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MATERIALS FOR ENGLISH EXTRACURRICULAR
OF PANGUDI LUHUR ELEMENTARY SCHOOL YOGYAKARTA
GRADE 5
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Bernadeta Pungky Septiana
Student Number: 091214012
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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MATERIALS FOR ENGLISH EXTRACURRICULAR
OF PANGUDI LUHUR ELEMENTARY SCHOOL YOGYAKARTA
GRADE 5
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Bernadeta Pungky Septiana
Student Number: 091214012
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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I dedicated this thesis to:
My beloved family
My dearest friends
Everyone I love
Treat other
people like the
way you want to
be treated!
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ABSTRACT
Septiana, Bernadeta Pungky. (2013). Materials for English Extracurricular of
Pangudi Luhur Elementary School Yogyakarta Grade 5. Yogyakarta: English
Language Education Study Program, Sanata Dharma University.
English extracurricular is one of the additional activities which are often
offered to students in Indonesian schools. English extracurricular is usually held to
help the students develop their English ability. This was what Pangudi Luhur
Yogyakarta elementary school did in helping their students’ English ability.
Pangudi Luhur Yogyakarta elementary school started to cooperate with
Sanata Dharma University in holding the English extracurricular for their students.
Sanata Dharma then prepared some of their students to be the English extracurricular
tutors in Pangudi Luhur elementary school.
This research was conducted to produce a suitable module to be used for the
fifth grade tutor. This research belonged to an Educational Research and
Development research because it produced an educational product in the form of a
module. It had five steps of instructional design adapted from Yalden’s Instructional
design. Those steps were needs survey, description of purpose, production of a proto-
syllabus, production of a pedagogical syllabus, and evaluation stage. This research
also used questionnaires, class observation and interviews as the instruments
employed.
There was only one research problem in this research, “What do the
appropriate materials and activities for Pangudi Luhur elementary school English
extracurricular grade 5 semester one look like? The researcher tried to reveal the
answer out by designing a module. The module consisted of four units, namely Parts
of Body, Feeling, Family Tree, and Daily Activities. In each unit there were some
learning activities namely games, songs, fill in the blanks, crosswords puzzle, etc.
The module was divided into two namely Teacher’s Book and Students’ Book. The
Teacher’s Book was completed with the teacher’s guidance and suggestions which
might be really needed in facilitating the students in the teaching-learning activities.
Keywords: Pangudi Luhur elementary school, English tutors, materials,
extracurricular
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ABSTRAK
Septiana, Bernadeta Pungky. (2013). Materials for English Extracurricular of
Pangudi Luhur Elementary School Yogyakarta Grade 5. Yogyakarta: English
Language Education Study Program, Sanata Dharma University.
Ekstrakurikuler Bahasa Inggris merupakan salah satu kegiatan tambahan
yang sering ditawarkan kepada siswa di sekolah-sekolah di Indonesia. Tujuan umum
diadakannya ekstrakurikuler Bahasa Inggris adalah untuk membantu siswa dalam
mengembangkan kemampuan berbahasa Inggris mereka. Ini yang sedang dilakukan
SD Pangudi Luhur Yogyakarta untuk membantu para siswanya dalam
mengembangkan kemampuan berbahasa Inggris mereka.
SD Pangudi Luhur Yogyakarta kemudian menjalin kerjasama dengan
Universitas Sanata Dharma (USD) untuk menyelenggarakan Ekstrakurikuler Bahasa
Inggris bagi siswa-siswi SD Pangudi Luhur. USD kemudian menyiapkan beberapa
mahasiswanya untuk dikirim menjadi tutor dalam Ektrakurikuler Bahasa Inggris
tersebut.
Penelitian ini ditulis untuk menghasilkan sebuah modul yang dapat
digunakan oleh tutor Bahasa Inggris kelas 5. Penelitian ini termasuk Penelitian dan
Pengembangan khususnya dalam bidang pendidikan karena menghasilkan sebuah
produk pendidikan dalam bentuk sebuah modul. Penelitian ini menggunakan lima
langkah Instructional Design yang diadaptasi dari langkah-langkah Instructional
Design milik Yalden. Langkah-langkah tersebut adalah survei kebutuhan,
pendeskripsian tujuan, pembuatan proto-silabus, pembuatan silabus pedagogi, dan
tahap evaluasi. Penelitian ini juga menggunakan kuisioner, observasi kelas, dan
wawancara sebagai instrumennya.
Hanya ada satu rumusan masalah dalam penelitian ini yakni, “Seperti
apakah materi dan aktivitas yang sesuai untuk digunakan dalam Ekstrakurikuler
bahasa Inggirs SD Pangudi Luhur kelas 5? Peneliti mencoba menemukan jawaban
dari rumusan masalah tersebut dengan merancang sebuah modul.Modul tersebut
terdiri dari empat unit, yaitu Parts of Body, Feelings, Family Tree, dan Daily
Activities. Dalam setiap unit terdapat beberapa kegiatan pembelajaran seperti
permainan, lagu, mengisi jawaban, teka-teki silang, dll. Modul tersebut terbagi
menjadi dua, yakni Buku Guru dan Buku Siswa. Buku Guru dilengkapi dengan
pedoman guru dan saran yang mungkin akan dibutuhkan dalam mendampingi siswa
dalam kegiatan belajar mengajar.
Kata kunci: Pangudi Luhur elementary school, English tutors, Materials,
Extracurricular
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ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus Christ for His entire great love and
blessing to me so that I could accomplish my thesis.
My deepest gratitude goes to Christina Kristiyani, S.Pd., M.Pd. as my
thesis advisor. I thank her for all of her guidance, feedback, advice, and patience
during the entire process of my thesis accomplishment.
I would also like to sincerely thank Brother Teguh FIC as the headmaster of
Pangudi Luhur Elementary Schools and all of the teachers and staff, especially to
Cornelia Anindyasari S. Pd. who was responsible to teach the fifth graders. It was a
precious opportunity to be able to work with the lovely students. Also, it was
impossible for me to finish my thesis without the help from the 8 English tutors of
Pangudi Luhur Elementary School; Awang, Chacha, Nana, Anggun, and friends, it
was a great time to work as a team with them.
I would like to deeply thank my beloved parents and sisters, Florentinus
Teguh Widodo, Yosephine Retno Sri Rejeki, Alberta Pungky Febriana, and
Fransiska Pungky Oktaviana, who have given me everything that I need. It was a
great blessing for having all of their love, affection, care, advice, guidance, and many
more.
I would also like to thank my best friends and my family in Jogja, Sr.
Benedicte CB, Tante Eni and family, Ine, Mira, Anggi, Bayu, Rendy, Galih, Sr.
Anselina FSGM, Maris, Anna, Dike, Candra, Palma, Sila, kak Erni, Awang,
Vivi, Helen, Chacha, Dhian, Yudith, Efri, Okta, Danik, Bruder Sarwo, and all of
my friends both at campus and at Syantikara Dormitory. I thank them for the love,
spirit, and advice from everyone who helped me in writing my thesis.
Bernadeta Pungky Septiana
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TABLE OF CONTENTS
TITLE PAGE……………………………………………………………………. i
APPROVAL PAGE ……………………………………………………………. ii
DEDICATION PAGE………………………………………………………….. iv
STATEMENT OF WORKS’ ORIGINALITY ………………………………… v
PERNYATAAN PERSETUJUAN PUBLIKASI …………………………………. vi
ABSTRACT..…………………………………………………………………… vii
ABSTRAK…………….…………………………………………………………. viii
ACKNOWLEDGEMENTS ……………………………………………………. ix
TABLE OF CONTENTS ……………………………………………………… x
LIST OF TABLES ……………………………………………………………… xii
LIST OF FIGURES…………………………………………………………….. xiii
LIST OF GRAPHICS ………………………………………………………….. xiv
LIST OF APPENDICES……………………………………………………….. xv
CHAPTER I: INTRODUCTION ……………………………………………….. 1
A. Research Background …………………………….…………….. 1
B. Research Problem……...…..…………………………….……… 4
C. Problem Limitation …………………………………………….. 5
D. Research Objectives ………………………………………...….. 5
E. Research Benefits …………………………………..………….. 5
F. Definition of Terms ……………………….…………………… 7
CHAPTER II: REVIEW OF RELATED LITERATURE……………………… 9
A. Theoretical Description ……………………………………….. 9
B. Theoretical Framework………………………………………….. 17
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CHAPTER III: METHODOLOGY ……………………………………………. 19
A. Research Method …………………………….………………… 19
B. Research Setting ………………………………….…………..... 24
C. Research Participants/ Subjects.…………………….………...... 24
D. Instruments and Data Gathering Technique ………….………… 26
E. Data Analysis Technique ………………………………….……. 28
F. Research Procedure ……………………………………………... 30
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION…………………… 32
A. The Design Materials for English Extracurricular of Pangudi Luhur
Elementary School Grade…..………………………………….… 32
B. The Final Version of the Designed Materials ………………….. 44
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS………………. 53
A. Conclusions ……………………………………………………… 53
B. Recommendations ……………………………..……………..… 54
REFERENCES…………………………………………………………………. 56
APPENDICES………………………………………………………………….. 58
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LIST OF TABLES
2.1 The Competence Standard and Basic Competences of Elementary
School Grade 5…………………………………………………………… 16
3.1 The Description of the Designed Materials Questionnaire Participants.. …. 26
4.1 The Competence Standard and Basic Competences for Fifth Graders
Semester 1 …………………………………………………………………. 33
4.2 The Activities of the Designed Materials for English Extracurricular of
Pangudi Luhur elementary school ………………………………………… 40
4.3 The Result of the Design Materials Questionnaire………………………. 45
4.4 The Calculation of The Designed Materials Scores……………………… 47
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LIST OF FIGURES
2.1 Language Program Development (Yalden, 1987)……………………. 12
3.1 Yalden’s Steps of Instructional Design and the Researcher’s Steps of
Instructional Design…………………………………………………… 21
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LIST OF GRAPHICS
4.1 The Teaching-Learning Activity Chosen by the Students…………… 38
4.2 The Variation of Teaching-Learning Activities Chosen by the
Students………………………………………………………………… 38
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LIST OF APPENDICES
APPENDIX A Letter of Permission…………………………………… 58
APPENDIX B Interview of the English Teacher and Tutor…….… ….. 59
APPENDIX C Class Observation Checklist………………………...... 60
APPENDIX D Questionnaire for Pangudi Luhur Elementary School
Fifth Grade………………………………….…………… 61
APPENDIX E The Syllabus ……………………………………………. 63
APPENDIX F The Teacher’s Book…………………………………….. 67
APPENDIX G The Students’ Book…………………………………….. 87
APPENDIX H The Questionnaire of the Designed Materials…………... 107
APPENDIX I The Example of the Students’ Questionnaire Result. ……. 110
APPENDIX J The Example of the Designed Materials Questionnaire
Result…………………………………………………… 112
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CHAPTER 1
INTRODUCTION
This chapter explains the introduction of the research. The researcher provides
the detailed information of the research introduction to give a clear view for the
readers thus they are able to figure out what the research talks about. This part
consists of six parts namely Research Background, Research Problem, Problem
Limitation, Research Objectives, Research Benefits, and Definition of Terms.
A. Research Background
English is considered as one of the important subjects in Pangudi Luhur
elementary school that needs an extracurricular program as an additional teaching-
learning activity for the students. The extracurricular program is held to help the
students master English better. Therefore, Pangudi Luhur elementary school
cooperates with Sanata Dharma University in holding the English extracurricular
program for the students. Sanata Dharma University is entrusted to provide the
English tutors for the English extracurricular program (English extracurricular
coordinator, personal communication, n.d.).
For the first step, Sanata Dharma University (to be specific from English
Language Education Study Program) informed their students to join a recruitment to
be the English tutors in Pangudi Luhur elementary school. At the recruitment
process, the students were asked to demonstrate a short micro teaching on some
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specific topics. There were fifteen students who joined the recruitment process. Then,
as the result, nine students were entrusted to facilitate the Pangudi Luhur elementary
school students in learning English. The researcher was one of the nine tutors
mentioned before.
During the academic year of July 2012- June 2013, there were nine classes of
students joining this extracurricular program from the 1st up to the 5
th grade, with
different total number of students in each class. The researcher chose this English
extracurricular program as the topic of the research because it might become a big
opportunity for the researcher to help the students develop their English by designing
an English extracurricular module. The researcher tried to design the materials for the
English extracurricular students because there was no guidance for the English tutors
to select the appropriate materials for the students. No guidance here meant that there
were no specific topics or objectives of the English extracurricular program given to
the tutors. They were given a full authority to choose the materials given to the
students as long as the elementary school students learnt something in the
extracurricular time. The researcher had observed some of the tutors in selecting the
materials. They usually took the materials from the internet or made the materials by
themselves.
One question which might appear based on the circumstances was why the
researcher had to design a module while there were so many readily – used text books
available in public. The researcher had to design a module because the readily – used
books might not fulfill the students’ needs especially as stated in the English
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language program objectives. Moreover, the readily – used text books might have
been used in the intra – curricular activities by the English teacher. Those were the
reasons of why the researcher had to design a module to facilitate the students in
learning English better.
The extracurricular program coordinator from the Pangudi Luhur elementary
school once gathered the English extracurricular tutors to ask the difficulties or
problems they might encounter in teaching the students. In the gathering, the
coordinator suggested that the tutors should cooperate with the English teachers of
Pangudi Luhur elementary school to prepare the teaching materials. It is
recommended to the tutors so that the materials which are given in the extracurricular
program can support the teaching learning activities in school because in fact there
was no relationship between materials given in school and in the extracurricular
program at that time. However, there was no further action to collaborate the
materials from the English teachers and the English tutors as what had been planned
before until the English extracurricular period July-June 2012/2013 was over.
Therefore, this research was conducted to produce a module which can be used for
the fifth grade tutor in facilitating the students to learn.
The researcher would design a module which was surely related to the topics
of the materials given in the school time thus the materials given in the
extracurricular program can support the teaching learning activities in that school.
The plan was to use many games and songs in order to make the learning activities
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more enjoyable, fun, and effective. The decision on using games and songs was
supported by some theories from some experts. Murphey (1992) says that songs can
help young learners improve their listening skills and pronunciation; therefore songs
potentially help them to improve their speaking skills. Song can also be useful as the
tools in learning vocabulary, sentence structure, and sentence patterns.
While as cited in Wright, Betteridge, and Buckby (1984), games also help the
teacher to create contexts in which the language is useful and meaningful. The
learners will take part in the games and in order to understand what the others have
said or written, and they must speak or write their questions as well as opinions to
express their own point of view or give information.
Another expert, Frobose (2008) says, “Through playing, children learn about
themselves, their environment, people and the world around them. As they play,
children learn to solve problems and get along with others. They enhance their
creativity and develop their leadership skills and healthy personalities.” These
statements from the experts gave more encouragement to the researcher to use many
games and songs when delivering the English learning materials. In conclusion, based
on the needs of the English extracurricular program, this research was conducted in
order to produce an appropriate module for the English extracurricular for the first
semester of the fifth graders.
B. Research Problem
There is only one formulated problem in this research. The research problem is:
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What do the appropriate materials and activities for the English extracurricular grade
5 look like?
C. Problem Limitation
To make this research more feasible and reliable, the design of the English
extracurricular is aimed only for the fifth grade students of Pangudi Luhur
Elementary School Yogyakarta semester one.
D. Research Objectives
The objective of the study was that the appropriate materials for the English
extracurricular can be designed and be used for the students. The researcher was
encouraged to provide the module for the fifth grader tutor which can be used freely
in the teaching learning process of the English extracurricular. It was conducted
because the researcher was motivated to provide materials which had relation with
the materials given by the teachers in the school time thus the learning process in
school and in the extracurricular can support each other. By learning this subject, the
researcher also expected that this research could be used for many people to
understand the steps of designing the appropriate materials to young English learners.
E. Research Benefits
In this chapter the researcher would explain the expected benefits of the study.
This research can be useful for the English tutor of Pangudi Luhur elementary school
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grade 5, the English teacher of Pangudi Luhur elementary school, the fifth graders of
Pangudi Luhur elementary School, and the future researchers. The detail of the
researcher benefits will be explained as following:
1. The English Tutor of Pangudi Luhur Elementary School Grade Five
The first benefit is that the fifth graders tutor can have a module using to
support the teaching and learning process of the English extracurricular.
2. The English Teacher of Pangudi Luhur Elementary School.
The other benefit is that the English teachers can be accommodated to deliver
the English materials because the topics taught in class are matched with the topics
given in the English extracurricular. The materials given in the English
extracurricular will enrich the students’ knowledge of the topics and it will help the
students to master the materials deeper by doing exercises and games.
3. The Fifth Graders of Pangudi Luhur Elementary School
The fifth graders of Pangudi Luhur elementary school might be helped to
master English better through finishing all the activities and materials in the module.
The students are also given opportunities to enrich their English vocabulary and
practice their English skills in the activities included in the designed materials.
4. Future Researchers
The researcher hopes that this research has some benefits for the future
researcher who might conduct some similar research as the inspiration for further
studies.
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F. Definition of Terms
In this sub-chapter the writer gives information about the related subjects
discussed in this research paper.
1. Pangudi Luhur Elementary School
Pangudi Luhur Elementary School in this paper consists of 3 branches; SD
Pangudi Luhur 1 Yogyakarta, SD Pangudi Luhur 2 Yogyakarta, and SD Pangudi
Luhur 3 Yogyakarta and the students who joined in the English extracurricular are
from those three schools.
2. English Tutors
The English tutors mentioned in this research paper were nine Sanata Dharma
University Yogyakarta students from the English Language Education Study
Program. They were from batch 2009 and 2010. They were eight female students and
one male student.
3. Materials
As cited in Richards & Rodgers (2001), materials mean what is specified with
respect to objectives, content (i.e., the syllabus), learning activities, and learner and
teacher roles, etc. (p.29). Materials here means every task, activity (such as games
and songs), or hand out used to deliver the knowledge to the students so that the
students can understand the point of the study.
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4. Extracurricular
Extracurricular program is an additional class after the school time to help the
students understand better the materials given in the regular teaching-learning activity
in school.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the theories and quotations used as the background knowledge
of the research will be explained one by one clearly. This chapter is divided into 2
parts. The first part is the “Theoretical Description” and the other one is the
“Theoretical Framework”. The researcher obtained the theories and quotations from
some books and resources from the internet.
A. Theoretical Description
In this section the fields which were chosen to be concerned would be explained
for the readers clearly. These fields were all related to the study. They were used to
choose the background theories of this study so that the theories could cover all the
aspects which were needed to design the module.
1. Instructional Design
The first thing to be explained was about the theories related to the
Instructional Design. This study used a book about Instructional Design which was
written by Gagne and Briggs (1992). They were from Florida State University. They
clearly defined the word “instruction” as “… a set of events which affect learners in
such a way that learning is facilitated” (p.3). It meant that the instruction was a set of
activities to facilitate the learners in teaching-learning process. Gagne and Briggs
(1992) also said that instruction was usually prepared before the teaching-learning
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activities were conducted. It meant that the instruction must be planned and designed
first.
Another researcher who conducts a study of instructional design was Borg
and Gall (2007). They said that, “Research and development is an industry-based
development model in which the findings of research are used to design new products
and procedures, which then are systematically field-tested, evaluated, and refined…”
(p. 589). Thus the purpose of this research was to develop and validate an effective
educational product used in school, not to formulate or test theories.
Another related theory about instructional design was the theory from Yalden
(1987), who said that in preparing the description of the purpose to be produced for a
given course, the language program design will accordingly work in terms of broadly
or narrowly focused purposes, and occupational or educational categories (pp.107-
108). It meant that, in designing a language course, the purpose of the program
should be determined from the beginning. It this research, the purpose of the program
was to help the elementary school students to improve their English (educational
purposes).
He also offered some stages to follow in designing an Instructional design
product as stated in Table 5, stages in language program development (p. 89). The
stages he offered were:
a. Needs Survey
This stage was needed in designing instructional materials, because by
conducting this needs survey, the researcher would be able to obtain all the
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information about the learners such as their personal needs, strengths, weaknesses,
and the motivation to study.
b. Description of Purpose
Describing the purpose of the program was a stage where the program
designer should determine the purpose in terms of students‟ characteristics and skills
before and after joining the language program.
c. Selection/ Development of Syllabus Type
In this stage the language program designer should create an appropriate
syllabus to be used to achieve a completely learner-centered approach.
d. Production of a Proto Syllabus
The language program designer should select and combine the materials as the
content of the syllabus. In such syllabus, general objectives, specific topics, the
language functions, and the vocabulary are shown.
e. Production of Pedagogical Syllabus
In producing a pedagogical syllabus stage, the language program designer should
develop the teaching materials (as far as possible) and testing instruments.
f. Development of the Classroom Procedure
Developing classroom procedures here include the selection of exercises types,
teaching techniques, lesson plan, and weekly schedules.
g. Evaluation
In this stage the language program designer evaluated the learners, the programs,
and the teaching process of the language program.
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In order to make the Yalden‟s instructional model clearer, the following figure
was made to help the readers to understand the instructional steps easier.
Figure 2. 1. Language Program Development (Yalden, 1987)
2. English for Young Learners
In this session, the theories used in this research related to English for young
learners would be shown. The researcher took the theories from a book entitled The
Primary English Teacher‟s Guide written by Jean Brewster, Gail Ellis, and Denis
Girard (2002). From this book the researcher obtained some theories about the special
characteristics of the young learners compared to the adult learners and the way they
learn language. The characteristics of young learners which were found by Brewster
et al (2002) could be seen in this following paragraph.
Young children are different from older learners because children: having a lot of
physical energy and often need to be physical active, having a wide range of emotional
needs, emotionally excitable, developing conceptually and at an early stage of their
schooling, still developing literacy in their first language, learning more slowly and
forget things quickly, tend to be self-oriented and preoccupied with their own world,
getting bored easily, excellent mimics, can concentrate for surprisingly long time if
they are interested, and can be easily distracted but also very enthusiastic (p.27).
Needs
Survey
Descrip
-tion of
purpose
Selection
/Develop
ment of
syllabus
type
Produc-
tion of
a proto-
syllabus
Produc-
tion of
pedago-
gical
syllabus
Develop-
ment and
implemen-
tation of
classroom
procedures
Evalu-
ation
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Those characteristics were usually found in children of elementary school.
Brewster and friends classified children into 3 age bands: 3-6 years old, 7-9 years old,
and 10-12 years old. In addition, Brewster et al (2002) said, “… we must remember
that chronological age is not always the same as developmental age” (p.28). It meant
that the age of children did not always accurately show the development of children‟s
characteristics and needs. It was because every child had their own background and
environment which could affect their personal development. That statement was the
reason why teachers should improve the teaching materials and strategies based on
the situations of the class, not only follow the teacher‟s guidance book.
The researcher also quoted one statement from Piaget. As cited in Brewster et al
(2002) in their book, Piaget had done a study on how children thought. After that he
presented that children tended to actively construct their own thinking by acting upon
the physical and social environment (p.29). It meant that children should get enough
opportunities to explore their surrounding as the learning environment so that they
can understand the point of study. It became the duty of the teachers to set the
teaching-learning activities as authentic as possible so that the students would feel
familiar with the teaching-learning activities.
3. The Use of Games and Songs in Education
These following theories were related to the use of games and songs in the
teaching and learning English for young learners. The first theory was from Lewis
and Bedson (2003). They conducted a study about the use of games in the teaching-
learning process of English for young learners. It was concluded that “Games are fun
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and children like to play them. … Playing games are vital and natural part of growing
up and learning. Through games children experiment, discover, and interact with their
environment” (p.5).
Another statement supported the researcher‟ choice to use games and songs as
the important activities in the designed materials was from Brewster et al (2004).
They said that “Children love songs, rhymes, and chants and their repetitive nature
and rhythm make them an ideal vehicle for language learning” (p.162). By using
songs, rhymes, and chants, the students were introduced to many vocabulary and
sentence structures. The students became familiar with the English sentence patterns
and be able to guess the words after the other words through repetitions. The songs,
rhymes, and chants were also useful to help the students to memorize the acceptable
pronunciation and the stresses of the English words.
Language game is considered as one of the important tools used in this
research. Lewis and Bedson (2003) said that, “Language games are a healthy
challenge to a child‟s analytical thought. The rules of the game set clear limits within
which the children‟s natural decision-making processes must function” (p.6).
The next statement about games in the educational field was uttered by Martin
(1995). He wrote that games were any fun activities for young learners which gave
them opportunities to practice the foreign language in a relaxed and enjoyable way
(p.1). The other statement related to the use of games and song was taken from
Brewster et al (2002). They said that in some countries, playing games or doing
activities which let children do construction became one of many important things in
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process of learning. The language games planned to use in this designed materials
were mostly related to the words construction because children would be much
helped to practice their sense and skill in composing English sentences by doing
those kinds of games. As cited in Brewster et al, “Children enjoy constructive play
and games. They are not only motivating and fun but they can also provide excellent
practice for improving pronunciation, vocabulary, grammar, and the four skills”
(p.172).
It was considered not necessary to have a different game for each meeting or
opportunity because some games were considered excellent enough to be repeated in
order to make the students mastered the materials faster. It was supported by Paul
(1996) who wrote that there were many games that were played over and over to let
the students practice more and more until they „turn into unthinking parrots‟.
4. Curriculum of Elementary School Grade 5
The designed materials were made to support the teaching-learning activity in
the school time. Since the teaching-learning process in school used a curriculum as
the source of the topic, objectives, and materials selection, in this part the researcher
wanted to show the curriculum used for Indonesian Elementary School students in the
fifth grade semester 1. The curriculum here is the Competence Standard and the Basic
Competence (or in Indonesia is usually called SKKD) based on Peraturan Menteri
Pendidikan Nasional Republik Indonesia (2006). The Competence Standard and the
Basic Competence are divided into four skills; Listening, Speaking, Reading, and
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Writing. The Competence Standard and Basic Competence of Elementary School
Grade 5 would be shown as follows.
