d. Scope of English Lesson based on School-based Curriculum
The scope of English lesson in School-based Curriculum covers: 1. Discourse ability, that is the ability to comprehend and develop writtenspoken
text which is apprehended into the four language skills listening, speaking, reading and writing in an integrated way to achieve informational literacy
level; 2. The ability to comprehend and create various short functional texts,
monologue and essay in the forms of procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof,
explanation, discussion, review, public speaking. The degree of learning materials emerge in the use of vocabularies, grammar and rhetorical steps;
3. Supporting competence, that are linguistic competence using grammar and vocabulary, phonetics, syntax, socio-cultural competence using idiom and
tenses in the right order in various communication context, strategic competence to overcome the problems appear in the communication in
various ways in order that the communication goes well, and discourse maker competence using the discourse maker.
4. Instructional Design Models
Instructional Design is a process used primarily to develop a wide variety of instructional materials, such as printed materials, computer-assisted instruction,
and televised instruction. A formal definition of instructional design is: a systematic process for designing, developing, implementing, and evaluating
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
instruction Dick and Reiser: 1989. In this study, the writer will employ the instructional design model from Kemp and Yalden. The writer will present the
two instructional models, namely: Instructional Design Model by Jerrold E. Kemp, and Language Program Development by Janice Yalden. Those models will
be discussed in details, one by one.
a Kemp’s Model
According to Kemp 1977: 8 the instructional design plan is designed to supply answer to the three questions which may be considered the essential
elements of instructional technology. The questions are: 1. What must be learned? Objective
2. What procedures and resources will work best o reach the desired learning levels? Activities and resources
3. How will we know when the required learning has taken place? Evaluation The plan consists of eight parts:
1. Consider goals, list topics, state the general purposes to teach each topic. 2. Identify the important characteristic of the learners for whom the instruction is
to be designed. 3. Specify the learning objectives to be achieved in terms of measurable
students‟ behavioral outcomes. 4. List the subject content to support each objective.
5. Develop pre-assessment to determine the students‟ background and present level of knowledge about the topic.
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6. Select teaching learning activities and instructional resources that will treat the subject content, so the student will accomplish the objectives.
7. Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.
8. Evaluate students‟ learning in terms of their accomplishment of objectives, with a view to revising and re-evaluating any phases of the plan that need
improvement. In this model, every part is interrelated, thus the designer may choose from
any part he she likes to start. The flexibility of this model makes this model easy to be applied
and the materials chosen are selected based on the learners‟ needs and interest.
Figure 2.1. Models of Instructional System Kemps, 1977: 9
Goals, Topics, and
General Purposes
Learner Characteris
tics
Learning Objectives
Subject Content
Pre- Assessment
TeachingLe arning
Activities, Resources
Support Services
Evaluation
Revise
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b Yalden’s Model
Yalden 1983: 89 suggested eight stages in language program development. Those eight stages are:
1. Need survey 2. Description of purpose to be prepared in terms of students‟ characteristics and
students skills on entry to and on exit from the program. 3. Selection or development of syllabus type in terms of 4 and physical
constraint on the program. 4. The proto-syllabus
The description of language and language use to be covered in program. 5. The pedagogical syllabus
It is the development of teaching, learning and testing approaches. It includes the development of teaching material and the development of testing sequence and
decision on testing instruments. 6. a. The development of classroom procedures
It covers: 1. Selection of exercise types and teaching techniques.
2. Preparation of lesson plans. 3. Preparation of weekly schedules
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4. Teacher training It refers to briefings or workshops on principles, desired outcome, and
exploitation creation of teaching material. b. Evaluation towards the students, the program and the teaching process.
Theory of instructional design is much needed in the process of making an instructional material for the first grade students of SMA N 1 Klaten. It will be
based on the combination steps of the instructional models from some experts mentioned. Those instructional models have covered the entire requirement in
producing an instructional design for the students. The complete description can be seen from the figure below:
Figure 2.2. Language Program Development Yalden, 1983:88
5. Materials Development
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