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