can be known and determined well. The determination of the objective is to see whether or not the objective has been accomplished.
4 Subject Content A student’s learning experiences must involve subject content. The content,
in turn, must relate to the objectives and to the student’s needs. Subject content comprises the selection and organization of the specific knowledge facts and
information, skills step-by-step procedures, conditions and requirements, and attitudinal factors of any topic. Subject content helps in the formulation of the
learning objectives, at the other times, objectives are stated first and they are evident from the topic’s general purpose. It is clear then, that subject content is
related to the objectives and learners’ needs. 5 Pre-Assessment
In traditional instruction, if people pay attention to such questions at all, they answer those questions by using placement and diagnostic tests. The tests are
for determining students’ background in the subject and as guides for grouping them. Those two types of tests are included in the pre-assessment. Pre-Assessment
gives information about students’ prerequisite for studying the topic and about students’ background knowledge about the subject to be studied. The pre-
assessment is divided into two types. First, is the prerequisite test, the test is to determine whether students have appropriate background preparation for the topic.
Second is pre-testing, such a test is to determine which of the objectives students may have achieved.
6 Teaching Learning Activities and Resources In this stage, a teacher is required to determine the most efficient and
effective methods and then select materials to provide learning experience that will utilize the content associated with each objective. Selecting appropriate methods
and instructional resources are important to ease learning process. The main purpose in this stage, according to Kemp, is to offer some bases on which to make
decisions when the teacher or designer are ready to select the teaching activities, students learning activities, and instructional materials that will enable the largest
possible number of students in groups to master the objectives at an acceptable level of achievement in a reasonable amount of time.
7 Support Services In instructional plan, there are several supporting services to be included in
planning; they are funds, facilities, equipment, and personnel whose time must be scheduled for participation in the instructional plan. Support services must be
considered at the same time instructional plans are being made and materials are being selected.
8 Evaluation This step is the payoff step in instructional design plan-for both students and
the teacher or designer. This is the stage where the teacher is ready to measure the learning outcomes relating to the objectives. By conducting several assessments
and measurements, this step allows the teacher to evaluate what students have learned. In addition, the evaluation implies what teachers had given to the students.
The result of evaluation will be the basis of further revision to improve the instructional design for the next implementation.
The steps of instructional design according to Kemp 1977, p. 91 are presented in Figure 2.4.
Figure 2.4: Kemp’s Instructional Model Kemp, 1977, p 91
5. 2006 English Curriculum for Senior High School
Indonesian Education Department through the Curriculum Centre issues a regulation that becomes the guideline of composing and designing materials as
stated in the 2006 English Curriculum for senior high school. Furthermore, the
Go al, Topics,
and General Purposes
T eaching
Learning Activities
resources S
upport Services
Learner Characteristic
Learning Objectives
Subject Content
P re
assessment E
valuation
Revise PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Curriculum Centre states the Background, Purpose and Scope of English learning for senior high school in the curriculum 2006 as follows:
1 Background
Language has a central role in the development of intellectual, social and emotional of the learners and it is the supporting factor of the success in learning all
subjects. Language learning is hoped to help learners to recognize themselves, their culture, and other’s culture. Besides, language learning also helps the learners to be
able to state opinion and feeling, participate in the society, and even find and apply the analytical and imaginative ability in them.
English is a device to communicate spoken and written. Communicating is to understand and express information, idea, feeling, and developing science,
technology and culture. Communication ability in a complete meaning is the ability to express ability of understanding andor producing spoken andor written text that
is accomplished in four language skills, i.e. listening, speaking, reading and writing. The four skills are used to respond, and create context in the social life. Therefore,
English subject is aimed to develop those skills in order to make the students to be able to communicate and to express their feeling in English at the particular literacy
level. The literacy level covers performative, functional, informational and
epistemic. At the performative level, people can read, write, listen and speak with the symbols used. At the functional level, people can use language to fulfill their
daily needs such as reading news paper, manual or instruction. At the informational level, people can access knowledge with language skills, while at the epistemic
level, people can express knowledge in the target language Wells, 1987. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Language learning in Senior High School is expected to reach informational level, because the learners are prepared to continue their study to university.
2 Purpose
English subject in Senior High School has purposes for students to acquire ability as follows.
1. Developing communication competence in the form of written and spoken to reach informational literacy level.
2. Having awareness of the essence and the importance of English to improve national competence capacity in the global society.
3. Developing students’ understanding about the country’s relation to the culture.
3 Scope
The scope of English subject in Senior High School covers: 1. Ability of expression that is ability to understand andor produce spoken
andor written text that is accomplished in four language skills i.e. listening, speaking, reading and writing in an integrated form to reach informational
literacy level. 2. Ability
to understand and create various short functional texts and monologues and also essays in the form of procedure, descriptive, recount,
narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking. The gradation of
additional material occurs in the use of vocabulary, structure and rhetorical steps.
