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. e m o t e v a g e h t a h t t n e m e g a r u o c n e d n a t r o p p u s

I nca no tforge tto give my appreciaiton to al lo fmy bes tfirends :The

, a ti n a G s a r a R , i w D a ti h b a T , a m a t a r P s a i r d n I ( s l e t n e

M and Hanung

) o t n a il u

x

tr o p p u s r i e h t d n a s m e l b o r p y m m o r f e li h w a r o f e p a c s

e s make meready t o face

s e g n e ll a h c d n a e fi

l .

f o l l a o t e d u ti t a r g t s e g g i b y m e v i g o t t n a w o s l a

I my f riendsi n P BI batch

1 1 0

2 especiallyclas sB .Theymoitvateandsuppor tmet o ifnish my t hesis .Thei r

e k il d l u o w I . g n it ir w t r a t s o t d n a s s e n i z a l y m t h g if o t e m p l e h o s l a p i h s n o i n a p m o c

k n a h t o

t t o Mba E llyand Mba Gistha .Theyhelp meto checkmyt hesis .Las,t I

o h w e s o h t r o F . e r e h d e n o it n e m e b t o n n a c s e m a n e s o h w e l p o e p e h t f o l l a k n a h t

y d a e rl

a suppo tred and helped me to ifnish my thesis , Ireally appreciate thei r

s tr o f f

e .

i n n a f e h T a r d n a x e l

i x

E G A P E L T I

T .............................................................................................................. i S

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 ....................................................... vi

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 ........................................................ v E

G A P N O I T A C I D E

D .............................................................................................. vi T

C A R T S B

A ............................................................................................................... iv i

K A R T S B

A .................................................................................................................. iiv i L

W O N K C

A EDGEMENTS ...................................................................................... xi S

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

T .......................................................................................... xi S

E R U G I F F O T S I

L ................................................................................................. ix ii T

S I

L OFTABLES ................................................................................................. x v.. i S

E R U T C I P F O T S I

L ................................................................................................ vx S

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

L ......................................................................................... ix v

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

d n u o r g k c a B h c r a e s e R .

A ... 1 s

m e l b o r P h c r a e s e R .

B ... 3 n

o it a ti m i L m e l b o r P .

C ... 3 s

e v it c e j b O h c r a e s e R .

D ... 4 s

ti f e n e B h c r a e s e R .

E ... 4 s

m r e T f o n o it i n if e D .

F ... 5

I V E R . I I R E T P A H

C EWOFRELATEDLITERATURE

.

A Theoreitca lDescirpiton ... 7 .

1 TheCharacteirsitc so fEalryChlidhood... 7 .

2 IncreasingChlidrenAblitiy... 8 .... .

3 ElementarySchoo lCurirculum... 9 .

4 Insrtucitona lDesignMode la saProces so fDesigningMateiral... 10 .

5 Mulitmedia ... 14 .

B Theoreitca lFramework ... 41

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

.

A ResearchMethod ... 81 .

1 ResearchandI nformaitonCollecitng ... 91 .

2 Planning ... 91 .

3 Developmen to fPreilminaryFormo fProduct... 0....2 .

4 PreilminaryFieldTesitng ... 1....2 .

5 MainProduc tRevision ... 12 .

B ResearchSetitng ... 22 .

C ResearchParitcipants... 32 .

D Instrument sandDataGathe irngTechnique ... 42 .

E DataAnalysi sTechnique... 62 .

ii x .

A TheStepi nDesigningMateirals ... 9....2 .

1 ResearchandI nformaitonCollecitng ... 92 .

2 Planning ... 13 .

3 DevelopPreilminaryFormo fProduct... 43 .

4 PreilminaryFieldTesitng ... 43 .

5 Fina lProduc tRevision ... 83 .

B Presentaitonoft heDesignMateiral ... 93

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

.

A Conclusions ... 53 .... .

B Recommendaitons ... 65

S E C N E R E F E

R .......................................................................................................... 75 S

E C I D N E P P

ii i x a

i D e h T 1 . 2 e r u g i

F gramo fKemp’ sModel... 11 s

p e t S s ’ p m e K 2 . 2 e r u g i

F ... 71 1

. 3 e r u g i

F CurirculumDevelopmenti nLanguageTeaching ... 2....2 m

a r g o r P e h t f o s e r u d e c o r P 1 . 4 e r u g i

v i x 1

. 3 e l b a

T Datao fSchool ... 22 2

. 3 e l b a

T Datao fStudent sandTeachers... 4..2 3

. 3 e l b a

T Datao fStudent sandTeachers... 5..2 f

o n o it p ir c s e D e h T 1 . 4 e l b a

T Teachers ’Background ... 03 L

2 . 4 e l b a

T is to fTopics... 23 e

v it c e j b o g n i n r a e l t c e j b O 3 . 4 e l b a

T s... 23 e

l b a

T 4 .4TheDescirpitonoft heEvaluators ... 53 i

c it r a P e h t f o s e g a t n e c r e P e h T 5 . 4 e l b a

T pant sOpinions ... 36 n

o it s e g g u S ’ s t n e d n o p s e R 6 . 4 e l b a

v x 1

. 4 e r u t c i

P Home ... 04 S

2 . 4 e r u t c i

P tuden’t sL no gi ... 14 3

. 4 e r u t c i

P Studen’t sH eo m ... 14 4

. 4 e r u t c i

P Studen’t sHomeMateirals ... 24 L

5 . 4 e r u t c i

P is to fStuden’t sMateirals ... 24 D

6 . 4 e r u t c i

P etai lo fStuden’t sMateiral s ... 3..4 e

m o H 7 . 4 e r u t c i

P ... 44 T

8 . 4 e r u t c i

P eacher’ sL no gi ... 44 T

9 . 4 e r u t c i

P eacher’ sH eo m ... 54 0

1 . 4 e r u t c i

P Teacher’ sHomeMateiral ... 54 L

1 1 . 4 e r u t c i

P eacher’ sLis to fMateiral ... 6....4 S

2 1 . 4 e r u t c i

P tuden ’t sTa sks... 74 e

r u t c i

P 4.13Studen ’t sTask sAnswer ... 84 e

r u t c i

P 4.14CheckingT h Se tuden ’t sS ec or ... 84 e

r u t c i

P 4.15EdiitngQuesitonF mo r ... 94 e

r u t c i

P 4.16Dicitonary L ti s ... 94 C

7 1 . 4 e r u t c i

P heckingT h S ee c or ... 05 T

8 1 . 4 e r u t c i

P h Re esutl... 15 A

9 1 . 4 e r u t c i

i v x n

o i s s i m r e P f o r e tt e L A x i d n e p p

A ... 85 B

x i d n e p p

A InterviewProtocol ... 26 C

x i d n e p p

A TheI nterviewProtoco lResu tl... 46 D

x i d n e p p

A Reviewo fQuesitonnarie ... 17 e

ri a n n o it s e u Q w e i v e R f o t l u s e R e h T E x i d n e p p

A ... 57 x

i d n e p p

A F CDo fBELLS ... 28 p

p

A endixG Teacher’ sBook ... 83 x

i d n e p p

1

N O I T C U D O R T N I

e r a y e h T . s n o it c e s x i s o t n i d e d i v i d s i r e t p a h c s i h

T et h research

, d n u o r g k c a

b theresearchproblem, et h problem ilmtiaiton, et h researchobjecitve ,s

e h

t researchbeneftis ,andthedeifniitonoft erm .s

.

A ResearchBackground r

s i h t n

I esearch ,the researcher discusse show to design a se to fEngilsh

4 h c a e t o t s l a ir e t a m e s i c r e x

e th_{gradestudent so felementaryschoo lusingtheBasic}

m e t s y S g n i n r a e L e g a u g n a L h s il g n

E (hencefo trhabbreviateda sBELLS) .Thereare e

h t g n i y lr e d n u s n o s a e r e e r h

t topic seleciton .Frist ,Engilsh sa an internaitona l

e g a u g n a

l i sessen italt o bel earned .Second ,ea lry chlidhood i st he bes tpeirod t o

g n i n r a e l n i g e

b a foreign l anguage .Thrid ,BELLS i san appilcaiton which allow s r

e h c a e

t s to design the mate iral sindependenlty .BELLS can be a medium fo r g

n i h c a e

t Engilsh ot chlidren . tI si ablet ofaclitiatet heproces so fmateira lrtansfe.r

e h

T researcher oc o eh s s the topic because there are many aspect sof et h

d l e if l a n o it a c u d

e , especiallyi nt heapp ilcaitono f2013Curirculumwhichh eav tno

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

b teachers . Thi s curirculum , which

s e z i s a h p m

e the character-based educaiton, conitnue s the previou s curirculum n

e e b s a h h c i h

w implemented since 2004 .The con itnuaiton involve saffecitve ,

p d n a , e v it i n g o

d e t a l e r e r

a toeachothe.r eT h 2013Cur irculumput stheatttiudeaspec tona highe r

n a h t y ti r o ir

p the skli land knowledge competencies .In the 2013 Curirculum ,

d n a , e c n e i c S l a i c o S , h s il g n

E Sciences ubjects ea r removedf romt hes ubjec tilstf o r

e h

t elementary school. Socia lScience and Science wli lbe integrated in othe r

s a h c u s , s t c e j b u

s Bahasa Indonesia ,wherea s Eng ilsh can be learned a s an .

t c e j b u s r a l u c ir r u c a rt x

e The School-Based Curirculum 2006 focuses no the

e s e h T . s t c e p s a r o t o m o h c y s p d n a e v it i n g o c , e v it c e f f

a three aspect swhich have

e m o

s weaknesse s in the curirculum tha t existed before the School-Based

l o o h c S e h t e s u a c e b s i t I . 6 0 0 2 m u l u c ir r u

C -Based Curirculum 2006 system ha s

r a l u c it r a

p challengesi n ti sdistirbuitoninarea sorr egion swhere tii sappiled .The

l o o h c

s -based Curirculum si arrangedin U oUn 20 tahun 2003 aboutt heNaitona l d

n a m e t s y S l a n o it a c u d

E peraturan pemerintah no 19 tahun 2005 abou tthe s

d r a d n a t S l a n o it a c u d E l a n o it a

N . In theSchool-BasedCurirculum 2006 Engilshi s

e h t r o f y r o s l u p m o

c elementary schoo lstudents .In the2013 Curirculum, Engilsh

s e m o c e

b thel oca lcontents ubjec.t

h s il g n

E teachingcanbedonet hroughelecrtonicmediasincewe ilvei n the

t e

n -generaiton era . A s a resutl , a learning system tha t i s faclitiated by the

a i d e m c i n o rt c e l e f o t n e m p o l e v e

d also increasingly develops . In making the

m e t s y s g n i n r a e l s i h t f o n o it a c il p p

a ,MacromediaFlashast heappilcaitoni susedt o

e t a e r

c some animaitons to raise the chlidren’s interes t in learning Engilsh .

n a c n e r d li h c , r e v o e r o

M uset hewebi ntefracet ha tgrealtyhelpst h emtobeablet o

. n o it a c il p p a s i h t s s e c c

a Themacromedia lfash can also opitmize t heperformance

e h t f

o t g n i d r o c c

A peraturanpemerintaht ahun2014pasal 9,t hei mplementaitono fthe d

e g n a h c e b n a c a i s e n o d n I n i m u l u c ir r u

c i n accordance wtih the poilcy o fthe

e r u tl u c d n a n o it a c u d e f o r e t s i n i m e h t d n a t n e m n r e v o

g .So,t heappilcaitonof ht e se

f o l l a n i d e s u e b n a c a i d e

m thecurirculum.

.

B ResearchProblems h c r a e s e r e h

T problems areformulatedasf ollows.

.

1 How i sa se to fEngilsh exercise mateiral sto teach 4th _{grade students fo}

g n i s u l o o h c s y r a t n e m e l

e BELLS (Basic Engilsh Language Learning System ) ?

d e n g i s e d

.

2 Wha tdoe st hese to fEngilshexercisemateiral sto t each 4th_{gradestudents fo}

l o o h c s y r a t n e m e l

e usingBELLSlook ilke?

.

C Problem Limtia itons

e m o s e r a g n i w o ll o f e h

T problem ilmtiaitons o f thi s research. In thi s

h c r a e s e

r , theresearcherfocuse so n designingt hemateirals ,whichwli lbeused in

e h

t Engilsh subjec tfo r4th _{grade o felementary school students .The mate irals}

e m o s n i a t n o

c mulitple choice quesitons ,fli lin the blank seciton and match the

r e w s n a t h g

ir quesitons .Fu trhermore ,the mateiral sapply BELLS .BELLS i san n

i a t n o c h c i h w n o it a c il p p a e n il f f

o s xamp so tfware. According to Ohwofosria l

e r p f o e l d n u b a s i p m a x , ) 4 4 . p , 3 1 0 2

( -con ifguredappilcaiton swhichenablet ouse

c P H P g n it s e t r o f r e v r e s t e n r e t n i n a e k il r e t u p m o c l a c o l e h

t ode .s The mate iral s

g n it ir w , g n i d a e r f o t s i s n o

d n a s e r u t c i

p an audio recordi ng to h elp the student sto become intereste d in

. h s il g n E g n i n r a e

l Therefore, t het eache rneed sto make some adjustments fo the

t n e m s s e s s a d n a s e s i c r e x

e s fit het eache rwantst ouset hemateirals inmany othe r

s t c e j b u

s .

.

D Research Objecitves

f o t e s a n g i s e d o t s i e s o p r u p t s ri f e h T . s e s o p r u p o w t s a h h c r a e s e r s i h T

h s il g n

E exercise mateirals to t each 4th_{grade studentso felementary schoo lusing}

S L L E

B (Basic Engilsh Language Learning System) .The second purpose i sto n

g i s e d e h t t n e s e r

p e dmateiralst ot he4th_{gradestudentso felementarys choo.l}

.

E Research Beneftis tl u s e r e h

T s o fthi sresearch wli lbe usefu lfo r4th _{grade o felementary}

l o o h c

s students ,elementarys choolEngilsht eachers ,andt hefutureresearchers .

.

1 4thGradeo fElementarySchoolStudents

s tl u s e r e h t f o e n

O si ase to fEngilsh exercisemate iralst o t each 4th_grade

l g n E c i s a B ( S L L E B g n i s u 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 ish Language Learning

) m e t s y

S .The mateiral can become an atlernaitve learning method and becomea

y a w w e

n of t eaching Engilsh. tIi suseful t o develop students’ Engilsh skillsince

s a h n o it a c il p p a s i h T . s e g a y lr a

e many exercises to pracitce Engilsh .The t ype sof

e h

t exercises are mulitple choice , ifll ni the blank ,and match the irgh tanswers .

y ll a n o it i d d

A ,the skill stha tare used in BELLS ,namely w iritng ,reading and g

n i n e t s

.

2 ElementarySchoolEng ilshTeacher s r

e tf

A receivingthef eedbackf romt her espondent ,st heEngilsht eachers fo

4th_{gradeelementary schoolcan use t hedesigned mate iralst o t each t hestudents .}

e h

T designe d mate iral scan bea n atlernaitveacitvtiy rf eo t h learning process i n

. m o o r s s a l c e h

t The t eacher scan be more creaitve i n making quesiton sbased on

t c e j o r p r i e h t m o r f s e it il i b a ’ s t n e d u t s f o n o it a m r o f n i e h

t s and exerc sise . The

teachers can use thi sappilcaiton to teach Engilsh in the classroom and pracitce

h ti w s n o it s e u q e m o

s modernanddfiferen tsrtategies.

.

3 TheFutureresearchers

r o f s e c n e r e f e r e h t f o e n o e b n a c h c r a e s e r s i h t n i s l a ir e t a m d e n g i s e d e h T

s r e h c r a e s e r r e h t

o who wli lconduc tsimlia rresearchers .Theresearcherhopest ha t

s l a ir e t a m d e n g i s e d e h

t can help the future researcher sto be more innovaitve in

g n i n g i s e

d betterEngilsh t eachingmateiralsto developt hestudents’ and t eachers’

ti li b

a i esintheeducaiton ifeld.

.

F DEFINITIONOFTERMS t a h t s m r e t l a r e v e s e r a e r e h

T are neede d to be clair ifed i n orde rto avoid

. g n i d n a t s r e d n u s i m r o n o it a t e r p r e t n i s i m

.

1 Designi ngMateria l y

ll a r e n e

G ,a design can be deifned a san arrangemen to ra splanning .

d n a n o s n i h c t u H o t g n i d r o c c

A Waters( 1987 ,p .21) ,adesign i sadevelopmen to f

t c a l a n o it a c u d e e d i u g o t g n i n n a l

g n i n r a e l g n i h c a e t n i s e c r u o s e r s a d e d r a g e r s i h c i h w , s m e ti f o t e s a s a d e n if e d .s s e c o r p .

2 4thElementarySchool

7 m o r f n e r d li h c r o f l o o h c s y r a m ir p s n a e m l o o h c s y r a t n e m e l

E – 11 year s

i s t n e d u t s y r a t n e m e l E . d l

o nt hi scaser efert ostudent swhoares tudyingatl eve l4th

9 ( e d a r

g -10year sold )o felementarys choo.l

.

3 EngilshExerciseMaterials

l a ir e t a m e h t e r a s l a ir e t a m e s i c r e x e h s il g n

E s to l earn Engilshwhich consis t

7 7 9 1 ( p m e K o t g n i d r o c c A . s n o it c u rt s n i e m o s f

o , )p.8 ,t herearesomequesitonst o

e r a s n o it s e u q e s o h T . r e d i s n o

c ( 1) wha tmus tbe learned? (objecitves) ,( 2) wha t

? s l e v e l g n i n r a e l d e ri s e d e h t h c a e t o t t s e b k r o w l li w s e c r u o s e r d n a s e r u d e c o r p , ) s e c r u o s e r d n a y ti v it c a

( ( 3) how wli lwe know when the requried learning ha s

.) n o it a u l a v e ( ? e c a l p n e k a

t tIi st odevelopt hedesignmateiralsi nt hisr esearch.

.

4 BELLS(BasicEng ilshLanguageLearningSystem)

S L L E

B stand sfo rBasic Engilsh Language Learning System. I ti san tr o p p u s o t n o it a c il p p

a chlidrent ol earnEngilsh .Through BELLS, thechlidren can g n i n r a e l h s il g n E e c n e ir e p x

e d rieclty .BELLS providesr elevan tpicture swhichare l a ir e t a m e h t o t d e t a l e

r s and also some audio recordings .In addiiton ,BELLS si T . e l b i x e lf e b o t d e n g i s e

d he teache rcan change the mateira l and design i t

. y lt n e d n e p e d n

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

r e t p a h c s i h

T i sdividedi ntotwosecitons namelythetheoreitca ldesc irp iton

d n

a the theoreitca lframework .Thefris tpar tfocuse son related t heo ire sused i n

t a h t s e ir o e h t d e t a l e r f o s i s e h t n y s a n o s e s u c o f t r a p d n o c e s e h T . h c r a e s e r s i h t

e m o c e

b t hetheoreitcalf rameworkoft hisr esearch.

.

A Theoreitca lDescrip iton m i a h c r a e s e r s i h

T s t odesignas e to fEngilshexercisemateiralst ot each4th

e d a r

g students fo elementary schoo l using BELLS (Basic Engilsh Language )

m e t s y S g n i n r a e

L .In t hi sseciton, t he researcherdiscusse ssomerelated t heo ire s

s

a theguideilnet o designt hemate irals .Thepresentedt heo iresi nt hi ssecitonare

: s w o ll o f s a

.

1 T Che haracterisitc so fEarlyCh lidhood e h t , s l a ir e t a m e h t g n i n g i s e d e r o f e

B researcher should conduc ta needs

. s c it s ir e t c a r a h c ’ s t n e d u t s g n i d u l c n i s i s y l a n

a According to Hu lrock (1978 ,pp .

2-4 5

3 ), the characte irsitcs o fealry chlidhood consis to fphysical ,social ,emoiton ,

t c e p s a e v it i n g o c d n a e v it c e f f

a s .Physica lcharacteirsitcs ea r impo trantf o rchlidren .

e r d li h c e s a e r c n i n a c t

I n’ s acitviites . The impo tran t aspect s o f physica l

t n e m p o l e v e

d a srehi psychomoto racitviites .Thechlidrenlearnt ocoordinatethei r

s

e m

it they were learning to walk . Piage t (1979 ) say s tha t there i s a close

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

r psychomoto racitviite sand

d li h c e h

t ren’s cogniitvedevelopmen tdu irng i nfancy .I tmeansthatt hechlidren’ s

h ti w d e t c e n n o c e r a s r o i v a h e

b Piage’t sstatementori nteraciton wtih other sa swel l

s a s e it i v it c a h c u s n i t n e m e v l o v n i r e h r o s i h s

a in game sand language learning .

d li h c e h

T ren’ s interaciton wtih othe r people can be seen through thei r

s e it i v it c a r i e h t n i t n e m e v l o v n

i from individuailsm to sociailzaiton. Honeslty

r i e h t w o h s n a c n e r d li h

c emoitona lfeeilngs ,such as fear ,love ,jealousy and

e h T . y ti s o ir u

c chlidren can expres sthei remoiton sfreely and openly .Also th e

n e r d li h

c show thei r anger and jealousy among thei r peers . The intellectual

e r p d e ll a c s i e g a t s s i h t t a t n e m p o l e v e

d -operaitona lbecause t he ch lid ha sno tye t

. s e it il i b a l a c i g o l e h t d e ri u q c

a Piaget( 1979) beileved thatt hef ris tstagemarkst he

l a u t c e ll e t n i f o t n e m p o l e v e d e h t e t a n i m o d o t s l o b m y s f o e s u e h t f o g n i n n i g e b . y ti li b a .

2 Increa isng C dhli r Aen b litiy

Intellectually ,chlidren areready t o follow simple driecitons and begin t o

d n a t s r e d n

u t he itmepatterns .At ht 4e th_{gradeo felementary schoolage ,chlidren}

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