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N A K I D I D N E P A N A J R A S
A THESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
ir a s a ti v o N n a i h D
0 5 1 4 1 2 1 9 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
I S R E V I N U A M R A H D A T A N A
S T Y
A T R A K A Y G O Y
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N A K I D I D N E P A N A J R A S
A THESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
a t b O o
t int heSarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
ir a s a ti v o N n a i h D
0 5 1 4 1 2 1 9 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
A
S NATADHARMAUNIVERSITY A
T R A K A Y G O Y
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v K R O W F O T N E M E T A T
S ’SORIGINALITY
k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I
e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p c e x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o
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T PAGE………..……….i. E
G A P L A V O R P P
A S………. ii
E G A P N O I T A C I D E
D ……….………i v
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S ATEMENTOFWORK’SORIGINALITY………v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ………vi
T C A R T S B
A ………..v ii K
A R T S B
A ……….v iii S
T N E M E G D E L W O N K C
A ………...i x
S T N E T N O C F O E L B A
T ………...x i
S E L B A T F O T S I
L ………... vx i S
E C I D N E P P A F O T S I
L ………....x v
. 1 R E T P A H
C INTRODUCTION………1 .
A ResearchBackground ... .. ………1 .
B ResearchProblem ……… 4 ... .
C ProblemLimtiaiton ... ….. … ………5 .
D ResearchObjecitve . ………....5 .
E ResearchBeneftis ... ………6 n
o it i n if e D .
ii x A
L E R F O W E I V E R . I I R E T P A H
C TEDLITERATURE………. 01
.
A Theoreitca lDescirpiton……….……1 0 .
1 Kemp’sI nsrtucitona lDesign………1 1 .
2 TeachingVocabularyt oYoungLearners……… 51 .
3 TeachingEngilsht oYoungLearners………... 02 o
i d u A .
4 ilngua lMethod……….….. 12 a .Pirnciple so fAudio-ilngua lMethod .. ………2 2 b. Designi nAudio-ilngua lMethod………...2 3
l a t o T .
5 Physica lResponse………..……2 5 a .Pirnciple so fTota lPhysica lResponse………...25 b .Designi nTota lPhysica lResponse………27 .
6 KTSP(KurikulumTingka tSatuanPendidikan)……….. 82 B .Theoreitca lFramework……….. 92
.
1 Identfiyingt heLearne rCharacteirsitcs………...29 .
2 Staitngt heGoals ,Topics ,andGenera lPurposes………30
3 .Staitngt heLearningObjecitves………..31
4 .Lisitngt heSubjec tContent……….……31
5 .Selecitngt heTeachingandLearningAcitviites………….………33 .
6 Evaluaitngt heDesignedMateirals……….3 3 v
e R .
7 isingt heDesignedMate irals……….34
I I R E T P A H
C I .METHODOLOGY ... ………36 .
ii i x
. … … … … … … … … … … … g n it c e ll o C n o it a m r o f n I d n a h c r a e s e R .
1 . 37
… … … … … … … … … … … … … … … … … … … … g n i n n a l P .
2 . …… . 7. 3
r P e h t g n i p o l e v e D .
3 eilminaryFormo fProduct……….38 d
l e i F y r a n i m il e r P .
4 Tesitng………38 o
r P n i a M .
5 duc tRevision………38 .
B ResearchSetitng………40 .
C ResearchParitcipants……….4 1 .
1 TheParitcipant soft heResearchandI nformaitonCollecitng……4 1 .
2 TheParitcipant so fthePreilminaryFieldTesitng……..…………4 1 d
n a s t n e m u rt s n I .
D aD taGathe irngTechniques………4 2 …
… … … … … … … … … … … … … … s t n e m u rt s n I h c r a e s e R .
1 ..……42
a t a D .
2 gatheirngTechnique………...………44 e
u q i n h c e T s i s y l a n A a t a D .
E ……….………..45
a e s e R .
F rchProcedures………..…4 8 .
1 AskingPermission………...48 .
2 ConducitngObservaiton………..48 .
3 Staitngt heGoals ,andGenera lPurposes………49 .
4 Designingt heVocabularyMateirals………...49 .
5 ConducitngExper tVaildaiton……….49 …
… … s l a ir e t a M d e n g i s e D e h t g n i s i v e R .
6 ……….50
v i x V
1 R E T P A H
C .RESEARCHRESULTANDDISCUSSION.. ………51 .
A TheGoa loft heDesignedMateirals. ... .. ………...51 .
B TheLearners ’Characteirsitcs……….………….…… 2..5 c
e j b O e c n a m r o f r e P e h T .
C itves……….5 5
.
D TheEvaluaitonf romt hePreilminary………...57 .
E TheFina lVersionoft heDesignedMateirals………61
V R E T P A H
C . CONCLUSIONS ANDSUGGESTIONS .. ………6 8 . … … … … … … … … … … … … … … … .. … … … … … … … s n o i s u l c n o C .
A 68
… … … … … … … s n o it s e g g u S .
B …………...……….7 0
e h t r o f s n o it s e g g u S .
1 EngilshTeache ro fSDNeger i1Panggang… .70 r
o f s n o it s e g g u S .
2 theFutureResearchers………...71
2 7 .. . … … … … … … … … … … … … … … … … … … … … … … … … … S E C N E R E F E R
E P P
v x
S E L B A T F O T S I L
a P g e
g n it s e T d l e i F y r a n i m il e r P f o s t n a p i c it r a P e h t f o n o it p ir c s e D e h T 1 . 3 e l b a
T ….…42
r a d n a t S y c n e t e p m o C e h T 1 . 4 e l b a
T dandBasicCompetence………... 15 f
o a t a D e h T 2 . 4 e l b a
T theClass……….53 3
. 4 e l b a
T TheTopicandTheLearningObjecitves………56 e
l b a
T .4 4 DataPresentaitonTablef ort hePreilminaryFieldTesitng e
ri a n n o it s e u
Q ………. 75 9 5 .. . … s tl u s e R g n it s e T d l e i F y r a n i m il e r P e h t r o f e l b a T n o it a t n e s e r P a t a D 5 . 4 e l b a T
t a M d e n g i s e D e h t f o s e lt i T e h t d n a s c i p o T e h T 6 . 4 e l b a
T eirals………61
o t n e m e g n a r r A e h T 1 . 5 e l b a
i v x
S E R U G I F F O T S I L
e g a P a
n o it c u rt s n I s ’ p m e K 1 . 2 e r u g i
F lDesignModel……….15 s
’ r e ti r W e h T 2 . 2 e r u g i
F Model………..35
e h T 1 . 3 e r u g i
F RelaitonBetweenR&DCycleandt heTheoreitca lFramework i n o
c e S e h
ii v x
S E C I D N E P P A F O T S I L
e g a P
A x i d n e p p
A PermissionLetter……… . 4..7 e
ri a n n o it s e u Q B x i d n e p p
A fo rResearchandI nformaitonCollecitng……….… ..75 … … … … … … … … … … … … … … e n il e d i u G w e i v r e t n I l a m r o f n I C x i d n e p p
A … 77
… … … … … … … … … g n it s e T d l e i F y r a n i m il e r P r o f s t n e m u rt s n I D x i d n e p p
A … 87
. … … … … … … … … … … … … … … … … … … … … … … … s u b a ll y S E x i d n e p p
1 1 R E T P A H C
N O I T C U D O R T N I
s ri f e h t n
I tchapte,rt hewrtie relaborate stheresearchbackground ,research m
e l b o r
p ,problem l imtiaiton ,research objecitve ,research beneftis ,and de ifniiton f
o termswhichareexplainedclealryandreasonablyi neachpar.t
.
