The second one is the development of testing sequence and decisions on testing instruments.
f. Stage VI: Development and implementation of classroom procedures
This stage mainly concerns on the development of classroom procedures such as selection of exercise type and teaching techniques, preparation of lesson
plans, and preparation on weekly schedule. In order to have good competence in developing materials and teaching techniques, language teachers are also needed
to equip themselves with briefing or workshop on principles, desired outcome, and exploitation or creation of teaching materials.
g. Stage VII: Evaluation
The final stage in developing a language program is evaluation. The evaluation is done not only to the students but also to the teaching as well as the
overall design of the course. The evaluation enables the designer to revise the type and content of the syllabus.
h. Stage VIII: Recycling Stage The line and arrows underneath the five latest stages show that there is a
recycling stage in which the fit between the goal set and the final performance of the learner is determined. If here are discrepancies, revision and adjustment can be
made anywhere in the system based on the feedback provided to the syllabus designer.
C. Theoretical Framework
This study concerns with designing a set of supplementary integrated English instructional speaking materials for speaking IV subject in English
Language Education Study Program of Sanata Dharma University. In order to design the materials, the writer makes use the theories on Communicative
Language Approach, Teaching Speaking Skill, Integrated Language Instruction, and Instructional Design Model from Kemp and Yalden. Those theories give a
significant contribution to the process of designing the materials. Speaking is considered one of the most complex skills of the teaching-
learning process. No wonder that language learners sometimes still found difficulties in speaking English in their everyday life even they had outrageous
performance in their speaking class. This phenomenon invites the writer to look in depth about the teaching of the speaking skill. Despite teachers have made use
the principle of Communicative Language Approach, which is developing communicative competence as the goal of language teaching by giving students
real and meaningful tasks, there is still emphasis on linguistic functions of language. The teaching of speaking which is segregated form other skills, such as
listening, reading, and writing, and also the instruction being carried out which tends to be task-based considered to be insufficient in developing students’
knowledge. The integrated language instruction offers a real-life integration of
language skills. As Brown 2001 stated that this model provides real-life integration of language skills, gets students to perceive the relationship among
several skills, and provides teacher with a great deal of flexibility in creating interesting and motivating lessons. The writer will apply the principle of content-
based instruction, as one type of Integrated Language Instruction, in designing the
materials. The content-based instruction is chosen because it has some advantages for students such as developing a wider knowledge, developing student’s thinking
skill, and certainly, creating such an interesting and motivating atmosphere since English is used as a means to and end.
The writer also used the principle of Communicative Language Teaching, which is communicative competence. The principle was applied in the steps
undertaken by the writer in designing the integrated speaking materials, especially in stating competencies, listing subject contents, and selecting teachinglearning
activities. In order to design a set of integrated speaking materials, the writer creates
her own model adopted from Kemp and Yalden. Those models basically have similar steps in designing a material; moreover, they are flexible since there are
chance to do revision in the process of designing the materials. The writer finds that the model is suitable with the steps used by the writer. The writer will initiate
the design by need survey taken from Yalden and then followed by other steps combined from those two models. The steps in designing the instructional
materials are as follow:
Figure 2.3. The Writer’s Model in Designing the Instructional Design
Evaluation
Selecting TeachingLearning
Activities Lis ting
S ubject Content
Stating Competencies
Conducting Needs Survey
rev is io n rev is io n
As the model shows us, the entire steps in designing the instructional materials are encircled by two lines. The outer line represents that all the five
elements included in the designing process are a unity. The second line encircles all elements of the model is the revision line. It shows that revision can be done in
any steps of the development of the instructional design. The idea is to improve any weak parts of the program to better insure learners to accomplish the
instructional objectives at a satisfactory level. The description of each step of the model above following the ideal sequence is as follow:
1. Conducting Need Survey adopted from Yalden This step is adopted from the first stage of Yalden’s instructional design
model. The need survey is conducted in order to get information on the nature of Speaking IV subject, and also on learner’s characteristics such as needs, wants,
interests, and their opinion on the existing speaking class. The information is collected by distributing questionnaires to semester IV students of English
Language Education Study Program of Sanata Dharma University, and also to lecturers of Speaking IV subject in the same setting. Based on the information
gathered in the need survey, the writer analyzing student’s characteristic which serve as a basis in stating the objective of the material, as well as the subject
content. 2. Stating Competencies adopted from Yalden
The second step is adopted from Yalden’s second stage, Definition of Purpose. This step becomes the starting point of designing the integrated speaking
materials. The purpose is to determine the goals of what the students will be able to perform at the end of the whole instruction. In stating the standard competency,
i.e. the competency that has to be mastered by the students as a result of learning a certain subject, the writer refers to the goal and topics for Speaking IV subject
which are stated in Panduan Akademik Program Studi Pedidikan Bahasa Inggris Univeritas Sanata Dharma 2002 and also the existing syllabus of the Speaking
IV subject. 3. Listing Subject Content adopted from Kemp
The third step is adopted from the fourth stage of Kemp’s model, i.e. Subject Content. This step includes selection and organization of the specific
knowledge and also skills that meet the competencies and student’s characteristics. The selection of subject content is based on the data gathered in
the need survey. In the need survey, students are given chance to select topic and communication function that they interested most. The writer uses 8 mostly
chosen topics in the designed materials. 4. Selecting Teaching Learning Activities and Resources adopted from Kemp
and Yalden This step is adopted from Kemp’s TeachingLearning Activities and
Resources in Yalden’s Pedagogical Syllabus. After listing the subject content, the writer compiles materials from many sources or by adapting them and making
some adjustments. In this study, the writer uses the Integrated Language Instruction as the instruction to teach speaking. Thus, not only the materials
include the other skills, such as listening, reading, and writing, it also include the language elements, such as vocabulary and pronunciation. Yet, the emphasis is on
the speaking process. 5. Evaluation adopted from Kemp and Yalden
As it shows on the model above, the revision of the designed materials occurs in every step so that there is a bigger chance for the designer to improve
the designed materials. After designing the instructional materials, the writer conducts the final evaluation on the designed materials.
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CHAPTER III METHODOLOGY
This chapter discusses the research methodology used to answer the problem presented in Chapter I. There are seven sections discussed in this chapter.
They are research methods, research setting, research respondents, research instrument, data gathering, data analysis, and research procedures.
A. Research Methods
This part gives further discussion on the method used to answer the problem formulation sated in chapter 1. The problems concerned with how a set
of integrated English supplementary materials for speaking IV subject in English Language Education Study Program of Sanata Dharma University is designed and
what the designed materials look like. In order to solve the two problems mentioned above, two research methods were employed in this study. They were
review of related literature and survey study. Both of them are categorized into descriptive study. According to Sprinthall, Schmutee, and Sirois 1991,
descriptive study has description as its primary purpose. The following is the elaboration of these two methods:
1. Review of Related Literature To establish theoretical framework for the study, the writer gathered
resources and references related to this study. They were in the form of relevant textbooks, articles, journals, and thesis. The focus of this method was literature on
