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Designing storytelling activities for the fourth graders of SD Kanisius Kenteng Yogyakarta.

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ii v T C A R T S B A . ) 3 1 0 2 ( . a ir a M , it r e w a r P u y A a y n a

K De isgning Storytelilng Acitviite sfo rthe a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r G h t r u o

F . Yogyakatra : Engilsh

. y ti s r e v i n U a m r a h D a t a n a S e m m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E g n i k a e p s n i y ti li b a w o l e h t g n ir e d i s n o

C tha tisf acedby t hef ou trh

g n il l e t y r o t s e h t d e n g i s e d r e ti r w e h t , a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r g p l e h o t s e it i v it c

a the fou trh grader so fSD Kanisu sKenteng Yogyakatra to ) 1 , s n o it s e u q o w t e r a e r e h t , y d u t s s i h t n I . s ll i k s g n i k a e p s h s il g n E r i e h t e c n a h n e s u i s i n a K D S f o s r e d a r g h tr u o f e h t r o f s e it i v it c a g n il l e t y r o t s f o t e s a s i w o H t a h W ) 2 d n a ? d e n g i s e d a tr a k a y g o Y g n e t n e

K doest hese to fstorytelilng acitviite s ? e k il k o o l a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r g h tr u o f e h t r o f r e ti r w e h t ,s e it i v it c a g n il l e t y r o t s e h t n g i s e d o t r e d r o n

I used the t heory o f

g n i h c a e T e g a u g n a L e v it a c i n u m m o C e h t h ti w n g i s e d l a n o it c u rt s n i s ’ p m e

K (CLT )

d e s u e r e w n g i s e d l a n o it c u rt s n i s ’ p m e K f o s p e t s t h g i e e r e w e r e h T . h c a o r p p a e h t s a g n it s il , s l a o g g n ir e d i s n o C ) 1 : e r e w y e h T . s e it i v it c a g n il l e t y r o t S e h t n g i s e d o t ) 3 , s c it s ir e t c a r h c ’ s r e n r a e l e h t g n i y fi t n e d I ) 2 , s e s o p r u p l a r e n e g g n it a t s , s c i p o t fi c e p

S ying the learning objecitves , 4 ) Organizing the subjec t content , 5 ) e r p g n i p o l e v e

D -assessment ,6 ) Selecitng teaching and learning acitviite sand f o t n e m e v e i h c a e h t g n it a u l a v E ) 8 d n a , s e c i v r e s t r o p p u s g n ir e d i s n o C ) 7 , s e c r u o s e r t , n o it i d d a n I . s e v it c e j b o e h

t he wrtie r also used Research and Developmen t D & R f o s p e t s 5 e h t g n it n e m e l p m i y b n o it s e u q t s ri f e h t r e w s n a o t ) D & R ( d o h t e M . s u i s i n a K D S f o s r e d a r g h tr u o f e h t d e v r e s b o r e ti r w e h t , a t a d e h t n i a t b o o T . s c it s ir e t c a r a h c r i e h t e h t t u o d n if o t a tr a k a y g o Y g n e t n e

K Then , the wrtie r

h tr u o f 2 2 o t d e t u b ir t s i d e r e w s e ri a n n o it s e u q e h T . s e ri a n n o it s e u q d e t u b ir t s i d e h t g n it u b ir t s i d r e tf A . a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r g r e h c a e t h s il g n E e h t o t w e i v r e t n i l a m r o f n i n a d e t c u d n o c r e ti r w e h t ,s e ri a n n o it s e u q e r o m n i a t b o o

t informaiton to complete data fo rpre-design. The wrtie rthen n g i s e d r e ti r w e h t ,t a h t r e tf A . a t a d e h t d e z y l a n

a edt he storytelilngacitviitesf ort he r e ti r w e h t , g n i n g i s e d r e tf A . a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r g h tr u o f d n a s tr e p x e o t ti d e t u b ir t s i

d theEngilsht eachertoevaluatet hedesignedacitviites. d n o c e s e h t y l p p a o t r e d r o n i s e it i v it c a d e n g i s e d e h t d e t n e s e r p r e ti r w e h T d e n i a t n o c t I . s e it i v it c a g n il l e t y r o t s g n i s u d e n g i s e d e r e w s e it i v it c a e h T . n o it s e u q M “ d n a ” e m t u o b a l l A “ d e lt it n e s c i p o t o w

t y Famliy” .Each t opichad t wo l esson s k o o b y r o t s ll a m s e e r h t d n a k o o b y r o t s g i b a h ti w d e t e l p m o c s g n it e e m o w t r o f s n a l p .s e it i v it c a t s o p d n a , n i a m , e r p d e t s i s n o c s a w g n it e e m h c a E . a i d e m e h t s a r o f l u f e s u e b o t d e t c e p x e e r a s e it i v it c a d e n g i s e d e h t ,r e v e w o

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ii i v K A R T S B A ) 3 1 0 2 ( . a ir a M , it r e w a r P u y A a y n a

K .De isgning Storytelilng Acitviite sfo rthe a t r a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r G h t r u o

F .Yogyakatra :Pendidikan

. a m r a h D a t a n a S s a ti s r e v i n U s ir g g n I a s a h a B a s a h a B a r a c i b r e b m a l a d h a d n e r g n a y n a u p m a m e k n a k g n a b m it r e p m e M , a tr a k a y g o Y g n e t n e K s u i s i n a K D S 4 s a l e k a w s i s h e l o i p a d a h i d g n a y s ir g g n I w s i s a r a p u t n a b m e m k u t n u i n i s a ti v it k a n i a s e d n e m s il u n e

p a tersebu t dalam

m a l a D . s ir g g n I a s a h a B m a l a d a r a c i b r e b n a u p m a m e k n a k t a k g n i n e

m peneilitan ini ,

s a ti v it k a t e s u t a s n i a s e d n e m h a k a n a m i a g a b ) 1 , n a a y n a tr e p a u d t a p a d r e t

storytelilnguntuk siswakela s4SDKanisiu sKentengYogyakatra?dan 2 )sepetr i s a ti v it k a t e s u t a s i r a d k u t n e b h a k a p

a storytelilnguntuksiswakela s4SDKanisiu s ? a tr a k a y g o Y g n e t n e K s a ti v it k a n i a s e d n e m a k g n a r m a l a

D storytelilng ,penuil smengembangkan e p n i a s e d i r o e

t mbelajaran Kemp dengan menggunakan pengajaran komunikait f g n a y p m e K n a r a j a l e b m e p n i a s e d i r a d p a h a t n a p a l e d a d A . a y n n a t a k e d n e p i a g a b e s s a ti v i k a n i a s e d n e m k u t n u n a k a n u g i

d storytelilng . Tahapan tiu adalah : 1 ) m u n a u j u t n a k a t a y n e m n a d , k i p o t , n a u j u t n a k u t n e n e

m um ,2 )mengidenit ifkas i

) 5 , ir e t a m n a k u t n e n e m ) 4 , n a r a j a l e b m e p n a u j u t n a k p a t e n e m ) 3 , a w s i s k it s ir e t k a r a k , r a j a l e b r e b m u s n a d , a i d e m , r a j a l e b i g e t a rt s h il i m e m ) 6 , l a w a s e t n a k g n a b m e g n e m i a g a b e S . i s a u l a v e n a k a d a g n e m ) 8 n a d , g n a j n u n e p a n a r a s n a k u t n e n e m ) 7 m a

t bahan , penuil s menerapkan metode peneltian dan pengembangan (R&D ) D & R p a h a t a m il n a k p a r e n e m n a g n e d a m a tr e p n a a y n a tr e p b a w a j n e m k u t n u . D S 4 s a l e k a w s i s i t a m a g n e m s il u n e p , a t a d h e l o r e p m e m k u t n

U K Kenteng

u m e K . a k e r e m k it s ir e t k a r a k i u h a t e g n e m k u t n u a tr a k a y g o

Y dian , penuil s

K D S 4 s a l e k a w s i s 2 2 a d a p e k n a k i g a b i d r e n o i s e u K . r e n o i s e u k n a k i g a b m e m l e t e S . a tr a k a y g o Y g n e t n e

K ah tiu ,penu il smelakukanwawancarai nforma ldengan h e l o r e p m e m k u t n u a tr a k a y g o Y g n e t n e K K D S 4 s a l e k s ir g g n I a s a h a B u r u g n e l e m k u t n u h i b e l i s a m r o f n

i gkap idatapradesain.Penuil skemudianmenganailsi s s a ti v it k a n i a s e d n e m s il u n e p , u ti h a l e t e S . a t a

d storytelilng untuk kela s4 SD K

t u b e s r e t n i a s e d n a k i g a b m e m s il u n e p , n i a s e d n e m h a l e t e S . a tr a k a y g o Y g n e t n e K s ir g g n I a s a h a B u r u g n a d i l h a a r a p a d a p e

k untukdievaluasi .

s a ti v it k A . a u d e k n a a y n a tr e p b a w a j n e m k u t n u s a ti v it k a n i a s e d n e m s il u n e P s a ti v it k a n a k a n u g g n e m n i a s e d i d t u b e s r e

t storytelilng .Desain t ersebutt erdri idar i l u d u jr e b g n a y k i p o t a u

d “Al labou tme” dan “MyFamliy”. Masing-masing t opik c n e R a u d i k il i m e

m ana Pelaksanaan Pembelajaran lengkap dengan buku certia g n i s a M . a i d e m i a g a b e s n a k a n u g i d n a k a g n a y l i c e k a ti r e c u k u b a g it n a d r a s e b -.r i h k a n a d , k o k o p , l a w a s a ti v it k a i r a d i ri d r e t n a u m e tr e p g n i s a m b a n u g r e b t a p a d t u b e s r e t s a ti v it k a n i a s e d , a g u j n u p a n a m i a g a

B ag ipara

k u t n u a k e r e m u t n a b m e m m a l a d a tr a k a y g o Y g n e t n e K K D S 4 s a l e k a w s i s p a r a h r e b a g u j s il u n e P . s ir g g n I a s a h a B m a l a d a r a c i b r e b n a u p m a m e k n a k t a k g n i n e m n a k ir e b m e m k u t n u s ir g g n I a s a h a B u r u g u t n a b m e m t a p a d t u b e s r e t n i a s e d a w h a b s a ti v it k

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E LANGUAGEEDUCATIONSTUDYPROGRAM N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F Y T I S R E V I N U A M R A H D A T A N A S A T R A K A Y G O Y 1 0 2 3 i

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i v N A U J U T E S R E P N A A T A Y N R E P R A B M E L I S A K I L B U

P KARYAI LMIAHUNTUKKEPENTINGANAKADEMIK

: a m r a h D a t a n a S s a ti s r e v i n U a w s i s a h a m a y a s ,i n i h a w a b i d n a g n a t a d n a tr e b g n a Y a m a

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n a a k a t s u p r e P a d a p e k n a k ir e b m e m a y a s , n a u h a t e g n e p u m li n a g n a b m e g n e p i m e D :l u d u jr e b g n a y a y a s h a i m li a y r a k a m r a h D a t a n a S s a ti s r e v i n U S G N I N G I S E

D TORYTELLINGACTIVITIES

G N E T N E K S U I S I N A K D S F O S R E D A R G H T R U O F E H T R O F A T R A K A Y G O Y n a k ir e b m e m a y a s n a i k i m e d n a g n e D . ) a d a a li b ( n a k u lr e p i d g n a y t a k g n a r e p a tr e s e b , n a p m i y n e m k u t n u k a h a m r a h D a t a n a S s a ti s r e v i n U n a a k a t s u p r e P a d a p e k n a l a k g n a p k u t n e b m a l a d a y n a l o l e g n e m , n i a l a i d e m k u t n e b m a l a d n a k h il a g n e m a y n n a k i s u b it s i d n e m , a t a

d secara terbatas ,dan mempubilkasikannya d iinterne t n u p u a t a n i z i a t n i m e m u lr e p a p n a t s i m e d a k a n a g n it n e p e k k u t n u n i a l a i d e m u a t a i a g a b e s a y a s a m a n n a k m u t n a c n e m p a t e t a m a l e s a y a s a d a p e k i tl a y o r n a k ir e b m e m .s il u n e p d t a u b a y a s i n i n a a t a y n r e p , n a i k i m e d n a g n e

D engans ebenarnya.

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ii v T C A R T S B A . ) 3 1 0 2 ( . a ir a M , it r e w a r P u y A a y n a

K De isgning Storytelilng Acitviite sfo rthe a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r G h t r u o

F . Yogyakatra : Engilsh

. y ti s r e v i n U a m r a h D a t a n a S e m m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E g n i k a e p s n i y ti li b a w o l e h t g n ir e d i s n o

C tha tisf acedby t hef ou trh g n il l e t y r o t s e h t d e n g i s e d r e ti r w e h t , a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r g p l e h o t s e it i v it c

a the fou trh grader so fSD Kanisu sKenteng Yogyakatra to ) 1 , s n o it s e u q o w t e r a e r e h t , y d u t s s i h t n I . s ll i k s g n i k a e p s h s il g n E r i e h t e c n a h n e s u i s i n a K D S f o s r e d a r g h tr u o f e h t r o f s e it i v it c a g n il l e t y r o t s f o t e s a s i w o H t a h W ) 2 d n a ? d e n g i s e d a tr a k a y g o Y g n e t n e

K doest hese to fstorytelilng acitviite s ? e k il k o o l a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r g h tr u o f e h t r o f r e ti r w e h t ,s e it i v it c a g n il l e t y r o t s e h t n g i s e d o t r e d r o n

I used the t heory o f g n i h c a e T e g a u g n a L e v it a c i n u m m o C e h t h ti w n g i s e d l a n o it c u rt s n i s ’ p m e

K (CLT )

d e s u e r e w n g i s e d l a n o it c u rt s n i s ’ p m e K f o s p e t s t h g i e e r e w e r e h T . h c a o r p p a e h t s a g n it s il , s l a o g g n ir e d i s n o C ) 1 : e r e w y e h T . s e it i v it c a g n il l e t y r o t S e h t n g i s e d o t ) 3 , s c it s ir e t c a r h c ’ s r e n r a e l e h t g n i y fi t n e d I ) 2 , s e s o p r u p l a r e n e g g n it a t s , s c i p o t fi c e p

S ying the learning objecitves , 4 ) Organizing the subjec t content , 5 ) e r p g n i p o l e v e

D -assessment ,6 ) Selecitng teaching and learning acitviite sand f o t n e m e v e i h c a e h t g n it a u l a v E ) 8 d n a , s e c i v r e s t r o p p u s g n ir e d i s n o C ) 7 , s e c r u o s e r t , n o it i d d a n I . s e v it c e j b o e h

t he wrtie r also used Research and Developmen t D & R f o s p e t s 5 e h t g n it n e m e l p m i y b n o it s e u q t s ri f e h t r e w s n a o t ) D & R ( d o h t e M . s u i s i n a K D S f o s r e d a r g h tr u o f e h t d e v r e s b o r e ti r w e h t , a t a d e h t n i a t b o o T . s c it s ir e t c a r a h c r i e h t e h t t u o d n if o t a tr a k a y g o Y g n e t n e

K Then , the wrtie r h tr u o f 2 2 o t d e t u b ir t s i d e r e w s e ri a n n o it s e u q e h T . s e ri a n n o it s e u q d e t u b ir t s i d e h t g n it u b ir t s i d r e tf A . a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r g r e h c a e t h s il g n E e h t o t w e i v r e t n i l a m r o f n i n a d e t c u d n o c r e ti r w e h t ,s e ri a n n o it s e u q e r o m n i a t b o o

t informaiton to complete data fo rpre-design. The wrtie rthen n g i s e d r e ti r w e h t ,t a h t r e tf A . a t a d e h t d e z y l a n

a edt he storytelilngacitviitesf ort he r e ti r w e h t , g n i n g i s e d r e tf A . a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r g h tr u o f d n a s tr e p x e o t ti d e t u b ir t s i

d theEngilsht eachertoevaluatet hedesignedacitviites. d n o c e s e h t y l p p a o t r e d r o n i s e it i v it c a d e n g i s e d e h t d e t n e s e r p r e ti r w e h T d e n i a t n o c t I . s e it i v it c a g n il l e t y r o t s g n i s u d e n g i s e d e r e w s e it i v it c a e h T . n o it s e u q M “ d n a ” e m t u o b a l l A “ d e lt it n e s c i p o t o w

t y Famliy” .Each t opichad t wo l esson s k o o b y r o t s ll a m s e e r h t d n a k o o b y r o t s g i b a h ti w d e t e l p m o c s g n it e e m o w t r o f s n a l p .s e it i v it c a t s o p d n a , n i a m , e r p d e t s i s n o c s a w g n it e e m h c a E . a i d e m e h t s a r o f l u f e s u e b o t d e t c e p x e e r a s e it i v it c a d e n g i s e d e h t ,r e v e w o

H thefou trh

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ii i v K A R T S B A ) 3 1 0 2 ( . a ir a M , it r e w a r P u y A a y n a

K .De isgning Storytelilng Acitviite sfo rthe a t r a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r G h t r u o

F .Yogyakatra :Pendidikan . a m r a h D a t a n a S s a ti s r e v i n U s ir g g n I a s a h a B a s a h a B a r a c i b r e b m a l a d h a d n e r g n a y n a u p m a m e k n a k g n a b m it r e p m e M , a tr a k a y g o Y g n e t n e K s u i s i n a K D S 4 s a l e k a w s i s h e l o i p a d a h i d g n a y s ir g g n I w s i s a r a p u t n a b m e m k u t n u i n i s a ti v it k a n i a s e d n e m s il u n e

p a tersebu t dalam m a l a D . s ir g g n I a s a h a B m a l a d a r a c i b r e b n a u p m a m e k n a k t a k g n i n e

m peneilitan ini , s a ti v it k a t e s u t a s n i a s e d n e m h a k a n a m i a g a b ) 1 , n a a y n a tr e p a u d t a p a d r e t

storytelilnguntuk siswakela s4SDKanisiu sKentengYogyakatra?dan 2 )sepetr i s a ti v it k a t e s u t a s i r a d k u t n e b h a k a p

a storytelilnguntuksiswakela s4SDKanisiu s ? a tr a k a y g o Y g n e t n e K s a ti v it k a n i a s e d n e m a k g n a r m a l a

D storytelilng ,penuil smengembangkan e p n i a s e d i r o e

t mbelajaran Kemp dengan menggunakan pengajaran komunikait f g n a y p m e K n a r a j a l e b m e p n i a s e d i r a d p a h a t n a p a l e d a d A . a y n n a t a k e d n e p i a g a b e s s a ti v i k a n i a s e d n e m k u t n u n a k a n u g i

d storytelilng . Tahapan tiu adalah : 1 ) m u n a u j u t n a k a t a y n e m n a d , k i p o t , n a u j u t n a k u t n e n e

m um ,2 )mengidenit ifkas i ) 5 , ir e t a m n a k u t n e n e m ) 4 , n a r a j a l e b m e p n a u j u t n a k p a t e n e m ) 3 , a w s i s k it s ir e t k a r a k , r a j a l e b r e b m u s n a d , a i d e m , r a j a l e b i g e t a rt s h il i m e m ) 6 , l a w a s e t n a k g n a b m e g n e m i a g a b e S . i s a u l a v e n a k a d a g n e m ) 8 n a d , g n a j n u n e p a n a r a s n a k u t n e n e m ) 7 m a

t bahan , penuil s menerapkan metode peneltian dan pengembangan (R&D ) D & R p a h a t a m il n a k p a r e n e m n a g n e d a m a tr e p n a a y n a tr e p b a w a j n e m k u t n u . D S 4 s a l e k a w s i s i t a m a g n e m s il u n e p , a t a d h e l o r e p m e m k u t n

U K Kenteng

u m e K . a k e r e m k it s ir e t k a r a k i u h a t e g n e m k u t n u a tr a k a y g o

Y dian , penuil s

K D S 4 s a l e k a w s i s 2 2 a d a p e k n a k i g a b i d r e n o i s e u K . r e n o i s e u k n a k i g a b m e m l e t e S . a tr a k a y g o Y g n e t n e

K ah tiu ,penu il smelakukanwawancarai nforma ldengan h e l o r e p m e m k u t n u a tr a k a y g o Y g n e t n e K K D S 4 s a l e k s ir g g n I a s a h a B u r u g n e l e m k u t n u h i b e l i s a m r o f n

i gkap idatapradesain.Penuil skemudianmenganailsi s s a ti v it k a n i a s e d n e m s il u n e p , u ti h a l e t e S . a t a

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k untukdievaluasi .

s a ti v it k A . a u d e k n a a y n a tr e p b a w a j n e m k u t n u s a ti v it k a n i a s e d n e m s il u n e P s a ti v it k a n a k a n u g g n e m n i a s e d i d t u b e s r e

t storytelilng .Desain t ersebutt erdri idar i l u d u jr e b g n a y k i p o t a u

d “Al labou tme” dan “MyFamliy”. Masing-masing t opik c n e R a u d i k il i m e

m ana Pelaksanaan Pembelajaran lengkap dengan buku certia g n i s a M . a i d e m i a g a b e s n a k a n u g i d n a k a g n a y l i c e k a ti r e c u k u b a g it n a d r a s e b -.r i h k a n a d , k o k o p , l a w a s a ti v it k a i r a d i ri d r e t n a u m e tr e p g n i s a m b a n u g r e b t a p a d t u b e s r e t s a ti v it k a n i a s e d , a g u j n u p a n a m i a g a

B ag ipara

k u t n u a k e r e m u t n a b m e m m a l a d a tr a k a y g o Y g n e t n e K K D S 4 s a l e k a w s i s p a r a h r e b a g u j s il u n e P . s ir g g n I a s a h a B m a l a d a r a c i b r e b n a u p m a m e k n a k t a k g n i n e m n a k ir e b m e m k u t n u s ir g g n I a s a h a B u r u g u t n a b m e m t a p a d t u b e s r e t n i a s e d a w h a b s a ti v it k

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x i

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t J . Sr i Murwan i Pudj i Lestari , S.Pd,. Gregoriu s Punto A ij , S.Pd. ,

, . m u H .

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a t r a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r

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

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I tgrattiutet o Drs .J .B .Gunawan ,M.A.,f o r

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n i m a e r

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ii x

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.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . T C A R T S B

A . . .. v ii

K A R T S B

A ..................................................................................................... v iii ..

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S T N E M E G D E L W O N K C

A i x

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T x ii

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

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

C 1 .

A ResearchBackground ... 1 .

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.

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b Learner’ sRole... 1 8 .

c Teacher’ sRole ... 1 8 .

d TeachingandLearningAcitviites. ... 1 9 .

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ii i x .

3 Storytelilng. ... 1 2 .

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C 4 1

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v i x S

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. 4 e l b a

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x i d n e p p

A TheSyllabu s... 6 6 C

x i d n e p p

A The Lis t o f Pre-design Quesitonnarie and Interview s

n o it s e u

Q ...

4 7

D x i d n e p p

A ThePost-designReview ... 8 0 E

x i d n e p p

A Storybooks. ... 8 2 F

x i d n e p p

(21)

1 I R E T P A H C N O I T C U D O R T N I f o d n u o r g k c a b e h t s t n e s e r p r e t p a h c s i h

T the study ,problem formulaiton , f o e v it c e j b o , s n o it a ti m il m e l b o r

p thestudy ,beneif to fthestudy ,and deifniiton o f .s m r e t .

