A set of integrated English instructional materials based on suggestopedia method for fifth grade students of SD Percobaan 3 Pakem.
A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS
BASED ON SUGGESTOPEDIA METHOD
FOR FIFTH GRADE STUDENTS OF SD PERCOBAAN 3 PAKEM
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Indira Lusianingtyas Siswanto
06 1214 169
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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i
A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS
BASED ON SUGGESTOPEDIA METHOD
FOR FIFTH GRADE STUDENTS OF SD PERCOBAAN 3 PAKEM
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Indira Lusianingtyas Siswanto
06 1214 169
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or
parts of the work of other people, except those cited in quotations and the references,
as a scientific paper should.
Yogyakarta, August 15, 2011
The writer
Indira Lusianingtyas Siswanto
061214169
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vi
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya Mahasiswa Universitas Sanata Dharma:
Nama
: Indira Lusianingtyas Siswanto
Nomor Mahasiswa
: 061214169
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
“A SET OF INTEGRATED ENGLISH INSTRUCTIONAL MATERIALS
BASED ON SUGGESTOPEDIA METHOD
FOR FIFTH GRADE STUDENTS OF SD PERCOBAAN 3 PAKEM”
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan
dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikanya di Internet atau media lain
untuk kepentingan akademis tanpa perlu meminta ijin dari saya, maupun memberikan
royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 15 Agustus 2011
Yang menyatakan
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vii
ACKNOWLEDGEMENTS
Firstly, I would like to express my greatest gratitude and praise to
Allah SWT
for the guidance, blessing, grace, and strength during my process of completing this
thesis. I realize that all of these happened because of His grace.
I would like to show my deep gratitude and honor to my major sponsor,
Christina Kristiyani, S.Pd., M.Pd.,
for her advice, guidance, patience, kindness,
support of finishing this thesis and also her detailed corrections to improve my thesis.
I gave my special thanks to
Gregorius Punto Aji, S.Pd., M.Hum.
and
Drs.
JB. Gunawan, M.A.
for their willingness to evaluate my designed material. I also
gave my gratitude for their useful comments, and suggestions to improve the
designed material.
I would like to thank to
Ibu
Dra. Hj. Sudaryatun,
who gave me permission
to conduct my research in
SD Percobaan 3 Pakem
. I also deliver my best thanks to
the fifth grade English teacher of
SD Percobaan 3 Pakem
,
Bapak Bambang Tri,
who gave me time, help, willingness to evaluate my designed material. I thank him
for his feedback and correction to my designed materials. I also address my thanks to
all of the fifth grade students of
SD Percobaan 3 Pakem
for their willingness to help
me to conduct my research.
I also extend my deep gratitude to my parents,
Bapak Landung Siswanto
and
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viii
never ending prayer for me. I thank them for their trust to me that I could accomplish
this thesis. I also thank to my little sister and brother,
dik
Anda
and
dik Billy.
I would like to express my gratitude to all friends who have been so kind and
helpful in the process of thesis accomplishment, especially for
Yoana,
Kaje, Ata,
Nana, Tita, Wida, Beti, Niken, Mas Sigit, Laras.
I thank them for the amazing
friendship, the beautiful time, the happiness and sadness that we shared together. I
extend my sweet thanks to the big family of Columbia Edu-Center:
Cie Lan
,
Cie
Wena
,
Mba’ Widdy
,
Mba’
Dian,
Mba’ Tim-Tim
,
Rista
,
Agnes,
Rizky
,
Mega
,
Ko
“GGn”, and Ko Oki.
I thank them for their suggestion, advice, support, attention,
and encouragement in completing this thesis.
Last but not least, I would like to give my gratitude to
Alam Yogha Bima
Syakti
. I thank him for his support and motivation to make me sure that I can do my
best. He always gives me encouragement when I am down and hopeless.
Indira Lusianingtyas Siswanto
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TABLE OF CONTENTS
Page
TITLE PAGE...
i
APPROVAL PAGES...
ii
PAGE OF DEDICATION...
iv
STATEMENT OF WORK’S ORIGINALITY...
v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI
... vi
ACKNOWLEDGMENTS... vii
TABLE OF CONTENTS...
ix
LIST OF TABLES...
xiv
LIST OF FIGURES...
xv
LIST OF APPENDICES...
xvi
ABSTRACT... xvii
ABSTRAK
... xviii
CHAPTER I. INTRODUCTION
A.
Research Background...
1
B.
Problem Formulation...
6
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x
Page
D.
Research Objectives ...…
7
E.
Research Benefits ... 7
F.
Definition of Terms...
8
CHAPTER II. REVIEW OF RELATED LITERATURE
A.
Theoretical Description
1.
Instructional Model...
10
a.
Kemp’s Model...
11
b.
Yalden’s Model...
15
2.
The Theory of Suggestopedia………...
18
a.
Th Characteristics of Suggestopedia ...
22
b.
Theory of Learning……….
23
c.
Types of Learning and Teaching Activities...
25
1)
The Active Concert...
26
2)
The Passive Concert...
26
d.
The Teachers’ Roles in the Suggestopedia Classroom..
28
e.
The Learners’ Roles in the Suggestopedia Classroom..
29
f.
The Role of Instructional Materials...
29
g.
The Procedures of Suggestopedia...
29
1)
The Pre Session Phase...
29
2)
The Session Phase...
29
3)
The Post Session Phase...
29
3.
Characteristics of Young Learners………..
29
a.
Children’s Ability to Grasp Meaning... 30
b.
Children’s Creative Use of Limited Language Resources.. 31
c.
Children’s Capacity for Indirect Learning... 31
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Page
e.
The Role of Imagination...
32
f.
The Instinct for Interaction and Talk...
33
4.
Integrated Skills ...
33
5.
Curriculum... 36
B.
Theoretical Framework...
38
CHAPTER III. METHODOLOGY
A.
Research Method... …
45
B.
Research Participants... …
48
C.
Research Instruments... .. .
49
1.
Questionnaire... ..
50
2.
Interview... 51
D.
Data Gathering Technique...
52
E.
Data Analysis Technique...
52
1.
Pre-Design Survey...
53
2.
Post-Design Survey...
54
a.
Description of Participants’ Educational Background...
54
b.
Descriptive Statistic of Participants’ Opinion on the
Designed Materials...
55
F.
Research Procedure... 57
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A.
The Designing Process of the Integrated English
Instructional Materials Based on Suggestopedia Method
1.
Conducting Needs Survey...….
58
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xii
Page
a.
Students’ Needs Based on the Questionnaires for the
Students...……….
59
b.
Students’ Need Based on the Interview
with the Teacher……….
61
2.
Defining Goals, Topics, and General Purposes...
63
3.
Specifying Learning Objectives...
65
4.
Determining and Organizing Subject Contents...
65
a.
The Pre-Session Phase...
65
b.
The Session Phase...
66
c.
The Post-Session Phase...
66
5.
Determining and Organizing
Teaching Learning Activities, Resources……… .
66
a.
The Pre-Session Phase...
67
b.
The Session Phase...
67
c.
The Post-Session Phase...
67
d.
The Evaluation Phase...
68
6.
Evaluating the Designed Material...
68
B.
Findings and Discussion on the Designed Material Evaluation
1.
Preliminary Field Testing...
68
a.
The Discussion of the Designed Materials...
70
b.
Respondents’ Comments and Suggestion on the
Designed Materials...
71
2.
Final Product Revision...
72
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xiii
Page
CHAPTER V. CONCLUSION AND SUGGESTIONS
A.
Conclusion ...
80
B.
Suggestions... 82
1.
Suggestions for English Teacher...
82
2.
Suggestions for Students...
83
3.
Suggestions for Future Researchers...
83
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xiv
LIST OF TABLES
Table
Page
2.1
The Competency Standards and the Basic Competencies of Fifth
Grade English Subject………..
36
3.1.
The Description of the Respondents of the Preliminary Field
Testing (Blank)………..
55
3.2.
The Format of Descriptive Statistic of the Respondents’ Opinion
(Blank)……….
56
4.1.
The List of the Top 8 Topics………
61
4.2. Goals and General Purposes of the Designed Materials…………
63
4.3 The
Topics……… 64
4.4.
The Description of the Respondents of the Preliminary Field
Testing……….
69
4.5.
The Results of the Preliminary Field Testing Questionnaire…..
69
4.6
The Presentation of the Activities Based on Suggestopedia
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xv
LIST OF FIGURES
Figure
Page
2.1 Kemp’s Instructional Model...
15
2.2 Yalden’s Instructional Model...
16
2.3 States of Attention of Suggestopedia... 20
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xvi
LIST OF APPENDICES
Page
Appendix A :
Surat Permohonan Ijin Penelitian
...
87
Appendix B:
Surat Keterangan Penelitian
...
89
Appendix C:
The Results of the Interview on the
Needs Survey...
91
Appendix D:
Questionnaire on the Needs Survey...
94
Appendix E:
Basic Competencies in Each Topic...
97
Appendix F:
Results of the Questionnaire on the Needs
Survey...
103
Appendix G:
Indicators in Each topic...
106
Appendix H:
Syllabus...
113
Appendix I:
Topics, Sections, and Subsections of the Designed
Materials………..
142
Appendix J:
Questionnaire on the Evaluation... 146
Appendix K:
The Results of the Preliminary Field Testing…………...
149
Appendix L:
General Description of the Designed Materials…………
152
Appendix M: Lesson Plan...
158
Appendix N:
Presentation of the Designed Materials...…………
162
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xvii
ABSTRACT
Siswanto, Indira Lusianingtyas. 2011.
A Set of Integrated English
Instructional
Materials Based on Suggestopedia Method for fifth Grade Students of SD Percobaan
3 Pakem.
, Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
The designed material was designed by suggestopedia method. The activities
of suggestopedia method would appeal the students to learn English. They are
role-playing, playing game, listening classic music, reading a lighthearted story with its
translation, singing English song, listening monologue, and questioning and
answering section.
Students in elementary school are considered as young learners. Young
learners have unique characteristics in learning process. A teacher as a person who
handles the learning process has to be able to manage the learning process. The
teacher has to fit the learning process with the students’ characteristics, so the
students will acquire the knowledge maximally. The study was intended to design a
set of integrated English instructional material based on Suggestopedia method for
fifth grade students of
SD Percobaan 3 Pakem
.
The study answered two problems. Those problems were (1) How is a set of
integrated English instructional materials based on Suggestopedia method for fifth
grade students in
SD Percobaan 3 Pakem
designed? (2) What does the designed set
of integrated English instructional materials based on suggestopedia method for fifth
grade students in
SD Percobaan 3 Pakem
look like?
To conduct this study, the researcher employed Research and Development
Method (R&D) which consists of ten steps. However, the researcher only focused on
implementing five steps in this study. The five steps were (1) Research and
information collecting, (2) planning and developing preliminary form of product, (3)
preliminary field testing, (4) main product revision, and (5) main field testing.
To answer the first question, the researcher applied six stages of instructional
design model, which were adapted from Kemp’s and Yalden’s models. The stages
were (1) Conducting Needs Survey (2) Specifying Goals, Topics, and General
Purposes (3) Formulating Learning Objectives (4) Selecting and Organizing Subject
Content (5) Selecting Teaching/Learning Activities and Resources (6) Evaluating
materials. To answer the second question, the writer presented the instructional
design materials based on Suggestopedia method for fifth grade students of
SD
Percobaan 3 Pakem
. The materials consisted of four units and each unit consists of
three session, that is, The Pre Session Phase, The Session Phase, The Post Session
Phase. However, in the end of the unit, there is an additional phase, that is, The
Evaluation Phase. This phase functioned to measure the students’ understanding in
mastering the materials.
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ABSTRAK
Siswanto, Indira Lusianingtyas. 2011.
A Set of Integrated English Instructional
Materials Based on Suggestopedia Method for the fiftth the Grade Students of SD
Percobaan 3 Pakem
, Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
Materi pembelajaran ini dirancang berdasarkan metode suggestopedia.
Aktifitas yang terdapat dalam metode suggestopedia akan menarik para siswa untuk
belajar bahasa Inggris. Aktifitas tersebut adalah bermain peran, bermain
game,
mendengarkan musik klasik, membaca cerita yang menarik dengan terjemahannya,
menyanyi lagu bahasa Inggris, mendengarkan monolog, dan sesi tanya jawab.
Siswa sekolah dasar tergolong sebagai pembelajar muda. Para pembelajar
muda mempunyai ciri khusus dalam belajar. Sebagai seorang guru yang menangani
kegiatan pembelajaran di tuntut harus mampu mengelola kegiatan pembelajaran.
Seorang guru harusah meyesuaikan kegiatan pembelajaran dengan karakter siswa,
dengan demikian para siswa akan memperoleh ilmu secara maksimal. Penelitian ini
dimaksudkan untuk merancang satu set materi pembelajaran terpadu berdasarkan
metode suggestopedia untuk siswa kelas lima SD Percobaan 3 Pakem
Penelitian ini menjawab dua masalah. Masalah-masalah tersebut adalah (1)
bagaimana satu set materi pembelajaran bahasa inggris terpadu untuk siswa kelas
lima SD Percobaan 3 Pakem yang berdasarkan metode Suggestopedia dirancang?
dan (2) seperti apakah penyajian materi pembelajaran bahasa Inggris terpadu untuk
siswa kelas lima SD Percobaan 3 Pakem yang berdasarkan metode suggestopedia
tersebut?
Untuk melakukan penelitian ini, peneliti menerapkan
Research and
Development Method (R&D)
yang terdiri dari sepuluh langkah. Namun dalam
penelitian ini, penulis hanya menerapkan lima langkah dari R&D Method . Langkah-
langkah tersebut adalah (1)
Research and information collecting,
(2)
planning and
developing preliminary form of product
, (3)
preliminary field testing
, (4)
main
product revision
, and (5)
main field testing
.
Untuk menjawab pertanyaan pertama, peneliti menerapkan enam langkah
model instruksional yang diadaptasi dari model Kemp dan Yalden. Langkah –langkah
tersebut adalah (1) melakukan survei kebutuhan, (2) menentukan tujuan, topic, dan
tujuan umum, (3) merumuskan indikator (4) menyeleksi dan menyusun isi, (5)
menyeleksi kegiatan belajar dan sumber belajar, (6) merevisi materi. Untuk
menjawab pertanyaan kedua, peneliti menyajikan materi pembelajarn bahasa Inggris
terpadu untuk siswa kelas lima SD Percobaan 3 Pakem. Materi terdiri dari empat unit
dan setiap unit terdiri dari tiga fase, yaitu
The Pre Session Phase, The Session Phase,
The Post Session Phase.
Namun demikian, di akhir unit, ada satu tambahan fase,
yaitu
The Evaluation Phase
. Fase ini berfungsi untuk mengukur kepahaman siswa
dalam menguasai materi.
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CHAPTER 1 INTRODUCTION
This chapter consists of six sections that will be discussed intensely. The first section is the research background, which presents the writer’s reason to conduct this study. The second section is problem formulations, which gives the problems that will be discussed in this study. The third section is problem limitations, which shows the borders in conducting the study. The fourth section is research objectives, which shows the purpose of this study. The fifth section is research benefits, which reveals the advantages of the study to other people. The last section is definition of terms, which explains the definition of the study.
A. Research Background
It is undeniable that English has played an essential role in the world. The role cannot be separated from its function as an international language. The roles of English involve some aspects of life; the examples are the roles on working world and social life. Considering the importance, therefore, many schools have included English in the curriculum. The previous statement is in line with Philips’ explanation (1993). Philips (1993: 3) states English becomes more and more accepted as an international language; therefore it is increasingly included in primary curricula.
