59
improvement. The last part being presented was final product revision. It consisted of three points, namely the revisions, product testing to the students and
the analysis of the questionnaire distributed to the students.
1. The Development Process of the Material
This part presented the steps being done by the writer in developing the material. It included the activity starting from gaining preliminary data collecting
up to revising the designed material. The complete description of every step taken was presented in the following sub topics, namely 1 research and information
collecting, 2 planning, 3 product development, 4 the experts’ judgments results, 5 the anal
ysis of the experts’ judgments results, and 6 final product revision. Moreover, the second part involved other steps in Kemp’s model,
namely 1 stating the goals, topic and general purposes, 2 stating the objectives of the lesson, 3 listing and organizing subject contents, and 4 selecting learning
objectives.
a. Research and Information Collecting
The first step in Research and Development Method is research and information collecting. The step was adapted from the first step of Research and
Development proposed by Borg and Gall. It covered the needs to gather preliminary data that will be used to design the material. In this research, the step
consisting of three parts, namely gaining information on teaching learning process on reading class, gaining
information on learners’ characteristics, and finding information on support services provided by the school. Thus, library research
was also conducted in order to look for all information related to the current
60
curriculum used in the school, the syllabus, and also the goals for the current semester for the English class for the seventh grade of Junior High School.
1 Reading Class
The details about the teaching learning process in reading class were gained from interview conducted to the English teacher and questionnaire distributed to
the students. The interview covered the questions related to reading skills, teaching reading, learning obstacles, teaching media, and students’ proficiency in
reading. From the interview, it could be concluded that most of the students could be able to understand reading texts but the level of understanding varied. Only
half of them who could predict the text but all of the students could draw conclusion of the text being read and could summarize it even not in a very detail
way Appendix 131. Regarding to the reading skills that would be better mastered by the
students, the seventh grade students haven’t got this. The teacher explained that
reading skills such as scanning, skimming, and stating the main idea of the text were taught on the ninth grade. It was supported by the statement from the
teacher, saying “No, they don’t know skimming and how to use it. This will be the material gi
ven when they are in grade nine”, Appendix 137. However, the students were able to recognize the topics of the text especially when it was
supported with pictures. In delivering the material, the teacher mostly used conventional way, lecturing and practicing. One of the teaching media, computer,
was used for displaying the material or exercises in front of the class. When discussing about the use of computer for teaching learning activity, the teacher
