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operational field testing, final product revision, and dissemination and implementation.
However, in this research the researcher believes that not all the steps mentioned by Borg and Gall are needed to be conducted. The researcher only used
five of ten steps mentioned above. These five steps are already appropriate with the procedure of the research. The steps are as follows.
1. Research and Information Collecting
This step is important to do because this is the step where the researcher will find the information which will be useful in his research design materials later
on. The researcher chose to use questionnaires and conduct an interview. The questionnaires were distributed to the students of the eighth grade SMP Bopkri 2
Yogyakarta, while the interview was conducted to the English teacher of the same school.
2. Planning
This step consists of stating goals and purposes, topics, making of lesson plans and syllabus based on School-Based Curriculum 2006. The goals and
purposes that the students are going to achieve will be decided in this step. The topic of the designed material will also be decided here.
3. Developing Preliminary Form of Product
This step consists of the preparation of instructional materials, handbooks, and evaluation devices. This is where the researcher designed the materials using
Task-Based Learning. The researcher designed the materials using the result obtained in questionnaires and interviews done before. In this step, the researcher
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designed a set of integrated reading writing materials using task-based learning for the eighth grade students of SMP Bopkri 2 Yogyakarta.
4. Preliminary Field Testing
In this step, the researcher distributed questionnaire to English teacher of SMP Bopkri 2 Yogyakarta and English lecturer of English Education Study
Program of Sanata Dharma University. The purpose of this preliminary field testing is to obtain an evaluation based on the designed materials which have been
created by the researcher. The researcher found out that it is important to at least get some feedbacks so he can improve his designed materials.
5. Main Product Revision
In this step, the researcher finally created the materials based on the feedbacks given in preliminary field testing. This revision may not design only
once, the researcher will keep design the materials until the designed materials have been included of all the feedbacks.
These five steps have the simi larities with the steps in Kemp’s
instructional design which the researcher used for this research. These five steps of RD and the relationship with Kemp’s model can be seen in figure 3.1:
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Research and information collecting
The Researcher’s Model
RD Cycle
Figure 3.1 Relationship between the researcher
’s model and RD cycle
Evaluating the materials
Stating goal, topic, and purposes
Stating learning objectives
Listing subject content
Designing the materials
Conducting need analysis
Revising the designed materials
Planning
Developing preliminary form of a
product
Preliminary field testing
Main product revision
Selecting teaching learning activities
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B. Research Participants
