plagiat merupakan tindakan tidak terpuji · mastery of the learners. the lack of th e vocabulary...

DESIGNING A SET OF VOCABULARY IN CONTEXTS AS SUPPLEMENTARY MATERIALS FOR READING LESSON

FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1 GODEAN

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By YUKI MIJAYATI

Student Number: 061214097

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2010

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

DESIGNING A SET OF VOCABULARY IN CONTEXTS AS SUPPLEMENTARY MATERIALS FOR READING LESSON

FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1 GODEAN

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By YUKI MIJAYATI

Student Number: 061214097

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2010


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DEDICATION PAGE

This thesis is dedicated to:My beloved parents

Bapak Sumija & Ibu Triwiyati and my little brother

Prasojo Agung Mijayanto


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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I wrote, does not contain the work or

parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 20 November 2010 The Writer

Yuki Mijayati 061214097


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ABSTRACT

Mijayati, Yuki. 2010. Designing a Set of Vocabulary in Contexts as Supplementary Materials for Reading Lesson for the Eleventh Grade Students of SMAN 1 Godean. Yogyakarta: English Language Education Study Program, Sanata Dharma University. Vocabulary mastery is one factor needed to master English language. All language skills – writing, reading, listening, and speaking – demand vocabulary mastery of the learners. The lack of the vocabulary meaning mastery also created confusion in using the vocabulary in the right contexts. From the data gathered, it was found that there was no any specific vocabulary teaching learning session at SMAN 1 Godean, even in reading lesson. However, it is a fact that the students need vocabulary knowledge to be able to understand the reading passages. Due to that, this study aimed at designing a set of vocabulary in contexts as supplementary materials for reading lesson for the eleventh grade students of SMAN 1 Godean. This study was concerned with two research questions, which are, 1) How is the set of vocabulary in contexts as supplementary materials for Reading lesson for SMAN 1 Godean designed? and 2) What does the set of vocabulary in contexts as supplementary materials for Reading lesson for SMAN 1 Godean look like? To conduct the study, the writer employed R & D (Research and Development) Cycle. There were five steps applied in this study. The steps were: 1) Research and Information Collecting, 2) Planning, 3) Development of the Preliminary Form of Product, 4) Preliminary Field Testing, and 5) Main Product Revision. To answer the first question, the writer applied eight stages of instructional design model, which were adapted from Kemp’s and Yalden’s. The stages were 1) Conducting research and information collecting, 2) Identifying Goals, Topics, and General Purposes, 3) Analyzing the students characteristics, 4) Specifying the learning objectives, 5) Making list of subject contents, 6) Selecting teaching learning activities, 7) Selecting equipment, and 8) Evaluating. To answer the second question, the writer presented the set of vocabulary in contexts as supplementary materials for Reading lesson for the eleventh grade students of SMAN 1 Godean. The materials consisted of six units. Each unit consisted of three sections, namely Let’s Get Started!, Let’s Get One Step Closer!, and Let’s Do It!. The materials evaluation result showed that the participants mostly tended to choose number 3 and 4, which were as the representation of agree statement toward the designed materials. It showed that the designed materials were good and acceptable for the eleventh grade students of SMAN 1 Godean.


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ABSTRAK Mijayati, Yuki. 2010. Designing a Set of Vocabulary in Contexts as Supplementary Materials for Reading Lesson for the Eleventh Grade Students of SMAN 1 Godean. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Penguasaan kosa kata adalah satu factor yang dibutuhkan untuk menguasai bahasa Inggris. Semua ketrampilan bahasa – menulis, membaca, berbicara, dan mendengarkan – membutuhkan penguasaan kosa kata dari pembelajar bahasa. Kurangnya penguasaan arti kosa kata juga menimbulkan kebingungan dalam penggunaan kosa kata pada konteks yang benar. Dari data yang didapatkan, dapat diketahui bahwa tidak ada waktu belajar-mengajar kosa kata yang khusus di SMAN 1 Godean, bahkan ketika pelajaran Reading. Meskipun demikian, nyatanya siswa membutuhkan pengetahuan kosa kata untuk dapat memahami teks-teks bacaan yang sedang mereka hadapi. Oleh karena itu, penelitian ini bertujuan untuk merancang satu set kosa kata dalam konteks sebagai materi tambahan untuk pelajaran Reading bagi siswa kelas sebelas SMAN 1 Godean. Penelitian ini difokuskan pada dua pertanyaan penelitian, yaitu 1) Bagaimana satu set kosa kata dalam konteks sebagai materi tambahan untuk pelajaran Reading bagi siswa kelas sebelas SMAN 1 Godean ini dirancang? dan 2) Seperti apakah penyajian satu set kosa kata dalam konteks sebagai materi tambahan untuk pelajaran Reading bagi siswa kelas sebelas SMAN 1 Godean tersebut? Untuk melakukan studi ini, penulis mengimplementasikan R & D (Research and Development) Cycle. Ada lima langkah diterapkan dalam studi ini. Langkah-langkah tersebut adalah 1) Pengumpulan Penelitian dan Informasi , 2) Perencanaan, 3) Pengembangan Bentuk Awal Produk, 4) Pengujian Awal di Lapangan, dan 5) Perbaikan Utama Produk. Untuk menjawab pertanyaan pertama, penulis menerapkan delapan tahap dari model perancangna, yang diadaptasi dari model Kemp dan Yalden. Tahap-tahap tersebut adalah 1) pengumpulan Penelitian dan Informasi, 2) menentukan tujuan, topik, dan tujuan umum, 3) menganalisa karakteristik siswa, 4) merumuskan indikator, 5) menyeleksi dan menyusun isi, 6) menyeleksi kegiatan belajar, 7) menyeleksi peralatan yang dibutuhkan, dan 8) Evaluasi. Untuk menjawab pertanyaan kedua, penulis menyajikan satu set kosa kata dalam konteks sebagai materi tambahan untuk pelajaran Reading bagi siswa kelas sebelas SMAN 1 Godean. Materi tersebut terdiri dari enam unit. Masing-masing unit terdiri dari tiga bagian, yaitu Let’s Get Started!, Let’s Get One Step Closer!, and Let’s Do It!. Hasil evaluasi materi menunjukkan bahwa para partisipan kebanyakan cenderung memilih angka 3 dan 4, yang merujuk pada pernyataan setuju terhadap materi yang telah dibuat. Ini menunjukkan bahwa materi tersebut bagus dan dapat diterima dan digunakan untuk siswa kelas sebelas SMAN 1 Godean.


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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Yuki Mijayati Nomor Mahasiswa : 061214097 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

“DESIGNING A SET OF VOCABULARY IN CONTEXTS AS SUPPLEMENTARY MATERIALS FOR READING LESSON

FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1 GODEAN”

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 23 November 2010 Yang menyatakan (Yuki Mijayati)


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ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude to Allah

Subhanahu wa ta’ala for the love, care, grace, and blessings in my life. Allah

makes everything happen at the right time.

My sincere gratitude goes to my sponsor, Caecilia Tutyandari, S.Pd.,

M.Pd. for her correction, guidance, suggestions, and support during my thesis

accomplishment. I am deeply grateful for all lecturers of English Education

Study Program for guiding and teaching me during my study in Sanata Dharma

University.

I sincerely thank to JB. Gunawan, M.A., Iswardani, S.Pd., Robertus

Budi Wuryanto, S.Pd., and Widuratmi, S.Pd. for their to time to evaluate my

materials, guidance, and suggestions. I would also say thanks to all secretariat

staff of the English Education Study Program, especially Mbak Danik and

Mbak Tari. I deliver my best thanks to the eleventh grade students of IPA1,

IPA2, and IPA3 of SMA 1 Godean, who had given me time and willingness to

answer my questionnaires.

My deepest gratitude is addressed to my beloved parents, Bapak Sumija

and Ibu Triwiyati. I thank them for their never-ending prayer, love, suggestions,

patience, and support they have given to me. I also thank to my brother, Prasojo

Agung, for the time we have shared together. I am grateful to the wonderful

spouse, Pak Agung and Mbak Yessi, for the friendship and curhat sessions.

My special thank is also addressed to St. Fajar “Suboddongwanto”

Pamungkas for his time, cares, patience, motivation, and help in any little thing I


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do and also for the tears and laughter we have shared together. I also thank to my

soulmates, Lukluk and Riyas Rahma, for the wonderful and unforgettable

moments we have spent together. My gratitude also goes to LTI (Language

Training Institution) staff: Pak Acep, Pak Pi, Mbak Wid “mamah cha”, Mbak

Dian, Mbak Ninik (for listening my crazy life stories), Mbak Fitri Suleks (for

making me laugh and amused), Mbak Lisa, Mbak Zia, and Mas Adi (for sharing

and objecting ideas and also for giving me wejangan at any unpredictable time).

In addition, I would like to express the best honor to all teachers and staff of TK

PKK 30 “Mulyorini” Argomulyo, Ibu Triwiyati, Ibu Nur Hidayati, Ibu Eka

Sri, Ibu Sri Muryati, Ibu Yayan, Mbak Ponijah, and Lek Nah, for

understanding me and giving me support to accomplish my thesis.

My thanks also go to Debby “Debbong” (for the friendship and sharing

the thesis writing feedbacks and also bed and pillow), Mbak Christina Dewi (for

the short computer course and also for the cover designs), my old friends:

Mi2chyang, Yoan, Sidiq “De”, Rijaal “Mamad”, my SPD “Starfall” friends,

my Play Performance “The Partner” friends, all of 2006 PBI students for the

unforgettable moment during the study in Sanata Dharma University, and all the

people whose names cannot be mentioned one by one here. May Allah Subhanahu

wa ta’ala bless them all.

Yuki Mijayati ☺


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TABLE OF CONTENTS

Page

TITLE PAGE ……………………………………………………… i

APPROVAL PAGES ……………………………………………… ii

DEDICATION PAGE ……………………………………………… iv

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

ABSTRACT ………………………………………………………... vi

ABSTRAK ………………………………………………………….. vii

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI …………. viii

ACKNOWLEDGEMENTS ………………………………………. ix

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

LIST OF TABLES ………………………………………………… xvii

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

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

CHAPTER I. INTRODUCTION

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

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

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

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

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

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


xii

Page

CHAPTER II. REVIEW OF RELATED LITERATURE

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

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

a. Yalden’s Instructional Design Model ………....... 8

b. Kemp’s Instructional Design Model ……………. 11

2. Vocabulary ………………………………………… 14

a. Aspect of Vocabulary Learning ………………… 15

1) Form …………………………………………. 15

2) Meaning ……………………………………... 16

3) Distribution ………………………………….. 17

b. Learning Vocabulary …………………………… 18

1) Approach …………………………………….. 19

2) Method ………………………………………. 19

3) Technique ……………………………………. 19

c. Teaching Vocabulary …………………………… 20

1) Providing Opportunities for the Incidental

Learning of Vocabulary ……………………...

20

2) Diagnosing which of the 3,000 Most Common

Words Learners Need to Study ………………

20

3) Providing Opportunities for the Intentional

Learning of Vocabulary ……………………...

21


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Page

4) Providing Opportunities for Elaborating Word

Knowledge …………………………………...

21

5) Providing Opportunities for Developing Fluency

with Known Vocabulary ……………………..

22

6) Experimenting with Guessing from Context ... 22

7) Examining Different Types of Dictionaries and

Teach Students How to Use Them …………...

23

3. The Eleventh Grade Students of Senior High School 23

a. Peer Identification ………………………………. 24

b. Self-Reorganization …………………………….. 24

c. External Interest and Activity …………………... 25

d. Growth of Self-Regulation ……………………... 25

B. Theoretical Framework ………………………………… 25

CHAPTER III. METHODOLOGY

A. Research Method ……………………………………….. 30

B. Research Setting ………………………………………... 34

C. Participants of the Research …………………………..... 35

1. Participants of Research and Information Collecting 35

2. Participants of Preliminary Field Testing ………….. 36

D. Research Instruments …………………………………… 36


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Page

1. Instrument for Research and Information Collecting 36

2. Instrument for Preliminary Field Testing ………….. 37

E. Data Gathering Techniques …………………………….. 38

F. Data Analyzing Techniques …………………………….. 38

1. Participants’ Needs ………………………………... 38

2. Evaluation on the Design Materials ……………….. 39

G. Research Procedures …………………………………… 40

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A. The Research Results ………………………………….. 42

1. Conducting Research and Information Collecting ... 42

a. Description of the Participants ………………….. 43

b. Data Presentation and Analysis ………………… 44

2. Identifying Goal, Topics, and General Purposes ….. 49

3. Analyzing the Students’ Characteristics …………... 50

4. Specifying the Learning Objectives ……………….. 51

5. Making List of Subject Contents ………………….. 54

a. Recognizing the English Words ………………... 54

b. Recognizing the Words’ Meaning and Their Uses in

Sentences ………………………………………..

54

c. Producing English Words ………………………. 55


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Page

6. Selecting Teaching Learning Activities …………… 55

7. Selecting Equipment ……………………………….. 58

a. Personnel ………………………………………... 59

b. Facilities and Schedules ………………………… 59

c. Equipment ………………………………………. 59

8. Evaluating ………………………………………….. 59

a. Description of the Participants of Preliminary Field

Testing …………………………………………..

60

b. Data Presentation and Analysis ………………… 61

B. Discussion …………………………………………….. 64

C. Presentation of the Final Version of the Designed

Materials ……………………………………………….

66

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions …………………………………………… 69

B. Suggestions …………………………………………… 71

1. Suggestions for the English Teachers of SMAN 1

Godean ……………………………………………...

71

2. Suggestions for the Eleventh Grade Students of SMAN

1 Godean …….............................................................

72

3. Suggestions for Other Researchers ………………… 72


xvi

REFERENCES …………………………………………………….. 73

APPENDICES …………………………………………………….. 75


xvii

LIST OF TABLES

Tables Page

3.1 The description of the first group of Research and Information

Collecting participants (Blank) ………………………………...

35

3.2 The description of the second group of Research and Information

Collecting participants (Blank) ………………………………...

36

3.3 The description of the Preliminary Field Testing participants

(Blank) …………………………………………………………

36

3.4 The participants’ opinion on the designed materials (Blank) … 39

4.1 The description of the first group of Research and Information

Collecting participants …………………………………………

43

4.2 The description of the second group of Research and Information

Collecting participants …………………………………………

44

4.3 The elaboration of Competence Standard, Basic Competence, and

Topics ………………………………………………………….

50

4.4 The elaboration of Indicators in each topic …………………… 51

4.5 The teaching and learning activities …………………………... 56

4.6 The description of the Preliminary Filed Testing participants ... 60

4.7 Degree of agreement on the designed materials ………………. 61

4.8 The results of the Preliminary Field Testing ………………….. 61


xviii

LIST OF FIGURES

Figure Page

2.1 The stages of Language Program Development according to

Yalden’s model ……………………………………………….

9

2.2 Kemp’s Instructional Design Model …………………………. 14

3.1 R & D Cycle and the Writer’s Model …………………………. 34

4.1 Students’ perception about reading lesson in their class ……… 45

4.2 How the students dealt with difficult words …………………... 45

4.3 How the students learnt vocabulary …………………………... 47


xix

LIST OF APPENDICES

Page

APPENDIX A: Surat Permohonan Ijin Penelitian ……………….. 76

APPENDIX B: Surat Permohonan Evaluator Materi ……………. 78

APPENDIX C: Questionnaires of the Research and Information

Collecting ………………………………………...

80

APPENDIX D: The Research and Information Collecting

Questionnaires Results …………………………...

85

APPENDIX E: Competence Standard, Basic Competence, and

Topics ……………………………………………..

92

APPENDIX F: Syllabus …………………………………………... 94

APPENDIX G: Lesson Plans ……………………………………... 104

APPENDIX H: Questionnaires of the Preliminary Field Testing … 122

APPENDIX I: The Results of the Preliminary Field Testing ……... 127

APPENDIX J: General Description of the Designed Materials …... 131

APPENDIX K: Presentation of the Designed Materials ………….. 136


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CHAPTER I

INTRODUCTION

This chapter discusses the research background, problem formulation,

problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

Vocabulary mastery is one of the important factors to master a language.

The language learners may find difficulties in their language learning process if

they lack vocabulary. As we see, all of the language skills – writing, reading,

listening, and speaking – demand vocabulary mastery of the learners. We can

imagine then, how a person is able to speak when he does not know the words he

wants to deliver, and how a person can produce a printed text if he does not know

anything what to write on a piece of paper. Furthermore, because of lacking

vocabulary, a person will also find difficulties in gaining any information when

facing a reading text as well as a listening source since he cannot recognize any

word from them.

As it is defined in 7th Edition of Oxford Advanced Learner’s Dictionary

(2005), vocabulary is “all the words in a particular language”. Each word,

especially English word, can have so many different meanings. Besides, it can

also be used in so many different contexts. This situation creates confusion for

some language learners. They often cannot use words in the appropriate contexts.

This may happen because of their limited knowledge about the word meanings.


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As a result, they do not know what the words mean when they are used in

different contexts. This situation cannot be ignored since it can lead the

communication misunderstanding. To solve this problem, language learners

should be able to master English vocabulary and their meanings a lot so that they

will be able to recognize, understand, as well as use the vocabulary in the right

and in any contexts of use.

Considering the importance of the mastery of vocabulary in contexts, this

study aims at providing a set of vocabulary supplementary materials for English

language learners so that they will be able to gain more knowledge about

vocabulary in contexts. To be more specific, the supplementary materials are

designed to supplement the Reading lesson for the eleventh grade students of

Senior High School. In this study, the writer chooses the eleventh graders of

SMAN 1 Godean as the subject of the study. The reason is because, based on the

information gathered, there is no any particular session of English class which

focuses on learning vocabulary, even after having a reading lesson. Consequently,

the students do not know how to translate the vocabulary correctly and accurately

based on its contexts. It creates a problem in comprehending the reading passages

they are reading. In addition, the materials applied by the teacher in class are from

the textbook, which mainly focus on reading passages and doing comprehension

questions. Due to that, the writer considers that the eleventh grade students of

SMAN 1 Godean need the supplementary materials that the writer designs.

Based on the theories that are applied, the writer designs the

supplementary materials containing of certain learning sections. Firstly, the


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activities focus on receptive learning, which deal with recognizing English words

in the context being discussed (by either sharing information with other students

or answering questions provided), playing with the words, as well as pronouncing

them. The next section still refers to receptive learning. The section deals with

reading passages and applying the words introduced in the first section in the

context. Lastly, the section focuses on productive learning, which the activities

mostly deal with using the words in speaking (e.g. sharing ideas or opinion about

the topic being discussed) and writing (e.g. producing sentences or making

summary about the reading passage that has been read).

The set of vocabulary in contexts as supplementary materials for Reading

lesson is in the form of Student’s and Teacher’s Book. The Student’s Book is

designed for the students containing various exercises and activities. Meanwhile,

the Teacher’s Book is specially designed for the teachers, which contains the

exact copy of the Student’s Book and the key to the exercises and activities.

Besides, the Teacher’s Book also contains guidelines for teachers so that they will

be able to apply the materials and give guidance to students easily.

In addition, the vocabulary supplementary materials are designed based on

a reading Basic Competence which is revealed in the first semester English

syllabus of the eleventh grade of SMAN 1 Godean. The Basic Competence used is

“to understand and respond meanings in monologue/ essay texts which use written

language accurately, fluently, and acceptable in the form of report, narrative, and

analytical exposition”. Then, why did the writer want to emphasize on vocabulary

in contexts? It is because “the particular meaning of a word generally depends on


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its relationship to other words in a phrase or sentence – its context” (Dale &

O’Rourke, 1971: 37). Related to reading, “the vocabulary in context enables

students to determine meanings of words in reading, thus bringing meaning to the

printed page to get meaning out of it” (Dale & O’Rourke, 1971: 37). In short, the

vocabulary supplementary materials are expected to be able to help the students to

learn vocabulary in context easily, effectively, and efficiently.

B. Problem Formulation

This study is conducted to find the answers of the formulated problems

that the writer has composed. They are:

1. How is the set of vocabulary in contexts as supplementary materials for

Reading lesson designed?

2. What does the set of vocabulary in contexts as supplementary materials for

Reading lesson look like?

C. Problem Limitation

In this study, the writer focuses on the set of supplementary materials

which is specified for promoting the vocabulary in contexts mastery. The set of

supplementary materials is specially designed for eleventh grade students of

SMAN 1 Godean, and based on six topics that had been discussed with the

eleventh grade English teacher. Yet, the topics are still referred to the selected

reading Basic Competence of the first semester English syllabus of eleventh grade

of SMAN 1 Godean.


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D. Research Objectives

This study has two objectives to elaborate as follows:

1. To describe how the set of vocabulary in contexts as supplementary materials

for Reading lesson is designed.

2. To present how the set of vocabulary in contexts as supplementary materials

for Reading lesson look like.

E. Research Benefits

This study has three benefits for three groups of people as follows:

1. The students

It is hoped that the designed supplementary materials are beneficial for the

students, as an encouragement and an alternative sources to learn more about

vocabulary and the meanings in the certain contexts.

2. The English teachers

The designed supplementary materials are hopefully able to help English

teachers in teaching vocabulary meanings in certain contexts and inspire the

teachers to develop the more creative material designs that can be applied in

their daily English teaching.

3. Other English language researchers

This study is expected to be able to encourage and inspire other researchers to

conduct as well as design other supplementary materials for developing the

language learners’ mastery of vocabulary in contexts.


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F. Definition of Terms

These are some terms which need to be defined:

1. Vocabulary

“Vocabulary is a set of words that is the basis for making and understanding

sentences” (Miller, 1991). Therefore, "without some knowledge of that

vocabulary, neither language production nor language comprehension would

be possible" (Anglin, 1993: 2). Laufer and Nation (1999) stated that

“vocabulary provides the enabling knowledge, which is required to be

successful in other areas of language proficiency”. Meanwhile, in this study,

vocabulary is defined as all the words of English language, which are used by

the speakers to communicate in spoken and written way in certain situations.

2. Supplementary Material

As it is cited in Journal Publishing Tag Library (2003), supplementary

material is described as “additional data files that contain information directly

supportive of the document, for example, an audio clip, movie, database,

spreadsheet, applet, or other external file. Supplementary material may contain

a preview image (e.g. the first frame of a movie, tagged as a graphic), with the

caption/preview placed in a manner similar to a figure and a cross-reference

made to the material from the text” (http://dtd.nlm.nih.gov/publishing/tag-

library/1.0/n-r2x0.html). In addition, in this study, a supplementary material is

described as an additional material which is aimed at completing the available

learning material in order to get the better result of learning.


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3. Context of Use

According to Jeanne McCarten (2007) in Teaching Vocabulary: Lessons from

the Corpus, Lessons for the Classroom, context of use is defined as “the

situation in which people use certain vocabulary”. In this study, the definition

of context of use is any situation in which the certain vocabulary is used and

has certain meanings.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the literature review of the research. This includes two

main parts, namely theoretical description and theoretical framework.

A. Theoretical Description

This section discusses on some theories related to the study which are

found in some books, journals, as well as articles. It consists of three main points,

namely (1) Instructional Design, (2) Vocabulary, and (3) The Eleventh Grade

Students of Senior High School.

1. Instructional Design

There are some theories in the model of designing a set of English

instructional materials. The English Instructional Design models presented by

the writer in this study are Yalden’s and Kemp’s.

a. Yalden’s Instructional Design Model

Yalden presents a design for communicative syllabus. It is a kind of

syllabus which is “designed to describe classroom experience which more

closely approximates an environment of a real language use” (Yalden, 1987:

109). There are seven stages of language program development proposed by

Yalden. The stages are shown in the following figure.


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Figure 2.1 The stages of Language Program Development according to Yalden’s model

The diagram above can be elaborated as follows:

1) Need Survey

Need survey is conducted to study the learners’ needs and state the

objectives that suitable for the learners. Yalden states that the reason

for this information gathering is to understand as much about the

learners as possible prior as the beginning of the program in order to

establish realistic and acceptable objectives (1987: 101).

2) Description of Purposes

This stage is proposed to clarify the purpose of language program

based on the needs survey. The description of the purpose can be

described in terms of the characteristics of the students and the skills

on the students on entry to and on exit of the program.


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3) Selection/ Development of Syllabus Type

This stage is selecting the syllabus type to be applied in the program.

The syllabus chosen will consider the needs of the students and

teaching learning activities.

4) Production of a Proto-Syllabus

This stage, as Yalden states, will give so much information about the

content which the syllabus will have (1987: 138). In order to gain the

description of the syllabus content, the designer should select the most

effective syllabus and then determine the content covered by the

syllabus.

5) Production of a Pedagogical Syllabus

In this stage, the designer chooses words and phrases based on the

functions and the topics. The designer also develops teaching, learning,

and testing approaches.

6) Development and Implementation of Classroom Procedures

According to Yalden, the development and implementation of

classroom procedures can be divided into:

• Selection of exercise-types and teaching techniques

• Preparation of lesson plan

• Preparation of weekly schedule

The three procedures above play a role as a monitor for the teacher to

see the development of the classroom.


11

7) Evaluation

This stage contains the evaluation of the students, the evaluation of the

program, and the evaluation of the teaching. The evaluation enables

the designer to revise the types and the content of the syllabus.

b. Kemp’s Instructional Design Model

Jerold Kemp in his book Instructional Design (1977) mentions that in

making instructional design there are three questions that should be considered

as essential elements:

1) What must be learned? (objectives)

2) What procedures and resources will work best to reach the desired

learning levels? (activities and resources)

3) How will we know when the required learning has taken place?

(evaluation)

According to Kemp, the instructional design model consists of eight parts:

1) Considering goals, listing the topics, and then stating the general

purposes for teaching each topic.

In this stage, a designer should decide the goals of designing the

materials, select the most appropriate topics for the students, and draw

the general purposes of objectives. According to Kemp (1977: 14),

goals can be based on three factors. They are “society, learners, and

subject areas”. To achieve the goals that have been drawn, a designer

should select the topics and organize them well from the simple one to


12

the more complicated one. Stating what the teacher expects the students

to achieve from every topic will also help to accomplish the objectives.

2) Enumerating the important characteristics of the learners for whom the

instruction is to be designed.

Learners’ characteristics, needs, abilities and interests will take big

consideration in constructing the materials.

3) Specifying the learning objectives to be achieved in terms of

measurable student behavioral outcomes.

Learning objectives indicate specifically what learners are required to

learn and the objectives are any abilities or behavior that can be

measured and observed clearly. Due to that, the designer should specify

the objectives of each topic explicitly and clearly so that the learners are

able to understand and achieve them.

4) Listing the subject content that supports each objective.

There are two elements included in subject content, there are

“organizing content and task analysis”. Organizing content aims to put

the content in a good order so that it will be learnable for the learners.

Task analysis is conducted to manage the procedures of teaching in a

well sequenced order so that the procedures can support the learning.

5) Developing pre-assessments to determine the student’s background and

present level of knowledge about the topic.

There are two kinds of pre-assessment that should be conducted. They

are prerequisite testing and pretesting. Prerequisite testing is conducted


13

to obtain the information about the learners’ background knowledge

toward the topic. Meanwhile, pretesting is conducted to find out how

far the students achieve the objectives.

6) Selecting teaching/ learning activities and instructional resources that

will treat the subject content so students will accomplish the objectives.

The designer should use the appropriate teaching methods and

techniques in order that the objectives will be achieved in time.

7) Coordinating such support services as budget, personnel, facilities,

equipment, and schedules to carry out the instructional plan.

Support services such as “fund, facilities, equipment, and personnel”

(Kemp, 1971: 84) influence much to the design plan. The absence of

one element will really affect the other elements. Therefore, a material

designer should not ignore these factors in the process of designing

materials. The material designer should prepare any facilities which are

likely to help the designing of the materials.

8) Evaluating students’ learning in terms of their accomplishment of

objectives, with a view to revising and reevaluating any phases of the

plan that need improvement.

The last step is evaluating the learners’ knowledge whether the learning

objectives had been achieved or not. Furthermore, the designer will do

some revision and reevaluation to any stages which need improvement.


14

The writer decided to apply this model because it is flexible so that the

process of designing and developing the supplementary materials can be done

from any step.

Figure 2.2 Kemp’s Instructional Design model (1977: 7)

2. Vocabulary

What is meant by vocabulary here is mainly the English words.

