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F. Research Procedure
The research on designing English speaking instructional materials for the seventh grade hearing impaired students of SLB Wiyata Dharma I was done
through a process. Its procedure could be presented as follows. 1.
Research and information gathering a.
Selecting data needed b.
Making research instruments field notes, interview questions, and questionnaire to gather data needed
c. Overviewing current curriculum to list goals competence standard and
basic competence d.
Analyzing instructions to achieve goals e.
Assessing learners‟ needs and characteristics as well as learning context using classroom observation and interviews with the seventh grade hearing
impaired students and the English teacher of SLB Wiyata Dharma I 2.
Planning Formulating objectives according to the gathered data
3. Preliminary product development
a. Developing assessment instruments to measure learners‟ ability in
performing the objectives stated b.
Identifying instructional strategy used in the instructional materials c.
Developing and selecting the instructional materials
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4. Product verification and product revision
a. Verifying the designed instructional materials to the English teacher of the
seventh grade hearing impaired students of SLB Wiyata Dharma I and to the English lecturers in the area of Language Education through
questionnaire to get feedback for improvement of the designed instructional materials
b. Interpreting the feedback given by the English teacher and the English
lecturers in the questionnaire c.
Revising the designed instructional materials
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
To overcome the unavailability of the English textbooks for hearing impaired students, the immediate need of developing speaking skill for the
seventh grade hearing impaired students of SLB Wiyata Dharma I, and the limited activities to develop speaking ability in the used English textbook, this chapter
reveals a design of English speaking instructional materials based on eclectic approach for the seventh grade hearing impaired students of SLB Wiyata Dharma
I. The design has several components. These components are resulted from the steps of Dick and Carey Systems Approach Model. The components are divided
into eight main parts. They are goals, instructions, learners‟ needs and
characteristics and learning context, objectives, assessment instruments, instructional strategy, instructional materials, and instructional materials feedback
and revision.
A. Goals
This part was the result of the first step of Dick and Carey Systems Approach Model, identifying instructional goals. The instructional goal
identification was done through review of School-Based Curriculum. This identification was done to find out the intended goals to be achieved by the
learners in their current level according to the applied curriculum. From the identification, it was found that goals in Dick and Carey Systems Approach Model
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