46 purposes in learning English . She also conducted the interview to obtain information
from the headmaster. e. Analyzing needs analysis data
After collecting the needs analysis data from the observation, the researcher attempted to analyze the data in order to create and to develop the learning activities.
2. Planning
After gathering and analyzing the information, the researcher formulated the goal, topics, and general purposes of the design based on the students’ characteristics.
Then, she specified learning objectives for each topic.
3. Develop Preliminary Form of Product
In this step, the researcher started to develop the design of the research based on the needs analysis data gathered. She designed the English materials, tasks, and
activities for children.
4. Product Verification
After developing the preliminary design, the researcher asked for some comments from the experts to evaluate the design. The experts chosen in this study
were an English teacher, the headmaster, the kindergarten teachers of that school, and the students in kindergarten level B. The comments from those experts were collected
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5. Product Revision
In this step, the researcher analyzed the data collected from product verification. Next, the researcher developed the design to be tested in real classroom
implementation.
6. Field Testing
In order to obtain feedback and to see the real application of the design, the researcher implemented one topic in the real classroom. It met of five meetings. The
feedback from the students was collected using informal interview to know what the influences toward their learning are.
7. Final Product Revision
In this step, the researcher interpreted the feedback gained from the field
testing to accomplish the English material design.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the discussion of the research findings which deal with the answer to the questions formulated in Chapter I. This chapter consists of two
parts. The first answers what the appropriate English design material for Kindergarten of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta. Then, the last part
answers what the influences towards the students’ learning are.
A. The Appropriate Design of English Instructional Materials for Kindergarten
of Sekolah Nasional Tiga Bahasa Budi Utama Yogyakarta
In this study, the researcher applied some steps by adapting Kemp’s Instructional Design Model and Borg Gall’s models. In order to reach the
appropriate design material, the researcher gathered data. It aimed to get the information on the students’ characteristics, and their needs in learning English. The
respondents were 7 seven kindergarten teachers and 1 one headmaster of Sekolah Nasional Tiga BahasaBudi Utama.
The description of the respondents can be seen in the following page:
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