2. PRESENTATION FLOW
ARTICLE RELATED
INTO IT
5
R&D IN ENGLISH
LANGUAGE
TEACHING
2
A MODEL
PROPOSED BY
JOLLY AND BOLITHO.
4
THE AIM OF R&D IN
ENGLISH
LANGUAGE
TEACHING.
3
DEFINITION OF
RESEARCH AND
DEVELOPMENT.
1
FINISH
3. Research and Development
Research and
Development
According to Will Kenton in 2023 Research
and Development (R&D) is a term used to
describe the effort a company devotes to
the innovation and improvement of its
products, services, and processes
R&D In
English
Language
Teaching
In the context of English Language
Teaching (ELT), Research and
Development (R&D) focuses on improving
teaching methods, materials, and
approaches to enhance students' language
learning experiences and outcomes
Understanding the needs of English learners: By Sarah
Schwartz 2022 R&D in ELT involves conducting research to
identify the specific needs and challenges faced by English
learners, such as developing proficiency in listening, speaking,
reading, and writing skills.
Developing and testing innovative materials: Subari 2022
said that R&D in ELT aims to create and test new teaching
materials, such as e-modules, textbooks, and digital resources,
to support language learning
4. Research and Development
Here are goals of R&D in ELT
Supporting teachers in effective instruction: According to
Wested 2023 R&D in ELT also aims to provide teachers with
the necessary tools, resources, and professional development
opportunities to effectively support English learners in their
classrooms
Collaboration and knowledge sharing: Wested 2023 also
said that R&D in ELT often involves collaboration between
researchers, educators, and policymakers to share knowledge,
best practices, and research findings. This collaboration helps
to improve the quality of language instruction and support the
needs of English learners more effectively
5. Jolly and Bolitho’s Model
The Jolly and Bolitho model is used in research and
development (R&D) studies, specifically in the
development of instructional materials
1. Identification of the problems
2. Exploration of needs
3. Contextual Realization
4. Pedagogical Realization
5. Physical Production and Student use
6. Evaluation
6. Developing English writing instructional materials for second
year university students of English Department
This research study aimed to develop and evaluate English writing instructional
materials for second-year university students. The materials covered various
aspects of writing, including writing steps, punctuation marks, capital letters,
conjunctions, pronouns, prepositions, different types of texts, letters, and cultural
topics.
The research problem of this study is the lack of suitable and comprehensive English writing
instructional materials for second-year university students of the English Department at
Champasak University
Bounmy Phalychan & Sugirin Sugirin 2019
How do the researcher implement Jolly and Bollitho’s model?
First, the researcher identified the problems by conducting a needs
analysis to determine the specific writing needs of the students .
This step involved gathering data through questionnaires and
interviews .
Next, the researcher explored the needs of the students by
analyzing the data collected and identifying the areas that required
improvement, such as the writing process, types of text, types of
letters, and cultural aspects .
After that, the researcher proceeded with the contextual
realization, which involved designing the instructional materials
based on the identified needs and the specific context of the
students .
The pedagogical realization step focused on incorporating
appropriate teaching approaches, language contents, skills, topics,
methodology, and practical considerations into the instructional
materials .
Once the materials were designed, the physical production step
involved creating the actual materials, such as worksheets,
handouts, and exercises .
Finally, the materials were implemented and used by the students,
and an evaluation was conducted to assess their effectiveness .
How is the result of the study?
The results of the study showed that the English writing instructional materials
developed for second-year university students were well-received and considered
appropriate for their English level . The topics covered in the materials were found to
be varied, relevant to the students' interests, and related to their culture . The design
and organization of the materials, including the cover, organization of texts, activities,
and layout, were also rated highly by the students . In terms of language content, the
materials were found to be helpful in providing ideas for writing, improving vocabulary,
and understanding writing processes, grammar, and letter writing . Overall, the
materials were perceived as effective in addressing the students' writing needs and
enhancing their writing skills
