program is an annual English program for children and teenagers from kindergarten until senior high school students which is held during school
holidays. The program is held in Languages and Arts Faculty buildings, Yogyakarta State University. There are about 10 until 15 children in each L1
class. The ages of the children varies from 5 to 7 years old. Majority of them come from middleclass family backgrounds. Most of their parents are usually
teachers, lecturers, government officials, entrepreneur, seller, etc.
B. Research Procedure
The research procedure in the research implemented the RD model theory proposed by Borg Gall 1983:775. Those are: 1 research and
information collecting, 2 planning, 3 develop preliminary form of product, 4 preliminary field testing, 5 main product revision, 6 main field testing, 7
operational product revision, 8 operational field testing, 9 final product revision, and 10 dissemination and implementation.
However, due to the consideration of the limited amount of time, the researcher adapted the theory with her
research’s field implementation by reducing the steps into seven steps and also shifted the two processes, to be: 1
conducting need analysis, 2 constructing instructional design, 3 designing materials, 4 implementing the designed materials, 5 assessing the materials,
6 conducting evaluation, and 7 developing the final product of materials. They are explained as follows:
1. Conducting Needs Analysis
The information was collected by doing some analysis to find the children and
teachers’ needs related to the teaching learning process in EFH, especially about the materials being used. The needs analysis data was collected by having
some interviews with the teachers of FEC and EFH programs and distributing a set of questionnaires to parents of EFH’s participants. In FEC program, the
researcher did some interviews with teachers of L1 class. In EFH program, the researcher did some interviews with teachers in EFH previous years and gave a
set of questionnaires to L1 parents in the beginning of the program. This first step was important as it became the basic information to conduct the next steps.
2. Constructing Instructional Design of The Product
In this step, the instructional design of the product was formulated. The design was formulated by considering the result of the interviews and
questionnaires in need analysis. The analysis of the data was used to match the developed materials
’ design with teachers and students’ needs. It covered the specification of learning objectives, the indicators, the construction of the content
materials, the identification of learning strategies, the determination of the teaching and learning activities, the selection of the materials and activities, and
the construction of the evaluation. Those concepts, then, were implemented in the form of course grid, lesson plans and a teacher manual
’s book that consists of units, appendixes and teache
rs’ guidelines as the material resources.
3. Designing Materials
The designed materials were based on needs analysis and instructional design the researcher had been collected in previous steps. The materials were
designed in nine different themes for nine days activities. The themes were adapted to any big themes in EFH and were adjusted for indoor and outdoor
activities during EFH program. Most of the materials were in the forms of songs, games and stories that were adjusted
with children’s needs and interests during the holidays. T
he materials’ resources were collected from the textbooks and the internet. They were then selected and arranged in order to create the learning
materials. In designing the materials, the researcher did three steps. The first step was
designing the course grid. In designing the course grid, the competencies, indicators, themes, materials, language functions, activities, time allocations,
mediaresources and characters were selected. The designed course grid, then, was consulted to the expert in order to get expert’s judgments. The second step was
designing the lesson plans based on the course grid and instructional design ’s
procedures to be implemented to the EFH program. The last step was designing a teacher’s manual’s book. The book was the main product the researcher expected
to develop in the study. Into the book, there were units in nine different themestopics, teachers
’ guidelines and appendixes as the mediaresources.
4.
Implementing the Designed Materials
After designing the materials, the researcher conducted the tryout of the designed materials. The materials were tried out to L1A class of EFH 2013 for
nine-day teaching-learning activities. The implementation was made as means to get the evaluation from the children, parents, teachers about the developed
materials.
5. Assessing the Materials
The assessment was done by giving a set of questionnaire, coincided with the teacher’s manuals book, to two experts of material design in EFH program.
They were lecturers of English for Children concentration in English Language Education Program, Yogyakarta State University, who also the senior teachers
and committees of EFH. The assessment was in the form of experts’ judgements towards the revised materials.
6. Conducting Evaluation
The developed materials were revised and evaluated by looking to the analysis of the data and information that has been collected through questionnaires
distributed to the parents in the end of the program, through interviews to the L1A class parents, teachers and children of EFH 2013 and also through the experts’
judgments. Those collected data were important as it was the only resources to look out whether the developed materials accomplished the expectation or needed
to be revised.The evaluation was done as the whole materials had identified
