study and implement relevant research findings in developing the product, field- testing and revising the product based on the feedback of field-testing stage.
RD cycle delivers ten major steps those are Research and Information Collecting, Planning, Developing Preliminary Product Form, Preliminary Field
Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational Field Testing, Final Product Revision, and Dissemination
and Implementation. The RD cycle is used to describe the material development in this chapter. However, it does not explicitly provide the important information
which is needed in designing instructional material. Hence, the writer combined RD cycle with Kemp’s design which is stated in the previous chapter because
Kemp’s model has flexibility in which the designer is able to move forward and backward in material developing steps if it is considered necessarily. Considering
the limited devices and time, the writer made some adjustments of the steps to be taken. In this study, the writer used five steps adapted from RD cycle as follows:
1. Research and Information Collecting
The first step was research and information collecting. There were three Kemp’s steps applied here which were identifying learners’ characteristics,
considering support services, and conducting pre-assessment. The information was collected in four ways; school observation, teachers and students interview,
questionnaires distribution and MI test. Research and information collecting also involved library study which supported designing material based on MI theory.
2. Planning
The second step was planning which included three parts; determining goals, general purposes and topics, learning objectives, and subject contents
Kemp’s steps. In this study the three parts were in terms of competency standard, basic competence, and learning indicators. The writer applied MI theory
in determining those three parts of planning. As the basis of designing materials, the writer used the data from research and data collecting in the earlier step. Since
Indonesia refers to School Based Curriculum SBC, then the competency standard and standard competence for designing materials are taken from SBC
which is applied in SMA Santa Maria Yogyakarta.
3. Developing Preliminary Form of Product
Based on Kemp, in this step, teaching-learning activities and instructional resources which accomplished the objectives were selected. It included
preparation of learning materials which were designed based on MI theory. The task instructions and activities were selected based on the available support
services at school, students’ characteristics and needs, and in line with basic competencies in SBC. To guide the user to apply the designed material, teacher’s
manual was provided.
4. Preliminary Field Testing
The next step in Kemp’s was evaluation. The designed materials would be tested. The purpose was to gain suggestions, comments, and criticism on the
designed materials. It included distributing post-designed questionnaires to teachers of SMA Santa Maria Yogyakarta and lectures from ELESP of Sanata
