hear. Their self-concepts are incompletely formed, which renders them more susceptible to the feedback they get from adults and
peers. If feedback is essentially negative and ego-deflating, then they will more likely develop low self-esteem feelings that nurture
a sense of inferiority. 4 Cognitive development
Children during this stage of growth are gluttonous learners. They learn everywhere and from everyone- from the gang, from
conversations at home either as participants or listener, from their reading, etc. They are hungry learner. They are curious, eager, and
enthusiastic learners. They learn best when they can participate in
concrete experiences. In conclusion, elementary school students have high energy level
so they need more activities such as moving and talking. They are responsive to opportunities for interacting with one another like in
games activities. They also need to be brave to take risks. Moreover, positive feedback is preferred since their self-concept has not been
formed well.
B. Theoretical Framework
The theoretical framework of the research presents how the writer arranges the steps in developing the instructional materials. In designing instructional
materials, we can choose one of the experts` models or combine some of the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
models. In this research, the writer modifies and combines the Instructional Materials as proposed by Kemp and Dick Carey.
The stages are: 1.
Identifying the learners’ characteristics Kemp’s model The writer collects information about the students` characteristics, needs,
and level of knowledge. The writer identifies the learners’ characteristics by distributing questionnaires to the fifth graders of SD Kanisius Baciro
Yogyakarta , doing an informal interview to the teacher who teaches the
fifth graders of SD Kanisius Baciro Yogyakarta, and doing an observation to English class.
2. Considering goals, listing topics, and stating general purposes Kemp’s
model The writer states the goals of the materials, topics, and the general
purposes. The goals are selected based on students` level and knowledge. Then, the general purposes are established.
3. Specifying learning objectives Kemp’s model
The writer specifies the objectives since it is the outcome that should be achieved by students. Therefore, its specification is important.
4. Listing the subject content Kemp’s model
The writer lists the subject contents based on the needs analysis, the goals, topics, learning objectives, and curriculum.
5. Selecting teaching learning activities and the instructional resources
Kemp’s model The writer determines the most efficient and effective activities then
selects materials providing learning experience. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6. Designing the instructional materials Dick Carey’s model
In this step, the writer designs the instructional materials using task-based activities and the instructional resources had been selected. The materials
designed are also based on the competence standard and basic competence.
7. Evaluation and revision Kemp’s model
In order to obtain feedback, the writer distributed the design materials to two English teachers of SD Kanisius Baciro Yogyakarta, two English
teachers from other elementary school, and two English lecturers of Sanata Dharma University. The feedback determines whether or not the design
materials have fulfilled the requirements. The writer uses the feedback given, as an evaluation, to make improvement and revision on the
designed materials. The diagram can be figured out as follows:
Table 2.2: Adaptation model from Kemp’s and Dick Carey’s
Identifying the learners’ characteristics
Considering goals, listing topics, and stating the general purposes
Specifying learning objectives
Listing the subject content
Selecting teaching learning activities and the instructional resources
Designing the instructional materials
Evaluation and revision PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III METHODOLOGY
In this chapter, the writer will discuss the methodology used in this study. It will cover the description of the research methods, the research respondents, the
research instruments, data gathering, data analysis, and the steps in conducting the study.
A. Method
In this study, a method was set up in order to answer the questions of the problem as stated in the problem formulation. The writer conducted research and
development R D. According to Borg and Gall 1983: 772, educational research and development R D is a process used to develop and validate
educational products. The major steps in the R D cycle are as follows: 1.
Research and information collecting-Includes review of literature, classroom observations, and preparation of report of state of the art.
2. Planning-Includes defining skills, stating objectives determining course
sequence, and small scale feasibility testing. 3.
Develop preliminary form of product-Includes preparation of instructional materials, handbooks, and evaluation devices.
4. Preliminary field testing-Conducted in from 1 to 3 schools using 6 to 12
subjects. Interview, observational, and questionnaire data collected and analyzed.
