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units. This evaluation was aimed to measure the students’ understanding in mastering the four units.
To evaluate the designed materials, the writer distributed questionnaire to three respondents. The respondents gave positive responses by stating that the
materials were interesting, creative, and well-developed. The data from the material evaluation questionnaire were analyzed using central tendency. The
results showed that the mean ranged from 3.6 up to 5 on the scale of 5. This showed that the materials were acceptable and appropriate for the fifth grade
students of SD Percobaan 3 Pakem. However, the material needed crucial revison in 3.6 scale.
B. Suggestions
The writer has some suggestions for Elementary School English teacher and their students. Moreover, the writer also provides suggestions for the future
researchers who are interested in conducting similar topic research.
1. Suggestions for English Teacher
The teacher is suggested to read some books, journals, and articles about Suggestopedia method. By understanding and mastering Suggestopedia method,
the teacher is able to apply the designed material and set the learning situation like Suggestopedia learning situation. The teacher should also give explanation about
Suggestopedia method to the students. As a result, the students will obtain understanding to participate in learning process. The last, the teacher should
improve and add some activities in The Session Phase if necessary.
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2. Suggetions for students
The students are expected to participate actively in the teaching learning process. The students should also learn the topics giving in the designed materials
enthusiastically then they can take the knowledge and lesson in each topic. The students should also respect and trust the teacher because they will be secure in
learning process. The students should also remove their mind that learning English is difficult.
3. Suggestions for future researchers
The future researchers can make some improvements to the teaching learning activities of the designed materials. The writer also suggests to
implement the material to see the result and effect of Suggestopedic method in the classroom.
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REFERENCES
Ary, D.J., Jacobs, L.J., Razavieh, A. 1972. Introduction to Research in Education. New York: Holt, Rinehart and Winston.
Borg, W.R., and Gall, M.D. 1983. Educational Research: An Introduction. New York: Longman, Inc.
Dick, W., Carey, L., Carey, J. 2001. The Systematic Design of Instruction. Fifth Edition. Boston: Allyn Bacon.
Grix, J. 2004. The Foundation of Research. New York: Palgrave Avenue. Halliwell, S. 1992. Teaching English in the Primary Classroom. Harlow:
Longman. Kemp, J.E. 1977. Instructional Design. Belmont: Fearon Pitman Publisher, Inc.
Larsen-Freeman, D. 2000. Technique and Principle in Language Teaching. New
York: Oxford University Press. Lozanov, G. 1978. Suggestology and Outlines of Suggestopedy. New York:
Gordon and Breach. Lozanov, G. 2005. Suggestopedia-Dessugestive Teaching Communicative Method
on the Level of the Hidden Reserves of the Human Mind. http:www2.vobs.atludescherpdf20filesSUGGESTOPAEDIA20-
20book.pdf accessed on December 12, 2010. Marianne, C.M. 2001. Teaching as a Second or Foreign Language. Boston:
Heinle Heinle Thomson Learning Inc. Oxford, R.L. 2001. Integrated Skills in the ESLEFL Classroom.
http:www.cal.orgresourcesdigest0105oxford.html accessed on November 15, 2009.
Philip, S. 1993. Young Learners. Oxford: Oxford University Press. Richard, J.C. and Rodgers, T. S. 2001. Approaches and Methods in Language
Teaching. Second Edition. Cambridge: Cambridge University Press. Sanchez, M.A.A.S. 2000. An Approach to the Integration of Skills in English
Teaching. http:revistas.ucm.esedu11300531articulosDIDA0000110021A.PDF.
accessed on November 15, 2011.
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Setiadi, Ag.B. 2006. Teaching English as a Foreign Language. Yogyakarta: Graha Ilmu.
Stevick, E.W. 1990. Humanism in Language Teaching. http:www.sil.orglingualinkslanguagelearningBooksBackInPrintonhum
anisminlanguageteachinghumanism.html accessed on September 24, 2010.
Suyanto, K.E. 2007. English for Young Learners. Jakarta: Bumi Aksara. Yalden, J. 1987. The Communicative Syllabus: Evolution, Design, and
Implementation. New York: Prentice-Hall International.
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APPENDICES
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APPENDIX A Surat Permohonan Ijin Penelitian
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Appendix A: Surat Permohonan Ijin Penelitian
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APPENDIX B Surat Keterangan
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Appendix B: Surat Keterangan
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APPENDIX C The Results of the Interview on the Needs
Survey
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Appendix C: The Results of the Interview on the Needs Survey No Need
Information Participants’
Answers
1 How many years have you taught
English? 4 years
2 What are the difficulties that you find
in teaching fifth grade students? -There is a limitation of time, so the
material can not be explained fully. -There is too much theory. So the
teaching learning process tends to one direction. The students only listen
what teacher explains.
3 Are the students interested in learning
English? Yes, they are
4 Do you develop the material or only
use the handbook as the guidance? Why?
Yes. I do. Because the material of the handbook is not complete yet.
5 What kind of method do you use in
teaching and learning process? -Extracurricular: : applying fun
learning theory singing, playing game, etc
- Morning English Lesson: Giving the theories of English material
6 Do the students involve actively and
enthusiastically in learning process? Mostly, they are active and
enthusiastic to involve the lesson. However, some of the students are still
passive and shy to participate in learning English.
7 What kinds of obstacle that students
find in learning English? -They are lack of vocabulary.
8 How about the fifth grade
students’English competence? Elementary level
9 Do the students need learning
material? Why?
Yes, they do. Because they need more interesting material. The materials
should be easy to deliver to the students. It can increase the students’
motivation in learning English.
10 Is integrated material effective to
improve the students’ English proficiency?
Why? Yes, it is. Because the students have to
master four skills all together.
11 In your opinion, can the students only
learn one English skill? No, they can not. They have to master
the four skills because the four skills are needed in School Final
Examination.
12 Have you applied the Integrated Skills
in teaching learning process? Give the reason for your answer.
No, I have not. Because of the limitation of time.
13 Do the students like enjoyable
Yes, they do.
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No Need Information
Participants’ Answers
activities in learning English? a. Role playing
b. Singing a English song c. Playing game
d. Listening a story e. Listening classic music while
studying 14
Can those activities improve the students’ English proficiency?
Yes, they can. By doing those activities, the students can learn
English easier. 15
Have you facilitated those kinds of activities to the students in teaching
learning process? Those activities are already applied in
extracurricular program. However, the activities are seldom to use in morning
English lesson.
16 What do you give or say to your
students if they can answer or do the assignment correctly?
-Reward -Compliment
17 Is encouragement important in
teaching learning process? Why?
Yes, it is. Because encouragement can increase the students’ confident and
motivation in learning English. 18
Can integrated materials based on Suggestopedia method be applied for
fifth grade students in learning English?
Yes it can. However, we have to manage time wisely to apply the
material.
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APPENDIX D Questionnaire on the Needs Survey
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Appendix D: Questionnaire on the Needs Survey
Qu es t io n n air e o n t he Need s Sur vey
Nama :
_________________________________________ Umur
: _________________________________________ Jenis Kelamin
:__________________________________________
Adik-adik, jawablah pertanyaan-pertanyaan di bawah ini dengan melingkari jawaban yang telah disediakan, jawablah pula di bagian titik-
titik.
1. Apakah adik-adik senang belajar bahasa Inggris? a. Ya
b. Tidak
2. Apakah adik-adik mengalami kesulitan dalam belajar bahasa Inggris ? a. Ya
b. Tidak
3. Jika jawaban adik-adik pada nomor 2 dua Ya, apakah kesulitan yang adik-adik temukan dalam belajar bahasa Inggris?
a. Kosakata dalam bahasa Inggris rumit, 1 kata bahasa Inggris bisa memiliki beberapa arti dalam bahasa Indonesia.
b. Cara melafalkan mengucapkan kata dalam bahasa Inggris susah. c. Tata bahasagrammar dalam bahasa Inggris susah.
d. Dalam bahasa Inggris terdapat verb kata kerja dan to be kata
bantu yang berbeda-beda da digunakan sesuai dengan situasi tertentu.
4. Situasi belajar bahasa Inggris seperti apa yang adik-adik inginkan di kelas? boleh memilih lebih dari satu
a. Serius b. Santai
c. Menyenangkan
5. Kegiatan belajar seperti apakah yang adik-adik inginkan dalam belajar bahasa inggris di kelas? Boleh memilih lebih dari satu
a. Menyanyi lagu bahasa Inggris
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b. Mendengarkan cerita bahasa Inggris dari guru c. Bermain game
d. Drama e. Mendengarkan musik klasik sambil belajar
f. Mendengarkan guru selama pelajaran g. Mencatat apa yang dituliskan guru di papan tulis
h. Lainnya …………………………………………………
6. Apakah adik-adik ingin menguasai semua kemampuan dalam berbahasa Inggris berbicara, menulis, membaca, dan mendengarkan secara
bersamaan dalam pelajaran bahasa Inggris? a. Ya
b. Tidak
7. Jika jawaban adik-aik pada nomor 7 adalah ”Ya”, mengapa? Boleh memilih lebih dari satu
a. Karena saya ingin menguasai keempat kemampuan bahasa Inggris tersebut.
b. Karena keempat kemampuan dalam bahasa Inggris itu penting. c. Karena antara “mendengarkan”, “membaca”, “menulis”, dan
“berbicara” tidak dapat dipisahkan” d. Karena di sekolah, kita harus belajar semua kemampuan tersebut.
8. Pilihlah 8 topik yang menurut adik-adik mudah untuk dipelajari dalam belajar bahasa Inggris
a. Greeting and Introduction Salam dan Perkenalan b. Hobby Kegemaran
c. Public places Tempat-tempat Umum d. Sport Olahraga
e. My Family Keluargaku f. Body Parts Anggota Tubuh
g. Animals Binatang h. Describing People Mendeskripsikan Orang
i. Holiday Liburan j. My Favorite Figure Tokoh Favoritku
k. Fairy Tale Dongeng l. Lainnya …………
Thank You Very Much
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APPENDIX E Basic Competencies in Each Topic
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Appendix E: Basic Competencies in Each Topic No Topic
Basic Competence
1 Greeting and
Introducing
Listening At the end of the course, the students are able to :
• Respond to very simple instructions with acceptable action in class and school context
• Respond to very simple instructions orally
Speaking The students are able to :
• Have conversations with acceptable action involving oral action
• Have conversations to askgive information acceptably involving oral action
• Express politeness acceptably the involve expressions
Reading The students are able to :
• Read loudly with correct and acceptable expressions, stress, and intonation
• Understand sentences, written messages, and very simple pictorial descriptive texts correctly and
acceptably
Writing The students are able to:
• Spell simple words correctly and acceptably • Copy and write very simple sentences correctly
and acceptably with correct punctuation marks
2 Holiday Listening
At the end of the course, the students are able to : • Respond to very simple instructions with
acceptable action in class and school context • Respond to very simple instructions orally
Speaking The students are able to :
• Have conversations with acceptable action involving oral action
• Have conversations to askgive information acceptably involving oral action
• Express politeness acceptably the involve expressions
Reading The students are able to :
• Read loudly with correct and acceptable expressions, stress, and intonation
• Understand sentences, written messages, and very simple pictorial descriptive texts correctly and
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No Topic Basic
Competence
acceptably
Writing The students are able to:
• Spell simple words correctly and acceptably • Copy and write very simple sentences correctly
and acceptably with correct punctuation marks
3 Animal Listening
At the end of the course, the students are able to : • Respond to very simple instructions with
acceptable action in class and school context • Respond to very simple instructions orally
Speaking The students are able to :
• Have conversations with acceptable action involving oral action
• Have conversations to askgive information acceptably involving oral action
• Express politeness acceptably the involve expressions
Reading The students are able to :
• Read loudly with correct and acceptable expressions, stress, and intonation
• Understand sentences, written messages, and very simple pictorial descriptive texts correctly and
acceptably
Writing The students are able to:
• Spell simple words correctly and acceptably • Copy and write very simple sentences correctly
and acceptably with correct punctuation marks
4 Public Places
Listening At the end of the course, the students are able to :
• Respond to very simple instructions with acceptable action in class and school context
• Respond to very simple instructions orally
Speaking The students are able to :
• Have conversations with acceptable action involving oral action
• Have conversations to askgive information acceptably involving oral action
• Express politeness acceptably the involve expressions
Reading The students are able to :
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No Topic Basic
Competence
• Read loudly with correct and acceptable expressions, stress, and intonation
• Understand sentences, written messages, and very simple pictorial descriptive texts correctly and
acceptably
Writing The students are able to:
• Spell simple words correctly and acceptably • Copy and write very simple sentences correctly
and acceptably with correct punctuation marks
