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CHAPTER III METHODOLOGY
Chapter III is divided into six main parts, namely research method, research participants, research instruments, data gathering technique, data analysis
techniques and research procedure.
A. Research Methods
In answering the research questions, the writer chose research and development as the research method. According to Borg and Gall 1983, 772
research and development RD in education was steps or processes of developing an educational products and most of them were in form of material.
Since this thesis dealt with developing educational products, Borg and Gall’s educational research and development RD was chosen to develop the product.
There were eight major steps in research and development. The writer only designed the material without implementing the material. Therefore, the writers
only took six steps among those major steps.
1. Product Selection
The product, which was going to develop, should meet important need of education. So, later, when it has been developed, it could be used by teachers,
students and practitioners. The purpose of the product became the consideration in selecting the product. Therefore, the product selection was based on the real
problem in which the study was conducted. The problem was the immersion
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teachers’ needed material to help them to teach in the target language. Then, the writer proposed to design the material for immersion teachers.
2. Research and Information Collecting
The data was gathered to gain information from the learners, textbooks and other sources. To gain the data, the writer used questionnaire. The data
gathered was not only aimed to find information needed in developing the product, but it was also aimed to find appropriate method or approach that could
be applied to the product. It was considered to have more than one review in order to enrich the sources of the product.
3. Planning
In this step, the writer started to collect the sources used to design the product. Borg and Gall 1983: 779 stated, “Perhaps the most important aspect of
planning a research-based educational product is the statement of the specific objectives to be achieved by the product”. Its aims were to prepare the needs
which were required to develop the product. 4.
Development the Preliminary Form
The writer designed the product based on the result in the second step. The product also based on the needs analysis which had been conducted. The
writer defined the learning objective, subject content and teaching learning activity based on the result of the pre design questionnaire.
5. Preliminary Field Test
The main purposes of the preliminary field test were to evaluate the designed material and to measure whether the designed material was suitable,
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appropriate and relevant. Therefore, the questionnaire was distributed to five respondents which consisted of two English lecturers, two English instructors and
one English teacher.
6. Product Revision
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