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
In designing the materials, the writer applies the three stages in teaching reading namely pre-reading before reading, while-reading during reading and
post-reading after reading which is discussed in the teaching reading section
Needs Survey
Descrip tion of
purpose Selection
developm ent of
syllabus type
Product ion of a
proto- syllabus
Production of a
pedagogical syllabus
Developme nt and
implementa tion of
classroom procedures
Evaluat ion
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above. The writer will select appropriate teaching learning activities and resources based on the students‟ needs, wants and lack which are the result from the need
analysis process.
B. Theoretical Framework
In conducting the process of designing the instructional material for the first grade students of SMA N 1 Klaten, the writer will try to combine the two
models of design; Kemp‟s and Yalden‟s model which have been discussed in the theoretical description above. Those two models will be modified to develop the
new framework of designing to conduct the study. The new framework will consist of six steps:
1. Conducting Need survey
The step of conducting need survey was adapted from Yalden‟s model. A need
survey was important in planning the instructional materials. This was carried out to gather information on students need, lack and wants. The writer conducted a
survey by distributing questionnaire towards 40 first grade students of SMA N 1 Klaten, interviewing selected tenth grade students and interviewing a tenth grade
English teacher of SMA N 1 Klaten.
2. Determining competence standard, basic competence and topics
The next step was determining competence standard, basic competence and topics. This step
was an adaptation from Kemp‟s model. This step was conducted to determine the goals or competence standard and formulate the general purposes
or it can be said as basic competence in School-based Curriculum KTSP. The
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