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B. Theoretical Framework
In this section, the writer illustrates the theories reviewed and presents the steps in designing the instructional materials of this study. The materials design in
this study employ Kemp’s Instructional Design Model. The writer decided to adapt some steps in designing materials that will be simplified below:
1. Conducting Needs Analysis
It is necessary to have a need analysis as a preceding step in order to state the goal, topics, and general purposes. In this step, the researcher conducts needs analysis
to gain the information about learners’ purposes and needs in learning English. This survey research is done through questionnaire and interview.
2. Stating Goal, Topics, and General Purposes
Identifying goals is essential, as all educational programs are based on stated goals. In this study, the writer sets and adapts the goal and general purposes from
Kurikulum Tingkat Satuan Pendidikan because English has not been considered as a major subject in the kindergarten. Selection of the topics follows the determined
school’s topics because the school in this study is a three languages national school, where every lesson is conveyed in three languages.
3. Identifying Learners’ Characteristics
Learners’ characteristics are important to consider for ensuring the effectiveness of a program. Learners’ characteristics cover learners’ capabilities,
32 needs, and interests, as well as learners’ academic factors, social factors, learning
condition, and learning styles. In this study, the writer identifies the important characteristics of the children, for whom the instructional materials to be designed. In
this case, kindergarten students are the object of this study. They like playing, moving, and singing Depdiknas, 2006. Gardner 1993 said that there may be a
wide range of cognitive and physical abilities in the classroom.
4. Stating Learning Objectives
Learning objectives have to be stated in terms of activities that will best promote learning. The objectives should indicate exact and measurable behavioral
objectives. On the other hand, this step describes the indicators of what the learners should be able to achieve in every meeting. In this study, the writer uses the term
‘indicator’ as a term in Kurikulum Nasional to replace the term ‘objective’ in Kemp’s model.
5. Organizing Subject Content
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