39 basic competences and determining topics. The writer used KTSP to determine
and develop standard competences and basic competences. Topics were created based on the necessity to achieve the goals. Indicators were specified to know
whether the basic competence had been achieved or not. Besides, the writer decided what the students had to learn in every meeting. All of the aspects above
were useful to design appropriate syllabus and lesson plans to teach speaking for the eighth grade students of SMPN 2 Ponjong Gunungkidul.
3. Development of Preliminary Forms of Product
According to Borg and Gall 1983, development of preliminary forms of product includes the preparation of instructional materials, handbooks, and
evaluation devices p. 775. The writer selected teaching and learning activities based on the principles of CTL and the students’ needs and interests. Borg and
Gall 1983 added that an important principle that should be observed in developing the preliminary form of an educational product is structure the product
so as to permit obtaining as much feedback as possible from the field test p. 781. Based on such explanation, later the writer designed the materials to gain as much
feedback as possible. The feedback was going to be used to evaluate and revise the materials design.
4. Preliminary Field Testing
Borg and Gall 1983 stated that the purpose of the preliminary field test is to obtain an initial qualitative evaluation of the new educational product p. 782.
The purpose of this stage was to obtain the evaluation for the materials design. After preliminary field testing, all data were compiled and analyzed.
40 Questionnaires were distributed to English lecturers. Those questionnaires were
used to gain as much feedback as possible to revise the material design.
5. Main Product Revision
According to Borg and Gall 1983, revision of product is done as suggested by the preliminary field-test results p. 775. After getting the feedback
and suggestions from the lectures, the writer revised the material design. The material design was revised based on what the lectures recommended to produce a
good final product. The R D cycle was used as the foundation in designing the materials.
The writer’s stages were also under the principles of the R D Cycle. Each stage of the R D cycle and the writer’s model support and relate each other. In the
research and information collecting stage, the writer carried out needs analysis. The process of listing standard competences, basic competences, determining
topics and determining indicators were done in the planning stage. The stage of development of preliminary forms of product covered the process of selecting the
teaching and learning activities and material development. Preliminary field testing included evaluation process. The last stage of R D cycle namely main
product revision covered the revision stage of the writer’s model. In order to give concrete explanation, the writer provided the relationship between the writer’s
model and the R D cycle which was shown in figure 3.1 on the next page 41. The figure showed that the writer’s model covering the R D cycle.
