DESIGNING A SET OF SPOKEN INSTRUCTIONAL MATERIALS USING LANGUAGE GAMES FOR THE FOURTH GRADE
STUDENTS OF SDN AMBARUKMO YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Intan Harapani
Student Number: 051214015
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
DESIGNING A SET OF SPOKEN INSTRUCTIONAL MATERIALS USING LANGUAGE GAMES FOR THE FOURTH GRADE
STUDENTS OF SDN AMBARUKMO YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Intan Harapani
Student Number: 051214015
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
When something seems stuck and
I cannot make any progress, at
least I have done everything
for that. If up to now I have
not finished it, it is only I
have not got the way where I
should pass through. Once I
know the way, the battle is
OVER.
- Bartolomeus Suhadi , my uncle -
This thesis is dedicated to my
beloved parents, brother and my
fiancé for their support, endless
vii
ABSTRACT
Harapani, Intan. 2009. Designing A Set of Spoken Instructional Materials Using Language Games for the Fourth Grade Students of SDN Ambarukmo Yogyakarta.
Yogyakarta: English Language Education Study Program, Sanata Dharma University.
This study aims to design a set of spoken instructional materials using language games that can be used to teach the fourth grade students of SDN Ambarukmo
Yogyakarta. The purpose of the design was to develop their spoken English and to develop their basic competence: creativity, language, skill and physical movements. This study concerns with two questions. The first one is “How is a set of spoken instructional material using language games for the fourth grade students of SDN Ambarukmo Yogyakarta designed?” The second one is “What does a set of spoken instructional material using language games for the fourth grade of SDN Ambarukmo
Yogyakarta look like?” in dealing with the questions above, the survey study was conducted. They were: needs survey and survey on the designed materials.
Research and Development (R&D) used as the methodological umbrella. There are ten steps in R&D. The writer used the first five steps of the R&D steps. The first step was research an information collecting. The second step was planning. The third step was developing preliminary form of product. The fourth step was conducting preliminary field testing. The fifth step was conducting main product revisions.
In order to design the materials, the writer adapted the combination of Kemp’s and Yalden’s instructional design model. They are conducting a needs survey, setting goals, topics and general purposes, stating the learning objectives, listing the subject contents, developing the syllabus, selecting teaching/learning activities, evaluation, and revising the designed materials. The eight steps above are in accordance with the R&D steps stated previously.
To answer the first question, the writer conducted an informal interview with the English teacher of SDN Ambarukmo Yogyakarta. In order to answer the second question, the writer distributed questionnaires as the post design survey to chosen respondents to obtain opinions, criticism and suggestion toward the designed materials, which were used as the basis for revising and improving the designed materials.
The final version of the designed materials consists of nine units. Each unit covers three sections, namely, (a) speak out loud, (b) let us play and (c) sing it. The writer used four points of agreement to obtain the respondents opinions on the designed materials. The results of the survey were calculated using the measurement of central tendency. The average mean of the post design survey was 3.1. This means that the designed material is acceptable, good and appropriate to teach the fourth grade students of SDN Ambarukmo Yogyakarta.
viii
ABSTRAK
Harapani, Intan. 2009. Designing a Set of Spoken Instructional Materials Using Language Games for the Fourth Grade Students of SDN Ambarukmo Yogyakarta.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Penelitian ini bertujuan untuk menyusun seperangkat materi pelajaran Bahasa Inggris menggunakan permainan yang dapat digunakan untuk mengajar siswa kelas empat SDN Ambarukmo Yogyakarta. Tujuan dari penyusunan materi ini adalah untuk membantu siswa dalam mengembangkan keterampilan berbicara dalam Bahasa Inggris dan untuk mengembangkan kompetensi dasar mereka: kreativitas, bahasa, keterampilan dan gerakan fisik. Studi ini berkaitan dengan dua pertanyaan. Yang pertama, “bagaimana materi mengajar keterampilan berbicara menggunakan permainan untuk siswa kelas empat SDN Ambarukmo Yogyakarta disusun?” Pertanyaan kedua yaitu, “seperti apakah materi mengajar keterampilan berbicara menggunakan permainan untuk siswa kelas empat SDN Ambarukmo Yogyakarta?” Untuk menjawab dua pertanyaan tersebut diadakan studi survei: survei analisis kebutuhan dan survei pada materi.
Research and Development (R&D) digunakan sebagai ‘payung metodologi’.
Terdapat sepuluh lagkah dalam (R&D). Penulis hanya menggunakan lima langkah pertama. Langkah yang pertama adalah penelitian dan pengumpulan imformasi. Langkah yang kedua adalah perencanaan. Langkah ketiga adalah mengembangkan produk awal. Langkah keempat adalah melakukan pengujian awal. Langkah kelima adalah memperbaiki produk utama.
Untuk menyusun materi,penulis mengadaptasi model intruksional Kemp dan yalden. Langkah-langkah tersebut yaitu melakukan analisis kebutuhan, merumuskan tujuan, topik dan spesifikasi tujuan tujuan pembelajaran, menyusun isi materi, mengembangakn silabus, menyeleksi aktivitas belajar mengajar, menilai dan memperbaiki materi. Kedelapan langkah di atas sejalan dengan langkah-langkah pada (R&D) yang telah disebutkan sebelumya.
Untuk menjawab pertanyaan pertama, penulis melakukan wawancara informal dengan guru bahasa Inggris di SDN Ambarukmo Yogyakarta dan membagikan . Untuk menjawab pertanyaan kedua, penulis membagikan kuesioner sebagai survey sesudah penyusunan materi kepada responden yang telah dipilih untuk mendapatkan pendapat, kritik dan saran tentang susunan materi yang akan digunakan sebagai dasar untuk perbaikan dan pengembangan materi.
Hasil akhir dari penyusunan materi terdiri dari sembilan unit. Setiap unit meliputi tiga bagian, yaitu (a) speak out loud, (b) let us play dan (c) sing it. penulis menggunakan empat poin untuk persetujuan untuk mendapatkan pendapat dari responden mengenai susunan materi. Hasil dari survey tersebut dihitung menggunakan kecenderungan nilai tengah. Rata-rata keseluruhan dari survei sesudah penyusunan materi adalah 3.1. hal ini menunjukkan bahwa materi yang disusun dapat diterima, baik, dan sesuai untuk mengajar siswa kelas empat SDN Ambarukmo Yogyakarta.
ix
siswa kelas empat. Penulis juga berharap susunan materi ini dapat membantu siswa untuk mengembangkan keterampilan berbicara mereka secara efektif.
x
ACKNOWLEDGEMENTS
First of all, I would like to express my greatest thank to Jesus Christ who gives me strength in facing my life and never leaves me alone in my difficult
times. He is my truly best friend who knows me better than any other in my life.
