37 2.
Planning
The next step is planning step; that is the fourth step of Gall, Gall, and Borg
’s RD cycles. In this step, the researcher decided what the students are going to learn in the class. This step included the designed syllabus and lesson
plan. 3.
Material development
After that, the researcher combined the fifth, sixth, and seventh steps of RD cycles by Gall, Gall, and Borg 2007. In this step, the researcher designed
the materials that we re suitable to the students’ need. The material referred to the
curriculum used by the teacher of the conversation class. 4.
Material validation
The next step is the eighth steps of RD cycles. In this step, the researcher needed the help of five material design experts to give the evaluation
on the designed materials. The result of the questionnaire was used to improve and revise the designed materials conducted by the researcher. The respondents
of the questionnaire were: the teacher of the conversation class of SMP Taman Dewasa Jetis, an English teacher of SMPN 1 Sentolo, an English teacher of
conversation class of SMP Pangudi Luhur 1, an English tutor of Alpha English Course, and an English lecturer of Sampoerna University.
38 5.
Revision
The last step is the ninth step of RD cycle ‘s steps, the revision of the
designed material. In this step, the researcher had to revise and improve the designed materials in order to get the best and the most suitable materials for the
students of the conversation class.
B. Research Setting
The research was conducted at conversation class of SMP Taman Dewasa Jetis Yogyakarta on March 2015. The research is done in the second semester of
the school year.
C. Research Participants
The research participants of this research were grouped into two. 1.
Participants of information collecting The participants of this research were the English teacher and the grade
seven students of conversation class of SMP Taman Dewasa Jetis Yogyakarta. There were 9 students in the class. They were the students in 20142015
academic year. Based on the observation done by the researcher, the students of the conversation class found difficulties in expressing their idea through spoken
language. It was shown when the students were asked to answer a question by the teacher. The students were mostly only imitated the teacher’s example by
just changing some of the verbs or nouns.
39 2.
Participants of material validation In the step of material validation, the researcher used the help from one
English teacher of the conversation class of SMP Taman Dewasa Yogyakarta, one English teacher of a conversation class of SMP Pangudi Luhur Yogyakarta,
one English teacher of SMP N 1 Sentolo, one Englist tutor of Alpha English Course, and one English lecturer from Sampoerna University. Their validation
was needed to improve the designed materials revision. All of the five people are chosen because of their capability and experience in English teaching.
D. Instruments and Data Gathering Technique
In doing the research, the researcher used some instruments. The use of the instruments was to facilitate both the researcher and the research participants
in doing the research. The instruments provided during the process of the research were including interview and questionnaire.
1. Interview
Interviews consist of oral questions asked by the interviewer and oral responses by the research participants Gall, Gall, and Borg, 2007, p. 228. The
researcher interviewed the English teacher of the conversation class once. Here, the researcher observed the classroom situation and tried to find out the problem
faced by the teacher in teaching the course. The interview was to find the problems of the classroom in details, so that the researcher could only focus on
things that need some improvements.
40 From the interview, the researcher expected
the teacher’s view or opinion about the learning and teaching activity in the classroom experienced by the
teacher so far. The restrictive suggestion helped the researcher find out what technique will be appropriate for the students in the classroom.
2. Questionnaire
The second instrument used is questionnaire. Questionnaires are printed forms that ask the same questions of all individuals in the sample and for which
respondents record their answers in verbal form. Gall, Gall, and Borg, 2007, p. 228. This questionnaire provided two kinds of item, closed form multiple
choice and open form essay questions. There were two questionnaires distributed in this research. The first questionnaire was distributed to the students
of the conversation class in the beginning of the research, before designing the materials. It aims to find the problems faced by the students in the classroom.
The second questionnaire was for the validation from the expert users. It included the help of material design experts from different universities, courses
and schools and the English teacher of the conversation class. Those questionnaires were distributed after the designed materials had done. The
purpose was to get the best and the most suitable designed materials for the class. By using those instruments, the researcher could reflect and improve the
implementation of the technique offered, whether it works to the students or not.