A ResearchBackground
d h s il g n E h c a e t o t t n a tr o p m i s i t
I ue to the rtend development fo the d
lr o w e h t n i e g a u g n a l h s il g n
E (Brewste,r Elils ,& Griard, 2002 , 1p. ) .In many n
i y ll a i c e p s e , s e ir t n u o
c Indonesia , the Indonesian governmen t ha s insrtucted h
s il g n
E languagetobei nrtoduceda sthel oca lsubject ni elementarys chool .Based t
n e m n r e v o g e h t n
o ’ sinsrtuciton ,Engilshi sinrtoduced a telementaryschoo lleve l k
i d p e D ( e d a r g h tr u o f e h t m o r f g n it r a t
s bud ,1994: i ia sciitedi nSu ityono ,2000 ,p . 1) .However ,in some school sin Indonesia ,especially SD Neger i1 Panggang ,
s i h s il g n
E taugh tstaritng from t hefris tgrade. According t o StandarKompeten is n
a
d Kompetensi Dasa rTingka tSD ,MI ,dan SDLB which i scovered in KTSP
) m u l u c ir r u C d e s a B l o o h c S
( , the purposes o f teaching Engilsh staritng from o
o h c s y r a t n e m e l
e lleve laredeveloping thestudents ’communicaitvecompetence e l P M S n i h s il g n E n r a e l o t y ti li b a ’ s t n e d u t s e h t g n ir a p e r p d n a m r o f l a r o e h t n
i v e.l
y ll u f e p o h , e c n e
H byl earning Engilshf romt heelementaryl evel ,thestudent swli l n
r a e l o t y d a e r e m o c e
b et h Engilshl anguageatt hehigherl eve lo feducaiton. e
h t , a i s e n o d n I n
I governmen t estabilshed the 2006 Schoo l Based m
u l u c ir r u
s t n e d u t s e h t , y lt n e u q e s n o
C stli lneede d assistancebyt het eache rto dot he s
e s i c r e x
e tha tareprovidedi nt hetextbook .Then,l ackoft eacher’ sexplanaitonon s
t n e d u t s e h t e d a m s e c n e t n e s e h t n i d e s u g n i e b e r e w t a h t s d r o
w feel t ha tEngilsh
i d s a
w f ifcutl .Fu trhe,rt herewa snoattemp tmadebyt het eachert or ecal land drli l s
l a ir e t a m e h
t . Therefore,reteniton oft hestudents ’memoryo fEngilsh vocabulary e
l b i s s o p m i t s o m l a s a
w .
s r o t c a f e h t n o d e s a
B menitoned ,thi sstudyaimstodesign a se to fEnglish y
r a l u b a c o
v mateiralsf ort het hridgradestudents fo SDNeger i1Panggang using o
i d u
A lingua lmethod and Tota lPhysica lResponse .The Audio ilngua lmethod y
r a l u b a c o v n r a e l s t n e d u t s e h t s p l e
h through repeititonand i mtiaiton .Richards and r
e g d o
R s (1986 )a dd tha tAudioilngua lmethod i s inrtoduced in orde rto help e
l p o e
p masterf oreignl anguageorallyi nashor t itme . tIemphasize son oralf orm y
b imtiaitng and drliilng . Emphasizing on ora l form s means ilstening and d
n a t s ri f e m o c g n i k a e p
s nthe readingandwiritngcomel ater. R
l a c i s y h P l a t o
T esponse i scommonly appiled t o young l earner sbecause P
l a t o
T hysica lResponse method involve sthe natura lcharacte irsitc so fyoung r
e n r a e
l s andi tprovide shighly contextuailzed acitviite ssuch a sbodymovements , o
it c
a n song sand chants (Brewster ,Elils ,& Griard ,2002 ,p .27) .Besides ,Larsen d
n
a Freeman (2000 ,p .107 )also propose tha tTota lPhysica lResponse i sa .
s r e n r a e l g n u o y d n a s r e n n i g e b h ti w l l e w s k r o w h c i h w d o h t e m g n i h c a e
t Therefore ,
, y d u t s s i h t n
i Tota lPhysica lResponsei sa sutiablemethod in ordert o i nrtoduce .s
y r o e h t s ’ d r a r ri G d n a , s il l E , r e t s w e r B y b d e tr o p p u s s i n o it p m u s s a s i h T
l a u g n il o i d u A t a h t e t a t s y e h T . ) 2 0 0 2
( method and Tota lPhysica lResponse i sa e
t a ti li c a f s d o h t e m e s o h t e c n i s d o h t e m n o it a n i b m o c d o o
g the young learner sto
n r a e
l Engilsh vocabulary through imtiaiton , repeititon , drliilng , and body .
t n e m e v o
m In thi sstudy ,Audioilngua lmethod help sthe young learners learn y
r a l u b a c o v h s il g n
E throughimtiaiton,r epeititon ,anddrliilngwhlieTota lPhysica l e
s n o p s e
R help s the young learners learn Engilsh vocabulary through body t
n e m e v o
m s and physica lacitviite .s Hence, the wrtie rexpect stha tthe designed a
l u b a c o
v ry mateiral s which apply Audioilngua l method and Tota l Physica l e
s n o p s e
R wli ldevelop and enhance the Engilsh vocabulary o fthe thrid grade f
o s t n e d u t
s SDNeger i1Panggang.
B. ResearchProblem
s m e ti y r a l u b a c o v e h t s s u c s i d y lr a l u c it r a p l li w y d u t s s i h
T presented i n t he
d ri h t e h t r o f k o o b t x e
t gradestudent so fSDNeger i1 Panggang and t hen develop f
o t e s a o t n i m e h
t Engilshl earningmateiral .sTherei soneproblemt obeexamined t
s s i h t n
i udy .
n g i s e d e h t s e o d t a h
W o fEngilsh vocabulary mateirals rfo thethrid gradestudent s f
o SD Neger i1 Panggang using the Audioilngua lmethod and Tota lPhysica l e
s n o p s e
.
C ProblemLimtia iton s ti m il r e ti r w e h
T thediscussionon Engilshl anguaget eachingbyworking n
o the insrtucitona ldesign area .Thi sstudy aim sto design a se to fEngilsh g
d ri h t e h t r o f s l a ir e t a m y r a l u b a c o
v rade students o felementary schoo llevel. tI t
e s a n g i s e d o t w o h n o s e s u c o
f o fEngilshvocabularymateiralsf ort het h ridgrade s
t n e d u t
s o f SD Neger i 1 Panggang using Tota l Physica l Response and d
o h t e m l a u g n il o i d u
A a s the supplementary learning mateirals . The learning s
e it i v it c
a which are included in the designed mateiral s such a s imtiaiton , s
n o it c a l a c i s y h p g n i m r o f r e p e li h w g n i n e t s il , n o it it e p e
r in term so fdrliilng w ill
d n a t s r e d n u s t n e d u t s e h t p l e
h the Engilsh vocabulary easliy .A sstated by Sea l )
1 9 9 1
( , imtiaiton and habi t formaiton (drliilng ) are the keys in language .
t n e m p o l e v e
d Accordingly , the wrtie r expects the learning acitviite s in the s
l a ir e t a m d e n g i s e
d wli ldevelop and enhance the students ’understanding o f r
a l u b a c o v h s il g n
E y . Fu trhermore , the se to f Engilsh vocabulary mateirals si d
e ti m
il f orfou runtisfort hehal foff rists emeste.r
.
D ResearchObjec itve e
h
T researchobjecitvei nt hiss tudy f is ormulatedi nonestatemen tbelow. o
t s m i a h c r a e s e r e h
T design Engilsh vocabulary mateiral sfo rthe thrid grade f
o s t n e d u t
s SD Neger i1 Panggang using the Audiolingua lmethod and Tota l .
.
E ResearchBeneftis ti f e n e b e h
T s oft hes tudyarepresentedont hef ollowingpage. .
1 Fort heEng ilshTeachero fThirdGradeStudent sSDNeger i1Panggang e
r a s l a ir e t a m d e n g i s e d e h
T expectedt osuppo trt heexisitngt extbook .The e
s u t h g i m r e h c a e
t t his book a sthe supplementary Engilsh learning mateiral s c
i h
w hareapprop iratet othesyllabust hatt heschoo lowns .Moreove,rt het eache r t
a h t k o o b g n it s i x e e h t h ti w s l a ir e t a m e h t y fi d o m n a
c i sused in tha tschool .
e h t , e r o f e r e h
T designed mateiral shelp the teache rdevelop and enhance the .
y r a l u b a c o v h s il g n E ’ s t n e d u t s
.
2 Fort heThirdGradeStudent so fSDNeger i1Panggang e
h
T designed mateiral s are expected to enhance the students ’ y
e h t , e r o f e r e h T . y r a l u b a c o v h s il g n E f o g n i d n a t s r e d n
u wli l have bette r
E f o n o i s n e h e r p m o c d n a g n i d n a t s r e d n
u ngilsh vocabulary mateirals to the nex t .s
s a l c r e p p u
.
3 F For uture Researchers
e b n a c y d u t s e h t f o n o it a m r o f n i e h t d n a t l u s e r e h t s t c e p x e r e ti r w e h T
s e h t t c u d n o c o t t n a w o h w e s o h t r o f l a i c if e n e
b amer esearchi nt hes ame ifeld.
.
F De ifniitono fTerms r a p s i h t n
I t ,the wrtie relaborate sthe de ifniiton o fterm srelated to thi s r
e d a e r e h t p l e h o t r e d r o n i y d u t
s obtain the genera lunderstanding of t hi sstudy. .
.
1 Vocabulary o t g n i d r o c c
A Naiton (1990), vocabulary i sa se to fwords tha ti svery .
g n i n r a e l e g a u g n a l n i t n e m e l e t n a tr o p m
i Vocabulary i s impo trant elemen t in u
g n a
l age learning because vocabulary ha s conneciton wtih othe r language a
h c u s s e it i v it c
a s ilstening ,speaking ,reading ,and w iritng .I ti ssuppo tred by 1
0 0 2 ( r e m r a
H ) ,hes tatest ha tvocabularyi sas tocko fwordsi nal anguaget ha tcan .
e g a u g n a l f o s ll i k s d n a s t n e m e l e r e h t o e h t n r a e l o t s r e n r a e l e h t tr o p p u
s Therefore ,
y d u t s s i h t n
i thewrtie rdeifne svocabulary a a s se to fword stha tare i ncluded i n s
l a ir e t a m g n i n r a e l e h
t and t hewordsare selected based on t he need sof t het hrid f
o s t n e d u t s e d a r
g SDNeger i1Panggang. .
2 AudiolingualMethod r e ti r w e h t , y d u t s s i h t n
I deifnest het erm so fAudiolingualmethodbyusing r
e p x e e h t m o r f s a e d i e m o
s ts .According t o Brewster ,Elils ,and Griard (2002 ,p . )
4
4 ,A ou ldi ingua lmethod i sa languageteaching method which i nvolvest heuse n
o it it e p e r f
o and imtiaiton fo remphasizing the memo irzaiton o fnew language . ,
e r o m r e h tr u
F Freeman and Larsen (2000)also proposetha tAudioilngua lmethod l
a r o n a s a n w o n k s i h c i h w d o h t e m a s
i -basic approach tha td irll sstudent sin .
n o it a i c n u n o r p t c e r r o
c Therefore ,in thi sstudy ,the wrtie rdeifnes Audiolingua l e
m thod a sa learning method t ha thelpsthe t hrid grade student so fSD Neger i1 g
n a g g n a
P to pronounce ,memo irze the Engilsh word sthrough repeititon and .
.
3 Tota lPhysica lResponse d r a h c i R o t g n i d r o c c
A s and Rodgers (1986 ,) Tota lPhysica lResponsei sa d
o h t e m g n i h c a e t e g a u g n a
l whichattemptst ot eachnewlanguaget hroughphysica l .
y ti v it c a ) r o t o m
( Thi sassumpiton i ssuppo tred by Brewster ,Elils ,and Griard d o h t e m g n i h c a e t e g a u g n a l a s i e s n o p s e r l a c i s y h P l a t o T t a h t e t a t s y e h T . ) 2 0 0 2 (
n i e g a u g n a l w e n s e c u d o rt n i h c i h
w a ev ry visua lway ,involve sacitviites and d
n a s t n e m e v o
m i tdoe sno ta tfris tpu tpressure on young learner sto speak . e
li h w n a e
M Larsen and Freeman ( 2000 )also deifneTota lPhysica lResponsea sa h
c i h w d o h t e m g n i h c a e t e g a u g n a
l faclitiate s the language learner s to learn v
r e s b o h g u o r h t e g a u g n a
l ingaciton sa swel la sperformingt heaciton .s
The language learners wli lunderstand the meaning o fword sby making y
e h t s e c n a r e tt u e h t n e e w t e b s n o it a i c o s s
a are heari ng and the aciton sthey are g
n i v r e s b
o (Larsen&Freeman,2000 .) A sar esutl, i n t hi sstudy,t hewrtie rdeifne s P
l a t o
T hysica lResponse a sa language teaching method tha tinrtoduce snew e
g a u g n a
l visually ,involving the body movement .I tfaclitiates et h students to s
d r o w f o g n i n a e m e h t p s a r
g throughphysica lacitvtii esandbodymovements. .
4 TheThirdGradeStudent sofSDNeger i1Panggang n
o d e s a
B Peraturan PemerintahR INo .28 ,1990( Depdikbud ,1994 ,p .1) , m
r o f ti n u a s i l o o h c s y r a t n e m e l e f o n o it i n if e d e h
t o fbasiceducaiton ,whichr un sa x
i
s -yea reducaiton program .The thrid grade o felementary schoo lmean sthose m o r f n e r d li h c e r a y e h T . l o o h c s y r a t n e m e l e e h t n i l e v e l r o r a e y d ri h t e h t n i e r a o h w
9-10 year sold .In t hi sstudy, t hewrtie rdeifned the t erm elementary schoo la sa n
o it a c u d e c i s a b f o t i n
f o s t n e d u t s e d a r g d ri h
t SD Neger i1 Panggang are student sin the ages o - f9 10 d
l o s r a e
I I R E T P A H C F O W E I V E
R RELATEDLITERATURE
c s i h t n
I hapte ,rt her esearche rdiscussessomet heo ire swhicharer elatedt o y
d u t s s i h
t ast het heoreitca lbasi sfor t hi sstudy .Thi sseciton i s divided i nto t wo s
i t r a p t s ri f e h T . s tr a
p the theoreitca ldescirpiton ,and the second par tis the .
k r o w e m a r f l a c it e r o e h t
.
A Theoreitca lDescrip iton
t a l e r e r a h c i h w s e ir o e h t e h t s e s s u c s i d n o it c e s s i h
T ed to the topic o fthi s
i h t n I . y d u t
s spar,t t heresearche rdiscusse sand elaborates thet heo ire sabout t he l
a n o it c u rt s n
I Design Model ,the theo ire so fteaching vocabulary ,the theo ire so f s
r e n r a e L g n u o Y r o f h s il g n E g n i h c a e
T , t he t heo ire so fA oudi ilngua lmethod, the f
o s e ir o e h
t Tota lPhysica lResponse ,and the theo ire so fKTSP (Schoo lBased .s
l a ir e t a m e h t g n i n g i s e d e r o f e b n o it a r e d i s n o c e h t s a ) m u l u c ir r u C
.
1 Instrucitona lDesignModel y
n a m e r a e r e h
T design model swhich can be appiled a sthe basic o f e
h t g n i n g i s e
d mate irals .However ,in thi sstudy the wrtie ronly appile sKemp’ s n
g i s e d l a n o it c u rt s n
i model to develop and design the Engilsh vocabulary s
l a ir e t a
m .Thewrtie rappilest hi smode lwtiht heconsideraitont ha tKemp’ smode l r
o f e l b a ti u s s
i wrtierwhen t hewrtierconductsherr esearch becauset hestep sare e
l b i x e
lf .Thewrtie rcan star tfrom any of t he steps .The step so fKemp’ smode l i
d e n i a l p x e e b l li
.
a Kemp’ sModel e t a t s ) 7 7 9 1 ( p m e
K s tha tthe insrtucitona lproces si sa complex matter .I t f
o s t s i s n o
c many i nterrelated patr sand funciton in ordert o achieve success .The s
s e c o r p l a n o it c u rt s n
i which i sknown a sinsrtucitona ldesign consist so fa plan l
e v e l l a n o it a c u d e y n a n o d e il p p a e b n a c h c i h
w -elementary,s econdary ,o rcollege. f o t n e m e l e l a it n e s s e e h t d e r e d i s n o c e b y a m h c i h w s n o it s e u q e m o s e r a e r e h T c u rt s n
i itona ldesign .Thosequesiton sa reasf ollows( Kemp ,1977 ,p.8 .) u
m t a h W .
1 s tbel earned? s
e c r u o s e r d n a s e r u d e c o r p t a h W .
2 wli lwork bes tto reach the desried
) s e c r u o s e r d n a s e it i v it c A ( ? l e v e l g n i n r a e l
t a h t w o n k e w l li w w o H .
3 the requried learning ha s taken place? )
n o it a u l a v E (
t , ) 7 7 9 1 ( p m e K o t g n i d r o c c
A here are eigh t step s to be employed in h
c r a e s e r e h t g n it c u d n o
c .Theeights tep sareasf ollow .s )
1 Consideringt heGoa sl ,Topics ,andGenera lPurposes
Kemp ( 1977 , p 4p . - 41 3 ) statestha tal leducaitona lprogram sarebased on , y t e i c o s , s e c r u o s e e r h t m o r f d e v ir e d e b y a m s l a o g e h t , n e h T . s l a o g d e t a t s y l d a o r b
an d students ,and subjec tarea .Statement so fgoal sshould recognize changes i n a
e
l rners ’need sand interest .Goal sshould be stated fris tbefore topics .A tfe r r
o j a m n e h t ,s l a o g s ti g n i h s il b a t s e d n a g n i z i n g o c e
r topic sshould be ilsted .Kemp b
e h t s a d n a m a r g o r p f o e p o c s e h t s i c i p o T “ s e t a t
s asisf ort hei nsrtuciton” .Then,i n r
e ti r w e h t , c i p o t e h t g n it c e l e
s should sequence this according to a logica l o
t e l p m i s m o r f d n a , n o it a z i n a g r
. d e t s il e b n a c s e s o p r u p l a r e n e
g Generalpurpose scontaino fsomethingt ha twould d
e h s il p m o c c a e
b int het opic .sI tsta trsf romteacher-o irenteds tatement so fgenera l s
l a o g d a o r b e h t o t n o it a l e r n i d e t c e l e s d n a , s c i p o t r o f s e s o p r u
p o finsttiuiton o r
m a r g o r
p .
2 ) Identfiyingt heLearnerCharacterisitcs 7
7 9 1 ( p m e
K , p. 8p 1 - 91 )convey s the designe r should recognize and l
a u d i v i d n i s a t n e d u t s e h t t c e p s e
r learneri n ordert o assureani ndividua’l ssucces s r
o s i h n
i he reducaitona lprogram .Each i ndividua lha sdfiferen tcharacte irsitcsi n e
h t t u o b a n o it a m r o f n i n i a t b o t s u m r e h c r a e s e r e h t e r o f e r e h t ; g n i n r a e
l learners ’
n a , s d e e n , s e it il i b a p a
c di nterestsf ris tbeforet heresearcherdesigns themateirals in o
t r e d r
o e ase the researcheri n determining t hegoa,l t opic ,and genera lpurpose . ’
s t n e d u t s e h
T informaiton can be obtained from having consutlaitons wtih othe r e
h t r o s r e h c a e
t resul to fquesitonniares. )
3 Sta itngt heLearningObjecitves
Kemp (1977 ,p .p 32 - 42 )state stha tin staitng the learning objecitves ,al l s t n e d u t s e h t t a h t s l a o g e h t s a h c u s s e it i v it c a f o s m r e t n i d e t a t s e b t s u m s e v it c e j b o
i d e d u l c n i e b d l u o w t a h t s ll i k s e h t d n a s a e d i e h t , n i a tt a t s
u n t hedesign ,and t ype s
d l u o w t a h t r u o i v a h e b f
o beexpected du irng evaluaiton .In othe rwords ,learning r a e l r i e h t f o d n e e h t t a e g d e l w o n k ’ s t n e d u t s e h t h ti w g n il a e d e r a s e v it c e j b
o ning
d n
a whatt heywli lacquriei nt heendoft hel earningproces .s )
4 Lis itngt heSubjec tContent p m e K o t g n i d r o c c
a t n e i c if f e t s o m e h t e n i m r e t e d o t r e d r o n i s l a ir e t a m s u o ir a v f o d n
a nd effecitve
o h t e
m d .I ti simpo trant t hing to do because selecitng the learning mate iral sand s
i s e it i v it c
a requriedto connectt heconten tand each objecitvei n ordert o rtansfe r .
y ll a c it a m e t s y s s l a ir e t a m e h t
)
7 Determiningt heSuppor tService a
t s ) 7 7 9 1 ( p m e
K test hatt hedesigne rmus tconsidert hesuppo tri veservice il
i c a f , t e g d u b s a h c u
s it e ,s equipments ,and itme schedules ta the same itme a
l p l a n o it c u rt s n
i ns arebeingmadeandt hemate iral sarebeings elected. )
8 Determiningt heEvalua iton
According to Kemp (1977) , evaluaiton i s conducted a t the end o f d
e ri u q e r s i n o it a u l a v E . s l a ir e t a m e h t g n i n g i s e
d inorde rtor eviseand i mprovet he o
t d e s u s i n o it a u l a v E . n g i s e
d obtainthebette rdesign . s i l e d o m n g i s e d l a n o it c u rt s n i s ’ p m e K f o e r u g if e h
T presentedbyt hewrtier
e g a p g n i w o ll o f e h t n
e r u g i
F 2 K.1: emp’sI nstrucitona lDe isgnModel (Kemp ,1977)
.
2 TeachingVocabularyforYoungLearners ,
) 0 9 9 1 ( n o it a N o t g n i d r o c c
A vocabulary ha s conneciton wtih othe r s
, g n i n e t s il s a h c u s s ll i k s e g a u g n a
l peaking ,reading ,and wiritng .Meanwhlie e
t a t s ) 0 0 0 2 ( n w o r
B s “vocabularyi sa ils to rse to fwordsf o raparitcularl anguage e
s u t h g i m e g a u g n a l f o s r e k a e p s l a u d i v i d n i t a h t d r o w f o t s il a r
o ” .Therefore, i n
s i h
t case , teaching vocabulary canno t be neglected in the second language .
m o o r s s a l
c According to Brewster ,Elils ,and Griard (2002 , p 5 . 8 ) , teaching y
r a l u b a c o
v off oreign l anguage rf o youngl earners( chlidren)i sacomplexmatter . g
n i n r a e L
s e v it c e j b O
e r P
-t n e m s s e s s A
, s l a o G
, s c i p o T
d n a
l a r e n e G
s e s o p r u P
t r o p p u S
s e c i v r e S
t c e j b u S
t n e t n o C
’ s r e n r a e L
s i r e t c a r a h C
s c it n
o it a u l a v E
g n i h c a e T
d n a
g n i n r a e L
s e it i v it c A
w o h
s the rea l object sto presen tand inrtoduce vocabulary in the classroom s
e it i v it c a g n i n r a e
l . Showing students t herea lobject sort hing ssuch a sabook ,a a
, li c n e
p penci lcase ,even aschoo lbag whlieasking t hestudent t o say t hem in h
s il g n
E drieclty wli leaset hem to understand themeaning o fword sdeeply. The u
s i d n o c e
s singpictures ,photos ,and lfashcard .sInt hi scase ,theteache rmaydraw s
d r o w h s il g n E e h
t ont heblackboard o ron the lfashcard so revenont hepaper sa n
o c e h
t sideraiton t hat mos tof the chlidren in the ealry age scanno trely on the s
d r o w t c a rt s b
a . In addiiton, picture swli lmake the mateiral sto be contextual . ,
e li h w n a e
M picture swli lmaket hemeaning o fword sbeclearr athert han correc t m
e h
t through rtanslaito n. u s i d ri h t e h
T singmimeandgesture.I tcanbeconductedwhent het eache r :
s d r o w s e v it c e j d a e m o s s e c u d o rt n
i sad ,happy ;and verb :swimming,r unning ,and .
g n i p m u
j The student smay perform those words in aciton ,because performing n
o it c
a reduce stheyoung l earners ’srtes swhen l earningf oreign l anguage .Hence , e
g a t s s i h t n
i ,thestudent swli lno tonly l earn themeaningo fwords ,bu talso t hey l
li
w buliddeepunderstandingaboutt hemeaningi nt her ea lcontex.t h
tr u o f e h
T technique i susing s go s ,n rhymes , ro chants. Thet eache rmay g
n o s e s
u s ,rhymes ,or chants as t hevehicle t o l earn new vocabulary .The rhyme s
i h c i h
w includedi nasongandachan tallowst henewl anguaget o bei nrtoduced n
a d new vocabulary to be reinforced .Songs ,rhymes ro chant scan be used a s ,
s r e m r a
w o ra sa rtansiiton from one acitvtiy to the next acitvtiy .The aim so f ,
e g a u g n a l w e n e c u d o rt n i o t e r a s t n a h c r o , s e m y h r , s g n o s g n i s
u changet hemood ,
d n
e h
t menitoned technique swork , rtanslaitngwordsi st hebes twayt ha tsave sal o t .
e m it f o
: 2 e g a t S .
b A ttendingt of orm(Brewster ,Elils ,andGriard ,2002 ,p .87) r
e h c a e t e h t , e g a t s s i h t n
I may ask the student sto ilsten and repeat . g
n i n e t s i
L fo rspeci ifc phonologica linformaiton (consonant ,and vowe lsounds) . Listening and repeaitng areconducted atfert he student sconveyi ng themeaning. T heaimso f ilstening andr epeati ngacitvtiyaret hestudent scan ilsten f o rdetalis ,
r e d r o n
i to i mprove t hei rmemory and concenrtaiton;t hestudent scan ilsten wtih e
l b a y o j n
e acitvtiy to i mprove t hei r ilstening atttiude. Brewster ,Elils ,and Griard 2
0 0 2
( ,p .88 )a dd thati nt hi sstep,t het eache rmay ask t hestudentst osay o rread a
s d r o w e h
t loud.I ft hes tuden ts s ay correclty,t het eache rmayuset hiss tuden ta sa .
s s a l c e l o h w e h t r o f l e d o
m I ftii sno,t t het eache rmaysayt hewordsl oudlyagain .
t a e p e r o t s t n e d u t s e h t k s a d n
a T nhe teache rmayorganizei nt hei rexercise .s .
c Stage3 :Vocabularypracitcing ,and memorizing acitviite s(Brewster ,Elils , d
n
a Griard ,2002 ,p .87) , p e t s s i h t n
I Brewster ,Elils ,and Griard (2002 , pp .88-89 )state tha tin e
k a m o t r e d r
o asrtong memory ,the t eache rmay ge tinvolved young learners in g
n i n r a e l e h
t acitviites .The learning acitviites requrie the young learners to do s
d r o w e h t o t d e t a l e r s g n i h
t .The acitviite swhich are included in thi sstep are a
l
c ssfiying ,giving i nsrtuciton, picture dictaiton ,game ,and labeilng .Classfiying s
e ri u q e
r chlidrens houlds or twordsi ntocatego ires .Fo rexample ,thet eache rgive s s
t n e d u t s e h t d n a s d r o w h s il g n E e m o
s should sor tword sbased on ho tand cold d
e r ,s g n i h
i
smple insrtucitons by using the word stha thave been learned in the previou s ,
e l p m a x e r o F . e g a t
s “Pointt o you rnose!” ,“Show me you rbook!” ,“Touch you r k
o o
b ! ,” and soon whlie the chlidren pracitce those insrtuciton swtih thei rbody .t
n e m e v o m
n o it a t c i d e r u t c i
P faclitiates the student sto draw o rto colo rthe picture s n
o d e s a
b wha tthe teache rsays .I tcan be a simple insrtuciton such a sdraw a k
o o
b ! ,draw a pencli ,! and draw a cricle!. Fu trhermore ,when the teache ruses e
s u y a m r e h c a e t e h t , e g a t s s i h t n i e m a
g t heKim’ sgameo rwhispe irng game. In r
i e h t e c it c a r p o t d e ri u q e r e r a s t n e d u t s e h t , y ti v it c a g n il e b a
l understanding o f
. e r u t c i p d e d i v o r p e h t g n il e b a l y b y r a l u b a c o v
.
d Stage4 :Conso ilda itng ,recycilng ,andextendingvocabulary t
, e g a t s s i h t n
I he student sneed ot pracitce regulalry ,conso ildate and o
t r e d r o n i t x e t n o c t n e r e f fi d n i s d r o w e l c y c e
r ease thestudent smemo irzing new k
s a y a m r e h c a e t e h T . y r o m e m m r e t g n o l ri e h t n i s d r o
w thestudents t o wrtiet he
n w o d s d r o
w a sthei raid sreteniton .Fu trhermore, Brewster ,Elils ,and Griard )
2 0 0 2
( addvocabularybook ,collages ,ands impledialogueast heothert echniques r
e h c a e t e h t y b d e s o p o r p e b n a c t a h
t .Vocabulary book encourage sstudent sto k
o o b y r a l u b a c o v n w o r i e h t e t a e r
c ,wh lie collages can be conducted by asking o
t s t n e d u t
s collec tpicture saroundaparitculart hemeandsitckt hesepicture son a e
g r a
l pape .r n e h
T in a simple dialogue , et h teache r g s ive the student s a simple ,
e u g o l a i
d and then the student spracitce the simple words /dialogue wtih thei r e
t a m s s a l
t o n n a c y r a l u b a c o v , g n i h c a e t e g a u g n a l n i s g n i h t t n a tr o p m i t s o m e h t s i y r a l u b a c o v
t h g u a t e
b in the form o fisolated unti .Therefore ,word sshould be presented r
e h t e g o
t in themeaningfu lsentenceo fphrase in orde rto maket hem funcitona.l t s ri f r i e h t e ri u q c a s r e n r a e l w o h n o s e l u r c i s a b e h t w o ll o f t s u m n o it a t n e s e r p s tI
. g n it ir w d n a g n i d a e r e r o f e b t s ri f e m o c d l u o h s g n i k a e p s d n a g n i n e t s i L . e g a u g n a l
a n i e b d l u o h s s y a w l a n o it a t n e s e r p e h t , n e h
T meaningfu lcontext .
.
3 TeachingEngilsht oYoungLearners
Teaching Engilsh ,especially ot ESL young l earner ,s i sno teasy because L
S
E young learners stli lbulid up thei rown language .Brown (1987, p .49 ) s
d n e m m o c e r e r o f e r e h
t that t hesecond l anguaget eaching methods o rprocedures e
b d l u o h
s based onhowyoung l earner sacquriet herif ristl anguage. Frislty ,when g
n i h c a e
t Engilsh languaget o ESL young l earners , ilstening and speaking should r
t s ri f e m o
c athe rthan reading and wiritng .They wli lmuch ilsten to wha tthei r .t
i t a e p e r n e h t d n a y a s s t n e r a
p Reading and w iritng are advanced stage so f e r o f e b t h g u a t e b t o n d l u o h s g n it ir w d n a g n i d a e r e r o f e r e h t ,t n e m p o l e v e d e g a u g n a l
k a e p s d n a n e t s il o t e l b a e r a s r e n r a e l g n u o
y .
Secondly ,in teaching foreign language ,the teacher should pracitce the e
t a r a p e
s d sound s ifrst ,words ,andthensentences .Pracitce should ber epeatedand d
e c it c a r
p repeatedly .I ti sa sconsideraiton tha ta smal lchlid learns a language d
n u o s e h t m o r f d e tr a t
s tha the o rs he hears ,and then learn word ,and then e
c n e t n e
s . Th ridly ,consideirng tha tthe chlidren learn thei rmothe rtongue by g
n it a e p e
y
b imtiaitngandrepeaitngEngilshword sors entences a so tfena spossible .Thisi s .
g n i h t y r e v e s e t a ti m i o h w d li h c l l a m s a f o n o it a r e d i s n o c e h
t Then,t eache rdoe sno t
o h w n e r d li h c l l a m s s a y lt c e ri d r a m m a r g e h t h c a e t d n a s d r o w e h t e t a l s n a rt o t d e e n
. r a m m a r g l a m r o f g n i n r a e l t u o h ti w e g a u g n a l e s u y l p m i
s tIi sequally unnecessary
. e g a u g n a l n g i e r o f g n i h c a e t n i n o it a z il a u t p e c n o c l a c it a m m a r g e s u o t
r e t s w e r B , e li h w n a e
M ,Elils ,and Griard(2002 , .p )4 0 alsoassumetha tthe r
e h c a e
t should i nvolve t henatura lcharacteirsitco fyoung l earne rwhen t eaching c
it s ir e t c a r a h c l a r u t a n t a h T . e g a u g n a l n g i e r o
f i s“chlidren ilket ot alk”. Thu ,si nt hi s t n e m e c r o f n i e r e v it i s o p m e h t e v i g o t y ti n u tr o p p o e h t e s u y a m r e h c a e t e h t , e s a
c to
n r a e
l language ,especially vocabulary ,such a simtiaiton in the form o fdrliilng . r
e h c a e t e h t ,s e d i s e
B m ayprovidet heoppo truniitesf o rmeaningfu lcommunicaiton s
s a l c e h t f o t n o r f n i e u g o l a i d s a h c u s e l b i s s o p r e v e r e h w s e it i v it c
a .
.
4 Audioilngua lMethod
Audioilngual method i s a method which i s known a s an oral-basic t c e r r o c d n a n r e tt a p r a m m a r g f o e s u e h t n i s t n e d u t s s ll ir d h c i h w h c a o r p p a
n o it a i c n u n o r
p (Larsen&Freeman ,2000) .Thedrliilnginvolve srepeititono fusing e
g a u g n a l w e n
a . Hence in the Audioilngual method , language learner s are d
e p p i u q
e wtih knowledge and skli l which requ ried them to have effecitve w
e n a n i n o it a c i n u m m o
c language.
.
a Principle so fAudiolingua lMethod
Richard sandRodger s(1986 , 5p.5 )statethepurposeo fusingo fusingt he l
o i d u
n o it a i c n u n o r
p na d grammaitca lcorrectness .Drliilng i sacenrtal t echniquei n t hi s s
s e c o r p g n i n r a e l e g a u g n a l f o l a o g n i a m e h T . d o h t e
m ist helanguagel earner sare e
t a c i n u m m o c o t e l b
a in thecorrec tpronunciaiton .Therefore, i n ordert o achieve s
s e c c u s e h
t o flearning language by using Audioilngua lmethod ,the teache r s
e l p i c n ir p e h t r e d i s n o c d l u o h
s o fAudio ilngualf ris.t eTh rearesomep irnciple so f e
m l a u g n il o i d u
a thods tatedbyLarsenandFreeman(2000 ,pp .42- 44 .)
