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1. Identifying Students’ Characteristics
This step was aimed to seek out the students’ capabilities, needs and interests. Students’ characteristics determined the ability that the students had
acquired before learning using the design of the materials. In order to obtain those kinds of data, the writer conducted need analysis from the students’ and teachers’
point of view by distributing the questionnaires.
2. Stating the Competency Standards, Basic Competences, and Topics
This step is aimed to determine the goal of the design of the materials based on the students’ needs. Stating the Competency Standards and the Basic
Competences were the starting points in designing the materials. In this study, the term competency standard was used rather than the term goal because in the
School-Based Curriculum SBC, competency standard was used to mention the performances that students obtain as the end of teaching learning process.
After listing the competency standard, the writer was to state the basic competences which referred to the SBC. In this study, the term basic competences
was used instead of general purposes. Basic competence stated was to guide the teacher about the minimum competencies from the competency standard that must
be done or performed by the students. It is also to help the teacher in deciding the activities during the lesson. The topics used in the design of the materials were
taken from the basic competences stated in SBC.
3. Listing the Indicators
In this study, the indicators would present the learning objectives. Indicators are the specific ability that students must achieve at the end of the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37 course and serve as measurement of students’ achievement based on the Standard
Competency and Basic Competence. These indicators help the teacher to measure the students’ specific measurable performances.
4. Listing the Subject Content
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