Newby’s Model Design Models

33 The writer uses task-based syllabus in developing materials. d Selecting the Learning Method adapted from Newby’s Model The writer chooses CTL method that facilitates the students to achieve the objective of the course. e Producing Pedagogical Syllabus adapted from Yalden’s Model The writer lists subject content particularly task-based materials that are appropriate for teaching speaking skill and relates to the chosen topic to the objectives. f Selecting Teaching and Learning Activities adapted from Newby’s Model The writer provides teaching and learning activities which relate to the method used. Step 3: Evaluating the Designed Materials adapted from Yalden’s Model This final step is conducted in order to give the improvement toward the design materials. 34 Conducting Needs Survey Developing the Instructional Materials Producing Pedagogical Syllabus Specifying the Learning Objectives Considering the Purpose of Course Developing Task- Based Syllabus Selecting the Learning Method in Classroom Selecting Teaching and Learning Activities Evaluating the Designed Materials Figure 4: Steps Used to Design the Set of Instructional Materials in this Study PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER III RESEARCH METHODOLOGY

This chapter identifies the research method, needs survey, feedback gathering, and research procedure used in the study.

A. RESEARCH METHOD

Designing the instructional materials which could be used in school, the writer used Educational Research and Development as a research method. Educational Research and Development which are also abbreviated as R D, is a process employed to develop and validate educational products Borg, 1983: 772. The goal of R D is to take the research knowledge and incorporate it into a product which can be used by the school. Besides, Borg also describes that R D provides a cycle of research which consists of studying research findings that were useful for developing product and conducting field testing in the setting where the product will be used and revising it to correct the deficiencies found in field-testing stages. To develop minicourses using in R D, Borg suggests some major steps to be employed. They are comprised the following: 1 Research and information collection which includes review of literature, classroom observations, and report. 2 Planning which covers defining skills, stating the objectives. 3 Preliminary form of product development. 4 Preliminary field testing which includes interview, observational and questionnaire data distributed in 1 to 3 schools by using 6 to 12 subjects. 35 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI