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

1. DEVELOPING ENGLISH VOCABULARY
MATERIALS FOR THE FIRST GRADE
STUDENTS OF JUNIOR HIGH SCHOOL
By
Komang Satya Permadi

2. Developing English Vocabulary Materials for the
First Grade Students of Junior High School
Mind Map
I
INTRODUCTION
II
REVIEW OF RELATED
LITERATURE
III
RESEARCH
METHODOLOGY

3. Introduction
Background of the Study
Identification of the Problem
Research Coverage
Problem Statement
Purpose of the Study
Significance of the Study

4. Background of the Study
Introduction
English Vocabulary TL
2013
Curriculum
Book Research
Language
Mind
Communication
Feeling
Willing
Ideas
Culture

5. Background of the Study
Introduction
English Vocabulary TL
2013
Curriculum
Book Research
First/
Second/
Foreign/
Language
Vocabulary
Linking
4 Skills
Performance
in School
Effective
Communication

6. Background of the Study
Introduction
English Vocabulary TL
2013
Curriculum
Book Research
English in
Junior
Level
Communicate
Written and
Spoken
Vocabulary
act as a
bridge
Good
curriculum from
Government
Create a
good
atmosphere
in TL

7. Background of the Study
Introduction
English Vocabulary TL
2013
Curriculum
Book Research
More attention
on English TL
in Elementary
Level
English subject
removed in
Elementary
Level
External Factor
Globalization
Era
Obstruct
Student’s
Development
Learning English
in Junior Level
will be urgently
needed

8. Background of the Study
Introduction
English Vocabulary TL
2013
Curriculum
Book Research
Book
Interested in Learning English
Master the Material Well
Able to Use Target Language
Enjoy learning English
and Master Vocabulary
2013
Curriculum
One Book
Student and
Teacher
Supplementary Material Knowledge and
Creativity
• Difficult in developing Material
• Monotonous Activity
• Shrink Creativity
• Abandon diversity in class

9. Background of the Study
Introduction
English Vocabulary TL
2013
Curriculum
Book Research
 It aims at helping the students to
learn English vocabularies both in
the class and outside of the class
by themselves with fun ways. The
vocabulary will be introduced
through presenting interesting and
colorful pictures.
Developing English vocabulary
supplementary materials for the
seventh grade students of the
government junior high schools in
Buleleng Regency
R&D proposed
by Sugiyono

10. Identification of the Problem
Introduction
1. The existing book do not provide
enough activities to enrich the
students• vocabulary that actually
the basis for learning all the
language skills.
2. The book has uncolourful pictures
and monotonous activities.

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

12. Problem Statement
Introduction
1. What kinds of vocabulary which
have been provided for the
seventh grade students of the
government junior high schools in
Buleleng Regency based on the
syllabus?
2. What kinds of supplementary
English vocabulary which should
be developed for the seventh
grade students of the government
junior high schools in Buleleng
Regency?

13. Purpose of the Study
Introduction
1. To identify kinds of vocabulary
which have been provided for the
seventh grade students of the
government junior high schools in
Buleleng Regency based on the
syllabus.
2. To investigate kinds of
supplementary English vocabulary
which should be developed for the
seventh grade students of the
government junior high schools in
Buleleng Regency.

14. Significance of the Study
Introduction
1. The Educational Institutions
(Government Junior High Schools)
The product of this study provides
supplementary English vocabulary
that can enrich the students'
English competency of the schools.
2. The English Teachers
The product of this study provides
supplementary English vocabulary.
It can be supplementary materials
for the English teachers. It contains
activities that can be done in
teaching vocabulary so that the
English teachers can make the
students active to learn English.
3. The Seventh Grade Students of the
Government Junior high Schools
The product of the study enables
the students to be interested in
learning English because it offers
fun activities. Moreover, it has
meaningful activities which enable
students to be active
4. The Other Researchers
This study is expected to give
inspiration to other researchers to
do similar research because it
provides an alternative source and
guidance for the next study to
obtain the better result.

