A SET OF SUPPLEMENTARY ENGLISH INSTRUCTIONAL MATERIALS USING SHORT STORIES TO PROMOTE THE STUDENTS’ VALUES OF LIFE FOR THE SIXTH GRADE OF ELEMENTARY SCHOOL STUDENTS

  A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By MARGARETHA HARIMURTI HAGNI LOHENING Student Number: 011214156 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

2007

  

A SET OF SUPPLEMENTARY ENGLISH INSTRUCTIONAL

MATERIALS USING SHORT STORIES TO PROMOTE THE STUDENTS’ VALUES OF LIFE FOR THE SIXTH GRADE

OF ELEMENTARY SCHOOL STUDENTS

  A Thesis on A SET OF SUPPLEMENTARY ENGLISH INSTRUCTIONAL MATERIALS USING SHORT STORIES TO PROMOTE THE STUDENTS’ VALUES OF LIFE FOR THE SIXTH GRADE OF ELEMENTARY SCHOOL STUDENTS By MARGARETHA HARIMURTI HAGNI LOHENING Student Number: 011214156 Approved by Major Sponsor th

  

Drs. Concilianus L.M., M.A October,

18 2007 Co-Sponsor th

C. Tutyandari, S.Pd., M.Pd. October, 18 2007

  

A Thesis on

By

MARGARETHA HARIMURTI HAGNI LOHENING

  

Student Number: 011214156

Defended before the Board of Examiners

th

on October 25 2007

and Declared Acceptable

  

Board of Examiners

Chairperson : A. Hardi Prasetyo, S.Pd., M.A. …………………………… Secretary : Drs. P.G. Purba, M.Pd. …………………………… Member : Drs. Concilianus L.M., M.A. …………………………… Member : C. Tutyandari, S.Pd., M.Pd. …………………………… Member : Dr. Retno Muljani, M.Pd. …………………………… th

  

Yogyakarta, October 25 2007

Faculty of Teachers Training and Education Sanata Dharma University Dean, Drs. Tarsisius Sarkim, M.Ed., Ph.D.

  

…Today I will walk with my hands in God ….

…Today I will trust in Him, and not be afraid ….

  (Unanimous)

  This thesis is dedicated to:

  My Lord, Jesus and Mother Mary My Beloved Mother and Father My Brothers and Sisters Sanata Dharma University

  All the People in My Life All children in the world

  

STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that this thesis I wrote does not contain the works or parts of the works of other people, except those cited in the quotations and bibliography, as a scientific paper should.

  Yogyakarta, October 25

  th

  2007 The writer, Margaretha Harimurti Hagni Lohening

  

ACKNOWLEDGEMENTS

  To all of you … Writing this thesis is a wonderful experience for me and I just wanted you to know what a joy it was to prepare and to write it. Furthermore, it was indeed a

  “miracle” experience that gave me the opportunities to work with some of the best people. Once again, I cannot begin to thank and tell you how much I appreciate your tremendous support you have given. I am without a doubt grateful …

  My praises and worship are foremost devoted to Father in Heaven for giving me living testimony of His amazing divine grace, for giving me great people as a part of my life, all of you!. My deep gratitude goes to Father and Mother, my thesis is a mere reflection of their parental compassion. I am thankful for teaching me love and giving me experiences of being loved and for putting up with all my tantrums throughout the years. I might make a kind of masterpiece, but they make life easy for me, it is so much more worthwhile. Being able to spend my blessed life with them is truly a miracle. My Brothers and Sisters (Mbak Maria, Mas Hari

  

and family, Mas Danang and Mbak Yuli, Mas Diro and Mbak Ana, Mbak

Hening, Mbak Murti, and Dek Pamor) I am thankful for all such precious

  experiences as a great big family. I am thankful for all affections and helps, “how wonderful to have brothers and sisters like you … we have made a great team!”

  Mr. Concilianus Laos Mbato, M.A., his expertise is something that I

  admire and appreciate. I owe his a debt of gratitude for his guidance and all the spirit full and valuable inputs when I lost my courage to finish this thesis. He is a great teacher anyone could hope to find. Mrs. Tutyandari, S.Pd., All her honest feedback and her long hours for reading and correcting my thesis have placed me in her debt. I am thankful for her patience in correcting my thesis. I could never have made this thesis without her help. Mr Drs. Jambari., I really honor his generosity for giving me the chance to conduct the research with his students.

