Self-Development Activity The Curriculum for Junior High School

Regular activity has more time allotment than the self-development activity does. The regular subject is allocated in four hours learning per week, while the self-development activity is equivalent to two hours learning per week. The two activities must be followed by students. Both activities are also included in the curricular activity. However, they are different. Even though the self-development activity is compulsory, only students who are interested in English will follow this English class since there are other kinds of activities. Nevertheless, all students have to follow English learning in the regular subject even though they are not interested in English. Therefore, the teaching-learning materials must be different. Even though the teachers have competence guidance for creating the materials in both activities, the instructors of the self-development activity have more authority to develop the materials. Meanwhile, the regular teacher has exact time to achieve certain competencies. Since students of self-development activity are interested in English, the teacher can develop some topics that meet students’ needs and interests. The materials can also help students to get a better achievement in the regular subject. 2 The Difference between Self-Development Activity and Extracurricular Activity The self-development activity is allocated inside regular classes, while extracurricular activity is carried out after school. Besides, self-development activity is compulsory for students, while extracurricular activity is only an PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI optional. Since the self-development activity is compulsory, teachers are required to create interesting and enjoyable learning activities that are able to attract students and motivate them to follow the activity in all meetings. The achievement in this activity is able to influence the result of students’ final grade report. 3 Material Differences among Self-Development Activities, Extracurricular Activities, and Regular English Subjects In the regular English subjects, teachers are required to finish a set of topics and materials since there will be a final test followed by students. For some schools, the materials sometimes burden their students since they have many to accomplish. Therefore, every school makes an extracurricular activity with less material that helps students in their English learning. Sometimes the materials are not prepared well and not related to their regular English subject. In this study, the writer would like to design a set of materials for a self- development activity that improve the extracurricular activity. The most materials will be related to the regular subject materials so that they will help students’ achievement in class. However, the quantity is not as much as the quantity in the regular English subject. The writer will put additional materials that help students to get involved in social communication.

6. Instructional Design Models

Before designing an instructional design, a material designer should know the steps to design it. There are some models of instructional designs. Two of them are the models of Kemp and Yalden. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

a. Kemp’s Model

Kemp 1977 explained that there are eight plans in an instructional design. They are: 1. Consider goals, and then list topics, stating the general purposes for teaching each topic. 2. Enumerate the important characteristics 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 supports 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 support services such as budget, personnel facilities, equipment and schedules to carry out the instructional plan. 8. Evaluate students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement. The Kemp’s theory can be summarized in figure 2.1 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI