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c. Learning Objectives
After determining the goals and general purposes, the next step was to determine the learning objectives. Borg and Gall 1983: 779 explain that the most
important point in planning is the particular objectives that want to be achieved by the design. In designing, the learning objectives were determined in order to
identify and specify the goals or purposes. The learning objectives of the Communication Practice Model can be presented as follows.
Table 4.10 Learning objectives
UNIT TOPICS
ACTIVITIES LEARNING OBJECTIVES
In the end of meeting, students are able…
1 Greeting
Listening Writing
Interviewing To produce basic expressions for social
interaction in daily life context. To produce simple utterances for communication.
2 About Me
Reading Writing
Presenting profile To describe own profile.
To produce simple utterances for communication 3
Describing People
Reading Writing
Presenting To describe characteristics of people.
To produce simple utterances related to describing people.
4 Describing
Things Reading
Writing Presenting
To describe things and their characteristics. To produce simple utterances related to describing
things. 5
Offering Reading
Writing Role play
To determine expression of offering To produce simple utterances for communication.
6 Suggestions
Reading Writing
Presenting To determine expression of suggestions..
To produce simple utterances for communication. To use expression of suggestions in daily life.
7 Opinion
Reading Writing
Debating To determine expression of opinion.
To produce simple utterances for communication. To use expression of opinion in daily life.
8 Advertisement
Listening Writing
Presenting To identify expression of advertisement
To write advertisement. To use advertisement expression.
9 Invitations
Reading Writing
Role play To identify expression of invitation.
To produce simple utterances for communication. To use expression of invitation in daily life.
10 Apology and
Permission Reading
Writing Mini-dialogue
To identify expression of apology and permission.. To produce simple utterances for communication.
To use expression of apology and permission in daily life.
11 Memo
Reading Writing
Discussing To write a memo.
To restate the content of the memo. 12
My Holiday Listening to short
story Writing
Presenting To explain simply about what happened.
To restate about past experience. 13
Handling Telephone
Listening Writing
Role play To produce simple utterances for communication.
14 Directions
Reading Writing
Interviewing To produce simple utterances related to directions.
To identify expression of directions. To explain directions to someone.
15 Job Interview
Reading Writing
Interviewing To produce simple utterances for communication.
To construct answers for job interview.
100 Therefore, deciding the learning objectives was done to identify the
learning outcome. Learning objectives aimed to be a target that should be reached and what the learning outcome was like in the end of the course or meeting. Table
4.10 presents the learning objectives of each unit in the Communication Practice Model. Generally, each unit had learning objectives that expected students to be
able to use English as communication. Students were expected to be able to produce utterances that could be used for communication after applying the
Communication Practice Model. Finally, in this part, the concept of the iconic model of the Communication Practice Model was described and designed.
B. THE RESULTS OF THE PRACTICE OF THE ICONIC MODEL
The iconic model used four major steps from Borg and Gall 1983. They were developing a form of product, preliminary field of testing, implementing and
revising main product and there were four steps of ADDIE that were included. They were design, development, implementation, and evaluation.
1. Developing a Form of Product
Two previous steps were used as basis for developing product. It involved development of materials, activity and devices. The step of ADDIE
which was design belonged to developing a form product. After planning, the first product was designed here.
Design should relate to the theories. Coxhead 2010:4 says, “The strands
comprise three meaning-focused strands called meaning-focused input, meaning-
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