5 My Family
Listening At the end of the course, the students are able to :
• Respond to very simple instructions with acceptable action in class and school context
• Respond to very simple instructions orally
Speaking The students are able to :
• Have conversations with acceptable action involving oral action
• Have conversations to askgive information acceptably involving oral action
• Express politeness acceptably the involve expressions
Reading The students are able to :
• Read loudly with correct and acceptable expressions, stress, and intonation
• Understand sentences, written messages, and very simple pictorial descriptive texts correctly and
acceptably
Writing The students are able to:
• Spell simple words correctly and acceptably • Copy and write very simple sentences correctly
and acceptably with correct punctuation marks
6 Profession Listening
At the end of the course, the students are able to : • Respond to very simple instructions with
acceptable action in class and school context • Respond to very simple instructions orally
Speaking The students are able to :
• Have conversations with acceptable action involving oral action
• Have conversations to askgive information acceptably involving oral action
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No Topic Basic
Competence
• Express politeness acceptably the involve expressions
Reading The students are able to :
• Read loudly with correct and acceptable expressions, stress, and intonation
• Understand sentences, written messages, and very simple pictorial descriptive texts correctly and
acceptably
Writing The students are able to:
• Spell simple words correctly and acceptably Copy and write very simple sentences correctly and
acceptably with correct punctuation marks
7 Hobby Listening
At the end of the course, the students are able to : • Respond to very simple instructions with
acceptable action in class and school context • Respond to very simple instructions orally
Speaking The students are able to :
• Have conversations with acceptable action involving oral action
• Have conversations to askgive information acceptably involving oral action
• Express politeness acceptably the involve expressions
Reading The students are able to :
• Read loudly with correct and acceptable expressions, stress, and intonation
• Understand sentences, written messages, and very simple pictorial descriptive texts correctly and
acceptably
Writing The students are able to:
• Spell simple words correctly and acceptably • Copy and write very simple sentences correctly
and acceptably with correct punctuation marks
8 My Favorite
Figure Listening
At the end of the course, the students are able to : • Respond to very simple instructions with
acceptable action in class and school context • Respond to very simple instructions orally
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No Topic Basic
Competence Speaking
The students are able to :
• Have conversations with acceptable action involving oral action
• Have conversations to askgive information acceptably involving oral action
• Express politeness acceptably the involve expressions
Reading The students are able to :
• Read loudly with correct and acceptable expressions, stress, and intonation
• Understand sentences, written messages, and very simple pictorial descriptive texts correctly and
acceptably
Writing The students are able to:
• Spell simple words correctly and acceptably • Copy and write very simple sentences correctly
and acceptably with correct punctuation marks
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APPENDIX F The Results of the Questionnaire on the Needs
Survey
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Appendix F: The Results of the Questionnaire on the Needs Survey No Questions
Responses Number Percentage
1 Do you like studying
English? a. Yes
b. No 36
6 86
14 2
Do you find difficulties in
learning English? a. Yes
b. No 28
14 67
33 3
If your answer on number 2 is “yes”,
what are the difficulties you find
in learning English? you can choose
more than one answer
a. The English vocabulary is
difficult; one word can have more than
one meaning in Bahasa Indonesia.
b. The way to pronounce English
words are difficult. c. The complex
grammar d. In English, there is
verb and to be. And they are used based
on certain condition. 11
14 13
7 26
33 31
17
4 What kind of
situations do you want in learning
English? you can choose more than
one answer a. Serious
b. Relaxing c. Enjoyable
13 18
33 31
43 79
5 What kind of
activities you want in learning English?
a. Singing an English song
b. Listening a story from the teacher
c. Playing game d. Drama
e. Listening classic music while studying
f. Listening teacher’s explanation in a
whole lesson g. Taking a note what
teacher writes in the blackboard
Other h. Asking and
answering activity i. Studying English
through internet 9
19 30
14 20
18 11
1 1
21 45
71 33
48 43
26 2
2
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No Questions Responses Number
Percentage
6 Do you want to
master all English skills speaking,
writing, reading, listening
a. Yes b. No
41 1
98 2
7 If your answer on
number 6 “yes”, why? you can
choose more than one answer
a. Because I want to master those English
skills. b. Because those four
skills are important. c. Because among
“listening”, “reading”, “writing”,
and “speaking” cannot be separated.
d. Because at the school we have to learn all
those skills. 19
27 6
12 45
64 14
29
8 Choose 8 eight
topics that you think interesting and
important to be learnt.
a. Greeting and Introduction
b. Hobby c. Public Places
d. Sport e. My Family
f. Body Parts g. Animals
h. Describing
people i. Last Holiday
j. My Favorite Figure
k. Fairy tale Others
l. Job m. Transportation
28 35
23 29
38 20
37 4
30 28
12 1
2 67
83 54
69 90
48 88
10 71
67 29
2 5
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APPENDIX G Indicators in Each Topic
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Appendix G: Indicators in Each Topic Unit Topic
Indicators
1 Greeting and
Introduction
Listening The students are able to:
1. Complete the missing blanks that the teacher reads 2. Find the main idea from the listening passage
Reading The students are able to :
1. Find the main idea of the passagedialogue 2. Read aloud the passagedialogue
3. Identify the pattern to greet and introduce self Speaking
The students are able to :
1. Participate to sing a song 2. Discuss the pattern of greeting and introducing self
3. Introduce themselves correctly 4. Apply the pattern and expression correctly
5. Act out the dialogue correctly 6. Introduce self and others in front of the class with
correct spelling, pronunciation, intonation
Writing The students are able to:
1. Produce correct sentences to tell about the students’ identity based on the example
2. Produce some sentences to introduce self 3. Apply the pattern correctly
2 Holiday Listening
The students are able to: 1. Complete the passage that the teacher reads
2. Produce correct sentences to respond the teacher’s questions
3. Do the instruction given by the teacher to play the game
Reading The students are able to:
1. Read aloud the dialogue 2. Find the main idea about the dialogue
Speaking The students are able to:
1. Identify the pattern of future tense 2. Analyze the examples of future tense sentences
3. Differentiate the using of there isare 4. Produce correct sentences to answer the teacher’s
questions Writing
The students are able to:
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Unit Topic Indicators
1. Rearrange the scramble sentences into a good order 2. Produce some sentences in a short paragraph about
the students’ next holiday like the examples 3. Apply the pattern of future tense correctly
4. Apply the pattern of there isare correctly
3 Animal Listening
The students are able to: 1. Complete the missing blanks with correct answers
based on what teacher reads 2. Find the main idea of the listening passage
Reading The students are able to:
1. Find the main idea of the story 2. Read aloud the story
Speaking The students are able to:
1. Identify the animals characteristics 2. Explain the animals characteristics correctly to other
students 3. Differentiate the using of positive and negative pattern
4. Produce appropriate pattern of using subject and verb 5. Describe and guess the animals characteristics
correctly and clearly 6. Apply correct pattern to ask someone’s pet or cattle
7. Respond the questions of someone’s pet or cattle correctly with appropriate expressions
8. Identify the pattern by using them correctly to ask someone’s pet or cattle
Writing The students are able to:
1. Produce very simple sentences about the name of animals in the table
2. Categorize the wild and tame animals 3. Match the English words with its meaning correctly
4. Differentiate the animals into pet or cattle correctly 4 Public
Places Listening
The students are able to: 1. Produce correct sentences to respond the teacher’s
questions
Reading The students are able to:
1. Find the main idea of the passagedialogue 2. Read aloud the passagedialogue
Speaking The students are able to:
1. Identify the function of each public places correctly
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Unit Topic Indicators
2. Identify the pattern of each function 3. Identify how to show the direction to public places
4. Identify the pattern of some terms to show public places
5. Play the game with acceptable action 6. Apply the pattern and terms to show direction
correctly 7. Act out the dialogue with correct spelling,
pronunciation, intonation
Writing The students are able to:
1. Produce some sentences to make a dialogue about showing direction
2. Match the certain picture with its function 3. Apply the pattern and use the terms to direct the
direction 4. Apply the clues given by the teacher correctly
5 My Family Listening
The students are able to : 1. Complete the missing blanks that the teacher reads
correctly 2. Spell the names of George’s family members
correctly
Reading The students are able to:
1. Read aloud the reading passagedialogue with expressions, stress, and intonation correctly about
Family. 2. Find the main idea from the reading passage
Speaking The students are able to:
1. Respond to the questions on the family board game correctly.
2. Apply the expressions and pattern of the grammar focus in playing game
3. Identify the pattern in the grammar focus about
