development in order to guide the researcher to the right path in designing the intended materials.
The researcher also interviewed the English teachers of SMAN 4 Yogyakarta
to conduct needs analysis. Needs analysis was primarily used to obtain data about the students’ interests, motivation, and needs in learning
English. The data collected in this analysis became the basis or the criteria to
design appropriate English speaking materials. 2.
Planning
After conducting the first step, the writer proceeded to the planning step of the R and D cycle. In this step, the writer was formulating the general and specific
objectives; listing the topics and subject contents; selecting teaching and learning activities; developing the syllabus; and preparing all the things needed to develop
the materials. Borg and Gall 1983:779 state that the most important aspect of planning a research-based educational product is the statement of the specific
objectives to be achieved by the product. It means that the researcher should give a big concern in formulating the specific objectives for this is the basis to measure
whether or not the materials really fit the learners’ needs and apply the curriculum recommended.
3. Developing Preliminary Form of Product
The next step was to design the materials. All the information from the research and information collecting was interpreted and used as the basis in
designing the materials. The researcher proposed eight units of materials. The model proposed here still gives a wide possibility of revision.
Before designing the materials, the writer specified some aspects of materials development as follows.
Table 3.1 Product Specifications
Aspects Specifications
Name A set of English speaking materials for the first
grade students of SMAN 4 Yogyakarta based on Cooperative Language Learning theory
primary materials User
First grade students of SMAN 4 Yogyakarta Purpose
To improve the students’ language proficiency and to build the students’ personality
Teaching learning approach CL Cooperative Language Learning
Syllabus type Functional and topic-based syllabus
Curriculum source School-based Curriculum Kurikulum 2006
Materials Speaking materials based on CL theory
Type of product Printed materials
Time allocations Eight units in 8 x 90’ total meetings
Media Student’s book, teacher’s book, dictionaries,
scissor to prepare the games’ cards,
magazinescatalogs, whiteboard and markers
Facilities Classroom and language laboratory
Activities Move and replace; role play; information gap;
three-step interview; tango seating; team game tournament; conversation; learning together; circle
the sage; simulation; and group investigation. Evaluation tools
Individual work, pair work, group work, written assignment, simulation task and group
presentation. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4. Preliminary Field Testing
According to Borg and Gall 1983:782, the purpose of the preliminary field test is to obtain an initial qualitative evaluation of the new educational
product. In this study, preliminary field-testing was intended to gather data from the appropriate and qualified respondents to get inputs, such as opinions, ideas,
suggestions, recommendations, and feedback on the designed materials. This preliminary field-testing was conducted by distributing and gathering
questionnaire to the English teachers of SMAN 4 Yogyakarta and two lecturers of
English Language Education of Sanata Dharma University. 5.
Main Product Revision
After accomplishing the process of preliminary field-testing, the next step to do was main product revision. This step was conducted to revise and make
some improvement on the designed materials Borg and Gall, 1983: 781. In this step, the writer revised the designed materials based on the results of materials
evaluation questionnaires. The writer then presented the final version of the designed materials. The final version of the designed materials was a set of
English speaking materials for the first grade students of SMAN 4 Yogyakarta based on Cooperative Language Learning theory.
As the realization of RD method, in this study, the writer elaborated the adaptation and combination of Kemp’s and Yalden’s instructional models. In
order to make it clear and obvious, the writer presented the figure below. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Figure 3.1: RD Method and the Writer’s Model
B. Research Respondents 1.
