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Formulating Goals, Listing Topics and Stating General Purposes, 3 Formulating learning Objectives, 4 Listing Subject Content, 5 Selecting Teaching and
Learning Activities and Resources and 6 Evaluating the Designed Materials. Those six steps of the writer’s instructional design model are in line with the 5
steps in RD. The 5 RD steps are: 1 Research and Information Collecting, 2 Planning, 3 Develop Preliminary Form of Product, 4 Preliminary Field Testing
and 5 Main Product Revision. The six steps of the writer’s instructional design model are elaborated below:
1. Conducting Needs Survey Step 1
In order to gather much information about the students, the 2
nd
graders of SD Pangudi Luhur Yogyakarta who were taking the English extracurricular, the
writer conducted needs survey. The needs survey was done to gather the necessary information in developing the designed materials. The needs survey was done by
doing participant observations where the writer taught the 2
nd
graders of SD Pangudi Luhur Yogyakarta in the English extracurricular activity during the first
and the second semesters. Secondly, the writer interviewed two English teachers of SD Pangudi Luhur Yogyakarta. Besides, the writer collected many sources
from journals, books and media from the library as well as the internet in order to adjust the knowledge about teaching speaking for beginners and young learners
implemented Task-Based Language Teaching TBLT. The observations were done during the first and the second semesters but
the writer made three observation checklists as the authentic proof. The observations which involved the checklists were carried out on February 15 and
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February 22 in 2010 since the English extracurricular activity took a place every Monday once a week. The observations were really essential to gather the
students’ interests and later on would be used to select the topics in the designed materials. Besides, through observations, the writer knew the students’
characteristics, learning situation and the teaching media. The face to face interview was done to the first teacher on April 21 and April 23 in 2010 for the
second teacher. The interview was done to gather information about the students’ characteristics, needs, difficulties, learning situation in the general classrooms and
also the goals of holding the English extracurricular activity for the 2
nd
graders of SD Pangudi Luhur Yogyakarta. Hereby, the writer could also draw a conclusion
about the method which was used by the teacher to teach speaking. The reason why the writer did not distribute questionnaire was the 2
nd
graders’ ability to understand and answer the complicated questions. The teachers suggested the
writer not to use a questionnaire because it would not give valid data. Besides, the second graders are not fluent enough in reading.
As mentioned in the previous paragraph, the needs survey was carried out through participant observations and also interview. The writer chose not to use
questionnaire because of the learners’ limited ability in understanding and reading to avoid non valid data. Besides, the teacher suggested the writer rely on the
observation and interview results. In order to ease the reader for knowing the target learners and the program,
a brief description about the English extracurricular activity of SD Pangudi Luhur Yogyakarta was presented. The English extracurricular activitiy of SD Pangudi
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Luhur Yogyakarta is a program held by the school as a realization of the school’s policy which encourages the students of SD Pangudi Luhur Yogyakarta to be able
to communicate English well. This program was actually offered to all six graders of SD Pangudi Luhur Yogyakarta, meaning 1
st
graders up to 6
th
graders, but in practice it was available for the 1
st
up to 4
th
graders. The students whom the writer taught were the 2
nd
graders. The writer started to teach them from August 31, 2009 until June 2010. Firstly, the writer interviewed the teacher about the
students’ characteristics and the goals of the program before teaching. The students of the program were 32 in the first semester and decreased to 29 due to
academic reasons. Those students come from different 2
nd
graders, namely class 2 Pangudi Luhur PL 1 up to class 2 Pangudi Luhur PL 5. The length of time was
sixty minutes once in a week. From the observations done twice, the writer acquired some information
about the students’ interests in the topics taught. Besides, through observations, the writer knew the students’ characteristics, learning situation and the teaching
media. The first checklist was filled in to find out the teacher’s activities during the teaching and learning process, the second was done to find out the students’
activities in the classroom and the last checklist aimed at knowing the teaching media as well as facilities provided in the classroom.
The first observation done in the February 15, 2010 showed that the teacher did not do any pre-test but directly introduced the topic that would be
given. The introduction was done by doing question and answer method between the teacher and the students. The teacher asked the students about the vocabulary
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used in the topic. The second activity was parroting. The methods which were mostly done by the teacher in the whilst activity were question and answer,
drilling and parroting as well as problem solving. The teacher engaged the students actively to practice their speaking and relate the topic with the students’
daily life. However, the teacher found it difficult to give every student chance to speak due to the number of the students. The students were 27 whereas there were
2 students absent without any permission. In the end of the lesson, the teacher made a summary on the topic without giving the students any homework since she
ran out of time. The class management was not really good because the teacher could not calm 27 students down.
The students’ behavior in the classroom was positive and enthusiastic for the first 20 minutes. In the next 40 minutes, some of the students began to be
noisy and walking around the class. They listened to the teacher’s explanation and they took notes whenever the teacher wrote something on the whiteboard. The
students were very active to ask as well to answer the teacher’s questions. They were not afraid to ask the teacher if they found difficulties. Unfortunately, there
were some students who could not sit properly and made some noises in the classroom. Some others came out of the class to the toilet but they took so long.
The students easily became noisy when the teacher’s instructions to do the tasks were not clear. Some of the students came in front of the class and asked the
teacher directly. The media used by the teacher were handouts and pictures printed on the
regular papers but the size was not big enough. Therefore, some students who sat
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at the back could not see the pictures clearly. The other media used in the classroom were pictures sticking on the wall and a globe. The media were not
enough to teach English for beginners and young learners especially in developing the conversational skill or the speaking skill of the students. However, it would be
better to have more visual aids. The facilities included one whiteboard as well as a blackboard, many pieces of chalks, one eraser, one board marker, two wooden
rulers, one fan, two lamps, enough chairs and tables and many windows. The room was neat and clean but during the lesson, the students threw some papers on
the floor and made it dirty. The ventilation and the fan were enough to reduce the hot weather and the room was big enough to accommodate 29 students. There
were empty chairs and tables when the teaching and learning process was conducted.
The second observation done in February 22, 2010 showed almost the same results compared to the first observation. The teacher opened the class by
asking them to pray using English and called the names to fill in the attendance list. The students were asked to sing and dance together. The teacher used the
song as a media to attract the students’ attention to follow the lesson. The students were more enthusiastic because they were asked to do funny movements. The
teacher continued the lesson by reviewing the last meeting’s topic and introducing the new topic. In the whilst activities, the teacher asked the students to do problem
solving task and it was effective to make the children quiet. The teacher asked them to do the task in a group of four and they were interested. They were
interested in competition when they have to finish the task. In conclusion, the
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second observation was better than the first one concerning to the teacher’s performance as well as the students’ behavior. In both observations and in every
meeting, the teacher gave the students handouts which included the language patterns and some exercises.
From the observations done by the writer during the first up to the second semesters and the observation checklists filled in twice, the writer withdrew a
conclusion. The overall results of the students’ behaviors during the lesson were summed up bellow:
Positive results concerning the students’ behaviors: 1.
The students fully pay attention to teachers’ explanation when the pre- activity was interesting.
2. The students took notes whenever the teacher wrote something important
in the whiteboard. 3.
The students were enthusiastic if the teacher began the lesson with interesting exposure, such as singing a song, flash cards, problem solving
game, guessing the meaning of the words, etc. 4.
The students were active to speak in answering all of the teacher’s questions.
5. The students were thorough in doing the tasks given by the teacher,
especially in writing. Negative results concerning the students’ behaviors are presented below:
1. The students sometimes left the class without any permission even when
the teacher was explaining the materials.
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2. The class situation was easily noisy and chaotic when certain students
started to make some troubles, such as moving around the class, throwing papers each other, pinching, etc.
3. The students were not patient when they asked something to the teacher
and approached the teacher directly. As a result, the class became noisy. After the writer did the observations, the students’ obstacles in learning English
are listed below: 1.
In certain time, it will be very difficult to gain their attention as they start to play with other students.
2. Unfortunately, they are highly motivated in writing rather than speaking
whereas the main purpose of the English extracurricular activity is to develop speaking skill.
3. The lack of the chance to practice their speaking makes them not
accustomed to producing English words. As a result they often mispronounce some difficult words.
4. Another obstacle is their impression towards English, they think that
English is difficult and they become less motivated to speak. The topics which were mostly liked by the students were about family,
animals, hobby, counting numbers, and my school. The results were gathered based on the observations. The students’ enthusiasm towards those topics above
was huge. The students actively asked the teacher about the English terms of certain words dealing with those topics and they practiced the conversation in
pairs. The learning experiences of those topics above included greetings,
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introduction, counting, asking permission, like and dislike. These results were used as the consideration to select and list the topics in addition to the interview
results. The facilities provided in the classroom were constructive to implement
the Task-Based Language Teaching approach. The whiteboard, blackboard, erasers, board marker and chalks were sufficient to learn. The capacity of the
classroom was large enough to accommodate 29 students who took the English extracurricular activity. The ventilation, fan and lamp supported the learning
process to provide fresh air and enough lighting during the lesson. Examining the media used by the teacher, the writer found that the most
frequently used media were handouts, pictures, and songs. This situation did not support the teaching and learning process sufficiently because the young learners
would be more enthusiastic in following the lesson if the media used was also interesting. The teacher rarely used various media because of the limitation of
time. Finding out the facts that exposure and the use of media were very important for young learners, the writer was motivated to design speaking instructional
materials using various media to motivate the students. The various media included plastic toys, songs, pictures, flash cards, CD, and videos.
Taking into consideration the importance of the interview results with the teachers, the writer discusses the details of each question offered to the teachers as
well as the answers. The interview questions were divided into three main parts. The first part concerned the teachers’ background, the second part aimed at
knowing the teachers’ teaching method used in the class and the general learning
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situation. The last part was intended to find out the theachers’ expectation for the designed materials.
The first face to face interview was done to the first teacher on April 21, 2010. The second face to face interview was done on April 23, 2010. The first
teacher is the 2
nd
graders’ English teacher who was regarded as the main source to find out the information about the students’ characteristics, needs, difficulties and
the learning situation in the regular classrooms. The second teacher was the coordinator of the English extracurricular activity who was expected to give
information about the goals of holding English extracurricular activity for the 2
nd
graders of SD Pangudi Luhur Yogyakarta. Besides, the writer wanted to know her experiences in teaching English for beginners and young learners.
The first part questions were to find out the teachers’ length in teaching English in SD Pangudi Luhur Yogyakarta and the educational background. The
first teacher had four-year experience in teaching English in SD Pangudi Luhur Yogyakarta and was graduated from Sanata Dharma University SDU of English
Letters Study Program. The second teacher had five-year experience in teaching English and was graduated from English Language Education Study Program of
SDU. From the fourth questions, the results showed that the first teacher used the
traditional method where drilling and memorizing took a big contribution to it. The method was used in every meeting. The teacher gave attention on the
students’ pronunciation and grammatical forms rather than meaning. However, some games and songs were also given in the classroom. The writer was
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motivated to design speaking materials which offer various kinds of tasks based on Task-based Language Teaching so that the learning process focused on the
meaning rather than grammatical forms. The fifth and sixth questions were related to the obstacles together with the
solutions which usually appeared in the teaching and learning process. The main problem of the 2
nd
graders was their capability in reading. The students were not able to read English words well so that the teacher had to write the words on the
board clearly. Hence, it was difficult for the students to read and pronounce the English words correctly. The other problem was the difference level of students.
The first student’s level usually different with the others and it made the teacher difficult to arrange the tasks which could cover all levels of the students.
Therefore, the writer was motivated to find out some tasks which could cover all levels of students. The presence of the various task types in TBLT are expected to
help the teacher to provide activities which cover all levels. Further, as the elementary level students, they have very short attention spans and they easily get
bored. The seventh and eighth questions were related to the students’ chance in
practicing speaking. The teacher did not give the students much opportunity to practice their speaking due to the limitation of time, which was lasted for 80
minutes in a week. The teacher found it difficult to balance the time allocation between the oral and written activities. The teacher inclined to give the students
more chances in writing and reading or the language theory instead of speaking skill even though she realized that practicing speaking had to be the focus of the
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learning process for the first up to the third graders. This happened because the parents usually asked the worksheet’s scores as the proof. The teacher was
accustomed at distributing worksheets to the students in every meeting. Therefore, the teacher argued that English extracurricular activity ran in SD Pangudi Luhur
Yogyakarta was very useful in improving the students’ speaking ability since the time provided in the classroom was not enough to give the students much
opportunity in speaking. The writer was motivated to design speaking instructional materials for the English extracurricular activity of the 2
nd
graders which could facilitate the students to have much opportunity in practicing
speaking. The ninth up to thirteenth questions included the tasks which were usually
given in the classroom. Based on the interview results, the teacher gave the tasks for the students continually, usually in the whilst activities of each meeting. The
teacher usually gave the students tasks to perform a dialog in front of the class and also to do the worksheet which contained the language focus, such as prepositions
and others. The tasks were selected based on the topics and subject content. The purposes of giving the students tasks were to measure the students’ understanding
in certain topic that they learned, to practice the students’ knowledge on the topic and to help the students easier to understand the materials. The tasks for the 2
nd
graders usually done individually because the teacher considered the 2
nd
graders would felt difficult if they had to work in groups. The students felt difficult if they
had to do the tasks with complicated instructions, so the instructions should be simply made. TBLT activated the students to learn by doing.
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The last question regarded to the expectation of the designed materials, the teacher expected that the tasks should be well managed and the materials should
be taught integrated but focusing on speaking. Based on the second interview with the coordinator of the extracurricular
program, the goals of English extracurricular activity for the 2
nd
graders of SD Pangudi Luhur Yogyakarta were to provide the students more chances to practice
their speaking in English and to make them able to start as well as respond to simple daily conversation. For the next questions, the main problem in teaching
English for beginners and young learners was finding and implementing creative activities to motivate the students in learning. Therefore, the suggestion on the
designed materials was to consider the simple topics which were then related into the students’ daily life. In conclusion, the activities should be contextual for the
teaching and learning process where the students can practice daily conversation utterances in the classroom. Hence, Task-Based Language Teaching was suitable
to be employed in designing the materials.
2. Formulating Goals, Listing Topics and Stating General Purposes Step 2
