Taba’s Model Instructional Models

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CHAPTER II REVIEW OF RELATED LITERATURE

There are two major points that will be discussed in this chapter. The first point is about the theoretical description of related theory to the study. The second point is the theoretical framework. It will be used as guidelines to conduct the research.

A. Theoretical Description

In this section, there are three topics to discus. The first is instructional design model. The second is theory of reading. The third is cooperative language learning.

1. Instructional Models

In this research, there are two instructional designs to discuss. The first is Taba’s model. The second is Kemp’s model. The writer employs Taba’s and Kemp’s models in order to answer the question presented in the previous chapter. The Taba’s and Kemp’s designs are explained as follows.

a. Taba’s Model

Taba 1962: 12 offers planning in which it is suited to view curriculum as product. The main concern of this planning is on the students’ outcomes. Therefore, the stating of the objectives becomes the main focus of the planning. There are seven stages offered by Taba in this planning. The explanations are as follows. 1 Diagnosis of Needs Diagnosis, then, is an important first step in determining what the curriculum should be for a given population Taba, 1962: 12. The diagnosis of needs is to analyze the problems, the conditions, and the difficulties of the students as they come PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI from different background of knowledge. It is conducted by drawing together the existing knowledge with the new information to get the new improvement for the new approach. In this study, the data analysis results are used to design the suitable English reading instructional material for the eighth grade students of SMP Taman Dewasa Ibu PawiyatanYogyakarta. 2 Formulation of objectives Taba 1962: 12 stated that formulation of clear and comprehensive objectives provides an essential platform for the curriculum. The formulation of the specific objectives is determined by the results of the needs analysis. Since need analysis will give clear direction to which aspect to emphasize and from the general objectives of the school. 3 Selection of content Taba 1962 said that the selection and organization of the content of a curriculum also involve criteria other than objectives, such as its validity and significance, the making of proper distinctions between the various levels of content, and decisions about the level of development at which to introduce it. The selection of content is influenced by the analysis of the needs and the formulation of objectives for the reason that both stages provide guidance to determine which aspects to put emphasis on. This stage encompasses three steps that are; the selection of topics, the selection of basic ideas, and selection of specific content. 4 Organizing of Content It aims to arrange the content according to the feasible learning sequence. The topics, the basic ideas, and the specific content should be arranged from the known to unknown, from the concrete to the abstract, or from the easy to the difficult. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 5 Selection of Learning Experiences The task of selecting and organizing learning experiences involves more than applying certain principles of learning Taba: 1962. In selecting learning experiences, it is important to visualize what the students need to do or experience in order to achieve some behavioral competencies and what the order of these experiences should be. Furthermore, the success of the students in achieving the objective depends on the learning experiences will be used in this study. 6 Organizing of learning Experiences Taba 1962: 13 stated that it involves ideas about such matters as strategies of concept attainment and sequences in formation of attitudes and sensitivities. In organizing learning experiences is that it follows a sequence to create continuous and accumulative learning. This learning sequence should include the generalization and abstraction, the development of central ideas, and the appropriate steps to attain concepts and attitudes. 7 Determining of what to evaluate and of what ways and mean of doing it According to Taba 1962: 13, plans need to be made for evaluation. The purpose of conducting evaluation after the program completed is to check the overall consistency among the components. The evaluation among its components is important to do in order to correct some errors which may occur. It can be used to re- examine the total plan to see that there are no serious inconsistencies among the components. The results of the evaluation can be used to revise and make improvements on the designed materials. By establishing the suitable means of evaluation, the designer may design appropriate reading material in this study. The seven steps of Taba’s design model are as follows. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Determining of what to evaluate and of what ways and mean of doing it Figure 2.1 Taba’s Instructional Design Plan Taba, 1962: 12 The seven steps by Taba derive from the way of approaching curriculum theory and practice. The choice of sequence is organized and systematic where the focus of the instruction is on the formulation of the objectives. Furthermore, the determination of objectives may promote the outcomes of the students and support the formulation of the contents, the method of teaching, and the evaluation. Diagnosis of Needs Formulation of objectives Selection of content Organizing of Content Selection of Learning Experiences Organizing of learning Experiences PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

b. Kemp’s Model