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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
competence standard and basic competence are taken from the guidelines of School-based curriculum. Then, the designer specifies the topics based on the data
taken from the need survey.
3. Determining indicators
The step of determining indicators is adapted from Kem p‟s model. Kemp
1997:23 stated that learning requires active effort by the learners. Thus, all objectives must be stated in terms of activities that will best promote learning.
Therefore, the designer made a list of what the students have to learn in every meeting and what the students are expected to be able to achieve in the end of
every meeting.
4. Designing the materials
The materials design process is also suggested by Kemp as listing the subject content to support each objective and selecting teaching learning activities and
instructional resources that will treat the subject content for the students to accomplish the objective. In this step, the designer selects the teaching learning
activities and instructional resources that will be most appropriate for accomplishing each objective. The teaching learning activities are also adjusted
with the framework of Contextual Teaching Learning. The materials are designed based on the competence standard and basic competence in School-based
Curriculum.
5. Evaluating
