2. Goals and Objectives
After conducting needs analysis, the material developer determines the goals and objectives of the material.
3. Syllabus design
In this stage, the material developer starts designing syllabus which is based on the curriculum and the result of needs analysis. The syllabus, then, becomes a
basic for the material which will be arranged.
2.
MethodologyMaterials After that, the material developer starts designing the learning materials. The
material developer also finds out the teaching method which is can be implemented through the teaching materials.
3.
Testing and evaluation Lastly, the material developers then conducted a try out. During the try out
session, the material developer also obtains feedback from the teacher and the students as a basic of evaluation in order to improve the materials.
c. The Material Evaluation
One of the important processes in developing such a learning material is the evaluation. It is very useful both for EFL teacher and for material developers.
Material evaluation is a process of measuring the value or potential value of a set of learning material by making judgment about the effect of the material on the
people using them Tomlinson and Masuhara 2004: 1. The evaluation of material measures seven points. They are:
1. The appeal of the materials to the learners.
2. The validity of the materials
3. The ability of the materials to interest the learners and the teachers.
4. The ability of the materials to motivate the learners.
5. The potential learning values of materials.
6. The assistance given to the teachers in terms of the preparation, delivery,
and assessment, 7.
The flexibility of the materials.
Still from Tomlinson and Masuhara 2004, they also classify learning material evaluation into three types. They are: Pre-Use Evaluation, Whilst-Use
Evaluation, and Post-Use Evaluation. Here are the brief descriptions of each type.
1. Pre-Use Evaluation
This type of evaluation concerns on making predictions about the possible value of the materials for their users. The prediction is subjective and unreliable
because it’s come from the writer. Thus prediction based on the writer’s judgment or only based on his or her belief. It is not based from the fact that the materials
use in the class. 2.
Whilst-Use Evaluation The second type of evaluation is the type which is used to measure the
value of material whilst using them or whilst observing them being used. This
kind of evaluation is more objective and realistic rather than pre-use evaluation. However, this evaluation has limited points to observe. The points that can be
measured in this evaluation are: clarify of instruction, clarify of layout, comprehensibility of text, achievability of task, flexibility of materials, appeal of
the materials, and motivating power of the materials. 3.
Post-Use Evaluation. The last type is the most worthwhile type of evaluation because it can be used
to measure the actual effect of the material being evaluated on the users. There are several points that the material evaluation should discover proposed by Tomlinson
and Masuhara 2004: 5. They can be seen as follows: learner’s improvement on performance and understanding after sing the materials, learner’s problem and
difficulty during the implementation of the materials, and the meet of the materials toward learner’s need.
To gather the information from those points, Richard 2001: 299-303 suggests several ways. Such as tests, examination, interviews, questionnaires,
teacher’s record, student’s evaluation, post-cost diaries, post-cost reports, and observation.
Another point to evaluate the content of a set of materials is analyzing the tasks and activities in the learning material being analyzed. These discussions are
previously discussed in the previous section in the component of task proposed by Nunan 2004.
B. Review of Related Study
This study is about developing a set of song and game-based English learning tasks. There are some previous studies related to the development of English
learning task in kindergarten. Even tough, the research studies are not as the same as this study, those research studies contribute to this research very much.
The first related study conducted by Millington 2011 focused on developing songs from activities into language learning tasks. The study showed that adapting
existin g children’s songs is one method that teachers can use to increase their
repertoire of songs, thus giving them more opportunity to use songs in their teaching contexts. The next related study conducted by Meyer 2013. He focused
on the design of learning material for pre-school teaching and learning through the example of a game-based platform for learning English called Mingoville.com.
He found that a game based platform that uses its versatility and adaptability to address needs in the market that arise from a growing political and parental
pressure on introducing English to pre-school children. In this role Mingoville situates itself between formal and informal contexts for learning and between play
and learn activities that can and should be negotiated locally. From the point of view of English material design for kindergarten children,
Septiyana 2013 also has developed a set of English learning material for kindergarten of TK ABA Condong Catur Yogyakarta. Based on her study, it has
several information on how conducting the study. She reduced the ten major steps into eight steps. There are collecting research and information need survey and
