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every educational standard has to be based on the standard from Departement Pendidikan Nasional The Department of National Education as the supervision.
Reflecting to the KTSP curriculum, the tenth grade students of SMA BOPKRI 2 Yogyakarta use it as the basic standard in teaching and learning
English. The teacher designs the materials based on the competencies that are considered beneficial for the teaching and learning performances.
B. Theoretical Framework
In conducting the research, the researcher tries to adopt and combine two models of instructional design, Kemp’s and Yalden’s model. It is because the
researcher considers that every model has its own strengths and weaknesses. In Kemp’s model, the steps are flexible and independent. It emphasizes three major
of problems in the designing process which are objectives, activities and resources, and evaluation. In this model, there is lack step of information
gathering activities. The researcher needs to gain complete information about the students and the teachers in order to get supporting background data before
starting the process. Therefore, the researcher uses Yalden’s model which conducts need survey in the beginning of the materials designed process.
Mor eover, in Yalden’s model, there is a step of selecting syllabus as the basic of
the materials designed. It is essential to create the framework of the teaching and learning activities at the starting point. As the extension, Yalden’s model also
provides recycling process in the evaluation step. It aims to see whether the all steps and the final product are appropriate with the teaching and learning activities
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or not. The combination of the two models can be beneficial since every strength can cover the weakness of another model.
Moreover, the researcher also realizes about the importance of information gathering technique in CLT when design the materials. This
technique can encourage the students to be active in developing their speaking abilities. Since they are accustomed to be familiar with any speaking materials
which force them to be critical in the class discussion, they will be easier in sharing their opinions, doing any researches, and having good speaking
confidence in this recent communicative world. The function of this technique is merely to establish students communicative performance especially in learning
and using the language effectively. Moreover, the researcher considers KTSP and SMA BOPKRI 2
Yogyakarta ’s curriculum principles in composing the speaking materials. The
curriculum and the principles are used as the foundation of the teaching and learning activities in the classroom.
In designing the speaking materials, the researcher conducts six steps which are the result of Kemp’s and Yalden’s model collaboration. They are stated
as follows.
a. Need survey
The first step belongs to Yalden’s model. In this step the researcher does the research and information collecting procedures. The researcher gains more
background data of the teacher and th e students’ need in teaching and learning
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speaking. The effective need survey can be analyze if the researcher knows what is the wants and the expectations of the teacher and the students well.
b. Considering the goal, listing the topic, and stating the general purposes
for teaching each topic.
This step belongs to Kemp’s model. The process begins with recognition of the broad goals of the school system or institution. It is obvious that every
school has its own goal in teaching and learning process. After knowing the goal, the researcher also decides the teaching and learning goals based on the need
survey before. It is essential as the framework of designing process. The data collection can be used as the sources to compose learning objective. It has to
reflect the characteristics, interests, needs, and the competences of the subject designed. The learning objectives must be specific and compatible. It has to fulfill
the goal of the teaching-learning procedures. The researcher does the planning procedure in this step. The researcher plans and designs the objectives of the
materials which are put in the certain topics to be discussed.
c. Selecting syllabus type
This step belongs to Yalden’s model. The syllabus must be suitable for the target designed. It has to cover the goal and objective as the basic of materials
designed. It clarifies the contents and the topic which is needed by the teacher and the students to improve their communicative competences. The step aims to
develop preliminary form of product. When the syllabus is done, the researcher can develop it into the first product of speaking materials.
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d. Conducting Pre-Assessment
After designing the syllabus, the researcher applies Kemp’s model to determine the students’ background of knowledge about the topic in the term of
pre-assessment. The researcher will create such a diagnostic test to detect the students’ abilities in the speaking topic. The test can be taken from the speaking
materials design which is prepared by the researcher before. The diagnostic test will be used as the consideration in the speaking materials product. Therefore, in
the pre-assessment, the researcher has developed the speaking materials product designed.
e. Evaluating the Materials
This step belongs to Kemp’s model. The evaluation process aims to provide feedback. It can be gathered from respondents’ opinions, comments,
criticisms, and suggestions. Moreover, it is intended to evaluate all components in teaching and learning program. This step includes to the main product revision
procedure. In this step, the researcher does the evaluation enganging the teacher and
lecturers. The first step, the researcher consults the materials to the classroom teacher to gain comments and suggestions. After that the reseacher revises it then
continues to consult it to the lecturers. The lecturers check the materials and give some comments. The evaluated materials are revised again.
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f. Revising
This step belongs to Yalden’s model. It has a deep correlation with the evaluation process, the objective, goal, and materials designed. In this step, the
content is reassessed. Moreover, the materials and the teaching approaches are revised.
Figure 2.3. The Theoretical Framework of This Research Legend Explanation:
The line of the process
Selecting Syllabus Conducting Need Survey
Listing Goal, Topics, and General Purposes
Conducting Pre- Assessment
Evaluating the Materials
Conducting Revision
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CHAPTER III METHODOLOGY
This chapter is divided into six parts, namely research method, research participants, research instruments, data gathering technique, data analysis
technique, and research procedure.
A. Research Method
This research was done by qualitative and quantitative approaches since it provides a narrative description and some calculations to gain information about
the data. According to Ary, Jacobs, and Razavieh 2002, the result of the research was a phenomenological study which was a narrative report so comprehensive
that the researcher could understand the social reality experienced by the participants. Moreover, this research belonged to Educational Research and
Development RD, study since the researcher designed English-speaking materials for the tenth grade students of SMA BOPKRI 2 Yogyakarta. Borg and
Gall 1983 stated that research and development study was the most promising strategy for improving education. By conducting this research, the researcher
could analyze, develop and validate the educational product. In addition, the researcher and the evaluators also used content base or
document analysis research in analyzing the content of the materials design. Ary et.al. 2002 explained that in conducting document analysis research, the
researcher had to establish the authenticity of the document itself, as well as the validity of its contents. It meant that this kind of research was beneficial to check
