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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
To overcome the unavailability of the English textbooks for hearing impaired students, the immediate need of developing speaking skill for the
seventh grade hearing impaired students of SLB Wiyata Dharma I, and the limited activities to develop speaking ability in the used English textbook, this chapter
reveals a design of English speaking instructional materials based on eclectic approach for the seventh grade hearing impaired students of SLB Wiyata Dharma
I. The design has several components. These components are resulted from the steps of Dick and Carey Systems Approach Model. The components are divided
into eight main parts. They are goals, instructions, learners‟ needs and
characteristics and learning context, objectives, assessment instruments, instructional strategy, instructional materials, and instructional materials feedback
and revision.
A. Goals
This part was the result of the first step of Dick and Carey Systems Approach Model, identifying instructional goals. The instructional goal
identification was done through review of School-Based Curriculum. This identification was done to find out the intended goals to be achieved by the
learners in their current level according to the applied curriculum. From the identification, it was found that goals in Dick and Carey Systems Approach Model
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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were equivalent with competence standard in School-Based Curriculum. Since goals in education were said to be graded, competence standard in School-Based
Curriculum developed subsequent goals in the form of basic competence. The competence standard and the basic competence which the seventh grade hearing
impaired students should achieve according to the current curriculum were shown in Table 4.1.
Table 4.1. The Competence Standard and the Basic Competence of Speaking Skill for the Seventh Grade Hearing Impaired Students
Competence Standard Basic Competence
3. To express the meaning of extremely
simple oral andor sign transactionalinterpersonal
conversation texts language to interact with the nearest surroundings
3.1. To imitate extremely simple transactionalinterpersonal conversation
texts 3.2. To use the meaning in oral language styles
especially in extremely simple and acceptable transactionalinterpersonal
conversations involving such speech acts as greetings, self and others introduction,
thanking, and apologizing
4. To express the meaning of extremely
simple oral andor sign short functional texts to interact with the
nearest surroundings 4.1. To imitate extremely simple oral andor
sign short functional texts 4.2. To use the meaning in oral andor sign
language styles especially in extremely simple and acceptable short functional
texts e.g. instructions, items list, congratulations, announcement
B. Instructions
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