Designing a set of reading instructional materials using games for the fifth grade students of Santa Maria elementary school Magelang.

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DESIGNING A SET OF READING INSTRUCTIONAL MATERIALS USING GAMES FOR THE FIFTH GRADE STUDENTS OF SANTA MARIA ELEMENTARY SCHOOL MAGELANG

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Ima Putri Wulandari

Student Number: 051214040

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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DESIGNING A SET OF READING INSTRUCTIONAL MATERIALS USING GAMES FOR THE FIFTH GRADE STUDENTS OF SANTA MARIA ELEMENTARY SCHOOL MAGELANG

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Ima Putri Wulandari

Student Number: 051214040

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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iv

I will not die an unlived life.

I will not live in fear of falling or

catching fire.

I choose to inhabit my days,

to allow my living to open me,

to make me less afraid, more accessible,

to loosen my heart

until it becomes a wing, a torch, a promise.

I choose to risk my significance;

to live so that which comes to me

as seed goes to the next as blossom

and that which comes to me as blossom,

goes on as fruit.

-D awna M arkova-

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v

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vii

ABSTRACT

Wulandari, Ima. P. 2010. Designing a Set of Reading Instructional Materials Using Games for the Fifth Grade Students of Santa Maria Elementary School Magelang. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Reading played an important role of language learning. Based on the observations, it was found that most of the fifth grade students of Santa Maria Elementary School Magelang were interested in learning reading. However, they had low motivation to read in English. Therefore, this study is intended to design reading instructional materials using games for the fifth grade students of Santa Maria Elementary School Magelang. There are two questions formulated in the problem formulation. The first question is about how to design a set of reading instructional materials using games for the fifth grade students of Santa Maria Elementary School Magelang. The second question is related to the presentation of the designed materials.

To answer the first research question, the writer employed Research and Development (R & D) and adapted the combination of Kemp’s and Dick and Carey’s instructional design model in designing the materials. The materials were designed using games because it is the most appropriate way of the children learning. Moreover, this study was designed based on School-Based Curriculum 2006. The writer constructed seven steps in this adapted instructional design model. They are 1) Conduct the Learners’ Analysis, 2) Identify the Learning Objectives, 3) Formulate the Indicators, 4) Compose Reading Materials, 5) Decide the Teaching-Learning Activities, 6) Conduct the Survey Research, 7) Revise the Materials.

In answering the second research question, this study presented the final version of the designed materials. It consists of eight units. They are Self Introduction, Family, Occupation, Calendar, Daily Activities, Times, Health and Hospital, Weather and Seasons. Each unit in the designed materials is divided into four sections. They are Presentation, Practice, Production, and Games.

From the designed materials evaluation survey, the writer gained that the degree of agreement percentage of the designed materials is 66.6%. This result shows that the designed materials are acceptable and appropriate for the fifth grade students of Santa Maria Elementary School Magelang.

Hopefully, the designed materials can be applied in the school to facilitate the students to improve their reading skill.

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ABSTRAK

Wulandari, Ima. P. 2010. Designing a Set of Reading Instructional Materials Using Games for the Fifth Grade Students of Santa Maria Elementary School Magelang. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Reading berperan penting dalam pembelajaran bahasa. Dari pengamatan yang dilakukan, diketahui bahwa sebagian besar siswa kelas lima SD Santa Maria Magelang tertarik dalam pelajaran reading. Akan tetapi, mereka cenderung memiliki motivasi yang rendah setiap kali membaca dalam bahasa Inggris. Oleh karena itu, studi ini bertujuan untuk merancang materi pembelajaran reading menggunakan Games untuk siswa kelas lima SD Santa Maria Magelang. Ada dua pertanyaan penelitian yang dikemukakan dalam studi ini. Pertanyaan penelitian yang pertama adalah bagaimana merancang materi pembelajaran reading menggunakan Games untuk siswa kelas lima SD Santa Maria Magelang.

Pertanyaan penelitian yang kedua adalah bagaimana bentuk penyajian materi tersebut.

Untuk menjawab pertanyaan penelitian yang pertama, penulis menerapkan metode R & D (metode penelitian dan pengembangan) dan mengadaptasi kombinasi dari model perancangan Kemp dan Dick dan Carey dalam merancang materi. Materi dirancang menggunakan Games karena ini adalah cara yang paling sesuai untuk pembelajaran anak. Selain itu, studi ini dirancang berdasarkan Kurikulum Tingkat Satuan Pendidikan (KTSP). Penulis merancang tujuh langkah dalam model tersebut, Langkah-langkah tersebut adalah: 1) Conduct the Learners’ Analysis, 2) Identify the Learning Objectives, 3) Formulate the Indicators, 4) Compose Reading Materials, 5) Decide the Teaching-Learning Activities, 6) Conduct the Survey Research, 7) Revise the Materials.

Untuk menjawab pertanyaan penelitian yang kedua, studi ini menyajikan hasil akhir materi. Materi terdiri dari delapan unit, yaitu Self Introduction, Family, Occupation, Calendar, Daily Activities, Times, Health and Hospital, Weather and Seasons. Setiap unit terbagi menjadi empat bagian utama, yaitu Presentation, Practice, Production, dan Games.

Dari hasil survei evaluasi materi, nilai prosentase yang diperoleh dari desain materi adalah 66.6%. Hasil tersebut menunjukkan bahwa desain materi tersebut dapat diterima dan digunakan untuk mengajarkan reading pada siswa kelas lima SD Santa Maria Magelang.

Materi ini diharapkan dapat diterima di sekolah untuk memfasilitasi siswa-siswa dalam meningkatkan kemampuan membaca mereka dalam Bahasa Inggris.

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ACKNOWLEDGEMENTS

First and foremost, I would like to thank Jesus Christ for always being

here by my side and giving me endless blessing, grace, and also power to finish

my study. I thank Him for always guiding me throughout my life.

My deepest gratitude goes to Christina Kristiyani S.Pd., M.Pd. as my

major sponsor for her guidance, suggestions, kindness, and patience in finishing

my thesis. My appreciation also goes to the teaching and secretariat staff in

English Language Education Study Program, and all the librarians. I would never

have finished my study without their help. I am deeply grateful to all lecturers of

English Language Education Study Program for guiding and teaching me during

my study in Sanata Dharma University. I sincerely thank FX. Ouda Teda Ena,

S.Pd., M.Pd., and Dr. Retno Muljani. M.Pd., my academic advisors, for the

guidance and support during my study. Moreover, I sincerely thank C. Tutyandari,

S.Pd., M.Pd., Drs. J.B. Gunawan, M.A., and G. Punto Aji, S.Pd., M.Hum., for

their suggestions, comments, and criticism toward my designed materials.

My special thankfulness also goes to Sr. M. Antonia, Y. SPM., the

headmaster of Santa Maria Elementary School Magelang. I thank her for giving

me the opportunity to teach the students so I could conduct the study in Santa

Maria Elementary School Magelang. I would also like to give my special

gratitude to Erlina Isfandari, Stefanus Budiarto, Ignatius Sugiarto, S.Pd.,

Triweningastuti, S.Pd., Ammia Mintatik, Suwandi Benedictus and all of the

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supports, help, guidance, and suggestions. My special thankfulness goes to all of

my students in Santa Maria Elementary School, especially for fifth graders, for

their help and cooperation during the data gathering.

My truly gratitude is addressed to my parents, my father, Fransiscus Imam

Basuki, and my mother Anastasia Ardhaningsih. I would like to thank them for

their endless prayers, supports, and love they give to me. Moreover, I would like

to say my deepest sorry because I took too much time to finish my study. This

thesis is especially presented for their pride and happiness. Thanks for the tears

and all sacrifices they give to me. My appreciation goes beyond words. I also

would like to thank my big family for always reminding me to finish my thesis. I

thank my lovely brother, Yohanes Ardhi Prasetio for his help, prayers and

motivation.

My deepest thanks also go to my friends Agatha Pepy Yerinta, Erythrina

Cahyaningsih, Theresia Novitasari, and Berenicee Indriani Kusumastuti for such

beautiful friendship, love, supports, help and critics throughout my life and my

study. I thank them for the time, happiness and sadness we share together. I learnt

much about life and togetherness.

I also thank my very best friends, Yutriana Retno Satiti, Annisa Nidya,

and Dhita for their support and long lasting friendship. I thank them for teaching

me how to understand and being understood, for happiness and sadness we shared

together. My special thanks also go to my boarding house family, Irmina Budi

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thank them for their love, support and for giving me a warm togetherness. I thank

them especially for being my second family. I love them much.

Last but not least, I thank Zani from whom I always receive love, sincere

support, and boundless understanding through his ups and downs. I really thank

him for always being there for me, and for always comforting and cheering me up

through my good and bad times.

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LIST OF FIGURES

Figure Page

Figure 2.1 Kemp’s Instructional Design Model ... 14

Figure 2.2 Dick and Carey’s Instructional Design Model ... 19

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xvi

LIST OF TABLES

Table Page

Table 4.1 The Result of the Needs Survey ... 55

Table 4.2 The Indicators ... 57

Table 4.3 The Description of the Research Participants ... 63

Table 4.4 Degree of Agreement ... 64

Table 4.5 The List of Participant’s Evaluation ... 64

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LIST OF APPENDICES

Appendix Page

Appendix A ... 79

Letter of Permission to the Headmaster of Santa Maria Elementary School ... 80

Appendix B ... 81

Questionnaire of Research & Information Collecting ... 82

Appendix C ... 85

Questionnaire for the Designed Set of Materials Evaluation ... 86

Appendix D ... 89

Gambaran Umum ... 90

Appendix E ... 96

Syllabus of Santa Maria Elementary School ... 97

Appendix F ... 105

Lesson Plan of Santa Maria Elementary School ... 106

Appendix G ... 122

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CHAPTER I

INTRODUCTION

This chapter presents the introduction of this study. There are six

important parts elaborated in this chapter. They are background, problem

limitation, problem formulation, research objectives, research benefits, and

definition of terms.

A. Background

It is unavoidable that English plays an important role in Indonesian

education. It brings Indonesian people facing the globalization era in which the

people are demanded to master the international language in any work field.

Considering this fact, since 1994 English is introduced to elementary schools in

Indonesia starting from grade four based on the 1994 curriculum of Elementary

Education (Depdikbud, 1994). Fortunately, the new curriculum 2006 supported

that English could be taught from the first grade in elementary school, since in this

curriculum each Elementary school has their own authority in deciding what local

content should and should not be taught based on their needs and competencies. It

shows that English becomes a significant factor in developing the elementary

students. However, this subject is an optional subject and functions as a local

content subject. It means that English will be taught in some elementary schools

that consider English as a necessary subject for their students. Moreover, English

is included as a local content subject to develop the competencies appropriate with

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the characteristics and local community potentials including the local superiority

in which the materials could not be included in the available subjects. Local

content subject substation is determined by the education unit, and unlimited on

the skills lessons (Depdikbud, 2006).

In learning English, there are four macro skills the students should master.

They are reading, speaking, listening, and writing. McKim says that among those

macro skills, reading is the most important aspect of living in school and society.

Reading serves many different purposes and it calls for a wide variety of skill,

attitude, and understanding. Reading is a vehicle for obtaining ideas, improving

knowledge on serving as a tool of the acquisition mind. Through readings, one

may learn ideas, concepts, attitudes, and may take benefits from them in the future

(McKim, 1958: 15). Catherine Wallace (1992: 3) also states that reading plays an

important role in the English language learning process for it may be an initial

gate for the mastery of the whole skills for it is related to many language

components and linguistic features. Realizing the significance of reading in

human social and individual life, McKim (1958: 12) states her idea concerning

this matter, “people are alert and receptive to new ideas when he is ready to

answer a specific question, he has learned to identify and to read as carefully as

necessary the section of the material that bears directly to a problem.”

