ii v T C A R T S B A . ) 3 1 0 2 ( . n a i h D , ir a s a ti v o
N A Se to fEngilsh Vocabulary Materials f or t he Third s t n e d u t S e d a r
G o fSDNeger i1PanggangUsing Audioilngua lMethod and Tota l . e s n o p s e R l a c i s y h
P Yogyakatra :Engilsh Language Educaiton Study Program , . y ti s r e v i n U a m r a h D a t a n a S e h
T purposeoft hiss tudyi stodesignase to fEnglishvocabularymateiral s s t n e d u t s e d a r g d ri h t e h t r o
f SD Neger i1 Panggang using Audioilngua lmethod R l a c i s y h P l a t o T d n
a esponse . Since the Engilsh learning mateiral s tha t the e s u s t n e d u t
s do no tencourageandatrtactt hestudentst ol earnEngilsh more, t hey e v a h l li t
s dfi ifcutly to pronounce , memo irze , and recognize the Engilsh a
c o
v bulary ,therefore ,the design o fEngilsh vocabulary mateirals which appiles P l a t o T d n a d o h t e m l a u g n il o i d u
A hysica lResponsei sexpectedt ohelpt hes tudent s . g n i n r a e l y r a l u b a c o v h s il g n E d r a w o t s m e l b o r p r i e h t e m o c r e v o m e l b o r p e h t r e w s n a o t s m i a y d u t s s i h
T formulaiton .I twa sformulated i n s l a ir e t a m y r a l u b a c o v h s il g n E f o t e s d e n g i s e d e h t s e o d t a h W : n o it s e u q h c r a e s e r e h t f o s t n e d u t s e d a r g d ri h t e h t r o
f SD Neger i1 Panggang using the Audioilngua l e s n o p s e R l a c i s y h P l a t o T d n a d o h t e
m look ilke?Thi sstudyi sconducted bydoing l e d o m n g i s e d l a n o it c u rt s n i s ’ p m e K f o s p e t s e h
t (1977) which wa spu tunder t he
e l c y c D & R s ’l l a G d n a g r o B f o a ll e r b m
u (1983) .Relevan ttheo ire swhich are , s r e n r a e l g n u o y o t d e t a l e
r teachingEngilshvocabulary ,Audioilngua lmethod ,and h P l a t o
T ysica lResponsearealsoi ncludedi nt hiss tudy .
e h t f o n o i s r e v l a n if e h t s t n e s e r p r e ti r w e h t , n o it s e u q e h t r e w s n a o t r e d r o n I n i a m r u o f f o s t s i s n o c t i n u h c a E . s ti n u r u o f f o s t s i s n o c t I . s l a ir e t a m d e n g i s e d y l e m a n , s n o it c e
s Le’t s Listen! , Le’t s Speak! , Let’ s Read, and Le’t s Wrtie.! f o s e ir o e h
T the Audioilngua l method and Tota l Physica l Response are . s n o it c e s n i a m r u o f e s o h t n i d e t n e m e l p m
i Thedesignedmateiral scouldbeappiled r
o
f Engilsh vocabulary learning because from the resul to fpreilminary ifeld s
e
t itng obtained, t he mean ranged of t he designed mateiral si sfrom 3.6 up t o 4 . 4 f o e l a c s e h t m o r
f The resul timpile stha tthe designed mateiral swere wel l f o e d a r g d ri h t e h t n i d e t n e m e l p m i e b o t e l b a t p e c c a d n a d e n g i s e
d SD Neger i1
. g n a g g n a P : s d r o w y e
ii i v K A R T S B A . ) 3 1 0 2 ( . n a i h D , ir a s a ti v o
N A Se to fEngilsh Vocabulary Materials f or t he Third S
e d a r
G tudent so fSDNege ir 1PanggangUsing Audioilngua lMethod and Tota l e s n o p s e R l a c i s y h
P . Yogyaka tra :Pendidikan Bahasa Ingg ir sUniverstia sSanata . a tr a k a y g o Y a m r a h D a t a k a s o k i r e t a m g n a c n a r e m k u t n u n a u j u tr e b i n i n a it il e n e
P bahasa I nggri s
R l a c i s y h P l a t o T n a d l a u g n il o i d u A e d o t e m n a k p a r e n e m n a g n e
d esponse untuk
n e r a K . g n a g g n a P 1 i r e g e N D S 3 s a l e k a w s i
s asebagian besa rsiswaSDNeger i1 k u t n u n a ti l u s e k i m a l a g n e m g n a g g n a
P mengucapkan ,menghafa ldan memaham i a h a b n a t a k a s o
k sa Inggri sdengan baik ,sedangkan mater ipembelajaran yang n a r a j a l e b m e p s u b a li s n a g n e d i a u s e s k a d it g n a d a k r e t s a l e k i d n a k a n u g a k e r e m n a
y g dimiilk i dan dikembangkan oleh sekolah , maka dar i tiu , rancangan t e m n a k a n u g g n e m g n a y s i r g g n I a s a h a b a t a k a s o k n a r a j a l e b m e
p odeAudio ilngua l
R l a c is y h P l a t o T n a
d espose sdiharapkan untuk dapa tmembantu murid-murid r a j a l e b m a l a d a y n u s u h k a y n h a l a s a m i n a g n a n e
m kosakatabahasaI nggri .s
g n a y n a h a l a s a m r e p u t a u s b a w a j n e m k u t n u n a u j u tr e b i n i n a it il e n e P n a g n a c n a r a p a i t r e p e S : n a it il e n e p n a a y n a t r e p k u t n e b m a l a d n a k i s a l u m r o fi d 1 i r e g e N D S 3 s a l e k a w s i s k u t n u s i r g g n I a s a h a B a t a k a s o k n a r a j a l e b m e p d n a it il e n e P . ? g n a g g n a
P liakukan dengan menggunakan langkah – langkah m a l a d n a k i s a k il p a i d n a i d u m e k p m e K h e l o i r o p o l e p i d g n a y n g i s e D l a n o it c u r t s n I i r o e T . ll a G n a d g r o B h e l o e l c y c D &
R -teor iyangrelevan atau menyangkutt eo ir -I a s a h a b n a r a j a g n e p i r o e
t nggri suntuk anak-anak ,metode Audioilngual ,dan R l a c is y h P l a t o
T esponsej ugadimasukkankedalampeneilitani ni .
i r a d r i h k a i s r e v n a k ij a y n e m s il u n e p , n a a y n a t r e p b a w a j n e m k u t n U . ti n u t a p m e i r a d i r i d r e t u ti n a g n a c n a R . n a r a j a l e b m e p i r e t a m n a g n a c n a
r Uni t
! e s o n r u o y o t t n i o P l u d u j r e b a m a t r e
p ,l alu uni tkeduaberjudu l Ihave ifvebooks! , e k il I l u d u j r e b t a p m e e k t i n u n a d ? k l a h c e h t si e r e h w l u d u jr e b a g it t i n u n a i d u m e k S . n e k c i h c d e i r
f eitapuntit erdir idar iempa tbagianutama ,yang dinamakan Le’t s W s ’t e L d n a , ! d a e R s ’t e L , ! k a e p S s ’t e L , ! n e t s i
L rtie.! Teori-teor i metode
t i n u t a p m e e k m a l a d i d n a k i s a t n e m e l p m i i d e s n o p s e r l a c i s y h p l a t o t n a l a u g n il o i d u a k u t n u n a k is a k il p a i d t a p a d n a r a j a l e b m e p i r e t a m n a g n a c n a R . t u b e s r e t y r a n i m il e r p l i s a h n a k r a s a d r e b a n e r a k s i r g g n I a s a h a b a t a k a s o k n a r a j a l e b m e p t s e t d l e
if ing ,nlia ir - aata r ta yang didapatkan adalah 3.6 sampa i4 dar itota l . 4 n a i a li n e
p Hasi l menyatakan bahwa rancangan pembelajaran driancang . g n a g g n a P 1 i r e g e N D S a g it s a l e k i d n a k is a k il p a i d u p m a m n a d k i a b a r a c e s : i c n u k a t a
A
I
R
E
T
A
M
Y
R
A
L
U
B
A
C
O
V
H
S
I
L
G
N
E
F
O
T
E
S
A
L
S
F
O
R
T
H
E
D
R
I
H
T
G
R
A
D
E
S
T
U
D
E
N
T
S
O
F
S
D
N
E
G
E
R
I
1
P
A
N
G
G
A
N
G
L
A
C
I
S
Y
H
P
L
A
T
O
T
D
N
A
D
O
H
T
E
M
L
A
U
G
N
I
L
O
I
D
U
A
G
N
I
S
U
E
S
N
O
P
S
E
R
N A K I D I D N E P A N A J R A S
A THESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
ir a s a ti v o N n a i h D
0 5 1 4 1 2 1 9 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
I S R E V I N U A M R A H D A T A N A
S T Y
A T R A K A Y G O Y
i
A
I
R
E
T
A
M
Y
R
A
L
U
B
A
C
O
V
H
S
I
L
G
N
E
F
O
T
E
S
A
L
S
F
O
R
T
H
E
D
R
I
H
T
G
R
A
D
E
S
T
U
D
E
N
T
S
O
F
S
D
N
E
G
E
R
I
1
P
A
N
G
G
A
N
G
G
N
I
S
U
A
U
D
I
O
L
I
N
G
U
A
L
M
E
T
H
O
D
A
N
D
T
O
T
A
L
P
H
Y
S
I
C
A
L
E
S
N
O
P
S
E
R
N A K I D I D N E P A N A J R A S
A THESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
a t b O o
t int heSarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
ir a s a ti v o N n a i h D
0 5 1 4 1 2 1 9 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
A
S NATADHARMAUNIVERSITY A
T R A K A Y G O Y
v i
g
r
e
d
n
U
s
i
h
T
r
a
d
u
a
t
e
T
h
e
s
i
s
:
o
t
d
e
t
a
c
i
d
e
d
s
i
T
W
S
h
a
ll
A
fl
e
s
y
M
r
e
h
t
a
F
d
n
a
r
e
h
t
o
M
d
e
v
o
l
e
B
y
M
y
li
m
a
f
y
M
y
li
m
a
F
s
’
o
n
r
a
H
e
h
T
y
li
m
a
F
s
’
o
m
o
S
e
h
T
s
d
n
e
i
r
f
y
M
r
e
n
t
r
a
p
y
M
v
K R O W F O T N E M E T A T
S ’SORIGINALITY
k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I
e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p c e x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o
. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r
r e b m e c e D 6 , a tr a k a y g o
Y 2013
r e ti r W e h T
ir a s a ti v o N n a i h D
i v
N A U J U T E S R E P N A A T A Y N R E P R A B M E L
S I M E D A K A N A G N I T N E P E K K U T N U H A I M L I A Y R A K I S A K I L B U P
a d n a tr e b g n a
Y tangandibawahi n,is ayamahasiswaUniverstia sSanataDharma: a
m a
N :DhianNovtiasa ir w
s i s a h a M r o m o
N a :091214150
n a a k a t s u p r e P a d a p e k n a k ir e b m e m a y a s , n a u h a t e g n e p u m li n a g n a b m e g n e p i m e D
:l u d u jr e b g n a y a y a s h a i m li a y r a k a m r a h D a t a n a S s a ti s r e v i n U
D R I H T E H T R O F S L A I R E T A M Y R A L U B A C O V H S I L G N E F O T E S A
S T N E D U T S E D A R
G OFSDNEGER I1PANGGANGUSING L
A U G N I L O I D U
A METHODANDTOTALPHYSICALRESPONSE
n a k ir e b m e m a y a s , n a i k i m e d n a g n e D . ) a d a a li b ( n a k u lr e p i d g n a y t a k g n a r e p a tr e s e b
m a l a d n a k h il a g n e m , n a p m i y n e m k u t n u k a h a m r a h D a t a n a S s a ti s r e v i n U a d a p e k
rt s i d n e m , a t a d n a l a k g n a p k u t n e b m a l a d a y n a l o l e g n e m , n i a l a i d e m k u t n e
b ibusikan
a b r e t a r a c e
s tas , dan mempub ilkasikannya d i interne t atau media lain untuk n a k ir e b m e m n u p u a m a y a s i r a d n ij i a t n i m u lr e p a p n a t s i m e d a k a n a g n it n e p e k
. s il u n e p i a g a b e s a y a s a m a n n a k m u t n a c n e m p a t e t a m a l e s a y a s a d a p e k i tl a y o r
a s i n i n a a t a y n r e p n a i k i m e
D yabua tdengans ebenarnya.
a tr a k a y g o Y i d t a u b i D
g n a t a d a
P gal :6December2013 ,
n a k a t a y n e m g n a Y
ii v T C A R T S B A . ) 3 1 0 2 ( . n a i h D , ir a s a ti v o
N A Se to fEngilsh Vocabulary Materials f or t he Third s t n e d u t S e d a r
G o fSDNeger i1PanggangUsing Audioilngua lMethod and Tota l . e s n o p s e R l a c i s y h
P Yogyakatra :Engilsh Language Educaiton Study Program , . y ti s r e v i n U a m r a h D a t a n a S e h
T purposeoft hiss tudyi stodesignase to fEnglishvocabularymateiral s s t n e d u t s e d a r g d ri h t e h t r o
f SD Neger i1 Panggang using Audioilngua lmethod R l a c i s y h P l a t o T d n
a esponse . Since the Engilsh learning mateiral s tha t the e s u s t n e d u t
s do no tencourageandatrtactt hestudentst ol earnEngilsh more, t hey e v a h l li t
s dfi ifcutly to pronounce , memo irze , and recognize the Engilsh a
c o
v bulary ,therefore ,the design o fEngilsh vocabulary mateirals which appiles P l a t o T d n a d o h t e m l a u g n il o i d u
A hysica lResponsei sexpectedt ohelpt hes tudent s . g n i n r a e l y r a l u b a c o v h s il g n E d r a w o t s m e l b o r p r i e h t e m o c r e v o m e l b o r p e h t r e w s n a o t s m i a y d u t s s i h
T formulaiton .I twa sformulated i n s l a ir e t a m y r a l u b a c o v h s il g n E f o t e s d e n g i s e d e h t s e o d t a h W : n o it s e u q h c r a e s e r e h t f o s t n e d u t s e d a r g d ri h t e h t r o
f SD Neger i1 Panggang using the Audioilngua l e s n o p s e R l a c i s y h P l a t o T d n a d o h t e
m look ilke?Thi sstudyi sconducted bydoing l e d o m n g i s e d l a n o it c u rt s n i s ’ p m e K f o s p e t s e h
t (1977) which wa spu tunder t he e l c y c D & R s ’l l a G d n a g r o B f o a ll e r b m
u (1983) .Relevan ttheo ire swhich are , s r e n r a e l g n u o y o t d e t a l e
r teachingEngilshvocabulary ,Audioilngua lmethod ,and h P l a t o
T ysica lResponsearealsoi ncludedi nt hiss tudy .
e h t f o n o i s r e v l a n if e h t s t n e s e r p r e ti r w e h t , n o it s e u q e h t r e w s n a o t r e d r o n I n i a m r u o f f o s t s i s n o c t i n u h c a E . s ti n u r u o f f o s t s i s n o c t I . s l a ir e t a m d e n g i s e d y l e m a n , s n o it c e
s Le’t s Listen! , Le’t s Speak! , Let’ s Read, and Le’t s Wrtie.!
f o s e ir o e h
T the Audioilngua l method and Tota l Physica l Response are . s n o it c e s n i a m r u o f e s o h t n i d e t n e m e l p m
i Thedesignedmateiral scouldbeappiled r
o
f Engilsh vocabulary learning because from the resul to fpreilminary ifeld s
e
t itng obtained, t he mean ranged of t he designed mateiral si sfrom 3.6 up t o 4 . 4 f o e l a c s e h t m o r
f The resul timpile stha tthe designed mateiral swere wel l f o e d a r g d ri h t e h t n i d e t n e m e l p m i e b o t e l b a t p e c c a d n a d e n g i s e
d SD Neger i1
. g n a g g n a P : s d r o w y e
ii i v K A R T S B A . ) 3 1 0 2 ( . n a i h D , ir a s a ti v o
N A Se to fEngilsh Vocabulary Materials f or t he Third S
e d a r
G tudent so fSDNege ir 1PanggangUsing Audioilngua lMethod and Tota l e s n o p s e R l a c i s y h
P . Yogyaka tra :Pendidikan Bahasa Ingg ir sUniverstia sSanata . a tr a k a y g o Y a m r a h D a t a k a s o k i r e t a m g n a c n a r e m k u t n u n a u j u tr e b i n i n a it il e n e
P bahasa I nggri s
R l a c i s y h P l a t o T n a d l a u g n il o i d u A e d o t e m n a k p a r e n e m n a g n e
d esponse untuk
n e r a K . g n a g g n a P 1 i r e g e N D S 3 s a l e k a w s i
s asebagian besa rsiswaSDNeger i1
k u t n u n a ti l u s e k i m a l a g n e m g n a g g n a
P mengucapkan ,menghafa ldan memaham i a h a b n a t a k a s o
k sa Inggri sdengan baik ,sedangkan mater ipembelajaran yang n a r a j a l e b m e p s u b a li s n a g n e d i a u s e s k a d it g n a d a k r e t s a l e k i d n a k a n u g a k e r e m n a
y g dimiilk i dan dikembangkan oleh sekolah , maka dar i tiu , rancangan t e m n a k a n u g g n e m g n a y s i r g g n I a s a h a b a t a k a s o k n a r a j a l e b m e
p odeAudio ilngua l
R l a c is y h P l a t o T n a
d espose sdiharapkan untuk dapa tmembantu murid-murid r a j a l e b m a l a d a y n u s u h k a y n h a l a s a m i n a g n a n e
m kosakatabahasaI nggri .s
g n a y n a h a l a s a m r e p u t a u s b a w a j n e m k u t n u n a u j u tr e b i n i n a it il e n e P n a g n a c n a r a p a i t r e p e S : n a it il e n e p n a a y n a t r e p k u t n e b m a l a d n a k i s a l u m r o fi d 1 i r e g e N D S 3 s a l e k a w s i s k u t n u s i r g g n I a s a h a B a t a k a s o k n a r a j a l e b m e p d n a it il e n e P . ? g n a g g n a
P liakukan dengan menggunakan langkah – langkah m a l a d n a k i s a k il p a i d n a i d u m e k p m e K h e l o i r o p o l e p i d g n a y n g i s e D l a n o it c u r t s n I i r o e T . ll a G n a d g r o B h e l o e l c y c D &
R -teor iyangrelevan atau menyangkutt eo ir -I a s a h a b n a r a j a g n e p i r o e
t nggri suntuk anak-anak ,metode Audioilngual ,dan R l a c is y h P l a t o
T esponsej ugadimasukkankedalampeneilitani ni .
i r a d r i h k a i s r e v n a k ij a y n e m s il u n e p , n a a y n a t r e p b a w a j n e m k u t n U . ti n u t a p m e i r a d i r i d r e t u ti n a g n a c n a R . n a r a j a l e b m e p i r e t a m n a g n a c n a
r Uni t
! e s o n r u o y o t t n i o P l u d u j r e b a m a t r e
p ,l alu uni tkeduaberjudu l Ihave ifvebooks! , e k il I l u d u j r e b t a p m e e k t i n u n a d ? k l a h c e h t si e r e h w l u d u jr e b a g it t i n u n a i d u m e k S . n e k c i h c d e i r
f eitapuntit erdir idar iempa tbagianutama ,yang dinamakan Le’t s W s ’t e L d n a , ! d a e R s ’t e L , ! k a e p S s ’t e L , ! n e t s i
L rtie.! Teori-teor i metode
t i n u t a p m e e k m a l a d i d n a k i s a t n e m e l p m i i d e s n o p s e r l a c i s y h p l a t o t n a l a u g n il o i d u a k u t n u n a k is a k il p a i d t a p a d n a r a j a l e b m e p i r e t a m n a g n a c n a R . t u b e s r e t y r a n i m il e r p l i s a h n a k r a s a d r e b a n e r a k s i r g g n I a s a h a b a t a k a s o k n a r a j a l e b m e p t s e t d l e
if ing ,nlia ir - aata r ta yang didapatkan adalah 3.6 sampa i4 dar itota l . 4 n a i a li n e
p Hasi l menyatakan bahwa rancangan pembelajaran driancang . g n a g g n a P 1 i r e g e N D S a g it s a l e k i d n a k is a k il p a i d u p m a m n a d k i a b a r a c e s : i c n u k a t a
x i
T N E M E G D E L W O N K C
A S
b w .r w m u k i a l a u m a l a s s A
o t e d u ti t a r g t s e p e e d y m s s e r p x e o t e k il d l u o w I l l a f o t s ri
F AllahSWT rfo
r o f e fi l y m f o s y a d d r a h y m h g u o r h t e v o l d n a , e c n a d i u g , g n i s s e l b e h t
.s i s e h t y m g n i h s il p m o c c a
, n e h
T I nwa tt oexpres smyt hankst o et h dearestf ather ,Drs .Sarwanaand
e h t o s l
a deares tmother ,Retno Purwantari ,S.Pd. for t hei rencouragement sand
, s e o r e h y m e r a y e h T . p u e v i g t s o m l a I n e h w s y a d d r a h y m g n ir u d s tr o p p u s r i e h t
c c a o t s n o s a e r y m d n a , n o it a ri p s n i y
m ompilshmyt hesi .sI l ovet hems omuch .My
, r e t s i s d e v o l e b y m o t s e o g o s l a n o it a c i d e
d Rizk iDisitanasari fo rthei radvices ,
d n a r e v e n e h w s r e n tr a p t s e b y m e r a y e h T .l l e w s a s t n e m e g a r u o c n e d n a , s tr o p p u s
, s i n o it a u ti s e h t w o h r e tt a m o N . m e h t d e e n I r e v e r e h
w they alway sstand beside
. e fi l y m n i s e t a m l u o s s u o i c e r p y m e r a y e h T . e
m Then my big t hank salso go to
, y li m a f g i b y
m the Harno’ sfamliy ,the Somo’ sfamliy, the Soegeng’ sfamliy,
r e h t o m d n a r g y
m s , grandfather ,s and my sibilng s who alway s suppor t me
r e v e n e h
w Ialmos tgiveup.
, r o s n o p s t a e r g y m o t y l e r e c n i s e d u ti t a r g l a i c e p s y m s s e r p x e o t e k il d l u o w I
. d P . M , . d P . S , i n a y it s i r K a n it s i r h
C I thank he r fo rthe kindness , paitence ,
e h t d n a , s tr o p p u s , s k c a b d e e f , s e c i v d
a beneifcia lsuggesitons .May God alway s
r e h s s e l
b andherf amliywtihj oyandhappiness .Then, Iwould ilket oexpres smy
g i
b thanks t o t he evaluators o fmy designed mateirals ,Josephine Sr iMurwan i
,. d P . M , . d P .
S Adest iKomalasar iS.Pd. ,M.A,. and Irma Viv iAtmaja S.Pd. I
n a s s e n d n i k r i e h t r o f m e h t k n a h
x s k c a b d e e f d n a s n o it s e g g u s r i e h
t , Icould no tmaket hebette rdesigned mateirals . I
o t l u f e t a r g y lr a l u c it r a p m
a SD Neger i1 Panggang ,a san educaitonal i nsttiuiton , h t t c u d n o c o t n o i s s i m r e p e h t n e v i g s a h h c i h
w er esearch i n t ha tschool .Especially ,
o
t Drs .Mujadi a sthe headmaste ro fSD Neger i1 Panggang ,and Irma Viv i d P . S a j a m t
A . ,ast heEngilsht eache ro fSDNeger i1Panggang.I t hankt hemf o r e h t g n it c u d n o c n i e m g n i p l e h r o f e m it e l b a u l a v d n a s tr o p p u s ri e h
t research .
k n a h t o t e k il o s l a d l u o w I n e h
T Sr .Margareth ,Sarah Bushey ,Karina
y d n a S , . d P . S i ll i W a r u t n e v a n o B , a c s i r F a i s i n o i D , o y t e s a r P i d u B , s l a n o D c M , . d P . S i d h u Z n o r s u Z , . d P . S a d n a i r e
F Risa Sagtia Waluyan ,S.Pd. ,Mahatma
, u r a d n a m i r
P andDima sMerdeka ,whohelpedmei ncheckingt hel anguagef o r
, d n e ir f l a i c e p s y m o t s e o g e d u ti t a r g l a i c e p s A . s i s e h t y
m Yusu fRizk iAdh iS.E. ,
d n a s s e n d a s y m g n ir u d e m e d i s e b s d n a t s s y a w l a o h w r e tr o p p u s g i b y m s a a , e c n e it a p , tr o p p u s , s s e n d n i k , e v o l s i H . e fi l y m n i s s e n i p p a
h nd advice makeme
s d r o w e h t n a h t e r o m h c u m o s m i h e v o l I . e fi l s i h t e c a f o t g n o rt
s cans ay.
, s d n e ir f y m e t a i c e r p p a o t e k il d l u o w I , n e h
T Indria Ajeng NoorAmbar ,
o n i N a i c u L , a ti s k a h L u y a H a k i r d n e H , i r a s a ti p s u P a k y t r A a n it s i r h C o n il a e R , o r o m s a i d i
W OscarArtana ,Flavianu sBatan ,Kaizen Group :Anggi ,
d n a , i k o B s e n g A , i h d l
A B uay ,andalsof irendsf romclas sDKosongSongowho
e n o d e n o it n e m e b t o n n a
c by one. I t hankt hemsomuchf ort hesuppor,tl aughter ,
h t e g o t t n e p s e w s e m it e h t d n a s s e n i p p a h , s s e n d a s , s e ir o t
s e rin Sanata Dharma
i x
S T N E T N O C F O E L B A T
e g a P
E L T I
T PAGE………..……….i.
E G A P L A V O R P P
A S………. ii
E G A P N O I T A C I D E
D ……….………i v
T
S ATEMENTOFWORK’SORIGINALITY………v
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ………vi
T C A R T S B
A ………..v ii
K A R T S B
A ……….v iii S
T N E M E G D E L W O N K C
A ………...i x
S T N E T N O C F O E L B A
T ………...x i
S E L B A T F O T S I
L ………... vx i
S E C I D N E P P A F O T S I
L ………....x v
. 1 R E T P A H
C INTRODUCTION………1
.
A ResearchBackground ... .. ………1
.
B ResearchProblem ……… 4 ...
.
C ProblemLimtiaiton ... ….. … ………5
.
D ResearchObjecitve . ………....5
.
E ResearchBeneftis ... ………6
n o it i n if e D .
ii x A
L E R F O W E I V E R . I I R E T P A H
C TEDLITERATURE………. 01
.
A Theoreitca lDescirpiton……….……1 0
.
1 Kemp’sI nsrtucitona lDesign………1 1
.
2 TeachingVocabularyt oYoungLearners……… 51
.
3 TeachingEngilsht oYoungLearners………... 02
o i d u A .
4 ilngua lMethod……….….. 12
a .Pirnciple so fAudio-ilngua lMethod .. ………2 2
b. Designi nAudio-ilngua lMethod………...2 3
l a t o T .
5 Physica lResponse………..……2 5
a .Pirnciple so fTota lPhysica lResponse………...25
b .Designi nTota lPhysica lResponse………27
.
6 KTSP(KurikulumTingka tSatuanPendidikan)……….. 82 B .Theoreitca lFramework……….. 92
.
1 Identfiyingt heLearne rCharacteirsitcs………...29
.
2 Staitngt heGoals ,Topics ,andGenera lPurposes………30
3 .Staitngt heLearningObjecitves………..31
4 .Lisitngt heSubjec tContent……….……31
5 .Selecitngt heTeachingandLearningAcitviites………….………33
.
6 Evaluaitngt heDesignedMateirals……….3 3
v e R .
7 isingt heDesignedMate irals……….34
I I R E T P A H
C I .METHODOLOGY ... ………36
.
ii i x
. … … … … … … … … … … … g n it c e ll o C n o it a m r o f n I d n a h c r a e s e R .
1 . 37
… … … … … … … … … … … … … … … … … … … … g n i n n a l P .
2 . …… . 7. 3
r P e h t g n i p o l e v e D .
3 eilminaryFormo fProduct……….38
d l e i F y r a n i m il e r P .
4 Tesitng………38
o r P n i a M .
5 duc tRevision………38
.
B ResearchSetitng………40
.
C ResearchParitcipants……….4 1
.
1 TheParitcipant soft heResearchandI nformaitonCollecitng……4 1
.
2 TheParitcipant so fthePreilminaryFieldTesitng……..…………4 1
d n a s t n e m u rt s n I .
D aD taGathe irngTechniques………4 2
… … … … … … … … … … … … … … … s t n e m u rt s n I h c r a e s e R .
1 ..……42
a t a D .
2 gatheirngTechnique………...………44
e u q i n h c e T s i s y l a n A a t a D .
E ……….………..45
a e s e R .
F rchProcedures………..…4 8
.
1 AskingPermission………...48
.
2 ConducitngObservaiton………..48
.
3 Staitngt heGoals ,andGenera lPurposes………49
.
4 Designingt heVocabularyMateirals………...49
.
5 ConducitngExper tVaildaiton……….49
… … … s l a ir e t a M d e n g i s e D e h t g n i s i v e R .
6 ……….50
v i x V
1 R E T P A H
C .RESEARCHRESULTANDDISCUSSION.. ………51
.
A TheGoa loft heDesignedMateirals. ... .. ………...51
.
B TheLearners ’Characteirsitcs……….………….…… 2..5
c e j b O e c n a m r o f r e P e h T .
C itves……….5 5
.
D TheEvaluaitonf romt hePreilminary………...57
.
E TheFina lVersionoft heDesignedMateirals………61
V R E T P A H
C . CONCLUSIONS ANDSUGGESTIONS .. ………6 8
. … … … … … … … … … … … … … … … .. … … … … … … … s n o i s u l c n o C .
A 68
… … … … … … … s n o it s e g g u S .
B …………...……….7 0
e h t r o f s n o it s e g g u S .
1 EngilshTeache ro fSDNeger i1Panggang… .70 r
o f s n o it s e g g u S .
2 theFutureResearchers………...71
2 7 .. . … … … … … … … … … … … … … … … … … … … … … … … … … S E C N E R E F E R
E P P
v x
S E L B A T F O T S I L
a P g e
g n it s e T d l e i F y r a n i m il e r P f o s t n a p i c it r a P e h t f o n o it p ir c s e D e h T 1 . 3 e l b a
T ….…42
r a d n a t S y c n e t e p m o C e h T 1 . 4 e l b a
T dandBasicCompetence………... 15
f o a t a D e h T 2 . 4 e l b a
T theClass……….53
3 . 4 e l b a
T TheTopicandTheLearningObjecitves………56
e l b a
T .4 4 DataPresentaitonTablef ort hePreilminaryFieldTesitng
e ri a n n o it s e u
Q ………. 75
9 5 .. . … s tl u s e R g n it s e T d l e i F y r a n i m il e r P e h t r o f e l b a T n o it a t n e s e r P a t a D 5 . 4 e l b a T
t a M d e n g i s e D e h t f o s e lt i T e h t d n a s c i p o T e h T 6 . 4 e l b a
T eirals………61
o t n e m e g n a r r A e h T 1 . 5 e l b a
i v x
S E R U G I F F O T S I L
e g a P
a n o it c u rt s n I s ’ p m e K 1 . 2 e r u g i
F lDesignModel……….15
s ’ r e ti r W e h T 2 . 2 e r u g i
F Model………..35
e h T 1 . 3 e r u g i
F RelaitonBetweenR&DCycleandt heTheoreitca lFramework i n
o c e S e h
ii v x
S E C I D N E P P A F O T S I L
e g a P
A x i d n e p p
A PermissionLetter……… . 4..7
e ri a n n o it s e u Q B x i d n e p p
A fo rResearchandI nformaitonCollecitng……….… ..75
… … … … … … … … … … … … … … e n il e d i u G w e i v r e t n I l a m r o f n I C x i d n e p p
A … 77
… … … … … … … … … g n it s e T d l e i F y r a n i m il e r P r o f s t n e m u rt s n I D x i d n e p p
A … 87
. … … … … … … … … … … … … … … … … … … … … … … … s u b a ll y S E x i d n e p p
1 1 R E T P A H C
N O I T C U D O R T N I
s ri f e h t n
I tchapte,rt hewrtie relaborate stheresearchbackground ,research m
e l b o r
p ,problem l imtiaiton ,research objecitve ,research beneftis ,and de ifniiton f
o termswhichareexplainedclealryandreasonablyi neachpar.t
.
A ResearchBackground
d h s il g n E h c a e t o t t n a tr o p m i s i t
I ue to the rtend development fo the d
lr o w e h t n i e g a u g n a l h s il g n
E (Brewste,r Elils ,& Griard, 2002 , 1p. ) .In many n
i y ll a i c e p s e , s e ir t n u o
c Indonesia , the Indonesian governmen t ha s insrtucted h
s il g n
E languagetobei nrtoduceda sthel oca lsubject ni elementarys chool .Based t
n e m n r e v o g e h t n
o ’ sinsrtuciton ,Engilshi sinrtoduced a telementaryschoo lleve l k
i d p e D ( e d a r g h tr u o f e h t m o r f g n it r a t
s bud ,1994: i ia sciitedi nSu ityono ,2000 ,p . 1) .However ,in some school sin Indonesia ,especially SD Neger i1 Panggang ,
s i h s il g n
E taugh tstaritng from t hefris tgrade. According t o StandarKompeten is n
a
d Kompetensi Dasa rTingka tSD ,MI ,dan SDLB which i scovered in KTSP )
m u l u c ir r u C d e s a B l o o h c S
( , the purposes o f teaching Engilsh staritng from o
o h c s y r a t n e m e l
e lleve laredeveloping thestudents ’communicaitvecompetence e l P M S n i h s il g n E n r a e l o t y ti li b a ’ s t n e d u t s e h t g n ir a p e r p d n a m r o f l a r o e h t n
i v e.l
y ll u f e p o h , e c n e
H byl earning Engilshf romt heelementaryl evel ,thestudent swli l n
r a e l o t y d a e r e m o c e
b et h Engilshl anguageatt hehigherl eve lo feducaiton. e
h t , a i s e n o d n I n
I governmen t estabilshed the 2006 Schoo l Based m
u l u c ir r u
s ti s a h s il g n E d e il p p
a localsubject .Thecurirculumemphasizesacquisiitonoff ou r e
g a u g n a
l skill s namely reading , speaking, wiritng and ilstening in the clas s .
t x e t n o
c Since the Engilsh i sinrtoduced in elementary schoo llevel , a s the d
e e n s t n e d u t s l o o h c s y r a t n e m e l e , h s il g n E g n i n r a e l n i s r e n n i g e
b vocabulary ast he
n r a e l o t n o it a d n u o
f theEngilsh l anguage . sA statedbyRivers( 1981) ,vocabulary n
o p m o c e r o c a s
i en tof l anguage pro ifciency because vocabul ary provide smuch n
r a e l s t n e d u t s ll e w w o h r o f s i s a b e h t f
o tospeak ,ilsten,r ead ,andwrtie.Therefore , s
t n e d u t s e h t e s a e o t r e d r o n i t n a tr o p m i s i y r a l u b a c o v g n i c u d o rt n
i ’ ilstening ,
. h s il g n E n i g n it ir w d n a , g n i d a e r , g n i k a e p s
a m y r a l u b a c o v e h t o t d e t a l e
R stery ,based on t hewrtier’ sexpeirencewhen f
o s t n e d u t s e d a r g d ri h t e h t , n o it a v r e s b o e h t d e t c u d n o c r e ti r w e h
t SD Neger i1
g n a g g n a
P were sitll lacked in thei r Engilsh vocabulary . They stli l found n
E g n i z i n g o c e r n e v e , g n i z ir o m e m , g n i c n u o n o r p n i s e it l u c if fi
d gilsh word sinto
. a i s e n o d n I a s a h a
B Mos to fthe student sstli lfound d fiifcutly in comprehending t
o n d i d y e h t e s u a c e b s e c n e t n e s t r o h
s clea lry understand the meaning o fword s e
r a h c i h
w used i n ht o sesentences.I n somemanycase ,st hey also founddfiifcutly in reading and wiritng sentence sin Engilsh because they did no tknow how to
. e s u o t d a h y e h t s d r o w t a h w d n a y lt c e r r o c s d r o w e h t e c n u o n o r
p Themonotonou s
e d a m k o o b t x e t e h t n i d e d i v o r p e r a h c i h w s l a ir e t a m g n i n r a e l g n it s e r e t n i n u d n a
e e f s t n e d u t
s lbored. The teache r did no texplain and deilve rthe vocabulary n
i s l a ir e t a
m acontextua lway .She only explained the mateiral sat t hebeginning t
u o h ti w s e s i c r e x e s t n e d u t s e h t e v a g n e h
t consideirng whethe rthe student shad d
e d n e h e r p m o
3 s
t n e d u t s e h t , y lt n e u q e s n o
C stli lneede d assistancebyt het eache rto dot he s
e s i c r e x
e tha tareprovidedi nt hetextbook .Then,l ackoft eacher’ sexplanaitonon s
t n e d u t s e h t e d a m s e c n e t n e s e h t n i d e s u g n i e b e r e w t a h t s d r o
w feel t ha tEngilsh
i d s a
w f ifcutl .Fu trhe,rt herewa snoattemp tmadebyt het eachert or ecal land drli l s
l a ir e t a m e h
t . Therefore,reteniton oft hestudents ’memoryo fEngilsh vocabulary e
l b i s s o p m i t s o m l a s a
w .
s r o t c a f e h t n o d e s a
B menitoned ,thi sstudyaimstodesign a se to fEnglish y
r a l u b a c o
v mateiralsf ort het hridgradestudents fo SDNeger i1Panggang using o
i d u
A lingua lmethod and Tota lPhysica lResponse .The Audio ilngua lmethod y
r a l u b a c o v n r a e l s t n e d u t s e h t s p l e
h through repeititonand i mtiaiton .Richards and r
e g d o
R s (1986 )a dd tha tAudioilngua lmethod i s inrtoduced in orde rto help e
l p o e
p masterf oreignl anguageorallyi nashor t itme . tIemphasize son oralf orm y
b imtiaitng and drliilng . Emphasizing on ora l form s means ilstening and d
n a t s ri f e m o c g n i k a e p
s nthe readingandwiritngcomel ater. R
l a c i s y h P l a t o
T esponse i scommonly appiled t o young l earner sbecause P
l a t o
T hysica lResponse method involve sthe natura lcharacte irsitc so fyoung r
e n r a e
l s andi tprovide shighly contextuailzed acitviite ssuch a sbodymovements , o
it c
a n song sand chants (Brewster ,Elils ,& Griard ,2002 ,p .27) .Besides ,Larsen d
n
a Freeman (2000 ,p .107 )also propose tha tTota lPhysica lResponse i sa .
s r e n r a e l g n u o y d n a s r e n n i g e b h ti w l l e w s k r o w h c i h w d o h t e m g n i h c a e
t Therefore ,
, y d u t s s i h t n
i Tota lPhysica lResponsei sa sutiablemethod in ordert o i nrtoduce .s
y r o e h t s ’ d r a r ri G d n a , s il l E , r e t s w e r B y b d e tr o p p u s s i n o it p m u s s a s i h T
l a u g n il o i d u A t a h t e t a t s y e h T . ) 2 0 0 2
( method and Tota lPhysica lResponse i sa e
t a ti li c a f s d o h t e m e s o h t e c n i s d o h t e m n o it a n i b m o c d o o
g the young learner sto
n r a e
l Engilsh vocabulary through imtiaiton , repeititon , drliilng , and body .
t n e m e v o
m In thi sstudy ,Audioilngua lmethod help sthe young learners learn y
r a l u b a c o v h s il g n
E throughimtiaiton,r epeititon ,anddrliilngwhlieTota lPhysica l e
s n o p s e
R help s the young learners learn Engilsh vocabulary through body t
n e m e v o
m s and physica lacitviite .s Hence, the wrtie rexpect stha tthe designed a
l u b a c o
v ry mateiral s which apply Audioilngua l method and Tota l Physica l e
s n o p s e
R wli ldevelop and enhance the Engilsh vocabulary o fthe thrid grade f
o s t n e d u t
s SDNeger i1Panggang.
B. ResearchProblem
s m e ti y r a l u b a c o v e h t s s u c s i d y lr a l u c it r a p l li w y d u t s s i h
T presented i n t he
d ri h t e h t r o f k o o b t x e
t gradestudent so fSDNeger i1 Panggang and t hen develop f
o t e s a o t n i m e h
t Engilshl earningmateiral .sTherei soneproblemt obeexamined t
s s i h t n
i udy .
n g i s e d e h t s e o d t a h
W o fEngilsh vocabulary mateirals rfo thethrid gradestudent s f
o SD Neger i1 Panggang using the Audioilngua lmethod and Tota lPhysica l e
s n o p s e
5 .
C ProblemLimtia iton
s ti m il r e ti r w e h
T thediscussionon Engilshl anguaget eachingbyworking n
o the insrtucitona ldesign area .Thi sstudy aim sto design a se to fEngilsh g
d ri h t e h t r o f s l a ir e t a m y r a l u b a c o
v rade students o felementary schoo llevel. tI t
e s a n g i s e d o t w o h n o s e s u c o
f o fEngilshvocabularymateiralsf ort het h ridgrade s
t n e d u t
s o f SD Neger i 1 Panggang using Tota l Physica l Response and d
o h t e m l a u g n il o i d u
A a s the supplementary learning mateirals . The learning s
e it i v it c
a which are included in the designed mateiral s such a s imtiaiton , s
n o it c a l a c i s y h p g n i m r o f r e p e li h w g n i n e t s il , n o it it e p e
r in term so fdrliilng w ill d
n a t s r e d n u s t n e d u t s e h t p l e
h the Engilsh vocabulary easliy .A sstated by Sea l )
1 9 9 1
( , imtiaiton and habi t formaiton (drliilng ) are the keys in language .
t n e m p o l e v e
d Accordingly , the wrtie r expects the learning acitviite s in the s
l a ir e t a m d e n g i s e
d wli ldevelop and enhance the students ’understanding o f r
a l u b a c o v h s il g n
E y . Fu trhermore , the se to f Engilsh vocabulary mateirals si d
e ti m
il f orfou runtisfort hehal foff rists emeste.r
.
