be used as alternative materials and answered the students’ needs in developing their English ability. The materials can help the students to promote their values of
life and can bring the students into a more relax situation in which the students can express their feelings, ideas, and opinions more freely. Moreover, the writer made
improvements based on the participants’ suggestions, criticism and corrections to have the final version of the designed materials.
B. Suggestions
Based on the conclusions discussed earlier, in this part, the writer would like to give some suggestions to the teacher, the students and the future researcher.
1. For the English Elementary School Level Teacher These designed materials have various activities; therefore, the writer
suggests that the English teachers have good preparations before teaching. The preparations can be about media, time, energy, and facilities. The teacher also
should give clear instructions to students and make sure that the students understand the instructions well when introducing the activities.
It is very important for the teacher to understand the principle in values education, where the teacher is the facilitator to help the students to promote
their own values. The teacher should understand that this study is not an attempt to teach students’ “right” or “wrong” value. However, this study is an approach
that was designed to help students prize and act upon their own freely chosen values. The focus is on the process by which students arrive at their own values.
The teacher should encourage and motivate students to be involved in the teaching activities. It means that the teacher should challenge the students to
speak up, practicing their speaking ability. 2. For the Elementary School Level Students
This designed material will not achieve its goal if the students do not participate actively in the teaching learning. So, the writer suggests that the
students should support the teaching learning activities by involving themselves actively in the teaching learning process.
3. For Further Researchers Since this designed material has not been applied yet, the writer could not
conduct a further study to find out the effectiveness of these designed materials. Therefore, the other researchers who are interested in this topic could do real
experiments to find out the effectiveness of these designed materials and could do more improvisation on it.
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93
APPENDICES
APPENDIX A : Questionnaires for the needs survey
Kuesioner
A Set of Supplementary English Instructional Materials Using Short Stories to Promote the Students’ Values of Life for the Sixth Grade of Elementary School
Students Data Responden
Nama :
Umur optional :
Jawablah pertanyaan di bawah ini dengan memberi tanda silang X pada kolom jawaban yang tersedia.
1. Apakah adik-adik mengalami kesulitan dalam membaca bacaan berbahasa Inggris?
o Ya
o Tidak
2. Jika jawaban no 1 ya, hal apakah yang membuat adik-adik sulit membaca bacaan berbahasa Inggris? jawaban boleh lebih dari
satu o
Banyak kata-kata yang tidak tau artinya o
Banyak kata-kata yang sulit dilafalkan o
Bacaan terlalu panjang o
Bacaan tidak menarik o
lainnya_____________________________________ 3. Apakah selama adik-adik belajar di sekolah dasar cukup mendapat
materi bahasa Inggris yang menggunakan cerita. a. Ya
b. Tidak 4. Apakah penggunaan cerita dalam belajar bahasa Inggris menarik
bagi adik-adik? a.
Ya b. Tidak
5. Apakah adik-adik lebih mudah mengambil pelajaran tentang hidup melalui sebuah cerita?
a. Ya b. Tidak
6. Apakah karakter tokoh dalam sebuah cerita dapat menjadi contoh yang dapat ditiru dalam kehidupan sehari-hari?
a. Ya b. Tidak
7. Topik atau tema apa yang adik-adik inginkan dalam sebuah cerita? No Topik Setuju
Tidak Setuju
1 Cinta 2 Arti
kebahagiaan 3 Persahabatan
4 Mengatasi berbagai
perasaan 5 Kepahlawanan
6 Keluarga 7 Moral
8 Impian 9 Pencarian
Jati diri
10 Kebudayaan 11 Kehidupan
dan kematian
12 Lain-lain, sebutkan
8. Dalam belajar bahasa Inggris, aktivitas-aktivitas apa yang adik- adik inginkan?
No Aktivitas belajar
Setuju Tidak setuju
1 Mendengarkan cerita dan membahas isi
dari cerita. 2 Melengkapi
cerita. 3
Menulis cerita tentang pengalaman pribadi.
4 Membaca cerita dan menjawab
pertanyaan sehubungan dengan cerita. 5
Membuat cerita menggunakan gambar. 6
Menceritakan kembali sebuah cerita 7 Bermain
drama 8 Permainan.
9 Bernyayi. 10 Lainnya
sebutkan
☺ Thank You ☺
APPENDIX B
: Informal Interview List for the Needs Survey
Interview for needs survey with Elementary English teachers
1. Are the students interested in English especially in reading? a.
Yes b.
No If not, why?
2. Do you have any problems in teaching English through reading materials?
If yes, what are they? 3. What is the solution of the problem number two?
4. In general, what is the reading ability of the students of all classes that you teach so far?
a. Good
b. Average
c. Not
good 5. Are the students on the same level?
a. Yes
b. No
6. What is your opinion on materials developed for reading skill in textbooks used in your school?
7. Do the materials influence the activities? a.
yes b.
