MATERIALS FOR ENGLISH EXTRACURRICULAR OF … · langkah Instructional Design yang diadaptasi dari...

MATERIALS FOR ENGLISH EXTRACURRICULAR

OF PANGUDI LUHUR ELEMENTARY SCHOOL YOGYAKARTA

GRADE 5

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Bernadeta Pungky Septiana

Student Number: 091214012

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2013

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

MATERIALS FOR ENGLISH EXTRACURRICULAR

OF PANGUDI LUHUR ELEMENTARY SCHOOL YOGYAKARTA

GRADE 5

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 091214012

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2013


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I dedicated this thesis to:

My beloved family

My dearest friends

Everyone I love

Treat other

people like the

way you want to

be treated!


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ABSTRACT

Septiana, Bernadeta Pungky. (2013). Materials for English Extracurricular of

Pangudi Luhur Elementary School Yogyakarta Grade 5. Yogyakarta: English

Language Education Study Program, Sanata Dharma University.

English extracurricular is one of the additional activities which are often

offered to students in Indonesian schools. English extracurricular is usually held to

help the students develop their English ability. This was what Pangudi Luhur

Yogyakarta elementary school did in helping their students’ English ability.

Pangudi Luhur Yogyakarta elementary school started to cooperate with

Sanata Dharma University in holding the English extracurricular for their students.

Sanata Dharma then prepared some of their students to be the English extracurricular

tutors in Pangudi Luhur elementary school.

This research was conducted to produce a suitable module to be used for the

fifth grade tutor. This research belonged to an Educational Research and

Development research because it produced an educational product in the form of a

module. It had five steps of instructional design adapted from Yalden’s Instructional

design. Those steps were needs survey, description of purpose, production of a proto-

syllabus, production of a pedagogical syllabus, and evaluation stage. This research

also used questionnaires, class observation and interviews as the instruments

employed.

There was only one research problem in this research, “What do the

appropriate materials and activities for Pangudi Luhur elementary school English

extracurricular grade 5 semester one look like? The researcher tried to reveal the

answer out by designing a module. The module consisted of four units, namely Parts

of Body, Feeling, Family Tree, and Daily Activities. In each unit there were some

learning activities namely games, songs, fill in the blanks, crosswords puzzle, etc.

The module was divided into two namely Teacher’s Book and Students’ Book. The

Teacher’s Book was completed with the teacher’s guidance and suggestions which

might be really needed in facilitating the students in the teaching-learning activities.

Keywords: Pangudi Luhur elementary school, English tutors, materials,

extracurricular


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ABSTRAK

Septiana, Bernadeta Pungky. (2013). Materials for English Extracurricular of

Pangudi Luhur Elementary School Yogyakarta Grade 5. Yogyakarta: English

Language Education Study Program, Sanata Dharma University.

Ekstrakurikuler Bahasa Inggris merupakan salah satu kegiatan tambahan

yang sering ditawarkan kepada siswa di sekolah-sekolah di Indonesia. Tujuan umum

diadakannya ekstrakurikuler Bahasa Inggris adalah untuk membantu siswa dalam

mengembangkan kemampuan berbahasa Inggris mereka. Ini yang sedang dilakukan

SD Pangudi Luhur Yogyakarta untuk membantu para siswanya dalam

mengembangkan kemampuan berbahasa Inggris mereka.

SD Pangudi Luhur Yogyakarta kemudian menjalin kerjasama dengan

Universitas Sanata Dharma (USD) untuk menyelenggarakan Ekstrakurikuler Bahasa

Inggris bagi siswa-siswi SD Pangudi Luhur. USD kemudian menyiapkan beberapa

mahasiswanya untuk dikirim menjadi tutor dalam Ektrakurikuler Bahasa Inggris

tersebut.

Penelitian ini ditulis untuk menghasilkan sebuah modul yang dapat

digunakan oleh tutor Bahasa Inggris kelas 5. Penelitian ini termasuk Penelitian dan

Pengembangan khususnya dalam bidang pendidikan karena menghasilkan sebuah

produk pendidikan dalam bentuk sebuah modul. Penelitian ini menggunakan lima

langkah Instructional Design yang diadaptasi dari langkah-langkah Instructional

Design milik Yalden. Langkah-langkah tersebut adalah survei kebutuhan,

pendeskripsian tujuan, pembuatan proto-silabus, pembuatan silabus pedagogi, dan

tahap evaluasi. Penelitian ini juga menggunakan kuisioner, observasi kelas, dan

wawancara sebagai instrumennya.

Hanya ada satu rumusan masalah dalam penelitian ini yakni, “Seperti

apakah materi dan aktivitas yang sesuai untuk digunakan dalam Ekstrakurikuler

bahasa Inggirs SD Pangudi Luhur kelas 5? Peneliti mencoba menemukan jawaban

dari rumusan masalah tersebut dengan merancang sebuah modul.Modul tersebut

terdiri dari empat unit, yaitu Parts of Body, Feelings, Family Tree, dan Daily

Activities. Dalam setiap unit terdapat beberapa kegiatan pembelajaran seperti

permainan, lagu, mengisi jawaban, teka-teki silang, dll. Modul tersebut terbagi

menjadi dua, yakni Buku Guru dan Buku Siswa. Buku Guru dilengkapi dengan

pedoman guru dan saran yang mungkin akan dibutuhkan dalam mendampingi siswa

dalam kegiatan belajar mengajar.

Kata kunci: Pangudi Luhur elementary school, English tutors, Materials,

Extracurricular


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ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christ for His entire great love and

blessing to me so that I could accomplish my thesis.

My deepest gratitude goes to Christina Kristiyani, S.Pd., M.Pd. as my

thesis advisor. I thank her for all of her guidance, feedback, advice, and patience

during the entire process of my thesis accomplishment.

I would also like to sincerely thank Brother Teguh FIC as the headmaster of

Pangudi Luhur Elementary Schools and all of the teachers and staff, especially to

Cornelia Anindyasari S. Pd. who was responsible to teach the fifth graders. It was a

precious opportunity to be able to work with the lovely students. Also, it was

impossible for me to finish my thesis without the help from the 8 English tutors of

Pangudi Luhur Elementary School; Awang, Chacha, Nana, Anggun, and friends, it

was a great time to work as a team with them.

I would like to deeply thank my beloved parents and sisters, Florentinus

Teguh Widodo, Yosephine Retno Sri Rejeki, Alberta Pungky Febriana, and

Fransiska Pungky Oktaviana, who have given me everything that I need. It was a

great blessing for having all of their love, affection, care, advice, guidance, and many

more.

I would also like to thank my best friends and my family in Jogja, Sr.

Benedicte CB, Tante Eni and family, Ine, Mira, Anggi, Bayu, Rendy, Galih, Sr.

Anselina FSGM, Maris, Anna, Dike, Candra, Palma, Sila, kak Erni, Awang,

Vivi, Helen, Chacha, Dhian, Yudith, Efri, Okta, Danik, Bruder Sarwo, and all of

my friends both at campus and at Syantikara Dormitory. I thank them for the love,

spirit, and advice from everyone who helped me in writing my thesis.



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TABLE OF CONTENTS

TITLE PAGE……………………………………………………………………. i

APPROVAL PAGE ……………………………………………………………. ii

DEDICATION PAGE………………………………………………………….. iv

STATEMENT OF WORKS’ ORIGINALITY ………………………………… v

PERNYATAAN PERSETUJUAN PUBLIKASI …………………………………. vi

ABSTRACT..…………………………………………………………………… vii

ABSTRAK…………….…………………………………………………………. viii

ACKNOWLEDGEMENTS ……………………………………………………. ix

TABLE OF CONTENTS ……………………………………………………… x

LIST OF TABLES ……………………………………………………………… xii

LIST OF FIGURES…………………………………………………………….. xiii

LIST OF GRAPHICS ………………………………………………………….. xiv

LIST OF APPENDICES……………………………………………………….. xv

CHAPTER I: INTRODUCTION ……………………………………………….. 1

A. Research Background …………………………….…………….. 1

B. Research Problem……...…..…………………………….……… 4

C. Problem Limitation …………………………………………….. 5

D. Research Objectives ………………………………………...….. 5

E. Research Benefits …………………………………..………….. 5

F. Definition of Terms ……………………….…………………… 7

CHAPTER II: REVIEW OF RELATED LITERATURE……………………… 9

A. Theoretical Description ……………………………………….. 9

B. Theoretical Framework………………………………………….. 17


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CHAPTER III: METHODOLOGY ……………………………………………. 19

A. Research Method …………………………….………………… 19

B. Research Setting ………………………………….…………..... 24

C. Research Participants/ Subjects.…………………….………...... 24

D. Instruments and Data Gathering Technique ………….………… 26

E. Data Analysis Technique ………………………………….……. 28

F. Research Procedure ……………………………………………... 30

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION…………………… 32

A. The Design Materials for English Extracurricular of Pangudi Luhur

Elementary School Grade…..………………………………….… 32

B. The Final Version of the Designed Materials ………………….. 44

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS………………. 53

A. Conclusions ……………………………………………………… 53

B. Recommendations ……………………………..……………..… 54

REFERENCES…………………………………………………………………. 56

APPENDICES………………………………………………………………….. 58


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LIST OF TABLES

2.1 The Competence Standard and Basic Competences of Elementary

School Grade 5…………………………………………………………… 16

3.1 The Description of the Designed Materials Questionnaire Participants.. …. 26

4.1 The Competence Standard and Basic Competences for Fifth Graders

Semester 1 …………………………………………………………………. 33

4.2 The Activities of the Designed Materials for English Extracurricular of

Pangudi Luhur elementary school ………………………………………… 40

4.3 The Result of the Design Materials Questionnaire………………………. 45

4.4 The Calculation of The Designed Materials Scores……………………… 47


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LIST OF FIGURES

2.1 Language Program Development (Yalden, 1987)……………………. 12

3.1 Yalden’s Steps of Instructional Design and the Researcher’s Steps of

Instructional Design…………………………………………………… 21


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LIST OF GRAPHICS

4.1 The Teaching-Learning Activity Chosen by the Students…………… 38

4.2 The Variation of Teaching-Learning Activities Chosen by the

Students………………………………………………………………… 38


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LIST OF APPENDICES

APPENDIX A Letter of Permission…………………………………… 58

APPENDIX B Interview of the English Teacher and Tutor…….… ….. 59

APPENDIX C Class Observation Checklist………………………...... 60

APPENDIX D Questionnaire for Pangudi Luhur Elementary School

Fifth Grade………………………………….…………… 61

APPENDIX E The Syllabus ……………………………………………. 63

APPENDIX F The Teacher’s Book…………………………………….. 67

APPENDIX G The Students’ Book…………………………………….. 87

APPENDIX H The Questionnaire of the Designed Materials…………... 107

APPENDIX I The Example of the Students’ Questionnaire Result. ……. 110

APPENDIX J The Example of the Designed Materials Questionnaire

Result…………………………………………………… 112


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CHAPTER 1

INTRODUCTION

This chapter explains the introduction of the research. The researcher provides

the detailed information of the research introduction to give a clear view for the

readers thus they are able to figure out what the research talks about. This part

consists of six parts namely Research Background, Research Problem, Problem

Limitation, Research Objectives, Research Benefits, and Definition of Terms.

A. Research Background

English is considered as one of the important subjects in Pangudi Luhur

elementary school that needs an extracurricular program as an additional teaching-

learning activity for the students. The extracurricular program is held to help the

students master English better. Therefore, Pangudi Luhur elementary school

cooperates with Sanata Dharma University in holding the English extracurricular

program for the students. Sanata Dharma University is entrusted to provide the

English tutors for the English extracurricular program (English extracurricular

coordinator, personal communication, n.d.).

For the first step, Sanata Dharma University (to be specific from English

Language Education Study Program) informed their students to join a recruitment to

be the English tutors in Pangudi Luhur elementary school. At the recruitment

process, the students were asked to demonstrate a short micro teaching on some


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specific topics. There were fifteen students who joined the recruitment process. Then,

as the result, nine students were entrusted to facilitate the Pangudi Luhur elementary

school students in learning English. The researcher was one of the nine tutors

mentioned before.

During the academic year of July 2012- June 2013, there were nine classes of

students joining this extracurricular program from the 1st up to the 5

th grade, with

different total number of students in each class. The researcher chose this English

extracurricular program as the topic of the research because it might become a big

opportunity for the researcher to help the students develop their English by designing

an English extracurricular module. The researcher tried to design the materials for the

English extracurricular students because there was no guidance for the English tutors

to select the appropriate materials for the students. No guidance here meant that there

were no specific topics or objectives of the English extracurricular program given to

the tutors. They were given a full authority to choose the materials given to the

students as long as the elementary school students learnt something in the

extracurricular time. The researcher had observed some of the tutors in selecting the

materials. They usually took the materials from the internet or made the materials by

themselves.

One question which might appear based on the circumstances was why the

researcher had to design a module while there were so many readily – used text books

available in public. The researcher had to design a module because the readily – used

books might not fulfill the students’ needs especially as stated in the English


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language program objectives. Moreover, the readily – used text books might have

been used in the intra – curricular activities by the English teacher. Those were the

reasons of why the researcher had to design a module to facilitate the students in

learning English better.

The extracurricular program coordinator from the Pangudi Luhur elementary

school once gathered the English extracurricular tutors to ask the difficulties or

problems they might encounter in teaching the students. In the gathering, the

coordinator suggested that the tutors should cooperate with the English teachers of

Pangudi Luhur elementary school to prepare the teaching materials. It is

recommended to the tutors so that the materials which are given in the extracurricular

program can support the teaching learning activities in school because in fact there

was no relationship between materials given in school and in the extracurricular

program at that time. However, there was no further action to collaborate the

materials from the English teachers and the English tutors as what had been planned

before until the English extracurricular period July-June 2012/2013 was over.

Therefore, this research was conducted to produce a module which can be used for

the fifth grade tutor in facilitating the students to learn.

The researcher would design a module which was surely related to the topics

of the materials given in the school time thus the materials given in the

extracurricular program can support the teaching learning activities in that school.

The plan was to use many games and songs in order to make the learning activities


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more enjoyable, fun, and effective. The decision on using games and songs was

supported by some theories from some experts. Murphey (1992) says that songs can

help young learners improve their listening skills and pronunciation; therefore songs

potentially help them to improve their speaking skills. Song can also be useful as the

tools in learning vocabulary, sentence structure, and sentence patterns.

While as cited in Wright, Betteridge, and Buckby (1984), games also help the

teacher to create contexts in which the language is useful and meaningful. The

learners will take part in the games and in order to understand what the others have

said or written, and they must speak or write their questions as well as opinions to

express their own point of view or give information.

Another expert, Frobose (2008) says, “Through playing, children learn about

themselves, their environment, people and the world around them. As they play,

children learn to solve problems and get along with others. They enhance their

creativity and develop their leadership skills and healthy personalities.” These

statements from the experts gave more encouragement to the researcher to use many

games and songs when delivering the English learning materials. In conclusion, based

on the needs of the English extracurricular program, this research was conducted in

order to produce an appropriate module for the English extracurricular for the first

semester of the fifth graders.

B. Research Problem

There is only one formulated problem in this research. The research problem is:


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What do the appropriate materials and activities for the English extracurricular grade

5 look like?

C. Problem Limitation

To make this research more feasible and reliable, the design of the English

extracurricular is aimed only for the fifth grade students of Pangudi Luhur

Elementary School Yogyakarta semester one.

D. Research Objectives

The objective of the study was that the appropriate materials for the English

extracurricular can be designed and be used for the students. The researcher was

encouraged to provide the module for the fifth grader tutor which can be used freely

in the teaching learning process of the English extracurricular. It was conducted

because the researcher was motivated to provide materials which had relation with

the materials given by the teachers in the school time thus the learning process in

school and in the extracurricular can support each other. By learning this subject, the

researcher also expected that this research could be used for many people to

understand the steps of designing the appropriate materials to young English learners.

E. Research Benefits

In this chapter the researcher would explain the expected benefits of the study.

This research can be useful for the English tutor of Pangudi Luhur elementary school


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grade 5, the English teacher of Pangudi Luhur elementary school, the fifth graders of

Pangudi Luhur elementary School, and the future researchers. The detail of the

researcher benefits will be explained as following:

1. The English Tutor of Pangudi Luhur Elementary School Grade Five

The first benefit is that the fifth graders tutor can have a module using to

support the teaching and learning process of the English extracurricular.

2. The English Teacher of Pangudi Luhur Elementary School.

The other benefit is that the English teachers can be accommodated to deliver

the English materials because the topics taught in class are matched with the topics

given in the English extracurricular. The materials given in the English

extracurricular will enrich the students’ knowledge of the topics and it will help the

students to master the materials deeper by doing exercises and games.

3. The Fifth Graders of Pangudi Luhur Elementary School

The fifth graders of Pangudi Luhur elementary school might be helped to

master English better through finishing all the activities and materials in the module.

The students are also given opportunities to enrich their English vocabulary and

practice their English skills in the activities included in the designed materials.

4. Future Researchers

The researcher hopes that this research has some benefits for the future

researcher who might conduct some similar research as the inspiration for further

studies.


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F. Definition of Terms

In this sub-chapter the writer gives information about the related subjects

discussed in this research paper.

1. Pangudi Luhur Elementary School

Pangudi Luhur Elementary School in this paper consists of 3 branches; SD

Pangudi Luhur 1 Yogyakarta, SD Pangudi Luhur 2 Yogyakarta, and SD Pangudi

Luhur 3 Yogyakarta and the students who joined in the English extracurricular are

from those three schools.

2. English Tutors

The English tutors mentioned in this research paper were nine Sanata Dharma

University Yogyakarta students from the English Language Education Study

Program. They were from batch 2009 and 2010. They were eight female students and

one male student.

3. Materials

As cited in Richards & Rodgers (2001), materials mean what is specified with

respect to objectives, content (i.e., the syllabus), learning activities, and learner and

teacher roles, etc. (p.29). Materials here means every task, activity (such as games

and songs), or hand out used to deliver the knowledge to the students so that the

students can understand the point of the study.


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4. Extracurricular

Extracurricular program is an additional class after the school time to help the

students understand better the materials given in the regular teaching-learning activity

in school.


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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the theories and quotations used as the background knowledge

of the research will be explained one by one clearly. This chapter is divided into 2

parts. The first part is the “Theoretical Description” and the other one is the

“Theoretical Framework”. The researcher obtained the theories and quotations from

some books and resources from the internet.

A. Theoretical Description

In this section the fields which were chosen to be concerned would be explained

for the readers clearly. These fields were all related to the study. They were used to

choose the background theories of this study so that the theories could cover all the

aspects which were needed to design the module.

1. Instructional Design

The first thing to be explained was about the theories related to the

Instructional Design. This study used a book about Instructional Design which was

written by Gagne and Briggs (1992). They were from Florida State University. They

clearly defined the word “instruction” as “… a set of events which affect learners in

such a way that learning is facilitated” (p.3). It meant that the instruction was a set of

activities to facilitate the learners in teaching-learning process. Gagne and Briggs

(1992) also said that instruction was usually prepared before the teaching-learning


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activities were conducted. It meant that the instruction must be planned and designed

first.

Another researcher who conducts a study of instructional design was Borg

and Gall (2007). They said that, “Research and development is an industry-based

development model in which the findings of research are used to design new products

and procedures, which then are systematically field-tested, evaluated, and refined…”

(p. 589). Thus the purpose of this research was to develop and validate an effective

educational product used in school, not to formulate or test theories.

Another related theory about instructional design was the theory from Yalden

(1987), who said that in preparing the description of the purpose to be produced for a

given course, the language program design will accordingly work in terms of broadly

or narrowly focused purposes, and occupational or educational categories (pp.107-

108). It meant that, in designing a language course, the purpose of the program

should be determined from the beginning. It this research, the purpose of the program

was to help the elementary school students to improve their English (educational

purposes).

He also offered some stages to follow in designing an Instructional design

product as stated in Table 5, stages in language program development (p. 89). The

stages he offered were:

a. Needs Survey

This stage was needed in designing instructional materials, because by

conducting this needs survey, the researcher would be able to obtain all the


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information about the learners such as their personal needs, strengths, weaknesses,

and the motivation to study.

b. Description of Purpose

Describing the purpose of the program was a stage where the program

designer should determine the purpose in terms of students‟ characteristics and skills

before and after joining the language program.

c. Selection/ Development of Syllabus Type

In this stage the language program designer should create an appropriate

syllabus to be used to achieve a completely learner-centered approach.

d. Production of a Proto Syllabus

The language program designer should select and combine the materials as the

content of the syllabus. In such syllabus, general objectives, specific topics, the

language functions, and the vocabulary are shown.

e. Production of Pedagogical Syllabus

In producing a pedagogical syllabus stage, the language program designer should

develop the teaching materials (as far as possible) and testing instruments.

f. Development of the Classroom Procedure

Developing classroom procedures here include the selection of exercises types,

teaching techniques, lesson plan, and weekly schedules.

g. Evaluation

In this stage the language program designer evaluated the learners, the programs,

and the teaching process of the language program.


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In order to make the Yalden‟s instructional model clearer, the following figure

was made to help the readers to understand the instructional steps easier.

Figure 2. 1. Language Program Development (Yalden, 1987)

2. English for Young Learners

In this session, the theories used in this research related to English for young

learners would be shown. The researcher took the theories from a book entitled The

Primary English Teacher‟s Guide written by Jean Brewster, Gail Ellis, and Denis

Girard (2002). From this book the researcher obtained some theories about the special

characteristics of the young learners compared to the adult learners and the way they

learn language. The characteristics of young learners which were found by Brewster

et al (2002) could be seen in this following paragraph.

Young children are different from older learners because children: having a lot of

physical energy and often need to be physical active, having a wide range of emotional

needs, emotionally excitable, developing conceptually and at an early stage of their

schooling, still developing literacy in their first language, learning more slowly and

forget things quickly, tend to be self-oriented and preoccupied with their own world,

getting bored easily, excellent mimics, can concentrate for surprisingly long time if

they are interested, and can be easily distracted but also very enthusiastic (p.27).

Needs

Survey

Descrip

-tion of

purpose

Selection

/Develop

ment of

syllabus

type

Produc-

tion of

a proto-

syllabus

Produc-

tion of

pedago-

gical

syllabus

Develop-

ment and

implemen-

tation of

classroom

procedures

Evalu-

ation


13

Those characteristics were usually found in children of elementary school.

Brewster and friends classified children into 3 age bands: 3-6 years old, 7-9 years old,

and 10-12 years old. In addition, Brewster et al (2002) said, “… we must remember

that chronological age is not always the same as developmental age” (p.28). It meant

that the age of children did not always accurately show the development of children‟s

characteristics and needs. It was because every child had their own background and

environment which could affect their personal development. That statement was the

reason why teachers should improve the teaching materials and strategies based on

the situations of the class, not only follow the teacher‟s guidance book.

The researcher also quoted one statement from Piaget. As cited in Brewster et al

(2002) in their book, Piaget had done a study on how children thought. After that he

presented that children tended to actively construct their own thinking by acting upon

the physical and social environment (p.29). It meant that children should get enough

opportunities to explore their surrounding as the learning environment so that they

can understand the point of study. It became the duty of the teachers to set the

teaching-learning activities as authentic as possible so that the students would feel

familiar with the teaching-learning activities.

3. The Use of Games and Songs in Education

These following theories were related to the use of games and songs in the

teaching and learning English for young learners. The first theory was from Lewis

and Bedson (2003). They conducted a study about the use of games in the teaching-

learning process of English for young learners. It was concluded that “Games are fun


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and children like to play them. … Playing games are vital and natural part of growing

up and learning. Through games children experiment, discover, and interact with their

environment” (p.5).

Another statement supported the researcher‟ choice to use games and songs as

the important activities in the designed materials was from Brewster et al (2004).

They said that “Children love songs, rhymes, and chants and their repetitive nature

and rhythm make them an ideal vehicle for language learning” (p.162). By using

songs, rhymes, and chants, the students were introduced to many vocabulary and

sentence structures. The students became familiar with the English sentence patterns

and be able to guess the words after the other words through repetitions. The songs,

rhymes, and chants were also useful to help the students to memorize the acceptable

pronunciation and the stresses of the English words.

Language game is considered as one of the important tools used in this

research. Lewis and Bedson (2003) said that, “Language games are a healthy

challenge to a child‟s analytical thought. The rules of the game set clear limits within

which the children‟s natural decision-making processes must function” (p.6).

The next statement about games in the educational field was uttered by Martin

(1995). He wrote that games were any fun activities for young learners which gave

them opportunities to practice the foreign language in a relaxed and enjoyable way

(p.1). The other statement related to the use of games and song was taken from

Brewster et al (2002). They said that in some countries, playing games or doing

activities which let children do construction became one of many important things in


15

process of learning. The language games planned to use in this designed materials

were mostly related to the words construction because children would be much

helped to practice their sense and skill in composing English sentences by doing

those kinds of games. As cited in Brewster et al, “Children enjoy constructive play

and games. They are not only motivating and fun but they can also provide excellent

practice for improving pronunciation, vocabulary, grammar, and the four skills”

(p.172).

It was considered not necessary to have a different game for each meeting or

opportunity because some games were considered excellent enough to be repeated in

order to make the students mastered the materials faster. It was supported by Paul

(1996) who wrote that there were many games that were played over and over to let

the students practice more and more until they „turn into unthinking parrots‟.

4. Curriculum of Elementary School Grade 5

The designed materials were made to support the teaching-learning activity in

the school time. Since the teaching-learning process in school used a curriculum as

the source of the topic, objectives, and materials selection, in this part the researcher

wanted to show the curriculum used for Indonesian Elementary School students in the

fifth grade semester 1. The curriculum here is the Competence Standard and the Basic

Competence (or in Indonesia is usually called SKKD) based on Peraturan Menteri

Pendidikan Nasional Republik Indonesia (2006). The Competence Standard and the

Basic Competence are divided into four skills; Listening, Speaking, Reading, and


16

Writing. The Competence Standard and Basic Competence of Elementary School

Grade 5 would be shown as follows.

Table 2.1 The Competence Standard and Basic Competence of

Elementary School Grade 5

SKILL Competence Standard and Basic Competence

Listening

1. Memahami instruksi sangat sederhana dengan tindakan

dalam konteks sekolah

1.1.Merespon instruksi sangat sederhana dengan tindakan

secara berterima dalam konteks kelas dan sekolah

1.2 Merespon instruksi sangat sederhana secara verbal

Speaking

2. Mengungkapkan instruksi dan informasi sangat sederhana

dalam konteks sekolah

2.1 Bercakap-cakap untuk menyertai tindakan secara

berterima yang melibatkan tindak tutur: memberi contoh

melakukan sesuatu, memberi aba-aba, dan memberi

petunjuk

2.2 Bercakap-cakap untuk meminta/memberi jasa/barang

secara berterima yang melibatkan tindak tutur: meminta

bantuan, memberi bantuan, meminta barang, dan

memberi barang

2.3 Bercakap-cakap untuk meminta/memberi informasi

secara berterima yang melibatkan tindak tutur:

mengenalkan diri, mengajak, meminta ijin, memberi ijin,

menyetujui, tidak menyetujui, dan melarang

2.4 Mengungkapkan kesantunan secara berterima yang

melibatkan ungkapan: Do you mind … dan Shall we …

Reading

3. Memahami tulisan bahasa Inggris dan teks deskriptif

bergambar sangat sederhana dalam konteks sekolah

3.1 Membaca nyaring dengan ucapan, tekanan, dan

intonasi secara tepat dan berterima yang melibatkan:

kata, frasa, dan kalimat sangat sederhana

3.2 Memahami kalimat, pesan tertulis dan teks deskriptif

bergambar sangat sederhana secara tepat dan berterima


17

SKILL Competence Standard and Basic Competence

Writing

4. Memahami dan megungkapkan makna kalimat sangat

sederhana dalam konteks sekolah

4.1 Mengeja kalimat sangat sederhana secara tepat dan

berterima

4.2 Menyalin dan menulis kalimat sangat sederhana

secara tepat dan berterima seperti: ucapan selamat,

ucapan terima kasih, dan undangan

The researcher included also the curriculum of the elementary school grade

five because the goal of the English extracurricular is to support the teaching-

learning activities in the intra-curricular. This curriculum was used as the basic

foundation in selecting the target skills wanted to practice or the appropriate

materials included in the designed materials.

B. Theoretical Framework

In theoretical framework the researcher explained the use of the theories which

had been mentioned before. The theories related to Instructional Design, especially

the theories from Gagne and Briggs (1987) and Borg and Gall (2007) were used to

distinguish the type of the research, while the theory taken from Yalden (1987) was

used as the basic foundation in doing the designing process. Those theories became

the guideline for the researcher in order to determine the steps of conducting this

educational research.

This study also applied some theories of English for young learners. Those

theories were taken from Frobose (2008) and Brewster et al (2002). These theories


18

were needed to obtain information about the characteristics of young learners. The

researcher used this information to choose the appropriate and authentic materials for

the English extracurricular.

The other theories from Lewis and Bedson and Brewster et al (2002) were

used to attain information about the use of games and songs in education since the

researcher chose games and songs as one of the important activities to teach English

for the children. The use of games and songs in this design were also supported by

the other theories related to the use of games and songs for the designing material

process by Paul (1996) and Martin (1995).

The last theory included in this research was about the curriculum used in

Elementary school grade five semester 1. The data were taken from Peraturan

Menteri Pendidikan Nasional Republik Indonesia (2006).These data were included

because the goal of the English extracurricular was to support the teaching-learning

activity in the intra-curricular lesson. These data were also important as the basic

guideline for the researcher to select the appropriate materials and activities.


19

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher elaborates about the steps or procedures used to

obtain data needed to accomplish this research. This chapter consists of 6 parts. In

each part, the researcher explains every step and the details briefly to give the

complete information so that the readers can understand how this research was done.

This chapter would include research method, research setting, research participants/

subjects, instrument and data gathering technique, data analysis technique, and the

research procedure.

A. Research Method

This research was an educational research and development type of research.

According to Borg, Gall, & Borg (2007), “Research and development is an industry-

based development model in which the findings of research are used to design new

products and procedures, which then are systematically field-tested, evaluated, and

refined…” (p.589). This meant that educational research and development type of

research was a process used to develop and validate educational product. The major

purpose of this study was not to formulate or test theories but to develop effective

products used in schools.

This research was an educational research and developments type because the

focus of this study was to design the appropriate materials for the English


20

extracurricular of Pangudi Luhur Yogyakarta Elementary School grade five semester

one. It was proven by the formulated problem of this research as what the researcher

had mentioned before about what the appropriate materials for English extracurricular

of Pangudi Luhur Yogyakarta Elementary School grade 5 looked like. These

instructional design steps were adapted from the some instructional design theories.

The first theory of instructional design which was used by the researcher was

the theory from Yalden. He offered some stages to follow in designing an

Instructional design product (p. 89). The stages he offered were needs survey,

description of purpose, selection/ development of syllabus type, production of a proto

syllabus, production of pedagogical syllabus, development of the classroom

procedure, and evaluation.

From the seven steps offered by Yalden, the researcher only took five steps to

be followed in designing the materials. It was because the limitation of time. If the

researcher took all the steps offered by Yalden, the researcher should have

implemented the design into the real classroom activity. Then the researcher also had

to evaluate the whole component such as the students, the program, and the teaching

activities. It would take a very long time to do and it would be called a project, not a

research. Therefore, the researcher adapted only five steps and they would be

explained clearly.


21

Figure 3. 1. Yalden Steps of Instructional Design and the Researcher Steps of

Instructional Design

The previous figure was about the adapting process of the Yalden steps of

instructional design by the researcher. The five steps chosen by the researcher would

be explained clearly as followed.

1. Needs Survey

Needs survey was the first step to be done by the researcher. In this step, the

researcher gathered data about the students’ characteristics, students’ interest,

Yalden steps of


The Researcher Steps of


1. Needs Survey

3. Production of a proto

syllabus

5. Evaluation of the

students, the program,

and the teaching

4. Production of a

pedagogical syllabus

4. Evaluating the design

3. Developing the design

materials

5. Designed material

presentation

2. Determining the goals,

objectives, and topics of

the language program.

1. Analyzing the students

and the extracurricular

situation 2. Description of Purpose


22

students’ strengths and weaknesses. From such information, the researcher could

determine the appropriate materials and activities for the students.

2. Description of Purpose

The description of purpose here was included in the first step of the researcher

step because the researcher conducted the needs analysis at the same time with the

determination of the purpose. The needs survey and the determination of the purpose

of the language program were done in three ways. They were class observation,

questionnaire for the students, and the teacher and tutor interviews.

3. Production of a Proto-syllabus

In this stage the researcher determined the goals, objectives, and the topics of

the language program. The data were obtained from the English teacher of Pangudi

Luhur elementary school. The topics also determined based on the Competence

Standard and the Basic Competence employed by the school.

4. Production of a Pedagogical Syllabus

After knowing the goals, objectives, and the topics of the designed materials,

the researcher developed the materials as far as possible. The materials were chosen

based on the characteristics of the students and the purpose of the language program.

5. Evaluation.

In Yalden steps of Instructional Design, the evaluation steps included the

evaluation of every element, namely the students, the program, and the teaching.

However, in the researcher’s steps of Instructional design, the evaluation step only


23

covered the evaluation of the designed materials. The researcher was helped by some

experts in doing the design evaluation.

In this designing process, the researcher conducted more than one survey, as what

had been stated by Fraenkle and Wallen (2008), that surveys were used as the tools to

obtain data from qualified respondents employed to support the designed materials

development. Those surveys would be explained as follows.

1. Needs survey

The needs survey, as what had been stated before, was used as a means to

obtain data about the students personal data and the English extracurricular preview.

In this research, the fifth graders helped the researcher to obtain the data by filling the

questionnaire about their personal data and their opinions about the English

extracurricular. The English teacher and tutor also helped the researcher by answering

the questionnaire’s questions about their opinions and suggestions toward the English

extracurricular.

2. Designed materials survey

The designed materials survey belonged to the four steps of the researcher

steps of instructional design. The designed materials survey was conducted by the

researcher after the materials had been made. This survey was used to check whether

this design still needed some revision or not. The researcher was helped by one

Sanata Dharma lecturer, one English teacher of Pangudi Luhur elementary school

and one of the English teachers of SMP 1 Kalasan.


24

B. Research Setting

The setting of this research was at Pangudi Luhur elementary school

Yogyakarta. It was located on Jalan Koni near the Alun-Alun Utara of Yogyakarta. It

was a private school institute under the coordination of FIC Brother.

The researcher observed the class at April 11, 2013. The researcher joined the

class from 1.30 p.m. until 2.30 p.m. At the end of the class, the researcher distributed

the questionnaire for the students and the students filled the questionnaire at the time.

After filling up the questionnaire, the students submitted it to the researcher.

After the end of the class, the researcher interviewed the English tutor of the

fifth graders. The interview took place at the Pangudi Luhur Elementary School for a

half hour long. The other interviewee who had been chosen by the researcher was the

English teacher of the Pangudi Luhur elementary school. After arranging the

meeting, the researcher interviewed the English teacher at April 27, 2013.

C. Research Participants/ Subjects

In this part, the researcher explained the participants of the researcher. The

explanation would be divided into two parts.

1. The respondents of the Needs Survey

The participants or subjects of this research were the students of Pangudi

Luhur elementary school grade 5 who joined the English extracurricular, the English

teacher of Pangudi Luhur elementary school, and the fifth graders English tutor of the

English extracurricular of Pangudi Luhur elementary school. Pangudi Luhur


25

elementary school was divided into three branches; Pangudi Luhur 1 elementary

school, Pangudi Luhur 2 elementary school, and the Pangudi Luhur 3 elementary

school. The fifth graders who joined the English extracurricular program were from

the three schools of Pangudi Luhur elementary school. There was only one English

extracurricular class for the five grade students. The class consisted of 11 female

students and 6 male students. The English tutor was the student of English Education

Study Program of Sanata Dharma University. The English teacher who had been

mentioned before was the English teacher of Pangudi Luhur elementary school. The

English teacher was the person who had a responsibility to teach the fourth, fifth, and

the sixth graders of Pangudi Luhur elementary school.

2. The respondents of the Design Materials Survey

To be able to improve the designed materials, the researcher had done another

different step. The researcher distributed a questionnaire to three people who

considered capable in this field. One of them was the English teacher of Pangudi

Luhur elementary school. The English teacher was considered capable because she

already knew the characteristics of the students and she had been dealing with the

teaching learning activity for the fifth graders in quite a long time. The other

participant was the lecturer of English Education of Sanata Dharma University. The

other one was the English teacher of SMPN 1 Kalasan. The description of the

participants would be explained as follows.


26

Table 3.1 The Description of the Designed Materials Questionnaire Participants

Respondents Sex Educational

Background

Teaching Experience

(in Years)

F M S1 S2 S3 1-5 6-10 11-15 >15

Participant 1 √ √ √



D. Instruments and Data Gathering Technique

There were three instruments which were used by the researcher to obtain the

data needed to design the materials for the English extracurricular. The instruments

used in this research would be explained clearly in this part.

1. Questionnaires

There were two questionnaires used in this research. The explanation about those

questionnaires would be divided into two parts.

a. Students’ Questionnaire (Needs Survey)

The first questionnaire was made for the fifth grade students. The

questionnaire was made in Bahasa Indonesia so that the students could answer

the questionnaire easily. The questionnaire was an opened and closed-ended

questionnaire. For the first part, all of the questions were made to know the

students’ opinions about the English extracurricular activities. The four

questions given to them in the first part were more or less about their feeling


27

toward the English extracurricular or whether the English extracurricular

really helped them to master the English materials given to them. The second

part was designed to know what kind of activities that the students like the

most. The students were given opportunity to list their favorite activities or

materials as the main way to deliver the knowledge. The students were also

being asked whether they like to have various activities per week or not.

b. Design Material Evaluation Questionnaire

The second questionnaire used in this research was the questionnaire

distributed to the experts who had been asked for help to evaluate the design.

The questionnaire was made to know whether the designed materials were

still needed to be revised or not. The questionnaire belonged to opened and

closes-ended questions. The questionnaire gave the participants the

opportunities to state their opinions about the designed materials (the

participants were asked to give their opinions about the weaknesses, strength,

and the general comments about the designed materials).

2. Class Observation

The other instrument that was used in the data gathering process was an

observation checklist. The checklist was made to ease the researcher to get the data

about the general information of the characteristics and the needs of the students. This

checklist was filled when the researcher was doing the class observation.


28

3. Interviews

The last instrument used in this research was interview. The question list was

made in order to get the basic information needed to design the materials. The same

question list was given both to the English teacher and the English tutor. The

questions were about the situation of the English classes both in the intra-curricular

activity and in the extracurricular one. The teacher and the tutor were also asked to

give their opinions about the fifth graders characteristics. The teacher and the tutor

were also asked for the suggestion about the materials should be selected or made in

order to make the students master the materials well.

E. Data Analysis Technique

In this section, the researcher explains about how the data gathered were

analyzed. First of all, the coding process, the writer classified the data based on the

number. For example all of the answers of the first question were put together and

that system also applied to the answers of the other questions. After that, the writer

classified the answers based on the similarities and differences.

From the process mentioned before, the writer could make suitable criteria of

the data. For example from the students’ questionnaire, the researcher classified the

suitable or appropriate activities and materials given to the students into six different

activities, namely doing exercises, singing songs, storytelling, playing language

games, reading story books, and one empty space to fill based on the students’

suggestions. The last step was the counting process of the percentage. The researcher


29

calculated the percentage of each answer found in the data. The formula that was used

by the researcher could be seen as follows.

X= ΣX x 100% X= the mean/ average point

N ΣX= Respondents

N= total number of respondents

This process was needed to be conducted so that the writer had a clear

guidance to design the appropriate materials or in the other words to know the needs

analysis of the materials. Another formula was used by the researcher to analyze the

result of the designed materials questionnaire. The formula could be seen as follows.

In order to check whether the designed materials were accepted or not, the

researcher used some the data calculation formula adapted from Cahyarini (2004)

who made a classification about research results categorization (p.41). The

classification of the research result calculation total number would be explained as

follows.

M = ΣX M = The Average Points

N ΣX = Sum of Respondents’ Answer for each statement

N = Number of Respondents


30

1.01 - 2.00 = The designed materials were poorly designed

2.01 – 3.00 = The designed materials were good and acceptable, but still need

some revision.

3.01-4.00 = The designed materials were well- designed and acceptable.

The formula and range points which had been stated before, the researcher

could decide whether the designed materials were acceptable, need some revision, or

need to re-design.

F. Research Procedure

The steps or stages needed to be taken by the researcher in conducting this

research will be explained clearly in this section.

1. Needs Survey

In this step, the process was begun by obtaining information needed especially

about the students’ characteristics, the English extracurricular situation, curriculum

and the materials given to the students through class observation, questionnaire and

interview. The researcher also needed to analyze the result of the class observation,

questionnaire, and the interview. After that, the next step was reviewing some related

theories.

2. Description of Purpose

In this part, the researcher did all the process to decide the purposes of the

extracurricular program. The first step was interviewing the school’s coordinator of


31

the English extracurricular. After that, the researcher also interviewed the English

teacher of Pangudi Luhur elementary school. Next, the researcher analyzed the

results of the interview and identified the goal and the objectives of the language

program. The last step was deciding the indicators of the designed materials.

3. Production of a Proto-syllabus

There were only two steps in this stage. The first was reviewing the

curriculum employed by the school while the second step was arranging the topics of

the designed materials.

4. Production of a Pedagogical Syllabus

Selecting the main materials related to the topics of the lesson was the first

step to do in this part. After knowing the main materials, the researcher selected the

appropriate activities for each meeting. The researcher also collected the related

pictures and finished the layout.

5. Evaluation

In the last step of the instructional design, the researcher distributed the

questionnaire of the designed materials evaluation. After that, the researcher analyzed

the evaluation and the suggestion. From the result of the analysis, the researcher

revised the designed materials. The very last step to do was producing the final

version of the designed materials.


32

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter, the researcher explains the results and the discussion of the

research results. The result and the discussion of the research results would be used to

answer the research problem which had been mentioned in Chapter I. This chapter is

divided into two parts. The first part is the explanation of the English extracurricular

materials for the fifth grade students of Pangudi Luhur elementary semester one. The

second part is the final version of the designed materials.

A. The Designed Materials for English Extracurricular Program of Pangudi

Luhur Elementary School Grade 5

This part explains the designed materials for the fifth grade students’ English

extracurricular program of Pangudi Luhur elementary schools in details. The details

include the four important points of the designed materials. They are the goal of the

designed materials, the students’ characteristics, the performance objectives of the

designed materials, and the content of the designed materials.

1. The goal of the designed materials

The materials were designed to facilitate the fifth graders in the teaching-

learning process of the English extracurricular program. The English extracurricular

program was held to assist the students in mastering the English materials as one of


33

the subjects which have been taught in school. By finishing this program the students

are expected to really comprehend all of the English knowledge and skills taught in

the regular teaching-learning process in school. They are also expected to gain more

things which are especially given as the extra knowledge for the students. Since the

English extracurricular program was designed to support the teaching-learning

activities in the regular school time, the designed materials were also determined

based on the curriculum employed by the school. The researcher tried to combine the

Competency Standards and Basic Competence of the four skills thus the

extracurricular program could help the students to improve their English skills

holistically. The Competency Standard and Basic Competence of the fifth grade

students based on Peraturan Menteri Pendidikan Nasional Republik Indonesia

(2006), which had been combined by the researcher, would be shown in the table

below.

Table 4.1 The Competency Standard and Basic Competences for Fifth

Graders Semester 1

Competency Standard Basic Competences

Mendengarkan dan berbicara:

1. Memahami dan mengungkapkan

instruksi dan informasi sangat

sederhana dengan tindakan dalam

konteks sekolah.

1.1 Merespon instruksi sangat sederhana dengan

tindakan secara berterima dalam konteks

kelas dan sekolah maupun secara verbal.

1.2 Bercakap-cakap untuk menyertai tindakan/

meminta/ memberi jasa/ barang/ meminta/

memberi informasi secara berterima yang

melibatkan tindak tutur.


34

Competency Standard Basic Competences

Menulis dan membaca:

2. Memahami dan mengungkapkan

instruksi dan informasi sangat

sederhana dengan tindakan dalam

konteks sekolah.

2.1 Membaca nyaring dengan ucapan, tekanan,

dan intonasi secara tepat dan berterima

kasih yang melibatkan: kata, frasa, dan

kalimat sangat sederhana

2.2 Memahami kalimat, pesan tertulis dan teks

deskriptif bergambar sangat sederhana

secara tepat dan berterima.

2.3 Mengeja dan menyalin kalimat sangat

sederhana dalam konteks sekolah

2. The Students’ Characteristics

The materials were designed based on many points which were considered

important. Besides the curriculum employed by the school, the characteristics of the

students were also included to the vital aspects needed to design the English

extracurricular materials. The researcher had done some research to get enough data

about the students’ characteristics by conducting a class observation, distributing a

questionnaire for the students, and conducting interview with the English

extracurricular tutor and the English teacher of the school.

The researcher got the data from the fifth graders who joined the class of the

English extracurricular program (there was only one class of English extracurricular

program of the fifth graders). The class consisted of 17 students (11 female students

and 6 six male students).

a. Students’ Needs

Based on the interview results which had been obtained by the researcher, the

students needed to master the English materials as what had been stated in the

curriculum. It was proven by the answer of the coordinator of the English


35

extracurricular program when the researcher asked about the purpose of the English

extracurricular program itself. The answer was:

Tujuan dari kegiatan ekstrakurikuler bahasa Inggris ini sebenarnya adalah

untuk membantu kegiatan belajar mengajar di sekolah. Jadi seharusnya,

materi yang diajakan di ekstrakurikuler bahasa Inggris berhubungan dengan

materi yang diajarkan pada kegiatan belajar-mengajar pada jam sekolah.

(The coordinator of the English extracurricular of Pangudi Luhur elementary

school).

The purpose of the English extracurricular program is to support the teaching-

learning activities in school. Thus, the materials given in the English

extracurricular program should be matched with the materials given in the

school time).

Another thing given to the students was the additional material about English

vocabulary with its acceptable pronunciation. This point was obtained based on the

answer of the English teacher from the interview. The English teacher also said that,

Tutor bahasa Inggris juga sebaiknya memberikan murid-murid lebih banyak

‘pengayaan’ mengenai vocab bahasa Inggris terutama British vocabulary.

Para siswa juga perlu memperkaya diri mereka dengan vocab bahasa Inggris

sebanyak mungkin sebagai pengetahuan dasar untuk dapat menggunakan

bahasa Inggris sebagai sarana untuk dapat berkomunikasi. Selain itu, para

siswa juga perlu diberikan latihan mengenai Simple Present Tense. (The

English teacher of Pangudi Luhur elementary school)

(The teacher should give the students enough additional materials about

English native vocabulary (British). The students needed to enrich their selves

with as much as possible English vocabulary as the basic knowledge to be

able to use English as the means of communication. The other important thing

beside English vocabulary was the simple present tense exercises.)

The students needed to learn this simplest pattern of English sentences so that

they will be able to compose sentences started from the simplest one

b. Students’ Lack

Based on the interview, class observation, and the questionnaire, the

researcher could conclude that the students were lack of motivation to study. The


36

students would pay less attention to the teacher or the tutor when they were given

materials without any visual media, games, or music. The students would prefer busy

playing to chatting with their friends. It was proven by the answers of the English

teacher about the students’ motivations,

Para siswa akan lebih memperhatikan pelajaran jika mereka diberi materi

menggunakan media visual (media atau realia) atau permainan. (The English

teacher of Pangudi Luhur elementary school.)

(The students have more attention to the materials which are delivered in the

form of visual materials (media or realia) or games.)

The English teacher also added an answer about the students’ willingness to

learn through songs by saying;

Para siswa senang untuk bernyanyi, teruatama jika ada musiknya. Namun

ketika tidak menggunakan musik, mereka jadi tidak begitu berminat. (The

English teacher of Pangudi Luhur elementary school)

(The students like to sing, especially when there are some music. They will

lose their interest when the teacher asks them to sing without some music.)

The similar answer was given by the English tutor about the students’

motivation. The English tutor said that,

Ketika diberi penjelasan, murid-murid tidak begitu memperhatikan, hanya

beberapa siswa saja yang mendengarkan dengan sungguh-sungguh,

terutamayang perempuan. Tetapi ketika mereka diberi materi dalam bentuk

visual (video stories, animasi sederhana) murid-murid terutama siswa laki-

laki akan lebih proaktif. (The English tutor of Pangudi Luhur elementary

school)

(When it comes to listening to the teacher’s explanation, the students will

directly lose their interest to join the activity, only some students will listen to

the teacher’s explanation seriously, especially female students. But when they

are given materials in the form of visual materials (video stories, simple

animation) the students, especially the boys will be proactive.)


37

c. Students’ Wants

The researcher drew some conclusion about the students’ wants from the data

obtained by the teacher and tutor interviews and the questionnaire distributed to the

students. From what their tutor and teacher said, the students are interested to be

taught by using games, but one thing to be paid more attention was the class

management because sometimes the students turned to be uncontrollable. They were

also like to sing some songs in class as one of the teaching and learning activities,

especially with some music. Moreover, the students were really fond of learning more

when the teacher prepared some visuals materials namely realia, pictures, or short

movies.

The statements above were given by the teachers. Therefore, the researcher

was encouraged to make it more accurate by distributing questionnaire to the

students. By distributing the questionnaire to the students, the researcher could know

what the things the students wanted the most.

When the researcher asked them to choose activities that they like, they chose

some activities which had been written in the questionnaire. The result was 16

students (94,12%) chose playing games, 12 students (70,59%) chose reading stories,

11 students (64,70%) chose doing exercises, 7 students (41,18%) chose storytelling, 7

(41,18%) students chose singing songs, and 4 students (23,53%) chose the other

activities (watching movies, working on puzzle, sharing, and reading text books). To

be more clearly, the researcher had provided the graphic to show the activities chosen

by the students.


38

Graphic 4.1 The Teaching-Learning Activity Chosen by the Students

Besides choosing the activities they like, the students were also asked to

choose the variation of the activities per meeting. For the variation of the activities,

16 students (94, 12%) said that they preferred to have various activities per meeting

while the one student (5, 89%) said that he preferred to have the same activities per

meeting. The graphic of the variation of activities per meeting could be seen as

follows.

Graphic 4.2 The Variation of Teaching-Learning Activities Chosen by the

Students

02468

1012141618

Playing Games

Reading Stories

Doing Exercises

Storytelling Singing Songs

Other Activites

Teaching-Learning Activiies

16

1

Activity Variation

Various Activities Per Meeting

Same Activities Per Meeting


39

3. The Performances Objectives

These designed materials were made to facilitate the students in the teaching

and learning process in the English extracurricular program. This design can be used

to facilitate the students in one semester. By finishing this program, the students are

expected to be able to:

a. enrich their English vocabulary and help them to be able to both use and

pronounce it in an acceptable way.

b. make and evaluate simple sentences by using Simple Present Tense

c. develop their skills in English, especially the speaking skill.

4. The Content of the Designed Materials

The designed materials consisted of four unit lessons which were improved

into a set of teaching-learning activities which were suitable to be implemented in the

extracurricular program. Each unit had two meetings, and one meeting was designed

for a 60 minute lesson. The units, themes, and activities of the design could be seen in

the following table.


40

Table 4.2 The Activities of the Designed Materials for English

Extracurricular of Pangudi Luhur Elementary School

Unit/

Theme Meeting Session Activities Explanation

1

Parts of

Body

1

Pre-activity

1. Opening prayer

2. Greeting

Chanting is useful to

grab students’ attention

and prepare the

students to receive the

materials. The

presentation of the

materials is useful to

give the students clear

understanding about the

materials without any

risks of

misunderstanding. The

crossword puzzle and

the fill in the blanks

part will help the

students to be familiar

and be able to

memorize the

vocabulary well and

quicker.

Whilst

Activity

1. Chanting

2. Teacher’s

explanation about

the materials

3. Crossword

4. Filling in the blanks

in a paragraph.

Post

Activity

1. Summarizing the

materials together

2. Closing prayer

2

Pre-Activity

1. Opening prayer

2. Greeting

The reviewing previous

materials part is useful

to help the students to

focus on the materials.

The puzzle games and

making crossword

session will be

beneficial to let the

students learn more

about the materials

while practicing their

creativity.

Whilst

Activity

1. Reviewing the

previous materials

2. Working on puzzle

3. Making crossword

Post

Activity

1. Summarizing the

materials together

2. Closing prayer


41

Unit/


2

Feelings

3

Pre-Activity

1. Opening prayer

2. Greeting

The presentation of the

materials is useful to

give the students clear

understanding about the

materials without any

risks of

misunderstanding.

They fill in the blanks

and draw expressions

will help the students to

understand and

memorize the

vocabulary well.

Whilst

Activity

1. Explanation about

feeling and emotions


3. Drawing feeling

expression

Post

Activity

1. Summarizing the

materials together

2. Closing prayer

4

Pre-Activity

1. Opening prayer

2. Greeting

3. Singing a song

Singing a song will

help the students to pay

attention to the lesson

and ready to receive the

next materials. Filling

in the blanks will help

the students to

understand and

memorize the materials

faster. Making

sentences about

personal feeling will

help the students to

practice their writing

skill while learning

more about personal

feeling.

Whilst

Activity


2. Making sentences

Post

Activity

1. Summarizing the

materials together

2. Closing prayer


42

Unit/


3

Family

Tree

5

Pre-Activity

1. Opening prayer

2. Greeting

The pictures used in

this session have

function to grab

students’ attention and

be used as the media to

deliver knowledge

about family to the

students. Singing part

can be used to grab

students’ attention and

prepare them to receive

the given materials.

The explanation about

family tree and the

comprehensible

questions have function

to introduce family tree

to the students.

Whilst

Activity

1. Identifying pictures

2. Singing a song

3. Family tree

explanation

4. Answering

comprehension

questions

Post

Activity

1. Summarizing the

materials together

2. Closing prayer

6

Pre-Activity

1. Opening prayer

2. Greeting

Reviewing materials

part will help the

students to recall the

previous materials.

Making personal family

tree part will help the

students to be familiar

with the material

because they

implement it to their

own family. The family

crosswords part will


memorize the materials.

Whilst

Activity

1. Reviewing the

previous materials

through identifying

pictures

2. Making personal

family tree

3. Crossword

Post

Activity

1. Summarizing the

materials together

2. Closing prayer


43

Unit/


4

Daily

Activity

7

Pre-Activity

1. Opening prayer

2. Greeting

Making sentences

about daily activity will


explore their own

knowledge and help

them to find more

knowledge about daily

activity. Filling in the

blanks and imitating

daily activity games

will help the students to

be familiar enough with

the vocabulary about

daily activity.

Whilst

Activity

1. Making sentences

2. Filling the blanks

about daily activity

3. Imitating daily

Activity

Post

Activity

1. Summarizing the

materials together

2. Closing prayer

8

Pre-Activity

1. Opening prayer

2. Greeting

Listing personal daily

activity will help the

students to practice

their writing skill.

Jumbled words and

word search parts will

help the students

memorize the new

vocabulary.

Whilst

Activity

1. Listing personal

daily activity

2. Arranging jumbled

word

3. Word searching.

Post

Activity

1. Summarizing the

materials together

2. Closing prayer

In each meeting, the researcher gave opportunity for the tutor to introduce and

explain the materials first. In the introduction part, the researcher had prepared some

songs or a chant to grab students’ attention and interest. While, in the explanation

time, the tutor could explore and find the students’ level of understanding about the


44

materials given by the teacher at school. If the students seemed to understand the

materials well, the tutor could only give a brief and quick review. However, when the

students had not understood the materials yet, the tutor should repeat the explanation.

After the explanation, the researcher gave opportunity to the students to practice their

knowledge by playing some games or doing some exercises.

B. The Final Version of the Designed Materials

After designing the materials, the researcher distributed a questionnaire to some

people as the designed material evaluators. They were the English teacher of Pangudi

Luhur Elementary School, an English Education Study Program of Sanata Dharma

lecturer, and an English teacher of SMPN 1 Kalasan. The results of the questionnaire

were used as the basic information for the researcher to revise the designed materials.

The designed material questionnaire consisted of some questions asking about

the participants’ comments, criticism, and suggestions about the designed materials.

The results of the questionnaire would be explained clearly as follows. The first part

was multiple choices which allowed the designed material evaluators to choose their

opinions about the designed materials. The evaluators had to choose one of four

choices about the agreement statements of the designed materials. In the following

table, the researcher presented the result of the questionnaire by using number. The

number here represented one certain meaning; one represented strongly agree, two

represented agree, three represented disagree, and four represented strongly disagree.


45

Table 4.3 The Result Of The Designed Materials Questionnaire

No. Statement Response Percentage

1. The designed materials match the goal of the

extracurricular program well.

1

2

3

4

-

66,67 %

33,33%

-

2.

The designed materials give the students

opportunities to reach the objectives of the

extracurricular program.

1

2

3

4

-

100 %

-

-

3. The designed materials appropriate with the

characteristics of the students.

1

2

3

4

-

100 %

-

-

4. The designed materials appropriate with the current

SK and KD.

1

2

3

4

-

100 %

-

-

5. The topics of the units have been arranged

appropriately.

1

2

3

4

-

100 %

-

-

6. The activities which are included in the designed

materials are feasible to conduct.

1

2

3

4

-

100 %

-

-

7. The designed materials surely help the students to

master the materials by its content.

1

2

3

4

-

100 %

-

-


master the materials by its appearance.

1

2

3

4

-

100 %

-

-

9.

The designed materials are free from grammatical

or another type of mistakes which can lead the

students to any misunderstanding.

1

2

3

4

-

66,67 %

33,33 %

-

10. The materials are suitable for the students based on

the age in the term of content.

1

2

3

4

33,33%

66,67 %

-

-


46

No. Statement Response Percentage


the age in terms of appearance.

1

2

3

4

33,33 %

66,67 %

-

-

12.

The materials can help the students to really master

the materials, especially for the vocabulary building

and simple sentence.

1

2

3

4

33,33%

66,67 %

-

-

13. The use of songs is appropriate to the students.

1

2

3

4

33,33 %

66,67 %

-

-

14. The selection of the songs is suitable for the topics.

1

2

3

4

33,33 %

66,67 %

-

-

15. The use of games is appropriate to the students.

1

2

3

4

-

100 %

-

-

16 The selection of the games is suitable to the topics.

1

2

3

4

-

100 %

-

-

Note: 1 = strongly agree 3 = disagree

2 = agree 4 = strongly disagree

From the result of the multiple choice part of the designed material

questionnaire, the researcher checked whether the design was acceptable or not by

using the formula adapted from Cahyarini (2011). The result of the data calculation

could be seen as follows.


47

Table 4.4 The Calculation of Designed Materials Scores

No. Statement Score

Average

1. The designed materials match the goal of the extracurricular

program well. 2,67

2. The designed materials give the students opportunities to reach the

objectives of the extracurricular program. 3

3. The designed materials appropriate with the characteristics of the

students. 3

4. The designed materials appropriate with the current SK and KD. 3

5. The topics of the units have been arranged appropriately. 3

6. The activities which are included in the designed materials are

feasible to conduct. 3

7. The designed materials surely help the students to master the

materials by its content. 3

8. The designed materials surely help the students to master the

materials by its appearance. 3

9. The designed materials are free from grammatical or another type of

mistakes which can lead the students to any misunderstanding. 2,67

10. The materials are suitable for the students based on the age in the

term of content. 3.3

11. The materials are suitable for the students based on the age in the

term of appearance. 3.3

12. The materials can help the students to really master the materials,

especially for the vocabulary building and simple sentence. 3.3

13. The use of songs is appropriate to the students. 3.3

14. The selection of the songs is suitable to the topics. 3.3

15. The use of games is appropriate to the students. 3

16 The selection of the games is suitable to the topics. 3

TOTAL AVERAGE SCORE 3.05

From the table, the researcher could conclude that the designed materials were

well-designed and accepted. Besides the multiple choice questions, the researcher

also provided some opened-ended questions about the strength, weaknesses, and the

general comments of the designed materials. From the result of the designed material


48

questionnaire, the researcher could draw some conclusions about the weaknesses of

the designed materials. The first weakness was about the lack of listening and

especially speaking activities in the design. The second one was the inconsistency of

the vocabularies introduced in some introduction parts with the vocabularies appeared

in the tasks. The third weakness was the unclear instructions contained in the

designed materials which can lead the students into some misunderstanding. The

fourth one was the selection of some materials which were considered too difficult for

the students, and the last was the inappropriate tasks based on the topics of the units.

One of the participants also gave the opinion that the fifth graders were not

necessarily introduced to simple past tense yet since they were still at the elementary

school level.

The strength of the designed materials according to the participants were the

objectives of the English extracurricular were well formulated, especially the plan to

enrich the students’ English vocabulary. It was because by enriching the students’

vocabulary, the students could develop their English skills, especially the speaking

skill. The next strength was that there were enough reading and writing activities

inside the design and there were enough games and interesting pictures to help the

students master the materials.

While the other comments for improvement were the researcher should give

more spaces for speaking and listening activities for the students. The other

suggestion was to add some more games in delivering the topics since this design was

prepared for an extracurricular program. The selection of the vocabularies should also


49

be checked again thus there would not be some vocabularies which were considered

too difficult for the students. It was needed to do thus the students will learn the

materials in a fun situation.

After knowing the weaknesses and the lack of the designed materials, the

researcher revised the materials. The revision of the designed materials was done

based on the evaluators’ comments and suggestions. The revision which had been

done by the researcher would be explained clearly as follows.

1. The Instructions

Based on the results of the designed material questionnaire, some evaluators

gave some comments and suggestions about the instructions of the activities both in

the students’ book and the teacher’s book. Therefore, the researcher revised those

inappropriate or unclear instructions by changing, adding, or removing some words

or sentences.

2. The Pictures and Illustrations

Some evaluators said that the pictures and illustrations in some parts in the

design were not really appropriate and should be changed. Those pictures and

illustrations were especially the materials which were used to explain the vocabulary

to the students. The evaluators thought that the pictures and illustrations were too

difficult to understand by the students. Therefore, the researcher changed the pictures

and illustrations with some more appropriate pictures like what had been suggested

by the evaluators.


50

3. The Teacher’s Guidance

For the teacher’s guidance part, the researcher also made some revisions

based on the suggestions given by the evaluators. The most revisions made were the

instructions for the teacher to improve the students’ speaking skill. The researcher

added some more instructions thus the teacher could let the students speak in class in

the form of sharing activities or reading aloud together.

4. The Tasks and The Materials

For the tasks and materials of the design, the researcher also revised some

parts which were considered not really appropriate according to the evaluators. The

researcher changed some activities which were considered too difficult for the

students with some easier and more feasible activities. The researcher also added

some more games and speaking listening activities to improve the students’ speaking

and listening skills. Moreover, the researcher removed some words which were

considered too difficult and inappropriate to be given to the students in the

vocabulary lists. The researcher also revised the song lyrics because there were some

differences between the song lyrics written on the designed materials with the song

lyrics written in the audio files. Next, the researcher added some examples in the

students’ tasks because the students might get confused on how to do the tasks as

what had been suggested by some evaluators.

5. The Grammar

The researcher revised some grammatically incorrect sentences based on the

corrections given by the evaluators. The sentences were revised to avoid some


51

misunderstanding which might happen in the future. The sentences were incorrect

because they were composed by using some different tenses with the one which

should have been discussed in the designed materials.

The researcher designed four units of lesson as the whole materials used for

the fifth grade English extracurricular program of Pangudi Luhur elementary school

semester one. The materials were designed with 60 minutes as the maximum time

allocation per meeting. The final version of the designed materials would be

explained as follows.

Reviewing the related materials session was always put at the beginning of the

meeting. To be remembered, the students might be familiar with the materials already

since the designed materials was made based on the topics of English lesson taught in

the intra curricular activities. The reviewing activities were meant to review the

materials which would be taught to the students. These reviewing activities were

made in order to remind the students with the materials and introduce the materials

which might have not been taught before.

The activity belonged to reviewing material part was for example the

explanation from the teacher. While the other alternative activities were filling in the

blank parts and doing the multiple choice tasks which allowed the students to explore

their knowledge about the materials. The researcher also used some songs and chant

to grab the students’ attention and remind the students about the materials at the same

time.


52

After reviewing the materials, the researcher usually gave some activities to

help the students memorize the related vocabulary. The activities were usually doing

some crosswords puzzle, word search, jumbled words, or composing simple

sentences. These activities were made to help the students to be familiar with the

vocabulary and sentence pattern taught in the extracurricular program. By doing these

kinds of activities, the students became more familiar with the spelling or the use of

the words in simple sentences.

The other activities were the language games. The examples of those games

were Bingo, Simon Says, and Hang Man games. Bingo Game was a game to practice

students’ listening skill, because at that game the teacher mentioned many vocabulary

and the students should listen to it carefully while checking on their own table.

Simon Says game was a game which was used to improve students’ listening skill.

The students are required to touch their own parts of body while listening to the

vocabularies mentioned by the teacher. It could help them in memorizing the

vocabularies while improving their listening skill.

Hang Man game was a game to practice students’ speaking skill. It really

helped the students to be familiar with the spelling of the English vocabulary and also

helped the students to improve their speaking skill since they had to shout the letters

to complete the words. In addition, the researcher also added some reading aloud

parts in almost every meeting. It was added to give the students opportunity to

improve their speaking skill thus the students became familiar with the

pronunciations of the words and the simple sentence patterns.


53

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusion of the research and recommendations. In

this conclusion part the researcher will explain the finding of the research based on

the formulated problem of the research as what have been mentioned in chapter I and

have been discuss in chapter IV. The recommendations part consists of the

recommendations and suggestions for the fifth graders English tutor of Pangudi

Luhur elementary school and the future researchers.

A. Conclusions

In this part the researcher would like to conclude the finding of the research

based on the research problem. As what have been mentioned in chapter I, the

research problem is what the appropriate materials and activities for the fifth graders

English extracurricular of Pangudi Luhur elementary school looked like. Based on

the final version of the designed materials, the researcher had four units of the

designed materials used to facilitate the fifth graders in studying at the English

extracurricular program for the whole semester one. The topics are Parts of Body,

Feelings, Family Tree, and Daily Activity. Each unit consists of introduction or

reviewing materials, language games, and some comprehension questions thus the

students could be familiar and be able to master the materials in a fun way.


