Dick and Carey Model

45 of language can be seen from several aspects like sociolinguistics, sociocultural, and sociopolitical issues. Belief about learners and learning is related to the roles that enable learners to learn and learning process that can be perceived as a process of problem solving, whether it is inductive or deductive way. Belief about teaching is connected to role of the teacher in which the process of teaching can be viewed on a continuum. The teacher transmits knowledge to the students and negotiate the knowledge, skills, and method of learning. 3 Conceptualizing content According to Graves 2000, p.37, the process of conceptualizing content involves thinking about what you want your students to learn in the course, given who they are, their needs, and the purpose of the course; making decisions about what to include and emphasize and what to drop; organizing the content in a way that will help you to see the relationship among various elements so that you can make decisions about objectives, materials, sequence and evaluation. The process provides the designer with principles in what will be explicitly taught or focused on because the designer needs to tie the contents together. 4 Formulating goals and objectives From Gra ves’s explanation about formulating goals ans obejctives, there are some points that the reseacher can infer. Goals should be general, transparent, realistic, and relatively simple. The course explicitly addresses the goals so the most class time spent to achieve the goals. Meanwhile, objectives should be more specific than goals and directly related to the goals. It means that objectives and goals has cause-effect relationship. The learning objectives focus on what students learn and the process associated with it Graves, 2000. 46 5 Assessing needs Graves 2000, p.101 assumed that when designing a course to meet students’ needs, there is a gap between the current state or what students have learned and the desired goal. The gap should be bridged through the process in learning, so students are able to make progress and undergo the desired change. The needs indeed relates to present and future condition. Some types of information gathered when assessing needs can be seen in the table below. Table 2.6. Information Gathered When Assessing Needs adapted from Graves, 2000, p.100 The present 1. Who the learners are 2. The learners’ level of language proficiency 3. The learners’ level of intercultural competence 4. Their interests 5. Their learning preferences 6. Their attitudes The future 7. The learners’ or others involved goals and expectations 8. The target contexts: situations, roles, topics, and content 9. Types of communicative skills they will need and tasks they will perform 10. Language modalities they will use Needs assessment can be conducted through several ways, those are questionnaire; interview; grid, charts, or lists; writing activities; group discussions; ranking activities. 6 Organizing the course “Organizing a course occurs on different levels: the level for the course as a whole; the level of subsets of the whole: units, modules, or strands within the course; and then individual lessons” Graves, 2000, p.125. Then, organizing course involves five overlapping processes. First, determining the organizing principles that drive the course. Second, identifying units, modules, or strands based on the organizing principles. Third, sequencing the units. One of the main principles in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47 sequencing the units is the principle of building which means one step is prepared for another step or one step provides the foundation for another step. Fourth, determining the language and skills content of the units. The last is organizing the content within each unit. 7 Developing materials Graves 2000, p.156 provides a list of considerations for developing materials which is presented in table 2.7. Table 2.7. Considerations for Material Development Learners 1. Make relevant ot their experience and background 2. Make relevant to their target needs outside of class 3. Make relevant to their affective needs Learning 4. Engage in discovery, problem solving, analysis 5. Develop specific skills and strategies Language 6. Target relevant aspects grammar, functions, vocabulary, etc 7. Integrate four skills of speaking, listening, reading, and writing 8. Useunderstand authentic texts Social context 9. Provide intercultural focus 10. Develop critical social awareness Activity task types 11. Aim for authentic tasks 12. Vary roles and groupings 13. Vary activities and purposes Materials 14. Authentic text, realia 15. Varied print, visuals, audio, etc This will help the researcher in determining what kind of texts should be provided for college studets. The materials should also represent the goals that will be achieved. In this study, the material development also refers to the concept that is formulated through some underlying theories. 8 Adapting a textbook Textbooks serve not only as a learning aid or teaching tools Graves, 2000 but they provide goals, process, and materials, including the language input that