Determining Goals, General Purposes, and Topics

12 Do you agree that using short stories could help your students to promote their value of life? 1 2 Yes Yes 13 What kind of value that you think your students need to improve? 1 2 Friendship, love, hard work, honesty, cooperation, nationalism. Friendship, Tolerance, Peace, Respect, self perception. 14 What is your opinion about the design of supplementary English instructional materials using short stories to promote the students’ values of life? 1 2 It will be good for my students to improve themselves. That is a good idea. Table 4.3: The Description of the Result of the Interview. The results of the questionnaires and the interviews then were used by the writer to design the instructional materials in which the design is hoped to help the sixth grade elementary school students improve their English ability and also help them to promote their value of life. There were some steps conducted after gaining the information of the learners’ need. The next step will be discussed below:

b. Determining Goals, General Purposes, and Topics

The next step after conducting some knowledge from some inputs the writer stated the goals. Goal is overall objectives and basis for a course; the goal is used as the basis for developing specific outcomes of the materials, the goals in this study were the implementation of competency standard in KTSP to put the basic knowledge, personal development and ability to prepare the students to the next level. Adapted the KTSP the writer used the terms competence standard and basic competence to determine the goals and general purposes. In this course, competence standard, and basic competence are designed to develop and increase the students’ English ability and also specify to promote the students’ values of life. In order to achieve the competence standard and basic competence the writer stated the learning indicators for each meeting. The next step was listing the topics. The listed topic should be related to the needs of students, based on the students’ choices in needs survey. In this study the writer decides to use integrated materials. The topics and the titles were presented in the table below: Unit Topic Title 1 Self concept Hi, it’s Me 2 Family My beautiful Home 3 Friendship We are friends 4 Dream Let’s Do Your Very Best 5 Happiness The true happiness 6 Face some feelings Do you ever feel this? 7 Moral Naughty or not 8 Heroic Are you a hero? Table 4.4: The List of Topic and Title The complete competence standard and learning indicators are described as follows: The competency standards goals of this course are: 1. The students are able to understand words and terms related to the topics 2. The students are able to understand what the story is talking about 3. The students are able to enjoy the story being read 4. The students are able to promote their own values by reading the short story. Unit Topic Title Basic Competence general purposes Learning Indicators 1 Self concept Hi, it’s Me At the end of the meeting: 1. The students are able to understand words and terms related to introducing oneself. 2. The students are able to understand what the story is talking about. 3. The students are able to enjoy the story being read. 4. The students are able to promote their own values by reading the short story. At the end of the meeting the students are able to: - Introduce themselves in English. - Apply new vocabularies in reading a story. - Answer the questions according to a story. - Pronounce words related to the topic - Make sentences using to be + noun correctly. - Fill their own list based on the interview with their friends. - Fill their reflection card individually - Express them selves by drawing a picture. 2 Family My beautiful Home At the end of the meeting: 1. The students are able to understand words and terms related to family. 2. The students are able to understand what the story is talking about. 3. The students are able to enjoy the story being read. 4. The students are able to promote their own values by reading the short story. At the end of the meeting the students are able to: - Mention how many family members they have. - Mention their family and pronounce them correctly. - Apply new words in reading a story. - Answer the questions according to the story. - Pronounce words related to the topic. - Make sentences using have and has correctly. - Fill the worksheet by interviewing their friends. - Report their interview results. - Answer the questions in their reflection card individually. - Make a note to thank one of their family members. 3 Friendship We are friends At the end of the meeting: 1. The students are able to understand words and terms related to relatives. 2. The students are able to understand what the story is talking about. 3. The students are able to enjoy the story being read. 4. The students are able to promote their own values by reading the short story. At the end of the meeting the students are able to: - Mention the characteristics of a good friend. - Apply new words in reading a story. - Answer the questions according to the story. - Pronounce vocabularies related to the topic. - Make sentences using subject + to be + Adjective correctly. - Mention kinds of adjective and pronounce them correctly. - Answer the questions in their reflection card individually. - Make a plan with their partner. 4 Dream Do your very best At the end of the meeting: 1. The students are able to understand words and terms related to occupations. 2. The students are able to understand what the story is talking about. 