KTSP 2006 for Identifying Goal, Topics, and General Purposes

34 second semester are stated in the table 2.1. In addition, for time estimation, one semester covers 48 effective weeks for teaching and learning. And then, English subject gets 4 weeks to comperehend all the competences that have been establishes in basic competences. Table 2.1: Content Standards for the Grade X of Second Semester Competence Standards Basic Competences Reading 11. Understand the meaning of short function texts and simple essay in the form narrative, descriptive and news item in daily life context and access the knowledge 11.1. To respond the meaning in formal and informal short functional written text in dially life and knowledge usage for example announcement, advertisement, invitation accurately, fluently and understandably in the written form in daily life 11.2. To respond the meaning and the rethorical steps of simple essay in dially life and knowledge usage accurately, fluently and understandably in the form of narrative, descriptive and news item. Writing 12. Reveal the meaning of short function text and simple essay in the form narrative, descriptive and news item in daily life context 12.1. To express meaning in formal and informal short functional written text in daily life and knowledge usage for example announcement, advertisement, invitation, and letter accurately, fluently and understandbly. 12.2. To express the meaning and the rethorical steps of simple essay in daily life and knowledge usage accurately, fluently and understandably in the form of narrative, descriptive and news item 35

B. Theoretical Framework

Skills to read and write are integrated to reinforce one another and rely on the same cognitive process. The integrated skills are necessary to comprehend the text and to use the others skills. Teaching reading is to empower students to negotiate the meaning of disources and individualize reading techniques. Teaching writing provides a way, for instance, to generate and explore new thoughts and ideas. This design approaches the linkage among activities to read and activities to write using Willis‟ TBL framework 1996. The activities cover pre-task, task cycle, and post-task. The learning materials promote contextual learning through using contextual materials and authentic pictures. To design an integrated English reading and writing materials for X graders of SMA Katolik Villanova, the writer uses contextual materials. To design the materials the writer conducts research and design educational product. This research is a part of Research and Development method Borg Gall, 1983 which adapts Kemp‟s 1977 and Yalden‟s 1987 instruction design model IDM. Based on the combination between Kemp ‟s 1977 and Yalden‟s 1987 IDM, the writer develops the eight flexible steps of instructional process. Meanwhile, by combining these models the writer considers the relative steps which are easy to be done, so some steps might not be used because of time and money constrains. The writer‟s eigth steps are 1 conducting needs survey, 2 developing general guidelines, 3 identifying goal, topics, and general purposes, 4 specifying learning objectives, 5 listing subject contents, 6 selecting the learning activities and resourses, 7 conducting evaluation and 8 recycling 36 stage. The writer‟s instructional design model is shown in the figure 2.7. The explaination of those steps is explained as follows. Step 1 : Conducting Needs Survey Characteristics Identification At this first stage, the writer conducts needs survey and characteristic identification to collect the information about teaching topics, language functions and activities for learning. To conduct needs survey the teacher, as an interviewee, identifies students‟ difficulties in learning, the necessity of contextual materials for reading and writing and the interactive learning activities. To identify students‟ characteristics, the target students are asked to give the information about their preferences of applying contextual materials, preferences of interactive learning activities, and perception on the difficulties in learning. Step 2 : Developing General Guidelines After analyzing the findings, the writer develops general guidelines to point out some considerations as the guides in design the relevant materials for the target students. The guidelines help the writer to design the relevant materials, activities and media for learning. Also, the guidelines make the idea of design go clearly from the results to the design product. In other words, the guidelines are the connectors between the result findings and the materials. Step 3 : Identifying Goal, Topics and General Purposes Refering to the general guidelines, the writer identify the goal of learning, topics, and general purposes. To identify goal the writer considers SMA Katolik Villanova’s orientation and institution‟s goal. After that, the topics are selected by the writer and put in order starting from the simple topics to complex topics. 37 General purposes are considered as basic competences according to KTSP 2006 Badan Standar Nasional Pendidikan, 2006. Step 4 : Specifing Learning Objectives Kemp 1977 states that learning objectives put learning as outcome of the instructional design. Therefore, the objectives are stated in terms of activities that best promote learning. The objectives for learning are united into congnitive domain, psyschomotoric domain, and affective domain Kemp,1997. Besides, cognitive domains are used to accomodate others domains, as an objective domain can accomodate some skills. To specify the learning objectives, the writer uses taxonomy bloom Kemp, 1977 which is arranged from the simple to complicated competences. Step 5 : Listing Subject Contents To list subject contents directs the objectives of learning. The writer needs to consider goal, objectives, and syllabus Graves, 2000. The big consideration is to select contextual materials, media and relevant teaching activities. The writer uses the clasic ways which are listing subject contents and organizing them from easy to complicated items. Step 6 : Planning Teaching Activities and Recourse. The writer uses task –based learning approaches for designing activities. Task-based learning approach has three main activities according to Willis 1996, those are pre –activity, cycle activity and post activity. Furthermore, the writer uses visual-authentic media such as authentic pictures and authentic news or texts. The consideration of choosing “related resources are proving to be particularly