Stating the Topics and Learning Objectives
36 Borg and Gall 1983 also revealed the ten steps in the RD cycle used to
develop courses, or minicourses. They 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 p. 775-
776. Here, the researcher only took five steps of the RD cycle to design the materials. They were:
1. Research and Information Collecting This first step included review of literature, classroom observations, and
preparation of report of state of the art. Here, the researcher looked for the review of literature related to this study. The researcher also conducted an interview and
distributed the questionnaire for collecting information which was related to designing English writing materials.
2. Planning This step required the researcher to state the specific objectives of the
design. The researcher also prepared handbooks and devices which were based on School-Based Curriculum 2006.
3. Developing Preliminary Form of Product After collecting the data and preparing the planning, the researcher took
this step. This third step was the step where the researcher began to develop the product. Those all were based on the results of two previous steps. The researcher
also selected the activities and needed devices.
37 4. Preliminary Field Testing
This step aimed to obtain the evaluation of the designed product. Here, the researcher needed two English teachers of SMA Sang Timur Yogyakarta and one
English lecturers of the English Language Education Study Program of Sanata Dharma University to carry out evaluation by giving comments, suggestions, or
criticism toward the designed English writing materials. The acquired feedback helped the researcher to revise and to improve the design. The questions asked in
the evaluation sheet were whether: a. The indicators were formulated correctly.
b. The topics were formulated according to students‟ interests and level.
c. The activities were formulated according to CLT principles. d. The tasks were appropriate for students to achieve the goals easily.
e. The designed English writing materials were appropriate for grade X students of SMA Sang Timur Yogyakarta.
5. Main Product Revision In this step, the researcher used the evaluation data to be the reference for
revising and improving the design into the final revision.