RESEARCH METHOD RESEARCH DESIGN

CHAPTER III RESEARCH METHODOLOGY

The objective of discussing research methodology is to qualify the use of technique and method in response to the kind of research so that the researcher can meet the goal of the study. This chapter presents the research method, the nature and sources of data, the research setting and participants, technique of data collection, accountability of the instruments and data analysis technique.

A. RESEARCH METHOD

The research focuses on developing an Android application model to improve speaking competence for midwifery students. The researcher employs Research and Development R D as it focuses on developing educational product. Borg and Galls 2007 state that research and development is used to design new products and procedures, which then are systematically field tested, evaluated and refined until they meet a certain criteria. Instructional design was used to guide the researcher to work on the research. Berger and Kam 1996 define instructional design as the systematic development of instructional theory to ensure the quality of instruction. It is the process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and try out and evaluation of all instruction and learner activities. There are some phases in the instructional design which is commonly addressed as ADDIE model. ADDIE model was used as the basis in developing this research. ADDIE is an abbreviation that represents the phases of instructional design. These are 1. Analyse, 2. Design, 3. Develop, 4. Implement, and 5. Evaluate. These phases provide dynamic and flexible guidelines which are used for effective and efficient instruction. The steps of this model are as follows. Figure 3.1 Instructional Design Phase Rogers, 2002

B. RESEARCH DESIGN

This research employed the steps of ADDIE model. There were five steps in conducting the research. The first step was Analyze. In this step, the researcher conducted class observations and interviews to gather information about problems of teaching and learning English that emerged in field. After the problems gathered, the researcher then analyzed, specified, and defined the problem. This was done to find a solution of the problem. After the problem defined, the researcher then proposed a solution. The observation continued by conducting literature studies on related field and documents the teaching syllabus. The second step was Design. In this step, the researcher selected the materials in the syllabus and defined the objectives. Besides, the researcher also conducted Analyze Design Develop Implement Formative Evaluate Summative Evaluation literature studies to design the tasks and activities. After the topics of the materials selected and tasks flows designed, the researcher then made the flowchart and storyboard of the product. The third step was Develop. This step explained how the researcher developed the product. The development step began with developing the materials including how the researcher adjusted the audios materials. Then, the storyboard designed was developed using App Inventor. The materials that had been developed were then also put into it. The last development process was to try out the product on the mobile phone to check whether the result of the product was as planned. To use the application on the phone, firstly the researcher built the application project into .apk file and then sent the file into the mobile phone to be installed. The development process was done simultaneously to reach the best product to be implemented. Before the product implemented, the researcher conducted formative evaluation for improvement of the product. The evaluation was conducted by validating the product to the experts. There were two kinds of experts involved in this research namely the expert of media and the experts of materials. The validations were conducted by distributing open-ended questionnaires and interviews. After gathered enough feedbacks from both experts, the researcher then made revisions and improvement of the product on the certain parts based on the feedbacks. After revisions done, the researcher then implemented the product. The next step was Implement. In this step, the researcher implemented the product to the research subjects. The subjects were 21 midwifery students in the first semester of ‘Aisyiyah Health Sciences College of Yogyakarta. In this step, the researcher role was as a director. He collaborated with English lecturer who taught in the class to help him. The implementation was conducted within three weeks. The last step was Evaluate. The evaluation process in this model was divided by two namely formative and summative evaluations. The formative evaluation in this research was conducted in the development phase by doing experts validations and revision before the product implemented. It was also done in every step by consulting the product with the thesis advisor and experts. The summative evaluation was conducted by doing the users validations and making final revisions of the product. The descriptions of the steps are as follows. Figure 3.2 The Description of the Research Stages Rogers, 2002 PROCESS RESULT Analyze Design Develop Formative Evaluation Implement Summative Evaluation Needs Flowcharts and Storyboards Feedbacks from Experts Validations, First Product Final Product Feedbacks from Users Validations

C. RESEARCH SETTING AND PARTICIPANTS