2. Planning
The second step was planning which included three parts; determining goals, general purposes and topics, learning objectives, and subject contents
Kemp’s steps. In this study the three parts were in terms of competency standard, basic competence, and learning indicators. The writer applied MI theory
in determining those three parts of planning. As the basis of designing materials, the writer used the data from research and data collecting in the earlier step. Since
Indonesia refers to School Based Curriculum SBC, then the competency standard and standard competence for designing materials are taken from SBC
which is applied in SMA Santa Maria Yogyakarta.
3. Developing Preliminary Form of Product
Based on Kemp, in this step, teaching-learning activities and instructional resources which accomplished the objectives were selected. It included
preparation of learning materials which were designed based on MI theory. The task instructions and activities were selected based on the available support
services at school, students’ characteristics and needs, and in line with basic competencies in SBC. To guide the user to apply the designed material, teacher’s
manual was provided.
4. Preliminary Field Testing
The next step in Kemp’s was evaluation. The designed materials would be tested. The purpose was to gain suggestions, comments, and criticism on the
designed materials. It included distributing post-designed questionnaires to teachers of SMA Santa Maria Yogyakarta and lectures from ELESP of Sanata
Dharma University. The feedback would be used to revise the weaknesses of the designed materials.
5. Final Product Revision
In Kemp’s, evaluation was followed by a view to revise and reevaluate any phases that need improvement. Using the feedback from earlier step, the designed
material was revised to obtain more valid product. Later, the designed material was ready to apply to the classroom. The designed material could also be
employed as a model for those who wanted to apply MI theory in their classroom. Below is the comparison of designed material development steps with RD cycle.
The designed material development RD cycle
Figure 3.1: The comparison of designed material development steps with RD cycle
Identifying learners’ characteristic
Stating the general purpose, goals, and listing the topic
Select teachinglearning activities and resources Stating learning objective
Evaluating the design material Considering available support services
Conducting pre-assessment
Revising Listing subject content
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