32 needs, and interests, as well as learners’ academic factors, social factors, learning
condition, and learning styles. In this study, the writer identifies the important characteristics of the children, for whom the instructional materials to be designed. In
this case, kindergarten students are the object of this study. They like playing, moving, and singing Depdiknas, 2006. Gardner 1993 said that there may be a
wide range of cognitive and physical abilities in the classroom.
4. Stating Learning Objectives
Learning objectives have to be stated in terms of activities that will best promote learning. The objectives should indicate exact and measurable behavioral
objectives. On the other hand, this step describes the indicators of what the learners should be able to achieve in every meeting. In this study, the writer uses the term
‘indicator’ as a term in Kurikulum Nasional to replace the term ‘objective’ in Kemp’s model.
5. Organizing Subject Content
Subject content refers to the selection and organizing of the specific knowledge fact and information, skills step-by-step procedures, conditions, and
requirements, and attitudinal factors of any topic Kemp, 1979: 44. Therefore, in this step the writer lists what knowledge and skill that will be delivered in the
beginning of the lesson. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
6. Selecting Teaching-Learning Activities
The teaching-learning activities and resources must treat the subject contents and motivate students to be able to accomplish the objectives. These activities and
resources can be in the forms of printed materials, audiovisual media, or other items for group and individual uses. The teaching-learning activities aim to enhance the
learners’ competence and should be appropriate for children phases and children development Depdiknas, 2006. In this study, the idea of arranging teaching-learning
activities is based on the multiple intelligences theory, which covers eight intelligences.
7. Evaluating
The evaluation is conducted to observe the students’ learning process, especially to know whether the objectives have already been achieved. It is also
important to evaluate the whole material design so that any necessary adjustment can be made.
8. Revising
After evaluating the designed material, the writer will revise it based on the suggestion, criticism, and correction from the respondents, who are kindergarten
teachers, headmaster, and lecturer. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34 The writer’s theoretical framework steps are presented in Figure 2.2 below:
Conducting Needs Analysis
Stating Goal, Topics, and General Purposes
Identifying Learners’ Characteristics
Stating Learning Objectives
Organizing Subject Content
Selecting Teaching-Learning Activities
Evaluating
Revising
Figure 2.2 The Writer’s Theoretical Framework Steps PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III METHODOLOGY
This chapter presents detailed information about the method used to accomplish what the study. It consists of Research Method, Research Participants,
Research Setting, Research Instruments, Data Gathering Technique, Data Analysis Technique, and Research Procedure.
A. Research Method
The researcher used an educational research and development R D method in order to answer the questions stated in the Problem Formulation in Chapter I.
In this study, the Research and Development R D was applied. It consisted of a cycle in which a version of the product is developed, field-tested, and
revised on the basis of field-test data Borg and Gall 1983: 771. The goal of this method is to obtain this research knowledge then incorporate it into a product that can
be used in the school to bridge the gap that commonly exists between education research and education practice.
R D can be defined as a process used to develop and validate educational products such as teaching materials, teaching methods, and method for organizing
instruction. The steps of this process referred to R D cycle, which consisted of studying research findings relevant to the product to be developed, developing the
product based on these findings, field testing it in the setting where it will be used
35 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
