g. Considering the support services
The designer should also consider the support services such as budget, personnel, facilities, equipment, and schedules. Kemp 1977: 84 explains that
those support services are used to carry out the instructional plan
h. Conducting Evaluation
The last step should be done by the designer is conducting evaluation. According to Kemp 1977: 91, evaluation is used to measure the learning
outcomes relating to the objectives. It is important as the basic to make revision. Kemp’s instructional model is a flexible process since there is an
interdependence among the eight elements above. When the designer chooses one step, it may affect others Kemp, 1977: 9.
Figure 2.1 Kemp’s Instructional Model Kemp, 1977: 9
2. Teaching Reading and Writing
Reading and writing are two important skills but difficult to learn. Cohen and Plaskon 1980: 273 describe that written expression is one of the most
Revise
Subject Content
Learning Objectives
Teaching learning
Activities, Resources
Support Services
Pre- Assess
ment Evaluation
Learner Charac-
teristics Goals,
Topics, General
Purposes
difficult of the communication arts to master. The process of putting one’s thoughts into written form involves the integration of all the areas of the language
arts: oral expression, reading, handwriting, spelling, vocabulary, and writing conventions capitalization, punctuation, and organization. Thus, it’s important
for the teacher to know the nature of reading and writing as well as the principle of teaching reading and writing.
a. Reading
According to Urquhart and Weir 1998: 37, reading is a cognitive activity. That statement finds agreement from Burden 1999: 68 who describes reading as
a fluent process of readers combining information from a text and their own background knowledge to build meaning in which the goal is comprehension. The
process of course takes place in the mind. As we read, we try to identify the precise topic, and each change of topic.
This activates the ideas we have stored in our mind related to that topic background knowledge and helps us make sense of what we then read Davies
2000: 90. We usually start reading with certain expectations; for example in reading a letter, we expect news or information from the writer.
Davies 2000: 90 explains that based on our expectations, our previous ideas about the topic and our knowledge of the language and of the texts written
in the language, to some extend we predict what will come next. It is a model of reading comprehension suggested by Davies 2000: 90-91. In other words, when
we read, we use our memory of what has been read so far and relate it with our knowledge of the language. Then, we can predict what is coming next.
The model of reading comprehension is showed in Figure 2.2. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Kategori