15 researcher answer the first research question, especially on the object of the
research which is junior high school. After knowing the characteristics of the object, the researcher also paid
attention to the techniques for teaching reading and writing in text type topic. Based on www.nclrc.org and Verner 2009, there are several techniques in
teaching reading and writing. Reading techniques focuses on the reading process, integrating reading strategies, and using authentic materials and approaches. The
writing techniques there are brainstorming, free writing, and cluster maping. The researcher needed those theories to answer the second research question especially
for the quality of the media as a support in teaching text types material. The theories were also necessary to make sure that the learning media is proper to be a
source of knowledge. Also talked about the
media’s effect for the students. The researcher needed the theory of motivation by Nevid to implement the effect as a motivation.
According to Nevid 2013 motivation is defined as the process that initiates, guides, and maintains goal-oriented behaviors. Motivation is what causes us to
act. Hence, this theory was needed to help researcher answer the second research question.
Then, to get a good quality of the learning media, the researcher used questionnaire as a source of the data to develop the Text Types Board. The
researcher must also pass the validation to check the reliability of the product. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER III RESEARCH METHODOLOGY
In this chapter the researcher presents the methodology to answer the research questions. This chapter covers research method, setting, participants, data
gathering technique and data analysis.
A. Research Method
To answer the research questions, the researcher used Research and Development method by Borg and Gall 1983. There are five steps in R D: 1
Research and Information Collecting: It includes review of literature, classroom observations, and preparation of report of state of the art; 2 Planning: Planning
includes defining skills, stating objectives determining course sequence, and small scale feasibility testing; 3 Develop Preliminary Form of Product: It includes
preparation of instructional materials, handbooks, and evaluating devices; 4 Preliminary Field Testing: This step includes testing the product into the real
target or subject in a real condition; 5 Final Product Revision: Final product revision includes validation and final revision. The combination between Borg
and Gall’s steps and Dick, Carey, and Carey’s 2009 instructional design model as follows:
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Figure 3.1 Combinations of the Theories
Borg and Gall ’s 1983 Research and Development Method becomes the
foundation for developing the product of the learning media. All of the steps are according to that theory. Then, Kemp’s 2001 and Dick, Carey, and Carey’s
2009 instructional model help the researcher understand the steps in Borg and G
all’s method in detail. For example the first step in Borg and Gall’s research and development method is research and information collecting. Based on that step,
the researcher can implement it easily by comparing it with the instructional design model proposed by Kemp 2001 and Dick, Carey, and Carey 2009 of
Research and Development Method Borg and Gall 1983
Research and Information Collecting
Planning
Developing Preliminary Form of Product
Kemp’s 2001 and Dick, Carey, and Carey’s 2009
Identifying the Learners’ Needs
Developing Instructional Material
Sequencing the Content Identifying Instructional
Goals Identifying the Learners
Context
Final Product Revision Preliminary Field
Testing
Conducting the Formative Evaluation
Revising the Designed Material
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which steps are clearer such as identifying the learners’ needs, identifying the
learner and context, and identifying instructional goals. Furthermore, both of the theories strengthened each other.
B. Research Setting
The research was conducted in the 7
th
and 8
th
grades of SMP Putra Tama Bantul, Daerah Istimewa Yogyakarta. The researcher has already observed that
the teaching media was proper to support the learning activity there. According to the condition, the school has limited facilities to support the learning activities.
There are no supporting learning media besides the main learning media like internet access, projectors, viewers, and whiteboards. Then, the researcher
conducted the research on March 29
th
, 30
th
and April 5
th
, 6
th
2017 to 7
th
and 8
th
grades of SMP Putra Tama.
C. Research Participants
The 17 participants in this research were divided into two groups. The first group was the participants in Research and Information Collecting and the second
one was the participants in the Preliminary Field Testing. The participants in the Research and Information Collecting were the English teacher in SMP Putra Tama
and all students of the 7
th
and 8
th
grades of SMP Putra Tama. Preliminary Field Testing participants were English teacher who became the evaluatorand examiner
for the Preliminary Field Testing. The research was conducted on March 29
th
, 30
th
and April 5
th
, 6
th
for 17 respondents from 7
th
and 8
th
grades of SMP Putra Tama.
