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attempts to give such knowledge of newspaper journalism through journalistic extracurricular activity by designing a suitable set of English instructional materials.
Since journalism cannot be learned wholly from books or in the classroom Candlin, 1963:9, the designed material should provide adequate amount of exercises.
3. Extracurricular Extracurricular is an activity conducted outside the regular school course. The
number and type of extracurricular activity depend on the school’s policy. Generally, these activities become the medium for students’ hobbies and interests. As defined in
Merriam Webster’s Collegiate Dictionary 1996: 412, extracurricular activities usually carries no academic credit so that it only concentrates on improving the
students’ ability and skill to support them in achieving the academic subjects in the regular school course.
4. School paper School paper is the printed media which is produced and published in senior
high school by the students who participate in the journalistic extracurricular activity. All of the process of producing news media is conducted by the students. School
paper has several similar characteristics as the daily newspaper, but the scope of school paper is limited and distributed for school community. “The high school
newspaper is in many ways a miniature of its big brother, the daily newspaper” Reddick, 1941: 5.
5. News Writing News writing is an activity to gather and serve the news in written form.
Berner 1992:1 says that “news writing is not only a physical act of putting words on
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paper and it is a process, 90 percents of which is not putting words on paper”. The process of news writing begins with reporting or gathering all the information,
thinking and organizing the idea, writing the story by focusing on the journalistic aspects, evaluating the work, and re-writing or even re-reporting.
CHAPTER II THEORETICAL REVIEW
This chapter will present the theories that underlie the study of designing a set of English instructional materials for journalistic extracurricular activity in SMA
Kolese De Britto Yogyakarta. There are two sections in this chapter. The first section is theoretical
descriptions that discuss the instructional material design models, the basic theories of newspaper journalism, journalistic extracurricular, and task-based learning. The
second section is the theoretical framework which explains the writer’s steps in designing a set of English instructional materials for journalistic extracurricular
activity in SMA Kolese De Britto Yogyakarta based on the theories that underlie this study.
A. Theoretical Descriptions
This section describes all the theories that underlie the process of designing a set of English instructional materials for journalistic extracurricular activity in SMA
Kolese De Britto Yogyakarta. The theories described in this section are briefly explained since this study needs the most essential points in each theory.
1. Instructional Materials Design Model
The writer is supposed to know the basic theory in designing the instructional materials; therefore, the instructional material design models are needed as
references. Kemp’s and Yalden’s instructional material design models are selected because the writer believes that these models are appropriate in this study.
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a. Kemp’s Model
According to Kemp 1977:8, “a plan is designed to answer three questions, which may be considered the essential elements of instructional technology”. The
followings are the questions. They are: 1 What must be learnt? objective
2 What procedures and resources will work best to reach the desired learning levels? activities and resources
3 How we will know when the required learning has taken place? evaluation
The plan consists of eight parts: 1 Consider goals, and then list topics, stating the general purposes for
teaching each topic. 2 Enumerate the important characteristic of the learners for whom the
instruction is to be designed. 3 Specify the learning objectives to be achieved in terms of measurable
student behavioral outcomes. 4 List the subject content that support each objective.
5 Develop pre-assessments to determine the student’s background and present level of knowledge about the topic.
6 Select teachinglearning activities and instructional resources that will treat the subject content so students will accomplish the objectives.
7 Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.
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8 Evaluate the students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phrases of the
plan that need improvement. Figure 2.1 illustrates the relationship of each step in the plan to the other steps.
Evaluation
Revision Learning
Objectives Support
Services
Preassessment Subject
Content Learner
Characteristics
Teaching learning activities,
resources
Goals, topics and general
purposes
Figure 1: Kemp’s Instructional Design Model 1977: 9
Evaluation Goal, topics,
and general purposes
Learner Characteristics
Learning objectives
Subject content
Preassessment Teaching
learning activities
resources Support
service Revision
Figure 2.1. Kemp’s Instructional Design Model 1977:9
The diagram above shows a flexible process among the steps. There is interdependence among the eight elements, thus a decisions relating to one may affect
others. The starting point could be everywhere and then move back or forth to other steps. However, the ideal sequence, according to Kemp 1977, is the objectives as
the starting point and evaluation as the final point. “The broken lines in the diagrams
