the developed materials Similar to the previous interview guideline, inter-rater reliability was used
to measure the reliability. The researcher interviewed the L1A children of EFH 2013 about their progress after joining the program, especially about the given
materials. After conducting the interviews she made and analyzed the transcript.
2. Validity and Reliability of the Materials
For measuring the validity of the materials, the researcher applied both construct and content validity. In construct validity, the researcher used theories
about materials development for children and the other contents that related to it, in order to find the most appropriate materia
ls to be developed based on learner’s needs and learning needs. The researcher also conducted consultations to the
experts of EFH and first consultant in order to find appropriate resources and media to arrange the materials. In developing the materials, the researcher took
some references related to activities and materials that appropriate to be delivered to children. The outline of the developed materials is shown in Table 8 below.
Table 10: The Outline of the references related to the developed materials
Aspects Indicators
References songs
As linguistics,
affective, cognitive and cultural resource
Brewster, Ellis, and Girard 2002
Linse 2005 games
As the media to enhance children’s understanding and
comprehension towards target Brewster, Ellis, and Girard
2002 Linse 2005
language in fun ways Lewis and Bedson 2008
stories As the media to fulfill children
understanding towards
the topics and target language
Brewster, Ellis, and Girard 2002
Linse 2005 Wright 2004
If a test actually samples the subject matter about which conclusions are to be drawn, if it requires the test-taker to perform the behavior that is being
measured, it can claim content validity Brown, 2001:388. In this research, the
content validity was used to measure the validity based on the syllabus in which containing the indicators. The indicators as the measurement of the designed
materials elaborate the target language, whether it was appropriate and fulfilled the validity or still needed to be revised.
The same reliability was used to measure the materials. In this measurement, the researcher gave a set of questionnaire to some experts of EFH
to give their experts’ judgments towards the designed materials. After got the data from the
experts’ judgments, she analyzed the data whether they were similar or not. If the result found out that it was similar, the materials were categorized as
appropriate materials to be used to teach L1 children of EFH.
57
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
This chapter explains the research findings and those discussions. The findings are in regard to the objectives of the research which are stated in Chapter
I. The first is about designing theme-based materials for L1 children of English for Holidays EFH. The second is about the characteristics of appropriate theme-
based materials to be developed in teaching L1 children of English for Holidays.
A. Research Findings
1. The Result of Research and Information Collection
a. Needs Survey
The first needs survey was conducted on 11
th
, 13
th
, and 16
th
March 2013 in Fun English Club FEC 2013 program held by English Education Department,
Yogyakarta State University. The survey was conducted in two ways: observed the L1 class activity and interviewed L1 teachers of FEC. Besides, the second
needs survey was also conducted by having an interview with previous L1 teachers of EFH and distributing an open-ended questionnaire to L1A parents of
EFH 2013 in the beginning of the program. The previous L1 teachers were asked about their experiences in developing materials to the children, whereas the L1A
parents were asked about their children’s needs. The results of the observations were presented as field notes; the results of the interviews were presented as
interview transcripts and the result of the open-ended questionnaires were presented in the form of questionnaire tables. Those are provided in Appendix E
