Designing a set of instructional vocabulary materials using videos to improve the English mastery of the fifth grade students of SD Sumberadi 1 Sleman - USD Repository
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DESIGNING A SET OF INSTRUCTIONAL VOCABULARY MATERIALS USING VIDEOS TO IMPROVE THE ENGLISH MASTERY OF THE FIFTH GRADE STUDENTS
OF SD SUMBERADI 1 SLEMAN
A SARJANA PENDIDIKAN THESISPresented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Agnes Shanti Satyarini
Student Number: 071214037
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA 2013PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DESIGNING A SET OF INSTRUCTIONAL VOCABULARY MATERIALS USING VIDEOS TO IMPROVE THE ENGLISH MASTERY OF THE FIFTH GRADE STUDENTS
OF SD SUMBERADI 1 SLEMAN
A SARJANA PENDIDIKAN THESISPresented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Agnes Shanti Satyarini
Student Number: 071214037
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA 2013PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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ABSTRACT
Satyarini, Agnes Shanti. (2013). Designing a Set of Instructional Vocabulary
Materials Using Videos to Improve the English Mastery of Fifth Grade Students
of SD Sumberadi 1 Sleman. Yogyakarta: English Language Education Study
Program Sanata Dharma University.
Learning English is considered difficult for elementary school students. They might find new vocabulary items, sentences, conversation, and other difficult terminologies while learning English. It also happens in SD Sumberadi 1
Sleman. The students have problems in memorizing the meaning of English
words. Therefore, the researcher conducted a research on the development of a set of instructional vocabulary materials using video as the media to be implemented in SD Sumberadi 1 Sleman. Video was chosen because it carries great potential for educational use especially for young learners.
This research was aimed at solving these two research problems. They were (1) How is a set of instructional vocabulary materials using videos to improve the English mastery of fifth grade students of SD Sumberadi 1 Sleman designed? and (2) What does the design of instructional vocabulary materials using videos to improve the English mastery of fifth grade students of SD
Sumberadi 1 Sleman look like?
In this research, the researcher employed five steps of Research and Development (R&D) as the research method. Those steps were (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) preliminary evaluation and, (5) main product revision. Then, the researcher also combined those steps with the instructional design model adapted from Kemp’s and Yalden’s.
To answer the first question, the researcher applied eight steps of instructional design model, which were adapted from Kemp’s and Yalden’s models. Those eight steps were (1) conducting need analysis, (2) determining goals and topic, (3) establishing learning indicators, (4) listing the subject content, (5) selecting teaching learning activities, (6) designing the material, (7) evaluation, and (8) revision. To answer the second question, the researcher presented the instructional vocabulary materials which consisted of four units. Each unit consisted of four sub-sections, namely Let’s Start, Let’s Practice, Let’s
Focus, and Let’s Review. The activities were aimed to improve the students’
mastery in English. The materials were designed using video and various activities based on Total Physical Response approach which is suitable to be applied to the fifth grade students of SD Sumberadi 1 Sleman.
In order to evaluate the designed materials, the researcher distributed post- design questionnaire to one lecturer and two English teachers. The result showed that the mean was 3.66 on the scale of 4, which means the design was good and acceptable for the fifth grade students of SD Sumberadi 1 Sleman.
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ABSTRAK
Satyarini, Agnes Shanti. (2013). Designing a Set of Instructional Vocabulary
Materials Using Videos to Improve the English Mastery of Fifth Grade Students
of SD Sumberadi 1 Sleman. Yogyakarta: Program Studi Pendidikan Bahasa
Inggris, Universitas Sanata Dharma.
Belajar bahasa Inggris dianggap sukar, terutama untuk siswa sekolah dasar. Mereka biasanya akan menemukan banyak kosakata baru, kalimat-kalimat, percakapan-percakapan dan istilah-istilah sulit ketika belajar bahasa Inggris. Hal yang sama juga terjadi di SD Sumberadi 1 Sleman. Siswa disana menemui banyak masalah ketika harus menghafalkan kosakata baru dalam bahasa Inggris. Oleh karena itu, peneliti mengadakan sebuah penelitian untuk mengembangkan satu set materi instruksional kosakata dengan menggunakan video sebagai media pembelajaran. Video dipilih sebagai media pembelajaran karena video memiliki banyak manfaat pendidikan yang luar biasa, terutama jika digunakan untuk mengajar siswa sekolah dasar.
Penelitian ini dilakukan untuk menjawab dua permasalahan penelitian, yaitu (1) bagaimana set materi pembelajaran instruksional kosakata dengan menggunakan video untuk mengembangkan kemampuan berbahasa Inggris dari siswa kelas lima SD Sumberadi 1 Sleman dirancang? (2) seperti apakah penyajian satu set materi pembelajaran instruksional kosakata dengan menggunakan video untuk mengembangkan kemampuan berbahasa Inggris dari siswa kelas lima SD Sumberadi 1 Sleman?
Dalam penelitian ini, peneliti menggunakan lima tahap Research and Development sebagai metode penelitian. Lima tahap tersebut yakni (1) research
and information collecting, (2) planning, (3) developing preliminary form of
product, (4) preliminary evaluation dan, (5) main product revision. Kemudian
peneliti menggabungkan tahap tersebut dengan instructional design model adaptasi dari Kenp dan Yalden.
Untuk menjawab permasalahan yang pertama, peneliti menggunakan delapan langkah instructional design model yang telah diadaptasi dari milik Kemp dan Yalden. Langkah tersebut adalah (1) melakukan survey kebutuhan, (2) menspesifikasi tujuan instruksional dan topik, (3) menentukan indicator pembelajaran, (4) membuat daftar muatan subyek, (5) memilih aktifitas bekajar mengajar, (6) merancang materi, (7) evaluasi, dan (8) merevisi rancangan materi. Untuk menjawab permasalahan yang kedua, peneliti menyajikan materi pembelajaran kosakata bahasa inggris yang terdiri dari 4 unit. Setiap unit terdiri dari 4 sub-bab yang dinamakan Let’s Start, Let’s Practice, Let’s Focus, and
Let’s Review. segala aktifitas yang ada didalam materi pembelajaran ini bertujuan
untuk meningkatkan kemampuan bahasa inggris siswa. Materi dirancang dengan disertai video dan berbagai aktifitas berdasarkan pendekatan Total Physical
Response yang cocok digunakan untuk siswa kelas 5 SD Sumberadi 1 Sleman.
Untuk mengevaluasi rancangan materi yang telah dibuat, peneliti
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memiliki rata-rata nilai 3,00 dari skala 4. Hal itu menggambarkan bahwa materi pembelajaran yang dibuat baik dan tepat untuk siswa kelas lima di SD Sumberadi
1 Sleman. Kata kunci: materi instruksional, materi kosakata, dan video
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ACKNOWLEDGEMENTS
First and foremost, I would like to express my greatest gratitude to Jesus
Christ the son of God who has given me His endless love and blessing so that I
can finish my thesis and my study.My heartfelt thanks and honor also goes to my sponsor Made Frida
Yulia, S.Pd., M.Pd., for her guidance, attention, support, and motivation during
the accomplishment of my thesis. I really thank her for her patience, kindness, even laughter in every thesis consultation times.
I would like to give my gratitude to the head of English Education Study Program Ibu C Tutyandari, S. Pd., M. Pd. for her guidance during my study in Sanata Dharma University. My next gratitude is also for my examiners, Bapak
Dr. Pius Prihatin Nurwidasa, Ph. D. and Bapak G. Punto Aji, S.Pd., M. Hum.,
for their suggestions, and guidance. I also would like to thank all English Education Study Program lecturers and staff for their guidance and patience during my study in English Education Study Program.
My gratitude also goes to the English teacher of SD Sumberadi 1 Sleman,
Ibu Rr. Siwi Kuswidayatiningsih S. Pd. who had helped me during the research.
I also thank all of the students of SD Sumberadi 1 Sleman especially the fifth grade students for being my research participants and for their cooperation during my research.
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I am deeply grateful to my beloved parents Stevanus Murdiyanto and
Yohana Fransiska Sunarti who have supported me to get through the difficult
times through their prayer, guidance and a lot of affection. I would like to express my gratitude also to my beloved sisters Maria Dian Putriyanti and Lusia
Arumingtyas who have given me a lot of love, attention and supports.
