e. Task-Based Syllabus
A task-based syllabus is the syllabus in which the language teaching content is organized around the tasks that the students need to perform with the language
they are learning.
f. Content-Based Syllabus
A content-based syllabus is the syllabus in which the language teaching content is organized around the content or information the students need to
acquire using the language they learn. In deciding which kind of syllabus to employ, the writer refers to the
School-Based Curriculum. Based on the curriculum, the students are expected to acquire certain skills as the result of the instructions. For the purpose of this study,
the writer then employs the skill-based syllabus as the guidance to organize the language teaching content in this design. This kind of syllabus is employed to give
emphasis on the attainment of certain skills by the students.
B. Theoretical Framework
To design a set of instructional listening materials, the writer adapts Kemp’s instructional design model. Kemp’s instructional design steps are then
taken as the framework in developing the instructional materials. The elaboration of each step is presented as follows:
1. Identifying Learners’ Characteristics
In this step, the investigation of the learner characteristics is conducted. It is aimed at obtaining information about students’ capabilities, needs, interests,
learning styles, and learning conditions. The data on learners’ characteristics are important to establish realistic and acceptable objectives.
2. Conducting Pre-assessment
This step is aimed at acquiring the information about students’ background knowledge. The data are valuable to determine students’ readiness and the level
at which the program should be set or started. In addition, the data gathered in this step is also necessary to establish reasonable instructional planning.
3. Coordinating Support Services
The information obtained in this step includes the facilities, equipments, and learning media available to carry out the instructional plan. All elements have
to be prepared to prevent any possible constraints in designing the plan.
4. Determining Goals, Topics, and General Objectives
The starting point of the instructional design is determining instructional goals. To formulate the instructional goal of this study, it is important to refer to
the instructional goals stated in School-Based Curriculum and to consider the instructional goals of Content-Based Instruction and Cooperative Learning. It is
important to refer to School-Based Curriculum because SMA 9 Yogyakarta employs School-Based Curriculum as the basis to conduct teaching and learning.
In School-Based Curriculum the term ‘standard competence’ is used to refer to the goals of the whole instruction. Therefore, in this study, the term
‘standard competence’ is employed instead of the term ‘goal’ to make some adjustment.
The topics are listed after stating standard competence to achieve the goals of the whole instruction. It is also important to consider that the selection of the
topics should be based on the students’ interest. Besides ‘standard competence’, there are also more specific goals. In
Kemp’s model they are called general purposes. However, in this study the writer employs the term ‘basic competence’ instead of the term ‘general purpose’ to
make some adjustment; SBC employs the term ‘basic competence’ to refer to the objectives of each topic listed. In this sense, the writer wants to be more
contextual in using the term.
5. Specifying Learning Objectives
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