24 three main activities; they are pre-reading, while-reading and post-reading. The
materials selected are based on School-Based Competence. Step 6: Evaluating the set of supplementary reading materials
In conducting the survey, the writer distributes questionnaire to the respondents. The respondents give their opinion whether the materials are already
well-designed or not, give some feedback and suggestions for the revision and improvement of the designed materials.
Step 7: Revising the set of supplementary reading materials The writer revises the designed materials based on the feedback from
experts as the final revision. The seven steps can be shown as follow.
Figure 2. 7: Writer’s Instructional Design Model adapted from Kemp’s and
Yalden’s Instructional Design Model
Conducting needs survey
Formulating goals, topics and general purposes
Formulating learning objectives
Selecting subject content
Selecting teaching learning activities and materials
Evaluating the set of supplementary reading materials
Revising the set of supplementary reading materials
25
CHAPTER III METHODOLOGY
This chapter gives further information on how the study was conducted. It gives information on how the data are gathered and analyzed to answer the
problems. This chapter consists of research method, research participants, instruments used in the research, data gathering technique, data analysis
technique, and the research procedures.
A. Research Method
In this study, a method is set up in order to answer the questions stated in the problem formulation. The problems are first, how a set of supplementary
reading material using task-based learning for the ninth grade students of Joannes Bosco junior high school is designed. Second, what a set of supplementary
reading material using task-based learning for the ninth grade students of Joannes Bosco junior high school looks like. To answer these problems, the writer used
research and development RD method. Gay 1994 stated that the purpose of RD method is to develop effective products for use in schools to meet specific
needs and according to detailed spesifications p.10. Moreover, Borg and Gall 1983 explained the definition of educational research and development:
Educational research and development RD is a process used to develop and validate educational products. The step of this process is usually referred to the
RD cycle. The cycle consists of studying research findings pertinent to the product to 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-testing stage p.772.
