objectives are listed to determine the questionnaire and the objectives of the activities will promote the learning.
3. Stage 3
– Developing and Implementing the Classroom Procedures adapting Yalden’s and Dick’s and Reiser’s models
In this step, there are two basic stages. The first step is developing or selecting instructional activities and second is selecting exercises types and
teaching techniques. In communicative instructional activities, the writer includes social formulas and dialogues, role-play, interviews, questioning
activities, and discussion games. The communicative exercises could be warming-up exercises, role-play and simulation, problem-solving exercises,
and community-oriented exercises. The teaching techniques would be discussion and decision, question and answer, and stories and scenes.
4. Stage 4
– Designing the Syllabus and lesson plans adapting Yalden’s model
A syllabus is needed because the goal of the study project is to design the materials. A syllabus will give a description about the selection and
organization of the course content on which the materials design is based. Speaking is the main activity.
5. Stage 5
– Designing the Materials
After designing the syllabus and lesson plans, the materials would be designed based on the results of needs survey, the principles of Instructional
Design Models, English for Specific Purposes ESP, Communicative
Language teaching CLT, Teaching Speaking using CLT, and Communicative Activities.
6. Stage 6
– Evaluating the Materials
This step is to measure the overall outcomes of the designed instructional materials, so they may undergo more improvements and developments
needed. Evaluation is needed to give feedback of materials, the writer will need to evaluate the materials in order to convince whether the materials
really fit to the learners’ needs or need necessary adjustments. In this step, the writer should go back to each step because the evaluation step can be done
dynamically and influence each stage in the framework. It is based on learner-centered course design process since this principle said that learning
is totally determined by the learner.
7. Stage 7
– Revising materials
This step is conducted to provide the best materials for the learners based
on the evaluation and suggestions from the experts, lectures and instructors.
The theoretical framework was the orientation of designing the instructional materials. By following the framework, the writer formulated the
most appropriate instructional materials based on Communicative Language Teaching.
The Theoretical framework can be seen in figure 2.8.:
STAGE 1
STAGE 2
STAGE 3
STAGE 4
STAGE 5 STAGE 6
STAGE 7
Figure 2.8. Frameworks for the Instructional Material Design
Development and Implementation of Classroom Procedures
Revising Materials Diagnosing the Students’ Needs
Needs Survey
Formulating the Goals and Objectives
Developing Selecting
Instructional Activities
Selecting Exercises Type
and Teaching Technique
Evaluating Materials Designing the Material
Designing the Syllabus and Lesson Plans
51
CHAPTER III METHODOLOGY
This chapter clarifies the process taken in order to solve the problems stated in Chapter I. There are five main parts discussing how the procedure of the
study is carried out. They include research method, research participants, research instruments, data gathering technique, data analysis technique, and research
procedure.
A. Research Method
This study was concerned with two problems stated in Chapter I under the problem formulation. Firstly, the study was conducted to find out how to design
English instructional speaking materials the Registration and Information staff of Panti Rapih Hospital. Secondly, the study was conducted to present English
instructional speaking materials to develop the Registration and Information staff of Panti Rapih Hospital speaking ability using CLT Communicative Language
Teaching. In order to achieve the two objectives, the researcher used Educational
Research and Development R D method. Educational research and development R D is a process used to develop and validate educational
products Borg and Gall, 1983: 772. The steps in the process were usually referred to as the R D cycle, which consisted of studying research findings
pertinent to the product to be developed, developing the product based on the
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