B ResearchBackground

e v a h y ll a r e n e g a i s e n o d n I n i n e r d li h

C dfiifculite sin speaking Engilsh , w o n k t o n o d m e h t f o t s o M . s a e r a e t o m e r n i h s il g n E y d u t s o h w e s o h t r o f y ll a i c e p s e n i s e it il i c a f f o k c a l e h t , r e v o e r o M . e fi l y li a d r i e h t n i e g a u g n a l e h t e s u o t w o h a g n i n r a e l g n i h c a e t e h t n i n o it a v o n n i f o k c a l e h t d n a l o o h c

s citviite saffec tthei r

e g a u g n a l e h t y l p p a d n a e c it c a r p t o n n a c y e h T . g n i k a e p s y ll a i c e p s e , y ti li b a h s il g n E t t a h t s y a s ) 8 0 0 2 ( h a li s a w l A . s s a l c e h t e d i s t u o k a e p s o

t hisr easontot hismaycome

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

f to l earn t ha t

d n a g n i h c a e t f o y g e t a rt s l a n o it i d a rt n i n e p p a h y ll a u s

u learning (p.23) .Mos t

u a i s e n o d n I n i s r e h c a e t h s il g n

E sually use rtadiitona lmethods ,especially those g n ir u t c e l , g n il li r D . s a e r a e t o m e r n i h c a e t o h

w , ro asking thei rstudent sto do c

r e x

e ise swtihou tusing the more interesitng technique sin teaching Eng ilsh are s r e h c a e t h s il g n E y b d e il p p a y ll a u s u s d o h t e m l a n o it i d a rt e h

t . tIi susually affected

. a i d e m r o s e u q i n h c e t e v it a v o n n i e t a e r c o t w o h n o n o it a m r o f n i f o k c a l e h t y b m e m o t e v a h s t n e d u t

S o irze many t hings t aught i n class ,such a swords ,objects , e

c a l

(22)

s d o h t e

m wli l reduce the impo tran t informaiton abou t the subjec t they are h

c r a e s e

r i nginclass.

e h t e c u d e r o t r e d r o n

I problem s faced by the students , Indonesian n

r e v o

g m ten declared new curirculum ,namely Schoo lBased Cur irculum( KTSP) . s r e f f o t i e s u a c e b m e t s y s n o it a c u d e e h t r o f e t a ir p o r p p a s i m u l u c ir r u c w e n s i h T

c

s hoolst o chooset hesrtategy i nordert o develop t het eaching l earning acitviite s s

l o o h c s n

i .Theschoo lmaydevelop t hecurirculumdfiferen lty f romothe rschool s d n a , e c n e t e p m o c c i s a b , s d r a d n a t s e c n e t e p m o c e h t h ti w s e il p m o c l li t s t i s a g n o l s a

.s t e g r a t t c e j b u s e h t e v e i h c a o t s e v it c e j b o g n i n r a e

l One o fthe characteirsitc so f .

t n e m p o l e v e d l a u d i v i d n i n o d e s a b m u l u c ir r u c a s i P S T

K Sanjaya( 2008 )explain s

t a h

t one o fthe characteirsitc so fKTSP i san individua ldevelopment-o irented m

u l u c ir r u

c (p.130) .I temphasize son students ’acitviite sto ifnd the mateiral s g

n i s

u s rtategie sort echnique sbased on t eacher’ screaitvtiy .Musilch (2007 )say s t

t a h

t he chosen mateirals , learning resources , learning objecitves , learning p

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

s e d into ace train l evel

) 1 1 . p ( .

s u i s i n a K D

S Kenteng Yogyaka tra i s one o f the forma l educaiton s

n o it u ti t s n

i whichhaveapp iled t her ecen tcurirculum since2007 .Thisi nsttiuiton s t s e r e t n i ’ s t n e d u t s e h t n o d e s a b s e i g e t a rt s g n i n r a e l g n i h c a e t e h t p o l e v e d o t s e ir t

ir p o r p p a e h t e s u o t s e ir t tI . s d e e n d n

a atel earningacitviite sand mateiralr esource s s

m e l b o r p e h t f o e n O . s t c e p s a e s o h t n o d e s a

b ist hatt heacitviite ,swhich areused u

t s e h t e t a ti li c a f o

t dentst o speakEngilsh lfuenlty ,arenoti nteresitng .Thet eache r .

k o o b t x e t e h t n o s e s u c o f y l n

(23)

. n o it a i c n u n o r p d n a , r a m m a r g , y r a l u b a c o

v The characteirsitc so fthe student sare s t n e d u t s e h t t a h t s r a e p p a t I . s l o o h c s r e h t o e h t m o r f s t n e d u t s m o r f t n e r e f fi d o s l a l g n E g n i k a e p s n i s m e l b o r p c if i c e p s n w o r i e h t e v a

h ish .Thei rpersona lobstacle s . h s il g n E k a e p s o t e g a r u o c e h t e v a h o t t o n m e h t e k a

m Thepersona lobstacle sare

n o it a v it o m d n a , m o d e r o b , y r e v a r b , e c n e d if n o

c when t hey arespeaking in class . r e ti r w e h t , e r o f e r e h

T wa smoitvated t o design storytelilng l earning acitviites rfo . a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r g h tr u o f e h t s a w r e ti r w e h t t a h t s a w s e it i v it c a g n i n r a e l g n il l e t y r o t s n g i s e d o t n o s a e r e h T p o l e v e d o t r e d r o n i s t n e d u t s e h t r o f e u q i n h c e t g n it s e r e t n i n a e t a e r c o t d e g a r u o c n e T . s ll i k s g n i k a e p s r i e h

t he wrtie roffer sCommunicaitve Language Teaching e u q i n h c e t g n il l e t y r o t s e h t p o l e v e d o t g n i h c a e t e g a u g n a l n i h c a o r p p a n a s a ) T L C ( T L C s e s u r e ti r w e h T . s t n e d u t s e h t y b d e c a f m e l b o r p e h t e m o c r e v o o t r e d r o n i . e t a c i n u m m o c o t s i T L C f o e l p i c n ir p e h t e s u a c e

b Richard sand Rodger s(2001 ) r o j a m a f o g n i n n i g e b e h t s k r a m g n i h c a e T e g a u g n a L e v it a c i n u m m o C t a h t n i a l p x e y r u t n e c h t e it n e w t e h t n i g n i h c a e t e g a u g n a l n i h ti w t fi h s m g i d a r a

p (p.151) .Oneo f

t g n i d r o c c a T L C f o s c it s ir e t c a r a h c e h

t o Ltiltewood (1981 ) i s tha t ti pays , e g a u g n a l f o s t c e p s a l a r u t c u rt s s a l l e w s a l a n o it c n u f o t n o it n e tt a c it a m e t s y s w e i v e v it a c i n u m m o c y ll u f e r o m a o t n i e s e h t g n i n i b m o

c (p.1) .Richards and

6 8 9 1 ( s r e g d o

R )r egard CLT morea san approach sincet heaim so fCLT area)t o m o c e v it a c i n u m m o c e h t e k a

m petence the goa lo flanguage teaching and b )to e g d e l w o n k c a t a h t s ll i k s e g a u g n a l r u o f e h t f o g n i h c a e t e h t r o f s e r u d e c o r p p o l e v e d n o it a c i n u m m o c d n a e g a u g n a l f o e c n e d n e p e d r e t n i e h

t (p.66). There are fou r

n e d i e r a h c i h w , e c n e t e p m o c e v it a c i n u m m o C f o s n o i s n e m i

(24)

c i g e t a rt s d n a , e c n e t e p m o c e s r u o c s i d , e c n e t e p m o c c it s i u g n il o i c o s , e c n e t e p m o c .) 8 8 9 1 s r e g d o R d n a s d r a h c i R y b d e ti c s a 0 8 9 1 , n i a w S ( e c n e t e p m o

c In orde rto

h c a e t e h t tr o p p u

s ing l earning proces ,s t he wrtier uses i nformaiton storytelilng as y g e t a rt s g n i n r a e l e h

t based on CLT approach. Therefore ,the wrtie rchoose s k a e p s o t s t n e d u t s e h t e t a v it o m o t e u q i n h c e t g n it s e r e t n i n a s a g n il l e t y r o t s r u o f e s o h t s e d u l c n o c t i e s u a c e b s i g n il l e t y r o t s f o n o it c e l e s e h t , e s a c s i h t n I. h s il g n E . T L C f o s t n e m e l

e Storytelilng can help studentst o communicateand respond t o 3 9 9 1 ( s p il i h P . e l p o e p r e h t

o )say stha tsto ire sare mo itvaitng , irch in language e v i s n e p x e n i d n a , e c n e ir e p x

e (p.3) .The student swli lhave a good moitvaiton r o t s n i g n i n a e m d n if l li w y e h t e s u a c e

b ie sandenhancethei rspeakingablitiy .CLT ’ s t n e d u t s e z i m i n i m n a c t i e s u a c e b e s a c s i h t n i h c a o r p p a t s e b e h t s a d e d r a g e r s i . h s il g n E g n i k a e p s n i s e s s e n k a e

w In addiiton ,chlidren are moitvated to enhance .s e ir o t s h g u o r h t s g n i n a e m d n if o t y ti li b a r i e h t y r o t

S telilngi susedast heapprop iratet echnique ,whichcanhelpt hef ou trh g n i k a e p s n i t n e d if n o c e b o t a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r

g Engilsh

y

b using the srtucture and word sapprop irately .Thi stechnique i sapprop irate n il l e t e k il n e r d li h c e s u a c e

b gs to ires .Theyarealsof reet ot ellt heris to ire sbyusing y g e t a rt s e h T . s e ir o t s e h t f o s g n i n a e m r e v il e d o t r e d r o n i s d r o w n w o r i e h

t si

s t n e d u t s e h t f o s c it s ir e t c a r a h c e h t h ti w e t a ir p o r p p

a in SD Kanisiu sKenteng

a tr a k a y g o

Y .The student sare passive ,afraid ,uncon ifdent ,and shy .By using g n i n a e m e h t d n a t s r e d n u n a c y e h t , g n il l e t y r o t

s in Engilshf u trher ,gett hevalueo f c y e h t , n o it i d d a n I . e fi l y li a d r i e h t n i y l p p a d n a , t c e lf e r , y r o t s

(25)

, y r a l u b a c o

v understand the pronunciaiton o fthe word scorreclty ,expres sthei r .

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

.

C ResearchProblems

y d u t s s i h t n

I ,t heproblem saref ormulatedasf ollow .s .

1 How i sase to fstorytelilng acitviite sfor t he fou trh grader so fSD Kanisiu s a

tr a k a y g o Y g n e t n e

K designed?

.

2 Wha tdoest hedesigned se to fstorytelilng acitviitesf ort hef ou trh grader so f a

tr a k a y g o Y g n e t n e K s u i s i n a K D

S look ilke?

.

D ProblemLimtia iton

y d u t s e h

T focuse sonhow t o design storytelilng l earning acitviitesf ort he u

i s i n a K D S f o s r e d a r g h tr u o

f s Kenteng Yogyakatra .The wrtie r design s the n

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

m the study si the

s a g n il l e t y r o t s y b d e tr o p p u s g n i h c a e T e g a u g n a L e v it a c i n u m m o

C the teaching

e

t chnique . The approach can help student s to be more communicaitve in .

g n il l e t y r o t s h g u o r h t s ll i k s h s il g n E g n i k a e p s ri e h t g n i p o l e v e d

.

E ResearchObjecitves

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

.s w o ll o f

.

1 To ifnd ou thow to design storytelilng learning acitviite sfo rthe foutrh .

(26)

.

2 To presen tse to fstorytelilng l earning acitviite sfor t hefou trh grader so fSD .

a tr a k a y g o Y g n e t n e K s u i s i n a K

.

F ResearchBeneftis

f o e s o p r u p e h

T conducitngthiss tudyi st odesigns torytelilngacitviitesf ort he g n il l e t y r o t s e h t r e tf A . a tr a k a y g o Y g n e t n e K s u i s i n a K D S f o s r e d a r g h tr u o f

ti , d e n g i s e d n e e b s a h s e it i v it c

a maygiveadvantagest o: .

1 Elementary Schoo l Engilsh Teacher s o f SD Kanisiu s Kenteng

a t r a k a y g o Y

a g n i h c a e T e g a u g n a L e v it a c i n u m m o C e h

T pproach provides t eacher swtih .

g n i k a e p s g n i h c a e t n i h c a o r p p a t n e r e f fi d

a I tprovidess omei nteresitngt echniques . p l e h l li w g n il l e t y r o t s f o e s u e h T . g n il l e t y r o t s s i s e u q i n h c e t g n it s e r e t n i e h t f o e n O

p o l e v e d o t s r e h c a e

t the teaching learning resources , especially in teaching .

g n i k a e p

s I talso help steacher sto be more creaitve in teaching speaking .Thi s n i s e v it a n r e tl a e d i v o r p o t r e d r o n i s e it i v it c a g n i n r a e l s u o ir a v e v i g y a m h c a o r p p a

. g n i k a e p s g n i h c a e t

.

2 Thes tudent so fSDKanisiu sKentengYogyakarta

y d u t s s i h

T i sexpected to help student sto be more communicaitve in .

h s il g n E g n i s

u I thelp sstudentst o r educet hel ack o fvocabularyo rgramma rand o t e v it c a rt t a e r o m e b n a c s t n e d u t s , g n il l e t y r o t s g n i s u y B . s e l c a t s b o l a n o s r e p

. s r e h t o h ti w e t a c i n u m m o

c I talsohelps themt ocommunicateacitvelyi n t herir ea l .

(27)

.

3 Otherresearchers

y d u t s s i h

T i sexpected to serve a wn e mode lin orde rto provide bette r h

c r a e s e

r based on communicaitve language teaching approach .Thus ,vairou s .

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

.

F Deifni itono fTerms

s a d e n i a l p x e e r a s m r e t e m o s , y d u t s s i h t n i n o it p e c n o c s i m d i o v a o t r e d r o n I

.s w o ll o f

.

1 Instrucitona lDesign

) 7 7 9 1 ( p m e K o t g n i d r o c c

A an i nsrtucitona lmodel i scomposed o fmany o t r e d r o n i r e n n a m t n e r e h o c a n i e t a r e p o t s u m t a h t s n o it c n u f d n a s tr a p d e t a l e r r e t n i

s s e c c u s e v e i h c

a (p.6). Kemp’ sinsrtucitona ldesign (1977 )i san insrtucitona l h

c i h w l e d o m n g i s e

d i sdevelope d to answer t he t hree essenita lquesitons ,which y

a

m beconsideredt heessenita lelement sofi nsrtucitonalt echnology (p.8).I nt hi s y

d u t

s , insrtucitona l design mean s creaitng acitviite s and learning mateiral s .

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

t In t hi scase ,thewrtie rdesign s . e g a u g n a l t e g r a t e h t n r a e l o t g n il l e t y r o t s f o n o it a t n e m e l p m i e h t s a s k o o b y r o t s

.

2 Storytelilng

1 9 9 1 ( n a ll a

M )say stha tthe storytelilng i sdeifned mos tsimply a susing n ti w , d a e r , d r a e h g n i h t e m o s e t a l e r o t t x e t n o c l a i c o s a n i e g a u g n a l l a r

o essed ,

d e c n e ir e p x e r o t m a e r

d (p.5). Anothe r deifniiton o f storytelilng i s the ora l y

r o t s e c n e ir e p x e l a n o s r e p r o , y r a r e ti l ,l a n o it i d a rt a f o n o it a t e r p r e t n

i (Peck ,1989a s

) 1 9 9 1 n a ll a M y b d e ti

(28)

e c n e r e f fi

d between storytelilng and story reading .The dfiference is t hat in the e h t n o s u c o f t o n o d y e h t e s u a c e b e v it a c i n u m m o c e r o m e r a s r e ll e t e h t , g n il l e t y r o t s

s i n o it a u ti s e h t d n a s t x e

t ilveilerthant hes toryr eading .Storyteller sarefreertot el l n

i s s e r p x e y

b g t hei rmoods ,voices ,and facia lexpressions .Meanwhlie, t he story o

l g n i d a e

r ok s ilke stfi f because i t only focuse son the text .s In thi s study , s n g i s e d r e ti r w e h t , e s a c s i h t n I . n g i s e d e h t f o s e it i v it c a c i s a b s n a e m g n il l e t y r o t s

s a s e it i v it c a g n il l e t y r o t

s thef oundaitonoft hedesign. .

3 Communica itveLanguageTeaching( CLT)

o t g n i d r o c c a T L C f o s c it s ir e t c a r a h c e h t f o e n

O Ltiltewood( 1981)i st hati t , e g a u g n a l f o s t c e p s a l a r u t c u rt s s a l l e w s a l a n o it c n u f o t n o it n e tt a c it a m e t s y s s y a p

e r o m a o t n i e s e h t g n i n i b m o

c fullycommunicaitveview(p.1). Accordingt o Swain , T L C f o s n o i s n e m i d r u o f e r a e r e h t ,) 8 8 9 1 s r e g d o R d n a s d r a h c i R y b d e ti c s a , 0 8 9 1 (

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

. e c n e t e p m o c c i g e t a rt s

g n i s

U CLTwtiht hepurposea scommunicaitvet eaching,l earners ah ev et h t

c u rt s n o c o t y l n o t o n y ti li b

a correc tsentencesbu talso t o communicate .Language e h t r e v e t a h W . e t a c i n u m m o c o t e g a u g n a l e s u o t e r o m g n i h t e m o s o d d l u o h s s r e n r a e l

li w s e d i v o r p r e h c a e t e h t n o it a z il a u t x e t n o

c l help the student s learn the

i d a y it e S y b d e ti c s a , 3 8 9 1 n o s w o d d i W ( e g a u g n a l e h t f o n o it c n u f e v it a c i n u m m o c

.) 6 0 0

2 In t hi sstudy ,CLT means t heapproach used i n designing t he storytelilng .s

e it i v it c a

(29)

.

