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First, step was conducting an informal interview to the English teachers of SD Tarakanita
Magelang. This step was aimed at collecting research and information about students of fifth grade SD Tarakanita. The result was regarded
as needs survey. Second step was analyzing the data and survey results. This step carried
out after conducting the interview. The analyzed data was considered as needs analysis. Then the writer made some plans on the materials. This step was carried
out based on the general purposes, topics, learning objectives, and syllabus which were suitable for fifth grade students and in accordance with the curriculum for
Elementary School. This stage is to prepare for designing English materials for fifth grade students.
The realization of the plans was designing English instructional materials for fifth grade SD Tarakanita Magelang. The writer employed sources which
suitable for students based on the needs analysis from the respondent. The design was called the product.
The next step was to test the product by distributing questionnaire to the three English teachers and one lecturer of English Education Study program. This
step aimed to improve and revise the materials. The result of the questionnaire considered as product evaluation. Then in evaluation step, the writer revised the
design by adding and reducing some activities. After revising and improving the designed materials, then the writer presented the final materials design. Below
was the diagram representing the procedures which combining the steps in chapter two and RD.
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Research and Information Collecting 1. Conducting Needs Survey
Planning 2. Stating Instructional Goals and Topics
3. Establishing Learning Indicators 4. Listing the Subject Content
Developing Preliminary Form of Product 5. Designing Materials
6. Selecting Teaching Learning Activities
Preliminary Evaluation 7. Evaluation of Designed Materials
Main Product Revision
Figure 3.1: Writer’s Diagram of Procedures
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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter discusses the research results. There are two parts in this chapter. First, eight steps in designing the material for fifth grade students. This
part combined both models from Kemp and Yalden. Second part deals with the presentation of the English material design for fifth grade students.
A. Steps in Designing the Material for Fifth Grade Students
The combination of Kemp and Yalden’s models were used in designing the material. The combination consists of eight parts. They are conducting needs
survey, stating instructional goals and topics, establishing learning indicators, listing the subject content, designing material, selecting teaching learning
activities, evaluating and revising design material. The writer also employed the Research and Development as the method in designing the material. This method
became the basic of conducting the eight steps from the combination of Kemp and Yalden. Five steps of RD which cover the eight steps of Kemp and Yalden were
1 research and information collecting covers conducting needs survey, 2 planning include stating instructional goals and topics, establishing learning
indicators, and listing the subject content, 3 developing preliminary form of product comprises designing material and selecting teaching learning activities,
4 preliminary evaluation covers evaluating and revising design material, and 5 main product revision which was to present the designed materials.
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1. Conducting Needs Survey
This step was considered as research and information collecting based on Research and Development. The step required the writer to conduct an interview
as the instrument to gather information from respondents. This step was also the basic step to formulate the design. The interview was conducted to English
teacher of SD Tarakanita Magelang who is the teacher of language laboratory. The writer did not choose fifth graders since they are considered unable to
fill questionnaire about the needs of learning English in language laboratory. Their cognitive are still immature enough. Thus, the writer decided to conduct an
interview to the English teacher. From the interview, the writer gathered needs, wants, and deficiencies from the students.
There were five questions given to the English teacher. They are what is the main purpose of learning in language laboratory for fifth graders? What kinds
of activities in language laboratory which students like? How students’ responses about working in group and individual? Do students need to write vocabularies
they find during lesson? And are students able to comprehend short listening passage? From the interview, the writer formulated some components to design
the material for fifth grade students. The answers from the interview were described below.
The first question was about the purpose of learning in language laboratory for the fifth graders. The teacher answered if the purpose is to help students to
learn English with various activities than in such an ordinary class, like sitting and paying attention to the teacher’s explanations. By doing more various activities,
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the students are expected to be active and eager to follow the learning activities. Besides, students are expected to make English as fun subject so, they are enjoy
the whole learning in language laboratory. Second question related to activities in language laboratory which students
like. Given to this question, the teacher replied that every kind of activity, students look enjoy and eager to join it, moreover when they are in group or pairs. They
also like an activity which enables them to move along the laboratory and interact with other students. The teacher gives four skills: reading, listening, speaking, and
writing. Not only that, she gives grammar lesson to students as well. Listening is also an activity that helps them to guess the story to what they hear and guess the
words at the same time. The third question was about students’ responses on working in group and
individual. According to the teacher, most students like to study in group or in pairs since they are able to explore their thinking compared to their peers.
Moreover, they do not shy when they are to perform in front of others rather than individually.
Next question was about the essential activity for students to write vocabularies they find during lesson. The teacher shared if the activity to write the
vocabularies students is necessary to do. Students are able to develop their vocabulary mastery. Students can understand the meaning of a sentence as well.
When they have to make sentences, they could use the words they know. Even they can explore more words to be used in sentences. Thus, in every activity the
teacher asks students to write the words they do not know the meaning. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
