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CHAPTER III RESEARCH METHODOLOGY
This chapter discusses further information about research method, research setting, research participantssubjects, research instruments and data gathering
technique, data analysis technique, and research procedures that were employed by the writer to accomplish this study.
A. Research Method
This study is called Research and Development RD. It was employed to answer the questions in the research problem. The question is what does a set of
vocabulary materials for outdoor learning activity for the fifth grade students of SD N Jaranan look like. Therefore, the writer employed Educational and Research
Development as the methodology. The Educational Research and Development method was developed by
Borg and Gall. Borg and Gall 1983, p.772 stated that Educational Research and Development RD is a process used to develop and validate educational
products. There were ten major steps in the RD cycle. Meanwhile, the writer only adopted six steps in designing the materials. Borg and Gall 1983, p.775
stated as follows.
1. Research and Information Collecting
It is the basic step which is conducted before designing the materials. This step is also called as need survey. In this step the writer conducts classroom
observations, distributed the questionnaires to the fifth graders and conducted a
25 formal interview to the English teacher. The purpose of this step is to gain
information about the students’ needs, students’ interest, and the difficulties faced by the students when they are learning vocabulary.
2. Planning
It includes defining skills, stating objectives, determining course sequence, and small scale feasibility testing Borg and Gall, 1983, p.775. In this step the
writer relates it to Kemp’s instructional design. Here, the writer determines the goals of instructional design. In this study, the goals are helping the students to
master the vocabulary and helping the students to lose their boredom so that the purposes of the lesson can be achieved at the end of the discussion. The writer
states the goals, topics, and purposes based on the School Based Curriculum KTSP adapts from the questionnaire result.
3. Developing Preliminary Form of Product
After collecting the data and making some plannings, the writer makes the preparation for developing the products. It includes developing the teacher’s and
students’ book.
4. Preliminary Field Testing
This cycle is called as evaluating phase. In order to measure the appropriateness of the designed materials, the writer distributes the questionnaire
to the English teachers and English instructor. The result will be used to revise, improve or develop the designed materials. The information included in the
preliminary field testing asked wheter:
26 a
Generally, the designed materials were good, motivating, interesting, well- organized, and acceptable for the fifth graders.
b The pictures were attractive, colorful, and appropriate for each unit.
c Outdoor learning activities were acceptable enough to be applied in the
design. d
The designed materials were suitable for the fifth graders. e
The designed materials provided nice examples and simple dialogues.
f
The designed materials offered nice display.
5. Main Product Revision
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