Materials for English extracurricular of Pangudi Luhur Elementary School Yogyakarta Grade 5 - USD Repository
MATERIALS FOR ENGLISH EXTRACURRICULAR
OF PANGUDI LUHUR ELEMENTARY SCHOOL YOGYAKARTA
GRADE 5
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Bernadeta Pungky Septiana
Student Number: 091214012
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
MATERIALS FOR ENGLISH EXTRACURRICULAR
OF PANGUDI LUHUR ELEMENTARY SCHOOL YOGYAKARTA
GRADE 5
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Bernadeta Pungky Septiana
Student Number: 091214012
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
Treat other people like the way you want to be treated!
I dedicated this thesis to: My beloved family
My dearest friends
Everyone I love
ABSTRACT
Septiana, Bernadeta Pungky. (2013). Materials for English Extracurricular of
Pangudi Luhur Elementary School Yogyakarta Grade 5 . Yogyakarta: English
Language Education Study Program, Sanata Dharma University.English extracurricular is one of the additional activities which are often offered to students in Indonesian schools. English extracurricular is usually held to help the students develop their English ability. This was what Pangudi Luhur Yogyakarta elementary school did in helping their students’ English ability.
Pangudi Luhur Yogyakarta elementary school started to cooperate with Sanata Dharma University in holding the English extracurricular for their students.
Sanata Dharma then prepared some of their students to be the English extracurricular tutors in Pangudi Luhur elementary school.
This research was conducted to produce a suitable module to be used for the fifth grade tutor. This research belonged to an Educational Research and Development research because it produced an educational product in the form of a module. It had five steps of instructional design adapted from
Yalden’s Instructional design. Those steps were needs survey, description of purpose, production of a proto- syllabus, production of a pedagogical syllabus, and evaluation stage. This research also used questionnaires, class observation and interviews as the instruments employed.
There was only one research problem in this research, “What do the appropriate materials and activities for Pangudi Luhur elementary school English extracurricular grade 5 semester one look like? The researcher tried to reveal the answer out by designing a module. The module consisted of four units, namely Parts of Body, Feeling, Family Tree, and Daily Activities. In each unit there were some learning activities namely games, songs, fill in the blanks, crosswords puzzle, etc. The module was divided into two namely Teacher’s Book and Students’ Book. The Teacher’s Book was completed with the teacher’s guidance and suggestions which might be really needed in facilitating the students in the teaching-learning activities.
Keywords: Pangudi Luhur elementary school, English tutors, materials, extracurricular
ABSTRAK
Septiana, Bernadeta Pungky. (2013). Materials for English Extracurricular of
Pangudi Luhur Elementary School Yogyakarta Grade 5 . Yogyakarta: English
Language Education Study Program, Sanata Dharma University.Ekstrakurikuler Bahasa Inggris merupakan salah satu kegiatan tambahan
yang sering ditawarkan kepada siswa di sekolah-sekolah di Indonesia. Tujuan umum
diadakannya ekstrakurikuler Bahasa Inggris adalah untuk membantu siswa dalam
mengembangkan kemampuan berbahasa Inggris mereka. Ini yang sedang dilakukan
SD Pangudi Luhur Yogyakarta untuk membantu para siswanya dalam
mengembangkan kemampuan berbahasa Inggris mereka.SD Pangudi Luhur Yogyakarta kemudian menjalin kerjasama dengan
Universitas Sanata Dharma (USD) untuk menyelenggarakan Ekstrakurikuler Bahasa
Inggris bagi siswa-siswi SD Pangudi Luhur. USD kemudian menyiapkan beberapa
mahasiswanya untuk dikirim menjadi tutor dalam Ektrakurikuler Bahasa Inggris
tersebut.Penelitian ini ditulis untuk menghasilkan sebuah modul yang dapat
digunakan oleh tutor Bahasa Inggris kelas 5. Penelitian ini termasuk Penelitian dan
Pengembangan khususnya dalam bidang pendidikan karena menghasilkan sebuah
produk pendidikan dalam bentuk sebuah modul. Penelitian ini menggunakan lima
langkah Instructional Design yang diadaptasi dari langkah-langkah Instructional
Design milik Yalden. Langkah-langkah tersebut adalah survei kebutuhan,
pendeskripsian tujuan, pembuatan proto-silabus, pembuatan silabus pedagogi, dan
tahap evaluasi. Penelitian ini juga menggunakan kuisioner, observasi kelas, dan
wawancara sebagai instrumennya.Hanya ada satu rumusan masalah dalam penelitian i ni yakni, “Seperti
apakah materi dan aktivitas yang sesuai untuk digunakan dalam Ekstrakurikuler
bahasa Inggirs SD Pangudi Luhur kelas 5? Peneliti mencoba menemukan jawaban
dari rumusan masalah tersebut dengan merancang sebuah modul.Modul tersebut
terdiri dari empat unit, yaitu Parts of Body, Feelings, Family Tree, dan Daily
Activities. Dalam setiap unit terdapat beberapa kegiatan pembelajaran seperti
permainan, lagu, mengisi jawaban, teka-teki silang, dll. Modul tersebut terbagi
menjadi dua, yakni Buku Guru dan Buku Siswa. Buku Guru dilengkapi dengan
pedoman guru dan saran yang mungkin akan dibutuhkan dalam mendampingi siswa
dalam kegiatan belajar mengajar.Kata kunci: Pangudi Luhur elementary school, English tutors, Materials, Extracurricular
ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus Christ for His entire great love and blessing to me so that I could accomplish my thesis.
My deepest gratitude goes to Christina Kristiyani, S.Pd., M.Pd. as my thesis advisor. I thank her for all of her guidance, feedback, advice, and patience during the entire process of my thesis accomplishment.
I would also like to sincerely thank Brother Teguh FIC as the headmaster of
Pangudi Luhur Elementary Schools and all of the teachers and staff, especially to
Cornelia Anindyasari S. Pd. who was responsible to teach the fifth graders. It was a
precious opportunity to be able to work with the lovely students. Also, it was impossible for me to finish my thesis without the help from the 8 English tutors of Pangudi Luhur Elementary School; Awang, Chacha, Nana, Anggun, and friends, it was a great time to work as a team with them.
I would like to deeply thank my beloved parents and sisters, Florentinus
Teguh Widodo, Yosephine Retno Sri Rejeki, Alberta Pungky Febriana, and
Fransiska Pungky Oktaviana, who have given me everything that I need. It was a
great blessing for having all of their love, affection, care, advice, guidance, and many more.
I would also like to thank my best friends and my family in Jogja, Sr.
Benedicte CB, Tante Eni and family, Ine, Mira, Anggi, Bayu, Rendy, Galih, Sr.
Anselina FSGM, Maris, Anna, Dike, Candra, Palma, Sila, kak Erni, Awang,
Vivi, Helen, Chacha, Dhian, Yudith, Efri, Okta, Danik, Bruder Sarwo, and all of
my friends both at campus and at Syantikara Dormitory. I thank them for the love, spirit, and advice from everyone who helped me in writing my thesis.
TABLE OF CONTENTS
TITLE PAGE ……………………………………………………………………. i
APPROVAL PAGE ……………………………………………………………. ii DEDICATION
PAGE………………………………………………………….. iv STATEMENT OF WOR
KS’ ORIGINALITY ………………………………… v
PERNYATAAN PERSETUJUAN PUBLIKASI
…………………………………. vi ABSTRACT..…………………………………………………………………… vii
ABSTRAK
…………….…………………………………………………………. viii ACKNOWLEDGE
MENTS ……………………………………………………. ix TABLE OF C
ONTENTS ……………………………………………………… x LIST OF TABLES ……………………………………………………………… xii LIST OF FIGUR
ES…………………………………………………………….. xiii LIST OF GRAPHICS
………………………………………………………….. xiv LIST OF APPENDICES……………………………………………………….. xv
CHAPTER I: INTRODUCTION ……………………………………………….. 1 A. Research Background …………………………….…………….. 1 B. Research Problem……...…..…………………………….……… 4 C. Problem Limitation …………………………………………….. 5 D. Research Objectives ………………………………………...….. 5 E. Research Benefits …………………………………..………….. 5 F. Definition of Terms ……………………….…………………… 7 CHAPTER II: REVIEW OF RELATED LITERATURE……………………… 9 A.
9 Theoretical Description ……………………………………….. CHAPTER III: MET HODOLOGY ……………………………………………. 19 A. Research Method …………………………….………………… 19 B. Research Setting ………………………………….…………..... 24 C. Research Participants/ Subjects.…………………….………...... 24 D. Instruments and Data Gathering Technique ………….………… 26 E. Data Analysis Technique ………………………………….……. 28 F. Research Procedure ……………………………………………... 30 CHAPTER IV: RESEARCH RESULTS AND DISCUSSION…………………… 32 A. The Design Materials for English Extracurricular of Pangudi Luhur Elementary S chool Grade…..………………………………….… 32 B.
The Final Version of the Designed Materials ………………….. 44
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ………………. 53 A.
Conclusions ……………………………………………………… 53 B. Recommendations ……………………………..……………..… 54
REFEREN CES…………………………………………………………………. 56
APPENDIC ES………………………………………………………………….. 58
LIST OF TABLES
2.1 The Competence Standard and Basic Competences of Elementary School G
16 rade 5……………………………………………………………
3.1 The Description of the Designed Materials Questionnaire Participants..
26 ….
4.1 The Competence Standard and Basic Competences for Fifth Graders Semester
33 1 ………………………………………………………………….
4.2 The Activities of the Designed Materials for English Extracurricular of
Pangudi Luhur eleme
40 ntary school …………………………………………
4.3
45 The Result of the Design Materials Questionnaire……………………….
4.4
47 The Calculation of The Designed Materials Scores………………………
LIST OF FIGURES
2.1 Language Program Develo pment (Yalden, 1987)…………………….
12
3.1 Yalden’s Steps of Instructional Design and the Researcher’s Steps of Instruction al Design……………………………………………………
21
LIST OF GRAPHICS
4.1 The Teaching-Learning Activit 38 y Chosen by the Students……………
4.2 The Variation of Teaching-Learning Activities Chosen by the Stud ents………………………………………………………………… 38
LIST OF APPENDICES
APPENDIX A Lette r of Permission……………………………………
58 APPENDIX B Interview of the Engl ish Teacher and Tutor…….… ….. 59 APPENDIX C Class Observat ion Checklist………………………......
60 APPENDIX D Questionnaire for Pangudi Luhur Elementary School F ifth Grade………………………………….…………… 61
APPENDIX E Th e Syllabus ……………………………………………. 63 APPENDIX F The T eacher’s Book…………………………………….. 67 APPENDIX G The S tudents’ Book…………………………………….. 87 APPENDIX H
The Questionnaire of the Designed Materials…………... 107 APPENDIX I The Example of the Stu dents’ Questionnaire Result. ……. 110 APPENDIX J The Example of the Designed Materials Questionnaire
Result…………………………………………………… 112
CHAPTER 1 INTRODUCTION This chapter explains the introduction of the research. The researcher provides
the detailed information of the research introduction to give a clear view for the readers thus they are able to figure out what the research talks about. This part consists of six parts namely Research Background, Research Problem, Problem Limitation, Research Objectives, Research Benefits, and Definition of Terms.
A. Research Background
English is considered as one of the important subjects in Pangudi Luhur elementary school that needs an extracurricular program as an additional teaching- learning activity for the students. The extracurricular program is held to help the students master English better. Therefore, Pangudi Luhur elementary school cooperates with Sanata Dharma University in holding the English extracurricular program for the students. Sanata Dharma University is entrusted to provide the English tutors for the English extracurricular program (English extracurricular coordinator, personal communication, n.d.).
For the first step, Sanata Dharma University (to be specific from English Language Education Study Program) informed their students to join a recruitment to be the English tutors in Pangudi Luhur elementary school. At the recruitment specific topics. There were fifteen students who joined the recruitment process. Then, as the result, nine students were entrusted to facilitate the Pangudi Luhur elementary school students in learning English. The researcher was one of the nine tutors mentioned before.
During the academic year of July 2012- June 2013, there were nine classes of
st th
students joining this extracurricular program from the 1 up to the 5 grade, with different total number of students in each class. The researcher chose this English extracurricular program as the topic of the research because it might become a big opportunity for the researcher to help the students develop their English by designing an English extracurricular module. The researcher tried to design the materials for the English extracurricular students because there was no guidance for the English tutors to select the appropriate materials for the students. No guidance here meant that there were no specific topics or objectives of the English extracurricular program given to the tutors. They were given a full authority to choose the materials given to the students as long as the elementary school students learnt something in the extracurricular time. The researcher had observed some of the tutors in selecting the materials. They usually took the materials from the internet or made the materials by themselves.
One question which might appear based on the circumstances was why the researcher had to design a module while there were so many readily
- – used text books
- – used text books might have been used in the intra
- – curricular activities by the English teacher. Those were the reasons of why the researcher had to design a module to facilitate the students in learning English better.
The extracurricular program coordinator from the Pangudi Luhur elementary school once gathered the English extracurricular tutors to ask the difficulties or problems they might encounter in teaching the students. In the gathering, the coordinator suggested that the tutors should cooperate with the English teachers of
Pangudi Luhur elementary school to prepare the teaching materials. It is
recommended to the tutors so that the materials which are given in the extracurricular program can support the teaching learning activities in school because in fact there was no relationship between materials given in school and in the extracurricular program at that time. However, there was no further action to collaborate the materials from the English teachers and the English tutors as what had been planned before until the English extracurricular period July-June 2012/2013 was over.
Therefore, this research was conducted to produce a module which can be used for the fifth grade tutor in facilitating the students to learn.
The researcher would design a module which was surely related to the topics of the materials given in the school time thus the materials given in the extracurricular program can support the teaching learning activities in that school. more enjoyable, fun, and effective. The decision on using games and songs was supported by some theories from some experts. Murphey (1992) says that songs can help young learners improve their listening skills and pronunciation; therefore songs potentially help them to improve their speaking skills. Song can also be useful as the tools in learning vocabulary, sentence structure, and sentence patterns.
While as cited in Wright, Betteridge, and Buckby (1984), games also help the teacher to create contexts in which the language is useful and meaningful. The learners will take part in the games and in order to understand what the others have said or written, and they must speak or write their questions as well as opinions to express their own point of view or give information.
Another expert, Frobose (2008) says , “Through playing, children learn about themselves, their environment, people and the world around them. As they play, children learn to solve problems and get along with others. They enhance their creativity and develop their leadership skills and healthy personalities.
” These statements from the experts gave more encouragement to the researcher to use many games and songs when delivering the English learning materials. In conclusion, based on the needs of the English extracurricular program, this research was conducted in order to produce an appropriate module for the English extracurricular for the first semester of the fifth graders. What do the appropriate materials and activities for the English extracurricular grade 5 look like?
C. Problem Limitation
To make this research more feasible and reliable, the design of the English extracurricular is aimed only for the fifth grade students of Pangudi Luhur Elementary School Yogyakarta semester one.
D. Research Objectives
The objective of the study was that the appropriate materials for the English extracurricular can be designed and be used for the students. The researcher was encouraged to provide the module for the fifth grader tutor which can be used freely in the teaching learning process of the English extracurricular. It was conducted because the researcher was motivated to provide materials which had relation with the materials given by the teachers in the school time thus the learning process in school and in the extracurricular can support each other. By learning this subject, the researcher also expected that this research could be used for many people to understand the steps of designing the appropriate materials to young English learners.
E. Research Benefits grade 5, the English teacher of Pangudi Luhur elementary school, the fifth graders of
Pangudi Luhur elementary School, and the future researchers. The detail of the
researcher benefits will be explained as following: 1.
The English Tutor of Pangudi Luhur Elementary School Grade Five The first benefit is that the fifth graders tutor can have a module using to support the teaching and learning process of the English extracurricular.
2. The English Teacher of Pangudi Luhur Elementary School.
The other benefit is that the English teachers can be accommodated to deliver the English materials because the topics taught in class are matched with the topics given in the English extracurricular. The materials given in the English extracurricular will enrich the students
’ knowledge of the topics and it will help the students to master the materials deeper by doing exercises and games.
3. The Fifth Graders of Pangudi Luhur Elementary School The fifth graders of Pangudi Luhur elementary school might be helped to master English better through finishing all the activities and materials in the module.
The students are also given opportunities to enrich their English vocabulary and practice their English skills in the activities included in the designed materials.
4. Future Researchers The researcher hopes that this research has some benefits for the future researcher who might conduct some similar research as the inspiration for further
F. Definition of Terms
In this sub-chapter the writer gives information about the related subjects discussed in this research paper.
1. Pangudi Luhur Elementary School
Pangudi Luhur Elementary School in this paper consists of 3 branches; SD Pangudi Luhur
1 Yogyakarta, SD Pangudi Luhur 2 Yogyakarta, and SD Pangudi
Luhur
3 Yogyakarta and the students who joined in the English extracurricular are from those three schools.
2. English Tutors The English tutors mentioned in this research paper were nine Sanata Dharma
University Yogyakarta students from the English Language Education Study Program. They were from batch 2009 and 2010. They were eight female students and one male student.
3. Materials As cited in Richards & Rodgers (2001), materials mean what is specified with respect to objectives, content (i.e., the syllabus), learning activities, and learner and teacher roles, etc. (p.29). Materials here means every task, activity (such as games and songs), or hand out used to deliver the knowledge to the students so that the students can understand the point of the study.
4. Extracurricular
Extracurricular program is an additional class after the school time to help the students understand better the materials given in the regular teaching-learning activity in school.
CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the theories and quotations used as the background knowledge
of the research will be explained one by one clearly. This chapter is divided into 2 parts. The first part i s the “Theoretical Description” and the other one is the
“Theoretical Framework”. The researcher obtained the theories and quotations from some books and resources from the internet.
A. Theoretical Description
In this section the fields which were chosen to be concerned would be explained for the readers clearly. These fields were all related to the study. They were used to choose the background theories of this study so that the theories could cover all the aspects which were needed to design the module.
1. Instructional Design
The first thing to be explained was about the theories related to the Instructional Design. This study used a book about Instructional Design which was written by Gagne and Briggs (1992). They were from Florida State University. They clearly defined the word “instruction” as “… a set of events which affect learners in such a way that learning is facilitated
” (p.3). It meant that the instruction was a set of activities to facilitate the learners in teaching-learning process. Gagne and Briggs activities were conducted. It meant that the instruction must be planned and designed first.
Another researcher who conducts a study of instructional design was Borg and Gall (2007). They said that, “Research and development is an industry-based development model in which the findings of research are used to design new products and procedures, which then are systematically field-tested, evaluated, an d refined…” (p. 589). Thus the purpose of this research was to develop and validate an effective educational product used in school, not to formulate or test theories.
Another related theory about instructional design was the theory from Yalden (1987), who said that in preparing the description of the purpose to be produced for a given course, the language program design will accordingly work in terms of broadly or narrowly focused purposes, and occupational or educational categories (pp.107- 108). It meant that, in designing a language course, the purpose of the program should be determined from the beginning. It this research, the purpose of the program was to help the elementary school students to improve their English (educational purposes).
He also offered some stages to follow in designing an Instructional design product as stated in Table 5, stages in language program development (p. 89). The stages he offered were: a.
Needs Survey information about the learners such as their personal needs, strengths, weaknesses, and the motivation to study.
b.
Description of Purpose Describing the purpose of the program was a stage where the program designer should determine the purpose in terms of students
‟ characteristics and skills before and after joining the language program.
c.
Selection/ Development of Syllabus Type In this stage the language program designer should create an appropriate syllabus to be used to achieve a completely learner-centered approach.
d.
Production of a Proto Syllabus The language program designer should select and combine the materials as the content of the syllabus. In such syllabus, general objectives, specific topics, the language functions, and the vocabulary are shown.
e.
Production of Pedagogical Syllabus In producing a pedagogical syllabus stage, the language program designer should develop the teaching materials (as far as possible) and testing instruments.
f.
Development of the Classroom Procedure Developing classroom procedures here include the selection of exercises types, teaching techniques, lesson plan, and weekly schedules.
g.
Evaluation
In order to make the Yalden‟s instructional model clearer, the following figure was made to help the readers to understand the instructional steps easier.
- tion of purpose Selection /Develop ment of syllabus type
Produc-
tion of
a proto-
syllabus
Produc- tion of pedago- gical syllabus Develop- ment and implemen- tation of classroom procedures Evalu-
Figure 2. 1. Language Program Development (Yalden, 1987) 2. English for Young Learners
In this session, the theories used in this research related to English for young learners would be shown. The researcher took the theories from a book entitled The Primary English Teacher‟s Guide written by Jean Brewster, Gail Ellis, and Denis Girard (2002). From this book the researcher obtained some theories about the special characteristics of the young learners compared to the adult learners and the way they learn language. The characteristics of young learners which were found by Brewster et al (2002) could be seen in this following paragraph.
Young children are different from older learners because children: having a lot of physical energy and often need to be physical active, having a wide range of emotional needs, emotionally excitable, developing conceptually and at an early stage of their schooling, still developing literacy in their first language, learning more slowly and forget things quickly, tend to be self-oriented and preoccupied with their own world, getting bored easily, excellent mimics, can concentrate for surprisingly long time if
they are interested, and can be easily distracted but also very enthusiastic (p.27).
Needs Survey Descrip
ation Those characteristics were usually found in children of elementary school. Brewster and friends classified children into 3 age bands: 3-6 years old, 7-9 years old, and 10-12 years old. In addition, Brewster et al (2002) said, “… we must remember that chronological age is not always the same as developmental age
” (p.28). It meant that the age of children did not always accurately show the development of children‟s characteristics and needs. It was because every child had their own background and environment which could affect their personal development. That statement was the reason why teachers should improve the teaching materials and strategies based on the situations of the class, not only follow the teacher‟s guidance book.
The researcher also quoted one statement from Piaget. As cited in Brewster et al (2002) in their book, Piaget had done a study on how children thought. After that he presented that children tended to actively construct their own thinking by acting upon the physical and social environment (p.29). It meant that children should get enough opportunities to explore their surrounding as the learning environment so that they can understand the point of study. It became the duty of the teachers to set the teaching-learning activities as authentic as possible so that the students would feel familiar with the teaching-learning activities.
3. The Use of Games and Songs in Education
These following theories were related to the use of games and songs in the teaching and learning English for young learners. The first theory was from Lewis and children like to play the m. … Playing games are vital and natural part of growing up and learning. Through games children experiment, discover, and interact with their environment ” (p.5).
Another statement supported the researcher‟ choice to use games and songs as the important activities in the designed materials was from Brewster et al (2004).
They said that “Children love songs, rhymes, and chants and their repetitive nature and rhythm m ake them an ideal vehicle for language learning” (p.162). By using songs, rhymes, and chants, the students were introduced to many vocabulary and sentence structures. The students became familiar with the English sentence patterns and be able to guess the words after the other words through repetitions. The songs, rhymes, and chants were also useful to help the students to memorize the acceptable pronunciation and the stresses of the English words.
Language game is considered as one of the important tools used in this research. Lewis and Bedson (2003) said that , “Language games are a healthy challenge to a child‟s analytical thought. The rules of the game set clear limits within which the children‟s natural decision-making processes must function” (p.6).
The next statement about games in the educational field was uttered by Martin (1995). He wrote that games were any fun activities for young learners which gave them opportunities to practice the foreign language in a relaxed and enjoyable way (p.1). The other statement related to the use of games and song was taken from process of learning. The language games planned to use in this designed materials were mostly related to the words construction because children would be much helped to practice their sense and skill in composing English sentences by doing those kinds of games. As cited in Brewster et al
, “Children enjoy constructive play and games. They are not only motivating and fun but they can also provide excellent practice for improving pronunciation, vocabulary, grammar, and the four skills” (p.172).
It was considered not necessary to have a different game for each meeting or opportunity because some games were considered excellent enough to be repeated in order to make the students mastered the materials faster. It was supported by Paul (1996) who wrote that there were many games that were played over and over to let the students practice more and more until they „turn into unthinking parrots‟.
4. Curriculum of Elementary School Grade 5
The designed materials were made to support the teaching-learning activity in the school time. Since the teaching-learning process in school used a curriculum as the source of the topic, objectives, and materials selection, in this part the researcher wanted to show the curriculum used for Indonesian Elementary School students in the fifth grade semester 1. The curriculum here is the Competence Standard and the Basic Competence (or in Indonesia is usually called SKKD) based on Peraturan Menteri
(2006). The Competence Standard and the
Pendidikan Nasional Republik Indonesia
Writing. The Competence Standard and Basic Competence of Elementary School Grade 5 would be shown as follows.
Table 2.1 The Competence Standard and Basic Competence of Elementary School Grade 5 SKILL Competence Standard and Basic Competence 1.Memahami instruksi sangat sederhana dengan tindakan dalam konteks sekolah
Listening
1.1.Merespon instruksi sangat sederhana dengan tindakan secara berterima dalam konteks kelas dan sekolah
1.2 Merespon instruksi sangat sederhana secara verbal 2. Mengungkapkan instruksi dan informasi sangat sederhana dalam konteks sekolah
2.1 Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: memberi contoh melakukan sesuatu, memberi aba-aba, dan memberi petunjuk
2.2 Bercakap-cakap untuk meminta/memberi jasa/barang secara berterima yang melibatkan tindak tutur: meminta
Speaking
bantuan, memberi bantuan, meminta barang, dan memberi barang
2.3 Bercakap-cakap untuk meminta/memberi informasi secara berterima yang melibatkan tindak tutur: mengenalkan diri, mengajak, meminta ijin, memberi ijin, menyetujui, tidak menyetujui, dan melarang
2.4 Mengungkapkan kesantunan secara berterima yang melibatkan ungkapan: Do you mind … dan Shall we … 3.
Memahami tulisan bahasa Inggris dan teks deskriptif bergambar sangat sederhana dalam konteks sekolah
3.1 Membaca nyaring dengan ucapan, tekanan, dan
Reading intonasi secara tepat dan berterima yang melibatkan:
kata, frasa, dan kalimat sangat sederhana
3.2 Memahami kalimat, pesan tertulis dan teks deskriptif bergambar sangat sederhana secara tepat dan berterima
SKILL Competence Standard and Basic Competence
Writing 4.
Memahami dan megungkapkan makna kalimat sangat sederhana dalam konteks sekolah
4.1 Mengeja kalimat sangat sederhana secara tepat dan berterima
4.2 Menyalin dan menulis kalimat sangat sederhana secara tepat dan berterima seperti: ucapan selamat, ucapan terima kasih, dan undangan
The researcher included also the curriculum of the elementary school grade five because the goal of the English extracurricular is to support the teaching- learning activities in the intra-curricular. This curriculum was used as the basic foundation in selecting the target skills wanted to practice or the appropriate materials included in the designed materials.
B. Theoretical Framework
In theoretical framework the researcher explained the use of the theories which had been mentioned before. The theories related to Instructional Design, especially the theories from Gagne and Briggs (1987) and Borg and Gall (2007) were used to distinguish the type of the research, while the theory taken from Yalden (1987) was used as the basic foundation in doing the designing process. Those theories became the guideline for the researcher in order to determine the steps of conducting this educational research.
This study also applied some theories of English for young learners. Those were needed to obtain information about the characteristics of young learners. The researcher used this information to choose the appropriate and authentic materials for the English extracurricular.