A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS BASED ON SUGGESTOPEDIA METHOD FOR FIFTH GRADE STUDENTS OF SD PERCOBAAN 3 PAKEM A THESIS

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS

BASED ON SUGGESTOPEDIA METHOD

FOR FIFTH GRADE STUDENTS OF SD PERCOBAAN 3 PAKEM

A THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  

By

Indira Lusianingtyas Siswanto

06 1214 169

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2011

  

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS BASED ON SUGGESTOPEDIA METHOD FOR FIFTH GRADE STUDENTS OF SD PERCOBAAN 3 PAKEM A THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Indira Lusianingtyas Siswanto 06 1214 169

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2011

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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  The silve When When When

  And W L A

  When Don Y Tha

  When And he l Ho S er tint of the It

  So stic It’s whe D n things go w the road yo the funds a you want to

  When care is Rest, if yo Life is quee As every one

  And many n he might ’t give up th ou must su

  Often an it seems Often the n he might h earned too ow close he

  Success is e clouds of d t may be ne ck to the fig n things se B

  I de Don’t Qu wrong as th ou’re trudgi are low and o smile, but s pressing y ou must…b r with its tw e of us som y a failure t have won h hough the p ucceed with n the goal is to a faint a struggler h have captur o late when e was to the failure turn doubt and y are, ear when it ght when yo em worst th

  By: Unknow edicated th uit hey sometim ng seems a d the debts t you have you down a ut don’t qui wists and tu metimes lea turns about had he stuc pace seems h another bl s nearer and faltering has given up red the vict the night c e golden cro ned inside o you never c seems so f ou’re the ha hat you mu wn his thesis f mes will all up hill are high to sigh a bit it rns arns , ck it out s slow ow. g man p or’s cup ame down own. out can tell how far. ardest hit st not quit for my bel w close you oved fami ily

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STATEMENT OF WORK’S ORIGINALITY  

I honestly declare that this thesis, which I have written, does not contain the work or

parts of the work of other people, except those cited in quotations and the references,

as a scientific paper should.

  

Yogyakarta, August 15, 2011

The writer

Indira Lusianingtyas Siswanto

061214169

                    PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya Mahasiswa Universitas Sanata Dharma: Nama : Indira Lusianingtyas Siswanto

  Nomor Mahasiswa : 061214169 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  

“A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS

BASED ON SUGGESTOPEDIA METHOD

FOR FIFTH GRADE STUDENTS OF SD PERCOBAAN 3 PAKEM”

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan

dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,

mendistribusikan secara terbatas, dan mempublikasikanya di Internet atau media lain

untuk kepentingan akademis tanpa perlu meminta ijin dari saya, maupun memberikan

royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

  Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal : 15 Agustus 2011 Yang menyatakan (Indira Lusianingtyas Siswanto)

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS

Firstly, I would like to express my greatest gratitude and praise to Allah SWT

for the guidance, blessing, grace, and strength during my process of completing this

thesis. I realize that all of these happened because of His grace.

  I would like to show my deep gratitude and honor to my major sponsor,

Christina Kristiyani, S.Pd., M.Pd., for her advice, guidance, patience, kindness,

support of finishing this thesis and also her detailed corrections to improve my thesis.

  I gave my special thanks to Gregorius Punto Aji, S.Pd., M.Hum. and Drs.

  

JB. Gunawan, M.A. for their willingness to evaluate my designed material. I also

gave my gratitude for their useful comments, and suggestions to improve the

designed material.

  I would like to thank to Ibu Dra. Hj. Sudaryatun, who gave me permission

to conduct my research in SD Percobaan 3 Pakem. I also deliver my best thanks to

the fifth grade English teacher of SD Percobaan 3 Pakem, Bapak Bambang Tri,

who gave me time, help, willingness to evaluate my designed material. I thank him

for his feedback and correction to my designed materials. I also address my thanks to

all of the fifth grade students of SD Percobaan 3 Pakem for their willingness to help

me to conduct my research.

  I also extend my deep gratitude to my parents, Bapak Landung Siswanto and

Ibu Is Susilaningtyas. I thank them for their love, care, patience, support, and the

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never ending prayer for me. I thank them for their trust to me that I could accomplish

this thesis. I also thank to my little sister and brother, dik Anda and dik Billy.

