Junior High School Definition of Terms

In designing the instructional materials systematically, Hutchinson and Waters 1987:55-56 suggest three significant considerations. First, instructional materials design must be based on the target needs. They refer to what the learners have to know in order to function effectively in the target situation. Second, instructional materials design should pay attention to the significant potentialities such as experience, finance, facilities, competence, background, knowledge, and time, which exist in the learning situation in order to adjust what is possible and what is impossible to be done in the system. Third, instructional design is supposed to develop the language-centered approach, the skill-centered approach, or learning-centered approach. Although the researcher does not design English for Specific Purposes materials, the three considerations explained above need to be considered in designing a good design material. There are a lot of instructional design models that can be used in developing materials. However, in this study the researcher refers to two instructional design models offered by Kemp and Yalden. Two of them will be adopted and modified to design the materials to enhance speaking skills for the extracurricular English Club at SMP Kanisius Pakem Yogyakarta. The researcher uses these two models because these models have the same characteristics in the process of analyzing learning needs, goals, and development the system to know the students‟ needs. The models clearly describe all details and steps in designing a set of material in language teaching.

a. Jerrold S. Kemp’s Model

As Kemp 1977: 6 said, to build a successful program there is an approach which involves the development of an overall plan incorporating the interrelated parts of an instructional process in a sequential pattern. It is called a system approach. Kemp‟s model starts by answering to four questions Kemp, 1989. The first is the nature of the learners for whom is the program being developed. Second is the objective what must be learned. Third are the methods and activities with resources how the subject content or skills best learned. Fourth is the evaluation of how to determine the achievement of the learning. There are eight steps in designing the program development in Kemp‟s instructional design model 1977: 8-9. Considering goals, listing topics, and stating the general purposes as the first step require a designer to recognize the broad goals of the school system or institution. The educational program is then developed to serve these goals. Topics are chosen for studies based on the curriculum that is used to state the general purposes. Enumerating the learner characteristic is the second step which each person should be assisted in pursuing learning at his or her own pace, on his or her schedule and with his or her selection of learning experiences and material. The planner should obtain information about the learners‟ capabilities, needs, and interests. Specifying the learning objective is the third step. Here, the learning objective is concerned with learning as the outcomes of instruction. Listing the subject content which has close relationship to the objectives and to the students‟