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The steps proposed in R D, commonly referred to as the R D Cycle, include 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,
dissemination and implementation Borg and Gall, 1983: 775. However, this study was conducted only until the fifth step because the nature of the blog was as a
supplementary material for SMA BOPKRI 2 Yogyakarta, while the focus of conducting dissemination and implementation was on the conceptualisation and
development of large-scale curriculum products using the R D cycle of develop- test-revise Borg and Gall, 1983: 786. In this study, the RD cycle was incorporated
with the Instructional Design models proposed by Taba and Kemp as stated in the Theoretical Description in Chapter 2.
1. Research and Information Collecting
This step included the diagnosis of needs proposed by Taba and Kemp step 2 and 5. First of all, the writer did review of literature. Secondly, the writer conducted
a survey by distributing questionnaires to collect the information concerning the students’ background, studies related to educational blog, implementation of using
blog in classrooms, and other information related to education blog. The writer involved 100 tenth grade students of SMA BOPKRI 2 Yogyakarta and three English
teachers in the school to gain background information.
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2. Planning
As stated by Borg and Gall 1983: 779, the most important aspect of planning a research-based educational product was the statement of the specific objectives to
be achieved by the product. The planning step is a combination of instructional design model steps by Kemp and Taba which was stated in the theoretical framework.
The steps are specifying learning objectives, selection of content, and selection of learning experiences. Therefore, in this step the writer defined the learning objectives,
selected the contents, and selected the learning experiences based on the School Based Curriculum 2006.
3. Develop Preliminary Form of Product
This step included the preparation of instructional materials. By interpreting the data collected, writer developed a reading blog which answers the students’ needs
and suitable to the curriculum used in SMA BOPKRI 2 Yogyakarta.
4. Preliminary Field Testing
Based on Kemp’s and Taba’s instructional design models, this step is the product evaluation step. The preliminary field testing was carried out by one English
teacher of SMA BOPKRI 2 Yogyakarta and two lecturers of English Education Study Program, Sanata Dharma University. The main objective of this step was to gather
opinions, feedbacks, and constructive suggestions for the education blog through questionnaires.
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5. Main Product Revision
