Appendix I: The Post Design Questionnaire 2
KUESIONER
Setelah mengikuti proses belajar mengajar bahasa Inggris, khususnya kosakata bahasa Inggris vocabularies menggunakan Realia sebagai media
pembelajarannya, maka adik-adik kelas 6 SD Kanisius Babadan dimohon dapat membantu kakak mahasiswa dengan mengisi kuesioner dibawah ini dengan sejujur-
jujurnya. Kakak mahasiswa akan mendampingi adik-adik semuanya selama mengisi kuesioner ini, sehingga apabila ada pertanyaan yang membingungkan adik-adik,
silahkan bertanya pada kakak.
A. Isilah data diri adik-adik berikut ini
Nama :
Usia :
Kelas :
Jenis Kelamin : Laki-laki Perempuan coret salah satu jawaban yang salah
B. Pertanyaan
Isilah pertanyaan-pertanyaan di bawah ini yang berhubungan dengan hasil pembelajaran bahasa Inggris, terutama kosakata bahasa Inggris vocabularies
menggunakan Realia, dengan cara memberi tanda centang √ pada jawaban
yang benar pada kolom JAWABAN di sebelah kanan. Adik-adik diminta mengisi jawaban dengan jujur.
No Pertanyaan Jawaban
YA TIDAK
1. Apakah materi pengajaran kosakata Bahasa
Inggris diberikan secara jelas dan mudah dipahami oleh adik-adik?
2. Apakah materi pembelajarannya MENARIK?
3. Apakah guru menerangkan secara teratur?
4. Apakah REALIA digunakan beragam dan
inofatif sehingga adek-adek bisa termotivasi?
TERIMAKASIH
APPENDIX J
The Result of Post-Design Questionnaire 2
Appendix J: The Result of Post-Design Questionnaire 2 No Pertanyaan
Jawaban YA TIDAK
1. Apakah materi
pengajaran kosakata Bahasa Inggris diberikan secara jelas dan mudah dipahami oleh adik-
adik? 14 siswa
-
2. Apakah materi pembelajarannya MENARIK?
14 siswa -
3. Apakah guru menerangkan secara teratur?
14 siswa -
4. Apakah REALIA digunakan beragam dan inofatif
sehingga adek-adek bisa termotivasi? 14 siswa
- PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX K
The Teacher’s Book
a.
The Syllabus and the Lesson Plans
SYLLABUS
School
: SD
Kanisius Babadan
Subject :
English Vocabulary
Grade : VI
Semester : Odd
1 Competency standard
: •
To communicate oral and written by using the language variations which are appropriately, fluently, and accurately on the instruction and very simple information, especially in the form of dialogue, descriptive, and narrative.
Basic competence :
•
Listening To comprehend the instruction and the very simple information especially in the form of dialogue, descriptive, and narrative.
•
Speaking To reveal meaning nuance related with the instruction and the very simple information especially in the form of dialogue,
descriptive, and narrative. •
Reading To comprehend meaning nuance and rhetoric development steps within the written text especially in the form of dialogue,
descriptive, and narrative. •
Writing To reveal meaning nuance with the rhetoric development steps properly within the written text especially in the form of dialogue,
descriptive, and narrative.
Learning Materials
Learning Indicators Learning Activities
Learning Media Assessment
Time Allocation
Source Public
Places
UNIT 1
The students are able to: -
mention the vocabulary items
about public places. -
define vocabulary items about public
places. -
pronounce vocabulary -Pre activities
• Stimulation
-Main activities •
Let’s listen •
Say it smoothly •
Let’s read •
Write it down -Realia:
• Puppet
• Situational
pictures •
Real things in public places
• Flannel board
• Story telling
- Exercise - Observing
students’ performance
4x35’ Speed Up
with English
For the Sixth Grade
Students Oxford
Advanced
Learning Materials
Learning Indicators Learning Activities
Learning Media Assessment
Time Allocation
Source
My Classroom
UNIT 2
Hobbies UNIT 3
items about public places.
- make a simple
sentence using vocabulary items
about public places.
The students are able to:
- mention the
vocabulary items about things around
the classroom.
- define the vocabulary
items about things around the classroom.
- pronounce the
vocabulary items about things around
the classroom.
