Educational Research and Development

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CHAPTER II REVIEW OF RELATED LITERATURE

This chapter provides information and discusses the theories related to the study. Moreover, a theoretical framework is also included in this chapter to show the relationship between the study and theories applied.

A. Theoretical Description

In this part of theoretical description, there are some theories discussed and used as the guidance to design the learning activities to develop students’ ability to use past tenses in speaking and writing skills. They are educational research and development, instructional design, tenses, learning activity, speaking skill, writing skill, direct method, total physical response, audiolingual method and cooperative learning.

1. Educational Research and Development

Educational research and development RD is a process which is used to develop and validate educational products Borg and Gall, 1983: 772. It is a process which is used to develop and legalize educational product. The goal of research and development is to take the research knowledge and put it into a product that can be used in the school. The purpose of R D is to bridge the gap that often exists between educational research and educational practice. RD PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 8 consists of research steps which are known as RD cycle. There are 10 major steps in the R D cycle: 1. Research and information collecting It includes review of the literature used to collect research findings and other, information pertinent to the planned development; classroom observations and preparation. 2. Planning It includes: a. Defining skills b. Stating objectives determining course sequence c. Small scale feasibility testing 3. Developing preliminary form of product This part includes the preparation of instructional materials, handbooks, and evaluation devices. An important principle in delivering this part is to structure the product so as to permit obtaining as much feedback as possible from the field-testing. 4. Preliminary field-testing The purpose of this step is to obtain an initial qualitative evaluation of the new educational product. It is conducted from 1 to 3 schools, using 6 to 12 subjects. The expected data are collected through interviews, questionnaires and observations. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 9 5. Main product revision In main product revision, the data obtained from the preliminary field- testing were compiled and analyzed. The collected data are used as feedback in developing and improving the educational product. 6. Main field-testing The purpose of this step is to determine whether the educational product under development meets its performance objectives. Furthermore, it is also used to collect information that can be used to improve the course in its next revision. Therefore, the questionnaire and interview data should be obtained from all participants in the main field testing. 7. Operational product revision This part compiled the revision of product as suggested by the main field- test results. 8. Operational field testing The purpose of this step is to determine whether an educational product is fully ready to be used use in the schools without the presence of the developer or his staff. 9. Final product revision This part compiled the revision of product as suggested by operational field test results. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 10 10. Dissemination and implementation Dissemination refers to the process of helping potential users to become aware of RD product. Implementation refers to the process of helping the adopter of RD product to use it in the way it is intended by the developers. This part includes: a. Report on product at professional meetings and in journals b. Work with publisher who assumes commercial distribution c. Monitor distribution to provide quality control

2. Instructional Design