  Mbak Tien, Mas Alex & Ika, How can I begin to thank to them for the computer? I could never have made this thesis without their wonderful contribution.

  

All the priests in Paingan Pastoral ( Romo Greg SJ, Romo Agung SJ, Romo

Spilane SJ, and Romo Suparno SJ) I am humbly thankful to them for being my

  second parents during my study. For all the sharing moments, all the life teaching and for the time for answering my questions to build this thesis. My beloved

  

nephew and nieces (Amabel, Vero,Narita & Veve) their cuteness and their

innocence inspired me to write this thesis. I wish them all the best I did it for them.

  Friends of Santo E’gidio & Equality Community ( Mbak Wulan, Aan,

  

Jhon Pengki, Mas Frans, Bang Teddy, Bang Daling, Vindy, Don, Anand ,

Mbak Lia, Mas Agung, Mbak Aiwen, Octa, Bang Martin, Irna, Mbak Ning,

Calista, Tris, Dimas, Ahok, & others ) for the lasting honesty and great sharing

  moments that only true friends can give I am humbly thankful. ‘To have you all is a miracle guys’. My great gratitude goes to my dearest, Yoseph Agato Sabre, He is one of the most precious gifts from God. With his love and passion, he always accompanies and strengthens me to walk out through my difficulties and sadness.

  He is the only one whom I rely on and with whom I share, ‘I know I can trust you’.

  

Stevie Pranata, getting to know him during the last couple of awesome years has

  been fantastic! I am grateful for his love, ‘I will keep our stories deep in my heart’, ‘I wish you all the best’. Mas Victor, I am thankful his kindness for reading and correcting my thesis, thanks for giving me supports to finish this thesis and many thanks for being the true friend! I am blessed that he is my friend. The great gratitude also goes to my dearest friends; Lia, Margentul, Koh Bobby, Marina,

  

Ratri, Bayu, Puput, Nyot-Nyot, Tekek, Lintang, Bonchu, Andre, mbak Della

and the other 2001’ners. I would like to let them know how much I appreciate our

  friendship and the times we shared, laughed, studied, played, and chatted together.

  I am thankful to the teachers and my dearest students in Catur Tunggal IV Elementary School who allowed me to do the research and teach me how to be a good teacher. Thanks for our good cooperation and friendship. Flamboyan 217

  

community (Fitri, Weni, Asih, Melly, Monik, Lita & others) ‘you guys are so

  good!!’ La Vitta E’ Bella members ( Victor, Handy, Christine, Buu, Sensy,

  

Nanang, Mbak Dinar, Widuri, Swanti, Pris, Suster Iren, Septi, Lily, Ninda,

and Yani ) ‘you are the best, you are the best, you are the best of them all!!’ I value

  our continued outstanding friendship. That is something to be proud of. Jogja

  

AIKIDO members, I am thankful for all the funny and great moments we shared

  together, ‘RELAX guys!!’ My thank also goes to Mr Guntur, Mrs Umi & family, for the warm and cozy place during my study.

  Last but not the least, I would like to thank everyone who coloring my life and whom I cannot mention one by one. ‘Thank you for you all’,’ I know I would never be a great person without you all’. May God bless us.

  My sincere gratitude is also dedicated to my self who is willing to struggle optimally and encounter all the obstacles without surrendering. Finally, I did it!

  Margaretha Harimuti H.L

  TABLE OF CONTENTS Page

  TITLE PAGE .............................................................................................................. i PAGE OF APPROVAL .............................................................................................. ii PAGE OF ACCEPTANCE ......................................................................................... iii PAGE OF DEDICATION ........................................................................................... iv STATEMENT OF WORK’S ORIGINALLY ............................................................. v ACKNOWLEDGEMENTS ........................................................................................ vi TABLE OF CONTENTS ............................................................................................ ix LIST OF FIGURES ..................................................................................................... xiv LIST OF TABLES ...................................................................................................... xv ABSTRACT ................................................................................................................ xvi

  

ABSTRAK .................................................................................................................... xviii

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

  1 A. Background ........................................................................................................... 1 B. Problem Identification ........................................................................................... 3 C. Problem Limitation ................................................................................................ 4 D.

