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CHAPTER III RESEARCH TETHODOLOGY
This chapter discusses the research methodology applied in this study. The methodology consists of six major parts, namely, research method, research
setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.
A. Research Tethod
This study aimed to answer the two research problems as stated earlier in the first chapter. Therefore, the writer employed research and development RD
method proposed by Borg and Gall 1983. Borg and Gall 1983 state that educational research and development RD is a process that has been done by
the designer to develop and validate the educational products. Furthermore, RD is not only to develop product, but also to discover new knowledge or to answer
specific questions p. 772. There are ten major steps in the RD cycle. They are 1 research and
information collecting, 2 planning, 3 developing preliminary form of product, 4 preliminary field testing, 5 main product revision, 6 main field testing, 7
operational product revision, 8 operational field testing, 9 final product revision, and 10 dissemination and implementation. However, the writer only
implemented the first five of RD cycle due to limited time. The RD method used in this study is elaborated on the next page.
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1. Research and Information Collecting
This is the first step in RD cycle. The purpose of this step is to collect useful information in order to develop the product. It includes review of literatures
on several theories and information gathering. The information gathering involved two steps in Kemp’s model, namely, instructional problems and learner and
context. The information was obtained by conducting interview with an English teacher in SMK Marsudi Luhur 1 Yogyakarta and distributing questionnaires to
the tenth grade students of SMK Marsudi Luhur 1 Yogyakarta.
2. Planning
This step involved defining skills, stating the objectives, and determining course sequence. Therefore, this step includes three steps in Kemp’s model: task
analysis, instructional objectives, and content sequencing. After gathering the data, the writer decided the competence standard and basic competence in the
curriculum. Afterwards, the writer selected the tasks and specified the learning objectives. Therefore, the writer developed the product by combining the data
gathered and curriculum as the basis consideration. Next, the writer arranged the tasks in sequence in order to help the students understand the tasks. In general,
this step was the framework for the writer to develop the product.
3. Developing Preliminary Form of Product
After completing the planning step, the writer developed the designed materials. This step involved Kemp’s steps: instructional strategies, developing
the instruction, and designing messages. The tasks and the instructions were selected based on the data collection from interview and questionnaire. The writer
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