Yalden. Those six steps were conducting the need survey, considering the goals, topics, and general purposes, formulating the learning objectives, specifying the
subject contents, determining the teaching learning activities and resources, and evaluating the materials. Further, all of the steps of RD and instructional design
model were considered as the methodological umbrella in conducting the study.
1. Conducting the Need Survey
In carrying out the need survey, the writer conducted the classroom observations, gave the interview, and distributed the questionnaires in order to
obtain data of students’ need. The school had only one class for the fourth grade, so the observation was performed once. Further, the writer interviewed the
English teacher of SD Negeri II Sumberejo. After conducting the interview, the writer distributed the to the fourth grade students of SD Negeri II Sumberejo. The
detail information is presented below.
a. Students’ need based on the classroom observations
The classroom observation was carried out on August 26
th
, 2010. The topic was “Greeting and Introduction”. During the class, the teacher and the
students also applied other languages instead of English, which were Bahasa Indonesia and Bahasa Jawa. English was employed by the teacher and the
students when giving some simple statements greetings, questions, and command, and practicing the target language learnt. Meanwhile, Indonesian and
Javanese assisted the teacher to communicate with the students if English did not work well in delivering the materials.
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The students were mostly hyperactive and cheerful. The boys and the girls were active when joining the English class. However, the condition of the
teaching learning process was not really conducive. Most of the students were so noisy in the class. They were really active. Some students did not pay attention to
the teacher’s explanation. They were still busy with themselves. They spoke to each other and some others even screamed. There were also some students who
ran through the class and walked approaching their friends across the room. Meanwhile, teacher’s voice was so soft to build the students keeping silent and
paying attention to her. The writer also noticed that most of the students were still shy to practice
their English. It could be seen when they read some sentences in the book. They read them in a soft voice. They were still uncomfortable and afraid if they made
some mistakes. However, the writer perceived that the students were enthusiastic in learning English. It could be observed when they always tried to complete the
exercise which was given by the teacher. They just needed to be encouraged, so they could always feel confident and comfortable when practicing their English.
From the situation, the writer observed that the students needed some new activities when learning English in the classroom, not just staying on their chairs
calmly, sitting quietly, listening to the teacher, and doing some exercises. They needed activities in which they could move their body and interact with other
students, but they could still learn something that was related to the topic. The students needed some attractive activities which could make them relaxed,
enjoyed, and interested in the lesson which was taught. They also needed
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activities which facilitated them to express themselves. Hence, they could explore and experience the process of language learning. Observing the situation, the
writer decided to design kind of materials and activities which were able to accommodate the students in meaningful learning. As the Natural Approach
offered, the designed materials should be able to lower the affective filter of the learners, so that the learners could feel comfortable to explore themselves in
learning the language. The materials were designed by employing the various acquisition activities which were offered by the Natural Approach, so that the
learners could experience themselves in a communicative learning.
b. Students’ need based on the interview with the English teacher of the
