Instructions RESEARCH FINDINGS AND DISCUSSION

51 were equivalent with competence standard in School-Based Curriculum. Since goals in education were said to be graded, competence standard in School-Based Curriculum developed subsequent goals in the form of basic competence. The competence standard and the basic competence which the seventh grade hearing impaired students should achieve according to the current curriculum were shown in Table 4.1. Table 4.1. The Competence Standard and the Basic Competence of Speaking Skill for the Seventh Grade Hearing Impaired Students Competence Standard Basic Competence 3. To express the meaning of extremely simple oral andor sign transactionalinterpersonal conversation texts language to interact with the nearest surroundings 3.1. To imitate extremely simple transactionalinterpersonal conversation texts 3.2. To use the meaning in oral language styles especially in extremely simple and acceptable transactionalinterpersonal conversations involving such speech acts as greetings, self and others introduction, thanking, and apologizing 4. To express the meaning of extremely simple oral andor sign short functional texts to interact with the nearest surroundings 4.1. To imitate extremely simple oral andor sign short functional texts 4.2. To use the meaning in oral andor sign language styles especially in extremely simple and acceptable short functional texts e.g. instructions, items list, congratulations, announcement

B. Instructions

This part was the result of the second step of Dick and Carey Systems Approach Model, conducting instructional analysis. This analysis was done to determine the steps which the learners should do in order to achieve goals. From the previous step, it was figured out that School-Based Curriculum demanded the hearing impaired students to learn four functional speaking skills in the seventh grade. The functional skills were used as the topics in the instructional materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 52 Each topic represented different unit and title. In each unit, there were three parts developed. The first part, Identifying Expressions, was used to familiarize the students with the expressions to be learned. Then, the second part, Getting Meaning, was used to deepen the students‟ comprehension in the meaning of the learned expressions. Lastly, the third part, “Using Expressions”, was used to let the students use the learned expressions and vocabulary in context and recognize simple grammar implicitly. Table 4.2 distributed the instructions which the students should do in every part of the developed units in order to perform goals. Table 4.2. The Instructions of the English Speaking Instructional Materials Based on Eclectic Approach for the Seventh Grade Hearing Impaired Students Topic: Unit and Title Parts Instructions Greetings: 1 Good morning A. Identifying Expressions Repeating the dialogues after reading the teacher‟s lips B. Getting Meaning Matching the English expressions with their meaning in Bahasa Indonesia C. Using Expressions Making short conversations with friend orally Introduction: 2 I am Susi A. Identifying Expressions Repeating the monologues after reading the teacher‟s lips B. Getting Meaning Guessing the meaning of the English vocabulary in Bahasa Indonesia C. Using Expressions • Constructing sentences based on the clues orally • Introducing self orally • In turn introducing a friend orally Thanking: 3 Thank you A. Identifying Expressions Repeating the dialogues after reading the teacher‟s lips B. Getting Meaning Guessing the meaning of the English vocabulary in Bahasa Indonesia C. Using Expressions • Constructing sentences based on the pictures orally • Using the pictures to make short conversations with friend orally Apologizing: 4 I‟m sorry A. Identifying Expressions Repeating the dialogues after reading the teacher‟s lips B. Getting Meaning Matching the English vocabulary with its picture and guessing its meaning in Bahasa Indonesia PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 53 Topic: Unit and Title Parts Instructions C. Using Expressions Using the vocabulary to make short conversations with friend orally

C. Learners’ Needs and Characteristics and Learning Context