3. The students are able to enjoy the story being read. 4. The students are able to promote their own values by reading the short story. At the end of the meeting the students are able to: - Mention kinds of occupations - Mention their dream. - Pronounce kinds of occupations correctly. - Apply new vocabulary in reading a story. - Answer the questions according to the story. - Make sentences using future expression using will and to be + going to - Make their future plans using will and to be + going to. - Answer the questions in reflection card individually. - Dramatize the story. 5 Happiness The truth of happiness At the end of the meeting: 1. The students are able to understand words and terms related to nouns. 2. The students are able to understand what the story is talking about. 3. The students are able to enjoy the story being read. 4. The students are able to promote their own values by reading the short story. At the end of the meeting the students are able to: - Differentiate countable and uncountable nouns - Apply new vocabulary in reading a story. - Answer the questions according to the story. - Retell the story using their own sentences - Complete the sentences using determiners correctly. - Fill the worksheet by interviewing their friends. - Report their interview results in front of the class. - Answer the questions in reflection card individually. - Sing the song ‘if you’re happy’. 6 Face some feelings Do you ever feel this? At the end of the meeting: 1. The students are able to understand words and terms related to showing sympathy expression. 2. The students are able to understand what the story is talking about. 3. The students are able to enjoy the story being read. 4. The students are able to promote their own values by reading the short story. At the end of the meeting the students are able to: - Answer the questions about feelings. - Apply new vocabulary in reading a story. - Answer the questions according to the story. - Pronounce vocabularies related to the topic - Mention kinds of feelings. - Use expressions of sympathy by making a dialogue. - Practice using expressions of sympathy. - Differentiate feelings according to the conditions. - Answer the questions in reflection card individually. - Show and guess the expression of feelings. 7 Moral Naughty or not At the end of the meeting: 1. The students are able to understand words and terms related to habits. 2. The students are able to understand what the story is talking about. 3. The students are able to enjoy the story being read. 4. The students are able to promote their own values by reading the short story. At the end of the meeting the students are able to: - Differentiate good and bad habits. - Use simple present tense correctly. - Fill their own list based on the interview with their friends. - Report their interview results - Answer the questions in reflection card individually. 8 Heroic Are you a hero? At the end of the meeting: 1. The students are able to understand words and terms related to offering help. 2. The students are able to understand what the story is talking about. 3. The students are able to enjoy the story being read. 4. The students are able to promote their own values by reading the short story. At the end of the meeting the students are able to: - Give their opinions about the characteristics of a hero. - Apply new vocabulary in reading a story. - Answer the questions according to the story. - Pronounce words related to the topic. - Use expressions of offering help. - Answer the questions by discussing them with their friends. - Report their discussion result. - Write their heroic story Table 4.5: The Description of Basic Competence and Learning indicators c Recognizing Values Assumptions Unit Title Value focus Value Assumptions 1 Hi, it’s Me Humility, Tolerance At the end of the meeting the students are able to: - Practice how to introduce oneself - Express about themselves. - Have better understanding about self concept. - Have more respect of themselves and their friends. - Have better understanding that each person is unique and they are all different. 2 My beautiful Home Love, Happiness At the end of the meeting the students are able to: - Mention their family members. - Appreciate their family life. - Express their love to their family. 3 We are friends Love, Humility, Unity At the end of the meeting the students are able to: - Show their understanding of friendship. - Identify the character of a good friend. - Have better understanding that everyone has their own strengths and weaknesses. - Practices how to be a good friend. - Have better understanding about friendship and team work. 4 Do your very best Unity hard work, freedom At the end of the meeting the students are able to: - Recognize their strengths and weaknesses. - Decide their dream. - Valuing hard work. - Decide what they need to do to achieve their dream. - Making plans for their future life. 5 The true happiness Happiness, peace At the end of the meeting the students are able to: - Have peaceful conditions about them. - Appreciate their life. - Appreciate what they have now. - Have better understanding about value of money - Have positive thoughts about themselves and others. 6 Do you ever feel this? Happiness, Tolerance At the end of the meeting the students are able to: - Have more sensitivity about the other feeling. - Express their sympathy in English. - Have better understanding about feeling and how to express it. - Express their feeling in the correct way. 7 Naughty or not Love, honesty, responsibility At the end of the meeting the students are able to: - Identify their habits. - Differentiate good and bad habits. - Have more responsibility with their actions. - Be honest to concede their habits. 8 Are you a hero? Love, cooperation, responsibility At the end of the meeting the students are able to: - Have more respect for the other’s kindness. - Have better understanding about the meaning of being a hero. - Have better understanding that everyone can be a hero by doing a small thing. - Appreciate self. Table 4.6: The Description of Values Assumptions d Listing Subject Contents In this part, the writer presented what would be presented in each unit of the design materials. Each unit will consist of six sections, they are; Think first, Story time, Our English today, How about you?, What do I think then?, and let’s have fun. Here is the purpose of each section: a. Think First In this section the teacher gives the introduction about the topic that is going to discuss in today’s class activity. The teacher gives some questions to students about the topic today. b. Story time This section consists of reading activities. The activities may be different for each unit that would help the students in comprehending the topic and make the students enjoy their reading activity. c. Our English today This section focused on developing the student’s English ability. This section explained about the vocabulary, structure and language expression related to the topic. d. How about you? The activities in this section are considered to help the students compare or have social interaction with their friends by sharing or discussing the topic given and the value being touched. e. What do I think then? In this section the students will answer some questions by themselves. This section is aimed to help the students explore their own values about the topic today. f. Let’s have fun. This section presents activities to make the students relax and practice what they have learnt today by doing fun activities. e Teaching Learning Activities and Sources Unit Title Subject Contents Teaching-learning activities Sources 1 Hi, it’s Me a. Think First b. Story time c. Our English today d. How about you? e. What do I think then f. Let’s have fun The teacher asks the students some questions. e.g. What will you say if people ask you “who are you?” The teacher reads the story Teacher and students discuss what the story is talking about. The students answer the questions according to the story. The students arrange the pictures and retell the story using their own words. The teacher pronounces the new words, the students repeat after the teacher. The teacher explains how to use to be + noun. Students practice how to use to be + noun. Students fill the worksheet by interviewing their friends and report it in front of the class. The students answer the questions on their reflection card individually The students draw a picture that explains who they are. Questions taken from Values Clarification, a Handbook of Practical Strategies for Teacher and Students by Sidney, et al, 1972 “False Beauty”, by Y. Mei Setiyanta. Oxford Learners’ Dictionary Kamus Lengkap by Wojowarsito and Tito Warsito 2 My beautiful Home a. Think First b. Story time c. Our English today d. How about you? e. What do I think then f. Let’s have fun The teacher asks the students to imagine their house and mention the members of their family. And answer the questions. Teacher reads the story and the students repeat after the teacher. Teacher divides the class into groups and asks the students to discuss what the story is talking about. The students answer the questions according to the story. Teacher and students discuss about family members and how to pronounce them in the correct way. Teacher explains how to use have and has memiliki. The students fill the worksheet by interviewing their friends. Some students report their interview results in front of the class. The teacher asks the students to imagine the people they love in their home. Students make a note to thank to the people they imagine. Questions taken from Values Clarification, a Handbook of Practical Strategies for Teacher and Students by Sidney, et al, 1972 “The New Baby”, taken from Sweet Dreams by Nicola Baxter Oxford Learners’ Dictionary Kamus Lengkap by Wojowarsito and Tito Warsito 3 We are friends a. Think First The Teacher asks the students about the characteristics of a good friend. Questions taken from Values Clarification, a Handbook of Practical b. Story time c. Our English today d. How about you? e. What do I think then? f. Let’s have fun The teacher divides the class into groups and asks the students to read and discuss about what the story is talking about. The students answer the questions according to the story. The teacher pronounces the new words, the students repeat after the teacher. The teacher explains about Subject + to be + Adj. the students listen to the explanations. The teacher gives examples of adjectives. The students try to find other adjectives. The teacher divides the class into groups. The students discuss the characteristics of a good friend and report the result in front of the class. The students answer the questions on their reflection card individually. Students write the reward card for their friends. Strategies for Teacher and Students by Sidney, et al, 1972 “Pets For Bess”, taken from Sweet Dreams by Nicola Baxter Oxford Learners’ Dictionary Kamus Lengkap by Wojowarsito and Tito Warsito 4 Do your very best a. Think First The teacher asks the students some questions, the students answer the questions The teacher asks the students to mention about their own dream. Questions taken from Values Clarification, a Handbook of Practical Strategies for Teacher and Students by Sidney, et al, 1972 b. Story time c. Our English today d. How about you? e. What do I think then? f. Let’s have fun The teacher reads the story. The students repeat after the teacher. The students answer the questions according to the story. The teacher pronounces the new words, the students repeat after the teacher. The teacher explains about future expression using will and to be + going to. The students listen to the explanations. The students fill the worksheet by interviewing their friends. Some students report the result in front of the class. The students answer the questions on reflection card individually. The students make a drama of Little Red Hen story. Oxford Learners’ Dictionary Kamus Lengkap by Wojowarsito and Tito Warsito “Little Red Hen” taken from drama with children unit 4.4 by Sarah Phillips 5 The true happiness a. Think First b. Story time The teacher asks some questions. The students answer the questions. The teacher reads the story. The students repeat after the teacher. Teacher and students discuss what the story is talking about. The students answer the questions according to the story. Questions taken from Values Clarification, a Handbook of Practical Strategies for Teacher and Students by Sidney, et al, 1972. Stories taken from True Story by NN Oxford Learners’ Dictionary Kamus Lengkap by Wojowarsito and Tito Warsito c. Our English today d. How about you? e. What do I think then? f. Let’s have fun The students retell the story using their own words. The students group the countable and uncountable words. Teacher explains about determiners. The students listen to the explanations. The students complete the sentences using determiners. The students fill the worksheet by interviewing their friends. Some students report the results in front of the class. The students answer the questions on reflection card individually. The teacher and the students sing the ‘if you’re happy’ song’ 6 Do you ever feel this? a. Think First b. Story time c. Our English today The teacher asks some questions. The students answer the questions. The teacher reads the story. The students follow the teacher. The student answer the questions related to the story. The teacher pronounces the example of feeling. The students repeat after the teacher and try to Questions taken from Values Clarification, a Handbook of Practical Strategies for Teacher and Students by Sidney, et al, 1972 “Happy Harry”, taken from Sweet Dreams by Nicola Baxter Oxford Learners’ Dictionary Kamus Lengkap d. How about you? e. What do I think then? f. Let’s have fun find another example of feeling. Teacher explains about some expression of sympathy. Students practice the expression by making a dialogue with their partner and practice the dialogue in front of the class. The teacher divides the class into groups. The students discuss the problem that the teacher gives. The students fill the worksheet based on the discussion. The students answer the questions on their reflection card individually The teacher explains about the “guess what I feel” game. The students do the game. by Wojowarsito and Tito Warsito Speaking Naturally by Games inspired from Drama with children, by Sarah Philips 7 Naughty or not a. Think First b. Story time c. Our English today The teacher asks the students some questions about habits. The students answer the questions. The students read the story. The students retell the story using their own word orally. The students answer the questions according to the story. The teacher explains about simple present tense, the students listen to the explanations. Questions taken from Values Clarification, a Handbook of Practical Strategies for Teacher and Students by Sidney, et al, 1972 “Lost and Found”, and “naughty or not” taken from Sweet Dreams by Nicola Baxter Oxford Learners’ Dictionary Kamus Lengkap by Wojowarsito and Tito Warsito d. How about you? e. What do I think then? f. Let’s have fun The students fill the worksheet by interviewing their friends. The students report the result of interview in front of the class The students answer the questions on their reflection card individually. The students analyze Robert-John’s habits. 8 Are you a hero? a. Think First b. Story time c. Our English today d. How about you? The teacher asks the students to mention their favorite heroes and asks them to give the reasons for their answers. The teacher reads the introduction of the story and discusses the questions on the introduction part. The students read the story and try to discuss what the story is talking about. The students answer the questions related to the story. The teacher explains some expressions of offering help. With their partners, the students make a dialogue using offering and asking for help expressions. The teacher divides the class into groups. The students answer the Questions taken from Values Clarification, a Handbook of Practical Strategies for Teacher and Students by Sidney, et al, 1972 Stories, and Poem taken from Enjoying English unit 4 by The L.W. Singer Company, INC Game taken from Elementary Communication Games by Jill Hadfield e. What do I think Then f. Let’s have fun questions and report the answer in front of the class. The teacher asks the students to write about their heroic time. The students do the “Do me a favor” game. Table 4.7: The Teaching-learning Activities and Sources f Designing the Learning Materials After determining goals, topics, and general purposes, recognizing values assumption, listing subject contents, and selecting teaching learning activities and sources, in this step the writer designs a set of supplementary English instructional materials using short stories to promote the students’ values of life. In this step all the components of designing materials are designed in order to answer the learners’ needs and problems. The results of the designed materials are then evaluated by conducting the post-design survey in order to produce the effective materials.

2. The Results of Post-design Survey