Krashen (1993: 23) argues that reading is the only way to become good

readers, to develop a good writing style, an adequate vocabulary, advanced

grammar, and the only way to become good spellers. A student who is a good

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weak reader. Therefore, reading is one of the important parts in learning a

language since it determines students’ performance in the classroom. Moreover,

reading is now in more demand than in any time in the history. With the exposure

of the internet in the global area, students need to master reading in order to

understand the vast knowledge of the world.

To maximize the mastery of reading skills, the teachers should teach

reading to the beginner, or kindergarten and elementary school level, in order to

master the reading and other skills well. Moreover, they are still in the critical

period of the brain in which they can learn and memorize a language easier, so it

will also be easy for the students to learn and master the language components and

the linguistics features of the language, in this case English (Goodman, 1976).

Teaching reading to children starting to learn English is not easy since

most of the children do not have sufficient basic knowledge of English in terms of

how to understand and comprehend reading texts. However, it is completely

possible for young learners to learn reading skill. As David Wechsler (1958) states

that the younger the children are, the easier they will learn. In this study, the

writer chooses the fifth grade students of Santa Maria Elementary School

Magelang as the subject of the study. Since the writer has experiences in teaching

the students in that school therefore the writer chose Santa Maria Elementary

School Magelang. Moreover, the reason of choosing the fifth grade children is

that the writer does not want to take any risk of selecting the sixth grade who are

already prepared for facing the final graduation evaluation and still afraid of

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In fact, the students in this school rarely had an opportunity to practice

their reading skill since most of the teachers are likely to use the old teaching

techniques where the teacher becomes the center of the learning process, in which

he or she is the one who charges the learning process. In this technique, the

students are given a passage in which they should read it by themselves and they

are assigned to answer the questions made by the teacher in written form. By the

end of the activity, the teacher will discuss the answer together with the students.

By using this technique, many students feel stressed, bored, and pressured. In

addition, they cannot show their mastery to the materials given and they also

cannot both interact nor communicate with their mates because they read the

materials by themselves. These attitudes lead a negative perception that reading is

boring and wasting their time. They will soon begin to lose their interest and

delights to be found in the printed words and sentences.

In order to cope with the negative attitude towards reading, teachers have

to be able to implement appropriate technique in teaching reading. One of the

techniques that can avoid the students’ boredom is by using a game. It is

commonly believed that games are a common interesting activity. It was assumed

that using games could stimulate students’ curiosity and make them feel more

competent as they learn. Curiosity and fell more competent are elements of

intrinsic motivation. It is important to gain intrinsic motivation because

motivation to learn is encouraged when the source of motivation are intrinsic.

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It is necessary to be explained why games are chosen in teaching English

to children. There are several reasons why a teacher uses games in teaching

English to children. It is related to the instable condition of the elementary school

students and they still need appropriate learning stimulation. In the teaching

learning process, children need interesting teacher, interesting methods,

interesting materials, interesting activities, and interesting learning situation. The

teacher should understand what the students need. Game is one of the learning

techniques which is able to attract the students’ attention and interest.

Finochiaro (1989) reveals that games can reduce tension in class and help

to fulfill the needs of interaction among students. However, it must be in

accordance with the students’ level. It is indispensable that teacher should take

their students proficiency in English into account. It means that games used

should be appropriate for the students’ knowledge of English. If the games are too

difficult or confusing, students will be frustrated and will not want to learn.

Hence, teacher should be selective in choosing games that will be adequate for

their students’ proficiency.

Moskowitz (1978) describes many types of games. They are moving

game, miming game, drawing game, obeying game, identifying game, describing

game, comparing game, matching game, grouping game, ordering game,

remembering or memorizing game, stimulus response game, spontaneous

response game, and creating game. He also classifies games into individual and

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In this study, games are used for overcoming the students’ difficulties in

mastering reading as mentioned above. Game is involved into individual response

game because it requires each individual in the classroom to be able to show their

mastery toward the materials given. Their mastery is indicated through their

ability to deliver what they have comprehended in compliance with the materials.

It also brings the students into an interactive and communicative reading learning

situation. In this game, the students communicate ideas they have got from their

reading session to their friends in the classroom.

In the games, the students manifest or participate in creating

communicative classroom situation. The writer designed games in teaching the

fifth grade students in Santa Maria Elementary School. By using this game, the

children are expected not only to master the reading comprehension for

themselves but also transfer the information they have got to their mates. This is

aimed to help the students to express their feelings, and ideas to their mates so that

they will have larger point of view about comprehending the reading text.

Moreover, it will also help to create a good socialization among the students.

According to Wright’s considerations about the games should be used, it

provides interesting activities that may make the students enjoy with the teaching

learning process. In addition, games is also appropriate with the student’s ages

since the games procedures are quite simple that make the students easily involve

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B. Problem Formulation

This study intends to design the English reading instructional materials

using the games for the fifth grade students in Santa Maria Elementary School.

The problems that the writer attempts to examine in this research are as follows.

1. How are the English reading instructional materials using Games for the fifth

grade students in Santa Maria Elementary School designed?

2. What do the designed set of the English reading instructional materials using

Games look like?

C. Problem Limitation

This designed materials is made especially for the fifth grade students of

Santa Maria Elementary School. This study will focus on developing and

designing reading instructional materials using the games in teaching reading

comprehension for the fifth grade students Santa Maria Elementary School. The

materials include activities and instruction suitable with the teaching technique.

To strengthen the study, the writer involves the fifth grade students of

Santa Maria Elementary School and some English lecturers. They are given

questionnaires to determine appropriate activities for the reading materials using

the games.

D. Research Objectives

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1. To describe and identify the ways to design the English reading instructional

materials using Games for the fifth grade students of Santa Maria Elementary

School.

2. To present the designed materials.

E. Research Benefits

1. For Elementary School English Teacher

Hopefully, a set of reading instructional materials using the games being

composed have many functions as an instructional material, and can help the

teachers to effectively teach reading comprehension. The research could inspire

teachers of the elementary school to select and develop instructional materials for

their own purposes based on the objectives already predetermined in the

curriculum.

2. For the Fifth Grade Students of Santa Maria Elementary School Magelang

It is expected that the developed set of reading instructional materials

using games can help the fifth grade students in comprehending a reading passage

so as to increase their reading skill. It can also be beneficial for students to have

pleasure and to interest them in English reading class.

3. For Further Researchers

This study will help further researchers in designing materials as

contribution especially in educational field. It provides not only the various kinds

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effectiveness of game technique, so that it might become a stimulus for further

researcher to design better material.

F. Definition of Terms

There are several terms used in this thesis which need to be clarified to

avoid misinterpretation.

1. Design

Design refers to developed plan to guide educational activity in a situation

(Houle, 1978: 230). Then designing is the same as creating a new set of materials

that fits the learning objectives and specific subject area of particular learners

(Hutchinson and Waters, 1994: 106). In this study, design refers to developed plan

of a new set of materials to guide educational activity in specific area of particular

learners to reach the learning objectives.

2. Reading

Reading is used as the basis to teach other language skills (Bright and

McGregor, 1970: 52). They said that general knowledge depends on reading. It

means that by reading, people can obtain a lot of information from books, articles,

newspapers, and magazines so that they can learn science and technology better.

In this study, reading refers to comprehending or understanding a passage

the students read. Moreover, it is through reading that they are able to understand

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3. Instructional materials

Instructional materials are materials planned or designed by the teacher for

instruction (Dick and Carey, 1990). In this study, instructional material is a set of

units arranged based on the level of difficulties used by the teacher, while the

students as the focus of discussion in teaching learning activities. A wide variety

of instructional materials have been used to sustain communicative approaches to

language teaching. Therefore, the materials have the primary role of promoting

communicative language use.

4. Games

Games is an aid and alternative to reduce tension in a classroom

atmosphere and it is intended to help learner understand the lesson while using it

in real interaction with peers (Heinich, 1992: 300). In this study, “games” refer to

reading practices in order to review all materials they have just studied so they

will have longer memorization in comprehending the lesson. It is assumed that by

using the games, the students’ extrinsic and intrinsic motivation can be aroused.

Games, in this study, is an activity in which the learners do something to

communicate to others their understanding, their feelings and their ideas, rather

than just a response that is private (Wright, 2006: 94). The students’ response is

not only to understand the reading passage but also to communicate their

understanding to others. The students attain the response through an interesting

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5. Santa Maria Elementary School

In this study, elementary school refers to a school for the children from 6

or 7 to 12 or 13 years old. There are three things that should be considered in this

research related to the Elementary School. The first is the elementary students, the

second is the stages of intellectual development of children and the third is the

curriculum.

Santa Maria Elementary School is one of the best Catholic Elementary

School in Magelang. In this study, Santa Maria Elementary School is the subject

of the designed materials implementation. The writer concerns to the fifth grade

students of Santa Maria Elementary School since in this grade, the students are

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents detailed discussion about some theories as the bases

for designing materials using game in teaching reading to the fifth grade students

of Santa Maria Elementary School Magelang. This chapter is divided into two

sections; they are theoretical description and theoretical framework. The

theoretical description presents a detailed discussion of some important concepts

related to the research. The concepts discussed here are (1)Instructional Material

Design, (2) Reading, (3) The Nature of the Fifth Grade Students of Elementary

School, (4) Curriculum 2006, and (5) Using Games to Teach the Fifth Grade

Students of Elementary School. The theoretical framework presents the discussion

on the relation among the concepts stated before.

A. Theoretical Description

1. Instructional Material Design

It is necessary to design the instructional materials in order to gain

significant learning performance for the students. There are two models of

developing program, which are discussed in this part, namely (a) Kemp’s model

and (b) Dick and Carey’s model.

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a. Kemp’s Model

Kemp (1977: 8-9) presents eight elements in designing the program

development. He states that there is interdependence among the eight elements;

decisions rating to one may affect others. These eight elements stated as follows.

1) The teacher should consider goals, list topics, and state the general purposes

for teaching each topic.

2) The teacher enumerates the important characteristics of the learners for whom

the instruction is to be designed.

3) The teacher specifies the learning objectives to be achieved in terms of

measurable student behavioral outcomes.

4) The teacher should list the subject content to support each objective.

5) The teacher develops pre-assessment to determine the students’ background

and to present their level of knowledge about the topic.

6) The teacher selects teaching/learning activities and instructional resources

that will treat the subject content so students will accomplish the objectives.

7) The teacher should coordinate such support services as budget, personnel,

facilities, equipment, and schedules to carry out the instructional plan.

8) The teacher evaluates students’ learning in terms of their accomplishment of

objectives, with a view to revising and reevaluating any phases of the plan

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[image:32.595.115.520.109.577.2]

Figure 1: Kemp’s Instructional Design Model (Kemp, 1977: 10) b. Dick and Carey’s Models

Dick and Carey (1990: xx) also propose ten steps in developing a language

program. The steps will be briefly described as follows.

1) Assess Needs to Identify Goal(s)

The first step in the model is to determine what it is that the designer wants

learners to be able to do when they have completed the instruction. The

instructional goal may be derived from a list of goals, from a needs assessment,

Revise

Subject Content Support

Services

Evaluation

Goals, Topics and

Purposes

Learning Objectives Learner

characteristic

Pre-assessment

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from practical experience with learning difficulties of students, from the analysis

of people who are doing a job, or from some other requirement for new

instruction.

2) Conduct Instructional Analysis

After the designer has identified the instructional goal, he/she will

determine step-by- step what people are doing when they perform that goal. The

final step in the instructional analysis process is to determine what skills,

knowledge, and attitudes, known as entry behaviors, are required of learners to be

able to begin the instruction. A diagram will be produced to depict the

relationships among all of the skills that have been identified.

3) Analyze Learners and Contexts

In addition to analyzing the instructional goal, there is a parallel analysis

of the learners, the context in which they will learn the skills, and the context in

which they will use them. Learners' current skills, preferences, and attitudes are

determined along with the characteristics of the instructional setting and the

setting in which the skills will eventually be used. This crucial information shapes

a number of the succeeding steps in the model, especially the instructional

strategy.

