The writer’s theoretical framework steps figure is presented in Figure 2.4 below:
Figure 2.4: The Writer’s Theoretical Framework Chart
Identify learners’ characteristics
Consider the necessary support service
Conduct pre-assessment
Consider goals, list topics and state general purposes
Specify the learning objectives
List the subject contents
Select teaching learning activities and resources
Evaluate materials and revise any parts requiring improvement
CHAPTER III METHODOEOGY
This chapter focuses on the methodology applied in this study. The discussion involves the method of the study, participants of the study, instruments, data
gathering technique, data analysis technique and procedures.
A. Method of the Study
This study was intended to find the answers to the problems formulated. Firstly, the writer tried to find out how English instructional speaking materials using
task-based learning for the staff of Bank Mandiri Yogyakarta were designed. Secondly, the writer tried to present the design of English instructional speaking
materials using task-based learning for the staff of Bank Mandiri Yogyakarta. In order to solve the problems, the writer needed to employ a method. The
method used was Educational Research and Development R D method. It was a process used to develop and validate educational products Borg, 1983. According to
Borg and Gall 1983, the goal of R D is to develop the research knowledge and incorporating it into a product that combines educational research and educational
practice rather than discover new knowledge or to answer specific questions about practical problems. The R D cycle enables the writer to adapt relevant findings and
translate them into tested, usable educational products. In this cycle, the writer studies the findings relevant to the product to be constructed, develops the product, field-tests
it in the setting where it will be used, and uses the field-testing feedback to revise the product.
There are ten major steps in the R D cycle; they are Research and Information Colleting, Planning, Developing Preliminary Form of Product,
Preliminary Field Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational Field Testing, Final Product Revision and
Dissemination and Implementation Borg and Gall, 1983. Due to the limitation of time and capacity, the writer decided to employ only the former five steps out of the
ten major steps. R D cycle provides the orderly and fixed steps for developing an
educational product, but it does not specify the kinds of information required for developing the product. On the other hand, Kemp’s steps specify the information
required for developing the product but give freedom to the writer to decide the order of the steps. Therefore, this study adapted R D cycle as the framework to decide
the ideal order for Kemp’s eight steps. Due to the flexibility of Kemp’s steps, the steps suggested in this study do not mean to be obligatory. The R D cycle is used
to ease the description of the material designing process in chapter IV. The R D cycle is described as follows:
