Development of English Language Teaching Materials in Elementary

School based on Direct Method

Herlina Usman, Ika Lestari, Riska Chairunnisa

Universitas Negeri Jakarta, Jakarta, Indonesia

Keywords: Developing materials, direct method, teaching materials, elementary school’s students

Abstract: This development research aims to produce products in the form of English language teaching materials in

elementary school based on direct method. This research focus of teaching materials in English book

“things in the house” contained in English language material for elementary school’s student’s book.

Methodology using in this research development modern Instructional design models. This study involved

elementary school students who through several stages of testing. 1] expert test, 2] one-on-one evaluation,

3] evaluation of small and final groups 4] field trials. Data collection using interviews and questionnaires,

the results of qualitative analysis using interview techniques for expert trials include instructional design

experts, linguists and media experts. They state that teaching materials are feasible and valid after going

through the revision process. The results of the quantitative analysis techniques for one-to-one evaluation to

three students stating that teaching materials are interesting and easy to use. Small group evaluation

produces a percentage of 95.13% with very good criteria. Field trials produced test results on paired sample

t-tests obtained by increasing the results of formative tests of students in learning English after using direct

method-based English teaching materials. The average pre-test value is 51.33 to 91.33. Known that the sig

two-of the 0,000 and its 0,05 it was received. The results of this research that in the sample paired t-tes there

are significant differences between the formative test on the pre-test and the post-test. Teaching materials in

elementary school which has developed very effective in English language teaching materials in elementary

school students based on direct method.

1 INTRODUCTION

English as international language [crystal;2003],

global language or language for English, they

studied used for communicated in various countries,

either as a first language, a second language, and as

a foreign language. Studied English in elementary

school, students learn how to understand. Herlina, R.

Rahmi [2017] Understanding the concept a student's

ability to understand, concluded, give an example,

write back and estimate the facts he knows. To

understanding a language’s skills include reading

and writing is really important. Herlina, [2016], in

learning english there are many ways to train

students unused to use english in everyday in their

life interested and want to learn English. Tarigan

[2008], a language skills curriculum in elementary

school usually includes four terms namely: 1)

listening skills2) speaking skills, 3) reading skill and

4) writing. skill. Cameron [2001] “teaching language

to younger learners do most of the talking,

describing the characters on object in the pictures

and involving the child with instructions, tag

question and talk about salient image.

Curtain and persola [1994] children will learn a

foreign language as well when they process of

learning in the context of communicative and

meaningful for them. This context includes, social

situations the culture, game, chating, fairy tales and

experiences. Otcaviani. C.[2016] emphasis that the

material a comprehensive in language competence

namely listening skill, speaking skill, reading skill,

and writting skill, teaching material emphasis on

language skills thoroughly. Marintayogana, Herlina

[2016].Teaching material designed by linking

190

Usman, H., Lestari, I. and Chairunnisa, R.

Development of English Language Teaching Materials in Elementary School based on Direct Method.

DOI: 10.5220/0008996301900195

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 190-195

ISBN: 978-989-758-405-3

english exercises with the situation the real world

and motivate students to connect with its

applications knowledge in their life.

2 THEORY

Directed method where each learning process is

achieved, making students able to carry out their

responsibilities that makes teaching more creative

for a better quality of life. (Walker, 2013). Synectics

model is suitable to be used in natural science

learning because it prioritizes analogy or metaphor

activities and it relates learning materials with real-

life context which makes it possible for students to

be more active and get more experiences in

interpreting problems and arousing different ideas to

solve various problems, especially the ones that

occur in science. Richard and Theodore [2001; 11].

Direct method was first introduced in France and

Germany, to became widely known in the United

States because this method was applied in the

famous Berlitz school which was considered a

school that was successful in teaching foreign

languages to their students. Therefore, direct method

is often referred to as Berlitz Method. Suparman

[2012] teaching materials have nine characteristics,

namely:(1) Self-instructional, (2) Self power

explanatory, (3) Self faced learning, (4) Self-

contained, (5) Individualized learning materials, (6)

Flexible and mobile learning materials; (7)

Communicative and interactive learning materials,

(8) Multimedia, computer based materials, (9)

Supported by tutorials, and study group. Seels&

Richey, [1994] Development is the process of

translating the design specifications to physical

form. Efforts to develop learning materials must be

complemented by supporting theoretical studies.

Teaching materials contain material that close to the

lives of students, so that it can enable students to

learn from their environment. Nunan [2004], the

capability to use or to study language knows how

will grow automatically if students directed to focus

upon the meaning and process of using language to

communicate. Dave [2002], emotion physical with

the activity of intellectual and the use of all the

senses can seriously impact on learning. Gagnon and

Collay [2009], design the whole, structure,

framework or outline, and sequence or systematic of

activities. The word design according to Smith and

Ragan [2009] also be interpreted as a systematic

planning process carried out before the act of

developing or implementing an activity.

(Okpara,2007). Independent learner, to appropriate

learning approach have implement Learning

approach using student-centered learning approach

with synectics model. Mart. Cagri Tugrul [2013],

Direct method, also known as natural method or

conversational method, has been popular since it

enables students to communicate in the foreign

language. The Direct Method through focusing on

everyday language and using questions and answers

to emphasis on teaching oral language. The

application of the Direct Method in English teaching

needs to look at the basic concepts and techniques of

this method. Direct Method according to [Diane. LF

and Marti Anderson [2011] there are some

techniques of direct methods, (1) Reading Aloud; (2)

Question and answer exercise; (3) Getting students

to self-correct; (4) Conversation practice; (5) Fill-in-

the-blanks exercise; (6) Dictation; (7) Map drawing;

(8) Paragraph writing.

In accordance with the theory of the design of

teaching materials and theories of the elements of

teaching materials that have been described. Draft

concept of teaching materials that designed to

determine the arrangement and description of the

contents of the material, objectives, and learning

activities contained in the teaching material to be

made. The conceptual model of the teaching

material design researchers in the form of an outline

as follows:

Figure 1: Conceptual Model of English Language

Teaching Materials

2 METHOD

Eight steps of the learning model developed by M.

AtwiSuparman, namely: (1) Identification of needs

and writing general instructional objectives; (2)

Carry out instructional analysis; (3) Identifying

Development of English Language Teaching Materials in Elementary School based on Direct Method

191

students' behavior and initial characteristics; (4)

Writing specific instructional goals;(5) Write a

benchmark reference test; (6) Develop instructional

strategies; (7) Developing learning materials; (8)

Develop designs and carry out formative evaluations

which include revision activities

Figure 2: Development Modern Instructional Design

Models by Atwi Suparman [2012]

2.1 Identification of needs and writing

general instructional objectives

Development of direct method based English

language teaching materials for fourth grade

students, documents reviewed in the form of

documents relating to identification of English

language competencies that must be achieved by

fourth grade students of elementary school.

2.2 Conducting Instructional Analysis

Identifying learner needs and the process of

sequencing abilities or competencies that students

must possess to achieve general instructional goals.

2.3 Identifying the Behavior and Early

Characteristics of Students

In searching for information about the behavior and

initial characteristics of students, interviews with

English teachers were related to the level of

achievement of students' competencies and learning

styles.

2.4 Writing Specific Instructional

Objectives

Identifying behaviors and characteristics of students

writing specific instructional goals or learning goals.

The formulation of Special Instructional Objectives

is the basis and guideline for the entire instructional

design process.

2.5 Writing a Benchmark Reference

Test

Measuring the level of achievement of instructional

objectives specifically in using direct method-based

English teaching materials for fourth grade students

of elementary school. Specific instructional

objectives (ICT) are used as the basis for the

preparation of the test. Field trials (Field tests) are

used in the formulation of benchmark reference tests

to measure the level of student achievement of the

material provided.

