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S T N E T N O C F O E L B A T
e g a P E
G A P E L T I
T ... 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 ... i v T
C A R T S B
A ... v K
A R T S B
A ... v i E
G A P N O I T A C I D E
D ... v iii
H A I M L I A Y R A K I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E L
S I M E D A K A N A G N I T N E P E K K U T N
U ... i x S
T N E M E G D E L W O N K C
A ... x S
T N E T N O C F O E L B A
T ... x i ii S
E R U G I F F O T S I
L ... xv S
E L B A T F O T S I
L ... x i v S
E C I D N E P P A F O T S I
L ... x vii
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 ... 3 .
C ProblemLimtiaiton ... 4 .... .
D ResearchObjecitve ... 4 .... .
E ResearchBenefti s... 4 .
F De ifniitono fTerm s ... 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 Component so fSystem sApproachMode l ... 8 .
2 Vocabulary ... 11 .
v i x .
4 Characteirsitc so fStudent s... 2 1 .
5 Syllabu s ... 22 .
B Theoreitca lFramework ... 24
I I I R E T P A H
C .METHODOLOGY .
A ResearchMethod ... 27 .
B ResearchSetitng ... 32 .
C ResearchParitcipant s ... 32 .
D Insrtument sandDataGatheirngTechnique s... 34 .
E DataAnalysi sTechnique ... 36 .
F ResearchProcedure ... 39 ....
D N A S T L U S E R H C R A E S E R . V I R E T P A H
C DISCUSSIONS
.
A TheDesignedSupplementaryVocabularyMateiral s... 4 1 .
1 Insrtucitona lGoa l ... 4 2 .
2 Insrtucitona lAnalysi s ... 42 .
3 Student sandContextAnalysis ... 43 .
4 PerformanceObjecitve s... 47 .
5 Insrtucitona lSrtategy ... 4 8 .
6 Insrtucitona lMateiral s ... 5 0 .
7 Evaluaiton ... 51 .
8 Revision ... 56 .
B TheFina lVersionoft heDesignedSupplementaryVocabulary s
l a ir e t a
M ... 5 8
N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H
C S
.
A Conclusion s... 63 .
B Recommendaitons ... 6 5
S E C N E R E F E
R ... 6 7 S
E C I D N E P P
v x
S E R U G I F F O T S I L
e r u g i
F Page
u d E f o l e d o M h c a o r p p A m e t s y S f o s p e t S e h T 1 .
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t n e m p o l e v e D d n a h c r a e s e
R ... 2 8 t n e m p o l e v e D d n a h c r a e s e R l a n o it a c u d E f o l e d o M h c a o r p p A m e t s y S e h T 2 . 3
) 7 0 0 2 ( ll a G d n a l l a G , g r o B m o r f d e t p a d A y d u t S e h t f
i v x
S E L B A T F O T S I L
e l b a
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f o n o it p ir c s e D e h T 1 .
3 F ris tGroupo fPre-designedParitcipant s... 3 3 e
r P f o p u o r G d n o c e S f o n o it p ir c s e D e h T 2 .
3 -designedParitcipants ... 3 3 t
s o P f o s t n a p i c it r a P e h t f o n o it p ir c s e D e h T 3 .
3 -designStage ... 3 4 )
t n ir p e u l b ( y e v r u S s d e e N f o e ri a n n o it s e u Q e h t f o s tl u s e R e h T 4 .
3 ... 3 7
3.5TheResutl so fParitcipants ’Opinionont heDesignedMate iral s )t
n ir p e u l b
( ... 3 9 e
c n e t e p m o C s i s a B e h t d n a d r a d n a t S e c n e t e p m o C e h T 1 . 4
oft heI nsrtucitona lAnalysi s ... 4 3 s
e ri a n n o it s e u Q f o s tl u s e R e h t f o y r a m m u S e h T 2 .
4 ... 44 .. ti
n U f o n o it a r o b a l E e h T 3 .
4 s ,Topic sandSubtopic s ... 4 6 c
i p o T h c a E f o s r o t a c i d n I f o n o it a r o b a l E e h T 4 .
4 ... 4 7 t
i n U h c a E r o f s l a ir e t a M d e t c e l e S e h t f o n o it a r o b a l E e h T 5 .
4 ... 51
s l a ir e t a M d e n g i s e D e h t n o t n e m e e r g A f o e e r g e D f o g n i n a e M e h T 6 .
4 ... 5 2
r P e h t n o n o it a u l a v E f o s tl u s e R e h T 8 .
4 oposedDesignedMateiral s... 5 3 k
s a T f o e s U e h T 9 .
ii v x
S E C I D N E P P A F O T S I L
x i d n e p p
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A - APermissionLette r ... 7 0 B - Bluep irn to fQuesitonnarieSheet sandI nterviewGuidingQuesitons
l a n A s d e e N
1 I R E T P A H C
N O I T C U D O R T N I
r e t p a h c s i h
T discusse ssix patr sa san i n rtoduciton oft hi sstudy whichare
h c r a e s e r , n o it a ti m il m e l b o r p , n o it a l u m r o f m e l b o r p , d n u o r g k c a b h c r a e s e r
,s e v it c e j b
o researchbeneftis ,andde ifniitonoft erm soft hiss tudy.
.
A Research Background
, g n i k a e p s , g n i n e t s il e r a h c i h w s ll i k s r u o f e r a e r e h t , h s il g n E g n i n r a e l n I
. g n it ir w d n a , g n i d a e
r According t o Srtang (1962) ,besides t hose fou rskills ,the
s e v l o v n i o s l a e g a u g n a l f o y d u t
s threep irmary classiifcaitons ,namely thestudy o f
, s d n u o
s t he study o fpatterns ,and the study o fvocabulary (p.24) .In Engilsh
e g a u g n a
L Educaiton Study Program o fSanata Dharma Universtiy ,these three
n w o n k e r a s n o it a c if i s s a l
c a s the three element s o f Engilsh : pronunciaiton ,
d n a , e r u t c u rt
s vocabulary .Thosef ou rskill sandt hreeelement sarer elatedt oeach
h t o b n i h s il g n E r e t s a m o t d e d e e n e r a d n a r e h t
o spokenandwirtten mfor .
u b a c o v g n ir e t s a m f o e c n a tr o p m i e h t n o g n i s u c o
F lary i squtie essenital
e c n i
s vocabulary is needed in learning the fou rskill so f ilstening ,speaking ,
. g n it ir w d n a , g n i d a e
r Grammari smore demanded i n reading and w iritng ,whlie
. g n i k a e p s d n a g n i n e t s il n i d e d e e n e r o m s i n o it a i c n u n o r
p tIi salso a swha tBu tron
2 8 9 1
( )stated tha ta large vocabulary help sthe student sto expres sthei ridea s
l e s i c e r
p y and vividly because vocabulary really suppo tr sstudent sto learn the
e g a u g n a l t e g r a t e h t f o s ll i k
n r a e l o t m e h t p l e h y l e ti n if e d l li w y r a l u b a c o
v andacquriet hel anguage .Therefore ,
n r a e l d l u o h s s t n e d u t
s many vocabulaires when they star tto learn and acquriea
e g a u g n a
l . Acqui irng vocabulary in learning Engilsh can suppor t student s in
g n i n r a e
l thef ours kill so freading ,w iritng ,ilsteningands peaking.
li h w r e h c r a e s e r e h t y b d e t c u d n o c n o it a v r e s b o e h t n o d e s a
B e having PPL
) n a g n a p a L n a m a l a g n e P m a r g o r P
( in Stella Duce 2 Senio r High Schoo l d e ll a c t c e j b u s e h t h g u o r h t y lt i c il p m i t h g u a t s i y r a l u b a c o v , a tr a k a y g o
Y Bahasa
s i r g g n
I .I nBahasaI nggri stisefl ,vocabularyi st aughtt hrough ilstening ,speaking , it ir w , g n i d a e
r ng ,and games .From the observaiton ,i twa salso found tha tthe
l o o h c S h g i H r o i n e S 2 e c u D a ll e t S f o s t n e d u t s e d a r g d n o c e s e h t f o y r a l u b a c o v d e d e e
n improvement .Duet ot ha,ti nordert o ph el themacqu rieand l earnBahasa s i r g g n
I ,t heyneedl earnmanyvocabulairesf ris.t
h g i H r o i n e S 2 e c u D a ll e t S , e v a h s l o o h c s h g i h r o i n e s r e h t o y n a m t a h w s A s a h o s l a a tr a k a y g o Y l o o h c
S Bahasa Inggris a sone of t he subjectst aught i n t he r a e y c i m e d a c a f o r e t s e m e s t s ri f e h t n i d e t c u d n o c n o it a v r e s b o e h t n o d e s a B . l o o h c s 1 1 0 2 / 0 1 0
2 ,Bahasa I nggri sin second gradeclasse so fStellaDuce2 Senio rHigh k e e w a n i s e t u n i m 5 4 x 3 t h g u a t s i a tr a k a y g o Y l o o h c
S . I ti sexpected tha tthe
. g n it ir w d n a , g n i d a e r , g n i k a e p s , g n i n e t s il n i , ll i k s h s il g n E d o o g e v a h s t n e d u t s a r g d n o c e s e h t ,s s e l e h tr e v e
N destudent so fStellaDuce2Senio rHighSchoo lstli l
d e e
n improvemen tin thei rvocabulary .Moreover ,there we re no Engilsh books
. l o o h c S h g i H r o i n e S 2 e c u D a ll e t S n i s t n e d u t s r o f s t u o d n a h r o
n Duet o t ha,t t hi s
a g n i n g i s e d n o s e s u c o f y d u t
s se to fsupplementary vocabulary mateira lto help
t
g n i n g i s e d n
I themate ira,l t hewrtie remployed an approach o ftask-based
g n i n r a e
l . Wliil s(1996) ,statest ha tusing t asksi n l anguage l earning wli ldecrease
i t a h t o s n o it a n i m o d s ’ r e h c a e
t t eg s iv student smorechancest opracitce .Moreover ,
o t g n i d r o c c
a Crooke s(199 , 3) engaging student sin task work provide sa bette r
g n i n r a e l f o n o it a v it c a e h t r o f t x e t n o
c process .I tmean stha ttasks oa ls provide
r o f s e it i n u tr o p p o r e tt e
b the student sto acqurie and learn the targe tlanguage .
, t a h t f o e s u a c e
B t ka -s based l earning si considered a san approp irate approach t o
s t n e d u t s p l e
h acquiirng vocabulary by giving them va irou skind so ftasks .The
e r a h c i h w e s o h t e d u l c n i s k s a t s u o ir a
v deailngwtiht hecontextua lmeanings ucha s
r f s d r o w e h t g n i n r a e
l omt her eadingt ext ,ort hosewhich ared riecltydeailng wtih
s e x if f u s d n a s e x if e r p s a h c u s f l e s ti s d r o w f o m r o f e h
t . Beside ,st ask sarealso said
e v o r p m i o
t students ’ moitvaiton and t hereforei tcan promotel earning . tI i st hen
a n r a e l o t d e t a v it o m e r a s t n e d u t s f I . s t n e d u t s f o s ll i k s e v it c e f f a e h t h ti w g n il a e d
t a h t o s s s e c o r p g n i n r a e l e h t d r a w o t s e d u ti tt a e v it i s o p e v a h l li w y e h t , e g a u g n a l
s t n e d u t s p l e h n a c s r e h c a e
t in achieving the goa lto maste rEngilsh ,by frislty ,
. y r a l u b a c o v e h t g n ir e t s a
m
.
B ResearchProblem
y d u t s s i h
T ha s formulated the problems inrtoduced in the research
h t n i d n u o r g k c a
b i sproposed quesiton :wha tdoe sase tofsupplementarydesigned
l a ir e t a
m s usingt ask-based l earningi nimproving vocabulary f o r thesecondgrade
f o s t n e d u t
.
C ProblemLimtia iton
s i h
T study focuse son designing supplementary mate iral o fvocabulary .
e h
T designeds upplementarymate irals o fvocabulary ea r tocompleteo radd ot et h
. s l a ir e t a m g n i h c a e t g n it s i x
e Besides , an approach used in d gn gesi i n the
l a ir e t a m y r a t n e m e l p p u
s s in thi sstudy i sbased on task-based learning which ti s
n r a e l m e h t g n i p l e h n i s k s a t f o s d n i k s u o ir a v s t n e d u t s e v i g o t s i e l p i c n ir p
n i d e d e e n s i t a h t y r a l u b a c o
v acqui irng skill sof t heEngilsh Language .Then ,the
t n a p i c it r a
p so fthi sstudy are the second grade student so fStella Duce 2 Senio r
a k a y g o Y l o o h c S h g i
H trawho arelearning Bahasa Inggrisa sone oft he subject s l
o o h c s e h t n i t h g u a
t ,Engilsh teacher so fStella Duce 2 Senior High Schoo l
d n a , a tr a k a y g o
Y lecturers o fEngilshLanguageEducaitonStudyProgram w hoa re
g n i v i g f o e l b a p a c d e r e d i s n o
c an evaluaiton on t heproposed designed vocabulary
l a ir e t a
m .
.
D ResearchObjecitve
e v it c e j b o e h
T oft hi sstudyi sto answert heproposed quesiton formulated
e h t n
i Research Problem oft hi sChapter . tIi st opresentt hese tofsupplementary
d e n g i s e
d mate irals using task-based learning in improving vocabulary fo rthe
f o s t n e d u t s e d a r g d n o c e
s StellaDuce2Senio rHighSchoo lYogyakatra.
.
E ResearchBeneftis
i y d u t s s i h
T sdesigning ase to fsupplementary mateiral susing t ask-based
2 e c u D a ll e t S f o s t n e d u t s e d a r g d n o c e s e h t r o f y r a l u b a c o v e v o r p m i o t g n i n r a e l
s i t I . l o o h c S h g i H r o i n e
r o i n e S 2 e c u D a ll e t S , s t n e d u t s e d a r g d n o c e s e h t , s r e h c a e t h s il g n E e k il , s e it r a p
. s r e h c r a e s e r r e h tr u f d n a , l o o h c S h g i H
.
1 EngilshTeacher so fStellaDuce2Senio rHighSchoolYogyakatra
, y ll u f e p o
H thi sstudy give sa usefu lcontirbuiton fo rEngilsh teache rs in
y r a l u b a c o v g n i h c a e
t a sone o fthe element sin learning Engilsh . Beside ,s ti
s e d i v o r
p addiitona lmateiral so fvairegatedform so fvocabularyexercisestha tcan
n i e v it a e r c e r o m e b o t s r e h c a e t h s il g n E p l e
h helping student sto improve thei r
y r a l u b a c o
v .
.
2 TheSecondGradeStudent so fStellaDuce2Senio rHighSchoo lYogyakatra
s u o ir a v e h
T kind s o ftask s deailng wtih vocabulary provided on the
m o r f s l a ir e t a m d e n g i s e
d thi sstudy areexpected t oencouragestudent stopracitce
e v o r p m i d n
a thei rvocabulary .Therefore ,they wli lbe posiitvely mo itvated in
y r a l u b a c o v g n i n r a e
l tha ti susefu lto contirbute thei rEngilsh skill so tha twha t
d e n r a e l e v a h y e h
t wli lalsober etained intherimemory.
.
3 StellaDuce2Senio rHighSchoo lYogyakatra
e h t t a h t d e t c e p x e s i
tI StellaDuce 2 Senio rHigh Schoo lYogyaka tra can
, y ti l a u q s ti e v o r p m
i in the case tha tthe second grade student so fStellaDuce 2
a tr a k a y g o Y l o o h c S h g i H r o i n e
S cani mprovet hei rEngilshskill ,speci ifcallyt hei r
y r a l u b a c o
v by compleitng the task sand exercise sprovided in the designed
y d u t s s i h t m o r f s l a ir e t a
m .
.
4 FutureRe es archers
i , y d u t s s i h t m o r
F ti sexpected that i tcan i nsprieothe rfuture researcher s
r o y r a t n e m e l p p u s f o t e s a n g i s e d o t y d u t s d e t a l e r e h t t c u d n o c o t t n a w o h w
n i s l a ir e t a m l a n o it c u rt s n
x if r o e v o r p m i n a c t i t a h t o s s d o h t e m d n a s e h c a o r p p
a and develop the previou s
y d u t
s since the condiiton, context ,and the needs fo rthe nex tpeirod may be
e h t m o r f t n e r e f fi
d present.
.
F Deifni itono fTerms
r e h
T e are fou r impo tran tterm sused in thi sstudy .They are design ,
k s a t ,s l a ir e t a m y r a t n e m e l p p u
s -based l earning and vocabulary .Thedeifniiton so f
h
t osef ourterm susedi nt hiss tudyareprovidedasf ollows.
.
1 SupplementaryMateiral
s , y d u t s s i h t n
I upplementary mateirals areaddiitona lmateirals containing
s e s i c r e x e y r a l u b a c o
v toimprovestudents ’vocabulary. Themateiral saret oaddto
s l a ir e t a m g n i h c a e t g n it s i x e e h t e t e l p m o c r
o . OxfordJ ournals ,“supporitngmateira l
i s r e v d e t n ir p e h t n i d e d u l c n i e b t o n n a c t a h
t onf orr eason so fspace ,andt hati sno t
s s e l e h tr e v e n d l u o w t u b , t p ir c s u n a m e h t f o t x e t ll u f e h t n i n o i s u l c n i r o f l a it n e s s e
r e d a e r e h t ti f e n e
b ” (n.d)..
.
2 Task-basedLearning
o t g n i d r o c c
A Nunan (1989) ,a sctied by Richard sand Rodger s(2001) ,
k s a
t -basedl earningi sonekindofl earningi n whicht hestudent saregivenal o to f
, e c u d o r p , e t a l u p i n a m , d n e h e r p m o c n a c y e h t t a h t o s e g a u g n a l t e g r a t e h t n i s k s a t
i n o it n e tt a r i e h t e li h w e g a u g n a l t a h t g n i s u t c a r e t n i d n
a s p irncipally focuse d on
. m r o f n a h t r e h t a r g n i n a e
m In t hi sstudy , tii sdeifned a slearning used t o i mprove
’ s t n e d u t
g n i v i g y l n i a
m al o to fvairoust ype so fvocabularytasksi n ordert o drli lstudents
m r o f n a h t r e h t a r g n i n a e m e h t n i e r o
m .
.
3 Vocabulary
) 2 8 9 1 ( n o tr u
B statedt hatvocabularyi sastocko fwordsi nal anguaget ha t
e h t t r o p p u s n a
c students to learn the skli lo flanguage (p.98 .) In thi sstudy ,the
d n a r a m m a r g s e d i s e b h s il g n E g n i n r a e l f o t n e m e l e n a s i y r a l u b a c o v m r e t
. n o it a i c n u n o r
p Un ilkegramma rwhichs tudie sabou tpattern ,netihe rpronunciaiton
d r o w e h t t u o b a s i y d u t s s i h t n i y r a l u b a c o v , s d r o w f o s d n u o s t u o b a s e i d u t s h c i h w
( s d r o w f o s s a l c s a h c u s f l e s
ti adjecitve ,noun ,verb ,and adverb) ,meaning o f c
r o y r a n o it c i d n o d e s a b ( s d r o
w ontextually) ,deirvaiton (how aword i sformed) ,
e h t tr o p p u s n a c t a h t s r e h t o y n a m d n
a students i n l earning and using t heEngilsh
. e g a u g n a l
.
4 StellaDuce2Senio rHighSchool
e h t r o f d e n g i s e d y l e v i s o p r u p e r a s l a ir e t a m y r a t n e m e l p p u s e h t , y d u t s s i h t n I
d n o c e
s grades tudent sofs enio rhighs chools peciifcallyStellaDuce2Senio rHigh
n i d e t a c o l s i l o o h c s s i h T . l o o h c
8 I I R E T P A H C
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
e r e t p a h c s i h
T laborate s on two main patr s o f the review o f related
e r u t a r e ti
l .The fris tpa tr i stheoreitca ldescirpiton which descirbe sthe review o f
w k r o w e m a r f l a c it e r o e h t s i tr a p d n o c e s e h t d n a , s e ir o e h t d e t a l e
r hich explain show
s e ir o e h t e h
t areappiledi nt hiss tudy.
.
A Theoreitcal Descrip iton
s d e e n r e ti r w e h t , y d u t s s i h t n
I and provide ssome theo ire srelated to the
y d u t
s inorde rtosuppo trt hestudy .Beside,s t het heo ire sarealsoneededtoguide
c n i r e ti r w e h
t onducitng t hestudy .Thet heo ire saredivided i nto if vemajo rpatrs .
e r a y e h
T component s of system s approach model , vocabulary , task-based
, g n i n r a e
l characteirsitc sofs tudent sands yllabus.
.
1 Component so fSystem sApproachModel
r a C d n a y e r a C , k c i D n o d e s a
B ey (2005) ,there are ten component so f
l e d o m h c a o r p p a s m e t s y
s (p.5) . In thei r book , The Systemaitc Design o f n
o it c u r t s n
I ,Dick e tal .explained t he detalied explanaiton on t he component so f .
l e d o m h c a o r p p a m e t s y s e h t
.
a IdentfiyI nstrucitona lGoa(ls)
t e k c i
D al .(2005 )stated t ha t“the fris tstep i n t he model i s t o determine
t n a w u o y t a h t s i ti t a h
w studentst o beablet o do whent heyhavecompleted you r
.
b ConductI nstrucitona lAnalysis
, e g d e l w o n k , s ll i k s t a h w e n i m r e t e d o t s i p e t s t x e n e h
T and atttiude swhich
are requried o f student s to be able to begin the insrtuciton . Thi s step i s
f o p e t s t x e n e h t h ti w d e t c u d n o c y l s u o e n a tl u m i
s student sandcontex tanalysis .
.
c AnalyzeStudent sandContext
t n e d u t
S s ’curren tskill ,preferences ,andatttiude saredetermined t o shape
h c i h w n i t x e t n o c e h T . l e d o m e h t n i s p e t s g n i d e e c c u s e h
t student swill l earn t he
h c i h w n i t x e t n o c e h t d n a s ll i k
s student swli luse t hem are necessarliy analyzed .
