Conducting the needs survey
Describing the purpose
Developing the materials addition Evaluating
Revising Developing and implementing classroom procedures
Developing the syllabus
Producing proto-syllabus Producing pedagogical syllabus
: feedback
line :
continuing to
Fig. 2.2 The Steps of Designing Materials Adapted from Yalden’s Model
CHAPTER III METHODOLOGY
In this chapter, the writer would like to discuss the methodology which was used in the research. The methodology consists of seven points of discussion.
They are the research method, research participants, research instruments, data gathering techniques, data analysis techniques, and the research procedure.
A. Research Method
To answer the questions stated in the problem formulation in Chapter I, the writer conducted educational research and development R D study.
According to Borgh and Gall 1983:771, the R D study is established due to the failure that occurs in basic and applied research studies. The problem which
arose in the previous research studies was that the findings eventually did not work with the educational practice. Therefore, the R D study is not only going
to be employed to discover what kind of reading materials which are suitable, interesting, and encouraging the learners to read but also to provide applicable
designed materials to be used in a language course. Here, the writer should consider teaching learning procedures and processes as well as the products.
Moreover, Borgh and Gall 1983:772 states that R D “is a process used to develop and validate educational products”.
To achieve the goal, in designing the English reading materials for Biology teachers, the writer followed the steps in the R and D study. The steps
41 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
were research and information collecting, planning, developing preliminary form of product, preliminary field testing, main product revision, main field testing,
operational product revision, operational field testing, final product revision, and dissemination and implementation Borgh and Gall, 1983:775. Because of the
limitation of time, money, and capacity, the writer conducted only the first five steps out of the ten steps in R D cycle. Basically, those steps could be classified
into three major parts: the empirical research, designing materials, and the field- test-revise cycle. The first two steps were considered as empirical research, the
third step was designing materials, and the rests were included in the field-test- revise cycle. Therefore, the five steps which were carried out by the writer had
already covered the whole steps. Those five steps are elaborated below.
1. Research and Information Collecting
Research and information collecting was conducted to obtain necessary data for developing the designed materials. In this step, the writer reviewed the
underlying theories. The underlying theories included theory of Yalden’s Instructional Design, theory of materials development, theory of English for
Specific Purposes, theory of Content Based Instruction, theory of reading, and a description of Biology subject at SMAN 3 Yogyakarta. Besides, as stated in the
theoretical framework adapted from Yalden’s Model, the writer also needed to know the target needs and learning needs of the learners. Learning needs was
needed to be obtained since the learners still learnt English through an English course conducted in their workplace. Thus, needs analysis was conducted to know
the learners’ characteristics. The information was collected by distributing PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
questionnaires to the Biology teachers and interviewing them and an English teacher as well.
2. Planning
Planning was crucial to the materials development. This step was to accomplish the second stage, which was describing the purpose, and third stage of
Yalden’s adapted model, which was developing the syllabus. The planning included describing the learning purposes and appropriate syllabus functioned as
the foundation of the designed materials. Here, the writer set the general purpose of learning standard of competence. After the general purpose of learning was
set, the writer specified it into some learning purposes basic competences. Then, the writer selected the syllabus which was appropriate for the learners. The
syllabus selection was considering the learning purposes which are generated from the needs analysis.
3. Developing Preliminary Form of Product
This step was the realization of the fourth, fifth, sixth and seventh stage of Yalden’s adapted model. The stages were producing proto-syllabus, producing
pedagogical syllabus, developing and implementing classroom procedures, and developing the materials. Thus, in this step, the writer selected several topics
under Biology matter. From the topics, the writer collected some authentic reading texts which were suitable for the learners and related to the topics. The texts were
gathered from on-line sources and magazines. In developing the preliminary form of product, the writer adapted the
authentic reading texts by applying the principle of Plus Category, Minus PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Category, and Zero Category Tomlinson and Masuhara, 2004:16. After having the appropriate texts, the writer selected the subject contents. Then, the writer
developed the learning activities which enabled the learners to achieve the learning purposes.
4. Preliminary Field Testing
The preliminary field testing as the fourth step of R D cycle involved testing designed materials to respondents, collecting data for the designed
materials’ evaluation from respondents, and analyzing the data. This step was equal to the eighth stage of Yalden’s adapted model namely evaluating. In this
step, the writer evaluated the preliminary designed materials. After evaluating them, the writer obtained feedback of the whole designed materials from the
learners by distributing evaluation questionnaires and conducting interviews. The feedback was utilized to revise the designed materials. Here, the writer conducted
not only field testing but also expert validation. According the Educational Seminar held by the Department of National Education in 2008, expert validation
was an attempt of getting evaluation from those who are expert in designing materials. In the research, the expert validation was conducted by distributing
questionnaires and interviewing an English teacher of SMAN 3 Yogyakarta and some lecturers of English Education Study Program as the experts.
5. Main product revision
The step was about making revision to the designed materials based on the preliminary field testing result. This step revealed the ninth stage of Yalden’s
adapted model, which was revising. After gaining feedback both from evaluation and expert validation, the writer made final product of the designed materials.
Following chart is the summary of the five steps of the R D cycle which were completed with stages in the Yalden’s adapted model.
R D Steps Stages in Yalden’s Adapted Model
Research and information collecting Conducting the needs survey
Planning
Developing and implementing classroom procedures
Describing the purpose
Developing preliminary form of product
Developing the syllabus
Producing pedagogical syllabus
Main product revision Evaluating
Preliminary field testing Producing proto-syllabus
Revising Developing the materials
Fig. 3.1 The Writer’s R D Adopted Cycle Completed with Yalden’s Adapted Model
According the Educational Seminar held by the Department of National Education in 2008, a research and development should include a specification of
product. The specification is detailed features of product which were used to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
