Table 4.5: The Learning Objectives of the Designed Materials Unit
Topics Learning Objectives
1 Tell Me
about Your Family
At the end of the meeting students are able to: -
Mention the members of family -
Pronounce some words in the dialogue correctly -
Mention the relationship between family members -
Identify others family -
Mention W-H questions in asking about family -
Use the expression of asking and giving information correctly e.g. asking about job, age, etc
2 What is
Your Hobby?
At the end of the meeting students are able to: -
Mention the kinds of hobby -
Pronounce some words in the dialogue correctly -
Mention the adverb of frequency -
Mention other hobbies 3
I Want to Buy It
At the end of the meeting students are able to: -
Mention things in shopping -
Mention some places to go shopping -
Mention the expression of selling and buying -
Mention the expression of giving opinion -
Pronounce some words in the dialogue correctly
4. Selecting the Teaching-Learning Activities and Instructional
Materials
The learning activities are the integral part of learning materials. It affected the learning objectives. A material developer can select the learning
activities based on the data obtained from the questionnaire, which activities the students like and which activities the students do not like. The presentation of the
data gathered can be seen on the next page:
Table 4.6: The Result of Pre-Design Survey from Students Question 7-10
No Statement
Percentage
7 Activities the students liked:
a. Reading
b. Telling story
c. Playing roles
d. Games
e. Singing
22.5 17.5
15 22.5
10 8
Boring activities for students a.
Teacher talks too much b.
Read long texts c.
Too long discussion d.
Others: reading and writing 30
25 35
10 9
The learning media the students liked a.
Texts b.
Pictures c.
Songs d.
Games 20
36 8
36 10
The learning method the students liked a.
Learning individually b.
Learning in small groups c.
Learning in pairs d.
Learning outside the class 20
30 14
36
From the questionnaire, it could be seen that students mostly liked reading activity and playing games. Nine students 22,5 liked reading activity equal
with the students who liked playing games. However, the researcher tried to combine those activities based on the students‟ interest so that students became
more enthusiastic. The researcher avoided to give too long discussion because seven students 35 said that this is one kind of boring activity. Although most
students 72 liked using pictures and games as the media in learning process, the researcher chose Task-Based materials which would use some other media to
encourage students‟ motivation in learning English. Twelve students 36 liked learning outside the class. The other ten students 30 liked studying in the small
groups that might consist of three to four students each. The focus of this study was speaking skill because this skill has the biggest
percentage on the pre-design survey. Besides, from the informal interview with the English teacher, it could be seen that speaking skill is the focus skill need to
be taught to the students in extracurricular English skill at SMP Kanisius Pakem Yogyakarta
. By doing more practice, students would be more fluent and confident in speaking English. Other English skills such as listening, reading and writing
also given by the researcher in order to complete the speaking materials and prepare the students for the National Final Examination. Therefore, the researcher
would also give these three skill but in small portion. The summary of the English t
eacher‟s interview in the pre-design survey is presented in table on the next page:
