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C. Integration Skills
In the language teaching-learning process especially in English subject for seventh grade, the teachers should combine all the skills in language learning
listening, speaking, reading, and writing. According to Hollifield in his article, skills integration generally refers to link two or more of the traditional four skills
of language learning. There are two kinds of skills integration traditional and real life.
Integrating the four main language skills listening, reading, speaking, and writing has showed to be very beneficial in the second language classroom. From
the Tapestry of Language Learning, it was noted that we rarely use a single skill when communicating, so it makes sense to focus on more than one skill at a time.
Considering that communication requires the integration of both the main and the subsidiary skills grammar, punctuation, pronunciation, it makes sense that
language is taught in a communication promoting way.
D. Material Development
1. Definition of Material
Material development is basically dealing with selection, adaptation, and creation of teaching materials Nunan, 1991. In practice, it focused on evaluation,
adaptation of published materials and creation development of teaching materials
by teacher in line with the existing syllabus.
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2. The Scope of Material Development
Based on the definition, the coverage of material development consists of: a The selection or evaluation of teaching material on the basis of a set of criteria
or principles; b The process of adapting teaching materials based on a set of criteria or principles; c The creation of teaching materials based on a set of
principles, theories, and the syllabus developed by the teachers.
3. The Role of Teaching Materials
According to Richards 2001, teaching materials in the process of teaching and learning have functions as the language input for learners and as the
ideas for teachers in planning and teaching lessons. In line
with this,
Cunningsworth 1995 summarizes the role of teaching materials especially textbooks as a resource for presenting materials spoken and written, a source of
activities for practice and communicative interaction, a reference source for learners on grammar, vocabulary, pronunciation, and so on, a source for
stimulation and ideas for classroom activities, a syllabus where they reflect learning objectives that have already been determined, and as a support for less
experienced teachers who have yet to gain in confidence. Whereas, Evan St. John 1998 suggest that for teachers of ESP courses,
teaching materials function as a source of language, a learning support, a
motivation and stimulation, and as a reference. E.
Instructional Design
In this research, the researcher adapts a design model from Kemp 2011. The design is explained as follows.
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Kemp’s Instructional Design Model
In Kemp‟s theory, there are nine steps in designing model. The role of this model is that the researcher is free to decide the step which will be started.
Therefore, it can be started from any parts that are ready first. Those steps are instructional problem, learner and context, task analysis, instructional objectives,
content sequencing, instructional strategies, designing the message, development the instruction, and evaluation instrument.
The first step is Instructional Problems. In this step, the researcher identifies what problems that are faced by the learners. The second step is
Learner and Context. This step is about k nowing deeply about the learners‟
characteristics. It is very useful in designing the appropriate materials for them. The information collected
is based on the learner‟s level, general background knowledge, assumptions, or experience. The third step is Task Analysis. This is
the important component of the process. According to Kemp 2011, this process is used to determine what knowledge and procedure that are used in the
instruction in order to help the learners achieve the goal of the learning. It has a function as procedure of teaching in a well sequenced so it will support the
learning. The fourth step is Instructional Objectives. This stage is about what the learner must master. The instructional objectives related to the objectives of the
learning which is covered the map in designing the instruction Kemp, 2011. The fifth is Content Sequencing. This step is used to put the content in a
good order so that it will be easy to be learned by the students. The sixth step is Instructional Strategies. In this step, the designed materials must be organized
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creatively in order to support the learning process. It is ranging from a simple analogy to a complex simulation. The seventh step is Designing the Message. This
step involves the words and picture that is used in the designed materials since they are used to communicate with learners. It also includes in the use of
typographical elements such as bold or italics to attract the learners. Selecting appropriate graphics, text, and typographical design is important. Those become
considerations in designing the materials because it brings effects on the read
ability and the learners‟ understanding of the instruction. The next step is Development of the Instruction. In this step the message are combined as a
product of designed materials such as video recordings, web pages, print materials, or audiotapes. The last step is Evaluation Instruments. In this step, the
learners will be evaluated to know whether they are achieving the goal of learning or not. Then, the researcher will evaluate and revise in order to achieve the well
designed materials Kemp, 2011.
F. Theoretical Framework
Kategori