According to Brown 2001: 235 content-based teaching presents some challenges to language teacher. The teacher can view the teaching way from an
entirely different perspective by allowing the subject matter to control the selection and sequence of language items.
Completing integration of language skills are allowed in content-based instruction. It would be hard not to involve at least three of the skills of the four
skills because the students should read, discuss, solve problem, analyse data, and write the answer or their opinions.
b. Task-Based Instruction As explained in Oxford 2001 that in task-based insruction basic pair
work and group work are often used to increase students interaction and collaboration.
B. Theoretical Framework
In this design, the communicative activities such as role play and simulation will be the major tasks for the learners. It is to prepare the students
with many chances to improve their English through role play and simulation. By giving the students a lot of communicative activities it is expected the students
will be ready for the industrial practice. This section presents how the writer arranges the steps in developing the
instructional materials. In designing instructional materials, we can choose one of the experts` models or combine some of the models. In this research, the writer
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modifies and combines the Instructional Materials as proposed by Kemp and Yalden.
The writer combined these two models to design the materials because the combination indicates a clear and complete step in designing the materials. Kemp
provides the flexibility to where the teacher will begin. Kemp offers to revise in each step to obtain better performance in the next chances. Yalden’s instructional
model will also give contribution in arranging the framework by combining a step with some of Kemp’s steps. Those two models are modified to produce a
framework to conduct the study. The instructional model implemented in this study is determined based on the consideration that it should be applicable,
simple, effective, efficient, also fit with the real condition to achieve the goals. The steps are explained as follow:
1. Conducting needs survey Yalden’s model The writer distributes a questionnaire to the eleventh grade students of
SMK N I Kalasan. The writer also conducts an interview with the English teachers of SMK N I Kalasan in order to obtain the supporting needs. The results of
questionnaire and interview are considered the materials development. 2. Formulating goals, topics, and general purposes Kemp’s model
The writer states the goals of the materials, topics, and the general purposes. The goals are selected based on students` level and knowledge.
Communicative goals are developed as part of curriculum for the learners. Then, the general purposes are established.
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3. Formulating learning objectives Kemp’s model In this step, the writer specifies the objectives which are important since it
is the outcome that should be achieved by students. The writer performs the objectives for each topic. At the end of each topic, the students are expected to
achieve those objectives. 4. Selecting teaching learning activities and materials Kemp’s model
In this step, the writer decides the most efficient and effective activities then select the appropriate materials for the eleventh grade students of Hotel
Accommodation Department in SMK N I Kalasan. The activities and tasks will be based on the needs analysis. Task-based materials, one of the kinds of materials
currently used in Communicative Language Teaching discussed by Richards and Rodgers are applied in these designed materials. The communicative activities
such as role play and simulation will be the major tasks for the learners. 5. Designing the instructional materials
In this step, the writer designs the instructional materials using communicative language teaching. The designer had selected the instructional
resources previously. The writer applies the task-based materials which currently used in Communicative Language Teaching as the major instructional materials.
The communicative activities such as role play and group discussion will be the major tasks for the learners. Those kind of activities will give more opportunities
for the learners to interact with others. By giving the students more opportunities to interact with others, it is expected the students will improve their English and
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prepare them for the industrial practice. The materials designed are also based on the competence standard and basic competence.
6. Evaluation and revision Kemp’s model In order to obtain feedback, the writer distributed the design materials to
two English teachers of SMK N I Kalasan and two English lecturers of Sanata Dharma University. The feedback determines whether or not the design materials
have fulfilled the requirements. The writer uses the feedback given, as an evaluation, to make improvement and revision on the designed materials.
The steps of the writer’s model are presented as follows:
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Figure 2.3: Adaptation model from Kemp’s and Yalden’s
Note: feedback line
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28
CHAPTER III METHODOLOGY
This chapter discusses the methodology used in this research in detail. This methodology is used in order to answer the two major questions. First is to
find out how a set of integrated English materials for the eleventh grade of Hotel Accommodation Department of SMK N I Kalasan is designed. Second is to
present a set of English materials for the eleventh grade of Hotel Accommodation Department of SMK N I Kalasan. Those problems will be answered in five
sections, namely: research methods, research participants, research instruments, data gathering techniques, data analysis, and research procedures.
A. Research Method
In order to obtain the objectives of this study, the writer used Research and Development R D method. According to Borg and Gall 1983: 772
,
Educational Research and Development R D is a process used to develop and validate educational products. The writer chose Research and Development
method because it takes the findings generated by basic and applied research and uses them to build tested products that are ready for operational use in schools.
According to Borg and Gall 1983: 775 the steps of the method’s process are usually referred to the Research and Development cycle, which consists of:
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