language to express what they want to say in a comprehensible way. This study was done to identify and classify errors of Dentistry students
writing, the purpose of the study was to find the most common errors and the frequency of errors the respondents made, Error analysis EA would allow
teachers to figure out what areas should be focused on and what kind of attention is needed in an L2 classroom. If this is done, the language teachers
will be better able to develop curriculum and select materials that successfully facilitate L2 learning processes Brown 1994 and Littlewood 1995 have
found that L2 learners at a beginning level produce a large number of interlingual errors.
B. Theoretical Framework
There are seven steps necessary to conduct in the theoretical framework. They are conducting the research by carrying out a needs
analysis, writing a syllabus, developing evaluating tools, revising instructional materials and finally writing the final draft of the instructional
materials. The procedure will be shown in figure 2.5 Step 1: Conducting Research
Research needs to be undertaken to answer the problem identified in the problem formulation. In the previous chapter, the theoretical foundation
for such has been discussed as evaluation on the syllabuses, study skills and published materials on writing skills limiting the writing tasks.
Step 2: Carrying Out a Needs Analysis This step is important in order to identify the learner’s needs and
characteristics. The analysis will be divided into two parts. First, the TSA PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Target Situation Analysis attempts to identify the learner’s needs at the end of the language course having been designed. Second, a PSA Present
Situation Analysis aims to identify their characteristics; the results of the analysis will be used as an important foundation in formulating course
objectives and writing the syllabus. Distributing questionnaires to Dentistry students will be the methods for collecting the data required.
Step 3: Writing a Syllabus There are two parts to this step. The first part is formulating learning
objectives based on the results of the materials evaluation and the needs analysis step 1 and step 2 respectively. The second part is writing a particular
type of syllabus, which covers learning objectives, course content and the methodology.
Step 4: Developing Instructional Materials. Materials will be developed based on the selected materials drafts of
the Dentistry students. Error analysis will be carried out to determine the structural points needed to be covered in the tasks. The materials will be
developed as the instructional materials according to the expanded material design model proposed by Hutchinson and waters 1987:118.
Step 5: Evaluating the Instructional Materials To evaluate the materials developed in step 4, materials and
questionnaires will be distributed to English instructors who have experience in teaching Dentistry students. The questionnaire will be followed up by a
series of interviews and discussions. Step 6: Revision the Instructional Materials.
The result of the materials evaluation will be used as an important PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
input for revising the instructional materials. This will then lead to the final step of this study.
Step 7: Writing the Final Draft of the Materials After the revision and improvement have been completed in the
previous step, the final draft of the writing tasks to develop, academic skills for Dentistry students of Gadjah Mada University will be written.
Figure 2.6 The Research Steps Combined Models Step 1
Step 2
Step3
Step4
Carrying out needs analysis
Conducting research
Writing a syllabus
Developing instructional materials
Evaluating instructional materials
PSA
TSA
Distributing the materials
Processing questionnaires
Research and ation colle
inform cting
Develop the preliminary form of
the product
Main product revision
Preliminary field testing
Planning
Revising the instructional materials
Step 5
Step 6
Writing the final draft of the materials
Step 7
The researcher used this combined steps in conducting research studies. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER 3 METHODOLOGY
This chapter presents information about the method used in this study. The discussion involves the method of the research, the research participants, the
setting of the research, the research instruments, the process of collecting the data and the research procedure. Each of these instruments is described to give a clear
verification on how this study is conducted.
A. Method
According to Sprinthall 1991:99, research or a study is typically called descriptive. Descriptive study is done on particular types of
populations to measure one or more variables that can be used to describe the group of interest. Since it is a descriptive study, it is not aimed at proving a
hypothesis about a particular phenomenon. However, it is conducted to attain as much information as possible from the learners’ textbooks as the basis for
designing instructional materials.
1. Educational Research and Development RD
The researcher used Educational Research and Development RD in conducting her designing materials. Educational Research and Development
RD is a process used to develop and validate educational product Walter R. Borg, 1983. Product here included not only material objects such as
31 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
