vii ABSTRACT
Anggraini, Agnes Krista Putri Dina. 2009. Designing a Set of Supplementary
English Vocabulary Materials Using Flashcards for the First Grade of Joannes Bosco Elementary School. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
English has been taught as a compulsory subject at the elementary school. In recent years, some schools have taught English starting from the first grade.
Joannes Bosco is one of those elementary schools. It is not easy to teach English
to children in the elementary school. Teachers should be careful in selecting the materials to make the students active and interested in what they learn. The study was intended to design a set of supplementary English vocabulary materials using flashcards for the first grade of Joannes Bosco Elementary School.
This study discussed two problems. Those problems were formulated in two research questions: (1) How is a set of supplementary English vocabulary materials using flashcards for the first grade students of Joannes Bosco Elementary School designed? (2) What does the designed materials look like?
To answer the first question, the writer applied six steps of instructional design model, which were adapted from the combination of Kemp’s and Yalden’s models. The steps were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating learning objectives, (4) selecting and organizing subject content, (5) selecting teaching learning activities and resources, and (6) evaluating the designed materials. All these steps are in accordance with Research and Development method (R&D). The writer considered five of the ten steps of R & D method as the methodological umbrella in conducting this study. Those steps were (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision.
To answer the second question, this study presented the final version of the designed materials. It consisted of eight units. Each unit consisted of four main sections, namely Look and Listen!, Listen and Repeat!, Let’s Sing!, and Let’s Do It!. Most of the activities in each part were dominated by the use of flashcards.
viii
ABSTRAK
Anggraini, Agnes Krista Putri Dina. 2009. Designing a Set of Supplementary
English Vocabulary Materials Using Flashcards for the First Grade of Joannes Bosco Elementary School. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Bahasa Inggris telah diajarkan sebagai salah satu mata pelajaran wajib di Sekolah Dasar. Di beberapa tahun terakhir ini, beberapa sekolah telah mengajarkan bahasa Inggris dimulai sejak kelas satu. SD Joannes Bosco adalah salah satunya. Mengajar bahasa Inggris untuk anak sekolah dasar merupakan hal yang tidak mudah. Guru harus berhati-hati dalam pemilihan materi untuk membuat anak menjadi aktif dan tertarik dengan yang mereka pelajari. Studi ini bertujuan untuk merancang materi pelengkap pembelajaran kosakata bahasa Inggris dengan menggunakan flashcards untuk kelas satu SD Joannes Bosco.
Terdapat dua masalah yang dibahas dalam studi ini. Masalah-masalah tersebut dirumuskan dalam dua pertanyaan penelitian yaitu: (1) bagaimana satu set materi pelengkap pembelajaran kosakata bahasa Inggris dengan menggunakan
flashcards untuk kelas satu SD Joannes Bosco dirancang? dan (2) seperti apakah
penyajian materi pelengkap pembelajaran kosakata bahasa Inggris dengan menggunakan flashcards untuk kelas satu SD Joannes Bosco tersebut?
Untuk menjawab pertanyaan pertama, penulis menerapkan enam langkah yang diadaptasi dari model instrukstional Kemp dan Yalden. Langkah-langkah tersebut adalah (1) melakukan survei kebutuhan, (2) menentukan tujuan, topik, dan tujuan umum, (3) merumuskan indikator, (4) menyeleksi dan menyusun isi, (5) menyeleksi kegiatan dan sumber belajar, dan (6) mengevaluasi materi. Langkah-langkah tersebut sesuai dengan langkah-langkah yang terdapat dalam
Research and Development Method (R&D). Penulis hanya mengimplementasikan lima dari sepuluh langkah yang terdapat dalam metode R&D yang digunakan untuk memayungi metode-metode yang terdapat dalam studi ini. Langkah-langkah tersebut adalah (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field-testing, dan (5) Main Product Revision.
Untuk menjawab pertanyaan kedua, penulis menyajikan materi pelengkap pembelajaran kosakata bahasa inggris dengan menggunakan flashcards untuk kelas satu SD Joannes Bosco. Materi tersebut terdiri dari delapan unit. Masing-masing unit terdiri dari empat bagian, yaitu Look and Listen!, Listen and Repeat!,
Let’s Sing!, dan Let’s Do It!. Sebagian besar aktivitas di setiap bagian didominasi
dengan penggunaan flashcards.
i
DESIGNING A SET OF SUPPLEMENTARY ENGLISH
VOCABULARY MATERIALS USING FLASHCARDS
FOR THE FIRST GRADE OF JOANNES BOSCO
ELEMENTARY SCHOOL
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Agnes Krista Putri Dina Anggraini Student Number: 051214010
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
DEDICATION PAGE
This t he s is is de dic a t e d t o my
vii ABSTRACT
Anggraini, Agnes Krista Putri Dina. 2009. Designing a Set of Supplementary
English Vocabulary Materials Using Flashcards for the First Grade of Joannes Bosco Elementary School. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
English has been taught as a compulsory subject at the elementary school. In recent years, some schools have taught English starting from the first grade.
Joannes Bosco is one of those elementary schools. It is not easy to teach English
to children in the elementary school. Teachers should be careful in selecting the materials to make the students active and interested in what they learn. The study was intended to design a set of supplementary English vocabulary materials using flashcards for the first grade of Joannes Bosco Elementary School.
This study discussed two problems. Those problems were formulated in two research questions: (1) How is a set of supplementary English vocabulary materials using flashcards for the first grade students of Joannes Bosco Elementary School designed? (2) What does the designed materials look like?
To answer the first question, the writer applied six steps of instructional design model, which were adapted from the combination of Kemp’s and Yalden’s models. The steps were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating learning objectives, (4) selecting and organizing subject content, (5) selecting teaching learning activities and resources, and (6) evaluating the designed materials. All these steps are in accordance with Research and Development method (R&D). The writer considered five of the ten steps of R & D method as the methodological umbrella in conducting this study. Those steps were (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision.
