33 embarrassment. This will contribute to their self-confidence as speakers and to
their motivation to learn more. 4
Games “Students are put into situation in which they have to use all or any of the
language they posses to complete a game-like task” Halmer, 1991: 126. Games are used frequently in speaking class because it is enjoyable. Games also add
interest to what students might not find very interesting.
B. Theoretical Framework
In designing the materials, the researcher combined the Kemp’s model and Yalden’s model because those models are the most appropriate in designing for the
tenth grade students of senior high school, besides, those two models complete each other. Kemp focuses on a flexible process while Yalden takes into consideration
everything required to assure communication. The researcher adapts Kemp’s and Yalden’s instructional design models because the researcher makes some changes in
applying those two models. The steps used by the researcher are described as follows.
1. Needs Survey
This step is adapted from Yalden instructional design model. In the study, the designed materials will be based on the experiential learning theory for the tenth
grade students of senior high school and conducting need survey is the starting point in designing the materials. It is used to learn about the students’ needs. In doing so,
questionnaires were distributed to the students of the tenth grade of senior high
34 school and an interview was conducted for the tenth grade English teacher of senior
high school. 2.
Formulating the Goals, Topics, and General Purposes This step is adapted from Kemp’s first step. Statements of goals should
recognize changes in learners’ needs. Then the topics are selected by regarding the goals. Next, the general purposes are formulated from each topic. The competence
standard and the basic competence stated in School-Based Curriculum 2006 are used to determine the goals, general purposes and topics.
3. Stating the Learning Objectives
This step is adapted from the third stage of Kemp’s model: learning objectives. Learning objectives means what the students should knowbe able to
doin what ways they should behave differently after studying the topic. The objectives must be stated in term of activities that will best promote learning Kemp,
1982: 23. The learning objectives of the School-Based Curriculum 2006 clarified what
were expected for the students to achieve through teaching learning activities. The activities should be based on the basic competencies and indicators in each topic.
The basic competencies and indicators referred to the standard competency formulated in the School-Based Curriculum 2006 for Senior High School especially
for tenth grade students. 4.
Classifying Subject Contents This step is adapted from Kemp’s fourth step. Subject content comprises the
selection and organizing of specific knowledge facts and information, skills step
35 by step procedures, conditions, and requirements and attitudinal factors of any
topics Kemp, 1977: 94. In this step, the researcher classified the specific knowledge and skills. The subject contents are closely connected to the objectives and the
students’ needs. School-Based Curriculum 2006 is used to classify the subject content based on the competence standard and basic competence.
5. Determining Learning Activities and Resources
This step is adapted from Kemp’s sixth step. The selection of instructional materials is closely associated with the planning of teaching and learning activities,
both of which should be considered together Kemp, 1982: 56. According to Kemp, there are two categories of activities: teacher activities and student activities. It will
be helpful to consider the two questions: What will the teacher do? And what will the students do?
Experiential learning theory is applied in this step. The foundation, the role, and the characteristics of experiential learning are used as the background knowledge
about the theory itself in order to design the materials. The basic model of experiential learning is used to determine the stages of activity based on the cycle of
experiential theory. They are Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. Moreover, set induction skill is also
applied in the designed materials in determining learning activities. Set induction is the first stage added in the stages of activity based on the cycle of experiential
theory. Therefore, there are five stages in the designed materials. They are: Set induction, Concrete Experience, Reflective Observation, Abstract Conceptualization
and Active Experimentation.
36 The learning activities are also determined based on the consideration of the
competence standard, basic competence, and indicators stated in School-Based Curriculum 2006. The speaking theories are applied as the consideration of the
problems in teaching speaking and its solutions. Then the techniques in teaching speaking are also considered in determined the learning activities in order to provide
communicative activities. The techniques used in this study such as dialogue, conversation, role play and games.
6. Conducting Evaluation and Revision
This step is adapted from the last step of Kemp’s and Yalden’s instructional design model. In evaluation, the designed materials based on experiential learning
theory are being analyzed by English lecturers and teachers. From the result of the evaluation, there will be feedbacks to show whether or not the materials are
appropriate and can be applied for the tenth grade students of senior high school. If the materials are far from the achievement standards, some changes should be done
in order to improve the result of the achievement of the students.
37
CHAPTER III METHODOLOGY
This section elaborated the methodology used in this study. It focused on the discussion of Research Method, Research Participants, Research Instruments, Data
Gathering Techniques, Data Analysis Technique and Research Procedure.
A. Research Method
In this research, the researcher employed educational research and development R D. It is a process used to develop and validate educational
products, such as teaching materials, teaching methods, and teaching instructions Borg and Gall, 1983: 772. The steps of this study referred to R D cycle, which
consists of studying research findings pertinent to the product to be developed, developing the product based on these findings, field testing it in the setting where it
will be used eventually, and revising it to correct the deficiencies found in the field- testing stage. Moreover, in R D, this cycle is repeated until the product meets its
behaviorally defined objectives. The goal of educational research is not to develop products but rather to discover new knowledge through basic research or to answer
specific questions about practical problems through applied research Borg and Gall, 1983; 772.
There are 10 major steps in the R D cycle used to develop manicures. However, in this research the researcher only applied the first five steps due to the
limitation of time. The steps were:
