The Principles of Teaching Speaking

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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. 24

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