A set of task-based instructional materials to teach english at SD Kanisius Baciro Yogyakarta.

A SET OF TASK-BASED INSTRUCTIONAL MATERIALS TO TEACH ENGLISH AT SD KANISIUS BACIRO YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Maria Magdalena Siska Budi Lestari Student Number: 021214042

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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A SET OF TASK-BASED INSTRUCTIONAL MATERIALS TO TEACH ENGLISH AT SD KANISIUS BACIRO YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Maria Magdalena Siska Budi Lestari Student Number: 021214042

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

TAKE TIME

Take time to think; it is the source of power.

Take time to read; it is the foundation of wisdom.

Take time to play; it is the secret of staying young.

Take time to be quiet; it is the opportunity to seek God.

Take time to be aware; it is the opportunity to help others.

Take time to love and be loved; it is God’s greatest gift.

Take time to laugh; it is the music of the soul.

Take time to be friendly; it is the road of happiness.

Take time to dream; it is what the future is made of.

Take time to pray; it is the greatest power on earth.

(Author unknown)

I dedicate this work to:

Bapak and Ibu (RIP)

Mas Pius, Mbak Nining, Mas Danar

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ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus My Savior who has given me strength and patience through my worst time. Without His love and grace, I would not be able to finish this thesis.

I would like to express my greatest gratitude to my major sponsor Drs. Concilianus Laos Mbato, M.A., and my co-sponsor A. Hardi Prasetyo, S.Pd., M.A. Because of their generosity, patience, guidance, criticism, careful reading, and encouragement, I could finish this thesis.

I owe a great deal to Sr. Serafine OP, the headmistress of SD Kanisius Baciro Yogyakarta, who gave me the opportunity to do the research in this school. My sincere gratitude is addressed to Mrs. Asterina Saptiyani, S.Pd. and Mrs. R. Rani Widahadi, S.Pd., the English teachers of SD Kanisius Baciro Yogyakarta, who have given me valuable guidance, evaluation, and suggestion to my design. My sincere gratitude is also addressed to fifth grade students of SD Kanisius Baciro Yogyakarta.

I am deeply indebted to all my participants: Caecilia Tutyandari, S.Pd., M.Pd., Dian Fransisca Maharani, S.Pd., and the English teachers of SD Kanisius Kalasan, I really appreciate their cooperation and sincerity. I thank to mbak Danik, mbak Tari, and all librarians for unlimited time and help.

My deepest gratitude goes to my family: Bapak F. Untung, mas Pius, mbak Nining, and mas Danar for their unending prayer, support, and fantastic affection. My deepest gratitude also goes to Ibu Ch. Sri Sunanti (RIP) for the greatest memory to remember.

I would like to give my great thanks to Rm. Hartono Pr, Sr. Agata OP, Sr. Antonella OP, and Sr. Rose Mary OP, for the everlasting spirit, prayer, and bless.

My deepest thank goes to my best friends: Geol, Nita and Rendy, Utik and Uus, Christin and Thomas, Mima, and all PBI 2002 students for the wonderful friendship. I also thank my KKN friends: Yuke, Grace, Lusi ‘Budhe’, Cahya, and Tari for the great days they have shared.

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I would like to give thanks to Bapak PD. Dalikin’s family and Bapak J. Sikun Pribadi’s family who allowed me to use the computer and printed this work. I also thank to Mudika Valentino: mas Agus, mbak Yati, Yanu, mas Bani, mas Bono, Ipoeng, Yongki, Nanto ‘Komeng’, mas Uki, mas Adi ‘Micil’, and Krista for accompanying me through the wonderful years. My thanks are also addressed to mas Billy ‘Dabe’ and mas Nanang for being a big brother through my ups and downs.

Finally, my specials thank goes to someone who has taught me the meaning of TRUST.

May God Bless them all!!!

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TABLE OF CONTENTS

TITLE PAGE ……….……….. i

PAGES OF APPROVAL ………... ii

PAGE OF DEDICATION ………... iv

STATEMENT OF WORK’S ORIGINALITY ………. v

ACKNOWLEDGEMENTS ………. vi

TABLE OF CONTENTS ……… viii

LIST OF FIGURES ………. xi

LIST OF TABLES ………... xii

ABSTRACT ……… xiii

ABSTRAK ………... xiv

CHAPTER I INTRODUCTION ……….. 1

A. Background ……….. 1

B. Problem Identification ………. 4

C. Problem Limitation ……….. 4

D. Problem Formulation ………... 5

E. Objectives ……… 5

F. Research Benefits ………. 5

G. Definition of Terms ……….. 6

CHAPTER II LITERATURE REVIEW ………. 9

A. Theoretical Description ……… 9

1. Instructional Design Models ……….. 9

a. Kemp’s Model ………. 10

b. Dick & Carey’s Model ………. 14

2. Curriculum ………. 19

a. Purpose ………. 19

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c. Standard Competence and Basic Competence ………. 20

3. Task-Based Learning ………. 21

a. Rationale of Task-Based Learning ………... 21

b. Definition of Task-Based Learning ……….. 21

1) Task ……… 21

2) The framework of Task-Based for Beginners and Young Learners ……….. 22 c. Syllabus ……… 27

4. Characteristics of Elementary School Students …………... 31

a. Critical Hypothesis Period ………... 31

b. Students’ Cognitive Growth ……… 32

c. Elementary School Children ……… 34

B. Theoretical Framework ……… 35

CHAPTER III METHODOLOGY ……….. 39

A. Method ………. 39

B. Research Participants ………... 42

C. Research Instruments ………... 43

D. Data Gathering ………. 47

E. Data Analysis ………... 48

F. Steps in Conducting the Study ………. 50

CHAPTER IV RESEARCH RESULTS AND DISCUSSION ……… 52

A. The Steps in Designing A Set of Task-Based Instructional Materials to Teach English to Fifth Graders of SD Kanisius Baciro Yogyakarta ………... 52

B. Survey Research ………... 67

1. Description of the Participants ………... 67

2. Description of the Data ……….. 67

C. Discussion ……… 69

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CHAPTER V CONCLUSIONS AND SUGGESTIONS ……… 72

A. Conclusions ……….. 72

B. Suggestions ……….. 73

REFERENCES ……… 75

APPENDICES ………. 78

Appendix 1. Permission Letter ……… 79

Appendix 2. Instruments of Needs Survey ……….. 83

Appendix 3. Questionnaire of Evaluation ………... 92

Appendix 4. Syllabus ………... 99

Appendix 5. Lesson Plan ………. 103

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LIST OF FIGURES

Figure 2.1 : Kemp’s instructional design model ……….. 14 Figure 2.2 : Dick & Carey instructional design model ………... 18 Figure 2.3 : The components of the task-based learning framework for

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LIST OF TABLES

Table 2.1 : List of standard competencies and basic competencies ………. 20

Table 2.2 : The steps used in designing the set of instructional materials in this study ………... 38

Table 3.1: The descriptive statistics of the participants’ opinion ………… 50

Table 4.1 : The result of the questionnaire ………... 56

Table 4.2 : List of the topics ………. 61

Table 4.3: List of the competence standard ………. 62

Table 4.4 : List of indicators ……… 63

Table 4.5 : The description of the participants ………. 67

xiii ABSTRACT

Lestari, Maria Magdalena Siska Budi. 2007. A Set of Task-Based Instructional Materials to Teach English at SD Kanisius Yogyakarta. Yogyakarta: Sanata Dharma University.

English has been used in many aspects of life such as science, technology, culture, and the establishment of international relationship. Therefore, it is important to teach English in elementary school level. The activities should require opportunities to experience using the target language. In task-based learning the students have opportunities to experience in both spoken and written language. Since there are few references for the English teachers, thus, a set of materials needed to be designed to help teachers carry out the teaching learning process.

This study was conducted to design a set of task-based instructional materials for fifth graders of SD Kanisius Baciro Yogyakarta. There were two problems discussed in this study. The first was how a set of task-based instructional materials for fifth graders of SD Kanisius Baciro Yogyakarta was designed. The second was what the designed materials looked like.

To answer the first problem, the writer modified two instructional design models from Kemp and Dick & Carey. The steps were rearranged as follows: (1) identifying the learners’ characteristics, (2) considering goals, listing topics, and stating general purposes, (3) specifying learning objectives, (4) listing the subject content, (5) selecting teaching learning activities and the instructional resources, (6) designing the instructional materials, and (7) evaluation and revision.