Many thanks are addressed to all of my best friends Novi, Mericy,
Glorya, Sance, Widi, Mas Koben, Wendi, Gaby, Calvin, Rudi, Fendi, Atom,
Dion, Susi, Kania and those who I cannot mention one by one. I found precious
friendship with them, even a bond of brethren. My sincerest thanks go to Mr.
Antonius Jody, Frater Atma, Sr Margaret O’Donohue FCJ, Ms. Adesti
Komalasari, Mikael Dian Teguh, Teguh Prasetyo and Dwi Nugroho who have
lifted up my spirit and proofread my thesis.
I would like to give my deepest love and special thanks to my dearest one
Agustinus Adewanto Israharjo. I thank him for his never ending love, support,
protection and sacrifice. He gives me motivation to always do my best. My big thanks also go to Pak Budi, Bu Nuk, Eyang Manto, Kak Ika, kak Hans, and
mas Eko for their prayers and encouragement to finish my thesis. I thank them all
for giving me abundance of affection.PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page TITLE PAGE……………………………………………………………….. i APPROVAL PAGES……………………………………………………… . ii DEDICATION PAGE……………………………………………………… iv STATEMENT OF WORK’S ORIGINALITY……………………………… v
PERNYATAAN PERSETUJUAN PUBLIKASI……………………………… vi
ABSTRACT…………………………………………………………………. vii
ABSTRAK…………………………………………………………………..... viii
ACKNOWLEDGMENTS………………………………………………….. x TABLE OF CONTENTS…………………………………………………….. xii LIST OF TABLES…………………………………………………………… xvii LIST OF FIGURES………………………………………………………….. xviii LIST OF APPENDICES…………………………………………………….. xix
CHAPTER I. INTRODUCTION
1 A. Research Background…………………………………….
1 B. Research Problem…………………………………………
5 C. Problem Limitation……………………………………….
5 D. Research Objectives………………………………………
6 E. Research Benefits………………………………………...
6
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CHAPTER II. REVIEW OF RELATED LITERATURE
10 A. Theoretical Description…………………………………...
10 1. The Instructional Models……………………………..
10
a. Kemp’s Model……………………………………
11 b. Yalden’s Model…………………………………..
14 2. Young Learners……………………………………….
16
3. Elementary School Language Learning………………
17
a. The Characteristics of Elementary School Students…………………………………..
18
b. Teaching Language to Elementary School Students…………………………………..
19 4. Direct Instruction Model for Teaching………………..
21 a. The Introduction Phase…………………………...
21 b. The Practice Phase………………………………..
21 c. The Review Phase………………………………..
22 5. Teaching Vocabulary………………………………….
22 a. The Meaning……………………………………...
23
b. The Importance of Vocabulary……………………
23
c. The Procedures in Teaching Vocabulary…………
23 6. Total Physical Response……..………………………..
25 a. The Definition of Total Physical Response………..
25
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c. Types of Learning and Teaching Activities……….
27 d. The Roles of Learners in Total Physical Response..
28 e. The Roles of Teachers in Total Physical Response..
28
7. Video as Media to Teach English………………………
29 B. Theoretical Framework………………………………….....
31 CHAPTER III. METHODOLOGY
36 A. Research Method………………………………………….
36
1. Research and Information Collecting…………………
37
2. Planning………………………………………………
38
3. Developing Preliminary Form of Product……………
38 4. Preliminary Evaluation……………………………….
39 5. Main Product Revision……………………………….
39 B. Research Setting…………………………………………..
41 C. Research Participants……………………………………..
41 D. Research Instruments and Data Gathering Techniques……
42
1. Instruments and Data Gathering Techniques of Pre-design Research……………………………………………….
42
a. Interview Guide……………………………………
42 b. Observation Checklist……………………………..
43
2. Instruments and Data Gathering Techniques of Post-design Research……………………………………………….
44
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E. Data Analysis Technique…………………………………..
45 1. Data Analysis of the Pre-Design Research…………….
45 2. Data Analysis of the Post-Design Research…………...
45 F. Research Procedure………………………………………..
47 CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
50 A. The Elaboration of the Steps in Designing the Materials……………………………………
50
1. Conducting Need Analysis……………………………
51 2. Determining Goals, Topics, and General Purposes…...
54 3. Establishing Learning Indicators……………………..
55 4. Listing the Subject Content…………………………...
55
5. Selecting Teaching Learning Activities………………
57 6. Designing the Materials……………………………….
57 7. Materials Evaluation…………………………………..
58 8. Revision……………………………………………….
61 B. The Description of the Designed Materials………………...
62 1. Let’s Start……………………………………………..
62 2. Let’s Practice………………………………………….
62
3. Let’s Focus……………………………………………
63 4. Let’s Review………………………………………….
63
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CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
67 A. Conclusions………………………………………………..
67 B. Recommendations………………………………………….
70
1. The Recommendations for English Teachers Particularly the English Teacher of SD Sumberadi 1 Sleman
Yogyakarta ………………………….........................
70
2. The Recommendations for Future Researchers…………………………………………..
70 REFERENCES………………………………………………………………
72 APPENDICES……………………………………………………………….
75
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LIST OF TABLES
Table Page
3.1 The Participant’s Opinion on the Designed Materials (Blank)………… 46
4.1 The Elaboration of Competence Standard, Basic Competence, and Topic……………………………………….
64 4.2 The Learning Indicators……………………………………………..
65
4.3 The Description of the Respondents………………………………… 58
4.4 The Participants’ Opinions on the Designed Materials……………… 66
4.5 The List of Units of the Designed Materials…………………………. 62
LIST OF FIGURES
Figures Page 2.1 Kemp’s Instructional Design Model ……………………………….
11 2.2 Yalden’s Language Program Design……………………………….
16
2.3 Steps of the Researcher’s Instructional Design Adapted from Kemp’s and Yalden’s……………………………….
35 3.1 The Elaboration of R & D Cycle and the Researche’s Model……..
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Appendix Page
APPENDIX A: The Letter of Permission………………………………… 77 APPENDIX B: Observation Checklist ........................................……….. 79 APPENDIX C: The Data Based on Observation………………………... 82 APPENDIX D: The Interview Guide for the Teacher…………………… 85 APPENDIX E: The Evaluation Questionnaire…………………………..
87 APPENDIX F: The Model Unit of the Designed Materials…………….
92 APPENDIX G: The Syllabus……………………………………………
95 APPENDIX H: The Lesson Plan……………………………………….. 104 APPENDIX I: The Student’s Book……………………………………. 109
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CHAPTER 1 INTRODUCTION This chapter covers six important parts of the thesis. The first part is the research background, which tells the researcher’s reasons to conduct the research. The second part is the research problem, which contains some questions related to
aim of the research. The third part is the problem limitation, which limits the scope of the research. The fourth part is the research objectives, which tells the aims of the research. The fifth part is the research benefits, which reveals the advantages and the contributions of this research for education. The last part is definition of terms which explains some terms in the research.
A. Research Background
Language is one of the most important things in communication and it is used as a tool of communication among the nations all over the world. People use language to express their mind, wishes, and ideas. Language is not merely used for daily conversation. It is also used in education, research and science both spoken and written.
English is one of the languages, which are used broadly in many aspects of life. As an international language, English is very important and has many interrelations with various aspects of life. Therefore, people around the world begin to learn English including people in Indonesians. Considering this fact,
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earlier level of education which is called Kurikulum Tingkat Satuan Pendidikan (KTSP).
Based on the 1994 curriculum, English is introduced as a local content subject for fourth to fifth grade of elementary school level but along with the development of the new curriculum, English now is taught in all grades of Elementary school level. According to Kurikulum Tingkat Satuan Pendidikan
2006 (KTSP, 2006) the aim of English teaching in Indonesia is to enable students
to have ability in developing communicative competence orally in a school context (p. 278). Learning English is considered difficult for elementary school students. They might find new vocabulary items, sentences, conversation, and other difficult terms. Moreover, students are taught four basic skills of English.
Those skills are writing, reading, listening, and speaking that of course are not easy to be learnt. Philips (1993) noted that elementary school students are those from the first year of formal schooling (five or six years old) to eleven or twelve years age. Children in those ages have a very great capacity of learning but, they also have a low attention span. Due to this fact, it would be better for the teacher to consider about the way to introduce English using an appropriate teaching strategy.
Media development in the learning process is one of the strategies that a teacher could use to introduce English to the children as well as to improve the quality of the learning process. Moreover, media could also indirectly improve the quality of learning outcomes of the students. By using media in teaching and
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Rivai (2001), media could enhance teaching and learning process, which then is expected to enhance the learning outcomes achieved (p.21).
