38 also implemented 2006 school-based curriculum as guidelines in developing the
designed materials in order to achieve the objectives. The theory of task-based learning, integrated language teaching, and materials adaption were applied in this
step to construct the product. The developing of the designed materials included in the student’s book and the teacher’s book to devise the student’s book.
4. Preliminary Field Testing
When developing the designed materials was done, it had to be evaluated by experts in order to obtain feedbacks and suggestions. The questionnaires were
distributed to two English teachers in SMK Marsudi Luhur 1 Yogyakarta and two lecturers from English Language Education Study Program of Sanata Dharma
University to assess the product. The feedbacks and suggestions were used as a consideration to improve the product.
5. Tain Product Revision
After collecting some feedbacks and suggestions from the preliminary field testing, then the writer revised the designed materials. After revision had
done, the materials were more applicable in the classroom and ready to be used for the target learners. The summary of steps can be seen in Figure 3.1 on the next
page.
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Figure 3.1: A Combination of cemp’s Instructional Design and RD Cycle
Instructioal Problems
Learners Context
Task Analysis
Instructional Objectives
Content Sequencing
Instructional Strategies
Developing of the Instruction
Designing the Message
Evalution Instruments
Revision Research and Information
Collecting
Planning
Developing Preliminary Form of Product
Preliminary Field Testing
Main Product Revision
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B. Research Setting
This research was conducted in two places. First, the research was conducted in SMK Marsudi Luhur 1 Yogyakarta to obtain data and information by
distributing questionnaire to the tenth grade students and interviewing one English teacher. Second, the research was conducted in Sanata Dharma University to
obtain feedback and suggestions from two lecturers by distributing questionnaires.
C. Research Participants
There were two kinds of participants in this study. They were the participants of research and information collecting and the participants of
preliminary field testing. Those participants are described in detail below.
1. Participants of Research and Information Collecting
In collecting information, the writer utilized two kinds of instruments: interview and questionnaire. The writer interviewed one English teacher in SMK
Marsudi Luhur 1 Yogyakarta. The teacher was chosen because the writer was sure that the teacher understood the students’ ability and characteristics in the
classroom. After conducting the interview, the writer distributed the questionnaires to fifty tenth grade students. They were chosen as the characteristic
representations of the whole population of the tenth grade students of automotive engineering of SMK Marsudi Luhur 1 Yogyakarta.
2. Participants of Preliminary Field Testing
The participants of preliminary field testing were two English teachers in SMK Marsudi Luhur 1 Yogyakarta and two lecturers of English Language
