A SET OF TASK-BASED INSTRUCTIONAL MATERIALS TO TEACH ENGLISH AT SD KANISIUS BACIRO YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Magdalena Siska Budi Lestari Student Number: 021214042
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
A SET OF TASK-BASED INSTRUCTIONAL MATERIALS TO TEACH ENGLISH AT SD KANISIUS BACIRO YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Magdalena Siska Budi Lestari Student Number: 021214042
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
TAKE TIME
Take time to think; it is the source of power.
Take time to read; it is the foundation of wisdom.
Take time to play; it is the secret of staying young.
Take time to be quiet; it is the opportunity to seek God.
Take time to be aware; it is the opportunity to help others.
Take time to love and be loved; it is God’s greatest gift.
Take time to laugh; it is the music of the soul.
Take time to be friendly; it is the road of happiness.
Take time to dream; it is what the future is made of.
Take time to pray; it is the greatest power on earth.
(Author unknown)
I dedicate this work to:
Bapak and Ibu (RIP)
Mas Pius, Mbak Nining, Mas Danar
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ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus My Savior who has given me strength and patience through my worst time. Without His love and grace, I would not be able to finish this thesis.
I would like to express my greatest gratitude to my major sponsor Drs. Concilianus Laos Mbato, M.A., and my co-sponsor A. Hardi Prasetyo, S.Pd., M.A. Because of their generosity, patience, guidance, criticism, careful reading, and encouragement, I could finish this thesis.
I owe a great deal to Sr. Serafine OP, the headmistress of SD Kanisius Baciro Yogyakarta, who gave me the opportunity to do the research in this school.
My sincere gratitude is addressed to Mrs. Asterina Saptiyani, S.Pd. and Mrs. R. Rani Widahadi, S.Pd., the English teachers of SD Kanisius Baciro Yogyakarta, who have given me valuable guidance, evaluation, and suggestion to my design. My sincere gratitude is also addressed to fifth grade students of SD Kanisius Baciro Yogyakarta.
I am deeply indebted to all my participants: Caecilia Tutyandari, S.Pd., M.Pd., Dian Fransisca Maharani, S.Pd., and the English teachers of SD Kanisius Kalasan, I really appreciate their cooperation and sincerity. I thank to mbak
Danik, mbak Tari, and all librarians for unlimited time and help.
My deepest gratitude goes to my family: Bapak F. Untung, mas Pius, mbak Nining, and mas Danar for their unending prayer, support, and fantastic
affection. My deepest gratitude also goes to Ibu Ch. Sri Sunanti (RIP) for the greatest memory to remember.
I would like to give my great thanks to Rm. Hartono Pr, Sr. Agata OP, Sr. Antonella OP, and Sr. Rose Mary OP, for the everlasting spirit, prayer, and bless.
vii
I would like to give thanks to Bapak PD. Dalikin’s family and Bapak J. Sikun Pribadi’s family who allowed me to use the computer and printed this work. I also thank to Mudika Valentino: mas Agus, mbak Yati, Yanu, mas Bani, mas Bono, Ipoeng, Yongki, Nanto ‘Komeng’, mas Uki, mas Adi ‘Micil’, and Krista for accompanying me through the wonderful years. My thanks are also addressed to mas Billy ‘Dabe’ and mas Nanang for being a big brother through my ups and
downs.
Finally, my specials thank goes to someone who has taught me the meaning of TRUST.
May God Bless them all!!!
viii
TABLE OF CONTENTS
TITLE PAGE ……….……….. i
PAGES OF APPROVAL ………... ii
PAGE OF DEDICATION ………... iv
STATEMENT OF WORK’S ORIGINALITY ………. v
ACKNOWLEDGEMENTS ………. vi
TABLE OF CONTENTS ……… viii
LIST OF FIGURES ………. xi
LIST OF TABLES ………... xii
ABSTRACT ……… xiii
ABSTRAK ………... xiv
CHAPTER I INTRODUCTION ……….. 1
A. Background ……….. 1
B. Problem Identification ………. 4
C. Problem Limitation ……….. 4
D. Problem Formulation ………... 5
E. Objectives ……… 5
F. Research Benefits ………. 5
G. Definition of Terms ……….. 6
CHAPTER II LITERATURE REVIEW ………. 9
A. Theoretical Description ……… 9
1. Instructional Design Models ……….. 9
a. Kemp’s Model ………. 10
b. Dick & Carey’s Model ………. 14
2. Curriculum ………. 19
a. Purpose ………. 19
ix
c. Standard Competence and Basic Competence ………. 20
3. Task-Based Learning ………. 21
a. Rationale of Task-Based Learning ………... 21
b. Definition of Task-Based Learning ……….. 21
1) Task ……… 21
2) The framework of Task-Based for Beginners and Young Learners ……….. 22 c. Syllabus ……… 27
4. Characteristics of Elementary School Students …………... 31
a. Critical Hypothesis Period ………... 31
b. Students’ Cognitive Growth ……… 32
c. Elementary School Children ……… 34
B. Theoretical Framework ……… 35
CHAPTER III METHODOLOGY ……….. 39
A. Method ………. 39
B. Research Participants ………... 42
C. Research Instruments ………... 43
D. Data Gathering ………. 47
E. Data Analysis ………... 48
F. Steps in Conducting the Study ………. 50
CHAPTER IV RESEARCH RESULTS AND DISCUSSION ……… 52
A. The Steps in Designing A Set of Task-Based Instructional Materials to Teach English to Fifth Graders of SD Kanisius Baciro Yogyakarta ………... 52
B. Survey Research ………... 67
1. Description of the Participants ………... 67
2. Description of the Data ……….. 67
C. Discussion ……… 69
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CHAPTER V CONCLUSIONS AND SUGGESTIONS ……… 72
A. Conclusions ……….. 72
B. Suggestions ……….. 73
REFERENCES ……… 75
APPENDICES ………. 78
Appendix 1. Permission Letter ……… 79
Appendix 2. Instruments of Needs Survey ……….. 83
Appendix 3. Questionnaire of Evaluation ………... 92
Appendix 4. Syllabus ………... 99
Appendix 5. Lesson Plan ………. 103
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LIST OF FIGURES
Figure 2.1 : Kemp’s instructional design model ……….. 14 Figure 2.2 : Dick & Carey instructional design model ………... 18 Figure 2.3 : The components of the task-based learning framework for
xii
LIST OF TABLES
Table 2.1 : List of standard competencies and basic competencies ………. 20
Table 2.2 : The steps used in designing the set of instructional materials in this study ………... 38
Table 3.1: The descriptive statistics of the participants’ opinion ………… 50
Table 4.1 : The result of the questionnaire ………... 56
Table 4.2 : List of the topics ………. 61
Table 4.3: List of the competence standard ………. 62
Table 4.4 : List of indicators ……… 63
Table 4.5 : The description of the participants ………. 67
xiii ABSTRACT
Lestari, Maria Magdalena Siska Budi. 2007. A Set of Task-Based Instructional Materials to Teach English at SD Kanisius Yogyakarta. Yogyakarta: Sanata Dharma University.
English has been used in many aspects of life such as science, technology, culture, and the establishment of international relationship. Therefore, it is important to teach English in elementary school level. The activities should require opportunities to experience using the target language. In task-based learning the students have opportunities to experience in both spoken and written language. Since there are few references for the English teachers, thus, a set of materials needed to be designed to help teachers carry out the teaching learning process.
This study was conducted to design a set of task-based instructional materials for fifth graders of SD Kanisius Baciro Yogyakarta. There were two problems discussed in this study. The first was how a set of task-based instructional materials for fifth graders of SD Kanisius Baciro Yogyakarta was designed. The second was what the designed materials looked like.
To answer the first problem, the writer modified two instructional design models from Kemp and Dick & Carey. The steps were rearranged as follows: (1) identifying the learners’ characteristics, (2) considering goals, listing topics, and stating general purposes, (3) specifying learning objectives, (4) listing the subject content, (5) selecting teaching learning activities and the instructional resources, (6) designing the instructional materials, and (7) evaluation and revision.
In order to obtain data about the students` interests and needs in learning English, the writer conducted an informal interview, distributed questionnaires, and did an observation. The informal interview was conducted with an English teacher of SD Kanisius Baciro Yogyakarta. The questionnaires were distributed to fifth graders of SD Kanisius Baciro Yogyakarta and the observation was done during the teaching learning process.
To answer the second problem, the writer revised the proposed materials based on the designed materials evaluation. The evaluation was conducted by distributing and gathering questionnaires to two English teachers of SD Kanisius Baciro Yogyakarta, two English teachers from other Elementary School, and two English lecturers of Sanata Dharma University. The suggestions and feedback from the participants were used to improve the design.
xiv ABSTRAK
Lestari, Maria Magdalena Siska Budi. 2007. A Set of Task-Based Instructional Materials to Teach English at SD Kanisius Yogyakarta. Yogyakarta: Sanata Dharma University.
Bahasa Inggris telah banyak digunakan dalam berbagai aspek kehidupan seperti ilmu pengetahuan, teknologi, kebudayaan, dan hubungan internasional. Maka sangatlah penting untuk mengajarkan bahasa Inggris di tingkat pendidikan sekolah dasar. Kegiatan-kegiatan dalam proses belajar mengajar harus memberikan berbagai macam kegiatan untuk membantu siswa-siswa berkomunikasi menggunakan bahasa Inggris. Dalam metode task-based learning para siswa diberikan kesempatan untuk menggunakan bahasa Inggris baik secara lisan maupun tulisan. Karena belum begitu banyak buku referensi pengajaran bagi para guru maka sebuah materi pengajaran perlu dibuat untuk membantu guru dalam proses belajar mengajar.
Penelitian ini dilakukan untuk membuat seperangkat materi pengajaran berdasarkan teori task-based learning untuk siswa-siswa kelas V (lima) SD Kanisius Baciro Yogyakarta. Ada dua permasalahan yang dibicarakan dalam penelitian ini. Permasalahan yang pertama adalah bagaimana membuat seperangkat materi pengajaran berdasarkan teori task-based learning untuk siswa-siswa kelas V (lima) SD Kanisius Baciro Yogyakarta. Sedangkan permasalahan yang kedua adalah seperti apa bentuk seperangkat materi pengajaran tersebut.
Untuk menjawab pertanyaan pertama penulis memodifikasi 2 (dua) model dari Kemp dan Dick & Carey. Langkah-langkah yang dilakukan adalah sebagai berikut: (1) mengidentifikasi karakteristik siswa, (2) mempertimbangkan tujuan, membuat daftar topik, dan menguraikan tujuan umum, (3) menentukan tujuan belajar, (4) membuat daftar isi pokok, (5) memilih kegiatan belajar mengajar dan sumber belajar, (6) membuat materi, dan (7) evaluasi dan revisi.
Untuk mendapatkan data tentang kebutuhan dan kegiatan yang disukai siswa dalam belajar bahasa Inggris, penulis melakukan informal wawancara, membagikan kuesioner, dan mengadakan observasi. Informal wawancara dilakukan dengan seorang guru bahasa Inggris SD Kanisius Baciro Yogyakarta sedangkan kuesioner dibagikan kepada siswa-siswa kelas (V) lima SD Kanisius Baciro Yogyakarta dan observasi dilakukan pada saat pelajaran bahasa Inggris berlangsung.
Untuk menjawab pertanyaan kedua, penulis memperbaiki materi pengajaran yang telah dibuat berdasarkan evaluasi yang diberikan. Evaluasi ini dilakukan dengan membagikan kuesioner kepada 2 (dua) guru bahasa Inggris SD Kanisius Baciro Yogyakarta, 2 (dua) guru Bahasa Inggris dari sekolah dasar yang lain, dan 2 (dua) dosen bahasa Inggris Universitas Sanata Dharma. Semua saran dan usulan dari para evaluator digunakan untuk memperbaiki materi pengajaran.
xv
CHAPTER I INTRODUCTION
In this chapter, the writer presents the basic points related to the study,
which will be classified into seven important points, namely, Background,
Problem Identification, Problem Limitation, Problem Formulation, Objectives,
Research Benefits, and Definition of Terms.
A. Background
English has been used in many aspects of life such as science, technology,
culture, and the establishment of international relationship. It has also been widely
taught in many schools in Indonesia. The government started establishing English
language teaching in some elementary schools since it is essential to teach English
in the early level of education. In elementary schools, English is one of the local
content subjects but in some elementary schools English is one of supplementary
subjects.
Teaching English in the elementary school is important for two reasons. First,
in globalization era, English is used as the international language. In other words,
English can not be separated from aspects of life such as science, technology,
culture, etc. therefore elementary school students need to be introduced to English
in order to make them be familiar with English. Hopefully, they will be ready to
the use of English in the real life. Second, it is based on the idea that the students
Some experts believe that there is a ‘critical period’: that children who begin to learn a new language before puberty will learn better; that after puberty, it is more difficult to attain native-like fluency and pronunciation. (Willis, 2004: 8).
If they learn English well in this level, students may not face many difficulties
when they learn the language in the next level. To help students obtain English
mastery they need several appropriate activities in which the focus is not only on
grammar mastery but also on the use of the language.
Since language is used for communication in which one person whom we are
talking to understands what we are talking about therefore the English students
should have a lot of practices in using the language for communication. Meaning
to say, the students are able to convey their message using words or phrases they
produce. By having experiences and taking risks on the language use, the students
will be able to acquire language naturally. “… language has to be acquired as a
result of some deeper experience than the concentration on grammar points.”
(Jeremy, 1991: 34).
Teaching English as a second language in the elementary school is
challenging for two reasons. First, the students are beginners in learning English.
They, generally speaking, are afraid of making mistakes and shy to take a part in
the teaching learning process. Second, children are difficult to concentrate on one
thing. They will easily learn if they are involved in the activities. Most of them
learn through experiences. So, the teacher should be able to design the teaching
learning materials to motivate the students to learn English.
SD Kanisius Baciro Yogyakarta is one of elementary schools which start
the local content subjects in SD Kanisius Baciro Yogyakarta. This school has also
applied the recent curriculum, Kurikulum Tingkat Satuan Pendidikan (KTSP).
Based on the writer’s observation, the students of SD Kanisius Baciro
Yogyakarta, especially the fifth graders, are active participant in the teaching
learning process. It was showed by their enthusiasm in answering the teacher’s
questions, asking several difficult vocabularies, and giving some examples in
sentences. They are able to make a dialogue in certain topics, such as greeting and
tell their personal identity. Since the objective of Kurikulum Tingkat Satuan
Pendidikan (KTSP) is communicative competence mastery, the teacher should
require opportunities for the students to use English in the topics which are related
to the real world. However, there are few references to help the teacher achieve
the outcome.
Task-based learning method has been popular in English language teaching.
It is an appropriate method to help the elementary school students learn English.
There are two main reasons. First, students of elementary school, as the beginners
in learning English, may feel shy or afraid of making mistakes when they use the
language. “a task-based approach encourages beginner because it values what
learner can achieve no matter how little language they have” (Willis, 2004: 118).
Second, elementary school students need more exposure to learn and use the
target language. In other words, although they make mistakes they need to be
encouraged to keep on practicing more and more. Task-based learning provides
opportunities for the students to share their thought, opinion, or feeling in the
language. All students need to experiment and make errors. According to Willis
(2004: 7), in task-based learning the students have opportunities to experiment,
both with spoken and written language.
In as much as children prefer to learn through experience and they need to
practice using target language, a set of materials need to be designed to help
teachers carry out the teaching learning process. The writer uses task-based as the
basic method of instructional materials to teach English of fifth graders of SD
Kanisius Baciro Yogyakarta”. To ensure the set of materials accountability the
design must be done through a scientific process which involves theoretical
discussion and application, related literature, and verification from experienced
practitioners or educational experts.
B. ProblemIdentification
In the elementary school level, the students are expected to be able to master
communicative competence in English. According to Kurikulum Tingkat Satuan
Pelajaran (KTSP), communicative competence emphasizes listening, speaking,
reading, and writing. Elementary school students are motivated at the first time.
Therefore, they need more exposure to practice using English. However, the
teachers do not have a set of materials which is suitable for the students and
motivate them to learn English. Further elaboration is presented in chapter II.
C. Problem Limitation
The writer limits this study on the discussion of teaching English for fifth
design instructional materials using task-based learning method for fifth graders
of SD Kanisius Baciro Yogyakarta.
D. Problem Formulation
The problems of the study are formulated as follows:
1. How is a set of task–based instructional materials for fifth graders of SD
Kanisius Baciro Yogyakarta designed?
2. What does a set of task-based instructional materials designed for fifth
graders of SD Kanisius Baciro Yogyakarta look like?
E. Objectives
Based on the Problem Formulation, this study has two objectives. The first
objective is to know how to design a set of task-based instructional materials for
fifth graders of SD Kanisius Baciro Yogyakarta. Then, the second objective is to
present a set of task-based instructional materials designed for fifth graders of SD
Kanisius Baciro Yogyakarta. The result of the study may become a model of the
application of task-based learning methodology for other elementary schools.
F. Research Benefits
This study is hopefully beneficial for:
1. The fifth graders of Elementary school
Basically, the final result of this study is a set of task-based
instructional materials which are ready to use for carrying out the teaching
facilitate students with an enjoyable atmosphere in learning English so that
the students will be more interested and motivated in learning English.
Thus, the students will be able to master communicative competence in
English.
2. The English teacher of elementary school
The set of materials is designed using careful exploration on theories
and practices and through a survey involving practitioners. Therefore, the
final product can be used to support the real teaching and learning
process. Consequently, it should be easier for the English teacher to
implement the instructional materials appropriately. The designed
materials will also give the teacher ideas in using task-based activities to
teach English to the students.
3. Other future researches
Teaching English for elementary school is still open for research.
Further research can be carried out to improve the quality of teaching in
elementary school. This study presents the insight for other researcher or
program developers so that they can develop research related to the use of
task-based method in the teaching and learning process. Further research
can be done to find out students’ motivation, appropriate evaluation
strategy, or the implementation of the materials in other schools having
different situation.
G. Definition of Terms
In order to avoid any misunderstanding or misinterpretation, several terms
1. Design
Richards & Rogers (2001: 24) define design as the level of method
analysis in which we consider (a) what the objectives of a method are; (b)
how language content is selected and organized within the method, that is,
the syllabus model the method incorporates; (c) the types of learning tasks
and teaching activities the method advocates; (d) the role of learners; (e)
the tasks of learners; (f) the role of instructional materials. In this study,
design means making a set of materials based on the students` needs to
obtain the objectives.
2. Instructional materials
Instructional materials are the materials that are planned or designed
for instruction. Instructional materials can be in the form of printed
materials, computer assisted instruction, and television instruction (Walter
Dick, et al, 1989:3). In this study, instructional materials are a set of
materials planned by materials designers to be used in the teaching
learning process in form of printed materials.
3. Task
As stated in Richards & Rodgers (2001: 224), Skehan (1990) affirms a
definition of task which corresponds with this study: “Tasks ... are
activities which have meaning as their primary focus. Success in tasks is
evaluated in terms of achievement of an outcome, and task generally bears
some resemblance to real life language use.” So that, task-based
In this study, task is defined as any activities to communicate in the target
language to achieve an outcome.
4. Task-Based Learning
The definition of task-based learning in this study is parallel with the
definition offered by Richards & Rodgers (2001: 223) that task-based
learning teaching refers to an approach based on the use of tasks as the
core unit of planning and instruction in language teaching.
5. Fifth Graders of elementary school
Elementary school students are children of 6/7 to 11/12 years old. In
this study, the design is addressed to the fifth graders of elementary
school. Their ages range from 10-11 years old and they are included in the
CHAPTER II LITERATURE REVIEW
This chapter discusses some theories used as the basis to design a set of
task-based instructional materials for fifth graders of SD Kanisius Baciro
Yogyakarta. There are two main parts in this chapter, the first is theoretical
description and the second is theoretical framework.
A. Theoretical Description
In this section, the writer discusses some theories that support the designed
materials. They are instructional design model, curriculum, task-based learning,
and elementary school students` characteristics. The writer uses instructional
design model to give general view of the methods of instructional material design.
The curriculum discussion presents an overall concept of the students` objectives
in learning English. This section also discusses about task-based learning as the
basic theory in designing materials in this study. The last is elementary school
students` characteristics which gives main contribution since the instructional
material design is intended for elementary school students, especially fifth grade
students.
1. Instructional Design Models
In designing materials, the writer attempted to use two instructional
procedures that the material designers should do in developing their own
materials.
a. Kemp`s model
Kemp (1977: 8) argues that the instructional plan is designed to
supply answers to the question which may be considered the essential
elements of instructional design:
1) What must be learnt? (objectives)
2) What procedures and resources will work best to reach the desired
learning levels? (activities and resources)
3) How will we know when the required learning has taken placed?
(evaluation)
Kemp (1977: 7) also suggests an instructional material design
which consists of eight parts, namely:
1) Consider goals, and then list topics, stating the general purposes for
each topic.
All educational programs are based on broadly stated goals. Those
goals may be derived from three sources- society, students, and
subject areas. After recognizing or establishing its goals, a
planning team should list the major topics to be treated within the
content area. Those topics, or unit headings, would become the
score of the course program, the basis for the instruction. Topics
are usually simple or concrete levels to complex or more abstract
levels. General purposes are important as an initial expression,
topic. General purposes usually express the planer’s own aim or
purpose for the topic or unit.
2) Enumerate the important characteristics of the learners for whom
the instruction is to be designed.
To best assure an individual’s success in his or her educational
program, we should recognize and respect the students as an
individual learner. Ideally, each person should be assisted in
pursing learning at his or her own pace, on his or her schedule, and
with his or her own selection of learning experiences and materials.
To serve both group and individual mean that we must obtain
information about the learners’ capabilities, needs, and interests.
There are four factors to be considered when designing an
instructional plan. They are: academic factors, social factors,
learning conditions, and learning styles.
3) Specify the learning objectives to be achieved in terms of
measurable student behavior outcomes.
A learning objective is a precise statement that answers the
question, ‘What does the student have to do in order to show that
he or she learned what you want the students to learn?’. All
objectives must be stated in terms of activities that will promote
learning. Each objective – to the degree possible – should be
unambiguous. It must mean exactly the same thing to all other
teacher, and it must also clearly communicate to all students who
4) List of the subject content that supports each objective.
Subject content comprises the selection and organizing of the
specific knowledge (facts and information), skills (step-by-step
procedures, conditions, and requirements), and attitudinal factors
of any topic. A student’s learning experiences must involve subject
content. The content, in turn, must closely relate to the objectives
and to the student’s needs. Several sources which teachers might
have to consider as subject content are journal articles
documentary films, and experienced consultants.
5) Develop pre-assessment to determine the students` background and
present level of knowledge about the topic.
Executing pre-assessment is important to find out specifically (1)
to what extent each student has acquired the necessary
prerequisites for studying the topic and (2) what the students may
have already mastered about the subject to be studied.
6) Select teaching learning activities and instructional resources that
will treat the subject content so students will accomplish the
objectives.
The selection of instructional materials is closely associated with
the planning of teaching and learning activities, both of which
should be considered together. Closely associated with the
supporting materials that can motivate students and cab effectively
explain and illustrate subject content, these resources include
printed materials of many kinds, audiovisual media, and other
items for group and individual uses.
7) Coordinate such support services as budget, personnel, facilities,
equipment, and schedules to carry out the instructional plan.
Support services include funds, facilities, equipment, and personnel
whose time must be scheduled for participation in the instructional
plan are being made and materials, being stated. Moreover,
consideration must be given to coordinating the planned program
with other operational aspects of the institution.
8) Evaluation of students` learning in terms of their accomplishment
of objectives, with a view to revising and reevaluating any phases
of the plan that need improvement.
Moreover Kemp (1977: 9) states that the process above is a
flexible process. There is interdependence among the eight elements
and designers may develop whichever elements they are ready to start
with and then move back and forth to the other steps in order to keep
plan in line with the objectives. Revision on the elements is conducted
every time it is needed, based on the evaluation data from students`
accomplishment of the objectives. It is indicated by the broken line in
Figure 2.1: Kemp`s Instructional Design Model (1977: 8)
Pre - Assessment
Subject Content
Learning Objectives Learner
Characteristics Goals,
Topics, and General Purposes Evaluation
Support Services
Teaching/ Learning Activities, Resources
b. Dick & Carey’s model
Dick & Carrey say that instructional process itself can be viewed
as a system. The components of the system are the learners, the
instructor, the instructional materials, and the learning environment.
These components interact in order to achieve the goal. A system view
sees the preparation, implementation, evaluation, and revision of
instruction as one integrated process (2005: 2-3). Dick & Carey (2005:
6-8) suggest that there are ten components of system approach model.
They are:
1) Identify instructional goal (s)
The firs step in the model is to determine what it is that the
materials designer wants learners to be able to do when they have
2) Conduct instructional analysis
After the materials designer has identified the instructional goal,
the designer materials will determine step-by-step that people are
doing when they perform that goal. The final step in the
instructional analysis process is to determine what skills,
knowledge, and attitudes, known as entry behavior, are required of
learner to be able to begin the instruction.
3) Analyze learners and context
There is a parallel analysis of the learners, the context in which
they will learn the skills, and the context in which they will use
them. Learner’s current skills, preferences, and attitudes, and the
setting in which the skills will eventually be used.
4) Write performance objectives
The materials designer will write specific statement of what the
learners will be able to do when they complete the instruction.
These statements, which are derived from the skills identified in
the instructional analysis, will identify the skills to be learned, the
conditions under which the skills must be performed, and the
criteria for successful performance.
5) Develop assessment instruments
Based on the objective the materials designer has written, the
measure the learner’s ability to perform what you described in the
objectives.
6) Develop instructional strategy
Based on information from the five preceding steps, the materials
designer will identify the strategy that the materials designer will
use in the instruction to achieve the terminal goal. The strategy will
emphasize components to foster student learning including
pre-instructional activities, presentation of content, learner participant,
assessment, and follow-through activities.
7) Develop and select instructional materials
In this step, the materials designer will use the instructional
strategy to produce the instruction. This typically includes
guidance for learners, instructional materials, and assessments.
8) Design and conduct formative evaluation of instruction
Following the completion of a draft of the instruction, a series of
evaluations is conducted to collect data that are used to identify
how to improve the instruction.
9) Revise instruction
The final step in the design and development process (and the first
step in a repeat cycle) is revising the instruction.
10) Design and conduct summative evaluation
Although summative evaluation is the culminating evaluation of
design process. It is an absolute and/or relative value or worth of
the instruction and occurs only after the instruction has been
formatively evaluated and sufficiently revised to meet the standard
of the designer.
Dick & Carey say that the model includes ten interconnected boxes
which represent set of theories, procedures, and technique employed by
the instructional designer to design, develop, evaluate, and revise
Design and Conduct Summative Evaluation Design and
Conduct Formative Evaluation of
Instruction Develop and
Select Instructional
Materials Develop
Instructional Strategy Develop
Assessment Instruments
Revise Instruction
Write Performance
Objectives
Analyze Learners
and Context Conduct Instruction
al Analysis
Figure 2.2: Dick & Carey’s Model (2005: 1) Identify
2. Curriculum
According to The Education and Culture Department (2006),
Kurikulum Tingkat Satuan Pendidikan (KTSP) is an operational
curriculum which is made by and applied in each school. Therefore, it is
needed to determine the competence standard for elementary school which
holds English as local content subject. English education in elementary
school is aimed to develop language skills which are used for language
accompanying action. English is used to communicate and it is “here and
now”. The topic discussed including the things in school context. To
achieve the competence the students need to be familiar with various
adjacency pairs as the basic to obtain more complex communicative
competence.
a. Purpose
English subject in elementary school aims to make the students have
competencies as follows:
1) developing spoken communicative competence limited on
language accompanying action in school context
2) having consciousness about the essence and the important of
English to increase competition strength in globalization
b. Scope
English subject scope involves spoken communicative competence
limited on school context. It includes the following aspects:
2) Speaking
3) Reading
4) Writing
c. Competence Standard and Basic Competence Grade V, semester 2
Table 2.1: List of competence standard and basic competence
Competence Standard Basic Competence
5.1 The students are able to give response to very simple instructions with appropriate action in school context.
Listening
5. The students are able to comprehend very simple instructions with action in school context.
5.2 The students are able to give response to very simple instructions in verbal.
6. 1 The students are able to give an example of how to do something, giving instructions, and giving clues appropriately.
6. 2 th
The students are able to ask and give service or ing appropriately which involves asking help, giving help, asking for things, and giving things. 6.3 The students are able to ask and give information
appropriately which involves suitable expressions of giving information, giving opinion, and asking for clarification.
Speaking
6. The students are able to give very simple instructions and information in school context
6. 4 The students are able to use polite expressions ‘Do you mind … ?’ and ‘Shall we …?’ appropriately
7.1 The students are able to read aloud with accurate and appropriate pronunciation, stress, and intonation which include words, phrases, very short sentences, and very short text.
Reading
7. The students are able to comprehend a very simple English passage in school context
7.2 The students are able to comprehend sentences, written message, and very simple descriptive text accurately and appropriately.
8.1 The students are able to spell very short sentences accurately and appropriately.
Writing
8. The students are able to spell and rewrite short sentences in school context
3. Task-based Learning
a. Rationale of Task-Based Learning
To discern the rationale of task-based learning, we have to look
forward on another paradigm for language teaching that is PPP
(Presentation, Practice, and Production). The aim of a PPP lesson is to
teach a specific language form-a grammatical structure, or the
realization of a particular function or notion (Willis, 2004: 133).
Willis says that the PPP cycle derives from the behaviorist view of
learning which rest on the principle helps to ‘automate’ responses, and
that practice makes perfect. However, the PPP cycle restricts the
learner’s experience of language by focusing on a single item (Willis,
2004: 135).
In task-based learning, the communication tasks involve learners in
an entirely different mental process as they compose what they want to
say, express what they think or feel (Willis, 2004: 18). Therefore,
teachers are not dominating anymore and learners get chance to open
and close conversations, to interact naturally, to interrupt and
challenge, to ask people to do things, and to check that they have been
done.
b. Definition of Task-Based Learning 1) Task
In task-based learning, tasks are always activities where the target
order to achieve an outcome. It means that the tasks focus on meaning
rather than correct form. “...Piece of classroom work that involves
learners in...” (Nunan, 1989: 10). In other words, language has to be
acquired by deeper experience on the use of target language than the
concentration on a grammar point.
To have good language learning tasks, there are some criteria
needed. According to Candlin and Murphy (1987: 9), the tasks cited
must be balanced (between open-endedness and limited learner
resource); motivating (requiring participation, interesting, challenging,
rewarding, valuable); cooperative (developing social and management
skills for learning); strategic (stimulating personal strategies for
language learning); differentiated (varied for different levels, skills,
styles, objective of learners); focused (unambiguous, targeted, relevant
to the needs and goals of learners); open (extendable, permeable,
accessible by/ to learners); structured (gradable, variable, orderable,
organized for learner’s time, place and availability); and critical
(evaluative, formative, offering feedback, problem- posing).
2) The framework of Task-Based Learning for Beginners and Young Learners
According to Willis (2004: 118), a task-based learning approach
works well with real beginners. In task-based learning, students learn
to communicate and understand other people’s meanings. Tasks also
offer opportunities for learners to listen to and participate in
meaning-focused interactions from the very beginning, helping them to acquire
a new language more naturally.
Moreover, Willis (2004: 119) says that the task-based learning
framework for beginners differs from the standard framework in four
main ways. Firstly, there is much more weighting given to exposure.
Secondly, the cycle may well consist of sets of short tasks rather than
one long one. Thirdly, because there is less emphasis put on public use
of language until learners have gained confidence, the planning and
report stages are either omitted or very short. Finally, the language
focus concentrates initially on words and phrases, only gradually
progressing towards grammar. For young learners, there is unlikely to
be any language focus.
Longer
Pre-task
Introduction to topic and task. Lots of teacher talk about the topic; Use of pictures, demonstrations, songs.
Task Cycle
More
Sets of short tasks, followed by lots of teacher chat about the tasks.
Gradual increase in emphasis on these:
Planning Report
Language focus
Finding, identifying, and classifying common words and phrases. Practice of classroom language and social phrases.
Keeping personal dictionaries.
There are three phases on task-based learning for beginners and
young learners (Willis, 2004: 119-129):
1. Pre-task phase
This phase starts with what learners already know. Even
complete beginners in English will find there are a lot of words
they can already recognize. The specific aim of this phase is to
make the learners understand deeper about the topic and to get the
learners to listen to the target language. Therefore, based on the
familiar words for learners of English, the teacher should talk in
the target language naturally and uses a lot of mime and
demonstration.
2. Task cycle
To give good exposure to the target language in use and illustrate
the objectives of the task or game are the purpose of this stage.
There are some tasks offered such as classifying, odd word out,
memory challenge, ‘Yes or No?’ games, jumbled spelling
dictation, puzzles, guessing games, etc.
3. Language focus
This is the time to focus on language form and the next section
deals with ways of doing so. A language focus in each lesson, after
the tasks, can serve to highlight common phrases. Since the tasks
suggested before were based on words already familiar to students,
their meanings will usually be too clear from the context and
Willis (2004: 26-27) describes six types of tasks:
a) Listing
Listing tasks tend to generate a lot of talk as learners explain
their ideas. The processes involved are brainstorming and fact
finding. Brainstorming is the activities in which learners draw on
their knowledge and experience either as a class or in pairs/ groups
while fact finding is the activities in which learners finding things
out by asking each other or other people and referring to books,
etc.
For young learners, listing includes memory games that are
things the learner remember from a picture, ‘Yes or No’ games
based on pictures or personal facts.
b) Ordering and sorting
These tasks involve four main processes. The first is
sequencing items, actions or events in a logical or chronological
order. The second is ranking items according to personal values or
specified criteria. The third is categorizing items in given groups or
grouping them under given headings. And the last is classifying
items in different ways, where the categories themselves are not
given. For example, international words, international products,
well-known people, and ‘Odd word out’.
c) Comparing
These tasks involve comparing information of a similar nature
points and/ or differences. The processes involved are matching to
identify specific points and relate them to each other, finding
similarities and things in common, and finding differences.
For young learners and beginners, there is also identifying task
including listen/ draw/ point/ do, Bingo with numbers, colors,
words, and phrases.
d) Problem solving
Problem-solving tasks make demands upon people’s
intellectual and reasoning powers, and, though challenging, they
are engaging and often satisfying to solve. Real-life problems may
involve expressing hypotheses, describing experiences, comparing
alternatives and evaluating and agreeing a solution. Completion
tasks are often based on short extracts from texts, where the
learners predict the ending or piece together clues to guess it.
e) Sharing personal experiences
These tasks encourage learners to talk more freely about
themselves and share their experiences with others. The resulting
interaction is closer to causal social conversation in that it is not so
directly goal-oriented as in other tasks.
f) Creative tasks
There are often called projects and involve pairs or groups of
learners in some kind of freer creative work. They also tend to
task types: listing, ordering and sorting, comparing and sharing,
and problem solving. Out-class research is sometimes needed.
Organizational skills and team-work are important in getting the
task done. The outcome can often be appreciated by a wider
audience than the students who produced it.
c. Syllabus
After choosing the method that is going to be applied in language
teaching, the designer material has to choose type of syllabi as the
major decision in language teaching. Designing a syllabus is to decide
what gets taught and in what order (Krahnke, 1987: 4). Krahnke (1987:
10-11) divides the type of syllabus into six types as follows:
1) A structural syllabus
A structural (or formal) syllabus is one in which the content of
language teaching is a collection of the forms and structures,
usually grammar, of language being taught. For example: nouns,
verbs, adjectives, statement, questions, subordinate clauses, past
tenses, and so on.
2) A notional/ functional syllabus
A notional/ functional syllabus is one in which the content of the
language teaching is a collection of the functions that are performed
when language is used, or of the notions that language is used to
apologizing, requesting, promising, etc. Examples of notions
include: size, age, color, comparison, time, etc.
3) A situational syllabus
A situational syllabus is one in which the content of language
teaching is a collection of real or imaginary situations in which
language occurs or is used. The primary purpose of a situational
language teaching syllabus is to teach the language that occurs in
the situations. Sometimes the situations are purposely relevant to
the present on future needs of the language learners, preparing
them to use the new language in the kinds of situations that make
up the syllabus. For example: go to the dentist, complain to
landlord, go to the book store, meet with new students, etc.
4) A skill-based syllabus
A skill-based syllabus is one in which the content of language
teaching is a collection of specific abilities that may play a part in
using language. The primary purpose of the skill-based instruction
is to learn the specific language skill. A possible secondary
purpose is to develop more general competence in the language
learning only incidentally information that may be available while
applying the language skills.
5) A task-based syllabus
In task-based syllabus, the content of the teaching is a series of
perform with language they are learning. The tasks are defined as
activities with a purpose other than language learning. Tasks
integrate language (and other) skill in specific settings of language
use. Task-based teaching has the goal of teaching students to draw
on resources to complete some piece of work- a process. Tasks that
can be used for language learning are, generally, tasks that the
learners actually have to perform in any case. For example:
collecting information, getting information over the telephone,
completing forms, etc.
6) A content-based syllabus
In content-based syllabus, the primary purpose of the
instruction to teach some content/ information using the language
that the students are also learning. The subject matter is primary,
and language learning occurs incidentally to the content learning,
like science class taught in the language the students need/ want to
learn.
The syllabus design is essentially concerned with the selection of
content. Nunan states that a syllabus is “a statement of content which
is used as the basis for planning courses of various kinds, and that the
task of the syllabus designer is to select and grade this content (1988:
5). In this study, the writer used task-based syllabus. It consists of
purposeful tasks in which the tasks focus on activities as learning
syllabus has its own characteristics whether it is the strength or the
weakness. Task-based syllabus also has its strength (Krahnke (1987:
61), such as:
1. Task-based instruction is potentially very powerful and widely
applicable. It is suitable for learners of all ages and backgrounds. It
addresses the crucial problem in language teaching- the transfer
problem- directly, by using active and real tasks as learning
activities. In addition, task-based instruction can be the vehicle for
instruction in other types of content or knowledge at the same time
as it addresses language acquisition.
2. Task-based learning can be very effective when the learners are
engaged in relatively similar out-of-class activities (social or
academic). Task-based learning can be especially useful for
learners who are not accustomed to more traditional types of
classroom learning or who need to learn cognitive, cultural, and
life skills along with the language.
Nunan (1988: 42) states that task-based syllabus is included as
process-oriented syllabus in which the focus is on the learning
experience. A syllabus might specify two types of tasks (Nunan,
1989), as quoted in Richards & Rodgers (2001: 231):
1. Real-world tasks, which are designed to practice or rehearse those
tasks that are found to be important in a needs analysis and turn out
2. Pedagogical tasks, which have a psycholinguistics basis in second
language acquisition theory and research but do not necessarily
reflect real-world tasks
4. Characteristics of Elementary School Students a. Critical hypothesis period
Mostly, age and acquisition discussion focus on the question of
whether or not there is a critical period for language acquisition. The
critical period is defined as “Biologically determined period of life
when language can be acquired more easily and beyond which time
language is increasingly different to acquire (Brown, 2000: 53).” It is
believed that after the critical period the language abilities will not
develop well.
Critical period is the great moment in acquiring language because
when the human brain matures, certain functions are assigned, or
“lateralization” to the left hemisphere of the brain, and certain other
functions to the right hemisphere. Intellectual, logical, and analysis
functions appear to be largely located in the left hemisphere, while the
right hemisphere controls functions related to emotional and social
needs (Brown, 2000: 54).
In conclusion, from the critical hypothesis period for language
acquisition and lateralization, the younger the students the easier for
b. Students` cognitive growth
As the human being develops, the cognitive also grows. There are
some basic considerations of teaching English in the elementary school
connected to their cognitive growth. The cognitive growth involved in
child’s developmental stages. Piaget`s work (1954), as quoted in
Sprinthall & Sprinthall (1987: 94-101), provides four major stages of
cognitive growth.
1) Sensorimotor (0-2 years)
The major intellectual activity of the stage is the interaction of
the senses in the environment. What and how the child learns will
remain an immediate experience, as vivid as any first experience. It
would be fair to say that learning in the sensorimotor stage is a
continuous peak experience. One final point: babies during this
stage are primarily learning through their senses and are most
strongly affected by their immediate environment.
2) Pre-operational (2-7 years)
Children are no longer bound to their immediate sensory
environment. They started to develop some mental images in the
preceding stage (object permanence, for example), and in this stage
they expand that ability by leaps and bounds. The predominant
learning mode at this stage is intuitive; preoperational children are
not overly concerned with precision but delight in imitating sounds
and trying out lots of different words. The intuitive period is truly a
3) Concrete operation (7-11 years)
In the operational stage, they are young logical positivists who
understand functional relationships because they are specific,
because they can test the problems out. During the concrete stage
children exhibit some fragile ability to reason abstractly, especially
when the learning task is simplified.
4) Formal operation (11-16 years)
At this point, the adolescent is ability to think about their own
thinking the thoughts of others extremely important shift. This is
what is meant by the term metacognition. This kind of
self-reflection allows for a wide-ranging stretch of the imagination. The
opportunity for self-correction in problem solving is much greater.
Adolescent, however, are more likely to recognize that others`
viewpoints are different from their own. It is though they
understand that others have different interests, knowledge, and
ways of thinking than they have.
In this study, the fifth graders of elementary school ages range
from 10-11 years old. Based on he Piaget’s work, they are between
concrete and formal operation. They leave concrete operation
gradually and come to the formal operation. In conclusion, the fifth
graders need simple and concrete tasks.
c. Elementary school children
The years from six to twelve are remarkable ones (Hamachek,
characteristics. Generally, they develop in for basic characteristics. As
proposed by Hamachek (1979: 72-85), there four major characteristics:
physical, social, emotional, and cognitive development.
1) Physical development
Actually, physical development during the elementary years is
primarily a move toward greater balance of proportion rather than a
sheer increase in size. Children grow more slowly during their
elementary years that they did earlier or that they will in
adolescence. As with height, weight increases are also slow and
fairly uniform at this age. In addition, considering the feedback that
any person- young or- old- both gives and receives purely on the
basis of physical appearances, it is not difficult to see how
children’s physical proportions can influence their feelings about
themselves simply by affecting how other people react to them.
2) Social development
Between the ages of six and twelve, children make major
advances in their efforts to become competent social members of
their culture. They spend their time in broader community (peer
group). By the end of this growth period they are on set of
adolescence, with varying degrees of readiness to assume new and
expanded responsibilities and relationship.
3) Emotional development
Children between six and twelve are emotionally vulnerable.
hear. Their self-concepts are incompletely formed, which renders
them more susceptible to the feedback they get from adults and
peers. If feedback is essentially negative and ego-deflating, then
they will more likely develop low self-esteem feelings that nurture
a sense of inferiority.
4) Cognitive development
Children during this stage of growth are gluttonous learners.
They learn everywhere and from everyone- from the gang, from
conversations at home either as participants or listener, from their
reading, etc. They are hungry learner. They are curious, eager, and
enthusiastic learners. They learn best whenthey can participate in
concrete experiences.
In conclusion, elementary school students have high energy level
so they need more activities such as moving and talking. They are
responsive to opportunities for interacting with one another like in
games activities. They also need to be brave to take risks. Moreover,
positive feedback is preferred since their self-concept has not been
formed well.
B. Theoretical Framework
The theoretical framework of the research presents how the writer arranges the
steps in developing the instructional materials. In designing instructional
models. In this research, the writer modifies and combines the Instructional
Materials as proposed by Kemp and Dick & Carey.
The stages are:
1. Identifying the learners’ characteristics (Kemp’s model)
The writer collects information about the students` characteristics, needs,
and level of knowledge. The writer identifies the learners’ characteristics
by distributing questionnaires to the fifth graders of SD Kanisius Baciro
Yogyakarta, doing an informal interview to the teacher who teaches the
fifth graders of SD Kanisius Baciro Yogyakarta, and doing an observation
to English class.
2. Considering goals, listing topics, and stating general purposes (Kemp’s
model)
The writer states the goals of the materials, topics, and the general
purposes. The goals are selected based on students` level and knowledge.
Then, the general purposes are established.
3. Specifying learning objectives (Kemp’s model)
The writer specifies the objectives since it is the outcome that should be
achieved by students. Therefore, its specification is important.
4. Listing the subject content (Kemp’s model)
The writer lists the subject contents based on the needs analysis, the goals,
topics, learning objectives, and curriculum.
5. Selecting teaching learning activities and the instructional resources
(Kemp’s model)
The writer determines the most efficient and effective activities then
6. Designing the instructional materials (Dick & Carey’s model)
In this step, the writer designs the instructional materials using task-based
activities and the instructional resources had been selected. The materials
designed are also based on the competence standard and basic
competence.
7. Evaluation and revision (Kemp’s model)
In order to obtain feedback, the writer distributed the design materials to
two English teachers of SD Kanisius Baciro Yogyakarta, two English
teachers from other elementary school,and two English lecturers of Sanata
Dharma University. The feedback determines whether or not the design
materials have fulfilled the requirements. The writer uses the feedback
given, as an evaluation, to make improvement and revision on the
designed materials.
Table 2.2: Adaptation model from Kemp’s and Dick & Carey’s
Identifying the learners’ characteristics
Considering goals, listing topics, and stating the general purposes
Specifying learning objectives
Listing the subject content
Selecting teaching learning activities and the instructional resources
Designing the instructional materials
CHAPTER III
METHODOLOGY
In this chapter, the writer will discuss the methodology used in this study.
It will cover the description of the research methods, the research respondents, the
research instruments, data gathering, data analysis, and the steps in conducting the
study.
A. Method
In this study, a method was set up in order to answer the questions of the
problem as stated in the problem formulation. The writer conducted research and
development (R & D). According to Borg and Gall (1983: 772), educational
research and development (R & D) is a process used to develop and validate
educational products. The major steps in the R & D cycle are as follows:
1. Research and information collecting-Includes review of literature, classroom
observations, and preparation of report of state of the art.
2. Planning-Includes defining skills, stating objectives determining course
sequence, and small scale feasibility testing.
3. Develop preliminary form of product-Includes preparation of instructional
materials, handbooks, and evaluation devices.
4. Preliminary field testing-Conducted in from 1 to 3 schools using 6 to 12
subjects. Interview, observational, and questionnaire data collected and
5. Main product revision-Revision of product as suggested by the preliminary
field-test results.
6. Main field testing-Conducted in 5 to 15 schools with 30 to 100 subjects.
Quantitative data on subjects’ precourse and postcourse performance are
collected. Results are evaluated with respect to course objectives and are
compared with control group data, when appropriate.
7. Operational product revision-Revision of product as suggested by main
field-test results.
8. Operational field testing-Conducted in 10 to 30 schools involving 40 to 200
subjects. Interview, observational, and questionnaire data collected and
analyzed.
9. Final product revision-Revision of product as suggested by operational
field-test results.
10. Dissemination and implementation-Report on product at professional
meetings and in journals. Wok with publisher who assumes commercial
distribution. Monitor distribution to provide quality control.
In this study, the writer took five steps namely research and information
collecting, planning, developing preliminary form of product, preliminary field
testing, and main product revision.
The study was conducted to find out how to design a set of task-based
instructional materials for fifth graders of SD Kanisius Baciro Yogyakarta.
Second, the study was aimed at presenting a set of task-based instructional
To solve those problems, the writer used survey research as a means to collect
the data which were needed to develop the materials. Survey, as Sprinthall (1991:
93) points out, is designed to gather information from samples (occasionally, even
some populations) by using questionnaire or sometimes interview.
In this study, survey research was used for two purposes. The first was used
for needs analysis (pre-design survey) which was similar to research and
information collecting, planning, and developing preliminary form of product step
in R & D cycle. The second was used for evaluation on the designed materials
(post-design survey) which was parallel to preliminary field-testing step and main
product revision in R & D cycle.
1. Pre-design Survey
The first survey was conducted for needs survey to obtain data about
the students` interests and needs in learning English. The survey was done
by conducting an informal interview, distributing questionnaires, and
doing an observation. The informal interview was conducted with an
English teacher of SD Kanisius Baciro Yogyakarta. Meanwhile, the
questionnaire distributed to fifth graders of SD Kanisius Baciro
Yogyakarta and the observation was done during the teaching learning
process. The data collected in this survey research became the core of
designing appropriate instructional materials.
2. Post-design Survey
The second survey, used for evaluation on the designed materials, was
suggestions, opinions, ideas, and recommendations on the designed
materials. The survey was conducted by distributing and gathering
questionnaires to two English teachers of SDKanisiusBaciro Yogyakarta,
two English teachers from other elementary school, and two English
lecturers of Sanata Dharma University. The data gathered from this survey
was used as guidance to revise and improve the designed materials.
B. Research Participants
1. Participants of Needs Survey
In this study, the students` needs were the main consideration in
designing the materials. The writer conducted an informal interview to an
English teacher of SD Kanisius Baciro Yogyakarta. The interview was
conducted in order to find out the students` interests and needs in learning
English. To complete the data about the students` needs and interests, the
questionnaires were distributed. In addition, to know the real situation of
teaching learning process the writer did an observation in English class.
2. Participants of Evaluation
In order to evaluate the designed materials, the writer distributed the
questionnaires and the designed materials to two English teachers of SD
Kanisius Baciro Yogyakarta, two English teachers from other elementary
school, and two English lecturers of Sanata Dharma University. The
teachers were involved in evaluating the designed materials because she
two English lecturers of Sanata Dharma University were taken as the
participants, assuming that they have had experience in English teaching
learning process in the university level.
All of the participants were asked to judge whether the task-based designed
materials for fifth graders of SD Kanisius Baciro Yogyakarta was accepted or not.
C. Research Instruments
The instruments used to collect the data in this study were interview,
questionnaire, and observation.
1. Interview
Interviewing is a well-established method of data collection, which,
because of some unique qualities, is still widely used. One of the most
important aspects of interviewing is that it is flexible (Ary, et. al. 1979:
174). Ary, et. al. (1979: 174) also says that there are two types of
interviews: structured and unstructured. In structured interviews, the
questions and the alternative a
