44 budget, time allocation, and manpower.
The researcher sequences the ID stages based on Figure 2.3.
Identifying Students‟ Characteristics
Formulating Goals, Topics, and General Purposes
Specifying Learning Objectives
Selecting and Organizing Subject Contents
Specifying Teaching or Learning Activities and Resources
Identifying Support Services
Revision
Figure 2.3 The Adapted Stages of Kemp’s ID Model
In Figure 2.3, the arrows indicate the sequence that has been determined by the researcher. Then, the broken lines with arrows indicate that the revision can
be started from any stage where lacks and weaknesses are found.
It can be done back and forth for each stage before continuing to other stages.
Besides, it is not necessary to repeat all stages based on the sequence that has been determined.
45
CHAPTER III RESEARCH METHODOLOGY
This chapter aims to describe the method of the research and analysis. It outlines the procedure that was used to gather and analyze the data. It consists of
research method, research setting, research participants, instruments and data gathering technique, data analysis techniques, and research procedure.
A. Research Method
The researcher selected an educational research and development as the research method because the researcher aimed to develop and validate a workbook
as one type of educational products. The researcher used the adaptation of the small scale of Borg and Gall’s RD cycle because it has already represented the
requirement that should be taken to develop and validate an educational product in the undergraduate degree. The researcher adapted five steps because the original
cycle was time and budget consuming. They were research and information collecting, planning, materials development, materials validation by practitioner
and expert, and revision. Besides, the researcher did not conduct the implementation because of the difficulty in managing the process.
In the process of designing the workbook, the researcher employed the adaptation of Kemp’s instructional design ID model. The researcher employed
the ID model because it involved clear and specific stages. It also provided
flexibility in determining the sequence of the stages and conducting the revision. Besides, it was useful for the research that involved a large group of students and
46 sources. Therefore, it could minimize the budget, time allocation, and manpower.
The researcher adapted six stages. They were identifying student s’ characteristics,
formulating goals, topics, and general purposes, specifying learning objectives, selecting and organizing subject contents, specifying teaching or learning
activities and resources, and identifying support services. As an addition, the researcher conducted a revision.
The purpose was to revise and improve the quality of the design.
The researcher omitted some stages because they were not necessary in designing a workbook.
1. Research and Information Collecting
In research and information collecting, the researcher conducted literature reviews on relevant theories related to the development of educational products,
such as the ID model, the principles of integrated approach, the conceptual basis and frameworks of TBLT, the content of SLBC of 2006 KTSP, the elements of
story, and the characteristics of grade VII students of junior high school. The data were obtained from some sources, such as books, articles, and internet resources.
The data were used as the references to conduct the research. Then, the researcher employed one adapted stage
of Kemp’s ID model. The researcher identified student
s’ characteristics, such as motivations, attitudes, needs, and interests related to the use of story, preferred learning styles,
preferred teaching methods, activities, media or teaching aids, and English books, difficulties in listening to or reading English stories and in the English learning
and teaching process, and capabilities to overcome their difficulties and to get an access to a computer or laptop and internet. The data were obtained through three
ways, classroom observations on the students and teacher’s activities, an interview
47 with the English teacher, and questionnaires for student and teacher. The data
were used as the basis for formulating goals, topics, and general purposes, specifying learning objectives, selecting and organizing subject content, and
specifying teaching or learning activities and resources.
2. Planning
In planning, the researcher applied integrated approach. The researcher applied the second model, TBI. The researcher arranged some activities listening,
speaking, reading, and writing tasks into one continuum framework to show the relation between linguistic forms, communicative functions, and semantic
meanings. Then, the researcher employed two adapted stages of Kemp’s ID
model. They were formulating goals, topics, and general purposes and specifying learning objectives.
First, the researcher formulated goals, topics, and general purposes. They were formulated based on the result of a library research on the SLBC of 2006
KTSP. Goals were formulated from the competence standards standar kompetensi
. General purposes were formulated from the basic competences kompetensi dasar. Then, the researcher formulated topics based on the
competence standards and the basic competences. The researcher also completed the list of topic based on the result of a library research on the commonly used
English textbooks. After that, based on the topics that had been formulated, the researcher determined the total number of unit in the workbook. The data were
used as the basis for specifying learning objectives. Second, the researcher specified learning objectives based on the goals,
topics, and general purposes that had been formulated. In this process, the
48 researcher used Bl
oom’s taxonomy as the guideline to formulate the statements, select the domain, and determine the sequence of the level of difficulty of the
learning objectives in each unit. The objectives were stated in terms of activities that students should accomplish to achieve the basic competences and will
promote learning. They covered three major categories, cognitive domain, affective domain, and psychomotor domain. The data were used as the basis for
selecting and organizing subject contents.
3. Materials Development
In materials development, the researcher employed three adapted stages of Kemp’s ID model. They were selecting and categorizing subject contents,
specifying teaching or learning activities and resources, and identifying support services. First, the researcher selected and organized subject contents based on the
learning objectives had been specified. The process involved selecting and organizing specific knowledge, including facts and information, skills in step-by-
step procedures, conditions, requirements, and attitudinal factors of each topic. In this process, the researcher also used Blo
om’s taxonomy as the guideline. Second, the researcher specified teaching or learning activities and
resources based on the subject content that had been selected and organized. In this process, the researcher developed both stories and tasks. The process also
included grading, sequencing, and integrating the tasks. The researcher determined the nature of the workbook, the framework of the unit, the types, form,
themes, and elements of the stories, the titles of the workbook and the stories, and the organization of the tasks. Then, the researcher specified the teaching or
learning resources.
