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A SARJANAPENDIDIKANTHESIS
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e h t n i a t b O o
t SarjanaPendidikanDegree inEng ilshLanguageEduca iton
y B
i r a d n a k i W u y A h a y D
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M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
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A SARJANAPENDIDIKANTHESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
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i r a d n a k i W u y A h a y D
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M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
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S T N E T N O C F O E L B A T
e g a P TITLEPAGE ………... i
S E G A P L A V O R P P
A ………... ii
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ………... iv
I L B U P N A U J U T E S R E P N A A T A Y N R E
P KASI ………. v S
B
A TRACT ……… vi
K A R T S B
A ……… v i i T
N E M E G D E L W O N K C
A S ……… v iii
F O E L B A
T CONTENTS ……….. x S
E L B A T F O T S I
L ………. x ii
… … … … … … … … … … … … … … … … … … … … S E R U G I F F O T S I
L x iii
S E C I D N E P P A F O T S I
L ……….. xiv
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground……….………. 1 .
B ResearchProblem s……….………. 4 .
C ProblemLimtiaiton …… ……….………. 4 .
D ResearchObjecitves……….……… 4 .
E ResearchBeneftis……… . 5 .
F Definiitono fTerms ……….………. 6
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
.
A Theoreitca lDescirpiton……… 8 .
1 Insrtucitona lDesignModels…………..………. 8 .
aKemp’ sModel ……….…………. 8 .
bYalden’ sMode l………. 1 2 .
2 Vocabulary ………..……… 1 4 .
3 TeachingVocabulary…..……… . … 1 6 .
i x .
bTechniquesi nTeachingVocabulary………….… 1 8 .
cPossibleTasksi nTeachingVocabulary………… 1 9 .
B Theoreitca lFramework……….………...…… … 2 0
Y G O L O D O H T E M . I I I R E T P A H C
.
A ResearchMethod ……….……… …. 2 3 .
B ResearchParitcipants ……….……… .. 2 8 .
C ResearchI nsrtument s ………..……….. 2 9 .
D DataGatheirngTechnique ……… 3 1 .
E DataAnalysi sTechnique……… ... .... 3 2 .
F ResearchProcedure ……… … 3 3
E R . V I R E T P A H
C SEARCHFINDINGSANDDISCUSSION .
A Elaboraitonoft heStepsi nDesigningSupplementary s
e s i c r e x E y r a l u b a c o
V ………...….. 3 5
.
1 ConducitngNeed sSurvey……… 3 5 .
2 StaitngGoals ,Topic sandGenera lPurposes …………. 3 9 .
3 SpecfiyingLearningObjecitves……….………. 4 0 .
4 LisitngSubjec tContent ………...………... 4 1 .
5 SelecitngTeachingLearningAcitvtiy……….. 4 2 .
6 ConducitngEvaluaitonSurvey……….... 4 3 .
7 Revision………...……… 4 7 .
B Presentaiton :B ire fDescirpitono ftheSupplementary i
c r e x E y r a l u b a c o
V ses………..……….. 4 8 N
O I S U L C N O C . V R E T P A H
C S ANDSUGGESTIONS
.
A Conclusions ……… 5 0 .
B Suggesiton s ………. 5 1 E
F E
R RENCES ………. 5 3 N
E P P
ii x
S E L B A T F O T S I L
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1 .
3 TheDescirpitonoft heFris tGroupo fResearchandI nformaiton P
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h T 2 .
3 Descirpitonoft heSecondGroupo fResearchandI nformaiton
CollecitngParitcipant s………..………..… 82 3
.
3 T heDescirpitonoft heParitcipantsPreilminaryFieldTesitng…... 92 1
.
4 T Rhe esul to fQuesitonnarie……… 63 2
.
4 T heGoa landGenera lPurpose soft heDesignedMate ira l……….... 3 9 3
.
4 T heLearningObjecitves……… 4 0 4
.
4 TeachingLearningAcitviites……… . … 4 2 n
o it p ir c s e D 5 .
4 oft heParitcipan tonEvaluaitonSurvey………. 4 4 6
.
ii i x F O T S I
L FIGURES
E R U G I
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… … … … … … … … … … … … l e d o M n g i s e D l a n o it c u rt s n I s ’ p m e K 1 .
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s l a ir e t a M d e n g i s e D e h
1 I R E T P A H C
N O I T C U D O R T N I
h t n
I i schapter ,the wrtie rdiscusse sthe inrtoduciton o ft his study .Thi s
r e t p a h
c si divided into six secitons ,namely the research background ,research
m e l b o r
p s , problem ilmtiaiton , research objecitves , research beneftis , and
if e
d niitonoft erms .
.
