SUPPLEMENTARY MATERIALS TO TEACH VOCABULARY

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SUPPLEMENTARY MATERIALS TO TEACH VOCABULARY

BASED ON TASK BASED LEARNING FOR SEVENTH GRADERS

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Brigitta Estianasari Windyaningrum

Student Number : 061214044

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2011

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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I dedicate this thesis to those whom I love much,

Jesus Christ & Virgin Mary, who always care about me

My parents, who love me

My sisters, who support and love me

All of my friends, who always help me

People are often unreasonable, illogical, and self-centered;

Forgive them anyway.

If you are kind, people may accuse you of selfish ulterior

motives; Be kind anyway.

If you are successful, you will win some false friends and some

true enemies; Succeed anyway.

If you are honest and frank, people may cheat you;

Be honest and frank anyway.

What you spend years building, someone could destroy

overnight. Build anyway.

If you find serenity and happiness, they may be jealous; Be

happy anyway.

The good you do today, people will often forget tomorrow; Do

good anyway.

Give the world the best you have, and it may never be

enough; Give the best you've got anyway.

You see, in the final analysis, it is between you and God;

it was never between you and them anyway.

~ mother Teresa’s Prayer ~


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ABSTRACT

Windyaningrum, Brigitta E. 2011. Supplementary Materials to Teach

Vocabulary Based on Task Based Learning for Seventh Graders. Yogyakarta:

English Language Education Study Program, Sanata Dharma University.

Vocabulary is an important element in language learning. Yet, it is

probably difficult to learn and teach since it depends on many factors such as

unfamiliar words, classroom atmosphere, students’ capability, unavailability of

the materials and the complicated language. The most common problem

encountered by the students in learning English is when they find the unfamiliar

words or vocabulary. Teaching vocabulary is still important although it is not

mentioned in the recent curriculum because vocabulary is taught through the

skills’ learning. Having sufficient vocabulary mastery will assist the students to be

able to develop their skills such as to comprehend the reading texts or to write an

essay.

This study was aimed at helping Junior High School teachers provide

interesting supplementary materials by designing supplementary vocabulary

materials based on integrated skills-task based for seventh graders. The

supplementary materials were presented in various activities and tasks to avoid the

students’ boredom. There were two problems to be discussed in this study: 1) how

is a set of supplementary materials to teach vocabulary based on task based

instruction for seventh graders designed? and 2) what do the designed

supplementary vocabulary materials based on task based instruction for seventh

graders look like?

This study employed Educational Research and Development (R & D).

Due to the time and resource limitation only four steps of R & D model were

employed, namely research and information collecting, planning and developing

product, preliminary testing and product revision. This study also adapted Kemp’s

instructional design model and considered relevant theories related to vocabulary,

task-based learning, young learners’ characteristics and School-Based Curriculum

to design the materials based on task-based learning for seventh graders.

To acquire the information for developing the supplementary materials,

the writer distributed questionnaire to the students of SMP BOPKRI 2 Yogyakarta

and interview the English teacher. Having designed the supplementary materials,

the writer distributed questionnaire to the English teacher and lecturers to obtain

feedback, comment and evaluation on the designed supplementary materials.

To answer the second question, the writer presented the revised version of

the designed supplementary materials. The supplementary materials covered eight

units. Each unit consisted of four sections namely “Come in”, “Work it out”,

“Make it better”, “Do it over”. Finally, the writer hopes that the designed

supplementary materials will be useful for seventh graders and the teachers in

teaching learning vocabulary and it will inspire the English teachers or other

researchers to provide attractive and interesting vocabulary materials using

various techniques and media.


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ABSTRAK

Windyaningrum, Brigitta E. 2011. Supplementary Materials to Teach

Vocabulary Based on Task Based Learning for Seventh Graders. Yogyakarta:

Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Kosakata adalah elemen penting dalam pembelajaran bahasa namun

kadang kosakata juga sulit untuk dipelajari dan diajarkan tergantung pada

beberapa faktor diantaranya kosakata baru, suasana kelas, kemampuan siswa,

materi dan bahasa. Masalah yang kerap kali ditemui siswa dalam pembelajaran

bahasa Inggris adalah saat mereka menemui kata-kata baru. Belajar kosakata tetap

penting meskipun pembelajaran kosakata tidak disebutkan dalam kurikulum yang

baru karena kosakata tidak lagi diajarkan terpisah namun pembelajarannya

dijadikan satu dengan pembelajaran ketrampilan. Dengan mampu menguasai

kosakata yang cukup banyak para siswa diharapkan dapat terbantu dalam

mengembangkan ketrampilan yang dipelajari seperti dalam memahami bacaan

maupun dalam membuat esai.

Studi ini bertujuan untuk membantu guru SMP dalam penyediaan materi

kosakata tambahan yang menarik dengan membuat materi berdasarkan prinsip

task-based learning untuk siswa SMP kelas VII. Materi ini diberikan dalam

berbagai kegiatan dan tugas agar siswa tidak bosan. Ada 2 rumusan masalah yang

dipaparkan dalam studi ini: 1) bagaimana materi tambahan untuk pengajaran

kosakata dengan menggunakan task based untuk siswa SMP kelas VII dirancang?

dan 2) bagaimanakah penyajian materi tambahan untuk pengajaran kosakata yang

telah disusun tersebut?

Studi ini menggunakan metode penelitian dan pengembangan (R & D),

namun karena keterbatasan waktu dan sumber hanya empat langkah dari model R

& D yang digunakan yakni penelitian dan pengumpulan informasi, perencanaan

dan pembuatan materi, evaluasi dan revisi. Dalam mendesain materi tambahan,

penulis juga mengadaptasi model desain materi Kemp dan mempertimbangkan

beberapa teori yang terkait dengan pengajaran kosakata, task-based learning,

karakteristik siswa, dan Kurikulum Tingkat Satuan Pendidikan.

Untuk mendapatkan informasi yang dibutuhkan dalam pembuatan materi

tambahan ini, penulis menyebarkan kuesioner pada para siswa SMP kelas VII dan

melakukan interview kepada guru bahasa Inggris SMP kelas VII. Setelah

membuat materi, penulis menyebarkan kuesioner kepada guru bahasa Inggris

SMP kelas VII dan dosen untuk mendapatkan masukan, komentar dan evaluasi

tentang materi yang telah disusun.

Untuk menjawab permasalahan kedua, penulis menyertakan materi yang

telah disusun dan direvisi. Materi tambahan yang disusun mencakup 8 unit. Setiap

unit terdiri dari 4 bagian yakni “Come in”, “Work it out”, “Make it better”, “Do it

over”. Akhirnya, penulis berharap materi ini berguna dan bermanfaat bagi siswa

dan guru bahasa Inggris SMP kelas VII dalam pembelajaran kosakata dan dapat

menginspirasi guru dan peneliti lain untuk membuat materi yang lebih menarik

dengan berbagai teknik dan media.


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ACKNOWLEDGEMENTS

Praise be to God, my Lord Jesus Christ who never leaves me alone

everytime and everywhere. I am so grateful for the gift of beautiful life, valuable

experiences, miraculous blessings, amazing miracles, worth time, everlasting love,

friendship, brotherhood and everything He grants for me. I thank Him for giving

me the chance to do all things in my best and for bringing me to all wonderful

moments I ever had. I also thank Virgin Mary, who always teaches me kindness,

willingness, honesty, love and strength.

From my deepest heart, I thank the great people in my life whom I can

learn and get many things from, my father, Bapak Matheus Poniman and my

lovely mother, Ibu Fransisca Christina Sri Suharni for the care, love, prayer,

understanding, patience, and for everything that I can not mentioned one by one. I

warmly thank them for the endless love they gave to me. I know I will not be here

now without them. I also thank my twin sisters, Rina and Rini for their love,

support, and prayer. I am very pleased that they are willing to listen to me and tell

me valuable things that make me get all my best. I thank them endlessly for the

warm home and for every single beautiful moment I ever had.

I deeply thank my advisor, Christina Kristiyani, S.Pd., M.Pd. for the

clear step by step guidance, valuable feedback, advice, and support. I am very

grateful to Caecilia Tutyandari, S.Pd, M.Pd., the chairperson of English

Language Education Study Program for giving me permission to conduct the

study. I would also express my appreciation to all lecturers and staffs of PBI and

of Sanata Dharma University.


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My gratitude also goes to Mr. Yulius, the headmaster of SMP BOPKRI

2 Yogyakarta, who has permitted me to do a research. Special gratitude is directed

to Ariaty Puji L., S.Pd. who has helped me during my research. I thank her for

the time, guidance, suggestions and chance to conduct this study. Students of

SMP BOPKRI 2 Yogyakarta also deserve my appreciation for being the

participants of my study.

I warmly thank all of my relatives and friends for the encouragements

and inspiration. Gratitude goes to those who have colored my life and have

supported me, my wonderful friends, PBI 2006 The Glitters (Nita, Beti, Stella,

Nisa, Berlin, Jati, Ragil, Kurnia, Jojo, Ardi, Christin, Emiko, Henny, Homo),

The Fireflies (Nonok, Aldi, Adven, Riris, Satrio), KKN (Aya, Arum, Vincent,

Doni, Bayu, Galih), Mudika St. Vinsensius a Paulo and Mudika St.

Bonaventura for the support, help, strength, laugh, smile, friendship, togetherness

and understanding. I am so lucky to have them in my life.

I am deeply indebted to all people and parties, who are too many to

mention. I deeply thank to anyone who have contributed their help and support

from the beginning to the end of my study physically, spiritually and/or

financially.


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TABLE OF CONTENTS

Page

TITLE PAGE ………………………………………………………………

APPROVAL PAGES ………………………………………………………

STATEMENT OF WORK’S ORIGINALITY …………………………….

DEDICATION PAGE …..………………………………………………….

LEMBAR PERNYATAAN PERSETUJUAN ………………………………..

ABSTRACT ………………………………………………………………..

ABSTRAK …………………………………………………………………..

ACKNOWLEDGEMENTS ……………………………………………......

TABLE OF CONTENTS …………………………………………………..

LIST OF TABLES …………………………………………………………

LIST OF FIGURES ………………………………………………………...

LIST OF APPENDICES …………………………………………………...

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CHAPTER I: INTRODUCTION ……………………………………….... 1

A. Research Background ……………………………………………..... 1

B. Problem Formulation ……………………………………………….. 4

C. Problem Limitation …………………………………………………. 4

D. Research Objectives ……………………………………………….... 5

E. Research Benefits …………………………………………………… 5


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F. Definition of the Terms ……………………………………………... 6

1. School-based Curriculum ………………………………………. 6

2. Task Based Learning ..………………………………………….. 6

3. Vocabulary ……………………………………………………… 7

4. Seventh Graders ………………………………………………… 7

5. Supplementary ………………………………………………….. 7

CHAPTER II: REVIEW OF RELATED LITERATURE ……………... 8

A. Theoretical Description ……………………………………………… 8

1. Instructional Design …………………………………………….. 8

2. Teaching Vocabulary …………………………………………… 10

a. The Nature of Teaching Vocabulary ……………………….. 10

b. Principles on Teaching Vocabulary ………………………... 11

3. Task Based Learning …………………………………………... 13

a. The Definition of Task Based ……………………………….. 13

b. Framework of Task Based Learning ……………..………….. 14

c. The Types of Tasks ………….………………………………. 16

4. Students’ Characteristics ………………………………………... 18

a. Physical Development ………………………………………. 19

b. Social Development …………………………………………. 19

c. Cognitive Development ……………………………………... 19

d. Emotional Development …………………………………….. 20

5. School-based Curriculum ……………………………………….. 20

B. Theoretical Framework ……………………………………………… 22


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CHAPTER III: METHODOLOGY ………………………………………. 25

A. Research Method ……………………………………………………. 25

B. Research Respondents ………………………………………………... 27

C. Research Instruments ………………………………………………... 28

D. Data Gathering Technique …………………………………………... 30

E. Data Analysis Technique ……………………………………………. 31

F. Research Procedures ………………………………………………… 33

CHAPTER IV: RESULTS AND DISCUSSION ……………………..…... 35

A. Steps on Designing English Vocabulary Materials ……….…….…… 35

1. Research and Information Collecting ……………………………… 35

2. Planning and Developing Product ……………………………….. 42

3. Preliminary Testing …………………………………………………. 50

4. Product Revision ………………………………………………… 55

B. The Presentation of English Vocabulary Materials

Based on Task Based for Seventh Graders ……………………..…… 57

CHAPTER V: CONCLUSION AND SUGGESTIONS ………………… 61

A. Conclusion …………………………………………………………… 61

B. Suggestions ………………………………………………………….. 63

REFERENCES …………………………………………………………… 65

APPENDICES ………………………………………………………………... 67


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LIST OF TABLES

Table Page

2.1 Basic Competence and Competency Standard ............................................ 22

3.1 The Form of the Result of Participants’ Questionnaire ............................... 33

4.1 Data of Respondents .................................................................................... 38

4.2 The Result of the Questionnaire ................................................................... 40

4.3 Topics and General Purposes ....................................................................... 43

4.4 Learning Topics ........................................................................................... 44

4.5 Learning Indicators of the Materials ............................................................ 45

4.6 The Organization of Subject Contents ......................................................... 47

4.7 The Description of the Respondents……………………………………….51

4.8 The Result of the First Part of the Post-Designed Questionnaire..................52

4.9 The Description of the Final Version of the Materials ..................................58


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LIST OF FIGURES

Figure Page

2.1 Kemp’s Instructional Design Model …………………………………...... 9

2.2 Task Based Learning Framework ……………………………………..... 16

3.1 The Writer’s Research Procedures ……………………………………... 34


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LIST OF APPENDICES

Page

Appendix 1: Letters of Permission .............................................................. 68

Appendix 2: Instruments for Need Analysis …………………………...……70

a. List of Questions for Interviewing the Teachers …………………… 71

b. Questionnaire for Need Analysis …………………………….…….. 72

Appendix 3: Questionnaire for Materials’ Evaluation ................................ 74

Appendix 4: The Final Version of the Materials ........................................ 77


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CHAPTER I

INTRODUCTION

This chapter presents detailed information about the research

background that leads to the study, the problem formulation in a form of questions

and the limitation of the problem. Besides, this chapter also presents the research

objectives, the research benefits, and definition of the terms which includes some

terms related to the study.

A. Research Background

Nowadays, it is important for the students of second language to learn not

only the language skills but also language element. One element that takes major

part of a language is vocabulary. According to Kreidler (1963:21), vocabulary is a

stock of words in a language that can support the learners to learn the language

skills. Through vocabulary, the students can learn both language skills and

language elements. It is why vocabulary is considered as the first and foremost

important thing in learning second language. Yet, vocabulary is probably one of

the main problems encountered by the students. Students may encounter new and

unfamiliar words when they use the second language in communication. This fact

will influence the students in understanding and expressing the meaning of the

language. In order to achieve the objectives of the teaching learning process, the

students are required to master the language elements first including vocabulary.

Having sufficient vocabulary mastery will help the students to be able to develop


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their skills such as to comprehend reading texts, to understand listening passage or

to write an essay. Considering the importance of vocabulary role in students’

learning, the mastery of this element should be developed.

Since 2006 Indonesia has applied the curriculum namely School-Based

Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP). As the

consequences, all levels of education are expected to use School-Based

Curriculum in carrying out their teaching learning process. Based on the

curriculum, English becomes one of the subject matters that should be taught in

Junior High School. As stated in the curriculum, the main objective of learning

English for Junior High School students is that the students can come to the

functional level. The English taught in Junior High School includes four skills,

listening, speaking, reading and writing as stated in the School-Based Curriculum,

while vocabulary and grammar are taught through the skills’ learning.

SMP BOPKRI 2 is one of the junior high schools which teaches English in

its teaching learning process. This school has applied School-Based Curriculum or

Kurikulum Tingkat Satuan Pendidikan (KTSP) in its teaching learning process

since 2006. Based on the writer’s observation, most of the seventh graders seem

that they do not involve in the teaching learning process. It happens because of

some reasons. One of the reasons is because of their lack of vocabulary. The

students have different vocabulary mastery since the students have different

background of learning English. From the result of interviewing the English

teacher of SMP BOPKRI 2 Yogyakarta, it was found out that the students have

already had background of learning English since they were in elementary school.


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Most of them have learned English for one to three years and there were only few

of them who have learned English since they were in the first grade of elementary

school. There are also few of them who just learned English in Junior High

School. To make the students participate actively in the class activities, the writer

thought that they first should master the language elements including vocabulary.

It is why the writer decided to design vocabulary materials to the seventh graders

of SMP BOPKRI 2.

For the teacher, teaching vocabulary is difficult since the teacher becomes

one of the important factors that makes the successful teaching learning process.

The teacher should consider many things, for example what kind of teaching

technique she or he will use. Teacher must determine the most efficient and

effective methods (Kemp, 1977: 55). Kemp further stated that teacher needs to

know the strengths and weaknesses of the alternative methods and then make

selections in terms of the students characteristics and needs that will best serve the

objectives. In other words, to create enjoyable teaching learning process, the

teacher should select an interesting teaching technique without forgetting the

students’ needs and level.

To make the successful teaching learning process, the teacher should

decide what the most appropriate teaching technique she or he will use in learning

vocabulary by regarding the development of students’ skills. There are many

teaching techniques that can be used to teach vocabulary. Task based learning is

one of them. Task based can be chosen as the appropriate teaching technique since

it gives advantages for teaching learning process. According to Rooney (2000:1)


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in his article Redesigning Non Task-Based Materials to Fit a Task-Based

Framework, task based allows for the need analysis. It means that the course

content can be matched to the students’ need. He also stated that student-centered

is the main principle in teaching learning process by using task-based. Task based

also enables the students to learn vocabulary in natural context based on the

language used.

This study aims at helping the English teacher of Junior High School to

provide interesting materials in learning vocabulary. It also helps the students to

learn vocabulary in communicative ways.

B. Problem Formulation

Considering the background presented above, the writer formulates the

problems of the study as follows.

1. How is a set of supplementary materials to teach vocabulary based on task

based learning for seventh graders designed?

2. What do the supplementary materials to teach vocabulary based on task based

learning for seventh graders look like?

C. Problem Limitation

This study limits the discussion on English language teaching by working

on instructional design area. This study is to design and develop supplementary

materials to teach vocabulary based on task based. Task-based learning helps the

students learn language in communicative way. It also challenges the students to


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interact naturally in the target language and to participate in active and

communicative task in English.

D. Research Objectives

This study is to bring about some objectives that are presented as the

following.

1. To find out how a set of supplementary vocabulary materials based on task

based learning for seventh graders is designed.

2. To present the supplementary materials to teach vocabulary based on task based

learning for seventh graders.

E. Research Benefits

This study is expected to be able to give several contributions. The

contributions are formulated as follows.

1. For the material designers

The results of the study can give a reference to the material designers to

guide them in selecting and designing a set of supplementary materials to teach

vocabulary for the seventh graders.

2. For the teachers

This study is expected to help the English teachers provide interesting

English materials. It will also enable the teachers to use the designed materials as

their supplementary vocabulary materials in the classroom.


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3. For the seventh graders

This study is to present a set of supplementary vocabulary materials which

can help the learners in vocabulary practice. It is supposed to give opportunities

for the learners to learn actively and communicatively by using the designed

supplementary materials presented.

F. Definition of the Terms

There are some important terms related to the study. Those are as follows.

1. School-based Curriculum

According to Pusat Kurikulum Badan Penelitian dan Pengembangan

Pendidikan Departemen Pendidikan Nasional, School-based Curriculum is a new

curriculum developed and carried out by each level of education under the

coordination and supervision of Department of Education. The curriculum

requires the teacher to make their own teaching materials based on the

competence standards and basic competencies. In this study, the writer uses

curriculum which is used in SMP BOPKRI 2 YOGYAKARTA namely School

Based Curriculum. The curriculum is used as the reference in designing the

materials. The materials in this study are designed by considering the Competency

Standards and Basic Competences.

2. Task Based Learning

In task-based learning, the students participate in active and

communicative tasks in English. Task-based learning refers to an approach

derived from communicative language teaching approach, which utilizes the use


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of language tasks as the central key in learning (Richards and Rodgers, 2001:223).

Freeman and Larsen (2000:44), in the book entitled Techniques and Principles in

Language Teaching, add that a task-based instruction has aims in providing the

students a natural context for language use. In this study, task based deals with the

technique used in classroom by motivating the students to learn language by

themselves.

3. Vocabulary

Hornby (1974: 959) defines vocabulary as the words that make up a

language which can stand alone or together and they may have different meaning.

In this study, the vocabulary refers to the vocabulary in the English curriculum to

the seventh grade students of Junior High Students.

4. Seventh Graders

Seventh graders are students who are in the first grade of Junior High

School. They are usually 12-13 years old. They are categorized as adolescence

who develop emotionally, socially, cognitively and personally. In this study,

seventh graders are students who are in the seventh year of formal education held

in Indonesia. The students are the students of SMP BOPKRI 2 Yogyakarta.

5. Supplementary Materials

In this study, supplementary materials are the materials which are used to

add or complete the existing teaching materials.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is divided into two main parts, namely theoretical

description and theoretical framework. In the theoretical description, the writer

reviews some theories used as the references of the study. Then, the writer draws

a theoretical framework based on the theoretical description which is used as the

guideline to answer the problems of this study.

A. Theoretical Description

In the theoretical description, the writer discusses some theories which

will be used as the guidance to the development of the vocabulary materials. They

are instructional design, vocabulary, task based, students’ characteristics and

School-based Curriculum.

1. Instructional Design

In this study, the writer would consider Kemp’s instructional design

model to design and develop the vocabulary materials since Kemp’s model of

instructional design is a flexible one. The flexibility of Kemp’s model means that

the designer can start from any steps as long as the whole elements are done.

Kemp’s design (1977:13-91) consists of eight parts. The first is

considering the goals, list topics, and stating the general purposes for teaching

each topic. The second is identifying the characteristics of the students for whom


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the instruction is to be designed. The third is specifying the learning objectives to

be achieved. The fourth is listing the subject contents that support each objective.

The fifth is developing pre-assessments to determine the students’ background

and present level of knowledge about the topic. The sixth is selecting teaching

learning activities and instructional resources that will treat the subject contents so

that the students will accomplish the objectives. The seventh is coordinating

support services as budget, personnel, facilities, equipment, and schedules to carry

out the instructional plan. The last is evaluating students’ learning in terms of their

accomplishment of objectives, with a view to revise and reevaluate any phases of

the plan that need improvement. The model can be described in Figure 2.1.

Figure 2.1. Kemp’s instructional design model

Goal, topic,

general

purposes

Learners’

characteristics

Revise Learning

objectives

Subject

content

Pre-

assessment

Learning

activities,

resources

Supporting

services

Evaluation


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2. Teaching Vocabulary

a. The Nature of Teaching Vocabulary

Teaching vocabulary is not easy for some teachers. One of the reasons is

that vocabulary teaching and learning must fit into the broader framework of a

language course. It means there should be a balanced range of learning

opportunities. Nation (2003:133-134) suggests four strands to see whether there is

a balanced range of opportunities or not in the language course. They are as

follows.

1. Learning from meaning-focused input

This strand involves learning from listening and reading. The focus of

learning vocabulary in this strand is that learners need to know 98 percent of

running words already. It means that , at most, there should be only one unknown

word in every fifty running words (Nation, 2003: 133).

2. Deliberate Learning

The deliberate learning strand, which is sometimes called form-focused

instruction or language-focused learning, involves paying deliberate attention to

language features such as sounds and spelling. Memorizing students’ first

language translation is considered as the most obvious deliberate learning

technique in learning new vocabulary.

3. Learning from meaning-focused output

In this strand, the students’ main attention is on communicating messages

through speaking and writing. It means that speaking and writing, which are

considered as productive skills, are used as sources of vocabulary learning. Using


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vocabulary productively can strengthen learning and can push students to focus on

aspects of vocabulary knowledge that they did not need to attend to when listening

and reading (Swain, 1985).

4. Fluency Development

The aim of this strand is to help students make the best use of what they

already know. It is important to see fluency as being related to each of the four

skills of listening, speaking, reading and writing with fluency needed to be

developed independently in each of these skills (Nation, 2003: 134).

b. Principles on Teaching Vocabulary

Nation suggests some principles the language teachers can use for teaching

vocabulary (2003:135-141). They are as follows.

1. Focus on the most useful vocabulary first

Some words, in English, can be used in a wide variety of circumstances

but others have much more limited use. Nation states that teaching useful

vocabulary before less useful vocabulary gives learners the best return for their

learning effort (2003: 135). The most frequent 1000 word families of English is

believed as the most useful vocabulary that every English language students need

since it covers around 70 percent of the running words in both printed media such

as newspaper, novels and academic books, and audio-visual media such as

conversation in the radio. The next most useful list is the second 1000 words of

English or it can also be those words which depend on the goals of the students.


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2. Focus on the vocabulary in the most appropriate way

This principle gives explanation at how new vocabulary should be taught

and learned. There are many learning strategies that can be used to teach

vocabulary. Nation suggests four most important vocabulary learning strategies to

teach low frequency words, namely using word parts, guessing from the context,

using word cards and using dictionaries. The ways of helping students with high

frequency words can be simpler that with low frequency words. These ways

includes directly teaching the words, getting students to speak and write using the

words and getting students to study words and do exercise based on the words

(2003: 138-139).

3. Give attention to the high frequency words across the four strands of a course

High frequency vocabulary needs to occur in all strands. It should get

deliberate attention through teaching and study and should be met and used in

communicating messages in listening, reading, speaking and writing (Nation,

2003:139).

4. Encourage learners to reflect on and take responsibility for learning

Vocabulary learning is a large and continuing task. In the teaching-

learning process, the role of teacher should be only as person who provides useful

input and support to help students in learning process, while the students are

people who have to learn and carry on learning. It is why students need to realize

that they must be responsible for their own learning. Students often find it hard

and difficult to take on this responsibility. Nation suggests that in order to take


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responsibility for their own vocabulary learning, students need to choose words

that will be useful for them.

3. Task Based Learning

In this discussion, there are two parts that will be discussed. Those are the

definition of task based and the framework of task based.

a. The Definition of Task Based

There have been many advocates or researchers defining and explaining

the task based instruction. According to Freeman and Larsen (2000:44), in his

book entitled Techniques and Principles in Language Teaching, a task-based

instruction has aims in providing the students a natural context for language use.

Using task-based, it is expected that the students are able not only do or complete

the task given but also interact with other students and teacher. Interaction in task-

based aims at facilitating the learners’ acquisition of language in which the

learners have to express their own understanding.

Willis (1996:18) stated that in task based learning, students are free to

choose and to compose the communication tasks in which the language forms are

not controlled. He also states that the students compose what they want to say and

express what they think or feel. In task based learning, the role of the teacher is as

the facilitator (Willis, 1996:40). As facilitator, the teacher has many duties, for

example guiding the students to do or complete the task and controlling and

monitoring the teaching learning process.


14

In addition, Long and Crookes (1993) mentioned three different types of

task-based instruction. The first is procedural, in which the teacher at first gives

example to the teachers the ways how to do or complete the tasks. The second

type is language learning should be seen as a process through communicative

interaction. In this type, the students and teacher decide together the tasks to do.

The last type is task-based language teaching which is made by the students. It

focuses more on the meaningful interaction between the students.

b. Framework of Task Based Learning

According to Willis (1996), the components of task based are divided into

three phases. They are as follows.

1. Pre Task

In this phase, the teacher introduces the topic to the students and helps the

students to understand the task instructions. Harmer (2002:87) added that in the

pre task the teacher discusses the topic with the class and may highlight useful

words and phrases. Before giving pre task language activities, the teacher should

help the learners to define the topic area and then help the students to recall and

activate words or phrases that will be used both during the task and outside the

classroom.

There are many activities that can be done in this phase. Willis (1996)

suggests some of them, such as classifying words and phrases, matching phrases

to pictures, memory challenge, brainstorming and mind-maps.


15

2. Task Cycle

This phase consists of three stages, namely task, planning and report.

a) Task

In this stage, the students do the task. They can perform the task in pairs

or in small groups. The students also have chance to choose and use whatever

language they already had and whatever they want to say to express

themselves. The teacher, in this stage, is as the monitor. She or he monitors

and encourages the students when the students are doing the task.

b) Planning

In this phase, the teacher helps the students to plan their report

effectively. The students are expected to maximize their learning opportunities

in the task cycle. After doing task, the students tell the whole class what they

did in the form of both oral presentation and written presentation. During the

planning stage, the teacher becomes the language adviser. The teacher should

help the students to shape the meanings and express exactly what they want to

say. She or he is allowed to correct their language and give advice for them.

c) Report

In this phase, the students present their report orally or written. To save

the time, teacher can divide the students in pairs or small groups. In written

report, the students may exchange their reports and compare the results. The

teacher becomes the chairperson in this stage.


16

3. Language Focus

This phase consists of two stages, namely analysis and practice. In analysis

stage, the students analyze and discuss the listening passage or reading text which

they have to look up for the task. In practice stage, the teacher may conduct some

form of practice of specific language features such as words, phrases, patterns and

sentences.

The components of task based can be summarized as follows.

The Figure 2.2 The Components of TBL Framework (Willis:1996)

c. The Types of Tasks

There are many types of tasks that can be used in the classroom. Willis

(1996) suggests six types of tasks. They are as follows.


17

1. Listing

This task involves two processes namely brainstorming and fact-finding.

In the first process, the students draw on their own knowledge and experiences

either as a class or in pairs/groups, while in the second process, the students are

asked to find the things in their own ways, either by asking other people or

referring to books.

2. Ordering and Sorting

The task involves four processes. The first is sequencing items, actions, or

events in a logical or chronological order. The second is ranking items according

to personal values or specified criteria. Categorizing items in given groups or

grouping them under given headings is the third process. The last is classifying

items in different ways, where the categories themselves are not given.

3. Comparing

There are three processes in this task. The first is matching to identify

specific points and relate them to each other. The second is finding similarities

and things in common. The third is finding differences.

4. Problem Solving

In this task, the students are demanded to use their intellectual and

reasoning power to solve the problem. The students also learn to analyze the real

life problems which may involve expressing hypotheses, describing experiences,

comparing alternatives and evaluating and agreeing a solution. There is no fixed

process in this task because the process and time depend on the type and

complexity of the problem.


18

5. Sharing Personal Experiences

The aim of this task is to encourage the students to talk more freely about

themselves and also to share their experiences with others.

6. Creative Tasks

These tasks are often called projects and involve pairs or groups of

learners in some kind of free creative work. These tasks can involve the

combination of task types such as listing, ordering and sorting, comparing and

problem solving.

4. Students’ Characteristics

Junior High School consists of three grades namely grade seven, grade

eight and grade nine. In this case, the writer will only concern with grade seven.

According to Hurlock (1980:185), the students of grade seven are of the age 12 or

13 where they are in the puberty stage. They are considered as adolescence.

Adolescence is a transition period that is a period of individual’s life when they

develop from a child into an adult (Hurlock, 1980:207). Konopka (1973) added

that there are three periods of adolescence, namely early adolescence (the years

from twelve to fifteen), middle adolescence (fifteen to eighteen) and late

adolescence (nineteen to twenty two). Adolescence is the period of development

in which there are several developments happened during the adolescence stage.

Hamachek (1990: 106-126) in Psychology in Teaching, Learning and Growth

explains the developments of adolescence.


19

a. Physical Development

In adolescence stage, the growth of body is rapid although it is varied

among the students. Their body changes markedly in form and function during

this stage of development. Boys and girls have differences in their growth. Boys

develop wider shoulders for example while girls develop wider hips. Hamachek

(1990: 107) says that in adolescence, strength and stamina increase and

correspondingly, so does the capacity for work and play.

b. Social Development

Much adolescence spends their time more outside their home. They prefer

spending time with their friends or groups than with their family. Adolescence

searches their identity through the value given by other people. Many activities,

which are usually done in groups or peers, aim at knowing themselves through

feedback from others. Hurlock (1980:213) says that the individuals get more

influence to their behavior, attitude, interest and appearance from their friends

rather than their family. Pikunas (1976:263) adds that discussion with peers

facilitates the students to improve their communication skills as well as to

generate new interest and attitudes, broaden viewpoints, and enrich personality

resources.

c. Cognitive Development

The cognitive development has developed well in this stage. The students

acquire formal thinking or formal operation that enables them to think logically

(Johnson, 1979:63). Their intellectual processes move from thoughts only about


20

everyday, concrete here and now happening to complex issues and the meaning of

life (Hamachek 1990: 127).

They are already able to think, hypothesize and imagine. They are able to

think from the concrete issues to the complex ones, develop hypothesis based on

certain situation and imagine something based on their point of view. Hamachek

(1990: 123) adds that it is during adolescence that one develops the capacity for

imagining and hypothesizing when a certain situation exists.

d. Emotional Development

In this stage, there is an increasing of emotional which is apparent in

various ways. Emotionally, adolescents tend to be unstable since they are in the

transition period from childhood into adulthood. They become sensitive and react

easily to certain situation. The series of fluctuating ups and downs is the main

characteristic of emotional development in adolescence. Hamachek (1990:121)

adds that depression is the common emotional experience in adolescence.

5. School-Based Curriculum

According to Pusat Kurikulum Badan Penelitian dan Pengembangan

Pendidikan Departemen Pendidikan Nasional, School-based Curriculum is a new

curriculum developed and carried out by each level of education under the

coordination and supervision of Department of Education. The curriculum

includes Content Standard (Peraturan Menteri No.22) and Graduates’ Competency

Standards (Peraturan Menteri No.23). The Content Standard involves basic


21

framework, curriculum structure, learning content, and academic calendar while

Graduates’ Competency Standard involves the minimum graduates’ competency

standards of subject matters.

It is stated in the curriculum that the teaching of English covers four skills

namely listening, speaking, reading and writing, while the elements of English are

taught implicitly. It means that the teaching of English elements coincides with

the teaching of English skills. In this study, the writer focuses on one of English

elements, namely vocabulary.

The basic competence for seventh graders of junior high is basically to

respond meaning in transactional and interpersonal conversation, monologue and

functional text accurately and fluently based on the topics discussed. The

competency standards used in this study is general competence standards used in

the second semester. Those are to comprehend transactional and interpersonal

conversation and to comprehend meaning in oral functional text and monologue in

the real daily life context. However, the vocabulary materials taught in classroom

should deal with the competency standards and the basic competences stated in

the school-based curriculum.

The basic competences and competency standards in this study will be

summarized in the Table 2.1.


22

Competency Standard Basic Competences

to comprehend transactional and

interpersonal conversation and to

comprehend meaning in oral

functional text and monologue in

the real daily life context.

Be able to respond the meaning in simple

functional text about family

Be able to respond the meaning of things

in classroom and instructions


functional text about things in shops in a

form of shopping list


descriptive text about animal


text on one’s job and responsibility


sentences of dislike and like about hobby


descriptive text about people


procedure text

Table 2.1 The List of Basic Competence and competency Standard

B. Theoretical Framework

This section discusses the synthesis of theories discussed in the previous

subchapter. This theoretical framework consists of the steps for developing and

designing the vocabulary materials by adapting Kemp’s instructional design

model and by considering the theories of teaching vocabulary, task-based

instructions and characteristics of seventh graders of Junior High School.


23

To find out the answer of the first objective of the study, the writer has to

understand some principles, namely teaching vocabulary, task-based learning,

students’ characteristics and the curriculum. In teaching vocabulary, the writer

should design material which is adjusted to the students’ characteristics.

Vocabulary teaching and learning should be a balanced range of learning

opportunities in language course. Focus on the most important and useful

vocabulary is one of the principles in teaching vocabulary.

In task based learning, tasks are considered as the core unit of planning

and instruction. The framework of task-based learning consists of three phases

namely pre task, task cycle and language focus phase. In these phases, the

students function as active language users while the teacher functions as the

facilitator and monitor.

To achieve the learning goals and objectives, the writer chooses the

interesting and contextual activities. There are many kinds of tasks used in the

designed materials. Listing, ordering and sorting, comparing and creative tasks are

chosen since those tasks can be done both individually, and in pairs or in groups.

The study on students’ characteristics and the curriculum is required to

know in what level or period they are so that it can be used as the consideration in

designing the materials. The students in this level are considered as adolescents in

which they are in period of development. The development includes physical,

social, cognitive and emotional development. The curriculum used in this study is

the recent curriculum, School-Based Curriculum.


24

The steps used in this study based on the Kemp’s model but only some

steps are used. Kemp’s model is chosen since it is flexible. We can start and go

forward from whichever element we are ready to start with and then move to the

other steps. The explanation of the steps is as follows.

a. Learners’ Characteristics

Knowing the learners’ characteristics is important to design and develop

materials because learners’ characteristics are an input and basis for the writer to

design the materials. The writer obtains information about learners’ capabilities,

needs, interest, learners’ academic, social and emotional factors such as academic

background, learners’ participation in class, level of intelligence through interview

and questionnaire.

b. Stating Goals, Topics and General Purposes

Learning goals are something that the students should achieve in their

learning process. To state the goals, general purposes and topics, the writer

observed the recently curriculum used that is School Based Curriculum.

c. Specifying Learning Objectives

After having known and understood the goals, the objectives must be

stated in terms of activities that will best promote learning. The writer uses the

stated goals, topics and general purposes to specify the learning objectives.

d. Listing Subject Content, Learning Activities and Resources

The next step adapts Kemp’s subject content, learning activities and

resources. The activities included in this step are collecting materials, selecting the

suitable materials and media, and determining the learning tasks and strategies.


25

CHAPTER III

METHODOLOGY

This chapter presents detailed information about the methodology used to

accomplish the study. It consists of research method which provides the

information about the method used for the study, research respondents and

research instruments that show the instruments used in the study. This chapter also

includes data gathering technique that is about the technique used, data analysis

that is how the data obtained is analyzed, and research procedures that are the

steps conducted in the study.

A. Research Method

In this study, the writer employed Educational Research and Development

known as R & D. It was used to answer questions presented in chapter I in the

problem formulation which were related to vocabulary materials for the seventh

graders. According to Borg and Gall (1983:772), R & D is a process used to

develop and validate educational products. Since this study was about designing

materials, it means that R & D was appropriate method to apply in this study.

Using R & D method, the writer would employ four steps namely (1) research and

information collecting, (2) planning and developing product, (3) preliminary

testing, and (4) product revision. These steps referred to as R & D cycle

(1983:772, 774). The explanation of each step was as follows.


26

1. Step of Pre-Design

In this category, there was a step which was done before the writer

designed and developed the materials, namely research and information

collecting. The step, research and information collecting, was to find the

relevant information and to study the research findings in relation to the

materials to be designed and developed. In this study, it involved review of

related literature and needs analysis survey.

2. Step of Main Design

In this category, there was a step which was done when the writer

designed and developed the materials, planning and developing product. The

step, planning and developing product or materials included stating the

objectives as what stated in School-based Curriculum as competency

standards and basic competencies and developing materials based on the

research findings. It also involved planning for tasks to be developed. Then,

the writer designed and developed vocabulary materials based on the needs

analysis and the goals that the students should achieve.

3. Steps of Post-Design

In this category, there were two steps which were done after the writer

designed and developed the materials. These steps included preliminary testing

and product revision. The explanation of each step was as follows.

a. Preliminary Testing

The aim of this step was to obtain feedback or suggestions of the

designed materials from those who have expertise and experience in language


27

teaching field. It was hoped through preliminary testing, the writer could gain

criticisms and suggestions that led to changes and improvements of the

preliminary materials.

b. Product Revision

The final step was product revision which aimed at revising and

making improvement of the designed materials based on the feedback

obtained. Product revision was needed to determine whether the materials

have been complete and met the objectives to be achieved.

B. Research Respondents

In this study, the writer would divide the respondents as follows.

1. Respondents in Research and Information Collecting

The respondents of this step were they who were needed for gaining

information and data needed for the need analysis. The respondents were the

English teacher and the seventh graders of SMP BOPKRI 2 YOGYAKARTA.

The writer expected valuable information and input from the teacher especially

about the students’ characteristics and the students’ needs.

2. Respondents in Preliminary Testing

The respondents of Preliminary Testing were the English teacher of SMP

BOPKRI 2 YOGYAKARTA and the lecturers of English Language Education

Study Program of Sanata Dharma University. The respondents were asked to

judge whether the proposed materials for seven graders of SMP BOPKRI 2

YOGYAKARTA were appropriate or not. It was hoped that the writer would


28

obtain feedback, evaluation and comment on the designed materials which would

help the writer in making revision and improvement on the materials.

C. Research Instruments

In order to obtain data and information, the needs’ analysis, feedback and

effects of the designed supplementary materials, the writer needed some

instruments. The instruments used are presented as follows.

1. Instrument for research and information collecting

In order to obtain data and information of needs’ analysis, the writer

conducted interview. Interview is one kind of qualitative researches that involves

the collection data through direct verbal interaction between individuals. Ary et al

(2002:434) states, “interview provides insight on participants’ perspectives, the

meaning of events for the people involved, information about the site, and perhaps

information on unanticipated issues. It allows immediate follow-up and

clarification of participants’ responses”. There are there common types of

interview namely, structured interview, semi-structured interview and

unstructured interview (Borg, 1963:222).

In this study, the writer used semi-structured interview in which the writer

had prepared the questions, but there were still any possibilities to ask other

questions which came immediately during the interview. During the interview, the

writer made some field notes which would provide deeper information. The

interview was conducted to seventh graders English teacher of SMP BOPKRI 2

YOGYAKARTA. The teacher was asked to respond some questions concerning


29

the learners’ characteristics, teaching learning activities, materials and curriculum

used that would be useful to design and develop the materials.

In order to obtain data and information of needs’ analysis, the writer also

distributed questionnaires. According to Ary et al, there are two types of

questionnaires: structured or close and unstructured or open questionnaires

(2002:175). In the structured questionnaires, the questions has been structurally

ordered with options which should be chosen by the respondents as the alternative

answer, while in the unstructured questionnaires, the respondents are free to

answer the questions by their own words.

In this study, the writer used the structured questionnaires in which the

participants should choose one of the alternative answers provided. The

questionnaires were conducted for the seventh graders of SMP BOPKRI 2

YOGYAKARTA. The students were asked to answer some questions concerning

the materials they mostly liked and teaching learning activities.

2. Instrument for preliminary testing

In order to gain data or information of the feedback from English teachers

of SMP BOPKRI 2 YOGYAKARTA and English lecturers of Sanata Dharma

University of the designed materials, the writer used questionnaire. The writer

employed questionnaire which consisted of two parts. In the first part, the

respondents were expected to answer questions by choosing one of the options

provided while in the second part the respondents were expected to answer

questions in their own words. It was used to give freedom to the respondents in


30

answering the questions. The questionnaire was delivered in English since the

teacher and lecturers had already had sufficient knowledge of the use of English.

D. Data Gathering Technique

The data gathering were conducted twice: in research and information

collecting stage and in preliminary testing stage.

In research and information collecting, the writer used some techniques.

To obtain the information and references needed for the study the writer found

books and journals in the library and articles from the internet.

In order to gather data and information of the needs’ analysis, the writer

conducted interview. The interview was directed to English teacher of SMP

BOPKRI 2 YOGYAKARTA. It was aimed at obtaining data on the learners’

characteristics, classroom activities and the curriculum being used. The questions

included in the interview were the students’ difficulties in learning vocabulary, the

activities used in the classroom when the students learn vocabulary, the media

used in the classroom, the sources the teachers usually use, and the technique

applied.

In order to gather data and information of the needs analysis, the writer

also distributed questionnaires. It was directed to the seventh graders of SMP

BOPKRI 2 YOGYAKARTA. It was aimed at obtaining data on the materials the

students mostly liked and the teaching learning activities.

In the preliminary testing stage, the questionnaire was distributed to the

English teacher and English lecturers to gather the data. Through questionnaire,


31

the writer tried to find out the English teacher and lecturers’ opinions and

suggestions which were used as the means to evaluate and improve the designed

supplementary materials. The questionnaires were intended to obtain the English

lecturers and teacher’s arguments of the designed materials. The English lecturers

and teacher could also give criticism and suggestions so that the designed

materials were useful for the students.

E. Data Analysis Technique

The technique used to analyze the data will be explained based on the

instruments used. The explanation is as follows.

1. Interview

The data obtained from the interview of one English teacher of SMP

BOPKRI 2 YOGYAKARTA was analyzed through description or called as

qualitative data analysis. It was done by interpreting the answers and elaborating

the information obtained. In addition, the writer could use the field notes that she

had made during the interview for analyzing the data.

2. Questionnaire

In this study, questionnaires were used in two different steps. It was used

in the research and information collecting and in the preliminary testing. Since the

types of questionnaires used in those steps were different, the way to analyze them

was also different.

After conducting interview, the writer distributed structured

questionnaires to twenty of seventh graders of SMP BOPKRI 2 YOGYAKARTA.


32

The data obtained from the questionnaires was analyzed by calculating each item

by percentage. According to Ary et al (2002:125), “The percentages are calculated

by dividing the total number in one category by the total number in all categories

and multiplying the result by 100.” Percentages, however, can express the

information in a clearer way as so it would be easier to interpret and understand

the data presented. The formulation to find out the percentage is presented as

follows.

n

x 100 %

n

Note :

n = the number of respondents who choose certain statements

n = the total number of participants

Since the questionnaire conducted for preliminary testing was

questionnaire which combined the two types, the data was analyzed in two

different ways. In the first part, percentage was used to analyze the data. The

formula of calculating the percentage is the same with the previous formula.

n

x 100 %

n

Note :

n = the number of respondents who choose certain statements

n = the total number of participants


33

After the percentage of each statement was found, the data were

presented in the format displayed in Table 3.1.

Table 3.1 The Form of the Result of Participants’ Questionnaire

No. Participants’ Opinion

Frequency of Occurrence Percentage

1 2 3 4 N %

In the second part, the data were analyzed by summarizing and

presenting the respondents’ answer into paragraphs. The result of the

questionnaire was used to as the feedback to revise and improve the designed

materials.

F. Research Procedures

The procedure of conducting the study was carried out through some

steps. The procedures were as follows.

1. Doing library research for collecting information related to the study

2. Making proposal and asking for permission for conducting the research

3. Designing and conducting instruments used for the study

4. Obtaining the need analysis data and analyze the data

5. Planning and developing the materials

6. Conducting the designed materials evaluation survey

7. Analyzing materials evaluation data

8. Revising the materials


34

The writer’s procedures in designing in the materials can be illustrated in

figure 3.1.

