Research and Information Collecting Planning

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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 30 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. 31

3.1.3 Designing the Proposed Model of Recount Instructional Materials