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contains the action and the content or concept. The second component describes the conditions that will prevail while learner carries out the task. The third component
describes the criteria that will be used to evaluate learner performance. The criterion is often stated in terms of the limits, or range, or acceptable answers or responses.
d. Selecting Syllabus
In selecting type of syllabus, Yalden suggested to modify some existing structural syllabus to a completely learner-centered approach 1978: 108. It means
that various combinations are possible, and various focuses on written language are also feasible. Due to the suggestion, the writer chose communicative syllabus type 3:
Variable Focus. As Yalden 1978 stated that this syllabus would dominate structural exercises and activities at the first level, and emphasis would then change to
communicative function and finally to situation or subject-matter p. 113. The writer expect that the syllabus chosen will stimulate the true academic situation in
designing a set of English writing instructional materials for Theology Study Program students.
e. Deciding TeachingLearning Activities
This step is adapted from the fifth stage of Yalden ‟s model. In this step, the
writer provides a pedagogical syllabus which can fill the teacher‟s needs without unduly circumscribing desirable classroom interaction. Furthermore, Yalden 1978
stated that the pedagogical syllabus provides a repertoire of words and phrases, chosen as exponents of function and suitable to the topics identified as important to
37
the learner p. 144. The development of teaching, learning, and testing approaches are presented in this step by applying Ignatian Pedagogy. As proposed in Ignatian
Pedagogy Kolvenbach, 1993, the design consists of four units and each unit consists of five steps. The steps are context of learning, experience, reflection, action, and
evaluation.
f. Evaluating and Recycling
On the ground of the final stage of Yalden ‟s model, the writer evaluated the
designed materials by distributing a questionnaire to some experts in this field. This is in accordance with Yalden suggestion that the teaching as well as the over-all design
of the course should be assessed p. 96. The experts evaluated the instructional goals, the performances objectives, the syllabus, and the teaching activitiesmaterials. The
result of this evaluation is aimed to judge whether the designed material have accommodated the needs or not. The data gathered are used to revise the design.
g. Presenting Main Product
The final step in this research is main product presentation. It is presented after revising the design based on the evaluations and suggestions.
38
CHAPTER III METHODOLOGY
In this chapter, the writer would like to present detailed information about the methodology used. It is used to answer the research questions as stated in Chapter I.
The discussion of this chapter covers some important points of the research method, the research setting, the research participants, the research instruments and data
gathering technique, the data analysis technique, and the research procedures which are applied in this study.
A. Research Method
This study was educational Research and Development RD. Gall, Borg, and Gall 2007 define Research and Development RD as:
An industry-based development model in which the findings of research are used to design new products and procedures, which then are systematically
field-tested, evaluated, and refined until they meet specified criteria effectiveness, quality, or similar standards p. 589.
In order to design a new product and procedure, there are ten steps which are called R D Cycle. The R D cycle Gall, Borg, and Gall, 1983 was elaborated into ten
steps. They are 1 research and information collecting, 2 planning, 3 developing preliminary form of product, 4 preliminary field testing, 5 main product revision,
6 main field testing, 7 operational product revision, 8 operational field testing, 9 final product revision, and 10 dissemination and implementation.
39 Since this research belongs to RD Cycle, it is suggested to do all the steps.
However, if the writer conducts all the steps, it will take a very long time, and it will be called a project, not a research. Because the limitation of the time for the writer to
do all the steps and the limitation of the place to do all the field tests, that is why the writer just employed step 1 to step 5. The following figure describes the steps that
were done by the writer.
Figure 3. 1. R D Cycle and the Writer’s Instructional Design Model R D Cycle
1. Research and information
collecting
2. Planning
5. Main product revision 4. Preliminary field
testing 3. Develop preliminary
form of product
The Writer ’s Model
1. Analyzing learners and contexts
2. Identifying instructional goals
3. Writing performances objectives
4. Selecting syllabus
5. Deciding Teaching Learning activities
6. Evaluating and recycling
7. Main product presentation
40 The writer‟s instructional models are adopted from R D cycle. There are five steps
chosen and those are explained as follows. 1. Research and information collecting
The starting step done before designing materials was collecting data about the learners‟ needs, lack, interest, and learning styles by distributing a questionnaire
and conducting informal interview. After collecting data, the writer analyzed it based on some theories which are relevant to this research.
2. Planning In this step, the writer made some preparation before designing materials.
From the result of data collecting and analyzing, the writer identified instruction goals. The instruction goals were a basis to formulate performance objectives. Then,
the writer selected an appropriate syllabus. 3. Developing preliminary form of product
The following step done was developing preliminary form of product. In this step, the writer chose the teaching learning activities and resources used in
developing a set of instruction materials to teach English writing based on the result of the two previous steps.
4. Preliminary field testing In step 4 preliminary field testing, the writer did not conduct a test for the
TSP students but conducted experts verification on the designed materials. The verifications were done by four lecturers of the English Language Education Study
41 Program as the experts on the designed materials. The result of these verifications
used as the basis to revise the main product. 5. Main product revision
The next step done was to revise the preliminary form to develop the last version of the materials. It was the final version of the designed English writing
materials for TSP students. Moreover, the product in this research refers to the instructional materials
were developed. To develop the materials, the writer conducted two surveys. In this case, surveys were used as the means to gather data from qualified respondents used
to support the material development Fraenkel Wallen, 2008. There were two kinds of survey conducted in this research. They were needs survey which is aimed to
know the needs of the respondents and survey on the designed materials which is aimed to evaluate and get some feedback to the designed materials. Both surveys are
described as follows. 1.
Needs Survey Needs survey is a pre-design survey since it was conducted before the writer designed
materials. It was in accordance with step 1 in R D cycle: research and information collection.
It is aimed to find out the information about the students‟ needs, lacks, interest, and learning styles in learning English writing skill. Data was gathered by
using a questionnaire and an informal interview. The writer distributed the questionnaire to the first semester students of the TSP. After distributing the
42 questionnaire, it was continued by conducting an informal interview to an English
lecturer of the TSP to enrich and clarify the data from questionnaire. 2.
Survey on the Designed Materials. This survey was conducted after the materials were designed, it was called post-
design survey. It was in accordance with step 4 of R D cycle preliminary field testing as mentioned before. Preliminary field testing was conducted to obtain the
evaluation and feedback on the designed materials. A questionnaire was used in this post-test designed. The questionnaire was distributed to four lecturers of the English
Language Education Study Program.
B. Research Setting
This research took place at Theology Study Program, located at Jl. Kaliurang Km. 7, Yogyakarta. It is a study program of Theology Faculty, Sanata Dharma
University. Since this study program belongs to the same university with the writer, it is easy for the writer to do this research.
The writer distributed the first questionnaire on November 19, 2012. The second questionnaire was distributed on March 22, 2013 up to May 3, 2013. The
interview conducted from November 19, 2012 up to December 7, 2012.
C. Research Participants
In this part, the writer describes the respondents of the needs survey and respondents of the survey on the designed materials.
