33 learning English especially related to speaking skill. In order to find out some
sources as guideline to collect research findings and some other information concerned with the planned design, the writer employed review of literature. It
can be from journal, SMA curriculum used, and some educational books.
2. Formulating goals, topics, and general purposes
In this step, the researcher applied planning from RD model as the umbrella of formulating goals, general purposes, and topics from Kemp’s model. After
gathering the data needed, the writer started to collect some sources which were used in designing materials. In order to design a set of speaking materials using
video, then the researcher made a kind of frameworks. In this step, the writer formulated the goals, topics and general purposes, and learning objectives in order
to plan the materials design. Curriculum review was used in this step.
3. Formulating learning objectives
In this step, the researcher applied planning from RD model as the umbrella of formulating learning objectives from Kemp’s model. In this step, the researcher
stated learning objectives representing activities that will best promote learning. The researcher explained the students’ achievement that should be expected.
4. Choosing appropriate subject content
In this step, the researcher applied developing preliminary form of product from RD model as the umbrella of choosing appropriate subject content from
Kemp’s model. In this step, the researcher chose the appropriate subject content for learning activities.
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5. Teaching Learning Activities
In this step, the researcher applied developing preliminary form of product from RD model as the umbrella of teaching learning activities from Kemp’s
model. Based on the students’ needs from the interview, and from the results of questionnaires the writer attempted to design the appropriate teaching learning
activities for the students. It was very important to consider the students’ needs because it determined the students’ point of view as the target of the research.
In this step, the theories used were freeze frame, normal viewing, summative assessment such as imitative, intensive, and responsive, and type of teaching
activities from CLT.
6. Support Services
In this step, the researcher applied developing preliminary form of product from RD model as the umbrella of support services from Kemp’s model. The
researcher plans the support services required to implement to the design. Those services include funds, facilities, equipment, and personnel. The researcher
applied facilities and equipment to the designed materials since the multimedia learning was conducted to the activities.
In this step, the theory from multimedia was used. The support services needed were adobe flash player application, and computers. This interactive
multimedia could be operated both students and the teacher or the teacher alone depending on the teacher’s consideration.
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7. Evaluating the designed material
In this step, the researcher applied preliminary field testing from RD model as the umbrella of evaluating the designed materials from Kemp’s model. This
step is conducted to get evaluation and suggestion about the products. Questionnaire is constructed to get some evaluation and suggestion from the
respondents. The respondents of the evaluation and suggestion are two English SMA Teacher and two PBI lecturers of Sanata Dharma University. The main
purpose of the step is to measure whether the design was appropriate and relevant.
8. Changing to improve
