Figure 2.4: The conceptual Framework The needs of songs and games for
teaching English to children
The advantages of games
Games make the activities more interactive and attractive
Games emphasize in
communication
Games add variety to the range of learning situation
I prove the childre ’s atte tio i teachi g and learning English.
Meaningful teaching and learning Variation of tasks or activities
The advantages of songs Songs can promote language
awareness Songs can make enjoyment for
children Songs offer a change from the
routine procedures in the classroom
A set of song and game-based English learning tasks-
teacher’s guide book
Children love songs, pictures, stories and games Children have a limited attention span
Children have a lot of physical energy Children have many varieties ways of learning
D. Research Questions
This research study has several research questions to answer. The questions are as follows:
1. What kinds of English Learning tasks which are appropriate for
kindergarten children? 2.
What are the learning needs of kindergarten children in learning English? 3.
What are the characteristics of a good task for children? 4.
What become the base forms of selection of materials which will be developed?
5. How is the content of the materials presented?
6. How do the materials look like before expert judgment and final revision?
CHAPTER III
RESEARCH METHOD
A. Model Development
The type of this research study is research and development R and D. This kind of research usually has a main objective to develop an appropriate
educational product e.g. a set of materials or tasks based on the learner’s needs.
Borg and Gall 2003: 569 state that research and development is the process to develop new products and procedures, which will be tested in the field. This
testing is to validate educational product by proving the effectiveness. They also add ten steps in conducting the research and development strategy. The steps are
need analysis, planning, writing the course grid, developing the first draft, evaluating and revising the first draft, trying out the materials, evaluating and
revising and writing the final draft.
B. Procedure of Development
The research procedure used in developing a set of song and game-based English learning tasks for kindergarten children was adapted from Hutchinson and
Waters 1987 and Masuhara in Tomlinson 1998:247. Due to the researcher’s
limitation, the procedures were reduced into five steps. Those five steps were conducting the needs analysis, designing a course grid, developing three units of
song and game-based English learning tasks for kindergarten, expert judgment and the final step was writing the final draft. In result, this study used the model as
follows:
Figure 3.1: The model of the research procedure modified based on Hutchinson and Waters 1987 and Masuhara in Tomlinson 1998: 247
There were five steps conducted in the development of A Set of Song and Game-Based English Learning Tasks for Kindergarten Children. The explanations
of the research procedures used in the study are below. 1.
Conducting a Needs Analysis This step was conducted at the early stage of the research. The data are
obtained by conducting observation and interview. The need analysis is needed to collect specific information related to the target and learning needs of the
kindergarten children. The researcher conducted the three interviews. The first Conducting a need analysis
Writing a course grid
Developing a Set of Song and Game-Based English Learning Tasks for Kindergarten
Revising and writing the final draft of Set of Song and Game-Based English Learning Tasks for Kindergarten Children
Evaluating a Set of Song and Game-Based English Learning Tasks for Kindergarten by the expert
interview is for the headmaster. The next is for the teacher class. The last interview is for the children. The results of the needs analysis were used to
determine the appropriate English learning tasks for kindergarten children. 2.
Writing the Course Grid The data results from the questionnaires in the needs analysis will be used
as a guideline to write the course grid. The course grid is written based on the children’s needs. Then, the course grid, later on, also helps the process of
developing the materials w hich meet the children’ needs. There are eight
components in the course grid. These components of the course grid are combined from some theories. They are; Cameron 2001, Hutchinson and
Waters 2004, and Brewster et.al. 2002. those are unit, the theme, objective of the learning, indicator, the learning input material and media, teaching and
learning activities, resources and evaluation technique.
3. Developing A Set of Song and Game-Based English Learning Tasks for
kindergarten- Teacher’s Guide Book.
After the course grid was made, the researcher developed the first draft of a set of English learning tasks for kindergarten. Developing the kits was an
important step in instruction planning. In fact, successful instruction depends much on how well kits were developed and presented. The kits consisted of
course grid and teacher’s guide book.
4. Evaluating A Set of Song and Game-Based English Learning Tasks for
kindergarten- Teacher’s Guide Book.
