vii
Yuditawindra Yasmein, Hana. 2010. Designing a Set of Instructional Materials Using Task Based Learning for the First Grade Students at Domby Kid’s Hope 2.
Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Considering the importance of English,Domby Kid’s Hope 2, one of Non Governmental Organizations that focuses on Education for poor children around
Kali CodeYogyakarta, puts English as one of the subjects in its education section. Children are believed to have a bigger chance to master English. Unfortunately, most of the children at Domby have no motivation or interest to learn English. These children need short term motivation to make them like and learn English. Therefore, the study attempted to develop a set of English instructional materials using task based learning for the first grade students atDomby.
This study was to find out the answer to the following research problems: First, how is a set of instructional materials implementing Task Based Learning for the first grade ofDomby Kid’s Hope 2designed? Second, what does this set of instructional materials look like?
To answer the first problem, the writer adopted Kemp’s instructional design model (1997). The eight steps of Kemp’s model were combined with R & D cycle in the Research and Development (R & D) method of Borg and Gall (1986). Due to the time and money constraints, only five out of ten steps of the R & D cycle were employed. There were (1) Research and Information Collecting, (2) planning, (3) Developing Preliminary Product, (4) Preliminary Filed Testing, (5) Main Product Revision and (6) Main Field Testing.
First of all, the writer gathered information for developing the materials by conducting observation the first grade classes at Domby and interview the coordinator ofDombyand the English tutors of first grade classes atDomby. This was aimed to make useful and suitable designed materials for the target learners. To make valid and appropriate materials, the writer obtained feedback for improvement by distributing questionnaires along with the designed materials to two English tutors at Domby and two lecturers of English Language Education Study Program at Sanata Dharma University. The results were satisfying and encouraging. The designed materials, nevertheless, needed some improvements and revisions. First of all, some of the instructions had to be simplified. Second, there was a bit too much burden for the learner in the unit 1. Third, the writing activities should be simplified into tracing. After improving and revising the materials, the writer went on to conduct materials try out by interviewing the English tutors. The Materials try out was aimed to check the suitability and applicability. The final results of the evaluation showed that the materials were well-designed and applicable.
viii
ix
Yuditawindra Yasmein, Hana. 2010. Designing a Set of Instructional Materials Using Task Based Learning for the First Grade Students at Domby Kid’s Hope 2.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Mempertimbangkan pentingnya bahasa Inggris, Domby Kid’s Hope 2, salah satu organisasi diluar pemerintahan yang memperhatikan pendidikan untuk anak-anak miskin disekitar Kali Code Yogyakarta, menempatkan bahasa Inggris sebagai salah satu mata pelajaran dalam program pengembangan pendidikan mereka. Anak-anak dipercaya memiliki kesempatan yang lebih besar untuk menguasai bahasa Inggris. Oleh karena itu, sangat disayangkan apabila sebagian besar anak-anak Domby tidak mempunyai motivasi dan ketertarikan untuk mempelajarinya. Anak-anak ini membutuhkan motivasi jangka pendek untuk membuat mereka menyukai dan belajar bahasa Inggris. Oleh sebab itu, penelitian ini bermaksud mengembangkan materi instruksional bahasa Inggris dengan menggunakan prinsip-prinsip task based learning yang diperuntukkan bagi murid-murid kelas satu diDomby.
Penelitian ini dimaksudkan untuk menemukan jawaban untuk pertanyaan berikut: pertama, bagaimanakah materi bahasa Inggris menggunakan task based learning untuk siswa kelas satu di Domby dirancang? Dua, seperti apakah materi bahasa Inggris menggunakan task based learning untuk siswa kelas satu diDomby
tersebut?
Untuk menjawab pertanyaan pertama, penulis mengadaptasi model instruksional yang dikembangkan oleh Kemp (1997). Kedelapan langkah-langkah Kemp tersebut kemudian disusun berdasarkan R & D cycle dari metodologi Research and Development (R & D) yang dikenalkan oleh Borg and Gall (1986). Oleh karena keterbatasan waktu dan dana, hanya lima dari sepuluh langakah-langkah R & D yang diberlakukan. Lima langakah-langkah-langakah-langkah tersebut adalah: (1) Penelitian and Pengumpulan Informasi (2) Perancangan, (3) Pengembangan Rancangan Produk, (4) Pengujian Awal, (5) Revisi Akhir dan (6) Pengujian Akhir dan Revisi.
x
interview dengan tutor bahasa Inggris. Hasil final dari evaluasi memperlihatkan bahwa materi sudah bagus dan siap di gunakan
Untuk menjawab pertanyaan kedua, penulis menyertakan tiga unit materi final yang dikembangkan. Terdapat 4 bagian di setiap uni, yaitu: ‘Get Ready’, ‘Build Up’, ‘Act Out’dan‘Review’.
USING TASK-BASED LEARNING
FOR THE FIRST GRADERS INDOMBY KIDS HOPE 2YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Hana Yuditawindra Yasmein Student Number: 041214051
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
i
USING TASK-BASED LEARNING
FOR THE FIRST GRADERS INDOMBY KIDS HOPE 2YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Hana Yuditawindra Yasmein Student Number: 041214051
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
iv
“The moments you suffer most are moments when you learn most”
vii
Yuditawindra Yasmein, Hana. 2010. Designing a Set of Instructional Materials Using Task Based Learning for the First Grade Students at Domby Kid’s Hope 2.
Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Considering the importance of English,Domby Kid’s Hope 2, one of Non Governmental Organizations that focuses on Education for poor children around
Kali CodeYogyakarta, puts English as one of the subjects in its education section. Children are believed to have a bigger chance to master English. Unfortunately, most of the children at Domby have no motivation or interest to learn English. These children need short term motivation to make them like and learn English. Therefore, the study attempted to develop a set of English instructional materials using task based learning for the first grade students atDomby.
This study was to find out the answer to the following research problems: First, how is a set of instructional materials implementing Task Based Learning for the first grade ofDomby Kid’s Hope 2designed? Second, what does this set of instructional materials look like?
To answer the first problem, the writer adopted Kemp’s instructional design model (1997). The eight steps of Kemp’s model were combined with R & D cycle in the Research and Development (R & D) method of Borg and Gall (1986). Due to the time and money constraints, only five out of ten steps of the R & D cycle were employed. There were (1) Research and Information Collecting, (2) planning, (3) Developing Preliminary Product, (4) Preliminary Filed Testing, (5) Main Product Revision and (6) Main Field Testing.
