Communicative english materials using videos for the fifth grade students in the language laboratory of SD Tarakanita Magelang.

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xiv ABSTRACT

Febriani, Ansgaria Oscarita. (2009). Communicative English Materials Using Videos for the Fifth Grade Students in the Language Laboratory of SD Tarakanita Magelang.Yogyakarta: English Language Education Sanata Dharma University.

Nowadays, many elementary schools have provided means to support the English learning. One of the means is a language laboratory. Considering the existence of a language laboratory in SD Tarakanita Magelang, English material was offered. The material design was aimed to teach the fifth grade students ofSD Tarakanita Magelang in a language laboratory. The materials were designed based on the 2006 curriculum, the guide book which is used for fifth grade students of SD Tarakanita Magelang and Communicative Approach. The design would be applied in the language laboratory, which is a room equipped with a set of audiovisual tools: a television and a VCD player. This study was aimed at figuring out: how to design and to present the design of English material for fifth grade students ofSD TarakanitaMagelang.

The writer needed foundation from related literatures and written sources to conduct this study. The sources covered theories of instructional material design models, elementary school, language laboratory, communicative approach, and video. Those theories are the underlying steps to answer two problems in this study. The writer adapted and combined Kemp’s model and Yalden’s model as the framework of material design which consists of eight parts, namely (1) Conducting Needs Survey, (2) Stating Instructional Goals and Topics, (3) Establishing Learning Indicators, (4) Listing the Subject Content, (5) Designing Materials, (6) Selecting Teaching Learning Activities, (7) Evaluation, and (8) Revising Design Materials.

The writer also conducted five out of ten steps of Research and Development (R&D) method cycle because R&D aims at developing educational products. The five steps employed in this study were (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Product Evaluation, and (5) Main Product Revision. These five steps were put together with the writer’s instructional design model in Chapter II. To answer the first problem, the writer employed eight steps based on the combination of both models from Kemp and Yalden. In conducting needs survey, the writer interviewed the English teacher of SD Tarakanita Magelang. In the evaluation step, the writer distributed a questionnaire to four respondents involved one lecturer of English Education Study Program of Sanata Dharma University and three English teachers. The second problem was solved by presenting the last version of the material design. The materials consisted of eight units with four sections in each unit, namely a) Let’s Start, b) Let’s Focus, c) Let’s Practice, and d) Let’s Review. The average points of agreement on the designed material were 4.75, which means the design was very good and acceptable for the fifth grade students ofSD TarakanitaMagelang.

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The materials were designed using videos and various activities based on Communicative Approach which are suitable to be applied in the language laboratory and suitable for fifth grade students of SD Tarakanita Magelang. However, elementary school English teachers need to prepare themselves better with the media in language laboratory so they can use the materials appropriately. The future researchers are expected to implement the materials to gain some strengthness and weaknesses which help them to modify the design.

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xvi ABSTRAK

Febriani, Ansgaria Oscarita. (2009). Communicative English Materials Using Videos for the Fifth Grade Students in the Language Laboratory of SD Tarakanita Magelang.Yogyakarta: Pendidikan Bahasa Inggris Universitas Sanata Dharma.

Dewasa ini, berbagai cara dilakukan oleh pihak sekolah untuk menyediakan sarana sebagai pendukung pembelajaran Bahasa Inggris. Salah satunya adalah dengan menyediakan laboratorium bahasa. Bertitik tolak dari adanya laboratorium bahasa di SD Tarakanita Magelang, maka ditawarkan materi Bahasa Inggris. Materi yang dirancang tersebut ditujukan untuk mengajar siswa kelas lima SD Tarakanita Magelang yang belajar di laboratorium bahasa. Materi dipilih berdasarkan kurikulum tahun 2006 dan buku acuan yang digunakan untuk siswa kelas lima SD Tarakanita Magelang serta berdasar pada pendekatan komunikatif. Materi ini diterapkan di laboratorium bahasa, yakni sebuah ruangan yang dilengkapi dengan seperangkat peralatan audiovisual: sebuah televisi dan sebuah pemutar VCD. Studi ini ditujukan untuk mencari tahu bagaimana rancangan materi dan penyajian rancangan materi Bahasa Inggris untuk siswa kelas lima SD Tarakanita Magelang.

Penulis membutuhkan dasar dari literatur terkait dan berbagai sumber tertulis untuk melaksanakan studi ini. Berbagai sumber tersebut meliputi teori dari model rancangan materi instruksional, sekolah dasar, laboratorium bahasa, pendekatan komunikatif, dan video. Teori tersebut relevan untuk mendasari langkah dalam memecahkan dua permasalahan dalam studi ini. Penulis mengadaptasi dan mengkombinasi model rancangan instruksional dari Kemp dan Yalden sebagai kerangka rancangan materi yang terdiri dari delapan bagian, yaitu (1) Melakukan Survei Kebutuhan, (2) Menspesifikan Tujuan Instruksional dan Topik, (3) Menentukan Indikator Pembelajaran, (4) Mendaftar Muatan Subyek, (5) Merancang Materi, (6) Memilih Aktifitas Belajar Mengajar, (7) Evaluasi, dan (8) Merevisi Rancangan Materi.

Penulis juga menggunakan lima dari sepuluh langkah berdasarkan adaptasi dari siklus R&D (metode Riset dan Pengembangan) karena R&D bertujuan untuk mengembangkan produk yang bersifat pendidikan. Lima langkah yang digunakan dalam studi ini adalah (1) Riset dan Pengumpulan Informasi, (2) Perencanaan, (3) Pengembangan Bentuk Produk Awal, (4)Evaluasi Produk, dan (5) Revisi Produk Utama. Kelima langkah ini disatukan dengan model rancangan instruksional dari penulis yang terdapat dalam Bab II. Untuk menjawab pertanyaan pertama, penulis menggunakan delapan langkah dari kombinasi model rancangan instruksional Kemp dan Yalden. Dalam melakukan survei kebutuhan, penulis mengadakan sebuah wawancara dengan guru Bahasa Inggris dari SD Tarakanita Magelang. Dalam tahap evaluasi, penulis membagikan kuesioner kepada empat responden yang terdiri satu dosen bahasa Inggris di Universitas Sanata Dharma dan tiga guru SD di Magelang. Permasalahan kedua diselesaikan dengan menunjukkan versi akhir rancangan materi. Rancangan materi terdiri dari delapan unit dan setiap unit mempunyai empat bagian, yakni, a) Let’s Start, b) Let’s Focus, c)Let’s Practice,

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dan d)Let’s Review. Hasil nilai rata-rata terhadap rancangan materi menunjukkan nilai 4,75 yang berarti materi terancang sangat bagus dan layak bagi siswa kelas lima SD Tarakanita Magelang.

Materi terancang dengan disertai video dan berbagai aktifitas berdasarkan pendekatan komunikatif yang sesuai untuk diterapkan di laboratorium bahasa dan sesuai pula untuk siswa kelas lima SD Tarakanita Magelang. Akan tetapi, guru bahasa Inggris untuk sekolah dasar perlu mempersiapkan dan membiasakan diri dengan media di laboratorium bahasa sehingga mereka diharapkan mampu menggunakan materi dengan tepat. Para peneliti yang akan datang juga diharapkan untuk menerapkan materi ini agar memperoleh beberapa kelebihan dan kelemahan yang dapat membantu mereka untuk memodifiakasi rancangan materi ini.

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COMMUNICATIVE ENGLISH MATERIALS USING VIDEOS

FOR THE FIFTH GRADE STUDENTS IN THE LANGUAGE

LABORATORY OF

SD TARAKANITA

MAGELANG

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

Ansgaria Oscarita Febriani Student Number: 031214026

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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The secret of a good sermon

is to have a good beginning

and a good ending, then

having the two as close

together as possible.

George Burns

I am careful not to confuse

excellence with perfection.

