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DEVELOPING ENGLISH DAY ACTIVITIES TO VERY YOUNG LEARNERS OF PLAY GROUP BINA ANAK SHOLEH YOGYAKARTA
This research is proposed to develop a teacher’s manual of the English day activities for the very young children of Play Group BIAS Yogyakarta. There are four research questions in this research: (1) What are the results of the needs analysis of the English day activities? (2) How is the course grid of the English day activities organized? (3) How are the developed English day activities presented in materials? (4) How are the developed English day activities evaluated and revised? This research is a Research and Development (R and D). The subjects of the research were the students and the English teacher of Play Group BIAS Yogyakarta. There were three instruments used in this research, namely questionnaires, an interview guide, and an observation guide. The data were analysed quantitatively for the questionnaires and qualitatively for the interviews and the observations. Eight steps were done to do this research, namely conducting needs analysis, selecting some activities, writing the course grid, developing the activities, having the expert judgment, evaluating and revising the first draft, trying out the second draft, and finally analysing, evaluating, and revising the second draft to produce the final draft. Based on the research questions, four findings were obtained. First, the developed activities were relevant to the students’ and the teacher’s needs and characteristics. The developed activities were also in accordance with the school curriculum and the generic learning manual from the Ministry of Education about the very young learners’ competencies. Second, the course grid which had eight aspects was developed based on the obtained data of the needs analysis, the school curriculum, and the government generic learning manual and was used as the guideline in developing the activities. Third, there were four activities of the English day which were developed in this research. Those were an outbound game, a contest, and two make-believe activities: making cookies and at a farm. Each English day consisted of opening, main, and closing activities with several steps inside. Fourth, the developed activities were evaluated firstly by the expert judgment and are approved statistically using a questionnaire. The result showed that the draft was ready to be tried out which was shown by the mean scores range of 3.16 to 3.54 which included in the good and very good categories. After the try-out, the observations and interviews were used to evaluate the implemented draft. The data showed that the activities, the goal, the media, and the language were appropriate to the children, while the layout of the draft suited the teacher.
Pendidikan Bahasa Inggris, Universitas Negeri Yogyakarta
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