First of all, the writer gathered information for developing the materials by conducting observation the first grade classes at Domby and interview the coordinator ofDombyand the English tutors of first grade classes atDomby. This was aimed to make useful and suitable designed materials for the target learners. To make valid and appropriate materials, the writer obtained feedback for improvement by distributing questionnaires along with the designed materials to two English tutors at Domby and two lecturers of English Language Education Study Program at Sanata Dharma University. The results were satisfying and encouraging. The designed materials, nevertheless, needed some improvements and revisions. First of all, some of the instructions had to be simplified. Second, there was a bit too much burden for the learner in the unit 1. Third, the writing activities should be simplified into tracing. After improving and revising the materials, the writer went on to conduct materials try out by interviewing the English tutors. The Materials try out was aimed to check the suitability and applicability. The final results of the evaluation showed that the materials were well-designed and applicable.
viii
ix
Yuditawindra Yasmein, Hana. 2010. Designing a Set of Instructional Materials Using Task Based Learning for the First Grade Students at Domby Kid’s Hope 2.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Mempertimbangkan pentingnya bahasa Inggris, Domby Kid’s Hope 2, salah satu organisasi diluar pemerintahan yang memperhatikan pendidikan untuk anak-anak miskin disekitar Kali Code Yogyakarta, menempatkan bahasa Inggris sebagai salah satu mata pelajaran dalam program pengembangan pendidikan mereka. Anak-anak dipercaya memiliki kesempatan yang lebih besar untuk menguasai bahasa Inggris. Oleh karena itu, sangat disayangkan apabila sebagian besar anak-anak Domby tidak mempunyai motivasi dan ketertarikan untuk mempelajarinya. Anak-anak ini membutuhkan motivasi jangka pendek untuk membuat mereka menyukai dan belajar bahasa Inggris. Oleh sebab itu, penelitian ini bermaksud mengembangkan materi instruksional bahasa Inggris dengan menggunakan prinsip-prinsip task based learning yang diperuntukkan bagi murid-murid kelas satu diDomby.
Penelitian ini dimaksudkan untuk menemukan jawaban untuk pertanyaan berikut: pertama, bagaimanakah materi bahasa Inggris menggunakan task based learning untuk siswa kelas satu di Domby dirancang? Dua, seperti apakah materi bahasa Inggris menggunakan task based learning untuk siswa kelas satu diDomby
tersebut?
Untuk menjawab pertanyaan pertama, penulis mengadaptasi model instruksional yang dikembangkan oleh Kemp (1997). Kedelapan langkah-langkah Kemp tersebut kemudian disusun berdasarkan R & D cycle dari metodologi Research and Development (R & D) yang dikenalkan oleh Borg and Gall (1986). Oleh karena keterbatasan waktu dan dana, hanya lima dari sepuluh langakah-langkah R & D yang diberlakukan. Lima langakah-langkah-langakah-langkah tersebut adalah: (1) Penelitian and Pengumpulan Informasi (2) Perancangan, (3) Pengembangan Rancangan Produk, (4) Pengujian Awal, (5) Revisi Akhir dan (6) Pengujian Akhir dan Revisi.
x
interview dengan tutor bahasa Inggris. Hasil final dari evaluasi memperlihatkan bahwa materi sudah bagus dan siap di gunakan
Untuk menjawab pertanyaan kedua, penulis menyertakan tiga unit materi final yang dikembangkan. Terdapat 4 bagian di setiap uni, yaitu: ‘Get Ready’, ‘Build Up’, ‘Act Out’dan‘Review’.
xi
I would like to give my first gratitude to the God of the Universe, Jesus Christ, for the chance to study especially at Sanata Dhrama and also finish it, the chance to meet great people and learn great lessons in my life and also for His love, mercy, and guidance in everyday of my life.
I would also express my gratitude to my sponsor, Made Frida Yulia, S.Pd., M.Pd., who willingly shared her knowledge and time, and also patiently guided me so that I could finish my thesis. My gratitude is also addressed toDrs. J.B Gunawan, M.A. and F.X. Mukarto, Ph.D, my evaluators, who willingly shared their knowledge and time, and also kindly gave me review on my designed materials.
My deepest gratitude and love go to my loving family, Pak Endro, Bu
Insi, Mpie, Mbah Dar, for the incredible love, helps, advice, prayers, care, financial support, and everything that I could not mention one by one. Thank you for supporting me patiently to finish this thesis. They are the best I could have.
My special gratitude also is addressed to beloved loving Marc Reid for his love and care in every way and also everything that I could not mention one by one. “I miss you”.
I thank Domby Kid’s Hope, especially kak Yusak as coordinator, kak
xii learning process at Domby.
I am so thankful to all the lecturers, especiallyAgustinus Hardi Prasetyo, S.Pd., M.A, and secretariat staff of PBI,mbakDani andmbakTari.I would like to thank Haris, Patrice, and Maya who had given me source, information, and help related to my study. In addition, I thankCharlie Louis SutherlandandNina Rose Lim, who willingly proofread and checked my grammar. It is an honor to also thank Mrs and Mr Hasyim for the support, especially financial support. In addition, I wish them all the best and happiness.
I would also send my gratitude to PBI students, especially my classmates,
Witri, Heni, Berta, Prima, Adi, Dede, Agung, Dias, Festy, Hyacintha,
Marshel,andTita,for their supports, advices, and helps. It was a wonderful time to hang out with all of you. In addition, I am sorry for every wrong thing that I had done. This is also a chance to express my gratitude to my friends, Flora, Rangga, Dite, Lia Mbokde, Andrew, Keke, and Pakde for the support, wonderful moments, great lessons and travelling time. Especially, I would like to thankFelix Nugrahafor his drawing for my designed materials.
Finally, I would like to show my gratitude to everyone who helped and supported me to finish my thesis.
