Definitions of Terms INTRODUCTION

of the literature review Gall, 1983: 777-778. Those all information becomes the basis to develop educational product. b. Planning According to Gall 1983: 775, in this step the designer starts to describe the skills, course objectives, course sequence, and small scale testing. The most important aspect of planning is defining the objectives that would to be achieved by the product. The objectives also provide the basis for developing instructional program because the program can be assessed and revised until it meets the objectives. The objectives should be formulated in terms of rank behaviors and evaluated on the basis of their success in bringing about these rank behaviors Gall, 1983: 779-781. c. Developing Preliminary Form of Product This step includes preparation of instructional materials, handbooks, and evaluation devices Gall, 1983: 775. The procedure of developing the product has many variations depending on the nature of the product. Moreover, Gall 1983: 781 states that one essential point that must be kept is that the developer should attempt from the beginning to develop products that are completely ready to apply in the schools. d. Preliminary Field Testing In the fourth step, the designer conducts the product in 1-3 schools by using 6-12 subjects of the product. The designer also collects the data through interview, observation, or questionnaires and then analyzes them Gall, 1983: 775. Moreover, Gall 1983: 782 states that the aim of preliminary field testing is to gather initial qualitative evaluation of the designed product. He adds that in all stages of RD cycle requires product evaluation since it is essential to set up similar setting to those where the product will be used. e. Main Product Revision In this step, the designer revises the product based on the evaluation and suggestion from the data of Preliminary Field Testing Gall, 1983: 775. f. Main Field Testing Gall 1983: 775 states that in this step the designer conducts the revised product in 5-15 schools with 30-100 subjects of the product. The data of subjects’ course performance are gathered in a form of quantitative data. Furthermore, the aims of main field testing are to verify that the product meets its goals and to obtain information to revise the product Gall, 1983: 783-784. In this step, the data should be obtained from all participants of the field testing. g. Operational Product Revision In this step, the designer revises the product based on the result of the data which is collected from Main Field Testing Gall, 1983: 775. h. Operational Field Testing According to Gall 1983: 775, this step involves conducting the revised product in 10-30 schools with 40-200 subjects. The aim of this step is to make sure that the product is completely ready to use in the schools by teachers themselves. Therefore, Gall 1983: 784 states that the package of product must be completed and tested in every part. The interview, observation and questionnaires are used to collect the data. The data, then, is analyzed to determine whether the course package is complete Gall 1983: 784-786. i. Final Product Revision The last revision is conducted based on the result of data analysis in Operational Field Testing. The final version revision for the complete package of product is carried out after the data from the operational field test have been analyzed Gall, 1983: 786. j. Dissemination and Implementation Gall 1983: 786 states that this last step is the technique to adjust the cost of the product developing process by operating effective dissemination and implementation the product to the intended users. Moreover, dissemination is the process of facilitating potential user to be interested in the product, while implementation is the process of helping the user to carry out the product in the means intended by the developer Gall, 1983: 786. The RD cycle theory is included as the methodology of this study. In this study, the writer adapted the six steps of RD cycle. The detailed description of the six steps can be seen in the theoretical framework.

2. Instructional Design Model

In this study, the theory of Instructional design is needed as a guideline in designing the listening materials. According to Gagne and Briggs 1979:3 “instruction is a set of events which affects learners in such way and support learners to develop in their own direction”. Moreover, an instruction which is used in the learning process should be planned in an organized way. Gagne and Briggs 1979:5 add that instructional design should be conducted by the process of a system approach. There are various kinds of approaches which are used to design a set of instruction. One of them is Yalden’s instructional design model. Yalden 1987:88-89 proposes eight stages in developing language program. The stages are: a. Need Survey The first step is conducting need survey. Need survey is used to obtain information about the learners as much as possible before developing the program and to decide appropriate objectives of the program Yalden, 1987:101. b. Description of purposes The second step is clarifying the objectives description of the program. In preparing the objectives description, the program designer will work in terms of broad and narrow focused purposes, and occupational or educational purposes. Yalden 1987:105 argues that this step is the basis for the major decision of designing language program. c. Selection development of syllabus type The third step is choosing the syllabus types. There are several kinds of communicative syllabus which can be chosen based on the learners’ or language programs’ objectives.