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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 Requirementsto Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Hana Yuditawindra Yasmein

Student Number: 041214051

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMDEPARTMENT OF LANGUAGE AND ARTS EDUCATIONFACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITYYOGYAKARTA

2010

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

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 Requirementsto Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Hana Yuditawindra Yasmein

Student Number: 041214051

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMDEPARTMENT OF LANGUAGE AND ARTS EDUCATIONFACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITYYOGYAKARTA

2010


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DEDICATION

“The moments you suffer most are moments when you learn most”

I dedicate this thesis to;The God Almighty, Jesus Christ

My beloved parents, Samuel and InsiMy loving grandma, mbah DarMy lovely annoying sister, Mpie

My loving Marc Reid


vii

ABSTRACT

Yuditawindra Yasmein, Hana. 2010. Designing a Set of Instructional MaterialsUsing Task Based Learning for the First Grade Students at Domby Kid’s Hope 2.Yogyakarta: English Language Education Study Program, Sanata DharmaUniversity.

Considering the importance of English, Domby Kid’s Hope 2, one of NonGovernmental Organizations that focuses on Education for poor children aroundKali 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 materialsusing 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 Learningfor the first grade of Domby Kid’s Hope 2 designed? Second, what does this set ofinstructional materials look like?

To answer the first problem, the writer adopted Kemp’s instructionaldesign 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 byconducting observation the first grade classes at Domby and interview thecoordinator of Domby and the English tutors of first grade classes at Domby. Thiswas aimed to make useful and suitable designed materials for the target learners.To make valid and appropriate materials, the writer obtained feedback forimprovement by distributing questionnaires along with the designed materials totwo English tutors at Domby and two lecturers of English Language EducationStudy Program at Sanata Dharma University. The results were satisfying andencouraging. The designed materials, nevertheless, needed some improvementsand 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 writingactivities should be simplified into tracing. After improving and revising thematerials, the writer went on to conduct materials try out by interviewing theEnglish tutors. The Materials try out was aimed to check the suitability andapplicability. The final results of the evaluation showed that the materials werewell-designed and applicable.

To answer the second question, the writer presented the three developedunits of the final designed materials. There were 4 sections in each unit. Therewere: ‘Get Ready’, ‘Build Up’, ‘Act Out’ and ‘Review’.


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In conclusion, due to the results of the evaluations, the designed materialswere considered ready to be used by the first grade students at Domby Kid’s Hope2. In addition, it is hoped that the designed materials could motivate and interestthe students so that will help Domby to achieve their goal which is to make thelearners like English and brave to speak English.


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ABSTRAK

Yuditawindra Yasmein, Hana. 2010. Designing a Set of Instructional MaterialsUsing Task Based Learning for the First Grade Students at Domby Kid’s Hope 2.Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas SanataDharma.

Mempertimbangkan pentingnya bahasa Inggris, Domby Kid’s Hope 2,salah satu organisasi diluar pemerintahan yang memperhatikan pendidikan untukanak-anak miskin disekitar Kali Code Yogyakarta, menempatkan bahasa Inggrissebagai salah satu mata pelajaran dalam program pengembangan pendidikanmereka. Anak-anak dipercaya memiliki kesempatan yang lebih besar untukmenguasai bahasa Inggris. Oleh karena itu, sangat disayangkan apabila sebagianbesar anak-anak Domby tidak mempunyai motivasi dan ketertarikan untukmempelajarinya. Anak-anak ini membutuhkan motivasi jangka pendek untukmembuat mereka menyukai dan belajar bahasa Inggris. Oleh sebab itu, penelitianini bermaksud mengembangkan materi instruksional bahasa Inggris denganmenggunakan prinsip-prinsip task based learning yang diperuntukkan bagi murid-murid kelas satu di Domby.

Penelitian ini dimaksudkan untuk menemukan jawaban untuk pertanyaanberikut: pertama, bagaimanakah materi bahasa Inggris menggunakan task basedlearning untuk siswa kelas satu di Domby dirancang? Dua, seperti apakah materibahasa Inggris menggunakan task based learning untuk siswa kelas satu di Dombytersebut?

Untuk menjawab pertanyaan pertama, penulis mengadaptasi modelinstruksional yang dikembangkan oleh Kemp (1997). Kedelapan langkah-langkahKemp tersebut kemudian disusun berdasarkan R & D cycle dari metodologiResearch 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) PengembanganRancangan Produk, (4) Pengujian Awal, (5) Revisi Akhir dan (6) PengujianAkhir dan Revisi.

Pertama-taman, penulis mengumpulkan informasi untuk mengembangkanmateri dengan melakukan observasi di kelas satu di Domby dan menginterviewcoordinator dan tutor bahasa Inggris untuk kelas satu di Domby. Hal tersebutdimaksudkan agar materi yang dikembangkan dapat berguna dan sesuai untukanak-anak yanga akan menggunakan. Untuk menghasilkan materi yang valid danpantas, penulis mendapatkan penilaian mengenai materinya dengan caramenyebarkan kuesioner beserta materinya kepada dua tutor bahasa Inggris dandua orang dosen pendidikan bahasa Inggris dari Universitas Sanata Dharma. Hasildari kuesioner ternyata memuaskan dan sangat positif. Akan tetapi materi ini tetapmembutuhkan beberapa perbaikan. Pertama-tama, beberapa instruksi harusdisederhanakan. Kedua, materi pada unit satu gak sedikit terlalu sulit. Ketiga,kegiatan menulis harus dipermudah menjadi keguatan melengkapi huruf. Setelahmemperbaiki materi, penulis mencoba mengaplikasikan materi di dalam kelas


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untuk melihat kesesuaian dari materi. Penulis mendapat penilaian melaluiinterview dengan tutor bahasa Inggris. Hasil final dari evaluasi memperlihatkanbahwa materi sudah bagus dan siap di gunakan

Untuk menjawab pertanyaan kedua, penulis menyertakan tiga unit materifinal 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, materidianggap siap untuk dipergunakan oleh siswa kelas satu di Domby. Selain itudiharapkan agar materi tersebut dapat memotivasi dan menarik siswa dan dapatmembantu mencapai tujuan Domby untuk membuat anak-anak Domby menyukaibahasa Inggris dan berani berbicara menggunakan bahasa Inggris.


xi

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

permission to conduct research in Domby Kid’s Hope 2. I also would like to thank

all students, especially 1st grader at Domby Kid’s Hope 2, for being my


xii

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

041214051


xiii

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

1.6 Definition of Terms…………………………………………. 7


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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

3.6 Research Procedures………………………………………….. 52


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CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION 54

A. The Steps of Designing a Set of Instructional Materials for the First

Grade of Domby…………………..…………………………….…… 54

4.1.1 Research and Information Collecting……………….…..… 54

4.1.1.1 Learners’ Characteristic………………………….. 55

4.1.1.2 Pre-Assesment…………………………………… 59

4.1.1.3 Support Service………………………………...... 60

4.1.1.4 Planning…………………………………...……………... 60

4.1.2.1 Formulating Goals, Topics, and Purposes….…..... 60

4.1.2.2 Specifying Learning Objectives………………….. 63

4.1.2.3 Listing Subject Contenet ………………………… 64

4.1.3 Developing Preliminary Field Testing…………………..… 65

4.1.3.1 Get Ready………………………………………… 66

4.1.3.2 Build Up………………………………………..… 66

4.1.3.3 Act Out………………………………………...…. 67

4.1.3.4 Review……………………………………...…….. 67

4.1.4 Preliminary Field Testing…………………………….……. 67

4.1.5 Main Product Revision……………………..…...…. 71

4.1.6 Main Field Testing……...…………………….....…. 71

B. The Presentation of the English Instructional Materials for the First

Grade of Domby…………………..……………………………..…… 72


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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


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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

for Expert and User Validation (part 2)............................... 67

Table 4.13 The Result of the Interview

on the Materials Try Out..................................................... 68


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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


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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

such subject that is compulsory in Indonesian’s regular education system. In

Indonesia, English recently has already been taught in the preliminary schools.


2

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-

emotional, and spiritual (Panduan Pembinaan DOMBY KID’S HOPE 2, 2008). In

the educational section, Domby put English as one of the compulsory subjects in

Domby. In addition, it is a must for the student to join the English course once a


3

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

designed materials are aimed to encourage young learners at Domby to increase

their motivation and to enjoy studying English starting from the moment they are

introduced to the language. Once the children like English, this may help them to


4

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.


5

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

undergo a silent period while learning new language. Ellis (1997: 20) states that

they make no attempt to say anything to begin with. They may be learning a lot

about language through listening and reading. Thus, the designed materials also


6

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.

2. English Tutors of Domby Kid’s Hope 2

It would be easier to teach English because there are definite materials and certain

goals for the tutors. Moreover, the material would help the tutor to have better


7

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.

1. Instructional Materials

The term “instructional materials” means the systematic design of

instruction, based on knowledge of the learning process and on communication


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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 incomprehending, manipulating, producing, or interacting in the targetlanguage while their attention is focused on mobilizing theirgrammatical knowledge in order to express meaning rather thanmanipulate form. The task should also have sense of completeness,being able to stand alone as a communicative act in its own right witha beginning a middle and an end.

In addition, Richards as quoted by Nunan (2004: 2) in his book Task-Based

Language Teaching, gives another definition of task namely pedagogical task.


9

Here is the definition of pedagogical task:

...an activity or action which is carried out as the result of processingor understanding language (i.e. as a response). For example, drawing amap while listening to a tape, listening to an instruction andperforming a command may be referred to as tasks. Tasks may or notinvolve the production of language. A task usually requires the teacherto specify what will be regarded different kinds of tasks in languageteaching more communicative ...since it provides a purpose of aclassroom activity which goes beyond the practice of language for it’sown 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

is to ensure a better future for the children and to alleviate their current conditions

of poverty. One of the solutions is by providing them with a further

supplementary education of English. In this study, the first grade students of


10

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.


11

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

Kemp’s model because it is flexible, practical, and completed with

comprehensible steps. Moreover, it can be applied in all levels of education.


12

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

be designed, as well as the learners’ needs, capabilities, and interests. The

learners’ characteristics will enable the writer to design realistic and valid

objectives.


13

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

most efficient and effective methods and then select materials to provide learning

experiences that will utilize the content associated with each objective.


14

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.

Figure 2.1: Kemp's Instructional Design Model (Kemp, 1977: 9)

Goals, topics,and purposes

Learners’characteristics

Learningobjectives

Subjectcontent

Pre-assessment

Teaching/learningactivities

Supportservice

Evaluation

Revise

Learners’characteristics


15

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

because of lack of motivation. Students’ motivation will drop when they find the

lessons boring or too difficult. Therefore, Willis (1996) proposes model of


16

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.

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

they hear or read and observe how other express the meaning that they want to be

able to express. This will lead on to noticing small chunks of language typically

used in particular contexts. It involves isolating some words, discovering

To a rich butcomprehensible

input of realspoken and

written languagein use

Exposure

Of the languageto do things

(i.e. exchangemeaning)

To listen and readthe languageand to speakand write it

(i.e. to processand use theexposure)

In language(i.e. chances tofocus on form)

Use Motivation Instruction


17

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

have silent period until they have had a certain amount of exposure to it. Silent

period is when learners learn a lot about language through listening to or reading

it, but they make no attempt to say anything to begin with (Ellis, 2002). Willis


18

(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.

c. Motivation

The last essential condition is motivation to learn. Obviously, learners

need motivation to process the exposure they receive and motivation to use the

target language as often as possible. Learners’ motivation may be from admiration

to the target language or culture, the need that the students feels such as further

study or good job, desire to travel, seeking new friendships, and simply acquiring

knowledge. What mostly happens in school is that the students do not have

personal long-term motivation. In this case, the teachers can select a topic and

activities that motivate them in a short term. If an activity can stimulate interest

and involvement, students may learn something during doing the activity.


19

Success and satisfaction is important to build learners’ motivation. When

the learners feel they achieved something worthwhile, through their own

individual effort, they are more likely to participate next time. Hence the teachers

need to set achievable goals and to highlight students’ successes.

The choice of activities should be considering the students’ level of

education and level of motivation. Children gain both confidence and satisfaction

from repeating after tape or teacher. They enjoy learning songs, poems, and even

dialogue by heart. When the confidence is low, teachers may select simple

communicative activity that students can achieve with success. One thing to

remember is praise and encouragement will help to raise motivation. Hence, there

is no point in expecting accuracy early on and to correct more than is absolutely

necessary which will only undermine confidence and reduce motivation.

Exposure, use, and motivation are three essential conditions for language

learning. One without the others or even two without the third will not be

sufficient. However, we have the fourth condition, instruction, which is not totally

essential but highly desirable.

d. Instruction

Interaction which focuses on language form can both speed up the rate of

language development and raise the ultimate level of learners’ attainment.

According to Willis, (1996) instruction is often only last for short term.

Instruction only works when accompanied by adequate amount of exposure. Ellis

(2002) suggests that instruction can be both beneficial and has long lasting effects

on improving learners’ ability to manipulate structures consciously, to use


20

structures with ease and accuracy in communication if the input given is simple.

She adds that the acquisition of at least some linguistic structures can be

permanently influenced by instruction.

2.1.3 Teaching English in Primarily Class

As has been explained in previous chapter, there is a certain period when

one has bigger chance to master a language. The younger a person is, the better

he will learn another language. This assumption is known as critical period

hypothesis. Critical period is a time during our early lives with maximum

receptivity to a language. If children are exposed to language during that period,

the children are likely to have a native-like competence with less effort. In this

assumption, as assumed by Field (2003), that the plasticity of the brain permits

younger learners to acquire a second language much more successfully than

adults. According to Chomsky as quoted by Ellis (1997: 65) children have prior

knowledge of what is grammatically possible and impossible as a part of their

biological endowment. This knowledge was referred to as the Language

Acquisition Device that is what comprised of Universal Grammar (UG). This UG

is believed can prevent them to make mistakes such as word order.

In learning second language, not only having complete access of UG,

children also have innate cognitive ability, which means to say that children have

the ability of processing information. As assumed by Susan Halliwell’s (1992),

young children bring with them an already well-established set of instincts, skills,


21

and characteristics which help them to learn another language. In these sub-

chapters, several children’s ability, skill, instinct and characteristic are given out.

a. Children’s ability to grasp meaning

Intonation, gesture, facial expression, actions, and circumstances help very

young children to understand what is being said to them even before they

understand the individual words. In term of language development, their message-

interpreting skill is part of the way they interpret new sounds, new words and

structure. The teachers can support and develop this skill by making sure teachers

make full of gesture, intonation, demonstration, actions, and facial expression to

convey meaning parallel to what the teachers are saying. At the same time, the

teachers must also try not to undermine the children’s willingness to use the skill.

b. Children’s creative use of limited language resources

Children are very creative with grammatical form and concept. They are

able to create a word by analogy which is fundamental to language development.

For example, when they do not know the complete sentence to say, they just say

words they already know to convey the meaning. This ability occurs naturally

when the need to communicate has been temporarily intensified by some activities

which generate real interaction or calls on the imagination. To make the most of

this ability, teachers therefore have to provide them with occasions when: (1) the

urge to communicate makes them find some way of expressing themselves and (2)

the language demanded by the activity is unpredictable and is not just asking the

children to repeat phrases, but encouraging them to construct language actively

for themselves.


22

c. Children’s capacity for indirect learning

Children capacity of indirect learning sometimes could be frustrating for

teachers, but this too can be turned into teachers’ advantages. Activities that make

them concern to do the task and not focus on the language is a good way of

learning. Guessing is one very good example. They are not trying to learn, but

they are concentrating on trying to guess. However, by the time they have finished

the repeated guessing, they will have confirmed words and structures they only

half knew in the beginning.

d. Children’s instinct for play and fun

From experience we all know that children have an enormous capacity for

finding and making fun. No matter how well the teachers explain an activity, there

is often someone in the class who produces a version of their own. One example

is when children were doing an activity which asked them to follow directions

round a map. The cards and maps they were using had been clipped together with

a paper clip. One pair proceeded to ‘drive’ the paper clip round the map each time

they traced the route. They made appropriate concerning noises as they turned left

or right, and reserved with much vocal squealing of breaks when they went

wrong. In this way, trough their senses of fun and play, children were living the

language for real.

e. The role of imagination

Games are not the only way in which individual personalities surface in

the classroom, there is also the whole area of imaginative thinking. Language

teaching should be concerned with real life, but it would be great pity to forget


23

imagination and fantasy. The act of fantasising, of imagining, is very much an

authentic part of being a child. Imagination and fantasy are part of reality for

children. This imagination in children provides another very powerful stimulus for

real language use.

f. The instinct for interaction and talk

Children instinct for interaction and talk gives much advantage in the

primary classroom. This capacity is important bid to acquire a language but

sometimes unwanted in a classroom. Children need to talk. Without talking they

cannot become good at talking. The only way to learn to use language is to use it.

Thus, teachers should make sure that this desire to talk is working for learning not

against learning.

The explanations in previous paragraphs tell us that all children have both

prior and cognitive knowledge. Unfortunately, children have better memories but

shorter concentration (Willis, 1996). Ideally, their characteristic could trigger

accomplishment of language learning by applying relevant learning strategy.

Therefore, teachers are supposed to provide suitable learning strategy or activities

to help the children to acquire L2 effectively.

2.1.4 Task Based Learning

Some approaches commonly put teachers in the exclusive place such as

manager, controller, and instructor in learning activity. They also do not consider

tasks as meaningful part of language learning and focus on language structure and

less to the interaction or language production. It was assumed that language


24

teaching which focuses only on language structure was not enough and needed to

be accompanied by activity to express meaning. To be able to make their prior and

cognitive knowledge operate, children need learning strategy that provides

interesting, fun, and challenging activities and then could gain children confidence

and satisfaction in learning process. Considering all things needed to make the L2

learning work effectively, in designing the designed materials the writer chose

Task based learning as an approach.

Task–based learning is one approach in teaching and learning activities

which enable the teacher to be creative to assign great amount of students’

activities (tasks). Task based learning (TBL) is a part of Communicative

Language Teaching (CLT) which its learning process is based on task materials.

TBL pays careful considerations of how people learn. It pays attentions to what

social setting and psychological factors would contribute to the acquisition of L2.

Teaching activities were emphasized in terms of meaning and information

exchange to one another.

Actually, the teaching techniques required for task based learning are not

very different from those of others language teaching. The differences lie in the

ordering and weighting of activities and the fact that there is greater amount of

students’ activity (Willis, 1996). Whereas, 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. When the learners try to complete the

tasks, the learners will have the opportunity to work with others, then, the learners


25

may interact with the other to solve the task given. They will have the opportunity

to share their meaning and when the learners come to this process, they will listen

to and learn with each other about the language use during interacting.

Through this approach, teachers are expected to be as creative as possible

in designed task as learning tools. Because the learners learn through completing

the tasks given, tasks should be suitable to the learners’ level of education and

able to gain learners’ motivation to complete it. Therefore, tasks play an important

role in this study. As has been stated in the previous chapter, task in this study is

any kind of activity or action in the classroom which either involves language

production or not. The writer intends to design several tasks in her designed

materials to challenge and interest the students to learn and use English. Thus,

through tasks Domby students can learn new things and enjoy the learning

process.

In applying TBL in the design materials, there are several things that

should be put into consideration. Richards and Rodgers (2001: 225) mention

several key areas of concern in TBL. They are stated as follows:

1. Analysis of real-world task-use situations

2. The translation of these into teaching tasks descriptions

3. The detailed design of instructional tasks

4. The sequencing of instructional tasks in classroom teaching/training.

Richards and Rodgers (2001: 228) also underline fundamental assumptions of

TBL theory. They are:


26

a. Tasks provide both input and output processing necessary for

language acquisition.

b. Task activity and achievement are motivational.

c. Learning difficulty can be negotiated and fine-tuned for particular

pedagogical purposes.

Willis (1996: 40), in A framework for Task-Based Learning, mentions the

framework of Task-Based Learning. The framework consists of three phases: pre-

task, task cycle, and language focus.

a. The Pre-task phase introduces the class to the topic and the task, activating

topic-related words and phrases. Pre-task activities to explore topic language

should actively involve all learners give them relevant exposure, and above all,

create interest in doing a task on this topic.

b. The task cycle offers learners the chance to use whatever language they already

know in order to carry out the task, and then to improve that language, under

teacher guidance, while planning their reports of the task.

c. Language focus allows a closer study of some of the specific feature naturally

occurring in the language used during the task cycle.

The framework of Task-Based Learning proposed by Willis can be seen in

Figure 2.2.


27

Figure 2.3: Willis’ Task Based framework (Willis, 1996: 52)

2.1.4.1 Task Types

Since the writer uses task-based learning as an approach in this study, the

task type would be vital for this study. There would be a lot of things to be

considered in designing instructional material for the first grade of Domby.

Consequently, the writer needs task type reference from the proponents of task

based language learning.

As quoted by Larsen and Freeman (2000: 148), Prabhu (year) mentions

three types of Task in TBL. First is information-gap activity which involves a

Language FocusAnalysis Practice

Pre-TaskIntroduction totopic and Task

Task CycleTask Planning Report


28

transfer of given information from one person to another or change the form to

another or even from one place to another. For example, students have to match

the words in English and their meaning in Indonesia. Second is opinion-gap

activity which involves deriving some new information from given information

through processes of inference, deduction, practical reasoning, or a perception of

relationships or patterns? One example is teacher’s time table on the basis of

given class timetable. Third is opinion-gap activity which involves identifying and

articulating a personal preference, feeling, or attitude in response to the given

information.

Another typology comes from Pattison. As quoted by Larsen and Freeman,

Pattison (1987) sets out seven tasks and activity types. They are:

1. Question and answers

2. Dialogue and role play

3. Matching activities

4. Communication strategies

5. Picture and pictures stories

6. Puzzle and problems

7. Discussion and decision

Willis (1996: 26-28) also proposes six types of tasks. In selecting the tasks

or creating the tasks, teachers should consider the level of the students. The brief

introduction for each type is stated as follows.


29

1. Listing

Listing may seem unimaginative, but in practice, listing tasks tend to generate a

lot of talk as learners explain their ideas. The processes involved are:

Brainstorming, in which learners draw their own knowledge and experience

either as class or in pairs/groups

Fact finding, in which learners finds things out by asking each other or other

people and referring to a book, etc

The outcome would be the complete list or possibly a draft mind map.

2. Ordering and sorting

These tasks involve four main processes:

Sequencing item, actions or events in logical or chronological order

Ranking items according to personal values or specified criteria

Categorising items in given groups or grouping them under given heading

Classifying items in different ways, where the categories themselves are not

given

3. Comparing

Broadly, these tasks involve comparing information of a similar nature but from

different sources or versions in order to identify common points and or

differences. The processes involved are:

Matching to identify specific points and rate them to each other

Finding similarities and things in common

Finding differences


30

4. Problem solving

These tasks demand upon people intellectual and reasoning power. It is quite

challenging, but engaging and often satisfying to solve. The examples for these

tasks are short puzzle such as logic problem, while real life problems may involve

expressing hypothesis, describing experiences, comparing alternatives, and

evaluating and agreeing a solution.

5. Sharing personal experience

These tasks give learners opportunity to talk freely about themselves or their

experiences. The result will be closer to social conversation.

6. Creative task

Creative tasks are often called project. These tasks involve pair or groups of

learners in some kind of creative work. They also tend to have more stages than

other tasks and can involve combinations of task types.

2.1.4.2 Task Based Learning for Children

As has been mentioned in previous sub-chapter, children have

characteristics to be considered in selecting or creating task. Types of task are

important for children. They do not have personal long-term motivation. Tasks for

children should be able to gain both confidence and satisfaction. Children need

activities that can stimulate interest and involvement, since they may learn

something while doing the activity. As a matter of fact, many of the tasks and

activities suggested for adult learners can be adapted for use with children. There


31

is also a wonderful variety of games, action songs, and practical creative tasks that

are less suitable for adult learners.

Willis (1996) argues that children are often less self-conscious and less

anxious about beginning to learn new language. She adds that children are used to

making sense of things without understanding everything. As has been mentioned

before, Susan Halliwell (1992) argues that they have very good memories and are

good at imitating. She adds that children enjoy playing games, singing, hearing

stories and do not get fatigue by repetition, such as playing the same games or

hearing the same stories. They are often more used to activity-based learning. In

this study the activities would be in the form of tasks.

The first priorities are children need relevant amount of comprehensible

exposure to the new task with familiar and clear objectives. As has been stated in

the silent period hypothesis, even though children are keen on playing games,

singing a song, or listening to a story, it will take longer time until they start

speaking the target language. As long as children participate in the activities it

means they are increasing their vocabulary and beginning to acquire language

naturally.

Children enjoy making things, drawing and colouring, practicing magic

tricks, preparing snacks, and doing simple science experiments. According to

Willis, (1996) if the instructions are available only in target language, and

necessary materials can only be obtained if they ask in target language, such

activities stimulate a natural need to understand and use it. She also offers three

sets of activities.


32

1 Listen-and-do-activities

This set does not necessarily involve language production, but provide

incentives for listening and trying to understand as much as possible. This

involves physical response such as games, story telling, colouring, drawing,

and miming.

2 Classifying

This set, have the children to name object, pictures, or shapes, and short them

into set. There are several choices of activities such as collecting games,

matching games, memory games, and traditional games.

3 Puzzle

This could be verbal hide and seek and modelling.

Having some proponents of tasks in Task-Based language learning, the

writer would like to adapt, combine, and employ some tasks by Pattison, Phrabu,

and Willis in the designed materials. The chosen task is tasks which are suitable

for children of Domby characteristic and need.

2.1.4.2 Role of Teacher, Learners, and Materials

Willis (1996) describes the roles of learners, teachers, and materials as

follow.

a. Teachers’ Roles

In TBL, the teachers’ role changes from manager, controller, or instructor

to being a facilitator or partner of learning. Willis (1996) argues that as facilitator,

teachers’ role is always keeping the key conditions for learning in mind.


33

Facilitating learning involves balancing the amount of exposure and use of

language, and ensuring they are both of suitable quality.

As the core unit in TBL is tasks, the teachers should be involved in setting

tasks up, ensuring learners understand and get on with them, drawing them to a

close. In a broader sense, the teachers are the course guide. The teachers explain

the overall objectives of the course and how the components of the task

framework can achieve these to the students.

The part the teachers play during the task framework also varies according

to its aim. When the learners need proper tasks that can challenge and interest

them, teachers are creator of the task with suitable instructions for the learners.

Whereas, when the focus turns to language form, the teachers act as language

guides. When in the tasks stage, the teachers act as monitor and as chairperson

when it is in the report stage.

b. Students’ Roles

In TBL framework, most of the emphases are on learners doing things.

Learners are whom the tasks are created for. They do the tasks individually, in

pairs or in groups. The tasks are done by using language to achieve the task

outcomes and guide by the teachers. Therefore, the learners’ role is as

participants. The participant will also be the tasks taker and innovator. In

completing the tasks, they will make their own understanding about the new

materials.

The learners are also as active language users and language learners. As

language learners, the learners need to pay attention to input they receive. They


34

try to memorize and understand the input. The learning process takes place when

the learners completing the tasks. When the learners try to complete the tasks,

they have opportunities to use the language. Hence, the learners play role as active

language user.

c. The Roles of Materials

The learners perceive materials as vehicle for self expression (Willis,

1996). Since through the content which full of input, whenever the learners

express something they are learning the target language. Thus, the materials are

vehicle which promote learners’ language learning.

2.1.5 Domby Kids’ Hope Curriculum

According to the Domby Kid’s Hope 2 coordinator, Domby Kid’s Hope 2

does not have curriculum to align the English teaching-learning activity in Domby

Kid’s Hope. They added that the goal of the English teaching-learning activities

generally is to make the learners like English and brave to speak in English. The

English tutors at Domby Kid’s Hope 2 have freedom in choosing appropriate and

innovative approach or method to teach based on the goal.

The coordinator also added something to be noted that Domby Kids Hope

2 aims to develop the children holistically. Holistic learning is different from

memorization. According to Young (2006), “holistic learning is the process of

weaving the knowledge you are learning into everything you already understand”.

As has been mentioned in http://en.wikipedia.org/wiki/holistic_education.com

Robin Ann Martin (2003) describes further by stating, “At its most general level,


35

what distinguishes holistic education from other forms of education are its goals,

its attention to experiential learning, and the significance that it places on

relationships and primary human values within the learning environment.” Thus,

the character building is one of the focuses of Domby Kids Hope 2. In considering

curriculum using a holistic approach, the tutors should pay attention to several

things. According to http://en.wikipedia.org/wiki/holistic_education.com, since

holistic education seeks to educate the whole person, there are some key factors

that are essential to this type of education:

1. Children need to learn about themselves. This involves learning self respect

and self esteem.

2. Children need to learn about relationships. In learning about their

relationships with others, there is a focus on social “literacy” (learning to see

social influence) and emotional “literacy” (one’s own self in relation to

others).

3. Children need to learn about resilience. This entails overcoming difficulties,

facing challenges and learning how to ensure long-term success.

4. Children need to learn about aesthetics. This encourages the student to see the

beauty of what is around them and learn to have awe in life.

The goal and holistic learning becomes the guidelines of the English

teaching-learning activities. Therefore, the English tutors should have effective

teaching-learning method that is suitable to the children and become creative to

create teaching-learning activities not only to achieve the goal but also could

develop the children’s characters.


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2.1.6 Syllabus Design

Syllabus is also an essential part in this study. Its importance leads us to

the next step, which is designing syllabus. Before deciding syllabus used in the

thesis, the writer would like to explain the definition of syllabus, so there would

be no misconception afterwards. According to Hutchinson and Waters (1987: 80),

a syllabus is a document which states what will (or at least what should) be learnt.

Nunan (1988: 3) also states that syllabus as a statement of content which is used

as the basis for planning courses of various kinds, and that the task of the syllabus

designer is to select and grade this content. He also adds (1988: 159) that syllabus

as a specification of what is to be taught in a language program and the other in

which it is to be taught. A syllabus may contain all or any of the following:

phonology, grammar, functions, notions, topics, theme, and tasks.

There are three kinds of syllabus that are proposed by Nunan (1988: 42).

Since this study is intended to design materials that are needed and appropriate to

children of Domby, the writer adapts the second type of syllabus, task-based

syllabus. In setting the syllabus up, the teachers should consider the two types of

task proposed by Nunan. There are real world task and pedagogical task. Real

world task are important as they are likely to encounter the real world setting.

Meanwhile, pedagogical task are designed for the sake of learners’ learning and

may not necessarily be significant when applied in real world use (Nunan, 1988:

47).

Using task as core for a TBL syllabus there must be weak and strong form.

Skehan (1996) assumes strong and weak forms of tasks which be a sound


37

guideline for syllabus designer in designing Task based syllabus. A strong form of

tasks argues that tasks should be central unit of language teaching and everything

become supplementary. Completing the tasks would be enough to develop

learners’ L2 competence. A weak form is embedded in a more complex pedagogic

context.

2.2 Theoretical Framework

In the theoretical description previously, the writer mentions several things

to be considered in designing her materials. The writer chooses to adopt Kemp’s

instructional design model to compose a set of instructional materials to teach

English for the first grade of Domby Yogjakarta because it is flexible and

comprehensible. The writer considers Kemp’s instructional designed model is

complete enough to designed good and relevant designed materials for Domby. In

applying Kemp’s instructional designed model, the writer also has to put Task

based learning, teaching English in Elementary school, condition for language

learning, and syllabus into consideration. Therefore, the designed materials are

designed by conducting the following steps. However, since Kemp’s model is

flexible, the following order do not mean obligatory.

1. Figure out the learners’ characteristics

Before designing the materials, the writer should gather information about

learners’ characteristic. The writer obtains information about learners’ academic

factors, social factors, learning conditions, and learning style through observation


38

and interview. The information about learners’ characteristic enables the writer

figure out the learners need, interest, and wants.

2. Consider the necessary support service

The writer conducts observation and interview to find out facilities that are

needed to support the learning activities.

3. Conduct pre-assessment

To have relevant objectives, the writer needs to find out learners’

background knowledge and proficiency level trough need analysis observation

and interview.

4. Formulating the Goal, Listing the Topics, and Formulating the General

Purpose

In this step, the writer states the goal, lists the topics, and formulates the

general purposes. By considering the learners’ characteristic, the writer decides

what the writer wants to contribute to solve the problem and fulfill the need, what

the children need to learn, and why the children need to learn those topics.

5. Specifying the learning objectives

The third step is specifying the learning objective. The writer has to decide

what the children could do or say if they could follow and understand the

materials.

6. Listing the Subject Contents

In the forth step, the writer lists the subject contents by considering the

learning objectives.


39

7. Selecting teaching/learning activities and resource

This step is where the writer in decides what teaching-learning activities

best applied for children in Domby.

8. Conducting evaluation survey

To design valid and effective materials for Domby, the writer needs to

conduct evaluation survey. The writer has to try out the designed materials and

distribute the designed materials to people who will use them and also to experts,

in order to gain feedback which would be useful for the materials validation. The

feedback from the evaluation survey is used to improve and revise the designed

materials.

The writer’s theoretical framework steps figure is presented in Figure 2.4.


40

Figure 2.4: The Writer’s Framework

Figure Out the Learners’ Characteristics

Consider the Necessary Support Service

Conduct Pre-assessment

Formulating the Goals, Listing the Topicsand General Purposes

Specifying the Learning Objectives

Listing the Subject Content

Selecting Teaching Learning Activities and Resources

Conducting Evaluation Survey


41

CHAPTER III

METHODOLOGY

This chapter spells out how the research was conducted in order to attain

answers to the research questions in the first chapter. This chapter is divided into

six parts. They are research method, research participants, research instruments,

data gathering technique, data analysis technique, and research procedure.

3.1 Research Method

The purpose of this study is to answer the research questions stated in the

first chapter. First, it should answer how a set of instructional material using Task-

based learning to teach English in Domby Kid’s Hope 2 is designed. Second, it is

to answer what the materials look like.

Kemp’s steps that have been explained earlier specify the information

required for developing the designed materials. However, to develop an

educational product, the writer needed to put Kemp’s steps in ideal order.

Therefore, the writer employed educational research and development (R & D) as

the strategy.

According to Borg and Gall (1983: 772), R & D is a process used to

develop and validate an educational product. They add that the goal of R & D is to

take this research knowledge and incorporate it into a product that can be used in

the schools (Borg & Gall, 1983: 771). R & D takes the findings generated by

basic research and applied research, and uses them to build tested product that are


42

ready for operational use in the classroom (Borg & Gall, 1983: 773). Borg and

Gall mention 10 steps of R & D process that are usually referred to the R & D

cycle. These steps provide the orderly steps for developing an educational

product. The steps in the R & D cycle consist of Research and Information

Collecting, Planning, Developing Preliminary Form of Product, Preliminary Field

Testing, Main Product Revision, Main Field Testing, Operational Product

Revision, Operational Field Testing, Final Product Revision, and Dissemination

and Implementation. The writer only employed stages 1 to 6 because of the

financial and time constraints. They are explained as follows.

1. Research and Information Collecting

In this step, the writer collected information and evaluated theories related

to the study. First, the writer reviewed the information gathered and relevant

references in order to obtain the theories related to the study. Second, the writer

conducted observation and interviews to gain necessary information about the

characteristics of children at Domby and available support service. The

information gathered in this step involved three of Kemp’s steps. They were

figuring out the learners’ characteristics, identifying the support service, and

conducting pre-assessment.

2. Planning

In this step, the writer tried to construct the framework of the designed

materials based on the results of research and information collecting. The

planning phase in the R&D cycle was in accordance with the fourth, fifth, and

sixth steps of the Kemp’s design model. Thus, in the planning step, the writer was


43

formulating goals, topic, and purposes, specifying learning objectives and listing

subject contents.

3. Develop Preliminary Form of Product

In developing preliminary form product, the writer referred to the

formulated goals, purposes, and objectives. In this phase, each of the selected

subject content was developed into learning materials. Kemp’s selecting

teaching/learning activities and resources was conducted in this phase. The writer

selected pictures, songs and fun games, and interesting activities that can motivate

the students to like and learn English. Furthermore, the tasks were selected based

on their appropriateness with the available support service and learners’

characteristics.

4. Preliminary Field Testing

Kemp’s evaluation step was conducted in this phase. The purpose of this

step is to obtain feedback for improvement. In this phase, the feedback was

obtained from expert validation and user validation. The expert validation was to

obtain feedback, comments, and suggestions from people who were considered

experts on teaching and designing materials. In addition, the user validation was

to obtain feedback, comments, and suggestions from people who have enough

experience in teaching the target learners of the designed materials.

In this study, the preliminary field testing was carried out by distributing a

questionnaire along with the designed materials to the participants. The

participants for expert validation were the English Education Study Program

lecturers of Sanata Dharma University. Additionally, the participants for user


44

validation were two English tutors at Domby. Based on the reviews, the writer

could obtain feedback to develop and improve the designed materials.

5. Main Product Revision

Some revisions were suggested by the preliminary field-test result. The

writer revised and improved her designed materials based on the feedback. By

revising and improving the materials based on the feedback, it is hoped that the

designed materials would be more suitable for the target learners.

6. Main Field Testing

To check the suitability and applicability of the designed materials, the

product was tested in a form of classroom implementation. It means after

improving and revising the materials based on the preliminary field testing result,

the writer tried out the materials in the classrooms. Afterwards, the writer

obtained the feedback by interviewing the English tutors at Domby. The feedback

was used to make final revisions.

The summary of the collaboration between Kemp’s model and the R&D

cycle is presented in Figure 3.1.


45

Planning

Formulating Goals,Topics, and Purposes

Specifying LearningObjectives

Listing Subject Content

Selecting Teaching-learning activities

resources

Evaluation

Research andInformation Collecting

Identifying Learners’Characteristic

Support Service

Pre-Assessment

Figure 3.1: The Writer’s R&D Adopted Cycle Collaboratedwith Kemp’s Adopted Model

Developing PreliminaryForm of Product

Main Product Revision

Preliminary Field Testing(Expert & User

Validation)

Preliminary Field Testing(Expert & User

Validation)

Main Field Testing(Materials Try Out and

revision)


46

3.2 Research Participants

The writer conducted two types of surveys. They were 1) research and

information collecting and 2) field testing. Therefore, there were two categories of

participants.

3.2.1 The Participants for Research and Information Collecting

The research and information collection was conducted firstly by

performing classroom observation and interviews. The objective of the research

and information collection was to discover the learners’ characteristics for whom

the designed materials were designed and the problems occurring during the

teaching and learning process. Therefore, the respondents to be observed were the

first grade learners at Domby Kid’s Hope 2 Yogyakarta. In addition, the

respondents to be interviewed were the English tutors and the coordinator of

Domby Kid’s Hope 2. The English tutors and the coordinator of Domby Kid’s

Hope 2 were chosen in order to assist in designing the materials which would be

useful and relevant to the needs of Domby.

3.2.2 The Participants for Field Testing

There were two kinds of validations: expert and user validations. Since the

results from the preliminary field testing were used to improve and revise the

materials, the participants for expert validation should be highly competent

people. Therefore, the participants for expert validation were the two English

Education Study Program Lecturers of Sanata Dharma University and the


47

participants for user validation were the English tutors at Domby. The lecturers of

English Education Study Program at Sanata Dharma University were chosen

because they have English background knowledge, teaching background

knowledge for years and experiences in designing materials to teach English.

Meanwhile, the English tutors of Domby were chosen for user validation as they

have regular contact with children of Domby. In addition, they were experienced

in teaching children at Domby.

3.2.3 The Participants for Main Field Testing

After obtaining feedback from the expert and user validation, the writer

went on to conduct a materials try out by interviewing the English tutors at

Domby. The English tutors were chosen because they were experienced in

teaching children at Domby. They would be experts who know if the designed

materials meet the objectives or not. Additionally, in the future, they would use

the designed materials to teach English at Domby.

3.3 Research Instruments

The writer employed three different instruments to carry out the required

research for this project. They were observation, interview, and questionnaire.

3.3.1 Instrument for the Research and Information Collection

In order to gain data for the research and information collection, the writer

employed two kinds of instruments. These were observation and interview.


48

1. Observation

The first instrument for research and information collecting was

observation. The observation was conducted in all first grade students’ classes.

Since there were two classes, the writer conducted observation twice. The writer

observed the learners’ behavior during the class to understand better the learners’

characteristics. In the observation, the writer could also see how the tutor carried

out the teaching-learning activities, classroom management and any problems

during the class.

2. Interview

The most widely used method to gather data on subjects’ opinions, beliefs,

and feelings about a situation is by interviewing (Ary, Jacobs, and Razavieh,

2002: 434). There are two kinds of interviews: structured and unstructured

interviews. Structured interviews are formal or prepared and printed interview

whereas unstructured interviews are more informal and more similar to common

conversation. In this study, the writer chose unstructured interview which used

open-ended questions. It means there were some questions that arose from the

situation while the writer was listening closely to the participants’ responses. The

writer conducted an interview with two first grade English tutors and one

coordinators of Domby. The purpose of the interview was to gain information

about students’ characteristics, difficulties and problems in teaching-learning

process, and the tutors’ and coordinators’ expectations.


49

3.3.2 Instrument for the Field Testing

For the field testing, the writer used a questionnaire as the instrument. In

this study, the writer distributed a questionnaire along with the designed materials

to gain opinions, suggestions, and comments for the designed materials. The

writer used a semi-structured questionnaire, i.e the questionnaire is a mix of

closed-ended and open-ended questions. The closed-ended questions were used to

assist the participants in filling in the questionnaire since there were choices

provided. The open-ended questions were employed to gain authenticity, richness,

honesty, and depth of responses to the designed materials (Cohen, Manion, and

Morrison, 2000: 225). Therefore, the participants answered every question by

themselves with no assistance. They could answer and give their opinions,

comments, and suggestions on the designed materials freely using their own

words. Additionally, a copy of the questionnaire can be seen in Appendix B.

3.3.3 Instrument for Main Field Testing

After improving the designed materials based on the feedback from the

questionnaire, the writer then conducted materials try out to check the suitability

and applicability of the designed materials. The writer tried out one of the units in

the classrooms and then interviewed the English tutors. Additionally, a copy of

the interview guide can be seen in Appendix C.


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3.3.4 Data Gathering Technique

In this study, the writer obtained the data by conducting a research and

information collecting, field testing, and main field testing. In order to gain

information for the review of literature, the writer read and studied various

theories related to the study from books and internet. The information were the

theories of instructional design, condition for language learning, task based

learning, syllabus and teaching English for children.

As has been mentioned above, there are several instruments used in this

study. They were (1) observation, (2) questionnaire and (3) interview. In the

research and information collecting, the writer conducted observation and

interview. First, the writer observed the first grade classes’ students. They were

two first grade classes at Domby. While doing the observation, the writer also took

notes of necessary information. The observation was intended to identify the

learners’ characteristics (the way the students react, perceive and assess) by

understanding better the students’ academic factors, their social interaction,

learning conditions, level of English, and learning style. To clarify the results of

observation, the writer conducted an interview with English tutors of Domby

Kid’s Hope 2. The interview was conducted face-to face with personal and

immediate interaction.

In the field testing, the writer handed on the designed materials along with

questionnaires to two English tutors of Domby Kid’s Hope 2 and two lecturers of

the English Education Study Program of Sanata Dharma University Yogyakarta.

As has been explained previously, the feedback will be focused on answers,


51

opinions, suggestions, comments and corrections from the field testing

participants. The feedback would be used to revise and improve the designed

materials. Additionally, in the field main testing, the writer conducted materials

try out and interviewed the English tutors at Domby. The feedback from the

materials try out would be used to make final improvement of the designed

materials.

3.3.5 Data Analysis Technique

After gathering the data, the writer went on to analyzing the data in order

to have organized clear presentation of the data.

The data from research and information collection and field testing was

obtained by conducting observation and interview, and also by distributing a

questionnaire. In the observation, the writer observed the behavior of the children,

and the problems or difficulties occurring during teaching-learning activities. The

writer took notes of the activities during the English class in Domby. The data

from the observation were then presented in the form of descriptive field notes.

What the writer saw during the observation could be used as a trigger for the

interview questions. Moreover, the interview could clarify the result of

observation and become supporting evidence. Afterward, the writer made an

interpretation of the data. The results of this interpretation were analyzed to obtain

the learners’ characteristics, such as lacks, needs and wants.


52

In the field testing the writer used questionnaire to reveal the participants’

opinions and responses. The participants of the designed materials field test had

four possible degree of agreement to each statement as follows.

1= if they strongly disagree with the statement

2=if they disagree with the statement

3=if they agree with the statement

4= if they strongly agree with the statement

The results of the questionnaires would be presented in the form of

percentages. Percentage could present the data in clearer way and ease the reader

in interpreting and understanding the data presented. Ary et al. (2002: 125) state

that the percentages are calculated by dividing the total number in one category by

total number in all categories and multiplying the result by 100. The results of

measurement were used to make revision on the designed materials. The

formulation to calculate the percentage is presented as follows.

n x 100%

n

3.3.6 Research Procedure

In this research, the writer conducted the following procedure.

1. Obtaining permission from coordinator of Domby Kid’s Hope 2 to conduct

the research in Domby Kid’s Hope 2.

2. Finding the theories related to the topic, read relevant books and also

previous thesis’ that were relevant to the study to find theories and browsed

the internet to find some information that supported this research.


53

3. Observing the first grade English teaching-learning activity in Domby.

4. Conducting an interview with the English tutors for the first grade class and

the Coordinator of Domby Kid’s Hope 2.

5. Transcribing the results of the interviews and observations.

6. Analyzing the data

7. Designing set of English instructional materials for the first grade students

of Domby.

8. Conducting field testing by distributing a questionnaire to the field testing

participants to gain feedback.

9. Revising and improving the designed materials.

10. Conducting materials try out.

11. Designing final set of materials.

12. Writing the report of the designing materials process.


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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the writer answers the two questions stated in the problem

formulation in Chapter 1. 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?

This chapter presents the finding and the discussion of the survey study

and also the evaluation of the design materials. There are four parts in this

chapter; the first part presents the steps of designing set of materials, the second

presents the result of designed materials evaluation, the third part presents the

discussion of designed materials evaluation, and the fourth part presents the set of

final designed materials.

4.1 The Steps of Designing a Set of Instructional Materials for The First

Grade of Domby

To develop an educational product that was suitable and applicable for the

target learners, the writer conducted the collaboration steps of six R & D cycle

with Kemp’s eight steps.

4.1.1 Research and Information Collecting

As the materials should be relevant for the learners who use it, it was

crucial to know for whom the materials are designed. Therefore, the writer needed


55

to collect necessary information about the students of Domby by conducting

research and information collecting in the initial step of designing materials.

The purpose of the research and information collecting was to gather

information about the learners’ characteristics. This was in order to figure out the

learners’ lacks, needs and wants. The research and information collecting was

done by conducting interview and observation. First, the writer conducted

observation of two first grade classes in Domby. The observations were done on

June 10th, 2009 and June 11th, 2009. To clarify the result of the observations, the

writer interviewed a coordinator of Domby and two English tutors of first grade

students at Domby. The interview was conducted on June 11th, 2009. The findings

of the research and information collecting were used as a consideration to design

the materials.

4.1.1.1 Learners’ Characteristic

The participants to be observed were twenty children of Domby. The data

were recorded in Table 4.1.

Table 4.1: Data of Participants

Participants Sex Age (years) Education in school

Children of DombyMale Female

6 to 7First and secondgraders of formal

school8 12

The coordinator stated that English was very important for these children.

Therefore, English becomes compulsory subject at Domby. Joining the English

class was a must for every child at Domby. There were 20 first grade students at


56

Domby. They were divided into two classes of 8 and 12 students. The English

course took place once a week. Each meeting lasted for 2 hours; the teaching-

learning activities lasted for 90 minutes and they had a break for 15 minutes in the

middle of the course. The coordinators also added that the purpose of the English

course was to support their study at school but more importantly to prepare these

children with English skill for their future. These children might not be able to

continue their studies to higher level as they might have to stop studying and start

working. Therefore, they need daily English conversation and need to know

common vocabulary. Therefore, the simple expressions and common vocabulary

were considered as the ‘needs’ of the learners.

Even though English is important, these children have low motivation and

confidence in learning English. They live in a poor area and do not have good

model of success. The coordinator stated that these children do not have long term

motivation that encouraged them to learn English. Moreover, these children

consider English to be a very difficult subject. In the observation, the writer found

out that some of the students still refused to speak or spoke in a whisper when

they have to answer or say something in English by themselves. Therefore, the

low motivation and interest, and the lack of vocabulary and English expressions

related to daily conversation were considered as the ‘lacks’ of the learners.

Furthermore, the designed materials would provide tasks that are able to gain their

confidence before coming to the main tasks that would give them opportunities to

speak.


57

The result of the interview revealed that the learners need joyful teaching-

learning activities. When they started the English course at Domby, these children

were tired of ‘studying’. It was difficult to make them pay attention or listen to the

tutor when they were already tired. They were easily distracted. In the

observation, the writer found some children were sleepy during the class. Some

other students liked to bother their friends. In the interview, the tutor stated that

the children were interested and excited to join the class when the tutor asked

them to play games, sing a song, and other fun activities. The coordinator stated

that these children did not have long term motivation to learn English. Therefore,

they needed short term motivation to make them learn English. The coordinator

hopes that the goal of the English program at Domby which is to make the learners

like and brave to speak English would be achieved. Unfortunately, from the

coordinator’s point of view nearly all of the tutors only give notes, ask the

children to remember the new vocabulary or expression, and do exercises. Most of

the tutors did not have enough time to prepare interesting and fun activities for

their classes. Based on this fact, the writer was sure that the materials designed

especially for these children would help them to be interested in learning English.

Therefore, the fun activities, interesting exercises, games, and songs were

considered as the ‘wants’ of the learners.

The result of interview with the coordinator and tutor of Domby Kid’s

Hope 2 can be seen in Table 4.2.


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Table 4.2: The Results of Interview with Coordinator and English Tutor at Domby

Description about the students 1. Most of the students are not interested inlearning English. They come to the classto meet their friends, get free food anddrink or gift from Domby.

2. They have low motivations because theyhave no long term motivation and littleknowledge of English.

3. English is considered very difficult.4. Most of the students come from broken

family. Some of them were raised by asingle parent.

5. All of them are poor.6. They live in not conducive area for

learning process.7. Some students are uncivilized.8. They become bored easily but they are

really interested to new thing and funactivities such as drawing, coloring,singing, and games.

9. They like to get appreciation such ascompliments, gifts, positive feedback andrewards.

Problems in Domby 1. The tutors have problems to create goodand find interesting materials. Since thetutors are still university students, they donot have much time to prepare the class.

2. Mostly the activities are just taking notesand memorizing.

3. They do not have certain goals to beachieved.

4. The situation when the learning takesplace mostly is not effective for thelearning process. The children are alreadytired after ‘study’ in their school.

Students’ needs and wants 1. The students need various interesting andfun designed materials.

2. They need motivating activities.3. The learners need to learn simple

expressions and the vocabulary ofeverything related to their surroundingsand daily life.

Suggestion and opinion 1. The designed materials provide fun andinteresting activities and games.

2. The designed materials give opportunitiesto speak.

3. The designed materials have certain goalsto be achieved.

4. Task based learning that can giveopportunities for the students to learnthrough various tasks is consideredsuitable to the needs of Domby.


59

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


61

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 andIntroduction

1. The learners are able to greet others.

2. The learners are able to introduce themselves.

Things in theclassroom

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.

Numberand 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 andthere 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.


63

4.1.2.2 Specifying Learning Objectives

After stating the goals, topics, and general purposes, the writer then

specified the learning objectives-these being the specific outcomes of courses. It

defines what the learners will know or be able to do after joining the course based

on the general purposes. The learning objectives for each general purpose are

presented in Table 4.6.

Table 4.6: The Learning Objectives of the Materials

General Purposes Learning Objectives

1. The learners are able to greet others.2. The learners are able to introduce themselves.

At the end of the lesson, the learners areable to:1. Greet others using the appropriate

expression2. Respond to other’s greetings3. Mention some useful expression that are

used to introduce themselves4. Ask someone’s name5. Respond to other’s question about name

1. The learners are able to identify several thingsin the classroom.

2. The learners are able to ask and giveinformation about things in the classroom

At the end of the lesson, the learners are ableto:1. Mention some things in the classroom2. Ask someone to identify things in the

classroom using simple expressions(what is this?)

3. Give information about things in theclassroom using simple expressions (it’sa pencil)

3. The learners are able to identify colors.4. The learners are able to ask and give

information about colors.

At the end of the lesson, the learners are ableto:1. Mention various colors2. Ask someone to identify color using

simple expressions (what color is this?)3. Give information about color and things

in the classroom using simpleexpressions (it’s a blue pencil)

1. The learners are able to identify number 1 to 10.2. The learners are able to ask and give

information about age.

At the end of the lesson, the learners are ableto:1. Count 1 to 102. Ask information about age using simple

expressions (how old are you?)3. Give information about their age using

simple expressions (I am 4 years old)


64

General Purposes Learning Objectives

3. The learners are able to use ‘there is’ and ‘thereare’.

4. The learners are able to use ‘there is’ and ‘thereare’ to give information.

At the end of the lesson, the learners are ableto:1. Identify when to use ‘there is’ and when

to use ‘there are’2. Give information using ‘there is’ and

there are’ using simple expressions(there are 3 fishes)

1. The learners are able to identify the members ofa small family (father, mother, brother, andsister).

2. The learners are able to give information aboutfamily relationship.

At the end of the lesson, the learners are ableto:1. Identify the member of small family

(father, mother, brother, and sister)2. Give information about family using

simple expressions relationship (she ismy mother)

1. The learners are able to identify several animals.

2. The learners are able to ask and give

information about animals.

At the end of the lesson, the learners are ableto:1. Identify animals2. Ask information about animals using

simple expressions (is this a dog?)3. Express agreement about animals using

simple expressions (yes, it is or no, it isnot)

1. The learners are able to identify parts of the

human body.

2. The learners are able to give information about

their body.

At the end of the lesson, the learners are ableto:1. Identify parts of their body2. Give information about their body using

simple expressions (this is my head)

4.1.2.3 Listing Subject Content

After stating the goals, topics, general purposes, and learning objectives,

the writer arranged the learning topics. Each topic would be developed into

materials for several meetings. The materials were designed for 24 meetings. The

classification and arrangement of the learning topics into units can be seen in

Table 4.7.


65

Table 4.7: The Organization of Subject Contents

Unit Unit Name Subject Content

1. Hi, I am Domby.1. Greet others2. Introduce themselves3. Exchange information about names

2. It’s a pencil 1. Identify objects (classroom object)2. Give information about things in the classroom

3. It’s blue1. Identify colors2. Give information about colored things in the

classroom

4. I am 4 years old 1. Read number correctly2. Exchange information about age

5. There are three fishes1. Know when to use ‘there is’ and there are’2. Give information about number using there is or there

are

6. She is my mother 1. Identify member of family2. Give information about family relationship

7. Is that a dog?1. Identify animals2. Ask for agreement3. Give agreement

8. My body 1. Identify part of their body2. Give information with possession expression

4.1.3 Developing Preliminary Field Product

In this step, the writer prepared tasks based on the formulated goals,

topics, general purposes, learning objectives, and subject contents. The teaching

learning tasks for each topic should conform to the results of research and

information collecting and the principle of TBL. In addition, the tasks should refer

to their suitability with the goal, general purposes, and learning objectives.

Since the writer adapted the TBL framework, where there are pre-task,

task-cycle, and language focus, in the writer’s designed materials there would be

four phases for each lesson. The phases were ‘Get Ready’, ‘Build Up’, ‘Act Out’,

and ‘Review’ as the modifications of pre-task, task-cycle, and language focus.

‘Get Ready’ and ‘Build Up’ were the modification of pre-task. ‘Act Out’ was the

modification of task-cycle. The last, ‘Review’ was the modification of the


66

language focus. As suggested by Willis (1996: 119), TBL framework should be

adapted if applied for beginner learners, with more emphasis on the exposure.

Therefore, the writer had two phases for pre-cycle and gave more activities in the

‘Build Up’. It was aimed to give exposure and let the learner gain more

confidence so that they would be ready for the task-cycle.

1.1.3.1 Get Ready!

This pre-task was functioned to introduce the topic and activate the

learners’ prior knowledge. In this section, the learners were asked to have a small

discussion. They would mention expressions or vocabulary related to the topic

even still in their first language. They also had an opportunity to remember

English expressions or vocabulary related to the topic that they had already

learned. Predicting was the kind of task used in this section.

1.1.3.2 Build Up

Build up was a modification of the pre-task phase in the TBL cycle which

functioned to give exposure for the learner, so that the learners would be better

prepared and confident for the task cycle later. The tasks gave them opportunities

to understand and find out the useful vocabulary and expression. This section

provided various tasks as repetition for the exposure. By completing the tasks, the

learners would understand the exposure better.


67

1.1.3.3 Act Out

Act out served as the main tasks of the lesson. It was a modification of the

task-cycle phase. The learners had opportunities to work together with their

partner to complete the tasks. This phase also provided opportunities for the

learners to produce and experience the language. There would be a lot of errors

and mistakes to be observed and noted for further explanation, but should not be

corrected directly. The learners needed to gain their confidence to use the

language. Therefore, the teacher could correct the mistakes at the end of the Act

Out phase.

1.1.3.4 Review

This phase was aimed to help the students to make sure that they already

know and understand the materials (vocabulary or expression). This phase also

gave the tutors an opportunity to monitor and understand the learners better.

1.1.4 Preliminary Filed Testing

After the materials developing process was accomplished, the writer

adapted Kemp’s ‘evaluating’ step by doing the preliminary filed testing. The

preliminary field testing was aimed to evaluate the designed materials in order to

judge the fitness and suitability with the children at Domby. The purpose of this

step was to gain the feedback for improvement of the designed materials. This

step was conducted though expert validation, user validation and materials try out.


68

The participants for preliminary filed testing were selected based on their

competence, experience and expertise in designing materials and English

language teaching. Therefore, the English Education Study Program lecturers of

Sanata Dharma University were chosen as the participants for expert validation.

Additionally, the English tutors at Domby were chosen as the participants for user

validation. The English Education Study Program lecturers of Sanata Dharma

University were chosen because they have English background knowledge,

experienced in designing materials (text books), especially for children, and have

teaching English experiences for years. Meanwhile, the English tutors of Domby

were chosen for user validation as they have taught children at Domby for

adequate period. They have regular contact with children of Domby and know

these children’s lacks, needs, and wants. The description of the participants for the

expert and user validation questionnaires is presented in Table 4.8.

Table 4.8: The Description of Participants for Expert and User Validation

Groups ofrespondent

Educational BackgroundTeaching Experience

(years)Sex

SMU S1 S2 S3 <1 1-5 5-10 >10 M FLecturer - - - 1 - - - 1 1 -

Tutor 1 1 - - 1 1 - - - 2

There were two parts in the questionnaire. In the first part, the participants

had to state their degree of agreement on given statements. In the second part, the

participants had an opportunity to give comments and suggestions on the designed

materials. The degrees of agreements for the first part are:

4 : Strongly Agree/Very good

3 : Agree/Good


69

2 : Disagree/Poor

1 : Strongly Disagree/Very poor

After the writer obtained the feedback from the questionnaire, she

reviewed the data. The results of the questionnaire were positive. In the first part,

the data showed that the participants dominant to choose 3 and 4. The summary

of the results can be seen in Table 4.9.

Table 4.9: The Result of the Questionnaire for Expert and User Validation (part 1)

No StatementDegree of Agreement

4 3 2 1

A. Learning Indicators1. The learning indicators are well

formulated.25% 75% - -

2. The learning indicators are able to reflectthe achievement of the general purposes.

75% 25% - -B. Learning Materials

1. The materials help learners to achieve thelearning indicators.

25% 75% - -

2.The materials are suitable to the needs andwants of children of Domby Kid’s Hope 2Yogyakarta.

50% 50% - -

3.The activities are fun. 50% 50% - -

4.The activities are motivating. 75% 25% - -

5. The time required to deliver the lessonplan is matched the class duration nicely.

50% 50% - -

6. The instructions for the students arehelpful and easy to comprehend.

25% 75% - -

7. The materials are arranged systematicallyaccording to the level of difficulties.

50% 50% - -

C. Implementation of Task Based Learning Framework

1. The activities encourage learners to learnEnglish

75% 25% - -2.

The activities are various enough. 75% 25% - -3. The ‘Build up’ section gives sufficient

language exposure for the learners.75% 25% - -

4. The ‘Act out’ section has facilitated thestudents to produce language

75% 25% - -


70


4 3 2 1

5.The materials have facilitated learners theopportunities to learn language by doingactivities.

75% 25% - -C. Overall Evaluation

1. The layout of the materials is well-designed.

100% - - -2.

The layout of the materials is interesting. 100% - - -3. In overall, the learning materials are well-

developed.50% 50% - -

The result of the second part were also satisfying and encouraging. The

participants gave positive feedback for the designed materials. They stated that the

materials were motivating, well formulated, attractive, and suitable for young

learners. The participants, nevertheless, gave suggestion for improvement. First of

all, some of the instructions had to be simplified. Second, there was too much

burden for the learner in Unit 1. Third, the writing activities should be simplified

into tracing. The last, the title for each phase in every unit should be bigger. The

results of the essay part (second part) are presented in Table 4.10.

Table 4.10: The Result of the Questionnaire for Expert and User Validation (part 2)

Statements

ParticipantsThe lecturer of English

Education Study Program ofSanata Dharma University

The English Tutor of DombyKids’ Hope 2

Comment on thedesigned materials

The overall designed materialsare good especially for a newmaterials designer. Thedesigned has tried to make thematerials suitable for thelearners and create activitiesand materials that lead to theachievement of the targetcompetence. Use of thecolorful book with interestingpicture will likely interest thestudents and find it fun to usethe book.

The materials are motivating,interesting, arrangedsystematically and suitable foryoung learners.


71

Statements

ParticipantsThe lecturer of English

Education Study Program ofSanata Dharma University

The English Tutor of DombyKids’ Hope 2

Suggestion to improvethe designed materials

1. Simplify the instructionsin the text book

2. Simplify the materials forunit 1

3. Change the writingactivities into tracing

4. Make the title for everyphase bigger

5. Give labels for everycommunicative tasks inthe lesson plan

1. Simplify the instructionsin the text book

2. Add lesson when to use“an” and “a” in Unit 2

1.1.5 Main Product Revision

In response to the suggestions, the writer improved and revised the

designed materials based on the obtained feedback. First, the writer simplified the

instruction in the text book. Second, the writer reduced the burden in the unit 1.

She omitted some expression in introduction. Third, the writer changed the

writing activities into tracing activities. Fourth, the writer made the title for every

phase bigger. Fifth, the communicative tasks in the lesson plans were labeled.

1.1.6 Main Field Testing

After revising and improving the designed materials, the writer tested the

materials by conducting materials try out. This was to judge the applicability and

practicality of the designed materials. The writer implemented the developed units

of the designed materials on the first grade classes at Domby. The description of

the participants for the materials try out is presented in Table 4.11.


72

Table 4.11: The Description of the Participant for the Materials Try Out

Groups ofrespondent

Educational BackgroundTeaching experience

(years)Sex

D3 S1 S2 S3 <1 1-5 5-10 >10 M FTutor 1 1 - - 1 1 - - - 2

To gain the feedback from the materials try out, the writer interviewed the

English tutors. The feedback was used to improve the materials further. The result

of the interview is presented in Table 4.12.

Table 4.12: The Result of the Interview on the Materials Try Out

Statement ResponseComment on the designed The designed materials were suitable for

the students. The students enjoy the learning-teaching

activities. The students were excited and interested to

do the tasks. They like characters in the designed

materials, especially Domby.Problems seen in the implementation Is difficult to set the time allotment because

the students sometimes came late.

The writer further improved the materials based on feedback from the

classroom implementation. It was aimed to obtain the final version of the designed

materials. The result of the implementation was satisfactory. Therefore, the writer

did not made any further changes for the designed materials. The problem in time

allotment was not related to the designed materials. It was a technical problem

caused by the late comers (students). In conclusion, the materials were suitable

and applicable for the first grade students at Domby.


73

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.


74

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 teaching/learning activities and

resources.


75

4. Preliminary Filed Testing

This adapts Kemp’s step of evaluation.

5. Main Product Revision

This adapts Kemp’s step of revision.

To answer the second research question, the writer conducted expert and

user validation. The writer distributed a questionnaire to English Education Study

Program Lecturers of Sanata Dharma University and two English tutors of first

grade students of Domby Kids’ Hope 2. From the result of the questionnaire, the

designed materials were ready to be implemented for the first grade of Domby

Kid’s Hope 2. The designed materials obtained positive comments from the

participants as well as suggestions for improvement, which were taken into

account as the writer revised and updated the materials accordingly. The writer

made several changes. First, the instructions in the designed materials were

simplified. Second, the writing activities were changed into tracing activities. In

addition, the third, the materials in unit 1 were simplified so that it would be more

suitable to the first grader at Domby.

The final version of the designed materials produced as the result of this

study is presented in the appendices. The designed materials consisted of three

developed lesson units as displayed in Table 5.1. Every unit in the designed

materials was divided into 4 parts, namely ‘Get Ready’, ‘Build Up’, ‘Act Out’,

and ‘Review’.’Get Ready’ was used to introduce the topic and activate the

learners’ prior knowledge. ‘Build up’ provided useful vocabulary, expressions,


76

and activities to gain learners’ confidence for the next phase. ‘Act Out’ gave

learners opportunities to produce and learn the language. ‘Review’ gave

opportunities for the learners to monitor their own progress. Meanwhile, it also

gave the tutor the opportunity to monitor and understand the learners better.

Table 5.1: The Arrangement of the Materials

No Unit The Selected Topics

1.Hi, I am Domby. Greeting and introduction

2. It’s a pencil Things in the classroom

3. It’s blue Color

5.2 Suggestions

The writer would like to offer some suggestions related to the study.

1. Suggestions for Materials Users

Considering that task-based learning is still considered relatively a new

method of teaching, the users of this book are suggested to read all the

information in the teacher’s guide so that they could implement the materials

effectively. Moreover, since task-based learning is a new method and some tutors

may not be accustomed to it, the users of this book may have to keep learning

more about the subject themselves as the area develops and more information

becomes available.


77

Feedback is extremely important for the learners. The tutors have to give a

lot of encouragement, positive feedback, and reward to increase the learners’

motivation.

2. Suggestions for Further Research

The writer implemented the designed materials and proved that the

designed materials were effective for the learners. However, due to time and

financial constrains, the writer was only able to develop 3 units of designed

materials. Therefore, the writer greatly encourages further research and

development to continue the designed materials.


78

REFERENCES

Ary, D., Jacobs, L. C, and Razavieh, A. 2002. Introduction to Research inEducation. Belmont: Wodsworth Thomson Learning.

Borg, W. R., and Gall, M. D. 1983. Educational Research: An Introduction (4th

Edition). London: Longman Inc.

Clark, H. H. and E. Clark. 1997. Psychology and Language. Brace: Jovanovich.

Cohen, A. D. 1998. Strategy in Learning and Using a Second Language. Harlow:Pearson Education Limited.

Cohen, Louis, Manion, L. and Morrison, K. 2002. Research Methods in Education5th Edition. London: Routledge/Falmer.

Crystal, D. 1997. English as a Global Language. Cambridge: CambridgeUniversity press.

Dick, W., and R. A. Reiser. 1983. Planning Effective Instruction. Boston: Allynand Bacon.

Ellis, R. 1997. Second Language Acquisition. New York: Oxford UniversityPress.

Field, J. 2003. Psycholinguistics: A Resource Book for Students. New York:Routledge.

Halliwell, S. 1992. Teaching in the Primary Classroom. Harlow: PearsonEducation Limited.

Hutchinson, T., and Waters, A. 1978. English for Spesific Purposes: A Language-Centered Approach. New York: Cambridge University Press.

Kemp, J. 1997. Instructional Design: A Plan for Unit and Course. Development.California: Fearson-Pitman Publisher. Inc.

Krashen, S., and Terrell. T. 1983. The Natural Approach: Language Acquisitionin the Classroom. Oxford: Pergamon Press.

Larsen-Freeman, D. 2004. Technique in Principle in Langugae Teaching.Oxford: Oxford University Press. Inc.


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Larsen-Freeman, D. and M. Long. 1991. An Introduction to Second LanguageAcquisition Research. Harlow: Longman Group UK limited.

Nunan, D. 2003. Practical English Language Teaching. New York: McGraw HillCompanies.

Nunan, D. 2004. Task-based Language Teaching. Cambridge: CambridgeUniversity Press.

Richard, J. C., and Rodgers, T. S. 2001. Approaches and Methods in LanguageTeaching. Cambridge: Cambridge University Press.

Skehan, P. 1998. A Cognitive Approach to Language Learning. New York:Oxford University Press

Tim Penyusun. 2008. Panduan Pembinaan DOMBY KID’S HOPE 2.Yogyakarta: Unpublished.

Willis, J. 1996. A Framework for Task-Based Learning. Edinburgh: PearsonEducation.

Internet Sources:

Unknown. 2010. Holistic Education.http://en.wikipedia.org/wiki/holistic_education.com (accessed: June 12,2010)

Young, S. H. 2006. Holistic Learning. http://www.scotthyoung.com/blog/(accessed: June 12, 2010)


80

Appendices


81

Appendix A

Letter of Permission


83

Appendix B

Interview Guide for Data

Collection


84

Interview Guide

1. Mengapa ada mata pelajaran bahasa Inggris di Domby?

2. Bagaimana minat belajar siswa kelas satu dalam belajar bahasa

Inggris?

3. Apakah mereka menyukai kelas bahas Inggris?

4. Kegiatan seperti apa ayng biasa digunakan dalam kelas bahas

Inggris?

5. Materi atau aktivitas apa yang mereka sukai dalam belajar?

6. Berapa jam pelajaran yang tersedia untuk mata pelajaran bahasa

inggris?

7. Apa sajakah media yang dimiliki Domby yang dapat menunjang

kegaitan belajar mengajar bahasa Inggris?

8. Metode apakah yang digunakan dalam belajar bahasa Inggris?

9. Apakah ada kesulitan yang dihadapi dalam memberikan materi

bahasa inggris?

10. Apakah ada kesulitan yang dihadapi siswa dalam belajar bahasa

Inggris?

11. Apa yang diharapkan oleh English tutors and coordinator tentang

kegiatan dan materi untuk belajar bahasa Inggris?

12. Apakah menurut anda tasks based learning effective untuk anak-

anak di domby?


85

Appendix C

Post Design

Questionnaire


86

Post-Design Questionnaire

This questionnaire is intended to obtain the feedback on the designed

materials from the respondents. The feedback will then be useful to improve and

revise the designed materials.

Respondent’s identity:

I. Please give a tick ( √ ) on the degree of agreement that the best represent

your position on the statements below:

4 : Strongly Agree/Very good 2 : Disagree/Poor

3 : Agree/Good 1 : Strongly Disagree/Very poor


4 3 2 1

A. Learning Indicators

1.

The learning indicators are able to

support the achievement of the general

purposes.

2.The learning indicators are well

formulated.

B. Learning Materials

1.The materials help learners to achieve the

learning indicators.

Name : _____________________________

Sex : Male Female

Occupation : Tutor coordinator Lecturer

Educational background: S1 S2 S3

Teaching experience : ____ years/months


87

2.

The materials are suitable to the needs

and wants of children of Domby Kid’s

Hope 2 Yogyakarta.


4 3 2 1

B. Learning Materials

3. The activities are fun.

4. The activities are motivating.

5.The time required to deliver the lesson

plan is matched the class duration nicely.

6.The instructions for the students are

helpful and easy to comprehend.

7.The materials are arranged systematically

according to the level of difficulties.

C. Implementation of Task Based Learning Framework

1.The activities encourage learners to learn

English

2. The activities are various enough.

3.The ‘Build up’ section gives sufficient

language exposure for the learners.

4.The ‘Act out’ section has facilitated the

students to produce language

5.

The materials have facilitated learners the

opportunities to learn language by doing

activities.

D. Overall Evaluation

1.The layout of the materials is well-

designed.

2. The layout of the materials is interactive.


88

3.In overall, the learning materials are well-

developed.

II. Please answer the following questions.

1. What is your comment on the designed materials?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. What is your suggestion to improve the materials?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Thank you for your participation.May God Bless you


89

Appendix D

Interview Guide

for Materials Try Out


90

INTERVIEW GUIDE

1. Apakah kegiatan dan tasks yang dipersiapkan dapat berjalan dengan lancar

dan effective?

2. Apakah anak-anak menyukai kegiatan yang ada?

3. Apakah kegiatan atau taks sesuai dengan anak-anak domby?

4. Apakah kegiatan atau taks sesuai dengan kebutuhan anak-anak domby?

5. Apakah kegiatan (tasks) menunjang kegiatan belajar mengajar bahasa

Inggris di Domby?

6. Apakah feedback dari anak-anak dapat mudah dilihat?

7. Bagaimana menurut anda mengenai kegiatan atau tasks yang ada?

1. Apakah ada yang menurut anda harus diperbaiki atau dirubah?


91

Appendix E

Sample of post design

questionnaire result


97

Appendix F

SYLLABUS

&

LESSON PLAN


98

Syllabus

Time allocation: 6 meetings x 75 minutes

Unit 1: •Meeting 1: ‘Hi, I’m Domby’

•Meeting 2: ‘Hi, I’m Domby’

Unit 2: •Meeting 3: ‘It’s a pencil’

•Meeting 4: ‘It’s a pencil’

Unit 3: •Meeting 5: ‘It’s green’

•Meeting 6: ‘It’s green’


99

Syllabus

Standard Competence:

1. The children are motivated to learn and like English.

2. The children are able to identify common things around them.

3. The children are brave to express simple English expressions.

Unit Topic Unit Name Basic Competence MediaAssessment

Learning IndicatorsTechnique Form

1 Greeting

and

introduction

‘Hi, I am

Domby’

1. The learners could

say simple

expression to greet

others.

2. The learners could

to introduce

themselves in simple

and appropriate way.

Flash cards Name cards Ball

Practical

Gesture

Written

Simpleexpression

Song Spoken answer Communicative

game

Appropriatemovement

Work book Review phase

At the end of the lesson,

the learners are able to:

1. Greet others using

the appropriate

expression

2. Respond to other’s

greeting

3. Mention some useful

expression that are

used to introducing

themselves

4. Introduce themselves

5. Ask someone’s’

name

6. Respond to other’s

question about name


100

2 Things in

the

classroom

‘It’s a pencil’ 1. The learners know

several things in a

classroom.

2. The learners can

identify things in

the classroom.

Flash cards Chairs/

papers

Practical

Written


game




1. Mention some of

things in the

classroom

2. Ask someone to

identify things in the

classroom

3. Give information

about things in the

classroom

3 Colors ‘It’s green’ 1. The learners can

identify colors

2. The learners can

identify colored

things in the

classroom.

Flash cards Crayon

Practical

Written Coloring


game




1. Mention colors

2. Ask someone to

identify color

3. Give information

about color and

things in the

classroom


101

LESSON PLAN – MEETING 1: ‘Hi, I’m DOMBY’


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.

Basic Competence:


Learning Indicators:

1. The learners are able to greet others appropriately2. The learners are able to greet others using the appropriate expression3. The learners are able to respond to other’s greeting4. The learners are able to mention some useful expression that are used to

introducing themselves5. The learners are able to introduce themselves6. The learners are able to ask someone’s’ name7. The learners are able to respond to other’s question about name

Learning Activities Time AllotmentPre-activitiesGet ready

1. Greeting and prayer2. The learners mention what expressions are used to

greet someone and introduce themselves in Indonesiaand in English (that they know).

Build Up1. The learners listen to the teacher mentioning greeting

then repeat after the teacher.2. The learners mention the expressions by themselves

(one by one).3. The learners mention the right expressions of the

flash cards showed by the teacher together in classand then they have to do it again individually.

4. The learners match the pictures with the rightexpression.

5. The learners listen to the teacher and run to thepicture of expression the teacher mention.

6. The learners listen to the teacher and repeat thedialogue.

5’5’

5’

10’

10’

5’

5’

10’


102

7. The learners match the picture with the rightexpressions.

8. The learners repeat the dialogue together.9. The learners do the dialogue in pairs.

5’

5’5’

Post-activitiesReview

1. The learners make a review on today’s lesson andprayer.

5’

Learning Material

Enclosed

Teaching and Learning Media

White Board

Board Marker

Flash Card

Evaluation

Learners’ participation in class


103




Basic Competence:





Learning Activities Time AllotmentPre-activitiesGet ready

1. Greeting and prayer2. The learners mention what are the expressions to

greet someone and introduce themselves in English,they already learn last week (review).

Build Up1. The learners learn how to ask other’s condition and

the response (‘how are you’-‘I am fine, thank you’)2. The learners sing ‘hello, how are you?’

(Communicative task).3. The learners learn how to close the conversation by

saying good bye4. The learners play ‘Do Me Ca Do’ game5. The learners combine all the steps to greet and also

ask and give personal information (name).

5’10’

5’

10’

5’

20’10’


1. The learners make a review on today’s lesson and 10’


104

prayer

Learning Material

Enclosed


White Board

Board Marker

Flash Card

Evaluation



105



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.

Basic Competence:





Learning Activities Time AllotmentPre-activitiesGet Ready

1. Greeting and prayer2. The learners sing ‘hallo how are you’ song.3. The learners mention what are the expressions to

greet someone and also, ask and give personalinformation (name).

5’5’5’

Whilst activitiesAct Out

1. The learners try to greet and also, ask and givepersonal information (name) with the teacher (one byone).

2. The learners do throw the ball game (communicativetask).

3. The learners do ‘Name Tag’ task (communicativetask).

10’

15’

15’


1. The learners put the right dialogue in the right box.2. The learners do take notes phase.

5’10’


106

3. The learners make a review of this unit together andpray.

5’

Learning Material

Enclosed


White Board

Board Marker

Flash Card

Ball

Evaluation


Student’s tracing assignment see ‘Review’ phase in the designed materials


107

LESSON PLAN – MEETING 4: ‘It’s a Pencil’



Basic Competence:

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.

Learner Indicators:

1. The learners are able to mention some of things in the classroom2. The learners are able to ask someone to identify things in the classroom3. The learners are able to give information about things in the classroom


1. Greeting and prayer2. The learners mention things in a classroom in

Indonesia and in English (that they now).

Build Up1. The learners listen to the teacher reading the

conversation then repeat after the teacher.2. The learners drag the line from the pictures to the

right words.3. The learners look at things in the classroom picture

and listen to the teacher then repeat after the teacher.4. The learners mention the pictures of the flash card

showed by the teacher all together and then one byone.

5. The learners put the letters in the right boxes.6. The learners listen to the teacher mentioning things

in a classroom then run to the right picture.

5’

5’

5’

10’

15’

15’10’


1. The learners mention things in a classroom together.2. The learners mention the picture of the flash card

showed by the teacher the teacher (one by one)

3’7’


108

Learning Material

Enclosed


White Board

Board Marker

Flash Card

Evaluation



109




Basic Competence:


Learner Indicators:



1. Greeting and prayer2. The learners mention things in a classroom in

Indonesia and in English (that they know).

Build Up1. The learners listen to the teacher reading the

conversation then repeat after the teacher.2. The learners drag the line from the pictures to the

right words.3. The learners look at things in the classroom picture

and listen to the teacher then repeat after the teacher.4. The learners mention the pictures of the flash card

showed by the teacher all together and then one byone.

5. The learners put the letters in the right boxes.6. The learners learn how to use ‘a/an’ and do the note

part.

5’5’

5’

5’

5’

20’

15’10’


1. The learners mention things in a classroom togetherand pray.

5’


110

Learning Material

Enclosed


White Board

Board Marker

Flash Card

Evaluation



111




Basic Competence:


Learner Indicators:



1. Greeting and prayer2. The learners mention the picture of the flash card

showed by the teacher the teacher (one by one)

Build Up1. The learners do the jumbled words.

5’10’

15’Whilst activitiesAct Out

1. The learners do the Bingo game2. The learners sing ‘What’s this?

20’10’


1. The learners make review of the lesson and pray. 15’


112

Learning Material

Enclosed


White Board

Board Marker

Flash Card

Evaluation



113




Basic Competence:


Learner Indicators:



1. Greeting and prayer2. The learners mention the picture of the flash card

showed by the teacher the teacher (one by one)3. The learners sing ‘what’s this?’.

5’10’

10’Whilst activitiesAct Out

1. The learners play ‘Hot Seat’. 20’Post-activitiesReview

2. In pair, the learners put a tick in the right answers3. The learners make a note (or as a home work)4. The learners make review of today’s lesson and pray.

15’10’5’


114

Learning Material

Enclosed


White Board

Board Marker

Flash Card

Evaluation


Student’s assignment see ‘Review’ phase in the designed materials


115

LESSON PLAN – MEETING 7: ‘It’s Green’



Basic Competence:

1. The learners are able to identify colors.2. The learners are able to ask and give information about colors.

Learner Indicators:

1. The learners are able to mention colors2. The learners are able to ask someone to identify color3. The learners are able to give information about color and things in the

classroom


1. Greeting and prayer2. The learners mention color in Indonesia and in

English (that they now).

Build Up1. The learners sing ‘I can sing a rainbow’2. The learners listen to the teacher mentioning type of

colors then repeat after the teacher.3. The learners mention colors together then one by one

based on the picture of flash card showed by theteacher

4. The learners draw a line from the pictures to thecolors and check together.

5’10’

10’10’

20’

15’


1. The learners make review of today’s lesson and pray. 5’


116

Learning Material

Enclosed


White Board

Board Marker

Flash card

Evaluation



117




Basic Competence:


Learner Indicators:

1. The learners are able to mention colors.2. The learners are able to ask someone to identify color.3. The learners are able to give information about color and things in the

classroom.


1. Greeting and prayer2. The learners sing ‘I can sing a rainbow’3. The learners mention colors they already learn last

week together.4. The learners mention colors they already learn last

week one by one.

Build Up1. The learners color the picture with the right color.2. The learners do the tracing activity.

5’5’5’

10’

20’10’


1. The learners do ‘Play with Dice’. 10’Post-activitiesReview

1. The learners make review of today’s lesson and pray 10’


118

Learning Material

Enclosed


White Board

Board Marker

Flash Card

Dice

Evaluation



119




Basic Competence:


Learner Indicators:

1. The learners are able to mention colors.2. The learners are able to ask someone to identify color.3. The learners are able to give information about color and things in theclassroom.


1. Greeting and prayer2. The learners sing ‘I can sing a rainbow’3. The learners mention colors they already learn last

week one by one.

5’5’

10’


1. The learners listen to the teacher and repeat after theteacher.

2. The learners do the conversation in pair.3. The learners do the ‘Magic box’ task.

10’

10’10’


2. The learners listen to the teacher and color theballoons.

3. The learners make a note (or as a home work)4. The learners review today’s lesson and prayer.

10’10’5’


120

Learning Material

Enclosed


White Board

Board Marker

Flash Card

Evaluation


Student’s assignment see ‘Review’ phase in the designed materials


121

Appendix G

TASK

INSTRUCTIONS


122

Communicative Task Instruction

1. DO ME CA DO

Meeting/topic : 1/introduction

Type of activity : information-gap

Participant : whole class

Function practice : greeting people, introducing yourself, asking someone

else’s name

Photocopiable materials : -

Ask all the students to make a circle. Teacher can also join the game. All the

players sing and play ‘do me ca do’ game. All together ask the last player ‘what is

your name’. Thus, the last person should answer the question.

2. THROW THE BALL GAME





else’s name


Ask all the students to make a circle. Teacher can also join the game. The

teacher holds two balls. Ask the students to sing one song that all the students know

well.

Pass one ball to the students on the right and one on the left. While the

students are singing, they have to pass the balls. In the middle of the song, stop the

song. Two students who hold the balls have to do the conversation. Make sure

everyone has at least one chance to speak.


123

3. NAME TAG





else’s name

Photocopiable materials : available

Give all the students name cards. Ask them to write their name in the cards.

After all the students have name cards with their name in it, ask them to introduce

their selves and ask each others’ name. Every time they introduce themselves, they

have to give out their name card.

The winner is the one who no longer has their own name cards but have the

most others’ name cards.

4. BINGO

Meeting/topic : 2/things in the classroom

Type of activity : board game

Participant : whole class then in pairs

Function practice : giving and asking information about things in the

classroom

Photocopiable materials : available in appendix G

Distribute board game of bingo to all students. Ask the students to give

different colors in each box with crayon. Tell them not to let others see their board

game. After all the students finish, ask them to listen to color that you mention. While

listening to you, the students have to cross the color in their board game (if they have)

and draw a straight line every three crosses.

The winner is the one who can cross all the colors in the board game or who

can make the straightest lines in the board.

Divide the students into pairs. Ask the students to do the same game again.


124

5. FIND YOUR PARTNER




Function practice : asking and giving information about things in the

classroom


The teacher should give each student card of things in the class room.

Everyone should have one card. They have to find their partner who has the same

card (picture of things in a classroom) by asking ‘what is this’ and showing the card.

They take turn until they find their partner.

6. CONVERSATION



Participant : in pairs


classroom


Divide the students into pairs. Each student has to point at something (things

in the classroom that they already learnt) and ask them to identify them. After finish,

they have to take turns.


125

7. HOT SEAT





classroom


All students have to stand and make a circle. Prepare a paper where they can

stand on. Omit one paper so there will be someone who does not have paper. That

person should choose a card and ask others ‘what is this’. Other should answer the

question. When one of them can give correct answer, they have to move. The person

who gives question should find his place, so there will be another student who does

not have paper and have to give question.

8. DICE

Meeting/topic : 3/color



Function practice : giving information about color

Photocopiable materials : available in appendix G

Make the dice and give different color with crayon in every part of it. Ask the

students to make a circle. In turns, the students have to throw the dice and mention

what color they get.


126

9. MAGIC BOX





Photocopiable materials : available in Domby

Make the box and a hole on it. Try to make it colorful so that the students will

be interested. Put colored things in the classroom flash card in it. Take one and ask

them to identify what it is and what color it is. The one who can give the right answer

can have the turn to take one card and ask his/her friends.

10. FIND COLOR OUTSIDE THE CLASS






Ask the students to go outside the class and find things that have color. They

have to bring it inside the class and give report what colors they found.


127

Appendix H

ANSWER KEY

TO EXERCISES


128

UNIT 1B. Build UpI. Look. Match. Draw a line

1. Picture no 1: good morning

2. Picture no 2: good night

3. Picture no 3: good evening

4. Picture no 4: good afternoon

II. Look. Match. Draw a line

1. Picture no 1: I’m Domby

2. Picture no 2: I’m Jane

3. Picture no 3: I’m Ben

D. Review

I. Fill the conversation with the right dialogues

1. B and E

2. F and C

3. H and G or G and H

II. Take notes

1. Good morning : selamat pagi

2. Good night : selamat malam (mau tidur)

3. Good afternoon : selamat siang

4. Good evening : selamat sore

5. How are you : bagaimana kabar mu/apa kabar?

6. I am fine : aku baik-baik saja

7. Goodbye : selamat tinggal


129

UNIT 2

B. Build UpI. Drag line from picture to the right word

1. Buku : book2. Bolpoin : pen

3. Kursi : chair4. Tas : bag

III. Label it1. A: pensil2. B: tas3. C: tempat pencil4. D: penggaris5. E: penghapus

6. F: buku7. G: bolpoin8. H: papan tulis (hitam)9. I: meja10. J: kursi

IV. Jumble words

P

E

C

A

S

P

E

N

CI

L

A

R

S

E

R

NE C

I

L

H

A

I

R

U

B

O

O

K

A G

E

AT B ER

L

E

N

E

E

A

A

A

B

B

R H

I

R

G

H

R

R

M

CY

TN

M AM

R

C

P E

N

E

A

N

N

V E

L

Y O IU

I

H A A

Z

D

D

ID

ZZ

K

W

W

X

XD

U

R

L

D. Review

I. Practice

The answers are based on the teacher.

II. Take Notes

1. PEN

2. PENCIL

3. PENCIL CASE

4. BAG

5. RULER

6. ERASER

7. TABLE

8. CHAIR

9. BLACKBOARD


130

UNIT 3

B. Build Up

I. Practice

1. Red: merah

2. Yellow: kuning

3. Green: hijau

4. Blue: biru

II. Color it

1. Yellow: kuning

2. Orange: orange

3. Blue: biru

4. Purple: ungu

5. Black: hitam

6. Red: merah

III. Complete the sentence

1. Brown

2. Purple

3. Black

4. Blue

5. Green

6. Pink

D. Review

I. Color it

1. Domby:

satu balon merah

satu balon hijau

2. Jane

Dua balon kuning

3. Ben:

Satu balon biru

Satu balon orange

II. Take notes

1. Green

2. Yellow

3. Purple

4. Blue

5. Red

6. Black

7. Pink

8. White

9. Orange

10. Brown


131

Appendix I

Photocopiable

Task

Materials


140

Appendix J

The Designed Materials


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