Further, the teacher also often made mistakes in spelling. It happened many times during teaching and learning process. Unfortunately, the teacher did not
realize it. It can be seen in the field note here.
From the above data it can be concluded that English teacher needed a skill to teach children because they were different from others learners. The teacher also
had to master the language and the materials being taught so the transfer of knowledge can be effective.
c. The Descriptions of The Teacher’s Needs
The data of the needs of the teacher were collected from the interview with the teacher and the headmaster. What the teacher needed most was the materials
because there was no source of material on the school. The teacher needed to improve their comprehension of materials. They can join a course to improve their
“
she asked to the children “ kertas warna merah Bahasa Inggrisnya
apa?” the boys answered “red”. She also asked the same question to others color such as white, green, yellow, black, orange, blue, and purple
but the children getting confused they cannot answer the question correctly. The teacher corrected the children’s answer one by one. When
she cor rected “ ini warna ungu purple”. She made a misspelled. It
should be spelled p .pl but she spelled “perpel”. She did not recognize
about the mistake”.
Field note 1, Appendix D
skill in teaching English. The teacher found it difficult to write in English. It can be seen in the interview transcript below:
The headmaster also added some information about the needs of the teacher. According to the headmaster, the school needed a professional English teacher. In
other word, it can be said that the teachers in the school did not have the ability to teach English appropriately. It can help the school to develop English as a
compulsory subject. The related transcript is can be seen bellow:
From the above findings, there were several conclusions. The first was the children of the class B of TK Dharma Bakti II Ngemplak were ready to learn
English. They very interested in English. They needed the material in which appropriate for their level. The song and game-based can be used to teach English
since they loved to sing and play game during teaching and learning process.
“ Kalau menulisnya iya pake Bahasa Inggris itu gak ini. Soalnya di sini gak ada panduannya jadi kadang-kadang ngambil pinjam
punya SD.” to write in English is difficult. Since there is no guided material so it only takes from the elementary
school material.
The Interview transcript 2, Appendix C
“ Kalau memang nanti ada guru yang mau mendampingi juga dengan senang hati mau mengembangkan misi kita karena kita sendiri masih susah dan masih
kurang ”. if there is a professional English teacher who will teach here, it can help
us to develop our mission because we felt difficulties
The interview transcript 1, Appendix C
These opportunities can be used to develop the tasks with various activities based on the song and game, the course grid, and the teacher’s guide book.
2. The Course Grid a. Planning
The results of the needs analysis was the base to write the course grid. The English learning tasks were developed to fulfill the objectives of lesson in
kindergarten. The course grid was developed into nine elements. They are: the units, the theme, the objective of learning, the indicators, the learning input
material and media, the activities, the evaluation and the resources. The course grid can be seen in the appendix 1.
b. Developing the Course Grid
The course grid was developed based on the needs analysis results. The course grid was developed into eight elements. They are: the units, the theme, the
objective of learning, the indicators, the learning input material and media, the activities, and the resources. The elements of the course grid can be seen as
follows.
U n
i t
Theme Objecti
ve Indicato
rs Learning Input
Activities Resource
s Mat
eria l
Media Table 4.1The Elements of the Course Grid
