19 students of ELESP Sanata Dharma University look like?, the researcher used the
theory of how to design a good vocabulary size test. According to Nation 2001 there are three criteria to design a good vocabulary size test namely validity,
reliability, and practicality. Then, the researcher employed Nation 2012 specifications for making the vocabulary size test. Accordingly, the researcher was
able to select the appropriate format, decide the number of test items, the word targets, distractors, and set time allocation of the test.
Morrrison, Ross, Kalman, and Kemp’s instructional design model 2011 is chosen for this study since it is flexible for the researcher to decide the steps that
suits with the needs of the study. Finally, the researcher is able to design the vocabulary size test for the sixth semester students of ELESP Sanata Dharma.
20
CHAPTER III RESEARCH METHODOLOGY
The third chapter of this thesis is the research methodology that is used by the researcher during the research. The first part of this chapter presents the
discussions about the method used in this research. The second part presents the discussion of the participants under research. The third part presents the research
instrument used by the researcher. The fourth part presents about the data gathering procedure and the fifth part presents the discussions of the data analysis procedure.
A. Methodology
In order to answer the research problems mentioned in the first chapter, the researcher employed Research and Development method. In this case, the
researcher employed Morrison, Ross, Kalman, and Kemp’s 2011 instructional
design model to design the test. This instructional design is built based on the four elements below:
1. For whom is the program developed?
2. What is the objectives of the program?
3. How do the learners learn the subject content or skill?
4. How does the designer of the test determine the learners’ achievement?
21 The four basic components form the framework for systematic instructional
planning which is depicted in the following figure:
Figure 3.1 The basic components of Instructional Design Morrison et al., 2011
Based on the four basic components mentioned above, Morrison et al. 2011 divide the complete instructional design into nine steps. The following is the
nine steps of the instructional design. 1.
Instructional Problems
The first step in designing an instructional design is instructional problems. It is the process to identi
fy the students’ need and performance problem which need to be solved. In another word, in this step the designer needs to specify the goals
for designing an instructional design program.
2. Learners and Contexts
The second step, namely learners and context, focuses on examining the characteristics of the target audience such as their reading level, general background
22 knowledge, or working experience. This information depends on the problem and
who is the target audience is. It is important that the designer should understand the learners’ characteristics so that he can design an appropriate design that will give
impact on the instructional outcomes.
3. Task Analysis
The third step is one of the most important elements of the instructional design. In the task analysis step, the designer identifies the subject content and
analyzes the task component related to stated goals and purpose. From this activity, the designer can determine what knowledge and procedure needed to help the
learners master the objectives.
4. Instructional Objectives
In instructional objectives, the designer states the instructional objectives for the learner. After that, the designer can solve the performance problem with the
appropriate strategies and assessments. In this step, the designer can also start to design the test.
5. Content Sequencing
The fifth step, which is the content sequencing is the process of sequencing the content within each instructional unit for logical learning. The purpose of this
activity helps the learner to receive the ideas in a more efficient and effective manner.
