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b. Using Games
Game is an activity with rules, a goal and an element for fun. Heinich, et.al, 1992:300 states that “even an elementary student likes to play a game”. Further,
Silvers 1986:244 suggests that classes should be planned so that there is a minimum of formal drills and maximum of activities that make the students forget
that they are in the classroom. The language use should be the focus in the speaking class and games will reduce their stress since the games can create
relaxed and enjoyable atmosphere in the classroom. Hadfield 1998 suggests communicative games are different from linguistic
games. They are activities with no linguistics goal or aim. Successful completion of the game will involve the carrying out a task, such as filling in a chart or
finding two matching pictures rather than the correct production of a structure. The emphasis is on the successful of communication not on the correctness of
language. Games are very important for teaching beginners and young learners. Games can create fun environment for the learners to rise up their motivation in
following the lesson.
c. Using Songs
Willis 1996:123 suggests the beginners’ teacher to use songs in teaching speaking. Songs make a welcome change. Listening, and then matching words to
music, words to song lines, or simply following the words offer different kind of learning opportunity. Some learners will really enjoy singing. Songs can be used
to give correct form of language in unusual way. The students unconsciously tune the target language as well as enjoy the songs.
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B. Theoretical Framework
Referring to the related theory discussed above, the writer would make use of two instructional design models of Kemp and Yalden. The writer adapted those
two instructional models because it revealed clearer and complete steps in designing materials. The writer combined both Kemp’s and Yalden’s instructional
design models because both models were completing one another. However, the writer mostly utilized Kemp’s instructional design model. The writer chose
Kemp’s model because it offers interdependence among the eight elements where any decision made for one step will affect the others. Kemp’s instructional model
is flexible; the designer does not always necessarily start from the first step but the designer can start from whichever element he or she is ready to start and move
back or forth to the other steps since they are interrelated. The writer is able to select the step and place the other steps based on his or her own creativity in
designing the instructional materials. The other reason is that because this instructional model can be applied to all levels of education, this instructional
model is suitable to all levels of education. Therefore, these steps can also be used to design materials for extracurricular activity in the elementary school level.
Kemp suggests that in order to get the desired result, the designer should include the eight steps. The broken lines indicate that each step connected to a central
focus namely revision. Yalden’s model gave contribution in completing Kemp’s model. Firstly,
Yalden emphasized that needs survey was very important so this model began its first step with needs survey. Therefore, the writer chose Yalden because its
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