Adolescent egocentrism
sometimes takes the form of zealous idealism
Hamacheck, 1985: 115. In their thinking about the world and a perfect society, adolescents may arrive at what they see as ultimate solutions to
inequality and social injustice. It means that sometimes they frustrate when they find that not everyone shares their view of the same perfect reality.
B. Theoretical Framework
In order to design the materials, the writer adapts the instructional design model promoted by Kemp 1977. In addition, some theories related to listening and
speaking Nunan, 2003, integrated listening and speaking materials Widdowson, 1978, syllabus Brown, 1995 and Hutchinson Waters, 1987, materials
development Tomlinson, 1998, Collaborative Learning Slavin, 1990 and Larsen Freeman, 2000, Kurikulum Tingkat Satuan Pendidikan KTSP: 2007, and
characteristics of senior high school students Hamacheck, 1985 are used in the model. The elaboration of each step in the model is presented as follows.
1 Enumerating the important characteristics of the learners for whom the
instruction is to be designed The writer considers the learners’ characteristics which include two
major characteristics as the basis for constructing the materials. The first major characteristics include some academic factors like students’ academic
background and level of intelligence. The second major characteristics are the social factors such as age and relation among students. The writer finds out
the learners’ characteristics by interviewing the English teachers of SMAN 1 Depok and conducts needs analysis by distributing questionnaires to one
Science class grade eleven of SMAN 1 Depok. In addition, she also conducts library study by reading some sources such as books or articles which provide
the explanation about senior high school students’ characteristics. The needs analysis and library study are conducted in order that the designed materials
will be suitable for the students and appropriate to their needs.
2 Formulating goals, general purposes, and topics
After gathering the information about the learners’ characteristics, the writer decides the goals of teaching and learning based on the society’s and
students’ needs, and the subject areas. The goals were adapted from the regulation of Education Minister of Indonesia No. 22 2006 Depdiknas, 2006:
307. In addition, the writer formulated the general purposes by considering the standard competences in KTSP. Subsequently, the writer listed some
learning topics by distributing questionnaires to one science class grade eleven of SMAN 1 Depok and referring to the curriculum.
3 Specifying learning objectives to be achieved in terms of measurable students’
behavioral outcomes
The next step is specifying the learning objectives as the base line for the writer to measure students’ behavioral outcomes. In this study, the writer
determines the learning objectives after deciding the learning goals and the general purposes.
The writer categorized the learning objectives into general learning objectives and specific learning objectives. The general objectives were the
objectives that were not measurable. Whereas, the specific objectives were the objectives that were measurable, as stated by Kemp 1977: 24 that objectives
should be measurable.
4 Choosing the subject contents that support each objective
The writer lists and selects the subject contents materials selection
and then develops the materials by referring to the topics chosen after gathering the data from the respondents. This materials selection aims at
providing learning experiences in order to achieve the learning objectives. In this step, the writer develops syllabus and lesson plans, chooses
some learning activities, and selects some exercises which support each objective. The writer uses functional syllabus since the purpose of this study
is to design a set of materials which emphasizes on communicative function which integrates both listening and speaking skills. Hence, the designed
materials focus on teaching language functions which are performed when language is used, and they are integrated with some genres based on the
KTSP .
The writer adapts some techniques for materials development. Specifically, the writer makes use of the Plus Category; they are addition
technique and expansion technique, and Zero Category which includes modification
technique Tomlinson Masuhara, 2004: 15. In addition, the writer conducts two stages in developing the materials;
they are preparing for materials development which includes text collection and text selection, and developing the materials. In the first stage, the writer
collects the listening and speaking texts from several English textbooks and international networks as the teaching-learning materials. Then, the writer
selects those texts which are relevant to the learning topics to be applied for teaching-learning activities based on Collaborative Learning.
In the second stage, the writer reads and listens to the texts in order to re-engage with the text. After that, the writer gives the students an instruction
to articulate their views, to share their knowledge, and to think of connections about the topics discussed in the designed materials.
5 Selecting teaching or learning activities and instructional resources that will
treat the subject contents so students will accomplish the objectives In this step, the writer determines the most effective teaching or
learning activities and instructional resources. The writer applies several learning activities based on the Collaborative Learning principles like jigsaw
activities, information gap, think-pair-share, team pair-solo, three minute PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
review, partners, and three-step-interview to facilitate the achievement of the learning objectives. The instructional resources include printed integrated
listening and speaking materials using Collaborative Learning, tape recorder or audiovisual media, and other items for individual learning and group
discussions.
6 Coordinating such support services as budget, personnel, facilities, equipment,
and schedules to carry out the instructional plan In this study, the writer considers also the support services like
facilities such as language laboratory and the teaching media, and the teaching-learning equipment. She arranges a schedule in the form of syllabus
of the implementation of the materials that shows the order of time when to use the materials.
7 Evaluating students’ learning in terms of their accomplishment of objectives,
with a view to revise and re-evaluate any phases of the plan that need improvement
This step aims to improve the designed materials by revising any phases of the plan that need improvement. It implies that revisions can be
implemented in any previous steps. However, the results of expert validation and materials try-out will provide feedback for necessary revisions. The writer
carries out the evaluation by distributing questionnaires to some English PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
teachers in SMAN 1 Depok and some English lecturers at Sanata Dharma University.
The writer’s theoretical framework steps figure is presented as follows.
Figure 2.2: The Writer’s Theoretical Framework Chart
Theoretical Framework
Enumerating learner characteristics
Formulating goals, general purposes, and topics
Specifying learning objectives
Choosing appropriate subject contents Selecting teaching or learning activities and instructional
resources Coordinating support services
Evaluating designed materials
Revising designed materials
CHAPTER III METHODOLOGY
