DEVELOPING TEACHERS’ GUIDE TO USE FACEBOOK GROUP IN A BLENDED WRITING COURSE (A Research and Development in IAIN Surakarta)

This study aimed to investigatethe existence and the quality of any teachers’ guides used for Writing Course in IAIN Surakarta as well as the level of need and related criteria for development. Besides, the developmental steps in developing new teachers’ guide (to use Facebook Group in a blended Writing Course) were also investigated. This research-based development (R&D) was conducted in IAIN Surakarta by involving ten teachers and 115 students. The findings of this study were obtained through some qualitative techniques, such as interview, observation, document analysis, and focus group. As the results,it was found that among ten tertiary teachers, only one of them using teachers’ guide or book to teach in the Writing Course. However, nine of them stated their need on the proposed product and one stated his uncertainty. Further, the related supportswere also shown by majority of the students involved. Afterward, the draft was developed by considering some suggested criteria of development. After being validated by the related expert, the product was then field tested involvingthree teachers and 48 students. Through the tryouts conducted, the level of feasibility on the procedure had improved significantly to 97%, 94% and 92% in the last three tryoutsdelivered by three different teachers. The tryout was terminated as suggested by the field expert and after the supervisor stated the credible justification had been reached. Finally, after being revised as recommended, the teachers’ guide was ready-to-use in a blended writing course context.


Background of the study
Technology is a main cause of rapid changes in globalization era, including in education.The new educational methods which considerably meet the challenge of rapidly growing technology are usually related to e-learning, also termed as online learning.Tri, Made, and Boedhi (2007: 101) mention that e-learning or electronic learning is a concept of ICTbased learning especially in the usage of internet-based media.However, regardless many promising features of online instruction, certain pitfalls of online instruction have been identified regarding its limited capability to engage learners in learning events unless the learners were selfmotivated and active learners (Daniels and Moore, 2000).
Being displeased with e-learning, blended learning has recently received increased usage among academic institutions and private companies that have many opportunities associated with time and place (Picciano, 2006).The major thrust of blended instruction is to overcome the shortcomings of online instruction and utilize various instructional sequencing and delivery strategies to enhance learner satisfaction while also achieving increased learning outcomes.In this case, face-to-face learning should be synchronized with e-leaning as the answer to nowadays technological challenge.
In Indonesia, there are several higher education institutions working on this blended learning project.It was started when Indonesia Ministrial of Education put effort to develop distance learning in higher education through a strategic plan issued in 2005.There are several higher education institutions which were appointed to implement the piloting projects such as ITB, ITS, UGM, IPB, UI, UNRI, UNDANA, UNHAS, PENS, dan POLMAL.Dissemination of this project is addressed to UNLAM, UM, UNY, UNP, UNHALU, UNCEN and other institutions (Renstra Depdiknas, 2005: 98).
Blended learning is regarded by many higher education institutions as a solution for responding the new intervention and role of According to Graham (2006: 11), blended learning at the institutional and program levels is often left to the maturity of the learner, while designers and instructors are more likely to take a role in prescribing the blend at the course and activity levels.In addition, Huang, Ma and Zhang (2008: 7-9)  However, the state-of-the-art condition of writing course in IAIN Surakarta was not yet upgraded to meet the challenge of blended learning as the up-to-date context.In fact, the related parties in IAIN Surakarta actually had their own potentials to do so.From the preliminary observation of this research, I found that the teachers were already familiar with social media and Facebook has become the most popular one.There were about seven Facebook Groups found in association to IAIN Surakarta.However, the contents posted there were not yet purposed for facilitating online learning activities.They were mainly posted for educational information and a little bit of course materials.Those materials were not followed with related online activities.No specific activities were determined and developed to really make use of Facebook Group as a tool for online learning activities.To conclude, there was obviously a gap between the existing condition and the recent context which must be connected in the development of any educational products LQFOXGLQJ WHDFKHUV ¶ JXLGHs.

