PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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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

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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

Y T I S R E V I N U A M R A H D A T A N A S

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ASARJANAPENDIDIKANTHESIS

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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

Y T I S R E V I N U A M R A H D A T A N A S

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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

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S T N E T N O C F O E L B A T

i. . … … … … … … … … … … … … … … … … … … … … … … … … … … … … E G A P E L T I T

E G A P L A V O R P P

A S…..………..ii v i. .. . … … … … … … … … … … … … … … … … … … … … … … N O I T A C I D E D F O E G A P

v . … … . … … … … … … … … … … … … … 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

K A R T S B

A … ……….vii ACKNOWLEDGEMENTS……….……….….viii x i. … … … … … … … … … … … … … … … … … … … … … … … S T N E T N O C F O E L B A T

T S I

L OFTABLES………...……..…xiv v x … … . … … … … … … … … … … … … … … … … … … … … … … … S E R U G I F F O T S I L

i v x .. . … . … … … … … … … … … … … … … … … … … … … … … S E C I D N E P P A F O T S I L

N O I T C U D O R T N I I R E T P A H C

.

A Background……….….1 .

B ProblemLimtiaiton……….….3 .

C ProblemFormulaiton……….……..3 .

D ResearchObjecitves……….…...4 .

E ResearchBeneftis……….…...4 .

i x

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

.

A Theoreitca lDesc irpiton………...7 .

1 Insrtucitona lDesignModel .s………...7 .

a Kemp’sModel……….………..…………8 .

b Yalden’ sModel………..………….11 .

c CombinaitonbetweenKemp’ sandYalden’ sModel..……..………...13 .

2 Educaitona lResearchandDevelopment………..………….15 .

3 MulitpleI ntelilgenceTheory………... 7.. 1 .

4 Speaking………....21 .

a TheNatureo fSpeaking………..……….……....21 .

b TeachingSpeaking………..……….……...22 )

1 .TheI mpo tranceo fTeachingSpeaking….……….…....23 .

)

2 TheTechniquei nTeachingSpeaking…….………..….25 5 2 .. .. .. … … … … … … … … … … … … … … … … … s e i d u t S d e t a l e R f o w e i v e R . B

… … … … … … … … … … … … … … … … … … k r o w e m a r F l a c it e r o e h T .

C .…..29

Y G O L O D O H T E M I I I R E T P A H C

.

A ResearchMethod……….……..31 .

ii x .

1 Paritcipantsi nResearchandI nformaitonGathe irng………….…...36 .

2 Paritcipantsi nPreilminaryFieldTesitng..………..………36 .

C ResearchSetitng………37 .

D ResearchI nstruments………....…37 .

1 Interview……….………37 .

2 Quesitonnarie……….….…38 .

E DataGathe irngTechnique……….38 .

1 DataGathe irngf o rResearchandI nformaitonGathe irng………...… .38 .

2 DataGathe irngf ort hePreilminaryFieldTesitng……...…..………..39 .

F DataAnalysi sTechnique………..………...39 .

G ResearchProcedure………..……….40

N O I S S U C S I D D N A S T L U S E R V I R E T P A H C

.

A TheElaborationoft heStepsf o rASe tofI nsrtucitona lSpeakingMate iral s Based on Mulitple Intel ilgence Theory for t he Fou trh Grade Student so f

s u i P D

S Kutoa jro………..………..…………... 42 .

1 ResearchandI nformaitonGathe irng…..………..……….43 .

2 Planning……….48 .

a StaitngGoals ,Topics ,andGenera lPurposes……….….49 .

ii i x .

c LearningObjecitves……….52 .

d Teaching-LearningAcitviites andI nsrtucitonal Resources………... 45 .

3 Developingt hePreilminaryFormo fProduct……..……….……54 .

4 ConducitngPreilminaryTesitng……….……….……..55 .

a TheDesc irpitonoft heParitcipants……….………… 55 .

b DataPresentaiton……….…………56 )

1 Paritcipants ’Comment sandOpinion sont heDesignedMate iral .s..… 58 t

n o s n o it s e g g u S ’ s t n a p i c it r a P )

2 heDesignedMate irals………...58 .

5 CarryingOu tMainProduc tRevision………..…….…...59 .

B TheDiscussionoft heDesignedMate irals……….……...59 .

C ThePresentaitonoft heDesignedMate irals………..……61

S N O I T S E G G U S D N A S N O I S U L C N O C V R E T P A H C

.

A Conclusion .s………...………...63 .

B Suggesitons………65

S E C N E R E F F E

v i x S

E C I D N E P P A

r e tt e L e h T A x i d n e p p

A o fPermission……….……69 e

v r u S s d e e N e h T B x i d n e p p

A yQuesitonnarie………....71 r

e t n I e h T C x i d n e p p

A viewGuide………..…..73 .

… … s l a ir e t a M d e n g i s e D e h t f o n o it p ir c s e D l a r e n e G e h T D x i d n e p p

A .….…75

… … … … … … … … … … e ri a n n o it s e u Q n o it a u l a v E e h T E x i d n e p p

A .………77

e p p

A ndixFSyllabus………..… .………....79 e

L G x i d n e p p

A ssonPlan……….88 t

f o n o it a t n e s e r P e h T H x i d n e p p

v x

S E L B A T F O T S I L

Table1 :TheResul toft heNeed sSurvey………....43 e

h t f o t l u s e R e h T : 2 e l b a

T Interview………...47 a

B e h T : 3 e l b a

T sicCompetenceoft heDesignedMate irals………..……..50 …

… … … … … … … e c n a m r o f r e P ’ s t n e d u t S e h t f o r o t a c i d n I e h T : 4 e l b a

T .…………. 52

… … … … … … … … … … 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 : 5 e l b a

T .………..55

y r a n i m il e r P e h t f o t l u s e R e h T : 6 e l b a

T FieldTesitng..………...56

… … … … … … s l a ir e t a M d e n g i s e D e h t f o n o it a t n e s e r P e h T : 7 e l b a

i v x

S E R U G I F F O T S I L

rt s n I s ’ p m e K : 1 e r u g i

F ucitona lDesignModel………..……8 D

l a n o it c u rt s n I s ’ n e d l a Y : 2 e r u g i

F esignModel………...…...11 a

s ’ p m e K n e e w t e b n o it a n i b m o C : 3 e r u g i

F ndYalden’ sModels………...…...13 4

e r u g i

ii v x

S E C I D N E P P A F O T S I L

A x i d n e p p

A :TheLettero fPermission………...…69 B

x i d n e p p

A :TheNeed sSurveyQuesitonnarie………..…....71 C

x i d n e p p

A :TheI nterviewGuide………..……73 D

x i d n e p p

A :TheGenera lDesc irpitonoft heDesignedMate irals…..…...75 E

x i d n e p p

A :TheEvaluaitonQuesitonnarie………..…...77 F

x i d n e p p

A : Syllabus……….79 G

x i d n e p p

A :LessonPlan……….…...88 H

x i d n e p p

.

1 How i s a se t o finsrtucitona lspeaking mate irals based on Mulitple e

c n e g il l e t n

I theoryfort hefou trh gradestudents fo SDPiu sBakt iUtama o

jr a o t u

K designed? .

2 Wha tdoe sthe design o fthe insrtucitona lspeaking mate irals based on e

c n e g il l e t n I e l p it l u

M theoryf ort hef ou trhgradestudent so fSDPiu sBakt i a

m a t

U Kutoa jrolook ilke? .

D ResearchObjec itves

,s e v it c e j b o o w t s a h y d u t s e h

T which are used to answe rthe previously .s

n o it a l u m r o f m e l b o r p d e n o it n e m

.

1 To ifnd ou thow a se to finsrtucitona l speaking mate irals based on e

c n e g il l e t n I e l p it l u

M theoryfort hef ou trhgradestudent so fSDPiu sBakt i a

m a t

U Kutoa jroi sconsrtucted. .

2 To design a se to finsrtucitona lspeaking mate iral sbased on Mulitple e

c n e g il l e t n

I theoryfort hefou trh gradestudent so fSDPiu sBakt iUtama o

jr a o t u

K .

.

E Beneftis

. s ti f e n e b g n i w o ll o f e h t n i a g o t s e p o h r e ti r w e h t , h c r a e s e r e h t g n it c u d n o c r e tf A

t s i h t y ll u f e p o h , t s ri

F hesi scan help the teacher so fPiu sBakt iUtama elementary g n i k a e p s r i e h t r o f e c n e r e f e r e v i g n a c y d u t s s i h t d n a g n i k a e p s g n i h c a e t n i l o o h c s

e d a r g p u o t s tr o f f e e k a m o t y rt d l u o w s r e h c a e t h s il g n E e h t , r e v o e r o M . l a ir e t a m

f o s d n a m e d e h t h ti w e p o c o t s e v l e s m e h

.

a Kemp’ sModel

e d i v i d s i n a l p n g i s e d l a n o it c u rt s n i s ’ p m e

K di ntoeigh telements .Theelement s .

e c n e u q e s n i y lr e d r o d e g n a r r a s i tI . d e g n a r r a y ll a c it a m e t s y s e r

a Kemp (1977) state s

e c n e d n e p e d r e t n i s i e r e h T . s s e c o r p e l b i x e lf a s i s t n e m e l e e h t f o t n e m e g n a r r a e h t “ t a h t

e f f a y a m e n o o t n o i s i c e d ; s t n e m e l e t h g i e e h t g n o m

a c tother .s” Kemp suggested t ha t

e h t “ t a h t d i a s p m e K ” .t s ri f tr a t s l li w e h s / e h t a h t p e t s h c i h w e s o o h c y a m r e n g i s e d e h t “

y b y r a s s e c e n e d a m s t n e m e l e f o s n o i s i v e r e t a c i d n i w o l e b m a r g a i d e h t n i s e n il n e k o r b

o t n e m h s il p m o c c a ’ s t n e d u t s n o d e r e h t a g a t a d n o it a u l a v

e fobjecitve .s”

The diagram below i s t he diagram according t o Kemp’s i nsrtucitona ldesign 8

: 7 7 9 1 p m e K ( . n a l

p -9) .The following would be the de ifniiton so fthe element s .

m a r g a i d e h t n i n w o h s

) 9 : 7 7 9 1 , p m e K ( l e d o M n g is e D l a n o it c u r t s n I s ’ p m e K 1 e r u g i F

. )

1 Goals ,Topics ,andGenera lPurposes

Goal sare de irved from t hree sources; t heyare society ,students ,and subjec t .s

d e e n d n a s t s e r e t n i ’ s t n e d u t s n o d e s a b s i c i p o t g n it c e l e S . s a e r a

Genera lpurpose so fthe selected topic are impo tran tto be stated because i t s m r e t t c a rt s b a r o e d i w n i s s e r p x e s e s o p r u p l a r e n e G . fl e s ti c i p o t e h t f o e m a r f e h t s e v i g

s i t i , y l g n i d r o c c A . ’ e r a w a e m o c e b o t‘ d n a , ’ e t a i c e r p p a o t‘ , ’ d n a t s r e d n u o t‘ s a h c u s

n a , s e v it c e j b o s c if i c e p s e h t e d i c e d o t r e h c a e t e h t r o f l a i c u r

c d the speci ifc purpose s

.r e t a l d e s s u c s i d e b l li w

. )

2 Learne rCharacte irsitcs

Learne r characte irsitc s cove r learner’ s capab litiy , needs , and interests . c i m e d a c a e h t g n i w o ll o f s c it s ir e t c a r a h c r e n r a e l e h t e d i c e d d l u o h s r e n g i s e d e h t ,s e d i s e B

i c o s d n a s r o t c a

f a lfactors .Othe rcharacteirs itc stha tshould be considered in an .

e l y t s g n i n r a e l d n a n o it i d n o c g n i n r a e l e r a n g i s e d l a n o it c u rt s n i

. )

3 LearningObjecitves

Learning objecitve sare the speci ifc objecitve stha twan tto be achieved .I t j

a m e e r h t r e v o c d l u o h

s o ro fcatego ire s.ie .cogniitve ,psychomotor ,andaffecitve. .

)

4 Subjec tContent

Subjec t conten t comp irse s the seleciton and organizing o f the speci ifc p

e t s ( s ll i k s , ) n o it a m r o f n i d n a s t c a f ( e g d e l w o n

k - yb -step procedures ,condiitons ,and d

n a , ) s t n e m e ri u q e

g

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e h t f o s s e n e v it c e f f e e h t d n a s l a ir e t a m l a n o it c u rt s n i h t o b r o f t n e m e v o r p m

i systema sa

r i e h t e v a h s l e d o m e s e h t e c n i s r e ti r w e h t y b n e s o h c e r a s ’ n e d l a Y d n a s ’ p m e K . e l o h w

. r e h t o h c a e e t e l p m o c o t r e d r o n i d e d e e n e r a s l e d o m e h t , e r o f e r e h T . s h t g n e rt s n w o

s ’ p m e K n e e w t e b n o it a n i b m o C 3 e r u g i

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e d o M s ’ n e d l a Y

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d n a , s c i p o T , s l a o G g n it t e S

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s ’ r e n r a e L g n i y fi t n e d I

a h

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n o it a u l a v E g n it c u d n o C

s l a ir e t a M e h t g n i n g i s e D

g n i h c a e T g n it c e l e

S -Learning l a n o it c u rt s n I d n a s e it i v it c A

s e c r u o s e R

s e v it c e j b O g n i n r a e L g n it a t S

s i t a h t l a o g e h t s e c n e u lf n i o s l a s i t i t a h t o

s previously de ifned in the proces so f l a n o it c u rt s n i e h t p o l e v e d o t s i p e t s t x e n e h T . l a ir e t a m l a n o it c u rt s n i e h t g n i n g i s e d

t h g i e e h t n o d e s a b s e it i v it c

a area so fMulitple Intelilgence theory .Having ifnished .

AdaptedR&Ds teps Stepsi nadaptedKemp’ smodel e

r u g i

F 4TheResearcher’ sTheore itca lFramework

d n a h c r a e s e R

r e h t a g n o it a m r o f n

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d n a c it s ir e t c a r a h

c needs

, s c i p o t ,s l a o g g n it a l u m r o F

s e s o p r u p l a r e n e g d n a

g n i n r a e l g n it a l u m r o F

e v it c e j b

o s

g n i n g i s e d g n it a u l a v E

s l a ir e t a m

s e c i v r e S t r o p p u S

e t a ir p o r p p a g n i s o o h C

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T three point sto be discussed in thi schapter .The fris tpoin t desc irbes t he elaboraiton of t he step sfo rdesigning i nsrtucitona lspeaking mate irals . f o t e s d e n g i s e d e h t s t n e s e r p t s a l e h t , n e h T . n o i s s u c s i d e h t s t n e s e r p t n i o p d n o c e s e h T

.s l a ir e t a m

t a r o b a l E e h T .

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c n e g il l e t n I e l p it l u M n o d e s a

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T elaboraitonoft hestepsi nt hedesignedmate iralsi st heanswert ot hef ris t t a r o b a l e e h t t u o b a n o it a n a l p x e d e li a t e d e h T . n o it a l u m r o f m e l b o r p e h t n i n o it s e u

q ion

f o t e s a w o h f o n o it p ir c s e d r a e l c a s e v i g s l a ir e t a m d e n g i s e d n i s p e t s e h t f o

s l a ir e t a m g n i k a e p s l a n o it c u rt s n

i based on Mulitple Intelilgence theoryfor t he fou trh r e ti r w e h t , s s e c o r p e ri t n e e h t n I . d e n g i s e d s a w l o o h c s y r a t n e m e l e f o s t n e d u t s e d a r g

ir r a

.

a Sta itngGoals ,Topics ,andGenera lPurposes

) 1 Goals

o t s i l o o h c s y r a t n e m e l e f o e d a r g h tr u o f e h t r o f h s il g n E g n i h c a e t r o f l a o g e h T

li k s e h t e v a

h lo f ilstening ,speaking ,w iritng ,and r eadingi n simple Engilsh wtih t he e r a s t n e d u t s e h t t a h t d e t c e p x e o s l a s i t I . ll i k s n o it a c i n u m m o c e h t n o s i s a h p m e

. d e d i v o r p s e it i v it c a e h t h g u o r h t h s il g n E g n i n r a e l n i d e t s e r e t n i

)

2 Topics

l a o g e h t e v e i h c a o t r e d r o n

I ,st he wrtie rselected seven t opics t ha twould be T

. t n r a e

l he wrtie rgave a ils toft opics ,which wast aken f romt he t heme sof t eaching .

l o o h c s y r a t n e m e l e r o f e c if f o n o it a c u d e n i d e d u l c n i s e it i v it c a g n i n r a e l d n

a The topic s

.s w o ll o f s a d e g n a r r a e r a

: 1 t i n

U Numbers( Howmany? )

) ? y b b o h r u o y s i t a h W ( s e i b b o H : 2 t i n U

) m o o r h t a b e h t n i s i l e w o t e h T ( e m o h t a s g n i h T : 3 t i n U

) ? y a d o t ti s i e t a d t a h W ( r a d n e l a C : 4 t i n U

) ? e m a n s ’ r e h t a f r u o y s i t a h W ( y li m a F : 5 t i n U

ti n

U 6 :Toy sandGames( Doyouhavet oy- ?c ) ar

h S : 7 t i n

.

4 Calendar Student sareablet o:

- recognize the Engilsh word s fo r the .r

a d n e l a c

- produce a simple sentence o fhow t o ask .r a d n e l a c t u o b a s n o it s e u q e h t r e w s n a d n a .

5 Famliy Student sareablet o:

- recognize the Engilsh word s fo r the .

y li m a f

- produceas imples entenceo fhowt oask . y li m a f t u o b a s n o it s e u q e h t r e w s n a d n a .

6 Toy sandGames Student sareablet o:

- recognize t he Engilsh word sfor t he t oy s .s

e m a g d n a

- produce a simple sentence o fhow t o ask d n a s y o t t u o b a s n o it s e u q e h t r e w s n a d n a

.s e m a g .

7 Shopping Student sareablet o:

- recognize the Engilsh word s fo r the .

g n i p p o h s

- produce a simple sentence o fhow t o ask . g n i p p o h s t u o b a s n o it s e u q e h t r e w s n a d n a

.

b IdentfiyingLearningCharacterisitcs

e h

T wrtie rconductedobservaitonandi nterviewwtihoneEngilsht eache rand f

o r o t c u rt s n i g n i k a e p s e n

o SD Piu sBakt iUtama.The i nformaitongathered f rom t he .s

w o ll o f s a s a w w e i v r e t n i e h t o s l a d n a n o it a v r e s b o

.

1 Thes tudent sareveryacitve.

.s e it i v it c a s u o ir a v h ti w h s il g n E n r a e l o t e k il y e h T . 2

e h t f o e m o s , r e v e w o H . h s il g n E g n i n r a e l n i d e t s e r e t n i e r a s t n e d u t s e h t f o t s o M . 3

s e r e t n i t o n e r e w s t n e d u t

.

c LearningObjec itves

e h

T wrtie rspeci ifed t he l earningobjecitve sof t hemateirals ’design i n every g n i n r a e l c if i c e p s e h t , y d u t s s i h t n I . e c n e t e p m o c c i s a b e h t g n it a t s r e tf a g n it e e m

e r a s e v it c e j b

o stated as t he i ndicators .The formulated i ndicator scan be seen i n t he :

e l b a t g n i w o ll o f

4 e l b a

T :TheI ndicator soft heStudents ’Performance

. o

N Topic Indicators

.

1 Numbers Thes tudent sareablet o: - Singas ongabou tnumber .s

- Menitont hename so fnumber scorreclty. - Pronouncet hename so fnumber scorreclty . - Findt hename so fnumber .s

- Pracitcet hedialogueo faskingandanswe irngabou t .s

r e b m u n

- Countt henumber .s .

2 Hobbies Thes tudent sareablet o:

- Menitont hename so fhobbie scorreclty. - Pronouncet hename so fhobbie scorreclty . - Findt hename so fhobbie .s

- Pracitcet hedialogueo faskingandanswe irngabou t .s

e i b b o h

-Playt hegameabou thobbie .s .

3 Thing sa thome Thes tudent sareablet o:

- Singas ongaboutt hing sa thome.

- Menitont hename soft hing sa thomecorreclty. - Pronouncet hename soft hing sa thomecorreclty . - Findt hename soft hing sa thome.

. e m o h t a s g n i h t

- Wrtiet het hing sont hepicture sont het able. .

4 Calendar Thes tudent sareablet o:

- Singas ongabou tdaysandmonths.

- Menitont hename so fday sandmonth scorreclty. - Pronouncet hename so fday sandmonth scorrec lty . - Findandgues sthename so fday sandmonth .s - Pracitcet hedialogueo faskingandanswe irngabou t

.s h t n o m d n a s y a d

- Findt hei nformaitonabou this/herf irendbi trhday. .

5 Famliy Thes tudent sareablet o:

- Menitont hename soff amliycorreclty. - Pronouncet hename soff amliycorreclty . - Drawt hef amliy rteeoft heris.

- Pracitcet hedialogueo faskingandanswe irngabou t .

y li m a f

- Findt hei nformaitonabou this/herf irendf amliy’ sname. .

6 Toy sandGames Thes tudent sareablet o:

- Menitont hename soft oy sandgame scorreclty. - Pronouncet hename soft oy sandgame scorreclty . - Findt hename soft oy sandgame .s

- Pracitcet hedialogueo faskingandanswe irngaboutt oy s .s

e m a g d n a

- Findt hei nformaitonabou the /rhisf irendtoy sand .s

e m a g .

7 Shopping Thes tudent sareablet o:

- Pronounceabouts hoppingcorreclty. - Imtiatet heexpression sgiveni nt het ex.t - Readabou tmoney.

- Pracitcet hedialogueo faskingandanswe irngabou t .

g n i p p o h s

g n it s e T y r a n i m il e r P g n it c u d n o C . 4

e ri a n n o it s e u q e h t g n it u b ir t s i d y b e n o d s a w n o it a u l a v e s l a ir e t a m d e n g i s e d e h T

f o r e r u t c e l a o

t Sanata Dharma Universtiy ,a headmisrtes so fSD Piu sBakt iUtama o

w t , o jr a o t u

K Engilsh teacher so fSD Piu sBakt iUtama Kutoa jro ,two speaking e h T . l o o h c s t n e r e f fi d m o r f r e h c a e t h s il g n E e n o d n a , l o o h c s s i h t n i s r o t c u rt s n i

.s l a ir e t a m d e n g i s e d e h t n o s m s i c it ir c d n a , s n o it s e g g u s ,s n o i n i p o e v a g s t n a p i c it r a p

s t n a p i c it r a P e h t f o n o it p i r c s e D e h T . a

e h

T paritcipant so fthi ssurvey were seven people .They were a lecture ro f a

m r a h D a t a n a

S Univers tiy ,a headmisrtes so fSD Piu sBakt iUtama Kutoa jro ,two f

o s r e h c a e t h s il g n

E SDPiu sBakt iUtamaKutoajro,t wospeakingi nsrtuctors ,andone t

n e r e f fi d m o r f r e h c a e t h s il g n

E school .Mos to fthem are Bachelo rgraduates .The t

s il e l b a t g n i w o ll o

f st heparitcipant soft hepost-designs urvey:

5 e l b a

T :TheDescripitonoft hePar itcipant s f

o p u o r G

s t n a p i c it r a P

x e

S Educaitona l d n u o r g k c a B

s e c n e i r e p x E g n i h c a e T

) s r a e y n i(

M F D 2 S 1 S 2 1-5 6- 01 1 0< r

e r u t c e

L 1 1 1

s s e rt s i m d a e

H 1 1 1

s r e h c a e t h s il g n

E 3 1 2 3

s r o t c u rt s n i g n i k a e p

b .DataPresenta iton

r o f k c a b d e e f e h t g n i n i a g n i t n e m u rt s n i e h t s a s e ri a n n o it s e u q d e s u r e ti r w e h T

e u q e r e h T . n g i s e d ’ s l a ir e t a m e h

t sitonnarie swere dist irbuted to gain the feedback e h t d n a y c a r u c c a r a m m a r g e h t , n g i s e d s ’l a ir e t a m e h t f o s s e n e t a ir p o r p p a e h t t u o b a

’ s t n a p i c it r a p e h t , s e ri a n n o it s e u q e h t n I . n g i s e d s ’l a ir e t a m e h t n i d e il p p a s e u q i n h c e t

i h w , s r e b m u n n i d e s s e r p x e e r e w s n o i n i p

o ch showed thei rdegree o fagreement , 1

g n i g n a

r -4 . The number sand the degree o f agreemen t are elaborated a s the :

s g n i w o ll o f

1 :Theparitcipantss rtonglydisagreed/ wtiht hes tatement 2 :Theparitcipant sdisagreed/ wtiht hes tatement

3 :Theparitcipant sagreed/ wtiht hes tatement

4 :Theparitcipantss rtonglyagreed/ wtiht hes tatement : e l b a t g n i w o ll o f e h t n i d e t n e s e r p d n a d e d r o c e r e r a , n e h t , a t a d e h T

6 e l b a

T :TheResul toft hePreilminaryFieldTes itng .

o

N TheParitcipants ’ n o n o it a u l a v E

t n e m e e r g A f o s t n i o

P N

1 2 3 4

.

1 Thes tandardo fcompetence l l e w s i ) s u b a ll y s e h t n i(

. d e t a l u m r o f

1 6 7

.

2 Theindicator s i(nt he l l e w e r a ) s u b a ll y s

d e r e d i s n o c d n a d e t a l u m r o f

d r a d n a t s e h t tr o p p u s o t e l b a

. e c n e t e p m o c f o

.

3 Thet opic sandcontent s e

t a m e h t n i n e v i

g iral sare s t n e d u t s e h t r o f e t a ir p o r p p a

f o e d a r g h tr u o f e h t n i

.l o o h c S y r a t n e m e l E

7 7

.

4 Themate iral sare

d n a , e l b a ti u s , g n it s e r e t n i

e d a r g h tr u o f e h t r o f t n a v e l e r

y r a t n e m e l e e h t f o s t n e d u t s

.l o o h c s

1 6 7

.

5 Theacitviite sineachunti e

t a ti li c a f n a

c thes tudentst o g n i e b c i p o t e h t d n e h e r p m o c

. d e s s u c s i d

2 5 7

.

6 Theacitviite sprovided l li fl u f o t s t n e d u t s e h t e l b a n e

d n a t s e r e t n i ’ s t n e d u t s e h t

.t n e l a t

2 5 7

.

7 Theacitviite scandevelop e l p it l u M ’ s t n e d u t s e h t

.s e c n e g il l e t n I

1 6 7

.

8 Theelaboraitonoft he .l a r e n e g n i t n e t n o

c 1 6 7

n e s o o h c y lt s o m s t n a p i c it r a p e h t f o , e ri a n n o it s e u q f o t l u s e r e h t n o d e s a

B umbe r

s n a e m s i h T . r u o f d n a e e r h

t thatt heyt ended t o agreeand srtonglyagree t ot he point s h

t n i d e n o it n e

m e quesitonnarie .Thi salso means tha tthey considered the designed s

l a ir e t a

m sutiablet obeappiledf or t hef ou trhgradestudent so fSD Piu sBakt iUtama .