Fris,t thepurposeofl anguagel earningi st o l earnhowt o uset hel anguage t
a c i n u m m o c r o
f ion .Therefore ,language form soccu rmos tnaturally wtihin a .t
x e t n o
c Second,t eache rha samajorr olei n l earning l anguage .Sincethestudent s r
e h c a e t e h t e r o f e r e h t ,l l e w l e d o m e h t c i m i m n a c o h w s r o t a ti m i d o o g e r
a shouldbe
e n o e h
t who provide sagood modelto pronouncet he wordsf orhe/rhi sstudents. t
, d ri h
T eache rshould be ilke an orchesrta leader .She conducts ,guides ,and r
o i v a h e b ’ s t n e d u t s e h t s l o rt n o
c in teaching learning acitviites .Fou trh ,language e h t , d e t a e p e r n e tf o s i g n i h t e m o s e r o m e h T . n o it a m r o f ti b a h f o s s e c o r p a s i g n i n r a e l
. d e m r o f s i ti b a h r e g n o rt
s Especiallywhent eachingnewvocabulary ,vocabularyi s d
e n r a e
l through repeititon and imtiaiton which si presented in the srtuctura l .
n r e tt a p e u g o l a i d
The nex tp irnciple o fAudioilngua lmethod si learning foreign language e
h t e b d l u o h
s same as t heacquisiiton o fnaitvel anguage .Student sareno tgiven e
h
t gramma rrules .Gramma rrules are taugh tthrough example sand d irll .s The p
s i e l p i c n ir p t s a
h t s i m i a y r a m ir p e h t e c n i
S eablitiyto communicate,t helanguagel earner s r
e h c a e t e h t d n
a shouldthereforeuset het argetl anguagea tallt he itme .Moreove r a s s tated by Brewster ,Elils ,andGriard (2002, p .53) ,in Audioilngua lclassroom
y ti v it c
a ,drliilng and dialogue memo irzaiton are the techniques which usually d
e s
u . Drliilng i s used fo rrepeititon and memo irzaiton ,emphasizing more in .
n o it a n o t n i d n a , m h t y h r ,s s e rt s , n r e tt a p l a c it a m m a r
g Whliedialoguememo irzaiton
o t s r e n r a e l e h t s e l b a n
e learn srtuctures ,sound so rwordsi n a contex.t Therefore , h
s s ll ir d e v i s n e t n
i ould be provided to enable the students learning language in .
n o it a c i n u m m o c r o f t x e t n o c
.
b Designi nAudioilngua lMethod
Richard sand Rodgers(1986 )statethatt herearet wo consideraitonswhen .
d o h t e m l a u g n il o i d u A g n i s u s l a ir e t a m g n i n g i s e d
1) Objecitves
A sstatedbyRichard sand Rodgers(1986) ,theobjecitve so fAudio ilngua l o
h t e
m d s include rtaining in ilstening comprehension , accurate pronunciaiton , d
n a l o b m y s h c e e p s f o n o it i n g o c e
r ablitiyt or eproducet heses ymbols inw iritng. In ,
d n a h r e h t o e h
t the objecitve sconsis to f(a )conrto lo fthe srtucture so fsound , e
c n a t n i a u q c a ) b ( , e g a u g n a l w e n e h t n i r e d r o d n a , m r o
f wtih vocabulary tiemst ha t
c ( d n a , s e r u t c u rt s e s e h t o t n i t n e t n o c g n ir
b )meaning.
Richard s and Rodger s (1986 ) underilne the focu s o f Audio ilngua l d
o h t e
M . They are ilstening comprehension , pronunciaiton , grammar , and y
r a l u b a c o
v masterywhicharer elatedt othedevelopmen to fora l lfuency .Reading e
b y a m s ll i k s g n it ir w d n
2 )Type so fLearningandTeachingAcitvi ites
Richard sand Rodger s(1986, .p53 )state ,“Dialogues and d irll sare the c
i s a
b o fAudio ilngua lclassroom pracitce.”Dialogue sareused fo rrepeititon and z
ir o m e
m aiton . Correc t pronunciaiton , srtess , rhythm , and intonaiton are d
e z i s a h p m
e in thi s teaching learning acitvtiy. Some vairou skind so fd irll sin o
i d u
A ilngua l method a sstated by Richard sand Rodger s are repeititon ,and s
ll ir d n o it it e p e R . t n e m e c a l p e
r studentst or epea tanutterancealoudatfert heyhave n i r e h t o n a y b d r o w e n o e c a l p e r o t s t n e d u t s e h t s ll ir d t n e m e c a l p e r e li h w , ti d r a e h
s t n e d u t s e h t , ” k o o b a s e k a t i d n A “ , s y a s r e h c a e t e h t n e h w e l p m a x e r o F . e c n a r e tt u
a t e H “ o t n i ” i d n A “ d r o w e h t e c a l p e r t s u
m ke sabook” .
Meanwhlie ,LarsenandFreeman( 2000 , p 7p . - 94 4 )dividesomet echnique s f
o theAudioilngua lmethod .Theyaredialoguememo irzaiton ,backward bulid- up n
i a h c , ll ir d n o it it e p e r ,l li r
d d irll ,andcompletet hedialogueo rsentence .Dialogue n
o it a z ir o m e
m ist het ermof a shor tconversaitonbetween t wopeoplewhich aim s e h t s e k a t t n e d u t s y ll a u s u , tr a p s i h t n I . y r c i m i m h g u o r h t e u g o l a i d e h t e z ir o m e m o t
l o
r eo fone person i n t hedialogueand pracitcet he dialoguewtih he/rhi spatrne.r o
l a i d e h t n
I g ue memo irzaiton ,cetrain sentence gramma rpoin tand pattern are d
e d u l c n
i and pracitced t hrough drliilng .Then thenex td irlli sbackwardbulid- up ll
ir
d .I nt hi sacitvtiy ,thet eache rbreak sdownt hedialoguei ntos omepatrs andt he t
n e d u t
s sarer equ riedt orepea tpar tbypatr .Usuallyr epeititondrli li sappiledwhen .
e u g o l a i d e h t f o s e n il e h t s e h c a e t r e h c a e t e h
t Chain drli li sgiven by asking a ,t
n e d u t s a o t n o it s e u
q da n then the studen tconitnuing t o othe rstudent swtih t he n
o it s e u q e m a
the student sare requried to ifll the blank so fa dialogue / ifll themissing words .
d e n r a e l e v a h s t n e d u t s e h t t a h t e u g o l a i d e h t m o r f
l a t o T .
5 Physica lResponse e s n o p s e r l a c i s y h p l a t o
T i s a method which i s developed by Ashers . e
r B o t g n i d r o c c
A w rste ,Elils ,and Griard ( 2002 ,p .44 )Tota lPhysica lResponsei s d
o h t e m g n i h c a e t e g a u g n a l
a which develop s ilstening skill , inrtoduce s new l
a u s i v a n i e g a u g n a
l andacontextua lway . tIi nvolve sphysica lacitviitesandbody t
n e m e v o
m s so i t doe sno tpu tpressure young learner sto speak . Moreove,r (
n w o r B o t g n i d r o c c
a 1987 ,p .43) ,Tota lPhysica lResponsei sal earning method e
h t s e z i s a h p m e t a h
t comprehension o flanguage which sitmulates the memory .
y ti v it c a r o t o m h ti w n o it a i c o s s a h g u o r h t
a .Principle so fTota lPhysica lResponse d
r a h c i R o t g n i d r o c c
A s and Rodgers (1988) ,Tota lPhysica lResponsei sa d
o h t e m g n i h c a e t e g a u g n a
l which i sbuli taround t he coordinaiton o fspeech and l
a t o T . n o it c
a Physica lResponse( TPR)i spopula rmethodt ot eachyoungl earner s e
R l a c i s y h P l a t o T e s u a c e
b sponse develop s ilstening skill , inrtoduce s new o
s l a e s n o p s e R l a c i s y h P l a t o T . y ll a u t x e t n o c d n a y ll a u s i v e g a u g n a
l involve sthe
l a c i s y h
p acitviitesandbodymovement .s dI t oe sno tatf ris tpu tpressureonyoung .
k a e p s o t s r e n r a e
l A sstated by Ashers (1988 ,p .127) by making associaiton s o
it c a e h t d n a r a e h y e h t e c n a r e tt u e h t n e e w t e
b n sthey are observe therefore the .
d n a , s il l E , r e t s w e r
B Griard( 2002)and Ashers proposet hethreep irnciple s s y a l e d e s n o p s e R l a c i s y h P l a t o T s i e l p i c n ir p t s ri f e h T . e s n o p s e R l a c i s y h P l a t o T f o
e r p m o c e h t li t n u t s ri f g n i k a e p s g n i h c a e
t hension skill sareestabilshed . tIi sr elated w
o h n e r d li h c f o e r u t a n o
t they acqurie ht ei rfris tlanguage .Asher s(1988 )adds t
t a h
t het eache rshouldemphasizet he ilsteningf ris.tI tcanbeconductedby giving g
n il e d o m e li h w s d n a m m o
c the corresponding aciton and letitng the student sto understandf rist .Fo rexample,t het eachers ay “ s Standup!”whiles tandingup .The
s i d n a m m o
c repeated and modeled untli t hestudent sunderstand and respond the d
n a m m o
c easliy .
f o e l p i c n ir p d n o c e s e h t , n e h
T Tota lPhysica lResponse i sthi smethod l
a c i s y h p s a h c u s s e it i v it c a g n it s e r e t n i s e v l o v n
i movements o rphysica lacitviites . e
n if e d ) 2 0 0 2 ( d r a ri G d n a , s il l E , r e t s w e r
B tha tperforming aciton susing physica l s
t n e m e v o
m i sbeileved t o makel anguagel earnersl earn t het argetl anguagemore o
s l a d n a g n it i c x
e tomaket heri memorys rtonge randeasyt oberecalled .Ass tated d
n a n e s r a L y
b Freeman (2000) ,physica lmovement salso reduce thesrtes swhen u
b a c o v n g i e r o f g n i n r a e
l lary becausel anguagel earningi smoreeffecitvewhent he .
n u f e r a s e it i v it c
a In t ha tcase ,whent hestudent sunderstand t hecommandeasliy , y
l n o d n a m m o c l a b r e v e h t e v i g d l u o h s r e h c a e t e h
t wtihou tmodeilng .
s i e l p i c n ir p t x e n e h
T Tota lPhysica lResponsedeal swtih erro rcorreciton . s
n a e m e l p i c n ir p s i h
T when the learner smake an error ,the teacher repeat sthe T
. t u o g n it c a e li h w d n a m m o
c herefore there i sno delay o fthe correciton tisel f d
e c it o n s i r o r r e e h t s a n o o s s a e n o d e b l li w n o it c e r r o c e h t e s u a c e
b (Larsen &
0 0 0 2 , n a m e e r
y a m r e h c a e
t give more complex commands and a sk some o fthe student sto f
o t n o r f n i e c it c a r
p theclas seven doing conversaitonin apai r(Brewste,rElil s& ,
d r a ri
G 2002 .) .
b Designi nTota lPhysica lResponse s n o it a r e d i s n o c e m o s e r a e r e h
T to designt hemateiral susingTota lPhysica l y
e h T . e s n o p s e
R wli lbepresentedasf ollow .s )
1 Objecitves d r a h c i
R s and Rodger s(1986 , p. 75 )state that ,“The genera lobjecitve o f s
i e s n o p s e R l a c i s y h P l a t o
T to t each ora lpro ifciency at t hebeginning l evel”.The n
i a tt a e b t s u m l a o
g a ble through the use o faciton-based d irll sin the imperaitve .
m r o f
)
2 Type so fLearningandTeachingAcitvi ites s
A saidbyRichards and Rodgers( 1986 , p.29) ,theimperaitved irlli s the v
it c a r e h t o e h T . m o o r s s a l c e h t n i s e it i v it c a R P T f o r o j a
m iite swhich also are
n
i cluded in TPR acitviite sare role play sand silde presentaitons .Meanwhlie , d n a e r u t c u rt s e t a d il o s n o c r e h tr u f o t d e s u e b o s l a y a m s e it i v it c a g n it ir w d n a g n i d a e r
r a l u b a c o
v y .Accordingt oLarsenandFreeman( 2000 ,pp .115- 711 ,)t herearet hree f
o s e u q i n h c e
t Tota lPhysica lResponsein t eachingl earningacitviites .Thef risti s using command to d riec tbehavior .A tthe beginning o flearning process ,the
d n a m m o c e h t s n i a l p x e r e h c a e
t bydemonsrtaitngt heacitons ,wh liet hes tudent srty .
g n i n a e m e h t d n a t s r e d n u o t
s i y ti v it c a t x e n e h
T the teache rcall sone studen tand give shim/he ra d
n a m m o
r e l o r s i e u q i n h c e t d n o c e s e h T . s d r a w r e tf
a ehearsal. I nt her oler ehearsa,l student s e
h t o t s d n a m m o c e h t e v i
g teache rort o t heselected classmatein orde rtoperform s
n o it c a e h
t drieclty. Thel astt echniquei saciton sequence. Teache rexplainst hree d
e c n e u q e
s command sbydemonsrtaitngthreeacitonsi norder .Thestudent swatch f
o g n i n a e m e h t d n a t s r e d n u o t y rt d n
a thoset hreeorderedcommands .Fo rexample , e
v i g r e h c a e t e h
t s astudent t hreesequencecommands ,such as :Poin tto thedoor , ,r
o o d e h t o t k l a
w andopent hedoor .Then,t hestudent sshouldpefrormtheaciton s r
e d r o n
i .
, e li h w n a e
M Richard sand Rodger s(1986) provide the procedure susing Tota l Physica l Response in the classroom teaching learning acitvtiy . Those . g n it ir w d n a g n i d a e r d n a , l a s r a e h e r e l o r , s d n a m m o c w e n , w e i v e r e r a s e r u d e c o r p
t s a f a s i w e i v e
R -moving warm-up in which each individua l i smoved wtih o
c mmands , fo r example , “Icha , open the window!”. Then , new command s s
e h t e t a ti li c a
f tudentst ol earnsomenewwords .Fo rexample ,“Combyou rhari!” , o t r e e t n u l o v o t s t n e d u t s s e ri u q e r l a s r a e h e r e l o r e li h w n a e M . ” ! e c a f r u o y h s a W “ d n a
e h t d n a s d n a m m o c e h t r e tt
u teache ro rothe rstudent spefrormt heaciton basedon d
n a m m o c e h
t s given .
.
6 KTSP( KurikulumTingka tSatuanPendidikan )
P S T
K which stand sfo rKurikulum Tingka tSatuan Pendidikan ha sbeen .
6 0 0 2 n i d e il p p
a Thedevelopmen toft hecurirculumi sgivenand arrangedbyt he f
o e s o p r u p e h T . fl e s ti l o o h c
s KTSP toward Engilsh learning i sto develop the s
t n e d u t
