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CHAPTER III
RESEARCH METHODOLOGY
3.1
Developmental Model
Developing learning product is a process to develop and produce the
Developmental Procedure
There will be nine stages that used to design and develop the teaching
material by Dick, et al. (2009). They are (1) identify instructional goals, (2)
conduct instructional analysis, (3) analyze learners and contexts, (4) write
performance objectives, (5) develop assessment instrument, (6) develop
instructional strategy, (7) develop and select instructional materials, (8) design
and conduct formative evaluation of instruction, (9) revise instruction,. For further
explanation look at the table below:
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38
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A.1
A.2
A.3
A.4
A.5
A.1.1
A.2.1
A.3.1
A.4.1
A.5.1
A,2
Explanation of instruction
A.2.1 The function of Instruction
A.3
A.4
A.5
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B.1
B.2
B.3
B.4
B.5
B.1.1
B.2.1
B.3.1
B.4.1
B.5.1
B,2
B.3
B.4
B.5
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C.1
C.2
C.3
C.4
C.5
C.1.1
C.2.1
C.3.1
C.4.1
C.5.1
C,2
C.3
C.4
C.5
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D.1
D.2
D.3
D.4
D.5
D.1.1
D.2.1
D.3.1
D.4.1
D.5.1
D.2
Explanation of announcement
D.2.1 The function of announcement
D.3
D.4
D.5
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: 5. Reading
Understand the meaning of simple short functional
text at close environment and/or academic context.
No
Code
Basic Competence
5.1
and
intonation
that
accepted
in
the
close
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5.2
The students in this level are expected to have the functional competence
(Depdiknas, 2003). As in that level, students are able to use English to acquire the
daily requirement.
SMP Negeri 9 Tebo is located on Kenanga street, Rimbo Ulu Subdistrict,
Tebo. The school is consist of four classes in seventh grade level, three classes in
eighth level, and three classes in ninth level. The entire classes are treated
similarly. There is no excellent class program. So, the students performance in
each class is heterogenic.
The school equipment for teaching and learning process is whiteboard and
page marker. There is no screen projector (in focus) as the media of learning. The
computer facility is used for ICT class only. Because the computer available is not
enough for students in one class, they are divided in two section of time. As the
conclusion, the computer facility couldnt use for English instruction. Of course,
that will be the designer consideration in designing reading teaching material.
3.2.4 Write the Performance Objectives
The performance objectives of basic competence 5.1 and 5.2 are acquired
from instructional analysis that described in 3.2.2. They are divided into the four
kinds of functional text: instruction, shopping list, greeting card, and
announcement. Therefore, the basic competence 5.1 and 5.2 are included to the
each text that will be described in each chapter.
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instructional strategy is the real result to develop material, evaluate the existing
material, revise the material and plan the learning activity.
In this supplement book, there will be topic that describes the content of
the chapter. The learning objective is followed to inform the learner what they
have to achieved after instructional. It also helps them focus in learning. Starting
up is an activity to recall the memories about the relationship to what they already
known and the new knowledge that they are going to learn. This part is important
to activating the mental processing that will enable learner linking the knowledge
successfully. The starting up part is also used to test or check the entry skill of the
students to continuing the instructional. The language focus is the part of content
presentation that will explain to the reader about the concept or rule of the
material. It is like the description of grammar concept that is going to use in
learning the topic. For example to learn instruction, the grammar concept in
language focus is imperative sentence explanation. Because to make instruction,
learner should understands about imperative sentence. Next is learning review that
will explain more about the topic. For example is the using of instruction, the
characteristics of instruction, etc. List of words is the content part that will lists
the related words in a chapter to help learners in understanding the text and
command. This part also helps learners in pronunciation correctly, congruent to
the instructional objective. The list of words consists of words, pronouncing, and
meaning. The last part is activity. It describes the learner participation to practice
what they have been acquired. This activity is designed to enhance the learning
process by providing the activities that relevant to the objectives, giving learner
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opportunity to practice what they are able to do after instructional and develop the
practice test.
3.2.7 Develop and Select Instructional Materials
In this stage, the content of the supplement book is adopted or adapted by
using several criteria for evaluating preexisting materials. The contextual teaching
and learning is being the main criteria to collect and select the material from any
sources.
The supplement book for seventh grade students of SMP is developed as
suitable to the requirements. This supplement book is displayed attractive and
colorful. The content is made as the learner needs by using contextual teaching
learning; the material is arranged in sequence from easy to difficult level; and it is
acquired from preexisting material or writing by own. The information that is
needed related to material put in the learning review and another material like
picture as the brainstorming or as a further explanation of the text put to the
suitable place. Next is the exercise, test and feedback are made to measure the
students performance, available with the answer key.
3.2.8 Design and Conduct Formative Evaluation of Instruction
Formative evaluation is used to collect the strength and weaknesses of
learning program. The result of formative evaluation process is used to be the
input to revise the teaching material draft. There are three formative evaluation in
Dick, et al. developmental design (2009).
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a.
One-to-One Evaluation
One-to-one evaluation is used to identify and remove the obvious error in
the instruction and to show the initial performance also the reaction toward the
content of the supplement book draft. In this case, there will be three or more
students that representative of target learner to evaluate the design (Dick, et al.,
2009:262). There are three main criteria that the designer must acquired: (1)
clarity, is the message presented clear to the individual learner. (2) Impact, in this
criterion the instruction evaluated to find the impact of the instruction toward the
leaner attitude and achievement. (3) feasibility, this is how the instruction will be
delivered by considering learner and context.
The English teacher of State Junior High School 9 Tebo will evaluate the
revised teaching material. There will be an English teacher and three students as
the one-to-one evaluation subject. The students are selected to represent of the
target population. There will be three students from above average in ability (it
does not mean the best student), one average, and the last is the student who
below the average ability in the class. Their performance is acquired from the
daily test record from the English teacher. Below is some procedures in doing
one-to-one trial of students:
1. Collecting the students together.
2. Explaining that the supplement book needs suggestions, because it is still in
formative evaluation.
3. Explaining about supplement book, and what should the students do with it.
4. Students give suggestion or comment toward the supplement book in
questionnaire sheet.
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b.
effectiveness toward the improvement based the one-to-one trial and identify the
remaining problem that learner may have. Secondly is to determine whether the
learner could use the reading teaching material without teacher guidance (Dick, et
al.,2009: 268). The data is acquired from questionnaire.
There are about six seventh grade students of State Junior High School 9
Tebo 2012/2013. They have to represent the learner target. In this stage the small
group evaluation subject which are chosen based on the level knowledge; high,
medium, and low. Their level performance is acquired from the daily test score.
There are some procedures in doing this evaluation:
1. Collecting the students together.
2. Explaining that the supplement book needs suggestions, because it is still in
formative evaluation.
3. Explaining about supplement book, and what should the students do with it.
c.
group evaluation. Field group evaluation is used to identify the lack of the
supplement book when it is used in the real context. In this field trial needs a
whole class of learner. So there was 24 students of VII B at State Junior High
School 9 Tebo as the subject. The class is chosen randomly. Class VII B
represents the seventh grade characteristics, because each class are treated
similarly among VII A, VII B, VII C, and VII D.
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Material Validator
Revision I
Design Validator
Revision II
Teaching Material Evaluation Prototype
Revision IV
Small Group Evaluation (Student)
Revision V
Field Group Evaluation (Student)
Revision VI
Ready Supplement
Book
Figure 3.6 Product Experiment Design Scheme
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Material Validator
The material validator assesses, suggests, and comments toward the
content of supplement book, including validates the accuracy of the material that
displayed in the product. To assess the content of supplement book, she is Indri
Anastasia, SS., MA., M.Ed. a senior lecturer at English Department of Jambi
University.
b.
Design Validator
The design validator assesses, suggests, and comments toward the design
of supplement book including cover, pictures, color, so forth that presented in the
supplement book. The design validator is chosen to determine the design
compatibility of the supplement book. He is Drs. Saharudin, M.Ed., M.App.Sc.,
Ph.D. He is expert and experienced in design validation. He is a senior lecturer at
English Department of Jambi University, handled Maerial Design and
Development subject.
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c.
English Teacher
The English teacher who has been evaluated the supplementary book is
Eva Suryani, S.Pdi. She has been teaching English about 25 years old. She
represents as the book supplement user for giving suggestions to revise the
product.
d.
Students
The students of class VII B at SMP Negeri 9 Tebo are the evaluation
subject for this reading teaching material. This class has been represented as the
supplementary book user, as seen from their score record from their English
teacher.
3.4
This kind of data is used to revise the product. The qualitative data is including to
the comments and suggestions from material validator, design validator and oneto-one trial. Meanwhile the data from small group evaluation and field trial are
classified into quantitative. The kinds of data are described below:
Table 3.1
No
1.
Data Sources
Material validator
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2.
Design validator
3.
One-to-one trial
5.
evaluation
3.5
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Data Sources
Questionnaire
Readable
Questionnaire
Interesting
Questionnaire
Questionnaire
Questions
Number
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10
10
11
11
12
12
13
13
14
14
15
15
16
16
17
17
18
18
19
19
20
20
Indicator:
a.
Contextual material
b.
Readable
c.
d.
e.
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Questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
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3.6
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Descriptive quantitative analysis is used to present the result of closeended questionnaire in small group evaluation and field group evaluation.
Analysis technique uses average formula:
The answer percentage =
x 100%
No
Scale Value
Validation Stages
1.
81 100%
Very good
2.
61 80%
Good
3.
41 60%
Fair
4.
21 40%
Not good
5.
0 20%
(Riduwan, 2011:89)