Designing a set of reading instructional materials using games for the fifth grade students of Santa Maria elementary school Magelang.

DESIGNING A SET OF READING INSTRUCTIONAL MATERIALS USING GAMES FOR THE FIFTH GRADE STUDENTS OF SANTA MARIA ELEMENTARY SCHOOL MAGELANG

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Ima Putri Wulandari Student Number: 051214040

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

DESIGNING A SET OF READING INSTRUCTIONAL MATERIALS USING GAMES FOR THE FIFTH GRADE STUDENTS OF SANTA MARIA ELEMENTARY SCHOOL MAGELANG

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Ima Putri Wulandari Student Number: 051214040

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

iv

I will not die an unlived life.

I will not live in fear of falling or

catching fire.

I choose to inhabit my days,

to allow my living to open me,

to make me less afraid, more accessible,

to loosen my heart

until it becomes a wing, a torch, a promise.

I choose to risk my significance;

to live so that which comes to me

as seed goes to the next as blossom

and that which comes to me as blossom,

goes on as fruit.

-D awna M arkova-

I dedicate this thesis to my L ord, J esus C hrist

and my beloved P arents

v

vii ABSTRACT

Wulandari, Ima. P. 2010. Designing a Set of Reading Instructional Materials Using Games for the Fifth Grade Students of Santa Maria Elementary School Magelang. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Reading played an important role of language learning. Based on the observations, it was found that most of the fifth grade students of Santa Maria Elementary School Magelang were interested in learning reading. However, they had low motivation to read in English. Therefore, this study is intended to design reading instructional materials using games for the fifth grade students of Santa Maria Elementary School Magelang. There are two questions formulated in the problem formulation. The first question is about how to design a set of reading instructional materials using games for the fifth grade students of Santa Maria Elementary School Magelang. The second question is related to the presentation of the designed materials.

To answer the first research question, the writer employed Research and Development (R & D) and adapted the combination of Kemp’s and Dick and Carey’s instructional design model in designing the materials. The materials were designed using games because it is the most appropriate way of the children learning. Moreover, this study was designed based on School-Based Curriculum 2006. The writer constructed seven steps in this adapted instructional design model. They are 1) Conduct the Learners’ Analysis, 2) Identify the Learning Objectives, 3) Formulate the Indicators, 4) Compose Reading Materials, 5) Decide the Teaching-Learning Activities, 6) Conduct the Survey Research, 7) Revise the Materials.

In answering the second research question, this study presented the final version of the designed materials. It consists of eight units. They are Self Introduction, Family, Occupation, Calendar, Daily Activities, Times, Health and Hospital, Weather and Seasons. Each unit in the designed materials is divided into four sections. They are Presentation, Practice, Production, and Games.

From the designed materials evaluation survey, the writer gained that the degree of agreement percentage of the designed materials is 66.6%. This result shows that the designed materials are acceptable and appropriate for the fifth grade students of Santa Maria Elementary School Magelang.

Hopefully, the designed materials can be applied in the school to facilitate the students to improve their reading skill.

Key Words: Design, Reading, Instructional Materials, Games, Santa Maria Elementary School.

viii ABSTRAK

Wulandari, Ima. P. 2010. Designing a Set of Reading Instructional Materials Using Games for the Fifth Grade Students of Santa Maria Elementary School Magelang. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Reading berperan penting dalam pembelajaran bahasa. Dari pengamatan

yang dilakukan, diketahui bahwa sebagian besar siswa kelas lima SD Santa Maria Magelang tertarik dalam pelajaran reading. Akan tetapi, mereka cenderung memiliki motivasi yang rendah setiap kali membaca dalam bahasa Inggris. Oleh karena itu, studi ini bertujuan untuk merancang materi pembelajaran reading menggunakan Games untuk siswa kelas lima SD Santa Maria Magelang. Ada dua pertanyaan penelitian yang dikemukakan dalam studi ini. Pertanyaan penelitian yang pertama adalah bagaimana merancang materi pembelajaran reading menggunakan Games untuk siswa kelas lima SD Santa Maria Magelang. Pertanyaan penelitian yang kedua adalah bagaimana bentuk penyajian materi tersebut.

Untuk menjawab pertanyaan penelitian yang pertama, penulis menerapkan metode R & D (metode penelitian dan pengembangan) dan mengadaptasi kombinasi dari model perancangan Kemp dan Dick dan Carey dalam merancang materi. Materi dirancang menggunakan Games karena ini adalah cara yang paling sesuai untuk pembelajaran anak. Selain itu, studi ini dirancang berdasarkan Kurikulum Tingkat Satuan Pendidikan (KTSP). Penulis merancang tujuh langkah dalam model tersebut, Langkah-langkah tersebut adalah: 1) Conduct the Learners’ Analysis, 2) Identify the Learning Objectives, 3) Formulate the Indicators, 4) Compose Reading Materials, 5) Decide the Teaching-Learning Activities, 6) Conduct the Survey Research, 7) Revise the Materials.

Untuk menjawab pertanyaan penelitian yang kedua, studi ini menyajikan hasil akhir materi. Materi terdiri dari delapan unit, yaitu Self Introduction, Family, Occupation, Calendar, Daily Activities, Times, Health and Hospital, Weather and Seasons. Setiap unit terbagi menjadi empat bagian utama, yaitu Presentation, Practice, Production, dan Games.

Dari hasil survei evaluasi materi, nilai prosentase yang diperoleh dari desain materi adalah 66.6%. Hasil tersebut menunjukkan bahwa desain materi tersebut dapat diterima dan digunakan untuk mengajarkan reading pada siswa kelas lima SD Santa Maria Magelang.

Materi ini diharapkan dapat diterima di sekolah untuk memfasilitasi siswa-siswa dalam meningkatkan kemampuan membaca mereka dalam Bahasa Inggris. Kata Kunci: Design, Reading, Instructional Materials, Games, Santa Maria Elementary School.

ix

ACKNOWLEDGEMENTS

First and foremost, I would like to thank Jesus Christ for always being here by my side and giving me endless blessing, grace, and also power to finish my study. I thank Him for always guiding me throughout my life.

My deepest gratitude goes to Christina Kristiyani S.Pd., M.Pd. as my major sponsor for her guidance, suggestions, kindness, and patience in finishing my thesis. My appreciation also goes to the teaching and secretariat staff in English Language Education Study Program, and all the librarians. I would never have finished my study without their help. I am deeply grateful to all lecturers of English Language Education Study Program for guiding and teaching me during my study in Sanata Dharma University. I sincerely thank FX. Ouda Teda Ena, S.Pd., M.Pd., and Dr. Retno Muljani. M.Pd., my academic advisors, for the guidance and support during my study. Moreover, I sincerely thank C. Tutyandari, S.Pd., M.Pd., Drs. J.B. Gunawan, M.A., and G. Punto Aji, S.Pd., M.Hum., for their suggestions, comments, and criticism toward my designed materials.

My special thankfulness also goes to Sr. M. Antonia, Y. SPM., the headmaster of Santa Maria Elementary School Magelang. I thank her for giving me the opportunity to teach the students so I could conduct the study in Santa Maria Elementary School Magelang. I would also like to give my special gratitude to Erlina Isfandari, Stefanus Budiarto, Ignatius Sugiarto, S.Pd., Triweningastuti, S.Pd., Ammia Mintatik, Suwandi Benedictus and all of the teachers in Santa Maria Elementary School. I thank them for their prayers,

x

supports, help, guidance, and suggestions. My special thankfulness goes to all of my students in Santa Maria Elementary School, especially for fifth graders, for their help and cooperation during the data gathering.

My truly gratitude is addressed to my parents, my father, Fransiscus Imam Basuki, and my mother Anastasia Ardhaningsih. I would like to thank them for their endless prayers, supports, and love they give to me. Moreover, I would like to say my deepest sorry because I took too much time to finish my study. This thesis is especially presented for their pride and happiness. Thanks for the tears and all sacrifices they give to me. My appreciation goes beyond words. I also would like to thank my big family for always reminding me to finish my thesis. I thank my lovely brother, Yohanes Ardhi Prasetio for his help, prayers and motivation.

My deepest thanks also go to my friends Agatha Pepy Yerinta, Erythrina Cahyaningsih, Theresia Novitasari, and Berenicee Indriani Kusumastuti for such beautiful friendship, love, supports, help and critics throughout my life and my study. I thank them for the time, happiness and sadness we share together. I learnt much about life and togetherness.

I also thank my very best friends, Yutriana Retno Satiti, Annisa Nidya, and Dhita for their support and long lasting friendship. I thank them for teaching me how to understand and being understood, for happiness and sadness we shared together. My special thanks also go to my boarding house family, Irmina Budi Utami, Natalia Nurhastuti, Bernadeta “Ragil”, Mega, Lia and Anastasia Beni. I

xi

thank them for their love, support and for giving me a warm togetherness. I thank them especially for being my second family. I love them much.

Last but not least, I thank Zani from whom I always receive love, sincere support, and boundless understanding through his ups and downs. I really thank him for always being there for me, and for always comforting and cheering me up through my good and bad times.

xii

TABLE OF CONTENTS

Page

TITLE PAGE... ... i

APPROVAL PAGES... ... ii

DEDICATION PAGE.. ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PAGE OF PUBLICITY . ... vi

ABSTRACT .. ... vii

ABSTRAK ... ... viii

ACKNOWLEDGEMENTS ... ... ix

TABLE OF CONTENTS .. ... xii

LIST OF FIGURES ... xv

LIST OF TABLES .. ... xvi

LIST OF APPENDICES ... xvii

CHAPTER I. INTRODUCTION A. Background ... ... 1

B. Problem Formulation ... ... 6

C. Problem Limitation.... ... 7

D. Research Objectives .. ... 7

E. Research Benefits .... ... 8

xiii

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description . ... 12

1. Instructional Design Models ... ... 12

a. Kemp’s Model... ... 13

b. Dick and Carey’s Model ... 14

2. Reading... ... 19

a. The Nature of Reading.... ... 20

b. Reading Purposes ... 21

c. The Abilities and Skills Involved in the Process of Learning to Read ... .... 22

d. The Basic Principles of Reading ... 26

e. The Stages in Teaching Reading ... 29

3. The Nature of the Fifth Grade Students of the Elementary School 32

4. Curriculum 2006 .. ... 36

5. Using Games to Teach English to Elementary School Students ... 37

B. Theoretical Framework . ... 41

CHAPTER III. METHODOLOGY A. Research Method ... 46

B. Research Respondents ... 47

C. Research Instruments ... 47

D. Data Gathering Technique ... 49

xiv

F. Research Procedure ... 51

CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS A. The Steps of Designing a Set of Materials ... 53

1. Conduct the Learners Analysis ... 54

2. Identify the Learning Objectives ... ... 56

3. Formulate the Indicators ... 57

4. Compose Reading Materials ... 59

5. Decide the Teaching-Learning Activities ... 60

6. Conduct the Survey Research ... ... 62

7. Revise the Designed Materials ... ... 66

B. Presentation of the Final Version of the Designed Materials ... 67

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... ... 71

B. Suggestions ... 73

REFERENCES ... 75

xv

LIST OF FIGURES

Figure Page

Figure 2.1 Kemp’s Instructional Design Model ... 14 Figure 2.2 Dick and Carey’s Instructional Design Model ... 19 Figure 2.3 Steps in Conducting the Study ... 42

xvi

LIST OF TABLES

Table Page

Table 4.1 The Result of the Needs Survey ... 55

Table 4.2 The Indicators ... 57

Table 4.3 The Description of the Research Participants ... 63

Table 4.4 Degree of Agreement ... 64

Table 4.5 The List of Participant’s Evaluation ... 64

xvii

LIST OF APPENDICES

Appendix Page

Appendix A ... 79

Letter of Permission to the Headmaster of Santa Maria Elementary School ... 80

Appendix B ... 81

Questionnaire of Research & Information Collecting ... 82

Appendix C ... 85

Questionnaire for the Designed Set of Materials Evaluation ... 86

Appendix D ... 89

Gambaran Umum ... 90

Appendix E ... 96

Syllabus of Santa Maria Elementary School ... 97

Appendix F ... 105

Lesson Plan of Santa Maria Elementary School ... 106

Appendix G ... 122

CHAPTER I

INTRODUCTION

This chapter presents the introduction of this study. There are six important parts elaborated in this chapter. They are background, problem limitation, problem formulation, research objectives, research benefits, and definition of terms.

A. Background

It is unavoidable that English plays an important role in Indonesian education. It brings Indonesian people facing the globalization era in which the people are demanded to master the international language in any work field. Considering this fact, since 1994 English is introduced to elementary schools in Indonesia starting from grade four based on the 1994 curriculum of Elementary Education (Depdikbud, 1994). Fortunately, the new curriculum 2006 supported that English could be taught from the first grade in elementary school, since in this curriculum each Elementary school has their own authority in deciding what local content should and should not be taught based on their needs and competencies. It shows that English becomes a significant factor in developing the elementary students. However, this subject is an optional subject and functions as a local content subject. It means that English will be taught in some elementary schools that consider English as a necessary subject for their students. Moreover, English is included as a local content subject to develop the competencies appropriate with

2

the characteristics and local community potentials including the local superiority in which the materials could not be included in the available subjects. Local content subject substation is determined by the education unit, and unlimited on the skills lessons (Depdikbud, 2006).

In learning English, there are four macro skills the students should master. They are reading, speaking, listening, and writing. McKim says that among those macro skills, reading is the most important aspect of living in school and society. Reading serves many different purposes and it calls for a wide variety of skill, attitude, and understanding. Reading is a vehicle for obtaining ideas, improving knowledge on serving as a tool of the acquisition mind. Through readings, one may learn ideas, concepts, attitudes, and may take benefits from them in the future (McKim, 1958: 15). Catherine Wallace (1992: 3) also states that reading plays an important role in the English language learning process for it may be an initial gate for the mastery of the whole skills for it is related to many language components and linguistic features. Realizing the significance of reading in human social and individual life, McKim (1958: 12) states her idea concerning this matter, “people are alert and receptive to new ideas when he is ready to answer a specific question, he has learned to identify and to read as carefully as necessary the section of the material that bears directly to a problem.”

Krashen (1993: 23) argues that reading is the only way to become good readers, to develop a good writing style, an adequate vocabulary, advanced grammar, and the only way to become good spellers. A student who is a good reader is more likely to do well in school and pass exams than a student who is a

weak reader. Therefore, reading is one of the important parts in learning a language since it determines students’ performance in the classroom. Moreover, reading is now in more demand than in any time in the history. With the exposure of the internet in the global area, students need to master reading in order to understand the vast knowledge of the world.

To maximize the mastery of reading skills, the teachers should teach reading to the beginner, or kindergarten and elementary school level, in order to master the reading and other skills well. Moreover, they are still in the critical period of the brain in which they can learn and memorize a language easier, so it will also be easy for the students to learn and master the language components and the linguistics features of the language, in this case English (Goodman, 1976).

Teaching reading to children starting to learn English is not easy since most of the children do not have sufficient basic knowledge of English in terms of how to understand and comprehend reading texts. However, it is completely possible for young learners to learn reading skill. As David Wechsler (1958) states that the younger the children are, the easier they will learn. In this study, the writer chooses the fifth grade students of Santa Maria Elementary School Magelang as the subject of the study. Since the writer has experiences in teaching the students in that school therefore the writer chose Santa Maria Elementary School Magelang. Moreover, the reason of choosing the fifth grade children is that the writer does not want to take any risk of selecting the sixth grade who are already prepared for facing the final graduation evaluation and still afraid of choosing the other lower grades because of their younger ages.

4

In fact, the students in this school rarely had an opportunity to practice their reading skill since most of the teachers are likely to use the old teaching techniques where the teacher becomes the center of the learning process, in which he or she is the one who charges the learning process. In this technique, the students are given a passage in which they should read it by themselves and they are assigned to answer the questions made by the teacher in written form. By the end of the activity, the teacher will discuss the answer together with the students. By using this technique, many students feel stressed, bored, and pressured. In addition, they cannot show their mastery to the materials given and they also cannot both interact nor communicate with their mates because they read the materials by themselves. These attitudes lead a negative perception that reading is boring and wasting their time. They will soon begin to lose their interest and delights to be found in the printed words and sentences.

