when I ever strive to walk very hard and far
to reach the dream
Further, once again I’ll realize
that this life is a long journey
and it’s not the reason for me
to stop walking and fighting more and more
to reach again what it’s good and true
because once again I will understand,
that something good is really worthy
to be fought for
Yoana Daniwijaya
µ“because something good is worthy to be fought for”
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in quotations and the reference, as a scientific paper should.
Yogyakarta, September 8, 2011 The Writer
Yoana Francisca Nicken Daniwijaya 061214156
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma : Nama : Yoana Francisca Nicken Daniwijaya
Nomor Mahasiswa : 061214156
Demi pengembangan ilmi pengetahuan, saya memberikan kepada Perrpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
INSTRUCTIONAL MATERIALS OF ENGLISH
VOCABULARY BASED ON THE NATURAL APPROACH
FOR FOURTH GRADE STUDENTS OF SD NEGERI II
SUMBEREJO, KLATEN
Dengan demikaian saya memberi kepada Perputakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas dam mempublikasikan di internet atau media lain untuk kepentingan akademis tanapa perlu meminta izin dari saya maupun memberi royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis
Demikian pernyataan ini saya buat dengan sebenarnya Dibuat di Yogyakarta
Pada tanggal 8 September 2011 Yang menyatakan
ABSTRACT
Daniwijaya, Yoana Francisca Nicken. 2011. Instructional Materials of English Vocabulary Based on the Natural Approach for Fourth Grade Students of SD Negeri II Sumberejo, Klaten. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
English has been taught in Elementary School as local content subject started from the fourth grade. In this level, the learners are introduced to some simple words and phrases which are familiar with them and which are also often met in their daily life. Therefore, vocabulary has important role in learning English in this level. However, in the process of teaching-learning itself, a teacher cannot ignore the characteristics of the students in learning new language. The teacher should have teaching method to accommodate the students to learn the new language successfully. To respond to the problem, a study was conducted. The study proposed to design a set of instructional materials of English vocabulary based on the Natural Approach for the fourth grade students of SD Negeri II Sumberejo Klaten.
This study discussed two problems. Those problems were formulated in two research questions: (1) How is instructional material of English vocabulary based on the Natural Approach for the fourth grade students of SD Negeri II Sumberejo designed? (2) What does the design of the instructional material look like?
To answer the first question, the writer applied five steps of instructional design model, which were adapted from the combination of some steps of the two instructional design models; Kemp’s and Yalden’s. The steps were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating learning objectives (4) selecting and organizing subject content, and (5) selecting teaching-learning activities and resources. All these steps are in accordance with Educational Research and Development method (R & D). The writer considered the first five steps of the ten steps of Educational R & D method in conducting this study. Those steps were (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field-Testing, and (5) Main Product Revision. Further, the writer designed the materials based on the theory of Natural Approach which considered five hypotheses in the process of language learning and provided acquisition activities in the early stages of language learning.
To answer the second question, the study presented the final version of the instructional design material based on the Natural Approach for the fourth grade student of SD Negeri II Sumberejo, Klaten. The materials consisted of eight units. Each unit consisted of three sections, namely pre-activity section, whilst activity section and post-activity section. Then, those three sections were divided into four main parts. Those sections are Let’s Get Ready!, Let’s Work It Out!, Let’s Do It!, and Let’s Sum It Up!.
The materials evaluation results showed that the percentage average of the designed materials were 84.21% ranged from 73.33% up to 93.33% on the maximum percentage of 100%. It showed that the materials were appropriate for the fourth grade students of SD Negeri II Sumberejo.
ABSTRAK
Daniwijaya, Yoana Francisca Nicken. 2011. Instructional Materials of English Vocabulary Based on the Natural Approach for Fourth Grade Students of SD Negeri II Sumberejo, Klaten. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Bahasa Inggris sudah diajarkan di Sekolah Dasar (SD) sebagai pelajaran muatan lokal yang dimulai di kelas empat. Pada level ini, siswa dikenalkan pada beberapa kosakata dan ungkapan sederhana yang umum dijumpai dalam kehidupan mereka sehari-hari. Oleh karena itu, kosakata memegang peranan penting dalam proses belajar bahasa Inggris dalam level ini. Akan tetapi, dalam praktek belajar-mengajar itu sendiri, seorang guru tidak bisa mengabaikan karakter para siswanya dalam mempelajari sebuah bahasa baru. Seorang guru sebaiknya mempunyai teori dan metoda pengajaran untuk mengakomodasi siswa belajar bahasa tersebut dengan baik. Untuk menanggapi masalah tersebut, sebuah penelitian dilaksanakan. Penelitian ini bertujan untuk merancang materi pembelajaran kosakata bahasa Inggris yang berdasarkan pada teori Natural Approach untuk siswa kelas empat SD Negeri II Sumberejo Klaten.
Studi ini membahas dua masalah. Masalah-masalah tersebut dirumuskan dalam dua pertanyaan penelitian yaitu, (1) bagaimana materi pembelajaran kosakata bahasa Inggris untuk siswa kelas empat SD Negeri II Sumberejo Klaten yang berdasarkan pada teori Natural Approach dirancang? dan (2) seperti apakah penyajian materi pembelajaran kosakata bahasa Inggris untuk siswa kelas empat SD Negeri II Sumberejo Klaten yang berdasarkan pada teori Natural Approach tersebut?
Untuk menjawab pertanyaan pertama, penulis menerapkan enam langkah yang diadaptasi dari model instruksional Kemp dan Yalden. Langkah-langkah tersebut adalah (1) mengadakan survei kebutuhan, (2) menentukan tujuan, topik dan tujuan umum pembelajaran (3) merumuskan indikator (4) menentukan dan menyusun isi pembelajaran, (5) menentukan kegiatan pembelajaran dan sumber belajar, dan (6) mengadakan evaluasi materi. Langkah-langkah tersebut sesuai dengan langkah-langkah yang terdapat dalam Research and Development Method (R&D). Namun dalam studi ini, penulis hanya menerapkan lima langkah pertama dari sepuluh langkah yang terdapat dalam R&D. Langkah-langkah tersebut adalah (1) pengumpulan informasi penelitian, (2) perencanaan, (3) pengembangan produk tahap awal, (4) pengujian produk, (5) perbaikan produk. Selanjutnya, penulis mendesain materi yang berdasar pada teori Natural Approach yang mempertimbangkan lima hipotesis dalam proses belajar bahasa dan memperlengkapinya dengan kegiatan akuisisi pada tahap awal belajar bahasa.
Untuk menjawab pertanyaan kedua, penulis menyajikan hasil akhir dari materi pembelajaran kosakata bahasa Inggris yang berdasarkan pada teori Natural Approach untuk kelas empat SD Negeri II Sumberejo Klaten. Materi tersebut terdiri dari delapan unit. Masing-masing unit terdiri dari tiga sesi, yaitu kegiatan awal, kegiatan inti, dan kegiatan akhir. Ketiga sesi tersebut dibagi menjadi empat bagian inti, yaitu Let’s Get Ready!, Let’s Work It Out!, Let’s Do It!, dan Let’s Sum It Up!.
pembelajaran tersebut cukup bagus dan bisa diterima serta digunakan untuk pembelajaran kosakata bahasa Inggris untuk kelas empat SD Negeri II Sumberejo Klaten.
ACKNOWLEDGMENTS
First of all, I would like to express my greatest gratitude to my Lord Jesus Christ for His wonderful and everlasting love, grace, care, help, and guidance in my life. I am so grateful for all His kindness to always stay by my side, love me abundantly, and strengthen me in every single step of mine.
My sincerest gratitude goes to my major sponsor, Christina Kristiyani S.Pd., M.Pd., for her guidance, support, advice, suggestions, and corrections during my process of completing this writing. I also thank her for reading my thesis thoroughly. I would also like to address my deepest gratitude to Gregorius Punto Aji, S.Pd., M.Pd., and Drs. Y. B. Gunawan, M.A., for their time to evaluate my materials, give a lot of suggestions and advice, and share knowledge with me. I would also like to give my gratitude to all PBI lecturers for their great contribution to guide, support, and teach me during my study in Sanata Dharma University.
I dedicate my greatest gratitude to Misereor and Sanata Dharma University which help me a lot in providing me scholarship to support my financial stuff for my study. I also thank them for giving me opportunities to learn, experience and share many valuable things with others.
My special gratitude goes to my beloved parents, my mother, Natalia Sri Wahyu Handayani, and my father, Nicolaus Nano Supardiyono for the patience, support, prayer, advice, guidance, care, and love in my life. My gratitude also goes to all my beloved brothers, Mas Bima, Mas Whisnu, and Mas Indra for all the support and love given to me, and for every special moment to be spent together.
My deepest gratitude goes to my special and beloved friend, Andri Nugraha, for his patience, support, care and love on my days, and also for all the times he spends with me. My sincerest thanks go to all my lovely friends, Indi, Ratri, Ata, Nana, Tita, Kaje, Siska and Niken,who colour my life and my days with jokes, cheerfulness, affection, help, support, valuable lesson and beautiful friendship. My thanks also go to all my friends in the Misereor Group in Klaten “Klabers” Bersinar, “Sairoth” members of KKN XXXVIII, the Play Performers of “Fatal Desire”, the big family of PPL, the big familyof LPPM Sanata Dharma University, the big family of Columbia-Edu Centre (CEC) and also the big family of Gereja Baptis Indonesia (GBI) Klaten for all valuable things that have been shared together.
TABLE OF CONTENTS
Page
TITLE PAGE ……….. i
APPROVAL PAGES ……….. ii
DEDICATION PAGE ………... iv
STATEMENT OF WORK’S ORIGINALITY ……… v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ……… vi
ABSTRACT ……….... vii
ABSTRAK ………viii
ACKNOWLEDGMENTS ……….………... x
TABLE OF CONTENTS ……… xii
LIST OF TABLES ……….. xv
LIST OF FIGURES ………. vxi
LIST OF APPENDICIES ……… xvii
CHAPTER I. INTRODUCTION A. Research Background ……….. 1
B. Problem Formulation ………... 6
C. Problem Limitation ……….. 6
D. Research Objectives ………. 7
E. Research Benefits ……… 7
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ………... 11
1. Instructional Design Models ………. 11
a. Kemp’s Instructional Design Model ………. 11
b. Yalden’s Instructional Design Model ………... 16
2. The Theory of Natural Approach ……….……. 19
a. Approach ……….……. 20
b. The Goal of the Natural Approach ……….……. 22
c. Classroom Activities in Early Stages ……….……. 23
d. The Roles of the Teacher ……….…… 25
e. The Roles of Instructional Material ……….…... 26
3. Vocabulary ……… 26
a. Vocabulary Selection ………... 26
b. Learning Vocabulary ………... 28
c. Principle of Teaching Vocabulary ………... 29
4. Young Learners ………. 31
a. The Characteristics of Young Learners ……….. 31
b. Principle of Teaching Young Learners ……… 33
B. Theoretical Framework ……… 36
CHAPTER III. METHODOLOGY A. Research Method ………. 43
B. Research Participants ……….. 46
D. Data Gathering Technique ……….. 52
E. Data Analysis Technique ……….... 54
F. Research Procedure ………. 56
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Steps in Designing the Materials ……….... 59
1. Conducting Need Survey ………..… 60
2. Considering Goals, Topics, and General Purposes ……….. 66
3. Formulating Learning Objectives ……….…… 69
4. Selecting and Organizing Subject Content ……….…….. 73
5. Selecting Teaching-Learning Activities and Resources ..……… 75
6. Evaluating the Designed Materials ……… 76
B. Finding and Discussion on the Designed Materials Evaluation …… 76
1. Preliminary Field Testing ……… 77
2. Final Product Revision ……….……… 81
C. Presentation of the Designed Materials ……….……… 88
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ………. 91
B. Suggestions ……….. 94
REFERENCES ……….. 96
LIST OF TABLES
Table Page
3.1 The Description of the Participants of Preliminary Field Testing
(Blank) ……….. 48
3.2 Degree of Agreement ……… 51
3.3 The Descriptive Statistics of Participants’ Opinion (Blank) ……… 56
4.1 The List of 8 Top Topics ……….. 65
4.2 The Topics and the General Purposes of the Designed Materials ……. 67
4.3 The Learning Objectives in Each Topic ………... 69
4.4 The Description of the Participants of the Preliminary Field Testing …. 77 4.5 The Results of the Preliminary Field Testing Questionnaire …………... 78
4.6 The Summary of Comments and Opinions and Suggestions of the Designed Materials ………... 80
LIST OF FIGURES
Figure Page
2.1 Kemp’s Instructional Model (Kemp, 1977: 9) ………. 12
2.2 Yalden’s Instructional Model (Yalden, 1987: 88) ……… 16
2.3 The Writer’s Instructional Model ………. 40
LIST OF APPENDICIES
Page
Appendix 1 Permission Letter ………... 100
Appendix 2 The Results of the General Classroom Observation ……….…. 103
Appendix 3 The Results of the Interview on the Needs Survey ……….….. 110
Appendix 4 Questionnaire on the Needs Survey ……….….. 113
Appendix 5 The Results of the Questionnaire on the Needs Survey ……… 117
Appendix 6 Basic Competencies in Each Topic ……… 120
Appendix 7 Objectives in Each Topic ……… 124
Appendix 8 Syllabus ………... 128
Appendix 9 Lesson Plan Meeting 1 ..……….... 149
Appendix 10 General Description of the Designed Materials ……… 153
Appendix 11 Questionnaire on the Material Design Evaluation ………. 158
Appendix 12 The Results of the Preliminary Field Testing (Post-Designed).. 162
Appendix 13 Presentation of the Designed Materials ………. 165
CHAPTER I
INTRODUCTION
This chapter describes about how this study obtained through briefly discussion of the research background, the problem formulation, the problem limitation, the research objectives, the research benefits, and the definition of terms of the study.
A. Research Background
Based on the development of Elementary School education and English program in Indonesian education, English has been taught for, approximately, more than 10 years in Elementary Schools in Indonesia and it begins from year 2000 (Suyanto, 2001). In the first time it was held, English subject had a role as local content subject, and it was able to be started at 4th grade. As the time went by, English which was as an optional local content subject at first then, it became an obligatory local content subject in some areas in Indonesia (Suyanto, 2001). Since the role of the English subject as local content, it is not a must to hold English subject if the school has not been ready yet to have English as the school subject. Nevertheless, in Indonesia, English has been considered important because it is held to develop competency based on the local region characteristics.
English as a second language (ESL), and so the purpose of the learning itself is, actually, different from learning English as a second language. In fact, learning English in Elementary School is to introduce students a language apart from their mother tongue. In this case, English as a foreign language which is introduced and taught obligatorily. Further, teaching and learning English in Elementary School begins from introducing to some simple words which are familiar and often met in their daily life and their environment. This will be easy for students to learn a foreign language because what they learn can reflect what they meet in their daily life.
absolutely a process. In fact, introducing English as a foreign language is not a simple effort for a teacher. Moreover, learning vocabulary is largely about remembering, memorizing, and recognizing the concept of the words itself. Students generally need to see, say, and write newly learned words many times before they can be said to have learned them. Therefore, it has been teachers’ task to help and guide the students to learn and develop their vocabulary skill. Brown (1987: 6) stated that teaching cannot be defined apart from learning. By teaching the students in the right ways, learning process will work effectively.
the Natural Approach to teach English vocabulary to the Elementary School students.
Besides, there are some other reasons and considerations for the writer to select the Natural Approach as the basic theory of teaching and learning. First is that the Natural Approach sees communication as the primary function of language (Richard & Rodgers, 2001: 179). Therefore, the Natural Approach is an example of a communicative approach. Second is that the writer also observes that the nature of language of the Natural Approach emphasizes the primacy of meaning, therefore, the importance of the vocabulary is stressed (Richard & Rodger, 2001: 180). Moreover, Brown (1987: 164) mentioned that the goal of the Natural Approach is basic personal communication skill, that is, everyday language situation such as conversation, shopping, listening to the radio, and the like. Besides, the other strength of the approach is the main role of the teacher in the Natural Approach. Here, the teacher is as the source of the learners’ input and the creator of an interesting and stimulating variety of classroom activities such as command, games, skits, and small-group work (Brown, 1987: 164). As Sasson (2009) stated that vocabulary practice should be taught in a variety of fun, communicative and motivating contexts to make students feel confident using the new words. Thus, in the Natural Approach, the teacher should create a classroom atmosphere that is interesting, friendly, and in which there is a low affective filter for learning (Richard & Rodger, 2001: 187).
comprehension of input, minimizes learner anxiety, and maximizes learner self-confidence. (Richard and Rodger, 2001: 186)
Observing the reasons of choosing the approach as the best way to teach English vocabulary, the writer has selected an Elementary School as the subject of the study. The study was conducted in SD Negeri II Sumberejo. There are some reasons why the writer selected SD Negeri II Sumberejo as the subject of the study. These reasons are based on the informal observation and interview with the English teacher. The first reason in choosing the school is that the students of SD Negeri II Sumberejo learn about English vocabulary more frequent than other skills of English. Another reason is that SD Negeri II Sumberejo is located in the edge of the town. As the location of the school, it influences students’ background knowledge. Besides, it also influences the teaching-learning styles and the teaching-learning process in the class. Therefore, it will affect students’ competence of English, in this case is students’ input of English vocabulary. The other reason in choosing SD Negeri II Sumberejo is that the teaching-learning process in this school is generally teacher-centered. This is considered appropriate with the Natural Approach in which the teacher plays as the source of the learners’ input. Therefore, the teacher should create such interesting and stimulating classroom activities to motivate the students to learn, so it can improve the students’ vocabulary skill.
B. Problem Formulation
1. How is instructional material of English vocabulary based on the Natural Approach for the fourth grade students of SD Negeri II Sumberejo designed? 2. What does the design of the instructional material look like?
C. Problem Limitation
There are some limitations in this study. First, the study was about designing a set of instructional material. The study focused on developing materials to facilitate the teaching-learning process. Because the study was to design vocabulary instructional material, therefore, the main concern of the teaching-learning process was the process of vocabulary teaching and learning. Second, the study applied the Natural Approach theory in designing the materials. The Natural Approach gave opportunity for the students to learn English in low personal anxiety and low classroom anxiety to maximize the learning process. Third, the study was designed for grade IV students of SD Negeri II Sumberejo. The reason of choosing the fourth grade students of Elementary School was that they were more familiar with English and they had had more knowledge of English language than those of previous grade. Fourth, the study was conducted in SD Negeri II Sumberejo. It was chosen because the students there needed more opportunities and facilities to learn English.
D. Research Objectives
1. The study attempts to find out how a set of instructional material to teach English vocabulary based on the Natural Approach for the fourth grade students of SD Negeri II Sumberejo is designed.
2. The study also attempts to present the design set of English vocabulary instructional material based on the Natural Approach for the fourth grade students of SD Negeri II Sumberejo.
E. Research Benefits
The study is expected to be able to give positive contributions to English Language Teaching, especially in English vocabulary teaching. Besides, the study is also expected to give benefits to the students of SD Negeri II Sumberejo, the English teachers of SD Negeri II Sumberejo, the teachers and the students of other Elementary Schools, and the other writers.
For the students, this study provides materials that are useful to learn English based on the Natural Approach, especially to learn vocabulary. Through the designed materials, the studends will find it easier to learn English vocabulary. Therefore, the students will be encouraged to learn English vocabulary. Besides, it is also hoped that it will be more easily to develop their vocabulary abilities.
For other writers, this study can be used as the reference to conduct further research and write scientific paper related to the topic. It is hoped that through the study other writers may gain beneficial information that can be used to support their research.
F. Definition of Terms
This study provided the definition of some important terms in order to avoid different perceptions to these terms and to clarify the concept of the study. The terms are defined as follows.
1. Instructional Material
Instruction is a goal-directed teaching process which is more or less pre-planned (Romiszowski: 1981). Kemp (1977) pointed out that instructional material design means the actual planning activities that the teacher will bring about the desire end. Savignon (1997: 132) stated that a set of instructional material can be recourses in pursuing the language activities at hand. In this study, instructional material refers to a set of units which is used as the focus discussing in the language teaching-learning process to achieve a goal or an objective in order to develop students’ vocabulary skill.
2. The Natural Approach
learning in young children. The Natural Approach theory is adapted and borrowed from other methods. These include command-based activities from Total Physical Response, Direct Method, and Communicative Language Teaching.
In this study, the Natural Approach which is used as the basis theory of the designed material refers to an approach which facilitates methods and emphasizes on exposure, or input to teach English vocabulary. They are optimizing emotional preparedness for learning, a prolonged period of attention to what the language learners hear before they try to produce language, and willingness to use written and other materials as a source of comprehensible input. This can be done by discussing topics of interest, games, tasks, and the like.
3. Fourth Grade Students of Elementary school
Elementary school refers to the first part of nine year system of elementary education program that has duration of six years (Soedijarto, 1993: 128). In this study, fourth grade students are a group of students between nine up to eleven years old who are now learning in the fourth grade of Elementary School.
4. Vocabulary
Furthermore, in this study, vocabulary refers to a set of words which students usually find in their daily life. The words must be in everyday vocabulary of most people, especially children. The vocabulary can be in the form of noun, adjective, and adverb.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents a discussion of theories which the study was developed. This includes two main part of concern, Theoretical Description and Theoretical Framework. The Theoretical Description describes some related theories which were needed in designing the materials. The Theoretical Framework presents the essence of the theories discussed in the Theoretical Description. It includes putting the concept of the Theoretical Description as the base theory in designing the instructional material based on the Natural Approach.
A. Theoretical Description 1. Instructional Material Design
There are two instructional design models obtained in the study. They are Kemp’s model and Yalden’s models. The brief explanation will be elaborated in the following discussion.
a. Kemp’s Model of Instructional Material Design
general, the plan is designed to supply the answers about objectives, activities and resources, and evaluation of the materials.
[image:30.612.68.536.252.620.2]Kemp offers eight parts in designing an instructional design plan. The eight steps are important to be included in designing materials. Figure 2.1 shows Kemp’s diagram of instructional design plan that illustrates the relationship of each step in the plan to the other steps. The broken lines in the diagrams indicated revisions of elements made necessary by evaluation data gathered on learners’ accomplishment of objectives.
Figure 2.1: Kemp’s Instructional Model (Kemp, 1977: 9)
Kemps defines the instructional material as follows.
Revise Goals, Topics and
General Purposes
Learners’ Characteristics
Learning Objectives
Subject Content
Pre-assessment
Teaching/ Learning Activities and
Resources
Support Service
Step 1. Defining Goals, Topics, and General Purposes
In making the design, a designer should identify goals, choose major topics, and list the general purposes. The first parts stars with the recognition of the goals. The goals may be derived from society, learners, and subject areas. After recognizing or establishing the goals, major topics should be chosen and scoped the course or program. Afterwards, general purposes should be listed for each topic. General purpose is what learners generally are expected to learn as a result of instruction (1977: 13).
Step 2. Finding out Learner Characteristics
Learners are considered as individuals and groups. In serving both group and individuals, teachers must obtain information about the learners’ characteristics; those are academic factors such as academic background, level of intelligence, and study habits and social factors such as age, maturity, and special talent. Besides, other factors such as learning conditions and learning styles become particularly important which should also be considered in the plan to support learners maximizing their achievement both as individuals and groups. Step 3. Specifying Learning Objectives
domain of cognitive to be achieved in academic value. However, good learning objectives should cover the three domains to promote the best learning outcome. Step 4. Organizing Subject Content
A student’s learning experiences must closely relate to the objectives and to the student’s needs and interest. Subject content comprises the selection and organizing of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements) and attitudinal factors of any topic (Kemp, 1977: 44). Textbooks are usually considered as the primary resource of subject content. However, content is dynamic and changing. Therefore, traditional sources and new sources should be reorganized and combined to create other sources of subject content.
Step 5. Developing Pre-Assessment
Pre-assessment is needed to gather data about general knowledge of individual learners’ background. According to Kemp (1977: 51), there are two kind of test in pre-assessment; those are prerequisite testing and pretesting. Teacher should know that the learners are ready to learn the topic before the activities. Learners’ preparation to study will enable them to achieve the objectives and to master the topic. Further, the result of pre-assessments may also affect instructional planning in eliminating, modifying, or adding objectives to the program after the result are analyzed.
Step 6. Planning Teaching/ Learning Activities and Resources
learners can accomplish each objective. The teacher needs to know the strengths and weaknesses of alternative methods and of various materials. Further, the teacher can make selection in terms of the student characteristics and needs that will best serve the objectives which have established.
Step 7. Organizing Support Services
These services include budget, facilities, equipment, time and schedule. Coordination of each support service must be considered at the same time with making instructional plans and selecting the materials. Coordinating and communicating with others in the building or school system can also develop understanding and thus maintain good feelings.
Step 8. Evaluating Student’s Achievement
There is an interdependent among the eight elements, so decisions relating to one may affect others. However, the process in making the instructional plan is flexible. The first step taken can be from whichever element the designer is ready to create and then move back and forth to the other steps to treat most of the eight.
b. Yalden’s Model of Instructional Design
[image:34.612.67.531.185.633.2]Yalden formulated an instructional material design based on communicative approach in language learning. Yalden considered seven stages in designing materials. The seven stages are described in the Figure 2.2.
Figure 2.2: Yalden’s Instructional Model (Yalden, 1987: 88)
The each stage are briefly summarized as follows. Stage 1. The Need Survey
When a needs survey is being undertaken, there is potentially a great deal of information to be gathered (Yalden, 1987: 101). It includes personal needs and motivations and relevant characteristics of learners. The reason for this entire information gathering is to understand about the learners as much as possible prior to the beginning of the program in order to establish realistic and acceptable objectives.
Need Survey
Description of Purpose
Selection/ development
of syllabus type
Production of a
proto-syllabus
Production of a Pedagogical
Syllabus
Development and
Implementa-tion of Classroom Procedures
Stage 2. The Description of Purpose
Describing the purpose of the program can be carried out when the needs survey is finished or still in progress. Further, the information collected from needs survey will be the basis in developing the purpose of language program. This is the stage where the designer clarifies the purpose of the language program. This will establish the foundation for the major decision for the course designer facing the next stage.
Stage 3. Selection/ Development of Syllabus Type
After deicing on the general purpose, the next step is the choice of a syllabus type. According to Yalden (1987: 108), there is no single model of syllabus design which is universally agreed upon. Therefore, Yalden (1987: 108) stated that a modification of existing structural syllabuses can be a solution. This idea have come to the conclusion that what is now required is a more flexible approach to syllabus construction which any given teaching situation demands. Stage 4. The Production of Proto-Syllabus
This stage gives information of the description of the content that the syllabus will have (Yalden, 1987: 138). In this stage the designer should describe and determine the content of the syllabus. This includes general notions and specific topics and discourse and rhetorical skills.
Stage 5. The Production of Pedagogical Syllabus
words and phrases suitable to the functions and the topic chosen in the program. The designer also implies the syllabus into the teaching and the learning activities. Stage 6. Development and Implementation of Classroom Procedures
In this sixth stage, the designer is supposed to develop the classroom procedure such as selection of exercise types and teaching techniques, preparation of the lesson plan, and preparation of weekly schedules. It is including teacher training such as creation of teaching materials.
Stage 7. Evaluation
The last stage is conducting evaluation. The evaluation has two board aspects. Firstly, it evaluates the learners in the program, and secondly, it assesses the teaching as well as the over-all design of the course. Moreover, this is labeled as the recycling stage because the whole cycle can be begun again at the point.
The theories above are general description of the designed model created by two different designers of the instructional material; those are Kemp and Yalden. From the two instructional models above, the writer would not use all of the steps formulated by Kemp and Yalden. Some steps would be used and some other steps would be rearranged or even omitted. In short, the writer combined and adopted the two of instructional models above to formulate own steps of instructional model.
students learn (learners’ characteristics). Kemp’s second step is not be used because it is included in need survey. Furthermore, the writer combined the first step of Kemp’s model and the second step of Yalden’s to determine the goals, topics and general purposes of the designed materials. Kemp’s third step is used to determine the learning objectives of the designed materials. The next step was taken from the fourth step of Kemp’s model; that is selecting and organizing the subject content based on the principle of Natural Approach. Further, the Kemp’s sixth step was taken on the next step to determine and select the teaching-learning activities and resources. The teaching-learning activities and resource were designed based on acquisition activities of the Natural Approach principle. The final steps were evaluating and revising the designed materials. In this last step, the writer applied the last step of Yalden that was obtaining the evaluation in order to revise the designed materials.
2. The Theory of Natural Approach
a. Approach
The theory of language of Natural Approach sees communication as the primary function of language (Richard & Rodgers, 2001: 179). Since the approach focuses on teaching communicative abilities, the Natural Approach is considered as an example of a communicative approach (Krashen & Terrell 1983: 17). Besides, the theory of language of Natural Approach emphasizes the primacy of meaning. Here, the importance of the vocabulary is stressed. Nevertheless, the Natural Approach views language learning as mastery of structures by stages.
Natural Approach is built from five hypotheses proposed by Krashen (1983). The hypotheses propose two theories addressed both the process and the condition for the process to take place. The five hypotheses are as follows.
1) The Acquisition-Learning Hypothesis
Based on the Natural Approach, there are two distinctive ways of developing competence in a second or foreign language those are acquisition and learning. Acquisition refers to the natural assimilation of language rules using language for meaningful communication and language mastery commits unconscious process. Learning,by contrast, refers to a process in which conscious rules about a language are developed (a conscious process that results in knowing about language). It results in explicit knowledge about the forms of a language and the ability to verbalize this knowledge.
2) The Natural Order Hypothesis
process. The acquisition will take place naturally without emphasizing on error correction. Speech errors that do not interference with communication are not corrected.
3) The Monitor Hypothesis
This hypothesis states how conscious learning are used in production. This needs “formal knowledge” of the language to check and make repairs on the output of the acquired system. The Natural Approach encourages appropriate and optimal monitor use. Learners are expected to use the conscious grammar when they have enough time, when the focus is in form, and when they know the rule. However, learners are not expected to apply the rules consciously in the oral communication activities in the classroom because the focus is on communication and not form. In the case of children learning language, the monitor hypothesis is not emphasized since the concern is in “what we are saying” and not “how we are saying it.”
4) The Input Hypothesis
Krashen & Terrell (1983: 32) stated i +1 formula. A student can move from a stage i (where i is the student’s level of competence) to stage i + 1 (where i + 1 is the stage immediately following i). In accomplishing this, therefore, teachers should ensure that the learners understand what is being said or what they are reading.
5) The Affective Filter Hypothesis
The Natural Approach aims to bring down the effective filter as lower as possible by eliminating pressure and anxiety. A low filter means that the learners are more open to the input, and that the input strikes deeper. In order to lower the affective filter, learners are encouraged to get motivation and good self-images, so they can perform optimal attitudes. The optimal attitude will promote learners to try to get more input, to interact with speaker of target language with confidence, and also to be more receptive to the input they get.
b. The Goal of the Natural Approach
learning skills. However, the Natural Approach assumes that a good basis in the former will lead to greater success in the later (Krashen & Terrel, 1983: 67). Thus, it can be said that the Natural Approach is implemented for beginners and is designed to help them become intermediate (Richards & Rodgers, 2001: 184). Further, basic personal oral communication goals may be expressed in term of situations, functions and topics that are likely to be most useful for the learners to use the target language.
Therefore, the syllabus of the Natural Approach is not merely designed based on certain curriculum, but it is designed based on the learner needs and the learner interests. As Krashen and Terrell (1983: 65) pointed out that the goals of a Natural Approach class are based on an assessment of student needs. Hence, the form of the syllabus of the Natural Approach is not a grammatical syllabus, but any list of topics and situations have a role as syllabus suggestions.
c. Classroom Activities in Early Stages
According to Krashen and Terrell (1983: 75), there are three stages of classroom activities in early stages. The stages change according to learners’ stage of linguistic development. The stages are explained briefly as follows.
1) Pre-speech Activities
responding to simple command from the teacher by acting out what the teacher says. Krashen and Terrell (1983: 76) suggested Total Physical Response approach as a good technique to respond sorts of command.
In short, the main point of this section is to teach comprehension without requiring more than minimal production (Krashen & Terrell, 1983: 77). Here, the teacher concentrates on devoting to activities in which the learners receive comprehensible input to develop comprehension skills. Indeed, comprehensible input can be provided by introducing and then reusing new vocabulary for many times before the learners are expected to move to the next stage (Early Production). Besides, the teacher helps to lower learners’ affective filters by giving the learners opportunity to become comfortable with the class activities and the class and learning condition without being forced to respond in the target language. Overall, this pre-speech activity allows the learners an opportunity to begin acquisition process.
2) Early Production
In early production, the learners begin to respond with single word utterances or short phrases (Krashen & Terrell, 1983: 78). Here, learners’ respond can be yes-no in reply to a simple question. However, when learners go into this stage, it does not mean that learners stop receiving any comprehension input from the teacher.
large quantities of comprehensible input is still more important at this stage than the learners’ initial attempts at production. (Krashen & Terrell, 1983: 79)
Furthermore, the comprehensible input serves to introduce new vocabulary, reuse vocabulary which has been introduced, and to give an opportunity for the learners to produce which has been used by the teacher. Krashen and Terrell (1983: 80) pointed out that teacher can use visual, mostly pictures, as a basis for oral input and single-word responses.
3) Extending Production
In extending production, the learners begin to expand the answers and produce short phrases after several hours of comprehension activities (Krashen & Terrell, 1983: 84). The teacher gives sorts activities which support the learners to produce language for holding communicative goal. The common activities used in this stage are in the form of conversation between and among learners.
d. The Roles of the Teacher
plan a rich mix of classroom activities, involving a variety of group sizes, content, and contexts. The teacher is seen as responsible for collecting materials and designing their use. The materials designed are based not just on teacher perceptions but on elicited learners needs and interest.
e. The Roles of Instructional Material
The primary goal of materials in the Natural Approach is to make classroom activities as meaningful as possible by supplying the extralinguistic context that helps the acquirer to understand and thereby to acquire (Krashen & Terrell, 1983: 55). It is done by relating classroom activities to the real world, and by fostering real communication among the learners. Further, the primary aim of the materials is to promote comprehension and communication (Richards & Rodgers, 2001: 188). To accomplish that purpose, therefore, the materials should supply the content for communication. Further, the teacher can use pictures and other visual aids, media, and other recommended learning tools to support the materials in promote comprehension and communication.
3. Vocabulary
a. Vocabulary Selection
general principle in teaching vocabulary is to teach more concrete words at lower levels and gradually become more abstract. Beginner learners are better taught the words represent which are there in front of them, so the words can be easily explained and the learner can easily get the meaning. Moreover, the abstract words which are not physically represented in the classroom can be learnt in the higher level. On the other hand, the important point of vocabulary selection in the material design is that the vocabularies selected should serve the students’ needs on vocabulary lists they have to learn in accomplishing the program. Davies and Pearse (2000: 60) stated that teachers have to select appropriate vocabulary in which the selection of vocabulary should take the learners’ interests and needs into account as well as the general topic of the lesson.
b. Learning Vocabulary
Vocabulary learning is central to language acquisition, whether language is first, second, or foreign (Decarrico, 2001: 285). Nevertheless, it is not simple for beginner learners to learn foreign vocabulary. Learning vocabulary itself also causes problem related to meaning, form, and pronunciation of the world. Harmer (1991: 156) stated that knowing a word is far more than just understanding one of its meanings. Further, Harmer (1991: 156-158) mentioned that there are four things that students need to know in learning vocabulary.
1) Meaning
The first point is understanding meaning in context. Vocabulary items frequently have more than one meaning. When coming across a word, learners have to try to interpret its meaning by looking at the context in which it is used. Besides, words sometimes have meaning in relation to other words. Thus, learners need to know the meaning of a word which has general meaning to describe any one of number other things which has specific meaning.
2) Word Use
Learners need to know that words’ means can be changed, stretched, or limited by how it is used. Learners need to recognize metaphorical language use and they need to know how words collocate. They also need to understand the topical contexts words and expressions occur in.
3) Word Formation
how to twist words to fit different grammatical contexts. Learners also need to know how suffixes and prefixes work. Besides, learners need to know how words are spelt and how they sound. Knowing word formation is knowing how words are written and spoken and knowing how they can change their form (Harmer, 1991: 157).
Further, Decarrico (2001: 186) pointed out that to achieve the optimal result of learning vocabulary, the effective vocabulary learning should focus on explicit or implicit learning. In explicit vocabulary learning, learners engage in activities that focus attention on vocabulary. Meanwhile, implicit (incidental) learning is learning that occurs when the mind is focused elsewhere, such as on understanding a text or using language for communicative purposes. Decarrico (2001: 289) claims that vocabulary learning is more likely to be mainly implicit (incidental).
c. Principle of Teaching Vocabulary
Nunan (2003) stated four principles of teaching vocabulary. These principles are able to be applied in a variety of ways and in a variety of types of courses. The principles for teaching vocabulary according to Nunan are briefly explained as follows.
1) Focus On the Most Useful Vocabulary First
This principle looks at what words to teach and learn. The most useful vocabulary that every English language learner needs whether they use the language for listening, speaking, reading, or writing, or whether they use the language in formal and informal situations, is the most frequent 1000 word families of English.
2) Focus On the Vocabulary In the Most Appropriate Way
This principle looks at how the vocabularies should be taught and learned. Here, it will be looked at the four most important vocabulary learning strategies of using word parts, guessing from context, using word cards, and using dictionaries. 3) Give Attention to the High Frequency Words Across the Four Strands of A
Course
4) Encourage Learners to Reflect On and Take Responsibility for Learning These ways include a mixture of informing, training, and encouraging reflection; or in other words, knowledge, skill, and awareness. Vocabulary learning is a large and continuing task. Although teachers can provide useful input and support to help learners deal with this, it is ultimately the learners who have to learn and carry on learning.