C .ThePresenta itonoft heDesignedMaterials

s a h r e ti r w e h t , n o it a l u m r o f m e l b o r p e h t n o n o it s e u q d n o c e s e h t r e w s n a o T

n if e h t e d a

m a lversion o fthe designed se to fins rtucitona lmate irals .The mate iral s d e n g i s e d e h t f o n o it p ir c s e d e h t s w o h s e l b a t g n i w o ll o f e h T . s ti n u n e v e s f o t s i s n o c

. s l a ir e t a m

7 e l b a

T ThePresentaitonoft heDe isgnedMaterials s

ti n

U Topics Sec itons

1 Numbers a .Le’t sSing!

!t a e p e R d n a , n e t s i L , k o o L . b

! e c it c a r P s ’t e L . c

! n u F e v a H s ’t e L . d

2 Hobbies a .Le’t sFindt heWords! !t a e p e R d n a , n e t s i L , k o o L . b

! e c it c a r P s ’t e L . c

! n u F e v a H s ’t e L . d

3 Thing sa thome a .Look ,Listen ,andRepea!t !

e c it c a r P s ’t e L . b

S s ’t e L .

c ing!

! s d r o W e h t d n i F s ’t e L . d

4 Calendar a .Le’t sSing!

!t a e p e R d n a , n e t s i L , k o o L . b

! e c it c a r P s ’t e L . c

! n u F e v a H s ’t e L . d

5 Famliy a .Le’t sFindt heWords! !t a e p e R d n a , n e t s i L , k o o L . b

! e c it c a r P s ’t e L . c

! n u F e v a H s ’t e L . d

6 Toy sandGames a .Look ,Listen ,andRepea!t .

b Le’t sPracitce! .

c Le’t sFindt heWords! .

7 Shopping a .Look ,Listen ,andRepea!t .

b Le’t sPracitce! .

c Le’t sFindt heWords! .

d Le’t sHaveFun!

, s n o i n i p o e h t n o d e s a b d e v o r p m i n e e b e v a h d e t n e s e r p s l a ir e t a m e h T g u

s gesiton s and evaluaiton o f the paritcipants . The detalied and complete .

e h t s i tI . s y a w y n a m h g u o r h t n r a e l o t e l b i s s o p e r a s t n e d u t s e h T . s r e n r a e l e v it c a e b o t

f o s d n i k y n a m h g u o r h t n r a e l o t e c a p s s t n e d u t s e h t e v i g o t y ti li b i s n o p s e r ’ s r e h c a e t

ri e h t p o l e v e d t a h t s e it i v it c

a potenital .

s r e h c r a e s e r r e h t o r o F . 2

s l a ir e t a m d e n g i s e d e h t t n e m e l p m i o t s r e h c r a e s e r r e h t o s d n e m m o c e r r e ti r w e h T

g n i h c a e t n o s t n e m e v o r p m i e h T . s l a ir e t a m d e n g i s e d e h t f o s s e n e v it c e f f e e h t w o n k o t

e s u a c e b t u o d e ir r a c e b o t y r a s s e c e n e r a s e it i v it c a g n i n r a e

l students ’need salway s

7 6

S E C N E R E F E R

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lH a :PermohonanPengisianKuisioner n

a ri p m a

L :1 .GambaranUmum 2 .Kuisioner

3 .LessonPlans 4 .Mater iPengajaran

u b I/ k a p a B h t Y

t a p m e t i d

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P g .Studi :PendidikanBahasaI ngg irs n

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g n a y i s p ir k s n a g n e d n a ti a k r e b g n a y r e n o i s i u k n a i s i g n e p n ij i n o h o m e m n i g n I a y a

s susun ,dengan judu l“A Se to fInsrtucitona lSpeaking Mate iral sbased on y

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. ri p m a lr e t r e n o i s i u k i s i g n e m n a g n e d n u s u s a y a s h a l e t g n a y

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a s a h a b a r a c i b r e b t a p a d k u t n u a y a s

.s ir g g n I

1 2 3 4 5

.

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d n .

1 2 3 4 5

.

. k o p m o l e k m a l a d r a j a l e b a d a p ir a d .

6 Saya senang belaja rd ialam beba sdan m a l a i d n a w e h a tr e s n a m a n a t t a h il e m

.r a ti k e s

1 2 3 4 5

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7 Sayas enangmempelajar iasa lmulas uatu .

n a i d a j e k u a t a a d n e b

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9 Sayas enangolahraga/gerakbadan. 1 2 3 4 5 .

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n a k a n u g g n e m i r e t a m u t a u s n a n u s u y n e p i a n e g n e m u b i n a p a g g n a t a n a m i a g a B . 5 1

berbaga imacamakitv tia syangberdasa rpadakecerdasanmajemukd idalam

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r a j a l e b t a p a d k u t n u a w s i s g n u k u d n e m t a p a d g n a y a p a m a c a m s a l e k i s a u ti S . 6 1

secaraaktfi?

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Jeni sKelamin :a .P ira b .Wantia

Lata rBelakangPendidikan :

Pengalamanmengajar :a ._____bulan b .1t ahun c .2t ahun d .3t ahun

e .>3t ahun ( ) n

a a y n a tr e P . 2

( a d n a t h a li r e

B √ ) /check pada kolom yang pailng sesua i dengan i

a li n e p /t a p a d n e

p anAnda!

t a p a d n e

P Penliaian

u j u t e s k a d it t a g n a s =

1 sanga tkurang u

j u t e s k a d it =

2 kurang

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3 b aik

u j u t e s t a g n a s =

4 sanga tbaik .

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N Pernyataan 1 2 3 4

.

1 Perumusant ujuanpengajarannyas udahbaik. .

2 Mater i yang disusun telah sesua i dengan .t

u b e s r e t n a r a j a g n e p n a u j u t .

3 Topik-topik yang disampaikan sesua ibag i k

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a s a d h a l o k e s k a n a .

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.

A CompetenceStandard

. h s il g n E n e k o p s d n e h e r p m o C . 1

. h s il g n E e l p m i s h g u o r h t s n o i n i p o d n a t h g u o h t ,s a e d i ri e h t s s e r p x E . 2

e h t e s U .

3 languagef uncitonsi nt hei rdaliy ilve .s .

h s il g n E g n i k a e p s r e tt e b e ri u q c A . 4 .

B BasicCompetence o

T recognizet he Engilshwords f ort henumber sandalso ablet ouse tii n t he .

e fi l y li a d r i e h t n i n o it a s r e v n o c e l p m i s

s r o t a c i d n I . C

Thes tudent sareablet o:

.s r e b m u n t u o b a g n o s a g n i s o t e l b a e r a s t n e d u t s e h T . 1

. y lt c e r r o c s r e b m u n e h t n o it n e m o t e l b a e r a s t n e d u t s e h T . 2

. y lt c e r r o c s r e b m u n e h t e c n u o n o r p o t e l b a e r a s t n e d u t s e h T . 3

.s r e b m u n f o s e m a n e h t d n if o t e l b a e r a s t n e d u t s e h T . 4

r a s t n e d u t s e h T .

5 eablet opracitcet hedialogueo faskingandanswe irng .s

r e b m u n t u o b a

.t n u o c o t e l b a e r a s t n e d u t s e h T . 6

a i d e M . D

t u o d n a H . 1

d r a o b e ti h W . 2

s e it i v it c A g n i n r a e L g n i h c a e T . E

t n e m t o ll A e m i

T Acitvi ites Media

e r

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. s r e b m u n

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. y d o b r i e h t e v o m

y ti v it c A t s li h W

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.t i r e tf a t a e p e r s t n e d u t s

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e h t e g o t

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o l a i

d uewtiht herif irendsi nf ron toft heclas .s - Thet eache raskst hestudentst oclapt hei rhand

. n o it c u rt s n i ’ r e h c a e t e h t n o d e s a b

t s o

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r e b m u n t u o b a

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.

A CompetenceStandard

. h s il g n E n e k o p s d n e h e r p m o C . 1

. h s il g n E e l p m i s h g u o r h t s n o i n i p o d n a t h g u o h t ,s a e d i ri e h t s s e r p x E . 2

.s e v il y li a d r i e h t n i s n o it c n u f e g a u g n a l e h t e s U . 3

. h s il g n E g n i k a e p s r e tt e b e ri u q c A . 4 .

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s pleconversaitoni nt hei rdaliyl fie . s

r o t a c i d n I . C

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4 .Thes tudent sareablet opracitcet hedialogueo fhobbie .s 5 .Thes tudent sareablet oplayt hegameabou thobbie .s

a i d e M . D

t u o d n a H . 1

d r a o b e ti h W . 2

r e k r a m d r a o B . 3

s e it i v it c A g n i n r a e L g n i h c a e T . E

t n e m t o ll A e m i

T Acitvi ites Media

e r

P - itac v tiy

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h t g n i k s a y

b studentst omenitonst hehobbies . y

ti v it c A t s li h W

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t n e d u t

s sr epea ta tferi .t

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e r u t c i p e h t

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r e h t e g o t

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s o

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a .

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y lf e ir b

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