Theoretical Framework LITERATURE REVIEW

complete a major R D project”. Thus, due to some litimations, the researcher only followed seven steps, which were step one to step seven. Table 3.1. R D Cycle Borg Gall, 1983 and System Approach Model Dick Carey, 2001 and How the Researcher Adopted the Models R D Cycle System Approach Model What the researscher did Results 1. Research and information collecting 1. assessing needs to identify goals - document analysis - needs analysis - Students‟ needs - Standards of competence and basic competence 2. conducting instructional analysis 3. analysing learners and contexts 2. Planning 4. writing performance objectives - developing syllabus which covers learning objectives, teaching learning activities, and content to be taught. - syllabus 5. developing assessment instruments 6. developing instructional strategy 3. Developing preliminary form of product 7. developing and selecting instructional materials - develop the materials, namely PowerPoint presentation along with student workbook and teacher‟s manual - First draft of product 4. Preliminary field testing 8. designing and conducting formative evaluation - having expert validation - Feedbacks from experts 5. Main product revision 9. revising instruction - revising the materials based on experts‟ feedback - Revised product 6. Main field testing 10. designing and conducting summative evaluation - field-testing the revised materials to a large class - Feedbacks from students 7. Operational product revision - revising the materials based on users‟ feedback - Final product To specify the kinds of information needed in each stage, an instructional model was used. The researcher adopted the System Approach Model by Dick and Carey 2001 which consisted of detailed steps. Therefore, this study incoporated the R D cycle by Borg and Gall 1983 and the System Approach Model by Dick and Carey 2001. Table 3.1 shows how the researcher incoporated both models. Refering to the cycle proposed by Borg and Gall 1983, the second research question was answered in the Main Field Testing phase. To answer this research question, a survey design was employed. According to Cresswell 2004, in a survey research a researcher collects quantitative data using questionnaires and analyse the data statitiscally to explain trends about responses to the questions in the questionnaire and to test resarch questions. Gay and Airasian 2013, p.9 add that “survey research data are mainly collected through questionnaires, interviews, and observations ”. Hence, the researcher administered a questionnaire to the fifth grade students and conducted classroom observations during the main field testing to know which CALL pedagogical aspects appear in the materials. As previously mentioned, R D Cycle served as the core procedure to test and revise the designed materials while the System Approach Model served as the bais for developing the design materials. The explanation of each step is presented in the following section. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

B. Developmental Procedure

This section explains what the researcher did in developing the materials and put them into PowerPoint presentation along with the teacher‟s manual and student book.

1. Research and Information Collecting

In this stage the researcher conducted a needs analysis and a document analysis to gather information about learners‟ needs and learning needs. The instruments used to collect the data in this stage were the English curriculum document based on the School-Based Curriculum SBC, a questionnaire, and an interview guideline. From the curriculum analysis, basic competences and standards of competence of English subject in elementary schools were gained. The researcher refered to the SBC since this curriculum proposes English to be taught as a local content subject starting from grade IV to grade VI. Meanwhile, from the questionnaire which was administered to the fifth graders, data related to learning needs and learners‟ needs were collected. To support the data, the school English teacher was also interviewed. The researcher found the study would be more feasible when it involved the fifth graders. For the fourth grader, English is still a quite new subject, thus it was worried that students needed to adapt both to English and to PowerPoint. Meanwhile, students of the fifth grade were prepared for the national examination. They spent almost their whole day learning in the classroom for the exam, thus it was not possible to conduct a research in that situation. In developing the needs analysis questionnaire for the fifth graders, the researcher adopted a questionnaire from Tzotzou 2014. This questionnaire was PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI used in a case study in designing and administering a needs analysis survey to primary school learners about EFL learning. The questionnaire comprises six important concepts, which are learners‟ attitude towards English, learners‟ language needs and wants, ways of learning, learning strategies, and favorite topic. The data obtained in the needs analysis stage were analyzed accordingly. The quantitative data from closed-ended questions in the questionnaire were analyzed using frequencies and percentages. The qualitative data, which was interview transcript from the school English teacher interview, was selected as necessary to support the quantitative data. Similarly, the results of the document analysis were also presented as necessary. Table 3.2 How the Needs Analysis Data are Presented Questions? Option Option

2. Planning

In this stage the researcher used the results of the document analysis and needs analysis as the basis to design the English syllabus for fifth grade students of elementary schools for the first semester. The researcher developed a mix syllabus, i.e. competency-based and topic-based. Later on the syllabus would be used as the basis of developing the materials or as the map of the units of materials. As specified by Dick and Carey 2001, this stage involved writing performance objectives, developing assessment instruments, and developing instructional strategy. Thus, the researcher determined topics from the basic PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI