basic needs for the instruction. The topic should express the general purposes as what learners generally expect to learn as a result of instruction
3. Specify the Learning Objectives
According to Borg and Gall 1983: 779 the most important aspect of planning research-based educational product is the statement of the specific
objectives to be achieved by the product. The learners will be more motivated to learn if the teacher has stated specified objectives in terms of activities that will
best promote learning, so here stating objectives will make the teaching-learning activities perfect.
4. List the subject Contents
It is paramount for a successful teaching-learning process to select or to organize the learners’ learning activities and instructional materials. A well-
designed material can support the learners’ mastery of the English ability. In this case, fatigue is the crucial problem to be taken into consideration. To omit the
problem, it is very important to use various activities such as games, role play, etc. that can promote learning.
5. Select teachinglearning activities and instructional resources.
The teachinglearning activities can be in the form of printed materials, visual or audio visual aids, or other items. It should meet the objectives and
motivate the students to accomplish the subject content
6. Evaluate materials
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The stage is important because by evaluating the materials designed, the writer obtain feedbacks from the materials and find out whether or not the
materials meet the objectives.
7. Revise any parts requiring improvement
The last step is revision. Revision is held to improve the materials. The evaluation was conducted by distributing questionnaires and the revisions are
based on the feedbacks obtained. The writer’s theoretical framework step is presented in Figure 2. 3 below:
Figure 2.3The Writer’s Theoretical Framework Chart based on Kemp’s adapted Instructional Design Model
Identifying learners’ characteristics
Considering goals , topics and general purposes
Specifying learning objectives
Listing subject Contents
S electing teachinglearning
activities and instructional resources.
Evaluating
Revising any parts requiring improvement
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CHAPTER III METHODOLOGY
This chapter focuses on the methodology applied in this study. The discussion research method, research participants, research instruments, data
gathering techniques, data analysis techniques, and research procdures
A. Research Method
As it had been stated in the previous chapter, this study aimed to answer two questions. They were what the design of English Speaking Materials for
nursing academy based on Presentation, Practice, and Production PPP Approach is and how the designed materials affect the students’ motivation to speak English
In order to solve the problems, the writer needed to employ a method. The method was called educational research and development R D by Borg and
Gall 1983. It is a process used to develop and validate educational products. There are ten major steps in R D cycle; they are Research and Information
Collecting, Planning, Developing Preliminary Form of Product, Preliminary Field Testing, Main Product Revision, Main field Testing, Operational Field Testing,
Final Product Revision, and Dissemination and Implementation. Due to the limitation of time and capacity, the writer decided to employ
only the former six steps out of the ten major. They are: Research and Information Collecting, Planning, Developing Preliminary Form of Product, Preliminary Field
Testing, Main Product Revision, Main field testing.
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