implementation Borg and Gall, 1963: 775. However, this study only used five steps of the ten steps. Those steps are 1 Research and Information Collecting, 2
Planning, 3 Developing Preliminary Form of Product, 4 Preliminary Field Testing, and 5 Final Product Revision.
As stated in Chapter Two, the writer combined Yalden’s instructional, Kemp’s instructional model, and the Six-T’s Approach proposed by Stoller and
Grabe 1997 to achieve the objectives of this study. The combination was used as the writer’s model in designing the materials. Therefore, in order to find out whether the
writer’s model is appropriate to be included in each R D step, this part tries to compare between the writer’s model and the R D steps.
1. Research and Information Collecting
In this step, the writer adapted Yalden’s instructional design model, namely needs survey. The needs survey was conducted in order to provide the writer with
sufficient data in designing the instructional materials. The data were gathered in this step including learners’ needs, interests, and lacks. To obtain the data, the writer used
two research instruments. Those are an interview and a questionnaire. Besides, the writer also conducted review of literature to obtain the data about the topics in the
content subjects in which it will be used as the reading materials. The writer interviewed a tenth-grade English teacher of SMA BOPKRI I
Yogyakarta to know the reading activities in the classroom, the students’ needs, and the students’ lacks. Meanwhile, a set of questionnaires was also distributed to the
tenth grade students of SMA BOPKRI I to know their difficulties in reading English
texts especially when it is used for academic purposes. The set of questionnaires was also used to obtain the data about the topics which were interesting for the students.
Therefore, it can be concluded that the needs survey in the first step of the writer’s model shares the same idea with the first step of R D.
2. Planning
After completing the first step, the next step to do was planning. According to Borg and Gall Borg Gall, 1983: 779, the most important aspect of planning is
statement of specific objective to be achieved by the product. The objective becomes the basis for developing the instructional materials. Furthermore, the specific
objectives can be formulated if the goals, the general purposes, and the subject contents have been determined first. Therefore, the second step of R D shares the
same idea of the second, the third, and the forth step of the writer’s model. To determine the goals and the general purposes, the writer applied the
second step of the writer’s model which was adapted from Kemp’s instructional materials, namely determining goals and general purposes. Afterwards, the writer
listed and organized the contents including the themes, the texts, and the topics of the instructional materials by applying the third step of the writer’s model, namely listing
and organizing the contents. After the goals, the general purposes, the contents had been selected and organized, the specific objectives of each unit were formulated by
employing the sixth step of the writer’s model adapted from Kemp’s instructional model, namely specifying learning objectives.
3. Developing Preliminary Form of Product