Pre Design Procedures

Library Research

Making Proposal and

Permission

Designing and

Conducting Instruments

Obtaining and Analyzing

Need Analysis

Main Design

Procedures

Planning and

Developing Materials

Post Design Procedures

Designing Evaluation

Analyzing evaluation

Product Revision

Figure 3.1 The Writer’s Research Procedures


35

CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the research results and discussion of vocabulary

materials based on task based learning. This chapter is divided into two main

parts. The first part presents the steps on how to design English supplementary

materials to teach vocabulary based on task based learning. The second part

presents what English vocabulary materials for seventh graders look like.

A. Steps on Designing English Vocabulary Materials Based on Task Based

Instruction for Seventh Graders

There were four steps on designing English supplementary vocabulary

materials which were elaborated in this chapter. They were (1) research and

information collecting, (2) planning and developing product, (3) preliminary

testing, and (4) product revision. Each step will be elaborated as follows.

1. Research and Information Collecting

Before designing English vocabulary materials based on task based

learning for seventh graders, the writers conducted an interview and

distributed questionnaire, which aimed at obtaining data and information

related to the students’ needs.

a. Interview the Teacher

The informal interview was directed to English teacher of seventh

graders of SMP BOPKRI 2 Yogyakarta. From the interview, the writer


36

obtained some information related to the students’ characteristics, interest and

need in learning English especially in learning English vocabulary.

From the result, it was found that the students had different

background of learning English. Generally, the students have already had

background of learning English since they were in elementary school although

it was different from one to the others because most of them have learnt

English for one to three years and there were only few of them who have

learnt English since they were in the first grade of elementary school. It can be

said that the students were mostly in the low to medium level of intelligence.

According to the teacher, since the students had different background

of learning English, they had different understanding, knowledge of English

and vocabulary mastery. It was one of the difficulties found in learning

English. The other difficulty was the students’ motivation in learning English,

especially in learning vocabulary. From the writer’s observation and teacher’s

explanation, some of the students had less interest in searching words’

meaning in dictionaries or in other sources. One of the proof is when they

found difficult and new words in which they did not know the meaning, they

did not want to open the dictionary to find the meaning unless the teacher

asked them to do it. They preferred waiting for the teacher to tell them the

meaning rather than looking it up in the dictionary. They were indolent to

consult the dictionary. This condition made the students have lack of

vocabulary mastery. The teacher added that the lack of vocabulary mastery

was one of the reasons why the students were not confident enough when they


37

had to speak in front. Besides, the students sometimes did not actively involve

in the teaching learning process.

Dealing with the teaching techniques used in classroom, the students

felt excited, and active in learning English if the teacher delivered the

materials by using pictures or games. Media also played important role in the

teaching learning process. There were some media can be used in the

classroom activity. Media helped the teacher to create fun and interesting

teaching learning activity in class. Besides, media also helped the students to

remember and understand the materials faster. In learning vocabulary,

especially, the students were motivated when they had to find words through

pictures, puzzle or crossword.

Based on the interview, there were 4 contact hours in a week of

English class. The teacher taught the English language skills and elements

including vocabulary in an integrative way. It was because the materials used

were from handbook, which were constructed as integrated materials.

However, the teacher sometimes provided certain time to discuss the

vocabulary for example after they discussed the materials or in the end of the

class. It aimed at recalling the vocabulary they have learnt during the class.

Dealing with the materials used in class, the teacher said that the

materials were taken from some handbooks which adapted School Based

Curriculum. Some handbooks were used because the teacher had to adjust the

materials with the students’ capability. It was difficult to find book which

were suitable and appropriate with the students’ level of intelligence.


38

Although most of the activities and tasks were based on the handbook

prepared, the teacher still created her own tasks to be given to the students.

The teacher also provided some pictures or games which were not in the book.

b. Questionnaire

The need analysis questionnaire’s respondents were twenty students of

seventh graders of SMP BOPKRI 2 Yogyakarta. The data were recorded in

Table 4.1.

Table 4.1 : Data of the Respondents

Respondents Sex Ages

Male Female 12 13 14

Seventh graders of SMP BOPKRI 2

Yogyakarta 14 6 8 7 5

There were seven questions that were asked in the questionnaire. The

questions were about the teaching learning process in class, the

implementation of vocabulary teaching, the difficulties they found when

learning English, the activities they like in the teaching learning process and

the topics they like at the most. The result of questionnaires indicated that

most of the students liked to learn English. There were 18 students who stated

their enjoyment of learning English. There were some reasons why they liked

English. Some of them considered that English is important for their life that

was why they were motivated to learn English in order to be able to speak in

English. The others stated that learning English is fun and motivating. A few


39

of them considered the teacher as the important factor why they liked to learn

English. There were 8 students who did not like to learn English. They stated

that English is difficult to be understood and to be learned.

The next two questions were about the vocabulary teaching. All of the

students stated that the teacher taught vocabulary during the teaching learning

process. The students were motivated to learn vocabulary through all skills but

they chose reading and speaking as the priority. The fourth question was

related to the difficulty the students found when they learn English. Most of

the students considered new vocabulary as one of the difficulties they found in

learning English. The students also felt difficult to learn English because they

didn’t have much time to practice English. Two of the students wrote their

own answers mentioning that the uncomfortable of the classroom situation and

the uninteresting learning method used by the teacher became their difficulties

of learning English.

The fifth question was about the method used learning English.

Question and answer were considered as the better method chosen by the

students. Some of the students also chose discussion as the method they like in

learning English. The next question showed detailed activities that the students

liked most. Since most of the respondents chose learning by doing pair/group

discussion, the writer designed materials which gave a lot of chance for the

students to do the activities in a pair/group. Other favorite activities were

games and question and answer.


40

The last question was related to the topic that the writer offered. From

the result of the questionnaire, the students chose procedure, asking and giving

information, like and dislike, family life, giving instruction, do and don’t,

describing people and numbers. Those topics were considered as the wants of

the students. The writer might reorder, add or reduce the topics based on the

lacks of the students, the need of the students, the curriculum and the degree

of the topics’ difficulties. The result of the questionnaire can be seen in Table

4.2

Table 4.2 : The Result of the Questionnaire

Questions Responses N Percentage

Do you like English? a. Yes

b. No

18

2

90 %

10 %

Does your the teacher

teach vocabulary in class?

a. Yes

b. No

20

-

100 %

-

What kind of activities do

you like when you learn

vocabulary? (you may

choose more than 1)

a. Listening

b. Speaking

c. Reading

d. Writing

5

11

12

7

14 %

31 %

35 %

20 %

What are the

obstacles/difficulties you

found in learning English?

a. Boring activities

b. The explanation aren’t

really easily

understandable

c. A new vocabulary

d. The materials are not

various

1

2

8

1

5 %

10 %

40 %

5 %


41

Questions Responses N Percentage

What are the

obstacles/difficulties you

found in learning English?

e. Less practice

f. Other answers

Uncomfortable class

situation

Uninteresting method

6

1

1

30 %

5 %

5 %

What kinds the methods do

you like in learn English?

a. Lecture

b. Discussion

c. Question and answer

3

8

9

15 %

40 %

45 %

What are your favorite

activities in learning

English? (you may choose

more than 1)

a. Role Play

b. Question and answer

c. Pair/Group discussion

d. Problem solving

e. Games

4

12

15

3

11

9 %

27 %

33 %

7 %

24 %

What are your favorite

topics? (choose 5 of them)

a. Procedure

b. Asking & Giving

Information

c. Like & Dislike

d. Describing Animal

e. Family Life

f. Numbers

g. Giving instruction

h. Describing People

i. Do & Don’t

j. Thank you

13

11

12

6

12

11

11

10

10

4

13 %

11 %

12 %

6 %

12 %

11 %

11 %

10 %

10 %

4 %


42

2. Planning and Developing Product

After obtaining the data, the writer developed the framework of the

materials to be designed. It consisted of stating goals, topics and general

purposes, specifying learning indicators and organizing subject content.

a. Stating Goals, Topics and General Purposes

To state the goals, general purposes and topics, the writer observed

the recently curriculum used that is School Based Curriculum. Since the

goal of teaching vocabulary was not stated in the curriculum, the writer

then created the goal. The goal of this study was to assist the seventh grade

students of Junior High School to be able to master and learn English

vocabulary related with certain topics so that they would find it easy in

developing their skills.

Observing the curriculum would help the writer know the general

purposes of teaching English in the second semester of seventh grade of

Junior High School which stated in term of basic competences, and the

topics to be considered. The general purposes of this study were

formulated based on the basic competencies stated on the curriculum. The

writer determined the general purposes for each meeting in order to

achieve the goals in Table 4.3.


43

Table 4.3 : Topics and General Purposes

Topics Basic Competences

Family Be able to respond the meaning in simple functional text

about family

Instructions Be able to respond the meaning of things in classroom and

instructions

Shopping

List

Be able to respond the meaning in simple functional text

about things in shops in a form of shopping list

Describing

Animals

Be able to respond the meaning in simple descriptive text

about animal

Profession Be able to respond the meaning in simple text on one’s job

and responsibility

Like and

Dislike

Be able to respond the meaning in simple sentences of

dislike and like about hobby

Describing

People

Be able to respond the meaning in simple descriptive text

about people

Procedure Be able to respond the meaning in simple procedure text

To select the topics, there were many factors to be considered. The

writer chose the topics not only based on the result of the need analysis

questionnaire but also based on the teacher’s suggestion, the other

handbooks, and the curriculum. The topics in these supplementary

materials were the topics which were listed in the curriculum especially in

the second semester for the seventh graders. Since some of the topics

chosen by the students were not listed as the topics for teaching English in

the second semester, the writer changed the topics with the other topics.


44

The writer also considered the teacher’s suggestions. The teacher

suggested that the topics should be based on the curriculum. Besides, the

teacher also said the students’ level of proficiency should be considered.

She added it was better to develop topics which were familiar to the

students.

There were 8 topics developed, in which five of them were selected

by the respondents while the others were selected by the writer. The topics

selected by the students were like and dislike, family life, instruction,

procedure and describing people while the topics selected by the writer

were describing animals, shopping list and profession. The writer

organized the topics based on the level of difficulty of each topic. The

topics were stated in Table 4.4.

Table 4.4 : Learning Topics

No Learning Topics

1. Family

2. Instructions

3. Shopping List

4. Describing Animals

5. Profession

6. Like and Dislike

7. Describing People

8. Procedures


45

b. Specifying Learning Indicators

After stating the goals, general purposes and learning topics, the

writer then specifies the learning indicators. The learning indicators were

defined to measure the students’ achievement of the competency in every

meeting, whether the students were able to achieve the general purposes.

The learning indicators are presented in Table 4.5.

Table 4.5 : The Learning Indicators of the Materials

Basic Competences Learning Indicators

Be able to respond the

meaning in simple

functional text about

family

At the end of the lesson, the students are able to:

1. Mention the members of family

2. Draw a family tree

3. Write sentences based on the picture


meaning of things in

classroom and

instructions


1. Mention the things in classroom

2. Mention words and its function

3. Write instructions


meaning in simple

functional text about

things in shops in a form

of shopping list


1. Name the words based on pictures

2. Write a shopping list


meaning in simple

descriptive text about

animal


1. Mention and classify animal

2. Write a descriptive text


46

Basic Competences Learning Indicators


meaning in simple text

on one’s job and

responsibility


1. Mention job/profession



meaning in simple

sentences of dislike and

like about hobby


1. Mention words related to hobby

2. Express like and dislike


meaning in simple

descriptive text about

people


1. Mention adjectives used in describing people



meaning in simple

procedure text


1. Mention words related to procedure

2. Rearrange procedure text

3. Write procedure text

c. Organizing Subject Content

After stating the goal, general purposes, learning topics and

learning indicators, the writer completed the next step which was listing

the subject content. In this step, the writer classified and arranged the

topics to be developed in which each topic would be developed into the

materials used for one meeting. The designed materials contained eight

meetings. The classification and arrangement of the learning topics into

units can be seen in Table 4.6.


47

Table 4.6 : The Organization of Subject Contents

Unit Unit Name Subject Contents Vocabulary Skills

1 My Family

Short text about

family

Family tree

Brother, sister,

mother, little

brother, etc.

Speaking,

reading and

writing

2

Things

around Me

Things in classroom

Instructions

Points at, listen

to, read, ask, etc.

Writing and

listening

3

Things in

the Market

Vegetables, fruits,

food and drinks

Shopping List

Carrot, bread,

milk, apple, rice,

salt, etc.

Speaking,

writing and

reading

4 I Love Cat Describing animal

Tame, wild, short,

fast, etc.

Cat, dog, giraffe,

crocodile, etc.

Writing and

speaking

5

I Want to be

a Doctor

Profession

Teacher, doctor,

pilot, nurse, etc.

Restaurant,

hospital, etc.

Writing and

reading

6

I Like

Cycling

Like and dislike

Fishing, reading,

collecting stamps,

cycling, climbing,

etc.

Listening,

writing and

speaking


48

Unit Unit Name Subject Contents Vocabulary Skills

7

She is

Beautiful

Describing people

Beautiful, lazy,

friendly, curly

hair, short, etc.

Listening,

reading and

writing

8

Show Me

How

Procedures

Boil, pour, heat,

add, put, mix, etc.

Writing and

speaking

After classifying and arranging the learning topics and the subject

content, the writer described the content of each unit of the designed

materials. The writer designed the learning materials based on the results

of research and information colleting and the principles of task based

learning. The principles of task based learning used in this study were

based on the notion of the Task-Based Language Teaching framework

proposed by Willis (1996:40). In order to design well-arranged vocabulary

materials, the framework which consists of three phases namely pre-task

phase, task-cycle and language focus, was adapted.

There were eight units in the designed materials. The writer

designed the materials in four phases. The four phases included Come in,

Work it out, Make it better, and Do it over. These phases were actually the

modification of the three phases task based learning framework, in which a

new phase namely Do it over was added. The first phase, Come in, was

designed to introduce the topic to the students. This phase served as the

pre-task phase in Willis’s task based learning framework. Its aim was also


49

to prepare the students for the main task. The second phase, Work it out,

served as the main task of the lesson. This phase tried to facilitate the

students to learn and produce language by accomplishing the activities.

The third phase, Make it better, included the language focus. The last

phase, Do it over, was additional phase whose aim was to review the

vocabulary given in the previous phases.

There were various kinds of tasks used in teaching learning

activities. The writer designed the activities to be solved both individually

and pair or group work. Since the task based learning was meant to be

used with English as the language of classroom instruction, pair and group

work would be helpful in achieving meaningful communication. Besides,

pair and group works allowed the students to work together and the higher

level students would help the lower level students in finishing the task. In

the following the kind of tasks used in each phase of the designed

materials as well as the purpose of each phase were discussed.

A. Come in

This phase contained activities with questions related to the topic.

It aimed to help the students explore more and getting familiar with the

topic. This phase also let the students to recall their vocabulary items on

the topic. Listing, ordering and sorting, comparing, and some creative

tasks were the kinds of tasks used in this phase. The students mostly

worked individually or in pairs.


50

B. Work it out

This was where the main task takes place. The students were given

tasks which were more complex than the previous phase. The students

were asked to work individually or in pairs. The tasks would be problem

solving, ordering and sorting, and some creative tasks. The focus of this

phase was to provide the students to produce and learn the language.

C. Make it better

This phase was used as repetition of the vocabulary items. The

students would do the tasks which were almost the same with the previous

phase. It provided supportive tasks so that the students could memorize the

vocabularies. The students were also asked to work individually or in

pairs. In this phase, the teacher corrected the students’ mistakes that they

might make during the lesson.

D. Do it over

This phase was additional phase which aimed to review the

vocabulary given in the previous phases. The students did the activities

individually to know their understanding. This phase could also be done as

homework for the students.

3. Preliminary Testing

After the process of developing the preliminary form of the vocabulary

materials was accomplished, the next step was preliminary field testing. This

step aimed to evaluate the designed materials, whether the materials were


51

appropriate, well-developed and well-designed. The evaluation was also

needed to obtain comments and suggestion from the respondents on the

designed materials. The comments and suggestion would be useful to make up

the final version of the designed materials. The evaluation of the designed

materials was conducted by distributing the post design questionnaire to one

of English teachers of SMP BOPKRI 2 Yogyakarta and two English lecturers

of the English Language Education Study Program of Sanata Dharma

University. They were selected concerning their experiences and expertise in

English language teaching. The background of the respondents was presented

in Table 4.7.

Table 4.7 : The Description of the Respondents

Respondents

Educational

Background

Teaching

Experience Sex

S1 S2 S3 <5 5-10 >10 F M

Teacher 1 1 1 -

Lecturers 2 1 1 2 -

From the data above, the respondents of the post designed

questionnaire were all female. There was no specific reason in choosing

female respondents, because the main consideration of the respondents’

selection was their teaching experiences and expertise in teaching English. All

of the respondents had teaching experiences for more than 5 years.


52

After the data of post designed questionnaire were analyzed, the next

step was presenting and discussing the result of the questionnaire. It was found

that the result of post designed questionnaire was good and satisfying. In the

first part of the questionnaire, the respondents were asked to state their degree

of agreement on the given statements. The degree of agreement represented

how much they agreed with the statements. The degree of agreement included

degrees which ranged from 1 – 4. They were as follows.

1 : Strongly disagree/Very poor

2 : Disagree/Poor

3 : Agree/Good

4 : Strongly agree/Very good

The result of the first part of the post designed questionnaire can be

seen in Table 4.8.

Table 4.8 : The Results of the First Part of the Post-designed Questionnaire

No Statement

Frequency

of

Occurrence

Percentage

N %

1 The basic competencies are well formulated - - -

2 The learning indicators are specific and well

formulated

3

4

2

1

66.7 %

33.3 %

3 The materials help the students to achieve

the indicators

3

4

2

1

66.7 %

33.3 %

4

The materials are suitable and appropriate

for the seven grade students of Junior High

School

3 3 100 %


53

No Statement

Frequency

of

Occurrence

Percentage

5 The materials are able to improve students’

vocabulary

3

4

2

1

66.7 %

33.3 %

6 The materials are arranged systematically

according to the level of difficulty

3

4

1

2

33.3 %

66.7 %

7 The teaching-learning activities are well

elaborated

3

4

2

1

66.7 %

33.3 %

8 The teaching-learning activities support the

students’ learning

3

4

2

1

66.7 %

33.3 %

9 The activities are fun and motivating 3

4

2

1

66.7 %

33.3 %

10 The number of activities in each unit has

been sufficient for the time given

3

4

2

1

66.7 %

33.3 %

11 The instructions are clear for the teacher

and students

2

3

1

2

33.3 %

66.7 %

12 The instructions are helpful for the teacher

and students 3 3 100 %

13 The layout of the materials is attractive 3

4

2

1

66.7 %

33.3 %

14 The layout of the materials is well-designed 3 3 100 %

15 Overall, the learning materials are well-

developed

3

4

1

2

33.3 %

66.7 %

16 The “Come In” section has helped the

students to be familiar with the topic

3

4

1

2

33.3 %

66.7 %

17

The “Work it Out” and “Make it better”

sections have facilitated the students to

learn and produce language by doing

activities

3

4

2

1

66.7 %

33.3 %


54

No Statement

Frequency

of

Occurrence

Percentage

18

The “Do it Over” section has facilitated the

students to recall and review the vocabulary

they have learned

3

4

1

2

33.3 %

66.7 %

From the result of table 4.8 above, all the participants chose degree of

agreement 3 and 4 in most of the statements which meant that the designed

materials were acceptable for the seventh grade students of Junior High

School. In general were considered well designed although it still needed

some improvement and revision based on the respondents’ comments and

suggestions in the second part of the post-design questionnaire.

In the second part of the post designed questionnaire, the respondents

were asked to give comments and suggestion on the designed materials. There

were two questions proposed in the second part of the post designed

questionnaire. The respondents’ comments were also found satisfying. There

were four positive comments from the respondents which indicated the

strengths of the designed materials. Those comments were as follows.

1) The designed materials were well-designed and well-prepared

2) The designed materials were quite applicable and appropriate for Junior

High School students because the words taught are not too difficult.

3) The materials were attractive and familiar to the students

4) The activities were interactive, so the students could participate actively in

the learning process


55

In term of suggestion for the revision, there were some suggestions to

help the writer in improving the designed materials. They were as follows.

1) Some instructions were too long for the students so that the students would

not understand what to do easily

2) Some instructions were not clear and understandable due to the

grammatical mistakes

3) It was better for you to insert some examples of the exercises so that the

students could do the exercises well

4) This materials should have something more that the other books, for

example by enriching the vocabulary with the more specific

5) The choice of colors should be considered

All comments and suggestions above were useful and important for the

designed materials. They would be used as the consideration to revise the

designed materials to be better.

4. Product Revision

Main product revision was the last step in designing the vocabulary

materials for seventh grade students of Junior High School. This step was

carried out to improve the designed materials based on the evaluation on the

preliminary field testing. It also aimed to obtain the final version of the

designed materials.

The result of the post designed questionnaire encouraged the writer to

make the designed materials better. The revision of the designed materials was


56

made based on the comments and suggestions given by the respondents in the

post designed questionnaire of the preliminary field testing.

The first and second suggestion was about the instructions. The

respondents stated that some of the instructions should be revised since they

were too long, not clear and not understandable. In response to the suggestion,

the writer decided to accept it. It was considered important to give clear

instructions in every activity so that the students understood what they have to

do. The length of the instructions should also be considered. It was revised in

simple words so that the students would not be confused when reading the

instructions. Therefore, the writer decided to revise some instructions in

simple and understandable words.

The next suggestion was to insert or give example on how to do the

exercise so that the students could do the exercise correctly. The writer

accepted the suggestion since the writer believed that by giving them example

on how to do the exercise, it would help the students in completing the

exercise.

The fourth suggestion was enriching the vocabulary with the more

specific ones. The writer accepted the suggestion but the writer decided not to

change all the vocabulary. The writer only changed some of the vocabularies

in some units. The writer thought if all the vocabularies should be changed, it

would change all the designed materials. The selection of the vocabularies

should also be adjusted with the students’ need and competency.


57

The last suggestion was the choice of the colors. One of the

respondents stated that in some pictures and tables the colors were too soft,

and it would make the pictures and tables became unclear. In response to this

suggestion, the writer decided to accept it. The writer, then, replaced the soft

colors with the other ones which were clearer so that it would not influence

the students in doing and completing the tasks.

In conclusion, the designed materials were revised based on the

suggestions from the respondents by conducting some important points. Those

were revising some of the unclear instructions, inserting the example on how

to do the exercise, enriching the vocabulary, and changing the soft colors. The

revision was made to make the designed materials better and acceptable to be

implemented in the real teaching and learning activities.

B. The Presentation of English Vocabulary Materials Based on Task Based

Instruction for Seventh Graders

This section aimed to answer the second question in the problem

formulation of the study. After doing some revision on the designed materials

based on the suggestions given the post designed questionnaire of preliminary

field testing, the writer finished in revising the designed materials. The final

version of the designed materials can be seen in the Appendix 4.

The materials consisted of two parts, namely the Students’ Book and the

Teacher’s Guide. The Teacher’s Guide would be the handbook for the teacher. It

contained the how to use the book, the overview of he designed materials, the


58

syllabus, the lesson plans, the teacher’s guidelines and the answer key of the

exercises.

The designed materials consisted of eight units in which of each unit

represented of eight topics for eight meeting. The topics were arranged based on

the level of difficulty. In each unit, the skills were taught in the integrated way.

The topics, the name of each unit and the skills were presented in Table 4.9.

Table 4.9. The Final Version of the Materials

Unit Learning Topics Unit Name Skills

1 Family My Family

Speaking, reading and

writing

2 Instructions Things around Me Writing and listening

3 Shopping List Things in the Market

Speaking, writing and

reading

4 Describing animal I Love Cat Writing and speaking

5 Profession I Want to be a Doctor Writing and reading

6 Like and dislike I Like Cycling

Listening, writing and

speaking

7 Describing people She is Beautiful

Listening, reading and

writing

8 Procedures Show Me How Writing and speaking


59

There were four sections in each unit. Those were Come in, Work it out,

Make it better, and Do it over. Three of the sections, Come in, Work it out, Make

it better, were made based on the notion of the framework of Task-Based

Language Teaching for beginners and young learners proposed by Willis (1996)

while last section was the additional section of the designed materials. The

framework offers three phases, namely pre-task, task-cycle and language focus.

The brief description of each section of the designed materials was

presented below.

A. Come in

This phase contained activities with questions related to the topic. It aimed

to help the students explore more and getting familiar with the topic. This phase

also let the students to recall their vocabulary items on the topic.

B. Work it out

This was where the main task takes place. The students were given tasks

which were more complex than the previous phase. In this phase, the students

were allowed to make any mistakes. The students were asked to work individually

or in pairs.

C. Make it better

This phase was used as repetition of the vocabulary items. The students would do

the tasks which were almost the same with the previous phase. It provided

supportive tasks so that the students could memorize the vocabularies. The

students were asked to work individually or in pairs.


60

D. Do it over

This phase was aimed to review the vocabulary given in the previous

phases. The students did the tasks individually to know their understanding. This

phase could also be done as homework for the students.


61

CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents two major discussions. The first part, the writer

presents the conclusion or the summary of the study while in the second part the

writer presents the suggestions for both the English teachers and those who are

interested in conducting this kind of research.

A. Conclusion

The study was conducted to answer the two research questions proposed in

the problem formulation: (1) how is a set of supplementary materials to teach

vocabulary based on task based learning for seventh graders designed and (2)

What do the supplementary materials to teach vocabulary based on based on task

based learning for seventh graders look like.

In order to answer the first research question in the problem formulation,

the researcher adopted R & D cycle as the framework to decide the ideal order for

Kemp’s steps.

1. Research and Information Collecting

2. Planning and Developing Product

3. Preliminary Testing

4. Product Revision

To answer the second research question, the researcher conducted post

designed questionnaire distributed to one of English teacher of SMP BOPKRI 2


62

Yogyakarta and to two English Language Education Study Program lecturers of

Sanata Dharma University. The questionnaire aimed to gain comments and

suggestions on the designed materials for the revision and improvement.

From the questionnaire the researcher found out that all the participants

chose degree of agreement 3 and 4 in most of the statements. The result also

showed that the designed materials were well-prepared and well-designed,

attractive and interactive, quite applicable and appropriate for Junior High School

students. It meant that the designed materials were good and acceptable for the

seventh grade students of SMP BOPKRI 2 Yogyakarta. However, some revisions

were done based on the respondents’ comments and suggestions on the designed

materials. The materials had been improved by revising some of the unclear

instructions, inserting the example on how to do the exercise, enriching the

vocabulary, and changing the soft colors.

The final version of the designed materials was presented in the

appendices. The materials of each unit were divided into four phases namely

Come in, Work it out, Make it better, and Do it over. These phases were actually

the modification of the three phases task based learning framework, in which a

new phase namely Do it over was added. The first phase, Come in, was designed

to introduce the topic to the students. Its aim was also to prepare the students for

the main task. The second phase, Work it out, served as the main task of the

lesson. This phase tried to facilitate the students to learn and produce language by

accomplishing the activities. The third phase, Make it better, included the

language focus. The last phase, Do it over, was additional phase whose aim was to


63

review the vocabulary given in the previous phases. The designed materials

consisted of eight units in which every unit consisted of one topic. The

arrangement of the materials was displayed in Table 5.1.

Table 5.1: The Arrangement of the Materials

Unit Unit Name Learning Topics

1 My Family Family

2 Things around Me Instructions

3 Things in the Market Shopping List

4 I Love Cat Describing animal

5 I Want to be a Doctor Profession

6 I Like Cycling Like and dislike

7 She is Beautiful Describing people

8 Show Me How Procedures

B. Suggestions

In this part, the writer would like to give suggestions for the materials

users in this case the English teachers and the other researchers related to the

study in this field. The suggestions are as follows.

1. Suggestion for English Teachers of Junior High School, especially for the

English Teacher of SMP BOPKRI 2 Yogyakarta

Task-based learning can be considered as a new method for some English

teachers since they do not know much about the method. Considering that fact, the

writer suggests the teachers who want to use the book should read carefully all


64

information contained in the book especially in Teacher Guidelines so that the

materials can be implemented effectively.

The writer encourages the English Teachers of Junior High School,

especially for the English Teacher of SMP BOPKRI 2 Yogyakarta to implement

the designed materials in their English teaching learning process in order to help

the students in their vocabulary mastery. The teachers can also creatively apply

the other strategies or activities which are more applicable for the students.

2. Suggestion for Other Researchers

Due to some constraints related to time, the writer has not implemented the

materials to seventh grade students of Junior High School. Therefore, it is

suggested to other researchers who are interested to do the same study in this field

to implement the designed materials. It will help the researchers to focus on

whether the designed materials are effective and suitable when they are

implemented to the students.

The writers also recommended the other researchers to use any other

media, strategies or techniques which are best fitted to the students. Considering

the technology is developed and advanced nowadays, the media such as internet,

computer or other devices can be used in teaching learning process. It will be

helpful to avoid the students’ boredom.


65

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http://iteslj.org/Techniques/Mehta-Vocabulary.html

66

Nation, I.S.P. 2003. Vocabulary. In Nunan, D. Practical English Language

Teaching. New York: McGraw Hill Companies, Inc.

Nunan, D. 2003. Practical English Language Teaching. New York: McGraw Hill

Companies, Inc.

Nunan, D. 2004. Task-Based Language Teaching. Cambridge: Cambridge

University Press.

Oxford, R. 2001. Integrated Skills in the ESL/EFL Classroom. The ESL Internet

Magazine, vol. 6, No. 1, January/February 2001.

(http://www.cal.org/resources/digest/0105oxford.html, accessed on

November 21, 2009)

Pikunas, J. 1976. Human Development: an Emergent Science. 3rd

edition. Tokyo:

McGraw-Hill Kogakusha, Ltd.

Richards, J. & Rodgers. 2001. Approaches and Methods in Language Teaching.

2nd

edition. New York: Cambridge University Press.

Rooney, K. 2000. Redesigning Non-Task-Based Materials to Fit a Task-Based

Framework. The Internet TESL Journal, Vol. VI, No. 12, December 2000.

(http://iteslj.org/Techniques/Rooney-Task-Based.html, accessed on

December 1, 2009)

Willis, J. 1996. A Framework for Task-Based Learning. Edinburgh: Pearson

Education.

Willis, J. 2005. Task-Based Language Teaching: Teachers’ Solutions to Problems

Encountered, (http://www.tesol-

france.org/Documents/Colloque06/JaneWillisHandout.pdf, accessed on

November 17, 2009)


http://www.cal.org/resources/digest/0105oxford.html

http://iteslj.org/Techniques/Rooney-Task-Based.html

http://www.tesol-france.org/Documents/Colloque06/JaneWillisHandout.pdf

http://www.tesol-france.org/Documents/Colloque06/JaneWillisHandout.pdf

67

APPENDICES


68

APPENDIX 1

Letter of Permission


69


70

APPENDIX 2

Instruments for Need Analysis


71

List of Questions for Interview

1) Kondisi Siswa

Sejak kapan siswa belajar bahasa Inggris?