- ask for help in a good
manner accurately, acceptably, and
fluently.
The students are able to:
- mention the
• Language focus
• Let’s play a
game -Post activities
• Sum it up
-Pre activities
• Stimulation
-Main activities •
Let’s listen •
Say it smoothly •
Let’s read •
Write it down •
Language focus •
Let’s play a game
-Post activities •
Sum it up -Pre activities
• Stimulation
stage -Realia:
• Pictures
• Real things
around the class
• Flannel board
• Magazine
-Realia: •
Pictures •
Barbie dolls - Exercise
- Observing students’
performance
- Exercise 4x35’
4x35’ Learner’s
Dictionary of Current
English Internet
Speed Up with
English For the
Sixth Grade Students
Oxford Advanced
Learner’s Dictionary
of Current English
Internet Speed Up
with
Learning Materials
Learning Indicators Learning Activities
Learning Media Assessment
Time Allocation
Source
Going Shopping
UNIT 4
vocabulary items about hobbies.
- define the vocabulary
items about hobbies. -
pronounce the vocabulary items
about hobbies. -
make a simple sentence using
vocabulary items about hobbies.
The students are able to:
- mention the
vocabulary items about going shopping.
- define the vocabulary
items about going shopping.
- pronounce the
vocabulary items about going shopping.
- ask for quantity and
price in a good manner accurately
and appropriately. -Main activities
• Let’s listen
• Say it smoothly
• Let’s read
• Write it down
• Language focus
• Let’s play a
game -Post activities
• Sum it up
-Pre activities
• Stimulation
-Main activities •
Let’s listen •
Say it smoothly •
Let’s read •
Write it down •
Language focus •
Let’s play a game
-Post activities •
Sum it up •
Real things related to
hobby. •
Flannel board •
Story telling stage
-Realia: •
Puppet glove •
Real things related to going
shopping •
Pictures •
Flannel dolls •
Flannel board •
Money •
Card board •
Story telling stage
- Observing students’
performance
- Exercise - Observing
students’ performance
4x35’ English
For the Sixth Grade
Students Oxford
Advanced Learner’s
Dictionary of Current
English Internet
Speed Up with
English For the
Sixth Grade Students
Oxford Advanced
Learner’s Dictionary
of Current English
Internet
Learning Materials
Learning Indicators Learning Activities
Learning Media Assessment
Time Allocation
Source My
House UNIT 5
On the Street
UNIT 6
The students are able to: -
mention the vocabulary items
about things around the house.
- define the vocabulary
items about things around the house.
- pronounce the
vocabulary items about things around
the house.
- make a simple
sentence using vocabulary items
about things around the house.
The students are able to:
- mention the
vocabulary items about things around
the street.
- define the vocabulary
items about things around the street.
- pronounce the
vocabulary items about things around
the street. -Pre activities
• Stimulation
-Main activities •
Let’s listen •
Say it smoothly •
Let’s read •
Write it down •
Language focus •
Let’s play a game
-Post activities •
Sum it up -Pre activities
• Stimulation
-Main activities •
Let’s listen •
Say it smoothly •
Let’s read •
Write it down •
Language focus •
Let’s play a game
-Realia: •
Puppet glove •
Pictures •
Real things aroung the
house •
Flannel dolls •
Flannel board •
Card board •
Story telling stage
-Realia: •
Pictures •
Map •
Flannel board •
Card board - Exercise
- Observing students’
performance
- Exercise - Observing
students’ performance
4x35’
4x35’ Speed Up
with English
For the Sixth Grade
Students Oxford
Advanced Learner’s
Dictionary of Current
English Internet
Speed Up with
English For the
Sixth Grade Students
Oxford Advanced
Learner’s Dictionary
Learning Materials
Learning Indicators Learning Activities
Learning Media Assessment
Time Allocation
Source
My School UNIT 7
- use the right
expressions of giving directions: “go down
street, turn left, turn right, go ahead”
accurately, appropriately, and
fluently.
The students are able to:
- mention the
vocabulary items about things around
the school.
- define the vocabulary
items about things around the school.
- pronounce the
vocabulary items about things around
the school.
- make a simple
sentence using the vocabulary items
about things around the school.
