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The writer describes how his own theoretical model fits in with the “classical”, standard
R D steps above, especially with the first five steps.
B. RESEARCH DESIGN
In this part the context and specified goals are stated first before the process is discussed with an assumption that in a systematic approach a process can be elaborated
after its context and more specified goals are identified.
1. Context
As stated above the method used in this study was educational Research and Development RD, a process used to develop and validate educational products.
While following the major RD stages one by one, at the first stage defining the writer did a content analysis of ten design products produced by ELESP students in
order to find the relevance of self-actualization language learning to the writer’s study.
At the third stage developing the writer did a survey study of the model of self- actualization language learning in order to obtain expert validation of the model. The
validated model is expected to increase the theoretical and empirical acceptability of the model.
2. Specified Goals
The study aims to produce a model of self-actualization English language learning in the form of a set of guidelines intended for ELESP students who are writing
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an RD undergraduate thesis and who are interested in developing English learning material characteristic of self-actualization language learning.
3. Process
The following shows that the writer’s theoretical model fits in with the standard RD model as shown in the steps developed by Borg and Gall.
a. Defining The first stage of the writer’s theoretical model consisting of a library study on
three major topics: learning design model, English language education in the localIndonesian context, and post-modernism in education is basically Borg and
Gall’s RD first step – Research and Information Collecting. Then, their second step – Planning
– is reflected in the formulation of self-actualization post-modern goal, process, and content
of English language education at the concept level. Here the writer did library research and formulated concepts of self-actualization English language
learning. A document content analysis of ten ELESP design products was done to find out the relevance of the study to the improvement of ELESP design products. Those
Borg and Gall’s first and second steps make up the DEFINING stage of the 4-D Model
from Thiagarajan, et al. b. Designing
The third step of Borg and Gall – Developing Preliminary Form of Product – is
basically reflected in developing a model of the self-actualization learning design, which incorporates post-modern principles of English language education. Based on the
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library study and content analysis, here the writer determined possible self-actualization learning goals, learning strategy, and assessment types needed by ELESP students in
producing design products. The writer then produced a set of guidelines intended for ELESP students who want to write self-actualization language learning design products.
Borg and Gall’s third step is the DESIGNING stage of the 4-D Model.
c. Developing Borg and Gall’s third step is followed by the fourth and fifth steps – Preliminary
Field Testing and Main Product Revision. The evaluation of the writer’s model by
learning design experts to obtain some feedback parallels Borg and Gall’s fourth step,
and revision of the model similarly parallels the fifth step. Here the writer received input from ELESP lecturers who teach a course named Learning Program Design at the
ELESP, and then he revised the guidelines based on the input. This was part of validating the actual model of self-actualization language learning.
Borg and Gall’s
fourth and fifth steps make up the DEVELOPING stage of the 4-D Model.
d. Disseminating Because of the limitation of this design study, the model may go directly to
dissemination after the revisionfinal revision is done. It may not be further tested or
implemented. Therefore, Borg and Gall’s steps 6, 7, and 8 - Main Field Testing,
Operational Product Revision, and Operational Field testing may have no parallels in the writer’s model. The model goes directly to dissemination. Here the writer published
the set of guidelines in order for the ELESP students to use it to help develop their English learning design products. In this study the DISSEMINATING stage of the 4-D
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Model is simply the dissemination of the model after it has been revised, which reflects
Borg and Gall’s Dissemination and Implementation, the lasttenth step.
Those first five steps of Borg and Gall’s become the methodological umbrella
of most learning designs developed as an academic exercise. In this study not all Borg and Gall’s ten steps were applied in the development of the writer’s model due to the
limited time and scope of the study. The ten steps may be fully applied in a more professional way by commercial producers to bring educational products onto the
market.
C. OPERATION
