competence standard and basic competence are taken from the guidelines of School-based curriculum. Then, the designer specifies the topics based on the data
taken from the need survey.
3. Determining indicators
The step of determining indicators is adapted from Kem p‟s model. Kemp
1997:23 stated that learning requires active effort by the learners. Thus, all objectives must be stated in terms of activities that will best promote learning.
Therefore, the designer made a list of what the students have to learn in every meeting and what the students are expected to be able to achieve in the end of
every meeting.
4. Designing the materials
The materials design process is also suggested by Kemp as listing the subject content to support each objective and selecting teaching learning activities and
instructional resources that will treat the subject content for the students to accomplish the objective. In this step, the designer selects the teaching learning
activities and instructional resources that will be most appropriate for accomplishing each objective. The teaching learning activities are also adjusted
with the framework of Contextual Teaching Learning. The materials are designed based on the competence standard and basic competence in School-based
Curriculum.
5. Evaluating
Evaluation is done to measure the learning outcomes relating to the objectives. The materials design evaluation is done by distributing questionnaires. The result
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of this evaluation will help in making any necessary adjustment.
6. Revising
Revising is the last step taken in designing the materials. This step is done after getting the feedback from the evaluation step in order to improve the
designed materials. The summary of the theoretical review can be seen in the figure below:
Figure 2.3. The Theoretical Model Need Survey
Competence standard, basic competence, topics
Indicators
Materials Design
Evaluation
Revision
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31
CHAPTER III METHODOLOGY
This chapter concerns the methodology used in this study. It also covers
the methods, the research participants, the setting, the research instruments, data gathering techniques, data analysis, and the procedures of conducting the research.
A. Methods
In order to answer the problem formulated in chapter one, the writer employed a research and development RD. According to Borg and Gall 1983:
775, there are 10 major steps in the R D cycle used to develop minicourses which include research and information collecting, planning, preliminary form of
product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and
dissemination and implementation. However, in this study, the writer used only
the first five steps, namely: 1.
Research and information collecting
– Includes review of literature, classroom observations, and preparation of report of state of the art.
This first step was stated in the theoretical framework in chapter II, in the first step that is need analysis step, in which the writer used questionnaires and
interview as the instruments. This research and information collecting was done in order to obtain information about the students’ needs and interest in learning
English. In this step, the writer distributed questionnaires and conducted interview with the tenth grade students of SMA N 1 Klaten. The writer also conducted
interviews with English teacher of the tenth grade class.
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