No If yes, in what way?
8. What kind of activities do you use to improve the students’ reading skill?
9. Are those activities effective? 10. Have you ever use short stories in teaching English?
11. How often do you use them? 12. Do you agree that using short stories could help your students to
promote their values of life? 13. What kind of value that you thing your students need to improve?
14. What is your opinion about the design of English instructional materials using short stories to promote students’ values of life?
APPENDIX C
: Letter of Permission
APPENDIX D
: Letter of enquiry for the post-design survey
Yogyakarta, June 21
st
, 2007 Subject: Letter of enquiry
for the participants Encl
: 1. General description 2. Lesson plans
3. The design materials to
: MrMs ……….. Yogyakarta
Dear Sir Madam,
I am a student of English Language Study Program of Sanata Dharma University, Yogyakata.
Name :
Margaretha Harimurti
H.L Student
number : 011214156
FacultyDepartmentStudy program : FKIPJPBSPBI Address : da Kos Flamboyan, Pomahan No 217
Maguwoharjo, Depok – Sleman Yogyakarta.
I am now in the process of writing my thesis on “A Set of Supplementary English Instructional Materials Using Short Stories, to promote the Students’ Values
of Life for The Sixth Grade of Elementary School Students”, and I need some opinions, suggestions, and comments for the designed materials. I would appreciate
it very much if you would like to give your opinions, suggestions, and comments of the designed materials by filing in the questionnaire. Thank you very much for your
willingness to help.
Approved by Major sponsor
Co Sponsor Your sincerely,
Mr. Concilianus L.M., M.A. C. Tutyandari, S.Pd., M.Pd. Margaretha Harimurti H.L.
APPENDIX E
: Questionnaires of the post-design survey
Questionnaire for English Lecturers, Instructors and Teachers For the Post-design Survey
‘A set of supplementary English instructional materials using short stories to promote the students’ values of life for the sixth grade of Elementary school
students
In order to collect the data, the writer uses questionnaires as an instrument of survey research. The questionnaire is intended to obtain the feedback of the designed
materials from the respondents. The feedback will be useful for the material designer to change and to improve the materials. As a respondent of this research, you are
expected to judge this design material which is enclosed: Respondent’s identity:
Educational background : S1 S2 S3
Teaching experience : …… years
You are expected to choose one opinion by giving a check √ on a number those
points out your point of agreement. The number and the degrees of agreement are clarified as follows:
1 = strongly disagree with the statement 2 = disagree with the statement
3 = undecided \ uncertain 4 = agree with the statement
5 = strongly agree with the statement
Points of Agreements
No Items 1 2 3 4 5
1 The standard competencies and the indicators are well formulated.
2 The learning experiences are able to support the achievements
of the learning indicators. 3
The discussions of each unit are relevant to the topic.
4 The materials are interesting and already match with the
learning indicators. 5
The short stories are interesting and suitable to support the learning indicators.
6 The materials enable the students to improve their skills and
help them to promote their values of life. 7
The exercises are well elaborated and facilitate the students to promote their values of life.
8 The topic and the activities are well developed.
9 Generally, the materials are various.
10 In general, the materials are well elaborated. 1.
What are the strengths of the set of supplementary English instructional materials using short stories to promote the students’ values of life for the sixth grade of
Elementary school students? …………………………………………………………………………………………
………………………………………………………………………………………… …………………………………………………………………………………………
…………………………………………………………………………………………
2. What are the weaknesses of the set of supplementary English instructional materials
using short stories to promote the students’ values of life for the sixth grade of Elementary school students?
………………………………………………………………………………………… …………………………………………………………………………………………
………………………………………………………………………………………… …………………………………………………………………………………………
3. What are your comments or opinion about the designed set of materials?
………………………………………………………………………………………… …………………………………………………………………………………………
………………………………………………………………………………………… …………………………………………………………………………………………
4. What are your suggestions on the set of supplementary English instructional materials using short stories to promote the students’ values of life for the sixth grade
of Elementary school students in order to make the design better? …………………………………………………………………………………………
………………………………………………………………………………………… …………………………………………………………………………………………
Thank you very much
.
APPENDIX F :
Syllabus and Lesson Plans
102
Syllabus
Unit I Hi it’s me
Basic competences: 5.
The students are able to understand words and terms related to introducing oneself. 6.
The students are able to understand what the story is talking about. 7.
The students are able to enjoy the story being read. 8.
The students are able to promote their own values by reading the short story. Unit
Learning Indicators Values Assumption
Teaching Leaning activities Sources Media
Hi, it’s Me 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.
At the end of the meeting the students are able to:
- Understand how to
introduce oneself -
Express about themselves. -
Know better about self concept.
- Have more respect of
themselves and their friends.
- Understand that each
person is unique and they are all different.
A. Think first The teacher asks the students some questions.