Table 2.1 The Competence Standard and Basic Competence of
Elementary School Grade 5
SKILL Competence Standard and Basic Competence
Listening
1. Memahami instruksi sangat sederhana dengan tindakan
dalam konteks sekolah
1.1.Merespon instruksi sangat sederhana dengan tindakan
secara berterima dalam konteks kelas dan sekolah
1.2 Merespon instruksi sangat sederhana secara verbal
Speaking
2. Mengungkapkan instruksi dan informasi sangat sederhana
dalam konteks sekolah
2.1 Bercakap-cakap untuk menyertai tindakan secara
berterima yang melibatkan tindak tutur: memberi contoh
melakukan sesuatu, memberi aba-aba, dan memberi
petunjuk
2.2 Bercakap-cakap untuk meminta/memberi jasa/barang
secara berterima yang melibatkan tindak tutur: meminta
bantuan, memberi bantuan, meminta barang, dan
memberi barang
2.3 Bercakap-cakap untuk meminta/memberi informasi
secara berterima yang melibatkan tindak tutur:
mengenalkan diri, mengajak, meminta ijin, memberi ijin,
menyetujui, tidak menyetujui, dan melarang
2.4 Mengungkapkan kesantunan secara berterima yang
melibatkan ungkapan: Do you mind … dan Shall we …
Reading
3. Memahami tulisan bahasa Inggris dan teks deskriptif
bergambar sangat sederhana dalam konteks sekolah
3.1 Membaca nyaring dengan ucapan, tekanan, dan
intonasi secara tepat dan berterima yang melibatkan:
kata, frasa, dan kalimat sangat sederhana
3.2 Memahami kalimat, pesan tertulis dan teks deskriptif
bergambar sangat sederhana secara tepat dan berterima
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SKILL Competence Standard and Basic Competence
Writing
4. Memahami dan megungkapkan makna kalimat sangat
sederhana dalam konteks sekolah
4.1 Mengeja kalimat sangat sederhana secara tepat dan
berterima
4.2 Menyalin dan menulis kalimat sangat sederhana
secara tepat dan berterima seperti: ucapan selamat,
ucapan terima kasih, dan undangan
The researcher included also the curriculum of the elementary school grade
five because the goal of the English extracurricular is to support the teaching-
learning activities in the intra-curricular. This curriculum was used as the basic
foundation in selecting the target skills wanted to practice or the appropriate
materials included in the designed materials.
B. Theoretical Framework
In theoretical framework the researcher explained the use of the theories which
had been mentioned before. The theories related to Instructional Design, especially
the theories from Gagne and Briggs (1987) and Borg and Gall (2007) were used to
distinguish the type of the research, while the theory taken from Yalden (1987) was
used as the basic foundation in doing the designing process. Those theories became
the guideline for the researcher in order to determine the steps of conducting this
educational research.
This study also applied some theories of English for young learners. Those
theories were taken from Frobose (2008) and Brewster et al (2002). These theories
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were needed to obtain information about the characteristics of young learners. The
researcher used this information to choose the appropriate and authentic materials for
the English extracurricular.
The other theories from Lewis and Bedson and Brewster et al (2002) were
used to attain information about the use of games and songs in education since the
researcher chose games and songs as one of the important activities to teach English
for the children. The use of games and songs in this design were also supported by
the other theories related to the use of games and songs for the designing material
process by Paul (1996) and Martin (1995).
The last theory included in this research was about the curriculum used in
Elementary school grade five semester 1. The data were taken from Peraturan
Menteri Pendidikan Nasional Republik Indonesia (2006).These data were included
because the goal of the English extracurricular was to support the teaching-learning
activity in the intra-curricular lesson. These data were also important as the basic
guideline for the researcher to select the appropriate materials and activities.
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher elaborates about the steps or procedures used to
obtain data needed to accomplish this research. This chapter consists of 6 parts. In
each part, the researcher explains every step and the details briefly to give the
complete information so that the readers can understand how this research was done.
This chapter would include research method, research setting, research participants/
subjects, instrument and data gathering technique, data analysis technique, and the
research procedure.
A. Research Method
This research was an educational research and development type of research.
According to Borg, Gall, & Borg (2007), “Research and development is an industry-
based development model in which the findings of research are used to design new
products and procedures, which then are systematically field-tested, evaluated, and
refined…” (p.589). This meant that educational research and development type of
research was a process used to develop and validate educational product. The major
purpose of this study was not to formulate or test theories but to develop effective
products used in schools.
This research was an educational research and developments type because the
focus of this study was to design the appropriate materials for the English
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extracurricular of Pangudi Luhur Yogyakarta Elementary School grade five semester
one. It was proven by the formulated problem of this research as what the researcher
had mentioned before about what the appropriate materials for English extracurricular
of Pangudi Luhur Yogyakarta Elementary School grade 5 looked like. These
instructional design steps were adapted from the some instructional design theories.
The first theory of instructional design which was used by the researcher was
the theory from Yalden. He offered some stages to follow in designing an
Instructional design product (p. 89). The stages he offered were needs survey,
description of purpose, selection/ development of syllabus type, production of a proto
syllabus, production of pedagogical syllabus, development of the classroom
procedure, and evaluation.
From the seven steps offered by Yalden, the researcher only took five steps to
be followed in designing the materials. It was because the limitation of time. If the
researcher took all the steps offered by Yalden, the researcher should have
implemented the design into the real classroom activity. Then the researcher also had
to evaluate the whole component such as the students, the program, and the teaching
activities. It would take a very long time to do and it would be called a project, not a
research. Therefore, the researcher adapted only five steps and they would be
explained clearly.
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Figure 3. 1. Yalden Steps of Instructional Design and the Researcher Steps of
Instructional Design
The previous figure was about the adapting process of the Yalden steps of
instructional design by the researcher. The five steps chosen by the researcher would
be explained clearly as followed.
1. Needs Survey
Needs survey was the first step to be done by the researcher. In this step, the
researcher gathered data about the students’ characteristics, students’ interest,
Yalden steps of
Instructional Design
The Researcher Steps of
Instructional Design
1. Needs Survey
3. Production of a proto
syllabus
5. Evaluation of the
students, the program,
and the teaching
4. Production of a
pedagogical syllabus
4. Evaluating the design
3. Developing the design
materials
5. Designed material
presentation
2. Determining the goals,
objectives, and topics of
the language program.
1. Analyzing the students
and the extracurricular
situation 2. Description of Purpose
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students’ strengths and weaknesses. From such information, the researcher could
determine the appropriate materials and activities for the students.
2. Description of Purpose
The description of purpose here was included in the first step of the researcher
step because the researcher conducted the needs analysis at the same time with the
determination of the purpose. The needs survey and the determination of the purpose
of the language program were done in three ways. They were class observation,
questionnaire for the students, and the teacher and tutor interviews.
3. Production of a Proto-syllabus
In this stage the researcher determined the goals, objectives, and the topics of
the language program. The data were obtained from the English teacher of Pangudi
Luhur elementary school. The topics also determined based on the Competence
Standard and the Basic Competence employed by the school.
4. Production of a Pedagogical Syllabus
After knowing the goals, objectives, and the topics of the designed materials,
the researcher developed the materials as far as possible. The materials were chosen
based on the characteristics of the students and the purpose of the language program.
5. Evaluation.
In Yalden steps of Instructional Design, the evaluation steps included the
evaluation of every element, namely the students, the program, and the teaching.
However, in the researcher’s steps of Instructional design, the evaluation step only
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covered the evaluation of the designed materials. The researcher was helped by some
experts in doing the design evaluation.
In this designing process, the researcher conducted more than one survey, as what
had been stated by Fraenkle and Wallen (2008), that surveys were used as the tools to
obtain data from qualified respondents employed to support the designed materials
development. Those surveys would be explained as follows.
1. Needs survey
The needs survey, as what had been stated before, was used as a means to
obtain data about the students personal data and the English extracurricular preview.
In this research, the fifth graders helped the researcher to obtain the data by filling the
questionnaire about their personal data and their opinions about the English
extracurricular. The English teacher and tutor also helped the researcher by answering
the questionnaire’s questions about their opinions and suggestions toward the English
extracurricular.
2. Designed materials survey
The designed materials survey belonged to the four steps of the researcher
steps of instructional design. The designed materials survey was conducted by the
researcher after the materials had been made. This survey was used to check whether
this design still needed some revision or not. The researcher was helped by one
Sanata Dharma lecturer, one English teacher of Pangudi Luhur elementary school
and one of the English teachers of SMP 1 Kalasan.
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B. Research Setting
The setting of this research was at Pangudi Luhur elementary school
Yogyakarta. It was located on Jalan Koni near the Alun-Alun Utara of Yogyakarta. It
was a private school institute under the coordination of FIC Brother.
The researcher observed the class at April 11, 2013. The researcher joined the
class from 1.30 p.m. until 2.30 p.m. At the end of the class, the researcher distributed
the questionnaire for the students and the students filled the questionnaire at the time.
After filling up the questionnaire, the students submitted it to the researcher.
After the end of the class, the researcher interviewed the English tutor of the
fifth graders. The interview took place at the Pangudi Luhur Elementary School for a
half hour long. The other interviewee who had been chosen by the researcher was the
English teacher of the Pangudi Luhur elementary school. After arranging the
meeting, the researcher interviewed the English teacher at April 27, 2013.
C. Research Participants/ Subjects
In this part, the researcher explained the participants of the researcher. The
explanation would be divided into two parts.
1. The respondents of the Needs Survey
The participants or subjects of this research were the students of Pangudi
Luhur elementary school grade 5 who joined the English extracurricular, the English
teacher of Pangudi Luhur elementary school, and the fifth graders English tutor of the
English extracurricular of Pangudi Luhur elementary school. Pangudi Luhur
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elementary school was divided into three branches; Pangudi Luhur 1 elementary
school, Pangudi Luhur 2 elementary school, and the Pangudi Luhur 3 elementary
school. The fifth graders who joined the English extracurricular program were from
the three schools of Pangudi Luhur elementary school. There was only one English
extracurricular class for the five grade students. The class consisted of 11 female
students and 6 male students. The English tutor was the student of English Education
Study Program of Sanata Dharma University. The English teacher who had been
mentioned before was the English teacher of Pangudi Luhur elementary school. The
English teacher was the person who had a responsibility to teach the fourth, fifth, and
the sixth graders of Pangudi Luhur elementary school.
2. The respondents of the Design Materials Survey
To be able to improve the designed materials, the researcher had done another
different step. The researcher distributed a questionnaire to three people who
considered capable in this field. One of them was the English teacher of Pangudi
Luhur elementary school. The English teacher was considered capable because she
already knew the characteristics of the students and she had been dealing with the
teaching learning activity for the fifth graders in quite a long time. The other
participant was the lecturer of English Education of Sanata Dharma University. The
other one was the English teacher of SMPN 1 Kalasan. The description of the
participants would be explained as follows.
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Table 3.1 The Description of the Designed Materials Questionnaire Participants
Respondents Sex Educational
Background
Teaching Experience
(in Years)
F M S1 S2 S3 1-5 6-10 11-15 >15
Participant 1 √ √ √
Participant 2 √ √ √
Participant 3 √ √ √
D. Instruments and Data Gathering Technique
There were three instruments which were used by the researcher to obtain the
data needed to design the materials for the English extracurricular. The instruments
used in this research would be explained clearly in this part.
1. Questionnaires
There were two questionnaires used in this research. The explanation about those
questionnaires would be divided into two parts.
a. Students’ Questionnaire (Needs Survey)
The first questionnaire was made for the fifth grade students. The
questionnaire was made in Bahasa Indonesia so that the students could answer
the questionnaire easily. The questionnaire was an opened and closed-ended
questionnaire. For the first part, all of the questions were made to know the
students’ opinions about the English extracurricular activities. The four
questions given to them in the first part were more or less about their feeling
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toward the English extracurricular or whether the English extracurricular
really helped them to master the English materials given to them. The second
part was designed to know what kind of activities that the students like the
most. The students were given opportunity to list their favorite activities or
materials as the main way to deliver the knowledge. The students were also
being asked whether they like to have various activities per week or not.
b. Design Material Evaluation Questionnaire
The second questionnaire used in this research was the questionnaire
distributed to the experts who had been asked for help to evaluate the design.
The questionnaire was made to know whether the designed materials were
still needed to be revised or not. The questionnaire belonged to opened and
closes-ended questions. The questionnaire gave the participants the
opportunities to state their opinions about the designed materials (the
participants were asked to give their opinions about the weaknesses, strength,
and the general comments about the designed materials).
2. Class Observation
The other instrument that was used in the data gathering process was an
observation checklist. The checklist was made to ease the researcher to get the data
about the general information of the characteristics and the needs of the students. This
checklist was filled when the researcher was doing the class observation.
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3. Interviews
The last instrument used in this research was interview. The question list was
made in order to get the basic information needed to design the materials. The same
question list was given both to the English teacher and the English tutor. The
questions were about the situation of the English classes both in the intra-curricular
activity and in the extracurricular one. The teacher and the tutor were also asked to
give their opinions about the fifth graders characteristics. The teacher and the tutor
were also asked for the suggestion about the materials should be selected or made in
order to make the students master the materials well.
E. Data Analysis Technique
In this section, the researcher explains about how the data gathered were
analyzed. First of all, the coding process, the writer classified the data based on the
number. For example all of the answers of the first question were put together and
that system also applied to the answers of the other questions. After that, the writer
classified the answers based on the similarities and differences.
From the process mentioned before, the writer could make suitable criteria of
the data. For example from the students’ questionnaire, the researcher classified the
suitable or appropriate activities and materials given to the students into six different
activities, namely doing exercises, singing songs, storytelling, playing language
games, reading story books, and one empty space to fill based on the students’
suggestions. The last step was the counting process of the percentage. The researcher
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calculated the percentage of each answer found in the data. The formula that was used
by the researcher could be seen as follows.
X= ΣX x 100% X= the mean/ average point
N ΣX= Respondents
N= total number of respondents
This process was needed to be conducted so that the writer had a clear
guidance to design the appropriate materials or in the other words to know the needs
analysis of the materials. Another formula was used by the researcher to analyze the
result of the designed materials questionnaire. The formula could be seen as follows.
In order to check whether the designed materials were accepted or not, the
researcher used some the data calculation formula adapted from Cahyarini (2004)
who made a classification about research results categorization (p.41). The
classification of the research result calculation total number would be explained as
follows.
M = ΣX M = The Average Points
N ΣX = Sum of Respondents’ Answer for each statement
N = Number of Respondents
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1.01 - 2.00 = The designed materials were poorly designed
2.01 – 3.00 = The designed materials were good and acceptable, but still need
some revision.
3.01-4.00 = The designed materials were well- designed and acceptable.
The formula and range points which had been stated before, the researcher
could decide whether the designed materials were acceptable, need some revision, or
need to re-design.
F. Research Procedure
The steps or stages needed to be taken by the researcher in conducting this
research will be explained clearly in this section.
1. Needs Survey
In this step, the process was begun by obtaining information needed especially
about the students’ characteristics, the English extracurricular situation, curriculum
and the materials given to the students through class observation, questionnaire and
interview. The researcher also needed to analyze the result of the class observation,
questionnaire, and the interview. After that, the next step was reviewing some related
theories.
2. Description of Purpose
In this part, the researcher did all the process to decide the purposes of the
extracurricular program. The first step was interviewing the school’s coordinator of
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the English extracurricular. After that, the researcher also interviewed the English
teacher of Pangudi Luhur elementary school. Next, the researcher analyzed the
results of the interview and identified the goal and the objectives of the language
program. The last step was deciding the indicators of the designed materials.
3. Production of a Proto-syllabus
There were only two steps in this stage. The first was reviewing the
curriculum employed by the school while the second step was arranging the topics of
the designed materials.
4. Production of a Pedagogical Syllabus
Selecting the main materials related to the topics of the lesson was the first
step to do in this part. After knowing the main materials, the researcher selected the
appropriate activities for each meeting. The researcher also collected the related
pictures and finished the layout.
5. Evaluation
In the last step of the instructional design, the researcher distributed the
questionnaire of the designed materials evaluation. After that, the researcher analyzed
the evaluation and the suggestion. From the result of the analysis, the researcher
revised the designed materials. The very last step to do was producing the final
version of the designed materials.
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
In this chapter, the researcher explains the results and the discussion of the
research results. The result and the discussion of the research results would be used to
answer the research problem which had been mentioned in Chapter I. This chapter is
divided into two parts. The first part is the explanation of the English extracurricular
materials for the fifth grade students of Pangudi Luhur elementary semester one. The
second part is the final version of the designed materials.
A. The Designed Materials for English Extracurricular Program of Pangudi
Luhur Elementary School Grade 5
This part explains the designed materials for the fifth grade students’ English
extracurricular program of Pangudi Luhur elementary schools in details. The details
include the four important points of the designed materials. They are the goal of the
designed materials, the students’ characteristics, the performance objectives of the
designed materials, and the content of the designed materials.
1. The goal of the designed materials
The materials were designed to facilitate the fifth graders in the teaching-
learning process of the English extracurricular program. The English extracurricular
program was held to assist the students in mastering the English materials as one of
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the subjects which have been taught in school. By finishing this program the students
are expected to really comprehend all of the English knowledge and skills taught in
the regular teaching-learning process in school. They are also expected to gain more
things which are especially given as the extra knowledge for the students. Since the
English extracurricular program was designed to support the teaching-learning
activities in the regular school time, the designed materials were also determined
based on the curriculum employed by the school. The researcher tried to combine the
Competency Standards and Basic Competence of the four skills thus the
extracurricular program could help the students to improve their English skills
holistically. The Competency Standard and Basic Competence of the fifth grade
students based on Peraturan Menteri Pendidikan Nasional Republik Indonesia
(2006), which had been combined by the researcher, would be shown in the table
below.
Table 4.1 The Competency Standard and Basic Competences for Fifth
Graders Semester 1
Competency Standard Basic Competences
Mendengarkan dan berbicara:
1. Memahami dan mengungkapkan
instruksi dan informasi sangat
sederhana dengan tindakan dalam
konteks sekolah.
1.1 Merespon instruksi sangat sederhana dengan
tindakan secara berterima dalam konteks
kelas dan sekolah maupun secara verbal.
1.2 Bercakap-cakap untuk menyertai tindakan/
meminta/ memberi jasa/ barang/ meminta/
memberi informasi secara berterima yang
melibatkan tindak tutur.
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Competency Standard Basic Competences
Menulis dan membaca:
2. Memahami dan mengungkapkan
instruksi dan informasi sangat
sederhana dengan tindakan dalam
konteks sekolah.
2.1 Membaca nyaring dengan ucapan, tekanan,
dan intonasi secara tepat dan berterima
kasih yang melibatkan: kata, frasa, dan
kalimat sangat sederhana
2.2 Memahami kalimat, pesan tertulis dan teks
deskriptif bergambar sangat sederhana
secara tepat dan berterima.
2.3 Mengeja dan menyalin kalimat sangat
sederhana dalam konteks sekolah
2. The Students’ Characteristics
The materials were designed based on many points which were considered
important. Besides the curriculum employed by the school, the characteristics of the
students were also included to the vital aspects needed to design the English
extracurricular materials. The researcher had done some research to get enough data
about the students’ characteristics by conducting a class observation, distributing a
questionnaire for the students, and conducting interview with the English
extracurricular tutor and the English teacher of the school.
The researcher got the data from the fifth graders who joined the class of the
English extracurricular program (there was only one class of English extracurricular
program of the fifth graders). The class consisted of 17 students (11 female students
and 6 six male students).
a. Students’ Needs
Based on the interview results which had been obtained by the researcher, the
students needed to master the English materials as what had been stated in the
curriculum. It was proven by the answer of the coordinator of the English
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extracurricular program when the researcher asked about the purpose of the English
extracurricular program itself. The answer was:
Tujuan dari kegiatan ekstrakurikuler bahasa Inggris ini sebenarnya adalah
untuk membantu kegiatan belajar mengajar di sekolah. Jadi seharusnya,
materi yang diajakan di ekstrakurikuler bahasa Inggris berhubungan dengan
materi yang diajarkan pada kegiatan belajar-mengajar pada jam sekolah.
(The coordinator of the English extracurricular of Pangudi Luhur elementary
school).
The purpose of the English extracurricular program is to support the teaching-
learning activities in school. Thus, the materials given in the English
extracurricular program should be matched with the materials given in the
school time).
Another thing given to the students was the additional material about English
vocabulary with its acceptable pronunciation. This point was obtained based on the
answer of the English teacher from the interview. The English teacher also said that,
Tutor bahasa Inggris juga sebaiknya memberikan murid-murid lebih banyak
‘pengayaan’ mengenai vocab bahasa Inggris terutama British vocabulary.
Para siswa juga perlu memperkaya diri mereka dengan vocab bahasa Inggris
sebanyak mungkin sebagai pengetahuan dasar untuk dapat menggunakan
bahasa Inggris sebagai sarana untuk dapat berkomunikasi. Selain itu, para
siswa juga perlu diberikan latihan mengenai Simple Present Tense. (The
English teacher of Pangudi Luhur elementary school)
(The teacher should give the students enough additional materials about
English native vocabulary (British). The students needed to enrich their selves
with as much as possible English vocabulary as the basic knowledge to be
able to use English as the means of communication. The other important thing
beside English vocabulary was the simple present tense exercises.)
The students needed to learn this simplest pattern of English sentences so that
they will be able to compose sentences started from the simplest one
b. Students’ Lack
Based on the interview, class observation, and the questionnaire, the
researcher could conclude that the students were lack of motivation to study. The
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students would pay less attention to the teacher or the tutor when they were given
materials without any visual media, games, or music. The students would prefer busy
playing to chatting with their friends. It was proven by the answers of the English
teacher about the students’ motivations,
Para siswa akan lebih memperhatikan pelajaran jika mereka diberi materi
menggunakan media visual (media atau realia) atau permainan. (The English
teacher of Pangudi Luhur elementary school.)
(The students have more attention to the materials which are delivered in the
form of visual materials (media or realia) or games.)
The English teacher also added an answer about the students’ willingness to
learn through songs by saying;
Para siswa senang untuk bernyanyi, teruatama jika ada musiknya. Namun
ketika tidak menggunakan musik, mereka jadi tidak begitu berminat. (The
English teacher of Pangudi Luhur elementary school)
(The students like to sing, especially when there are some music. They will
lose their interest when the teacher asks them to sing without some music.)
The similar answer was given by the English tutor about the students’
motivation. The English tutor said that,
Ketika diberi penjelasan, murid-murid tidak begitu memperhatikan, hanya
beberapa siswa saja yang mendengarkan dengan sungguh-sungguh,
terutamayang perempuan. Tetapi ketika mereka diberi materi dalam bentuk
visual (video stories, animasi sederhana) murid-murid terutama siswa laki-
laki akan lebih proaktif. (The English tutor of Pangudi Luhur elementary
school)
(When it comes to listening to the teacher’s explanation, the students will
directly lose their interest to join the activity, only some students will listen to
the teacher’s explanation seriously, especially female students. But when they
are given materials in the form of visual materials (video stories, simple
animation) the students, especially the boys will be proactive.)
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c. Students’ Wants
The researcher drew some conclusion about the students’ wants from the data
obtained by the teacher and tutor interviews and the questionnaire distributed to the
students. From what their tutor and teacher said, the students are interested to be
taught by using games, but one thing to be paid more attention was the class
management because sometimes the students turned to be uncontrollable. They were
also like to sing some songs in class as one of the teaching and learning activities,
especially with some music. Moreover, the students were really fond of learning more
when the teacher prepared some visuals materials namely realia, pictures, or short
movies.
The statements above were given by the teachers. Therefore, the researcher
was encouraged to make it more accurate by distributing questionnaire to the
students. By distributing the questionnaire to the students, the researcher could know
what the things the students wanted the most.
When the researcher asked them to choose activities that they like, they chose
some activities which had been written in the questionnaire. The result was 16
students (94,12%) chose playing games, 12 students (70,59%) chose reading stories,
11 students (64,70%) chose doing exercises, 7 students (41,18%) chose storytelling, 7
(41,18%) students chose singing songs, and 4 students (23,53%) chose the other
activities (watching movies, working on puzzle, sharing, and reading text books). To
be more clearly, the researcher had provided the graphic to show the activities chosen
by the students.
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Graphic 4.1 The Teaching-Learning Activity Chosen by the Students
Besides choosing the activities they like, the students were also asked to
choose the variation of the activities per meeting. For the variation of the activities,
16 students (94, 12%) said that they preferred to have various activities per meeting
while the one student (5, 89%) said that he preferred to have the same activities per
meeting. The graphic of the variation of activities per meeting could be seen as
follows.
Graphic 4.2 The Variation of Teaching-Learning Activities Chosen by the
Students
02468
1012141618
Playing Games
Reading Stories
Doing Exercises
Storytelling Singing Songs
Other Activites
Teaching-Learning Activiies
16
1
Activity Variation
Various Activities Per Meeting
Same Activities Per Meeting
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3. The Performances Objectives
These designed materials were made to facilitate the students in the teaching
and learning process in the English extracurricular program. This design can be used
to facilitate the students in one semester. By finishing this program, the students are
expected to be able to:
a. enrich their English vocabulary and help them to be able to both use and
pronounce it in an acceptable way.
b. make and evaluate simple sentences by using Simple Present Tense
c. develop their skills in English, especially the speaking skill.
4. The Content of the Designed Materials
The designed materials consisted of four unit lessons which were improved
into a set of teaching-learning activities which were suitable to be implemented in the
extracurricular program. Each unit had two meetings, and one meeting was designed
for a 60 minute lesson. The units, themes, and activities of the design could be seen in
the following table.
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Table 4.2 The Activities of the Designed Materials for English
Extracurricular of Pangudi Luhur Elementary School
Unit/
Theme Meeting Session Activities Explanation
1
Parts of
Body
1
Pre-activity
1. Opening prayer
2. Greeting
Chanting is useful to
grab students’ attention
and prepare the
students to receive the
materials. The
presentation of the
materials is useful to
give the students clear
understanding about the
materials without any
risks of
misunderstanding. The
crossword puzzle and
the fill in the blanks
part will help the
students to be familiar
and be able to
memorize the
vocabulary well and
quicker.
Whilst
Activity
1. Chanting
2. Teacher’s
explanation about
the materials
3. Crossword
4. Filling in the blanks
in a paragraph.
Post
Activity
1. Summarizing the
materials together
2. Closing prayer
2
Pre-Activity
1. Opening prayer
2. Greeting
The reviewing previous
materials part is useful
to help the students to
focus on the materials.
The puzzle games and
making crossword
session will be
beneficial to let the
students learn more
about the materials
while practicing their
creativity.
Whilst
Activity
1. Reviewing the
previous materials
2. Working on puzzle
3. Making crossword
Post
Activity
1. Summarizing the
materials together
2. Closing prayer
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Unit/
Theme Meeting Session Activities Explanation
2
Feelings
3
Pre-Activity
1. Opening prayer
2. Greeting
The presentation of the
materials is useful to
give the students clear
understanding about the
materials without any
risks of
misunderstanding.
They fill in the blanks
and draw expressions
will help the students to
understand and
memorize the
vocabulary well.
Whilst
Activity
1. Explanation about
feeling and emotions
2. Filling in the blanks
3. Drawing feeling
expression
Post
Activity
1. Summarizing the
materials together
2. Closing prayer
4
Pre-Activity
1. Opening prayer
2. Greeting
3. Singing a song
Singing a song will
help the students to pay
attention to the lesson
and ready to receive the
next materials. Filling
in the blanks will help
the students to
understand and
memorize the materials
faster. Making
sentences about
personal feeling will
help the students to
practice their writing
skill while learning
more about personal
feeling.
Whilst
Activity
1. Filling in the blanks
2. Making sentences
Post
Activity
1. Summarizing the
materials together
2. Closing prayer
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Unit/
Theme Meeting Session Activities Explanation
3
Family
Tree
5
Pre-Activity
1. Opening prayer
2. Greeting
The pictures used in
this session have
function to grab
students’ attention and
be used as the media to
deliver knowledge
about family to the
students. Singing part
can be used to grab
students’ attention and
prepare them to receive
the given materials.
The explanation about
family tree and the
comprehensible
questions have function
to introduce family tree
to the students.
Whilst
Activity
1. Identifying pictures
2. Singing a song
3. Family tree
explanation
4. Answering
comprehension
questions
Post
Activity
1. Summarizing the
materials together
2. Closing prayer
6
Pre-Activity
1. Opening prayer
2. Greeting
Reviewing materials
part will help the
students to recall the
previous materials.
Making personal family
tree part will help the
students to be familiar
with the material
because they
implement it to their
own family. The family
crosswords part will
help the students to
memorize the materials.
Whilst
Activity
1. Reviewing the
previous materials
through identifying
pictures
2. Making personal
family tree
3. Crossword
Post
Activity
1. Summarizing the
materials together
2. Closing prayer
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Unit/
Theme Meeting Session Activities Explanation
4
Daily
Activity
7
Pre-Activity
1. Opening prayer
2. Greeting
Making sentences
about daily activity will
help the students to
explore their own
knowledge and help
them to find more
knowledge about daily
activity. Filling in the
blanks and imitating
daily activity games
will help the students to
be familiar enough with
the vocabulary about
daily activity.
Whilst
Activity
1. Making sentences
2. Filling the blanks
about daily activity
3. Imitating daily
Activity
Post
Activity
1. Summarizing the
materials together
2. Closing prayer
8
Pre-Activity
1. Opening prayer
2. Greeting
Listing personal daily
activity will help the
students to practice
their writing skill.
Jumbled words and
word search parts will
help the students
memorize the new
vocabulary.
Whilst
Activity
1. Listing personal
daily activity
2. Arranging jumbled
word
3. Word searching.
Post
Activity
1. Summarizing the
materials together
2. Closing prayer
In each meeting, the researcher gave opportunity for the tutor to introduce and
explain the materials first. In the introduction part, the researcher had prepared some
songs or a chant to grab students’ attention and interest. While, in the explanation
time, the tutor could explore and find the students’ level of understanding about the
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materials given by the teacher at school. If the students seemed to understand the
materials well, the tutor could only give a brief and quick review. However, when the
students had not understood the materials yet, the tutor should repeat the explanation.
After the explanation, the researcher gave opportunity to the students to practice their
knowledge by playing some games or doing some exercises.
B. The Final Version of the Designed Materials
After designing the materials, the researcher distributed a questionnaire to some
people as the designed material evaluators. They were the English teacher of Pangudi
Luhur Elementary School, an English Education Study Program of Sanata Dharma
lecturer, and an English teacher of SMPN 1 Kalasan. The results of the questionnaire
were used as the basic information for the researcher to revise the designed materials.
The designed material questionnaire consisted of some questions asking about
the participants’ comments, criticism, and suggestions about the designed materials.
The results of the questionnaire would be explained clearly as follows. The first part
was multiple choices which allowed the designed material evaluators to choose their
opinions about the designed materials. The evaluators had to choose one of four
choices about the agreement statements of the designed materials. In the following
table, the researcher presented the result of the questionnaire by using number. The
number here represented one certain meaning; one represented strongly agree, two
represented agree, three represented disagree, and four represented strongly disagree.
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Table 4.3 The Result Of The Designed Materials Questionnaire
No. Statement Response Percentage
1. The designed materials match the goal of the
extracurricular program well.
1
2
3
4
-
66,67 %
33,33%
-
2.
The designed materials give the students
opportunities to reach the objectives of the
extracurricular program.
1
2
3
4
-
100 %
-
-
3. The designed materials appropriate with the
characteristics of the students.
1
2
3
4
-
100 %
-
-
4. The designed materials appropriate with the current
SK and KD.
1
2
3
4
-
100 %
-
-
5. The topics of the units have been arranged
appropriately.
1
2
3
4
-
100 %
-
-
6. The activities which are included in the designed
materials are feasible to conduct.
1
2
3
4
-
100 %
-
-
7. The designed materials surely help the students to
master the materials by its content.
1
2
3
4
-
100 %
-
-
8. The designed materials surely help the students to
master the materials by its appearance.
1
2
3
4
-
100 %
-
-
9.
The designed materials are free from grammatical
or another type of mistakes which can lead the
students to any misunderstanding.
1
2
3
4
-
66,67 %
33,33 %
-
10. The materials are suitable for the students based on
the age in the term of content.
1
2
3
4
33,33%
66,67 %
-
-
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No. Statement Response Percentage
11. The materials are suitable for the students based on
the age in terms of appearance.
1
2
3
4
33,33 %
66,67 %
-
-
12.
The materials can help the students to really master
the materials, especially for the vocabulary building
and simple sentence.
1
2
3
4
33,33%
66,67 %
-
-
13. The use of songs is appropriate to the students.
1
2
3
4
33,33 %
66,67 %
-
-
14. The selection of the songs is suitable for the topics.
1
2
3
4
33,33 %
66,67 %
-
-
15. The use of games is appropriate to the students.
1
2
3
4
-
100 %
-
-
16 The selection of the games is suitable to the topics.
1
2
3
4
-
100 %
-
-
Note: 1 = strongly agree 3 = disagree
2 = agree 4 = strongly disagree
From the result of the multiple choice part of the designed material
questionnaire, the researcher checked whether the design was acceptable or not by
using the formula adapted from Cahyarini (2011). The result of the data calculation
could be seen as follows.
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Table 4.4 The Calculation of Designed Materials Scores
No. Statement Score
Average
1. The designed materials match the goal of the extracurricular
program well. 2,67
2. The designed materials give the students opportunities to reach the
objectives of the extracurricular program. 3
3. The designed materials appropriate with the characteristics of the
students. 3
4. The designed materials appropriate with the current SK and KD. 3
5. The topics of the units have been arranged appropriately. 3
6. The activities which are included in the designed materials are
feasible to conduct. 3
7. The designed materials surely help the students to master the
materials by its content. 3
8. The designed materials surely help the students to master the
materials by its appearance. 3
9. The designed materials are free from grammatical or another type of
mistakes which can lead the students to any misunderstanding. 2,67
10. The materials are suitable for the students based on the age in the
term of content. 3.3
11. The materials are suitable for the students based on the age in the
term of appearance. 3.3
12. The materials can help the students to really master the materials,
especially for the vocabulary building and simple sentence. 3.3
13. The use of songs is appropriate to the students. 3.3
14. The selection of the songs is suitable to the topics. 3.3
15. The use of games is appropriate to the students. 3
16 The selection of the games is suitable to the topics. 3
TOTAL AVERAGE SCORE 3.05
From the table, the researcher could conclude that the designed materials were
well-designed and accepted. Besides the multiple choice questions, the researcher
also provided some opened-ended questions about the strength, weaknesses, and the
general comments of the designed materials. From the result of the designed material
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questionnaire, the researcher could draw some conclusions about the weaknesses of
the designed materials. The first weakness was about the lack of listening and
especially speaking activities in the design. The second one was the inconsistency of
the vocabularies introduced in some introduction parts with the vocabularies appeared
in the tasks. The third weakness was the unclear instructions contained in the
designed materials which can lead the students into some misunderstanding. The
fourth one was the selection of some materials which were considered too difficult for
the students, and the last was the inappropriate tasks based on the topics of the units.
One of the participants also gave the opinion that the fifth graders were not
necessarily introduced to simple past tense yet since they were still at the elementary
school level.
The strength of the designed materials according to the participants were the
objectives of the English extracurricular were well formulated, especially the plan to
enrich the students’ English vocabulary. It was because by enriching the students’
vocabulary, the students could develop their English skills, especially the speaking
skill. The next strength was that there were enough reading and writing activities
inside the design and there were enough games and interesting pictures to help the
students master the materials.
While the other comments for improvement were the researcher should give
more spaces for speaking and listening activities for the students. The other
suggestion was to add some more games in delivering the topics since this design was
prepared for an extracurricular program. The selection of the vocabularies should also
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be checked again thus there would not be some vocabularies which were considered
too difficult for the students. It was needed to do thus the students will learn the
materials in a fun situation.
After knowing the weaknesses and the lack of the designed materials, the
researcher revised the materials. The revision of the designed materials was done
based on the evaluators’ comments and suggestions. The revision which had been
done by the researcher would be explained clearly as follows.
1. The Instructions
Based on the results of the designed material questionnaire, some evaluators
gave some comments and suggestions about the instructions of the activities both in
the students’ book and the teacher’s book. Therefore, the researcher revised those
inappropriate or unclear instructions by changing, adding, or removing some words
or sentences.
2. The Pictures and Illustrations
Some evaluators said that the pictures and illustrations in some parts in the
design were not really appropriate and should be changed. Those pictures and
illustrations were especially the materials which were used to explain the vocabulary
to the students. The evaluators thought that the pictures and illustrations were too
difficult to understand by the students. Therefore, the researcher changed the pictures
and illustrations with some more appropriate pictures like what had been suggested
by the evaluators.
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3. The Teacher’s Guidance
For the teacher’s guidance part, the researcher also made some revisions
based on the suggestions given by the evaluators. The most revisions made were the
instructions for the teacher to improve the students’ speaking skill. The researcher
added some more instructions thus the teacher could let the students speak in class in
the form of sharing activities or reading aloud together.
4. The Tasks and The Materials
For the tasks and materials of the design, the researcher also revised some
parts which were considered not really appropriate according to the evaluators. The
researcher changed some activities which were considered too difficult for the
students with some easier and more feasible activities. The researcher also added
some more games and speaking listening activities to improve the students’ speaking
and listening skills. Moreover, the researcher removed some words which were
considered too difficult and inappropriate to be given to the students in the
vocabulary lists. The researcher also revised the song lyrics because there were some
differences between the song lyrics written on the designed materials with the song
lyrics written in the audio files. Next, the researcher added some examples in the
students’ tasks because the students might get confused on how to do the tasks as
what had been suggested by some evaluators.
5. The Grammar
The researcher revised some grammatically incorrect sentences based on the
corrections given by the evaluators. The sentences were revised to avoid some
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misunderstanding which might happen in the future. The sentences were incorrect
because they were composed by using some different tenses with the one which
should have been discussed in the designed materials.
The researcher designed four units of lesson as the whole materials used for
the fifth grade English extracurricular program of Pangudi Luhur elementary school
semester one. The materials were designed with 60 minutes as the maximum time
allocation per meeting. The final version of the designed materials would be
explained as follows.
Reviewing the related materials session was always put at the beginning of the
meeting. To be remembered, the students might be familiar with the materials already
since the designed materials was made based on the topics of English lesson taught in
the intra curricular activities. The reviewing activities were meant to review the
materials which would be taught to the students. These reviewing activities were
made in order to remind the students with the materials and introduce the materials
which might have not been taught before.
The activity belonged to reviewing material part was for example the
explanation from the teacher. While the other alternative activities were filling in the
blank parts and doing the multiple choice tasks which allowed the students to explore
their knowledge about the materials. The researcher also used some songs and chant
to grab the students’ attention and remind the students about the materials at the same
time.
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After reviewing the materials, the researcher usually gave some activities to
help the students memorize the related vocabulary. The activities were usually doing
some crosswords puzzle, word search, jumbled words, or composing simple
sentences. These activities were made to help the students to be familiar with the
vocabulary and sentence pattern taught in the extracurricular program. By doing these
kinds of activities, the students became more familiar with the spelling or the use of
the words in simple sentences.
The other activities were the language games. The examples of those games
were Bingo, Simon Says, and Hang Man games. Bingo Game was a game to practice
students’ listening skill, because at that game the teacher mentioned many vocabulary
and the students should listen to it carefully while checking on their own table.
Simon Says game was a game which was used to improve students’ listening skill.
The students are required to touch their own parts of body while listening to the
vocabularies mentioned by the teacher. It could help them in memorizing the
vocabularies while improving their listening skill.
Hang Man game was a game to practice students’ speaking skill. It really
helped the students to be familiar with the spelling of the English vocabulary and also
helped the students to improve their speaking skill since they had to shout the letters
to complete the words. In addition, the researcher also added some reading aloud
parts in almost every meeting. It was added to give the students opportunity to
improve their speaking skill thus the students became familiar with the
pronunciations of the words and the simple sentence patterns.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusion of the research and recommendations. In
this conclusion part the researcher will explain the finding of the research based on
the formulated problem of the research as what have been mentioned in chapter I and
have been discuss in chapter IV. The recommendations part consists of the
recommendations and suggestions for the fifth graders English tutor of Pangudi
Luhur elementary school and the future researchers.
A. Conclusions
In this part the researcher would like to conclude the finding of the research
based on the research problem. As what have been mentioned in chapter I, the
research problem is what the appropriate materials and activities for the fifth graders
English extracurricular of Pangudi Luhur elementary school looked like. Based on
the final version of the designed materials, the researcher had four units of the
designed materials used to facilitate the fifth graders in studying at the English
extracurricular program for the whole semester one. The topics are Parts of Body,
Feelings, Family Tree, and Daily Activity. Each unit consists of introduction or
reviewing materials, language games, and some comprehension questions thus the
students could be familiar and be able to master the materials in a fun way.