  I would like to express my gratitude to all friends who have been so kind and

helpful in the process of thesis accomplishment, especially for Yoana, Kaje, Ata,

Mas Sigit, Laras. I thank them for the amazing

  Nana, Tita, Wida, Beti, Niken,

friendship, the beautiful time, the happiness and sadness that we shared together. I

extend my sweet thanks to the big family of Columbia Edu-Center: Cie Lan, Cie

Wena, Mba’ Widdy, Mba’ Dian, Mba’ Tim-Tim, Rista, Agnes, Rizky, Mega, Ko

“GGn”, and Ko Oki. I thank them for their suggestion, advice, support, attention,

and encouragement in completing this thesis.

  Last but not least, I would like to give my gratitude to Alam Yogha Bima

Syakti. I thank him for his support and motivation to make me sure that I can do my

best. He always gives me encouragement when I am down and hopeless.

  Indira Lusianingtyas Siswanto

   

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TABLE OF CONTENTS

Page TITLE PAGE......................................................................................... i

  APPROVAL PAGES............................................................................... ii PAGE OF DEDICATION..................................................................... iv STATEMENT OF WORK’S ORIGINALITY..................................... v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ...................... vi ACKNOWLEDGMENTS...................................................................... vii TABLE OF CONTENTS....................................................................... ix LIST OF TABLES................................................................................. xiv LIST OF FIGURES................................................................................ xv LIST OF APPENDICES........................................................................ xvi

ABSTRACT.......................................................................................... xvii

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

  CHAPTER I. INTRODUCTION A. Research Background.................................................................

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

  6 C. Problem Limitation.....................................................................

  6

  

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Page

  D. Research Objectives ..............................................................…

  7 E. Research Benefits ..................................................................... 7 F. Definition of Terms...................................................................

  8 CHAPTER II. REVIEW OF RELATED LITERATURE

  A. Theoretical Description 1. Instructional Model..........................................................

  10

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

  11

b. Yalden’s Model...........................................................

  15 2. The Theory of Suggestopedia…………………………...

  18

a. Th Characteristics of Suggestopedia ..........................

  22 b. Theory of Learning………………………………….

  23

c. Types of Learning and Teaching Activities................

  25 1) The Active Concert...............................................

  26 2) The Passive Concert..............................................

  26

d. The Teachers’ Roles in the Suggestopedia Classroom..

  28

e. The Learners’ Roles in the Suggestopedia Classroom..

  29

f. The Role of Instructional Materials.............................

  29

g. The Procedures of Suggestopedia................................

  29 1) The Pre Session Phase............................................

  29

2) The Session Phase..................................................

  29 3) The Post Session Phase...........................................

  29 3. Characteristics of Young Learners………………………..

  29

  a. Children’s Ability to Grasp Meaning.............................. 30

  b. Children’s Creative Use of Limited Language Resources.. 31

  c. Children’s Capacity for Indirect Learning.......................... 31

d. Children’s Instinct for Play and Fun...............................

  32

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  32 f. The Instinct for Interaction and Talk.............................

  33 4. Integrated Skills ................................................................

  33

  5. Curriculum......................................................................... 36 B. Theoretical Framework............................................................

  38 CHAPTER III. METHODOLOGY

  A. Research Method................................................................... …

  45 B. Research Participants............................................................. …

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

  49 1. Questionnaire.................................................................. ..

  50

  2. Interview............................................................................ 51 D. Data Gathering Technique.......................................................

  52 E. Data Analysis Technique.........................................................

  52 1. Pre-Design Survey..............................................................

  53 2. Post-Design Survey............................................................

  54

a. Description of Participants’ Educational Background...

  54

  b. Descriptive Statistic of Participants’ Opinion on the Designed Materials........................................................

  55 F. Research Procedure.................................................................... 57

  CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. The Designing Process of the Integrated English Instructional Materials Based on Suggestopedia Method 1. Conducting Needs Survey...............................................….

  58

  

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Page

  

a. Students’ Needs Based on the Questionnaires for the

Students.................................……………………….

  59

  b. Students’ Need Based on the Interview with the Teacher…………………………………….

  61 2. Defining Goals, Topics, and General Purposes..............

  63 3. Specifying Learning Objectives...............................

  65 4. Determining and Organizing Subject Contents............

  65

a. The Pre-Session Phase...........................................

  65

b. The Session Phase..................................................

  66 c. The Post-Session Phase.........................................

  66

  5. Determining and Organizing

Teaching Learning Activities, Resources……………… .

  66 a. The Pre-Session Phase..........................................

  67

b. The Session Phase..................................................

  67

c. The Post-Session Phase..........................................

  67 d. The Evaluation Phase...........................................

  68 6. Evaluating the Designed Material.............................

  68 B. Findings and Discussion on the Designed Material Evaluation 1. Preliminary Field Testing...............................................

  68

a. The Discussion of the Designed Materials................

  70

  b. Respondents’ Comments and Suggestion on the

Designed Materials..............................................

  71 2. Final Product Revision...........................................

  72 C. Presentation of the Designed Materials...........................

  73

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  CHAPTER V. CONCLUSION AND SUGGESTIONS A. Conclusion .....................................................................

  80 B. Suggestions.................................................................... 82 1. Suggestions for English Teacher...............................

  82 2. Suggestions for Students..........................................

  83 3. Suggestions for Future Researchers............................

  83 REFERENCES …………………………………………………..

  84

  

LIST OF TABLES

Table

  4.2. Goals and General Purposes of the Designed Materials…………

  4.6 The Presentation of the Activities Based on Suggestopedia Characteristics……………………………………………………

  69

  69 4.5. The Results of the Preliminary Field Testing Questionnaire…..

  4.4. The Description of the Respondents of the Preliminary Field Testing………………………………………………………….

  4.3 The Topics……………………………………………………… 64

  63

  61

  Page

  4.1. The List of the Top 8 Topics……………………………………

  56

  3.2. The Format of Descriptive Statistic of the Respondents’ Opinion (Blank)………………………………………………………….

  55

  3.1. The Description of the Respondents of the Preliminary Field Testing (Blank)…………………………………………………..

  36

  2.1 The Competency Standards and the Basic Competencies of Fifth Grade English Subject…………………………………………..

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LIST OF FIGURES

Figure

  Page 2.1 Kemp’s Instructional Model...............................................................

  15 2.2 Yalden’s Instructional Model.............................................................

  16

  2.3 States of Attention of Suggestopedia................................................. 20 2.4 The Writer’s Instructional Model…………………………………..

  44

  LIST OF APPENDICES Page Appendix A : Surat Permohonan Ijin Penelitian..................................

  87 Appendix B: Surat Keterangan Penelitian ...........................................

  89 Appendix C: The Results of the Interview on the Needs Survey..................................................................

  91 Appendix D: Questionnaire on the Needs Survey...............................

  94 Appendix E: Basic Competencies in Each Topic..................................

  97 Appendix F: Results of the Questionnaire on the Needs Survey.............................................................................. 103

Appendix G: Indicators in Each topic................................................... 106

  

Appendix H: Syllabus........................................................................... 113

Appendix I: Topics, Sections, and Subsections of the Designed

Materials……………………………………..

  142

Appendix J: Questionnaire on the Evaluation...................................... 146

Appendix K: The Results of the Preliminary Field Testing…………... 149

Appendix L: General Description of the Designed Materials………… 152

Appendix M: Lesson Plan....................................................................... 158

Appendix N: Presentation of the Designed Materials........………… 162

  

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ABSTRACT

Siswanto, Indira Lusianingtyas. 2011. A Set of Integrated English Instructional

Materials Based on Suggestopedia Method for fifth Grade Students of SD Percobaan

3 Pakem. , Yogyakarta: English Language Education Study Program, Sanata Dharma University.

  The designed material was designed by suggestopedia method. The activities

of suggestopedia method would appeal the students to learn English. They are role-

playing, playing game, listening classic music, reading a lighthearted story with its

translation, singing English song, listening monologue, and questioning and

answering section.

  Students in elementary school are considered as young learners. Young

learners have unique characteristics in learning process. A teacher as a person who

handles the learning process has to be able to manage the learning process. The

teacher has to fit the learning process with the students’ characteristics, so the

students will acquire the knowledge maximally. The study was intended to design a

set of integrated English instructional material based on Suggestopedia method for

fifth grade students of SD Percobaan 3 Pakem.

