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knowledge about the topic in the term of pre-assessment test and observation activities.
4. Preliminary Field Testing
In this stage, the researcher was going to test the materials designed by using it as the speaking materials in the class. In the testing process, the researcher
clarified the content and the appropriateness of the materials in fulfilling the students’ needs. Next, the researcher consulted the product to the teacher and the
evaluators to get some evaluations and suggestions in the same time. The comment would be implemented to revise the product designed.
5. Main Product Revision
After the researcher did the preliminary field-testing, the researcher made revision of the product. The researcher did the materials’ evaluation in this
process. The researcher could know the strength and the weaknesses of the product. Moreover, after being evaluated by the evaluators, the researcher could
use the suggestion, comment, and additional information to revise the product. Therefore, the researcher could improve the materials better to be tested in the
main field-testing.
6. Reporting The Final Product
At the final stage, the researcher needed to report the final product in such meeting or inform it to the teacher and evaluators. It was important to send the
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product to the school for the improvement of education system especially for tenth grade students of SMA BOPKRI 2 Yogyakarta.
Theoretical Framework Research Procedure
Figure 3.1 The Correlation of Theoretical Framework and The Materials Design’s Step
Legend Explanation:
The line of the process The correlation step of Theoretical Framework and
Research procedure
Need Survey
Goal, Topics, and General Purposes
Evaluating the Materials Selecting Syllabus
Pre-Assessment Reseach and Information
Collecting
Planning
Main Product Revision Developing Preliminary
Form of Product
Preliminary Field Testing
Revising Reporting the Final
Product
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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
In this chapter, the researcher would like to present detailed discussion about the findings of the study and the presentation of the designed materials for
the tenth grade students of SMA BOPKRI 2 Yogyakarta adopting information- gathering technique. This chapter will be divided into two parts. The first part
provides the answer to the first formulated problem how the speaking materials using information-gathering technique is designed and the last part will be the
answer of the second formulated problem, the presentation of the speaking materials design. The complete designs of speaking instructional materials are
presented in the appendices.
A. The Steps in Designing English Instructional Speaking Materials for
Tenth Grade Students of SMA BOPKRI 2 Yogyakarta
With the intention of answering the first problem formulation of this research, the collaboration of Kemp’s and Yalden’s models are adopted to design
the materials. Then, the instructional design model are in line with Borg and Gall’s 1983 Education Research and Development RD cycle to design the
materials. Those steps are 1 conducting need survey, 2 listing goals, topics, and general purposes, 3 selecting syllabus, 4 conducting pre-assessment, 5
evaluating the materials, and 6 conducting revision.
