vii
ABSTRACT
Setyarini, Sepsi Diah. 2012. A Set of Vocabulary Materials for Outdoor Learning Activity for Fifth Graders of SD N Jaranan. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Mastering English is important. Considering the importance of English the Indonesian government put English in the curriculum since 1994 as a local content. Teaching English to children is different from teaching adults. Therefore, the teacher should be creative in selecting the materials. Therefore, this study was intended to design a set of vocabulary material for outdoor learning activity for fifth graders of SD N Jaranan. There is a question formulated in the problem formulation. The question is what does a set of vocabulary materials for outdoor learning activity for fifth graders of SD N Jaranan look like?
To solve the problem, the writer adapted six steps of Educational Research and Development (R&D) method. They were Research and information collecting, Planning, Developing Preliminary form of product, Preliminary testing, Main product revision, and Main field testing. Meanwhile, in order to present a set of vocabulary materials for outdoor learning activity for fifth graders of SD N Jaranan the writer combined two models of instructional design, Kemp’s and Yalden’s models. The steps were (1) research and information collecting (2) specifying the goals, topics, and general purpose (3) formulating learning objectives (4) selecting the subject content (5) selecting teaching learning activities and resources, (6) evaluating the designed materials, (7) implementing the designed materials.
In this study, the writer presented the final version of the designed materials. It consists of two units. They are Friday Morning Activities and Let’s Buy Fries. Each unit is divided into six parts. They are stimulation, let’s listen, let’s speak up, let’s read aloud, let’s write, and let’s play game. The outdoor learning activities could be seen in the game sections. In the game sections the students were demanded to conduct the activities outside the classroom.
The results showed that the designed materials were authentic, interesting, and understandable. Therefore, the designed materials are appropriate to be given to the fifth graders of SD N Jaranan. The writer hopes that the designed materials offers benefits for the students.
viii
ABSTRAK
Setyarini, Sepsi Diah. 2012. A Set of Vocabulary Materials for Outdoor Learning Activity for Fifth Graders of SD N Jaranan. Yogyakarta: Program Studi Bahasa Inggris, Universitas Sanata Dharma.
Memahami Bahasa Inggris merupakan hal penting. Menyadari pentingnya pelajaran Bahasa Inggris pemerintah telah memasukkan pelajaran Bahasa Inggris ke dalam kurikulum sejak tahun 1994 sebagai muatan lokal. Berbeda dengan siswa dewasa, mengajar pelajaran Bahasa Inggris kepada anak kecil cukup sulit. Oleh sebab itu, guru harus kreatif dalam memilih materi. Oleh sebab itu, penelitian ini bertujuan untuk menyusun sebuah set materi kosakata Bahasa Inggris untuk pembelajaran di luar kelas bagi siswa kelas lima di SD N Jaranan. Terdapat satu masalah yang dirumuskan ke dalam pertanyaan penelitian. Permasalahan tersebut adalah bagaimanakah penyajian satu set materi tersebut?
Untuk menjawab pertanyaan tersebut penulis mengadaptasi enam langkah dari metode Educational Research and Development (R&D.) Langkah-langkah tersebut diantaranya: Penelitian dan pengumpulan informasi, Perencanaan, Penyusunan bentuk produk awal, Uji coba lapangan, Revisi produk utama, Uji coba lapangan utama. Selain itu, untuk mempresentasikan sebuah set materi kosakata Bahasa Inggris untuk pembelajaran di luar kelas bagi siswa kelas lima di SD N Jaranan penulis mengkombinasikan dua model instruksional, yaitu model dari Kemp dan Yalden. Langkah- langkah yang dilakukan adalah (1) penelitian dan pengumpulan informasi (2) menentukan tujuan, topic, dan tujuan umum (3) merumuskan indicator (4) menyeleksi dan menyusun isi (5) menyeleksi kegiatan dan sumber belajar (6) mengevaluasi materi dan (7) menerapkan materi.
Dalam penelitian ini, penulis menyajikan rancangan akhir dari materi yang disusun. Materi tersebut terdiri dari dua unit. Unit pertama berjudul Friday Morning Activies. Unit yang kedua berjudul Let’s Buy Fries Masing-masing unit terdiri dari 6 bagian, yaitu stimulation, let’s listen, let’s speak up, let’s read aloud, let’s write, and let’s play game. Kegiatan di luar kelas dapat dilihat ketika sesi permainan. Pada saat sesi permainan siswa diminta utnuk melaksanakan akitivitas pelajaran di luar kelas.
Dari hasil evaluasi menunjukkan bahwa desain materi yang disusun bersifat autentik, menarik, dan dapat dipahami. Oleh karena itu, desain materi tersebut cocok untuk diterapkan pada siswa kelas lima SD N Jaranan. Penulis juga mengharap bahwa desain materi ini bisa benar-benar memberikan manfaat untuk para siswa.
A SET OF VOCABULARY MATERIALS
FOR OUTDOOR LEARNING ACTIVITY FOR FIFTH GRADERS
OF SD N JARANAN
A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Sepsi Diah Setyarini
Student Number: 081214050
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2013
i
A SET OF VOCABULARY MATERIALS
FOR OUTDOOR LEARNING ACTIVITY FOR FIFTH GRADERS
OF SD N JARANAN
A SARJANA PENDIDIKAN THESIS
Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Sepsi Diah Setyarini
Student Number: 081214050
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
YOGYAKARTA 2013
iii
iv
DEDICATIONS
v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work of parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 10th December 2012
The writer
vi
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Sepsi Diah Setyarini Nomor Mahasiswa : 081214050
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
“A SET OF VOCABULARY MATERIALS FOR OUTDOOR LEARNING
ACTIVITY FOR FIFTH GRADERS OF SD N JARANAN” beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, dan mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun member royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta
Pada tanggal: 10 Desember 2012
Yang menyatakan
vii
ABSTRACT
Setyarini, Sepsi Diah. 2012. A Set of Vocabulary Materials for Outdoor Learning Activity for Fifth Graders of SD N Jaranan. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Mastering English is important. Considering the importance of English the Indonesian government put English in the curriculum since 1994 as a local content. Teaching English to children is different from teaching adults. Therefore, the teacher should be creative in selecting the materials. Therefore, this study was intended to design a set of vocabulary material for outdoor learning activity for fifth graders of SD N Jaranan. There is a question formulated in the problem formulation. The question is what does a set of vocabulary materials for outdoor learning activity for fifth graders of SD N Jaranan look like?
To solve the problem, the writer adapted six steps of Educational Research and Development (R&D) method. They were Research and information collecting, Planning, Developing Preliminary form of product, Preliminary testing, Main product revision, and Main field testing. Meanwhile, in order to present a set of vocabulary materials for outdoor learning activity for fifth graders of SD N Jaranan the writer combined two models of instructional design, Kemp’s and Yalden’s models. The steps were (1) research and information collecting (2) specifying the goals, topics, and general purpose (3) formulating learning objectives (4) selecting the subject content (5) selecting teaching learning activities and resources, (6) evaluating the designed materials, (7) implementing the designed materials.
In this study, the writer presented the final version of the designed materials. It consists of two units. They are Friday Morning Activities and Let’s Buy Fries. Each unit is divided into six parts. They are stimulation, let’s listen, let’s speak up, let’s read aloud, let’s write, and let’s play game. The outdoor learning activities could be seen in the game sections. In the game sections the students were demanded to conduct the activities outside the classroom.
The results showed that the designed materials were authentic, interesting, and understandable. Therefore, the designed materials are appropriate to be given to the fifth graders of SD N Jaranan. The writer hopes that the designed materials offers benefits for the students.
viii
ABSTRAK
Setyarini, Sepsi Diah. 2012. A Set of Vocabulary Materials for Outdoor Learning Activity for Fifth Graders of SD N Jaranan. Yogyakarta: Program Studi Bahasa Inggris, Universitas Sanata Dharma.
Memahami Bahasa Inggris merupakan hal penting. Menyadari pentingnya pelajaran Bahasa Inggris pemerintah telah memasukkan pelajaran Bahasa Inggris ke dalam kurikulum sejak tahun 1994 sebagai muatan lokal. Berbeda dengan siswa dewasa, mengajar pelajaran Bahasa Inggris kepada anak kecil cukup sulit. Oleh sebab itu, guru harus kreatif dalam memilih materi. Oleh sebab itu, penelitian ini bertujuan untuk menyusun sebuah set materi kosakata Bahasa Inggris untuk pembelajaran di luar kelas bagi siswa kelas lima di SD N Jaranan. Terdapat satu masalah yang dirumuskan ke dalam pertanyaan penelitian. Permasalahan tersebut adalah bagaimanakah penyajian satu set materi tersebut?
Untuk menjawab pertanyaan tersebut penulis mengadaptasi enam langkah dari metode Educational Research and Development (R&D.) Langkah-langkah tersebut diantaranya: Penelitian dan pengumpulan informasi, Perencanaan, Penyusunan bentuk produk awal, Uji coba lapangan, Revisi produk utama, Uji coba lapangan utama. Selain itu, untuk mempresentasikan sebuah set materi kosakata Bahasa Inggris untuk pembelajaran di luar kelas bagi siswa kelas lima di SD N Jaranan penulis mengkombinasikan dua model instruksional, yaitu model dari Kemp dan Yalden. Langkah- langkah yang dilakukan adalah (1) penelitian dan pengumpulan informasi (2) menentukan tujuan, topic, dan tujuan umum (3) merumuskan indicator (4) menyeleksi dan menyusun isi (5) menyeleksi kegiatan dan sumber belajar (6) mengevaluasi materi dan (7) menerapkan materi.
Dalam penelitian ini, penulis menyajikan rancangan akhir dari materi yang disusun. Materi tersebut terdiri dari dua unit. Unit pertama berjudul Friday Morning Activies. Unit yang kedua berjudul Let’s Buy Fries Masing-masing unit terdiri dari 6 bagian, yaitu stimulation, let’s listen, let’s speak up, let’s read aloud, let’s write, and let’s play game. Kegiatan di luar kelas dapat dilihat ketika sesi permainan. Pada saat sesi permainan siswa diminta utnuk melaksanakan akitivitas pelajaran di luar kelas.
Dari hasil evaluasi menunjukkan bahwa desain materi yang disusun bersifat autentik, menarik, dan dapat dipahami. Oleh karena itu, desain materi tersebut cocok untuk diterapkan pada siswa kelas lima SD N Jaranan. Penulis juga mengharap bahwa desain materi ini bisa benar-benar memberikan manfaat untuk para siswa.
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ACKNOLEDGEMENTS
First of all I would like to give my greatest gratitude to Allah SWT for blessing, health, and opportunity for living and experiences in completing my thesis.
I also realize that it is imposible to work by myself. Many people have contributed to the process in my writing of this thesis. Without their help and also spirit this thesis may not be completed. Therefore, I would like to express sincere gratitude to:
1. My beloved advisor Christina Kristiyani, S.Pd, M.Pd., for her patience, guidance, support, and comments she has given to help me finish this thesis.
2. Miss Adesti Komalasari, S.Pd., M.A., Ibu Erna Para Setyaningsih, S.Pd., and Ibu Sumartini, S.Pd., for their willingness to evaluate my designed materials.
3. All of the lecturers and the secretariat staff of English Language Education Study Program of Sanata Dharma University.
4. Ibu Hj. Sumaryati, S.Pd as the headmater of SD N Jaranan for giving me permission to conduct a research.
5. My beloved parents; Bapak Sukardi and Ibu Tri Mulyati for prayer and support.
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7. Aurelia Anindita, S.Pd and Desiderius Arista Yuan as the proof readers. 8. All of the fifth graders of SD N Jaranan on 2012/2013 accademic year. 9. My best friends in D’ Cyantikkss group; Sely, Niken, Tia, and Diah. I
thank them for becoming my true friends.
10.My childhood friend Indah Ayu Sulistiani S.E., for support.
11.My beloved senior Marshel Tanamal, S.Pd., for joking during the proccess to finish this thesis.
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TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGE ... ii
HALAMAN PENGESAHAN ... iii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLE ... xiii
LIST OF FIGURE ... xiv
LIST OF APPENDICES ... xv
CHAPTER I INTRODUCTION A. Research Background ... 1
B. Research Problem ... 3
C. Problem Limitation ... 4
D. Research Objectives ... 4
E. Research Benefits ... 5
F. Definition of Terms ... 6
CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Description ... 8
1. Instructional Design Models ... 8
a. Kemp’s Instructional Design Model ... 8
b. Yalden’s Instructional Design Model ... 12
2. Teaching Vocabulary ... 15
3. Outdoor Learning Activity ... 18
xii
CHAPTER III METHODOLOGY
A. Research Method ... 24
B. Research Setting ... 28
C. Research Participants ... 28
1. The Participants of Research and Collecting Information ... 28
2. The Participants of Evaluation ... 29
D. Instruments and Data Gathering Technique ... 29
1. Instrument for Research and Information Collecting ... 29
2. Instrument for Evaluation ... 30
E. Data Analysis Technique ... 30
F. Research Procedures ... 32
CHAPTER IV RESEARCH FINDING AND DISCUSION A. The Steps of Designing A Set of Vocabulary Materials for Outdoor Learning Activity for Fifth Graders of SD N Jaranan 1. Research and Information Collecting ... 33
2. Goal, Topics, and General Purpose ... 35
3. Learning Objectives ... 36
4. The Subject Content ... 38
5. Teaching and Learning Activity ... 39
6. The Designed Evaluation ... 39
7. Implementing the Design ... 43
8. The Design Materials ... 45
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 47
B. Recommendations ... 48
xiii
LIST OF TABLES
TABLE PAGE
3.1 The Description of the Participants ... 29
3.2 The Points of Agreement ... 31
3.3 TheParticipants’ Opinion ... 31
4.1. The Result of Need Survey ... 34
4.2. The Learning Topics ... 36
4.3. The Basic Competencies ... 36
4.4. The Learning Indicators ... 37
4.5. The Description of Participants ... 40
4.6. The Result of the Questionnaire ... 40
xiv
LIST OF FIGURES
FIGURE PAGE
2.1. Kemp’s Instructional Design Model ... 12
2.2. Yalden’s Instructional Design Model ... 15
2.3. The Modified Instructional Models ... 23
xv
LIST OF APPENDICES
Appendix Page
Appendix A Letter of Permission ... 52
Appendix B Needs Survey • Interview Checklist ... 53
• Questionnaire ... 54
Appendix C General Description of the Designed Materials ... 55
Appendix D Designed Materials Evaluation Questionnaires for the Expert ... 57
Appendix E Result of the Evaluation Questionnaires for the Expert ... 59
Appendix F Designed Materials Evaluation Questionnaires for the Students ... 61
Appendix G Result of the Evaluation Questionnaires for the Students ... 62
Appendix H The Syllabus ... 63
Appendix I Lesson Plan ... 66
Appendix J The Learning Activities ... 82
1
CHAPTER I
INTRODUCTION
This chapter is concerned with the background of the study, the research problem, the problem limitation, the research objectives, the research benefits, and the definition of terms. Each part is going to be explained clearly and reasonbly by the writer.
A. Research Background
Language is important for people in the world. Using language people can communicate and interact with others. One of the languages which is commonly used is English. Today, English has been used in many fields such as technology, science, information, and education. Therefore, mastering English is important.
easily because their brains are more flexible. Cameron (2000, p. 2) also argues that children are more enthusiastic and lively as learners.
English is introduced as a local content where the students should learn four skills. They are speaking, listening, reading, and writing. Besides those skills, the students have to be able to master the vocabulary as English component. It is due to vocabulary which always deals with learning language. Krashen (1981) mentions vocabulary is the first aspect which should be given to the students rather than other aspects. Krashen also mentions that vocabulary is a basics to communicate and also important for the acquisition process. Having limited vocabulary will make the students have difficulties to learn other skills (speaking, listening, reading, and writing). Therefore, it is important to introduce vocabulary earlier to the children.
3
as (1) the children are imaginative. It means that they can tell the difference between fact and fiction, (2) the children are curious which means that they will ask the teacher or the instructor all the time, (3) the children have very short attention and concentration span. It means that the children can easily get bored. To overcome their boredom, the activities should be varied and changed every 10-15 minutes (Suyanto, 2007, p. 18). Those are the reasons why a teacher should be creative to think of the most appropriate activity in making the students interested and enjoy the learning process. It is common sense if an activity is enjoyable, it will be memorable; the language involved will ‘ stick’ and the children will have a sense of achievement which will develop motivation for further learning (Sarah, 1993, p. 6).
Having conducted an interview and observation in SD N Jaranan the writer found that the students have difficulty to memorize some new words and lack of vocabulary. The students get bored easily. That reason leads the writer to design a set of vocabulary materials for outdoor learning activity for the fifth grade of SD N Jaranan. Outdoor learning is chosen since it will be interesting and memorable. The purpose of the designed materials is to motivate the students to learn English especially vocabulary in the relaxed situation so that the students will not easily get bored. It is also aimed to prepare the students with some basics English vocabulary before they move to the higher level.
B. Research Problem
What do the vocabulary materials for outdoor learning activity for the fifth grade of SD N Jaranan look like?
C. Problem Limitation
Looking at the discussion of the background above, the writer found that teaching English to young learners is not easy. Some problems come up during the learning process such as the students have difficulties in remembering new vocabulary. Sometimes the students are talkative and busy with themselves or other friends so that the teacher cannot handle the class. The students also get bored easily with the existing technique and activities used by the teacher in the whole of learning process. Therefore, the teacher has to create the different atmosphere and activities. It makes the writer only focus on designing a set of vocabulary materials for outdoor learning activity for the fifth grade of SD N Jaranan. The designed materials were made to help the students while they are learning English so that the students are able to achieve the objectives at the end of the lesson.
D. Research Objectives
5
E. Research Benefits
This study was expected to give contribution to the educational field, especially in the teaching and learning vocabulary. It was addressed for those who are closely related to this study. The benefits were formulated as follows.
1. For the Students
This study designs a set of vocabulary materials for outdoor learning activity which are expected to release their boredom when they are learning English. Learning English through outdoor learning activity is also expected to make the students enjoy the process so that the students can achieve the goals of each lesson.
2. For the English Teacher
The result of this study is beneficial for the teacher as source to help the teacher teach English in a different way so that the students feel comfortable while learning English. Furthermore, the teacher can help the students to achieve the goals of the materials.
3. For the Further Researcher
F. Definition of Terms
In this part, the writer presents some terms which are used in this study to avoid misunderstanding while the readers read this thesis. The terms are stated as follows:
1. Instructional Material Design
The term design according to Tomlinson (2004) is an overall plan which governs the appearance and functions of materials. Therefore, instructional material design is a set of English materials that contains activities in class in order to prepare the students in learning English in the next level of education (Kemp, 1977, p. 6).
2. Vocabulary
Krashen (1981) argues that vocabulary is a basic to communicate and also important for the acquisition process. It means that vocabulary is important to introduce it as step to the children in order to help them understand utterances and to prepare them to learn English in the higher level (p. 12). Lado (1996, p. 114) states that vocabulary as a form of expression which is associated with the content of meaning. Vocabulary is best learnt when the meaning of the word is illustrated, for example by action (Sarah, 1993, p. 68).
