Research Method RESEARCH METHODOLOGY

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CHAPTER III RESEARCH METHODOLOGY

This chapter presents the methodology which was applied in this study. This chapter is divided into six parts, they are: research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A. Research Method

This research was focused on the major problem to solve. The problem was what the design of learning activities to develop students’ ability to use past tenses in speaking and writing skills for tenth grade students of SMA 1 Kasihan is. In this study, the researcher used a method which was proposed by Borg and Gall 1983. The method was Research and Development RD. According Borg and Gall 1983, educational research and development RD is a process used to develop and validate educational products. There are ten steps in the R D cycle as proposed by Borg and Gall 1983. However in this study, the researcher only used the five steps of R D cycle, there were step 1 up to 5. In this study, the researcher also applied Kemp’s design model together with RD. To integrate RD and Kemp’s model, the researcher would put Kemp’s model under the framework of RD. The explanation of each step was as follows. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 40 1. Research and Information Gathering In this step, the researcher applied the identification of learners’ characteristics and considering goals, topics and general purposes steps from Kemp’s model. To indentify the learners’ characteristics and need analysis, the researcher distributed questionnaires to tenth grade students of SMA N 1 Kasihan and also conducted interview with one of English teachers in SMA N 1 Kasihan. After gathering the data of the need and students’ characteristics, the researcher conducted reviewing related literature aimed to collect information and knowledge related to the research. Then, the researcher tried to formulate the goals, topic, and purposes in order to plan the learning activities. 2. Planning After formulating the goals, topic and purposes, the researcher moved to planning step. In this step, the researcher applied learning objectives step from Kemp’s model. The researcher formulated specific objectives which were derived from the broad goals and the result of needs analysis. 3. Preliminary Product Developing In this step, the researcher started to design the learning activities to develop students’ ability to use past tenses. The researcher applied listing subject content and teachinglearning activities and sources steps from Kemp’s model. The researcher made lists of subject content and designed the learning activities. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 41 4. Preliminary Field Testing In this step, the design was evaluated by the experts in English teaching. The researcher chose one of the English school teachers and the PBI lecturers to be the participants of the preliminary field testing step. The feedback and evaluation from them became the product revision to the design developed by the researcher. To get the feedback and evaluation, the researcher gave them questionnaires. 5. Main Product Revision In this step, the feedback which was gathered from the preliminary field testing was compiled and analyzed. The result from the preliminary field testing step was used as the revision to develop the designed product into good design which was needed by tenth grade students of SMA N 1 Kasihan. This step was appropriate with evaluation step from Kemp’s model. Evaluation step aimed to make final revision. In order to make the explanation clear, the researcher made figure of the integration of R D cycle and Kemp’s instructional model. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 42 Figure 3.1 R D cycle and Kemp’s instructional model

B. Research Participants