Seminar Proposal (Developing English Vocabulary Materials for the First Grade Students of Junior High School)

DEVELOPING ENGLISH VOCABULARY MATERIALS FOR THE FIRST GRADE STUDENTS

OF JUNIOR HIGH SCHOOL

By Komang Satya Permadi

Developing English Vocabulary Materials for the First Grade Students of Junior High School

Mind Map

IINTRODUCTION

IIREVIEW OF RELATED

LITERATURE

III RESEARCH

METHODOLOGY

Introduction

Background of the StudyIdentification of the Problem

Research CoverageProblem Statement

Purpose of the StudySignificance of the Study

Background of the StudyIntroduction

English Vocabulary TL 2013

Curriculum Book Research

Language

Mind

Communication

Feeling

Willing

Ideas

Culture




First/Second/Foreign/

Language

Vocabulary

Linking 4 Skills

Performance in School

Effective Communicat

ion




English in

Junior Level

Communicate Written

and Spoken

Vocabulary act as a bridge

Good curriculum

from Government

Create a good

atmosphere in TL




More attention on English

TL in Elementary

Level

English subject

removed in Elementary

Level

External Factor Globalizati

on Era

Obstruct Student’s

Development

Learning English in

Junior Level will be

urgently needed




Book

Interested in Learning English

Master the Material Well

Able to Use Target Language

Enjoy learning English and

Master Vocabulary

2013 Curriculu

m

One BookStudent

and Teacher

Supplementary Material Knowledge and Creativity

• Difficult in developing Material• Monotonous Activity• Shrink Creativity• Abandon diversity in class




It aims at helping the students to learn English vocabularies both in the class and outside of the class by themselves with fun ways. The vocabulary will be introduced through presenting interesting and colorful pictures.

Developing English vocabulary supplementary materials for the seventh

grade students of the government junior high

schools in Buleleng Regency

R&D proposed by

Sugiyono

Identification of the ProblemIntroduction

1. The existing book do not provide enough activities to enrich the students• vocabulary that actually the basis for learning all the language skills.

2. The book has uncolourful pictures and monotonous activities.

Research CoverageIntroduction

1. The research coverage of the study will focus on developing supplementary English vocabulary for the seventh grade students of the government junior high schools in Buleleng Regency. The developed English vocabulary will focus on the range of words (nouns and verbs).

Problem StatementIntroduction

1. What kinds of vocabulary which have been provided for the seventh grade students of the government junior high schools in Buleleng Regency based on the syllabus?

2. What kinds of supplementary English vocabulary which should be developed for the seventh grade students of the government junior high schools in Buleleng Regency?

Purpose of the StudyIntroduction

1. To identify kinds of vocabulary which have been provided for the seventh grade students of the government junior high schools in Buleleng Regency based on the syllabus.

2. To investigate kinds of supplementary English vocabulary which should be developed for the seventh grade students of the government junior high schools in Buleleng Regency.

Significance of the StudyIntroduction

1. The Educational Institutions (Government Junior High Schools)The product of this study provides supplementary English vocabulary that can enrich the students' English competency of the schools.

2. The English TeachersThe product of this study provides supplementary English vocabulary. It can be supplementary materials for the English teachers. It contains activities that can be done in teaching vocabulary so that the English teachers can make the students active to learn English.

3. The Seventh Grade Students of the Government Junior high SchoolsThe product of the study enables the students to be interested in learning English because it offers fun activities. Moreover, it has meaningful activities which enable students to be active

4. The Other ResearchersThis study is expected to give inspiration to other researchers to do similar research because it provides an alternative source and guidance for the next study to obtain the better result.

Review of Related Literature

CurriculumThe Nature of Vocabulary

Material DevelopmentResearch and DevelopmentEmpirical Research Findings

DefinitionGuidelines in

Designing Curriculum

Principles in Developing Curriculum

CurriculumReview of Related Literature

All experiences that happen at school, include written lesson plans for learning, syllabus that lists learning topics and the order in which they will be presented, or programs such as a drug abuse prevention program, that specifies a sequence of activities. (Brewer, 2007)

Curriculum is a set of plans and arrangements about aim as well as contents and subject matter material and the technique of implementation which are used as a guideline of education implementation to achieve certain educational goals. (BSNP, 2006)





1. Developmentally appropriate curriculum provides for all areas of child's development: physical, emotional, social, linguistic, aesthetic, and cognitive.

2. Curriculum includes a broad range of content across discipline that is socially relevant, intellectually engaging and personally meaningful to children.

3. Curriculums builds upon what children already know and are able to do (activating prior knowledge) to consolidate. their learning and to foster their acquisition of new concepts and skills.

4. Effective curriculum plans frequently integrate across traditional subject matter divisions to help children make meaningful connections and provide opportunities for rich conceptual development





5. Curriculum promotes the development of knowledge and understanding, processes and skills, as well as the dispositions to use and apply skills and go on learning.

6. Curriculum content has intellectual integrity, reflecting the key concepts and tools of inquiry of recognized disciplines in ways that are accessible and achievable for young children.

7. Curriculum provides opportunities to support children's home culture and language while also developing all children abilities to participate in the shared culture of the program and the community

8. Curriculum goals are realistic and attainable for most children in the designated age range for which they are designed





9. When used, technology is physically and philosophically integrated in the classroom curriculum and teaching.





The goal of this curriculum are to develop innovative, creative, productive and affective students through integrated attitude, knowledge and skill.

2013 curriculum is an effort to simplify SBC and use integrated thematic as the learning model.





1. Curriculum is not a list of subjects, because the subject is only used to reach the competency

2. In the curriculum model, the competency in which include affective, cognitive and psychomotor are attached into various subjects.

3. Centered on the potential, development, needs, and interest of the students and their surroundings

4. The curriculum is developed based on the awareness that sciences, technology, and arts develop dynamically.

5. The curriculum is developed by involving the stakeholders to guarantee the relevance of the education with real life needs

6. The curriculum is aimed at the process of development, acculturation, and empowerment of the students to enable them to learn all their life.

The Nature of VocabularyReview of Related Literature

Hornby (1995) Vocabulary is the total

number of words in a language

Vocabulary is the words known to a person or used in a particular book, subject, etc.

Vocabulary is a list of words with their meanings, especially one that accompanies a textbook in a foreign language.

Diamond and Gutlohn (2006) Vocabulary is the knowledge

of words and word meanings.

Definition Word Classes

Importance of

Vocabulary

Strategies for Teaching Vocabulary

Roles of Games in LT


Content Words Nouns: a word used to name

or identify any of class of things, people, people, places or ideas, or a particular one of these

Verbs: word or phrase indicating an action, an event or a state (Hornby, 1995). It conveys the meaning of what people, animals, and things are doing.

Adjectives: words giving or describing information about a noun or pronoun. The words tell about the size, number, fruit, and quality of a noun or pronoun.

Adverbs: words used to show the way in which other words are connected. The adverbs modify the meaning of a verb and tell more about it.


Importance of

Vocabulary




Function Words Pronoun: a word used in

place of a noun or noun phrase.

Determiner: a word that comes before a noun to show how a noun is being used

Quantifier: a word that expresses or measures the quantity of something.

Preposition: a word or group of words used before a noun or pronoun to show place, position, time, or method


Importance of

Vocabulary



Intensifier: a word, especially an adjective or adverb that strengthens the meaning of another word.

Coordinate conjunctions. The examples are and, but, or, nor, also, so. yet.

Adverbial Conjunctions. The examples are although, if, because, before etc.


Function Words (Continued) Conjunction adverbs. The

examples are besides, nevertheless, hence etc.

Relative pronouns. The examples are who, which, whose. That, etc.

Auxiliary verb: a verb used with main verbs to show tense, mood, etc. and to form question.

Linking Verb: The word that belongs to linking verb is be.


Importance of

Vocabulary




Dees (2003) states that if students possess an extensive and effective vocabulary they can improve their performance in school, on achievement, and aptitude tests and they can communicate more effectively with others.

the contribution of vocabulary knowledge is important to reading comprehension.


Importance of

Vocabulary



Young students who do not have large vocabularies or effective word-learning strategies often struggle to achieve comprehension.


Importance of

Vocabulary

Strategies for

Teaching Vocabulary



The strategies used should introduce the students with how to understand the meaning of the words and to develop the meaning of the words in a sentence. (Allen, 1983)

Two main ways to present or introduce vocabulary to the students. (Cross, 1991) The first is to show the

meaning in some ways. The meaning of the words can be shown by presenting the realia, pictures, body movements, and flashcards.

The second is to use the language that the students have already known in order to make them learn meaning of the new lexical items.


Importance of

Vocabulary


Roles of Games in

LT


To make the students enjoy learning the language, especially the vocabulary, the learning process should be fun, interactive, and exciting. (Agoestyowati, 2007)

Games can engage the students in an enjoyable and challenging activity with a clear goal. (Shaptoshvili in Ancker, 2005)

Advantages of using games in the classroom. (Kim, 1995) Games are welcome break

from the usual routine of the language class.

Games are motivating and challenging.

Games create a meaningful context for language use.

Games provide language practice in the various skills- speaking, writing, listening and reading.

Material DevelopmentReview of Related Literature

Materials development is the efforts done by the writers, teachers, or students to provide source of language input and to exploit those sources in ways to maximize likelihood of intake (Tomlinson, 1998)

There are sixteen basic principles of second language acquisition relevant to the development of materials for the teaching of languages.


1. Materials should achieve impact

2. Materials should help learners to feel at ease

3. Material should help learners to develop confidence

4. What is being taught should be perceived by learners as relevant and useful

5. Materials should require and facilitate learner self-investment

6. Students must be ready to acquire the points being taught

7. Materials should expose the students to language in authentic use

8. The learners ' attention should be drawn to linguistic features of the input

9. Materials should provide the students with opportunities to use the target language to achieve communicative purposes

10.Materials should take into account that the positive effects of instruction are usually delayed

11.Materials should take into account that students differ in learning styles

12.Materials should take into account that students differ in affective attitudes


13.Materials should permit a silent period at the beginning of instruction

14.Materials should maximize learning potential by encouraging intellectual, aesthetic, and emotional involvement which stimulates both right and left brain activities

15.Materials should not rely too much on controlled practice

16.Materials should provide opportunities for outcome feedback

Research and DevelopmentReview of Related Literature

Research and development is a research method which is used to design and to examine the effectiveness of the product. (Sugiyono, 2010)The steps of the study involved:

1. Identifying problems: problem from an irrelevance between what is expected and what has happened

2. Data collection: gather information which can be used as data to design the expected product to solve the problems.

3. Product design: After knowing the problems and collecting the data, a researcher designs a product.

4. Design validation: Measure whether the product design will be more effective from the previous product

5. Product revision: After the experts measure the design, it will be found the weaknesses of the product

6. Product testing I: whether the product is effective or not, it will be tested in a smaller scope through experiment

7. Product revision: To get the good product the researcher will revise the product8. Product testing II: After Revision the product, it will be tried out again in a wider scope9. Product revision: Product revision will be done if there are some weaknesses found in the wider

scope10. Final product: If the product of a study is stated effective it can be used

Research Methodology

Research DesignPopulation and Sample

Research Variable and DefinitionMethod of Data Collection

Research InstrumentMethod of Data Analysis

Research DesignResearch Methodology

Considerations of choosing this design were:1. It will be relevant to the focus

of the development of the product

2. Comparing with other models its steps were more straight forward indicated with identifying problems and data collection and then straight forwardly with product design

3. It provided more flexible steps of design validation

The steps of the study involved:1. Identifying problems2. Data collection3. Product design4. Design validation5. Product testing I6. Design revision7. Product revision8. Product testing II9. Product revision10.Final product

Identifying

Problem

Data Collectio

n

Product Design

Design Validatio

n

Design Revision

Product Testing I

Product Revision

Product Testing II

Product Revision

Final Product

Population and SampleResearch Methodology

Population is the larger group to which one hopes to apply the

results (Franekel & Wallen, 1993)

PopulationSeventh grade students of the government junior high schools

in Buleleng Regency

Research Variable and Definition Research Methodology

VariablesVocabulary and Supplementary

Vocabulary

• The total number of words in a language (Hornby, 1995). Vocabulary in this study will be operationally defined as the range of words (nouns and verbs) that are relevant to describe.

Supplementary

• Additional materials (Hornby, 1995) that were given to the seventh grade students of the government junior high schools in Bueleng Regency in order to boarder their knowledge.

Method of Data CollectionResearch Methodology

Analyzing the existing book

Analyzing the syllabus

Interviewing the English teachers

Interviewing some 7th grade

students

Administrating questioner to the English teachers

Administrating questioner to the 7th grade

students

Reviewing Related

Literature

Making Blue Print

Identifying Problem

Data Collection

Product Design

Design Validation

Design Revision

Product Testing I

Making DraftDesign

Vocabulary Materials

Insert Some Activity

Design Validation

Design Revision

Product Testing 1

Product Revision

Product Testing 2

Product Revision

Final Product

Method of Data CollectionResearch Methodology

Draft

Judges Relevant and

ValidJudges

Weakness Found

Revise

Tried Out

Experimental

StudySmall Scope

Weakness Found

Revise

Tried Out

Experimental

StudyWider Scope

ReviseIf

Weakness Exists

Final Produ

ct

Research InstrumentsResearch Methodology

Questionnaire

1) Questionnaire used in identifying the problem

• Questionnaire for the English Teacher

• Questionnaire for the students

2) Questionnaire used in product testing

• Questionnaire for the English Teacher

• Questionnaire for the students

Interview

1) Interview guide for the English teachers

• to know strengths and the weakness of the book used in their schools

2) Interview guide for the students

• to know the students problems in learning English

Rubric• To know the strengths

and the weaknesses of the book used and in designing validation to get comment/information/feedback about the product from the judges

Method of Data AnalysisResearch Methodology

1. Identifying Problems

• Data will be gained by using the interview guides and the questionnaires

• The results of the interview guides were analyzed qualitatively

4. Design Validation

• a draft will be analyzed qualitatively by expert judges

• supplementary English vocabulary were revised based on the comments

2. Data Collection

• Gather all information for making the supplementary English vocabulary

• It will be analyzed qualitatively

5. Design Revision

• Validated draft will be revised based on comments

• Analyzed qualitatively

3. Product Design

• A draft of supplementary English vocabulary

• It will be analyzed qualitatively

6. Product Testing 1

• experimented in a smaller scope

• Analyzed quantitatively and calculated with Pearson Product Moment Formula.

Method of Data AnalysisResearch Methodology

7. Product Revision

• Revised based on the data analysis of the items, the comments, and the suggestions from the supervisors and the expert judges qualitatively.

9. Product Revision

• Revised based on the data analysis of the items, the comments, and the suggestions from the supervisors and the expert judges qualitatively.

8. Product Testing 2

• Experimented in a smaller scope

• The questionnaires were used in this step

10. Final Product

• Data had been tried out• Analyzed qualitatively

to produce supplementary English vocabulary which could be used by the students

THANK YOU!