DESIGNING A SET OF INTERACTIVE GAMES TO HELP THE …
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DESIGNING A SET OF INTERACTIVE GAMES TO HELP
THE EIGHTH GRADE STUDENTS OF SMP NEGERI 1
SLEMAN YOGYAKARTA LEARN PROHIBITION SENTENCE
PATTERNS
A SARJANA PENDIDIKAN THESIS
By
Bernadeta Siska Indriyana
Student Number: 131214067
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
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DESIGNING A SET OF INTERACTIVE GAMES TO HELP
THE EIGHTH GRADE STUDENTS OF SMP NEGERI 1
SLEMAN YOGYAKARTA LEARN PROHIBITION SENTENCE
PATTERNS
A SARJANA PENDIDIKAN THESIS
By
Bernadeta Siska Indriyana
Student Number: 131214067
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that thesis, which I have written, does not contain the work or
parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 15 September 2017
The Writer
Bernadeta Siska Indriyana
131214067
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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI
KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Bernadeta Siska Indriyana
Nomor Mahasiswa : 131214067
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING A SET OF INTERACTIVE GAMES TO HELP
THE EIGHTH GRADE STUDENTS OF SMP NEGERI 1
SLEMAN YOGYAKARTA LEARN PROHIBITION SENTENCE
PATTERNS
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 17 Oktober 2017
Yang menyatakan
Bernadeta Siska Indriyana
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ABSTRACT
Indriyana, Bernadeta Siska. (2017). Designing a Set of Interactive Games to Help
the Eighth Grade Students of SMP Negeri 1 Sleman Yogyakarta Learn
Prohibition Sentence Patterns. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
English as a Foreign Language (EFL) in Indonesia is important to learn. It
is because English is often used to communicate with other people, especially
with international tourists who come to Indonesia. Therefore, the government in
Indonesia decides to include English as one subject in educational level.
According to Permendikbud RI No 58 about 2013 Curriculum, English starts to
become one subject in junior high school level. While doing the PPL program, the
researcher found that the eighth grade students of SMP Negeri 1 Sleman
Yogyakarta had difficulties in learning English, especially in understanding
prohibition sentence patterns. Referring to the students’ difficulties, the researcher
intended to design a set of interactive games to help the eighth grade students of
SMP Negeri 1 Sleman Yogyakarta learn prohibition sentence patterns. The
designed materials were aimed to help the students understand prohibition
sentence patterns.
There were two research questions to be discussed. The first research
question is how is a set of interactive games to help the eighth grade students of
SMP Negeri 1 Sleman Yogyakarta learn prohibition sentence patterns designed?
The second research question is what does the designed materials look like?
In order to answer the first research question, the researcher adapted the
cycles which were taken from Kemp’s (1977) Instructional Design Model. Then,
the instructional design models were combined with five steps of Research
Development (R&D) proposed by Borg and Gall (1983). The five steps were: (1)
Research and Information Collecting, (2) Planning, (3) Developing Preliminary
Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision.
The second research question was answered by showing the presentation of a set
of interactive games to help the eighth grade students learn prohibition sentence
patterns. The materials consisted of four units. They were Don’t Sleep in the
Class, Don’t be Late, No Littering, and Review. Each unit consisted of three
parts, namely Let’s Train Our Brain!, Let’s Find Out More!, and Let’s See
How Much You Remember! The researcher conducted the evaluation by
distributing the questionnaire to the three lecturers of English Language Study
Program and the teacher of the eighth grade in SMP Negeri 1 Sleman. From the
evaluation results, the interval of mean score was 77.25 and it was categorized as
“good”. Therefore, the researcher concluded that the designed materials were
good and acceptable for the students.
Keywords: Prohibition Sentence Patterns, A Set of Interactive Games,
Instructional Design
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ABSTRAK
Indriyana, Bernadeta Siska. (2017). Designing a Set of Interactive Games to Help
the Eighth Grade Students of SMP Negeri 1 Sleman Yogyakarta Learn
Prohibition Sentence Patterns. Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
Di Indonesia, Bahasa Inggris merupakan Bahasa asing yang penting untuk
dipelajari. Hal itu dikarenakan Bahasa Inggris sering dijadikan sebagai salah satu
Bahasa komunikasi ketika bertemu dengan orang asing. Oleh sebab itu,
pemerintah menjadikan Bahasa Inggris sebagai salah satu mata pelajaran di
sekolah. Menurut Permendikbud RI No 58 tentang Kurikulum, Bahasa Inggris
mulai menjadi salah satu mata pelajaran di jenjang Sekolah Menengah Pertama
(SMP). Selama melakukan PPL, peneliti menemukan kesulitan pada siswa ketika
belajar Bahasa Inggris, terutama ketika belajar tentang kalimat larangan.
Sehubungan dengan kesulitan tersebut, peneliti bermaksud untuk merancang
seperangkat materi pola kalimat larangan menggunakan permainan interaktif
untuk siswa kelas VIII di SMP Negeri 1 Sleman Yogyakarta. Materi ini bertujuan
untuk membantu siswa memahami pola kalimat larangan.
Penelitian ini dilakukan untuk mendiskusikan dua rumusan masalah.
Rumusan masalah pertama adalah bagaimana seperangkat permainan interaktif
untuk membantu siswa kelas VIII di SMP Negeri 1 Sleman Yogyakarta
dirancang? Rumusan masalah kedua adalah seperti apakah materi yang dirancang?
Untuk menjawab rumusan masalah pertama, peneliti mengadaptasi
instruksional desain milik Kemp (1977). Kemudian, instruksional desain
dikombinaksikan dengan 5 tahap Penelitian dan Pengembangan (R&D) milik
Borg dan Gall (1983). 5 tahap tersebut meliputi: (1) Penelitian dan Pengumpulan
Informasi, (2) Perencanaan, (3) Pengembangan Produk Awal, (4) Uji Lapangan,
dan (5) Revisi Produk Utama. Rumusan masalah kedua dijawab dengan peniliti
menyajikan materi dalam versi akhir. Materi tersebut terdiri dari empat unit, yaitu:
Don’t Sleep in the Class, Don’t be Late, No Littering, dan Review. Setiap unit
terdiri dari tiga bagian, yaitu: Let’s Train Our Brain!, Let’s Find Out More!, dan
Let’s See How Much You Remember! Peneliti melakukan evaluasi dengan
menyebarkan kuesioner kepada tiga dosen dari Pendidikan Bahasa Inggris dan
satu guru Bahasa Inggris yang mengajar kelas VIII. Dari hasil evaluasi tersebut
mendapatkan skor rata-rata 77,25 dan dapat dikategorikan baik. Sehingga peneliti
dapat menyimpulkan bahwa hasil merancang materi tersebut baik dan dapat
diterima untuk siswa.
Kata kunci: Prohibition Sentence Patterns, A Set of Interactive Games,
Instructional Design
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ACKNOWLEDGMENTS
First of all, I would like to express my greatest gratitude to Jesus Christ
and Mother Mary for the blessing in my life so that I can finish my thesis. They
give me a wonderful life and make me keep struggling to do the best in writing
my thesis. They always stand by me when I face the hardest time in my life.
I would like to express deepest thankfulness to my beloved advisor,
Yuseva Ariyani Iswandari, S.Pd., M.Ed., for her patience, guidance, feedback,
and advice. Then, I would like to thank my academic advisor, Drs. Pius
Nurwidasa Prihatin, M.Ed., Ed.D., for his help during my study in this
university. I would also like to express my thanks to Patricia Angelina, M.Hum.,
Priyatno Ardi, S.Pd., M.Hum., and Maria Vincentia Eka Mulatsih, S.S.,
M.A., who were willing to spend their time to evaluate my designed materials.
Furthermore, I thank the lecturers who have assissted me studying English in this
university and the secretariat staff who always help me deal with the
administration.
My special gratitude also goes to the English teacher of SMP Negeri 1
Sleman Yogyakarta, Adianawati, S.Pd., for her support and guidance. My special
thanks also go to the eighth grade students of SMP Negeri 1 Sleman Yogyakarta
as the participants of my thesis.
My gratefulness goes to my beloved parents, my father Antonius
Wurisbiantara and my mother Theresia Suhartini, and to my beloved sibling
Yoanna Nisa Novitasari for their encouragement, support, prayer, patience, great
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love, and attention. I thank them for the time they spend for and with me. I also
thank them for always understanding me in every tough time I get through.
I thank my awesome friends, Dian Faqih, Susanti, and Maria Srimeitika
for their support, patience, care, and togetherness in my university life. I also
thank my friends of PBI 2013 especially Class C for the unforgettable moments
in Sanata Dharma University. I am really grateful to have them around me.
Furthermore, I thank my friends, Marcelline Gratia Sephira Taum and Yohanes
Maria Restu for helping me proofread my thesis.
Last but not least, I thank everybody who has prayed, helped, and who
were involved in my thesis writing process. Although I cannot mention their
names one by one, I will remember their kindness. May God bless us forever.
Bernadeta Siska Indriyana
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TABLE OF CONTENTS
Page
TITLE PAGE ........................................................................................................... i
APPROVAL PAGE ................................................................................................ ii
STATEMENT OF WORK’S ORIGINALITY ...................................................... iii
PERNYATAAN PERSETUJUAN PUBLIKASI ........................................................ v
ABSTRACT ........................................................................................................... vi
ABSTRAK .............................................................................................................. vii
ACKNOWLEDGMENTS ................................................................................... viii
TABLE OF CONTENTS ........................................................................................ x
LIST OF TABLES ................................................................................................ xii
LIST OF FIGURES ............................................................................................. xiii
LIST OF APPENDICES ...................................................................................... xiv
CHAPTER I. INTRODUCTION ............................................................................ 1
A. Research Background ............................................................................. 1
B. Research Questions ................................................................................. 3
C. Research Significance ............................................................................. 4
D. Definition of Terms ................................................................................ 5
CHAPTER II. REVIEW OF RELATED LITERATURE ...................................... 7
A.Theoretical Description ........................................................................... 7
1. Instructional Design Model ................................................................ 7
a. Kemp’s Instructional Design Model .............................................. 7
2. Imperative Sentences ........................................................................ 11
a. Verbal Prohibition ........................................................................ 12
b. Nominal Prohibition .................................................................... 12
c. Verb -ing Form ............................................................................... 13
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3. Interactive Games ............................................................................. 13
a. The Benefits of Using Games ...................................................... 14
b. The Roles of Teacher and Students ............................................. 15
c. The Categories of Interactive Games ........................................... 16
B. Theoretical Framework ......................................................................... 17
CHAPTER III. RESEARCH METHODOLOGY ................................................ 19
A. Research Method .................................................................................. 19
B. Research Setting ................................................................................... 21
C. Research Participants ............................................................................ 22
D. Research Instrument and Data Gathering Technique ........................... 23
E. Data Analysis Technique ...................................................................... 26
CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS .......................... 30
A. The Steps in Designing the Materials ................................................... 30
1. Research and Information Collecting ............................................... 30
2. Planning ............................................................................................ 40
3. Developing the Preliminary Form of the Product ............................ 42
4. Preliminary Field Test ...................................................................... 44
5. Main Product Revision ..................................................................... 46
B. The Presentation of the Designed Material .......................................... 48
1. Let’s Train Our Brain ....................................................................... 48
2. Let’s Find Out More! ........................................................................ 48
3. Let’s See How Much You Remember! ............................................ 49
CHAPTER V. CONCLUSIONS AND RECOMENDATIONS ........................... 50
A. Conclusions .......................................................................................... 50
B. Recommendations ................................................................................ 52
REFERENCES ...................................................................................................... 53
APPENDICES ...................................................................................................... 55
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LIST OF TABLES
Table Page
2.1. The Example of Prohibition Sentence Patterns ............................... 12
3.1. Degree of Agreement ...................................................................... 24
3.2. The Interval of a Mean Score .......................................................... 28
4.1. The List of Open-ended Questionnaire ........................................... 36
4.2. The Listing of the Goal, General Purpose, and Topic ..................... 40
4.3. The Learning Objectives ................................................................. 41
4.4. The Description of Evaluator for Preliminary Field Test ............... 44
4.5. The Result of the First Part of the Evaluation ................................. 44
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LIST OF FIGURES
Figure Page
2.1. Kemp’s Instructional Design Model (1977) ................................... 10
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LIST OF APPENDICES
Page
Appendix 1: Permission Letter from Sanata Dharma University .......... 56
Appendix 2: Permission Letter from BAPEDA ..................................... 57
Appendix 3: Permission Letter from SMP Negeri 1 Sleman ................. 58
Appendix 4: Questionnaire of Research and Information Collecting ..... 59
Appendix 5: Interview of Research and Information Collecting ........... 62
Appendix 6: Questionnaire for the Designed Material Evaluation ......... 63
Appendix 7: The Final Version of the Designed Material ...................... 66
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CHAPTER I
INTRODUCTION
This chapter provides the introduction of this study. There are four
important points to discuss in this chapter. This chapter deals with research
background, research questions, significance of the study, and definition of terms.
A. Research Background
English as a Foreign Language (EFL) in Indonesia is important to learn. It
is because English is often used to communicate with other people, especially
with international tourists who come to Indonesia. Nunan (1999) states that a
foreign language (FL) context is one where the target language is not the language
of communication in the society (learning English in Indonesia or studying French
in Australia). According to Mustika (2014), nowadays, there are many people who
still do not understand English well. They should learn English in order to be able
to have a good communication with others.
Therefore, the government in Indonesia decides to include English as one
subject in the national curriculum. According to Permendikbud RI No 58 about
2013 Curriculum, English starts to become one subject in junior high school level.
According to 2013 Curriculum, the teaching and learning activities use scientific
approach as an approach in learning process. There are five steps of scientific
approach. They are observing, questioning, exploring, associating, and
communicating. Teachers should apply those steps in the teaching and learning
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activities. Besides, teachers can also use additional technique to support the
activities such as, role play and board game.
While doing the Progam Pengalaman Lapangan (PPL), the researcher
observed the teacher and the students of SMP Negeri 1 Sleman Yogyakarta. Based
on to the result of the researcher’s observation, the teacher already applied the
scientific approach as the approach in the teaching and learning activities.
However, the teacher was only following the activities according to the book that
was used in the subject. The teacher did not make other activities for the students.
It made some of the students look bored and sleepy while doing the activities.
On the other hand, the researcher found other problems in the teaching and
learning activities. The teacher provided limited speaking activities in the
classroom. It made the students have limited opportunities to practice speaking
skills. Especially, when the students learned about what “Would you like to
come?” in Chapter III of the book that students used. There are several topics in
this chapter, such as instructions, invitation, prohibition, and permission. The
students felt confused when they learned about prohibition sentences. They found
it difficult to differentiate prohibition sentences and other sentences such as,
warning, command, and caution sentences. They thought that the meaning was the
same. However, those sentences had different meaning. They were also confused
with the patterns of those sentences.
Referring to the previous problems, the researcher designs materials for the
students. In this case, the researcher focuses on providing interactive games to
help the eighth grade students of SMP Negeri 1 Sleman Yogyakarta understand
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about prohibition sentence patterns. According to Bell and Wieckert (1985),
interactive games can increase motivation, help the socialization process, clarify
perplexing concepts, and integrate students with diverse ability level. There are
some types of interactive games, such as board games, card games or role play. In
this research, the researcher will modify the games that found from some
resources, so that the games will be suitable for the students’ needs. Therefore, it
is hoped that using interactive games in learning prohibition sentence patterns will
make the students understand the materials easily. Furthermore, they are not
confused to use the correct patterns in making prohibition sentences and they can
memorize the patterns quickly. Finally, they will also learn the materials in new
ways.
B. Research Questions
The research questions are formulated as follows:
1. How is a set of interactive games to help the eighth grade students of SMP
Negeri 1 Sleman Yogyakarta learn prohibition sentence patterns designed?
2. How does the set of interactive games to help the eighth grade students of
SMP Negeri 1 Sleman Yogyakarta learn prohibition sentence patterns look
like?
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C. Research Significance
This research will give benefits for:
1. The Students of SMP Negeri 1 Sleman Yogyakarta
The materials aim to help the students understand the imperative
sentences, especially prohibition sentence patterns. Besides, the students will find
new ways to learn English. It is expected that the students will be able to have a
good communication and interaction with others.
2. The English Teachers of SMP Negeri 1 Sleman Yogyakarta
The teachers can use the technique to help the students differentiate
prohibition, warning, and caution sentences in a fun way. By using games in the
learning and teaching activities, the teacher can conduct an effective and creative
learning process. By using games, it is expected the students will understand the
topics easily. Wright, Betteridge, and Buckby (2006) state that games also help
the teacher to create contexts in which the language is useful and meaningful.
3. The Future Researcher
The result of this research may be used as a reference for future researchers
who have the similar studies. The researcher provides some information about the
kinds of interactive games from some resources. Besides, this research also
provides a description for future researchers about designing interactive games to
help the eighth grade students understand the prohibition sentence patterns of
junior high school level.
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D. Definition of Terms
In order to avoid misunderstanding in discussing this research, the
researcher will define the following terms.
1. Instructional Design
Design is a plan whose goals are to organize teaching and learning process.
According to Kemp (1977), instructional design is described as the approach and
procedures (p. 8). Moreover, Gall and Borg (2007) state the instructional design is
the plan and procedure in designing and developing the materials of teaching and
learning process.
2. Imperative Sentence
In English grammar, an imperative sentence is a type of sentence that gives
advice or instructions or that expresses a request or command (Hare, 2005).
Nordquist (2017) states that there are some types of imperative sentences, such as
prohibition, warning, caution, and command. In this research, the researcher will
focus on discussing prohibition sentence patterns. According to Postdam (2010),
there are three types of prohibition sentence patterns, such as nominal prohibition,
verbal prohibition, and present participle form prohibition.
3. Interactive Games
Game is one of techniques in teaching and learning English process. It
makes the students more interested to learn English. Wright, Betteridge, and
Buckby (2006) state that game is an activity which entertaining and engaging,
often challenging, and usually interact with others. According to Bell and
Wieckert (1985), games can help the students to understand the concepts and give
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motivation in learning. On the other hand, interactive game is an interactive
activity that teachers have rules and students follow the rules in solving problem
by having interaction with others (Prensky, 2011). According to the Oxford
dictionary, interaction is action and communication between two people or more.
Therefore, the researcher concludes that interactive game is a technique to learn
language in classroom that can make the students have interaction and
communication with others. In this research, the term of games is defined as a
creative activity to make the students have interaction and communication with
their classmate.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses some related theories used as the foundation in
designing interactive games for eight grade students. There are two parts in this
chapter: theoretical description and theoretical framework.
A. Theoretical Description
The researcher will discuss some theories that are relevant to the research.
Other similar studies relevant to the topic should also be reviewed so that the
researcher can replicate the study to enlarge the border of that particular topical
knowledge. In this part, the researcher will describe more about instructional
design, imperative sentences, and interactive games.
1. Instructional Design Model
The instructional design theory is used because materials are the part of the
whole instructional design. The researcher uses an instructional design model
proposed by Kemp (1977). The reason why the researcher chooses the model is
because the model is appropriate for designing the materials. Further explanation
of the instructional design model is discussed below.
a. Kemp’s Instructional Design Model
Design is a plan whose goals are to organize teaching and learning process.
According to Kemp (1977), instructional design is described as the approach and
procedures (p. 8). Kemp (1977) states that there are eight stages for designing
materials. The steps are described as follows:
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1) Considering the Goals, Listing the Topics, and Stating the General
Purposes for Teaching each Topic
Based on Kemp’s theory, the first stage aims to identify the need of the
target. The first step is deciding the goals. The goals are related to the subject
areas. Then, the researcher lists the topics as the scope of the course and the basic
instruction. The curriculum areas and courses, topics are chosen for study, for
each of which the explicitly expresses the general purposes. Then, the goals may
be derived from the three sources. They are society, students, and subject areas. In
this study, the researcher considers goals, lists topics, and states general purposes
which are suitable for the students. The researcher considers the goals, topics, and
general purposes from the curriculum goals of the eighth grade students in junior
high school based on 2013 curriculum.
2) Identifying the Learners’ Characteristics
The best assures of an individual’s success in his or her educational
program the student as an individual learner should be respected and recognized.
It aims to gather information about students’ academic background, students’
learning condition and styles (Kemp, 1977). Understanding the students’
characteristics is very important. Therefore, the researcher can design the
materials that are appropriate for the students. The learners’ characteristics include
their social factors and academic factors. That information can be obtained by
using observation, interview, and analysis. Besides, there are other factors that are
important in planning a design. They are learning condition and learning style.
Learning style is related to the students’ best way or method of absorbing
information. Some can learn better by only listening or reading, some may absorb
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more from only visual approach, others may obtain the information from physical
activities.
3) Defining the Learning Objectives
The next step is the researcher should define the learning objectives. The
learning objectives contain what the students should achieve. Learning objectives
must be in the form of measurable outcomes produced by the students. Kemp
(1977, p. 24) states that writing objectives is a developmental activity that requires
refinements, changes, and additions as the writer develops subsequent planning
steps.
4) Listing the Subject Content that Support Each Objective
Subject content comprises the selection and organizing of the specific
knowledge, skill, and attitudinal factors of any topic (Kemp, 1977, p. 44). It
includes notes or outline of information for the preparation of any lesson, speech,
or a report. For organizing the content, the research needs to consider the four
levels of objectives categorized by Gagne (1985). They are facts, concept,
principles, and problem solving. The lowest level is factual information. In this
level, the students lead to the concept of certain topics.
5) Enhancing the Pre-assessment
This step is about what each student has mastered and acquired about the
object to be studied. Pre-assessment can give the researcher information about to
what extent each student has acquired the necessary prerequisites for studying the
topic and what the student may have already mastered about the subject to be
studied (Kemp, 1977). It is used to ensure the researcher whether the students
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already know the topic or not. Therefore, there is no time wasted by the students
to study the same topic twice. Then, the learning activities are efficiently and
effectively used by the researcher and the students.
6) Selecting Teaching or Learning Activity and Resources
In achieving the learning objectives, the researcher needs to list the subject
and needs some selected teaching or learning activities to help the students
achieve the learning objectives. Kemp (1977) states,
You must determine the most efficient and effective methods and the
select the materials to provide learning experiences that will utilize the
content associated with each objective (p. 55).
The activities chosen should be relevant for the students. Therefore, in this step,
teaching and learning activities are selected for an instructional design. In this
research, the researcher chooses teaching or learning activities to be put in the
materials.
7) Organizing the Support Services
The researcher must require any support services to implement the
instructional plan. Kemp (1977) states,
Support services must be considered at the same time instructional plans
are being made and materials, being selected. In addition, consideration
must be given to coordinating the planned program with other operational
aspects of the institution (student schedules, guidance services, and so
forth) (p. 85).
These services include funds, facilities, equipment, and personnel whose time
must be scheduled for participation in the instructional design.
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8) Evaluating
The last step is evaluating the students’ learning. The purpose is to revise
and evaluate any phases of the plan if there is any improvement needed.
According to Kemp (p. 91), the objectives indicate what the evaluation should be.
By stating them clearly, the researcher has assured measuring directly what the
researcher is teaching. Kemp (1977) says that the eight elements are
interdependence. The plan relating to one element may affect other and directly
related to “revision”. In addition, it will be a flexible process. The instructional
designer can start from any step which he or she is ready to start with and the
move back and forth to the other steps. In this research, some of Kemp’s theories
will be elaborated with the theory of imperative sentences since the designed
materials are for understanding the prohibition sentence patterns.
Figure 2.1. Kemp’s Instructional Design Model (1977)
2. Imperative Sentences
In English grammar, an imperative sentence is a type of sentence that gives
advice or instructions or that expresses a request or command (Hare, 2005). There
Evaluation
Subject content
Learning objectives
Learners’ characteristics
Goals, topics, and general purposes
Pre-assessment
T/L activities resources
Support services
Revise
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are some types of imperative sentences, such as instructions, warning, advice, and
command. Imperative sentences have negative form sentence. It is often called
prohibition sentences. In this research, the researcher will discuss the prohibition
sentence patterns. Prohibition sentences have similar meanings between other
sentences such as, warning and caution sentences. It makes the students confused
to differentiate these sentences.
According to Andrew (2010), prohibition sentence is an expression to warn
other people not to do something or to forbid. It has three patterns; they are verbal
prohibition, nominal prohibition, and verb -ing form. Prohibition sentence is the
negative form sentence of imperative sentences. The students usually feel
confused to differentiate the sentence patterns. The sentence patterns will describe
in the following section.
a. Verbal Prohibition
Andrew (2010) states that verbal prohibition sentence patterns are
formulated by using “do not” before infinitive. The bare infinitive is called Verb 1
form such as listen, read, and talk. The example of the verbal prohibition will
describe in Table 2.1.
b. Nominal Prohibition
According to Andrew (2010), nominal prohibition sentence patterns are
formulated by using “do not” before adjective or adverb. Adjective is a word or
phrase naming an attributed, added to or grammatically related to a noun to
modify such as lazy, angry, and crazy. An adverb is a word or phrase that
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modifies an adjective, verb, or other adverbs, such as there, slowly, and quickly.
The example of the nominal prohibition will be described in Table 2.1.
c. Verb -ing Form
Andrew (2010) states that -ing is a suffix used to make one of the inflected
form of English verb. It is used as a present participle, as a gerund, and sometimes
as an independent noun such swimming, smoking, and littering. The example of
the verb -ing form will be described in Table 2.1.
Table 2.1. The Example of Prohibition Sentence Patterns
Verbal Prohibition Nominal Prohibition Verb -ing Form
Don’t sleep in the class! Don’t be lazy to keep
studying!
No smoking in this
room!
Don’t lie to me! Don’t be late to go to
school!
No swimming in the
beach!
3. Interactive Games
Game is one of techniques in teaching and learning English. It makes the
students more interested to learn English. Wright, Betteridge, and Buckby (2006)
state that game is an activity which entertaining and engaging, often challenging,
and usually interact with others. According to Bell and Wieckert (1985), games
can help the students to understand the concepts and give motivation in learning.
According to the Oxford dictionary, interaction is action and communication
between two people or more. Therefore, the researcher concludes that interactive
game is a technique which includes three principles They are competition, rule,
and enjoyment that can make the students have interaction and communication
with others.
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a. The Benefits of Using Games
According to Wright, Betteridge, and Buckby (2006), games have some
benefits in teaching and learning activities. They are:
1) Language learning is hard work
Games help and encourage the learners to sustain their interest and work.
One must make an effort to understand, to repeat accurately, to adapt and to use
newly understood language in conversation in a written composition. Effort is
required at every moment and must be maintained over a long period of time.
2) Experiencing language
Games help the teachers to create the context in which the language is
useful and meaningful. The learners want to take part and in order to do so must
understand what others are saying or have written. They must speak or write in
order to express their own point of view or give information. Games also provide
one way of helping the learners to experience the language.
3) Repeated use of language items
By producing speech such as information and opinion, games provide the
key features of ‘drill’ that will be used as the part of communication using the
target language. The contribution of drill exercises lies in the concentration on a
language form. Games involve the emotions and the meaning of the language is
more vividly experienced.
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4) Central learning
Games provide intense and meaningful practice of language. Then they
must be regarded as central to a language teacher’s repertoire and not merely a
way of passing the time.
b. The Roles of Teacher and Students
According to Sanchez, Morfin, and Campos (2007), a main feature for
applying games in the class is the teacher-student relationship. It is important
because the teacher should inspire students’ confidence and motivation. The role
of both teacher and students in the implementation of game will be explained in
the following sentences. First of all, the teacher should be as a model whose main
function is to give clear instructions and a little demonstration of game itself. It
should be done until the teacher can make sure that students understand the
activity.
The second role of the teacher is as moderator, whose function is mainly
focused on observing analyzing, helping, taking notes, making sure that the game
does not get out of hand, and providing feedback until the game is over. When the
activity is centered on students, the teacher has minimum participation in the
game. The last role is the teacher as judge, which is related to how to approach
students to the game. On the other hand, the students’ roles depend on what the
interactive game’s needs. In addition, the students have to follow the rules of the
game. Although they do not notice that they are achieving a specific part of the
foreign language.
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c. The Categories of Interactive Games
According to Ingvar (1995), there are several categories of interactive
games that can be used as in teaching and learning. This information will be
described as follows.
1) Group Games
Group game is a game played in a group. The students will be divided into
large group or small group. In this game, the students should work together in a
group to solve problems. The examples of group games are stirred words and
sentences. The students should work in small group to arrange the letters and
words. The group consists of 3 – 4 students.
2) Educational Card Games
Card game is a game played using cards as the main device. One of the
examples of educational card games is Bingo. This game is an excellent activity to
use in learning language teaching because the teacher can draw words and the
students have pictures on their cards. The students are able to understand the
words to be able to match to the right pictures.
3) Words Games
Word game is good for language teaching. The examples of word games
are crossword puzzle and word searches. The students get the words in their
native but they are hidden in the word searches and match the crossword puzzle in
the target language. Another example is filling in a chart. The students have to
find, for example a city, a country, or a type of food.
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4) Drawing and Coloring Games
An example of the drawing and coloring games is drawing in a foreign
language. The students have to draw on the blackboard or whiteboard instead of
acting. They could work with other types of vocabulary such as noun, verb, or
adjective.
5) Educational Games
Educational game is a game played to teach the students about a specific
subject and teach about skill. The game gives students’ fundamental needs of
learning by providing enjoyment, motivation, creativity, social interaction and
emotion. The mail game is one of examples from educational games. The
students have to deliver mail and make sure it gets to the right places. The teacher
should make the envelopes and the mail. The envelopes should be labeled with
specific name such as kitchen, bathroom, and garden. Then, the mail with words
that fit into specific envelope, for example grass or flower would match the
envelope labeled garden. The first one to deliver all of the mail would become the
win if it turned out correctly.
B. Theoretical Framework
In this section, the researcher synthesizes all basic theories discussed in the
theoretical description. The theories are about interactive games and prohibition
sentence patterns. This study aims to design interactive games for eighth grade
students of SMP Negeri 1 Sleman Yogyakarta. Furthermore, the researcher uses
the theories of prohibition sentence patterns based on Andrew’s theory (2010) to
know the types of prohibition sentence patterns.
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This research also uses interactive games as the technique. Interactive
games in this study refers to an activity when the students are doing interaction
with others in the learning process. Furthermore, the researcher uses theory based
on Ingvar (1995) and Wright, Betteridge, and Buckby (2006) to know the benefits
of using interactive games and the types of interactive games.
In this research, the researcher uses an instructional design model proposed
by Kemp (1977). There are eight stages. The stages are (1) Considering Goals,
Listing Topics, and Stating the General Purpose for Teaching each Topic, (2)
Identifying Learners’ Characteristics, (3) Specifying Learning Objectives, (4)
Listing the Subject Content that Supports each Objective, (5) Developing Pre-
assessment, (6) Selecting Teaching and Learning Activities Instructional
Resources, (7) Organizing Support Services, and (8) Evaluating.
However, the researcher only uses some of the stages. They are (1)
considering Goals, Listing Topics, and Stating the General Purpose for Teaching
each Topic, (2) Identifying the Learners’ Characteristics, (3) Specifying Learning
Objectives, (4) Listing the Subject Content, (5) Selecting Teaching or Learning
Activities, and (6) Evaluation.
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CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher explains about research method, research
setting, research participants, research instruments, data gathering technique, and
data analysis technique.
A. Research Method
According to Borg and Gall (1983), Research and Development (R&D)
study in education is to develop and validate the educational products and the
steps consisting of study findings, developing the products based on the findings,
field testing and revising the product. The steps in the R&D are (1) research and
information collecting, (2) planning, (3) developing preliminary form of product,
(4) preliminary field testing, (5) main product revision, (6) main field testing, (7)
operational product revision, (8) operational field testing, (9) final product
revision, and (10) dissemination and implementation (p. 775). The researcher
decided to use some of the steps in order to make suitable designed materials for
the students. The researcher developed an instructional model designs from Kemp
(1977) and used them as the implementation of Research and Development
(R&D) method. The five steps were described as follows.
1. Research and Information Collecting
Borg and Gall (1983) state that the step of the research and information
collecting includes review of related literature, classroom observation and
preparation of the report of state of the art. The researcher conducted library study
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to find out the theories related to the research, such as reading books about
instructional design models, R&D method, interactive games, and prohibition
sentence patterns. It was to give more information about underlying the theories.
Then the researcher conducted classroom observations to know the
students’ needs and characteristics. In order to gather more data, the researcher
had an interview with the English teacher of SMP Negeri 1 Sleman Yogyakarta
who was teaching the eighth grade students. After that, the researcher distributed
the questionnaires to the eighth grade students.
2. Planning
Moreover, the researcher made a plan based on the research and
information collecting to develop the designed materials. According to Borg and
Gall (1983), the most important aspect of planning a research-based education
product is the statement of the specific objectives to be achieved by the product.
Therefore, the researcher identified the goals, selecting topics, and listing general
purposes. Afterwards, the researcher specified the learning objectives.
3. Developing Preliminary Form of Product
According to Borg and Gall (1983), developing preliminary form of
product includes preparation of instruction of the instructional materials,
handbook, and evaluation devices (p. 779). The researcher developed the designed
materials based on the data gathered from the interview, class observation, and
questionnaires. The researcher listed the contents and sequence of the content and
selected the instructional strategies which were used.
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4. Preliminary Field Testing
Borg and Gall (1983) state that the purpose of preliminary field testing is
to obtain an initial qualitative evaluation of the new educational product (p. 782).
In this step, the research distributed some questionnaires to the English teacher of
SMP Negeri 1 Sleman Yogyakarta who was teaching the eighth grade students and
three English lecturers of Sanata Dharma University who had the experience of
teaching and designing materials. The preliminary field test was done to get
feedback and suggestion about the designed materials. The results of the
questionnaires were important to improve the designed materials.
5. Main Product Revision
This step was the result of the revised materials after the evaluators gave
feedback and suggestion for the designed materials. The revision aimed to revise
the weaknesses of the materials. In addition, the evaluation was used to ensure
that the designed materials were good and acceptable for the students. The main
product revision was the last step which was done by the writer.
B. Research Setting
The setting of this research is divided into two parts. The first part is the
setting of the research and information collecting and the second part is the setting
of the preliminary field testing.
1. The Setting of Research and Information Collecting
The researcher conducted this research in SMP Negeri 1 Sleman
Yogyakarta which is at Jalan Bhayangkara 27, Medari, Caturhargo, Sleman,
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Yogyakarta. The researcher conducted the research in February 2017 in the
second semester.
2. The Setting of Preliminary Field Testing
The preliminary field testing was conducted in July 2017. In this step, the
researcher consulted the designed materials to some participants who became the
material evaluators. The evaluators were the English teacher of SMP Negeri 1
Sleman Yogyakarta and three lecturers of English Language Education Study
Program of Sanata Dharma University.
C. Research Participants
The participants for this study were divided into two groups. The first
group was the participants in the research and information collecting and the
second group was the participants in the preliminary field testing.
1. The Participants in the Research and Information Collecting
The first participants in the research and information collecting were three
English teachers of SMP Negeri 1 Sleman Yogyakarta. The English teachers were
selected due to their experiences in teaching English to the eighth grade students.
The second participants were the 31 students of the eighth grade of SMP Negeri 1
Sleman Yogyakarta. From the second participants, the researcher obtained
relevant information, such as the approach in teaching English, the materials and
classroom activities, the learning media, and also the students’ difficulties in the
prohibition sentence patterns for the analysis of the questionnaires and the
observation. Further, this information would be used to analyze the learners’
characteristics.
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2. The Participants in the Preliminary Field Testing
The participants in the preliminary field testing were the evaluators of the
designed materials. The first one was the English teacher at SMP Negeri 1 Sleman
Yogyakarta who was teaching the eighth grade students. The other ones were
three lecturers of the English Language Education Study program at Sanata
Dharma University. They were selected by the researcher due to their experiences
in English language teaching and designing English materials. It was expected
that the researcher gained evaluation, feedback, and suggestion for improving the
designed materials.
D. Research Instrument and Data Gathering Technique
In this part, the researcher describes about instrument and data gathering
technique used in this research.
1. Instrument
In this research, the researcher used some instruments. There are three
types of instruments applied to gather data which are observation, interview, and
questionnaire. The detailed information describes in the following section.
a. Observation
Observation is the first instrument used in this research. McDonough and
McDonough (1997) state that there are two major types of roles researchers apply
during observation. In this research, the researcher became a non participant. The
researcher observed without participating or taking any active part in the situation
(McDonough and McDonough, 1997, p. 434). During the observation, the
researcher sit on the back row while taking notes of the teaching learning
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activities and the students’ activities toward writing using the prepared
observation forms. The class observations were done two times on August 3, 2016
and August 5, 2016. The observations were conducted when the researcher was
doing PPL as a practice teacher at SMP Negeri 1 Sleman Yogyakarta.
b. Interview
The second instrument used was interview. Interviews consist of oral
questions asked by the interviewer and oral responses by the research participants
(Gall, Gall, and Borg, 2007, p. 228). The researcher asked open-ended question to
gather the data from the teacher, so that the interviewee easily answered the
questions. The researcher conducted the interview with the English teacher who
was teaching the eighth grade students in SMP Negeri 1 Sleman Yogyakarta. The
interview was held in Bahasa Indonesia in order to gain clearer answers. The
interview results were translated into English. This instrument was used to gather
the information about the students’ needs and also their difficulties in learning
sentence patterns.
c. Questionnaire
The third instrument is questionnaire. Questionnaires are printed forms that
ask the same questions of all individuals in the sample and for which respondents
record their answers in verbal form (Gall, Gall, and Borg, 2007, p. 228). This
questionnaire provided two kinds of items, which were close-ended form
(multiple choice) and open-ended form (essay questions). The questionnaires were
distributed to the students of eighth grade in the beginning of the research, before
the researcher designed the materials. It was aimed to gather more data about the
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students. In the close-ended part, the researcher provided some statements with
the degree of agreement from 1 – 4 scale, as described in table 3.1.
Table 3.1. Degree of Agreement
Degree of Agreement Meaning
1 Strongly Disagree
2 Disagree
3 Agree
4 Strongly Agree
2. Data Gathering Technique
The data used in this research were gathered from two sources. They were
from the research and information collecting and the preliminary field testing. The
data gathering is used to help the researcher in conducting the research. The
detailed information will be described below.
a. Data Gathering Technique in the Research and Information Collecting
Step
The researcher conducted class observation in order to gain information
related to the students’ characteristics, the students’ needs, and the classroom
activities. The observation was conducted when the researcher was doing PPL as
a practice teacher at SMP Negeri 1 Sleman Yogyakarta. After that, the researcher
collected further information by interviewing English teachers of SMP Negeri 1
Sleman Yogyakarta. The researcher did an interview with the English teachers by
asking some questions related to students’ interest in English, their difficulties in
learning English, the English materials in the English class, and the difficulties in
the learning process. On other hand, the researcher also distributed some
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questionnaires to gather more data about the students. It was expected to collect
complete and clear data by using this instrument.
b. Data Gathering Technique in the Preliminary Field Testing
In the preliminary field testing, the data was obtained through evaluation
questionnaires. The researcher asked some experts to evaluate the designed
materials. The researcher asked the English teacher of SMP Negeri 1 Sleman
Yogyakarta and some English lecturers of the English Language Education Study
Program of Sanata Dharma University as the evaluators of the designed materials.
The feedback, comments, and the suggestions from the evaluators helped the
researcher in revising and improving the materials.
E. Data Analysis Technique
After gathering all of the data from the instruments of the research, then
the researcher analyzed the data to answer the research questions. There were two
groups of data in this study, which were the data from the research and
information collecting and the data from the preliminary field testing. The
analysis techniques from those two groups of data were explained in the following
section.
1. The Technique for Analyzing the Data from the Research and
Information Collecting
In this research, some observations were done by visiting the eighth grade
students when they had English class in August 2016. The researcher observed the
teaching and learning process including the students’ characteristics, the students’
needs, and the teaching-learning activities in the classroom. The researcher used
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the observation results to find out problems that happened in the classroom. The
information was helpful in designing materials for them.
The researcher needed to analyze the data in the step of research and
information collecting. The researcher conducted the interview by using Bahasa
Indonesia. However, the results were translated into English. The results of the
interview were row data. In analyzing the raw data, the researcher summarized the
content to get the main ideas of the interview. The researcher used the interview
result to reflect on what materials needed by the classroom and students.
In this research, the researcher provided two questionnaires. The first
questionnaire distributed for the students to know the students’ needs. The
researcher made the table of needs analysis questionnaire to recapitulate the
number of respondents who chose certain responses. The students’ opinions in the
form of close-ended questions were shown statically. In addition, the students’
opinions in the form of open-ended questions were shown in sentences. In
analyzing the answers, the data collected would be calculated using percentage as
follows.
𝑛
𝑁× 100% Note:
n = the total number of the students who choose certain answer
N = the total number of the students
The researcher counted the degree of responses in each question. Then, the
researcher put the number of result of each answer to ‘participants’ column. After
that, the researcher counted the percentage of each answer carefully. There were
several stages which were conducted to count the percentage. First, the writer
divided the number of the students who chose certain answers with the total
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number of students. Second, the results of the previous step were multiplied by
100%. Finally, the results of percentage were put in the ‘percentages’ column.
2. The Technique for Analyzing the Data from the Preliminary Field
Testing
The second questionnaire was to evaluate the designed materials. The
questionnaire results were used as the consideration in designing validation. The
researcher gave the questionnaire to the evaluators to fill it. From this
questionnaire, the researcher would get feedback from evaluators. Then the
researcher could revise the designed materials. The researcher divided the
evaluation questionnaire into two parts. In the first part, the researcher used
semantic differential for data gathering. Osgood, Suci, and Tannenbaum (1957)
state, semantic differential is a type of a rating scale designed to measure the
connotative meaning of objects, events, and concepts or attitudes. It consists of a
scale between two bipolar words or a range of words or numbers ranging across a
bipolar position (Osgood et al., 1957). In this part, there were ten statements
which represented the criteria of material evaluation. To gain the evaluation, the
researcher provided ten points scale and bipolar adjectives in each statement in the
questionnaire. 1 (one) meant the weakest point and 10 (ten) meant the strongest
point for the score in each statement. Thus, the maximum total score of the 10
(ten) statements were 100 (one hundred) for one evaluator. There were four
evaluators in this research; then, the maximum total score was 400 (four hundred).
However, the researcher needed to divide the total score by the number of the
evaluators to get the mean score. In this case, total score was divided by four, so
the maximum mean score was 100 (one hundred).
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After gaining the mean score, the researcher developed criteria of
evaluation result. The researcher created interval scores to measure the result of
material evaluation. The score was within a certain interval of a mean score of the
evaluation.
Table 3.2. The Interval of a Mean Score
Mean Score Evaluation
81 – 100 Excellent
61 – 80 Good
41 – 60 Neutral
21 – 40 Fair
1 – 20 Poor
This technique was aimed to check whether the designed materials were
appropriate for the eighth grade students of SMP Negeri 1 Sleman Yogyakarta.
The researcher still considered the second part of the evaluation questionnaire in
which the second part contained feedback about the strengths and the weaknesses
of the materials and also the suggestions for improvement.
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSIONS
This chapter presents the results and discussion on the findings of the
research which address the questions stated in the problem formulation in Chapter
I. The questions are how is a set of interactive games to help the eighth grade
students of SMP Negeri 1 Sleman Yogyakarta learn prohibition sentence patterns
designed? and how does the set of interactive games to help the eighth grade
students of SMP Negeri 1 Sleman Yogyakarta learn prohibition sentence patterns
look like? The subparts are the steps in designing the interactive games for eighth
grade students and the presentation of the designed material.
A. The Steps in Designing the Materials
In this research, the researcher proposed a new instructional design model
which consisted of six steps. The model was created by Kemp’s (1977)
instructional design model. The researcher used those steps to answer the first
research problem. The steps were presented in the next section.
1. Research and Information Collecting
The researcher conducted research and information collecting by
identifying the learners’ characteristics. The learners were the eighth grade
students of SMP Negeri 1 Sleman Yogyakarta. Kemp (1977) states, “The best
assures of an individual’s success in his or her educational program, the student as
an individual learner should be respected and recognized. It aims to gather
information about students’ academic background, students’ learning condition
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and styles” (p. 18). Normally, each person should be assisted in pursuing the
learning at his or her own selection of learning materials. To serve both group or
individual means that the information about the learner should be obtained. The
characteristics are the background of the students, how long they learn the target
language, their age, and their difficulties in learning the target language. The
information was needed to develop the designed materials. The researcher
identified the students’ characteristics by conducting class observations to get the
data about the students’ needs and class condition. Then, the researcher
distributed questionnaires to 31 students of the eighth grade class. The researcher
also did interview with the three English teachers of SMP Negeri 1 Sleman
Yogyakarta. The detailed information about research and information collecting
and the identified learners’ characteristics are presented in the next part.
a. The Results of the Class Observations of the Eighth Grade in SMP
Negeri 1 Sleman Yogyakarta
The class observations aimed to obtain the general information about the
teacher’s and students’ activities during the English lesson in class. The
information about the teaching and learning activities, types of the applied-class
activities, the teacher interaction, and the class management. Besides, the
information about the use of teaching and learning media, and the students’
characteristics were also obtained. The researcher conducted class observations
during the PPL program twice. The first class observation was carried out to
generally observe the teacher’s and students’ activities in class while the second
class observation was conducted to specifically observe the teacher’s and
students’ activities in class. Therefore, the researcher used observation note on the
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second class observation. The observation note was used to help the researcher in
observing the teacher’s in class. It was because during the class observation the
researcher wrote some important notes. The results of the class observation about
the teacher’s activities in class were presented below.
1) Teaching Activity
The English teacher of SMP Negeri 1 Sleman Yogyakarta divided the
teaching activities in class into three major phases. They were pre-activity, main-
activity, and post-activity. The result of the class observations was elaborated as
follows.
The first activity was called pre-activity. The teacher opened the lesson by
greeting the students. It was continued by managing the students’ readiness to
follow the lesson and checking the list of attendance. After that, the teacher was
checking the teaching and learning media such as whiteboard, projector, and
speaker. In opening the lesson, the teacher asked the students about the previous
topic. Then, the teacher did review about the previous topic.
The second activity was called main activity. In explaining the materials,
the teacher used a simple and clear language to avoid the students’ confusion. The
teacher also related the materials and gave examples from the students’ daily
activities and experiences. Before asking the students to do the tasks, the teacher
gave clear instruction and example on how to do them correctly. Sometimes, the
teacher asked them to do their tasks in pairs or group. In giving the tasks, the
teacher considered the students’ level of comprehension. The tasks and exercises
were suited with their level of comprehension. After finishing the tasks, the
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teacher asked the students to participate in discussing the answers. The teacher
gave positive reinforcement for every correct answer from them. Furthermore, the
teacher also gave motivation and support for those who had incorrect answered in
the tasks. The teacher assisted them to correct their incorrect answers.
The third activity was called post activity. In this activity, the teacher asked
the students’ difficulties in comprehending the materials. After helping the
students solve their difficulties, the teacher asked them to conclude the materials.
Finally, the teacher gave homework to the students. The homework was taken
from the students’ module.
2) Types of Class Activity
The teacher applied various class activities to deliver the materials. The
common class activities were questioning and answering, group discussion,
listening and repeating, and role play. In varying the class activities, the teacher
aimed to avoid the students’ boredom and encourage the students’ motivation to
learn.
3) The Teacher Interaction
The teacher knew all of the students’ names. Therefore, in asking the
students’ participation, the teacher did not find difficulty in calling the students’
name. During the learning process, the teacher always checked the students’
understanding. Before continuing the materials to the next parts, the teacher gave
opportunity to the students to ask questions. Then the teacher gave clear answers
and examples. Besides, the teacher also checked and gave comments to the
students’ learning progress. To motivate the students, the teacher gave verbal
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reinforcement. The words ‘Great’ and ‘Excellent’ were commonly addressed to
the students as verbal reinforcement.
4) The Class Management
In communicating with the students or explaining the materials, the teacher
applied simple language which sometimes was combined with Indonesian. The
teacher tried to use more the target language in class. However, the teacher
sometimes found difficulty in controlling the students. Some students made noise
in the middle and nearly at the end of the lesson. The teacher should pay more
attention to them and ensure that they had been ready to continue the lesson.
5) The Teaching and Learning Media
The teacher used the appropriate media in learning and teaching such as
dictionary, video, pictures, and module. They were used to assist the teacher to
deliver the materials toward the students. Moreover, the students could also use
the teaching and learning media to comprehend the materials.
The researcher also observed the students’ activities in class. The result of
the class observation about the students’ activities in class were presented below.
1) The Students’ Readiness in Following the Lesson
The teacher entered the class after the bell was ringing. Then the students
quietly and nicely sat in their seats. They also prepared their student’s module,
notebook, and dictionary to follow the lesson. Sometimes, they also assisted their
teacher in preparing the lesson such as cleaning the whiteboard or helping to
check the projector or speaker.
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2) The Students’ Participation on the Lesson
The students paid attention to the teacher’s explanation. Some of them
actively participated in class discussion by asking and answering the teacher’s
questions. They took notes of some important points such as the meaning of some
new vocabulary and some of new sentence patterns. In showing their
comprehension, the students did the tasks well.
3) The Use of Teaching and Learning Media
The students assisted themselves by using provided teaching and learning
media to understand the materials. They knew when and how to use the media in
order to assist them in understanding the materials. Commonly, they had equipped
themselves with their personal English dictionary or asked their friends.
4) The Class Management
The students used class language appropriately such as saying “Excuse
me,” “Okay,” and “Yes.” They obeyed the class rules such as quietly sitting on
their seats and they were not allowed to walk around the class during the lesson.
However, some of them made some noises during the learning process. They also
had known that they had to appreciate someone who talked in front of the class. If
they wanted to go to the rest room, they knew that they had to ask for permission
to their teacher first.
5) The Students’ Interaction
The students had positive interaction with the teacher. They knew when
and how to interact with their teacher in a good manner. However, they also knew
when and how they interact with their classmates during the learning process.
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b. The Results of the Questionnaires Distributed to Eighth Grade Students
of SMP Negeri 1 Sleman Yogyakarta
In order to find out the more complete information about the students’
needs based on the students’ point of views, the researcher distributed the
questionnaires on the students’ needs to the 31 students of the eighth grade. The
questionnaires consisted of two parts. The first part was the close-ended
questions.
In the first part, the opinions towards the use of games in understanding
was prohibition sentence patterns in the classroom were discussed. There were
90.3% of the students like using games in learning English and the rest strongly
agreed with the statements. There were 83.6% of the students who strongly agreed
that using games in learning English made them understand more and only 6.4%
of the students who did not agree with the statements. There were only 9.6% of
the students who claimed that games could not make them happy in learning
prohibition sentences. There were also only 9.6% of the students who mentioned
that games could not help them in understanding prohibition sentence patterns.
However, 51.6% of the students agreed and 38.7% of the students strongly agreed
with the statement.
In the second part of the questionnaire, there were seven open-ended
questions. Those seven questions will be present in Table 4.1.
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Table 4.1. The List of Open-ended Questionnaire
No Questions
1. What are your difficulties in learning English?
2. What is the most favorite technique in learning Prohibition?
a) Lecturing
b) Exercise
c) Games
d) Group work
3. What are your difficulties in learning Prohibition?
4. What are your strategy to face your difficulties in learning Prohibition?
5. Do you like learning Prohibition using games? Why?
6. What are your opinion about using games as the technique in learning
Prohibition?
7. How far games can help you in understanding Prohibition?
From the answers, the researcher could conclude what the students really
wanted, needed, and expected from the course. From the open-ended questions,
the researcher concluded the information of what the students needed as describe
in the following section.
The students felt difficulties in learning English. They found the
difficulties in understanding the sentence patterns. In this case, they felt
difficulties in learning prohibition sentence patterns. It was because they were
confused to differentiate the sentence patterns.
The most interesting technique or strategy in learning prohibition sentence
patterns was using games. Almost all of the students liked playing games. The
students thought that game was very interesting technique in learning process.
Through games, they could understand the materials easily. By using games, the
students became more active in learning process.
From the gathered data of distributed questionnaire, the researcher could
conclude that games were helpful and give beneficial way to be implemented in
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the English class. Games were not only for fun but also for making the students
aware about grammar, enlarging students’ vocabularies, giving the students
motivation and chanced to learn, and for learning English. Therefore, the students
could understand more in learning English by using games.
c. The Interview Results of the English Teachers in SMP Negeri 1 Sleman
Yogyakarta
In order to find out the information about the classroom condition and
students’ needs, the researcher conducted an interview with the three English
teachers. From the interview, the researcher collected the information about the
students’ needs as presented below:
The first question was about the students’ interest of learning English. The
teachers stated that almost 90% of the students like learning English. They
thought that English was interesting. It was because English was the new
language for them. Besides, the teachers mentioned that some of the students who
have graduated from the school took English Language Study Program.
The second question was about the students’ difficulties in learning
English. The teachers stated that some of the students had difficulties in learning
English. Most of them had difficulties in speaking skills. They were shy to speak
in front of the class. Then, some of them were laughing when their friend spoke in
front of the class because they thought that it was a joke.
The third question was about the techniques or methods that were used in
learning English. The teachers stated that most of them used Scientific Approach
because the school implemented 2013 curriculum. Besides, the teachers also used
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the media to support the learning activities such as using video, pictures, and
songs.
The fourth question was about using games in learning English. The
teachers stated that they only used games in some parts during the learning
process. The teachers’ most favorite games was Role Play. According to the
teachers’ opinion, Role Play was a simple game to use in the class. It was because
the teachers did not need to prepare equipment. Besides, Role Play was a useful
game as it helped the students to practice speak up in front of class.
The fifth question was about whether or not games helped students to learn
English. The teachers stated that the students were more interested in learning
using games because they felt comfortable during the learning process. By using
games, the can memorize and understand the materials easily. On the other hand,
the students could express their ideas while playing the games. However, the
teachers should control the students, so they could follow the learning process in
the right way.
The sixth question was about the students’ understanding about
prohibition, caution, and warning. The teachers stated that some of the students
understood those topics well. It was because the sentences were short and simple.
However, most of them found difficulties to differentiate the functions of those
three materials. They were confused about the sentence patterns.
The seventh question was about the difficulties to differentiate those three
topics which were prohibition, warning, and caution. The teachers stated that most
of the students found difficulties to differentiate those three topics. Some of them
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found the difficulties of the sentence patterns and the meaning. Therefore, the
teachers should explain again and translate the meaning. Sometimes the teachers
asked them to open the dictionary.
The eighth question was about the difficulties to differentiate the
prohibition sentence patterns. The teachers stated that the students were confused
to use bare infinitive and present participle. The teachers already gave the
sentence patterns, but sometimes they were confused. They usually asked them to
write first, then the teachers would help them to correct the sentence patterns.
The ninth question was about the effort of the teachers to help the students
when finding difficulties in prohibition sentence patterns. The teachers stated that
they would explain again until the students understood. Besides, the teachers used
group discussion. Some of them would understand more if learning from their
friends. The teachers also asked the students to open their notes.
The tenth question was about the kinds of games that were useful for them.
The teachers stated that the students needed some games that could make them to
be more proactive in learning process. So, the students did not feel bored in class.
The students need to use games in learning process to help them understand the
materials. It was because some of the students found difficulties to memorize only
from the list.
2. Planning
The second step of R&D was planning. There were three parts included in
this step. First, the researcher tried to list the goals, topics, and general purposes.
The second step was defining the learning objectives.
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a. Listing the Goals, Topics and General Purposes
After collecting the information and data about the students’ needs, the
researcher then stated the goals, topics, and the general purposes of the materials
as described below:
Table 4.2. The Listing of the Goal, General Purpose, and Topic
The Goal
(Core Competence)
The General Purpose
(Basic Competence)
Topic
Understanding and
applying knowledge
(factual, conceptual, and
procedural) based on
curiosity about science,
technology, art, and
culture related to
phenomena.
Apply the text structure and
linguistic elements to carry
out the social function of the
prohibition according to the
context.
Prohibition
sentence
b. Defining the Learning Objectives
The learning objectives contained what the students could get from the
materials. The researcher wrote the learning objectives based on text genres
provided in the curriculum. The curriculum was 2013 School-Based Curriculum.
There were four units in designing the materials. Then, there were several learning
objectives in each unit. The researcher defined the learning objectives after
deciding the goal and general purpose. The learning objectives were listed in the
Table 4.3 on the next page.
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Table 4.3. The Learning Objectives
Unit titles Basic Competence Objectives
Don’t Sleep in the
Class!
Applying the text structure and
linguistic elements to carry out
the social function of the
prohibition sentence based on the
context.
1. Students are able to mention the
bare infinitive.
2. Students are able to make a
good sentence.
3. Students are able to pronounce
the sentences correctly.
4. Students are able to know the
sentence patterns of verbal
prohibition sentence.
Don’t be Late! Applying the text structure and
linguistic elements to carry out
the social function of the
prohibition sentence based on the
context.
1. Students are able to mention the
adjective and adverb.
2. Students are able to make a
good sentence.
3. Students are able to read the
sentences correctly.
4. Students are able to know the
sentence patterns of nominal
prohibition sentence.
No Littering! Applying the text structure and
linguistic elements to carry out
the social function of the
prohibition sentence based on the
context.
1. Students are able to mention the
present participle related to the
topic.
2. Students are able to make a
good sentence.
3. Students are able to pronounce
the sentences correctly.
4. Students are able to know the
sentence patterns of present
participle form of prohibition
sentence.
Review Applying the text structure and
linguistic elements to carry out
the social function of the
prohibition sentence based on the
context.
1. Students are able to mention the
bare infinitive, adjective, and
adverb related to the topic.
2. Students are able to make a
sentence correctly.
3. Students are able to pronounce
the sentences correctly.
4. Students are able to know the
prohibition sentence patterns.
3. Developing the Preliminary Form of the Product
The third step in designing the materials based on R&D method was
developing the preliminary of the product. In this step, the researcher tried to list
the subject contents and select the teaching and learning activity. In this step, the
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researcher listed the subject contents in order to clarify the learning objectives
stated in each unit. After that, the researcher selected the teaching and learning
activities.
a. Listing the Subject Content
After defining the learning objectives, the researcher started listing the
subject content. The researcher had listed some topics to be developed into the
designed materials. The topics were based on the topics suggested from the
research and information collecting step. There were four units of the designed
materials. They were Don’t Sleep in the Class!, Don’t be Late!, No Littering!, and
Review.
The interactive games in this research referred to an activity where the
students have interaction and communication with others. The game concluded
three principals: competition, rule, and enjoyment. The researcher used types of
interactive games from Ingvar (1995). Therefore, the researcher designed games
that appropriate with the students’ needs and characteristics.
b. Selecting the Teaching and Learning Activities
The researcher selected the activities that would be presented in the
designed materials. The materials were designed using interactive games as the
technique. There were three major parts in each unit in the designed materials.
The three major parts were Let’s Train Our Brain, Let’s Find Out More, and Let’s
See How Much You Remember. Each section has an activity to help the students
in achieving the learning objectives. These sections also aim to make the students
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enthusiastic to study with fun activities. The three major parts will describe
bellow.
1) Let’s Train Our Brain!
This was the warming-up activity, placed in the beginning of the meeting.
The aim of this part was to introduce the students to the topics they were going to
learn. In this section, the students dealt with some simple activities such as finding
the words, crosswords, and finding part of speech from the words to enrich their
vocabulary towards the topic. This part consisted of the language in use part
which contained main materials or useful expression related to the topic.
2) Let’s Find Out More!
This part consisted of various exercises given to the students. The exercises
were jumbled-words, jumbled-letters, making dialogue, puzzle-dialogue, hidden
message, and role play. It aimed to check the students’ understanding about the
materials that had been given in the previous phase. In this part, the students also
had chance to practice speaking skill through role play.
3) Let’s See How Much You Remember!
This was the last section of the designed materials. This part consisted of
one exercise that counted as the summary of all of the materials presented in the
previous phases. It also consisted of reflection sheet to share about the students’
feeling.
4. Preliminary Field Test
In this step, the designed materials were being evaluated by some design
experts. The evaluation is presented as follows.
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a. Evaluation
The researcher conducted the evaluation by distributing questionnaires to
some experts designed materials. The experts were three lecturers of English
Language Education Study Program of Sanata Dharma University and an English
teacher of SMP Negeri 1 Sleman Yogyakarta. This evaluation was to get some
suggestions and comments about the designed materials and to know whether the
designed materials were acceptable to the eighth grade students in SMP Negeri 1
Sleman Yogyakarta.
Table 4.4. The Description of Evaluators for Preliminary Field Test
Group of
Evaluators
Gender Educational
Background
Teaching Experience
(in year)
F M S1 S2 S3 1-5 6-10 11-15 >15
English Lecturer 2 1 - 3 - - 3 - -
English Teacher 1 - 1 - - - - - 1
There were two parts of the questionnaire. In the first part, the researcher
used semantical differential to get the evaluation score. The result of the first part
was presented below.
Table 4.5. The Result of the First Part of the Evaluation
*ST = statement
No
Evaluator
ST
1
ST
2
ST
3
ST
4
ST
5
ST
6
ST
7
ST
8
ST
9
ST
10
Total
1 9 8 8 6 7 9 7 8 8 8 78
2 7 5 8 7 7 10 4 7 7 8 70
3 8 8 7 5 7 9 6 7 7 7 71
4 9 9 9 9 9 9 9 9 9 9 90
Total Score 309
Mean Score 77.25
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After gaining the mean score, the researcher measured the result of the
designed material evaluation based on the interval of mean score. The researcher
gained 77.25 as the mean score and categorized GOOD because the mean score
existed in the interval of 61 to 80 by Osgood, Suci, and Tannenbaum (1957).
Therefore, the designed materials were acceptable to be applied for the students.
Although the result of the first part evaluation was GOOD, the researcher
considered the second part of the evaluation
The second part of the evaluation consisted of open-ended questions. The
researcher obtained the evaluators’ comments and suggestions of the designed
materials. The evaluator commented that the overall designed materials were good
and acceptable. The activities were various and interactive. The designed
materials provided an opportunity for the students to enjoy learning English
especially prohibition sentence patterns and to get closer with their friends. The
evaluator also commented that the layout was interesting for the eighth grade
students.
However, the evaluator found some weaknesses of the designed materials.
The evaluator mentioned that there were some misspelled words and grammatical
mistakes and unclear instructions. Besides, the evaluator suggested that the
researcher could contrast the color more.
5. Main Product Revision
The last step of R&D was main product revision. The researcher used the
result of the questionnaire and feedback given by the design expert to revise the
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designed materials in order to provide better designed materials. The revision was
done by conducting the following suggestions.
The first suggestion was to check the grammar. There were some
grammatical mistakes in the designed materials. The researcher read the parts
which were highlighted by the evaluator. Then, the researcher revised the
grammatical mistakes by opening the dictionary and asking some friends to read
again.
The second suggestion was to give clearer instructions. The evaluator
mentioned that there were some inconsistent instructions. The researcher decided
to accept the suggestion. Afterwards, the researcher tried to revise them to give
clear instructions in each section of the unit in order to make the students
understand more what the activity was about and what to do.
The third suggestion was to revise words. The evaluator found some
misspelled words in the designed materials. The researcher accepted the
suggestion. Therefore, the researcher should retype and revise some misspelled
words.
Based on the responses towards the evaluators’ comments and suggestions,
the researcher improved the designed materials in order to present the better on
the designed materials. The comments and suggestions contributed much in
improving and revising the designed materials. Hopefully, the materials were still
useful in learning English especially prohibition sentence patterns without the
influence of the change of the curriculum in Indonesia.
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B. The Presentation of the Designed Material
This part aimed to answer the second research question. This part is going
to present the designed materials briefly. The final version of the designed
materials can be seen in the Appendix 7.
The designed materials consisted of four units, there were Don’t Sleep in
the Class!, Don’t be Late!, No Littering!, and Review. Each unit consisted of three
major parts, namely: Let’s Train Our Brain, Let’s Find Out More, and Let’s See
How Much You Remember. The brief elaboration of the three major parts of the
designed materials was described as follows.
1. Let’s Train Our Brain
This was the warming-up activity, placed in the beginning of the meeting.
The aim of this part was to introduce the students to the topics they were going to
learn. In this section, the students dealt with some simple activities such as finding
the words, crosswords, and finding part of speech from the words to enrich their
vocabulary towards the topic. This section consisted of the language in use part
which contained main materials or useful expression related to the topic.
2. Let’s Find Out More!
This part consisted of various exercises given to the students. The exercises
were such as jumbled-words, jumbled-letters, making dialogue, puzzle-dialogue,
hidden message, and role play. It aimed to check the students’ understanding
about the materials that had been given in the previous phase. In this part, the
students also had chance to practice speaking skill through role play.
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3. Let’s See How Much You Remember!
This was the last part of the designed materials. This part consisted of one
exercise that counted as the summary of all of the materials presented in the
previous phases. It also consisted of reflection sheet to share about the students’
feeling.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of two major parts of discussion, they are conclusions
and recommendations. The researcher presents the conclusions of the study in the
first of this chapter. Then the conclusions are followed by stating the
recommendations for teachers and future researchers in the second part.
A. Conclusions
The purpose of this study was to design interactive games to help the
eighth grade students understand prohibition sentence patterns in SMP Negeri 1
Sleman Yogyakarta. As stated in the research objectives, this study aimed: (1) to
find out how interactive games to understand prohibition sentence patterns for
eighth grade students of SMP Negeri 1 Sleman Yogykarta are designed and (2) to
present the designed materials look like. To answer the first research question and
to achieve the first objective of this study, the researcher adapted instructional
designed model. The new instructional design model was Kemp’s instructional
design model (1977). It consisted of six steps, namely (1) identifying the learners’
characteristics, (2) listing the goals, topics, and general purposes, (3) defining the
learning objectives, (4) listing the subject contents, (5) selecting the teaching and
learning activity and resources, (6) evaluation. Then, those six steps combined
with five stages of R&D cycle proposed by Gall and Borg (1983). The five stages
were (1) research and information collecting, (2) planning, (3) developing
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preliminary form of product, (4) preliminary field testing, (5) main product
revision.
In the first stage of R&D, the researcher did a need survey. In this stage,
the researcher collected the data and information related to the classroom and the
students’ needs. The researcher used three kinds of instruments: (1) an
observation in the classroom, (2) an interview with the teacher, and (3)
questionnaires for the students. The data and information that were gained from
the observation, the interview, and the questionnaire were used to step on the
second stage of R&D, planning stage. In this stage, the researcher listed the goals,
topics, and general purposes of the designed materials. Then, the researcher
defined the learning objectives of the designed materials. After that, the researcher
could list the subject content and selected the teaching-learning activity and
resources for the designed materials. Those steps were included into third stage of
R&D, namely material development. The last steps of R&D stage were the
material validation and revision. In these last steps, the designed materials were
evaluated by some experts. The instrument of the evaluation was the questionnaire
that consisted of two parts. The first part was the close-ended questions. The
second part was the open-ended questions in which the evaluation would get some
feedback from the respondents. The feedback was used as guideline to revise the
designed materials. From the materials evaluation, the interval of mean score was
77.25 and categorized GOOD. Therefore, the designed materials were appropriate
to be applied in English class for the eighth grade students in SMP Negeri 1
Sleman Yogyakarta.
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The second research question in the problem formulation was answered by
the presentation of a set of prohibition sentence patterns materials using
interactive games. The designed materials consisted of four units. They were
Don’t Sleep in the Class!, Don’t be Late!, No Littering!, and Review. Each unit
consisted of three major parts. They were Let’s Train Our Brain, Let’s Find Out
More, and Let’s See How Much You Remember. The final presentation of the
designed materials can be seen in Appendix 7.
B. Recommendations
In this section, the researcher would like to give some recommendations
for the English teacher and the future researchers related to the research in this
field. The recommendations can be presented as bellow:
1. For English Teachers
The designed materials emphasize the understanding of the prohibition
sentence patterns of the students. Therefore, the teacher should be creative to vary
the learning activities, not merely based on the designed materials so that the
students will not get bored in joining the class. The teachers can also modify the
games as the technique that are appropriate to the real class situation by still
looking at the objectives of the game itself.
2. For Future Researchers
The researcher recommends the future researchers who will conduct
studies with Research and Development (R&D) select the teaching and learning
activities and resources appropriately. This influences students’ motivation to
learn. Therefore, it is essential to understand students’ needs and characteristics
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deeply. Besides, the researcher recommends future researchers to design
interactive games in order to understand the differences between prohibition,
warning, and caution. Therefore, the students are able to understand about those
three sentences better.
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APPENDICES
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Appendix 1. Permission Letter from Sanata Dharma University
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Appendix 2. Permission Letter from Badan Perencanaan Pembangunan Daerah
(BAPEDA)
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Appendix 3. Permission Letter from SMP Negeri 1 Sleman
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Appendix 4. Questionnaire of Research and Information Collecting
Saya Bernadeta Siska Indriyana, mahasisiwi Pendidikan Bahasa Inggris
Universitas Sanata Dharma akan mengadakan penelitian tentang “DESIGNING
A SET OF INTERACTIVE GAMES TO HELP THE EIGHTH GRADE
STUDENTS OF SMP NEGERI 1 SLEMAN YOGYAKARTA LEARN
PROHIBITION SENTENCE PATTERNS” untuk memenuhi tugas akhir skripsi.
Sehubungan dengan hal tersebut, saya meminta kesediaan responden untuk mengisi
kuesioner. Pengisian kuesioner ini hanya untuk kepentingan penelitian sehingga data
hasil kuesioner bersifat tertutup dan rahasia.
Terimakasih. ☺
I. Berilah tanda centang (✓) pada kolom yang disediakan sesuai dengan
pilihan Anda!
Keterangan:
Degree of Agreement Meaning
1 Sangat tidak setuju
2 Tidak setuju
3 Setuju
4 Sangat setuju
No Pernyataan
Responses
1. Saya menyukai pelajaran Bahasa Inggris
2. Saya tidak mengalami kesulitan ketika belajar Bahasa
Inggris
3. Saya merasa takut untuk berbicara Bahasa Inggris
4. Saya lancar ketika berbicara Bahasa Inggris
5. Saya ingin belajar Bahasa Inggris menggunakan games
6. Saya lebih paham belajar Bahasa Inggris menggunakan
games
KUESIONER
Nama :
Kelas :
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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60
7. Saya mengalami kesulitan ketika membedakan prohibition,
caution, warning, dan command
8. Saya senang belajar prohibition menggunakan games
9. Menurut saya games membantu saya dalam memahami pola
kalimat prohibition
II. Jawablah pertanyaan di bawah ini secara singkat dan jelas!
1. Apa saja kesulitan yang Anda temui ketika belajar Bahasa Inggris?
2. Dalam mempelajari prohibition, teknik atau strategi yang digunakan guru Anda
yang paling Anda sukai adalah:
a) Menjelaskan
b) Tugas tertulis
c) Games
d) Kerja kelompok
3. Apa saja kesulitan yang Anda temui ketika belajar tentang prohibition?
4. Usaha atau strategi apa yang telah Anda lakukan dalam menghadapi kesulitan
tersebut?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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61
5. Apakah Anda berminat untuk belajar tentang prohibition menggunakan games?
Jelaskan alasannya!
6. Bagaimana pendapat Anda mengenai penggunaan games sebagai teknik belajar
pada topik prohibition?
7. Sejauh mana games dapat membantu meningkatkan pemahaman Anda mengenai
prohibition?
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62
Appendix 5. Interview of Research and Collecting Information
Interview form for teachers
1. Apakah para peserta didik menyukai pelajaran Bahasa Inggris?
2. Apakah para peserta didik mengalami kesulitan saat pelajaran Bahasa Inggris?
3. Apa saja metode/teknik yang digunakan saat belajar Bahasa Inggris di kelas?
4. Apakah Anda pernah menggunakan games?
5. Menurut Anda, apakah games dapat membantu para peserta didik memahami
materi? Jelaskan!
6. Sejauh mana pemahaman peserta didik mengenai materi prohibition, caution,
dan warning?
7. Masalah/kesulitan apa yang mereka temui ketika membedakan ketiga kalimat
tersebut?
8. Apakah mereka mengalami kesulitan ketika membedakan pola kalimat pada
prohibition? Jelaskan!
9. Apa saja usaha yang dilakukan oleh guru ketika peserta didik mengalami
kesulitan tersebut?
10. Menurut Anda, games seperti apa yang mereka butuhkan?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Appendix 6. Questionnaire for the Designed Material Evaluation
Evaluation Sheet
This sheet is intended to obtain the evaluation on the designed materials. The title is “DESIGNING A SET OF INTERACTIVE GAMES TO HELP
THE EIGHTH GRADE STUDENTS OF SMP NEGERI 1 SLEMAN YOGYAKARTA LEARN PROHIBITION SENTENCE PATTERNS”. It is
about the interactive games for eight grade students of Junior High School. It aims to help the students understanding the prohibition sentence patterns.
Later on, the data is used to revise and improve the designed material.
Evaluator Identity
Name :______________________________________
Educational Background : ( ) Diploma (D3)
: ( ) Bachelor Degree (S1)
: ( ) Master Degree (S2)
: ( ) Doctorate Degree (S3)
Teaching Experience : ( ) 1 – 5 years
: ( ) 6 – 10 years
: ( ) 11 – 15 years
: ( ) > 15 years
Note:
The name of the respondent will not be stated in the writing of this research. The name is only for the researcher’s archive.
63
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PART 1
Circle one number in each statement that represents your evaluation towards the designed materials.
NO STATEMENT
1 The learning objectives
Very badly-formulated 1 2 3 4 5 6 7 8 9 10 Very well-formulated
2 The correspondence between the learning objectives and the goal, general purposes, and topics
Very badly-matched 1 2 3 4 5 6 7 8 9 10 Very well-matched
3 The correspondence between each subject content and the materials
Very badly-matched 1 2 3 4 5 6 7 8 9 10 Very well-matched
4 The instructions for each activity
Very complicated 1 2 3 4 5 6 7 8 9 10 Very simple
5 The learning activities
Very boring 1 2 3 4 5 6 7 8 9 10 Very interesting
6 The opportunity to have interaction with others in each activity
Very insufficient 1 2 3 4 5 6 7 8 9 10 Very sufficient
7 The learning resources
Very monotonous 1 2 3 4 5 6 7 8 9 10 Very various
8 The learning activities and resources
Very badly-developed 1 2 3 4 5 6 7 8 9 10 Very well-developed
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9 The intended materials for eight grade of Junior High School students
Extremely out of context 1 2 3 4 5 6 7 8 9 10 Very suitable
10 The layout of the design
Very bad 1 2 3 4 5 6 7 8 9 10 Very good
PART 2
Please give your comments towards the strengths and the weaknesses of the material design, and the suggestions for improvement.
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Appendix 7. The Final Version of the Designed Material
“Interactive Games for Eighth Grade Students to Help Understanding
Prohibition Sentence Patterns”
66
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Bernadeta Siska Indriyana
Junior High School Students
for
for
Grade
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Preface
The author is very grateful for God’s blessings so that she could finish designing interactive games for Junior High School students. The design aims to provide English materials for eight
grade students of Junior High School of SMP Negeri 1 Sleman Yogyakarta which focuses on the
learning of prohibition sentence patterns through interactive games.
Moreover, the design refers to Content Standard of English subject in 2013. Although there
are many changes of curriculum in Indonesia, the design is expected to be able to help the
students to learn the prohibition sentence patterns.
The materials and activities are developed with the principles of Interactive Games in
learning language to make the students active and have interaction with others, either in pairs
or in small groups. Through this design, students are expected to be able to understand and use
English to express their ideas on prohibition. Besides, teachers act as facilitators, giving feedback
and encouraging students to communicate well.
To achieve the goal of learning, this design provides three kinds of learning contents,
namely are Let’s Train Our Brain, Let’s Find Out More, and Let’s See How Much You Remember.
Let’s Train Our Brain appears as the opening part of the unit in order to enrich their vocabulary
related to the topic. Then, Let’s Find Out More helps the students to understand the language
form through interactive games. The students also are given another chance to do speaking
activitiy before they do self-reflection through Let’s See How Much You Remember.
As an acknowledgement, this design is not going to be published in public; whereas, it is
for qualifying the writer’s final project and for teaching/learning English in SMP Negeri 1 Sleman
Yogyakarta. The writer realizes that the design still needs improvements. Input and suggestions
from various parties are very useful for further design. Hopefully this design contributes benefits
for English learning in Indonesia.
Writer
Bernadeta Siska Indriyana
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Table of Contents
Preface ............................................................................................................................................. i
Table of Contents .......................................................................................................................... ii
UNIT 1: DON’T SLEEP IN THE CLASS! ................................................................................... 1
A. Le’t Train Our Brain ...................................................................................................... 1
1. How many words do you get? ............................................................................ 1
B. Let’s Find Out More ....................................................................................................... 3
1. Stirred Words ............................................................................................................ 3
2. Stirred Sentences ..................................................................................................... 5
3. Who is the Fastest?.................................................................................................. 6
4. Keywords .................................................................................................................... 7
5. Look Around ............................................................................................................. 7
6. Let’s Act ...................................................................................................................... 8
C. Let’s See How Much You Remember ..................................................................... 9
1. Checking Your Understanding ............................................................................ 9
2. Reflection ................................................................................................................... 10
UNIT 2: DON’T BE LATE ............................................................................................................ 12
A. Le’t Train Our Brain ...................................................................................................... 12
1. Crosswords ................................................................................................................. 12
B. Let’s Find Out More ....................................................................................................... 13
1. The Lost Twin ............................................................................................................ 13
2. Silent Speaking ........................................................................................................ 14
3. Give me Advice, please! ........................................................................................ 15
4. Keywords .................................................................................................................... 16
5. Look Around ............................................................................................................. 16
6. Let’s Act ...................................................................................................................... 17
C. Let’s See How Much You Remember ..................................................................... 18
1. Checking Your Understanding ............................................................................ 18
2. Reflection ................................................................................................................... 19
UNIT 3: NO LITTERING ............................................................................................................... 21
A. Le’t Train Our Brain ...................................................................................................... 21
1. Hidden Message ....................................................................................................... 21
B. Let’s Find Out More ....................................................................................................... 22
1. Dialogue Puzzle ....................................................................................................... 22
2. Whisper and Write ................................................................................................. 23
3. Keywords .................................................................................................................... 24
4. Look Around ............................................................................................................. 25
5. Let’s Act ...................................................................................................................... 25
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C. Let’s See How Much You Remember ..................................................................... 26
1. Checking Your Understanding ............................................................................ 26
2. Reflection ................................................................................................................... 27
UNIT 4: REVIEW ............................................................................................................................ 29
A. Le’t Train Our Brain ...................................................................................................... 29
1. Sweet Candy ............................................................................................................. 29
B. Let’s Find Out More ....................................................................................................... 31
1. Look and Say ........................................................................................................... 31
2. Keywords .................................................................................................................... 32
3. Poster Time ............................................................................................................... 33
4. Can I See You? ......................................................................................................... 34
C. Let’s See How Much You Remember ..................................................................... 35
1. Checking Your Understanding ............................................................................ 35
2. Reflection ................................................................................................................... 37
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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How Many Words Do You Get?
Find a partner.
Circle the words that you get in the column. You may make a horizontal or vertical circle to highlight the words. The words are about bare infinitives (verb1) that are usually used in prohibition sentences.
Find the meaning without opening the dictionary.
Guess the meaning from the context or discuss it with your partner. You may also compare it with other groups.
Become “THE BEST” for the group who has finished first and get one star for each member.
Do these activities in 10 minutes.
Let’s play.
DON’T SLEEP IN THE
CLASS!
Unit 1
Students are able to mention the bare infinitive. Students are able to make a good sentence. Students are able to pronounce the sentences correctly. Students are able to know the sentence patterns of verbal
prohibition sentence.
Objectives
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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a w t x i u m z r c d s y b
b s o c r z l i t t e r x d
c f u u e q w e r y a d z c
v b c i c h e a t f i s d w
f n h o p k i d v o t m h e
b m k l o x q b h k p o c i
g s p e a k l e c e r k v o
h l v b c v u t n m h e d p
j p e r k s t w a l k i t d
k c n e j w x y s d v u e s
l s t q n i v b e c f h h v
m x e w l m i p s t o p l k
f o r g e t a w y z d g f j
The list of the words and meaning!
Word Meaning
1. _______________________ ____________________________
2. _______________________ ____________________________
3. _______________________ ____________________________
4. _______________________ ____________________________
5. _______________________ ____________________________
6. _______________________ ____________________________
7. _______________________ ____________________________
8. _______________________ ____________________________
9. _______________________ ____________________________
10. _______________________ ____________________________
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Stirred Words
a-l-s-e-t
i-l-e
v-e-e-l-a
p-e-s-l-e s-u-i-b-r-d-t e-m-o-v
d-e-r-a t-s-t-r-u e-t-l-a
t-h-u-s-o
What should you do?
✓ You make a group that consists of 3 – 4 students.
✓ Each group will get two envelopes. The pink envelope consists of jumbled letters. The blue
envelope consists of the clue to arrange the letters.
✓ The first student takes the clue and reads for the second student. The second student tries
to guess the word by looking at the jumbled letters and arrange them. Then, the second
student reads the word. Do these activities continuously.
✓ You have 10 minutes to do these activities.
✓ The group who has finished first with correct answer will become “THE BEST” and get one
star for each member.
✓ The group will compare their answer with another group.
✓ Let’s play.
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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To take something without permission of the owner and keep it.
To look at words or symbols and find out the meaning.
To believe that someone is good and honest.
To say something that is not true in order to deceive someone.
To go away from someone or something for a short time or
permanently.
To take something without permission of the owner and keep it.
To interrupt what someone is doing.
To be in the state of rest when your eyes are closed, your body is not
active, and your mind is unconscious.
To speak with a very loud voice.
To change position.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Stirred Sentences
use – the – don’t – phone – cell
_________________________
blame – her – don’t
__________________________
go – don’t – me – from – away
_________________________
me – leave – don’t – alone
___________________________
door – don’t – the – open
___________________________
✓ Find a partner. ✓ Each group will get five cards. ✓ Arrange these words to form the right sentences. ✓ Write them under the jumbled sentences. ✓ Become "THE BEST” for the group who has finished first and get one star for each
member.
✓ Find another group to check the answer and read aloud using your expression. ✓ You have 10 minutes to do these activities. ✓ Let’s play.
What should you do?
2
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Who is the Fastest?
What should you do?
✓ You will be divided into two groups, for example, group A and group B. ✓ You will make a line in your own group. ✓ There are some pictures on the board. ✓ The student who is standing in the last row chooses one picture and read for the student
who is standing in the first row. The student who is standing in the first row will mark on the picture. Do these activities continuously with different student until all pictures are marked.
✓ The group who has finished first is “THE BEST” and get one star for each member.
✓ You have 15 minutes to do these activities.
✓ Let’s play.
3
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Keywords
Look Around!
Find a partner!
Read aloud the dialogue below with your partner!
Go outside for 5-10 minutes and look around to find the most interesting situation that
helps you make dialogue like the example below!
Don’t forget to apply at least three prohibition sentences in the dialogue.
Let’s start. pattern in your dialogue!
What should you do?
Mom: Lola, please wash your hands before having lunch!
Lola: Okay Mom.
Mom: Turn off the tap before you leave the wasteful! Don’t let the water
overflow!
Lola: Okay Mom. But why?
Mom: Ouch…Lola, don’t forget that it is the dry season now!
Lola: Yes, mom, I watch them on television.
Mom: So, you cannot let water flow for nothing, while a lot of people
outside are unable to use even a small amount of it. We should help the
earth to preserve water for everyone.
Lola: Yes, mom, I’ll always remember that.
5
4
Don’t + Bare Infinitives Don’t forget to study!
Don’t come late!
Read the sentence pattern and the example below
with your partner.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Let’s Act!
Practice your dialogue with your friend through Role Play.
Do the Role Play with your friend in front of the class!
Use your body movement and expression to make your
performance more interesting.
Become “THE BEST” for the most interesting group and get
one star for each member.
Let’s play!
6
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Checking Your Understanding
Match the following rules and signs!
Do not take pictures!
Do not swim in this lake!
Do not walk on the grass!
Do not turn right if the light is red!
1
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What are the new words related to the topic that you learn
today?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
___________________________________________
Reflection
How much do you understand the today topic?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
________________________________________
Write the verbal prohibition sentence pattern and give
example!
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_______________________________________
What do you want to improve?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
___________________________________
What are your difficulties in learning this topic?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
___________________________________________
6
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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I can understand the topic.
I can make verbal prohibition sentences
clearly.
I can understand the verbal prohibition
sentence pattern.
I can get new vocabulary about verbal
prohibition.
How many stars do you get?
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Crosswords
Find a partner.
Try to fill the crosswords below with your partner. You can
use the definition below to help you fill it.
Become “THE BEST” for the group who has finished first
and get one star for each member.
Do these activities in 10 minutes.
Let’s play.
DON’T BE LATE!
UNIT 2
Students are able to mention the adjective and adverb. Students are able to make a good sentence. Students are able to read the sentences correctly. Students are able to know the sentence patterns of nominal
prohibition sentence.
Objectives
1
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9
1 5
8
4
7
2 3
6
10
The Lost Twin
Across
2. unhappy or causing sorrow
4. a sound especially when loud or
unpleasant
6. near the end of a period time
8. filled with anger
10. showing a lack of intelligence
Down 1. unwilling to work
3. frightened of somebody/something or that
something bad will happen
5. foolish; not sensible
7. not taking
9. nervous or embarrassed about meeting
others
re
1
What should you do?
You will get a card. There is a sentence in the card.
You must read the sentence and find a partner who gets the
same sentence with you.
The student who has found the partner first is “THE BEST”
and get one star for each member.
You have 10 minutes to do these activities.
Let’s play.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Silent Speaking
2
What should you do?
Make a group that consists of 4 – 5 students.
Choose one card that consists of 5 sentences for each group.
Make a line with your group.
Choose one student to speak silently to their partner, moving the mouth as if speaking the
sentence, but not making any sound.
Become “THE BEST” for the group who has finished first correctly and get one star for
each member.
Do these activities in 15 minutes.
Let’s play!
Don’t be pushy! Don’t be pushy!
Don’t be angry! Don’t be angry!
Don’t be here!
Don’t be sad!
!
Don’t be nervous!
Don’t be late!
Don’t be shy!
Don’t be afraid!
Don’t be careless!
Don’t be pessimistic!
Don’t be noisy!
Don’t be there!
Don’t be greedy!
Don’t be jealous!
Don’t be lazy!
Don’t be cruel!
Don’t be here!
Don’t be sad!
!
Don’t be nervous!
Don’t be late!
Don’t be shy!
Don’t be afraid!
Don’t be careless!
Don’t be pessimistic!
Don’t be noisy!
Don’t be there!
Don’t be greedy!
Don’t be jealous!
Don’t be lazy!
Don’t be cruel!
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Give me Advice, Please!
What should you do?
3
Make a group that consists of 3 – 4 students.
Look at the example below. One student makes a condition. Then the
other students give the respond.
Do these activities continuously.
Become “THE BEST” for the group who has finished first and get one star
for each member.
Do these activities in 15 minutes.
Let’s play!
1. Don’t be lazy to keep
studying!
2. Don’t be late to go to
meeting!
3. Don’t be shy with me!
4. Don’t be afraid to try good
things!
5. Don’t be sad with your
score!
1. Don’t be pessimistic in your
competition!
2. Don’t be noisy in the class!
3. Don’t be jealous with your
brother!
4. Don’t be nervous in your
performance!
5. Don’t be angry with them!
I am sad.
Don’t be sad
boy! Keep
smilling!
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Keywords
Look Around
5
What should you do?
Find a partner.
Choose one picture and make a short dialogue based on the
picture like in the example below.
Do these activities in 15 minutes.
Let’s play!
Doni : Excuse me, Mom. I should go to school now. Mother : Yes. Don’t be late to come in the school honey. Doni : I won’t, Mom.
4
Don’t be + Adjective Don’t be lazy!
Don’t be afraid!
Don’t be + Adverb Don’t be there!
Don’t be here!
What should you do?
Read the sentence pattern and the example below with your partner.
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Let’s Act
6
What should you do?
Do the Role Play from the dialogue that had you made with
your partner in front of the class.
Use your act to express your feeling.
Become “THE BEST” for the most interesting group and get
one star for each member.
Let’s play.
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Checking your understanding
Write Prohibition Sentences Using the Correct Pattern!
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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What are the new words related to the topic that you learn
today?
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Reflection
2
How much do you understand the today topic?
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_____
Write the nominal prohibition sentence patterns and give
example!
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
What do you want to improve?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
__________
What are your difficulties in learning this topic?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
__________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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I can understand the topic.
I can make nominal prohibition sentences
clearly.
I can understand the nominal prohibition
sentence pattern.
I can get new vocabulary about nominal
prohibition.
How many stars do you get?
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Hidden Message
UNIT 3
NO LITTERING!
What should you do?
Find a partner.
Each group gets 5 cards and arranges the letters into a good word.
Each letter represents the previous letter in the alphabet. For example, IJ and you
should have spelled out HI.
The group who has finished first is “THE BEST” and will get one star for each
member.
You have 10 minutes to do these activities.
Let’s play.!
Students are able to mention the present participle related to the topic. Students are able to make a good sentence. Students are able to pronounce the sentences correctly. Students are able to know the sentence patterns of present participle
form of prohibition sentence.
Objectives
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Write down your answer below!
1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________
Dialogue Puzzle
MN KHSSDQHMF! MN RLNJHMF!
MN RVHLLHMF HM
SGD CDZDG!
MN OZQJHMF HM
SGD zqdz!
MN VZSBGHMF
SGD lnuhd!
1
What should you do?
Find a partner.
Get some pieces of paper for each group and put the pieces into a good picture.
Read the dialogue in the puzzle with your partner.
Highlight the prohibition sentences with your partner.
To be “THE BEST” for the group who has finished first and get one star for each
group.
Do these activities in 15 minutes.
Let’s play!
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Whisper and Write (W2)
Teacher: What are you doing there?
Student: I am doing my test.
Teacher: Why do you open your book?
Remember, no cheating in the test!
Please do the test by yourself!
Student: Eehhmm… Okay. I am sorry. I will not do it again.
2
What should you do?
You will be divided into two groups. For example, group A and B.
You make a line of your own group. Your friend who is standing in the
last row will whisper the sentences to the next friends. Your friend who
is standing in the first row will write the sentences on the board.
The group who has finished first is “THE BEST” and get one star for
each member.
You have 15 minutes to do these activities.
Let’s play!
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Keywords
3
No + present participle
No smoking in the area!
No cheating!
No smoking in the area! No swimming in the beach!
No littering in the class! No entering in the meeting room!
No cheating in the test! No running in the room!
No parking in this street! No drawing on the wall!
No playing in the bedroom! No sleeping in the class!
What should you do?
Read the sentence pattern and the example below
with your partner.
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Look Around
Let’s Act
4
6
What should you do?
Find a partner.
Make your own story like in the example of puzzle dialogue.
Use the correct sentence pattern.
Do these activities in 15 minutes.
Let’s play!
What should you do?
Practice your dialogue with your friend through Role Play.
Do the Role Play with your friend in front of the class!
Use your body movement and expression to make your performance
more interesting.
Become “THE BEST” for the most interesting group and get one star
for each member.
Let’s play!!
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Checking your understanding
Fill in the blank space using present participle form based on the pictures!
1. No __________ in the beach!
2. No __________ in this room!
3. No __________ in the final test!
4. No __________!
5. Please, no ___________ over the paper!
1
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What are the new words related to the topic that you learn
today?
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_______________________________________
Reflection
How much do you understand the today topic?
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
__________
Write the present participle form of prohibition sentence
patterns and give example!
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
__________
What do you want to improve?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
__________
What are your difficulties in learning this topic?
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
_______________
2
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I can understand the topic.
I can make present participle form of
prohibition sentences clearly.
I can understand the present participle form
of prohibition sentence pattern.
I can get new vocabulary about present
participle form of prohibition sentence.
How many stars do you get?
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Sweet Candy
UNIT 4
REVIEW
Students are able to mention the bare infinitive, adjective, and adverb related to the topic.
Students are able to make a sentence correctly. Students are able to pronounce the sentences correctly. Students are able to know the prohibition sentence patterns.
Objectives
What should you do?
Find a partner.
Mention the part of speech such as adjective, adverb, or infinitive for
your partner.
Choose the word and colored it. Blue is for adjective, pink is for adverb,
and green is for verb.
Take turn these activities with your partner.
Become “THE BEST” for the group who has finished first and get one
star for each member.
Do these activities in 10 minutes.
Let’s play!
1
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Read
Walk
Touch
Take
Panic Jealous
Angry Worry
Shy
Cruel
List of
words
Adjective Adverb
Infi
nit
ive
Bar
e
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Look and Say
What should you do?
Find a partner.
Get 10 cards for each group. The cards put capsize on the table.
Take one card for your friend and other friends will make prohibition sentences orally.
Take turn these activities with your partner continuously.
Become “THE BEST” for the group who has finished first and get one star for each
member.
Do these activities in 15 minutes.
Let’s play.!
1
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Keywords
2
What should you do?
Write down the keywords of prohibition sentences with your friends.
Give the example of each pattern.
Read aloud with your friends.
Become “THE BEST” for the group who has finished first and get one star for each
member.
Do these activities in 15 minutes.
Let’s play.
No + __________ __________________
__________________
Present participle form Prohibition Sentence Pattern
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Poster Time
Don’t be + ________
_________________
_________________
Don’t be + ________ __________________
__________________
Don’t + ___________ _________________
_________________
Verbal Prohibition Sentence Pattern
Nominal Prohibition Sentence Pattern
3
What should you do?
Make a group consists of 3 students.
Create your own poster with your friends.
Use correct sentence patterns. The theme is about prohibition sentences.
Do these activities in 30 minutes
Let’s play.
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Can I See You?
4
What should you do?
Display your poster in the class. You can stick your poster on the wall.
Tell other groups about your poster.
Follow the guide questions below to help you explain your poster.
1. What is the theme?
2. What is the purpose?
3. Why did you choose the theme of your poster?
4. Where is the area to stick your poster?
Ask questions or give suggestions to the presenter.
Do these activities in 5 minutes for each group to present the poster.
Become “THE BEST” for the group who has interested poster and get one star for each
member.
Let’s play.
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Checking Your Understanding
Fill in the blanks with suitable expressions! After that, read aloud the dialogues with your
friends!
Dialogue 1
Mom : Doni, come here!
Doni : Yes, mom?
Mom : Please, buy some noodle.
Doni : Yes, but not now okay, Mom? I still want to play with my friends.
Mom : __________________, Doni. I will make fried noodles for lunch.
It’s so late. Please, buy them now, will you?
Doni : Ok Mom, I will buy them now. I am sorry.
Dialogue 2
Stella : What are you doing?
Alex : I park my bicycle here.
Stella : ________________here! Look at the sign, Alex!
Alex : Oh, I’m sorry Stella. I can’t see the sign. I will park my bicycle there.
Thank you for reminding me.
Stella : You’re welcome Alex. Be careful.
Dialogue 3
Caca : Lea, do you want to join us to go to the beach?
Lea : Of course. When are you go there?
Caca : On Sunday morning. Do you have a camera?
Lea : Okay. Yes, I have a camera.
Caca : Can you bring it for taking some pictures?
Lea : Of course. _________________ to remind me on Saturday night!
Caca : Yeah. I will remind you. Thank you.
Lea : You’re welcome.
1
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Dialogue 4
Angel : Do you want to watch Beauty and the Beast movie?
Caroline : Yes, I want to watch it.
Angel : Let’s watch together on the cinema. How about this Friday?
Caroline : Ohh…Please, ____________ this Friday! I have another schedule.
How about on Saturday?
Angel : It’s okay, no problem.
Caroline : Thank you, Angel. You are a kind person.
Angel : You’re welcome.
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What are the new words related to the topic that you learn
today?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
___________________________________________
Reflection
How much do you understand the today topic?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_______________
Write the prohibition sentence patterns and give example!
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
__________
What do you want to improve?
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
_______________
What are your difficulties in learning this topic?
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
_______________
2
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I can understand the topic.
I can make prohibition sentences clearly.
I can understand the prohibition sentence
patterns.
I can get new vocabulary about prohibition
sentences.
How many stars do you get?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI