2. Planning
– Includes defining skills, stating objectives determining course sequence, and small scale feasibility testing.
This second step was stated as the combination of second and third step in theoretical framework namely determining competence standard, basic
competence and topics and determining indicators. The writer adapted the competence standard and basic competence as stated in the school syllabus based
on the School-based Curriculum. This step was then continued with formulating the indicators as the objectives that students are expected to achieve.
3. Develop preliminary form of product
– Includes preparation of instructional materials, handbooks, and evaluation devices.
This step was stated as the materials design step in the theoretical framework, in which the writer selected teaching learning activities and resources to be presented
in the designed materials. This activities and resources selected should be appropriate to the students based on the result in the need analysis process.
4. Preliminary field testing
– Conducted in from 1 to 3 schools, using 6 to 12 subjects. Interview, observational and questionnaire data collected and analyzed.
This step was stated as the evaluation step in the theoretical framework. This evaluation is done by distributing questionnaires for teachers and lectures in order
to revise the design.
5 . Main product revision
– Revision of product as suggested by the preliminary field-test result.
This step was the continuous of preliminary field testing step, in which the designer done the final revision of her product based on the result from evaluation
process. This product revision will be the final product presented.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
In order to give a better understanding on the relation of the writer’s step
and the steps in R D, the writer present a figure to show the relation of both steps.
Figure 3.1 The comparison between the writer’s theoretical models with R D cycle
B. Research Participants
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