In order to obtain data about the students` interests and needs in learning English, the writer conducted an informal interview, distributed questionnaires, and did an observation. The informal interview was conducted with an English teacher of SD Kanisius Baciro Yogyakarta. The questionnaires were distributed to fifth graders of SD Kanisius Baciro Yogyakarta and the observation was done during the teaching learning process.

To answer the second problem, the writer revised the proposed materials based on the designed materials evaluation. The evaluation was conducted by distributing and gathering questionnaires to two English teachers of SD Kanisius Baciro Yogyakarta, two English teachers from other Elementary School, and two English lecturers of Sanata Dharma University. The suggestions and feedback from the participants were used to improve the design.

The statistical computation showed that the grand mean was 4.02. It meant that the designed materials were acceptable and suitable for fifth graders of SD Kanisius Baciro Yogyakarta although it needed revisions. The designed materials consisted of “Students’ Book” and “Teacher’s Note”. There were ten topics and six sections. The writer suggested the teachers used the target language as much as possible, encouraged the students to be active, and established an enjoyable atmosphere in class. It was also suggested for further researchers to implement the designed materials in other schools having different situation, find out students’ motivation in learning English and appropriate evaluation strategy.

xiv ABSTRAK

Lestari, Maria Magdalena Siska Budi. 2007. A Set of Task-Based Instructional Materials to Teach English at SD Kanisius Yogyakarta. Yogyakarta: Sanata Dharma University.

Bahasa Inggris telah banyak digunakan dalam berbagai aspek kehidupan seperti ilmu pengetahuan, teknologi, kebudayaan, dan hubungan internasional. Maka sangatlah penting untuk mengajarkan bahasa Inggris di tingkat pendidikan sekolah dasar. Kegiatan-kegiatan dalam proses belajar mengajar harus memberikan berbagai macam kegiatan untuk membantu siswa-siswa berkomunikasi menggunakan bahasa Inggris. Dalam metode task-based learning para siswa diberikan kesempatan untuk menggunakan bahasa Inggris baik secara lisan maupun tulisan. Karena belum begitu banyak buku referensi pengajaran bagi para guru maka sebuah materi pengajaran perlu dibuat untuk membantu guru dalam proses belajar mengajar.

Penelitian ini dilakukan untuk membuat seperangkat materi pengajaran berdasarkan teori task-based learning untuk siswa-siswa kelas V (lima) SD Kanisius Baciro Yogyakarta. Ada dua permasalahan yang dibicarakan dalam penelitian ini. Permasalahan yang pertama adalah bagaimana membuat seperangkat materi pengajaran berdasarkan teori task-based learning untuk siswa-siswa kelas V (lima) SD Kanisius Baciro Yogyakarta. Sedangkan permasalahan yang kedua adalah seperti apa bentuk seperangkat materi pengajaran tersebut.

Untuk menjawab pertanyaan pertama penulis memodifikasi 2 (dua) model dari Kemp dan Dick & Carey. Langkah-langkah yang dilakukan adalah sebagai berikut: (1) mengidentifikasi karakteristik siswa, (2) mempertimbangkan tujuan, membuat daftar topik, dan menguraikan tujuan umum, (3) menentukan tujuan belajar, (4) membuat daftar isi pokok, (5) memilih kegiatan belajar mengajar dan sumber belajar, (6) membuat materi, dan (7) evaluasi dan revisi.

Untuk mendapatkan data tentang kebutuhan dan kegiatan yang disukai siswa dalam belajar bahasa Inggris, penulis melakukan informal wawancara, membagikan kuesioner, dan mengadakan observasi. Informal wawancara dilakukan dengan seorang guru bahasa Inggris SD Kanisius Baciro Yogyakarta sedangkan kuesioner dibagikan kepada siswa-siswa kelas (V) lima SD Kanisius Baciro Yogyakarta dan observasi dilakukan pada saat pelajaran bahasa Inggris berlangsung.

Untuk menjawab pertanyaan kedua, penulis memperbaiki materi pengajaran yang telah dibuat berdasarkan evaluasi yang diberikan. Evaluasi ini dilakukan dengan membagikan kuesioner kepada 2 (dua) guru bahasa Inggris SD Kanisius Baciro Yogyakarta, 2 (dua) guru Bahasa Inggris dari sekolah dasar yang lain, dan 2 (dua) dosen bahasa Inggris Universitas Sanata Dharma. Semua saran dan usulan dari para evaluator digunakan untuk memperbaiki materi pengajaran.

Hasil evaluasi menunjukkan bahwa angka grand mean adalah 4.02. Hal ini berarti materi pengajaran yang dibuat dapat diterima dan sesuai untuk siswa-siswa kelas V (lima) SD Kanisius Baciro Yogyakarta meskipun masih memerlukan perbaikan. Materi pengajaran terdiri dari “Students’ Book” dan “Teacher’s

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Note”. Dalam materi tersebut tercakup sepuluh topik pengajaran dan enam sub unit. Dalam hal ini, penulis mengusulkan agar para guru lebih sering berbicara dalam bahasa Inggris dan mendorong para siswa untuk aktif di kelas serta menciptakan suasana belajar yang menyenangkan. Untuk para peneliti mendatang diharapkan dapat menerapkan materi pengajaran ini di sekolah-sekolah lain yang memiliki situasi yang berbeda dan mengetahui motivasi para siswa dalam belajar bahasa Inggris dan strategi evaluasi yang tepat.

CHAPTER I INTRODUCTION

In this chapter, the writer presents the basic points related to the study, which will be classified into seven important points, namely, Background, Problem Identification, Problem Limitation, Problem Formulation, Objectives, Research Benefits, and Definition of Terms.

A. Background

English has been used in many aspects of life such as science, technology, culture, and the establishment of international relationship. It has also been widely taught in many schools in Indonesia. The government started establishing English language teaching in some elementary schools since it is essential to teach English in the early level of education. In elementary schools, English is one of the local content subjects but in some elementary schools English is one of supplementary subjects.

Teaching English in the elementary school is important for two reasons. First, in globalization era, English is used as the international language. In other words, English can not be separated from aspects of life such as science, technology, culture, etc. therefore elementary school students need to be introduced to English in order to make them be familiar with English. Hopefully, they will be ready to the use of English in the real life. Second, it is based on the idea that the students may find it easy to learn a new language at the early ages.

Some experts believe that there is a ‘critical period’: that children who begin to learn a new language before puberty will learn better; that after puberty, it is more difficult to attain native-like fluency and pronunciation. (Willis, 2004: 8).

If they learn English well in this level, students may not face many difficulties when they learn the language in the next level. To help students obtain English mastery they need several appropriate activities in which the focus is not only on grammar mastery but also on the use of the language.

Since language is used for communication in which one person whom we are talking to understands what we are talking about therefore the English students should have a lot of practices in using the language for communication. Meaning to say, the students are able to convey their message using words or phrases they produce. By having experiences and taking risks on the language use, the students will be able to acquire language naturally. “… language has to be acquired as a result of some deeper experience than the concentration on grammar points.” (Jeremy, 1991: 34).

Teaching English as a second language in the elementary school is challenging for two reasons. First, the students are beginners in learning English. They, generally speaking, are afraid of making mistakes and shy to take a part in the teaching learning process. Second, children are difficult to concentrate on one thing. They will easily learn if they are involved in the activities. Most of them learn through experiences. So, the teacher should be able to design the teaching learning materials to motivate the students to learn English.

SD Kanisius Baciro Yogyakarta is one of elementary schools which start teaching English in the elementary school level. English is considered as one of

the local content subjects in SD Kanisius Baciro Yogyakarta. This school has also applied the recent curriculum, Kurikulum Tingkat Satuan Pendidikan (KTSP).

Based on the writer’s observation, the students of SD Kanisius Baciro Yogyakarta, especially the fifth graders, are active participant in the teaching learning process. It was showed by their enthusiasm in answering the teacher’s questions, asking several difficult vocabularies, and giving some examples in sentences. They are able to make a dialogue in certain topics, such as greeting and tell their personal identity. Since the objective of Kurikulum Tingkat Satuan Pendidikan (KTSP) is communicative competence mastery, the teacher should require opportunities for the students to use English in the topics which are related to the real world. However, there are few references to help the teacher achieve the outcome.

