Third was a questionnaire. The questionnaires were given to 70 eleventh grade students in SMA Negeri 4 Yogyakarta. The purpose was to know the
students’ needs and interests.
2. Planning
The most important aspect in the planning step is determining the specific objectives to be achieved by the designed materials in their entirety. Objectives
provide the best basis for developing an instructional program since the program can be field tested and revised until it meets its objectives Borg and Gall, 1983:
779. Kemp’s instructional steps relating to the planning step were determining
goals, topics, and general objectives and specifying learning objectives. The data gained from the first step was important to determine and specify the learning
objectives which were supported the development of syllabus of the materials. The content of designed materials was based on the theory of Cooperative
Integrated Reading and Composition CIRC in which reading and writing skills were taught in an integrated way. The writer made as interesting as possible in
terms of their format to encourage students to learn and develop their interest but still considering the content of materials.
3. Developing Preliminary Form of Product
Once the planning was completed, the next step was developing the preliminary form of product. An important principle that should be observed in
this step is to structure the product so as to permit obtaining as much feedback as possible from the field test Borg and Gall, 1983: 781.
Doing this step, the writer employed the Kemp’s intructional step “Listing the Subject Contents” and “Designing the Learning Materials”. Based on the
planning, the contents and the teaching and learning activities were selected. Then, those activities were developed as the preliminary form of the product.
Since these designed materials focused on teaching integrated reading and writing, Cooperative Integrated Reading and Composition CIRC was used. The
writer made the preliminary form of a set of integrated English instructional materials based on the CIRC theory.
4. Preliminary Field Testing
After developing the designed materials, the next step was conducting preliminary field testing. The purpose is to obtain an initial qualitative evaluation
of the designed materials as explained by Borg and Gall 1983: 782. In this step, the writer employed Kemp’s evaluation step. However, in this
study, the writer did not test the designed materials in the field for the students of SMA Negeri 4
Yogyakarta. The writer only did Kemp’s evaluation which then was called evaluation survey.
To conduct the evaluation survey, the writer distributed questionnaires to two English teachers of SMA Negeri 4 Yogyakarta and an English lecturer of
English Education Study Program of Sanata Dharma University. They were asked to give their opinions whether they approved of the designed materials or not.
They could give comments and suggestions also.
5. Main Product Revision
The next step after conducting the evaluation was the main product revision. The purpose was to determine whether the designed materials meet their
objectives Borg and Gall, 1983: 783. The writer revised the preliminary form of the product based on the respondents’ feedback and input, and data from the
questionnaires. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI