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1. Hello, Friends
2. I Like Singing
3. Wink Your Two Eyes
4. Can I Have 2 Apples, Please?
5. I Love My Family
6. There are 7 Days in a Week
7. What Animal is that?
8. May I Go to Your House?
Each unit is divided into three main sections, namely Let’s Get Ready, Let’s Do It, and Let’s Practice. The basis of designing these three sections are
based on the notion of the framework of Task-Based Language Teaching for beginners and young learners proposed by Willis 1996. The framework offers
three phases, namely pre-task, task-cycle and language focus. The brief elaboration of the three sections of the designed materials is
presented further.
1. Let’s Get Ready
This phase is the beginning of the meeting which aims at introducing the topics to the students and brainstorming of what they have known. Mostly, the
students do not produce the language yet or speak too much in this phase. This phase prepares the students to be ready for the next phase. This section reflects the
pre-task of the framework. This phase is very important to get the students tune the target language so that they will be ready to go on the next task. Let’s Get
Ready emphasizes motivational learning as the key of successful classroom.
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2. Let’s Do It
In this phase, the students are given three small tasks in each topic which allow them to work with other students in pairs or in groups to accomplish the
tasks. The main focus in this phase is that the students practice, use, experiment and produce the target language to accomplish purposeful tasks. This section
reflects the task-cycle of the TBLT framework.
3. Let’s Practice
The first activity of this section still reflects the task-cycle which includes the students to produce the target language in form of games. The games will be
mostly done involving all students, pair work and group work. The games are used to reduce the students stress yet they will make the students actively use the
target language. After doing the game, the students do the last task of this phase which is language focus. Language focus is an additional part of this section. The
language focus will allow the students to practice form-based exercises which cover grammar, vocabulary and sentence patterns.
The additional section is Review: Short but Smart. The aim of the review is to remind the students about what they have learned. In the review section, the
teacher can also measure the students’ understanding the lesson. Further, the teacher has a chance to give a phase for the students to reflect on their
performance during the lesson by offering some questions to find out their feelings, such as “Are you happy today?” or “How is your feeling today?”
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CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter includes two major discussions. The first discussion is the conclusion of the study while the second discussion is the suggestions for both the
English teachers and those who are interested in conducting this kind of research.
A. Conclusion
This study was carried out to answer two research questions proposed in the problem formulation: 1 how a set of speaking instructional materials based
on Task-Based Language Teaching for extracurricular activity of the 2
nd
graders of SD Pangudi Luhur Yogyakarta is designed and 2 what the designed set of
speaking instructional materials based on Task-Based Language Teaching for extracurricular activity of the 2
nd
graders of SD Pangudi Luhur Yogyakarta look like.
In order to answer the first research questions in the problem formulation, the writer adopted and modified the Kemp’s and Yalden’s instructional design
models. The writer’s instructional design model is the combination of Kemp’s and Yalden’s instructional design models. The writer’s instructional design model
includes six steps, namely 1 Conducting Needs Survey, 2 Formulating Goals, Listing Topics and Stating General Purposes, 3 Formulating learning Objectives,
4 Listing Subject Content, 5 Selecting Teaching and Learning Activities and Resources and 6 Evaluating the Designed Materials.
