DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS 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
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DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS 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
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DEDICATION
“The moments you suffer most are moments when you learn most”
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ABSTRACT
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.
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ABSTRAK
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.
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untuk melihat kesesuaian dari materi. Penulis mendapat penilaian melalui 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’.
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ACKNOWLEDGEMENTS
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
Indri, kak Tri, all tutors and mentors at Domby Kid’s Hope 2 for giving me permission to conduct research in Domby Kid’s Hope 2. I also would like to thank
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inspiration. I hope my thesis could also be a contribution in English teaching
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.
Hana Yudita Windra Yasmein
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TABLE OF CONTENTS
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
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CHAPTER II : REVIEW OF RELATED LITERATURE 11
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
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CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION 54
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
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CHAPTER V: CONCLUSIONS AND SUGGESTIONS 74
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
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LIST OF TABLES
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
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LIST OF FIGURES
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
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CHAPTER I 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
English is an essential language. It is one of the most widely used
languages around the world. People of different nationalities and first languages
can communicate with each other through the use of English. Speaking English
connects a person with millions of other individuals, across the globe.
Consequently, the widespread use of English is one of the most conspicuous
features of our globalized world. According to Crystal (2002: 6), the use of
English offers an international intellectual and research environment in which
scholarship and further education are pursued. It becomes clear that within this era
of globalization, the study of English is considered essential. English language has
become one of the core subjects taught in schools across the world. Crystal (2000:
5) notes that English is the most widely taught foreign language in over 100
countries. Considering that English is a necessary competence, it has become one
such subject that is compulsory in Indonesian’s regular education system. In
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.
The need for designed materials at Domby triggered the writer’s thoughts
that culminated in the design of this thesis. The writer of this thesis is going to
design materials for the first grade students of Domby. It is hoped that this thesis
will contribute to changes in the English teaching-learning process atDomby. The
designed materials are aimed to encourage young learners at Domby to increase
their motivation and to enjoy studying English starting from the moment they are
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.
In conclusion, realizing the importance of English as an essential
language, this study is intended to design materials using Task-Based learning for
the first graders of Domby to increase their motivation in learning English. The
designed materials provide various tasks to help the children understand new
material, enjoy the learning process, and give them opportunity to use the target
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.
It is hoped that there will be a broadening of four key skills: speaking,
reading, listening, and writing. First, the designed materials give the students
opportunities to produce and use the language. According to Halliwell (1992: 8),
children need to talk. Without sufficient practice, there is no way that they can
become proficient in spoken English. However, in these ages children also
undergo a silent period while learning new language. Ellis (1997: 20) states that
they make no attempt to say anything to begin with. They may be learning a lot
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
It would be easier to teach English because there are definite materials and certain
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
The term “instructional materials” means the systematic design of
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.
In addition, Richards as quoted by Nunan (2004: 2) in his book Task-Based
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
is to ensure a better future for the children and to alleviate their current conditions
of poverty. One of the solutions is by providing them with a further
Domby Kid’s Hope 2 Yogyakartaare the target learners and Domby Kid’s Hope 2
Yogyakarta is the setting of place where the writer conducted the research of
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CHAPTER II
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
Dick and Reiser (1989: 3) state that instructional design is used primarily to
develop wide variety of instructional materials such as printed materials,
computer-assisted instruction, and televised instruction. Therefore, to make valid
and useful instructional materials, the writer needs to have clear instructional
design model. In designing instructional materials, the writer could have one or
some instructional designs to be adopted, combined, or adapted. In this study the
writer only uses Kemp’s instructional model to be adapted. The writer chose
Kemp’s model because it is flexible, practical, and completed with
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
To design effective materials, the writer should figure out the learners
characteristics. The writer then should obtain information on learners’ academic
factors, social factors, learning condition, and learning style. The writer has to
enumerate the important characteristics of learners, for whom the instruction is to
be designed, as well as the learners’ needs, capabilities, and interests. The
learners’ characteristics will enable the writer to design realistic and valid
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
In this step, the writer needs to be creative to select teaching/learning
activities and instructional resources that will treat the subject content so that the
students will accomplish the objectives. This means it is the time to determine the
most efficient and effective methods and then select materials to provide learning
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.
Many people have learned to speak a language quite fluently without any
teaching at all, such as people who travel abroad a lot, people who stay in foreign
country, or even quite young children, who do not really finish their school or
obtain adequate education, can manage to communicate in foreign language and
become unofficial tourist guides (Willis, 1996). This is because they are usually
very motivated. In addition, they receive a lot of exposure which means they hear
the language and remember expressions they need and then use them. Moreover,
their situations make them use the language freely to learn to practise it.
Meanwhile, many students in language schools all over the world who have
studied English in school feel know nothing and want to start again. This might be
because of lack of motivation. Students’ motivation will drop when they find the
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
Not only input, output is also essential for language development
especially if a learner wish to speak and/or write in target language. However,
teachers also have to be sensitive because some learners need the silent period but
some others want to start speaking as soon as possible. Some learners need to
have silent period until they have had a certain amount of exposure to it. Silent
period is when learners learn a lot about language through listening to or reading
(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
Interaction which focuses on language form can both speed up the rate of
language development and raise the ultimate level of learners’ attainment.
According to Willis, (1996) instruction is often only last for short term.
Instruction only works when accompanied by adequate amount of exposure. Ellis
(2002) suggests that instruction can be both beneficial and has long lasting effects
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.
In learning second language, not only having complete access of UG,
children also have innate cognitive ability, which means to say that children have
the ability of processing information. As assumed by Susan Halliwell’s (1992),
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
Children are very creative with grammatical form and concept. They are
able to create a word by analogy which is fundamental to language development.
For example, when they do not know the complete sentence to say, they just say
words they already know to convey the meaning. This ability occurs naturally
when the need to communicate has been temporarily intensified by some activities
which generate real interaction or calls on the imagination. To make the most of
this ability, teachers therefore have to provide them with occasions when: (1) the
urge to communicate makes them find some way of expressing themselves and (2)
the language demanded by the activity is unpredictable and is not just asking the
children to repeat phrases, but encouraging them to construct language actively
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
Games are not the only way in which individual personalities surface in
the classroom, there is also the whole area of imaginative thinking. Language
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
Some approaches commonly put teachers in the exclusive place such as
manager, controller, and instructor in learning activity. They also do not consider
tasks as meaningful part of language learning and focus on language structure and
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.
Actually, the teaching techniques required for task based learning are not
very different from those of others language teaching. The differences lie in the
ordering and weighting of activities and the fact that there is greater amount of
students’ activity (Willis, 1996). Whereas, 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. When the learners try to complete the
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
4. The sequencing of instructional tasks in classroom teaching/training.
Richards and Rodgers (2001: 228) also underline fundamental assumptions of
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.
The framework of Task-Based Learning proposed by Willis can be seen in
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
Willis (1996: 26-28) also proposes six types of tasks. In selecting the tasks
or creating the tasks, teachers should consider the level of the students. The brief
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
As has been mentioned in previous sub-chapter, children have
characteristics to be considered in selecting or creating task. Types of task are
important for children. They do not have personal long-term motivation. Tasks for
children should be able to gain both confidence and satisfaction. Children need
activities that can stimulate interest and involvement, since they may learn
something while doing the activity. As a matter of fact, many of the tasks and
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.
Children enjoy making things, drawing and colouring, practicing magic
tricks, preparing snacks, and doing simple science experiments. According to
Willis, (1996) if the instructions are available only in target language, and
necessary materials can only be obtained if they ask in target language, such
activities stimulate a natural need to understand and use it. She also offers three
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
In TBL, the teachers’ role changes from manager, controller, or instructor
to being a facilitator or partner of learning. Willis (1996) argues that as facilitator,
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.
The learners are also as active language users and language learners. As
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.
The coordinator also added something to be noted thatDomby Kids Hope
2 aims to develop the children holistically. Holistic learning is different from
memorization. According to Young (2006), “holistic learning is the process of
weaving the knowledge you are learning into everything you already understand”.
As has been mentioned in http://en.wikipedia.org/wiki/holistic_education.com
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.
The goal and holistic learning becomes the guidelines of the English
teaching-learning activities. Therefore, the English tutors should have effective
teaching-learning method that is suitable to the children and become creative to
create teaching-learning activities not only to achieve the goal but also could
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).
Using task as core for a TBL syllabus there must be weak and strong form.
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
Before designing the materials, the writer should gather information about
learners’ characteristic. The writer obtains information about learners’ academic
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
In the forth step, the writer lists the subject contents by considering the
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 desi