Product and Process Writing
Traditionally, a distinction has been drawn between the learning activities which focus on products and the activities which focus on process in curriculum practice, including in teaching or learning writing.
In the product oriented approach, teachers pay DWWHQWLRQ WR WKH OHDUQHUV ¶ final product of writing with a list of criteria including content, organization, vocabulary use, grammatical use, and mechanical considerations such as spelling and punctuation (Brown, 2001: 335).
Process approach, on the other hand, focuses more on the various classroom activities which are believed to promote the development of skilled language use (Nunan, 1991).The new emphasis on the process, however, must be seen in the prospective of a balance between process and product.³7KH SURGXFW LV DIWHU DOO WKH XOWLPDWH JRDO LW LV WKH UHDVRQ that we go through the process of prewriting, drafting, revising, and HGLWLQJ´ %URZQ 7KHUHIRUH, in a blended Writing Course, the processes need to be designed on which of them fit in the typical face-toface meeting and which fit in the typical online activity.

Blended learning
Blended learning is defined by many as a combination of two pedagogical approaches, classroom or face-to-face and e-learning (Garrison and Vaughan, 2008;Arbaugh, Desai, Rau and Sridhar, 2010;Graham, 2006).However, some other experts are taking a broader view in that it is a mix of delivery methods and goes beyond e-learning and classrooms to accommodate the various learning needs of a diverse audience in a variety of subjects (King and Mc. Sporran, 2005).
Graham (2006: 4) explores three most commonly mentioned definitions as documented by Graham, Allen, and Ure, they are: (1) combining instructional modalities (or delivery media); (2) combining instructional methods; and (3) combining online and face-to-face instruction.The first two positions reflect the debate on the influences of media versus method on learning.Both of these positions suffer from the problem that they define BL so broadly that they encompass actually all learning systems.One would be hard-pressed to find any learning system that did not involve multiple instructional methods and multiple delivery media.Thus defining blended learning in either of these two ways waters down the definition and does not get the essence of what blended learning is and why it is exciting to so many people.In other hand, the third position more accurately reflects the historical emergence of blended learning systems.
In defining blended learning, Graham (2006: 5)  According to Graham (2006: 10-12), blended learning occurs at one of the following 4 (four) levels: (1) activity level; (2) course level, (3) program level, or (4) institutional level.Across all four levels, the nature of the blends is determined by the learner or the designer or instructor.Blending at the institutional and program levels is often left to the discretion of the learner, while designers and instructors are more likely to take a role in prescribing the blend at the course and activity levels.

Procedure
Simplifying ten steps of R&D by Borg and Gall (1983: 775-776), the steps of this study consisted of: (1) studying research findings pertinent to the product to be developed; (2) developing the product based on these findings; (3) field testing it in the setting where it will be used eventually;

Subjects
The subjects of this study are varied.They are selected purposively to get any relevant data to develop and validate the proposed educational product.In the exploration stage, there were ten teachers and 67 students involved; while three teachers, two experts, and 48 students participated in the developmental stage.

Technique of collecting data
The findings of this study were obtained through some techniques such as interview, observation, document analysis, and questionnaire.In addition,I also applied focus group as a recently popular qualitative technique (Wilson, 1997;Morgan, 1996).

Technique of validating data
In order to cross-check and develop the data validity or trustworthiness of this research, two triangulation techniques, i.e. sources and theories, were used by the researcher.There are four techniques of triangulation as stated by Denzin in Lincoln and Guba (1985: 305), they are: (1) sources; (2) investigators; (3) methods; and (4) theories.Besides, other techniques or strategies were also applicable such as prolonged engagement, persistent observation, member check, thick description, and audit trail.

Technique of analyzing data
The process of qualitative data analysis was inductive and simultaneously conducted with the process of collecting data in the form of reflection through various techniques of reflection.Every collected data was interacted or compared with other unit of data to cross-check or develop the validity as well as to categorize the data in accordance with the formulated problems.The analysis process was conducted by applying a model by Dey (1993: 31-32) in which the data analysis is a circular process including the activities of describing, classifying, and connecting.

Drafting
The result of exploration led the researcher in arranging or preparing a draft of new product.The arrangement of product consisted of several suggested criteria for development.In order to make the draft theoretically credible, it was followed by some expert validation before tryout.

Tryout
In the tryout, the executing teacher delivered teaching based on the OHVVRQ SODQ 6$3 E\ PDNLQJ XVH RI WKH GHYHORSHG WHDFKHUV ¶ JXLGH DV WKH guideline.The tryout was conducted five times by involving 3 teachers, 1 expert, and 48 students.As the nature of the suggested blended learning was just to enhance or improve the face-to-face (traditional) learning, it was not necessary to involve the whole class at once.Instead, they were grouped into several small groups to optimize the online learning itself.

Monitoring and evaluation
During the tryout implementation, the researcher intensively monitored

Revision
Based on the evaluation, the researcher revised the draft of the product.
The same revision was also applicable for the following evaluation of tryout.This process was repeated sufficiently until the draft meets the pre-determined criteria which were supported by some judgment from the expert as well as the supervisor.After being terminated, the researcher may come to the final revision of the draft.

([SHUW ¶V UROH
In this research and development, the experts were involved in the  theories are presented in a brief and concise two-page-explanation, such as the multiple intelligence of Gardner (1993Gardner ( : 2006)), the adjustment of graphic organizers for all kinds of learners: for for gifted children and students with special needs (Cassidy, 1991) and for adult learners (Materna, 2007), theory of mental storage by Piaget (1974) and Vygotsky (1962).Those underlying theories are considered sufficient and provide simple but basic understanding on graphic organizers utilization.
Generally, this book discusses nothing on language content, but more on language skills only.However, it is believed that the learning skills closely relates to language learning skills.The skills here include brainstorming and idea generation, vocabulary development, note taking and study skills, reading comprehension and writing as well, which later is developed in graphic organizers.The skills are not exclusively elaborated but used more to explain learning goals and indicators in every use of graphic organizer.Graphic organizer of Power Thinking (PT), as the example, provides explanation under the title stating that PT allows learners to organize ideas, terms, vocabulary, and information hierarchically into main headings and subheadings.
For the implementation of teaching and learning, TBBGO There is no specific discussion on language contents and skills in this guideline.Further, no theories or principles as well as teaching and learning evaluation is elaborated.Instead, the focus is on facebook implementation in the process of teaching and learning.This book develops the implementation separately in the main section and the appendices.In the main section, the implementation is presented on the They only elaborate the facebook utilization for teaching and learning processes in broad sense.Eventhough the language presented in this guide is simple; the concern is not focused on language teaching.Thus, this guide is such a good product related to Facebook as the learning tool but it still requires more development to be used for language teaching.Teacher T also had the same opinion about technology:
Seeing their habit, they do (like technology).If it is about technology, the students must be very pleased (TI.1).

Product Development
In this study, I planned to design a TG to use Facebook Group as an online medium in a blended Writing Course context.By making use of this guide, the tertiary teachers ±who are supposed to be more familiar with social media, are introduced to the usage of Facebook Group as a learning tool and to the recent learning context with technology called blended learning.Not only presenting underlying theories and principles, this guide also gives adequate concerns on language contents and teaching procedure as well as practical alternatives or models.Here I tryout should be continued to involve two more teachers at least in order to increase the credibility of the practical justification.The two additional tryouts were then conducted simultaneously during the extended period of tryout resulted in 94% and 92% of the feasibility level on the procedure.

Final draft
In the first three tryouts, there are several differences found before and technology.For example, Universitas Sebelas Maret (UNS) has prepared a long term program for the period of 2009-2029 which includes management and staff preparation for ICT implementation.The UNS Rector states that blended learning is applied in his campus by providing online course materials for structured task-based learning as well as self learning.For the progress, there are around a third of thousands of course material of 374 courses are provided online (Kontak UNS, 6 th February 2013: 4).
state that development of course materials in blended learning design model is actually only one of two blended OHDUQLQJ ¶V IHHW $QRWKHU IRRW ZKLFK LV HYHQ PRUH LPSRUWDQW LV WKH design of a unit or an activity.Therefore, besides designing the online materials, the teachers should more importantly get familiar with any online tools or media.This will help them in the development of blended learning process at course level as well as activity model.Designing a unit of blended learning process or only a single activity of blended learning is not something restricted in Indonesia.Instead, the regulation of a credit unit combining face-to-face meeting, structured task, and self learning (PP No 17 Tahun 2010 article 87 and Kepmendiknas No 232/U/2000 article 1) is considered by some experts as a blended learning.On the other hand, other experts still require the element of online learning to refer it as a blended learning.Somehow, the related regulations above have proved that the existence of SKS is aimed at supporting a blended learning model, especially at the course level by teachers.However, many of them do not even really care with the significance of such regulation.A new trend of combining face-to-face and online learning or called as blended learning is actually applicable for any courses.Viewed from the website original idea and its development, one of the closest courses is a Writing Course.Writing activities in any Writing Courses can be facilitated by any online tools or media.The existing media have made writing processes become much simpler.Writers or learners can just write something and share it online.Afterward, they can easily get some comments for their writing and make revision and edit based on those comments.The challenge and opportunity then is for any Writing Course teachers to develop those activities and arrange them in a unit of a course.
This research-based development was conducted for the purposes of LQYHVWLJDWLQJ WKH H[LVWHQFH DV ZHOO DV WKH TXDOLW\ RI DQ\ WHDFKHUV ¶ JXLGHV used for Writing Course in IAIN Surakarta.Besides, the level of need and the criteria for the proposed product were also investigated from the Writing Course teachers and their students.In this case, the proposed SURGXFW ZDV D QHZ WHDFKHUV ¶ JXLGH WR XVH )DFHERRN *URXS LQ D EOended Writing Course.Afterward, this research was continued with the next purpose of investigating several developmental steps implemented to develop the proposed product in IAIN Surakarta.
states that blended learning systems combine face-to-face instruction with computer-mediated instruction.It reflects the idea that blended learning is the combination of instruction from two historically separate models of teaching and learning: traditional face-to-face learning systems and distributed learning systems.It also emphasizes the central role of computer-based technologies in blended learning.Based on several definitions above, blended learning can be defined as a combination between face-to-face learning and e-learning in order to blend the positive things of both instructional models.
photos or documents and message other group members.Creator or and (4) revising to correct the deficiencies found in the field-testing stage.In more rigorous programs of R & D, this cycle is repeated until the field-test data indicate that the product meets its behaviorally defined objectives.SettingThis study was conducted at Institut Agama Islam Negeri (IAIN) Surakarta located in Kartasura, Sukoharjo, Jawa Tengah.The exploration was carried out from December 2012 until November 2013, while the developmental phase was in the odd semester of 2013/2014 academic year, starting from October 2013 until February 2014.
RI YDOLGDWLQJ WKH GUDIW RI WHDFKHUV ¶ JXLGH SUH-use validation) and evaluating the draft.After finishing the arrangement of the first draft, the related expert of materials development was involved in the process of pre-use validation in order to evaluate the draft just before being tested (tried-out) to the field.Besides, another expert of Writing Course was also involved to give a judgment on the feasibility of the draft after accomplishment of a tryout (in-use evaluation).The expert of materials development involved in pre-use validation was Ibu Dewi Rochsantiningsih from Universitas Sebelas Maret, while the expert of Writing Course was Bapak Zainal Muttaqien from IAIN Surakarta.DISCUSSIONExistence and quality of TGs for Writing Course,Q LQYHVWLJDWLQJ WKH H[LVWHQFH RI WHDFKHUV ¶ JXLGHV IRU :ULWLQJ &RXUVH LQ IAIN Surakarta, I began with general questions asking about the existence of materials for language learning involving anything that can be used to facilitate the learning of a language(Tomlinson, 2012: 143).6WDUWLQJIURP WKHVH JHQHUDO TXHVWLRQV WKH H[LVWHQFH RI WHDFKHUV ¶ JXLGHVcould be sorted out easily.As the result of questionnaire and interview on the general question asking about the existence of TGs or other materials, all teachers or 10 respondents mentioned that they used them to support Writing Course.Among 39 materials collected, 35 items were general PDWHULDOV IRU :ULWLQJ &RXUVH LWHP ZDV LGHQWLILHG DV 7*V RU WHDFKHUV ¶ book and 3 items were other materials for teachers.The detailed distribution of materials for Writing can be seen in Figure1.

