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CHAPTER III METHODOLOGY
This chapter is divided into six main parts: research method, research participants, research instruments, data gathering technique, data analysis
technique, and research procedure.
A. Research Method
Here, the research method used in the study was Research and Development R D, in order to develop and validate educational products Borg and Gall
1983: 772. The processes in R D were usually referred as the R D cycle,
which consisted of studying research findings pertinent to the product to be developed, developing the product based on findings, field testing in the setting
where it would be used eventually, and revising it to correct the deficiencies found in the field testing stage. Borg and Gall stated that there are ten major steps used
in the Research and Development method RD cycle to develop the products 1983: 775. They are research and information collecting, planning, development
of preliminary form of product, product evaluation, main product revision, main field testing, operational product revision, operational field testing, final product
revision, dissemination and implementation. In order to answer the two major problems mentioned above, step one until
step five would be employed. The steps are explained as follows:
1. Researches and Information Collecting
Research and information collecting included rationale of this study, review of literature, classroom observation, and preparation of report of state of the art
32 Borg and Gall, 1983: 775. In this step, describing the designed material as
specific as possible became the important thing. Thus, questionnaires would be distributed to the tenth grade students of Senior High School, and an informal
interview was conducted for the teachers. Moreover, the curriculum was checked in order to obtain the data. The data were used as a source to obtain the students’
needs and information and opinion from the teacher about the topics which were suitable for the tenth grade students of Senior High School.
2. Planning
In this study, planning included defining skills, stating objectives and determining sequence. Those aspects would be applied to develop a suitable
syllabus and lesson plans to teach speaking for the tenth grade students of Senior high School. The statement of the specific objectives to be achieved by the
designed material became the important aspect in this step Borg Gall 1983: 779. Objective offered the basis of developing an instructional program since the
program could be field tested and revised until it met its objectives.
3. Development of the Preliminary Form of Product
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