Besides the use of media, students’ motivation to learn also determines the success of the learning process. Motivation arises because of the desire to do something either from the students themselves or the external factors. If students have high motivation to learn, the students will be ready to absorb and accept the materials presented by their teacher. Many students think that English is a difficult subject. As a result, they need a defining motivation to improve their academic achievement.
One way to improve students’ motivation and achievement in learning English is developing a set of instructional materials using media. One of the learning media that could be used to teach English is video. Boyle (1997) states that video provides a very powerful recourse for learning (p. 178). This statement is supported by Tomalin’s (1991) argument which says that, one of the aims of teaching English to young children is to instill in them the idea that language learning is a happy experience, and video creates an attractive enjoyable learning environment (p.48).
Based on the description above, the researcher is interested conducting a research on the development of a set of instructional vocabulary materials using video as the media to be implemented in SD Sumberadi 1 Sleman. The researcher chooses SD Sumberadi 1 Sleman as the subject of this research because based of the earlier observation, the researcher finds that the teacher still uses traditional
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asked to do the Lembar Kerja Siswa (LKS) and another task which make the students to be passive subject. Moreover, the teacher also lacks materials so the teacher prefers to use LKS as the main tool in teaching English instead of using other media. Therefore, a set of instructional materials need to be developed to fulfill the students’ needs and cover all skills.
As mentioned before, the researcher attempts to design a set of vocabulary materials by using video. The researcher chose vocabulary as the model of English learning since vocabulary skill is still forgotten in a part of learning English. The English teacher of SD Sumberadi 1 Sleman focuses more on grammar and reading comprehension and ignores vocabulary in her teaching. This condition is supported by the students’ argument, which states that they have problems especially in memorizing the meaning of English words.
In designing the materials, the researcher employs Total Physical Response (TPR) approach, which underlies the materials by using video as the model of English learning for students. The researcher believes that most students of all ages can rapidly acquire understanding of difficult words of any target language if the instruction begins with language-body conversation. This condition is supported by Silvers (2008) through his journal notes that the powerful tool of TPR is best applied to introduce new vocabulary items and new grammatical features at any level.
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B. Research Problem
In relation to the topic of this research, there are two main problems to discuss in this research. They are as follows.
1. How is a set of instructional vocabulary materials using videos to improve the English mastery of fifth grade students of SD Sumberadi 1 Sleman designed?
2. What does the design of instructional vocabulary materials using videos to improve the English mastery of fifth grade students of SD Sumberadi 1
Sleman look like?
C. Problem Limitation
This research will focus on developing a set of instructional vocabulary materials using videos to teach English. In addition, the materials in this research are arranged based on students’ needs and interests. The topics of the materials are chosen as the results of semi-structured interview conducted by the researcher previously. Vocabulary items in this research are limited to some target words in each topic which are suitable with the students’ level of understanding. This research uses Total Physical Response (TPR) as the approach that can help students to understand English words easily. The videos are chosen to enhance students’ motivation in their part of the learning process. This research does not aim at implementing the materials, but only at seeking the design of the materials.
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D. Research Objectives
This research aims at:
1. Finding out how a set of instructional vocabulary materials using videos to improve the English mastery of fifth grade students of SD Sumberadi 1
Sleman is designed.
2. Presenting the designed set of instructional vocabulary materials using videos to improve the English mastery of fifth grade students of SD Sumberadi 1
Sleman.
E. Research Benefits
This research is expected to provide benefits and contributions to:
1. The English Teachers of SD Sumberadi 1 Sleman The vocabulary materials can be used as a tool to help English teacher develop the English learning since there are various materials to be chosen based on students’ needs. In addition, the materials are equipped with video CD, which can be a tool to provide a model of English learning and can be used as supplementary materials in teaching English. In this research, supplementary means the materials that can be used to support the exiting materials.
2. The Students of SD Sumberadi 1 Sleman The researcher hopes that the designed materials could help the students of
SD Sumberadi 1 Sleman practice better English with various activities. Since the
vocabulary items are presented in the video, they will have higher motivation in
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learning English as well as be able to understand and memorize the words in English easily.
3. Future Researchers It is expected that other researchers could develop this research considering that education continues to grow in accordance with the progress of science and technology.
F. Definitions of Terms
This part will explain about the definition of the terms to avoid misunderstanding. The definitions of terms are explained as follows.
1. Instructional Materials
Kemp (1977) notes, that instructional material is any resource including printed materials of many kinds, audiovisual media, and other items for group and individual use. The materials itself can help and motivate students to understand the subject given (p. 7). In this research, the term instructional material refers to the vocabulary exercises and activities from any kind of recourses.
2. Video
According to Kemp (1989), video is a medium in which images are recorded electronically on magnetic tape along with sound (p. 35). According to Cooper (1991), video is a supercharged medium of communication and a powerful vehicle of information. It is packed with messages, images, and so
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classroom (p. 11). Moreover, Kemp (1989) also states that video makes the learning process to become more effective than other instructional media especially for relating one idea to another, for building a continuity of thought, and for creating a dramatic impact (p. 48). In this research, videos are the main material of the design.
3. Vocabulary
According to Read (2000), vocabulary is an inventory of individual words with their associated meanings. Vocabulary knowledge involves knowing the meanings of words and developing naturally in adult life in response to new experiences, inventions, concepts, social trends and opportunities for learning to meet their communication needs (p. 16). In this research, the term vocabulary refers to a set of low-frequency vocabulary exercises and activities from any kinds of resources.
4. Total Physical Response (TPR)
Richard and Rodgers (1986) state that TPR is language teaching methods which built around the coordination of speech and action; it attempts to teach language through physical (motor activity) (p.87). Garcia (2010) explains that the two very important concepts in Total Physical Response are the notion of Total Physical Response involvement and the role played by the right hemisphere of the brain in learning a second language by action (p. 1). In this research, Total Physical Response refers to an approach where teacher becomes the central of learning and the learners are expected to listen attentively and respond physically
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5. Fifth Grade Students of Elementary School
In Indonesia, elementary school means an educational stage where the students are from 6 up to 12 years old that are divided into six grades. However, fifth grade students of elementary school consist of children approximately 11 years old. Usually they have already learned English since the first grade.
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CHAPTER II REVIEW OF RELATED LITERATURE This chapter is divided into two main parts, which are theoretical
description and theoretical framework. The theoretical description consists of some supporting theories related to the research. Whereas, the theoretical framework includes the way the researcher connects the theories to the analysis of the topic.
A. Theoretical Description
This research aimed to give some basic foundation of literatures and to write sources which are related to the research. There are seven main areas presented in this part. They are instructional materials design models, young learners, elementary school language teaching, direct instruction model for teaching vocabulary, teaching vocabulary, total physical response, and video as the media.
1. Instructional Material Design Models
Reiser & Dempsey (2007) note that, “Teaching English need a mature preparation. The preparation comprises the preparation of the material, media, and method which are suitable for the learners.” The Instructional Design is concerned with understanding, improving, and applying methods of instruction. It is the process of deciding what methods of instruction are best for bringing about
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desired changes in students knowledge and skills for specific course content and a specific students population.
The researcher only employ Kemp’s and Yalden’s model of instructional models which are appropriate to be implemented in the design materials.
a. Kemp’s Model
In Kemp’s (1977) instructional design plan, consists of eight major plans which are considering goals, topics, general purposes, characteristics of the learners, specify the learning objectives, list the subject content, develop pre- assessments, select teaching/learning activities, support services, and evaluation (p. 9).
Goal, Topic and General Purpose
Learner Evaluation Characteristics Learning
Support Objective Services
Teaching/ Subject Learning Content
Activities, Resources Pre- Assessment
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The eight steps of instructional design above are essential; therefore, the implementation of those eight elements should be very detailed and carefully done.
1) Defining Goals, Topic, and General Purposes
Kemp states that Instructional design plan starts with recognition of the broad goals of the school system or institution. Those broad goals may be derived from three sources. They are society, students, and subject areas. Kemp (1977) also mentions that statements of goals should be flexible. It means that the materials designers should pay attention to the changes of the learners’ needs and interest, as well as changes in society and institutions. After defining the goals, teachers have to select and list some major topics. The next step is selecting one or more purposes to represent a topic.
2) Identifying learners characteristics
In designing an instructional design, it is essential for the teacher to know about the learners’ characteristics, since some particular characteristics of the learners might influence the whole learning process.
3) Specifying learning objectives