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Figure 1: Instructional Design Plan by Kemp 1997:9
A. Theoretical Framework
In this part, the writer put the important points of the theoretical descriptions. In developing the English learning materials based on Direct Method
for the first level of Junior program of PURIKIDS, the writer considered some aspects. The aspects were the age of the first level of Junior program students,
teaching English as a foreign language for young learners, the objectives of Junior program, the method that is used, and the instructional design.
The first aspect was the age of the students. In Junior program, the student is usually in age 9 to 11 years old. According to Kramer, Gonzalez de Sather,
Cavaugh 2005 in Bukatko 2008:387, the children around 7 to 11years old are
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better able to control where their eyes look and improve in ability to be selective. It was easier for the teacher to get the students’ attention. In Piaget’s stage, the
children in that age are in concrete operational stage, where the children begin to be similar to ‘logical’ adult thinking. Therefore, the writer developed the
materials, which make the students to be able to practice their thought critically. The second aspect was how to teach English as a foreign language for
young learners. In motivating young learner to learn English language, there were some factors. Two of them were the activities should be in simple way in order to
make the students understand the materials and the activities should be largely orally based. Considering those factors, the writer developed the materials, which
are able to support that kind of activities; simple and orally based. The third aspect was the objectives of Junior program. The general
objective is use the target language to communicate with others. It is same as Phillips 1993:6 says that the focus of teaching older children is using English as
the vehicle of communication. Widdowson 1978:1 also says that the important aim in language learning is “to acquire communicative competence and someone
knowing the language not only how to understand, speak, and write but also how sentences are used to communicate.” Therefore, the materials that are developed
was aim to be used to help the students to use the target language to communicate with others.
The fourth aspect was the method that was used as the basic theory to develop the materials. The method was Direct Method. The writer used the
principles of Direct Method to develop the materials. Some of the principle of
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Direct Method are using the target language to teach, the concrete vocabulary is taught by demonstration, objects, and pictures. Therefore, in developing the
materials, the writer needs teaching media to support the teaching and learning activities.
The last aspect was the instructional design model. The writer used 5 five elements of Kemp’s instructional design model to develop the materials.
They are identifying goals, topics, and general purpose; identifying learner characteristic; specifying the learning objectives; listing subject content;
formulating teachinglearning activities. Besides, the writer also used the 7 seven steps of Borg and Gall’s RD to develop the English learning materials
based on Direct Method for the first level of Junior program of PURIKIDS Yogyakarta.
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CHAPTER III METHODOLOGY
This chapter covers the detailed information about the methodology used to accomplish the study. The methodology was used to answer the two major
problems stated. First, this study is intended to find out how English learning materials based on Direct Method for the first level of Junior program of
PURIKIDS Yogyakarta were developed. Second, this study was intended to present the development of English learning materials based on Direct Method for
the first level of Junior program of PURIKIDS Yogyakarta. Those two problems would be discussed into six sections, namely: research method, research
participants, research instruments, data gathering techniques, data analysis technique, and the research procedures.
A. Research Method
In this study, the method employed is a research and development study. According to Borg and Gall 1985:772, educational research and development
RD is “a process used to develop and validate educational products”. In this study, the term “products” refers to the English learning materials, especially for
the first level of Junior program of PURIKIDS Yogyakarta. According to Borg and Gall 1985:772, RD cycle consists of ten steps.
The steps are 1 research and information collecting 2 planning 3 development of preliminary form of product, 4 preliminary field-testing,
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