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CHAPTER III METHODOLOGY
In this study, a method was set up in order to find out how a set of reading material using constructivist learning for Language Program of Senior High
School Students Year XI is designed.
A. Method
In order to develop a set of reading materials for Language Program of Senior High School Students Year XI based on constructivist learning theory, this
study employed Educational Research and Development method. The Educational Research and Development method was developed by Walter R. Borg.
According to Borg, Educational Research and Development R D is a process used to develop and validate educational products 1983: 772. The steps of this
study referred to the R D cycle which consists of studying research findings pertinent to the product to be developed, developing the product based on these
findings, field testing it in the setting where it will be used eventually, and revising it to correct the deficiencies found in the field stage. Moreover, the goal
of educational research is not to develop products, but rather to discover new knowledge through basic research or to answer specific question about practical
problems through applied research Borg, 1983: 772. Before the educational R D process can be applied, it is necessary to
describe as specifically as possible the educational product that is to be developed. This process is called product selection Borg, 1983: 776. This
description should include: 1 an overall narrative description of the proposed PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41 product, 2 a tentative outline of what the product will include and how it will be
used and most important, 3 a specific statement of the objectives of the product. However, there are a number of criteria that a teacher can apply in selecting an
area to work in. The criteria for product selection used include the following: a. Does the proposed product meet an important educational need?
b. Is the state of the art sufficiently advanced so that there is a reasonable probability that a successful product can be built?
c. Are personnel available who have the skill, knowledge, and experience necessary to build this product?
d. Can the product be developed within reasonable time?
B. Research Participants
The respondents of this study were the English teachers at the SMA Stella Duce 1 Yogyakarta and the English lecturers at Sanata Dharma University.
Sex Educational
Background Teaching Experience
in years F
M D3
S1 S2
S3 1-5
6-10 11-15
16 English teachers
English lecturers Table 3.1. Description of the respondents
C. Setting
The study observed Language Program of Senior High School Students Year XI. The place of study took place in SMA Stella Duce 1 Yogyakarta.
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D. Research Instruments
In gathering data, the writer used three kinds of instruments, namely: 1. The Preliminary Interview
The first instrument was the preliminary interview. The answers needed were in the form of information about respondents’ views, opinions, and attitudes.
This interview was done informally. 2. Questionnaires
For the needs survey, the writer distributed questionnaires to 30 thirty students of Language Program Year XI in SMA Stella Duce 1 Yogyakarta. The
results of the needs survey were considered to help the writer in formulating the objectives and selecting the topics of reading materials.
The writer used questionnaires in order to allow the respondents to state their opinions, suggestion, and critiques of the design materials. The
questionnaires were written in Indonesian so the respondents would understand exactly what to be answered. The questionnaires were given to 5 five English
teachers at the SMA Stella Duce 1 Yogyakarta and 2 two English lecturers at Sanata Dharma University.
The questionnaires were divided into two parts. The first part of the questionnaires was the closed form. The closed form is used to ease the
respondents in answering the questionnaires because they just choose the available option. Moreover, the first part of the questionnaires consisted of a
closed form of statements which the answer form had number 1 to 5. Each number had its own category. Number 1 meant that the respondents strongly
disagree, number 2 meant that the respondents disagree, number 3 meant that the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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