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By finishing the English extracurricular program, at the end of the semester,
the students are expected to have more English vocabulary in their basic knowledge,
to be able to make simple sentences (by using Simple Present Tense), and to develop
the English skills, especially speaking skill. The researcher uses games and songs as
the main activities to deliver the materials since the students are still at the elementary
school level who love games and songs very much.
B. Recommendations
In this part, the researcher has some recommendations about the research. The
recommendations are written especially for the fifth graders English tutor of Pangudi
Luhur elementary school and the future researchers who might conduct similar
research.
1. For the Fifth Graders English Tutor of Pangudi Luhur Elementary School
These designed materials are designed to help the English tutor facilitate the
fifth graders in mastering the materials given by the schools. The English tutor should
really accompany and assist the students in the teaching learning process. The tutor
could use the designed materials directly since it is designed to be used by the tutor.
However, it would be better if the tutor also improve the designed materials based on
the recent situation of the English extracurricular program. The tutor could also add
some more games and songs as the means to deliver the materials, especially when
the students seemed to get bored or spiritless. The tutor could also add more
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activities to improve the students’ English skill since the focus of this research is
more to the speaking skill.
2. For Future Researchers
It is suggested for future researchers who are interested in conducting some
similar research by using the activities or materials which are loved by the young
learners. The future researchers could also conduct some research by using games
and song as the main means to deliver the English lesson to the others level of
students as long as the teaching – learning activities are suitable for the students.
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REFERENCES
Borg, J. P., Gall, M. D., & Borg, W. R. (2007). Educational research: An
introduction (8th
ed.). Boston: Allyn and Bacon
Brewster, J., Ellis, G., & Girard, D. (2002). The primary teacher’s guide. Harlow:
Penguin English
Cahyarini. (2011). Designing a set supplementary vocabulary materials for the sixth
grade students of SDN Gergunung 1 Klaten. Yogyakarta: Sanata Dharma
University. <www.library.usd.ac.id>
Fraenkel, J. K., & Wallen, N. E. (2008). How to design and evaluate research in
education (7th
ed.). New York: McGraw-Hill Book Inc.
Frobose, J. K. (2008). Learning through play- a child’s job. Colorado State
University Extension. <http://www.ext.colostate.edu/pubs/columncc/
cc010309.html>
Gagne, R., Briggs, L., & Wager, W. (1992). Principles of instructional design. Fort
Worth: Harcourt Brace Jovanovich College
Lewis, G., & Bedson, G. (2003). Games for children. Oxford: Oxford University
Press
Martin, C. (1995). Games and fun activities. London: CILT
Millington, N.T. (2011). Using song effectively to teach english to young learners.
Language Education in Asia, 2(1). <http://www.camtesol.org/
Download/LEiA_ Vol2_Iss1_2011/LEiA_V2_I1_11_Neil_Millington_
Using_Songs_Effectively_to_Teach_English_to_Young_Learners.pdf>
Murphey, T. (1992). Music and songs. Oxford: Oxford University Press.
Paul, D. (1996). Songs and games for children. Oxford: Macmillan Heinemann
Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomer 22 Tahun 2006
Tentang Standar Isi untuk Satuan Pendidikan Dasar dan Menengah
http://www.aidsindonesia.or.id/uploads/20130729141205.Permendiknas_No
_22_Th_2006.pdf
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57
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language
teaching (2nd
ed.). New York: Cambridge University Press
Wright, A., Betteridge, D., & Buckby, M. (1984). From ‘games for language
learning’. Cambridge: Cambridge University Press.
<http://www.teflgames.com/ why.html>
Yalden, J. (1987). The communicative syllabus: Evolution, design, and
implementation. Englewood Cliffs, NJ: Prentice Hall.
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Letter for Permission
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Interview of the English Teacher and Tutor
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59
INTERVIEW QUESTIONS
for English Teacher of Pangudi Luhur Elementary School
This interview guideline was made to help the researcher in gathering information related
to the background and situation happens in Pangudi Luhur Elementary School. The interviewees
were the fifth graders’ English teacher of Pangudi Luhur elementary school. The data gathered
from this interview was needed for the researcher to know the background and situation in class
so that the researcher can make the suitable materials and activities depend on the characteristics
of the classroom.
Questions:
1. Name:
2. Occupation:
3. Does the class belong to homogeneous or mixed ability class? Do the students have the same
level of English mastery?
4. Do the students have some special characteristics compare to the other classes?
5. Do you think that the English education given to the students is already appropriate? Why?
6. Do you find any difficulties related to the teaching-learning activity in class? Why?
7. Do the students have the same attention to all of the activities and materials given by teacher
or they have more attention only for some certain activity and materials? If yes, what is that?
8. Do you think that the students like to play a game to learn English?
9. Do you think that the students like to sing songs to learn English?
10. Do you have any suggestions for the English extracurricular materials so that the students can
learn actively, happily, and effectively? What are they?
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Class Observation Checklist
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OBSERVATION CHECKLIST
This observation checklist was made to help the researcher in the observation process.
The observation was done in the English extracurricular activity. The targets of the observation
were the students of Pangudi Luhur English extracurricular grade 5. The researcher filled the
checklist by putting the check (√) in the suitable column.
No Question Strongly
Agree Agree Disagree
Strongly
Disagree
1. The students start the extracurricular
enthusiastically
2. English is the main language used in the
extracurricular activity
3. The students understand the instructions given
by the tutors
4. The students concentrate for a long time during
the lesson time
5. The students participate all of the activity
enthusiastically
6. Some students are busy with themselves
7. Students study in class seriously and silently
8. There are some activities which needs body
movements
9. Students follows the activity enthusiastically
10. Students understand the materials well
Notes:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Questionnaire for Pangudi Luhur Elementary School Fifth Graders
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Questionnaire to be distributed to the fifth grade students.
Istruction:
Jawablah dan centanglah (√) jawaban yang paling kamu anggap benar!
Nama :
Kelas :
SD PL :
No Pertanyaan Iya Tidak
1. Apakah kamu mengikuti kegiatan Ekstrakurikuler Bahasa
Inggris?
2. Apakah kegiatan ekstrakurikuler Bahasa Inggris
menyenangkan?
3. Apakah kegiatan ekstrakurikuler Bahasa Inggris
membantumu memahami materi pelajaran yang diberikan
di sekolah?
4. Apakah kegiatan ekstrakurikuler Bahasa Inggris
membuatmu lebih pintar berbahasa Inggris?
5. Apakah kamu akan ikut dalam kegiatan Ekstrakurikuler
bahasa Inggris semester depan?
Centanglah jawaban yang kamu anggap benar! (Boleh lebih dari satu)
1. Kegiatan apa yang kamu sukai di kelas untuk belajar bahasa Inggris?
- Mengerjakan soal ______
- Membaca buku cerita ______
- Mendongeng ______
- Bernyanyi ______
- Bermain ______
- Lain-lain, sebutkan ______
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2. Bagaimana kegiatan yang kamu inginkan dalam ekstrakurikuler bahasa Inggris?
- Berganti-ganti _______
- Tetap sama setiap hari ______
- Lain-lain, sebutkan _______
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The Syllabus
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THE TEACHING/LEARNING ACTIVITIES
Fifth Grade English Extracurricular Program
of Pangudi Luhur Elementary School Semester 1
Bernadeta Pungky S. / 091214012
The goal of the program:
This program of English extracurricular is held to assist the students in mastering the materials of
English which have been taught as one of the subjects in school. By finishing this program the
students are expected to really comprehend all of the English knowledge and skills taught in
regular teaching-learning process in school and gain more the things which are especially given
as the extra knowledge for the students.
Competency Standard and Basic Competence:
Listening and Speaking:
1. Memahami dan mengungkapkan instruksi dan informasi sangat sederhana dengan tindakan
dalam konteks sekolah.
1.1 Merespon instruksi sangat sederhana dengan tindakan secara berterima dalam konteks
kelas dan sekolah maupun secara verbal.
1.2 Bercakap-cakap untuk menyertai tindakan/ meminta/ memberi jasa/ barang/ meminta/
memberi informasi secara berterima yang melibatkan tindak tutur.
Reading and Writing
2. Memahami dan mengungkapkan makna tulisan bahasa Inggris dan teks deskriptif bergambar
dan kalimat sangat sederhana dalam konteks sekolah.
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2.1 Membaca nyaring dengan ucapan, tekanan, dan intonasi secara tepat dan berterima kasih
yang melibatkan: kata, frasa, dan kalimat sangat sederhana
2.2 Memahami kalimat, pesan tertulis dan teks deskriptif bergambar sangat sederhana secara
tepat dan berterima.
2.3 Mengeja dan menyalin kalimat sangat sederhana dalam konteks sekolah
The objectives of the program:
By finishing this program, the students are expected to be able to:
1. enrich their English vocabulary and be able to both use and pronounce it in an acceptable
way.
2. make and evaluate simple sentences by using Simple Present Tense
3. develop their skills in English, especially the speaking skill.
Indicators:
1. Product Cognitive Indicators
Given some certain situation or tasks, both verbally or written, the students are able to give
the correct answers based on the related topics by using the acceptable pronunciation and
spelling.
2. Process Cognitive Indicators
Given some certain situation or tasks, both verbally or written, the students are able to
identify the main idea and information in the text.
3. Affective Indicators
Given opportunities to explain the answers or experience in front of the class or works in
groups, the students are able to work together and appreciate the other students.
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4. Psychomotor Indicator
Given some instructions in English, students are able to perform the correct or suitable
actions based on the instructions given and they are able to write down exactly the same like
what they teacher has given as the examples with the correct spelling.
Unit Meeting Theme Session Activities Time
Allocation
1
1
Parts of
Body
Pre-activity 1. Opening prayer
2. Greeting
1 hour
Whilst
Activity
1. Chanting
2. Teacher’s explanation about the
materials
3. Crossword
4. Filling in the blanks in a
paragraph.
Post Activity 1. Summarizing the materials
together
2. Closing prayer
2
Parts of
Body
Pre-Activity 1. Opening prayer
2. Greeting
1 hour
Whilst
Activity
1. Reviewing the previous materials
2. Working on puzzle
3. Making crossword
Post Activity 1. Summarizing the materials
together
2. Closing prayer
2
3
Feelings Pre-Activity 1. Opening prayer
2. Greeting
1 hour
Whilst
Activity
1. Explanation about feeling and
emotions
2. Filling in the blanks
3. Drawing feeling expression
Post Activity 1. Summarizing the materials
together
2. Closing prayer
4
Feelings Pre-Activity 1. Opening prayer
2. Greeting
3. Singing a song 1 hour
Whilst
Activity
1. Filling in the blanks
2. Making sentences
Post Activity 1. Summarizing the materials
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together
2. Closing prayer
3
5
Family
Tree
Pre-Activity 1. Opening prayer
2. Greeting
3. Singing a song
1 hour
Whilst
Activity
1. Identifying pictures
2. Family tree explanation
3. Answering comprehension
questions
Post Activity 1. Summarizing the materials
together
2. Closing prayer
6
Family
Tree
Pre-Activity 1. Opening prayer
2. Greeting
1 hour
Whilst
Activity
1. Reviewing the previous materials
through identifying pictures
2. Making personal family tree
3. Crossword
Post Activity 1. Summarizing the materials
together
2. Closing prayer
4
7
Daily
Activity
Pre-Activity 1. Opening prayer
2. Greeting
1 hour
Whilst
Activity
1. Making sentences
2. Filling the blanks about daily
activity
3. Imitating daily Activity
Post Activity 1. Summarizing the materials
together
2. Closing prayer
8
Daily
Activity
Pre-Activity 1. Opening prayer
2. Greeting
1 hour
Whilst
Activity
1. Listing personal daily activity
2. Arranging jumbled word
3. Word searching.
Post Activity 1. Summarizing the materials
together
2. Closing prayer
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The Teacher’s Book
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Meeting 1
Name = ___________________________________ Class = ____________________________
Parts of My Body
A. Chanting!
Ask the students to chant together! Some appropriate movements or gestures can be added to
grab students’ attention.
I have two eyes, one two…
I have two ears, one two…
I have two arms, one two…
I have two hands, one two…
I have two legs, one two…
I have two feet, one two…
I have one nose and mouth…
B. Parts of Our Body!
Explain the parts of body to the students and make sure they can understand and memorize it
well!
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C. The Body Parts – Crosswords
Ask the students to accomplish the crosswords and discuss the answers together!
http://teacherslove.blogs.sapo.pt/19423.html
ACROSS
DOWN
DOWN
DOWN
ACROSS
ACROSS
DOWN
ACROSS
S
DOWN
DOWN
DOWN
ACROSS
ACROSS
DOWN
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D. Fill in the Blanks
Ask the students to fill in the blanks! The teacher can explain the meaning of some words which
the students might find them difficult. Discuss the answers together!
Hello, my name is Linda. I am a very healthy girl. I have two ears, two eyes, two arms, two hands,
two legs, two feet, one nose and one mouth. My hobby is watching movies. People watch movies with
their ___________ (eyes). Every day I walk with my ___________ (feet). I help my mother to sweep
the floor with my __________ (hands). After helping my mother, I usually eat vegetables with my
__________ (mouth). Next, I like to listen to music. I listen to my favorite song with my ___________
(ears).
