increased potential impact of findings upon the school practice by constructing them into usable educational products. R D cycle consists of three major steps:
develop product based on research finding, do field testing on the product, and revise the product on the basis of field-test data. There are ten steps offered by R
D cycle, namely: Research and Information Collecting, Planning, Develop 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 Borg and Gall, 1963:
775. Concerning with the two main focuses of the study as mentioned previously,
there were only five steps of R D cycle used in this study. Step one to five were used to answer the two study questions. The steps were Research and Information
Collecting, Planning, Develop Preliminary Form of Product, Preliminary Field Testing, Main Product Revision, and Main Field Testing.
This section is divided into three sub-sections, that is, pre-design study, material development, and post-design study.
1. Pre-design Study
In the pre-design study, the writer employed the first step of R D cycle, that is, Research and Information Collecting. This step was used to describe as
specifically as possible the educational product that was to be developed. In this step, the writer collected the data from the tenth grade students and English
teachers of SMA STELLA DUCE 1 Yogyakarta. In this study, an interview was conducted in order to find out the teaching
learning activities used in reading class from one of the tenth grade English
teachers. Furthermore, the writer also distributed a pre-design questionnaire to the tenth grade students of SMA STELLA DUCE 1 Yogyakarta in order to figure out
their interests, abilities, and problems concerning to the English reading skill. Review of literature was used to collect research findings and other information
related to the planned development. The writer gained information about techniques in the classroom, skills, and specific techniques that teachers could use
to accomplish goals. Data and information were gathered from the journals, the Curriculum 2006, and the educational books.
2. Material Development
In the material development, the writer applied steps 2 and 3 of R D cycle. They were Planning and Developing Preliminary Form of Product.
In this study, planning included defining skills, stating objectives, and determining course sequence. According to Borg and Gall 1983: 779, the most
important aspect in planning is the statement of the specific objectives to be achieved by the product. Furthermore, objectives offered the basis of developing
an instructional program since the program could be field tested and revised until it met its objectives. The data gathered from research and information collecting was
used to determine the objectives and subject contents of the designed materials. Moreover, these data would be used to state the syllabus.
In this study, development of the preliminary form of the product included the preparation of instructional materials, handbooks, and evaluation devices. The
data gathered from research and information collecting was also used as a starting point to design the reading materials in order to create appropriate materials for the
tenth grade students of SMA STELLA DUCE 1 Yogyakarta.
Borg and Gall 1983: 781 stated that the significant principle in developing preliminary form of product was to construct materials so as to permit obtaining as
much feedback as possible from the next step, the field test. Then, the feedback was used to evaluate and revise the material design.
3. Post-design Study