3. Outdoor Learning Activity
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4. The Fifth Grade Students of SD N Jaranan
8
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter concerns the discussion related to the theories and literatures underlying this study which is divided into two parts, namely theoretical description and theoretical framework.
A. Theoretical Description
This part discusses the theories related to the topic of this study. It consists of the theory of instructional design models, teaching vocabulary, and outdoor
learning activity.
1. Instructional Design Models
There are many kinds of instructional design models which can be employed as the basic to design materials. In this study, the researcher used two models of instructional design as the theories. They were Kemp’s model (1977) and Yalden’s model (1987).
a. Kemp’s Instructional Design Model
9
desired learning level? (activities and resources), (3) How will we know when the required learning has taken place? (evaluation). According to Kemp (1977) there is a plan which consists of eight (8) steps to answer those questions. They are stated as follows.
1) Goals, Topics, and General Purposes
Most of the instructional designs begin with a recognition of the broad goals of the school system. After recognizing the goal, the next step is listing the major topics which would become the scope of the basis for the instruction. The topics are usually a sequence from simple or concrete level to complex and more abstract level (Kemp, 1977, pp. 13-15). The last step is stating the general purposes (what want to be expected which is related to the broad goals of system).
2) The Learners Characteristics
characteristics, the writer may use observation, questionnire, interview, and test (Kemp, 1977, pp. 18-19).
3) Learning Objectives
The next step is learning objectives. It is important because it becomes the outcome of instruction. In this part, a good teacher should tell the students what are the goals which must be achieved at the end of the learning process (Kemp, 1977, p.23)
4) Subject Content
Kemp (1977) states that the content must closely relate to the objectives and the student’s needs (p.43). In other words, subject content should support the objectives. Kemp also mentioned that there are some questions which should be answered before listing the content, such as:
1. What specifically must be taught or learned in this topic? 2. What facts, concepts, and principles related to this topic?
3. What steps are involved in necessary procedures relating to this topic? 4. What techniques are required in performing essential skills? (1977, p.45)
5) Pre-Assessment
Pre-Assessment is the prerequisite. The purpose of pre-assessment is to examine student’s preparation to learn the topics or units and measure the student’s understanding about the topics or units which have been learnt.
11
studied in order to plan learning activity and ensure that learners do not take their time on things they already know (Kemp, 1977, p.51).
6) Teaching / Learning Activities and Resources
In this part a teacher has to determine the most efficient and effective method which is continued by selecting the materials to provide learning experiences that will utilize the content associated with each objective (Kemp, 1977, p.55).
7) Support Services
Support services are required to implement the design plan. This part deals with support services which must be considered in the instructional plans. They are funds, facilities, equipment, and personnel (Kemp, 1977, p.84).
8) Evaluation
Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977, p.9)
b. Yalden’s Model
Yalden’s model is the second instructional design model which is used by the writer as the bases to construct a communicative syllabus. Yalden (1987) states that a communicative syllabus is a syllabus which is designed for describing a classroom experience which is more appropriate in an environment of real
Revise
Goals, topics, and general purposesLearning objective
s
Pre
assessment Support
services
evaluation
Subject content
Learners character
istics
13
language and art (p.85). According to Yalden (1987, pp. 101-145) there are eight (8) steps in constructing a communicative syllabus. The steps are stated as follows.
1. Need Survey
Need survey provides all of information which are related to the learner’s characteristics, learner’s needs, learner’s motivations, and communication requirements. The process of gathering all of the information is used to establish and accept the objectives.
2. The Description of Purpose
After all information in the need survey is completed, the next step is description of the purpose. According to Yalden, the purpose of this stage is to clarify the purpose of language program and establish the foundation for the major decision facing the language course designer when the designer of certain educational plan arrives at choices of a syllabus.
3. The Choice of a Syllabus Type
The third stage is the choice of a syllabus type. This stage is conducted when the general category of a language program has been decided. Yalden (1987, pp.86-87) describes that there are some components of a communicative syllabus. They are stated as follows.
a. The purpose for which the learners wish to acquire the target language.
b. The setting in which the learners will want to use the target language (physical aspects need to be considered, as well as social setting).
d. The communicative events in which the learners will participate.
e. The language function involved in communicative events, or what the learners will need to be able to do with or through the language.
f. The notion involved, or what the learners will need to be able to talk about. g. The skills involved in the “knitting together” of discourse: discourse and
rhetorical skills.
h. The variety or varietes of the target language that will be needed, and the levels in the spoken and written language which the learners will need to reach.
i. The grammatical content that will be needed. j. The lexical content that will be needed.
4. Production of a proto-syllabus
In this step the content of syllabus will have the preparation of syllabus specification. It means that it may cover general notions, discourse and rhetorical skills, variety of language, and communicative events.
5. Production pedagogical syllabus
In this step the designers should employ the pedagogical syllabus to provide a repertoire of words and phrases, chosen as exponents of function and to the topics identified as important to the learners.
6. Development of classroom procedure
15
7. Evaluation
This step is used to evaluate all components in the language program such as the students, the intructional program, and the teaching.
8. Recycling Stage
[image:33.612.67.534.148.629.2]This is the last step in order to fit between goals set and the final performance of the learners. This step is called “recycling stage” because the whole cycle can be begun again at this point, and adjustment made anywhere in the system based on the feedback gathered from the evaluation stage. All of the steps of Yalden’s Model are presented in figure 2.2.
Figure 2.2. Yalden’s Instructional Design Model (Yalden, 1983, p. 88)
2. Teaching Vocabulary
In this part, the writer gives information about teaching vocabulary. They are the nature of vocabulary, the principle of teaching vocabulary and learning vocabulary, and the importance of vocabulary.
a. The nature of vocabulary
Lado (1996) defines vocabulary as a form of expression which is associated with the content of meaning (p.114). Learning English or other languages always deal with vocabulary. It indicates that vocabulary is important
to be learnt before learning the other skills, listening, speaking, reading, and writing. Buron supports that vocabulary is the range of world that can support the students to learn other aspect of language (1982, p.98).
Learning vocabulary not only focuses on the words and its meaning but also some aspects should be considered, such as recognizing, recalling, pronouncing, spelling and using the words (Wallace, 1982, p.144).
b. The Principle of Teaching and Learning Vocabulary
Unlike adults, children have their own characteristics. Helay (1987, p.49) says that children are not self-motivated and do not have an immediate need to learn English. They are not concerned with job or university degree that requires knowledge of English. Their world is their daily games, events of interest to them; new knowledge that may come across and question that their inquisitive mind may ask.
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Since the students are expectedto know a huge number of words the teacher should teach the vocabulary regularly. 5) Meaningful presentation. Learners must have a clear and specific understanding on what the words denote or refer to so the appropriate choice of word is needed. 6) Presentasi in context. The words should be presented in context. The words must be relevant with the students’ natural environment and collocates with. 7) Learning vocabulary in the mother tongue in the target language. It means that the ability of the learners’ second language might acquire equally well in the first language. 8) Inference procedure in vocabulary learning. The ability of the learners’ second language might acquire equally well in the first language.
Nunan (2003, p.135) also mentions four principles in teaching vocabulary. They are (1) It should focus on the most useful vocabulary, (2) It should focus on the vocabulary in the most appropriate way, (3) It should give attention to teach the high frequency of words, (4) It should encourage learners to reflect on and take responsibility for learning.
c. The Importance of Vocabulary
vocabularies. Those problems will also affect the rest of the skills. Therefore, mastering vocabulary is important.
3. Outdoor Learning Activity
Children and adults have their own characteristics. To give the best quality of teaching English to the children, the teacher should know their characteristics. Scott and Yteberg (1990, pp. 3-4) describes the characteristics of the children. (1) They are imaginative, which means that they can tell the difference between fact and fiction, (2) they are curious so that they will ask the teacher or the instrutor in the learning procces, (3) they are able to make some decisions about their own learning, (4) they have definite views about what they like and do not like doing, (5) they are able to work with others and learn from others. In this opportunity the researcher conducts outdoor learning activity to overcome the students’ boredom.
Outdoor learning activity is a combination of adventure and environmental activities which are carried out outside the classroom. Ford (1981) defines outdoor learning activity as an experiential process of learning by doing, which takes place primarily through exposure to the out-of-doors. By doing outdoor learning activity, the students can make the relationships, such as a relationship between people and a relatinship between natural resources.
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investigate, explore, discover, experiment with their own ideas and theories, (5) make sound and music, express idea and feelings, (6) find patterns, make marks, explore different media and materials, (7) investigate concepts and ideas, (8) be active, run, climb, pedal, jump, throw, (9) dig, relax, find calm, reflect, (10) have responsibility, be independent, elaborate with others.
Choudhury & Obaidullah (1980, p.17) mention the main objectives of outdoor activities in the fifth grade. They are to enable students to learn about the application of mother tongue in the activities of daily life, to enable students to have direct experience of an environment and nature, to develop creative ability, to increase the students’ curiosity, and to develop an attitude of helpfullness.
Outdoor learning activity also offers so many advantages as mentioned by The Early Years Foundation Stage (2007, pp.5-7). The advantages are (a) support the development of positive attitudes towards new opportunities, challenges and responsibilities, (b) offer children exciting opportunities for developing upper body and limb strength through physical activity and movement, (c) explore and investigate a wide range of materials that cannot be found indoors, (d) outdoors children can be physically active on a scale that is less possible indoors, (e) full of creative opportunities and rich with sensory stimuly so that the children can explore and respond in a variety of ways to what they see, hear, feel, touch, and smell.
big rather than the classroom. The students tend to disturb other classes. Besides, outdoor learning activity will attract the attentions from others therefore the learning process will be disturbed The Early Years Foundation Stage (2007, pp.11-12)
If the teachers conduct the learning process outside the classroom they should consider to some requirements as stated by Decker (1976, pp.267-268). They are stated as follows.
1. The design should be based on the needs of the children. It is due to the children play for stimulation, need increasingly complex activities, choice in activities, and separation from adults.
2. Outdoor space should provide opportunities for activities similar to those conducted in the indoor space, such as social interaction and physical activity. In short, the indoors must be extended outside.
3. Outdoor space should be aesthetically pleasing.
4. The outdoor space must be safe. It means that the place should be arranged properly and consider with some considerations, such as location, size, surface, and so on.
B. Theoretical Framework
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Yalden’s model is used because it concerns the importantance of need survey. The steps are presented below.
1. Research and Information Collecting (Kemp’s andYalden’s model)
Research and information collecting is the basic step which is conducted before designing the materials. This step follows Kemp’s and Yalden’s model since both of them state the detail information how to collect data of students’ needs. In this step, the writer conducts some observations, distributed the questionnaires to the fifth graders and conducted a formal interview to the English teacher. The purpose of this step is to gain information about the students’ needs, students’ interests, and the difficulties faced by the students when they are learning vocabulary.
2. Stating the Goals, Topics, and Purposes (Kemp’s model)
This step employs Kemp’s model. In this step, the writer uses the theory of vocabulary and outdoor learning activity as the basis of determining the goals, topics, and purposes. In this study, the goals are helping the students to master the vocabulary through outdoor learning activity and helping the students to lose their boredom so that the purposes of the lesson can be achieved at the end of the discussion. The writer states the goals, topics, and purposes based on the School Based Curriculum (KTSP).
3. Stating the Learning Objectives (Kemp’s model)
4. Listing the Subject Content (Kemp’s model)
The writer adopts Kemp’s model. Subject content consists of the objectives which are going to be achieved at the end of the lesson. The content must relate to the objectives and the students’ needs.
5. Selecting the Teaching and Learning Activities (Kemp’s model)
Selecting the teaching and learning activities is conducted in order to help the students in mastering vocabulary. In this study, the writer design the subject contents by considering the methods and activities which are going to be applied in the designed materials. Because of that reason, the writer has to know the nature of vocabulary, the principle of teaching and learning vocabulary, and the importantance of vocabulary. By seeing the characteristics of the children the writer chooses outdoor learning activity since it is appropriate for the students’ needs and related to the Competence Standard and Basic Comptence. Thus, the writer develops the materials for outdoor learning activity.
6. Evaluating the design (Kemp’s model)
This step is taken from Kemp’s model. In order to measure the appropriateness of the designed materials, the writer distributes the questionnaire to the English teachers and English lecturer. The result will be used to revise, improve or develop the designed materials.
7. Implementing (Yalden’s model)
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the questionnaire to the students in order to obtain the information about the students’ needs, and responds toward the designed materials which have been implemented.
[image:41.612.71.536.210.685.2]The modified instructional model was showed in figure 2.3
Figure 2.3. The Modified Instructional Model
Research and Information Collecting
Implementing Evaluating the
Design Selecting the Teaching and Learning Activities Stating the Goals, Topics,
and General purposes
Listing the Subject Content Stating the learning
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CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses further information about research method, research setting, research participants/subjects, research instruments and data gathering technique, data analysis technique, and research procedures that were employed by the writer to accomplish this study.
A. Research Method
This study is called Research and Development (R&D). It was employed to answer the questions in the research problem. The question is what does a set of vocabulary materials for outdoor learning activity for the fifth grade students of SD N Jaranan look like. Therefore, the writer employed Educational and Research Development as the methodology.
The Educational Research and Development method was developed by Borg and Gall. Borg and Gall (1983, p.772) stated that Educational Research and Development (R&D) is a process used to develop and validate educational products. There were ten major steps in the R&D cycle. Meanwhile, the writer only adopted six steps in designing the materials. Borg and Gall (1983, p.775) stated as follows.
1. Research and Information Collecting
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formal interview to the English teacher. The purpose of this step is to gain information about the students’ needs, students’ interest, and the difficulties faced by the students when they are learning vocabulary.
2. Planning
It includes defining skills, stating objectives, determining course sequence, and small scale feasibility testing (Borg and Gall, 1983, p.775). In this step the writer relates it to Kemp’s instructional design. Here, the writer determines the goals of instructional design. In this study, the goals are helping the students to master the vocabulary and helping the students to lose their boredom so that the purposes of the lesson can be achieved at the end of the discussion. The writer states the goals, topics, and purposes based on the School Based Curriculum (KTSP) adapts from the questionnaire result.
3. Developing Preliminary Form of Product
After collecting the data and making some plannings, the writer makes the preparation for developing the products. It includes developing the teacher’s and students’ book.
4. Preliminary Field Testing
a) Generally, the designed materials were good, motivating, interesting, well-organized, and acceptable for the fifth graders.
b) The pictures were attractive, colorful, and appropriate for each unit.
c) Outdoor learning activities were acceptable enough to be applied in the design.
d) The designed materials were suitable for the fifth graders.
e) The designed materials provided nice examples and simple dialogues. f) The designed materials offered nice display.
5. Main Product Revision
In this cycle, the writer develops and revises the designed materials as suggested by main field-test result.
6. Main Field Testing
It is known as implementing phase. After the materials are revised, the writer implements the designed materials to the fifth graders. It is conducted to know how good the designed materials are for the fifth graders.
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R & D Cycle
The writer’s model
Implementating
Experts Validation
Evaluation
Teaching and
Learning Activities
and Resources
Subject Content
Learning
Objectives
Need Survey
Goals, Topics,
General Purposes
Research and
Information
Collecting
Planning
Developing
Preliminary Form of
Product
Preliminary Field
Testing
Main Product
Revision
B. Research Setting
The study was conducted at SD N Jaranan. The school is located at Dusun Jaranan, Banguntapan Bantul. The researcher chose the fifth graders as the object of the study. It is due to the students of fifth grades lack of vocabulary. The writer conducted the research and collected the information in April 2012. Then, the writer implemented the designed materials in June 2012. The schedule was on Saturday from 07.00 until 08.20.
C. Research Participants
There were two groups of participants in this study. The first group was participants of conducting need survey. They were the fifth grade students of SD N Jaranan and the English teacher. The second group was the participants of the evaluation. They were the English teachers and an English lecturer. The information about the participants is stated as follows.
1. The Participants of Research and Information Collecting
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2. The Participants of Evaluation
[image:47.612.67.536.229.653.2]In this part, the writer involved some experts as the participants. They were the English teachers and an English lecturer. They were involved in this study because the writer considered their experiences of dealing with the young learners. In this phase, the writer distributed the questionnaire in order to get opinions, feedback, and suggestions toward the designed materials. The result was important to be a basis for improving the designed materials. The description of the participants will be presented in the table 3.1.
Table 3.1. The Description of the Participants
Participants Sex
Educational Background
Teaching Experience (year)
F M S1 S2 S3 1-5 6-10 11-15 16-20
English Teacher
English Lecturer
D. Instruments and Data Gathering Technique
In order to gain the valid data, the writer used some instruments such as observations, interview, and questionnaire. Those instruments were used in conducting need survey and evaluation. The detailed information will be explained below.
1. Instrument for Research and Information Collecting
the students’ characteristics or behaviour while learning English. The writer also conducted a formal interview to the English teacher of SD N Jaranan. At last, the writer distributed the questionnaire to the students. Interview and questioonaire were employed in order to get information on the students’ needs.
2. Instruments for Evaluation
In this step, the writer only used the questionnaire. The writer distributed the questionnaire to the expert participants. They were two English teachers and an English instructor. The aim of distributing the questionnaire was to get the jugement, opinion, suggestion, feedback, and comments toward the designed materials. The writer would use the result of the questionnaire to revise the designed materials.
E. Data Analysis Technique
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Notes:
n: the total number of the students who choose certain answer N: the total number of the students
[image:49.612.78.533.230.696.2]The second data was from the experts’ questionnaires in conducting evaluation. In analyzing the data, the writer used Likert’s Scale. The Likert Scale was a scale with a number of points. The writer used four options of agreement based on Likert’s Scale in the questionnaire. The points of agreement will be presented in the table below.
Table 3.2. The Points of Agreement
Points of Agreement Meanings
1 Strongly Disagree
2 Disagree 3 Agree
4 Strongly Agree
The writer calculated the data to find the percentage of the participants’ opinion toward the designed materials. After calculating the data, the writer presented the result in the form of table. The table can be seen below.
Table 3.3. Table Participants’ Opinion
No Statements Points of Agreement Percentage (%) 1 2 3 4 1 2 3 4
F. Research Procedures
In order to design the materials, the writer conducted some steps. Here were the steps conducted by the writer in this study.
1. The writer conducted need survey by conducting observations and interview to the English teacher of SD N Jaranan. The writer also distribute the questionnaire to the fifth graders.
2. The writer analyzed the result of the questionnaire which was distributed to the students.
3. The writer stated the goals, topics, and general purposes.
4. The writer developed the materials based on the questionnaire in need survey. 5. The writer asked the evaluation by distributing the questionnaire to the experts,
the English teachers and the English lecturer.
6. The writer revised the designed materials based on the result of the evaluation. 7. The writer implemented the designed materials to the fifth grade of SD N
Jaranan.
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
The purpose of this chapter is to answer the question formulated in the problem formulation. This chapter is going to present the final version of the designed materials. Therefore, the writer combined two models, namely Kemp’s model and Yalden’s model. There were seven steps employed by the writer in designing the materials. The steps were research and information collecting, the goals, topics, and general purpose, the learning objectives, the subject content, the teaching and learning activities, evaluating, and implementing.
A. The Steps of Designing A Set of Vocabulary Materials for Outdoor
Learning Activity for Fifth Graders of SD N Jaranan
1. Research and Information Collecting
Knowing the students’ needs is important before designing the materials. In order to collect information of students’ needs, the writer conducted observations, interview, and distributing the questionnaire to the students.
The writer also interviewed the English teacher of SD N Jaranan in order to gain more information about students’ needs, characteristics, and the way of the teacher explaining the materials. From the result of interview, the writer gained information that the teacher had difficulties in handling the class because the students were talkative, especially the boys. They had difficulties to focus on the lesson. The willingness of the students was also low. It seemed when the teacher asked the students to perform in front of the class.
The writer also found information that the students did not have a guide book including a worksheet. The teacher was rarely conducting some various activities such as game, sing a song role play, and so on. It made the students easily to get bored. Based on the results, the writer began to design a set of vocabulary materials for outdoor learning activities in order to lose the students’ boredom so that the students could achieve the goal of the lesson.
[image:52.612.68.535.244.713.2]In the last of need survey, the writer distributed the questionnaire to the thirty five students. The questions were written in Indonesia. The writer also guided the students to fill the questionnaire so that the students understood each question. The data was analyzed in percentage. The writer provided the result in the table 4.1.
Table 4.1. The Result of Need Survey
No Questions
Number of Participants and its percentage Yes % No %
1. Is English difficult? 29 82.85 6 17.14
2. Is English important to help the students
facing English in higher level? 35 100 - 0
3. Do the students find difficulties to study
No Questions
Number of Participants and its percentage Yes % No %
4. Do the students find difficulties to study
vocabulary? 29 82.85 6 17.14
5.
Do the students find difficulties to understand the meaning of English words into Indonesia or Indonesia into English?
32 91.42 3 8.57
6. Do the students feel bored while learning
English in the classroom? 35 100 - 0
7. Do the students like to learn English outside
the classroom? 30 85.7 5 14.28
8.
Do the students like to learn English through activities such as doing the action or
activities directly?
30 85.7 5 14.28
9. Do the students think outdoor learning
activities are more interesting? 31 88.57 4 11.42
10.
Do the students think outdoor learning activities are more effective to help you understand vocabulary?
31 88.57 4 11.42
2. Goals, Topics and General Purpose
The writer stated the goal, topics and general purposes based on the data from need survey. The goal of this study was to design the interesting materials for outdoor learning activity in order to lose students boredom and help the students in mastering vocabulary.
Table 4.2. The Learning Topics
Num. Topics Title Units
1. Activities Friday morning activities 2. Foods Let’s buy fries
After stating the topics, the writer stated the general purposes. In this study the writer modified the general purposes as basic competencies. The basic competencies of each unit can be seen in the table 4.3.
Table 4.3. The Basic Competencies
Num. Competence Standard Basic Competence
1.
5. Understand the simple instruction in the classroom context.
5.1 To respond to the simple instruction through the action in the classroom context.
2.
6. Express very simple instruction and information in the classroom context.
6.1 To communicate how to show the location in appropriate way. 6.2 To express how to ask something.
3.
7. Understand simple written English in the classroom context.
7.1 To read aloud with good pronouncing and intonation that involved: words, phrases, simple sentences, and simple text.
4.
8. Spell and rewrite simple sentences in the classroom context.
8.1 Write simple sentences with appropriate punctuation: thank you, congratulation, and sympathy.
3. The Learning Objectives
[image:54.612.71.538.223.601.2]Table 4.4. The Learning Indicators
Topics Learning Indicators
Activities (Friday Morning Activities)
Students are able to:
• Listen to teacher’s and friend’s instruction about command in the class picket.
• Repeat the teacher’s and friend’s instructions in the class picket.
• Do the teacher’s and friend’s instructions. • Identify the instructions read by the teacher. • Answer the teacher’s and friend’s instructions with
verbal action.
• Listen to the teacher read a dialogue about asking to do Learning Indicators
something in the class picket.
• Repeat the expression read by the teacher in the dialogue about asking to do something in the class picket.
• Practice the dialogue with good pronouncing. • Read the descriptive text about class picket. • Match the sentence with the appropriate pictures. • Answer the questions based on the text.
• Write the words spelt by the teacher. • Fill the blank with the appropriate word. • Arrange the sentences into a dialogue.
Foods
(Let’s Buy Fries)
Students are able to:
• Listen to the teacher’s and friend’s instruction. • Do the teacher’s and friend’s instruction. • Act the teacher’s and friend’s instruction.
• Repeat the expression of showing location said by the teacher.
• Mention the expression of showing location.
• Listen and repeat the dialogue involve the expressions: let’s… and shall we….
• Identify the dialogue with friends. • Practice the dialogue with friends.
• Listen and repeat the dialogue read by the teacher. • Read aloud the dialogue with good pronounciation and
intonation.
4. The Subject Contents
After stating the learning objectives, the next step to be conducted by the researcher was listing the subject content. Subject contents were lists of activities to be done by the students and should be related to the students’ needs and the learning objectives. In this step, the researcher should design various activities in order to lose the students boredom and attract their attention to learn vocabulary. The activities were divided into six parts. Those parts are presented below.
a. Stimulation
This part provided some dialogues which consisted of new vocabularies. This part also listed some new vocabularies which the meanings must be discussed by the students. The purpose of this part is to gain the students’ attention before continuing to the next part.
b. Let’s Listen
There were some pictures related to the topic in this section. This section also provided some instructions and dialogues which must be listened to by the students.
c. Let’s Speak Up
d. Let’s Read Aloud
The writer provided dialogue and descriptive text. In this part the student were demanded to read aloud the dialogues or text. There were also some questions related to the dialogues or text.
e. Let’s write
This part consisted of some exercises such as rewrote the sentences, matched the pictures with the correct answers and made a short dialogue.
f. Let’s Play a Game
The writer created games in every unit. All of the games were conducted outside the classroom.
5. Teaching and Learning Activities
After listing the subject content, the writer selected the activities which would be given to the students. The activities should be varied in order to lose the students boredom so that the students are interested in learning English especially vocabulary. In this part the writer had a stimulation which was used as a warm-up and various main activities. The learning objectives would be presented in
appendix K
6. The Designed Evaluation
three sections, namely the Description of Participants, Data Presentation and Participants, and Comments and Suggestions.
a. The Description of Participants
[image:58.612.68.534.225.709.2]The writer involved three participants in this study. They were two English teachers of SD N Jaranan and an English lecturer. They were involved because of their experiences in teaching English to Young Learners. The Data of the participants were presented in the table 4.6.
