average of the designed materials were 84.21 ranged from 73.33 up to 93.33 on the maximum percentage of 100. This showed that the materials were quite
appropriate for the fourth grade students of SD Negeri II
Sumberejo.
B. Suggestions
This part provides some suggestions for Elementary School English teachers and their students, especially for the students and the English teacher of
SD Negeri II Sumberejo, Klaten. The writer also provides suggestions for future researchers who are interested in conducting research of similar field.
1. For the English Teacher of SD Negeri II Sumberejo, Klaten
The point of Natural Approach is that students acquire language through natural process of acquisition activities. Hence, the teacher is suggested creating
acquisition activities which allow students to learn language naturally. Since the Natural Approach considers stages in learning language, the teacher is also
suggested concerning about the stages in the teaching-learning implementation. The teacher can create many more creative and interesting acquisition learning
activities, so the students are motivated and interested in learning English vocabulary. Since the Natural Approach emphasizes in giving and providing as
much as comprehension input, the teacher is suggested doing the same in the process of teaching and learning. Thus, the writer also suggests the teacher adding
more exercises in Let’s Get Ready, Let’s Work It Out and Let’s Do It if
necessary to provide more comprehension input.
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2. For the Students of SD Negeri II Sumberejo, Klaten
Since the students’ response in each stage of acquisition activities plays important role, the students are expec ted to take apart and to participate actively
in teaching-learning process. The students should take an active role ensuring comprehensible input. In order to develop the communicative skills, the students
are also expected to involve themselves in communication activities. The students should learn and use conversation management techniques to regulate input.
3. For Future Researchers
Vocabulary is an important element to learn other language skills. Therefore, English vocabulary is essential to be taught in earlier stage of school
program because the students still learn to develop their language skills. For that reason, the writer suggests future researchers designing other different sets of
English vocabulary materials. The future researchers can make some variations and improvement of the teaching-learning activities of the designed materials. The
future researchers can also offer innovation in their designed materials by making and using other useful media as well creating other creative and interesting
teaching-learning activities to support the students achieving their goal. Finally, the writer suggests the future researchers conducting further research on the
implementation of the Natural Approach theory in different places, different level, and more materials to be taught.
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REFERENCES
Bogdan, C. R., Biklen, S. K. 1982. Qualitative Research for Education: An Introduction to Theory and Methods. Boston: Allyn and Bacon, Inc.
Borg, W. R., Gall, M. D., Gall, J. P. 1983. Education Research: An Introduction. New York: Pearson Education, Inc.
Brewster, J., Ellis, G. 2004. The Primary English Teacher’s Guide. Harmondsworth: Penguin English.
Brewton, J. E. 1962. Using Good English. River Forest: Laidlaw Bros. Bruner, S. J., Watson, R. 1983. Child’s Talk: Learning to Use Language. New
York: W. W. Norton Co. Brown, H. D. 1987. Principle of Language Learning and Teaching. New Jersey:
Prentice – Hall, Inc. Brown, H. D. 2001. Teaching by Principle: Interactive Approach to Language
Pedagogy. New York: Addison Wesley Longman, Inc. Davies, P., Eric P. 2000. Success in English Teaching. Oxford: Oxford
University Press. Decarrico, J. S. 2001. Teaching English as a Second or Foreign Language.
Boston: Heinle Heinle. Gay, L. R. 1992. Educational Research Competencies for Analysis and
Application. New York: Macmillan Publishing Company. Halliwell, S. 1992. Teaching English in the Primary Classroom. Harlow: Pearson
Education Limited. Harmer, J. 1991. The Practice of English Language Teaching. Harlow: Longman
Group UK Limited. Harmer, J. 2001. The Practice of English Language. Harlow: Pearson Education
Limited.
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Kemp, J. E. 1977. How to Teach English. Harlow: Pearson Education Limited. Kemp, J. E. 1977. Instructional Design: A Plan for Unit and Course
Development. Belmont: Fearon Pitman. Krashen, S. D., Terrel, T. D. 1983. The Natural Approach: Language
Acquisition in the Classroom. San Francisco: Alemany Press. Kreidler, C. J. 1966. On Teaching English to Speaker of the Languages. Illinois:
National Council of Teacher of English. Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle
Heinle Publishers. Nunan, D. 2003. Practical English Language Teaching. New York: McGraw –
Hill Companies, Inc. Richards, J. C., Rodgers, T. S. 2001. Approach and Methods in Language
Teaching. Cambridge: Cambridge University Press. Riddell, D. 2003. Teaching English as a Foreign Language. London: Cox
Wyman Ltd. Rivers, W. M. 2003. Teaching English as a Foreign Language. London: Cox
Wyman Ltd. Savigon, S. J. 1977. Communicative Competence: Theory and Classroom
Practice Texts and Contest in Second Language Learning. New York: McGraw – Hill, Inc.
Setiadi, Ag. B. 2006. Teaching English as a Foreign Language. Yogyakarta: Penerbit Graha Ilmu.
Slattery, M., Jane W. 2001. English for Primary Teachers: A Handbook of Activities and Classroom Language. Oxford: Oxford University Press.
Soedijarto. 1993. Memantapkan Sistem Pendidikan Nasional. Jakarta: Grassindo. Suyanto, K. 2007. English for Young Learners. Jakarta: Bumi Aksara.
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Taylor, L. 1990. Teaching and Learning Vocabulary. Cambridge: Prentice Hall. Yalden, J. 1987. The Communicative Syllabus: Evolution, Design
Implementation. Oxford: Pergamon Press.
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APPENDIX 1
Permission Letter
Surat Permohonan Ijin Penelitian
and
Surat Pemberitahuan tentang Penelitian
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Appendix 1: Surat Permohonan Ijin Penelitian
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Appendix 1: Surat Pemberitahuan tentang Penelitian
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APPENDIX 2
The Results of the General Classroom Observation
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Appendix 2: The Result of the General Observation
General Classroom Observation
August 26
th
, 2010 Start: 10.15 a.m.
End: 11.15 a.m.
a. Observation Checklist
Activities Yes With
Notes No
1. Teacher activities:
a. Greets students when entering the class.
3
b. Opens the class with warming-up activity.
3
c. Asks students to solve a problem at blackboard.
3
d. Asks students to solve a problem at their seat.
3
e. Asks students if they have any questions.
3
f. Asks students if they have understood.
3
g. Uses stimulus: • With songs
3
• With games
3
• others h. uses reinforcement:
• Verbal
3
• Non-verbal
3
i. Makes some important notes for the students on the blackboard.
3
j. Write the difficult words or phrases or sentences on the blackboard.
3
k. Gives the students time to make a note.
3
l. Closes the class.
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Activities Yes With
Notes No
2. Students’ activities:
