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CHAPTER III METHODOLOGY
This chapter explains the methodology which is used to solve the problems stated in the first chapter. It covers the method, the research participants,
the research instruments, data gathering technique, data analysis technique, and research procedure.
3.1 Method
Educational Research and Development is a process to develop and validate educational products Borg Gall, 1983. Educational Research and
Development was adapted within this study as the guidelines to propose the model of speaking instructional materials. The goal of educational research is not only
developing the product but also increasing educational products. Some steps adapted from educational Research and Development in order to propose the
model of speaking instructional materials were follows:
3.1.1 Research and Information Collecting
This study focused on designing a model of instructional speaking materials for first grade students of SMK Paramitha 2. This step included review
of literature, classroom observations and survey. The survey was conducted by observation, interview and questionnaires. The researcher conducted need survey
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22 by interviewing the English teacher and distributing the questionnaire to the
students.
3.1.2 Planning
The most important aspect of planning an instructional product is the specific objectives to be achieved by the product Borg Gall, 1983. This step
was to state objectives of the proposed model of speaking instructional material. The statement of objectives is presented in table 1.
Table 1: The Competency Standard, Basic Competence, and Indicators of the Proposed Model of Speaking Instructional Materials
No. Competency Standard
Basic Competence
Indicators
1. Communicating
in English in novice level.
Comprehending basic
expressions for social
interaction. - The students are able to indentify
greeting expressions. - The students are able to mention
greetings expressions. - The students are able to respond
greeting expressions. -The students are able to use
greetings expressions in simple present tense sentences even in
written or orally. -The students are able to identify
leave taking expressions. - The students are able to mention
leave taking expressions. - The students are able to respond
leave taking expressions. -The students are able to use leave
taking expressions in simple present tense sentences even in
written or orally.
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No. Competency Standard
Basic Competence
Indicators
2. Communicating in English in
novice level. Comprehending
basic expressions for
social interaction.
- The students are able to identify the expressions of introducing.
-The students are able to mention introducing expressions
- The students are able to respond introducing expressions.
-The students are able to introduce themselves or others in simple
present tense sentences even in written or orally.
3. Communicating
in English in novice level.
Comprehending basic
expressions for social
interaction. - The students are able to identify
regret expressions. - The students are able to mention
regret expressions. - The students are able to respond
regret expressions. -The students are able to use regret
expressions in simple present tense sentences even in written or orally.
- The students are able to identify apology expressions.
- The students are able to mention apology expression.
- The students are able to respond apology expressions.
-The students are able to use apology expressions in simple
present tense sentences even in written or orally.
4. Communicating in English in
novice level. Comprehending
basic expressions for
social interaction.
- The students are able to identify thanking expressions.
- The students are able to mention thanking expressions.
- The students are able to respond thanking expressions.
-The students are able to use thanking expressions in simple
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24 present tense sentences even in
written or orally.
3.1.3 Develop Preliminary Form of Product