Bloomfield differentiates between a phrase and a word. He defines a phrase as a

free form which consists entirely of two or more free form. Meanwhile, he divines

Revision

Goal, topics, and

general purposes Learner

Charac-teristic

Learning objectives

Evaluation

Teaching/ learning activities

Pre-assessment

Support service

Subject content


15

a word as a minimum free form; a free form which is not a phrase.

Vocabulary is one of the important elements in a language. If someone

does not know the basic vocabulary in a certain language, it will be difficult for

him to communicate with people and understand the language in written and oral.

Wallace (1982: 9) states that learning foreign language is merely learning its

vocabulary. It is the basic for communication (Kranshen, 1983: 155). Vocabulary

is also important in acquisition process. Carol (1971: 1) in Mckeown’s book

(1987: 1) believes that the acquisition of vocabulary learning mostly occurs during

the years of schooling.

“Although a considerable amount of vocabulary learning is associated with primary language learning in the early years, the acquisition of most of the vocabulary characteristic of an educated adult occurs during the years of schooling, and in fact, one of the primary tasks of the school, as far as language learning is concerned, is to teach vocabulary.”

Due to that, teaching vocabulary could never be neglected in teaching

language.

a. Aspects of Vocabulary Learning

Learning vocabulary is not easy. It needs time and ways to learn. The

vocabulary learning, as stated by Lado, covers three aspects, namely form,

meaning, and distribution (1978: 277-279).

1) Form

The form of words, in most of languages, has three components: sound

segment, stress, and pitch. The latest is for Thai and Chinese. In English, the

word big is made up by three significant sound segments /'big/ and the stress is

on the first syllable. If we change one of the sound segment /b/ into /p/, it will


16

be pig. Another example, the word present (adjective) consists of six sound

segments /'preznt/ and the stress is on the first syllable. If we change the stress

on the second syllable, it will be /pri'zent/, which is the word present (verb).

2) Meaning

To be successful in using vocabulary in communication process, someone

should know the meaning which attached to the vocabulary used itself. The

problem which may rise is that word meaning is not always the same in one

situation to another. In addition, meaning is also different from one culture to

the other cultures. For example, as Lado explains (1987), people in Europe did

not know the meaning of word corn (in the sense of maize) and potatoes until

the American brought them to Europe by ships. Another example is Eskimos

who know different kinds of snow and have different words to call them.

People who experience the snow do not have as many meanings as Eskimos

have. These meanings, as Lado emphasizes, are important for someone who

translate a text from one language to another.

Further, as Lado (1987) adds, there are classifications of word meanings.

Those classifications can be seen from the forms they are attached to. There are

three classifications of meanings in English. The first classification is lexical

meaning, the second is morphological meaning, and the third is syntactic

meaning. A lexical meaning is the meaning which attaches to the words as the

words themselves. For instance, the meaning “a building for a human

habitation” is called lexical one when it is attached to the word house.


17

Meanwhile, a morphological meaning is meaning which is attached to a

bound morpheme. For example, the meaning plural which is attached to a

bound morpheme –s (s) in words doors, pens, dogs, etc. Whereas the meaning

“plural” that attaches to the plural words is lexical meaning. In addition, a

syntactic meaning is the meaning that is attached to word arrangement in a

sentence. For instance, the meaning “question” is attached to a word

arrangement in the sentence “Are you fine?”. But the meaning “question” that

is attached to the word question is a lexical meaning. However, these

classifications are not the same in every language. Different languages have

different classifications of meaning. It is possible that in one language it is a

lexical meaning, but in another language it is a morphological meaning. Hence,

in this study the writer wanted to emphasize on lexical meaning.

In addition, Lado states (1987) that it is important to consider the

frequency of meanings of a word. Because an English word often has many

meanings, we should think of the meanings which are frequently used by the

speakers. For example, the word get in the context We do not want to overdo

the thing and get six months. The meaning of the word get is “suffer

imprisonment by way of punishment”. The people would not know what the

word get means here because it is not frequently used.

3) Distribution

Words distribution deals with the habit of restriction in distribution. The

restriction is including the restriction in grammatical (for instance, the word


18

water, which can be a noun and a verb), restriction in geography, restriction in

social class, and restriction in style of speaking and writing (as in prose).

The focus of this study is on the vocabulary meaning, especially the

meaning in context. What is meant by vocabulary in context here is vocabulary

which is appropriately and accurately used in certain situations. For example,

the use of the word bar in the following context of situations (the meanings are

taken from 7th Edition of Oxford Advanced Learner’s Dictionary (2005)).

• Bar (for drinks/ food) means “a place where we can buy and drink

alcoholic and other drinks”

• Bar (for chocolate and soap) means “a piece of something with straight

sides”

• Bar (for electricity) means “a piece of metal with wire wrapped around it

that becomes red and hot when electricity is passed through it”

Knowing the meaning in context is necessary for the language learners so that

they will be able to decide what words they should use in certain situations

and able to communicate the words they intend to.

b. Learning Vocabulary

Learning vocabulary is a complex process. According to Wallace (1982:

144), it needs not only the ability to spell and pronounce, but also to recognize,

recall, and use the words in oral and written form. In order to gain those

abilities, there are some factors which need to be considered. Anthony, as cited


19

by Nation, gives three factors to be considered in learning foreign vocabulary,

they are: approach, method, and technique (R.E.L.C Journal, 1982: 15-29).

1) Approach

There are two approaches in learning foreign vocabulary, namely direct

vocabulary learning and indirect vocabulary learning. In direct vocabulary

learning, the learners learn the new words, either in context or in isolation,

consciously. Meanwhile, in indirect vocabulary learning, the learners

incidentally learn the new words through reading and/ or listening activities.

2) Method

Anthony, cited by Nation in R.E.L.C Journal (1982: 15-29), states that the

method of foreign vocabulary learning is “grading”. It means that foreign

vocabulary learning uses some grades. The grades are constructed based on

many factors such as time needed to learn, number of words to be learnt, the

difficulty level of the words, and the repetition of the words.

3) Technique

There are two techniques which can be applied in foreign vocabulary

learning. The first one is receptive learning. Receptive learning is the ability to

recall the translation of the foreign words when the words have been seen or

heard. Learning words through lists or contexts and presentation of word

meaning in the mother tongue are examples of receptive learning. Meanwhile,

the second technique is productive learning. Productive learning is the ability to

produce the foreign words by speaking and writing.


20

c. Teaching Vocabulary

According to Alan Hunt and David Beglar in their Current Research and

Practice in Teaching Vocabulary (www.jalt-

publications.org/tlt/files/98/jan/hunt.html), there are seven principles in

teaching vocabulary. The following discussion on those seven principles is

according to the explanation of Alan Hunt and David Beglar.

1) Providing opportunities for the incidental learning of vocabulary

The incidental vocabulary learning can occur through the activities of

reading and listening. The incidental learning of vocabulary through reading

can benefit language curriculums and learners at all levels. In addition,

incidental vocabulary learning through reading can expose the language

learners to the context of use. In short, by reading activities, the learners are

expected to get much exposure to words in context before understanding their

meanings.

2) Diagnosing which of the 3,000 most common words learners need to study

Vocabulary size is important to be considered by teachers. Knowing

vocabulary size enables teachers to select what words to teach. In Senior High

School, students are prepared to enter university so that the vocabulary size

that the students need to be prepared is 3,000 words at the minimum.

According to Laufer (1992), for second language learners entering university,

knowing a minimum of about 3,000 words was required for effective reading at

the university level, whereas knowing 5,000 words indicated likely academic

success. One way to estimate vocabulary size is to use Nation's (1990)


21

Vocabulary Levels Test or a checklist test which requires learners to mark the

words on a list that they believe they know.

3) Providing opportunities for the intentional learning of vocabulary

Intentional learning through instruction significantly contributes to

vocabulary development (Nation, 1990; Paribakht & Wesche, 1996;

Zimmerman, 1997). Furthermore, Coady (1997b) suggests that the beginning

students are better to supplement their reading with study of the 3,000 most

frequent words until the word’s form and meaning become automatically

recognized. The first stage in teaching these 3,000 words commonly begins

with word-pairs in which an L2 word is matched with an L1 translation.

Vocabulary lists can be effective way to quickly learn word-pair translations

(Nation, 1990).

4) Providing opportunities for elaborating word knowledge

Knowing a word does not mean knowing the translation. Instead, knowing

a word involves knowing how to use the words receptively and productively.

In addition, elaboration of word knowledge also involves expanding the

connections between what the learners already know and new information.

According to Prince (1996), one way to do this is to choose L2 words from the

surrounding context and to explain their connections to the recently learned

word. Furthermore, to present this new information, teachers should create

opportunities to meet these useful, recently learned words in new contexts that

provide new collocations and associations (Nation, 1994).


22

5) Providing opportunities for developing fluency with known vocabulary

Nation (1994: 208) states that developing fluency “overlaps most of all

with developing the skills of listening, speaking, reading, and writing”, so

giving learners many opportunities to practice these skills is essential.

However, fluency partly depends on developing sight vocabulary through

reading, especially extensive reading, and studying high frequency vocabulary.

6) Experimenting with guessing from context

Guessing from context can begin with deciding whether the word is

important enough. This decision is a skill that requires practice and experience.

According to Hulstijn, Hollander, and Greidanus (1996), teachers can assist

learners by marking words which learners should try to infer before using other

sources as well as by providing glosses. Once learners decide that a word is

worth guessing, they might follow a five-step procedure like that of Nation and

Coady (1988):

• Determine the part of speech of the unknown word.

• Look at the immediate context and simplify if necessary.

• Look at the wider context. This entails examining the clause with the

unknown word and its relationship to the surrounding clauses and

sentences.

• Guess the meaning of the unknown word.

• Check that the guess is correct.


23

7) Examining different types of dictionaries and teach students how to use

them

According to Knoght (1994), Luppescu and Day (1993), bilingual

dictionaries have been found to result in vocabulary learning. Bilingualized

dictionaries may have some advantages over traditional bilingual or

monolingual dictionaries. Bilingualized dictionaries essentially do the job of

both a bilingual and a monolingual dictionary. Whereas monolingual

dictionaries usually provide just an L1 synonym, bilingual dictionaries include

L2 definitions, L2 sentence examples, as well as L1 synonyms. Furthermore,

bilingualized dictionaries were found to result in better comprehension of new

words than either bilingual or monolingual dictionaries (Laufer & Hader,

1997). In short, training in the use of dictionaries is essential. Due to that,

teachers should emphasize the importance of checking a word’s original

context carefully and comparing this to the entry chosen because context

determines which sense of a word is being used.

3. The Eleventh Grade Students of Senior High School

This study involves the eleventh grade students of SMAN 1 Godean so that

it is important to discuss the characteristics of them. The eleventh grade

students of Senior High School are classified into the adolescence phase.

Konopka, as it is cited by Pikunas (1987: 240), states that the period of

adolescence ranges between twelve and twenty two years old. Further, he

explains that adolescence period is divided into three stages, namely early


24

adolescence (12-15 years old), middle adolescence (15-18 years old), and late

adolescence (18-22 years old).

According to Pikunas (1976: 248), the main characteristics of those who

belong to adolescence phase are peer identification, self-reorganization,

external interest and activity, and growth of self-regulation. The following is

the further discussion on those characteristics, which is based on Pikunas.

a. Peer Identification

People who are in the adolescence stage tend to have two kinds of motivation

in the social life, namely the egoistical motivation and social motivation (1976:

248). Egoistical motivation focuses on the individual satisfaction. Meanwhile,

the social motivation aims at grabbing connection, appreciation, and

acceptance from the society, and building the relationship with them. In order

to get the approval and acceptance from the peers, adolescences tend to build

the higher status and reputation so that they become more famous than the

other peers.

b. Self-Reorganization

During the growth, adolescences experience some changes, both physical and

mental. Adolescences try to find the better attitudes, principles, and interests to

reorganize their personality. In addition, they want to reveal to others that they

are no longer children.


25

c. External Interest and Activity

Adolescences, both male and female, are interested in various kinds of thing

and activity. They are commonly interested in any activities in which they can

directly practice their ability to show their interests.

d. Growth of Self-Regulation

Adolescences have already had a good self-control. They are already able to

distinguish good and bad things. Even, they are able to have a good emotional

management.

B. Theoretical Framework

The theoretical description above gives us the understanding of

instructional design, vocabulary, as well as the characteristics of the eleventh

grade students of Senior High School. The theoretical description becomes the

basis of clarifying the theoretical framework of this study which then will lead us

to the actual description.

In this study, the writer uses two kinds of instructional design models,

which are Yalden’s and Kemp’s. Not all the theories are applied in this study.

However, all of those theories give the writer contribution in designing the

supplementary materials of vocabulary in contexts for the eleventh grade students

of SMAN 1 Godean.

Vocabulary is defined as a number of words. Learning vocabulary is

considered important in learning a language because vocabulary is the basis of

language. Without knowing words, people cannot communicate what they are


26

feeling and seeing, both in oral and written form. However, knowing words is not

enough. People should consider the appropriate words to express what they want

to communicate in any situation. Due to that, learning vocabulary in context is

needed, especially for students, who are faced with various contexts in their topic

of study.

According to Lado, there are three aspects of vocabulary learning, namely

form, meaning, and distribution. In this study, the writer focuses on lexical

meaning and grammatical distribution. In addition, in designing the materials, the

writer also concerns with the combination of direct and indirect vocabulary

learning approach. It means that the writer designs the materials in certain

contexts through reading activities. Besides, the materials designed are also

focused on receptive and productive learning, which deal with recalling the

meaning of words in contexts which had ever been heard and seen and then

produce foreign words by speaking and writing. The writer emphasizes those two

vocabulary learning techniques because after enabling the students to recognize

the sound and meaning of English words, the students will also be given chances

to freely use the English words in speaking and writing. To make the vocabulary

learning more effective, the writer also concerns with the repetition.

In the materials, the writer tries to supply various reading activities so that

the students will not be bored. In addition, the writer also designs the materials

which enable the teachers to apply all the vocabulary teaching principles

suggested by Allan Hunt and David Beglar, except diagnosing which of the 3,000

most common words learners need to study, providing opportunities for the


27

intentional learning of vocabulary, and examining different types of dictionaries

and teach students how to use them. The reason is because those three principles

deal with translating the English words to Indonesian directly, which is not

recommended in the supplementary materials designed. Furthermore, in the

supplementary materials, the writer wants to drill the students with the exposure

of English words.

As it is stated previously, in designing materials, the writer applies

Yalden’s and Kemp’s Instructional Design models. From the Yalden’s, the writer

only uses the first stage, needs survey, which is then called research and

information collecting. Meanwhile, the writer applies all the stages of Kemp’s

model except “pre-assessment”. This step is omitted because the writer does not

apply it in the process of designing the materials. The reason why the writer uses

these two instructional design models is that they could be easily understood and

are suitable with the steps used by the writer.

The steps done by the writer were as follows:

1. Conducting research and information collecting

The research and information collecting is aimed at finding out the students’

needs. In this step, the writer collects information by distributing

questionnaires to the students and English teachers of SMAN 1 Godean.

2. Identifying Goals, Topics, and General Purposes

This step is aimed at determining the materials design. After identifying the

goals, the writer states the general purposes of each topic. The topics should

express the general purposes of the designed materials, which is providing


28

lists and the exercises of vocabulary in context based on the topics that the

students have in class.

3. Analyzing the students characteristics

Knowing the students characteristics is needed to gain the information about

their capability, needs, and interests.

4. Specifying the learning objectives

The learning objective means what the students have to know or be able to do

after studying the topics. According to Kemp (1982: 23), the objectives must

be stated in the terms of activities which will best promote learning. By

specifying the learning objectives, the writer considers what should be learned

by the students in order to use the appropriate vocabulary in certain contexts.

5. Making list of subject contents

In this step, the writer needs to decide what content of the subject which was

relevant with the learning objectives of each topic that will be listed.

6. Selecting teaching learning activities

Organizing teaching learning activities is considered important in order to

conduct the successful teaching learning process in class. In this step, the

things that should be considered well are what the teacher and the students

should do in class.

7. Selecting equipment

In this step, the writer should prepare any support services which are likely to

help in designing materials.


29

8. Evaluating

The writer needs to conduct an evaluation to see what items of the design

materials which need revision as well as improvement.


30

CHAPTER III

METHODOLOGY

The writer used a certain methodology to conduct this study, and this

chapter is aimed at discussing the methodology systematically. The discussion

includes research method, research setting, participants of the research, research

instruments, data gathering techniques, data analyzing techniques, and research

procedures.

A. Research Method

A certain methodology is needed as a guidance to conduct and organize

the steps or the procedure of this study. Since this study is aimed at designing a

set of supplementary materials, educational research and development was

considered the most appropriate methodology. As it is stated by Borg and Gall

(1983) in Educational Research: An Introduction, educational research and

development (R & D) is a process used to develop and validate educational

products. Furthermore, as they state, the goal of R & D is to take this research

knowledge and incorporate it into a product that can be used in the school (1983:

771). Moreover, it increases the potential impact of the finding to the teaching

practice by using them into usable educational product.

The steps of the development processes of the product themselves, as Borg

and Gall explain further, are usually referred to the R & D cycle. The R & D cycle

consists of ten major steps. Those steps are Research and Information Collecting,


31

Planning, Development of the Preliminary Form of Product, Preliminary Field

Testing, Main Product Revision, Main Field Testing, Operational Product

Revision, Operational Field Testing, Final Product Revision, and Dissemination

and Implementation (Borg and Gall, 1983: 775). However, the writer only used

the first five of the R & D cycle steps. Those steps were Research and Information

Collecting, Planning, Development of the Preliminary Form of Product,

Preliminary Field Testing, and Main Product Revision.

1. Research and Information Collecting

This study focused on designing a set of vocabulary supplementary materials

for Reading lesson for the eleventh grade students of SMAN 1 Godean. To

gather the information needed, the writer distributed questionnaires. The

questionnaires were divided into two parts. The first part was for the students;

meanwhile the second part was for the English teachers. To be more specific,

there were a hundred students of SMAN 1 Godean; all of them were at grade

eleven. In addition, there were three English teachers of the same school. The

information gathered from the students and the teachers was about the

vocabulary teaching and learning in class. Besides, the writer also used the

review of literature. The review of literature was aimed at obtaining some

theories about Kurikulum Tingkat Satuan Pendidikan (KTSP), especially

finding the reading Competency Standard and Basic Competence of the first

semester English syllabus of SMAN 1 Godean grade eleven. In addition, the

writer also used the review of literature in order to find as much data about


32

teaching and learning vocabulary as possible, from the educational books,

journals, and articles.

2. Planning

Planning includes defining skills, stating objectives, determining course

sequence, and small scale feasibility testing (Borg and Gall, 1983: 775).

Further, they state that the most important aspect of planning a research-based

educational product is the statement of the specific objectives to be achieved by

the product (1983: 779). The data gathered from the questionnaires and review

of literature were used to determine the objectives and the subject contents of

the designed materials.

3. Development of the Preliminary Form of Product

The product referred to vocabulary supplementary materials for SMAN 1

Godean grade eleven. Before the product was field tested, the writer needed to

develop the form of the product. The data from the research and information

collecting was used as the basic of the materials development. The use of the

data from research and information collecting was aimed to design the

appropriate materials for the eleventh grade students of SMAN 1 Godean.

In addition, the writer also made the product evaluation form. The evaluation

was in the form of open-ended and close-ended questionnaire. This made the

writer easier to analyze the result and also to get the evaluation and suggestion

completely. In this step, the writer listed what kind of aspects which needed to

be evaluated by the participants. After all of the items of evaluation were

listed, the writer organized those items so that they became more


33

systematically. After that, the writer developed the questions based on those

items as well as the choices of the answer so that the participants could answer

the questions more easily.

4. Preliminary Field Testing

After the product and the evaluation form were ready to used, the writer

conducted field testing. The field testing was aimed at gaining the evaluation,

both from the English teachers as well as the PBI lecturer. They took parts in

judging, observing, and estimating the proposed vocabulary supplementary

materials for the eleventh grade students of SMAN 1 Godean whether they

were acceptable or not. After that, they were asked to give evaluation and

suggestion toward the product using the evaluation form provided. Those

evaluation and suggestion were used as the base for the writer to revise the

product. The preliminary field testing was intended to know:

a. whether the instructional goals and objectives had already been formulated

properly,

b. whether the designed materials matched with the goals and objectives,

c. whether the content of the materials and the topics had been relevant to the

eleventh grade students, and has been reliable as the materials,

d. whether the topics were well arranged and developed,

e. which part of the materials need to be revised and improved.

5. Main Product Revision

After conducting field testing, the writer revised the product by referring to the

evaluation and suggestion given by the English teachers and PBI lecturer.


34

Those evaluation and suggestion helped the writer to make the more

appropriate product for the eleventh grade students of SMAN 1 Godean,

especially to help the students in the reading activities by providing the

exercises of vocabulary in contexts.

To make the explanation obvious, the writer made a figure of the steps of

the writer’s model that could be substituted into the steps of R & D cycle.

R & D Cycle The Writer’s Model

B. Research Setting

The location of the questionnaires distribution as well as product field

testing was SMAN 1 Godean. It is located in Nogosari, Sidokarto, Godean,

Sleman. The reason why the writer chose SMAN 1 Godean as the location of the

Figure 3.1 R & D Cycle and the Writer’s Model

Step 4 Learning objectives

Step 1 Research and information collecting

Step 2 Planning

Step 3 Development of the preliminary form of product

Step 4 Preliminary field testing

Step 5 Main product revision

Step 1 Research and information collecting

Step 6 Teaching learning activities

Step 5 Subject content

Step 3 Students’ characteristics

Step 2 Goal, topics, general purposes

Step 7 Equipment

Step 8 Evaluation


35

research was because of the consideration of the effectiveness and efficiency of

time and expense.

C. Participants of the Research

The participants of this research were divided into two groups. They were:

1. Participants of Research and Information Collecting

The participants of research and information collecting were divided into two

groups. The first group was the eleventh grade students of SMAN 1 Godean.

There were a hundred students and all of them were from SMAN 1 Godean. In

research and information collecting, the students were asked to answer the

questionnaires, which were about the vocabulary teaching and learning in

class. The following table represents the description of the first research and

information collecting participants.

Table 3.1 The description of the first group of Research and Information

Collecting participants (Blank)

Group of Participants Sex Class F M XI IPA1 XI IPA2 XI IPA3

Student

The second group was the English teachers of the same school, which was

SMAN 1 Godean. In this part, the teachers were asked to answer the

questionnaires about vocabulary teaching and learning in class. The following

table represents the description of the second research and information

collecting participants.


36

Table 3.2 The description of the second group of Research and Information Collecting participants (Blank)

Group of Respondents

Sex Educational Background

Teaching experience (in years)

F M S1 S2 <5 5-10 >10 English Teacher

2. Participants of Preliminary Field Testing

The participants of Preliminary Field Testing were two English teachers of

SMAN 1 Godean and one lecturer of English Education Study Program (PBI) at

Sanata Dharma University. They took part in observing the product and giving

the evaluation based on their own views toward the product. The following

table represents the description of Preliminary Field Testing participants.

Table 3.3 The description of the Preliminary Field Testing participants (Blank)




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

PBI Lecturer

D. Research Instruments

The research instruments of this study were divided into two parts. They were:

1. Instrument for Research and Information Collecting

The writer conducted the research and information collecting by using

questionnaires. As it is stated in Research in Education (Best, 1983), the

advantage of administering questionnaire is that the availability of a number of


37

respondents in one place makes possible an economy of time and expense and

provides a high proportion of usable response. The questionnaires were in the

form of open-ended questions. The reason why the writer chose this kind of

form was, as it is stated by Best (1983), it provides for greater depth response.

Besides, when answering this questionnaire, the respondents may reveal their

frame of reference and possibly the reasons for their responses. The

questionnaires were divided into two groups. The first group was for the

students, whereas the second group was for the teachers. The questions of the

questionnaires are in Appendix C.

2. Instrument for Preliminary Field Testing

The writer gathered evaluation to obtain suggestion as well as

recommendation, both from English teachers and PBI lecturer, by using

questionnaires. The questionnaires were in the form of close-ended and open-

ended question. The reason why the writer chose close-ended form was, as it

is stated by Best (1983), because “it is easy to fill out, takes a little time, keeps

the respondents on the subject, is relatively objective, and is fairly easy to

tabulate and analyze”. Meanwhile, the reason why the writer applied open-

ended form was because the respondents may reveal their frame of reference

and possibly the reasons for their responses, as the writer stated previously.

The result of the evaluation was used as the base for revising the main product

of the supplementary materials.


38

E. Data Gathering Techniques

There were three steps in gathering the data needed. First, the writer

gathered some books which were relevant to the research. The books were on

instructional material design, the theory of teaching and learning vocabulary, and

the theory about Kurikulum Tingkat Satuan Pendidikan (KTSP). Second, before

developing the supplementary materials, the writer distributed questionnaires to

the eleventh grade students of SMAN 1 Godean and three English teachers to

obtain information about vocabulary teaching and learning in class. It was

conducted on April, 5th, 7th, and 10th 2010. Last, the writer conducted field testing

by distributing questionnaires to two English teachers of SMAN 1 Godean and one

PBI lecturer to gain opinion, suggestions, and recommendations toward the

proposed vocabulary supplementary materials.

F. Data Analyzing Techniques

There were two important points discussed in the data analysis techniques.

The analyses were conducted to know the participants’ needs and evaluation on

the designed materials.

1. Participants’ Needs

The participants’ needs were gained from the questionnaires distributed to

the eleventh grade students and three English teachers of SMAN 1 Godean. The

data was about the vocabulary teaching and learning in class. It was treated as the

basic consideration in designing the vocabulary supplementary materials for the

eleventh grade students of SMAN 1 Godean. The questionnaires used were in the


39

form of open-ended questions. Due to that, the writer analyzed the data by

description.

2. Evaluation on the Designed Materials

In this step, the writer gained the data about the evaluation of the proposed

vocabulary supplementary materials. The writer distributed questionnaires to two

English teachers and one PBI lecturer. The result of the product evaluation was

used to revise the materials.

The writer analyzed two kinds of data. The first was the descriptive data

about the participants’ statements. This was concerned with closed questionnaires.

In this type of questionnaires, the participants were supposed to give their views,

judgments, or opinion in four agreements:

1 : strongly disagree with the statement

2 : disagree with the statement

3 : agree with the statement

4 : strongly agree with the statement

In concluding the data gathered, the writer counted the number of the

participants choosing number 1, 2, 3, and 4, which those numbers represented

their statements of agreement.

The table is presented as follows:

Table 3.4 The participants’ opinion on the designed materials (Blank)

No Participants’ Opinions N Statements 1 2 3 4

Note: N : Number of participants


40

In the first data of the Preliminary Field Testing, it was needed for the

writer to give a description on how to categorize the results in order to judge

whether the designed materials were acceptable or not. The writer would conclude

the final result by adding the participants’ choices on number one and two for

disagree statement and the participants’ choices on number three and four for

agree statement. The designed materials were considered good and acceptable if

the participants chose number three and four. The more participants choosing

those points, the more acceptable the designed materials would be. Meanwhile,

the designed materials needed crucial revisions if the participants chose the two

lowest points, which were number one and two.

The second data was concerned with open questionnaire. In this part, the

participants had to write their own feedback, comment, and suggestion about the

designed materials. The results of questionnaires would give contribution in

revising and improving the materials. It was expected that the final constructed

materials would be beneficial for teaching and learning vocabulary in contexts to

eleventh grade students of SMAN 1 Godean.

G. Research Procedures

This section elaborates the procedures that the writer organized and did in

order to accomplish the study. There were twelve steps. They were:

1. Getting a permission letter to distribute the questionnaires and conduct field

testing that issued by the secretariat of English Education Study Program and

signed by the chair person of English Education Study Program


41

2. Getting a permission letter that is issued by BAPPEDA Sleman

3. Asking permission to the headmaster of the school to distribute the

questionnaires and conduct field testing. In this step, the writer used the

permission letter issued by the secretariat of English Education Study Program

and signed by the chair person of English Education Study Program and also a

letter that is issued by BAPPEDA

4. Organizing the questions of the research and information collecting

questionnaire

5. Distributing the questionnaires to students and English teachers of SMAN 1

Godean

6. Analyzing and interpret the result of the questionnaires

7. Making the outline of the product

8. Designing the product

9. Determining what to evaluate, the ways, and means of doing evaluation

10. Creating the evaluation form

11. Field testing the product and obtaining the evaluation from the English

teachers and a lecturer of English Education Study Program (PBI) at Sanata

Dharma University

12. Analyzing the result of the evaluation and making any necessary improvement

toward the product based on the evaluation


42

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the results of the study. There are three parts to

discuss in this chapter. The first part is research results.

