59 whether the flow from unit to unit is good, whether the users are satisfied, and so
on. Empirically, the researcher utilized questionnaires and conducted interview to attain data that supported the evidences. Furthermore, reliability showed that the
product would have the same result though it was used in different conditions like what semester and intensive or regular program. Thus, the final product would be
one book designed for one semester. The book consisted of syllabus including the detailed activities, and the materials. Considering that there are fifteen meetings in
one semester, the materials would consist of 5 units with 2 or 3 sub-units in each unit. Every sub-unit might be conducted for one meeting.
If the related studies design English learning materials of certain skill for college students in an android application, this research would produce a text-based
learning model for college general English. In designing the template, the researcher reflects Feez and Joyce 2002 text-based syllabus design. Each unit
would consist of four stages which the teacher and students go through so that students gradually gain independent control of a particular text-type. The first part
is called ‘What do you know?’ which represesents the first cycle, i.e. building the context. Then, modelling and deconstructing the texts become the whilst activity in
which the learners gain the text features. It is so called ‘Let’s find out’. The third part is ‘Let’s practice’. In this stage, students work in pairs or groups to construct a
text with the teache r’s guidance. Finally, as Feez and Joyce proposed the learning
cycle, the last two parts give chance for the students to produce texts on their own. Thus, it is so called ‘Express yourself”. The content is described in figure 2.6 below.
60
Figure 2.7. The Unit Contents of the Iconic Model
In addition to support the four stages provided in the unit, the four strands proposed by Nation 2007 are chosen so that the the four skills can be provided in balanced
portion. The activities focus on the input reading and listening and output speaking and writing. However, the deliberate learning is still involved in one of
the activities. Hence, the students are expected to be fluent in the four skills and be able to receive and convey message.
The assessment for this learning model was provided in two ways, those are progressive and summative assessments. In the beginning of the course, a pre-test
would be conducted to quantify the knowledge attained by the students with different learning styles and educational backgrounds. The progressive assessment
was presented in form of review in each meeting and two progress tests. The review was aimed to recall what students have learned previously and connect to the new
topic. This also enabled to check st udents’ comprehension in the integrated skills.
Progress test would also help the teacher monitor the students during the learning process and reflect to the way of teaching. In addition, the final test was provided
as the summative assessment which determined whether the students achieve the
goals or not.
What do you know? Let’s find out
Let’s practice Express yourself
Unit
Building knowledge Modelling text
deconstruction Constructing text
Independent construction
Sub-unit 1 Sub-unit 2
61
CHAPTER III METHODOLOGY
This chapter discusses the method adopted by the researcher to develop the model. The objective is to qualify the data, analysis, and interpretation so that all of
them are valid. This chapter contains the research methods, research settings, the population and sample of the study, data gathering instrument, and data analysis
and interpretation.
A. Research Goal and Method
In order to provide the empirical truth discovery which would lead the researcher to present the practical model, the researcher used the method that was
proposed by Walter R. Borg and Meredith Damien Gall 1983 that was Educational Research Development RD method. RD was the based development model
which was used to design new product, in which the procedures were systematic and evaluated untill they met the specific criteria of effectiveness and similar
standard. Thus, RD was chosen because the goal of this research was to develop an educational product. According to Borg and Gall 1983: 772, the main finding
of educational research and development was designing new products and procedures.
There were ten steps of RD cycle, namely 1 research and information collecting, 2 planning, 3 developing the 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. Borg and Gall, 1963: 775
In this study, the researcher considered seven of the ten steps of RD method as the methodological in conducting this study. The explanation was aimed to find
62 out whether the researcher
’s framework was matched with the RD steps. Besides, if the researcher chose all RD steps, it cost a lot of money and spent longer time.
To finish this research, the researcher only had around three months to observe the students and to design the material, so that the researcher chose the seven steps of
RD method. The following discussion would explain more on the seven steps of RD cycle. The seven steps were research and information collecting, planning,
developing the preliminary form of product, preliminary field testing, main product revision, main field testing, and final product revision. In addition, under each step
would be combined with ADDIE model which would provide detailed steps in designing instructional model. The procedures are presented as follows.
1. Analysis
In the first step of RD cycle, the researcher conducted research and information collecting. The information were gained through literature study and
needs analysis. Thus, the first step of ADDIE model was also done by conducting the interview and distributing the questionnaires. Some literatures related to the
research field and documents related to the research target, such as syllabus and materials, were used as the references. Then, the interview and questionnaire
distribution were conducted to find out the expectation of the learning process. Then, in order to have the perceived needs, the researcher analyzed the data
gathered. The data gathered are qualitative data. Bogdan Biklen 1992: 106 stated that qualitative data were considered to be the rough materials from the world
the researchers were studying. Hence, qualitative data were the particulars form of the basis analysis. Besides, qualitative data analysis consisted of three concurrent
flows of activity: data reduction, data display, and conclusion drawing or PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
63 verification. Due to the time constraints, the needs were assumed based on the data
gathered and data display. Finally, the researcher could draw the conclusion, including determining the context.
2. Design
This stage was the second step of RD cycle, that was Planning. After collecting some adequate information, the information was analyzed to specify the
goal. In this study, the goal of English learning at the university level would be formulated as the outer of the product. The goal was derived from the National
Education Department 2013, i.e. English for college students should achieve epistemic level in which students are able to transform knowledge using language.
This idea was then related to Common European Framework References CEFR which became the expected standard for the college students to achieve. Borg and
Gall 1983: 779 stated that the most important aspect in planning was stating the objectives to be achieved. Thus, the objectives were derived from the goal, adapting
the ‘can do’ statements of level B1 of CEFR. The detailed objectives would be presented in chapter 4.
After formulating the objectives, the topics were selected and the support services in order to plan the designed model were considered. The topics were
selected based on the survey of t he students’ interests. There were some topics in
which most students were interested and then those were related to college students, specifically novice level. The researcher also decided to adjust the topics to what
students actually faced in their college life. Therefore, the topics intended to make students more familiar and to touch college students life.
64 Regarding the learning activities, the researcher started listing the activities
which could be put in the learning model. The activities referred to the four strands Nation, 2007 as explained in chapter two. It contained the input and output skills.
Then, the researcher made the template of the unit model which adopted the teaching and learning cycle Feez and Joyce, 2002. It consisted of four stages as
explained in chapter two. Finally, the researcher organized the topics and learning activities which just became the template.
3. Development
This step covered developing the preliminary model. In this step, the subject contents, the teaching learning activities, and sources that were appropriate with
general guideline, goals, and objectives were selected and developed. Organizing the subject contents considered the level of difficulty and time allocation. Those
contents were put into a syllabus, which contained the learning objectives, topics, activities, language function, time allocation, learning media, and sources. In this
study, mixed-syllabus was utilized. The product was then developed based on the syllabus. The template of the learning model was provided as the basic to produce
the acceptable model. Evaluation on the designed model was also assigned. This step covered
preparation in designing the model. The purpose of the preliminary field testing was to obtain an initial qualitative evaluation of the new education product Borg and
Gall, 1983. A survey was conducted by distributing questionnaires to gain evaluations, opinions, and suggestions from the experts in order to revise and
improve the designed model. Thus, this step was so called expert judgement. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65 Based on the results of the preliminary field testing, the designed model was
revised and improved. The main product revision step was also reflected on the evaluation step of the researcher
’s model. According to Borg and Gall 1983, after the preliminary field testing, all the data were compiled and analyzed. In this study,
the researcher added some important points and omits the unimportant points in the designed model based on the respondents’ comments, suggestions, criticism, and
corrections. This step aimed to make a final version before the designed model would be tried-out.
4. Implementation
Implementation belonged to the main field testing of RD cycle. This step aimed to implement the revised product and to improve the learning model. The
model was tried-out to one class in one English language course. The try-out was also adjusted with the condition in the institution. Since it was the beginning of the
semester, the researcher taught only unit one for three meetings.
5. Evaluation
Evaluation involved the main field testing and the final product revision. In the last step, summative evaluation was conducted to validate the product. The
researcher distributed the questionnaires to the users. The results were used to revise the product and to know whether the product was valid, reliable, and practical. The
aim was to produce an acceptable – effective and efficient – text-based learning
model for college general English. The procedure can also be seen in the following figure.