D ResearchObjec itve
e h
T researchobjecitvei nt hiss tudy f is ormulatedi nonestatemen tbelow. o
t s m i a h c r a e s e r e h
T design Engilsh vocabulary mateiral sfo rthe thrid grade f
o s t n e d u t
s SD Neger i1 Panggang using the Audiolingua lmethod and Tota l .
.
E ResearchBeneftis
ti f e n e b e h
T s oft hes tudyarepresentedont hef ollowingpage. .
1 Fort heEng ilshTeachero fThirdGradeStudent sSDNeger i1Panggang
e r a s l a ir e t a m d e n g i s e d e h
T expectedt osuppo trt heexisitng t extbook .The e
s u t h g i m r e h c a e
t t his book a sthe supplementary Engilsh learning mateiral s c
i h
w hareapprop iratet othesyllabust hatt heschoo lowns .Moreove,rt het eache r t
a h t k o o b g n it s i x e e h t h ti w s l a ir e t a m e h t y fi d o m n a
c i sused in tha tschool .
e h t , e r o f e r e h
T designed mateiral shelp the teache rdevelop and enhance the .
y r a l u b a c o v h s il g n E ’ s t n e d u t s
.
2 Fort heThirdGradeStudent so fSDNeger i1Panggang
e h
T designed mateiral s are expected to enhance the students ’ y
e h t , e r o f e r e h T . y r a l u b a c o v h s il g n E f o g n i d n a t s r e d n
u wli l have bette r
E f o n o i s n e h e r p m o c d n a g n i d n a t s r e d n
u ngilsh vocabulary mateirals to the nex t .s
s a l c r e p p u
.
3 F For uture Researchers
e b n a c y d u t s e h t f o n o it a m r o f n i e h t d n a t l u s e r e h t s t c e p x e r e ti r w e h T
s e h t t c u d n o c o t t n a w o h w e s o h t r o f l a i c if e n e
b amer esearchi nt hes ame ifeld.
.
F De ifniitono fTerms
r a p s i h t n
I t ,the wrtie relaborate sthe de ifniiton o fterm srelated to thi s r
e d a e r e h t p l e h o t r e d r o n i y d u t
s obtain the genera lunderstanding of t hi sstudy. .
7 .
1 Vocabulary
o t g n i d r o c c
A Naiton (1990), vocabulary i sa se to fwords tha ti svery .
g n i n r a e l e g a u g n a l n i t n e m e l e t n a tr o p m
i Vocabulary i s impo trant elemen t in u
g n a
l age learning because vocabulary ha s conneciton wtih othe r language a
h c u s s e it i v it c
a s ilstening ,speaking ,reading ,and w iritng .I ti ssuppo tred by 1
0 0 2 ( r e m r a
H ) ,hes tatest ha tvocabularyi sas tocko fwordsi nal anguaget ha tcan .
e g a u g n a l f o s ll i k s d n a s t n e m e l e r e h t o e h t n r a e l o t s r e n r a e l e h t tr o p p u
s Therefore ,
y d u t s s i h t n
i thewrtie rdeifne svocabulary a a s se to fword stha tare i ncluded i n s
l a ir e t a m g n i n r a e l e h
t and t hewordsare selected based on t he need sof t het hrid f
o s t n e d u t s e d a r
g SDNeger i1Panggang. .
2 AudiolingualMethod
r e ti r w e h t , y d u t s s i h t n
I deifnest het erm so fAudiolingualmethodbyusing r
e p x e e h t m o r f s a e d i e m o
s ts .According t o Brewster ,Elils ,and Griard (2002 ,p . )
4
4 ,A ou ldi ingua lmethod i sa languageteaching method which i nvolvest heuse n
o it it e p e r f
o and imtiaiton fo remphasizing the memo irzaiton o fnew language . ,
e r o m r e h tr u
F Freeman and Larsen (2000)also proposetha tAudioilngua lmethod l
a r o n a s a n w o n k s i h c i h w d o h t e m a s
i -basic approach tha td irll sstudent sin .
n o it a i c n u n o r p t c e r r o
c Therefore ,in thi sstudy ,the wrtie rdeifnes Audiolingua l e
m thod a sa learning method t ha thelpsthe t hrid grade student so fSD Neger i1 g
n a g g n a
P to pronounce ,memo irze the Engilsh word sthrough repeititon and .
.
3 Tota lPhysica lResponse
d r a h c i R o t g n i d r o c c
A s and Rodgers (1986 ,) Tota lPhysica lResponsei sa d
o h t e m g n i h c a e t e g a u g n a
l whichattemptst ot eachnewlanguaget hroughphysica l .
y ti v it c a ) r o t o m
( Thi sassumpiton i ssuppo tred by Brewster ,Elils ,and Griard d o h t e m g n i h c a e t e g a u g n a l a s i e s n o p s e r l a c i s y h P l a t o T t a h t e t a t s y e h T . ) 2 0 0 2 (
n i e g a u g n a l w e n s e c u d o rt n i h c i h
w a ev ry visua lway ,involve sacitviites and d
n a s t n e m e v o
m i tdoe sno ta tfris tpu tpressure on young learner sto speak . e
li h w n a e
M Larsen and Freeman ( 2000 )also deifneTota lPhysica lResponsea sa h
c i h w d o h t e m g n i h c a e t e g a u g n a
l faclitiate s the language learner s to learn v
r e s b o h g u o r h t e g a u g n a
l ingaciton sa swel la sperformingt heaciton .s
The language learners wli lunderstand the meaning o fword sby making y
e h t s e c n a r e tt u e h t n e e w t e b s n o it a i c o s s
a are heari ng and the aciton sthey are g
n i v r e s b
o (Larsen&Freeman,2000 .) A sar esutl, i n t hi sstudy,t hewrtie rdeifne s P
l a t o
T hysica lResponse a sa language teaching method tha tinrtoduce snew e
g a u g n a
