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G A P E L T I

T ………. S

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A ……….

E G A P S R E N I M A X E F O D R A O

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

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L A N I G I R O S ' K R O W F O T N E M E T A T

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R U G I F F O T S I

L ……….

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C ………..

.

A Backgroundoft heStudy……….... .. .

B ProblemFormulaiton. ..………..……… .

C ProblemLimtiaiton...……..……….. .

D ResearchObjecitve .s……….. .. .

E ResearchBenefti……… .

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C ………..

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A THEORETICALDESCRIPTION...……….. .

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2 IntegratedMate irals……….………. .

3CommunicaitveLanguageTeaching………. .

a TheDeifniitono fCLT………..…. .

b TheCharacteirzaitono fCLT……….

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C ResearchParitcipants..………. .

D Insrtument sandDataGatheirngTechnique………. .

E DataAnalysi sTechnique……….. .

F ResearchProcedure………..

V I R E T P A H

C RESULTS ANDDISCUSSION..... .

A How a se t o f integrated mate iral s fo r teacher s o f Ceria Demangan 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 n o d e s a b n e tr a g r e d n i K d n a p u o r g y a l P

d e n g i s e d s

i ……… .

1 TheResutl so ft heNeedSurvey……….…………... .. .

2 TheSetitngo o fG al ,Topic sandGenera lPurposes………. .

3 TheSpeci ifcaitono fLearningObjecitves………. .

4 TheSelecitonoft heSyllabus……… .

5 TheSelecitono fSubjec tContent………. .

6 TheSelecitono fTeaching/LearningAcitviites……… .

7 TheMateira lEvaluaiton……….……….. .

8 TheMateira lRevision………….………. .

B Wha t a se t o f integrated mate iral s fo rteacher so f Ceria Demangan 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 n o d e s a b n e tr a g r e d n i K d n a p u o r g y a l P

e k il k o o l ll i

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ii i x .

A Conclusion s……….. .

B Suggesiton s………... .

1 Fo rEngilhTeacher so rEngilshI nsrtuctors……… .

2 Fo rFu trhe rResearcher………...

S E C N E R E F E

R ….………. S

E C I D N E P P

A

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A ………..

… … … … … … … … … … … … … … … … … … … … … … … … … … B x i d n e p p A

… … … … … … … … … … … … … … … … … … … … … … … … … … C x i d n e p p A

… … … … … … … … … … … … … … … … … … … … … … … … … … D x i d n e p p A

. … … … … … … … … … … … … … … … … … … … … … … … … … … E x i d n e p p A

… … … F x i d n e p p

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.. … … … … … … … … … … … … … … … … … … … … … … … … … l e d o M

… … … … … … … … … … h c r a e s e R e h t f o s p e t S l l a r e v O e h T . 1 . 3 e r u g i F

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1

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

e r a y e h T . s tr a p 6 f o s t s i s n o c r e t p a h c s i h

T research background ,problem ,

s e v it c e j b o h c r a e s e r , n o it a ti m il m e l b o r p , n o it a l u m r o

f research benefti s and

.s t n i o p g n i w o ll o f e h t n i d e t a r o b a l e s i tr a p h c a E . s m r e t f o n o it i n if e d

.

A ResearchBackground

. h s il g n E f o e c n a tr o p m i e h t f o e r a w a w o n e r a e l p o e p n a i s e n o d n

I Thi s

ll e w s i s s e n e r a w

a -grabbed by both pubilc school sand non pub ilc school sin Indonesia . Almos t al l school s in Indonesia have Engilsh a s theri subjec.t t u b , l o o h c s y r a d n o c e s d n a l o o h c s y r a m ir p n i y l n o t o n t h g u a t s i h s il g n E , r e v o e r o M

. p u o r g y a l p d n a n e tr a g r e d n i k n i o s l a

a i r e

C Demangan Playgroup and Kindergatren i sone of t hose schools which e

c u d o rt n

i Engilshto ti sstudentst hrough tisdaliyt eachingandl earningprocess .I t .

h s il g n E h ti w r a il i m a f s t n e d u t s s ti e k a m o t s m i

a Chlidren who study there are

o s r a e y 6 o t 1 d n u o r

a ld .They are encouraged t o befamiila rwtih Engilsh .They y

a r

p in Engilsh ,they sing many Engilsh song .s Moreover ,the teachers have g n i n r a e l d n a g n i h c a e t e h t g n ir u d h s il g n E n i k a e p s t s u m y e h t h c i h w n i ,s y a d l a i c e p s

. y a d s e u T d n a y a d n o M e r a s y a d e s o h T . s s e c o r p

, r e v e w o

H Ceria’ steachers its l l ifnd some challenge sin speaking Engilsh . f

o t s o

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d e s u e r a h c i h w s e c n a r e tt u e m o s w o n k y l n o y e h T . h s il g n E k a e p s o t e v a h y e h t

s a h c u s , y lr a l u g e

r ‘push you rchari’ ,‘toy saway’ ,‘make abig cricle’ ,and ‘wash s

d n a h r u o

y ’ ,bu ti fthey have to speak fu trher ,they are incapable o fdoing .ti Seeing thi srealtiy ,the researche ri sencouraged to design a se to fintegrated

e v i g o t s l a ir e t a m h s il g n

E thet eacher smoreexercise sandchancest odevelopt hei r s

ll i k s h s il g n

E .

ll i k s g n i k a e p s e v l o v n i t o n s e o d e h r o e h s , h s il g n E s k a e p s y d o b e m o s n e h

W s

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

o have to involve speaking and ilstening skill s s

u h T . r e h t e g o tl

a , a se t o f integrated Engilsh mateiral s i s needed . A se t of n

i tegrated mate iralsi smateiral which combines two o rmore skills i n each unti . e

r o

M over ,Richard sand Rodgers( 2001 :172 )stated t hati ntegratedmateiral shelp il

g n

E shl earnerst odevelopthei rcommunicaitvecompetence. e

v it a c i n u m m o

C LanguageTeaching( CLT)i st heapproachwhichi schosent o t

n g i s e

d he mate irals .Teacher sin Ceria Demangan Playgroup and Kindergatren r i e h t t e e r g o t h s il g n E e s u y e h T . n o it a s r e v n o c y li a d r o f h s il g n E e s u y lt s o m

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

s Thus ,CLTi sthebes t

h s il g n E r i e h t n e p r a h s o t m e h t s e g a r u o c n e T L C e s u a c e b y l p p a o t h c a o r p p

a skill s

e k a t s i m l a c it a m m a r g g n i k a m f o d i a r f a g n il e e f t u o h ti

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.

B ProblemFormula iton

s a m e l b o r p e h t s e t a l u m r o f r e h c r a e s e r e h t , m e l b o r p t a h t g n ir e d i s n o c y B

: s w o ll o f

.

1 How i s a se t o f integrated mateiral s fo r teacher s o f Ceria Demangan n

e tr a g r e d n i K d n a p u o r g y a l

P based on Communicaitve Language Teaching ?

d e n g i s e d .

2 Wha twli la se to fintegrated mateiral sfo rteacher so fCeria Demangan y

a l

P group and Kindergatren based on Communicaitve Language Teaching ?

e k il k o o l

.

C ProblemLimtia iton

s i h t s ti m il r e h c r a e s e r e h

T research on designing ase tofi ntegrated mateirals , p

i u q e h c i h

w Ceria’st eache rwtih skillst o communicatei n Engilsh easliy du irng ir

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

t a lwli lbe designed based on thei r .

s d e e

n I twli lalsobedesignedbyt aking communicaitvelanguaget eachingast he e h t o t p u h s il g n E e ri u q c a o t s r e n r a e l e h t p l e h l li w s l a ir e t a m e s o h T . h c a o r p p a

y r a t n e m e l

e leve.l

.

D ResearchObjec itves

h c r a e s e r s i h t f o e v it c e j b o e h

T ist o ifnd ou thow ase tofi ntegrated mateiral s f

o s r e h c a e T r o f h c a o r p p a e v it a c i n u m m o c n o d e s a

b Ceria Demangan Playgroup

d e n g i s e d s i n e tr a g r e d n i K d n

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l a ir e t a

m sbased on Communicaitve Language Teaching fo rTeacher so fCeria n

a g n a m e

D aPl ygroupandKindergatren.

.

E ResearchBeneftis

.

1 ForTeacher so fCe iraDemanganPlaygroupandKindergarten

i f o t e s a e d i v o r p l li w h c r a e s e r s i h

T nsrtucitona l mateira l based on CommunicaitveLanguageTeaching fo reducator so fCeria DemanganPlaygroup

a g r e d n i K d n

a tren .Providingt hi smate iral ,teacher so fCe iraDemanganPlaygroup r i e h t e v o r p m i o t s e c n a h c d n a s e s i c r e x e h ti w d e p p i u q e e r a n e tr a g r e d n i K d n a

li k s h s il g n

E l .s

.

2 ForTeachers

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

B tii sexpected t hati twli lencourageallt eacherst o f

o e s u e h t e z i m i x a

m integrated mateiral swtihin the Communicaitve Language k

r o w e m a r f g n i h c a e

T .Providedwtihthesemateiral ,st eacher sareablet opicki tup a

t n e m e l p p u s a s

a rymateiralt os uppor tthei rownmateiral .s .

3 ForEngilshEduca itonStudyProgramo fSanataDharmaUniverstiy

a e l f o e c r u o s l a n o it i d d a n a s a d e s u e b n a c s i s e h t s i h

T rning fo rEngilsh

m a r g o r P y d u t S n o it a c u d

E students .I tcan also be used a sone o freference o r a

ri p s n

i iton fo rthem when they wrtie thei rthesi sso tha tthey can develop such .

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.

4 ForotherResearchers

r e h c r a e s e r r e h t o , h c r a e s e r s i h t f o e c n e t s i x e e h t y b t a h t d e t c e p x e s i

tI swli lbe

o d o t d e g a r u o c n

e othe rresearche sto develop Engilsh teaching and learning . d e n g i s e d e h t y fi d o m o t r o t c u rt s n o c e r , e s i v e r o t d e d e e n e b l li w s e h c r a e s e r r e h tr u F

.s d e e n r i e h t o t g n i d r o c c a s l a ir e t a m

.

F Deifniitono fTerms

.

1 As e tofi ntegratedmaterial

s r e f e r l a ir e t a m d e t a r g e t n

I to ase tofi nsrtucitona lmateiralst ha tcove rallf ou r n

a l f o s ll i k

s guage (Richard and Rodgers ,2001:64) .In thi sresearch ,integrated l

a ir e t a

m mean sa se tof mate irals which develop learner’ sintegrated skills .I t s

r e v o

c ilstening , reading , speaking and reading . In thi s research , a se t o f e h t t u o b a g n ir b o t s s a l c n i d e s u e r a h c i h w s e it i v it c a s e d i v o r p l a ir e t a m l a n o it c u rt s n i

. s d n e d e ri s e d

)

1 Communica itveLanguageTeaching

t a h t d e n o it n e m ) 1 : 8 0 0 2 ( u

W Communicaitve LanguageTeaching o rCLT i s d

r a g e r y ll a r e n e

g ed a san approacht o l anguaget eaching . tIi sbased on t het heory .

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

t Thus ,i taim sto

y n a M . y ti li b a e v it a c i n u m m o c p o l e v e

d teacher sthink tha tCLT emphasizes on e

s u f e r d n a g n i n a e

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2 CeriaDemanganPlaygroupandKindergarten

a i r e

C Demangan Playgroup and Kinderga tren i sa p irvate schoo lwhich i s .

a tr a k a y g o Y 8 2 . o n u r a B n a g n a m e D . l J n o d e t a c o

l tI i sa schoo lwhich use s

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

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t

s dents ’cogniitveaspect ,bu talso focuse sonencouragingt hestudentst o be d

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w e h t e s u a c e b e g a t

s holecyclecan bebegun att hi spoint .Thel anguagedesigne r 1

. 2 e r u g i F . s t n e m t s u j d a e k a m n a

c presentst hes tagesi nYalden’ sdesignmode.l

Figure2.1 .Stagesi nLanguageProgramDevelopment( Yalden ,1978)

s e g a t

S Desc irpiton

I NeedSurvey

I

I Descirpitono fpurposet obepreparedi nt erm sof .

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I I

I Selecitono rdevelopmen tofs yllabust ypei nt erm so fand .

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

V

I Theproto-syllabus :descirpitonofl anguageandl anguage .

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

V Thepedagogicals yllabus :developmen toft eaching,l earning .s

e h c a o r p p a g n it s e t d n a

.

1 development oft eachingmateirals( asf a ra spossible) .

2 developmen toft esitngs equenceanddecision sont esitngi nsrtument

I

V a ) Developmen to fclassroomprocedures .

1 selecitono fexerciset ype sandt eachingt echniques .

2 preparaitonofl essonplans .

3 preparaitono fweeklys chedules

n o s p o h s k r o w r o s g n if e ir b : g n i n i a rt r e h c a e T ) b

.

1 pirnciples .

2 desriesoutcome .

3 explotiaiton/creaitonoft eachingmateiral

I I

V Evaluaiton .

1 ofs tudents .

2 o fprogram .

3 oft eaching

I I I

V Recycilngs tage .

1 congruenceor‘ fti ’betweengoalss e tands tuden tperformancei s d

e n i m r e t e d .

2 contenti sr eassessed .

(31)

(32)

(33)

s o m e s u a c e b s t n e d u t

s to fthe books are w irtten in Engilsh. Hence ,integrated .

d e d e e n e r a s l a ir e t a m

.

3 Communica itveLanguageTeaching

.

a TheDeifni itono fCommunica itveLanguageTeaching

s a d e r e d i s n o c t s e b s 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 an approach .

h t‘ o t s r e f e r h c a o r p p

A eo ire sabout t henature of l anguage and l anguagel earning d

n a s e c it c a r p f o e c r u o s e h t s a s e v r e s t a h

t p irnciple s in language teaching ,

s r e g d o R d n a s d r a h c i R

( 2001:16) .CommunicaitveLanguageTeachingr eferst oa t

c e lf e r t a h t s e l p i c n ir p f o t e s e s r e v i

d s a communicaitve view o flanguage and m o o r s s a l c f o y t e ir a v e d i w a t r o p p u s o t d e s u e b n a c t a h t d n a g n i n r a e l e g a u g n a l

: e d u l c n i s e l p i c n ir p e s o h T . ) 2 7 1 : 6 8 9 1 ( e r u d e c o r p

- Learnersl earnal anguaget hroughusing tit ocommunicate.

- Authenitc and meaningfu l communicaiton should be the goa l o f .s

e it i v it c a m o o r s s a l c

- Fluencyi nani mpo tran tdimensiono fcommunicaiton.

- Communicaitoni nvolvest hei ntegraitono fdfiferentl anguages kill .s - Learning i sa proces so fcreaitve consrtuciton and involves t ira land

.r o r r e

, s r e g d o R d n a s d r a h c i R

( (2001:172)

a h p m e ) 1 2 1 : 0 0 0 2 ( n e s r a

L sizestha tCLTaim sbroadlyt oapplyt het heoreitca l e v it a c i n u m m o c g n i k a m y b h c a o r p p a e v it a c i n u m m o c e h t f o e v it c e p s r e p

e h t g n i g d e l w o n k c a y b d n a g n i h c a e t e g a u g n a l f o l a o g e h t e c n e t e p m o c

e d n e p e d r e t n

i nce o f language and communicaiton . Richard s and Rodger s (2001:159 )made a clea rporrtaya labou tcommunicaitve competence by taking

e c n e t e p m o c e v it a c i n u m m o c t a h t d e n o it n e m h c i h w , y r o e h t ’ s e m y

(34)

(35)

(36)

(37)

(38)

(39)

(40)

(41)

(42)

.

7 Themateira levaluaiton

n o it s e u q s e t u b ir t s i d r e h c r a e s e r e h t p e t s s i h t n

I n reai st o expe trst o evaluatet he .

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

d The quesitonnarie sare to vaildate the designed mateiral s ..

s e s s e n k a e w d n a s h t g n e rt s s ti g n i d n if h g u o r h t

.

8 Ther evision

e h t m o r f s t n e m m o c d n a k c a b d e e f e h T . p e t s l a n if e h t s i p e t s s i h T

t d e s u e r a s e ri a n n o it s e u

q o revise the designed mateirals .Some change s and l

a ir e t a m d e n g i s e d e h t e v o r p m i o t r e d r o n i e d a m e r a s n o i s i v e

r s .

a n

I nsweri ng the second quesiton ,which i s wha twli la se to finsrtucitona l l

a ir e t a

m fo rteacher so fCeria Demangan aPl ygroup and Kindergatren based on 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 look ilke ,the researche rpresent sthe ifna l .s

(43)

I I I R E T P A H C

Y G O L O D O H T E M

h c r a e s e r , d o h t e m h c r a e s e r e h t s s u c s i d l li w r e h c r a e s e r e h t , r e t p a h c s i h t n I

, s t n e m u rt s n i h c r a e s e r , s t n a p i c it r a

p data gatheirng technique , data analysi s .

e r u d e c o r p h c r a e s e r d n a e u q i n h c e t

.

A ResearchMethod

e r o f e b d e n o it n e m n e e b s a h t

I t hat thi sresearch i sgoing t o answert wo majo r n

o it s e u

q s ,whicharehowase tofi nsrtucitona lmateira lbased on Communicaitve e

g a u g n a

L Teaching rfo Teacher so fCe iraDemanganPlaygroupandKindergatren d

n a d e n g i s e d s

i wha ta se t o f insrtucitona l mateira l fo r Teachers fo Ceria n

a g n a m e

D Playgroup and Kindergatren based on Communicaitve Language g

n i h c a e

T looks eil . k e h t e v e i h c a o

T objecitve s o fthi sstudy ,the researche r used Educaitona l e

m p o l e v e D d n a h c r a e s e

R n t(R & D )method .Thi smethod wa sdeveloped by )

1 7 7 : 3 8 9 1 ( l l a G d n a g r o B . g r o B . R r e tl a

W stated t heaim of t hi smethod wast o t

a r o p r o c n i o t d n a e g d e l w o n k h c r a e s e r e h t p o l e v e

d e tii ntoaproductt ha tcombined n

a h t r e h t a r e c it c a r p l a n o it a c u d e d n a h c r a e s e r l a n o it a c u d

e ifnding ou t new

a w t I . e g d e l w o n

k st o developand vaildatean educaitona lproduct( Borgand Gall , a

w d o h t e m s i h T . ) 2 7 7 : 3 8 9

(44)

(45)

.

3 DevelopPreilminaryFormo fProduct c

r a e s e r e h t , p e t s s i h t n

I he rdesignst he i ntegrated mateirals .I talso deal swtih n i e b l li w t I .l a ir e t a m d e n g i s e d e h t f o s s e n ti f e h t t s e t o t s e c i v e d n o it a u l a v e g n i k a m

. w e i v r e t n i d n a e ri a n n o it s e u q f o m r o f

.

4 PreilminaryFieldTesitng

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

A mateira,lt henex tstepwa sevaluaitonstep ,which wa s it

c u rt s n i s ’ p m e K m o r f d e t p a d

a ona lmodel .The researche ralso dist irbuted e

ri a n n o it s e u

q sto expetr sto ge tfeedback and comment sabou tthe designed .l

a ir e t a m .

5 MainProduc tRevision

tl a e d p e t s s i h

T wtih revising the designed mateira lbased on the data o r .

p e t s s u o i v e r p e h t n i d e t c e ll o c k c a b d e e f

.

B ResearchSetitng

a w h c r a e s e r s i h

T sconducted i n t wo dfiferen tplaces .The fris tplace wast he a

e s e r e h t h c i h w n i e c a l

p rch and informaiton collecitng wa staken place .The k

o o t h c r a e s e

r place i n Ceria Demangan Playgroup and Kindergatren which w sa o

d e t a c o

l n Jl .Demangan Baru no .28 Yogyakatra .The second place was where a

w e c a l p e h T . d l e h s a w g n it s e t y r a n i m il e r p e h

t sSanataDharmaUniverstiy which M

n i d e t a c o

l ircan ,Tromo lPo s29 ,Yogyakatra55002.I twast heplacewheret he n

e d n o p s e

(46)

.

C ResearchPar itcipants

r e w e r e h

T e twogroup so fparitcipantsi nt hisr esearch,t heywer e: .

1 Theresearchparitcipantsi nt heresearchandi nforma itoncolleciton

it c e ll o c n o it a m r o f n i d n a h c r a e s e r n i s t n a p i c it r a p h c r a e s e r e h

T on were 10

s r e h c a e

t o fCeria Demangan aPl ygroup and Kinderga tren and the p irncipa lo f n

a g n a m e D a i r e

C Playgroup and Kindergatren .Mos to fthem came from non .

y d u t s f o d l e if h s il g n

E Those 10 teacher swere the paritcipant sto whom the f

o l a p i c n ir p e h T . d e t u b ir t s i d e r e w y e v r u s d e e n r o f s e ri a n n o it s e u

q CeriaDemangan

s a w w e i v r e t n i n a m o h w h ti w t n a p i c it r a p e h t s a w n e tr a g r e d n i K d n a p u o r g y a l P

. d e t c u d n o c

.

2 Theresearchparitcipantsi nt hepreilminaryt esitng

n i s t n a p i c it r a p h c r a e s e r e h

T the preilminary tesitng wer e 3 educaitona l e

w o h w s r e n o it it c a r

p r eEngilsh l ecturers o fEnglish Educaiton Study Program fo a

m r a h D a t a n a

S Universtiy. Theyhad been workingi neducaitona lwo lrdf o rmore .s

r a e y 0 1 n a h

t Thu ,st heywerequailifedt obet hemate ira levaluator .s

.

D InstrumentsandDataGatheringTechnique

o n

I rde rto obtain the data ,there were two insrtument sin thi sstudy .They e

w requesitonnarie sandi nterview .s .

1 Quesitonaire

e w e r e h

T retwo quesitonnariesi nt hisr esearch .Thef ris tquesitonnariewa s to s

r e n r a e l e h t t u o e r u g

(47)

0 1 l l a o t d e t u b ir t s i

d teacher so fCeria Demangan aPl ygroup and Kindergatren . e

ri a n n o it s e u q d n o c e s e h

T s ew er to ifgureoutt hel ecturers ’andexpetr ’opinionon r

e t a m e h

t ia l designed . The resu tl s wer e considered to revise the designed s

l a ir e t a

m .I twasdistirbutedt o3 lecturer so fEngilsh EducaitonStudy Programo f .

y ti s r e v i n U a m r a h D a t a n a S

.

2 Interview

v r e t n i e h

T iewwas conducted t o t he p irncipa lo fCeria Demangan aPl ygroup n

e tr a g r e d n i K d n

a .Thisi nterviewwas heldi nt heneedsueveystep .Ther esearcher e

r a p e r

p d some quesitons to be answered and i tmight be extended du irng the .

w e i v r e t n i

e r e h

T w eer two type sfo rdata gatheirng techniques .The fris tone wa sfo r f

n i d n a h c r a e s e r r o f a t a d e h T . g n it c e ll o c n o it a m r o f n i d n a h c r a e s e

r ormaiton

a w p e t s g n it c e ll o

c s gathered by distirbu itng and gatheirng quesitonnarie sto 10 s

r e h c a e

t o fCe ira Demangan Playgroup andKindergatren andalso by conducitng o

t w e i v r e t n

i thep irncipa lo fCeriaDemanganPlaygroupandKindergatren. a

w e p y t d n o c e s e h

T s thedatagathe irngf o rpreilminary ifeldt esitng .Thedata g

n it s e t y r a n i m il e r p r o

f w s a gathered by dist irbuitng quesitonnarie to three .

(48)

(49)

(50)

.

5 MainProduc tRevision

a w p e t s t s a l e h

T srevising and i mproving t he designed materia lbased on t he m

o r f k c a b d e e

f thepreilminary ifeldt esitng .Ther esearche rmodiifedthedesigned . I c t o uld be adding some point so romtiitng some points .In thi sresearch ,the

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

g n it ti m

o some less-communicaitve patrs ,and adding closing acitviite sin each .

ti n

u Finally, t he researche rpresente d the ifna lrevision oft hedesigned mateira.l .

h c r a e s e r s i h t n i s p e t s ll a r e v o e h t d e z ir a m m u s 1 . 3 e r u g i F

f o s p e t S l l a r e v O e h T . 1 . 3 e r u g i

F theResearch

.

5 MainProduc tRevision

o r f k c a b d e e

g n it ti m

ti n

u Finally, t he researche rpresente d the ifna lrevision oft he designed mateira.l .

F theResearch

.

5 MainProduc tRevision

o r f k c a b d e e

g n it ti m

ti n

u Finally, t heresearche rpresente d the ifna lrevision oft hedesigned mateira.l .

(51)

5 3 T

L U S E

R S ANDDISCUSSION

e h t r e w s n a o t n o i s s u c s i d e h t o s l a d n a g n i d n if h c r a e s e r e h t s t n e s e r p r e t p a h c s i h T

r a h c i h w d e t a l u m r o f s m e l b o r

p e‘ How i sa se tof i ntegrated mate irals fort eacher so f a

i r e

C Demangan Playgroup and Kinderga tren based on Communicaitve Language

g n i h c a e

T designed? ’and ‘Wha twli la se tof i nsrtucitona lmate irals for t eacher so f a

i r e

C Demangan Playgroup and Kinderga tren based on Communicaitve Language g

n i h c a e

T look ilke?’ .Thi sseciton elaborate s how the mateira l i s designed by n

u l e d o m n g i s e d s ’ n e d l a Y d n a s ’ p m e K g n i n i b m o

c dert heCommunicaitveLanguage Teachingapproach .

s s u c s i d r e h c r a e s e r e h t , m e l b o r p h c r a e s e r t s ri f e h t g n ir e w s n

A e sthe step snamely

e h

t resul to fneed survey ,the setitng of goal ,topic sand genera lpurposes ,the f

o n o it a c if i c e p

s learning objecitves ,the design of the syllabus ,theseleciton o fthe t

n e t n o c t c e j b u

s , themateira levaluaiton and thet hemateiralr evision .Answeirngt he r

e h c r a e s e r e h t , m e l b o r p h c r a e s e r d n o c e

s prese s nt thedesignedmateiral .s

.

A Howa se tofi ntegrated materialsf ort eacher so fCeriaDemangan Playgroup

n e t r a g r e d n i K d n

a basedonCommunica itveLanguageTeachingi sdesigned

k a t s p e t s e h t s e s s u c s i d r e h c r a e s e r e h t , d e t a l u m r o f m e l b o r p t s ri f e h t g n ir e w s n a n

I en

(52)

.

1 TheResutls fo TheNeedSurvey

e r e w s e ri a n n o it s e u q e m o

S sdi tirbuted to 10 teacher s o f Ceria Demangan r

e t n i n A . n e tr a g r e d n i K d n a p u o r g y a l

P view wtih the p irncipa lo fCeria Demangan n

a p u o r g y a l

P d Kindergatren Demanganwasconducted .Boththequesitonnaries and e

h

t interview are the need analysi .s Quesitonnarie s distirbuted showed tha t 5 s

t n e d n o p s e

r areSMA graduate and t here5 other sareuniverstiy graduate .Thet ota l n

i d e z ir o g e t a c e r a y e h T . s t n e d n o p s e r 0 1 e r a s t n e d n o p s e

r thet able4.1.

1 . 4 e l b a

T . Respondent so fPre-designSurvey d

n u o r g k c a B l a n o it a c u d

E _T_O_T_A_L

1

S SMA

5 5 1 0

r e t n i e h

T view wtih the p irncipa lo fCeria Playgroup and Kindergatren wa s 9

t s u g u A , y a d s e u T n o d e t c u d n o

c th_,₂₀₁₁_._T_h_e _r_e_s_u_l_t_o_f _t_h_e_i_n_t_e_r_v_i_e_w _w_a _s _rt_a_n_s_l_a_t_e_d d

n a h s il g n E o t n

i showedi ntable4.2.

2 . 4 e l b a

T . Summaryo fCeria’ sPrincipalI nterview o

N Quesiton Answer

1 Have they eve rasked fo rhaving ?

e s r u o c h s il g n E n a h c u

s YSoemse ,buot ft hteher esteualc thwear s snwoe trseaithsefylpinedg , . e

m o

s other s were srtessed . The e h t o t t if t o n e r e w n e v i g s l a ir e t a m

. s d e e n s r e h c a e t 2 I s tii mpo trantf o rCe ira’ steachers

? e s r u o

c Yes . tIi sveryi mpo tran.t

(53)

(54)

. g n i y a r p d n a g n i g n i s r o f y l n o d e s u s a w h s il g n E , g n i n n i g e b e h t t A . s s e c o r p

Compeititon among schoolsi n Yogyaka tra encouraged Ceria to improvet he useo f s

a w h s il g n E . h s il g n

E then used fo rsinging ,praying ,and having conversaiton wtih ,

r e v o e r o M . n e r d li h

c on Monday and Tuesday ,al lteacher sand staf fmus tspeak in .

h s il g n

E Ceria’ skindergatrenstudent salsohadspecia lEngilsh itmewhichwa sdone y

n a m s s u c s i d y e h t h c i h w n i k e e w a e c n

o ttopic sin Engilsh .The teacher sled thi s ,

r e v e w o H . s s a l c h s il g n

E Teachers ' minimum Engilsh skill s and thei r lack o f .

h s il g n E k a e p s o t m e h t r o f tl u c if fi d t i e k a m n o it a v it o m

d e e n y e h

T ed to learn al lskills ,which were speaking ,reading ,w iritng ,and d

e e n y e h T . g n i n e t s

il e dtol earnabou tEngilshgramma randsomeutterancesf o rdaliy g

n i n r a e l e h t f o l l A . ll e w s a n o it a s r e v n o

c topic smus tber elatedt o Ceria’ sprograms , .

n o it a s r e v n o c y li a d t u o b a o s l a d n a , p u o r g y a l P d n a n e tr a g r e d n i K n i h t o b

i r e tf

A nterviewing the p irncipa l o f C ae ir Demangan Playgroup and e

u q n e t d e t u b ir t s i d o s l a r e h c r a e s e r e h t , n e tr a g r e d n i

K sitonnariest o t eacher so fCeria . s a w h c i h w , w e i v r e t n i e h t s a y a d e m a s n o d e t u b ir t s i d e r e w s e ri a n n o it s e u q e h T

9 t s u g u A , y a d s e u

T th_,₂₀₁₁_._T_h_e _r_e_s_u_tl _s_o _f_t_h_e _q_u_e_s_it_o_n_n_a_ri_e _s_a_r_e _p_r_e_s_e_n_t_e_d _i_n _t_h_e .

3 . 4 e l b a t

3 . 4 e l b a

T . Summaryo fLearners ’Quesitonnaires( partI ) o

N Quesiton Percentage

1 I sEngilshi mpo trantf o ryourf uture/carirer? .

a Yes ,tii sveryi mpo trant .

b Yes ,tii si mpo trant .

c No ,tii sl essi mpo trant .

d No ,tii sunimpo trant

% 0 9

% 0 1

% 0

(55)

2 Isi mprovingyou rEngilshmasteryneeded? .

a Y es .

b N o 10 0%0%

3 Doyouagree fit herei sanEng ilshcoursef o ryou? .

a Yes , Iagree. .

b No , Idisagree. 10 0%0%

1 e h t m o r

F st _q_u_e_s_it_o_n_,_i_t_s_h_o_w _s_t_h_a_t ₉₀_% _p_e_r_c_e_n_t_o _f_t_h_e _r_e_s_p_o_n_d_e_n_t _s_t_h_i_n_k _t_h_a_t Engilsh i simpo trantt o suppo trtherij ob o roccupaiton .The2nd_q_u_e_s_it_o_n _s_h_o_w_s_t_h_a_t

% 0 0

1 oft herespondent sagreet hatt heyneedt oi mprovet hei rEngilsh mastery .The 3rd _q_u_e_s_it_o_n _s_h_o_w_s_h_t _a_t_a_l_l_C_e_r_i_a_’ _s_t_e_a_c_h_e_r _s_a_g_r_e_e _t_o _h_a_v_e _a_n _E_n_g_il_s_h _c_o_u_r_s_e _t_o

l g n E r i e h t e v o r p m

i ishmastery. s

i e r e h

T anotherr esu tlf romt hedistirbuted quesitonnaries .Table4.4showsl eve l if

fi d f

o culite swhicharef acedbyCeria’ steachersi nl earningEngilsh.

4 . 4 e l b a

T . Summaryo fLearners ’Quesitonnaires( partI I) o

4 From the following opitons ,which i sthe mos td fiifcul tfo r ?

u o y

g n i n e t s i

L 2 2 %0

g n i d a e

R 1 1 %0

g n i k a e p

S 5 5 %0

g n it ir

W 2 2 % 0

k s t l u c if fi d t s o m e h t t a h t s w o h s e l b a t e h

T li lfo rCeria’ steachers i sspeaking .I t . % 0 5 s i h c i h w , g n i k a e p s r o f e c i o h c e h t f o e g a t n e c r e p h g i h e h t m o r f n e e s e b n a c

. m e h t r o f s e it l u c if fi d r o n i m e b o t m e e s g n i d a e r d n a g n it ir w , g n i n e t s i L

. 4 e l b a t e h t n i d e t n e s e r p s i d e t u b ir t s i d s e ri a n n o it s e u q e h t m o r f tl u s e r r e h t o n

(56)

5 . 4 e l b a

T . Summaryo fLearners ’Quesitonnaires( partI I ) I o

N Quesiton Percentage

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

) s m e ti e n o

5 a. Audiovisual 7 30.5%

.

b Visual 5 21.7%

.

c Insidet heclassrooml earning 1 4.4% .

d Outsidet heclassrooml earning 3 13% .

e Groupwork 4 17.4%

.f Individuall earning 3 13% 6 Wha tacitviite sdo you usually do du irng the teaching and

e n o n a h t e r o m e s o o h c n a c u o Y ( ? h s il g n E n i s s e c o r p g n i n r a e l

) m e ti

.

a ReadingEngilsht exts/books 3 17.6% .

b Givinginsrtuciton 9 53%

.

c Havingf ormali/nforma lconversaiton 3 17.6% .

d Telilngs toryi nEngilsh 2 11.8% 7 Choose 3 acitviite stha t you wan tto engage in

e s r u o c e h t g n ir u

d .

.

a Discussion 7 23.3%

.

b Playinggames 4 13.3%

.

c Playingr oleplay 7 23.3%

.

d Lectu irng 5 16.7%

.

e Singings ongs 6 20%

e h

T 5th quesiton show stha trespondent slearning style sare vairous .However , s

t n e d n o p s e r e h t f o % 5 . 0

3 are audio visua llearners .21.7% o fthe respondent sare i

vsua llearner sa swell .Othe r17.4 o fthe respondent scan work in group .A smal l s

t n e d n o p s e r f o t n u o m

a which i s 4.4% i s individua l learner s and 13% o f the s

t n e d n o p s e

r ilke to have a clas soutside the classroom .Hence ,vairou slearning d

e e n e r a s e it i v it c

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

. s r e n r a e l e s o h t t s u j d a o t n e v i g e b l li w s e it i v it c a g n i n r a e l f o

6 e h

T th _q_u_e_s_it_o_n _s_h_o_w _s _il_s_t _o _f _a_c_it_v_i_it_e _s _w_h_i_c_h _a_r_e _u_s_u_a_ll_y _d_o_n_e _b_y _t_h_e .

s t n e d n o p s e

r Ther esearche rprovided some opiton so fwha tacitviite swhichi sdone y

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

b read Engilsh

o s d n e ir f r i e h t h ti w n o it a s r e v n o c e v a h d n a , s e ir o t s l l e t , s t x e t/ s k o o

b r student s

s n o it c u rt s n i g n i v i g , r e v e w o H . ) g n it t a h c

( eem sto be the acitvtiy which i sdone y ll a u s u y e h t t a h t y ti v it c a e h t s a n o it c u rt s n i g n i v i g e s o h c s t n e d n o p s e r % 3 5 . y lt n e u q e r f

. o d

7 e h

T th _q_u_e_s_it_o_n _s_h_o_w _s_r_e_s_p_o_n_d_e_n_t _s_p_r_e_f_e_r_e_n_c_e _o_n _t_h_e _l_e_a_r_n_i_n_g _a_c_it_v_ti_y _i_n _t_h_i _s s

t n e d n o p s e r e h t f o t s o M . e s r u o

c , which i s 23.3% , ilke having er -ol play and having i

s s u c s i

d ons .Singing song i schosen by 20% o fthe respondent sto be the desried .

n i e g a g n e o t t n a w y e h t y ti v it c

a 16.7%oft her espondent s ilket o havel ectu irngand %

3 . 3

1 oft her espondent silket oplaygame .Thus ,mos toft hel earningacitviites rfo s

r u o c s i h

t earediscussion andhaving er -ol play .Singingsong ,sl ectu irng andplaying .

n o it r o p l l a m s a n i t u b , d e t c u d n o c e b o s l a l li w e m a g

. y e v r u s d e e n e h t f o t l u s e r r e h t o n a s w o h s 6 . 4 e l b a t e h T

6 . 4 e l b a

T . Summaryo fLearners ’Quesitonnaires( partI V) o

? e s r u o c e h t g n ir u d u o y p l e h l li w h c i h w a i d e m g n i n r a e l t a h W

8 a. Picture 8 27.6%

.

b TV/Radio/Taper ecorder 1 0 34.5% .

c Magazines/newspaper 3 10.3% .

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.

e PowerPoint 5 17.3%

s w o h s 6 . 4 e l b a

T learning media which are considered helpfu lin helping the e n i m r e t e d o t s r e n r a e l r o f s n o it p o e v if e r a e r e h T . s e v it c e j b o e h t e v e i h c a o t s r e n r a e l

h

w ich media which are they think helpfu lfo rthem in learning Engilsh .They are r

e d r o c e r e p a T / V T , s e r u t c i

p ,magazines/news ,handou tand powe rpoint. From the h

w , a t a

d ich i s showed in the table 4.6 , 34.5 % o f the respond ten s chose ,

r e d r o c e r e p a T / o i d a R / V

T 27.6% o fthe respondent schose pictures ,17% o fthe e

s o h c s t n e d n o p s e

r PowerPoints ilde ,s10%oft her espondent scho sehandou tand10% e

s o h c s t n e d n o p s e r e h t f

o magazineast hemedia swhichhelpt her espondentst ol earn h

s il g n

E better .Through TV/Radio/Tape recorder ,learner swli lbe able to pracitce e

l l a u s i v o i d u a e r a s r e n r a e l e h t f o t s o m e c n i S . s ll i k s g n i n e t s il r i e h

t arner ,s t hi smedia

, s e r u t c i P . s r e n r a e l l a u s i v o i d u a o t d e d u l c n i e r a o h w e s o h t p i u q e o t a i d e m t s e b e h t s i

n e h w s r e n r a e l e h t d e p p i u q e o t a i d e m e h t e b l li w w o h s e d il s t n i o p r e w o p d n a s t u o d n a h

t c e j b o g n i n r a e l e h t t e e m l li w y e h t t a h t o s h s il g n E g n i n r a e l e r a y e h

t ive seasier .

, s r e n r a e l l a u s i v o t d e d u l c n i e r a o h w e s o h t s e k a m t i , r e v o e r o

M easie rto learn the

.s l a ir e t a m

7 . 4 e l b a

T . Summaryo fLearners ’Ques itonnaires( par tV) o

9 Do you think tha tby pracitcing speaking Engilsh a lo twli l e

v o r p m

i you rablitiyi ns peakingEngilsh? .

a Y es .

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9 e h

T th _q_u_e_s_it_o_n _o_f _t_h_e_q_u_e_s_it_o_n_n_a_ri_e _s_h_o_w_s_t_h_a_t_a_l_l_r_e_s_p_o_n_d_e_n_t _s_a_g_r_e_e _i_f_b_y , e c n e H . h s il g n E g n i k a e p s n i y ti li b a r i e h t e v o r p m i l li w h s il g n E g n i k a e p s g n i c it c a r p

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

, s ll i k s r u o f e s o h

t howeve rlearner swli lge tmany chance sto pracitce speaking in .

h s il g n E

8 . 4 e l b a

T . Summaryo fLearners ’Quesitonnaires( par tVI) o

N Quesiton

1 Elaborateyou rdfi ifculitesi nSpeakingEngilsh

x ConsrtucitngEng ilshs entencewtihcorrec tgrammar x Havingvery ilmtiedvocabulary

x Deailngwtihcorrec tpronunciaiton x Grammar

x Understandingwha tnaitves ays x Deailngwtihdicitonchosenf o rkids x Expressingi deaont hew irttenf orm x Feeilngafraido fmakingmistakes x Lackingo fcon ifdence

2 Wha t kind o f topic s which wli l suppor t you r profession a s a ?

r e h c a e t n e tr a g r e d n i k / p u o r g y a l p

x Simpleutterancesf o rdaliyconversaiton x Storyt elilng

x Imperaitve x Famliy

x Communicaitont ool x JobandOccupaiton x Animal sandplants x Ourselves

x Cookingandbeverages x Science

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h c i h w s e it l u c if fi d e m o s e r a e r e h t t a h t s w o h s e v o b a e l b a t e h

T are faced by the

f o s r e h c a e

t Ce irawhent heyhavet os peaki nEngilsh .ThoseareconsrtucitngEngilsh r

a m m a r g t c e r r o c h ti w e c n e t n e

s ,havingvery ilmtiedvocabulary ,pronouncingEngilsh d

r o

w wtih correc tpronunciaiton ,understanding wha tnaitve says (ilstening skli)l , expressingi deaont hew irttenf orm ,andf eeilngafraido fmakingmistakes lackingo f

e c n e d if n o

c .

i h t y e h t h c i h w s c i p o t e m o s e s o p o r p o s l a s t n e d n o p s e r e h

T nkt hey need t osuppor t

f o s r e h c a e t s a b o j ri e h

t Ceria Demangan Playgroup and Kindergatren .Those t opic s s

h ti w s l a e

d impleutterancesf o rdaliy conversaiton ,storytelilng, i mperaitve ,famliy , communicaiton t ool,j oband occupaiton ,animal sand plants ,ourselves ,cookingand

s e g a r e v e

b , science ,sola r system ,diverstiy and pubilc places .In addiiton , they t

e h t t a h t d e n o it n e

m opicss houldber elatedt oCeria’ sdaliyprogram.

s a d e t s il e r a h c i h w , s t n i o p t n a tr o p m i e m o s s e v i g y e v r u s d e e n e h t , n o i s u l c n o c n I

w o ll o f s :

.

1 Ceria’ steacher sneed an Engilsh course which help sthem to improve thei r h

s il g n E f o y r e t s a

m tos uppo trt hei rcarire.r .

2 Integrateds kill sareneededt obel earn ttoi mprovet hei rEng ilshmastery. .

3 Engilsh i sused when teacher sare having conversaiton wtih thei rstudent so r , y g o l o p a d n a y h t a p m y s g n i s s e r p x e s a h c u s , m a r g o r p y li a d e h t n u r y e h t n e h w

y r o t s g n il l e t , s k o o b g n i d a e r , s g n o s g n i g n i s , t s e u q e r g n i k a m , n o it c u rt s n i g n i v i g

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science ,sola rsystem ,diverstiyandpubilcplaces .Howeve ,rt her esearche rchoose s5 d n a s s e n e t a ir p o r p p a e h t d n a d l e if b o j r i e h t f o s d e e n e h t g n ir e d i s n o c y b s c i p o t

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

s ng t her esul to f

f o y tl u c if fi d f o l e v e l e h t n o d e s a b d e g n a r r a e r a s c i p o t e h T . y e v r u s s d e e n ’ s r e n r a e l e h t

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

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

9 . 4 e l b a

T . Lsi to fTheTopics ti

n

U Topics Tiltes

1 Greeitngandr esponse “Whati syou rname?” 2 Showing happine ,sympathy and

a g n i s s e r p x

e pology “Sorryt oHea rTha!t” 3 Offeirng help , making and

t s e u q e r g n it p e c c

a “Can IBorrowYou rBook?” 4 Givingi nsrtuciton “Pourt hecoconu tmlik!” 5 TelilngStory “OnceUponaTime”

o t s i p e t s t x e n e h t ,s c i p o t e h t g n i n if e d r e tf

A staitng genera lpurposes .Fivetopic s l a r e n e g e h T . e l b a t s u o i v e r p e h t n i d e n o it n e m e r a h c i h w d e n i m r e t e d n e e b e v a h

t h c a e f o s e s o p r u

p opicares howedi nt hetable 14 0: .

0 1 . 4 e l b a

T . Lsit so fGenera lPurposes ti

n

U Topic Genera lPurpose

1 Greeitngandr esponse A tfe raccompilshing the course ,the learner sare e

e r g o t e l b

a t and to respond wtih approp irate n

o i s s e r p x

e s.

2 Showing ,s e n i p p a

h ympathy and y g o l o p a g n i s s e r p x e

t

A theendoft hecourset hel earnersareable: x to expres s and to respond sympathy in a

. y a w e t a ir p o r p p a d n a t c e r r o c

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