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Table 3: The Post-design Questionnaires Result Experts and English Teachers
The result of the questionnaire from the first level of Junior program students would be presented in the form of table, which was the same as in the pre-design
survey.
F. Research Procedure
The writer had three parts of research procedure. They were pre-design activities, design activities, and post-design activities. The writer also adapted
both RD and Kemp’s model. The listed procedure of the study was as follows.
1. Pre-design Activities
Firstly, the writer asked permission to the head of PURIKIDS Yogyakarta to conduct the research. Secondly, the writer obtained some information to solve
the problems by reviewing the literature. Then, the writer conducted the instruments of the research. The writer distributed the questionnaires for the first
level of Junior program students and the English teacher of PURIKIDS. The writer also conducted the interview to the English teachers of PURIKIDS.
Moreover, the writer formulated goals and general purposes of the Junior program in PURIKIDS, listed the topics, and specified the learning objectives.
No. Statements
Number of Respondents and Its Percentage
Reasons Yes
No Yes
No
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2. Design Activities
In this design activities, the writer developed the preliminary form of the product. In developing the preliminary form of the product, the writer listed the
subject content of the product. Then, the writer formulated the teaching and learning activities and developed the materials. The writer listed the subject
content according to the topics of each unit. In formulating the teaching and learning activities, the writer used some principles of Direct Method as the
teaching method, which is used in PURIKIDS. Then, the writer developed the English learning materials based on Direct Method for the first level of Junior
program of PURIKIDS.
3. Post-design Activities
After the writer had finished developing the materials, the writer evaluated the materials by asking some comments and suggestions from the lecturers of the
English Language Education in Sanata Dharma University and the material developers of PURIKIDS. The preliminary field-testing was done by distributing
questionnaires. Then, the writer revised the materials. After revising the materials, the writer implemented the materials in the first level of Junior class and asked
both the teachers and the first level of Junior program students to give comments by filling the questionnaires. Finally, the writer conducted the final product
revision. The whole research procedure in developing the English learning materials
based on Direct Method for the first level of Junior program of PURIKIDS Yogyakarta was described by the Figure 2 as follows.
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Continuing to the next step Feedback line
Figure 2: The Research Procedure
Research and Information Collecting
a. Conduct the instruments
b.Identify Learners’ characteristic
Pre-design activities
Design-activities Planning
a. Formulate goals and general purpose
b.List the topics c. Specify learning
objectives
Field test of the preliminary form of product
Main product revision Development of
preliminary form of product
a. listing subject content b.developing materials
c. formulating teachinglearning
activities
Post-design activities
Main field-testing
Final Product Revision
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter covers two parts of discussions. The first part presents the findings of the study, which is aimed to answer the first question of the study,
namely, how the English learning material based on Direct Method for the first level of Junior program of PURIKIDS is developed.
The second is the discussion of the developed materials, which is aimed to answer the second question, namely, what the developed learning material looks
like.
A. The Process of the Materials Development
In developing the English learning materials for the first level of Junior program of PURIKIDS Yogyakarta, the writer carried out the process. The
process was based on the Borg and Gall’s RD steps and Kemp’s instructional design model. The writer only used 7 seven steps of Borg and Gall’s RD and
the 5 five elements of Kemp’s instructional design model. The process, which had been carried out by the writer in developing the
English learning materials was: 1 research and information collecting, 2 the identification of the learners’ characteristic, 3 planning, 4 materials
development, 5 main product revision, 6 main field-testing, 7 final product revision. The Figure 3 could describe the process of developing the materials as
follows.
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