Grade VII Students of SMP Negeri 2 Yogyakarta

16 f. Main field testing. It is conducted in 5 to 15 schools, involving 300 to 100 subjects. Quantitative data on subje cts‟ precourse and postcourse performance are collected. Results are evaluated with respect to course objectives and compared with control group data. The purpose is to determine the success of the product and measure whether the design meets the objectives or not. g. Operational product revision. It is a revision of the product as suggested by the result of the main field-tests. The purpose is to revise and improve the quality of the product. h. Operational field testing. It is conducted in 10 to 30 schools, involving 40 to 200 subjects. Interview, observation, and questionnaire data are collected and analyzed. The purpose is to determine whether the product is ready for operational use or not. i. Final product revision. It is a revision of the product as suggested by the result of the operational field-test. The purpose is to revise and improve the quality of the product. j. Dissemination and implementation. Dissemination is a process of reporting or demonstrating the product in journals or at professional meetings. It includes working with publisher who assumes commercial distribution and monitoring the distribution to provide quality control. Then, implementation is a process of using the product in real condition, such as classroom activities. Based on Borg and Gall ‟s 1983 experience in developing Minicourse 1 using portable video tape equipment, they found that the process was “difficult and time consuming”. They required “a large and competent professional staff and significant long- term financial support” para. 792. It happened because they had 17 to carefully plan the procedure in order to anticipate the deficiencies and failures in the equipment, provide the equipment, frequently encounter the local school administrators in order to carry the minicourse through the entire cycle, and soon. It means RD cycle is often a time-consuming and expensive process. The process is often beyond the ability of most schools or undergraduate students. Therefore, it is not necessary to take all the ten steps of RD cycle. Borg and Gall suggest undergraduate students to carry out a small scale RD cycle by modifying and limiting some of the steps.

2. Instructional Design Model

Smith and Ragan 1999 define instructional design ID as “the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” p. 2. There are many models of ID that have been developed for various instructional purposes. One of them is an ID model suggested by Kemp. The ID model has some strengths. First, it involves clear and specific stages. Second, it provides flexibility in determining the sequence of the stages and conducting the revision. In determining the sequence, Kemp 1977 mentions that a designer can start the process from any stage. It is possible because the ID model consists of eight “interdependence” stages para. 9. Interdependent means each stage can be considered separately and in sequence. For example, a designer wants to design supplementary materials. Normally, the process is started by specifying goals, topics, and general purposes. When the designer has already had the list of goals, topics, and general purposes, the process can be started by identifying students‟