Theoretical Framework REVIEW OF RELATED LITERATURE

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CHAPTER III RESEARCH METHODOLOGY

In this chapter, the writer presents the information about the methodology used to conduct the study. The information involves the research method, research setting, research participants, instruments and data gathering technique, data analysis technique and research procedure.

A. Research Method

In this study, the writer designed speaking materials for the tenth grade students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan using task-based language teaching. Therefore, this study was categorized as Educational Research and Development. Educational Research and Development is a process to develop and validate the educational product Borg Gall; 1983. Borg and Gall 1983, p. 771 also stated that the goal of Research and Development RD is to take the research knowledge and incorporate it into a product that can be used in the school. In this study, the writer adapted the steps of Dick and Carey’s instructional design as the steps to develop the material. The steps are: 1. Identify Instructional Goals A goal statement described a skill, knowledge or attitude that a student would be expected to acquire. In this step, the writer needed to clearly define the need, define the instructional goal based on need and generally describe the students, performance and tools. In order to gather the data needed to identify instructional 19 goals and overview the students, the writer distributed the questionnaire to tenth grade students of Agricultural Product Processing Technique Program of SMKN 1 Nanggulan and interviewed the English teacher. 2. Conduct Instructional Analysis This step focused on identifying what a student must recall and what student must be able to do to perform particular task. Based on the instructional goal and overview of the students, the writer conducted instructional analysis and determined step-by-step what people were doing when they performed the goal. The result of this step was the designation of entry behaviors which is required to begin instruction. 3. Analyze Learners and Context Identify general characteristics of the target audience, including prior skills, prior experience, and basic demographics; identify characteristics directly related to the skill to be taught; and perform analysis of the performance and learning settings had been done in this step. The writer conducted learner analysis to identify student s’ current knowledge and skills. The data from previous steps helped to give the detail description of studentss, the performance environment and the learning environment. 4. Write Performance Objective Objectives consisted of a description of the behavior, the condition and criteria. The component of an objective that described the criteria would be used to judge the students performance. Based on the previous data, the writer 20 synthesized information about the skills to be learned, the characteristics of the target learners and the learning context and stated the learning objective. 5. Develop Instructional Strategy In this step, the information from the previous data used to identify the appropriate instructional strategy. The theories of task-based language teaching had been used in this step as the instructional strategy to develop the speaking materials. 6. Develop and Select Instructional Material The teacher’s guide and the students’ book were produced in this step. The writer wrote, selected and organized the materials by following the instructional strategy. 7. Design and Conduct Formative Evaluation of Instruction The writer tried to identify areas of the instructional materials that need improvement. In this step, the writer gathered the data by distributing the post- design questionnaires and the materials to two lecturers and one English teacher. The evaluators would give their evaluation and suggestions about the design materials. They also would judge whether the designed materials were appropriate or not. The steps of designing the speaking materials are described as in Figure 3.1 The Writer’s Step of Instructional Design.