Determining Goals, Topics, and General Objectives

2. Planning

Attaining the necessary data of the learners’ characteristics, and background knowledge, the writer then developed the framework to design the instructional materials. Dealing with this, the writer employed some instructional design steps of Kemp’s, namely determining goals, topics and general objectives, specifying learning objectives, and listing subject contents.

a. Determining Goals, Topics, and General Objectives

To formulate the goals of the course, the writer utilized the information obtained from the needs survey and the prescribed curriculum School-based Curriculum. The goals of the course indicated what the students would be able to do after they completed the instruction. After formulating the goal of the course, the writer listed some topics to be presented in the designed materials. The topics were then divided into eight subtopics. The presentation of the topics and subtopics of the designed materials is presented in Table 4.2. Table 4.2: Topics and Subtopics of the Designed Set of the Materials Units Topics Titles 1 Narrative Telling Stories 2 Report Tell Me about It 3 Poster Be Imaginative Units Topics Titles 4 Analytical Exposition Figuring out Conclusion 5 Narrative Telling Stories 6 Spoof Telling Funny Stories 7 Banner Be Creative 8 Hortatory Exposition It Should Be Like This After listed the topics and subtopics of the designed materials, the next step to do was formulating general objectives of the course. Since this design was in line with the School-based Curriculum, the general objectives were referred to as the basic competence. The basic competence of the designed materials is presented in Table 4.3. Table 4.3: Basic Competence Units Topics Titles Basic Competence 1 Narrative Telling stories Students are able to respond to the meaning and generic structure in an essay used in written text accurately and fluently in the context of daily life and to access knowledge 2 Report Tell Me about It Students are able to respond to the meaning and generic structure in an essay used in written text accurately and fluently in the context of daily life and to access knowledge Units Topics Titles Basic Competence 3 Poster Be Imaginative Students are able to respond to the meaning of short functional text in formal and in informal used in written text accurately and fluently in the context of daily life 4 Analytical Exposition Figuring out Conclusion Students are able to respond to the meaning and generic structure in an essay used in written text accurately and fluently in the context of daily life and to access knowledge 5 Narrative Telling Stories Students are able to respond to the meaning and generic structure in an essay used in written text accurately and fluently in the context of daily life and to access knowledge 6 Spoof Telling Funny Stories Students are able to respond to the meaning and generic structure in an essay used in written text accurately and fluently in the context of daily life and to access knowledge 7 Banner Be Creative Students are able to respond to the meaning of short functional text in formal and in informal used in written text accurately and fluently in the context of daily life and to access knowledge 8 Hortatory Exposition It Should Be Like This Students are able to respond to the meaning and generic structure in an essay used in written text accurately and fluently in the context of daily life and to access knowledge

b. Specifying Learning Objectives