Goals, Topics, and General Purposes

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g. Support Services

According to Kemp 1977, support services “include funds, facilities, equipment, and personnel whose time must be scheduled for participation in the instructional plan ” p. 84. Considering available support services is important to make sure whether the design can be successfully conducted or not.

h. Evaluation

Evaluation is conducted to measure whether the design has met its objectives or not. It can be in form of standards of achievement test, paper-and- pencil test, or performance evaluation. It can be conducted using audiovisual or other materials, e.g. games, simulations, or role playing. It can be formative or summative. The stages are illustrated on Figure 2.1. Figure 2.1 Kemp ’s ID Model 1996, p. 9 Subject Content Teaching Learning Activities and Resources Evaluation Learner Characteristics Revision Support Services Goals, Topics and General Purposes Pre- Assessment Learning Objectives 22 In the Figure 2.1, the circle form indicates that the ID model consists of interdependent stages. The connectors between the stages indicate the relation of the stages and that the stages may affect each other. The revision is in the middle. The broken lines indicate that it can be conducted directly to all stage and can be started from any stage. Then, the arrows indicate that it can be done back and forth to each stage.

3. Integrated Approach

Celce-Murcia 2001 defines integrated approach as a teaching approach that “encourages the teaching of all four skills, listening, speaking, reading, and writing, within one general framework of using language for learning as well as for communication” p. 301. It means language is used in listening, speaking, reading, and writing activities, as a vehicle to learn the language itself and to communicate. Nunan, illustrates the implementation of the approach into following procedure: 1. Identify the general contexts and situations in which the learners will communicate. 2. Identify the communicative events that the learners will engage in. 3. Make a list of the functional goals that the learners will need in order to take part in the communicative events. 4. List the key linguistic elements that learners will need in order to achieve the functional goals. 5. Sequence and integrate the various skill elements identified in steps 3 and 4 as cited in Celce-Murcia, 2001, p. 63. There are two models of integrating instructions, based on content and based on task. The first model is content-based instructions CBI. Brinton, Snow, and Wesche define content-based instructions as the integration of a particular content with second language-teaching aims” as cited in Madrid, 2003, p. 115. Madrid 2003 explains that “the students, thus, receive curricular information and