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CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the research methodology, research respondents, research instrument, data gathering technique, data analysis technique, and research
procedure.
A. Research Method
This research aims to design a computer assisted vocabulary learning model to enhance nursing students’ lexical retention using iSpring Suite application. It is
in the area of educational technology research. Traditionally, educational technology researches involve the integration of theory and practice. The
integration of theory and practice belongs to development research Richey, Klein, Nelson: 2007. Seels and Richey 1994: p.127 define development research as:
“…the systematic study of designing, developing and evaluating instructional programs, processes and products that must meet the criteria of
internal consistency and effectiveness” Seels and Richey, 1994: p.127
The definition above is presented in the use of term development. The word development in research context means the process involving planning, production,
and including comprehensive evaluation. Planning belongs to design phase where specification is constructed, while production is as development phase in which the
design specifications are actualized Seels and Richey, 1994. In development research, the evaluation itself contains formative and summative evaluation. In
addition, the word research can be defined as the process of empirical through systematic procedure to discover knowledge.
Development research is different from instructional system design ISD. Development research attempts to produce the models and principles that guide the
design, development, and evaluation processes, while instructional development typically builds on previous research. Stowe cited in Richey, Klein, and Nelson,
2007 opposes if ISD is viewed as research. He argues that ISD does not have ability to discover generalizable principles and its intent to produce context-specific
solutions. Research has dual function; it can result in context-specific solutions and can serve a problem-solving function.
In terms of the extent to generalizable or contextual specific solution, development research has two type particular emphases. They are labelled with
Type 1 and Type 2 development research. The first type of development research is described as the entire development process of a specific intervention from
exploratory studies through evaluation studies. In another word, it addresses not only product design and development, but also evaluation. Its focus is on a given
instructional product, program, process, or tool Richey and Klein, 2005. The second type is oriented towards a general analysis of design, development, or
evaluation processes. In this type the intention of the research can be a whole or particular component. Type 2 development research takes place after the actual
design and development process completed Richey, Klein, and Nelson, 2007. It has more global orientation than Type 1. The distinctions between two types of
development research can be seen in the table below. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