It concerns with the processes of designing the materials. Due to that, the writer

employed the design model of this study. The second part is discussion on the

designed materials evaluation. Meanwhile, the third part is the final presentation

of the designed materials.

A. The Research Results

To answer the first question of the problem formulation, the writer

combined two instructional design models, which were Yalden’s and Kemp’s.

The combination of these models was considered more flexible and applicable.

The elaboration of the model is discussed as follows.

1. Conducting Research and Information Collecting

The research and information collecting was conducted by distributing two

kinds of questionnaires. The first questionnaire was addressed to the first group of

participants, who were the eleventh grade students of SMAN 1 Godean.

Meanwhile, the second questionnaire was distributed to the second group of

participants, who were English teachers of SMAN 1 Godean.


43

a. Description of the Participants

Questionnaire was the instrument used in research and information

collecting. The first questionnaires were distributed to the eleventh grade students.

There were a hundred students. The questionnaires were to obtain the information

on the vocabulary teaching and learning which they had experienced in class. In

addition, the questionnaires were also aimed at gaining the information on the

students’ needs of vocabulary teaching and learning which was related to their

reading activity.

Meanwhile, the second questionnaires were distributed to three English

teachers of SMAN 1 Godean. The questionnaires were aimed at finding

information on the vocabulary teaching and learning which had been applied in

class, especially which was related to reading activity. Besides, the questionnaires

were also to gain the information on the teachers’ suggestions for the students

whenever they found difficulties in translating particular vocabulary.

The following is the table of the description of the first group of the

research and information collecting participants.

Table 4.1 The description of the first group of Research and Information

Collecting participants

Group of Participants Sex Class F M XI IPA1 XI IPA2 XI IPA3

Student 76 24 32 34 34

Meanwhile, the following is the table of the description of the second

group of the research and information collecting participants.


44

Table 4.2 The description of the second group of Research and Information Collecting participants




F M S1 S2 <5 5-10 >10 English Teacher

2 1 3 - - - 3

b. Data Presentation and Analysis

The writer distributed questionnaires for research and information

collecting in SMAN 1 Godean. Here, there were two groups of participants. The

first group was the eleventh grade students of SMAN 1 Godean. They belonged to

2009-2010 academic years. There were a hundred students, which consisted of 32

students of XI IPA1, 34 students of XI IPA2, and 34 students of XI IPA3. 76 of

them were female, whereas the other 24 were male.

The first question of the questionnaire was about the students’ perception

about reading lesson in their class. There were 66% of the participants stated that

reading was a kind of important lesson. There were some reasons related to their

answers. First, through reading lesson, they could learn so many new and difficult

words. Second, reading lesson was fun since it was a kind of refreshing lesson for

them. Third, they loved reading so that they liked the activity so much.

Meanwhile, 20% of the participants stated that reading lesson was a boring

activity. They added that it was because there were no any interesting things that

could be gained from reading. Besides, the words in the reading passages were


45


46

In addition, 100% of the participants stated that vocabulary mastery was

important to learn. Some of them related it to their reading activity, that it was

impossible to understand reading passages when they did not have vocabulary

mastery. Meanwhile, some of them revealed that learning a language meant

learning vocabularies. In other words, people could not be said that they had

mastered a language if they did not master the vocabulary.

When answering about vocabulary teaching and learning in class, 92%

stated that there was not any. Vocabulary teaching and learning in class only

happened whenever students asked about difficult words they found in the reading

passages to the teachers. After that, the teachers would simply and directly gave

the Indonesian translation. Whereas 8% of the participants stated that vocabulary

teaching and learning happened when they were given exercises on finding

synonyms and antonyms of some words. It helped them in increasing their

vocabulary, but they were still confused when using them in different contexts.

Among the participants, more than half of them (65%) learned vocabulary

through reading various English books and consulting dictionaries whenever they

found difficult words. Meanwhile, some of them (19%) stated that they learned

vocabulary through the games instructions, English songs and films. Whereas the

others learned vocabulary by having a target of learning a number of words per

day (5%), through writing diary in English (2%), and through the synonyms and

antonyms exercises given by the teacher (1%). The other 8% stated that they have

their own ways to learn vocabulary.


47

65%

19%5%

2%1%

8%

Through reading variousEnglish books and consultingdictionariesThrough games instructions,English songs and films

By having a target of learning anumber of words per day

Through writing diary inEnglish

Through the synonyms andantonyms exercises given bythe teacherThe students have their ownways to learn vocabulary

Figure 4.3 How the students learnt vocabulary

Meanwhile, the second group of research and information collecting was

the English teachers of SMAN 1 Godean. There were three people. They were two

female teachers and one male teacher. All of them had bachelor degrees (S1) and

had been teaching for more than 10 years.

The entire second group of the participants (100%) agreed that their

students were interested in reading lesson because through the lesson the students

could learn vocabulary more. Meanwhile, 66.7% of the participants stated that

their students always consulted the dictionaries and their friends whenever they

found difficult words in their reading passages. Whereas another participant

(33.3%) revealed that the students mostly were not active in finding information

related to the difficult words they found.

The next discussion was about the teachers’ suggestion whenever the

students found difficulties in translating English words. All of the participants


48

(100%) agreed that they suggested their students to always consult their

dictionaries whenever they found difficulties in translating the words in the

reading passages. Besides, all of them (100%) also agreed that vocabulary mastery

was very needed in students’ reading activity to understand the content of the

reading passages. In addition, in the discussion of the vocabulary teaching and

learning in class, all the participants (100%) stated that there was no any specific

vocabulary teaching and learning in class, but it happened when they were having

question and answer session about difficult words that the students found in the

reading passages.

All data obtained from research and information collecting was treated as

the basic consideration of designing the vocabulary supplementary materials. As it

was also stated by the participants, vocabulary mastery was needed in their

reading activity. Related to this case, it was the writer’s initiative to change the

way the students learned vocabulary, especially vocabulary in contexts. The result

of the research and information collecting also strengthened the writer’s

perception that the students needed to learn more vocabulary in the particular

contexts because by only consulting the dictionary, as it was also stated by some

students, they would face confusion whether the same vocabulary could be used in

other different contexts or not. The writer had also planned to design

supplementary materials which were full of vocabulary in contexts that the

students would find in their daily reading lesson in class. In addition, though the

supplementary materials would be in the form of reading passages and vocabulary

exercises, the students would not be bored since the topics and the exercises


49

would be familiar and fun for them. It was aimed at increasing the students’

interest toward reading lesson and vocabulary learning.

2. Identifying the Goal, Topics, and General Purposes

In this study, the writer adapted School Based Curriculum, which is

known as 2006 Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP). The

writer modified the goal, as stated in Kemp’s model, as the Standard Competence.

The writer then specified the General Purpose as Basic Competence. The

Competence Standard for reading skill of eleventh grade students of SMAN 1

Godean semester one is “to understand monologue/essay texts in the form of

report, narrative, analytical exposition accurately, fluently, and in an acceptable

way in the context of daily life and accessing knowledge”. Meanwhile, the Basic

Competence is “to understand and respond meanings in monologue/essay texts

which use written language accurately, fluently, and in an acceptable way in the

form of report, narrative, and analytical exposition”.

Based on the Competence Standard and the Basic Competence which were

formulated, the writer listed some topics. There were six topics which covered

three text genres (report, narrative, and analytical exposition). Every topic took

one unit, which was to be accomplished in 90 minutes. The Competence Standard,

Basic Competence, and topics are described in table 7.


50

Table 4.3 The elaboration of Competence Standard, Basic Competence, and Topics

COMPETENCE STANDARD

To understand monologue/essay texts in the form of report, narrative, analytical exposition accurately, fluently, and in an acceptable way in the context of daily life and accessing knowledge

NO BASIC COMPETENCE TOPIC

1. To understand and respond meanings in monologue/essay texts which use written language accurately, fluently, and in an acceptable way in the form of report

Wow… It Has a Pouch!


Sweet or Sour…?

3. To understand and respond meanings in monologue/essay texts which use written language accurately, fluently, and in an acceptable way in the form of narrative

How Did the Zebra Get Its Stripes?


How Did the Tortoise Get His

Shell?

5. To understand and respond meanings in monologue/essay texts which use written language accurately, fluently, and in an acceptable way in the form of analytical exposition

Junk Food: Does It Make Me Obese?


Could You Call Me Later…?

3. Analyzing the Students Characteristics

The writer analyzed the characteristics of the eleventh grade students of

Senior High School by reading some books, articles, and doing direct observation.

The writer tried to summarize the students’ characteristics from those sources. In


51

this study, the writer used the eleventh grade students of SMAN 1 Godean. They

had more or less the same age, which was 16 years old. In this age range, they

were classified into middle adolescence. Middle adolescences tend to show others

that they are no longer children through their appearances, activities, even their

favorite artists. Besides, they also like doing various activities related to their

interests.

4. Specifying the Learning Objectives

To consider what has to be learned by the eleventh grade students of

SMAN 1 Godean, the writer analyzed the learning objectives. The writer defined

the learning objectives as indicators. The indicators of each unit are described as

follows.

Table 4.4 The elaboration of indicators of each topic

NO

UNITS

INDICATORS

1. UNIT 1 Wow… It Has a

Pouch!

At the end of the lesson, the students are able to: • get the background knowledge about kangaroo. • complete a mind mapping with the words related to

kangaroo. • identify particular words related to kangaroo. • pronounce the words related to kangaroo

accurately. • guess particular words used in the context of

kangaroo accurately by completing sentences. • complete the reading passage about kangaroo with

the appropriate words. • make sentences using particular words related to

kangaroo. • explain/give meanings to the particular words

related to kangaroo using their own words.


52

2. UNIT 2 Sweet or Sour…?

At the end of the lesson, the students are able to: 1. identify words related to orange fruit using the

guidelines given. 2. pronounce words related to orange fruit accurately.3. identify the English meaning of particular words

related to orange fruit. 4. complete an incomplete reading passage about

orange fruit with the appropriate words. 5. complete sentences with the appropriate words. 6. make sentences with the particular words related

to orange fruit in the form of an inference. 3. UNIT 3

Narrative Text: How Did the Zebra Get Its

Stripes?

At the end of the lesson, the students are able to: 1. gain the background knowledge about zebra

through exchanging information with their pair. 2. predict the words used in How the Zebra Got Its

Stripes story by guessing the story. 3. identify the words used in How the Zebra Got Its

Stripes story. 4. pronounce the words used in How the Zebra Got

Its Stripes story accurately. 5. match the words with the definitions accurately. 6. complete the sentences using the appropriate words

accurately. 7. explain the words’ meaning with their own words

by playing guessing game. 8. make sentences using the words used in How the

Zebra Got Its Stripes story accurately based on the pictures given.

4. UNIT 4 Narrative Text: How Did the

Tortoise Get His Shell?

At the end of the lesson, the students are able to: 1. predict the words used in How the Tortoise Got His

Shell story by guessing the story. 2. identify the words used in How the Tortoise Got

His Shell story by finding the chopped words. 3. pronounce the words used in How the Tortoise Got

His Shell story accurately. 4. identify the words definitions accurately by doing

the crossword. 5. complete the sentences using the appropriate words

accurately. 6. make sentences and explain the meaning of the

words used in How the Tortoise Got His Shell story with their own words by playing the game.

Table 4.4 Continued from page 51


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5. UNIT 5 Junk Food: Does

It Make Me Obese?

At the end of the lesson, the students are able to: 1. identify the words related to junk food and obesity

through a bubble chain. 2. gain the background knowledge about junk food

and obesity through the questions given. 3. identify the words related to junk food and obesity

that exist in the reading passage by highlighting them.

4. pronounce the words related to junk food and obesity accurately.

5. complete the mind mapping tree using the words that have been highlighted.

6. guess the meanings of the words related to junk food and obesity by completing the sentences.

7. complete the reading passage about junk food and obesity using the appropriate words.

8. make their own sentences about junk food and obesity by writing down any information they have got.

6. UNIT 6 Could You Call

Me Later…?

At the end of the lesson, the students are able to: 1. gain the background knowledge about cell phones

and driving through answering the questions given.

2. predict the words related to cell phones and driving that may appear in the text and give the reason.

3. identify the words related to cell phones and driving that exists in the reading passage.

4. pronounce the words related to cell phones and driving accurately.

5. guess the appropriate definitions of the words related to cell phones and driving.

6. complete the sentences using the appropriate words accurately.

7. make sentences using the words related to cell phones and driving.

8. state their opinion toward the use of cell phones while driving with their own words.



54

5. Making List of Subject Contents

Subject content is knowledge and skill that the students need to acquire.

The supplementary materials consisted of six units. Each unit was divided into

three main sections.

a. Recognizing the English words

In the first section, the students were given an opportunity to get the

background knowledge of the topic by basing on the activity(es) provided.

Besides, through this section the students were also introduced to the

vocabulary used in the context of the topic that would be discussed. The

activities are in the form of mind mapping, answering questions about the

topic would be discussed, finding words in a bubble chain, finding the

chopped words, pronouncing words, etc. Those activities, which dealt with

recognizing vocabulary, were presented on Let’s Get Started! section.

b. Recognizing the Words’ Meaning and Their Uses in Sentences

The second section focused on two aspects of vocabulary learning, namely

lexical meaning and grammatical distribution. Furthermore, through this part,

the students were faced to vocabulary repetition. Here, the students would

have some activities related to vocabulary given in previous section. The

activities were meant to help the students to learn vocabulary through the

context. The activities included underlining certain words related to the topic,

pronouncing words, completing sentences, completing reading passages,

filling in the crossword, and matching the words with the definition. Those

activities were presented on Let’s Get One Step Closer! section.


55

c. Producing English Words

This section dealt with producing foreign words that had been seen and heard

by speaking and writing. Here, the students were led to remind the vocabulary

learnt in the previous parts and use it in sentences. The activities would be

making sentences using certain vocabulary, making a summary, and

explaining vocabulary using the students’ own words. The activities, which

focused on productive learning, were presented on Let’s Do It! section.

6. Selecting Teaching Learning Activities

Teaching learning activities and the instructional materials should be

selected carefully since they should be appropriate with the students’ needs. To

help the students to able to accomplish the objectives, the writer selected teaching

learning activities that would treat the subject contents. The writer selected

activities that would develop the students’ ability in getting the deeper

understanding on the vocabulary in certain contexts as well as guessing the

vocabulary meaning based on what context they existed in. In addition, in the

designed materials, the writer gave guidelines for the teachers in order to make the

implementation clearer and simpler.

The following are the teaching learning activities of each unit.


56

Table 4.5 The teaching and learning activities

NO UNITS TEACHING LEARNING ACTIVITIES

1. UNIT 1 Wow… It Has a

Pouch!

LET’S GET STARTED! 1. Students discuss anything related to kangaroo in

pairs. 2. Students complete a mind mapping with the

words related to kangaroo. LET’S GET ONE STEP CLOSER! 3. Students read a reading passage titled Kangaroo. 4. Students pronounce the words related to kangaroo

together. 5. Students guess particular words used in the

context of kangaroo accurately by completing sentences.

6. Students complete the reading passage about kangaroo with the appropriate words.

LET’S DO IT! 7. Students make sentences using particular words

related to kangaroo. 8. Students explain/give meanings to the particular

words related to kangaroo using their own words.

2. UNIT 2 Sweet or Sour…?

LET’S GET STARTED! 1. Students identify words related to orange fruit

using the guidelines given. 2. Students pronounce words related to orange fruit. LET’S GET ONE STEP CLOSER! 3. Students read a reading passage titled Orange

Fruit. 4. Students match some words related to orange fruit

with the English meanings. 5. Students complete an incomplete reading passage

about orange fruit with the appropriate words. 6. Students complete sentences with the appropriate

words. LET’S DO IT! 7. Students make sentences with the particular

words related to orange fruit in the form of a summary.


57

3. UNIT 3 Narrative Text:


LET’S GET STARTED! 1. Students exchange information about zebra with

their pair. 2. Students guess how the story will be. LET’S GET ONE STEP CLOSER! 3. Students read the passage titled How the Zebra

Got Its Stripes. 4. Students pronounce the words provided. 5. Students complete the sentences. 6. Students match the words with the definition. 7. Students play the guessing game. LET’S DO IT! 8. Students make their own sentences based the

pictures given.

4. UNIT 4 Narrative Text: How Did the


LET’S GET STARTED! 1. Students guess how the story will be. 2. Students find the chopped words. LET’S GET ONE STEP CLOSER! 3. Students read the passage titled How the Tortoise

Got His Shell. 4. Students pronounce the words used in How the

Tortoise Got His Shell story. 5. Students fill in the crossword based on the

definition given. 6. Students complete the sentences using the

appropriate words. LET’S DO IT! 7. Students play the box game.

5. UNIT 5 Junk Food: Does It Make Me Obese?

LET’S GET STARTED! 1. Students identify the words related to junk food

and obesity through a bubble chain. 2. Students work in pairs to answer the questions to

gain the background knowledge about junk food and obesity.

LET’S GET ONE STEP CLOSER! 3. Students read the reading passage titled The

Pitfalls of Eating Junk Food. 4. Students identify the words related to junk food

and obesity that exist in the reading passage by highlighting them.

5. Students pronounce the words related to junk food and obesity accurately.

6. Students complete the mind mapping tree using



58

the words that have been highlighted. 7. Students completing the sentences. 8. Students complete the reading passage about junk

food and obesity using the appropriate words. LET’S DO IT! 9. Students make their own sentences about junk

food and obesity by writing down any information they have got.

6. UNIT 6 Could You Call Me

Later…?

LET’S GET STARTED! 1. Students answer the questions given to gain the

background knowledge about cell phones and driving.

2. Students predict the words related to cell phones and driving that may appear in the text and give the reason.

LET’S GET ONE STEP CLOSER! 3. Students read the reading passage titled Should

Cell Phone Use be Banned while Driving?. 4. Students pronounce the words related to cell

phones and driving accurately. 5. Students guess the appropriate definitions of the

words related to cell phones and driving. 6. Students complete the sentences using the

appropriate words accurately. LET’S DO IT! 7. Students make sentences using the words related

to cell phones and driving. 8. Students share their opinion toward the use of cell

phones while driving with their own words

7. Selecting Equipment

Certain facilities are needed to support the vocabulary learning. Due to

this, it is important for the writer to plan the support services well since they will

play an important role in creating the success of the vocabulary teaching and

learning process. The support services needed for the supplementary materials in

this study were as follows:



59

a. Personnel

The only personnel needed is the English teacher, the one who presents the

teaching and learning activities.

b. Facilities and schedule

1) a classroom for the materials presentation and implementation.

2) the materials are suitable to be accomplished both individually and in pairs

for ninety minutes.

c. Equipment

The equipment needed is dictionaries. They can be English-English and/or

English-Indonesian dictionaries. They are suggested to be used by the English

teachers to check the phonetic transcription of the selected vocabulary learnt

through the materials before they lead the students to pronounce the

vocabulary.

8. Evaluating

The writer revised and reevaluated the supplementary material design

plan. The adjustment done by the writer was based on the feedback, comment,

suggestion and evaluation gathered from the questionnaires that were distributed

to the participants of the preliminary field testing. The participants were divided

into two groups. The first group was the two English teachers of SMAN 1 Godean,

whereas the second one was a lecturer of English Education Study Program (PBI)

at Sanata Dharma University.


60

a. Description of the Participants of Preliminary Field Testing

After the materials had been completed, the writer distributed

questionnaires to gather evaluation and suggestion to two English teachers of

SMAN 1 Godean and one PBI lecturer at Sanata Dharma University. The

following is the table of the description of the participants of the Preliminary

Field Testing.

Table 4.6 The Preliminary Field Testing participants

Group of Participants Sex Educational Background

Teaching Experience (in years)

M F S1 S2 <5 5-10 >10 English Teacher 1 1 2 - - - 2 PBI Lecturer 1 - - 1 - - 1

The questionnaire in Preliminary Field Testing was aimed to get feedback,

comment, and suggestion from the participants, which would be beneficial for

revising and improving the designed materials. The writer distributed the

questionnaire to three participants. There were two male participants and one

female participant. Two of them, as it was stated previously, were the English

teachers of SMAN 1 Godean; meanwhile, another one was a PBI lecturer at

Sanata Dharma University. The two English teachers obtained a bachelor

degree (S1), whereas the PBI lecturer obtained magister degree (S2). Besides

educational background, the writer also asked the teaching experience of the

participants. All of the participants had more than 10 years teaching

experience.


61

b. Data Presentation and Analysis

The data obtained from the preliminary field testing reflected the

participants’ opinions toward the designed materials. The writer used

different four numbers which represent the participants’ agreement and

disagreement on the designed materials. The participants stated their opinions

by choosing one of the options which the range was among 1 to 4. The

following table was the four possible choices used as the measurement points.

Table 4.7 Degree of agreement on the designed materials

Degree of Agreement Participants’ Opinion Meaning 1 Strongly Disagree Very Bad 2 Disagree Bad 3 Agree Good 4 Strongly Agree Very Good

The descriptive statistics of the participants’ opinion on the designed materials

are as follows:

Table 4.8 The results of the Preliminary Field Testing

No Participants’ Opinion N Statements 1 2 3 4

1. The designed materials are suitable with the Competency Standards and Basic Competences.

3 - - 1 2

2. The indicators have already been formulated properly.

3 - - - 3

3. The indicators can be used to achieve the Competency Standards and Basic Competences.

3 - - - 3

4. The designed materials are relevant with the Competency Standards, Basic Competences and indicators.

3 - - 1 2

5. The topics are well-arranged. 3 - - - 3 6. The materials in each unit are well- 3 - - 3


62

arranged and relevant to the topics. 7. The supplementary materials are

suitable to be applied in Senior High School grade eleven.

3 - - - 3

8. The students are able to fulfill the activities in each unit.

3 - 2 1 -

9. The activities are able to facilitate the students to learn vocabulary in contexts.

3 - - - 3

10. The supplementary materials are able to facilitate the students to achieve the goal and indicators.

3 - - 2 1

11. The supplementary materials are able to help the students to enhance their vocabulary in contexts acquisition.

3 - - 1 2

12. The contexts of the vocabulary are clear.

3 - - 2 1

13. The instructions are already clear. 3 - 1 2 - 14. The time allocation is suitable with for

each unit. 3 - - 1 2

15. Generally the supplementary materials are well-elaborated.

3 - - - 3

Based on the results of the questionnaire, mostly the participants chose

number three and four. This meant that they tended to give positive response

to the designed materials and consider that the designed materials were well

designed and acceptable for the eleventh grade students of SMAN 1 Godean.

However, there were two aspects of opinion that the participants did not really

agree with, which were about the students’ ability to fulfill the materials in

each unit and the clarity of the instructions. It meant that the writer should

consider revising the designed materials. Furthermore, the revisions would

also be based on the participants’ feedback, comment, and suggestion.

The writer obtained some feedback, comment, and suggestion to improve

the designed materials based on the preliminary field testing questionnaires

which were distributed to two English teachers of SMAN 1 Godean and one



63

PBI lecturer at Sanata Dharma University. Generally, the participants stated

that the materials were well-developed, interesting, enriching, and had nice

layouts. Furthermore, they also stated that the variation of the activities

offered in the materials would be able to avoid the students’ boredom in

learning English. Moreover, most of the materials were relevant to the topics,

which was good. However, the materials still needed some improvements to

develop the designed materials. The following are the detailed feedback,

comment, and suggestion from the participants.

1) The writer should revise the instructions because those instructions

contained of words that the students might not familiar yet. This could

create confusion for the students to understand the instructions. The writer

should make the instructions simpler and more understandable. Besides, to

make the students clearer how they should accomplish the activities in

each unit, the writer should also add “individually” or “in pairs” in every

instruction.

2) There were some grammatical mistakes and mistyped. The writer should

revise those grammatical mistakes and mistyped.

3) Let’s Do It! title was considered appropriate for the last section title,

which was What Have You Learnt?. Due to that, the writer should

replace What Have You Learnt? with Let’s Do It! and get another title

for replace Let’s Do It!. What Have You Learnt? seemed an

inappropriate title since it was considered different from the main purpose

of the exercises provided in this part.


64

4) The exercise number 2 in Let’s Do It! of Unit 4, the crosswords activity,

was suggested to be done in pairs.

5) The options of the exercise number 3 in Let’s Do It! of unit 5 were

suggested to be put above the sentences.

6) The writer should allow the students to check the words meaning in

dictionary while they were pronouncing the words in order to make them

easier in doing the next exercises/activities.

7) The writer should make more pair work or group activities so that the

students could solve the problems they might find without dictionary.

8) The writer was suggested to use “Competence Standard” and “Basic

Competence” to replace “Goal” and “General Purposes”.

9) The Teacher’s Book should contain of the exact copy of the units of the

Student’s Book. It was aimed at making the teachers able to feel, see, and

experience what was felt, seen, and experienced by the students.

B. Discussion

After evaluating the designed materials, the writer revised the designed

materials based on the feedback, comment, suggestion given by the participants.

There some points of the designed materials that were revised. The description of

the material revisions are as follows.

1. The writer made some revisions to the instructions, such as completing the

instructions with “work individually” or “work in pairs” so that it would be

clearer whether the students should accomplish the exercises individually or in


65

pairs. Furthermore, the writer also changed some words used in the

instructions with the ones which were considered more familiar for the

students.

2. The writer revised the grammatical errors and mistyped found throughout the

materials.

3. The writer replaced the section title Let’s Do It! with Let’s Get One Step

Closer! and What Have You Learnt? with Let’s Do It!.

4. The writer revised the instruction for exercise number 2 in Let’s Get One

Step Closer! of Unit 4, the crosswords activity, to be a pair work so that the

students would not be bored since they could solve the difficulties with their

friends.

5. The writer put the options of the exercise number 3 in Let’s Get One Step

Closer! of unit 5 above the sentences to make the students easier in doing the

exercise.

6. The writer selected more exercises to be done in pairs to save the students’

time so that they would be able to fulfill all the exercises of one unit in 90

minutes.

7. The writer revised the “goal” to be Standard Competence and the “general

purpose” to be Basic Competence.

8. The writer revised the Teacher’s Book so that it contained of the exact copy of

the units of the Student’s Book. It was expected that the teachers would find it

easier to feel, see, and experience what was felt, seen, and experienced by the

students.


66

However, the writer did not accept one suggestion, which was about the

use of dictionary by the students. Since the study was about learning vocabulary

in contexts, it was expected that the students could identify the word meaning by

recognizing and analyzing its context of use. Due to that, it was emphasized to the

students to not to use dictionary during the process of accomplishing the

exercises.

C. Presentation of the Final Version of the Designed Materials

In order to answer the second question of the problem formulation, the

writer presents the final version of the designed materials in this part. The final

version of the designed materials is the materials which had been revised based on

the feedback, comment, and suggestion given by the participants. The designed

materials consist of six units. The topics are as follows.

UNIT 1 : Wow… It Has a Pouch!

UNIT 2 : Sweet or Sour…?

UNIT 3 : How Did the Zebra Get Its Stripes?

UNIT 4 : How Did the Tortoise Get His Shell?

UNIT 5 : Junk Food: Does It Make Me Obese?

UNIT 6 : Could You Call Me Later…?

There are three main sections in each unit, namely Let’s Get Started!,

Let’s Get One Step Closer!, and Let’s Do It!. In all of those parts, the students

are given opportunities to work both individually and in pairs. Furthermore, the


67

activities were varied so that the students will not get bored and enjoy all of the

exercises. The description of each section is as follows.

1. Let’s Get Started!

In this part, the students are led to activate their background knowledge about

the topic that is going to be discussed and also recognize the vocabulary that is

going to be used in the entire of the unit. By activating the background

knowledge and recognizing or introducing the vocabulary, it is hoped that the

students are prepared to work on the next exercises.

2. Let’s Get One Step Closer!

In this section, the students are faced to varied activities. Those activities are

aimed at giving the students exposure to the vocabulary that has been

introduced in the previous part. In this phase, the students are exposed to the

use of vocabulary in the context of the topic being discussed.

3. Let’s Do It!

In this part, the students are to remind and use the vocabulary that has been

learnt in Let’s Get Started! and Let’s Get One Step Closer!. The students

are led to produce sentences using the vocabulary they have learnt, either in

written way or orally.

From the description above, it could be summarized that the designed

materials had some strengths, such as well-developed, interesting, enriching, and

had nice layouts. The preliminary field testing results showed that the participants

mostly chose number three and four as the representation of their agree statements

toward the designed materials. This meant that the designed materials were


68

acceptable to be used for the eleventh grade students of SMAN 1 Godean. The

complete final version of the designed materials was presented in Appendix K.


69

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of two major parts. The first part draws the

conclusion of the study. The second part presents the suggestion for students,

English teachers, and other researchers.

A. Conclusions

The study was to design supplementary materials for eleventh grade

students of SMAN 1 Godean. In this study, the writer formulated two problems.

The problems were (1) How is the set of vocabulary in contexts as supplementary

materials designed? and (2) What does the set of vocabulary in contexts as

supplementary materials look like?

In this study, the writer employed Research and Development (R & D)

cycle. R & D consists of ten steps. However, the writer only employed step 1 up

to step 5. Those steps were (1) Research and Information Collecting, (2) Planning,

(3) Development of the Preliminary Form of Product, (4) Preliminary Field

Testing, and (5) Main Product Revision.

In order to answer the first question of the problem formulation, the writer

used two kinds of instructional design model, which were Yalden’s and Kemp’s.

However, writer did not apply all theories in this study. The writer combined

those two models because the combination reveals a clear and complete step in

designing the supplementary materials. Those steps are (1) Conducting research


70

and information collecting, (2) Identifying Goals, Topics, and General Purposes,

(3) Analyzing the students characteristics, (4) Specifying the learning objectives,

(5) Making list of subject contents, (6) Selecting teaching learning activities, (7)

Selecting equipment, and (8) Evaluating. Furthermore, the instructional design

applied in this study was appropriate with R & D cycle employed by the writer.

To answer the question of the problem formulation, the writer presents the

final version of the set of vocabulary in contexts as supplementary materials for

eleventh grade students of SMAN 1 Godean. The designed materials contain six

units. Those units are presented as follows.

UNIT 1 : Wow… It Has a Pouch!

UNIT 2 : Sweet or Sour…?

UNIT 3 : How Did the Zebra Get Its Stripes?

UNIT 4 : How Did the Tortoise Get His Shell?

UNIT 5 : Junk Food: Does It Make Me Obese?

UNIT 6 : Could You Call Me Later…?

Each unit contains three main parts, namely Let’s Get Started!, Let’s Get

One Step Closer!, and Let’s Do It!. Let’s Get Started! contains activities which

are aimed at leading the students to recognize the vocabulary that will be used in

the context of the topic that is going to be discussed and activating the students’

background knowledge of the topic. Let’s Get One Step Closer! contains of

varied activities which enable the students to get exposure to the vocabulary use in

certain contexts. Moreover, the students were able to learn the vocabulary

meaning in the context of the topic being discussed in an enjoyable way. This


71

section is a kind of follow-up activities from Let’s Get Started!. Let’s Do It!

contains of activities which are aimed at reminding the students about the

vocabulary that has been learnt through Let’s Get Started! and Let’s Get One

Step Closer!. This section has something to do with “use”. Due to that, in this

part, the students are to produce their own sentences using the vocabulary in

context they have learnt either in written way or orally.

Evaluation was conducted in this study by distributing questionnaire to

participants. The participants gave positive responses by stating that the designed

materials were interesting, enriching, well-developed, and had good layouts. The

data from the material evaluation questionnaire was analyzed by counting the

number of the participants’ statements. The results showed that the most of the

participants chose number three and four to represent their agree statements

toward the designed materials. This showed that the designed materials were

acceptable and appropriate for the eleventh grade students of SMAN 1 Godean.

B. Suggestions

The writer has some suggestions for the English teachers of SMAN 1

Godean and their students. Besides, the writer also provides suggestion for other

researchers who are interested in conducting a study of similar topic.

1. Suggestions for the English Teachers of SMAN 1 Godean

The teachers are suggested to implement the materials as a supplementary

source, which means that the materials are not the main materials used in teaching

learning activity in class. The materials are suggested to be applied in order to


72

encourage and challenge the students to learn English. The teachers should create

the English teaching learning process as interesting as possible so that the students

enjoy the lesson and will not get bored during the class.

2. Suggestions for the Eleventh Grade Students of SMAN 1 Godean

The students are expected to accomplish all the activities and to follow the

instructions given so that they will obtain the best learning result as it is planned.

3. Suggestions for Other Researchers

The writer suggests the other researchers to implement the designed

materials because the writer only designed the materials and did not implement

them. By implementing the materials, the other researchers can make

improvements based on their own implementation analysis result so that they

know better about the weakness and the strengths of the materials. By doing this,

the other researchers are expected to be able to make the more applicable and

suitable materials for the students.

Since the designed materials are about learning vocabulary in contexts

through reading activities, it is hoped that the other researchers are inspired to

design other materials which are aimed at enhancing students’ mastery of

vocabulary in contexts through other skills and activities.


73

REFERENCES

Bloom, Benyamin S., Malans, George L., Hastings, J. Thomas. 1981. Evaluation to Improve Learning. New York: McGraw-Hill, Inc.

Borg, W.R. & Gall, M.D. 1983. Educational Research: An Introduction. New York & London: Longman Inc.

Carol, Margaret. 1987. The Nature of Vocabulary Acquisition. London: Lawrence Erlbaum Associates.

Dale, E. 1971. International Techniques of Teaching Vocabulary. Chicago: Field Educational Publications Incorporated.

Dale, E. & O’Rourke, J. 1971. Techniques of Teaching Vocabulary. Chicago: Field Educational Publications, Incorporated.

Dick, W. & Carey, L. 1985. The Systematic Design of Instruction (2nd ed.). Glenview, IL: Scott, Foresman.

Kemp, E. D. 1977. Instructional Design: A Plan for Unit and Course Development. Belmont: Fearon-Pitman Pub.

Krashen, Stephen D. & Tracy. 1983. The Natural Approach: Language Acquisition in the Classroom. San Fransisco: Alemano Press.

Lado, Robert. 1961. Language Testing. London: Longman Group Limited.

Lado, Robert. 1978. Teaching English as a Second Language. New Delhi: Allen, Harold B. and Campbell, Russell N. Tata McGraw Hill Company Ltd.

McCarten, Jeanne. 2007. Teaching Vocabulary: Lessons from the Corpus, Lessons for the Classroom. New York: Cambridge University Press.


74

Nation, I. S. P.. 1982. Beginning to Learn Foreign Vocabulary: A Review of the Research. RELC Journal, Vol. 13, No. 1, June. 14-28.

Nurhemida. 2007. The Relationship between Morphological Awareness and English Vocabulary Knowledge of Indonesian Senior High School Student. Queensland: The University of Queensland.

Pikunas, J. 1976. Human Development: An Emergent Science 3rd Edition. Tokyo: McGraw-Hill. Inc.

Susanti, Ratna. 2002. Penguasaan Kosa Kata dan Kemampuan Membaca Bahasa Inggris. Jurnal Pendidikan Penabur - No.01 / Th.I / Maret 2002.

Taylor, L. 1990. Teaching and Learning Vocabulary. New York & London: Prentice Hall.

Wallace, Michael. 1982. Teaching Vocabulary. London: Heinermann Educational Books.

Online References: 2009. Cara Meningkatkan Vocabulary Bahasa Inggris. (http://buaenglishclub.blogspot.com/2010/06/cara-meningkatkan-vocabulary-bahasa.html, accessed on September 12th, 2009)

Supplementary Material. (http://dtd.nlm.nih.gov/publishing/tag-library/1.0/n-r2x0.html, accessed on September 12th, 2009)


75

APPENDICES


76

APPENDIX A Surat Permohonan Ijin Penelitian


77


78

APPENDIX B Surat Permohonan Evaluator

Materi


79


80

APPENDIX C Questionnaires of the Research

and Information Collecting


81

Appendix C: Questionnaires of the Research and Information Collecting

KUESIONER SISWA

A. Identitas Responden

Nama : ______________________________________

Jenis kelamin : F / M (circle one)

Kelas : ______________________________________

B. Jawablah pertanyaan-pertanyaan berikut ini!

1. Bagaimana pendapat Anda tentang pelajaran reading di kelas Anda?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

2. Jika Anda menemukan kata-kata sulit di teks yang sedang Anda baca, apa

yang Anda lakukan?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


82

3. Menurut Anda, apakah penguasaan kosa kata diperlukan untuk kegiatan

membaca Anda? Mengapa?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

4. Sejauh ini, apakah ada pelajaran vocabulary di kelas Anda?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

5. Sejauh ini, bagaimana Anda belajar vocabulary?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

***Terima Kasih***


83

KUESIONER GURU

A. Identitas Responden

Name : __________________________________

Sex : M / F (circle one)

Educational Background : __________________________________

Teaching experience (in years) : __________________________________

B. Jawab pertanyaan berikut ini!

1. Bagaimana pendapat Anda mengenai ketertarikan siswa terhadap pelajaran reading di kelas? _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

2. Jika siswa Anda menemukan kata-kata sulit dalam teks yang sedang mereka

baca, apa yang biasanya mereka lakukan? Dan apa pendapat Anda tentang hal itu? _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________


84

3. Jika siswa Anda menemukan kata-kata sulit dalam teks yang sedang mereka baca, apa yang biasanya Anda sarankan kepada mereka? _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

4. Menurut Anda, apakah penguasaan kosa kata diperlukan untuk kegiatan

membaca siswa Anda? Mengapa?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

5. Sejauh ini, apakah ada pelajaran vocabulary di kelas Anda? Jika ada, seperti

apa?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

***Terima Kasih***


85

APPENDIX D The Research and Information

Collecting Questionnaires Results


86

Appendix D: The Research and Information Collecting Questionnaires Results 1. The Results of the Questionnaire for Students

No Information Needed Questions Participants’ Answers (%)

1. The students’ interest toward reading lesson

Bagaimana pendapat Anda tentang pelajaran reading di kelas Anda?

• Reading merupakan pelajaran yang penting karena:

Melalui pelajaran Reading kita bisa mempelajari banyak vocab baru. Selain itu, dalam pelajaran Reading kita dapat menemukan vocab yang sulit kemudian mempelajarinya.

Reading itu pelajaran yang menyenanglan; bisa merefresh pikiran.

Memang pada dasarnya suka baca, makanya suka banget sama pelajaran Reading.

66%

• Pelajaran Reading itu membosankan karena:

Tidak ada hal menarik yang bisa didapat dari pelajaran Reading.

Kebanyakan vocab yang digunakan di text Reading sulit dipahami dan diterjemahkan ke Indonesia.

20%

• Biasa saja. Membosankan atau tidaknya, menarik

14%


87

atau tidaknya tergantung dari text yang harus dibaca; gampang dibaca dan dipahami atau tidak.

2. The students’ strategies when finding difficult words in a passage

Jika Anda menemukan kata-kata sulit di teks yang sedang Anda baca, apa yang Anda lakukan?

• Pertama, buka kamus. Kalau tidak membantu, bertanya ke teman. Tapi kadang tetap tidak membantu karena arti kata dalam bahasa Indonesia yang ada di kamus tidak selalu sesuai dengan arti yang seharusnya. Kalau masih bingung baru bertanya ke guru.

93%

• Karena dengan mencari arti di kamus jarang membantu, lebih baik menebak artinya sesuai konteks bacaan. Dengan cara itu justru sering mendapatkan arti kata yang sesuai.

7%

3. The students’ perception toward the importance of vocabulary mastery

Menurut Anda, apakah penguasaan kosa kata diperlukan untuk kegiatan membaca Anda? Mengapa?

• Penguasaan kosa kata sangat diperlukan karena:

Ketika pelajaran Reading, penguasaan kosa kata sangat dibutuhkan. Jika tidak mempunyai penguasaan koa kata, akan sulit memahami text yang dibaca.

Mempelajari bahasa berarti mempelajari kosa kata. Seseorang tidak bisa

100%

Continued from page 86


88

dikatakan telah mempelajari bahasa jika tidak mempelajari kosa katanya.

4. The existence of vocabulary teaching and learning in class

Sejauh ini, apakah ada pelajaran vocabulary di kelas Anda?

• Belum pernah ada pelajaran bahasa Inggris yang khusus mempelajari vocab. Mungkin kalau ada akan membantu. Sejauh ini kalau ada kesulitan langsung bertanya ke guru, kemudian guru memberikan arti katanya dalam bahasa Indonesia.

92%

• Pelajaran vocab mungkin ketika kita diberi latihan mencari atau menjodohkan sinonim dan antonim dari kata-kata yang disediakan guru. Tapi kadang tetap saja tidak menemukan jawaban yang pas.

8%

5.

The students’ strategies to learn vocabulary

Sejauh ini, bagaimana Anda belajar vocabulary?

• Belajar vocab dengan buku-buku berbahasa Inggris; ketika menemukan kata yang sulit mencari artinya dalam bahasa Indonsia di kamus.

65%

• Melalui instruksi-instruksi yang ada ketika bermain games. Selain itu juga melalui lagu-lagu dan film berbahasa Inggris.

19%

• Setiap hari mempunyai target vocab yang harus

5%



89

dihafal. • Belajar vocab dengan

menulis diary dalam Bahasa Inggris.

2%

• Melalui latihan mencari sinonim dan antonim kata yang ditugaskan guru.

1%

• Belajar vocabnya tidak dengan cara khusus; tidak ada cara tertentu untuk belajar vocab. Tergantung situasi dan kondisi.

8%



90

2. The Results of the Questionnaire for Teachers

No Information Needed Questions Participants’ Answers (%)

1. The students’ interest toward reading lesson

Bagaimana pendapat Anda mengenai ketertarikan siswa terhadap pelajaran reading di kelas?

• Para siswa sangat tertarik dengan pelajaran reading di kelas karena dengan reading mereka bisa mempelajari banyak vocab.

100%

2. The teacher’s opinion toward the students’ strategies when finding difficult words in a reading passage

Jika siswa Anda menemukan kata-kata sulit dalam teks yang sedang mereka baca, apa yang biasanya mereka lakukan? Dan apa pendapat Anda tentang hal itu?

• Para siswa selalu membuka kamus dan bertanya kepada teman ketika mereka menemukan kata-kata yang sulit di dalam teks yang sedang mereka baca.

66.7%

• Para siswa kebanyakan tidak aktif mencari informasi tentang kata-kata sulit yang mereka temukan di dalam teks bacaan.

33.3%

3. The teacher’s suggestion for the students whenever they find difficult words in a reading passage

Jika siswa Anda menemukan kata-kata sulit dalam teks yang sedang mereka baca, apa yang biasanya mereka lakukan? Dan apa pendapat Anda tentang hal itu?

• Saya selalu menyarankan para siswa untuk membuka kamus ketika mereka menemukan kesulitan untuk mengartikan kata-kata di dalam teks bacaan.

100%

4. The teacher’s opinion toward the importance of students’ vocabulary

Menurut Anda, apakah penguasaan kosa kata diperlukan untuk kegiatan membaca

• Tentu saja penguasaan kosa kata sangat diperlukan untuk

100%


91

mastery for their reading activity

siswa Anda? Mengapa?

kegiatan membaca siswa agar dapat memahami isi teks bacaan.

5. The existence of vocabulary teaching and learning in class

Sejauh ini, apakah ada pelajaran vocabulary di kelas Anda? Jika ada, seperti apa?

• Sejauh ini tidak ada waktu pelajaran khusus untuk mengajarkan vocab. Kegiatan tersebut hanya berlangsung ketika kami melakukan tanya jawab mengenai vocab sulit yang ada di teks bacaan.

100%



92

APPENDIX E Competence Standard, Basic

Competence, and Topics


93

Appendix E: Competence Standard, Basic Competence, and Topics

COMPETENCE STANDARD


NO BASIC COMPETENCE TOPIC


Wow… It Has a Pouch!


Sweet or Sour…?




How Did the Tortoise Get His

Shell?


Junk Food: Does It Make Me Obese?


Could You Call Me Later…?


94

APPENDIX F Syllabus


95

Appendix F: Syllabus Class : XI Skill : Reading 1 meeting = 90 minutes

UNIT Competence Standard

Basic Competence

Indicators Materials Learning Experience

Time (minutes)

Meeting Sources

1

Wow… It Has a

Pouch!


To understand and respond meanings in monologue/essay texts which use written language accurately, fluently, and in an acceptable way in the form of report

• Students are able to get the background knowledge about kangaroo.

• Students are able to complete a mind mapping with the words related to kangaroo.

• Students are able to identify particular words related to kangaroo.

• Students are able to pronounce the words related to kangaroo accurately.

• Students are able to guess particular words used in the context of kangaroo accurately by completing sentences.

• Students are able to

• A mind mapping tree

• A reading passage

• Exercises

• Students discuss anything related to kangaroo in pairs.

• Students complete a mind mapping with the words related to kangaroo.

• Students read a reading passage titled Kangaroo.

• Students pronounce the words related to kangaroo together.

• Students guess particular words used in the context of kangaroo accurately by completing sentences.

• Students complete the reading passage about kangaroo with the appropriate words.

• Students make

90’ 1 • my.opera.com/Stumblerz/blog/index.dml/tag/kangaroo

• report-text.blogspot.com/2009/05/kangaroo.html

• www.dfat.gov.au \kangaroos.html

• scienceray.com/biology/interesting-details-of-kangaroos/

• my.opera.com/Stumblerz/blog/show.dml/2909312

• www.giftlog.com/australian_anima


96

complete the reading passage about kangaroo with the appropriate words.

• Students are able to make sentences using particular words related to kangaroo.

• Students are able to explain/give meanings to the particular words related to kangaroo using their own words.

sentences using particular words related to kangaroo.

• Students explain/give meanings to the particular words related to kangaroo using their own words.

ls.html • www.outba

ck-australia-travel-secrets.com/australian-kangaroos.html

2

Sweet or Sour…?


To understand and respond meanings in monologue/essay texts which use written language accurately, fluently, and in an acceptable way in the form of report

• Students are able to identify words related to orange fruit using the guidelines given.

• Students are able to pronounce words related to orange fruit accurately.

• Students are able to identify the English meaning of particular words related to orange fruit.

• Students are able to complete an incomplete reading passage about

• A reading passage: Orange Fruit

• Exercises

• Students identify words related to orange fruit using the guidelines given.

• Students pronounce words related to orange fruit.

• Students read a reading passage titled Orange Fruit.

• Students match some words related to orange fruit with the English meanings.

• Students complete an incomplete reading passage

90’ 2 • www.encyclopedia.com/doc/orange.aspx.htm

• www.encyclopedia.com/doc/citrus_fruits.aspx.htm

• www.medicmagic.net/category/health-zone/fun-facts-about-oranges.html

• www.historyofthings.com/Orange Fruit and Its Origins.htm



97

orange fruit with the appropriate words.

• Students are able to complete sentences with the appropriate words.

• Students are able to make sentences with the particular words related to orange fruit in the form of a summary.

• about orange fruit with the appropriate words.

• Students complete sentences with the appropriate words.

• Students make sentences with the particular words related to orange fruit in the form of a summary.

• www.plantguide.org/ orange.html

• en.wikipedia.org/wiki/mandarin_orange.htm

• www.fact-index.comorange__fruit_.html:

• www.edinformatics.com/culinaryarts/food_encyclopedia/

3

How Did The Zebra

Get Its Stripes?


To understand and respond meanings in monologue/essay texts which use written language accurately, fluently, and in an acceptable way in the form of narrative

• Students are able to gain the background knowledge about zebra through exchanging information with their pair.

• Students are able to predict the words used in How the Zebra Got Its Stripes story by guessing the story.

• Students are able to identify the words used in How the Zebra Got Its Stripes story.

• Students are able to


• Pictures • Exercises

• Students exchange information about zebra with their pair.

• Students guess how the story will be.

• Students read the passage.

• Students pronounce the words provided.

• Students match the words with the definition.

• Students complete the sentences.

• Students play the guessing game.

• Students make

90’ 3 • danielsanimals.wordpress.com/2010/01/26/this-is-my-plains-zebra-fact-sheet/

• mcdoans.blogspot.com/2009_12_01_archive.html

• http://commons.wikimedia.org/wiki/File:Blurry_men_climbing_stairs.jpg

• http://www.funnies.com/dogstaring.ht



98

pronounce the words used in How the Zebra Got Its Stripes story accurately.

• Students are able to match the words with the definitions accurately.

• Students are able to complete the sentences using the appropriate words accurately.

• Students are able to explain the words’ meaning with their own words by playing guessing game.

• Students are able to make sentences using the words used in How the Zebra Got Its Stripes story accurately based on the pictures given.

their own sentences based the pictures given.

m • http://www.h

ighsnobiety.com/news/2009/01/04/reebok-freestyle-hi-stripes-collection/

• http://finitejourney.files.wordpress.com/2010/02/empty.jpg

• http://davesboringblog.wordpress.com/

• http://www.strathcona.bc.ca/2008_04_01_archive.html

• http://www.strathcona.bc.ca/2008_04_01_archive.html

• http://www.freeclipartnow.com/education/coloring-pictures/butterfly-catching.jpg.html

• http://www.z



99

ebraguru.com/Events_Clinics.html

• style-tattoo-art.blogspot.com

• www.planetozkids.com/oban/legends.htm

4

How Did The



To understand and respond meanings in monologue/essay texts which use written language accurately, fluently, and in an acceptable way in the form of narrative

• Students are able to predict the words used in How the Tortoise Got His Shell story by guessing the story.

• Students are able to identify the words used in How the Tortoise Got His Shell story by finding the chopped words.

• Students are able to pronounce the words used in How the Tortoise Got His Shell story accurately.

• Students are able to identify the words definitions accurately by doing the crossword.

• Students are able to complete the


• Crossword • Box game • Exercises

• Students guess how the story will be.

• Students find the chopped words.

• Students read the passage.

• Students pronounce the words used in How the Tortoise Got His Shell story.

• Students fill in the crossword based on the definition given.

• Students complete the sentences using the appropriate words.

• Students play the box game.

90’ 4 • dwipram.wordpress.com/2008/11/08/kura-kura-dan-kancil/

• www.planetozkids.com/oban/legends.htm



100

sentences using the appropriate words accurately.

• Students are able to make sentences and explain the meaning of the words used in How the Tortoise Got His Shell story with their own words by playing the game.

5

Junk Food:

Does It Make Me Obese?


To understand and respond meanings in monologue/essay texts which use written language accurately, fluently, and acceptable in the form of analytical exposition

• Students are able to identify the words related to junk food and obesity through a bubble chain.

• Students are able to gain the background knowledge about junk food and obesity through the questions given.

• Students are able to identify the words related to junk food and obesity that exist in the reading passage by highlighting them.

• Students are able to pronounce the words related to junk food and

• A bubble chain


• A mind mapping tree

• Exercise

• Students identify the words related to junk food and obesity through a bubble chain.

• Students work in pairs to answer the questions to gain the background knowledge about junk food and obesity.

• Students read the reading passage.

• Students identify the words related to junk food and obesity that exist in the reading passage by highlighting them.

• Students pronounce the words related to

90’ 5 • www.planetpapers.com/Social_Issues/5502.php.htm

• www.weightlossforall.com/junk-food-obesity-x.htm

• www.nutralegacy.com/blog/general-healthcare/Fast Food and Obesity Epidemic.htm

• rss.suite101.



101

obesity accurately. • Students are able to

complete the mind mapping tree using the words that have been underlined.

• Students are able to guess the meanings of the words related to junk food and obesity by completing the sentences.

• Students are able to complete the reading passage about junk food and obesity using the appropriate words.

• Students are able to make their own sentences about junk food and obesity by writing down any information they have got.

junk food and obesity accurately.

• Students complete the mind mapping tree using the words that have been underlined.

• Students complete the sentences.

• Students complete the reading passage about junk food and obesity using the appropriate words.

• Students make their own sentences about junk food and obesity by writing down any information they have got.

com/eatingdisorders.xml

• newsvote.bbc.co.uk/mpapps/pagetools/email/news.bbc.co.uk/2/hi/health/3586585.stm

• www.scientificblogging.com/news_articles/taking_junk_food_out_schools_prevents_obesity



102

6

Could You Call

Me Later…?


To understand and respond meanings in monologue/essay texts which use written language accurately, fluently, and in an acceptable way in the form of analytical exposition

• Students are able to gain the background knowledge about cell phones and driving through answering the questions given.

• Students are able to predict the words related to cell phones and driving that may appear in the text and give the reason.

• Students are able to identify the words related to cell phones and driving that exists in the reading passage.

• Students are able to pronounce the words related to cell phones and driving accurately.

• Students are able to guess the appropriate definitions of the words related to cell phones and driving.

• Students are able to complete the sentences using the


• Exercises

• Students answer the questions given to gain the background knowledge about cell phones and driving.

• Students predict the words related to cell phones and driving that may appear in the text and give the reason.

• Students read the reading passage.

• Students pronounce the words related to cell phones and driving accurately.

• Students guess the appropriate definitions of the words related to cell phones and driving.

• Students complete the sentences using the appropriate words accurately.

• Students make sentences using the words related to cell phones and driving.

• Students share their

90’ 6 • http://wot.motortrend.com/6587026/industry-news/chrysler-bans-texting-while-driving-as-corporate-policy/photo_02.html

• roomfordebate.blogs.nytimes.com/2009/07/18/should-cellphone-use-by-drivers-be-illegal

• www.wisegeek.com/is-it-dangerous-to-use-a-cell-phone-while-driving.htm

• www.associatedcontent.com/article/707999/using_a_cell_phone_while_driving_is.html

• blog.oregonlive.com/community_write



103

appropriate words accurately.

• Students are able to make sentences using the words related to cell phones and driving.

• Students are able to state their opinion toward the use of cell phones while driving with their own words.

opinion toward the use of cell phones while driving with their own words.

rs/2008/12/using_a_cell_phone_while_drivi.html

• www.helium.com/debates/66160-should-cell-phone-use-be-banned-while-driving/side_by_side



104

APPENDIX G Lesson Plans


105

Appendix G: Lesson Plans

LESSON PLAN

Subject : English Language Skill : Reading School : SMA N 1 Godean Class/Semester : XI Topic : Report Text (Unit 1: Wow… It Has a Pouch!) Competence Standard:

• To understand monologue/essay texts in the form of report, narrative, analytical exposition accurately, fluently, and in an acceptable way in the context of daily life and accessing knowledge

Basic Competence: • To understand and respond meanings in monologue/essay texts which use

written language accurately, fluently, and in an acceptable way in the form of report

Indicators:

• Students are able to get the background knowledge about kangaroo. • Students are able to complete a mind mapping with the words related to

kangaroo. • Students are able to identify particular words related to kangaroo. • Students are able to pronounce the words related to kangaroo accurately. • Students are able to guess particular words used in the context of kangaroo

accurately by completing sentences. • Students are able to complete the reading passage about kangaroo with the

appropriate words. • Students are able to make sentences using particular words related to

kangaroo. • Students are able to explain/give meanings to the particular words related

to kangaroo using their own words.

Time allotment: 1 x 90’


106

Learning Activities

No Learning Activities Time Allotment Explanation

Let’s Get Started!

1. Teacher explain the steps of accomplishing the tasks to the students

5’ Whole class

2. Students discuss anything related to kangaroo and write down the information

5’ Pair work

3. Students complete the mind mapping with the important points related to kangaroo.

8’ Individual work

4. Teacher and students discuss the exercise 7’ Whole class

Let’s Get One Step Closer!

5. Students read the reading passage 7’ Individual work

6. Students pronounce some words related to kangaroo 8’ Whole class

7. Students complete the sentences using the highlighted words in the reading passage


8. Students complete a reading passage about kangaroo 8’ Pair work

9. Teacher and students discuss the exercises 7’ Whole class

Let’s Do It!

10. Students make sentences using the words related to kangaroo


11. Students give meanings of the words related to kangaroo using their own words



TOTAL 90’

Learning Methods Whole class discussion, pair work, individual work Learning Materials

• A mind mapping • A reading passage: Kangaroo • Exercises: discussing anything related to kangaroo, completing mind

mapping, pronouncing, completing the incomplete sentences, completing an incomplete reading passage, making sentences, explaining words related to kangaroo


107

Learning Media

• Module Source

• http://my.opera.com/Stumblerz/blog/index.dml/tag/kangaroo • http://report-text.blogspot.com/2009/05/kangaroo.html • http://scienceray.com/biology/interesting-details-of-kangaroos/ • http://my.opera.com/Stumblerz/blog/show.dml/2909312 • http://www.giftlog.com/australian_animals.html • www.dfat.gov.au \kangaroos.html • www.outback-australia-travel-secrets.com/australian-kangaroos.html


108

LESSON PLAN Subject : English Language Skill : Reading School : SMA N 1 Godean Class/Semester : XI Topic : Report Text (Unit 2: Sweet or Sour…?) Competence Standard:



written language accurately, fluently, and in an acceptable way in the form of report

Indicators: • Students are able to identify words related to orange fruit using the

guidelines given. • Students are able to pronounce words related to orange fruit accurately. • Students are able to identify the English meaning of particular words

related to orange fruit. • Students are able to complete an incomplete reading passage about orange

fruit with the appropriate words. • Students are able to complete sentences with the appropriate words. • Students are able to make sentences with the particular words related to

orange fruit by making a summary.

Time allotment: 1 x 90’ Learning Activities

No Learning Activities Time Allotment

Explanation



5’ Whole class

2. Students find words related to orange fruit 10’ Pair work

3. Teacher and students summarize the words related to apple fruit and pronounce them

10’ Whole class


109



5. Students match particular words with their English meanings

10’ Pair work

6. Students complete the reading passage 8’ Individual work

7. Students complete the sentences 12’ Individual work

Let’s Do It!

8. Students make an summary about orange fruit 15’ Individual work

9. Students share the summary orally 10’ Whole class


TOTAL 90’ Learning Methods Whole class discussion, pair work, individual work Learning Materials

• A reading passage: Orange Fruit • Exercises: words finding guidelines, pronouncing words, matching

particular words with the English meaning, completing a reading passage, completing sentences, making an inference

Learning Media • Module

Source

• en.wikipedia.org/wiki/mandarin_orange.htm • http://www.edinformatics.com/culinaryarts/food_encyclopedia/ • www.encyclopedia.com/doc/orange.aspx.htm • www.encyclopedia.com/doc/citrus_fruits.aspx.htm • www.fact-index.comorange__fruit_.html • www.historyofthings.com/Orange Fruit and Its Origins.htm • www.medicmagic.net/category/health-zone/fun-facts-about-oranges.html • www.plantguide.org/ orange.html



110

LESSON PLAN Subject : English Language Skill : Reading School : SMA N 1 Godean Class/Semester : XI Topic : Narrative Text (Unit 3: How Did the Zebra Get Its Stripes?) Competence Standard:



written language accurately, fluently, and in an acceptable way in the form of narrative

Indicators: • Students are able to gain the background knowledge about zebra through

exchanging information with their pair. • Students are able to predict the words used in How the Zebra Got Its

Stripes story by guessing the story. • Students are able to identify the words used in How the Zebra Got Its

Stripes story. • Students are able to pronounce the words used in How the Zebra Got Its

Stripes story accurately. • Students are able to match the words with the definitions accurately. • Students are able to complete the sentences using the appropriate words

accurately. • Students are able to explain the words’ meaning with their own words by

playing guessing game. • Students are able to make sentences using the words used in How the

Zebra Got Its Stripes story accurately based on the pictures given. Time allotment: 1 x 90’


111

Learning Activities


Explanation



5’ Whole class

2. Students exchange information about zebra 7’ Pair work

3. Students guess how the story will be 13’ Individual work




6. Students pronounce the words provided 7’ Whole class

7. Students match the provided definitions with the appropriate highlighted words in the text

9’ Pair work

8. Students complete the sentences with the appropriate words



10. Students play guessing game 7’ Pair work

Let’s Do It!

11. Students make sentences based on the pictures given 12’ Individual work



• A reading passage • Pictures • Exercises: exchange information about zebra, guessing the story,

pronouncing words, completing sentences, matching words with the definitions, guessing words (pair game), making sentences based on the pictures provided.


112

Learning Media

• Module Source

• danielsanimals.wordpress.com/2010/01/26/this-is-my-plains-zebra-fact-sheet/

• mcdoans.blogspot.com/2009_12_01_archive.html • http://commons.wikimedia.org/wiki/File:Blurry_men_climbing_stairs.jpg • http://www.funnies.com/dogstaring.htm • http://www.highsnobiety.com/news/2009/01/04/reebok-freestyle-hi-

stripes-collection/ • http://finitejourney.files.wordpress.com/2010/02/empty.jpg • http://davesboringblog.wordpress.com/ • http://www.strathcona.bc.ca/2008_04_01_archive.html • http://www.strathcona.bc.ca/2008_04_01_archive.html • http://www.freeclipartnow.com/education/coloring-pictures/butterfly-

catching.jpg.html • http://www.zebraguru.com/Events_Clinics.html • style-tattoo-art.blogspot.com • www.planetozkids.com/oban/legends.htm


113

LESSON PLAN Subject : English Language Skill : Reading School : SMA N 1 Godean Class/Semester : XI Topic : Narrative Text (Unit 4: How Did the Tortoise get His Shell?) Competence Standard:



written language accurately, fluently, and in an acceptable way in the form of narrative

Indicators: • Students are able to predict the words used in How the Tortoise Got His

Shell story by guessing the story. • Students are able to identify the words used in How the Tortoise Got His

Shell story by finding the chopped words. • Students are able to pronounce the words used in How the Tortoise Got

His Shell story accurately. • Students are able to identify the words definitions accurately by doing the

crossword. • Students are able to complete the sentences using the appropriate words

accurately. • Students are able to make sentences and explain the meaning of the words

used in How the Tortoise Got His Shell story with their own words by playing the game.



114

Learning Activities


Explanation



5’ Whole class

2. Students guess how the story will be 8’ Individual work

3. Students find the chopped words 10’ Pair work




6. Students pronounce the words provided 7’ Whole class

7. Students fill in the crossword based on the definitions given

15’ Pair work




Let’s Do It!

10. Students play the game 15’ Pair work

11. Teacher and students discuss the result of the game 5’ Whole class


• A reading passage: How the Tortoise Got His Shell • Crossword • Box game • Exercises: guessing the story, finding the chopped words, pronouncing

words, doing crossword, completing sentences, making sentences and explaining the words meaning by playing game.

Learning Media

• Module


115

Source

• dwipram.wordpress.com/2008/11/08/kura-kura-dan-kancil/ • www.planetozkids.com/oban/legends.htm


116

LESSON PLAN Subject : English Language Skill : Reading School : SMA N 1 Godean Class/Semester : XI Topic : Analytical Exposition Text (Unit 5: Junk Food: Does It Make Me Obese?) Competence Standard:



written language accurately, fluently, and in an acceptable way in the form of analytical exposition

Indicators:

• Students are able to identify the words related to junk food and obesity through a bubble chain.

• Students are able to gain the background knowledge about junk food and obesity through the questions given.

• Students are able to identify the words related to junk food and obesity that exist in the reading passage by underlining them.

• Students are able to pronounce the words related to junk food and obesity accurately.

• Students are able to complete the mind mapping tree using the words that have been highlighted.

• Students are able to guess the meanings of the words related to junk food and obesity by completing the sentences.

• Students are able to complete the reading passage about junk food and obesity using the appropriate words.

• Students are able to make their own sentences about junk food and obesity by writing down any information they have got.



117

Learning Activities


Explanation



5’ Whole class

2. Students identify some words related to junk food and obesity in the bubble chain


3. Students answer the questions related to junk food and obesity

10’ Pair work



5. Students read the reading passage and underline the words related to junk food and obesity


6. Students share their findings and pronounce the words

7’ Whole class

7. Students complete the mind mapping tree using the words that have been highlighted

8’ Pair work

8. Students complete the incomplete sentences using the words provided

5’ Pair work

9. Students complete the reading passage 10’ Individual work


Let’s Do It!

11. Students writing down all the information about junk food and obesity they have got

10’ Individual



• A bubble chain • A reading passage • A mind mapping tree


118

• Exercise: finding some words in a bubble chain, answering questions related to junk food and obesity, highlighting some words in the reading passage, completing a mind mapping tree, completing incomplete sentences, completing a reading passage, writing down all the information about junk food and obesity that the students have got

Learning Media

• Module Source

• newsvote.bbc.co.uk/mpapps/pagetools/email/news.bbc.co.uk/2/hi/health/3586585.stm

• rss.suite101.com/eatingdisorders.xml • www.planetpapers.com/Social_Issues/5502.php.htm • www.weightlossforall.com/junk-food-obesity-x.htm • www.nutralegacy.com/blog/general-healthcare/Fast Food and Obesity

Epidemic.htm • www.scientificblogging.com/news_articles/taking_junk_food_out_schools

_prevents_obesity


119

LESSON PLAN Subject : English Language Skill : Reading School : SMA N 1 Godean Class/Semester : XI Topic : Analytical Exposition Text (Unit 6: Could You Call Me Later?) Competence Standard:



written language accurately, fluently, and in an acceptable way in the form of analytical exposition

Indicators: • Students are able to gain the background knowledge about cell phones and

driving through answering the questions given. • Students are able to predict the words related to cell phones and driving

that may appear in the text and give the reason. • Students are able to identify the words related to cell phones and driving

that exists in the reading passage. • Students are able to pronounce the words related to cell phones and

driving accurately. • Students are able to guess the appropriate definitions of the words related

to cell phones and driving. • Students are able to complete the sentences using the appropriate words

accurately. • Students are able to make sentences using the words related to cell phones

and driving. • Students are able to state their opinion toward the use of cell phones while

driving with their own words. Time allotment: 1 x 90’


120

Learning Activities


Explanation



5’ Whole class

2. Students answer the questions related to cell phones and driving

7’ Pair work

3. Students predict the words that may appear in the reading passage and give the reason

13’ Pair work




6. Students pronounce the highlighted words 7’ Whole class

7. Students match the provided definitions with the appropriate highlighted words in the text

10’ Pair work



Let’s Do It!

9. Students make sentences using the words related to cell phones and driving


10. Students share their opinion toward the use of cell phones while driving

10’ Whole class



• A reading passage • Exercises: answering the question related to using cell phones while

driving, predicting words related to cell phones and driving, pronouncing words, matching the highlighted words with the definitions provided, completing sentences, making sentences, sharing opinion


121

Learning Media • Module

Source

• http://wot.motortrend.com/6587026/industry-news/chrysler-bans-texting-while-driving-as-corporate-policy/photo_02.html

• roomfordebate.blogs.nytimes.com/2009/07/18/should-cellphone-use-by-drivers-be-illegal

• www.wisegeek.com/is-it-dangerous-to-use-a-cell-phone-while-driving.htm

• www.associatedcontent.com/article/707999/using_a_cell_phone_while_driving_is.html

• blog.oregonlive.com/community_writers/2008/12/using_a_cell_phone_while_drivi.html

• www.helium.com/debates/66160-should-cell-phone-use-be-banned-while-driving/side_by_side


122

APPENDIX H Questionnaire of the Preliminary

Field Testing


123

Appendix H: Questionnaire of the Preliminary Field Testing (Evaluation)

EVALUATION QUESTIONNAIRE

Thank you for your time to give feedback on the supplementary materials. This questionnaire is a research instrument for gathering feedback on the supplementary materials. The feedback will be useful for revising the materials.

A. Respondent’s Identity

Name : ______________________________________________________________

Sex : Male/ Female (circle the option that represents your answer)

Educational Background: S1/ S2/ S3

(circle the option that represent your answer)

Occupation : Teacher/ Lecturer

(circle the option that represent your answer)

Teaching Experience : __________ years

B. Guidelines

a. Section 1: Give a tick (√) to the number that represents your opinion toward the designed materials.

The degrees of agreement are classified as follows:

1: if absolutely disagree with the statement

2: if you disagree with the statement

3: if you agree with the statement

4: if you absolutely agree with the statement

b. Section 2: Give your opinion and input toward the designed materials by writing it on the space given.


124

C. Section 1

NO PARTICIPANTS’ OPINIONS DEGREES OF AGREEMENT

1 2 3 4 1. The designed materials are suitable with the

Competency Standards and Basic Competences.



4. The designed materials are relevant with the Competency Standards, Basic Competences, and indicators.

5. The topics are well-arranged. 6. The materials in each unit are well-arranged

and relevant to the topics.

7. The supplementary materials are suitable to be applied in Senior High School grade eleven.





12. The contexts of the vocabulary are clear. 13. The instructions are already clear. 14. The time allocation is suitable with for each

unit.



125

D. Section 2

1. What are the strengths and weaknesses of the supplementary materials?

• The strengths are:

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

___________________________________________________________

• The weaknesses are:

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

___________________________________________________________

2. What are your comments about the overall materials?

____________________________________________________________

____________________________________________________________


126

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

3. What are your suggestions to improve these supplementary materials?

____________________________________________________________

___________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

THANK YOU VERY MUCH


127

APPENDIX I The Results of Preliminary Field

Testing


128

Appendix I: The Results of Preliminary Field Testing Section 1

No Participants’ Opinion N Statements 1 2 3 4

1. The designed materials are suitable with the Competency Standards and Basic Competences.

3 - - 1 2


3 - - - 3


3 - - - 3

4. The designed materials are relevant with the Competency Standards, Basic Competences, and indicators.

3 - - 1 2

5. The topics are well-arranged. 3 - - - 3 6. The materials in each unit are well-

arranged and relevant to the topics. 3 - - 3

7. The supplementary materials are suitable to be applied in Senior High School grade eleven.

3 - - - 3


3 - 2 1 -


3 - - - 3


3 - - 2 1


3 - - 1 2

12. The contexts of the vocabulary are clear.

3 - - 2 1

13. The instructions are already clear. 3 - 1 2 - 14. The time allocation is suitable with for

each unit. 3 - - 1 2


3 - - - 3


129

Section 2 No Information Needed Question Participants’ Answers 1. The participants’

opinions about the strengths and weaknesses of the supplementary materials

What are the strengths and weaknesses of the supplementary materials?

The strengths are: • The students can be enriched

of a lot of knowledge needed. • The students will be

interested to enlarge their vocabulary.

• The materials are well-arranged so the students can do the tasks easily.

• The existence of Student’s Book and Teacher’s Book is very good.

• There are interesting pictures, lay outs, and mind maps. Besides, the color used in the designed materials is not too “profuse”.

The weaknesses are: • There are some grammatical

mistakes and mistyped. • Some of instructions and

exercises of the materials contain of words that the students may not familiar yet except they are allowed to consult the dictionary.

2. The participants’ comments about the overall materials

What are your comments about the overall materials?

• Let’s Do It! title is not appropriate for the last section title.

• The materials are well-designed.

• The materials are relevant to the topics and they are also interesting materials for the students.

3. The participants’ suggestions to improve the supplementary materials

What are your suggestions to improve these supplementary materials?

• Replace What Have You Learnt? with Let’s Do It! and get another title for replace Let’s Do It!. What Have You Learnt? seemed an inappropriate title since it is different from the main


130

purpose of the exercises provided in this part.

• Use “Competence Standard” and “Basic Competence” to replace “Goal” and “General Purposes”.

• It will be better if Teacher’s Book contains of the exact copy of the units of the Student’s Book so that the teachers will be able to feel, see, and experience what is felt, seen, and experienced by the students.

• The exercise number 2 in Let’s Do It! of Unit 4, the crosswords activity, is better to be done in pairs.

• Put the options of the exercise number 3 in Let’s Do It! of unit 5 above the sentences.

• Allow the students to check the words meaning in dictionary while they are pronouncing the words in order to make them easier in doing the next exercises/activities.

• Make more pair work or group activities so that the students can solve the problems they may find without dictionary.

• Make the instructions simpler and more understandable. Besides, to make the students clearer how they should accomplish the activities in each unit, add “individually” or “in pairs” in every instruction.



131

APPENDIX J General Description of the

Designed Materials


132

Appendix J: General description of the designed materials

THE GENERAL DESCRIPTION OF THE DESIGNED MATERIALS

The title of this study is “Designing a Set of Vocabulary in Contexts as

Supplementary Materials for Reading Lesson for the Eleventh Grade

Students of SMAN 1 Godean”. The study is aimed at making a set of designed

materials that is expected to help the eleventh grade students of SMAN 1 Godean

to learn vocabulary in different contexts. In this part, the students will describe

three matters; they are background, content, and purpose.

A. Background

The composing of the designed materials is based on some important

factors. One of them is that English learners, in this case are the eleventh grade

students, have to master vocabulary because all language skills demand the

vocabulary mastery of the learners. Why is that? Because when a person has no

vocabulary, it means that he does not have any words to say, even to recognize.

As the result, he cannot get any information from a talk or a printed message.

Furthermore, each word, especially English word, has many different meanings in

Indonesia. Besides, it can also be used in so many different contexts. These

problems sometimes create confusion for the students, moreover when they are

facing reading passages in the reading lesson. They sometimes cannot translate

each word correctly and accurately so that they may face difficulties in

comprehending the content of the reading passages.


133

Dealing with the fact, the writer tried to design a set of vocabulary in

contexts that focuses on two aspects of vocabulary learning, namely meaning and

grammatical distribution. Besides, the designed materials also facilitate the

students with the vocabulary repetition to make the learning of vocabulary in

contexts more understandable. Moreover, the designed materials also deal with

recalling the vocabulary meaning and using the vocabulary in sentences. It is

expected that the designed materials help the students to learn vocabulary and its

meaning and use the vocabulary correctly based on the contexts that the

vocabulary exists in.

B. Content

The designed materials consist of six units. Each unit is divided into three

main parts, namely Let’s Get Started!, Let’s Do It!, and What Have You

Learnt?. The time allocation for each unit is 2 x 45 minutes.

1. Let’s Get Started!

In Let’s Get Started!, the students are led to recognize the vocabulary

that will be used in the context of the topic that is being discussed. Besides,

this part also plays a role in activating the students’ background knowledge

about the topic.

2. Let’s Get One Step Closer!

Let’s Get One Step Closer! contains of some exercises and activities that

enable the students to get exposure to the vocabulary that has been learnt in

the previous section. Furthermore, this part also focuses on leading the

students to the vocabulary meaning in the context of the topic that is being


134

discussed and to learn vocabulary in contexts in different ways and in

enjoyable atmosphere.

3. Let’s Do It!

Let’s Do it! is a kind of section which has something to do with the use of

the vocabulary. The function of this part is to remind the students about the

vocabulary that has been learnt from the unit and to give the firm concept of

the vocabulary meaning based on the context of the topic being discussed. In

this part, the students are to give the right meaning to the vocabulary based on

its context and to use the vocabulary in their own sentences.

The units and the topics in the designed materials are as follows.

Unit Topic

1 Wow… It Has a Pouch!

2 Sweet or Sour…?

3 How Did the Zebra Get Its Stripes?

4 How Did the Tortoise Get His Shell?

5 Junk Food: Does It Make Me Obese?

6 Could You Call Me Later…?

C. Purpose

The purpose of the designed materials is to help the students to learn

vocabulary in contexts. The designed materials are also aimed at giving the

students more exposure in using the vocabulary and understanding the meaning in


135

certain contexts. Hopefully, the designed materials are to be able to enhance the

students’ mastery of vocabulary in contexts.

Yogyakarta, 27 September 2010

Yuki Mijayati


136

APPENDIX K

Presentation of the Designed Materials


A Set of Vocabulary in Contexts as Supplementary Materials for Eleventh Grade Students of Senior High School

i

TABLE OF CONTENT

TABLE OF CONTENT ........................................................................................ i

UNIT 1: WOW…IT HAS A POUCH! ..................................................................... 1

UNIT 2: SWEET OR SOUR…? .............................................................................. 7

UNIT 3: HOW DID THE ZEBRA GET ITS STRIPES? .............................................. 11

UNIT 4: HOW DID THE TORTOISE GET HIS SHELL? .......................................... 19

UNIT 5: JUNKFOOD: DOES IT MAKE OBESE? ..................................................... 27

UNIT 6: COULD YOU CALL ME LATER…? ......................................................... 34

SOURCES .......................................................................................................... 42


A Set of Vocabulary in Contexts as Supplementary Materials for the Eleventh Grade Students of Senior High School 1

UNIT 1

WWWOOOWWW……… IIITTT HHHAAASSS AAA PPPOOOUUUCCCHHH!!!

In pairs, discuss anything related to kangaroo. Write down the

information you get on the spaces below. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Now, work individually to fill in the circles below with the

important points you know about kangaroo.

The picture is taken from scienceray.com/biology/interesting-details-of-kangaroos/


1

2



Read the passage below individually and pay attention to the highlighted

words. Then follow the next instructions.

Kangaroo

Kangaroos are the largest marsupial mammals. They belong to the Macropodidae family. Kangaroo moves by hopping on its hind legs using its tail for steering and balancing while hopping at speed up to 40mph/60kmh. When kangaroo is moving slowly the tail is used as an extra leg and supports the kangaroo when it is standing on its hind legs. Most kangaroos can only move both back legs together and not one at a time. Kangaroos are found in Australia, Tasmania, and New Guinea. They are grazing animals that eat grass, young shoots and leaves of heath plants and grass trees. Kangaroos need very little water to survive and are capable of going for months without drinking at all. A male kangaroo is called a buck. It is also commonly called a "boomer" or an "old man". A female kangaroo is called a doe, or a flyer. A baby kangaroo is called a joey. Kangaroos have good eyesight but only respond to moving objects. They have excellent hearing and can swivel their large ears in all directions to pick up sounds. Kangaroos are social animals that live in groups or "mobs" of at least two or three individuals and up to 100 kangaroos.

Kangaroos usually have one young annually. The joey remains in the pouch for nine months and continues to suckle until twelve to seventeen months of age. Kangaroos can have 3 babies at one time. One becoming mature and just out of the pouch, another developing in the pouch and one embryo in pause mode. There are 4 teats in the pouch and each provides different milk for the different stages of development.

Taken from www.giftlog.com/australian_animals.html

The picture is taken from my.opera.com/Stumblerz/blog/index.dml/tag/kangaroo




It’s time for you to pronounce these following words together.

Kangaroo : [kQNg´»ru˘]

Joey : [»dZ´Ui]

Buck : [b√k]

Hind : [haInd]

Pouch : [paUtS]

Marsupial : [mA˘»su˘pi´l]

Mammal : [»mQml]

Hopping : [hÅpIN]

Doe : [»d´U]

Grazing : [»greIzIN]

Pay attention to the highlighted words above once again. Work individually to guess their meanings by using them to complete the following sentences.

1. Kangaroos eat grass and ____________ of plants so that they are called ____________

animals.

2. They have short front legs, but very long and very strong ___________ legs and a tail.

3. A female kangaroo, or a _______, has an external ___________ on the front of her body.

4. Female kangaroos usually give birth to only one __________ at a time.

5. Kangaroos, and more specifically the Red Kangaroo, are the largest ____________

animals.

6. Kangaroos are the largest animal that _________ to get around.

1

2

The picture is taken from Clip Art



In pairs, try to complete the following passage with the

appropriate words.

Kangaroo

Most kangaroos do live in Australia and there are some that live elsewhere, such as in Papua New Guinea. There are more than fifty different types of kangaroos. Kangaroos, and more specifically the Red Kangaroo, are the largest ________ animals. Most kangaroos are vegetarian and their only natural enemies are humans and dingos or other dogs. The Tasmanian wolf used to be a kangaroo predator but it is now extinct. As a result of this and other factors, populations of certain kangaroo species are actually increasing. Other species are endangered due to destruction of their habitat and hunting. In general, the larger‐sized kangaroos have adapted better to changes and continue to thrive, while the smaller species have had more of a struggle. Female kangaroos usually give birth to only one ______ at a time but may be caring for up to three of their joeys at the same time. There may be one older joey that is living outside of its mother's _______, one developing joey living inside the pouch and an embryo that has yet to be born. Each joey has its own teat and the milk that is excreted differs based on the maturity and changing nutritional needs of each joey. Joeys know which teat is theirs and will only drink from that one.

One of the most fascinating things about kangaroos is the way in which they move. They are the largest animal that hops to get around. In fact, because their feet are so long, kangaroos are unable to walk. Unlike most animals, kangaroos are unable to move backwards. When kangaroos_______faster they use less energy than when they______ slower. If a kangaroo feels threatened, it thumps or stamps its feet on the ground to let others know that something is wrong. When frightened, a joey will jump back into its mother's pouch, often head‐first. We generally only think of kangaroos hopping across land but kangaroos are actually very good swimmers. While on land, most species of kangaroo can only move their ______ ______ together. In the water, however, they are able to move their legs separately.

Taken from my.opera.com/Stumblerz/blog/show.dml/2909312

3




Now, work individually to make your own sentences using the following words.

1. Pouch :

_____________________________________________________________________________________

2. Buck :

_____________________________________________________________________________________

3. Shoot :

_____________________________________________________________________________________

4. Marsupial :

_____________________________________________________________________________________

It’s time for you to remind the following vocabulary. By discussing with your pairs, explain the vocabulary using your own words. An example has been done for you. After that, share it with your friends orally.

Example:

A joey: It is the baby of kangaroos. It is usually carried by its mother in its pouch.

1. A pouch

______________________________________________________________________________________________

2. Marsupial animals

______________________________________________________________________________________________

1

2

Let’s Do It!



The pictures are taken from Clip Art

3. Grazing animals

______________________________________________________________________________________________

4. Hind legs

______________________________________________________________________________________________

5. A buck

______________________________________________________________________________________________

Let’s move on to the next unit!



UNIT 2

SSSWWWEEEEEETTT OOORRR SSSOOOUUURRR………???

What words come up to your mind when you are looking at the picture below? In pairs, try to find words related to the picture using the following guidelines.

The picture is taken from www.plantguide.org/orange.html Shape : _____________________________, ____________________________

Physical parts : _____________________________, ____________________________

Taste : _____________________________, ____________________________

(other) _______________ : _____________________________, ____________________________

________________________ : ____________________________, _____________________________

It’s time for you to pronounce the words you have found together. Your teacher will guide you.


1

2



Read the following passage individually and follow the next instructions.

Orange Fruit

An orange is the fruit of an orange tree, one of the most common citrus fruits, widely grown in warmer climates, and distributed worldwide. Oranges are orange in color – the color is named for the fruit, not the other way around.

The orange has a sweet‐sour taste and is commonly peeled and eaten fresh, or squeezed for its juice. It has a thick bitter rind that is usually discarded, but can be used in cooking. The outer‐most layer of the rind is called orange zest, and it has a similar flavor to the inner part of the orange. The white part of the rind is almost always discarded.

All citrus trees are of a single genus, Citrus, and remain largely interbreedable – that is, there is only one "superspecies" which includes lemons and limes as well as oranges. Nevertheless names have been given to the various members of the citrus family, oranges often being referred to as Citrus sinensis and Citrus aurantium.

Taken from www.wikipedia.com

The picture is taken from www.encyclopedia.com/doc/orange.aspx.htm




By examining the context of the underlined words in the passage, work in pairs and try to guess their meaning by matching the words in the left column with the appropriate definitions in the right column.

1 Zest having a sharp taste2 Rind throw away3 Squeeze hard outer covering of certain fruits 4 Peel take the skin off (fruit or vegetable) 5 Sweet any of a group of related trees including

the lemon, lime, and orange 6 Sour the outer skin of an orange7 Citrus tasting like sugar8 Discard get the water or juice out of something by

pressing hard 9 Lemon oval yellow fruit with a sour juice 10 Lime a fruit like a lemon but more acid

It’s time for you work individually to complete the following passage with the appropriate words.

1

2 Mandarin Orange

The Mandarin orange is a small ________ tree (Citrus reticulata) with fruit resembling the orange. The fruit is oblate, rather than spherical, and roughly resembles a pumpkin in shape. Mandarin oranges are usually eaten plain or in fruit salads. Varieties of mandarin orange include the tangerine, clementine, dancy, tangor, satsuma and several new varieties recently released by UCR such as the Goldnugget. In some varieties, notably the tangerine, the ________ is loose and can easily be __________ by hand. The tangor, also called a temple orange, is a cross between a mandarin and an orange. Its thin rind is also easy to _________, and its pale orange pulp is spicy, full‐flavored, and tart. Most canned mandarin oranges are satsumas. Citrus fruit varieties are usually self‐fertile (needing the bee only to move pollen within the same flower), or parthenocarpic, not needing pollination and therefore seedless. Tangerine blossoms are an exception. They are self sterile, therefore must have a pollenizer variety to supply pollen, and a high bee population to make a good crop.

Taken from www.edinformatics.com/culinaryarts/food_encyclopedia/



Have more practice by completing the sentences below with the appropriate words. Work individually. An example has been done for you.

Example:

Orange belongs to the citrus family and is the major fruit, besides others such as tangerines, mandarins, clementines and satsumas.

1. Orange oil (produced by _________ing the zest) is used in surface conditioning of wood furniture, and (along with other citrus oils) in grease removal and as a hand‐cleansing agent.

2. Orange spray (extracted from orange ________ and sold commercially) is an extremely efficient cleaning agent which is environmentally friendly and non‐toxic.

3. The ________ taste is in fact attributed to the slight acidity of the orange's juice.

4. The tree which produces the well‐known Orange of commerce is closely related to the lemon, the citron, and the lime, and with them belongs to the genus ___________.

5. Besides the __________ and bitter varieties, the more common ones are the mandarin orange of China, the tangerine, and the Maltese or blood orange.

It’s time for you to work individually to make a summary about orange fruit with your own words. After that, share your work with your friends.

3

1


Let’s Do It!



UNIT 3

HHHOOOWWW DDDIIIDDD TTTHHHEEE ZZZEEEBBBRRRAAA GGGEEETTT IIITTTSSS

SSSTTTRRRIIIPPPEEESSS???

What do you know about zebra? Exchange the information you have and use the following spaces to write down all the information you get.

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

The picture is taken from danielsanimals.wordpress.com/2010/01/26/this-is-my-plains-zebra-fact-sheet/

Now, by looking at the topic title, work individually to guess how the story of the zebra will be. With your own words, write down your short story. Do not open your dictionary and do not check the next page.


1

2



Read the following passage individually. Pay attention to the underlined words and follow the next instructions.

How The Zebra Got Its Stripes

Zebras, many years ago were not black and white. They were white. Some would say that they were a mixture between a white horse, and a donkey or mule.

People at this time were still trying to domesticate (or train) wild horses so they could show them off, and prance around on them since they were so beautiful.

Now zebras were called zebras since they were a bit different from horses, and mules. But it was very difficult to catch, and train a zebra. One day a zebra which was still very young, wandered off into the village. Many people started to stare and whisper about how they would catch it.

The zebra became alarmed, and realized what they would try to do. So he frantically began to run. People started to run inside to get a net to catch the zebra with. He ran and ran. Finally he had an idea.

He found some black paint, and tipped it out of the pot that it was in. It splattered out into little wavy lines. So he rolled in it until his body was covered with black stripes. He did this thinking that it would make him ugly.

The people of the village finally found him, and realized what he had done to himself. They didn't think that he was pretty any more since he had black blurry stripes all over him. So they let him go.

Soon all zebras did that so that people would leave them alone. Then gradually they didn't need too. Zebras started to be born like that except they were beautiful.

Taken from www.planetozkids.com/oban/legends.htm

The picture is taken from mcdoans.blogspot.com/2009_12_01_archive.html





1. Zebra (n) [»zebr´ or zi˘br´]

2. Horse (n) [hç˘s]

3. Mixture (n) [»mIkstS´]

4. Mule (n) [mju˘l]

5. Donkey (n) [»dÅNki]

6. Domesticate (v) [d´»metIkeIt]

7. Prance around (v) [prA˘ns]

8. Catch (v) [kQtS]

9. Train (v) [treIn]

10. Wander off (v) [»wÅnd´ Åf]

11. Stare (v) [ste´]

12. Whisper (v) [»wIsp´]

13. Alarm (v) [´»lA˘m]

14. Net (n) [net]

15. Tip out (v) [tIp aUt]

16. Splatter out (v) [»splQt´ aUt]

17. Paint (n) [peInt]

18. Roll (v) [r´Ul]

19. Stripe (n) [straIp]

20. Blurry (adj) [bl´˘ri]

1



Let’s check the words meanings. Without opening your dictionary, work in pairs and write down the number of the words in the left column that matched with the descriptions in the right column below.

1. Mule walk around without any particular aim

2. Domesticate long narrow band on a surface that is

different in color 3. Train splash drops of liquid4. Stripe pour something out5. Tip out look at someone or something for a long time

6. Splatter out give somebody or animals practice or

teaching 7. Blurry an animal that is half donkey and half horse

8. Wandered off teach someone or an animal how to do

something 9. Prance around move with high steps10. Stare unclear

Now, use some of the words in the column above to complete the following sentences. Work individually. You may not check them in the dictionary, but you may check the context in the reading passage you have read to guess the meaning.

1. I do not like wearing dress in __________ motif; which means it has so many lines on

it. 2. A friend of mine bet that I will not be a good photographer since I always take

unclear pictures, or we call it as _________ pictures.

3. My father use the violet __________ to color his room’s wall.

4. It is not a horse, I guess. It looks younger. Perhaps it is a _______________.

5. I always ask him to speak louder but it does not work. It seems that he likes to ______________ every word to my ears.

6. My uncle loves to give practices to tigers and lions so that they will be tame and trained. In other words, he likes to ______________ animals.

7. I am so nervous and my hands are trembling. I do not know why they always _____________ at me like this; looking at me so deeply.

2

3



8. I have to _______________ the oil to the floor. It will make the thief slipped and trapped.

9. Why do the horses always _________________? They cannot stop running and jumping. Are they annoyed?

10. Those people are not beggars. They _______________________ the town. Sometimes they visit some places and find motels.


It’s time for you to show off your understanding of the words meanings you have learnt. Work in pairs. You think of one word but do not tell your friend what word you are thinking of. Get some clues to describe the word and let your friend guess it. A right answer deserves 100 point. Write down the score in the column below and see who finally win. Do not forget to change position.

Name Score Name Score

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

4



It’s time for you to make your own sentences based on the pictures below. Work individually. Do not check the words meanings in your dictionary or in the previous tasks. Use the words in the box.

1.

The picture is taken from commons.wikimedia.org/wiki/File:Blurry_men_climbing_stairs.jpg

______________________________________________

______________________________________________

______________________________________________

2.

The picture is taken from www.funnies.com/dogstaring.htm

______________________________________________

______________________________________________

______________________________________________

3.

The picture is taken from www.highsnobiety.com/news/2009/01/04/reebok-freestyle-hi-stripes-collection

______________________________________________

______________________________________________

______________________________________________

1

catch stripes stare prance around donkey

blurry splatter out show off domesticate wander off

Let’s Do It!



4.

The picture is taken from finitejourney.files.wordpress.com/2010/02/empty.jpg

______________________________________________

______________________________________________

______________________________________________

5

The picture is taken from davesboringblog.wordpress.com

______________________________________________

______________________________________________

______________________________________________

6

The picture is taken from www.strathcona.bc.ca/2008_04_01_archive.html

______________________________________________

______________________________________________

______________________________________________

7


______________________________________________

______________________________________________

______________________________________________

8

The picture is taken from www.freeclipartnow.com/education/coloring-pictures/butterfly-catching.jpg.html

______________________________________________

______________________________________________

______________________________________________



9

The picture is taken from www.zebraguru.com/Events_Clinics.html

______________________________________________

______________________________________________

______________________________________________

10

The picture is taken from style-tattoo-art.blogspot.com

______________________________________________

______________________________________________

______________________________________________




UNIT 4

HHHOOOWWW DDDIIIDDD TTTHHHEEE TTTOOORRRTTTOOOIIISSSEEE GGGEEETTT HHHIIISSS SSSHHHEEELLLLLL???

In your own imagination, how do you think the tortoise got his shell? Without looking up your dictionary, work individually and write down your imagination with your own words.

The picture is taken from dwipram.wordpress.com/2008/11/08/kura-kura-dan-kancil/

The table below contains words that have been chopped in half. Work in pairs to find the pieces that fit together and write them in the answer area below.

Answers: bot scre sert roc _____________________ _____________________ ba wrin ep in _____________________ _____________________pa tom tum kly _____________________ _____________________cra pro diz ll _____________________ _____________________ky ra cu rl up _____________________ _____________________be she ce me off _____________________ _____________________tect ste ip de _____________________ _____________________am sh in at down _____________________ _____________________co zy pu nt _____________________ _____________________sp bur ble down ll off _____________________ _____________________tr ck ck ro _____________________ _____________________


1

2



Read the passage below individually and follow the next instructions.

How the Tortoise Got His Shell

Long, long ago in the desert lived a Tortoise. The

Tortoise had a brown wrinkly body because the sun was always

beating down on him, without a shell he was getting burnt!

One day Tortoise was running a race with Cheetah; he

was running so fast Cheetah could not see him. Suddenly Tortoise

tripped and then tumbled down a steep, rocky mountain.

Later that day at the bottom of the mountain Tortoise woke up, spinning on

his back! Tortoise felt all dizzy and he had a lot of pain, he tried to get up but he

couldn’t! He felt something hard and heavy on his back. He realised he had a cracked

rock on his wrinkly body!

Cheetah came crashing down the mountain to see if Tortoise was ok. Cheetah

tried to help Tortoise to get up and pull the rock off his back. Tortoise screamed in

pain because the rock would not come off!

Cheetah said ‘You look better with the rock and it will protect you from the

sun. Let’s have another race!’

‘No thanks, I am tired’ said Tortoise as he curled up inside his rock.

So that is how the Tortoise came to have a shell and how the Cheetah became

the fastest animal!







Desert [»dez´t] Spin [spIn]

Wrinkly [»rINkli] Back [bQk]

Beating down [»bi˘tIN daUn] Dizzy [»dIzi]

Shell [Sel] Pain [peIn]

Burnt [b´˘nt] Cracked rock [krQkt rÅk]

Race [reIs] Come off [»k√m »Åf]

Trip [trIp] Crashing down [krQSIN daUn]

Tumble down [»t√mbl daUn] Pull off [»pUl »Åf]

Steep [sti˘p] Scream [skri˘m]

Rocky [»rÅki] Protect [pr´»tekt]

Bottom [»bÅt´m] Curl up [k´˘l √p]


1



Work in pairs to fill in the crossword below based on the definitions given. Do not look up your dictionary, but you may check the words’ context in the reading passage above to guess the meaning.

1.

C H E E T A H15.

2.

3.

5.

4.

14.

7.

6.

8.

T 17.

9.

O

R 16.

10.

T

O

I 11.

S

12.

E

13.


Across

1. feeling when everything seems to turn round

2. covered with wrinkles

3. hard outside part covering some animals, such as snails, tortoises

2



4. which rises or falls sharply

5. black because of the sun

6. feeling of being hurt

7. contest to see which person, horse, car, etc

8. full of rocks and large stones

9. to stop being attached

10. to catch your foot in something so that you stagger and fall down

11. to make loud cries

12. act of hitting or defeating

13. to fall

Down

1. very dry area of the world

4. to move round and round very fast

5. part of your body which is not in front

7. large stone, large piece of stone

9. to make something twist round

14. to move something towards you or after you

15. to keep someone or something safe

16. to hit something and be damaged

17. lowest point




Complete the sentences below with the appropriate words. Work individually. Remember, do not look up your dictionary but you may refer to the crossword above.

1. Many works make me feel _____________. 2. I did not think that the village I should live and work in was a good place. It was so

hot and it was not easy to find water there. As if I should live in a _______________. 3. Friends of mine from San Diego, Lolly and Marie , love sunbathing to get their skin

_______________. 4. My sister uses sun block to keep or to _____________ her skin from the heat of the

sun. 5. When the tornado attacked my village, it could be clearly seen how everything

were _____________ in the air. 6. The husband did not know what to do to save his wife from the fire. He could only

_____________ and asked help to people around him. 7. I am not sure my motorcycle will pass that road successfully. That is like a

mountain. It is too ______________ and slippery. 8. I cannot wait to see my grandmother; an old lady with _______________ skin all over

the body and sweet smile on her lips. 9. He lost one of his legs two years ago. That was what he should pay for stealing

mangos and finally he _________________ from the tree. 10. Someday, when I have enough money, I will go diving to see how beautiful the

scenery of the ______________ of the sea in Bunaken. 11. Suddenly I heard somebody screaming. In hurry I switched off my stove and ran.

Gosh! He ______________________ in front of my house and no one helped him. 12. When my friend and I took a walk in a sunny day, suddenly an unknown person

_________________ a rock to my friend. Finally, he was hospitalized for several weeks because of the serious injury in his head.

13. Twice a week my brother asks a professional technician to check his motorcycle before he joins the _____________ competition.

14. Dindya could not lie that she really felt the ________________ of her broken arm. She always cried loudly whenever someone unintentionally touched it.

15. A family near my house like eating baked tortoise and collect its ______________ and hanged it on their house’ wall.

3




Let’s play the game! In pairs, make a simple dice. Use the dice to play the following game. Follow the direction below.

Direction:

Prepare your eraser (or anything) to represent you. Place the eraser on the “START”

box. Throw the dice and see the number you get. The number represents how many

box you may move. When you see ”Sentence” it means that you have to make a

sentence using the word provided. Meanwhile, if you see “Definition” it means that

you have define the words provided with your own words. Every box has point in the

bottom. If you fail to do the job, you get 0. When you come to “FINISH” box, count

your points and see who wins.


1

Let’s Do It!



START!

Sentence:

Pain

50

Sentence:

Trip

100

SKIP 2

BOXES!

80

Definition:

Tumble

down

100

Sentence:

Beat down

150

Sentence:

Rocky

50

Definition:

Race

70

MOVE

BACK 1

BOX!

0

Sentence:

Crashing

down

90

Definition:

Desert

100

Definition:

Protect

105

Sentence :

Wrinkly

110

Sentence:

Burnt

85

Definition:

Scream

100

Sentence:

Pull off

95

Sentence:

Steep

80

Definition:

Back

65

SKIP 1

BOX!

40

Definition:

Shell

105

Definition:

Rock

55

Sentence:

Dizzy

90

Sentence:

Come off

105

MOVE

BACK 3

BOXES!

0

Definition:

Bottom

100

Sentence:

Curl up

80

Sentence:

Spin

80

FINISH!

Bonus:

3,000




UNIT 5

JJJUUUNNNKKK FFFOOOOOODDD::: DDDOOOEEESSS IIITTT MMMAAAKKKEEE MMMEEE

OOOBBBEEESSSEEE???

Work individually to find the words that may be related to junk food in the following bubble chain.



1

e v r at i v e d f h a m

b

u

rct

iv

eb

v r e g

a

s e

t j

m

b

i

y

o

c

n idd

a

m l s e

irol

s

si

t

las

s o

ch i p

i a be t

e m c d

e h n

u

htla y

e r

p

s

s f a t a



Discuss the following questions in pairs. You may use some

words you have found in the previous task.

1. What do you know about junk food?


______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

____________________________________________________________________________________________

2. What do you know about obesity?

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

____________________________________________________________________________________________

3. In your opinion, what is the relation between junk food and obesity?

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

____________________________________________________________________________________________


2



While reading the following passage, underline some words that you think have strong relationship with junk food. An example has been done for you.

The Pitfalls of Eating Junk Food

We live in an addiction‐prone society, but of all the

addictions out there, one of the most deadly is one that is most

often overlooked: junk food. The term “junk food” refers to any

food that is high in calories, fat, salt, and sugar without bringing

any nutritional value to the table. Unfortunately, this food is

usually convenient, tasty, and extremely addictive.

Junk food becomes a dangerous addiction because its effects are so subtle. When we eat a chocolate bar, a bag of chips, or a meal of fast food, we don’t see our arteries clogging with plaque and fat deposits. We don’t feel ourselves gaining weight as our internal organs become fatty and weak, and most of the time, we don’t associate tiredness, anxiety, depression, or skin problems with the junk food we consumed earlier in the day.

Furthermore, because it seems like everybody does it, eating junk food doesn’t appear to be an addiction. Junk food attacks every age group. Children are addicted, seniors are addicted, most people are addicted for their entire lives without ever knowing it, and without understanding the huge health‐related repercussions that come along with the treats and snacks that seem so harmless.

We begin our addiction to junk food at a young age. Children who become addicted

to junk food actually stop eating the nutritious food they need to grow up healthy. And the

current epidemic of childhood obesity is only the tip of the iceberg. Kids that live on fats

and sugars have shorter attention spans, growth problems, and suffer from tooth decay

and weak bone structure early in life.





Through junk food, we are consuming huge amounts of highly processed foods,

which are not only devoid of nutrition, but are also full of harsh dyes, chemicals, and

preservatives that poison our bodies. Deep‐fried potatoes have been shown to be highly

carcinogenic. Monosodium Glutamate (MSG) causes not just obesity but several forms of

neurotoxicity. And the list goes on. Even if we’re not getting fat off junk food, we are

getting sick.

At this point, we have grown into full‐fledged, adult junk food addicts. If we have

somehow managed to avoid the worst consequences of our addiction during our teen

years, they will now come out in force. Those who eat junk food on a regular basis are at

risk of contracting Type 2 Diabetes, heart disease, liver disease, hypertension, and a

myriad of other illnesses that lead to heart attacks, strokes, organ failure, and death. In

fact, almost twice as many people die each year of heart disease caused by diet‐related

obesity and cardiovascular problems, than die of cancer.

Like any lifelong smoker or alcoholic, the ravages of junk food addiction become increasingly apparent on and within our bodies as we age. While it is possible to break the addiction, the best solution is to avoid it to begin with. It is for this reason that junk food is getting kicked out of school cafeterias and vending machines all over the world.

Ultimately, junk food is not only robbing us of the things we need to be healthy, it is actively poisoning our systems. The more we can stay away from processed, artificial foods, and stick to eating whole, nutritious foods, the more likely we are to lead long, strong, healthy lives.

Taken from www.weightlossforall.com/junk-food-obesity-x.htm



Share your findings with your friends. After that, try to pronounce the words together.

In pairs, complete the mind mapping tree about junk food below. You can use the words you have highlighted in the previous task. You may add the tree branches whenever needed.


Work in pairs to complete the following sentences using the words provided in the box.

1. One‐third of children between the ages of 4 and 19 are eating __________ once every day.

JUNK FOOD

Example

Effects in Health

Content

Calories

hamburger

diabetes

1

2

3 addiction obesity calories

junk food nutrition high fat



2. Adults who consume fast food at least two times each week will increase their risk for ___________ by 50 percent or more.

3. Junk food is high calorie, _____________ and unhealthy.

4. When they reach the teens, children end up being fat or obese with no proper ‐__________.

5. Surprisingly, the food items chosen by the people in the study mattered little, such as whether they preferred hamburgers over chicken nuggets; they were still consuming large quantities of saturated fat and ____________.

6. Overconsumption of high‐calorie food can trigger ____________.


Try to complete the following passage individually with the appropriate words.

4 Schools Junk Food Ban

Our entire society is suffering from obesity, and the roots of it are in

childhood. Ninety percent of obese adults were obese children (American Obesity

Association). LAUSD’s decision is a sound one and has large amounts of research

behind it. ___________ is a leading cause of many life‐threatening diseases. Obesity also

has social consequences, which can lead to long term emotional problems. Although

the schools might lose income, schools should be more concerned with the health

and well being of the student body. LAUSD’s ban is highly recommended by health

care professionals. Junk food is, while having no nutritional value, high in ___________,

__________, and _______ content. ___________ is not a nutritional part of this complete

breakfast. This leads to obesity, associated with many illnesses. Overall, an obese

person has a lower immune system. Colorectal cancer, type two diabetes,

cardiovascular disease, impaired immune response, impaired respiratory functions,

liver disease, surgical complications, mammegaly (an infection caused by sweat) and

deep vein thrombosis are only some of the diseases directly caused by ____________

(American Obesity Association).



It’s time for you to work individually to write down all the information you have about junk food and obesity with your own words.

Obese people and especially obese adolescents are subject to ridicule from

their peers. Students already face enough social persecution for any difference from

our Barbie doll standards. The added pressure of a compromised weight only takes

away from a students ability to perform to the greatest of their abilities in school.

Schools depend on contracts with soda companies and distributors in order to make

up for lack of school funding. However much this might benefit the schools payroll it

should not be the students who have to pay for it. The school should encourage

_________ food, and sell this the school cafeteria. By improving the quality of school

food, students are encouraged to eat nutritiously at school, but also outside of school.

Not only is there junk food in school, it is essentially the only choice of food. If

students were exposed to healthy food the way they are pressured to eat junk food,

perhaps we can find a solution to the growing number of obese adolescents. Obesity

is plaguing our society and the beginning stages are in childhood and adolescence.

Most adolescents spend just as much time at school as they do at home. If the schools

do not set an example, who will?

Taken from www.planetpapers.com

1


Let’s Do It!



UNIT 6

CCCOOOUUULLLDDD YYYOOOUUU CCCAAALLLLLL MMMEEE LLLAAATTTEEERRR………???

Before you read a text, discuss the following questions in pairs.

The picture is taken from wot.motortrend.com/6587026/industry-news/chrysler-bans-texting-while-driving-as-corporate-policy/photo_02.html

1. How important is a cell phone to you?

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________


1



2. What do you do when you get a call when riding a motorcycle or driving your car?

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

In pairs, predict the words related to cell phones and (while) driving that may appear in the passage you will read. Then, give the reasons of your choice of words.

Example: Keypads

Reason: they are a part of a cell phone.

1. _______________________

Reason:

______________________________________________________________________________________________

2. _______________________

Reason:

______________________________________________________________________________________________

3. _______________________

Reason:

______________________________________________________________________________________________

4. _______________________

2




Reason:

______________________________________________________________________________________________

5. _______________________

Reason:

______________________________________________________________________________________________

6. _______________________

Reason:

______________________________________________________________________________________________

Read the passage below individually and pay attention to the highlighted words. Then, follow the next instructions.

Should Cell Phone Use be Banned while Driving?

Although, cell‐phone and mobile communication has greatly benefited the human race

and their mode of communication, however using cell‐phone while driving has also

significantly increased the risk of accidents. Using cell‐phone while driving not only puts our

own life in grave dangers, but also the countless lives of others are equally at risk.

No matter what we do, every task that we perform, we need to focus and concentrate;

and driving is a skill which needs utmost attention and constant vigilance, but using cell‐phone

while driving distracts us from an otherwise an attentive poise and composure. While driving,

our focus and concentration should be on the road, but as we use a cell‐phone, we have to pay

attention to the road and the cell‐phone, thus these two circumstances distracts us equally, and

we’re not able to concentrate on driving.




Mishap and misfortunes can happen in a split second; and that can happen when

you’re receiving a call, when you’re dialing a number and even when you’re texting messages.

Hence, the lack of both focus and concentration puts us in a constant risk of accidents. Despite

the constant remainders, however due to sheer ignorance and sometimes even due to the lack

of awareness related with the usage of cell‐phone while driving, has also equally contributed to

the unprecedented number of accidents and deaths.

It’s been found that texting messages while driving is more prone to accidents than

talking on cell‐phone. While texting, one often has to take their gaze off the road and look down

upon the cell‐phone to hit the keypads; and when one is busy texting message, they’re least

aware of the speed they’re travelling at and the vehicles coming from the opposite direction.

Just a small wrong turn of the steering wheel would trigger a head‐on collision with the

oncoming vehicle; risking not only the life of self, but also the innocent life of the other driver.

Using cell‐phone while driving on national high ways can be very fatal not only to

oneself, but equally to others too. On national high ways, the speeds of cars are often very high,

and when one car loses its control, it triggers a chain of ensuing accidents. Thus, it’s very

important that one must refrain from using cell‐phone while driving at a high speed; higher the

speed and easily the vehicle lose its control.

According to the studies conducted, it’s been found that using cell‐phone while driving

increases the risk of accidents by almost 400%; and according to one recent statistical study

21% of fatal car crashes every year were caused by the usage of cell‐phone while driving.

However, despite earnest request from the government officials, people are often found using

cell‐phone while driving.

So, it’s very important to know that using cell‐phone while driving can be a very risky

business; and one shouldn’t indulge in such bad habit which is equally detrimental to self and

others. If one need’s to use the cell‐phone, one should pull over and stop the car, and then only

use the cell‐phone. Life is brief, and due to one’s own carelessness and ignorance, one should

not be responsible for the lives of others and most importantly ‘self ’. ‘Let’s all drive safe, and

refrain from using cell‐phone while driving’.

Taken from: http://www.helium.com/debates/66160-should-cell-phone-use-be-banned-while-driving/side_by_side



It’s time for you to pronounce the highlighted words in the passage above together.

1. Cell phone : [sel fÚn]

2. Mobile communication : [»mÚbaIl k´mju˘nI»keISn]

3. Driving : [»draIvIN]

4. Accident : [»QksIdńt]

5. Grave danger : [greIv »deInZ´]

6. Risk : [rIsk]

7. Road : [rÚd]

8. Split second : [splIt »sekńd]

9. Call : [kç˘l]

10. Dialing : [»daI´lIN]

11. Texting message : [tekstIN »mesIdZ]

12. Death : [deT]

13. Gaze off : [geIz Åf]

14. Keypad : [»ki˘pQd] The picture is taken from Clip Art

15. Speed : [spi˘d]

16. Vehicle : [»vi˘Ikl]

17. Turn : [t´˘n]

18. Steering wheel : [»sti˘´rIN wi˘l]

19. Fatal : [»feIt´l]

20. Car : [kA˘]

21. Control : [kń»trÚl]

22. Crash : [krQS]

23. Risky business : [»rIski »bIzn´s]

24. Pull over : [pUl »Úv´]

25. Stop : [stÅp]

1



Without checking your dictionary, work in pairs to find the words among the highlighted ones in the passage above that are matched with the following definitions.

Example: The picture is taken from Clip Art

Operate and control a vehicle. Driving

1. Making a piece of information in the form of text sent to somebody. ____________

2. An instrument held in the hand and used for communicating. ___________________

3. People who operate and control a vehicle. _______________

4. Specially prepared hard way between places for vehicles. _______________

5. Quickness of movement. ________________

6. An event that happens unexpectedly usually causing injury or damage.

_________________

7. Using a telephone by turning the dial or pushing buttons to call a number.

_____________

8. The buttons that we press to operate a cell phone. ___________________

9. Causing or ending in death. __________________

10. Moving to the side of the road and stop. ______________________

11. A wheel used for controlling the direction that a vehicle goes in.

________________________

12. An accident that involves a vehicle in collision with something.

__________________________

13. A possibility of being hurt or killed. _______________________

14. A very short moment. __________________________

15. A possibility of danger or of something bad happening in the future.

____________________

2




Work individually to complete the following sentences with the appropriate words.

1. Using a __________________ while driving may be life threatening.

2. Many studies have shown that when drivers use a cell phone while _______________, it

can be very dangerous.

3. It’s clear that cellphone use while driving increases crash ____________.

4. Since _______________________________ involves the hands and the eyes, this is thought to

be more distracting and dangerous than when drivers use a cell phone while

driving only for speaking and listening.

5. Both the length and intensity of the call while driving increase the risk of

____________________.

6. It’s far from clear that laws prohibiting all cellphone use behind the ________________

will have much effect on driver behavior.

7. Cell phones may become an effective _______________________ in human life.

It’s time for you to work individually to make sentences using the following words. Do not check your dictionary, but you may refer to the previous task.

1. Text message (v)

______________________________________________________________________________________________

2. Cell Phone (n)

______________________________________________________________________________________________

1

3


Let’s Do It!



3. Crash (n)

______________________________________________________________________________________________

4. Dial (v)

______________________________________________________________________________________________

5. Pull over (v)

_____________________________________________________________________________________________

Now, share your opinion about using cell phones while driving with your friends orally. State the reason why you agree or disagree.

2

Congratulation!

You have

finished all units!



blog.oregonlive.com/community_writers/2008/12/using_a_cell_phone_while_driving.html (accessed on May 20, 2010)

commons.wikimedia.org/wiki/File:Blurry_men_climbing_stairs.jpg (accessed on September 1, 2010)

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wot.motortrend.com/6587026/industry-news/chrysler-bans-texting-while-driving-as-corporate-policy/photo_02.html (accessed on March 30, 2010)

www.encyclopedia.com/doc/orange.aspx.htm (accessed on March 13, 2010)

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www.historyofthings.com/Orange Fruit and Its Origins.htm (accessed on March 13, 2010)



www.plantguide.org/ orange.html (accessed on March 13, 2010)

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1 i

PREFACE

Teacher’s book is specially designed to be used with A Set of Vocabulary in

Contexts as Supplementary Materials for the Eleventh Grade Students of Senior

High School – Student’s Book. The contents of this book are mostly the same as

Student’s Book. Yet, to make the teachers easier in guiding the students, the

teachers can see the teacher’s instructions and the answer keys on the pages right

before the activities. Explanation in each section gives a clear description on how

the teaching learning activities should be conducted and what the teacher should do

in each section.

