37 General purposes are considered as basic competences according to KTSP 2006
Badan Standar Nasional Pendidikan, 2006.
Step 4 : Specifing Learning Objectives
Kemp 1977 states that learning objectives put learning as outcome of the instructional design. Therefore, the objectives are stated in terms of activities that
best promote learning. The objectives for learning are united into congnitive domain, psyschomotoric domain, and affective domain Kemp,1997. Besides,
cognitive domains are used to accomodate others domains, as an objective domain can accomodate some skills. To specify the learning objectives, the writer uses
taxonomy bloom Kemp, 1977 which is arranged from the simple to complicated competences.
Step 5 : Listing Subject Contents
To list subject contents directs the objectives of learning. The writer needs to consider goal, objectives, and syllabus Graves, 2000. The big consideration is
to select contextual materials, media and relevant teaching activities. The writer uses the clasic ways which are listing subject contents and organizing them from
easy to complicated items.
Step 6 : Planning Teaching Activities and Recourse.
The writer uses task –based learning approaches for designing activities.
Task-based learning approach has three main activities according to Willis 1996, those are pre
–activity, cycle activity and post activity. Furthermore, the writer uses visual-authentic media such as authentic pictures and authentic news or texts.
The consideration of choosing “related resources are proving to be particularly
38 useful for instruction, teachers‟ knowledge, and judgement concerning the
advantages, limitation “ Kemp, 1977, p. 73.
Step 7 : Conducting Evaluation
After producing the materials, the writer needs to evaluate the effectiveness and validity of the designed materials. The writer asks permissions
from some experts and teachers to give critiques and suggestion for the materials improvement. The used instruments are questionnaires which are distributed all
recommended experts. They give beneficial suggestion, comments, and critiques for improving the designed product.
Step 8 : Recycling Stage
Based on the evaluation, the designed product is revised by the writer. The experts give suggestions to revise the designed product. The gathered data are
used to revise the materials to be a proper instructional materials. Finally, the final presentation of the materials is useable for the target students as well the target
teacher.
39
Figure 2.7: Writer ’s Instructional Design Model
Conducting needs survey
Identifying goal, topics, and general purposes Specifying learning objectives
Selecting learning activities and resources Listing subject contents
Conducting evaluation Recycling stage
Developing guidelines
40
CHAPTER III METHODOLOGY
This chapter aims to explain about the methodology used in design an integrated English reading and writing material for grade X students of SMA
Katolik Villanova Manokwari. The methodology is applied to answer two research questions which are how is an integrated English reading and writing
material for grade X students of SMA Katolik Villanova Manokwari designed? and what does an integrated English reading and writing material for grade X
students of SMA Katolik Villanova Manokwari look like? In details, this chapter covers the research methodology, the research setting, the research partisipants,
the r esearcher‟s role, the research instruments, the data gathering techniques, the
data analysis techniques, and the research procedure.
A. Research Methodology
The researcher used research and development methodology RD purposed by Borg and Gall 1983 to produce an educational product. The purpose
of this research was to present an integrated English reading and writing material for grade X students of SMA Katolik Villanova Manokwari. Like Borg and Gall
1983 says that RD is a product orientated methodology. The researcher produced and validated the ducational product. Borg and Gall 1983 also add that
RD is the process of implementing knowledge of researchers and incorporating it into a product that can be used in a school. The works of RD bring changes in
41 education toward designing the useable educational products. The educational
products are not only “materials objects, such us textbooks, instructional films, and so forth, but is also intended to refer to established procedures and processes
such us” Borg Gall, 1983, p. 772 teaching method and organizing instruments.
Borg and Gall 1983 offer ten steps of RD. The steps are research and information collecting, planning, development of preliminary form of product,
preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and
dissemination and implementation Borg Gall, 1983. The writer applied the first up to the fifth steps of RD cycle because this design process preceded to the
main product revision. The dissemination and implementation stage were not included in this research.
Borg and Gall 1983 advise to limit the amount of the original instructional design because the required time to do RD project takes over a year
for completing the educational product. In others word, RD is time consuming research in which the researcher needs more time and funds. Like Borg and Gall
1983 states that “doing an RD project is often a time-consuming and
expensive process, which expand large sums of money” p. 786. Furthermore, the detail explanations about RD cycles which are used in this research will be
presented as follows.
42
Step 1 : Research and information collecting
At this stage, a main product was selected according to the educational needs, personal available, reasonable time and so on. In order to find an available
main product, the general information was gatherd to examine the educational problems and needs. The researcher found the information through reading several
references such as books, blogs, megazines, journals etc. Then in order to get the sufficient information about the school, the researcher observed the learning
process, students‟ language level, teacher, and facilities. This observation
conducted through observing one class in a day in March 2014. The researcher asked some students and conducted informal conversation with the rector of that
school. Meanwhile, the result of this earlier observation was not reported in this thesis report, as the data were used as early considerations to do the research.
Furthermore, the researcher identified the s tudents‟ characteristics and
tried to plan the medium to produce a simple way to learn English. At this step the designer provided the foundation to design the instructional product Borg Gall,
1983. Practically, the data was collected using an interview protocol and questionnaires. The participants directly gave the data which was submitted and
analyzed by the researcher. This stage was relevant to the needs survey of Yalden 1987 and
identifying students ‟ characteristics of Kemp 1977. The researcher combined
these stages to collect information about the preferences of interactive learning activities, preference of contextual materials authentic media or texts, and
perception on the difficulties in learning. To collect the information, the
