progress or achievement Brewster, Ellis and Girard, 2002:245. In this case, the assessment is in the form of children’s diary’s book, where teacher write down
each child’s progress or achievement of each day they learn the materials in the book.
B. Related Studies
There is a study that is relevant to the research in English for Holidays EFH program of Yogyakarta State University. The study was conducted by
Hidayanto 2011. The study was focused on evaluating the preparation, the process and the result of EFH 2010 teaching and learning process. In his findings,
he stated that the preparation of EFH was too short and seemed to be in a hurry. In the process, it was found that the committee needed to give more hands to the
participants and the teachers, especially in handling the kids under the age of 6 years. In the last findings, he found that the outcome of EFH 2010 was
considered good by the parents. Therefore, in order to help the teachers’ preparation, to support the good outcome, as well as to maintai
n the parents’ satisfaction for the next EFH, the researcher intended to develop theme-based
materials, especially for L1 children. It is expected that the materials can be a helpful resources to L1 class teachers in conducting a teaching-learning process
in the next EFH.
C. Conceptual Framework
Developing materials in a teaching learning process becomes necessary, as what is explained in the background of the study and identification of the
problem. Many researchers state that explanations presented in voices, movements and pictures can increase the children
’s comprehension and attention span. It means that voices, pictures and various activities contained in the materials can
help the teacher to teach English as a foreign language to young learners. They also
state that children’s needs to use language increase as they need to comprehend the language related to content. Therefore, theme-based approach is
used to explore the content, because in theme-based teaching many different activities are linked together by their content. In brief, the theme-based materials
are suitable for the children because the materials can facilitate them in learning to meet their special characteristics and needs as young learners.
Based on the observations done by the researcher, there are some problems found related to the developing theme-based materials of English for Holidays
EFH program. Although the program has been held for 16 years, there are no standard materials to be delivered in the teaching-learning process. It is due to the
reason that there are different big themes for each year that oblige the teachers for each class to develop the materials by their own. In fact, because the limited
amount of time, they have to develop the materials in a hurry that at the same time, they also have to consider the characteristics and the needs of their learners.
Based on the discussion, it can be concluded that designing appropriate materials are not easy since the developers have to adjust the contents to the
children’s needs. Therefore, the research aims at developing theme-based
materials for L1 children of the EFH program. The developed materials are expected to fulfill the criteria
of appropriate theme-based materials and to be a
problem solving in EFH teaching-learning process for 16 years, by considering some elements as mentioned in the literature review.
In conclusion, the use of appropriate theme-based materials for teaching children in English for Holidays program as a non-formal education are necessary
to facilitate their English language learning in a fun atmosphere. Therefore, the developed materials include various activities that can stimulate the children to
explore their imagination in fun ways to spend their holidays. Additionally, the developed materials can also be alternatives to solve the problems especially in
determining appropriate theme-based materials for the teaching-learning process in EFH. Below is the diagram of the framework used to develop the materials:
Figure II: Conceptual Framework diagram
the theories of theme-based materials from the experts
the needs to develop theme-based materials in EFH
the limited time to develop the appropriate theme-based materials in EFH
developing appropriate theme-based materials for L1 children of EFH
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CHAPTER III RESEARCH METHOD
A. Research Design
1. Type of the study
This study is classified as an Educational Research and Development RD and the aim of this study is to develop a final product that can be used
effectively in educational programs Borg, 1981:221. The development of this study is through instructional technology design, following the methodological
steps in the Research and Development research cycles based on Borg and Gall theory in educational research. The methods used in the research are both
quantitative and qualitative; with the techniques to collect the data are in the form of questionnaires and interviews.
2. Product of the study
The main aim of this RD research is to develop an educational product in the form of a materials design for L1 class of English for Holidays EFH. It is
expected that the product can be used from henceforth as a solution of problems related to the materials being used in EFH especially for L1 class and as the
contribution in EFH development.
3. Setting and respondents of the study
This study focuses on the developing materials for L1 children of EFH held by English Education Department, Yogyakarta State University. This
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:
