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a. Collecting Need Analysis
Collecting need analysis was done to obtain what students’ need. The closed-open type of
questionnaires aimed to identify students’ need related to communication or speaking ability. Distributing questionnaires was done in
Putratama Vocational High School for students grade ten of 20142015 academic year and for English teachers.
b. Determining Instructional Goals, Topics and General Purposes
After collecting need analysis, the next step was deciding the goal, topics and general purposes of the design. What the goal was, what the topic was about
and what it was for were considered based on need analysis and determined in this step as a starting point of the design.
2. Research Procedures for the Practice of the Iconic Model
a. Developing the Iconic Learning Model Prototype
Here, the Communication Practice Model prototype was designed and developed the materials using ADDIE steps based on need analysis result and
Fluency Development strands of Paul Nation 2007. During the developing material, instructional design which was ADDIE involved designing in this step.
This design prototype also considered the goal, topics and general purposes.
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b. Conducting Experts’ Validation
In this step, evaluation needed participants from three English teachers of Putratama Vocational High School and a lecturer of Business Communication
Centre of Economic and Business Faculty in Gajah Mada University. This data of evaluation was used for developing preliminary field testing before implementing
the model. In the ADDIE’s steps, this part was for development part.
c. Revising the Model
The Communication practice model prototype was revised based on the evaluation results from expert before implementing. In this step, the design was
developed into the final product. This part was also called as development step of ADDIE’s steps.
d. Implementing the Model
After revising, the next step was implementation. The final product which had ben revised, would be implemented to participants in the classroom
Teacher would apply the final product in the learning process. Teacher would use the material in the product and do activities that were provided in the product. The
participants practiced the design in classroom. By implementing, the performance of the product could be seen clearly.
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e. Distributing questionnaires and Conducting Interview to Obtain Students’
Response toward the Implementation
After implementing the product, main field testing used distributing closed type of questionnaires and conducting interview was done. This step aimed
to get students opinion, comment and suggestion of the final product. Main revision of product could be done as needed.
This research used R D as the methodology of research. Besides, this research applied ADDIE’s steps by Danks in 20011. Thus the research procedure
should be related to the steps of R D and ADDIE’s steps. This research adopted
six steps of R D cycle by Borg and Gall in 1983 which were combined with ADDIES’s steps. However, the research procedures here consisted of seven steps
which were divided into two steps for the conceptual model procedures and five steps for the iconic model procedures. The last step of R D which was main
product revision would be done if it was necessary or if there were suggestions or comments from
students’ response. The summary of the research procedures of this research is presented as follows.
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Figure 3.2 Summary of research procedures
Figure 3.2 presents the summary of research procedures. The research procedures involved R D and ADDIE. The procedure of R D and ADDIE
were connected to each other. Research and information collecting was related to analysis’s step of ADDIE. Design in ADDIE dealt with planning and developing a
form product. Development step of ADDIE was connected to preliminary field testing. Then, the next procedures of ADDIE were implementation and evaluation.
RESEARCH AND DEVELOPMENT
Borg and Gall, 1983 Research and
Information Collecting
RESEARCH PROCEDURES
Collecting Need Analysis
Determining Instructional
Goal, Topics, General
Developing the Iconic Model
Prototype
Conducting Experts’
Validation Revising the
Model Implementing
the Model Distributing
Questionnaire and
Conducting Interview to
Obtain Response
Planning
Developing a Form Product
Preliminary Field Testing
Implementing
Revising Main Product
Conc ept
of iconi
c mod
el
Ico nic
mo del
ADDIES
ANALYSI S
DESIGN
DEVELO PMENT
IMPLEM ENTATIO
N
EVALUA TION
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CHAPTER IV RESULTS AND DISCUSSIONS
This chapter involves three main parts. The first part presents the results of the concept of the iconic model. The second part presents the results of the
practice of the iconic model. The last part provides the discussions of the Communication Practice.
A. THE RESULTS OF THE CONCEPT OF THE ICONIC MODEL
This research produced a model, named a Communication Practice Model. This concept of the iconic model included two major steps based on Borg
and Gall. They were research information collecting and planning.
1. Research and Information Collecting
In this research, the first step of R D was research and information collecting. Collecting information was gathered by review of literature. Fluency
Development strand by Nation 2007: 6 encourages activities which facilitate students to communicate such as short writing, reading and listening to easy story.
Fluency activities and communicative practice in Communicative Language Teaching CLT invite students to communicate Richards, 2006: 16. On the
other side, Contextual Teaching Learning CTL allows students to relate to the real world Smith, 2006: 14. Communication is real in people lives so CTL can
deal with communication. After conducting review of literature and specifying the product, it was decided that the model would involve the Fluency
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