4 FourthGrader so fSDKanisiu sKentengYogyakarta

r u o

F th grader sarestudent swho arei n t heageo f10 year sold .Thereare l li t s e r a y e h T . y d u t s e h t n i t c e j b u s e h t s a t c a o h w , e d a r g h tr u o f e h t f o s t n e d u t s 2 2

, g n e t n e K n i d e t a c o l s i h c i h w , a tr a k a y g o Y g n e t n e K s u i s i n a K D S n i g n i h c r a e s e r

tr a k a y g o Y , n a m e l S , n a e d o

G a .They become t hesubjec tof t hestudy t hrough t he .r

(30)

0 1

I I R E T P A H C

E R U T A R E T I L D E T A L E R F O W E I V E R

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

I thewrtierdiscussest her elated l tieratureonhowto design

i v it c a g n i n r a e l g n il l e t y r o t

s ite sfo rthe fou trh grader so fSD Kanisiu sKenteng

r e t p a h c s i h T . a tr a k a y g o

Y presents two main patrs .In the fris tpa tr ,the wrtier

e g a u g n a L e v it a c i n u m m o C , g n il l e t y r o t s , n g i s e d l a n o it c u rt s n i e h t s e s s u c s i d

, ) T L C ( g n i h c a e

T teaching Engilsh f o ryoung l earners ,Ku irkulum Tingka tSatuan

n a k i d i d n e

P (KTSP) o rschool-based curirculum ,and learners ’ characteirsitcs .

. k r o w e m a r f l a c it e r o e h t e h t s e s s u c s i d t r a p d n o c e s e h t , e li h w n a e M

.

A Theoreitca lDescrip iton

o t s , n g i s e d l a n o it c u rt s n i e h t e r a s n o i s s u c s i d r o j a m e h t ,t r a p s i h t n

I rytelilng ,

,) T L C ( g n i h c a e T e g a u g n a L e v it a c i n u m m o

C teaching Engilsh fo ryoung l earners ,

n a k i d i d n e P n a u t a S t a k g n i T m u l u k i r u

K (KTSP) o rschool-based curirculum ,and

.s c it s ir e t c a r a h c ’ s r e n r a e l

.

1 Kemp’sI nstrucitona lDesignMode l

h t g n ir e d i s n o

C a tthe formulated problem sare h o a w se to fstorytelilng

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

l for t he fou trh grader so fSD Kanisiu sKenteng Yogyakatra i s

d e n g i s e

d and whatt hedesignwilllook ilke, t hewrtierusest heKemp’ smode la s

. g n e t n e K s u i s i n a K D S r o f t n e m p o l e v e d g n i n r a e l e h t

) 7 7 9 1 ( p m e K o t g n i d r o c c

A an i nstrucitona lmodel i scomposed o fmany

(31)

s s e c c u s e v e i h c

a (p.6). Kemp’ sinsrtucitona ldesign (1977 )i san insrtucitona l

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

d develope dtoanswert het hreeessenita lquesitons ,whichmay

e

b considered sa the essenita lelement so finsrtucitona ltechnology (p.8) . In

e h t ,l e d o m s ’ p m e

K designer splan t o design aunti t ha tare based on t hreebasic

s t n e m e l e e s o h T . s t n e m e l

e :are

.

a Objecitve :wha tmaybel earned.

.

b Acitviite sand resource s :wha tprocedure sand resource swli lwork bes tto

.s l e v e l g n i n r a e l d e ri s e d e h t h c a e r

.

c Evaluaiton :howt oknowwhent her equriedl earninghast akenplace.

h c a o r p p a c i m a n y d d n a s u o u n it n o c a s i l e d o m n g i s e d s ’ p m e

K t hat can

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

e s t o work i n al lareas .The designer smay star tfrom any

d e m e e d p e t

s approp irate. In Kemp’ smodel ,there are impo tran teigh tpatr so f

: n a l p n g i s e d l a n o it c u rt s n i

)

1 Consideringgoals ,ils itngt opic ,ss ta itnggeneralpurposes

n i f o s l a o g g n i y fi t n e d i e h t ,t s ri

F srtucitona ldesignplanningmaybedeirved

g n i y fi t n e d i r e tf A . s a e r a t c e j b u s d n a , s t n e d u t s , y t e i c o s : s e c r u o s l a it n e s s e e e r h t m o r f

s e s o p r u p l a r e n e g e h t , y ll a n i F . d e t s il e b d l u o h s s c i p o t r o j a m e h t ,s l a o g g n i n r a e l e h t

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

a wills erveass peciifcl earningoutcomes .

)

2 Identfiyingt hel earners ’characterisitcs

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

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

w o n k o t r e n g i s e

d thatt herearet wo factor sdetermining t he studen’t sab litiy t o

s i r o t c a f t s ri f e h T . n r a e

(32)

e d a r g ; d n u o r g k c a b c i m e d a c

a -poin taverage ;leve lo fintelilgence ;reading level ;

o t y ti li b a ; s ti b a h h c r a e s e r ; s t s e t e d u ti t p a d n a t n e m e v e i h c a d e z i d r a d n a t s n o s e r o c s e h t g n i h c r a e s e r r o f n o it a v it o m ; c i p o t r o t c e j b u s e h t n i d n u o r g k c a b ; e n o l a k r o w c e p x e ; t c e j b u

s taiton sof t he course ;and vocaitona land cutlura laspriaitons .The

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

s social f actors . tIi ncludes :age ;maturtiy ;atteniton span ;specia l

d n a ’ s t n e d u t s g n o m a s n o it a l e r ; s p a c i d n a h l a n o it o m e d n a l a c i s y h p ; s t n e l a t d i s e B . n o it a u ti s c i m o n o c e o i c o

s es ,learning condiiton sand style scan also affec t

l a n o it c u rt s n i e h t ,s r o t c a f e s e h t g n i w o n k r e tf A . n o it a m r o f n i n i a t e r o t s t n e d u t s e h t t a h t s n a e m l a u d i v i d n i d n a p u o r g h t o b e v r e s o t n o it a m r o f n i n i a t b o d l u o h s r e n g i s e d a c ’ s r e n r a e l e h t t u o b a n o it a m r o f n i n i a t b

o pabiilites ,needs ,and interests .Thi s

m o r f d n a s d r o c e r e v it a l u m u c ’ s t n e d u t s m o r f d e r e h t a g e b n a c n o it a m r o f n i f o s tl u s e r , s r e s i v d a , s r o l e s n u o c s t n e d u t s , s r e h c a e t r e h t o h ti w n o it a tl u s n o c , s t n e d u t s y b d e t e l p m o c s y e v r u s l a n i d u ti tt a s a l l e w s a , s e ri a n n o it s e u

q and pre

-.s t s e t t n e m s s e s s a )

3 Specfiyingt hel earningobjecitves

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