2.6 Arranging Instructional Strategies

Four components to formulating arrange

instructional strategies, namely; the sequence of

learning activities, methods, media and time.

2.7 Develop instructional materials

In the visual aspect, development uses decorations

or icons in teaching materials and the illusion of

several activities.

2.8 Designing and Conducting

Formative Evaluations

The implementation of formative evaluation uses

four stages namely; expert review, 1] one-on-one

evaluation 2] small group evaluation and trial field

3] The identifying phase is broken down into three

steps, namely: a. Identify needs and write general

instructional goals; b. Do instructional analysis; c.

Identify the behavior and 4] initial characteristics of

students.

2.9 Data Analysis Techniques

Analysis of qualitative descriptive data to evaluate

the results of interviews was carried out with six

stages carried out including: (1) researchers

collected data analyzed; (2) the researcher prepares

the data to be analysed; (3) the researcher reread all

data carefully; (4) the researcher analyzes in detail

ICELS 2019 - International Conference on Education, Language, and Society

192

coding process; (5) the researcher describes the

findings in the category or theme for the analysis

material, then presents the description and themes to

facilitate the process of analysis and interpretation of

data; (6) the researcher analyzes and interprets the

data carried out in an integrated manner.

questionnaire was made with a scale of 1-4 value

determination based on the ability of the practitioner

who appeared. Akdon, [2009] Researchers use the

reference below to interpret quantitative data into

qualitative data:

Table 1: interpret quantitative data into qualitative data

Very

poor

Not

good

Good

enough

good

Very

good

0 %

60%

20%

80%

40%

100%

0 % - 20 % is very bad

21% - 40% is not good

41% - 60% good enough

61% - 80% good

81% - 100% very good

Expert test and one-on-one evaluation using

interview techniques with the results of the data in

the form of qualitative data.

O1 = initial test before being given treatment (pre-

test)

X = treatment

O2 = final test after being treated (post-test).

Quantitative data is obtained from the results of

the pre-test and post-test, which are then calculated

using the test normality, homogeneity, and t test. for

the steps in processing and analyzing quantitative

data as follows.

Tabel 2: The results of the pre-test and post-test

Pre-test

Information

Post-test

2.9.1 Normality Test

The paired t-test test assumes data are normally

distributed. Testing for normal assumptions is done

by the normality test. The normality test in this study

was carried out using the Liliefors test. Rasyid

points out the advantages of Liliefors test are simple

usage or calculation, and strong enough even with

small sample sizes.

HO = Normal distribution

H1 = Distribution is not normal calculation of

normality test through Liliefors test (Kolmogrov-

Smirnov) with the reason the number of samples

taken is less than 30. Test criteria with a significance

level of 5%. Significance level is (a = 0.05) if the P-

value (sig) 5 0.05 then HO is rejected and if the P-

value (sig)> 0.05 then HO is accepted.

2.9.2 Homogeneity Test

The normality test obtained data with normal

distribution, then performed variance homogeneity

tests and hypothesis testing. The homogeneity test in

this study was conducted to determine whether or

not the variance of the two distributions was the

same. Homogeneity tests are usually used as a

condition in sample t-test analysis. Statistical tests to

measure homogeneity are carried out in the

following way:

1. If the data is normally distributed, then for the

statistical test using Leven's test

2. If the data is abnormally distributed, then to

analyze the statistics using the chi-square test

2.9.3 Paired Sample T-test

Paired sample t-test types of statistical tests to

compare the average of two groups in pairs. Paired

samples can be interpreted as a sample with the

same subject but experience two different treatments

or measurements, namely measurements before and

after a treatment is performed. Making a hypothesis

H0: There is a significant difference between the

results of the formative test on the data pre-test and

post-test so that the teaching material is effective

H1: There is no significant difference between the

results of the formative test on the data pre-test and

post-test, the teaching material is not effective

3 RESEARCH RESULT

The results of the study were through the

implementation of formative evaluations through the

activity of collecting feasibility data on teaching

materials, namely expert validation consisting of

linguists, instructional design experts and media

experts through interview techniques. In the stage of

one to one evaluation, namely a trial conducted on 3

students with the interview process. The next stage

of small group evaluation trials conducted on 8

students with respondents filling out the

questionnaire obtained the results of the

recapitulation percentage of 95.13%, it can be

concluded that the assessment of teaching materials

in the small group stage obtained the very good

criteria.

Development of English Language Teaching Materials in Elementary School based on Direct Method

193

The stages of the field test were carried out on

fifteen students who obtained the results of the field

test recapitulation percentage of 97.59%. It can be

concluded that the assessment of teaching materials

in the field test stage obtained the criteria for Very

Good. At the final stage, final test are also held to

determine the effectiveness of teaching materials.

Data analysis using the pre-experimental test One

Groups Pretest-Posttest Design by conducting

several tests namely normality test, homogeneity test

and paired sample t-test. In the normality test, it is

known that P-value (sig) Pre-test is 0.200> 0.05, P-

value (sig) Post-test 0.070> 0.05, then HO is

accepted. It can be concluded from the normality test

that the pre-test and post-test data are normally

distributed. In the homogeneity test it is known that

the value (sig) is 0.285> 0.05, then HO is accepted.

It can be concluded that in the homogeneity test

there is no difference in variance, the data

distribution is homogeneous.

The test results on paired sample t-tests obtained

an increase in the formative test results of students in

learning English after using direct method based

English Language Teaching Materials, from an

average pre test score of 51.33 to 91.33. Then it is

known that the sig (2-tailed) value is 0,000 <0,05,

then H0 is accepted. It can be concluded that in the

paired sample t-test there were significant

differences between the formative test results on the

pre-test and post-test data, the effective teaching

materials.

4 CONCLUSIONS

This research and development produce direct

method based English language teaching materials

for fourth grade students of elementary school with

the title "Look Around! My House an Easy and Fun

English Book For 4th Grader of Elementary School

". Teaching materials are developed through the

stages of needs analysis to determine the needs of

teachers and students. Products with English

learning methods, namely direct method. In the stage

of one to one evaluation, a trial was conducted on 3

students with the interview process. The three

students expressed interest in teaching materials.

The next stage is small group evaluation, which is a

trial conducted on 8 students with respondents filling

out the questionnaire obtaining the results of the

recapitulation percentage of 95.13%, it can be

concluded that the assessment of teaching materials

in the small group stage is Very Good.

The final stage is a field test carried out on 15

students who obtained a percentage of field test

recapitulation of 97.59%. It can be concluded that

the assessment of teaching materials in the field test

stage obtained the criteria for Very Good. At the

final stage, the initial test and final test are held to

determine the effectiveness of teaching materials.

Data analysis used the pre-experimental test One

Groups Pretest-Posttest Design by performing

several normality tests, homogeneity tests and paired

sample t-test. In the normality test, it is known that

P-value (sig) Pre-test is 0.200> 0.05, P-value (sig)

Post-test 0.070> 0.05, then HO is accepted. It can be

concluded that the normality test for pre-test and

post-test data is normally distributed. In the

homogeneity test it is known that the value (sig) is

0.285> 0.05, then HO is accepted. It can be

concluded that in the homogeneity test there is no

difference in variance, the data distribution is

homogeneous.

The test results on paired sample t-tests obtained

an increase in the formative test results of students in

learning English after using direct method based

English Language Teaching Materials, from an

average pre test score of 51.33 to 91.33. Then it is

known that the sig (2-tailed) value is 0,000 <0,05,

then H0 is accepted. It can be concluded that in the

paired sample t-test there were significant

differences between the formative test results on the

pre-test and post-test data, the effective teaching

materials. Based on the results of research and

development, it can be concluded that direct

method-based English teaching material for fourth

grade students with the things in the house theme

has been very good and effective to be used in

learning English in the fourth grade of elementary

school.

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