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The competency standards and the basic competencies of the four skills will be used as the assistance to determine the learning objectives of the designed
materials. Moreover, those competency standards and the basic competencies are used to design and develop the designed material.
B. Theoretical Framework
The theoretical framework was the orientation and the guidance of designing the instructional materials. This part would discuss some theories in
designing the material. They are Kemp’s and Yalden’s instructional models, suggestopedia method, young learners’ characteristics, integrated skills and the
2006 curriculum. In this study, the writer used the combination of two instructional models
that were proposed by Kemp and Yalden. The writer combined these two models to design the materials because the combination reveals understandable and clear
information. Kemp formulated eight stages in instructional design model; however, the writer excluded some steps. Some steps that were excluded were
finding out learners’ characteristics, developing pre-assessment, organizing support service, and evaluating students’ achievement. Consequently, the writer
only employed some steps that were proposed by Kemp; they were defining goal, topic, and general purpose, specifying learning objectives, organizing subject
content, and planning teachinglearning activities and resources. Whereas, the writer only applied two stages of Yalden’s instructional model; they were needs
survey and evaluation.
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In this part, the writer gave detailed reason for the chosen and unchosen steps. The second step on Kemp that was learners’ characteristics was excluded
and replaced with needs survey which was adopted from Yalden’s model. In needs survey step, all information that was related to the students’ needs was
gathered in this step, it included the characteristics of students. The first step of Kemp’s was defining goal, topic, and general purpose was reordered. It became
formulating goals, topics, and general purposes because the writer only formulated the goal and the general purpose from 2006 curriculum, and formulate
the topics from the questionnaire result. This step was put after needs survey. Step five of Kemp instructional model that was pre assessment, was eliminated because
pre-assessment step was not significantly needed in designing the material. The writer omitted organizing support service. In this designed material did not need
any support service because this designed material was only designing the material without applying the material to the students. Consequently, support
service such as funds facilities, equipment was not necessarily needed. The last which was evaluating students’ achievement that was proposed by Kemp was also
omitted by the writer. Since the writer did not implement the material to the students. Kemp proposed this step by implementing the designed material to the
students in order to know the students’ learning outcomes are related to the objectives or not.
Further, the writer only employed two stages which were proposed by Yalden; they were needs survey and evaluation. As stated by the writer above,
needs survey was needed to collect maximum information from the participants.
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The second stage that was the description of purpose was omitted because this stage had been involved in defining goals, topics, and general purposes that was
proposed by Kemp. The next stages which were the choice of a syllabus type, the proto-syllabus, and the pedagogical syllabus were excluded because the writer
designed the material based on 2006 curriculum or Kurikulum Tingkat Satuan Pendidikan
KTSP. Therefore, the writer did not need to choose or define the syllabus. The next stage, development and implementation of classroom
procedure was also excluded by the writer because the writer would not implement the designed material to the students. The last stage was evaluation
was applied by the writer. This stage was taken from Yalden’s instructional model. This step was employed to evaluate the designed material into a final
designed. The writer formulated own steps based on the combination of Kemp’s and Yalden’s. There were six steps in the writer’s model.
Step 1. Conducting Needs Survey
The data were gathered by conducting needs survey. The writer distributed questionnaires to the fifth grade students of SD Percobaan 3 Pakem. The writer
also conducted an interview with an English teacher of SD Percobaan 3 Pakem in order to obtain the supporting needs. The result of the questionnaire and interview
were considered the materials development. In this step, the writer designed the materials based on students’ interest, needs, and wants. Suggetopedia theory was
used in this step to design the material. It was used to decide the learning activities presented in the materials. The activities were shown as the options and
consideration of the questionnaire and interview. The theory of integrated skills
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was also employed to determine whether this theory was useful to the students or not. The last theory that was employed in this step was characteristics of young
learners. The theory was employed to set the characteristics of learning activities based on the students’ characteristics.
Step 2. Defining Goals, Topics, and General Purposes
This step is adapted from Kemp’s model. These competency standards and the basic competencies are derived from the 2006 curriculum or KTSP
Kurikulum Tingkat Satuan Pendidikan . After determining the competency
standards and the basic competencies, the writer determined the topics that would be used to design the material. The topics were derived from the result of the
questionnaire that was chosen by the students. In this study, the writer proposed twelve topics which were listed in the pre-design questionnaire. The selection of
the topics was conducted by the students according to their interests, needs, wants, and the typical characteristics of fifth grade elementary school students.
The general purposes were decided after defining goals and topics.
Step 3. Specifying Learning Objectives
This step is adapted from Kemp’s model. The main concern of designing integrated material was to state comprehensive objectives in order to achieve the
competency standard and the basic competencies. In this study, formulating of specific objectives is based on competency standards and the basic competencies
of curriculum 2006 or Kurikulum Tingkat Satuan Pendidikan KTSP and the diagnosis of pre-design survey came from students’ need, wants, interest and from
teacher’s data interview. The integrated skills were also employed to determine
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the objectives because the materials were based on the integrated materials. Therefore, the objectives of the material should cover the four English skills.
Furthermore, the specific objectives in this study are stated as the indicators.
Step 4. Selecting and Organizing Subject Content
The subject content is always closely related to the objectives. It should be reorganized and it was not only based on the textbook. There were some
important points to arrange the subject content. The selection and organizing subject content based on the topics chosen by the students in the questionnaire.
The topics that were chosen by the students would become main criterion to organize the subject content. Suggestopedia method took a big role in arranging
the subject content because the content would be based on suggestopedia method. Therefore, the designed material must represent suggestopedia method. The
characteristics of young learners were also presented in organizing the subject content. The subject content must facilitate the students to learn. Hence, the
selection of the subject content must refer to the students’ characteristics. The integrated skills also played a big role in selecting and organizing subject content.
In this case, subject content would involve four English skills. In organizing the subject content, the writer was guided by Standard competence and Competency
Standard.
Step 5. Planning TeachingLearning Activities and Resources
The teaching- learning process is set to encourage and engage the students in learning process. In this study, the teaching- learning activities was suited with
the method of designing instructional materials which is suggestopedia method.
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This method emphasizes on fun and enjoyable activities in the classroom, such as role play, play game, sing a song, et cetera. It is hoped by this method the students
would be highly-motivated and active in learning process. Since the designed material was to the fifth grade students elementary school students. Therefore, the
learning activities were adjusted with their characteristics. There were some examples of young learners’ characteristics according Halliwel 1992, they were
children capacity for indirect learning, children’s instinct for play and fun, children’s role of imagination and instinct for interaction and talk. From those
examples, the writer must facilitate the students by applying appropriate learning activities. The next was the teaching learning activities must cover all the
integrated skills because the study was integrated instructional material. The last, the teaching learning activities were designed based on 2006 curriculum. It was
suited to Standard competence, Basic Standard and the indicators because the 2006 curriculum was the recent curriculum used in Indonesia. Therefore, 2006
curriculum was the assistance to determine the teaching and learning activities.
Step 6. Evaluation
Evaluation was needed to improve the designed material. In this step, the writer distributed questionnaires of the designed material. The questionnaires
were distributed to two lecturers of English Education Study Program and one English teacher of SD Percobaan 3 Pakem.
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The steps of the writers’ model were presented in Figure 2.4
Figure 2.4. The writer’s instructional model
Selecting teaching
learning activities
and resources
Evaluation
Specifying the
indicators
Revise
Defining goals,
topics, and
general purposes
Conducting needs
survey
Selecting and
Organizing the
Subject Content
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CHAPTER III METHODOLOGY
This chapter is going to present the information about the methodology to complete this study. This chapter is used to answer the research questions that are
stated in chapter one. These two problems will be discussed into six parts. They are, research method, research participants, research instruments, data gathering
technique, data analysis technique, and research procedure.
A. Research Method
As stated in problem formulation in chapter one, this study aimed to answer two questions. The questions were restated as follows : 1 How is a set of
integrated English instructional materials based on suggestopedia method for fifth grade students of SD Percobaan 3 Pakem designed?, 2 What does the designed
set of integrated English instructional materials based on suggestopedia metod of fifth grade students in SD Percobaan 3 Pakem look like?
In order to answer those two questions. Interview and distributing questionnaire were employed to gather data to help the writer in designing the
material. This study was about designing material; therefore, the method that was used in this study was Educational Research and Development. This method was
proposed by Walter R. Borg and Meredith Damien Gall 1983: 771. According to Borg Gall 1983:772, Educational Research and Development RD is a
process used to develop and validate educational products. The steps of this 45
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