Needs Survey Specifying Goals, Topics, and General Purposes

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B. Theoretical Framework

This framework consists of the combination steps from Kemp’s and Yalden’s Instructional Design Model. The writer chose these two instructional models since the combination provides complete steps in designing the materials. Kemp offers a flexible model on the process of designing the materials so that the teacher could start in whichever they want. Yalden’s instructional model also gives contribution to complete the steps of Kemp’s model in the framework to conduct the study. The complete steps are:

1. Needs Survey

This step was adapted from Yalden’s instructional design model. In this step, information was collected from many sources which were related to the research. For the pre-design, the writer collected information related to the topics of the research. It was conducted in three steps, they are by distributing the questionnaire A to the pupils’ parents of TK Kanisius Klepu, doing informal interview to the teachers of TK Kanisius Klepu, and observing the class. The first step was distributing questionnaire A to the pupils’ parents of TK Kanisius Klepu. The questionnaire was used to find out the students’ characteristics, needs, and interests in learning English based on the parents’ point of view. The next step was interviewed the teachers of TK Kanisius Klepu. The questions in the interview were about the learners’ background, the method and media in teaching English, and the difficulties faced by the students in learning English vocabulary based on the teachers’ point of view. The last step was observed the class. The observation was done during the teaching learning activities. The data in the form of observation sheet and field notes to record the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 22 situation, the activity in class, and the problems that were faced by the learners during the teaching learning process. The results of these three steps then were used as the basic in designing the materials.

2. Specifying Goals, Topics, and General Purposes

This stage was adapted from Kemp’s instructional design model. In this stage, the term “goal” will be changed into “Competency Standard” which means a set of competency which is done and achieved through the students’ result Mulyasa, 2003: 290. Besides the main goal, there will be more specific goals in each meeting. In Kemp’s model, they are called as general purposes. However, in this study, the writer uses the term namely “Basic Competence”. By using this, it can remind the teachers “how far the target of competency should be achieved” Mulyasa, 2003: 291. The topics of the designed materials are chosen based on the needs survey done in the first step. The writer chose only the topics which were possible to be designed using TPR-S method.

3. Formulating Objectives