Figure 1 .
Figure 1.Language learning materials for Writing Course in IAIN Surakarta EDVLF IRXQGDWLRQ LQ FKDSWHU E\ VXEKHDGLQJ µ*HWWLQJ 6WDUWHG ¶ The procedures proposed by the writer are only a matter of suggestions or advices for specific instructional purposes such as modeling, individual and collaborative learning, assessments, variations, and supports for students with special needs.Those general procedures are WKHQ HQULFKHG ZLWK ³7LSV IRU &ODVVURRP ,PSOHPHQWDWLRQ´ ZKLFK LV developed for every organizer.Dealing with evaluation, TBBGO EURDGHQV WHDFKHUV ¶ NQRZOHGJH WKDW JUDSKLF RUJDQL]HUV FDQ EH XVHG DV evaluation tools.Finally, this 226-page book is presented in concise and EULHI ODQJXDJH WR HDVH WHDFKHUV ¶ XQGHUVWDQGLQJ 2YHUDOO 7%%*2 KDV D good quality in presenting graphic organizers as general learning tools, but not specifically as language learning tools.Therefore, language teachers should give some extra effort on its adaptation or exploration for language teaching.Besides the evaluation for the existing TG, I also found a related TG to use Facebook for teaching and learning which was relevant to be evaluated equally.The TG was titled Facebook Guide for Educators )*( E\ 7KH (GXFDWLRQ )RXQGDWLRQ )*( LV D WHDFKHUV ¶ JXLGH (TG) used in applying Facebook as teaching and learning tool.It consists of twenty pages which come up in two sections: 1) the first main section of nine pages and four pages of appendices; and 2) the rest seven pages of cover page, title page, contents, photos and acknowledgements.The main section elaborates the introduction to facebook, the development of the book and the development of the facebook usage.This book is developed based on some case studies of the facebook utilization at schools.
materials) during the exploration period.In further exploration, this small numbeU RI ILQGLQJV UHPDLQV D ELJ JDS ZLWK WKH WHDFKHUV ¶ UHDO QHHGV $PRQJ WHQ WHDFKHUV QLQH PHQWLRQHG WKHLU GHPDQGV RQ WKH WHDFKHUV ¶ guide to help them in presenting blended learning and one teacher stated his uncertainty.The level of needs as shown above very much depends on the WHDFKHUV ¶ SHUFHSWLRQV RQ WKH VXLWDELOLW\ RI WKH SURSRVHG SURGXFW WR WKH expected context.In this case, technologies and blended learning are required since they are closely related to the context of globalization era.In the interview, Teacher Z stated: Saya kira, saya yakin (mahasiswa) lebih menyukai dengan teknologi ya, karena mereka kan generasi baru jadi lebih akrab dengan teknologi.I think, I believe (that students) prefer to have technology because they are new generation so that they are more familiar with technology (TI.2).
¶ RSLQLRQV WKH ILQGLQJ UHIOHFWV KLJK LQWHUHVW RI the students in employing technologies for the learning process.All the confirmed students (KA, IA, AA, and AS) mentioned that the Writing Course should integrate technology accompanied by various learning styles and practices.Further, they considered blended learning as new innovation in today modern era.%HVLGHV FOHDUO\ VWDWHG QHHGV RQ WKH WHDFKHUV ¶ JXLGH IRU implementing blended learning in Writing Course, the teachers and students also showed their needs on the utilization of Fb Group in a blended learning context as suggested in the product.This can be concluded from the exploration of supports for Fb Group as well as supporting factors for blended learning such as facilities, related skills and experiences on technology, and institutional policy.Facilities related to technological usage consist of classroom, personal and public facilities.Classroom facilities come in LCD projector and internet connections.After indicating whether they really need the related product or not, then the teachers gave suggestions on the relevant criteria for product development.
