The percentage result of agreement on the designed materials evaluation is more than 66.6 for each statement. This result interpreted that the respondents
gave positive judgment, and opinion about the designed materials. It means that the respondents mostly agreed that the designed materials are appropriate to teach
reading for the fifth grade students. Therefore, it can be concluded that the materials are appropriate and acceptable.
B. Suggestions
Based on the conclusion above, there are some suggestions suggested for the fifth grade students of Santa Maria Elementary School Magelang, the English
teacher, and other researchers.
1. For the Fifth Grade Students of Santa Maria Elementary School Magelang
The writer suggested that the students do and finish the task and activities in the designed materials well so that they can improve their reading, and
comprehension skills, and also their vocabulary mastery. It is also expected that using games in this study the students will keep enjoying the reading class without
ignoring the materials and creating the noisy class.
2. For the English Teacher
The writer suggested that the English teacher of the fifth grade level of elementary school increases their creativity in teaching English to their students. It
is important for the teacher to provide condition and situation that can facilitate students studying English reading. The presence of the situation where there is no
tension in the class is needed in supporting students’ reading skill and their
understanding. The condition in class where possibility to interact, compete, and cooperate between students are also important to strengthen the students’
understanding of English reading. Therefore, the English teacher of elementary school is suggested to use game as their technique in teaching reading for the fifth
grade students of elementary school like in this study because game provides such condition above.
3. For Further Researchers
It is expected that this research will encourage other researchers to have better analysis in relation with the development of teaching reading for the fifth
grade students of elementary school. The writer suggested that further researchers make more variations in reading activities by considering more details of the
learners’ analysis. This research, of course, has its weaknesses, so the effort to find better and more effective teaching is important. It is also expected that other
researcher will analyze some techniques to find more effective technique of teaching English reading to elementary school students in a broader area.
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• Letter of Permission to the Headmaster of Santa Maria Elementary School Magelang
UNIVERSITAS SANATA DHARMA FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Tromol Pos 29, Yogyakarta 55002 Telp. 0274 513301, 515352; Fax. 0274 562383
Nomor : 007PnltKajurJPBSI2010 Lamp. : ___________________
Hal : Permohonan Ijin Penelitian
Kepada Yth. Kepala SDK Santa Maria Magelang
Sr. Antonia, Y. SPM Di Tempat
Dengan hormat, Dengan ini kami memohonkan ijin bagi mahasiswa kami,
Nama
: Ima Putri Wulandari No. Mhs
: 051214040 Program Studi
: Pendidikan Bahasa dan Seni Jurusan
: Pendidikan
Bahasa Inggris
Semester : X sepuluh
Untuk melaksanakan penelitian dlam rangka persiapan penyusunan Skripsi, dengan ketentuan sebagai berikut:
Lokasi
: SDK Santa Maria Magelang Waktu
: 15
Februari 2010
Judul : Designing A Set of Reading Instructional Materials Using Games For the
Fifth Grade Students of Santa Maria Elementary School Magelang
Atas perhatian dan ijin yang diberikan, kami ucapkan terima kasih.
Tembusan Yth: 1. ______________
2. Dekan FKIP
•
Questionnaire of Research Information Collecting
KUESIONER
Designing a Set of Reading Instructional Materials Using Games for the Fifth Grade Students of
Santa Maria Elementary School Magelang
Jawablah pertanyaan-pertanyaan di bawah ini dengan memberi tanda silang X pada jawaban yang anda pilih dan isilah di tempat yang tersedia jika diperlukan
1. Apakah adik-adik mengalami kesulitan membaca bacaan berbahasa Inggris? a. Ya
b. Tidak 2. Apakah kata-kata dan ungkapan yang sulit dimengerti harus diartikan ke dalam
bahasa Indonesia? a. Ya
b. Tidak 3.
Apa yang adik-adik lakukan jika adik menemui kata-kata sulit? a. Mencari di kamus
b. Bertanya pada guru c. Mengabaikannya
d. Bertanya pada teman 4. Jika adik-adik mengalami kesulitan dalam membaca, faktor apa saja yang
menyulitkan? boleh memilih lebih dari satu
Nama :
…………………………….. Kelas
: ………….
Jenis Kelamin
: LP
Umur :
………….
a. Banyak kata-kata yang sulit dilafalkan b. Banyak kata-kata yang sulit dimengerti
c. Bacaan terlalu panjang d. Bacaan tidak menarik
e. lainnya ________________________________________________________ 5. Apakah adik-adik sering merasa bosan dalam membaca?
a. Ya b. Tidak
6. Faktor apa saja yang membuat adik-adik merasa bosan? Boleh memilih lebih dari satu
a. Tema bacaan b. Kegiatan belajar yang kurang bervariasi
c. Bacaan yang terlalu panjang d. Banyak kata-kata sukar
7. Jenis bacaan yang adik-adik sukai? jawaban boleh lebih dari satu
a. Cerpen Cerita Pendek b. Dongeng
c. Puisi d. lainnya __________________________________________________________
8. Aktivitas-aktitivitas apa saja yang adik-adik inginkan dalam membaca?
a. Permainan b. Melengkapi cerita
c. Mencocokkan gambar dengan cerita d. Menyusun paragraf
e. Membuat cerita berdasarkan gambar
f. Membaca cerita dan menjawab pertanyaan sehubungan dengan cerita g. Lainnya _______________________________________________________
9. Pernahkah BapakIbu Guru mengajar Bahasa Inggris sambil bermain?
a. Ya b. Tidak
10. Bagaimana perasaan adik-adik ketika belajar sambil bermain? a. Senang, karena dapat belajar sambil bermain dan tidak bosan
b. Tidak senang, karena kelas menjadi ribut dan tidak bisa mengerti pelajaran yang diajarkan
☺ Thank Y ou ☺