  Problem Formulation ............................................................................................. 5 E. Research Objectives .............................................................................................. 5 F. Research Benefits .................................................................................................. 5 G.

  Definition of Terms ............................................................................................... 7

  10 CHAPTER II THEORETICAL REVIEW A. Theoretical Review ............................................................................................... 10

  1. KTSP (Educational Unit Level Curriculum) ..................................................... 10

  a. The Principle of KTSP ................................................................................. 11

  b. The Implementation of KTSP ...................................................................... 12 2. Elementary School Students ............................................................................ 12 a.

  The Six Grade Students ............................................................................. 13 b. How They Learn ........................................................................................ 15

  3. Reading Materials ........................................................................................... 16 a.

  The Proper Reading Materials for the Elementary Grade Students .......... 16 b. The Reading Materials Form ..................................................................... 17 c. The Values of Reading Materials Form for Children ............................... 17 4. Value ............................................................................................................... 19 a.

  The Nature of Value .................................................................................. 19 b. The Definition of Value ............................................................................ 20 c. Values in Education .................................................................................. 20 d. The Elements of Values Learning.............................................................. 23 e. Twelve Unit of Living Values Education Program (LVEP) ..................... 24 5. Designing Materials Theory ............................................................................ 28 a.

  Integrated Materials ................................................................................... 28 b. Task-based Learning ................................................................................. 31

  6. Instructional Design Models ............................................................................ 33

  a. Kemp’s Model ........................................................................................... 33

  b. Borich’s Model ............................................................................................ 35

  c. Walt Dick’s and Lou Carey’s Model ........................................................... 39

  B. Theoretical Framework ......................................................................................... 43

  CHAPTER III RESEARCH METHODOLOGY

  47 A. Research Method ................................................................................................... 47

  a. Survey Study ................................................................................................... 48 1) Pre-design Survey ....................................................................................... 49 2) Post-design Survey ..................................................................................... 50

  B. Research Participants ............................................................................................ 51

  C. Research Instruments ............................................................................................ 52

  1. Questionnaire .................................................................................................. 52

  2. Interview .......................................................................................................... 52

  D. Research Procedures ............................................................................................. 53

  E. Data Analysis and Procedures ............................................................................... 53

  CHAPTER IV RESEARCH RESULTS AND DISCUSSION

  57 A. Research Results .................................................................................................. 57

  1. The Results of Pre-design Survey .................................................................. 57 a.

  Gaining Knowledge of Some Inputs ......................................................... 58 b. Determining Goals, Topics and General Purposes .................................... 63 c. Recognizing Values Assumption .............................................................. 69 d. Listing Subject Content ............................................................................. 70 e. Selecting Teaching and Learning Activities and Sourcess ....................... 72

  f.

  Designing the Learning Materials ............................................................. 79 1. The Result of Post-design Survey ................................................................... 79 a.

  The Description of the Participants ........................................................... 80 b. Data Presentation ....................................................................................... 80

  1) Descriptive Statistics ............................................................................. 80 2) Participants’ Suggestions Opinions, Comments, and criticisms on the Designed Materials ........................................................................ 82

  B.

  Discussions ............................................................................................................ 83

  CHAPTER V CONCLUSIONS AND SUGGESTIONS

  84 A. Conclusions .......................................................................................................... 84

  B. Suggestions ........................................................................................................ 87 1.

  For the Elementary School Level Teachers ................................................. 87 2. For the Elementary School Students ............................................................ 88 3. For Future Researchers ................................................................................. 88

  REFERENCES

  89 APPENDICES

  93 Appendix A: Questionnaires for the Needs Survey .................................................

  94 Appendix B: Informal Interview List for the Needs Survey ....................................

  96 Appendix C: Letters of Permission ..........................................................................

  97 Appendix D: Letter of Enquiry for the Post-design Survey .....................................

  98

  Appendix E: Questionnaires of the Post-design Survey ..........................................

