Integration Skills Theoretical Framework

25

C. Integration Skills

In the language teaching-learning process especially in English subject for seventh grade, the teachers should combine all the skills in language learning listening, speaking, reading, and writing. According to Hollifield in his article, skills integration generally refers to link two or more of the traditional four skills of language learning. There are two kinds of skills integration traditional and real life. Integrating the four main language skills listening, reading, speaking, and writing has showed to be very beneficial in the second language classroom. From the Tapestry of Language Learning, it was noted that we rarely use a single skill when communicating, so it makes sense to focus on more than one skill at a time. Considering that communication requires the integration of both the main and the subsidiary skills grammar, punctuation, pronunciation, it makes sense that language is taught in a communication promoting way.

D. Material Development

1. Definition of Material

Material development is basically dealing with selection, adaptation, and creation of teaching materials Nunan, 1991. In practice, it focused on evaluation, adaptation of published materials and creation development of teaching materials by teacher in line with the existing syllabus. 26

2. The Scope of Material Development

Based on the definition, the coverage of material development consists of: a The selection or evaluation of teaching material on the basis of a set of criteria or principles; b The process of adapting teaching materials based on a set of criteria or principles; c The creation of teaching materials based on a set of principles, theories, and the syllabus developed by the teachers.

3. The Role of Teaching Materials

According to Richards 2001, teaching materials in the process of teaching and learning have functions as the language input for learners and as the ideas for teachers in planning and teaching lessons. In line with this, Cunningsworth 1995 summarizes the role of teaching materials especially textbooks as a resource for presenting materials spoken and written, a source of activities for practice and communicative interaction, a reference source for learners on grammar, vocabulary, pronunciation, and so on, a source for stimulation and ideas for classroom activities, a syllabus where they reflect learning objectives that have already been determined, and as a support for less experienced teachers who have yet to gain in confidence. Whereas, Evan St. John 1998 suggest that for teachers of ESP courses, teaching materials function as a source of language, a learning support, a motivation and stimulation, and as a reference. E. Instructional Design In this research, the researcher adapts a design model from Kemp 2011. The design is explained as follows. 27 Kemp’s Instructional Design Model In Kemp‟s theory, there are nine steps in designing model. The role of this model is that the researcher is free to decide the step which will be started. Therefore, it can be started from any parts that are ready first. Those steps are instructional problem, learner and context, task analysis, instructional objectives, content sequencing, instructional strategies, designing the message, development the instruction, and evaluation instrument. The first step is Instructional Problems. In this step, the researcher identifies what problems that are faced by the learners. The second step is Learner and Context. This step is about k nowing deeply about the learners‟ characteristics. It is very useful in designing the appropriate materials for them. The information collected is based on the learner‟s level, general background knowledge, assumptions, or experience. The third step is Task Analysis. This is the important component of the process. According to Kemp 2011, this process is used to determine what knowledge and procedure that are used in the instruction in order to help the learners achieve the goal of the learning. It has a function as procedure of teaching in a well sequenced so it will support the learning. The fourth step is Instructional Objectives. This stage is about what the learner must master. The instructional objectives related to the objectives of the learning which is covered the map in designing the instruction Kemp, 2011. The fifth is Content Sequencing. This step is used to put the content in a good order so that it will be easy to be learned by the students. The sixth step is Instructional Strategies. In this step, the designed materials must be organized 28 creatively in order to support the learning process. It is ranging from a simple analogy to a complex simulation. The seventh step is Designing the Message. This step involves the words and picture that is used in the designed materials since they are used to communicate with learners. It also includes in the use of typographical elements such as bold or italics to attract the learners. Selecting appropriate graphics, text, and typographical design is important. Those become considerations in designing the materials because it brings effects on the read ability and the learners‟ understanding of the instruction. The next step is Development of the Instruction. In this step the message are combined as a product of designed materials such as video recordings, web pages, print materials, or audiotapes. The last step is Evaluation Instruments. In this step, the learners will be evaluated to know whether they are achieving the goal of learning or not. Then, the researcher will evaluate and revise in order to achieve the well designed materials Kemp, 2011.

F. Theoretical Framework

This project is based on four theoretical areas: Quantum Learning principles, integration skills, material development, and seventh grade students‟ characteristics. The first area is where DePorter states that Quantum Learning is a good way to teach the students so they can feel joyful and more comfortable. Quantum Learning is actually an herb or assemblies of various theories or views of cognitive psychology and neurology programmingneuro-linguistic much already there. The Quantum Learning principles according to DePorter are: 1. Everything 29 Speaks. 2. Everything is On Purpose. 3. Experience before Label. 4. Acknowledge Every Effort. 5. If it‟s Worth Learning, it‟s Worth Celebrating The second area is talking about the seventh grade characteristics. Based on Brewster‟s theory, adolescent learners especially the seventh grade 12 years old has the unstable condition because they are still in the transition period from the pre-secondary children to the secondary children, from the elementary school to the junior high school. The third area is talking about the integration of four skills in language learning listening, reading, writing, and speaking. By integrating those four skills, the teacher will help the students to understand the second language easily. The fourth area is the material development. According to Nunan, material development is basically dealing with selection, adaptation, and creation of teaching materials. Materials development refer to all the processes made use of by practitioners who produce andor use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation and research The fifth area is talking about the instructional design by Kemp. Kemp describes that there are nine steps in designing the model. Those steps are instructional problem, learner and context, task analysis, instructional objectives, content sequencing, instructional strategies, designing the message, development the instruction, and evaluation instrument. 30

CHAPTER III RESEARCH METHODOLOGY

In this chapter, the researcher presents a rationale for the methods of the research and analysis. This chapter discusses: A research method, B research setting, C research participantssubjects, D instrument and data gathering technique, E data analysis technique, and F research procedure.

A. Research Method

Based on the background and the research problem, the researcher will conduct a Research and Development research. Research and Development RD is also called research and technical development or research and technological development. Research and Development is one of the means by which business can experience future growth by developing new products or processes to improve and expand their operations. This research strategy consists of a cycle, in which a version of the product is developed, field tested, and revised Borg Gall, 1983:771. The goal of this study is to take the knowledge of the research and to use it as a product. In this case, the RD is used in education field so that the new product developed by the research will be a set of learning material. There are five steps to be used in this research according to RD cycle Borg Gall, 1983: 774-775: research and information collecting, planning and developing product, preliminary testing, revision and field testing.