33 3.
Defining the learning objectives
The learning objectives contain what the students could get from the materials. It aimed to promote the materials so that the students will be
interested in learning the materials. 4.
Developing the general guideline
The researcher then develops the general guideline of the course in the form of syllabus. The making of the syllabus is considering the students‟ needs.
It aimed to make the learning materials stay in the target and the main purposes in teaching the students.
5. Listing the subject contents
The researcher lists the subject content in order to clarify the learning objectives stated in each unit.
6. Selecting the teaching and learning activity and resources
After all, the researcher decides what teaching and learning activity will be used in the materials. The selected teaching and learning activity should be
suitable for the students‟ needs. It has to be interesting and attracting materials so that the students will be enthusiastic being involved in the learning activity.
7. Designing the message and developing materials
The researcher designs and develops speaking materials by using games as the technique. Game is assumed as the suitable technique that can improve the
34 students ability in English speaking. Thus the researcher still has to consider the
students‟ needs.
8. Evaluating and revising the designed materials
Evaluation is needed in developing the designed materials. The feedback is gotten from the questionnaire distributed to the teacher of the conversation
class. The questionnaire then can be used as the source for revising the designed materials.
35
CHAPTER III RESEARCH METHODOLOGY
In this chapter, the researcher describes the research method, research setting, research participants, instruments and data gathering technique, data
analysis technique, and research procedure.
A. Research Method
The researcher conducted this research to find out whether games can improve the students’ ability in speaking in English or not. In doing this research,
the researcher used the cycles of educational Research and Development RD
based on Gall, Gall, and Borg 2007 models. There were ten steps of RD cycle, namely:
1. Identification of the goal for the instructional programs or product which can
be done by having need analysis. 2.
Analysis of the instruction which is undertaken to specify the specific skills, procedure, learning task that are involved in reaching the goals of instruction.
3. Identification of the learners’ entry level and instructional setting.
4. Translating needs and goals of the instructions into specific performance
objectives. 5.
Developing the instructional assessments which are related directly to the knowledge of the students and the specific skills performed in the objectives.
36 6.
Developing a specific instructional strategy for assisting learners with their efforts to achieve each performance objective.
7. Developing the instructional materials.
8. Designing and conducting formative evaluation of instruction.
9. Revising the instruction.
10. Designing and conducting summative evaluation.
From all of those ten steps, the researcher only used nine of them. The tenth step was omitted because the researcher did not conduct any summative
evaluation. The researcher only conducted the formative evaluation of the designed materials. Thus, those nine steps were summarized into five adopted
steps of this research. They are explained as follows. 1.
Needs survey In this step, the researcher combined the first, second, and the third steps
of RD cycles. The researcher started to collect the data about the students and the teacher of the conversation class. The data and information were mostly
gathered by having an interview with the teacher. While, the information from the students was gathered by distributing the questionnaire to the students of the
conversation class.
37 2.
Planning
The next step is planning step; that is the fourth step of Gall, Gall, and Borg
’s RD cycles. In this step, the researcher decided what the students are going to learn in the class. This step included the designed syllabus and lesson
plan. 3.
Material development
After that, the researcher combined the fifth, sixth, and seventh steps of RD cycles by Gall, Gall, and Borg 2007. In this step, the researcher designed
the materials that we re suitable to the students’ need. The material referred to the
curriculum used by the teacher of the conversation class. 4.
Material validation
The next step is the eighth steps of RD cycles. In this step, the researcher needed the help of five material design experts to give the evaluation
on the designed materials. The result of the questionnaire was used to improve and revise the designed materials conducted by the researcher. The respondents
of the questionnaire were: the teacher of the conversation class of SMP Taman Dewasa Jetis, an English teacher of SMPN 1 Sentolo, an English teacher of
conversation class of SMP Pangudi Luhur 1, an English tutor of Alpha English Course, and an English lecturer of Sampoerna University.