Vocabulary cannot be separated from its meaning. It is not surprising when the teacher purposes to teach new words, the students will think first about the meaning of the new words. On the other side, when the teacher tries to introduce or use new words, the meaning of the new words should be understood by the students so the messages can be successful delivered to them. Therefore, it is important for the teacher to help the students grasp the meaning of the new words. Riddle (2003) considered some tips for the teacher to illustrate the meanings of new words.
(1) use pictures or drawings, (2) use realia or the actual object, (3) use mime, (4) use synonyms of a lower level, (5) use contrast, (6) use spoken gap-fill sentences with a simplified definition, (7) with higher level, provide contextualized sentences – a sentence containing the word and making the meaning clear, (8) combine matching exercises with some of the above approaches, for example match words with pictures, with synonyms, or with simplified definitions. Riddle (2003: 62)
4. Young Learners
a. The Characteristics of Young Learners in Language Learning
well as learn another one. Therefore, young children are different from adults who have had awareness about learning another language.
Young children are different from older learners because children (1) have a lot of physical energy and often need to be physically active, (2) have a wide range of emotional needs, (3) are emotionally excitable, (4) are developing literacy in their first language, (5) learn more slowly and forget things quickly, (6) tend to be self-oriented and preoccupied with their own world, (8) get bored easily, (9) are excellent mimics, (10) can concentrate for surprisingly long time if they are interested, and (11) can get easily distracted but also very enthusiastic. (Brewster, Ellis & Girard, 2002: 27).
develop memory and concentration skills; activities which reinforce concepts they may be developing and develop oral skills.
b. Principle of Teaching Language To Young Learners
Teaching cannot be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning (Brown, 1987: 7). Teaching English for young learner can be achieved if teachers create the most effective conditions for learning. In teaching English, Slattery and Willis (2001: 4) pointed out that the teacher should create an enjoyable and fun learning for learners. The activities can be playing games, singing songs, saying rhymes and chant together. The teacher can use a lot of gestures, actions, pictures to demonstrate meaning and help learners grasp the meaning easily. Besides, the teacher should provide balance activities which require the learners to do varied activities, some quiet, some noisy, some sitting, and some standing and moving.
Halliwell (1992: 10) pointed out that a teacher should have clear priorities and their practical implications in teaching to avoid the situation which undermines what is being taught. According to Halliwell (1992: 10-15) there are six theories which allow teachers to identify and clarify priorities of teaching language to young learners.
1) Giving High Priority to Attitude Goals
Sometimes they are written such as pleasure and confidence in exploring language; willingness to ‘have a go’; the children should want to and dare to communicate. In other words, in addition to having goals which are concerned with the actual language elements the children learn, the teacher also have goals which relate to the kind of learning experiences the teacher set up and the relationships and atmosphere of the language classroom.
2) The Special Nature of Language
Learning language is a very abstract process. In learning to use a language at all well for teachers rather than for textbook purposes, most of teachers have to become involved in it as experience. It can be done by using it for real communication, for genuinely giving and receiving real messages.
3) The Significance of the Way Teachers Check Understanding
Almost teachers want to make sure that the children are secure and confident. What ultimately happens is the reverse. Teachers still need to check children’s understanding somehow, but they do not have to draw children’s attention to the fact that they are doing so. Teachers can check by watching what children do, watching their faces. Teachers do this all the time anyway. If teachers can see children do not understand, and then they can rephrase the words of show them again what it is meant before the temporary lack of understanding becomes critical.
4) The Significance of the Way Teachers Treat Mistakes
anything eventually. In other words, for children mistakes and failures are frustrating rather than humiliating. One of the things children soon begin to pick up at school is the idea that mistakes are in some way ‘bad’. They begin to be embarrassed and upset when they have difficulty. There is a very practical implication for language teachers here. It means that the way the teachers correct mistakes is going to be very important. However, teachers can inadvertently contribute to the undermining and inhibiting process. Therefore, overcareful, overdetailed correction happens with the best of intentions. Teachers want children to get things right. However, if teachers have to get everything perfect, they will never try anything. This is not to deny the value of correction. It is, however, arguing that constant correction is undermining.
5) Making Language Exercises Into Real Exchanges
There are plenty of classroom activities which provide an extremely useful combination of real communication and quite deliberate rehearsal of a clearly identified set of fairly restricted material. They can involve any of the four skills of language, but their biggest contribution at primary level is probably in the field of spoken interaction between children. Since the range of language items can be limited without destroying the element of real communication, the teacher can leave the children talking to each other without fear.
6) Teaching Language Lessons In the Target Language
to context and facial expression. The thing to remember again is that teachers have systems other than words for carrying meaning. This does not mean that the teacher has to become a non-stop and elaborate mime artist. It simply means that teachers deliberately increase the ways in which they normally back up what they say by showing what they mean.
B. Theoretical Framework
In conducting the research, the theories that will be employed are the instructional design model both of Kemp’s and Yalden model of instructional design, the theory of Natural Approach, the theory of vocabulary and the theory of young learner.
In the process of designing the materials, the study adopted the combination of Kemp’s and Yalden’s Instructional Design Model. The writer used these two models because the combination reveals a clear and complete step in designing the materials. Kemp’s model emphasized on three major problems those are objectives, activities and resources, and evaluation. Besides, Kemp’s model provided the flexibility to where the teacher would begin. Kemp offered to revise in each step to obtain better performance in the next chance. Meanwhile, Yalden’s model also gave contribution in arranging the framework of the study by completing Kemp’s instructional model and combining some step in Kemp’s to produce a well-arranged step to make the instructional material of the study.
with instructional material model by Yalden. Some steps from Kemp which were excluded were finding out learner characteristics, developing pre-assessment, organizing support device and evaluating students’ achievement. The first step of Kemp’s replaced with need survey which was adopted from Yalden’s model. The first step of Kemp’s was reordered by placed it after need survey. Further, the step five of Kemp’s was omitted because the data of learners’ background had been covered through need survey. The writer also omitted step seven of Kemp’s model because it was not necessarily needed in the study. Besides, the writer excluded the last step of Kemp – evaluating students’ achievement, and replaced it with the step eight of Yalden’s – evaluation. Although, both of the steps offered evaluation, the writer considered that Yalden’s was more fit with the study. It was because what the evaluation meant by Yalden was also the evaluation of over-all design of the course in which it could not be find in Kemp’s. Afterward, the information of learners’ needs and learners’ characteristics became the basic part to arrange the material.
