bring about certain changes toward the students performance. In this approach, curriculum is arranged to meet the desired objectives through series of experiences.
The product approach focuses on its behavioural objectives in the planning and it becomes the foundation to determine the contents and the methods of the teaching
learning processes. When determining the objectives, the planner has set series of competencies to be achieved as the results of the outcomes. As it is stated by Smith
1996: 2, competencies are series of discrete activities that the people possess the necessary skills, knowledge and understanding to engage in effectively. The
competency is part of the planning and it turns into the foundation to determine the content and method. Furthermore, the competency is also used to determine the
evaluation of the planning. Therefore, the product approach will be used as the guideline in designing the materials.
b. School Based Curriculum
According to Kerr Smith, 2000: 1, curriculum is defined as all the learning which is planned and guided by the school where the learning process can be
carried on in groups or individually. Therefore, the discussion of the curriculum cannot be separated from the school role since the school is one devise to
implement the curriculum. In this study, the curriculum used as the guidance in designing the materials is curriculum 2006, Kurikulum Tingkat Satuan Pendidikan
KTSP. One essential reason for choosing this curriculum is that this is the newest curriculum issued by the government and there are still few schools which apply
this model. In addition, the curriculum 2006 is a product approach curriculum where it has series of competencies to achieve at the end of the lesson.
The discussion of the curriculum 2006 is limited to the Senior High School area since this study is conducted in a private senior high school. The private
school chosen to conduct the study is SMA STELLA DUCE 1 Yogyakarta for the reason that this school has applied the use of the Curriculum 2006 in its teaching
learning processes. As mentioned in the curriculum 2006, the senior high school students need to undergo three educational levels in order to graduate where there
are some requirements to fulfill. It is stated in the curriculum 2006, for each level, the students have to achieve some standards at the end of their study and these
standards are called graduate competency standards which determine the success of the students to experience the next levels. Whereas, these graduate competency
standards are supported by competency standards and basic competencies which are ruled on every subject learnt at school. In order to achieve the graduate
competency standards, the students have to approach the competency standards and the basic competencies which are required for each subject. On the other hand,
when the students have succeeded in achieving the competency standards and the basic competencies of each subject, they have succeeded in achieving the graduate
competency standards. Since this study mainly concerns in English reading skill, the discussion will
be limited to the discussion of the graduate competency standards of English lesson especially for the tenth grade students. Moreover, the competency standards
and basic competencies will be focused on reading skill also. The competency standards and the basic competencies of the reading lesson will also used as the
assistance to determine the learning objectives of the designed materials.
2. Instructional Design Model
