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B. Theoretical Framework
The theoretical framework of this research is meant to summarize and synthesize all theories mentioned in the theoretical description in order to solve
the research problem. As stated in Chapter I, there is one research problem to solve, the design of English speaking instructional materials based on eclectic
approach for the seventh grade hearing impaired students of SLB Wiyata Dharma I. In order to solve this problem, R D cycle was used as the umbrella of the
research. Since the developed instructional materials in this research were for local use of SLB Wiyata Dharma I, only five first steps of R D cycle were
adapted to conduct the research. Meanwhile, as the model of the instructional design, this research
adapted Dick and Carey Systems Approach Model. The main reason of choosing this model was that it consisted of more complete but less complex steps than
other models. Nonetheless, of all ten steps in Dick and Carey Systems Approach Model, there were only nine steps used in this research. The last step, which was
designing and conducting summative evaluation, was excluded because it was generally not a part of the design process in this research.
In this research, the instructional materials were designed according the current curriculum applied in Indonesia, School-Based Curriculum. This
curriculum developed competence standards and basic competences not only for normal students but also for students with special needs. In speaking skill, there
were two competence standards which the seventh grade hearing impaired
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students should achieve. In each competence standard, there were two basic competences as the subsequent goals to fulfil.
In the competence standards and the basic competences in School-Based Curriculum, it was determined that the seventh grade hearing impaired students
should be able to express four speech acts. Because there was a determination of functions to learn according to the current curriculum, the type of syllabus used in
the instructional materials design was functional syllabus. The determined functions were then used to select the grammatical materials to learn in each
developed unit in the instructional materials. It had been mentioned as well that in developing the activities in the
English speaking instructional materials, there were three methods and one approach implemented, which were Audiolingual Method, Grammar Translation
Method, Direct Method, and Communicative Language Teaching. The selection of the methods and the approach had also been explained previously. Since
Audiolingual Method was the main language teaching method for hearing impaired students, there would be a domination of this method in the instructional
materials. As told in the beginning, the instructional materials in this research were
developed for the seventh grade hearing impaired students of SLB Wiyata Dharma I. As a result, the developed instructional materials were adjusted to the
characteristics of the seventh grade hearing impaired students of this school. Based on the classification of hearing impairment stated by P.D. Pierson, the
students were included into those who had profound hearing loss since they were
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accustomed to using much lip reading and sign language when they were communicating one another. If the spoken utterances were hard to understand, the
students would write the utterances which they referred to. To sum up, the framework of the research is illustrated in Figure 2.3.
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Symbols:
next step step to revise
Figure 2.3. Research Framework
RESEARCH PROBLEM
Problem
Write performance objectives
ADAPTED DICK AND CAREY SYSTEMS APPROACH MODEL
Identify instructional goals
Conduct instructional analysis
Analyze learners and context
Develop and select instructional materials Develop assessment instruments
Develop
instructional strategy
Revise instruction Design and conduct formative evaluation
of instruction
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CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the methodology conducted in this research in order to design the materials. The purpose is to give clear explanation on how the
formulated problem of this research is solved. There are six major points to be discussed in this chapter, namely research method, research setting, research
participants, instruments and data gathering technique, data analysis technique, and research procedure.
A. Research Method
In this research, R D cycle was used as the research method. Meanwhile, in designing English speaking instructional materials for the seventh
grade hearing impaired students of SLB Wiyata Dharma I, this research used Dick and Carey Systems Approach Model.
Theoretically, there were ten major steps in both R D cycle and Dick and Carey Systems Approach Model. However, there were only five steps of R
D cycle and nine steps of Dick and Carey Systems Approach Model used in this research. The five steps of R D cycle were research and information gathering,
planning, preliminary product development, and product verification and product revision. Meanwhile, the nine steps of Dick and Carey Systems Approach were
identifying instructional goals, conducting instructional analysis, analyzing learners and context, writing performance objectives, developing assessment
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