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situation, the activity in class, and the problems that were faced by the learners during the teaching learning process.
The results of these three steps then were used as the basic in designing the materials.
2. Specifying Goals, Topics, and General Purposes
This stage was adapted from Kemp’s instructional design model. In this stage, the term “goal” will be changed into “Competency Standard” which means
a set of competency which is done and achieved through the students’ result Mulyasa, 2003: 290. Besides the main goal, there will be more specific goals in
each meeting. In Kemp’s model, they are called as general purposes. However, in this
study, the writer uses the term namely “Basic Competence”. By using this, it can remind the teachers “how far the target of competency should be achieved”
Mulyasa, 2003: 291. The topics of the designed materials are chosen based on the needs survey done in the first step. The writer chose only the topics which
were possible to be designed using TPR-S method.
3. Formulating Objectives
The “Learning Objectives” stage from Kemp’s instructional design model was adapted as the third stage. The objectives can be drawn from the needs
survey. Based on the results of needs survey the writer may know which aspects need more attention. By stating the objectives, the writer knows what should be
learned by the learners and whether they have achieved it or not by the end of the course. In this study, the writer used the term “Indicators”, and it was written in
each topic. “Indicators is more specific than basic competence. If a set of
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indicators in basic competence has been achieved, it means that the basic competences target has been achieved, too” Mulyasa, 2003: 391
According to TPR-S, the objectives is set to teach vocabulary incorporated into stories which students hear, see, act out, retell, revise, and rewrite. It
eliminates the need of memorization of lengthy vocabulary lists and complex grammar rules.
4. Selecting Contents
This step was the continuing of the previous step and was adapted from Kemp’s instructional design model. In this step, the writer prepared the
instructional materials, handbooks, and evaluation devices that support teaching vocabulary using TPR-S. The subject contents mostly will be based on TPR-S that
will enable pupils to learn English vocabulary through story and physical actins. The theories were taken from some books and sources which discuss TPR-S and
the classroom activities.
5. Selecting Teaching Learning Activities and Resources
In this stage the writer should decide the effective and efficient teaching learning activities and also select the resources which are able to support the
teaching learning process. Referring to the goal of TPR-S which focuses on acquiring vocabulary through physical actions and storyline, most the teaching
learning activities will be in physical movements in which pupils get involved in the learning process.
6. Developing Materials
