Designing a set of reading instructional materials using games for the fifth grade students of Santa Maria elementary school Magelang - USD Repository
DESIGNING A SET OF READING INSTRUCTIONAL MATERIALS
USING GAMES FOR THE FIFTH GRADE STUDENTS OF SANTA MARIA ELEMENTARY SCHOOL MAGELANG A THESIS Presented as Partial Fulfillment of the Requirementsto Obtain the Sarjana Pendidikan Degree
in English Language Education
By Ima Putri Wulandari
Student Number: 051214040
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2010
DESIGNING A SET OF READING INSTRUCTIONAL MATERIALS
USING GAMES FOR THE FIFTH GRADE STUDENTS OF SANTA MARIA ELEMENTARY SCHOOL MAGELANG A THESIS Presented as Partial Fulfillment of the Requirementsto Obtain the Sarjana Pendidikan Degree
in English Language Education
By Ima Putri Wulandari
Student Number: 051214040
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2010I will not die an unlived life. I will not live in fear of falling or catching fire.
I choose to inhabit my days, to allow my living to open me, to make me less afraid, more accessible, to loosen my heart until it becomes a wing, a torch, a promise.
I choose to risk my significance; to live so that which comes to me as seed goes to the next as blossom and that which comes to me as blossom, goes on as fruit.
- D awna M arkova-
I dedicate this thesis to my L ord, J esus C hrist and my beloved P arents
ABSTRACT
Wulandari, Ima. P. 2010. Designing a Set of Reading Instructional Materials
Using Games for the Fifth Grade Students of Santa Maria Elementary School
Magelang. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Reading played an important role of language learning. Based on the observations, it was found that most of the fifth grade students of Santa Maria
Elementary School Magelang were interested in learning reading. However, they
had low motivation to read in English. Therefore, this study is intended to design reading instructional materials using games for the fifth grade students of Santa
Maria Elementary School Magelang . There are two questions formulated in the
problem formulation. The first question is about how to design a set of reading instructional materials using games for the fifth grade students of Santa Maria
Elementary School Magelang. The second question is related to the presentation
of the designed materials.To answer the first research question, the writer employed Research and Development (R & D) and adapted the combination of Kemp’s and Dick and Carey’s instructional design model in designing the materials. The materials were designed using games because it is the most appropriate way of the children learning. Moreover, this study was designed based on School-Based Curriculum 2006. The writer constructed seven steps in this adapted instructional design model. They are 1) Conduct the Learners’ Analysis, 2) Identify the Learning Objectives, 3) Formulate the Indicators, 4) Compose Reading Materials, 5) Decide the Teaching-Learning Activities, 6) Conduct the Survey Research, 7) Revise the Materials.
In answering the second research question, this study presented the final version of the designed materials. It consists of eight units. They are Self
Introduction, Family, Occupation, Calendar, Daily Activities, Times, Health and
Hospital, Weather and Seasons . Each unit in the designed materials is divided into
four sections. They are Presentation, Practice, Production, and Games.
From the designed materials evaluation survey, the writer gained that the degree of agreement percentage of the designed materials is 66.6%. This result shows that the designed materials are acceptable and appropriate for the fifth grade students of Santa Maria Elementary School Magelang.
Hopefully, the designed materials can be applied in the school to facilitate the students to improve their reading skill.
Key Words: Design, Reading, Instructional Materials, Games, Santa Maria
Elementary School.
ABSTRAK
Wulandari, Ima. P. 2010. Designing a Set of Reading Instructional Materials
Using Games for the Fifth Grade Students of Santa Maria Elementary School
Magelang. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
Reading berperan penting dalam pembelajaran bahasa. Dari pengamatan
yang dilakukan, diketahui bahwa sebagian besar siswa kelas lima SD Santa Maria
Magelang tertarik dalam pelajaran reading. Akan tetapi, mereka cenderung
memiliki motivasi yang rendah setiap kali membaca dalam bahasa Inggris. Oleh karena itu, studi ini bertujuan untuk merancang materi pembelajaran reading menggunakan Games untuk siswa kelas lima SD Santa Maria Magelang. Ada dua pertanyaan penelitian yang dikemukakan dalam studi ini. Pertanyaan penelitian yang pertama adalah bagaimana merancang materi pembelajaran reading menggunakan Games untuk siswa kelas lima SD Santa Maria Magelang. Pertanyaan penelitian yang kedua adalah bagaimana bentuk penyajian materi tersebut.