To answer the second question, this study presented the final version of the designed materials. It consisted of eight units. Each unit consisted of four main sections, namely Look and Listen!, Listen and Repeat!, Let’s Sing!, and Let’s Do It!. Most of the activities in each part were dominated by the use of flashcards.
viii
ABSTRAK
Anggraini, Agnes Krista Putri Dina. 2009. Designing a Set of Supplementary
English Vocabulary Materials Using Flashcards for the First Grade of Joannes Bosco Elementary School. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Bahasa Inggris telah diajarkan sebagai salah satu mata pelajaran wajib di Sekolah Dasar. Di beberapa tahun terakhir ini, beberapa sekolah telah mengajarkan bahasa Inggris dimulai sejak kelas satu. SD Joannes Bosco adalah salah satunya. Mengajar bahasa Inggris untuk anak sekolah dasar merupakan hal yang tidak mudah. Guru harus berhati-hati dalam pemilihan materi untuk membuat anak menjadi aktif dan tertarik dengan yang mereka pelajari. Studi ini bertujuan untuk merancang materi pelengkap pembelajaran kosakata bahasa Inggris dengan menggunakan flashcards untuk kelas satu SD Joannes Bosco.
Terdapat dua masalah yang dibahas dalam studi ini. Masalah-masalah tersebut dirumuskan dalam dua pertanyaan penelitian yaitu: (1) bagaimana satu set materi pelengkap pembelajaran kosakata bahasa Inggris dengan menggunakan
flashcards untuk kelas satu SD Joannes Bosco dirancang? dan (2) seperti apakah
penyajian materi pelengkap pembelajaran kosakata bahasa Inggris dengan menggunakan flashcards untuk kelas satu SD Joannes Bosco tersebut?
Untuk menjawab pertanyaan pertama, penulis menerapkan enam langkah yang diadaptasi dari model instrukstional Kemp dan Yalden. Langkah-langkah tersebut adalah (1) melakukan survei kebutuhan, (2) menentukan tujuan, topik, dan tujuan umum, (3) merumuskan indikator, (4) menyeleksi dan menyusun isi, (5) menyeleksi kegiatan dan sumber belajar, dan (6) mengevaluasi materi. Langkah-langkah tersebut sesuai dengan langkah-langkah yang terdapat dalam
Research and Development Method (R&D). Penulis hanya mengimplementasikan lima dari sepuluh langkah yang terdapat dalam metode R&D yang digunakan untuk memayungi metode-metode yang terdapat dalam studi ini. Langkah-langkah tersebut adalah (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field-testing, dan (5) Main Product Revision.
Untuk menjawab pertanyaan kedua, penulis menyajikan materi pelengkap pembelajaran kosakata bahasa inggris dengan menggunakan flashcards untuk kelas satu SD Joannes Bosco. Materi tersebut terdiri dari delapan unit. Masing-masing unit terdiri dari empat bagian, yaitu Look and Listen!, Listen and Repeat!,
Let’s Sing!, dan Let’s Do It!. Sebagian besar aktivitas di setiap bagian didominasi
dengan penggunaan flashcards.
ix
ACKNOWLEDGMENTS
First of all, I would like to express my greatest gratitude to the Almighty Jesus Christ for His love, grace, blessings and guidance in my life. I always believe that He has made everything beautiful in its time.
My greatest gratitude goes to my sponsor, Drs. Y.B. Gunawan, M.A. for his guidance, kindness, support, and his patience to help me finish my thesis. I also thank him for his advice, correction, and time to read my thesis thoroughly. I would like to express my gratitude to Caecilia Tutyandari, S.Pd., M.P.d., and Christina Kristiyani, S.Pd., M.Pd., for their time to evaluate the materials. I sincerely thank Ouda Teda Ena, S.Pd., M.Pd. and Dr. Retno Muljani, M.Pd., my academic advisors, for their guidance and support during my study. My deepest thanks are addressed to all the lecturers and the secretariat staff, Mbak Danik and Mbak Tari, of the English Language Education Study Program.
My special thanks go to Sr. Serafine, OP., the headmistress of Joannes
Bosco Elementary School. I thank her for giving me permission to conduct the
x
My deeply gratitude goes to my beloved parents, Bapak Y.A. Subandiyo and Ibu YMM. Sri Suharni, for their love, care, support, advice, and prayers they have given to me. My gratitude also goes to my brothers, Mas Yoyon and Dimas, my sister, Mbak Iin, and my little cute niece, Stefani Andrea Gadis Dewantari. I thank them for their love, care, support, and the wonderful moments we have shared together.
I would like to express my special gratitude to Tony. I thank him for inspiring me to be more than I used to be. My gratitude also goes to my best friends, Thea and Ҫipit, for their love, support, friendship, and all the happiness and sadness we have spent together. I also give my thanks to Green Leaf English Course team: Vinsensia Tyas Maharsi, S.Pd., Emmanuella Swastika Datu, S.Pd., Yohana Fransiska Reni S.Pd. I thank them for sharing valuable knowledge and experiences. I never forget my great friends in Lizanzuzip team and my friends in PBI’05: Intan, Endruw, Ayik, Litong, Dephi, Sedik, Ezra. I thank them for giving me supports, love, and prayers in my life.
My thanks also go to my friends in KKN, the Frappio Big Family and Warna Warni Children Center staff. I thank them for the big chance and experiences they have given to me.
Last but not least, my gratitude also goes to all the people whose names cannot be mentioned one by one here. May God bless us forever.
xi
TABLE OF CONTENTS
Page TITLE PAGE ………
APPROVAL PAGES ……….... DEDICATION PAGE ………... STATEMENT OF WORK’S ORIGINALITY ……….
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ………..
ABSTRACT ………..
ABSTRAK ………..
ACKNOWLEDGMENTS ………. TABLE OF CONTENTS ……….. LIST OF TABLES ……… LIST OF FIGURES ………... LIST OF APPENDICES ………...
CHAPTER I. INTRODUCTION
A.Research Background………
B.Problem Formulation ………
C.Problem Limitation ………...
D.Research Objectives ………..
E.Research Benefits ……….
F. Definition of Terms ………..
xii CHAPTER II. LITERATURE REVIEW
A.Theoretical Description ………. 1. Instructional Design Models ……….
a. Kemp’s Instructional Design Model ……… b. Yalden’s Instructional Design Model ……….. 2. The Elementary School Students ……….. a. The First Grade Elementary School Students ……..
b. How Children Learn ………
c. Teaching English as a Foreign Language to Children ………...
3. Vocabulary ………
a. The Nature of Vocabulary ………... b. Teaching Vocabulary ………... 4. Flashcards as the Teaching Aids ………...
B.Theoretical Framework ……….
CHAPTER III. METHODOLOGY
A.Research Method ………..
B.Research Participants ………
C.Research Instruments ………
D.Data Gathering Technique ………
E.Data Analysis Technique ………..
F. Research Procedure ………...
xiii
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A.Steps in Designing the Materials ……….. 1. Conducting Needs Survey ………. 2. Specifying Goals, Topics, and General Purposes ………. 3. Formulating Learning Objectives ………. 4. Selecting and Organizing Subject Content ………... 5. Selecting Teaching-Learning Activities and Resources ... 6. Evaluating the Designed Materials ………... B.Finding and Discussion on the Designed Materials Evaluation ... 1. Preliminary Field Testing ……….. 2. Final Product Revision ……….. C.Presentation of the Designed Materials ………
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A.Conclusions ………...
B.Suggestions ………...
REFERENCES ….………. APPENDICES ………...
54 55 60 62 64 66 67 67 67 70 71
73 75
xiv
LIST OF TABLES Table
3.1 The Description of the Respondents of the Preliminary Field Testing (blank) ……… 3.2 The Descriptive Statistics of Respondents’ Opinions (blank) …………. 4.1 The Results of the Needs Survey Questionnaire ………. 4.2 The List of the Eight Top Topics ………. 4.3 The Topics and the Basic Competency of the Designed Materials ……. 4.4 The Learning Objectives in Each Topic ……….. 4.5 The Description of the Respondents of the Preliminary Field Testing … 4.6 The Results of the Preliminary Field Testing Questionnaire …………...
Page
xv
LIST OF FIGURES Figure
2.1 Kemp’s Instructional Design Model ……… 2.2 Yalden’s Instructional Design Model ……….. 2.3 Steps in Conducting Study ………... 3.1 R & D Cycle and the Writer’s Model ………..
xvi
LIST OF APPENDICES
Appendix 1: Permission Letter …...………... Appendix 2: Questionnaire on the Needs Survey ………. Appendix 3: Questionnaire for the Designed Materials Evaluation ………. Appendix 4: Syllabus ………. Appendix 5: Lesson Plans ……….. Appendix 6: Presentation of the Designed Materials ………
1 CHAPTER I INTRODUCTION
In this chapter, the writer elaborates six major underlying issues: research background, problem formulation, problem limitation, research objectives, research benefits and definition of terms. Therefore, the introduction is intended to provide and describe the background information of the study.
A. Research Background
As a means of communication, language is important in our life. There are so many languages in this world, and one of the most important is English. Considering the importance of English as an international language, the Indonesian government instructed it to be introduced and taught as one of the compulsory subjects in elementary school.
the students to be ready facing the globalization era and to develop their responsibility, creativity, and confidence in learning a new language.
It is not easy to teach English for children in elementary school. For some of the first grade elementary school students, English is a new subject so everything is new. Since they know English for the first time, it is natural for them to find difficulties and some students have low motivations. Not only the learners, teaching English as a foreign language also has its own difficulties. The difficulties are mostly in choosing the appropriate learning materials and also in choosing the appropriate way and suitable activities to teach students at their age. The teaching-learning activities will run effectively for both teacher and students if it is supported by the appropriate approach, method, and materials.
In learning English as a foreign language, vocabulary plays an important role. It is one of the important elements in learning a language. In order to communicate well in English, students should master and acquire number of words and should know how to use them. Teaching vocabulary to children is very different from teaching to adults. Teachers need special ways in teaching children. Lado (1964: 57) said that primary school children require special techniques. They learn by memorizing, playing, and any other interesting activities, whereas adults learn more effectively by systems and by systematic cataloging than do children.
appropriate ways in teaching English vocabulary so that it can improve the students’ mastery of English vocabulary. Teachers can make them learn foreign language in fun ways; one of the examples that we can apply for classroom activity in learning English vocabulary is by using flashcards. This study is aimed to design a set of supplementary English vocabulary materials using flashcards for the first grade of Joannes Bosco Elementary School.
Flashcards is one of the media that can be used by teachers or educational practitioners to introduce new vocabulary to the foreign language learners, especially to the young learners. Flashcards can be used to teach and learn English vocabulary for many topics. Allen and Valette stated that flashcards can be used as one of the techniques to help students practice and memorize a series of vocabulary by shuffling the cards to present the letters out of sequence for drill (1977: 154). Flashcards can also be used in various activities which involve body movement. Joanna Budden (2004) emphasized that “flashcards are a great way to present, practice and recycle vocabulary”.
By using flashcards, students are expected to be motivated to study in more interesting and relaxed situation. Studying in more interesting and relaxed situation without any pressure is needed in learning English as a foreign language, especially the vocabulary. The students will not easily get bored to memorize a list of new words and patterns over and over again. While students are playing the cards, they can also learn many vocabularies.
subject of the observation is the students of Joannes Bosco Elementary School, especially those who are in the first grade.
B. Problem Formulation
The questions addressed in this research are:
1. How is a set of supplementary English vocabulary materials using flashcards for the first grade of Joannes Bosco Elementary School designed?
2. What does the designed materials look like?
C. Problem Limitation
Looking at the discussion of the background of the study above, the writer made some efforts to design a set of supplementary English vocabulary materials for the first grade of Joannes Bosco Elementary School. There were some reasons why the writer chose the first grade of elementary school students. It is considered that English has been introduced as a compulsory subject to the first grade of
Joannes Bosco Elementary School since 2000.
One of the problems rising in teaching English to the first grade of
Joannes Bosco Elementary School was about the technique to be used while
This study tries to contribute supplementary English materials that can be used to teach English vocabulary to the first grade students. This supplementary materials which used flashcards as the media to teach English vocabulary was aimed to give variation to the teaching learning activities. This study focused on designing a set of supplementary English vocabulary materials using flashcards for the first grade of Joannes Bosco Elementary School.
D. Research Objectives
The objectives of this study are to address the problems stated in the problem formulation. They are to find out how a set of supplementary English vocabulary materials using flashcards for the first grade of Joannes Bosco Elementary School is designed and to present the designed set of supplementary English vocabulary materials.
E. Research Benefits
researchers as a reference to develop better instructional materials using the same method.
This study is expected to be beneficial to the students to be motivated and more creative on the English learning process. By this set of supplementary English vocabulary materials, students can learn English in more fun and interesting ways.
