Conceptual Framework LITERATURE REVIEW

children is a process that requires good materials, which have to be suitable to the learners’ need. It is because children as young learners have the different characteristics in learning language, which needs different treatment and more interesting activities in teaching process. They will learn English happily and easily when they fell comfort and enjoy the situation. They need special methods and interesting materials, through games, songs, story, and actions which will attract them to learn English. The teaching and learning process itself needs some principles that refer to the curriculum, so that a success of teaching and learning can be achieved. A curriculum, as one element in the teaching and learning, consists of goals to be achieved, material needs, evaluation procedure, and other important elements to be implemented in the teaching and learning process. Thus, the curriculum has function as a key guideline in planning and organizing a language teaching and learning program. A material brings the important role since the material has been designed based on the learners’ needs. In implementing the materials, the researcher should include the tasks that to be given to the children as the realization of the materials. Tasks are defined as activities that involve children in using the target language actively, for instance by manipulating, producing, or interacting in order to achieve not only the language-related goals but also the communication purposes. Related to the curriculum, tasks should fulfill the demand of the curriculum. Based on the questionnaires, interviews and observation in TKIT Salsabila 2 Banguntapan Bantul, the researcher found some insight about the condition of materials and the children of class B. the children of class B were very active. They need a new and fresh method to learn English. The English teaching learning process at TKIT Salsabila 2 Banguntapan Bantul which is guided by two teachers with about twenty children and meets once in a week for thirty minutes is assumed to have its own complexity. The researcher considers that English Day program in this kindergarten can help the teachers and also the children to find an effective way to learn English. This program contains many interested activities which can attract the children’s interest to involve more actively in the teaching- learning process. That is why this research is concerned with developing English teaching materials for English Day program for teaching English to children in TKIT Salsabila 2 Banguntapan Bantul. The actual data about the implementation of English teaching material in TKIT Salsabila 2 Banguntapan Bantul will be collected then it will be processed and developed in order to construct good English teaching materials for English Day program. The research aims to get some insight of the characteristics of effective learning materials, which are suitable with the children of class B in TKIT Salsabila 2 Banguntapan Bantul. It is expected the result of this study will give some additional knowledge about teaching materials for English Day program at kindergarten level to all English teachers not only in kindergarten levels but also in higher levels. It will also be useful for kindergarten practitioner and these who concerns with the developing of English teaching-learning process in kindergarten level.

CHAPTER III RESEARCH METHOD

A. Type of The Study

The type of this study is Educational Research and Development R D. Borg and Gall 2003:569 state that Educational Research and Development R D is a process used to design new products and procedures which are systematically field-tested, evaluated and refined until they meet specified criteria of effectiveness, quality, or similar standards. The steps of this process were usually referred as the R D cycle, which consisted of studying research finding, field testing it in other setting where it would be used eventually and revising it to correct the deficiencies found in the field testing stage. In more rigorous programs of R D, this cycle was repeated until the field test data indicated that the product met its behaviorally defined objectives. B. Research Procedures

1. Need Analysis

This stage was to find information about the learners, and their needs for learning English. This information was about their profile, their social-cultural background, the learning style, the students’ interest and their needs of learning English. This analysis guided the researcher to determine the suitable English teaching materials for English Day program for the children in TKIT Salsabila 2 Banguntapan Bantul. The data about the students’ needs were collected through interviews with the student, parents and the teachers; and classroom observations.

2. Planning

The information collected from the first stage was used to plan the materials. This activity included defining the targeted skills, starting objectives and determining course sequence. The topics and objectives of the materials were selected based on a subject that was relevant with and interesting to the learners. The researcher used the needs analysis and the curriculum as the basis for choosing the topic. She also had interviews with the teachers to help her choose appropriate topics for kindergarten learners. The activities involved the learners in investigating the topic. In this research, the researcher only took four units as the examples of the materials, which were suitable for the students’ needs.

C. The Product of the Try-Out Design

1. Writing the Course Grid After selecting the topics of material contents, the researcher wrote the course grid based on the children’s needs and referred to some ideas shared by underlying theories in creating the course grid, the theories were combined from Hutchinson and Waters 1987 and Cameron 2001. 2. Developing the Materials Developing the materials was an important step in instruction planning, looking for the facts that successful instruction dependent much on how well instructional materials were developed and presented. This stage included writing and developing the first draft of the materials. 3. Evaluation of the First Draft