Bagaimana tingkat kecerdasan siswa?

2) Waktu

Berapa kali dalam seminggu pelajaran bahasa Inggris diberikan?

Bagaimana dengan pembagian waktu untuk pengajaran English’s skills

dan English’s elements?

Adakah waktu khusus yang disediakan untuk mengajarkan element of

English, seperti vocabulary/kosakata?

3) Materi yang diberikan

Apakah Anda menggunakan textbook dalam pembelajaran Bahasa

Inggris? Alasan?

Apakah Anda membuat sendiri materi? Contoh?

Apakah materi yang diberikan juga disesuikan dengan yang tercantum

dalam KTSP?

4) Aktivitas

Jenis aktivitas seperti apa yang Anda gunakan untuk penyampaian materi

vocabulary?

Jenis aktivitas seperti apa yang para siswa sukai untuk penyampaian

materi vocabulary? Dalam jenis aktivitas seperti apa biasanya para siswa

terlibat aktif?

5) Kesulitan yang dihadapi siswa

Kesulitan apa yang biasanya dihadapi siswa dalam belajar bahasa Inggris

terutama vocabulary?

Bagaimana siswa mengatasi kesulitan tersebut? Apa yang dilakukan

siswa?

Apakah siswa diam saja ketika mereka tidak paham atau mengalami

kesulitan?


72

Kuesioner Pembelajaran Kosakata Bahasa Inggris dengan

Menggunakan Integrated Skills-Task Based bagi Siswa Sekolah

Menengah Pertama Kelas 1

Nama :

Kelas :

Usia :

Instruksi :

Berilah tanda silang atau lingkaran pada jawaban yang sesuai dengan pendapat

atau pernyataan kalian masing-masing!

1. Apakah adik-adik menyenangi pelajaran Bahasa Inggris? Berikan alasan!

a. Ya

b. Tidak

Alasan

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

2. Apakah Guru kalian mengajarkan kosakata (vocabulary) di kelas?

a. Ya

b. Tidak

3. Jika jawaban kalian ”YA”, kegiatan apa yang paling adik-adik sukai dalam

belajar kosakata? (boleh pilih lebih dari 1)

a. Listening (mendengarkan)

b. Speaking (berbicara)

c. Reading (membaca)

d. Writing (menulis)


73

4. Kesulitan apa yang adik-adik temui dalam belajar Bahasa Inggris, khususnya

saat belajar kosakata?

a. Kegiatan atau aktivitas di dalam kelas membosankan

b. Penjelasan guru sulit untuk dimengerti

c. Banyak kosakata baru yang sulit dipahami

d. Materi tidak bervariasi (hanya dari buku/LKS saja)

e. Kurangnya waktu untuk berlatih

f. Jawaban lain _______________________________________________

5. Metode belajar apa yang adik-adik sukai dalam belajar Bahasa Inggris?

a. Ceramah

b. Diskusi

c. Tanya Jawab

6. Aktivas apa yang adik-adik sukai dalam belajar Bahasa Inggris? (boleh pilih

lebih dari 1)

a. Role Play (bermain peran)

b. Questions and Answers (tanya jawab)

c. Group/Pair Discussion (diskusi kelompok/berpasangan)

d. Problem Solving (pemecahan masalah)

e. Games (permainan)

7. Dari topik-topik berikut ini, topik apa yang menarik menurut adik-adik? (pilih

5)

a. Procedure

b. Asking & Giving Information

c. Like & Dislike

d. Describing Animal

e. Family Life

f. Numbers

g. Giving instruction

h. Describing People

i. Do & Don’t

j. Thank you


74

APPENDIX 3

Questionnaire for Material

Evaluation


75

Respondents’ Identity

Name : _________________________________________

Occupation : teacher lecturer

Educational Background : S1 S2 S3

Teaching Experience : _________ years

A. Please give a tick ( ) on the degree of agreement that best represent your

position on the statements below:

4 : Strongly Agree / Very Good 2 : Disagree / Poor

3 : Agree / Good 1 : Strongly Disagree / Very Poor

No Statement

Degree of

Agreement

4 3 2 1

1 The basic competencies are well formulated

2 The learning indicators are specific and well formulated

3 The materials help the students to achieve the indicators

4 The materials are suitable and appropriate for the seven

grade students of Junior High School

5 The materials are able to improve students’ vocabulary

6 The materials are arranged systematically according to

the level of difficulty

7 The teaching-learning activities are well elaborated

8 The teaching-learning activities support the students’

learning

9 The activities are fun and motivating


76

10 The number of activities in each unit has been sufficient

for the time given

11 The instructions are clear for the teacher and students

12 The instructions are helpful for the teacher and students

13 The layout of the materials is attractive

14 The layout of the materials is well-designed

15 Overall, the learning materials are well-developed

Implementation of Task Based Framework

16 The “Come In” section has helped the students to be

familiar with the topic

17 The “Work it Out” and “Get better” sections have

facilitated the students to learn and produce language by

doing activities

18 The “Do it Over” section has facilitated the students to

recall and review the vocabulary they have learned

B. Please answer the following questions!

1. What is your comment on the designed materials?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

2. What is your suggestion to improve the materials?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


77

APPENDIX 4

The Final Version of the Designed

Supplementary Materials


78

SUPPLEMENTARY ENGLISH

VOCABULARY MATERIALS

Designed for Seventh

Grade Students

of Junior High

School


79

HOW TO USE THE BOOK

This book was devised as the complement for the English teaching

learning for seven grade students. The book contains a various learning activities

which will help the students to understand English and in particular to improve

their vocabularies because vocabulary mastery is the focus of the designed

materials. The materials are carefully designed based on School-Based

Curriculum. The skills are taught in combination using task based learning (TBL).

To help the teacher implement the materials more effectively, there are

some sections elaborated in this book. The sections are overview of the learning

materials, syllabus and lesson plans, teacher’s guidelines, and answer to the

exercises.

The overview will elaborate the principles of TBL underlying the teaching

learning activities in the materials briefly. Syllabus and lesson plans are given to

give clear illustration and instruction so that it can be use as the map of the book.

This book also provides teacher’s guidelines, and answer to the exercises to ease

the teacher.

Finally, I would like to express my appreciation to those who have helped

to make the book. Any suggestion for the improvement of this book will be

warmly appreciated.

Best regards,

The writer


80

The Overview of Designed Materials

All of the materials and teaching learning activities in this book were

developed based on the principles of Task Based Learning (TBL). In TBL, the

process of learning is encouraged by doing tasks. Tasks are believed to create

opportunities for the students to learn. TBL also perceives language as a mean of

communication. When doing the tasks, the students don’t talk about the language

but also use the language to complete the tasks. The students also learn

communicative competences such as delivering their knowledge and opinion, and

expressing feelings. Using task based, it is expected that the students are able not

only do or complete the tasks given but also interact with other students and

teacher.

There are four phases in each unit in this book which are developed based

on TBL. Those phases are:

A. Come in

This phase contains activities with questions related to the topic. It

aims to help the students explore more and getting familiar with the topic.

This phase also let the students to recall their vocabulary items on the topic.

B. Work it out

This is where the main task takes place. The students are given tasks

which are more complex than the previous phase. In this phase, the students

are allowed to make any mistakes. The students are asked to work individually

or in pairs.

C. Make it better

This phase is used as repetition of the vocabulary items. The students

will do the tasks which are almost the same with the previous phase. It


81

provides supportive tasks so that the students can memorize the vocabularies.

The students are asked to work individually or in pairs.

D. Do it over

This phase is aimed to review the vocabulary given in the previous

phases. The activities are done individually to know their understanding. This

phase can also be done as homework for the students.


82

SYLLABUS

School : SMP BOPKRI 2 YOGYAKARTA

Subject : English

Class/Semester : VII/2

Competence Standard : Students are able to respond and express the meaning in short functional text, and simple essay in the form of descriptive and

procedure

Unit Basic

Competence

Teaching Learning

Activities Indicator

Assessment Time

Allotment Source

Technique Instrument Example

1

My Family

Respond the

meaning in

simple

functional text

about family

Writing words related

with family members

Completing task on

family tree

Drawing family tree

Talking about students’

family members

Mention the

members of

family

Draw a family

tree

Write sentences

based on the

picture

Oral Test

Written

Test

Completing

family tree

and table

Writing

sentences

Mentioning

vocabulary

Complete the

family tree

below based on

the text

Fendi is

Diana’s

husband

2 x 40’ http://youro

nlinenglishcl

ass.com.pt/?

cat=31

2

Things

Around Me

Respond the

meaning of

things in

classroom and

Matching the words

and pictures

Practicing instructions

Naming the pictures

Mention the things

in classroom

Match words and

pictures

Oral Test

Written

Test

Mentioning

vocabulary

Matching

task

Write ten

things in your

classroom

Match the

2 x 40’ Bahasa

Inggris

Sekolah

Menengah


http://youronlinenglishclass.com.pt/?cat=31




83

instructions Writing instructions

Writing vocabulary

related to the things in

classroom

Mention words and

its function

Write instructions

Writing task words with the

pictures

Pertama

Kelas VII

(BSE)

Unit 3

Things in

Shop

Respond the

meaning in

simple

functional text

about things in

shops in a form

of shopping list

Completing the table

Reading dialogue

Writing shopping list

Writing vocabulary

related to food

Name the words

based on pictures

Write a shopping

list

Oral Test

Written

Test

Mentioning

vocabulary

Completing

task

Writing task

Complete the

table

Make Lala’s

shopping list

2 x 40’ The Bridge

English

Competence

for SMP 1

Unit 4

I Love Cat

Respond the

meaning in

simple

descriptive text

about animal

Mentioning animals

Rearranging words

Matching animal with

its feature

Writing animal

description

Writing vocabulary

related to animal

Mention and

classify animal

Write a

descriptive text

Written

Test

Writing task Match the

animal and its

feature

Write a

description of

the following

animal

2 x 40’ Smart Steps:

The Smartest

Way to Learn

English.

Unit 5

I Want to be

a Doctor

Respond the

meaning in

simple text on

Rearranging words

Guessing profession

Mention

job/profession

Oral Test

Written

Test

Mentioning

vocabulary

Match the job,

place of work

2 x 40’ English on

Sky for

Junior High


84

one’s job and

responsibility

based on the

description

Matching job, place

and responsibility

Writing vocabulary

related to profession

Writing description

Write a

descriptive text

Matching

task

Writing task

and

responsibility

Describe your

father’s or

mother’s job

School

Students

Unit 6

I Like

Bicycling

Respond the

meaning in

simple sentences

of dislike and

like about

hobby

Naming hobby

Writing sentences

Sharing hobby

Mention words

related to hobby

Express like and

dislike

Oral Test

Written

Test

Mentioning

vocabulary

Completing

task

Writing task

Write the

hobbies below

Write a

sentence based

on the picture

2 x 40’ The Bridge

English

Competence

for SMP 1

Unit 7

She is

Beautiful

Respond the

meaning in

simple

descriptive text

about people

Classifying adjectives

Matching picture and

description

Writing people

description

Mention

adjectives used in

describing people

Write a

descriptive text

Written

Test

Mentioning

vocabulary

Classifying

Writing task

Group the

words below

Write a

description

about one of

your friends

2 x 40’ Bahasa

Inggris

Sekolah

Menengah

Pertama

Kelas VII

(BSE)

Unit 8

Show me

Respond the

meaning in

Mentioning words Mention words Oral Test

Written

Mentioning Rearrange the 2 x 40’ Bahasa

Inggris


85

How simple

procedure text

Matching picture and

words

Rearranging procedure

Writing procedure

related to

procedure

Rearrange

procedure text

Write procedure

text

Test vocabulary

Rearranging

Writing task

sentences based

on the picture

Write a

procedure text

based on the

picture

Sekolah

Menengah

Pertama

Kelas VII

(BSE)


84

LESSON PLAN

Grade/semester : VII/2

Topic : My Family

Time Allocation : 2 x 40’

Competence Standard: Students are able to respond and express the meaning in

short functional text

A. Basic Competence

Respond the meaning in simple functional text about family.

B. Indicators

The students are able to:

Mention the members of family

Draw a family tree

Write sentences based on the picture

C. Teaching Learning Activities

Stages Activities Time

Pre-

activities

Come in

The students complete the chart

In pairs, the students tell each other about their family members

10’

10’

Whilst

Activities

Work it out

The students read the text

The students complete Anna’s family tree

The students complete sentences as the example

Make it better

The students write sentences as the example

The students make their own family tree

5’

10’

15’

15’

10’

Post

Activities

Do it over

The students find the words related to family in the box

5’


85

D. Material

Enclosed

E. Source


F. Evaluation

Students’ participation in class

Writing assignments



86

LESSON PLAN


Topic : Things around Me




A. Basic Competence

Respond the meaning in simple functional text about things in classroom and

instructions

B. Indicators


Mention the things in classroom

Match words and pictures

Mention words and its function

Write instructions



Pre-

activities

Come in

The students write ten things which are in their classroom

The students match the words with the pictures by drawing line

10’

10’

Whilst

Activities

Work it out

The students match the things in column A and column B

The students practice the instructions given by the teacher

Make it better

The students name the activity based on the pictures

The students write the instructions as the example

10’

15’

15’

15’


87

Post

Activities

Do it over

The students write ten things based on the pictures

5’

D. Material

Enclosed

E. Source

Bahasa Inggris Sekolah Menengah Pertama Kelas VII (BSE)

F. Evaluation


Writing assignments


88

LESSON PLAN


Topic : Things in the Market




A. Basic Competence

Respond the meaning in simple functional text about things in shops in a form

of shopping list

B. Indicators


Name the words based on pictures

Write a shopping list



Pre-

activities

Come in

The students share the fruit and vegetables they like

The students complete the table

The students guess the words which doesn’t belong to the

same class

10’

10’

5’

Whilst

Activities

Work it out

The students read the dialogue

The students make Lala’s shopping list

The students guess what mother is going to make based on the

shopping list

Make it better

The students write shopping list

The students share their favorite food

5’

10’

5’

15’

10’


89

Post

Activities

Do it over

The students write the things they know and classify them

based on the color.

10’

D. Material

Enclosed

E. Source

Kristono, dkk. 2004. The Bridge English Competence for SMP 1.

Surabaya: Yudhistira.

F. Evaluation


Writing assignments


90

LESSON PLAN


Topic : I Love Cat




A. Basic Competence

Respond the meaning in simple descriptive text about animal.

B. Indicators


Mention and classify animal

Write a descriptive text



Pre-

activities

Come in

The students share animal they like

The students match the words with its antonym

The students mention as many as animals and classify them

into two categories

10’

5’

5’

Whilst

Activities

Work it out

The students rearrange the words

The students match animals with its features

Make it better

The students fill in blanks with the appropriate adjectives

In pairs, the students write description about certain animal

5’

10’

15’

20’

Post

Activities

Do it over

The students find ten animals in the box

10’


91

D. Material

Enclosed

E. Source

Kristono, dkk. 2004. The Bridge English Competence for SMP 1. Surabaya:

Yudhistira.

F. Evaluation


Writing assignments


92

LESSON PLAN


Topic : I Want to be a Dentist




A. Basic Competence

Respond the meaning in simple text on one’s job and responsibility.

B. Indicators


Mention job/profession




Pre-

activities

Come in

The students share what they want to be

The students name profession based on the pictures

10’

10’

Whilst

Activities

Work it out

The students rearrange the words

The students guess the profession based on the description

Make it better

The students match the job with the place of work and their

responsibility

The students guess the profession based on the description

10’

10’

20’

10’

Post

Activities

Do it over

The students write description about their mother or father job

10’


93

D. Material

Enclosed

E. Source

Mukarto, dkk. 2004. English on Sky for Junior High School Students. Jakarta:

Erlangga.

F. Evaluation


Writing assignments


94

LESSON PLAN


Topic : I Like Cycling




A. Basic Competence

Respond the meaning in simple sentences of dislike and like about hobby.

B. Indicators


Mention words related to hobby

Express like and dislike



Pre-

activities

Come in

The students share their hobby

The students name hobbies based on the pictures

10’

10’

Whilst

Activities

Work it out

The students write the hobbies based on teacher description


Make it better

In pairs, the students state what people like and dislike based

on the picture

The students go around to ask their friends hobbies and write

it down

10’

10’

15’

15’

Post

Activities

Do it over


10’


95

D. Material

Enclosed

E. Source


Yudhistira.

F. Evaluation


Writing assignments


96

LESSON PLAN


Topic : She is Beautiful




A. Basic Competence

Respond the meaning in simple descriptive text about people.

B. Indicators


Mention adjectives used in describing people




Pre-

activities

Come in

The students complete the table

The students group the words in three categories

10’

10’

Whilst

Activities

Work it out

The students read the text

The students write differences between me and my brother (text)

The students name picture based on the description read by the

teacher

Make it better


The students write description of one of their friends

5’

10’

10’

10’

15’

Post

Activities

Do it over

The students classify words

10’


97

D. Material

Enclosed

E. Source


F. Evaluation


Writing assignments


98

LESSON PLAN


Topic : Show me How




A. Basic Competence

Respond the meaning in simple procedure text

B. Indicators


Mention words related to procedure

Rearrange procedure text

Write procedure text



Pre-

activities

Come in

The students write the things they eat and drink every day

The students name the pictures

10’

10’

Whilst

Activities

Work it out

The students read the paragraph

The students complete the paragraph

The students rearrange the procedure based on the pictures

Make it better

In pairs, the students write procedure to make a glass of milk,

noodle and fried egg

5’

10’

10’

25’

Post

Activities

Do it over

The students write procedure to make a glass of coffee

10’


99

D. Material

Enclosed

E. Source


F. Evaluation


Writing assignments


100

How to Use the Book

Overview

Syllabus

Lesson Plans

Contents

Unit 1 : My Family 1

Unit 2 : Things around Me 6

Unit 3 : Things in the Market 11

Unit 4 : I Love Cat 16

Unit 5 : I Want to be a Dentist 21

Unit 6 : I Like Cycling 26

Unit 7 : She is Beautiful 31

Unit 8 : Show Me How 36

Teacher Guidelines 41

Answer Key 49

Contents


101

My Family


102

General Female Male

Grandparents Grandmother Grandfather

Grandson

Parents

Daughter

Siblings

Unit 1

My Family

A. Complete the chart below using the correct family relationship.

B. In pairs, tell each other about your family members. How many people are there?

What are their names?

A. Read the following text.

My Family

Hello. Let me introduce myself. My name is Anna. There are five

people in my family, my father-Fendi, my mother-Diana, my older

brother-Rio, my little sister-Keyka and me. My older brother has a

wife named Ferlita. They have twin sons named Raka and Rafa. I live

in Yogyakarta with my parents and my little sister while my older

brother and his family live in Jakarta.

English for Junior High School


103

Unit 1

My Family

B. Based on the previous text, complete Anna‟s family tree below.

Raka

Rio

Fendi

C. Look at Anna‟s family tree and complete the sentences below as the example.

Fendi is Diana‟s husband.

Anna is Fendi‟s ………

Ferlita is Diana‟s ………

Raka is Anna‟s ………

Keyka is Rafa‟s ………

Ferlita is Anna‟s ………

Rio is Rafa and Raka‟s ………

Rafa is Fendi and Diana‟s ………



104

1. Ben/Linda : Ben is Linda‟s brother.

2. Sarah/Ben : ___________________________________________

3. Peter/Timothy : ___________________________________________

4. John/Robert : ___________________________________________

5. Sarah/Paul : ___________________________________________

6. Ruth/Linda : ___________________________________________

7. Susan/Paul : ___________________________________________

8. Ruth/Mary : ___________________________________________

B. Draw a family tree of your own family in a piece of paper.

Unit 1

My Family

A. Look at the family tree below. Then build sentences as in the example.

(taken from: http://youronlinenglishclass.com.pt/?cat=31)



105

Find ten words related to family.

M Z H U S B A N D O

Y E Z N E Q B A N L

T B U C S I S T E R

N F E L O P O V S A

I I X E F L N O U M

S L C Y J A E N G O

U M A K H W T U A T

O J W I F E D H K H

C H I L D G I R E E

R U L B R O T H E R

Unit 1

My Family



106

Things around Me


107

1.

2.

3.

4.

5.

6.

7.

8.

9.

10


Unit 2

Things around Me

A. Write ten things in your classroom.

B. Match the words with the correct pictures.

calculator

dictionaries

pencil case

map

calendars

clock

crayons

rubber


108

Example:

Your teacher : “Point at the chair.”

Students : ( The students are pointing at the chair)

Point the globe.

Column A Column B

Pen ·

Eraser ·

Calculator ·

Sharpener ·

Map ·

Bag ·

Crayon ·

Scissors ·

to color a picture

to write something

to show the position of countries

to cut things

to erase our handwriting

to sharpen pencil

to calculate numbers

to bring our books and other things

Unit 2

Things around Me

A. Match the things in column A and their functions in column B.

B. Your teacher will give you an instruction to do something. Listen carefully and do

the instruction. Study the example.

A. Name the activity below by looking at the pictures. Look at the example.



109

_______________________

_______________________

______________________

_______________________

1. Open : Open the door.

2. Look at : ____________________

3. Write : ____________________

4. Listen : ____________________

5. Ask : ____________________

6. Put : ____________________

7. Take : ____________________

8. Touch : ____________________

9. Enter : ____________________

10. Close : ____________________

Unit 2

Things around Me

(adapted from Bahasa Inggris Sekolah Menengah Pertama Kelas VII (BSE))

B. Write instructions using the following verbs. Number 1 has been done for you.



110

Write ten things in classroom based on the picture below.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10

Unit 2

Things around Me



111

Things in the Market


112

A. Complete the table below.

_ _ G

L _ _ _ _ _ _

_ N _ _ _

_ R _ _ _ _ _ _

G _ _ _ _ _

_ I _ _

_ H _ _ _ _ _ _

_ O _ _

_ _ _ _ _ R

_ _ _ _ I _

_ H _ _ _ _ _

C _ _ _ _

Unit 3




113

Shopping List

…………………………….

…………………………….

…………………………….

…………………………….

…………………………….

…………………………….

…………………………….

…………………………….

…………………………….

Unit 3


B. Try to guess which one doesn‟t belong to the same category.

1. Rice, bread, corn, noodle, cheese

2. Tea, sweets, milk, coffee, juice

3. Banana, orange, apple, potato, durian

4. Yogurt, spinach, broccoli, cucumber, bean

A. Read the dialogue below. Then, make Lala‟s shopping list.

Mother : Lala, can you help me go shopping?

Lala : Sure, Mom. What should I buy?

Mother : Take a piece of paper and make a shopping list.

Lala : Okay, what shall we buy?

Mother : A kilogram of meat, 10 packs of noodle, 2 kg of sugar, a bottle of frying oil,

a can of milk, 3 kg of potatoes, a kg of carrot, and a sack of rice.

(adapted from The Bridge English Competence for SMP 1)



114

B. Your mother asks you to buy some things and gives this shopping list. What is

your mother going to make?

Unit 3


Shopping List

Rice Celery

Salt Beef

Onion Soy sauce

Egg Chili

Garlic

A. You want to make chicken soup. Write the ingredients you need to make soup in

the shopping list below.



115

White Things Yellow Things Red Things Green Things

Rice

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

Unit 3


B. In pairs, tell each other about what kind of food you like. Then make a shopping

list of the ingredients needed to make your partner‟s favorite food.

Write the things you have eaten or drunk (both solid and liquid). Classify them

based on the color.



116

I Love Cat


117

Wild Animal Tame Animal

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

…………………

Tame

Big

Long

Sharp

Fast

Strong

Fat

Short

Hard

Thin

Slim

Tall

Short

Wild

Small

Thick

Soft

Dull

Slow

Weak

Unit 4

I Love Cat

A. Match the antonym of the words below by drawing line.

B. Mention the animal you know and classify them in two categories below.



118

B. Match the animals with its features.

It lives in the water ( ...... )

It has large and sharp teeth ( ...... )

It pulls a cart ( ...... )

It has a trunk ( ...... )

It likes carrot ( ...... )

It has pointed mouth ( ...... )

It produces milk ( ...... )

It has long neck ( ...... )

It moves by jumping ( ...... )

It has a large hard shell ( ...... )

a.

c.

e.

g.

i.

b.

d.

f.

h.

j.

Unit 4

I Love Cat

A. Rearrange the words below.

1. n – y – m – k – o – e :

2. r – i – f – g – a – f - e :

3. s – h – e – o – r :

4. e – g – i – p – o – n :

5. f – a – u – l – b – o – f :



119

Pointed mouth Large Intelligent

Friendly Sea Mammal

_____________________________________________________

_____________________________________________________

_____________________________________________________

High Long Dangerous Big Fast

Sharp Unique Hard Long Shy

Unit 4

I Love Cat

A. Fill in the blanks with the appropriate adjectives below.

A crocodile is a ____________ reptile. It has ____________ mouth

and many ____________ teeth. It also has ____________ shell and

____________ tail. It can live in water or land. It hunts mammals

and birds which come to the river.

A kangaroo is a ____________ and ____________ animal. It lives in

Australia. It has two hands, two legs, two ____________ ears and a

snout. A kangaroo also has a pouch where its child can grow. This

____________ animal can jump ____________.

B. In pairs, describe the animal below using the following words.



120

B E L E P H A N T R U K

U A O R R A X M A U B O

T G N C O R E Q P M A P

T L D A B I L S I U R L

E E O M U S H O R S E A

R E N E F R E D D I E K

F I S L F I L I O N M D

L A O L A N D A K E R E

Y Z L I L G R H H D O E

C R O C O D I L E A N R

Unit 4

I Love Cat

Find ten words related to animals in the box below.



121

I Want to be a

Dentist


122

1

________________

2

________________

3

________________

4

________________

5

________________

6

________________

7

________________

8

________________

9

________________

Are you familiar with the kinds of jobs shown by the pictures below? If so, write the

professions in the space below.


Unit 5

I Want to be a Dentist


123

Keeps the books :

Takes photographs :

Sings in operas :

Controls the games :

Acts in film/drama :

Drives the car :

Operates on patients :

Plays football :

Checks and maintains bus :

Designs fashion and dress :

Unit 5


A. Rearrange these words.

1. e-a-m-a-r-n-a-c-m :

2. s-w-d-s-e-a-t-s-e-r :

3. a-h-r-i-s-e-c :

4. m-r-a-f-e-r :

5. i-s-t-a-w-r-s-e :

B. Read the descriptions and decide who they are.



124

Job Work Place Responsibility

Teacher

Doctor

Civil servant

Postman

Farmer

Secretary

Waitress

Mechanic

Singer

Sailor

Restaurant

Office

Field

Ship

TV Station

Government Office

Hospital

School

Garage

Post office

Serve people

Entertain people with songs

Teach students

Serve food

Treat patients

Work in a ship

Type letters

Deliver letters

Grow rice

Fix cars

The man is skillful at cooking, especially cake and bread. He usually works in

a restaurant or hotel. He can make some kinds of cake in each day.

Unit 5


A. Matching: job, place of work and responsibility

Draw a line to connect each job, its place of work and its responsibility.

(taken from English on Sky for Junior High School Students )

B. Guessing: What is the job?

Read the following description. What job is being described?



125

Unit 5


Describe your father‟s or your mother„s job in the box below..

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________



126

I Like Cycling


127

1

_______________

2

_______________

3

_______________

4

_______________

5

_______________

6

_______________

Reading

Playing badminton

Painting

Fishing

Collecting stamps

Camping

Cycling

Listening music

Unit 6

I Like Cycling

Are you familiar with the kinds of hobbies shown by the pictures below? If so, write

the hobbies in the space below.

A. Your teacher will mention some objects related to hobbies. Listen carefully to

him/her and write down what kinds of hobbies are mentioned. The list below

will help to guess the hobbies.



128

1. __________________________

2. __________________________

3. __________________________

4. __________________________

5. __________________________

6. __________________________

7. __________________________

8. __________________________

Unit 6

I Like Cycling

(adapted from The Bridge English Competence for SMP 1)

B. Look at the pictures below. Give names to the person as subject. Add “ing” to the

verbs. For example:

Dance dancing Ika likes dancing.



129

______________________

______________________

______________________

______________________

______________________

___________________________

___________________________

___________________________

___________________________

___________________________

Listen to music

Study math

Send email

Paul

Laura

Wisnu

Unit 6

I Like Cycling

A. In pairs, tell your friend what Paul, Laura and Wisnu like and dislike. Look at the

table below and follow the example.

Example:

Paul likes listening to music and sending email but he dislike studying math.

B. Go around the class and ask your friends what their hobbies are. Write it in the

box provided.

Your friends‟ names Hobbies



130

1. Mike / play badminton

Mike likes playing badminton.

2. Dino and Doni / play basketball

____________________________

3. Jenny / eat apple

____________________________

4. the children / play football

_____________________________

5. Lucy / read book

______________________________

6. the girls / jump the rope

______________________________

Unit 6

I Like Cycling

Build up sentences based on the pictures. Look at the example.



131

She is Beautiful


132

Positive Negative Positive Negative

Active

Hardworking

Patient

Polite

____________

____________

____________

____________

Optimistic

Helpful

Extroverted

Friendly

__________________

__________________

__________________

__________________

Oval

Friendly

Tall

Responsible

Round

Pointed Nose

Chubby

Calm

Well-built

Honest

Overweight

Shy

Slim

Pretty

Lazy

Face Body Personality

Round

Unit 7

She is Beautiful

A. Complete the following in order to find the correct opposite adjective.

B. Group the words below into face, body, and personality. Write the words in each

column.



133

1 2 3

My brother I

Eyes

Hair

Build

Height

A. Read the following text. Write the differences between I and his brother in the

chart below.

My bother and I look different. I have large eyes and he has

small eyes. We both have brown hair, but I have long, straight hair

and he has short, curly hair. I am short and heavy, while he is tall

and thin. As you see, we are so different.

(taken from Bahasa Inggris Sekolah Menengah Pertama Kelas VII (BSE))

B. Your teacher will read the description of Ardi, Rendy and Paul. Which pictures

do you think match with the description?

Unit 7

She is Beautiful



134

Unit 7

She is Beautiful

A. Write sentences to describe people in the picture. Number 1 is done for you.

David has short and curly hair. He is thin and short.

Joan____________________________________________________________

________________________________________________________________

Mr.Potts_________________________________________________________

________________________________________________________________

William _________________________________________________________

________________________________________________________________



135

Dishonest

Diligent

Naughty

Tough

Careless

Hard-working

Kind

Impolite

Humble

Unreliable

Lazy

Independent

Unit 7

She is Beautiful

B. With your partner, write a short descriptive text about one of your friends.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Look at the 20 adjectives commonly used to describe people‟s personalities. Decide

which are the positive and the negative in meaning.

Positive:

_____________________________________________________________________________

_____________________________________________________________________________

Negative:

_____________________________________________________________________________

_____________________________________________________________________________



136

Show me How..


137

1.

Beat

2.

3.

4.

5.

6.

Food Beverage

Unit 8

Show Me How...

A. Write down things you eat every day.

B. Name the pictures below with the appropriate verb. Number 1 is done for you.



138

Pour Put Served Add Blend

Unit 8

Show Me How...

A. Complete the paragraph below with the following verbs.

Juicy Pineapple Juice

First, cup up a piece of pineapple. Then ____________ the pineapple into a

blender. ____________ a half of glass water into the blender. Add a spoonful of

sugar. ____________ some ice cubes into the blender. ____________ for several

minutes. Now, your juice is ready to be ____________ .

B. Rearrange these following sentences into a good order based on the pictures below.

1. Take out the tea bag

2. Put the tea bag into the cup

3. Add sugar and stir it

4. Pour the hot water

a b c d



139

Noodle Milk

Fried Egg

Take, Put, Pour, Mix

Unit 8

Show Me How...

In pairs, write the procedure to make the things below. Share it to your friends.

Show the procedure to make a glass of coffee. Use the following verbs.



140

Teacher

Guidelines


141

Come in

A. Ask the students to complete the chart.

B. Put the students in pairs to tell each other about their family members. Ask

them to mention how many people in their family and their names.

C. Ask 2 or 3 groups to share in front of the class.

Work it out

A. Ask the students to read the text.

B. Ask the students to complete Anna‟s family tree based on the text.

C. Ask 2 students to write down their answer in the board. Then, discuss it

together.

D. Ask the students to complete the sentences as the example.

E. Discuss the answer orally.

Make it better

A. Ask the students to write sentences as the example based on the pictures.

B. Ask some students to write the answer in the board and then check the answer

together.

C. Ask each student to make their family tree.

Do it over

Ask the students to find the words related to family in the box.


142

Come in

A. Ask the students to write ten things which are in the classroom.

B. Ask students to write their answer in the board. Then discuss it together.

C. Ask the students to match the words with the pictures by drawing line.

Work it out

A. Ask the students to match the things in column A and B by drawing line.

B. Ask some students to share their answer.

C. Give some instruction and then ask the students to listen to you and do or

practice the instruction.

Instruction:

1. Point at the board

2. Lift your book

3. Take your pencil

4. Raise your left hand

5. Sit down

6. Write down your name

Make it better

A. Ask the students to name the activity given as the example.

B. Discuss the answer orally.

C. Ask the students to write instructions as the example.

Do it over

Ask the students to write ten things in the classroom based on the picture.


143

Come in

A. Ask the students to mention fruit and vegetable they like

B. Ask students to complete the table.

C. Ask some students to share their answer.

D. Ask the students to guess the word which doesn‟t belong to the same class.

E. Discuss the answer together.

Work it out

A. Give the students the example of shopping list.

B. Ask the students to read the dialogue.

C. Ask the students to make Lala‟s shopping list based on the dialogue.

D. Ask 3 students to share their answers.

E. Ask the students to read mother‟s shopping list. Then, ask them to guess what

mother is going to make.

Make it better

A. Ask the students to make a shopping list.

B. Discuss the answer orally.

C. Put the students in pairs to share their favorite food. Then, ask them to make

shopping list of the ingredients needed to make the favorite food.

Do it over

Ask the students to write things they know and classify the things based on the

colour.


144

Come in

A. Ask the students to mention animal they like.

B. Ask students to match the words with its antonym by drawing line.

C. Discuss the answer orally.

D. Ask the students to mention animal and classify them in two categories (tame

and wild).

E. Discuss the answer together.

Work it out

A. Ask the students to rearrange the words.

B. Discuss the answer together.

C. Ask the students to match the animal with its features.

D. Ask ten students to share their answer and discuss the correct answer together.

Make it better

A. Ask the students to fill in blanks with the appropriate adjectives.

B. Ask two students to read the answer. Tell them the correct answer.

C. Put the students in pairs to write description about the animal.

D. Ask them to submit their works.

Do it over

Ask the students to find ten animals in the box.


145

Come in

A. Ask some students to share what they want to be.

B. Ask students to write the professions based on the pictures.


Work it out

A. Ask the students to rearrange the words.


C. Ask the students to guess the professions based on the descriptions.

D. Discuss the answer with the students.

Make it better

A. Ask the students to match the profession with the place of work and

responsibility.


C. Ask the students to guess the job based on the description.

Do it over

Ask the students to describe their father or mother job.


146

Come in

A. Ask some students to share their hobbies.

B. Ask students to write the hobbies based on the pictures.


Work it out

A. Mention some objects related to hobbies. Ask the students to listen to you and

write down what kinds of hobbies are mentioned.

1. hook

2. tent

3. Shuttlecock

4. Radio

5. Bicycle

6. Brush

7. Stamps

8. Book


C. Ask the students to write sentences as the examples.

D. Ask some students to write their answer in the board. Correct their answer.

Make it better

A. Put the students in pairs to state what Paul, Laura and Wisnu like and dislike

based on the table.

B. Go around and check their activity.

C. Ask the students to go around and find information about their friends‟

hobbies.

D. Ask some students to share their finding.

Do it over

Ask the students to write sentences as the example.


147

Come in

A. Ask the students to complete the table.

B. Ask some students to read their answer. Correct them.

C. Ask the students to group the words in three categories.

D. Discuss the answer orally.

Work it out

A. Ask the students to read the text. Then, ask the students to mention some

words related to describing people.

B. Ask the students to write the differences between me and my brother.

C. Discuss the answer with the students.

D. Read the description of Ardi, Rendy and Paul. Ask the students to name the

picture based on the description.

Ardi : He is sporty. He likes to wear t-shirt and shorts. He is short and thin.

Paul : He has pointed nose. He is rather big. He likes to wear formal dress such

as tie and trouser.

Rendy : He is short and thin. He has short straight black hair. He wears glasses.

E. Discuss the answer orally.

Make it better

A. Ask the students to write sentences as the example.

B. Ask three students to write down their answer in the board. Correct them.

C. Ask the students to write description of one of their friends.

D. Ask 2 or 3 students to come in front and read their description. The other

students guess who is described.

Do it over

Ask the students to decide the words in two categories.


148

Come in

A. Ask the students to write the food they eat every day

B. Ask some students to read their answer. Correct them.

C. Ask the students to name the pictures.


Work it out

A. Ask the students to complete the paragraph.

B. Discuss the answer with the students.

C. Ask the students to rearrange the procedure based on the pictures.


Make it better

A. Put the students in pairs and ask them to write procedure to make the things in

the pictures.

B. Ask some students to write down their answer in the board. Correct them.

Do it over

Ask the students to write procedure to make a glass of coffee.


149

Answer Key


150

Come in

General Female Male

Grandparent Grandmother Grandfather

Grandchildren Granddaughter Grandson

Parent Mother Father

Children Daughter Son

Siblings Sister Brother

Work it out

B. Anna‟s Family Tree

C. Complete sentences

1. Fendi is Diana‟s husband.

2. Anna is Fendi‟s daughter

3. Ferlita is Diana‟s daughter in law

4. Raka is Anna‟s nephew

5. Keyka is Rafa‟s aunt

6. Ferlita is Anna‟s sister in law

7. Rio is Rafa and Raka‟s father

8. Rafa is Fendi and Diana‟s grandson

Ferlita Rio

Rafa Raka

Anna Keyka

Fendi Diana


151

Make it better

A. Build sentences

1. Ben is Linda‟s brother.

2. Sarah is Ben‟s cousin.

3. Peter is Timothy‟s grandfather.

4. John is Robert‟s uncle.

5. Sarah is Paul‟s daughter.

6. Ruth is Linda‟s mother.

7. Susan is Paul‟s wife.

8. Ruth is Mary‟s daughter in law.

Do it over

M Z H U S B A N D O

Y E Z N E Q B A N L

T B U C S I S T E R

N F E L O P O V S A

I I X E F L N O U M

S L C Y J A E N G O

U M A K H W T U A T

O J W I F E D H K H

C H I L D G I R E E

R U L B R O T H E R


152

Work it out

A. Matching

Column A Column B

Pen

Eraser

Calculator

Sharpener

Map

Bag

Crayon

Scissor

=

=

=

=

=

=

=

=

to write something

to erase our handwriting

to calculate numbers

to sharpen pencil

to show the position of countries

to bring our books and other things

to color a picture

to cut things

Make it better

A. Naming

1. Point the globe 2. Clean the blackboard

3. Read the book 4. Draw a picture

5. Stand up 6. Raise your hand

B. Writing (optional)

1. Open the door.

2. Look at the pictures.

3. Write a letter.

4. Listen to music/radio.

5. Ask a question.

6. Put your bag in the floor.

7. Take your bag.


153

8. Touch your lips.

9. Enter the room.

10. Close the window.

Do it over

1. Book

2. Chair

3. Blackboard

4. Table

5. Map

6. Globe

7. Computer

8. Bookshelf

9. Clock

10. Ruler

11. Pen

12. Rubber


154

Come in

A. Complete the table.

Peas Lettuce Onion

Broccoli Ginger Kiwi

Cherries Corn Pepper

Garlic Chicken Pizza

B. Odd Word Out.

1. Cheese

2. Sweets

3. Potato

4. Yogurt

Work it out

A. Make a shopping list

B. Guessing

Fried Rice

Shopping List

A kilogram of meat

10 packs of noodle

2 kg of sugar

a bottle of frying oil

a can of milk

3 kg of potatoes

a kg of carrot

a sack of rice


155

Make it better

A. Writing Shopping List

Carrot

Cauliflower

Snow peas

Celery

Chicken

Onion

Garlic

Salt

Sausage

Peas

Do it over(optional)

Mentioning and Classifying

White Thing Yellow Thing Red Thing Green Thing

Sugar

Bread

Milk

Coconut

Garlic

Cauliflower

Banana

Orange

Pear

Cheese

Corn

Butter

Lemon

Pineapple

Chili

Apple

Watermelon

Strawberry

Tomato

Cherry

Onion

Jam

Bean

Spinach

Broccoli

Cabbage

Peas

Lettuce


156

Come in

A. Matching

Tame = wild

Big = small

Long = short

Sharp = dull

Fast = slow

Strong = weak

Fat = slim

Short = tall

Hard = soft

Thin = thick

B. Mentioning

Wild Animal Tame Animal

Lion

Tiger

Crocodile

Snake

Elephant

Whale

Dog

Cat

Chicken

Mouse

Rabbit

Monkey

Goat

Pigeon

Work it out

A. Rearranging

1. Monkey

2. Giraffe

3. Horse 5. Buffalo

4. Pigeon

B. Matching

1. f

2. i

3. b

4. g

5. e

6. h

7. d

8. c

9. a

10. j


157

Make it better

A. Fill in blanks

A crocodile is a dangerous reptile. It has large mouth and many sharp

teeth. It also has hard shell and long tail. It can live in water or land. It

hunts mammals and birds which come to the river.

A kangaroo is a unique and fast animal. It lives in Australia. It has two

hands, two legs, two big ears and a snout. A kangaroo also has a pouch

where its child can grow. This shy animal can jump high.

B. Describe

This mammals is a sea animal. It looks like a large fish with a pointed mouth. It is

very intelligent and friendly towards humans.

Do it over

B E L E P H A N T R U K

U A O R R A X M A U B O

T G N C O R E Q P M A P

T L D A B I L S I U R L

E E O M U S H O R S E A

R E N E F R E D D I E K

F I S L F I L I O N M D

L A O L A N D A K E R E

Y Z L I L G R H H D O E

C R O C O D I L E A N R


158

Come in

A. Complete the table.

1. Carpenter

2. Dentist

3. Cook

4. Nurse

5. Police

6. Teacher

7. Postman

8. Tailor

9. Doctor

Work it out

A. Rearranging

1. Cameraman

2. Stewardess

3. Cashier

4. Farmer

5.

5. Waiters

B. Deciding

1. Librarian

2. Photographer

3. Singer

4. Referee

5. Actor

6. Driver

6. Surgeon

7. Football Player

8. Mechanic

9. Designer

Make it better

A. Matching

Job Work Place Responsibility

Teacher

Doctor

Civil servant

Postman

Farmer

Secretary

Waitress

Mechanic

Singer

Sailor

School

Hospital

Government Office

Post office

Field

Office

Restaurant

Garage

TV Station

Ship

Teach students

Treat patients

Serve people

Deliver letters

Grow rice

Type letters

Serve food

Fix cars

Entertain people with songs

Work in a ship

B. Guessing Baker


159

Come in

A. Naming.

1. Reading a book 2. Listening to music 3. Singing a song

4. Bicycling 5. Jogging 6. Playing Football

Work it out

A. Guessing

1. Fishing

2. Camping

3. Playing Badminton

4. Listening Music

5. Cycling

6. Painting

7. Collecting Stamps

8. Reading

B. Building up sentences

A likes running.

B likes walking.

C likes singing.

D likes swimming.

E likes diving.

F likes climbing.

G likes skating.

H likes bicycling.

I likes jumping.

Do it over

2. Dino and Doni like playing football.

3. Jenny likes eating apple.

4. The children like playing football.

5. Lucy likes reading book.

6. The girls like jumping the rope.


160

Come in

A. Antonym

Active = passive

Hardworking = lazy

Patient = impatient

Polite= impolite

Optimistic = pessimistic

Helpful = selfish

Extroverted = introverted

Friendly = unfriendly

B. Classifying

Face Body Personality

Oval Tall Friendly

Round Well-built Responsible

Pointed Nose Overweight Calm

Chubby Slim Honest

Chubby Shy

Pretty Lazy

Work it out

A. Writing the differences.

My brother I

Eyes Large Small

Hair Long, straight Short, curly

Build Heavy Thin

Height Short Tall


161

B . Matching

1 = Paul 3 = Rendy

2 = Ardi

Make it better

A. Writing

Joan has long and straight hair. She is thin and short.

Mr. Potts is bald. He has beard. He is thin and tall.

William has short and straight hair. He is slim and short.

Do it over

Deciding Positive & Negative

Positive:

diligent, tough, hard-working, kind, humble, independent

Negative:

dishonest, naughty, careless, impolite, unreliable, lazy


162

Come in

B. Naming

2. Boil 5. Roll

3. Pour 6. Wash

4. Slice

Work it out

A. Completing

Juicy Pineapple Juice

First, cup up a piece of pineapple. Then put the pineapple into a blender. Pour

a half of glass water into the blender. Add a spoonful of sugar. Add some ice

cubes into the blender. Blend for several minutes. Now, your juice is ready to

be served .

B. Rearranging

1. Pour the hot water

2. Put the tea bag into the cup

3. Add sugar and stir it

4. Take out the tea bag

Make it better

Noodle

Boil the water

Put the noodle into the boiled water

Add the seasoning and oil

Mix it

Pout it to the bowl

Milk

Pour the water into glass

Get three of milk

Put the milk into the glass

Mix it

Fried Egg

Heat up the oil in frying pan

Toss the egg

Add salt

Put the fried rice on a dish


163

Do it over

Procedure to make a glass of coffee

1. Take a half spoonful of coffee and sugar

2. Put them into the glass

3. Pour hot water into the glass

4. Mix it well


164

REFERENCES

Azar, B.S. 1989. Understanding and Using English Grammar. New Jersey:

Prentice Hall Regents.


Yudhistira.

Kumalarini,Th., dkk.2008. Contextual Teaching and Learning: Bahasa Inggris

Sekolah Menengah Pertama/Madrasah Tsanawiyah Kelas VII Edisi 4 (BSE).

Jakarta: Pusat Perbukuan, Departemen Pendidikan.

Mukarto, dkk. 2004. English on Sky for Junior High School Students. Jakarta:

Erlangga.

www.clipart.com

http://youronlinenglishclass.com.pt/


http://www.clipart.com/

http://youronlinenglishclass.com.pt/

SUPPLEMENTARY MATERIALS TO TEACH VOCABULARY

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