.l a o g l a n o it c u rt s n i e h t g n i z y l a n a o t n o it i d d a n a e b o s l a n a c p e t s s i h T .
d WrtiePerformanceObjec itves
t a h w f o s t n e m e t a t s c if i c e p s , s i s y l a n a l a n o it c u rt s n i e h t n o d e s a
B student s
e s o h T . d e if i c e p s e r a n o it c u rt s n i e h t e t e l p m o c y e h t n e h w o d o t e l b a e b l li w it c u rt s n i ,s t n e m u rt s n i t n e m s s e s s a f o g n i n n a l p r o f s i s a b e h t e d i v o r p s t n e m e t a t
s ona l
.s l a ir e t a m l a n o it c u rt s n i d n a , s e i g e t a rt s .
e DevelopAssessmentI nstruments
e r a s t n e m u rt s n i t n e m s s e s s a , s e v it c e j b o e c n a m r o f r e p e h t n o d e s a B e r u s a e m o t r e d r o n i d e p o l e v e
d students ’ablitiy .Theskillst ha tarespeciifedi nt he
d l u o h s s e v it c e j b o e c n a m r o f r e
p ber elatedt owha tassessmentr equrie .s
.f DevelopI nstruc itona lStrategy
t s i s s a o t r e d r o n
I student s to reach the performance objecitves , i t i s
e d u l c n i s e i g e t a rt s e s o h T . s e i g e t a rt s l a n o it c u rt s n i p o l e v e d o t y r a s s e c e n n o it a t n e s e r p , s e it i v it c a l a n o it c u rt s n i e r
p o f content , student paritcipaiton ,
w o ll o f d n a , t n e m s s e s s
.
g DevelopandSelectI nstruc itona lMaterials
d n a d e t c e l e s e r a s l a ir e t a m l a n o it c u rt s n i , y g e t a rt s l a n o it c u rt s n i e h t n o d e s a B r o f e c n a d i u g s e d u l c n i p e t s s i h T . d e p o l e v e
d student ,s i nsrtucitona lmate irals ,and
s a h c u s n o it c u rt s n i f o s m r o f l l a e d u l c n i s l a ir e t a m l a n o it c u rt s n i e h T . s t n e m s s e s s a , s e l u d o m t n e d u t s ,s n a l p n o s s e l ,s u b a ll y
s answe rkey ,ori nsrtuctor’ sguide .
.
h DesignandConduc tForma itveEvalua itonofI nstruciton
u l a v e e v it a m r o
F aiton i s conducted to identfiy how to improve the
e n o e r a y e h T . n o it a u l a v e e v it a m r o f f o s e p y t e e r h t e r a e r e h T . n o it c u rt s n
i - ot -one
ll a m s , n o it a u l a v
e -group evaluaiton , and ifeld-tira l evaluaiton . Each type o f
s tl u s e r n o it a u l a v e t n e r e f fi d e v i g n a c n o it a u l a v
e tha tareusefulf ort hedesignert o
. n o it c u rt s n i e h t e s i v e r
.i ReviseI nstruciton
o t d e t e r p r e t n i d n a d e z ir a m m u s e r a n o it a u l a v e e v it a m r o f m o r f a t a d e h T e h t e s i v e r o t y l e r e m t o n s i n o i s i v e r e h t , r e v o e r o M . n o it c u rt s n i e h t e s i v e r v e r o t s m i a o s l a t I . n o it c u rt s n
i iset hewholestep soft hesystemapproachmode.lI t
, s i s y l a n a l a n o it c u rt s n i e s i v e r o t o s l a s i p e t s s i h t t a h t s n a e
m student sand contex t
, y g e t a rt s l a n o it c u rt s n i , s t n e m u rt s n i t n e m s s e s s a , s e v it c e j b o e c n a m r o f r e p , s i s y l a n a .s l a ir e t a m l a n o it c u rt s n i d n a
.j DesignandConduc tSumma itveEvalua iton
n e e b s a h n o it c u rt s n i e h t r e tf
A evaluated formaitvely , the las tstep i s
m a r g o r p l a n if e h t e li h w h tr o w w o h e n i m r e t e d o t n o it a u l a v e e v it a m m u s g n it c u d n o c y b e n o d y ll a u s u s i n o it a u l a v e s i h T . s
i an independen tevaluato rrather than the
n o it c u rt s n i e h t f o r e n g i s e
.
2 Vocabulary
t a i c n u n o r p s e d i s e b h s il g n E f o s t n e m e l e e e r h t f o e n o s i y r a l u b a c o
V ion and
r u o f e r a e r e h T . r a m m a r
g majo rpatr sin thi stheory o fvocabulary .They are the
, y r a l u b a c o v f o e r u t a
n learning vocabulary ,teaching vocabulary ,and type so f
.s e s i c r e x e y r a l u b a c o v
.
a TheNatureo fVocabulary
. e g a u g n a l a g n i n r a e l n i t n e m e l e t n a tr o p m i n a s i y r a l u b a c o
V Krashen and
o s l a d n a e t a c i n u m m o c o t c i s a b e h t s i y r a l u b a c o v t a h t d e z i s a h p m e ) 3 8 9 1 ( l l e r r e T
T . s s e c o r p n o it i s i u q c a e h t r o f t n a tr o p m
i herefore ,learning a language canno tbe
y r a l u b a c o v s ti g n i n r a e l m o r f d e t a r a p e
s .Themorestudentsl earn many word ,s t he
. e g a u g n a l a e ri u q c a n a c y e h t r e tt e
b Harmer( 1991 )alsos tatedt ha tknowingaword
s n a e
m no tonly merely understanding ti smeaning ,bu talso understanding ti s
r a m m a r g d r o w d n a , n o it a m r o f d r o w , e s u d r o w , g n i n a e
m (p .156).
)
1 Meaning
s , d r o w a g n i w o n k n
I tudent s need to understand the impo trance o f
g n i n a e m e v a h s d r o w s e m it e m o S . t x e t n o c n i g n i n a e
m in relaiton t o othe rwords .
t a h t f o e s u a c e
B , t hestudent sneed t o knowt hemeaningo faword t odescirbethe
f o g n i n a e
m other t hings .Fo rexample“ lfowers”ha sagenera lmeaning wherea s
“ eros s,j asmine sandorchids” havemores peci ifcmeanings.
)
2 WordUse
s , g n i n a e m e h t s e d i s e
B tudent salsoneedt oknowt hatwords ’meaningcan
e z i n g o c e r o t d e e n s t n e d u t S . d e s u s i t i w o h y b d e ti m il r o d e h c t e rt s , d e g n a h c e b
r u c c o s n o i s s e r p x e d n a s d r o w t x e t n o c l a c i p o t e h t d n a t s r e d n u o t d e e
n in a cetrain
t x e t n o c . )
3 WordForma iton
, e s u d r o w e h t d n a g n i n a e m e h t r e tf
A knowing abou tword formaiton i s
n o it a m r o f d r o w e h t g n i w o n K . d r o w a g n i w o n k n i s e d u l c n i o s l
a mean sknowing
e h t w o h g n i w o n k d n a n e k o p s d n a n e tt ir w e r a s d r o w w o
h ycan changet herif orm .
e n s t n e d u t
S ed to know how word sare spetl ,how t hey sound ,and how t hey can
m r o f ri e h t e g n a h c . )
4 WordGrammar
S . r a m m a r g d r o w w o n k o t s i d r o w a g n i w o n k f o t r a p r e h t o n
A tudent sneed
e s u d n a g n i n a e m l a c it a m m a r g e h t o t g n i d r o c c a e g n a h c s d r o w w o h w o n k o
t in
it a m m a r g n i a tr e
c ca lpattern .s Fo rexample t he word “hope”can bea verb and a
” e p o h “ d r o w e h T . e c n e t n e s n i a tr e c a f o s n r e tt a p l a c it a m m a r g e h t n o s d n e p e d n u o n n i ” e p o h “ d r o w e h t e li h w , b r e v a s i ” n o o s ll e w t e g l li w u o y e p o h I “ e c n e t n e s e h t n i m i s a s i e p o h y M “ e c n e t n e s e h
t pleone”i sanoun.
.
b LearningVocabulary
& n e d n e
W Rubin (1987 )descirbed tha tlearning a sa proces sby which
s i n o it a m r o f n
i obtained ,stored ,retireved ,used and ti canno tbe separated from
t a h
w i sbeing learned .Learning vocabulary mean sa proces sto obtain ,store ,
y r a l u b a c o v e h t n i h ti W . e g a u g n a l a n i s d r o w f o r e b m u n l a t o t e h t e s u d n a e v e ir t e r d l u o h s s r e h c a e t t a h t s e s s e c o r p g n i n r a e l f o s d n i k o w t e r a e r e h t , s s e c o r p g n i n r a e l . w o n
)
1 Explici tLearning
,) 1 0 0 2 ( o c ir r a C e D o t g n i d r o c c
A a sctied by Celce-Murcia (2001 ,) i n
y lt c e ri d t a h t s e it i v it c a e h t n i d e v l o v n i e r a s t n e d u t s , g n i n r a e l y r a l u b a c o v t i c il p x e s d r o w f o t s il a n o it a z ir o m e m s a h c u s y r a l u b a c o v n o s u c o
f (p.287) .Theacitviite s
p e n o d e r
a irmarliy to en irch students ’ vocabulary knowledge. Thi s expilci t
. g n i n r a e l l a n o it n e t n i ’ s t n e d u t s s e t a e r c g n i n r a e l e g r a l a d li u b o t s i g n i n r a e l l a n o it n e t n i ’ s t n e d u t s g n it a e r c f o l a o g e h T v o r p o t d n a d l o h ti w s d r o w w e n e t a r g e t n i o t , y r a l u b a c o v f o n o it i n g o c e
r ide a
e b o t s m e e s t i h g u o h T . s d r o w f o t s il a n i n o it a z ir o m e m h g u o r h t s d r o w f o r e b m u n d l
o -fashioned in the contex to ftask-based learning ,Hulstjin (2001 )argued tha t
r o f y ll a i c e p s e g n i n r a e l y r a l u b a c o v f o t n e n o p m o c e n o s a n o it i n g o c e r s d r o w t c e ri d g n i n n i g e
b andi ntermediatel eve.l
)
2 Impilci tLearning
) 1 0 0 2 ( o c ir r a C e
D ,a sctied by Celce-Murcia (2001) stated tha timp ilci t
s i d n i m e h t n e h w s r u c c o t a h t g n i n r a e l y r a l u b a c o v l a t n e d i c n i n a s g n ir b g n i n r a e l g n a l g n i s u r o t x e t n o c g n i d n a t s r e d n u n o s a h c u s e r e h w e s l e d e s u c o
f uage fo r
e s o p r u p e v it a c i n u m m o
c .(p287 .)I nt hisl earningprocess ,student sdonotf ocu son
. n o it i s i u q c a y r a l u b a c o v e h t o t r e f e r y lt c e ri d h c i h w s k s a
t Learningvocabularyf rom
t u p n i f o t n u o m a e g r a l a e v i g o t e r a s k s a t e v it a c i n u m m o c g n i d i v o r p d n a t x e t n o c e h t s k s a t e h t d n a t x e t n o c e h t m o r f e r u s o p x e e h t , r e v o e r o M . y r a l u b a c o v e ri u q c a o t e h t e t a ti li c a f l li w n e v i
g student sto ge thighe rvocabulary acquisiiton indrieclty .
