22
The chart which was presented above is rather flowing than hierarchical. Graves state that a flowing framework for a course development process will give
more space for teachers to make an entry to this course depends on the context the teachers and students face up, and also on the beliefs the teachers have towards
the students and situation which probably influence the upcoming course. It also indicates that a course design is a system in which its components are interrelated
and affecting each other Graves, 2000, p. 4.
B. Theoretical Framework
This section gives a synthesis of the theories being applied in this research that have been elaborated in the previous section. This theoretical framework aims
to elaborate those theories so that they can really be the basis of the research. The paragraphs following this paragraph are answering the problem formulation stated
in the first chapter. This research uses credit-based modular approach in designing an
appropriate English course for the students of SMA St. Fransiskus 1 Jakarta. The general idea of this approach when it comes to a course design is the time students
commit to the course which must be in equal-worth of credits they are supposed to achieve. The term “modular” indicates that there is time frame which limits the
course process as well as giving a context to an effective course that answers the students’ expectations.
23 In addition, the writer also refers to Communicative Language Teaching
approach to be combined with the credit-based modular approach. While credit- based modular approach emphasizes on
the importance of students’ freedom to choose their own materials even though always in coordination with the tutors,
Communicative Language Teaching emphasizes on the activities that support the development of students’ communicative competence. Combining credit-based
modular approach with Communicative Language Teaching will give to the students more space and freedom to choose what they consider as their needs, so
that the learning process will support them be good communicators. Using Communicative Language Teaching helps the writer realizes that
the main purpose of designing a communicative language course is students’
communicative competence. In developing the communicative competence of the students of SMA St. Fransiskus 1 Jakarta, the students need to be involved not
only to activities which enhance their knowledge of the target language, but also their skill to make use of the language, their self-concepts and values
,
traits, their motivation in supporting their determination while they are facing any obstacle in
the middle of the learning process. The learning materials of the English course should serve all those aspects in order to assist the students in achieving what they
have expected from the course.
24
CHAPTER III METHODOLOGY
This chapter focuses on the methodology which was applied in this study. The methodology was developed upon the discussion of the research method,
research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.
A. Research Method
Through this research, the writer aims to answer two research problems which were formulated in the first chapter. The first problem concerns what the
students of SMA St. Fransiskus 1 Jakarta expect by joining the English course held by the school. The second problem is how communicative English design
using credit-based modular approach answer the expectation of the students of SMA St. Fransiskus 1 Jakarta by joining the English course held by the school.
In answering those two problems, this research makes use of the principles found in basic interpretative study. Ary et al. 2010 states that basic interpretative
study is the most common and the earliest study which is used by many beginning qualitative researchers. The main principle of basic interpretative study is that the
study concentrates its focus on understanding the world or the experience of another. The study has its aim of understanding what the involved parties perceive
about a phenomenon, a process, or a particular point of view Ary, D. et al., pp.