My sincere gratitude goes to Drs. Y. B. Gunawan, M.A. as my sponsor, for his generous assistance, guidance, patience, support, and encouragement in helping
me to finish this thesis.
My greatest love and gratitude are addressed to my beloved parents, Bapak Mursidi and Ibu Cicilia Sulastri for their support, prayer, guidance, trust and patience, especially my mother for her kindness in helping me to understand
School Based Curriculum which was the problem for me in finishing this thesis.
My deep gratitude also goes to my brother, Nendar Wibarasta, who always amuses me with his jokes and also his support when my life seems stuck. He
always stays beside me when I need him.
Last but not least, for my fiancé, Mas Catur Budi Prakosa, who always supports me a lot to fight against my laziness, for his time listening to all my
hopes. He has taught me to be someone that I never thought I could be, though we
xi
TABLE OF CONTENTS
TITLE PAGE... i
APPROVAL PAGES………. ii
DEDICATION PAGE……… iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ………... v
STATEMENT OF WORK’S ORIGINALITY………... vi
ABSTRACT……… vii
ABSTRAK……… viii
ACKNOWLEDGEMENTS……… x
TABLE OF CONTENTS………... xi
LIST OF FIGURES……… xiv
LIST OF TABLES……….. xv
CHAPTER I INTRODUCTION……….... 1
A. Research Background………... 1
B. Problem Formulation……….... 3
C. Problem Limitation………... 3
D. Research Objectives……….. 4
E. Research Benefits………. 4
F. Definition of Terms……….. 5
CHAPTER II REVIEW OF RELATED LITERATURE………... 8
A. Theoretical Description………... 8
xii
a. Kemp’s Instructional Design Model……….... 8
b. Yalden’s Instructional Materials Design Model……….. 12
2. Teaching English to Children………. 14
3. Language Games………... 17
4. School Based Curriculum……….. 20
B. Theoretical Framework……… 21
CHAPTER III METHODOLOGY……… 24
A. Research Method………. 24
B. Research Respondents………... 30
C. Research Instruments………... 31
D. Data Gathering Technique………... 32
E. Data Analysis Technique ……… 32
CHAPTER IV RESULTS AND DISCUSSION……… 35
A. The Elaboration of Steps in Designing a Set of Spoken Instructional Materials Design Using Language Games for the Fourth Grade Students of SDN Ambarukmo Yogyakarta……… 35
a. Conducting a Needs Survey……… 36
b. Setting Goals, Topics and General Purposes……….. 38
c. Specifying the Learning Objectives………... 42
d. Listing the Subject Content……… 45
e. Developing the Syllabus……… 46
f. Selecting Teaching Learning Activities……… 47
xiii
h. Revising the Designed Materials……….. 51
B. The Discussion on the Findings……….. 51
C. The Presentation of the Designed Materials……… 54
CHAPTER V CONCLUSION AND SUGGESTIONS………. 56
A. Conclusion……….... 56
B. Suggestions………... 58
1. For the English Teachers……… 58
2. For the Future Research……….. 58
REFERENCES………... 60
APPENDICES Appendix A. Permission Letter………... 62
Appendix B. List of Questions for Questionnaire of Pre-Design……….. 63
Appendix C. List of Questions for Questionnaire of Post-Design……… 65
Appendix D. Syllabus and Lesson Plan……… 71
xiv
LIST OF FIGURES
Figure 2.1 Kemp’s Instructional Materials Design……….. 9
Figure 2.2 Yalden’s Language Program Development……… 13
Figure 3.1 The Comparison Between R&D and the Theoretical
xv
LIST OF TABLES
Table 2.1 Stages in Language Program Development……….. 12
Table 3.1 The Description of the Respondents……….. 31
Table 4.1 The Results of the Pre-design Survey………. 36
Table 4.2 Result of the Interview……….. 38
Table 4.3 Topics in the Designed Materials……….. 39
Table 4.4 List of Basic Competence………... 40
Table 4.5 Indicators of Student’s Performance……….. 42
Table 4.6 Description of the Post-Design Survey Respondents…………. 48
1
CHAPTER I INTRODUCTION
This research intends to propose English spoken instructional materials
using language games for the fourth grade of SDN Ambarukmo Yogyakarta. In this chapter there are seven important parts, they are background of the study,
problem formulation, problem limitation, research objectives, research benefits,
and definition of terms.
A. Research Background
English is not something new in our life nowadays. It has become a part of
our daily life. Newspapers, some TV programs using English as the language.
English becomes popular now as a mean of global communication over the years.
Because of this condition English is always being included in school curriculum.
English is does important today, but it does not mean that all the students have the
willingness to learn English as stated by Harmer (2007:11) that learning English
might be just an obligation, since it is on the curriculum at primary or secondary
level.
It means not all people want to learn English. Unfortunately for those who
are learning English because of the curriculum, they require good motivation to
help them to pass the course. Teacher has an important role to raise students’
motivation. He/she can motivate their students through the methods which are
language learning to children. Children learn something quickly, but they also get
bored easily.
Children usually respond well to activities that focus on their lives and
experiences. But a child’s attention span – their willingness to stay rooted in one
activity – is often fairly short (Harmer, 2007:14). It becomes the teacher’s
responsibility to help the students being motivated to learn something in
classroom. In this case the teacher needs to rise up the intrinsic motivation of the
students (Harmer 2007: 20).
Unfortunately not all schools can solve the problem in teaching children.
There are some schools that do not have good sources to teach English for their
students. They only use student worksheet and it does not help them much if they
want to have the same quality as private schools students. The bad news is, when
final test is coming or in Indonesia it is called it Ujian Nasional (UNAS) then the material is exactly the same between one school and another. How about the
schools which do not have a good source to learn but they have to struggle with
the test?
In order to support the fourth grade students at SDN Ambarukmo
Yogyakarta in learning English, this study tries to design a set of spoken
instructional material using language games. Asher states that “most of the
grammatical structure of the target language and hundreds of vocabulary items
can be learned from the skillful use of the imperative by the instructor” (1977: 4).
The use of language games seems appropriate since children like to play and this
Grade four is still the beginner and it becomes the reason to present simple
and applicable materials, which are suitable to the students’ level and competence.
Primary school children require special techniques. They learn by play and
memorization. Children are driven to activity and to learning by play rather than
by any work motive or other sophisticated motive that drives adults (Lado, 1964:
57). Hereby, this study tries to contribute to the kind of material that can be used
in teaching English that is by language games.
B. Problem Formulation
The problems in this study can be formulated as follows.
1. How is a set of spoken instructional material using language games for the
fourth grade students of SDN Ambarukmo Yogyakarta designed?
2. What does a set of spoken instructional material using language games for the
fourth grade of SDN Ambarukmo Yogyakarta look like?
C. Problem Limitation
This study tries to make an effort to design a set of spoken instructional
material using language games for the fourth grade of elementary school of SDN Ambarukmo Yogyakarta. This study concerns to the fourth grade because the students has to be prepared with vocabulary before they are going to make a
complex sentence in the next grade.
Learning English can be enjoyable through games. Games help the
vocabulary. The kind of games itself are movement games, board games, guessing
games, drawing games and card games.
D. Research Objectives
The objectives of this study can be formulated as follows.
1. To design a set of spoken instructional materials using language games for the
fourth grade of elementary school.
2. To present a set of spoken instructional materials design look like.
E. Research Benefits
This material is designed based on the learners’ need, especially to the
fourth grade students of SDN Ambarukmo Yogyakarta. The benefits of this research can be clarified below.
1. For English teachers
The teacher in SDN Ambarukmo Yogyakarta finds it difficult to enrich students’ mastery in learning English because of the lack of source. The result of
this study is expected to help them in providing materials in their English
learning. The use of language games is expected to be useful for the teachers to
help the students in learning English with regard to their present level. By having
alternative materials, the English teachers will find it easier to design materials
that are appropriate with their students’ need.
The well-developed English supplementary materials are provided for the
fourth grade students of SDN Ambarukmo Yogyakarta to help them in learning English. The writer expects that the students who previously perceived English as
the difficult subject will enjoy their English lesson class.
3. For future researchers
It is expected that the result of this research can be used to carry out the
other studies in English teaching field. The writer expects other researchers to
explore more about learning English using language games. Further research will
be needed in order to evaluate, revise, reconstruct or to modify the designed
instructional materials according to their needs.
F. Definition of Terms
This section presents the definition of terms which is intended to avoid
confusion, misconception, namely instructional material design, language games,
vocabulary and SDN Ambarukmo Yogyakarta. 1. Instructional Material Design
Instructional material design is a systematic process for designing,
developing, implementing, and evaluating instructions (Dick and Reiser, 1989: 3).
Related to this study, instructional material design means a set of English
materials that contains activities in class in order to bring about the desired ends.
What differentiates language games from other activities in the English
Foreign Language classroom is the presence of a visible set of rules which guide
the children’s action, and an element of strategy-children must successfully apply
their language skills. Children can also employ their language skills strategically
in co-operative games, where a group works together to achieve certain goals.
(Gordon Lewis and Gunther Bedson, 1999.)
According to Wright, the meaning of game in language learning might has
different meaning with the usual ‘game’ we know. Since language learning is hard
work, especially for children, a language game here means an activity which
could help them in learning a foreign language, often challenging for them and
entertaining (2006: 1). In this study, language games mean playing activities
which help and motivate the students in learning English. The games are teaching
learning activity with goals and rules.
3. Spoken Instructional Materials
Spoken instructional materials in this study means materials used for
teaching learning activity especially speaking. The aim from this study is motivate
the students to learn English through learning method. Games seem appropriate
since it can create a good atmosphere for students to learn and attract their
attention.
SDN Ambarukmo is located in Yogyakarta, whose the students mostly come from middle-lower class. It becomes a problem for the parents when they
have to buy a book as the source for the children to learn. This school has only
one class for each grade.
In Indonesia, the fourth grade students of elementary school are about ten
years old. By the age of ten children has their own characteristic which means a
lot for the language teacher. Words are not enough, play with the language,
variety in the classroom are three examples of suggestions in teaching language to
8
CHAPTER II
REVIEW OF RELATED LITERATURE
Within this chapter the discussion of the related literatures as the
theoretical basis upon which the study outlined in chapter I was laid will be
divided into two main parts. The first is the theoretical description that includes
the theories concerning to the topic such as theories on the system and
instructional design, teaching English to children, language games and KTSP
(School Based Curriculum). The second is the theoretical framework which
contains steps to design instructional materials.
A. Theoretical Description
1. Instructional Materials Design Models
There are two kinds of models to be presented here. They are Kemp’s and
Yalden’s model. The function of these models is as the guideline for the designed
instructional materials.
a. Kemp’s Instructional Design Model
Kemp states that instructional process in complex (1977: 6). Many
interrelated parts and functions that must operate in a coherent manner in order to
achieve success compose the instructional process. What is expected in this
process is the improvement of the key outcome of education – learning by
According to Kemp (1977: 8), there are three essential elements as the
answers to three questions, they are:
1) What must be learned? (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 place? (evaluation)
A program development, which consists of eight steps, is proposed by
Kemp (1977: 8). The eight steps are important to be included in designing
materials. The Kemp’s instructional materials design models is shown in figure 1.
Figure 2.1: Kemp’s Instructional Materials Design Model (Kemp, 1977: 9)
1) Goals, Topics, and General Purposes
The first part starts with “the recognition of the broad goals of the school
system or institution” (1977: 13). Goals are the bases of all educational programs,
(Kemp, 1977: 14). Topics which become the scope of the course or program are
usually sequenced according to a logical organization, from simple or concrete
levels to complex and more abstract levels (Kemp, 1977: 15). Planning for
instruction often starts with teacher-oriented statements of general purposes for
topic. In shorts, general purposes are what students generally are expected to learn
as a result of instruction.
2) Learner characteristics
Kemp mentions that there are two important factors of students’
characteristic, they are “the academic factors and the social factors” (1977: 18).
Kemp states that to serve both group and individual means that teacher must
obtain information about the students’ capabilities, needs, and interests (1977:
18-19). These should affect the emphases in instructional planning, including the
selection of topics and the level at which topics are introduced, the choice and
sequencing of objectives, the depth of treatment, and the variety of learning
activities.
3) Learning objectives
Learning requires active effort by the student. Learning objectives tell the
students the goals he must attain, the ideas and skills that will be included in the
upcoming instruction, and the types of behavior that will be expected during
evaluation. “We speak of learning objectives because our concern is with learning
as the outcome of instruction” (1977: 23).
Subject content must closely relate to the objectives and the student’s
need. Subject content comprises the selection and organization of the specific
knowledge (facts and information), skills (step-by-step procedures, conditions,
and requirements), and behavioral factors of any topic (Kemp, 1977: 44).
5) Pre-assessment
Students’ preparation to study will enable them to achieve the objective
and to master the topic. Pre-assessment is carried out in order to plan learning
activities for which student is prepared and at the same time to ensure that the
student does not waste his time on things he already knows. It is needed to
examine “student’s preparation to study the topic and competent in some of the
stated objectives” (1977: 50)
There are two kinds of test in this step. The first one is perquisite testing. It
is done to determine whether student has the appropriate background preparation
for the topic. The second one is pre-testing. It is done to determine which of the
objectives the student may already have achieved.
6) Teaching/ Learning Activities and Resources
Teacher must determine the most efficient and effective methods in
carrying out the teaching/learning activities and then select materials to provide
learning experience that will utilize the content associated with each objective
(1977: 55).
7) Support Services
Funds, facilities, equipments, and personnel must be considered to carry
must be considered at the same thing with making instructional plans and
selecting the materials (1977: 85).
8) Evaluation
Evaluation is the pay-off step in the instructional design plan – for both the
students and the teacher (Kemp, 1977: 91). It is done to know the learning out
comes. To measure the learning outcomes, a teacher may refer to certain criteria.
In this study, Kemp’s model is used more than Yalden’s model because
the steps in Kemp’s model are interrelated and any steps that are in accordance
with the student and the design needs can be chosen directly.
b. Yalden’s Instructional Materials Design Model
Yalden’s model is presented as the second model of instructional design.
According to Yalden, a syllabus can be considered as ‘communicative’ since it
takes into consideration everything required to assure communication (1978: 87).
There are eight stages in language program development as clarified by the table
below.
Table 2.1: Stages in Language Program Development (Yalden, 1987)
STAGE DESCRIPTION
I Needs Survey
II Description of Purpose to be prepared in terms of 1. student characteristics
2. student skills on entry to and on exit from the program III Selection or development of syllabus type in terms of IV and
IV The proto-syllabus: description of language and language use to be covered in the program.
V The pedagogical syllabus: development of teaching, learning and testing approaches.
1. development of teaching materials (as far as possible) 2. development of testing sequence and decisions on
testing instruments.
VI a) Development of classroom procedures
1. selection of exercise types and teaching techniques 2. preparation of lesson plans
3. preparation of weekly schedules.
b) Teachers training: briefings or workshop on 1. principles
2. desired outcome
3. exploitation/creation of teaching materials VII Evaluation
1.of students 2.of programs 3.of teaching VIII Recycling stage
1.congruence or ‘fit’ between goals set and student performance is determined
2.content is reassessed
3.materials and methodological procedures are revised.
Figure 2.2: Yalden’s Language Program Development
In this study the writer combined the Kemp’s and Yalden’s instructional materials
design as the guideline to construct the materials which consists of eight steps.
2. Teaching English to Children
Lado (1964: 38) defined the meaning of second-language learning as
acquiring the ability to use its structure within a general vocabulary under
essentially the conditions of normal communication among native speakers at
conversational speed. He also stated that language learning is related to human
motivation moderated and partly controlled by the will. High motivation increases
learning. Based on this it can be concluded that method in learning process is
crucial to help the learner in understanding the lesson they study, since when a
person is shown that language learning is relevant to his motivation, the result will
be more learning. Finnochiaro stated that for the students who are studying
English in a non-English speaking country they need to start with some degree of
motivation. This motivation will have to be sustained through the course, through
a varied and interesting methodology and through the presentation of materials at
Primarily school children require special techniques. They learn by play
and memorization. Children are driven to activity and to learning by play any
rather than by any work motive or other sophisticated motive that drives adults
(Lado, 1964: 57). One of the differences between adults and children is attention
span. It comes when children have to deal with material that to them is boring,
useless, or too difficult. Since language learning might be difficult for children,
the teacher role is to make them interesting, lively and fun (Brown, 2001:88).
Below are some suggestions in teaching language to children as stated by Brown.
1) Because children are focusedon the immediate here and now, activities should
be designed to capture their immediate interests.
2) A lesson needs a variety of activities to keep interests and attention alive.
3) A teacher needs to be animated, lively and enthusiastic about the subjects
matter. Consider the classroom a stage on which you are the lead actor; your
energy will be infectious.
4) A sense of humor will go along way to keep children laughing and learning.
5) Children have a lot of natural curiosity. Make sure you tap into that curiosity
whenever possible, and you will thereby help to maintain attention and focus.
Children also need to have all five sense stimulated. The activities should
strive to go well beyond the visual and auditory modes that we feel are usually
sufficient for a classroom (Brown, 2001:89). There are some suggestions in
teaching language to children, they are elaborated as follows.
a. Pepper your lesson with physical activity, such as having students act out
b. Projects and other hands-on activities go a long way toward helping children
to internalize language. Small-group science projects, for example, are
excellent ways to get them to learn words and structures and to practice
meaningful language.
c. The nonverbal language is important because children will indeed attend very
sensitively to your facial features, gestures and touching.
Young children do not come to the language classroom empty-handed. They
bring with them an already well established set of instincts, skills and
characteristics which will help them to learn another language (Halliwel, 1992: 3).
Scott and Yteberg (2004: 4) defined the language development of the eight to ten
year old children. By the age of ten children can understand abstracts, understand
symbols (beginning with words), and generalize and systematize. It has its own
meaning for the language teacher in conducting the learning process, especially in
choosing the activities as described as follows.
a) Words are not enough
Most activities for the younger learners should include movement and involve
the senses. The teacher will need to have plenty of objects and pictures to
work with, and to make full use of the school and the surroundings.
b) Play with the language
Let the pupils talk to themselves. Make up rhymes, sing songs, tell stories.
Play with the language – let them talk nonsense, experiment with words and
sounds.
Most eight to ten year olds already have the awareness of language as
something separate from the events taking place takes time in their own
language. The spoken words is often accompanied by other clues to meaning –
facial expression, movement, etc. the teacher should make full use of these
clues.
d) Variety in the classroom
Since concentration and attention span is short, variety is a must – variety of
activity, variety of pace, variety of organization, variety of voice.
e) Routines
Children benefit from knowing the rules and being familiar with the situation.
Have systems, have routines, organize and the teacher should plan the lessons.
Use familiar situations, familiar activities, repeat stories, rhymes, etc.
f) Cooperation not competition
Avoid rewards and prizes. Group the children together whenever possible.
This does not mean that they have to work in groups all the time, but most
children like to have other children around them, and sitting with others
encourage cooperation.
From the theories of teaching English to children, the writer concludes that
children require special techniques in language learning. Teacher plays a crucial
learning to motivate them through the teaching-learning methodology. Games are
appropriate for children since it can make the learning process become interesting,
physical activities could be an example of learning activities which are used in
this study.
3. Language games
Children enjoy constructive play and games. They are not only motivating
and fun, but also provide excellent practice for improving pronunciation,
vocabulary, grammar and the four language skills. Martin (1995:1) as cited in
Brewster et al. (2002: 172) writes that game is any fun activity which gives young
learners the opportunity to practice the foreign language in a relaxed and
enjoyable way. Below are some advantages of using games as stated by Brewster
et al. (2002:173).
1) They add variety to the rang of learning situations.
2) They change the pace of a lesson and help to keep pupils’ motivation.
3) They ‘lighten’ more formal teaching and can help to renew pupils’ energy.
4) They provide ‘hidden’ practice of specific language patterns, vocabulary
and pronunciation.
5) They can help to improve attention span, concentration, memory, listening
skills and reading skills.
6) Pupils are encouraged to participate; shy learners can be motivated to
speak.
7) They increase pupil-pupil communication which provides fluency practice
8) It helps create a fun atmosphere and reduces the distance between teacher
and pupils.
9) They can help reveal areas of weakness and the need for further language.
10)They can help to motivate and improve writing skills by providing a real
audience context and purpose.
There are many kinds of games. Lewis and Bedson (1999:16) formulated the
types of games that can be used in language learning for children. There are ten
types of games presented as follows.
a) Movement games
In this game, the children are physically active. Movements are generally
‘rousers’ and need to be closely monitored.
b) Card games
Children collect, give away, exchange, sort, and count cards. The cards
can have a meaning or value in a game, or simply serve as symbols for
objects or actions.
c) Board games
Any games which mainly involve moving markers along a path. board
games can be made by the children as a fun craft activity.
d) Dice games
Dice games are incredibly versatile. Remember that the dice need not only
have numbers on the faces. They can have numbers, colors, letters of the
alphabet-virtually anything you like.
Drawing games are special because they span a gap between key functions
of the brain. On the one hand, drawing requires creativity and sensitivity
towards the world. On the other hand, the children must be able to
understand instructions and describe their art. They are particularly helpful
with shy children who are reluctant to talk.
f) Guessing games
In guessing games, the aim is to guess the answer to a questions of some
kind.
g) Role-play games
Role play games can be seen as simple, guided drama activities. The
language input can be quite rigidly prescribed or very open depending on
the language level, curiosity, and confidence of your class. It stimulates a
child’s imagination and are tests of true communication.
h) Singing and chanting games
Singing and chanting games often involve movement.
i) Team games
Team games can belong to the other categories, but also require operative
team work.
j) Word games
These games utilize children’s enjoyment of playing with words. They are
mostly for older children as they involve spelling and writing.
This study used movement games, board games, guessing games, drawing games
4. School Based Curriculum
School Based Curriculum Guideline explains that KTSP, stands for
Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum) has been applied in schools in Indonesia since 2006. This curriculum is developed by each
group/ unit of education and school committee. The purpose of local content in
elementary school is to develop the competency based on the area characteristic
and potency, including the superiority which its material could not be grouped
into the other subject.
Local content substation is arranged by unit of education. English lesson
as a local content in elementary school is functioning to introduce English as the
international communication language to the students and to supply the students to
be able to speak in English. This study used School Based Curriculum as the
guideline in designing the instructional materials. The Competence Standard and
Basic Competence in the instructional materials were taken from School Based
Curriculum guideline.
B. Theoretical Framework
In designing a set of spoken instructional material using language games
for the fourth grade students of SDN Ambarukma Yogyakarta, the combination of the two models of materials design discussed in the Theoretical Description was
used. These two models were combined to make a framework or guideline to
construct the materials. The steps are elaborated as follows.
Yalden’s Needs Survey used as the first step. In this step, interview with the
English teacher of SDN Ambarukmo Yogyakarta and distributed the questionnaire to the fourth grade students were conducted. The interview and the questionnaires
consisted of questions to find out student’s needs. The instructional materials were
designed based on the result of the needs survey.
2. Stating Goals, topics and general purposes (Kemp’s).
This step was aimed to determine the intended goals of instructional materials
design. After stating the goals, the topics should be listed as the scope of the
course and the basic needs for the instruction. Then the topic should express the
general purposes as what the students generally expect to learn as the result of
instruction.
3. Stating the learning objectives (Kemp’s)
The students will make great effort if the teacher has stated specified
objectives in terms of activities that will best promote learning. So here, stating
objectives will make the teaching/learning activities perfect. The objective of
language games was helping the students in learning English through activities
which often challenging and entertaining.
4. Listing the subject contents (Kemp’s)
This step was aimed to listing the subject contents in order to clarify the
learning objectives. It involved the selection and organization of the specific
knowledge, skills (step-by-step procedures) and behavioral factors. Well-designed
subject content will lead to communicative and interactive teaching/learning
activity. There were three subject contents on each unit namely speak out loud,
in this section the students learn through games. Third, sing it, as the closing
section of the meeting, the students sing the song related to the topic.
5. Developing the syllabus ( Yalden’s)
The fifth step was taken from Yalden’s model. In this step, the syllabus type
that used in this study was determined. It is important because a syllabus gives
moral support to the teachers and the students. In designing the materials, the form
of syllabus from School Based Curriculum was adapted.
6. Selecting teaching/learning activities (Kemp’s)
Suitable teaching and learning activities and instructional sources that will
treat the subject contents are selected so that the students will accomplish the
objectives. Language games such as movement, board, guessing, drawing and
card games were used as the method in English teaching-learning activities for the
fourth grade students of SDN Ambarukma Yogyakarta since games can stimulate the students; motivate them to learn.
7. Evaluation ( Yalden’s)
This step was to measure the overall outcomes of the designed instructional
materials, so they may undergo more improvements and developments needed. In
this study, opinion and feedback survey from some respondents on the designed
instructional materials was conducted. The outcome of the feedback was used to
improve the materials.
8. Revising the Designed Materials
The last step was taken from Kemp’s model. Revision means to revise the
designed materials after having feedback from the respondents. The data from the
respondents were used as feedback to determine what went wrong and how to
24
CHAPTER III METHODOLOGY
This chapter presents some important points, which refer to the methods
used to seek the answers of the questions stated in the first chapter. There are two
questions formulated. First, this study was intended to find out how a spoken
instructional material using language games for the fourth grade students of SDN Ambarukmo Yogyakarta is designed. Second, this study was intended to find out what spoken instructional material using language games for the fourth grade
students of SDN Ambarukmo Yogyakarta looks like. Chapter III discusses the
research method, the research respondents, the research instruments, the data
gathering, the data analysis and the research procedure.
A. Research Method
In order to answer the two problems above, this study used Research and
Developmental (R & D) method as the methodological ‘umbrella’ that covers the
steps applied in this study which used the Kemp’s and Yalden’s model .
Educational Research and Developmental (R & D) is a process used to develop
and validate educational products (Borg and Gall, 1983: 772). The research and
development (R&D) cycle (Borg & Gall, 1983: 775) consists of ten major steps.
1. Research and information collecting
This step includes review of literature, classroom observations, and
2. Planning
This step includes defining skills, stating objectives determining course
sequence, and small scale feasibility testing.
3. Develop preliminary form of product
This step includes preparation of instructional materials, handbooks, and
evaluation devices.
4. Preliminary field testing
The aim of this step is to obtain an initial qualitative evaluation of the new
educational products.
5. Main product revision
This step includes the revision of product as suggested by the preliminary field
test result.
6. Main field testing
Quantitative data on subjects’ precourse and postcourse performance are
collected. The aim of this step is to determine whether the developed product
meets its performance objectives.
7. Operational product revision
This step includes revision of product as suggested by main field-test results.
8. Operational filed testing
The aim of this step is to determine whether an educational product is fully
Gall, 1983: 784). Analyzing interview, observational and questionnaire data can
be used to evaluate the product.
9. Final product revision
In this step the revision of product as suggested by operational filed-test result
is done.
10.Dissemination and implementation
This step includes report on product at professional based on the research
This study was based on to the first five steps. They are research and
information collecting, planning, developing preliminary form of product,
preliminary field testing, and main product revision. Based on the research and
development, the comparison between the R&D cycle with the theoretical
Research and information collecting Conducting a needs survey
Planning Setting goals, topics, and general
purposes
Stating the learning objectives
Develop preliminary for of product Listing the subject contents
Developing the syllabus
Selecting teaching/learning activities.
Preliminary field testing Evaluation
Main product revision Revising the designed materials.
Main field testing
Operational product revision
Operational field testing
Dissemination and implementation
Figure 3.1: The Comparison between R&D and The Theoretical Framework
The explanation of the steps of method used in this study can be seen as follows.
1. Conducting needs survey ( Yalden’s)
In R&D cycle this step is reflected in the step called research and
information collecting. In this step a needs survey called pre-design survey was
conducted. The writer used needs survey in order to elicit information about the
learners’ wants, lacks, and necessities in learning English. A needs survey was
conducted through interviews and distributed questionnaires to collect the data.
2. Stating Goals, topic and general purposes (Kemp’s)
This step is called planning in R&D cycle. The most important aspect of
planning a research-based educational product is the statement of the specific
objectives to be achieved by the product.
3. Stating the learning objectives (Kemp’s)
This step includes preparation of instructional materials, handbook, and
evaluation devices. In R&D cycle this step is reflected in the steps called develop
preliminary form of product. To develop the material design, some books which
were related to teach English for the fourth grade students of elementary school as
the evaluation device in the form of questionnaire to obtain the evaluations from
the respondents.
4. Listing the subject content (Kemp’s)
This step is called develop preliminary form of product in R&D cycle. This
step is aimed at listing the subject contents in order to clarify the learning
objectives. It involves the selection and organization of the specific knowledge,
skills (step-by-step procedures) and behavioral factors. Well-designed subject
content will lead to communicative and interactive teaching/learning activity.
5. Developing the syllabus ( Yalden’s)
The syllabus type that was used in this study is determined. It is important
because syllabus gives moral support to the teachers and the students.
6. Selecting teaching/learning activities (Kemp’s)
Suitable teaching and learning activities and instructional sources that will
treat the subject contents were selected so that the students will accomplish the
objectives. Language games were used to teach spoken English to the fourth grade
students of SDN Ambarukmo Yogyakarta since games can stimulate the students; motivate them to learn.
7. Evaluation (Yalden’s)
This step is called operational field testing in R&D cycle. In post design, the
writer conducted the second survey study which was called a survey study for
evaluation on the designed material, especially the importance and relevancy of
the topics in the material. This survey was conducted to gather the information
the designed material. It was conducted by distributing questionnaires to English
lecturers and English teachers of elementary school. The suggestions were used to
develop and improve the instructional materials. This step was going to be
conducted to gain information which is described as follows.
a) Whether a set of English spoken instructional materials matched the
Standard Competence, basic Competence and the Achievement Indicators
stated in KTSP curriculum.
b) Whether the content of a set of English spoken instructional materials and
the topics were relevant to the fourth grade students and also reliable as
instructional materials.
c) Whether the English spoken instructional materials were arranged and
developed well.
d) Whether the supporting activities for learning English were selected and
developed well.
e) Whether the materials used were developed well.
f) Which parts of the design of instructional materials needs to be revised
and improved.
8. Revising the designed material (Kemp’s)
The final version of the design of supplementary materials that use language
games for the fourth grade of SDN Ambarukmo Yogyakarta was constructed based on the suggestions and recommendations from the respondents. The final version
of the designed materials was developed based on the data from the post-design
B. Research Respondents
Since there were two kinds of survey research, there were two kinds of
participants. The first was the respondents to the needs analysis survey and second
kind was the respondents in the materials evaluation survey.
1. The Respondents of Need Analysis
The respondents of this survey were the fourth grade students of SDN
Ambarukmo Yogyakarta.
2. The Respondents of Materials Evaluation
In order to get feedback for the proposed materials, some English teachers
of elementary school and lecturers who dealt directly with teaching learning
activities were selected. All respondents were asked to give judgment whether the
proposed spoken instructional materials using language games for the fourth grade
students of SDN Ambarukmo Yogyakarta was accepted or not. The description of the respondents is shown as follows.
Table 3.1: The Description of The Respondents
Sex Education Teaching experience in
years Respondents
F M D3 S1 S2 <1 1-5 5-10
English teachers
English
Lecturers
Two types of instruments were used to gather the data in conducting the
research. The two types of instruments were questionnaire and interview.
1. A list of questions for the Interview
An interview is a way of gathering data or information by asking individuals
some questions about their view or opinion of certain topic. Ary, Jacobs and
Razavieh (1990: 34) state that there are two types of interviews namely structured
and unstructured interviews. The second type was chosen in this study since the
answers needed were in the form of information about respondents’ opinions. The
responses from the respondent were recorded by taking notes.
2. Questionnaire
There are two types of questionnaires namely structured and unstructured
questionnaires (Ary, Jacobs and Razavieh, 1990: 424). The structured or closed
form questionnaire contains questions and alternative answers. The respondents
will choose the answers that had already been provided. On the other hand, the
unstructured or open form questionnaire is given to the respondents in form of
questions for criticisms or suggestions. This research combined structured and
unstructured forms of questionnaires to get the specific opinion, feedback, and
evaluation on the designed instructional materials from English teachers of
elementary school.
D. Data Gathering Technique
The first data was gathered based on the interview with the English teacher
more detailed on the learners’ needs and problems in learning spoken English.
The second data was conducted by distributing questionnaire to English teachers
of elementary school. The analyzed result of the data used to reconstruct the final
version of the designed instructional materials.
E. Data Analysis Technique 1. Questionnaire
The questionnaires were given to the teacher to ask his/her opinion
towards the use of language games as the method to teach English for the
students. This research used a combination of closed and open forms of
questionnaire distributed to the respondents. The data, which were collected from
the closed form questionnaire, were in the form of scores. The other data was
gathered from open questions in which the respondents were supposed to give
their own answers and convey some opinions criticism, suggestions, and
evaluation on the designed instructional materials.
In order to asses the opinions of the respondents on the designed
instructional materials, four points of agreements were applied.
Points of agreements Score
Strongly Disagree 1
Disagree 2
Agree 3
The descriptive statistics used the central tendency (mean) of the
respondents’ opinions on the designed instructional materials
Table 3.3: The Descriptive Statistic of The Respondents’ Opinions on The Designed
Materials
Central Tendency
No Respondents’ opinion on N Mn
The formula for contributing the mean as follows.
___ ΣX X = _______
N
Notes:
__
X = mean
ΣX = total of score
N = number of cases
The central tendency shows the averages scores of the questionnaires. Not
only that, the respondents’ opinions on the strength and weaknesses and their
suggestions on the design instructional also were included. All data were gathered
and used as the basis for revising and improving the designed instructional
materials into the final version and to decide whether the design of English
instructional materials for the fourth grade students of SDN Ambarukmo
Yogyakarta is suitable or not.
2. Interview
The interview was done if the researcher needs further information from the
35
CHAPTER IV
RESULTS AND DISCUSSION
This chapter covers three main aspects which answer the questions stated
in the problem formulation in chapter I. This chapter contains of two parts. The
first part is aimed to answer the first question in the problem formulation. This
part describes the elaboration of steps in designing a set of spoken instructional
materials using language games the fourth grade students of SDN Ambarukmo
YogyakartaThe second part describes the discussion on the materials design. The
third part presents the designed materials.
A. The Elaboration of Steps in Designing a Set of Spoken Instructional Materials Design Using Language Games for the Fourth Grade Students of SDN Ambarukmo Yogyakarta.
This section presents the discussion on the steps of designing a set of
spoken instructional materials using language games for the fourth grade students
of SDN Ambarukmo Yogyakarta. These steps used the combination of Kemp’s and Yalden’s model, there were eight steps applied in this study namely,
conducting needs survey, stating goals, topic and general purposes, stating the
learning objectives, listing the subject content, developing the syllabus, selecting
teaching/learning activities, evaluation, and revising the designed material. The
a. Conducting a Needs Survey
Needs survey is important to find out the students needs. The needs survey data was obtained through conducting an informal interview with the English
teacher of SDN Ambarukmo Yogyakarta and distributed the questionnaires for the fourth grade students of SDN Ambarukmo Yogyakarta. The results of the needs survey by distributing the questionnaires are as follows.
Table 4.1: The Results of the Pre-design Survey
Number of Respondents and Its Percentage
No Questions
Yes % No %
1. The students think English is an easy and enjoyable lesson.
26 92,8% 2 7,2%
2. The students have difficulties in saying English words
14 50% 14 50%
3. The students have difficulties in making English sentences.
17 60,7% 11 39,3%
4. The students are afraid to speak in English in class because they are afraid of making mistakes
11 39,3% 17 60,7%
5. The students often feel bored learning English in class.
2 7,2% 26 92,8%
6. The students love to learn English through games.
20 71,4% 8 28,6%
7. The students like working on English tasks in group better than working on it alone.
19 67,8% 9 32,2%
8. The students have other facilitation (games, books, etc) to help them learning English at home.
21 75% 7 25%
9. The students join English course outside school.
9 32% 18 64,3 %
10. The students’ family (father, mother, brother or sister, etc) help them learning English at home.
The facts can be seen based on the data above. From the table, 26 students
or 92, 8% stated that English is an easy and enjoyable lesson while 2 students or
7, 2% stated the opposite. Then, 14 students or 50% said that they had difficulties
in saying English words and 14 students or 50% said that they did not have any
difficulties in saying English words. Furthermore, 17 students or 60, 7% said they
had difficulties in making English sentences, and 11 students or 39, 3% said the
opposite.
From the table above, 11 students or 39, 3% stated that they were afraid to
speak English in class because they are afraid of making mistakes, and 17 students
or 60, 7 % stated that they are not afraid of making mistakes and not afraid to
speak English in class. Another fact revealed that 2 students or 7, 2 % feel bored
in class and 26 students or 92, 8% said they were not bored in English class.
Meanwhile, 20 students or 71, 4% like to learn English through games but 8
students or 28, 6% said the opposite. From the data above it can be seen that 19
students or 67, 8 % like to do tasks in group while 9 students or 32, 2% like to do
the English tasks alone. Another fact revealed that 21 students or 75% had other
facilitation at home to help them in learning English but 7 students or 25% had
not other facilities at home. Then, 9 students or 32, 1% join English course
outside school and 18 students or 64, 3% did not join any English course. Most of
them, 22 students or 78, 6% were helped by their family in learning English, and 6
students or 21, 4% were not helped by their family.
The writer obtained more detail information about English subject,
interview with the English teacher of SDN Ambarukmo Yogyakarta. The gathered information is as follows.
Table 4.2: Result of the Interview
No Questions Answer
1. What does the teacher think about the fourth grade students’ ability in learning English?
About 75 % cannot follow the lesson well, and the rest, 25% are good in English, but all of them are active in class.
2. How many hours do the students get the English subject in a week?
They get it 2 x 35’ a week.
3. Is there any difficulty faced by the students?
Yes, there is no any book for them, the teacher used to use students’ work sheet, but now the teacher is designing the module for them. So, along this time they only write from teacher’s explanation in class.
4. What source does the teacher use to teach?
The teacher makes a module for them, but she hasn’t finished it. 5. What does the teacher do to solve the
problems faced by the students?
The module, and worksheet, then teacher’s explanation which they write on their own book.
6. Does the teacher think that they like games?
Yes, she is. Sometimes the teacher uses it when she teaches speaking, and they like it very much.
7. Does the teacher think games can raise the students’ motivation in learning English?
Yes, it can help to motivate the students since the atmosphere will become enjoyable.
8. So far, what does the teacher do to motivate the students to study English?
Sometimes the teacher uses games, but it depends on the topic because it’s difficult to find the games for all the topics.
b. Setting Goals, Topics and General Purposes
In this step, the intended goals of instructional materials design were
statements of language programs that become the basis of the teaching and
learning process. In this study, there were two objectives. Those are at the end of
the course, the students are able to:
(a) develop their spoken English
(b) develop their basic competence: creativity, language, skill and physical
movements.
After identifying the goals, the writer selected the topics that were used in
each unit of the materials. These topics were adopted from the School Based
Curriculum guideline. The listed topics are stated as follows.
Table 4.3: Topics in the Designed Materials
Unit Topic
Unit 1 Greeting/ Introduction (Hello, how are you?)
Unit 2 Alphabet (Say A, B, C!)
Unit 3 Numbers (Let’s Count!)
Unit 4 Things in classroom (May I borrow your pen?)
Unit 5 Colors (I like blue, what about you?)
Unit 6 Animals (Let’s go to the zoo!)
Unit 7 My body (Head, Shoulders, Knees and Toes)
Unit 8 Jobs (What do you want to be?)
The writer stated the general purposes of each topic in order to achieve
the formulated goals. The general purposes of the study, as had been stated, were
to develop their spoken English and to develop their basic competence such as
creativity, language, skill and physical movements. In this step, the objectives are
specified, stated as the indicator which can be seen in following table:
Table 4.4: List of Basic Competence
Unit Topics Basic Competence
1 Hello, how are you?
(Greeting/Introduction)
To produce expressions and words used for
greeting, introduction and partings.
2 Say A, B, C!
(Alphabet)
• To produce expressions and words used for greeting, introduction and partings.
• To communicate in English alphabet context and pronounce the alphabet.
3. Let’s Count!
(Numbers)
• To pronounce numbers 13-100. • To communicate about asking/giving
service acceptably that contains
expression of: asking help,
asking/giving things.
4 May I borrow your pen?
(Things in classroom)
• To identify and pronounce the name of things in classroom
• To communicate about asking/ giving information that contains expressions of:
asking/giving permission (agree, deny,
Unit Topics Basic Competence
5 I like blue, what about
you?
(Colors)
• To mention colors.
• To identify and pronounce colors
6 Let’s go to the zoo!
(Animal)
• To identify animals name
• To pronounce animals name
• To pronounce singular and plural nouns using this is, that is, there are and those
are.
7 Head, Shoulders, Knees
and Toes.
(My body)
• To identify name of each part of body
• Pronounce the names of body parts
8 What do you want to be?
(Jobs)
• Produce expressions and words about jobs
• To communicate about job 9 Turn off the lamp,
please!
(Electronic appliances)
• To identify and pronounce the names of electronic appliances
• To communicate about asking/giving information that contains expression of
c. Specifying the Learning Objectives
In School Based Curriculum, the learning objectives are shown through
the term of “Indicators”. The indicators were selected for each unit in the
nine-presented topic. The chosen indicators in the nine-presented topics can be stated as
follows.
Table 4.5: Indicators of Student’s Performance
Unit Topics Indicators
1 Hello, how are you?
(Greeting/Introduction)
• Pronounce the expression and words used for greeting and introduction
correctly.
• Use the vocabulary related to
greeting/introduction in playing game
“Zip Zap”.
• Produce the expression and words used for greeting and introduction.
• Respond to the greeting.
• Move according to the song rhythm. 2 Say A, B, C!
(Alphabet)
• Respond to the greeting.
• Pronounce the alphabet correctly.
• Use the English alphabet in playing “First to say Z!” game.
• Mention alphabet correctly.
No. Topics Indicators
3 Let’s Count!
(Numbers)
• Pronounce numbers 13-100 correctly
• Use numbers in English in playing “Bean Toss” game.
• Mention numbers 13-100 correctly.
• Produce the expression used for asking/giving things
• Move according to the song rhythm. 4 May I borrow your pen?
(Things in classroom)
• Pronounce the names of things in classroom correctly.
• Use the vocabulary related to the topic in playing “Memory” game.
• Mention the names of things in classroom correctly.
• Produce the expression and words used for asking/giving permission.
• Move according to the song rhythm. 5 I like blue, what about
you?
(Colors)
• Pronounce each color correctly.
• Use the vocabulary related to the topic (colors) in playing “Feed the Mouse”
game.
• Mention colors correctly.
No. Topics Indicators
6 Let’s go to the zoo!
(Animal)
• Pronounce the names of each animals correctly
• Mention names of each animals correctly
• Use the vocabulary related to the topic (animal) in playing “Animal noises”
game.
• Produce the singular/plural nouns using this is, that is, there are and those are.
• Move according to the song rhythm. 7 Head, Shoulders, Knees
and Toes.
(My Body)
• Pronounce the names of parts of the body correctly
• Use the vocabulary related to the topic (my body) in playing “Body Fishing”
game.
• Mention names of each past of body correctly
• Pronounce the words in the lyric correctly.
• Move according to the song rhythm. 8 What do you want to be? <
