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The last question regarded to the expectation of the designed materials, the teacher expected that the tasks should be well managed and the materials should
be taught integrated but focusing on speaking. Based on the second interview with the coordinator of the extracurricular
program, the goals of English extracurricular activity for the 2
nd
graders of SD Pangudi Luhur Yogyakarta were to provide the students more chances to practice
their speaking in English and to make them able to start as well as respond to simple daily conversation. For the next questions, the main problem in teaching
English for beginners and young learners was finding and implementing creative activities to motivate the students in learning. Therefore, the suggestion on the
designed materials was to consider the simple topics which were then related into the students’ daily life. In conclusion, the activities should be contextual for the
teaching and learning process where the students can practice daily conversation utterances in the classroom. Hence, Task-Based Language Teaching was suitable
to be employed in designing the materials.
2. Formulating Goals, Listing Topics and Stating General Purposes Step 2
After conducting the needs analysis which gave information about the method used in the teaching and learning process, students’ characteristics and
other additional information, the writer then came up with the next step in designing a set of speaking instructional materials. The writer elaborated the
goals, purposes and topics in accordance to the applied curriculum, which is KTSP, together with the results of the needs analysis. Having finished formulating
the goals, purposes and topics, the writer formulated the learning objectives or
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learning indicators. The learning indicators were arranged in order to find out whether the purposes of the teaching and learning process on each meeting have
been achieved or not. Since the recent curriculum established by the government is KTSP
School-Based Curriculum, the writer decided to adjust some terms in accordance with the terms used in KTSP. The term competency standard was used to replace
the term goal, the term basic competences to change the term general purposes and learning indicators to change the term learning objectives. The competency
standard or the goal of this study was to make the second graders of SD Pangudi Luhur Yogyakarta to be able to start as well as respond to simple daily
conversation through the tasks given. The competency standard was in line with KTSP since the primary goal of teaching English in the elementary school is to
develop communication capability orally. However, the basic competences of the designed materials were arranged to fulfill the students’ needs. They were
presented in Table 4.1 on the next page. Based on the needs analysis, there were eight topics which would be used
within one semester Semester 1. The topics were chosen from the students’ interest and needs as the results of the observations done in the pre-design study.
School-Based Curriculum put the main focus on vocabulary building in teaching English for the 2
nd
graders. The topics were close to the students’ daily life so that the students could relate the vocabulary that they have learned in the classroom
with the real world easily.
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Table 4.1: The Goal and General Purposes of the Designed Materials
Competency Standard Basic Competences
Speaking
2. Be able to start as well as
respond to simple daily conversation through the tasks
given. 2.1 Be able to speak to ask for or to give
information about greetings and introduction.
2.2 Be able to speak to ask for or to give information about like and dislike in
the context of hobbies. 2.3 Be able to speak to ask for or to give
information and instruction about numbers and imperative sentences
in the context of parts of body.
2.4 Be able to speak to ask for or to give information about colors, taste and
help the context of fruits. 2.5 Be able to speak to ask for or to give
information about names, numbers and family tree of family members.
2.6 Be able to speak to ask for or to give information about days, months and
numbers of things in the context of classroom.
2.7 Be able to speak to ask for or to give information about the tame and wild
animals. 2.8 Be able to speak to ask for or to give
information about the place of something and asking for
permissions in the context of house.
The topics were arranged from the less to the more difficult content. The English extracurricular activity was taught once a week with the time allocation
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about 60 minutes in every meeting. Since the topics were used as the extracurricular activity materials, the topics enrich the students with more chances
to use the target language rather than focus on theory. The transactional and interactional functions of language were developed through the following topics:
1. Hello, Friends greetings and introduction
2. I Like Singing like and dislike
3. Wink Your Two Eyes numbers, imperative sentences and parts of body
4. Can I Have 2 Apples, Please? colors, taste and asking and giving help
5. I Love My family numbers and family tree
6. There are 7 Days in a Week days of a week, months of a year and routines
questions what day is it today? 7.
What Animal is that? animals’ names, food and colors. Question “what is that?”
8. May I Go to Your House? prepositions and asking permission expressions
May I go to the toilet?
3. Formulating Learning Objectives Step 3
