Elaboration of the Steps in Designing a Set of Reading Instructional

CHAPTER IV RESEARCH RESULT AND DISCUSSION

This chapter presents the results and discussion of the steps of designing a set of reading instructional materials using games for the fifth grade students of Santa Maria Elementary School Magelang . This chapter answers two questions elaborated in the problem formulation. The discussion is divided into two parts. The first part discusses the elaboration of the steps in designing a set of reading instructional materials using games for the fifth grade students of Santa Maria Elementary School Magelang . The second part presents the final version of the designed set of integrated materials.

A. Elaboration of the Steps in Designing a Set of Reading Instructional

Materials Using Games for the Fifth Grade Students of Santa Maria Elementary School Magelang This part discussed the elaboration steps which were used by the writer to obtain the information in designing the set of Reading Instructional Materials for the Fifth Grade Students of Santa Maria Elementary School Using Games. The writer used some theories in designing the reading materials, including the instructional models, games, and teaching reading. In process, the writer provided books and articles as the essential materials to answer the questions of this study. In order to answer the first problem which was stated in the problem formulation, the writer presented a new design model that was 53 adapted from Kemp, Dick and Carry’s instructional models. The new design that was proposed by the writer contains seven steps. All of the steps would be discussed as follow. Step 1 : Conduct the Learners Analysis Firstly, the writer conducted the learners’ analysis. The learners’ analysis was conducted to know the students interests, needs, and difficulties in learning English so that the writer could design materials that suitable for the students needs. The data obtained from the learners’ analysis became the basis of designing the reading materials. The learners’ analysis data were obtained from distributing questionnaire to the fifth grade students of Santa Maria Elementary School. The questionnaire was distributed to 26 students. In the questionnaire, the writer asked the students about their needs, interests and difficulties in learning English. The second data was obtained from the writer’s personal experience in teaching the fifth graders of Santa Maria Elementary School. The writer gained the problems on the students’ abilities in English. They liked English, but they were difficult in comprehending English, especially in reading. It could be caused by the monotonous activities on the text book in which the students did not have chance to express their feeling. While the method used by the teacher to teach English was good actually, but it was not done successfully. The interaction in the classroom during the English lesson also became the problem in this study. The result of the research and information collecting was presented as follows. Table 4.1: The Result of the Needs Survey No Questions Responses Percentage 1. Do the respondents have difficulties in reading the English passages? a. Yes b. No 57.7 42.3 2. Do the English words difficult to be translated in Indonesia? c. Yes a. No 88.5 11.5 3. What do the respondents do facing the difficult words? a. Find in dictionary b. Ask the teacher c. Ignore it d. Ask friends 11.5 69.2 - 19.2 4. What are the factors make English reading difficult? a. Words are difficult to be pronounced b. Words are difficult to be understood c. The passages are too long d. The passages are not interesting e. Others 53.8 76.9 7.7 - - 5. Do the respondents often feel bored when they read? a. Yes b. No 61.5 38.5 6. What are the factors make the students bored in reading? a. The theme b. The monotonous activity c. The passages are too long a. The difficult vocabulary 15.4 26.9 11.5 69.2 7. What types of passages do the respondents like most? a. Short story b. Fairy tale c. Poems d. Others comic, poetry 65.4 50 30.8 15.4 8. What activities do the respondents want in learning reading? a. Games b. Completing the story c. Matching the pictures with the story d. Putting the paragraph in good order e. Making the story based on the pictures f. Reading the passages and answering related questions g. Others 76.9 26.9 34.6 11.5 15.38 7.7 - 9. Have the teacher ever taught by using Games a. Yes b. No 73.1 26.9 10. How do the respondents feel for having games by learning a. Happy b. Unhappy 96.2 3.8 The table showed the results of the questionnaire obviously. It provided significant information for the writer, such as their interest and difficulties in learning English especially in developing reading skill. By knowing the problems faced by the English tutorial; students, the writer developed the appropriate materials that could help them to solve their problems in developing reading skill. The writer gained that the biggest problem faced by the students in reading was about the vocabularies. To solve this problem, the writer developed the materials completed with some exercises dealt with vocabulary, such as matching the pictures with the words and doing puzzle. Moreover, at the end of the materials the writer also provided list of vocabulary. The second problem was about the monotonous learning activities in reading. Most of the students liked fun teaching techniques. The traditional teaching technique such as lecturing was less liked by the students. The writer designed the materials by applying some techniques that were chosen by most of the students such as games, matching the pictures with the story, completing the story, making the story based on the pictures, and rearranging the jumbled paragraphs. The third major problem in reading was about the theme of the passages. This problem could be solved by providing reading passages which were related to their daily life. Therefore, the students would be accustomed to the topics. Step 2 : Identify the Learning Objectives After getting the results of learners’ analysis, the writer identified the learning objectives. It was done based on the result of learners’ analysis to be achieved in terms of measurable student behavioral outcomes. The learning objectives were; first, at the end of the semester the students were able to increase their reading skills, second, at the end of the semester the students were able to increase their comprehension skills in reading activities, third, at the end of the semester the students were able to increase their vocabulary master, and the last was at the end of the semester the students were able to pass the examination well. Step 3 : Formulate the Indicators After formulating the learning objectives, the writer formulated the indicators in order to determine what would be taught and achieved. The writer used the indicators as the basis in selecting the learning materials. In formulating the indicators the writer adapted from curriculum 2006 to decide the indicators which were used in the program. Table 4.2: The Indicators Unit Indicators Unit 1: Self Introduction 1. The students are able to read aloud the text with appropriate pronunciation, stress, and intonation. 2. The students are able to match the questions with the correct answer. 3. The students are able to introduce themselves. 4. The students are able to play “Answer and Block” Game. Unit 2: Family 1. The students are able to pronounce the family members by looking at the pictures. 2. The students are able to read the passage aloud about family. 3. The students are able to complete the sentences based on the passage. 4. The students are able to make their family tree. 5. The students are able to play “Word association story” Game. Unit Indicators Unit 3: Occupation 1. The students are able to loudly read the pictured text with proper pronunciation, stress, and intonation. 2. The students are able to decide the statements are True or False. 3. The students are able to write and say their friends’ parents’ jobs. 4. The students are able to play “Call my bluff” Game. Unit 4: Calendar 1. The students are able to pronounce the terms about years, months, days and dates. 2. The students are able to read the passage aloud about Calendar. 3. The students are able to decide the statements are True or False. 4. The students are able to write their family’s birthday. 5. The students are able to play “True or False” Game. Unit 5: Daily Activities 1. The students are able to loudly read the pictured text with proper pronunciation, stress, and intonation. 2. The students are able to find the information from the passage. 3. The students are able to write and read their daily activities. 4. The students are able to play “Complete the story” Game. Unit 6: Times 1. The students are able to loudly read the pictured text with proper pronunciation, stress, and intonation. 2. The students are able to fill the time table based on the reading passage. 3. The students are able to write about friends’ times in doing daily activities in the form of table. 4. The students are able to play “What time paper” Game. Unit Indicators Unit 7: Health and Hospital 1. The students are able to loudly read the pictured text with proper pronunciation, stress, and intonation. 2. The students are able to find the information from the passage. 3. The students are able to analyze the sickness based on the pictures. 4. The students are able to fill the puzzle completely based on the pictures. 5. The students are able to make a short story based on the pictures. 6. The students are able to play “Sickness VS Advices” Game. Unit 8: Weather and Seasons 1. The students are able to loudly read the pictured text with proper pronunciation, stress, and intonation. 2. The students are able to find the information from the passage. 3. The students are able to analyze the seasons based on the information provided. 4. The students are able to complete the imperfect sentences. 5. The students are able to explain weather and seasons based on the pictures. 6. The students are able to play “Snap on it” game Step 4 : Compose Reading Materials After formulating the indicators, the writer composed reading materials. The writer categorized the themes in the learning materials by using the consideration of curriculum 2006. The units were as follows. Unit 1 : Self Introduction Unit 2 : Family Unit 3 : Occupation Unit 4 : Calendar Unit 5 : Daily Activities Unit 6 : Times Unit 7 : Health and Hospital Unit 8 : Weather and Seasons Step 5 : Decide the Teaching-Learning Activities The materials were constructed with the consideration of the goals, general purposes and learning objectives. The materials for the fifth grade students of Santa Maria Elementary School were designed for one semester. It consisted of eight units. Each unit consisted of four main sections. First was Presentation which motivated the students’ interest in a topic and to direct the students to the main topic that was going to be learnt. Second was Practice which was the main part of the materials with tasks and activities that could develop the students’ skills in reading. Third was Production which was the post-activity that contained form and practices on language features. The last section was Games which invited the students to remind the materials they had just learnt by playing various kinds of games. The tasks used in the teaching-learning activities in this designed materials would be discussed as follows. 1. Presentation In this part there would be the main pictures as the materials for pre- teaching in the beginning of each unit. The pictures were mainly purposed for arousing the students’ interests and directing the students to the main topic that was going to be learnt. Besides that, the teacher was also expected to give explanation to the students about what to be learnt so that the students understand the topic in this section since it would be the basic to step forward in the next activities. There were some subtitles in this section such as Let’s Study and Let’s Focus. Let’s Study was aimed to arouse the students’ interest to the topic, and give the vocabularies related to the topic at the same time. These were not only to enrich the students’ vocabulary, but also to check and improve their pronunciation so they could read correctly in longer sentences reading passages. The second subtitle was Let’s Focus. In this subtitle, the teacher was demanded to give the explanation to the students about the topic obviously, including the correct grammar used. 2. Practice There were two subtitles in this section. They were Let’s Read and Let’s Practice . In the first subtitle, Let’s Read, the students could practice and show their reading skill. The teacher should correct the students’ pronunciation and intonation mistakes, so they could read better. Hence, the second subtitle, Let’s Practice , was aimed to give the students practices related to the topic such as matching, filling the table, completing the imperfect sentences, matching the pictures with the story, and answering the questions based on the passage. 3. Production In this section, the students were given chances to express their ideas and creativity related to the materials they had just learnt. Teacher could assess the students’ skill and competencies in the subtitle named Project Work. Some activities included in this section, such as making short paragraph about the topic then reading it aloud, making a short story based on the pictures given, and fill the table based on the information they had got.

4. Games

Games in this section were functioned as materials review. Moreover, games in this section were not only to avoid the students’ boredom, but also to help the students interact with their peers, work as a team and arouse their solidarity. In this section the students could apply what they had learnt from the previous sections. Some games used in this section were “Answer and Block”, “Word Association Story”, “Call My Bluff”, “Betting”, “Complete the Story”, “What Time Paper”, “Sickness vs Advices”, and “Snap On it” Step 6 : Conduct the Survey Research The survey research was done through distributing the questionnaires to the respondents, in this study the respondents were the English lecturers in Sanata Dharma University. The respondents gave their judgment, opinions, comments, and suggestions toward the designed materials. After that, the writer would process the questionnaire to revise the materials. The data obtained from the questionnaire were presented as follows. a. Description of the Participants The evaluation of the designed materials was obtained by using questionnaire. It included three sections. The first section was the participants’ identity name, sex, educational background, and the length of teaching English experiences. The second section described the lecturer’s opinions toward the designed materials the extent of degree of agreement toward the designed materials. The last section was the lecturer’s comments, opinions, suggestions or criticism toward the designed materials. The participants of evaluation toward the designed materials were three English Language Education lecturers of Sanata Dharma University. The feedbacks, opinions, comments, suggestions obtained from the participants were used as a basis for revising and improving the materials. The descriptions of the participants were described as follows. Table 4.3: The Description of the Research Participants Group of respondents No FM Educational Background Teaching Experience year F M S1 S2 S3 1 1-5 5-10 10 Eng. lecturers 1. √ √ √ 2. √ √ √ 3. √ √ √ b. Data Presentation The data obtained from materials evaluation revealed the participants’ opinions. The judgment of the participants’ statements toward the designed materials used five degree of agreement. Table 4.4: Degree of Agreement Point of Agreement Meaning 1 Strongly Disagree 2 Disagree 3 Uncertain 4 Agree 5 Strongly Agree The descriptive statistics of the participants’ opinions toward the designed materials were presented as follows. Table 4.5: The List of Participant’s Evaluation NO STATEMENT Degree of Agreement Percentage 1 2 3 4 5 1 2 3 4 5 1. The indicators are well formulated. 1 2 33.3 66.6 2. The indicators are able to support the attainment of basic competences. 1 2 33.3 66.6 3. The learning objectives are well formulated. 3 100 4. The topics are well selected and arranged. 1 2 33.3 66.6 5. The materials match with the competences and the indicators. 1 1 1 33.3 33.3 33.3 6. The activities are well developed. 1 1 1 33.3 33.3 33.3 7. The materials are interesting, suitable, and relevant for the fifth grader of elementary school. 2 1 66.6 33.3 8. The materials are able to help the students to develop their ability in reading English passages. 1 2 33.3 66.6 NO STATEMENT Degree of Agreement Percentage 1 2 3 4 5 1 2 3 4 5 9. The learning experiences are able to support the attainment of the competences and the indicators. 1 2 33.3 66.6 10. The learning experiences are relevant to the Games. 3 100 11. The learning experiences are able to help the students to read the English passages aloud. 2 1 66.6 33.3 12. The learning experiences are able to help the students to increase their vocabulary mastery. 1 2 33.3 66.6 13. The learning experiences are able to help the students develop their comprehension in reading English passages. 2 1 66.6 33.3 14. The content is relevant to the context and the situation in which the language is used. 2 1 66.6 33.3 15. Generally, the instructional materials are well elaborated. 2 1 66.6 33.3 Note: N: Number of participants The result of the descriptive statistics indicated that the average degree of agreement on the evaluation of the materials was up to 66.6 for each statement. From this result, it could be concluded that the designed materials were well- designed and acceptable for the fifth grade students of Santa Maria Elementary School . However, the materials still needed to be revised and improved as suggested by the participants. The participants also gave comments, opinions, suggestions and criticism about the designed materials. The participants’ comments or opinions based on the questionnaire were described as follows. 1. Generally, the materials were interesting, motivating, well-designed, well- organized, and complete. 2. The materials had a lot of illustration; it would arouse the students’ creativity. 3. The designed materials were suitable to the fifth grade students of Elementary School. 4. The games provided were fun. It could help the students willing to read. The participants’ suggestions or criticism were described as follows. 1. It would be better to reduce the writing part paragraph writing in production because it would take time and rather difficult. 2. It would be better to check whether the topics were contextual or not. 3. It would be better to replace some activities in presentation with activity- based in which the students participate to the activities. 4. It would be better if the instructions were more natural. Step 7 : Revise the Designed Materials To revise the designed materials the writer did the designed materials evaluation survey. In this step, the designed materials would be revised to improve the materials in order to make the materials better. Finally, the final version of the designed materials would be presented and ready for the operational use in the schools. The revisions were based on the participants’ suggestions and criticism as follows. 1. Reduce the writing part Since the writing part was mostly there in production, so the writing activities as the students’ product would be replaced by filling the table based on the information the students got, both from their mates and their own experiences. 2. Check the contextual topics The writer had checked the topics with contextual based. Moreover, the vocabularies and subtopics had changed to more contextual based for the students’ daily life. 3. Replace the activities in presentation For the activities in presentation, it would be replaced by students’ activities-based, no more teachers’ activities-based except the materials explanation. Hence, it would attract the students to think as “brainstorming” and arouse their interest to the topics. 4. Improving the instructions For each task in each unit, the writer made the instructions more natural in order to ease the students to understand what to do and to be sound better.

B. Presentation of the Final Version of the Designed Materials