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CHAPTER III METHODOLOGY
This study examines designing English writing instructional materials using English movies for senior high school grade ten. The writer conducts the
research by applying research and development as the research methodology.
A. Research Method
Educational research and development is aimed at improving the quality of educational products Borg and Gall, 1983: 772. Educational research and
development is adapted as a guideline to propose English writing instructional materials using English movies. The writer only employed five major steps of
educational research and development because the study was only designing the materials. The designed materials were not implemented. The steps of R D
were:
1. Research and Information Collecting
This study focused on designing English writing instructional materials for senior high school grade ten. To gather some theories related to this study, the
writer conducted a library study. By conducting the library study, it aimed at obtaining some theories about instructional material design, writing, Task-Based
Learning, and English Movies. Moreover, the writer needed to have analysis, it meant that the writer should have an interview with the teachers of senior high
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26 school. Besides, the writer conducted student’s need analysis through
questionnaire in order to help the writer to know students’ characteristics.
2. Planning
The most important aspect of the product that would be achieved of this study was to plan an instructional product. The writer needed to have a
preparation before the product was consulted. The writer designed the product based on curriculum of senior high school. Then, the writer referred to
Competency Standard, Basic Competencies, and then formulated the indicators that would be achieved.
3. Develop Preliminary Form of product
The product referred to English writing instructional materials using English movies for senior high school grade ten. Before the product was
consulted, developing the form of the product was needed. First, the materials including preparation of English moviesvideos or making brainstorming of the
activities in the class were explored. Second, what should be discussed related to the topic was planned.
Besides, it was important to consider about the Task-Based Learning to improve the product form. There are some steps in developing the Task-Based
Learning namely Pre-Task, Task Preparation, Task Realisation, and Post-Task.
a. Pre-Task
This step requires the teacher as a facilitator of students’ learning to consider the materials, related to the topic, should be evaluated. The teacher
should think about the risk of the materials given
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b. Task Preparation
The teacher prepares the material and connects it with the activity in the classroom. In other words, the teacher thinks about students’ response toward the
material.
c. Task realisation
Task realisation means the reflection of the students about the materials. What they would produce toward the material given is one of the activities in the
Task Realisation.
d. Post-Task
The teacher finds out the problem found in the Task Realisation. Discussion is needed to revise the material to meet the best material.
4. Preliminary Field Testing
Some models of the product were evaluated by experts. The result of the evaluation became the feedback of the product that would be revised.
5. Main Product Revision
After having some feedbacks from the respondents, the materials based on the evaluation was revised to have the appropriate designed materials for
senior high school grade ten. It aimed at assisting the success of the new materials related to the achievement and also collecting data and information to
develop the new materials. The writer found that R D cycle has similar purposes with the writer’s
model. The writer’s model adapted the model of instructional design by Kemp includes learner characteristics, goals, topics, and general purposes, learning
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28 objectives, subject content, teachinglearning activities resources, and evaluation.
The combination between R D cycle and the writer’s model was conducted to assist the writer to design the materials. The combination between R D cycle
and the writer’s model is shown in figure 3.1.
Figure 3.1 The Writer’s Model and R D Cycle
The Writer’s Model R D Cycle
B. Research Respondents
The research respondents of the research were divided into three groups who are two English teachers of senior high school, students of senior high
Learner Characteristics
Goals, Topics, and General Purposes
Learning Objectives
TeachingLearning Activities and
Resources Subject Content
Evaluation Research and
Information Collecting
Planning
Preliminary Field Testing
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