Research Design RESEARCH METHOD
In developing the supplementary material for EFL young learners, the model proposed by Borg and Gall is adapted. The model involves the following steps:
needs assessment, reference study, material development, expert validation, try- out, and final product, as follows:
Needs assessment Need assessment is planned at the first stage of development to be made in
order to get information in terms of topic and kinds of exercises related to the proportion of the supplementary materials. The subjects of the need
analysis are the English teacher of fourth grade students. The English teacher is the one who has information of the situation in learning and
teaching process and students are the one who use the developed workbook. There are some activities should be carried out in this step;
first, an informal observation is conducted in order to see the teaching English in SD Al-Kautsar, what kind of source materials used by students,
and what kind of workbook or worksheet used by students as supported tools. These activities are done by observing the teaching English in the
classroom and having questions and answer session with the students to get the information related to the implementation and instrument in the
classroom. This activity is also intended to get information about the learning situation and a relevant workbook for the students.
The next activity in this stage is having an interview session with the English teacher. Interview with the English teacher is intended to gather
information about the current textbook and the expected product of the
workbook. The interview hold to get information in terms of the aspects of the course description, course outline, current textbook, and the expected
workbook. Another step in this need assessment stage is that collecting the documents that are used in teaching learning process including the
competences. The competences here mean competences that should be achieved through the process of teaching and learning. The competences
are standard and basic competences. To find out the starting point of students’ needs toward vocabulary material, the researcher concerns on
basic competence determining what the students have known toward what they have learned. In addition, the test of vocabulary is in terms of certain
vocabulary based on basic competence they have to achieve or the test itself is that they have already got in the other word is achievement score
obtained from the English teacher. Besides that, students will be given written vocabulary test consisting of several topic and students will write
the vocabulary under each topics with the correct spelling. Reference Study
Some references which are intended to give theoretical bases of the workbook development are studied in this stage. This stage is aimed at
deciding the objectives, topics discussed in the supplementary materials and develop the supplementary materials for the topics available. The
following step of this research is reviewing the existing material used in the classroom, the instructional goal based on syllabus, and the course
outline. The existing English materials of fourth grade in SD AL-Kautsar used as the reference study. This step involves analyzing the competences
that should be achieved in the teaching and learning. The basic competence is very considered toward whether throughout the exist
materials used in the classroom help student in learning vocabulary or not and what the supplementary vocabulary materials need to develop.
Supplementary Material Development At this stage, the content is developed. As the supplementary material
contains exercises, the activities in this stage will deal with them. After the
general instructional objectives are formulated from reference study stage previously, the specific instructional objectives are formulated. The
specific instructional objectives are elaborated into indicators that are used to develop the workbook. Relating to the task, material should lead to
communicative and contextual aspects. Therefore, the task will cover the demand of course outline.
Expert Validation Validating the product is needed to evaluate whether or not the materials
are rationally effective and applicable to facilitate certain activities for students in the class. The developed workbook is given to the expert to be
validated to get valuable input from the feedback given. The feedback given by the expert is used to revise the workbook.
The experts who are involved in this stage are the expert in teaching English to young learners’ material and the second is the expert in
education or lecturer. For the expert in teaching english to young learners materials, the expert should have taught it in university for at least 5 years,
has master degree in English education. For the practitioner expert in