A ResearchBackground , a r e n o it a z il a b o l g s i h t n
I Engilsh play san impo tran trole as means fo
n o it a c i n u m m o
c .Since tii sstated asi nternaitonall anguage , ti i sused a sagloba l
. n o it a c i n u m m o c f o s n a e
m Especiallyi nIndonesia ,Engilsha saForeignLanguage
g n i v o r p m i n i e l o r a s y a l
p Indonesian people’ s knowledge and informaiton.
e m o c e b h s il g n
E s a medium to receive and absorb globa linformaiton .Besides ,
h s il g n
E h s elp Indonesian people to be able to communicate wtih people from
e ir t n u o c r e h t
o s.
l o o h c s y n a m , h s il g n E f o e c n a tr o p m i e h t g n ir e d i s n o
C s inI ndonesiaexpec t
t n e d u t s e h
t s to be able to use Engilsh well .In Junio rHigh School ,Engilsh ha s
h t n e v e s e h t n i e c n i s t h g u a t n e e
b grade. Basedont hecur irculumKTSP( Kurikulum d
i d n e P n a u t a S t a k g n i
T ikan), t herearefourl anguage skillst ha thavebeen t augh t ,
g n i d a e r , g n i n e t s il , g n i k a e p s e r a y e h T . l o o h c S h g i H r o i n u J n
i andw iritng .
Oneoft hef ourl anguageskills which should beacquried in t hel anguage
s s e c o r p g n i n r a e
n
i learningvocabularyt os uppo trt herir eadingcomprehensiont hroughvocabulary
. s e s i c r e x e
.
B ResearchProblems
: s w o ll o f s a d e t a l u m r o f e r a y e h t , y d u t s s i h t n i s m e l b o r p o w t e r a e r e h T
.
1 How i sthe se to fsupplementary vocabulary exercise sto suppor treading
r o f n o i s n e h e r p m o
c et h seventh grade student s o f SMP N 3 Wonosa ir
? d e n g i s e d
.
2 Wha tdoe st he se tof supplementary vocabulary exercisest o suppor treading
r o f n o i s n e h e r p m o
c the seventh grade student so fSMP N 3 Wonosari look e
k il ?
.
C ProblemLimtia iton r e ti r w e h t , y d u t s s i h t n
I focuse s on designing the se to f supplementary
t e s e h T . n o i s n e h e r p m o c g n i d a e r g n it r o p p u s r o f d e s u s i h c i h w s e s i c r e x e y r a l u b a c o v
y r a t n e m e l p p u s f
o vocabulary mateiralsi sdesigned f ort heseventh gradestudent s
f
o SMP N 3 Wonosari .I tconsist sfou rtopic swhich are arranged based on the d
e r r e f e r d n a y e v r u s s d e e
n to the curirculum , Kurikulum Tingka t Satuan Pendidikan( KTSP) .
.
D Research Objecitves d e d n e t n i s i y d u t s s i h
T toanswe rquesiton sstatedin t he research problems .
s e v it c e j b o e h
.
F Deifni itono fTerms
s m r e t e m o s e n if e d o t e k il d l u o w r e ti r w e h t , r e r a e l c y d u t s s i h t e k a m o T
h c i h
w arerelatedt ot hiss tudy.
.
1 Vocabulary
Vocabulary knowledge involve s knowing the meanings o f words .
fl e s ti e g a u g n a l e h t r o f t n a tr o p m i s i y r a l u b a c o v , r e v o e r o
M . Harmer (1991 : 31 ) 5
s e t a t
s tha t“i flanguage srtucture smake up the skeleton o flanguage ,then i ti s
v o r p t a h t y r a l u b a c o
v ide sthe vtia lorgan sand lfesh” .In thi sstudy ,vocabulary
h c i h w h s il g n E n i s d r o w e h t ll a o t s r e f e
r are used t o communicate in spoken and
n e tt ir
w form .In addiiton ,vocabulary i san impo tran telemen tto suppor tthe
. g n i k a e p s d n a , g n i n e t s il , g n it ir w , g n i d a e r n i h s il g n E g n i n r a e l f o s s e c o r p
.
2 SupplementaryMateirals
s l a ir e t a m y r a t n e m e l p p u
S canbedeifneda s“extraworksheets ,games ,book s
t a h t c t
e a teache r use s fo r teaching mateiral s in addiiton to a core text”
(h ttp://wwwt.ef.lnetr/e/fglossary.htm) .Int hiss tudy ,supplementarymateiralsr efe r
o
t theexrtamateiralwhichi sused toaddands uppo tr themainmateiral .
.
3 ReadingComprehension
k a t n u j n a m i S o t g n i d r o c c
A (1988 :3 r ,) eading i saproces so fputitngr eaders
d i h ti w n o it a c i n u m m o c d n a t c a t n o c n
i eas .The impo trance o freading is that ,
” d lr o w e h t f o e g d e l w o n k l a r e n e g r u o g n i d n e t x e f o e l o r r e d i w e h t s e v r e s g n i d a e r “
2 9 9 1 , e c a ll a W
( :7 .) In t hi sstudy ,reading comprehension mean sstudents ’abiilty
e g a s s a p g n i d a e r d n e h e r p m o c o
.
4 SMPN3Wonosari P
M
S stand s fo r Sekolah Menengah Pertama (Junio r High School) .
l a n o i s a N n a k i d i d n e P n a i r t n e m e
K states t hat SMP si the basic educaiton in t
a c u d e l a m r o f s ’ a i s e n o d n
I ion atfe rthe student sgraduate from the elementary
. l o o h c
s SMPN3Wonosariisl ocatedinJ . l BaronKm.6Wonosari ,GunungKidul , a
t r a k a y g o
Y .The seventh grade student sare those who are in the fris tyear . y
ll a r e n e
G ,t heyareabou t13- 41 year sold .
8
I
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P
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T i schapte rpresent sadiscussiononr elatedl tierature .Thi schapte ri sdivided
o w t o t n
i pa trs .Thefristi st heoreitca ldesc irpiton.I tconsist soft heo ire sandde ifniiton
. s m r e t d e t a l e r f
o The second pa tr i stheoreitca lframework .I tcontain sa t heoreitca l
. s n o it s e u q h c r a e s e r e h t r e w s n a o t d e s u e m a r f
.
A Theore itca lDescrip iton
f o s t s i s n o c t r a p s i h
T twomajorpoint stobediscussed .Theyare i nsrtucitona l
. y r a l u b a c o v g n i n r a e l g n i h c a e t d n a s l e d o m n g i s e d l a ir e t a m
.
1 Instruc itona lDesignModels
h c a e f o s g n i h t t n a tr o p m i e h T . s l e d o m n g i s e d l a n o it c u rt s n i y n a m e r a e r e h T
g n it a u l a v e d n a g n it n e m e l p m i , g n i n g i s e d , g n i p o l e v e d , g n i z y l a n a e r a e r e h t s i s l e d o m
i t s o m l
a neverymodel .sI nt hi sstudy,t herearet wo modelst obediscussed .Theyare
s l e d o m n g i s e d l a n o it c u rt s n i e s o h T . l e d o m n g i s e d l a n o it c u rt s n i s ’ n e d l a Y d n a s ’ p m e K
: s w o ll o f s a d e s s u c s i d e r a
.
a Kemp’ sModel
p m e
K (1977 )states tha tthere are three quesiton sshould be considered a s
l a n o it c u rt s n i g n i k a m n i s t n e m e l e l a it n e s s
e design ,namely “wha tmus tbe learned?”
it c e j b O
)
7 Coordina itngSuppor tService
n a tr o p m i e r a s e c i v r e s t r o p p u s e h
T t to implemen tthe design p s .lan They
t s i s n o
c o ffunds ,faci ilites ,equipment ,and personne lwhose itme mus tbe scheduled
e h t t a d e r e d i s n o c e b t s u m e c i v r e s t r o p p u S . n a l p l a n o it c u rt s n i e h t n i s t n a p i c it r a p r o f
d n a e d a m g n i e b e r a s n a l p l a n o it c u rt s n i e m it e m a
s mate irals ,being selected .In
r e h t o h ti w m a r g o r p d e n n a l p e h t g n it a n i d r o o c o t n e v i g e b t s u m n o it a r e d i s n o c , n o it i d d a
. n o it u ti t s n i e h t f o s t c e p s a l a n o it a r e p o
)
8 Evaluati on
f o p e t s t s a l e h
T Kemp’s i nsrtucitona lmodeli sevaluaiton.I taims to measure
n r a e l e h
t ingoutcomes relatedt ot heobjecitves. Beside ,si tcanbeusedt omeasurethe
u rt s n
i citonal mate irals . There are two types o fevaluaiton ,namely formaitve and
. n o it a u l a v e e v it a m m u
s The procedure o fformaitve i stesitng and revision .I ttake s
g n ir u d e c a l
p developmen tand rtyouts . tIi suseful f o rdetermininganyweaknesses i n
n
a insrtucitona lplan .Meanwhlie ,summaitveevaluaitoni sconcernedwtihevaluaitng
. s e v it c e j b o e h t f o t n e m e v e i h c a l a n if ’ s t n e d u t s f o e e r g e d e h t
n o it a n a l p x e r a e l c a e v i g o t r e d r o n
I abou tthe steps ,the presentaiton o f
d e t n e s e r p s i l e d o m l a n o it c u rt s n I s ’ p m e
) 7 : 7 7 9 1 ( l e d o M n g i s e D l a n o it c u r t s n I s ’ p m e K 1 . 2 e r u g i F
.
b Yalden’ sModel
. l e d o m s ’ n e d l a Y s i d e s u r e ti r w e h t t a h t l e d o m d n o c e s e h
T Yaldenpresents t he
. n g i s e d s u b a ll y s e v it a c i n u m m o c f o e s
u There aresevensteps i nof l anguage program
s o p o r p t n e m p o l e v e
d edbyYalden .Thes tep sare ilstedasf ollows .
)
1 Needss urvey
a e l e h t w o n k o t d e d e e n s i y e v r u s
A rners ’needsi nl anguagelearning .Fu trher ,
s e t a t s n e d l a
Y tha tconducitng need ssurveycanobtaina smuchas i nformaiton abou t
s r e n r a e l e h
t (1987 : 101) . I t include s the idenit ifcaiton o f the communicaiton ,s
l a o
G topic,s d n
a genera l s e s o p r u p
r e n r a e L
c it s ir e t c a r a h c
g n i n r a e L
e j b o citve
t c e j b u S
t n e t n o c
e r P
t n e m s s e s s A t
r o p p u S
s e c i v r e S
/ g n i h c a e T
g n i n r a e L
,s e it i v it c A
s e c r u o s e R
n o it a u l a v E
r e f e
r st ot heobjecitve( Kemp ,1977 :55) .Thewrtie rdecidest heacitviite swilli nvolve
. k s a t e v it c u d o r p d n a e v it p e c e r e h t
.
6 Conduc itngevalua itons urvey
e h T . y e v r u s n o it a u l a v e n a s t c u d n o c r e ti r w e h t ,s l a ir e t a m e h t g n i n g i s e d r e tf A
s s i h t f o e s o p r u
p tep i sto gain some feedback and commen trelated to the mate ira l
. n g i s e d
.
7 Revision
, k c a b d e e f e h t n o d e s a b e n o d s i n o i s i v e r e h T . n o i s i v e r s i p e t s l a n if e h T
. t n e d n o p s e r e h t m o r f t n e m m o c d n a , n o it s e g g u s
k a m o t r e d r o n
I e t he step scleare ,r t he wrtier’ sdesign mode lcan be seen i n
e h T : 3 . 2 e r u g i
F Wrtier’sI nstruc itona lModeladaptedf romKemp’ sandYalden’s g
n it a t S
, s l a o g
d n a , s c i p o t
l a r e n e g
s e s o p r u p g
n it c u d n o C
y e v r u s d e e
n Sopbejeccfiyitviengs
g n it s i L
t c e j b u s
t n e t n o c
g n it c e l e S
g n i h c a e t
g n i n r a e l
s e it i v it c a
g n it c u d n o C
n o it a u l a v E
y e v r u s
: 3 8 9
1 577 ) .However ,int hiss tudy,t hewrtie ronlyappiledt hefris t ifves tep so fR
e s o h T . e l c y c D
& step swere research and informaiton collecitng , planning ,
p o l e v e
d i ng preilminary form o fproduct , preilminary ifeld tesitng ,and main
. n o i s i v e r t c u d o r p
.
1 ResearchandI nforma itonCo llecitng
s A . e l c y c D & R f o p e t s t s ri f e h t s i g n it c e ll o c n o it a m r o f n i d n a h c r a e s e
R i t
d e t a t s s
i by Borg & Gal l(1983) ,i tinclude sreview o fltierature ,classroom
f o n o it a r a p e r p d n a , n o it a v r e s b
o stateo fatr .Inordert ogaini nformaitonr elatedt o
g n i v i g y b y e v r u s a d i d r e ti r w e h t , y d u t s e h
t quesitonnarie and doing interview .
s a w e ri a n n o it s e u q e h
T givent ot hestudent so fSMPN 3Wonosari.I twa sused t o
y fi t n e d
i thel earner’ scharacteirsitc .Whlie,t hei nterviewwtiht heengilsht eacher s
f
o SMP N 3 Wonosari wa sconducted to collec tinformaiton abou tvocabulary
r e ti r w e h t ,s e d i s e B . g n i n r a e l g n i h c a e
t also obtaine d someother i nformaiton from
, s k o o b t x e
t journals ,and2006curirculum( KTSP) .
.
2 Planning
g n it a t s , s ll i k s g n i n if e d s e d u l c n i t
I objecitves , determining course
d n a , e c n e u q e
s smal l scale feasiblitiy tesitng (Borg & Gall , 1983: 775 .)
, e r o m r e h tr u
F i twa sstated t hatt hemosti mpo tran taspec to fplanningi sstatemen t
p e t s s i h t n i , e v it c e j b o e h t e v e i h c a o t r e d r o n I . d e v e i h c a e b o t e v it c e j b o c if i c e p s f o
r e ti r w e h
t statredt o determinet hegoals ,topics ,genera lpurposesandf ormulaitng
t c e j b o g n i n r a e
C D & R : 1 . 3 e r u g i
F y clebyBorg&GallandTheWrtier’ sMo del
y e v r u s s d e e N
, s c i p o t ,s l a o g g n it a t S
e s o p r u p l a r e n e g
e v it c e j b o g n i n r a e l g n it a t S
t n e t n o c t c e j b u s g n it s i L
d n a g n i h c a e t g n it c e l e S
s e it i v it c a g n i n r a e l
n o it a u l a v E
n o it a m r o f n i d n a h c r a e s e R
g n it c e ll o c
g n i n n a l P
il e r p p o l e v e
D minaryf orm t
c u d o r p f o
g n it s e t d l e if y r a n i m il e r P
n o i s i v e r t c u d o r p n i a M n
.
B ResearchParitcipants h c r a e s e r e h t , y d u t s s i h t n
I paritcipantsweredividedi ntot wot ypes:
.
1 Paritcipantso fresearchandi nforma itoncollecitng o
s t n a p i c it r a p e h
T fresearch and i nformaiton collecitng weredivided i nto
f o s t n e d u t s e d a r g h t n e v e s e h t s a w p u o r g t s ri f e h T . s p u o r g o w
t SMPN3Wonosa ir .
e h T . r e ti r w e h t y b d e t u b ir t s i d e ri a n n o it s e u q e h t r e w s n a o t d e k s a e r e w y e h T
f o n o it p ir c s e d e h t s t n e s e r p e r e l b a t g n i w o ll o
f the fris t research informaiton
.s t n a p i c it r a p g n it c e ll o c
: 1 . 3 e l b a
T TheDescripitonoft heFirs tGroupo fResearchandI nformaiton P
g n it c e ll o
C aritcipants
f o p u o r G
s t n a p i c it r a
P F S ex M Class
t n e d u t S
a w p u o r g d n o c e s e h
T sone o fEngilsh teache ro fSMP N 3 Wonosari .The
s a w p e t s g n it c e ll o c n o it a m r o f n i d n a h c r a e s e r f o t n a p i c it r a p d n o c e
s interviewed
o t d e t a l e
r the data needed .The following t able representst he descirpiton of t he
.t n a p i c it r a p g n it c e ll o c n o it a m r o f n i d n a h c r a e s e r d n o c e s
e l b a
T 3.2 :TheDescripitonofTheSecondGroupo fResearchandI nformaiton s
t n a p i c it r a P g n it c e ll o C
f o p u o r G
t n a p i c it r a
P S ex BEadcukcgaritoounnad l Teachingexperience ) r a e y n i(
F M S 1 S 2 < 5 5- 01 > 10 r
e h c a e T h s il g n
.
2 Paritcipantso fpreilminary ifeldt esti ng e
h
T paritcipantso fpreilminary ifeld t esitng weret wo Engilsh t eacher s
f
o SMP N 3 Wonosa irand one l ecture ro fEngilsh Educaiton Study Program o f
o t n o it s e g g u s d n a k c a b d e e f n i a g o t s a w m i a e h T . y ti s r e v i n U a m r a h D a t a n a S
. n g i s e d l a ir e t a m e h t e v o r p m
i Theforma tof t he descirpiton of t he paritcipant si s
: w o l e b d e t n e s e r p e r
: 3 . 3 e l b a
T TheDescrip itonoftheParitcipantsPreilminaryFieldTesitng
s t n a p i c it r a P
x e
S Backgroundo f n o it a c u d
E TeachingyEexarpseriencei n F M D 3 S 1 S 3 1-5 5- 01 1 - 50 1 h
s il g n E
e
L cturers h s il g n E
s r e h c a e T
.
C ResearchI nstruments
. s t n e m u rt s n i e m o s s d e e n r e ti r w e h t , y d u t s s i h t t c u d n o c o t r e d r o n
I In thi s
case, t here were t wo kindsi nsrtument sused i n pre-design study and post-design
y d u t
s .Theyareexplainedasf ollows .
.
1 Instrument soft hePre-DesignStudy e
r p e h t n
I -designs tudy,t hewrtie rappiledt wokind sofi nsrtuments ,namely
l a t e y r A o t g n i d r o c c A . e ri a n n o it s e u q s a w t s ri f e h T . w e i v r e t n i d n a e ri a n n o it s e u q
t ) 5 7 1 : 2 0 0 2
( here are two types o fquesitonnarie .The fris ttype i ssrtuctured o r
d e s o l
c - mfor quesitonnarie . A closed quesitonnarieprovide ssevera lchoices ,and
e h t n e h
f o e d u ti tt a e h t e r u s a e m o t e u q i n h c e t a s a d e s u s i e l a c s t r e k i L . n o it s e u q d e d n e n e p o
n o it s e u q o t s e s n o p s e r f o e g n a r a s e d i v o r p t I .s t n a p i c it r a p e h
t s ro statements .
.
D DataGatheringTechnique s
i h
T par tdiscusse sthe data gatheirng techniques used in the pre-design
t s o p d n a y d u t
s -designs tudy .
.
1 DataGatheringTechniqueo fPre-De isgnStudy n
g i s e d e r p s i h t n
I -study , the research wa s done by dist irbuitng
e ri a n n o it s e u
q s anddoinganinterview. Thewrtie rdist irbutedquesitonnaries ot et h
h t n e v e
s students fo SMP N 3 Wonosari . Thi s wa s done a s research and
n o it a m r o f n
i co llecitng. The purpose wa sto ifnd ou tthe students ’characteirsitc
n g i s e d d l u o c r e ti r w e h t t a h t o s , s d e e n d n
a approp irate mateira lsutiable for thei r
. s d e e n
d i d o s l a r e ti r w e h
T an interview wtih the Eng ilsh teache ro fSMP N 3
i r a s o n o
W .Thi sinterview wa sconducted to obtain the data needed related to
. y r a l u b a c o v g n i n r a e l g n i h c a e t d n a t s e r e t n i ,s d e e n , c it s ir e t c a r a h c s t n e d u t s
.