Untuk menjawab pertanyaan penelitian yang pertama, penulis menerapkan metode R & D (metode penelitian dan pengembangan) dan mengadaptasi kombinasi dari model perancangan Kemp dan Dick dan Carey dalam merancang materi. Materi dirancang menggunakan Games karena ini adalah cara yang paling sesuai untuk pembelajaran anak. Selain itu, studi ini dirancang berdasarkan Kurikulum Tingkat Satuan Pendidikan (KTSP). Penulis merancang tujuh langkah dalam model tersebut, Langkah-langkah tersebut adalah: 1) Conduct the Learners’ Analysis, 2) Identify the Learning Objectives, 3) Formulate the Indicators, 4) Compose Reading Materials, 5) Decide the Teaching-Learning Activities, 6) Conduct the Survey Research, 7) Revise the Materials.
Untuk menjawab pertanyaan penelitian yang kedua, studi ini menyajikan hasil akhir materi. Materi terdiri dari delapan unit, yaitu Self Introduction, Family,
Occupation, Calendar, Daily Activities, Times, Health and Hospital, Weather and
Seasons . Setiap unit terbagi menjadi empat bagian utama, yaitu Presentation,
Practice, Production, dan Games.Dari hasil survei evaluasi materi, nilai prosentase yang diperoleh dari desain materi adalah 66.6%. Hasil tersebut menunjukkan bahwa desain materi tersebut dapat diterima dan digunakan untuk mengajarkan reading pada siswa kelas lima SD Santa Maria Magelang.
Materi ini diharapkan dapat diterima di sekolah untuk memfasilitasi siswa- siswa dalam meningkatkan kemampuan membaca mereka dalam Bahasa Inggris.
Kata Kunci: Design, Reading, Instructional Materials, Games, Santa Maria Elementary School.
ACKNOWLEDGEMENTS
First and foremost, I would like to thank Jesus Christ for always being here by my side and giving me endless blessing, grace, and also power to finish my study. I thank Him for always guiding me throughout my life.
My deepest gratitude goes to Christina Kristiyani S.Pd., M.Pd. as my major sponsor for her guidance, suggestions, kindness, and patience in finishing my thesis. My appreciation also goes to the teaching and secretariat staff in English Language Education Study Program, and all the librarians. I would never have finished my study without their help. I am deeply grateful to all lecturers of English Language Education Study Program for guiding and teaching me during my study in Sanata Dharma University. I sincerely thank FX. Ouda Teda Ena, S.Pd., M.Pd., and Dr. Retno Muljani. M.Pd., my academic advisors, for the guidance and support during my study. Moreover, I sincerely thank C. Tutyandari, S.Pd., M.Pd., Drs. J.B. Gunawan, M.A., and G. Punto Aji, S.Pd., M.Hum., for their suggestions, comments, and criticism toward my designed materials.
My special thankfulness also goes to Sr. M. Antonia, Y. SPM., the headmaster of Santa Maria Elementary School Magelang. I thank her for giving me the opportunity to teach the students so I could conduct the study in Santa
Maria Elementary School Magelang. I would also like to give my special
gratitude to Erlina Isfandari, Stefanus Budiarto, Ignatius Sugiarto, S.Pd., Triweningastuti, S.Pd., Ammia Mintatik, Suwandi Benedictus and all of the supports, help, guidance, and suggestions. My special thankfulness goes to all of my students in Santa Maria Elementary School, especially for fifth graders, for their help and cooperation during the data gathering.
My truly gratitude is addressed to my parents, my father, Fransiscus Imam Basuki, and my mother Anastasia Ardhaningsih. I would like to thank them for their endless prayers, supports, and love they give to me. Moreover, I would like to say my deepest sorry because I took too much time to finish my study. This thesis is especially presented for their pride and happiness. Thanks for the tears and all sacrifices they give to me. My appreciation goes beyond words. I also would like to thank my big family for always reminding me to finish my thesis. I thank my lovely brother, Yohanes Ardhi Prasetio for his help, prayers and motivation.
My deepest thanks also go to my friends Agatha Pepy Yerinta, Erythrina Cahyaningsih, Theresia Novitasari, and Berenicee Indriani Kusumastuti for such beautiful friendship, love, supports, help and critics throughout my life and my study. I thank them for the time, happiness and sadness we share together. I learnt much about life and togetherness.
I also thank my very best friends, Yutriana Retno Satiti, Annisa Nidya, and Dhita for their support and long lasting friendship. I thank them for teaching me how to understand and being understood, for happiness and sadness we shared together. My special thanks also go to my boarding house family, Irmina Budi Utami, Natalia Nurhastuti, Bernadeta “Ragil”, Mega, Lia and Anastasia Beni. I thank them for their love, support and for giving me a warm togetherness. I thank them especially for being my second family. I love them much.
Last but not least, I thank Zani from whom I always receive love, sincere support, and boundless understanding through his ups and downs. I really thank him for always being there for me, and for always comforting and cheering me up through my good and bad times.
Ima Putri Wulandari
TABLE OF CONTENTS
Page TITLE PAGE.............. ..................................................................................... i APPROVAL PAGES............... ........................................................................ ii DEDICATION PAGE.. .................................................................................... iv STATEMENT OF WORK’S ORIGINALITY .............................................. v PAGE OF PUBLICITY . ................................................................................. vi ABSTRACT .. .................................................................................................. vii
ABSTRAK ...... .................................................................................................. viii
ACKNOWLEDGEMENTS ...... ...................................................................... ix TABLE OF CONTENTS .. .............................................................................. xii LIST OF FIGURES ......................................................................................... xv LIST OF TABLES .. ........................................................................................ xvi LIST OF APPENDICES ................................................................................. xvii
CHAPTER I. INTRODUCTION A. Background ... ...................................................................................... 1 B. Problem Formulation ... ........................................................................
6 C. Problem Limitation.... .......................................................................... 7 D. Research Objectives .. ..........................................................................
7 E. Research Benefits .... ............................................................................ 8
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description . ...................................................................... 12
1. Instructional Design Models ... ...................................................... 12
a. Kemp’s Model... ......................................................................... 13
b. Dick and Carey’s Model ............................................................ 14
2. Reading........ .................................................................................. 19
a. The Nature of Reading.... ........................................................... 20
b. Reading Purposes ....................................................................... 21
c. The Abilities and Skills Involved in the Process of Learning to Read ...................................................................................... .... 22
d. The Basic Principles of Reading ................................................ 26
e. The Stages in Teaching Reading ................................................ 29
3. The Nature of the Fifth Grade Students of the Elementary School 32
4. Curriculum 2006 .. ......................................................................... 36
5. Using Games to Teach English to Elementary School Students ... 37
B. Theoretical Framework . ...................................................................... 41
CHAPTER III. METHODOLOGY A. Research Method ................................................................................. 46 B. Research Respondents ......................................................................... 47 C. Research Instruments .......................................................................... 47 D. Data Gathering Technique .................................................................. 49
F. Research Procedure ............................................................................. 51
CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS A. The Steps of Designing a Set of Materials .......................................... 53
1. Conduct the Learners Analysis ..................................................... 54
2. Identify the Learning Objectives ...... ............................................. 56
3. Formulate the Indicators ............................................................... 57
4. Compose Reading Materials ......................................................... 59
5. Decide the Teaching-Learning Activities ...................................... 60
6. Conduct the Survey Research ... .................................................... 62
7. Revise the Designed Materials ... ................................................... 66
B. Presentation of the Final Version of the Designed Materials .............. 67
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... ...................................................................................... 71 B. Suggestions ......................................................................................... 73 REFERENCES ................................................................................................. 75 APPENDICES ................................................................................................. 78
LIST OF FIGURES
Figure Page
Figure 2.1 Kemp’s Instructional Design Model ............................................... 14Figure 2.2 Dick and Carey’s Instructional Design Model ................................ 19Figure 2.3 Steps in Conducting the Study ........................................................ 42
LIST OF TABLES
Table Page
Table 4.1 The Result of the Needs Survey ...................................................... 55Table 4.2 The Indicators .................................................................................. 57Table 4.3 The Description of the Research Participants ................................. 63Table 4.4 Degree of Agreement ...................................................................... 64Table 4.5 The List of Participant’s Evaluation ............................................... 64Table 4.6 Description of the Games ................................................................ 69
LIST OF APPENDICES
Appendix Page
Appendix A ........................................................................................................ 79 Letter of Permission to the Headmaster of Santa Maria Elementary
School ......................................................................................................... 80 Appendix B ........................................................................................................ 81
Questionnaire of Research & Information Collecting ................................ 82 Appendix C ........................................................................................................ 85
Questionnaire for the Designed Set of Materials Evaluation ...................... 86 Appendix D ........................................................................................................ 89 Gambaran Umum .........................................................................................
90 Appendix E ........................................................................................................ 96 Syllabus of Santa Maria Elementary School ............................................... 97
Appendix F ......................................................................................................... 105 Lesson Plan of Santa Maria Elementary School .......................................... 106
Appendix G ........................................................................................................ 122 The Designed Set of Materials .................................................................... 123
CHAPTER I INTRODUCTION This chapter presents the introduction of this study. There are six
important parts elaborated in this chapter. They are background, problem limitation, problem formulation, research objectives, research benefits, and definition of terms.
A. Background
It is unavoidable that English plays an important role in Indonesian education. It brings Indonesian people facing the globalization era in which the people are demanded to master the international language in any work field. Considering this fact, since 1994 English is introduced to elementary schools in Indonesia starting from grade four based on the 1994 curriculum of Elementary Education (Depdikbud, 1994). Fortunately, the new curriculum 2006 supported that English could be taught from the first grade in elementary school, since in this curriculum each Elementary school has their own authority in deciding what local content should and should not be taught based on their needs and competencies. It shows that English becomes a significant factor in developing the elementary students. However, this subject is an optional subject and functions as a local content subject. It means that English will be taught in some elementary schools that consider English as a necessary subject for their students. Moreover, English the characteristics and local community potentials including the local superiority in which the materials could not be included in the available subjects. Local content subject substation is determined by the education unit, and unlimited on the skills lessons (Depdikbud, 2006).
In learning English, there are four macro skills the students should master. They are reading, speaking, listening, and writing. McKim says that among those macro skills, reading is the most important aspect of living in school and society.
Reading serves many different purposes and it calls for a wide variety of skill, attitude, and understanding. Reading is a vehicle for obtaining ideas, improving knowledge on serving as a tool of the acquisition mind. Through readings, one may learn ideas, concepts, attitudes, and may take benefits from them in the future (McKim, 1958: 15). Catherine Wallace (1992: 3) also states that reading plays an important role in the English language learning process for it may be an initial gate for the mastery of the whole skills for it is related to many language components and linguistic features. Realizing the significance of reading in human social and individual life, McKim (1958: 12) states her idea concerning this matter, “people are alert and receptive to new ideas when he is ready to answer a specific question, he has learned to identify and to read as carefully as necessary the section of the material that bears directly to a problem.”
