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t so much f o rbeing agood ilstene ra swel la sagrea tcounselor .It hank .

y d u t s y m g n ir u d ’ r e h t o m ‘ y m g n i e b r o f r e

h I t hank Mis sDyah and al lCeria’s

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s l a I . g n ir e h t a g a t a d d n a n o it a m r o f n i e h

t thank to Mis sMtia ,Pak Gun and

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it s e g g u s d n a s m s i c it ir

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m Sep it ,abang Heindra Endruw ‘Jondi’l Perdana ,D iw ,and mbak Lia a

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A .I t hank t hem al lfor t he suppo tr sand t he happines swe shared du irng ou r !

s y u g e fi l r u o r o f t s e b e h t o d s ’t e L . y d u t s

, p u o r g i l a w a j a R g n a G k n a h t o s l a

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n a h o

J and Damar .We have been through many happines sand sorrow . Iwli l o t d e r e v il e d o s l a s i e d u ti t a r g f o e l d n u b A . d n i m y m n i s t n e m o m t a e r g r u o p e e k

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I oa ls thank my bes tfirends ,Icez ,Mio ,Ambur ,Nindya ,my bes tfirend’ s ,

r e t s i

s Dek Tika and t hei rfamiiles .I t hank them fo rshowing me rtue l ove and e

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C ProblemLimtiaiton...……..……….. .

D ResearchObjecitve .s……….. .. .

E ResearchBenefti……… .

F De ifniiton so fTerm s……….

E R U T A R E T I L D E T A L E R F O W E I V E R I I R E T P A H

C ………..

.

A THEORETICALDESCRIPTION...……….. .

1 DesignModel………... . .... .

2 IntegratedMate irals……….………. .

3CommunicaitveLanguageTeaching………. .

a TheDeifniitono fCLT………..…. .

b TheCharacteirzaitono fCLT……….

e g a P

i ii ii i

v i

v i v

ii v

ii i v

x i

i x

v i x

v x

1 1 3 3 3 4 5

7 7 7 6 1

7 1

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4 lSylabus………. .

5Reviewo fRelatedStudies………. .

B Theoreitca lFramework ...

Y G O L O D O H T E M I I I R E T P A H

C ……….

.

A ResearchMethod...……….. .

B ResearchSetitng……..………. .

C ResearchParitcipants..………. .

D Insrtument sandDataGatheirngTechnique………. .

E DataAnalysi sTechnique……….. .

F ResearchProcedure………..

V I R E T P A H

C RESULTS ANDDISCUSSION..... .

A How a se t o f integrated mate iral s fo r teacher s o f Ceria Demangan g n i h c a e T e g a u g n a L e v it a c i n u m m o C n o d e s a b n e tr a g r e d n i K d n a p u o r g y a l P

d e n g i s e d s

i ……… .

1 TheResutl so ft heNeedSurvey……….…………... .. .

2 TheSetitngo o fG al ,Topic sandGenera lPurposes………. .

3 TheSpeci ifcaitono fLearningObjecitves………. .

4 TheSelecitonoft heSyllabus……… .

5 TheSelecitono fSubjec tContent………. .

6 TheSelecitono fTeaching/LearningAcitviites……… .

7 TheMateira lEvaluaiton……….……….. .

8 TheMateira lRevision………….………. .

B Wha t a se t o f integrated mate iral s fo rteacher s o f Ceria Demangan g n i h c a e T e g a u g n a L e v it a c i n u m m o C n o d e s a b n e tr a g r e d n i K d n a p u o r g y a l P

e k il k o o l ll i

w ……….. 9 1 23 24

27 7 2

9 2

0 3

0 3

2 3

2 3

35

5 3 36 45 7 4

0 5

1 5 35 45 9 5

1 6

ii i x .

A Conclusion s……….. .

B Suggesiton s………... .

1 Fo rEngilhTeacher so rEngilshI nsrtuctors……… .

2 Fo rFu trhe rResearcher………...

S E C N E R E F E

R ….………. S

E C I D N E P P

A

.. . … A x i d n e p p

A ………..

… … … … … … … … … … … … … … … … … … … … … … … … … … B x i d n e p p A

… … … … … … … … … … … … … … … … … … … … … … … … … … C x i d n e p p A

… … … … … … … … … … … … … … … … … … … … … … … … … … D x i d n e p p A

. … … … … … … … … … … … … … … … … … … … … … … … … … … E x i d n e p p A

… … … F x i d n e p p

A ……….

2 6

4 6

4 6

4 6

6 6

9 6

1 7

3 7

8 7

2 8 1 02

v i x s

e l b a T

e r P f o s t n e d n o p s e R 1 . 4 e l b a

T -designSurvey………..………... f

o y r a m m u S 2 . 4 e l b a

T Ceria’ sP irncipalI nterview……….... .. .. … … … … ) 1 t r a p ( s e ri a n n o it s e u Q ’ s r e n r a e L f o y r a m m u S 3 . 4 e l b a T

… ) 2 t r a p ( s e ri a n n o it s e u Q ’ s r e n r a e L f o y r a m m u S 4 . 4 e l b a

T ………...

.. . … … … … … ) 3 t r a p ( s e ri a n n o it s e u Q ’ s r e n r a e L f o y r a m m u S 5 . 4 e l b a T

.. . … … … … … ) 4 t r a p ( s e ri a n n o it s e u Q ’ s r e n r a e L f o y r a m m u S 6 . 4 e l b a T

.. . … … … … … ) 5 t r a p ( s e ri a n n o it s e u Q ’ s r e n r a e L f o y r a m m u S 7 . 4 e l b a T

. … … … … … ) 6 t r a p ( s e ri a n n o it s e u Q ’ s r e n r a e L f o y r a m m u S 8 . 4 e l b a

T ..

.. … … … … … … … … … … … … … … … … … … s c i p o T f o t s i L 9 . 4 e l b a T

.. . … … … … … … … … … … … … … s e s o p r u P l a r e n e G f o t s i L 0 1 . 4 e l b a T

.. … … … … … … … … … … … … s e v it c e j b O g n i n r a e L f o t s i L 1 1 . 4 e l b a T

A f o e e r g e D 2 1 . 4 e l b a

T greemen tandMeaning…….……… )

1 t r a p ( n o it a u l a v E l a ir e t a M f o y r a m m u S 3 1 . 4 e l b a

T ………...

.. … … … .. . … … … ) 2 t r a p ( n o it a u l a v E l a ir e t a M f o y r a m m u S 4 1 . 4 e l b a T

.. … … … … … … … … … … … … … n o i s i v e R l a ir e t a M f o t s i L 5 1 . 4 e l b a T

e g a P

1 4

1 4

3 4

3 4

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5 4

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e r u g i F

1 . 2 e r u g i

F . Stagesi nLanguageProgramDevelopment( Yalden , ..

… … … … … … … … … … … … … … … ) 8 7 9

1 ………..………...

n g i s e D s ’ n e d l a Y d n a s ’ p m e K n e e w t e b n o it a n i b m o C e h T . 2 . 2 e r u g i F

.. … … … … … … … … … … … … … … … … … … … … … … … … … l e d o M

… … … … … … … … … … h c r a e s e R e h t f o s p e t S l l a r e v O e h T . 1 . 3 e r u g i F

P ea g

3 1

5 1

5 3

1

N O I T C U D O R T N I

e r a y e h T . s tr a p 6 f o s t s i s n o c r e t p a h c s i h

T research background ,problem ,

s e v it c e j b o h c r a e s e r , n o it a ti m il m e l b o r p , n o it a l u m r o

f research benefti s and

.s t n i o p g n i w o ll o f e h t n i d e t a r o b a l e s i tr a p h c a E . s m r e t f o n o it i n if e d

.

A ResearchBackground

. h s il g n E f o e c n a tr o p m i e h t f o e r a w a w o n e r a e l p o e p n a i s e n o d n

I Thi s

ll e w s i s s e n e r a w

a -grabbed by both pubilc school sand non pub ilc school sin Indonesia . Almos t al l school s in Indonesia have Engilsh a s theri subjec.t t u b , l o o h c s y r a d n o c e s d n a l o o h c s y r a m ir p n i y l n o t o n t h g u a t s i h s il g n E , r e v o e r o M

. p u o r g y a l p d n a n e tr a g r e d n i k n i o s l a

a i r e

C Demangan Playgroup and Kindergatren i sone of t hose schools which e

c u d o rt n

i Engilshto ti sstudentst hrough tisdaliyt eachingandl earningprocess .I t .

h s il g n E h ti w r a il i m a f s t n e d u t s s ti e k a m o t s m i

a Chlidren who study there are

o s r a e y 6 o t 1 d n u o r

a ld .They are encouraged t o befamiila rwtih Engilsh .They y

a r

p in Engilsh ,they sing many Engilsh song .s Moreover ,the teachers have g n i n r a e l d n a g n i h c a e t e h t g n ir u d h s il g n E n i k a e p s t s u m y e h t h c i h w n i ,s y a d l a i c e p s

. y a d s e u T d n a y a d n o M e r a s y a d e s o h T . s s e c o r p

, r e v e w o

H Ceria’ steachers its l l ifnd some challenge sin speaking Engilsh . f

o t s o

d e s u e r a h c i h w s e c n a r e tt u e m o s w o n k y l n o y e h T . h s il g n E k a e p s o t e v a h y e h t

s a h c u s , y lr a l u g e

r ‘push you rchari’ ,‘toy saway’ ,‘make abig cricle’ ,and ‘wash s

d n a h r u o

y ’ ,bu ti fthey have to speak fu trher ,they are incapable o fdoing .ti Seeing thi srealtiy ,the researche ri sencouraged to design a se to fintegrated

e v i g o t s l a ir e t a m h s il g n

E thet eacher smoreexercise sandchancest odevelopt hei r s

ll i k s h s il g n

E .

ll i k s g n i k a e p s e v l o v n i t o n s e o d e h r o e h s , h s il g n E s k a e p s y d o b e m o s n e h

W s

y a m o s l a e h r o e h s t u b , y l n

o have to involve speaking and ilstening skill s s

u h T . r e h t e g o tl

a , a se t o f integrated Engilsh mateiral s i s needed . A se t of n

i tegrated mate iralsi smateiral which combines two o rmore skills i n each unti . e

r o

M over ,Richard sand Rodgers( 2001 :172 )stated t hati ntegratedmateiral shelp il

g n

E shl earnerst odevelopthei rcommunicaitvecompetence. e

v it a c i n u m m o

C LanguageTeaching( CLT)i st heapproachwhichi schosent o t

n g i s e

d he mate irals .Teacher sin Ceria Demangan Playgroup and Kindergatren r i e h t t e e r g o t h s il g n E e s u y e h T . n o it a s r e v n o c y li a d r o f h s il g n E e s u y lt s o m

. e m it e l c ri c g n i v a h e r a y e h t n e h w t i e s u o s l a y e h T . s t n e d u t

s Thus ,CLTi sthebes t

h s il g n E r i e h t n e p r a h s o t m e h t s e g a r u o c n e T L C e s u a c e b y l p p a o t h c a o r p p

a skill s

e k a t s i m l a c it a m m a r g g n i k a m f o d i a r f a g n il e e f t u o h ti

w s ,pronunciaiton mistakes ,

. e c n e t e p m o c e v it a c i n u m m o c r i e h t p o l e v e d o t s a l l e w s a c t e

.

B ProblemFormula iton

s a m e l b o r p e h t s e t a l u m r o f r e h c r a e s e r e h t , m e l b o r p t a h t g n ir e d i s n o c y B

: s w o ll o f

.

1 How i s a se t o f integrated mateiral s fo r teacher s o f Ceria Demangan n

e tr a g r e d n i K d n a p u o r g y a l

P based on Communicaitve Language Teaching ?

d e n g i s e d .

2 Wha twli la se to fintegrated mateiral sfo rteacher so fCeria Demangan y

a l

P group and Kindergatren based on Communicaitve Language Teaching ?

e k il k o o l

.

C ProblemLimtia iton s i h t s ti m il r e h c r a e s e r e h

T research on designing ase tofi ntegrated mateirals , p

i u q e h c i h

w Ceria’st eache rwtih skillst o communicatei n Engilsh easliy du irng ir

e t a m e h T . s s e c o r p g n i n r a e l d n a g n i h c a e t e h

t a lwli lbe designed based on thei r .

s d e e

n I twli lalsobedesignedbyt aking communicaitvelanguaget eachingast he e h t o t p u h s il g n E e ri u q c a o t s r e n r a e l e h t p l e h l li w s l a ir e t a m e s o h T . h c a o r p p a

y r a t n e m e l

e leve.l

.

D ResearchObjec itves

h c r a e s e r s i h t f o e v it c e j b o e h

T ist o ifnd ou thow ase tofi ntegrated mateiral s f

o s r e h c a e T r o f h c a o r p p a e v it a c i n u m m o c n o d e s a

b Ceria Demangan Playgroup

d e n g i s e d s i n e tr a g r e d n i K d n

l a ir e t a

m sbased on Communicaitve Language Teaching fo rTeacher so fCeria n

a g n a m e

D aPl ygroupandKindergatren.

.

E ResearchBeneftis .

1 ForTeacher so fCe iraDemanganPlaygroupandKindergarten i

f o t e s a e d i v o r p l li w h c r a e s e r s i h

T nsrtucitona l mateira l based on CommunicaitveLanguageTeaching fo reducator so fCeria DemanganPlaygroup

a g r e d n i K d n

a tren .Providingt hi smate iral ,teacher so fCe iraDemanganPlaygroup r i e h t e v o r p m i o t s e c n a h c d n a s e s i c r e x e h ti w d e p p i u q e e r a n e tr a g r e d n i K d n a

li k s h s il g n

E l .s

.

2 ForTeachers

, l a ir e t a m s i h t g n i d i v o r p y

B tii sexpected t hati twli lencourageallt eacherst o f

o e s u e h t e z i m i x a

m integrated mateiral swtihin the Communicaitve Language k

r o w e m a r f g n i h c a e

T .Providedwtihthesemateiral ,st eacher sareablet opicki tup a

t n e m e l p p u s a s

a rymateiralt os uppor tthei rownmateiral .s .

3 ForEngilshEduca itonStudyProgramo fSanataDharmaUniverstiy a

e l f o e c r u o s l a n o it i d d a n a s a d e s u e b n a c s i s e h t s i h

T rning fo rEngilsh

m a r g o r P y d u t S n o it a c u d

E students .I tcan also be used a sone o freference o r a

ri p s n

i iton fo rthem when they wrtie thei rthesi sso tha tthey can develop such .

h c r a e s e r w e n t c u d n o c o t n e v e r o h c r a e s e r f o d n i k

.

