CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter will discuss the research method that will be used by the researcher in
this research. In this chapter, researcher will explain about the research design,
research procedures, research samplings, research instruments, data analysis and
validity and reliability.

3.2 Research Design

In order to implement this research, the design and development research (DDR)
approach will be applied. Design and development research are "the systematic
study of design, development and evaluation processes with the aim of establishing
an empirical basis for the creation of instructional and non-instructional products and
tools and new or enhanced models that govern their development" (Richey and
Klein,2007).
 According to Richey and Klein (2007), there are two categories of
developmental research, referred to as:

1. Product and tool research – known as type 1

2. Model research- known as type 2

The differences of the categories of the researches are summarized by Richey

& Klein, 2007 as in Table 3.1. Richey and Klein (2007) named the design and
development research as type 1 as the product and tool research and type 2 as the
model research.

In the context of this research, researcher had decided to use the design and
development research of the first category which is product and tool research
because the RASOP Learning Kit is considered to be as a product in this research.

The product and tool research typically involve situations in which the design
and development process used in a particular situation is described, and a final
product is evaluated (Richey & Klein, 2007). According to the explanation, RASOP
Learning Kit is particularly just the same where the elements of phonological
awareness are being evaluated eventually.

Table 3.1
Summary of research methods that are most frequently used in the various
types and
phases of developmental research by Richey and Klein, 2007.

Representative Clusters of Design and Development Research

Design & Development Research
Product & Tool Research(Type 1) Model Research(Type 2)
Comprehensive Design and Model Development
Development Projects  Comprehensive Model
 Instructional Products & Development
Programs  Development of Model
 Non-instructional Products & Component Processes
Programs

Specific Project Phases Model Validation

 Analysis  Internal Validation of Model
 Design Components
 Development  External Validation of Model
 Evaluation Impact

Design & Development Tools Model Use

 Tool Development  Study of Conditions Impacting
 Tool Use Model Use
Designer Expertise &
Characteristics Research
 Designer Decision-Making
Research

Source: Richey R.C & Klein J. D.(2007).Design And Development Research.

Mahwah, New Jersey,London: Lawrence Erlbaum Associates.

3.2.1 Research Methodology Framework

In order to make sure the research is more systematically carried out; Diagram
3.1 is developed to explain the flow of research which uses the Design and
Development Research Approach (DDR).
 Design and
Developmental
PHASE 2 PHASE 3
Research PHASE 1
Approach Design and Usability
Need Analysis
(DDR) Development Evaluation
Phase
Phase Phase
Development of
module

Diagram 3.1 Research Methodology Framework

3.3 Research Procedures

This research involves three phases, the first phase is known as need analysis,
the
second phase is design and development of module and third phase is the
evaluation
phase of the module.

3.3.1 Need Analysis Phase

McKillip (as cited in Amani Dahaman, 2014) describes need analysis as an

understanding or awareness of a value which indicates a method on solving a
problem.

In the need analysis phase, researcher will conduct the need analysis
using the survey method by giving out score forms to 6 English teachers and
45 Year 2 and Year 3 remedial pupils.
 Before the survey, researcher will have to do the pilot test for validity
and reliability of the score form. Need analysis is carried out to determine the
need of designing and developing the RASOP Module of phonological
awareness to improve word reading skill among the Year 2 and Year 3 remedial
pupils. Researcher outlines the following procedures in this first phase: -

1. Identify the target groups.

2. Conduct the need analysis at the school with the children.
3. The pilot test is held before the score forms are
distributed.
4. Include the elements of PA in the score forms such rhyme
awareness, alliteration awareness, syllable awareness,
onset-rime awareness, phonemic awareness and reading
of CVC words.

Diagram 3.2 shows the flow which involves in the need analysis phase.
The phase is conducted using the score form which has Rhyming, Alliteration,
Syllables, Onset-rime and Phonemic Awareness & reading of CVC words to
understand the level of PA of the Year 2 and Year 3 remedial pupils. The data
will be analyzed via the min and percentages using SPSS.

Research Question 1
Is there any need developing the
Need Analysis Phase RASOP Learning Kit of PA towards
word reading skills among the Year 2
and Year 3 remedial pupils?

Need Analysis
Score Form(PA elements) Rhyming,
Survey using the score forms
Alliteration, Syllables, Onset-rime and
at a national school
Phonemic Awareness & reading of
CVC words

Analysis of data
Pilot test carried out
Min & Percentage

Design and Development of

RASOP Learning Kit
 Usability Evaluation of
RASOP Learning Kit

Diagram 3.2 Flow chart of Need Analysis Phase

3.2 Design and Development Phase

In this phase of design and development, experts are identified to assist in developing
RASOP Learning Kit of PA. According to Aniza Mohd Said & Norlidah Alias (as
cited in Siti Mariam Dasman &Ruhizan Mohammad Yasin ,2016) that “modules
require
the views or opinions of experts in the field as the content and pedagogy of learning
modules either the module produced is suitable and can be applied to users".
Particularly, in this research experts are from Special Education field, phonology
of English and English Language/TESL field.

In this phase, researcher will apply the Fuzzy Delphi (FDM) approach which
enables the agreements of expert panels that confirmed, evaluated, deducted and
added the components and elements in the RASOP Learning Kit. The results from
Fuzzy Delphi techniques will be used to develop the RASOP Learning Kit of PA.
According to
Norhaslina, Nazean, Norakyaire & Mohd Zulkifli (2015), Fuzzy Delphi technique has
been used as a tool to get a deal expert and the strength of this technique is that it
can reduce the length of the study period by reducing Delphi rounds.
 The research objective for the second phase is design and developing the
RASOP Learning Kit. Researcher designs the prototype of the RASOP Learning Kit in
the second phase. The prototype will includes the weekly lesson plans, contents
arrangements, activities for the PA elements and tools (worksheets) to implement
RASOP Learning Kit in the school. Validity and reliability will be carried out for the
lesson plans and contents of the RASOP Learning Kit. Diagram 3.3 shows the flow of
design and development phase.

Need analysis

Research Question 2
Design RASOP Learning How to design and develop the RASOP
Kit Learning Kit of PA towards word reading skills
among the Year 2 and Year 3 remedial pupils?

Experts (10) Data Collection

 Special Fuzzy Delphi Method
Education
 Phonology of
Education
 English Analysis of Data:
Language/ Threshold
TESL Deffuzzification

Data analysis and report writing

Design and Development of RASOP Learning Kit

 Prototype Module Development
Elements chosen from the agreements of expects (Delphi) based on the
chosen theories and model
Construct lesson plans
Preparation of activities, tools and materials

Validity and Reliability

Pilot test for module

Usability Evaluation

Diagram 3.3 Flow Chart of Design and Development Phase

Sidek's Development Model (SDM) is the fundamental for this design and

development phase.There are two level in this model,

1. Preparing the module draft

2. Apply and assessment

Level 1: Prepare RASOP Learning Kit Draft

Level 1 has 9 steps starts with constructing objectives or purposes and ending with
combining the module draft. It is known as module draft as it is not certified with
validity and reliability.

i. Constructing aims/goals

In this level, researcher has to determine the aim or purpose of developing RASOP
Learning Kit focusing on PA elements towards word reading skills among Year 2 and
Year 3 remedial pupils. The contents of RASOP Learning Kit involves the elements
such as rhyming, single syllable & two-syllables, alliteration, onset-rime and
phonemes blending and segmenting towards reading 3-4 letter words (CVC)

ii. Identify a theory, rationale, philosophy, concept, target groups, and time
allocation

Before designing and developing RASOP Learning Kit of PA, researcher needs
identified theories which involved in RASOP Learning Kit. The theories involved are
Interactionist Theory, Theory of Mind (ToM) and Vygotsky's Theory of ZPD. All these
theories need to be integrated to produce effective learning towards word reading
skill.

iii. Research needs

Research needs will be formed referring to the findings of the first phase, need
analysis. The findings in the first phase will be interpreted and formulated in
developing RASOP Learning Kit of PA. The findings of need analysis will suggest the
construction of elements in the module.

iv. Objective setting

RASOP Learning Kit of PA which will be developed need to have a checklist of

objectives. The suitable objectives are selected using the panels of experts through
the Fuzzy Delphi technique (1 round). The selection of objectives for module is
important as they determine the contents of the module and strategy selection and
the suitable learning activities.
V. Content setting

After the selection of objectives for the RASOP learning kit of PA, the setting of
contents for RASOP Learning Kit will be done using the Fuzzy Delphi technique. The
contents of RASOP module are referred to the suggested sequence of phonological
awareness (PA) instruction and intervention by Schuele & Boudreau (2008),
Phonological Awareness Continuum Table with Description of Each Step by 95
Percent Group Inc (2014) and Phonological (Sound) Awareness Development Chart
by Kid Sense Child Development Centre (2017).

Interactionist Theory (1996) is the underlying theory which is applied in the

learning of Second Language Acquisition (SLA) which focus on learning English as
the Second Language(ESL). Theory of Mind (ToM), (1978) will be applied in the
strategies and activities in learning of RASOP Learning Kit. On the other hand,
Vygotsky's Theory (ZPD) (1978) will be applied applied as the children need
assistance from the educator to learn to read words in ESL. This kind of assistance is
known as scaffolding or help children to progress forward.

vi. Strategies selection

Selection of suitable strategies in the RASOP Learning Kit is the next step. These
strategies will be confirmed by the panel of experts after the results of agreement
through the Fuzzy Delphi technique. The selection of strategies are in line with the
theories which are underlying the research namely Interactionist Theory,(1996),
Theory of Mind（ToM),(1978) and Vygotsky's Theory (ZPD), (1978).

vii. Logistic selection

Logistic selection referred to the selection of lesson tools such as flashcards or

interactive CDs and materials such as interactive games which will be used in the
learning of RASOP Learning Kit. The selection is on the agreement of the expert
panels which involves Fuzzy Delphi technique.
viii. Media selection

Media selection in this research referred to the materials such as lesson plans and
worksheets which will be used to apply the learning to RASOP Learning Kit of PA in
among the Year 2 and Year 3 remedial pupils.

ix. Module combination process

Once all the steps are completed and the findings of Fuzzy Delphi are formulated,
thus the module draft will be combined and developed, this step takes a longer time
as it need research and skill in developing RASOP Learning Kit of PA mainly the
lesson plans and worksheets. The module draft will go through the second level
which is evaluation.

Level 2: Evaluation of module

In the second level, the developed module will go through the pilot test to determine
the validity and reliability. If the validity and reliability is proven to be at high score,
then it will be considered a complete module for phonological awareness.

i. Pilot test RASOP module of PA

Pilot test for the implementation of the module will be done with 10 remedial pupils
of Year 2 and Year 3. The purpose of this pilot test is to ensure the suitability of the
learning kit toward word reading skills at schools from the aspects of time allocation,
clarity of instructions, suitability of sub module division and the organizations of
activities. The pilot test will be done in the duration of 3 weeks as it only involves
reading skills. After the pilot test, questionnaires will be distributed to the get the
reliability value. The findings of reliability will be analyzed using the Cronbach Alpha
method.

ii. Determine the validity

The content validity for RASOP Learning Kit of PA will be determined by the English
Language expert panel. The validity of the module involves the weekly lesson plans,
the contents of the subjects and worksheets which involves the right activities for
each level of PA. The module which achieve high validity value are which achieve the
module's objectives upon agreement by all the expert panels. High validity can be
evaluated through the questionnaire's items of Likert Scale with min value of 5. The
validity of RASOP Learning Kit involves 7 evaluates who are expert panels for the
research. 2 experts from the English Language department, 2 from the phonology &
literacy and 3 from the Special Education.

3.3.3 Evaluation phase

Diagram 3.4 indicates the flow chart of evaluation phase or assessment is the
usability evaluation of the prototype of the RASOP Learning Kit of PA. In this phase
around 20 teaching and learning sessions will be carried out for 8 weeks. This phase
will be carried through a quasi-experimental method. Pre-test and post-test will be
conducted with the control group as well as the treatment groups in the same school.
Need Analysis Phase

Design and Development

Phase

Usability Evaluation

Research Question 3
What is the usability evaluation of
RASOP Learning Kit of phonological
awareness towards word reading skills
among the Year 2 and Year 3 remedial
pupils?

Quasi Experiment

Instrument
Diagram 3.4 Flow chart of Evaluation Phase

3.4 Research samples and respondents

The involved samples and respondents in this research are explained according to
the phases.

3.4.1 Need Analysis Phase

In this phase, the samples will be chosen using the purposive sampling as researcher
wanted to choose the Year 2 and Year remedial pupils with middle or poor level of
English skills especially on speaking or reading. These children will be chosen from
one of the national school in Pasir Gudang, Johor which consist of total 45 pupils. The
justification of choosing these pupils was because this school had enough remedial
pupils to participate in the research as researcher was able to communicate with
them as Phonological is a new thing to most of them even to the teachers and most of
them are from middle family background. Besides that, researcher wanted to
research on pupils from mix background of socio-economic status (SES). The SES
can be described as low to medium as the school chosen was a national school
which cater low to medium income earners of parents.

The respondents for the expert panels who will be involved in accessing the
instruments in this phase were 3 experts; English language field, phonology of
English and Special Education field.

3.4.2 Design and Development Phase

In the second phase where designing and developing of RASOP Learning Kit will take
place, the researcher will use the Fuzzy Delphi (FDM) method. Researcher will
choose 7 expert panels as respondents for this phase after the agreement of the
supervisor and examiners for this research. Helmer (as cited in Amani,2014) used 7
expert panels in the original research with Dalkey. The expert panels will be chosen
from 3 categories; English Language/TESL (3 expert panels), Phonology of English (2
expert panels) and Special Education (3 expert panels). The criteria of expert panels
as below:

1. Professor, lecturer or teacher who looks at the English Language contents.

2. Professor, lecturer or teacher in the field of Phonology of English
3. Professor, lecturer or teacher in the field of Special Education.

The expert panels will be emailed first for permission and when agreed the set of
questionnaires will be sent via email. Secondly, researcher will meet the expert
panels face to face to discuss about the feedback on the amendments of the
instruments for each phase.

In the second phase; developing the RASOP Learning Kit, the pilot test for
RASOP Learning Kit will be carried out where 10 remedial pupils of Year 2 and Year
3 will be selected as samples from a national school at Pasir Gudang, Johor using the
random method using the fishbowl draws where pupils picked up numbers from a
bowl. The pupils who pick up 1 to 10 will get involved in the pilot test where they go
through 3 weeks of lesson from RASOP Learning Kit before the real lessons starts in
the final phase.

3.4.3 Usability and Evaluation Phase

In the third phase of usability evaluation, the samples will 10 remedial pupils in the
control group and 35 remedial pupils in the treatment group. The sample will be
chosen via purposive sampling since the criteria of the sample met the requirement of
the study

The total samples and respondents for this research are shown in Table 3.2
according to the phases.

Table 3.2
NO Phase Sample/Respondents Instruments

Phase 1: Survey
3 expert panels (1 Phonology of
1 Need Analysis English, 1 Special Education and 1
(validity of English Language/TESL) -Structured questionnaires
instruments)

2 Phase 1: 10 remedial pupils at a national

school in Pasir Gudang, Johor Survey
Need Analysis
-Score Forms
Reliability of
instrument
(Pilot test)
3 Phase 1: 45 remedial pupils at a national Survey
school in Pasir Gudang, Johor
Need Analysis -Score Forms
(to know the need
of RASOP
learning kit)
4 Phase 2: Structured Questionnaires
Designing 7 experts (2 Phonology of English, 2
RASOP Special Education, 3 English
Learning Kit Language /TESL)
(Module contents
validity)
5
Phase 2: Structured Questionnaires
Development of 7 experts (2 Phonology of English, 2
Special Education, 3 English Pretest
RASOP Learning Language /TESL)
Kit 10 remedial pupils at a national Posttest
school in Pasir Gudang, Johor
Module reliability
(Pilot test for RASOP Learning Kit)
(Pilot test for
module)
6 Phase 3: Structured Questionnaires
3 experts panels (1 Phonology of
Usability English, 1 Special Education,1 of Pretest & Posttest
Evaluation English Language/TESL)
(validity of
instruments)
7 Phase 3: 10 remedial pupils (control group)
Usability Pretest & posttest
35 remedial pupils (treatment
Evaluation
(to know the level group)
of
PA of children)
Sample and Respondents

3.5 Research Instruments

3.5.1 Need Analysis Phase

The instruments in the need analysis phase will be the structured questionnaires of 5
Likert scale like in Table 3.3 for the expert panels and survey score forms for the
children. The surveys will be carried out in the method of score form in the need
analysis phase to know the need of RASOP Learning Kit of PA towards word
reading skills among Year 2 and Year 3 remedial pupils. The survey using score
forms will be executed among the chosen remedial pupils.
 Table 3.3

5 Likert Scale from the structured questionnaires in appendix A

Strongly Moderately
Disagree Agree Strongly agree
disagree disagree

1 2 3 4 5

Before the surveys are conducted, the structured questionnaires will be given

to 3 expert panels from Sultan Idris Education University for the content and

language validity process. After validating and assessing the suitability of

instruments, the experts' criticism and comments will be taken into consideration for

the modification of the score forms' items. The validation process is needed because

the score forms will be developed by the researcher.

Next, the pilot test will be carried out which involved 10 remedial pupils. The
improvements of the score forms will be based on the feedback from the pilot test as
well.

3.5.2 Design and Development Phase

The instruments in the design and development phase are structured questionnaires
of 7 Likert scale which will be given to the expert panels. In the designing
questionnaires, there will be 4 sections; the demography of respondent, elements of
phonological awareness (PA), contents of module and criteria of module will be
included like in table 3.4.

Table 3.4

7 Likert Scale from the structured questionnaires

Extremely Mostly Not Moderately Slightly Moderately Very Extremely

Not important not important important important important important

important

1 2 3 4 5 6 7

The elements of PA in section B are: rhyming awareness, alliterations

awareness, syllable awareness, onset-rime awareness and phonemic awareness.
The will be 9 items under section C; contents of module which are lessons of rhyming
awareness ,lessons of alliteration awareness, lessons of syllable awareness, lessons
of onset-rime awareness, lessons of phonemes awareness, songs and digital
flashcard as introductions of lessons, activities for each lessons, worksheets for each
lessons and appendixes(flashcards and games).The final section D; criteria of module
will consist of preface, contents, A4 size, pages are numbered, and references.
 In the development questionnaires for the expert panels, there will be 6
sections: Section A-Demography of respondent, section B-rhyming awareness,
section C-alliteration awareness, section D-syllables awareness, section E-onset
rime awareness and section F-phoneme awareness. Each sections starting from
section B, there will be 4 lessons which have flashcards, songs/audio, printed
pictures, activity and worksheets as the items.

3.5.3 Usability and Evaluation Phase

In the third phase, usability and evaluation phase, a quasi-experiment method will be
used to assess the RASOP Learning Kit.The quasi-experimental process took place
in the control group of 10 students and treatment group of 35 students. Pretest and
posttest will be carried out to see the difference of the score achieved by the remedial
pupils.

The pretest and posttest for pupils will be validated by the experts using the
structured questionnaires of 5 Likert scale like in table 3.5, because they will be
developed by research.

Table 3.5

5 Likert Scale from the structured questionnaires

Strongly Moderately
Disagree Agree Strongly agree
disagree disagree

1 2 3 4 5
Table 3.6

NO Phase Instruments Type

1. Need Analysis
Survey 5 Likert Scale
Structured questionnaires to validate the
score form for need analysis phase

2. Need Score Form

with
Analysis scores of 60 for
the
Survey PA elements
and
Score Forms will be for pilot test and real score of 40 for
test for the pupils to know the need of the
RASOP learning kit reading 3-4
letter
words
sections.
3. Design and
Structured
Development Questionnaires 7 Likert Scale
These are for the expert panel to
validate the designing and
developing the RASOP learning kit
elements, contents, and criteria

4. Usability Evaluation Structured

Questionnaires
5 Likert Scale
These are for the expert panels to
validate the pretest and posttest for the Questionnaires
children.
Quasi-experimental with

Control group
scores of 100
Pretest&posttest

Treatment group

Pretest&posttest

Research Instruments for three phases

3.6 Data collections

There are 3 phases involved in data collection for this research.

3.6.1 Need Analysis Phase

The collection for the need analysis phase will be used the survey method where

questionnaires of 5 Likert scale will be validated by 3 experts before they were

distributed. Next,the pilot test will be carried out with 10 pupils to know the weakness

of the score form to do the corrections or amendments before conducting the need

analysis phase.

Researcher will distribute and conduct pilot test using the survey score forms

in this phase by own effort to 45 remedial pupils. The results from this phase will be

used for the design and development phase. The results will be calculated according

to the scores of the PA elements(60 marks) and reading 3-4 words (40 marks).

3.6.2 Design and Development Phase

In this phase, Fuzzy Delphi method will be used to gain the agreement among all the

7 expert panels to design the module in this research. The formation of Delphi

instruments will be done by giving the experts who are the respondents for this phase

the structured questionnaires combined with open ended questions to obtain

information based on the research objectives:

 99

1. Develop the RASOP Learning Kit to implement the PA elements towards

word reading skills among the Year 2 and Year 3 remedial pupils.

Researchers will send the questionnaires to the 7 involved experts panels via

email and meet face to face so that detail discussion can be done with more

understanding. Based on the feedback of the expert panels, researcher will design

and develop the RASOP module accordingly.

3.6.3 Usability and Evaluation Phases

Collection data in the evaluation phase will be carried out via quasi-experimental

method is conducted by giving assessments of pretest and posttest for both control

and treatment groups for 10 remedial pupils and 35 remedial pupils respectively in

the same school after 8 weeks of lessons from the RASOP learning kit. The control

group children will learn lessons without using the RASOP learning kit.

The summary of data collection for all the phases is shown in table 3.7.
 100

Table 3.7

Data CollectionTable for three phases

NO Phase Objectives Method of collection

1. Need Analysis To research the Score Forms to 10

(Pilot test) weakness of the research
remedial pupils
instruments

2. Need Identify the need of Score Forms to 45

Analysis remedial pupils
RASOP Learning Kit of
PA

3. Design and 1. Questionnaires

Construct the design and
given to experts
Development develop the RASOP
(Fuzzy Delphi)
Learning Kit of PA
2. Involve 7 experts

4. Usability Evaluate the RASOP Quasi-experimental

Evaluation learning kit of PA Control group 10 pupils

Treatment group 35
pupils
 100

3.7 Data analysis

In this research, quantitative data will be used for all three phases. The first research

question in the first phase will use frequency to do data analysis using the SPSS.

In the second phase, according to Muhammad Ridhuan (2016), Fuzzy Delphi

(FDM) method has 2 main things; Triangular Fuzzy Number and Defuzzification

Process. Triangular Fuzzy has m1,m2 and m3 where m1 represent the minimum

value, m2 the most plausible value and m3 the maximum value. These 3 values can

be seen in the Diagram 3.6 which shows a triangular graph versus thevalue of

triangular. These 3 values range from 0 to 1 which aligned with fuzzy number,Ragin

(as cited by Muhammad Ridhuan,2016).

Diagram 3.6 Triangular graph versus value of triangular

 100

There are 2 terms which need to be followed in the Triangular Fuzzy Number:

threshold(d) and the percentages of expert panels for each element. Defuzzification

process is a process of determine ranking of each components, elements and criteria

in the research.

In the third phase,the data will be analyzed using the Mann-Whitney U Test
after collecting the data via pretest and posttest which will be given to the control and
treatment groups.

The summary of data analysis according to the research questions for this

research is as per shown in table 3.8.

Table 3.8
NO Phases Questions Data collection Analysis

1. First What is the need of the RASOP

Survey Frequency and
Phase module of PA towards word
percentages
reading skills among the Year 2 Score Forms
and Year 3 remedial pupils
based on
a) The level of PA and
word reading skills

3. Second What are the main elements to Survey 1.Threshold

Phase value,d
be included in the RASOP Structed
2.Expert's
module based on the experts' questionnaires
agreement
views?
Percentage,%
3.Score Fuzzy
(A)
 100

4. Third Is there a significant difference Quasi-

Mann-Whitney
Phase
between the scores of posttests experimental U Test
Pretest and
between the control group and
post test
experimental group?
(Scores)

Data Analysis Table for three phases

101