EGRA Technique Genre-based approach

10 information, skills procedural and conditional, and requirements. 5 Step 5 : Developing Pre- assessment The next step is developing pre-assessment. This step is very important to maintain the plan for activities. The pre-assessment helps the planner to plan activities for the students and ensure that the students follow the activities efficiently. 6 Step 6 : Selecting Learning Activities and Resources The next step is to select supporting materials. Kemp 1977 states that the resources refer to printed materials, audiovisual media, and other items for a group and individual uses p. 73. Kemp 1977 adds that there are three forms of media which are “visual forms, audio form, and audiovisual form” p. 77. 7 Step 7 : Coordinating Support Services The next step is coordinating support services. At this step, there are some points that have to be required by the planner. They are funds, facilities, equipment, and personnel time to finish the whole process of instructional design. Kemp 1977 states that thinking about the funds or facilities limits the program severely. 8 Step 8 : Evaluation The last step of this process is evaluating. Kemp 1977 states that the evaluation stands for self-evaluation from the teachers or experts to determine the suitability of the learning objectives, subject contents, learning method, and learning media. Furthermore, self-evaluation formative evaluation gives chance to determine any weakness in the design product which needs to be improved for the final product. 11

b. Borg and Gall

In this research, the researcher also used research and development approach by adapting Bo rg and Gall’s model of development. According to Borg and Gall 1983, educational research and development is “a process used to develop and validate educational products” p. 772. The steps of this process refer to R D cycle. According to Borg and Gall 1983, there are ten major steps in R D p. 775. The first step involves research and information collecting or needs analysis. It includes a review of literature, classroom observations, and preparation of report of state of the art. The second and third steps consist of planning and develop preliminary form of product. Planning includes defining skills, stating objectives, determining course sequence, and making small scale feasibility testing. Developing preliminary form of product includes the preparation of instructional materials, handbooks, and evaluating devices. Then, the fourth step involves preliminary field testing. It includes the interview and questionnaires. The fifth and sixth steps conduct main product revision and main field testing. Main product revision uses quantitative data on subjects’ course as the evaluation. Operational product revision is done in the seventh step. It is the revision of product as suggested by main field-test result. Next, the eighth and ninth steps involve operational field testing and final product revision. The last step involves dissemination and implementation. It is a report of product at professional meeting and journals.