R D consists of a cycle in which a product is developed, field-tested, improved on the basis of field-test data. The cycle of R D comprises ten steps,
namely research and information collecting, planning, development of preliminary form of product, preliminary field-testing, main product revision, main field-
testing, operational product revision, operational field-testing, final product revision, and dissemination and implementation Borg and Gall, 1983:775.
However, due to the limitation of time and resources, the writer decided to employ only five steps of ten major steps. These five steps are research and information
collecting, planning, development of preliminary form of product, preliminary field testing, and main product revision.
To answer the questions stated in the problem formulation, the adaptation of Kemp’s instructional design model was also employed as the realization of
Educational Research and Development R D method. The elaboration of all steps was conducted in the study.
1. Research and Information Collecting
In this step, the writer formulated the instructional problem, gathered information about learners’ lacks, needs, interests, and expectations. Besides, the
writer also conducted some review of literature to determine the state of knowledge in the area of concern. Research and information collecting was
necessary to provide the writer with sufficient information and knowledge relevant to the designed materials. It included literature review and information
gathering about what was needed in relation to kinds of the instructional materials expected to develop Borg and Gall, 1983: 776-777.
In this study, to obtain the data on learners’ lacks, needs, interests, and expectations, the writer administered two kinds of instruments. These instruments
consisted of conducting an informal interview with the English teachers of SMA Santo Bernardus Pekalongan and distributing the questionnaires to the eleventh
grade of students of SMA Santo Bernardus Pekalongan.
2. Planning
The second step 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. The information obtained in the first step was utilized to define and
specify the objectives of the design. Therefore, Kemp’s instructional design steps including determining goals, topics and general objectives, specifying learning
objectives, and listing subject contents were employed in this step. The data gathered would 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 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 earning 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.
4. Preliminary Field Testing
