DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS USING TASK-BASED LEARNING FOR THE FIRST GRADERS IN DOMBY KIDS HOPE 2 YOGYAKARTA A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Ed
DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS
USING TASK-BASED LEARNING
FOR THE FIRST GRADERS IN DOMBY KIDS HOPE 2 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Hana Yuditawindra Yasmein Student Number: 041214051
DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS
USING TASK-BASED LEARNING
FOR THE FIRST GRADERS IN DOMBY KIDS HOPE 2 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Hana Yuditawindra Yasmein Student Number: 041214051
DEDICATION
“The moments you suffer most are moments when you learn most”
ABSTRACT
Yuditawindra Yasmein, Hana. 2010. Designing a Set of Instructional Materials
Using Task Based Learning for the First Grade Students at Domby Kid’s Hope 2.
Yogyakarta: English Language Education Study Program, Sanata Dharma University.Considering the importance of English, Domby Kid’s Hope 2, one of Non Governmental Organizations that focuses on Education for poor children around
Kali Code Yogyakarta, puts English as one of the subjects in its education section.
Children are believed to have a bigger chance to master English. Unfortunately, most of the children at Domby have no motivation or interest to learn English. These children need short term motivation to make them like and learn English. Therefore, the study attempted to develop a set of English instructional materials using task based learning for the first grade students at Domby.
This study was to find out the answer to the following research problems: First, how is a set of instructional materials implementing Task Based Learning for the first grade of Domby Kid’s Hope 2 designed? Second, what does this set of instructional materials look like?
To answer the first problem, the writer adopted Kemp’s instructional design model (1997). The eight steps of Kemp’s model were combined with R & D cycle in the Research and Development (R & D) method of Borg and Gall (1986). Due to the time and money constraints, only five out of ten steps of the R & D cycle were employed. There were (1) Research and Information Collecting, (2) planning, (3) Developing Preliminary Product, (4) Preliminary Filed Testing, (5) Main Product Revision and (6) Main Field Testing.
First of all, the writer gathered information for developing the materials by conducting observation the first grade classes at Domby and interview the coordinator of Domby and the English tutors of first grade classes at Domby. This was aimed to make useful and suitable designed materials for the target learners. To make valid and appropriate materials, the writer obtained feedback for improvement by distributing questionnaires along with the designed materials to two English tutors at Domby and two lecturers of English Language Education Study Program at Sanata Dharma University. The results were satisfying and encouraging. The designed materials, nevertheless, needed some improvements and revisions. First of all, some of the instructions had to be simplified. Second, there was a bit too much burden for the learner in the unit 1. Third, the writing activities should be simplified into tracing. After improving and revising the materials, the writer went on to conduct materials try out by interviewing the
In conclusion, due to the results of the evaluations, the designed materials were considered ready to be used by the first grade students at Domby Kid’s Hope
2. In addition, it is hoped that the designed materials could motivate and interest
the students so that will help Domby to achieve their goal which is to make the learners like English and brave to speak English.
ABSTRAK
Yuditawindra Yasmein, Hana. 2010. Designing a Set of Instructional Materials
Using Task Based Learning for the First Grade Students at Domby Kid’s Hope 2.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.Mempertimbangkan pentingnya bahasa Inggris, Domby Kid’s Hope 2, salah satu organisasi diluar pemerintahan yang memperhatikan pendidikan untuk anak-anak miskin disekitar Kali Code Yogyakarta, menempatkan bahasa Inggris sebagai salah satu mata pelajaran dalam program pengembangan pendidikan mereka. Anak-anak dipercaya memiliki kesempatan yang lebih besar untuk menguasai bahasa Inggris. Oleh karena itu, sangat disayangkan apabila sebagian besar anak-anak Domby tidak mempunyai motivasi dan ketertarikan untuk mempelajarinya. Anak-anak ini membutuhkan motivasi jangka pendek untuk membuat mereka menyukai dan belajar bahasa Inggris. Oleh sebab itu, penelitian ini bermaksud mengembangkan materi instruksional bahasa Inggris dengan menggunakan prinsip-prinsip task based learning yang diperuntukkan bagi murid- murid kelas satu di Domby.
Penelitian ini dimaksudkan untuk menemukan jawaban untuk pertanyaan berikut: pertama, bagaimanakah materi bahasa Inggris menggunakan task based learning untuk siswa kelas satu di Domby dirancang? Dua, seperti apakah materi bahasa Inggris menggunakan task based learning untuk siswa kelas satu di Domby tersebut?
Untuk menjawab pertanyaan pertama, penulis mengadaptasi model instruksional yang dikembangkan oleh Kemp (1997). Kedelapan langkah-langkah Kemp tersebut kemudian disusun berdasarkan R & D cycle dari metodologi Research and Development (R & D) yang dikenalkan oleh Borg and Gall (1986). Oleh karena keterbatasan waktu dan dana, hanya lima dari sepuluh langakah- langkah R & D yang diberlakukan. Lima langkah-langkah tersebut adalah: (1) Penelitian and Pengumpulan Informasi (2) Perancangan, (3) Pengembangan Rancangan Produk, (4) Pengujian Awal, (5) Revisi Akhir dan (6) Pengujian Akhir dan Revisi.
Pertama-taman, penulis mengumpulkan informasi untuk mengembangkan materi dengan melakukan observasi di kelas satu di Domby dan menginterview coordinator dan tutor bahasa Inggris untuk kelas satu di Domby. Hal tersebut dimaksudkan agar materi yang dikembangkan dapat berguna dan sesuai untuk anak-anak yanga akan menggunakan. Untuk menghasilkan materi yang valid dan pantas, penulis mendapatkan penilaian mengenai materinya dengan cara menyebarkan kuesioner beserta materinya kepada dua tutor bahasa Inggris dan untuk melihat kesesuaian dari materi. Penulis mendapat penilaian melalui interview dengan tutor bahasa Inggris. Hasil final dari evaluasi memperlihatkan bahwa materi sudah bagus dan siap di gunakan
Untuk menjawab pertanyaan kedua, penulis menyertakan tiga unit materi final yang dikembangkan. Terdapat 4 bagian di setiap uni, yaitu: ‘Get Ready’,
‘Build Up’, ‘Act Out’ dan ‘Review’.
Sebagai kesimpulan, melihat hasil dari penilaian yang diperoleh, materi dianggap siap untuk dipergunakan oleh siswa kelas satu di Domby. Selain itu diharapkan agar materi tersebut dapat memotivasi dan menarik siswa dan dapat membantu mencapai tujuan Domby untuk membuat anak-anak Domby menyukai bahasa Inggris dan berani berbicara menggunakan bahasa Inggris.
ACKNOWLEDGEMENTS
I would like to give my first gratitude to the God of the Universe, Jesus Christ, for the chance to study especially at Sanata Dhrama and also finish it, the chance to meet great people and learn great lessons in my life and also for His love, mercy, and guidance in everyday of my life.
I would also express my gratitude to my sponsor, Made Frida Yulia,
S.Pd., M.Pd., who willingly shared her knowledge and time, and also patiently
guided me so that I could finish my thesis. My gratitude is also addressed to Drs.
J.B Gunawan, M.A. and F.X. Mukarto, Ph.D, my evaluators, who willingly
shared their knowledge and time, and also kindly gave me review on my designed materials.
My deepest gratitude and love go to my loving family, Pak Endro, Bu
Insi, Mpie, Mbah Dar, for the incredible love, helps, advice, prayers, care,
financial support, and everything that I could not mention one by one. Thank you for supporting me patiently to finish this thesis. They are the best I could have.
My special gratitude also is addressed to beloved loving Marc Reid for his love and care in every way and also everything that I could not mention one by one. “I miss you”.
I thank Domby Kid’s Hope, especially kak Yusak as coordinator, kak
Indri, kak Tri, all tutors and mentors at Domby Kid’s Hope 2 for giving me inspiration. I hope my thesis could also be a contribution in English teaching learning process at Domby.
I am so thankful to all the lecturers, especially Agustinus Hardi Prasetyo,
S.Pd., M.A, and secretariat staff of PBI, mbak Dani and mbak Tari. I would like
to thank Haris, Patrice, and Maya who had given me source, information, and help related to my study. In addition, I thank Charlie Louis Sutherland and Nina
Rose Lim, who willingly proofread and checked my grammar. It is an honor to
also thank Mrs and Mr Hasyim for the support, especially financial support. In addition, I wish them all the best and happiness.
I would also send my gratitude to PBI students, especially my classmates,
Witri, Heni, Berta, Prima, Adi, Dede, Agung, Dias, Festy, Hyacintha,
Marshel, and Tita, for their supports, advices, and helps. It was a wonderful time
to hang out with all of you. In addition, I am sorry for every wrong thing that I had done. This is also a chance to express my gratitude to my friends, Flora,
Rangga, Dite, Lia Mbokde, Andrew, Keke, and Pakde for the support,
wonderful moments, great lessons and travelling time. Especially, I would like to thank Felix Nugraha for his drawing for my designed materials.
Finally, I would like to show my gratitude to everyone who helped and supported me to finish my thesis.
Hana Yudita Windra Yasmein
TABLE OF CONTENTS
TITLE PAGE …………………………………………………………… i APPROVAL PAGES …………………………………………………… ii DEDICATION PAGE………………………..…………………………. iv STATEMENT OF WORK’S ORIGINALITY…………………………. v SURAT PERNYATAAN………………………………………………. vi ABSTRACT…………….…………………………………………..…… vii
ABSTRAK …………….………………………………………………… ix
ACKNOWLEDGEMENTS..….……....………………………………... xi TABLE OF CONTENTS ……………………………………………….. xii LIST OF TABLES …………………………………………………....... xvii LIST OF FIGURES………………………………………………………. xviii
CHAPTER I: INTRODUCTION
1
1.1 Research Background………………………………………… 1
1.2 Problem Formulation…………………………………………. 5
1.3 Problem Limitation ……………………………...…………… 5
1.4 Research Objectives………………………………………..… 6
1.5 Research Benefits……………………………………….……
6 CHAPTER II : REVIEW OF RELATED LITERATURE
11
2.1 Theoretical Description………………………………………. 11 2.1.1 Instructional Design Models………………………..….
11
2.1.1.1 Kemp’s Model……………………………………
12 2.1.2 Condition for Language Learning …………..……..….
15 2.1.3 Teaching English in Preliminary Class …………....….
20
2.1.4 Task Based Learning…………………………..…….…
23
2.1.4.1 Task Types………………………………..……… 27
2.1.4.2 Task Based Learning for Children………….……
30 2.1.4.3 Role of Teacher, Learnes, and Materials….……..
32 2.1.5 Domby Kid’s Hope Curriculum……………………....
34 2.1.6 Syllabus Design…………...…………………………..
36 2.2 Theoretical Framework…………………..………………….
37 CHAPTER III: METHODOLOGY
41 3.1Research Method……………………………..……………….
41
3.2 Research Participants……………………………………..….. 46
3.3 Research Instruments……………………………………...…. 47
3.4 Data Gathering Techniques…………………………………… 50
3.5 Data Analysis Techniques…………………………………….. 51
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
4.1.2.3 Listing Subject Contenet ………………………… 64
4.1.6 Main Field Testing……...…………………….....…. 71
71
67 4.1.5 Main Product Revision……………………..…...….
4.1.3.4 Review……………………………………...…….. 67 4.1.4 Preliminary Field Testing…………………………….…….
4.1.3.3 Act Out………………………………………...…. 67
4.1.3.2 Build Up………………………………………..… 66
4.1.3.1 Get Ready………………………………………… 66
65
4.1.3 Developing Preliminary Field Testing…………………..…
4.1.2.2 Specifying Learning Objectives………………….. 63
54 A. The Steps of Designing a Set of Instructional Materials for the First Grade of Domby…………………..…………………………….……
60
60 4.1.2.1 Formulating Goals, Topics, and Purposes….….....
60 4.1.1.4 Planning…………………………………...……………...
59 4.1.1.3 Support Service………………………………......
4.1.1.2 Pre-Assesment……………………………………
4.1.1.1 Learners’ Characteristic………………………….. 55
54
4.1.1 Research and Information Collecting……………….…..…
54
B. The Presentation of the English Instructional Materials for the First
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
74
5.1. Conclusions…….……………………………………………. 74
5.2. Suggestions…………………………………………………… 76 REFERENCES
78 APPENDICES
80 Appendix A: Letter of Permission……………………..………...
81 Appendix B: Interview Guide for Data Collection…………...….
83 Appendix C: Post Design Questionnaire……………………...…
85 Appendix D: Interview Guide for Materials Try Out…………....
89 Appendix E: Sample of Post Design Questionnaire Result…...…
91 Appendix F: Syllabus and Lesson Plan………………….………
97 Appendix G: Task Instructions……................................................ 121 Appendix H: Answer Key to Exercises………………………….. 127 Appendix I: Photocopyable Task Materials……………….....….. 131 Appendix J: The Designed Materials………….…………..……... 140
LIST OF TABLES
Page
Table 3.1 Product Specification……………………………………36 Table 3.2 The Writer’s Data Collection...........................................
41 Table 4.1 Data of Participants..........................................................
51 Table 4.2 The Result of the interview with the coordinator and English tutors at Domby.............................................
53 Table 4.4 Needs, Lacks, and Wants of the Children at Domby….....
55 Table 4.5 The Selected Topics for the Designed Materials…….…..
57 Table 4.6 The General Purpose………….………………………….
58 Table 4.7 The Learning Objectives of the Materials………………..
59 Table 4.8 The Organization of the Subject Contents……….……….
61 Table 4.9 The Description of the Participants for Expert and User Validation………………..…….…....
64 Table 4.10 The Description of the Participants for the Materials Try Out……....…………………….…....
64 Table 4.11 The Result of the Questionnaire for Expert and User Validation (part 1)...............................
65 Table 4.12 The Result of the Questionnaire
LIST OF FIGURES
Page Figure 2.1 Kemp’s Instructional Design Model ……………………….
15 Figure 2.2 Willis’ Model of Condition of Language learning……….....
20 Figure 2.3 Willis’ Task Based Framework …………………………….
27 Figure 2.4 The Writer’s Theoretical Framework Chart………………...
39 Figure 3.1 The writer’s R&D Adopted Cycle Collaborated with Kemp’s Adapted Model……………………………….
37
CHAPTER I INTRODUCTION This chapter serves as an introduction to the study. This chapter is divided
into seven parts. These are intended to aid the readers in understanding the research undertaken, namely research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.
1.1 Research Background
English is an essential language. It is one of the most widely used languages around the world. People of different nationalities and first languages can communicate with each other through the use of English. Speaking English connects a person with millions of other individuals, across the globe.
Consequently, the widespread use of English is one of the most conspicuous features of our globalized world. According to Crystal (2002: 6), the use of English offers an international intellectual and research environment in which scholarship and further education are pursued. It becomes clear that within this era of globalization, the study of English is considered essential. English language has become one of the core subjects taught in schools across the world. Crystal (2000: 5) notes that English is the most widely taught foreign language in over 100 countries. Considering that English is a necessary competence, it has become one
Considering the importance of English in later education levels and its value in the world of employment, it would be better for children to start learning English at an early age. This is supported by critical period belief - that during this period, language acquisition is easy and complete (Ellis, 1997: 67). Moreover, children also have special characteristics such as great memory, imagination and instinct to play and fun (Halliwell, 1992: 3-8) that can be beneficial for the success of language acquisition. As a result, introducing English in this period gives children a bigger chance to master English.
Realizing the value of English in every child’s future and their possibility to acquire a language, a large numbers of NGOs (Non Governmental Organization) focus their action on improving the educational opportunities of poor children. One such NGO is Domby Kid’s Hope 2, more often simply known as ‘Domby’. Domby tries to prepare poor children from the age 3 to 19 who live around Kali Code with sufficient ability to face the world of employment. Domby is located in a nearby Kali Code. Domby has three buildings for their teaching- learning activities. Two of the buildings are located at Terban, one functions as classrooms while the other functions as computer class and also administrative operation office. Whereas, the other building which is located at Cokrokusuman, has four rooms that only function as classrooms. Domby focuses on the children’s holistic development through four main sections; physical, education, socio- week.
Unfortunately, children who live around Kali Code have difficulties in learning English and low motivation to learn English. These children have grown up in an environment that often does not foster attitudes toward study (Panduan
Pembinaan DOMBY KID’S HOPE 2, 2008) . The low motivation is quite obvious
especially regarding the subject of English. They seem to be afraid to learn English. Most of the students share the belief that English is a subject that is too difficult to be learned and will never be of any use to them. Other problems are all the English tutors who are still university students and Domby itself which does not have an English curriculum to align the teaching materials. Thus, the tutors teach what they want to teach without any certain objectives to be achieved and often without sufficient preparation. Although Domby has several English text- books, vocabulary cards, and story books, the tutors do not make maximum use of them. Due to these facts, the learning process is obstructed. Domby needs materials that could motivate their children to like learning English, brave to speak English and lead them to certain achievement.
The need for designed materials at Domby triggered the writer’s thoughts that culminated in the design of this thesis. The writer of this thesis is going to design materials for the first grade students of Domby. It is hoped that this thesis will contribute to changes in the English teaching-learning process at Domby. The understand English better and master it in the future.
In designing motivating materials for children, the writer uses task-based learning approach. Task-Based learning which has become one of the approaches for real-world language learning shares its notion to make a bridge between contextual teaching and learning and the teacher’s lack of motivating students (Richards and Rodgers, 2001: 225). Task-based learning is one approach in teaching and learning activities which gives great amounts of students’ activities.
It gives the teacher an opportunity to be as creative as possible to assign tasks for the students. Therefore, task-based learning enables the writer to design materials which provide various tasks to make joyful and understandable learning. Since these students do not have long term motivation to learn English language, task- based learning is considered suitable to the children in Domby. Tasks can motivate them in a short term by interest them to complete the tasks and make them learn while completing the tasks.
In conclusion, realizing the importance of English as an essential language, this study is intended to design materials using Task-Based learning for the first graders of Domby to increase their motivation in learning English. The designed materials provide various tasks to help the children understand new material, enjoy the learning process, and give them opportunity to use the target language.
1.2 Problem Formulation
This study attempts to answer the following questions:
1. How is a set of instructional materials implementing Task Based Learning for the first grade students of Domby Kid’s Hope 2 designed?
2. What does a set of instructional materials using Task Based Learning for the first grade students of Domby Kid’s Hope 2 look like?
1.3 Problem Limitation
Answering the need for designed materials at Domby, the writer attempts to design materials to teach English to the first grade students of Domby Kid’s
Hope 2 by adopting task-based approach. The main purposes of the designed
materials are to build high motivation and interest of the students in learning English by using tasks provided. The design will include a variety of interesting tasks in form of individual and group activities. In addition, the designed materials could also give the students opportunities to experience the target language.
It is hoped that there will be a broadening of four key skills: speaking, reading, listening, and writing. First, the designed materials give the students opportunities to produce and use the language. According to Halliwell (1992: 8), children need to talk. Without sufficient practice, there is no way that they can become proficient in spoken English. However, in these ages children also include listening activities and simple and short instructions. The third, the designed materials also provide writing activities. From the tutors’ experience, these children have different level of writing skill. Therefore, in the designed materials provide only few writing activities. In these activities, the tutors can help the students who still cannot write yet.
1.4 Research Objectives
From the problem formulated, there are some objectives of the study identified by the writer. They are:
1. To find out how a set of English instructional materials implementing Task- Based learning for first grade students of Domby Kid’s Hope 2 is designed.
2. To present materials to teach English to the first grade students of Domby Kid’s Hope 2 .
1.5 Research Benefits
The result of this study will be beneficial for the following parties:
1. The First grade students of Domby Kid’s Hope 2 Appropriate instructional material could encourage these children to start to like English through all the activities and games. As a result, it would also ease the children’s further learning of English. preparation. In addition, if there is a change in class’ tutor, the new tutor would continue with what has already been taught. Therefore, the learning process would also continue.
3. Domby Kid’s Hope 2 The developed materials could contribute to the children’s learning process.
Furthermore, as has been believed, the English skills could make these children become more competent people to face the world. Due to this belief, Domby then could achieve the goal of Domby in English teaching-learning program to make the learners like English and brave to speak English. In addition, Domby could reach their vision which is alleviating the conditions of children’s poverty and producing independent future leaders of the community.
4. Material Designer The developed material would aid other material designers to produce resources for Domby using similar or different methods. Additionally, they could continue this study by continuing or designing materials for the next grade in Domby Kid’s Hope 2 .
1.6 Definitions of Terms
There are some terms that are used constantly in this study. Thus, the writer will give the definitions to avoid misunderstanding and misconception. theory, taking into consideration as many factors and variables of the particular situation as possible, so that successful learning will result. In addition, it refers to the materials (films, slide, recordings, maps, and such) designed by the teachers (Kemp, 1997: 7). In this study, after defining the goals, the writer will design the materials using a task based approach consisting of instructions for each task or meeting and it is applied by the English tutors themselves to the first grade students of Domby.
2. Task-Based Learning Richards and Rodgers (2001: 223) summarize that the Task-Based
Learning refers to an approach of language learning which focus on the use of tasks as the core unit of planning and instruction in language teaching-learning.
The plan in this study is to design materials using Task-based approach which will enable the students to learn through the students’ experience while doing the tasks provided.
3. Task According to an Australian linguist who focuses on the teaching of English, Nunan (2004: 4), he defines task as follows. task is a piece of classroom work that involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning rather than manipulate form. The task should also have sense of completeness, being able to stand alone as a communicative act in its own right with
Here is the definition of pedagogical task: ...an activity or action which is carried out as the result of processing or understanding language (i.e. as a response). For example, drawing a map while listening to a tape, listening to an instruction and performing a command may be referred to as tasks. Tasks may or not involve the production of language. A task usually requires the teacher to specify what will be regarded different kinds of tasks in language teaching more communicative ...since it provides a purpose of a classroom activity which goes beyond the practice of language for it’s own sake. (Richards, 1986: 289)
Therefore, considering the definitions of tasks above, task in this study is briefly defined as any kind of activities or action which involves target language production or not and to help the students gain new knowledge, practice what they have been studying and reach certain goal.
4. The First grade students of Domby Kid’s Hope 2 Yogyakarta The first grade students of Domby are children around the age 6 to 7 years old. They have just started learning English, therefore, their level is still very basic. They need suitably designed materials which provide various active, fun, and interesting activities to help them learn English. Domby is an informal school managed by Yayasan Pelita Bangsa. This informal school focuses their program on education. Since its location is around Kali Code, it serves poor children from the age of 3 to 19 years old who live in Kali Code area. This organization intends to provide the children with capabilities to face the wider world, to be able to overcome their problems both now and in the future. The ultimate goal of Domby
Domby Kid’s Hope 2 Yogyakarta are the target learners and Domby Kid’s Hope 2
Yogyakarta is the setting of place where the writer conducted the research of
educational purposes in order to complete this thesis.
CHAPTER II REVIEW OF RELATED LITERATURE In this chapter the writer clarifies the theories that are used in the research. This chapter consists of two main parts namely theoretical description and
theoretical framework. Theoretical description includes instructional design models, condition for language learning, teaching English in primarily class, description of Task-Based Learning, task type, and syllabus. The second part, theoretical framework, is to clarify framework that the writer uses in designing a set of English instructional materials for the first grade students of Domby.
2.1 Theoretical Description
2.1.1 Instructional Design Models
Dick and Reiser (1989: 3) state that instructional design is used primarily to develop wide variety of instructional materials such as printed materials, computer-assisted instruction, and televised instruction. Therefore, to make valid and useful instructional materials, the writer needs to have clear instructional design model. In designing instructional materials, the writer could have one or some instructional designs to be adopted, combined, or adapted. In this study the writer only uses Kemp’s instructional model to be adapted. The writer chose
2.1.1.1 Kemp’s Model
In designing materials the writers are supposed to decide what are the objectives of the instructional design, the activities and resources, and the evaluation of the instructional design. In Kemp’s model, basically materials designers are supposed to seek out information about the objectives of the instructional design, the activities and resources, and the evaluation of the instructional design. Consequently, materials designer have to be able to supply answers to these questions; what must be learned, what procedures and resources will work best to reach the desired learning levels, and how we will know when the required learning has taken place (Kemp, 1977: 8). Therefore, Kemp includes comprehensible steps to be followed. The brief explanations for each part are stated as follows.
1. Determining Goals, and Topics, and General Purposes Instructional design planning starts with a recognition of the goals. The topic is listed for the study. All of the topics will lead to general purposes.
2. Learner Characteristic To design effective materials, the writer should figure out the learners characteristics. The writer then should obtain information on learners’ academic factors, social factors, learning condition, and learning style. The writer has to enumerate the important characteristics of learners, for whom the instruction is to
3. Learning Objectives The writer needs to specify the learning objectives to be achieved in terms of measurable student behavioral outcomes. According to Kemp (1977: 23), this is the most essential because the concern is with learning as an outcome of instruction. The learning requires active effort by the learner. Thus, all objectives must be stated in terms of activities that will best promote learning.
4. List the Subject Content In designing the materials, the writer has to select and organize specific knowledge (fact and information), skill (step by step procedure, condition, requirements), and altitudinal factor of any topic. The selection should relate to the objectives and students’ needs.
5. Pre-assessments The writer also needs to determine the student’s background and present level of knowledge about the topic in order to plan learning activities for which students are prepared and at the same time to ensure that learners do not waste their time on the things they already know.
6. Teaching Learning Activities and Resources In this step, the writer needs to be creative to select teaching/learning activities and instructional resources that will treat the subject content so that the students will accomplish the objectives. This means it is the time to determine the
7. Support Services Support services such as; budget, personnel, facilities, equipment, and schedules to carry out the instructional plan need to be coordinated.
8. Evaluation The evaluation of student’s learning is in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of plan that need improvement.
Kemps (1977) adds that this process of developing program is flexible since among the eight elements are interdependent. The relationship of each part in the plan can be illustrated in Figure 2.1.
Goals, topics, and purposes Learners’ Learners’ Evaluation characteristics characteristics Learning
Revise Support objectives service
Teaching Subject /learning content activities Pre- assessment The circle which is constructed of broken lines in the scheme is meant to show that it is necessary for the development process to be perceived as a dynamic activity, in which all elements of the system always need to be reviewed and improved.
2.1.2 Condition for Language Learning
There are various types of methods. It is difficult to say one method is better than another. However, there are certain basic principles that can help the teacher select and devise useful classroom activities that are mostly likely to stimulate learning. Besides appropriate learning strategy, language learning condition is also considered important for the success of L2 learning.
Many people have learned to speak a language quite fluently without any teaching at all, such as people who travel abroad a lot, people who stay in foreign country, or even quite young children, who do not really finish their school or obtain adequate education, can manage to communicate in foreign language and become unofficial tourist guides (Willis, 1996). This is because they are usually very motivated. In addition, they receive a lot of exposure which means they hear the language and remember expressions they need and then use them. Moreover, their situations make them use the language freely to learn to practise it.
Meanwhile, many students in language schools all over the world who have studied English in school feel know nothing and want to start again. This might be condition for language learning in order to meet success in acquiring L2. Most researchers would agree that in order for anyone to learn a language with reasonable efficiency, three essential conditions must be met. There also one additional condition that is desirable, instruction. Willis’ Model of Condition of Language Learning diagram can be seen in Figure 2.2.
Exposure Use Motivation Instruction
To a rich but Of the language To listen and read In language
comprehensible to do things the language (i.e. chances to
input of real (i.e. exchange and to speak focus on form) spoken and meaning) and write it written language (i.e. to process in use and use the exposure)Essential Desirable
Condition for Language Learning
Figure 2.2: Willis’ Model of Condition of Language Learning (Willis, 1996: 11)a. Exposure
All good language learners take full advantage of their exposure to the target language in use. This might involve listening, reading, or both. It may be a conscious process or largely subconscious. They will try to make sense of what meaning, and using it. Therefore, in learning learners need to be exposed to inputs of target language.
One thing that should be put into consideration is that input should be relevant to their level of comprehension. According to Krashen (1993), L2 acquisition depends on comprehensible input. He suggests that the right level of input is attained automatically when interlocutors succeed in making themselves understood in communication. Success is achieved by using the situational context to make messages clear and through the kinds of input modifications found in foreigner talk.
This is essential that learners are ultimately exposed to the variety of language that they will need to understand and use outside classroom. Young learners might not know what language they will need later. In this case it is best to select a range of materials that will give them a varied language experience, and to choose things they enjoy in order to sustain their motivation. Therefore, the quality of the exposure has been found to be more important than the quantity.
b. Language Use
Not only input, output is also essential for language development especially if a learner wish to speak and/or write in target language. However, teachers also have to be sensitive because some learners need the silent period but some others want to start speaking as soon as possible. Some learners need to
(1996) argues that silent period gives them time to obtain the feel of it, and acquire language naturally. We cannot force children to speak, when they are not ready. They will not speak if they feel under pressure.
Learners have to speak the language in order to learn it, even though they make a lot of errors. Learners who have more opportunities to communicate are likely to acquire language faster and more efficiently. Additionally, students also need the experience of communicating in a variety of situations such as in groups of two, three, and also the whole class. Interaction can assist learners to process the input, which may help them to comprehend and acquiring L2 forms.
Therefore, learners need opportunities to communicate what they want to say and express what they feel or think freely. Additionally, teachers are responsible to always correct students’ errors in a positive way, so that the students would not be afraid to make mistakes.