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. 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
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ii x
S T N E T N O C F O E L B A T
e g a P .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . E G A P E L T I
T i
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. E G A P L A V O R P P
A . .... ii
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... i v ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 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 ii
S E L B A T F O T S I
L ... x v ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. E R U G I F F O T S I
L .. .. x i v
S E C I D N E P P A F O T S I
L ... .. x i vi
N O I T C U D O R T N I .I R E T P A H
C 1 .
A ResearchBackground ... 1 .
B ResearchProblem. ... 5 .
C ProblemLimtiaiton ... 5 .
D ResearchObjecitves. ... 5 .
E ResearchBenefti s... 6 .
F Deifniitono fTerm s... 7
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H
C 1 0
.
A Theoreitca lDesc irp iton ... 1 0 .
1 Kemp’sI nsrtucitona lDesignModel. ... 1 0 .
2 CommunicaitveLanguageTeaching... 1 5 .
a Backgroundo fCLT ... 1 6 .
b Learner’ sRole... 1 8 .
c Teacher’ sRole ... 1 8 .
d TeachingandLearningAcitviites. ... 1 9 .
ii i x .
3 Storytelilng. ... 1 2 .
a TheAr to fStorytelilng. ... 2 1 .
b Element so faGoodStory ... 2 1 .
c TheCrtieirao faGoodStorytelle r... 2 3 .
4 TeachingEngilsht oYoungLearner s... 2 5 .
5 KurikulumSatuanTingka tPendidikan(KTSP) ... 2 7 .
6 Learners ’Characteirsitcs. ... 2 8 .
B Theoreitca lFramework. ... 2 9
Y G O L O D O H T E M . I I I R E T P A H
C 3 2
.
A ResearchMethod... 3 2 .
B ResearchParitcipant s... 3 3 .
C ResearchI nsrtument s... 3 5 .
D DataGatheirngTechnique s... 3 7 .
E DataAnalysi sTechnique s... 3 8 .
F ResearchProcedure... 4 0
N O I S S U C S I D D N A H C R A E S E R . V I R E T P A H
C 4 1
.
A The Elaboraiton so fthe Step sto design storytelilng acitviite sfo r a
tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r G h tr u o F e h
t ...
1 4
.
1 ResearchandI nformaitonCollecitng ... 4 2 .
2 Planning ... 4 6 .
3 DevelopingPreilminaryFormo fProduc t... 5 0 .
4 PreilminaryFieldTesitng. ... 5 1 .
5 MainProduc tRevision ... 5 3 .
B Presentaitono fDesignedAcitviite s... 5 3
S N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H
C 5 7
.
A Conclusion s... 5 7 .
v i x S
E C N E R E F E
R ... 6 1 S
E C I D N E P P
v x
S E L B A T F O T S I L
e g a P 1
. 2 e l b a
T StorySrtucture. ... 2 4 1
. 4 e l b a
T TheResutl soft heQuesitonnaries( Par tA). ... 4 3 2
. 4 e l b a
T TheResutl soft heQuesitonnaries( Par tB). ... 4 4 3
. 4 e l b a
T TheDevelopmen toft heCurirculum ... 4 6 4
. 4 e l b a
T TheDevelopmen toft heLearningObjecitves. ... 4 8 5
. 4 e l b a
i v x
E R U G I F F O T S I L
e g a P 1
. 2 e r u g i
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 Lette ro fPermission ... .. .. 6 4 B
x i d n e p p
A TheSyllabu s... 6 6 C
x i d n e p p
A The Lis t o f Pre-design Quesitonnarie and Interview s
n o it s e u
Q ...
4 7
D x i d n e p p
A ThePost-designReview ... 8 0 E
x i d n e p p
A Storybooks. ... 8 2 F
x i d n e p p
, y r a l u b a c o
v understand the pronunciaiton o fthe word scorreclty ,expres sthei r
. g n i n r a e l n i n o it a v it o m r i e h t e s a e r c n i d n a , s g n il e e f
.
C ResearchProblems
y d u t s s i h t n
I ,t heproblem saref ormulatedasf ollow .s
.
1 How i sase to fstorytelilng acitviite sfor t he fou trh grader so fSD Kanisiu s
a tr a k a y g o Y g n e t n e
K designed?
.
2 Wha tdoest hedesigned se to fstorytelilng acitviitesf ort hef ou trh grader so f
a tr a k a y g o Y g n e t n e K s u i s i n a K D
S look ilke?
.
D ProblemLimtia iton
y d u t s e h
T focuse sonhow t o design storytelilng l earning acitviitesf ort he
u i s i n a K D S f o s r e d a r g h tr u o
f s Kenteng Yogyakatra .The wrtie r design s the
n i d e s u h c a o r p p a e h T . r e t s e m e s t s ri f e h t r o f s l a ir e t a
m the study si the
s a g n il l e t y r o t s y b d e tr o p p u s g n i h c a e T e g a u g n a L e v it a c i n u m m o
C the teaching
e
t chnique . The approach can help student s to be more communicaitve in
. g n il l e t y r o t s h g u o r h t s ll i k s h s il g n E g n i k a e p s ri e h t g n i p o l e v e d
.
E ResearchObjecitves
s a d e n i a l p x e e r a s e v it c e j b o e h T . y d u t s s i h t n i s e v it c e j b o o w t e r a e r e h T
.s w o ll o f
.
1 To ifnd ou thow to design storytelilng learning acitviite sfo rthe foutrh
.
2 To presen tse to fstorytelilng l earning acitviite sfor t hefou trh grader so fSD
. a tr a k a y g o Y g n e t n e K s u i s i n a K
.
F ResearchBeneftis
f o e s o p r u p e h
T conducitngthiss tudyi st odesigns torytelilngacitviitesf ort he
g n il l e t y r o t s e h t r e tf A . a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r g h tr u o f
ti , d e n g i s e d n e e b s a h s e it i v it c
a maygiveadvantagest o:
.
1 Elementary Schoo l Engilsh Teacher s o f SD Kanisiu s Kenteng
a t r a k a y g o Y
a g n i h c a e T e g a u g n a L e v it a c i n u m m o C e h
T pproach provides t eacher swtih
. g n i k a e p s g n i h c a e t n i h c a o r p p a t n e r e f fi d
a I tprovidess omei nteresitngt echniques .
p l e h l li w g n il l e t y r o t s f o e s u e h T . g n il l e t y r o t s s i s e u q i n h c e t g n it s e r e t n i e h t f o e n O
p o l e v e d o t s r e h c a e
t the teaching learning resources , especially in teaching
. g n i k a e p
s I talso help steacher sto be more creaitve in teaching speaking .Thi s
n i s e v it a n r e tl a e d i v o r p o t r e d r o n i s e it i v it c a g n i n r a e l s u o ir a v e v i g y a m h c a o r p p a
. g n i k a e p s g n i h c a e t
.
2 Thes tudent so fSDKanisiu sKentengYogyakarta
y d u t s s i h
T i sexpected to help student sto be more communicaitve in
. h s il g n E g n i s
u I thelp sstudentst o r educet hel ack o fvocabularyo rgramma rand
o t e v it c a rt t a e r o m e b n a c s t n e d u t s , g n il l e t y r o t s g n i s u y B . s e l c a t s b o l a n o s r e p
. s r e h t o h ti w e t a c i n u m m o
c I talsohelps themt ocommunicateacitvelyi n t herir ea l
.