WKH WU\RXWV 7KH ILUVW GLIIHUHQFH LV DERXW WKH PHWKRG ¶V QDPH ,W is called as ³5HDGLQJ 3RVWLQJ DQG &RPPHQWLQJ 53& ´ before the tryouts and later on it is added with ³&hecking´ to be ³5HDGLQJ 3RVWLQJ Checking and Commenting (RP2C)´.Before the tryout, the time for posting and commenting is 24 hours asynchronously, the tryouts lead to different direction where the time should be flexible.It is 1 hour of V\QFKURQRXV µSULPH WLPH ¶ SOXV DGGLWLRQDO WLPHV GRQH DV\QFKURQRXVO\ Another difference is on the WHDFKHU ¶V DFWLYLW\ ZKHUH teacher keeps on FKHFNLQJ WKH VWXGHQWV ¶ ZRUNV IURP SRVWLQJ XQWLO WKH OHDUQLQJ KDV ILQLVKHG in one-hour-prime time.This differs from the previous procedure where teacher was not demanded to pla\ DQ DFWLYH UROH RI FKHFNLQJ WKH VWXGHQWV ¶ works.In addition, based on the evaluation as well as the recommendations from the executing teachers of the two additional tryouts, I then made a list of revisions to be executed to finally generate a ILQDO GUDIW RI WKH SURGXFW %HVLGHV WKH WHDFKHU ¶V HYDOXDWLRQ DQG UHFRPPHQGDWLRQV WKH UHVHDUFKHU ¶V QRWHV RQ WKH WU\RXWV ZHUH DOVR considered for listing up several revisions.CONCLUSIONS As the conclusion, concerning the existence of TG in IAIN Surakarta, I found only one TG used for Writing Course in IAIN Surakarta.The only TG used was about graphic organizers entitled 7HDFKHU ¶V %LJ %RRN RI Graphic Organizers by Katherine S. McKnight.This TG was employed partially by Teacher F to support his Writing Course, especially in drafting phase.In total, there were 39 materials identified as language learning materials.The most commonly used materials (35 materials) were called as general materials for Writing Course including textbooks/ workbooks, supplements to coursebooks, etc.The rest three materials ZHUH PHUHO\ GHVLJQHG IRU WHDFKHUV EXW FRXOG QRW EH LGHQWLILHG DV WHDFKHUV ¶ guide, such as methodology book, assessment book, etc. From the HYDOXDWLRQ RI WKH WHDFKHUV ¶ JXLGH , IRXQG WKDt the book is not specifically designed for teaching language but teaching in general.It brings about consequences that teachers should give more effort on its adaptation or exploration for language teaching.)RUWKH VHFRQG TXHVWLRQ FRQFHUQLQJ WHDFKHUV ¶ needs of the proposed product, I found that it was significantly different from the LQYHVWLJDWLRQ RI WKH ILUVW TXHVWLRQ (YHQ WKHUH ZDV RQO\ RQH WHDFKHUV ¶ guide available; it does not mean that the teachers did not need such product.Based on questionnaire and interview, I got a result that nineWHDFKHUV FRQVLGHUHG WHDFKHUV ¶ JXLGH UHODWHG WR WHDFKLQJ ZLWK WHFKQRORJ\as their needs and one teacher stated his uncertainty.Besides, they also supported and expected to have a product to use Facebook Group as the learning media and blended learning as the learning context.In total, there were ten criteria advocated by the teachers for product development.Lastly, in developing the product, I involved two experts with their own different jobs.The first expert, also called as material development expert, assessed and validated the product before the field tryout while the second expert gave his judgment based on the field tryout.After being validated, I tried out the product in the field to test the feasibility of the learning procedure as suggested in the product.Evaluation of the tryout was facilitated through focus group discussion (FGD) which was conducted after the tryout.Along with the teacher, I also determined several criteria to evaluate the tested procedure so that the level of feasibility could be assessed easily.Through five times of tryout conducted, the level of feasibility on the procedure had improved significantly to 97%, 94% and 92% in the last three tryouts delivered by three different teachers.The tryout was terminated as suggested by the field expert and after the supervisor stated the credible justification had been reached.Finally, after being revised as recommended, WKH WHDFKHUV ¶ guide was ready-to-use in a blended writing course context.Implications and suggestions$V LW LV FRQFOXGHG WKHUH ZDV RQO\ RQH WHDFKHUV ¶ JXLGH DYDLODEOH IRUWriting Course in IAIN Surakarta.The rests were 38 materials for ODQJXDJH OHDUQLQJ ZKLFK FRXOG QRW EH FDWHJRUL]HG DV WHDFKHUV ¶ JXLGH +RZHYHU WKLV GRHV QRW PHDQ WKDW WHDFKHUV ¶ JXLGHV ZHUH QR PRUH important for teachers.Instead, nine teachers (out of ten) thought that WKH\ QHHGHG WHDFKHUV ¶ JXLGH IRU using new media or technology.Thus, they would need the product if they thought that it was really helpful for them.Otherwise, they would never be interested to try the new product offered.In research-based materials development, this means a lot that any researchers should think again and again on the product they plan to develop, whether the product is really needed or not.3ULQFLSDOO\ WHDFKHUV ¶ JXLGH LV SURGXFHG WR DLG WHDFKHUV LQ numerous ways but not to dictate a rigid predetermined method by which WKH ODQJXDJH VKDOO EH WDXJKW DQG OHDUQHG +RZHYHU WKH WHDFKHUV ¶ JXLGH developed in this study suggests the implementation of a procedure only.To have more alternatives on the procedure, other researchers are encouraged to develop different procedures and follow the similar processes of research-based development.In addition to the procedure VXJJHVWHG LQ WKLV WHDFKHUV ¶ JXLGH WKHUH LV D SRWHQWLDO LPSOLFDWLRQ LQ LWV LPSOHPHQWDWLRQ LQ ZKLFK WKH WHDFKHU ¶V HIIRUW DQG UROH FDQ EH UHGXFHG periodically followLQJ WKH VWXGHQWV ¶ URXWLQHV RQ WKLV RQOLQH OHDUQLQJ This kind of research-based development is different from other educational research methods.The basic or applied research does not yield certain ready-to-use product.They may involve some development of educational products but only to the point where they can be used to test the hypotheses.By conducting this research and development(R&D), the proposed product was systematically researched and tried out to be a product which is ready for operational use.However, since this study was not conducted to fulfill all the developmental stages as suggested, there is a great potential for other researchers to continue this study.On the other hand, the product produced from this R&D can be simply employed for having educational research in other methods such as classroom action research and experimental research.
, a JRRG WHDFKHUV ¶ ERRN LV JXLGHOLQHV RQ KRZ WR PDNH WKH EHVW XVH RI the course, detailed plans for teaching each unit and keys to the exercises,