  The study answered two problems. Those problems were (1) How is a set of

integrated English instructional materials based on Suggestopedia method for fifth

grade students in SD Percobaan 3 Pakem designed? (2) What does the designed set

of integrated English instructional materials based on suggestopedia method for fifth

grade students in SD Percobaan 3 Pakem look like? To conduct this study, the researcher employed Research and Development

Method (R&D) which consists of ten steps. However, the researcher only focused on

implementing five steps in this study. The five steps were (1) Research and

information collecting, (2) planning and developing preliminary form of product, (3)

preliminary field testing, (4) main product revision, and (5) main field testing.

  To answer the first question, the researcher applied six stages of instructional

design model, which were adapted from Kemp’s and Yalden’s models. The stages

were (1) Conducting Needs Survey (2) Specifying Goals, Topics, and General

Purposes (3) Formulating Learning Objectives (4) Selecting and Organizing Subject

Content (5) Selecting Teaching/Learning Activities and Resources (6) Evaluating

materials. To answer the second question, the writer presented the instructional

design materials based on Suggestopedia method for fifth grade students of SD

Percobaan 3 Pakem . The materials consisted of four units and each unit consists of

three session, that is, The Pre Session Phase, The Session Phase, The Post Session

Phase. However, in the end of the unit, there is an additional phase, that is, The

Evaluation Phase. This phase functioned to measure the students’ understanding in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

Siswanto, Indira Lusianingtyas. 2011. A Set of Integrated English Instructional

Materials Based on Suggestopedia Method for the fiftth the Grade Students of SD

Percobaan 3 Pakem , Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas

Sanata Dharma.

  Materi pembelajaran ini dirancang berdasarkan metode suggestopedia.

Aktifitas yang terdapat dalam metode suggestopedia akan menarik para siswa untuk

belajar bahasa Inggris. Aktifitas tersebut adalah bermain peran, bermain game,

mendengarkan musik klasik, membaca cerita yang menarik dengan terjemahannya,

menyanyi lagu bahasa Inggris, mendengarkan monolog, dan sesi tanya jawab.

  Siswa sekolah dasar tergolong sebagai pembelajar muda. Para pembelajar

muda mempunyai ciri khusus dalam belajar. Sebagai seorang guru yang menangani

kegiatan pembelajaran di tuntut harus mampu mengelola kegiatan pembelajaran.

Seorang guru harusah meyesuaikan kegiatan pembelajaran dengan karakter siswa,

dengan demikian para siswa akan memperoleh ilmu secara maksimal. Penelitian ini

dimaksudkan untuk merancang satu set materi pembelajaran terpadu berdasarkan

metode suggestopedia untuk siswa kelas lima SD Percobaan 3 Pakem

  Penelitian ini menjawab dua masalah. Masalah-masalah tersebut adalah (1)

bagaimana satu set materi pembelajaran bahasa inggris terpadu untuk siswa kelas

lima SD Percobaan 3 Pakem yang berdasarkan metode Suggestopedia dirancang?

dan (2) seperti apakah penyajian materi pembelajaran bahasa Inggris terpadu untuk

siswa kelas lima SD Percobaan 3 Pakem yang berdasarkan metode suggestopedia

tersebut?

  Untuk melakukan penelitian ini, peneliti menerapkan Research and

Development Method (R&D) yang terdiri dari sepuluh langkah. Namun dalam

penelitian ini, penulis hanya menerapkan lima langkah dari R&D Method . Langkah-

langkah tersebut adalah (1) Research and information collecting, (2) planning and

developing preliminary form of product , (3) preliminary field testing, (4) main

product revision , and (5) main field testing.

  Untuk menjawab pertanyaan pertama, peneliti menerapkan enam langkah

model instruksional yang diadaptasi dari model Kemp dan Yalden. Langkah –langkah

tersebut adalah (1) melakukan survei kebutuhan, (2) menentukan tujuan, topic, dan

tujuan umum, (3) merumuskan indikator (4) menyeleksi dan menyusun isi, (5)

menyeleksi kegiatan belajar dan sumber belajar, (6) merevisi materi. Untuk

menjawab pertanyaan kedua, peneliti menyajikan materi pembelajarn bahasa Inggris

terpadu untuk siswa kelas lima SD Percobaan 3 Pakem. Materi terdiri dari empat unit

dan setiap unit terdiri dari tiga fase, yaitu The Pre Session Phase, The Session Phase,

The Post Session Phase. Namun demikian, di akhir unit, ada satu tambahan fase,

yaitu The Evaluation Phase. Fase ini berfungsi untuk mengukur kepahaman siswa

dalam menguasai materi.

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CHAPTER 1 INTRODUCTION This chapter consists of six sections that will be discussed intensely. The

  

first section is the research background, which presents the writer’s reason to

conduct this study. The second section is problem formulations, which gives the

problems that will be discussed in this study. The third section is problem

limitations, which shows the borders in conducting the study. The fourth section is

research objectives, which shows the purpose of this study. The fifth section is

research benefits, which reveals the advantages of the study to other people. The

last section is definition of terms, which explains the definition of the study.

A. Research Background

  It is undeniable that English has played an essential role in the world. The

role cannot be separated from its function as an international language. The roles

of English involve some aspects of life; the examples are the roles on working

world and social life. Considering the importance, therefore, many schools have

included English in the curriculum. The previous statement is in line with Philips’

explanation (1993). Philips (1993: 3) states English becomes more and more

accepted as an international language; therefore it is increasingly included in

primary curricula.

  The Indonesian government also considers this importance; hence, the

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supported by Suyanto’s explanation (2007: 2), he states that based on Surat

Keputusan Menteri Pendidikan dan Kebudayaan Nomor 060/U/1993, government

planned to include English as one of local content in the curriculum . This subject

was taught in fourth grade as government’s suggestion. This policy is aimed to

prepare the students to master English earlier on spoken and written form as well.

  

The students’ English proficiency will become advantage to face the work

competition in global era. Good English proficiency is aimed to establish good

cooperation in working world and social life.

  In order to succeed the government’s wisdom, many elements are needed

to support English teaching and learning process. One of successful keys is

derived from the students. The success of teaching learning process will be

achieved if the students take part, and engage actively and enthusiastically to learn

English. As a result, the goals of learning will be attained. According to Suyanto

(2007: 15), one of important goals in teaching-learning English for elementary

school students is emerging the students’ motivation to learn English. In order to

achieve the goals, some elements are needed; one of the elements is recognizing

the students’ characteristics to decide proper method, learning material and media,

and various kinds of activities for the students .

  Further, Suyanto (2007: 16) gives six examples of young learners’

characteristics. Those characteristics will become one of main important points to

design the materials. The characteristics of young learners will define the

suitability of the designed material. Based on Suyanto (2007: 17), the first

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  3  

learning through playing game, telling story, or singing a song. Those activities

encourage the students to learn English indirectly. Learning by playing game or

doing fun activities is called recreational time out activities.

  The second characteristic is young learners are getting bored easily

(Suyanto, 2007: 18). They have short level of attention and concentration in the

learning process. In order to overcome this problem, English learning activities

have to be various. The learning variation can be by grouping the students,

designing learning materials and media attractively, and using various teachers’

voice intonation. The third characteristic as Suyanto (2007: 18) explains that

young learners’ life is colorful and cheerful. The use of interesting and colorful

pictures that are attached in learning material will stimulate students to learn.

  The fourth characteristic is young learners like listening a story (Suyanto,

2007: 19). In story telling activity, young learners are able to learn language by

analyzing and receiving the message of the story. Therefore, the teacher has to

select appropriate story for his/her students. The stories should be kind of

lighthearted stories for the students. The fifth characteristic that is proposed by

Suyanto (2007: 20) is young learners like telling what they have. The effective

way to use the language is by using the language itself. Hence, the teacher has to

guide the students to speak the target language little by little.

  The last characteristic but not least as Suyanto (2007: 20) says that

generally young learners are active thinker. They are fond of learning by doing.

  

Suyanto (2007) gives some examples of the activities. They are using movement,

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  4  

English. The media in the form of puppet, flashcard and other objects that are

based on theory, concept, experience, and research can help the elementary school

students to create attractive learning situation. After recognizing young learners’

characteristics, the teacher has to facilitate the students by applying suitable

method to the students and providing materials which encourage and motivate the

students in learning English.

  Besides the characteristics of young learners, the methodology of teaching

and learning is another important point to design the material. In this study,

suggestopedia method is chosen to consider the fifth grade students’

characteristics in learning English. The writer will apply the characteristics of

suggestopedia method to facilitate the students to learn English. Suggestopedia

applies fun activities in learning, such as employing music accompaniment, using

colorful picture in the instructional material, playing game, and role playing. The

most conspicuous characteristics of suggestopedia are the decoration, furniture,

and arrangement of the classroom, the use of music, and the authoritative behavior

_.

of the teacher (Richards & Rodgers, 1987) In suggestopedia classroom, teacher

occupies big role to the students. The teacher gives suggestion to the students that

learning is easy and pleasant. The teacher also has warm behavior to the students.

As a result, the students feel secure in learning process.

  However, in designing the material the writer will only apply some

elements of suggestopedia which is suitable with the students’ interests, needs,

wants to design the material. The writer believes by employing suggestopedia

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process. This learning situation will enhance the students’ motivation in learning

process. As a result, the students can be more active and enthusiastic in learning

English. Hence, the goal of the learning can be achieved successfully by the

students.

  This study is conducted in SD Percobaan 3 Pakem. It is located in north

area of Yogyakarta. This school is well-known for having good quality in teaching

the students. Based on that reason, SD Percobaan 3 Pakem becomes one of

favorite schools in Sleman. This school has six grades and each grade is divided

into two classes. However, the writer will choose the fifth grade students as the

subject of this study. Basically, the fifth grade students of SD Percobaan 3 Pakem

are active and highly motivated in learning English. However, some of them are

still shy and passive to involve the learning process. Moreover, most of the

students were still busy with their own business in learning process. They liked to

talk to each other and played their toys when the teacher explained in the

classroom. Considering the problems above, the teacher’s role is needed to guide

and direct the students in learning English. Kind of motivation and encouragement

are appropriate way to engage the students in learning English. Based on the

writer’s observation, most of the students are still in basic English level.

  

Therefore, they got some difficulties to absorb the materials from the teacher.

Considering the reasons above, the writer conducts this study in SD Percobaan 3

Pakem to provide appropriate material to enhance the students’ English

proficiency. Moreover, the material is also aimed to provide suitable material for

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material can be the reference for the teachers to design appropriate material based

on the interests, needs, and wants of the students.

  B. Problem Formulation The problems of the study are stated as follows.

  1. How is a set of integrated English instructional material based on suggestopedia method of fifth grade students in SD Percobaan 3 Pakem designed? 2. What does the designed a set of integrated English instructional material based on suggestopedia method of fifth grade students in SD Percobaan 3

  Pakem look like?

  C. Problem Limitation In order to make this study specific and understandable, this study focuses

on four parts as the limitation. The first is, how the material was developed so that

it could be suitable for the students, and the teaching learning process could

undergo well. Moreover, how the material was developed based on the suitable

curriculum. The curriculum which was used in this study is Kurikulum Tingkat

Satuan Pendidikan (KTSP) . The second is, the study employed Suggestopedia

method. Suggestopedia method was designed so that it could be match to

students’ ability and curriculum suitability. As a result, the fifth grade students

can learn English effectively in order to improve their English skill. The third is,

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reason of choosing the fifth grade students was that they need interesting

integrated English materials which were also appropriate with students’

characteristics, needs, wants, and interests. The fourth is, the study was conducted

in SD Percobaan 3 Pakem. It was chosen as the setting of the study because the

students there needed more suitable English instructional materials. Moreover,

suitable instructional material could give the students better comprehension of

English material.

D. Research Objectives

  The study is attempted to discover the following aspects:

  

1. The study tries to find out how a set of integrated English instructional

materials based on Suggestopedia method of fifth grade students in SD Percobaan

  3 Pakem is designed.

  

2. The study tries to present the designed set of integrated English instructional

materials based on Suggestopedia method of fifth grade students in SD Percobaan

  3 Pakem .

E. Research Benefits

  This study is expected to have some advantages to the teacher of SD

Percobaan 3 Pakem , the fifth grade students of SD Percobaan 3 Pakem, and to

other researchers. There are some contributions in this study are described as

follows.

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