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3. Integrated Materials
Basically, the students cannot learn English separately. This means that the students cannot learn the speaking skill while the other skills are not being used.
For example, when the students are listening to a recorded fairy tale and the students should answer the available questions, the students should take notes to
obtain information from the recording in order to answer those questions. In this case, the students learn listening and writing skill at the same time. Moreover,
when the students are asked to present and share what they have learned, the students should present it in the form of speaking. This example shows the
important side of integrated materials in learning English especially for the Elementary School students.
One of the most crucial of strands in learning language consists of the four primary skills of listening, reading, speaking, and writing. This strand also
includes knowledge of vocabulary, spelling, pronunciation, syntax, meaning, and usage. The skill strand of the tapestry leads to optimal ESLEFL communication
when the skills are interwoven during instruction. This is known as the integrated skills approach Oxford, 2001. Moreover, she explains her opinion about term
“integrated” using an example, which explains that “integrated” is a combination of four skills in learning a language, in this case, English in the same time. It is
meant to help students develop their language competence actively, as cited below.
If the teacher is creative, a course bearing a discrete-skill title might actually involve multiple, integrated skills. For example, in a course on intermediate
reading, the teacher probably gives all of the directions orally in English, thus causing students to use their listening ability to understand the
assignment. In this course, students might discuss their readings, thus PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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employing speaking and listening skills and certain associated skills, such as pronunciation, syntax, and social usage. Students might be asked to
summarize or analyze readings in written form, thus activating their writing skills. In a real sense, then, some courses that are labelled according to one
specific skill might actually reflect an integrated-skill approach after all.
Oxford 2001 also says that a traditional ESLEFL program offers classes focusing on segregated language skills that are primary, listening, reading,
speaking and writing and also includes associated or related skills such as knowledge of vocabulary, spelling, pronunciation, syntax, meaning, and usage.
Whereas, McCloskey 2005 defines the term integrated as follows. Term “integrated” thus describes the curriculum in four ways. First,
language is taught with integration of listening, speaking, reading, and writing in conjunction with our rich multicultural literary heritage. Second, language
instruction is integrated into content area instruction. Third, students from various language and cultural backgrounds are integrated in the classroom and work
collaboratively. Fourth, students’ home experiences and native culture experiences are integrated into the school experiences in the new culture.
What is meant by McCloskey is that the combination of four skills in learning languages in which area instruction is used in order to make students who
come from different country with different languages and cultures can cooperate each other, work together in a new culture.
In this study, the sixth grade students of SD Kanisius Kanutan have their own background and characteristics. The differences of these backgrounds reflect
arguments of McCloskey and Oxford and there is a need of cooperation in the classroom in order to achieve the objectives. The writer believes that Cooperative
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Learning is appropriate to be used in English integrated learning, especially for the sixth grade students of SD Kanisius Kanutan.
B. Theoretical Framework
In this study, the process of designing the instructional materials would use the combination of Kemp’s and Yalden’s instructional models. The writer
combined these two models to design the materials because the combination reveals a clear and complete step in designing the materials. Kemp provided the
flexibility to where the teachers would begin. Kemp offered to revise in each step to obtain better performance in the next chances. Yalden’s instructional model
also gave contribution in arranging the framework by combining two steps with some Kemp’s steps.
Kemp formulates eight stages in instructional design model; however, the researcher excluded or replaced some steps. Some steps that were excluded were
learner characteristics, pre-assessment, and support services. The second step on Kemp that was learner characteristics, excluded and replaced with needs survey
which was adopted from Yalden’s model. The first step of Kemp’s was reordered. Formulating goals, topics, and general purposes were put after needs survey. Step
five, that was pre assessment, was omitted because needs survey had covered the data of learners’ background. The information needed to arrange the materials
based on the students’ needs and characteristics became the basic part in pre- design. The researcher did not need any support services because this step was
not necessarily needed. Thus, the writer formulated own steps based on the combination of Kemp’s and Yalden’s. There were six steps in the writer’s model.
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