61 chosen based on the students’ needs and interest. In other words, the results of the
needs analysis were considered to develop the designed materials. The English lesson was taught once a week with seventy minutes for each
meeting. Therefore, the materials for each topic were suited with the time allotment. The four topics and their language focuses which were developed in the
designed materials were listed in Table 4.3.
Table 4.3 The Topics and Language Focuses of the Designed Materials
Unit Topic Language
Focuses
1 I Like Hiking
Asking for someone’s hobby 2
Hold My Hands, Please Giving and responding to commands
3 May I Have a Candy?
Asking for and giving things 4
May I Go to the Library? Asking for and giving permission
3. Formulating Learning Objectives
The third step in developing the designed materials was formulating learning objectives. The learning objectives were arranged to measure the
students’ achievements in every unit of the materials. The basic competences of English speaking skill for the fourth graders of elementary school based the
arrangement of the learning objectives. The learning objectives of the designed materials were presented on Table 4.4.
4. Listing Subject Contents
After formulating learning objectives, the researcher continued to list the subject contents of the designed materials. Listing subject contents was the part in
which the researcher elaborated the contents of each unit of the designed
62 materials. In order to design speaking instructional materials using games for
fourth graders of SD Negeri Turi 1 Sleman, the researcher elaborated the input, practice, and follow-up phases. Those three phases were elaborated into five
sections. Therefore, each unit of the designed materials consisted of five sections
Table 4.4 The Learning Objectives
Basic Competences Learning Objectives
6.1 Being able to repeat statements in a simple
and meaningful way 6.1.1 Being able to match the kinds of hobby with the
equipment needed to support it 6.1.2 Being able to correctly pronounce the kinds of hobby
6.1.3 Being able to correctly practice the dialogue about hobby
6.1.4 Being able to orally complete unfinished dialogue about hobby
6.1.5 Being able to ask about and respond to a question about someone’s hobby
6.2 Being able to communicatively talk
about giving command to do something
6.2.1 Being able to cut and stick the name of the parts of body onto the correct place
6.2.2 Being able to correctly pronounce the name of the parts of body
6.2.3 Being able to correctly practice the dialogue about giving command
6.2.4 Being able to orally complete unfinished dialogue about giving command
6.2.5 Being able to give and respond to a command 6.3 Being able to
communicatively talk about asking for and
giving thing 6.3.1 Being able to find a way to match the pictures with their
correct names 6.3.2 Being able to correctly pronounce the name of food
6.3.3 Being able to correctly practice the dialogue about asking for and giving thing
6.3.4 Being able to orally complete unfinished dialogue about asking for and giving thing
6.3.5 Being able to ask for and give thing 6.4 Being able to
communicatively talk about asking for and
giving permission 6.4.1 Being able to answer questions based on picture
6.4.2 Being able to correctly pronounce the activity in class 6.4.3 Being able to correctly practice the dialogue about
asking for and giving permission to do something 6.4.4 Being able to ask for and give permission to do
something