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process of learning. The language games planned to use in this designed materials were mostly related to the words construction because children would be much
helped to practice their sense and skill in composing English sentences by doing those kinds of games. As cited in Brewster et al
, “Children enjoy constructive play and games. They are not only motivating and fun but they can also provide excellent
practice for improving pronunciation, vocabulary, grammar, and the four skills”
p.172. It was considered not necessary to have a different game for each meeting or
opportunity because some games were considered excellent enough to be repeated in order to make the students mastered the materials faster. It was supported by Paul
1996 who wrote that there were many games that were played over and over to let the students practice more and more until they „turn into unthinking parrots‟.
4. Curriculum of Elementary School Grade 5
The designed materials were made to support the teaching-learning activity in the school time. Since the teaching-learning process in school used a curriculum as
the source of the topic, objectives, and materials selection, in this part the researcher wanted to show the curriculum used for Indonesian Elementary School students in the
fifth grade semester 1. The curriculum here is the Competence Standard and the Basic Competence or in Indonesia is usually called SKKD based on Peraturan Menteri
Pendidikan Nasional Republik Indonesia 2006. The Competence Standard and the Basic Competence are divided into four skills; Listening, Speaking, Reading, and
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Writing. The Competence Standard and Basic Competence of Elementary School Grade 5 would be shown as follows.
Table 2.1 The Competence Standard and Basic Competence of Elementary School Grade 5
SKILL Competence Standard and Basic Competence
Listening 1.
Memahami instruksi sangat sederhana dengan tindakan dalam konteks sekolah
1.1.Merespon instruksi sangat sederhana dengan tindakan secara berterima dalam konteks kelas dan sekolah
1.2 Merespon instruksi sangat sederhana secara verbal
Speaking 2.
Mengungkapkan instruksi dan informasi sangat sederhana dalam konteks sekolah
2.1 Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: memberi contoh
melakukan sesuatu, memberi aba-aba, dan memberi petunjuk
2.2 Bercakap-cakap untuk memintamemberi jasabarang secara berterima yang melibatkan tindak tutur: meminta
bantuan, memberi bantuan, meminta barang, dan memberi barang
2.3 Bercakap-cakap untuk memintamemberi informasi secara berterima yang melibatkan tindak tutur:
mengenalkan diri, mengajak, meminta ijin, memberi ijin, menyetujui, tidak menyetujui, dan melarang
2.4 Mengungkapkan kesantunan secara berterima yang melibatkan ungkapan: Do
you mind … dan Shall we …
Reading 3.
Memahami tulisan bahasa Inggris dan teks deskriptif bergambar sangat sederhana dalam konteks sekolah
3.1 Membaca nyaring dengan ucapan, tekanan, dan intonasi secara tepat dan berterima yang melibatkan:
kata, frasa, dan kalimat sangat sederhana 3.2 Memahami kalimat, pesan tertulis dan teks deskriptif
bergambar sangat sederhana secara tepat dan berterima
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SKILL Competence Standard and Basic Competence
Writing 4.
Memahami dan megungkapkan makna kalimat sangat sederhana dalam konteks sekolah
4.1 Mengeja kalimat sangat sederhana secara tepat dan berterima
4.2 Menyalin dan menulis kalimat sangat sederhana secara tepat dan berterima seperti: ucapan selamat,
ucapan terima kasih, dan undangan
The researcher included also the curriculum of the elementary school grade five because the goal of the English extracurricular is to support the teaching-
learning activities in the intra-curricular. This curriculum was used as the basic foundation in selecting the target skills wanted to practice or the appropriate
materials included in the designed materials.
B. Theoretical Framework