Today, I want to go to the beach. It is a very hot day, so I wear a hat. I wear my hat on my
_________ (head). I also wear jeans to protect my ____________ (legs). I bring my bag and hang it on
my _____________ (shoulders). The wind at the beach is so strong and it makes my hair become
messy. Because of that I tie my ___________ (hair). At the beach, I draw a giraffe in the sand. I draw
the giraffe with my ____________ (hands/ fingers). I am so happy today.
E. Simon Says Game
Simon Says is a game to practice students’ listening skill. The teacher will read some
instructions to the students and the students should do the instructions exactly like what their
teacher have said. However, the instructions considered valid are the instructions begin with
“Simon says …”
For example:
1. Simon says, “Touch your knees!” (VALID)
2. Simon says, “Touch your ears” (VALID)
3. “Touch your eyes!” (INVALID)
4. Simon says, “Tour your head!” (VALID)
5. “Touch your hair!” (INVALID)
***GOOD LUCK***
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Meeting 2
Name = _________________________________ Class = _____________________________
1. Let’s review the previous materials!
Ask the students to fill in the boxes and discuss the answers together!
2. Puzzle Time
The teacher provides some sets of puzzle. The puzzles are about the parts of body. The puzzles
can be made in the form of pictures which are cut in many pieces. The students are put into
some groups or they can work in pairs. Each group of students picks one set of the puzzle and
guesses the name of the parts of body.
HAIR HEAD
EAR
NECK
ARM
FINGER
LEG
EYE
NOSE
MOUTH
SHOULDER
HAND
HIP
KNEE
FOOT
TOE
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3. Words Search
Ask the students to find 15 words related to the parts of body! After that discuss the correct
answers together!
4. Bingo Games
Ask the students to make a table consists of five rows and five columns. After that, ask the
students to fill each cell with the name of the parts of body. Next, the teacher mentions the
name of parts of body one by one. The students get a bingo when the words in their cells have
been mentioned by the teacher vertically, horizontally or diagonally. The students who get
bingo should shout “BINGO”.
H P M O U T H U I E I E S
E L D I W L S J N S K S H
A O E K S L D B E W J F O
D I G N F E C Y C S G T U
F K H E U G F T K D D B L
E N W E J D R D E F R F D
T O S G G F I W D J D B E
E S A T S S L A G Y F D R
R E D R V D A R M T O H R
K G T E T H L K Y G O B E
H I P R H E E A R R T I H
A F I F N R Y T H E Y U T
T O E H S F E G N D I Y K
D R L M E B J F M H A N D
F I N G E R H M G D J N M
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Meeting 3
Name = _________________________________ Class = _____________________________
1. Help the students to understand the feelings by explaining the pictures below!
Happy Angry Sad Confused Excited
Guilty Hungry Nervous Proud Scared
Sleepy Thirsty Tired Sick Shy
2. Ask the students to fill in the blanks and discuss the correct answers together! Ask the
students to read aloud the correct answers at the end of the discussion!
a. He is not hungry.
He just feels _____________ (thirsty).
b. He is not thirsty.
He is __________________ (hungry).
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c. He is not angry.
He is ________________ (sleepy).
d. He runs so much.
He is not sleepy.
He is __________________ (tired).
e. He has a lot of questions.
He is _________________ (confused).
f. He gets A+ for his exam.
He feels so _______________ (proud).
g. He gets a new bag.
He feels so ________________ (happy).
h. They are arguing each other.
They are very ________________ (angry).
i. He will do his final exam.
He feels so _________________ (nervous).
j. He meets a very big lion.
He is so ____________________ (scared).
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3. Drawing Expression
Ask the students to choose 5 feelings that they like!
They can draw the expressions on the face below.
HAPPY ___________________ ________________
________________ ___________________ ____________________
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Meeting 4
Name = _________________________________ Class = _____________________________
ARE YOU HAPPY?
1. Ask the students to sing the song together!
If you’re happy and you know it clap your hands
If you’re happy and you know it clap your hands
If you’re happy and you know it and you really want to show it
If you’re happy and you know it clap your hands
stomp your feet
smile
shout hooray
say haha
2. Fill in the Blanks
Ask the students to fill in the blanks and discuss the correct answers together!
a. Your parents give you a cute puppy. You feel very _________ (excited).
b. Your beloved dog died. You feel very ___________ (sad).
c. You are a new student in school. You feel ________ (shy) to talk with your new friends.
d. You feel very ________________ (nervous) when you have a difficult test.
e. When you run for 5 km, you feel very ___________ (tired).
f. When you have a very difficult question, you feel _______ (confused).
g. When you win a competition, your parents feel very ___________ (proud) of you.
Angry Shy Confused Excited Guilty
Happy Sad Sleepy Tired Sick
Thirsty Hungry Proud Nervous Scared
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h. When your mother cooks a very delicious food you feel __________ (happy).
i. When you walk in a very dark room, you feel _____________ (scared).
j. When somebody steals your money, you feel so _____________ (angry.)
k. When you break your mother’s flower pot, you feel very ____________ (guilty).
l. It is already midnight you feel very ___________ (sleepy) because you want to go to sleep.
m. When you fall from your bicycle, you feel very __________ (sick).
n. You have not eaten your breakfast you feel very ____________ (hungry).
o. You really want to drink water because you feel very ___________ (thirsty).
3. Ask the students to answer the questions below and ask them to share the answers in front of
the class!
How do you feel today?
I feel __for example : I feel very happy to day._____________________________________
__________________________________________________________________________
Why? (Share it with your friends!)
Because ____for example : Because I get a good mark in mathematic task._______________
___________________________________________________________________________
___________________________________________________________________________
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Meeting 5
Name = _________________________________ Class = _____________________________
MY BELOVED FAMILY
1. Identifying Family Members
Ask the students to identify the family members based on the pictures below! After that
discuss the correct answer together and ask them to read aloud the answers!
This is Alfred’s family. Can you guess who they are?
(Alfred’s father, Alfred’s mother, Alfred’s grandfather,
Alfred’s grandmother, and Alfred’s younger sister)
1. __Alfred’s father__________
2. __Alfred’s mother_________
3. __Alfred’s grandfather______
4. __Alfred’s grandmother_____
5. __Alfred_________________
6. __Alfred’s younger sister___
2. Sing a Song
Ask the Students to sing this song together!
Father finger, father finger, where are you?
Here I am, here I am, how do you do?
Mother
Brother
Sister
Baby
1 2
4
6
5
3
1 2
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3. Family Tree
Explain the meaning of the family tree to the students and ask them to complete the
statements below to check their understanding. After that, point one student to read aloud
his/ her answer and discuss the answer together. Do it for every number.
This is Clara’s Family Tree.
After seeing my Family Tree, please complete the statements below!
a. Paul is my ____grandfather______________________________________________.
b. Christine is my ____grandmother_________________________________________.
c. Paul is Christine’s ___husband___________________________________________.
d. Christine is Paul’s __wife________________________________________________.
e. Paul and Christine have two children. They are ___Michael and Gaby____________.
f. Michael is Paul and Christine’s __son______________________________________.
g. Gaby is Paul and Christine’s __daughter____________________________________.
h. Anna is Gaby’s ___sister-in-law___________________________________________.
i. Michael is Jonathan’s ___brother-in-law____________________________________.
PAUL CHRISTINE
ANNA MICHAEL GABY JONATHAN
RAFAEL CLARA CINTYA RICARDO
Cousin Nephew Sister Husband Wife
Brother Aunt Grandfather Michael and Gaby
Grandmother
Sister in law Brother in law Son Daughter Uncle
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j. Rafael is my __brother__________________________________________________.
k. Cintya is my ___sister__________________________________________________.
l. Ricardo is my __cousin_________________________________________________.
m. Gaby is my __aunt_____________________________________________________.
n. Jonathan is my __uncle_________________________________________________.
o. Clara is Gaby and Jonathan’s __nephew____________________________________.
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Meeting 6
Name = _________________________________ Class = _____________________________
My beloved family
1. Let’s review the previous material!
Ask the students to fill in the blank as the reminder of the previous materials! After that, ask the
students to read aloud the answers together!
This is Rio’s family.
1. He Rio’s __father____________________.
2. She Rio’s __mother__________________.
3. She Rio’s __sister____________________.
4. He is the father of Rio’s mother. He is Rio’s
__grandfather_______________________.
5. She is the mother of Rio’s mother. She is Rio’s
__grandmother________________.
6. He is Rio.
7. He is the son of Rio’s aunt. He is Rio’s
___cousin___________________________.
8. She is the daughter of Rio’s aunt. She is Rio’s __cousin__________________________.
9. She is the last child Rio’s parents. She is Rio’s __younger sister____________________.
2. Ask the students to make their own family tree! They can use the space below or the other side of
the paper. After that, ask some students to draw it on the whiteboard!
7 8
1 2 3
4 5 6
9 7 8
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3. Family Crossword Puzzle
Ask the students to fill in the crosswords puzzle! Discuss the answers together!
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Meeting 7
Name = _________________________________ Class = _____________________________
My daily activity
1. Reviewing Materials about Pronoun
Review the materials about pronoun and ask the students to do the multiple choices!
Choose one correct answer!
1. a. He 4. a. He
b. She b. She
c. It c. It
2. a. He 5. a. He
b. She b. She
c. It c. It
3. a. He 6. a. He
b. She b. She
c. It c. It
After that, review the materials about simple present tense. After that, discuss the answers
together!
Make simple sentences by using these words!
1. I & market/ she & her school/ the cat & the yard + go
a. __I go to the market.___________________________________________________
b. __She goes to her school._______________________________________________
c. __It goes to the yard.___________________________________________________
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2. You & banana/ he & his lunch / the rabbit & the grass
a. __You eat the banana._________________________________________________
b. __He eats his lunch.___________________________________________________
c. __The rabbit eats the grass._____________________________________________
The dog + sleep
= The dog sleeps.
= It sleeps.
Adrian + eat + the hamburger
= Adrian eats the hamburger.
= He eats the hamburger.
Budi +drink + his juice
= Budi drinks his juice.
= He drinks his juice.
Ridwan + write + a story
= Ridwan writes a story.
=He writes a story.
Riris + read + a novel
= Riris reads a novel.
= She reads a novel.
Mr. Smith + swim + in the swimming pool
= Mr. Smith swims in the swimming pool.
= He swims in the swimming pool.
The man + run + very fast.
= The man runs very fast.
= He runs very fast.
Ricky, Tiara, and Dian + watch + a movie
= Ricky, Tiara, and Dian watch a movie.
= They watch a movie.
The girl + walk + in the morning
= The girl walks in the morning.
= She walks in the morning.
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Felix + play + a kite
= Felix plays a kite.
= He plays a kite.
2. Ask the students to fill in the blanks and discuss the correct answers together! Ask the students to
read aloud the correct answers together at the end of the session!
a. I ____________ (wake/wakes) up every morning at 05.00 o’clock.
b. After that, I ____________ (take/ takes) a bath.
c. To have enough energy, I have to ________ (have/has) breakfast in the morning.
d. My mother _____________ (cook/cooks) my food every morning.
e. The next activity I ________ (go/goes) to school.
f. At school, my teacher _____________ (teach/teaches) me a lot of lesson.
g. My friends like to ______________ (play/plays) with me.
h. After that, I __________ (have/has) my lunch.
i. After having my lunch, I ______________ (go/goes) home.
j. At home, I usually __________ (take/ takes) a nap.
k. After that, my mother _________ (ask/asks) me to take a bath.
l. I usually _____________ (have/ has) my dinner at 06.00 o’clock.
m. After that I _________________ (do/does) my homework.
n. The next activity, I ____________ (watch/watches) TV with my family.
o. At night, I __________ (go/goes) to bed at 09.00 o’clock.
3. Miming
The teacher prepares flash cards or pictures about this daily activity vocabulary. Each card
contains one picture. The teacher asks the students to create one special gesture for each
activity. For example: act like eating something represents the word “eating”. After that the
teacher shows the card one by one to the students, and the student act the special gesture
based on the pictures shown by the teacher.
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Meeting 8
Name = _________________________________ Class = _____________________________
My Daily Activity
1. My Daily Activity
Ask the students to list their own daily activities for today
in the table below! Ask the students to share their activities list
to the other friends!
TIME ACTIVITIES
2. Jumbled Words.
Ask the students to arrange the jumbled words! Discuss the correct answers together!
a. Cooks – mother – my – food – the..
_____My mother cooks the food.__________________________________________
b. Clothes – washes – father – my - the.
_____My father washes my the clothes.____________________________________
c. School – go – to – I.
____I go to school._____________________________________________________
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d. Kite – my – plays – brother – every - afternoon.
___My brother plays kite every afternoon.__________________________________
e. My – plays– dolls – sister – every – afternoon..
___My sister plays dolls every afternoon.___________________________________
f. 4 o’clock – at – I – play – football.
___I play football at 4 o’clock.___________________________________________
g. 3 o’clock – father – my – goes – at – home.
___My father goes home at 3 o’clock.______________________________________
h. A swimming pool – sister – at – swims – my – every - morning.
___My sister swims at swimming pool every morning._________________________
i. Study – 7 o’clock – at – I.
___I study at 7 o’clock.__________________________________________________
j. Breakfast – have – I – 6 o’clock – at.
___I have breakfast at 6 o’clock.__________________________________________
3. Word Search
Ask the students to find the words and color it!
S R E Q Z U D R I N K I N G W
E T R A X Y S H T S G Y J S S
A B F W R E A D I N G H I S D
T R S D C T W R G F D S K I F
I D V F V R D E H W H D H N S
N S S G B E C W G A T E N G L
G A A U N W F A D L G D F I E
S P L A Y I N G D K D S E N E
D D D J G R Y B E I Z R R G P
T G E Y H E H T S N X U T Y I
Y U R T J W N R R G C N S T N
G Y G R K S G D S J V N C G G
H H C O O K I N G K B I V F O
G L G F L W D F J L M N G G J
W A T C H I N G T V N G Y N G
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The Students’ Book
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Meeting 1
Name = ___________________________________ Class = ____________________________
Parts of My Body
A. Chanting! Let’s practice the chant with your friends!
I have two eyes, one two…
I have two ears, one two…
I have two arms, one two…
I have two hands, one two…
I have two legs, one two…
I have two feet, one two…
I have one nose and mouth…
B. Parts of Our Body! Pay attention to the teacher‘s explanation!
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C. The Body Parts - Crosswords
Fill in the boxes with the name of the parts of our body!
http://teacherslove.blogs.sapo.pt/19423.html
DOWN
ACROSS
S
ACROSS
DOWN
DOWN
ACROSS
ACROSS
DOWN
ACROSS
ACROSS
DOWN
DOWN
DOWN
DOWN
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D. Let’s fill in the blanks with the name of the parts of our body!
Hello, my name is Linda. I am a very healthy girl. I have two ears, two eyes, two arms, two hands,
two legs, two feet, one nose and one mouth. My hobby is watching movies. I watch movies by using
my__________. Every day I walk with my ____________. I help my mother to sweep the floor with
my ___________. After helping my mother, I usually eat vegetables with my _____________. Next, I
like to listen to music. I listen to my favorite song with my ___________.
Today, I want to go to the beach. It is a very hot day, so I wear a hat. I wear my hat on my
_________. I also wear jeans to protect my ____________. I bring my bag and I hang it on my
_____________. The wind at the beach is so strong and it makes my hair become messy. Because of
that I tie my ___________. At the beach, I draw a giraffe in the sand. I draw the giraffe with my
____________. I am so happy today.
***GOOD LUCK***
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Meeting 2
Name = _________________________________ Class = _____________________________
1. Let’s review the previous materials!
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2. Words Search
Find fifteen words about the parts of body inside this words table!
H P M O U T H U I E I E S
E L D I W L S J N S K S H
A O E K S L D B E W J F O
D I G N F E C Y C S G T U
F K H E U G F T K D D B L
E N W E J D R D E F R F D
T O S G G F I W D J D B E
E S A T S S L A G Y F D R
R E D R V D A R M T O H R
K G T E T H L K Y G O B E
H I P R H E E A R R T I H
A F I F N R Y T H E Y U T
T O E H S F E G N D I Y K
D R L M E B J F M H A N D
F I N G E R H M G D J N M
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Meeting 3
Name = _________________________________ Class = _____________________________
1. Let’s learn to know the feeling and emotions!
Happy Angry Sad Confused Excited
Guilty Hungry Nervous Proud Scared
Sleepy Thirsty Tired Sick Shy
2. Now let’s fill in the blanks!
a. He is not hungry.
He just feels _____________.
b. He is not thirsty.
He is __________________.
c. He is not angry.
He is ________________.
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d. He runs so much.
He is not sleepy.
He is __________________.
e. He has a lot of questions.
He is _________________.
f. He gets A+ for his exam.
He feels so _______________.
g. He gets a new bag.
He feels so ________________.
h. They are arguing each other.
They are very ________________.
i. He will do his final exam.
He feels so __________________.
j. He meets a very big lion.
He is so ____________________.
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3. Now you can choose 5 feelings that you like.
Draw the expressions on the face below!
HAPPY ___________________ ________________
________________ ___________________ ____________________
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Meeting 4
Name = _________________________________ Class = _____________________________
ARE YOU HAPPY? 1. Let’s sing a song!
If you’re happy and you know it clap your hands
If you’re happy and you know it clap your hands
If you’re happy and you know it and you really want to show it
If you’re happy and you know it clap your hands
stomp your feet
smile
shout hooray
say haha
2. Fill in the blank!
Fill the blanks below with the correct answer!
a. Your parents give you a cute puppy. You feel very _________
b. Your beloved dog died. You feel very ___________
c. You are a new student in school. You feel ________ to talk with your new friends.
d. You feel very ________________ when you have a difficult test.
e. When you run for 5 km, you feel very ___________.
f. When you have a very difficult question, you feel ___________.
g. When you win a competition, your parents feel very ___________ of you.
h. When your mother cooks a very delicious food you feel __________.
Angry Shy Confused Excited Guilty
Happy Sad Sleepy Tired Sick
Thirsty Hungry Proud Nervous Scared
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i. When you walk in a very dark room, you feel _____________
j. When somebody steals your money, you feel so _____________ .
k. When you break your mother’s flower pot, you feel very ____________.
l. It is already midnight you feel very ___________ because you want to go to sleep.
m. When you fall from your bicycle, you feel very __________ .
n. You have not eaten your breakfast you feel very ____________ .
o. You really want to drink water because you feel very ___________ .
3. Make Sentences
How do you feel today?
I feel __for example : I feel very happy to day._____________________________________
__________________________________________________________________________
__________________________________________________________________________
Why? (Share it with your friends!)
Because ____for example : Because I get a good mark in mathematic task._______________
___________________________________________________________________________
___________________________________________________________________________
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Meeting 5
Name = _________________________________ Class = _____________________________
MY BELOVED FAMILY
1. Let’s identify the members of the family.
This is Alfred’s family. Can you guess who they are?
(Alfred’s father, Alfred’s mother, Alfred’s grandfather,
Alfred’s grandmother, and Alfred’s younger sister)
1. ________________________
2. ________________________
3. ________________________
4. ________________________
5. __Alfred_________________
6. ________________________
2. Let’s Sing a Song
Father finger, father finger, where are you?
Here I am, here I am, how do you do?
Mother
Brother
Sister
Baby
4
6
1 2
5
3
1 2
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3. Family Tree! This is Clara’s Family Tree.
Hello my friends! My name is Clara. Now you can see my family tree. Now complete the statements
below!
a. Paul is my ____________________________________________________________.
b. Christine is my ________________________________________________________.
c. Paul is Christine’s ______________________________________________________.
d. Christine is Paul’s ______________________________________________________.
e. Paul and Christine have two children. They are _______________________________.
f. Michael is Paul and Christine’s ___________________________________________.
g. Gaby is Paul and Christine’s _____________________________________________.
h. Anna is Gaby’s _______________________________________________________.
i. Michael is Jonathan’s __________________________________________________.
j. Rafael is my _________________________________________________________.
k. Cintya is my _________________________________________________________.
Cousin Nephew Sister Husband Wife
Brother Aunt Grandfather Michael and Gaby Grandmother
Sister in law Brother in law Son Daughter Uncle
PAUL CHRISTINE
ANNA MICHAEL GABY JONATH
AN
RAFAEL CLARA CINTYA RICARDO
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l. Ricardo is my ________________________________________________________.
m. Gaby is my __________________________________________________________.
n. Jonathan is my _______________________________________________________.
o. Clara is Gaby and Jonathan’s ___________________________________________.
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Meeting 6
Name = _________________________________ Class = _____________________________
My beloved family
1. Let’s review the previous material!
This is Rio’s family.
1. He Rio’s ___________________________.
2. She Rio’s __________________________.
3. She Rio’s __________________________.
4. He is the father of Rio’s mother. He is Rio’s
__________________________________.
5. She is the mother of Rio’s mother. She is Rio’s
_____________________________.
6. He is Rio.
7. He is the son of Rio’s aunt. He is Rio’s
__________________________________.
8. She is the daughter of Rio’s aunt. She is Rio’s __________________________________.
9. She is the last child Rio’s parents. She is Rio’s _________________________________.
2. Make your own Family Tree!
You can make your own Family Tree here or at the back side of this paper.
1 2 3
4 5 6
7 8
9 7 8
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3. Family Crossword Puzzle
Fill in the boxes with the members of our family!
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Meeting 7
Name = _________________________________ Class = _____________________________
My daily activity 1. Review of Pronoun
What are the pronouns of the subjects in the pictures? Choose the correct pronoun of each number by
crossing (x) the words!
1. a. He 4. a. He
b. She b. She
c. It c. It
2. a. He 5. a. He
b. She b. She
c. It c. It
3. a. He 6. a. He
b. She b. She
c. It c. It
2. Review about Simple Present Tense
Make simple sentences by using these words!
1. I & market/ she & her school/ the cat & the yard + go
a. __I go to the market.________________________________________________
b. _________________________________________________________________
c. _________________________________________________________________
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2. You & banana/ he & his lunch / the rabbit & the grass
a. __________________________________________________________________
b. __________________________________________________________________
c. __________________________________________________________________
3. Make Simple Sentences
Make sentences based on the pictures and the words below!
The dog + sleep
= The dog sleeps.
= It sleeps.
Adrian + eat + the hamburger
=
=
Budi +drink + his juice
=
=
Ridwan + write + a story
=
=
Riris + read + a novel
=
=
Mr. Smith + swim + in the swimming pool
=
=
The man + run + very fast.
=
=
Ricky, Tiara, and Dian + watch + a movie
=
=
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The girl + walk + in the morning
=
=
Felix + play + a kite
=
=
3. Fill in the blanks below!
a. I ____________ (wake/wakes) up every morning at 05.00 o’clock.
b. After that, I ____________ (take/ takes) a bath.
c. To have enough energy, I have to ________ (have/has) breakfast in the morning.
d. My mother _____________ (cook/cooks) my food every morning.
e. The next activity I ________ (go/goes) to school.
f. At school, my teacher _____________ (teach/teaches) me a lot of lesson.
g. My friends like to ______________ (play/plays) with me.
h. After that, I __________ (have/has) my lunch.
i. After having my lunch, I ______________ (go/goes) home.
j. At home, I usually __________ (take/ takes) a nap.
k. After that, my mother _________ (ask/asks) me to take a bath.
l. I usually _____________ (have/ has) my dinner at 06.00 o’clock.
m. After that I _________________ (do/does) my homework.
n. The next activity, I ____________ (watch/watches) TV with my family.
o. At night, I __________ (go/goes) to bed at 09.00 o’clock.
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Meeting 8
Name = _________________________________ Class = _____________________________
My Daily Activity
1. My Daily Activity
Write your activities for today in the table below!
TIME ACTIVITIES
2. Jumbled Words
Arrange these jumbled words into the correct sentences.
a. Cooks – mother – my – food – the.
_____My mother cooks the food.__________________________________________
b. Clothes – washes – father – my - the.
_____________________________________________________________________
c. School – go – to – I.
_____________________________________________________________________
d. Kite – my – plays – brother – every - afternoon.
_____________________________________________________________________
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e. My – plays– dolls – sister – every – afternoon..
_____________________________________________________________________
f. 4 o’clock – at – I – play – football.
_____________________________________________________________________
g. 3 o’clock – father – my – goes – at – home.
_____________________________________________________________________
h. A swimming pool – sister – at – swims – my – every - morning.
_____________________________________________________________________
i. Study – 7 o’clock – at – I.
_____________________________________________________________________
j. Breakfast – have – I – 6 o’clock – at.
_____________________________________________________________________
3. Word Search
Let’s find our daily activities here and color the words!
S R E Q Z U D R I N K I N G W
E T R A X Y S H T S G Y J S S
A B F W R E A D I N G H I S D
T R S D C T W R G F D S K I F
I D V F V R D E H W H D H N S
N S S G B E C W G A T E N G L
G A A U N W F A D L G D F I E
S P L A Y I N G D K D S E N E
D D D J G R Y B E I Z R R G P
T G E Y H E H T S N X U T Y I
Y U R T J W N R R G C N S T N
G Y G R K S G D S J V N C G G
H H C O O K I N G K B I V F O
G L G F L W D F J L M N G G J
W A T C H I N G T V N G Y N G
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The Questionnaire of the Designed Materials
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QUESTIONNAIRE OF THE DESIGN EVALUATION
This questionnaire was made to guide the proof readers in evaluating the designed
materials. The questionnaire was expected to be able to help the proof readers to find out the
weaknesses or irrelevant points of the designed materials so that there would be an appropriate
improvement made in the process of accomplishing the design. The proof readers could also add
more opinion or suggestion which had not mentioned yet in the questionnaire as the guide for the
researcher to revise the design.
Name : ___________________________________________
No. Question Strongly
Agree
Agree Disagree Strongly
Disagree
1. The designed materials match the goal of the
extracurricular program well.
2. The designed materials give the students
opportunities to reach the objectives of the
extracurricular program.
3. The designed materials appropriate with the
characteristics of the students.
4. The designed materials appropriate with the
current SK and KD.
5. The topics of the units have been arranged
appropriately.
6. The activities which are included in the designed
materials are feasible to conduct.
7. The designed materials surely help the students to
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master the materials by its content.
8. The designed materials surely help the students to
master the materials by its appearance.
9. The designed materials are free from grammatical
or another type of mistakes which can lead the
students to any misunderstanding.
10. The materials are suitable for the students based on
the age in the term of content.
11. The materials are suitable for the students based on
the age in the term of appearance.
12. The materials can help the students to really master
the materials, especially for the vocabulary
building and simple sentence.
13. The use of songs is appropriate to the students.
14. The selection of the songs is suitable to the topics.
15. The use of games is appropriate to the students.
16. The selection of the games is suitable to the topics.
Weaknesses:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
109
Strengths:
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Comments for Improvement:
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The Example of the Students’ Questionnaire Result
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
110
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
111
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The Example of the Designed Materials Questionnaire Result
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
112
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
113
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
114
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI