reciprocal teaching strategy, and the instructional design models Taba’s and Kemp’s models.
7. Determining What to Evaluate, the Ways and Means of Doing the
Evaluation
This step is adapted from Taba’s model. In this study, the writer uses post- design questionnaire as the means of doing the evaluation. The writer distributes
the designed materials and the post-design questionnaire to the English teachers of SMA STELLA DUCE 1 Yogyakarta and the lecturers of English Language
Education Study Program of Sanata Dharma University.
8. Evaluating the Designed Materials
This step is adapted from Kemp’s model. The next step after designing the materials and distributing the evaluation device is to evaluate the designed
materials. The purpose of distributing the post-design questionnaire to the English teachers of SMA STELLA DUCE 1 Yogyakarta and the lecturers of English
Language Education Study Program of Sanata Dharma University is to obtain feedbacks, comments, and suggestion about the designed materials. The results of
the post-design questionnaire are used to revise and improve the reading materials for the tenth grade students of SMA STELLA DUCE 1 Yogyakarta.
9. Revising the Designed Materials
This step is adapted from Kemp’s model. After evaluation is conducted, the next step is to revise the materials. The writer would revise the materials based on
the evaluation results from two English teachers of SMA STELLA DUCE 1 Yogyakarta and two lecturers of English Language Education Study Program of
Sanata Dharma University.
Figure 2.4 The Design Model Conducted in the Study
Conducting Diagnosis of Needs
Determining the competency standard, the basic competence, and
the topics
Formulating the indicators
Determining and organizing the subject contents
Determining and organizing teaching-learning experiences
Designing the materials
Determining what to evaluate, the ways and means of doing the
evaluation
Evaluating the materials
Revising the materials
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CHAPTER III METHODOLOGY
In this part, the writer will discuss some important points. The discussions are about research method, research participants, research instruments, data
gathering technique, data analysis technique, and research procedure.
A. Research Method
The research was intended to answer two questions mentioned in chapter 1. The questions are: “How are English reading instructional materials based on
reciprocal teaching strategy for the tenth grade students of SMA STELLA DUCE 1 Yogyakarta designed?” and “What do English reading instructional materials based
on reciprocal teaching strategy for the tenth grade students of SMA STELLA DUCE 1 Yogyakarta look like?”
In order to answer the questions stated in problem formulation, the writer employed Research and Development method R D. According to Borg and
Gall 1983: 772 educational research and development is a process used to develop and validate educational products. These products include teaching
materials, teaching methods, and method for organizing instruction. Moreover, the goal of R D is to develop research knowledge and incorporate it into a product
by combining educational research and educational practice Borg and Gall, 1983: 771.
The writer chose R D method since it used the findings to build tested products that were ready for operational use in the school. Furthermore, it
