40
3. Developing Preliminary Form of Product
In developing preliminary form of product, selecting syllabus, teaching learning activities, and listing subject content were done first. Those were
considered as the designing process, but this was the first step in designing and needed some revisions. In developing the preliminary form of product, the writer
still used the results of data collection and needs analysis results as the basis of designing speaking materials or product. The writer developed speaking materials
using Cooperative Learning Theory related to the learners‘ needs. In selecting speaking materials, the writer chose the appropriate themes for the learners in
their level. The themes should be interesting and understandable for them. In this step, the fifth, sixth, seventh and eighth step of the writer‘s were as
the realization of developing preliminary form of product.
4. Product Evaluation
This step was actually for the follow up of the two previous steps, in which the writer gave a space for others to give comments on what the writer has done in
deciding general learning objective and specific learning objective, choosing appropriate syllabus and designing materials. There were two lecturers of English
Education Research Program of Sanata Dharma University and three English instructors of
Lembaga Bahasa
of Sanata Dharma University invited to give comments and suggestions toward the materials designed. The reason of choosing
those two English lecturers and three English instructors was that they are competent in education, particularly in English Education. The writer provided
syllabus and the designed materials and then the research participants were to give PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41 comments and suggestions, whether or not the designed materials match with
syllabus based on the needs analysis. This was to improve and revise the designed materials. To gather data from the research participants, the writer employed an
instrument, namely questionnaire, and the contents of the questionnaire were: a.
Whether or not the indicators are well formulated. b.
Whether or not the indicators are able to support the attainment of the basic competency.
c. Whether or not the content are suitable and appropriate for the staff of Bantul
CBR. d.
Whether or not the topics are well arranged. e.
Whether or not the instruction is clear. f.
Whether or not the exercises are variously given and interesting. g.
Whether or not the activities are able to support the attainment of the indicators.
h. Whether or not the
materials are closely related with the learners‘ real life. i.
Whether or not the number of activities in each unit has been sufficient for the time given.
j. Whether or not the method cooperative learning is appropriate in teaching
and learning speaking for the staff of Bantul CBR. k.
Whether or not the designed materials are varied. l.
Whether or not the designed materials are able to help the staff of Bantul CBR to develop their English speaking ability.
42
Step 1. Research and information
Collecting
Step 2. Planning
Step 3. Developing preliminary
form of product
Step 4. Product evaluation
Step 5. Main product revision
Figure 3.1. Relation between the writer’s model and RD Method
43 The questionnaire was also open for opinions, comments strengths and
weaknesses and suggestions in order to improve designed materials.
5. Main Product Revision
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