3 Otherresearchers
y d u t s s i h
T i sexpected to serve a wn e mode lin orde rto provide bette r
h c r a e s e
r based on communicaitve language teaching approach .Thus ,vairou s
. d n u o f e b l li w h c a o r p p a s i h t f o s l e d o m
.
F Deifni itono fTerms
s a d e n i a l p x e e r a s m r e t e m o s , y d u t s s i h t n i n o it p e c n o c s i m d i o v a o t r e d r o n I
.s w o ll o f
.
1 Instrucitona lDesign
) 7 7 9 1 ( p m e K o t g n i d r o c c
A an i nsrtucitona lmodel i scomposed o fmany
o t r e d r o n i r e n n a m t n e r e h o c a n i e t a r e p o t s u m t a h t s n o it c n u f d n a s tr a p d e t a l e r r e t n i
s s e c c u s e v e i h c
a (p.6). Kemp’ sinsrtucitona ldesign (1977 )i san insrtucitona l
h c i h w l e d o m n g i s e
d i sdevelope d to answer t he t hree essenita lquesitons ,which
y a
m beconsideredt heessenita lelement sofi nsrtucitonalt echnology (p.8).I nt hi s
y d u t
s , insrtucitona l design mean s creaitng acitviite s and learning mateiral s
. e g a u g n a l t e g r a t e h t n i s e u q i n h c e t g n i h c a e t h g u o r h
t In t hi scase ,thewrtie rdesign s
. e g a u g n a l t e g r a t e h t n r a e l o t g n il l e t y r o t s f o n o it a t n e m e l p m i e h t s a s k o o b y r o t s
.
2 Storytelilng
1 9 9 1 ( n a ll a
M )say stha tthe storytelilng i sdeifned mos tsimply a susing
n ti w , d a e r , d r a e h g n i h t e m o s e t a l e r o t t x e t n o c l a i c o s a n i e g a u g n a l l a r
o essed ,
d e c n e ir e p x e r o t m a e r
d (p.5). Anothe r deifniiton o f storytelilng i s the ora l
y r o t s e c n e ir e p x e l a n o s r e p r o , y r a r e ti l ,l a n o it i d a rt a f o n o it a t e r p r e t n
i (Peck ,1989a s
) 1 9 9 1 n a ll a M y b d e ti
.
4 FourthGrader so fSDKanisiu sKentengYogyakarta
r u o
F th grader sarestudent swho arei n t heageo f10 year sold .Thereare
l li t s e r a y e h T . y d u t s e h t n i t c e j b u s e h t s a t c a o h w , e d a r g h tr u o f e h t f o s t n e d u t s 2 2
, g n e t n e K n i d e t a c o l s i h c i h w , a tr a k a y g o Y g n e t n e K s u i s i n a K D S n i g n i h c r a e s e r
tr a k a y g o Y , n a m e l S , n a e d o
G a .They become t hesubjec tof t hestudy t hrough t he
)
8 Evalua itngt heachievemen toft heobjecitves
e h t o t g n it a l e r s e m o c t u o g n i n r a e l e h t e r u s a e m o t d e s u s i n o it a u l a v e e h T
s i t s ri f e h T . n o it a u l a v e f o s d n i k o w t e r a e r e h T . s e v it c e j b
o formaitveevalua iton. I t
e h t n i s e s s e n k a e w e n i m r e t e d o t s t u o y rt d n a t n e m p o l e v e d g n ir u d e c a l p s e k a t
n a l p n g i s e d l a n o it c u rt s n
i . Meanwhlie ,the second i ssummaitve evalua iton. tI l a n if ’ s t n e d u t s f o e e r g e d e h t e t a u l a v e o t e s r u o c e h t f o d n e e h t t a e c a l p s e k a t
.s e v it c e j b o e h t f o t n e m e v e i h c a
e c n e d n e p e d r e t n i n a s i e r e h T . s s e c o r p s u o u n it n o c a s i l e d o m s ’ p m e K
e h t g n o m
a ee m sl ent . The designer scan star twtih element swhich are ready to
d e e c o r p d n a t r a t
s tot heothe rsteps .Thesequenceand orde rare fo thedesigners ’
.) 9 : 7 7 9 1 , p m e K ( e c i o h
: 1 . 2 e r u g i
F Kemp’sI nstrucitona lDe isgnModel( Kemp ,1977 ,p.9)
g n i n r a e l e h t r o f e t a ir p o r p p a s i l e d o m s ’ p m e K t a h t d e r e d i s n o c r e ti r w e h T
a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r g h tr u o f e h t r o f n a l p n g i s e d s e it i v it c a
e t a ti li c a f l li w t a h t s t n e m e l e l a n o it c u rt s n i e h t t u o b a e r o m s n r e c n o c t i e s u a c e b
i v it c a g n i n r a e l g n i h c a e
t itest os utis tudents ’need sandi nterest .
.
2 Communica itveLanguageTeaching( CLT)
e h t n r a e l o t d e e n r e ti r w e h t , s e it i v it c a d e n g i s e d e h t p o l e v e d o t r e d r o n I
e h t f o s t s i s n o c t I . h t p e d n i ) T L C ( g n i h c a e T e g a u g n a L e v it a c i n u m m o C f o h c a o r p p a
l , T L C f o d n u o r g k c a
B earner’sr ole ,st eacher’sr oles ,andprocedure. n
o it a u l a v E
’ s r e n r a e L
it s ir e t c a r a h c
s c
n
o
i
s
i
v
e
r
tr o p p u S
s e c i v r e
s oLbejaercnitivnegs
e l/ g n i h c a e T
g n i n r a
. s e it i v it c a
s e c r u o s e R
t c e j b u S
t n e t n o c e
r P
-t n e m s s e s s a
, s l a o G
d n a , s c i p o t
l a r e n e g
r e v n o c d n
a saiton ,dialogue sandr oleplays ,simulaitons ,skti ,si mprovisaitons ,and
.s e t a b e d
.
e Procedure
ti c s a ( ti f m u r B d n a o r a i h c c o n i F . T L C n i s e r u d e c o r p n e v e l e e r a e r e h
T ed i n
. p , 8 8 9 1 s r e g d o R d n a s d r a h c i
R 81 ) sugges t CLT procedures . The eleventh
e r a s e r u d e c o r
p descirbedasf ollows:
.
1 Presentaiton o fa b ire fdialog o rsevera lmini-dialogs ,preceded by a .
n o it a u ti s d n a n o it c n u f e h t f o n o i s s u c s i d a d n a n o it a v it o m .
2 Ora lpracitce o feach utterance o fthe dialog segmen tpreceded by .l
e d o m s ’ r e h c a e t .
3 Quesiton sandanswer sbasedont hedialogt opic(s )ands tiuaiton tisel.f .
4 Quesiton sand answer srelated to the students ’persona lexpe irence s .
e m e h t g o l a i d e h t d n u o r a d e r e t n e c t u b .
5 Researchoneoft hebasiccommunicaitveexpressionsi n t hedialog o r x
e h c i h w s e r u t c u rt s e h t f o e n
o emplfiyt hef unciton. .
6 Learne rdiscoveryo fgenerailzaiton sorr ule sundelryingt hef uncitona l .
e r u t c u rt s r o n o i s s e r p x e .
7 Oralr ecogniiton,i nterpretaitveacitviite .s .
8 Ora l produciton acitviites . I t proceed s from guided to free r .s
e it i v it c a n o it a c i n u m m o c .
9 Copyingoft hedialog so rmin idialog so rmodule sfit heyarenoti nt he .t
x e t s s a l c . 0
1 Sampilngoft hew irttenhomeworkassignmen,ti fgiven. .
1
1 Evaluaitonofl earning( ora lonly.)
f o s e v it c e j b o g n i n r a e l e h t h s il p m o c c a o t d e t s e g g u s e r a s e r u d e c o r p e s e h T
v it a c i n u m m o
c eclassroom .Learner sareencouraged t o becommunicaitve .These
. k a e p s o t s r e n r a e l e t a v it o m o s l a s e r u d e c o r
.
3 Storytelilng g n il l e t y r o t
S , int hef ormo fstorybook ,si soneo fthelearningtechniques to
f o s r e d a r g h tr u o f e h t t r o p p u
s SD Kanisiu sKenteng to be communicaitve in
g n i k a e p
s Engilsh.
.
a T Ahe r to fStorytelilng 1
9 9 1 ( n a ll a
M )say stha tthe storytelilng i sdeifned mos tsimply a susing
, d e s s e n ti w , d a e r , d r a e h g n i h t e m o s e t a l e r o t t x e t n o c l a i c o s a n i e g a u g n a l l a r o
d e c n e ir e p x e r o t m a e r
d (p.5). Anothe r deifniiton o f storytelilng i s the ora l
y r o t s e c n e ir e p x e l a n o s r e p r o , y r a r e ti l ,l a n o it i d a rt a f o n o it a t e r p r e t n
i (Peck ,1989a s
) 1 9 9 1 n a ll a M y b d e ti
c . Int hi scase,t het hingt oconsideri st hedfiferencebetween
i d e h T . g n i d a e r y r o t s d n a g n il l e t y r o t
s fferencei s tt ha in t hestorytelilng, t het eller s
d n a s t x e t e h t n o s u c o f t o n o d y e h t e s u a c e b e v it a c i n u m m o c e r o m e r
a thestiuaiton
. g n i d a e r y r o t s e h t n a h t r e il e v il s
i Storyteller sare freeri n deilve irng t he story by
e h t g n i s s e r p x
e moods o f the story through vairaiton s of voices , and facia l
g n i d a e r y r o t s e h t , e li h w n a e M . s n o i s s e r p x
e i sstfiferbecausei tonlyfocuse sont he
.s t x e
t In addiiton ,storytelilng i s ilveiler t o express t hei rface ,body ,and voicet o
. e c n e i d u a o t s e ir o t s t n e s e r p
.
b Element so faGo S yod tor n a ll a M o t g n i d r o c c
A inhisbook(1991) ,enitlted Chlidrena sStorytellers , y
r o t s d o o g a f o s t n e m e l e s u o ir a v e r a e r e h
t (p.24) .Therearesevera lpointst okeep
.
4 Gesture
n o it a z ir e t c a r a h c e h t h c ir n e n a c r e ll e t y r o t s a f o s e r u t s e g e h
T s and give
t c a p m i c it a m a r
d t o the story .A storytelle rcan move thei rbody , ifnger ,hands ,
.s w o r b e y e d n a , d a e h
.
5 Famiilartiywtihas tory
y r o t s e h t h ti w r a il i m a f e b d l u o h s s r e ll e t y r o t s e h
T thatt heyf ee lcon ifdentt o
t o n o d y e h t , o S . y r a s s e c e n e r e h w s d r o w n w o r i e h t g n i s u , y a w n w o r i e h t n i ti l l e t
. a m a r d a n i g n i y a l p e k il t c e fr e p s d r o w e h t h ti w t c a r o s e t o n e v a h o t d e e n
.
6 Posture
e r u t s o p y d o b r i e h t h ti w e l b a tr o f m o c k o o l o t d e e n s r e ll e t y r o t s e h
T and
.t u o b a e v o m r o d n a t s r o t i s o t e s o o h c y e h t r e h t e h w , n o it i s o p
1 . 2 . e l b a
T :Storys tructure( Mallan ,1991 ,p.3 4)
g n i n n i g e
B Setitngandcharacters m e l b o r p e c u d o rt n I e
l d d i
M Events equence:
. . . . . . . . . . . . . . . . . . . . . . . . . 1
. . .
. . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
. . .
. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
. . .
. .. . .
d n
E Conclusion
.
6 Learners ’characterisitcs 7 0 0 2 ( o t n a y u S o t g n i d r o c c
A ) ,an understanding to these characteirsitc s
y a
m determine chlidren’s faliure and succes sin learning Eng ilsh (p.15) .The
e r a s c it s ir e t c a r a h
c desc irbed asf ollow .s
)
1 Ch lidrenarei maginaitveandacitve .Theywli lbemoitvated t ol earnEngilsh
.s g n o s d n a , s e ir o t s ,s e m a g g n i s u y b
)
2 Ch lidren are easli y bored .Chlidren wli lge tbored i fthey do no t ilke the
e t e h t y b n e v i g e u q i n h c e t g n i n r a e
l acher .Therefore,t het eachers houldprovide
. m o d e r o b d i o v a o t r e d r o n i s n o it a ir a v g n i n r a e l
)
3 Ch lidrenl fiei scolo fru landcheerful .Theywli lbehappie rfit het eache rgive s
.s e r u t c i p l u f r o l o c h ti w s e s i c r e x e
)
4 Ch lidren l ove sto ire sa swel la sgames .By using sto ire so rgames ,teacher s
y li s a e l li
w d riec tstudents ’attenitontot het opicsl earned.
)
5 Ch lidren ilke interacitng wtih thei r f irends . Chlidren usually ilke to
ir f r i e h t h ti w e t a c i n u m m o
c end sand tel lwha tthey have . Therefore ,the
e r o f e s u o t m e h t g n i d i u g y b y ti li b a g n i k a e p s r i e h t n i a rt n a c r e h c a e
t ign
e g a u g n a
l int herii nteracitons.
)
6 Ch lidrenareacitvet hinkers .They ilket ol earn something, i ncludingl earning
e g a u g n a l
a , by doing something l(earning by doing) .Fo rexample ,singing
.
B Theoreitca lFramework
g n i n r a e l g n il l e t y r o t s p o l e v e d d n a n g i s e d o t p e t s e h t s e s s u c s i d t r a p s i h T
n I .s e it i v it c
a thi sstudy ,thewrtieruse sResearch and Development ( R&D )a sthe
y d u t
s method.I twill eb explainedmorein ChapterI I.II nsho tr ,R&Dha ssevera l
s p e t
s tha thelpi nachievingthegoal so fthestudy .Howeve,rt hewrtie ronlyneed s
several step sin orde rto conduc tthi sstudy .In orde rto suppor tthe study ,the
r e ti r
w use sKemp’si nsrtuctiona ldesign ast heguidancein designingt hel earning
. s e it i v it c
a Therefore ,R&Dbecomest heframeworktoapply Kemp’si nsrtucitona l
e h T . n g i s e
d steps taken from Kemp’ s insrtucitona l design are desc irbed sa
w o ll o
f .s
.
1 Identfiyingt heLearners ’Characterisitcs
g n e t n e K s u i s i n a K D S n i e d a r g h tr u o f e h t f o s t n e d u t s 2 2 e r a e r e h T
d n a , l e v e l e c n e g il l e t n i , s c it s ir e t c a r a h c t n e r e f fi d s a h t n e d u t s h c a E . a tr a k a y g o Y
e d a r
g -poin taverage .The student sge tbored easliy , ilke to learn by sto ire so r
p i c it r a p o t e r a d t o n o d , s e m a
g ate ,etc .Those i nformaiton were obtained t hrough
. w e i v r e t n i e h t d n a , s e ri a n n o it s e u q , n o it a v r e s b o f o s n a e m e h
t A tfe rconsideirng
r e t c a r a h c ’ s r e n r a e l e h
t isitcs ,the teache rshould ifnd ou tthe mos tinteresitng
s t n e d u t s e h t o t g n i d r o c c a s e it i v it c a g n i n r a e
l ’i nterest sandneeds .Thedesigne rwa s
r i e h t n o d e s a b s e it i v it c a e t a ir p o r p p a n g i s e d o t r e h c a e t e h t p l e h o t d e g a r u o c n e
.s c it s ir e t c a r a h c
.
2 ConducitngPre-assessment e
h t , p e t s s i h t n
I designe robserved t heteache rconducti ng preassessmen t
o
.
6 Consideringt hes upports ervicef orgatheringorprepara itonmaterials n
I thi s step , the designe r observed the schoo’l s capablitiy (faciilites ,
, a i d e
m avaliable budget ,etc )to know whethe r the schoo lcan faclitiate the
.t o n r o s e v it c e j b o g n i n r a e
l Then .Thedesigne rdrew t heplanned-design acitviite s
. y ti li b a p a c s ’l o o h c s e h t h ti w d r o c c a
.
7 Selecitngt het eachingorl earningac itviite sandresources
e h t s a g n il l e t y r o t s f o e s u e h t n o y ll a i c e p s e , g n i k a e p s n o s e s u c o f t i e c n i S
r o f d e s u s e it i v it c a g n il l e t y r o t s e t a ir p o r p p a e h t d e r e d i s n o c r e n g i s e d e h t , e u q i n h c e t
. h s il g n E k a e p s o t s t n e d u t s g n it a v it o
m A tfe r consideirng the learners ’
, s c i p o t , s l a o g e h t g n it s il , s c it s ir e t c a r a h
c genera l purposes , and faciilites , the
r e n g i s e
d determined the teaching learning acitviite sand resource swhich are
e t a ir p o r p p
a wtih the condiiton o f those objects . Then , the designe r used
. g n il l e t y r o t s r o f a i d e m s a s k o o b y r o t s
.
8 Evalua iton
f o s e s s e n k a e w d n a s h t g n e rt s e h t e e s o t d e s u s i n o it a u l a v e e h t , p e t s s i h t n I
i v it c a d e n g i s e d e h
t ites .The designe r go t feedback to enhance the designed
s e it i v it c
a so tha t ti presente d the mos tsutiable acitviite sfo rthe student .s The
2 3
I I I R E T P A H C
Y G O L O D O H T E M
r e t p a h c s i h
T presents fu trhe r informaiton abou tthe methods . The
s e s s u c s i d s t n i o p t n a tr o p m
i in thi schapte r are research methods , research
, s t n a p i c it r a
p research insrtuments ,data gatheirng techniques ,data analysi s
d n a , s e u q i n h c e
t researchprocedure.
.
A ResearchMethod y d u t s s i h
T wa scarired ou tto answe rthe two problem sstated in the
f o t e s a s i w o H “ y l e m a n r e t p a h c t s ri
f storytelilng acitviite sfo rthe foutrh
a r
g der so fSD Kanisiu sKenteng designed?”and “Wha tdoest hedesignedse t
f
o storytelilng acitviite sfor t he fou trh grader so fSD Kanisiu sKenteng l ook
” ? e k
il In thi sstudy , the wrtie rused Research and Developmen t (R&D )
m oe dth .According to Borg and Gal l(1983) ,R&D i sa proces sused to
g n i h c a e t ,s l a ir e t a m g n i h c a e t s a h c u s s t c u d o r p l a n o it a c u d e e t a d il a v d n a p o l e v e d
. s n o it c u rt s n i g n i z i n a g r o r o f s d o h t e m d n a , s d o h t e
m The aim o fthe R & D
d o h t e
m ist o develop t he proces sby connecitng t he educaitona lresearch and
.t c u d o r p a o t n i e c it c a r p l a n o it a c u d e
e h
T R&D method i sused to develop the course by getitng data
d e lt it n e k o o b s ’l l a G & g r o B o t g n i d r o c c A . s p e t s r o j a m e h t m o r f s g n i d n if
s p e t s n e t e r a e r e h t , h c r a e s e R l a n o it a c u d
E in R&D .They are 1 )research and
p o l e v e d ) 3 , g n i n n a l p ) 2 , g n it c e ll o c n o it a m r o f n
) 7 , g n it s e t d l e if n i a m ) 6 , n o i s i v e r t c u d o r p n i a m ) 5 , g n it s e t d l e if y r a n i m il e r p ) 4
t c u d o r p l a n if ) 9 , g n it s e t d l e if l a n o it a r e p o ) 8 , n o i s i v e r t c u d o r p l a n o it a r e p o
) 0 1 d n a , n o i s i v e
r disseminaiton and i mplementaiton .In t hi sstudy, t he wrtie r
e v if t s ri f e h t d e s u y l n
o steps .
) D & R ( t n e m p o l e v e D d n a y d u t s e h t f o s p e t s e v if e h
T are approp irate
h ti
w the Kemp’ smodel .Those step sare patr so fa con itnuou sprocess .In
t a m e h t p o l e v e d o t r e d r
o eirals ,the wrtie rused the ifve majo rstep sa san
s a d e n i a l p x e e r a s p e t s r o j a m e v if e h T . l e d o m s ’ p m e K e h t y l p p a o t a ll e r b m u
: s w o ll o f
.
1 ResearchandI nforma itonCollec itng s i e l c y c D & R f o p e t s t s ri f e h
T research and i nformaitoncollecitng .In
, n o it a v r e s b o m o o r s s a l c d e t c u d n o c r e ti r w e h t , p e t s s i h
t distirbuted
f o s r e d a r g h tr u o f e h t o t s e ri a n n o it s e u
q SDKanisiu sKenteng Yogyaka tra ,and
n a d e t c u d n o
c informali nterviewwtiht heEngilsht eache.r
.
2 Planning
. g n i n n a l p s i e l c y c D & R f o p e t s d n o c e s e h
T nI thi sstep ,the wrtie r
e t a t
s d the goals ,genera lpurposes ,and learning objecitve sseen from the
s d r a d n a t s e c n e t e p m o
c and basic competence sfort eaching each t opic .Those
e r
a usedtodevelopt hel earningmateiral .s
.
3 Developi ngPreilminaryFormo fProduct ,
p e t s s i h t n
I the wrtier tired to focu son designing mate iral satfe r
g n it c e ll o
c the data .A tfer t hedataweregathered, t hewrtie rstatred t o design
g n i n r a e l e h
.
1 Par itcipant soft hePre-designResearch
Thef ris tparitcipant soft hepre-designr esearchwere22student soft he
f o s r e d a r g h tr u o
f SD Kanisiu sKenteng Yogyakatra .The wrtier observed t he
a g n ir u d s t n a p i c it r a
p clas sin orde rto ge tinformaiton by observing thei r
t a h w , s t s e r e t n
i borest hem, t heri characteirsitcs ,and t her esource susedi n t he
. m o o r s s a l c
f o t n a p i c it r a p d n o c e s e h
T the p -re design research wa sthe Engilsh
f o r e h c a e
t SDKanisiu sKentengYogyakatra .Thewrtierchoset heparitcipan t
o t r e d r o n
i collect fu trhe rinformaiton abou tthe students ,thei rweaknesse s
.s e it i v it c a g n i n r a e l g n i h c a e t d n a , s c it s ir e t c a r a h c , )l li k s g n i k a e p s n i y ll a i c e p s e (
.
2 Par itcipant soft hePost-designResearch t
s o p e h t f o s t n a p i c it r a p e h
T -design Research were two Engilsh
y ti s r e v i n U a m r a h D a t a n a S f o s r e r u t c e
l andt heEngilsht eache ro fSDKanisiu s
a tr a k a y g o Y g n e t n e
K .Thel ecturer swerechosenbecauset heyh adexpe irence s
h s il g n E g n i h c a e t n
i rf o at l eas t ifveyear .s Thewrtierchoset hosel ecturersi n
r e d r
o to obtain t he evaluaiton o rfeedback so t ha tthewrtie rcould reviset he
g n i n r a e
l acitviites.
.
C ResearchI nstruments e e r h t e r e w e r e h
T research insrtument sused in thi sstudy .The wrtier
f o s d n i k e e r h t d e y o l p m
e research insrtument . The study insrtument s a re
.
1 Instrument soft heNeedAnalysi sSurvey e
r p e h t f o s t n e m u rt s n i e h
T -designresearchtha twereusedbythewrtier
e r e w :
.
a Observa iton
a g n ir u d n o it a v r e s b o e h t d i d r e ti r w e h
T classt o obtain t hedataabou t
d n a , s s e c o r p g n i n r a e l g n i h c a e t , s c it s ir e t c a r a h c ’ s t n e d u t
s the media tha twere
. m o o r s s a l c e h t n i d e s u
.
b Quesitonnaires r e tf
A doingt heobservaiton ,thewrtierdistirbutedt hequesitonnariest o
s u i s i n a K D S f o s r e d a r g h tr u o f e h
t KentengYogyakatra .Thewrtierdist irbuted
t u o b a n o it a m r o f n i d n a a t a d c if i c e p s n i a t b o o t r e d r o n i e ri a n n o it s e u q e h t
e k il y e h t t a h w , s t s e r e t n i d n a s d e e n ’ s t n e d u t
s d to learn ,wha ttechnique they
e
w rei nterested ni ,andwhatt heyexpecte . d
.
c Interview s i d r e tf
A tirbuted the quesitonnarie ,s the wrtier did an informa l
. r e h c a e t h s il g n E e h t h ti w w e i v r e t n
i The wrtier used interview a sthe second
y ll a i c e p s e , n o it a m r o f n i r e h tr u f n i a t b o o t r e d r o n i t n e m u rt s n
i regarding the
d n a s s e c o r p g n i n r a e l g n i h c a e
t et h acitvtiies .Thei nformaiton wasobtaine d by
.r e h c a e t h s il g n E e h t g n i w e i v r e t n i
.
2 Instrumen toft heProduc tVailda itonStep t
n e m u rt s n i e h
T s o fthe post-design research tha twe re used by the
w r e ti r
.
a TheDocument , p e t s s i h t n
I thewrtierused t hedocumen tin t hef orm oft hedesigned
s e it i v it c
a as t hei nsrtumen tof t he post-design research .The wrtier used tii n
s r e r u t c e l h s il g n E o w t e h t y b d e n i a g e r e w h c i h w s k c a b d e e f e h t n i a t b o o t r e d r o
t n e K s u i s i n a K D S f o r e h c a e t h s il g n E e h t d n a y ti s r e v i n U a m r a h D a t a n a S f
o eng
it i v it c a d e n g i s e d e h t e t a u l a v e o t d e s u s a w t n e m u c o d e h T . a tr a k a y g o
Y e sand
p o l e v e
d thebette rdesign.
.
b Quesitonnaires , p e t s s i h t n
I thewrtierdistirbutedt hequesitonnariest ot heexpe trs .The
r e ti r
w used t he quesitonnarie sa tfe robtaining t he documen.t Thewrtier used
s e ri a n n o it s e u q e h
t ast hei nsrtumen toft hepos tresearchinordert o obtaint he
. s l a ir e t a m g n i n r a e l e h t f o n o it a m r o f n
i The wrtier used i tto ge tthe learning
n o it c e r r o c l a ir e t a
m s ,including suggesitons ,ciritcisms ,and comments ,from
e h
t Engilshl ecturer sandt eache.r
.
D DataGatheringTechniques ll
i w t r a p s i h
T explaint hedatagathe irngt echnique soft hepreandpost
-n g i s e
d research.
.
1 GatheringDataf orNeedAnalysis
I n thi sstudy ,the wrtier observed the fou trh grader so fSD Kanisiu s
n e t n e
K g Yogyaka tra to ifnd ou t thei r interests , wha t bored them , theri
m o o r s s a l c e h t n i d e s u s e c r u o s e r e h t d n a , s c it s ir e t c a r a h
c .Theobservaitonwa s
2 2 o t e n o
n o it a m r o f n i c if i c e p s n i a t b o o t s t n e d u t s e h t o t s e ri a n n o it s e u q e h t d e t u b ir t s i d
. s t n e d u t s e h t o t d e t a l e
r The wrtier also conducted an interview wtih the
. l o o h c S y r a t n e m e l E g n e t n e K s u i s i n a K f o r e h c a e t h s il g n
E The interview wa s
n i r e h tr u f t u o d n if o t d e t c u d n o
c formaiton abou t students ’ characteirsitcs ,
. c t e , s t s e r e t n i ’ s t n e d u t s , g n i k a e p s n i s m e l b o r
p The interview wa sdone on
. 1 1 0 2 , 6 1 r e b m e t p e S
.
2 GatheringDataf orProduc tVailda iton p
e t s s i h t n
I ,thewrtier id st irbutedt hedesignedl earningacitviitestot he
l g n
E ish lecturer s and the Engilsh teacher . The designed acitviites were
e h t y b d e n i m a x
e two Engilsh l ecturer sof Sanata DharmaUniverstiy and t he
g n e t n e K s u i s i n a K f o r e h c a e t h s il g n
E Elementary School . The designed
s e it i v it c
a wereexamined by theEngilsh l ecturer swho had atl eas t ifveyear s
. g n i h c a e t n i e c n e ir e p x
e The wrtie rused the documen tand quesitonnarie sto
e h t o t s t n e m u c o d e h t d e t u b ir t s i d r e ti r w e h T . s tr e p x e e h t m o r f a t a d t c e ll o c
k c a b d e e f e h t n i a g o t s r e r u t c e l h s il g n
E f or the designed acitviites . A tfe r
s r e r u t c e l e h t o t s e ri a n n o it s e u q e h t d e t u b ir t s i d r e ti r w e h t , a t a d e h t g n it c e ll o c
d n
a et h teache rto obtain more speciifc feedback which would be used to
p o l e v e d d n a e t a u l a v
e thedesign.
.
E DataAnalysi sTechniques
e h t n i a t a d d e t c e ll o c e h t s t n e s e r p t r a p s i h
T p -re design research and
t s o
.
1 DataAnalysi sTechnique soft hePre-De isgnResearch e
r p e h t n
I -design research , the wrtier employed three insrtumen t
n o it a v r e s b o y l e m a
n , quesitonnarie, and interview . The observaiton wa s
2 2 e h t o t d e t c u d n o
c fou trh grader s du irng a class .The observaiton and
e r e w e ri a n n o it s e u
q aimed to obtain data related to the students ,including
,s c it s ir e t c a r a h c ’ s t n e d u t
s students’i nterest ,st heteachingl earningprocess ,and
e h
t mediat ha twereused i n t heclassroom .A tfe rconducitng t he observaiton ,
r e ti r w e h
t made aconclusion aboutt he problem faced by t hestudent .s A tfe r
n a d e t c u d n o c o s l a r e ti r w e h t ,t a h
t interview .Thei nterview datawa sobtained
y r a t n e m e l E g n e t n e K s u i s i n a K f o r e h c a e t h s il g n E e h t g n i w e i v r e t n i m o r f
.l o o h c
S The resutl swereanalyzed by drawing a conclusion o feach quesiton
, w e i v r e t n i e h t g n it c u d n o c r e tf A . a e d i n a o t n
i thewrtier attempte d to analyze
. n o i s u l c n o c e h t g n i w a r d y b a t a d d e t c e ll o c e h t
.
2 DataAnalysi sTechnique soft hePost-DesignResearch t
n
I he post-design research , the wrtie r employed the insrtumen t
s i s y l a n a t n e m u c o
d .I nt hi spar,tt hewrtie remployedt hedocumen tanalysi sa s
t s o p e h
t -design research insrtumen tbecause the wrtie rwould ilke to review
r w e h T . a t a d d e t c e ll o c e h t f o y ti d il a v e h
t tie rasked t heEngilsh t eache ro fSD
a m r a h D a t a n a S f o s r e r u t c e l h s il g n E o w t d n a a tr a k a y g o Y g n e t n e K s u i s i n a K
n e h t e r e w s k c a b d e e f e h T . t n e m u c o d e h t f o s k c a b d e e f e v i g o t y ti s r e v i n U
e h t d n a s tr e p x e e h t m o r f n o it c e r r o c s l a ir e t a m e h t g n i n i a t b o r e tf a d e z y l a n a
a e
, n e h T . m s i c it ir c d n a , n o it s e g g u s , t n e m m o c h c a e m o r f n o i s u l c n o c a g n i w a r d y b
.s k c a b d e e f d e n i a t b o e h t n o d e s a b t n e m u c o d e h t d e s i v e r r e ti r w e h t
.
F ResearchProcedure g
n it c u d n o c n
I thiss tudy,t hewrtie rdidt hef o llowings teps:
.
1 Obtaining consentt o Kanisiu sKenteng Elementary School t o conduc t
. y d u t s e h t
.
2 Conducitngclas sobservaitonbyobservingt heEngilsht eache randt he
.s s a l c a g n ir u d s r e d a r g h tr u o f
.
3 Interviewing the Engilsh teache ro f Kanisiu s Kenteng Elementary
.l o o h c S
.
4 Analyzingt hedatagathered.
.
5 Designing storytelilng learning acitviites fo r the fou trh grader s o f
.l li k s g n i k a e p s ri e h t e c n a h n e o t l o o h c S y r a t n e m e l E g n e t n e K s u i s i n a K
.
6 Distirbuitngt hedesignedacitviitest ot heexpetr sandt eache.r
.
7 Analyzingt her esutl soft hedesignedmateiralsf eedback.
.
8 Revisingt hedesignedl earningacitviite .s
.
9 Presenitngt hedesign
. 0
e h t f o s tl u s e r e h
T quesitonnarie indicated tha t63.6% o r 14 from 22 d
e t a t s s t n e d u t
s whethe rthe student s ilke Eng ilsh .18.2% o r4 from 22 student s h
s il g n E k a e p s d l u o
c al tilte .100%o r22 student sstated t hatt hestudentshad lack .
n o it a i c n u n o r p d n a , r a m m a r g , y r a l u b a c o v f
o .591%o r13f rom22s tudentsf etls hy .
2 7 . h s il g n E k a e p s o t d i a r f a d n
a 7% o r16 from 22 student susually aske d the il
g n
E sh teache ri fthey did no tknow the word sin Engilsh .4.5% o r1 from 22 t
a h t d e w o h s s t n e d u t
s thes tuden tcoulds peakEngilsheasliyoutsidet heclassroom. .
1
8 8% o r18 from 22 student sprefered to ilsten to the Engilsh teacher’ ssto ire s t
e h t g n ir u
d eaching learningacitviitesthandoing exercises .54.5%o r12 f rom 22 e
l o t d e k il s t n e d u t
s arn Engilsh through sto ires .68.2% o r15 from 22 student s s
a w s e ir o t s h g u o r h t h s il g n E g n i n r a e l t a h t d e t a t
s moreenjoyable81.8%o r18f rom il
g n E n r a e l o t d e r e f e r p s t n e d u t s 2
2 shwhlieplayingo rdoingi nteresitngacitviite .s
) y a s s E ( B t r a P s e r i a n n o it s e u Q e h t f o s tl u s e R e h T : 2 . 4 e l b a T
o
N Quesitons Answers Total
1 Wha tmake syouf ee ldfiifcul twhenyou ?
h s il g n E k a e p
s a. Swtourddesnt s ifnd unfamiila r .
b Student sdono tdaret ospeak d n a d i a r f a e r a y e h t e s u a c e b
y h s .
c Student sdono tknowhowt o s d r o w h s il g n E e c n u o n o r p .
d Student sfee ltha tEngilsh i s tl
u c if fi d .
e Student s canno t speak t
e y l l e w h s il g n E
7 1
4
2
4
1 2 Wha tkindo fmediat ha tareusedbyt he
g n i h c a e t n i r e h c a e
t Engilsh? ba.. PBiocotukrse( L sKS) 2 5 1 3 Doyou ilkes toires?Why? a. Yes ,because tii si nteresitng
.
b Yes ,because tii senjoyable .
c Yes ,because tii sgood .
d Yes , because i t i s g
n i n i a tr e t n e .
e Yes ,because ti i seasie r fii t s
e ir o t s s e s u
.f Yes ,because i ti seasie rto d
n a t s r e d n u
5
0 1
2 2
s a w t i n
u Al labou tmeandt hesecondwa sMyf amliy .Thef ris tandsecond l esson
f o s e c n e t e p m o C c i s a B d n a s d r a d n a t S e c n e t e p m o C e h t d e s u 1 t i n U f o s n a l p
a g n i n e t s i
L ndSpeakings kill sa sdescirbedasf o llow .s
s d r a d n a t S e c n e t e p m o
C :
g n i n e t s i L
.
1 Be able to respond to a very simple insrtuciton wtih aciton in classroom
. s t x e t n o c
g n i k a e p S
.
2 Be able to expres svery simple insrtuciton sand informaiton in classroom
. t x e t n o c
s e c n e t e p m o C c i s a
B :
g n i n e t s i L
1 .
1 Beablet or espondwtihacitont ot hegiveni nsrtucitoni nclassroomcontext .s
g n i k a e p S
2 .
1 Beablet o expres smeaning by using t heexpression sofi nrtoducing onesefl ,
n o it c a y b d e i n a p m o c c a n o it c u rt s n i g n i v i g d n a , g n i s o l c g n it e e r
g .s
s d r a d n a t S e c n e t e p m o C e h t d e s u 2 t i n U f o s n a l p n o s s e l h tr u o f d n a d ri h t e h T
.s w o ll o f s a d e b ir c s e d s a s ll i k s g n i k a e p S d n a g n i n e t s i L f o s e c n e t e p m o C c i s a B d n a
: s d r a d n a t S e c n e t e p m o C
g n i n e t s i L
.
1 Be able to respond to a very simple insrtuciton wtih aciton in classroom
7 5
V R E T P A H C
D N A S N O I S U L C N O
C RECOMMENDATIONS
s n o i s u l c n o c e h t s i tr a p t s ri f e h T . s tr a p l a it n e s s e o w t s t n e s e r p r e t p a h c s i h T
r e h t o d n a s r e h c a e t h s il g n E r o f s n o it s e g g u s e h t s i tr a p d n o c e s e h t d n a , y d u t s s i h t f o
.s r e h c r a e s e r
.
A Conclusions
d a h r e ti r w e h t e c n i
S purposet o design storytelilng acitviitesf ort hef ou trh
d l u o h s r e ti r w e h t , a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r
g be able to ifnd
r e w s n
a s t o two main problems .Thefris twa show a se to fstorytelilng acitviite s
s i n a K D S f o s r e d a r g h tr u o f e h t r o
f iu sKentengYogyakatrai sshould bedesigned ,
g n il l e t y r o t s f o t e s d e n g i s e d e h t t a h w s a w d n o c e s e h t d n
a acitviite sfort hefou trh
a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r
g looked ilke .
n
I thi sstudy ,the wrtie rused Kemp’ sInsrtucitona lDesign Theory to
t p o l e v e
d he design o fthe storytelilng acitviites .There were eigh tstep stha tthe
t c a d e n g i s e d e h t n i d e p o l e v e d r e ti r
w iviites .Theywere:
)
7 Consideirnggoals ,ilsitngt opic ,ss taitnggeneralpurposes
)
8 Identfiyingt hel earners ’characteirsitcs
)
9 Specfiyingt hel earningobjecitves
) 0
1 Organizingt hes ubjec tcontent
) 1
1 Developingpre-assessment
) 2
r e h t o d n if n a c r e h c a e t h s il g n E e h t t a h t e r o m s t c e p x e r e ti r w e h t , r e v o e r o M
. n o s s e l e h t g n ir u d e v it n e tt a e b l li w s t n e d u t s t a h t o s s c i p o t g n it s e r e t n i
.
2 Otherresearchers
e n g i s e d r o s r e h c r a e s e r r e h t o o t o g s n o it a d n e m m o c e r r e h t o e h
T rs .The
e h t s a ) T L C ( g n i h c a e T e g a u g n a L e v it a c i n u m m o C d e s u s e it i v it c a d e n g i s e d
. h c a o r p p
a Thewrtie ralso used t heKemp’sI nsrtucitona lDesign t heory t o design
. s e it i v it c a g n il l e t y r o t s e h
t In thi s study , the wrtie r stli lhave weaknesse s in
r o t s e h t g n i n g i s e
d ytelilng acitviites .The acitviite so rmedia may no tbe t he bes t
. s r e d a r g h tr u o f e h t r o
f In thi scase ,the wrtie rdoe sno timplement the designed
s e it i v it c a g n il l e t y r o t
s in the classroom .However ,the wrtie rexpect stha tothe r
e t s e r e t n i e r a o h w s r e h c r a e s e
r d in designing storytelilng acitvtie scan implemen t
d n
3 6
4 6
A
X
I
D
N
E
P
P
A
6 6
B
X
I
D
N
E
P
P
A
7 6
s
u
b
a
ll
y
S
l o o h c
S :SDKanisiu sKentengYogyakarta t
c e j b u
S :EngilshLanguageSpeakingSkill e
d a r
G :I V
r e t s e m e
S : I
d r a d n a t S e c n e t e p m o
C :Listening
.
1 Beablet or espondt oaverys implei nsrtucitonwtihacitoni nclassroomcontext .s
g n i k a e p S
.
2 Beablet oexpres sverys implei nsrtuciton sandi nformaitoni nclassroomcontex.t
ti n U /
g n it e e M
s e c n e t e p m o C c i s a
B Learning
s e it i v it c A
g n i n r a e L
s r o t a c i d n I
t n e m s s e s s
A Time
n o it a c o ll A
a i d e M
I /
I Listening
d n o p s e r o t e l b a e B 1 . 1
e h t o t n o it c a h ti
w given m o o r s s a l c n i n o it c u rt s n i
- Student snoitce e r u t c i p e
h t
e h t y b d e w o h s
r e h c a e t
- Identfiy the f o s n o i s s e r p x e
d n a g
n it e e r g
e n o n o it c u d o rt n i
’ s t n e d u t S ●
s n o it a p i c it r a p
’ s t n e d u t S ●
.s r e w s n a l a u d i v i d n i
” 0 4 x
2 ●A storybook t
n
e ilted “Al l ” e m t u o b a
8 6
.s t x e t n o c
g n i k a e p S
s s e r p x e o t e l b a e B 1 . 2
g n i n a e
m by using the f o s
n o i s s e r p x e
fl e s e n o g n i c u d o rt n
i ,
d n a , g n i s o l c , g n it e e r g
n o it c u rt s n i g
n i v i g
n a p m o c c
a iedbyaciton .s
1 . 1 f
- Student sgues s e r u t c i p e
h t
e h t y b d e w o h s
r e h c a e t
- Student srepea t e c n e t n e s h c a e
r e h c a e t e h t t a h t
s y a s
- Student s tel l t u o b a y r o t s e h t
a i c ir t a P
- Student s e h t r e w s n a
s ’ r e h c a e t
d e t a l e r s n o it s e u q
y r o t s e h t o t
- Student s tel l .f l e s
- Gain the t u o b a n o it a m r o f n i
e h t n i lr i g e lt ti l e h t
. k o o b
- Pronounce each e
c n e t n e s
. y lt c e r r o c
- Respond to the s
’ r e h c a e t
d e t a l e r s n o it s e u q
e h t o
t picture .s - Tell t he story o f
l ri g e lt ti l e h t
.s e v l e s m e h t
- Tel l the t u o b a n o it a m r o f n i
, e m a n ( s e v l e s m e h t
9 6
n o it a m r o f n i
t u o b a
s e v l e s m e h t
-Student s tel l e v a h y e h t t a h w
d e n r a e l
) c t e , e g a
- Inrtoduce thei r n i s e v l e s n w o
e t a ir p o r p p a
.s n o i s s e r p x e
I I /
I Listening
o t d n o p s e r o t e l b a e B 2 . 1
s n o it c u rt s n i e l p m i s y r e v
m o o r s s a l c n i y ll a b r e v
.s t x e t n o c
g n i k a e p S
s s e r p x e o t e l b a e B 1 . 2
g n i s u y b g n i n a e
m the f o s
n o i s s e r p x e
, fl e s e n o g n i c u d o rt n i
d n a , g n i s o l c , g n it e e r g
- Student sgues s e r u t c i p e
h t
e h t y b d e w o h s
r e h c a e t
- Students tel l s e ir o t s n w o r i e h t
r i e h t g
n i s u
s k o o b y r o t s
- Student s give
- Perform thei r s ll i k s g n i k a e p s
l l a “ s e ir o t s g n il l e t(
g n i s u ) ” e m t u o b a
n w o r
i e h t
.s k o o b y r o t s
- Use approp irate n o n o i s s e r p x e
. y r o t s a l l e t o t w o h
- Use the f o s n o i s s e r p x e
, g n i c u d o rt n i
’ s t n e d u t S ●
s n o it a p i c it r a p
’ s t n e d u t S ●
.s e c n a m r o f r e p
” 0 4 x
2 ● Students ’ s k o o b y r o t s
l l A “ d e lt it n e
0 7
n o it c u rt s n i g
n i v i g
n a p m o c c
a iedbyaciton .s
.