The materials are designed for the purpose of enabling the students to learn

vocabulary in particular contexts and its meanings through reading activities. Here,

the students are expected to be able to recognize words and their meanings

through the contexts that the words exist in. Due to that, it is expected that the

students do not use any dictionary during the process of accomplishing the

activities.

The materials are useful for the students since the topics are interesting and

closely related to daily life. Besides, the materials provide more vocabulary

exposure so that the students will get a clear concept of the vocabulary learnt.

Regards,

Yuki Mijayati



ii

TABLE OF CONTENT

PREFACE ......................................................................................................... i

TABLE OF CONTENT ........................................................................................ ii

UNIT 1: WOW…IT HAS A POUCH ..................................................................... 1

UNIT 2: SWEET OR SOUR…? .............................................................................. 13

UNIT 3: HOW DID THE ZEBRA GET ITS STRIPES? .............................................. 22

UNIT 4: HOW DID THE TORTOISE GET HIS SHELL? .......................................... 37

UNIT 5: JUNKFOOD: DOES IT MAKE OBESE? ..................................................... 52

UNIT 6: COULD YOU CALL ME LATER…? ......................................................... 66

SOURCES .......................................................................................................... 81



UNIT 1

WWWOOOWWW……… IIITTT HHHAAASSS AAA PPPOOOUUUCCCHHH!!!

Before the students do the exercises, the teacher gives explanation to the students

how to accomplish them. The teacher can use the following guidelines.

• In the Let’s Get Started!, the students have to gain background knowledge about

kangaroo by (1) discussing any information related to kangaroo in pairs and (2)

filling the blank circles with the main points they have got from the discussion.

After that, the teacher and the students discuss the exercises.

• In the Let’s Get One Step Closer!, the students have to (1) read a reading passage

titled Kangaroo, (2) pronounce some words related to Kangaroo, (3) complete

sentences, and (4) complete a reading passage. After all of the exercises

accomplished, the teacher and the students discuss the exercises.

• In the Let’s Do It!, the students recall the vocabulary related to Kangaroo that

they have learnt by (1) making sentences and (2) explaining some words with the

students’ own words. Finished with all of the exercises, the teacher and the

students discuss them.

• The teacher should give emphasis to the students that during the process of

accomplishing the exercises they may not open their dictonary unless the

instructions ask them to.



Make the students work in pairs. Ask them to discuss anything related to kangaroo.

The discussion may contains of the following information. • The origin of kangaroo: Australia, Tasmania, and New Guinea • Kangaroo belongs to mammals. • Kangaroo moves by hopping its hind legs. • Kangaroo has a pouch to carry its baby. • Kangaroo belongs to herbivore; it eats grass.

Etc.

Ask the students to work individually to fill in the blank circles with the important points about kangaroo that they have discussed with their pairs. After the students have finished working on part 1 and 2, discuss the exercises with the whole class.

The answers may be the following.



1

2

herbivore

originally from

Australia

has a pouch

mammals

moves by hopping



In pairs, discuss anything related to kangaroo. Write down the

information you get on the spaces below. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Now, work individually to fill in the circles below with the

important points you know about kangaroo.



1

2



Ask the students to read the following reading passage individually and to pay attention to the highlighted words.




Read the passage below individually and pay attention to the highlighted

words. Then follow the next instructions.


Kangaroo

Kangaroos are the largest marsupial mammals. They belong to the Macropodidae family. Kangaroo moves by hopping on its hind legs using its tail for steering and balancing while hopping at speed up to 40mph/60kmh. When kangaroo is moving slowly the tail is used as an extra leg and supports the kangaroo when it is standing on its hind legs. Most kangaroos can only move both back legs together and not one at a time. Kangaroos are found in Australia, Tasmania, and New Guinea. They are grazing animals that eat grass, young shoots and leaves of heath plants and grass trees. Kangaroos need very little water to survive and are capable of going for months without drinking at all.

A male kangaroo is called a buck. It is also commonly called a "boomer" or an "old man". A female kangaroo is called a doe, or a flyer. A baby kangaroo is called a joey. Kangaroos have good eyesight but only respond to moving objects. They have excellent hearing and can swivel their large ears in all directions to pick up sounds. Kangaroos are social animals that live in groups or "mobs" of at least two or three individuals and up to 100 kangaroos. Kangaroos usually have one young annually. The joey remains in the pouch for nine months and continues to suckle until twelve to seventeen months of age. Kangaroos can have 3 babies at one time. One becoming mature and just out of the pouch, another developing in the pouch and one embryo in pause mode. There are 4 teats in the pouch and each provides different milk for the different stages of development.

Taken from www.giftlog.com/australian_animals.html

The picture is taken from my.opera.com/Stumblerz/blog/index.dml/tag/kangaroo



Lead the students to pronounce the words provided by repeating after you.

Ask the students to work individually to guess the meaning of the highlighted words by using them to complete the sentences.

The complete sentences. 1. Kangaroos eat grass and shoots of plants so that they are called grazing animals.

2. They have short front legs, but very long and very strong hind legs and a tail.

3. A female kangaroo, or a doe, has an external pouch on the front of her body.

4. Female kangaroos usually give birth to only one joey at a time.

5. Kangaroos, and more specifically the Red Kangaroo, are the largest marsupial

animals.

6. Kangaroos are the largest animal that hopping to get around.

2

1




Kangaroo : [kQNg´»ru˘]

Joey : [»dZ´Ui]

Buck : [b√k]

Hind : [haInd]

Pouch : [paUtS]

Marsupial : [mA˘»su˘pi´l]

Mammal : [»mQml]

Hopping : [hÅpIN]

Doe : [»d´U]

Grazing : [»greIzIN]

Pay attention to the highlighted words above once again. Work individually to guess their meanings by using them to complete the following sentences.

7. Kangaroos eat grass and ____________ of plants so that they are called ____________

animals.

8. They have short front legs, but very long and very strong ___________ legs and a tail.

9. A female kangaroo, or a _______, has an external ___________ on the front of her body.

10. Female kangaroos usually give birth to only one __________ at a time.

11. Kangaroos, and more specifically the Red Kangaroo, are the largest ____________

animals.

12. Kangaroos are the largest animal that _________ to get around.

1

2




Ask the students to work in pairs to complete the reading passage. After the students have finished working on part 1 and 2, discuss the exercises with the whole class.

The complete reading passage.

Kangaroo

Most kangaroos do live in Australia and there are some that live elsewhere, such as in Papua New Guinea. There are more than fifty different types of kangaroos. Kangaroos, and more specifically the Red Kangaroo, are the largest marsupial animals. Most kangaroos are vegetarian and their only natural enemies are humans and dingos or other dogs. The Tasmanian wolf used to be a kangaroo predator but it is now extinct. As a result of this and other factors, populations of certain kangaroo species are actually increasing. Other species are endangered due to destruction of their habitat and hunting. In general, the larger‐sized kangaroos have adapted better to changes and continue to thrive, while the smaller species have had more of a struggle. Female kangaroos usually give birth to only one joey at a time but may be caring for up to three of their joeys at the same time. There may be one older joey that is living outside of its mother's pouch, one developing joey living inside the pouch and an embryo that has yet to be born. Each joey has its own teat and the milk that is excreted differs based on the maturity and changing nutritional needs of each joey. Joeys know which teat is theirs and will only drink from that one. One of the most fascinating things about kangaroos is the way in which they move. They are the largest animal that hops to get around. In fact, because their feet are so long, kangaroos are unable to walk. Unlike most animals, kangaroos are unable to move backwards. When kangaroos hop faster they use less energy than when they hop slower. If a kangaroo feels threatened, it thumps or stamps its feet on the ground to let others know that something is wrong. When frightened, a joey will jump back into its mother's pouch, often head‐first. We generally only think of kangaroos hopping across land but kangaroos are actually very good swimmers. While on land, most species of kangaroo can only move their hind legs together. In the water, however, they are able to move their legs separately.


3



In pairs, try to complete the following passage with the

appropriate words.

Kangaroo

Most kangaroos do live in Australia and there are some that live elsewhere, such as in Papua New Guinea. There are more than fifty different types of kangaroos. Kangaroos, and more specifically the Red Kangaroo, are the largest ________ animals. Most kangaroos are vegetarian and their only natural enemies are humans and dingos or other dogs. The Tasmanian wolf used to be a kangaroo predator but it is now extinct. As a result of this and other factors, populations of certain kangaroo species are actually increasing. Other species are endangered due to destruction of their habitat and hunting. In general, the larger‐sized kangaroos have adapted better to changes and continue to thrive, while the smaller species have had more of a struggle. Female kangaroos usually give birth to only one ______ at a time but may be caring for up to three of their joeys at the same time. There may be one older joey that is living outside of its mother's _______, one developing joey living inside the pouch and an embryo that has yet to be born. Each joey has its own teat and the milk that is excreted differs based on the maturity and changing nutritional needs of each joey. Joeys know which teat is theirs and will only drink from that one.

One of the most fascinating things about kangaroos is the way in which they move. They are the largest animal that hops to get around. In fact, because their feet are so long, kangaroos are unable to walk. Unlike most animals, kangaroos are unable to move backwards. When kangaroos_______faster they use less energy than when they______ slower. If a kangaroo feels threatened, it thumps or stamps its feet on the ground to let others know that something is wrong. When frightened, a joey will jump back into its mother's pouch, often head‐first. We generally only think of kangaroos hopping across land but kangaroos are actually very good swimmers. While on land, most species of kangaroo can only move their ______ ______ together. In the water, however, they are able to move their legs separately.


3



Ask the students to work individually to make their own sentences using the words provided (the answers depend on the students). After the students have finished writing the sentences, discuss it with the whole class.

Ask the students to discuss the following words with their pairs and ask them to explain the meaning of the words orally.

The words’ meanings.

1. A pouch

It is a pocket on the stomach of a kangaroo; it is used to carry its baby.


They are animals originally from Australia.

3. Grazing animals

They are any animals that eat plants/grass.

4. Hind legs

They are the back legs of a kangaroo.

5. A buck

It is a male kangaroo.

Let’s Do It!

1

2




Now, work individually to make your own sentences using the following words.

1. Pouch :

_____________________________________________________________________________________

2. Buck :

_____________________________________________________________________________________

3. Shoot :

_____________________________________________________________________________________

4. Marsupial :

_____________________________________________________________________________________

It’s time for you to remind the following vocabulary. By discussing with your pairs, explain the vocabulary using your own words. An example has been done for you. After that, share it with your friends orally.

Example:

A joey: It is the baby of kangaroos. It is usually carried by its mother in its pouch.

6. A pouch

______________________________________________________________________________________________


______________________________________________________________________________________________

1

2

Let’s Do It!




8. Grazing animals

______________________________________________________________________________________________

9. Hind legs

______________________________________________________________________________________________

10. A buck

______________________________________________________________________________________________




UNIT 2

SSSWWWEEEEEETTT OOORRR SSSOOOUUURRR………???



• In the Let’s Get Started!, the students have to gain background knowledge by (1)

finding the words related to orange fruit using the guidelines given. After that, the

teacher and the students discuss the exercise and make a conclusion. Then, the

teacher and the students (2) pronounce the words that the students have found

(the students repeat after the teacher).


titled Orange Fruit, (2) match the selected words with their definition, (3)

complete a reading passage, and (4) complete sentences. After the exercises are

all finished, the teacher and the students discuss the exercises.

• In the Let’s Do It!, the students recall the vocabulary related to orange fruit that

they have learnt by making an inference of the reading passages they have read.



istructions ask them to.



Ask the students to look at the picture and then work in pairs to find some words related to orange fruit. The guidelines are provided. After the students have finished discussing, discuss it with the whole class.

The answers may be the following (the students may get more). Shape : round, oblate

Physical parts : rind, pulp, zest

Taste : sweet, sour

(other) Color : green, orange

Lead the students to pronounce the words they have found by repeating after you.

1

2




What words come up to your mind when you are looking at the picture below? In pairs, try to find words related to the picture using the following guidelines.

The picture is taken from www.plantguide.org/orange.html Shape : _____________________________, ____________________________

Physical parts : _____________________________, ____________________________

Taste : _____________________________, ____________________________

(other) _______________ : _____________________________, ____________________________

________________________ : ____________________________, _____________________________

It’s time for you to pronounce the words you have found together. Your teacher will guide you.


1

2



Ask the students to read the reading passage individually and pay attention to the underlined words.




Read the following passage individually and follow the next instructions.

Orange Fruit

An orange is the fruit of an orange tree, one of the most common citrus fruits, widely grown in warmer climates, and distributed worldwide. Oranges are orange in color – the color is named for the fruit, not the other way around.

The orange has a sweet‐sour taste and is commonly peeled and eaten fresh, or squeezed for its juice. It has a thick bitter rind that is usually discarded, but can be used in cooking. The outer‐most layer of the rind is called orange zest, and it has a similar flavor to the inner part of the orange. The white part of the rind is almost always discarded.

All citrus trees are of a single genus, Citrus, and remain largely interbreedable – that is, there is only one "superspecies" which includes lemons and limes as well as oranges. Nevertheless names have been given to the various members of the citrus family, oranges often being referred to as Citrus sinensis and Citrus aurantium.

Taken from www.wikipedia.com

The picture is taken from www.encyclopedia.com/doc/orange.aspx.htm




Ask the students to work in pairs to match the selected words in the left column with their definitions in the right column.

The answers. 1 Zest 6 having a sharp taste2 Rind 8 throw away3 Squeeze 2 hard outer covering of certain fruits 4 Peel 4 take the skin off (fruit or vegetable) 5 Sweet 7 any of a group of related trees including

the lemon, lime, and orange 6 Sour 1 the outer skin of an orange 7 Citrus 5 tasting like sugar8 Discard 3 get the water or juice out of something

by pressing hard 9 Lemon 9 oval yellow fruit with a sour juice 10 Lime 10 a fruit like a lemon but more acid

Ask the students to work individually to complete the reading passage with the appropriate words.


2

Mandarin Orange

The Mandarin orange is a small citrus tree (Citrus reticulata) with fruit resembling the orange. The fruit is oblate, rather than spherical, and roughly resembles a pumpkin in shape. Mandarin oranges are usually eaten plain or in fruit salads. Varieties of mandarin orange include the tangerine, clementine, dancy, tangor, satsuma and several new varieties recently released by UCR such as the Goldnugget.

In some varieties, notably the tangerine, the rind is loose and can easily be removed by hand. The tangor, also called a temple orange, is a cross between a mandarin and an orange. Its thin rind is also easy to peel, and its pale orange pulp is spicy, full‐flavored, and tart. Most canned mandarin oranges are satsumas.

Citrus fruit varieties are usually self‐fertile (needing the bee only to move pollen within the same flower), or parthenocarpic, not needing pollination and therefore seedless. Tangerine blossoms are an exception. They are self sterile, therefore must have a pollenizer variety to supply pollen, and a high bee population to make a good crop.


1



By examining the context of the underlined words in the passage, work in pairs and try to guess their meaning by matching the words in the left column with the appropriate definitions in the right column.

1 Zest having a sharp taste2 Rind throw away3 Squeeze hard outer covering of certain fruits 4 Peel take the skin off (fruit or vegetable) 5 Sweet any of a group of related trees including

the lemon, lime, and orange 6 Sour the outer skin of an orange7 Citrus tasting like sugar8 Discard get the water or juice out of something by

pressing hard 9 Lemon oval yellow fruit with a sour juice 10 Lime a fruit like a lemon but more acid

It’s time for you work individually to complete the following passage with the appropriate words.

1

2

Mandarin Orange The Mandarin orange is a small ________ tree (Citrus reticulata) with fruit resembling the orange. The fruit is oblate, rather than spherical, and roughly resembles a pumpkin in shape. Mandarin oranges are usually eaten plain or in fruit salads. Varieties of mandarin orange include the tangerine, clementine, dancy, tangor, satsuma and several new varieties recently released by UCR such as the Goldnugget. In some varieties, notably the tangerine, the ________ is loose and can easily be __________ by hand. The tangor, also called a temple orange, is a cross between a mandarin and an orange. Its thin rind is also easy to _________, and its pale orange pulp is spicy, full‐flavored, and tart. Most canned mandarin oranges are satsumas. Citrus fruit varieties are usually self‐fertile (needing the bee only to move pollen within the same flower), or parthenocarpic, not needing pollination and therefore seedless. Tangerine blossoms are an exception. They are self sterile, therefore must have a pollenizer variety to supply pollen, and a high bee population to make a good crop.




Ask the students work individually to complete the sentences with the appropriate words. After the students have finished working on part 1, 2, and 3, discuss the exercises with the whole class.

The complete sentences. 1. Orange oil (produced by squeezing the zest) is used in surface conditioning of

wood furniture, and (along with other citrus oils) in grease removal and as a hand‐cleansing agent.

2. Orange spray (extracted from orange rind and sold commercially) is an extremely efficient cleaning agent which is environmentally friendly and non‐toxic.

3. The sour taste is in fact attributed to the slight acidity of the orange's juice.

4. The tree which produces the well‐known Orange of commerce is closely related to the lemon, the citron, and the lime, and with them belongs to the genus citrus.

5. Besides the sweet and bitter varieties, the more common ones are the mandarin orange of China, the tangerine, and the Maltese or blood orange.

Ask the students to work individually to make a summary of the reading passages they have read. After that, ask some of them to share their work orally to the whole class.

3

Let’s Do It!

1



Have more practice by completing the sentences below with the appropriate words. Work individually. An example has been done for you.

Example:

Orange belongs to the citrus family and is the major fruit, besides others such as tangerines, mandarins, clementines and satsumas.

6. Orange oil (produced by _________ing the zest) is used in surface conditioning of wood furniture, and (along with other citrus oils) in grease removal and as a hand‐cleansing agent.

7. Orange spray (extracted from orange ________ and sold commercially) is an extremely efficient cleaning agent which is environmentally friendly and non‐toxic.

8. The ________ taste is in fact attributed to the slight acidity of the orange's juice.

9. The tree which produces the well‐known Orange of commerce is closely related to the lemon, the citron, and the lime, and with them belongs to the genus ___________.

10. Besides the __________ and bitter varieties, the more common ones are the mandarin orange of China, the tangerine, and the Maltese or blood orange.

It’s time for you to work individually to make a summary about orange fruit with your own words. After that, share your work with your friends.

3

1


Let’s Do It!



UNIT 3

HHHOOOWWW DDDIIIDDD TTTHHHEEE ZZZEEEBBBRRRAAA GGGEEETTT IIITTTSSS

SSSTTTRRRIIIPPPEEESSS???




How the Zebra Got Its Stripes story by (1) exchanging information about zebra

with their pairs. Then, the students have to (2) guess how the story will be and

write it down. After that, the teacher and the students discuss the exercises.


titled How the Zebra Got Its Stripes, (2) pronouncing words, (3) complete

sentences, and (4) match the selected words with their definition. After the

exercises are all finished, the teacher and the students discuss the exercises. After

that, the students (5) play the guessing words game.

• In the Let’s Do It!, the students recall the vocabulary used in How the Zebra Got Its

Stripes that they have learnt by making sentences based on the pictures given.






Ask the students to exchange the information about zebra with their pairs and write it down (the answers depend on the students).

The answers may be the following. • Zebra is like a horse.

• It has four legs and stripe skin, which the colors are black and white.

• It belongs to herbivore; it eats plants/grass.

Etc.

Ask the students to guess how the story of the zebra will be. With their own words, ask the students to work individually to write down their short story. The students may not open their dictionary and check the next page (the story depends on the students’ imagination). After the students have finished working on part 1 and 2, discuss the exercises with the whole class.

1

2




What do you know about zebra? Exchange the information you have and use the following spaces to write down all the information you get.

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

The picture is taken from danielsanimals.wordpress.com/2010/01/26/this-is-my-plains-zebra-fact-sheet/

Now, by looking at the topic title, work individually to guess how the story of the zebra will be. With your own words, write down your short story. Do not open your dictionary and do not check the next page.


1

2



Ask the students to read the passage individually and to pay attention to the underlined words.




Read the following passage individually. Pay attention to the underlined words and follow the next instructions.

How The Zebra Got Its Stripes

Zebras, many years ago were not black and white. They were white. Some would say that they were a mixture between a white horse, and a donkey or mule.

People at this time were still trying to domesticate (or train) wild horses so they could show them off, and prance around on them since they were so beautiful.

Now zebras were called zebras since they were a bit different from horses, and mules. But it was very difficult to catch, and train a zebra. One day a zebra which was still very young, wandered off into the village. Many people started to stare and whisper about how they would catch it.

The zebra became alarmed, and realized what they would try to do. So he frantically began to run. People started to run inside to get a net to catch the zebra with. He ran and ran. Finally he had an idea.

He found some black paint, and tipped it out of the pot that it was in. It splattered out into little wavy lines. So he rolled in it until his body was covered with black stripes. He did this thinking that it would make him ugly.

The people of the village finally found him, and realized what he had done to himself. They didn't think that he was pretty any more since he had black blurry stripes all over him. So they let him go.

Soon all zebras did that so that people would leave them alone. Then gradually they didn't need too. Zebras started to be born like that except they were beautiful.


The picture is taken from mcdoans.blogspot.com/2009_12_01_archive.html




Lead the students to pronounce the selected words by repeating after you.

1




1. Zebra (n) [»zebr´ or zi˘br´]

2. Horse (n) [hç˘s]

3. Mixture (n) [»mIkstS´]

4. Mule (n) [mju˘l]

5. Donkey (n) [»dÅNki]

6. Domesticate (v) [d´»metIkeIt]

7. Prance around (v) [prA˘ns]

8. Catch (v) [kQtS]

9. Train (v) [treIn]

10. Wander off (v) [»wÅnd´ Åf]

11. Stare (v) [ste´]

12. Whisper (v) [»wIsp´]

13. Alarm (v) [´»lA˘m]

14. Net (n) [net]

15. Tip out (v) [tIp aUt]

16. Splatter out (v) [»splQt´ aUt]

17. Paint (n) [peInt]

18. Roll (v) [r´Ul]

19. Stripe (n) [straIp]

20. Blurry (adj) [bl´˘ri]

1



Ask the students to work in pairs to match the selected words in the left column with the meanings in the right column. After the students have finished working on part 2 and 3, discuss the exercises with the whole class.

The answers.

1. Mule 8 walk around without any particular aim

2. Domesticate 4 long narrow band on a surface that is

different in color 3. Train 6 splash drops of liquid4. Stripe 5 pour something out5. Tip out 10 look at someone or something for a long time

6. Splatter out 2/3 give somebody or animals practice or

teaching 7. Blurry 1 an animal that is half donkey and half horse

8. Wandered off 3/2 teach someone or an animal how to do

something 9. Prance around 9 move with high steps10. Stare 7 Unclear

Ask the students to work individually to complete the following sentences using the words in the column above. The students still may not check them in the dictionary, but they may check the context in the reading passage they have read to guess the meaning.

The complete sentences.

1. I do not like wearing dress in stripes motif; which means it has so many lines on

it.

2. A friend of mine bet that I will not be a good photographer since I always take

unclear pictures, or we call it as blurry pictures.

3. My father use the violet paint to color his room’s wall.

4. It is not a horse, I guess. It looks younger. Perhaps it is a donkey.

3

2



Let’s check the words meanings. Without opening your dictionary, work in pairs and write down the number of the words in the left column that matched with the descriptions in the right column below.

2. Mule walk around without any particular aim

2. Domesticate long narrow band on a surface that is

different in color 3. Train splash drops of liquid4. Stripe pour something out5. Tip out look at someone or something for a long time

6. Splatter out give somebody or animals practice or

teaching 7. Blurry an animal that is half donkey and half horse

8. Wandered off teach someone or an animal how to do

something 9. Prance around move with high steps10. Stare unclear

Now, use some of the words in the column above to complete the following sentences. Work individually. You may not check them in the dictionary, but you may check the context in the reading passage you have read to guess the meaning.

1. I do not like wearing dress in __________ motif; which means it has so many lines on

it. 2. A friend of mine bet that I will not be a good photographer since I always take

unclear pictures, or we call it as _________ pictures.

3. My father use the violet __________ to color his room’s wall.

4. It is not a horse, I guess. It looks younger. Perhaps it is a _______________.

5. I always ask him to speak louder but it does not work. It seems that he likes to ______________ every word to my ears.

6. My uncle loves to give practices to tigers and lions so that they will be tame and trained. In other words, he likes to ______________ animals.

7. I am so nervous and my hands are trembling. I do not know why they always _____________ at me like this; looking at me so deeply.

2

3



5. I always ask him to speak louder but it does not work. It seems that he likes to

wishper every word to my ears.

6. My uncle loves to give practices to tigers and lions so that they will be tame and

trained. In other words, he likes to domesticate animals.

7. I am so nervous and my hands are trembling. I do not know why they always

stare at me like this; looking at me so deeply.

8. I have to splatter out the oil to the floor. It will make the thief slipped and

trapped.

9. Why do the horses always prance around? They cannot stop running and

jumping. Are they annoyed?

10. Those people are not beggars. They wander off the town. Sometimes they visit

some places and find motels.

Ask the students to work in pairs. Then lead the game. Direction: the students should think of one word but they may not tell their friend what word they are thinking of. They should give some clues to describe the word and let their friend guess it. A right answer deserves 100 point. Ask the students to write down the score in the column below and see who finally wins. Remind them to change position.

4



I have to _______________ the oil to the floor. It will make the thief slipped and trapped. 8. Why do the horses always _________________? They cannot stop running and jumping.

Are they annoyed?

9. Those people are not beggars. They _______________________ the town. Sometimes they visit some places and find motels.


It’s time for you to show off your understanding of the words meanings you have learnt. Work in pairs. You think of one word but do not tell your friend what word you are thinking of. Get some clues to describe the word and let your friend guess it. A right answer deserves 100 point. Write down the score in the column below and see who finally win. Do not forget to change position.


1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

4



Ask the students to work individually to make their own sentences based on the pictures. Remind the students not to check the words meanings in their dictionary or in the previous tasks. They may use the words in the box (the answers depend on the students).


1. I guess I will not be a good photographer since I always take blurry pictures.

2. My dogs like to stare at each other in a long time as if they want to fight.

3. I cannot stop thinking why my brother likes to collect stripe shoes.

4. My leg unintentionally hit the glass so that the paint was splattered out on the

floor.

5. I keep wondering why there are so many people wander off the desert.

6. I was so amused to see the donkey enjoyed playing with himself.

7. It is no doubt that when the horse can prance around well, it means he is a good

condition.

8. My little brother enjoys catching butterflies in the park every weekend.

9. I find some people love to domesticate zebras.

10. The old man is showing off the tattoo he is proud of so much.

1

Let’s Do It!



It’s time for you to make your own sentences based on the pictures below. Work individually. Do not check the words meanings in your dictionary or in the previous tasks. Use the words in the box.

1.

The picture is taken from commons.wikimedia.org/wiki/File:Blurry_men_climbing_stairs.jpg

______________________________________________

______________________________________________

______________________________________________

2.

The picture is taken from www.funnies.com/dogstaring.htm

______________________________________________

______________________________________________

______________________________________________

3.

The picture is taken from www.highsnobiety.com/news/2009/01/04/reebok-freestyle-hi-stripes-collection

______________________________________________

______________________________________________

______________________________________________

1

catch stripes stare prance around donkey

blurry splatter out show off domesticate wander off

Let’s Do It!



4.

The picture is taken from finitejourney.files.wordpress.com/2010/02/empty.jpg

______________________________________________

______________________________________________

______________________________________________

5

The picture is taken from davesboringblog.wordpress.com

______________________________________________

______________________________________________

______________________________________________

6


______________________________________________

______________________________________________

______________________________________________

7


______________________________________________

______________________________________________

______________________________________________

8

The picture is taken from www.freeclipartnow.com/education/coloring-pictures/butterfly-catching.jpg.html

______________________________________________

______________________________________________

______________________________________________



9

The picture is taken from www.zebraguru.com/Events_Clinics.html

______________________________________________

______________________________________________

______________________________________________

10

The picture is taken from style-tattoo-art.blogspot.com

______________________________________________

______________________________________________

______________________________________________




UNIT 4

HHHOOOWWW DDDIIIDDD TTTHHHEEE TTTOOORRRTTTOOOIIISSSEEE GGGEEETTT HHHIIISSS SSSHHHEEELLLLLL???