15. Review of Related Literature
Curriculum
The Nature of Vocabulary
Material Development
Research and Development
Empirical Research Findings

16. Definition
Guidelines in
Designing Curriculum
Principles in
Developing Curriculum
Curriculum
Review of Related Literature
 All experiences that happen at
school, include written lesson plans
for learning, syllabus that lists
learning topics and the order in
which they will be presented, or
programs such as a drug abuse
prevention program, that specifies
a sequence of activities. (Brewer,
2007)
 Curriculum is a set of plans and
arrangements about aim as well as
contents and subject matter
material and the technique of
implementation which are used as
a guideline of education
implementation to achieve certain
educational goals. (BSNP, 2006)

17. Definition
Guidelines in
Designing Curriculum
Principles in
Developing Curriculum
Curriculum
Review of Related Literature
1. Developmentally appropriate
curriculum provides for all areas of
child's development: physical,
emotional, social, linguistic,
aesthetic, and cognitive.
2. Curriculum includes a broad range
of content across discipline that is
socially relevant, intellectually
engaging and personally
meaningful to children.
3. Curriculums builds upon what
children already know and are able
to do (activating prior knowledge)
to consolidate. their learning and
to foster their acquisition of new
concepts and skills.
4. Effective curriculum plans
frequently integrate across
traditional subject matter divisions
to help children make meaningful
connections and provide
opportunities for rich conceptual
development

18. Definition
Guidelines in
Designing Curriculum
Principles in
Developing Curriculum
Curriculum
Review of Related Literature
5. Curriculum promotes the
development of knowledge and
understanding, processes and
skills, as well as the dispositions to
use and apply skills and go on
learning.
6. Curriculum content has intellectual
integrity, reflecting the key
concepts and tools of inquiry of
recognized disciplines in ways that
are accessible and achievable for
young children.
7. Curriculum provides opportunities
to support children's home culture
and language while also
developing all children abilities to
participate in the shared culture of
the program and the community
8. Curriculum goals are realistic and
attainable for most children in the
designated age range for which
they are designed

19. Definition
Guidelines in
Designing Curriculum
Principles in
Developing Curriculum
Curriculum
Review of Related Literature
9. When used, technology is
physically and philosophically
integrated in the classroom
curriculum and teaching.

20. Definition
Guidelines in
Designing Curriculum
Principles in
Developing Curriculum
Curriculum
Review of Related Literature
 The goal of this curriculum are to
develop innovative, creative,
productive and affective students
through integrated attitude,
knowledge and skill.
 2013 curriculum is an effort to
simplify SBC and use integrated
thematic as the learning model.

21. Definition
Guidelines in
Designing Curriculum
Principles in
Developing Curriculum
Curriculum
Review of Related Literature
1. Curriculum is not a list of subjects,
because the subject is only used to
reach the competency
2. In the curriculum model, the
competency in which include
affective, cognitive and
psychomotor are attached into
various subjects.
3. Centered on the potential,
development, needs, and interest
of the students and their
surroundings
4. The curriculum is developed based
on the awareness that sciences,
technology, and arts develop
dynamically.
5. The curriculum is developed by
involving the stakeholders to
guarantee the relevance of the
education with real life needs
6. The curriculum is aimed at the
process of development,
acculturation, and empowerment
of the students to enable them to
learn all their life.

22. The Nature of Vocabulary
Review of Related Literature
Hornby (1995)
 Vocabulary is the total number of
words in a language
 Vocabulary is the words known to
a person or used in a particular
book, subject, etc.
 Vocabulary is a list of words with
their meanings, especially one that
accompanies a textbook in a
foreign language.
Diamond and Gutlohn (2006)
 Vocabulary is the knowledge of
words and word meanings.
Definition
Word
Classes
Importance of
Vocabulary
Strategies for
Teaching
Vocabulary
Roles of
Games in LT

23. The Nature of Vocabulary
Review of Related Literature
Content Words
 Nouns: a word used to name or
identify any of class of things,
people, people, places or ideas, or
a particular one of these
 Verbs: word or phrase indicating
an action, an event or a state
(Hornby, 1995). It conveys the
meaning of what people, animals,
and things are doing.
 Adjectives: words giving or
describing information about a
noun or pronoun. The words tell
about the size, number, fruit, and
quality of a noun or pronoun.
 Adverbs: words used to show the
way in which other words are
connected. The adverbs modify
the meaning of a verb and tell
more about it.
Definition
Word
Classes
Importance of
Vocabulary
Strategies for
Teaching
Vocabulary
Roles of
Games in LT

24. The Nature of Vocabulary
Review of Related Literature
Function Words
 Pronoun: a word used in place of a
noun or noun phrase.
 Determiner: a word that comes
before a noun to show how a
noun is being used
 Quantifier: a word that expresses
or measures the quantity of
something.
 Preposition: a word or group of
words used before a noun or
pronoun to show place, position,
time, or method
Definition
Word
Classes
Importance of
Vocabulary
Strategies for
Teaching
Vocabulary
Roles of
Games in LT
 Intensifier: a word, especially an
adjective or adverb that
strengthens the meaning of
another word.
 Coordinate conjunctions. The
examples are and, but, or, nor,
also, so. yet.
 Adverbial Conjunctions. The
examples are although, if, because,
before etc.

25. The Nature of Vocabulary
Review of Related Literature
Function Words (Continued)
 Conjunction adverbs. The
examples are besides,
nevertheless, hence etc.
 Relative pronouns. The examples
are who, which, whose. That, etc.
 Auxiliary verb: a verb used with
main verbs to show tense, mood,
etc. and to form question.
 Linking Verb: The word that
belongs to linking verb is be.
Definition
Word
Classes
Importance of
Vocabulary
Strategies for
Teaching
Vocabulary
Roles of
Games in LT

26. The Nature of Vocabulary
Review of Related Literature
 Dees (2003) states that if students
possess an extensive and effective
vocabulary they can improve their
performance in school, on
achievement, and aptitude tests
and they can communicate more
effectively with others.
 the contribution of vocabulary
knowledge is important to reading
comprehension.
Definition
Word
Classes
Importance of
Vocabulary
Strategies for
Teaching
Vocabulary
Roles of
Games in LT
 Young students who do not have
large vocabularies or effective
word-learning strategies often
struggle to achieve
comprehension.

27. Definition
Word
Classes
Importance of
Vocabulary
Strategies for
Teaching
Vocabulary
Roles of
Games in LT
The Nature of Vocabulary
Review of Related Literature
 The strategies used should
introduce the students with how to
understand the meaning of the
words and to develop the meaning
of the words in a sentence. (Allen,
1983)
Two main ways to present or introduce
vocabulary to the students. (Cross,
1991)
 The first is to show the meaning in
some ways. The meaning of the
words can be shown by presenting
the realia, pictures, body
movements, and flashcards.
 The second is to use the language
that the students have already
known in order to make them
learn meaning of the new lexical
items.

28. Definition
Word
Classes
Importance of
Vocabulary
Strategies for
Teaching
Vocabulary
Roles of
Games in LT
The Nature of Vocabulary
Review of Related Literature
 To make the students enjoy
learning the language, especially
the vocabulary, the learning
process should be fun, interactive,
and exciting. (Agoestyowati, 2007)
 Games can engage the students in
an enjoyable and challenging
activity with a clear goal.
(Shaptoshvili in Ancker, 2005)
Advantages of using games in the
classroom. (Kim, 1995)
 Games are welcome break from
the usual routine of the language
class.
 Games are motivating and
challenging.
 Games create a meaningful
context for language use.
 Games provide language practice
in the various skills- speaking,
writing, listening and reading.

29. Material Development
Review of Related Literature
 Materials development is the
efforts done by the writers,
teachers, or students to provide
source of language input and to
exploit those sources in ways to
maximize likelihood of intake
(Tomlinson, 1998)
 There are sixteen basic principles
of second language acquisition
relevant to the development of
materials for the teaching of
languages.

30. Material Development
Review of Related Literature
1. Materials should achieve impact
2. Materials should help learners to
feel at ease
3. Material should help learners to
develop confidence
4. What is being taught should be
perceived by learners as relevant
and useful
5. Materials should require and
facilitate learner self-investment
6. Students must be ready to acquire
the points being taught
7. Materials should expose the
students to language in authentic
use
8. The learners ' attention should be
drawn to linguistic features of the
input
9. Materials should provide the
students with opportunities to use
the target language to achieve
communicative purposes
10. Materials should take into account
that the positive effects of
instruction are usually delayed
11. Materials should take into account
that students differ in learning styles
12. Materials should take into account
that students differ in affective
attitudes

31. Material Development
Review of Related Literature
13. Materials should permit a silent
period at the beginning of
instruction
14. Materials should maximize learning
potential by encouraging
intellectual, aesthetic, and emotional
involvement which stimulates both
right and left brain activities
15. Materials should not rely too much
on controlled practice
16. Materials should provide
opportunities for outcome feedback

32. Research and Development
Review of Related Literature
 Research and development is a research method which is used to design
and to examine the effectiveness of the product. (Sugiyono, 2010)
The steps of the study involved:
1. Identifying problems: problem from an irrelevance between what is expected and what has happened
2. Data collection: gather information which can be used as data to design the expected product to solve the problems.
3. Product design: After knowing the problems and collecting the data, a researcher designs a product.
4. Design validation: Measure whether the product design will be more effective from the previous product
5. Product revision: After the experts measure the design, it will be found the weaknesses of the product
6. Product testing I: whether the product is effective or not, it will be tested in a smaller scope through experiment
7. Product revision: To get the good product the researcher will revise the product
8. Product testing II: After Revision the product, it will be tried out again in a wider scope
9. Product revision: Product revision will be done if there are some weaknesses found in the wider scope
10. Final product: If the product of a study is stated effective it can be used

33. Research Methodology
Research Design
Population and Sample
Research Variable and Definition
Method of Data Collection
Research Instrument
Method of Data Analysis

34. Research Design
Research Methodology
Considerations of choosing this design
were:
1. It will be relevant to the focus of the
development of the product
2. Comparing with other models its
steps were more straight forward
indicated with identifying problems
and data collection and then
straight forwardly with product
design
3. It provided more flexible steps of
design validation
The steps of the study involved:
1. Identifying problems
2. Data collection
3. Product design
4. Design validation
5. Product testing I
6. Design revision
7. Product revision
8. Product testing II
9. Product revision
10. Final product
Identifying
Problem
Data
Collection
Product
Design
Design
Validation
Design
Revision
Product
Testing I
Product
Revision
Product
Testing II
Product
Revision
Final
Product

35. Population and Sample
Research Methodology
Population is the larger group to which
one hopes to apply the results (Franekel
& Wallen, 1993)
Population
Seventh grade students of the
government junior high schools in
Buleleng Regency

36. Research Variable and Definition
Research Methodology
Variables
Vocabulary and Supplementary
Vocabulary
• The total number of
words in a language
(Hornby, 1995).
Vocabulary in this study
will be operationally
defined as the range of
words (nouns and verbs)
that are relevant to
describe.
Supplementary
• Additional materials
(Hornby, 1995) that were
given to the seventh
grade students of the
government junior high
schools in Bueleng
Regency in order to
boarder their
knowledge.

37. Method of Data Collection
Research Methodology
Analyzing the
existing book
Analyzing the
syllabus
Interviewing the
English teachers
Interviewing some
7th grade students
Administrating
questioner to the
English teachers
Administrating
questioner to the
7th grade students
Reviewing
Related
Literature
Making Blue
Print
Identifying
Problem
Data
Collection
Product
Design
Design
Validation
Design
Revision
Product
Testing I
Making Draft
Design
Vocabulary
Materials
Insert Some
Activity

38. Design
Validation
Design
Revision
Product
Testing 1
Product
Revision
Product
Testing 2
Product
Revision
Final
Product
Method of Data Collection
Research Methodology
Draft
Judges Relevant
and
ValidJudges
Weakness
Found
Revise
Tried Out
Experimental
Study
Small Scope
Weakness
Found
Revise
Tried Out
Experimental
Study
Wider Scope
Revise
If Weakness
Exists
Final
Product

39. Research Instruments
Research Methodology
Questionnaire
1) Questionnaire used in
identifying the problem
• Questionnaire for the
English Teacher
• Questionnaire for the
students
2) Questionnaire used in
product testing
• Questionnaire for the
English Teacher
• Questionnaire for the
students
Interview
1) Interview guide for the
English teachers
• to know strengths and
the weakness of the
book used in their
schools
2) Interview guide for the
students
• to know the students
problems in learning
English
Rubric
• To know the strengths
and the weaknesses of
the book used and in
designing validation to
get
comment/information/fe
edback about the
product from the judges

40. Method of Data Analysis
Research Methodology
1. Identifying Problems
• Data will be gained by using
the interview guides and the
questionnaires
• The results of the interview
guides were analyzed
qualitatively
4. Design Validation
• a draft will be analyzed
qualitatively by expert judges
• supplementary English
vocabulary were revised
based on the comments
2. Data Collection
• Gather all information for
making the supplementary
English vocabulary
• It will be analyzed qualitatively
5. Design Revision
• Validated draft will be revised
based on comments
• Analyzed qualitatively
3. Product Design
• A draft of supplementary
English vocabulary
• It will be analyzed qualitatively
6. Product Testing 1
• experimented in a smaller
scope
• Analyzed quantitatively and
calculated with Pearson
Product Moment Formula.

41. Method of Data Analysis
Research Methodology
7. Product Revision
• Revised based on the data
analysis of the items, the
comments, and the
suggestions from the
supervisors and the expert
judges qualitatively.
9. Product Revision
• Revised based on the data
analysis of the items, the
comments, and the
suggestions from the
supervisors and the expert
judges qualitatively.
8. Product Testing 2
• Experimented in a smaller
scope
• The questionnaires were used
in this step
10. Final Product
• Data had been tried out
• Analyzed qualitatively to
produce supplementary
English vocabulary which
could be used by the students

42. THANK YOU!