A set of english vocabulary materials for the third grade students of SD Negeri 1 Panggang using audiolingual method and total physical response.
ii v T C A R T S B A . ) 3 1 0 2 ( . n a i h D , ir a s a ti v o
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G o fSDNeger i1PanggangUsing Audioilngua lMethod and Tota l . e s n o p s e R l a c i s y h
P Yogyakatra :Engilsh Language Educaiton Study Program , . y ti s r e v i n U a m r a h D a t a n a S e h
T purposeoft hiss tudyi stodesignase to fEnglishvocabularymateiral s s t n e d u t s e d a r g d ri h t e h t r o
f SD Neger i1 Panggang using Audioilngua lmethod R l a c i s y h P l a t o T d n
a esponse . Since the Engilsh learning mateiral s tha t the e s u s t n e d u t
s do no tencourageandatrtactt hestudentst ol earnEngilsh more, t hey e v a h l li t
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T formulaiton .I twa sformulated i n s l a ir e t a m y r a l u b a c o v h s il g n E f o t e s d e n g i s e d e h t s e o d t a h W : n o it s e u q h c r a e s e r e h t f o s t n e d u t s e d a r g d ri h t e h t r o
f SD Neger i1 Panggang using the Audioilngua l e s n o p s e R l a c i s y h P l a t o T d n a d o h t e
m look ilke?Thi sstudyi sconducted bydoing l e d o m n g i s e d l a n o it c u rt s n i s ’ p m e K f o s p e t s e h
t (1977) which wa spu tunder t he
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r teachingEngilshvocabulary ,Audioilngua lmethod ,and h P l a t o
T ysica lResponsearealsoi ncludedi nt hiss tudy .
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s Le’t s Listen! , Le’t s Speak! , Let’ s Read, and Le’t s Wrtie.!
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N A Se to fEngilsh Vocabulary Materials f or t he Third S
e d a r
G tudent so fSDNege ir 1PanggangUsing Audioilngua lMethod and Tota l e s n o p s e R l a c i s y h
P . Yogyaka tra :Pendidikan Bahasa Ingg ir sUniverstia sSanata . a tr a k a y g o Y a m r a h D a t a k a s o k i r e t a m g n a c n a r e m k u t n u n a u j u tr e b i n i n a it il e n e
P bahasa I nggri s R l a c i s y h P l a t o T n a d l a u g n il o i d u A e d o t e m n a k p a r e n e m n a g n e
d esponse untuk
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s asebagian besa rsiswaSDNeger i1 k u t n u n a ti l u s e k i m a l a g n e m g n a g g n a
P mengucapkan ,menghafa ldan memaham i a h a b n a t a k a s o
k sa Inggri sdengan baik ,sedangkan mater ipembelajaran yang n a r a j a l e b m e p s u b a li s n a g n e d i a u s e s k a d it g n a d a k r e t s a l e k i d n a k a n u g a k e r e m n a
y g dimiilk i dan dikembangkan oleh sekolah , maka dar i tiu , rancangan t e m n a k a n u g g n e m g n a y s i r g g n I a s a h a b a t a k a s o k n a r a j a l e b m e
p odeAudio ilngua l R l a c is y h P l a t o T n a
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P liakukan dengan menggunakan langkah – langkah m a l a d n a k i s a k il p a i d n a i d u m e k p m e K h e l o i r o p o l e p i d g n a y n g i s e D l a n o it c u r t s n I i r o e T . ll a G n a d g r o B h e l o e l c y c D &
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t nggri suntuk anak-anak ,metode Audioilngual ,dan R l a c is y h P l a t o
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ii v T C A R T S B A . ) 3 1 0 2 ( . n a i h D , ir a s a ti v o
N A Se to fEngilsh Vocabulary Materials f or t he Third s t n e d u t S e d a r
G o fSDNeger i1PanggangUsing Audioilngua lMethod and Tota l . e s n o p s e R l a c i s y h
P Yogyakatra :Engilsh Language Educaiton Study Program , . y ti s r e v i n U a m r a h D a t a n a S e h
T purposeoft hiss tudyi stodesignase to fEnglishvocabularymateiral s s t n e d u t s e d a r g d ri h t e h t r o
f SD Neger i1 Panggang using Audioilngua lmethod R l a c i s y h P l a t o T d n
a esponse . Since the Engilsh learning mateiral s tha t the e s u s t n e d u t
s do no tencourageandatrtactt hestudentst ol earnEngilsh more, t hey e v a h l li t
s dfi ifcutly to pronounce , memo irze , and recognize the Engilsh a
c o
v bulary ,therefore ,the design o fEngilsh vocabulary mateirals which appiles P l a t o T d n a d o h t e m l a u g n il o i d u
A hysica lResponsei sexpectedt ohelpt hes tudent s . g n i n r a e l y r a l u b a c o v h s il g n E d r a w o t s m e l b o r p r i e h t e m o c r e v o m e l b o r p e h t r e w s n a o t s m i a y d u t s s i h
T formulaiton .I twa sformulated i n s l a ir e t a m y r a l u b a c o v h s il g n E f o t e s d e n g i s e d e h t s e o d t a h W : n o it s e u q h c r a e s e r e h t f o s t n e d u t s e d a r g d ri h t e h t r o
f SD Neger i1 Panggang using the Audioilngua l e s n o p s e R l a c i s y h P l a t o T d n a d o h t e
m look ilke?Thi sstudyi sconducted bydoing l e d o m n g i s e d l a n o it c u rt s n i s ’ p m e K f o s p e t s e h
t (1977) which wa spu tunder t he
e l c y c D & R s ’l l a G d n a g r o B f o a ll e r b m
u (1983) .Relevan ttheo ire swhich are , s r e n r a e l g n u o y o t d e t a l e
r teachingEngilshvocabulary ,Audioilngua lmethod ,and h P l a t o
T ysica lResponsearealsoi ncludedi nt hiss tudy .
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T the Audioilngua l method and Tota l Physica l Response are . s n o it c e s n i a m r u o f e s o h t n i d e t n e m e l p m
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ii i v K A R T S B A . ) 3 1 0 2 ( . n a i h D , ir a s a ti v o
N A Se to fEngilsh Vocabulary Materials f or t he Third S
e d a r
G tudent so fSDNege ir 1PanggangUsing Audioilngua lMethod and Tota l e s n o p s e R l a c i s y h
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s asebagian besa rsiswaSDNeger i1 k u t n u n a ti l u s e k i m a l a g n e m g n a g g n a
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k sa Inggri sdengan baik ,sedangkan mater ipembelajaran yang n a r a j a l e b m e p s u b a li s n a g n e d i a u s e s k a d it g n a d a k r e t s a l e k i d n a k a n u g a k e r e m n a
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P liakukan dengan menggunakan langkah – langkah m a l a d n a k i s a k il p a i d n a i d u m e k p m e K h e l o i r o p o l e p i d g n a y n g i s e D l a n o it c u r t s n I i r o e T . ll a G n a d g r o B h e l o e l c y c D &
R -teor iyangrelevan atau menyangkutt eo ir -I a s a h a b n a r a j a g n e p i r o e
t nggri suntuk anak-anak ,metode Audioilngual ,dan R l a c is y h P l a t o
T esponsej ugadimasukkankedalampeneilitani ni .
i r a d r i h k a i s r e v n a k ij a y n e m s il u n e p , n a a y n a t r e p b a w a j n e m k u t n U . ti n u t a p m e i r a d i r i d r e t u ti n a g n a c n a R . n a r a j a l e b m e p i r e t a m n a g n a c n a
r Uni t
! e s o n r u o y o t t n i o P l u d u j r e b a m a t r e
p ,l alu uni tkeduaberjudu l Ihave ifvebooks! , e k il I l u d u j r e b t a p m e e k t i n u n a d ? k l a h c e h t si e r e h w l u d u jr e b a g it t i n u n a i d u m e k S . n e k c i h c d e i r
f eitapuntit erdir idar iempa tbagianutama ,yang dinamakan Le’t s W s ’t e L d n a , ! d a e R s ’t e L , ! k a e p S s ’t e L , ! n e t s i
L rtie.! Teori-teor i metode
t i n u t a p m e e k m a l a d i d n a k i s a t n e m e l p m i i d e s n o p s e r l a c i s y h p l a t o t n a l a u g n il o i d u a k u t n u n a k is a k il p a i d t a p a d n a r a j a l e b m e p i r e t a m n a g n a c n a R . t u b e s r e t y r a n i m il e r p l i s a h n a k r a s a d r e b a n e r a k s i r g g n I a s a h a b a t a k a s o k n a r a j a l e b m e p t s e t d l e
if ing ,nlia ir - aata r ta yang didapatkan adalah 3.6 sampa i4 dar itota l . 4 n a i a li n e
p Hasi l menyatakan bahwa rancangan pembelajaran driancang . g n a g g n a P 1 i r e g e N D S a g it s a l e k i d n a k is a k il p a i d u p m a m n a d k i a b a r a c e s : i c n u k a t a
(12)
x i
T N E M E G D E L W O N K C
A S
b w .r w m u k i a l a u m a l a s s A
o t e d u ti t a r g t s e p e e d y m s s e r p x e o t e k il d l u o w I l l a f o t s ri
F AllahSWT rfo
r o f e fi l y m f o s y a d d r a h y m h g u o r h t e v o l d n a , e c n a d i u g , g n i s s e l b e h t
.s i s e h t y m g n i h s il p m o c c a
, n e h
T I nwa tt oexpres smyt hankst o et h dearestf ather ,Drs .Sarwanaand e
h t o s l
a deares tmother ,Retno Purwantari ,S.Pd. for t hei rencouragement sand , s e o r e h y m e r a y e h T . p u e v i g t s o m l a I n e h w s y a d d r a h y m g n ir u d s tr o p p u s r i e h t
c c a o t s n o s a e r y m d n a , n o it a ri p s n i y
m ompilshmyt hesi .sI l ovet hems omuch .My ,
r e t s i s d e v o l e b y m o t s e o g o s l a n o it a c i d e
d Rizk iDisitanasari fo rthei radvices , d n a r e v e n e h w s r e n tr a p t s e b y m e r a y e h T .l l e w s a s t n e m e g a r u o c n e d n a , s tr o p p u s
, s i n o it a u ti s e h t w o h r e tt a m o N . m e h t d e e n I r e v e r e h
w they alway sstand beside
. e fi l y m n i s e t a m l u o s s u o i c e r p y m e r a y e h T . e
m Then my big t hank salso go to
, y li m a f g i b y
m the Harno’ sfamliy ,the Somo’ sfamliy, the Soegeng’ sfamliy, r
e h t o m d n a r g y
m s , grandfather ,s and my sibilng s who alway s suppor t me r
e v e n e h
w Ialmos tgiveup.
, r o s n o p s t a e r g y m o t y l e r e c n i s e d u ti t a r g l a i c e p s y m s s e r p x e o t e k il d l u o w I
. d P . M , . d P . S , i n a y it s i r K a n it s i r h
C I thank he r fo rthe kindness , paitence , e
h t d n a , s tr o p p u s , s k c a b d e e f , s e c i v d
a beneifcia lsuggesitons .May God alway s r
e h s s e l
b andherf amliywtihj oyandhappiness .Then, Iwould ilket oexpres smy g
i
b thanks t o t he evaluators o fmy designed mateirals ,Josephine Sr iMurwan i ,.
d P . M , . d P .
S Adest iKomalasar iS.Pd. ,M.A,. and Irma Viv iAtmaja S.Pd. I n
a s s e n d n i k r i e h t r o f m e h t k n a h
(13)
x s k c a b d e e f d n a s n o it s e g g u s r i e h
t , Icould no tmaket hebette rdesigned mateirals . I o t l u f e t a r g y lr a l u c it r a p m
a SD Neger i1 Panggang ,a san educaitonal i nsttiuiton , h t t c u d n o c o t n o i s s i m r e p e h t n e v i g s a h h c i h
w er esearch i n t ha tschool .Especially , o
t Drs .Mujadi a sthe headmaste ro fSD Neger i1 Panggang ,and Irma Viv i d P . S a j a m t
A . ,ast heEngilsht eache ro fSDNeger i1Panggang.I t hankt hemf o r e h t g n it c u d n o c n i e m g n i p l e h r o f e m it e l b a u l a v d n a s tr o p p u s ri e h
t research .
k n a h t o t e k il o s l a d l u o w I n e h
T Sr .Margareth ,Sarah Bushey ,Karina y d n a S , . d P . S i ll i W a r u t n e v a n o B , a c s i r F a i s i n o i D , o y t e s a r P i d u B , s l a n o D c M , . d P . S i d h u Z n o r s u Z , . d P . S a d n a i r e
F Risa Sagtia Waluyan ,S.Pd. ,Mahatma , u r a d n a m i r
P andDima sMerdeka ,whohelpedmei ncheckingt hel anguagef o r , d n e ir f l a i c e p s y m o t s e o g e d u ti t a r g l a i c e p s A . s i s e h t y
m Yusu fRizk iAdh iS.E. ,
d n a s s e n d a s y m g n ir u d e m e d i s e b s d n a t s s y a w l a o h w r e tr o p p u s g i b y m s a a , e c n e it a p , tr o p p u s , s s e n d n i k , e v o l s i H . e fi l y m n i s s e n i p p a
h nd advice makeme
s d r o w e h t n a h t e r o m h c u m o s m i h e v o l I . e fi l s i h t e c a f o t g n o rt
s cans ay.
, s d n e ir f y m e t a i c e r p p a o t e k il d l u o w I , n e h
T Indria Ajeng NoorAmbar ,
o n i N a i c u L , a ti s k a h L u y a H a k i r d n e H , i r a s a ti p s u P a k y t r A a n it s i r h C o n il a e R , o r o m s a i d i
W OscarArtana ,Flavianu sBatan ,Kaizen Group :Anggi , d n a , i k o B s e n g A , i h d l
A B uay ,andalsof irendsf romclas sDKosongSongowho e n o d e n o it n e m e b t o n n a
c by one. I t hankt hemsomuchf ort hesuppor,tl aughter , h t e g o t t n e p s e w s e m it e h t d n a s s e n i p p a h , s s e n d a s , s e ir o t
s e rin Sanata Dharma
. ll a m e h t s s e l b d o G y a M . y ti s r e v i n U b w .r w m u k i a l a u m a l a s s a W i r a s a ti v o N n a i h D
(14)
i x
S T N E T N O C F O E L B A T
e g a P E
L T I
T PAGE………..……….i. E
G A P L A V O R P P
A S………. ii E
G A P N O I T A C I D E
D ……….………i v
T
S ATEMENTOFWORK’SORIGINALITY………v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ………vi
T C A R T S B
A ………..v ii K
A R T S B
A ……….v iii S
T N E M E G D E L W O N K C
A ………...i x
S T N E T N O C F O E L B A
T ………...x i
S E L B A T F O T S I
L ………... vx i S
E C I D N E P P A F O T S I
L ………....x v
. 1 R E T P A H
C INTRODUCTION………1 .
A ResearchBackground ... .. ………1 .
B ResearchProblem ……… 4 ... .
C ProblemLimtiaiton ... ….. … ………5 .
D ResearchObjecitve . ………....5 .
E ResearchBeneftis ... ………6 n
o it i n if e D .
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ii x A
L E R F O W E I V E R . I I R E T P A H
C TEDLITERATURE………. 01
.
A Theoreitca lDescirpiton……….……1 0 .
1 Kemp’sI nsrtucitona lDesign………1 1 .
2 TeachingVocabularyt oYoungLearners……… 51 .
3 TeachingEngilsht oYoungLearners………... 02 o
i d u A .
4 ilngua lMethod……….….. 12 a .Pirnciple so fAudio-ilngua lMethod .. ………2 2 b. Designi nAudio-ilngua lMethod………...2 3
l a t o T .
5 Physica lResponse………..……2 5 a .Pirnciple so fTota lPhysica lResponse………...25 b .Designi nTota lPhysica lResponse………27 .
6 KTSP(KurikulumTingka tSatuanPendidikan)……….. 82 B .Theoreitca lFramework……….. 92
.
1 Identfiyingt heLearne rCharacteirsitcs………...29 .
2 Staitngt heGoals ,Topics ,andGenera lPurposes………30
3 .Staitngt heLearningObjecitves………..31
4 .Lisitngt heSubjec tContent……….……31
5 .Selecitngt heTeachingandLearningAcitviites………….………33 .
6 Evaluaitngt heDesignedMateirals……….3 3 v
e R .
7 isingt heDesignedMate irals……….34
I I R E T P A H
C I .METHODOLOGY ... ………36 .
(16)
ii i x
. … … … … … … … … … … … g n it c e ll o C n o it a m r o f n I d n a h c r a e s e R .
1 . 37
… … … … … … … … … … … … … … … … … … … … g n i n n a l P .
2 . …… . 7. 3
r P e h t g n i p o l e v e D .
3 eilminaryFormo fProduct……….38 d
l e i F y r a n i m il e r P .
4 Tesitng………38 o
r P n i a M .
5 duc tRevision………38 .
B ResearchSetitng………40 .
C ResearchParitcipants……….4 1 .
1 TheParitcipant soft heResearchandI nformaitonCollecitng……4 1 .
2 TheParitcipant so fthePreilminaryFieldTesitng……..…………4 1 d
n a s t n e m u rt s n I .
D aD taGathe irngTechniques………4 2 …
… … … … … … … … … … … … … … s t n e m u rt s n I h c r a e s e R .
1 ..……42
a t a D .
2 gatheirngTechnique………...………44 e
u q i n h c e T s i s y l a n A a t a D .
E ……….………..45
a e s e R .
F rchProcedures………..…4 8 .
1 AskingPermission………...48 .
2 ConducitngObservaiton………..48 .
3 Staitngt heGoals ,andGenera lPurposes………49 .
4 Designingt heVocabularyMateirals………...49 .
5 ConducitngExper tVaildaiton……….49 …
… … s l a ir e t a M d e n g i s e D e h t g n i s i v e R .
6 ……….50
0 5 . … … .. … … … … … … … … … … s l a ir e t a M d e n g i s e D e h t g n it r o p e R . 7
(17)
v i x V
1 R E T P A H
C .RESEARCHRESULTANDDISCUSSION.. ………51 .
A TheGoa loft heDesignedMateirals. ... .. ………...51 .
B TheLearners ’Characteirsitcs……….………….…… 2..5 c
e j b O e c n a m r o f r e P e h T .
C itves……….5 5
.
D TheEvaluaitonf romt hePreilminary………...57 .
E TheFina lVersionoft heDesignedMateirals………61
V R E T P A H
C . CONCLUSIONS ANDSUGGESTIONS .. ………6 8 . … … … … … … … … … … … … … … … .. … … … … … … … s n o i s u l c n o C .
A 68
… … … … … … … s n o it s e g g u S .
B …………...……….7 0
e h t r o f s n o it s e g g u S .
1 EngilshTeache ro fSDNeger i1Panggang… .70 r
o f s n o it s e g g u S .
2 theFutureResearchers………...71
2 7 .. . … … … … … … … … … … … … … … … … … … … … … … … … … S E C N E R E F E R
E P P
(18)
v x
S E L B A T F O T S I L
a P g e g
n it s e T d l e i F y r a n i m il e r P f o s t n a p i c it r a P e h t f o n o it p ir c s e D e h T 1 . 3 e l b a
T ….…42
r a d n a t S y c n e t e p m o C e h T 1 . 4 e l b a
T dandBasicCompetence………... 15 f
o a t a D e h T 2 . 4 e l b a
T theClass……….53 3
. 4 e l b a
T TheTopicandTheLearningObjecitves………56 e
l b a
T .4 4 DataPresentaitonTablef ort hePreilminaryFieldTesitng e
ri a n n o it s e u
Q ………. 75 9 5 .. . … s tl u s e R g n it s e T d l e i F y r a n i m il e r P e h t r o f e l b a T n o it a t n e s e r P a t a D 5 . 4 e l b a T
t a M d e n g i s e D e h t f o s e lt i T e h t d n a s c i p o T e h T 6 . 4 e l b a
T eirals………61
o t n e m e g n a r r A e h T 1 . 5 e l b a
(19)
i v x
S E R U G I F F O T S I L
e g a P a
n o it c u rt s n I s ’ p m e K 1 . 2 e r u g i
F lDesignModel……….15 s
’ r e ti r W e h T 2 . 2 e r u g i
F Model………..35 e
h T 1 . 3 e r u g i
F RelaitonBetweenR&DCycleandt heTheoreitca lFramework i n o
c e S e h
(20)
ii v x
S E C I D N E P P A F O T S I L
e g a P A
x i d n e p p
A PermissionLetter……… . 4..7 e
ri a n n o it s e u Q B x i d n e p p
A fo rResearchandI nformaitonCollecitng……….… ..75 … … … … … … … … … … … … … … e n il e d i u G w e i v r e t n I l a m r o f n I C x i d n e p p
A … 77
… … … … … … … … … g n it s e T d l e i F y r a n i m il e r P r o f s t n e m u rt s n I D x i d n e p p
A … 87
. … … … … … … … … … … … … … … … … … … … … … … … s u b a ll y S E x i d n e p p
(21)
1
1 R E T P A H C
N O I T C U D O R T N I
s ri f e h t n
I tchapte,rt hewrtie relaborate stheresearchbackground ,research m
e l b o r
p ,problem l imtiaiton ,research objecitve ,research beneftis ,and de ifniiton f
o termswhichareexplainedclealryandreasonablyi neachpar.t
.
A ResearchBackground
d h s il g n E h c a e t o t t n a tr o p m i s i t
I ue to the rtend development fo the d
lr o w e h t n i e g a u g n a l h s il g n
E (Brewste,r Elils ,& Griard, 2002 , 1p. ) .In many n
i y ll a i c e p s e , s e ir t n u o
c Indonesia , the Indonesian governmen t ha s insrtucted h
s il g n
E languagetobei nrtoduceda sthel oca lsubject ni elementarys chool .Based t
n e m n r e v o g e h t n
o ’ sinsrtuciton ,Engilshi sinrtoduced a telementaryschoo lleve l k
i d p e D ( e d a r g h tr u o f e h t m o r f g n it r a t
s bud ,1994: i ia sciitedi nSu ityono ,2000 ,p . 1) .However ,in some school sin Indonesia ,especially SD Neger i1 Panggang ,
s i h s il g n
E taugh tstaritng from t hefris tgrade. According t o StandarKompeten is n
a
d Kompetensi Dasa rTingka tSD ,MI ,dan SDLB which i scovered in KTSP
) m u l u c ir r u C d e s a B l o o h c S
( , the purposes o f teaching Engilsh staritng from o
o h c s y r a t n e m e l
e lleve laredeveloping thestudents ’communicaitvecompetence e l P M S n i h s il g n E n r a e l o t y ti li b a ’ s t n e d u t s e h t g n ir a p e r p d n a m r o f l a r o e h t n
i v e.l
y ll u f e p o h , e c n e
H byl earning Engilshf romt heelementaryl evel ,thestudent swli l n
r a e l o t y d a e r e m o c e
b et h Engilshl anguageatt hehigherl eve lo feducaiton. e
h t , a i s e n o d n I n
I governmen t estabilshed the 2006 Schoo l Based m
u l u c ir r u
(22)
s ti s a h s il g n E d e il p p
a localsubject .Thecurirculumemphasizesacquisiitonoff ou r e
g a u g n a
l skill s namely reading , speaking, wiritng and ilstening in the clas s .
t x e t n o
c Since the Engilsh i sinrtoduced in elementary schoo llevel , a s the d
e e n s t n e d u t s l o o h c s y r a t n e m e l e , h s il g n E g n i n r a e l n i s r e n n i g e
b vocabulary ast he n
r a e l o t n o it a d n u o
f theEngilsh l anguage . sA statedbyRivers( 1981) ,vocabulary n
o p m o c e r o c a s
i en tof l anguage pro ifciency because vocabul ary provide smuch n
r a e l s t n e d u t s ll e w w o h r o f s i s a b e h t f
o tospeak ,ilsten,r ead ,andwrtie.Therefore , s
t n e d u t s e h t e s a e o t r e d r o n i t n a tr o p m i s i y r a l u b a c o v g n i c u d o rt n
i ’ ilstening , .
h s il g n E n i g n it ir w d n a , g n i d a e r , g n i k a e p s
a m y r a l u b a c o v e h t o t d e t a l e
R stery ,based on t hewrtier’ sexpeirencewhen f
o s t n e d u t s e d a r g d ri h t e h t , n o it a v r e s b o e h t d e t c u d n o c r e ti r w e h
t SD Neger i1 g
n a g g n a
P were sitll lacked in thei r Engilsh vocabulary . They stli l found n
E g n i z i n g o c e r n e v e , g n i z ir o m e m , g n i c n u o n o r p n i s e it l u c if fi
d gilsh word sinto .
a i s e n o d n I a s a h a
B Mos to fthe student sstli lfound d fiifcutly in comprehending t
o n d i d y e h t e s u a c e b s e c n e t n e s t r o h
s clea lry understand the meaning o fword s e
r a h c i h
w used i n ht o sesentences.I n somemanycase ,st hey also founddfiifcutly in reading and wiritng sentence sin Engilsh because they did no tknow how to
. e s u o t d a h y e h t s d r o w t a h w d n a y lt c e r r o c s d r o w e h t e c n u o n o r
p Themonotonou s e d a m k o o b t x e t e h t n i d e d i v o r p e r a h c i h w s l a ir e t a m g n i n r a e l g n it s e r e t n i n u d n a
e e f s t n e d u t
s lbored. The teache r did no texplain and deilve rthe vocabulary n
i s l a ir e t a
m acontextua lway .She only explained the mateiral sat t hebeginning t
u o h ti w s e s i c r e x e s t n e d u t s e h t e v a g n e h
t consideirng whethe rthe student shad d
e d n e h e r p m o
(23)
s t n e d u t s e h t , y lt n e u q e s n o
C stli lneede d assistancebyt het eache rto dot he s
e s i c r e x
e tha tareprovidedi nt hetextbook .Then,l ackoft eacher’ sexplanaitonon s
t n e d u t s e h t e d a m s e c n e t n e s e h t n i d e s u g n i e b e r e w t a h t s d r o
w feel t ha tEngilsh i
d s a
w f ifcutl .Fu trhe,rt herewa snoattemp tmadebyt het eachert or ecal land drli l s
l a ir e t a m e h
t . Therefore,reteniton oft hestudents ’memoryo fEngilsh vocabulary e
l b i s s o p m i t s o m l a s a
w .
s r o t c a f e h t n o d e s a
B menitoned ,thi sstudyaimstodesign a se to fEnglish y
r a l u b a c o
v mateiralsf ort het hridgradestudents fo SDNeger i1Panggang using o
i d u
A lingua lmethod and Tota lPhysica lResponse .The Audio ilngua lmethod y
r a l u b a c o v n r a e l s t n e d u t s e h t s p l e
h through repeititonand i mtiaiton .Richards and r
e g d o
R s (1986 )a dd tha tAudioilngua lmethod i s inrtoduced in orde rto help e
l p o e
p masterf oreignl anguageorallyi nashor t itme . tIemphasize son oralf orm y
b imtiaitng and drliilng . Emphasizing on ora l form s means ilstening and d
n a t s ri f e m o c g n i k a e p
s nthe readingandwiritngcomel ater. R
l a c i s y h P l a t o
T esponse i scommonly appiled t o young l earner sbecause P
l a t o
T hysica lResponse method involve sthe natura lcharacte irsitc so fyoung r
e n r a e
l s andi tprovide shighly contextuailzed acitviite ssuch a sbodymovements , o
it c
a n song sand chants (Brewster ,Elils ,& Griard ,2002 ,p .27) .Besides ,Larsen d
n
a Freeman (2000 ,p .107 )also propose tha tTota lPhysica lResponse i sa .
s r e n r a e l g n u o y d n a s r e n n i g e b h ti w l l e w s k r o w h c i h w d o h t e m g n i h c a e
t Therefore , ,
y d u t s s i h t n
i Tota lPhysica lResponsei sa sutiablemethod in ordert o i nrtoduce .s
r e n r a e l g n u o y r o f e g a u g n a l r o y r a l u b a c o v w e n
(24)
y r o e h t s ’ d r a r ri G d n a , s il l E , r e t s w e r B y b d e tr o p p u s s i n o it p m u s s a s i h T
l a u g n il o i d u A t a h t e t a t s y e h T . ) 2 0 0 2
( method and Tota lPhysica lResponse i sa e
t a ti li c a f s d o h t e m e s o h t e c n i s d o h t e m n o it a n i b m o c d o o
g the young learner sto n
r a e
l Engilsh vocabulary through imtiaiton , repeititon , drliilng , and body .
t n e m e v o
m In thi sstudy ,Audioilngua lmethod help sthe young learners learn y
r a l u b a c o v h s il g n
E throughimtiaiton,r epeititon ,anddrliilngwhlieTota lPhysica l e
s n o p s e
R help s the young learners learn Engilsh vocabulary through body t
n e m e v o
m s and physica lacitviite .s Hence, the wrtie rexpect stha tthe designed a
l u b a c o
v ry mateiral s which apply Audioilngua l method and Tota l Physica l e
s n o p s e
R wli ldevelop and enhance the Engilsh vocabulary o fthe thrid grade f
o s t n e d u t
s SDNeger i1Panggang.
B. ResearchProblem
s m e ti y r a l u b a c o v e h t s s u c s i d y lr a l u c it r a p l li w y d u t s s i h
T presented i n t he d
ri h t e h t r o f k o o b t x e
t gradestudent so fSDNeger i1 Panggang and t hen develop f
o t e s a o t n i m e h
t Engilshl earningmateiral .sTherei soneproblemt obeexamined t
s s i h t n
i udy .
n g i s e d e h t s e o d t a h
W o fEngilsh vocabulary mateirals rfo thethrid gradestudent s f
o SD Neger i1 Panggang using the Audioilngua lmethod and Tota lPhysica l e
s n o p s e
(1)
4
1 |Teacher’s Guideline .
r i a h c e h t n o g a b a t u P . 9
0
1 .Say ,“Iti sonthet able”.(Studentsr epeat.) 1
1 .Putt hebagundert hechair. 2
1 .Say ,“Iti sundert hechair”.(Studentsr epeat.) 3
1 .Putt hebagbesidet hechair. 4
1 .Say ,“Iti sbesidet hechair”.(Studentsr epeat.) t
n a h c e h t o D . 5
1 ast heexampleofther ecordingprovided. .
t a e p e r o t s t n e d u t s e h t k s A . 6 1
r i a h c e h t n o .. n o … n o s i t I
s i t
I under..under..undert hechair t
I isbeside..beside..besidet hechair
w h t o D . 7
1 chan toncemore itmewhlieperformt heac itontogether. 8
1 .Say ,“Listenandanswer”. .
9
1 Pu tapenci lonthet able.
20 .Say ,“Wherei st hepencli?” (Studentsanswer) 1
2 .Pu tabookunderthet able. 2
2 .Say ,“Wherei st hebook?”(Studentsanswer) 4
2 .Pu tachairbesidet het able. 5
2 .Say ,“Wherei st hechair? ”(Studentsanswer) .Gotot henex tac itvity.
26 .Putt heclassi ntopairs .Eachpairsconsistsoft wostudents .Studen tAandStuden tB. .
7
2 Eachstudenti sgivent hreepicturest ha thavebeenprovided.(Attached) k
s A . 8
2 thestudentst ouset hesimpleconversa iton ilket heexample . n
o it a i c n u n o r p r i e h t k c e h C . 0
3 andEngilshwords.
t x e n e h t o t o g , s d n e i r f r i e h t h t i w n o it a s r e v n o c e l p m i s a e c it c a r p s t n e d u t s e h t r e t f A . 1 3
k c e h c e r o t s m i a t I . y ti v it c
a andrecal lthe students ’understandingwhetherthe materials .
t o n r o d e r i u q c a n e e b e v a h
. ” o d d n a n e t s il “ , y a S . 2 3
. ” e l b a t e h t n o k o o b a t u P “ , y a S . 3
3 (Studentspu tabookont het able) .
” e l b a t e h t r e d n u l i c n e p a t u P “ , y a S . 4
3 (Studentspu tapenci lundert het able) a
t u P “ , y a S . 5
3 chairbesidet het able”.( Studentsputt hechairbesidet het able .) t
n i o P . 6
3 tooneo fyourstudents,t hensay“Dina ,pu tyourbagundert het able!”. 7
3 .AskDinat ogivet hesamei nstrucitoni nf ron toft heclass. s
t n e d u t s e h t l li r D . 8
3 based onthe i nstrucitons given ,as often aspossible ,dependson .
s d e e n ’ s t n e d u t s e h t
Listenandact l “ y a S .
1 o okand ilsten” ,pu tthe bagonthe table whlie theteacherputsthebag onthe .
e l b a t
.
2 Say ,“ilstenanddo” ,putt hechairbesidet het able .Thestudentsdot hei nstruc iton. y n a s i e r e h t f i t c e r r o c d n a , s s a l c e h t o t n o it c u r t s n i n a e v i g o t s t n e d u t s e h t f o e n o k s A . 3
. n o it a i c n u n o r p s i h / r e h n i s e k a t s i m
n e i r f r i e h t f o e n o e s o o h c o t r e h k s A .
(2)
. s r i a p n i e c it c a r p o t m e h t k s a , y lt c e r r o c n o it c u r t s n i e h t o d n a c s t n e d u t s e h t r e t f A . 5
LET’SREAD Readaloud
.
1 Say ,“ilstenandr epeat” t
x e t e h t d a e R .
2 , sentencebysentencel oudlyandl e tstudentst or epeatafter uy . o
Lan’i sclassroom
a s i e r e h T . s e l b a t x i s d n a s r i a h c x i s e r a e r e h T . m o o r s s a l c s ’i n a L s i s i h T
e h t d n a e l b a t e h t n o s i r e s a r e e h T . o o t s w o d n i w o w t d n a r e s a r e n a , d r a o b k c a l b
e r a s w o d n i
w besidet heblackboard . t
x e t e h t d a e r o t t a e p e R .
3 asoftenaspossible .Makesurethestudentscanreadthetex t .
y lt c e r r o c
r i e h t k c e h C .
4 pronunciaiton. .
5 Ask per pair to read tex tloudly wtih good pronuncia iton .(The same pair group in )
g n i k a e p s
.
4 Checkt heirpronunciaitonandi ntona iton.
E T I R W S ’ T E L
Writet heEngilshwords ,
y a S .
1 “W irtet heEngilshwordsbasedonpicturet ha tyousee”. . d e d i v o r p s e r u t c i p e h t n o d e s a b s d r o w h s il g n E e h t e ti r w s t n e d u t S . 2
e l p m a x e n a e v i G .
3 onhowt odotheexercise. r
i e h t k c e h C .
(3)
6
1 |Teacher’s Guideline N
E T S I L S ’ T E L
Listenandrepeat ,
y a S .
1 “Listenandsay”.
d e d i v o r p s d r o w h s il g n E e h t y a S .
2 below ,loudlywhlieshowingt hepictures .(Attached)
. A
. B
. C
. D
n
e
k
c
i
h
c
d
e
ir
f
e
k
il
I
n e k c i h C d e i r F
e c i R d e i r F
e l d o o N
t e l e m O
6
1 |Teacher’s Guideline N
E T S I L S ’ T E L
Listenandrepeat ,
y a S .
1 “Listenandsay”.
d e d i v o r p s d r o w h s il g n E e h t y a S .
2 below ,loudlywhlieshowingt hepictures .(Attached)
. A
. B
. C
. D
n
e
k
c
i
h
c
d
e
ir
f
e
k
il
I
n e k c i h C d e i r F
e c i R d e i r F
e l d o o N
t e l e m O
6
1 |Teacher’s Guideline N
E T S I L S ’ T E L
Listenandrepeat ,
y a S .
1 “Listenandsay”.
d e d i v o r p s d r o w h s il g n E e h t y a S .
2 below ,loudlywhlieshowingt hepictures .(Attached)
. A
. B
. C
. D
n
e
k
c
i
h
c
d
e
ir
f
e
k
il
I
n e k c i h C d e i r F
e c i R d e i r F
e l d o o N
t e l e m O
(4)
. E . F . G . H , y a S .
3 “Listenandr epeat”. s d r o w h s il g n E y a S .
4 correc ltyandl oudly .Le tstudents ilstenandr epeat.Drillt hestudents . d e e n ’ s t n e d u t s e h t n o s d n e p e d , e l b i s s o p s a h c u m s a .
5 fIt heyhaver ecognizedt hematerialswell ,andt hen a ks them“Wha tpicturei s ti?” g n i w o h S
( af riedchickenpicture)Le tstudentsanswer.
. g n i d n a t s r e d n u r i e h t k c e h c , s e r u t c i p t n e r e f fi d h ti w e u n it n o C . 6 l d u o l s d r o w e h t y a s t s u m s t n e d u t s d n a e r u t c i p e h t w o h S .
7 y .
Listen,repeat ,anddo
. s e r u t c i p e h t t u c o t s t n e d u t s e h t k s A .
1 (Attached)
, y a S .
2 “Showmet heorangejuice”(Studentsshowingpictureaccordingt ot he .) n o it c u r t s n i .
3 Say ,“Showmet hef iredchicken”(studentsshowingpictureaccordingt othe .) n o it c u r t s n i e t a r t s n o m e D .
4 itf requen ltywithdfiferenti nstruciton ,bu ts itllr elatedt ot hematerials . d e n r a e l g n i e b e r a h c i h w . s s a l c e h t o t n o it c u r t s n i e h t e v i g o t r e h / m i h t e l d n a t n o r f n i e m o c o t t n e d u t s e n o k s A . 5 s s a l C .
6 respondsthei nstruc itonbyshowingapictureaccordingt owha the/shesaid. p u o S a e T e c i u J e g n a r O k li M . E . F . G . H , y a S .
3 “Listenandr epeat”. s d r o w h s il g n E y a S .
4 correc ltyandl oudly .Le tstudents ilstenandr epeat.Drillt hestudents . d e e n ’ s t n e d u t s e h t n o s d n e p e d , e l b i s s o p s a h c u m s a .
5 fIt heyhaver ecognizedt hematerialswell ,andt hen a ks them“Wha tpicturei s ti?” g n i w o h S
( af riedchickenpicture)Le tstudentsanswer.
. g n i d n a t s r e d n u r i e h t k c e h c , s e r u t c i p t n e r e f fi d h ti w e u n it n o C . 6 l d u o l s d r o w e h t y a s t s u m s t n e d u t s d n a e r u t c i p e h t w o h S .
7 y .
Listen,repeat ,anddo
. s e r u t c i p e h t t u c o t s t n e d u t s e h t k s A .
1 (Attached)
, y a S .
2 “Showmet heorangejuice”(Studentsshowingpictureaccordingt ot he .) n o it c u r t s n i .
3 Say ,“Showmet hef iredchicken”(studentsshowingpictureaccordingt othe .) n o it c u r t s n i e t a r t s n o m e D .
4 itf requenltywithdfiferenti nstruc iton ,bu tsitllr elatedt ot hematerials . d e n r a e l g n i e b e r a h c i h w . s s a l c e h t o t n o it c u r t s n i e h t e v i g o t r e h / m i h t e l d n a t n o r f n i e m o c o t t n e d u t s e n o k s A . 5 s s a l C .
6 respondsthei nstruc itonbyshowingapictureaccordingt owha the/shesaid. p u o S a e T e c i u J e g n a r O k li M . E . F . G . H , y a S .
3 “Listenandr epeat”. s d r o w h s il g n E y a S .
4 correc ltyandl oudly .Le tstudents ilstenandr epeat.Drillt hestudents . d e e n ’ s t n e d u t s e h t n o s d n e p e d , e l b i s s o p s a h c u m s a .
5 fIt heyhaver ecognizedt hematerialswell ,andt hen a ks them“Wha tpicturei s ti?” g n i w o h S
( af riedchickenpicture)Le tstudentsanswer.
. g n i d n a t s r e d n u r i e h t k c e h c , s e r u t c i p t n e r e f fi d h ti w e u n it n o C . 6 l d u o l s d r o w e h t y a s t s u m s t n e d u t s d n a e r u t c i p e h t w o h S .
7 y .
Listen,repeat ,anddo
. s e r u t c i p e h t t u c o t s t n e d u t s e h t k s A .
1 (Attached)
, y a S .
2 “Showmet heorangejuice”(Studentsshowingpictureaccordingt ot he .) n o it c u r t s n i .
3 Say ,“Showmet hef iredchicken”(studentsshowingpictureaccordingt othe .) n o it c u r t s n i e t a r t s n o m e D .
4 itf requen ltywithdfiferenti nstruciton ,bu ts itllr elatedt ot hematerials . d e n r a e l g n i e b e r a h c i h w . s s a l c e h t o t n o it c u r t s n i e h t e v i g o t r e h / m i h t e l d n a t n o r f n i e m o c o t t n e d u t s e n o k s A . 5 s s a l C .
6 respondsthei nstruc itonbyshowingapictureaccordingt owha the/shesaid. p u o S a e T e c i u J e g n a r O k li M
(5)
8
1 |Teacher’s Guideline ,
y a S .
7 “Repea tafterme”. ,
y a S .
8 “Showmet heorangej uice”(studentsr epeat.) K A E P S S ’ T E L
Listen ,repeat ,andact .
1 Say ,“Listenandr epeat” ,
y a S .
2 “Whati syourf avortief oodanddirnk ,Dino?”.( Studentsr epeat) ,
y a S .
3 “ Iilkef iredchickenandorangej uice”.( Studentsr epeat) ,
y a S .
4 “Dino ilkesf iredchickenandorangej uice”.(Studentsr epeat) .
5 Say ,“Whati syourf avortief oodanddirnk ,Dina?”(Askoneo fstudents) e g n a r o d n a n e k c i h c d e i r f s r e w s n a a n i D ( .
3 juice)
, y a S .
4 “Class ,Dina ilkesf iredchickenandorangej uice”loudly. “ , y a S .
5 whati syourf avortief oodanddirnk ,Tono?”(Askoneo fstudents) .) k li m d n a e g d i r r o p s r e w s n a o n o T ( . 6 “ , y a S .
7 Class ,Tono ilkespor irdgeandmlik”loudly. .
8 Say ,‘Listenandrepeat” “ , y a S .
9 Whati syourf avortief oodanddirnk?” . . t a e p e r s t n e d u t s t e L . 0 1 , y a S . 1
1 “Listenandr epeat” , y a S . 2
1 “ Iilkeporirdgeandorangej uice” . t a e p e r s t n e d u t s t e L . 3 1 . e l p m a x e n a e k il n o it s e u q a u o y e v i g o t s t n e d u t s f o e n o e s o o h C . 4 1 . 5
1 Askhim/hert or eportt oclassl oudly. t n e d u t
S :“Whati syourf avoirtef oodanddirnk?”
u o
Y :“ IilkeF ired irceandt ea” s t n e d u t
S :“MissViv iilkesFiredchickenandt ea” . s d n e i r f 5 d n if o t s t n e d u t s k s A . 6 1 h t g n i s u y b w e i v r e t n i o t m e h t k s A . 7
1 epreviousdialogue.
) 1 . 4 ( e l b a t e h t n i n e t t i r w e b t s u m a t a d e h T . 8 1 . p u o r g a n i y ll a r o t r o p e r t s u m s t n e d u t s e h T . 9
1 (Thesamegroupi nuni t3)
d n a g n i s u h s il g n E r i e h t k c e h C . 0
2 pronunciaiton
LET’SREAD Readaloud
, y a S .
1 “ilstenandrepeat”
t n e s y b e c n e t n e s , t x e t e h t d a e R .
2 encel oudlyandl e tstudentsrepeat. - An iilkesnoodleandorangej uice.
- Dika ilkessoupandorangej uice. - Aryo ilkesf riedchickenandt ea. - Icha ilkesomeletandmlik.
8
1 |Teacher’s Guideline ,
y a S .
7 “Repea tafterme”. ,
y a S .
8 “Showmet heorangej uice”(studentsr epeat.) K A E P S S ’ T E L
Listen ,repeat ,andact .
1 Say ,“Listenandr epeat” ,
y a S .
2 “Whati syourf avortief oodandd irnk ,Dino?”.( Studentsr epeat) ,
y a S .
3 “ Iilkef iredchickenandorangej uice”.( Studentsr epeat) ,
y a S .
4 “Dino ilkesf iredchickenandorangej uice”.(Studentsr epeat) .
5 Say ,“Whati syourf avortief oodandd irnk ,Dina?”(Askoneo fstudents) e g n a r o d n a n e k c i h c d e i r f s r e w s n a a n i D ( .
3 juice)
, y a S .
4 “Class ,Dina ilkesf iredchickenandorangej uice”loudly. “ , y a S .
5 whati syourf avortief oodanddirnk ,Tono?”(Askoneo fstudents) .) k li m d n a e g d i r r o p s r e w s n a o n o T ( . 6 “ , y a S .
7 Class ,Tono ilkespor irdgeandmlik”loudly. .
8 Say ,‘Listenandrepeat” “ , y a S .
9 Whati syourf avortief oodandd irnk?” . . t a e p e r s t n e d u t s t e L . 0 1 , y a S . 1
1 “Listenandr epeat” , y a S . 2
1 “ Iilkeporirdgeandorangej uice” . t a e p e r s t n e d u t s t e L . 3 1 . e l p m a x e n a e k il n o it s e u q a u o y e v i g o t s t n e d u t s f o e n o e s o o h C . 4 1 . 5
1 Askhim/hert or eportt oclassl oudly. t n e d u t
S :“Whati syourf avoirtef oodanddirnk?”
u o
Y :“ IilkeF ired irceandt ea” s t n e d u t
S :“MissViv iilkesFiredchickenandt ea” . s d n e i r f 5 d n if o t s t n e d u t s k s A . 6 1 h t g n i s u y b w e i v r e t n i o t m e h t k s A . 7
1 epreviousdialogue.
) 1 . 4 ( e l b a t e h t n i n e t t i r w e b t s u m a t a d e h T . 8 1 . p u o r g a n i y ll a r o t r o p e r t s u m s t n e d u t s e h T . 9
1 (Thesamegroupi nuni t3)
d n a g n i s u h s il g n E r i e h t k c e h C . 0
2 pronuncia iton
LET’SREAD Readaloud
, y a S .
1 “ilstenandrepeat”
t n e s y b e c n e t n e s , t x e t e h t d a e R .
2 encel oudlyandl e tstudentsrepeat. - An iilkesnoodleandorangej uice.
- Dika ilkessoupandorangej uice. - Aryo ilkesf riedchickenandt ea. - Icha ilkesomeletandmlik.
8
1 |Teacher’s Guideline ,
y a S .
7 “Repea tafterme”. ,
y a S .
8 “Showmet heorangej uice”(studentsr epeat.) K A E P S S ’ T E L
Listen ,repeat ,andact .
1 Say ,“Listenandr epeat” ,
y a S .
2 “Whati syourf avortief oodanddirnk ,Dino?”.( Studentsr epeat) ,
y a S .
3 “ Iilkef iredchickenandorangej uice”.( Studentsr epeat) ,
y a S .
4 “Dino ilkesf iredchickenandorangej uice”.(Studentsr epeat) .
5 Say ,“Whati syourf avortief oodanddirnk ,Dina?”(Askoneo fstudents) e g n a r o d n a n e k c i h c d e i r f s r e w s n a a n i D ( .
3 juice)
, y a S .
4 “Class ,Dina ilkesf iredchickenandorangej uice”loudly. “ , y a S .
5 whati syourf avortief oodanddirnk ,Tono?”(Askoneo fstudents) .) k li m d n a e g d i r r o p s r e w s n a o n o T ( . 6 “ , y a S .
7 Class ,Tono ilkespor irdgeandmlik”loudly. .
8 Say ,‘Listenandrepeat” “ , y a S .
9 Whati syourf avortief oodanddirnk?” . . t a e p e r s t n e d u t s t e L . 0 1 , y a S . 1
1 “Listenandr epeat” , y a S . 2
1 “ Iilkeporirdgeandorangej uice” . t a e p e r s t n e d u t s t e L . 3 1 . e l p m a x e n a e k il n o it s e u q a u o y e v i g o t s t n e d u t s f o e n o e s o o h C . 4 1 . 5
1 Askhim/hert or eportt oclassl oudly. t n e d u t
S :“Whati syourf avoirtef oodanddirnk?”
u o
Y :“ IilkeF ired irceandt ea” s t n e d u t
S :“MissViv iilkesFiredchickenandt ea” . s d n e i r f 5 d n if o t s t n e d u t s k s A . 6 1 h t g n i s u y b w e i v r e t n i o t m e h t k s A . 7
1 epreviousdialogue.
) 1 . 4 ( e l b a t e h t n i n e t t i r w e b t s u m a t a d e h T . 8 1 . p u o r g a n i y ll a r o t r o p e r t s u m s t n e d u t s e h T . 9
1 (Thesamegroupi nuni t3)
d n a g n i s u h s il g n E r i e h t k c e h C . 0
2 pronunciaiton
LET’SREAD Readaloud
, y a S .
1 “ilstenandrepeat”
t n e s y b e c n e t n e s , t x e t e h t d a e R .
2 encel oudlyandl e tstudentsrepeat. - An iilkesnoodleandorangej uice.
- Dika ilkessoupandorangej uice. - Aryo ilkesf riedchickenandt ea. - Icha ilkesomeletandmlik.
(6)
u s e k a M . e l b i s s o p s a h c u m s a t a e p e R .
3 ret hestudentscanr eadt het ex tcorreclty . ,
y a S .
4 “Readaloud” .
. y l d u o l t x e t e h t d a e r t s u m s t n e d u t S . 5
. n o it a i c n u n o r p r i e h t k c e h C . 4
.
5 Divideclassi ntotwo groups .GroupAandgroupB .Then ,askeachgrouptoreadtex t .
n o it a i c n u n o r p d o o g h t i w y l d u o l
. n o it a n o t n i d n a n o it a i c n u n o r p r i e h t k c e h C . 4
LET’SWRITE h s il g n E e h t e t i r
W words
y a S .
1 , “W irtet heEngilshwordsbasedont hepictures”. e
h t r e w s n a o t w o h e l p m a x e n a e v i G .
2 quesiton.
. g n il l e p s r i e h t k c e h C . 3