to be chosen depends on the type of learning to be taught, the availability of existing relevant materials, and designers‟ developmental resources.
The eighth component is designing and conducting the formative evaluation of instruction. Once the draft of the instruction is completed, a series of
evaluation is conducted. It is to obtain data to indentify how to improve the instruction. Three types of formative evaluation were proposed, namely one-to-
one evaluation, small-group evaluation, and field evaluation. The ninth component is revising instruction. This is the final step of the
repeat cycle. The data from the previous stage, formative evaluation, are summarized and interpreted to identify difficulties experienced by learners in
achieving the objectives. Thus, in this step the instructional strategy is reviewed and is included into revisions of the instruction to improve it.
The last component is designing and conducting summative evaluation. This evaluation is said not to be a part of the design process and only occurs after
the instruction has been formatively evaluated and revised to meet the designers‟ standards.
7. Previous Studies
The advantages of PowerPoint presentations in an English as a foreign language classroom were explored in a study conducted by Alkash and Al-Dersi
in 2013. The participants of the study were students and English lecturers of the University of Sebha, Libya. From the research it was found that the students
expected their teachers to use advanced techniques and tools like PowerPoint for presenting the lectures. Furthermore, the students experienced various benefits
from the use of PowerPoint which included making class interactive and easy, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
attracting their attention, making complex concepts easier to grasp, and motivating them to learn.
Dwiandhesti 2015 developed PowerPoint learning media for reading. Her R D research involved 32 first graders of a junior high school. She found
that there were three main parts provided in the materials she developed, including Presentation Section, Check Your Understanding Section, and Exercise Section.
The answer to the second research question was that the model developed exhibits all the eight pedagogical aspects proposed by Egbert and Hanson-Smith 1999
strongly. Another study related to visual aids in an English as a foreign class for
young learners was conducted by Konomi in 2015. The aim of her study was to show how visual materials are used in the EFL classroom where the vocabulary is
being taught and what their effect on young learners is. The targets of this research are the young learners in Primary School in Korca, Albania at Grade 3
and Grade 6. The stud ents‟ responses in vocabulary classes with visual materials
are compared to the responses in classes when the teachers do not use visual materials. For each visual aid, young learners have different responses and
expressions even because of their different educational and cultural background. Using visual aids can help learners understand the deep meaning of a topic and
realize similarities and differences between each topic.
B. Theoretical Framework
This section synthesizes the theories discussed in the theoretical review and also their relationship in supporting this research. It deliberates the framework
to answer the research questions theoretically using a thoughtful concept. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
According to the National Education Standards Agency 2006, the scope of English for elementary school students cover all skills, i.e. listening, speaking,
reading, and writing. Thus, the materials include all of the skills and are supposed to be taught presented in an integrated way. However, since the purpose of the
English teaching at the elementary school level is to make the students able to communicate orally in a limited way the school context BSNP, 2006, the
focused productive skill in the materials is speaking. The other skills serve to help improve the learning of oral communication.
The characteristics of children as young language learners mentioned by Cameron 2001, Brown 2001 and Moon 2006 influenced how the researcher
developed the PowerPoint-based materials. The nature of young learners is different from adult learners. Thus, the materials should be presented in a way that
suits the nature of children. For instance, since children at the elementary school level is in the concrete operations stage, the materials do not present abstract talks
about language. Some approaches to teach English to young learners were adopted
regarding the characteristics of children. Total physical response TPR is a language teaching method that works well with beginners and young learners.
Using this approach, the researcher created activities that involve learners in listening to something and then showing their understanding by their actions and
responses. The principle of scaffolding is emphasized in some theories, i.e. children development, teaching four skills of English to young learners, and
materials development. It suggests that in developing the materials the researcher should use the principle of scaffolding. For instance, following Bruner 1983‟s
description on how to scaffold effectively, the researcher applied the principle to create interest in the task, break the task down into smaller steps, keep child on
task by reminding him of the purpose or goal, point out the important parts of the task, control the child‟s frustration during the task, and model the task, including
different ways to do it. The designed materials integrate technology, namely PowerPoint. Thus, it
is important to make sure that materials meet the conditions for optimum language learning environments. To achieve this, eight pedagogical aspects proposed by
Egbert and Hanson-Smith 2007 guided the researcher in developing in PowerPoint-based English materials for young learners. Those pedagogical
aspects previously mentioned were also used as the basis to answer the second research question.
39
CHAPTER III RESEARCH METHOD
This chapter discusses the methods to answer the research questions in this study namely 1 What do the PowerPoint-based English materials for elementary
school students look like? and 2 Which pedagogical aspects are dominant in the developed materials?. This chapter is divided into two main parts, which are the
research design and the developmental procedure. The detail information regarding research settings, participants, instruments, and data analysis technique
is explained under each stage in the developmental procedure.
A. Research Design
To answer the first research question, Research and Development R D was employed. According to Gay, Mills, Airasian 2012, R D is the action
of researching user needs and then creating products to meet those needs. They added that when the process is completed, the products need to be field-tested and
also revised until they reach a certain effectiveness level. Borg and Gall 1983 proposed R D cycle to conduct the research, namely
1 Research and Information Collecting, 2 Planning, 3 Developing Preliminary Form of Product, 4 Preliminary Field Testing, 5 Main Product
Revision, 6 Main Filed Testing, 7 Operational Product Revision, 8 Operational Field-Testing, 9 Final Product Revision, 10 Dissemination and
Implementation. Gall et al. 2003, p.572 claimed that it is very improbab le that “a
graduate student will be able to find the financial and personnel support to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
