Research and Information Collecting

49 The researcher decided not only used the commonly used materials, such as visual resources pictures, comics, maps, and functional texts, but also audio materials listening passages and audio-visual materials PPT games, songs, and stories. Therefore, the researcher not only adopted those materials, but also adapted and developed some of them. Then, the researcher developed worksheets, song transcripts, evaluation checklists, and an answer key. Third, the researcher identified support services based on the types of the teaching or learning activities and supporting materials that had been specified and developed. The purpose was to identify facilities and equipments that were needed to use the materials. In identifying support services, the researcher also considered the capability of the students, English teacher, and school to provide or get an access to the support services. It was done based on the result of classroom observations, an interview, and questionnaires.

4. Materials Validation

In materials validation, the researcher distributed questionnaires to evaluate the materials and obtain feedbacks opinions and suggestions and comments from a practitioner and experts. They were distributed to one English teacher from the school as the practitioner and two lecturers from the English Language Education Study Program of Sanata Dharma University as the experts. Besides, the researcher also gave an opportunity for them to give direct evaluation on the materials. The data were used to revise and improve the materials.

5. Revision

Finally, the researcher revised and improved the materials based on the result of the materials validation. In revising and improving the materials, the 50 researcher would directly re-check the planning because an error commonly happened in this stage. However, the researcher could also recheck each stage where lacks and weaknesses were found. It can be done back and forth for each stage before continue to other stages. Therefore, the researcher did not need to repeat all stages based on the sequence that has been determined. The relation of the adaptation of the small scale of Borg and Gall’s RD cycle and the adaptation of Kemp’s ID model is presented in Figure 3.1. Adapted RD Cycle Adapted ID Model Research and Information Collecting Identifying Students’ Characteristics Planning Formulating Goals, Topics,