Table 4.5. The Description of Participants
Respondents Sex
Background of Education
Teaching Experience in Years
F M S1 S2 S3 < 1 1-5 5-10 > 10
English teacher 1 √ √ √
English teacher 2 √ √ √
English lecturer √ √ √
b. Data Presentation
The writer distributed the questionnaire in order to get feedback, opinion, or suggestion of the designed materials. It was expressed in the degrees of agreement which had number points from 1 to 4. The result of the questionnaire can be seen in the table 4.7.
Table 4.6. The result of the questionnaire
No Statements
Frequency of Points of Agreement
Percentage (%)
1 2 3 4 1 2 3 4
1. The topic may motivate the
students to learn vocabulary. - - - 3 0 0 0 100
No Statements
Frequency of Points of Agreement
Percentage (%)
1 2 3 4 1 2 3 4
to be more active.
3.
The instructions of the designed materials are simple for the students.
- - - 3 0 0 0 100
4.
The instructions of the designed materials are clear for the students.
- - 2 1 0 0 67 33
5. Each topic covers the
appropriate time allocation. - - 1 2 0 0 33 67
6. The materials facilitate the
students learning by doing. - - 1 2 0 0 33 67
7. The materials are suitable for
the students of the fifth grade. - - 1 2 0 0 33 67
8. The level of difficulty is
appropriate for the students. - - - 3 - - - 100
9.
Generally, outdoor learning activities found in the games section help the students master vocabulary.
- - - 3 0 0 0 100
10. Generally, the designed
materials are well-elaborated. - - - 3 - - - 100
designed materials are simple for the students. It seemed that 100% of the participants said strongly agreed. In the fourth question, 67% of the participants said that the instructions of the designed materials are clear for the students, whereas one of the participants thought strongly agreed (33%). The 67% of the participants strongly agreed that each topic covers the appropriate time allocation.
Two of the participants strongly agreed that the materials facilitate the students learning by doing. The rest of the participant or 37% agreed that the materials facilitate the students learning by doing. Two of the participants strongly agree that the materials are suitable for the students of the fifth students, while 33% of the participants said agree with the statement. In the eight statement, it showed that 100% of the participants strongly agree with the statement it indicated that the level of difficulty is appropriate for the students. A number of the participants (100%) showed their strong agreement about outdoor learning activities in the games section help the students in mastering vocabulary in the last statement. All of the participants (100%) strongly agree that the designed materials are well-elaborated.
c. Participants’ Comments and Suggestion
a) Generally, the designed materials were good, motivating, interesting, well-organized, and acceptable for the fifth graders.
b) The pictures were attractive, colorful, and appropriate for each unit.
c) Outdoor learning activities were acceptable enough to be applied in the design.
d) The designed materials were suitable for the fifth graders.
e) The designed materials provided nice examples and simple dialogues. f) The designed materials offered nice display.
2. The participants’ suggestions
a) It would be better to give an example on each activity or exercise so that the students understand what they should do.
b) It would be better to add some exercises because the previous exercises were not enough to cover the time allocation.
c) It would be better to change some words in the instructions so that the students understand what they should do.
d) The writer should notice the grammar errors which arose in the designed materials such as the punctuations.
7. The Implementation of the Designed Materials
Table 4.7. The Result of The Implementation Questionnaire
No Question
Number of Students and its percentage
Yes % No %
1. Are the materials and the exercise
interesting? 30 85. 7 5 14. 3
2. Does the teacher explain the materials
clearly? 32 91. 4 3 8. 6
3. Are outdoor learning activities very
interesting? 35 100 0 0
4.
Are the lessons easier to be understood or remembered if conducted outside the classroom?
33 94. 3 2 5. 8
5. Does not outdoor learning activity make
you bored to learn English? 33 94. 3 2 5. 8 6. Do you agree if outdoor learning activity
frequently conducted? 35 100 0 0
B. The Designed Materials
In this part, the writer presented the final version of vocabulary materials for outdoor learning activity for the fifth grade students of SD N Jaranan. The designed materials consisted of two units, namely Friday Morning Activity and Let’s Buy Fries. Each unit had six parts. They were stated as follows.
a. Stimulation
This part provided some dialogues which consisted of new vocabularies. This part also listed some new vocabularies which the meaning must be discussed by the students. The purpose of this part is to attract students’ attention before they continue to the next part.
b. Let’s listen
There were some pictures related to the topic in this section. This section was also providing some instruction and dialogues which must be listened to by the students.
c. Let’s speak up
In this part the writer provided some dialogues. The students were intended to read those dialogues with good expression, intonation and pronunciation.
d. Let’s read aloud
e. Let’s write
These parts consisted of some exercises such as rewrite the sentences, match the pictures with the correct answers and made a short dialogue.
f. Let’s play a game
47
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter is divided into two parts, namely conclusions and suggestions. The conclusions’ part is related to the question in the problem formulation. The last part is recommendations that are addressed to the English teacher and the future researchers.
A. Conclusions
The purpose of this study was to design a set of vocabulary materials for outdoor learning activity for fifth graders of SD N Jaranan. There was a question stated in the problem formulation. The question was what does a set of vocabulary materials for outdoor learning activity for the fifth grader of SD N Jaranan look like.
To answer the question in the problem formulation the writer employed Research and Development (R&D). The writer also combined some steps from two models, Kemp’s and Yalden’s instructional design models. The writer used seven steps in designing the materials. They are stated as follows.
Step 1 : Conducting research and information collecting Step 2 : Stating the goals, topics and purposes
Step 3 : Stating the learning objectives Step 4 : Listing the subject content
Step 6 : Evaluation Step 7 : Implementing
The writer presented the final version of the designed materials. The designed materials consist of two units. They were Let’s Buy Fries for unit 1 and Friday Morning Activities for unit 2. Each unit consists of six parts. They are Stimulation, Let’s listen, Let’s speak Up, Let’s read aloud, Let’s write, and Let’s play game.
After the writer finished the designed materials, she evaluated the designed materials by distributing questionnaire to the respondents. The result was satisfied. The respondents gave positive suggestion and opinion toward the designed materials. Based on the result of the questionnaire, the writer concluded that the designed materials are appropriate and acceptable for the fifth graders of SD N Jaranan.
B. Recommendations
This part offered some recommendations for the English teacher of SD N Jaranan and the future researchers who want to conduct the same research in a different field.
1. Recommendation for the English Teacher
of the research, it showed that the designed materials were authentic, interesting, and understandable. Therefore, the teacher was expected that she could encourage and motivate the students to participate during the learning process actively.
2. Recommendations for the Future Researcher
50