Task-based learning method has been popular in English language teaching. It is an appropriate method to help the elementary school students learn English. There are two main reasons. First, students of elementary school, as the beginners in learning English, may feel shy or afraid of making mistakes when they use the language. “a task-based approach encourages beginner because it values what learner can achieve no matter how little language they have” (Willis, 2004: 118). Second, elementary school students need more exposure to learn and use the target language. In other words, although they make mistakes they need to be encouraged to keep on practicing more and more. Task-based learning provides opportunities for the students to share their thought, opinion, or feeling in the target language freely. The teacher appreciates all attempts to the use of target

language. All students need to experiment and make errors. According to Willis (2004: 7), in task-based learning the students have opportunities to experiment, both with spoken and written language.

In as much as children prefer to learn through experience and they need to practice using target language, a set of materials need to be designed to help teachers carry out the teaching learning process. The writer uses task-based as the basic method of instructional materials to teach English of fifth graders of SD Kanisius Baciro Yogyakarta”. To ensure the set of materials accountability the design must be done through a scientific process which involves theoretical discussion and application, related literature, and verification from experienced practitioners or educational experts.

B. ProblemIdentification

In the elementary school level, the students are expected to be able to master communicative competence in English. According to Kurikulum Tingkat Satuan Pelajaran (KTSP), communicative competence emphasizes listening, speaking, reading, and writing. Elementary school students are motivated at the first time. Therefore, they need more exposure to practice using English. However, the teachers do not have a set of materials which is suitable for the students and motivate them to learn English. Further elaboration is presented in chapter II.

C. Problem Limitation

The writer limits this study on the discussion of teaching English for fifth graders of SD Kanisisus Baciro Yogyakarta. This study also focuses on how to

design instructional materials using task-based learning method for fifth graders of SD Kanisius Baciro Yogyakarta.

D. Problem Formulation

The problems of the study are formulated as follows:

1. How is a set of task–based instructional materials for fifth graders of SD Kanisius Baciro Yogyakarta designed?

2. What does a set of task-based instructional materials designed for fifth graders of SD Kanisius Baciro Yogyakarta look like?

E. Objectives

Based on the Problem Formulation, this study has two objectives. The first objective is to know how to design a set of task-based instructional materials for fifth graders of SD Kanisius Baciro Yogyakarta. Then, the second objective is to present a set of task-based instructional materials designed for fifth graders of SD Kanisius Baciro Yogyakarta. The result of the study may become a model of the application of task-based learning methodology for other elementary schools.

F. Research Benefits

This study is hopefully beneficial for: 1. The fifth graders of Elementary school

Basically, the final result of this study is a set of task-based instructional materials which are ready to use for carrying out the teaching and learning process in the classroom. These instructional materials will

facilitate students with an enjoyable atmosphere in learning English so that the students will be more interested and motivated in learning English. Thus, the students will be able to master communicative competence in English.

2. The English teacher of elementary school

The set of materials is designed using careful exploration on theories and practices and through a survey involving practitioners. Therefore, the final product can be used to support the real teaching and learning process. Consequently, it should be easier for the English teacher to implement the instructional materials appropriately. The designed materials will also give the teacher ideas in using task-based activities to teach English to the students.

3. Other future researches

Teaching English for elementary school is still open for research. Further research can be carried out to improve the quality of teaching in elementary school. This study presents the insight for other researcher or program developers so that they can develop research related to the use of task-based method in the teaching and learning process. Further research can be done to find out students’ motivation, appropriate evaluation strategy, or the implementation of the materials in other schools having different situation.

G. Definition of Terms

In order to avoid any misunderstanding or misinterpretation, several terms need to be clarified.

1. Design

Richards & Rogers (2001: 24) define design as the level of method analysis in which we consider (a) what the objectives of a method are; (b) how language content is selected and organized within the method, that is, the syllabus model the method incorporates; (c) the types of learning tasks and teaching activities the method advocates; (d) the role of learners; (e) the tasks of learners; (f) the role of instructional materials. In this study, design means making a set of materials based on the students` needs to obtain the objectives.

2. Instructional materials

Instructional materials are the materials that are planned or designed for instruction. Instructional materials can be in the form of printed materials, computer assisted instruction, and television instruction (Walter Dick, et al, 1989:3). In this study, instructional materials are a set of materials planned by materials designers to be used in the teaching learning process in form of printed materials.

3. Task

As stated in Richards & Rodgers (2001: 224), Skehan (1990) affirms a definition of task which corresponds with this study: “Tasks ... are activities which have meaning as their primary focus. Success in tasks is evaluated in terms of achievement of an outcome, and task generally bears some resemblance to real life language use.” So that, task-based instruction takes a fairly strong view of communicative language teaching.

In this study, task is defined as any activities to communicate in the target language to achieve an outcome.

4. Task-Based Learning

The definition of task-based learning in this study is parallel with the definition offered by Richards & Rodgers (2001: 223) that task-based learning teaching refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.

5. Fifth Graders of elementary school

Elementary school students are children of 6/7 to 11/12 years old. In this study, the design is addressed to the fifth graders of elementary school. Their ages range from 10-11 years old and they are included in the beginner level of English competence.

CHAPTER II LITERATURE REVIEW

This chapter discusses some theories used as the basis to design a set of task-based instructional materials for fifth graders of SD Kanisius Baciro Yogyakarta. There are two main parts in this chapter, the first is theoretical description and the second is theoretical framework.

A. Theoretical Description

In this section, the writer discusses some theories that support the designed materials. They are instructional design model, curriculum, task-based learning, and elementary school students` characteristics. The writer uses instructional design model to give general view of the methods of instructional material design. The curriculum discussion presents an overall concept of the students` objectives in learning English. This section also discusses about task-based learning as the basic theory in designing materials in this study. The last is elementary school students` characteristics which gives main contribution since the instructional material design is intended for elementary school students, especially fifth grade students.

1. Instructional Design Models

In designing materials, the writer attempted to use two instructional design models, Kemp’s and Dick & Carey’s. These two models give clear

procedures that the material designers should do in developing their own materials.

a. Kemp`s model

Kemp (1977: 8) argues that the instructional plan is designed to supply answers to the question which may be considered the essential elements of instructional design:

1) What must be learnt? (objectives)

2) What procedures and resources will work best to reach the desired learning levels? (activities and resources)

3) How will we know when the required learning has taken placed?

(evaluation)

Kemp (1977: 7) also suggests an instructional material design which consists of eight parts, namely:

1) Consider goals, and then list topics, stating the general purposes for each topic.

All educational programs are based on broadly stated goals. Those goals may be derived from three sources- society, students, and subject areas. After recognizing or establishing its goals, a planning team should list the major topics to be treated within the content area. Those topics, or unit headings, would become the score of the course program, the basis for the instruction. Topics are usually simple or concrete levels to complex or more abstract levels. General purposes are important as an initial expression, signifying broadly what the teacher wants to accomplish in the

topic. General purposes usually express the planer’s own aim or purpose for the topic or unit.

2) Enumerate the important characteristics of the learners for whom the instruction is to be designed.

To best assure an individual’s success in his or her educational program, we should recognize and respect the students as an individual learner. Ideally, each person should be assisted in pursing learning at his or her own pace, on his or her schedule, and with his or her own selection of learning experiences and materials. To serve both group and individual mean that we must obtain information about the learners’ capabilities, needs, and interests. There are four factors to be considered when designing an instructional plan. They are: academic factors, social factors, learning conditions, and learning styles.

3) Specify the learning objectives to be achieved in terms of measurable student behavior outcomes.

A learning objective is a precise statement that answers the question, ‘What does the student have to do in order to show that he or she learned what you want the students to learn?’. All objectives must be stated in terms of activities that will promote learning. Each objective – to the degree possible – should be unambiguous. It must mean exactly the same thing to all other teacher, and it must also clearly communicate to all students who will use it.

4) List of the subject content that supports each objective.

Subject content comprises the selection and organizing of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements), and attitudinal factors of any topic. A student’s learning experiences must involve subject content. The content, in turn, must closely relate to the objectives and to the student’s needs. Several sources which teachers might have to consider as subject content are journal articles documentary films, and experienced consultants.

5) Develop pre-assessment to determine the students` background and present level of knowledge about the topic.

Executing pre-assessment is important to find out specifically (1) to what extent each student has acquired the necessary prerequisites for studying the topic and (2) what the students may have already mastered about the subject to be studied.

6) Select teaching learning activities and instructional resources that will treat the subject content so students will accomplish the objectives.

The selection of instructional materials is closely associated with the planning of teaching and learning activities, both of which should be considered together. Closely associated with the selection of teacher and student activities is the selection of

supporting materials that can motivate students and cab effectively explain and illustrate subject content, these resources include printed materials of many kinds, audiovisual media, and other items for group and individual uses.

7) Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.

Support services include funds, facilities, equipment, and personnel whose time must be scheduled for participation in the instructional plan are being made and materials, being stated. Moreover, consideration must be given to coordinating the planned program with other operational aspects of the institution.

8) Evaluation of students` learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement.

Moreover Kemp (1977: 9) states that the process above is a flexible process. There is interdependence among the eight elements and designers may develop whichever elements they are ready to start with and then move back and forth to the other steps in order to keep plan in line with the objectives. Revision on the elements is conducted every time it is needed, based on the evaluation data from students` accomplishment of the objectives. It is indicated by the broken line in the following diagram.

Figure 2.1: Kemp`s Instructional Design Model (1977: 8)

Pre - Assessment

Subject Content

Learning Objectives Learner

Characteristics Goals,

Topics, and General Purposes Evaluation

Support Services

Teaching/ Learning Activities, Resources

b. Dick & Carey’s model

Dick & Carrey say that instructional process itself can be viewed as a system. The components of the system are the learners, the instructor, the instructional materials, and the learning environment. These components interact in order to achieve the goal. A system view sees the preparation, implementation, evaluation, and revision of instruction as one integrated process (2005: 2-3). Dick & Carey (2005: 6-8) suggest that there are ten components of system approach model. They are:

1) Identify instructional goal (s)

The firs step in the model is to determine what it is that the materials designer wants learners to be able to do when they have completed the instruction.

2) Conduct instructional analysis

After the materials designer has identified the instructional goal, the designer materials will determine step-by-step that people are doing when they perform that goal. The final step in the instructional analysis process is to determine what skills, knowledge, and attitudes, known as entry behavior, are required of learner to be able to begin the instruction.

3) Analyze learners and context

There is a parallel analysis of the learners, the context in which they will learn the skills, and the context in which they will use them. Learner’s current skills, preferences, and attitudes, and the setting in which the skills will eventually be used.

4) Write performance objectives

The materials designer will write specific statement of what the learners will be able to do when they complete the instruction. These statements, which are derived from the skills identified in the instructional analysis, will identify the skills to be learned, the conditions under which the skills must be performed, and the criteria for successful performance.

5) Develop assessment instruments

Based on the objective the materials designer has written, the materials designer will develop assessments that are parallel to and

measure the learner’s ability to perform what you described in the objectives.

6) Develop instructional strategy

Based on information from the five preceding steps, the materials designer will identify the strategy that the materials designer will use in the instruction to achieve the terminal goal. The strategy will emphasize components to foster student learning including pre-instructional activities, presentation of content, learner participant, assessment, and follow-through activities.

7) Develop and select instructional materials

In this step, the materials designer will use the instructional strategy to produce the instruction. This typically includes guidance for learners, instructional materials, and assessments. 8) Design and conduct formative evaluation of instruction

Following the completion of a draft of the instruction, a series of evaluations is conducted to collect data that are used to identify how to improve the instruction.

9) Revise instruction

The final step in the design and development process (and the first step in a repeat cycle) is revising the instruction.

10)Design and conduct summative evaluation

Although summative evaluation is the culminating evaluation of the effectiveness of instruction, it generally is not a part of the

design process. It is an absolute and/or relative value or worth of the instruction and occurs only after the instruction has been formatively evaluated and sufficiently revised to meet the standard of the designer.

Dick & Carey say that the model includes ten interconnected boxes which represent set of theories, procedures, and technique employed by the instructional designer to design, develop, evaluate, and revise instruction. It is described in the following diagram.

Design and Conduct Summative Evaluation Design and Conduct Formative Evaluation of

Instruction Develop and Select Instructional Materials Develop Instructional Strategy Develop Assessment Instruments Revise Instruction Write Performance Objectives Analyze Learners and Context Conduct Instruction al Analysis

Figure 2.2: Dick & Carey’s Model (2005: 1) Identify

Instructional Goal (s)

2. Curriculum

According to The Education and Culture Department (2006),

Kurikulum Tingkat Satuan Pendidikan (KTSP) is an operational curriculum which is made by and applied in each school. Therefore, it is needed to determine the competence standard for elementary school which holds English as local content subject. English education in elementary school is aimed to develop language skills which are used for language accompanying action. English is used to communicate and it is “here and now”. The topic discussed including the things in school context. To achieve the competence the students need to be familiar with various adjacency pairs as the basic to obtain more complex communicative competence.

a. Purpose

English subject in elementary school aims to make the students have competencies as follows:

1) developing spoken communicative competence limited on language accompanying action in school context

2) having consciousness about the essence and the important of English to increase competition strength in globalization

b. Scope

English subject scope involves spoken communicative competence limited on school context. It includes the following aspects:

2) Speaking 3) Reading 4) Writing

c. Competence Standard and Basic Competence

Grade V, semester 2

Table 2.1: List of competence standard and basic competence Competence Standard Basic Competence

5.1The students are able to give response to very simple instructions with appropriate action in school context.

Listening

5. The students are able to comprehend very simple instructions with action in school context.

5.2 The students are able to give response to very simple instructions in verbal.

6. 1 The students are able to give an example of how to do something, giving instructions, and giving clues appropriately.

6. 2 th

The students are able to ask and give service or ing appropriately which involves asking help, giving help, asking for things, and giving things. 6.3The students are able to ask and give information

appropriately which involves suitable expressions of giving information, giving opinion, and asking for clarification.

Speaking

6. The students are able to give very simple instructions and information in school context

6. 4 The students are able to use polite expressions ‘Do you mind … ?’ and ‘Shall we …?’ appropriately

7.1 The students are able to read aloud with accurate and appropriate pronunciation, stress, and intonation which include words, phrases, very short sentences, and very short text.

Reading

7. The students are able to comprehend a very simple English passage in school context

7.2 The students are able to comprehend sentences, written message, and very simple descriptive text accurately and appropriately.

8.1 The students are able to spell very short sentences accurately and appropriately.

Writing

8. The students are able to spell and rewrite short sentences in school context

8.2 The students are able to rewrite and write very short sentences accurately and appropriately with correct mark like greeting, thanking, and giving sympathy.

3. Task-based Learning

a. Rationale of Task-Based Learning

To discern the rationale of task-based learning, we have to look forward on another paradigm for language teaching that is PPP (Presentation, Practice, and Production). The aim of a PPP lesson is to teach a specific language form-a grammatical structure, or the realization of a particular function or notion (Willis, 2004: 133).

Willis says that the PPP cycle derives from the behaviorist view of learning which rest on the principle helps to ‘automate’ responses, and that practice makes perfect. However, the PPP cycle restricts the learner’s experience of language by focusing on a single item (Willis, 2004: 135).

In task-based learning, the communication tasks involve learners in an entirely different mental process as they compose what they want to say, express what they think or feel (Willis, 2004: 18). Therefore, teachers are not dominating anymore and learners get chance to open and close conversations, to interact naturally, to interrupt and challenge, to ask people to do things, and to check that they have been done.

b. Definition of Task-Based Learning 1) Task

In task-based learning, tasks are always activities where the target language is used by the learner for communicative purpose (goal) in

order to achieve an outcome. It means that the tasks focus on meaning rather than correct form. “...Piece of classroom work that involves learners in...” (Nunan, 1989: 10). In other words, language has to be acquired by deeper experience on the use of target language than the concentration on a grammar point.

To have good language learning tasks, there are some criteria needed. According to Candlin and Murphy (1987: 9), the tasks cited must be balanced (between open-endedness and limited learner resource); motivating (requiring participation, interesting, challenging, rewarding, valuable); cooperative (developing social and management skills for learning); strategic (stimulating personal strategies for language learning); differentiated (varied for different levels, skills, styles, objective of learners); focused (unambiguous, targeted, relevant to the needs and goals of learners); open (extendable, permeable, accessible by/ to learners); structured (gradable, variable, orderable, organized for learner’s time, place and availability); and critical (evaluative, formative, offering feedback, problem- posing).

2) The framework of Task-Based Learning for Beginners and Young Learners

According to Willis (2004: 118), a task-based learning approach works well with real beginners. In task-based learning, students learn by doing; the learning is part of the task itself. So, they will have desire

to communicate and understand other people’s meanings. Tasks also offer opportunities for learners to listen to and participate in meaning-focused interactions from the very beginning, helping them to acquire a new language more naturally.

Moreover, Willis (2004: 119) says that the task-based learning framework for beginners differs from the standard framework in four main ways. Firstly, there is much more weighting given to exposure. Secondly, the cycle may well consist of sets of short tasks rather than one long one. Thirdly, because there is less emphasis put on public use of language until learners have gained confidence, the planning and report stages are either omitted or very short. Finally, the language focus concentrates initially on words and phrases, only gradually progressing towards grammar. For young learners, there is unlikely to be any language focus.

Longer

Pre-task

Introduction to topic and task. Lots of teacher talk about the topic; Use of pictures, demonstrations, songs.

Task Cycle More

Sets of short tasks, followed by lots of teacher chat about the tasks. Gradual increase in emphasis on these:

Planning Report Language focus

Finding, identifying, and classifying common words and phrases. Practice of classroom language and social phrases.

Keeping personal dictionaries.

Figure 2.3: The Components of the Task-Based Learning Framework for Beginners and Young Learners (Willis, 2004: 116)

There are three phases on task-based learning for beginners and young learners (Willis, 2004: 119-129):

1. Pre-task phase

This phase starts with what learners already know. Even complete beginners in English will find there are a lot of words they can already recognize. The specific aim of this phase is to make the learners understand deeper about the topic and to get the learners to listen to the target language. Therefore, based on the familiar words for learners of English, the teacher should talk in the target language naturally and uses a lot of mime and demonstration.

2. Task cycle

To give good exposure to the target language in use and illustrate the objectives of the task or game are the purpose of this stage. There are some tasks offered such as classifying, odd word out, memory challenge, ‘Yes or No?’ games, jumbled spelling dictation, puzzles, guessing games, etc.

3. Language focus

This is the time to focus on language form and the next section deals with ways of doing so. A language focus in each lesson, after the tasks, can serve to highlight common phrases. Since the tasks suggested before were based on words already familiar to students, their meanings will usually be too clear from the context and teacher’s gestures and expressions.

Willis (2004: 26-27) describes six types of tasks: a) Listing

Listing tasks tend to generate a lot of talk as learners explain their ideas. The processes involved are brainstorming and fact finding. Brainstorming is the activities in which learners draw on their knowledge and experience either as a class or in pairs/ groups while fact finding is the activities in which learners finding things out by asking each other or other people and referring to books, etc.

For young learners, listing includes memory games that are things the learner remember from a picture, ‘Yes or No’ games based on pictures or personal facts.

b) Ordering and sorting

These tasks involve four main processes. The first is sequencing items, actions or events in a logical or chronological order. The second is ranking items according to personal values or specified criteria. The third is categorizing items in given groups or grouping them under given headings. And the last is classifying items in different ways, where the categories themselves are not given. For example, international words, international products, well-known people, and ‘Odd word out’.

c) Comparing

These tasks involve comparing information of a similar nature but from different sources or versions in order to identify common

points and/ or differences. The processes involved are matching to identify specific points and relate them to each other, finding similarities and things in common, and finding differences.

For young learners and beginners, there is also identifying task including listen/ draw/ point/ do, Bingo with numbers, colors, words, and phrases.

d) Problem solving

Problem-solving tasks make demands upon people’s intellectual and reasoning powers, and, though challenging, they are engaging and often satisfying to solve. Real-life problems may involve expressing hypotheses, describing experiences, comparing alternatives and evaluating and agreeing a solution. Completion tasks are often based on short extracts from texts, where the learners predict the ending or piece together clues to guess it.

e) Sharing personal experiences

These tasks encourage learners to talk more freely about themselves and share their experiences with others. The resulting interaction is closer to causal social conversation in that it is not so directly goal-oriented as in other tasks.

f) Creative tasks

There are often called projects and involve pairs or groups of learners in some kind of freer creative work. They also tend to have more stages than other tasks, and can involve combinations of

task types: listing, ordering and sorting, comparing and sharing, and problem solving. Out-class research is sometimes needed. Organizational skills and team-work are important in getting the task done. The outcome can often be appreciated by a wider audience than the students who produced it.

c. Syllabus

After choosing the method that is going to be applied in language teaching, the designer material has to choose type of syllabi as the major decision in language teaching. Designing a syllabus is to decide

what gets taught and in what order (Krahnke, 1987: 4). Krahnke (1987: 10-11) divides the type of syllabus into six types as follows:

1) A structural syllabus

A structural (or formal) syllabus is one in which the content of language teaching is a collection of the forms and structures, usually grammar, of language being taught. For example: nouns, verbs, adjectives, statement, questions, subordinate clauses, past tenses, and so on.

2) A notional/ functional syllabus

A notional/ functional syllabus is one in which the content of the language teaching is a collection of the functions that are performed when language is used, or of the notions that language is used to express. Examples of functions include: informing, agreeing,

apologizing, requesting, promising, etc. Examples of notions include: size, age, color, comparison, time, etc.

3) A situational syllabus

A situational syllabus is one in which the content of language teaching is a collection of real or imaginary situations in which language occurs or is used. The primary purpose of a situational language teaching syllabus is to teach the language that occurs in the situations. Sometimes the situations are purposely relevant to the present on future needs of the language learners, preparing them to use the new language in the kinds of situations that make up the syllabus. For example: go to the dentist, complain to landlord, go to the book store, meet with new students, etc.

4) A skill-based syllabus

A skill-based syllabus is one in which the content of language teaching is a collection of specific abilities that may play a part in using language. The primary purpose of the skill-based instruction is to learn the specific language skill. A possible secondary purpose is to develop more general competence in the language learning only incidentally information that may be available while applying the language skills.

5) A task-based syllabus

In task-based syllabus, the content of the teaching is a series of complex and purposeful tasks that the students want or need to

perform with language they are learning. The tasks are defined as activities with a purpose other than language learning. Tasks integrate language (and other) skill in specific settings of language use. Task-based teaching has the goal of teaching students to draw on resources to complete some piece of work- a process. Tasks that can be used for language learning are, generally, tasks that the learners actually have to perform in any case. For example: collecting information, getting information over the telephone, completing forms, etc.

6) A content-based syllabus

In content-based syllabus, the primary purpose of the instruction to teach some content/ information using the language that the students are also learning. The subject matter is primary, and language learning occurs incidentally to the content learning, like science class taught in the language the students need/ want to learn.

The syllabus design is essentially concerned with the selection of content. Nunan states that a syllabus is “a statement of content which is used as the basis for planning courses of various kinds, and that the task of the syllabus designer is to select and grade this content (1988: 5). In this study, the writer used task-based syllabus. It consists of purposeful tasks in which the tasks focus on activities as learning experiences and providing exposure for the students. Each type of

syllabus has its own characteristics whether it is the strength or the weakness. Task-based syllabus also has its strength (Krahnke (1987: 61), such as:

1. Task-based instruction is potentially very powerful and widely applicable. It is suitable for learners of all ages and backgrounds. It addresses the crucial problem in language teaching- the transfer problem- directly, by using active and real tasks as learning activities. In addition, task-based instruction can be the vehicle for instruction in other types of content or knowledge at the same time as it addresses language acquisition.

2. Task-based learning can be very effective when the learners are engaged in relatively similar out-of-class activities (social or academic). Task-based learning can be especially useful for learners who are not accustomed to more traditional types of classroom learning or who need to learn cognitive, cultural, and life skills along with the language.

Nunan (1988: 42) states that task-based syllabus is included as process-oriented syllabus in which the focus is on the learning experience. A syllabus might specify two types of tasks (Nunan, 1989), as quoted in Richards & Rodgers (2001: 231):

1. Real-world tasks, which are designed to practice or rehearse those tasks that are found to be important in a needs analysis and turn out to be important an useful in the real world

2. Pedagogical tasks, which have a psycholinguistics basis in second language acquisition theory and research but do not necessarily reflect real-world tasks

4. Characteristics of Elementary School Students a. Critical hypothesis period

Mostly, age and acquisition discussion focus on the question of whether or not there is a critical period for language acquisition. The critical period is defined as “Biologically determined period of life when language can be acquired more easily and beyond which time language is increasingly different to acquire (Brown, 2000: 53).” It is believed that after the critical period the language abilities will not develop well.

Critical period is the great moment in acquiring language because when the human brain matures, certain functions are assigned, or “lateralization” to the left hemisphere of the brain, and certain other functions to the right hemisphere. Intellectual, logical, and analysis functions appear to be largely located in the left hemisphere, while the right hemisphere controls functions related to emotional and social needs (Brown, 2000: 54).

In conclusion, from the critical hypothesis period for language acquisition and lateralization, the younger the students the easier for them to acquire new language.

b. Students` cognitive growth

As the human being develops, the cognitive also grows. There are some basic considerations of teaching English in the elementary school connected to their cognitive growth. The cognitive growth involved in child’s developmental stages. Piaget`s work (1954), as quoted in Sprinthall & Sprinthall (1987: 94-101), provides four major stages of cognitive growth.

1) Sensorimotor (0-2 years)

The major intellectual activity of the stage is the interaction of the senses in the environment. What and how the child learns will remain an immediate experience, as vivid as any first experience. It would be fair to say that learning in the sensorimotor stage is a continuous peak experience. One final point: babies during this stage are primarily learning through their senses and are most strongly affected by their immediate environment.

2) Pre-operational (2-7 years)

Children are no longer bound to their immediate sensory environment. They started to develop some mental images in the preceding stage (object permanence, for example), and in this stage they expand that ability by leaps and bounds. The predominant learning mode at this stage is intuitive; preoperational children are not overly concerned with precision but delight in imitating sounds and trying out lots of different words. The intuitive period is truly a golden opportunity for facilitating language development.

3) Concrete operation (7-11 years)

In the operational stage, they are young logical positivists who understand functional relationships because they are specific, because they can test the problems out. During the concrete stage children exhibit some fragile ability to reason abstractly, especially when the learning task is simplified.

4) Formal operation (11-16 years)

At this point, the adolescent is ability to think about their own thinking the thoughts of others extremely important shift. This is what is meant by the term metacognition. This kind of self-reflection allows for a wide-ranging stretch of the imagination. The opportunity for self-correction in problem solving is much greater. Adolescent, however, are more likely to recognize that others` viewpoints are different from their own. It is though they understand that others have different interests, knowledge, and ways of thinking than they have.

In this study, the fifth graders of elementary school ages range from 10-11 years old. Based on he Piaget’s work, they are between concrete and formal operation. They leave concrete operation gradually and come to the formal operation. In conclusion, the fifth graders need simple and concrete tasks.

c. Elementary school children

The years from six to twelve are remarkable ones (Hamachek, 1979: 71). It is time for children to expand their personal

characteristics. Generally, they develop in for basic characteristics. As proposed by Hamachek (1979: 72-85), there four major characteristics: physical, social, emotional, and cognitive development.

1) Physical development

Actually, physical development during the elementary years is primarily a move toward greater balance of proportion rather than a sheer increase in size. Children grow more slowly during their elementary years that they did earlier or that they will in adolescence. As with height, weight increases are also slow and fairly uniform at this age. In addition, considering the feedback that any person- young or- old- both gives and receives purely on the basis of physical appearances, it is not difficult to see how children’s physical proportions can influence their feelings about themselves simply by affecting how other people react to them. 2) Social development

Between the ages of six and twelve, children make major advances in their efforts to become competent social members of their culture. They spend their time in broader community (peer group). By the end of this growth period they are on set of adolescence, with varying degrees of readiness to assume new and expanded responsibilities and relationship.

3) Emotional development

Children between six and twelve are emotionally vulnerable. They tend to uncritically absorb what they experience, see, and

hear. Their self-concepts are incompletely formed, which renders them more susceptible to the feedback they get from adults and peers. If feedback is essentially negative and ego-deflating, then they will more likely develop low self-esteem feelings that nurture a sense of inferiority.

4) Cognitive development

Children during this stage of growth are gluttonous learners. They learn everywhere and from everyone- from the gang, from conversations at home either as participants or listener, from their reading, etc. They are hungry learner. They are curious, eager, and enthusiastic learners. They learn best whenthey can participate in concrete experiences.

In conclusion, elementary school students have high energy level so they need more activities such as moving and talking. They are responsive to opportunities for interacting with one another like in games activities. They also need to be brave to take risks. Moreover, positive feedback is preferred since their self-concept has not been formed well.

B. Theoretical Framework

The theoretical framework of the research presents how the writer arranges the steps in developing the instructional materials. In designing instructional materials, we can choose one of the experts` models or combine some of the

models. In this research, the writer modifies and combines the Instructional Materials as proposed by Kemp and Dick & Carey.

The stages are:

1. Identifying the learners’ characteristics (Kemp’s model)

The writer collects information about the students` characteristics, needs, and level of knowledge. The writer identifies the learners’ characteristics by distributing questionnaires to the fifth graders of SD Kanisius Baciro Yogyakarta, doing an informal interview to the teacher who teaches the fifth graders of SD Kanisius Baciro Yogyakarta, and doing an observation to English class.

2. Considering goals, listing topics, and stating general purposes (Kemp’s model)

The writer states the goals of the materials, topics, and the general purposes. The goals are selected based on students` level and knowledge. Then, the general purposes are established.

3. Specifying learning objectives (Kemp’s model)

The writer specifies the objectives since it is the outcome that should be achieved by students. Therefore, its specification is important.

4. Listing the subject content (Kemp’s model)

The writer lists the subject contents based on the needs analysis, the goals, topics, learning objectives, and curriculum.

5. Selecting teaching learning activities and the instructional resources (Kemp’s model)

The writer determines the most efficient and effective activities then selects materials providing learning experience.

6. Designing the instructional materials (Dick & Carey’s model)

In this step, the writer designs the instructional materials using task-based activities and the instructional resources had been selected. The materials designed are also based on the competence standard and basic competence.

7. Evaluation and revision (Kemp’s model)

In order to obtain feedback, the writer distributed the design materials to two English teachers of SD Kanisius Baciro Yogyakarta, two English teachers from other elementary school,and two English lecturers of Sanata Dharma University. The feedback determines whether or not the design materials have fulfilled the requirements. The writer uses the feedback given, as an evaluation, to make improvement and revision on the designed materials.

Table 2.2: Adaptation model from Kemp’s and Dick & Carey’s

Identifying the learners’ characteristics

Considering goals, listing topics, and stating the general purposes

Specifying learning objectives

Listing the subject content

Selecting teaching learning activities and the instructional resources

Designing the instructional materials

CHAPTER III METHODOLOGY

In this chapter, the writer will discuss the methodology used in this study. It will cover the description of the research methods, the research respondents, the research instruments, data gathering, data analysis, and the steps in conducting the study.

A. Method

In this study, a method was set up in order to answer the questions of the problem as stated in the problem formulation. The writer conducted research and development (R & D). According to Borg and Gall (1983: 772), educational research and development (R & D) is a process used to develop and validate educational products. The major steps in the R & D cycle are as follows:

1. Research and information collecting-Includes review of literature, classroom observations, and preparation of report of state of the art.

2. Planning-Includes defining skills, stating objectives determining course sequence, and small scale feasibility testing.

3. Develop preliminary form of product-Includes preparation of instructional materials, handbooks, and evaluation devices.

4. Preliminary field testing-Conducted in from 1 to 3 schools using 6 to 12 subjects. Interview, observational, and questionnaire data collected and analyzed.

5. Main product revision-Revision of product as suggested by the preliminary field-test results.

6. Main field testing-Conducted in 5 to 15 schools with 30 to 100 subjects. Quantitative data on subjects’ precourse and postcourse performance are collected. Results are evaluated with respect to course objectives and are compared with control group data, when appropriate.

7. Operational product revision-Revision of product as suggested by main field-test results.

8. Operational field testing-Conducted in 10 to 30 schools involving 40 to 200 subjects. Interview, observational, and questionnaire data collected and analyzed.

9. Final product revision-Revision of product as suggested by operational field-test results.

10.Dissemination and implementation-Report on product at professional meetings and in journals. Wok with publisher who assumes commercial distribution. Monitor distribution to provide quality control.

In this study, the writer took five steps namely research and information collecting, planning, developing preliminary form of product, preliminary field testing, and main product revision.

The study was conducted to find out how to design a set of task-based instructional materials for fifth graders of SD Kanisius Baciro Yogyakarta. Second, the study was aimed at presenting a set of task-based instructional material designed for fifth graders of SDKanisiusBaciro Yogyakarta.

To solve those problems, the writer used survey research as a means to collect the data which were needed to develop the materials. Survey, as Sprinthall (1991: 93) points out, is designed to gather information from samples (occasionally, even some populations) by using questionnaire or sometimes interview.

In this study, survey research was used for two purposes. The first was used for needs analysis (pre-design survey) which was similar to research and information collecting, planning, and developing preliminary form of product step in R & D cycle. The second was used for evaluation on the designed materials (post-design survey) which was parallel to preliminary field-testing step and main product revision in R & D cycle.

