the Zero Category, specifically modification technique by changing the instructions and layout of the materials.
The writer also considered some support services such as equipments and facilities in selecting the learning activities. The developing preliminary form of
product step was in accordance with steps four, five, and six adapted from Kemp’s model, namely, choosing appropriate subject contents, selecting teaching- learning
activities and instructional resources, and coordinating support services facilities, equipments, and so on.
4. Preliminary Field Testing
The preliminary field testing step was combined with evaluating the designed materials as stated in step seven of the adapted Kemp’s model.
In this step, the writer also conducted other step in research and development study, namely, expert validation. This step was based on the result of a seminar on
development research methodology held by the National Education Department in 2008. The term validation was defined as an effort to make the designed materials
accepted to apply in the teaching-learning process. This expert validation process was intended to gain some feedback and evaluation from people who were considered as
the experts in designing materials. In this study, the expert validation process was conducted by interviewing
some English teachers of SMAN 1 Depok and English Language Education Study Program lecturers of Sanata Dharma University. The writer also distributed
questionnaires to the eleventh grade students of Science class at SMAN 1 Depok to gain feedback for the designed materials.
5. Main Product Revision
This step functioned as the post-designing process. In this step, the writer revised and improved the designed materials based on the evaluation and feedback
gained in the previous step. This step was in accordance with step eight of the adapted Kemp’s model, namely, revising the designed materials.
After gaining some feedback and evaluation from the experts, the writer then specified the products the designed materials, which was called product
specification process. This process was intended to elaborate the specific characteristics of the designed set of materials. The writer presented the product
specification on the next page. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 3.1 Product Specification
Aspects Specifications
Name A Set of Integrated Listening and Speaking Materials Based
on Collaborative Learning for the Eleventh Grade Students of SMA Negeri 1 Depok
Purpose To present the designed set of integrated listening and
speaking materials based on Collaborative Learning for the purpose of assisting the eleventh grade students of SMA
Negeri 1 Depok in learning listening and speaking skills
User The eleventh grade students of SMA Negeri 1 Depok for
intracurricular activity Teaching learning
approach Collaborative Learning
Syllabus type Functional syllabus
Curriculum source Kurikulum Tingkat Satuan Pendidikan
KTSP 2006 Materials
Integrated listening and speaking materials Time allotment
6 six units in 16 sixteen x 45’ total meetings Type of product
Recorded short stories, recorded analytical exposition texts, news, videos on environmental cases, and printed materials
handouts PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Aspects Specifications
The use of materials Supplementary materials used in class with teacher’s guide
Activities Listening to the recording passages, watching videos, think-
pair share, jigsaw activities, prediction tasks, creative dictation, three-step-interview, matching, finding the
meaning of vocabulary items, filling in the blanks, answering comprehension questions, simulation task,
discussion, pair works, presentation, and three minutes review
Evaluation tools Group presentation, simulation task, individual work, pair
work, group work, written assignment, and three-step- interview
Facilities Language laboratory
Media Computer and speaker
To summarize all of the five steps of the RD above, the followings are the chart of the adopted RD model.
R D steps Steps in
Kemp’s adopted model
Figure 3.1: The Writer’s R D Adopted Cycle Elaborated with Kemp’s Adapted Model
Research and information collecting
Enumerating learner characteristics
Planning Formulating goals, general purposes,
and topics
Specifying learning objectives general objectives and specific objectives
Developing preliminary form of product
Choosing appropriate subject contents
Preliminary field testing
Main product revision Evaluating the designed materials
Revising the designed materials Selecting teaching-learning activities
and instructional resources PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
B. Research participants
