Formulating Goals, Listing Topics and Stating General Purposes

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