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Table 1 The Standard Competence for Grade Seven Direktorat Pendidikan Lanjutan Pertama, 2004: 13-21
English Skills Competence Standard
Listening Students are able to understand
phonological system, word meanings, the meaning of interpersonal, ideational,
and textual in simple sentences, which are included in interactional
and narrative texts accompanying pictures.
Speaking Students are able to pronounce sounds
and words, and express the meaning of interpersonal, idea tional, and textual in
interactional sentences accompanying pictures.
Reading Students are able to read words, phrases,
and sentences with correct pronunciation loudly, and understand
the meaning of interpersonal, ideational, and textual in simple interactional,
narrative, and descriptive texts.
Writing Students are able to write words,
phrases, and sentences to express the meaning of interpersonal, ideational,
and textual in the form of loose sentences, interactional, procedural, and
short descriptive texts.
B. Theoretical Framework
A set of supplementary instructional reading materials using fables for the first grade stud ents of Junior High School is designed based on the theories
mentioned above. The writer combined Kemp’s, Yalden’s and Borich’s models of instructional design to make the writer’s own steps. The purpose of combining those
three models is that each of them has their own strengths which complete each other. Yalden’s model provides a syllabus which focuses on the communicative needs of
the learners, while Kemp’s model has its flexibility in deciding the education level of
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the learners. At last, Borich’s model has an important step in designing an
instructional material, namely revising alternatives, which is not found in the other
two models. However, the other theories stated in this chapter are also considered in order to provide the best design for the learners. Below are the steps taken by the
writer.
Step 1: Conducting Needs Survey
The writer uses Yalden’s model “Needs Survey” as the first step. In this step, the writer analyses the students’ needs by distributing a questionnaire to three out of six
classes of the first grade students of SMP N 3 Sleman. Besides, the writer also interviews the English teachers of SMP N 3 Sleman. The interview consists of
questions to find out the students’ needs. The writer develops the designed materials based on the results of the needs survey and the basic competencies for reading skills
in the Competence-Based Curriculum.
Step 2: Determining Goals, Topics, and General Purposes
This step is adopted from the first stage of Kemp’s model “Determine Goals, Topics, and General Purposes”. Goals, topics and general purposes are determined after the
writer knows the needs of the students. In determining the goals, teacher should consider some points stated in the principles of the Competence-Based Curriculum.
They are: 1 developing communication competence in English both orally and in written, 2 growing the awareness of the meaning of language, 3 developing the
understanding about the relationship between language and culture and widen the cultural scope. After recognizing or establishing the goals, the major topics are listed.
Those topics would become the scope of the course or program and the basis of the
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instruction. After determining the topics, the writer begins to formulate the general purposes of each topic. Finally, the writer organizes target language into cognitive
behaviors, affective behaviors, and psychomotor behaviors since they are included into one point stated in Borich’s model.
Step 3: Specifying Learning Objectives
This step is adopted from the third stage of Kemp’s model “Specific Learning Objectives”. The specific learning objectives are formulated after the goals, topics
and the general purposes have been formulated. The specific learning objectives here are as guidance for the teachers whether the students have achieved the materials that
they learnt.
Step 4: Listing the Subject Content
This step is taken from the fourth stage of Kemp’s model “Subject Content”. The subject content must closely relate to the objectives and to the students’ needs.
Hence, the subject content in this study is derived from the objectives. Step 5: Selecting TeachingLearning Activities and Resources
The writer adopts the sixth stage of Kemp’s model “Select TeachingLearning Activities and Resources”. This step can be done when step one until step six are
already fixed. This step is conducted in order to select the appropriate teaching learning activities. The selection is based on the students’ characteristics and needs
without ignoring the three strategies in teaching reading which are called pre- reading, whilst reading and post-reading Urquhart and Weir, 1998: 183. Therefore,
the selection of supporting materials should motivate the students and effectively explain and illustrate the subject content.
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Step 6: Evaluating the Designed Materials
The writer uses the term “Evaluation” to evaluate the designed materials and this step is the writer’s own step. This step is divided into two parts. The first part is to find
out the evaluators’ opinions and suggestions on the designed materials by distributing evaluation questionnaire to the English teachers of SMP N 3 Sleman and
the English instructors of ALPHA English Course Yogyakarta. The second part is to evaluate the feedback of the designed materials from the evaluators.
Step 7: Changing to Improve
The writer adopts the last stage of Borich’s model “Revising Alternatives” as the last step, which is named “Changing to Improve”. In this step the writer revises the
designed materials based on the respondents’ suggestions or criticism on the designed materials. The main purpose of this phase is to provide the best materials
for the learners. The steps of the writer’s instructional design plan are summarized in Figure
4.
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Conducting Needs Survey
Determining Goals, Topics, and General Purposes
Specifying Learning Objectives
Listing Subject Content
Selecting TeachingLearning Activities and Resources
Evaluating the Designed Materials
Changing to Improve
Revision Line
Figure 4 The Writer’s Adopted Model
CHAPTER III METHODOLOGY
In this chapter, the writer discusses the methodology used to answer the research questions formulated in the previous chapter. The first method is to find out
how a set of supplementary reading materials using fables to the first grade students of SMP N 3 Sleman is designed. The second is to present the designed set of
materials. In the following sections, the writer will discuss some important elements that support the methodology.
A. Research Method
In this study, the writer used a method which takes the research knowledge and includes it into the designed materials that can be used in the classrooms. The
method is called research and development R D. It aims at providing a bridge that frequently exists between educational research and educational practice Borg
Gall, 1983: 771. The writer chose R D methodology since it built tested products that were
ready for operational use at schools, in this context was SMP N 3 Sleman. It increased the potential impact of findings upon school practice by constructing them
into applicable educational products. R D consists of a cycle where a product will be developed, field-tested, and improved on the basis of field -test data. R D cycle
contains ten steps, namely, Research and Information Collecting, Planning, Development of Preliminary Form of Product, Preliminary Field Testing, Main
