To decide the topics for the designed materials, the writer interviewed the tutor then clarified the results with the coordinator. The chosen topics were
considered as the ‘needs’ of the children. The Summary of Domby children needs, lacks, and wants can be seen in Table 4.3.
Table 4.3: Needs, Lacks, and Wants of the Children at Domby
Needs
The children of Domby need to be motivated to learn English. They need a level of English that allows hem to express simple expressions and identify common
things.
Lacks
The children of Domby are beginner learners. They lack vocabulary and expression. Moreover, they have very low motivation and interest to learn
English.
Wants The children need to be motivated to learn English with fun, interesting,
motivating and suitable designed materials.
4.1.1.2 Pre-Assessment
From the observation and interview, the writer found that the English level of these children was beginner. None of these children joined English courses.
They only studied English in school. The English tutor also added that most of the children still lacked English vocabulary and expressions.
The English tutor stated that these children should be taught from the very beginning level. The English tutor added that they knew only limited common
vocabulary and did not know how to say words in English or simple English expressions.
They needed to start from the easiest and the most common vocabulary and expressions.
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4.1.1.3 Support Service
There were several facilities provided by Domby to support the teaching- learning activities. They were a television, computer, VCD players, various kinds
of flash cards, and crayons. Unfortunately, some of these facilities were not provided in the class. The Television and VCD players were only in the living
room where the children usually had dance or music lesson. Meanwhile, the computers were in the computer room. In the classroom there were only tables,
chairs, and a white board. The flash cards could be used anytime with permission from the coordinators. The coordinators also stated that he could provide cards,
books, crayons, and origami papers when it was needed. Thus, the writer’s designed materials would use available necessary support service such as flash
cards and crayons.
4.1.2 Planning
In this step, the writer developed the framework of the materials to be designed. The writer stated the goals, topics, and purpose, specified the learning
indicators and organized subject contents. As has been mentioned in the previous step, the designed materials should be suitable for children at Domby. Thus, the
objectives should be well formulated and achievable for children at Domby.
4.1.2.1 Formulating Goals, Topics, and Purposes
The designed materials should have clear goals, topics, and purposes. This would give clear explanation of what the learners will be able to do at the end of
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the course. The coordinator stated that these children need to be supported in their study at school and to be prepared with English skill. However, the goals, topics,
and purposes should be relevant to the learners’ characteristics of Domby children. These children have low motivation and interest to learn English. Thus, the goals
of this study are: 1. To motivate and interest the children to like English trough.
2. To enable the children to identify common things around them. 3. To enable and encourage the children to express simple English
expressions. There were 5 selected topics based on the interview with the coordinator
and English tutor of Domby. Firstly, the writer interviewed the English tutors at Domby
to decide 5 selected topics. The topics were related to the learners’ needs and wants. Then, the writer clarified the result with the coordinator. Afterward,
the writer put the topics in order based on the difficulty of each topic. The topics are showed in Table 4.4.
Table 4.4: The Selected Topics for the Designed Materials The Selected Topics
1. Greeting and introduction
2. Things in the classroom
3. Color
4. Number part 1
5. Number part 2
6. Family
7. Animals
8. Part of the body
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The next step was to set the general purposes for each topic in order to achieve the stated goals. The determined general purposes for each topic can be
seen in Table 4.5.
Table 4.5: The General Purposes
Topics General Purposes
Greeting and Introduction
1. The learners are able to greet others. 2. The learners are able to introduce themselves.
Things in the classroom
1. The learners are able to identify several things in the classroom. 2. The learners are able to ask and give information about things in the
classroom
Color 1. The learners are able to identify colors.
2. The learners are able to ask and give information about colors. Number
and age 1. The learners are able to identify number 1 to 10.
2. The learners are able to ask and give information about age. There is and
there are 1. The learners are able to use ‘there is’ and ‘there are’.
2. The learners are able to use ‘there is’ and ‘there are’ to give information.
Family 1. The learners are able to identify the members of a small family father,
mother, brother, and sister. 2. The learners are able to give information about family relationship.
Animal 1. The learners are able to identify several animals.
2. The learners are able to ask and give information about animals.
Part of the body 1. The learners are able to identify parts of the human body.
2. The learners are able to give information about their body.
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4.1.2.2 Specifying Learning Objectives
