4. Kurikulum Tingkat Satuan Pendidikan KTSP
Every country needs curriculum in its educational field in order to achieve the goal of the teaching and learning activities. Based on oxford advanced
learners’ dictionary 1995: 287, curriculum is defined as the subjects included in a course of study or taught at a particular school, college, etc. Moreover, Lewis
and Miel as cited by Sailor, Alexander and Lewis 1981: 3 in their book, defines curriculum as a set of intentions about opportunities for engagement of persons-
to-be-educated with other persons and with things in certain arrangements of time and space.
Recently, the curriculum that is implemented in Indonesia is Educational Unit Level Curriculum KTSP. KTSP is an operational curriculum that is
developed and implemented in each educational unit under the coordination and supervision of educational department Kunandar, 2008: 125. Kunandar also
states that it emphasizes on the development of ability to do the tasks with certain performance standard, in which the result can be felt by the students, in the form
of mastery toward the certain sets of competency. Every educational unit school is given chance to develop its own curriculum for the learning process, while the
central government Depdiknas only gives the assistance that will be considered in the development of the curriculum. Muhaimin, sutiah and sugeng 2008: 2 in
their book states that the autonomy given to school is referred to the development of the curriculum, known as KTSP, which is operational curriculum constructed
and implemented by each educational unitschool. KTSP then will become the basis of the designed set of materials later.
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
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