a. Constructing Instructional Design
Instructional aspect which was developed in this part is mainly about course grid. The other aspects, competency standards and learning objectives
were presented in the teacher’s guide book.
The course grid was developed based on the data from needs analysis and the curriculum for elementary school. It also matched with the theory about
instructional aspects mentioned by National Education Department of Indonesia 2008:53. The formulation of the course grid involved the basic competencies,
the indicators, and the construction of the learning materials, the steps of activities, the selection of media, and the displayed media. There were seven main
components developed by the researcher in the course grid. The components can be seen in the following table whereas the complete course grid was attached in
the appendix.
Table 9: The Table of the Course Grid
Indica tors
Learning Materials Steps of
Activities Med
ia Page of
Pop-up displayed
Grammar Vocabu
lary Descriptive
Text
The course grid was designed based on the theme that the researcher chose. It adjusted the status of English in elementary school which was a local content,
not the main lesson. It also considered the change of the curriculum itself. If the lesson is based on certain theme, it can be used in any kind of curriculum since it
doesn’t have to be matched with the basic competency and standard competence. The learning materials were chosen by considering commonly used
materials which were close to students’ daily life. The grammar used was in the
form of ‘Simple present tense’ since the main story was descriptive. The story
presented in the pop-up book was about animals in the farm. In the story, the vocabularies were mostly about animals and the sounds of them. The examples of
the used vocabulary were ‘sheep’, ‘chicken’, ‘dog’, ‘woof
-
woof’, ‘baa
-
baa’ and many others.
The learning activity in the course grid used the Genre-based approach. This method allows the students to build awareness towards the theme or topic in
the first stage, which is BKOF Building Knowledge of the Field. Next, the MOT Modeling of Text allows the students to see the example of the text used in the
lesson. It will be easier for them to understand since they have already known a little about the topic talked in the previous step. In the JCOT Joining
Construction of the Text, the students do some activities to let them produce something related to the text presented before with guidance from the teacher. In
the last step, ICOT Independent Construction of the Text the students have to be more confident and creative to produce something by themselves.
By using the developed pop-up book that is completed with the course grid and the
teacher’s guide book, the learning goal can be reached. It is expected to give a new experience for the students in learning English in fun and interesting
way.
b. Designing the Medium
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