2 DataGatheringTechniqueo fPost-DesignStudy t
s o p e h t n
I -design study, thewrtie rdistirbutedthequesitonnarier elated t o
f o s r e h c a e t h s il g n E o w t r o f n g i s e d l a ir e t a m e h
t SMP N 3 Wonosari and one
m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d E h s il g n E f o r e r u t c e
l a Universtiy . tIi s
a b d e e f n i a t b o d l u o c r e ti r w e h t t a h t d e t c e p x
.
E DataAnalysi sTechnique i n h c e t e h t s e t a r o b a l e t r a p s i h
T que sused i n analyzing t hegathered datai n
e r p e h
t -designs tudyandpost-designs tudy .
.
1 DataAnalysi sTechniqueo fPre-DesignStudy e
r p e h t n
I -design study ,thedata werecollected byusingquesitonnarie. I t
e s o l c f o d e t s i s n o
c -ended quesitons .Therefore ,the data were analyzed by using
a l u m r o f e h T . d o h t e m e g a t n e c r e
p to analyze t hedatai n t he pre-design study wa s
. w o l e b d e t n e s e r p
: e t o N
n = et mh nu be ro fparitcipantswhochooseace trainop iton
n
∑ =t het ota lnumbe roft heparitcipant s
r e v o e r o
M ,t hewrtie ralsoanalyzedt hedataf romt her esul toft hei nterview
f o r e h c a e t h s il g n E e h t h ti
w SMP N 3 Wonosari .The wrtie rmade a conclusion
. w e i v r e t n i e h t n o d e s a b
.
2 DataAnalysi sTechniqueo fPost- sDe ignStudy p
e t s s i h t n
I ,the wrtie ranalyzed the quesitonnarie distirbuted to the two
s r e h c a e t h s il g n
E fo SMP N 3 Wonosa ir and one lecturer so fEngilsh Language
. y ti s r e v i n U a m r a h D a t a n a S n o it a c u d
E Since the wrtie r used two kind s o f
s a w h c i h w e ri a n n o it s e u
q closed-form quesitonnarie and open response
d e s o l c e h
T -form wa sin a form o fLiker’t sscale .I tconsis tfou rdegree s
e s u r e ti r w e h t , tl u s e r e h t e z y l a n a o t r e d r o n I . t n e m e e r g
a d cenrta l tendency
. r e g d o R d n a n w o r B y b d e s o p o r
p Thef ormulai spresentedasf ollows:
: e t o N
M :meano raveragepoint
x∑ :t hes umoft her espondent sanswer
N :t het ota lnumbe roft her espondent s
.
F ResearchProcedure t
r a p s i h
T menitoned the procedure in conducitng thi s study . The
: s w o ll o f s a e r e w e r u d e c o r p e h t f o s p e t s e h t f o s n o it p ir c s e d
.
1 Asking fo rpersmission to the head maste ro fSMP N 3 Wonosar ito
. h r c a e s e r e h t t c u d n o c
.
2 Doing informaiton collecitng by distirbuitng quesitonarre fort hestudent s
f
o SMPN3Wonosari.
.
3 Interviewingt heEngilsht eache ro fSMPN3Wonosari.
.
4 Analyzingt her esul toft hequesitonnarieandi nterview .
.
5 Developingt hedesignedmateiral sbasedont hedatagathered.
=
M
x
∑
.
6 Dist irbuitng the post-design quesitonnarie to gain evaluaiton and
. n o it s e g g u s
.
7 Analyzingt her esul toft hepost-designquesitonnarie .
.
5 3
V I R E T P A H C
N O I S S U C S I D D N A S G N I D N I F H C R A E S E R
s i r e t p a h c e h T . y d u t s s i h t f o t l u s e r e h t s t n e s e r p r e t p a h c s i h
T divided i nto
o w
t majo rpatrs .The fris tpar ti sthe elaboraiton step sin designing a se to f o
c g n i d a e r t r o p p u s o t s e s i c r e x e y r a l u b a c o v y r a t n e m e l p p u
s mprehension fo rthe
d a r g h t n e v e
s estudents fo SMPN 3Wonosari .Thesecondpatri st hepresentaiton .
s l a ir e t a m d e n g i s e d e h t f o
.
A Elabora iton o f the Step s in Designing Supplementary Vocabulary
Exercises
e u q t s ri f e h t r e w s n a o
T siton i n t heresearch problem, thewrtie rused t he .
k r o w e m a r f l a c it e r o e h t e h t n i l e d o m n g i s e d l a n o it c u rt s n
i A si ti sstated in the
t , k r o w e m a r f l a c it e r o e h
t hereare xs i step sused i n t hi sstudy .Thef ollowingi st he .
s p e t s e h t f o n o it a n a l p x e
.
1 ConducitngNeed sSurvey
t n i a t b o o t r e d r o n
I hedatar elatedt ostudents ’need sandcharacteirsitc,t he f o s d n i k o w t y b d e r e h t a g e r e w a t a d e h T . y e v r u s s d e e n d e t c u d n o c r e ti r w
n o it s e u q , s t n e m u rt s n
i narieandi nterview .Thef o llowingi st her esutl soft heneed s .
.
a Theresul toft hequesitonnaire
s t n e d u t s e d a r g h t n e v e s e h t o t d e t u b ir t s i d e r e w s e ri a n n o it s e u q e h
T o fSMP
3
N Wonosari . There were 60 student s who have been asked to fli l the d
n u o f s a w t i ,s e ri a n n o it s e u q e h t m o r F . e ri a n n o it s e u
q tha:t
e r i a n n o it s e u Q f o t l u s e r e h T : 1 . 4 e l b a T
o
N Quesitons Answers Number Percentage .
1 Do the paritcipant s ilke ?
n o s s e l h s il g n
E ab.. N Y eos 53 7 8182%% .
2 Do the paritcipant s ilke ?
g n i d a e
r ab.. Y N eo s 2 3 91 6355%% .
3 Do the paritcipant shave any y
tl u c if fi
d inr eading? ba.. N Y eo s 5 2 8 93 7%% .
4 Wha tkind o fdfiifcutly tha t ?
e v a h s t n a p i c it r a p e h
t a. vdoficifacbuull tary .
b uninteresitng c
i p o t .
c longr eadingt ext 3 4 7
0 1
% 2 7
2 1 %
6 1 % .
5 Wha t the paritcipant s do i f e
h
t y ifnd dfiifcul t ?
y r a l u b a c o v
.
a Askt het eacher .
b Askf irends .
c Consul t y r a n o it c i d .
d Guesst he g n i n a e m
4 3 1
1 4 2
% 7
2 2 %
% 8 6
% 3
.
6 In the paritcipants ’opinion, ll
i
w masteirng vocabulary p
l e
h them to comprehend t he ?
t x e t g n i d a e r
. a Y e s
.
b N o 6 0 0 100%
.
7 Doest het eache rarleady give n i s e s i c r e x e y r a l u b a c o v
? n o s s e l g n i d a e r
. a Y e s
.
b N o 5 5 5 98 2%% .
8 In paritcipants ’opinion ,i si t r
o p m
i tant t o have vocabulary ? n o s s e l g n i d a e r n i s e s i c r e x e
. a Y es
.
b N o 5 3 7 95 5%%
)
1 Mos tof t he student sconsidered Engilsh l esson a san i nteresitng lesson .I t t
a h t e ri a n n o it s e u q e h t m o r f d e d u l c n o c e b n a
c 88 % o fthe student s ilked 2
1 d n a n o s s e l h s il g n
)
2 Mos to fthem ilked r eading, i tcan beseen fromt hequesitonnariet hat65% .
g n i d a e r e k il t o n d i d % 5 3 e li h w , g n i d a e r d e k il s t n e d u t s e h t f o )
3 Atlhough mos tof t hestudent s ilked reading, i tdoesn’ tmean t hat t hey did v
a h t o
n edfi ifcutlyi n r eading .Mos to fallt hestudent sadmtit hatt hey have i
a n n o it s e u q e h t o t g n i d r o c c A . g n i d a e r n i y tl u c if fi
d re ,97% o fthe student s
d e v a h y e h t t a h t d e t a t
s fiifcu tlyi nr eading ,andonly3%s tatedt heydon t’ . )
4 Based on t he resul to fquesitonnarie, t herearet hree kind o fdfiifcutly t ha t .
e v a h s t n e d u t
s Therewere72%oft hes tudentss tatedt hatt heyhaveobstacle t
l u c if fi d e h t f o e s u a c e b g n i d a e r n
i vocabulary .Meanwhliet here were 16% t
a h t d e t a t s o h
w they have dfiifcutly in reading a long text .Whereas ,the 2
1 r e h t
o % revealed tha tthey have dfiifcutly because o fthe uninteresitng .
c i p o t )
5 When askedabou twhatt hestudent sdo i ndeailngwtiht hedfiifcutly, t here e
r e
w 68% o fthe student schoose to consul tdicitonary .Whlie there were t
s e h t f o % 2
2 udent schoose t o ask t herif irends .Whereast herewere7% o f s t n e d u t s e h t f o % 3 y l n o e r e w e r e h T . r e h c a e t e h t k s a o t d n e t s t n e d u t s e h t
. g n i n a e m e h t s s e u g o t d e r r e f e r p )
6 Whenaskedaboutt hei mpo tranceo fvocabularymastery ,al loft hestudent s d
e t a t s ) % 0 0 1
( tha t vocabulary mastery i s impo tran t to help them .
e g a s s a p g n i d a e r e h t d n e h e r p m o c )
e r i a n n o it s e u Q n g is e D t s o P f o t l u s e R e h T 6 . 4 e l b a T o
N Statements Degreeo fagreemen t y c n e u q e r f
l a r t n e C
y c n e d n e T
1 2 3 4 N M
.
1 The learning indicator s are d
e t a l u m r o f ll e w
2 1 3 3 ,3
.
2 The learning indicator smee t e
c n e t e p m o c c i s a b e h t
2 1 3 3 ,3
.
3 The learning indicator smee t d r a d n a t s e c n e t e p m o c e h t
2 1 3 3 ,3
.
4 Themateiral shelpstudentst o g n i n r a e l e h t e v e i h c a
s r o t a c i d n i
1 2 3 3 ,7
.
5 Themateiral saresutiableand t
n e v e s e h t r o f t n a v e l e
r h grade
s t n e d u t s
2 1 3 3 ,3
.
6 The mateiral s are able to n r a e l o t s t n e d u t s e h t e t a ti li c a f
r i e h t t r o p p u s o t y r a l u b a c o v
n o i s n e h e r p m o c g n i d a e r
3 3 4
.
7 The mate iral s are fun and g
n it s e r e t n i
3 3 4
.
8 The insrtuciton so feach task s l a ir e t a m d e n g i s e d e h t n
i are
e l b a d n a t s r e d n u d n a r a e l c
3 3 4
.
9 The layou t o f the mateiral s d
e n g i s e d l l e w e r a
3 3 4
. 0
1 In general ,the mateiral sare d
e t a r o b a l e l l e w
.
1 The wrtie rshould pay more atteniton to the grammar ,there were severa l r
o r r e l a c it a m m a r
g s shouldber evised . .
2 The wrtie rshould recheck the numbeirng on the sub acitviites .I tshould be .
tr a p h c a e n o t n e t s i s n o c .
3 Thewrtiers houldaddachar tabou tbodypatr sont heUni t1 . .
4 The wrtie rshould considert heuse o fmovie posteri n Uni t2, t he wrtie rcan e v a h y e h t t a h t t e p o t d e t a l e r e i v o m y n a t u o b a m e h t s k s a t a h t n o it s e u q a d d a
. d e h c t a w .
5 Related to the lesson plan , ti si bette ri fthe wrtie rchan s ge the students ’ y
ti v it c
a intoacitvevoice.
.
6 Revision
l a ir e t a m d e n g i s e d e h t d e s i v e r r e ti r w e h t , e ri a n n o it s e u q e h t f o t l u s e r e h t m o r F
e r e H . s t n e d n o p s e r e h t y b n e v i g n o it s e g g u s d n a , k c a b d e e f ,s t n e m m o c e h t n o d e s a b
: n o i s i v e r e h t f o s tl u s e r e h t e r a
.
1 The wrtie rrechecked the gramma ron the designed mateira land found ou t e
h t , e r o f e r e h T . s e k a t s i m l a c it a m m a r g l a r e v e
s wrtie rrevised et h grammaitca l d
n a e k a t s i
m alsot hemistype . .
2 The wrtie rpu tthe same numbeirng on each acitvtiy in orde rto make i t s
n o
c isten tandgiveclea rdescirpitononeachs eciton . .
3 Conside irngt hestudent swhoneve rwatchamoviei nt heposte rusedi n Uni t t a h t t e p o t d e t a l e r e i v o m y n a t u o b a m e h t s k s a t a h t n o it s e u q a d d a r e ti r w e h t, 2
l a r e n e G d n a , s c i p o T , s l a o G g n it a t S ) 2
( Purposes , (3 ) Specfiying Learning g n i n r a e L g n i h c a e T g n it c e l e S ) 5 ( , t n e t n o C t c e j b u S g n it s i L ) 4 ( , s e v it c e j b O
6 ( ,s e it i v it c
A )ConducitngEvaluaitonSurvey,( 7 )Revision . n
o it s e u q d n o c e s e h t r e w s n a o t r e d r o n
I ni the problem sformulaiton ,the t
n e s e r p r e ti r
w st he ifna lversionoft hedesignedmateira.lI tconsist soff ourt opics . :
w o ll o f s a d e t n e s e r p e r a s c i p o t e h T
1 t i n
U :Shei sMyI dol 2
t i n
U :Man’ sBes tF irends 3
t i n
U :Le’t sGoSomewhere 4
t i n
U :I ’t sWondefrul
e h t t a h t e d u l c n o c n a c r e ti r w e h
T designed mateiral sare sutiable and r
o f e t a ir p o r p p
a the seventh grade student so fSMP N 3 Wonosari .I tcan beseen .
e ri a n n o it s e u q n o it a u l a v e f o t l u s e r e h t m o r
f I tshowed t hat t heresul to fmean o f y
c n e d n e t l a rt n e
c ranged f rom3.3 t o4ont hescaleo f4 . Thecompleter evisioni s .
x i d n e p p A n i d e h c a tt a
.
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T How to teach vocabulary . Halrow , Essex : Pearson .
d e ti m i L n o it a c u d E
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I tiudef o r
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DyahAyuWikandair
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N Statements Degree so fAgreement
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e t c a r a h c .
9 Student sareablet ocompletet hemissingwordsi nt hes entence scorreclty . .
0
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