24 foundation, there must be instruments used, such as observation, interview, and
questionnaires. Moreover, this stage is relevant to the stage of Kemp 1997, identifying students’ characteristics.
In this stage, the researcher had to observe the class activities so that the researcher could
know the students’ characteristics and problems faced. This observation was conducted before doing the other steps of this research. Besides,
the researcher also interviewed two English teachers to get more information dealing with
the students’ needs and characteristics and to support the result of the observation.
2. Planning
Borg and Gall 1983 state that, ”...a research-based education product is the
statement of the spec ific objective to be achieved by the product” p. 779. The
objective provides a base for an instructional program. This stage is relevant to the stages of Kemp 1997, identifying goal and topics and specifying learning
objectives stage to formulate the behavioral objectives. In this step, the researcher formulated the units, topics, and learning
objectives. Besides, the researcher made lesson plan, course sequence, and small scale feasibility test. Moreover, in this stage, the researcher also defined the skill
for the module.
3. Developing Preliminary Form of Product
Borg and Gall 1983 state that the main concern is “to build a preliminary
form of the educational pr oduct that can be field tested”. The educational products
are available to be implemented and evaluated by the experts. In addition, “the
developer must expect many false starts and setbacks in developing new PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25 educational products” Borg Gall, 1983, p. 178.
This stage relates to Kemp’s 1977 listing subject contents and selecting
learning activities and resources stages. The subject contents were listed to support sequencing contents. The researcher made the materials based on the units and
arrange the materials from the simple to the complex one. The researcher applied EGRA technique and used authentic printed picture
for the resources in selecting activities and resources. Tomlison 1990 states EGRA technique is a technique that is very effective to teach grammar through
activities provided. EGRA stands for ExposureExperience, Generalization, Reinforcement, and Application. Then, to select the resources, Kemp 1977 makes
a diagram for media selection showing the type of media or instructional media. The researcher used the authentic pictures for the instructional media.
4. Preliminary Field Testing
