11 c. Learning Objectives
Learning objectives should be stated in order to know what the learner should achieve in the end of the activities. Kemp 1977 states that objectives of
learning can be categorized into three major types – Cognitive, Psychomotor, and
Affective p. 24. d. Subject Content
In selecting the subject content, the writer should consider the objectives and
students’ needs Kemp, 1977, p. 43. The objectives and students needs become the basis to select the instructional materials.
e. Pre-assessment
Based on Kemp 1977, pre-assessment can give two kinds of information namely prerequisite testing and pre-testing p. 51.
f. TeachingLearning Activities and Resources
In this step, the writer would select the teachinglearning activities for the instructional plan. There are so many resources that can be used by the teachers to
motivate the learners in the class activities. g. Support Services
The writer needs support services to achieve a success in instructional plan. According to Kemp 1977, support services consist of fund, facility,
equipment, and personnel whose time must be prepared for participation in an instructional plan p. 84.
12 h. Evaluation
Evaluation should be done in order to develop the instructional plan. It is usually done after the instructional plan is implemented to the learners. Kemp
1977, p. 91 states that “your objectives indicate what evaluation should be”
2. 2006 School-Based Curriculum
According to Muslich 2007, School-Based Curriculum or KTSP Kurikulum Tingkat Satuan Pendidikan is an operational curriculum, as the
completing of Competence-Based Curriculum or KBK Kurikulum Berbasis Kompetensi, which is arranged and applied by each education element in each
school p.10. Referring to the Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 about National Education System, curriculum is defined as a set of
planning and arrangement of goal, content, course materials, and method used as an orientation in conducting learning activities to achieve the purpose of education
section 1, verse 9. Curriculum itself is developed based on some principles and references such as centralize on the
learners’ potency, development, and need; integrated; aware of knowledge, technology, and art; relevant to
life’s need; comprehensive and continuously; timeless learning; and the balance between
national’s priorities and region’s priorities. Furthermore, based on Muslich 2007, School-Based Curriculum is
arranged in order to fulfill the mandate which is stated in Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 about National Education System and
Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun 2005 about National Education Standard p.1.
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3. Listening
Listening is an important skill in learning new languages, especially in learning English. Through this skill, learners will receive new languages.
According to Rost 2002, listening plays an important role in the classroom activities because it provides input for the learners p. 238. Moreover, listening
skill is the most often used by people in daily communication rather than the other skills. Goh 2002 states that human
beings’ daily communications consist of listening that takes up as much as 50 and mostly used language skill at work,
home, and as the main channel of classroom instruction p. 1. Furthermore, listening requires bottom-up and top-down processing to comprehend the passage.
In learning English, listening skill has a relationship with speaking skill. Anderson and Lync 1988 state that the fact that people cannot communicate
face-to-face unless the two types of skill are developed in random shows that listening skill is as important as speaking skill p. 81. In addition, according to
Brownel 1996, the cues from the environment are continuously being processed as the work to share meanings with a partner prove that listening and speaking are
integrated in function p. 44. a. Teaching Listening
Teaching listening plays an important role in learning process. The English teachers should consider wisely about the way they deliver the materials to the
students. According to Rost 2002, the way the teachers identify sources, select among them and construct tasks around them are most salient decisions in
teaching listening. Moreover, the central aspect of teaching listening is on the selection and use of input p. 122. Teachers should deliver the materials clearly
