b. The Revision of the Respondents’ comments and suggestions.
The second revision was based on the comments and the suggestions of the lecturer, the English teachers, and the students of English Education Department.
The following is the description of the revision 2.
Table 4.5: The Second Revisions
B. Discussions
In developing materials, the researcher did some procedures. The procedures were adapted from Hutchinson and Waters 1987 and Masuhara in
Tomlinson 1998:247. As discus before in research procedure, the researcher modify into five procedures. The first step was conducting the needs analysis. To
get the information about the children‟s needs, teacher‟s needs, and the school background; the observation of the field, interview to the headmaster, class
teachers and the children were used to collect the information. The result of the
No Criteria Comments and Suggestions
Revision
1 Materials
The material was in accordance with the course grid.
No revision
needed 2
Activities The activities were appropriate with the
children’s needs in learning English. No
revision needed
3 Instructions
The instructions were in good sequence. No
revision needed
4 Layout
The design was colorful enough, but it should be added different color border each
unit. Different
color border
was added. 5
Media Some pictures were not relevant with the
children stage in kindergarten. The pictures
were changed into
suitable pictures.
needs analysis became a parameter to identify the characteristics of the materials based on the target needs and learning needs. The target needs consisted of
necessities, lacks, and wants of the children. Meanwhile, the learning needs consisted of input, procedure, learners’ role, teachers’ role, and setting as
proposed by Nunan 2004:41. The characteristics of the materials developed by the researcher can be seen below.
a. The materials match with the course grid, learning objective and indicators.
b. The materials are related to the children’s daily life.
c. The activities facilitate the children to their language learning. d. The activities accommodate the children’s interest in learning English
such as playing games and singing the songs. e. The activities are various and interesting.
f. The instructions are clearly enough both for the children and the teacher, because it’s written in English and Bahasa.
g. The instructions are based on a good methodological. h. The layout design is interesting and colourful.
i. The media provide the pictures, flashcard, the lyrics of the songs, and the rules of the game.
j. The media are interesting for the children.
k. The worksheets are colorful and provided with the pictures. l. This Set of English Learning Tasks are based on songs and games can
help the teacher to teach English in fun ways. After conducted needs analysis, the next step of the research procedure
was designing the course grid. The course grid was being designed based on the result of the needs analysis. It consisted of Unit, theme, objective, indicators,
learning input, activities and resources. After designing the course grid, the next step of the research procedure
was developing the first draft of the materials. The unit design was as criteria for good tasks for children from Cameron 2001. The first stage was preparation, the
second stage was production and the last stage was follow-up activity. The PPP methods were used to present the activities. The
first stage was “Let’s Start“ as warming-up activity in presentation stage
, “Let’s Practice” as practice stage, “Let’s Do It” as production stage and the last activity was “Review” as closing
activity. After the first draft of the materials was developed, the next step of the
research procedure was conducting expert judgment. In this step, the researcher used the expert judgment questionnaire which was covering the aspects that being
evaluated by an expert. There were ten respondents. The respondents consisted of a lecturer of English education department, English teacher, students of English
education department, and fresh graduate from English education department.
In the expert judgment, there were five aspects that were evaluated. The aspects were the appropriateness of the materials, the appropriateness of the
activities, the appropriateness of the instructions, the appropriateness of the layout and the appropriateness of the media. As the needed revision had been made, the
materials were considered as the final draft.
The analysis of the final draft of A set of song and game-based English learning tasks will be explained in below explanation. The explanations are about
the appropriateness of the developed product done by the researcher. They are:
1. Materials
The materials developed in a set of song and game-based English learning tasks-teacher guide book were based on the course grid. There were three units.
The Unit 1 entitled “Hello. Friends”, the Unit 2 with the title “My Body” the last unit, Unit 3 entitled “My Family”. The theme of the unit was based on the result
of the needs analysis. The themes were related to the children’s daily life. They were: greeting, the parts of the body, and the family members.
All the materials were chosen as simple as possible. It was not too hard to learn, but also not to easy. Therefore, it can avoid the children boredom. There
were simple grammar learning such as “This is my...”, “That is my…”. The
language and expressions used also related to the children’s daily life. These
purposes can help the teacher in delivering the materials. The communication in
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