Designing a set of integrated English instructional materials for the fifth grade students of SD Negeri 3 Sengon, Prambanan, Klaten - USD Repository

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DESIGNING A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS FOR THE FIFTH GRADE STUDENTS OF

SD NEGERI 3 SENGON, PRAMBANAN, KLATEN

A Thesis

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

in English Language Education

By

Christina Endah Kurniati Student Number: 021214078

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

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A Thesis on

DESIGNL"lG A SET OF Il'l'TEGRATED ENGLISH INSTRUCTIONAL MATERIALS FOR THE FIFTH GRADE OF

SD l\TEGERI:3 SENGON, PRAMBANAN, KLATEN

By

Christina Endah Kurniati Student Nurnber: 021214018

Defended before the Board of Examiners on March 12, 2008

and Declared Acceptable

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-,_, I";'! -Chairperson A. Hardi Prasetyo, S.Pd., M.A. '-~ _-<_~j)7 -~ (

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Secretary Made Frida Yulia,

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M.Pd. Member Drs. Y. B. Gunawan, M.A. Member Made Frida Yulia, S.Pd., M.Pd. Member G. PUDtO Aji, S.Pd., M.Hum.

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Yogyakarta, March 12, 2008

Faculty of Teachers Training and _Education

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... Drs. Tarsisius Sarkim, M.Ed., Ph.D.

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Be the Best of Whatever You Are

(Douglas Malloch)

If you can’t be a pine on the top of the hill,

Be a scrub in the valley, but be

The best little scrub by the side of the rill;

Be a bush if you can’t be a tree

If you can’t be a bush, be a bit of the grass,

And some highway happier make;

If you can’t be a musk, then just be a bass,

But the liveliest bass in the lake

We can’t all be captains; we’ve got to be crew,

There’s something for all of us here,

There’s big work to do and there’s lesser to do,

And the task you must do is the near

If you can’t be a highway, then just be a trail

If you can’t be the sun, be a star

It isn’t by size that you win or you fail

Be the best of whatever you are

I dedicated this thesis to:

Jesus

Christ

and

Mother

Mary

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LEMBARPERNYATAANPERSETUJUAN

PUBLlKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama Christina Endah Kurniati

NIM 021214078

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya Ilmiah saya yang berjudul : "DESIGNING A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS FOR THE FIFTH GRADE STUDENTS OF SD "t\lEGERI 3 SENGON, PRAMBANAN, KLATEN" beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, dan mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal : 28 Maret 2008

Yang menyatakan

Christina Endah Kurniati

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STATEMENT OF WORK'S ORIGINALITY

I honestly declare that the thesis I wrote does not contain the works or parts of the works of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, March 4, 2008

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ACKNOWLEGDEMENTS

First of all, I would like to express my greatest thank to Jesus Christ for his endless love, blessings and guidance in my life. He always gives me strength to face my life, especially in the most difficult time. I also thank Mother Mary, for her guidance, blessings, and love in every single day of my life.

My sincere gratitude goes to Drs. J. B. Gunawan, M.A., my major sponsor, for his kindness and willingness to help me in writing my thesis. I am able to finish my thesis because of him. I am also indebted to Linda Valentina Budiman, S.S., M.Hum., for her advice, support, comments, and suggestions during the completion of this thesis. I also sincerely thank Sr. Maureen, FCJ for her kindness and help. I thank her for her corrections and suggestions.

My deep gratitude goes to Drs. T. Sarkim, M.Ed., Ph.D, Dra. M. J. Retno Priyani, M.Si., Drs. Y. B. Adi Massana, M.A., and Markus Budiraharjo, S.Pd., M.Ed., for their kindness, support, help, and advice during the period of volunteer in SD Negeri 3 Sengon and the completion of my thesis. I learned many good things from them. Then, I would like to thank the headmaster, all of the teachers, and the students in SD Negeri 3 Sengon for their help and suggestions. I could not finish my thesis without them.

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always share everything in every single day. I also dedicate my thesis to my grandma. I thank her for her love, help, and support.

I would like to address my special thanks to Malvin, who always supports and helps me. I thank him for always understanding me and being there for me. For my best friends, Memel, Sisca, Alin and Andy, who always understand me and become good listeners in the happy and sad times, I thank them for each moment that we share together. I hope that our friendship lasts forever.

Many thanks are also extended to Fr. Hironimus, Bowo, Boim, Uri, Widya, Sius, Bayu, Yudi, Liol, Yono, Monyonk, Aan, Simbi, Mira, Teki, Irza, Angger, who become my team mates during the period of volunteer in SD Negeri 3 Sengon. I thank them for the great experiences that we have passed together.

The memories we share will always be there.

I also thank all of my friends in Sun Six for their friendship and laughter during my study. My gratitude goes to all my friends in PBI, Lissa ’Sha’, Lukita, Haryana, Galih, Rumi, Woro, Wulan, Daru, Gjx, Dani, Cipluk, Rina, Ajeng, Lisa, Paopao, Ades, Arin, Linda, and other friends that I cannot mention one by one. I thank them for their kindness and help during my study in PBI.

Finally, I thank all of the people whose names cannot be mentioned one by one, for helping me in many ways. May God bless them all.

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CHAPTER III: METHODOLOGY ... 37

A. Research Method ... 37

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C. Research Instruments ... 43

D. Data Gathering Techniques ... 44

E. Data Analysis ... 45

F. Research Procedures ... 48

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 50

A. The Elaboration of Steps in Designing A Set of Integrated English Instructional Materials for the Fifth Grade Students of SD Negeri 3 Sengon . 50

a. Conducting A Needs Survey ... 51

b. Setting Goals, Topics and General Purposes ... 55

c. Specifying the Learning Objectives ... 58

d. Listing the Subject Content and the Instructional Resources ... 61

e. Developing the Syllabus ... 63

f. Selecting TeachingLearning Activities ... 63

g. Evaluating ... 64

h. Revising the Designed Materials ... 68

B. The Discussion of the Designed Materials ... 68

C. The Presentation of the Designed Materials ... 72

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 76

A. Conclusions ... 76

B. Suggestions ... 78

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LIST OF APPENDICES

Page APPENDIX A: Surat Ijin Penelitian ... 83 APPENDIX B: Kuesioner untuk Murid SD Negeri 3 Sengon ... 84 APPENDIX C: Kuesioner untuk Guru Bahasa Inggris dan Dosen Sanata Dharma 86 APPENDIX D: Syllabus ... 89 APPENDIX D: Lesson Plan ... 97 APPENDIX E: Presentation of the Designed Materials ... 117

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LIST OF TABLES

Page

Table 3.1 The Comparison between R & D and the Theoretical Framework ... 39

Table 3.2 The Description of the Respondents of the PreDesign Survey ... 43

Table 3.3 The Descriptive Statistics of the Respondents’ Opinions on the Post Design Survey ... 48

Table 4.1 The Results of the PreDesign Survey ... 51

Table 4.2 The Results of the Interview ... 54

Table 4.3 The Students’ Needs, Lacks and Wants ... 55

Table 4.4 Materials’ Topics ... 56

Table 4.5 The List of Basic Competence ... 57

Table 4.6 The Indicators of Students’ Performance ... 58

Table 4.7The Description of the PostDesign Survey Respondents ... 65

Table 4.8The Descriptive Data of the Respondents’ Opinions on the Designed Materials ... 65

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LIST OF FIGURES

Page

Figure 2.1: Kemp’s Instructional Design Model ... 9

Figure 2.2: Yalden’s Language Program Development ... 13

Figure 2.3: Steps in Designing the Materials ... 36

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ABSTRACT

Kurniati, Christina Endah. 2008. Designing A Set of Integrated English Instructional Materials for the Fifth Grade Students of SD Negeri 3 Sengon, Prambanan, Klaten. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study was conducted to design a set of Integrated English Instructional Materials that can be used to teach the fifth grade students of SD Negeri 3 Sengon. The purpose of the design was to help the students to master four English skills and communicate effectively both in oral or written form. There are two problems stated in this study. The first one is “How is a set of integrated English instructional materials for the fifth grade students of SD Negeri 3 Sengon designed?” The second one is “What does the designed materials for the fifth grade students of SD Negeri 3 Sengon look like?”

The research method employed in this study was Research and Development (R&D). There are ten steps in R&D. The writer applied the first five steps of the R&D steps. The first step was research and information collecting. In this step, the writer conducted a needs survey called predesign survey. The second was planning. The third step was developing preliminary form of product. The fourth step was conducting preliminary field testing. In this step, the writer conducted an evaluation survey on the designed materials called postdesign survey. The fifth step was conducting main product revision.

In order to design the materials, the writer adapted Kemp’s and Yalden’s instructional design models. They are conducting a needs survey, stating goals, topics, and general purposes, specifying the learning objectives, listing the subject content, developing the syllabus, selecting teaching learning activities,evaluating, and revising. The eight steps above are in line with the R&D steps stated previously.

The final version of the designed materials consists of eight units. Each unit covers six sections, namely, (a) let’s start for vocabulary, (b) take your time for listening, (c) do the action for speaking, (d) catch it for grammar, (e) get the idea for reading, and (f) work it out for writing. The postdesign survey was conducted to evaluate the designed materials. The writer used five points of agreement to obtain the respondents’ opinions on the designed materials. The results of the survey were calculated using the measurement of central tendency. The grand mean of the postdesign survey was 4.1. This meant that the designed materials were acceptable, good and appropriate to teach the fifth grade students of SD Negeri 3 Sengon.

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ABSTRAK

Kurniati, Christina Endah. 2008. Designing A Set of Integrated English Instructional Materials for the Fifth Grade Students of SD Negeri 3 Sengon, Prambanan, Klaten. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Penelitian ini dilaksanakan untuk menyusun seperangkat materi pelajaran Bahasa Inggris terintegrasi yang dapat digunakan untuk mengajar siswa kelas lima SD Negeri 3 Sengon. Tujuan dari penyusunan materi ini adalah membantu siswa untuk meguasai empat keterampilan berbahasa Inggris dan membantu siswa untuk berkomunikasi efektif baik lisan maupun tulisan. Ada dua permasalahan yang dirumuskan dalam studi ini. Yang pertama adalah “Bagaimanakah seperangkat materi pelajaran bahasa Inggris terintegrasi untuk siswa kelas lima SD Negeri 3 Sengon, disusun?” Yang kedua adalah “Seperti apa susunan materi untuk siswa kelas lima SD Negeri 3 Sengon?”

Metode penelitian yang dipakai dalam penelitian ini adalah Research and Development (R&D). Terdapat sepuluh langkah dalam (R&D). Penulis hanya menerapkan lima langkah pertama dari (R&D). Langkah yang pertama adalah penelitian dan pengumpulan informasi. Pada langkah ini, penulis melakukan survei kebutuhan yang disebut survei sebelum penyusunan materi. Langkah yang kedua adalah perencanaaan. Langkah yang ketiga adalah mengembangkan produk awal. Langkah yang keempat adalah melakukan pengujian awal. Pada langkah ini, penulis melakukan survei untuk menilai susunan materi yang disebut survei sesudah penyusunan materi. Langkah yang kelima adalah memperbaiki produk utama.

Untuk menyusun materi, penulis mengadaptasi model instruksional Kemp dan Yalden. Langkahlangkah tersebut adalah melakukan analisis kebutuhan, merumuskan tujuan, dan topik, membuat spesifikasi tujuan pembelajaran, menyusun isi materi, mengembangkan silabus, menyeleksi akitivitas belajar mengajar, menilai dan memperbaiki materi. Kedelapan langkah di atas sejalan dengan langkahlangkah pada R&D yang telah disebutkan sebelumnya.

Hasil akhir dari penyusunan materi ini terdiri dari delapan unit. Setiap unit meliputi enam bagian, yaitu, (a) let’s start untuk perbendaharaan kata , (b) take your time untuk mendengarkan, (c) do the action untuk berbicara , (d) catch it untuk tata bahasa, (e) get the idea untuk membaca, dan (f) work it out untuk menulis. Survei sesudah penyusunan materi dilakukan untuk menilai materi pembelajaran yang telah disusun. Penulis menggunakan lima poin persetujuan untuk mendapatkan pendapat dari para responden mengenai susunan materi. Hasil dari survey tersebut dihitung menggunakan kecenderungan nilai tengah. Ratarata keseluruhan dari survei sesudah penyusunan materi adalah 4.1. Hal ini menunjukkan bahwa materi yang disusun dapat diterima, bagus, dan sesuai untuk mengajar siswa kelas lima SD Negeri 3 Sengon.

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CHAPTER I INTRODUCTION

A. Background of the Study

English is used as an international language all over the world. That is why every one has to master English because English is used in almost every aspect of our life. Therefore, it is better to learn English from childhood because the sooner the children learn English the better they get the results. Because of that reason, English is included in the Indonesian education curriculum as one of the subjects in the elementary school. It is a must for the elementary school students to master basis English skills from the beginning, so that they can use English well.

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The limitation of media and instrument in class is an obstacle in learning English. The teaching learning process cannot be well conducted if those devices are unavailable in the class. Therefore, those devices are highly needed in order to facilitate and support the teaching learning process. The use of more than one medium or instrument, for example: radio cassettes, pictures of food, cards, etc can create interesting and challenging activities in class.

The other difficulty in learning English in SD Negeri 3 Sengon is the lack of variations in the teaching learning process. The teacher rarely uses games, songs, or the other interesting activities that are usually liked by the students. Therefore, the students often feel bored with the methods used by their teacher. The variations in teaching are needed to motivate the students so that they can enjoy English and develop their skills well.

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SD Negeri 3 Sengon suffered big loss because of the earthquake that

happened in Central Java and Yogyakarta on May 27, 2006. Because of the earthquake, the school was in confusion. The school building, many books, stationary, and school equipment were damaged. As a result, they could not use the school facilities because they were not in good condition anymore. The most serious problem was the students had traumatic experience because of the natural disaster that happened. Consequently, many of them were hopeless and lost the motivation to study. It was hard for them to study in school under those conditions after the earthquake. They must start from the beginning and struggle to recover from their trauma.

The condition after the earthquake in SD Negeri 3 Sengon gave inspiration to the writer to become a volunteer there. The writer gave trauma healing to the students who were the victims of the earthquake to increase their motivation to study. Besides, the writer also trained their interests and talents, and the most important thing was that the writer taught them some school subjects, including English, in order to help them understand the subjects better. The volunteer project took six months to accomplish all the recovery activities in SD Negeri 3 Sengon.

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method in the teaching learning activities. Therefore, the writer decided to design English instructional materials which are relevant to the elementary school curriculum and appropriate to their condition.

The purpose of the English design materials is to provide a set of integrated English instructional materials that can increase their motivation and also develop their English skills. The motivation can be generated by making the teaching materials relevant for the students. Because the fifth grade students in SD Negeri 3 Sengon are the beginners of English learners and have low motivation to

learn English, the integrated English materials are designed as interesting as possible to motivate the students to master the four English skills. In addition, the integrated materials give students greater motivation that convert to better retention of principles of effective speaking, listening, reading and writing (Brown, 2001, p. 233).

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B. Problem Formulation

In this study, the researcher intended to find out the answers to the problems that are formulated as follows:

1. How is a set of integrated English instructional materials for the fifth grade students of SD Negeri 3 Sengon designed?

2. What does the designed set of integrated English instructional materials for the fifth grade students of SD Negeri 3 Sengon look like?

C. Problem Limitation

The researcher focuses on designing a set of integrated English instructional materials for the fifth grade students of SD Negeri 3 Sengon. The materials cover the four English skills that are adjusted according to their level as beginners of English learners. Therefore, it will be better if the materials are presented as interestingly as possible, for example using pictures, songs, and games. The use of those variations is expected to encourage and also reinforce the learning of the four English skills.

D. Objectives of the Research

Based on the problem formulation above, the research has two main objectives. The objectives of this research are:

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2. To present the integrated English instructional materials which can help the students to learn four English skills, so that they can master the basis English skills effectively.

E. Benefits of the Research

It is expected that the materials will be useful for the teacher as the means of language learning which can be applied in the classroom. It will be a model for the teacher to design the other instructional materials and create various activities to encourage the students to practice English and increase their English skills ability.

The design, hopefully, will help the students to master four English skills and also broaden their knowledge. As they are beginner learner, this design will give experiences for them about how to learn English, so that they can develop their English skills. The result of this research will contribute towards the development of the language learning to get better output in language learning process.

F. Definition of Terms 1. Design

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designing refers to making plans and arranging four basic skills activities into one unit.

2. Instructional

Dick and Reiser (1989) define instructional material as the material planned or designed to be used by the teacher (p. 3). In this study, instructional material means a set of material units used by the teacher and the students to conduct the teaching learning process.

3. Integrated material

Integrated material means the material that focuses on the mastery of the four communication skills (Richard and Rodgers, 2001, p. 64). In this study, integrated materials focus on the integration of students’ skills that consist of four communicative language functions; they are listening, speaking, reading, writing, and also two language elements, pronunciation, and grammar. The activities involve the four skills in order to help the students in mastering the language functions, so that each part of language can stand together in one unit.

4. Fifth grade students of elementary school

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CHAPTER II LITERATURE REVIEW

This chapter presents the discussions of the theories related to this thesis. There will be two parts of discussions. The first is the review of related literature which discusses the related theories used in this study. The second part of this chapter will summarize a framework based on the described theories that have been discussed in the first part of this study.

A. Theoretical Description

In this part, the writer would like to explain some theories on the instructional design models, characteristics of children, principles of child language learning, principles of teaching English to children, integrated English and also developing a syllabus.

1. Instructional Design

Instructional design can be defined as the entire process of designing instructional material and the activities involved. In this section, the writer explains two instructional design models. The first model is Kemp and the second one is Yalden. The further explanation is presented as follows:

a. Kemp’s Instructional Design Model

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(objectives). The second one is about the procedures and resources that will work best to reach the desired learning levels (activities and resources). The third one is about how we will know when the required learning has taken place (evaluation).

The eight step design model proposed by Kemp can be seen in the following figure:

Figure 2.1: Kemp’s Instructional Design Model (Kemp, 1977, p. 9)

The explanation of instructional design plan presented by Kemp (1977, p. 8) can be presented as follows:

1. Considering goals, listing the topics, and stating general purposes for teaching each topic.

Goals, Topics, and

General Purposes

Learners’ Characteristics

Learning Objectives

Subject Content

Pre Assessment Evaluation

Support Services

Teaching/ Learning Activities, Resources

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2. Enumerating the characteristics of the learners

The important characteristics of the learners for whom the instruction is to be designed should be enumerated.

3. Specifying learning objectives

The designer should specify learning objectives to be achieved in terms of measurable student behavioral outcomes.

4. Listing the subject content

The designer should list the subject content that support each objective 5. Developing preassessment

The purpose of developing preassessment is to determine the students’ background and present level of knowledge about the topic.

6. Selecting teaching learning activities and instructional resources

Teaching learning activities and instructional resources that treat the subject content should be selected so that learners will accomplish the objectives. 7. Coordinating support services

In order to carry out the instructional plan, the designer has to coordinate the support services such as budget, personnel, facilities, equipment.

8. Evaluating students’ learning

The last stage is to evaluate learners’ learning in terms of their accomplishment of objectives, with a view to revise and evaluate any phase of the plan that needs improvement.

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element may affect others. The design can be started with any element and the order of the stages is based on the researcher’s choice.

b. Yalden’s Instructional Design Model

According to Yalden (1987), communicative syllabus is a syllabus that is designed for describing a classroom experience in which it is more closely approximate to an environment of real language art (p. 19). She states that the selection and development of syllabus is needed. Yalden offers eight stages in language program development, namely:

1. Conducting needs survey

It is conducted to analyze learners’ needs of learning the target language. Another purpose is to understand students’ characteristics which enable the designer to make acceptable objectives that match the learners’ needs.

2. Mentioning the description of the purposes

Conducting needs survey will give the syllabus designer direction for describing the purpose of language program. She also stated that the language program’s aim can also be investigated from the setting in which the survey is conducted.

3. Selecting the syllabus type

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The descriptions of the syllabus contents are specific at this stage. Selection and combination of contents are done in accordance with the type of syllabus. The designer should also consider the purpose of the program that the specification of the syllabus contents will be taken accordingly.

5. Producing the pedagogical syllabus

The pedagogical syllabus consists of development of teaching, learning, and testing approaches. The specification of every single word and phrase will be conducted in this stage. Therefore, the production of protosyllabus will be completely developed.

6. Developing and implementing the classroom procedures

There are three procedures in this stage which should be weekly monitored by the teacher to see the classroom development. They are the selection of exercise types and teaching techniques, the preparation of lesson plan and the preparation of weekly schedules.

7. Evaluating the learners, the program and the teaching process.

This evaluation refers to the students’ performance and reassessment of the content. It is also meant to revise the materials and methodological procedures.

8. Recycling the stages

In this last stage, the designer has to fit the goals set and students’ performance, reassess content and revise materials and methodological procedures.

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Figure 2.2: Yalden’s Language Program Development (Yalden, 1987, p. 22)

c. The Instructional Design Model Used in the Design

The writer adapted Kemp’s instructional design model because it is flexible. Besides, it also provides clear steps in designing the materials. Moreover, Kemp’s instructional design model emphasizes on the materials, the objectives and application and also the choice of materials resources.

The writer adapted Yalden’s instructional design model because the model provides a needs survey for the needs analysis. The aim of the needs survey is to find out the learner’s needs, lacks and wants in learning English. The reason for conducting needs survey according to Yalden (1987, p. 101) is to understand as much about the learners as possible prior to the beginning of the program in order to establish realistic and acceptable objectives. The designers can lay a good foundation in their materials design by conducting the needs’ analysis. Yalden’s instructional design model provides program, teaching and students’ evaluations. This model also provides a recycling stage where the fit between goals and students’ performances are determined, content is reassessed, and materials and methodological procedures are revised.

Needs survey Description of purposes Selection/ development of syllabus type Production of a proto

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In designing a set of integrated English instructional materials for the fifth grade students of SD Negeri 3 Sengon, the writer combines and modifies Kemp’s and Yalden’s instructional design models. The writer applies the combination of these two models to create a new instructional design models. The steps in the new instructional design models are conducting needs survey, setting goals, topics, and general purposes, specifying the learning objectives, listing the subject content, selecting teaching learning activities, evaluating, and revising the designed materials.

2. The Fifth Grade Students of Elementary School

In this part, the writer will discuss the characteristics of the fifth grade students of elementary school, the principles of child language learning and the principles of teaching English to children. The discussions are explained as follows:

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1. Physical Characteristics

The last three years of elementary school are usually a period of slower growth in height but more marked growth in weight than the previous period. The fifth grade students who are in the intermediate grades develop more to a growth in the size and weight of the muscles than in the bone structure. Children in these grades can do many things that were impossible at the earlier level because of their increasing size and strength of their muscles and also the development of better nervous control (Cole, 1956, p. 133).

According to Cole (1956, p. 133), children’s general health and resistance in intermediate grades toward disease are better than at an earlier stage. Besides, children are usually interested in building anything practically. They can do activities that make great demands upon their vitality and their endurance. However, they do not like to become overstrained either physically or nervously. 2. Intellectual Characteristics

Children are interested to learn all kinds of things and they want to know as many facts as possible about as many different things as possible. They are interested in making collections of every possible type (Cole, 1956, p. 133). In the intermediate years, the desire to do something different from a repetition of the same activity makes its appearance among those children whose their ages are nearest to adolescence.

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immature pupils will stick to easy and familiar routines, but those who are mature have developed enough confidence and will range widely.

3. Emotional Characteristics

Older children have much better powers of inhibition than the younger do. In intermediate grades, their main emotional love and affection are showed to their friends rather than to the teacher. Boys and girls especially are interested playing with their friends of the same age. They are emotionally interested mainly in each other (Cole, 1956, p. 134). The students come in from the playground where they are in close social relationship with their age mates. Each child is attached to one or two other children of the same sex and approximately the same age.

The relation between teachers with the students in the intermediate grades is about friendship and understanding, such as that which exists between older and younger brothers or sisters rather than the close emotional bond between the teacher and the students which is characteristics of the earlier years (Cole, 1956, p. 135). It is only immature children who will cling to their teacher.

4. Social Characteristics

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In any case, the girl and her best friends tend to stay in the same place. While the boys’ gangs roam further and further deviate as the youngsters get older.

The gangs or clubs have many useful social values. In the groups, children learn to cooperate in joint undertakings. These groups are valuable in changing children from selfish and irresponsible into socialized human beings (Cole, 1956, p. 136). These social units give some influences to the children in their school life. For example if a group of boys is bound together by loyalties to each other, the schoolwork of all may improve because everyone will willingly help the others.

In the intermediate grades, there are three or four children in a class who have qualities of leadership. The others will usually follow their peer leader more willingly than they will follow the teacher (Cole, 1956, p. 135).

A teacher should have knowledge of child psychology because he has to deal with the students constantly. Understanding children characteristics is important for the teacher in order to know students’ lack and ability so that he can conduct the teaching learning activities well. All the characteristics mentioned above are important factors that affect teaching learning activities. Therefore, the teacher should be a good friend to the students so that he can give them positions of responsibility that will allow their natural capacities to be properly used and at the same time will keep them studying well in class.

b. The Principles of Child Language Learning

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social context; learning with experimenting and using language; learning through social interaction” (Hudelson, 1991, p. 2). The explanation for each principle can be seen below.

1. Learning by doing

“Children learn through handson experiences and manipulation of objects in the environment” (Hudelson, 1991, p. 2). Hudelson (1991) states that “children in primary or elementary school settings generally learning by doing” (p. 2). This means that in the learning process, children have to be actively involved. As stated by Hudelson (1991) that in language class, children need to be actively involved in every activity and to use the language in accomplishing the meaningful tasks (p. 2). Because of that reason the teacher needs to encourage the children to use the language in the meaningful tasks.

2. Learning in social contexts

Hudelson (1991) postulates that children learn in social context, it means that they learn in a group where some group members know more than others (p. 2). From this statement, it can be concluded that besides learning through hands on experiences, children also need to experience and use the language to interact with other children and also with adults. It is suggested that the teacher uses English as much as possible in the EFL learning.

3. Learning with experimenting and using the language

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be given chances to use the language as much as they can. While using the language, children will make mistakes. However, making mistakes is natural and inevitable part in language learning. The teacher should not give any punishment to the children who make mistakes, but he should correct the mistakes that the children make.

4. Learning through social interaction

“Language acquisition occurs through social interaction and through having to use it with others in authentic communication setting” (Hudelson, 1991, p. 2). Therefore, children have opportunities to talk with each other using the language. By talking with each other, the learner will get language input from the other.

It is important to the English teacher of elementary school to know the principles of children in learning the language because it can help the teacher to conduct the language learning process. Based on those principles, the teacher can create interesting and enjoyable teaching learning activities.

c. The Principles of Teaching English to Children

The way of teaching children in elementary school is different from that of teaching adults. Williams (2001) offers the ten principles in teaching young learners (p. 188). The principle may give direction and guidance to teach language well to children.

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1. Starting where the child is

Children in classroom have experience of life, knowledge about their world and at least one language (Williams, 2001, p. 188). The teaching materials and activities should be related to their world and experience.

2. Encouraging social interaction

Learning is an interactive process which involves both teacher and students in sending and transmitting the message. Primarily, children are active participants in the classroom (Williams, 2001, p. 188). Therefore, the teacher should encourage students to interact with others, as language is a means for social interaction. The chance to talk with each other is needed in learning a language.

3. Supporting negotiation of meaning and collaborative talk early

The teacher provides chances for the students to exchange their ideas and opinions to train the students in negotiating of meaning and collaborative talk (Williams, 2001, p. 188).

4. Allow children to be active participants in the learning process

The teacher guides the students to be active in learning process by giving challenging materials and asking them to take a risk in learning. Learners are seen as explorers actively working on language and ideas (Williams, 2001, p. 188). Therefore, the teacher should motivate the students to encounter challenges. In addition, taking risks will train the students to become independent, motivated, succeed with progress.

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It is explained before that children need to encounter challenges and take risks in learning language. The teacher can give the children language input beyond their language level to give them an opportunity for challenges and risks (Williams, 2001, p. 188). The challenges and risks can lead to the successful learning. In line with this principle, Richard and Rodgers (2001) states that “input must be comprehensible, slightly, above the learner’s present level of competence, and interesting (p. 18).

6. Introduce language at discourse level

Children get pleasure when studying a new language through stories, songs, and plays. These examples activities can be used to introduce language at discourse level. Therefore, the teacher should enrich the lesson with stories, songs, and plays because those are the examples of “how learners can be exposed to comprehensible, meaningful, language at discourse level” (Williams, 2001, p. 188).

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In teachinglearning process, the teacher does not help the students all the time, but give them chances to study by themselves (Williams, 2001, p. 188). This will make students more independent.

9. Develop a supportive, nonthreatening, enjoyable learning environment

The teacher should create comfortable learning atmosphere in the classroom to support the teachinglearning activities. The enjoyable environment can be created by “valuing all learners as individuals, supporting challenges and risks, working on relevant and interesting topics, doing meaningful and purposeful activities and also discipline” (Williams, 2001, p. 189).

10.Test and asses in the way that we teach

The teacher conducts the test and assessment to know the development of students’ ability. The test and assessment are done to complement the nine principles above (Williams, 2001, p. 189).

Based on the explanation above, it is important for the teacher to follow those steps because it will help teacher to convey the lesson to the students and to measure the students’ ability in learning English. Besides, the children will have chances to develop their skills by practicing their English in a group or individually.

5. Integrated Language Instruction

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language in conjunction with our rich multicultural literary heritage; (2) language instruction is integrated into content area instruction; (3) in the classroom, all students from various language and cultural backgrounds are integrated and work collaboratively; and (4) in the new culture, students' home experiences and native culture experiences are integrated into the school experiences.

The integrated language teaching model made by Enright and McCloskey (1988) has seven basic researchbased assumptions. The first one is language is best learned collaboratively by involving students to work with peers and adults. Secondly, learning language is best in a socially supportive environment. Then the third idea is emphasized on learning the language in a holistic manner by integrating reading, writing, listening, and speaking; and integrating language and content. The fourth assumption says that language is best learned when new learning is built upon, and takes advantages of student’s previous cultural and learning experiences. The fifth ideas emphasizes that when teachers develop curriculum around students interests, the language learning can be achieved successfully. The sixth assumption says that language is best learned when students feel ownership of classroom projects and experiences. The last principle emphasizes that language is best learned by giving a wide variety of materials, instructional strategies, and ways for students to participate.

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communicative and interactive (p. 234). Firstly, he explains that production and reception cannot be separated. Secondly, interaction means sending and receiving messages. Thirdly, written and spoken languages are often related to each other. Fourthly, often one skill reinforces another. Fifthly, in the real world most of our natural performances involve not only integration of one or more skills but connections between language and the way we think, feel and act. In this way, students have the benefit of practicing all the language skills in an integrated, natural and communicative way.

Oxford (2001) mentions four advantages of integrated skill instruction. The advantages are:

1. It exposes and challenges the students to interact naturally in the target language.

2. This approach stresses that English becomes a real means of interaction. It includes sharing among people by using English as a means of communication.

3. This approach allows teacher to track students’ progress in multiple skills at the same time.

4. It can be highly motivating to students of all ages and background.

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principles of effective speaking, listening, reading and writing and provides them with a chance to diversify their efforts in more meaningful tasks.

There are two types of integrated skill instruction according to Oxford (2001). They are contentbased instruction and taskbased instruction. Content based instruction emphasizes learning content through language, whereas task based instruction stresses doing tasks that require communicative language use. The type will be explained as follows:

a. Content-Based Instruction

Oxford (2001) states that there are two principles in Contentbased Instruction (CBI). The first one is when people use the language as a means of acquiring information rather than as an end in itself, they learn a second language more successfully. This principle reflects one of the motivations for CBI that leads to more effective language learning. The second principle is CBI better reflects learners’ needs for learning a second language. This principle reflects the fact that many content based programs help the English second language students for academic studies. Therefore, the central priority of the content based is to be able to access the content of academic learning and teaching as quickly as possible as well as the process through learning and teaching is realized.

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considered to be relevant to long term goals. This also increases learners’ intrinsic motivation that is important in any kind of learning.

Contentbased teaching presents some challenges to language teacher (Brown, 2001, p. 235). It means that the teacher can view the teaching way from an entirely different perspective by allowing the subject matter to control the selection and sequence of language items. In some school, a subjectmatter, teacher and a language teacher link their courses and curriculum so that they can complement each others.

Contentbased instruction allows for the complete integration of language skills. When the teacher plans a lesson around a particular subtopic of the subject matter area and the task presents that topic better, it would be difficult not to involve at least three of the skills of the four skills because the students should read, discuss, solve problem, analyze data, and write the answers or the opinions. b. Task-Based Instruction

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Students are asked to participate in communicative activities in English. Oxford (2001) explains that in taskbased instruction, basic pair work and group work are often used to increase student interaction and collaboration. Taskbased instruction is relevant to all levels of language proficiency, but the nature of the activities varies from one level to the other. For instance, beginners might be asked to introduce each other and share the information with the others.

Feez (2002, p. 17) summarizes the key assumption of taskbased instruction as follows:

1. The focus is on process rather than product.

2. Basic elements are purposeful activities and tasks that emphasize communication and meaning

3. Learners learn language by interacting communicatively and purposefully while engaged in the activities and tasks

4. Activities and task can be either those that learners might need to achieve in real life and those that have a pedagogical purpose specific to the classroom.

5. Activities and tasks of a taskbased syllabus are sequenced according to difficulty.

6. The difficulty of a task depends on a range of factors including the previous experience of the learner, the complexity of the task, the language required to undertake the task, and the degree of available support.

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that can motivate the students to be interested and participate actively in the teaching learning activities. Because of that reason, teacher can integrate four language skills to become interesting units. Hopefully, the units in the designed materials are not only liked by the students, but also develop the whole English skills.

6. Developing the Syllabus

In this section, the writer will explain the meaning of syllabus and also the syllabus used in this design because a syllabus cannot be separated from teaching slearning activities. The brief explanation is presented as follows:

a. What is a Syllabus?

One of the important aspects in the teachinglearning activities is a syllabus. According to Hutchinson and Waters (1987, p.80), a syllabus is a document which says what will or what should be learnt by the students. There are some reasons why the syllabus should be included in the teachinglearning activities.

1. Defining the constituent parts of language knowledge so that a syllabus provides a basis for the division of assessment, textbook, and learning times.

2. A syllabus gives moral support to the teacher and students because it makes the languagelearning appear manageable.

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4. A syllabus tells the teachers and the students what is to be learnt and why it is to be learnt.

5. A syllabus provides a set of criteria for materials selections. It defines the kind of texts to look for or produce the items to focus on in exercises, etc. 6. A syllabus is one way in which standardization is achieved.

7. A syllabus provides a visible basis for testing.

According to Kurikulum Tingkat Satuan Pendidikan (Badan Standar Nasional Pendidikan, 2007, p.10), which is designed and implemented by every

educational units, there are some components that should be included in the syllabus. The components are as follows:

1. Standard competence

Standard competence is the basic skills that the students have in a learning process. The aim of formulation of standard competence in a syllabus is to guide the teacher or syllabus designers to formulate the basic competence, to be a learning experience so that the organization of learning experiences can be appropriate to the formulated goals.

2. Basic competence

The formulation of basic competence in a syllabus is essential. It is very important to remind the teachers about the basic competence that should be achieved. The elements of basic competence create the learning outcomes, which are the statements of the expected performances after the students experience the learning process in certain competence.

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The placement of the learning materials in the syllabus functions is important. The learning materials are an outline of a set of materials presented in the students’ learning experiences.

4. Learning Activities

The syllabus designer should formulate the learning activities, which the students will undergo in order to assure that there is an effective teachinglearning process. In the syllabus, the learning activities contains the arrangement of the activities in which the students should do in order to achieve the basic competence.

5. Indicators

Indicators are the detailed form of basic competence. The basic competence can automatically be fulfilled if the students can achieve the formulated indicators

6. Evaluation

Evaluation is important in a syllabus. The use of evaluation is to measure whether the students understand the given materials or not. The evaluation determines the success of the formulated basic competence.

7. Time allocation

In order to be able to plan the learning process, the duration of time should be arranged to achieve the formulated basic competence.

8. Sources

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learning sources that can be used in the teachinglearning activities are books, internet, magazines, newspapers, etc.

b. The Syllabus Used in this Design

The curriculum used in this study is Kurikulum Tingkat Satuan Pendidikan (KTSP) because the curriculum is applied in the elementary school. The goal of

KTSP is lay the basic intelligence, knowledge, personality, good morals, and

autonomous skills and prepare the students to continue the higher education (Badan Standar Nasional Pendidikan, 2007, p.10). Therefore, the writer is

designed the syllabus adapted from KTSP because the components in KTSP can help the students to achieve the goal of the English subject in elementary school. The goal of the English subject, as a local content in elementary school, based on KTSP is helping the students to have ability in developing communicative

function both in oral and written form to accompany action in school context and being aware of the essence and importance of learning English to increase the competitive ability in global community. Besides, the English subject in elementary school should cover the four English skill, they are listening, speaking, reading and writing. In addition, writing and reading skills are directed to support oral communication. Therefore, the components which are included in the syllabus are standard competence, basic competence, materials, learning activities, indicators, evaluation, time allocation, and sources. It is expected that those components can help the students to achieve the goal in learning English.

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program. In addition, the teachinglearning activities will be more manageable and the goal can be achieved by developing a syllabus.

B. Theoretical Framework

This study focuses on designing integrated materials for the fifth grade of elementary school students which are considered as the beginner of English learners. Because of that reason, the writer tries to develop a set of integrated English instructional materials that are suitable to their abilities, needs and interests. The previous theories have explained the characteristics of children, the principles of child language learning, the principles of teaching English to children, the integrated language instruction, and the syllabuswhich are used to teach English in the fifth grade of elementary school. It is important to teach four English skills to the fifth grade students of elementary school because learning English means learning all the skills for them. As the beginner of English learners, it is significant for them to master four English skills because the younger they learn English, the better they get the results.

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1. Conducting a needs survey

The first step is taken from Yalden’s model. In this study, the first step is conducting the needs survey. The needs survey was conducted to obtain data related to the students’ needs and interests especially in learning English as the second language. The result of the needs survey will become the basis of developing the materials especially the goal and constructing the syllabus that is attainable for the learners.

2. Setting goals, topics, and general purposes

The second step is taken from Kemp’s model. After the needs survey is completed, the writer sets the goals of the instructional materials design based on students’ needs. Then, the writer decides topics which are suitable and interesting for the students. Last, thegeneral purposes are formulated in accordance with the curriculum. By formulating general purposes, the students are expected to accomplish all the competences. In order to do this step, the writer applies the integrated language approach proposed by Oxford (2001). The identification of the purpose will ensure that the materials are developed to fulfill a certain goal. 3. Specifying the learning objectives

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4. Listing the subject content

The fourth step is taken from Kemp’s model. The subject content is a device to support each objective. The subject content is determined based on the result of the needs analysis, the teaching goals, topics, general purposes, learning objectives, syllabus and curriculum. Besides, the writer also applies the principles of child language learning (Hudelson, 1991, p. 2), the principles of teaching English to children (Williams, 2001, p. 188) and also use the theory of integrated language approach, especially Taskbased instruction and Contentbased Instruction (Oxford, 2001) to determine the subject content that is suitable for the fifth grade of elementary school students.

5. Developing the syllabus

The fifth step is taken from Yalden’s model. In this step, the writer determines the type of syllabus that would be used in this study. It is important because a syllabus gives moral support to the teachers and the students. A syllabus makes the languageteaching task appear manageable (Hutchinson and Waters, 1987, p. 83). In designing the materials, the writer adapted the form of syllabus from KTSP (Kurikulum Tingkat Satuan Pendidikan) which is proposed by Badan Standar Nasional Pendidikan (2007, p. 77)

6. Selecting teaching-learning activities

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interested to learn English. In this step, the writer applies the principles of child language learning (Hudelson, 1991, p. 2), the principles of teaching English to children (Williams, 2001, p. 188) and also uses the theory of integrated language instruction (Oxford, 2001) in order to produce appropriate teachinglearning activities. The students will learn English easier if the learning situations are interesting and fun.

7. Evaluating

The sixth step is taken from Kemp’s and Yalden’s model. The evaluation was done by distributing the questionnaires about the designed a set of English Integrated instructional materials to English teachers of elementary school, English instructors and lecturers. The aim of the evaluation is to obtain some respondents’ opinions and suggestions about the designed materials.

8. Revising the Designed Materials

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The steps in conducting the study are as follows:

Figure 2.3: Steps in Designing the Materials Selecting teachinglearning activities

Evaluating

Revising the designed materials Conducting a needs survey

Setting goals, topics, and general purposes

Specifying the learning objectives

Listing the subject content

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CHAPTER III METHODOLOGY

This chapter discusses the method that is used to seek the answers of the questions to the problems indicated in the first chapter. This chapter is divided into six parts containing research methods, research setting, research respondents, research instruments, data gathering procedures and data analysis procedures.

A. Research Method

There are two main problems that have to be solved. First, the study is conducted in order to find out how a set of integrated English instructional materials for the fifth grade students of SD Negeri 3 Sengon is designed. Second, the study is aimed to construct a set of English materials for the fifth grade students based on the result of the study.

In order to answer the questions mentioned above, the writer conducted a survey study. Because of that reason, the writer used the steps in the educational research and development (R&D) cycle which was proposed by Borg & Gall (1983, p. 771) to conduct the research. In this study, the educational research and development cycle was applied in its process to develop and validate the products (Borg & Gall, 1983, p. 772).

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report of the state of art. The second step is planning. This step includes defining skills, stating objectives, determining course sequence and small scale feasibility testing. The third step is developing preliminary form of product. This step includes preparation of instructional materials, handbooks and evaluation devices. The fourth step is preliminary field testing. This step is to obtain an initial qualitative evaluation of the new educational products. The fifth step is main product revision. This step includes the revision of product as suggested by the preliminary field-test testing. The sixth step is main field testing. The aim of this step is to determine whether the developed product meets its performance objectives. The seventh step is operational product revision. This step includes the revision of product as suggested by main field-test testing. The eighth step is operational field testing. This aim of this step is to determine whether an educational product is fully ready for use in the schools without the presence of the developer or his staff (Borg & Gall, 1983, p. 784). Analyzing interview, survey, and questionnaire data can be used to evaluate the product. The ninth step is final product revision. This step includes the revision of product as suggested by the operational field-test testing results. The last step is dissemination and implementation. This step includes the report on the final product and the implementation of the product at schools.

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R&D Theoretical Framework

1. Research and information collecting 2. Planning

3. Preliminary form of product

4. Preliminary field testing 5. Main product revision

1. Conducting a needs survey

2. Setting goals, topics, and general purposes

3. Specifying the learning objectives 4. Listing the subject content

5. Selecting teaching learning activities 6. Developing the syllabus

7. Evaluating 8. Revising

Table 3.1: The comparison between R & D and The theoretical framework

From the above table, it can be seen that the theoretical framework which is applied in this research is in line with the steps in the R&D cycle (Borg & Gall, 1983, p. 775).

Not all the steps of the R&D cycle (Borg & Gall, 1983, p. 775) were applied in this study. This study only applied the first five steps. They are research and information collecting, planning, developing preliminary form of product, preliminary field testing, and main product revision. The explanation of the five steps can be seen as follows:

1. Research and information collecting

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survey was conducted by distributing questionnaires to the fifth grade students of

SD Negeri 3 Sengon to obtain the data related to the students’ lacks, needs, and interests in learning English. Besides, the writer also conducted an interview with the English teacher of SD Negeri 3 Sengon. The purpose of the interview is to obtain information about the fifth grade students, and teaching learning activities in SD Negeri 3 Sengon from the teacher’s point of view.

2. Planning

Planning is important to design the materials. In this step, the writer defined skills to be developed through the use of the products, stating the learning objectives and determining the way in which the new product will fit into the sequence of use of other related products or processes. In Chapter II, this planning step is reflected in the steps called setting goals, topics, and general purposes, and specifying the learning objectives.

3. Preliminary form of product

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steps called listing the subject content, developing the syllabus, and selecting teaching learning activities.

4. Preliminary field testing

In this step, the preliminary field testing was called post-design survey. The writer conducted this survey to gain evaluations, opinions, comments, and suggestions from respondents towards the designed materials. The evaluations, opinions, comments, and suggestions were gained from the English Education Study Program lecturers and the English teachers from different elementary schools. The result of the post-designed survey would be used to revise and improve the designed materials. In Chapter II, this step is reflected on the evaluation step.

5. Main product revision.

In this stage, the writer revised and improved the designed materials based on the results of the preliminary field-testing. In preliminary field-testing, the writer conducted an evaluation survey called post-design survey. This survey was conducted to evaluate the designed materials. The writer developed the final version of the designed materials based on the data from the post-design survey. In Chapter II, this step is reflected on the revising step.

B. Research Respondents

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1. Respondents of the Pre-design Survey

In this study, the students’ needs were the most important to be considered in designing the intended materials. The subject of the needs analysis was the students of the fifth grade and the English teacher of SD Negeri 3 Sengon. The questionnaires were distributed to the students in order to obtain the information about the students’ characteristics, lacks, interests and needs in English subject. Besides, the English teacher was interviewed to give the opinion about the teaching learning activities, students’ lacks, interests and needs in English subject. The data gathered from the respondents used as the criteria to design appropriate integrated English materials for the fifth grade students of SD Negeri 3 Sengon.

2. Respondents of Post-design Survey

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Group Respondents

Sex Educational Background

Teaching Experience

F M D2 D3 S1 S2 1-5 5-10 >10 English Teacher

English Lecturer

Table 3.2: The Description of the Respondents

C. Research Instruments

In a research, instruments are needed to gather data more easily and also to organize the obtained data. There were two types of instruments employed in this study, namely questionnaires and interview.

1. Questionnaire

According to Ary, et al (1979), there are two types of questionnaires, namely structured (closed-form) and unstructured (open-form) questionnaires (p. 175). In the first type of the questionnaire both questions and answers are already provided. Therefore, the respondents only had to choose the best options according to their opinions and beliefs. On the other hand, in the second type of questionnaires, the respondents were given more freedom to express their opinions, comments and suggestions in detail using their own words.

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responses. The second questionnaire was used to gain evaluation or feedback toward the designed materials. The first part was the evaluation on the designed materials in which the respondents were supposed to select one from the five points of agreement. The second part is the written opinions, comments and suggestions on the designed materials.

2. Interview

Interview is an instrument that allows flexibility since the interviewer is able to observe the subject as well as the situation and paraphrase the questions when needed (Ary, et al, 1979, p. 175). Ary et al also mention that there are two types of interview questions, namely structured and unstructured interview. In a structured interview, the question and alternative answer are permitted to the subject and they are pre-determined by all respondents. It is inflexible and may seem formal. On the other hand, an unstructured interview is flexible and more informal since free questioning is possible regarding their views, beliefs, and attitudes. The second type of interview is preferred to use in this study to obtain the information for need analysis. The interview was done by interviewing the English teacher in SD Negeri 3 Sengon. He was interviewed to get further information about students’ characteristics, lacks, interests and needs in English subject.

D. Data Gathering Techniques

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1. Data Gathering Technique for Pre-design Survey

There were two types of data gathering in this study. The first was gathering data for needs survey, which was called pre-design survey. The data for the pre-design survey was gathered by distributing questionnaires to the fifth grade students of SD Negeri 3 Sengon. This survey was aimed to find out students’ needs, lacks, and wants in learning English. The writer also conducted interview with the English teacher of SD Negeri 3 Sengon. The interview was aimed to find out more information about the students and the teaching-learning activities from the teacher’s point of view.

2. Data Gathering Technique for Post-design Survey

The second type was by gathering data for the revision and improvement toward the designed materials, which was called post-design survey. This survey was aimed to obtain evaluations, comments, and suggestions towards the materials design. The data for conducting revisions and improvements on the designed materials were gathered by distributing questionnaires to the elementary English teachers from different schools, and the lecturers of English Education Study Program.

E. Data Analysis Techniques

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1. Data analysis from the Pre-design Survey

The writer applied a descriptive data analysis to analyze the data from the pre-design survey. The data results in pre-design survey were taken from the questionnaires and the interview. The data gathered from the questionnaires was analyzed by using percentage calculation method. The questionnaire was used to gather the data for the needs survey and gain the opinions, comments and suggestions from the respondents on the designed materials. The writer counted the total number of respondents and the number of respondents who chose certain answers. Then the writer made the percentage of it. The data results taken from the first questionnaire was calculated as follows:

N

—– x 100%

ΣN

N : The number of respondents who chose the certain answer

ΣN : The total number of respondents

2. Data analysis from the Post-design Survey

The writer applied a descriptive data analysis to analyze the data from the post-design survey. The descriptive statistics used in this study was the measures of central tendency. The central tendency was used because the writer wanted to know the tendency of the respondents’ opinions towards the designed materials.

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— ΣX X = –— N —

X: mean score X: scores

N: number of scores

Σ: sum or add

The median is the score that is at the center of the distribution after the data was arranged in order. The median i