F. Definition of Terms
This section presents the definition of terms, which is intended to avoid confusion and misconception. Some terms need to be clarified in this research. 1. Instructional Material Design
“Instructional design is composed of many interrelated parts and functions that must operate in a coherent manner in order to achieve success” (Kemp, 1997: 6). Related to this study, instructional material design means 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.
2. Supplementary Materials
to the materials of English vocabulary using flashcards, which are intended to motivate the students to study in more interesting and relaxed situation.
3. Vocabulary
According to Kreidler, as cited in Trisisca (1996: 8) vocabulary is a stock of words in a language that can support the learners to learn the other elements and skills of language. Vocabulary is one of the language elements, which is a useful means to facilitate and support the learners in learning the language skills. In this study, the vocabulary items are selected based on the needs of the first grade elementary school students.
4. Flashcards
According to Soeparno (1987) and Suyanto (2007), flashcards are a set of cards with colorful pictures that are flashed to a class by the teacher. Joanna Budden (2004) also stated that there are many kinds of activities using flashcards; memory, drilling, identification, and TPR.
In this study, flashcards mean cards containing pictures and words written on them. Flashcards are used to teach vocabulary to the first grade of elementary school students and there is word and picture in each card related to vocabulary in daily use related to the topic learned. This study would present some activities in teaching-learning English vocabulary using flashcards.
5. First Grade of Joannes Bosco Elementary School
who are in the first year or level in the elementary school. They are children from 6 to 7 years old.
In this study, the writer defines the term elementary school as a private school, which consists of children in the age of 6 to 12 years. The first grade students are those who study in the earliest level at Joannes Bosco Elementary School. Joannes Bosco Elementary School used to be SD Kanisius Baciro Yogyakarta, located on Jl. Melati Wetan 53 Yogyakarta. It changed to be Joannes
9 CHAPTER II LITERATURE REVIEW
This chapter discusses related theories that are used as the basis of designing a set of supplementary English vocabulary materials. There are two major sections in this chapter, the theoretical description and theoretical framework. The theoretical description discusses basic theories of instructional materials design models, the elementary school students, teaching vocabulary, and the flashcards. Theoretical framework focuses on the steps to design a set of supplementary English vocabulary materials using flashcards for the first grade of
Joannes Bosco Elementary School.
A. Theoretical Description
Designing a set of supplementary English vocabulary materials using flashcards for the first grade of Joannes Bosco Elementary School involves several factors. They are instructional material design models, the elementary school students, teaching vocabulary and flashcards. The following explanation will describe them.
1. Instructional Material Design Models
a. Kemp’s Instructional Design Model
The first instructional design presented in this study is Kemp’s model. There are three essential elements in designing materials (Kemp, 1977: 8):
1) Objective (what must be learned)
2) Activities and resources (what procedures will work best to reach the desired learning levels)
3) Evaluation (how will we know when the required learning has taken place) In this theory, Kemp proposes a program development which consists of eight steps. Those eight steps are important to be included in designing materials. The stages of Kemp’s instructional material design model can be described in the following figure:
Figure 2.1: Kemp’s Instructional Design Model (1977: 9)
The eightsteps of Kemp’s model can be summarized as follow: Revision
Goals, topics and general
purposes
Learner characteris
-tics
Learning Objectives
Subject Content
Develop pre-assessment Teaching
learning activities resources Support Services
Step 1: Consider goals and then list topics, stating the general purposes for teaching each topic
The first part starts with the recognition of the broad goals of the school system or institution. The goals may be derived from society, students and subject areas. Based on the broad goals, the topics are chosen. Topics are the scope of the course or program, the basis for the instruction. After listing the topics, the general purposes for each topic are stated. General purpose is what students generally are expected to learn as a result of instruction (1977: 13).
Step 2: Identify the characteristics of the learners
Identify the characteristics of learners are needed to design appropriate instructional material. It can help the individual and the teacher select the most appropriate methods, materials, and experiences for the students. There are two factors that should be considered in finding out the learners’ characteristics; the academic and social factors. Academic factors include number of students, academic background, grade-point average, level of intelligence, reading level, background in the subject or topic, expectations of the course, scores on standardized achievement and aptitude tests, motivation for studying the subject, study habits, ability to work alone, vocational and cultural aspirations. Social factors include physical and emotional handicaps, age, maturity, special talents, attention span, socioeconomic situation and relations among students.
conditions refer to groups of factors that can affect a person’s ability to concentrate, absorb, and retain information”, (1977: 19).
Step 3: Specify the learning objectives
After identifying the characteristics of learners, the next step is specifying the learning objectives. Specify the learning objectives to be achieved in terms of measurable students’ behavioral outcomes. Kemp (1977: 24) stated that the objective for learning can be grouped into three major categories; those are cognitive, psychomotor, and affective. Those three areas or domains are closely related in two ways; a single objective can involve learning in two or more domains and attitudinal development may precede successful learning in the other domains.
Step 4: List the subject content to support each objective
According to Kemp (1977: 44), subject content is “the selection and organizing of the specific knowledge (facts and information), skills (step-by-step procedures, conditions and requirements), and attitudinal factors of any topics”. The subject content must be closely related to learners’ needs and interest. For many teachers, subject content is the traditional starting point for teaching. The textbook, as the primary instructional resource, often determines objectives, content, and teaching sequence.
Step 5: Develop a pre-assessment
the student already competent in some of the stated objectives? (Kemp, 1977: 50). Teacher should know that the learners are ready to learn the topic before the activities. Students’ preparation to study will enable them to achieve the objectives and to master the topic.
Step 6: Select teaching learning activity and resources
This part is intended to find the appropriate method and instructional resources to accomplish each objective. The teaching learning activities include the teachers’ activities and students’ activities. Teacher must determine the most effective and efficient methods and select materials to provide learning experiences that will utilize the content associated with each objective.
Step 7: Coordinate support services
Support services include budget, personnel, facilities, equipment and schedules to carry out the instructional plan. Coordination of each support service must be considered at the same time with making instructional plans and selecting the materials.
Step 8: Evaluate students’ learning
reactions from the students, observations of students at work, and suggestions from colleagues (Kemp, 1977: 98).
Kemp’s instructional design is a flexible process. There is interdependence among the eight elements; decisions relating to one may affect others. Instructional designer may start with whichever element he/she is ready to start with and then move back and forth to the other steps. The writer took some steps of this model in this study to be combined with another theory in the new design model.
b. Yalden’s Instructional Design Model
There are seven stages proposed by Janice Yalden (1983: 89) in developing a language program. Those stages are briefly summarized as follows: Stage 1: The Needs Survey
When a needs survey is being undertaken there is potentially a great deal of information to be gathered (Yalden, 1987: 101). The reason for all of this information gathering is to identify and understand about the learners as much as possible prior to the beginning of the program, in order to establish realistic and acceptable objectives.
Stage 2: The Description of Purpose
building the foundation for the decision when the course designer is working out the next stage.
Stage 3: The Choice of a Syllabus Type
When a course designer got this stage, he/she should decide what kind of syllabus type will be employed. There is no single model of syllabus design which is universally agreed upon. Since there is no definite model of syllabus design, a number of solutions are offered. The designer can combine more than one syllabus to make the course design more reliable.
Stage 4: The Proto-Syllabus
This stage gives information of the description of the content that the syllabus will have (Yalden, 1987: 138). This stage obliges the course designer to produce the description of language and language use to elaborate in the program. It means that the course designer should be able to describe the content of the syllabus.
Stage 5: The Pedagogical Syllabus
Yalden explains that in this stage, the course designer is supposed to develop teaching, learning, and testing approaches. At this stage, a stock of words and phrases suitable to the topics in the program is identified. The designer also implies the syllabus into the teaching and learning activities.
Stage 6: Development and Implementation of Classroom Procedures
classroom preparation of lesson plans as well as weekly schedule. Yalden also stated about the teacher training such as creation of teaching materials.
Stage 7: Evaluation
The final stage is evaluating which comprises two aspects. Firstly, it evaluates the students in the program, and secondly, it assesses the teaching as well as the whole design of the course. If there is any difference, revisions on the materials and teaching must be held. It is labeled as the recycling stage because the whole cycle can be begun again at this stage.
The following figure explains those seven steps in a systematic way.
Need Survey Description of Purpose Selection/ development of syllabus type Production of a
[image:34.595.94.548.215.628.2]proto-syllabus Production of a pedagogical syllabus Development and implementation of classroom procedures Evaluation
Figure 2.2: Yalden’s Instructional Design Model (Yalden, 1983: 88)
The theories above are general description of the design model created by the experts of the instructional material design; Kemp’s and Yalden’s model. From the two instructional models above, the writer would not use all of those steps. Some steps would be used and the other would not be used. The writer combined from the two instructional models.
first step of Kemp’s model and the second step Yalden’s model will be combined to determine the goals of designing supplementary English vocabulary materials using flashcards for the first grade of Joannes Bosco Elementary School. Kemp’s third model was used to determine the learning objectives of the designed materials.
The next step was taken from the fourth step of Kemp’s model; selecting and organizing the subject content. It was conducted to help the students acquire the strategies and to ensure that by the end of the program the students achieve the objectives. The Kemp’s sixth step was taken on the next step. Teaching learning activities and resources should be well selected and organized in order to create enjoyable and interesting atmosphere in the learning process. It may motivate the students in learning and facilitate them to achieve the objectives by creating comfortable situation in the classroom. The final steps were evaluating and revising the designed materials. These steps were used by both Kemp and Yalden. The writer took the evaluation step to measure the outcome of the designed materials and it was important to obtain the evaluation in order to revise the designed materials.
2. The Elementary School Students
a. The First Grade Elementary School Students
The students of the first grade elementary school are about six to seven years old. According to Piaget (1969), as cited in Suyanto (2007: 6), children in this age are included in the ‘preoperational stage’, one of the cognitive development stages of children. In this stage, children learn to use language and represent objects by images and words. For example, they will understand ‘a cow’ by a drawing or a picture and a written or spoken word.
Children in this stage are quite egocentric. They see things only from their own point of view. Suyanto stated that children who are about five to seven years old tend to connect things they like or they do to themselves. They like to learn materials which are related to their daily life and learn topic using the phrase ‘My…: my family, my house, my body, and so on.’
Other characteristics of children in this age are also stated by an expert. Luella Cole (1956) in her book Teaching in the Elementary School stated that there are two grades of psychology of children in the elementary school; primary grades and intermediate grades (1956: 125). The first grade elementary school students are included in children in the primary grades. From the physical characteristic, the primary grades children are all too easily exhausted. This makes teacher cannot ask them to make things that require great effort, control, and concentration.
in powers of memory and imagination, and weak in ability to generalize. The most obvious emotional characteristic of the small child at entrance to school is his lack of self-control and inhibition. Whenever he wants to do something, he does it immediately. For the social characteristic, children in this primary grades present two contradictory characteristics. They can be highly individualistic in his interests and desires, but highly dependent upon others for putting his desires into effect. At the same time, these children show an almost complete lack of independence.
b. How Children Learn
The characteristics of children affect their way of thinking and learning something. They way of children think and learn are very different from older or adult learners. Young children are different from older learners because children:
(1) have a lot of physical energy and often need to be physically active, (2) have a wide range of emotional needs, (3) are emotionally excitable, (4) are developing conceptually and are at an early stage of their schooling, (5) are still developing literacy in their first language, (6) learn more slowly and forget things quickly, (7) tend to be self-oriented and preoccupied with their own world, (8) get bored easily, (9) are excellent mimics, (10) can concentrate for surprisingly long time if they are interested, and (11) can be easily distracted but also very enthusiastic (Brewster, Ellis and Girard, 2002: 27)
knowing something through doing it, through working with picture or image of it, and through using some symbolic means, such as language.
c. Teaching English as a Foreign Language to Children
To be successful in teaching a foreign language to children, teachers must have specific skills and intuitions. It takes a very special person to be able to teach children effectively. There are five categories suggested by Brown (2001: 87-90) that may help teachers in teaching foreign language to children.
1) Intellectual Development
Teachers need to remember that children have limitations in their intellectual stage. Children are centered on the here and now, on the functional purposes of language. They cannot easily grasp the meaning of words or sentences that adults use to describe and explain linguistics concepts. There are some points that teachers need to know in conducting teaching foreign language to children in classroom:
a) Teachers should use simple language to explain the materials
b) Repetition is important in foreign language teaching and learning. Teachers should do it without boring students.
2) Attention Span
foreign language can be difficult for children, teachers should make the class interesting lively and fun. These are some points that may help teachers:
a) Because children are focused on the immediate here and now, the class activities should be designed to capture their immediate interest
b) The class activities should be varied to keep interest and attention alive
c) A sense of humor and teachers’ enthusiasm about the subject matter are also important in teaching a foreign language to children
d) Since children have a lot of natural curiosity, teachers should make them curious and pay attention on the lesson.
3) Sensory Input
Children need to have all five senses stimulate. There are activities to stimulate their senses:
a) Physical activity (e.g. role-play, game, or do Total Physical Response activities)
b) Hands-on activities (e.g. small group projects, pair work, group discussions) c) Sensory aids (e.g. smelling the flowers, touching the plants and fruits, watching
videos, listening to music)
d) Nonverbal language (e.g. gesture) 4) Affective Factors
the slightest nuances of communication can be negatively interpreted. Teachers need to do these:
a) Help the students to laugh with each other at various mistakes that they all make
b) Be patient and supportive to build self-esteem
c) Elicit as much oral participation as possible from students, especially the quieter one, to give them plenty of opportunities for trying things out.
5) Authentic, Meaningful Language
Children are focused on what the new language can actually be used for here and now. These points may help teachers in delivering the materials:
a) Children are good at sensing language that is not authentic. Teachers need to use a simple and meaningful language.
b) Language needs to be firmly context-embedded. (e.g. familiar situations and characters, real-life conversation)
c) A whole language approach is essential.
There are also some assumptions that support Brown’s statements above about language learning that should be considered when teaching English as a foreign language to children according to some sources (Larsen-Freeman, 2000; Mackey, 1975 and Richards and Rodgers, 2001) as cited in Setiyadi (2006: 179-180).
2) The language should be first presented through sounds, not written symbols. After children can produce sounds in the target language and connect the sounds with the truth, they may begin to read symbols in the target language. 3) Children are more sensitive to anything that touches the senses; they react
easily to physical objects. Language is taught by having the students use their senses: touch, see, listen, smell, and even taste if necessary. This will help them relate the linguistic signs to truth that they perceive with their senses.
4) Meaning should be made perceptible through concrete objects or by presentation of experience. When a language learner makes a mistake or misconception of something, the teacher does not correct it through translation but he/she tries to show something to make the meaning clear.
5) The idea that teaching should start from what the students already know in order to encourage association processes seems to favor children. By teaching through this way, children are expected to know what they are doing.
In this study, all of the principles above were considered as the important aspects in the instructional design that is going to be presented. By knowing the characteristics of the elementary school students, how they learn and how to teach English as a foreign language to them, the writer could sum up the students’ needs on the target language and could start to make the draft of the materials and the teaching learning activities. There were some principles used by the writer in designing the materials:
the students will keep their attention on the lesson and it will not cause boredom for them.
2) The children’s senses should be stimulated along the process of teaching learning a foreign language. The teaching learning activity involves the activities that can stimulate their senses.
3) Children are sensitive, so extra attention to their affective aspects would help them not to negatively interpret a simple thing.
Those principles would be the guidance in the teaching learning process and in designing the supplementary materials. The writer still needs to conduct some observations in the classroom and conduct some procedure to gain more accurate data related to the students’ needs.
3. Vocabulary
As one of the language elements, vocabulary is a useful means to facilitate and support the learners in learning the skills of the language. In this part, the nature of vocabulary and teaching vocabulary will be discussed as follows.
a. The Nature of Vocabulary
Harmer stated that “knowing a word means far more than just understanding (one of) its meaning(s).” There are things that students need to know in learning vocabulary (1991: 156-158):
1) Meaning
Students need to understand the importance of meaning in context. Sometimes words have meaning in relation to other words. Thus, students need to know the meaning of a word to describe any one of number of other things. For example ‘fruits’ has a general meaning whereas ‘apple, orange, grapes’ are more specific.
2) Word use
Students need to know that words’ means can be changed, stretched or limited by how it is used. Students need to recognize metaphorical language use and they need to know how words collocate. They also need to understand the topical contexts words and expressions occur in.
3) Word formation
Harmer stated that “knowing about word formation means knowing how words are written and spoken and knowing how they can change their form” (1991: 157). Part of learning a word is learning its written and spoken form. Students need to know how words are spelt and how they sound.
4) Word grammar
b. Teaching Vocabulary
Words are essential to communication and vocabulary is an important factor in all language teaching. Foreign language students tend to pick up vocabulary first and then gradually develop a more accurate structural frameworks in which use these words. Students must continually be learning words as they practice the sound system. There are many preparations that should be done by teachers before teaching foreign language vocabulary. One important thing is to look up the kinds of vocabulary presented in the curriculum.
In teaching foreign language vocabulary, the use of the native language must be minimized in the classroom. “Once students know the meaning of new words, they must use it often correctly in the target language in order to master the word and make it part of their personal vocabulary” (Allen et al., 1977: 151). Lado (1964: 121-126) in his book Language Teaching stated that there are steps to be involved in teaching vocabulary:
1) Hearing the Word
Teacher pronounces the new word. Let the students hear the word in isolation and in a sentence. Slow pronunciation, breaking the word into parts and building up to the whole word will help students to recognize the word.
2) Pronouncing the Word
3) Grasping the Meaning
Get the meaning to the class without using translation. If teacher uses the first language every time, the target language will remain a useless curiosity. That is why the use of the native language must be minimized in the classroom. Let the class go without grasping the meaning of a word they have learned to pronounce rather than to translate it.
4) Illustrative Sentences
This step is done by giving several examples that illustrate the range and variation of usage.
5) Practice from Meaning to Expression
After knowing the word, the students are asked to practice the use of the words to reinforce the trace and turn it into a habit.
6) Reading the Word
After the class have heard and pronounced the word and know what it means, they should see it and read it aloud. Writing the word will also help students to remember the spelling of the word.
In teaching vocabulary to young learners the technique used is more on the ‘listen and repeat’ or ‘listen and point to…’ (Suyanto, 2007: 48). According to Suyanto, there are four simple steps that can be conducted:
1) Introducing teacher introduces new words with the right pronunciation using picture or concrete objects.
3) Practicing teacher guides the students to listen, repeat and practice pronouncing new words.
4) Applying students apply the new vocabularies in right situations with teacher guidance.
Méras said that one of the most difficult important phases of language teaching is the teaching vocabulary (1962: 147). Different methods must be employed at various stages of proficiency, moreover in teaching English to young learners. There are some methods or techniques used in teaching vocabulary; using visuals, using mail order catalogs, using gestures, using known vocabulary and using the native language (Allen et al., 1977). It is also stated that there are some media used to help elementary students learn and memorize the basic vocabulary. The following are some examples of techniques in presenting new vocabularies in the classroom according to some experts (Allen et al., 1977; Kreidler, --; Soeparno, 1987; Harmer, 1991; Kurniasih, 1999; Brewster; 2002 and Suyanto, 2007):
1) Repetition
Usually the teacher reads or pronounces the word first and the students will repeat it. Then, the teacher explains about the meaning.
2) Word-list with the native tongue ‘equivalent’
3) Realia
One way of presenting words is to bring the things they represent into the classroom – by bringing ‘realia’ into the room. Words like ‘pen’, ‘ruler’, ‘pencil’, ‘ball’, etc. can obviously be presented in this way. The teacher holds up the object (or point to it), says the word and then gets students to repeat it.
4) Pictures
Pictures can be board drawings, wall pictures and charts, flashcards, magazine pictures and any other non-technical visual representation. Pictures can be used to explain the meaning of vocabulary items. Teachers can draw things on the board, bring in pictures or they can illustrate concepts.
5) Mime, action and gesture
It is often impossible to explain the meaning of words and grammar either through the use of realia or in pictures. Actions are probably better explained by mime. Concepts like ‘running’ or ‘smoking’ are easy to present in this way.
6) Story
It is a good technique to teach vocabulary using story. The students will know how to use the vocabulary in context. However, the teacher has to be really careful in selecting the story, so that it will not burden the students.
7) Songs
8) Games
Another interesting technique is using games. Games will be appropriate for teaching children. The nature of children is active, vigorous, enthusiastic and full of energy.
9) Contrast
This can be used to teach meaning. We can present the meaning of ‘cold’ by contrasting it with ‘hot’, ‘big’ by contrasting it with ‘small’. We may present these concepts with pictures or mime, and by drawing attention to the contrasts in meaning we ensure the students’ understanding.
10) Enumeration
We can use this to present meaning, too. We can say ‘clothes’ and explain this by enumerating or listing various items; e.g.: shirt, skirt, trousers, etc.
11) Explanation
This is usually used to teach vocabulary for the intermediate students. Explaining the meaning of a word must include explaining any facts of word use which are relevant.
12) Translation
Translation is a quick and easy way to present the meaning of words but it is not without problems. First, it is not always easy to translate words, and second, even where translation is possible, it may make it a bit too easy for students by discouraging them from interacting with the words.
of pictures were chosen because it is simple and versatile and it would give advantages for teachers and students in teaching learning English vocabulary. Flashcards can help students, in this case children in the first grade of elementary school, to easily understand and memorize the new words (Suyanto, 2007: 109). Flashcards and its functions as the teaching aid will be discussed in the following section.
4. Flashcards as the teaching aids
Kreidler suggested that visual aids can help the teacher add variety, clarity and reality to the classroom. One of the visual aids in teaching vocabulary is by using picture charts or flashcards. According to Soeparno (1987) and Suyanto (2007), flashcards are a set of cards with colorful pictures that are flashed to a class by the teacher. These colorful pictures can make a real impact on visual learners. The pictures may also have the words printed next to them. The size of flashcards is about A4 or smaller (15cm x 20cm). Flashcards are usually grouped based on the type of the content of the cards. For example, flashcards about vegetables, fruits, clothes, alphabet, numbers, transportations, and animals. Flashcards are a great way to present, practice and recycle vocabulary (Joanna Budden, 2004). They may be used effectively in a drill or review.
In the earlier stages of language learning, vocabulary drill has two purposes: (1) to introduce the words that will be used in patterns presented in the grammar section of the class, and (2) to expand the number of words the students can use in the grammar patterns already learned.
(Kreidler, --, 21)
Visual aid, then, can be useful to the language teacher by helping him create situations which are outside the classroom walls, by helping him introduce the students to unfamiliar cultural aspects, by helping him give reality to what might be misunderstood verbally by the students, by helping him change situations quickly and easily in a drill, and by helping him provide decoration for the classroom.
(Kreidler, --, 1)
There are two ways in which flashcards, as one of the visual aids, may add variety to a drill after the items on the cards are familiar to the students; (1) the teacher may point to the items on the cards random order, and (2) teacher may change the pace of a drill by varying the speed with which he points to the items. The use of flashcards is always a trusty means of learning vocabulary (Cohen, 1990: 34). When in use, flashcards can be displayed in front of the classroom in full view of the entire class or in small groups of students. Teachers may use flashcards to play games and most students will enjoy being able to touch and move the cards. Flashcards can also be used for students’ self-study (Lado, 1964: 197).
be recognized as a fun and effective way to learn, reinforce, test and retain information, and (7) they can be used for self or group study. The disadvantage of flashcards is that not all words can be illustrated through them, especially the abstract words.
In this study, flashcards would be the main technique or media to teach and introduce English vocabulary to young learners, especially to the first grade students of elementary school. The size of flashcards is 15cm x 20 cm. There would be colorful pictures and the target language on one side of each card, and there would be the phonetic transcription and the term of the first language on the other side. “Learning is more efficient if the target language word form is associated with a word in the native language rather than a target language synonym or definition” (Nation, 1990 as cited in Cohen, 1990: 34)
In making the flashcards, the writer compiled the pictures related to the topics from many resources, printed them, and laminated them so that it could be used many times. The example of the flashcards:
Front Back
apple
apple
/’æpl/
apel
newspaper or any other resources. Cut them and paste to the cards. Teachers may also draw the objects by themselves or ask the students to draw an object on the card given.
There are many kinds of activities in teaching vocabulary using flashcards. According to Joanna Budden (http://www.teachingenglish.org.uk/think/articles/ using-flash-cards-with-young-learners, accessed on February 17, 2009), the activities using flashcards can be divided into some categories; memory, drilling, identification, and TPR (Total Physical Response) activities. Those activities would be the basic of the writer in designing the materials. The followings are some examples of activities using flashcards proposed by Joanna Budden.
a. Memory Activities Memory Tester
Place a selection of flashcards on the floor in a circle. Students have one minute to memorise the cards.
In groups, they have two minutes to write as many of the names as they can remember.
b. Drilling Activities Invisible Flashcards
Stick 9 flashcards on the board and draw a grid around them.
Use a pen or a pointer to drill the 9 words. Always point to the flash card you are drilling.
Gradually remove the flashcards but continue to drill and point to the grid where the flash card was.
Students should remember and continue as if the flashcards were still there. They seem to be amazed that they can remember the pictures.
Depending on the age group I then put the flashcards back in the right place on the grid, asking the children where they go, or I ask students to come up and write the word in the correct place on the grid.
c. Identification Activities Reveal the word
Cover the flash card or word card with a piece of card and slowly reveal it. Students guess which one it is.
Once the card is shown, chorally drill the word with the group using different intonation and silly voices to keep it fun. Vary the volume too, whisper and shout the words. Children will automatically copy your voice. Alternatively, flip the card over very quickly so the children just get a quick
glimpse.
Repeat until they have guessed the word. d. TPR activities
Point or race to the flashcards Stick flashcards around the class.
Say one of them and students point or race to it. Students can then give the instructions to classmates.
You can extend this by saying "hop to the cat" or even "if you have blonde hair, swim to the fish" etc.
Those activities would be adapted in designing the supplementary English vocabulary materials. Flashcards would also be used to present songs related to the topics learned.
B. Theoretical Framework
To gain the purpose of this study the writer considered the theories of elementary school students, teaching vocabulary and flashcards in designing the materials. The writer made a new model of instructional design adapted from the models discussed in the theoretical description. The writer adapted the combination of Kemp’s and Yalden’s instructional models. There were six steps in the writer’s model. Those steps were: (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating learning objectives, (4) selecting and organizing subject contents, (5) selecting learning activities and resources, and (6) evaluating the designed materials. The explanation of the seven steps is as follows.
Step 1. Conducting Needs Survey
observation, questionnaire and interview were considered in designing and developing the materials.
Step 2. Specifying Goals, Topics and General Purposes
In this step, the goals, topics and general purposes were formulated. The goals were derived from the needs survey. The general purposes would be specified into specific objectives in every topic. In choosing the goals, the writer considered the points that that students need to know in learning vocabulary (Harmer, 1991: 156). At least three of four points; meaning, word use, and word formation.
Step 3. Formulating Learning Objectives
The objectives were formulated based on what the teacher expects the learner to do, know, and feel as a result of the learning experience. The objectives are what the students must achieve. The writer performed the objectives for each topic. The objectives were stated as the guide to choose the learning materials and decide the learning experience. The writer adapted from the existed curriculum to decide the indicators which were used in designing the materials.
Step 4. Selecting and Organizing Subject Content
Step 5. Selecting Teaching Learning Activities and Resources
The writer selected the appropriate teaching-learning activities so that the students will accomplish the objectives. The teaching learning activities included the teacher’s activities and the students’ activities. The activities were related to the selected topics and composed using flashcards for memorizing, drilling, identifying, and TPR activities.
Step 6. Evaluating the Designed Materials
The evaluation of the designed materials was conducted through distributing the questionnaire to the respondents, who are the English teachers of
Joannes Bosco Elementary School, the lecturer of English Language Education
Revision Line
Figure 2.3: Steps in Conducting Study
Conducting Needs Survey
Specifying Goals, Topics and General Purposes
Formulating Learning Objectives
Selecting and Organizing Subject Content
Selecting Teaching Learning Activities and Resources
40 CHAPTER III METHODOLOGY
Based on the aims, in this chapter the writer explains the process of the study including research method, research participants, research instruments, data gathering, data analysis, and research procedure.
A. Research Method
This study dealt with the problems stated in Chapter I in the problem formulation. First, the study was conducted to design a set of supplementary English vocabulary materials using flashcards for the first grade of Joannes Bosco Elementary School. Second, the study was conducted to find how the designed materials looks like or to present the designed materials.
product revision, Operational field testing, Final product revision, and Dissemination and Implementation.
The writer considered five of the ten steps of R & D method as the methodological umbrella in conducting this study. The following discussion will explain more on the five steps of R & D cycle. The explanation is aimed to find out whether the writer’s framework is matched with the R & D steps.
Step 1. Research and Information Collecting
Research and information collecting includes review of literature and classroom observation. Borg and Gall (1983: 777) stated that literature review, interview, and direct field observations are undertaken to collect research findings and other information related to materials design. This first step of R & D cycle is the same as the Needs Survey step of the writer’s model. In this step, the writer conducted a needs survey called pre-design survey. The data of the survey would be gathered through review of literature, observation, questionnaire, and informal interview. They were carried out to obtain the information about the conditions and characteristics of the students, the method and the activities in teaching and learning English, and other information related to English vocabulary materials for the first grade elementary school students.
Step 2. Planning
planning, the English syllabus of the first grade elementary school was reviewed in order to identify the goals and objectives of the designed materials. In this step, the writer included the steps two and three from the writer’s steps. The writer formulated the goals, topics and purposes, and also the learning objectives in order to plan the materials design.
Step 3. Developing Preliminary Form of Product
This step covers preparation of designing materials. In this step, the writer listed the subject content and selected the teaching learning activities and resources. The writer needs some books related to teaching English vocabulary for the first grade students of elementary school as the references to develop the materials design. The writer also developed questionnaires to obtain the evaluation from the respondents toward the designed materials. In the writer’s model, this step is reflected on the steps called selecting and organizing subject content, and selecting teaching learning activities and resources.
Step 4. Preliminary Field Testing
whether the designed materials are appropriate and relevant. This step is reflected on the evaluation step of the writer’s model.
Step 5. Main Product Revision
Based on the results of the preliminary field testing, the writer revised and improved the designed materials. This step is aimed to make a final version before the designed materials would be applied. The main product revision step is also reflected on the evaluation step of the writer’s model.
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R & D Cycle The writer’s model
Figure 3.1: R & D Cycle and the Writer’s Model Step 1
Research and Information Collecting
Step 2 Planning
Step 3
Develop Preliminary Form of Product
Step 4
Preliminary Field Testing
Step 5
Main Product Revision
Step 1
Conducting Needs Survey
Step 2
Specifying Goals, Topics and General Purposes
Step 3