xiii
TITLE PAGE ……… i
APPROVAL PAGES ……… ii
DEDICATION PAGE………..………. iv
STATEMENT OF WORK’S ORIGINALITY………. v
SURAT PERNYATAAN………. vi
ABSTRACT……….………..…… vii
ABSTRAK……….……… ix
ACKNOWLEDGEMENTS..….……....………... xi
TABLE OF CONTENTS ……….. xii
LIST OF TABLES ………... xvii
LIST OF FIGURES………. xviii
CHAPTER I: INTRODUCTION 1 1.1 Research Background……… 1
1.2 Problem Formulation………. 5
1.3 Problem Limitation ………...……… 5
1.4 Research Objectives………..… 6
1.5 Research Benefits……….…… 6
xiv
2.1 Theoretical Description………. 11
2.1.1 Instructional Design Models………..…. 11
2.1.1.1 Kemp’s Model……… 12
2.1.2 Condition for Language Learning …………..……..…. 15
2.1.3 Teaching English in Preliminary Class …………....…. 20
2.1.4 Task Based Learning………..…….… 23
2.1.4.1 Task Types………..……… 27
2.1.4.2 Task Based Learning for Children………….…… 30
2.1.4.3 Role of Teacher, Learnes, and Materials….…….. 32
2.1.5 Domby Kid’s Hope Curriculum……….... 34
2.1.6 Syllabus Design…………...……….. 36
2.2 Theoretical Framework………..………. 37
CHAPTER III: METHODOLOGY 41 3.1Research Method………..………. 41
3.2 Research Participants………..….. 46
3.3 Research Instruments………...…. 47
3.4 Data Gathering Techniques……… 50
3.5 Data Analysis Techniques……….. 51
xv
A. The Steps of Designing a Set of Instructional Materials for the First
Grade ofDomby………..……….…… 54
4.1.1 Research and Information Collecting……….…..… 54
4.1.1.1 Learners’ Characteristic……….. 55
4.1.1.2 Pre-Assesment……… 59
4.1.1.3 Support Service………... 60
4.1.1.4 Planning………...………... 60
4.1.2.1 Formulating Goals, Topics, and Purposes….…... 60
4.1.2.2 Specifying Learning Objectives……….. 63
4.1.2.3 Listing Subject Contenet ……… 64
4.1.3 Developing Preliminary Field Testing………..… 65
4.1.3.1 Get Ready……… 66
4.1.3.2 Build Up………..… 66
4.1.3.3 Act Out………...…. 67
4.1.3.4 Review………...…….. 67
4.1.4 Preliminary Field Testing……….……. 67
4.1.5 Main Product Revision………..…...…. 71
4.1.6 Main Field Testing……...………...…. 71
xvi
5.1. Conclusions…….………. 74
5.2. Suggestions……… 76
REFERENCES 78 APPENDICES 80 Appendix A: Letter of Permission………..………... 81
Appendix B: Interview Guide for Data Collection…………...…. 83
Appendix C: Post Design Questionnaire………...… 85
Appendix D: Interview Guide for Materials Try Out………….... 89
Appendix E: Sample of Post Design Questionnaire Result…...… 91
Appendix F: Syllabus and Lesson Plan……….……… 97
Appendix G: Task Instructions……... 121
Appendix H: Answer Key to Exercises……….. 127
Appendix I: Photocopyable Task Materials………...….. 131
xvii
Page
Table 3.1 Product Specification……… 36
Table 3.2 The Writer’s Data Collection... 41 Table 4.1 Data of Participants... 51 Table 4.2 The Result of the interview with the coordinator
and English tutors atDomby... 53 Table 4.4 Needs, Lacks, and Wants of the Children atDomby…..... 55 Table 4.5 The Selected Topics for the Designed Materials…….….. 57
Table 4.6 The General Purpose………….………. 58
Table 4.7 The Learning Objectives of the Materials……….. 59 Table 4.8 The Organization of the Subject Contents……….………. 61 Table 4.9 The Description of the Participants
for Expert and User Validation………..…….….... 64 Table 4.10 The Description of the Participants
for the Materials Try Out……....……….….... 64 Table 4.11 The Result of the Questionnaire
for Expert and User Validation (part 1)... 65 Table 4.12 The Result of the Questionnaire
for Expert and User Validation (part 2)... 67 Table 4.13 The Result of the Interview
xviii
Page Figure 2.1 Kemp’s Instructional Design Model ………. 15 Figure 2.2 Willis’ Model of Condition of Language learning………... 20 Figure 2.3 Willis’ Task Based Framework ………. 27 Figure 2.4 The Writer’s Theoretical Framework Chart………... 39 Figure 3.1 The writer’s R&D Adopted Cycle Collaborated
1
INTRODUCTION
This chapter serves as an introduction to the study. This chapter is divided into seven parts. These are intended to aid the readers in understanding the research undertaken, namely research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.
1.1 Research Background
Considering the importance of English in later education levels and its value in the world of employment, it would be better for children to start learning English at an early age. This is supported by critical period belief - that during this period, language acquisition is easy and complete (Ellis, 1997: 67). Moreover, children also have special characteristics such as great memory, imagination and instinct to play and fun (Halliwell, 1992: 3-8) that can be beneficial for the success of language acquisition. As a result, introducing English in this period gives children a bigger chance to master English.
Realizing the value of English in every child’s future and their possibility to acquire a language, a large numbers of NGOs (Non Governmental Organization) focus their action on improving the educational opportunities of poor children. One such NGO is Domby Kid’s Hope 2, more often simply known as ‘Domby’.Domby tries to prepare poor children from the age 3 to 19 who live aroundKali Codewith sufficient ability to face the world of employment. Domby
is located in a nearby Kali Code. Domby has three buildings for their teaching-learning activities. Two of the buildings are located at Terban, one functions as classrooms while the other functions as computer class and also administrative operation office. Whereas, the other building which is located at Cokrokusuman, has four rooms that only function as classrooms. Dombyfocuses on the children’s holistic development through four main sections; physical, education, socio-emotional, and spiritual (Panduan Pembinaan DOMBY KID’S HOPE 2, 2008). In the educational section, Domby put English as one of the compulsory subjects in
week.
Unfortunately, children who live around Kali Code have difficulties in learning English and low motivation to learn English. These children have grown up in an environment that often does not foster attitudes toward study (Panduan Pembinaan DOMBY KID’S HOPE 2, 2008). The low motivation is quite obvious especially regarding the subject of English. They seem to be afraid to learn English. Most of the students share the belief that English is a subject that is too difficult to be learned and will never be of any use to them. Other problems are all the English tutors who are still university students and Domby itself which does not have an English curriculum to align the teaching materials. Thus, the tutors teach what they want to teach without any certain objectives to be achieved and often without sufficient preparation. Although Domby has several English text-books, vocabulary cards, and story text-books, the tutors do not make maximum use of them. Due to these facts, the learning process is obstructed. Domby needs materials that could motivate their children to like learning English, brave to speak English and lead them to certain achievement.
understand English better and master it in the future.
In designing motivating materials for children, the writer uses task-based learning approach. Task-Based learning which has become one of the approaches for real-world language learning shares its notion to make a bridge between contextual teaching and learning and the teacher’s lack of motivating students (Richards and Rodgers, 2001: 225). Task-based learning is one approach in teaching and learning activities which gives great amounts of students’ activities. It gives the teacher an opportunity to be as creative as possible to assign tasks for the students. Therefore, task-based learning enables the writer to design materials which provide various tasks to make joyful and understandable learning. Since these students do not have long term motivation to learn English language, task-based learning is considered suitable to the children in Domby. Tasks can motivate them in a short term by interest them to complete the tasks and make them learn while completing the tasks.