Krashen (1993: 23) argues that reading is the only way to become good readers, to develop a good writing style, an adequate vocabulary, advanced grammar, and the only way to become good spellers. A student who is a good weak reader. Therefore, reading is one of the important parts in learning a language since it determines students’ performance in the classroom. Moreover, reading is now in more demand than in any time in the history. With the exposure of the internet in the global area, students need to master reading in order to understand the vast knowledge of the world.
To maximize the mastery of reading skills, the teachers should teach reading to the beginner, or kindergarten and elementary school level, in order to master the reading and other skills well. Moreover, they are still in the critical period of the brain in which they can learn and memorize a language easier, so it will also be easy for the students to learn and master the language components and the linguistics features of the language, in this case English (Goodman, 1976).
Teaching reading to children starting to learn English is not easy since most of the children do not have sufficient basic knowledge of English in terms of how to understand and comprehend reading texts. However, it is completely possible for young learners to learn reading skill. As David Wechsler (1958) states that the younger the children are, the easier they will learn. In this study, the writer chooses the fifth grade students of Santa Maria Elementary School
Magelang as the subject of the study. Since the writer has experiences in teaching
the students in that school therefore the writer chose Santa Maria Elementary
School Magelang . Moreover, the reason of choosing the fifth grade children is
that the writer does not want to take any risk of selecting the sixth grade who are already prepared for facing the final graduation evaluation and still afraid of
In fact, the students in this school rarely had an opportunity to practice their reading skill since most of the teachers are likely to use the old teaching techniques where the teacher becomes the center of the learning process, in which he or she is the one who charges the learning process. In this technique, the students are given a passage in which they should read it by themselves and they are assigned to answer the questions made by the teacher in written form. By the end of the activity, the teacher will discuss the answer together with the students. By using this technique, many students feel stressed, bored, and pressured. In addition, they cannot show their mastery to the materials given and they also cannot both interact nor communicate with their mates because they read the materials by themselves. These attitudes lead a negative perception that reading is boring and wasting their time. They will soon begin to lose their interest and delights to be found in the printed words and sentences.
In order to cope with the negative attitude towards reading, teachers have to be able to implement appropriate technique in teaching reading. One of the techniques that can avoid the students’ boredom is by using a game. It is commonly believed that games are a common interesting activity. It was assumed that using games could stimulate students’ curiosity and make them feel more competent as they learn. Curiosity and fell more competent are elements of intrinsic motivation. It is important to gain intrinsic motivation because motivation to learn is encouraged when the source of motivation are intrinsic.
(Woolfolk, 1995: 337).
It is necessary to be explained why games are chosen in teaching English to children. There are several reasons why a teacher uses games in teaching English to children. It is related to the instable condition of the elementary school students and they still need appropriate learning stimulation. In the teaching learning process, children need interesting teacher, interesting methods, interesting materials, interesting activities, and interesting learning situation. The teacher should understand what the students need. Game is one of the learning techniques which is able to attract the students’ attention and interest.
Finochiaro (1989) reveals that games can reduce tension in class and help to fulfill the needs of interaction among students. However, it must be in accordance with the students’ level. It is indispensable that teacher should take their students proficiency in English into account. It means that games used should be appropriate for the students’ knowledge of English. If the games are too difficult or confusing, students will be frustrated and will not want to learn.
Hence, teacher should be selective in choosing games that will be adequate for their students’ proficiency.
Moskowitz (1978) describes many types of games. They are moving game, miming game, drawing game, obeying game, identifying game, describing game, comparing game, matching game, grouping game, ordering game, remembering or memorizing game, stimulus response game, spontaneous response game, and creating game. He also classifies games into individual and group games.
In this study, games are used for overcoming the students’ difficulties in mastering reading as mentioned above. Game is involved into individual response game because it requires each individual in the classroom to be able to show their mastery toward the materials given. Their mastery is indicated through their ability to deliver what they have comprehended in compliance with the materials. It also brings the students into an interactive and communicative reading learning situation. In this game, the students communicate ideas they have got from their reading session to their friends in the classroom.
In the games, the students manifest or participate in creating communicative classroom situation. The writer designed games in teaching the fifth grade students in Santa Maria Elementary School. By using this game, the children are expected not only to master the reading comprehension for themselves but also transfer the information they have got to their mates. This is aimed to help the students to express their feelings, and ideas to their mates so that they will have larger point of view about comprehending the reading text. Moreover, it will also help to create a good socialization among the students.
According to Wright’s considerations about the games should be used, it provides interesting activities that may make the students enjoy with the teaching learning process. In addition, games is also appropriate with the student’s ages since the games procedures are quite simple that make the students easily involve in the game itself (Wright, 2006: 12)
B. Problem Formulation
This study intends to design the English reading instructional materials using the games for the fifth grade students in Santa Maria Elementary School.
The problems that the writer attempts to examine in this research are as follows.
1. How are the English reading instructional materials using Games for the fifth grade students in Santa Maria Elementary School designed?
2. What do the designed set of the English reading instructional materials using Games look like?
C. Problem Limitation
This designed materials is made especially for the fifth grade students of
Santa Maria Elementary School . This study will focus on developing and
designing reading instructional materials using the games in teaching reading comprehension for the fifth grade students Santa Maria Elementary School. The materials include activities and instruction suitable with the teaching technique.
To strengthen the study, the writer involves the fifth grade students of
Santa Maria Elementary School and some English lecturers. They are given
questionnaires to determine appropriate activities for the reading materials using the games.
D. Research Objectives The objectives of this study are as follows.
1. To describe and identify the ways to design the English reading instructional materials using Games for the fifth grade students of Santa Maria Elementary
School.
2. To present the designed materials.
E. Research Benefits
1. For Elementary School English Teacher
Hopefully, a set of reading instructional materials using the games being composed have many functions as an instructional material, and can help the teachers to effectively teach reading comprehension. The research could inspire teachers of the elementary school to select and develop instructional materials for their own purposes based on the objectives already predetermined in the curriculum.
2. For the Fifth Grade Students of Santa Maria Elementary School Magelang
It is expected that the developed set of reading instructional materials using games can help the fifth grade students in comprehending a reading passage so as to increase their reading skill. It can also be beneficial for students to have pleasure and to interest them in English reading class.
3. For Further Researchers
This study will help further researchers in designing materials as contribution especially in educational field. It provides not only the various kinds of games can be used in reading class, but also useful information on the effectiveness of game technique, so that it might become a stimulus for further researcher to design better material.
F. Definition of Terms
There are several terms used in this thesis which need to be clarified to avoid misinterpretation.
1. Design
Design refers to developed plan to guide educational activity in a situation (Houle, 1978: 230). Then designing is the same as creating a new set of materials that fits the learning objectives and specific subject area of particular learners (Hutchinson and Waters, 1994: 106). In this study, design refers to developed plan of a new set of materials to guide educational activity in specific area of particular learners to reach the learning objectives.
2. Reading
Reading is used as the basis to teach other language skills (Bright and McGregor, 1970: 52). They said that general knowledge depends on reading. It means that by reading, people can obtain a lot of information from books, articles, newspapers, and magazines so that they can learn science and technology better.
In this study, reading refers to comprehending or understanding a passage the students read. Moreover, it is through reading that they are able to understand the message meant in the text.
3. Instructional materials
Instructional materials are materials planned or designed by the teacher for instruction (Dick and Carey, 1990). In this study, instructional material is a set of units arranged based on the level of difficulties used by the teacher, while the students as the focus of discussion in teaching learning activities. A wide variety of instructional materials have been used to sustain communicative approaches to language teaching. Therefore, the materials have the primary role of promoting communicative language use.
4. Games
Games is an aid and alternative to reduce tension in a classroom atmosphere and it is intended to help learner understand the lesson while using it in real interaction with peers (Heinich, 1992: 300). In this study, “games” refer to reading practices in order to review all materials they have just studied so they will have longer memorization in comprehending the lesson. It is assumed that by using the games, the students’ extrinsic and intrinsic motivation can be aroused.
Games, in this study, is an activity in which the learners do something to communicate to others their understanding, their feelings and their ideas, rather than just a response that is private (Wright, 2006: 94). The students’ response is not only to understand the reading passage but also to communicate their understanding to others. The students attain the response through an interesting ways of learning (games).
5. Santa Maria Elementary School
In this study, elementary school refers to a school for the children from 6 or 7 to 12 or 13 years old. There are three things that should be considered in this research related to the Elementary School. The first is the elementary students, the second is the stages of intellectual development of children and the third is the curriculum.
Santa Maria Elementary School is one of the best Catholic Elementary
School in Magelang. In this study, Santa Maria Elementary School is the subject of the designed materials implementation. The writer concerns to the fifth grade students of Santa Maria Elementary School since in this grade, the students are being prepared to be ready to go further to the sixth grade.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents detailed discussion about some theories as the bases
for designing materials using game in teaching reading to the fifth grade students of Santa Maria Elementary School Magelang. This chapter is divided into two sections; they are theoretical description and theoretical framework. The theoretical description presents a detailed discussion of some important concepts related to the research. The concepts discussed here are (1) Instructional Material Design, (2) Reading, (3) The Nature of the Fifth Grade Students of Elementary School, (4) Curriculum 2006, and (5) Using Games to Teach the Fifth Grade Students of Elementary School. The theoretical framework presents the discussion on the relation among the concepts stated before.
A. Theoretical Description
1. Instructional Material Design
It is necessary to design the instructional materials in order to gain significant learning performance for the students. There are two models of developing program, which are discussed in this part, namely (a) Kemp’s model and (b) Dick and Carey’s model.
a. Kemp’s Model
Kemp (1977: 8-9) presents eight elements in designing the program development. He states that there is interdependence among the eight elements; decisions rating to one may affect others. These eight elements stated as follows. 1) The teacher should consider goals, list topics, and state the general purposes for teaching each topic.
2) The teacher enumerates the important characteristics of the learners for whom the instruction is to be designed.
3) The teacher specifies the learning objectives to be achieved in terms of measurable student behavioral outcomes.
4) The teacher should list the subject content to support each objective. 5) The teacher develops pre-assessment to determine the students’ background and to present their level of knowledge about the topic.
6) The teacher selects teaching/learning activities and instructional resources that will treat the subject content so students will accomplish the objectives.
7) The teacher should coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.
8) The teacher evaluates students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement.
Goals, Topics and Purposes Learner
Evaluation characteristic
Learning Support
Revise
Objectives ServicesSubject Teaching/ Content Learning
Activities, Pre- Resources assessment
Figure 1: Kemp’s Instructional Design Model (Kemp, 1977: 10)
b. Dick and Carey’s Models
Dick and Carey (1990: xx) also propose ten steps in developing a language program. The steps will be briefly described as follows.
1) Assess Needs to Identify Goal(s)
The first step in the model is to determine what it is that the designer wants learners to be able to do when they have completed the instruction. The from practical experience with learning difficulties of students, from the analysis of people who are doing a job, or from some other requirement for new instruction.
2) Conduct Instructional Analysis
After the designer has identified the instructional goal, he/she will determine step-by- step what people are doing when they perform that goal. The final step in the instructional analysis process is to determine what skills, knowledge, and attitudes, known as entry behaviors, are required of learners to be able to begin the instruction. A diagram will be produced to depict the relationships among all of the skills that have been identified.
3) Analyze Learners and Contexts
In addition to analyzing the instructional goal, there is a parallel analysis of the learners, the context in which they will learn the skills, and the context in which they will use them. Learners' current skills, preferences, and attitudes are determined along with the characteristics of the instructional setting and the setting in which the skills will eventually be used. This crucial information shapes a number of the succeeding steps in the model, especially the instructional strategy.
