DEVELOPING FLANNEL POP – BASED ENGLISH LEARNING ACTIVITIES FOR FOR TEACHING LISTENING AND SPEAKING AT GRADE FOUR OF SD NEGERI MARGOSARI

Abstrak / Ringkasan

This study was aimed to develop Flannel Pop – based English learning activities for teaching listening and speaking at grade four of SD Negeri Margosari. Three research questions were asked on how: (1) flannel pop – based English learning activities are developed, (2) flannel pop – based English learning activities look like and (3) the characteristics of flannel pop – based English learning activities are.
The nature of this study was research and development (R & D). The instruments of this study were questionnaires, interview guide and observation sheet. There were two kinds of data in this study: quantitative and qualitative. The quantitative data were obtained from the questionnaires in the needs analysis stage and materials evaluation stage, while the qualitative data were obtained from the interview and observation in the needs analysis stage and materials evaluation stage. The study involved 22 grade four students of SD Negeri Margosari in the academic year 2012/ 2013, three Elementary School English teachers and an expert on English for Children. The steps of this study consisted of seven steps: (1) conducting needs analysis, (2) writing the course grid, (3) developing the first draft of the material, (4) getting expert judgement and evaluating the first draft of the material, (5) revising the first draft of the material, (6) doing implementation of the second draft of the material and (7) revising and writing the final draft of the material.
The product of this study is a set of flannel pop – based English learning activities for teaching listening and speaking at grade four of SD Negeri Margosari in the form of materials, a teacher’s guide and the media. The data from the research findings show that flannel pop – based English learning activities have completed the characteristics of good materials: goals, input, activity, setting, student role, and teacher role. Each unit of the materials was considered effective. It was proven by the mean value obtained from the questionnaire on the students’ responses on the implementation. The range of the mean value was 2.96 to 3.78 for Unit 1, 3.25 to 3.65 for Unit 2, and 3.27 to 3.73 for Unit 3. Based on the quantitative data conversion by Suharto (2006), those ranges fall into good and very good categories. Those data were supported by the data from the interview, field note and the observation.

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