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being able to produce it actively. Therefore, immersion program was developed to help such students to have greater competence in English-speaking ability.
It was also to develop creative aspect of language. Alatis and Staczek also explained that immersion program or bilingual education was sociolinguistics
subject for it dealt with ways of speaking which related with social meanings and situations. By the end of this program, students were expected to have creative use
of language. They should be able to adapt themselves in their community by communicating well through the changing circumstances 1985, 11.
B. Theoretical Framework
To design the material, Kemp’s instructional design would be used Kemp, 1977. There were eight steps in designing the materials Kemp, 1977.
First step was setting the goal, topic and general purpose of the design, then it continued with analyzing learners’ characteristics by using research instruments in
order to define learning objectives. The next steps were organizing the subject content by selecting the knowledge based on the objectives. Before the material
was evaluated, it should be checked first. However, two steps were excluded by considering their function. Therefore, the steps were setting the goal, topic and
general purpose of the design, analyzing learners’ characteristic, defining learners’ objectives, organizing subject content, selecting teaching learning activities and
evaluating the material. The first step was setting the goal, topic and general purpose of the
design. The goal was speaking material which was based on the condition of the
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immersion teachers at SMA N 2 Klaten. Immersion program is a program in which learners and teachers use L2 or foreign language in teaching learning
process. The condition was that teachers had limited knowledge to teach in English. To help them, the speaking material was designed of which the topics
were based on their needs. The writer chose speaking because speaking is the important tool for communication. Speaking is the ability to produce words from
the tongue which had aim to communicate. Since people were a baby, they had realized of the importance of language development. People learned to speak
because of the needs of communication. The speaking material based on Communicative Language Teaching of which the purpose is enable learners to use
target language to communicate. The next step was analyzing learners’ characteristics. It was to find out
their capabilities, needs, interest. Some topics were determined and then it was put in the needs analysis. It was aimed to find the appropriate topics which were based
on their needs. The learners are categorized as adult learners who have self motivation in doing something. Adult learners will learn something if it is
beneficial for them. Therefore, the material was designed based on their needs. The learning objectives were formulated through curriculum in form of
competence standards and basic competences for every unit. Then, the competence standards and basic competences were specified into indicators. Since
the basic purpose of curriculum was to change learners’ behavior, the process covers from defining goal until evaluation of the learners’ achievement. One of
the points to be discussed in the indicators is being actively involved in teaching
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learning activities by communicating fluently with teachers or within the learners. Performing the task well was also expected to be achieved by the learners.
The subject content was organized to achieve the learning objectives. It was made based on the communicative language teaching. Language is for
communication, so the contents should motivate the learners to feel their own learning process by communicating in foreign language. Therefore, the learners
would be motivated to learn because they learn something beneficial for them. The activities used in every unit were also based on communicative
language teaching, such as role play, conversation, presentation, interview, games and so on. Those activities were aimed to encourage learners in using the foreign
language. It meant that the activities should be learners’ centered in which it was teachers’ task to create activities which involved the learners to be more active in
communicating in foreign language. The learning activities developed three features of communicative activity, namely information gap, choice and feedback.
Games were involved in the activities in particular units. It is aimed to create stress-free environment and to give valuable communicative practice to the
learners. Since the learners are categorized as adult learners, the activities are also
based on their characteristics. Voluntary participation, mutual respect, collaborative spirit, action and reflection, critical reflection and self direction are
the principals of effective learning for adult learners which are used to consider the learning activities.
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Evaluation is meant to evaluate and to measure learners’ ability in achieving the objectives. The evaluation is conducted in the end of every unit.
Communicative Language Teaching focused on fluency rather than accuracy, so learners’ fluency is one of the points to be evaluated. However, learners’ accuracy
is another point to be evaluated because speaking in acceptable language is also important in education. Evaluation on the whole designed material was in form of
questionnaire. Therefore, the writer’s step in designing is presented in the Figure 2.3
below.
Figure 2.3 The Writer’s Instructional Design Model Revise
Learners Characte-
ristics Goals,
Topics and General
Purpose
Learning Objectives
Subject Content
Learning Activities
Evaluation
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CHAPTER III METHODOLOGY
Chapter III is divided into six main parts, namely research method, research participants, research instruments, data gathering technique, data analysis
techniques and research procedure.
A. Research Methods
In answering the research questions, the writer chose research and development as the research method. According to Borg and Gall 1983, 772
research and development RD in education was steps or processes of developing an educational products and most of them were in form of material.
Since this thesis dealt with developing educational products, Borg and Gall’s educational research and development RD was chosen to develop the product.
There were eight major steps in research and development. The writer only designed the material without implementing the material. Therefore, the writers
only took six steps among those major steps.
1. Product Selection
The product, which was going to develop, should meet important need of education. So, later, when it has been developed, it could be used by teachers,
students and practitioners. The purpose of the product became the consideration in selecting the product. Therefore, the product selection was based on the real
problem in which the study was conducted. The problem was the immersion
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