29 combined and completed by another theory of teaching grammar stages. Being
applied in the designed materials, the pre-grammar stage is based on the pre- communicative activities theory in communicative language teaching approach.
The while-grammar stage includes Peck’s theory of teaching grammar: identification, classification, systematization, application, and generalization
stage. The last stage is the post-grammar stage of teaching grammar. The researcher implements Kemp’s and Yalden’s instructional design
models to design grammar instructional materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan Klaten. Some steps from each
model are combined and employed to develop the materials. The combination of the steps is called the researcher’ instructional design model. It consists of
conducting needs analysis, formulating goals, listing topics and stating general purposes, formulating learning objectives, listing subject contents, selecting
teaching and learning activities and resources, and evaluating the designed materials.
“Conducting Needs Analysis” is taken from Yalden’s instructional design model. It is aimed to obtain information such as the characteristics of the students,
their basic knowledge and their wants in learning grammar. The second step of the researcher’s model is the combination of Kemp’s and Yalden’s instructional
design models. The two steps are combined because “Formulating Goals, Listing Topics and Stating General Purposes” can be stated generally. The third step of
the researcher’s model is taken from Kemp’s model. It is “Formulating Learning Objectives.” “Listing Subject Contents” from Kemp’s model is the fourth step of
30 the researcher’s model. The step of “Selecting Teaching and Learning Activities
and Resources” is taken from Kemp’s. The last step of the researcher’s model is the “Evaluation” step. This step is the last step of both Kemp’s and Yalden’s
instructional design models. Figure 2.3 is presented to describe the researcher’s model of designing grammar instructional materials using group activities for the
eighth grade students of SMP Negeri 1 Jogonalan Klaten.
31
Figure 2.3 The Researcher’s Model of Instructional Design
Conducting Needs
Analysis
Formulating Goals, Listing
Topics, and Stating General
Purposes
Formulating Learning
Objectives
Listing Subject
Contents
Selecting Teaching and
Learning Activities and
Resources
Evaluating the
Designed Materials
Revision
32
CHAPTER III METHODOLOGY
This chapter discusses the methodology that is used in this research. There are six main parts in this chapter discussing how the procedure of this
research was carried out. Those six parts are research method, research setting, research participants, instruments and data gathering techniques, data analysis
techniques, and research procedure.
A. Research Method
The aim of this research is to answer two research questions stated in the first chapter. They are “How are grammar instructional materials using group
activities for the eighth grade students of SMP Negeri 1 Jogonalan designed?” and “What do grammar instructional materials using group activities for the eighth
grade students of SMP Negeri 1 Jogonalan look like?” In answering the two research questions, this study applied educational
Research and Development R D method. R D, according to Borg and Gall 1983, is a process used to develop and validate educational products p. 772.
Moreover, they state that the goal of R D is to take the research knowledge and incorporate it into a product that can be used in the school p. 771.
R D consists of a cycle in which a product is developed, field-tested, and improved as the basis of the field-test data. There are ten major steps in the R
D cycle. Borg and Gall 1983 state those steps as research and information
33 collecting, 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 p. 775. Nevertheless, this research only applied the first five steps of the R D cycle because without implementing the designed materials in
the class those five steps are considered enough to conduct this research. The following discussion would explain more the five steps of the R D
cycle. The explanation for each step was described below.
1. Research and Information Collecting
The research and information collecting step was conducted by the researcher by conducting needs analysis, the first step of the researcher’s model in
designing materials. Specifically, the needs analysis was observed by conducting class observation and interviewing the English teacher of SMP Negeri 1
Jogonalan. The observation was focused on observing not only the students’ characteristics, interest, boredom, and motivation but also the media used in
learning English. Previously, the researcher had arranged the observation checklist which was concerned about some aspects in connection with the teacher’s
performance in teaching and students’ behavior. It was conducted to ease the researcher during the observation itself. It meant that the researcher did not need
to make field notes during the class observation. What the researcher required to do was filling in the observation checklist and adding some notes to clarify it in
detail. Besides, the researcher interviewed the English teacher to find out how the English grammar activity was usually conducted. Moreover, the interview was
34 conducted to obtain more information about the students’ characteristics, needs,
interest, and difficulties in learning English especially grammar.
2. Planning
Planning is an essential aspect of designing materials. Borg and Gall 1983 state that the most important aspect in planning is stating the specific
objectives to be achieved by the product p. 779. The data gathered from the needs analysis were employed to determine the objectives and the subject contents
of the design materials. In this step, the researcher included the second and third steps of the researcher’s model. Those were stating the goals and general
purposes, deciding topics that were suitable for the students’ needs and interest, and formulating learning objectives.
3. Developing Preliminary Form of Product
An important principle in developing preliminary form of the product, as stated by Borg and Gall 1983, is to structure the instructional materials to permit
obtaining as much feedback as possible from preliminary field test phase p. 781. It included the preparation of instructional materials, handbooks, and evaluation
devices. In order to design the appropriate materials for the eighth grade students of SMP N 1 Jogonalan, the researcher developed the materials based on the data
gathered from the research and information collecting step. Besides, the researcher needed some source books related to teaching English to the eighth
grade students of junior high school to develop the designed materials. In addition, the researcher developed evaluation questionnaire to acquire
the evaluation from the respondents toward the designed materials. Various
