‘standard competence’ is employed instead of the term ‘goal’ to make some adjustment.
The topics are listed after stating standard competence to achieve the goals of the whole instruction. It is also important to consider that the selection of the
topics should be based on the students’ interest. Besides ‘standard competence’, there are also more specific goals. In
Kemp’s model they are called general purposes. However, in this study the writer employs the term ‘basic competence’ instead of the term ‘general purpose’ to
make some adjustment; SBC employs the term ‘basic competence’ to refer to the objectives of each topic listed. In this sense, the writer wants to be more
contextual in using the term.
5. Specifying Learning Objectives
After determining the general purposes, the writer then has to specify the learning objectives. Kemp suggests that this step should be done in order to
achieve certain students’ measurable performances. The specified learning objectives here are also known as ‘learning
indicators’. ‘Learning indicators’ also often called ‘indicators’ are the performances the students should be able to demonstrate in order to be
categorized as successful in achieving the general purposes. To formulate the learning indicators, it is important to refer to School-Based Curriculum.
According to the Decree of the Minister of National Education no 22 Year 2006, ‘indicator’ is the specific elaboration of ‘basic competence’ that functions as the
measurement of the students’ achievements. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6. Listing Subject Content
This step, according to Kemp 1977: 45, is aimed at selecting and organizing specific knowledge information and facts that the students need to
acquire. The objectives of the course and the selected topics are considered in the selection and organization of subject contents. In this phase, the course’s syllabus
writing is also conducted. The skill-based syllabus is employed as the guidance to conduct listening teaching and learning process.
7. Developing Instructional Materials
In this step, the writer selects the teaching-learning activities and instructional resources that could support the learners to achieve the objectives
and then construct instructional listening materials. Here, the writer determines the most effective and efficient methods and then selects materials to provide
learning experiences that could support the attainment of the objectives Kemp, 1977: 55.
Content-Based Instruction and Cooperative Learning are determined as the appropriate teaching approaches to select. Therefore, it is important to refer to
these approaches in deciding which learning activities and resources to choose. In addition, the theories on the listening process, kinds of listening
activities, and framework on constructing a listening skill lesson are considered in selecting the teaching learning activities.
In the process of instructional listening materials construction, some techniques i.e. Plus, Minus, and Zero Category are used as the basis for listening
texts adaptation.
8. Evaluating the Designed Set of the Materials