In order to cope with the negative attitude towards reading, teachers have to be able to implement appropriate technique in teaching reading. One of the techniques that can avoid the students’ boredom is by using a game. It is commonly believed that games are a common interesting activity. It was assumed that using games could stimulate students’ curiosity and make them feel more competent as they learn. Curiosity and fell more competent are elements of intrinsic motivation. It is important to gain intrinsic motivation because motivation to learn is encouraged when the source of motivation are intrinsic. (Woolfolk, 1995: 337).

It is necessary to be explained why games are chosen in teaching English to children. There are several reasons why a teacher uses games in teaching English to children. It is related to the instable condition of the elementary school students and they still need appropriate learning stimulation. In the teaching learning process, children need interesting teacher, interesting methods, interesting materials, interesting activities, and interesting learning situation. The teacher should understand what the students need. Game is one of the learning techniques which is able to attract the students’ attention and interest.

Finochiaro (1989) reveals that games can reduce tension in class and help to fulfill the needs of interaction among students. However, it must be in accordance with the students’ level. It is indispensable that teacher should take their students proficiency in English into account. It means that games used should be appropriate for the students’ knowledge of English. If the games are too difficult or confusing, students will be frustrated and will not want to learn. Hence, teacher should be selective in choosing games that will be adequate for their students’ proficiency.

Moskowitz (1978) describes many types of games. They are moving game, miming game, drawing game, obeying game, identifying game, describing game, comparing game, matching game, grouping game, ordering game, remembering or memorizing game, stimulus response game, spontaneous response game, and creating game. He also classifies games into individual and group games.

6

In this study, games are used for overcoming the students’ difficulties in mastering reading as mentioned above. Game is involved into individual response game because it requires each individual in the classroom to be able to show their mastery toward the materials given. Their mastery is indicated through their ability to deliver what they have comprehended in compliance with the materials. It also brings the students into an interactive and communicative reading learning situation. In this game, the students communicate ideas they have got from their reading session to their friends in the classroom.

In the games, the students manifest or participate in creating communicative classroom situation. The writer designed games in teaching the fifth grade students in Santa Maria Elementary School. By using this game, the children are expected not only to master the reading comprehension for themselves but also transfer the information they have got to their mates. This is aimed to help the students to express their feelings, and ideas to their mates so that they will have larger point of view about comprehending the reading text. Moreover, it will also help to create a good socialization among the students.

According to Wright’s considerations about the games should be used, it provides interesting activities that may make the students enjoy with the teaching learning process. In addition, games is also appropriate with the student’s ages since the games procedures are quite simple that make the students easily involve in the game itself (Wright, 2006: 12)

B. Problem Formulation

This study intends to design the English reading instructional materials using the games for the fifth grade students in Santa Maria Elementary School. The problems that the writer attempts to examine in this research are as follows. 1. How are the English reading instructional materials using Games for the fifth

grade students in Santa Maria Elementary School designed?

2. What do the designed set of the English reading instructional materials using Games look like?

C. Problem Limitation

This designed materials is made especially for the fifth grade students of Santa Maria Elementary School. This study will focus on developing and designing reading instructional materials using the games in teaching reading comprehension for the fifth grade students Santa Maria Elementary School. The materials include activities and instruction suitable with the teaching technique.

To strengthen the study, the writer involves the fifth grade students of Santa Maria Elementary School and some English lecturers. They are given questionnaires to determine appropriate activities for the reading materials using the games.

D. Research Objectives

8

1. To describe and identify the ways to design the English reading instructional materials using Games for the fifth grade students of Santa Maria Elementary School.

2. To present the designed materials.

E. Research Benefits

1. For Elementary School English Teacher

Hopefully, a set of reading instructional materials using the games being composed have many functions as an instructional material, and can help the teachers to effectively teach reading comprehension. The research could inspire teachers of the elementary school to select and develop instructional materials for their own purposes based on the objectives already predetermined in the curriculum.

2. For the Fifth Grade Students of Santa Maria Elementary School Magelang It is expected that the developed set of reading instructional materials using games can help the fifth grade students in comprehending a reading passage so as to increase their reading skill. It can also be beneficial for students to have pleasure and to interest them in English reading class.

3. For Further Researchers

This study will help further researchers in designing materials as contribution especially in educational field. It provides not only the various kinds of games can be used in reading class, but also useful information on the

effectiveness of game technique, so that it might become a stimulus for further researcher to design better material.

F. Definition of Terms

There are several terms used in this thesis which need to be clarified to avoid misinterpretation.

1. Design

Design refers to developed plan to guide educational activity in a situation (Houle, 1978: 230). Then designing is the same as creating a new set of materials that fits the learning objectives and specific subject area of particular learners (Hutchinson and Waters, 1994: 106). In this study, design refers to developed plan of a new set of materials to guide educational activity in specific area of particular learners to reach the learning objectives.

2. Reading

Reading is used as the basis to teach other language skills (Bright and McGregor, 1970: 52). They said that general knowledge depends on reading. It means that by reading, people can obtain a lot of information from books, articles, newspapers, and magazines so that they can learn science and technology better.

In this study, reading refers to comprehending or understanding a passage the students read. Moreover, it is through reading that they are able to understand the message meant in the text.

10

3. Instructional materials

Instructional materials are materials planned or designed by the teacher for instruction (Dick and Carey, 1990). In this study, instructional material is a set of units arranged based on the level of difficulties used by the teacher, while the students as the focus of discussion in teaching learning activities. A wide variety of instructional materials have been used to sustain communicative approaches to language teaching. Therefore, the materials have the primary role of promoting communicative language use.

4. Games

Games is an aid and alternative to reduce tension in a classroom atmosphere and it is intended to help learner understand the lesson while using it in real interaction with peers (Heinich, 1992: 300). In this study, “games” refer to reading practices in order to review all materials they have just studied so they will have longer memorization in comprehending the lesson. It is assumed that by using the games, the students’ extrinsic and intrinsic motivation can be aroused.

Games, in this study, is an activity in which the learners do something to communicate to others their understanding, their feelings and their ideas, rather than just a response that is private (Wright, 2006: 94). The students’ response is not only to understand the reading passage but also to communicate their understanding to others. The students attain the response through an interesting ways of learning (games).

5. Santa Maria Elementary School

In this study, elementary school refers to a school for the children from 6 or 7 to 12 or 13 years old. There are three things that should be considered in this research related to the Elementary School. The first is the elementary students, the second is the stages of intellectual development of children and the third is the curriculum.

Santa Maria Elementary School is one of the best Catholic Elementary School in Magelang. In this study, Santa Maria Elementary School is the subject of the designed materials implementation. The writer concerns to the fifth grade students of Santa Maria Elementary School since in this grade, the students are being prepared to be ready to go further to the sixth grade.

12

 

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents detailed discussion about some theories as the bases for designing materials using game in teaching reading to the fifth grade students

of Santa Maria Elementary School Magelang. This chapter is divided into two

sections; they are theoretical description and theoretical framework. The theoretical description presents a detailed discussion of some important concepts related to the research. The concepts discussed here are (1) Instructional Material Design, (2) Reading, (3) The Nature of the Fifth Grade Students of Elementary School, (4) Curriculum 2006, and (5) Using Games to Teach the Fifth Grade Students of Elementary School. The theoretical framework presents the discussion on the relation among the concepts stated before.

A. Theoretical Description

1. Instructional Material Design

It is necessary to design the instructional materials in order to gain significant learning performance for the students. There are two models of developing program, which are discussed in this part, namely (a) Kemp’s model and (b) Dick and Carey’s model.

a. Kemp’s Model

Kemp (1977: 8-9) presents eight elements in designing the program development. He states that there is interdependence among the eight elements; decisions rating to one may affect others. These eight elements stated as follows. 1) The teacher should consider goals, list topics, and state the general purposes

for teaching each topic.

2) The teacher enumerates the important characteristics of the learners for whom the instruction is to be designed.

3) The teacher specifies the learning objectives to be achieved in terms of measurable student behavioral outcomes.

4) The teacher should list the subject content to support each objective.

5) The teacher develops pre-assessment to determine the students’ background and to present their level of knowledge about the topic.

6) The teacher selects teaching/learning activities and instructional resources that will treat the subject content so students will accomplish the objectives. 7) The teacher should coordinate such support services as budget, personnel,

facilities, equipment, and schedules to carry out the instructional plan.

8) The teacher evaluates students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement.

14

 

Figure 1: Kemp’s Instructional Design Model (Kemp, 1977: 10) b. Dick and Carey’s Models

Dick and Carey (1990: xx) also propose ten steps in developing a language program. The steps will be briefly described as follows.

1) Assess Needs to Identify Goal(s)

The first step in the model is to determine what it is that the designer wants learners to be able to do when they have completed the instruction. The instructional goal may be derived from a list of goals, from a needs assessment,

 

Revise

Subject Content Support

Services

Evaluation

Goals, Topics and

Purposes

Learning Objectives Learner

characteristic

Pre-assessment Teaching/

Learning Activities, Resources

from practical experience with learning difficulties of students, from the analysis of people who are doing a job, or from some other requirement for new instruction.

2) Conduct Instructional Analysis

After the designer has identified the instructional goal, he/she will determine step-by- step what people are doing when they perform that goal. The final step in the instructional analysis process is to determine what skills, knowledge, and attitudes, known as entry behaviors, are required of learners to be able to begin the instruction. A diagram will be produced to depict the relationships among all of the skills that have been identified.

3) Analyze Learners and Contexts

In addition to analyzing the instructional goal, there is a parallel analysis of the learners, the context in which they will learn the skills, and the context in which they will use them. Learners' current skills, preferences, and attitudes are determined along with the characteristics of the instructional setting and the setting in which the skills will eventually be used. This crucial information shapes a number of the succeeding steps in the model, especially the instructional strategy.

4) Write Performance Objectives

Based on the instructional analysis and the statement of entry behaviors, the designer will write specific statements of what the learners will be able to do when they complete the instruction. It is expected that the instructional analysis

16

 

will be used to identify the skills to be learned, the conditions under which the skills must be performed, and the criteria for successful performance.

5) Develop Assessment Instruments

Based on the objectives the designer has written, develop assessments that are parallel to and measure the learners' ability to perform what he/she described in the objectives. Major emphasis is placed on relating the kind of behavior described in the objectives to what the assessment requires.

6) Develop Instructional Strategy

Based on information from the five preceding steps, identify the strategy that the designer will use in his/her instruction to achieve the terminal objective. The strategy will include sections on pre-instructional activities, presentation of information, practice and feedback, testing, and follow-through activities. The strategy will be based on current theories of learning and results of learning research, the characteristics of the medium that will be used to deliver the instruction, content to be taught, and the characteristics of the learners who will receive the instruction. These features are used to develop or select materials or to develop a strategy for interactive classroom instruction.

7) Develop and Select Instructional Materials

In this step the teacher will use his/her instructional strategy to produce the instruction. This typically includes a learner's manual, instructional materials, and tests. (It is used here the term instructional materials including all forms of instruction such as instructor's guides, student modules, overhead transparencies, videotapes, computer-based multimedia formats, and web pages for distance

learning). The decision to develop original materials will depend on the type of learning to be taught, the availability of existing relevant materials, and developmental resources available to the teacher. Criteria for selecting from among existing materials are provided.

8) Design and Conduct the Formative Evaluation of Instruction

Following the completion of a draft of the instruction, a series of evaluations is conducted to collect data that are used to identify how to improve the instruction. The three types of formative evaluation are referred to as one-to- one evaluation, small-group evaluation, and field evaluation. Each type of evaluation provides the designer with a different type of information that can be used to improve the instruction. Similar techniques can be applied to the formative evaluation of existing materials or classroom instruction.

9) Revise Instruction

The final step (and the first step in a repeat cycle) is revising the instruction. Data from the formative evaluation are summarized and interpreted to attempt to identify difficulties experienced by learners in achieving the objectives and relate these difficulties to specific deficiencies in the instruction. It is necessary to reexamine statements of performance objectives and test items in light of collected data. The instructional strategy is reviewed and finally all this is incorporated into revisions of the instruction to make it a more effective instructional tool.

   

18

 

10) Design and Conduct Summative Evaluation

Although summative evaluation is the culminating evaluation of the effectiveness of instruction, it generally is not a part of the design process. It is an evaluation of the absolute and/ or relative value or worth of the instruction and occurs only after the instruction has been formatively evaluated and sufficiently revised to meet the standards of the designer. Since the summative evaluation usually does not involve the designer of the instruction but instead involves an independent evaluator, this component is not considered an integral part of the instructional design process.

The diagram of Dick and Carey’s instructional design model is elaborated in Figure 2.

Figure 2: Dick and Carey’s Instructional Design Model (Dick and Carey, 1990: xx)

2. Reading

In this part, the writer discusses the nature of reading, reading purposes, the abilities and skills involved in the process of learning to read, the basic principles of reading and the stages in teaching reading to the fifth grade students.

Assess needs to identify goal(s)

Conduct instructional analysis

Develop and select instructional materials

Develop assessment instruments

Revise instruction

Develop instructional strategy

Design and conduct summative evaluation

Write performance objectives Analyze learners and contexts

Design and conduct formative evaluation of

20

 

a. The Nature of Reading

Reading is above all to do with the language, because in reading we meet all the components of the language such as vocabulary, grammar, and even the pronunciation. Reading is also form of communication; it becomes the base of spoken language because reading turns the collection of symbols in a piece of paper into ‘talk’, or in the case of silent reading, into an image of speech sound (Moyle, 1972: 21-25).

Moyle also argues that reading involves the recognition of the important elements of meaning in their essential relations, including accuracy and comprehension. In reading, the readers are expected not only to understand the message of the author, but also to reflect upon it, assess its value by comparing with previously learned concepts and eventually to reach out in our imagination to new realms as a result of the stimulus of the text.

Another opinion about reading is also given by Wardhaugh, which is quoted in Dubin’s article. He says that reading is an active process in which the reader must take an active contribution for drawing upon and using currently various abilities he has acquired (Forum, 1982: 15). People think while they read. In this activity the brain works, while it is responding to the text.

Herr strengthens this idea as it is quoted from a book entitled Study is Hard Work (Amstrong, 1967: 35):

Reading is never passive acceptance. It is an energy absorbing activity, requiring movement of mind and sometimes heart, out to meet the mind of the author and to grasp the meaning of his/her caught. It is two ways process the reader must give in order to receive.

This study deals with teaching reading to children, and according to Wallace (2003: 4) one of the difficulties which young children may have is the ability to understand what is read. It is because they still have limited knowledge of English, especially the vocabulary mastery. If we wish our children to read with understanding, to evaluate and also to think creatively as a result of their reading, the children must see a purpose in and gain enjoyment from reading from the earliest moments of instruction. The children must also realize how useful the skill of English in the real world by being placed in the situations where reading is essential to the completion of the activity, in other word they must read for a purpose to fulfill their needs. When this happens they will see reading as relevant and essential to their daily life.

b. Reading Purposes

According to Wallace (2003: 6-7) any mode of language, listening, speaking, reading, and writing, may be used to serve immediate needs, to learn from, or to give us pleasure in language for its own sake. An important feature that reading also shares with other modes of language use is the role in social interaction. Here are types of reading based on its purposes.

1) Reading for Survival

Reading for survival means reading conducted to respond the environment. Survival reading serves immediate needs or wishes. For example the words ‘exit’ in the cinema door, ‘ladies’ or ‘gentleman’ in the lavatory door. Children gain the purpose of reading as reading for survival from their social

22

 

backgrounds, related to the way they perceive their day-to-day needs and interest, from such sources as television, advertising, and street signs.

2) Reading for Learning

Besides as reading for survival, reading also serves the wider role of extending our general knowledge of the world. This is called reading for learning. Talking about reading for learning, it must be related with school, because a good deal of reading to support learning clearly takes place in academic contexts.

3) Reading for Pleasure

Different from reading for survival which involves an immediate response, and reading for learning which is goal oriented, reading for pleasure is done for its own sake. It is optional whether people want to do it or not. The main purpose of learning to read is ‘so that you can stop’. It means that people do it for their pleasure; there is no pressure not to stop reading until finish the whole reading passage. An important thing to consider in reading for pleasure is fluency.

c. The Abilities and Skills Involved in the Process of Learning to Read According to Moyle (1972: 42-68) learning to read is a complex cognitive task demanding a high level of integration and maturity of a wide variety of abilities and skills. The manner in which reading takes place will vary according to the type of material being read and the purpose for which it is being read. The materials and the purposes suggest certain approaches to the individual reading task which will be more economical and efficient than others.

From the beginning of reading the child should be provided with the materials which are meaningful so that the child may acquire the habit of using all

the clues available to extract and consider the content expressed. Besides considering the materials and the purpose, it is also necessary to consider about the abilities and skills involved in learning to read.

1) Intelligence

It deals with the ability to understand and comprehend the reading, and of course it is relative measurement because each person has his or her own intelligence degree. However, the most important thing in learning reading is not the intelligence but the mental development. Mental development here means the maturity of the children who learn. The mental condition and the maturity of the children will help them in learning because they can be used as the guide in assessing a child’s reading ability.

2) Language Facility

It is clear that we cannot expect the young children to read from a book words which are outside their experience. When fluency in reading is attained then the children can use their ability to interpret context in order to enlarge their vocabulary and understanding but until this point is reached their reading material must be constructed from words which are within their own spoken vocabulary. It is obvious that good language development is important to good reading, for a good vocabulary and the ability to use language is basic to the process of learning to read. Language facility is closely related to the general ability on the one hand but on the other hand is very much open to the effects of the environmental influences.

24

 

Children’s language facility becomes one of the most important factors in readiness for reading instruction, and for the relationship between the understanding of words and reading achievement. There are two factors which are important to create an atmosphere which will stimulate and encourage language growth in children. First, the classroom must be interesting, or even exciting place for them. Children have a natural curiosity and if it is fostered by a good supply of attractive objects and pictures then they will observe and wish to conserve.

Second, the teacher must give the children the opportunity to speak freely among themselves and also to the teacher and their classmate. However, the teacher must not only provide encouragement and permissive atmosphere, the teacher must also create an interesting situation which help the children to use their language and powers of constructive thought so that it will encourage the development of the children.

3) Visual Abilities

Children ability to read is obviously closely related with the quality of their sight. How the children can read if their quality of the sight is not good. The teacher task is to make sure that the children have already visited the doctor or optician to check their eyes.

4) Auditory Abilities

The children’s contact with the language during their early years comes entirely through the sense of hearing. If for some reasons the children’s hearing is imperfect then their language growth will be delayed and their ability to discriminate between two sounds will be damaged.

The hearing of language and perception of language sounds are going to aid reading in the following ways.

a) To build up a vocabulary.

b) To act as further aid to memorization and therefore to the recognition of the printed words.

c) To enable us to hear the constituent sounds of which our words are constructed and use these sounds upon the new words we meet. Growth in reading attainment is largely dependent on the ability to attack a word which has not been met before in print. In order to do this the children must understand that.

d) Each word has its own sound pattern.

e) This sound pattern can be broken down into a series of sounds which are arranged in a definite sequence.

f) These sounds correspond to letter shapes or the combination of letter shapes. 5) Physical Factors.

Physical factors deal with the physical condition of the children. Children who have good physical condition will have more powers and energy to concentrate to the lesson rather than those who have a problem with their physical condition, such as malnutrition or insufficient rest. The children who have a good concentration will understand and comprehend the reading text in a good way.

26

 

6) Environmental Influences

One way to help the language development is by stimulating atmosphere at home where the children can explore and converse with parents who encourage their experiments and curiosity.

Atmosphere at the children home also influences the ability of the children to become good readers. A research found that the percentage of poor readers coming from homes with a low socio-economic status is much higher that for the good readers. It is necessary to have a reasonable background of material provision in order to maintain a good reading progress. Moreover, the happy relationship between children and their parents is more important because parents are the one who provide interest, stimulation, and sympathy when difficulties arise.

7) Emotional Factors

Emotional factors seem to allow a division into two types under the headings of attitudes to read on the one hand and general personality problems on the other. Motivation is the most important factor in learning how to read. To build motivation is not an easy thing to do; it needs a long process demanding concentration and interest over a number of years before real fluency in the medium level is achieved.

d. The Basic Principles of Reading

According to Moyle (1972: 101-107) the basic principles of a good reading must be based and viewed firstly from the point of view of the nature of literacy at the adult level secondly from the needs and abilities of the children at

their stage of development. There are some of the basic principles for a good reading.

1) Reading should be formed as natural unit of the children’s development as possible

The whole reading activities must be done as natural as possible so that the children ability to communicate will develop naturally. If the reading is to be an activity which appears natural to the children then any instruction given or attainment expected should be firmly based in knowledge and understanding of the children abilities and interests.

2) Reading as an integral part of other activities

The children must be led to an understanding that reading is useful and important. To make the children understand that reading is an integral part of other activities, the teacher must create activities which are interesting and can build their curiosity so that the children will enjoy the class and finally they will realize that reading is also an integral part of other activities.

3) Reading instructional should be attractive to the children

Young children love to talk and enjoy listening to the stories because for them it is interesting. One way to reduce the difficulties in learning to read is the teacher must create an instruction which is interesting so that it can attract the children to learn to read.

4) All reading should be meaningful

The children should understand what they read, because how the children can know that what they read is meaningful if they do not even understand the

28

 

content of a reading text. The teacher task here is to provide a reading passage which has meaning.

5) Word recognition skills cannot be ignored

Besides ensuring that the reading must be enjoyable, the teacher must also ensure that the reading activities also integrate with other work, fit to the interest of the children. One thing that should be remembered is that the reading instructions must be presented in a various ways and attractive manner so that the children curiosity will arise.

6) Instruction should lead increasingly to independence in reading

The teacher must make sure that the more the children read, the more they should be able to read without any help. One of the ways is by giving them various level of difficulty in every reading text in every meeting.

7) Every activity must be related to the whole scheme

Any activity which the children do must be suitable with the aims of reading programs as a whole and hope for the future development.

8) Progress through the reading programs must be kept under review

The teacher will find difficulty in measuring what students have achieved in reading development. There is also a problem in keeping the programs in line with the individual strengths and weaknesses of the children. To solve the problems the teacher must administer some form of standardized test as a tool of measurement and also reviewing.

e. The Stages in Teaching Reading

There are three stages in teaching reading. The first stage is pre-reading activities. The second is the main reading or whist reading activities, and the last stage is post-reading activities.

1) Pre-reading Activities

According to Durkin (1987: 423), the purposes of the pre-reading activities are to enable the learners to read a selection silently, independently, and also to interest them in doing the reading activities. There are four things that are necessary to do. There are teaching new vocabulary, providing essential background information, establishing a purpose (s) for the reading, and motivating the children to want to do the reading, (Durkin, 1987: 423-429).

a) Teaching New Vocabulary

The purpose of teaching the new vocabulary is to facilitate comprehension for the students. There are two reasons why children abandon their assignments. The first reason is that they are immature, and the second reason is that they think that the reading activity is an impossible task, maybe because it is too difficult for them. That is why, before the teacher starts the reading activities, it is better for them to teach new vocabulary to the learners in order to prepare the students with adequate vocabulary, so that they can do the reading task.

b) Providing Essential Background Information

After teaching the new vocabulary, the next thing to do is providing essential background information. The purpose of providing essential background information is to give the students adequate preparation, because teaching new

30

 

vocabulary is not enough to prepare the students. The teacher must give some background information of some parts in the reading texts to the students, so that the students are able to visualize and imagine the real condition, shape, or even taste. This activity will help the students who have problem with the new words. c) Establishing a Purpose (s) for the Reading

The natural way to begin preparing children to read a selection about a given topic, for example: health, sickness, family, is to find out what the children already know about it. The purpose of knowing the students’ existing knowledge is to allow the teachers to learn not only what is not known that is important but also what is known that is inaccurate. There are three procedures in knowing the students existing knowledge, they are: discuss with the students what they know about the topic presented in the materials, have them read the selection in order to learn what the author says about it and compare the two bodies of information once the reading has been done. After the teachers figuring out what the students already know, the next thing to do is to establish the purpose (s) of the reading. d) Motivating the Children to Want it Do the Reading

There are four clues that can be used to make the students to be interested in doing the reading activities. They are: children are most interested in what is little, but not too familiar. It means that children interested in something new which is not too much and complicated, and it is quite strange for them. These points to value of making explicit what is in a selection that relates to what they know or have experienced. The second, interest in reading a selection is heightened when children are actively involved in establishing the purpose (s) for

doing the reading activities. The third, interest is also increased when the teachers display an honest concern for children’s idea and opinions about something that is in selection. The last is at times, titles and pictures will make the children interested.

2) Whilst Reading Activities

Whilst reading is the main part of the reading activities. In this, the students use all the new vocabulary and background information, so that is why the teachers must make sure that the preparation in the pre-reading activities allows the students to read the entire selection on their own.

The activities in the whilst reading must support the attainment of the purpose (s) which has been stated before, and the activities should contain the new vocabulary and background information which are taught before. In the whilst reading activities, the students do all the reading activities, such as read the text, answering the questions, completing the paragraphs, arranging the paragraphs. After the students finish the activities the teachers have to make sure that the students have achieved the purpose (s) of the reading activities.

3) Post-reading Activities

There are two things that should be checked in the post reading activities. They are the new vocabulary, and the realization of the purposes for reading. a) Checking on the New Vocabulary

The important of this checking on the new vocabulary is to see whether the students remember the new words that were taught with the whole word

32

 

methodology, and to make sure whether the students were able to use some combination of the words contextually and structurally on their own.

b) Checking on the Realization of Purposes for Reading

The teachers must make sure that the students can accomplish the reading tasks well and achieve the purpose (s) in the reading activities, if not the teachers must create new reading texts or even activities that can support the attainment of the purpose (s).

3. The Nature of the Fifth Grade Students of the Elementary Schools

To create materials which are appropriate to the subjects, clear concepts about the subjects are needed. The presentation of clear concepts about the subjects can give a clear description of the research subjects and avoid misinterpretation in this research. Therefore, it is very important to have appropriate knowledge on the fifth grade students of elementary schools to be used in this research.

a. Children’s Cognitive Development

To have better understanding on children’s cognitive development, Piaget’s Cognitive Development Theory might be considered. According to Piaget there are four stages of children’s cognitive development.

1) Sensorimotor : From zero to two years children 2) Preoperational : From two to seven years children 3) Concrete Operation : From seven to eleven years children

4) Formal Operation : From eleven to sixteen years children (in Smith & Lostherman, 1979: 94)

Based on Piaget’s theory, the fifth grade students of elementary schools are at the end of concrete operational (7 – 11 years) stage and at the beginning of formal operational (11 – 16 years) stage. In concrete operational stage, children begin to use language as means to express their thoughts or ideas. However, the presence of concrete things will give the children best result. While in formal operational stage, children begin to work with abstract things. It means that children are able to create hypothesis to find the solution of the problems.

The ability of children to work in abstract things enables them to find their own way of learning. Children make their own path into the unknown path that we would never think of making for them, when they learn what they are curious about, children go faster, cover more territory than we would ever think of trying to mark out for them or making them covert (Holt, 1980: 152). It is wiser to let the children to experience learning activities based on their way. Although, sometimes, their activities are not understood by adults, their own way can perform the better one.

Since children are not adults, they have different ways of thinking. Sometimes adults’ learning method is useless when applied to children. Piaget believes that children have their own methods in learning in which, sometimes, perform a better result. The theory points out that children learn better by moving and manipulating than by sitting and listening, they understand by experimenting and exploring, not by memorizing rules (in Burns, Joe & Ross, 1984: 65).

34

 

Therefore, it is not wise to expect children to learn as well as adults do since they do not think like adults.

The knowledge of students’ stages may help teachers in setting the teaching materials and activities properly. The teachers can set activities and materials that can facilitate students to express their ideas or thoughts through a language. Since children have been ready to deal with abstract things, the teachers can present activities and materials that involve abstract things.

b. Foreign Language Learning for Children

In general, children are in the right time to learn a language other than the first language (the mother tongue). A psychologist, Purwo (1995), says the age of 6-12 years old is the right age to learn English other than the first language (in Yahya, 1999: 52). According to Purwo (1995), a new language can be taught to children because of their ages.

Another Scientist, Shovel (1987), says that second language learning for children occurs naturally. He says that the plastically of the brain prior the puberty enables children to acquire not only the first language but also their second or foreign language, or at least to acquire native-like pronunciation (in Brown, 1994: 43). In their age, children can learn not only their first language, but also another language.

Lenneberg (1987) also believes that second language learning will bring more satisfying result when experienced before the puberty. Language development begins freezing when approaching the puberty (in Yahya, 1999: 55). Children might be more successful in learning second language than adults do.

Therefore, children are able to acquire more than one language because of their nature. Because of their ages, 6 to 12 years old, children have more flexible brains to learn a new language or second language. This assumption will help the teachers of elementary schools to teach English. The process of learning might go faster because the children themselves are ready and capable to learn.

Children’s reading in foreign language is given rather late. It is commonly believe that reading can perform a maximal result after the children are able to speak. Some educators believe that reading should be introduced after children acquire how to say words of the foreign language (Poulston & Bruder, 1976: 162). Poulston and Bruder believe that children’s oral mastery of target language is needed to be able to read.

Lado mentions a different opinion. He says that although it is possible to learn to speak without reading, it seems a more effective strategy to learn to read simultaneously with learning to speak (Lado, 1972: 451-454). On the contrary, Lado says that there is no problem if reading is introduced in the first day. The teachers do not need to wait until the children are able to say words to introduce reading.

However, the methods for teaching reading for children should be selected and used carefully. An appropriate method can help children to learn reading, on the other hand, an inappropriate method can reduce children’ motivation. Many experts and educators give their best to find methods in which the children can learn reading with fun (Wiryodijoyo, 1989: 31). Wiryodijoyo wants to say that

36

 

through fun methods children can and want to learn reading. It is very important to ensure the children that reading is fun.

4. Curriculum 2006

Curriculum is a set of plan and rules of goal, content, lesson, and also steps as the basic of teaching and learning process for achieving certain education purposes. Curriculum is designed to achieve the national goal on education with attention on the development steps of students and to the compatibility with environment, the needs of national development, the development of science and technology and art, the compatibility with type and level of each instructional unit.

KTSP is operational curriculum composed and done by each of education unit. Considering that every region in Indonesia has its specific needs, the government creates a local content curriculum. The local content curriculum provides some subjects that are needed by students in relation with the local community’s need.

The local content curriculum is not a central education implementation so each region will be able to improve the relevant to the condition and needs of the related region. The selection of English as a local content in curriculum 2006 is based on the 2005 Government Regulation number 19 about the national education standard. The government states that it is needed to develop standard competence and competence standard in accordance with the condition and the

characteristics of the involved lesson plan without decreasing the curriculum in effect nationally and diverging from the objective of national education.

The subjects in local content curriculum are not compulsory subject. Every school has its own right to choose which subject is suitable to its students. English is a compulsory subject at the elementary school. The function of English subject at the elementary school is to introduce English as the first foreign language in Indonesia. The purpose of teaching English at the elementary school is to motivate and to prepare the students in order to be ready and confident in learning English at the higher level of education.

English at the elementary school involves pronunciation, vocabulary, spelling, reading and functional skills as the basic to master a simple language skill which is in line with the topic.

5. Using Games to Teach English to Elementary School Students

It is commonly believed that games are a common interesting activity. As stated by Hidayat (1980) that basically, every human, no matter how old they are, their sex, and their social status, like games (Hidayat, 1980: 1). In this study, games are rolled as an activity that can be used and enjoyed by every one. Therefore, games are possible to be used in the classrooms.

a. The Concept of Games in Education

The use of games in language teaching gives mainly attention to generate and to improve students’ motivation. The function of games in classroom is to arouse motivation in the students and increase their learning efforts (Adenan,

38

 

1996: 3). Games can be an engine for the students to increase their motivation to learn.

The teachers can use games to help them to reduce boring atmosphere in the classroom. Ann says that games, in the field of language teaching, have helped to make the task of learning less boring and tedious (in Khoo, 1981: 8). In teaching children boring atmosphere is created very often. It is because the teachers cannot keep the children’s focus and attention to the lessons. The use of games in teaching may reduce this unwanted atmosphere.

To be motivating games, fun and competition aspect can be involved. Atmosphere of competition in language games can give more values to the students. Stephens says that the emphasis should be on keeping competition within reasonable bounds. It would be foolish and unnecessary to try to eliminate competition completely. It provides zest and pleasant challenge (Stephens, 1966: 393). Stephens puts competitions as part of games that make them interesting and motivating. If the students are motivated, they will focus their attention to the class activities.

b. The Definition of Games

Not all games can be used to teach language in class. Language games have some requirements. Chamberlain, in a book of Guideline for Language Games, mentions that language games should be motivating, easy to explain, and having language learning (in Khoo, 1981: 28). These requirements are needed since language games are different from ordinary games. They have functions to help teachers to obtain teaching objective in the classrooms.

Bumpass gives more detailed requirements about language games. Bumpass’ idea is almost the same with Chamberlain’s idea. Games that can be used for language teaching, called language games, are fast moving, competitive, acceptable by students, simple enough, motivating, and having definite learning objective in it (Bumpass, 1963: 143-144). These requirements above are needed, so that the games are applicable and helpful for the teachers to obtain the teaching objective.

Bell presents a little bit difference of requirements needed by language games. He states that educational game presents concrete problems in a simplified but dramatic form (Bell, 1985: xix). Bell mentions that games in educational field should have elements of surprise and simple. Surprise makes the children interest in joining the game, while the simple is beneficially used in the class for helping the students to follow the games since it is hard for the students to involve in the complicated games. A good game involves the students in the learning process. The children can be active to deliver and communicate their opinions, expressions, and suggestions about the text given. In the reading teaching learning activities, the students deliver information they get from the passages to their classmates. It looks like peer teaching form some students are actively delivering their findings while the others listening and waiting for their turns to do the same as their friends initially did.

c. Games

Games that are usually used in teaching English have many variations and can be improved by the teacher. The teacher’s creativity is important to design

40

 

some of educational games. Besides, the teacher can use some resource books that can help in designing the materials. There are many kinds of games to use; the common formats are; board games, card games and simulation games (Bell, 1985: xx). These are some games modified by the writer that can be used as reading exercises. The games call for a manifested response, that is to say, a response in which the learners do something to communicate to orders their understanding, their feeling and their ideas, rather than just a response that is private. Two important skills are concentrated on, namely skimming for gist, when the learners find out at speed what content a text contains, and scanning, when they search a text for some particular item in it.

The objectives of Games are to help students improving their reading skill, to make the students’ memorization longer, to avoid the students’ boredom when they learn reading, and to stimulate the students to communicate actively with their peers in the form of game. The ways to improve the reading skills are by teaching students questioning, clarifying, imagining and analyzing skills.

d. Teaching Reading Using Games

In this study, the writer composes the game for reviewing materials in each unit. As a result, there will be various kinds of Games during the semester. There are eight units in this study, so there will be eight different Games. The materials of the game are already matched with the materials in each unit, but still on the same objective to stimulate the students sharing the information they have got to their peers in comprehending the text.

In teaching reading using Games, the teacher puts the students into groups or pairs to play the game. The teacher role is not as the center of the game, but he or she is the manager or guide the class, the one who manages the class, even though he or she is the one who sets the rules of the games. During the game, the teacher also becomes the one who is monitoring the students’ activity to avoid the unwanted situation such as too noisy class, annoyance students, and to keep the activity in its border.

In this game, the teacher uses short story, flash cards, dart board and poems. The students are put in teams and sometimes in pairs to do a series of interesting activities in responding the story orally or in written form and to master the vocabulary. They are demanded to play competitively and to share their information to their group members. As a result, they can communicate actively with their peers to compete with other group. This game not only helps the students to remind their understanding and master other comprehension skills but also stimulates them to share their knowledge to others instead keeps it for them selves.

In this game, the students learn how to cooperate with the teams in order to win the game. It means that this game helps the students not only develop their cognitive skills but also their psychomotor, affective, and social skills.

B. Theoretical Framework

In this section, the writer discusses her own instructional design model based on the two samples of instructional design models. In this model the writer

42

 

has seven steps to do to develop the language program. The steps are shown in the Figure 3.

 

Figure 3: Steps in conducting the study

In designing the materials, the writer combined the Kemp’s model and Dick and Carey’s model because those models are the most appropriate in designing for the fifth grade students of Santa Maria Elementary School

Conduct the learners’ analysis

Identify the learning objectives

Formulate the indicators

Compose reading materials

Decide the teaching-learning Activities

Conduct the Survey research

Magelang, besides, those two models complete each other. Kemp focuses on a flexible process while Dick and Carey addresses the instruction as an entire system, focusing on the interrelationship between contexts, content, learning and instruction. The writer adapts Kemp’s and Dick and Carey’s instructional design models because the writer makes some changes in applying those two models. The steps used by the researcher are described as follows.

Step 1 : Conduct the Learners Analysis

Firstly, the writer conducts the learners’ analysis. This step is adapted from the first step of Dick and Carey’s instructional design model. The learners’ analysis is conducted to know the students interests, needs, and difficulties in learning English so that the writer can design materials that are suitable with the students needs. Besides that, the writer also employs Piaget’s theory about the stages of the students in the fifth grade.

Step 2 : Identify the Learning Objectives

Secondly, the writer identifies the learning objectives. This step is adapted from the fourth step of Dick and Carey’s instructional design model. It is done based on the result of learners’ analysis to be achieved in terms of measurable student behavioral outcomes. The learning objectives of the School-Based Curriculum 2006 clarified what were expected for the students to achieve through teaching learning activities.

44

 

Step 3 : Formulate the Indicators

This step is adapted from the sixth step of Dick and Carey’s instructional design model. The indicators can be used as the guide to choose the learning materials and decide the learning experiences. The writer adapts from School Based Curriculum to decide the indicators which are used in the program.

Step 4 : Compose Reading Materials

Select the learning materials which are suitable with the learning experiences and can be used to achieve the learning objectives and the indicators. This step is adapted from the seventh step of Dick and Carey’s instructional design model. Then, compose all those suitable materials for the study. In composing the material, the writer also employs the stages in teaching reading purposed by Durkin.

Step 5 : Decide the Teaching-Learning Activities

Set and list the teaching-learning activities which support each indicator using the theory of Games as the approach of the study. This step is adapted from the sixth step of Kemp’s instructional design model. In this step the writer also created the syllabus of the course. The activities should be based on the basic competencies and indicators in each topic. The basic competencies and indicators referred to the standard competency formulated in the School-Based Curriculum 2006 for the fifth grade students of elementary school.

Step 6 : Conduct the Survey Research

This step is adapted from the eighth step of Kemp’s instructional design model. The survey research is done through distributing the questionnaires to the respondents, in this study the respondents are the English lecturers in Sanata Dharma University. The respondents give their judgment, opinions, comments, and suggestions toward the designed materials. After that, the writer will process the questionnaire to revise the materials.

Step 7 : Revise the Designed Materials

This step is adapted from the last step of Kemp’s and the ninth step of Dick and Carey’s instructional design model. After receiving the feedback from the result of survey research, the writer revises the designed materials. The result is used to improve and to make the materials designed better.

46

CHAPTER III

METHODOLOGY

In this chapter, some important points referring to the research

implementation would be discussed in detail. The discussion includes research

method, research subjects and respondents, research instruments, data gathering,

data analysis and the procedure.

A. Research Method

In this study, the writer used Research and Development method (Borg

and Gall, 1983). It as a process used to develop and validate educational products.

The goal of this method was not to develop products, but rather to discover new

knowledge (through basic research) or to obtain the answer of the problem.

Actually, there were ten major steps in the R & D cycle used to develop manicure,

but in this study, the writer only used five steps, they were as follows.

1. Research and information collecting (includes review of literature, class room

observations, and preparation of report of state of the art).

2. Planning (includes defining skills, stating objectives determining course

sequence, and small scale feasibility testing).

3. Develop preliminary form of product (includes preparation of instructional

materials, handbooks, and evaluation devices).

4. Preliminary field testing (interview, observational and questionnaire data

collected and analyzed).

5. Main product revision (revision of product as suggested by preliminary field

test results).

B. Research Respondents

1. Respondents of Learners Analysis Survey

The fifth grade students of Santa Maria Elementary School Magelang

were taken as the respondents of this study. There were about 26 students

involved in the class. The students were given questionnaires in order to know

their interest, needs, and difficulties in learning English. They were also

interviewed to dig more detailed information in accordance with the English

teaching learning process they had conducted in their school.

2. Respondents of the Survey Research

The respondents for this category involved some English lecturers in

Sanata Dharma University. The writer distributed the designed materials

evaluation questionnaire for three lecturers of the English Language Education

Study Program who have experiences in teaching reading. It was hoped that the

questionnaires being distributed to the English lecturers collect useful and

valuable information for improving this study.

C. Research Instruments 1. Questionnaires

There were two types of questionnaires (Ary, et al., 1979; 1975), namely

SICKNESS VS ADVICES

PATIENT CARDS

I’VE GOT A HEADACHE I’VE GOT AN EARACHE I’VE GOT A STOMACHACHE

I’VE GOT A TOOTHACHE I’VE GOT AN EYESORE I’VE GOT A BACKACHE

I’VE GOT A DIZZY I’VE GOT A WRISTLING I’M TIRED

I’VE GOT A SORETHROAT

I’VE GOT A COLD I’VE GOT AN INFLUENZA

 

DOCTOR CARDS

YOU’D BETTER TAKE MEDICINE

YOU’D TURN THE MUSIC DOWN

YOU’D BETTER NOT EAT SPICY FOOD

YOU’D BETTER NOT EAT SWEET FOOD TOO MUCH

YOU’D BETTER GO TO THE DOCTOR

YOU’D BETTER HAVE MASSAGE

YOU’D BETTER SLEEP YOU’D BETTER GO TO THE DENTIST

YOU’D BETTER TAKE A REST

YOU’D BETTER DRINK MUCH WATER

YOU’D BETTER TAKE SOME MEDICHINE

YOU’D BETTER TAKE SOME MEDICINE

YOU’D BETTER TAKE PARASETAMOL

YOU’D BETTER NOT DRINK ICE

YOU’D BETTER NOT DRINK ICE

SNAP ON IT

WEATHER AND SEASONS CARDS

WINTER

AUTUMN

SUMMER

SUNNY

FOGGY

SNOWY

CLOUDY

WINDY

STORMY

CLEAR

RAINY

DRY

BRIGHT

WINTER

HOT

 

 

vii

ABSTRACT

Wulandari, Ima. P. 2010. Designing a Set of Reading Instructional Materials Using Games for the Fifth Grade Students of Santa Maria Elementary School Magelang. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Reading played an important role of language learning. Based on the observations, it was found that most of the fifth grade students of Santa Maria Elementary School Magelang were interested in learning reading. However, they had low motivation to read in English. Therefore, this study is intended to design reading instructional materials using games for the fifth grade students of Santa Maria Elementary School Magelang. There are two questions formulated in the problem formulation. The first question is about how to design a set of reading instructional materials using games for the fifth grade students of Santa Maria Elementary School Magelang. The second question is related to the presentation of the designed materials.

To answer the first research question, the writer employed Research and Development (R & D) and adapted the combination of Kemp’s and Dick and Carey’s instructional design model in designing the materials. The materials were designed using games because it is the most appropriate way of the children learning. Moreover, this study was designed based on School-Based Curriculum 2006. The writer constructed seven steps in this adapted instructional design model. They are 1) Conduct the Learners’ Analysis, 2) Identify the Learning Objectives, 3) Formulate the Indicators, 4) Compose Reading Materials, 5) Decide the Teaching-Learning Activities, 6) Conduct the Survey Research, 7) Revise the Materials.

In answering the second research question, this study presented the final version of the designed materials. It consists of eight units. They are Self Introduction, Family, Occupation, Calendar, Daily Activities, Times, Health and Hospital, Weather and Seasons. Each unit in the designed materials is divided into four sections. They are Presentation, Practice, Production, and Games.

From the designed materials evaluation survey, the writer gained that the degree of agreement percentage of the designed materials is 66.6%. This result shows that the designed materials are acceptable and appropriate for the fifth grade students of Santa Maria Elementary School Magelang.

Hopefully, the designed materials can be applied in the school to facilitate the students to improve their reading skill.

Key Words: Design, Reading, Instructional Materials, Games, Santa Maria Elementary School.

viii ABSTRAK

Wulandari, Ima. P. 2010. Designing a Set of Reading Instructional Materials Using Games for the Fifth Grade Students of Santa Maria Elementary School

Magelang. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas

Sanata Dharma.

Reading berperan penting dalam pembelajaran bahasa. Dari pengamatan

yang dilakukan, diketahui bahwa sebagian besar siswa kelas lima SD Santa Maria Magelang tertarik dalam pelajaran reading. Akan tetapi, mereka cenderung memiliki motivasi yang rendah setiap kali membaca dalam bahasa Inggris. Oleh karena itu, studi ini bertujuan untuk merancang materi pembelajaran reading menggunakan Games untuk siswa kelas lima SD Santa Maria Magelang. Ada dua pertanyaan penelitian yang dikemukakan dalam studi ini. Pertanyaan penelitian yang pertama adalah bagaimana merancang materi pembelajaran reading menggunakan Games untuk siswa kelas lima SD Santa Maria Magelang. Pertanyaan penelitian yang kedua adalah bagaimana bentuk penyajian materi tersebut.

Untuk menjawab pertanyaan penelitian yang pertama, penulis menerapkan metode R & D (metode penelitian dan pengembangan) dan mengadaptasi kombinasi dari model perancangan Kemp dan Dick dan Carey dalam merancang materi. Materi dirancang menggunakan Games karena ini adalah cara yang paling sesuai untuk pembelajaran anak. Selain itu, studi ini dirancang berdasarkan Kurikulum Tingkat Satuan Pendidikan (KTSP). Penulis merancang tujuh langkah dalam model tersebut, Langkah-langkah tersebut adalah: 1) Conduct the Learners’ Analysis, 2) Identify the Learning Objectives, 3) Formulate the Indicators, 4) Compose Reading Materials, 5) Decide the Teaching-Learning Activities, 6) Conduct the Survey Research, 7) Revise the Materials.

Untuk menjawab pertanyaan penelitian yang kedua, studi ini menyajikan hasil akhir materi. Materi terdiri dari delapan unit, yaitu Self Introduction, Family, Occupation, Calendar, Daily Activities, Times, Health and Hospital, Weather and Seasons. Setiap unit terbagi menjadi empat bagian utama, yaitu Presentation, Practice, Production, dan Games.

Dari hasil survei evaluasi materi, nilai prosentase yang diperoleh dari desain materi adalah 66.6%. Hasil tersebut menunjukkan bahwa desain materi tersebut dapat diterima dan digunakan untuk mengajarkan reading pada siswa kelas lima SD Santa Maria Magelang.

Materi ini diharapkan dapat diterima di sekolah untuk memfasilitasi siswa-siswa dalam meningkatkan kemampuan membaca mereka dalam Bahasa Inggris.

Kata Kunci: Design, Reading, Instructional Materials, Games, Santa Maria Elementary School.