2. Stating Goals, Topics and General Purposes
Stating instructional goals is the starting point of instructional design. In this study, the writer considers and adapts the goal stated in Kurikulum Tingkat
Satuan Pendidikan KTSP . In KTSP, the term ‘standard competence’ is used to
refer the goals of the whole instruction. Hence, in this study the term ‘standard competence’ is employed instead of the term ‘goal’ to make some adjustment.
After stating the standard competence, the topics are listed to meet the goal. In this step, the writer considers the selection of topics based on the
students’ interest. Deciding general purposes is the last step in this stage. However, in this study the writer employs the term ‘basic competence’ instead of
the term ‘general purposes’ considering the KTSP.
3. Stating Learning Objectives
This step specifies the indicators of what the learners should be able to achieve in every meeting. In this study, the writer uses “Indicators” to state the
learning objectives.
4. Listing Subject Content
According to Kemp 1977: 44, subject content covers the selection and organizing of the specific knowledge facts and information that the students
need to achieve. It must closely relate to the objectives and to the students’ needs.
5. Designing the Learning Materials
In this step, the teaching learning activities and resources related with the selected topics are selected to support the learners accomplishing the objectives.
Here, the writer decides the most effective and efficient methods and then selects the teaching learning activities Kemp, 1977: 55
Since this designed materials focus on teaching integrated reading and writing, the writer applies Cooperative Integrated Reading and Composition
CIRC. CIRC theory is determined as the appropriate teaching approach. CIRC enables the students to develop their reading comprehension skills and writing as
the language art. Writing is integrated with reading comprehension Slavin, 1995: 106. The students are to work in groups to comprehend a reading text by doing a
set of reading activities and then produce a piece of writing related to the reading. Moreover, the theories of reading and writing process are considered in
selecting and developing the teaching learning activities. Those theories are analyzed considering the CIRC theory, so that the teaching learning activities can
really help the students achieving the objectives.
6. Evaluating the Designed Materials
The evaluation is conducted especially to know whether the objectives are already achieved or not. It is also important to evaluate the whole design so that
any necessary adjustment can be made. In this study, the writer asks two English teachers of SMA Negeri 4 Yogyakarta and an English lecturer of Sanata Dharma
University to evaluate the designed materials.
7. Revising the Designed Materials
After evaluating the materials, the writer revises the designed materials based on the suggestions, criticisms, and corrections from the respondents in the
evaluation step. Feedback helps the writer see how to move and rearrange the writing. In this study, the writer obtains feedback from two English teachers of
SMA Negeri 4 Yogyakarta and an English lecturer of Sanata Dharma University.
Their feedback is very useful to improve the designed materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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