Research Procedure RESEARCH METHODOLOGY

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CHAPTER IV RESEARCH RESULTS AND DISCUSSION

This chapter presents the findings and the discussion on the steps of designing a supplementary English grammar and vocabulary materials for the seventh graders of BOPKRI 1 Junior High School, Lempuyangan, Yogyakarta. This chapter answers the questions in problem formulation. There are three main parts of this chapter. First, it explains the designing process of the English supplementary designed materials using infographic. Second, it shows results and discussions on the designed material evaluation. Third, it presents the supplementary English grammar and vocabulary materials for seventh grader of BOPKRI 1 Junior High School. The result of the supplementary English grammar and vocabulary are presented in the appendix G.

A. The Design Process of Supplementary English Materials Using Infographic

In this study, the writer used Borg and Gall ’s steps with Kemp’s theory in designing the supplementary English materials in a form of infographic for seventh graders of BOPKRI 1 Junior High School. The writer found that the Borg and Gall ’s theory related to Kemp’s Instructional design. In this study, the writer combined those theories and made them into five steps of the writer’s research model which are 1 pre-design survey and data analysis which contained the process of i dentifying learner’s characteristic and need by developing the pre- 51 assessments, 2 planning the designed material contents which included the consideration of goals, topics and general purposes, 3 designing the designed material by specifying the learning objectives, listing the subject content and selecting teaching learning activities, collecting the resources for the designed material and start making the design material, 4 post-design survey and designed material evaluation that were done by distributing the questionnaire to the evaluators to revise the designed material, and the last step was 5 revising the designed material which was the fixed design for the study. The writer used those theories because they were appropriate in designing the supplementary materials. The result of the design process of supplementary materials based on the steps that are presented as follows:

1. Pre-design Survey and Data Analysis

In this step, the writer combined Borg and Gall ’s first step with the second step of Kemp’s instructional design model. The writer identified the students’ interests, needs and problems in learning English in order to gain some information that used to design the supplementary materials. The information helped the writer adding more criteria on the supplementary based on the participant s’ answers in the questionnaire. It was done on the pre-design survey by distributing the questionnaires to the participants. Before conducting the survey, the writer already did the observation in the previous semester during the PPL program. Before the writer gave the questionnaire to the participants, the writer conducted an informal interview with the English teacher to gain more 52 information. After that, the writer gave the questionnaire to the students to get the information about the learner’s needs in learning English.

a. Students’ needs based on the informal interview with the teacher

The writer gave the permission letter on February 27 th , 2015 and met the headmaster of BOPKRI 1 Junior High School. The headmaster allowed the writer to conduct the research and ask the English teacher of BOPKRI 1 Junior High School. After that, the writer met the English teacher and told the purpose of the writer’s attendance. In the interview, the teacher said that the curriculum was changed. When the writer was having the PPL program, the school used the 2013 Curriculum as the focus of the teaching learning process. However, now the school is returning to use the school-based curriculum Kurrikulum KTSP. The teacher also said that there are some problems especially in the teaching learning process. The problems started since the changes of the curriculum. The teacher decides the appropriate teaching materials and activities in teaching by himself. The writer conducted the informal interview with the English teacher of BOPKRI 1 junior high school on Wednesday, March 18 th , 2015. The English teacher said that he spent twenty hours in teaching English for the seventh graders. In general, not all of the students were interested in learning English. He said that, only 50 of the seventh graders who were interested in learning English. It was because not all of students learnt English as the school subject in