operational product revision, operational field testing, final product revision, dissemination, and implementation Borg and Gall, 1998: 772.
Nevertheless, this research did not use all of the steps as described by Borg and Gall 1998: 772. Because of the limitation of time, this study only applied step
one to five. The steps were research and information collecting, planning, developing preliminary form of product, preliminary field testing, and main product revision. The
writer classified the research and information collecting, and planning steps into pre- designing processes. The step on developing preliminary form of product was
classified into designing process. Whereas, the preliminary field testing and main product revision steps were classified into post-designing processes.
1. Research and Information Collecting
This research and information collecting step was classified into the pre- designing process. The writer conducted two steps in this research and information
collecting stage. The first step was review of literature. The review of literature was intended to gather the underlying theories which supported the study in relation to
Collaborative Learning, nature of integrated materials, instruction design models, materials development, nature of listening and speaking, and KTSP.
The second step was learners’ needs analysis. The learners’ needs analysis was intended to gather information about senior high school students’ characteristics,
learning topics that students liked most, and kinds of learning materials the students needed and expected. This research and information collecting was conducted by
interviewing the English teacher of SMAN 1 Depok grade eleven and distributing questionnaires to the eleventh grade students of Science class of SMAN 1 Depok.
This research and information collecting step was intended to carry out the first stage in designing materials adapted from Kemp’s model, namely, enumerating
learners’ characteristics and needs.
2. Planning
In this step, the writer formulated goals and general purposes, decided topics, and specified learning objectives based on KTSP. This planning step as the pre-
designing process was intended to carry out the second and the third steps of the adapted Kemp’s model, namely, formulating goals, topics, and general purposes, and
specifying the learning objectives.
3. Developing preliminary form of product
Developing preliminary form of product functioned as the designing process. In this step, the writer began developing the materials based on the data gathered in
the research and information collecting step. The writer listed and chose the subject contents, selected the teaching - learning activities, instructional resources, then
designed the materials. The writer applied the Plus Category of materials adaptation included addition
and expansion techniques Tomlinson and Masuhara, 2004: 15 by adding different
listening passages to expand listening and speaking activities. The writer also applied PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the Zero Category, specifically modification technique by changing the instructions and layout of the materials.
The writer also considered some support services such as equipments and facilities in selecting the learning activities. The developing preliminary form of
product step was in accordance with steps four, five, and six adapted from Kemp’s model, namely, choosing appropriate subject contents, selecting teaching- learning
activities and instructional resources, and coordinating support services facilities, equipments, and so on.
4. Preliminary Field Testing
