support services to obtain necessary data that served as the basis to develop the instructional materials. The data gathered in this step included learners’
capabilities, needs, interests, background knowledge, and the facilities and learning media available.
In this study, to obtain the data on learners’ characteristics, background knowledge, and facilitiesmedia available, the writer administered three kinds of
procedures. These procedures consisted of conducting an informal interview with the English teachers of SMA 9 Yogyakarta, distributing questionnaires to the tenth
grade students of SMA 9 Yogyakarta, and conducting classroom observations.
2. Planning
Once the research and information collecting was completed, the next step to do was planning. The most important aspect in planning is stating the specific
objectives to be achieved by the whole instruction. Indeed, objectives offer the best basis for developing instructional materials since the instructional materials
could be tested and revised until they meet the objectives Borg and Gall, 1983: 779.
Kemp’s instructional design steps ‘determining goals, topics and general objectives, specifying learning objectives, and listing subject contents were
employed in this step. The information obtained in the first step was utilized to define and specify the objectives of the design.
In this study, the School-Based Curriculum was employed as the reference in formulating the objectives of the design. Besides, as what was mentioned
before, the data gathered in the first step which included learners’ characteristics, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
needs, interests, background knowledge, and the facilities or learning media available, was also very important to consider. The data gathered would, then, be
processed to construct the syllabus and lesson plans.
3. Development of Preliminary Form of Product
After the primary planning was completed, the next step to do was to structure the preliminary form of instructional materials. An important principle in
developing preliminary form of the product is to structure the instructional materials so as to permit obtaining as much feedback as possible from preliminary
field test phase Borg and Gall, 1983: 781. To develop the preliminary form of the instructional materials, the writer
employed adapted Kemp’s instructional design step ‘Developing Instructional Materials’. The analysis of the data gathered in Research and Information
Collecting phase with stated objectives as a guide and goals to achieve served as the basis to select the teaching-learning activities and resources. After
accomplishing the process of selecting teaching learning activities and resources, the writer then constructed the preliminary form of the instructional materials. In
the process of instructional listening materials construction, some techniques i.e. Plus, Minus, and Zero Category were used as the basis for listening texts
adaptation. These three techniques were necessary to employ in order to develop instructional listening materials which could meet the students’ needs.
4. Preliminary Field Testing
