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CHAPTER III RESEARCH METHOD
This chapter discusses the methods to answer the research questions in this study namely 1 What do the PowerPoint-based English materials for elementary
school students look like? and 2 Which pedagogical aspects are dominant in the developed materials?. This chapter is divided into two main parts, which are the
research design and the developmental procedure. The detail information regarding research settings, participants, instruments, and data analysis technique
is explained under each stage in the developmental procedure.
A. Research Design
To answer the first research question, Research and Development R D was employed. According to Gay, Mills, Airasian 2012, R D is the action
of researching user needs and then creating products to meet those needs. They added that when the process is completed, the products need to be field-tested and
also revised until they reach a certain effectiveness level. Borg and Gall 1983 proposed R D cycle to conduct the research, namely
1 Research and Information Collecting, 2 Planning, 3 Developing Preliminary Form of Product, 4 Preliminary Field Testing, 5 Main Product
Revision, 6 Main Filed Testing, 7 Operational Product Revision, 8 Operational Field-Testing, 9 Final Product Revision, 10 Dissemination and
Implementation. Gall et al. 2003, p.572 claimed that it is very improbab le that “a
graduate student will be able to find the financial and personnel support to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
complete a major R D project”. Thus, due to some litimations, the researcher only followed seven steps, which were step one to step seven.
Table 3.1. R D Cycle Borg Gall, 1983 and System Approach Model Dick Carey, 2001 and How the Researcher Adopted the Models
R D Cycle System Approach
Model What the
researscher did Results
1. Research and information
collecting 1. assessing needs
to identify goals - document analysis
- needs analysis -
Students‟ needs
- Standards of competence
and basic competence
2. conducting instructional
analysis 3. analysing
learners and contexts
2. Planning 4. writing
performance objectives
- developing syllabus which
covers learning objectives,
teaching learning activities, and
content to be taught.
- syllabus
5. developing assessment
instruments 6. developing
instructional strategy
3. Developing preliminary
form of product
7. developing and selecting
instructional materials
- develop the materials, namely
PowerPoint presentation along
with student workbook and
teacher‟s manual - First draft of
product
4. Preliminary field testing
8. designing and conducting
formative evaluation
- having expert validation
- Feedbacks from
experts
5. Main product revision
9. revising instruction
- revising the materials based on
experts‟ feedback - Revised
product 6. Main field
testing 10. designing and
conducting summative
evaluation - field-testing the
revised materials to a large class
- Feedbacks from
students
7. Operational product
revision - revising the
materials based on users‟ feedback
- Final product
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