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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
The purpose of this chapter is to answer the question formulated in the problem formulation. This chapter is going to present the final version of the
designed materials. Therefore, the writer combined two models, namely Kemp’s model and Yalden’s model. There were seven steps employed by the writer in
designing the materials. The steps were research and information collecting, the goals, topics, and general purpose, the learning objectives, the subject content, the
teaching and learning activities, evaluating, and implementing.
A. The Steps of Designing A Set of Vocabulary Materials for Outdoor
Learning Activity for Fifth Graders of SD N Jaranan
1. Research and Information Collecting
Knowing the students’ needs is important before designing the materials. In order to collect information of students’ needs, the writer conducted
observations, interview, and distributing the questionnaire to the students. The observations were conducted in order to know the characteristics and
the behaviors of the students. While conducting the observations, the writer noticed that the students talked to each others in the whole process of discussion.
The girls were dominant in questioning and answering section rather than the boys. The students get bored easily.
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The writer also interviewed the English teacher of SD N Jaranan in order to gain more information about students’ needs, characteristics, and the way of the
teacher explaining the materials. From the result of interview, the writer gained information that the teacher had difficulties in handling the class because the
students were talkative, especially the boys. They had difficulties to focus on the lesson. The willingness of the students was also low. It seemed when the teacher
asked the students to perform in front of the class. The writer also found information that the students did not have a guide
book including a worksheet. The teacher was rarely conducting some various activities such as game, sing a song role play, and so on. It made the students
easily to get bored. Based on the results, the writer began to design a set of vocabulary materials for outdoor learning activities in order to lose the students’
boredom so that the students could achieve the goal of the lesson. In the last of need survey, the writer distributed the questionnaire to the
thirty five students. The questions were written in Indonesia. The writer also guided the students to fill the questionnaire so that the students understood each
question. The data was analyzed in percentage. The writer provided the result in the table 4.1.
Table 4.1. The Result of Need Survey No Questions
Number of Participants and its percentage
Yes No
1. Is English difficult?
29 82.85
6 17.14
2. Is English important to help the students
facing English in higher level? 35 100 - 0
3. Do the students find difficulties to study
English? 28 80 7 20
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No Questions Number of Participants
and its percentage Yes
No
4. Do the students find difficulties to study
vocabulary? 29 82.85
6 17.14 5.
Do the students find difficulties to understand the meaning of English words
into Indonesia or Indonesia into English? 32 91.42
3 8.57 6.
Do the students feel bored while learning English in the classroom?
35 100 - 0 7.
Do the students like to learn English outside the classroom?
30 85.7 5 14.28 8.
Do the students like to learn English through activities such as doing the action or
activities directly? 30 85.7 5 14.28
9. Do the students think outdoor learning
activities are more interesting? 31 88.57
4 11.42 10.
Do the students think outdoor learning activities are more effective to help you
understand vocabulary? 31 88.57
4 11.42
2. Goals, Topics and General Purpose