Some students said that they wanted to have longer videos like one-hour videos for the teaching learning process. However the researcher found that it was
difficult to find one-hour-videos containing materials that are suitable for those fifth graders and also to their learning needs. All in all, there were not many things
that needed to be revised.
2. Features
This section presents the final presentation of the PowerPoint –based
materials which covers the PowerPoint presentation, teacher‟s manual, and
student book. It is to answer the first research question of “What do the
PowerPoint-based English materials for elementary school students look like?”.
The final product of the PowerPoint presentation is attached in a CD, while the teacher‟s manual and student book are attached in the appendix.
The materials follow the template that is previously mentioned in Figure 4.1. In general, the materials are presented in Presentation-Practice-Production
PPP technique. This technique is used because the researcher believes that learning is a deductive process.
According to Harmer 2007, p.50, “The PPP procedure is still widely used in language classrooms around the world, especialy
for teaching simple language at lower levels”. Similarly, Brown 2001 states that a teacher-centered classroom is suitable for students of beginning levels who are
still dependent on the teacher. The fifth graders involved in this study are still new to learning English and considered as students at the beginning level. PPP, which
tends to be teacher-centered, was thus considered to be suitable for those students. To familiarize the student with the activities, some icons representing the
activities are used. For instance, for activities named Listen and Say, there are PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
icons representing the action of listening and speaking. The icons are used consistently in the materials. The following are the appearances of the icons.
Table 4.7 Icons Representing the Activities Icons
What it represents
Listen Say
Write Look Watch
Sing Chant Draw
a. Presentation
Following the principles of materials development by Tomlinson 199 the materials are arranged in balance from the dependent tasks to the independent
ones. The Presentation and Practice stages both belong to the dependent tasks. In the Presentation stage, the language to be learned is introduced. Different kinds of
material presentation activities are used. Yet, the three units of materials share one same Presentation activity which is facilitated in the first slide or PowerPoint
presentation, namely the title and learning objectives. The first slide of each unit consists of a title and some learning objectives. All of the materials are entitled
using one of the expressions to be taught. As an example, Unit 1 is entitled „Hi My name is Leo.‟ since the materials are about introducing oneself Figure 4.2.
By showing this slide, the teacher can familiarize students with the target language.
1. T says: „Good morning‟ „Hi‟ „Hello‟
2. Ss answer: „Good morning‟ „Hi‟ „Hello‟
3. T directs ss to look at the screen: „Look‟
4. While pointing at the screen, T explains the materials to learn: „We
will learn greetings, introducing yourself, and ask and give information‟
5. T asks ss: „Can you introduce yourself?‟
6. Some ss might reply: „Yes1 My name is …‟ „Hello, my name is …
7. T provides feedbacks: „Good‟ „Great‟ „Excellent‟
Figure 4.2 A Title Slide in the Presentation Stage
In addition to the titles and learning objectives, the Presentation stage is facilitated through the following activities.
1 Let’s Watch
Videos containing songs, dialogs, and chants are used in the Presentation stage to introduce the target language. They also serve to
raise students‟ interest in the topic. The activity using the video in the Presentation stage is
named Let’s Watch.
