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b. Identifying Instructional Goal
To set the goal and the general purposes the writer distributed questionnaire to a headmistress, a manager and three teachers of
“Taman Andini” Playgroup in April 2008. In the questionnaire, the writer asked the need of English learning
in playgroup. Four respondents 80 agreed that English should be taught in playgroup. Only one respondent 20 did not agree that
English should be taught in playgroup. Besides, the writer also asked the reasons why they agreed or did
not agree. The respondents agreed because: 1
Children need to know language including English. 2
Every language is important to communicate and interact including English.
3 Nowadays, English competency determines the children’s choices
in the future. 4
Playgroup children should be familiar with English so that they will be ready in the higher levels of education.
One respondent did not agree because learning English as a foreign language can burden the children.
The second question is related to the difficulties in learning and teaching English for playgroup children. According to the respondents,
there are five difficulties. The first difficulty is about how to apply the method of teaching-learning precisely. It is related to making the
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children learn enthusiastically and happily. Second, the children are difficult to be managed. They can not be forced to do something.
Third, they can not imitate the native’s pronunciation. In fact, imitating the native’s pronunciation is no longer relevant nowadays because the
most important of the language function is to communicate. So, the learners should learn the language to communicate, but not learn the
aspects of language such as pronunciation and grammar. The fourth difficulty is the children only want to learn if they are interested.
Therefore the topics and teaching-learning activities should be interesting for the children. The fifth difficulty is the children can not
memorize easily. To solve the problems above, the writer suggested using Multiple
Intelligences theory as the base to develop the teaching-learning activities, and all respondents 100 agreed with the suggestion.
The fourth question was related to language skills needed to be mastered by the children. Three respondents 60 chose speaking
skill, and two respondents 40 chose listening skill. From the result of the questionnaire above, the writer concludes
that the goal of the designing English instructional materials for playgroup children is the children are able to listen and say some
English vocabulary and expression such as greeting, and the general purpose is the children are able to comprehend some basic and simple
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English. The skills which are needed to be developed mainly are listening and speaking without abandoning reading and writing skills.
Besides, the writer interviewed the headmistress of Taman Andini Playgroup informally to find out the strategies used to teach English.
The data are used to prevent the overlapped strategies to teach English. She stated that her playgroup used some strategies such as singing,
translating and playing games. Mostly, she used singing and translating as the strategies to teach English. The teachers of this
playgroup teach English on Tuesday and Friday.
c. Conducting Instructional Analysis
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