xiv ABSTRACT
Febriani, Ansgaria Oscarita. (2009). Communicative English Materials Using Videos for the Fifth Grade Students in the Language Laboratory of SD Tarakanita Magelang.Yogyakarta: English Language Education Sanata Dharma University.
Nowadays, many elementary schools have provided means to support the English learning. One of the means is a language laboratory. Considering the existence of a language laboratory in SD Tarakanita Magelang, English material was offered. The material design was aimed to teach the fifth grade students ofSD Tarakanita Magelang in a language laboratory. The materials were designed based on the 2006 curriculum, the guide book which is used for fifth grade students of SD Tarakanita Magelang and Communicative Approach. The design would be applied in the language laboratory, which is a room equipped with a set of audiovisual tools: a television and a VCD player. This study was aimed at figuring out: how to design and to present the design of English material for fifth grade students ofSD TarakanitaMagelang.
The writer needed foundation from related literatures and written sources to conduct this study. The sources covered theories of instructional material design models, elementary school, language laboratory, communicative approach, and video. Those theories are the underlying steps to answer two problems in this study. The writer adapted and combined Kemp’s model and Yalden’s model as the framework of material design which consists of eight parts, namely (1) Conducting Needs Survey, (2) Stating Instructional Goals and Topics, (3) Establishing Learning Indicators, (4) Listing the Subject Content, (5) Designing Materials, (6) Selecting Teaching Learning Activities, (7) Evaluation, and (8) Revising Design Materials.
xv
xvi ABSTRAK
Febriani, Ansgaria Oscarita. (2009). Communicative English Materials Using Videos for the Fifth Grade Students in the Language Laboratory of SD Tarakanita Magelang.Yogyakarta: Pendidikan Bahasa Inggris Universitas Sanata Dharma.
Dewasa ini, berbagai cara dilakukan oleh pihak sekolah untuk menyediakan sarana sebagai pendukung pembelajaran Bahasa Inggris. Salah satunya adalah dengan menyediakan laboratorium bahasa. Bertitik tolak dari adanya laboratorium bahasa di SD Tarakanita Magelang, maka ditawarkan materi Bahasa Inggris. Materi yang dirancang tersebut ditujukan untuk mengajar siswa kelas lima SD Tarakanita Magelang yang belajar di laboratorium bahasa. Materi dipilih berdasarkan kurikulum tahun 2006 dan buku acuan yang digunakan untuk siswa kelas lima SD Tarakanita Magelang serta berdasar pada pendekatan komunikatif. Materi ini diterapkan di laboratorium bahasa, yakni sebuah ruangan yang dilengkapi dengan seperangkat peralatan audiovisual: sebuah televisi dan sebuah pemutar VCD. Studi ini ditujukan untuk mencari tahu bagaimana rancangan materi dan penyajian rancangan materi Bahasa Inggris untuk siswa kelas lima SD Tarakanita Magelang.
Penulis membutuhkan dasar dari literatur terkait dan berbagai sumber tertulis untuk melaksanakan studi ini. Berbagai sumber tersebut meliputi teori dari model rancangan materi instruksional, sekolah dasar, laboratorium bahasa, pendekatan komunikatif, dan video. Teori tersebut relevan untuk mendasari langkah dalam memecahkan dua permasalahan dalam studi ini. Penulis mengadaptasi dan mengkombinasi model rancangan instruksional dari Kemp dan Yalden sebagai kerangka rancangan materi yang terdiri dari delapan bagian, yaitu (1) Melakukan Survei Kebutuhan, (2) Menspesifikan Tujuan Instruksional dan Topik, (3) Menentukan Indikator Pembelajaran, (4) Mendaftar Muatan Subyek, (5) Merancang Materi, (6) Memilih Aktifitas Belajar Mengajar, (7) Evaluasi, dan (8) Merevisi Rancangan Materi.
xvii
dan d)Let’s Review. Hasil nilai rata-rata terhadap rancangan materi menunjukkan nilai 4,75 yang berarti materi terancang sangat bagus dan layak bagi siswa kelas lima SD Tarakanita Magelang.
i
COMMUNICATIVE ENGLISH MATERIALS USING VIDEOS
FOR THE FIFTH GRADE STUDENTS IN THE LANGUAGE
LABORATORY OF
SD TARAKANITA
MAGELANG
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Ansgaria Oscarita Febriani Student Number: 031214026
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
The secret of a good sermon
is to have a good beginning
and a good ending, then
having the two as close
together as possible.
George Burns
I am careful not to confuse
excellence with perfection.
Excellence, I can reach
for; perfection is God's
business.
Michael J. Fox
vi
ACKNOWLEDGMENTS
First of all, my deepest gratitude is addressed to my Lord, Jesus Christ for
His grace and blessings that I can accomplish my thesis. With His guidance and
love, I can get through hard times to finish this thesis.
I also would like to express my gratitude to my major sponsor, Carla Sih
Prabandari, S.Pd., M.Hum., for her guidance, suggestions, criticism, corrections,
and contributions of ideas to finish the thesis. My deepest thankfulness is also
dedicated to Christina Lhaksmita Anandari, S.Pd., M.Ed., for her time and her
suggestions.
Millions of thanks are addressed to the headmaster of SD Tarakanita Magelang, L. Sudibyo, S.Pd., who has kindly given me permission to do the
study. I would also like to thank the English teachers ofSD TarakanitaMagelang, Ratna Puspita and Atik Widyawati, S.Pd., who have shared their minds, ideas, and
time for this thesis. I would also like to thank Bujono, S.Pd., the English teacher
ofSD Kartika Panca Argawho has shared ideas about this thesis.
I also dedicate this thesis to my beloved parents, Yanuarius Sumarno and
Godeliva Susilowati. Their endless love and prayers have encouraged me to finish
my thesis. My gratitude goes toEyangProdjo who prays for me all the time. I also
thank my two younger brothers, Yoga and Yose who always cheer me up when I
felt hopeless. I would like to express my appreciation to my beloved cousins,
vii
My appreciation goes to Yohanes Aprillius Abadi for his love, patience,
willingness to help me passing through hard times in completing my thesis.
I would like to thank my boardinghouse friends who have always there
whenever I need their assistance, Mbak Bita and Mbak Netta who gave their
supports and lot contributions in my thesis,KakAchiet and Ria who cheers me up whenever I feel frustrated.
My special thanks are also extended to my best friends Lintang, Nina,
Reta, Tika, Satrio, Febri, Yessi, Ari, Timur, Tony, Wiwid, Dudi, Dame, Bagong,
Punto, Dea, Ratri, Kiyer, and Tyas. They are wonderful friends, who share their
supports, motivations, cares and attentions.
