Designing a set of speaking instructional materials implementing task-based learning for the fifth grade elementary students at SD Kanisius Tegalmulyo Yogyakarta - USD Repository
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DESIGNING A SET OF SPEAKING INSTRUCTIONAL MATERIALS
IMPLEMENTING TASK-BASED LEARNING FOR THE FIFTH GRADE
ELEMENTARY STUDENTS AT SD KANISIUS TEGALMULYO
YOGYAKARTA
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Andrias Haris Cahyo Raharjo
Student Number: 041214055
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
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This t hesis is dedicat ed t o My Red and Whit e Sym bol for it s bliss an d a place for m e t o grow up
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ACKNOWLEDGMENTS
I would like to give my first gratitude to my Mother Mary and Jesus Christ for blessing myself so that I can finish my study at Sanata Dharma University.
Because of them, I am able to walk through my life and in bad times and good times.
I would like to express my deepest gratitude to Drs. J.B. Gunawan, M. A., my thesis sponsor, who wants to share his time to guide and give me direction so that I can finish my thesis.
I would like to thank Drs. Paimin for permitting me to conduct my research in his school. My deepest appreciation also goes to my research participants (L. Mawar Buana, Febri Floreta, Frans Cleophas, Sri Nurhidayati, and Christina Lhaksmita Anandari), for their precious inputs, suggestions, and willingness to participate in this study. I thank Antonius Jody and Ratri who have given me a notion and introduced task-based learning.
I also express my gratitude to all the lecturers and secretariat staff of English Language Education Study Program, and to all librarians for their assistance during the completion of my thesis. I really thank all friends in English Language Education Study Program whose names I really can not mention one by one for their love, support, partnership, and tears when we spent lovely times and unforgettable moments at English Language Education Study Program of Sanata Dharma University.
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I also want to give my biggest gratitude to my dad, Marsudi Raharjo, to my mom, Septi Susilowati, to my brother, Yohanes Suprobo, and to my sister, Maria Hertanti Tri Melania for their love and support when I finish my thesis. They are parts of my happiness and success.
I also thank the one and only, my sweetheart, Margaretha Sinta Septiani Hasibuan for her attention, love, and encouraging words so that I can complete this study. She is the one whom my frustration and love come to and the one who wants to accept my craziness and loyalty.
I also send my gratitude to all of my companions; my honest friend Yosafat Diaswikarta for his support, to my ex-staff in Service Program Design (Kenyar, Adi’Munti’, Festy, Vony, and Putri) for their deepest encouragements, to all of my friends in Practical Teaching /PPL 2 (Silvestra Maria Yessy ’03, Tesada Yane ‘01, and Dita’ 04) for the encouragement, to Christiana Novitawati for her willingness to lend me her thesis, Hermas Bram for his craziness, my ex-band Fur Elise (Surya ‘Last Elise’ and his girl, Seto, Wawan, Denny, Cosmas ‘Lambe’, Rahajeng Titisari, Yudhex, Tyo), my former band Oh, Nina! (Arip and Krisna ‘Simbah bukan Pace-cup’), my latest band, Simon Says (Ervin Oktavan) for his motivation and rocking words, all of my relatives wherever they are, and to all staff at English and Computer course of SMILE GROUP Yogyakarta, especially Mr. Frans and Mrs. Ida for being my material evaluators.
Last but not least, once again, my deepest gratitude goes to all the people in this world whose names I cannot mention one by one for their bliss, patience, friendship, and for their attention. I am so thankful.
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TABLE OF CONTENTS
PageTITLE PAGE……………………………………………………………...... i APPROVAL PAGE……………………………………………………….... ii DEDICATION PAGE………………………………………………………. iv STATEMENT OF WORK’S ORIGINALITY……………………………... v ACKNOWLEDGEMENTS………………………………………………… vi TABLE OF CONTENTS………………………………………………….... viii LIST OF FIGURES………………………………………………………… xii LIST OF TABLES………………………………………………………….. xiii ABSTRACT……………………………………………………………….... xiv
ABSTRAK.. ...................................................................................................... xvi
CHAPTER I: INTRODUCTION 1.1 Research Background………………………………………….
1
1.2 Problem Formulation………………………..…………………
5 1.3 Problem Limitation………………………..…………………..
5 1.4 Research Objectives…………………….……………………..
5
1.5 Research Benefits………………………………………………
5 1.6 Definition of the Key Terms…………………………………...
