The writer adopted the syllabus from SMA BOPKRI 2 Yogyakarta which is basically taken from the syllabus of Depdiknas to analyze the competence
standard and the basic competence that later become the guideline to make the indicators and materials.
B. Theoretical Framework
To answer the questions in the problem formulation, the writer will combine and synchronize the combination of Kemp’s 1977: 9 and Yalden’s
1987: 88 instructional design models, since they can support and complete each other. Kemp’s instructional design model was adapted in this study because it is
flexible. The writer can start from any step in the instructional design model. Meanwhile, Yalden’s instructional design model strengthens and supports the
important steps existing in Kemps’s model. Yalden’s model contains a needs analysis to know the needs of the students in learning English. Based on the need
analysis, the designer will establish the foundation of the language program. Moreover, the evaluation in Yalden’s model contains a recycling stage in which
the fit between goals set and student performance is determined, the content is reevaluated, and the materials and the methodological procedures are revised.
Moreover, the writer also synthesized the instructional design models with the theory of listening, theory of Communicative Language Teaching and the
Syllabus of KTSP to construct a proper set of English instructional listening materials.
The steps in designing the instructional materials using Communicative
Language Teaching approach for the tenth grade students of SMA BOPKRI 2 Yogyakarta are conducting need survey, stating the competence standard and
listing the topics, stating basic competence, listing the indicators, selecting teaching and learning activities, and conducting an evaluation survey and revision.
The steps will be discussed further as follows. 1. Conducting Need Survey adapted from Yalden’s model
This step is adapted from Yalden’s model. One of the important things in designing instructional material is knowing the learners’ condition and the
learners’ needs specifically. This will influence a lot the content of the language teaching. By conducting a needs survey, it can also determine the goal of the
course that wants to be achieved. It will be conducted by the writer through questionnaires and interviews.
2. Stating the Competence Standard and Listing the Topics adapted from Kemps model
The starting point of the instructional design is stating the competency standard and the topics that are taken from KTSP syllabus. The purpose of stating
the competency standard is to determine the goals of what the students will be able to perform at the end of the whole instruction. “All educational programs are
based on broadly stated goals” Kemps, 1977: 14. After stating the competency standard, listing the topics will be the next step. “Those topics, or unit headings,
would become the scope of the course or program, the basis for the instruction” Kemp, 1977: 14. Moreover, Kemp also states that topics are usually sequenced
according to a logical organization, most often from the simple to the complex
level. 3. Stating Basic Competence adapted from Kemps model
Kemp 1977: 16 explains that identifying the goals of each topic should be done after listing the topics. It is used for guiding the teacher and the students
to achieve the goal of each topic. Nevertheless, this study intends to formulate the goal of each topic called
`basic competency. This basic competency helps the teachers conduct teaching learning process and the students are able to follow the lessons because the
competencies to be learned are well organized. 4. Listing the Indicators adapted from Kemps model
Kemp 1977: 23 uses words learning objectives instead of indicators. Kemp also suggests this step as determining the learning objectives in order to
achieve certain students measurable performances. “Learning requires active effort by the learner. Thus, all objectives must be stated in terms of activities that
will best promote learning” Kemp, 1977: 23. 5. Selecting Teaching and Learning Activities adapted from Kemp’s model
Producing a set English listening materials design for first grade students of BOPKRI 2 Yogyakarta Senior High School become the focus in this study. The
materials are designed based on the principles in the communicative language teaching CLT and the theory and principles in teaching listening.
Basically, the writer intends to design a set of listening instructional materials, which enable students not only merely listen, but also give them
opportunity to communicate in the target language. The writer applies the
methods and techniques existing in Communicative Language Teaching, which promote communicative classroom activities. Role-play and group discussion will
be some examples of the activities during the listening class. Any other kinds of interesting activities will be applied in the material, so the student will be
motivated and encouraged to follow the lesson. 6. Conducting an Evaluation Survey and Revision adapted from Kemp’s and
Yalden’s model After designing the materials, the writer conducts an evaluation survey.
The main purpose of the survey is to acquire some feedback and comments from the teachers and the lecturers related to the materials design. Thus, the writer
acknowledged the weaknesses and the strengths of the materials design that are presented. After knowing the weaknesses of the materials design, the writer
conducted revisions, so the materials design will become more appropriate and suitable to be implemented for the first grade students of BOPKRI 2 Yogyakarta
Senior High School. Since the materials are not implemented, the evaluation will be gained by distributing questionnaires to the English teachers of BOPKRI 2
Yogyakarta Senior High School and some lectures of Sanata dharma who are in charge in examining the materials design. The result of the questionnaire is used
to improve the materials design. The revising and improving the materials design will be conducted after the writer got the revision and suggestions from the
teachers and the lectures through the questionnaires. This step is taken in order to make the instructional design becomes perfect to be implemented by the teacher
later in the classroom.
The following figure shows the writer’s instructional model to design the set of English instructional listening materials for the tenth grade students of SMA
BOPKRI 2 Yogyakarta.
Figure 2.3: The Writer’s Model Conducting Need Survey
Stating the Competency Standard and Listing the
Topics
Conducting an evaluation survey and revision
Selecting teaching and learning activities
Listing the Indicators Stating Basic Competency
R evi
se
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CHAPTER III METHODOLOGY
In this chapter, the writer discussed the methodology used for obtaining the data needed. It would be used to answer the research problems; first, how a
set of listening instructional materials using Communicative Language Teaching for tenth grade students of SMA BOPKRI 2 Yogyakarta is developed, and second,
what a set of listening instructional materials using Communicative Language Teaching for tenth grade students of SMA BOPKRI 2 Yogyakarta look like.
This chapter was divided into six sections. They were research method, research participants, research instruments, data gathering techniques, data
analysis techniques, and research procedure in implementing the methodology.
A. Research Method
The steps in the writer’s model are based on educational Research and Development RD. It is used to answer the questions in the problem
formulation. Moreover, it is the most appropriate research method, because it develops
and validates
educational products.
Educational research
and development is different from basic research, which aims to discover new
knowledge, and applied research, which aims to answer some specific questions about practical problems. “Research and development can translate the basic and
applied research findings into usable educational products” Borg, 1963:772. There are 10 stages in R D which will make sure that the design product will
