Theoretical Framework REVIEW OF RELATED LITERATURE

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. 46

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