to collect necessary information about the students of Domby by conducting research and information collecting in the initial step of designing materials.
The purpose of the research and information collecting was to gather information about the learners’ characteristics. This was in order to figure out the
learners’ lacks, needs and wants. The research and information collecting was done by conducting interview and observation. First, the writer conducted
observation of two first grade classes in Domby. The observations were done on June 10
th
, 2009 and June 11
th
, 2009. To clarify the result of the observations, the writer interviewed a coordinator of Domby and two English tutors of first grade
students at Domby. The interview was conducted on June 11
th
, 2009. The findings of the research and information collecting were used as a consideration to design
the materials.
4.1.1.1 Learners’ Characteristic
The participants to be observed were twenty children of Domby. The data were recorded in Table 4.1.
Table 4.1: Data of Participants Participants
Sex Age years
Education in school
Children of Domby Male
Female 6 to 7
First and second graders of formal
school 8
12
The coordinator stated that English was very important for these children. Therefore, English becomes compulsory subject at Domby. Joining the English
class was a must for every child at Domby. There were 20 first grade students at
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Domby. They were divided into two classes of 8 and 12 students. The English
course took place once a week. Each meeting lasted for 2 hours; the teaching- learning activities lasted for 90 minutes and they had a break for 15 minutes in the
middle of the course. The coordinators also added that the purpose of the English course was to support their study at school but more importantly to prepare these
children with English skill for their future. These children might not be able to continue their studies to higher level as they might have to stop studying and start
working. Therefore, they need daily English conversation and need to know common vocabulary. Therefore, the simple expressions and common vocabulary
were considered as the ‘needs’ of the learners. Even though English is important, these children have low motivation and
confidence in learning English. They live in a poor area and do not have good model of success. The coordinator stated that these children do not have long term
motivation that encouraged them to learn English. Moreover, these children consider English to be a very difficult subject. In the observation, the writer found
out that some of the students still refused to speak or spoke in a whisper when they have to answer or say something in English by themselves. Therefore, the
low motivation and interest, and the lack of vocabulary and English expressions related to daily conversation were considered as the ‘lacks’ of the learners.
Furthermore, the designed materials would provide tasks that are able to gain their confidence before coming to the main tasks that would give them opportunities to
speak.
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The result of the interview revealed that the learners need joyful teaching- learning activities. When they started the English course at Domby, these children
were tired of ‘studying’. It was difficult to make them pay attention or listen to the tutor when they were already tired. They were easily distracted. In the
observation, the writer found some children were sleepy during the class. Some other students liked to bother their friends. In the interview, the tutor stated that
the children were interested and excited to join the class when the tutor asked them to play games, sing a song, and other fun activities. The coordinator stated
that these children did not have long term motivation to learn English. Therefore, they needed short term motivation to make them learn English. The coordinator
hopes that the goal of the English program at Domby which is to make the learners like and brave to speak English would be achieved. Unfortunately, from the
coordinator’s point of view nearly all of the tutors only give notes, ask the children to remember the new vocabulary or expression, and do exercises. Most of
the tutors did not have enough time to prepare interesting and fun activities for their classes. Based on this fact, the writer was sure that the materials designed
especially for these children would help them to be interested in learning English. Therefore, the fun activities, interesting exercises, games, and songs were
considered as the ‘wants’ of the learners. The result of interview with the coordinator and tutor of Domby Kid’s
Hope 2 can be seen in Table 4.2.
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Table 4.2: The Results of Interview with Coordinator and English Tutor at Domby
Description about the students 1.
Most of the students are not interested in learning English. They come to the class
to meet their friends, get free food and drink or gift from Domby.
2. They have low motivations because they
have no long term motivation and little knowledge of English.
3. English is considered very difficult.
4. Most of the students come from broken
family. Some of them were raised by a single parent.
5. All of them are poor.
6. They live in not conducive area for
learning process. 7.
Some students are uncivilized. 8.
They become bored easily but they are really interested to new thing and fun
activities such as drawing, coloring, singing, and games.
9. They like to get appreciation such as
compliments, gifts, positive feedback and rewards.
Problems in Domby 1.
The tutors have problems to create good and find interesting materials. Since the
tutors are still university students, they do not have much time to prepare the class.
2. Mostly the activities are just taking notes
and memorizing. 3.
They do not have certain goals to be achieved.
4. The situation when the learning takes
place mostly is not effective for the learning process. The children are already
tired after ‘study’ in their school.
Students’ needs and wants 1.
The students need various interesting and fun designed materials.
2. They need motivating activities.
3. The learners need to learn simple
expressions and the vocabulary of everything related to their surroundings
and daily life.
Suggestion and opinion 1.
The designed materials provide fun and interesting activities and games.
2. The designed materials give opportunities
to speak. 3.
The designed materials have certain goals to be achieved.
4. Task based learning that can give
opportunities for the students to learn through various tasks is considered
suitable to the needs of Domby.
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To decide the topics for the designed materials, the writer interviewed the tutor then clarified the results with the coordinator. The chosen topics were
considered as the ‘needs’ of the children. The Summary of Domby children needs, lacks, and wants can be seen in Table 4.3.
Table 4.3: Needs, Lacks, and Wants of the Children at Domby
Needs
The children of Domby need to be motivated to learn English. They need a level of English that allows hem to express simple expressions and identify common
things.
Lacks
The children of Domby are beginner learners. They lack vocabulary and expression. Moreover, they have very low motivation and interest to learn
English.
Wants The children need to be motivated to learn English with fun, interesting,
motivating and suitable designed materials.
4.1.1.2 Pre-Assessment
