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Step 6 : Evaluation Step 7 : Implementing
The writer presented the final version of the designed materials. The designed materials consist of two units. They were Let’s Buy Fries for unit 1 and
Friday Morning Activities for unit 2. Each unit consists of six parts. They are Stimulation, Let’s listen, Let’s speak Up, Let’s read aloud, Let’s write, and Let’s
play game. After the writer finished the designed materials, she evaluated the designed
materials by distributing questionnaire to the respondents. The result was satisfied. The respondents gave positive suggestion and opinion toward the
designed materials. Based on the result of the questionnaire, the writer concluded that the designed materials are appropriate and acceptable for the fifth graders of
SD N Jaranan.
B. Recommendations
This part offered some recommendations for the English teacher of SD N Jaranan and the future researchers who want to conduct the same research in a
different field.
1. Recommendation for the English Teacher
Children have their own characteristics. They have short attention span which meant that the children get bored easily. Therefore, the teacher should
increase the creativity to teach especially teaching English vocabulary so that the students feel comfortable and gain the point of the discussion. Based on the result
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of the research, it showed that the designed materials were authentic, interesting, and understandable. Therefore, the teacher was expected that she could encourage
and motivate the students to participate during the learning process actively.
2. Recommendations for the Future Researcher
The writer suggested the future researcher inspired to develop the designed materials to improve and develop the designed materials. Besides, the writer
suggested the future researcher could create more interesting activities which are appropriate with the students’ needs. In short, the writer hoped that this study will
give a lot of benefits to eveyone who would use it in English language teaching area. Therefore, this study can be used as the reference for other researchers.
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REFERENCES
Borg, W.R., Gall, M.D. 1983. Educational research: an introduction. London: Longman, Inc.
Brown, M., Precious, N. 1968. The integrated day in the primary school. United States: Agaton Press, Inc.
Cameron, L. 2001. Teaching language to young earness. Cambridge: Cambridge University Press.
Chodhury, K.M., Obaidullah, A.K.M. 1980. Outdor primary education in Bangladesh. Paris: Unesco.
Decker, C.A., Decker, J.R. 1976. Planning and administering early chilhood programs. Columbus: Merrill Publishing Company.
Ford, P.M. 1981. Principles and practices of outdoorenvironmental education. New York, NY: Wiley.
Handayani, N.D. 2009. Aktivitas, permainan dan ide praktis untuk belajar di luar kelas. Jakarta: Erlangga.
Hellay. 1971. Teaching for children. Englewood Cliffs, NJ: Prentice Hall, Inc. Kaswanti, B.P. 1990. Pragmatic dan pengajaran bahasa. Yogyakarta: Kanisius.
Kemp, J.E. 1977. Instructional design. Belmont: Fearon Pitman Publisher, Inc. Krashen, S. 1981. Second language acquisition and second language learning.
Oxford: Pegamon Press. Lado, R. 1964. Language teaching. New York: Mc Graw Hill, Inc.
Nunan, D. 2003. Practical English language teaching. New York: Mc Graw-
Hill. Penfield, W., Roberts, L. 1959. Speech and brain-mechanism. Princeton,
MD: Princeton University Press. Philips, S. 1993. Young learnes. Oxford: Oxford University Press.
Scott, W.A., L.H. Ytreberg. 1990. Teaching English to children. London:
Longman.
51 Suyanto, K. 2007. English for young learness. Jakarta: Bumi Aksara.
The Early Years Foundation Stage. 2007. Effective practice: Outdoor Learning. Crow Copyright
Wallace, M. 1982. Teaching vocabulary. London: Heinemann. Yalden, J. 1983. The Communicative syllabus: Evaluation, design, and
implementation. Englewood Cliffs, NJ: Prentice Hall.
APPENDIX A
Letter of Permission
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APPENDIX B • Interview Checklist
• Questionnaire
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Interview Guideline
1. How many hours is English lesson conducted in a week?
2. How’s the students level in your class?
3. What are the problems faced by the students during the lesson?
4. What do you do to solve those problems?
5. Is vocabulary is important?
6. How important vocabulary for your students?
7. How do you teach vocabulary in the class?
8. What are the activities do you usually conduct in teaching vocabulary?
9. Is outdoor learning activity appropriate for the students to learn vocabulary?
10. Do the students have a guide book?
11. What kind of vocabulary materials do the students need?
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KUISIONER A.
Isilah data diri adik-adik berikut ini
Nama : Usia :
Kelas : Jenis Kelamin
: Laki-laki Perempuan lingkari salah satu
B. Pertanyaan