54

By finishing the English extracurricular program, at the end of the semester,

the students are expected to have more English vocabulary in their basic knowledge,

to be able to make simple sentences (by using Simple Present Tense), and to develop

the English skills, especially speaking skill. The researcher uses games and songs as

the main activities to deliver the materials since the students are still at the elementary

school level who love games and songs very much.

B. Recommendations

In this part, the researcher has some recommendations about the research. The

recommendations are written especially for the fifth graders English tutor of Pangudi

Luhur elementary school and the future researchers who might conduct similar

research.

1. For the Fifth Graders English Tutor of Pangudi Luhur Elementary School

These designed materials are designed to help the English tutor facilitate the

fifth graders in mastering the materials given by the schools. The English tutor should

really accompany and assist the students in the teaching learning process. The tutor

could use the designed materials directly since it is designed to be used by the tutor.

However, it would be better if the tutor also improve the designed materials based on

the recent situation of the English extracurricular program. The tutor could also add

some more games and songs as the means to deliver the materials, especially when

the students seemed to get bored or spiritless. The tutor could also add more


55

activities to improve the students’ English skill since the focus of this research is

more to the speaking skill.

2. For Future Researchers

It is suggested for future researchers who are interested in conducting some

similar research by using the activities or materials which are loved by the young

learners. The future researchers could also conduct some research by using games

and song as the main means to deliver the English lesson to the others level of

students as long as the teaching – learning activities are suitable for the students.


56

REFERENCES

Borg, J. P., Gall, M. D., & Borg, W. R. (2007). Educational research: An

introduction (8th

ed.). Boston: Allyn and Bacon

Brewster, J., Ellis, G., & Girard, D. (2002). The primary teacher’s guide. Harlow:

Penguin English

Cahyarini. (2011). Designing a set supplementary vocabulary materials for the sixth

grade students of SDN Gergunung 1 Klaten. Yogyakarta: Sanata Dharma

University. <www.library.usd.ac.id>

Fraenkel, J. K., & Wallen, N. E. (2008). How to design and evaluate research in

education (7th

ed.). New York: McGraw-Hill Book Inc.

Frobose, J. K. (2008). Learning through play- a child’s job. Colorado State

University Extension. <http://www.ext.colostate.edu/pubs/columncc/

cc010309.html>

Gagne, R., Briggs, L., & Wager, W. (1992). Principles of instructional design. Fort

Worth: Harcourt Brace Jovanovich College

Lewis, G., & Bedson, G. (2003). Games for children. Oxford: Oxford University

Press

Martin, C. (1995). Games and fun activities. London: CILT

Millington, N.T. (2011). Using song effectively to teach english to young learners.

Language Education in Asia, 2(1). <http://www.camtesol.org/

Download/LEiA_ Vol2_Iss1_2011/LEiA_V2_I1_11_Neil_Millington_

Using_Songs_Effectively_to_Teach_English_to_Young_Learners.pdf>

Murphey, T. (1992). Music and songs. Oxford: Oxford University Press.

Paul, D. (1996). Songs and games for children. Oxford: Macmillan Heinemann

Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomer 22 Tahun 2006

Tentang Standar Isi untuk Satuan Pendidikan Dasar dan Menengah

http://www.aidsindonesia.or.id/uploads/20130729141205.Permendiknas_No

_22_Th_2006.pdf


http://www.library.usd.ac.id/

http://www.ext.colostate.edu/pubs/columncc/%20cc010309.html



http://www.camtesol.org/%20Download/LEiA_%20Vol2_Iss1_2011/LEiA_V2_I1_11_Neil_Millington_%20Using_Songs_Effectively_to_Teach_English_to_Young_Learners.pdf




http://www.aidsindonesia.or.id/uploads/20130729141205.Permendiknas_No_22_Th_2006.pdf

http://www.aidsindonesia.or.id/uploads/20130729141205.Permendiknas_No_22_Th_2006.pdf

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Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language

teaching (2nd

ed.). New York: Cambridge University Press

Wright, A., Betteridge, D., & Buckby, M. (1984). From ‘games for language

learning’. Cambridge: Cambridge University Press.

<http://www.teflgames.com/ why.html>

Yalden, J. (1987). The communicative syllabus: Evolution, design, and

implementation. Englewood Cliffs, NJ: Prentice Hall.


http://www.teflgames.com/%20why.html

Letter for Permission


58


Interview of the English Teacher and Tutor


59

INTERVIEW QUESTIONS

for English Teacher of Pangudi Luhur Elementary School

This interview guideline was made to help the researcher in gathering information related

to the background and situation happens in Pangudi Luhur Elementary School. The interviewees

were the fifth graders’ English teacher of Pangudi Luhur elementary school. The data gathered

from this interview was needed for the researcher to know the background and situation in class

so that the researcher can make the suitable materials and activities depend on the characteristics

of the classroom.

Questions:

1. Name:

2. Occupation:

3. Does the class belong to homogeneous or mixed ability class? Do the students have the same

level of English mastery?

4. Do the students have some special characteristics compare to the other classes?

5. Do you think that the English education given to the students is already appropriate? Why?

6. Do you find any difficulties related to the teaching-learning activity in class? Why?

7. Do the students have the same attention to all of the activities and materials given by teacher

or they have more attention only for some certain activity and materials? If yes, what is that?

8. Do you think that the students like to play a game to learn English?

9. Do you think that the students like to sing songs to learn English?

10. Do you have any suggestions for the English extracurricular materials so that the students can

learn actively, happily, and effectively? What are they?


Class Observation Checklist


60

OBSERVATION CHECKLIST

This observation checklist was made to help the researcher in the observation process.

The observation was done in the English extracurricular activity. The targets of the observation

were the students of Pangudi Luhur English extracurricular grade 5. The researcher filled the

checklist by putting the check (√) in the suitable column.

No Question Strongly

Agree Agree Disagree

Strongly

Disagree

1. The students start the extracurricular

enthusiastically

2. English is the main language used in the

extracurricular activity

3. The students understand the instructions given

by the tutors

4. The students concentrate for a long time during

the lesson time

5. The students participate all of the activity

enthusiastically

6. Some students are busy with themselves

7. Students study in class seriously and silently

8. There are some activities which needs body

movements

9. Students follows the activity enthusiastically

10. Students understand the materials well

Notes:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


Questionnaire for Pangudi Luhur Elementary School Fifth Graders


61

Questionnaire to be distributed to the fifth grade students.

Istruction:

Jawablah dan centanglah (√) jawaban yang paling kamu anggap benar!

Nama :

Kelas :

SD PL :

No Pertanyaan Iya Tidak

1. Apakah kamu mengikuti kegiatan Ekstrakurikuler Bahasa

Inggris?

2. Apakah kegiatan ekstrakurikuler Bahasa Inggris

menyenangkan?


membantumu memahami materi pelajaran yang diberikan

di sekolah?


membuatmu lebih pintar berbahasa Inggris?

5. Apakah kamu akan ikut dalam kegiatan Ekstrakurikuler

bahasa Inggris semester depan?

Centanglah jawaban yang kamu anggap benar! (Boleh lebih dari satu)

1. Kegiatan apa yang kamu sukai di kelas untuk belajar bahasa Inggris?

- Mengerjakan soal ______

- Membaca buku cerita ______

- Mendongeng ______

- Bernyanyi ______

- Bermain ______

- Lain-lain, sebutkan ______


62

2. Bagaimana kegiatan yang kamu inginkan dalam ekstrakurikuler bahasa Inggris?

- Berganti-ganti _______

- Tetap sama setiap hari ______

- Lain-lain, sebutkan _______


The Syllabus


63

THE TEACHING/LEARNING ACTIVITIES

Fifth Grade English Extracurricular Program

of Pangudi Luhur Elementary School Semester 1

Bernadeta Pungky S. / 091214012

The goal of the program:

This program of English extracurricular is held to assist the students in mastering the materials of

English which have been taught as one of the subjects in school. By finishing this program the

students are expected to really comprehend all of the English knowledge and skills taught in

regular teaching-learning process in school and gain more the things which are especially given

as the extra knowledge for the students.

Competency Standard and Basic Competence:

Listening and Speaking:

1. Memahami dan mengungkapkan instruksi dan informasi sangat sederhana dengan tindakan

dalam konteks sekolah.

1.1 Merespon instruksi sangat sederhana dengan tindakan secara berterima dalam konteks

kelas dan sekolah maupun secara verbal.

1.2 Bercakap-cakap untuk menyertai tindakan/ meminta/ memberi jasa/ barang/ meminta/

memberi informasi secara berterima yang melibatkan tindak tutur.

Reading and Writing

2. Memahami dan mengungkapkan makna tulisan bahasa Inggris dan teks deskriptif bergambar

dan kalimat sangat sederhana dalam konteks sekolah.


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2.1 Membaca nyaring dengan ucapan, tekanan, dan intonasi secara tepat dan berterima kasih

yang melibatkan: kata, frasa, dan kalimat sangat sederhana

2.2 Memahami kalimat, pesan tertulis dan teks deskriptif bergambar sangat sederhana secara

tepat dan berterima.

2.3 Mengeja dan menyalin kalimat sangat sederhana dalam konteks sekolah

The objectives of the program:

By finishing this program, the students are expected to be able to:

1. enrich their English vocabulary and be able to both use and pronounce it in an acceptable

way.

2. make and evaluate simple sentences by using Simple Present Tense

3. develop their skills in English, especially the speaking skill.

Indicators:

1. Product Cognitive Indicators

Given some certain situation or tasks, both verbally or written, the students are able to give

the correct answers based on the related topics by using the acceptable pronunciation and

spelling.

2. Process Cognitive Indicators

Given some certain situation or tasks, both verbally or written, the students are able to

identify the main idea and information in the text.

3. Affective Indicators

Given opportunities to explain the answers or experience in front of the class or works in

groups, the students are able to work together and appreciate the other students.


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4. Psychomotor Indicator

Given some instructions in English, students are able to perform the correct or suitable

actions based on the instructions given and they are able to write down exactly the same like

what they teacher has given as the examples with the correct spelling.

Unit Meeting Theme Session Activities Time

Allocation

1

1

Parts of

Body

Pre-activity 1. Opening prayer

2. Greeting

1 hour

Whilst

Activity

1. Chanting

2. Teacher’s explanation about the

materials

3. Crossword

4. Filling in the blanks in a

paragraph.

Post Activity 1. Summarizing the materials

together

2. Closing prayer

2

Parts of

Body

Pre-Activity 1. Opening prayer

2. Greeting

1 hour

Whilst

Activity

1. Reviewing the previous materials

2. Working on puzzle

3. Making crossword


together

2. Closing prayer

2

3

Feelings Pre-Activity 1. Opening prayer

2. Greeting

1 hour

Whilst

Activity

1. Explanation about feeling and

emotions


3. Drawing feeling expression


together

2. Closing prayer

4

Feelings Pre-Activity 1. Opening prayer

2. Greeting

3. Singing a song 1 hour

Whilst

Activity


2. Making sentences



66

together

2. Closing prayer

3

5

Family

Tree


2. Greeting

3. Singing a song

1 hour

Whilst

Activity

1. Identifying pictures

2. Family tree explanation

3. Answering comprehension

questions


together

2. Closing prayer

6

Family

Tree


2. Greeting

1 hour

Whilst

Activity

1. Reviewing the previous materials

through identifying pictures

2. Making personal family tree

3. Crossword


together

2. Closing prayer

4

7

Daily

Activity


2. Greeting

1 hour

Whilst

Activity

1. Making sentences

2. Filling the blanks about daily

activity

3. Imitating daily Activity


together

2. Closing prayer

8

Daily

Activity


2. Greeting

1 hour

Whilst

Activity

1. Listing personal daily activity

2. Arranging jumbled word

3. Word searching.


together

2. Closing prayer


The Teacher’s Book


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Meeting 1

Name = ___________________________________ Class = ____________________________

Parts of My Body

A. Chanting!

Ask the students to chant together! Some appropriate movements or gestures can be added to

grab students’ attention.

I have two eyes, one two…

I have two ears, one two…

I have two arms, one two…

I have two hands, one two…

I have two legs, one two…

I have two feet, one two…

I have one nose and mouth…

B. Parts of Our Body!

Explain the parts of body to the students and make sure they can understand and memorize it

well!


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C. The Body Parts – Crosswords

Ask the students to accomplish the crosswords and discuss the answers together!

http://teacherslove.blogs.sapo.pt/19423.html

ACROSS

DOWN

DOWN

DOWN

ACROSS

ACROSS

DOWN

ACROSS

S

DOWN

DOWN

DOWN

ACROSS

ACROSS

DOWN



69

D. Fill in the Blanks

Ask the students to fill in the blanks! The teacher can explain the meaning of some words which

the students might find them difficult. Discuss the answers together!

Hello, my name is Linda. I am a very healthy girl. I have two ears, two eyes, two arms, two hands,

two legs, two feet, one nose and one mouth. My hobby is watching movies. People watch movies with

their ___________ (eyes). Every day I walk with my ___________ (feet). I help my mother to sweep

the floor with my __________ (hands). After helping my mother, I usually eat vegetables with my

__________ (mouth). Next, I like to listen to music. I listen to my favorite song with my ___________

(ears).

Today, I want to go to the beach. It is a very hot day, so I wear a hat. I wear my hat on my

_________ (head). I also wear jeans to protect my ____________ (legs). I bring my bag and hang it on

my _____________ (shoulders). The wind at the beach is so strong and it makes my hair become

messy. Because of that I tie my ___________ (hair). At the beach, I draw a giraffe in the sand. I draw

the giraffe with my ____________ (hands/ fingers). I am so happy today.

E. Simon Says Game

Simon Says is a game to practice students’ listening skill. The teacher will read some

instructions to the students and the students should do the instructions exactly like what their

teacher have said. However, the instructions considered valid are the instructions begin with

“Simon says …”

For example:

1. Simon says, “Touch your knees!” (VALID)

2. Simon says, “Touch your ears” (VALID)

3. “Touch your eyes!” (INVALID)

4. Simon says, “Tour your head!” (VALID)

5. “Touch your hair!” (INVALID)

***GOOD LUCK***


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Meeting 2

Name = _________________________________ Class = _____________________________

1. Let’s review the previous materials!

Ask the students to fill in the boxes and discuss the answers together!

2. Puzzle Time

The teacher provides some sets of puzzle. The puzzles are about the parts of body. The puzzles

can be made in the form of pictures which are cut in many pieces. The students are put into

some groups or they can work in pairs. Each group of students picks one set of the puzzle and

guesses the name of the parts of body.

HAIR HEAD

EAR

NECK

ARM

FINGER

LEG

EYE

NOSE

MOUTH

SHOULDER

HAND

HIP

KNEE

FOOT

TOE


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3. Words Search

Ask the students to find 15 words related to the parts of body! After that discuss the correct

answers together!

4. Bingo Games

Ask the students to make a table consists of five rows and five columns. After that, ask the

students to fill each cell with the name of the parts of body. Next, the teacher mentions the

name of parts of body one by one. The students get a bingo when the words in their cells have

been mentioned by the teacher vertically, horizontally or diagonally. The students who get

bingo should shout “BINGO”.

H P M O U T H U I E I E S

E L D I W L S J N S K S H

A O E K S L D B E W J F O

D I G N F E C Y C S G T U

F K H E U G F T K D D B L

E N W E J D R D E F R F D

T O S G G F I W D J D B E

E S A T S S L A G Y F D R

R E D R V D A R M T O H R

K G T E T H L K Y G O B E

H I P R H E E A R R T I H

A F I F N R Y T H E Y U T

T O E H S F E G N D I Y K

D R L M E B J F M H A N D

F I N G E R H M G D J N M


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Meeting 3

Name = _________________________________ Class = _____________________________

1. Help the students to understand the feelings by explaining the pictures below!

Happy Angry Sad Confused Excited

Guilty Hungry Nervous Proud Scared

Sleepy Thirsty Tired Sick Shy

2. Ask the students to fill in the blanks and discuss the correct answers together! Ask the

students to read aloud the correct answers at the end of the discussion!

a. He is not hungry.

He just feels _____________ (thirsty).

b. He is not thirsty.

He is __________________ (hungry).


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c. He is not angry.

He is ________________ (sleepy).

d. He runs so much.

He is not sleepy.

He is __________________ (tired).

e. He has a lot of questions.

He is _________________ (confused).

f. He gets A+ for his exam.

He feels so _______________ (proud).

g. He gets a new bag.

He feels so ________________ (happy).

h. They are arguing each other.

They are very ________________ (angry).

i. He will do his final exam.

He feels so _________________ (nervous).

j. He meets a very big lion.

He is so ____________________ (scared).


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3. Drawing Expression

Ask the students to choose 5 feelings that they like!

They can draw the expressions on the face below.

HAPPY ___________________ ________________

________________ ___________________ ____________________


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Meeting 4

Name = _________________________________ Class = _____________________________

ARE YOU HAPPY?

1. Ask the students to sing the song together!

If you’re happy and you know it clap your hands


If you’re happy and you know it and you really want to show it


stomp your feet

smile

shout hooray

say haha

2. Fill in the Blanks

Ask the students to fill in the blanks and discuss the correct answers together!

a. Your parents give you a cute puppy. You feel very _________ (excited).

b. Your beloved dog died. You feel very ___________ (sad).

c. You are a new student in school. You feel ________ (shy) to talk with your new friends.

d. You feel very ________________ (nervous) when you have a difficult test.

e. When you run for 5 km, you feel very ___________ (tired).

f. When you have a very difficult question, you feel _______ (confused).

g. When you win a competition, your parents feel very ___________ (proud) of you.

Angry Shy Confused Excited Guilty

Happy Sad Sleepy Tired Sick

Thirsty Hungry Proud Nervous Scared


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h. When your mother cooks a very delicious food you feel __________ (happy).

i. When you walk in a very dark room, you feel _____________ (scared).

j. When somebody steals your money, you feel so _____________ (angry.)

k. When you break your mother’s flower pot, you feel very ____________ (guilty).

l. It is already midnight you feel very ___________ (sleepy) because you want to go to sleep.

m. When you fall from your bicycle, you feel very __________ (sick).

n. You have not eaten your breakfast you feel very ____________ (hungry).

o. You really want to drink water because you feel very ___________ (thirsty).

3. Ask the students to answer the questions below and ask them to share the answers in front of

the class!

How do you feel today?

I feel __for example : I feel very happy to day._____________________________________

__________________________________________________________________________

Why? (Share it with your friends!)

Because ____for example : Because I get a good mark in mathematic task._______________

___________________________________________________________________________

___________________________________________________________________________


77

Meeting 5

Name = _________________________________ Class = _____________________________

MY BELOVED FAMILY

1. Identifying Family Members

Ask the students to identify the family members based on the pictures below! After that

discuss the correct answer together and ask them to read aloud the answers!

This is Alfred’s family. Can you guess who they are?

(Alfred’s father, Alfred’s mother, Alfred’s grandfather,

Alfred’s grandmother, and Alfred’s younger sister)

1. __Alfred’s father__________

2. __Alfred’s mother_________

3. __Alfred’s grandfather______

4. __Alfred’s grandmother_____

5. __Alfred_________________

6. __Alfred’s younger sister___

2. Sing a Song

Ask the Students to sing this song together!

Father finger, father finger, where are you?

Here I am, here I am, how do you do?

Mother

Brother

Sister

Baby

1 2

4

6

5

3

1 2


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3. Family Tree

Explain the meaning of the family tree to the students and ask them to complete the

statements below to check their understanding. After that, point one student to read aloud

his/ her answer and discuss the answer together. Do it for every number.

This is Clara’s Family Tree.

After seeing my Family Tree, please complete the statements below!

a. Paul is my ____grandfather______________________________________________.

b. Christine is my ____grandmother_________________________________________.

c. Paul is Christine’s ___husband___________________________________________.

d. Christine is Paul’s __wife________________________________________________.

e. Paul and Christine have two children. They are ___Michael and Gaby____________.

f. Michael is Paul and Christine’s __son______________________________________.

g. Gaby is Paul and Christine’s __daughter____________________________________.

h. Anna is Gaby’s ___sister-in-law___________________________________________.

i. Michael is Jonathan’s ___brother-in-law____________________________________.

PAUL CHRISTINE

ANNA MICHAEL GABY JONATHAN

RAFAEL CLARA CINTYA RICARDO

Cousin Nephew Sister Husband Wife

Brother Aunt Grandfather Michael and Gaby

Grandmother

Sister in law Brother in law Son Daughter Uncle


79

j. Rafael is my __brother__________________________________________________.

k. Cintya is my ___sister__________________________________________________.

l. Ricardo is my __cousin_________________________________________________.

m. Gaby is my __aunt_____________________________________________________.

n. Jonathan is my __uncle_________________________________________________.

o. Clara is Gaby and Jonathan’s __nephew____________________________________.


80

Meeting 6

Name = _________________________________ Class = _____________________________

My beloved family

1. Let’s review the previous material!

Ask the students to fill in the blank as the reminder of the previous materials! After that, ask the

students to read aloud the answers together!

This is Rio’s family.

1. He Rio’s __father____________________.

2. She Rio’s __mother__________________.

3. She Rio’s __sister____________________.

4. He is the father of Rio’s mother. He is Rio’s

__grandfather_______________________.

5. She is the mother of Rio’s mother. She is Rio’s

__grandmother________________.

6. He is Rio.

7. He is the son of Rio’s aunt. He is Rio’s

___cousin___________________________.

8. She is the daughter of Rio’s aunt. She is Rio’s __cousin__________________________.

9. She is the last child Rio’s parents. She is Rio’s __younger sister____________________.

2. Ask the students to make their own family tree! They can use the space below or the other side of

the paper. After that, ask some students to draw it on the whiteboard!

7 8

1 2 3

4 5 6

9 7 8


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3. Family Crossword Puzzle

Ask the students to fill in the crosswords puzzle! Discuss the answers together!


82

Meeting 7

Name = _________________________________ Class = _____________________________

My daily activity

1. Reviewing Materials about Pronoun

Review the materials about pronoun and ask the students to do the multiple choices!

Choose one correct answer!

1. a. He 4. a. He

b. She b. She

c. It c. It

2. a. He 5. a. He

b. She b. She

c. It c. It

3. a. He 6. a. He

b. She b. She

c. It c. It

After that, review the materials about simple present tense. After that, discuss the answers

together!

Make simple sentences by using these words!

1. I & market/ she & her school/ the cat & the yard + go

a. __I go to the market.___________________________________________________

b. __She goes to her school._______________________________________________

c. __It goes to the yard.___________________________________________________


83

2. You & banana/ he & his lunch / the rabbit & the grass

a. __You eat the banana._________________________________________________

b. __He eats his lunch.___________________________________________________

c. __The rabbit eats the grass._____________________________________________

The dog + sleep

= The dog sleeps.

= It sleeps.

Adrian + eat + the hamburger

= Adrian eats the hamburger.

= He eats the hamburger.

Budi +drink + his juice

= Budi drinks his juice.

= He drinks his juice.

Ridwan + write + a story

= Ridwan writes a story.

=He writes a story.

Riris + read + a novel

= Riris reads a novel.

= She reads a novel.

Mr. Smith + swim + in the swimming pool

= Mr. Smith swims in the swimming pool.

= He swims in the swimming pool.

The man + run + very fast.

= The man runs very fast.

= He runs very fast.

Ricky, Tiara, and Dian + watch + a movie

= Ricky, Tiara, and Dian watch a movie.

= They watch a movie.

The girl + walk + in the morning

= The girl walks in the morning.

= She walks in the morning.


84

Felix + play + a kite

= Felix plays a kite.

= He plays a kite.

2. Ask the students to fill in the blanks and discuss the correct answers together! Ask the students to

read aloud the correct answers together at the end of the session!

a. I ____________ (wake/wakes) up every morning at 05.00 o’clock.

b. After that, I ____________ (take/ takes) a bath.

c. To have enough energy, I have to ________ (have/has) breakfast in the morning.

d. My mother _____________ (cook/cooks) my food every morning.

e. The next activity I ________ (go/goes) to school.

f. At school, my teacher _____________ (teach/teaches) me a lot of lesson.

g. My friends like to ______________ (play/plays) with me.

h. After that, I __________ (have/has) my lunch.

i. After having my lunch, I ______________ (go/goes) home.

j. At home, I usually __________ (take/ takes) a nap.

k. After that, my mother _________ (ask/asks) me to take a bath.

l. I usually _____________ (have/ has) my dinner at 06.00 o’clock.

m. After that I _________________ (do/does) my homework.

n. The next activity, I ____________ (watch/watches) TV with my family.

o. At night, I __________ (go/goes) to bed at 09.00 o’clock.

3. Miming

The teacher prepares flash cards or pictures about this daily activity vocabulary. Each card

contains one picture. The teacher asks the students to create one special gesture for each

activity. For example: act like eating something represents the word “eating”. After that the

teacher shows the card one by one to the students, and the student act the special gesture

based on the pictures shown by the teacher.


85

Meeting 8

Name = _________________________________ Class = _____________________________

My Daily Activity

1. My Daily Activity

Ask the students to list their own daily activities for today

in the table below! Ask the students to share their activities list

to the other friends!

TIME ACTIVITIES

2. Jumbled Words.

Ask the students to arrange the jumbled words! Discuss the correct answers together!

a. Cooks – mother – my – food – the..

_____My mother cooks the food.__________________________________________

b. Clothes – washes – father – my - the.

_____My father washes my the clothes.____________________________________

c. School – go – to – I.

____I go to school._____________________________________________________


86

d. Kite – my – plays – brother – every - afternoon.

___My brother plays kite every afternoon.__________________________________

e. My – plays– dolls – sister – every – afternoon..

___My sister plays dolls every afternoon.___________________________________

f. 4 o’clock – at – I – play – football.

___I play football at 4 o’clock.___________________________________________

g. 3 o’clock – father – my – goes – at – home.

___My father goes home at 3 o’clock.______________________________________

h. A swimming pool – sister – at – swims – my – every - morning.

___My sister swims at swimming pool every morning._________________________

i. Study – 7 o’clock – at – I.

___I study at 7 o’clock.__________________________________________________

j. Breakfast – have – I – 6 o’clock – at.

___I have breakfast at 6 o’clock.__________________________________________

3. Word Search

Ask the students to find the words and color it!

S R E Q Z U D R I N K I N G W

E T R A X Y S H T S G Y J S S

A B F W R E A D I N G H I S D

T R S D C T W R G F D S K I F

I D V F V R D E H W H D H N S

N S S G B E C W G A T E N G L

G A A U N W F A D L G D F I E

S P L A Y I N G D K D S E N E

D D D J G R Y B E I Z R R G P

T G E Y H E H T S N X U T Y I

Y U R T J W N R R G C N S T N

G Y G R K S G D S J V N C G G

H H C O O K I N G K B I V F O

G L G F L W D F J L M N G G J

W A T C H I N G T V N G Y N G


The Students’ Book


87

Meeting 1

Name = ___________________________________ Class = ____________________________

Parts of My Body

A. Chanting! Let’s practice the chant with your friends!

I have two eyes, one two…

I have two ears, one two…

I have two arms, one two…

I have two hands, one two…

I have two legs, one two…

I have two feet, one two…

I have one nose and mouth…

B. Parts of Our Body! Pay attention to the teacher‘s explanation!


88

C. The Body Parts - Crosswords

Fill in the boxes with the name of the parts of our body!


DOWN

ACROSS

S

ACROSS

DOWN

DOWN

ACROSS

ACROSS

DOWN

ACROSS

ACROSS

DOWN

DOWN

DOWN

DOWN



89

D. Let’s fill in the blanks with the name of the parts of our body!

Hello, my name is Linda. I am a very healthy girl. I have two ears, two eyes, two arms, two hands,

two legs, two feet, one nose and one mouth. My hobby is watching movies. I watch movies by using

my__________. Every day I walk with my ____________. I help my mother to sweep the floor with

my ___________. After helping my mother, I usually eat vegetables with my _____________. Next, I

like to listen to music. I listen to my favorite song with my ___________.

Today, I want to go to the beach. It is a very hot day, so I wear a hat. I wear my hat on my

_________. I also wear jeans to protect my ____________. I bring my bag and I hang it on my

_____________. The wind at the beach is so strong and it makes my hair become messy. Because of

that I tie my ___________. At the beach, I draw a giraffe in the sand. I draw the giraffe with my

____________. I am so happy today.

***GOOD LUCK***


90

Meeting 2

Name = _________________________________ Class = _____________________________

1. Let’s review the previous materials!


91

2. Words Search

Find fifteen words about the parts of body inside this words table!

H P M O U T H U I E I E S

E L D I W L S J N S K S H

A O E K S L D B E W J F O

D I G N F E C Y C S G T U

F K H E U G F T K D D B L

E N W E J D R D E F R F D

T O S G G F I W D J D B E

E S A T S S L A G Y F D R

R E D R V D A R M T O H R

K G T E T H L K Y G O B E

H I P R H E E A R R T I H

A F I F N R Y T H E Y U T

T O E H S F E G N D I Y K

D R L M E B J F M H A N D

F I N G E R H M G D J N M


92

Meeting 3

Name = _________________________________ Class = _____________________________

1. Let’s learn to know the feeling and emotions!

Happy Angry Sad Confused Excited

Guilty Hungry Nervous Proud Scared

Sleepy Thirsty Tired Sick Shy

2. Now let’s fill in the blanks!

a. He is not hungry.

He just feels _____________.

b. He is not thirsty.

He is __________________.

c. He is not angry.

He is ________________.


93

d. He runs so much.

He is not sleepy.

He is __________________.

e. He has a lot of questions.

He is _________________.

f. He gets A+ for his exam.

He feels so _______________.

g. He gets a new bag.

He feels so ________________.

h. They are arguing each other.

They are very ________________.

i. He will do his final exam.

He feels so __________________.

j. He meets a very big lion.

He is so ____________________.


94

3. Now you can choose 5 feelings that you like.

Draw the expressions on the face below!

HAPPY ___________________ ________________

________________ ___________________ ____________________


95

Meeting 4

Name = _________________________________ Class = _____________________________

ARE YOU HAPPY? 1. Let’s sing a song!



If you’re happy and you know it and you really want to show it


stomp your feet

smile

shout hooray

say haha

2. Fill in the blank!

Fill the blanks below with the correct answer!

a. Your parents give you a cute puppy. You feel very _________

b. Your beloved dog died. You feel very ___________

c. You are a new student in school. You feel ________ to talk with your new friends.

d. You feel very ________________ when you have a difficult test.

e. When you run for 5 km, you feel very ___________.

f. When you have a very difficult question, you feel ___________.

g. When you win a competition, your parents feel very ___________ of you.

h. When your mother cooks a very delicious food you feel __________.

Angry Shy Confused Excited Guilty

Happy Sad Sleepy Tired Sick

Thirsty Hungry Proud Nervous Scared


96

i. When you walk in a very dark room, you feel _____________

j. When somebody steals your money, you feel so _____________ .

k. When you break your mother’s flower pot, you feel very ____________.

l. It is already midnight you feel very ___________ because you want to go to sleep.

m. When you fall from your bicycle, you feel very __________ .

n. You have not eaten your breakfast you feel very ____________ .

o. You really want to drink water because you feel very ___________ .

3. Make Sentences

How do you feel today?

I feel __for example : I feel very happy to day._____________________________________

__________________________________________________________________________

__________________________________________________________________________

Why? (Share it with your friends!)

Because ____for example : Because I get a good mark in mathematic task._______________

___________________________________________________________________________

___________________________________________________________________________


97

Meeting 5

Name = _________________________________ Class = _____________________________

MY BELOVED FAMILY

1. Let’s identify the members of the family.

This is Alfred’s family. Can you guess who they are?

(Alfred’s father, Alfred’s mother, Alfred’s grandfather,

Alfred’s grandmother, and Alfred’s younger sister)

1. ________________________

2. ________________________

3. ________________________

4. ________________________

5. __Alfred_________________

6. ________________________

2. Let’s Sing a Song

Father finger, father finger, where are you?

Here I am, here I am, how do you do?

Mother

Brother

Sister

Baby

4

6

1 2

5

3

1 2


98

3. Family Tree! This is Clara’s Family Tree.

Hello my friends! My name is Clara. Now you can see my family tree. Now complete the statements

below!

a. Paul is my ____________________________________________________________.

b. Christine is my ________________________________________________________.

c. Paul is Christine’s ______________________________________________________.

d. Christine is Paul’s ______________________________________________________.

e. Paul and Christine have two children. They are _______________________________.

f. Michael is Paul and Christine’s ___________________________________________.

g. Gaby is Paul and Christine’s _____________________________________________.

h. Anna is Gaby’s _______________________________________________________.

i. Michael is Jonathan’s __________________________________________________.

j. Rafael is my _________________________________________________________.

k. Cintya is my _________________________________________________________.

Cousin Nephew Sister Husband Wife

Brother Aunt Grandfather Michael and Gaby Grandmother

Sister in law Brother in law Son Daughter Uncle

PAUL CHRISTINE

ANNA MICHAEL GABY JONATH

AN

RAFAEL CLARA CINTYA RICARDO


99

l. Ricardo is my ________________________________________________________.

m. Gaby is my __________________________________________________________.

n. Jonathan is my _______________________________________________________.

o. Clara is Gaby and Jonathan’s ___________________________________________.


100

Meeting 6

Name = _________________________________ Class = _____________________________

My beloved family

1. Let’s review the previous material!

This is Rio’s family.

1. He Rio’s ___________________________.

2. She Rio’s __________________________.

3. She Rio’s __________________________.

4. He is the father of Rio’s mother. He is Rio’s

__________________________________.

5. She is the mother of Rio’s mother. She is Rio’s

_____________________________.

6. He is Rio.

7. He is the son of Rio’s aunt. He is Rio’s

__________________________________.

8. She is the daughter of Rio’s aunt. She is Rio’s __________________________________.

9. She is the last child Rio’s parents. She is Rio’s _________________________________.

2. Make your own Family Tree!

You can make your own Family Tree here or at the back side of this paper.

1 2 3

4 5 6

7 8

9 7 8


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3. Family Crossword Puzzle

Fill in the boxes with the members of our family!


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Meeting 7

Name = _________________________________ Class = _____________________________

My daily activity 1. Review of Pronoun

What are the pronouns of the subjects in the pictures? Choose the correct pronoun of each number by

crossing (x) the words!

1. a. He 4. a. He

b. She b. She

c. It c. It

2. a. He 5. a. He

b. She b. She

c. It c. It

3. a. He 6. a. He

b. She b. She

c. It c. It

2. Review about Simple Present Tense

Make simple sentences by using these words!

1. I & market/ she & her school/ the cat & the yard + go

a. __I go to the market.________________________________________________

b. _________________________________________________________________

c. _________________________________________________________________


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2. You & banana/ he & his lunch / the rabbit & the grass

a. __________________________________________________________________

b. __________________________________________________________________

c. __________________________________________________________________

3. Make Simple Sentences

Make sentences based on the pictures and the words below!

The dog + sleep

= The dog sleeps.

= It sleeps.

Adrian + eat + the hamburger

=

=

Budi +drink + his juice

=

=

Ridwan + write + a story

=

=

Riris + read + a novel

=

=

Mr. Smith + swim + in the swimming pool

=

=

The man + run + very fast.

=

=

Ricky, Tiara, and Dian + watch + a movie

=

=


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The girl + walk + in the morning

=

=

Felix + play + a kite

=

=

3. Fill in the blanks below!

a. I ____________ (wake/wakes) up every morning at 05.00 o’clock.

b. After that, I ____________ (take/ takes) a bath.

c. To have enough energy, I have to ________ (have/has) breakfast in the morning.

d. My mother _____________ (cook/cooks) my food every morning.

e. The next activity I ________ (go/goes) to school.

f. At school, my teacher _____________ (teach/teaches) me a lot of lesson.

g. My friends like to ______________ (play/plays) with me.

h. After that, I __________ (have/has) my lunch.

i. After having my lunch, I ______________ (go/goes) home.

j. At home, I usually __________ (take/ takes) a nap.

k. After that, my mother _________ (ask/asks) me to take a bath.

l. I usually _____________ (have/ has) my dinner at 06.00 o’clock.

m. After that I _________________ (do/does) my homework.

n. The next activity, I ____________ (watch/watches) TV with my family.

o. At night, I __________ (go/goes) to bed at 09.00 o’clock.


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Meeting 8

Name = _________________________________ Class = _____________________________

My Daily Activity

1. My Daily Activity

Write your activities for today in the table below!

TIME ACTIVITIES

2. Jumbled Words

Arrange these jumbled words into the correct sentences.

a. Cooks – mother – my – food – the.

_____My mother cooks the food.__________________________________________

b. Clothes – washes – father – my - the.

_____________________________________________________________________

c. School – go – to – I.

_____________________________________________________________________

d. Kite – my – plays – brother – every - afternoon.

_____________________________________________________________________


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e. My – plays– dolls – sister – every – afternoon..

_____________________________________________________________________

f. 4 o’clock – at – I – play – football.

_____________________________________________________________________

g. 3 o’clock – father – my – goes – at – home.

_____________________________________________________________________

h. A swimming pool – sister – at – swims – my – every - morning.

_____________________________________________________________________

i. Study – 7 o’clock – at – I.

_____________________________________________________________________

j. Breakfast – have – I – 6 o’clock – at.

_____________________________________________________________________

3. Word Search

Let’s find our daily activities here and color the words!

S R E Q Z U D R I N K I N G W

E T R A X Y S H T S G Y J S S

A B F W R E A D I N G H I S D

T R S D C T W R G F D S K I F

I D V F V R D E H W H D H N S

N S S G B E C W G A T E N G L

G A A U N W F A D L G D F I E

S P L A Y I N G D K D S E N E

D D D J G R Y B E I Z R R G P

T G E Y H E H T S N X U T Y I

Y U R T J W N R R G C N S T N

G Y G R K S G D S J V N C G G

H H C O O K I N G K B I V F O

G L G F L W D F J L M N G G J

W A T C H I N G T V N G Y N G


The Questionnaire of the Designed Materials


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QUESTIONNAIRE OF THE DESIGN EVALUATION

This questionnaire was made to guide the proof readers in evaluating the designed

materials. The questionnaire was expected to be able to help the proof readers to find out the

weaknesses or irrelevant points of the designed materials so that there would be an appropriate

improvement made in the process of accomplishing the design. The proof readers could also add

more opinion or suggestion which had not mentioned yet in the questionnaire as the guide for the

researcher to revise the design.

Name : ___________________________________________

No. Question Strongly

Agree

Agree Disagree Strongly

Disagree

1. The designed materials match the goal of the

extracurricular program well.

2. The designed materials give the students

opportunities to reach the objectives of the

extracurricular program.


characteristics of the students.


current SK and KD.

5. The topics of the units have been arranged

appropriately.

6. The activities which are included in the designed

materials are feasible to conduct.



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master the materials by its content.


master the materials by its appearance.

9. The designed materials are free from grammatical

or another type of mistakes which can lead the

students to any misunderstanding.


the age in the term of content.


the age in the term of appearance.

12. The materials can help the students to really master

the materials, especially for the vocabulary

building and simple sentence.

13. The use of songs is appropriate to the students.

14. The selection of the songs is suitable to the topics.

15. The use of games is appropriate to the students.

16. The selection of the games is suitable to the topics.

Weaknesses:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


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Strengths:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Comments for Improvement:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


The Example of the Students’ Questionnaire Result


110


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The Example of the Designed Materials Questionnaire Result


112


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MATERIALS FOR ENGLISH EXTRACURRICULAR OF … · langkah Instructional Design yang diadaptasi dari...

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Transcript of MATERIALS FOR ENGLISH EXTRACURRICULAR OF … · langkah Instructional Design yang diadaptasi dari...