Chapter III Dick and Carey

8/9/2019 Chapter III Dick and Carey

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CHAPTER III

RESEARCH METHODOLOGY

3.1 Developmental Model

Developing learning product is a process to develop and produce the

educational products based on some theories by following the stages of design

model. This research follows the systematical stages, which choosing the

development methodology is the part in those stages. Dick et al. (2009)

development model is chosen because each stage is clear to be followed. The

complete steps and stages will be described in developmental procedure.

3.2 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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3.2.1 Identify Instructional Goal

The reading material for seventh grade students in Junior High school

consists of four short written functional texts as mentioned in basic competence.

These materials are important for students because it will be found in daily

problem. After instructional, the students are expected to be able:

1. Comprehend and identify the information of short functional text in form of

instruction.

2. Comprehend and identify the information of short functional text in form

shopping list.


greeting card.


announcement.

3.2.2 Conduct Instructional Analysis

After identify the general instructional goal, next is analyze the

instructional to identify the subordinate skill from the entire general instructional

goal, which are determined before. They are described below:


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Figure 3.2 Instructional Analysis of General Instructional goals A

Explanation:

A.1 Reading loudly words, phrases, and sentence in form of instruction

A.1.1 Repeating reading aloud of instruction

A,2 Explanation of instruction

A.2.1 The function of Instruction

A.3 Identify the information of instruction

A.3.1 Respond the meaning of instruction

A.4 Identify the sentence structure and reading structure of instruction

A.4.1 The using of verbA.5 Identify the linguistic characteristics of the text

A.5.1 The explanation of imperative sentence

Comprehend the meaning of written short

functional text in form ofinstruction

A.1 A.5A.3A.2 A.4

A.1.1 A.2.1 A.3.1 A.4.1 A.5.1


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Figure 3.3 Instructional Analysis of General Instructional goals B

Explanation:

B.1 Reading loudly words, phrases, and sentence in form of shopping list

B.1.1 Repeating reading aloud of shopping list

B,2 Explanation of list of shopping list

B.2.1 The function of shopping list

B.3 Identify the information of shopping list

B.3.1 Respond the meaning of shopping list

B.4 Identify the sentence structure and reading structure of shopping list

B.4.1 The using of countable and uncountable noun.B.5 Identify the linguistic characteristics of the text

B.5.1 Listing form


functional text in form ofshopping list

B.1 B.5B.3B.2 B.4

B.1.1 B.2.1 B.3.1 B.4.1 B.5.1


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Figure 3.4 Instructional Analysis of General Instructional goals C

Explanation:

C.1 Reading loudly words, phrases, and sentence in form of greeting card

C.1.1 Repeating reading aloud of greeting card

C,2 Explanation of greeting card

C.2.1 The function of greeting card

C.3 Identify the information of greeting card

C.3.1 Respond the meaning of greeting card

C.4 Identify the sentence structure and reading structure of greeting card

C.4.1 Expression of thanking, apologizing, congratulation, birthday, etcC.5 Identify the linguistic characteristics of the text

C.5.1 The components of greeting card: adresse, body, and signature.


functional text in form ofgreeting card

C.1 C.5C.3C.2 C.4

C.1.1 C.2.1 C.3.1 C.4.1 C.5.1


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Figure 3.5 Instructional Analysis of General Instructional goals D

Explanation:

D.1 Reading loudly words, phrases, and sentence in form of announcement

D.1.1 Repeating reading aloud of announcement

D.2 Explanation of announcement

D.2.1 The function of announcement

D.3 Identify the information of announcement

D.3.1 Respond the meaning of announcement

D.4 Identify the sentence structure and reading structure of announcement

D.4.1 The using of time, preposition of timeD.5 Identify the linguistic characteristics of the text

D.5.1 The components of announcement: title, content, and the writer.


functional text in form ofannouncement

D.1 D.5D.3D.2 D.4

D.1.1 D.2.1 D.3.1 D.4.1 D.5.1


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3.2.3 Analyze the Learner and Context

In this stage, the main task of the designer is identifying the learners

characteristics, describing performance context, and describing the learning

context (Dick, et al.,2009). The characteristics are including to the age, interest,

reading level, attitude and students performance. The result of this analysis is the

description of the students characteristics that will determine the topics,

motivated activity, material format and the material amount (Ibid:117).

There are some characteristics of the learner in this research. The learner

in this research is around 12-14 years old. The motivation in learning English

classified in medium level. Their skill in reading includes low-level ability. There

are around 23 students in each class VII and they are heterogenic in the case of

their academic performance.

In analyzing performance context, there are some points that required to be

considered in designing the teaching material. There are two meetings in a week,

2x40 minutes in each meeting. The basic competence in reading skill that the

seventh grade students have to be mastered is 5.1 and 5.2.

Standard of competence : 5. Reading

Understand the meaning of simple short functional

text at close environment and/or academic context.

No Code Basic Competence

1 5.1 Read loudly in word, phrase, and sentence by utterance,

pronunciation and intonation that accepted in the close

environment.


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2 5.2 Respond the meaning in very simple of written short functional text

accurately, fluently, and accepted in the close environment.

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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3.2.5 Develop Assessment Instrument

The type of criterion-reference test that will be used is practice test to

provide active learner participation during instruction. Based on the objectives

that written before, the assessment instrument should be developed to measure the

learners ability in performing the objective. Based on performance objective,

there will be two kinds of test. Firstly is oral test that will measure the students

ability in reading loudly. It is including pronunciation. Next is written test that

will measure the students ability in reading comprehension like to identify the

information of the text. The kinds of test will be parallel to the needs by

considering performance objectives.

3.2.6 Develop Instructional Strategy

The supplement book will be developed to be a reading comprehension

teaching material. The instructional strategy of this reading teaching material is

individual learning strategy and group learning strategy that covers the entire

activities from the supplement book. This individual learning strategy organized

the students to learn suitable to their capability. This strategy gives the students

chance in showing their ability individually, so the teacher could measure it

easily. If group learning strategy, the students will be grouped at least two each

groups. This strategy will help student to share their knowledge, or find the

solution out in the group (Sanjaya, 2007:125-6). Both of the strategy will support

the contextual teaching and learning components in acquiring the knowledge. In

this stage, the instructional objective should be arranged in sequence, because


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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. Small group evaluation

Small group evaluation has two main purposes. Firstly is ensuring the

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. Field Group Evaluation

This is the last stage in formative evaluation, after revision based on small

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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The formative evaluation process for reading teaching material as follow:

Figure 3.6 Product Experiment Design Scheme

Teaching Material Draft

Material Validator

Design Validator

Teaching Material Evaluation Prototype

Revision I

One-to-one Trial (Teacher)

One-to-one Trial (Student)

Small Group Evaluation (Student)

Field Group Evaluation (Student)

Revision II

Revision III

Revision IV

Revision V

Ready Supplement

Book

Revision VI


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3.2.8 Revise the Instruction

After the data acquired in formative evaluation stage, they need to be

summarized and analyzed, so it has to revise the areas of learner difficulty and

possible revision in that supplement book.

a. The Subject of Product Evaluation

The subject of product evaluation in developing reading teaching material

for seventh grade of SMP Negeri 9 Tebo consists of:

a. 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 The Kind of Data

In this research and development, the data is qualitative and quantitative.

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 one-

to-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 Kinds of Evaluation Data

No Kinds of Data Data Sources

1. The congruence of content and student, content and

instructional goal, systematical material arrangement,

and material contextual.

Material validator


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2. The congruence of supplement book content design. Design validator

3. Interesting, contextual, understandable material,

consistency, formatting, font color and font size,

general content.

One-to-one trial

4. Contextual material, readable, interesting: cover and

content design, and congruence with objective.

Small group

evaluation

5. Contextual material, readable, interesting: cover and

content design, congruence with objective.

Field trial

3.5 Instrument in Data Collection

Instrument is used to collect the data of the research. The instrument is

questionnaire and observation. The questionnaire is validated by first supervisor

Drs. Saharudin, M.Ed., M.App.Sc., Ph.D. The instrument that used to collect the

data as follows:

1. Observation is done in the early development process to identify the

problem, analyze the learners need, and observe the learners

characteristics.

2. Questionnaire is used to collect the data in measuring several aspects such

as interesting, the congruence of content and instructional goal, the

systematical of material sequence, design accuracy, the material

contextual, quality, and readable.

a. Open questionnaire is used to collect the data from the material

validator, design validator, and one-to-one trial.


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b. Closed-ended questionnaire is used to collect the data from small

group evaluation and field trial.

3. Discussion is used to collect the data from material validation, design

validation, and one to one trial. In discussion, the important thing that is

missed from questionnaire could revise the lack of the supplement book.

Table 3.2 The questionnaire form for collecting the data

No The Kinds of Data Data Sources

1 The contextual of material Questionnaire

2 Readable Questionnaire

3 Interesting Questionnaire

4 The congruence between material and objectives Questionnaire

5 The systematical sequence Questionnaire

Table 3.3 Questionnaire descriptor of the supplement book Fun Reading

Comprehension

No QuestionsNumber

Contextual Readable Interesting Congruencewith

objectives

Systematic

1 1

2 2

3 3

4 4

5 5


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6 6

7 7

8 8

9 9

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. Interesting: cover and content design

d. Congruence with objective

e. Systematic in arranged the material and sequence


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Questions:

1. Gambar yang terdapat pada cover buku suplemen menarik.

2. Materi pelajaran pada buku suplemen Fun Reading Comprehension

menarik untuk dipelajari.

3. Materi pembelajaran pada buku suplemen Fun Reading Comprehension

sesuai dengan kebutuhan.

4. Materi pembelajaran pada Fun Reading Comprehension mudah dipahami.

5. Pembelajaran membaca pemahaman dengan menggunakan buku supplemen

lebih memberikan motivasi.

6. Bagian latihan pada buku supplemen Fun Reading Comprehension sesuai

dengan materi yang dibahas dalam setiap unit.

7. Pertanyaan atau masalah yang ditawarkan pada bagian latihan mudah

dipahami.

8. Buku ini menarik secara keseluruhan.

9. Warna-warna yang digunakan membuat semakin tertarik untuk mempelajari

materi.

10. Penyelesaikan latihan membaca pemahaman dengan menggunakan buku

suplemen lebih memperdalam pemahaman terhadap materi.

11. Tidak ada kesulitan dalam mengerjakan tugas yang ada dalam buku

suplemen.


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12. Gambar yang diberikan di dalam buku supplemen membantu untuk

memahami materi.

13. Teks yang ada pada buku suplemen berhubungan dengan kehidupan nyata.

14. Materi yang ada pada buku suplemen dapat dikaitkan dengan pengalaman.

15. Setiap unit buku suplemen dimulai dengan penyajian standar kompetensi dan

kompetensi dasar.

16. Urutan materi mempermudah dalam mempelajari materi tiap unit.

17. Materi yang diberikan dapat diimplementasikan dalam kehidupan sehari-hari.

18. Pembelajaran menggunakan buku suplemen menambah pengetahuan yang

baru.

19. Kosakata yang diberikan sangat membantu untuk memahami materi

membaca pemahaman.

20. Contoh-contoh yang diberikan dapat memperjelas uraian materi.

3.6 Technique in Data Analysis

3.6.1 Data Analysis for Questionnaire

Technique in analyzing the data in reading teaching material is qualitative

descriptive analysis and quantitative descriptive analysis. This descriptive analysis

is used to analyze the data from material validator, design validator and one-to-

one trial evaluation.


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Descriptive quantitative analysis is used to present the result of close-

ended questionnaire in small group evaluation and field group evaluation.

Analysis technique uses average formula:

The answer percentage = x 100%

Where: F = subjects frequency who choosing agree answer

N = the amount of entire subject

The result of this analysis is used to revise the development product, give

utilization suggestion, and to get a conclusion about the product. The assessment

scale of product qualification totally can be shown on the table below:

Table 3.4 Assessment Scale of Product Qualification

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% Very not good

(Riduwan, 2011:89)

Chapter III Dick and Carey

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