B. Theoretical Framework
The values developed in short stories materials are based on the students’ needs. The researcher stands on the principle of middle-childhood characteristics in
their developing stage. In the design the writer combines the three instructional models adopted from Kemp’s, Borich’s, and Dick and Carey’s model as the
framework. Kemp’s model is chosen because of its feasibility to be used in achieving the goals and mainly Kemp’s model is flexible. Borich’s model is chosen
because of its concern both in developing students’ language ability and students’ behavior by giving consideration on developing value in their step. Dick and
Carey’s model is chosen because in the instructional model Dick and Carey placed the designing materials process as an important step.
The new framework is composed of several elements namely, gaining knowledge of some inputs, determining goals, topics and general purposes,
recognizing value assumption, listing subject contents, selecting teaching learning
activities and sources, designing the learning materials and evaluating and revising.
1. Gaining knowledge of some inputs
The writer adopts this step from Borich’s model as it is considered an important step in order to know and to consider the student’s needs, interests,
problems, motivations, and also consider the society condition and cultures, and curriculum guide. In this step, the writer does two activities; first, gain
information about curriculum, the learners’ character, instructional models and society characteristics. The writer has done some library research and class
surveys. Second, the writer distributes questionnaires to the sixth grade students
and elementary English teachers to obtain some specific information about the students’ need. These results are used as the starting point in developing the
material.
2. Determining goals, topics and general purposes
For the second step, the writer adapts Kemp’s model. According to Richard 1990: 3, goal is used as the basis for developing specific outcomes of the
program, and in this case, the design a set of supplementary English instructional materials. The material, topics or themes and the activities are chosen based on
the necessity to achieve goals. After determining the goals, the writer determines the general purposes for each topic in order to achieve the goals.
3. Recognizing value assumption
This step is adapted from Borich’s model. The writer considers the learning need or strategy. The goals must be matched with the learning need, and both of
them must be tied to a specific organizational pattern and instructional arrangement to make the best “goal-learning need-organization-method”. By
using the elaborate technique of teaching learning process, the objectives are
organized into cognitive behaviors development of intellectual abilities, and skills, affective behaviors development of attitudes, beliefs, and values, and
psychomotor behaviors coordination of physical movements and bodily
performance. In this step the writer determines the goal-learning using need- organization-method with the values that are going to promote and match them
with teaching–learning processes.
4. Listing Subject Contents
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