Planning Materials Development Research Method

50 researcher would directly re-check the planning because an error commonly happened in this stage. However, the researcher could also recheck each stage where lacks and weaknesses were found. It can be done back and forth for each stage before continue to other stages. Therefore, the researcher did not need to repeat all stages based on the sequence that has been determined. The relation of the adaptation of the small scale of Borg and Gall’s RD cycle and the adaptation of Kemp’s ID model is presented in Figure 3.1. Adapted RD Cycle Adapted ID Model Research and Information Collecting Identifying Students’ Characteristics Planning Formulating Goals, Topics, and General Purposes Specifying Learning Objectives Materials Development Selecting and Organizing Subject Contents Specifying Teaching or Learning Activities and Resources Identifying Support Services Materials Validation by Practitioner and Expert Revision Revision 51 Note : : The sequence that had been determined : The subordinate stages conducted inside the RD cycle : The flexible process revision can be started from any stage and done back and forth for each stage Figure 3.1 Researcher’s Steps in Designing the Workbook Figure 3.1 shows that the researcher had determined the sequence of the stages. The researcher employed the adapted RD cycle to conduct the research and the adapted ID model to design the workbook. Here, the adapted ID stages were conducted as the subordinate stages inside the adapted RD steps. In other word, when the researcher conducted the RD steps, the researcher also employed the ID stages. In revising the materials, the researcher could directly check planning or other stages where lacks and weaknesses were found. Then, it was continued by the next stage based on the sequence that had been determined.

B. Research Setting

In conducting the research, the researcher selected SMP Negeri 2 Yogyakarta as the research setting. It is located at Senopati Street, number 28-30, Yogyakarta. Considering the effectiveness and efficiency of time and budget to administer the process, the researcher selected the school because of several reasons. First, the school was listed as one of favorite and qualified junior high schools in Yogyakarta. It also had concern to improve the quality of the learning and teaching process by implementing technology. Second, research participants 52 who were selected from the school as the sample of the research had some characteristics that meet the aim of the research. They were grade VII students and the English teacher.

C. Research Participants

Research participants were categorized into two groups. They were participants of research and information collecting and participants of materials validation.

1. Participants of Research and Information Collecting

Participants involved in the research and information collection were grade VII students of junior high school and the English teacher.

a. Grade VII Students of Junior High School

From seven classes of grade VII at SMP Negeri 2 Yogyakarta, students from three classes were selected to be the participants. The researcher only selected three classes because of the limitation of the time and difficulty in managing the process. Besides, one class could not be selected because it was an accelerated class that had different program from other classes. Those classes were selected based on the suggestion of the English teacher. The students were chosen to contribute information about their motivations, attitudes, needs, and interests related to the use of story, preferred learning styles, preferred teaching methods, activities, media or teaching aids, English books, difficulties in listening to or reading English stories and in the English learning and teaching process, and capabilities to overcome their difficulties and to get an access to a computer or laptop and internet.