Menggunjing Dalam Hati

“Aku sedang duduk‑duduk di masjid asy‑Syuniziyah, menunggui jenazah agar aku bisa ikut melaksanakan shalat jenazah. Orang‑orang Baghdad dengan berbagai kelasnya duduk menunggu iringan tersebut. Lalu aku melihat seorang miskin yang kelihatan bekas ibadatnya, mengemis dari orang banyak. Aku berkata kepada diriku sendiri, ‘Jika orang ini mau bekeria untuk memperoleh rezekinya, Itu akan lebih baik baginya.’

Ketika aku kembali ke rumah, maka seperti biasanya, aku mulai melakukan wirid di malam hari, rnenangis dan shalat, serta amalan‑amalan lainnya. Tetapi semua wiridku itu terasa memberatkan jiwaku, maka aku lalu tidak dapat tidur, dan hanya duduk‑duduk saja. Ketika aku terjaga, kantuk datang kepadaku, aku melihat si pengemis itu. Kulihat orang‑orang sedang meletakkan tubuhnya di atas sehamparan kain yang lebar, dan mereka memerintahkan kepadaku, “Makanlah daging orang ini, karena engkau telah menggunjingnya.” Keadaan orang itu diungkapkan kepadaku, dan aku memprotes, “Aku tidak menggunjingnya! Aku hanya mengatakan sesuatu kepada diriku sendiri.”

Lalu dikatakan kepadaku, “Perbuatan seperti itu pun tidak layak. Pergilah kepada orang itu dan meminta maaflah!’

Paginya aku terus mencari orang itu, sampai aku menemukannya sedang mengumpulkan dedaunan yang tersisa dalam air yang digunakan untuk mencuci sayur‑mayur. Ketika aku memberi salam kepadanya, ia bertanya, ‘Wahai Abul Qasim, apakah engkau datang ke sini lagi?’ Aku rnenjawab,’Tidak” Ia berkata, ‘Semoga Allah mengampuni dosa kami dan dosamu’.”

The Magazine From US "UPY 2013"

THE PROCESS OF IMITATION AND “LAD”

THE PROCESS OF IMITATION AND “LAD” BE THE FIRST STEP TO
A CHILD OF LANGUAGE ACQUISITION

Nurul Lailatul Mahmudah
enlailamahmudah@gmail.com

Abstract
Dalam penulisan ini saya ingin memaparkan tentang pemerolehan bahasa anak diusia dini yang mana dalam pemerolehan bahasa itu terjadi bukan karena adanya peniruan ( imitasi ) ataupun kebiasaan yang diajarkan oleh orangtua maupun seseorang pengajar, tapi bisa juga terjadi karena adanya suatu alat yang dinamakan LAD. Karena, menurut Chomsky pemerolehan bahasa pada anak itu bisa terjadi karena adanya LAD, semua itu sangat bertentangan dengan teori B.F Skinner yang menjelaskan bahwasannya seorang anak itu memperoleh bahasa dari lingkungannya, kebiasaannya ataupun peniruan, dengan cara seperti itulah seorang anak dapat menguasai bahasa sebagai langkah awalnya. Karena pada dasarnya seorang anak itu lahir dia seperti kertas kosong yang tidak mempunyai apa-apa, dari peniruan dan pembiasaan itulah seorang anak dapat memperoleh bahasa. Jadi dalam pemerolehan bahasa anak tidak hanya ada karena suatu alat yang di sebut LAD, tapi seorang anak juga dapat memperoleh bahasa dengan cara peniruan dan pembiasaan.

Key words: language acquisition, imitation, LAD

Introduction
Language is a special capacity is on the man to obtain and use the complex communication, and a language is a specific instance of the system, a language considered as something special, because language is a means of human beings to think that is a source of early humans gain an understanding and science, as a symbol of an understanding, language has enabled humans to understand what is around, and bring him have a science knowledge and expertise. Acquire human language passing social interaction in childhood, and children can already speak in clever more orless the age of three years. The use of language has been rooted in human culture.



Because of it, besides being used to communicate, language also has a lot of the function of social and cultural, as to signify the identity of a group, social stratification, and look to social and entertainment.
Language acquisition is a process which prevails on in the brain a child while acquiring a language her mother. Of language acquisition is divided into two, namely first laguage acquisition the one commonly called to the language of the mother or B1 and second laguage acquisition namely studies of what learning of the study of a language to another after she got his mother tongue. Of language acquisition is that the process which takes place in a young child in the brain when he reaped first language or his mother tongue. Of language acquisition usually distinguished by the learning of languages while the learning of languages relating to processes occurring at the time a child learns language second only to he reaped first language. So of language acquisition with regard to a first language, while the learning of languages with regard to a second language (Chaer, 2002: 242).
Ripeness of cognition is one of the determination of speed and success of language acquisition. The ability of acquiring a language historically been regarded as a “grace” the foundation of a scientific view espoused by (Chomsky, 1965: Arifuddin, 2010: 134) With the theory of universal grammar ( the universal grammar ), who puts inward knowledge of principles reorganize and valid for all languages.
In a process of language acquisition of a child, that of language acquisition can be received through several processes, namely the process of imitation and also with the help of a device called the lad, there are several theories and who argued against each other a language acquisition on a child.

Discussion
In schutz krashen (2006: 12) defines of language acquisition as ' the product of a subconscious process very similar to the process children undergo when they acquire

their first language. In other words of language acquisition is the process of how someone can speak or process of children in general received a first language.
In a language acquisition, a first language is the language of controlled by humans since the beginning of his life, through interaction with fellow member of the community, as family and community environment where they live. This shows that a first language is a process beginning obtained a child in know and a symbol of the sound called to the language. If in the process early show understanding and good income from family and environment language who procures, the process of language acquisition will then get ease. The stage of language this provides a big influence in the process of language acquisition children. Of language acquisition is the process of understanding and income (production) language on the self children through several stages ranging from meraban until eloquence of speech.
Of language acquisition distinguished into of language acquisition first and second of language acquisition. Of language acquisition first occur if the child has never learn any language, then acquire language. This acquisition would be one language or monolingual FLA (first language acquisition) can two languages simultaneously or sequence (bilingual FLA). Can even more than two language (multilingual FLA). While a second language acquisition happen if someone acquiring a language after occupying a first language or constituting the process of someone develop skills in a second language or foreign language.
In a language acquisition there are two processes, namely:
kompetensi is the process of mastery grammar (phonology, morphology, syntactically, and semantics) are not aware of it. This competence carried by every child since birth. Although brought since birth, requires guidance competence so that children in having performansi speaking.
b.performansi child is the ability of using language to communicate. Performansi consisting of two processes, namely the process of understanding and the process

of publishing sentences. The process involves understanding the ability of observing sentences being heard, while issuance process involving the ability produce own sentence (Chaer 2003: 167).
The factors that helped in the acquitision of language is psychological factors and social factors. Psychological factors referred to are an intellectual process that involves understanding the grammatical structure and the rule, very important in the development of memory, which includes the use of motor skills and tools for producing noise said in a language. Social factors in learning the language consider the situation, including the interaction, especially natural situation and the situation in the classroom.
In an of language acquisition there was a mechanism for an imitation, this is the mimic a language or from the vocabulary of significant for them. Usually a parent or a nanny. Conditioning is mechanisms offered by skinner. Conditioning or habituation mechanism for utterance when children and associated with objects or events that are to happen. Therefore the word which belongs to children is usually of a noun. It can also be a social cognition a child acquire understanding a word about semantics as in cognition he understood the one produces a phoneme through mechanisms atensi together. The production of gotten through a mechanism of imitation.
Imitation mechanism this is the theory of behaviorism which was to have is theoretical learning in psychology who has has emerged since the 1940s until early 1950s and John B.Watson considered as pioneer main in this theory. In this theory the baby brain time was born at all like paper/ empty plates empty (blank slate), that it will be filled with the lessons learned. For them the term implies an language a form, something that is possessed and used, and not something done. That is why they call it with verbal behavior (of behavior verbal) which then these concepts are those set out in his book B.F. Skinner titled verbal behavior (1957).


Acquisition of knowledge in human language that seemed to speak in behavior is the result of the integration of the events of linguistics that observed and affect humans. The ability to speak and understand a language by children obtained through the stimulation from the environment and son regarded as passive recipients of the pressure of the environment, do not have an active role in the process of the development of behavior its verbal.
They also do not acknowledge the child against mastery of language rules and his ability to explain the essential qualities of the language in its environment. But as for when the child of speaking that is caused by the success of the environment that forms the boy. They also did not recognize ripeness of the child in the development of language acquisition, but the developmental process at all determined by the length of exercises given by its environment. As for the development of a language is seen as progress of the application of the principle of stimulus-respon and the process of imitation.
I think children in of language acquisition can be seen from the use of a very simple language element, down to the complicated. This is influenced by a mastery of language children who are still limited to only imitate/ imitation about what is obtained from the environment. The process of imitation started from the process of admission, processing of information and reproducing information that has been accepted. Any serious this will be a system of a value on yourselves sons, hence, the environment stay kids are really affecting quick and slow its language acquisition. In language teaching, behaviorism developed a method of drill or multiply good exercise in the form of oral or written. Such as the case happened to ananda Bayu the son of Mr. Wandi, his first Bayu acquiring a language and even language both he only with the process of imitation, because a custom that is arranged by both his parents is every day song Bayu listen for children use indonesian and english language, every any consume his mother always taught Bayu to mimic what was mother say.

Because, for the son of parents figure the identification is therefore not surprising if they imitate things done parents. Children will necessarily imitate anything that he get in the family and its environment as a new knowledge that despite what he got it right or not good. imageryparents become the basis of a new understanding who procures as khazanah knowledge that means anything done their parents are considered either according to him. Any language obtained children of parents and the environment are stored on his mind as the concept of language acquisition child itself .This shows that the parents in speaking in the family ( mother tongue) is quite a child to be observed imitation. Children are imitative of all the concept that there are in the area.
According to a parent of bayu the process of imitation efficient is the way to learn new things and is one of the process of obtaining ripeness in a universal manner, namely knowledge and skill that obtained from the results of observations on a social environment, because basically a child in do something cannot be separated from the activities of imitating against what has been exercised by adults whether it is the act of and its language. The repetition of a word and phrases new that they had heard are characteristic language child.
Even so, there are other opinions against that. In his theory (Chomsky, 1965: Arifuddin, 2010: 135), Language is not a collection of customs, it was a system that terinternalisasi maxim. The process of language acquisition unspecified, by imitating improvement and the establishment of a custom but by the capacity within learner who is on his own.
Opinion is based on several chomsky assumption. First of all, the language is something that reduced ( genetics ) every language having the same pattern (which is something universal), and the environment have a small role in the process of maturation language. The second is a language neither can be controlled in a relatively short time. Third of the speech environment son is able to provide data that

enough for mastery a grammar that is complicated than adults. According to this tori the language is that of something that is complex and convoluted that impossible can be controlled in such a short time through “the imitation”.
Chomsky said that language was too complex to be studied in the near future through a method of imitation and also a first language was full of errors and irregularities when pronunciation rules or the implementation of a language (performance). He believed that a child was born with natural abilities to develop language. We can both give parable that a child learning a language sealamiah as a bird learn fly. Birds need the right environment to fly, similarly kids need input language and training. Thus, the ability to see and producing language will appear naturally so, of language acquisition are not based on acquisition nurture (was determined by its natural environment) but in nature. It means the son of acquiring a language as he acquired the ability to stand up and walk. The child does not were born as tabularasa, but has been are provided with with innate properties namely faculties of the mind that one of its parts to obtain special language, namely  “Language Acquisition Device”.
As also in his case Radit age students 2.5 years the son of Mr. Didik, radit every in home environment been taught about the names of new animal such as the name, the name of objects, the name of color and others. Indeed radit can receive what is delivered one who taught her and radit also trying to remember what taught, but it is very hard if Radit learning a language it was just with mimic what taught by parents and his deputy “said Mr. Didik”, parents Radit had desperate when teach radit introduce the names of the form of radit made all the wrong utters a word “box” repeat it until his mother 8-10 times for exemplifying pronunciation of a word “box”, is right in the brain a child Had been standing apparatus for developing its language which is called by languge acquisition device, so a child learn does not just rely on the imitation and pembiasaan from its surroundings “said Mr. Didik”. Mr. Didik

argues the process of the development of a language a child we can see every year. Child are not just in, in a passive manner, record, receive or imitative language taught by adults around it. The son has a role to play that is active, merekabersusah effort, fall and get up on in the process of a mastery of language. They bergumal with language to cultivate and broke about kebahasaan also with liku-liku the complexity of that language “according to Mr. Didik” parents of Radit. Do it naturally does not need to be imposed , the process of natural this will create example or model speaking that was good for the child “said Mr. Didik”.
It is true that the language learned through imitation, which means a child imitating and repeating words he hears. Through imitation of repeated, child learns  and recite the sound of words. This process of course help its pronunciation or speech production child. As happened in his case bayu which i have already discussed over last. Nevertheless, a learning process language not only obtained through imitation, because imitation can be applied in speech production but not understanding speech on as in his case Radit above. Is right is when we studied the language, understanding the production so that precedes, of language acquisition requires a process other than imitation.
A child not only studied the language through imitation because they utter new such phrases that are not available in a language of an adult or not grammatical. In english, the sons of producing ujaran-ujaran as ”sheeps”, "foots”, “mouses”. In producing these words, obviously they do not imitate an expression of adults because adults do not catapult this phrase is. Adults speech catapult as   “books”, “dolls”, “cows”, later than those words the children do the formulation to plural nouns. Then, they make overgeneralisasi the plural, which is that every word may be given social nouns accretion marker plural /s/, /z/, /ez/. Not only in the plural, over the generalitation there are also in the form of the past tense in words like “goed”, ”comed”, “falled”and others. Of these examples we see that they are

imitating adults but they develop synthesis in their minds and implement the formulation as expressing something new. formulation is very strong so that affects children output (speech production) (Brown, 1973: Steinberg, Nagata and Aline, 2001: 41).
So I think if the language learned only through imitation, then correction will be in possession of an important role in the process of language acquisition. However, when corrected, there are still so children repeat them. This phenomenon is equal to an example that quoted by McNeil (1966,69):
Children : Nobody don’t like me.
Mother : Nobody likes me.
Child corrected as many as eight times.
Mother (start frustrated): Now, listen carefully. Nobody likes me.
Children : Oh! No body don’t like me.
rom this example we see that the child does not imitation, but repeating the same mistake.
Because generally correction is considered very important for the ability and the development of a child. However, can be shown that parents are usually not too much attention to the grammatical gender speech (Brown, 1973: Steinberg, Nagata and Aline, 2001:43). According to me an example that quoted by McNeil (1966, 69) as explained in answer to No. 1 shows that correction not always successful .The same thing also be seen from this example taken from kindergarten:
Brian : borrow a pencil. ( pointing ballpoint black )
Teachers : this is not a pencil, this a bolpen. Please try again, “borrow a ballpoint”
Brian : a ballpoint.
Teachers : good, you are right .
Brian : borrow a pencil mom . (Repeat the mistake again)


Correction like this need a long process that the child needs to know the difference between an expression of children and parents, observing his mistake to find some way to change his strategy to same speech with their parents. In above example said that parents rarely corrects grammatical speech children. When the said “no body don’t like me”, will be very wrong if the parents correcting like this, no body is the negation of “somebody so does not require an auxiliary do and negative no”. in this case, children will gradually know his iniquity and repaired them.
If a correction given to children older age I really agree because, correction may have the direct effect of good for increased capacity speaking them. Learner will know that ujarannya wrong and will fix it. Although correction in a grammatical manner can be given to child larger, usually the parents paying more attention to children meaning speech. If a child issued objectionable words or an expression that is wrong, then parents will be correcting an expression of the child.

Conclussion
In the theory of language acquisition behaviorism impossible to interpret of creativity in the use of language. Impossible it was all of a child by inauguration what people say. What people say every by someone is a new definition ever made former, except a proverb or statements such as good morning or how are you. So for the behaviorism that learning a language and its development is just the problem of how conditioned children with “mitation way, practice, reinforcement, and habituation”, that is step of language acquisition.
Although, unconsciously, the children know little by little about the language he would make from the results of listening to and watching television, that is the process of language acquisition naturally. But, not all a child just learned the language through the process of imitation.


Based on the explanation above yourself be said that of language acquisition  not just obtained automatically, but also through some strategy in acquiring a language on a child. Besides, the process of language acquisition also could be known with saw steps in acquiring a language, the need to known a child not with a suddenly have grammar in his brain and complete with all rule. So in a case that i looked the first case a their children could obtain language by way of imitation and the case is both a their children acquire language by way of imitation but balanced with an instrument namely Language Acquisition Device.

Refence
Arifudin. 2010: Neuro Psikolinguistik. Jakarta: PT Raja Grafindo Persada

Chaer, Abdul. 2010: Psikoluigtik Kajian Teoritik. Jakarta: Rineka Cipta
Schutz, Ricardo. Stephen Krashni’s Theory of Second language Acquisition Online. 30 de janero de (2006) p.12, http://www.sk.com.br/sk-krash.html Acces on the 13th June 2015.
Steinberg, D. D., H. Nagata and D.P. Aline. 2001: Psycholinguistics Language, mind and world. Harlow, Sussex: Pearson Education.

Lonely Wave

Lonely Wave:
❤️🦋

A lovely little girl was holding two apples in her hands.
Her mom came in and softly asked her little daughter with a smile, “My sweetie, could you give your mom one of your two apples?”
The girl looked up at her mom for some seconds, then she suddenly took a quick bite on one apple, and then quickly on the other.
The mom felt the smile on her face freeze. She tried hard not to reveal her disappointment.
Then the little girl handed one of her bitten apples to her mom, and said, “Mommy, here you are. This is the sweeter one.”

Moral: Never judge people very soon.

Article DESIGNING ACCESSIBLE ENGLISH MATERIAL BASED ON 2013 CURRICULUM FOR THE SEVENTH GRADE JUNIOR HIGH SCHOOL

DESIGNING ACCESSIBLE ENGLISH MATERIAL BASED ON 2013 CURRICULUM FOR THE SEVENTH GRADE JUNIOR HIGH SCHOOL OF SMP N 3 KASIHAN IN ACADEMIC YEAR 2017/2018

Nurul Lailatul Mahmudah

13144700027

English Education Study Program, Faculty of Teacher Training and education,

PGRI University of Yogyakarta

2017

Email : enlailamahmudah@gmail.com

The objective of this research was to design accessible English materials to teachers which ease them in teaching English to junior high school. The next objective was to find out the feasibility of the appropriate design of accessible materials to teachers for the English Learning of the Seventh Grade Students of Junior High Schools at the SMP N 3 Kasihan.

This research is Research and Development (R&D). The steps of this research consisted of the need analysis, developing the materials, evaluating the first draft of the materials, revising the first draft, implementing the second draft, and writing the final draft. The instruments of the data collection were questionnaires, an interview guide, and observation guide. The types of the data were quantitative and qualitative. They were analyzed quantitatively and qualitatively. The materials were evaluated and revised based on the data obtained.

The result of the study shows that the designed materials had the feasibility of appropriate design of Accessible English Materials to Teachers proposed by the experts. The result of the expert judgement questionnaires also showed that the mean of material aspect was 4.02 (Very Good).

Therefore, the characteristics of good materials were 1) matching with standard and basic competencies, 2) providing materials which are interesting, motivating, suitable, and organized from easy to difficult level, 3) making the students communicate, interact other friends in English and more active in English class, 4) consisting of individual, pair and group work, 5) including integrated skills, 6) providing songs and games which are appropriate with the topics, easily mastered by the teacher, various, interesting, motivating the students, and having clear games rule. Then, good manuals should be easy to use, suit with the teacher’ needs, and providing clear instructions, while good media should be interesting, motivating, and easy to use.  

Keywords: Design Accessible English Materials to Teachers, 2013 curriculum, Seventh grade junior high school.

INTRODUCTION

The new 2013 curriculum demands students' activeness about teaching and learning in the classroom. The curriculum focuses more on the students’ activities than the teacher activism, which is called students centered. According to (Directorate of High School Development, Directorate General of Primary and Secondary Education, Ministry of Education and Culture, 2017) students are required to think critically during classroom teaching, which refers to Higher Order Thinking Skills (HOTS) and literacy. HOTS indicators include thinking critically and solving problems, creation and innovation, communication, and collaboration. Literacy skills include information literacy, media literacy, and technology literacy.

So, it is undeniable that the curriculum. That is developed on the basis of competence is needed as an instrument to form students into qualified, devoted, homeless, tolerant, respectful diversity, honest, fair, empathy, compassionate, respectful, simplistic, forgiving, low-hearted, integrity, discipline, hard work, creative, independent, democratic, curiosity, spirit of nationality, appreciation of achievement, friendship, peace of mind, love to read, caring environment, social care, responsibility, and courage.

The implementation of 2013 curriculum on teaching English at junior high school is still bewildered Most of teachers do not understand well about the curriculum. English teacher of the seventh grade of SMP N 3 Kasihan Yogyakarta uses Grammar Translation Method (GTM) where the activities are almost the same in every teaching and learning process. This is incompatible with 21st century competencies. Teachers only use one book to teach students with the same activities, such as giving material by writing on the blackboard and asking students to write it in their books. After that, the teacher asks the students to read aloud in turn. Then, the students do the exercises in the worksheet or Student Worksheet (LKS).

Many students are still unable to develop their potential, while by  the 2013 curriculum, students are required to be active, can build their attitudes, knowledge and skills to achieve established goals. In the 2013 curriculum, it is stated that the scientific approach emphasizes more on learning that allows students to focus on five important aspects: understanding, applying, analyzing, evaluating, and creating. These aspects must be really visible in the implementation of classroom learning. In the process of teaching and learning the students have not met the criteria of those five aspects. The inhibition of students in achieving these five aspects is influenced by the personal factors of passive students, students are accustomed to learning through lecture method and GTM method. Those methods stimulate students do not to find knowledge outside of learning, such as reading books, searching information via the Internet, discussing, etc.

These problems require teachers to succeed in learning K13 by selecting and designing modules containing materials, activities and assignments based on the 2013 curriculum. A good module is a module that can facilitate the needs of students and in accordance with the contextual. Contains material should involve students participating in the teaching and learning process, so that learning goes well and helps them achieve their goals. The selection of teaching materials to suit students’ needs will have a positive impact in the implementation of the 2013 curriculum. Teachers do not only focus on the book that became his handbook, but also a teacher must be creative and can develop the material as interesting as possible and students can grow actively, creatively, and innovatory.

Based on preliminary observations at SMP N 3 Kasihan Yogyakarta, one of the first junior high schools in Kasihan, it is very important for English teachers of SMP N 3 Kasihan Yogyakarta to design modules because of the limited material provided by the school. Teachers only use student worksheets or Student Worksheets (LKS) in the learning process. In fact, it is not interesting and makes the students bored. Actually, the schools give teachers some modules and good books, but teachers have trouble in using them. The module provided only offers material without the teacher manual. Teachers need module prepared with manual as it will help and guide them to use the module. Moreover, the students will get the impact. In this case, the students are young learners who love interesting material and various activities, so that the module designed should also be suitable with their needs and according to K13 learning.

Associating those problems, the researchers decided to design English material that could be accessed based on the 2013 Curriculum for junior high school in seventh grade to help teachers and students to get the objectives of learning process. The modules are designed not only based on the needs of the students, but also based on the teacher's needs. The module comes with manuals and teacher media to make it easier for teachers to use it. Therefore, it is important to conduct a research entitled "Designing Accessible English Material Based on the 2013 Curriculum for Junior High School at SMP N 3 Kasihan Yogyakarta."

Based on what is stated in the background of the study, identification of the problems, and the limitation of the problem presented previously, the problems of this study are formulated as follows:

a.    How to design good and appropriate accessible English materials based on 2013 curriculum for the grade VII students of Junior High Schools?

b.   What is accessible English materials designing based on 2013 curriculum feasible for the grade VII students of Junior High Schools?

LITERATURE REVIEW

1.   Curriculum 2013

Law number 20 year 2003: PP number 19 year 2005 on Education System National (2012:5) mentions that the curriculum is a set plans and arrangements concerning objectives, content, and learning material. As well as the means used for implementation guidelines learning activities to achieve specific educational goals. Based on this understanding, there are two dimensions of the curriculum, which are the first is the plan and the arrangement regarding the purpose, content, and lesson material, while the second is a way used for learning activities.

Based on the module of strengthening the role of teacher guidance and counseling in the implementation of the curriculum 2013 (2017: 1-2), the curriculum 2013 is a curriculum that includes the program of interest of learners that is a process of selection and decision-making by learners based on the understanding of potential and opportunities Exist in the educational unit. In the implementation of the 2013 curriculum in 2017.

There is a policy and dynamics of curriculum development. The first is a rating system that refers to the 21st century High Order Thinking Skill (HOTS). The second is the strengthening of character education that will be strengthened namely: religious, nationalism, independence, mutual cooperation, and integrity. The third is the application of literacy in learning, which is the basis, the vehicle, and the absolute requirement for learners to learn to dig and gain further knowledge.

2.      Materials

a.       Definition of Materials

Material plays a role as the input of teaching and learning activity.  It refers to anything which is in the form of media,  which  is provided by  books writers  and  used  by  the  teachers and  students  as  the  input  in  the  language learning  (Tomlinson,  1998:  2). In addition, the material is a vital part of learning source consisting of tasks and activities, which enable the students to have to participate.

Besides, it generates student’s motivation to actively get involved in the teaching and learning process (Hutchinson and Waters, 1987: 107). As a point of additions, the materials in this manuals  also  include the tasks,  worksheets,  and  answer  keys  which  will  support  the  teacher  in  such process.

b.      Definition of Manuals

This manual is designed to help teachers prepare students for the challenges they face as they make more complex financial decisions. The manual takes students through a series of activities which reflect every day financial choices and provides a practical guide to the banking and financial world (Commonwealth Secretariat, 2003: 3).  It contains five simple lessons which can be prepared quickly, are cost effective and provides the basic information needed to teach basic financial concepts with confidence. Teachers are provided with key objectives, teaching strategies, and reinforcement and evaluation activities.

In line with that, Hornby (1995: 715) states that a manual lexically is a book containing information or practical instructions on a given subject. This is clear that the given information in the manual will lead people to follow what they want to do. An example is the manual that provides information related to the steps a teacher has to do in teaching. English. When there is a manual, the teacher only reads and practices the guidelines written in the manual.

In other words, a manual is a book which gives  information  on  how  to  use  something  or  how  to  do  something. Finally, in this study, a manual means a book that provides teacher’s guidelines  which  are  completed  with  media  to support  the  teaching  and learning process.

c.       The Components of Manuals

A  manual  in  this  study  does  not  only  consist  of  teacher’s Guidelines, but also the media used. The explanations are as follows

1)   Teacher’s Guidelines

According to Warschauer (1997:1), are independent that can assist the teachers in successfully planning and implementing the projects. The guidelines are designed to help the teachers in the classroom. In this study, teacher’s guidelines are defined as the steps on how the teacher teachers the materials and uses the media.  The teacher’s guidelines offer the steps to take from the opening of the class until its closing in order to help the teacher to run the class well.

2)         Media

Media  in  the  teaching  and  learning  process  are  usually  known  as instructional  technology. This term is defined as the tools and materials that are used by the teacher to facilitate the teaching in order to make the explanation clearer and more interesting for the students.  According to Kozma (1991:180), media can be defined by their technology, symbol systems, and processing capabilities. The most obvious characteristic of a medium is its technology as well as the mechanical and electronic aspects that determine its functions and, to some extent, its shape and other physical features.

In addition, Lever-Duffy and McDonald (2009:61) state that  media  are  technologies  that  are  used  to  facilitate  the  method. One example is that the teachers may be the method, while the used overhead projector trans-potencies (OHP) used by the teacher is the medium used to support, enhance and facilitate the instructional delivery. The use of media in the teaching and learning process is very important because it can improve the quality of the process. Moreover, the students can comprehend the lesson more easily.

3)      Accessible Materials

According to Soanes and Stevenson (2003), the term “accessible lexically means easily understood or appreciated”.  In this study, the manuals are used to help the teacher understand the materials used in the teaching and learning process.  By accompanying manuals, the teachers’ will find it easier to use the materials they want to teach.

Furthermore, Hornby (1995:7) lexically defines the term “accessible” into two definitions.  First, this means “able to be reached, got or used‟.  The materials for the teaching and learning process should be easy to be used by the teachers.  Thus, it will be better if the published materials are completed by its manuals in order to ease the teacher to use it.  Meanwhile, the second definition is “easy to understand”. The teachers sometimes find a difficulty in finding materials which are understandable for them. They are looking for materials which provide by its manual.  This relates to the fact that many teachers still find difficulty to use the materials because they do not offer clear instructions for the users.

From those lexical definitions, accessible materials mean a set of learning materials which are easy to reach, to use, and to understand by the teacher. They are suitable with the needs of both the teachers and students. Moreover consist of materials, teacher’s manuals, and media. As the point of addition, the teacher’s  manuals  consist of all things that the teacher should do including  the  materials  that  should  be  given  to  the  students,  the worksheets that they will use  and  the media that the teachers need. Therefore, these materials will really support the teaching and learning process.

4)      Instructional Design Models

Taylor (2004: 3-5) proposes three instructional design models. They are ADDIE, Hannifen and Perk, Knirk and Gustafson. One of these models will be used for the designed materials. The explanations of the models are as follows.

a. The ADDIE Design Model

The ADDIE instructional design model is the generic process traditionally used by instructional designers and training developers. This model consists of five phases.  They are Analysis, Design, Development, Implementation, and Evaluation. Those phases represent a dynamic and flexible guideline for building effective training and performance support tools. Figure 1 below illustrates the ADDIE instructional design model:

Figure 1: ADDIE instructional design model

1)   Analysis

There are some activities that must be done in the analysis phase. First, the instructional problem should be clarified. Second, the instructional goals and objectives are established. Finally, the learning environment and learner's existing knowledge and skills are identified.

2)   Design

The design phase deals with the learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection.  This phase should be systematic and specific in order to show a brief view of the goal.

3)   Development

The development phase is where instructional designers and developers create and assemble the content assets that were blueprinted in the design phase.

4)   Implementation

During the implementation phase, a procedure for training the facilitators and the learners is developed.  The training should cover many things, i.e. the course curriculum, learning out comes, method of delivery, and testing procedures.

5)      Evaluation

The evaluation phase consists of two parts:  formative and summative.  The formative evaluation is present in each stage of the ADDIE process.  Meanwhile, the summative evaluation consists of tests which are designed for domain specific criterion-related referenced items. It provides opportunities for feedback from the identified users.

b.   The Hannifen Peck Design Model

The Hannifen Peck Design Model differs from that of the Dick and Carey model.  This model consists of only three phases.  Phase one involves a needs assessment being performed. Phase two is designing the program based on the result of the needs analysis. Phase three is developing and implementing the program.  In fact, all phases include a process of evaluation. Figure 2 below illustrates the Hannifen Peck instructional design model:

 

Figure 2: Hannifen Peck instructional design model

c.       The Knirk and Gustafson Design Model

The Knirk and Gustafson model differs from the three phases in the Hannifen and Peck model. In this model, there are individual processes or steps involved in each stage. In fact, like the model of the Hannifen and Peck, there are three phases in this model. They involve problem determination, design and development. Problem determination involves the identification of a problem and the setting of goals. In addition,  the  development  of  objectives  and  strategy  specifications are included  in  the  design  stage. Development is where the materials are developed. Figure 3 below illustrates the Knirk and Gustafson instructional design model:

 

Figure 3: Knirk and Gustafson instructional design model

Finally, based on the explanation above, this research adapted the ADDIE as the instructional design model. The ADDIE model is easier and less complicated than the other instructional design models. Moreover, the ADDIE model is as the basic model which is used as a source in developing other instructional design models.

METHOD

The researcher used the ADDIE design model (Taylor, 2004: 3-5) to design the accessible materials to teacher. The phases are described in the following figure:               Figure 4: The Steps of Research Procedure Adapted from ADDIE Models

1.      Analysis

In this step, the researcher conducted observation and needs analysis. The researcher conducted needs analysis to find information about the students’ views, interests, and needs toward the English lessons at their school by using the first questionnaire. Moreover, the questionnaires were also given to the English teachers. The purpose was to obtain the teacher’s opinions and experiences in teaching English for children.

Finally, the results of the needs analysis were used as guidelines in designing the accessible materials to teachers.

2.  Design

The researcher selected the topics and objectives of the accessible materials that were suitable with the school-based curriculum and the materials taught by the English teacher. Then, the researcher designed the course grid.

3.  Development

After the course grid was made, the researcher designed the first draft of the accessible materials to teachers which consisted of materials, teacher’s manuals, and media.

4.  Implementation

The researcher asked some English teachers and lecturers to evaluate the materials before it was implemented to the students. There were some comments and suggestions from them in the form of questionnaires. Then, the researcher revised and developed the second draft of the materials.

Finally, the accessible materials to teachers were implemented at grade VII of the junior high school students at the SMP N 3 Kasihan. After that, the researcher asked for some feedback and suggestions from the students and the teachers. In fact, the data were collected by interviewing both the teachers and the students.

5.  Evaluation

In this step, the researcher evaluated and revised the materials after the implementation based on the feedback. There were not many revisions from the respondents. Finally, the researcher developed the final draft of the accessible materials to teachers.

RESULT AND DISCUSSION

The findings of the study are organized into 5 sections based on ADDIE. They are the needs analysis; the course grids; the material design; evaluation and revision of the first draft of the accessible materials to teachers; and implementation, evaluation, and revision of the second draft of the accessible materials to teachers.

1.   The need analysis

The needs analysis was conducted at SMP N 3 Kasihan, the researcher implemented the accessible materials to teachers. The data of the needs analysis were obtained through questionnaires to the respondents, in this case the English teacher and students. In addition, the needs analysis was conducted to the seventh grade students of SMP N 3 Kasihan.

The  questionnaires  for  the  students  consisted  of  two  parts:  close ended  questions  and  open-ended ones. There were 28 multiple choices questions and one open-ended question.  As  an  additional  point,  this  needs analysis was conducted in order to get the data about the students’ profiles, motivations in learning  English,  interests  in  learning  English,  the  course book, and the teaching aids. The results of the needs analysis are explained as follows.

a. The results of the student questionnaires

1)  The characteristics of the respondents

The students were asked to write down their names, ages, sex, school, class, parents’ occupations, language and ethnic groups as the points of identification.  The complete data of the respondents can be seen in Appendix 1. However, the identification of the students can be simplified below.

Table 4.5: The Identification of the Respondents

Group of Respondents: Students of Class VII B
Age			Sex		Parent’s Occupations	Native Language	Ethnic Group
11	12	13	Male	Female	Farmers, Workers, PNS, teacher, and entrepreneur.	Javanese	Javanese
2	19	6	9	18

                                                                                     

2)   The results of the needs analysis

Based on the student questionnaires, the students’ motivation in learning English was high. The reasons are: having interest in learning English (59%), having taken English courses (85%), having interest in buying English books (59%), having interest in studying English accompanied by their parents (40%), having interest in studying English together with their friends (44%), and having interest in getting rewards in the English learning process (48%).

Related to the students’ interests in learning English, many students chose some topics of the materials that were listed in the questionnaires. In fact, based on the percentages of the students’ choice, curriculum, and teacher’s advice, the topics are Greeting, Introducing, and Day & Month.

In addition, there were various interests showed by the students in learning English.  For  listening  activities,  74%  of  the  students  liked listen and repeat  and 33% of them like to listen and fill in the blank;  for speaking activities,  55% of  the  students  like to  definite opinions and 37% of them liked  singing;  for reading activities,  40% of  the  students prefer to read and fill in the blank  and 51% of them like to  read and color. Meanwhile, for writing activities, 62% of the students interesting copying and 40% of them like to give a label or name the things.

However,  there  were  also  students  who  only  listened  to  the teacher’s  explanation  (62%)  and  took a  note (55%).  Most of them also liked studying English both indoor and outdoor (62%).  Not  only  showing  various  interests  in learning  English,  the  students  also  showed  various  goals  and expectations.  Firstly, 88% of the students wanted to improve their English score. Secondly, 88% of the students wanted to be able to speak in English. Finally, 62% of the student’s wanted to be able to read English books/magazines/newspapers.

Meanwhile, related to the course books, many students like to the course books which were colorful  (85%),  used  bilingual  instructions (66%),  and  had  group  work  activities  (62%).  In addition,  (88%) of  the students  agreed  that  the  course  books  and  work  books  were  able  to improve  their  English  ability.  In fact, most of them wanted the course books which consisted of texts, dialogues, and pictures (70%). Finally, related to the teaching aids, the result of the needs analysis showed  that many  students  preferred  to  learn  English  through  games  (40%),  songs (44%), stories (55%), realia (66%), pictures (70%), and cards (55%).

b.   The results of the teacher questionnaires

1)   The characteristics of the respondents

First of all, the English teacher needed to write down her name, age, sex, education, language, and ethnic group. The result was that the English teacher of SMP N 3 Kasihan, graduated from the English Education study program at Sarjanawiyata Tamansiswa University (UST). Her native language is Javanese, like all the students her ethnic group is also Javanese.

2)   The result of the needs analysis

The questionnaire for teachers was conducted on the same day as the questionnaire for the students. The teacher questionnaire showed that teachers' motivation in teaching English for children still needed input to improve the teaching of English, because the level of English proficiency was still medium, although she has more than four years’ experience in teaching English. She had attended an English course/ training program.

Meanwhile, related to the teacher’s preferences in teaching English for children, the result showed that the teacher’s preferences were quite various. For listening activities, she like to listen-mark, and also answer questions. For speaking activities, she preferred to use some dialogues.  For reading activities, she like to read aloud and complete the sentence. For writing activities, she liked applying complete the sentence and compose the sentence. Not only likes to explain material while teaching English, in teaching she often asked students to take notes, to ask questions and answers, and also asked the to play.

Related to the course book, she had many expectations: being colorful, being bilingual, providing individual activities, as well as providing texts and pictures as the input.  She also expected it to be cheap,  so  that  both  the  teacher  and  students  would  not  financially be burdened. Unfortunately, she did not like to use the course book because she  found  difficulties  in  using  it  although  she  thought that  she  needed both the students’ book and teacher’s book  (which  is clear and easy to understand) when teaching English.

Correlated to the teaching aids, the conclusion that can be drawn based on the finding is that the teacher liked using games, songs and stories in the teaching and learning process, but she did not have many references for them.  She also found difficulties in using media in her teaching.

2.      The course grids

After the needs analysis was conducted, the next two steps were determining both the topics and objectives of the materials and writing the course grid based on the School-based Curriculum. The course grid was used as the guideline in designing the accessible materials to teachers. In addition, it consisted of topic, basic of competency, indicators, learning materials, learning activities, teacher’s instruction, input text, media, and time allocation.

3.      The Material Design

     The researcher designed the teacher’s manuals, materials, and media in order to create the teacher’s manuals. The manuals include what the teacher should do and use in her teaching and learning process. In other words, the manuals should consist of the steps used by the teacher in teaching English in the classroom.

     The materials are related to the topics and objectives. They are about Greeting, Introducing, and Day & Month. There are many expressions and pictures of the situations which are used to help students understand the materials. Moreover, the use of games and songs makes the materials more interesting and enjoyable for the students who are young learners.

In addition, the media are also provided to support the materials. There are a hand doll, pictures, cards, and realia which are used in the teaching and learning process. In fact, the teacher is not to be worried about how to use them because the teacher’s manuals include instructions on how to use them. After the teacher’s manuals, materials, and media were designed, all of them were composed into the first draft of the accessible materials to teachers. The design of the teacher’s manuals is in the following figure.

 

Figure 5: The Design of the Teacher’s Manuals

4.      Evaluation and Revision the First Draft of the Accessible Materials to Teachers.

As the first draft of the book finished, the evaluation was done. It was done by asking comments and suggestions from an expert. After the first draft of the book was evaluated, it would be the final draft of the book.

1)   Participants’ opinions

There were twenty seven statements and four open-ended questions addressed to the expert. The statements were analyzed by using Likert Scale and the four open-ended questions were given to find out the expert’s opinions and suggestions to revise the first draft of the book.

Based on the calculation above, the mean of the product is 4.02. This mean, then is converted into the data conversion with some categorizations. The data conversion was used to describe the results using descriptive analysis.

The materials are in a very good category as its mean is above 4.02 and below 5.00. It means that these materials can be applied. Furthermore, to revise the product, the comments and suggestions from the expert was used. Then, the final product was produced.

2)         Participants’ comments and suggestions.

Not only giving opinions, the participants also gave their comments and suggestions about the designed accessible materials. Their comments and suggestions were about the evaluation on the accessible materials to teachers in general, weaknesses of the materials accessible to teachers, things in the accessible materials to teachers that should be added or be eliminated, and suggestions to improve the designed accessible materials.

The brief explanations of the comments and suggestions were the layout should be made more interesting. It was because these materials were used in the seventh grade students of junior high schools. In addition, the illustration of the activities in the teacher’s manuals should be made in order to make it more clearly. Finally, the accessible materials to teachers should be added about the exercise/ activities in the unit 3 especially exercise /activities about reading.

Based on the expert’s comment, overall the book and guideline were categorized into good books. However, there was some weaknesses in this book. First of all, it was the layout. The expert said it was not interesting for the children. The children would not be motivated in learning English.

5.      Implementation, Evaluation, and Revision the Second Draft of the Accessible Materials to Teachers.

a. Implementation the Second Draft of the Accessible Materials to Teachers.

   The accessible materials to teachers were implemented from 12 September to 16 September 2017. The implementation of such materials at SMP N 3 Kasihan Yogyakarta.

b.Evaluation of the Second Draft of the Accessible Materials to Teachers.

c. Revision of the Second Draft of the Accessible Materials to Teachers.

CONCLUSION

Two implications can be drawn following the result of the study. First, the accessible materials to teachers are designed based on the needs of the seventh grade teacher and students of junior high schools. Moreover, after undergoing try out, the accessible materials to teachers are to be regarded to be appropriate and feasible to be implemented in the English teaching and learning process for the seventh grade students of junior high schools in SMP N 3 Kasihan Yogyakarta. The implication to this fact is that the accessible materials to teachers can also be used to the seventh grade students in other places that have similar characteristics with the teacher and students at Kasihan Yogyakarta.

Second, the research findings show that the result of the try out produced some feasibility the characteristics of the appropriate the accessible materials to teachers for the seventh grade students of the junior high schools in SMP N 3 Kasihan. Those characteristics are needed to develop the accessible materials to teachers. It implies that when the teachers want in developing the good accessible materials to teachers, they should fulfill those characteristics. 

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