Some of them were shy and quite.
Needs -
Active children needed activities which were able to make them
be active but in proper ways. -
Quite children needed activities which could make them work
silently, but they also needed to be taught to be active.
- Both needed materials which
could make them pay attention to the teachers without making
them bored.
- to prepare the media
- to carefully plan the activities
- to create cozy rooms for
conducting the activities -
to decorate the class -
to choose appropriate resources of the materials
- to fit the materials and activities
with the
children’s characteristics
- to know and observe the
children’s behaviour
and attitude towards English.
Lacks -
The active children were difficult to keep silent.
- The silent children were
reluctant to be actively joined the activities.
The teachers were lack of time to search and to design standard
materials based on children’s characteristics.
Wants They wanted to be able to
participate actively
in each
activity. They wanted to have fun learning activities since it was
holidays.
- the materials that had been
designed was appropriate to the children
- the activities that could engage
children’s attention
and
participation
2. The Result of Planning
From the needs survey and needs analysis, the researcher collected the ideas that later on would be applied in the form of course grid. The ideas were
about targeted skills, object of the materials, course sequence and the topics of the materials. The targeted skills were adapted from the theories. The objective of
every unit was the same, i.e. to make the children able to communicate using adequate vocabulary as well as identify symbols to get them ready to read and
write. The course sequence from the developed materials was TPR method incorporated with the theme-based approach. The developed materials were
presented in 9 units for 9 days teaching-learning activities. The topic for each unit was made different, various and fun for each day, since the children belonged to
very young learners with their unique characteristics such as moody, easy to get bored and less attention getter. Therefore, with those various and fun topics, it was
expected that they did not feel bored to learn English every day.
3. The Result of Organizing the Course Grid
The course grid was focused on the materials that were arranged based on certain themes derived from the needs analysis and the goal of the EFH program.
Here, the researcher designed the materials based on things that were familiar to the children especially their surroundings and based on the annual outdoor
activities of EFH, such as Campus Grand Tour, Barbecue, and Field Trip. There were nine topics designed in the course grid: Self, Public Places, House, Food and
Beverages, Family, Shape, Stationery, Animals and Colours and Daily Routines. Moreover, to organize the learning activities, the researcher used PPP
Presentation, Practice, and Production technique and Total Physical Response approach. The main components of the course grid were theme, language skills,
indicators, learning materials that consisted of language functions, learning resources, vocabulary, pronunciation, grammar, learning activities, time
allocation, media and characters. The complete course grid was compiled in the Appendix B
The goal of the lesson was to make the children able to communicate by using simple language, recognize English patterns and respond to simple
instructions. Then the goals were put into some indicators. The indicators were used as the benchmark of the teaching success. On the other words, the indicators
indicated the abilities that should be mastered by the children in the end of the lessons. By using the course grid that consisted of the outline of materials and
activities, the learning goal can be reached. Besides, it would give the children new learning experiences where the children could learn English in fun and
enjoyable environment.
4. Developing Materials
After the researcher obtained the data from the needs analysis and deciding the materials that would be developed in the form of course grid, the next process
was designing the materials. This process was aimed at creating and integrating the teaching and learning system which could be used in the classroom. In this
step, she developed first draft materials consisting of nine units. There are five stage
s in each unit: “Get Ready”, “Let’s Start”, “It’s Your Turn”, “Let’s Have Fun” and “Let’s Take A Break”. Each stage is explained below.
a. Unit 1
The topic in this unit is “Hello Friends”. It is about the introduction of
oneself to the others. The skills being developed in this unit are listening and
speaking. The goals of the unit are implemented in the indicators as mentioned in Appendix 1
. In “Get Ready” stage, there are morning routines. These routines enhance the children to build their attention span before they go to the materials.
As the first meeting, the teachers greet the children and introduce themselves for the first time. Then, they pray together. After that, the teachers check children’s
attendance lists. The last activity in this stage is that the whole class sing national anthem Indonesia Raya together to build their nationalism.
In the second stage, i.e. “Let’s Start”, the teachers tell the children how to
introduce oneself. In “It’s Your Turn” stage, children practice introducing themselves and then singing
“Hello” song together. The language focus in the song is
about simple utterances of greeting. In “Let’s Have Fun” stage, the teachers tell
about “Zip-Zap” game and ask the children to play the game. The purpose of the game is to
encourage the children’s concentration, participation and memory in introducing
their friends’ name. Last, in “Take a Break” stage, children are
taught “Good Bye” song. After singing the song, they are asked about what they have learned on the day and asked for their reflection whether they are
happy or not. The last activities are the teachers tell about the activity for the next day and end
the class by asking them to pray and sing “Good Bye” song. Since the time allocation of the first meeting usually is not the same in
each year, the researcher created backup activities, those a re “Hello” game and
“How are You” song. The purpose of the game is similar with “Zip-Zap” game but different in its actions. The song also has a
similar purpose with “Hello” game but different in intonation and some lyrics.
b. Unit 2
The topic in this unit is “Let’s Go For a Walk”. It is about introducing
public places. The skills being developed in this unit are listening and writing. The goals of the unit are implemented in the indicators as mentioned in the
Appendix A. In “Get Ready” stages, there are morning routines as mentioned in
Unit 1. In the second unit, the morning routines are started by greeting the children and asking them to pray. Then, the teachers check their attendance and
sing national anthem. The stage is ended by singing “Hello” song together.
In the second stage, i.e. “Let’s Start”, the teachers tell the children about
public places around campus. To help the children’s understanding, the teachers
show some pictures while explaining the name of the public places. In “It’s Your
Turn” stage, the children practice to sing “The Grand Old Duke of York” song, led by the teachers. The song is about soldiers who are walking up to a hill. The
song is expected to encourage children’s spirit since they have to walk around
campus. In “Let’s Have Fun” stage, the teachers tell about “Map Labeling” activity. In this activity, the children are given a map of UNY that consists of
routes and building’s name, but not all of the buildings are named. Therefore, the children are expected to write down the name when passing by the buildings.
After they come to a rest area, children are asked to color the pictures of some buildings based on the clues given by the teachers.
In “Take a Break” stage, children are asked about what they have learned on the day and asked for their reflection whether they are happy or not. In the last
activity, the teachers tell about the activity for the next day and end the class by