4 ForotherResearchers

r e h c r a e s e r r e h t o , h c r a e s e r s i h t f o e c n e t s i x e e h t y b t a h t d e t c e p x e s i

tI swli lbe

o d o t d e g a r u o c n

e othe rresearche sto develop Engilsh teaching and learning . d e n g i s e d e h t y fi d o m o t r o t c u rt s n o c e r , e s i v e r o t d e d e e n e b l li w s e h c r a e s e r r e h tr u F

.s d e e n r i e h t o t g n i d r o c c a s l a ir e t a m

.

F Deifniitono fTerms .

1 As e tofi ntegratedmaterial s r e f e r l a ir e t a m d e t a r g e t n

I to ase tofi nsrtucitona lmateiralst ha tcove rallf ou r n

a l f o s ll i k

s guage (Richard and Rodgers ,2001:64) .In thi sresearch ,integrated l

a ir e t a

m mean sa se tof mate irals which develop learner’ sintegrated skills .I t s

r e v o

c ilstening , reading , speaking and reading . In thi s research , a se t o f e h t t u o b a g n ir b o t s s a l c n i d e s u e r a h c i h w s e it i v it c a s e d i v o r p l a ir e t a m l a n o it c u rt s n i

. s d n e d e ri s e d

)

1 Communica itveLanguageTeaching t

a h t d e n o it n e m ) 1 : 8 0 0 2 ( u

W Communicaitve LanguageTeaching o rCLT i s d

r a g e r y ll a r e n e

g ed a san approacht o l anguaget eaching . tIi sbased on t het heory .

n o it a c i n u m m o c s i e s u e g a u g n a l f o n o it c n u f y r a m ir p e h t t a h

t Thus ,i taim sto

y n a M . y ti li b a e v it a c i n u m m o c p o l e v e

d teacher sthink tha tCLT emphasizes on e

s u f e r d n a g n i n a e

m s othe rlanguage element ssuch a sgrammar ,pronunciaiton , .

g n i n a e m n o s u c o f y l e v i s u l c x e t o n s e o d T L C , r e v e w o H . c t e

)

2 CeriaDemanganPlaygroupandKindergarten a

i r e

C Demangan Playgroup and Kinderga tren i sa p irvate schoo lwhich i s .

a tr a k a y g o Y 8 2 . o n u r a B n a g n a m e D . l J n o d e t a c o

l tI i sa schoo lwhich use s

d n o c e s e h t s a h s il g n

E ary l anguagea tschool .Theschoo lfocuse sno tonly on u

t

s dents ’cogniitveaspect ,bu talso focuse sonencouragingt hestudentst o be d

n a t n e d n e p e d n

7

E R U T A R E T I L D E T A L E R F O W E I V E R

n o it p ir c s e d l a c it e r o e h t e r a y e h T . s n o i s s u c s i d r o j a m o w t s t n e s e r p r e t p a h c s i h T

e m o s , n o it p ir c s e d l a c it e r o e h t e h t n I . k r o w e m a r f l a c it e r o e h t d n

a related theo ire s

i s e d h c u s y d u t s e h t h ti w d e n r e c n o

c gn models , integrated mateirals , g

n i h c a e T e g a u g n a L e v it a c i n u m m o

C and sy llabu s wli l be developed . The s e t a rt s u ll i d n a n o it c e s s u o i v e r p e h t f o y r a m m u s e h t s t n e s e r p k r o w e m a r f l a c it e r o e h t

n e k a t e b o t s p e t s e h

t int hes tudy.

.

A THEORETICALDESCRIPTION .

1 DesignModel

t a m d e t a r g e t n i f o t e s a g n i n g i s e d h ti w e p o c o t r e d r o n

I eiralf ort het eachers ’o f

a i r e

C DemanganPlaygroupandKinderga tren ,ani deali nsrtucitona ldesignmode l it

c u rt s n i y n a m e r a e r e h T . y l s u o i v e r p d e t a t s e b d l u o h

s ona ldesign model swhich

o r p e r

a posed by many expetrs .Among others are Kemp and Yalden. Kemp’ s h

c i h w n i h c a o r p p a m e t s y s e h t n o s e z i s a h p m

e al lelement so fdesign mode lcanno t e k a t l li w t n e m e l e e n o o t d e t a l e r n o i s i c e d a , e c n e H . s m e ti d e t a r a p e s s a n e e s e b

o t c e f f

e nothe relements .However ,Kemp( 1977:9 )statedt ha thi sdesign modeli s s

s e c o r p e l b i x e lf

a .We can star tfrom any elemen twe are ready wtih .Yalden e h t s p l e h h c i h w n o it c n u f e v it a c i n u m m o c e h t n o l e d o m n g i s e d r e h s e z i s a h p m e

o t s r e n r a e

s u b a ll y s e v it a c i n u m m o c s e s u e h S . ) 6 8 : 8 7 9 1 , n e d l a Y ( e g a s u l a r e n e g d n a e r u t c u rt s e r u s n e o

t the learner stha tthey communicate communicaitvely ,efifcienlty and . y l e t a ir p o r p p a . s e s s e n k a e w d n a s h t g n e rt s n w o s ti e v a h s ’ n e d l a Y d n a s ’ p m e K h t o b , r e v e w o H n a c s l e d o m n g i s e d o w t e s e h t y ll u f e p o h , s l e d o m n g i s e d o w t e s e h t g n i n i b m o c y B .r e h t o n a e n o e t e l p m o c .

a Kemp’ sDesignModel n i s p e t s t h g i e e r a e r e h

T eK mp’ sdesignmode,lt heyare: )

1 IdentfiyingGoals ,LisitngTopics ,andStaitngGenera lPurposes

l a r e n e G d n a d e t s il e r a s c i p o t , d e if it n e d i e r a s l a o g , p e t s s i h t n i h ti W h c i h w g n i h t e m o s s n a e m l a o G . d e t a t s e r a s e s o p r u

p i sexpected to be

a e r a t c e j b u s d n a , s t n e d u t s , y t e i c o s m o r f d e v ir e d e b n a c s l a o G . d e v e i h c a e s o h T . a e r a t x e t n o c e h t n i h ti w d e t c e l e s n e h t e r a s c i p o T . ) 4 1 : 7 7 9 1 , p m e K ( t s o m , n o it a z i n a g r o l a c i g o l a o t g n i d r o c c a d e c n e u q e s y ll a u s u e r a s c i p o t r o e l p m i s m o r f n e tf

o concretel evels t o complex and moreabsrtact l evel . n w o s ’ e n o e h t e r a s e s o p r u p l a r e n e G . d e t a t s e r a s e s o p r u p l a r e n e g , t a h t r e tf A .t i n u r o c i p o t e h t r o f e s o p r u p r o s m i a )

2 IdentfiyingLearners ’Characte irsitcs

d n a e z i n g o c e r d l u o h s e w t a h t s e u g r a ) 8 1 : 7 7 9 1 ( p m e

K respec tastuden ta s

t a g n i n r a e l g n i u s r u p n i d e t s i s s a e b d l u o h s t n e d u t s A . r e n r a e l l a u d i v i d n i n a n w o r e h r o s i h h ti w d n a , e l u d e h c s r e h r o s i h n o , e c a p n w o r e h r o s i h s ’ r e n r a e l e h t , e c n e H . s l a ir e t a m d n a s e c n e ir e p x e g n i n r a e l f o n o it c e l e s

s d e e n , s e it il i b a p a

c , and interes t are obtained . Those wli l affec t the d n a s c i p o t f o n o it c e l e s e h t g n i d u l c n i , g n i n n a l p l a n o it c u rt s n i n i s e s a h p m e f o g n i c n e u q e s d n a e c i o h c e h t , d e c u d o rt n i e r a s c i p o t e h t h c i h w t a l e v e l e h t l f o y t e ir a v e h t d n a , t n e m t a e rt f o h t p e d e h t , s e v it c e j b

o earning acitviite s

.) 9 1 : 7 7 9 1 , p m e K ( )

3 W iritngLearningObjecitves

, s t n e m e n if e r s e ri u q e r t a h t y ti v it c a l a t n e m p o l e v e d a s i s e v it c e j b o g n it ir W s p e t s g n i n n a l p t n e u q e s b u s s p o l e v e d r e ti r w e h t s a s n o it i d d a d n a , s e g n a h c e b d l u o h s e v it c e j b o n A . ) 9 1 : 7 7 9 1 , p m e K

( measurable .There are three

h c i h w n i a m o d e v it i n g o c e h t s i y r o g e t a c t s ri f e h T . s e v it c e j b o f o s e ir o g e t a c d n o c e s e h T . n o it a m r o f n i r o e g d e l w o n k g n i n r e c n o c s e v it c e j b o s e d u l c n i d n a e s u g n ir i u q e r s ll i k s e h t s t a e rt h c i h w n i a m o d r o t o m o h c y s p s i y r o g e t a c n o it a n i d r o o

c o fskeleta lmuscle .The thrid one i sthe affecitve domain .s n o it o m e l l a d n a , s e u l a v , s n o it a i c e r p p a , s e d u ti tt a h ti w s n r e c n o c h c i h w )

4 LisitngSubjec tContent

t c e j b u S . e v it c e j b o g n i n r a e l h c a e y fi c e p s o t s m i a t n e t n o c t c e j b u s g n it s i L t c e l e s e h t s e s ir p m o c t n e t n o

c ion and organizing of t hespeci ifc knowledge p e t s ( s ll i k s , ) n o it a m r o f n i d n a s t c a f

( - yb -step procedures ,condiiton sand p m e K . ) 4 4 : 7 7 9 1 , p m e K ( c i p o t y n a f o s r o t c a f l a n i d u ti tt a d n a , ) s t n e m e ri u q e r t a h W : t n e t n o c t c e j b u s g n it c e l e s r o f s n o it s e u q 4 s r e f f o ) 5 4 : 7 7 9 1 ( , s t p e c n o c , s t c a f t a h W ? c i p o t s i h t n i d e n r a e l r o t h g u a t e b t s u m y ll a c if i c e p s y r a s s e c e n n i d e v l o v n i e r a s p e t s t a h W ? c i p o t s i h t o t e t a l e r s e l p i c n ir p d n a

n i d e ri u q e r e r a s e u q i n h c e t t a h W ? c i p o t s i h t o t g n it a l e r s e r u d e c o r p ? s ll i k s l a it n e s s e g n i m r o f r e p )

5 DevelopingPre-Assessment e r p g n i n g i s e

D -assessmen t aim s to determine learners ’ background y d a e r e r a s r e n r a e l e h t r e h t e h w e n i m a x e l li w t I .s c i p o t e h t t u o b a e g d e l w o n k f o r e h t o b t o n o d s r e n r a e l e h t t a h t s e r u s n e t I . c i p o t e h t y d u t s o t t o n r o v a h y e h t g n i h t e m o s g n i n r a e

l e arleady known a swell .Kemp (1977 :51 ) e r p e h t g n i n g i s e d n i d e r e d i s n o c o t s n o it s e u q 2 s t s

il -assessmen:t( 1)t owha t

e ri u q c a s a h r e n r a e l h c a e t n e t x

e d the necessary prerequistie sfo rstudying o b a d e r e t s a m y d a e rl a e v a h y a m r e n r a e l e h t t a h w ) 2 ( d n a c i p o t e h

t u tthe

. d e i d u t s e b o t t c e j b u s )

6 SelecitngTeaching/LearningAcitviite sandResources

d n a s d o h t e m l a n o it c u rt s n i e t a ir p o r p p a t s o m e h t h c i h w n i p e t s a s i p e t s s i h T . e v it c e j b o h c a e h s il p m o c c a o t r e d r o n i d e t c e l e s e r a s e c r u o s e r l a n o it c u rt s n i t n a tr o p m i s i t

I to know the srtength s and weaknesse s o fatlernaitve n i e n o d e b n a c s s e c o r p n o it c e l e s , n e h T . s l a ir e t a m s u o ir a v f o d n a s d o h t e m e h t e v r e s t s e b l li w t a h t s d e e n d n a s c it s ir e t c a r a h c s t n e d u t s f o s m r e t . d e h s il b a t s e n e e b e v a h t a h t s e v it c e j b o )

7 CoordinaitngSuppor tService s n

e h

W acoursedesigne rimplementt hedesignplan ,somesuppor tservice s d n a , t n e m p i u q e , s e it il i c a f , s d n u f e d u l c n i s e c i v r e s e s o h T . d e ri u q e r e r a e h t n i n o it a p i c it r a p r o f d e l u d e h c s e b t s u m e m it e s o h w l e n n o s r e p

e s t r o p p u S . ) 4 8 : 7 7 9 1 , p m e K ( n a l p l a n o it c u rt s n

i rvice smus tbe considered

g n i e b , s l a ir e t a m d n a e d a m g n i e b e r a s n a l p l a n o it c u rt s n i e m it e m a s e h t t a .) 5 8 : 7 7 9 1 , p m e K ( d e t c e l e s )

8 EvaluaitngLearners ’Learning

o t d e d e e n s i n o it a u l a v E . e b d l u o h s n o it a u l a v e t a h w e t a c i d n i s e v it c e j b o e h T e h t r e h t e h w w o n

k objecitve shave been accompilshed o rnot .Moreover , , h t o b r o f n a l p n g i s e d l a n o it c u rt s n i n a n i p e t s f f o y a p e h t s i n o it a u l a v e .) 1 9 : 7 7 9 1 , p m e K ( s r e h c a e t d n a s t n e d u t s .

b Yalden’ sDesignModel

t n o l e d o m n g i s e d r e h d e z i s a h p m e n e d l a Y t a h t e r o f e b d e n o it n e m e v a h I s

A he

n i d e d e e n s a w s u b a ll y s e v it a c i n u m m o c t a h t d e c it o n e h S . ” e v it a c i n u m m o c “ d r o w e h t s e r u s n e s u b a ll y s e v it a c i n u m m o C . m a r g o r p e g a u g n a l e v it a c i n u m m o c a g n i k a m d n a e t a ir p o r p p a e r o m a n i e t a c i n u m m o c o t y ti li b a e h t g n ir i u q c a n i s r e n r a e l 8 9 1 , n e d l a Y ( y a w t n e i c if f

e 7 :86) .Moreover ,a syllabu scan be considered a s e r u s s a o t d e ri u q e r g n i h t y r e v e n o it a r e d i s n o c o t n i s e k a t t i e c n i s ’ e v it a c i n u m m o c ‘ . ) 7 8 : 7 8 9 1 , n e d l a Y ( n o it a c i n u m m o c : e r a y e h t ,l e d o m n g i s e d n e d l a Y n i s e g a t s 8 e r a e r e h T )

1 NeedSurvey

n o it a c i n u m m o c t u o b a n o it a m r o f n i l l a h c i h w n i p e t s e h t s i y e v r u s d e e N s r e n r a e l f o s c it s ir e t c a r a h c t n a v e l e r d n a s n o it a v it o m , s d e e n l a n o s r e p , s t n e m e ri u q e r . d e r e h t a g e r a g n i n r a e l r o f r e n tr a p r i e h t f o e s o h t s a l l e w s

a The informaiton i s

a d n a t s r e d n u o t d e r e h t a

o t p e t s e h t s i t i , n o i s u l c n o c n I . s e v it c e j b o e l b a t p e c c a d n a c it s il a e r h s il b a t s e o t s r e n r a e l e h t t u o b a n o it a u ti s n e v i g y n a n i e l b i s s o p s a n o it a m r o f n i h c u m s a r e h t a g i u q c a n i s e s o p r u p r i e h t t u o b a d n

a irngt het argetl anguage. )

2 Descirpitono fPurpose

e s o p r u p e g a u g n a l e h t y fi r a l c o t s i p e t s t x e n e h

T o fthel anguage program .I t

e s r u o c e g a u g n a l e h t g n i c a f n o i s i c e d r o j a m e h t r o f n o it a d n u o f e h t s e h s il b a t s e . e p y t s u b a ll y s e h t s t c e l e s r e n g i s e d e h t n e h w r e n g i s e

d The purpose descirbed i s

n o d n a o t y rt n e n o s ll i k s s t n e d u t s d n a s c it s ir e t c a r a h c ’ s t n e d u t s f o s m r e t n i d e r a p e r p . m a r g o r p e h t m o r f ti x e )

3 Developmen to fSyllabus

e h t f o s c it s ir e t c a r a h c d n a s d e e n e h t o t d e ti u s t s e b e b d l u o h s n e s o h c s u b a ll y S s i e r e h T . s r e n r a e

l no syllabu swhich universally agreed o r if tto any stiuaiton . f o l e d o m e h T . t x e t n o c g n i n r a e l e h t t s u j d a o t d e p o l e v e d e b n a c s u b a ll y s , s u h T e d i u g e h t s a s u b a ll y s 6 s e d i v o r p n e d l a Y . c i m a n y d a s e m o c e b s u h t n g i s e d s u b a ll y s l a r u t c u rt S y l e m a n r e n g i s e d r o

f -Funcitonal ,Srtucture sand Funcitons ,Vairable . e v it a c i n u m m o C y ll u F d n a l a n o it o N y ll u F , l a n o it c n u F , s u c o F )

4 TheProto-Syllabus

e h t t a h w e b ir c s e d o t n r u t ll i w r e n g i s e d m a r g o r p e g a u g n a l a , p e t s s i h t n i h ti W o t c if i c e p s d n a , s n o it o n l a r e n e g s a h c u s , e v a h l li w s u b a ll y

s pics ,communicaitve

k s l a c ir o t e h r d n a e s r u o c s i d , s n o it c n u

f ills ,vairety o flanguage etc .On the othe r o t o r p e h t ,s d r o

w -syllabu sdescirbest hel anguageand l anguageuset o becovered . m a r g o r p e h t n i

)

5 ThePedagogica lSyllabus h

tf if e h t n i h ti

W stages ,developmen toft eachingmateiral sanddevelopmen to f e h T . d e n i m r e t e d e r a s t n e m u rt s n i g n it s e t n o s n o i s i c e d d n a e c n e u q e s g n it s e t

s a n e s o h c , s e s a r h p d n a s d r o w f o e ri o tr e p e r a s e d i v o r p s u b a ll y s l a c i g o g a d e p

a d e if it n e d i c i p o t e h t o t e l b a ti u s d n a s n o it c n u f f o s t n e n o p x

e simpo tran tto the

.r e n r a e

l

)

6 Developmen to fClassroomProcedures

f o t n e m p o l e v e d e h t e r a h c i h w , s t n i o p r o j a m o w t s r e v o c e g a t s h t x i s e h T

. g n i n i a rt s r e h c a e t d n a e r u d e c o r p m o o r s s a l

c A language program designe r

f o t n e m p o l e v e d e h t s e n i m r e t e

d classroomprocedure. Theones electst heexercise s d

n a s e p y

t thet eaching t echniques .Theonepreparest hel esson plan sand weekly .l

l e w s a e l u d e h c

s Wtihin the sixth stage ,teache r rtaining swhich are b ire ifngs , g n i h c a e t g n it a e r c / n o it a ti o l p x e d n a , s e m o c t u o d e ri s e d , s e l p i c n ir p n o s p o h s k r o w

. d e r a p e r p e r a , s l a ir e t a m

)

7 Evaluaiton

e h T . m a r g o r p e g a u g n a l e h t f o t n e n o p m o c l l a e t a u l a v e o t d e d n e t n i s i e g a t s s i h T

t a u l a v

e ion cover s 3 elements , student s evaluaiton , program evaluaiton and .

n o it a u l a v e g n i h c a e t

)

8 RecycilngStage

s s e n ti f e h t e n i m a x e o t s i e g a t s s i h T . e g a t s g n il c y c e r e h t s i e g a t s t s a l e h T

, s e i c n a p e r c s i d e r a e r e h t f I . e c n a m r o f r e p ’ s t n e d u t s e h t d n a t e s s l a o g e h t n e e w t e b

g n il c y c e r d e ll a c s i e g a t s s i h T . d e s i v e r e b t s u m h c a o r p p a g n i h c a e t d n a s l a ir e t a m

w e h t e s u a c e b e g a t

s holecyclecan bebegun att hi spoint .Thel anguagedesigne r 1

. 2 e r u g i F . s t n e m t s u j d a e k a m n a

c presentst hes tagesi nYalden’ sdesignmode.l

Figure2.1 .Stagesi nLanguageProgramDevelopment( Yalden ,1978)

s e g a t

S Desc irpiton

I NeedSurvey I

I Descirpitono fpurposet obepreparedi nt erm sof .

1 Student scharacteirsitcs .

2 Studentss kill sonenrtyt oandonextif romt heprogram I

I

I Selecitono rdevelopmen tofs yllabust ypei nt erm so fand .

m a r g o r p e h t n o s t n i a rt s n o c l a c i s y h p V

I Theproto-syllabus :descirpitonofl anguageandl anguage .

m a r g o r p e h t n i d e r e v o c e b o t e s u

V Thepedagogicals yllabus :developmen toft eaching,l earning .s

e h c a o r p p a g n it s e t d n a

.

1 development oft eachingmateirals( asf a ra spossible) .

2 developmen toft esitngs equenceanddecision sont esitngi nsrtument I

V a ) Developmen to fclassroomprocedures .

1 selecitono fexerciset ype sandt eachingt echniques .

2 preparaitonofl essonplans .

3 preparaitono fweeklys chedules

n o s p o h s k r o w r o s g n if e ir b : g n i n i a rt r e h c a e T ) b

.

1 pirnciples .

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I

V Evaluaiton .

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2 o fprogram .

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I I

V Recycilngs tage .

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e n i m r e t e d .

2 contenti sr eassessed .

g n i o g s i h c r a e s e r s i h

T to combineKemp’ sandYalden’ sbecauset hosedesign e h T . g n i h c a e T e g a u g n a L e v it a c i n u m m o C h ti w e n il n i d e r e d i s n o c e r a s l e d o m

s ’ n e d l a Y s e k a t r e h c r a e s e

r the need survey , the design o f the syllabus , the l a r e n e g d n a s c i p o t , l a o g f o g n it t e s e h t s ’ p m e K d n a n o i s i v e r e h t d n a n o it a u l a v e

t c e j b u s f o n o it c e l e s e h t , s e v it c e j b o g n i n r a e l e h t f o n o it a c if i c e p s e h t , s e s o p r u p

g n i n r a e l/ g n i h c a e t f o n o it c e l e s e h t d n a t n e t n o

c acitviites .The following ifgure .

h c r a e s e r s i h t n i l a ir e t a m g n i n g i s e d n i n e k a t s p e t s e h t s e t a t s

sl e d o M n g i s e D s ’ n e d l a Y d n a s ’ p m e K n e e w t e b n o it a n i b m o C e h T . 2 . 2 e r u g i F

) s' n e d l a Y ( y e v r u S d e e N e h T

) s' s p m e K ( s e s o p r u P l a r e n e G d n a s c i p o T , l a o G f o g n it t e S e h T

) s' p m e K ( s e v it c e j b O g n i n r a e L f o n o it a c if i c e p S e h T

) s' n e d l a Y ( s u b a ll y S f 0 n o it c e l e S e h T

) s' p m e K ( t n e t n o C t c e j b u S f o n o it c e l e S e h T

) s' p m e K ( s e it i v it c A g n i n r a e L / g n i h c a e T f o n o it c e l e S e h T

) s' n e d l a Y ( n o it a u l a v E e h T

) s' n e d l a Y ( n o i s i v e R e h T

.

2 IntegratedMaterials l a ir e t a m d e t a r g e t n

I smeanlearningmateirals which arethei ntegraitonoff ou r .

g n it ir w d n a g n i k a e p s , g n i n e t s il , g n i d a e r e r a h c i h w , s ll i k

s Integrated mateirals i s

“the only plausible approach wtihin communicaitve and interaciton framework” e v it a c i n u m m o c , s ll i k s r u o f e s o h t g n i n i b m o c y B . ) 4 3 2 : 1 0 0 2 , n w o r B (

s i n o it a c i n u m m o

c easiert obeachieved .Readingand ilsteningbelongt or ecep itve e h t m o r f g n i n a e m t c a rt x e e l p o e p h c i h w n i s y a w e h t e r a s ll i k s e v it p e c e R “ . s ll i k s

,r e m r a H ( ” r a e h r o e e s y e h t e s r u o c s i

d 2001:199) .Speaking and w iritng belong t o .

s ll i k s e v it c u d o r p

d e t a r g e t n

I mateira lalso refer sto “mateira ltha tfocuse son the mastery o f e h t n i s e l u r e h t f o y r e t s a m e r e m a n a h t r e h t a r s ll i k s e v it a c i n u m m o c d e t a r g e t n i

r a h c i R ( ” e g a u g n a l t e g r a

t d sand Rodgers ,2001:64) .By emphasizing on t heskill s e

h t f o y r e t s a m n a h t r e h t a

r language rule s make sintegrated mateira l help to .

T L C y b d e s o p o r p h c i h w e c n e t e p m o c e v it a c i n u m m o c e ri u q c a

n a g n a m e D a i r e

D teacher sneed i ntegratedmateiral sbecausei n daliy t eaching t a s ll i k s e r o m r o o w t f o n o it a r g e t n i e h t d e e n y e h t y lt n e u q e r f , g n i n r a e l d n

a once .

n e h w , e c n a t s n i r o

F Ce ira Demangan ha sforeigne rstudents ,Ce ira Demangan a

s k o o b y li a d ’ s t n e d u t s e ti r w o t e v a h s r e h c a e

t swel l a sstudents’ repo trs in o

t e v a h s r e h c a e t , e m it e m a s e h t t A . h s il g n

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s n tsin Engilsh t oo. I nt hi sstiuaiton,t hey should beablet o speak i n o

t l l e w h s il g n

E o .Anothe rsiuaiton is when Ce ira’ sstudent shave ilbrary class , s

a l l e w s a s k o o b y r o t s h s il g n E d a e r o t e l b a e b d l u o h s s r e h c a e

5 4 1 1 e s i c r e x

E .Readthef ollowingstoryandanswerthequestionsbelow! D N I W E H T D N A N U S E H T

The Sun and the Wind once had a quarre las to which was the y e h t e li h W . l u f r e w o p e r o m e h t e b o t f l e s m i h d e v e il e b h c a E . r e g n o r t s , y a w h g i h y r t n u o c e h t g n o l a g n i k l a w r e l e v a r t a w a s y e h t g n i u g r a e r e w . k a o l c t a e r g a g n i r a e w

``Here is a chance to test our strength', 'said the Wind ;``let us s i h f f o e k a t r e l e v a r t t a h t e k a m o t h g u o n e g n o r t s s i s u f o h c i h w e e s ; k a o l

c the one who can do that shal l be acknowledged the more ' '. l u f r e w o p

``Agreed', 'saidtheSun .

Instantly the Wind began to blow ;he puffed and tugged at the e h t t u B . t i t a t a e b o t , n i a r d n a l i a h f o m r o t s a d e s i a r d n a , k a o l c s ' n a m d l e h r e l e v a r t e h t r e t h g i t e h t , d e m r o t s t i e r o m e h t d n a w e r g t i r e d l o c . f f o t i t e g t o n d l u o c d n i W e h T . m i h d n u o r a k a o l c s i h

Nowi twas the Sun's turn .He shone withal lhis beams on theman's ; k a o l c s i h d e n e t s a f n u n a m e h t , r e t t o h d n a r e t t o h w e r g t i s A . s r e d l u o h s . n o w d a h n u S e h T ! f f o t i k o o t e h t s a l t a ; k c a b t i w e r h t e h n e h t .

1 Whydidthe sunandthewindquarrel? .

2 Howdidthesunandthe windprove whowas the strongest? .

3 What didhappentothetravelerwhenthe windblew? .

4 What doestheword“the one”i nthesecondparagraphreferto? .

5 Whowonthefight?How?

! Y R T S ’ T E L 5 4 1 1 e s i c r e x

E .Readthef ollowingstoryandanswerthequestionsbelow! D N I W E H T D N A N U S E H T

The Sun and the Wind once had a quarre las to which was the y e h t e li h W . l u f r e w o p e r o m e h t e b o t f l e s m i h d e v e il e b h c a E . r e g n o r t s , y a w h g i h y r t n u o c e h t g n o l a g n i k l a w r e l e v a r t a w a s y e h t g n i u g r a e r e w . k a o l c t a e r g a g n i r a e w

``Here is a chance to test our strength', 'said the Wind ;``let us s i h f f o e k a t r e l e v a r t t a h t e k a m o t h g u o n e g n o r t s s i s u f o h c i h w e e s ; k a o l

c the one who can do that shal l be acknowledged the more ' '. l u f r e w o p

``Agreed', 'saidtheSun .

Instantly the Wind began to blow ;he puffed and tugged at the e h t t u B . t i t a t a e b o t , n i a r d n a l i a h f o m r o t s a d e s i a r d n a , k a o l c s ' n a m d l e h r e l e v a r t e h t r e t h g i t e h t , d e m r o t s t i e r o m e h t d n a w e r g t i r e d l o c . f f o t i t e g t o n d l u o c d n i W e h T . m i h d n u o r a k a o l c s i h

Nowi twasthe Sun's turn .He shonewithal lhis beams on the man's ; k a o l c s i h d e n e t s a f n u n a m e h t , r e t t o h d n a r e t t o h w e r g t i s A . s r e d l u o h s . n o w d a h n u S e h T ! f f o t i k o o t e h t s a l t a ; k c a b t i w e r h t e h n e h t .

1 Whydidthe sunandthewindquarrel? .

2 Howdidthesunandthewindprove whowasthestrongest? .

3 Whatdidhappentothetravelerwhenthe windblew? .

4 Whatdoestheword“the one”i nthesecondparagraphreferto? .

5 Whowonthefight?How?

! Y R T S ’ T E L 5 4 1 1 e s i c r e x

E .Readthef o llowingstoryandanswerthequestionsbelow! D N I W E H T D N A N U S E H T

The Sun and the Wind once had a quarre las to which was the y e h t e li h W . l u f r e w o p e r o m e h t e b o t f l e s m i h d e v e il e b h c a E . r e g n o r t s , y a w h g i h y r t n u o c e h t g n o l a g n i k l a w r e l e v a r t a w a s y e h t g n i u g r a e r e w . k a o l c t a e r g a g n i r a e w

``Here is a chance to test our strength', 'said the Wind ;``let us s i h f f o e k a t r e l e v a r t t a h t e k a m o t h g u o n e g n o r t s s i s u f o h c i h w e e s ; k a o l

c the one who can do that shal l be acknowledged the more ' '. l u f r e w o p

``Agreed', 'saidthe Sun .

Instantly the Wind began to blow ;he puffed and tugged at the e h t t u B . t i t a t a e b o t , n i a r d n a l i a h f o m r o t s a d e s i a r d n a , k a o l c s ' n a m d l e h r e l e v a r t e h t r e t h g i t e h t , d e m r o t s t i e r o m e h t d n a w e r g t i r e d l o c . f f o t i t e g t o n d l u o c d n i W e h T . m i h d n u o r a k a o l c s i h

Now i t was the Sun's turn .Heshone withal lhis beams on the man's ; k a o l c s i h d e n e t s a f n u n a m e h t , r e t t o h d n a r e t t o h w e r g t i s A . s r e d l u o h s . n o w d a h n u S e h T ! f f o t i k o o t e h t s a l t a ; k c a b t i w e r h t e h n e h t .

1 Whydidthesunandthewindquarrel? .

2 Howdidthe sunandthe windprove whowas the strongest? .

3 Whatdidhappentothetraveler whenthe windblew? .

4 Whatdoes theword“the one”i nthesecondparagraphreferto? .

5 Whowonthefight?How?

! Y R T S ’ T E L

6 4 1

2 e s i c r e x

E .Listentothestory“3LittlePigs”andanswerthequestions. .

1 Whatdidthemotherpigaskto ?d o .

2 Whatdidthe ifrst ilttlepigdotobulidthehouse?Canthewol featthepig? .

3 Whatdidthesecond ilttlepigdotobulidthehouse?Canthewol featthepig? .

4 Whatdidthethird ilttlepigdotobulidthehouse? .

5 Whatdidthethird ilttlepigdowhenthewol fwantedtocomedownf romthe ?

y e n m i h c .

6 Whathappenedtothethird ilttlepigi ntheendo fthestory? .

7 Whathappenedtothewo fli ntheendo fthestory? .

8 Whati sthemeaningo ftheword“supper”? .

9 Isi tahappyendingstory?Giveyourreason. .

0

1 Whatdidyoul earnf romthestory?

6 4 1

2 e s i c r e x

E .Listentothestory“3LittlePigs”andanswerthequestions. .

1 Whatdidthemotherpigaskto ?d o .

2 Whatdidthe ifrst ilttlepigdotobulidthehouse?Canthewol featthepig? .

3 Whatdidthesecond ilttlepigdotobulidthehouse?Canthewol featthepig? .

4 Whatdidthethird ilttlepigdotobulidthehouse? .

5 Whatdidthethird ilttlepigdowhenthewol fwantedtocomedownf romthe ?

y e n m i h c .

6 Whathappenedtothethird ilttlepigi ntheendo fthestory? .

7 Whathappenedtothewofli ntheendo fthestory? .

8 Whati sthemeaningo ftheword“supper”? .

9 Isi tahappyendingstory?Giveyourreason. .

0

1 Whatdidyoul earnf romthestory?

6 4 1

2 e s i c r e x

E .Listentothestory“3LittlePigs”andanswerthequestions. .

1 Whatdidthemotherpigaskto ?d o .

2 Whatdidthe ifrst ilttlepigdotobulidthehouse?Canthewol featthepig? .

3 Whatdidthesecond ilttlepigdotobulidthehouse?Canthewol featthepig? .

4 Whatdidthethird ilttlepigdotobulidthehouse? .

5 Whatdidthethird ilttlepigdowhenthewol fwantedtocomedownf romthe ?

y e n m i h c .

6 Whathappenedtothethird ilttlepigi ntheendo fthestory? .

7 Whathappenedtothewofli ntheendo fthestory? .

8 Whati sthemeaningo ftheword“supper”? .

9 Isi tahappyendingstory?Giveyourreason. .

0

7 4 1

. 3 e s i c r e x

E Listentothestory“3 ilttlepigs”oncemoreandrewritethestoryi n .

s d r o w n w o r u o y

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e s i c r e x

E . Youmusthaveaf avoritestory .Makeagroupandtel lyourf riends .

y r o t s e h t l l e t u o y p l e h o t d r a c e u c a e k a m n a c u o Y . y r o t s e t i r o v a f r u o y

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T C A R T S B A 1 0 2 . u t s e R a il a t a N , a t s ir

A 2 . DESIGNING A SET OF INTEGRATED S

R E H C A E T R O F S L A I R E T A

M OF CERIA DEMANGAN PLAYGROUP E G A U G N A L E V I T A C I N U M M O C N O D E S A B N E T R A G R E D N I K D N A

G N I H C A E

T .Yogyaka tra .EngilshEducaitonStudyProgram ,SanataDharma f o e c n a tr o p m i e h t f o s s e n e r a w a h g i h g n i v a h w o n e r a e l p o e p n a i s e n o d n I

o o h c s e t a v ir p d n a c il b u p h t o B . h s il g n

E l sarepromo itng vairou smethodst o t each t

h s il g n

E o thei rstudents .Ce ira Demangan Playgroup and Kindergatren i sa m

a f e b o t s e c n a h c ’ s t n e d u t s s ti s e z i m i x a m h c i h w l o o h c s e t a v ir

p iila rwtih Engilsh

e c n i

s ealry age . Student s sing and pray in Engilsh .Thus ,teachers ’ role in o t s o m , s s e l e h tr e v e N . t n a tr o p m i y r e v s i s t n e d u t s e h t o t h s il g n E g n i c u d o rt n

i f t he

n i k r o w o h w s r e h c a e

t Ceria dono thavesuf ifcien tEngilshbackground .They ifnd s m i a y d u t s s i h t , t c a f t a h t g n ir e d i s n o C . h s il g n E n i e t a c i n u m m o c o t t l u c if fi d t

i to

e v it a c i n u m m o C n o d e s a b s l a ir e t a m h s il g n E d e t a r g e t n i f o t e s a p o l e v e

d language

p l e h o t g n i h c a e

T Ceria’ steacher sto learn Engilsh in orde rto improve thei r .

y ti li b a e it a c i n u m m o c

s i w o H “ ) 1 ( : s a d e t a l u m r o f s i y d u t s s i h t f o m e l b o r p e h

T a se tofi ntegrated

s l a ir e t a

m fort eacher so fCe ira Demangan Playgroup and Kindergatren based on e

T e g a u g n a L e v it a c i n u m m o

C aching designed?” and (2 )“Wha twli lA se to f s

l a ir e t a m d e t a r g e t n

i fort eacher so fCeriaDemangan Playgroup and Kindergatren g

n a L e v it a c i n u m m o C n o d e s a

b uage Teaching look ilke?” . Thi s study used n

o it a c u d

E and Research Developmen t(R&D )which wa sadapted i nto ifvestep s f o m r o f y r a n i m il e r p , g n i n n a l p , g n it c e ll o c n o it a m r o f n i d n a h c r a e s e r y l e m a n

u d o r p n i a m d n a , g n it s e t d l e if y r a n i m il e r p , t n e m p o l e v e d t c u d o r

p c trevision .Thi s

l e d o m n g i s e d s ’ n e d l a Y d n a s ’ p m e K d e w o ll o f o s l a y d u t

s s ,which are combined

a L e v it a c i n u m m o C h ti

w nguageTeachingapproachandl earners ’characteirsitcst o n

g i s e

d A se tof i ntegrated mateiral sfor t eacher so fCe ira Demangan Playgroup n

i K d n

a dergatrenbasedonCommunicaitveLanguageTeaching.

f o t e s A . n w a r d e b d l u o c n o i s u l c n o c , s l a ir e t a m e h t d e n g i s e d g n i v a H

s l a ir e t a m d e t a r g e t n

i fort eacher so fCeriaDemangan Playgroup and Kindergatren e

T e g a u g n a L e v it a c i n u m m o C n o d e s a

b aching wa smate iral swhichweredesigned g n i n r a e l d n a s k s a t s u o ir a v d e d i v o r p , e l b a ti u s d n a t n a v e l e r , d e e n ’ s r e n r a e l n o d e s a b

. T L C d e t c e lf e r h c i h w s e it i v it c

a Those conclusion swere drawn based on the .

3 > s a w t n e m e e r g a f o e e r g e d e h t h c i h w n i , n o it a u l a v e l a ir e t a

m Finally ,the

r a e s e

r che rexpect stha tthese mateiral swli linsprie Engilsh teacher so rEngilsh d

n a r o t c u rt s n

i othe rresearchers t o develop othe ratrtacitve and i nspi irng Engilsh .s

l a ir e t a m

ii i v

K A R T S B A 1 0 2 . u t s e R a il a t a N , a t s ir

A 2 . DESIGNING A SET OF INTEGRATED R

O F S L A I R E T A

M TEACHERS OF CERIA DEMANGAN PLAYGROUP E G A U G N A L E V I T A C I N U M M O C N O D E S A B N E T R A G R E D N I K D N A

G N I H C A E

T .Yogyakatra .Universtia sSanataDharma

g n a t n e t i g g n it g n a y n a r a d a s e k i k il i m e m a i s e n o d n I t a k a r a y s a m i n i t a a S

a l o k e s k i a B . s ir g g n I a s a h a b n a a s a u g n e p a y n g n it n e

p h neger imaupun sekolah

a j a l e b a y n a w s i s u t n a b m e m m a l a d i s a ir a v r e b g n a y e d o t e m i k il i m e m a t s a w

s r

. s ir g g n I a s a h a

b Ceria Demangan Taman Baltiadan Taman Kanak Kanak adalah a s a i b r e t k u t n u a y n a w s i s a r a p n a t a p m e s e k n a k l a m i s k a m e m g n a y h a l o k e s u t a s h a l a s

r a g n e d n e

m dan betrutu rdalam bahasa Ingg irs .Para siswa bernyanyi ,berdoa , . g n it n e p h a lt a g n a s s ir g g n I a s a h a b n a k l a n e k r e p m e m m a l a d u r u g n a r e p , a k a M

u r u g r a s e b n a i g a b e s , n u m a

N Ceria itdak memiilkil ata rbelakang bahasa Ingg ir s e

k n a ti l u s e k a s a r e m a k e r e M . .i p u k u c n e m g

y itka haru s berkomunikas idalam k u t n u n a u j u tr e b i n i n a it il e n e p a k a m , u ti h a l a s a m a y n a d a t a h il e M . s ir g g n I a s a h a b

t e s u t a s n a k g n a b m e g n e

m mater i bahasa Ingg ir s terpadu untuk guru Ceria Demangan TamanBaltiadan TamanKanak-Kanak berdasarkan Communicaitve

g n a

L uage Teaching untuk membantu belaja r bahasa Ingg ir s dalam rangka .

a y n i s a k i n u m o k r e b n a u p m a m e k n a k g n a b m e g n e m

) 1 ( : t u k ir e b i a g a b e s n a k i s a l u m r o fi d i n i n a it il e n e p m a l a d n a h a l a s a m r e P

u d a p r e t s ir g g n I a s a h a b i r e t a m a n a m i a g a B

“ untuk guru Ceria Demangan Taman ti

l a

B adan Taman Kanak-Kanak berdasarkanCommunicaitveLanguageTeaching n

i a s e d a p a i tr e p e S “ ) 2 ( n a d ” ? n i a s e d i

d mater ibahasaI ngg irst erpadu untuk guru

D a i r e

C emangan Taman Baltia dan Taman Kanak-Kanak berdasarkan e

T e g a u g n a L e v it a c i n u m m o

C aching tiu? Stud iin imenggunakan peneilitan dan n a d n a it il e n e p ; u ti a y h a k g n a l a m il i d a j n e m i s a t p a d a i d g n a y ) D & R ( n a g n a b m e g n e p

n a d i s a u l a v e , ir e t a m n a p a i s r e p n a g n a b m e g n e p , n a a n a c n e r e p , ir e t a m n a l u p m u g n e p

n i b m o k i d g n a y n e d l a Y n a d p m e K n i a s e d l e d o m i t u k i g n e m i n i i d u t S . i s i v e

r asikan

n i h c a e T e g a u g n a L e v it a c i n u m m o C n a g n e

d g dan karakteirsitk siswa untuk t

e s u t a s n i a s e d n e

m mater ibahasa Ingg ir sterpadu untuk guru Ceria Demangan k

a n a K n a m a T n a d a ti l a B n a m a

T -Kanak berdasarkan Communicaitve Language e

T aching.

,i r e t a m t a u b m e m h a l e t e

S dapa td tiairk suatu kesimpulan .Satu se tmater i u

d a p r e t s ir g g n I a s a h a

b untuk guru Ceria Demangan Taman Baltia dan Taman k

a n a

K -Kanak berdasarkan Communicaitve Language Teaching adalah mater i e

m , k o c o c n a d n a v e l e r , a w s i s n a h u t u b e k n a k r a s a d r e b n i a s e d i d g n a

y nyediakan

. T L C n a k n i m r e c n e m g n a y i s a ir a v r e b g n a y r a j a l e b n a t a i g e k n a d s a g u

t Kesimpulan

. 3 > i a li n r e b g y i r e t a m i s a u l a v e l i s a h n a k r a s a d r e b k ir a ti d t u b e s r e

t Akh rinya ,

ri p s n i g n e m n a k a i n i i r e t a m a w h a b p a r a h r e b i ti l e n e

p as ipara guru bahasa Ingg ir s u

a t

a insrtuktu r bahasa Ingg ir sdan juga para penelti iuntuk mengembangkan .

a y n n i a l e v it c a rt t a n a d k ir a n e m g n a y s ir g g n I a s a h a b i r e t a m