4) Write Performance Objectives

Based on the instructional analysis and the statement of entry behaviors,

the designer will write specific statements of what the learners will be able to do

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will be used to identify the skills to be learned, the conditions under which the

skills must be performed, and the criteria for successful performance.

5) Develop Assessment Instruments

Based on the objectives the designer has written, develop assessments that

are parallel to and measure the learners' ability to perform what he/she described

in the objectives. Major emphasis is placed on relating the kind of behavior

described in the objectives to what the assessment requires.

6) Develop Instructional Strategy

Based on information from the five preceding steps, identify the strategy

that the designer will use in his/her instruction to achieve the terminal objective.

The strategy will include sections on pre-instructional activities, presentation of

information, practice and feedback, testing, and follow-through activities. The

strategy will be based on current theories of learning and results of learning

research, the characteristics of the medium that will be used to deliver the

instruction, content to be taught, and the characteristics of the learners who will

receive the instruction. These features are used to develop or select materials or to

develop a strategy for interactive classroom instruction.

7) Develop and Select Instructional Materials

In this step the teacher will use his/her instructional strategy to produce the

instruction. This typically includes a learner's manual, instructional materials, and

tests. (It is used here the term instructional materials including all forms of

instruction such as instructor's guides, student modules, overhead transparencies,

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learning). The decision to develop original materials will depend on the type of

learning to be taught, the availability of existing relevant materials, and

developmental resources available to the teacher. Criteria for selecting from

among existing materials are provided.

8) Design and Conduct the Formative Evaluation of Instruction

Following the completion of a draft of the instruction, a series of

evaluations is conducted to collect data that are used to identify how to improve

the instruction. The three types of formative evaluation are referred to as one-to-

one evaluation, small-group evaluation, and field evaluation. Each type of

evaluation provides the designer with a different type of information that can be

used to improve the instruction. Similar techniques can be applied to the formative

evaluation of existing materials or classroom instruction.

9) Revise Instruction

The final step (and the first step in a repeat cycle) is revising the

instruction. Data from the formative evaluation are summarized and interpreted to

attempt to identify difficulties experienced by learners in achieving the objectives

and relate these difficulties to specific deficiencies in the instruction. It is

necessary to reexamine statements of performance objectives and test items in

light of collected data. The instructional strategy is reviewed and finally all this is

incorporated into revisions of the instruction to make it a more effective

instructional tool.

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10) Design and Conduct Summative Evaluation

Although summative evaluation is the culminating evaluation of the

effectiveness of instruction, it generally is not a part of the design process. It is an

evaluation of the absolute and/ or relative value or worth of the instruction and

occurs only after the instruction has been formatively evaluated and sufficiently

revised to meet the standards of the designer. Since the summative evaluation

usually does not involve the designer of the instruction but instead involves an

independent evaluator, this component is not considered an integral part of the

instructional design process.

The diagram of Dick and Carey’s instructional design model is elaborated

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[image:37.595.113.516.122.587.2]

Figure 2: Dick and Carey’s Instructional Design Model (Dick and Carey, 1990: xx)

2. Reading

In this part, the writer discusses the nature of reading, reading purposes,

the abilities and skills involved in the process of learning to read, the basic

principles of reading and the stages in teaching reading to the fifth grade students.

Assess needs to identify goal(s)

Conduct instructional analysis

Develop and select instructional materials

Develop assessment instruments

Revise instruction

Develop instructional strategy

Design and conduct summative evaluation

Write performance objectives Analyze learners and contexts

Design and conduct formative evaluation of

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a. The Nature of Reading

Reading is above all to do with the language, because in reading we meet

all the components of the language such as vocabulary, grammar, and even the

pronunciation. Reading is also form of communication; it becomes the base of

spoken language because reading turns the collection of symbols in a piece of

paper into ‘talk’, or in the case of silent reading, into an image of speech sound

(Moyle, 1972: 21-25).

Moyle also argues that reading involves the recognition of the important

elements of meaning in their essential relations, including accuracy and

comprehension. In reading, the readers are expected not only to understand the

message of the author, but also to reflect upon it, assess its value by comparing

with previously learned concepts and eventually to reach out in our imagination to

new realms as a result of the stimulus of the text.

Another opinion about reading is also given by Wardhaugh, which is

quoted in Dubin’s article. He says that reading is an active process in which the

reader must take an active contribution for drawing upon and using currently

various abilities he has acquired (Forum, 1982: 15). People think while they read.

In this activity the brain works, while it is responding to the text.

Herr strengthens this idea as it is quoted from a book entitled Study is

Hard Work (Amstrong, 1967: 35):

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This study deals with teaching reading to children, and according to

Wallace (2003: 4) one of the difficulties which young children may have is the

ability to understand what is read. It is because they still have limited knowledge

of English, especially the vocabulary mastery. If we wish our children to read with

understanding, to evaluate and also to think creatively as a result of their reading,

the children must see a purpose in and gain enjoyment from reading from the

earliest moments of instruction. The children must also realize how useful the skill

of English in the real world by being placed in the situations where reading is

essential to the completion of the activity, in other word they must read for a

purpose to fulfill their needs. When this happens they will see reading as relevant

and essential to their daily life.

b. Reading Purposes

According to Wallace (2003: 6-7) any mode of language, listening,

speaking, reading, and writing, may be used to serve immediate needs, to learn

from, or to give us pleasure in language for its own sake. An important feature

that reading also shares with other modes of language use is the role in social

interaction. Here are types of reading based on its purposes.

1) Reading for Survival

Reading for survival means reading conducted to respond the

environment. Survival reading serves immediate needs or wishes. For example the

words ‘exit’ in the cinema door, ‘ladies’ or ‘gentleman’ in the lavatory door.

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backgrounds, related to the way they perceive their day-to-day needs and interest,

from such sources as television, advertising, and street signs.

2) Reading for Learning

Besides as reading for survival, reading also serves the wider role of

extending our general knowledge of the world. This is called reading for learning.

Talking about reading for learning, it must be related with school, because a good

deal of reading to support learning clearly takes place in academic contexts.

3) Reading for Pleasure

Different from reading for survival which involves an immediate response,

and reading for learning which is goal oriented, reading for pleasure is done for its

own sake. It is optional whether people want to do it or not. The main purpose of

learning to read is ‘so that you can stop’. It means that people do it for their

pleasure; there is no pressure not to stop reading until finish the whole reading

passage. An important thing to consider in reading for pleasure is fluency.

c. The Abilities and Skills Involved in the Process of Learning to Read

According to Moyle (1972: 42-68) learning to read is a complex cognitive

task demanding a high level of integration and maturity of a wide variety of

abilities and skills. The manner in which reading takes place will vary according

to the type of material being read and the purpose for which it is being read. The

materials and the purposes suggest certain approaches to the individual reading

task which will be more economical and efficient than others.

From the beginning of reading the child should be provided with the

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the clues available to extract and consider the content expressed. Besides

considering the materials and the purpose, it is also necessary to consider about

the abilities and skills involved in learning to read.

1) Intelligence

It deals with the ability to understand and comprehend the reading, and of

course it is relative measurement because each person has his or her own

intelligence degree. However, the most important thing in learning reading is not

the intelligence but the mental development. Mental development here means the

maturity of the children who learn. The mental condition and the maturity of the

children will help them in learning because they can be used as the guide in

assessing a child’s reading ability.

2) Language Facility

It is clear that we cannot expect the young children to read from a book

words which are outside their experience. When fluency in reading is attained

then the children can use their ability to interpret context in order to enlarge their

vocabulary and understanding but until this point is reached their reading material

must be constructed from words which are within their own spoken vocabulary.

It is obvious that good language development is important to good reading,

for a good vocabulary and the ability to use language is basic to the process of

learning to read. Language facility is closely related to the general ability on the

one hand but on the other hand is very much open to the effects of the

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Children’s language facility becomes one of the most important factors in

readiness for reading instruction, and for the relationship between the

understanding of words and reading achievement. There are two factors which are

important to create an atmosphere which will stimulate and encourage language

growth in children. First, the classroom must be interesting, or even exciting place

for them. Children have a natural curiosity and if it is fostered by a good supply of

attractive objects and pictures then they will observe and wish to conserve.

Second, the teacher must give the children the opportunity to speak freely

among themselves and also to the teacher and their classmate. However, the

teacher must not only provide encouragement and permissive atmosphere, the

teacher must also create an interesting situation which help the children to use

their language and powers of constructive thought so that it will encourage the

development of the children.

3) Visual Abilities

Children ability to read is obviously closely related with the quality of

their sight. How the children can read if their quality of the sight is not good. The

teacher task is to make sure that the children have already visited the doctor or

optician to check their eyes.

4) Auditory Abilities

The children’s contact with the language during their early years comes

entirely through the sense of hearing. If for some reasons the children’s hearing is

imperfect then their language growth will be delayed and their ability to

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The hearing of language and perception of language sounds are going to aid

reading in the following ways.

a) To build up a vocabulary.

b) To act as further aid to memorization and therefore to the recognition of the

printed words.

c) To enable us to hear the constituent sounds of which our words are

constructed and use these sounds upon the new words we meet. Growth in

reading attainment is largely dependent on the ability to attack a word which

has not been met before in print. In order to do this the children must

understand that.

d) Each word has its own sound pattern.

e) This sound pattern can be broken down into a series of sounds which are

arranged in a definite sequence.

f) These sounds correspond to letter shapes or the combination of letter shapes.

5) Physical Factors.

Physical factors deal with the physical condition of the children. Children

who have good physical condition will have more powers and energy to

concentrate to the lesson rather than those who have a problem with their physical

condition, such as malnutrition or insufficient rest. The children who have a good

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6) Environmental Influences

One way to help the language development is by stimulating atmosphere at

home where the children can explore and converse with parents who encourage

their experiments and curiosity.

Atmosphere at the children home also influences the ability of the children

to become good readers. A research found that the percentage of poor readers

coming from homes with a low socio-economic status is much higher that for the

good readers. It is necessary to have a reasonable background of material

provision in order to maintain a good reading progress. Moreover, the happy

relationship between children and their parents is more important because parents

are the one who provide interest, stimulation, and sympathy when difficulties

arise.

7) Emotional Factors

Emotional factors seem to allow a division into two types under the

headings of attitudes to read on the one hand and general personality problems on

the other. Motivation is the most important factor in learning how to read. To

build motivation is not an easy thing to do; it needs a long process demanding

concentration and interest over a number of years before real fluency in the

medium level is achieved.

d. The Basic Principles of Reading

According to Moyle (1972: 101-107) the basic principles of a good

reading must be based and viewed firstly from the point of view of the nature of

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their stage of development. There are some of the basic principles for a good

reading.

1) Reading should be formed as natural unit of the children’s development as

possible

The whole reading activities must be done as natural as possible so that the

children ability to communicate will develop naturally. If the reading is to be an

activity which appears natural to the children then any instruction given or

attainment expected should be firmly based in knowledge and understanding of

the children abilities and interests.

2) Reading as an integral part of other activities

The children must be led to an understanding that reading is useful and

important. To make the children understand that reading is an integral part of

other activities, the teacher must create activities which are interesting and can

build their curiosity so that the children will enjoy the class and finally they will

realize that reading is also an integral part of other activities.

3) Reading instructional should be attractive to the children

Young children love to talk and enjoy listening to the stories because for

them it is interesting. One way to reduce the difficulties in learning to read is the

teacher must create an instruction which is interesting so that it can attract the

children to learn to read.

4) All reading should be meaningful

The children should understand what they read, because how the children

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content of a reading text. The teacher task here is to provide a reading passage

which has meaning.

5) Word recognition skills cannot be ignored

Besides ensuring that the reading must be enjoyable, the teacher must also

ensure that the reading activities also integrate with other work, fit to the interest

of the children. One thing that should be remembered is that the reading

instructions must be presented in a various ways and attractive manner so that the

children curiosity will arise.

6) Instruction should lead increasingly to independence in reading

The teacher must make sure that the more the children read, the more they

should be able to read without any help. One of the ways is by giving them

various level of difficulty in every reading text in every meeting.

7) Every activity must be related to the whole scheme

Any activity which the children do must be suitable with the aims of

reading programs as a whole and hope for the future development.

8) Progress through the reading programs must be kept under review

The teacher will find difficulty in measuring what students have achieved

in reading development. There is also a problem in keeping the programs in line

with the individual strengths and weaknesses of the children. To solve the

problems the teacher must administer some form of standardized test as a tool of

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e. The Stages in Teaching Reading

There are three stages in teaching reading. The first stage is pre-reading

activities. The second is the main reading or whist reading activities, and the last

stage is post-reading activities.

1) Pre-reading Activities

According to Durkin (1987: 423), the purposes of the pre-reading activities

are to enable the learners to read a selection silently, independently, and also to

interest them in doing the reading activities. There are four things that are

necessary to do. There are teaching new vocabulary, providing essential

background information, establishing a purpose (s) for the reading, and motivating

the children to want to do the reading, (Durkin, 1987: 423-429).

a) Teaching New Vocabulary

The purpose of teaching the new vocabulary is to facilitate comprehension

for the students. There are two reasons why children abandon their assignments.

The first reason is that they are immature, and the second reason is that they think

that the reading activity is an impossible task, maybe because it is too difficult for

them. That is why, before the teacher starts the reading activities, it is better for

them to teach new vocabulary to the learners in order to prepare the students with

adequate vocabulary, so that they can do the reading task.

b) Providing Essential Background Information

After teaching the new vocabulary, the next thing to do is providing

essential background information. The purpose of providing essential background

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vocabulary is not enough to prepare the students. The teacher must give some

background information of some parts in the reading texts to the students, so that

the students are able to visualize and imagine the real condition, shape, or even

taste. This activity will help the students who have problem with the new words.

c) Establishing a Purpose (s) for the Reading

The natural way to begin preparing children to read a selection about a

given topic, for example: health, sickness, family, is to find out what the children

already know about it. The purpose of knowing the students’ existing knowledge

is to allow the teachers to learn not only what is not known that is important but

also what is known that is inaccurate. There are three procedures in knowing the

students existing knowledge, they are: discuss with the students what they know

about the topic presented in the materials, have them read the selection in order to

learn what the author says about it and compare the two bodies of information

once the reading has been done. After the teachers figuring out what the students

already know, the next thing to do is to establish the purpose (s) of the reading.

d) Motivating the Children to Want it Do the Reading

There are four clues that can be used to make the students to be interested

in doing the reading activities. They are: children are most interested in what is

little, but not too familiar. It means that children interested in something new

which is not too much and complicated, and it is quite strange for them. These

points to value of making explicit what is in a selection that relates to what they

know or have experienced. The second, interest in reading a selection is

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doing the reading activities. The third, interest is also increased when the teachers

display an honest concern for children’s idea and opinions about something that is

in selection. The last is at times, titles and pictures will make the children

interested.

2) Whilst Reading Activities

Whilst reading is the main part of the reading activities. In this, the

students use all the new vocabulary and background information, so that is why

the teachers must make sure that the preparation in the pre-reading activities

allows the students to read the entire selection on their own.

The activities in the whilst reading must support the attainment of the

purpose (s) which has been stated before, and the activities should contain the new

vocabulary and background information which are taught before. In the whilst

reading activities, the students do all the reading activities, such as read the text,

answering the questions, completing the paragraphs, arranging the paragraphs.

After the students finish the activities the teachers have to make sure that the

students have achieved the purpose (s) of the reading activities.

3) Post-reading Activities

There are two things that should be checked in the post reading activities.

They are the new vocabulary, and the realization of the purposes for reading.

a) Checking on the New Vocabulary

The important of this checking on the new vocabulary is to see whether the

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methodology, and to make sure whether the students were able to use some

combination of the words contextually and structurally on their own.

b) Checking on the Realization of Purposes for Reading

The teachers must make sure that the students can accomplish the reading

tasks well and achieve the purpose (s) in the reading activities, if not the teachers

must create new reading texts or even activities that can support the attainment of

the purpose (s).

3. The Nature of the Fifth Grade Students of the Elementary Schools

To create materials which are appropriate to the subjects, clear concepts

about the subjects are needed. The presentation of clear concepts about the

subjects can give a clear description of the research subjects and avoid

misinterpretation in this research. Therefore, it is very important to have

appropriate knowledge on the fifth grade students of elementary schools to be

used in this research.

a. Children’s Cognitive Development

To have better understanding on children’s cognitive development,

Piaget’s Cognitive Development Theory might be considered. According to Piaget

there are four stages of children’s cognitive development.

1) Sensorimotor : From zero to two years children

2) Preoperational : From two to seven years children

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4) Formal Operation : From eleven to sixteen years children

(in Smith & Lostherman, 1979: 94)

Based on Piaget’s theory, the fifth grade students of elementary schools

are at the end of concrete operational (7 – 11 years) stage and at the beginning of

formal operational (11 – 16 years) stage. In concrete operational stage, children

begin to use language as means to express their thoughts or ideas. However, the

presence of concrete things will give the children best result. While in formal

operational stage, children begin to work with abstract things. It means that

children are able to create hypothesis to find the solution of the problems.

The ability of children to work in abstract things enables them to find their

own way of learning. Children make their own path into the unknown path that we

would never think of making for them, when they learn what they are curious

about, children go faster, cover more territory than we would ever think of trying

to mark out for them or making them covert (Holt, 1980: 152). It is wiser to let the

children to experience learning activities based on their way. Although,

sometimes, their activities are not understood by adults, their own way can

perform the better one.

Since children are not adults, they have different ways of thinking.

Sometimes adults’ learning method is useless when applied to children. Piaget

believes that children have their own methods in learning in which, sometimes,

perform a better result. The theory points out that children learn better by moving

and manipulating than by sitting and listening, they understand by experimenting

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Therefore, it is not wise to expect children to learn as well as adults do since they

do not think like adults.

The knowledge of students’ stages may help teachers in setting the

teaching materials and activities properly. The teachers can set activities and

materials that can facilitate students to express their ideas or thoughts through a

language. Since children have been ready to deal with abstract things, the teachers

can present activities and materials that involve abstract things.

b. Foreign Language Learning for Children

In general, children are in the right time to learn a language other than the

first language (the mother tongue). A psychologist, Purwo (1995), says the age of

6-12 years old is the right age to learn English other than the first language (in

Yahya, 1999: 52). According to Purwo (1995), a new language can be taught to

children because of their ages.

Another Scientist, Shovel (1987), says that second language learning for

children occurs naturally. He says that the plastically of the brain prior the puberty

enables children to acquire not only the first language but also their second or

foreign language, or at least to acquire native-like pronunciation (in Brown, 1994:

43). In their age, children can learn not only their first language, but also another

language.

Lenneberg (1987) also believes that second language learning will bring

more satisfying result when experienced before the puberty. Language

development begins freezing when approaching the puberty (in Yahya, 1999: 55).

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Therefore, children are able to acquire more than one language because of

their nature. Because of their ages, 6 to 12 years old, children have more flexible

brains to learn a new language or second language. This assumption will help the

teachers of elementary schools to teach English. The process of learning might go

faster because the children themselves are ready and capable to learn.

Children’s reading in foreign language is given rather late. It is commonly

believe that reading can perform a maximal result after the children are able to

speak. Some educators believe that reading should be introduced after children

acquire how to say words of the foreign language (Poulston & Bruder, 1976: 162).

Poulston and Bruder believe that children’s oral mastery of target language is

needed to be able to read.

Lado mentions a different opinion. He says that although it is possible to

learn to speak without reading, it seems a more effective strategy to learn to read

simultaneously with learning to speak (Lado, 1972: 451-454). On the contrary,

Lado says that there is no problem if reading is introduced in the first day. The

teachers do not need to wait until the children are able to say words to introduce

reading.

However, the methods for teaching reading for children should be selected

and used carefully. An appropriate method can help children to learn reading, on

the other hand, an inappropriate method can reduce children’ motivation. Many

experts and educators give their best to find methods in which the children can

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through fun methods children can and want to learn reading. It is very important

to ensure the children that reading is fun.

4. Curriculum 2006

Curriculum is a set of plan and rules of goal, content, lesson, and also steps

as the basic of teaching and learning process for achieving certain education

purposes. Curriculum is designed to achieve the national goal on education with

attention on the development steps of students and to the compatibility with

environment, the needs of national development, the development of science and

technology and art, the compatibility with type and level of each instructional

unit.

KTSP is operational curriculum composed and done by each of education

unit. Considering that every region in Indonesia has its specific needs, the

government creates a local content curriculum. The local content curriculum

provides some subjects that are needed by students in relation with the local

community’s need.

The local content curriculum is not a central education implementation so

each region will be able to improve the relevant to the condition and needs of the

related region. The selection of English as a local content in curriculum 2006 is

based on the 2005 Government Regulation number 19 about the national

education standard. The government states that it is needed to develop standard

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characteristics of the involved lesson plan without decreasing the curriculum in

effect nationally and diverging from the objective of national education.

The subjects in local content curriculum are not compulsory subject. Every

school has its own right to choose which subject is suitable to its students. English

is a compulsory subject at the elementary school. The function of English subject

at the elementary school is to introduce English as the first foreign language in

Indonesia. The purpose of teaching English at the elementary school is to motivate

and to prepare the students in order to be ready and confident in learning English

at the higher level of education.

English at the elementary school involves pronunciation, vocabulary,

spelling, reading and functional skills as the basic to master a simple language

skill which is in line with the topic.

5. Using Games to Teach English to Elementary School Students

It is commonly believed that games are a common interesting activity. As

stated by Hidayat (1980) that basically, every human, no matter how old they are,

their sex, and their social status, like games (Hidayat, 1980: 1). In this study,

games are rolled as an activity that can be used and enjoyed by every one.

Therefore, games are possible to be used in the classrooms.

a. The Concept of Games in Education

The use of games in language teaching gives mainly attention to generate

and to improve students’ motivation. The function of games in classroom is to

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1996: 3). Games can be an engine for the students to increase their motivation to

learn.

The teachers can use games to help them to reduce boring atmosphere in

the classroom. Ann says that games, in the field of language teaching, have helped

to make the task of learning less boring and tedious (in Khoo, 1981: 8). In

teaching children boring atmosphere is created very often. It is because the

teachers cannot keep the children’s focus and attention to the lessons. The use of

games in teaching may reduce this unwanted atmosphere.

To be motivating games, fun and competition aspect can be involved.

Atmosphere of competition in language games can give more values to the

students. Stephens says that the emphasis should be on keeping competition

within reasonable bounds. It would be foolish and unnecessary to try to eliminate

competition completely. It provides zest and pleasant challenge (Stephens, 1966:

393). Stephens puts competitions as part of games that make them interesting and

motivating. If the students are motivated, they will focus their attention to the

class activities.

b. The Definition of Games

Not all games can be used to teach language in class. Language games

have some requirements. Chamberlain, in a book of Guideline for Language

Games, mentions that language games should be motivating, easy to explain, and

having language learning (in Khoo, 1981: 28). These requirements are needed

since language games are different from ordinary games. They have functions to

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Bumpass gives more detailed requirements about language games.

Bumpass’ idea is almost the same with Chamberlain’s idea. Games that can be

used for language teaching, called language games, are fast moving, competitive,

acceptable by students, simple enough, motivating, and having definite learning

objective in it (Bumpass, 1963: 143-144). These requirements above are needed,

so that the games are applicable and helpful for the teachers to obtain the teaching

objective.

Bell presents a little bit difference of requirements needed by language

games. He states that educational game presents concrete problems in

Designing a set of reading instructional materials using games for the fifth grade students of Santa Maria elementary school Magelang.