Step 1. Conducting Needs Survey
The data of need analysis were gathered by conducting need survey. In this stage, the writer would carry out the class observation, questionnaire, and interview. The questionnaire was distributed to the learners of fourth grade learners of SD Negeri II Sumberejo. Furthermore, the writer also conducted an interview with the English teacher of the class being researched to obtain the supporting data. The results of the gathered data would be considered as the materials development.
Step 2. Specifying Goals, Topic, and General Purposes
In designing materials, the goals, topics, and general purposes were based on the needs survey and the 2006 Edition of School-Based Curriculum for Elementary School. The goals were derived from them. The topics were sequenced according to a logical order from a simple level to a complex one. The general purposes would specify into specific objectives in every topic.
Step 3. Formulating Learning Objectives
The objectives were the indicator that learners had to achieve through teaching-learning activities. The objectives would be performed in each topic of the materials. It should be specific and measurable. Therefore, the writer should create such teaching-learning activities which supported the learners to achieve the objectives stated in learning vocabulary in each topic.
Step 4. Selecting and Organizing Subject Content
objectives. It should be reorganized and it was not only based on the text book. Thus, the content of the materials referred to materials that are based on the need survey and the 2006 Edition of School-Based Curriculum for Elementary School. Step 5. Selecting Teaching/ Learning Activities and Resources
The teaching-learning process deals with how the teachers conduct the class to encourage learners to learn actively. Therefore, the materials should consist of various teaching-learning activities in order to motivate the learners to learn. The activities in the designed materials referred to the activities used in the Natural Approach. The materials ware aimed to provide the exercises that enable the learners to work individually, in pairs, and in groups.
Step 6. Conducting Material Evaluation
The design materials were evaluated by an English teacher and some lecturers of English Language Education of Sanata Dharma University. From the material evaluations, it would be gained the feedback, opinions, comments, and suggestions toward the vocabulary material design. Based on the evaluations, the designed materials would be improved and revised in order to make the materials better and appropriate.
Figure 2.3. The Writer’s Instructional Model
The theory of Natural Approach focuses on teaching communicative abilities. Besides, Natural Approach considers that learning foreign language in early stages should be taught in a natural way. Natural Approach also concerns about the classroom learning activities in early stages. The stages change according to learners’ stage of linguistic development. To conduct the study and design the materials which were based on the Natural Approach, the writer used the theory of Natural Approach by Krashen and Terrel as well as Richard and Rodger. This theory would play as the basic theory and as guidance for the writer to design the materials. The materials are designed based on the stages which are offered by the Natural Approach theory. Since the emphasis of Natural Approach is communicative ability, the materials provides chunks or pattern and routine as
Conducting Need Survey
Specifying Goals, Topics and General Purpose
Formulating Learning Objectives Selecting and Organizing
Subject Content
Selecting Teaching-Learning Activities and Recourses
Evaluating the Designed Materials
known in the Natural Approach, so that the learners can learn to use it in a simple conversation.
what kind of techniques and media that can be used to illustrate meaning in the teaching and learning vocabulary.
Since the subject of the study is young learners, the writer also includes the basic theory of young learners. The theories include the characteristics of young learners in language learning which are adapted from the theories of Bruner and Brewster at al., and principle of teaching language to young learners which are form the theories of Slattery and Willis as well Halliwell. In the theory of characteristics of young learners in language learning, Brewster at al. stated that young children are different from adult. Meanwhile, Bruner pointed out that children learn through three mode of representation. In the theory of principle of teaching language to young learners, Slattery and Willis pointed out that the teacher should create an enjoyable and fun learning for learners and offered some useful techniques in teaching language. Halliwell mentioned that a teacher should have clear priorities and practical implications in teaching and offered six theories which allow teachers to identify and clarify priorities of teaching language to young learners. The elaboration of young learner theories serves as the basic in designing the materials. Hence, the designed materials can fit with the characteristics of young learners and facilitate them in learning language.
CHAPTER III
METHODOLOGY
This chapter will provide information about the methodology applied in the study. The methodology of the study involves research method, research instrument, data gathering technique, data analysis, and research procedure. The further explanation of the methodology will be elaborated more in each subtitle.
A. Research Method
Based on the problem formulation of the study stated in chapter one, the objectives of the study were to make an effort to find out a suitable instructional material design model in teaching English vocabulary. Hence, to obtain the intended specific answer, the study employed the Educational Research and Development as the method of the study. This was suitable research method in conducting the study because Educational Research and Development (R & D) was a strategy for developing educational products. Borg and Gall (1983: 771) state that Educational R & D consists of a cycle in which a version of the product is developed, field-tested, and revised on the basis of field-test data. The goal of Educational R & D was to take the research knowledge and incorporate it into a product that can be used in the schools (Borg & Gall, 1983: 771).
the vocabulary instructional material design was the educational product to be designed and developed. In conducting the study, the Educational R & D process study was referred to as the Educational R & D cycle. In general, the Educational R & D cycle consists of studying research finding pertinent to the product to be developed, developing the product based on the findings, field testing the developing product, and revising it to correct the deficiencies found in the field-testing stage (Borg & Gall, 1983). This product would be designed and developed as well overtaken some evaluations by the participants. Further, the product would be developed again and again to achieve a suitable form and a good result of instructional material design model. This cycle would be repeated to reach the product which met the objectives and was ready for operational used in the school.
The major steps in the Educational R & D cycle to develop the design material were elaborated as follows (Borg & Gall, 1983: 775).
1. Research and information collecting
2. Planning
It includes defining skills, stating objectives, and determining course sequence (Borg & Gall, 1993: 775). The data from research and information collection were used as the basis to determine the subject contents. The subjects content of the design materials were classified in order to select the teaching-learning activities.
Besides, the writer collected some resources which were used in designing materials. Furthermore, the writer formulated the goals, the topics, and the purposes in order plan and develop the materials.
3. Develop preliminary form
In this stage, the writer designed the first instructional materials model based on the observation, the questionnaire distributed, and the interview conducted to gather data and information on need analysis. The preliminary form involved a wide range of tasks, materials, and model lessons designed which were presented on each unit to meet the objectives. The important principle in developing preliminary form is to organize the materials so as to permit as much feedback as possible from the field test in order to be used as a basis on revising and improving the designed materials.
4. Preliminary field testing
evaluation was
