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product, preliminary field testing, main product revision, and main field testing, operational product revision, operational field testing, final product revis ion, and
dissemination and implementation Borg and Gall, 1983: 775. In order not to consume much time and money, the writer only employed the first five steps
which already represented and covered the whole steps. Those five steps are:
1. Research and Information Collecting
Research and information collecting was conducted to obtain necessary information for planning what to design. The writer used related theories such as
Yalden’s Instructional Design, the theory of Materials Development, theories of Reading, theories of Writing, theories of Cooperative Learning, and descriptions
of the tenth graders of SMA Pangudi Luhur St. Louis IX Sedayu Bantul. The writer also discovered the learning needs and learners’ characteristics during
teaching – learning activities in Macro Teaching Practice and taught in SMA Pangudi Luhur St. Louis IX Sedayu Bantul. The information was collected by
distributing questionnaires to students, conducting interviews to the English teacher, and by observing classroom activities.
2. Planning
Planning was the essential stage for the writer for materials development. Planning was the step to describe learning purposes and syllabuses for the
designed materials. Since the syllabus was derived from Kurikulum Tingkat Satuan Pendidikan 2006
, the writer developed the standard and basic competences generated from it. Then, the designed materials were from the results
of needs analysis.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66 3.
Developing Preliminary Form of Product
This step included the fourth, fifth, sixth, and seventh stages of Yalden’s adapted model. The stages were producing proto-syllabus, producing pedagogical
syllabus, developing and implementing classroom procedures, and developing the materials. Still in this step, the writer selected related topics which are suitable
with Kurikulum Tingkat Satuan Pendidikan 2006. The topics were also selected under the learners’ proficiencies, interests, and needs. The authentic reading texts
were gathered from online sources, magazines, textbooks, or newspapers. In developing preliminary form of product, the writer adapted the
authentic reading texts by applying the principles of Plus Category, Minus Category, and Zero Category Tomlinson and Masuhara, 2004: 16. After
obtaining suitable texts, the writer determined the subject contents. To achieve the learning purposes, the writer developed learning activities.
4. Preliminary Field Testing
