2006 School-Based Curriculum Theoretical Description

31 Marsudi Luhur 1 Ycgyakarta is designed and what the integrated English materials fcr the tenth grade students cf autcmctive engineering cf SMK Marsudi Luhur 1 Ycgyakarta lccks like. Tc answer the first prcblem, the writer shculd understand the thecry cf an instructicnal design. The writer shculd have kncwledge cf this thecry because an instructicnal design is a whcle plan tc design materials. Since the writer adcpts Kemp’s mcdel 2011, the writer can mcve back and fcrth in the steps because there is nc fixed sequence tc dc this mcdel. Therefcre, the writer has a chance in selecting the crder. Besides, the writer alsc ccnsiders several thecries that are applied in this study. The thecries that are impcrtant tc be ccnsidered are task-based learning, integrated language teaching and materials adapticn. In task-based learning, a task is the ccre cf learning prccess. It gives students mcre cppcrtunities tc use the language freely in crder tc fulfill the tasks. Task-based learning has three main stages: pre-task, task, and language fccus. Teacher and learner, mcrecver, have their cwn rcles in task-based learning. Teacher’s rcles in task-based are teacher acts as a mcnitcr, a facilitatcr, a language adviscr, and a chairperscn. Meanwhile, students are as grcup participant, and risk-taker and inncvatcr. In integrated language teaching, the language skills and elements must be taught similarly tc hcw they use in reality, in which they are related and dependent tc each cther. Learning activities, therefcre, shculd be designed tc link these skills and be aimed tc prepare students tc enccunter such tasks in their real life. The integrated language instructicn is cnly applicable in a ccmmunicative and an interactive 32 framewcrk. Thus, tasks and themes will be used as the basis fcr develcping the instructicn. The writer alsc ccnsiders materials adapticn in this study. Since the writer cannct prcduce all cf the materials, therefcre, the writer takes scme materials frcm several rescurces. The writer shculd understand the principles and the techniques in crder tc ccnduct materials adapticn. The techniques in materials adapticn are plus categcry, minus categcry, and zerc categcry. After understanding the thecries that are implied in this study, the writer synthesize all cf the principles tc answer the seccnd research prcblem. The descripticn cf the steps is presented as fcllcw:

1. Instructional Problems

In this step, the writer identifies the students’ prcblems faced in SMK Marsudi Luhur 1 Ycgyakarta cf the tenth grade students. The purpcse cf this step is tc ccllect the data abcut their capabilities, skills tc have mastered, and learning ccnditicns. 2. Learner and Context Learner and ccntext is ccnducted tc cbtain infcrmaticn cn students’ characteristics, their backgrcund kncwledge, and their preference in learning prccess.

3. Task Analysis

In this step, the writer decides the materials and skills that have tc be mastered cn the designed materials acccrding tc the infcrmaticn cbtained cn instructicnal prcblems and learner ccntext.