3. Development of Preliminary Form of Product
After the initial planning has been completed, the next major step in the R D cycle is to build a preliminary form of the educational product that can be field
tested Borg Gall, 1983. In this phase, the Kemp’s step of selecting teachinglearning activities and resource was conducted. Each of the organized
subject contents was developed into learning materials. Tasks and instructional resources were selected based on their appropriateness with the available support
services, learners’ characteristics and abilities. In developing preliminary form of product, the writer selected the subject
content and made the preliminary design that referred to the syllabus. The writer applied the Plus Category that included addition and expansion techniques
Tomlinson Masuhara, 2004. The writer also applied Zero Category that included modification and conversion techniques by modifying and converting the materials.
4. Preliminary Field Testing
After the process of the developing the preliminary form of the materials was accomplished, the next step to do was evaluating the materials. Kemp’s evaluation
step was conducted in this phase. The purpose is to obtain feedbacks, suggestions, criticism and comments of the new educational product. The preliminary field test
contributes greatly in helping to develop and improve the educational products. In the preliminary field-testing, the writer conducted expert validation and user validation.
According to Educational Seminar held by The Department of National Education in 2008, expert validation is an evaluation process that requires review by
experts. In this study, expert validation was conducted through distributing evaluative questionnaire to two lecturers of the English Language Education Study Program of
Sanata Dharma University. User validation is an evaluation process that requires review by future users of the product. In this study, user validation was conducted
through distributing evaluative questionnaire as well to two English instructors of Global Lingua, Yogyakarta. After the weaknesses had been detected, they were used
to improve and to revise the materials.
5. Main Product Revision
The feedback obtained from the preliminary field testing was then used to revise and improve the designed materials. This step was conducted to obtain some
information needed to make some improvement on the designed materials Borg Gall, 1983. In this step, the writer revised the design based on the results of the
expert validation and the user validation step. It is hoped that the revised materials will be more applicable and ready to use.
The result of the main product revision was specified as follows: Product Specification:
Name : English Instructional Speaking Materials Using Task Based Learning for the Staff of Bank Mandiri Yogyakarta
User : the staff of Bank Mandiri Yogyakarta
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