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Figure 2.7 Banathy’s Instructional Design Model
2.2 Theoretical Framework
Teaching and learning English in Senior High School is based on KTSP which emphasizes the development of the students’ discourse competence. A
competence that enables them to communicate in the target language both spoken and written appropriately. Appropriate communicating demands the students to be
able to create and interpret texts used in the target language. In order to teach English texts effectively, literacy approach is adopted within KTSP. The English
teachers should develop the literacy approach through designing a text-based instructional material as a means of discussion in teaching and learning process.
To provide guidance in designing recount instructional materials for Senior High School students, there are steps adapted from Banathy’s instructional design:
I. Formulate
Objective III.
Analysis of Learning Task
IV. Design System
V. Implement
Test Output
VI. Change to
Improve II.
Develop Test
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Competency Standard Basic Competency
Indicators Spoken cycle Four stages
Written cycle Four stages
Figure 2.8 The Steps in Developing the Model of Recount Instructional Materials
1. Formulation of the Objective
The starting point in instructional design is to state the objective to be achieved at the end of the instruction. It refers to competency standard, basic
competency, and indicators. KTSP has determined the competency standard and basic competency while indicators are developed by the teachers.
2. Analysis of Learning Task
According to the literacy approach adopted within KTSP, the students have to learn the English texts which are divided into spoken and written cycle
Depdiknas, 2003: 19. Each cycle consists of four stages. Those four stages are building the context, modelling and deconstructing the text, joint construction of
the text, and independent construction of the text Feez, 1998: 28. Formulation of the
Objective
Analysis of Learning Task
Design System
Change to improve
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3. System Design
The third step is to design the instructional materials. The designed materials consist of spoken and written cycle. Each cycle involves four similar
stages, namely building the context, modelling and deconstructing the text, joint construction of the text, and independent construction of the text.
4. Change to improve Once the designed materials have been developed, then they are to be
evaluated. The result of the evaluation is used to improve the designed materials.
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CHAPTER 3 METHODOLOGY
This chapter explains the methodology which is used to solve the problem stated in the first chapter. It covers the method, the research participants, the
research instrument, data gathering technique, data analysis technique, and the research procedures.
3.1 Method
Educational research and development is aimed at improving the quality of educational products Borg and Gall, 1983: 772. Educational research and
development was adapted within this study as the guidelines to propose the model of recount instructional materials. Some steps adapted from educational research
and development in order to propose the model of recount instructional materials were as follows:
3.1.1 Research and Information Collecting
This study focused on designing a model of recount instructional materials for Senior High School students. To find related literature underlying the study, a
library research was conducted. There were two objectives of conducting the library research. The first objective was aimed at getting the theories about
Kurikulum Tingkat Satuan Pendidikan KTSP, functional model of language,
literacy approach, recount text, and Banathy’s instructional design model. The
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