plagiat merupakan tindakan tidak terpuji designing a...

DESIGNING A SET OF SPOKEN INSTRUCTIONAL MATERIALS USING LANGUAGE GAMES FOR THE FOURTH GRADE

STUDENTS OF SDN AMBARUKMO YOGYAKARTA

A THESIS

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

in English Language Education

By

Intan Harapani

Student Number: 051214015

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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DESIGNING A SET OF SPOKEN INSTRUCTIONAL MATERIALS USING LANGUAGE GAMES FOR THE FOURTH GRADE

STUDENTS OF SDN AMBARUKMO YOGYAKARTA

A THESIS

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

in English Language Education

By

Intan Harapani

Student Number: 051214015

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2009


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When something seems stuck and I cannot make any progress, at least I have done everything for that. If up to now I have not finished it, it is only I have not got the way where I should pass through. Once I know the way, the battle is

OVER.

- Bartolomeus Suhadi , my uncle -

This thesis is dedicated to my beloved parents, brother and my

fiancé for their support, endless love and prayers.


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ABSTRACT Harapani, Intan. 2009. Designing A Set of Spoken Instructional Materials Using Language Games for the Fourth Grade Students of SDN Ambarukmo Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study aims to design a set of spoken instructional materials using language games that can be used to teach the fourth grade students of SDN Ambarukmo Yogyakarta. The purpose of the design was to develop their spoken English and to develop their basic competence: creativity, language, skill and physical movements. This study concerns with two questions. The first one is “How is a set of spoken instructional material using language games for the fourth grade students of SDN Ambarukmo Yogyakarta designed?” The second one is “What does a set of spoken instructional material using language games for the fourth grade of SDN Ambarukmo Yogyakarta look like?” in dealing with the questions above, the survey study was conducted. They were: needs survey and survey on the designed materials. Research and Development (R&D) used as the methodological umbrella. There are ten steps in R&D. The writer used the first five steps of the R&D steps. The first step was research an information collecting. The second step was planning. The third step was developing preliminary form of product. The fourth step was conducting preliminary field testing. The fifth step was conducting main product revisions. In order to design the materials, the writer adapted the combination of Kemp’s and Yalden’s instructional design model. They are conducting a needs survey, setting goals, topics and general purposes, stating the learning objectives, listing the subject contents, developing the syllabus, selecting teaching/learning activities, evaluation, and revising the designed materials. The eight steps above are in accordance with the R&D steps stated previously. To answer the first question, the writer conducted an informal interview with the English teacher of SDN Ambarukmo Yogyakarta. In order to answer the second question, the writer distributed questionnaires as the post design survey to chosen respondents to obtain opinions, criticism and suggestion toward the designed materials, which were used as the basis for revising and improving the designed materials. The final version of the designed materials consists of nine units. Each unit covers three sections, namely, (a) speak out loud, (b) let us play and (c) sing it. The writer used four points of agreement to obtain the respondents opinions on the designed materials. The results of the survey were calculated using the measurement of central tendency. The average mean of the post design survey was 3.1. This means that the designed material is acceptable, good and appropriate to teach the fourth grade students of SDN Ambarukmo Yogyakarta.

Finally the writer expects that these designed materials can help the English teacher of SDN Ambarukmo Yogyakarta to teach spoken English for the fourth grade students. The writer also expects that these designed materials can help the students to develop their speaking skill effectively.


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ABSTRAK

Harapani, Intan. 2009. Designing a Set of Spoken Instructional Materials Using Language Games for the Fourth Grade Students of SDN Ambarukmo Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Penelitian ini bertujuan untuk menyusun seperangkat materi pelajaran Bahasa Inggris menggunakan permainan yang dapat digunakan untuk mengajar siswa kelas empat SDN Ambarukmo Yogyakarta. Tujuan dari penyusunan materi ini adalah untuk membantu siswa dalam mengembangkan keterampilan berbicara dalam Bahasa Inggris dan untuk mengembangkan kompetensi dasar mereka: kreativitas, bahasa, keterampilan dan gerakan fisik. Studi ini berkaitan dengan dua pertanyaan. Yang pertama, “bagaimana materi mengajar keterampilan berbicara menggunakan permainan untuk siswa kelas empat SDN Ambarukmo Yogyakarta disusun?” Pertanyaan kedua yaitu, “seperti apakah materi mengajar keterampilan berbicara menggunakan permainan untuk siswa kelas empat SDN Ambarukmo Yogyakarta?” Untuk menjawab dua pertanyaan tersebut diadakan studi survei: survei analisis kebutuhan dan survei pada materi. Research and Development (R&D) digunakan sebagai ‘payung metodologi’. Terdapat sepuluh lagkah dalam (R&D). Penulis hanya menggunakan lima langkah pertama. Langkah yang pertama adalah penelitian dan pengumpulan imformasi. Langkah yang kedua adalah perencanaan. Langkah ketiga adalah mengembangkan produk awal. Langkah keempat adalah melakukan pengujian awal. Langkah kelima adalah memperbaiki produk utama. Untuk menyusun materi,penulis mengadaptasi model intruksional Kemp dan yalden. Langkah-langkah tersebut yaitu melakukan analisis kebutuhan, merumuskan tujuan, topik dan spesifikasi tujuan tujuan pembelajaran, menyusun isi materi, mengembangakn silabus, menyeleksi aktivitas belajar mengajar, menilai dan memperbaiki materi. Kedelapan langkah di atas sejalan dengan langkah-langkah pada (R&D) yang telah disebutkan sebelumya. Untuk menjawab pertanyaan pertama, penulis melakukan wawancara informal dengan guru bahasa Inggris di SDN Ambarukmo Yogyakarta dan membagikan . Untuk menjawab pertanyaan kedua, penulis membagikan kuesioner sebagai survey sesudah penyusunan materi kepada responden yang telah dipilih untuk mendapatkan pendapat, kritik dan saran tentang susunan materi yang akan digunakan sebagai dasar untuk perbaikan dan pengembangan materi. Hasil akhir dari penyusunan materi terdiri dari sembilan unit. Setiap unit meliputi tiga bagian, yaitu (a) speak out loud, (b) let us play dan (c) sing it. penulis menggunakan empat poin untuk persetujuan untuk mendapatkan pendapat dari responden mengenai susunan materi. Hasil dari survey tersebut dihitung menggunakan kecenderungan nilai tengah. Rata-rata keseluruhan dari survei sesudah penyusunan materi adalah 3.1. hal ini menunjukkan bahwa materi yang disusun dapat diterima, baik, dan sesuai untuk mengajar siswa kelas empat SDN Ambarukmo Yogyakarta. Akhirnya penulis berharap susunan materi ini dapat membantu guru bahasa Igggris SDN Ambarukmo Yogyakarta dalam mengajar keterampilan berbicara untuk


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siswa kelas empat. Penulis juga berharap susunan materi ini dapat membantu siswa untuk mengembangkan keterampilan berbicara mereka secara efektif.


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ACKNOWLEDGEMENTS

First of all, I would like to express my greatest thank to Jesus Christ who

gives me strength in facing my life and never leaves me alone in my difficult

times. He is my truly best friend who knows me better than any other in my life.

My sincere gratitude goes to Drs. Y. B. Gunawan, M.A. as my sponsor, for his

generous assistance, guidance, patience, support, and encouragement in helping

me to finish this thesis.

My greatest love and gratitude are addressed to my beloved parents, Bapak

Mursidi and Ibu Cicilia Sulastri for their support, prayer, guidance, trust and

patience, especially my mother for her kindness in helping me to understand

School Based Curriculum which was the problem for me in finishing this thesis.

My deep gratitude also goes to my brother, Nendar Wibarasta, who always

amuses me with his jokes and also his support when my life seems stuck. He

always stays beside me when I need him.

Last but not least, for my fiancé, Mas Catur Budi Prakosa, who always

supports me a lot to fight against my laziness, for his time listening to all my

hopes. He has taught me to be someone that I never thought I could be, though we

are apart, but his love, care and patience are always around me.


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TABLE OF CONTENTS

TITLE PAGE.............................................................................................. i

APPROVAL PAGES……………………………………………………. ii

DEDICATION PAGE…………………………………………………… iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ………………... v

STATEMENT OF WORK’S ORIGINALITY…………………………... vi

ABSTRACT……………………………………………………………… vii

ABSTRAK………………………………………………………………… viii

ACKNOWLEDGEMENTS……………………………………………… x

TABLE OF CONTENTS………………………………………………... xi

LIST OF FIGURES……………………………………………………… xiv

LIST OF TABLES……………………………………………………….. xv

CHAPTER I INTRODUCTION……………………………………….... 1

A. Research Background………………………………………………... 1

B. Problem Formulation……………………………………………….... 3

C. Problem Limitation…………………………………………………... 3

D. Research Objectives………………………………………………….. 4

E. Research Benefits……………………………………………………. 4

F. Definition of Terms………………………………………………….. 5

CHAPTER II REVIEW OF RELATED LITERATURE……………...... 8

A. Theoretical Description……………………………………………... 8

1. Instructional Materials Design Models …………………………. 8


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a. Kemp’s Instructional Design Model……………………….... 8

b. Yalden’s Instructional Materials Design Model…………….. 12

2. Teaching English to Children……………………………………. 14

3. Language Games……………………………………………........ 17

4. School Based Curriculum……………………………………….. 20

B. Theoretical Framework……………………………………………… 21

CHAPTER III METHODOLOGY……………………………………… 24

A. Research Method……………………………………………………. 24

B. Research Respondents………………………………………………... 30

C. Research Instruments………………………………………………... 31

D. Data Gathering Technique…………………………………………... 32

E. Data Analysis Technique …………………………………………… 32

CHAPTER IV RESULTS AND DISCUSSION………………………… 35

A. The Elaboration of Steps in Designing a Set of Spoken Instructional

Materials Design Using Language Games for the Fourth Grade

Students of SDN Ambarukmo Yogyakarta…………………………… 35

a. Conducting a Needs Survey……………………………………… 36

b. Setting Goals, Topics and General Purposes…………………….. 38

c. Specifying the Learning Objectives……………………………... 42

d. Listing the Subject Content……………………………………… 45

e. Developing the Syllabus………………………………………… 46

f. Selecting Teaching Learning Activities………………………… 47

g. Evaluating………………………………………………………. 47


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h. Revising the Designed Materials……………………………….. 51

B. The Discussion on the Findings…………………………………….. 51

C. The Presentation of the Designed Materials………………………… 54

CHAPTER V CONCLUSION AND SUGGESTIONS…………………. 56

A. Conclusion………………………………………………………….... 56

B. Suggestions…………………………………………………………... 58

1. For the English Teachers………………………………………… 58

2. For the Future Research………………………………………….. 58

REFERENCES…………………………………………………………... 60

APPENDICES

Appendix A. Permission Letter………………………………………..... 62

Appendix B. List of Questions for Questionnaire of Pre-Design……….. 63

Appendix C. List of Questions for Questionnaire of Post-Design……… 65

Appendix D. Syllabus and Lesson Plan………………………………… 71

Appendix E. Material Presentation……………………………………… 96


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LIST OF FIGURES

Figure 2.1 Kemp’s Instructional Materials Design………………….. 9

Figure 2.2 Yalden’s Language Program Development……………… 13

Figure 3.1 The Comparison Between R&D and the Theoretical

Framework……………………………………………….. 27


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LIST OF TABLES

Table 2.1 Stages in Language Program Development…………………….. 12

Table 3.1 The Description of the Respondents………………………….. 31

Table 4.1 The Results of the Pre-design Survey…………………………. 36

Table 4.2 Result of the Interview……………………………………….. 38

Table 4.3 Topics in the Designed Materials…………………………….. 39

Table 4.4 List of Basic Competence……………………………………... 40

Table 4.5 Indicators of Student’s Performance………………………….. 42

Table 4.6 Description of the Post-Design Survey Respondents…………. 48

Table 4.7 Descriptive Data of the Respondents’ Opinions

on the Designed Materials……………………………………. 49


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CHAPTER I

INTRODUCTION

This research intends to propose English spoken instructional materials

using language games for the fourth grade of SDN Ambarukmo Yogyakarta. In

this chapter there are seven important parts, they are background of the study,

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

and definition of terms.

A. Research Background

English is not something new in our life nowadays. It has become a part of

our daily life. Newspapers, some TV programs using English as the language.

English becomes popular now as a mean of global communication over the years.

Because of this condition English is always being included in school curriculum.

English is does important today, but it does not mean that all the students have the

willingness to learn English as stated by Harmer (2007:11) that learning English

might be just an obligation, since it is on the curriculum at primary or secondary

level.

It means not all people want to learn English. Unfortunately for those who

are learning English because of the curriculum, they require good motivation to

help them to pass the course. Teacher has an important role to raise students’

motivation. He/she can motivate their students through the methods which are

used in the teaching-learning process. Special techniques are required in teaching


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language learning to children. Children learn something quickly, but they also get

bored easily.

Children usually respond well to activities that focus on their lives and

experiences. But a child’s attention span – their willingness to stay rooted in one

activity – is often fairly short (Harmer, 2007:14). It becomes the teacher’s

responsibility to help the students being motivated to learn something in

classroom. In this case the teacher needs to rise up the intrinsic motivation of the

students (Harmer 2007: 20).

Unfortunately not all schools can solve the problem in teaching children.

There are some schools that do not have good sources to teach English for their

students. They only use student worksheet and it does not help them much if they

want to have the same quality as private schools students. The bad news is, when

final test is coming or in Indonesia it is called it Ujian Nasional (UNAS) then the

material is exactly the same between one school and another. How about the

schools which do not have a good source to learn but they have to struggle with

the test?

In order to support the fourth grade students at SDN Ambarukmo

Yogyakarta in learning English, this study tries to design a set of spoken

instructional material using language games. Asher states that “most of the

grammatical structure of the target language and hundreds of vocabulary items

can be learned from the skillful use of the imperative by the instructor” (1977: 4).

The use of language games seems appropriate since children like to play and this

method will attract students’ attention and their motivation.


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Grade four is still the beginner and it becomes the reason to present simple

and applicable materials, which are suitable to the students’ level and competence.

Primary school children require special techniques. They learn by play and

memorization. Children are driven to activity and to learning by play rather than

by any work motive or other sophisticated motive that drives adults (Lado, 1964:

57). Hereby, this study tries to contribute to the kind of material that can be used

in teaching English that is by language games.

B. Problem Formulation

The problems in this study can be formulated as follows.

1. How is a set of spoken instructional material using language games for the

fourth grade students of SDN Ambarukmo Yogyakarta designed?

2. What does a set of spoken instructional material using language games for the

fourth grade of SDN Ambarukmo Yogyakarta look like?

C. Problem Limitation

This study tries to make an effort to design a set of spoken instructional

material using language games for the fourth grade of elementary school of SDN

Ambarukmo Yogyakarta. This study concerns to the fourth grade because the

students has to be prepared with vocabulary before they are going to make a

complex sentence in the next grade.

Learning English can be enjoyable through games. Games help the

students to learn it attractively and it will help them in memorizing new


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vocabulary. The kind of games itself are movement games, board games, guessing

games, drawing games and card games.

D. Research Objectives

The objectives of this study can be formulated as follows.

1. To design a set of spoken instructional materials using language games for the

fourth grade of elementary school.

2. To present a set of spoken instructional materials design look like.

E. Research Benefits

This material is designed based on the learners’ need, especially to the

fourth grade students of SDN Ambarukmo Yogyakarta. The benefits of this

research can be clarified below.

1. For English teachers

The teacher in SDN Ambarukmo Yogyakarta finds it difficult to enrich

students’ mastery in learning English because of the lack of source. The result of

this study is expected to help them in providing materials in their English

learning. The use of language games is expected to be useful for the teachers to

help the students in learning English with regard to their present level. By having

alternative materials, the English teachers will find it easier to design materials

that are appropriate with their students’ need.

2. For the fourth grade students of SDN Ambarukmo Yogyakarta


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The well-developed English supplementary materials are provided for the

fourth grade students of SDN Ambarukmo Yogyakarta to help them in learning

English. The writer expects that the students who previously perceived English as

the difficult subject will enjoy their English lesson class.

3. For future researchers

It is expected that the result of this research can be used to carry out the

other studies in English teaching field. The writer expects other researchers to

explore more about learning English using language games. Further research will

be needed in order to evaluate, revise, reconstruct or to modify the designed

instructional materials according to their needs.

F. Definition of Terms

This section presents the definition of terms which is intended to avoid

confusion, misconception, namely instructional material design, language games,

vocabulary and SDN Ambarukmo Yogyakarta.

1. Instructional Material Design

Instructional material design is a systematic process for designing,

developing, implementing, and evaluating instructions (Dick and Reiser, 1989: 3).

Related to this study, instructional material design means a set of English

materials that contains activities in class in order to bring about the desired ends.

2. Language Games


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What differentiates language games from other activities in the English

Foreign Language classroom is the presence of a visible set of rules which guide

the children’s action, and an element of strategy-children must successfully apply

their language skills. Children can also employ their language skills strategically

in co-operative games, where a group works together to achieve certain goals.

(Gordon Lewis and Gunther Bedson, 1999.)

According to Wright, the meaning of game in language learning might has

different meaning with the usual ‘game’ we know. Since language learning is hard

work, especially for children, a language game here means an activity which

could help them in learning a foreign language, often challenging for them and

entertaining (2006: 1). In this study, language games mean playing activities

which help and motivate the students in learning English. The games are teaching

learning activity with goals and rules.

3. Spoken Instructional Materials

Spoken instructional materials in this study means materials used for

teaching learning activity especially speaking. The aim from this study is motivate

the students to learn English through learning method. Games seem appropriate

since it can create a good atmosphere for students to learn and attract their

attention.

4. SDN Ambarukmo Yogyakarta and Fourth Grade Students


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SDN Ambarukmo is located in Yogyakarta, whose the students mostly

come from middle-lower class. It becomes a problem for the parents when they

have to buy a book as the source for the children to learn. This school has only

one class for each grade.

In Indonesia, the fourth grade students of elementary school are about ten

years old. By the age of ten children has their own characteristic which means a

lot for the language teacher. Words are not enough, play with the language,

variety in the classroom are three examples of suggestions in teaching language to

ten year old children.


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CHAPTER II

REVIEW OF RELATED LITERATURE

Within this chapter the discussion of the related literatures as the

theoretical basis upon which the study outlined in chapter I was laid will be

divided into two main parts. The first is the theoretical description that includes

the theories concerning to the topic such as theories on the system and

instructional design, teaching English to children, language games and KTSP

(School Based Curriculum). The second is the theoretical framework which

contains steps to design instructional materials.

A. Theoretical Description

1. Instructional Materials Design Models

There are two kinds of models to be presented here. They are Kemp’s and

Yalden’s model. The function of these models is as the guideline for the designed

instructional materials.

a. Kemp’s Instructional Design Model

Kemp states that instructional process in complex (1977: 6). Many

interrelated parts and functions that must operate in a coherent manner in order to

achieve success compose the instructional process. What is expected in this

process is the improvement of the key outcome of education – learning by

students.


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According to Kemp (1977: 8), there are three essential elements as the

answers to three questions, they are:

1) What must be learned? (objectives) 2) What procedures and resources will work best to reach the desired

learning levels? (activities and resources) 3) How will we know when the required learning has taken place?

(evaluation)

A program development, which consists of eight steps, is proposed by

Kemp (1977: 8). The eight steps are important to be included in designing

materials. The Kemp’s instructional materials design models is shown in figure 1.

Figure 2.1: Kemp’s Instructional Materials Design Model (Kemp, 1977: 9)

1) Goals, Topics, and General Purposes

The first part starts with “the recognition of the broad goals of the school

system or institution” (1977: 13). Goals are the bases of all educational programs,

which can be derived from three sources – society, students, and subject areas


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(Kemp, 1977: 14). Topics which become the scope of the course or program are

usually sequenced according to a logical organization, from simple or concrete

levels to complex and more abstract levels (Kemp, 1977: 15). Planning for

instruction often starts with teacher-oriented statements of general purposes for

topic. In shorts, general purposes are what students generally are expected to learn

as a result of instruction.

2) Learner characteristics

Kemp mentions that there are two important factors of students’

characteristic, they are “the academic factors and the social factors” (1977: 18).

Kemp states that to serve both group and individual means that teacher must

obtain information about the students’ capabilities, needs, and interests (1977: 18-

19). These should affect the emphases in instructional planning, including the

selection of topics and the level at which topics are introduced, the choice and

sequencing of objectives, the depth of treatment, and the variety of learning

activities.

3) Learning objectives

Learning requires active effort by the student. Learning objectives tell the

students the goals he must attain, the ideas and skills that will be included in the

upcoming instruction, and the types of behavior that will be expected during

evaluation. “We speak of learning objectives because our concern is with learning

as the outcome of instruction” (1977: 23).

4) Subject content


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Subject content must closely relate to the objectives and the student’s

need. Subject content comprises the selection and organization of the specific

knowledge (facts and information), skills (step-by-step procedures, conditions,

and requirements), and behavioral factors of any topic (Kemp, 1977: 44).

5) Pre-assessment

Students’ preparation to study will enable them to achieve the objective

and to master the topic. Pre-assessment is carried out in order to plan learning

activities for which student is prepared and at the same time to ensure that the

student does not waste his time on things he already knows. It is needed to

examine “student’s preparation to study the topic and competent in some of the

stated objectives” (1977: 50)

There are two kinds of test in this step. The first one is perquisite testing. It

is done to determine whether student has the appropriate background preparation

for the topic. The second one is pre-testing. It is done to determine which of the

objectives the student may already have achieved.

6) Teaching/ Learning Activities and Resources

Teacher must determine the most efficient and effective methods in

carrying out the teaching/learning activities and then select materials to provide

learning experience that will utilize the content associated with each objective

(1977: 55).

7) Support Services

Funds, facilities, equipments, and personnel must be considered to carry

out the instructional plan (Kemp, 1977: 84). Coordination of each support service


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must be considered at the same thing with making instructional plans and

selecting the materials (1977: 85).

8) Evaluation

Evaluation is the pay-off step in the instructional design plan – for both the

students and the teacher (Kemp, 1977: 91). It is done to know the learning out

comes. To measure the learning outcomes, a teacher may refer to certain criteria.

In this study, Kemp’s model is used more than Yalden’s model because

the steps in Kemp’s model are interrelated and any steps that are in accordance

with the student and the design needs can be chosen directly.

b. Yalden’s Instructional Materials Design Model

Yalden’s model is presented as the second model of instructional design.

According to Yalden, a syllabus can be considered as ‘communicative’ since it

takes into consideration everything required to assure communication (1978: 87).

There are eight stages in language program development as clarified by the table

below.

Table 2.1: Stages in Language Program Development (Yalden, 1987)

STAGE DESCRIPTION I Needs Survey

II Description of Purpose to be prepared in terms of

1. student characteristics

2. student skills on entry to and on exit from the program

III Selection or development of syllabus type in terms of IV and

physical constraints on the program.


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IV The proto-syllabus: description of language and language use to

be covered in the program.

V The pedagogical syllabus: development of teaching, learning and

testing approaches.

1. development of teaching materials (as far as possible)

2. development of testing sequence and decisions on

testing instruments.

VI a) Development of classroom procedures

1. selection of exercise types and teaching techniques

2. preparation of lesson plans

3. preparation of weekly schedules.

b) Teachers training: briefings or workshop on

1. principles

2. desired outcome

3. exploitation/creation of teaching materials

VII Evaluation

1.of students

2.of programs

3.of teaching

VIII Recycling stage

1.congruence or ‘fit’ between goals set and student

performance is determined

2.content is reassessed

3. materials and methodological procedures are revised.

Yalden’s Language Program Development is shown in Figure 2


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Figure 2.2: Yalden’s Language Program Development

In this study the writer combined the Kemp’s and Yalden’s instructional materials

design as the guideline to construct the materials which consists of eight steps.

2. Teaching English to Children

Lado (1964: 38) defined the meaning of second-language learning as

acquiring the ability to use its structure within a general vocabulary under

essentially the conditions of normal communication among native speakers at

conversational speed. He also stated that language learning is related to human

motivation moderated and partly controlled by the will. High motivation increases

learning. Based on this it can be concluded that method in learning process is

crucial to help the learner in understanding the lesson they study, since when a

person is shown that language learning is relevant to his motivation, the result will

be more learning. Finnochiaro stated that for the students who are studying

English in a non-English speaking country they need to start with some degree of

motivation. This motivation will have to be sustained through the course, through

a varied and interesting methodology and through the presentation of materials at

the pupils’ level (1958: 8-9)


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Primarily school children require special techniques. They learn by play

and memorization. Children are driven to activity and to learning by play any

rather than by any work motive or other sophisticated motive that drives adults

(Lado, 1964: 57). One of the differences between adults and children is attention

span. It comes when children have to deal with material that to them is boring,

useless, or too difficult. Since language learning might be difficult for children,

the teacher role is to make them interesting, lively and fun (Brown, 2001:88).

Below are some suggestions in teaching language to children as stated by Brown.

1) Because children are focused on the immediate here and now, activities should

be designed to capture their immediate interests.

2) A lesson needs a variety of activities to keep interests and attention alive.

3) A teacher needs to be animated, lively and enthusiastic about the subjects

matter. Consider the classroom a stage on which you are the lead actor; your

energy will be infectious.

4) A sense of humor will go along way to keep children laughing and learning.

5) Children have a lot of natural curiosity. Make sure you tap into that curiosity

whenever possible, and you will thereby help to maintain attention and focus.

Children also need to have all five sense stimulated. The activities should

strive to go well beyond the visual and auditory modes that we feel are usually

sufficient for a classroom (Brown, 2001:89). There are some suggestions in

teaching language to children, they are elaborated as follows.

a. Pepper your lesson with physical activity, such as having students act out

things (role-play), play games, or do Total Physical Response activities.


16

b. Projects and other hands-on activities go a long way toward helping children

to internalize language. Small-group science projects, for example, are

excellent ways to get them to learn words and structures and to practice

meaningful language.

c. The nonverbal language is important because children will indeed attend very

sensitively to your facial features, gestures and touching.

Young children do not come to the language classroom empty-handed. They

bring with them an already well established set of instincts, skills and

characteristics which will help them to learn another language (Halliwel, 1992: 3).

Scott and Yteberg (2004: 4) defined the language development of the eight to ten

year old children. By the age of ten children can understand abstracts, understand

symbols (beginning with words), and generalize and systematize. It has its own

meaning for the language teacher in conducting the learning process, especially in

choosing the activities as described as follows.

a) Words are not enough

Most activities for the younger learners should include movement and involve

the senses. The teacher will need to have plenty of objects and pictures to

work with, and to make full use of the school and the surroundings.

b) Play with the language

Let the pupils talk to themselves. Make up rhymes, sing songs, tell stories.

Play with the language – let them talk nonsense, experiment with words and

sounds.

c) Language as language


17

Most eight to ten year olds already have the awareness of language as

something separate from the events taking place takes time in their own

language. The spoken words is often accompanied by other clues to meaning –

facial expression, movement, etc. the teacher should make full use of these

clues.

d) Variety in the classroom

Since concentration and attention span is short, variety is a must – variety of

activity, variety of pace, variety of organization, variety of voice.

e) Routines

Children benefit from knowing the rules and being familiar with the situation.

Have systems, have routines, organize and the teacher should plan the lessons.

Use familiar situations, familiar activities, repeat stories, rhymes, etc.

f) Cooperation not competition

Avoid rewards and prizes. Group the children together whenever possible.

This does not mean that they have to work in groups all the time, but most

children like to have other children around them, and sitting with others

encourage cooperation.

From the theories of teaching English to children, the writer concludes that

children require special techniques in language learning. Teacher plays a crucial

learning to motivate them through the teaching-learning methodology. Games are

appropriate for children since it can make the learning process become interesting,

lively and fun. Children also need to have all five sense stimulated, therefore


18

physical activities could be an example of learning activities which are used in

this study.

3. Language games

Children enjoy constructive play and games. They are not only motivating

and fun, but also provide excellent practice for improving pronunciation,

vocabulary, grammar and the four language skills. Martin (1995:1) as cited in

Brewster et al. (2002: 172) writes that game is any fun activity which gives young

learners the opportunity to practice the foreign language in a relaxed and

enjoyable way. Below are some advantages of using games as stated by Brewster

et al. (2002:173).

1) They add variety to the rang of learning situations.

2) They change the pace of a lesson and help to keep pupils’ motivation.

3) They ‘lighten’ more formal teaching and can help to renew pupils’ energy.

4) They provide ‘hidden’ practice of specific language patterns, vocabulary

and pronunciation.

5) They can help to improve attention span, concentration, memory, listening

skills and reading skills.

6) Pupils are encouraged to participate; shy learners can be motivated to

speak.

7) They increase pupil-pupil communication which provides fluency practice

and reduces the domination of the class by the teacher.


19

8) It helps create a fun atmosphere and reduces the distance between teacher

and pupils.

9) They can help reveal areas of weakness and the need for further language.

10) They can help to motivate and improve writing skills by providing a real

audience context and purpose.

There are many kinds of games. Lewis and Bedson (1999:16) formulated the

types of games that can be used in language learning for children. There are ten

types of games presented as follows.

a) Movement games

In this game, the children are physically active. Movements are generally

‘rousers’ and need to be closely monitored.

b) Card games

Children collect, give away, exchange, sort, and count cards. The cards

can have a meaning or value in a game, or simply serve as symbols for

objects or actions.

c) Board games

Any games which mainly involve moving markers along a path. board

games can be made by the children as a fun craft activity.

d) Dice games

Dice games are incredibly versatile. Remember that the dice need not only

have numbers on the faces. They can have numbers, colors, letters of the

alphabet-virtually anything you like.

e) Drawing games


20

Drawing games are special because they span a gap between key functions

of the brain. On the one hand, drawing requires creativity and sensitivity

towards the world. On the other hand, the children must be able to

understand instructions and describe their art. They are particularly helpful

with shy children who are reluctant to talk.

f) Guessing games

In guessing games, the aim is to guess the answer to a questions of some

kind.

g) Role-play games

Role play games can be seen as simple, guided drama activities. The

language input can be quite rigidly prescribed or very open depending on

the language level, curiosity, and confidence of your class. It stimulates a

child’s imagination and are tests of true communication.

h) Singing and chanting games

Singing and chanting games often involve movement.

i) Team games

Team games can belong to the other categories, but also require operative

team work.

j) Word games

These games utilize children’s enjoyment of playing with words. They are

mostly for older children as they involve spelling and writing.

This study used movement games, board games, guessing games, drawing games

and card games as the method in designing the material.


21

4. School Based Curriculum

School Based Curriculum Guideline explains that KTSP, stands for

Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum) has been

applied in schools in Indonesia since 2006. This curriculum is developed by each

group/ unit of education and school committee. The purpose of local content in

elementary school is to develop the competency based on the area characteristic

and potency, including the superiority which its material could not be grouped

into the other subject.

Local content substation is arranged by unit of education. English lesson

as a local content in elementary school is functioning to introduce English as the

international communication language to the students and to supply the students to

be able to speak in English. This study used School Based Curriculum as the

guideline in designing the instructional materials. The Competence Standard and

Basic Competence in the instructional materials were taken from School Based

Curriculum guideline.

B. Theoretical Framework

In designing a set of spoken instructional material using language games

for the fourth grade students of SDN Ambarukma Yogyakarta, the combination of

the two models of materials design discussed in the Theoretical Description was

used. These two models were combined to make a framework or guideline to

construct the materials. The steps are elaborated as follows.

1. Conducting needs survey (Yalden’s)


22

Yalden’s Needs Survey used as the first step. In this step, interview with the

English teacher of SDN Ambarukmo Yogyakarta and distributed the questionnaire

to the fourth grade students were conducted. The interview and the questionnaires

consisted of questions to find out student’s needs. The instructional materials were

designed based on the result of the needs survey.

2. Stating Goals, topics and general purposes (Kemp’s).

This step was aimed to determine the intended goals of instructional materials

design. After stating the goals, the topics should be listed as the scope of the

course and the basic needs for the instruction. Then the topic should express the

general purposes as what the students generally expect to learn as the result of

instruction.

3. Stating the learning objectives (Kemp’s)

The students will make great effort if the teacher has stated specified

objectives in terms of activities that will best promote learning. So here, stating

objectives will make the teaching/learning activities perfect. The objective of

language games was helping the students in learning English through activities

which often challenging and entertaining.

4. Listing the subject contents (Kemp’s)

This step was aimed to listing the subject contents in order to clarify the

learning objectives. It involved the selection and organization of the specific

knowledge, skills (step-by-step procedures) and behavioral factors. Well-designed

subject content will lead to communicative and interactive teaching/learning

activity. There were three subject contents on each unit namely speak out loud,

this section provides important vocabulary related to the topic. Second, let us play,


23

in this section the students learn through games. Third, sing it, as the closing

section of the meeting, the students sing the song related to the topic.

5. Developing the syllabus ( Yalden’s)

The fifth step was taken from Yalden’s model. In this step, the syllabus type

that used in this study was determined. It is important because a syllabus gives

moral support to the teachers and the students. In designing the materials, the form

of syllabus from School Based Curriculum was adapted.

6. Selecting teaching/learning activities (Kemp’s)

Suitable teaching and learning activities and instructional sources that will

treat the subject contents are selected so that the students will accomplish the

objectives. Language games such as movement, board, guessing, drawing and

card games were used as the method in English teaching-learning activities for the

fourth grade students of SDN Ambarukma Yogyakarta since games can stimulate

the students; motivate them to learn.

7. Evaluation ( Yalden’s)

This step was to measure the overall outcomes of the designed instructional

materials, so they may undergo more improvements and developments needed. In

this study, opinion and feedback survey from some respondents on the designed

instructional materials was conducted. The outcome of the feedback was used to

improve the materials.

8. Revising the Designed Materials

The last step was taken from Kemp’s model. Revision means to revise the

designed materials after having feedback from the respondents. The data from the

respondents were used as feedback to determine what went wrong and how to

improve the materials to produce the final version.


24

CHAPTER III

METHODOLOGY

This chapter presents some important points, which refer to the methods

used to seek the answers of the questions stated in the first chapter. There are two

questions formulated. First, this study was intended to find out how a spoken

instructional material using language games for the fourth grade students of SDN

Ambarukmo Yogyakarta is designed. Second, this study was intended to find out

what spoken instructional material using language games for the fourth grade

students of SDN Ambarukmo Yogyakarta looks like. Chapter III discusses the

research method, the research respondents, the research instruments, the data

gathering, the data analysis and the research procedure.

A. Research Method

In order to answer the two problems above, this study used Research and

Developmental (R & D) method as the methodological ‘umbrella’ that covers the

steps applied in this study which used the Kemp’s and Yalden’s model .

Educational Research and Developmental (R & D) is a process used to develop

and validate educational products (Borg and Gall, 1983: 772). The research and

development (R&D) cycle (Borg & Gall, 1983: 775) consists of ten major steps.

1. Research and information collecting

This step includes review of literature, classroom observations, and

preparation of report of state of the art.


25

2. Planning

This step includes defining skills, stating objectives determining course

sequence, and small scale feasibility testing.

3. Develop preliminary form of product

This step includes preparation of instructional materials, handbooks, and

evaluation devices.

4. Preliminary field testing

The aim of this step is to obtain an initial qualitative evaluation of the new

educational products.

5. Main product revision

This step includes the revision of product as suggested by the preliminary field

test result.

6. Main field testing

Quantitative data on subjects’ precourse and postcourse performance are

collected. The aim of this step is to determine whether the developed product

meets its performance objectives.

7. Operational product revision

This step includes revision of product as suggested by main field-test results.

8. Operational filed testing

The aim of this step is to determine whether an educational product is fully

ready for use in schools without the presence of the developer or his staff (Borg &


26

Gall, 1983: 784). Analyzing interview, observational and questionnaire data can

be used to evaluate the product.

9. Final product revision

In this step the revision of product as suggested by operational filed-test result

is done.

10. Dissemination and implementation

This step includes report on product at professional based on the research

This study was based on to the first five steps. They are research and

information collecting, planning, developing preliminary form of product,

preliminary field testing, and main product revision. Based on the research and

development, the comparison between the R&D cycle with the theoretical

framework that was used in this research can be seen on page 27.


27

Research and information collecting Conducting a needs survey Planning Setting goals, topics, and general

purposes

Stating the learning objectives Develop preliminary for of product Listing the subject contents

Developing the syllabus

Selecting teaching/learning activities.

Preliminary field testing Evaluation

Main product revision Revising the designed materials.

Main field testing

Operational product revision

Operational field testing

Final product revision


28

Dissemination and implementation

Figure 3.1: The Comparison between R&D and The Theoretical Framework

The explanation of the steps of method used in this study can be seen as follows.

1. Conducting needs survey ( Yalden’s)

In R&D cycle this step is reflected in the step called research and

information collecting. In this step a needs survey called pre-design survey was

conducted. The writer used needs survey in order to elicit information about the

learners’ wants, lacks, and necessities in learning English. A needs survey was

conducted through interviews and distributed questionnaires to collect the data.

2. Stating Goals, topic and general purposes (Kemp’s)

This step is called planning in R&D cycle. The most important aspect of

planning a research-based educational product is the statement of the specific

objectives to be achieved by the product.

3. Stating the learning objectives (Kemp’s)

This step includes preparation of instructional materials, handbook, and

evaluation devices. In R&D cycle this step is reflected in the steps called develop

preliminary form of product. To develop the material design, some books which

were related to teach English for the fourth grade students of elementary school as

the references were needed. Then the materials design was printed and developed


29

the evaluation device in the form of questionnaire to obtain the evaluations from

the respondents.

4. Listing the subject content (Kemp’s)

This step is called develop preliminary form of product in R&D cycle. This

step is aimed at listing the subject contents in order to clarify the learning

objectives. It involves the selection and organization of the specific knowledge,

skills (step-by-step procedures) and behavioral factors. Well-designed subject

content will lead to communicative and interactive teaching/learning activity.

5. Developing the syllabus ( Yalden’s)

The syllabus type that was used in this study is determined. It is important

because syllabus gives moral support to the teachers and the students.

6. Selecting teaching/learning activities (Kemp’s)

Suitable teaching and learning activities and instructional sources that will

treat the subject contents were selected so that the students will accomplish the

objectives. Language games were used to teach spoken English to the fourth grade

students of SDN Ambarukmo Yogyakarta since games can stimulate the students;

motivate them to learn.

7. Evaluation (Yalden’s)

This step is called operational field testing in R&D cycle. In post design, the

writer conducted the second survey study which was called a survey study for

evaluation on the designed material, especially the importance and relevancy of

the topics in the material. This survey was conducted to gather the information

from the appropriate and qualified participants to obtain opinions and feedback on


30

the designed material. It was conducted by distributing questionnaires to English

lecturers and English teachers of elementary school. The suggestions were used to

develop and improve the instructional materials. This step was going to be

conducted to gain information which is described as follows.

a) Whether a set of English spoken instructional materials matched the

Standard Competence, basic Competence and the Achievement Indicators

stated in KTSP curriculum.

b) Whether the content of a set of English spoken instructional materials and

the topics were relevant to the fourth grade students and also reliable as

instructional materials.

c) Whether the English spoken instructional materials were arranged and

developed well.

d) Whether the supporting activities for learning English were selected and

developed well.

e) Whether the materials used were developed well.

f) Which parts of the design of instructional materials needs to be revised

and improved.

8. Revising the designed material (Kemp’s)

The final version of the design of supplementary materials that use language

games for the fourth grade of SDN Ambarukmo Yogyakarta was constructed based

on the suggestions and recommendations from the respondents. The final version

of the designed materials was developed based on the data from the post-design

survey.


31

B. Research Respondents

Since there were two kinds of survey research, there were two kinds of

participants. The first was the respondents to the needs analysis survey and second

kind was the respondents in the materials evaluation survey.

1. The Respondents of Need Analysis

The respondents of this survey were the fourth grade students of SDN

Ambarukmo Yogyakarta.

2. The Respondents of Materials Evaluation

In order to get feedback for the proposed materials, some English teachers

of elementary school and lecturers who dealt directly with teaching learning

activities were selected. All respondents were asked to give judgment whether the

proposed spoken instructional materials using language games for the fourth grade

students of SDN Ambarukmo Yogyakarta was accepted or not. The description of

the respondents is shown as follows.

Table 3.1: The Description of The Respondents

Sex Education Teaching experience in years

Respondents

F M D3 S1 S2 <1 1-5 5-10 English teachers

English

Lecturers

C. Research Instruments


32

Two types of instruments were used to gather the data in conducting the

research. The two types of instruments were questionnaire and interview.

1. A list of questions for the Interview

An interview is a way of gathering data or information by asking individuals

some questions about their view or opinion of certain topic. Ary, Jacobs and

Razavieh (1990: 34) state that there are two types of interviews namely structured

and unstructured interviews. The second type was chosen in this study since the

answers needed were in the form of information about respondents’ opinions. The

responses from the respondent were recorded by taking notes.

2. Questionnaire

There are two types of questionnaires namely structured and unstructured

questionnaires (Ary, Jacobs and Razavieh, 1990: 424). The structured or closed

form questionnaire contains questions and alternative answers. The respondents

will choose the answers that had already been provided. On the other hand, the

unstructured or open form questionnaire is given to the respondents in form of

questions for criticisms or suggestions. This research combined structured and

unstructured forms of questionnaires to get the specific opinion, feedback, and

evaluation on the designed instructional materials from English teachers of

elementary school.

D. Data Gathering Technique

The first data was gathered based on the interview with the English teacher

of SDN Ambarukmo Yogyakarta. It was conducted to get description that was


33

more detailed on the learners’ needs and problems in learning spoken English.

The second data was conducted by distributing questionnaire to English teachers

of elementary school. The analyzed result of the data used to reconstruct the final

version of the designed instructional materials.

E. Data Analysis Technique

1. Questionnaire

The questionnaires were given to the teacher to ask his/her opinion

towards the use of language games as the method to teach English for the

students. This research used a combination of closed and open forms of

questionnaire distributed to the respondents. The data, which were collected from

the closed form questionnaire, were in the form of scores. The other data was

gathered from open questions in which the respondents were supposed to give

their own answers and convey some opinions criticism, suggestions, and

evaluation on the designed instructional materials.

In order to asses the opinions of the respondents on the designed

instructional materials, four points of agreements were applied.

Points of agreements Score

Strongly Disagree 1

Disagree 2

Agree 3

Strongly Agree 4


34

The descriptive statistics used the central tendency (mean) of the

respondents’ opinions on the designed instructional materials

Table 3.3: The Descriptive Statistic of The Respondents’ Opinions on The Designed

Materials

Central Tendency

No

Respondents’ opinion on N Mn

The formula for contributing the mean as follows.

___ ΣX X = _______ N

Notes:

__ X = mean

ΣX = total of score

N = number of cases

The central tendency shows the averages scores of the questionnaires. Not

only that, the respondents’ opinions on the strength and weaknesses and their

suggestions on the design instructional also were included. All data were gathered

and used as the basis for revising and improving the designed instructional

materials into the final version and to decide whether the design of English

instructional materials for the fourth grade students of SDN Ambarukmo

Yogyakarta is suitable or not.

2. Interview

The interview was done if the researcher needs further information from the

respondents.


35

CHAPTER IV

RESULTS AND DISCUSSION

This chapter covers three main aspects which answer the questions stated

in the problem formulation in chapter I. This chapter contains of two parts. The

first part is aimed to answer the first question in the problem formulation. This

part describes the elaboration of steps in designing a set of spoken instructional

materials using language games the fourth grade students of SDN Ambarukmo

Yogyakarta The second part describes the discussion on the materials design. The

third part presents the designed materials.

A. The Elaboration of Steps in Designing a Set of Spoken Instructional

Materials Design Using Language Games for the Fourth Grade Students

of SDN Ambarukmo Yogyakarta.

This section presents the discussion on the steps of designing a set of

spoken instructional materials using language games for the fourth grade students

of SDN Ambarukmo Yogyakarta. These steps used the combination of Kemp’s

and Yalden’s model, there were eight steps applied in this study namely,

conducting needs survey, stating goals, topic and general purposes, stating the

learning objectives, listing the subject content, developing the syllabus, selecting

teaching/learning activities, evaluation, and revising the designed material. The

steps in designing the materials are elaborated as follows.


36

a. Conducting a Needs Survey

Needs survey is important to find out the students needs. The needs survey

data was obtained through conducting an informal interview with the English

teacher of SDN Ambarukmo Yogyakarta and distributed the questionnaires for the

fourth grade students of SDN Ambarukmo Yogyakarta. The results of the needs

survey by distributing the questionnaires are as follows.

Table 4.1: The Results of the Pre-design Survey

Number of Respondents and Its Percentage

No

Questions

Yes % No % 1. The students think English is an easy

and enjoyable lesson. 26 92,8% 2 7,2%

2. The students have difficulties in saying English words

14 50% 14 50%

3. The students have difficulties in making English sentences.

17 60,7% 11 39,3%

4. The students are afraid to speak in English in class because they are afraid of making mistakes

11 39,3% 17 60,7%

5. The students often feel bored learning English in class.

2 7,2% 26 92,8%

6. The students love to learn English through games.

20 71,4% 8 28,6%

7. The students like working on English tasks in group better than working on it alone.

19 67,8% 9 32,2%

8. The students have other facilitation (games, books, etc) to help them learning English at home.

21 75% 7 25%

9. The students join English course outside school.

9 32% 18 64,3 %

10. The students’ family (father, mother, brother or sister, etc) help them learning English at home.

22 78,6% 6 21,4%


37

The facts can be seen based on the data above. From the table, 26 students

or 92, 8% stated that English is an easy and enjoyable lesson while 2 students or

7, 2% stated the opposite. Then, 14 students or 50% said that they had difficulties

in saying English words and 14 students or 50% said that they did not have any

difficulties in saying English words. Furthermore, 17 students or 60, 7% said they

had difficulties in making English sentences, and 11 students or 39, 3% said the

opposite.

From the table above, 11 students or 39, 3% stated that they were afraid to

speak English in class because they are afraid of making mistakes, and 17 students

or 60, 7 % stated that they are not afraid of making mistakes and not afraid to

speak English in class. Another fact revealed that 2 students or 7, 2 % feel bored

in class and 26 students or 92, 8% said they were not bored in English class.

Meanwhile, 20 students or 71, 4% like to learn English through games but 8

students or 28, 6% said the opposite. From the data above it can be seen that 19

students or 67, 8 % like to do tasks in group while 9 students or 32, 2% like to do

the English tasks alone. Another fact revealed that 21 students or 75% had other

facilitation at home to help them in learning English but 7 students or 25% had

not other facilities at home. Then, 9 students or 32, 1% join English course

outside school and 18 students or 64, 3% did not join any English course. Most of

them, 22 students or 78, 6% were helped by their family in learning English, and 6

students or 21, 4% were not helped by their family.

The writer obtained more detail information about English subject,

students and teaching – learning activities, through conducting an informal


38

interview with the English teacher of SDN Ambarukmo Yogyakarta. The gathered

information is as follows.

Table 4.2: Result of the Interview

No Questions Answer 1. What does the teacher think about the

fourth grade students’ ability in learning English?

About 75 % cannot follow the lesson well, and the rest, 25% are good in English, but all of them are active in class.

2. How many hours do the students get the English subject in a week?

They get it 2 x 35’ a week.

3. Is there any difficulty faced by the students?

Yes, there is no any book for them, the teacher used to use students’ work sheet, but now the teacher is designing the module for them. So, along this time they only write from teacher’s explanation in class.

4. What source does the teacher use to teach?

The teacher makes a module for them, but she hasn’t finished it.

5. What does the teacher do to solve the problems faced by the students?

The module, and worksheet, then teacher’s explanation which they write on their own book.

6. Does the teacher think that they like games?

Yes, she is. Sometimes the teacher uses it when she teaches speaking, and they like it very much.

7. Does the teacher think games can raise the students’ motivation in learning English?

Yes, it can help to motivate the students since the atmosphere will become enjoyable.

8. So far, what does the teacher do to motivate the students to study English?

Sometimes the teacher uses games, but it depends on the topic because it’s difficult to find the games for all the topics.

b. Setting Goals, Topics and General Purposes

In this step, the intended goals of instructional materials design were

determined. In this study, the goal was to help the fourth grade students of SDN

Ambarukmo Yogyakarta communicate effectively in oral form. Goals are general


39

statements of language programs that become the basis of the teaching and

learning process. In this study, there were two objectives. Those are at the end of

the course, the students are able to:

(a) develop their spoken English

(b) develop their basic competence: creativity, language, skill and physical

movements.

After identifying the goals, the writer selected the topics that were used in

each unit of the materials. These topics were adopted from the School Based

Curriculum guideline. The listed topics are stated as follows.

Table 4.3: Topics in the Designed Materials

Unit Topic

Unit 1 Greeting/ Introduction (Hello, how are you?)

Unit 2 Alphabet (Say A, B, C!)

Unit 3 Numbers (Let’s Count!)

Unit 4 Things in classroom (May I borrow your pen?)

Unit 5 Colors (I like blue, what about you?)

Unit 6 Animals (Let’s go to the zoo!)

Unit 7 My body (Head, Shoulders, Knees and Toes)

Unit 8 Jobs (What do you want to be?)

Unit 9 Electronic appliances (Turn off the lamp, please!)


40

The writer stated the general purposes of each topic in order to achieve

the formulated goals. The general purposes of the study, as had been stated, were

to develop their spoken English and to develop their basic competence such as

creativity, language, skill and physical movements. In this step, the objectives are

specified, stated as the indicator which can be seen in following table:

Table 4.4: List of Basic Competence

Unit Topics Basic Competence

1 Hello, how are you?

(Greeting/Introduction)

To produce expressions and words used for

greeting, introduction and partings.

2 Say A, B, C!

(Alphabet)

• To produce expressions and words used

for greeting, introduction and partings.

• To communicate in English alphabet

context and pronounce the alphabet.

3. Let’s Count!

(Numbers)

• To pronounce numbers 13-100.

• To communicate about asking/giving

service acceptably that contains

expression of: asking help,

asking/giving things.

4 May I borrow your pen?

(Things in classroom)

• To identify and pronounce the name of

things in classroom

• To communicate about asking/ giving

information that contains expressions of:

asking/giving permission (agree, deny,

and asking explanation).


41

Unit Topics Basic Competence

5 I like blue, what about

you?

(Colors)

• To mention colors.

• To identify and pronounce colors

6

Let’s go to the zoo!

(Animal)

• To identify animals name

• To pronounce animals name

• To pronounce singular and plural nouns

using this is, that is, there are and those

are.

7 Head, Shoulders, Knees

and Toes.

(My body)

• To identify name of each part of body

• Pronounce the names of body parts

8 What do you want to be?

(Jobs)

• Produce expressions and words about

jobs

• To communicate about job

9 Turn off the lamp,

please!

(Electronic appliances)

• To identify and pronounce the names of

electronic appliances

• To communicate about asking/giving

information that contains expression of

giving instruction.


42

c. Specifying the Learning Objectives

In School Based Curriculum, the learning objectives are shown through

the term of “Indicators”. The indicators were selected for each unit in the nine-

presented topic. The chosen indicators in the presented topics can be stated as

follows.

Table 4.5: Indicators of Student’s Performance

Unit Topics Indicators

1 Hello, how are you?

(Greeting/Introduction)

• Pronounce the expression and words

used for greeting and introduction

correctly.

• Use the vocabulary related to

greeting/introduction in playing game

“Zip Zap”.

• Produce the expression and words used

for greeting and introduction.

• Respond to the greeting.

• Move according to the song rhythm.

2

Say A, B, C!

(Alphabet)


• Pronounce the alphabet correctly.

• Use the English alphabet in playing

“First to say Z!” game.

• Mention alphabet correctly.



43

No. Topics Indicators

3 Let’s Count!

(Numbers)

• Pronounce numbers 13-100 correctly

• Use numbers in English in playing “Bean

Toss” game.

• Mention numbers 13-100 correctly.

• Produce the expression used for

asking/giving things


4

May I borrow your pen?

(Things in classroom)

• Pronounce the names of things in

classroom correctly.

• Use the vocabulary related to the topic in

playing “Memory” game.

• Mention the names of things in

classroom correctly.

• Produce the expression and words used

for asking/giving permission.


5

I like blue, what about

you?

(Colors)

• Pronounce each color correctly.

• Use the vocabulary related to the topic

(colors) in playing “Feed the Mouse”

game.

• Mention colors correctly.



44


6 Let’s go to the zoo!

(Animal)

• Pronounce the names of each animals

correctly

• Mention names of each animals correctly


(animal) in playing “Animal noises”

game.

• Produce the singular/plural nouns using

this is, that is, there are and those are.


7

Head, Shoulders, Knees

and Toes.

(My Body)

• Pronounce the names of parts of the body

correctly


(my body) in playing “Body Fishing”

game.

• Mention names of each past of body

correctly

• Pronounce the words in the lyric

correctly.


8

What do you want to be?

(Jobs)

• Pronounce the names of jobs correctly.


(Jobs) in playing “vocabulary scramble”


45


game.

• Produce expressions to communicate

about jobs.

• Mention the names of jobs correctly.


9

Turn off the lamp,

please!

(Electronic appliance)

• Pronounce the names of electronic

appliance correctly.

• Mention the names of electronic

appliance correctly.


(electronic appliance) in playing “What’s

that card?” game.

• Produce expressions of giving

instructions.


d. Listing the Subject Content

After listing the topics and formulating the objectives, the next step was

listing the subject content. This part deals with the content of what would be

available in each unit of the designed instructional materials. There are nine units

in this design; each unit consists of three parts. Those parts are discussed as

follows.


46

1) Speak Out Loud !

This section provides important vocabulary related to the topic. The

students repeat every word the teacher pronounces. This activity is important

because students are given the vocabularies that are frequently used in the topics

and the next part (games).

2). Let us play!

In this section the students learn through games. It helps the students

to get familiar with the vocabulary related to the topic and memorize it. Playing

games also gives more practice for the students on grammatical explanations and

at the same time to practice the students’ speaking skill. Games give the students

opportunity to speak, jump, run, etc. exercises are given based on the teacher’s

instruction. Games were chosen to make the students enjoy their learning

activities.

3) Sing it!

This section is the closing section of the meeting. The students sing

the song related to the topic. Songs are part of games in this study. The students

not only sing the song, but they also practice to pronounce the words in the lyrics

and move according to the song rhythm which led by the teacher.

e. Developing the Syllabus

The aim from this step was to develop the syllabus appropriate for the

fourth grade students of elementary school. The activities in the designed

materials were developed based on the syllabus. The writer adapted the form of


47

syllabus from School Based Curriculum Guideline. In this study, the syllabus

consisted of competence standard, basic competence, topic, learning experience,

indicator, evaluation (task and form), time allocation, and sources/media.

f. Selecting Teaching Learning Activities

The main method used in this study is the role of games to help the

students learn English especially spoken English. The games were chosen from

the book of games for children. Based on the book, the writer developed and

modified the activities which appropriate for the fourth grade students so that they

can accomplish the objectives.

Most games in the materials were carried out in the form of individual

work. The kinds of games used in this material were movement games, board

games, guessing games, drawing games and card games. The activities were

designed as interestingly as possible to make enjoyable ‘atmosphere’ for the

students in learning English.

g. Evaluating

After designing the materials, the writer distributed the questionnaire to

some respondents to find out their opinions and suggestions about the design.

Through the given suggestions, the revisions and improvements of the designed

materials were carried out. The description of the respondents, the result of the

post designed materials survey in terms of descriptive statistics, and the

respondents’ comments and suggestions on the materials designed are described

as follows.


48

1. Description of the Respondents

The respondents of the post design survey were one lecturer of English

Education Study Program of Sanata Dharma University and four English teachers

from different schools. They gave judgments whether the proposed set of

instructional materials is accepted or not. Below is the description of the

respondents of the post design survey.

Table 4.6: Description of the Post-Design Survey Respondents

Sex Education Teaching experience in Respondents F M D3 S1 S2 <1 1-5 5-10 English

teachers

4 - 1 3 - - 3 1

English

Lecturers

1 - - - 1 - - 1

2. Data Presentation of the Result of the Post-Design Survey

In obtaining the feedback from the designed materials, questionnaires

were used as the instruments. In the questionnaire, the respondents gave

evaluation on the designed materials by choosing one of the points of agreements,

ranging from 1-4. The number and degree of agreement are as follows.

1 : if you strongly disagree with the statement

2 : if you disagree with the statement.

3 : if you agree with the statement.

4 : if you strongly agree with the statement.

The data of the descriptive statistics of the respondents’ opinions obtained from

post-survey design are presented in the following table.


49

Table 4.7: Descriptive Data of the Respondents’ Opinions

on the Designed Materials

Central tendency No Respondents’ opinion on N Mn

Program

a. Appropriate with the learning purpose of

English for the fourth grade of

elementary school students.

5

3

1

b. Can support the learning process. 5 3,4

Materials

a. The content given in the materials are

appropriate for the fourth grade of

elementary school students and reliable

as instructional materials.

5

3,2

b. The instructions given in each exercise

are clear.

5 3

2

c. The designed materials matched the

competence standard, basic competence

stated in School Based Curriculum.

5

3

Games

a. The games are interesting for the

students.

5 3,2 3

b. The games are varied enough. 5 3

Technique

a. The use of games as the method can

facilitate and motivate students to learn

English.

5

3,6

4

b. Appropriate to develop the speaking

skill.

5 3,2

N : Total number of the respondents

Mn : Mean


50

3. Respondents’ Comments and Suggestions on the Designed Materials

The writer gained the respondents’ suggestions from the distributed

questionnaires. The feedbacks were helpful in making the final version of the

designed materials. The questionnaires were distributed to four English teachers

from different schools and one English lecturer of English Education Study

Program of Sanata Dharma University. After answering the closed-form

questionnaire, the respondents were asked to give their comments and suggestions

on the designed materials. The comments and suggestions from the respondents

are discussed as follows.

Basically, the respondents agreed that the designed materials were

interesting and effective for the fourth grade students of elementary school. The

respondents said that the writer arranged of the materials effectively, and the

writer was creative in designing the materials. Furthermore the language games

used as the method in teaching-learning activities were interesting and could

motivate the students to learn English and practice their speaking skill. In

addition they also agreed that the games were varied enough to help the students

learn many topics in their English lesson class.

There were also some suggestions that were added by the respondents to

improve the designed materials. In order to make the instructions more clear and

understandable, the respondents suggested that the writer should rewrite the

instruction so that it would be clear that the instruction is given for the teacher,

since this is a supplementary materials and a teacher’s book. They also suggested


51

that the materials were appropriate for the lower grade in elementary school and

with fewer students, so that the learning process would be organized effectively.

In order to improve the spelling and grammar accuracy, the respondents

suggested that the writer should recheck the grammatical errors and spelling

mistakes in the materials designed. Related to the layout, the respondents

suggested that the materials designed should be interesting by font and also

picture.

h. Revising the Designed Materials

The post-designed survey was conducted by the writer to obtain the

evaluation of the designed materials in order to revise and improve the materials

designed. This survey was conducted by distributing questionnaires to four

English teachers from different elementary schools, and only one lecturer of

English Education Study Program of Sanata Dharma University. The respondents

of this survey were asked to evaluate and give comments and suggestions toward

the designed materials. After post-design survey, the writer revised and improved

the designed materials based on the results of the survey.

B. The Discussion on the Findings

This section elaborates the process in making the final version of the

designed materials. In designing the materials, a needs survey called pre-designed

survey was conducted. The writer distributed the questionnaires to the fourth

grade students of SDN Ambarukmo Yogyakarta and conducted an informal


52

interview with the English teacher in SDN Ambarukmo Yogyakarta. The aim of

this survey was to obtain the information about student’s characteristics, lacks,

needs, wants, and also teaching-learning English in SDN Ambarukmo Yogyakarta.

In the next step, the writer set goals, topics and general purposes. The

goals were determined based on the information from the students’ questionnaires

and the interview with English teacher. After that, the writer selected topics

related to the students’ needs, students’ characteristics and the goals. There was a

problem in selecting the topics, since SDN Ambarukmo Yogyakarta did not have

any syllabus. Because of the reason, the writer discussed the problem with the

English teacher, and as the solution, the writer used School Based Curriculum

guideline in selecting the topics. There were ten topics in the School Based

Curriculum guideline, but the writer made it in nine topics called

Greeting/Introduction, Alphabet, Numbers, Things in Classroom, Color, Animal,

My Body, Jobs and Electronic Appliances.

The following step was setting general purposes. The writer stated the

general purposes in the form of basic competence. Next, the writer specified the

learning objectives which were stated as the students’ indicators. After that the

writer listed the subject content, the writer decided to make three parts of

activities in each unit. The three sections were Speak Out Loud, Let Us Play and

Sing it. Those three sections were arranged to help the students in practice their

speaking skill.

After finishing setting general purposes, the next step was developing the

syllabus. The purpose from this step was to develop the syllabus which was


53

appropriate for the fourth grade students of SDN Ambarukmo Yogyakarta. Then,

the writer selected teaching-learning activities to develop and modify the activities

which were appropriate for the fourth grade students. The writer decided to use

35’ to finish one unit, since the designed materials was supplementary, not the

main source for the school, so the writer decided to use one meeting to finish one

unit.

In order to obtain the evaluation of the designed materials, the writer

distributed the questionnaires to obtain respondents’ opinions and suggestions on

the designed materials. The respondents were four English teachers from different

schools and one lecturer of English Education Study Program of Sanata Dharma

University. The writer only chose one lecturer as the respondent but the writer

believed that the lecturer is an expert in design and English for children field.

The respondents’ opinions and suggestions were used as the base to revise

and improve the designed materials. Based on the obtained questionnaires, the

respondents agreed that the designed materials could help the learning process.

Four respondents said that the games used in the designed materials were

interesting and varied. They also said that the use of games as the method can

facilitate and motivate students to learn English. The respondents also agreed that

the designed materials were appropriate to develop the speaking skill.

Furthermore, they said the writer had arranged the materials well and effective.

From the table of data presentation of the questionnaire results, it can be

seen that the scores of the means ranged from 3 to 3.6. Therefore, the writer

concluded that generally the participants agreed with most of the statements in the


54

questionnaires, though the writer still needed to make revisions based on the

respondents’ opinion and suggestions to make the improvement.

Based on one respondent, the instructions were not clear, since the

designed material was a teacher’s book, the writer wrote the instruction as if the

material was a students’ book. Therefore the writer revised and rewrote the

instructions in order to make the instructions was clear for the teacher. The writer

also rechecked spelling mistakes in some sentences in the designed materials. To

make the display interesting, the writer changed the layout, color and font as what

the respondent suggested.

However, there were some suggestions which were not accepted by the

writer. The first suggestion was, the games were not the dominant activities of the

designed where as in fact they should be. The writer thought that the games had

been the dominant activities since it took the most time allocation. Meanwhile the

first and third part, pronunciation practice and sing a song were the warming up

and the closing section. Another suggestion from a respondent was, the materials

will be more creative if the writer designs it for outdoor activities, for example for

the topic “Animal”, the teacher could took the students to visit the zoo. The writer

thought that the activity will not effective since in SDN Ambarukmo Yogyakarta,

the fourth grade students consists of around 40 students, so if the teacher takes the

students to the zoo, she will face the problem in organizing the students, and the

students cannot practice speaking effectively, which it is the aim of this study.


55

C. The Presentation of the Designed Materials

This section presents the answer to the second question in the problem

formulation, what does a set of spoken instructional material using language

games for the fourth grade of SDN Ambarukmo Yogyakarta look like? Therefore,

after some revisions and improvements of the designed materials were conducted,

the writer presented the final version of the designed materials in Appendix E.

The materials design consists of nine units and the time allocation of each unit is

35’, which means one unit is only used in one meeting. Each unit has three parts

of activities, namely, Speak Out Loud, Let us Play and Sing It. The complete

design can be seen in Appendix E.


56

CHAPTER V

CONCLUSIONS AND SUGGESTIONS This chapter consists of two parts, namely conclusions and suggestions.

The first part is conclusions. In the conclusions the writer summarizes answers to

the first and second questions stated in the problem formulation. The second part

is the suggestions which are proposed to the English teachers, especially

elementary school teachers, and further researchers who intend to conduct a

similar study.

A. Conclusions

The aim of this study was to design a set of spoken instructional materials

using language games for the fourth grade students of SDN Ambarukmo

Yogyakarta. As stated in Chapter I, there were two main problems in this study:

(1) How is a set of spoken instructional material using language games for the

fourth grade students of SDN Ambarukmo Yogyakarta designed? (2) What does a

set of spoken instructional material using language games for the fourth grade of

SDN Ambarukmo Yogyakarta look like?

In order to answer the first question, the writer conducted the eight steps of

the instructional design which were adapted from Kemp’s and Yalden’s

instructional design models since it includes the importance of needs survey to

obtain as much information as possible in any given situation about learners

needs. The steps were conducting needs survey, setting goals, topics, and general


57

purposes, specifying the learning objectives, listing the subject content, selecting

teaching learning activities, evaluating, and revising the designed materials.

In order to answer the second question, the writer presented the final

version of the designed materials which consists of eight units. The units of the

designed materials are as follows.

Unit 1: Greeting/Introduction (Hello, how are you?)

Unit 2: Alphabet (say A, B, C)

Unit 3: Number (Let’s Count)

Unit 4: Things in Classroom (May I borrow your pen?)

Unit 5: Color (I like blue, what about you?)

Unit 6: Animal (Let’s go to the zoo!)

Unit 7: My Body (Head, Shoulders, Knees and Toes)

Unit 8: Jobs (What do you want to be?)

Unit 9: Electronic appliance (Turn off the lamp, please!)

Each unit of the designed materials consists of three sections, namely

Speak Out Loud, Let Us Play, and Sing it. The whole designed material can be

seen in Appendix E.

There were two surveys conducted in this study. The first survey (needs

survey) was conducted to obtain information about learners’ needs by distributing

questionnaires to the fourth grade students of SDN Ambarukmo Yogyakarta and

conducting an informal interview with the English teacher. The second survey

was done to gain feedback on the designed materials. The writer received


58

feedback, comments and suggestions to improve the designed materials from the

questionnaire which was distributed to the chosen respondents.

The conclusion of the evaluation from the respondents’ opinions showed

that the average means was 3.1 in a four point scale of agreement. This means that

the designed materials were good and acceptable to be applied for teaching

English to the fourth grade students of SDN Ambarukmo Yogyakarta. The writer

concluded that, in general, the respondents agreed with the statements presented in

the questionnaires, but some revisions should be done to improve the designed

materials.

B. Suggestions

Based on the conclusions above, the writer would like to give some

suggestions for the English teachers who are willing to apply the designed

materials and for the future researchers who intend to conduct a similar study.

1. For the English Teachers

The writer offers some suggestions for the teachers who intend to apply

the designed materials. The use of language games for speaking might be

considered as a useful method to guide students to practice speaking skill in

enjoyable situation. It is suggested that the materials is applied to teach the fourth

grade students of SDN Ambarukmo Yogyakarta. The teacher should encourage

students to be active participants in speaking class. However, the teachers’

creativity in developing and presenting the materials are important to make the

learning speaking skill enjoyable.


59

2. For the Future Researchers

The writer offers some suggestions for the further researchers who intend

to conduct a similar study. In this study, the writer does not have opportunity to

apply the designed materials. Therefore, it is suggested that the future researchers,

who intend to use these materials, apply the designed materials to teach the fourth

grade students of SDN Ambarukmo Yogyakarta. It is expected that the further

researchers to be able to improve the variety both in skills and in learning

activities and evaluate the implementation of the designed materials in order to

know the weaknesses.


60

REFERENCES

Ary, D., Jacobs, L., Razavieh, A. 1990. Introduction to Research in Education. New York: Holt, Rinehsrt and Winston, Inc.

Brewster, J., Ellis, G., Gerard, D. 2002. The Primary English Teacher’s Guide.

England: Pearson Education Limited Bright, J. A. and McGregor, G. P. 1970. Teaching English as a Second Language.

London: Longman Group LTD. Chandrasegaran, A. 1981. Problems of Learning English as a Second Language.

Singapore: Singapore University Press. Coady, J. and Huckin, T. 1997. Second Language Vocabulary Acquisition. UK:

Cambridge University Press. Dörnyei, Z. 2001. Motivational Strategies in the Language Classroom. New

York: Cambridge University Press. I.S.P. Nation. 1990. Teaching and Learning Vocabulary. Boston: Heinle and

Heinle Publishers. Kemp, J. E. 1977. Instructional Material Design. Belmont: Fearon Pitman

Publisher, Inc. Lado, R. 1964. Language Teaching a Scientific Approach. USA: Mc. Graw – Hill

Inc. Larsen, D. 2000. Techniques and Principles in Language Teaching. New York:

Oxford University Press. Lewis, G. and Günther, B. 1999. Games for Children. New York: Oxford

University Press. Reilly, V. and Sheila, M.W. 1997. Very Young Learners. New York: Oxford

University Press. Borg, W. R. and Gall, M. D. 1983. Educational Research. An Introduction. New

York: Longman, Inc. Wijasurya, B. and Hyancinth, G. 1992. Teaching and Learning English in

Challenging Situations. Malaysia: Malaysian English Language Teaching Association.


61

Wright, A., Betteridge, D., Buckby, M. 1979. Games for Language Learning. UK:

Cambridge University Press. Yalden, J. 1987. The Communicative Syllabus: Evolution, Design and

Implementation. London: Prentice-Hall International Ltd. ______________. 2006. Panduan Kurikulum Tingkat Satuan Pendidikan (KTSP)

SD/MI. Jakarta: BP. Dharma Bhakti


APPENDICES


62

Appendix A

Permission Letter


63


Appendix B

List of Questions for Questionnaire

of Pre-Design


63

KUESIONER UNTUK SISWA KELAS IV SDN AMBARUKMO

Nama :

Jenis Kelamin :

BERILAH TANDA SILANG (X) PADA SALAH SATU JAWABAN YANG

TERSEDIA DI BAWAH INI.

1. Menurut saya bahasa Inggris adalah pelajaran yang mudah dan

menyenangkan.

a. Ya b. Tidak

2. Saya mengalami kesulitan dalam mengucapkan kata-kata dalam bahasa

Inggris.

a. Ya b. Tidak

3. Saya mengalami kesulitan dalam membuat kalimat dalam bahasa Inggris.

a. Ya b. Tidak

4. Saya takut berbicara menggunakan bahasa Inggris dalam kelas karena takut

salah.

a. Ya b. Tidak

5. Saya sering merasa bosan belajar bahasa Inggris dalam kelas.

a. Ya b. Tidak

6. Saya senang belajar bahasa Inggris lewat permainan

a. Ya b. Tidak


64

7. Saya lebih senang mengerjakan tugas bahasa Inggris dalam kelompok

daripada mengerjakan sendiri.

a. Ya b. Tidak

8. Saya memiliki fasilitas lain (permainan, buku cerita dalam bahasa Inggris)

untuk membantu saya belajar bahasa Inggris di rumah.

a. ya b. Tidak

9. Saya mengikuti kursus bahasa Inggris di luar sekolah.

a. Ya b. Tidak

10. Keluarga saya (Ayah, Ibu, Kakak, dll) membantu saya belajar bahasa inggris

di rumah.

a. Ya b. Tidak

Terima kasih


Appendix C

List of Questions for Questionnaire

of Post-Design


65

KUESIONER UNTUK GURU BAHASA INGGRIS

Sebagai responden dari penelitian ini, Anda diharapkan mengevaluasi

materi pengajaran yang terlampir.

Data responden

Nama : …………………………………….

Jenis kelamin : laki-laki

perempuan

Pendidikan terakhir : Diploma (D1, D2, D3) S2

S1 S3

Pengalaman mengajar : ………………. tahun

Anda diminta untuk menilai dengan cara memberikan tanda √ pada kolom

yang tersedia. Kemudian pada bagian kedua, tulislah pendapat dan saran Anda.

1 : sangat tidak setuju

2 : tidak setuju

3 : setuju

4 : sangat setuju

No. Pendapat Anda tentang 1 2 3 4

Program

a. Sesuai dengan tujuan pembelajaran

Bahasa Ingrris untuk siswa kelas 4

sekolah dasar.

1.

b. Dapat mendukung proses pembelajaran

2. Materi

a. Isi dari materi sudah sesuai untuk siswa

kelas 4 sekolah dasar dan dapat dipercaya

sebagai bahan mengajar.


66

b. Instruksi yang diberikan pada setiap

latihan sudah jelas.

c. Sesuai dengan standar kompetensi,

kompetensi dasar dalam kurikulum

KTSP.

Permainan

a. Permainan yang digunakan sudah

menarik untuk siswa.

3.

b. Permainan yang digunakan sudah

variatif.

Teknik

a. Penggunaan permainan sebagai metode

pembelajaran dapat membantu dan

memotivasi siswa dalam belajar bahasa

Inggris.

4.

b. Sesuai untuk mengembangkan

keterampilan berbicara.

5. Secara umum bagaimanakah pendapat Anda tentang penyusunan materi

mengajar ini?

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

6. Dimana letak kekurangan dari penyusunan materi mengajar ini?

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

……………………


67

7. Apa saran dan kritik Anda untuk penyusunan materi mengajar ini?

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

……………………

☺ Terima kasih ☺


68

QUESTIONNAIRE FOR ENGLISH LECTURER

As a respondent of this research, you are expected to state your evaluation

toward the designed instructional materials, which are enclosed with the

questionnaire.

Respondent’s identity

Name : …………………………………………..

Sex : male

female

Educational background : Diploma (D1, D2, D3) S2

S1 S3

Teaching experiences : ……………… years

You are expected to choose one of the opinions by give a tick (√), which

indicates your degree of agreement. The number and the degree of agreement can

be categorized as follows:

1 : if you strongly disagree with the statement

2 : if you disagree with the statement.

3 : if you agree with the statement.

4 : if you strongly agree with the statement.

Degree of Agreement No The lecture’s evaluation on…

1 2 3 4

1.

Program

a. Appropriate with the learning purpose of

English for the fourth grade of elementary

school students.


69

b. Can support the learning process.

Materials

a. The content given in the materials are

appropriate for the fourth grade of elementary

school students and reliable as instructional

materials.

b. The instructions given in each exercise are clear.

2.

c. The designed materials matched the

competence standard, basic competence stated

in School Based Curriculum.

Games

a. The games are interesting for the students.

3.

b. The games are varied enough.

Technique

a. The use of games as the method can facilitate

and motivate students to learn English.

4.

b. Appropriate to develop the speaking skill.

5. Generally, what is your opinion about the designed instructional materials?

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

6. What are the weaknesses of the designed materials?

…………………………………………………………………………………

…………………………………………………………………………………


70

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

7. What are your suggestions or criticism for the designed materials?

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………..

☺ Thank you ☺


Appendix D

Syllabus and

Lesson Plan


71

SYLLABUS

Competence Standard

To communicate using English in school context.

Evaluation Basic competence Topic Learning experience Indicator

Task Form

Time

allocation

Source/media

To produce

expressions and

words used for

greeting,

introduction and

partings.

(Hello, how

are you?

(Greeting/

introduction)

• Pronounce the expressions

and words used for greeting

and introduction (Lead in).

• Introduce a friend who sits

on the left/right (Main

activity).

• Sing “What’s your name?”

song. (Closing)

• Pronounce the expression

and words used for

greeting and introduction

correctly.

• Use the vocabulary related

to greeting/introduction in

playing game “Zip Zap”.

• Produce the expression

and words used for

greeting and introduction.


• Move according to the

song rhythm.

Individual Playing

games

35’ Games for

children/ -

• To produce

expressions and

words used for

Say A, B,

C!

(Alphabet)

• Pronounce the alphabets

(Lead in).


• Pronounce the alphabet

correctly.

Individual Playing

games

35’ Games for

children/

Small ball, a


72


Task Form

Time

allocation

Source/media

greeting,

introduction and

partings.

• To communicate

in English

alphabet context

and pronounce

the alphabet.

• Throw the ball and say A,

B, C (Main activity).

• Sing “ABC song”.

(Closing).

• Use the English alphabet

in playing “First to say Z!”

game.

• Mention alphabet

correctly.


song rhythm.

scoreboard.

• To pronounce

numbers 13-100.

• To communicate

about

asking/giving

service

acceptably that

contains

expression of:

asking help,

asking/giving

things.

Let’s

Count!

(Numbers)

• Pronounce numbers (Lead

in).

• Throw the beans to the egg

carton and count (Main

activity).

• Sing “Let’s count from 1 to

20” song (Closing)

• Pronounce numbers 13-

100 correctly

• Use numbers in English in

playing “Bean Toss”

game.

• Mention numbers 13-100

correctly.


used for asking/giving

things


song rhythm.

Individual Playing

games

35’ Games for

children/

Beans, egg

cartons, bean

bags, paper plates


73


Task Form

Time

allocation

Source/media

• To identify and

pronounce the

name of things

in classroom

• To communicate

about asking/

giving

information that

contains

expressions of:

asking/giving

permission

(agree, deny,

asking

explanation).

May I

borrow your

pen?

(Things in

classroom)

• Pronounce the names of

things in classroom (Lead

in).

• Matching cards about things

in classroom (Main

activity).

• Sing “names chant’ song.

(Closing)


things in classroom

correctly.


to the topic in playing

“Memory” game.

• Mention the names of

things in classroom

correctly.


and words used for

asking/giving permission.


song rhythm.

Individual Playing

games

35’ Games for

children/

One set of

pictures cards per

group with at least

ten pictures pairs,

small cards,

magazines,

children glue,

scissors.

• To mention

colors.

• To identify and

pronounce

colors.

I like blue,

what about

you?

(Colors)

• Pronounce colors (Lead in).

• Choose the color asked by

the teacher (Main activity).

• Pronounce each color

correctly.


to the topic (colors) in

playing “Feed the Mouse”

Individual Playing

games

35’ Games for

children/

Mouse hand

puppet, thick

paper, colored


74


Task Form

Time

allocation

Source/media

• Sing “color song’ (Closing).

game.

• Mention colors correctly.


song rhythm.

pens, scissors.

• To identify

animals name

• To pronounce

animals name

• To pronounce

singular and

plural nouns

using this is, that

is, there are and

those are.

Let’s go to

the zoo!

(Animal)


animals (Lead in).

• Imitate the sounds of

animals (Main activity)

• Sing “Old Macdonald had a

farm” song (Closing).


each animals correctly

• Mention names of each

animals correctly


to the topic (animal) in

playing “Animal noises”

game.

• Produce the singular/plural

nouns using this is, that is,

there are and those are.


song rhythm.

Individual Playing

games

35’ Games for

children/

Post-it stickers

with pictures or

written name of

animals.

• To communicate

• Identify each

part of body

Head,

Shoulders,

Knees and


parts of the body ( Lead in)

• Take the right picture of


parts of the body correctly


Individual Playing

games

35’ Games for

children/

Paper, colored


75


Task Form

Time

allocation

Source/media

• Pronounce the

names of body

parts

Toes

(My body)

body parts asked by the

teacher, and ‘reconstruct’ a

whole person. (Main

activity).

• Sing “Head, Shoulders,

Knees and Toes” song

(Closing).

to the topic (my body) in

playing “Body Fishing”

game.

• Mention names of each

past of body correctly


song rhythm.

pens, scissors,

straws.

• Produce

expressions and

words about jobs

• To communicate

about jobs

What do you

want to be?

(Jobs)


jobs (Lead in).

• Mention the name of job on

the card (Main activity).

• Sing “jobs chant” song

(Closing).


jobs correctly.


to the topic (Jobs) in

playing “vocabulary

scramble” game.

• Produce expressions to

communicate about jobs.

• Mention the names of jobs

correctly.


song rhythm.

Individual Playing

games

35’ Games for

children/

One set picture

cards about jobs.


76


Task Form

Time

allocation

Source/media

• To identify and

pronounce the

names of

electronic

appliances

• To communicate

about

asking/giving

information that

contains

expression of

giving

instruction.

Turn off the

lamp,

please!

(Electronic

appliances)


electronic appliance (Lead

in).

• Guessing the name of

electronic appliance on the

card (Main activity).

• Sing “things chant” song

(Closing).


electronic appliance

correctly.

• Mention the names of

electronic appliance

correctly.


to the topic (electronic

appliance) in playing

“What’s that card?” game.

• Produce expressions of

giving instructions.


song rhythm.

Individual Playing

games

35’ Games for

children/

10-12 cards per

group of

electronic

appliance


77

LESSON PLAN

A SET OF SPOKEN ISNTRUCTIONAL MATERIALS

FOR THE FOURTH GRADE STUDENTS OF SDN Ambarukmo

YOGYAKARTA

UNIT 1

HELLO. HOW ARE YOU?

School : SDN Ambarukmo

Subject : English

Grade : IV

Competence standard : to communicate using English in school context

Basic competence : produce expressions and words used for greeting and

introduction

Indicators : - pronounce the expression and words used for greeting

and introduction correctly.

- mention the expression and words used for greeting and

introduction.

- respond to the greeting

- use the vocabulary related to greeting/introduction in

playing game “Zip Zap”.

- produce the expression and words used for greeting and

introduction.

- move according to the song rhythm.

Skill : speaking

Time allocation : 35 minutes

A. Learning Objectives

At the end of the lesson the students are expected to be able to:


78

- pronounce the expression and words used for greeting and introduction

correctly.

- mention the expression and words used for greeting and introduction.


- use the vocabulary related to greeting/introduction in playing game “Zip

Zap”

- produce the expression and words used for greeting and introduction.


B. Learning materials

a. greeting

b. introduction

C. Learning methods: pronouncing the vocabulary, game, song.

D. Learning experiences

No. Learning experiences time

1 Lead-in

1. The teacher comes to the class and says many kinds of

greeting and listens to how the students respond to the

greetings.

2. The teacher introduces the topic will be learnt.

3. The teacher reads the list of vocabulary related to greeting and

introduction followed by the students.

10’

2 Main activities

1. The teacher asks the students to say how to greet and introduce

in English.

2. The teacher introduces the “Zip-Zap” game and rules of the

game.

20’

3. Closing

1. The teacher reviews the lesson.

2. The teacher asks the students if there is any difficulty.

3. Sing together “What’s your name?” song with the students.

5’


79

E. Materials

1. Words and expressions related to the topic.

2. Communicative activities

Games “Zip-Zap”

F. Evaluation

1. Learners’ participation in class.

2. Learners’ abilities in performing game.

G. Media

-

H. Sources

Lewis, G. and Günther, B 1999. Games for Children. New York: Oxford

University Press.

Matt, R. 2008. Dream English. English Songs for Kids.

(http: www.dreamenglish.com, accessed on October 10, 2009)


80

LESSON PLAN

UNIT II

SAY A, B, C!


Subject : English

Grade : IV


Basic competence : pronounce and mention alphabets correctly.

Indicators : - respond to the greeting.

- pronounce the alphabet correctly.

- use the English alphabet in playing “First to say Z!”

game.

- mention alphabet correctly.


Skill : speaking


A. Learning objectives


- respond to the greeting.


- use the English alphabet in playing “First to say Z!” game.



B. Learning material : alphabet

C. Learning methods: pronouncing vocabulary, game, song.

C. Learning experiences


1.

Lead in

1. The teacher greets the students.

2. the teacher introduces the topic will be learnt.

10’


81


3. The teacher reads aloud the vocabulary list followed by

the students.

2. Main activity

1. The teacher asks the students to mention alphabet.

2. The teacher introduces the “First to say Z” game and the

rules of game.

20’

3. Closing

1. The teacher reviews the lesson and asks if there is any

difficulty.

2. Sing “ABC song”.

5’

E. Materials

1. Words and expressions related to the topic

2. Communicative activities

Game “First to say Z”

F. Evaluation



G. Media

A small ball and a scoreboard.

H. Sources

Lewis, G and Günther, B. 1999. Games for Children. New York: Oxford

University Press.




82

LESSON PLAN

UNIT III

LET’S COUNT!


Subject : English

Grade : IV


Basic competence : pronounce and mention number correctly.

Indicators : - pronounce numbers 13-100 correctly

- use numbers in English in playing “Bean Toss” game.

- mention numbers 13-100 correctly.

- produce the expression used for asking/giving things.


Skill : speaking




- pronounce numbers 13-100 correctly





B. Learning material: number




1.

Lead-in



3. The teacher reads aloud the vocabulary list followed by the

10’


83


students.

2. Main activity

1. The teacher asks the students to mention numbers.

2. The teacher introduces the “Bean Toss” game and the rules

of game.

20’

3. Closing


difficulty.

2. Sing “ Let’s count 1 to 20” song.

5’

E. Materials


2. Communicative activities.

Games “Bean Toss”

F. Evaluation

1. Learners’ participation in class

2. Learners’ abilities in performing games

G. Media

Beans, egg carton, bean bags, paper plates.

H. Sources


University Press.




84

LESSON PLAN

UNIT IV

MAY I BORROW YOUR PEN?


Subject : English

Grade : IV


Basic competence : pronounce and mention body parts correctly.

Indicators : - pronounce the names of things in classroom correctly.

- use the vocabulary related to the topic in playing

“Memory” game.

- mention the names of things in classroom correctly.

- produce the expression and words used for

asking/giving permission.


Skill : speaking

Time allocation : 35’



- pronounce the names of things in classroom correctly.

- use the vocabulary related to the topic in playing “Memory” game.


- produce the expression and words used for asking/giving permission.


B. Learning material: body parts.

C. Learning method: pronouncing vocabulary, game, song.


85



1. Lead-in




students.

10’

2. Main activity

1. The teacher asks the students to mention body parts.

2. The teacher introduces the “Memory” game and the rules of

game.

20’

3. Closing


difficulty.

2. Sing “names chant” song.

5’

E. Materials



Games “Memory”

F. Evaluation



G. Media

One set of pictures cards per group with at least ten pictures pairs, small

cards, magazines, children’s glue, and scissors.

H. Sources

Lewis, G. and Günther, B. 1999. Games for Children. New York: Oxford

University Press.




86

LESSON PLAN

UNIT V

I LIKE BLUE, WHAT ABOUT YOU?


Subject : English

Grade : IV


Basic competence : pronounce and mention color correctly.

Indicators : - pronounce each color correctly.

- use the vocabulary related to the topic (colors) in playing

“Feed the Mouse” game.

- mention colors correctly.


Skill : speaking




- pronounce each color correctly.

- use the vocabulary related to the topic (colors) in playing “Feed the

Mouse” game.



B. Learning material: color

C. Learning methods: pronouncing vocabulary, game, song



1.

Lead-in




2’


87


students.

2. Main activity

1. The teacher asks the students to mention colors.

2. The teacher introduces the “Feed the Mouse” game and the

rules of game.

23’

3. Closing


difficulty.

2. Sing “ Color Song”

10’

E. Materials



Games “Feed the Mouse”

F. Evaluation



G. Media

Mouse hand puppet, thick paper, colored pens and scissors.

H. Sources


University Press.




88

LESSON PLAN

UNIT VI

LET’S GO TO THE ZOO1


Subject : English

Grade : IV


Basic competence : pronounce and mention animal correctly.

Indicators : - pronounce the names of each animal correctly

- mention names of each animal correctly

- use the vocabulary related to the topic (animal) in playing

“Animal noises” game.

- produce the singular/plural nouns using this is, that is,

there are and those are.


Skill : speaking




- pronounce the names of each animal correctly


- use the vocabulary related to the topic (animal) in playing “Animal

noises” game.

- produce the singular/plural nouns using this is, that is, there are and those

are.


B. Learning material: animal.



89

D. Learning Experience


1. Lead-in




students.

2’

2. Main activity

1. The teacher asks the students to mention colors.

2. The teacher introduces the “Animal noises” game and the

rules of games.

23’

3. Closing


difficulty.

2. Sing “Old Macdonald had a farm” song.

10’

E. Materials



Games “animal noises”

F. Evaluation



G. Media

Post-it stickers with pictures or written name of animals.

H. Sources


University Press.




90

LESSON PLAN

UNIT VII

HEAD, SHOULDERS, KNEES AND TOES


Subject : English

Grade : IV


Basic competence : pronounce and mention body parts correctly.

Indicators : - pronounce the names of parts of the body correctly

- use the vocabulary telated to the topic (my body) in

playing “Body Fishing” game.

- mention names of each past of body correctly


Skill : speaking




- pronounce the names of parts of the body correctly

- use the vocabulary telated to the topic (my body) in playing “Body

Fishing” game.



B. Learning material: body parts.




1.

Lead-in



2’


91



students.

2. Main activity


2. The teacher introduces the game “Body Fishing” and the

rules of games.

23’

3. Closing


difficulty.

2. Sing “Head, Shoulder, Knees and Toes” song.

10’

E. Materials



Games “Body Fishing”

F. Evaluation



G. Media

Paper, colored pens, scissors and straws.

H. Sources


University Press.




92

LESSON PLAN

UNIT VIII

WHAT DO YOU WANT TO BE?

School : SDN Ambarukmo Subject : English Grade : IV Competence standard : to communicate using English in school context Basic competence : pronounce and mention the names of jobs correctly. Indicators : - pronounce the names of jobs correctly.

- use the vocabulary related to the topic (Jobs) in playing “vocabulary scramble” game.

- produce expressions to communicate about jobs.

- mention the names of jobs correctly.


Skill : speaking

Time allocation : 35minutes


At the end of the lesson the students are expected to be able to: - pronounce the names of jobs correctly.

- use the vocabulary related to the topic (Jobs) in playing “vocabulary scramble” game.

- produce expressions to communicate about jobs. - mention the names of jobs correctly. - move according to the song rhythm.

B. Learning material: jobs C. Learning methods: pronouncing vocabulary, game, song D. Learning experiences


1. Lead-in


2’


93



students.

2. Main activity


2. The teacher introduces the “Vocabulary Scramble” game and

the rules of game.

23’

3. Closing


difficulty.

2. Sing “jobs chant” song.

10’

E. Materials



Games “Vocabulary Scramble”

F. Evaluation



G. Media

One set picture cards about jobs.

H. Sources


University Press.





94

LESSON PLAN

UNIT IX

TURN OFF THE LAMP,PLEASE.


Subject : English

Grade : IV


Basic competence : pronounce and mention electronic appliance correctly.

Indicators : - pronounce the names of electronic appliance correctly.

- mention the names of electronic appliance correctly.

- use the vocabulary related to the topic (electronic

appliance) in playing “What’s that card?” game.

- produce expressions of giving instructions.


Skill : speaking

Time allocation : 35minutes



- pronounce the names of electronic appliance correctly.


- use the vocabulary related to the topic (electronic appliance) in playing




B. Learning material: electronic appliance



95



1. Lead-in




students.

2’

2. Main activity


2. The teacher introduces the “What’s the card” game and the

rules of game.

23’

3. Closing


difficulty.

2. Sing “things chant” song.

10’

E. Materials



Games “Vocabulary Scramble”

F. Evaluation

1. Learners’ participation in class

2. Learners’ abilities in performing game

G. Media

10-12 cards per group of electronic appliance.

H. Sources


University Press.




Appendix E

Material Presentation


1

A teacher’s book

Spoken Instructional Materials Using Language Games for the Fourth Grade Students of SDN

Ambarukmo Yogyakarta

Compiled by: Intan Harapani


2

Foreword

English becomes so important today, its role as the

global communication demands us to be able to speak

English well. Based on this condition, English is

included in the curriculum started from the elementary

school even the kindergarten as a hope it can help the

children master English early. Unfortunately not all

children have motivation to learn foreign language and it

becomes the teacher responsibility to choose the methods

to make a good ‘atmosphere’ in teaching learning

activity. Since the children love to play, the writer

chooses language games as the method to help the students

learn English. This supplementary material can be used by

the teacher to create a good atmosphere in class and for

those who consider English as a difficult subject will

enjoy their learning experience.


3

Spoken English for the Fourth Grade of

Students of SDN Ambarukmo Yogyakarta

I. Description of the Course This course is designed for teaching speaking

for the fourth grade of elementary school. This

course is a supplementary material which uses

language games in order to help the students learn

English in good atmosphere. There are nine topics

selected namely:

1. Greeting/ Introduction 2. Alphabet 3. Number 4. Things in classroom 5. Color 6. Animal 7. My body 8. Jobs 9. Electronic appliance

Each unit consists of three sections, namely:

1. Speak out loud This section provides important vocabulary

related to the topic. The students repeat every

word the teacher pronounces.

2. Let us play In this section the students learn through

games. It helps the students to get familiar

with the vocabulary related to the topic. Games

give the students opportunity to speak, jump,

run, etc.

3. Sing it This section is the closing section of the

meeting. The students sing the song related to

the topic.


4

II. Teaching Learning Types 1. Pronunciation practice. 2. Communicative activities in the form of games. 3. Pronounce exercise through songs.

III. Contact Hours This course is for nine meetings and each

meeting is for 35 minutes.

IV. Evaluation The evaluation will be based on:

1. Learners’ participation in class. 2. Learners’ participation in performing games.

V. References Lewis, Gordon and Bedson Günther. 1999. Games for

Children. New York: Oxford University Press.




5

UNIT I

Hello, how are you?

At the end of the lesson, the students are expected to be able to: - pronounce the expression and words used for greeting and

introduction correctly.

- mention the expression and words used for greeting and introduction.


- use the vocabulary related to greeting/introduction in playing game

“Zip Zap”

- produce the expression and words used for greeting and introduction.



6

1. Speak out loud! Teacher reads the following vocabulary, then asks

the students to repeat.

Hello

Hi

Good bye

Bye bye

Good morning

Good afternoon

Good evening

Good night

How are you?

Fine

Good

My name is

What is your name?

How old are you?

Where do you live?

I live….

It’s nice to meet you

2. Let us play! Zip-zap!

Game type : movement game

Aims : language: What’s your name? His/her name is …..

Time : 20 minutes

Procedure :

1. The children sit on chairs in a circle. There are no empty chairs.

2. Stand in the middle. Point to a child and say either Zip! Or

Zap!

3. When you say Zip! The child you are pointing to say the name

of the child sitting to his or her left, for example, Her name is

Jane.


7

When you say Zap! The child you are pointing to say the

name of the child sitting to his or her right

4. Once the children get used to the game, keep the pace fast.

After a while, instead of pointing to a child, cal Zip-Zap! Now

all the children stand up and run to a different chair.

5. The children quickly find out the names of their new

neighbors. Check that the children ask each other in English.

Allow only a short time for this. Then point again and say Zip!

Or Zap!

6. After three or four rounds, call Zip-Zap! And sit down on a free

chair too. This leaves one child without a chair. He or she

takes over your role by pointing and saying Zip!, Zap! Or Zip-

Zap!

Variation 1 : Instead of pointing, throw a small soft ball.

Variation2 : Instead of using the terms Zip! And Zap! Say Left or

Right or ask questions, for example, Who’s on your

left?

3. Sing It! Teacher asks the students to listen to the song from the CD,

and then asks them to sing the song together.

What’s your name? What's your name?

What's your name?

What's your name?

What's your name?

My Name is ____

My Name is ____

My Name is ____

Nice to meet you!


8

UNIT II

Say A, B, C!

At the end of the lesson the students are expected to be

able to:

- respond to the greeting.


- use the English alphabet in playing “First to say Z!” game.




9

1. Speak Out Loud! Teacher reads the following vocabulary, then asks


Source: http: // www. images.google.co.id


10

2. Let us play! First to say Z!

Aims : language: the alphabet

Group size : 4 – 12

Time : 20 minutes

Materials : a small, soft ball; a scoreboard.

Description : the object of the game is to be the first to say the letter

Z. The children should have a firm knowledge of the

alphabet.

Procedure :

1. The children sit in a circle. The first child holds the ball and starts the

first round. A child may say one, two, or maximum three letters of

the alphabet before passing the ball to the next child. For example,

Child 1 says ABC, child 2 says D, child 3 says EFG, Child 4 says HI.

2. The child who says the letter Z wins the round and gets a point. He or

she then starts a new round. The game continues until a child has

three points.

3. Sing it! Teacher asks the students to listen to the song from

the CD, and then asks them to sing the song

together.

ABC Song

A,,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S,T,U,V,W,X,Y,Z

Sing, sing I can sing, sing, sing I can sing

sing, sing, I can sing ABC!


11

Unit III

Let us count!

At the end of the lesson the students are expected to

be able to:

- pronounce numbers 13-100 correctly






12



Thirteen

Fourteen

Fifteen

Twenty

Thirty

Forty

Fifty

Fifty five

Sixty

Seventy

Eighty

Ninety

One hundred

2. Let Us Play! Bean toss


Aims : language: revising numbers

Group size : 4-8

Time : 20 minutes

Materials : beans; egg cartons; bean bags.

Preparation : prepare an egg carton by writing the numbers 1-6,

1-10, or 1-12, depending on the size of the cartons

and the children’s knowledge of numbers, in each

hole. Place the egg carton at one end of the

room.


13

Procedure :

1. Show the children how to throw the beans into the egg carton.

The distance to the target will depend on the size and

throwing abilities of the children. The number of beans should

be the same as the highest number in the egg carton.

2. In turn, the children throw the beans, one by one, into the

target. Keep the pace fast, so there are no long waits.

3. Once children have thrown all their beans, they count out the

number of beans in the right hole. For example, if a child gets

five beans into the egg carton, he or she puts them in the hole

with the number five. Check that this is right. The children then

collect all the beans and give them to the next child.

4. Make the game competitive by awarding a point for each

bean which lands in a hole.

5. Make the game to work in pairs. Practice to use the expression

of asking and giving things. Ask the students to use the question

“Can you throw six beans?” another student have to throw the

beans as what his/her friend ask him/her.

6. This game also can be played on a much larger scale with balls

and buckets or bean bags and paper plates.

3. Sing It! Teacher asks the students to listen to the song from


together.

Let’s Count from 1 to 20

Ok everybody, we’re going to count from 1 to 20 with some

actions! Here we go!

From 1 to 5, let’s clap our hands: 1, 2, 3, 4, 5

Great job!


14

From 6 to 10, let’s wave our hands: 6,7,8,9,10

From 11-15, let’s march in place, big steps, here we go!

Wow, that was great

From 16-20 let’s dance! Here we go! 16,17,18,19,20

Ok that was great, now can you do it all at once? Yes? Here

we go one to 20

1,2,3,4,5

Now wave your hands 6,7,8,9,10

Great, 11-15 march! 11,12,13,14,15

Last one, let’s dance, 16,17,18,19,20

Great job, ok now I am going to play a little guitar for you

and we are going to go from 1-20 lets count! 1-20

Yay

I did it!


15

UNIT IV

May I borrow your pen?


be able to: - pronounce the names of things in classroom correctly.

- use the vocabulary related to the topic in playing “Memory” game.


- produce the expression and words used for asking/giving permission.



16



Blackboard

Cupboard

Chalk

Rubber

Map

Picture

Globe

Desk

Chair

Book

Ruler

Calendar

2. Let us play! Memory

Game Type : Card game

Aims : Language: things in classroom, is this…? Yes, it

is/No, it is not.

Group size : 6-8

Time : 20 minutes

Materials : one set of pictures cards per group with at least ten

pictures pairs (20 cards in all); small cards;

magazines; children’s glue and scissors (if the

children are to make the cards).

Preparation : children like making their own cards. If you choose

this option, they should make their cards in a

previous lesson. They can either draw pictures on

index cards or cut out pictures from magazines.


17

Procedure :

1. Introduce the vocabulary on the cards before playing the game.

2. Shuffle the cards and place them face down in a grid form. For

example, if you have 20 cards, place five cards across and four

cards down.

3. Child 1 turns two cards face up and say, for example, This is a (ruler)

and This is a (blackboard).

4. If the two cards match, the child can keep the pair and have

another turn.

5. If the cards do not match, the child puts the cards face down

again and the next child turns over two cards.

6. The child who collects the most pairs wins.

7. Ask the students to practice speaking (asking/giving permission and

asking explanation) in pairs. Child 1 ask “May I borrow your (pen)?

Then ask “What is it for?” Child 2 answer, “A pen is for writing”. The

teacher should already tell the students each function from all the

things in the cards.



together.

Things chant This is a blackboard

This is a book

This is a chair

This is a desk


18

This is a chalk

This is a map

This is a rubber

Touch your nose

Touch your ear

This is a ruler

This is a window

This is a globe

This is white board

This is calendar

This is pen

This is pencil

This is picture

Say ok

I did it Great job


19

UNIT v

I like blue, what about you?


be able to:

- pronounce each color correctly.

- use the vocabulary related to the topic (colors) in

playing “Feed the Mouse” game.




20



White

Red

Black

Blue

Green

Yellow

Brown

Purple

Orange

2. Let us play! Feed the mouse


Aims : language: calling out colors.

Group size : 4-10

Time : 23 minutes

Materials : mouse hand puppet; thick paper; colored pens; scissors.

Preparation : with the children prepare small triangles of ‘cheese’ of various

colors, using thick paper, colored pens and scissors.

Procedure :

1. Show the children the mouse hand puppet, which you keep on your hand

throughout the game.

2. Throw the pieces of cheese into the air, one at a time, calling out the color.


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3. The children try to catch the cheese. To avoid skirmish, only two or

three children may try to catch each piece of cheese. A child who

has caught a piece of cheese then feeds the mouse, by putting

the cheese into its mouth.

4. After two rounds, the children call out the colors of the

cheese.

5. Once the children know the colors, they can, in turn, take over the

role of teacher and throw the cheese.

Variation 1 : Throw two or more different colored pieces of cheese in

the air. The children call out the color of the cheese

they catch.



together.

Color Song

Orange, I like orange

Orange, I like orange

I can see orange

Where is orange?

Pink, I like pink

Pink, I like pink

Pink, I can see pink

Where is pink?

Purple, I like purple

Purple, I like purple

Purple, I can see purple

Where is purple?

Black, I like black

Black, I like black

Black, I can see black

Where is black?


22

UNIT VI

Let’s go to the zoo!


be able to:

- pronounce the names of each animal correctly


- use the vocabulary related to the topic (animal) in playing “Animal noises” game.

- produce the singular/plural nouns using this is, that is, there are and those are.



23


the students to repeat. Cow

Sheep

Chicken

Dog

Cat

Horse

Duck

Lion

Tiger

Elephant

Giraffe

Bear

Snake

Crocodile

2. Let us play!

Animal Noises Game type : Role-Play and guessing game

Aims : language: animal names

Group size : 6-12

Time : 23 minutes

Materials : post-it stickers (or paper with sticky tape or safety

pins) with pictures or written name of animals (one

per child)

Preparation : prepare post-it stickers with pictures or the written

names of animals. The children should already

know many animals and their English sounds. The

children can also draw their own animals.


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Procedure :

1. The children stand in a line, side by side. Go along the back of the

line, sticking one post-it sticker on to the back of each child.

2. Bring the children to the front and show them how to ask each

other question such as Am I a ….? but instead f saying the name of

the animal, they imitate the sound that this animal makes. They

may also mime. The child being asked check the back of the other

child, and answer Yes, you are! Or No, you’re not! The children

mingle and try to find out which animal they are.

3. Monitor to make sure everyone is either asking or being asked. If

necessary, pair off the children and change the pairs after about a

minute. As soon as children have found out their animal, they run to

you and say I’m a (horse)! this time using the word for their animal.

Check the children’s backs. If they are right, they take the post-it off

their back, stick it on their front and then go to help the other

children who are still playing. If they are wrong, the game simply

continues. The game finishes when everyone has found out their

animals.

4. Use the same post-it stickers for a second round. Now you ask them

to say the card you show using “This/that is a (giraffe)” or

“These/Those are (birds)”.



together.

Old Macdonald had a farm

Old Macdonald had a farm, e, i, e, i, o

and on that farm he had a duck, e, i, e, i, o


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with a quack quack here, a quack quack there

here a quack, there a quack, everywhere a quack quack

Old Macdonald had a farm, e, i, e, i, o!


and on that farm he had a dog, e, i, e, i, o

with a woof woof here, a woof woof there

here a woof, there a woof, everywhere a woof woof



and on that farm he had a cat, e, i, e, i, o

with a meow meow here, a meow meow there

here a meow, there a meow, everywhere a meow meow



and on that farm he had a cow, e, i, e, i, o

with a moo moo here, a moo moo there

here a moo, there a moo, everywhere a moo moo



and on that farm he had a sheep, e, i, e, i, o

with a baa baa here, a baa baa there

here a baa, there a baa, everywhere a baa baa



26

Unit VII

Head, Shoulders, Knees and Toes


be able to:

- pronounce the names of parts of the body correctly

- use the vocabulary related to the topic (my body) in

playing “Body Fishing” game.




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Head

Eye

Nose

Lips

Eyebrow

Forehead

Ears

Chin

Neck

Shoulder

Arm

Foot

Finger

Ankle

Elbow

Knee

2. Let us play! Body Fishing

Game type : Movement and drawing game

Aims : Language: Learning body parts

Group size : 4-8

Time : 23 minutes

Materials : paper; colored pens; scissors; straws.

Preparation : the children draw pictures of people and cut them up

into individual body parts (hands, legs, feet, hair, nose,

etc.). For young children provide outlines of the body

and if necessary help cut up the


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pictures. Make sure each individual body part is clearly

recognizable. If not, you can quickly draw more details

on them.

Procedure :

1. Spread out the body parts randomly in a large circle.

2. Give each child a straw. Call out the name of a body part. The

children look for it and try to suck it up with their straws.

3. When all body parts are gone from the circle the child with the

most wins.

Variation 1 : each child has to try to ‘reconstruct’ a whole person.

Variation 2 : you can substitute monsters for pictures of people. These

monsters can have three noses, six eyes, etc.

Variation 3 : once the children know the names of body parts, they

can do the calling.

Variation 4 : play as a team game. One child from each team sucks

up the required body part and brings it to his or her

team. The other team members then stick the body

part to a poster.



together.

Head, Shoulders, Knees and Toes

Head, shoulders, knees and toes, knees and toes


Eyes and ears and mouth and nose


29


Touch your eyes, touch your ears touch, your mouth, touch

your nose

touch your knees, touch your toes

Great job!



Eyes and ears and mouth and nose



30

UNIT VIII

What do you want to be?


be able to:

- pronounce the names of jobs correctly.

- use the vocabulary related to the topic (Jobs) in

playing “vocabulary scramble” game.

- produce expressions to communicate about jobs.

- mention the names of jobs correctly.



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Nurse

Footballer

Doctor

Baker

Policeman

Teacher

Astronaut

Pop singer

Butcher

Florist

Typist

2. Let us play! Vocabulary scramble


Aims : Language: I am a…..

Group size : 6-20

Time : 23 minutes

Materials : one set picture cards about jobs.

Procedure :

1. Put the picture cards around the room, on the floor, leaning

against tables and chairs, or on the wall. The children should

already know the words.

2. Each child stands next to a picture. There should be three or

four more pictures than children and only one child may

stand next to each.


32

3. Shout Switch! The children run to a different, vacant picture.

When they arrive they call out I’m a teacher, etc. the game

continues until the children are beginning to get tired. Keep

the pace fast.

Variation 1 : in turn the children ask each other Who are you?

Or What are you? And answer. Extend this to

asking Who is he/she?

Variation 2 : play the game in pairs, practicing plural forms, for

example, We’re teachers.



together.

Jobs chant

He is a student

She is a teacher

He is a doctor

She is a nurse

He is a singer

She is a baker

He is a policeman


33

Touch your nose

Touch your ear

He is a butcher

She is a astronaut

He is a chef

She is a driver

He is a dancer

She is an athlete

He is a musician

She a typist

Say ok

I did it

Great job


34

UNIT IX

Turn off the lamp, please.


be able to: - pronounce the names of electronic appliance correctly.


- use the vocabulary related to the topic (electronic appliance)

in playing





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Lamp

Iron

Radio

Fan

Television

Air conditioner

Hair dryer

On

Off

Button

Record

Power

2. Let us play! What’s that card?

Game type : card and guessing game

Aims : language: is it a/an…? Yes, it is/No, it isn’t/Are

they…?/Yes, they are/No, they aren’t.

Group size : 4-10

Time : 23 minutes

Materials : 10-12 cards per group of electronic appliance

Procedure :

1. Lay 10-12 cards face down in a line.

2. Point to the first card and ask the first What’s this?

3. The child tries to guess what the picture on the flashcard is,

saying, for example Is it a lamp? Turn the card over. The other

children answer Yes, it is or No, it isn’t.


36

4. If the first child guesses correctly, he or she tries to guess the next

card. Continue until he or she guesses incorrectly.

Then all the cards are turned face down again and the next child

starts guessing from the beginning again.

5. The first child to guess or remember al the pictures wins. Remember

what the final card in the line is and don’t turn over until a player

really has guessed it correctly.

Variation 1 : Use cards with pictures of two or more things. Practice

plurals with the phrases Are they….? Yes, they are/No,

they aren’t.

Variation 2 : Ask the students to practice giving instruction using

“Bring me a card of (lamp)!”

Variation 3 : Make the students to work in pairs. Put all the cards in

the table facing down. Child 1 takes one card, and

then says the instruction to Child 2. For example if the

child 1 takes a card of lamp, then he/she might say,”

Turn off/on the lamp!” Child 2 does what child 1 asks

her/him to do. The teacher should already tell the

students or write at the blackboard the instructions.



together.

Names chant This is a lamp

This is an iron


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This is a radio

This is a fan

This is a microwave

This is a television

Touch your nose

Touch your ear

This is a lamp

This is an iron

This is a radio

This is a fan

This is a microwave

This is a television

Say ok

I did it

Great job


38

REFERENCES

Lewis, G. and Günther, B. 1999. Games for Children. New

York: Oxford University Press.



Http: // www. images.google.co.id, accessed on October 10, 2009.


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