Finally, I would like to thanks all my PBI’03 friends whom I cannot
mention one by one here. May God bless them all.
viii
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ...ii
DEDICATIONAL PAGE ...iv
STATEMENT OF WORK’S ORIGINALITY ...v
ACKNOWLEDGMENTS ...vi
TABLE OF CONTENTS ... viii
LIST OF FIGURES ...xi
LIST OF TABLES ...xii
LIST OF APPENDICES ... xiii
ABSTRACT ...xiv
ABSTRAK ...xvi
CHAPTER I. INTRODUCTION...1
A. Background of the Study ...2
B. Problem Formulation ...4
C. Limitation of the Study ...4
D. Objectives of the Study ...5
E. Benefits of the Study ...5
F. Definition of Terms ...7
CHAPTER II. REVIEW OF RELATED LITERATURE ...9
A. Theoretical Description ...9
1. Instructional Design Models ...9
a. Kemp’s Model ...10
b. Yalden’s Model ...14
2. English Standard and Basic Competence 2006 for Elementary School .. 17
a. Background ...17
b. Purpose ...18
ix
3. Elementary School Students ...20
a. Elementary School Children Characteristics ...20
1) Sensorimotor ...21
2) Preoperational ...21
3) Concrete Operations ...22
4) Formal Operations ...22
b. Elementary School Language Learning ...22
c. Language Teaching of Elementary School Children ...23
4. Language Laboratory ...23
a. Description of Language Laboratory ...23
b. Advantages Using the Language Laboratory ...24
5. Communicative Approach ...25
a. Communicative Tasks ...25
b. Communicative Language Teaching...26
1) Characteristics of Teaching/Learning in CLT...27
2) Roles of Teacher and Learner in CLT...28
3) The Roles of Materials in CLT ... 28
6. Teaching with Video ...29
a. Reasons of Using Video ...29
b. Advantages of Using Video ...30
c. Viewing Techniques of Using Video ...31
B. Theoretical Framework ... 33
CHAPTER III. METHODOLOGY ...37
A. Method of the Study ...37
1. Research and Information Collecting ...38
2. Planning ...38
3. Developing Preliminary Form of Product ...38
4. Product Evaluation ...38
x
B. Respondents ...39
C. Setting ...40
D. Instruments ...40
1. Interview ...41
2. Questionnaire ...41
E. Data Gathering Technique ...42
F. Data Analysis Technique ...42
G. Procedures ...44
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ...46
A. Steps in Designing the Materials for Fifth Grade Students ...46
1. Conducting Needs Survey ...47
2. Stating Instructional Goals and Topics ...49
3. Establishing Learning Indicators ...50
4. Listing the Subject Contents ...52
5. Designing Materials ...53
6. Selecting Teaching Learning Activities ...54
7. Evaluation of Designed Materials ...54
8. Revision ...58
B. Presentation of the Material Design ...59
CHAPTER V. CONCLUSIONS AND SUGGESTIONS...61
A. Conclusions ...61
B. Suggestions ...62
xi
LIST OF FIGURES
Page
Figure 2.1 Kemp’s Model ... 10
Figure 2.2 Yalden’s Language Program Development ... 14
Figure 2.3 Framework for Analyzing Communicative Tasks Nunan ... 26
Figure 2.4 Steps of the Writer’s Material Design Model Adapted from Kemp
and Yalden ... 36
xii
LIST OF TABLES
Page
Table 2.1 Standard and Basic Competence for Fifth Grade Semester 1 ... 20
Table 4.1 The Goals and Topics ... 49
Table 4.2 Learning Indicators ... 52
Table 4.3 The Description of the Respondents ... 54
xiii
LIST OF APPENDICES
Page
Appendix A:Surat Ijin Penelitian ... 66
Appendix B: Interview List ... 67
Appendix C:Kuisioner ... 68
Appendix D: The Syllabus ... 71
Appendix E: Lesson Plans ... 75
Appendix F: Presentation of the Materials ... 81
xiv ABSTRACT
Febriani, Ansgaria Oscarita. (2009). Communicative English Materials Using Videos for the Fifth Grade Students in the Language Laboratory of SD Tarakanita Magelang.Yogyakarta: English Language Education Sanata Dharma University.
Nowadays, many elementary schools have provided means to support the English learning. One of the means is a language laboratory. Considering the existence of a language laboratory in SD Tarakanita Magelang, English material was offered. The material design was aimed to teach the fifth grade students ofSD Tarakanita Magelang in a language laboratory. The materials were designed based on the 2006 curriculum, the guide book which is used for fifth grade students of SD Tarakanita Magelang and Communicative Approach. The design would be applied in the language laboratory, which is a room equipped with a set of audiovisual tools: a television and a VCD player. This study was aimed at figuring out: how to design and to present the design of English material for fifth grade students ofSD TarakanitaMagelang.
The writer needed foundation from related literatures and written sources to conduct this study. The sources covered theories of instructional material design models, elementary school, language laboratory, communicative approach, and video. Those theories are the underlying steps to answer two problems in this study. The writer adapted and combined Kemp’s model and Yalden’s model as the framework of material design which consists of eight parts, namely (1) Conducting Needs Survey, (2) Stating Instructional Goals and Topics, (3) Establishing Learning Indicators, (4) Listing the Subject Content, (5) Designing Materials, (6) Selecting Teaching Learning Activities, (7) Evaluation, and (8) Revising Design Materials.
xv
xvi ABSTRAK
Febriani, Ansgaria Oscarita. (2009). Communicative English Materials Using Videos for the Fifth Grade Students in the Language Laboratory of SD Tarakanita Magelang.Yogyakarta: Pendidikan Bahasa Inggris Universitas Sanata Dharma.
Dewasa ini, berbagai cara dilakukan oleh pihak sekolah untuk menyediakan sarana sebagai pendukung pembelajaran Bahasa Inggris. Salah satunya adalah dengan menyediakan laboratorium bahasa. Bertitik tolak dari adanya laboratorium bahasa di SD Tarakanita Magelang, maka ditawarkan materi Bahasa Inggris. Materi yang dirancang tersebut ditujukan untuk mengajar siswa kelas lima SD Tarakanita Magelang yang belajar di laboratorium bahasa. Materi dipilih berdasarkan kurikulum tahun 2006 dan buku acuan yang digunakan untuk siswa kelas lima SD Tarakanita Magelang serta berdasar pada pendekatan komunikatif. Materi ini diterapkan di laboratorium bahasa, yakni sebuah ruangan yang dilengkapi dengan seperangkat peralatan audiovisual: sebuah televisi dan sebuah pemutar VCD. Studi ini ditujukan untuk mencari tahu bagaimana rancangan materi dan penyajian rancangan materi Bahasa Inggris untuk siswa kelas lima SD Tarakanita Magelang.
