the vocabulary instructional material design was the educational product to be designed and developed. In conducting the study, the Educational R D process
study was referred to as the Educational R D cycle. In general, the Educational R D cycle consists of studying research finding pertinent to the product to be
developed, developing the product based on the findings, field testing the developing product, and revising it to correct the deficiencies found in the field-
testing stage Borg Gall, 1983. This product would be designed and developed as well overtaken some evaluations by the participants. Further, the product would
be developed again and again to achieve a suitable form and a good result of instructional material design model. This cycle would be repeated to reach the
product which met the objectives and was ready for operational used in the school.
The major steps in the Educational R D cycle to develop the design material were elaborated as follows Borg Gall, 1983: 775.
1. Research and information collecting
To design an instructional material model, the study needed to gather as much data and information as possible from the learners, text book, and other
sources. The data and information for survey study would be collected through classroom observation, questionnaire, and interview. Those had a purpose to find
out the students’ interest, problems, and opinions for the need analysis of the study. This data and information would be employed to carry up the materials
which would be applied to design the vocabulary instructional material model.
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2. Planning
It includes defining skills, stating objectives, and determining course sequence Borg Gall, 1993: 775. The data from research and information
collection were used as the basis to determine the subject contents. The subjects content of the design materials were classified in order to select the teaching-
learning activities. Besides, the writer collected some resources which were used in designing
materials. Furthermore, the writer formulated the goals, the topics, and the purposes in order plan and develop the materials.
3. Develop preliminary form
In this stage, the writer designed the first instructional materials model based on the observation, the questionnaire distributed, and the interview
conducted to gather data and information on need analysis. The preliminary form involved a wide range of tasks, materials, and model lessons designed which were
presented on each unit to meet the objectives. The important principle in developing preliminary form is to organize the materials so as to permit as much
feedback as possible from the field test in order to be used as a basis on revising
and improving the designed materials. 4.
Preliminary field testing
This stage was to obtain an initial qualitative evaluation of the instructional material design formed. The evaluation was based on the evaluation
and feedback of a small group of lectures who selected at random, and an English teacher who took charge of the school subject in the class observed. The data
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evaluation was gathered by questionnaire and interview. Many specific criticisms and suggestions during the preliminary field test led to changes and improvements
in the materials designed. Further, the data were compiled and analyzed to find out the problem. The results were used to replan and develop the material and
make the revisions called for. 5.
Main product revision
The main product revision would be obtained as the continuum stage in developing the instructional material model based on the feedback and suggestion
as well the data analyzed during the preliminary field-test. The data provided would be employed to changes and improvements in the designed materials to
achieve main product revision. Through the explanations above, the writer found out that the writer’s
model and Educational R D cycle have the same purpose in designing the materials. It could be concluded that the writer’s model and R D cycle are well-
matched.
B. Research Participants