The Indonesian government also considers this importance; hence, the government included English as a local subject in 1994. This statement is
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supported by Suyanto’s explanation (2007: 2), he states that based on Surat Keputusan Menteri Pendidikan dan Kebudayaan Nomor 060/U/1993, government planned to include English as one of local content in the curriculum. This subject was taught in fourth grade as government’s suggestion. This policy is aimed to prepare the students to master English earlier on spoken and written form as well. The students’ English proficiency will become advantage to face the work competition in global era. Good English proficiency is aimed to establish good cooperation in working world and social life.
In order to succeed the government’s wisdom, many elements are needed to support English teaching and learning process. One of successful keys is derived from the students. The success of teaching learning process will be achieved if the students take part, and engage actively and enthusiastically to learn English. As a result, the goals of learning will be attained. According to Suyanto (2007: 15), one of important goals in teaching-learning English for elementary school students is emerging the students’ motivation to learn English. In order to achieve the goals, some elements are needed; one of the elements is recognizing the students’ characteristics to decide proper method, learning material and media, and various kinds of activities for the students.
Further, Suyanto (2007: 16) gives six examples of young learners’ characteristics. Those characteristics will become one of main important points to design the materials. The characteristics of young learners will define the suitability of the designed material. Based on Suyanto (2007: 17), the first characteristic is most of young learners are imaginative and active. They like
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learning through playing game, telling story, or singing a song. Those activities encourage the students to learn English indirectly. Learning by playing game or doing fun activities is called recreational time out activities.
The second characteristic is young learners are getting bored easily (Suyanto, 2007: 18). They have short level of attention and concentration in the learning process. In order to overcome this problem, English learning activities have to be various. The learning variation can be by grouping the students, designing learning materials and media attractively, and using various teachers’ voice intonation. The third characteristic as Suyanto (2007: 18) explains that young learners’ life is colorful and cheerful. The use of interesting and colorful pictures that are attached in learning material will stimulate students to learn.
The fourth characteristic is young learners like listening a story (Suyanto, 2007: 19). In story telling activity, young learners are able to learn language by analyzing and receiving the message of the story. Therefore, the teacher has to select appropriate story for his/her students. The stories should be kind of lighthearted stories for the students. The fifth characteristic that is proposed by Suyanto (2007: 20) is young learners like telling what they have. The effective way to use the language is by using the language itself. Hence, the teacher has to guide the students to speak the target language little by little.
The last characteristic but not least as Suyanto (2007: 20) says that generally young learners are active thinker. They are fond of learning by doing. Suyanto (2007) gives some examples of the activities. They are using movement, expression, pictures or media which are able to facilitate the students in learning
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English. The media in the form of puppet, flashcard and other objects that are based on theory, concept, experience, and research can help the elementary school students to create attractive learning situation. After recognizing young learners’ characteristics, the teacher has to facilitate the students by applying suitable method to the students and providing materials which encourage and motivate the students in learning English.
Besides the characteristics of young learners, the methodology of teaching and learning is another important point to design the material. In this study, suggestopedia method is chosen to consider the fifth grade students’ characteristics in learning English. The writer will apply the characteristics of suggestopedia method to facilitate the students to learn English. Suggestopedia applies fun activities in learning, such as employing music accompaniment, using colorful picture in the instructional material, playing game, and role playing. The most conspicuous characteristics of suggestopedia are the decoration, furniture, and arrangement of the classroom, the use of music, and the authoritative behavior of the teacher (Richards & Rodgers, 1987). In suggestopedia classroom, teacher occupies big role to the students. The teacher gives suggestion to the students that learning is easy and pleasant. The teacher also has warm behavior to the students. As a result, the students feel secure in learning process.
However, in designing the material the writer will only apply some elements of suggestopedia which is suitable with the students’ interests, needs, wants to design the material. The writer believes by employing suggestopedia method, the students will obtain positive atmosphere and experience in learning
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process. This learning situation will enhance the students’ motivation in learning process. As a result, the students can be more active and enthusiastic in learning English. Hence, the goal of the learning can be achieved successfully by the students.
This study is conducted in SD Percobaan 3 Pakem. It is located in north area of Yogyakarta. This school is well-known for having good quality in teaching the students. Based on that reason, SD Percobaan 3 Pakem becomes one of favorite schools in Sleman. This school has six grades and each grade is divided into two classes. However, the writer will choose the fifth grade students as the subject of this study. Basically, the fifth grade students of SD Percobaan 3 Pakem are active and highly motivated in learning English. However, some of them are still shy and passive to involve the learning process. Moreover, most of the students were still busy with their own business in learning process. They liked to talk to each other and played their toys when the teacher explained in the classroom. Considering the problems above, the teacher’s role is needed to guide and direct the students in learning English. Kind of motivation and encouragement are appropriate way to engage the students in learning English. Based on the writer’s observation, most of the students are still in basic English level. Therefore, they got some difficulties to absorb the materials from the teacher. Considering the reasons above, the writer conducts this study in SD Percobaan 3 Pakem to provide appropriate material to enhance the students’ English proficiency. Moreover, the material is also aimed to provide suitable material for the school and the English teachers of SD Percobaan 3 Pakem. This designed
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material can be the reference for the teachers to design appropriate material based on the interests, needs, and wants of the students.
B. Problem Formulation
The problems of the study are stated as follows.
1. How is a set of integrated English instructional material based on suggestopedia method of fifth grade students in SD Percobaan 3 Pakem designed?
2. What does the designed a set of integrated English instructional material based on suggestopedia method of fifth grade students in SD Percobaan 3 Pakem look like?
C. Problem Limitation
In order to make this study specific and understandable, this study focuses on four parts as the limitation. The first is, how the material was developed so that it could be suitable for the students, and the teaching learning process could undergo well. Moreover, how the material was developed based on the suitable curriculum. The curriculum which was used in this study is Kurikulum Tingkat Satuan Pendidikan (KTSP). The second is, the study employed Suggestopedia method. Suggestopedia method was designed so that it could be match to students’ ability and curriculum suitability. As a result, the fifth grade students can learn English effectively in order to improve their English skill. The third is, the study was designed of the fifth grade students in SD Percobaan 3 Pakem. The
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reason of choosing the fifth grade students was that they need interesting integrated English materials which were also appropriate with students’ characteristics, needs, wants, and interests. The fourth is, the study was conducted in SD Percobaan 3 Pakem. It was chosen as the setting of the study because the students there needed more suitable English instructional materials. Moreover, suitable instructional material could give the students better comprehension of English material.
D. Research Objectives
The study is attempted to discover the following aspects:
1. The study tries to find out how a set of integrated English instructional materials based on Suggestopedia method of fifth grade students in SD Percobaan 3 Pakem is designed.
2. The study tries to present the designed set of integrated English instructional materials based on Suggestopedia method of fifth grade students in SD Percobaan 3 Pakem.
E. Research Benefits
This study is expected to have some advantages to the teacher of SD Percobaan 3 Pakem, the fifth grade students of SD Percobaan 3 Pakem, and to other researchers. There are some contributions in this study are described as follows.
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1. For the Teachers of SD Percobaan 3 Pakem
The teacher can understand the appropriate materials for their students to improve students’ English skills. Moreover, by designing appropriate integrated materials, the teacher can help the students in getting good atmosphere and positive experiences during the learning process.
2. For the Students of SD Percobaan 3 Pakem
The students can obtain more attention in learning process. Besides that, the learning process can be much more effective and enjoyable.
3. For Other Researchers
Other researchers who intend to conduct the similar research can use this thesis as one of the references.
F. Definition of Terms
This study provided the definition of four important terms in order to clarify the concepts of the study. The terms that would be defined are Integrated Skills, English Instructional Material, Suggestopedia Method, and Fifth Grade Students of Elementary School. Each definition of terms is presented as follows.
1. Integrated Skills
According to Oxford (2001: 2), an integrated skill is the combination of four skills in learning language in the same time that is meant to make the students develop their language competence actively. In this study, the integrated English material tries to integrate four skills all together in each meeting: listening, speaking, reading, and writing.
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2. Instructional Material
According to Dick, Carey & Carey (2000), instructional materials function as important resource for knowledge and skills. In this study, instructional material consists of four unit materials that are designed by the teacher in learning English.
3. Suggestopedia Method
Suggestopedia is set of learning which applies attractive techniques in learning process, such as, role playing, playing game, using classic music accompaniment while studying, and giving positive suggestion to the students. In this study, suggestopedia is the guidance to set the designed materials. The writer believes that suggestopedia method will best support the English learning process for the students.
4. Fifth Grade Students of Elementary School
In Indonesia fifth grade students was approximately aged between nine up to twelve years old. In this study, the fifth grade students are the students who are learning in SD Percobaan 3 Pakem. The instructional material was designed to the students of fifth grade of elementary school.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is going to discuss two parts; they are theoretical description and theoretical framework. Theoretical description describes some related literatures that are needed to design the material. Theoretical framework puts the concept of instructional models as the guideline to design the material.
A. Theoretical Description
This part consists of five topics. The first is the theory of instructional models that are proposed by Kemp and Yalden. The next theory is about suggestopedia method; this method is the guideline to design the material. After explaining about suggestopedia theory, the writer will explain about the characteristics of young learners since the subject of this study is fifth grade students of elementary school, and they are considered as young learners. The next theory is about integrated skills. The last theory is the curriculum of English material of fifth grade elementary school.
1. Instructional Model
In this part, the writer focuses on using two instructional models which are proposed by Kemp and Yalden. The first theory is proposed by Kemp. The brief of theory is explained as follows.
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a.The Nature of Kemp’s Model
Based on Kemp’s theory there are eight steps which are used to design material. The eight steps are flexible process. The teacher can start from any step that is ready. However, the teacher should do most the eight steps in instructional design process.
Kemp’s model of instructional design is explained as follows. Step 1. Defining Goal, Topic, and General Purpose
Instructional design planning starts with the recognition of goals in a certain school or institution. All educational programs are stating their goals. The goals may come from the society, students, or subject areas. Kemp (1977: 14) states students’ educational goals may include “job-preparedness”, “problem-solving skills,” or “constructive use of leisure time”. After defining the goals, then the teacher chooses the topic to be implemented in a school or institution. The teacher also expresses the general purpose in choosing certain topic. It is needed for teacher to measure the knowledge of the students.
Step 2. Find out Learners’ characteristics
In teaching – learning process, students are considered as individuals and groups. To serve both group and individual, we must obtain information about the learners’ characteristics, including learners’ capabilities, needs, and interests. There are two factors that should be considered in finding learners’ characteristic; those factors are academic and social factors. Academic factors include number of students, academic background, grade-point average, level of intelligence, reading level, scores on standardized achievement and aptitude test, study habit,
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ability to work alone, motivation for studying the subject, background in the subject or topic, expectations of the course, vocational and cultural aspiration. Social factors include age, maturity, attention span, special talents, physical and emotional handicaps, relation among students and socioeconomic situation. Other factors such as learning conditions and learning styles should be taken into account of designing process.
Step 3. Specifying Learning Objectives
All learning objectives must be stated in terms of activities that will best support learning. Kemp (1977: 24) states that there are three learning objectives categories; cognitive, psychomotor, and affective. The first category is cognitive domain; cognitive domain includes objectives concerning knowledge, comprehension, application, analysis, synthesis, and evaluation. The second category is psychomotor domain. It treats the skills of the coordination of skeletal muscles, like in the physical activities performing, manipulating, and constructing. The third category is affective domain. This domain involves the objectives regarding attitudes, appreciations, values, and all emotions-enjoying, conserving, respecting and so on.
Step 4. Organizing Subject Content
A student’s learning experiences must involve subject content. The content must relate closely to the objectives and the students’ needs. According to Kemp (1977: 44), subject content is “comprises the selection and organizing of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements), and attitudinal factors of any topic”.
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Step 5. Developing Pre- Assessment
According to Kemp, there are two questions to obtain the pre-assessment: (1) is the student prepared to study the topic or unit? (2) Is the student already competent in some of the stated objectives? To answer these two questions, a test is needed. Kemp used two types of test which are placement and diagnostic test. As Kemp (1977: 50) stated that placement and diagnostic test are the ways to determine the students’ background in the subject and guides to group them. Step 6. Planning Teaching/ Learning Activities and Resources
To plan teaching / learning activities and resources, the teacher has to determine the most efficient and effective methods and select the materials selectively to provide learning experience suitably to the objectives. As Kemp (1977: 55), explains the terms most efficient and most effective, along with the best way, are often used in education to describe what should be done.
Step 7. Organizing Support Service
Kemp (1977: 84) defines that there are some elements include in support service; they are funds facilities, equipment, and personnel whose time must be scheduled for participation in the instructional plan. Kind of services above are needed to support gathering and designing the materials.
Step 8. Evaluating Students’ achievement
Evaluating students’ achievement is the step in which the teacher is ready to measure the learning outcomes of the students whether it is related to the objectives or not. There are two types of evaluation; they are formative evaluation and summative evaluation. Formative evaluation takes place during development
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and tryouts. This kind of evaluation is very useful. As Kemp explains that determining any weakness in instructional plan is very useful, therefore, the teacher can improve the students before full-scale use (1977: 98). While summative evaluation is concerning to the evaluation of the degree of the students’ final achievement of the objectives, as shown by the unit, course, or module post-test (Kemp, 1977: 98). Summative evaluation also means following up on the students after the course is completed to determine how the students are using and applying the knowledge and skills in the learning process. According to Kemp (1977: 98), there are several ways to evaluate the developed program, namely (1) test results, (2) reaction from students, (3) observations of students at work, (4) suggestions from colleagues. The steps of Kemp model are represented in Figure 2.1
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Figure 2.1. Kemp’s Instructional Model (Kemp, 1977: 9)
Kemp has given clear construction about the instructional materials. However, the writer will employ another instructional model to complete the stages of previous instructional model. The next instructional model is Yalden’s model.
b. Yalden’s Model (Yalden, 1983)
Yalden considers seven stages in designing materials. The stages will be described in following figure.
Evaluation
Support service
Teaching, learning, activities, resources
Pre‐ assess‐
ment
Subject content
Learning objectives
Learners’ characteris
tics
Revise Goals, topics, and
general purposes
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Figure 2.2 Yalden’s Instructional Design Plan (Yalden, 1962: 88)
There are seven steps in planning a syllabus based on Janice Yalden (1987). The seven stages will be explained in this following explanation. The short explanation will be given for each stage.
Stage 1. Needs Survey
When a needs survey is being undertaken there is potentially a great deal of information to be gathered (Yalden, 1987: 101). According to Yalden (1987: 101), the gathered information includes communication requirements, personal needs and motivations and relevant characteristics of learners, as well as those their ‘partners of learning’. Those gathered information function to set the realistic and acceptable objectives.
Stage 2. The Description of Purpose
After the needs survey complete, the next step should be done is clarify the purpose of the language program. The aim of this stage is as the base for the major decision facing the language course designer in the next stage.
Stage 3. The Choice of a Syllabus Type
After deciding on the general category for a course, the next step in the design of the syllabus is the choice of a syllabus type. As Yalden (1987: 108)
Needs
survey
Descrip‐
tion of
purpose
Evalua tion
Development and
implementation
of classroom
procedures
Production
of a
pedagogical
syllabus
Production
of a proto‐
syllabus
Selection /development
of syllabus
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suggested that, there is no single model of a syllabus design that is universally agreed upon.
Stage 4. The Proto-Syllabus
At this stage, the syllabus designer will explain about the description of the content that the syllabus will have, for example the preparation of syllabus specification (Yalden, 1787: 138). However, in order to gain the description of the syllabus content, the researcher should work to select the most effective syllabus. The designer should describe and determine the content of the syllabus. Stage 5. The Pedagogical Syllabus
The next stage is pedagogical syllabus. This stage deals with the realization of the syllabus in the form of teaching materials such as textbooks, exercises, tapes, filmstrips. This stage also presents the type of syllabus.
Stage 6. Development and Implementation of Classroom Procedure
According to Yalden (1987:89) there are some important points in this stage. They involve the selection of exercise types and teaching techniques, preparation of lesson plans, and preparation of weekly schedules. Yalden (1987: 89) also states about the teacher training in this stage; the teachers are given briefings or workshops on creation of teaching materials.
Stage 7. Evaluation
The last stage is evaluation. The evaluation stage has two broad aspects; first is evaluating or testing the students in the program. The second is evaluating the teaching as well as the over-all design of the course should be assessed.
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From those two instructional models, the writer will not use all the steps. However, the writer would choose the appropriate steps of the two instructional models to design the material. The further and detail explanation about the combination of two instructional models would be discussed in theoretical framework.
2. The Theory of Suggestopedia
Suggestopedia is a method that was developed by Bulgarian psychiatrist educator Georgi Lozanov. Suggestopedia has been used in a number of Bulgarian schools for teaching a variety of subjects even though the principle area of concerns is teaching foreign languages (Setiadi, 2006: 109).
Celce-Murcia (2001: 8) states that suggestopedia was originated from affective-humanistic approach; an approach that respects the students’ feeling. Stevick (1990: 30) explains further that this approach is consistent with five emphasizes on humanism: on feelings, on social relations, responsibility, intellect and self-actualization. In advanced, Stevick (1992: 30) explains the function of each aspect. The first aspect is feeling; it is including both personal emotions and esthetic appreciation. This aspect has tendency to refuse whatever makes people feel bad, or whatever destroys or forbids esthetic enjoyment. The second aspect is social relation; it motivates the students’ friendship and cooperation, and opposes whatever tends to reduce them. The third aspect is responsibility; it receives the need for public scrutiny, criticism, and correction, and disapproves of whoever or whatever denies their importance. The fourth is intellect; it is including
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knowledge, reason, and understanding. This aspect fights against whatever interferes with free exercise of the mind, and is suspicious of anything that cannot be tested intellectually. The last aspect is self-actualization; this aspect believes that since conformity leads to enslavement, the pursuit of uniqueness brings about liberation. If all those aspects are combined, it will achieve beauty and the realization of altruistic (Stevick, 1990: 24). Hence, each aspect has to synergize each other.
There are some significant elements in suggestopedia method that are employed to optimize foreign language learning. According to Richard & Rodgers (2001: 142), there are some conspicuous characteristics of suggestopedia, they are: decoration, furniture, and arrangement of the classroom, the use of music, and authoritative behavior of the teacher. Richard and Rodgers (2001: 143) explain further that the most conspicuous feature of suggestopedia is putting music and musical rhythm as the central to learning. Music has a functional uses in suggestopedia, particularly in therapy process. According to Lozanov (1978: 252), states that the use of music has an aid to release the discrete micro psycho traumata, for destruction of incompatible ideas about the limits of human capabilities. According to Gaston as (1968), as cited by Richard & Rodgers (2001: 143), music has three functions in therapy. The first is to facilitate the establishment and maintenance of personal relations; to bring about increased self-esteem through increased self-satisfaction in musical performance. The second is to use the unique potential of rhythm to energize and bring order. The last seems to be the one that Lozanov calls upon in his use of music to relax
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learners as well as to structure, pace, and punctuate the presentation of linguistic material.
The success of suggestopedia method cannot be separated from the strategy of teaching. Suggestopedia puts relaxed but focused condition in its learning process. The continuum below displays labels for various states of attention that have been examined for their facilitation of inhibition of memorization. The point at the far left represents studies on the efficiency of cramming. Lozanov believes most learning takes place in a relaxed but focused state. We thus locate Lozanov’s proposals in the aware-alert area.
Figure 2.3. States of Attention of Suggestopedia
Since the students learn in a focused but relaxed state, therefore they can learn best and obtain the point of the material easily and optimally.
In addition, Dorothy (1981: 23), as cited by Setiadi (2006: 111), the method also considers the function of analytical, linear left hemisphere of the brain and that of the intuitive, spatially responsive right hemisphere in a relaxed way which results in accelerated and highly motivated learning. As a result, the supporters of this method state that suggetopedia works evenly well when the
Asleep (e.g., sleep learning)
Awake
Aware (e.g.,
Suggestopedia)
Alert
Attentive Aroused
Anxious Agonize (e.g.,
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language learners spend time to study or on outside study the language, and gifted and ungifted language learners study the target language successfully (Setiadi, 2006:109).
Suggestopedia can perhaps be best understood as one of a range of theories that purport to describe how attentiveness is manipulated to optimize learning and recall. Suggestopedia method regards with four skills and other English elements in learning process. The writer will provide some proofs considering the importance of suggestopedia method in the designed material. Based on Richard & Rodgers (2001: 148), the type of activities that are more original is listening activities, which concern the text and vocabulary of each unit. Suggestopedia method also concerns to the students’ reading skill. It can be seen with the existence of reading passage or text with its translation. Moreover, Suggestopedia method has concern to improve speaking ability of the students. According to Lozanov (1978: 268) as cited by Richard & Rodgers (2001: 144), in suggestopedia method the students are not only concerning the vocabulary memorization, but to act of communication. Lozanov (1978: 251) as cited by Richard & Rodgers (2001: 147) states categorically that the main aim of teaching is not memorization. However, it is more about the understanding and creative solutions of the problems. From statement above, the writer can conclude that the writing skill also becomes the main concern of this method. By understanding the problems, later the students are able to find the solution and produce the solution in a written form. However, Suggestopedia method also regards with other
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strands of language, vocabulary and grammar. The teacher should present and explain the grammar and vocabulary, but not dwell on them (Freeman, 2000: 79). From the explanations above, the writer encourages herself to design the material based on Suggestopedia method for fifth grade students of SD Percobaan 3 Pakem.
This designed material is for the fifth grade students of SD percobaan 3 Pakem. The fifth grade students of SD Percobaan 3 Pakem are considered as young learners since they are aged between nine up to eleven years old. Hence, they have certain characteristics and activities that differ from adult learners in learning target language. Applying suggestopedia method is the essential way to learn a target language. Most of characteristics of this method reflect the young learner’s characteristics. Moreover, the way of teacher delivers material make the students feel enjoy and secure in the process of learning.
a. The Characteristics of Suggestopedia
Georgi Lozanov (2005: 13) states some characteristics of suggestopedia learning and teaching activities. The suggestopedia characteristics are:
1) In suggestopedia, memory reserves, intellectual activity reserves, creativity reserves and the reserves of the whole personality are tapped. Lozanov (2005) said that it could not be said suggestopedia if the teacher does not release many-sided reserve capacities of the students.
2) Instruction that is given by the teacher always accompanied with an effect of relaxation or at least one without a feeling of fatigue. Therefore, Lozanov (2005)
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explained that if the students are getting tired in the lessons, the application of suggestopedia is fail.
3) Suggestopedic teaching and learning always gives pleasant experience for the students.
4) Suggestopedic teaching and learning always has educational effect, softening aggressive tendencies in students and helping them to adapt to society.
Those suggestopedia characteristics became the guidance for the writer in deciding the activities of the designed material.
b. Theory of Learning
Suggestion is the heart of suggestopedia (Richard & Rodgers 2001: 144). This technique is responsibility of teacher. The teacher has to organize the suggestive factors in a learning situation, so the teacher can help the students to break down the barriers to learning process that they bring. Teachers can do this through two suggestions which are direct and indirect. Direct suggestion appeals to the students’ awareness. For example, a teacher tells students that they are going to successful. On the other hand, indirect suggestion appeals to the students’ subconscious, is actually the more powerful. The example of indirect suggestion is choosing of the material or dialog that can influence or raise the students’ motivation in learning. Setiadi (2006: 13) states that the success of suggestion is if the learners remove the prior automatic pattern and open the access to great potential of mental reserve. Without desuggesting or removing the patterns, it is hard for suggestion to function. The learners must be assured that they have
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anti-
suggestive barriers: critical logical, intuitive-affective, and ethical. The further explanations of those three anti-suggestive barriers are discussed as follows.
The first anti-suggestive barrier is critical anti-suggestive barrier. This barrier rejects suggestion through reasoning. It means that the successful of learning foreign language depends on the learners. If the learners think about impossibility to learn a foreign language as Lozanov believes, the possibility to be successful learners is hard. This barrier is considered as conscious critical thinking.
The second anti-suggestive barrier is intuitive-affective barrier. This barrier is considered as emotional barrier. This barrier may produce a feeling of lack confidence or insecurity to the students. If the learners feel that they will loose their confidence or self –esteem, success of learning is hard to reach.
The last anti-suggestive barrier is ethical barrier. In this barrier, the learners will refuse everything that is not in harmony with the moral sense that they have. Their moral sense may have been established from family or society.
According to Setiadi (2006) there is an advantage of suggestion. By suggestion, language teachers can create learning situation in which the optimal use of brain capacities can be achieved (Setiadi, 2006: 112). According to Lozanov (1982), as cited by Setiadi (2006: 112), believes that people are able to learn at rates many times greater than what we commonly assume to be the limits of human performance. Based on Lozanov (1978:270), as cited by Richard and Rodgers (2001: 142), it causes memorization in learning seems to be accelerated 25 times over that in learning in conventional method.
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According to Lozanov, as cited by Richard & Rodgers (1978: 3), acknowledges that the likelihood of this association to Suggestopedia but claims that his own views separate Suggestopedia from the “narrow clinical concept of hypnosis as a kind of static, sleeplike, altered state consciousness”. However, Lozanov (1978: 267) claims that the difference of Suggestopedia from hypnosis or other forms of mind control is that these other forms are lack of a dessugestive- suggestive sense and they have failure to create a constant set up reserves through concentrative psycho-relaxation. Dessugestion seems to unload the memory banks or reserves of wanted or blocking memories then suggestion load the memory banks with desired and facilitating memories.
c. Types of Learning and Teaching Activities
There are some various techniques and activities in Suggestopedic classroom. The first is role-playing; this technique asks the students to pretend temporarily to be someone else and perform it in the classroom. The students act as if they were that person in the target language. According to Freeman (2000: 80) dramatization is a particularly valuable way of playfully activating the material. Fantasy reduces barriers to learning. The second is choosing new identity. The students choose a target language name and a new occupation. As the course continues, the students have an opportunity to develop a whole biography about their fictional selves. For instance, later on they may be asked to talk or write about their fictional hometown, childhood, and family (Freeman, 2000: 84). The third is reading a dialogue or passage with its translation. This method provides the native language translation in reading the text. The native
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language translation is used to make the meaning of the dialog clear (Freeman, 2000: 83). There are two concerts in reading session. The first is active concert and the second is passive concert.
1) The Active Concert
There are two concerts as components of the receptive phase of the lesson. In this phase, the music is played while the teacher reads a dialog. In reading the dialog, the teacher begins a slow, dramatic reading, synchronizes the intonation with the music. The music is classical; the early Romantic period is suggested. The teacher’s voice rises and falls with the music (Freeman, 2000:85).
2) The Passive Concert
In the second phase, the students are asked to put their scripts aside. They simply listen as the teacher reads the dialog at a normal rate of speed. The teacher is seated and reads with musical accompaniment. The content governs the way the teacher reads the script, not the music, which is pre-Classical or Baroque. At the conclusion of this concert, the class ends for the day (Freeman, 2000:85).
The last is creative adaption. In this technique, the students use a variety of activities designed to help them learn the new material and use it spontaneously. The activities recommendations for this phase include singing, dancing, dramatizations, and games. The focus of this technique is just the communicative intent of the students, and do not allow the students to focus on the form of the linguistic message. Georgi Lozanov (2005: 13) states that instruction of suggestopedic learning is always accompanied with an effect of relaxation or at least one without a feeling of fatigue.
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However, these all elements must not be applied in Suggestopedia classroom. The teacher may adapt some elements that are suitable with teacher’s teaching style. If Suggestopedia techniques do not all appeal to the teacher, there may be some elements you could usefully adapt to teacher’s own teaching style (Freeman, 2000: 84). This flexibility gives advantages to the writer to design the material. The writer can adapt the appropriate techniques to be applied in designing integrated instructional materials based on Suggestopedia method for fifth grade students in SD Percobaan 3 Pakem.
d. The Teachers’ Roles in Suggestopedia Classroom
The primary teacher’s role in Suggestopedia classroom as cited from Richard & Rodger (1942: 149) is that the teacher has to create situations in which the learner feels impressionable. The second role is teacher has to encourage the students to learn English. Encouraging the students is the significant role of teacher in Suggestopedia classroom; by encouraging the student will obtain positive reception and retention (Richard Rodgers, 1942: 149).
Based on Freeman (2000:81), the teacher must decrease the students’ limitation and increase the students’ motivation. Moreover, the teacher has to give secure feeling to the students. Freeman (2000: 81) states if the students feel secure, they can be more spontaneous and less inhibited in learning.
Setiadi (2006: 112) states that the students bring psychological barriers in language classroom; therefore, the teacher has a big role to de-suggest the patterns of the students.
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e. The Learners’ Roles in Suggestopedia Classroom
According to Richard & Rodgers (1942: 149) there are two roles of learners in suggestopedia classroom. The first role is learners must not try to figure out, manipulate, or study the material presented but must maintain a pseudo-passive state, in which the material rolls over and through them. The second role is students are expected to tolerate and in fact encourage their own “ infantilization” (Richard & Rodger, 1942: 149). In part this is accomplished by acknowledging the absolute authority of the teacher and in part by giving themselves over to activities and techniques designed to help them regain the self-confidence, spontaneity, and receptivity of the child. (Richard & Rodger, 1942: 149). It can be said that infantilization means reduce to an infantile state or condition.
f. The Role of Instructional Materials
Materials consist of direct support materials, primarily text and tape, and indirect support materials, including classroom fixtures and music. The textbook should have emotional force, literary quality, and interesting characters. Language problems should be introduced in a way that does not worry or distract students from the content. According to Lozanov (1978: 278), as cited by Richard & Rodgers (1942: 150) traumatic themes and distasteful lexical material should be avoided. Moreover, Lozanov states that each unit should be governed by a single idea featuring a variety of subthemes.
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g. The procedures of Suggestopedia
This procedure is proposed by Lozanov (1982: 158). Lozanov suggests that there are three principles of the suggestopedic lesson in a foreign language: the pre-session phase, the session phase, and the post-session phase.
1) The first is “The pre-session phase”. In this phase the students are made familiar with the key topics of new materials for the first time. The organization of this “first encounter” is of particular importance in creating a positive mind set for reserve capacities. A great part of the material is memorized during this phase. The teacher explains the new material very briefly, for example decipheres the thematic dialogue in a few supporting points. In doing this, he must suggest through his behaviour thet the assimilation has begun and all is pleasant and easy.
2) The second is “The session-phase”. It comprises the session itself. The activities of this session include fixation, reproduction, and new creative production.
3) The third is “The post-session phase”. It is devoted to various elaborations of the materials to activate its assimilation. The elaborations comprise reading and translation of the text, songs, games, an extra text (a monologue), retelling, and conversation on given themes.
3. Characteristics of Young learners
Young children do not enter the language classroom without any basic skills. They have a well-established set of instincts, skills, and characteristics which help them to learn another language (Halliwel, 1992: 1). All of children’s
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qualities help them to learn in the foreign language classroom. Halliwel (1992) explains that there are some characteristics owned by young language learners. The characteristics are stated as follows.
a. Children’s ability to grasp meaning
It explains that young children are able to understand the meaning what is being said to them even before they understand the individual words. There are some important elements that can help the young children to grasp meaning. The elements are intonation, gesture, facial expressions, actions, and circumstances. Based on Halliwel (1992:3), those elements help children to tell the probably meaning of the unknown words and phrases.
In fact, the ability of children in primary school is highly developed. However, there is another important element that is owned children to grasp meaning. According to Halliwel’s (1992:4) explanation, more importantly, particularly in terms of language development, their message –interpreting skill is part of the way they learn new words, concepts and expressions in their mother tongue as their language expands to meet the new challenges of school. From that statement it can be said that children have well interpreting skill in their development. Therefore, when children meet a new language at school, they will use their skill to interpret new sounds, new words, and new structures. Regard with children’s ability, the teacher has to facilitate the students by using full of gesture, intonation, demonstration, actions, and facial expressions to convey meaning parallel to what teacher is saying in foreign language learning process.
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b. Children‘s creative use of limited language resources
According to Halliwel (1992:4), in the early stages of their tongue development children excel at making a little language go a long way. In this stage, Children are creative with grammatical forms and also creative with concepts. For example, when children get difficulty to convey meaning, they will get other ways to convey the meaning. This children’s creative use of limited language resources occurs in the language classroom without any help from teachers. In this case, the use of games is so important and useful. Games make children feel fun in learning process. However, the most important point is the fun element of games create desire to communicate and create unpredictability. c. Children capacity for indirect learning
Children sometimes seem to notice something out of the corner of their eye and to remember it better than what they were actually supposed to be learning (Halliwel, 1992:5). In this part Halliwel (1992) gives example of indirect learning. Guessing is one of example of indirect learning; Halliwel (1992:5) explains that this process is related to the way we develop our mother tongue, we do not consciously to learn it. But we obtain it by experiencing and using it constantly.
Both conscious direct learning and subconscious indirect learning or ‘acquisition’ are going to help someone internalize a new language. These two types of learning have their own contribution. The contribution of conscious direct learning is to encourage worked-out accuracy. On the other hand, unconscious indirect learning or acquisition is to encourage spontaneous and fluent. The fact
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that children’s capacity for conscious learning of forms and grammatical patterns in primary school have not developed well.
Besides guessing, another practical way in indirect learning is game. Games are very effective for indirect learning. Games are an essential element of grasping process of the language. This is perhaps just as well because children have a very strong sense of play and fun (Halliwel, 1992:6).
d. Children’s instinct for play and fun
Halliwel (1992:6) states that the children have great ability for finding and making fun. Because of their capacity for play and fun, children sometimes produce a better version in explaining something of their own. Sometimes it is better than the teacher’s original idea. Through their sense of fun and play, children live the language for real. Therefore, games have significant role to play. e. The role of imagination
Having imagination and fantasy is the nature of children. In the language classroom, this children’s ability has a very important role to play. In the primary school, children are enjoying to make sense of the world about them. Consequently, language teaching should be concerned with real life. However, as Halliwel (1992:7) explains, it would be a great pity if we were so concerned to promote reality in the classroom that we forgot that reality for children includes imagination and fantasy. From Halliwel’s explanation, it can be concluded that fantasizing and imagining is very authentic characteristic of children. If the teacher accepts the role of the imagination in children’s lives, so it will provide powerful stimulus for real language use. Therefore, the teacher should stimulate
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the children’s creative imagination so that they will use the language to share their ideas.
f. The instinct for interaction and talk
Halliwel (1992:8) explains that all of the instincts and attributes that children bring to the classroom is probably the most important element for language teacher. Sometimes, this element can be unbidden and unwanted in all classrooms. However, its persistence and strength is powerful and advantageous in primary language classroom. It can be said that it is the most powerful motivators to use the language. Another important element is the importance of talking. Children need to talk. Without talking they cannot be good at talking. The only practical way to use the language is by talking with language itself.
4. Integrated Skills
Basically, the students cannot learn the language separately. Since the activities in English language classroom involve four skills, listening, reading, speaking, and writing. In elementary school, the students are taught those four skills in one session. For example, in a reading session, the teacher gives instruction orally in English; it causes the students use their listening ability to understand the assignment. In this course, the students perhaps discuss the reading passage; therefore, they use their speaking ability. Students might be asked to summarize or answer the questions of the reading passage; it will also activate the students’ writing skill. Here it is proved that one specific skill can reflect an integrated-skill approach after all.
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However, those four skills include other important strands, such as vocabulary, spelling, pronunciation, syntax, meaning, and usage. The skills strands lead to optimal ESL/EFL when the skills are interwoven during instruction. This is known as the integrated-skill approach. Integrated skills give many advantages in learning process; Oxford (2001) explains some advantages of integrated skill approach. First is, learners rapidly gain true picture of the richness and complexity of the English language as employed for communication. Second is, this approach allows teachers to track students’ progress in multiple skills at the same time. Third is, it promotes the learning of real content, not just the dissection of language forms. The last is, it can be highly motivating to students of all ages and backgrounds.
Another theory of integrated materials is proposed by Sanchez. Sanchez (2000) explains that English Language Teaching (ELT) involves several important points in teaching. It does not only involve teaching of English sound system, grammatical structures or vocabulary, but ELT also involves teaching how to understand and produce a language. In this case, teacher will have task to provide students with text, oral passage, and situation. Therefore, the students can communicate both in written and spoken form. These are called four skills of reading, writing, listening, and speaking.
Sanchez (2000: 23) explains by integrating skills we are providing a certain input that becomes a basis for further output, which in turn will be new input, and so on. In this way the students’ contributions turn out to be part of the process in which language is generated. From Sanchez’s explanation, it can be
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UNIT
Favorite Figure
T HE PR E SESSION PHASE
Activity 1
Read a story of Albert Einstein and ask the students to listen carefully and fill in the missing blanks. Play classical music entitled “ Violin Concerto No 3 in G”
Check the students’ answers
Activity 2
Ask the students to read the passage entitled “Albert Einstein”. Still play classical music entitled “ Violin Concerto No 3 in G”
Ask them to answer the questions related to the reading passage.
T HE SESSION PHASE
Activity 3
Albert Einstein was born on 14th of March 1879. He was born in Germany. His father is Herman Einstein and his mother is Pauline. When Einstein was a child, he played violin at his school. He started to learn math in 12 years old. At his youth, he was really interested in math and science. He always studied hard to reach what he wanted. He was known as the greatest scientist in the world. He ever got a Nobel in 1921.
We have to learn from Einstein my students that we have to study hard and never feel hopeless to reach our dream.
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Explain to the students about how to make sentences in describing favorite figures. Don’t forget to explain the difference of using adjectives and noun in making sentences.
Ask the students to analyze and discuss the examples in the table with their tablemate.
Activity 4
Ask the students to make some sentences telling their favorite figure. Tell them that the example above can be the guidance for the students. Play “Sonata No 2 in F Major, Mozart”
T HE Po s t SESSION PHASE
Activity 5
Ask the students to make a group of four, and then ask them to tell their favorite figure to other friends.
Meeting 7
T HE Pr e SESSION PHASE
Activity 1
Read a reading passage entitled “Mr. Bambang is Our Favorite Figure” and ask them to listen carefully and fill the missing blanks.
Mr. Bambang is Our Favorite Figure
Mr. Bambang is one of teachers in this school. He is an English teacher. He is 38 years old and he lives in Sleman. His hobby is playing badminton. We are happy to have a teacher like him. He is a friendly and diligent teacher. He always gives smile to every student and never comes late to class. He is also a patient teacher. He never gets angry to his students. He always corrects our mistakes softly. Mr. Bambang always says to his students to keep our practice in learning English, he says that “practice makes perfect”. The last, he cares to all students. I am sure that everybody in my school loves Mr. Bambang. He is our favorite figure at school.
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T HE SESSION PHASE
Activity 2
Explain to your students that they will read a text. Active phase, played a soft music “ Violin Concerto No 3 in G”. Ask the students to follow along with the voice of the teacher. Your voice has to join with the music, raise and down follow the music. Passive phase, tell to your students that they will read the dialogue again. This time, suggest to your students to put down their script and just listen. Play
“Moonlight Sonata, Beethoven”. After finishing the reading, give the students the translation of the passage.
Pandawa, Tokoh Favoritku
Setiap malam, Ayahku selalu menceritakanku tentang kisah Baratayudha. Aku suka kisahnya karena penuh dengan pelajaran moral.
Kisah ini menceritakan tentang pertempuran antara Pandawa dan Kurawa. Pandawa adalah anak-anak Pandu. Mereka terdiri dari lima orang. Mereka adalah Yudhistira, Bima, Arjuna, Nakula, and Sadewa. Sedangkan, Kurawa adalah anak-anak Drestarastra. Drestarastra adalah paman Pandawa.
Pandawa berperang melawan Kurawa karena Kurawa ingin merebut Istana Hastina. Tapi akhirnya Pandawa memenagkan pertarungan.
Dari cerita tersebut, aku suka karakter Pandawa. Pandawa mempunyai karakter yang baik. Mereka jujur, berani, bijaksana, kuat, setia, patuh, dan pintar. Karakter mereka berbeda dengan karakter Kurawa. Kurawa itu licik, jahat, dan berhati dengki. Itulah mengapa, mereka kalah dalam pertempuran.
Dari cerita Baratayudha, Aku belajar dari karakter Pandawa bahwa kita harus menjadi orang yang baik dalam hidup.
Ask the students to answer the questions and check them together after they have finished.
Activity 3
Ask the students to rearrange the scramble words into a good sentence. Play classical music “Romance De Amor, Beethoven”
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d. Agnes Monica is talented and smart woman. She is our favorite figure. e. I like Mbah Maridjan because he is loyal and brave.
Activity 4
Discuss with your students about the pattern of questions and answers about asking and answering people’ identity.
T he POST SESSION PHASE
Activity 5
Distribute three identity of three figures. Ask the students to make a group of three. One student asks other friends about profile figure using the patterns explained. The students have to complete those three profile figures. Still play classical music “Romance De Amor, Beethoven”
Name Barrack Obama Irfan Haarys Bachdim Justin Bieber Date of birth 4th of August 1961 11th of August 1988 1st of March 1994 Place of birth Honolulu, Hawaii Amsterdam, Holland Ontario, London Hobby Playing golf,
Reading book
Playing football Singing and Playing hockey
Domicile America Indonesia Canada, America
For homework, ask the students to read the story of Pandawa Lima before going to bed.
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ABSTRACT
Siswanto, Indira Lusianingtyas. 2011. A Set of Integrated English Instructional
Materials Based on Suggestopedia Method for fifth Grade Students of SD Percobaan 3 Pakem., Yogyakarta: English Language Education Study Program, Sanata Dharma University.
The designed material was designed by suggestopedia method. The activities of suggestopedia method would appeal the students to learn English. They are role-playing, playing game, listening classic music, reading a lighthearted story with its translation, singing English song, listening monologue, and questioning and answering section.
Students in elementary school are considered as young learners. Young learners have unique characteristics in learning process. A teacher as a person who handles the learning process has to be able to manage the learning process. The teacher has to fit the learning process with the students’ characteristics, so the students will acquire the knowledge maximally. The study was intended to design a set of integrated English instructional material based on Suggestopedia method for
fifth grade students of SD Percobaan 3 Pakem.
The study answered two problems. Those problems were (1) How is a set of integrated English instructional materials based on Suggestopedia method for fifth
grade students in SD Percobaan 3 Pakem designed? (2) What does the designed set
of integrated English instructional materials based on suggestopedia method for fifth
grade students in SD Percobaan 3 Pakem look like?
To conduct this study, the researcher employed Research and Development Method (R&D) which consists of ten steps. However, the researcher only focused on implementing five steps in this study. The five steps were (1) Research and information collecting, (2) planning and developing preliminary form of product, (3) preliminary field testing, (4) main product revision, and (5) main field testing.
To answer the first question, the researcher applied six stages of instructional design model, which were adapted from Kemp’s and Yalden’s models. The stages were (1) Conducting Needs Survey (2) Specifying Goals, Topics, and General Purposes (3) Formulating Learning Objectives (4) Selecting and Organizing Subject Content (5) Selecting Teaching/Learning Activities and Resources (6) Evaluating materials. To answer the second question, the writer presented the instructional
design materials based on Suggestopedia method for fifth grade students of SD
Percobaan 3 Pakem. The materials consisted of four units and each unit consists of three session, that is, The Pre Session Phase, The Session Phase, The Post Session Phase. However, in the end of the unit, there is an additional phase, that is, The
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xviii ABSTRAK
Siswanto, Indira Lusianingtyas. 2011. A Set of Integrated English Instructional
Materials Based on Suggestopedia Method for the fiftth the Grade Students of SD Percobaan 3 Pakem, Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Materi pembelajaran ini dirancang berdasarkan metode suggestopedia. Aktifitas yang terdapat dalam metode suggestopedia akan menarik para siswa untuk
belajar bahasa Inggris. Aktifitas tersebut adalah bermain peran, bermain game,
mendengarkan musik klasik, membaca cerita yang menarik dengan terjemahannya, menyanyi lagu bahasa Inggris, mendengarkan monolog, dan sesi tanya jawab.
Siswa sekolah dasar tergolong sebagai pembelajar muda. Para pembelajar muda mempunyai ciri khusus dalam belajar. Sebagai seorang guru yang menangani kegiatan pembelajaran di tuntut harus mampu mengelola kegiatan pembelajaran. Seorang guru harusah meyesuaikan kegiatan pembelajaran dengan karakter siswa, dengan demikian para siswa akan memperoleh ilmu secara maksimal. Penelitian ini dimaksudkan untuk merancang satu set materi pembelajaran terpadu berdasarkan metode suggestopedia untuk siswa kelas lima SD Percobaan 3 Pakem
Penelitian ini menjawab dua masalah. Masalah-masalah tersebut adalah (1) bagaimana satu set materi pembelajaran bahasa inggris terpadu untuk siswa kelas lima SD Percobaan 3 Pakem yang berdasarkan metode Suggestopedia dirancang? dan (2) seperti apakah penyajian materi pembelajaran bahasa Inggris terpadu untuk siswa kelas lima SD Percobaan 3 Pakem yang berdasarkan metode suggestopedia tersebut?
Untuk melakukan penelitian ini, peneliti menerapkan Research and
Development Method (R&D) yang terdiri dari sepuluh langkah. Namun dalam penelitian ini, penulis hanya menerapkan lima langkah dari R&D Method . Langkah-
langkah tersebut adalah (1) Research and information collecting, (2) planning and
developing preliminary form of product, (3) preliminary field testing, (4) main product revision, and (5) main field testing.
Untuk menjawab pertanyaan pertama, peneliti menerapkan enam langkah model instruksional yang diadaptasi dari model Kemp dan Yalden. Langkah –langkah tersebut adalah (1) melakukan survei kebutuhan, (2) menentukan tujuan, topic, dan tujuan umum, (3) merumuskan indikator (4) menyeleksi dan menyusun isi, (5) menyeleksi kegiatan belajar dan sumber belajar, (6) merevisi materi. Untuk menjawab pertanyaan kedua, peneliti menyajikan materi pembelajarn bahasa Inggris terpadu untuk siswa kelas lima SD Percobaan 3 Pakem. Materi terdiri dari empat unit
dan setiap unit terdiri dari tiga fase, yaitu The Pre Session Phase, The Session Phase,
The Post Session Phase. Namun demikian, di akhir unit, ada satu tambahan fase,
yaitu The Evaluation Phase. Fase ini berfungsi untuk mengukur kepahaman siswa