4) Write Performance Objectives
Based on the instructional analysis and the statement of entry behaviors, the designer will write specific statements of what the learners will be able to do when they complete the instruction. It is expected that the instructional analysis will be used to identify the skills to be learned, the conditions under which the skills must be performed, and the criteria for successful performance.
5) Develop Assessment Instruments
Based on the objectives the designer has written, develop assessments that are parallel to and measure the learners' ability to perform what he/she described in the objectives. Major emphasis is placed on relating the kind of behavior described in the objectives to what the assessment requires.
6) Develop Instructional Strategy
Based on information from the five preceding steps, identify the strategy that the designer will use in his/her instruction to achieve the terminal objective.
The strategy will include sections on pre-instructional activities, presentation of information, practice and feedback, testing, and follow-through activities. The strategy will be based on current theories of learning and results of learning research, the characteristics of the medium that will be used to deliver the instruction, content to be taught, and the characteristics of the learners who will receive the instruction. These features are used to develop or select materials or to develop a strategy for interactive classroom instruction.
7) Develop and Select Instructional Materials
In this step the teacher will use his/her instructional strategy to produce the instruction. This typically includes a learner's manual, instructional materials, and tests. (It is used here the term instructional materials including all forms of instruction such as instructor's guides, student modules, overhead transparencies, learning). The decision to develop original materials will depend on the type of learning to be taught, the availability of existing relevant materials, and developmental resources available to the teacher. Criteria for selecting from among existing materials are provided.
8) Design and Conduct the Formative Evaluation of Instruction
Following the completion of a draft of the instruction, a series of evaluations is conducted to collect data that are used to identify how to improve the instruction. The three types of formative evaluation are referred to as one-to- one evaluation, small-group evaluation, and field evaluation. Each type of evaluation provides the designer with a different type of information that can be used to improve the instruction. Similar techniques can be applied to the formative evaluation of existing materials or classroom instruction.
9) Revise Instruction
The final step (and the first step in a repeat cycle) is revising the instruction. Data from the formative evaluation are summarized and interpreted to attempt to identify difficulties experienced by learners in achieving the objectives and relate these difficulties to specific deficiencies in the instruction. It is necessary to reexamine statements of performance objectives and test items in light of collected data. The instructional strategy is reviewed and finally all this is incorporated into revisions of the instruction to make it a more effective instructional tool.
10) Design and Conduct Summative Evaluation
Although summative evaluation is the culminating evaluation of the effectiveness of instruction, it generally is not a part of the design process. It is an evaluation of the absolute and/ or relative value or worth of the instruction and occurs only after the instruction has been formatively evaluated and sufficiently revised to meet the standards of the designer. Since the summative evaluation usually does not involve the designer of the instruction but instead involves an independent evaluator, this component is not considered an integral part of the instructional design process.
The diagram of Dick and Carey’s instructional design model is elaborated in Figure 2.
Assess needs to identify goal(s) Analyze learners and contexts Conduct instructional analysis Write performance objectives
Develop assessment Revise instruction instruments Develop instructional strategy Develop and select instructional materials Design and conduct formative evaluation of instruction
Design and conduct summative evaluation
Figure 2: Dick and Carey’s Instructional Design Model (Dick and Carey,
1990: xx)2. Reading
In this part, the writer discusses the nature of reading, reading purposes, the abilities and skills involved in the process of learning to read, the basic principles of reading and the stages in teaching reading to the fifth grade students.
a. The Nature of Reading
Reading is above all to do with the language, because in reading we meet all the components of the language such as vocabulary, grammar, and even the pronunciation. Reading is also form of communication; it becomes the base of spoken language because reading turns the collection of symbols in a piece of paper into ‘talk’, or in the case of silent reading, into an image of speech sound (Moyle, 1972: 21-25).
Moyle also argues that reading involves the recognition of the important elements of meaning in their essential relations, including accuracy and comprehension. In reading, the readers are expected not only to understand the message of the author, but also to reflect upon it, assess its value by comparing with previously learned concepts and eventually to reach out in our imagination to new realms as a result of the stimulus of the text.