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 proto-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.
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.
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
i
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
iv
I dedicated this thesis to:
My beloved family
My dearest friends
Everyone I love
Treat other
people like the
way you want to
vii 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 proto-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.
viii 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.
ix
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.
x
TABLE OF CONTENTS
TITLE PAGE………. i
APPROVAL PAGE ………. ii
DEDICATION PAGE……….. iv
STATEMENT OF WORKS’ ORIGINALITY ……… v
PERNYATAAN PERSETUJUAN PUBLIKASI ………. vi
ABSTRACT..……… vii
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
xi
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
xii
LIST OF TABLES
2.1The 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
4.2The Activities of the Designed Materials for English Extracurricular of
Pangudi Luhur elementary school ……… 40 4.3The Result of the Design Materials Questionnaire………. 45
xiii
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
xiv
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
xv
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
1
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.).
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 5th 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.
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.
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
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
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
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
4. Extracurricular
9 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
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
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 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.
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
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).
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
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
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.
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).
19 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.
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.
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
4. Evaluating the design 3. Developing the design
materials
5. Designed material presentation
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.
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
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
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
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)
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
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.
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
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
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.
32 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 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/
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
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
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)
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.
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.
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
Table 4.2 The Activities of the Designed Materials for English Extracurricular of Pangudi Luhur Elementary School Unit/
Theme Meeting Session Activities Explanation
1 the fill in the blanks part will help the
4. Filling in the blanks in a paragraph.
Pre-Activity 1. Opening prayer 2. Greeting
Unit/
Theme Meeting Session Activities Explanation
2 Feelings
3
Pre-Activity 1. Opening prayer 2. Greeting They fill in the blanks and draw expressions will help the students to understand and 2. Filling in the blanks 3. Drawing feeling 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
Unit/
Theme Meeting Session Activities Explanation
3 Family
Tree
5
Pre-Activity 1. Opening prayer 2. Greeting
Unit/
Theme Meeting Session Activities Explanation
4 Daily Activity
7
Pre-Activity 1. Opening prayer 2. Greeting will help the students to be familiar enough with
Pre-Activity 1. Opening prayer 2. Greeting
Listing personal daily activity will help the students to practice their writing skill.
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.
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.
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.
1
7. The designed materials surely help the students to master the materials by its content.
1
8. The designed materials surely help the students to master the materials by its appearance.
1
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.
No. Statement Response Percentage
11. The materials are suitable for the students based on the age in terms of appearance.
1
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.
1
14. The selection of the songs is suitable for the topics.
1
15. The use of games is appropriate to the students.
1
16 The selection of the games is suitable to the topics.
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
