designing a set of interactive games to help the …

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i




PATTERNS

A SARJANA PENDIDIKAN THESIS

By


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


ii


iii


iv

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


131214067


v

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:




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



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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.



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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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27

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




context.


adjective and adverb.


good sentence.

3. Students are able to read the

sentences correctly.


sentence patterns of nominal


No Littering! Applying the text structure and




context.


present participle related to the

topic.


good sentence.




sentence patterns of present

participle form of prohibition

sentence.

Review Applying the text structure and




context.


bare infinitive, adjective, and

adverb related to the topic.


sentence correctly.




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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47

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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49

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.


53

REFERENCES

Andrew, A. (2010, February 1). Command prohibition. English Grammar in

Focus Learning English Grammar as a Foreign Language. Retrieved

from: http//www.3english7.com

Azar, B. S. (1993). Understanding and using English grammar. Jakarta: Binarupa

Aksara.

Bell, I. W., & Wieckert, J. E. (1985). Basic media skills through games. Littleton,

Colo: Libraries Unlimited.

Borg, W. R., & Gall, M. D. (1983). Educational research: An introduction. New

York: Longman, Inc.

Depdiknas. (2013, January 14). Permedikbud No 58. Kurikulum 2013. Retrieved

from http://kemdikbud.go.id

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

introduction (8th ed.). Boston: Pearson Education.

Hare, R. M. (2005). Imperative sentences. New Studies in Practical Philosophy,

65, 229-248.

Hornby, A. S. (2003). Oxford advanced learner's dictionary (6th ed.). Oxford:

Oxford University Press.

Kemp, J. (1977). Instructional design: A plan for unit and course development.

Belmont: CA: Fearon Pitman.

Khatibi, E., & Cowie, E. (2013). Language learning throught interactive games.

Malmo Hogskola, 55, 10-31.

McDonough, J., & McDonough, S. (1997). Research methods for English

language teachers. London: Arnold.

Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. K. (2010). Designing

effective instruction (6th ed.). Hokoben: Wiley.

Mustika, N. (2014, July 14). How many people speak english in the world. St

George International. Retrieved from http://www.stgeorges.co.uk

Nordquist, R. (2017, February 18). Definition and examples imperative sentences

in English. ThoughtCo. Retrieved from http:thoughtco.com


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Nunan, D. (1999). Second language & teaching learning. Boston: Heinle &

Heinle.

Osgood, C. E., Suci, G. J., & Tannenbaum, P. H. (1957). The measurement of

meaning. Urbana: University of Illinois Press.

Potsdam, E. (2010). Analysing word order in the English imperative. Imperative

Clauses in Generative Grammar, 67, 251-272.

Prensky, M. (2011). Fun, play and games: What makes games engaging. Digital

Game-Based Learning, 45, 01-31.

Sanchez, M. M., Morfin, A. P., & Campos, V. E. (2007). Interactive games in the

teaching-learning process of a foreign language. Teoria Y Praxis, 78, 44-

66.

Wright, A., Betteridge, D., & Buckby, M. (2006). Games for language learning

(3rd ed.). Cambridge: Cambridge University Press.


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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 :


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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?


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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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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?


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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.

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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.

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________


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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”

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Junior High School Students

for

for

Grade


i

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



ii

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


1. Crosswords ................................................................................................................. 12


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



2. Reflection ................................................................................................................... 19

UNIT 3: NO LITTERING ............................................................................................................... 21


1. Hidden Message ....................................................................................................... 21


1. Dialogue Puzzle ....................................................................................................... 22

2. Whisper and Write ................................................................................................. 23

3. Keywords .................................................................................................................... 24

4. Look Around ............................................................................................................. 25

5. Let’s Act ...................................................................................................................... 25


iii



2. Reflection ................................................................................................................... 27

UNIT 4: REVIEW ............................................................................................................................ 29


1. Sweet Candy ............................................................................................................. 29


1. Look and Say ........................................................................................................... 31

2. Keywords .................................................................................................................... 32

3. Poster Time ............................................................................................................... 33

4. Can I See You? ......................................................................................................... 34



2. Reflection ................................................................................................................... 37


1

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


Objectives

1


2

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. _______________________ ____________________________


3

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


4

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.


5

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


6

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


7

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.


8

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


9

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


10

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


11

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?


12

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.


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


Objectives

1


13

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.


14

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.


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!


15

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.


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!


16

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.


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.


17

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.


18

Checking your understanding

Write Prohibition Sentences Using the Correct Pattern!

1


19


today?

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

Reflection

2


_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_____

Write the nominal prohibition sentence patterns and give

example!

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________


_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

__________


_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

__________


20


I can make nominal prohibition sentences

clearly.

I can understand the nominal prohibition

sentence pattern.

I can get new vocabulary about nominal

prohibition.



21

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.


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


22

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.


Let’s play!


23

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.


Let’s play!


24

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.


25

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.


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!!


26

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


27


today?

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_______________________________________

Reflection


______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

__________

Write the present participle form of prohibition sentence

patterns and give example!

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

__________


_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

__________


____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

_______________

2


28


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.



29

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.


Let’s play!

1


30

Read

Walk

Touch

Take

Panic Jealous

Angry Worry

Shy

Cruel

List of

words

Adjective Adverb

Infi

nit

ive

Bar

e


31

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.


Let’s play.!

1


32

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.


Let’s play.

No + __________ __________________

__________________

Present participle form Prohibition Sentence Pattern


33

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.


34

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.


35

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


36

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.


37


today?

________________________________________________

________________________________________________

________________________________________________

________________________________________________

___________________________________________

Reflection


_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_______________

Write the prohibition sentence patterns and give example!

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

__________


____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

_______________


____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

_______________

2


38


I can make prohibition sentences clearly.

I can understand the prohibition sentence

patterns.

I can get new vocabulary about prohibition

sentences.



designing a set of interactive games to help the …

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