42
2. Planning
Having gathered all of the needed information, the next step of this research was planning. In this step, performance objectives which were resulted
from the step conducted previously were written. These objectives specifically indicated some statements which described what the learners would be able to
perform after they had completed the instructions which had been adjusted to the current curriculum demand, their needs and characteristics, and the learning
context.
3. Preliminary Product Development
After writing the performance objectives, preliminary product was developed. In developing preliminary product, there were three sub steps
involved. They were developing assessment instruments, developing instructional strategy, and developing and selecting instructional materials.
In the first sub step, assessments instruments were developed. This was done to determine the most appropriate instruments for the learners in order to
measure their ability in achieving the determined objectives. In the following sub step, the strategy in the instructional materials was identified. The strategy showed
the applied teaching methods and approaches which lied behind the instructional materials. To optimize the achievement of the objectives, the selection of teaching
methods and approaches was adjusted to the learners‟ needs and characteristics
and the learning context. The instructional strategy was then used to develop the instructional materials in the third sub step. The materials were in the form of an
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
English textbook for both the English teacher and the seventh grade hearing impaired students of SLB Wiyata Dharma I. The development of the instructional
materials in this research was adapted to the available relevant resources.
4. Product Verification and Product Revision
In R D cycle, basically, there were three steps of product verification. They were preliminary field testing, main field testing, and operational field
testing. However, this research only used preliminary field testing to validate the designed instructional materials. In conducting this step, there were two sub steps
involved. They were designing and conducting formative evaluation of instruction and revising instruction.
To conduct the instruction evaluation, questionnaire was designed as the data gathering instrument. The questionnaire was given to the English teacher
who taught the seventh grade hearing impaired students of SLB Wiyata Dharma I and the English lecturers in the area of Language Education. After getting
feedback from the experts through the questionnaire, the developed instructional materials were to be revised according to the results of the questionnaire content
analysis in order to produce better instructional materials. Having finished with the revision, the instructional materials resulted in this step was considered to be
the final one.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
B. Research Setting
Kategori