r i e h t o t t n e m m o c
’ s d n e ir f
s e c n a m r o f r e p
- Student s tel l e v a h y e h t t a h w
d e n r a e l
d n a , g n it e e r g
. g n i s o l c
- Inrtoduce o t s e v l e s m e h t
s d n e ir f ri e h
t . - Gain the
t u o b a n o it a m r o f n i
.s r e n tr a p r i e h t
- Giveopinionst o ’ s d n e ir f r i e h t
.s e c n a m r o f r e p
I / I
I Listening
1 .
1 Be able to d
n o p s e
r wtih aciton to n i n o it c u rt s n i n e v i g e h t
.s t x e t n o c m o o r s s a l c
- Student snoitce e r u t c i p e
h t
e h t y b d e w o h s
r e h c a e t
- Student sgues s e r u t c i p e
h t
e h t y b d e w o h s
r e h c a e t
- Identfiy f o s n o i s s e r p x e e h t
g n i c u d o rt n i
f o s
r e b m e m
y li m a f
- Gain the t u o b a n o it a m r o f n i
y li m a f
’ s t n e d u t S ●
s n o it a p i c it r a
p S
● tudents ’ .s r e w s n a l a u d i v i d n i
” 0 4 x
2 ●Astorybook y M “ d e lt it n e
” y li m a f
A
● famliy e
r u t c i p
T
1 7
g n i k a e p S
s s e r p x e o t e l b a e B 2 . 2
d n a g n i k s a f o g n i n a e m
s g n i h t/ s e c i v r e s g n i v i
g yb f o s n o i s s e r p x e e h t g n i s u
. p l e h r o f g n i k s a
s s e r p x e o t e l b a e B 3 . 2
f o g
n i n a e m
g n i v i g / g n i k s a
n o it a m r o f n
i by using t he f o s
n o i s s e r p x e
. g n i d n e m m o c
s s e r p x e o t e l b a e B 4 . 2
s s e n e ti l o
p by using :
. u o y k n a h t
- Student srepea t e c n e t n e s h c a e
r e h c a e t e h t t a h t
s y a s
- Student s tell t u o b a y r o t s e h t
y li m a f s ’ a i c ir t a P
- Student s e h t r e w s n a
s ’ r e h c a e t
d e t a l e r s n o it s e u q
y r o t s e h t o t
- Student s tel l n o it a m r o f n i
r i e h t t u o b a
s e il i m a f
-Student s tel l e v a h y e h t t a h w
- Pronounce e c n e t n e s h c a e
y lt c e r r o c
- Respond s ’ r e h c a e t e h t o t
d e t a l e r s n o it s e u q
s e r u t c i p e h t o t
- Tel l the y li m a f e h t f o y r o t s
s e v l e s m e h t
- Tel l the t u o b a n o it a m r o f n i
s e il i m a f r i e h t
s e v l e s m e h t
- Inrtoduce n i s e il i m a f r i e h t
e t a ir p o r p p a
e r p x
3 7
. g n i d n e m m o c
s s e r p x e o t e l b a e B 4 . 2
: g n i s u y b s s e n e ti l o p
. u o y k n a h t
d e n r a e
l - Gain the u o b a n o it a m r o f n
i t ’ s r e n tr a p r i e h t
.s e il i m a f
- Give r i e h t o t s n o i n i p o
’ s d n e ir f
4 7
C
X
I
D
N
E
P
P
A
e
r
P
f
o
t
s
i
L
e
h
T
-
d
e
s
i
g
n
Q
u
e
s
it
o
n
n
a
i
r
e
a
n
d
s
5 7
!
H
S
I
L
G
N
E
K
A
E
P
S
N
A
C
I
.
A Isliah pertanyaan berikuti n idengan cara member itanda sliang (X ) a
d a
p piilhanYaatauTidak.
.
1 BahasaI ngg ir stiumudahdanmenyenangkan. .
a Y a b .Tidak .
2 SayabisaberbicaradenganmenggunakanBahasaI ngg ir .s .
a Y a b .Tidak .
3 Sayas eirngmerasakesultianberbicaramenggunakanBahasaI ngg ir .s .
a Y a b .Tidak .
4 Sayamaludantaku tijkaberbicaradenganmenggunakanBahasaI nggir .s .
a Y a b .Tidak .
5 Sayas ukabetranya ijkas aya itdakt ahuatr ikatadalamBahasaI ngg ir .s .
a Y a b .Tidak .
6 Saya lebih mudah berbicara Bahasa Ingg ir sd liua rsekolah da irpada d i .s
a l e k m a l a d
.
a Y a b .Tidak .
7 Sayas ukamendengarkancertiagurus aa tpelajaranBahasaI ngg ir .s .
a Y a b .Tidak .
8 Sayal ebihs enangbelaja rBahasaI ngg ir sdenganmenggunakancertia. .
a Y a b .Tidak .
9 Bag isaya ,belaja rBahasa Ingg ir sdengan menggunakan certia tiu lebih .
n a k g n a n e y n e m
.
a Y a b .Tidak
a m a
N : n i m a l e K s i n e
7 7
.
4 Topik apa saja yang adik-adik senang iuntuk belaja rBahasa Ingg irs? )l
l d , n o it a tr o p s n a r T , y li m a F , s e i b b o H : a y n l a s i M (
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. ... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. ... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .
5 Menuru t adik-adik , kela s Bahasa Ingg ir s sepetr i apakah yang ?
n a k g n a n e y n e m
.. .. .. .. .. .. .. .. ..
.. ... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. ... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. ...