How the Tortoise Got His Shell story by (1) imagining how the story will be and

write it down. After that, the students have to (2) find the chopped words and

write it down. After that, the teacher and the students discuss the exercises.


titled How the Tortoise Got His Shell, (2) pronounce words, (3) fill in the

crosswords, and (4) complete sentences. After the exercises are all finished, the

teacher and the students discuss the exercises.

• In the Let’s Do It!, the students recall the vocabulary used in How the Tortoise Got

His Shell that they have learnt by playing the box game.






Ask the students to work individually to imagine how the tortoise got his shell. Without looking up their dictionary, ask them to write down their imagination with their own words.

Ask the students to work in pairs to find the word pieces that fit together and write them in the answer area. After the students have finished working on part 1 and 2, discuss the exercises with the whole class.

The answers:

• bottom • dizzy

• scream • curl up

• desert • come off

• rocky • burnt

• back • shell

• wrinkly • rock

• pain • pull off

• tumble down • beat down

• steep • trip

• crash • spin

• protect • race


1

2



In your own imagination, how do you think the tortoise got his shell? Without looking up your dictionary, work individually and write down your imagination with your own words.

The picture is taken from dwipram.wordpress.com/2008/11/08/kura-kura-dan-kancil/

The table below contains words that have been chopped in half. Work in pairs to find the pieces that fit together and write them in the answer area below.

Answers: bot scre sert roc _____________________ _____________________ ba wrin ep in _____________________ _____________________pa tom tum kly _____________________ _____________________cra pro diz ll _____________________ _____________________ky ra cu rl up _____________________ _____________________be she ce me off _____________________ _____________________tect ste ip de _____________________ _____________________am sh in at down _____________________ _____________________co zy pu nt _____________________ _____________________sp bur ble down ll off _____________________ _____________________tr ck ck ro _____________________ _____________________


1

2



Ask the students to read the story individually and follow the next instructions.




Read the passage below individually and follow the next instructions.

How the Tortoise Got His Shell

Long, long ago in the desert lived a Tortoise. The

Tortoise had a brown wrinkly body because the sun was always

beating down on him, without a shell he was getting burnt!

One day Tortoise was running a race with Cheetah; he

was running so fast Cheetah could not see him. Suddenly Tortoise

tripped and then tumbled down a steep, rocky mountain.

Later that day at the bottom of the mountain Tortoise woke up, spinning on

his back! Tortoise felt all dizzy and he had a lot of pain, he tried to get up but he

couldn’t! He felt something hard and heavy on his back. He realised he had a cracked

rock on his wrinkly body!

Cheetah came crashing down the mountain to see if Tortoise was ok. Cheetah

tried to help Tortoise to get up and pull the rock off his back. Tortoise screamed in

pain because the rock would not come off!

Cheetah said ‘You look better with the rock and it will protect you from the

sun. Let’s have another race!’

‘No thanks, I am tired’ said Tortoise as he curled up inside his rock.

So that is how the Tortoise came to have a shell and how the Cheetah became

the fastest animal!






Lead the students to pronounce the selected words by repeating after you. 1




Desert [»dez´t] Spin [spIn]

Wrinkly [»rINkli] Back [bQk]

Beating down [»bi˘tIN daUn] Dizzy [»dIzi]

Shell [Sel] Pain [peIn]

Burnt [b´˘nt] Cracked rock [krQkt rÅk]

Race [reIs] Come off [»k√m »Åf]

Trip [trIp] Crashing down [krQSIN daUn]

Tumble down [»t√mbl daUn] Pull off [»pUl »Åf]

Steep [sti˘p] Scream [skri˘m]

Rocky [»rÅki] Protect [pr´»tekt]

Bottom [»bÅt´m] Curl up [k´˘l √p]


1



Ask the students to work in pairs to fill in the crossword based on the definitions given. Remind them not to look up their dictionary, but they may check the words’ context in the reading passage above to guess the meaning.

1.D I Z Z Y C H E E T A H 15.P

S 2.W R I N K L Y

3.S H E L L O R 5.B U R N T 4.S T E E 14.P A E P U 7.R A C E C 6.P A I N L O K T N L C 8.R O C K Y T F 17.B 9.C O M E O F F O U R 16.C T 10.T R I P T R T L O A O U I 11.S C R E A M P S H 12.B E A T D O W N O 13.T U M B L E D O W N N

2



Work in pairs to fill in the crossword below based on the definitions given. Do not look up your dictionary, but you may check the words’ context in the reading passage above to guess the meaning.

1.

C H E E T A H15.

2.

3.

5.

4.

14.

7.

6.

8.

T 17.

9.

O

R 16.

10.

T

O

I 11.

S

12.

E

13.


Across

1. feeling when everything seems to turn round

2. covered with wrinkles

3. hard outside part covering some animals, such as snails, tortoises

2



4. which rises or falls sharply

5. black because of the sun

6. feeling of being hurt

7. contest to see which person, horse, car, etc

8. full of rocks and large stones

9. to stop being attached

10. to catch your foot in something so that you stagger and fall down

11. to make loud cries

12. act of hitting or defeating

13. to fall

Down

1. very dry area of the world

4. to move round and round very fast

5. part of your body which is not in front

7. large stone, large piece of stone

9. to make something twist round

14. to move something towards you or after you

15. to keep someone or something safe

16. to hit something and be damaged

17. lowest point




Ask the students work individually to complete the sentences with the appropriate words. Remind them not to look up their dictionary but they may refer to the crossword above. After the students have finished working on part 2 and 3, discuss the exercises with the whole class.


1. Many works make me feel dizzy. 2. I did not think that the village I should live and work in was a good place. It was so

hot and it was not easy to find water there. As if I should live in a desert. 3. Friends of mine from San Diego, Lolly and Marie , love sunbathing to get their skin

burnt. 4. My sister uses sun block to keep or to protect her skin from the heat of the sun. 5. When the tornado attacked my village, it could be clearly seen how everything

were spinning in the air. 6. The husband did not know what to do to save his wife from the fire. He could only

screamed and asked help to people around him. 7. I am not sure my motorcycle will pass that road successfully. That is like a

mountain. It is too steep and slippery. 8. I cannot wait to see my grandmother; an old lady with wrinkly skin all over the

body and sweet smile on her lips. 9. He lost one of his legs two years ago. That was what he should pay for stealing

mangos and finally he tumbled down from the tree. 10. Someday, when I have enough money, I will go diving to see how beautiful the

scenery of the bottom of the sea in Bunaken. 11. Suddenly I heard somebody screaming. In hurry I switched off my stove and ran.

Gosh! He crashed down in front of my house and no one helped him. 12. When my friend and I took a walk in a sunny day, suddenly an unknown person

pulled off a rock to my friend. Finally, he was hospitalized for several weeks because of the serious injury in his head.

13. Twice a week my brother asks a professional technician to check his motorcycle before he joins the race competition.

14. Dindya could not lie that she really felt the pain of her broken arm. She always cried loudly whenever someone unintentionally touched it.

15. A family near my house like eating baked tortoise and collect its shell and hanged it on their house’ wall.

3



Complete the sentences below with the appropriate words. Work individually. Remember, do not look up your dictionary but you may refer to the crossword above.

1. Many works make me feel _____________. 2. I did not think that the village I should live and work in was a good place. It was so

hot and it was not easy to find water there. As if I should live in a _______________. 3. Friends of mine from San Diego, Lolly and Marie , love sunbathing to get their skin

_______________. 4. My sister uses sun block to keep or to _____________ her skin from the heat of the

sun. 5. When the tornado attacked my village, it could be clearly seen how everything

were _____________ in the air. 6. The husband did not know what to do to save his wife from the fire. He could only

_____________ and asked help to people around him. 7. I am not sure my motorcycle will pass that road successfully. That is like a

mountain. It is too ______________ and slippery. 8. I cannot wait to see my grandmother; an old lady with _______________ skin all over

the body and sweet smile on her lips. 9. He lost one of his legs two years ago. That was what he should pay for stealing

mangos and finally he _________________ from the tree. 10. Someday, when I have enough money, I will go diving to see how beautiful the

scenery of the ______________ of the sea in Bunaken. 11. Suddenly I heard somebody screaming. In hurry I switched off my stove and ran.

Gosh! He ______________________ in front of my house and no one helped him. 12. When my friend and I took a walk in a sunny day, suddenly an unknown person

_________________ a rock to my friend. Finally, he was hospitalized for several weeks because of the serious injury in his head.

13. Twice a week my brother asks a professional technician to check his motorcycle before he joins the _____________ competition.

14. Dindya could not lie that she really felt the ________________ of her broken arm. She always cried loudly whenever someone unintentionally touched it.

15. A family near my house like eating baked tortoise and collect its ______________ and hanged it on their house’ wall.

3




Lead the students to play the game. By working in pairs, ask the students to make a simple dice. Use the dice to play the game. Ask them to follow the direction. You only have to see whether the game runs well.

Let’s Do It!

1



Let’s play the game! In pairs, make a simple dice. Use the dice to play the following game. Follow the direction below.

Direction:

Prepare your eraser (or anything) to represent you. Place the eraser on the “START”

box. Throw the dice and see the number you get. The number represents how many

box you may move. When you see ”Sentence” it means that you have to make a

sentence using the word provided. Meanwhile, if you see “Definition” it means that

you have define the words provided with your own words. Every box has point in the

bottom. If you fail to do the job, you get 0. When you come to “FINISH” box, count

your points and see who wins.


1

Let’s Do It!



START!

Sentence:

Pain

50

Sentence:

Trip

100

SKIP 2

BOXES!

80

Definition:

Tumble

down

100

Sentence:

Beat down

150

Sentence:

Rocky

50

Definition:

Race

70

MOVE

BACK 1

BOX!

0

Sentence:

Crashing

down

90

Definition:

Desert

100

Definition:

Protect

105

Sentence :

Wrinkly

110

Sentence:

Burnt

85

Definition:

Scream

100

Sentence:

Pull off

95

Sentence:

Steep

80

Definition:

Back

65

SKIP 1

BOX!

40

Definition:

Shell

105

Definition:

Rock

55

Sentence:

Dizzy

90

Sentence:

Come off

105

MOVE

BACK 3

BOXES!

0

Definition:

Bottom

100

Sentence:

Curl up

80

Sentence:

Spin

80

FINISH!

Bonus:

3,000




UNIT 5

JJJUUUNNNKKK FFFOOOOOODDD::: DDDOOOEEESSS IIITTT MMMAAAKKKEEE MMMEEE

OOOBBBEEESSSEEE???




junk food and obesity by (1) finding some words related to junk food and obesity

in a bubble chain. After that, the students have to (2) answer the questions related

to junk food and obesity. After that, the teacher and the students discuss the

exercises.


titled The Pitfalls of Eating Junk Food while highlighting the words related to junk

food and obesity, (2) share findings and pronounce words, (3) fill in the mind

mapping, (4) complete sentences, and (5) complete a reading passage. After the

exercises are all finished, the teacher and the students discuss the exercises.

• In the Let’s Do It!, the students recall the vocabulary related to junk food and

obesity by writing down all the information they have about junk food and obesity

with their own words.






Ask the students to work individually to find the words that may be related to junk food in the following bubble chain.

The answers.

1

e v r at i v e

df

h a m

b

u

r c

ti

v

eb

v r

e g

a

s e

t j

m

b

i

y

o

c

n i dd

a

m l

s e i

r o l

s

si

t

l as

s

o

c h i p

i a b

e t

e m c d

e h n

u

h tl a y

e r

p

s

s f a t

a




Work individually to find the words that may be related to junk food in the following bubble chain.



1

e v r at i v e d f h a m

b

u

rct

iv

eb

v r e g

a

s e

t j

m

b

i

y

o

c

n idd

a

m l s e

irol

s

si

t

las

s o

c h i p

i a be t

e m c d

e h n

u

htla y

e r

p

s

s f a t a



Ask the students to work in pairs and discuss the questions given. They may use some words they have found in the previous task (the answers depend on the students).

2



Discuss the following questions in pairs. You may use some

words you have found in the previous task.

1. What do you know about junk food?


______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

____________________________________________________________________________________________

2. What do you know about obesity?

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

____________________________________________________________________________________________

3. In your opinion, what is the relation between junk food and obesity?

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

____________________________________________________________________________________________


2



Ask the students to read the reading passage individually. While reading, ask them to underline some words that they think have strong relationship with junk food.




While reading the following passage, underline some words that you think have strong relationship with junk food. An example has been done for you.

The Pitfalls of Eating Junk Food

We live in an addiction‐prone society, but of all the

addictions out there, one of the most deadly is one that is most

often overlooked: junk food. The term “junk food” refers to any

food that is high in calories, fat, salt, and sugar without bringing

any nutritional value to the table. Unfortunately, this food is

usually convenient, tasty, and extremely addictive.

Junk food becomes a dangerous addiction because its effects are so subtle. When we eat a chocolate bar, a bag of chips, or a meal of fast food, we don’t see our arteries clogging with plaque and fat deposits. We don’t feel ourselves gaining weight as our internal organs become fatty and weak, and most of the time, we don’t associate tiredness, anxiety, depression, or skin problems with the junk food we consumed earlier in the day.

Furthermore, because it seems like everybody does it, eating junk food doesn’t appear to be an addiction. Junk food attacks every age group. Children are addicted, seniors are addicted, most people are addicted for their entire lives without ever knowing it, and without understanding the huge health‐related repercussions that come along with the treats and snacks that seem so harmless.

We begin our addiction to junk food at a young age. Children who become addicted

to junk food actually stop eating the nutritious food they need to grow up healthy. And the

current epidemic of childhood obesity is only the tip of the iceberg. Kids that live on fats

and sugars have shorter attention spans, growth problems, and suffer from tooth decay

and weak bone structure early in life.





Through junk food, we are consuming huge amounts of highly processed food,

which are not only devoid of nutrition, but are also full of harsh dyes, chemicals, and

preservatives that poison our bodies. Deep‐fried potatoes have been shown to be highly

carcinogenic. Monosodium Glutamate (MSG) causes not just obesity but several forms of

neurotoxicity. And the list goes on. Even if we’re not getting fat off junk food, we are

getting sick.

At this point, we have grown into full‐fledged, adult junk food addicts. If we have

somehow managed to avoid the worst consequences of our addiction during our teen

years, they will now come out in force. Those who eat junk food on a regular basis are at

risk of contracting Type 2 Diabetes, heart disease, liver disease, hypertension, and a

myriad of other illnesses that lead to heart attacks, strokes, organ failure, and death. In

fact, almost twice as many people die each year of heart disease caused by diet‐related

obesity and cardiovascular problems, than die of cancer.

Like any lifelong smoker or alcoholic, the ravages of junk food addiction become increasingly apparent on and within our bodies as we age. While it is possible to break the addiction, the best solution is to avoid it to begin with. It is for this reason that junk food is getting kicked out of school cafeterias and vending machines all over the world.

Ultimately, junk food is not only robbing us of the things we need to be healthy, it is actively poisoning our systems. The more we can stay away from processed, artificial foods, and stick to eating whole, nutritious food, the more likely we are to lead long, strong, healthy lives.

Taken from www.weightlossforall.com/junk-food-obesity-x.htm



Ask the students to share their findings with their friends. After that, ask them to mention the words and lead them to pronounce those words by repeating after you.

Ask the students to work in pairs to complete the mind

mapping tree about junk food. They can use the words they have underlined in the previous task. They may add the tree branches whenever needed.


Ask the students to work in pairs to complete the sentences using the words provided in the box.


1. One‐third of children between the ages of 4 and 19 are eating junk food once every day.

1

2

JUNK FOOD

Example

Effects in Health

Content

calories

fat

salt chemicals

hamburger

chips

soda

Chocolate bar

diabetes

heart disease

hypertension

obesity

3



Share your findings with your friends. After that, try to pronounce the words together.

In pairs, complete the mind mapping tree about junk food below. You can use the words you have highlighted in the previous task. You may add the tree branches whenever needed.


Work in pairs to complete the following sentences using the words provided in the box.

1. One‐third of children between the ages of 4 and 19 are eating __________ once every day.

JUNK FOOD

Example

Effects in Health

Content

Calories

hamburger

diabetes

1

2

3 addiction obesity calories

junk food nutrition high fat



2. Adults who consume fast food at least two times each week will increase their risk for obesity by 50 percent or more.

3. Junk food is high calorie, high fat and unhealthy.

4. When they reach the teens, children end up being fat or obese with no proper ‐nutrition.

5. Surprisingly, the food items chosen by the people in the study mattered little, such as whether they preferred hamburgers over chicken nuggets; they were still consuming large quantities of saturated fat and calories.

6. Overconsumption of high‐calorie food can trigger addiction.

Ask the students to complete the passage with the appropriate words. After the students have finished working on part 2 and 3, discuss the exercises with the whole class.


4

Schools Junk Food Ban




behind it. Obesity is a leading cause of many life‐threatening diseases. Obesity also




care professionals. Junk food is, while having no nutritional value, high in calories,

salt, and fat content. Junk food is not a nutritional part of this complete breakfast.

This leads to obesity, associated with many illnesses. Overall, an obese person has a

lower immune system. Colorectal cancer, type two diabetes, cardiovascular disease,

impaired immune response, impaired respiratory functions, liver disease, surgical

complications, mammegaly (an infection caused by sweat) and deep vein

thrombosis are only some of the diseases directly caused by obesity (American

Obesity Association).



2. Adults who consume fast food at least two times each week will increase their risk for ___________ by 50 percent or more.

3. Junk food is high calorie, _____________ and unhealthy.

4. When they reach the teens, children end up being fat or obese with no proper ‐__________.

5. Surprisingly, the food items chosen by the people in the study mattered little, such as whether they preferred hamburgers over chicken nuggets; they were still consuming large quantities of saturated fat and ____________.

6. Overconsumption of high‐calorie food can trigger ____________.


Try to complete the following passage individually with the appropriate words.

4 Schools Junk Food Ban




behind it. ___________ is a leading cause of many life‐threatening diseases. Obesity also




care professionals. Junk food is, while having no nutritional value, high in ___________,

__________, and _______ content. ___________ is not a nutritional part of this complete

breakfast. This leads to obesity, associated with many illnesses. Overall, an obese

person has a lower immune system. Colorectal cancer, type two diabetes,

cardiovascular disease, impaired immune response, impaired respiratory functions,

liver disease, surgical complications, mammegaly (an infection caused by sweat) and

deep vein thrombosis are only some of the diseases directly caused by ____________

(American Obesity Association).



Ask the students to work individually to write down all the information they have about junk food and obesity with their own words. After that, discuss it with the whole class.

1

Let’s Do It!








healthy food, and sell this the school cafeteria. By improving the quality of school








Taken from www.planetpapers.com/



It’s time for you to work individually to write down all the information you have about junk food and obesity with your own words.








_________ food, and sell this the school cafeteria. By improving the quality of school








Taken from www.planetpapers.com

1


Let’s Do It!



UNIT 6

CCCOOOUUULLLDDD YYYOOOUUU CCCAAALLLLLL MMMEEE LLLAAATTTEEERRR………???




using cell phones while driving by (1) answering some questions related to using

cell phones while driving. After that, the students have to (2) predict the words

that may appear in the reading passage and give the reasons. After that, the

teacher and the students discuss the exercises.


titled Should Cell Phone Use be Banned while Driving?, (2) pronounce words, (3)

find the words that are matched with the definitions provided, and (4) complete

sentences. After the exercises are all finished, the teacher and the students discuss

the exercises.

• In the Let’s Do It!, the students recall the vocabulary used in Should Cell Phone

Use be Banned while Driving? that they have learnt by making sentences.






Before the students read a text, ask them to work in pairs to discuss the questions given in pairs (the answers depend on the students).

1




Before you read a text, discuss the following questions in pairs.

The picture is taken from wot.motortrend.com/6587026/industry-news/chrysler-bans-texting-while-driving-as-corporate-policy/photo_02.html

1. How important is a cell phone to you?

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

2. What do you do when you get a call when riding a motorcycle or driving your car?

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________


1



Still in pairs, ask the students to predict the words related to cell phones and (while) driving that may appear in the passage they will read. Then, ask them to give the reasons of their choice of words (the answers depend on the students). After the students have finished working on part 1 and 2, discuss the exercises with the whole class.


1. Driver

Reason: A driver is the person who the drives/ control the car.

2. Accident

Reason: Accident may be a consequence of driving while using a cell phone.

3. Mobile communication

Reason: Cell phones are the example of mobile communication.

4. Dangerous

Reason: Using a cell phone while driving is a dangerous business since it can cause

an accident.

5. SMS (typing messages)

Reason: Now people often type messages while driving their cars, which is very

risky.

6. Dialing (making a call)

Reason: Besides typing messages, many people like to have a chat on the phone

while driving.

7. Steering wheel

Reason: Steering wheel is a part of a car, which is used to control its movement.

2



In pairs, predict the words related to cell phones and (while) driving that may appear in the passage you will read. Then, give the reasons of your choice of words.

Example: Keypads

Reason: they are a part of a cell phone.

1. _______________________

Reason:

______________________________________________________________________________________________

2. _______________________

Reason:

______________________________________________________________________________________________

3. _______________________

Reason:

______________________________________________________________________________________________

4. _______________________

Reason:

______________________________________________________________________________________________

5. _______________________

Reason:

______________________________________________________________________________________________

2




Ask the students to read the reading passage and pay attention to the highlighted words.




6. _______________________

Reason:

______________________________________________________________________________________________

Read the passage below individually and pay attention to the highlighted words. Then, follow the next instructions.

Should Cell Phone Use be Banned while Driving?

Although, cell‐phone and mobile communication has greatly benefited the human race

and their mode of communication, however using cell‐phone while driving has also

significantly increased the risk of accidents. Using cell‐phone while driving not only puts our

own life in grave dangers, but also the countless lives of others are equally at risk.

No matter what we do, every task that we perform, we need to focus and concentrate;

and driving is a skill which needs utmost attention and constant vigilance, but using cell‐phone

while driving distracts us from an otherwise an attentive poise and composure. While driving,

our focus and concentration should be on the road, but as we use a cell‐phone, we have to pay

attention to the road and the cell‐phone, thus these two circumstances distracts us equally, and

we’re not able to concentrate on driving.

Mishap and misfortunes can happen in a split second; and that can happen when

you’re receiving a call, when you’re dialing a number and even when you’re texting messages.

Hence, the lack of both focus and concentration puts us in a constant risk of accidents. Despite

the constant remainders, however due to sheer ignorance and sometimes even due to the lack

of awareness related with the usage of cell‐phone while driving, has also equally contributed to

the unprecedented number of accidents and deaths.




It’s been found that texting messages while driving is more prone to accidents than

talking on cell‐phone. While texting, one often has to take their gaze off the road and look down

upon the cell‐phone to hit the keypads; and when one is busy texting message, they’re least

aware of the speed they’re travelling at and the vehicles coming from the opposite direction.

Just a small wrong turn of the steering wheel would trigger a head‐on collision with the

oncoming vehicle; risking not only the life of self, but also the innocent life of the other driver.

Using cell‐phone while driving on national high ways can be very fatal not only to

oneself, but equally to others too. On national high ways, the speeds of cars are often very high,

and when one car loses its control, it triggers a chain of ensuing accidents. Thus, it’s very

important that one must refrain from using cell‐phone while driving at a high speed; higher the

speed and easily the vehicle lose its control.

According to the studies conducted, it’s been found that using cell‐phone while driving

increases the risk of accidents by almost 400%; and according to one recent statistical study

21% of fatal car crashes every year were caused by the usage of cell‐phone while driving.

However, despite earnest request from the government officials, people are often found using

cell‐phone while driving.

So, it’s very important to know that using cell‐phone while driving can be a very risky

business; and one shouldn’t indulge in such bad habit which is equally detrimental to self and

others. If one need’s to use the cell‐phone, one should pull over and stop the car, and then only

use the cell‐phone. Life is brief, and due to one’s own carelessness and ignorance, one should

not be responsible for the lives of others and most importantly ‘self ’. ‘Let’s all drive safe, and

refrain from using cell‐phone while driving’.

Taken from: http://www.helium.com/debates/66160-should-cell-phone-use-be-banned-while-driving/side_by_side



Lead the students to pronounce the selected words in the passage. 1



It’s time for you to pronounce the highlighted words in the passage above together.

1. Cell phone : [sel fÚn]

2. Mobile communication : [»mÚbaIl k´mju˘nI»keISn]

3. Driving : [»draIvIN]

4. Accident : [»QksIdńt]

5. Grave danger : [greIv »deInZ´]

6. Risk : [rIsk]

7. Road : [rÚd]

8. Split second : [splIt »sekńd]

9. Call : [kç˘l]

10. Dialing : [»daI´lIN]

11. Texting message : [tekstIN »mesIdZ]

12. Death : [deT]

13. Gaze off : [geIz Åf]

14. Keypad : [»ki˘pQd] The picture is taken from Clip Art

15. Speed : [spi˘d]

16. Vehicle : [»vi˘Ikl]

17. Turn : [t´˘n]

18. Steering wheel : [»sti˘´rIN wi˘l]

19. Fatal : [»feIt´l]

20. Car : [kA˘]

21. Control : [kń»trÚl]

22. Crash : [krQS]

23. Risky business : [»rIski »bIzn´s]

24. Pull over : [pUl »Úv´]

25. Stop : [stÅp]

1



Ask the students to find the words among the highlighted ones in the passage above that are matched with the definitions. Remind the students not to check their dictionary.

The answers.

1. Texting message

2. Cell phone

3. Driver

4. Road

5. Speed

6. Accident

7. Dialing

8. Keypad

9. Fatal

10. Pull over

11. Steering wheel

12. Crash

13. Risk

14. Split second

15. Grave danger

2



Without checking your dictionary, work in pairs to find the words among the highlighted ones in the passage above that are matched with the following definitions.

Example: The picture is taken from Clip Art

Operate and control a vehicle. Driving

16. Making a piece of information in the form of text sent to somebody. ____________

17. An instrument held in the hand and used for communicating. ___________________

18. People who operate and control a vehicle. _______________

19. Specially prepared hard way between places for vehicles. _______________

20. Quickness of movement. ________________

21. An event that happens unexpectedly usually causing injury or damage.

_________________

22. Using a telephone by turning the dial or pushing buttons to call a number.

_____________

23. The buttons that we press to operate a cell phone. ___________________

24. Causing or ending in death. __________________

25. Moving to the side of the road and stop. ______________________

26. A wheel used for controlling the direction that a vehicle goes in.

________________________

27. An accident that involves a vehicle in collision with something.

__________________________

28. A possibility of being hurt or killed. _______________________

29. A very short moment. __________________________

30. A possibility of danger or of something bad happening in the future.

____________________

2




Ask the students to complete the following sentences with the appropriate words.


1. Using a cell phone while driving may be life threatening.

2. Many studies have shown that when drivers use a cell phone while driving, it can

be very dangerous.

3. It’s clear that cellphone use while driving increases crash risk.

4. Since texting messages involves the hands and the eyes, this is thought to be more

distracting and dangerous than when drivers use a cell phone while driving only for

speaking and listening.

5. Both the length and intensity of the call while driving increase the risk of accident.

6. It’s far from clear that laws prohibiting all cellphone use behind the steering

wheel will have much effect on driver behavior.

7. Cell phones may become an effective mobile communication in human life.

Ask the students to make sentences using the following words. Remind them not to check their dictionary, but they may refer to the previous task (the answers depend on the students).

1

3

Let’s Do It!



Work individually to complete the following sentences with the appropriate words.

8. Using a __________________ while driving may be life threatening.

9. Many studies have shown that when drivers use a cell phone while _______________, it

can be very dangerous.

10. It’s clear that cellphone use while driving increases crash ____________.

11. Since _______________________________ involves the hands and the eyes, this is thought to

be more distracting and dangerous than when drivers use a cell phone while

driving only for speaking and listening.

12. Both the length and intensity of the call while driving increase the risk of

____________________.

13. It’s far from clear that laws prohibiting all cellphone use behind the ________________

will have much effect on driver behavior.

14. Cell phones may become an effective _______________________ in human life.

It’s time for you to work individually to make sentences using the following words. Do not check your dictionary, but you may refer to the previous task.

1. Text message (v)

______________________________________________________________________________________________

2. Cell Phone (n)

______________________________________________________________________________________________

1

3


Let’s Do It!



3. Crash (n)

______________________________________________________________________________________________

4. Dial (v)

______________________________________________________________________________________________

5. Pull over (v)

_____________________________________________________________________________________________

Now, share your opinion about using cell phones while driving with your friends orally. State the reason why you agree or disagree.

2

Congratulation!

You have

finished all units!



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