RD consists of ten steps. They are 1 research and information collecting, 2 panning, 3 developing preliminary form of product, 4
preliminary field testing, 5 main product revision, 6 field testing, 7 operational product revision, 8 operational field testing, 9 final product
revision, and 10 dissemination and implementation Borg and Gall, 1983:775. However, due to the limitation of time and capacity, the writer decided to
adopt five of the ten major steps in the study, for the five steps had already covered all the steps to design the materials. Moreover, the concern of this study
was not to implement the materials, but it focused on developing or designing the materials.
The steps of the research based on RD cycle were as follows:
1. Research and Information Collecting
This research began with conducting research and information collecting. Based on Borg and Gall 1983:775, research and information collecting includes
review of literature, classroom observations, and preparation of report of state of the art. A literature review is undertaken to collect research findings and other
information pertinent to the planned development. The purpose of the literature review is to determine the state of knowledge in the area of concern Borg and
Gall, 1983:777. In this step, the researcher consulted a number of books and literature
concerning the principle of English teaching and learning, Instructional Design Models, Cooperative Language Learning, the description of the first grade
students of Senior High School, and theories of English-speaking materials PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
