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B. Theoretical Framework
This part presents the researcher’s design model. In this research, the researcher adapts Kemp’s instructional design model for developing the materials.
Moreover, in designing a set of instructional speaking materials for Theology Study Program students, the researcher employed the Ignatian Pedagogy.
There are seven steps adapted by the researcher namely 1 identifying the learners’ characteristics; 2 determining goals, topics and general purposes; 3
specifying learning objectives; 4 listing the subject contents; 5 selecting teaching-learning activities and instructional resources; 6 conducting evaluation
of the final product; 7 revising the final product. Those seven steps of Kemp’s instructional design model become the researcher’s framework. The explanation
of the researcher’s framework can be seen as follows:
1. Identifying the Learners’ Characteristic
In this step, the researcher collects all the information about the students’ characteristics, lacks, condition, learning styles and needs. In order to gather the
data, the researcher observes the students and distributes the needs analysis questionnaire to the first semester students of Theology Study Program of Sanata
Dharma University.
2. Determining Goals, Topics and General Purposes
Based on the data gathered, the researcher determines the goals, topics, and general purposes of the designed materials.
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3. Specifying Learning Objectives
The researcher specifies the learning objectives after determining the goals, topics, and general purposes. Writing objectives is a developmental activity
that requires refinements, changes, and additions as the writer develops subsequent planning steps Kemp, 1977, p. 24.
4. Listing the Subject Contents
After specifying the learning objectives, the researcher lists the subject contents. The researcher lists the contents used in designing the materials.
5. Selecting Teaching-Learning Activities and Instructional Resources
Based on the data gathered on the students’ characteristics, lacks, learning styles, condition and needs, the researcher selects the teaching and learning
activities. Designing the materials, the researcher implements the steps of Ignatian Pedagogy namely context of learning, experience, reflection, action and
evaluation.
6. Evaluating the Designed Materials
Conducting the evaluation for the designed materials, the researcher distributes the expert validation questionnaire to five lecturers of English
Language Education Study Program of Sanata Dharma University.
7. Revising the Designed Materials
After conducting the evaluation, the researcher revises the designed materials based on the lecturers’ comments, feedback, and suggestions. The
comments, feedback and suggestions from the questionnaire are used to make better designed materials.
25 The researcher’s framework of the design model in this research can be
seen in the Figure 2.4.
Figure 2.4: The Researcher’s Theoretical Framework Chart
Identify the learners’ characteristics lacks, needs, and expectations
Consider goals, topics and general objectives
Specify the learning objectives
List the subject content
Selecting the teaching and learning activities
Evaluating the designed materials
Revising the designed materials