22 5.
Design instructional strategies to be mastered by each learner. 6.
Plan the instructional strategies and delivery. 7.
Develop the evaluation instruments to assess objectives. Therefore, the descriptions above were drawn as follows.
1. Examine the learners’ characteristics that should attract or receive attention
during planning.
The writer uses the summary of Josephine Sri Murwani Pudji Lestari, S.Pd., M.Hum., the EYL English for Young Learners lecture, 2015 Presentation of the
English for Young Learners Class of Sanata Dharma University, about the general characteristics of the children as the young learner. They are curios, imaginative,
enthusiastic, musical, love to play, egocentric, short span of concentration, physically active, great capacity of learning and excellent mimic.
2. Identify subject content and analyze the task components related to the
stated goals, topics and purposes.
The writer stated the goals, topics and purposes for kindergarten.
a. Goal
The writer made the goals of spoken English materials to improve young learners‟ multiple intelligences according to their language levels found in 1969
Stern by Brewster, Ellis and Girard 2005: p.25-26, which aim to: 1
Help the kindergarten students to be familiar and comfortable with the English language. They should spend all of their time in language classes imitating
23 and practicing the language in a very controlled. So, the spoken English is an
appropriate authentic language for them. 2
Build the kindergarten students‟ pronunciation and present their own knowledge or comprehension. They should start with separate sounds, and
then build these into words then simple sentences without formal grammar and complex or brief instructions and explanations.
3 Help the kindergarten students to follow or obey the rules in the learning
center. They should spend a lot of time to just listen without speaking. After listening and speaking for some time reading and writing skills are then
added. 4
Help the kindergarten students to be confident and free in using or making the language used. They should not translate from L1 to L2 and vice versa. TPR
and CLT method have been found to be very successful with beginners. This approach is good to encourage them to use L1 occasionally. So, the teacher
can see how the language is learned from material designer, syllabus designers or teacher‟s point of view.
b. Topics
After stating the goal, the writer made the list of topics based on the young learners‟ characteristics. There were two general topics developed by the writer.
They were arranged as follows: 1.
Good Morning 2.
I am …
24
c. Purposes
Based on Brewster, Ellis and Girard 2005, the classroom procedures should involve the use of three stages which aim to provide the sort of scaffolding
which helps children to think and learn with motivation, success and confidence. The three stages are meeting new language, manipulating it and making the
language your own MMM. From those stages, the writer presented the general purposes of each unit.
UNIT 1: GOOD MORNING
The learning objectives are: a.
The students are familiar with the new simple English language which is authentic, named spoken English.
b. The students know how to greet others in the morning time.
UNIT 2: I AM …
The learning objectives are: c.
The students are familiar with the new simple English language which is authentic, named spoken English.
d. The students know how to introduce themselves to others.
Based on the goal, topics and purposes above, then the writer conducted the subject content by identifying and analyzing the task components. In this case, the
writer presented the lists of what would be used and available in each unit of the designed materials. The subject content consisted of six types of activities. They were
25 Warm Up, Lesson, Games and Review. The lists of subject content could be clarified
as follows: 1
Warm Up This section presented the opening or beginning activities which attract the
students and build their confidence before starting the lesson. This section includes pronunciation goals which develop good language set of young learners that may
have some advantages to emphasize their pronunciation as good as the models. 2
Lesson This section presented the learning of the new language and learning the
English vocabulary. In this section, the kindergarten students learn the meaning of words or sentences through listening to the instructions and pay attention to the
teaching-learning process. It sets the students to obey the rules so the classroom will become more organized. The teacher can use TPR and CLT method to introduce new
vocabulary and convey meaning by demonstration. For example as stated by Brewster, Ellis and Girard by:
using objects or things brought to the classroom. using drawings on boards or cards covered with plastics.
using illustrations, pictures, flashcards from book, magazines, internet, and so on.
using actions, mime, expressions and gestures such as adjectives: sad, happy; verbs: swimming, running, jumping, and so on.
26 using technology such as video, computers, internet web safety.
Those techniques will often help the students to memorize the words through visualization, body movement and doing then by themselves.
3 Physical Exercises
This section is a kind of refreshing time for the students. In this section, the students will stretch their body and relax their mind from the lesson. However, this
subject content is still connected to the previous lesson. The kindergarten students can enjoy, express and show the language based on their cognitive freely, but still
guided by the teacher. 4
Review This section aims to practice the knowledge. This section involves students in
activities that require them to do things with the words, in order to build and to make the language by themselves from their memory. It can be done in groups or
individually. 5
Homework This section is the guide for the students when they are out of the class. The
children tend to have a big passion in retelling the condition of classroom in the learning center. This section presents the character development of each student
because there is a space for parents to write whether the students do it well by themselves.
27
3. State the instructional objectives for the learners.
From the subject content above, the writer states the instructional objectives
for the learners. UNIT 1: GOOD MORNING
Students are able to identify the morning time. Students are able to identify how to greet in the morning.
Students are able to identify the things related to the morning time. Students are able to give a simple sentence of greetings in the morning
verbally.
UNIT 2: I AM …
Students are able to identify herself or himself. Students are able to identify how to introduce herself or himself.
Students are able to identify the things related to the introducing one self. Students are able to say a simple sentence of introducing one self verbally.
4. Sequence content within each instructional unit for logical learning.
The sequence contents within each instructional unit for logical learning are: a.
Warm Up: This section is contains the warming up activities for beginning of the class.
They are Song or Music Video or Phonics Chant or Rhymes.
28 b.
Lesson: This section is about the learning time process which presents a rule for the
kindergarten students. The learning activities include Pictures or Flashcards or Handicrafts or Arts.
c. Physical Exercises:
This section shows the interest ing learning time for the students‟ to enjoy.
There is Sport or Body Movement or Games such as playing with blocks or sticks or moving things in emulation.
d. Review:
This section provides the Sharing time and Reinforcement as the quality moment for the children to be united and cooperative.
e. Homework:
This section is about the Task or Assignment related to the whole values of the lesson in the classroom that are going to be brought outside the learning center.
5. Design instructional strategies to be mastered by each learner.
