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No Questions Number of Participants
and its percentage Yes
No
4. Do the students find difficulties to study
vocabulary? 29 82.85
6 17.14 5.
Do the students find difficulties to understand the meaning of English words
into Indonesia or Indonesia into English? 32 91.42
3 8.57 6.
Do the students feel bored while learning English in the classroom?
35 100 - 0 7.
Do the students like to learn English outside the classroom?
30 85.7 5 14.28 8.
Do the students like to learn English through activities such as doing the action or
activities directly? 30 85.7 5 14.28
9. Do the students think outdoor learning
activities are more interesting? 31 88.57
4 11.42 10.
Do the students think outdoor learning activities are more effective to help you
understand vocabulary? 31 88.57
4 11.42
2. Goals, Topics and General Purpose
The writer stated the goal, topics and general purposes based on the data from need survey. The goal of this study was to design the interesting materials
for outdoor learning activity in order to lose students boredom and help the students in mastering vocabulary.
In this study, the writer designed the materials based on the topics which had been decided by the English teacher. Each topic based on School – Based
Curriculum 2006 KTSP and the syllabus of SD N Jaranan. Considering to the Basic Competenc and Standar Competency, there were 2 units which were
appropriate for outdoor learning activity. The topics were presented 4.2.
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Table 4.2. The Learning Topics Num. Topics
Title Units
1. Activities Friday
morning activities
2. Foods
Let’s buy fries After stating the topics, the writer stated the general purposes. In this study
the writer modified the general purposes as basic competencies. The basic competencies of each unit can be seen in the table 4.3.
Table 4.3. The Basic Competencies Num.
Competence Standard Basic Competence
1. 5. Understand the simple
instruction in the classroom context.
5.1 To respond to the simple instruction through the action in the
classroom context.
2. 6. Express very simple
instruction and information in the classroom context.
6.1 To communicate how to show the location in appropriate way.
6.2 To express how to ask something.
3. 7. Understand simple written
English in the classroom context.
7.1 To read aloud with good pronouncing and intonation that
involved: words, phrases, simple sentences, and simple text.
4. 8. Spell and rewrite simple
sentences in the classroom context.
8.1 Write simple sentences with appropriate punctuation: thank you,
congratulation, and sympathy.
3. The Learning Objectives
After stating the goals, topics, and purposes, the researcher stated the learning objectives. The learning objectives were known as indicators which the
students could achieve those indicators successfully. The indicators of the materials design in each unit were presented in table 4.4.
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Table 4.4. The Learning Indicators
Topics Learning Indicators
Activities Friday Morning
Activities Students are able to:
• Listen to teacher’s and friend’s instruction about command in the class picket.
• Repeat the teacher’s and friend’s instructions in the class picket.
• Do the teacher’s and friend’s instructions. • Identify the instructions read by the teacher.
• Answer the teacher’s and friend’s instructions with verbal action.
• Listen to the teacher read a dialogue about asking to do Learning Indicators
something in the class picket. • Repeat the expression read by the teacher in the
dialogue about asking to do something in the class picket.
• Practice the dialogue with good pronouncing. • Read the descriptive text about class picket.
• Match the sentence with the appropriate pictures. • Answer the questions based on the text.
• Write the words spelt by the teacher. • Fill the blank with the appropriate word.
• Arrange the sentences into a dialogue.
Foods Let’s Buy Fries
Students are able to: • Listen to the teacher’s and friend’s instruction.
• Do the teacher’s and friend’s instruction. • Act the teacher’s and friend’s instruction.
• Repeat the expression of showing location said by the teacher.
• Mention the expression of showing location. • Listen and repeat the dialogue involve the expressions:
let’s… and shall we…. • Identify the dialogue with friends.
• Practice the dialogue with friends. • Listen and repeat the dialogue read by the teacher.
• Read aloud the dialogue with good pronounciation and intonation.
• Identify the statements based on the text. • Rewrite the sentences correctly: thankyou….
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4. The Subject Contents