Penulis membutuhkan dasar dari literatur terkait dan berbagai sumber tertulis untuk melaksanakan studi ini. Berbagai sumber tersebut meliputi teori dari model rancangan materi instruksional, sekolah dasar, laboratorium bahasa, pendekatan komunikatif, dan video. Teori tersebut relevan untuk mendasari langkah dalam memecahkan dua permasalahan dalam studi ini. Penulis mengadaptasi dan mengkombinasi model rancangan instruksional dari Kemp dan Yalden sebagai kerangka rancangan materi yang terdiri dari delapan bagian, yaitu (1) Melakukan Survei Kebutuhan, (2) Menspesifikan Tujuan Instruksional dan Topik, (3) Menentukan Indikator Pembelajaran, (4) Mendaftar Muatan Subyek, (5) Merancang Materi, (6) Memilih Aktifitas Belajar Mengajar, (7) Evaluasi, dan (8) Merevisi Rancangan Materi.
xvii
dan d)Let’s Review. Hasil nilai rata-rata terhadap rancangan materi menunjukkan nilai 4,75 yang berarti materi terancang sangat bagus dan layak bagi siswa kelas lima SD Tarakanita Magelang.
1 CHAPTER I INTRODUCTION
This introductory chapter discusses the background of the study, problem
formulation, limitation of the study, objectives of the study, benefits of the study,
and definition of terms.
A. Background of the Study
In almost all over the world we find English as a means of communication
and functions as an international language because English is used broadly in
almost all aspects of life, such as educational fields, international relationship,
technology and art, and many other work fields. Therefore, many people begin to
learn English including people in Indonesia. Concerning this phenomenon,
Indonesian government, in this case is Department of Education, has tried to
introduce English since the earlier level of education.
Based on the 1994 Curriculum, English was introduced as a local content
subject for fourth up to sixth grade of elementary school level. But ever since the
curriculum changed, English now is taught in most of all grades of elementary
school level. Learning English is not easy for most of elementary school students.
The students usually find many new terms or vocabularies, sentences in English,
dialogue in English, and many more which are different from their mother tongue.
Children under years from six to twelve are included as elementary school
students. Children in those ages are facing their critical development period
(Hurlock, 1991). In view of the fact that the students of elementary school level
are critical, it can be inferred that they are able to absorb new knowledge easily.
This could happen also when they learn a new language in this case is English.
Due to this fact, it would be better for schools to facilitate their students in order
to develop their English. One of the facilitation is a laboratory language.
Language laboratory at school can become a place for students to enhance
students’ learning languages specifically a foreign language. A language
laboratory may help the English teacher to convey the materials which are
considered difficult for students when they are in ordinary class and also to make
students more practice. As we know that learning a language would be more
effective and interesting by practicing. Hayes (1963: 16) affirms to provide this
practice is the fundamental role of the language laboratory.
Fifth grade students are between 10 to 11 years old. Mostly, they are
energetic, eager to know, enthusiastic, talkative and move around. The fifth grade
students of SD Tarakanita Magelang’s enthusiasm in learning English are high.
They are always active during English lesson. Ordinary class would seem not
appropriate to make them have English practice. The existence of a language
laboratory there can be maximized because the room is large and is well equipped.
The equipment exists is a set of television and a VCD player. Thus, students can
Using a language laboratory requires English teachers to be creative to set
up strategies and techniques for students. Due to the fact that fifth grade students
of elementary school are active and always move around, it will be very difficult
for them to stay and to be silent. As a result, the materials should be made as
interesting as possible and effective for students. In this study, Communicative
Approach is applied since the purpose of this approach is to enable students to
communicate in the target language by using authentic materials. Video becomes
the focus of this material design since video is considered to be the authentic
material based on the approach. Video provides pictures and moving images of
the story. Such video is expected to make students interested in learning and to
make students feel easier to communicate and comprehend the target language.
Additionally, the language laboratory provides a set of television and a VCD
player which support the use of video in language learning. Therefore, the
instructional materials seem to be appropriate.
As mentioned before, English is a local content subject for elementary
school level. However, there is no specific curriculum to be applied in an
elementary school which has a language laboratory. There are also no books
which are designed for a language laboratory. So, English teachers are required to
find or make suitable materials which are used in a language laboratory. The
materials should fulfill the students’ needs and cover all skills. Considering this
fact, in this study, the writer employs Communicative Approach which underlies
the materials by using video as the model of English learning for students and also
B. Problem Formulation
There are two questions in the study that are formulated as follows:
1. How are the communicative English materials using videos for fifth grade
students in the language laboratory ofSD TarakanitaMagelang designed?
2. What do the design of communicative English materials using videos for
fifth grade students in the language laboratory of SD Tarakanita Magelang look like?
C. Limitation of the Study
This study aims to design materials to be used in language laboratory to
support English learning. The writer chose fifth grade students of SD Tarakanita Magelang as the subject of the study since they already use the language
laboratory. Besides, the school itself acquires beneficial result as additional
materials for students who study in laboratory language.
This study is limited only to the English materials for language laboratory
of fifth grade of elementary school level. The materials are designed based on the
need of the related school to provide various materials for their English learning
particularly in language laboratory. The study focuses on activities based on the
videos which are appropriate for fifth grade students of language laboratory in SD
Tarakanita Magelang. The design is supported by videos which support the Communicative Approach. The videos are chosen to enhance students’ skills in
English learning communicatively. This study also doesn’t aim at implementing
D. Objectives of the Study
The study is going to investigate the questions stated in problem
formulation. There are two objectives. They are:
1. To find out how communicative English materials using videos for fifth
grade students in the language laboratory of SD Tarakanita Magelang are designed.
2. To find out what communicative English materials using videos for fifth
grade students in the language laboratory ofSD Tarakanita Magelang look like
E. Benefits of the Study
The researcher expects that the results of the study will bring some
benefits for elementary school English teachers, for the elementary school, and
other researcher.
1. For teachers, especially English teachers of elementary school level.
The teachers are helped to provide more materials which can be applied to a
language laboratory. Moreover, the material is equipped by video CD which
can be very helpful to provide model of English learning in language
laboratory. Not less important, this study will give teachers a model in
designing materials using authentic material as stated in the Communicative
Approach. The teachers also are able to develop the English learning by
using a language laboratory since there are various materials to be chosen
activities, the teachers will also be aware of any possibility of making
environment to improve students’ comprehension toward the materials.
