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CHAPTER 3 METHODOLOGY
This chapter explains the methodology which is used to solve the problem stated in the first chapter. It covers the method, the research participants, the
research instrument, data gathering technique, data analysis technique, and the research procedures.
3.1 Method
Educational research and development is aimed at improving the quality of educational products Borg and Gall, 1983: 772. Educational research and
development was adapted within this study as the guidelines to propose the model of recount instructional materials. Some steps adapted from educational research
and development in order to propose the model of recount instructional materials were as follows:
3.1.1 Research and Information Collecting
This study focused on designing a model of recount instructional materials for Senior High School students. To find related literature underlying the study, a
library research was conducted. There were two objectives of conducting the library research. The first objective was aimed at getting the theories about
Kurikulum Tingkat Satuan Pendidikan KTSP, functional model of language,
literacy approach, recount text, and Banathy’s instructional design model. The
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second objective was to find recount texts as the basis to design the materials.
3.1.2 Planning
The specific objective to be achieved by the product is the most important aspect of planning an instructional product Borg and Gall, 1983: 779. This step
was to state the objectives of the proposed model of recount instructional materials. The statement of the objectives is presented in Table 3.1.
Table 3.1 The Competency Standard, Basic Competency, and Indicators of the Proposed Model of Recount Instructional Materials
Competency Standard
Basic Competency
Indicators
Spoken cycle Students are able to
understand and express the
meaning of spoken recounts in the
form of monologues and
dialogues in various contexts.
Written cycle
Students are able to understand and
express the meaning of written
recounts in various contexts.
Students are able to understand and express the
meaning of spoken recounts in the form of monologues
and dialogues using fluent, accurate, and grammatical
spoken language in various contexts.
Students are able to understand and express the
meaning of written recounts using accurate and
grammatical written language in various
contexts. Students are able to
construct and perform personal spoken recounts
in the form of monologues and dialogues that retell
past holidays using generic structure and
lexicogrammatical features of recount.
Students are able to construct personal written
recounts that retell unforgettable experiences
using generic structure and lexicogrammatical features
of recount.
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3.1.3 Designing the Proposed Model of Recount Instructional Materials