. ll i k s g n i d a e r h ti w d e t a r g e t n i d e il p p a e b n a c y lt i c il p m i y r a l u b a c o v g n i n r a e l s i h T t s r e d n u e li h
W andingt her eadingt ext ,student scani nd riecltyl earnt hevocabulary
.
c TeachingVocabulary
. d e w o ll o f e b d l u o h s t a h t s e l p i c n ir p e r a e r e h t , y r a l u b a c o v g n i h c a e t n I a n u
N n (2003)stated t hatt herearef ou rprinciple swhich can beused i n t eaching
y r a l u b a c o
v .(p135) .Thosep irnciplesareelaboratedasf ollow .s
)
1 Focu sont heMos tUsefu lVocabularyFirst
s d e e n r e n a e l e g a u g n a L h s il g n E y r e v e t a h t y r a l u b a c o v l u f e s u t s o m e h T g n i n e t s il r o f e g a u g n a l e h t e s u y e h t r e h t e h
w ,speaking ,reading ,o rwiritng ,o r
t s o m e h t s i , s n o it a u ti s l a m r o f n i d n a l a m r o f n i e g a u g n a l e h t e s u y e h t r e h t e h w t x e n e h t , d e v e i h c a n e e b s a h s i h t r e tf A . h s il g n E n i s e il i m a f d r o w 0 0 0 1 t n e u q e r f e h t f o l a o g e h t n o s d n e p e d y r a l u b a c o v l u f e s u t s o
m students .This mos tusefu l
e ri u q e r h c i h w s d r o w y c n e u q e r f h g i h s a n w o n k s i y r a l u b a c o
v students ’atteniton.
)
2 Focu sont heVocabularyi nt heMos tAppropriateWay
d n a t h g u a t e b d l u o h s s d r o w y c n e u q e r f h g i h e h t w o h t a s k o o l e l p i c n ir p s i h T e t y lt c e ri d ) 1 ( s e d u l c n i s i h T . d e n r a e
l aching t hehighf requency word ,s ( 2 )getitng
t n e d u t
s s t o read and ilsten to graded reader scontaining t hese words ,(3 )getitng
t n e d u t
s sto study the word sand do exercise sbased on them ,and (4 )getitng
t n e d u t
s st os peakandwrtieusingt heword .s
)
3 GiveA tten iton t ot heHigh Frequency Word sacrosst heFourStrand so f
e s r u o C e h t d n a g n i h c a e t h g u o r h t n o it n e tt a e t a r e b il e d t e g d l u o h s s d r o w y c n e u q e r f h g i H , g n i n e t s il n i s e g a s s e m g n it a c i n u m m o c n i d e s u d n a t e m e b d l u o h s d n a y d u t s . g n it ir w d n a , g n i d a e r , g n i k a e p
s stI purpose i s t o moitvate students t o be able t o
)
4 EncourageStudentst oRelfec tonandTakeResponsiblitiyf orLearning
t n e d u t
S so tfen ifnd i td fiifcutlt o t aker esponsiblitiy ,parlty becauseoft he
n r a e l e v a h y e h t y a
w ed i n t hepast .Teacher scan assistt hemt o ber esponsibleby
e h t g n i m r o f n i ) 1
( student so fthe dfiferen ttype so fvocabulary ,(2 ) rtaining the
t n e d u t
s sin the vairou sway so flearning so tha tthey wli lbe famiila rwtih the
a li a v a s n o it p o g n i n r a e l f o e g n a
r blef ort hem ,(3 )providing genuine oppo truniite s
t t a h w g n i s o o h c r o
f ol earnandhowt ol earn ,and( 4 )providingencouragemen tand
r o f y ti n u tr o p p
o studentst or e lfec tont heril earningandt oevaluatei .t
r e d i s n o c r e h t o n a s i e r e h t , s e l p i c n ir p e s o h t s e d i s e
B aiton in teaching
r u o f e h t d n a t s r e d n u d n a w o n k o t d e e n e w t a h t d e t a t s ) 3 0 0 2 ( n a n u N . y r a l u b a c o v
. y r a l u b a c o v g n i h c a e t f o s d n a rt
s Thosef ours rtand sareelaboratedasf ollow .s
)
1 Learningf romMeaning-focusedI nput
s i h
T srtand involves t heablitiy t o knowmos toft he wordst ha tare going
e e r h t t s a e l t a g n i w o n k y B . y ti v it c a e h t n i d e s u e b o
t -qua tre roft heword ,st heothe r
e e r h t e h t n i e d u l c n i t o n s e o d t a h t s d r o
w -quatre rpar twli lbe understood by
. t x e t n o c s ti m o r f g n i s s e u
g Thi slearning from meaning focused-input involve s
.) ll i k s e v it p e c e r ( g n i d a e r d n a g n i n e t s il m o r f g n i n r a e l
)
2 Learningf romMeaning-focusedOutput
g n i n a e m m o r f g n i n r a e
L -focused outpu t involve s the acitvtiy using
y l e r e m t o n s i y r a l u b a c o v g n ir i u q c A . )l li k s e v it c u d o r p ( g n it ir w d n a g n i k a e p s
m o r f g n i d a e
r contex to r ilstening . tI i nvolve showstudent suset hewords .When
t n e d u t
s s l earn vocabulary by producing ti ,the word stha tthey are l earning wli l
)
3 Deilbera itngLanguage-focusedLearning
o t g n i n r a e l y r a l u b a c o v e h t g n i s u c o f f o y ti v it c a e h t s i g n i n r a e l e t a r e b il e D n u n o r p , s d n u o s e k il , t x e t n o c e h t e d i s t u o s r o t c a
f ciaiton ,spelilng ,and grammar .
w o n k o t d e e n s t n e d u t
S the language feature sbecause i t wli l help them to
e p s e , d n a t s r e d n
u ciallyt omemo irzeword seasliy.
)
4 DevelopingFluency
s ll i k s e v it c u d o r p d n a e v it p e c e r h t o b h g u o r h t e n o d s i y c n e u lf g n i p o l e v e D n i d e s u e b o t d e e n s ll i k s r u o f e s o h T . ) g n it ir w , g n i d a e r , g n i k a e p s , g n i n e t s il ( , n o it a t n e m e l p m i e h t n i , e r o f e r e h T . y c n e u lf g n i p o l e v e
d student shave to develop
. y l s u o e n a tl u m i s l li k s h c a
e Student s need to noitce tha t in the proces s o f
r e tt e b d n a r e t s a f e s i c r e x e n i a tr e c a o d o t e l b a e b o t e v a h y e h t , y c n e u lf g n i p o l e v e d . e n o s u o i v e r p e h t n a h t .
d Type so fVocabularyExercise
f o t n e m e v e i h c a e h
T thestudentsi nl earningt het argetl anguagecanno tbe
o t s n a e m a s a e s i c r e x e n a e s u n a c e w , g n i d n a t s r e d n u r i e h t k c e h c o T . y lt c e ri d n e e s e h t w o n
k students ’achievement .Therearef ou rpurpose so fvocabularyexercise s
2 8 9 1 ( e c a ll a W y b d e s o p o r
p ) .They are: ( )1 to expand the teacher’ srange o f
f g n i h c a e t y r a l u b a c o v n i d e v l o v n i n e h w s e u q i n h c e
t romacontex tori n astiuaiton ;
) 2
( to focu son some aspect so fvocabulary learning ,fo rexample ,exercise sin
d r o
w -root ,sl anguagevairety ,cohesionandsoon;( 3 )someaspect so fvocabulary
. e .i , y a w s u o m o n o t u a i m e s r o s u o m o n o t u a n a n i d e p o l e v e d e b n a c ) ll a t o n t u b ( e l r o e r o
s t s e t s a d e s u e
b (p.64). In developingvocabularyexercise ,st herearet wotype so f
d r o w y l e m a n s e s i c r e x e y r a l u b a c o
v -srtucture exercise s and word-meaning
.s e s i c r e x e
)
1 Word-structureExercises
f o s t c e p s a l a r u t c u rt s d n a l a u t x e t n o c e h t h ti w g n il a e d e r a s e s i c r e x e e s e h T
e r h t e r a e r e h t , ) 2 8 9 1 ( e c a ll a W o t g n i d r o c c A . t n e m p o l e v e d y r a l u b a c o
v e kind so f
d r o
w -srtuctureexercises ,namelyword-srtucture ,collocaiton ,andcohesion.
)
2 Word-meaningExercises
d r o w d e d i v i d ) 2 8 9 1 ( e c a ll a
W -meaning exercisesi nto:i nferenceexercises ,
d n a n o it i n if e d d n a , s e s i c r e x e d l e if c it n a m e s , s e s i c r e x e m y n o t n a / m y n o n y s
dicitonaryexercise .s
.
3 Task-basedLearning
k s a t d e s u 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 n
I -based learning a sthe
y r o e h
t in orde rto provide student swtih vairou skind so ftask sto pracitce and
k s a t f o y r o e h t e h T . y r a l u b a c o v r i e h t e v o r p m
i -based learning in thi sstudy i s
k s a t f o e r u t a n e h t e r a y e h T . s tr a p r o j a m e e r h t o t n i d e d i v i
d -based learning ,the
k s a t e h t f o s t n e n o p m o
c -based l earning framework ,andt ype soft ask and acitvtiy
.s s a l c a n i d e s u e b n a c t a h t
.
a TheNatureo fTask-basedLearning
s il li W o t g n i d r o c c
A (1996 ,)i nt ask-basedl earning ,student scomposewha t
e h t e v o m e r s k s a t “ d e t a t s e H . l e e f r o k n i h t y e h t t a h w s s e r p x e , y a s o t t n a w y e h t
d n a n o it a n i m o d r e h c a e
l a h c d n a t p u r r e t n i o t , y ll a n r e t n i t c a r e t n
i lenge ,to ask people to do thing sand to
k s a t g n i s u y B ” . e n o d n e e b e v a h y e h t t a h t k c e h
c -based learning ,teacher sgive
a l e h t e s u o t s e it i n u tr o p p o h g u o n e s t n e d u t
s nguage through the task s given .
s e ri u q e r k s a t a t a h t d e t a t s ) 1 0 0 2 ( r e g o R d n a d r a h c i
R studentst oobtainanoutcome
. e m o c t u o e h t g n i n i a t b o f o s s e c o r p e h t n i s i e l o r s ’ r e h c a e T . n o it a m r o f n i n e v i g m o r f
e h t p l e h o t r e d r o n i s s e c o r p e h t l o rt n o c o t e l b a e b o t s a h r e h c a e
T student sobtain
. e m o c t u o d e t c e p x e e h t
.
b Component soft heTask-basedLearningFramework
f o s e s a h p e e r h t e r a e r e h
T task-based l earning proposed by Wliil s(2003 .)
e r p e r a y e h
T -task,t askcycle ,andl anguagef ocu .s
)
1 P - kretas
e r p f o e s a h p s i h t n
I -task , tii ncludesi nrtoduciton oft het opicand t ask
. d e n r a e l e b l li w t a h
t Teache rh s elp the student sdeifne the topic area ,use s
n r a e l/ ll a c e r s t n e d u t s p l e h o t s e it i v it c
a and acitvate usefu lword sand phrases
e h t e r u s n e , m o o r e h t e d i s t u o r o s s a l c e h t g n ir u d h t o b l u f e s u e b l li w t a h t
s t n e d u t
s understand t ask i nsrtucitons. Moreove ,rt eache ralso need sto ensure
e h t ll a t a h
t student sunderstand whatt het asksi nvolve ,wha t ti sgoal sareand
. d e ri u q e r s i e m o c t u o t a h w
)
2 TaskCycle
e r p e h t n i n o it c u d o rt n i e h t r e tf
A -task ,the nex tphase i stask cycle .
a y e h T . e l c y c k s a t f o e s a h p s i h t n i d e d e e n s tr a p e e r h t e r a e r e h
T re ta ,sk
g n i n n a l
) a Task
s t n e d u t s e h T . s p u o r g l l a m s r o s ri a p n i k s a t e h t o d s t n e d u t s , tr a p s i h t n I y a s d n a s e v l e s m e h t s s e r p x