-Post activities •
Sum it up -Pre activities
• Stimulation
-Main activities •
Let’s listen •
Say it smoothly •
Let’s read •
Write it down •
Language focus •
Let’s play a game
-Post activities •
Sum it up -Realia:
• Pictures
• Real things
around the school
• Magazine
• Newspaper
- Exercise - Observing
students’ performance
4x35’ of Current
English Internet
Speed Up with
English For the
Sixth Grade Students
Oxford Advanced
Learner’s Dictionary
of Current English
Internet
Learning Materials
Learning Indicators Learning Activities
Learning Media Assessment
Time Allocation
Source Farewell
Party UNIT 8
The students are able to: -
mention the vocabulary items
related to farewell party.
- define the vocabulary
items about farewell party.
- pronounce the
vocabulary items about farewell party.
- make a simple
invitation card. -Pre activities
• Stimulation
-Main activities •
Let’s listen •
Say it smoothly •
Let’s read •
Write it down •
Language focus •
Let’s play a game
-Post activities •
Sum it up -Realia:
• Puppet dolls
• Real things
around the party
• Pictures
• Invitation
• Flannel board
• Story telling
stage - Exercise
- Observing students’
performance 4x35’
Speed Up with
English For the
Sixth Grade Students
Oxford Advanced
Learner’s Dictionary
of Current English
Internet
LESSON PLAN
Subject
: English
Grade :
VI Semester
: 1 Odd Topic
: Public
Places Time Allocation
: 4 x 35’ I.
Competency standard :
• To communicate oral and written by using the language variations which are
appropriately, fluently, and accurately on the instruction and very simple information, especially in the form of dialogue, descriptive, and narrative.
II. Basic competence :
•
Listening To comprehend the instruction and the very simple information especially in
the form of dialogue, descriptive, and narrative. •
Speaking To reveal meaning nuance related with the instruction and the very simple
information especially in the form of dialogue, descriptive, and narrative.
•
Reading To comprehend meaning nuance and rhetoric development steps within the
written text especially in the form of dialogue, descriptive, and narrative.
•
Writing To reveal meaning nuance with the rhetoric development steps properly
within the written text especially in the form of dialogue, descriptive, and narrative.
III. Learning Indicators
:
The students are able to: -
mention the vocabulary items about public places. -
define vocabulary items about public places. -
pronounce vocabulary items about public places. -
make a simple sentence using vocabulary items about public places.
IV. Teaching-Learning Activities
Num. Activities
Time Allocation
1. Pre-Activity
Stimulation
-
The teacher reads a simple dialogue between “Mr.Bayu and Mr.Ari” using puppets, situational pictures, and flannel board.
-
The students listen to the story and do the exercise. 10’
2.
Main Activity Let’s listen
-
The teacher gives some pictures related to “Public Places” to the students.
-
The teacher reads the definition of each public place.
-
The students listen to the teacher’s voices and fill in the blank.
-
The teacher and the students discuss the answers together.
Say it smoothly
-
The teacher gives the students a simple dialogue related to the topic by using Present Continuous Tense.
-
The teacher uses two puppets of “father and Ria” in practicing the dialogue.
-
The students practice the dialogue in pairs.
Let’s read
-
The teacher asks the students to read the passage about “The Zoo” and do the exercise.
-
The answers will be discussed together.
Write it down
-
The teacher asks the students to do the exercise about matching the sentences and pictures.
-
The students match the sentences into the correct pictures.
-
The teacher and the students discuss the answers together.
Language focus
-
The students listen to the teacher’s explanation about “Present Continuous Tense”.
-
The teacher asks the students about their difficulties.
-
The students enter the “vocabularies time”.
-
The teacher uses the media realia to review the vocabularies that the students have learnt related to “Public Places”.
-
The teacher asks the students to learn and memorize the vocabularies.
Let’s play a game
-
The teacher asks the students to play a game named “ROLL and GO”.
-
The teacher explains about the instructions to the students.
-
The game can be played for all of the students.
-
The students play the game for about 20 minutes. 20’
20’
20’
20’
20’
20’ 3.
Post-Activity
Sum it up
-
The teacher reviews the whole materials briefly.
-
The teacher asks the students to make the reflection about “what have I learnt today?”.
-
The teacher closes the lesson. 10’
V. Materials
• Listening, Speaking, Writing, Reading, and Vocabularies about things related
to “Public Places”.
VI. Media
Realia :
• Puppets
• Real things related to public places
• Situational pictures
• Flannel board
• Story telling stage
VII.
Sources •
Speed Up with English For the Sixth Grade Students •
Oxford Advanced Learner’s Dictionary of Current English •
Internet
LESSON PLAN Subject
: English
Grade :
VI Semester
: 1 Odd Topic
: Going
Shopping Time Allocation
: 4 x 35’ VIII. Competency standard
: •
To communicate oral and written by using the language variations which are appropriately, fluently, and accurately on the instruction and very simple
information, especially in the form of dialogue, descriptive, and narrative.
IX. Basic competence
: •
Listening To comprehend the instruction and the very simple information especially in
the form of dialogue, descriptive, and narrative. •
Speaking To reveal meaning nuance related with the instruction and the very simple
information especially in the form of dialogue, descriptive, and narrative.
•
Reading To comprehend meaning nuance and rhetoric development steps within the
written text especially in the form of dialogue, descriptive, and narrative.
•
Writing To reveal meaning nuance with the rhetoric development steps properly
within the written text especially in the form of dialogue, descriptive, and narrative.
X. Learning Indicators
:
The students are able to: -
mention the vocabulary items about going shopping. -
define the vocabulary items about going shopping. -
pronounce the vocabulary items about going shopping. -
ask for quantity and price in a good manner accurately and appropriately.
XI. Teaching-Learning Activities
Num. Activities
Time Allocation
1. Pre-Activity
Stimulation
-
The teacher shows the situational picture and real things related to “Going Shopping” to the students, then brings them
10’
to real situation.
-
The teacher asks the students to make some shopping lists. 2.
Main Activity Let’s listen
-
The teacher shows situational pictures of “books, pencils, and fruits” and puppet glove of mother and Ana” to the students.
-
The teacher reads aloud a simple dialogue between mother and Ana.
-
The students listen to the teacher’s voices and fill in the blank.
-
The answer will be discussed together.
Say it smoothly
-
The teacher asks the students to see the situational pictures and read the words aloud with the correct pronunciation.
-
The teacher gives some corrections to the students’ pronunciation.
Let’s read
-
The teacher tells the students a conversation related to the activities “Going Shopping” with some expressions used for
asking quantity and price “How many….?”, “How much….?”. The conversation is between Tina and Della.
-
The teacher asks the students to read the conversation and answer the questions.
-
The answers will be discussed together.
Write it down
-
The teacher asks the students to do the exercise about jumbled words.
-
The students arrange the jumbled words into the correct order.
-
The teacher and the students will discuss the answer together.
Language focus
-
The students listen to the teacher’s explanation about the use of “Going to” and some expressions used for asking quantity
and price “How many….?”, “How much….?”.
-
The students enter the “vocabularies time”.
-
The teacher uses the media realia to review the vocabularies that the students have learnt related to “Going Shopping”.
20’
20’
20’
20’
20’
-
The teacher asks the students to learn and memorize the vocabularies.
Let’s play a game
-
The teacher asks the students to work in pairs to play the game of “BUYER and SELLER”.
-
The teacher explains about the instructions to the students.
-
The students play the game for about 20 minutes. 20’
3. Post-Activity
Sum it up
-
The teacher reviews the whole materials briefly.
-
The teacher asks the students to make the reflection about “what have I learnt today….?”.
-
The teacher closes the lesson. 10’
XII. Materials
• Listening, Speaking, Writing, Reading, and Vocabularies about things related
to “Going Shopping”.
XIII. Media Realia :
• Puppet glove
• Real things related to going shopping
• Situational pictures
• Flannel dolls
• Flannel board
• Money
• Card board
• Story telling stage
XIV.
Sources •
Speed Up with English For the Sixth Grade Students •
Oxford Advanced Learner’s Dictionary of Current English •
Internet
LESSON PLAN Subject
: English
Grade :
VI Semester
: 1 Odd Topic
: My
House Time Allocation
: 4 x 35’ XV.
Competency standard :
• To communicate oral and written by using the language variations which are
appropriate, fluently, and accurately on the instruction and very simple information, especially in the form of dialogue, descriptive, and narrative.
XVI. Basic competence
: •
Listening To comprehend the instruction and the very simple information especially in
the form of dialogue, descriptive, and narrative.
•
Speaking To reveal meaning nuance related with the instruction and the very simple
information especially in the form of dialogue, descriptive, and narrative.
•
Reading To comprehend meaning nuance and rhetoric development steps within the
written text especially in the form of dialogue, descriptive, and narrative.
•
Writing To reveal meaning nuance with the rhetoric development steps properly
within the written text especially in the form of dialogue, descriptive, and narrative.
XVII. Learning Indicators :
The students are able to: -
mention the vocabulary items about things around the house. -
define the vocabulary items about things around the house. -
pronounce the vocabulary items about things around the house. -
make a simple sentence using vocabulary items about things around the house.
XVIII. Teaching-Learning Activities Num.
Activities Time
Allocation
1. Pre-Activity
Stimulation
-
The teacher shows situational pictures of activities and real things around the house.
-
The teacher tells the students about the new topic today “My House” and brings them to real situation.
-
The teacher gives some puzzles about activities around the house to the students.
-
The teacher asks the students to work in pairs and arrange the puzzles into the correct one. After that the students have to
answer the questions based on the puzzle. 10’
2. Main Activity
Let’s listen
-
The teacher introduces the story about “The Three Little Pigs” using puppet glove and story-telling stage.
-
The teacher reads aloud the story.
-
The students listen to the teacher’s voices and fill in the blank.
-
The answers will be discussed together.
Say it smoothly
-
The teacher gives the students some sentences with the pictures.
-
The teacher asks the students to the answer the sentences by looking at the pictures.
Let’s read
-
The teacher uses flannel dolls and flannel board to introduce the conversation between mother, Naning, and Wahyu.
-
The teacher asks the students read the story and do the exercises.
Write it down
-
The teacher asks the students to do the exercise about matching the words and pictures.
-
The students match the words into the correct pictures.
-
The teacher and the students discuss the answers together.
Language focus
-
The students listen to the teacher’s explanation about “Past Continuous Tense”.
20’
20’
20’
20’
-
The students enter the “vocabularies time”.
-
The teacher uses the media realia to review the vocabularies that the students have learnt related to “My House”.
-
The teacher asks the students to learn and memorize the vocabularies.
Let’s play a game
-
The teacher asks the students to work in a group of 4.
-
The name of the game is “FIND THE ROOM, PLEASE?”.
-
The teacher explains about the instructions to the students.
-
The students play the game for about 20 minutes. 20’
20’ 3.
Post-Activity Sum it up
-
The teacher reviews the whole materials briefly.
-
The teacher asks the students to make the reflection about “what have I learnt today?”.
-
The teacher closes the lesson. 10’
XIX. Materials
• Listening, Speaking, Writing, Reading, and Vocabularies about things related
to “My House”.
XX. Media
Realia :
• Puppet glove
• Real things related to my house
• Situational pictures
• Flannel dolls
• Flannel board
• Card board
• Puzzle
• Story telling stage
XXI.
Sources •
Speed Up with English For the Sixth Grade Students •
Oxford Advanced Learner’s Dictionary of Current English •
Internet
b.
Gambaran Umum Materi
GAMBARAN UMUM MATERI
Studi ini berjudul “
Designing Supplementary English Instructional Vocabulary Materials Using Realia as the Media for the Sixth Grade Students of Kanisius Babadan
Elementary School”.
Inti dari studi ini adalah untuk membantu pengajar dalam memilih alternatif media dam materi yang tepat untuk mempermudah para siswa dalam
mempelajari dan mengingat kosakata bahasa Inggris.
A. LATAR BELAKANG
Seperti yang kita ketahui, pengenalan pelajaran bahasa Inggris sudah dimulai sejak berada di Sekolah Dasar SD. Tujuan utama dari pengenalan bahasa Inggris sedini
mungkin lebih ditekankan untuk memotivasi para siswa agar lebih siap dan percaya diri dalam mempelajari bahasa Inggris di tingkat selanjutnya dan mereka juga
diharapkan dapat menguasai lebih banyak kosakata-kosakata bahasa Inggris. Untuk mencapai tujuan-tujuan tersebut, penyusun bermaksud untuk
memberikan alternatif media pengajaran yang bisa digunakan oleh para pengajar dalam menyampaikan pelajaran terutama dalam mengajar bahasa Inggris. Media yang
digunakan oleh penyusun adalah
Realia
atau biasa disebut sebagai objek-objek nyata dan gambar yang dapat dilihat langsung oleh para siswa. Penggunaan media ini
dimaksudkan untuk menarik perhatian para siswa selama proses belajar mengajar. Selain itu, media ini diharapkan dapat membantu siswa dalam mengingat kosakata
bahasa Inggris dengan baik karena mereka dapat melihat visualisasi benda-benda yang dimaksud.
B. TOPIK DAN PENYUSUNAN
Topik-topik yang diberikan, disesuaikan dengan Kurikulum Tingkat Satuan Pendidikan KTSP dan kebutuhan siswa kelas 6 Sekolah Dasar. Topik-topik tersebut
di dapatkan dari hasil wawancara dengan guru bahasa Inggris kelas 6 enam Sekolah Dasar dan juga dari hasil kwesioner yang disebarkan untuk para siswa kelas 6.
Dari analisa kebutuhan tersebut, dipilih 8 delapan topik yang kemudian disusun sesuai dengan Kurikulum Tingkat Satuan Pendidikan KTSP dan kebutuhan siswa
kelas 6 Sekolah Dasar karena tema-tema yang dibahas merupakan realitas yang ada dalam kehidupan keseharian anak-anak. Setiap topik menggunakan
Realia
sebagai media bantu pengajaran. Topik-topik tersebut dikembangkan menjadi bahan
pelajaran yang terdiri dari aktivitas-aktivitas yang berbeda di setiap unitnya. Aktivitas- aktivitas yang dikembangkan dalam bentuk kegiatan : listening, speaking, writing, dan
reading tersebut diharapkan dapat membantu siswa kelas 6 Sekolah Dasar dalam mengingat kosakata bahasa Inggris yang dipelajarinya. Contoh aktivitas-aktivitas yang
dikembangakan pada materi ini diantaranya adalah bermain peran secara bergantian
Role Play, percakapan dengan teman Conversation,tanya jawab dengan bapakibu guru Question and Answer, permainan dalam bahasa Inggris Games, menjawab
pertanyaan dari guru dengan teman-teman di kelas Class Discussion, menjawab pertanyaan dari guru dengan teman di kelompoknya Group Discussion, dan
mengerjakan latihan-latihan berupa melengkapi kata-kata serta menjodohkan gambar dan namanya. Dengan aktivitas tersebut, siswa juga diharapkan untuk lebih mengenal
kosakata bahasa Inggris dan bisa mengucapkan dengan baik dan benar serta mampu memvisualisasikan kembali kosakata yang telah diberikan. Berikut ini adalah topic-
topik yang dikembangkan sebagai materi pengajaran:
1. Public Places
2. My Classroom
3. Hobbies
4. Going Shopping
5. My House
6. On the Street
7. My School
8. Farewell Party
Di dalam setiap unit pelajaran terdapat
Realia
sebagai bahan media pembelajaran untuk mempresentasikan topik bahasan yang dipelajari dan kosakata-kosakata yang
harus diingat oleh siswa. Pada bagian ini guru diharapkan memberikan penjelasan
mengenai apa saja yang diharapkan untuk dikuasai oleh anak. Dengan demikian anak diharapkan termotivasi untuk mencapai tujuan pembelajaran pada pelajaran tersebut.
C. ALOKASI WAKTU
Setiap materi disusun untuk 2 kali pertemuan, yaitu 4 x 35 menit. Alokasi waktu dapat diatur dan disesuaikan dengan waktu yang tersedia dan sesuai dengan
kemampuan siswa supaya efektif.
D. TUJUAN
Tujuan utama yang hendak dicapai dalam penyusunan materi ini adalah sebagai berikut:
1. Memotivasi siswa agar lebih siap dalam mengikuti pelajaran bahasa Inggris
pada tingkat yang lebih tinggi. 2.
Membantu siswa dalam menghafal kosakata bahasa Inggris sehingga mereka dapat menguasainya.
3. Membantu pengajar kelas 6 enam Sekolah Dasar Kanisius Babadan dalam
mengajarkan kosakata bahasa Inggris.
