In teaching reading using Games, the teacher puts the students into groups or pairs to play the game. The teacher role is not as the center of the game, but he
or she is the manager or guide the class, the one who manages the class, even though he or she is the one who sets the rules of the games. During the game, the
teacher also becomes the one who is monitoring the students’ activity to avoid the unwanted situation such as too noisy class, annoyance students, and to keep the
activity in its border. In this game, the teacher uses short story, flash cards, dart board and
poems. The students are put in teams and sometimes in pairs to do a series of interesting activities in responding the story orally or in written form and to
master the vocabulary. They are demanded to play competitively and to share their information to their group members. As a result, they can communicate
actively with their peers to compete with other group. This game not only helps the students to remind their understanding and master other comprehension skills
but also stimulates them to share their knowledge to others instead keeps it for them selves.
In this game, the students learn how to cooperate with the teams in order to win the game. It means that this game helps the students not only develop their
cognitive skills but also their psychomotor, affective, and social skills.
B. Theoretical Framework
In this section, the writer discusses her own instructional design model based on the two samples of instructional design models. In this model the writer
has seven steps to do to develop the language program. The steps are shown in the Figure 3.
Figure 3: Steps in conducting the study
In designing the materials, the writer combined the Kemp’s model and Dick and Carey’s model because those models are the most appropriate in
designing for the fifth grade students of Santa Maria Elementary School
Conduct the learners’ analysis
Identify the learning objectives
Formulate the indicators
Compose reading materials
Decide the teaching-learning Activities
Conduct the Survey research
Revise materials
Magelang, besides, those two models complete each other. Kemp focuses on a flexible process while Dick and Carey addresses the instruction as an entire
system, focusing on the interrelationship between contexts, content, learning and instruction. The writer adapts Kemp’s and Dick and Carey’s instructional design
models because the writer makes some changes in applying those two models. The steps used by the researcher are described as follows.
Step 1 : Conduct the Learners Analysis
Firstly, the writer conducts the learners’ analysis. This step is adapted from the first step of Dick and Carey’s instructional design
model. The learners’ analysis is conducted to know the students interests, needs, and difficulties in learning English so that the writer
can design materials that are suitable with the students needs. Besides that, the writer also employs Piaget’s theory about the stages
of the students in the fifth grade.
Step 2 : Identify the Learning Objectives
Secondly, the writer identifies the learning objectives. This step is adapted from the fourth step of Dick and Carey’s instructional design
model. It is done based on the result of learners’ analysis to be achieved in terms of measurable student behavioral outcomes. The
learning objectives of the School-Based Curriculum 2006 clarified what were expected for the students to achieve through teaching
learning activities.
Step 3 : Formulate the Indicators
This step is adapted from the sixth step of Dick and Carey’s instructional design model. The indicators can be used as the guide to
choose the learning materials and decide the learning experiences. The writer adapts from School Based Curriculum to decide the
indicators which are used in the program.
Step 4 : Compose Reading Materials
Select the learning materials which are suitable with the learning experiences and can be used to achieve the learning objectives and
the indicators. This step is adapted from the seventh step of Dick and Carey’s instructional design model. Then, compose all those suitable
materials for the study. In composing the material, the writer also employs the stages in teaching reading purposed by Durkin.
Step 5 : Decide the Teaching-Learning Activities
Set and list the teaching-learning activities which support each indicator using the theory of Games as the approach of the study.
This step is adapted from the sixth step of Kemp’s instructional design model. In this step the writer also created the syllabus of the
course. The activities should be based on the basic competencies and indicators in each topic. The basic competencies and indicators
referred to the standard competency formulated in the School-Based Curriculum 2006 for the fifth grade students of elementary school.
Step 6 : Conduct the Survey Research
This step is adapted from the eighth step of Kemp’s instructional design model. The survey research is done through distributing the
questionnaires to the respondents, in this study the respondents are the English lecturers in Sanata Dharma University. The respondents
give their judgment, opinions, comments, and suggestions toward the designed materials. After that, the writer will process the
questionnaire to revise the materials.
Step 7 : Revise the Designed Materials
This step is adapted from the last step of Kemp’s and the ninth step of Dick and Carey’s instructional design model. After receiving the
feedback from the result of survey research, the writer revises the designed materials. The result is used to improve and to make the
materials designed better.
CHAPTER III METHODOLOGY
In this chapter, some important points referring to the research implementation would be discussed in detail. The discussion includes research
method, research subjects and respondents, research instruments, data gathering, data analysis and the procedure.
A. Research Method
In this study, the writer used Research and Development method Borg and Gall, 1983. It as a process used to develop and validate educational products.
The goal of this method was not to develop products, but rather to discover new knowledge through basic research or to obtain the answer of the problem.
Actually, there were ten major steps in the R D cycle used to develop manicure, but in this study, the writer only used five steps, they were as follows.
1. Research and information collecting includes review of literature, class room
observations, and preparation of report of state of the art. 2.
Planning includes defining skills, stating objectives determining course sequence, and small scale feasibility testing.
3. Develop preliminary form of product includes preparation of instructional
materials, handbooks, and evaluation devices. 4.
Preliminary field testing interview, observational and questionnaire data collected and analyzed.
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