Excellence, I can reach

for; perfection is God's

business.

Michael J. Fox

I dedicate this thesis to:

My beloved parents and younger

brothers,

My special one, My best friends

and Myself.

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ACKNOWLEDGMENTS

First of all, my deepest gratitude is addressed to my Lord, Jesus Christ for His grace and blessings that I can accomplish my thesis. With His guidance and love, I can get through hard times to finish this thesis.

I also would like to express my gratitude to my major sponsor, Carla Sih Prabandari, S.Pd., M.Hum., for her guidance, suggestions, criticism, corrections, and contributions of ideas to finish the thesis. My deepest thankfulness is also dedicated to Christina Lhaksmita Anandari, S.Pd., M.Ed., for her time and her suggestions.

Millions of thanks are addressed to the headmaster of SD Tarakanita Magelang, L. Sudibyo, S.Pd., who has kindly given me permission to do the study. I would also like to thank the English teachers ofSD TarakanitaMagelang, Ratna Puspita and Atik Widyawati, S.Pd., who have shared their minds, ideas, and time for this thesis. I would also like to thank Bujono, S.Pd., the English teacher ofSD Kartika Panca Argawho has shared ideas about this thesis.

I also dedicate this thesis to my beloved parents, Yanuarius Sumarno and Godeliva Susilowati. Their endless love and prayers have encouraged me to finish my thesis. My gratitude goes toEyangProdjo who prays for me all the time. I also thank my two younger brothers, Yoga and Yose who always cheer me up when I felt hopeless. I would like to express my appreciation to my beloved cousins, Milul,MbakNina,MasEko, Eto, andMbakRari.

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vii

My appreciation goes to Yohanes Aprillius Abadi for his love, patience, willingness to help me passing through hard times in completing my thesis.

I would like to thank my boardinghouse friends who have always there whenever I need their assistance, Mbak Bita and Mbak Netta who gave their supports and lot contributions in my thesis,KakAchiet and Ria who cheers me up whenever I feel frustrated.

My special thanks are also extended to my best friends Lintang, Nina, Reta, Tika, Satrio, Febri, Yessi, Ari, Timur, Tony, Wiwid, Dudi, Dame, Bagong, Punto, Dea, Ratri, Kiyer, and Tyas. They are wonderful friends, who share their supports, motivations, cares and attentions.

Finally, I would like to thanks all my PBI’03 friends whom I cannot mention one by one here. May God bless them all.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ...ii

DEDICATIONAL PAGE ...iv

STATEMENT OF WORK’S ORIGINALITY ...v

ACKNOWLEDGMENTS ...vi

TABLE OF CONTENTS ... viii

LIST OF FIGURES ...xi

LIST OF TABLES ...xii

LIST OF APPENDICES ... xiii

ABSTRACT ...xiv

ABSTRAK ...xvi

CHAPTER I. INTRODUCTION...1

A. Background of the Study ...2

B. Problem Formulation ...4

C. Limitation of the Study ...4

D. Objectives of the Study ...5

E. Benefits of the Study ...5

F. Definition of Terms ...7

CHAPTER II. REVIEW OF RELATED LITERATURE ...9

A. Theoretical Description ...9

1. Instructional Design Models ...9

a. Kemp’s Model ...10

b. Yalden’s Model ...14

2. English Standard and Basic Competence 2006 for Elementary School .. 17

a. Background ...17

b. Purpose ...18

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3. Elementary School Students ...20

a. Elementary School Children Characteristics ...20

1) Sensorimotor ...21

2) Preoperational ...21

3) Concrete Operations ...22

4) Formal Operations ...22

b. Elementary School Language Learning ...22

c. Language Teaching of Elementary School Children ...23

4. Language Laboratory ...23

a. Description of Language Laboratory ...23

b. Advantages Using the Language Laboratory ...24

5. Communicative Approach ...25

a. Communicative Tasks ...25

b. Communicative Language Teaching...26

1) Characteristics of Teaching/Learning in CLT...27

2) Roles of Teacher and Learner in CLT...28

3) The Roles of Materials in CLT ... 28

6. Teaching with Video ...29

a. Reasons of Using Video ...29

b. Advantages of Using Video ...30

c. Viewing Techniques of Using Video ...31

B. Theoretical Framework ... 33

CHAPTER III. METHODOLOGY ...37

A. Method of the Study ...37

1. Research and Information Collecting ...38

2. Planning ...38

3. Developing Preliminary Form of Product ...38

4. Product Evaluation ...38

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B. Respondents ...39

C. Setting ...40

D. Instruments ...40

1. Interview ...41

2. Questionnaire ...41

E. Data Gathering Technique ...42

F. Data Analysis Technique ...42

G. Procedures ...44

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ...46

A. Steps in Designing the Materials for Fifth Grade Students ...46

1. Conducting Needs Survey ...47

2. Stating Instructional Goals and Topics ...49

3. Establishing Learning Indicators ...50

4. Listing the Subject Contents ...52

5. Designing Materials ...53

6. Selecting Teaching Learning Activities ...54

7. Evaluation of Designed Materials ...54

8. Revision ...58

B. Presentation of the Material Design ...59

CHAPTER V. CONCLUSIONS AND SUGGESTIONS...61

A. Conclusions ...61

B. Suggestions ...62

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LIST OF FIGURES

Page Figure 2.1 Kemp’s Model ... 10 Figure 2.2 Yalden’s Language Program Development ... 14 Figure 2.3 Framework for Analyzing Communicative Tasks Nunan ... 26 Figure 2.4 Steps of the Writer’s Material Design Model Adapted from Kemp

and Yalden ... 36 Figure 3.1 Writer’s Diagram of Procedures ... 45

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LIST OF TABLES

Page

Table 2.1 Standard and Basic Competence for Fifth Grade Semester 1 ... 20

Table 4.1 The Goals and Topics ... 49

Table 4.2 Learning Indicators ... 52

Table 4.3 The Description of the Respondents ... 54

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xiii

LIST OF APPENDICES

Page

Appendix A:Surat Ijin Penelitian ... 66

Appendix B: Interview List ... 67

Appendix C:Kuisioner ... 68

Appendix D: The Syllabus ... 71

Appendix E: Lesson Plans ... 75

Appendix F: Presentation of the Materials ... 81 Appendix G: Pictures ofSD TarakanitaMagelang’s Language Laboratory 82....

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xiv ABSTRACT

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xvi ABSTRAK

Febriani, Ansgaria Oscarita. (2009). Communicative English Materials Using Videos for the Fifth Grade Students in the Language Laboratory of SD Tarakanita Magelang.Yogyakarta: Pendidikan Bahasa Inggris Universitas Sanata Dharma.

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xvii

dan d)Let’s Review. Hasil nilai rata-rata terhadap rancangan materi menunjukkan nilai 4,75 yang berarti materi terancang sangat bagus dan layak bagi siswa kelas lima SD Tarakanita Magelang.

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1 CHAPTER I INTRODUCTION

This introductory chapter discusses the background of the study, problem formulation, limitation of the study, objectives of the study, benefits of the study, and definition of terms.

A. Background of the Study

In almost all over the world we find English as a means of communication and functions as an international language because English is used broadly in almost all aspects of life, such as educational fields, international relationship, technology and art, and many other work fields. Therefore, many people begin to learn English including people in Indonesia. Concerning this phenomenon, Indonesian government, in this case is Department of Education, has tried to introduce English since the earlier level of education.

Based on the 1994 Curriculum, English was introduced as a local content subject for fourth up to sixth grade of elementary school level. But ever since the curriculum changed, English now is taught in most of all grades of elementary school level. Learning English is not easy for most of elementary school students. The students usually find many new terms or vocabularies, sentences in English, dialogue in English, and many more which are different from their mother tongue. Moreover, students are taught four skills which of course are not easy to do.

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Children under years from six to twelve are included as elementary school students. Children in those ages are facing their critical development period (Hurlock, 1991). In view of the fact that the students of elementary school level are critical, it can be inferred that they are able to absorb new knowledge easily. This could happen also when they learn a new language in this case is English. Due to this fact, it would be better for schools to facilitate their students in order to develop their English. One of the facilitation is a laboratory language.

Language laboratory at school can become a place for students to enhance students’ learning languages specifically a foreign language. A language laboratory may help the English teacher to convey the materials which are considered difficult for students when they are in ordinary class and also to make students more practice. As we know that learning a language would be more effective and interesting by practicing. Hayes (1963: 16) affirms to provide this practice is the fundamental role of the language laboratory.

Fifth grade students are between 10 to 11 years old. Mostly, they are energetic, eager to know, enthusiastic, talkative and move around. The fifth grade students of SD Tarakanita Magelang’s enthusiasm in learning English are high. They are always active during English lesson. Ordinary class would seem not appropriate to make them have English practice. The existence of a language laboratory there can be maximized because the room is large and is well equipped. The equipment exists is a set of television and a VCD player. Thus, students can have more activities and practices of English learning there.

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Using a language laboratory requires English teachers to be creative to set up strategies and techniques for students. Due to the fact that fifth grade students of elementary school are active and always move around, it will be very difficult for them to stay and to be silent. As a result, the materials should be made as interesting as possible and effective for students. In this study, Communicative Approach is applied since the purpose of this approach is to enable students to communicate in the target language by using authentic materials. Video becomes the focus of this material design since video is considered to be the authentic material based on the approach. Video provides pictures and moving images of the story. Such video is expected to make students interested in learning and to make students feel easier to communicate and comprehend the target language. Additionally, the language laboratory provides a set of television and a VCD player which support the use of video in language learning. Therefore, the instructional materials seem to be appropriate.

As mentioned before, English is a local content subject for elementary school level. However, there is no specific curriculum to be applied in an elementary school which has a language laboratory. There are also no books which are designed for a language laboratory. So, English teachers are required to find or make suitable materials which are used in a language laboratory. The materials should fulfill the students’ needs and cover all skills. Considering this fact, in this study, the writer employs Communicative Approach which underlies the materials by using video as the model of English learning for students and also to maximize the function of the language laboratory.

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B. Problem Formulation

There are two questions in the study that are formulated as follows:

1. How are the communicative English materials using videos for fifth grade students in the language laboratory ofSD TarakanitaMagelang designed? 2. What do the design of communicative English materials using videos for

fifth grade students in the language laboratory of SD Tarakanita Magelang look like?

C. Limitation of the Study

This study aims to design materials to be used in language laboratory to support English learning. The writer chose fifth grade students of SD Tarakanita Magelang as the subject of the study since they already use the language laboratory. Besides, the school itself acquires beneficial result as additional materials for students who study in laboratory language.

This study is limited only to the English materials for language laboratory of fifth grade of elementary school level. The materials are designed based on the need of the related school to provide various materials for their English learning particularly in language laboratory. The study focuses on activities based on the videos which are appropriate for fifth grade students of language laboratory in SD Tarakanita Magelang. The design is supported by videos which support the Communicative Approach. The videos are chosen to enhance students’ skills in English learning communicatively. This study also doesn’t aim at implementing the materials, but only at seeking the design of the materials.

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D. Objectives of the Study

The study is going to investigate the questions stated in problem formulation. There are two objectives. They are:

1. To find out how communicative English materials using videos for fifth grade students in the language laboratory of SD Tarakanita Magelang are designed.

2. To find out what communicative English materials using videos for fifth grade students in the language laboratory ofSD Tarakanita Magelang look like

E. Benefits of the Study

The researcher expects that the results of the study will bring some benefits for elementary school English teachers, for the elementary school, and other researcher.

1. For teachers, especially English teachers of elementary school level.

The teachers are helped to provide more materials which can be applied to a language laboratory. Moreover, the material is equipped by video CD which can be very helpful to provide model of English learning in language laboratory. Not less important, this study will give teachers a model in designing materials using authentic material as stated in the Communicative Approach. The teachers also are able to develop the English learning by using a language laboratory since there are various materials to be chosen and suitable based on students’ abilities and needs. From the various

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activities, the teachers will also be aware of any possibility of making environment to improve students’ comprehension toward the materials. 2. For the elementary school students.

The materials design hopefully helps students to be more interested to learn English in a language laboratory. They may also understand the meaning of spoken language by knowing the images presented in the video. Since there are various activities based on the video in the materials design, they will have better motivation in learning English and also be able to comprehend materials in communicative activity.

3. For other researcher.

The writer hopes the result of this study will be beneficial for other researcher who would like to conduct the similar research on a language laboratory. The further research can be very helpful in order to evaluate and reconstruct the English materials design using certain media (i.e. video) in the language laboratory.

F. Definition of Terms

Below are the terms concerning the research projects which need to be defined in order to avoid misunderstanding. The terms are design, materials, fifth grade students of elementary school, language laboratory, and video.

1. Design

Kemp (1977: 7) points out in his Instructional Design that instructional design is an actual planning of activities the teacher hopes will bring about the

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desired ends. The plan consists of three essential elements: objectives, activities and resources, and evaluation. By formulating the plan, teachers help students in achieving learning objectives. To achieve the learning objectives, the teachers need to consider the activities and resources. Finally, the teachers conduct evaluation to know when the required learning achieved. In this study, the writer defines the term design as actual planning of activities based on the suitable materials and resources for fifth grade students.

2. Materials

Materials are items which used in a certain activity. The items are taken from many sources which suitable for fifth graders including videos and guidance books for fifth grade students ofSD TarakanitaMagelang.

3. Fifth Grade Students of Elementary School

In Indonesia, elementary school means children from 6 up to 12 years old that are divided into six grades. Meanwhile, fifth grade students of elementary school consist of children approximately 11 years old. Usually they have sufficient background knowledge of English since they are already learned English in first grade.

4. Language Laboratory

The term “language laboratory” is generally accepted as denoting various combinations or systems of electromechanical equipment used principally to aid the teaching-learning of foreign languages (Hutchison, 1963:4). A language laboratory is also a classroom or other area containing electronic and mechanical equipment designed and arranged to make foreign-language learning more

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effective than is usually possible without it (Hayes, 1963:1). In this study, a language laboratory is a place which is equipped by some electronic tools such as television and VCD player for fifth grade students to enhance their activities and practice if learning English.

5. Video

Video is a supercharged medium of communication and a powerful vehicle of information. It is packed with messages, images, and ambiguity, and so represents a rich terrain to be worked and reworked in the language learning classroom (Cooper, Lavery, and Rinvolucri, 1991: 11). Harmer (2007: 144) also stated video is richer than audio: speakers can be seen; their body movements give clues as to meaning; so do the clothes they wear, their location, etc. Background information can be filled in visually. In this study, videos become the main materials of the design which are suitable to be applied for fifth grade students in the language laboratory.

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9 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is divided into two main parts, namely theoretical description and theoretical framework. Theoretical description discusses some theories related to the study. Theoretical framework discusses major relevant theories which help to answer the problems of the study.

A. Theoretical Description

The section is aimed at giving foundation from related literatures and written sources to conduct this study. Four major areas are discussed; they are instructional material design models, language laboratory, elementary school, communicative approach and video.

1. Instructional Material Design Models

Teaching needs a plan. The plan covers selecting and arranging materials, method, and media which are suitable for the students. The expectations in designing instructional materials are to facilitate the teacher in preparing materials and to given an alternative source (Indrawan, 2002:7). By preparing plan, students are stimulated to learn more effectively and efficiently.

There are a lot of numbers of instructional design models. Each model has its own characteristics. Basically, the models present some steps for designing instructional materials. In this part, the writer reviews two models of designing instructional materials from Kemp and Yalden.

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a. Kemp’s Model

According to Kemp (1977: 8), the instructional design must supply answer to at least three questions, they are:

1. What must be learned? (objectives)

2. What procedures and resources will work best to reach the desired learning levels? (activities and resources)

3. How will we know when the required learning has taken place? (evaluation) The instructional design plan presented by Kemp (1977: 8) also consists of eight elements. They are considering goals, topics, general purposes; characteristics of the learners; specify the learning objectives; list the subject content; develop pre-assessments; select teaching/learning activities; support services; evaluation. The model of Kemp’s eight interdependence elements is presented below:

Goals, Topics, and General

Purposes

Evaluation

Learner

Characteristics

Support Learning

Services Objectives

Teaching/ Subject

Learning Content

Activities,

Pre-Resources Assessment

Figure 2.1: Kemp’s Model (Kemp 1977: 9)

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The eight elements above are flexible. A designer can start with whichever part he/she is ready to start with and then move back and forth to the other steps. However, those eight elements are interdependent. Decisions related to one may affect to other parts. Below are the explanations of each element: 1) Goals, Topics, and General Purposes

According to Kemp (1977: 13) instructional design plan starts with recognition of the broad goals of the school system or institution. Within curriculum areas or courses, topics are chosen for study, for each of which the teacher explicitly expresses the general purposes (what students generally are expected to learn as a result of instruction). In identifying goals, there are three sources to be considered: society, students, and subject areas. Additionally, statements of goals should recognize changes in learners’ needs and interests, as well as changes in the needs of society and its institutions.

After establishing goals, then a planner should list the topics which would become the basis for the instructions. Kemp (1977: 15) states that topics are sequenced according to a logical organization, most often from simple or concrete levels to complex and more abstract levels. Meanwhile, in general purposes the decision to select one or more purposes to represent a topic to be taught is the responsibility of the teachers. Thus, to plan the instruction often starts with teacher-oriented statements of general purposes for topics, selected in relation to the broad goals of an institution or a program.

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2) Characteristics of Learners

To design an instructional plan, the teacher must know the whole students’ capabilities, needs, and interests. Students’ academic factors and social factors should be recognized as well. These characteristics can provide useful information for making planning decisions. Besides, other factors such as learning conditions and learning styles must be taken into account. Learning conditions refer to groups that may affect someone’s ability to concentrate, absorb, and retain information. Meanwhile, learning styles refer to framework for describing and diagnosing each individual’s way of searching for meaning when confronted with a particular education.

3) Learning Objectives

The teacher should tell their students what performance and achievement levels are to be expected of them. In other words, objectives indicate specifically what students are required to learn. Objectives must be measurable so it can be determined well. As the result, the determination of the objective is to see whether or not the objective has been accomplished.

4) Subject Contents

A student’s learning experiences must involve subject content. Subject content comprises the selection and organizing of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements), and attitudinal factors of any topic. The content, then must closely relate to objectives and to the student’s needs.

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5) Pre-assessment

Pre-assessment is a kind of a test that indicates whether students are ready to accept the next materials or students are not ready for the new lessons. If the students are not ready to accept new materials, then they have to make restart from the lowest level, even from the beginning. Thus, pre-assessment gives information specifically to what extent each student has required studying the topic and what the student have already mastered the subject to be studied. After analyzing the result of pre-assessment, the instructional planning may be affected by eliminate, modifying, or adding objectives.

6) Teaching/Learning Activities

The activities are designed by the teacher since the teacher has rights to determine what kind of activities suitable for the students. The teaching/learning activities include teacher’s activities and students’ activities. The teacher’s activities enables teacher deals with teaching such as presenting the materials, explaining some important terms, giving clear instructions, organizing the students’ activities, and so on (1977:56). While the students’ activities include students’ responsibility on their learning such as doing the assignments individually or group work.

7) Support Services

There are many aspects in designing the instructional materials. Some of the aspects are called support services. Some support services that must be included are fund, personnel, facilities, equipments, and time for the schedule of planning the instructional material.

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8) Evaluation

The evaluation is applied to measure the learning outcomes relating to the objectives. At the end of teaching/learning activities, the teacher holds an examination as the evaluation. Kemp says that evaluating students learning is necessary in order to know how far the learners have achieved the objectives.

b. Yalden’s Model

The second model of instructional design is Yalden’s model. There are seven stages of language program development according to Yalden (1987). They are needs survey, description of purpose, selection/development of syllabus type, production of a proto-syllabus, production of a pedagogical syllabus, development and implementation of classroom procedures, and evaluation. The stages of instructional design which is called Yalden’s Language Program Development are presented in a figure below:

Needs Description Selection/ Production Production Development Survey of purpose development of a of a and

imple-of syllabus proto- pedagogical mentation of Evaluation type syllabus syllabus classroom

procedures

Figure 2.2: Yalden’s Language Program Development (Yalden 1987: 88)

1) Needs Survey

The needs survey is important to collect some information in learning English including characteristics, and motivation of learners. Related to needs

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survey, Yalden (1987:101) gives a brief explanation that when a need survey is being undertaken there is a potentially a great deal of information to be gathered. The information includes communication requirements, personal needs and motivation, and relevant characteristics of learners. In addition, the reason of information gathering is to understand as much as possible of learners in order to establish realistic and acceptable objectives.

2) Description of Purpose

When needs survey has already conducted, then a designer has to decide the purpose of the language program. By identifying the purpose, a designer could form the appropriate language content from simplest to wider scope. This stage establishes foundation for the next stage.

3) Selection/Development of Syllabus Type

The stage is to select a syllabus which will be applied in the language program. The syllabus selection should consider the learners’ needs and characteristics since there are many types of syllabus which are designed based on various characteristics of learners. Yalden (1987:108) pointed out that there is no fixed syllabus of a particular subject. The modification of the syllabus can be done particularly under learning process.

4) Production of Proto-syllabus

The stage is a production of a syllabus which includes specific topics, variety of language, and language use to be developed deals with the program. In communicative syllabus type which was proposed by Yalden (1987:138), there would be a lot of components to be considered. Those elements are general

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notions and specific topics, communicative functions, discourse and rhetorical skills, variety of language, role-sets, and communicative events, as well as grammar and lexis.

5) Production of Pedagogical Syllabus

“The pedagogical syllabus provides a repertoire of words and phrases, chosen as exponents of functions and suitable to the topics identified as important to the learner,” Yalden (1987:144). Thus, the teacher is expected to bring this repertoire for learners by choosing and carrying out communicative activities of a wide variety. Generally, this stage covers a plan implemented in classroom level. The plan consists of teaching, learning and testing. The realization of this syllabus is in the form of teaching materials.

6) Development of Classroom Procedures

This stage requires a designer to use teaching techniques in classroom. Yalden (1987:89) mentioned development of classroom procedures includes three parts; they are selection of exercise types and teaching techniques, preparation of lesson plans and preparation of weekly schedules.

7) Evaluation

The purpose of the stage is to evaluate the overall design of the teaching, the program and the learners. The evaluation is needed to measure whether the learners, teaching and programs have been achieving the objectives of learning activities.

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2. English Standard and Basic Competence 2006 for Elementary School Level

There have been many changes of curriculum for Elementary school. The latest curriculum to be used is the 2006 Curriculum. There are three sections regarding the English Curriculum for Elementary School Level, they are background, goals, and scope of learning English.

a. Background

Language has a central role in the development of intellectual, social and emotional of the learners and it is the supporting factor of the success in learning all subjects. Language learning is hoped to help learners to recognize themselves, their culture, and other’s culture. Besides, language learning also helps the learners to be able to state opinion and feeling, participate in the society, and even find and apply the analytical and imaginative ability in them.

English is a device to communicate spoken and written. Communicating is to understand and express information, idea, feeling, and developing science, technology and culture. Communication ability in a complete meaning is the ability to express ability of understanding and/or producing spoken and/or written text that is accomplished in four language skills, i.e. listening, speaking, reading and writing. The four skills are used to respond, and create context in the social life. Therefore, English subject is aimed to develop those skills in order to make the students to be able to communicate and to express their feeling in English at the particular literacy level.

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The literacy level covers performative, functional, informational and epistemic. At the performative level, people can read, write, listen and speak with the symbols used. At the functional level, people can use language to fulfill their daily needs such as reading news paper, manual or instruction. At the informational level, people can access knowledge with language skills, while at the epistemic level, people can express knowledge in the target language (Wells, 1987).

Regarding the importance of English language learning above, it is necessary to apply standard competence of English for Elementary School which holds English as a local content subject. The Elementary School learners are prepared to continue their study to Junior High School level. They are expected to be able to interact in English for supporting classroom and school activities.

The English language learning in Elementary School is expected to develop the ability of learning a language as language accompanying action. English is for interaction and ‘here and now’. The topics are around things in situational contexts. To reach this competency, learners are expected to get used to various adjacency pairs that underlies more complex interactions.

b. Purpose

English subject in Elementary School has purposes for helping students to acquire ability as follows:

1) Developing communication competence in the form of written and spoken as language accompanying level in school context.

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2) Having awareness of the essence and the importance of English to improve national competence capacity in the global society.

c. Scope

The scope of English subject in Elementary School covers the ability to communicate in spoken and limited way in school context, which consists of aspects as follows:

1) Listening 2) Speaking 3) Reading 4) Writing

The writing and reading ability are expected to support learning to communicate in spoken way. Below are the specific competencies for each skill:

Standard Competence Basic Competence

Listening

1. Understand very simple instructions with actions in school context

1.1 Respond by actions according to meaningfully instruction in classroom and school context

1.2 Respond very simple instruction verbally Speaking

2. Express very simple instructions and information in classroom context

2.1 Talk as accompanying actions meaningfully which involves speaking: giving example of doing something, giving command, and giving directions.

2.2 Talk for asking/giving service/items meaningfully which involves speaking: asking for help, giving help, asking items, and giving items.

2.3 Talk for asking /giving information meaningfully which involves speaking: introducing self, asking, asking for permission, giving permission, agree,

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Standard Competence Basic Competence disagree, and forbids.

2.4 Express modesty meaningfully which involves expressions: Do you mind … and Shall we …

Reading

3. Understand English writing and pictorial descriptive texts in school context

3.1 Read loudly with correct pronunciation, stressing and intonation and meaningfully which involve very simple words, phrases, and sentences.

3.2 Understand very simple sentences, written messages and pictorial descriptive texts correctly and meaningfully.

Writing

4. Spell and copy very simple sentences in school context

4.1 Spell very simple sentences correctly and meaningfully.

4.2 Copy and write very simple sentences correctly and meaningfully, such as congratulations, thanking, and invitation. Table 2.1: Standard and Basic Competence for Fifth Grade, Semester 1

(Departemen Pendidikan Nasional 2006)

3. Elementary School Students

a. Elementary School Children Characteristics

Hamachek (1990:1) states that ”in order to be good teachers, which includes both helping students learn and establishing relationships that facilitates positive teaching-learning outcomes, we need to be reasonably clear on what our assumptions are about why people behave the way they do.” Therefore, this part deals with the importance of knowing students’ characteristics.

Children from age six to twelve are considered as elementary students. The years where they begin to develop their interaction toward environment in

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which they live. Hamachek (1990) includes the years from age six to twelve are increasingly more aware of and responsive to an ever-widening array of influences ranging all the way from their parents, to playmates, to television, to comic books, etc. They continue to develop and expand the personality characteristics that began to appear during the preschool years. The cognitive processes also continue to evolve slowly from the purely concrete, black-and-white thinking of the elementary years to an increasing capacity to the conceptual thinking that will emerge during the later middle years and adolescence. Certainly, each year from those ages has particular uniqueness.

The children development stage is related to the cognitive development. The word cognitive focused on mental processes such as thinking, learning, remembering and problem solving. Meanwhile, the word development is used to imply that cognitive processes change with age or experience (Byrnes, 1996:3). In brief, the cognitive processes such as thinking change with age. The children cognitive development has four general stages which are proposed by Piaget in Vasta et.all (1995: 35). They are:

1) Sensorimotor

Form of intelligence in which knowledge is based on physical interactions with people and objects. This period is extending from birth to 2 years.

2) Preoperational

Form of intelligence in which symbols and mental actions begin to replace objects and overt behavior. This third stage is extending from about 2 to 6 years.

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3) Concrete Operations

Form of intelligence in which mental operations make logical problem solving with concrete objects possible. This period is extending from 6 to 11 years.

4) Formal Operations

Form of intelligence in such higher level mental operations make possible logical reasoning with respect to abstract and hypothetical events and not merely concrete objects. The fourth stage begins at about 11 years.

From this study, the fifth graders whose ages around 10 to 11, are included in concrete operations stage. They are able to solve problem in concrete ways. Cole (1956: 137) affirms the fifth grade students shows higher intellectual capacity, more controlled imagination, some slight powers of reasoning, and an intense curiosity about all kinds of things.

b. Elementary School Language Learning

Certainly the ability of elementary years to learn language is distinct from the higher years. Elementary years involve many activities during learning processes regarding the cognitive development of the children. As quoted by Trisisca (1994:9) children have unique attitude toward learning something. Unlike adults who can be told to what is needed to learn, children even learn something because they like it, not because it is important to be learned. Thus, various activities could grab children’ attentions. The various activities enable students to actively involved in learning processes, as stated by Hudelson (1991: 2) that in

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language class “children need to be actively involved in activities when language is a part and to use the language in accomplishing meaningful task.”

c. Language Teaching of Elementary School Children

Language teaching must differ for various levels of education. Children and adults must be taught differently. Lado outlines significant variable related to primary school children:

Primary school children require special techniques. They learn by play and memorization. They can achieve superior pronunciation by dint of their power to mimic sound accurately. Children are driven to activity and to learning by play rather than by any work motive or other sophisticated motive that drives adults (Lado, 1964: 57).

From the explanation, it is clearly stated if primary children love to play during learning processes. Hamachek (1990: 87) stated that primary children are quite responsive to opportunities for interacting with one another in gamelike activities. It is necessary for teachers to build meaningful task and activities which encourages students in language learning.

4. Language Laboratory

As mentioned before, the study intends to design English materials for fifth grade students. The materials themselves are specified for the usage in language laboratory. This part covers the description of language laboratory, advantages using the language laboratory and preparation for language laboratory materials.

a. Description of Language Laboratory

A language laboratory is a classroom or other area containing electronic and mechanical equipment designed and arranged to make foreign-language

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learning more effective than is usually possible without it (Hayes, 1963: 1). Meanwhile, Lado states the language laboratory is a special room for practice with sound equipment (1964: 174). He also explains what constitutes a language lab is a special room with necessary equipment set aside for practice by the students. A classroom can become a lab after class hours, or the lab can be used as a classroom by the teacher, but the distinctive characteristic is the separate room where the students may practice the language.

As mentioned above, the typical language laboratory contains electronic and mechanical equipment. Based on the definition, Hayes (1963: 1) classified the language laboratory into two groups according to the way they fit into the school’s plan of operation. They are class systems and library systems. In class systems the laboratory is scheduled by classes. Meanwhile the library system is conceived as comparable to library work where students attending at their own convenience, or scheduled at times unrelated to their language class meetings.

b. Advantages Using the Language Laboratory

The existence of language laboratory brings some benefits. Hayes (1963: 16-17) proposed some advantages of using language laboratory, they are: first, in a language laboratory all students present can practice aloud simultaneously, yet individually. Secondly the teacher is free to focus his attention on the individual student’s performance without interrupting the work of the group. Third, certain language laboratory facilities can provide for differences in learning rates. Fourth, the language laboratory provides authentic, consistent, untiring models of speech for imitation and drill. Next, recordings provide many native voices. Without such

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variety it is common for students to be able to understand only the teacher. Sixth, some teachers, for reasons beyond their control, do not themselves have sufficient preparation in understanding and speaking the foreign language. The laboratory provides these teachers with an opportunity to improve their own proficiency. Seventh, the language laboratory makes it possible to divide a class into teacher directed and machine-directed groups. Finally, certain language-laboratory facilities can enhance the student’s potential for evaluating his own performance.

Based on some advantages above, it could be inferred that there is a scope of language laboratory. Lado (1963: 175) states the scope of the language laboratory consist two parts. Firstly, the language laboratory can provide good models of the speech of the target language for imitation and manipulation by the student. Secondly, the language laboratory permits audio-lingual practice outside of class.

5. Communicative Approach

This study requires communicative approach. This approach is selected because it is appropriate for teaching at elementary school level as stated in the scope of English subject in Elementary School (2006 Standard and Basic Competence for Elementary School Level). Some theories related to the communicative approach are clarified below:

a. Communicative Tasks

Nunan (1989: 10) considers the communicative task as a piece of classroom work which involves learners in comprehending, manipulating,

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producing or interacting in the target language while their attention is principally focused on meaning rather than form. This communicative task requires students to perform the target language in the real situation. There are some components for analyzing communicative task. Nunan (1989: 11) suggests the components of a task contain goals, input data, activities, settings, and roles form teacher and learner. Inputs and activities are different. Inputs are data for learner to do, whereas activities are job for learner to perform. The diagram below shows the framework for analyzing communicative tasks:

Goals Teacher Role Input TASKS Learner Role Activities Settings

Figure 2.3: Framework for Analyzing Communicative Tasks Nunan (1989: 11)

The term task stems largely in the communicative approach. Nunan (1989: 20) describes the task into changing attitudes to language and language learning. Therefore teacher’s role and learner’s role refers to Communicative Language Teaching.

b. Communicative Language Teaching

The purpose of selecting appropriate materials, methods, strategies and approaches is to aid teacher creating high-quality teaching. Among those

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preparations, approach underlies the whole components in language learning. This study applied an approach namely Communicative Language Teaching (CLT).

In CLT the goal of language teaching is to enable students to communicate in the target language. Larsen-Freeman also states:

CLT aims broadly to apply the theoretical perspective of the Communicative approach by making communicative competence the goal of language teaching and by acknowledging the interdependence of language and communication (Larsen-Freeman, 2000: 121).

Richard and Rodgers (1986: 64) also point out this approach focuses on communicative proficiency rather than on mere mastery structure.

In brief, it is necessary for students to apply the target language in real-life communication rather than merely focus on learning grammatical pattern.

1) Characteristics of Teaching/Learning in CLT

Larsen-Freeman (2000: 129) states some characteristics of teaching/learning process as follows: almost all activities are done with a communicative intent. It is intended to support and encourage students activate their ability in learning target language. Next, to use authentic materials to give students opportunity to develop strategies for understanding language as it is actually used by native speakers.

Lastly, activities in CLT carry out students to make small groups in order to maximize the time allotted to teach student for communicating. In small numbers of group, students are interacting effectively using target language.

According to Littlewood (in Richard and Rodgers, 1986:76) there are two major activities in CLT namely “functional communicative activities” and “social

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interaction activities”. Functional communicative activities have purpose to develop certain language functions. The kinds of activities include comparing sets of pictures, identifying similarities and differences, sequencing a set of pictures, discovering missing features in a map, giving construction, following the directions and solving the problem from shared clues. Meanwhile, the social interaction activities consist of conversations and discussions, dialogues and role plays, simulations, skits, improvisations and debates.

2)Roles of Teacher and Learner in CLT

This section explains the roles of teacher and learner in communicative classroom. Basically, the roles of teacher and learner are complementary.

According to Littlewood (in Larsen-Freeman, 2000), in the classroom, teacher facilitates communication. It insists the teacher to be responsible in establishing situations likely to promote communication. During activities, teacher acts as an adviser, answering students’ questions and monitoring their performance. At other times, teacher plays as a communicator engaging in the communicative activity along with the students.

Larsen-Freeman (2000: 129) affirms the role of learners in this case is to become communicators. Students are actively engaged in negotiating meaning, in understanding others, and in trying to make themselves understood even when their knowledge of the target language is incomplete. Students are also responsible for their own learning since the teacher’s role is less dominant in the classroom.

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3) The roles of Materials in CLT

The functions of instructional materials are significant in CLT. Larsen-Freeman (2000: 132) states students obviously find problems in classroom. Thus, adherents of CLT advocate the use of language materials authentic to native speakers of the target language in order to overcome the critical problem that students cannot transfer what they learn in the classroom to the outside world and to expose students to natural language in a variety of situations. In addition, materials are very significant to promote communicative language use by applying the task-based materials and authentic materials.

6. Teaching with Video

Materials based on communicative approach are those which considered as authentic materials. These materials are used in a way that is real for learners. Here, the writer provided videos to be the main materials of the design. Video is the real model of language learning.

a. Reasons of Using Video

Harmer (2001: 282) stated there are many reasons why video can add a special, extra dimension to the learning experience:

1) Seeing language-in-use

Students do not just hear language, they see it too. Video aids comprehension since general meaning and moods are often conveyed through expression, gesture, and other visual clues. These give valuable meaning and help viewers to see beyond what they are listening to.

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2) Cross-cultural awareness

Video allows students to look at situations far beyond their classrooms and gives students a chance to see such things as what kind of food people eat in other countries, and what they wear.

3) Motivation

Video for learning helps students to increase their interest particularly when they have a chance to see language in use as well as hear it, and when this is coupled with interesting tasks.

b. Advantages of Using Video

Some advantages of using video proposed by Harmer (2001:304) are described as follows:

First, recorded material allows students to hear a variety of different voices apart from just their own teacher’s. It gives them opportunity to ‘meet’ a range of different characters, especially where ‘real’ people are talking.

Next, nowadays most course books include CDs or tapes, and many teachers rely on recorded material to provide a significant source of language input.

Finally, because students are used to watching film at home-and may therefore associate it with relaxation-we need to be sure that we provide them with good viewing and listening tasks so that they give their full attention to what they are hearing and seeing.

Sherman (2003: 2) also pointed out some advantages of video in language teaching as follows.

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1) As a Language Model

Authentic video provides a vast up-to-date linguistic resource of accents, vocabulary, grammar and syntax, and all kinds of discourse, which shows us language in most of its uses and contexts – something neither course book nor classroom can do. Authentic video can be a model for specific language items for students to pick and choose from since it illustrates the kind of interactive language most foreign-language students seldom to encounter.

2) As a Stimulus or Input

Video can be used for discussions, for writing assignments, as input for projects or the study of other subjects. The ‘film of the book’ is particularly useful in the study of literature, and work-based scenarios and training films are useful in special-purpose language teaching.

3) As a Moving Picture Book

Video gives access to things, places, people, events and behavior, regardless of the language used, and is worth thousands of picture dictionaries and magazines.

c. Viewing Techniques of Using Video

According to Harmer (2001:309) technique in using video are designed to awaken students’ curiosity through prediction so that when they finally watch the film sequence in its entirety, they will have some expectations about it. Those techniques are:

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1) Fast Forward

The teacher presses the play button and then fast forwards the video so that the sequence shoots past silently and at great speed, taking only few seconds. When it is over, the teacher can ask students what the extract was all about and whether they can guess the characters were saying.

2) Silent Viewing (for language)

The teacher plays the film extract at normal speed but without the sound. Students have to guess what the characters are saying. When they have done this, the teacher plays it with sound so that they can check to see if they guessed correctly.

3) Freeze Frame

At any stage during a video sequence ‘freeze’ the picture stopping the participants dead in their tracks. This is extremely useful for asking the students what they think will happen next or what a character will say next.

4) Partial Viewing

Use pieces of card to cover most of the screen, only leaving the edges on view. Alternatively, put little squares of paper all over the screen and remove them one by one so that what is happening is only gradually revealed. A variation of partial viewing occurs when the teacher uses a large ‘divider’, placed at right angles to the screen so that half of the class can only see one half of the screen, while the rest of the class can only see the other half. They then have to say what they think the people in the other side saw.

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Regarding the videos in the material design, the writer chose videos according to the level of the students and the relevant topics from the guide book to be used in classroom. Harmer (2007: 144) affirms if we make it too difficult or too easy, the students will not be motivated. If the content is irrelevant to the students’ interests, it may fail to engage them. However, teacher might also use the techniques in operating the videos to develop the students’ comprehension of learning target language from the videos.

B. Theoretical Framework

This part intends to outlines the theories which underlie the writer to design the materials for fifth grade students. Some theories were mentioned above are crucial in determining the steps of designing materials. Here, the writer employs CLT as the approach since one of the characteristics is the use of authentic materials. Thus, the writer uses videos as the authentic material based on the approach. For the instructional design model, the writer combines and modifies Kemp’s model and Yalden’s model.

There are some reasons why the writer combines and modifies both models from Kemp and Yalden. Yalden’s model has needs survey to gather data about students’ needs as the first step based on Yalden’s that is the needs analysis. The needs analysis is supposed to identify the needs of learners. In this study, the needs analysis is very crucial to determine the design. Meanwhile, Kemp’s model is chosen because in developing instructional plan, each stage requires revision

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which will affect to other stage since each part is interrelated to each other and form as a unity. However, both models have a stage of evaluation.

From the explanation above, the framework of material design consists of eight parts. Here are the following parts:

1. Conducting Needs Survey

The very beginning step is to gather information of learners needs. This will determine the topics, materials, and goals of the design. The needs survey is conducted through interviews with English teachers.

2. Stating Instructional Goals and Topics

This second step is to be made after defining the needs survey. This step is to state the goals of instructional material. Then, formulate the topics which are derived from the simple level to complex level. The topics facilitate students to achieve the goals. In this study, the instructional goals and general purposes of the material design are revealed in standard competence and basic competence.

3. Establishing Learning Indicators

Determining learning indicators show details about what to teach and to accomplish in teaching learning. In other words, the indicators are also called objectives. This part shows the students achievement towards understanding of topics or materials given.

4. Listing the Subject Content

A student’s learning experience should include the subject contents (Kemp, 1977: 43). The subject content, then, must involve both the objectives and the students’ needs. In this study, the material consists of four parts which reflect

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the relation between objectives and students’ need. They are: let’s start, let’s focus, let’s practice and let’s review.

5. Designing Materials

The materials involve students to be active and communicative in every topic. Thus, some activities are designed to make students eager to follow the teaching learning process communicatively based on the video.

6. Selecting Teaching Learning Activities

The material is designed based on the Communicative Approach. In this study the material design is intended to optimize the use of language laboratory. Regarding the use of the approach, the material applies communicative activities which are based on the videos played for students.

The activities are designed based on the videos might enable students to participate actively. Since the students are in fifth graders, the writer designs the activities in easy and acceptable language based on the videos and the students’ ability level.

7. Evaluation

This step is to evaluate the material design. The major points are to gain feedback and comments in order to improve the design. Since the materials are not implemented, the evaluation is obtained by distributing questionnaires to some English teachers and one lecturer of Sanata Dharma University. From the questionnaires, the writer acquires results to improve the material design.

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8. Revision

After conducting evaluation, the step moves on the revision part. The writer revises the materials based on the feedback and suggestions from evaluators. Revision is needed in order to improve the materials. The steps of the writer’s instructional design model adapted from Kemp and Yalden are presented in Figure 2.5 below:

Figure 2.4: Steps of the Writer’s Material Design Adapted from Kemp (1977) and Yalden (1987)

1. Conducting Needs Survey

7. Evaluation of Designed Materials 6. Selecting Teaching Learning Activities 2. Stating Instructional Goals and Topics

3. Establishing Learning Indicators

5. Designing Materials 4. Listing the Subject Content

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37 CHAPTER III METHODOLOGY

This chapter presents a detailed description about methods used to answer the problem formulation. The discussion involves method, respondents, setting, instrument, data gathering technique, data analysis technique, and procedures.

A. Method of the Study

As already mentioned in previous chapter, this study required the educational research and development (R&D) which refers to an exploration in the educational field not excluding the needs of development and validation. Borg and Gall state:

Educational research and development (R&D) is a process used to develop and validate educational products. The steps of this process are usually referred to as the R&D cycle, which consists of studying research findings pertinent to the product to be developed, developing the product based on these findings, field testing it in the setting where it will be used eventually, and revising it to correct the deficiencies found in the field-testing stage (Borg and Gall, 1983: 772).

The R&D consists of a cycle which in which the version of a product is developed, field–tested, and revised on the basis of field–test data. There are ten steps of R&D. However, this study required only five out of ten steps since the first five steps were suitable to design the materials. The main focus in this study was to design and present the materials without implementing it. Those five steps applied in this study were: research and information collecting, planning, develop

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preliminary form of the product, preliminary evaluation and main product revision. Each step was clarified below:

1. Research and Information Collecting

This step was administered to gain data related to this study. Since this study was about fifth grade students, it was significant to collect the data related to the students’ need in learning English. The information was gathered by conducting interview to the English teachers since they knew exactly what the students’ need.

2. Planning

The planning step was carried out after conducting the research and information collecting. The planning was carried out by formulating the results from interview about students’ need which was regarded as needs analysis.

3. Developing Preliminary Form of Product

The next step was significant to facilitate students in learning English. The design covered appropriate themes, topics, activities for students in accordance with the guide book and curriculum used by English teachers.

4. Preliminary Evaluation

This step related to the previous step in which the designed materials were needed to be evaluated. The evaluation was conducted by English teachers and English lecturers. From this step, the writer gained comments and feedback which were beneficial to make better design.

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5. Main Product Revision

After gathering information from the product evaluation subjects, the writer improved the preliminary form of product according to the feedback as comments and suggestions given by the respondents of this study.

B. Respondents

The respondents of the survey study were the elementary English teachers, and the English lecturers. Informal interview was conducted to two elementary English teachers of SD Tarakanita Magelang since they knew overall students’ characteristics in order to figure out their interests, needs, and difficulties in learning English. The last respondent was one lecturer of English Education Study program. The writer distributed questionnaire related to the designed materials to obtain opinions, suggestions, and feedback which could be used to evaluate, improve, and revise the materials.

The writer provided detail description of the respondents in a table below: Sex Teaching Experience Group of Respondents

M F 1-5 6-10 11-15 16-20

Note: F: Female M: Male

C. Setting

The setting of the study was in SD Tarakanita Magelang. As it was mentioned before, this study was aimed to design the materials for SD Tarakanita

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Magelang. The study focused on the language laboratory class for fifth grade students of SD Tarakanita Magelang. The main reason was nowadays most of elementary schools in Indonesia are equipped by a language laboratory and in SD TarakanitaMagelang this kind of language laboratory already exists.

This study deals with the language laboratory which exists in SD Tarakanita Magelang. The language laboratory there is equipped by some electronic tools such as VCD player and a television. Those equipments are beneficial for creating various activities which enhance students to learn English.

The room is about 3 x 3 meters square. It has enough lights from outside since the room consists of two large windows. The room also has five separable tables and 30 seats. Students sit in groups consists of five up to six students in one table. There is also a whiteboard for the teacher explaining the material or discussing the activities. Some pictures of the language laboratory in SD TarakanitaMagelang may be seen in appendices.

D. Instruments

The study employed interview and questionnaire as instruments to gather data from the respondents of the study.

1. Interview

The writer conducted an informal interview toward two elementary English teachers of SD Tarakanita Magelang. The interview was in the form of oral questions to gain more information about characteristics of overall students

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and the materials were needed by students. The result was considered necessary as the needs survey which helped the writer to design the instructional material. 2. Questionnaire

Questionnaire was chosen because it provided questions which were designed to cover all the data related to the subjects’ ideas related to the topic of this study. Ary et al. (2002: 421) state that “questionnaire is designed for self-administration and it is possible to include a large number of subjects as well as subjects in more-diverse locations. Subjects also feel free to give their opinions and do not feel reluctant to express points of view”.

Questionnaire is divided into two types: open-response and selected-response. The open-response requires subjects to share their responses in their own writing. Meanwhile, selected-response requires subjects to share their responses by selecting provided alternatives. Additionally, it was practical to be analyzed. To provide more detailed data, both types were used.

The study required one questionnaire. The questionnaire was distributed to lecturers of English Education Study program and elementary English teachers to gain data as evaluation and feedback on the designed material.

E. Data Gathering Technique

The writer gathered the data in two ways. First, the data were gained by conducting an interview and then distributing questionnaires to the respondents. An interview was conducted to gain data about characteristics of overall students

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and the materials were needed by students from elementary English teachers of SD TarakanitaMagelang.

The questionnaire was used to improve, and revise the materials. The writer distributed the questionnaire to elementary English teachers and one lecturer of English Language Education Study program.

F. Data Analysis Technique

According to Ary, et al. (2002: 465), data analysis involves reducing and organizing the data, synthesizing, searching for significant patterns, and discovering what is important. Thus, the analysis of the data in this study involved data gathered from the library study and survey results from both instruments: questionnaires and interview.

The result from interview was in the written form. Meanwhile, the writer presented the data from questionnaire in the form of table. The table interpreted the result from questionnaire to evaluate and improve the designed materials. There were five points of agreement as the assessment in the selected-response questionnaire since the respondents were asked to choose between five alternatives. They were:

strongly disagree = 1 disagree = 2 doubtful = 3

agree = 4

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In order to calculate the selected-response questionnaire, the descriptive statistics is needed. The form of the descriptive statistics is:

Frequency of Occurence

Central Tendency NO Respondent Evaluation

1 2 3 4 5

Mean

Note: N: Number of cases (respondents)

To obtain mean, the formula is written as follows:

M =

Σ

X

N

M: mean;Σ: sum of; X: values; N: number of values.

“Central tendency can be defined as the propensity of a set of numbers to cluster around a particular value,” (Brown and Rodgers, 2002). The central tendency in the table is useful to find out the average score (mean) of the answers given by the respondents on the selected-response questionnaire. The scores show whether the design of was good or not.

G. Procedures

The writer conducted some procedures to find out the data based on the methods used. The procedures of the research have been mentioned in methodology. The steps of the research are in the Educational Research and Development.

(66)

First, step was conducting an informal interview to the English teachers of SD Tarakanita Magelang. This step was aimed at collecting research and information about students of fifth gradeSD Tarakanita. The result was regarded as needs survey.

Second step was analyzing the data and survey results. This step carried out after conducting the interview. The analyzed data was considered as needs analysis. Then the writer made some plans on the materials. This step was carried out based on the general purposes, topics, learning objectives, and syllabus which were suitable for fifth grade students and in accordance with the curriculum for Elementary School. This stage is to prepare for designing English materials for fifth grade students.

The realization of the plans was designing English instructional materials for fifth grade SD Tarakanita Magelang. The writer employed sources which suitable for students based on the needs analysis from the respondent. The design was called the product.

The next step was to test the product by distributing questionnaire to the three English teachers and one lecturer of English Education Study program. This step aimed to improve and revise the materials. The result of the questionnaire considered as product evaluation. Then in evaluation step, the writer revised the design by adding and reducing some activities. After revising and improving the designed materials, then the writer presented the final materials design. Below was the diagram representing the procedures which combining the steps in chapter two and R&D.

(67)

Research and Information Collecting

1. Conducting Needs Survey

Planning

2.Stating Instructional Goals and Topics 3. Establishing Learning Indicators

4. Listing the Subject Content

Developing Preliminary Form of Product

5. Designing Materials

6. Selecting Teaching Learning Activities

Preliminary Evaluation

7. Evaluation of Designed Materials

Main Product Revision

(1)

Teacher’s Guide

Let’s Have Fun with English Page 20

UNIT

8: What Are My Pets?

a. Let’s Start

1. Students get explanation about to students meaning of words in the box.

2. Students are to match the name of each picture of animal with the name from the box then discuss the correct answers with the teacher.

Key answers:

ANIMALS KEPT AS PETS

cow dog chicken sheep turtle rabbit fish goose

turtle

dog

chicken

sheep

rabbit

goose

fish

(2)

Teacher’s Guide

Let’s Have Fun with English Page 21

b.

Let‘s Focus

1. Students are to study about Adjectives.

2. Students get explanation about about Adjectives.

3. Students are to watch and listen to the video “Pet Shop”.

4. Students are to draw a line on the pets with their colors based on the video then discuss the correct answers with the teacher.

5. Students are to write some words they don’t know the meaning related to the task given.

PETS

COLORS

1. Dog yellow

2. Cat white

3. Goat brown with spots

4. Cow dark brown

5. Sheep white and black

c.

Let‘s Practice

1. Students get explanation about the example to the students.

2. Students are to fill the information based on the picture of some animals below and the example given!

3. Discuss the correct answers with the teacher.

Example:

This is a horse. It isbigandbrown. It has four legs and a tail.

(3)

Teacher’s Guide

Let’s Have Fun with English Page 22

White Carrot Small Four legs Two long ears

This is a rabbit. It is small and white. It has four legs. It eats carrots. Brown Long tail Bananas

Medium Two legs Two arms

This is a monkey.

It is medium and brown. It has two arms and two legs. It eats bananas.

Grass Big Four legs A tail Black and white

This is a cow.

It is big and black and white. It has four legs.

It eats grass. Bones Short tail

Brown Four legs Small

This is a dog.

It is small and brown. It has four legs. It eats bones.

My words note

_:

__________ : ______________ _______ : __________ __________ : ______________ _______ : __________ __________ : ______________ _______ : __________

d. Let‘s Review

1. Students are to complete ‘do you remember?’ part. 2. Discuss the correct answers with the teacher.

Do You Remember?

Fill the information below with correct answers!

A …

eats …

The color is …

Monkey bananas brown

Cow grass black and white

Rabbit carrots white

(4)

APPENDIX G

Pictures of

SD Tarakanita

Magelang

’

s

(5)

(6)

Communicative english materials using videos for the fifth grade students in the language laboratory of SD Tarakanita Magelang.

COMMUNICATIVE ENGLISH MATERIALS USING VIDEOS

FOR THE FIFTH GRADE STUDENTS IN THE LANGUAGE

LABORATORY OF

SD TARAKANITA

MAGELANG

The secret of a good sermon

is to have a good beginning

and a good ending, then

having the two as close

together as possible.

George Burns

I am careful not to confuse

excellence with perfection.

Excellence, I can reach

for; perfection is God's

business.

Michael J. Fox

I dedicate this thesis to:

My beloved parents and younger

brothers,

My special one, My best friends

and Myself.

M =

Σ

X

N

Teacher’s Guide

UNIT

8: What Are My Pets?

a. Let’s Start

ANIMALS KEPT AS PETS

cow dog chicken sheep turtle rabbit fish goose

turtle

dog

chicken

sheep

rabbit

goose

fish

Teacher’s Guide

b.

Let‘s Focus

PETS

COLORS

c.

Let‘s Practice

Teacher’s Guide

My words note

:

d. Let‘s Review

A …

eats …

The color is …

APPENDIX G

Pictures of

SD Tarakanita

Magelang

’

s

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