1.2 Problem Formulation
This study attempts to answer the following questions:
1. How is a set of instructional materials implementing Task Based Learning for the first grade students ofDomby Kid’s Hope 2designed?
2. What does a set of instructional materials using Task Based Learning for the first grade students ofDomby Kid’s Hope 2look like?
1.3 Problem Limitation
Answering the need for designed materials at Domby,the writer attempts to design materials to teach English to the first grade students of Domby Kid’s Hope 2 by adopting task-based approach. The main purposes of the designed materials are to build high motivation and interest of the students in learning English by using tasks provided. The design will include a variety of interesting tasks in form of individual and group activities. In addition, the designed materials could also give the students opportunities to experience the target language.
include listening activities and simple and short instructions. The third, the designed materials also provide writing activities. From the tutors’ experience, these children have different level of writing skill. Therefore, in the designed materials provide only few writing activities. In these activities, the tutors can help the students who still cannot write yet.
1.4 Research Objectives
From the problem formulated, there are some objectives of the study identified by the writer. They are:
1. To find out how a set of English instructional materials implementing Task-Based learning for first grade students ofDomby Kid’s Hope 2is designed. 2. To present materials to teach English to the first grade students ofDomby
Kid’s Hope 2.
1.5 Research Benefits
The result of this study will be beneficial for the following parties: 1. The First grade students ofDomby Kid’s Hope 2
Appropriate instructional material could encourage these children to start to like English through all the activities and games. As a result, it would also ease the children’s further learning of English.
2. English Tutors ofDomby Kid’s Hope 2
preparation. In addition, if there is a change in class’ tutor, the new tutor would continue with what has already been taught. Therefore, the learning process would also continue.
3. Domby Kid’s Hope 2
The developed materials could contribute to the children’s learning process. Furthermore, as has been believed, the English skills could make these children become more competent people to face the world. Due to this belief,Dombythen could achieve the goal of Domby in English teaching-learning program to make the learners like English and brave to speak English. In addition, Domby could reach their vision which is alleviating the conditions of children’s poverty and producing independent future leaders of the community.
4. Material Designer
The developed material would aid other material designers to produce resources for Domby using similar or different methods. Additionally, they could continue this study by continuing or designing materials for the next grade inDomby Kid’s Hope 2.
1.6 Definitions of Terms
There are some terms that are used constantly in this study. Thus, the writer will give the definitions to avoid misunderstanding and misconception. 1. Instructional Materials
theory, taking into consideration as many factors and variables of the particular situation as possible, so that successful learning will result. In addition, it refers to the materials (films, slide, recordings, maps, and such) designed by the teachers (Kemp, 1997: 7). In this study, after defining the goals, the writer will design the materials using a task based approach consisting of instructions for each task or meeting and it is applied by the English tutors themselves to the first grade students ofDomby.
2. Task-Based Learning
Richards and Rodgers (2001: 223) summarize that the Task-Based Learning refers to an approach of language learning which focus on the use of tasks as the core unit of planning and instruction in language teaching-learning. The plan in this study is to design materials using Task-based approach which will enable the students to learn through the students’ experience while doing the tasks provided.
3. Task
According to an Australian linguist who focuses on the teaching of English, Nunan (2004: 4), he defines task as follows.
task is a piece of classroom work that involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning rather than manipulate form. The task should also have sense of completeness, being able to stand alone as a communicative act in its own right with a beginning a middle and an end.
Here is the definition of pedagogical task:
...an activity or action which is carried out as the result of processing or understanding language (i.e. as a response). For example, drawing a map while listening to a tape, listening to an instruction and performing a command may be referred to as tasks. Tasks may or not involve the production of language. A task usually requires the teacher to specify what will be regarded different kinds of tasks in language teaching more communicative ...since it provides a purpose of a classroom activity which goes beyond the practice of language for it’s own sake. (Richards, 1986: 289)
Therefore, considering the definitions of tasks above, task in this study is briefly defined as any kind of activities or action which involves target language production or not and to help the students gain new knowledge, practice what they have been studying and reach certain goal.
4. The First grade students of Domby Kid’s Hope 2Yogyakarta
The first grade students ofDombyare children around the age 6 to 7 years old. They have just started learning English, therefore, their level is still very basic. They need suitably designed materials which provide various active, fun, and interesting activities to help them learn English.Dombyis an informal school managed by Yayasan Pelita Bangsa. This informal school focuses their program on education. Since its location is around Kali Code, it serves poor children from the age of 3 to 19 years old who live in Kali Code area. This organization intends to provide the children with capabilities to face the wider world, to be able to overcome their problems both now and in the future. The ultimate goal of Domby
11
REVIEW OF RELATED LITERATURE
In this chapter the writer clarifies the theories that are used in the research. This chapter consists of two main parts namely theoretical description and theoretical framework. Theoretical description includes instructional design models, condition for language learning, teaching English in primarily class, description of Task-Based Learning, task type, and syllabus. The second part, theoretical framework, is to clarify framework that the writer uses in designing a set of English instructional materials for the first grade students ofDomby.
2.1 Theoretical Description
2.1.1 Instructional Design Models
2.1.1.1 Kemp’s Model
In designing materials the writers are supposed to decide what are the objectives of the instructional design, the activities and resources, and the evaluation of the instructional design. In Kemp’s model, basically materials designers are supposed to seek out information about the objectives of the instructional design, the activities and resources, and the evaluation of the instructional design. Consequently, materials designer have to be able to supply answers to these questions; what must be learned, what procedures and resources will work best to reach the desired learning levels, and how we will know when the required learning has taken place (Kemp, 1977: 8). Therefore, Kemp includes comprehensible steps to be followed. The brief explanations for each part are stated as follows.
1. Determining Goals, and Topics, and General Purposes
Instructional design planning starts with a recognition of the goals. The topic is listed for the study. All of the topics will lead to general purposes.
2. Learner Characteristic
3. Learning Objectives
The writer needs to specify the learning objectives to be achieved in terms of measurable student behavioral outcomes. According to Kemp (1977: 23), this is the most essential because the concern is with learning as an outcome of instruction. The learning requires active effort by the learner. Thus, all objectives must be stated in terms of activities that will best promote learning.
4. List the Subject Content
In designing the materials, the writer has to select and organize specific knowledge (fact and information), skill (step by step procedure, condition, requirements), and altitudinal factor of any topic. The selection should relate to the objectives and students’ needs.
5. Pre-assessments
The writer also needs to determine the student’s background and present level of knowledge about the topic in order to plan learning activities for which students are prepared and at the same time to ensure that learners do not waste their time on the things they already know.
6. Teaching Learning Activities and Resources
7. Support Services
Support services such as; budget, personnel, facilities, equipment, and schedules to carry out the instructional plan need to be coordinated.
8. Evaluation
The evaluation of student’s learning is in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of plan that need improvement.
Kemps (1977) adds that this process of developing program is flexible since among the eight elements are interdependent. The relationship of each part in the plan can be illustrated in Figure 2.1.
Figure 2.1: Kemp's Instructional Design Model (Kemp, 1977: 9)
The circle which is constructed of broken lines in the scheme is meant to show that it is necessary for the development process to be perceived as a dynamic activity, in which all elements of the system always need to be reviewed and improved.
2.1.2 Condition for Language Learning
There are various types of methods. It is difficult to say one method is better than another. However, there are certain basic principles that can help the teacher select and devise useful classroom activities that are mostly likely to stimulate learning. Besides appropriate learning strategy, language learning condition is also considered important for the success of L2 learning.
condition for language learning in order to meet success in acquiring L2. Most researchers would agree that in order for anyone to learn a language with reasonable efficiency, three essential conditions must be met. There also one additional condition that is desirable, instruction. Willis’ Model of Condition of Language Learning diagram can be seen in Figure 2.2.
Essential Desirable
Condition for Language Learning
Figure 2.2: Willis’ Model of Condition of Language Learning (Willis, 1996: 11)
a. Exposure
All good language learners take full advantage of their exposure to the target language in use. This might involve listening, reading, or both. It may be a conscious process or largely subconscious. They will try to make sense of what they hear or read and observe how other express the meaning that they want to be able to express. This will lead on to noticing small chunks of language typically used in particular contexts. It involves isolating some words, discovering
To a rich but comprehensible
input of real spoken and written language
in use
Exposure
Of the language to do things (i.e. exchange
meaning)
To listen and read the language and to speak and write it (i.e. to process
and use the exposure)
In language (i.e. chances to focus on form)
meaning, and using it. Therefore, in learning learners need to be exposed to inputs of target language.
One thing that should be put into consideration is that input should be relevant to their level of comprehension. According to Krashen (1993), L2 acquisition depends on comprehensible input. He suggests that the right level of input is attained automatically when interlocutors succeed in making themselves understood in communication. Success is achieved by using the situational context to make messages clear and through the kinds of input modifications found in foreigner talk.
This is essential that learners are ultimately exposed to the variety of language that they will need to understand and use outside classroom. Young learners might not know what language they will need later. In this case it is best to select a range of materials that will give them a varied language experience, and to choose things they enjoy in order to sustain their motivation. Therefore, the quality of the exposure has been found to be more important than the quantity.
b. Language Use
(1996) argues that silent period gives them time to obtain the feel of it, and acquire language naturally. We cannot force children to speak, when they are not ready. They will not speak if they feel under pressure.
Learners have to speak the language in order to learn it, even though they make a lot of errors. Learners who have more opportunities to communicate are likely to acquire language faster and more efficiently. Additionally, students also need the experience of communicating in a variety of situations such as in groups of two, three, and also the whole class. Interaction can assist learners to process the input, which may help them to comprehend and acquiring L2 forms. Therefore, learners need opportunities to communicate what they want to say and express what they feel or think freely. Additionally, teachers are responsible to always correct students’ errors in a positive way, so that the students would not be afraid to make mistakes.
c. Motivation
The last essential condition is motivation to learn. Obviously, learners need motivation to process the exposure they receive and motivation to use the target language as often as possible. Learners’ motivation may be from admiration
to the target language or culture, the need that the students feels such as further study or good job, desire to travel, seeking new friendships, and simply acquiring
knowledge. What mostly happens in school is that the students do not have personal long-term motivation. In this case, the teachers can select a topic and activities that motivate them in a short term. If an activity can stimulate interest
Success and satisfaction is important to build learners’ motivation. When the learners feel they achieved something worthwhile, through their own individual effort, they are more likely to participate next time. Hence the teachers need to set achievable goals and to highlight students’ successes.
The choice of activities should be considering the students’ level of education and level of motivation. Children gain both confidence and satisfaction from repeating after tape or teacher. They enjoy learning songs, poems, and even dialogue by heart. When the confidence is low, teachers may select simple communicative activity that students can achieve with success. One thing to remember is praise and encouragement will help to raise motivation. Hence, there is no point in expecting accuracy early on and to correct more than is absolutely necessary which will only undermine confidence and reduce motivation.
Exposure, use, and motivation are three essential conditions for language learning. One without the others or even two without the third will not be sufficient. However, we have the fourth condition, instruction, which is not totally essential but highly desirable.
d. Instruction
structures with ease and accuracy in communication if the input given is simple. She adds that the acquisition of at least some linguistic structures can be permanently influenced by instruction.
2.1.3 Teaching English in Primarily Class
As has been explained in previous chapter, there is a certain period when one has bigger chance to master a language. The younger a person is, the better he will learn another language. This assumption is known as critical period hypothesis. Critical period is a time during our early lives with maximum receptivity to a language. If children are exposed to language during that period, the children are likely to have a native-like competence with less effort. In this assumption, as assumed by Field (2003), that the plasticity of the brain permits younger learners to acquire a second language much more successfully than adults. According to Chomsky as quoted by Ellis (1997: 65) children have prior knowledge of what is grammatically possible and impossible as a part of their biological endowment. This knowledge was referred to as the Language Acquisition Device that is what comprised of Universal Grammar (UG). This UG is believed can prevent them to make mistakes such as word order.
and characteristics which help them to learn another language. In these sub-chapters, several children’s ability, skill, instinct and characteristic are given out.
a. Children’s ability to grasp meaning
Intonation, gesture, facial expression, actions, and circumstances help very young children to understand what is being said to them even before they understand the individual words. In term of language development, their message-interpreting skill is part of the way they interpret new sounds, new words and structure. The teachers can support and develop this skill by making sure teachers make full of gesture, intonation, demonstration, actions, and facial expression to convey meaning parallel to what the teachers are saying. At the same time, the teachers must also try not to undermine the children’s willingness to use the skill.
b. Children’s creative use of limited language resources
c. Children’s capacity for indirect learning
Children capacity of indirect learning sometimes could be frustrating for teachers, but this too can be turned into teachers’ advantages. Activities that make them concern to do the task and not focus on the language is a good way of learning. Guessing is one very good example. They are not trying to learn, but they are concentrating on trying to guess. However, by the time they have finished the repeated guessing, they will have confirmed words and structures they only half knew in the beginning.
d. Children’s instinct for play and fun
From experience we all know that children have an enormous capacity for finding and making fun. No matter how well the teachers explain an activity, there is often someone in the class who produces a version of their own. One example is when children were doing an activity which asked them to follow directions round a map. The cards and maps they were using had been clipped together with a paper clip. One pair proceeded to ‘drive’ the paper clip round the map each time they traced the route. They made appropriate concerning noises as they turned left or right, and reserved with much vocal squealing of breaks when they went wrong. In this way, trough their senses of fun and play, children were living the language for real.
e. The role of imagination
imagination and fantasy. The act of fantasising, of imagining, is very much an authentic part of being a child. Imagination and fantasy are part of reality for children. This imagination in children provides another very powerful stimulus for real language use.
f. The instinct for interaction and talk
Children instinct for interaction and talk gives much advantage in the primary classroom. This capacity is important bid to acquire a language but sometimes unwanted in a classroom. Children need to talk. Without talking they cannot become good at talking. The only way to learn to use language is to use it. Thus, teachers should make sure that this desire to talk is working for learning not against learning.
The explanations in previous paragraphs tell us that all children have both prior and cognitive knowledge. Unfortunately, children have better memories but shorter concentration (Willis, 1996). Ideally, their characteristic could trigger accomplishment of language learning by applying relevant learning strategy. Therefore, teachers are supposed to provide suitable learning strategy or activities to help the children to acquire L2 effectively.
2.1.4 Task Based Learning
teaching which focuses only on language structure was not enough and needed to be accompanied by activity to express meaning. To be able to make their prior and cognitive knowledge operate, children need learning strategy that provides interesting, fun, and challenging activities and then could gain children confidence and satisfaction in learning process. Considering all things needed to make the L2 learning work effectively, in designing the designed materials the writer chose Task based learning as an approach.
Task–based learning is one approach in teaching and learning activities which enable the teacher to be creative to assign great amount of students’ activities (tasks). Task based learning (TBL) is a part of Communicative Language Teaching (CLT) which its learning process is based on task materials. TBL pays careful considerations of how people learn. It pays attentions to what social setting and psychological factors would contribute to the acquisition of L2. Teaching activities were emphasized in terms of meaning and information exchange to one another.
may interact with the other to solve the task given. They will have the opportunity to share their meaning and when the learners come to this process, they will listen to and learn with each other about the language use during interacting.
Through this approach, teachers are expected to be as creative as possible in designed task as learning tools. Because the learners learn through completing the tasks given, tasks should be suitable to the learners’ level of education and able to gain learners’ motivation to complete it. Therefore, tasks play an important role in this study. As has been stated in the previous chapter, task in this study is any kind of activity or action in the classroom which either involves language production or not. The writer intends to design several tasks in her designed materials to challenge and interest the students to learn and use English. Thus, through tasks Domby students can learn new things and enjoy the learning process.
In applying TBL in the design materials, there are several things that should be put into consideration. Richards and Rodgers (2001: 225) mention several key areas of concern in TBL. They are stated as follows:
1. Analysis of real-world task-use situations
2. The translation of these into teaching tasks descriptions 3. The detailed design of instructional tasks
a. Tasks provide both input and output processing necessary for language acquisition.
b. Task activity and achievement are motivational.
c. Learning difficulty can be negotiated and fine-tuned for particular pedagogical purposes.
Willis (1996: 40), in A framework for Task-Based Learning,mentions the framework of Task-Based Learning. The framework consists of three phases: pre-task, task cycle, and language focus.
a. The Pre-task phase introduces the class to the topic and the task, activating topic-related words and phrases. Pre-task activities to explore topic language should actively involve all learners give them relevant exposure, and above all, create interest in doing a task on this topic.
b. The task cycle offers learners the chance to use whatever language they already know in order to carry out the task, and then to improve that language, under teacher guidance, while planning their reports of the task.
c. Language focus allows a closer study of some of the specific feature naturally occurring in the language used during the task cycle.
Figure 2.3: Willis’ Task Based framework (Willis, 1996: 52)
2.1.4.1 Task Types
Since the writer uses task-based learning as an approach in this study, the task type would be vital for this study. There would be a lot of things to be considered in designing instructional material for the first grade of Domby. Consequently, the writer needs task type reference from the proponents of task based language learning.
As quoted by Larsen and Freeman (2000: 148), Prabhu (year) mentions three types of Task in TBL. First is information-gap activity which involves a
Language Focus Analysis Practice
Pre-Task Introduction to
topic and Task
transfer of given information from one person to another or change the form to another or even from one place to another. For example, students have to match the words in English and their meaning in Indonesia. Second is opinion-gap activity which involves deriving some new information from given information through processes of inference, deduction, practical reasoning, or a perception of relationships or patterns? One example is teacher’s time table on the basis of given class timetable. Third is opinion-gap activity which involves identifying and articulating a personal preference, feeling, or attitude in response to the given information.
Another typology comes from Pattison. As quoted by Larsen and Freeman, Pattison (1987) sets out seven tasks and activity types. They are:
1. Question and answers 2. Dialogue and role play 3. Matching activities 4. Communication strategies 5. Picture and pictures stories 6. Puzzle and problems 7. Discussion and decision
1. Listing
Listing may seem unimaginative, but in practice, listing tasks tend to generate a lot of talk as learners explain their ideas. The processes involved are:
Brainstorming, in which learners draw their own knowledge and experience either as class or in pairs/groups
Fact finding, in which learners finds things out by asking each other or other people and referring to a book, etc
The outcome would be the complete list or possibly a draft mind map. 2. Ordering and sorting
These tasks involve four main processes:
Sequencing item, actions or events in logical or chronological order Ranking items according to personal values or specified criteria
Categorising items in given groups or grouping them under given heading Classifying items in different ways, where the categories themselves are not
given
3. Comparing
Broadly, these tasks involve comparing information of a similar nature but from different sources or versions in order to identify common points and or differences. The processes involved are:
Matching to identify specific points and rate them to each other Finding similarities and things in common
4. Problem solving
These tasks demand upon people intellectual and reasoning power. It is quite challenging, but engaging and often satisfying to solve. The examples for these tasks are short puzzle such as logic problem, while real life problems may involve expressing hypothesis, describing experiences, comparing alternatives, and evaluating and agreeing a solution.
5. Sharing personal experience
These tasks give learners opportunity to talk freely about themselves or their experiences. The result will be closer to social conversation.
6. Creative task
Creative tasks are often called project. These tasks involve pair or groups of learners in some kind of creative work. They also tend to have more stages than other tasks and can involve combinations of task types.
2.1.4.2 Task Based Learning for Children
is also a wonderful variety of games, action songs, and practical creative tasks that are less suitable for adult learners.
Willis (1996) argues that children are often less self-conscious and less anxious about beginning to learn new language. She adds that children are used to making sense of things without understanding everything. As has been mentioned before, Susan Halliwell (1992) argues that they have very good memories and are good at imitating. She adds that children enjoy playing games, singing, hearing stories and do not get fatigue by repetition, such as playing the same games or hearing the same stories. They are often more used to activity-based learning. In this study the activities would be in the form of tasks.
The first priorities are children need relevant amount of comprehensible exposure to the new task with familiar and clear objectives. As has been stated in the silent period hypothesis, even though children are keen on playing games, singing a song, or listening to a story, it will take longer time until they start speaking the target language. As long as children participate in the activities it means they are increasing their vocabulary and beginning to acquire language naturally.
1 Listen-and-do-activities
This set does not necessarily involve language production, but provide incentives for listening and trying to understand as much as possible. This involves physical response such as games, story telling, colouring, drawing, and miming.
2 Classifying
This set, have the children to name object, pictures, or shapes, and short them into set. There are several choices of activities such as collecting games, matching games, memory games, and traditional games.
3 Puzzle
This could be verbal hide and seek and modelling.
Having some proponents of tasks in Task-Based language learning, the writer would like to adapt, combine, and employ some tasks by Pattison, Phrabu, and Willis in the designed materials. The chosen task is tasks which are suitable for children ofDombycharacteristic and need.
2.1.4.2 Role of Teacher, Learners, and Materials
Willis (1996) describes the roles of learners, teachers, and materials as follow.
a. Teachers’ Roles
Facilitating learning involves balancing the amount of exposure and use of language, and ensuring they are both of suitable quality.
As the core unit in TBL is tasks, the teachers should be involved in setting tasks up, ensuring learners understand and get on with them, drawing them to a close. In a broader sense, the teachers are the course guide. The teachers explain the overall objectives of the course and how the components of the task framework can achieve these to the students.
The part the teachers play during the task framework also varies according to its aim. When the learners need proper tasks that can challenge and interest them, teachers are creator of the task with suitable instructions for the learners. Whereas, when the focus turns to language form, the teachers act as language guides. When in the tasks stage, the teachers act as monitor and as chairperson when it is in the report stage.
b. Students’ Roles
In TBL framework, most of the emphases are on learners doing things. Learners are whom the tasks are created for. They do the tasks individually, in pairs or in groups. The tasks are done by using language to achieve the task outcomes and guide by the teachers. Therefore, the learners’ role is as participants. The participant will also be the tasks taker and innovator. In completing the tasks, they will make their own understanding about the new materials.
try to memorize and understand the input. The learning process takes place when the learners completing the tasks. When the learners try to complete the tasks, they have opportunities to use the language. Hence, the learners play role as active language user.
c. The Roles of Materials
The learners perceive materials as vehicle for self expression (Willis, 1996). Since through the content which full of input, whenever the learners express something they are learning the target language. Thus, the materials are vehicle which promote learners’ language learning.
2.1.5 DombyKids’ Hope Curriculum
According to theDomby Kid’s Hope 2 coordinator, Domby Kid’s Hope 2
does not have curriculum to align the English teaching-learning activity inDomby Kid’s Hope. They added that the goal of the English teaching-learning activities generally is to make the learners like English and brave to speak in English. The English tutors at Domby Kid’s Hope 2have freedom in choosing appropriate and innovative approach or method to teach based on the goal.
what distinguishes holistic education from other forms of education are its goals, its attention to experiential learning, and the significance that it places on relationships and primary human values within the learning environment.” Thus, the character building is one of the focuses ofDomby Kids Hope 2. In considering curriculum using a holistic approach, the tutors should pay attention to several things. According to http://en.wikipedia.org/wiki/holistic_education.com, since holistic education seeks to educate the whole person, there are some key factors that are essential to this type of education:
1. Children need to learn about themselves. This involves learning self respect and self esteem.
2. Children need to learn about relationships. In learning about their relationships with others, there is a focus on social “literacy” (learning to see social influence) and emotional “literacy” (one’s own self in relation to others).
3. Children need to learn about resilience. This entails overcoming difficulties, facing challenges and learning how to ensure long-term success.
4. Children need to learn about aesthetics. This encourages the student to see the beauty of what is around them and learn to have awe in life.
2.1.6 Syllabus Design
Syllabus is also an essential part in this study. Its importance leads us to the next step, which is designing syllabus. Before deciding syllabus used in the thesis, the writer would like to explain the definition of syllabus, so there would be no misconception afterwards. According to Hutchinson and Waters (1987: 80), a syllabus is a document which states what will (or at least what should) be learnt. Nunan (1988: 3) also states that syllabus as 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. He also adds (1988: 159) that syllabus as a specification of what is to be taught in a language program and the other in which it is to be taught. A syllabus may contain all or any of the following: phonology, grammar, functions, notions, topics, theme, and tasks.
There are three kinds of syllabus that are proposed by Nunan (1988: 42). Since this study is intended to design materials that are needed and appropriate to children of Domby, the writer adapts the second type of syllabus, task-based syllabus. In setting the syllabus up, the teachers should consider the two types of task proposed by Nunan. There are real world task and pedagogical task. Real world task are important as they are likely to encounter the real world setting. Meanwhile, pedagogical task are designed for the sake of learners’ learning and may not necessarily be significant when applied in real world use (Nunan, 1988: 47).
guideline for syllabus designer in designing Task based syllabus. A strong form of tasks argues that tasks should be central unit of language teaching and everything become supplementary. Completing the tasks would be enough to develop learners’ L2 competence. A weak form is embedded in a more complex pedagogic context.
2.2 Theoretical Framework
In the theoretical description previously, the writer mentions several things to be considered in designing her materials. The writer chooses to adopt Kemp’s instructional design model to compose a set of instructional materials to teach English for the first grade of Domby Yogjakarta because it is flexible and comprehensible. The writer considers Kemp’s instructional designed model is complete enough to designed good and relevant designed materials forDomby.In applying Kemp’s instructional designed model, the writer also has to put Task based learning, teaching English in Elementary school, condition for language learning, and syllabus into consideration. Therefore, the designed materials are designed by conducting the following steps. However, since Kemp’s model is flexible, the following order do not mean obligatory.
1. Figure out the learners’ characteristics
and interview. The information about learners’ characteristic enables the writer figure out the learners need, interest, and wants.
2. Consider the necessary support service
The writer conducts observation and interview to find out facilities that are needed to support the learning activities.
3. Conduct pre-assessment
To have relevant objectives, the writer needs to find out learners’ background knowledge and proficiency level trough need analysis observation and interview.
4. Formulating the Goal, Listing the Topics, and Formulating the General
Purpose
In this step, the writer states the goal, lists the topics, and formulates the general purposes. By considering the learners’ characteristic, the writer decides what the writer wants to contribute to solve the problem and fulfill the need, what the children need to learn, and why the children need to learn those topics.
5. Specifying the learning objectives
The third step is specifying the learning objective. The writer has to decide what the children could do or say if they could follow and understand the materials.
6. Listing the Subject Contents
7. Selecting teaching/learning activities and resource
This step is where the writer in decides what teaching-learning activities best applied for children inDomby.
8. Conducting evaluation survey
To design valid and effective materials for Domby, the writer needs to conduct evaluation survey. The writer has to try out the designed materials and distribute the designed materials to people who will use them and also to experts, in order to gain feedback which would be useful for the materials validation. The feedback from the evaluation survey is used to improve and revise the designed materials.
Figure 2.4: The Writer’s Framework
Figure Out the Learners’ Characteristics
Consider the Necessary Support Service
Conduct Pre-assessment
Formulating the Goals, Listing the Topics and General Purposes
Specifying the Learning Objectives
Listing the Subject Content
Selecting Teaching Learning Activities and Resources
41
METHODOLOGY
This chapter spells out how the research was conducted in order to attain answers to the research questions in the first chapter. This chapter is divided into six parts. They are research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.
3.1 Research Method
The purpose of this study is to answer the research questions stated in the first chapter. First, it should answer how a set of instructional material using Task-based learning to teach English inDomby Kid’s Hope 2 is designed. Second, it is to answer what the materials look like.
Kemp’s steps that have been explained earlier specify the information required for developing the designed materials. However, to develop an educational product, the writer needed to put Kemp’s steps in ideal order. Therefore, the writer employed educational research and development (R & D) as the strategy.
ready for operational use in the classroom (Borg & Gall, 1983: 773). Borg and Gall mention 10 steps of R & D process that are usually referred to the R & D cycle. These steps provide the orderly steps for developing an educational product. The steps in the R & D cycle consist of Research and Information Collecting, Planning, Developing Preliminary Form of Product, Preliminary Field Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational Field Testing, Final Product Revision, and Dissemination and Implementation. The writer only employed stages 1 to 6 because of the financial and time constraints. They are explained as follows.
1. Research and Information Collecting
In this step, the writer collected information and evaluated theories related to the study. First, the writer reviewed the information gathered and relevant references in order to obtain the theories related to the study. Second, the writer conducted observation and interviews to gain necessary information about the characteristics of children at Domby and available support service. The information gathered in this step involved three of Kemp’s steps. They were figuring out the learners’ characteristics, identifying the support service, and conducting pre-assessment.
2. Planning
formulating goals, topic, and purposes, specifying learning objectives and listing subject contents.
3. Develop Preliminary Form of Product
In developing preliminary form product, the writer referred to the formulated goals, purposes, and objectives. In this phase, each of the selected subject content was developed into learning materials. Kemp’s selecting teaching/learning activities and resources was conducted in this phase. The writer selected pictures, songs and fun games, and interesting activities that can motivate the students to like and learn English. Furthermore, the tasks were selected based on their appropriateness with the available support service and learners’ characteristics.
4. Preliminary Field Testing
Kemp’s evaluation step was conducted in this phase. The purpose of this step is to obtain feedback for improvement. In this phase, the feedback was obtained from expert validation and user validation. The expert validation was to obtain feedback, comments, and suggestions from people who were considered experts on teaching and designing materials. In addition, the user validation was to obtain feedback, comments, and suggestions from people who have enough experience in teaching the target learners of the designed materials.
validation were two English tutors at Domby. Based on the reviews, the writer could obtain feedback to develop and improve the designed materials.
5. Main Product Revision
Some revisions were suggested by the preliminary field-test result. The writer revised and improved her designed materials based on the feedback. By revising and improving the materials based on the feedback, it is hoped that the designed materials would be more suitable for the target learners.
6. Main Field Testing
To check the suitability and applicability of the designed materials, the product was tested in a form of classroom implementation. It means after improving and revising the materials based on the preliminary field testing result, the writer tried out the materials in the classrooms. Afterwards, the writer obtained the feedback by interviewing the English tutors atDomby. The feedback was used to make final revisions.
Planning
Formulating Goals, Topics, and Purposes
Specifying Learning Objectives Listing Subject Content
Selecting Teaching-learning activities resources Evaluation Research and Information Collecting Identifying Learners’ Characteristic Support Service Pre-Assessment
Figure 3.1: The Writer’s R&D Adopted Cycle Collaborated with Kemp’s Adopted Model
Developing Preliminary Form of Product
Main Product Revision Preliminary Field Testing
(Expert & User Validation) Preliminary Field Testing
(Expert & User Validation)
Main Field Testing (Materials Try Out and
3.2 Research Participants
The writer conducted two types of surveys. They were 1) research and information collecting and 2) field testing. Therefore, there were two categories of participants.
3.2.1 The Participants for Research and Information Collecting
The research and information collection was conducted firstly by performing classroom observation and interviews. The objective of the research and information collection was to discover the learners’ characteristics for whom the designed materials were designed and the problems occurring during the teaching and learning process. Therefore, the respondents to be observed were the first grade learners at Domby Kid’s Hope 2 Yogyakarta. In addition, the respondents to be interviewed were the English tutors and the coordinator of
Domby Kid’s Hope 2. The English tutors and the coordinator of Domby Kid’s Hope 2 were chosen in order to assist in designing the materials which would be useful and relevant to the needs ofDomby.
3.2.2 The Participants for Field Testing
participants for user validation were the English tutors atDomby.The lecturers of English Education Study Program at Sanata Dharma University were chosen because they have English background knowledge, teaching background knowledge for years and experiences in designing materials to teach English. Meanwhile, the English tutors of Domby were chosen for user validation as they have regular contact with children of Domby. In addition, they were experienced in teaching children atDomby.
3.2.3 The Participants for Main Field Testing
After obtaining feedback from the expert and user validation, the writer went on to conduct a materials try out by interviewing the English tutors at
Domby. The English tutors were chosen because they were experienced in teaching children at Domby. They would be experts who know if the designed materials meet the objectives or not. Additionally, in the future, they would use the designed materials to teach English atDomby.
3.3 Research Instruments
The writer employed three different instruments to carry out the required research for this project. They were observation, interview, and questionnaire.
3.3.1 Instrument for the Research and Information Collection
1. Observation
The first instrument for research and information collecting was observation. The observation was conducted in all first grade students’ classes. Since there were two classes, the writer conducted observation twice. The writer observed the learners’ behavior during the class to understand better the learners’ characteristics. In the observation, the writer could also see how the tutor carried out the teaching-learning activities, classroom management and any problems during the class.
2. Interview
