Designing a set of integrated English instructional materials for the fifth grade students of SD Negeri 3 Sengon, Prambanan, Klaten - USD Repository

  DESIGNING A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS FOR THE FIFTH GRADE STUDENTS OF SD NEGERI 3 SENGON, PRAMBANAN, KLATEN A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Christina Endah Kurniati

  Student Number: 021214078

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2008

  Be the Best of Whatever You Are (Douglas Malloch)

  If you can’t be a pine on the top of the hill, Be a scrub in the valley, but be The best little scrub by the side of the rill; Be a bush if you can’t be a tree If you can’t be a bush, be a bit of the grass, And some highway happier make; If you can’t be a musk, then just be a bass, But the liveliest bass in the lake We can’t all be captains; we’ve got to be crew, There’s something for all of us here, There’s big work to do and there’s lesser to do, And the task you must do is the near If you can’t be a highway, then just be a trail If you can’t be the sun, be a star It isn’t by size that you win or you fail Be the best of whatever you are

  I dedicated this thesis to:

Jesus Christ and Mother Mary

My beloved family All of my friends

  

ACKNOWLEGDEMENTS

  First of all, I would like to express my greatest thank to Jesus Christ for his endless love, blessings and guidance in my life. He always gives me strength to face my life, especially in the most difficult time. I also thank Mother Mary, for her guidance, blessings, and love in every single day of my life.

  My sincere gratitude goes to Drs. J. B. Gunawan, M.A., my major sponsor, for his kindness and willingness to help me in writing my thesis. I am able to finish my thesis because of him. I am also indebted to Linda Valentina

  

Budiman, S.S., M.Hum., for her advice, support, comments, and suggestions

  during the completion of this thesis. I also sincerely thank Sr. Maureen, FCJ for My deep gratitude goes to Drs. T. Sarkim, M.Ed., Ph.D, Dra. M. J.

  

Retno Priyani, M.Si., Drs. Y. B. Adi Massana, M.A., and Markus

Budiraharjo, S.Pd., M.Ed., for their kindness, support, help, and advice during

  the period of volunteer in SD Negeri 3 Sengon and the completion of my thesis. I learned many good things from them. Then, I would like to thank the

  

headmaster, all of the teachers, and the students in SD Negeri 3 Sengon for

their help and suggestions. I could not finish my thesis without them.

  My greatest love and gratitude are addressed to my beloved parents, Ag.

  

Sardjono and Sch. Nunuk Sumani. I thank them for their never ending love,

  prayer, guidance, support, trust, and patience. My sincere gratitude also goes to my little sister, Catrin, who always understands and makes my life colorful. We always share everything in every single day. I also dedicate my thesis to my grandma. I thank her for her love, help, and support.

  I would like to address my special thanks to Malvin, who always supports and helps me. I thank him for always understanding me and being there for me.

  For my best friends, Memel, Sisca, Alin and Andy, who always understand me and become good listeners in the happy and sad times, I thank them for each moment that we share together. I hope that our friendship lasts forever.

  Many thanks are also extended to Fr. Hironimus, Bowo, Boim, Uri,

  

Widya, Sius, Bayu, Yudi, Liol, Yono, Monyonk, Aan, Simbi, Mira, Teki, Irza,

Angger, who become my team mates during the period of volunteer in SD Negeri

3 Sengon . I thank them for the great experiences that we have passed together.

  I also thank all of my friends in Sun Six for their friendship and laughter during my study. My gratitude goes to all my friends in PBI, Lissa ’Sha’, Lukita,

  

Haryana, Galih, Rumi, Woro, Wulan, Daru, Gjx, Dani, Cipluk, Rina, Ajeng,

Lisa, Paopao, Ades, Arin, Linda, and other friends that I cannot mention one by

  one. I thank them for their kindness and help during my study in PBI.

  Finally, I thank all of the people whose names cannot be mentioned one by one, for helping me in many ways. May God bless them all.

  Christina Endah Kurniati

  TABLE OF CONTENTS Page TITLE PAGE ..................................................................................................... i PAGE OF APPROVAL ..................................................................................... ii

PAGE OF ACCEPTANCE ............................................................................... iii

PAGE OF DEDICATION ................................................................................. iv

LEMBAR PERSETUJUAN PUBLIKASI KARYA ILMIAH ........................ v

STATEMENT OF WORK’S ORIGINALITY ................................................ vi

ACKNOWLEDGEMENTS ............................................................................... vii

LIST OF APPENDICES .................................................................................... xii

LIST OF TABLES ............................................................................................. xiii

LIST OF FIGURES ........................................................................................... xiv

ABSTRACT ........................................................................................................ xv

ABSTRAK ............................................................................................................ xvi

CHAPTER I: INTRODUCTION .....................................................................

  1 A. Background of the Study .................................................................................

  1 B. Problem Formulation .......................................................................................

  5 C. Problem Limitation ..........................................................................................

  5 D. Objectives of the Research ..............................................................................

  5

  E. Benefits of the Research ..................................................................................

  6 F. Definition of Term ...........................................................................................

  6 CHAPTER II: LITERATURE REVIEW .......................................................

  8 A. Theoretical Description ...................................................................................

  8 1. Instructional Design ........................................................................................

  8 a. Kemp’s Instructional Design Model ..........................................................

  8 b. Yalden’s Instructional Design Model ........................................................

  11 c. The Instructional Design Model Used in the Design .................................

  13 2. The Fifth Grade Students of Elementary School ...........................................

  14 a. The Characteristics of the Fifth Grade Students of Elementary School .....

  14 b. The Principles of Child Language Learning ...............................................

  17 c. The Principles of Teaching English to Children .........................................

  19 3. Integrated Language Instruction ...................................................................

  22 a. Content­Based Instruction ..........................................................................

  25 b. Task­Based Instruction ...............................................................................

  26 4. Developing the Syllabus ................................................................................

  28 a. What is a Syllabus? ....................................................................................

  28 b. The Syllabus Used in this Design ..............................................................

  31 B. Theoretical Framework ..................................................................................

  32 CHAPTER III: METHODOLOGY .................................................................

  37 A. Research Method ............................................................................................

  37 B. Research Respondents ....................................................................................

  41

  C. Research Instruments .....................................................................................

  43 D. Data Gathering Techniques ............................................................................

  44 E. Data Analysis .................................................................................................

  45 F. Research Procedures ......................................................................................

  48 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ....................

  50 A. The Elaboration of Steps in Designing A Set of Integrated English Instructional Materials for the Fifth Grade Students of SD Negeri 3 Sengon .

  50 a. Conducting A Needs Survey ......................................................................

  51 b. Setting Goals, Topics and General Purposes .............................................

  55 c. Specifying the Learning Objectives ...........................................................

  58 d. Listing the Subject Content and the Instructional Resources .....................

  61 e. Developing the Syllabus .............................................................................

  63 f. Selecting Teaching­Learning Activities .....................................................

  63 g. Evaluating ..................................................................................................

  64 h. Revising the Designed Materials ...............................................................

  68 B. The Discussion of the Designed Materials .....................................................

  68 C. The Presentation of the Designed Materials ..................................................

  72 CHAPTER V: CONCLUSIONS AND SUGGESTIONS ...............................

  76 A. Conclusions ....................................................................................................

  76 B. Suggestions ....................................................................................................

  78 REFERENCES ...................................................................................................

  80

  LIST OF APPENDICES

  Page APPENDIX A: Surat Ijin Penelitian ....................................................................

  83 APPENDIX B: Kuesioner untuk Murid SD Negeri 3 Sengon .............................

  84 APPENDIX C: Kuesioner untuk Guru Bahasa Inggris dan Dosen Sanata Dharma

  86 APPENDIX D: Syllabus ......................................................................................

  89 APPENDIX D: Lesson Plan ................................................................................

  97 APPENDIX E: Presentation of the Designed Materials ...................................... 117

  LIST OF TABLES Page Table 3.1 The Comparison between R & D and the Theoretical Framework ......

  39 Table 3.2 The Description of the Respondents of the Pre­Design Survey ...........

  43 Table 3.3 The Descriptive Statistics of the Respondents’ Opinions on the Post­ Design Survey ......................................................................................

  48 Table 4.1 The Results of the Pre­Design Survey .................................................

  51 Table 4.2 The Results of the Interview ................................................................

  54 Table 4.3 The Students’ Needs, Lacks and Wants ...............................................

  55 Table 4.5 The List of Basic Competence .............................................................

  57 Table 4.6 The Indicators of Students’ Performance ............................................

  58 Table 4.7 The Description of the Post­Design Survey Respondents ...................

  65 Table 4.8 The Descriptive Data of the Respondents’ Opinions on the Designed Materials ...............................................................................

  65 Table 4.9 The Topics and Sections in the Designed Materials ............................

  72

  LIST OF FIGURES Page Figure 2.1: Kemp’s Instructional Design Model .................................................

  9 Figure 2.2: Yalden’s Language Program Development .......................................

  13 Figure 2.3: Steps in Designing the Materials .......................................................

  36 Figure 3.1: Steps in Conducting the Research .....................................................

  49

  

ABSTRACT

  Kurniati, Christina Endah. 2008. Designing A Set of Integrated English

  

Instructional Materials for the Fifth Grade Students of SD Negeri 3 Sengon,

Prambanan, Klaten . Yogyakarta: English Language Education Study Program,

  Sanata Dharma University.

  This study was conducted to design a set of Integrated English Instructional Materials that can be used to teach the fifth grade students of SD

  

Negeri 3 Sengon . The purpose of the design was to help the students to master

four English skills and communicate effectively both in oral or written form.

  There are two problems stated in this study. The first one is “How is a set of integrated English instructional materials for the fifth grade students of SD Negeri

3 Sengon designed?” The second one is “What does the designed materials for the

  fifth grade students of SD Negeri 3 Sengon look like?” The research method employed in this study was Research and

  Development (R&D). There are ten steps in R&D. The writer applied the first five steps of the R&D steps. The first step was research and information collecting. In this step, the writer conducted a needs survey called pre­design survey. The second was planning. The third step was developing preliminary form of product. The fourth step was conducting preliminary field testing. In this step, the writer survey. The fifth step was conducting main product revision.

  In order to design the materials, the writer adapted Kemp’s and Yalden’s instructional design models. They are conducting a needs survey, stating goals, topics, and general purposes, specifying the learning objectives, listing the subject content, developing the syllabus, selecting teaching learning activities, evaluating, and revising. The eight steps above are in line with the R&D steps stated previously.

  The final version of the designed materials consists of eight units. Each unit covers six sections, namely, (a) let’s start for vocabulary, (b) take your time for listening, (c) do the action for speaking, (d) catch it for grammar, (e) get the idea for reading, and (f) work it out for writing. The post­design survey was conducted to evaluate the designed materials. The writer used five points of agreement to obtain the respondents’ opinions on the designed materials. The results of the survey were calculated using the measurement of central tendency. The grand mean of the post­design survey was 4.1. This meant that the designed materials were acceptable, good and appropriate to teach the fifth grade students of SD Negeri 3 Sengon.

  Finally, the writer expects that these designed materials can help the English teacher of SD Negeri 3 Sengon to teach English for the fifth grade students. The writer also expects that these designed materials can help the students to master the four English skills effectively.

  ABSTRAK

  Kurniati, Christina Endah. 2008. Designing A Set of Integrated English

  

Instructional Materials for the Fifth Grade Students of SD Negeri 3 Sengon,

Prambanan, Klaten . Yogyakarta: English Language Education Study Program,

  Sanata Dharma University.

  Penelitian ini dilaksanakan untuk menyusun seperangkat materi pelajaran Bahasa Inggris terintegrasi yang dapat digunakan untuk mengajar siswa kelas lima SD Negeri 3 Sengon. Tujuan dari penyusunan materi ini adalah membantu siswa untuk meguasai empat keterampilan berbahasa Inggris dan membantu siswa untuk berkomunikasi efektif baik lisan maupun tulisan. Ada dua permasalahan yang dirumuskan dalam studi ini. Yang pertama adalah “Bagaimanakah seperangkat materi pelajaran bahasa Inggris terintegrasi untuk siswa kelas lima SD Negeri 3 Sengon, disusun?” Yang kedua adalah “Seperti apa susunan materi untuk siswa kelas lima SD Negeri 3 Sengon?”

  Metode penelitian yang dipakai dalam penelitian ini adalah Research and

  

Development (R&D). Terdapat sepuluh langkah dalam (R&D). Penulis hanya

  menerapkan lima langkah pertama dari (R&D). Langkah yang pertama adalah penelitian dan pengumpulan informasi. Pada langkah ini, penulis melakukan survei kebutuhan yang disebut survei sebelum penyusunan materi. Langkah yang awal. Langkah yang keempat adalah melakukan pengujian awal. Pada langkah ini, penulis melakukan survei untuk menilai susunan materi yang disebut survei sesudah penyusunan materi. Langkah yang kelima adalah memperbaiki produk utama.

  Untuk menyusun materi, penulis mengadaptasi model instruksional Kemp dan Yalden. Langkah­langkah tersebut adalah melakukan analisis kebutuhan, merumuskan tujuan, dan topik, membuat spesifikasi tujuan pembelajaran, menyusun isi materi, mengembangkan silabus, menyeleksi akitivitas belajar mengajar, menilai dan memperbaiki materi. Kedelapan langkah di atas sejalan dengan langkah­langkah pada R&D yang telah disebutkan sebelumnya.

  Hasil akhir dari penyusunan materi ini terdiri dari delapan unit. Setiap unit meliputi enam bagian, yaitu, (a) let’s start untuk perbendaharaan kata , (b) take

  

your time untuk mendengarkan, (c) do the action untuk berbicara , (d) catch it

  untuk tata bahasa, (e) get the idea untuk membaca, dan (f) work it out untuk menulis. Survei sesudah penyusunan materi dilakukan untuk menilai materi pembelajaran yang telah disusun. Penulis menggunakan lima poin persetujuan untuk mendapatkan pendapat dari para responden mengenai susunan materi. Hasil dari survey tersebut dihitung menggunakan kecenderungan nilai tengah. Rata­rata keseluruhan dari survei sesudah penyusunan materi adalah 4.1. Hal ini menunjukkan bahwa materi yang disusun dapat diterima, bagus, dan sesuai untuk mengajar siswa kelas lima SD Negeri 3 Sengon.

  Akhirnya, penulis berharap susunan materi ini dapat membantu guru Bahasa Inggris SD Negeri 3 Sengon dalam mengajar Bahasa Inggris untuk siswa kelas lima. Penulis juga berharap susunan materi ini dapat membantu siswa menguasai empat keterampilan Bahasa Inggris secara efektif.

CHAPTER I INTRODUCTION A. Background of the Study English is used as an international language all over the world. That is why

  every one has to master English because English is used in almost every aspect of our life. Therefore, it is better to learn English from childhood because the sooner the children learn English the better they get the results. Because of that reason, English is included in the Indonesian education curriculum as one of the subjects in the elementary school. It is a must for the elementary school students to master basis English skills from the beginning, so that they can use English well. teaching learning activities. However, there are difficulties which are faced by many elementary schools in Indonesia, especially SD Negeri 3 Sengon in connection with teaching English in the elementary school. They have a limited number of English textbooks and materials. Although the government gives books, media, and other instruments to this school, the number of instruments and other learning sources are inadequate and not suitable anymore. There are many books that use the old curriculum and they cannot be used in the present. In addition, most of the students are from the low social class. As a result, they do not have the complete textbooks to support their study, especially English. They only use the textbooks given by their teacher.

  2 The limitation of media and instrument in class is an obstacle in learning

  English. The teaching learning process cannot be well conducted if those devices are unavailable in the class. Therefore, those devices are highly needed in order to facilitate and support the teaching learning process. The use of more than one medium or instrument, for example: radio cassettes, pictures of food, cards, etc can create interesting and challenging activities in class.

  The other difficulty in learning English in SD Negeri 3 Sengon is the lack of variations in the teaching learning process. The teacher rarely uses games, songs, or the other interesting activities that are usually liked by the students. Therefore, the students often feel bored with the methods used by their teacher. The variations in teaching are needed to motivate the students so that they can

  Low motivation from the students to learn English is another difficulty that has to be solved. Some of the students think that English is difficult to learn.

  Consequently, they do not want to study, even read the book or listen to their teacher. In addition, they never practice English outside class. Those things make them become passive students in class, because they know nothing and do not want to study English. English, which the students consider difficult, can be exciting when the teacher presents the subject properly and is also equipped with various activities that can make English interesting and challenging, so that the students do not feel bored during the class and motivate them to be eager to study English.

  3

  SD Negeri 3 Sengon suffered big loss because of the earthquake that

  happened in Central Java and Yogyakarta on May 27, 2006. Because of the earthquake, the school was in confusion. The school building, many books, stationary, and school equipment were damaged. As a result, they could not use the school facilities because they were not in good condition anymore. The most serious problem was the students had traumatic experience because of the natural disaster that happened. Consequently, many of them were hopeless and lost the motivation to study. It was hard for them to study in school under those conditions after the earthquake. They must start from the beginning and struggle to recover from their trauma.

  The condition after the earthquake in SD Negeri 3 Sengon gave inspiration students who were the victims of the earthquake to increase their motivation to study. Besides, the writer also trained their interests and talents, and the most important thing was that the writer taught them some school subjects, including English, in order to help them understand the subjects better. The volunteer project took six months to accomplish all the recovery activities in SD Negeri 3

  Sengon.

  During the period of volunteer in SD Negeri 3 Sengon for about six months, the writer was inspired to conduct research related to the English subject there. The research is conducted because the writer thought that the school only has a limited source in the teaching learning process, especially in the English subject. Besides, the school needs more activities and materials to develop the

  4 method in the teaching learning activities. Therefore, the writer decided to design English instructional materials which are relevant to the elementary school curriculum and appropriate to their condition.

  The purpose of the English design materials is to provide a set of integrated English instructional materials that can increase their motivation and also develop their English skills. The motivation can be generated by making the teaching materials relevant for the students. Because the fifth grade students in SD

  

Negeri 3 Sengon are the beginners of English learners and have low motivation to

  learn English, the integrated English materials are designed as interesting as possible to motivate the students to master the four English skills. In addition, the integrated materials give students greater motivation that convert to better (Brown, 2001, p. 233).

  The designed material is one of the motivational strategies to influence the fifth grade students in SD Negeri 3 Sengon so that they can achieve some systematic and enduring positive effects especially in learning English. By designing the integrated materials, it is expected that the materials can be interesting, meaningful, and fruitful to train them the four English skills. Besides, the materials are also expected to be a medium and instrument in the teaching learning activities. The materials will develop teachers’ ideas to create various activities that support the students in practicing English not only in class but also in the real life.

  5

  B. Problem Formulation

  In this study, the researcher intended to find out the answers to the problems that are formulated as follows:

  1. How is a set of integrated English instructional materials for the fifth grade students of SD Negeri 3 Sengon designed?

  2. What does the designed set of integrated English instructional materials for the fifth grade students of SD Negeri 3 Sengon look like?

  C. Problem Limitation

  The researcher focuses on designing a set of integrated English instructional materials for the fifth grade students of SD Negeri 3 Sengon. The beginners of English learners. Therefore, it will be better if the materials are presented as interestingly as possible, for example using pictures, songs, and games. The use of those variations is expected to encourage and also reinforce the learning of the four English skills.

  D. Objectives of the Research

  Based on the problem formulation above, the research has two main objectives. The objectives of this research are:

  1. To describe the process of designing integrated English instructional materials which are suitable for the fifth grade students of SD Negeri 3

  Sengon.

  6

  2. To present the integrated English instructional materials which can help the students to learn four English skills, so that they can master the basis English skills effectively.

  E. Benefits of the Research

  It is expected that the materials will be useful for the teacher as the means of language learning which can be applied in the classroom. It will be a model for the teacher to design the other instructional materials and create various activities to encourage the students to practice English and increase their English skills ability.

  The design, hopefully, will help the students to master four English skills give experiences for them about how to learn English, so that they can develop their English skills. The result of this research will contribute towards the development of the language learning to get better output in language learning process.

  F. Definition of Terms

  1. Design According to Oxford Advanced Learner’s Dictionary (Hornby, 1995, p.

  314), design is deciding how something will look, work, etc, especially by making plans, drawing, or models of it. Hornby also states that design means to think of and plan a system, procedure, etc. In this study,

  7 designing refers to making plans and arranging four basic skills activities into one unit.

  2. Instructional Dick and Reiser (1989) define instructional material as the material planned or designed to be used by the teacher (p. 3). In this study, instructional material means a set of material units used by the teacher and the students to conduct the teaching learning process.

  3. Integrated material Integrated material means the material that focuses on the mastery of the four communication skills (Richard and Rodgers, 2001, p. 64). In this study, integrated materials focus on the integration of students’ skills that speaking, reading, writing, and also two language elements, pronunciation, and grammar. The activities involve the four skills in order to help the students in mastering the language functions, so that each part of language can stand together in one unit.

  4. Fifth grade students of elementary school According to Cole (1956), the fifth grade students are classified as the intermediate grades children. In this study, the fifth grade students of elementary school means the students in SD Negeri 3 Sengon who have low motivation in learning English because they become the victims of the earthquake.

CHAPTER II LITERATURE REVIEW This chapter presents the discussions of the theories related to this thesis. There will be two parts of discussions. The first is the review of related literature

  which discusses the related theories used in this study. The second part of this chapter will summarize a framework based on the described theories that have been discussed in the first part of this study.

A. Theoretical Description

   In this part, the writer would like to explain some theories on the

  instructional design models, characteristics of children, principles of child language learning, principles of teaching English to children, integrated English and also developing a syllabus.

1. Instructional Design

  Instructional design can be defined as the entire process of designing instructional material and the activities involved. In this section, the writer explains two instructional design models. The first model is Kemp and the second one is Yalden. The further explanation is presented as follows:

a. Kemp’s Instructional Design Model

  Kemp states that this instructional design plan is designed to give answers to three essential questions. The first question is what must be learned

  9 (objectives). The second one is about the procedures and resources that will work best to reach the desired learning levels (activities and resources). The third one is about how we will know when the required learning has taken place (evaluation).

  The eight step design model proposed by Kemp can be seen in the following figure:

  Goals, Topics, and General Purposes

  Learners’ Characteristics Evaluation Support

  Learning Services Objectives Revise

  Teaching/ Learning Subject Activities, Content Resources

  Pre­ Assessment

Figure 2.1: Kemp’s Instructional Design Model (Kemp, 1977, p. 9)

The explanation of instructional design plan presented by Kemp (1977, p.

  8) can be presented as follows:

  1. Considering goals, listing the topics, and stating general purposes for teaching each topic.

  10

  2. Enumerating the characteristics of the learners The important characteristics of the learners for whom the instruction is to be designed should be enumerated.

  3. Specifying learning objectives The designer should specify learning objectives to be achieved in terms of measurable student behavioral outcomes.

  4. Listing the subject content The designer should list the subject content that support each objective

  5. Developing pre­assessment The purpose of developing pre­assessment is to determine the students’ background and present level of knowledge about the topic.

  6. Selecting teaching learning activities and instructional resources Teaching learning activities and instructional resources that treat the subject content should be selected so that learners will accomplish the objectives.

  7. Coordinating support services In order to carry out the instructional plan, the designer has to coordinate the support services such as budget, personnel, facilities, equipment.

  8. Evaluating students’ learning The last stage is to evaluate learners’ learning in terms of their accomplishment of objectives, with a view to revise and evaluate any phase of the plan that needs improvement.

  The figure of the Kemp’s model is a flexible process. There is interdependence among the eight elements. Therefore, decisions relating to one

  11 element may affect others. The design can be started with any element and the order of the stages is based on the researcher’s choice.

b. Yalden’s Instructional Design Model

  According to Yalden (1987), communicative syllabus is a syllabus that is designed for describing a classroom experience in which it is more closely approximate to an environment of real language art (p. 19). She states that the selection and development of syllabus is needed. Yalden offers eight stages in language program development, namely:

  1. Conducting needs survey It is conducted to analyze learners’ needs of learning the target language. designer to make acceptable objectives that match the learners’ needs.

  2. Mentioning the description of the purposes Conducting needs survey will give the syllabus designer direction for describing the purpose of language program. She also stated that the language program’s aim can also be investigated from the setting in which the survey is conducted.

  3. Selecting the syllabus type It is done to select or develop the appropriate syllabus type. The designer should decide what kind of syllabus type will be used in the study. The choice of syllabus type should be based on students’ needs and the purpose of the program.

  4. Producing the proto­syllabus

  12 The descriptions of the syllabus contents are specific at this stage. Selection and combination of contents are done in accordance with the type of syllabus. The designer should also consider the purpose of the program that the specification of the syllabus contents will be taken accordingly.

  5. Producing the pedagogical syllabus The pedagogical syllabus consists of development of teaching, learning, and testing approaches. The specification of every single word and phrase will be conducted in this stage. Therefore, the production of proto­syllabus will be completely developed.

  6. Developing and implementing the classroom procedures There are three procedures in this stage which should be weekly monitored exercise types and teaching techniques, the preparation of lesson plan and the preparation of weekly schedules.

  7. Evaluating the learners, the program and the teaching process.

  This evaluation refers to the students’ performance and reassessment of the content. It is also meant to revise the materials and methodological procedures.

  8. Recycling the stages In this last stage, the designer has to fit the goals set and students’ performance, reassess content and revise materials and methodological procedures. The complete description can be seen from the figure below:

  13

  Evaluation Needs Description Selection/ Production Production Development survey of purposes development of a proto­ of and of syllabus syllabus pedagogical implementation of classroom

type syllabus

procedures

  Figure 2.2: Yalden’s Language Program Development (Yalden, 1987, p. 22)

c. The Instructional Design Model Used in the Design

  The writer adapted Kemp’s instructional design model because it is flexible. Besides, it also provides clear steps in designing the materials. Moreover, Kemp’s instructional design model emphasizes on the materials, the objectives and application and also the choice of materials resources.

  The writer adapted Yalden’s instructional design model because the model provides a needs survey for the needs analysis. The aim of the needs survey is to find out the learner’s needs, lacks and wants in learning English. The reason for conducting needs survey according to Yalden (1987, p. 101) is to understand as much about the learners as possible prior to the beginning of the program in order to establish realistic and acceptable objectives. The designers can lay a good foundation in their materials design by conducting the needs’ analysis. Yalden’s instructional design model provides program, teaching and students’ evaluations.

  This model also provides a recycling stage where the fit between goals and students’ performances are determined, content is reassessed, and materials and methodological procedures are revised.

  14 In designing a set of integrated English instructional materials for the fifth grade students of SD Negeri 3 Sengon, the writer combines and modifies Kemp’s and Yalden’s instructional design models. The writer applies the combination of these two models to create a new instructional design models. The steps in the new instructional design models are conducting needs survey, setting goals, topics, and general purposes, specifying the learning objectives, listing the subject content, selecting teaching learning activities, evaluating, and revising the designed materials.

2. The Fifth Grade Students of Elementary School

  In this part, the writer will discuss the characteristics of the fifth grade principles of teaching English to children. The discussions are explained as follows:

a. The Characteristics of the Fifth Grade Students of Elementary School

  The writer discusses the characteristics of the fifth grade because they are the subject of this study. According to Cole (1956), the elementary school students are divided into two: the first three years are called the primary grades and the last tree years are called the intermediate grades (p. 124). Here, the fifth grade students are classified as the intermediate grades students. Children who are in the intermediate grades posses some characteristics namely physical characteristics, intellectual characteristics, emotional characteristics, and social characteristics. The explanations of those characteristics are presented as follows:

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  1. Physical Characteristics The last three years of elementary school are usually a period of slower growth in height but more marked growth in weight than the previous period. The fifth grade students who are in the intermediate grades develop more to a growth in the size and weight of the muscles than in the bone structure. Children in these grades can do many things that were impossible at the earlier level because of their increasing size and strength of their muscles and also the development of better nervous control (Cole, 1956, p. 133).

  According to Cole (1956, p. 133), children’s general health and resistance in intermediate grades toward disease are better than at an earlier stage. Besides, children are usually interested in building anything practically. They can do However, they do not like to become overstrained either physically or nervously.

  2. Intellectual Characteristics Children are interested to learn all kinds of things and they want to know as many facts as possible about as many different things as possible. They are interested in making collections of every possible type (Cole, 1956, p. 133). In the intermediate years, the desire to do something different from a repetition of the same activity makes its appearance among those children whose their ages are nearest to adolescence.

  In the upper years of elementary school there should be more freedom and less drill. During these grades, the teacher should make arrangements to satisfy each student’s curiosity in as many fields as possible (Cole, 1956, p. 133). The

  16 immature pupils will stick to easy and familiar routines, but those who are mature have developed enough confidence and will range widely.

  3. Emotional Characteristics Older children have much better powers of inhibition than the younger do.

  In intermediate grades, their main emotional love and affection are showed to their friends rather than to the teacher. Boys and girls especially are interested playing with their friends of the same age. They are emotionally interested mainly in each other (Cole, 1956, p. 134). The students come in from the playground where they are in close social relationship with their age mates. Each child is attached to one or two other children of the same sex and approximately the same age. is about friendship and understanding, such as that which exists between older and younger brothers or sisters rather than the close emotional bond between the teacher and the students which is characteristics of the earlier years (Cole, 1956, p. 135). It is only immature children who will cling to their teacher.

  4. Social Characteristics Children in the intermediate grades form a social period which is characterized by a devotion to their best friends and gangs. According to Cole

  (1956), the girls usually get together after school with their groups in the same sex and remain in the same groups day after day. They play in apparent happiness and without curiosity or interest in other groups of girls or any group of boys (p. 135).

  17 In any case, the girl and her best friends tend to stay in the same place. While the boys’ gangs roam further and further deviate as the youngsters get older.

  The gangs or clubs have many useful social values. In the groups, children learn to cooperate in joint undertakings. These groups are valuable in changing children from selfish and irresponsible into socialized human beings (Cole, 1956, p. 136). These social units give some influences to the children in their school life.

  For example if a group of boys is bound together by loyalties to each other, the schoolwork of all may improve because everyone will willingly help the others.

  In the intermediate grades, there are three or four children in a class who have qualities of leadership. The others will usually follow their peer leader more willingly than they will follow the teacher (Cole, 1956, p. 135). deal with the students constantly. Understanding children characteristics is important for the teacher in order to know students’ lack and ability so that he can conduct the teaching learning activities well. All the characteristics mentioned above are important factors that affect teaching learning activities. Therefore, the teacher should be a good friend to the students so that he can give them positions of responsibility that will allow their natural capacities to be properly used and at the same time will keep them studying well in class.

b. The Principles of Child Language Learning The children’s ability to learn language is different from that of adults.

  They have their own principles in learning language. There are four basic principles of child’s language learning, namely “learning by doing; learning in

  18 social context; learning with experimenting and using language; learning through social interaction” (Hudelson, 1991, p. 2). The explanation for each principle can be seen below.

  1. Learning by doing “Children learn through hands­on experiences and manipulation of objects in the environment” (Hudelson, 1991, p. 2). Hudelson (1991) states that “children in primary or elementary school settings generally learning by doing” (p. 2). This means that in the learning process, children have to be actively involved. As stated by Hudelson (1991) that in language class, children need to be actively involved in every activity and to use the language in accomplishing the meaningful tasks (p. 2). Because of that reason the teacher needs to encourage the children to use

  2. Learning in social contexts Hudelson (1991) postulates that children learn in social context, it means that they learn in a group where some group members know more than others (p.