2. For the elementary school students.
The materials design hopefully helps students to be more interested to learn
English in a language laboratory. They may also understand the meaning of
spoken language by knowing the images presented in the video. Since there
are various activities based on the video in the materials design, they will
have better motivation in learning English and also be able to comprehend
materials in communicative activity.
3. For other researcher.
The writer hopes the result of this study will be beneficial for other
researcher who would like to conduct the similar research on a language
laboratory. The further research can be very helpful in order to evaluate and
reconstruct the English materials design using certain media (i.e. video) in
the language laboratory.
F. Definition of Terms
Below are the terms concerning the research projects which need to be
defined in order to avoid misunderstanding. The terms are design, materials, fifth
grade students of elementary school, language laboratory, and video.
1. Design
Kemp (1977: 7) points out in his Instructional Design that instructional
desired ends. The plan consists of three essential elements: objectives, activities
and resources, and evaluation. By formulating the plan, teachers help students in
achieving learning objectives. To achieve the learning objectives, the teachers
need to consider the activities and resources. Finally, the teachers conduct
evaluation to know when the required learning achieved. In this study, the writer
defines the term design as actual planning of activities based on the suitable
materials and resources for fifth grade students.
2. Materials
Materials are items which used in a certain activity. The items are taken
from many sources which suitable for fifth graders including videos and guidance
books for fifth grade students ofSD TarakanitaMagelang.
3. Fifth Grade Students of Elementary School
In Indonesia, elementary school means children from 6 up to 12 years old
that are divided into six grades. Meanwhile, fifth grade students of elementary
school consist of children approximately 11 years old. Usually they have
sufficient background knowledge of English since they are already learned
English in first grade.
4. Language Laboratory
The term “language laboratory” is generally accepted as denoting various
combinations or systems of electromechanical equipment used principally to aid
the teaching-learning of foreign languages (Hutchison, 1963:4). A language
laboratory is also a classroom or other area containing electronic and mechanical
effective than is usually possible without it (Hayes, 1963:1). In this study, a
language laboratory is a place which is equipped by some electronic tools such as
television and VCD player for fifth grade students to enhance their activities and
practice if learning English.
5. Video
Video is a supercharged medium of communication and a powerful
vehicle of information. It is packed with messages, images, and ambiguity, and so
represents a rich terrain to be worked and reworked in the language learning
classroom (Cooper, Lavery, and Rinvolucri, 1991: 11). Harmer (2007: 144) also
stated video is richer than audio: speakers can be seen; their body movements give
clues as to meaning; so do the clothes they wear, their location, etc. Background
information can be filled in visually. In this study, videos become the main
materials of the design which are suitable to be applied for fifth grade students in
9 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is divided into two main parts, namely theoretical description
and theoretical framework. Theoretical description discusses some theories related
to the study. Theoretical framework discusses major relevant theories which help
to answer the problems of the study.
A. Theoretical Description
The section is aimed at giving foundation from related literatures and
written sources to conduct this study. Four major areas are discussed; they are
instructional material design models, language laboratory, elementary school,
communicative approach and video.
1. Instructional Material Design Models
Teaching needs a plan. The plan covers selecting and arranging materials,
method, and media which are suitable for the students. The expectations in
designing instructional materials are to facilitate the teacher in preparing materials
and to given an alternative source (Indrawan, 2002:7). By preparing plan, students
are stimulated to learn more effectively and efficiently.
There are a lot of numbers of instructional design models. Each model has
its own characteristics. Basically, the models present some steps for designing
instructional materials. In this part, the writer reviews two models of designing
a. Kemp’s Model
According to Kemp (1977: 8), the instructional design must supply answer
to at least three questions, they are:
1. What must be learned? (objectives)
2. What procedures and resources will work best to reach the desired learning
levels? (activities and resources)
3. How will we know when the required learning has taken place? (evaluation)
The instructional design plan presented by Kemp (1977: 8) also consists of eight
elements. They are considering goals, topics, general purposes; characteristics of
the learners; specify the learning objectives; list the subject content; develop
pre-assessments; select teaching/learning activities; support services; evaluation. The
model of Kemp’s eight interdependence elements is presented below:
Goals, Topics, and General
Purposes Evaluation
Learner
Characteristics
Support Learning
Services Objectives
Teaching/ Subject
Learning Content
Activities,
[image:32.595.84.512.195.716.2]Pre-Resources Assessment
Figure 2.1: Kemp’s Model (Kemp 1977: 9)
The eight elements above are flexible. A designer can start with
whichever part he/she is ready to start with and then move back and forth to the
other steps. However, those eight elements are interdependent. Decisions related
to one may affect to other parts. Below are the explanations of each element:
1) Goals, Topics, and General Purposes
According to Kemp (1977: 13) instructional design plan starts with
recognition of the broad goals of the school system or institution. Within
curriculum areas or courses, topics are chosen for study, for each of which the
teacher explicitly expresses the general purposes (what students generally are
expected to learn as a result of instruction). In identifying goals, there are three
sources to be considered: society, students, and subject areas. Additionally,
statements of goals should recognize changes in learners’ needs and interests, as
well as changes in the needs of society and its institutions.
After establishing goals, then a planner should list the topics which would
become the basis for the instructions. Kemp (1977: 15) states that topics are
sequenced according to a logical organization, most often from simple or concrete
levels to complex and more abstract levels. Meanwhile, in general purposes the
decision to select one or more purposes to represent a topic to be taught is the
responsibility of the teachers. Thus, to plan the instruction often starts with
teacher-oriented statements of general purposes for topics, selected in relation to
2) Characteristics of Learners
To design an instructional plan, the teacher must know the whole students’
capabilities, needs, and interests. Students’ academic factors and social factors
should be recognized as well. These characteristics can provide useful information
for making planning decisions. Besides, other factors such as learning conditions
and learning styles must be taken into account. Learning conditions refer to
groups that may affect someone’s ability to concentrate, absorb, and retain
information. Meanwhile, learning styles refer to framework for describing and
diagnosing each individual’s way of searching for meaning when confronted with
a particular education.
3) Learning Objectives
The teacher should tell their students what performance and achievement
levels are to be expected of them. In other words, objectives indicate specifically
what students are required to learn. Objectives must be measurable so it can be
determined well. As the result, the determination of the objective is to see whether
or not the objective has been accomplished.
4) Subject Contents
A student’s learning experiences must involve subject content. Subject
content comprises the selection and organizing of the specific knowledge (facts
and information), skills (step-by-step procedures, conditions, and requirements),
and attitudinal factors of any topic. The content, then must closely relate to
5) Pre-assessment
Pre-assessment is a kind of a test that indicates whether students are ready
to accept the next materials or students are not ready for the new lessons. If the
students are not ready to accept new materials, then they have to make restart
from the lowest level, even from the beginning. Thus, pre-assessment gives
information specifically to what extent each student has required studying the
topic and what the student have already mastered the subject to be studied. After
analyzing the result of pre-assessment, the instructional planning may be affected
by eliminate, modifying, or adding objectives.
6) Teaching/Learning Activities
The activities are designed by the teacher since the teacher has rights to
determine what kind of activities suitable for the students. The teaching/learning
activities include teacher’s activities and students’ activities. The teacher’s
activities enables teacher deals with teaching such as presenting the materials,
explaining some important terms, giving clear instructions, organizing the
students’ activities, and so on (1977:56). While the students’ activities include
students’ responsibility on their learning such as doing the assignments
individually or group work.
7) Support Services
There are many aspects in designing the instructional materials. Some of
the aspects are called support services. Some support services that must be
included are fund, personnel, facilities, equipments, and time for the schedule of
8) Evaluation
The evaluation is applied to measure the learning outcomes relating to the
objectives. At the end of teaching/learning activities, the teacher holds an
examination as the evaluation. Kemp says that evaluating students learning is
necessary in order to know how far the learners have achieved the objectives.
b. Yalden’s Model
The second model of instructional design is Yalden’s model. There are
seven stages of language program development according to Yalden (1987). They
are needs survey, description of purpose, selection/development of syllabus type,
production of a proto-syllabus, production of a pedagogical syllabus, development
and implementation of classroom procedures, and evaluation. The stages of
instructional design which is called Yalden’s Language Program Development are
presented in a figure below:
Needs Description Selection/ Production Production Development Survey of purpose development of a of a and
imple-of syllabus proto- pedagogical mentation of Evaluation type syllabus syllabus classroom
[image:36.595.88.513.215.615.2]procedures
Figure 2.2: Yalden’s Language Program Development (Yalden 1987: 88)
1) Needs Survey
The needs survey is important to collect some information in learning
survey, Yalden (1987:101) gives a brief explanation that when a need survey is
being undertaken there is a potentially a great deal of information to be gathered.
The information includes communication requirements, personal needs and
motivation, and relevant characteristics of learners. In addition, the reason of
information gathering is to understand as much as possible of learners in order to
establish realistic and acceptable objectives.
2) Description of Purpose
When needs survey has already conducted, then a designer has to decide
the purpose of the language program. By identifying the purpose, a designer could
form the appropriate language content from simplest to wider scope. This stage
establishes foundation for the next stage.
3) Selection/Development of Syllabus Type
The stage is to select a syllabus which will be applied in the language
program. The syllabus selection should consider the learners’ needs and
characteristics since there are many types of syllabus which are designed based on
various characteristics of learners. Yalden (1987:108) pointed out that there is no
fixed syllabus of a particular subject. The modification of the syllabus can be done
particularly under learning process.
4) Production of Proto-syllabus
The stage is a production of a syllabus which includes specific topics,
variety of language, and language use to be developed deals with the program. In
communicative syllabus type which was proposed by Yalden (1987:138), there
notions and specific topics, communicative functions, discourse and rhetorical
skills, variety of language, role-sets, and communicative events, as well as
grammar and lexis.
5) Production of Pedagogical Syllabus
“The pedagogical syllabus provides a repertoire of words and phrases,
chosen as exponents of functions and suitable to the topics identified as important
to the learner,” Yalden (1987:144). Thus, the teacher is expected to bring this
repertoire for learners by choosing and carrying out communicative activities of a
wide variety. Generally, this stage covers a plan implemented in classroom level.
The plan consists of teaching, learning and testing. The realization of this syllabus
is in the form of teaching materials.
6) Development of Classroom Procedures
This stage requires a designer to use teaching techniques in classroom.
Yalden (1987:89) mentioned development of classroom procedures includes three
parts; they are selection of exercise types and teaching techniques, preparation of
lesson plans and preparation of weekly schedules.
7) Evaluation
The purpose of the stage is to evaluate the overall design of the teaching,
the program and the learners. The evaluation is needed to measure whether the
learners, teaching and programs have been achieving the objectives of learning
2. English Standard and Basic Competence 2006 for Elementary School Level
There have been many changes of curriculum for Elementary school. The
latest curriculum to be used is the 2006 Curriculum. There are three sections
regarding the English Curriculum for Elementary School Level, they are
background, goals, and scope of learning English.
a. Background
Language has a central role in the development of intellectual, social and
emotional of the learners and it is the supporting factor of the success in learning
all subjects. Language learning is hoped to help learners to recognize themselves,
their culture, and other’s culture. Besides, language learning also helps the
learners to be able to state opinion and feeling, participate in the society, and even
find and apply the analytical and imaginative ability in them.
English is a device to communicate spoken and written. Communicating is
to understand and express information, idea, feeling, and developing science,
technology and culture. Communication ability in a complete meaning is the
ability to express ability of understanding and/or producing spoken and/or written
text that is accomplished in four language skills, i.e. listening, speaking, reading
and writing. The four skills are used to respond, and create context in the social
life. Therefore, English subject is aimed to develop those skills in order to make
the students to be able to communicate and to express their feeling in English at
The literacy level covers performative, functional, informational and
epistemic. At the performative level, people can read, write, listen and speak with
the symbols used. At the functional level, people can use language to fulfill their
daily needs such as reading news paper, manual or instruction. At the
informational level, people can access knowledge with language skills, while at
the epistemic level, people can express knowledge in the target language (Wells,
1987).
Regarding the importance of English language learning above, it is
necessary to apply standard competence of English for Elementary School which
holds English as a local content subject. The Elementary School learners are
prepared to continue their study to Junior High School level. They are expected to
be able to interact in English for supporting classroom and school activities.
The English language learning in Elementary School is expected to
develop the ability of learning a language as language accompanying action.
English is for interaction and ‘here and now’. The topics are around things in
situational contexts. To reach this competency, learners are expected to get used
to various adjacency pairs that underlies more complex interactions.
b. Purpose
English subject in Elementary School has purposes for helping students to
acquire ability as follows:
1) Developing communication competence in the form of written and spoken as
2) Having awareness of the essence and the importance of English to improve
national competence capacity in the global society.
c. Scope
The scope of English subject in Elementary School covers the ability to
communicate in spoken and limited way in school context, which consists of
aspects as follows:
1) Listening
2) Speaking
3) Reading
4) Writing
The writing and reading ability are expected to support learning to
communicate in spoken way. Below are the specific competencies for each skill:
Standard Competence Basic Competence
Listening
1. Understand very simple instructions with actions in school context
1.1 Respond by actions according to meaningfully instruction in classroom and school context
1.2 Respond very simple instruction verbally Speaking
2. Express very simple instructions and information in classroom context
2.1 Talk as accompanying actions meaningfully which involves speaking: giving example of doing something, giving command, and giving directions.
2.2 Talk for asking/giving service/items meaningfully which involves speaking: asking for help, giving help, asking items, and giving items.
Standard Competence Basic Competence disagree, and forbids.
2.4 Express modesty meaningfully which involves expressions: Do you mind … and Shall we …
Reading
3. Understand English writing and pictorial descriptive texts in school context
3.1 Read loudly with correct pronunciation, stressing and intonation and meaningfully which involve very simple words, phrases, and sentences.
3.2 Understand very simple sentences, written messages and pictorial descriptive texts correctly and meaningfully.
Writing
4. Spell and copy very simple sentences in school context
4.1 Spell very simple sentences correctly and meaningfully.
[image:42.595.85.514.113.618.2]4.2 Copy and write very simple sentences correctly and meaningfully, such as congratulations, thanking, and invitation.
Table 2.1: Standard and Basic Competence for Fifth Grade, Semester 1 (Departemen Pendidikan Nasional 2006)
3. Elementary School Students
a. Elementary School Children Characteristics
Hamachek (1990:1) states that ”in order to be good teachers, which
includes both helping students learn and establishing relationships that facilitates
positive teaching-learning outcomes, we need to be reasonably clear on what our
assumptions are about why people behave the way they do.” Therefore, this part
deals with the importance of knowing students’ characteristics.
Children from age six to twelve are considered as elementary students.
which they live. Hamachek (1990) includes the years from age six to twelve are
increasingly more aware of and responsive to an ever-widening array of
influences ranging all the way from their parents, to playmates, to television, to
comic books, etc. They continue to develop and expand the personality
characteristics that began to appear during the preschool years. The cognitive
processes also continue to evolve slowly from the purely concrete,
black-and-white thinking of the elementary years to an increasing capacity to the conceptual
thinking that will emerge during the later middle years and adolescence. Certainly,
each year from those ages has particular uniqueness.
The children development stage is related to the cognitive development.
The word cognitive focused on mental processes such as thinking, learning, remembering and problem solving. Meanwhile, the word development is used to
imply that cognitive processes change with age or experience (Byrnes, 1996:3). In
brief, the cognitive processes such as thinking change with age. The children
cognitive development has four general stages which are proposed by Piaget in
Vasta et.all (1995: 35). They are:
1) Sensorimotor
Form of intelligence in which knowledge is based on physical interactions
with people and objects. This period is extending from birth to 2 years.
2) Preoperational
Form of intelligence in which symbols and mental actions begin to replace
3) Concrete Operations
Form of intelligence in which mental operations make logical problem
solving with concrete objects possible. This period is extending from 6 to 11
years.
4) Formal Operations
Form of intelligence in such higher level mental operations make possible
logical reasoning with respect to abstract and hypothetical events and not merely
concrete objects. The fourth stage begins at about 11 years.
From this study, the fifth graders whose ages around 10 to 11, are included
in concrete operations stage. They are able to solve problem in concrete ways.
Cole (1956: 137) affirms the fifth grade students shows higher intellectual
capacity, more controlled imagination, some slight powers of reasoning, and an
intense curiosity about all kinds of things.
b. Elementary School Language Learning
Certainly the ability of elementary years to learn language is distinct from
the higher years. Elementary years involve many activities during learning
processes regarding the cognitive development of the children. As quoted by
Trisisca (1994:9) children have unique attitude toward learning something. Unlike
adults who can be told to what is needed to learn, children even learn something
because they like it, not because it is important to be learned. Thus, various
activities could grab children’ attentions. The various activities enable students to
language class “children need to be actively involved in activities when language
is a part and to use the language in accomplishing meaningful task.”
c. Language Teaching of Elementary School Children
Language teaching must differ for various levels of education. Children
and adults must be taught differently. Lado outlines significant variable related to
primary school children:
Primary school children require special techniques. They learn by play and memorization. They can achieve superior pronunciation by dint of their power to mimic sound accurately. Children are driven to activity and to learning by play rather than by any work motive or other sophisticated motive that drives adults (Lado, 1964: 57).
From the explanation, it is clearly stated if primary children love to play
during learning processes. Hamachek (1990: 87) stated that primary children are
quite responsive to opportunities for interacting with one another in gamelike
activities. It is necessary for teachers to build meaningful task and activities which
encourages students in language learning.
4. Language Laboratory
As mentioned before, the study intends to design English materials for
fifth grade students. The materials themselves are specified for the usage in
language laboratory. This part covers the description of language laboratory,
advantages using the language laboratory and preparation for language laboratory
materials.
a. Description of Language Laboratory
A language laboratory is a classroom or other area containing electronic
learning more effective than is usually possible without it (Hayes, 1963: 1).
Meanwhile, Lado states the language laboratory is a special room for practice with
sound equipment (1964: 174). He also explains what constitutes a language lab is
a special room with necessary equipment set aside for practice by the students. A
classroom can become a lab after class hours, or the lab can be used as a
classroom by the teacher, but the distinctive characteristic is the separate room
where the students may practice the language.
As mentioned above, the typical language laboratory contains electronic
and mechanical equipment. Based on the definition, Hayes (1963: 1) classified the
language laboratory into two groups according to the way they fit into the school’s
plan of operation. They are class systems and library systems. In class systems the
laboratory is scheduled by classes. Meanwhile the library system is conceived as
comparable to library work where students attending at their own convenience, or
scheduled at times unrelated to their language class meetings.
b. Advantages Using the Language Laboratory
The existence of language laboratory brings some benefits. Hayes (1963:
16-17) proposed some advantages of using language laboratory, they are: first, in
a language laboratory all students present can practice aloud simultaneously, yet
individually. Secondly the teacher is free to focus his attention on the individual
student’s performance without interrupting the work of the group. Third, certain
language laboratory facilities can provide for differences in learning rates. Fourth,
the language laboratory provides authentic, consistent, untiring models of speech
variety it is common for students to be able to understand only the teacher. Sixth,
some teachers, for reasons beyond their control, do not themselves have sufficient
preparation in understanding and speaking the foreign language. The laboratory
provides these teachers with an opportunity to improve their own proficiency.
Seventh, the language laboratory makes it possible to divide a class into teacher
directed and machine-directed groups. Finally, certain language-laboratory
facilities can enhance the student’s potential for evaluating his own performance.
Based on some advantages above, it could be inferred that there is a scope
of language laboratory. Lado (1963: 175) states the scope of the language
laboratory consist two parts. Firstly, the language laboratory can provide good
models of the speech of the target language for imitation and manipulation by the
student. Secondly, the language laboratory permits audio-lingual practice outside
of class.
5. Communicative Approach
This study requires communicative approach. This approach is selected
because it is appropriate for teaching at elementary school level as stated in the
scope of English subject in Elementary School (2006 Standard and Basic
Competence for Elementary School Level). Some theories related to the
communicative approach are clarified below:
a. Communicative Tasks
Nunan (1989: 10) considers the communicative task as a piece of
producing or interacting in the target language while their attention is principally
focused on meaning rather than form. This communicative task requires students
to perform the target language in the real situation. There are some components
for analyzing communicative task. Nunan (1989: 11) suggests the components of
a task contain goals, input data, activities, settings, and roles form teacher and
learner. Inputs and activities are different. Inputs are data for learner to do,
whereas activities are job for learner to perform. The diagram below shows the
framework for analyzing communicative tasks:
Goals Teacher Role
Input TASKS Learner Role
[image:48.595.96.513.235.634.2]Activities Settings
Figure 2.3: Framework for Analyzing Communicative Tasks Nunan (1989: 11)
The term task stems largely in the communicative approach. Nunan (1989:
20) describes the task into changing attitudes to language and language learning.
Therefore teacher’s role and learner’s role refers to Communicative Language
Teaching.
b. Communicative Language Teaching
The purpose of selecting appropriate materials, methods, strategies and
preparations, approach underlies the whole components in language learning. This
study applied an approach namely Communicative Language Teaching (CLT).
In CLT the goal of language teaching is to enable students to communicate
in the target language. Larsen-Freeman also states:
CLT aims broadly to apply the theoretical perspective of the Communicative approach by making communicative competence the goal of language teaching and by acknowledging the interdependence of language and communication (Larsen-Freeman, 2000: 121).
Richard and Rodgers (1986: 64) also point out this approach focuses on
communicative proficiency rather than on mere mastery structure.
In brief, it is necessary for students to apply the target language in real-life
communication rather than merely focus on learning grammatical pattern.
1) Characteristics of Teaching/Learning in CLT
Larsen-Freeman (2000: 129) states some characteristics of
teaching/learning process as follows: almost all activities are done with a
communicative intent. It is intended to support and encourage students activate
their ability in learning target language. Next, to use authentic materials to give
students opportunity to develop strategies for understanding language as it is
actually used by native speakers.
Lastly, activities in CLT carry out students to make small groups in order
to maximize the time allotted to teach student for communicating. In small
numbers of group, students are interacting effectively using target language.
According to Littlewood (in Richard and Rodgers, 1986:76) there are two
interaction activities”. Functional communicative activities have purpose to
develop certain language functions. The kinds of activities include comparing sets
of pictures, identifying similarities and differences, sequencing a set of pictures,
discovering missing features in a map, giving construction, following the
directions and solving the problem from shared clues. Meanwhile, the social
interaction activities consist of conversations and discussions, dialogues and role
plays, simulations, skits, improvisations and debates.
2)Roles of Teacher and Learner in CLT
This section explains the roles of teacher and learner in communicative
classroom. Basically, the roles of teacher and learner are complementary.
According to Littlewood (in Larsen-Freeman, 2000), in the classroom,
teacher facilitates communication. It insists the teacher to be responsible in
establishing situations likely to promote communication. During activities, teacher
acts as an adviser, answering students’ questions and monitoring their
performance. At other times, teacher plays as a communicator engaging in the
communicative activity along with the students.
Larsen-Freeman (2000: 129) affirms the role of learners in this case is to
become communicators. Students are actively engaged in negotiating meaning, in
understanding others, and in trying to make themselves understood even when
their knowledge of the target language is incomplete. Students are also
responsible for their own learning since the teacher’s role is less dominant in the
3) The roles of Materials in CLT
The functions of instructional materials are significant in CLT.
Larsen-Freeman (2000: 132) states students obviously find problems in classroom. Thus,
adherents of CLT advocate the use of language materials authentic to native
speakers of the target language in order to overcome the critical problem that
students cannot transfer what they learn in the classroom to the outside world and
to expose students to natural language in a variety of situations. In addition,
materials are very significant to promote communicative language use by
applying the task-based materials and authentic materials.
6. Teaching with Video
Materials based on communicative approach are those which considered as
authentic materials. These materials are used in a way that is real for learners.
Here, the writer provided videos to be the main materials of the design. Video is
the real model of language learning.
a. Reasons of Using Video
Harmer (2001: 282) stated there are many reasons why video can add a
special, extra dimension to the learning experience:
1) Seeing language-in-use
Students do not just hear language, they see it too. Video aids
comprehension since general meaning and moods are often conveyed through
expression, gesture, and other visual clues. These give valuable meaning and help
2) Cross-cultural awareness
Video allows students to look at situations far beyond their classrooms and
gives students a chance to see such things as what kind of food people eat in other
countries, and what they wear.
3) Motivation
Video for learning helps students to increase their interest particularly
when they have a chance to see language in use as well as hear it, and when this is
coupled with interesting tasks.
b. Advantages of Using Video
Some advantages of using video proposed by Harmer (2001:304) are
described as follows:
First, recorded material allows students to hear a variety of different voices
apart from just their own teacher’s. It gives them opportunity to ‘meet’ a range of
different characters, especially where ‘real’ people are talking.
Next, nowadays most course books include CDs or tapes, and many
teachers rely on recorded material to provide a significant source of language
input.
Finally, because students are used to watching film at home-and may
therefore associate it with relaxation-we need to be sure that we provide them with
good viewing and listening tasks so that they give their full attention to what they
are hearing and seeing.
Sherman (2003: 2) also pointed out some advantages of video in language
1) As a Language Model
Authentic video provides a vast up-to-date linguistic resource of accents,
vocabulary, grammar and syntax, and all kinds of discourse, which shows us
language in most of its uses and contexts – something neither course book nor
classroom can do. Authentic video can be a model for specific language items for
students to pick and choose from since it illustrates the kind of interactive
language most foreign-language students seldom to encounter.
2) As a Stimulus or Input
Video can be used for discussions, for writing assignments, as input for
projects or the study of other subjects. The ‘film of the book’ is particularly useful
in the study of literature, and work-based scenarios and training films are useful in
special-purpose language teaching.
3) As a Moving Picture Book
Video gives access to things, places, people, events and behavior,
regardless of the language used, and is worth thousands of picture dictionaries and
magazines.
c. Viewing Techniques of Using Video
According to Harmer (2001:309) technique in using video are designed to
awaken students’ curiosity through prediction so that when they finally watch the
film sequence in its entirety, they will have some expectations about it. Those
1) Fast Forward
The teacher presses the play button and then fast forwards the video so that
the sequence shoots past silently and at great speed, taking only few seconds.
When it is over, the teacher can ask students what the extract was all about and
whether they can guess the characters were saying.
2) Silent Viewing (for language)
The teacher plays the film extract at normal speed but without the sound.
Students have to guess what the characters are saying. When they have done this,
the teacher plays it with sound so that they can check to see if they guessed
correctly.
3) Freeze Frame
At any stage during a video sequence ‘freeze’ the picture stopping the
participants dead in their tracks. This is extremely useful for asking the students
what they think will happen next or what a character will say next.
4) Partial Viewing
Use pieces of card to cover most of the screen, only leaving the edges on
view. Alternatively, put little squares of paper all over the screen and remove
them one by one so that what is happening is only gradually revealed. A variation
of partial viewing occurs when the teacher uses a large ‘divider’, placed at right
angles to the screen so that half of the class can only see one half of the screen,
while the rest of the class can only see the other half. They then have to say what
Regarding the videos in the material design, the writer chose videos
according to the level of the students and the relevant topics from the guide book
to be used in classroom. Harmer (2007: 144) affirms if we make it too difficult or
too easy, the students will not be motivated. If the content is irrelevant to the
students’ interests, it may fail to engage them. However, teacher might also use
the techniques in operating the videos to develop the students’ comprehension of
learning target language from the videos.
B. Theoretical Framework
This part intends to outlines the theories which underlie the writer to
design the materials for fifth grade students. Some theories were mentioned above
are crucial in determining the steps of designing materials. Here, the writer
employs CLT as the approach since one of the characteristics is the use of
authentic materials. Thus, the writer uses videos as the authentic material based on
the approach. For the instructional design model, the writer combines and
modifies Kemp’s model and Yalden’s model.
There are some reasons why the writer combines and modifies both
models from Kemp and Yalden. Yalden’s model has needs survey to gather data
about students’ needs as the first step based on Yalden’s that is the needs analysis.
The needs analysis is supposed to identify the needs of learners. In this study, the
needs analysis is very crucial to determine the design. Meanwhile, Kemp’s model
which will affect to other stage since each part is interrelated to each other and
form as a unity. However, both models have a stage of evaluation.
From the explanation above, the framework of material design consists of
eight parts. Here are the following parts:
1. Conducting Needs Survey
The very beginning step is to gather information of learners needs. This
will determine the topics, materials, and goals of the design. The needs survey is
conducted through interviews with English teachers.
2. Stating Instructional Goals and Topics
This second step is to be made after defining the needs survey. This step is
to state the goals of instructional material. Then, formulate the topics which are
derived from the simple level to complex level. The topics facilitate students to
achieve the goals. In this study, the instructional goals and general purposes of the
material design are revealed in standard competence and basic competence.
3. Establishing Learning Indicators
Determining learning indicators show details about what to teach and to
accomplish in teaching learning. In other words, the indicators are also called
objectives. This part shows the students achievement towards understanding of
topics or materials given.
4. Listing the Subject Content
A student’s learning experience should include the subject contents
(Kemp, 1977: 43). The subject content, then, must involve both the objectives and
the relation between objectives and students’ need. They are: let’s start, let’s
focus, let’s practice and let’s review.
5. Designing Materials
The materials involve students to be active and communicative in every
topic. Thus, some activities are designed to make students eager to follow the
teaching learning process communicatively based on the video.
6. Selecting Teaching Learning Activities
The material is designed based on the Communicative Approach. In this
study the material design is intended to optimize the use of language laboratory.
Regarding the use of the approach, the material applies communicative activities
which are based on the videos played for students.
The activities are designed based on the videos might enable students to
participate actively. Since the students are in fifth graders, the writer designs the
activities in easy and acceptable language based on the videos and the students’
ability level.
7. Evaluation
This step is to evaluate the material design. The major points are to gain
feedback and comments in order to improve the design. Since the materials are
not implemented, the evaluation is obtained by distributing questionnaires to some
English teachers and one lecturer of Sanata Dharma University. From the
8. Revision
After conducting evaluation, the step moves on the revision part. The
writer revises the materials based on the feedback and suggestions from
evaluators. Revision is needed in order to improve the materials. The steps of the
writer’s instructional design model adapted from Kemp and Yalden are presented
[image:58.595.87.508.222.618.2]in Figure 2.5 below:
Figure 2.4: Steps of the Writer’s Material Design Adapted from Kemp (1977) and Yalden (1987)
1. Conducting Needs Survey
7. Evaluation of Designed Materials 6. Selecting Teaching Learning Activities 2. Stating Instructional Goals and Topics
3. Establishing Learning Indicators
37 CHAPTER III METHODOLOGY
This chapter presents a detailed description about methods used to answer
the problem formulation. The discussion involves method, respondents, setting,
instrument, data gathering technique, data analysis technique, and procedures.
A. Method of the Study
As already mentioned in previous chapter, this study required the
educational research and development (R&D) which refers to an exploration in
the educational field not excluding the needs of development and validation. Borg
and Gall state:
Educational research and development (R&D) is a process used to develop and validate educational products. The steps of this process are usually referred to as the R&D cycle, which consists of studying research findings pertinent to the product to be developed, developing the product based on these findings, field testing it in the setting where it will be used eventually, and revising it to correct the deficiencies found in the field-testing stage (Borg and Gall, 1983: 772).
The R&D consists of a cycle which in which the version of a product is
developed, field–tested, and revised on the basis of field–test data. There are ten
steps of R&D. However, this study required only five out of ten steps since the
first five steps were suitable to design the materials. The main focus in this study
was to design and present the materials without implementing it. Those five steps
preliminary form of the product, preliminary evaluation and main product
revision. Each step was clarified below:
1. Research and Information Collecting
This step was administered to gain data related to this study. Since this
study was about fifth grade students, it was significant to collect the data related to
the students’ need in learning English. The information was gathered by
conducting interview to the English teachers since they knew exactly what the
students’ need.
2. Planning
The planning step was carried out after conducting the research and
information collecting. The planning was carried out by formulating the results
from interview about students’ need which was regarded as needs analysis.
3. Developing Preliminary Form of Product
The next step was significant to facilitate students in learning English. The
design covered appropriate themes, topics, activities for students in accordance
with the guide book and curriculum used by English teachers.
4. Preliminary Evaluation
This step related to the previous step in which the designed materials were
needed to be evaluated. The evaluation was conducted by English teachers and
English lecturers. From this step, the writer gained comments and feedback which
5. Main Product Revision
After gathering information from the product evaluation subjects, the
writer improved the preliminary form of product according to the feedback as
comments and suggestions given by the respondents of this study.
B. Respondents
The respondents of the sur
