Research Method RESEARCH METHODOLOGY
36 3. Develop preliminary of product
From this step of the research and development method, the writer listed and chose the learning techniques that would be suitable for the designed material.
In this stage, the writer chose and organized the content of the material. 4. Preliminary field testing
As stated by Borg and Gall 1983, the aim of the preliminary field testing is to find the evaluation of the designed product in the qualitative.
5. Main Product revision This stage was for the revision of the designed material. The result would
be in a qualitative research. It means that the writer analyzed the data and described it in a descriptive form. The evaluation of the deigned material would
be more focusing on the process of the research. 6. Main field test
In this stage, the writer should have the field test to test the design so the writer would know whether the designed material was suitable or not.
7. Operational product revision After conducting the test of the material, the writer did the revision to get
the design material ready to be used. 8. Operational field testing
After the writer did the revision the writer did the test one more time. 9. Final product revision
This stage will make the final revision for the designed material. The designed material will be completely ready to use.
37
10. Dissemination and implementation This would be the last stage in the research and development method. The
purposed of this stage was to develop the implementation of the design material. In this study, the writer used the first five steps from Borg and Gall theory
because the writer only had limited sources and time to conduct more steps of this study. Since it is flexible to use, the writer started the research from research and
information collecting, planning, develop preliminary of product, preliminary field testing, and main product revision.
1 Research and Information Collecting
Research and information collecting aimed to get the relevant information in the process of developing the product. This step of the research is usually called
as the pre-design survey where the writer conduct an observation, interviews the English teacher, and distributes the questionnaire to the students. The research and
information collecting steps were held in BOPKRI 1 Junior High School. These steps were important in collecting
the students’ learning needs and information for the material design. These needs helped the writer in designing the supplementary
material activities. For the infographic, the writer also got some educational information from The information was gathered by conducting the informal
interview.
2 Planning
After conducting some researches and collected some information, the writer began to formulate the topics, goals, and general purposes in planning the
38 material design. In this step, the writer reviewed the syllabus used by BOPKRI 1
Junior High School in order to identify the topics and the goals of the material. The syllabus helped the writer in planning the materials design. For the
infographic, the writer chose to make the design based on the syllabus indicator on the syllabus. The infographic discussed the focus of each indicator. The
indicators were divided into 7 units as the focus of each unit. Each units of the supplementary book discussed two or four indicators. Those indicators were
depended on the topic that was provided by the writer. The writer also wrote some exercises related to the indicators. The next step that the writer did was
developing preliminary of the product. 3 Develop preliminary of product
In this step, the writer began to design the materials based on the information that the writer had before. In designing the material, the data was
selected based on the learners ’ needs, characteristics, and abilities in learning. The
writer also had to decide the content which was needed for the designed materials. In designing supplementary materials, the writer needed some sources that were
related to grammar, vocabulary mastery and other English language elements for seventh grader of BOPKRI 1 Junior High School. The sources were found on the
other English books and also on some journals or worksheets which can be found in the internet. The sources helped the writer in making the supplementary book.
In making the supplementary book, the writer used task-based learning and also the communicative approach. There were some exercises that support infographic
so that the students can practice their English in reading and writing skill. It also
39 used communicative approach which required the students to practice their
speaking skill.
4 Preliminary field testing
Preliminary field testing which is usually called as post-design survey, aimed to obtain the qualitative evaluation of the product Borg Gall, 1983, p.
782. The writer evaluated the materials and gathered some comment and suggestions about the supplementary designed material. Those evaluation
elements would decide whether the designed materials were appropriate or relevant enough to be implemented as the teaching learning materials. In this
study, the designed materials were assessed by distributing the evaluative questionnaire to two English teachers of BOPKRI 1 Junior High School, and one
of English tutors from All plus Puri Kids who had some experiences in teaching junior high school students.
5 Main product revision
In this step, the designed materials were revised based on the feedback on the preliminary field testing step. The purpose of this step is to make the final
version of the design before it was applied as teaching learning material. The materials were expected to be more appropriate and ready to be used in the
classroom after passing some revision from the evaluators. The writer found that the research method step which were taken from
Borg and Gall 1983 theory was related to the instructional design model from Kemp. In this study, the writer decided to use the combination between both of
40 the theories for the design process. The combination of both theories can be seen
in figure 3.1.
Writer’s Research model Borg and Gall Theory Kemp’s Instructional Design
Figure 3.1 Writer’s Research Model
From the figure can be seen that the writer combined the research survey method and the instructional design model for the research study. Before
designing the supplementary material, the writer did pre-design survey and data analysis research and information collecting
by identifying the learner’s characteristics and needs. In this step the writer distributed the questionnaires and
Planning Identifying the
learner’s characteristics and
Design materials’ evaluation and
revision Develop
Preliminary of Product
Preliminary Field Testing
Main Product Revision
Research and Information
Collecting Pre-design Survey
and Data Analysis
Planning the Designed Material
Contents
Designing the Designed Material
Post-design Survey and Designed
Material Evaluation
Revising the Designed Material
Considering goals, topic and general
purposes
Specifying the learning
objective
List the subject content
Selecting teaching learning activities and
resources
41 analyzed the data. On the next step of the research study, the writer was planned
for the designed material contents by considering the goals, topics and general purposes related to the participants answer from the pre-design survey. After
planning the contents for designed material, the writer started to make the designed material developing preliminary of product. The writer needed to
consider about the learning objective specification, the list of the subject contents and selecting the teaching and learning activities for the supplementary book
based on the students’ characteristics and needs. The next step was post-design survey and designed material evaluation
preliminary field testing. After deigning the supplementary material, the writer met the evaluators to evaluate the designed material. The comments, feedback and
suggestions by the evaluators helped the writer in revising the designed material main product revision.