Students characteristics and needs, 2 Goals, topics, and general purposes, 3 Learning objectives, 4 Learning activities, 5 Materials feedback, and 6 Materials
revision.
1. Students characteristics and needs
In order to know the goals in this study, firstly, the writer collected the necessary information from the class observation. The writer distributed the pre
design questionnaires for the sixth grade students of Kanisius Babadan Elementary School and interviewed the English teacher. The observation was
carried out four times, to figure out the class facilities, media used by the teacher to carry out the teaching and learning process, and students’ characteristics during
the process of learning. The interview was carried out by the writer to figure out what methods applied by the teacher to teach English, especially vocabulary.
From the observation, the writer acquired some necessary information about the learners’ behavior, class facilities to support the teaching and learning
process, and media used by the teacher to conduct the process of learning and teaching. The overall results about the learners’ characteristics during the learning
process were summed up in the table 4.1.
Table 4.1: The Result of the Students’ Characteristics Number Students’
Characteristics 1.
Most of the students were very talkative during the process of learning.
2. The students followed the class delightedly if the teacher was showed some pictures
related to the topic.
3. The students preferred to work in pairs or group than individually.
Number Students’ Characteristics
4. The students easily got bored if the teacher was talking too much in whole activities.
5. The situation of the class was easy to be chaotic especially if one student made
troubles during the process of learning.
The class facilities were one big blackboard, chalks, and each desk designed for one student. The air ventilation was also supporting for the healthy
condition of the teaching and learning process. The writer found that the teacher was very difficult to manage the class activities, because the students were very
talkative during the process of learning. This situation became a good chance for the writer to create various and interesting materials and realia as the media to
learn English. The data of the students needs were gathered by analyzing the
questionnaires given to the sixth grade students in the class. The questionnaires were distributed to 14 students. The result of the questionnaires indicated that
most of the students had difficulties in learning English. From the first question, 100 or all of the respondents admitted that English was an important lesson for
them. From the second and third questions 93 or 13 from 14 respondents stated about their difficulties in learning English and vocabulary. It could be concluded
that the students needed to learn English and vocabulary with new methodology. From the fourth question, 100 or all of the respondents needed realia as the
media in learning English vocabulary. From the fifth question, 72 or 10 from 14 students chose pictures as the media, 64 or 9 from 14 students chose dolls as the
media, 36 or 5 from 14 students chose toys as the media, and 28 or 4 from 14 students chose miniature as the media.
The sixth question from the questionnaire tried to link the approach to which the writer adapted with the concept of the designed materials. This question
was made in order to figure out what activities the students wanted to learn English more interestingly. For the reason that the use of Realia as the media
needed various activities to provoke the learners’ motivation in learning English, all respondents agreed that learning English vocabulary should have been done in
the form of game 100, 11 from 14 students or 79 said that role play help them in learning English vocabulary, some 72 said that conversation was
advantageous for them to achieve the target language. In addition, 28 of the students wanted the class discussion and 21 wanted the pair work to help them
master English. There were eight topics that the students were interested in based on the
result of the questionnaires. They were elaborated as the following: Public Places 50, My Classroom 28, Hobbies 36, Going Shopping 43, My House
50, My School 28, On the Street 28, and Farewell Party 11. These topics of the learners’ interest would be used as a theme to each lesson unit.
From the result of interview, the writer found that the teacher still applied traditional teaching method. The teacher only used one textbook, and the teacher
was rare to use other media to engage the students to learn English. Actually, the teacher still found the difficulties in teaching the students in elementary school,
because the teacher had to know about the students’ characteristics and needs. This deficiency became a notion for the writer to give a contribution toward
modern teaching. The writer started to design supplementary English instructional vocabulary materials using realia as the media to be able to support the students’
needs and motivate them in achieving the English competence.
2. Goals, topics, and general purposes