1. Pre-design Survey

The first survey was conducted for needs survey to obtain data about the students` interests and needs in learning English. The survey was done by conducting an informal interview, distributing questionnaires, and doing an observation. The informal interview was conducted with an English teacher of SD Kanisius Baciro Yogyakarta. Meanwhile, the questionnaire distributed to fifth graders of SD Kanisius Baciro Yogyakarta and the observation was done during the teaching learning process. The data collected in this survey research became the core of designing appropriate instructional materials.

2. Post-design Survey

The second survey, used for evaluation on the designed materials, was used to gather the data from the qualified participants to get feedback,

suggestions, opinions, ideas, and recommendations on the designed materials. The survey was conducted by distributing and gathering questionnaires to two English teachers of SDKanisiusBaciro Yogyakarta,

two English teachers from other elementary school, and two English lecturers of Sanata Dharma University. The data gathered from this survey was used as guidance to revise and improve the designed materials.

B. Research Participants

1. Participants of Needs Survey

In this study, the students` needs were the main consideration in designing the materials. The writer conducted an informal interview to an English teacher of SD Kanisius Baciro Yogyakarta. The interview was conducted in order to find out the students` interests and needs in learning English. To complete the data about the students` needs and interests, the questionnaires were distributed. In addition, to know the real situation of teaching learning process the writer did an observation in English class. 2. Participants of Evaluation

In order to evaluate the designed materials, the writer distributed the questionnaires and the designed materials to two English teachers of SD Kanisius Baciro Yogyakarta, two English teachers from other elementary school, and two English lecturers of Sanata Dharma University. The teachers were involved in evaluating the designed materials because she had direct contact in the English teaching learning process at school. The

two English lecturers of Sanata Dharma University were taken as the participants, assuming that they have had experience in English teaching learning process in the university level.

All of the participants were asked to judge whether the task-based designed materials for fifth graders of SD Kanisius Baciro Yogyakarta was accepted or not.

C. Research Instruments

The instruments used to collect the data in this study were interview, questionnaire, and observation.

1. Interview

Interviewing is a well-established method of data collection, which, because of some unique qualities, is still widely used. One of the most important aspects of interviewing is that it is flexible (Ary, et. al. 1979: 174). Ary, et. al. (1979: 174) also says that there are two types of interviews: structured and unstructured. In structured interviews, the questions and the alternative answers are already provided. On the other hand, unstructured interviews form is informal. The questions are given freely concerning with views, attitudes, beliefs, and other information.

The interview was done to an English teacher of SD Kanisius Baciro Yogyakarta informally. The writer interviewed an English teacher of SD Kanisius Baciro Yogyakarta by using Indonesian to make the questions understood. The questioned asked in the interview were:

a. the importance of teaching English in the early ages (fifth graders of elementary school)

b. the importance of creating enjoyable atmosphere that can motivate the students learn English

c. the teaching technique d. the starting point activities e. the opening activities f. the main activities g. the evaluation method

h. the topics needed by the students to build up English skills 2. Questionnaires

The writer used questionnaires to obtain data, as stated by Ary, et. al (1979: 174), questionnaire is a printed form of data collection, which contains questions or statements for subject to respond, often anonymously. Moreover, written questionnaire is typically more efficient and practical and allows for the use of a larger sample.

There were two kinds of questionnaires used in this study: the questionnaire of the needs survey and questionnaire of evaluation on the designed materials. Ary, et. al. (1979: 175) says that there are two kinds of questionnaire namely structured (or closed) form and unstructured (or open) form. The closed form questionnaire is used to help the participants in answering the questions easily since the alternative answers are already available. This type of questionnaire requires the participants to mark

responses, to check agreements or disagreements, or to select among a number of alternatives. While the open form questionnaire is used to get information from the participants. The participants will answer the questions or give their opinions and suggestions freely.

The writer used both open and close forms of questionnaires in conducting this study. The first questionnaire was distributed to fifth graders of SD Kanisius Baciro Yogyakarta in order to find out the students` needs and interests. The second one was conducted with two English teachers of SD Kanisius Baciro Yogyakarta, two English teachers from other elementary school, and two English lecturers of Sanata Dharma University in order to get feedback on the designed materials. The feedback was beneficial in the revision of the designed materials because the writer might recognize whether or not the goals, objectives, subject content, learning activities, and instructions meet the students` needs. 3. Observation

To get more accurate and objective information, the writer used observation. In an observational study, the current status of a phenomenon is determined not by asking but by observing. Observational data can be collected on inanimate objects such as books as well as human beings (Gay, 1992: 234). In addition, Morrison (1993), as quoted in Cohen (2000: 305), argues that observations enable the researcher to gather data on the physical setting (e.g. the physical environment and its organization), the human setting (e.g. the organization of people, the characteristics and

make up of the groups or individuals being observed, for instance: gender and class), the interactional setting (e.g. the interactions that are taking place: formal, informal, planned, unplanned, verbal, non-verbal, etc.), and the programme setting (e.g. the resources and their organization, pedagogic styles, curricula, and their organization).

According to Gay (1992: 234-239), the major types of observational research are non-participant observation, participant observation, and ethnography. In the participant observation, the observer actually becomes a part of, a participant in, the situation to be observed while in non-participant observation, the observer does not have interaction with the object. Usually, the observer stands out of the object. On the other hand, ethnography involves intensive data collection, that is, collection of data on many variables over an extended period of time, in a naturalistic setting.

Moreover, non-participant observation includes naturalistic observation, simulation observation, case studies, content analysis, and meta-analysis.

a. Naturalistic observation

In the naturalistic observation, certain kinds of behavior can only be (or best be) observed as they occur naturally. The intent is to record and study behavior as it normally occurs. As an example, classroom behavior- behavior of the teacher, behavior of the student, and the

interactions between teacher and student- can best be studied through naturalistic observation.

b. Simulation observation

In simulation observation, the researcher creates the situation to be observed and tells subject what activities they are to engage in.

c. Case studies

A case study is the in- depth investigation of an individual, group, or institution. The purpose of a case study is to determine why, not just

what.

d. Content analysis

Content analysis is the systematic, quantitative description of the composition of the object study.

e. Meta-analysis

Meta-analysis is a statistical approach to summarize the results of many studies which have investigated basically the same problem. In this study, the writer used non-participant observation that was naturalistic observation to know the natural or normal setting of teaching learning process. The observation was held in the classroom when fifth graders of SD Kanisius Baciro Yogyakarta had English class.

D. Data Gathering

There were two types of data gathering in this study. The first was gathering data for needs survey. The data for needs survey was collected by conducting an

interview with English teacher of SD Kanisius Baciro Yogyakarta and distributing questionnaires to fifth graders of SD Kanisius Baciro Yogyakarta, as well as, doing an observation in the English class.

The second type was gathering data for revision and improvement on the designed materials. The data for revision on the designed materials were gathered by distributing questionnaires on the designed materials to two English teachers of

SD Kanisius Baciro Yogyakarta, two English teachers from other elementary school, and two English lecturers of Sanata Dharma University.

E. Data Analysis

Data analysis usually involves application of one or more statistical techniques. Data are analyzed in a way that permits the writer to test the research hypothesis or answer the research questions (Gay, 1992: 8).

1. Data Presentation

In this study, the data presented are the data from the pre-design and post-design survey. The data from the pre-design survey were obtained from the interview, questionnaires, and observation conducted by the writer in the first survey. From the first survey, the writer made a conclusion about the students` needs and characteristics. The data from the second survey were gathered and used in order to revise, improve and make the final version of the designed materials.

2. Descriptive Statistics of Participants` Opinion on the Designed Materials In survey study, the first step in data analysis was describing or summarizing the data using descriptive statistics. Descriptive statistics

refers to characteristics or description a set of numbers in terms of central tendency and to show how the numbers disperse, or very, around the center (Brown & Rodgers, 2004: 122). The types of descriptive statistics are frequencies, central tendencies, and variability. There are three measures of central tendency proposed by Brown & Rodgers, namely “mean, median, and mode” (2004: 115). The measures of central tendency are designed to allow the researcher to quickly identify the focal point around which the sample scores are distributed (Sprinthall, 1991: 115).

The mean is the sum of all scores of all subjects in a group divided by the number of subjects. The mode is the score which has been obtained by the largest number of subjects, that is, the most frequent score in the group. The median is the score which divides the group into two in such a way that half of the scores are above it and half are below it. The mean (X) is the measures which is most frequently used because of its stability in repeated sampling and its use in advanced statistical analysis.

The formula can be seen as follows:

where, X = the mean

X =

Σ

X

X = the raw score N N = the number of subject

Σ = sum or add

The writer outlined the result of the questionnaires in the table of the mean is presented. The table of the descriptive statistics of the participants` opinion is as follows:

Table 3.1: The descriptive statistics of the participants` opinion Central Tendency

No. Participants` Opinion on N Mn

1.

N = number of the participants Mn = mean

The assessment of the participants’ opinion was based on five points of agreement:

5 = strongly agree with the statement 4 = agree with the statement

3 = doubt with the statement 2 = disagree with the statement

1 = strongly disagree with the statement

F. Steps in Conducting the Study

The writer followed some steps in conducting the study, namely: 1. Conducting the Needs Survey

In this step, the writer conducted the survey in order to identify the students` interests and needs.

2. Classifying the Answers

After conducting the needs survey, the writer classified the answers which would be used in designing the instructional materials.

220

Picture 6

221

Picture 7

SUPER ORANGE STORE

Lokam Orange Super orange

Rp. 9.000,00 Rp. 17.500,00

New Zealand oranges Washington oranges

Rp. 15.000,00 Rp. 11.800,00

GRAPE STORE

Local grape Red grape Rp. 15.000,00 Rp. 28.000,00

Green grapes Rp. 32.000,00

LENGKAP DEPT STORE

Rp. 15.000,00/ pack Rp. 25.000,00

Rp. 10.00,00/ pack Rp. 35.000,00

COOL DEPT STORE

Rp. 30.000,00 Rp. 35.000,00

Rp. 15.000,00 Rp. 10.000,00

222

Picture 8

Do you go to the market by pedicab?

V

Do you go to library by

bicycle?

V

Do you go to the beach by car?

V

Do you go to the bookstore by motorcycle?

V

Do you go to school by

bus?

V

xiii ABSTRACT

Lestari, Maria Magdalena Siska Budi. 2007. A Set of Task-Based Instructional Materials to Teach English at SD Kanisius Yogyakarta. Yogyakarta: Sanata Dharma University.

English has been used in many aspects of life such as science, technology, culture, and the establishment of international relationship. Therefore, it is important to teach English in elementary school level. The activities should require opportunities to experience using the target language. In task-based learning the students have opportunities to experience in both spoken and written language. Since there are few references for the English teachers, thus, a set of materials needed to be designed to help teachers carry out the teaching learning process.

This study was conducted to design a set of task-based instructional materials for fifth graders of SD Kanisius Baciro Yogyakarta. There were two problems discussed in this study. The first was how a set of task-based instructional materials for fifth graders of SD Kanisius Baciro Yogyakarta was designed. The second was what the designed materials looked like.

To answer the first problem, the writer modified two instructional design models from Kemp and Dick & Carey. The steps were rearranged as follows: (1) identifying the learners’ characteristics, (2) considering goals, listing topics, and stating general purposes, (3) specifying learning objectives, (4) listing the subject content, (5) selecting teaching learning activities and the instructional resources, (6) designing the instructional materials, and (7) evaluation and revision.

In order to obtain data about the students` interests and needs in learning English, the writer conducted an informal interview, distributed questionnaires, and did an observation. The informal interview was conducted with an English teacher of SDKanisiusBaciro Yogyakarta. The questionnaires were distributed to fifth graders of SD Kanisius Baciro Yogyakarta and the observation was done during the teaching learning process.

To answer the second problem, the writer revised the proposed materials based on the designed materials evaluation. The evaluation was conducted by distributing and gathering questionnaires to two English teachers of SD Kanisius Baciro Yogyakarta, two English teachers from other Elementary School, and two English lecturers of Sanata Dharma University. The suggestions and feedback from the participants were used to improve the design.

The statistical computation showed that the grand mean was 4.02. It meant that the designed materials were acceptable and suitable for fifth graders of SD KanisiusBaciro Yogyakarta although it needed revisions. The designed materials consisted of “Students’ Book” and “Teacher’s Note”. There were ten topics and six sections. The writer suggested the teachers used the target language as much as possible, encouraged the students to be active, and established an enjoyable atmosphere in class. It was also suggested for further researchers to implement the designed materials in other schools having different situation, find out students’ motivation in learning English and appropriate evaluation strategy.

xiv

ABSTRAK

Lestari, Maria Magdalena Siska Budi. 2007. A Set of Task-Based Instructional Materials to Teach English at SD Kanisius Yogyakarta. Yogyakarta: Sanata Dharma University.

Bahasa Inggris telah banyak digunakan dalam berbagai aspek kehidupan seperti ilmu pengetahuan, teknologi, kebudayaan, dan hubungan internasional. Maka sangatlah penting untuk mengajarkan bahasa Inggris di tingkat pendidikan sekolah dasar. Kegiatan-kegiatan dalam proses belajar mengajar harus memberikan berbagai macam kegiatan untuk membantu siswa-siswa berkomunikasi menggunakan bahasa Inggris. Dalam metode task-based learning

para siswa diberikan kesempatan untuk menggunakan bahasa Inggris baik secara lisan maupun tulisan. Karena belum begitu banyak buku referensi pengajaran bagi para guru maka sebuah materi pengajaran perlu dibuat untuk membantu guru dalam proses belajar mengajar.

Penelitian ini dilakukan untuk membuat seperangkat materi pengajaran berdasarkan teori task-based learning untuk siswa-siswa kelas V (lima) SD Kanisius Baciro Yogyakarta. Ada dua permasalahan yang dibicarakan dalam penelitian ini. Permasalahan yang pertama adalah bagaimana membuat seperangkat materi pengajaran berdasarkan teori task-based learning untuk siswa-siswa kelas V (lima) SD Kanisius Baciro Yogyakarta. Sedangkan permasalahan yang kedua adalah seperti apa bentuk seperangkat materi pengajaran tersebut.

Untuk menjawab pertanyaan pertama penulis memodifikasi 2 (dua) model dari Kemp dan Dick & Carey. Langkah-langkah yang dilakukan adalah sebagai berikut: (1) mengidentifikasi karakteristik siswa, (2) mempertimbangkan tujuan, membuat daftar topik, dan menguraikan tujuan umum, (3) menentukan tujuan belajar, (4) membuat daftar isi pokok, (5) memilih kegiatan belajar mengajar dan sumber belajar, (6) membuat materi, dan (7) evaluasi dan revisi.

Untuk mendapatkan data tentang kebutuhan dan kegiatan yang disukai siswa dalam belajar bahasa Inggris, penulis melakukan informal wawancara, membagikan kuesioner, dan mengadakan observasi. Informal wawancara dilakukan dengan seorang guru bahasa Inggris SD Kanisius Baciro Yogyakarta sedangkan kuesioner dibagikan kepada siswa-siswa kelas (V) lima SD Kanisius Baciro Yogyakarta dan observasi dilakukan pada saat pelajaran bahasa Inggris berlangsung.

Untuk menjawab pertanyaan kedua, penulis memperbaiki materi pengajaran yang telah dibuat berdasarkan evaluasi yang diberikan. Evaluasi ini dilakukan dengan membagikan kuesioner kepada 2 (dua) guru bahasa Inggris SD Kanisius Baciro Yogyakarta, 2 (dua) guru Bahasa Inggris dari sekolah dasar yang lain, dan 2 (dua) dosen bahasa Inggris Universitas Sanata Dharma. Semua saran dan usulan dari para evaluator digunakan untuk memperbaiki materi pengajaran.

Hasil evaluasi menunjukkan bahwa angka grand mean adalah 4.02. Hal ini berarti materi pengajaran yang dibuat dapat diterima dan sesuai untuk siswa-siswa kelas V (lima) SD Kanisius Baciro Yogyakarta meskipun masih memerlukan perbaikan. Materi pengajaran terdiri dari “Students’ Book” dan “Teacher’s

xv

Note”. Dalam materi tersebut tercakup sepuluh topik pengajaran dan enam sub

unit. Dalam hal ini, penulis mengusulkan agar para guru lebih sering berbicara dalam bahasa Inggris dan mendorong para siswa untuk aktif di kelas serta menciptakan suasana belajar yang menyenangkan. Untuk para peneliti mendatang diharapkan dapat menerapkan materi pengajaran ini di sekolah-sekolah lain yang memiliki situasi yang berbeda dan mengetahui motivasi para siswa dalam belajar bahasa Inggris dan strategi evaluasi yang tepat.