  99 Appendix F: Syllabus and Lesson Plans .................................................................. 101 Appendix G: Presentation of the Designed Materials .............................................. 119

  LIST OF FIGURES Page

  Figure 2.1: Kemp’s Instructional Model ..................................................................... 34 Figure 2.2: Borich’s Instructional Model .................................................................... 36 Figure 2.3: Dick’s and Carey’s Instructional Design Model ...................................... 42 Figure 2.3: Steps of Conducting the Study ................................................................. 46

  LIST OF TABLES Page

  Table 2.1: Twelve Units of LVEP................................................................................ 25 Table 3.1: Description of Post-design Survey Participants ......................................... 51 Table 3.2: The Descriptive Statistics of the Participants’ Opinion on the

  Designed Materials .................................................................................... 55 Table 4.1: The Description of the Topic Chosen ........................................................ 60 Table 4.2: The Description of Teaching-learning chosen ........................................... 61 Table 4.3: The Description of the Result of the Interview .......................................... 61 Table 4.4: The List of Topic and Title ........................................................................ 64 Table 4.5: The Description of Basic Competence and Learning indicators ................ 65 Table 4.6: The Description of Values Assumptions ................................................... 69 Table 4.7: The Teaching-learning Activities and Sources .......................................... 72 Table 4.8: Description of the Post-design survey participants .................................... 80 Table 4.9: Descriptive Statistics of Participants’ Opinion .......................................... 81

  

ABSTRACT

Lohening, Margaretha Harimurti Hagni. 2007. A Set of Supplementary English

Instructional Materials Using Short Stories to Promote the Students’ Values of

Life for the Sixth Grade of Elementary School Students. Yogyakarta: Sanata

Dharma University.

  This study dealt with designing a set of supplementary English instructional materials using short stories to promote the students’ values of life for the sixth grade of elementary school students. The background of this study was the function of school to develop not only the students’ academic competences but also the students’ personal competences such as the students’ values of life. These two competences should be developed equally. However, to develop the students’ personal competences while teaching the academic competence at the same time is not easy. This study therefore, concerned with short stories as main media to teach English and to promote the students’ values of life for the sixth grade of elementary school students. The design can be considered as one of the supplementary materials that could help students to build their academic and personal competences equally.

  This study concerned two problems. The first problem dealt with how is a set of supplementary English instructional materials using short stories to promote the students’ values of life for the sixth grade of elementary school students designed. The second problem dealt with what does the designed materials look like. In this study the writer applied the integrated skills theory using task-based approach.

  In order to answer the first problem, the writer modified Kemp’s, Borich’s and Dick and Carey’s instructional design models to find the appropriate framework in designing the materials. The steps were rearranged as follows: (1) Gaining Knowledge of Some Inputs by distributing questionnaires to the sixth grade of elementary school students and by doing informal interview with the English teachers of elementary school and English for children instructors , (2) Determining Goals, Topics, and General Purposes, (3) Recognizing and developing Values Assumption, (4) Listing Subject Contents, (5) Selecting Teaching Learning Activities and Sources, (6) Designing the Learning Materials and (7) Evaluating by distributing questionnaires to the English teachers of elementary school, English for children instructors and to a lecturer of English Department and Revising the Designed Materials based on the result of the evaluators.

  In order to answer the second problem, the writer presented the designed materials. The designed materials had been revised and improved according to the evaluators’ relevant suggestions. The materials consist of eight units, they were 1)

  

Hi, it’s me, 2) My Beautiful Home, 3) We are friends, 4) Let’s Do Your Very Best, 5)

The True Happiness, 6) Do You Ever Feel This, 7) Naughty or Not, and 8) Are You

a Her. Each unit consist of six sections, namely 1) Think First, 2) Story Time, 3)

Our English Today, 4) How About You, 5) What Do I Think Then and 6) Let’s Have

Fun The statistical computation of the evaluators on the designed materials

  showed that the grand mean was 3, 95. It means that the materials were acceptable and suitable for the sixth grade of Elementary school students to promote the students’ values of life, generally well developed, but still needed to revise and to improve the quality of the developed materials.

  Finally, the writer hopes that the materials would contribute the education paradigm to make the teachers emphasize the importance of teaching academic and personal competence of their students by helping them to understand and to promote their values of life such as respect, responsibility, tolerance, peace, freedom, cooperation, happiness, humility, honesty, simplicity, unity and love.

  

ABSTRAK

Lohening, Margaretha Harimurti Hagni. 2007. A Set of Supplementary English

Instructional Materials Using Short Stories to Promote the Students’ Values of

Life for the Sixth Grade of Elementary School Students. Yogyakarta:

Universitas Sanata Dharma.

  Studi ini membahas tentang penyajian seperangkat materi tambahan pelajaran Bahasa Ingris menggunakan cerita-cerita pendek untuk mengembangkan nilai-nilai kehidupan siswa bagi siswa kelas enam Sekolah Dasar. Latar belakang dari studi ini adalah beranjak dari fungsi sekolah untuk mengembangkan tidak hanya kemampuan akademik siswa tetapi juga pengembangan kemampuan personal seperti pengembangan akan nilai-nilai kehidupan. Dua kemampuan ini harus dikembangkan secara seimbang. Tetapi, mengembangkan kemampuan personal dan kemampuan akademis disaat yang bersamaan tidaklah mudah. Oleh karena itu, dalam studi ini penulis menggunakan cerita-cerita pendek sebagai pokok media untuk mengajarkan Bahasa Inggris dan untuk mengembangkan nilai-nilai hidup siswa, untuk siswa kelas enam Sekolah Dasar. Seperangkat materi ini dapat dipertimbangkan sebagai salah satu materi tambahan yang dapat membantu siswa mengembangkan kemampun akademik dan kemampuan personal mereka secara seimbang. Dalam studi ini penulis menggunakan teori integrated skills.

  Studi ini memberi perhatian pada dua masalah. Masalah pertama membahas tentang metode bagaimana penyajian seperangkat materi tambahan pelajaran Bahasa Inggris menggunakan cerita-cerita pendek untuk mengembangkan nilai-nilai kehidupan siswa, bagi siswa kelas enam Sekolah Dasar. Masalah kedua membahas seperti apakah penyajian seperangkat materi pelajaran tersebut. Dalam studi ini penulis menerapkan teori integritas dan menggunakan pendekatan task-based.

  Untuk menjawab masalah pertama, penulis mengacu dan membuat kombinasi atas model desain dari Borich, Kemp, dan Dick dan Carey untuk mendapatkan kerangka yang sesuai dalam mendisain materi. Kerangka tersebut terdiri dari (1) Mengumpulkan berbagai masukan dengan menyebarkan questioner kepada guru-guru bahasa Inggris sekolah dasar, instruktur bahasa Inggris untuk anak-anak dan siswa kelas enam sekolah dasar (2) Menentukan sasaran, topik dan tujuan umum, (3) Mengenali asumsi nilai-nilai yang akan dikembangkan, (4) Membuat daftar isi dari materi, (5) Meyeleksi aktivitas pembelajaran dan sumbernya (6) Mendisain materi pembelajaran, dan (7) mengevaluasi dengan menyebarkan questioner kepada guru-guru bahasa Inggris sekolah dasar, instruktur bahasa Inggris untuk anak-anak dan kepada dosen program pendidikan bahasa Inggris dan merevisi materi yang telah dikembangkan berdasarkan hasil yang didapat dari evaluator.

  Untuk menjawab masalah kedua, penulis menyajikan materi yang telah dikembangkan. Materi ini terdiri dari delapan unit yaitu 1) Hi, it’s me, 2) My

  

Beautiful Home, 3) We are friends, 4) Let’s Do Your Very Best, 5) The True

Happiness, 6) Do You Ever Feel This, 7) Naughty or Not, and 8) Are You a

Her.setiap unit terdiri dari enam sesi yaitu 1) Think First, 2) Story Time, 3) Our

English Today, 4) How About You, 5) What Do I Think Then and 6) Let’s Have Fun

  Dari penelitian paska-desain terhadap materi yang telah dibuat didapatkan jumlah rata-rata sebesar 3,95. Hasil dari penelitian memperlihatkan bahwa materi yang telah disusun layak, secara umum disusun dengan baik, tetapi masih membutuhkan beberapa revisi dan perbaikan kualitas.

  Akhirnya penulis berharap bahwa materi yang telah disusun dapat memberi kontribusi paradigma pendidikan bagi para guru untuk menekankan pentingnya mengajarkan pengetahuan dan pengembangan kepribadian siswanya, dengan membantu siswa memahami dan membina nilai-nilai kehidupan siswa seperti penghargaan, tanggung jawab, toleransi, kedamaian, kemerdekaan, kerjasama, kebahagiaan, kerendahan hati, kejujuran, kesederhanaan, kesatuan dan cinta.

CHAPTER I INTRODUCTION This study is intended to produce a set of supplementary English instructional

  materials using short stories to promote the students’ values of life for the sixth grade of elementary school students. This chapter introduces the study elaborately.

  There are several matters in this chapter. They are; background of the study, problem identification, problem limitation, problem formulation, objectives of the study, benefits of the study, and definition of terms.

A. Background of the Study

  English has gained rising popularity over the years in Indonesia. English has become an international language which is used in Indonesia in almost all aspects of life; hence English is an important language to learn, to develop science, technology and culture and to build relationship with other countries in the world. (Depdikbud, 1994:3)

  Considering the reasons, people have become aware of the need to learn English earlier starting from childhood. In Indonesia, English formally is taught as a local content in elementary school, starting in the fourth grade. The implementation of the current curriculum which is called KTSP (Kurikulum Tingkat Satuan

  

Pendidikan) and broadly translated into Education Unit Level Curriculum, supports

  the previous government policy that allowed each region to provide particular subject which was called local load. In general, KTSP objectives consider both the students’ skills and character development. It means that schools are obliged to create teaching-learning activities and strategies that help and motivate students to have good basic knowledge and also good personality before entering the next level. Drake (1999) states that education fails if its outcome is an individual student, who is intelligent, skilled and knowledgeable but unable to live, work and make positive relationship with others. English, one of the subjects taught in school, should create teaching-learning activities that can facilitate the students to improve their academic and personal competence. If the students do not have good personal competence, this will influence the students’ mastery, not only English but also in other subjects.

  To gain the objectives of curriculum, the writer designs a set of supplementary English instructional materials using short stories to promote the students’ values of life for the sixth grade of elementary school students. On account of the objectives of the curriculum, the writer designs a set of supplementary English instructional materials to provide the students with some learning experiences through reading short stories. The use of short stories as reading materials can facilitate the students to learn both cognitive and affective domain. Reading is often used as a means to facilitate teaching-learning activities or to increase the results of academic learning. Moreover, reading can be used to improve the students’ personal competence. Personal competence can be achieved if the students have values in their lives as their guidance. As supported by Klausmier and Goodwin (1997: 375-377) that reading can be used to facilitate value learning in a way that reading can be used as an exemplary model and a way to extend informative experience.

  In this study the writer used integrated skills theory and modified some teaching techniques to support the supplementary English materials using short stories to promote the students’ values of life, such as story telling, singing a song, answering questions from the story, games, making handicraft, discussion, and playing drama. Those techniques are meant to help the students practice the language skills, and to support the teaching-learning activities to motivate students and to make the students enjoy their learning activities and also to promote the students’ values of life.

  Teaching children is very different from teaching adults. They frequently change their mood every other minute and they are unlikely to be interested in reading stories by themselves because they have low ability in reading and writing. Thus, educators should create a variety of techniques in teaching English, which are interesting and enjoyable for elementary children. According to Petty, et al. (1989: 85) young children learn a language best when they have meaningful experiences with it. The variation of techniques also means to help the teachers to explain and to practice both language skills and language elements. Moreover, through reading short stories the students can learn new words faster by looking for the pictures. By presenting the pictures in the given story, the students are assisted to understand the story and the meaning of the words as well as how to use those words correctly.

B. Problem Identification

  There are some English materials which give less attention to students’ self- development especially to promote their values of life. Values of life must be taught as soon as possible in the child’s life experiences to prepare the student for the next level.

  The sixth grade of elementary school students are still beginners in learning English. It will be hard for the students to master language skills if the teacher does not giving interesting materials. Using short stories can provide students’ interests.

  Using short stories the students are helped to memorise not only language skills but also the value taught through the stories.

  It is not easy to teach values of life while teaching language skills at the same time. The teachers need strategies and creativity in presenting the materials to students. The students of the sixth grade elementary school are still in the beginning level and are young and it will be hard to attract their attention. Therefore, the main duty of the teacher is to introduce language skills by using interesting materials. By doing so, the student will gain pleasure well as knowledge.

  By observing some elementary school teachers and analyzing today’s English materials for elementary school, the writer found that values of life in teaching English were not popular. Some of the teachers are only focused on language skills development and ignoring self development. The writer found some difficulties in presenting and making creative materials to make their students interested in learning English. Based on those problems, the writer designed interesting materials for the sixth grade of elementary school students not only to develop students’ language skills but also to promote the students’ values of life.

C. Problem limitation

  In order to limit the scope of the study, the writer makes some limitation in this research. Firstly, the writer only focuses on the discussion of designing a set of supplementary English instructional materials using short stories for the sixth grade of elementary school students. Secondly, the writer develops supplementary English instructional material for the sixth grade of elementary school students using short stories as the main materials. Thirdly, the materials are focused on both developing students’ English ability and promoting the students’ values of life.

  D. Problem Formulation

  Based on the problems faced in the teaching of English in the elementary school, this study is aimed at answering the following questions:

  1. How is a set of supplementary English instructional materials using short stories to promote the students’ values of life for the sixth grade of elementary school students designed? 2. What does a set of supplementary English instructional materials using short stories to promote the students’ values of life for the sixth grade of elementary school students look like?

  E. Research objectives

  The objectives of this research are to answer the questions on the problem formulation. The first objective is to set up the supplementary English instructional materials design for the sixth grade of elementary school students through short stories. The second objective is to present a set of supplementary English instructional materials using short stories to promote the students’ values of life for the sixth grade of elementary school students.

  F. Research Benefits

  This study is intended to give the benefits of teaching and learning activities for the sixth grade of elementary school students. Hopefully, the result of this study will be beneficial for the English teachers, the sixth grade students of elementary school and those who are interested in teaching English for children.

  1. For English teachers

  They are provided with a set of supplementary English instructional materials using short stories to promote the students’ values of life. Then, it is expected that they will be motivated to be creative in developing the materials for the students in the teaching learning activities.

  2. For the sixth grade of elementary school students

  The writer hopes that this study will help the sixth grade of elementary school students in learning English through sort stories. Hopefully, the students will enjoy the process of teaching and learning because the materials are interesting and easy to understand, based on their interests.

  Hence, they can enrich both their knowledge and self-development through the teaching learning activities.

  3. For those who have an interest in teaching English for children

  It is hoped that the result of this study will become a new input for all educators especially for those who have an interest in teaching English for children to improve the English language teaching and learning in Indonesia. Finally, the writer expects that this study will inspire those who have an interest in teaching English to children to be more concerned by facilitating the learners to have not only good English but also good personality.

G. Definition of Terms

  There are some terms mentioned in the title of this thesis that need to define in order to avoid misinterpretations. They are:

  1. Instructional Material Design

  The terms instructional material design used refers to a set of planning activities that must take fully into account the learning conditions that need to be established in order to have the desired effects (Gagne & Briggs, 1978:5). According to the definition, the writer formulates the term instructional materials design as a set of planning activities that consider the learning condition in order to promote student’s values of life using short stories for the sixth grade of elementary school students.

  2. Short Story

  The term short story in this study is a type of literature, which has the following characteristics: Ross and Wallace (1953:xv) define ‘short story’ as a short narrative, usually fictitious, almost always in prose, which creates a mood, illuminates a character or two, develops a single series of events. The future explanation normally the maximum for short story is approximately fifteen thousand words, or fifty pages. In this study the writer formulates short story as a kind of narrative that the content has no more than three thousand words or two pages maximum.

  3. Value

  The term ‘value’ here is defined as a standard or yardstick for judging objects or events. Value changes not only in adolescence but also through life. Value plays a key role in guiding action, resolving conflicts, giving direction and coherence to life. Values are motivators, not only in daily actions, but also over the long haul (Kalven, 1982:8). According to the definition above, the writer formulates value as a standard that one has to judge about objects or events and guides one to act and to see their life.

  4. Values of life

  The term value of life is defined as moral value assigned to life in general, or to specific living organisms ( http://wikipedia.org )

  5. Promote

  According to Oxford Advanced Learner’s Dictionary (1995: 927) “to promote” is to help the progress of something; to encourage or support something. To promote also means to raise somebody to a higher position or rank. Adopting these definitions, the writer formulates the word ‘promote’ to help students to make the progress of their own values of life to a higher understanding and awareness by using short stories for the sixth grade of elementary school students.

  The writer uses the terms ‘promote’ to encourage and to discover the students to explore theirself, their own value and their goals in their life, decide what things they need and learn them in ways that are meaningful to them. This study is not an attempt to teach students’ “right” or “wrong” value. However, this study is an approach that was designed to help students prize and act upon their own freely chosen values. The focus is on the process by which students arrive at their own values.

6. Personal Competence

  Acording to Michael Kewley ( www.eiconsortium.org ) defined personal competence as a person ability including self awareness; EMOTIONAL AWARENESS: the ability to recognize one’s emotions and their effects, ACCURATE SELF-ASSESSMENT: the ability to know one’s strengths and limits, SELF-CONFIDENCE: Sureness about one’s self-worth and capabilities, self-regulation; SELF-CONTROL: The ability to manage disruptive emotions and impulses, TRUSTWORTHINESS: The ability to Maintain standards of honesty and integrity, CONSCIENTIOUSNESS: The ability to take responsibility for personal performance, ADAPTABILITY: Flexibility in handling change, INNOVATIVENESS: The ability to become comfortable with and open to novel ideas and new information, and self-

  motivation ; ACHIEVEMENT DRIVE: the ability to strive to improve or

  meet a standard of excellence, COMMITMENT: the ability to align with the goals of the group or organization, INITIATIVE: the ability of readiness to act on opportunities, OPTIMISM: the ability to persistence in pursuing goals despite obstacles and setbacks. According to the definition above, the writer formulates personal competence as one’s ability to see their self as a whole and the ability to place his/her self in a proper place in such situations and to build his/ her self with positive motivation.

CHAPTER II LITERATURE REVIEW This chapter provides the theories that are related to this study. This chapter

  is divided into two parts; first is theoretical review and second is theoretical framework. Theoretical review consists of all theories in discussing the problems in the problem formulation. Theoretical framework consists of the theories used in developing the design.

A. Theoretical Review

  This section is concerned to the related theories to support the accomplishment of the study. Six major areas of inquiry are discussed; they are (1),

  

KTSP (Educational Unit Level Curriculum) (2) Elementary school students, (3)

  Reading Material, (4) Value (5) Designing Materials Theory, and (6) Instructional design.

1. KTSP (Educational Unit Level Curriculum)

  KTSP (Educational Unit Level Curriculum) is the core of Competency

  Based Curriculum. KTSP gives an authority for each school to determine the topics they will teach and indicators of each topic based on the students characteristics, needs, level of proficiency, and potential resources. The subject learning and teaching materials for each school can be different depending on the circumstance around the school and the students’ ability. KTSP curriculum notices to competency standard and content standard achievement. The principles of KTSP curriculum are discussed as follows:

a. The Principles of KTSP

  The objectives of applying KTSP for the students as set by national education and culture department ( www.e-kebumen.net ) are to: 1) learn to be faithful and believe in God 2) learn for understanding and experiencing 3) enable to do and to act effectively 4) learn for living together in good relationship and being useful for others 5) learn for finding and building the active-creative-effective-pleased characteristics.

  The teacher and or materials designers should regard the principle of developing KTSP curriculum while creating teaching learning activities. The principles of KTSP according to Halim Fathanin (2006: 17) are discussed as follows: 1) orientate to the ability, development, and needs of students and their surrounding environment