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7. Educational Research and Development R D
To design the materials, the researcher utilized educational Research and Development R D proposed by Borg and Gall 1983, as cited in Gall et al.
2007. Borg and Gall 1983 stated that “RD is a process used to develop and
validate educational products” p. 772. Moreover, Borg and Gall 1983 explain “the aim of RD was to take and develop the research knowledge and incorporate
it into an educational product that combines educational research and educational practice rather than discover new knowledge” p. 771. Whereas, RD is a
researcch whose findings are to plan new products or procedures which are field- tested and evaluated Gall et al., 2007: 589. The results of conducting this
research and development would be a set of teaching and learning materials, as well as the syllabus and lesson plans. The acceptability of the materials would be
considered as the results too, as the main point of research and development is whether the product that is designed is acceptable or not for the target research.
Utilizing RD will fit the principal of ESP, particularly EOP that was used in this research. EOP dealt with real situation of the students in using the
language in the classroom, as they also use the language communicatively. Meanwhile, in RD, the needs of the students are carefully determined and
analyzed as the first requirement of designing the materials. Furthermore, after the materials are being designed, the students will be involved in the implementation
of the materials. Thus, the development of the materials will definitely fit students’ needs and background, as the students are involved in the processes.
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Borg and Gall 1983 mentioned ten major steps: They are research and information collecting, planning, developing
preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational
field testing, final product revision and dissemination and implementation p. 776.
However, due to particular limitation and other constraints, the research
only took seven steps. Those steps are research and information collecting, planning, developing preliminary form of product, preliminary field testing, main
product revision, main field testing, and operational product revision. Terms of these seven steps are adopted in the research. As there were some constraints of
financial, time, and respondents, therefore, conducting only a small scale of project is allowed. Thus, the small-scale project of this research will only deal
with those seven steps. The following discussion contain the supports from the expert related to conducting smaller scale of the RD project.
Firstly, related to the limitation of steps implementation, the support is delivered by Gall et al 2007, who state
that “if you plan to do RD project for a thesis or dissertation, you should keep this caution in mind that it is best to
undertake a small-scale project that involves a limited amount of original instructional design” p. 592. Secondly, related to the financial matters, Borg and
Gall 1983 support that “doing RD project is often a time-consuming and
expensive process which expend large sums of mon ey” p. 786. Thirdly, related
to the limitation of time, Borg and Gall 1983 state that “for those who plan to do
an RD project, the required time takes over a year for completing educational product development if the researcher completes all steps of
RD” p. 794. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Forthly, conducting a complete steps of RD will need more respondents, as each step might need both different or same respondents to be included in the research.
By considering the limitation above, therefore, the decision of conducting only seven steps was made, based on the legitimacy of the researcher.
8. Instructional Design Model IDM
To support Borg and Gall’s 1983 and Gall et al.’s 2007 R D, the
researcher utilized Morrison et al.’s 2011 Instructional Design Model IDM.
Instructional design is a system consisting of processes to design materials. According to Morrison et al. 2011, “using a systematic design process is termed
instructional design often abbreviate ID” p. 6. The following figure provides components of the instructional design model.
Figure 2.5. Components of the Instructional Design Plan Morrison et al., 2011: 12
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The following paragraph will discuss the explanation of each step of the instructional design model, covering elements provided both in the inner and outer
ovals. In this IDM, the term of elements are used rather than the terms of step, stage, level or any other sequential items as this model does not portray a true
linear approach Morrison et al., 2004: 10. Therefore, the research can start from any element. In the inner oval, the elements are instructional problems, learner
characteristics, task analysis, instructional objectives, content sequencing, instructional strategies, designing the message, development of instruction, and
evaluation instruments. The first element is instructional problems. The purpose of this element is
to determine the problems in the field that produces solution. Morrison et al. 2011 state that “the first step of the process is to identify the need of the client or
the performance problem the client wishes to solve” p. 15. In the research, the implementation of this step will be done through interview with several
stakeholders of the wedding organizers. By looking at the results, it then can be seen that the problems which they encounter related to the use of English.
Learner characteristics is the second element. This element aims at exploring
the learners’ characteristics. As Morrison et al. 2011 state that “you might collect information about the learner’s reading level, general background
knowledge, assumptions, or work experience” p. 15. To know the learners’ characteristics, the researcher can utilized the questionnaire consisting of any
questions or statements related to their English proficiency, wants, lack, and need. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Task analysis, as the third element, can also be called determination of what contents to include in the designing process. This element deals with
determining knowledge and procedures that will be given by the learners to meet the objectives Morrison et al., 2011: p. 15. In other words, by doing this step, the
researcher can know what the contents that will be used, as well as the arrangement of the contents itself.
The fourth element is instructional objectives. This element focuses on creating the target points for the learners to master in a form of objectives, both in
a general and specific way. Morrison et al. 2011 state that: The objectives are as one of our quality checks to make sure that the
instruction including the learning activities we develop is focused on solving the performance problem p. 16.
When the materials consist of several units, the instructional objectives
then are created for also each step. This aims to make the objectives specific and clear for both the learners and the instructor before executing the materials in the
classroom. The fifth element is content sequencing. According to Morrison et al.
201 1, “the order in which the information is presented plays an important role in
helping the learner understand and learn the information” p. 16. In the designed materials, this element can be applied to the unit arrangement. By considering the
results in the tasks analysis, arranging the contents correctly can make the learners easy to follow implementation of the materials.
As the sixth element, instructional strategies element demands the researcher’s creativity and consideration related to the arrangement of the contents
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