Research and Information Collecting Planning Developing Preliminary Form of Product Preliminary Field Testing

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1. Research and Information Collecting

The purpose of this step was to gather the relevant research findings and other useful information for developing the product. This step covered three Kemp’s steps, namely identifying learners’ characteristics, surveying the available support services, and conducting pre-assessment. The information was obtained in three ways: conducting school observation, interviewing the teachers, and distributing questionnaires to the students. The ways for obtaining the data are discussed further in Research Instrument on page 42.

2. Planning

The purpose of the step was to construct the framework of the designed material. This step also involved three Kemp’s steps: stating goals competency standards, general purposes basic competences, and topics; specifying learning objectives learning indicators; and listing and organizing subject contents. As SMA Pangudi Luhur Yogyakarta applies School-based Curriculum, where the school should describe what their students need to learn, the goals and the general purposes of the designed material were adopted from the school’s competency standards CS and basic competences BC. Having stated the goals and general purposes, the writer used the data and the result of research and information collecting as the basis for selecting the learning topics, specifying learning indicators, and listing and organizing subject contents. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 40

3. Developing Preliminary Form of Product

In this phase, Kemp’s step of selecting teaching and learning materials and resources was completed. Each subject content was developed into learning materials. The materials and resources were selected based on their appropriateness with the available support services, learners’ characteristics and abilities, and also the stated BC.

4. Preliminary Field Testing

The purpose of this phase was to evaluate the materials and gather comments, suggestions, and criticisms indicating the weaknesses of the product. The designed materials were assessed by distributing evaluative questionnaire to two English teachers of SMA Pangudi Luhur Yogyakarta and two lecturers of English Language Education Study Programme ELESP of Sanata Dharma University. The detected weaknesses were then used as the feedback for revising and improving the designed materials.

5. Main Product Revision