4.2 The Presentation of the English Instructional Materials for Children of
Domby Kid’s Hope 2
After making some revisions and improvements based on comments and suggestions from the preliminary field testing and implementation, the final
version of the set of English instructional materials using task based learning for the first grade students at Domby was accomplished. The final version of the
designed materials is presented in Appendix H. There were three developed units. They were ‘Hi, I am Domby”, “It’s a
pencil”, and “It’s green”, furthermore, each unit would divided into four sections.
The first section, Get Ready, was designed to activate the student’s background knowledge and introduce the topic. The second section was Build Up, was to give
exposure or input about the vocabulary and expression. The third section, Act Out, was aimed to give opportunities to speak. The last section, Review, was
aimed to help the students to make sure that they already know and understand the materials. This phase also gave the tutor opportunity to monitor and understand
the learners better.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents, firstly, the conclusions of this study, and secondly, the suggestions related to this field and for further research.
5.1 Conclusions
This study was conducted to answer two research questions: a how is a set of task-based learning English instructional materials for the first grade of
Domby Kid’s Hope 2 designed? and b what does a set of instructional materials using Task Based Learning for the first grade of Domby Kid’s Hope 2 look like?
To answer the first research question, the writer employed Kemp’s instructional design model. To decide the ideal order for Kemp’s model, the writer
adapted the R D cycle: 1.
Research and Information Collecting. This includes Kemp’s steps of identifying learners’ characteristics, conducting
pre-assessment, and finding out available support services. 2.
Planning This includes Kemp’s steps of formulating goals, topics, and general purposes,
specifying learning objectives, and listing the subject contents. 3.
Developing Preliminary Field Product This consists of Kemp’s step of selecting teachinglearning activities and
resources.
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