6 CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Theoretical Description………………………………………
9
2.1.1 Instructional Design Models………….………………...…
9 2.1.1.1 Kemp’s Model………………………..…………………...
10
2.1.1.2 Yalden’s Model……………….…………………………...
34 2.1.6 Syllabus Design…………………………………………....
51 3.6 Research Procedure…………………………………………..
51 3.5 Data Analysis Technique…………………………………….
50 3.4 Data Gathering Technique…………………………………...
49 3.3.3 Interview…………………………………………………..
48 3.3.2 Questionnaire………………………………………….......
48 3.3.1 Observation…………………………………………..........
48 3.3 Research Instruments………………………………………...
44 3.2 Research Participants………………………………………...
37 CHAPTER III: METHODOLOGY 3.1 Research Method……………………………………………..
2.2 Theoretical Framework………………………………………
36
2.1.5.2 Principles for Teaching Speaking…………………………
15 2.1.2 A Brief Description of the School-Based-Curriculum…….
33
33 2.1.5.1 The Nature of Speaking…………………………………...
28 2.1.5 Speaking Skill……………………………………………..
22 2.1.4 Task Types………………………………………………..
2.1.3 Task Based Learning………………………………………
21
2.1.2.3 English Lesson in the Elementary School…………………
20
2.1.2.2 The Purpose of the School-Based-Curriculum……………
19
2.1.2.1 What Is School-Based-Curriculum?………………………
19
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CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
73 4.1.4 Conducting Preliminary Field Testing…………………….
4.3 A Brief Description about A Set of Speaking Instructional Materials Implementing Task-Based Learning for the Fifth Grade Elementary Students at SD Kanisius Tegalmulyo…………………………………………………...
79
4.2 Discussion……………………………………………………
78
77 4.1.5.1 Revising…………………………………………………...
75 4.1.5 Revising the Main Product………………………………..
4.1.4.1 Evaluating…………………………………………………
75
68 4.1.3.2 Selecting Teaching/ Learning Activities and Resources….
4.1 The Elaboration of Steps in Designing A Set of Speaking Instructional Materials Implementing Task-Based Learning for the Fifth Grade Elementary Students at SD Kanisius Tegalmulyo………………………………………………….
68 4.1.3.1 Listing the Subject Content………………………………..
4.1.3 Developing Preliminary Form of Product…………………
66
4.1.2.1 Stating the Competency Standards, Basic Competences, and Topics………………………………………………… 64 4.1.2.2 Specifying the Learning Indicators……………………….
64
58 4.1.2 Planning…………………………………………………..
4.1.1.1 Conducting Need Survey…………………………………
57
57 4.1.1 Research and Information Collecting………………….....
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CHAPTER V: CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions…………………………………………………..
82 5.2 Suggestions…………………………………………………...
83 5.2.1 Suggestion for Material Users…………………………….
83 5.2.2 Suggestion for Future Research…………………………...
83 REFERENCES……………………………………………………………… 84 APPENDICES………………………………………………………………
86 APPENDIX A: Surat Ijin Penelitian
87 APPENDIX B: The Result of Observation………………………………….
89 APPENDIX C: The Pre-Design Questionnaire……………………………..
91 APPENDIX D: The Result of Pre-Design Questionnaire…………………...
98 APPENDIX E: The Post-Design Questionnaire……………………………. 101 APPENDIX F: The Result of Post-Design Questionnaire………………….. 105 APPENDIX G: The List of Interview Questions…………………………… 108 APPENDIX H: The Teacher’s Book……………………………………….. 111 APPENDIX I: The Student’s Book………………………………………… 171
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LIST OF FIGURES
Figure Page 2.1 Kemp’s Instructional Model…………………………………………..
14 2.2 Yalden’s Language Program Development…………………………...
18
2.3 Willis’s Task-Based Framework………………………………………
28 2.4 The Writer’s Framework in Designing Instructional Model………….
43
LIST OF TABLES
Table Page 2.1 Nunan’s Task Classification…………………………………………..
30 3.1 The Description of the Post-Design Respondents…………………….
50
3.2 The Description of the Topics for the Designed Materials……………
52 3.3 The Description of the Result of the Post-Designed Questionnaire…..
53 4.1 The Goals and General Purposes of the Materials…………………….
65 4.2 The Learning Topics and Basic Competences………………………...
66 4.3 The Learning Indicators……………………………………………….
67
4.4 The Description of the Respondents’ Background……………………
75 4.5 The Result of the Post-Designed Questionnaire ……………………..
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ABSTRACT
Raharjo, Andrias Haris Cahyo. 2009. Designing A Set of Speaking Instructional
Materials Implementing Task-Based Learning for the Fifth Grade Elementary
Students at SD Kanisius Tegalmulyo . Yogyakarta: English Language Education
Study Program, Sanata Dharma University.
As the implementation of the School- Based Curriculum has been in progress, the teachers, especially English teachers, at SD Kanisius Tegalmulyo find difficulties in motivating and encouraging the students to achieve the language competence. Since the teachers have lack of creativity in delivering speaking materials due to time and resource limitation, it was an opportunity for this study to help them. This study attempted to design a set of speaking instructional materials for the fifth grade elementary students at SD Kanisius Tegalmulyo implementing task-based learning.
This study was aimed at answering two research questions: (1) how is a set of speaking instructional materials implementing task-based learning for the fifth grade elementary students at SD Kanisius Tegalmulyo designed, and (2) what does the designed set of speaking instructional materials look like.
To answer the first question, the writer combined two instructional design models from Kemp (1977) and Yalden (1983) employing 7 steps. Those steps were merged and put together under the umbrella of Borg & Gall’s (1986) Research and Development methodology (R&D). Due to time and resource limitation, only five out of ten stages of the R&D model were employed. The five steps were: (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) preliminary field testing, and (5) main product revision.
To obtain the necessary data, information collecting was conducted in exchange of the need survey by distributing the questionnaires to all students in the classroom, interviewing two English elementary teachers, and conducting a- three-time observation in the classroom. The designed set of speaking instructional materials was then evaluated by distributing the questionnaires to two English elementary teachers at SD Kanisius Tegalmulyo, two English instructors, and to one lecturer. The result of the evaluation showed that out of 4 points of agreement, the mean of the degree of agreement of the statements range from 3.6 to 4, indicating that the designed set of speaking instructional materials was ready to be implemented. In addition to the result, the respondents suggested the writer provide the source of the pictures in the student’s book, make the language instructions simpler, keep the titles consistent, and reduce the pages of the student’s book if it was possible to do. All suggestions had been accepted for the sake of the material improvement.
To answer the second question of the problem formulation, the writer presents the final version of the instructional materials consisting of 8 units. Each unit is divided into six parts, namely “Stimulation”, “Let’s Voice It”, “Let’s Study It”, “Let’s Do It”, “Language Focus”, and “Sum It Up”.
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As a concluding remark, the writer of the study expects that the designed set of speaking instructional materials will be valuable in shaping and improving the students’ speaking skills in English, and will be applied to achieve the successful of students’ English competence.
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ABSTRAK
Raharjo, Andrias Haris Cahyo. 2009. Merancang Satu Set Materi Pembelajaran
Berbicara dengan Menerapkan Pembelajaran Berdasar Tugas untuk Kelas Lima
(5) Sekolah Dasar di SD Kanisius Tegalmulyo . Yogyakarta: Program Pendidikan
Bahasa Inggris, Universitas Sanata Dharma.
Sebagaimana penerapan Kurikulum Tingkat Satuan Pendidikan (KTSP) telah berlangsung, para guru SD Kanisius Tegalmulyo, khususnya bahasa Inggris, menjumpai kesulitan-kesulitan dalam memotivasi dan mendorong para siswa untuk mencapai kompetensi bahasa. Semenjak para guru memiliki keterbatasan kreatifitas dalam menyampaikan materi berbicara yang disebabkan oleh keterbatasan waktu dan sumber bahan ajar, hal tersebut merupakan kesempatan bagi studi ini untuk membantu para guru. Studi ini berupaya untuk merancang satu set materi pembelajaran berbicara untuk kelas lima (5) sekolah dasar di SD Kanisius Tegalmulyo yang menerapkan pembelajaran berdasar pada tugas.
Studi ini berupaya menjawab 2 masalah penelitian: (1) bagaimana satu set materi pembelajaran berbicara untuk kelas lima (5) sekolah dasar di SD Kanisius Tegalmulyo yang menerapkan pembelajaran berdasar pada tugas dirancang, (2) seperti apakah rancangan satu set materi pembelajaran berbicara tersebut.
Untuk menjawab pertanyaan pertama, penulis menggabungkan 2 model rancangan pembelajaran dari Kemp (1977) dan Yalden (1983) yang menggunakan 7 langkah. Langkah -langkah tersebut digabungkan dan diletakkan bersama di bawah payung Borg dan Gall (1986) yaitu metodologi penelitian dan pengembangan (R&D). Karena keterbatasan waktu dan sumber, hanya 5 dari 10 langkah metodologi penelitian dan pengembangan (R&D) tersebut yang digunakan. Kelima langkah tersebut adalah (1) penelitian dan pengumpulan informasi, (2) perencanaan, (3) pengembangan produk pendahuluan, (4) uji pendahuluan lapangan, dan (5) perbaikan produk utama.
Untuk mendapatkan data yang diperlukan, pengumpulan informasi dilakukan sebagai bentuk pertukaran dari survey kebutuhan dengan mengedarkan kwesioner kepada seluruh siswa di kelas, mewawancarai kedua guru bahasa Inggris, dan melakukan 3 kali observasi di dalam kelas. Rancangan materi pembelajaran berbicara kemudian dievaluasi dengan mengedarkan kwesioner kepada 2 guru bahasa Inggris SD Kanisius Tegalmulyo, 2 instruktur lembaga bahasa Inggris, dan 1 dosen. Hasil evaluasi menunjukkan bahwa di luar 4 poin persetujuan, nilai tengah dari tingkat persetujuan pernyataan berkisar dari 3.6 ke 4 yang menunjukkan bahwa materi pembelajaran berbicara yang dirancang telah siap untuk diterapkan. Sebagai tambahan terhadap hasil penelitian, para responden menganjurkan kepada penulis untuk menyertakan sumber dari gambar-gambar yang ada di buku guru (materi yang bisa difotokopi), membuat bahasa instruksi di buku siswa lebih singkat, menjaga judul unit tetap konsisten, dan, halaman di buku siswa diperpendek atau dikurangi kalau memungkinkan. Segala saran diterima penulis demi peningkatan materi.
Untuk menjawab pertanyaan yang kedua dari pertanyaan penelitian,
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8 unit. Setiap unitnya dibagi menjadi 6 bagian yaitu “Stimulation”, “Let’s Voice It”, “Let’s Study It”, “Let’s Do It”, “Language Focus”, dan “Sum It Up”.
Sebagai kesimpulan, penulis studi ini berharap bahwa rancangan materi pembelajaran berbicara ini akan bermanfaat dalam membentuk dan meningkatkan ketrampilan berbicara siswa, dan diterapkan untuk mencapai kompetensi bahasa Inggris para siswa.
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CHAPTER I INTRODUCTION In this chapter, the writer of this study would like to divide this chapter
into six (6) parts. They are namely research background, problem formulation, problem limitation, research objectives, research benefits, and definition of the key terms. Each part in this chapter is going to be explained clearly and reasonably by the writer.
1.1 Research Background
English is a very important language. Many people around the world have considered English as one of the most important languages since it is used as a means of communication in today’s society. In Indonesia, English serves as a foreign language that is taught starting from the elementary school. Consequently, an investigation in all aspects of the teaching of English needs to be urgently conducted. There are many students in the elementary school who still do not comprehend in practicing and using English as a means of communication. They want to be able to use English as a foreign language to communicate with others, but there are some factors that make the students have lack of learning and applying English language as a means of communication. One of the factors is the availability of short-limited designed books or materials in English for elementary students especially for speaking or conversation.
Speaking, as one requirement of the four skills for the students to master English well, is considered as a productive skill since it involves language
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production (Nunan, 2003: 48). However, the students sometimes can hardly speak in English. They become passive since they are afraid of making mistakes and they appear to be unable to grab as many vocabularies as possible in order to be used in speaking. In this case, the teachers should be careful in providing and teaching the available materials that can make elementary students interested in what they learn. Teaching speaking seems to be uneasy job. There are some difficulties that had become a barrier in learning English. Those difficulties are: teachers’ lack of creativity, students’ lack of motivation and courage, etc. These problems seemingly also occur not only in Indonesia but also in other countries. Without a good approach in motivating the students to study, it seems to be difficult to transfer the knowledge from the teacher to the students. Thus, Task- Based Learning, as one of the best approaches in teaching and learning activities, shares its notions providing some successful phases in accomplishing the teaching and learning process.
Task-Based Learning which becomes one of the approaches for real-world language learning shares its notion to make a bridge between contextual teaching and learning and teachers’ lack of motivating the students (J. C. Richards and T. S. Rodgers, 2001: 225). There are many principles in task-based learning that may be used as a new weapon or technique for the teachers to trigger the students to learn a target language with several tasks and can be used to make teaching and learning activity more joyful and understandable for the students to learn new things. Considering the significance of task-based Learning, the students in the writer’s research school target seem to need this approach in achieving the
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purpose of the applied curriculum. Task-Based Learning is utterly needed by the students who want to be able to learn and use English as a means of communication in today’s society. This approach shares the notions in teaching and learning activities with fun, more understandable activities, easier technique to attract the student’s motivation, more real-tasks, and purposeful material sources. To prove that the Task-Based Learning is successful to teach speaking English, the research target is needed for the sake of applying the designed speaking materials in this case. The writer chooses SD Kanisius Tegalmulyo as a research setting. Having conducted observation in this school, the writer finds that the teachers are having the same difficulties, as stated above, in motivating students to learn English as a foreign language, exploring creativity in teaching and learning activity, and employing a significant approach for teaching and learning experiences.
SD Kanisius Tegalmulyo is one of the private schools in Yogyakarta which
is under the Kanisius foundation. It becomes a research school target by the writer to design his thesis. The English lesson in the elementary school serves as a secondary lesson. This fact becomes the attraction and the reason why the writer conducts an educational study in the teaching and learning English. The writer of this thesis is going to conduct a study to the fifth grade of elementary students because the designed material in which the writer eventually designs will be appropriate to prepare and shape the students with a good English speaking basic before they gain the primary English lesson in junior high school later on.
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The fact that the English lesson is not going to be assessed in the national examination (UAN) for the elementary school does not decrease the writer’s will and motivation to help the fifth grade elementary students to learn English, especially speaking skill. This skill helps the elementary students to practice English in order to be able to apply it to daily conversation with friends or society. For this purpose, the writer will design or provide the designed set of speaking instructional materials for the fifth grade of elementary school, of course, the designed materials will also be adapted with the curriculum which is currently applied.
The purpose of language teaching is to use the language to communicate with other people because it is a medium for communication. The problem is that English teachers treat English as knowledge that needs to be identified and analyzed. Most of the teachers are probably afraid of using some new ways or strategies to motivate their students so that the students are eager to learn English. The use of speaking instructional materials as one of the media of Task-Based Learning will be very helpful and it is going to motivate the students to learn English as a second and/ or foreign language. At SD Kanisius Tegalmulyo, the English lesson is taught once a week. The teaching and learning process takes two contact hours (80 minutes). The writer applies to provide contextual speaking materials implementing Task-Based learning that derive from both needs analysis and the adapted curriculum so that the students are interested in what they learn, and they are able to grab as many vocabularies as they can in order to be used in speaking or conversation in English. The notion of implementing Task-Based
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learning for this study is because there is a connection between interesting teaching and learning activities and the students’ learning motivation.
1.2 Problem Formulation
The problems are formulated as the following:
1. How is the designed set of speaking instructional materials implementing Task- Based-Learning for the fifth grade elementary students at SD Kanisius Tegalmulyo designed?
2. What does the designed set of speaking instructional materials look like?
1.3 Problem Limitation
The writer only focuses his attention on designing a set of speaking instructional materials implementing Task-Based Learning (TBL) for the fifth grade elementary students. The target learners are the fifth grade elementary students at SD Kanisius Tegalmulyo Yogyakarta.
1.4 Research Objectives
In this section, the writer would like to formulate the objectives of this thesis. The objectives are stated as the following:
1. To figure out the steps in designing a set of speaking instructional materials by implementing Task-Based Learning for the fifth grade elementary students at SD Kanisius Tegalmulyo Yogyakarta is designed.
2. To present the designed set of speaking instructional materials.
1.5 Research Benefits
This thesis is expected to be beneficial to:
1. SD Kanisius Tegalmulyo Yogyakarta
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The writer hopes that this thesis will be utterly beneficial for the sake of teaching and learning of English lesson at SD Kanisius Tegalmulyo Yogyakarta and it is also expected to give a lot of contributions for English teachers to enhance and strengthen the teaching of language particularly speaking in English.
2. English elementary school teachers and novice teachers The writer hopes that this thesis will contribute some information concerning to the designed set of speaking instructional materials to teach speaking and help them choose their stance on.
3. The researchers or the students who want would like to conduct further research The writer hopes that the next students of English Language Study
Program or researchers will have a much more study of designing a set of speaking instructional materials implementing Task-Based Learning (TBL) to teach the students of elementary school.
4. Department of National Education The writer hopes that this thesis will lead the Department of
National Education to start pondering on English language teaching in Indonesia so that they can make the goal, process, and assessment of successful learning walk in harmony.
1.6 Definition of the Key Terms
In this section, the writer intends to define some of the terms that are used in this study, to avoid misunderstanding of the readers in reading this thesis writing.
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1. The term “design”, according to Hornby (1974: 234), it means making such general arrangement or planning of a book. The plan in this study is to design a set of speaking instructional materials containing of activities to be applied by the teachers to the fifth grade elementary students in the classroom.
2. The term “speaking” refers to kind of active or productive interaction that makes use of the aural medium (Widdowson, 1979:59). Aural media means mouth, lips, tongue, and other oral activities. In speaking, a message is transferred from the speaker to hearer. The speaker produces the message, and the hearer receives it. In this study, the writer designs a set of materials for speaking English.
3. The term “instructional materials” refers to the materials (films, slides, recordings, computers, and so on) of instruction designed by the teachers (Kemp, 1977:7). In this study, the researcher or writer will design a set of materials of speaking consisting of instructions in each meeting and it is finally applied by the teacher itself to the fifth grade elementary students.
4. The term “task” according to Long (1985:89), as quoted by Nunan (2004:2) in his book entitled Task Based Language Learning, refers to a piece of work undertaken for oneself or for others, freely or for some reward. In this study, the writer designs a set of speaking materials consisting of several tasks which trigger the students to learn English as a foreign language.
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5. The term “task-based learning”, according to Richards and Rodgers (2001: 223), refers to an approach of language learning which is based on the use of tasks as the core unit of planning and instruction in language teaching-learning. The plan in this study is to design a set of English speaking materials implementing task-based approach.
6. The term “fifth grade of elementary students” refers to the target learners.
The writer, in this study, chooses the students of elementary school as the target learners because it seems to be important to teach speaking as a productive skill and to encourage the fifth grade students of elementary school to be more active in communicating in English in the classroom or daily activities for many purposes.
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CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the writer is going to clarify what theories related to
designing a set of speaking instructional materials implementing task-based learning for the fifth grade elementary students are. This chapter is divided into two main parts. The first part is theoretical description which involves instructional design models, a brief description of the school- based curriculum (kurikulum tingkat satuan pendidikan), task-based learning, task types, speaking skills, and syllabus design. The second part is theoretical framework. In this second part, the writer is going to clarify what framework the writer used to conduct the process in designing a set of speaking instructional materials for the fifth grade elementary students is.
2.1 Theoretical Description
As what have stated above, theoretical description is divided into six (6) main parts to be clarified. They are instructional design models, a brief description about school-based curriculum, task-based learning, task types, speaking skills, and syllabus design.
2.1.1 Instructional Design Models
Instructional material design is a very fundamental part in this thesis because it will provide outlines which finally determines the material design success. There will be two (2) instructional models which this thesis is based on.
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2.1.1.1 Kemp’s Model
For the sake of designing materials, Kemp’s instructional model plan offers a flexible process. This first model is going to be adapted by the writer in his thesis. Kemp’s model is appropriate to be applied to the elementary school because it is as effectively as the learning process will be pursued.
Kemp’s model, in his book entitled Instructional Design- A Plan for Unit
and Course Development, also offers meaningful steps to be followed. These
steps are based on the learners’ needs and characteristics to achieve a successful learning process. Kemp’s (1977:8) model leads to the three essential questions to be answered in designing such instructional materials. They are:
1. What must be learned? (objectives)
2. What procedures and resources will work best to reach the desired learning levels? (activities and resources)
3. How will we know when the required learning has taken place? (evaluation) In order to answer the three essential questions, Kemp in his book concludes that there are eight (8) elements which are used to solve the problems in instructional design planning. The first element is goals, topics, and general purposes. In this first part of elements, instructional design planning often starts with recognition of the broad goals of the school system. If there is a curriculum adapted by the school or institution, topics are chosen for study. After that, the teachers explicitly state the general purposes (what students generally are expected to learn as a result of instruction).
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The second element is learner characteristics. In his book, Kemp argues that when the instructional plan would like to assure both individual’s success and group’s success in educational program, the instructional material designer has to obtain information about the learners’ capabilities, needs, and interests. In order to design an appropriate instructional plan, Kemp also suggests that the instructional material designer decide for himself which of the following characteristics of the students would be most helpful to know. The students’ characteristics include
academic factors and social factors. Academic factors can be number of students,
academic background, level of intelligence, reading level, scores on standardized achievement and aptitude tests, motivation for studying, study habits, expectation of the course, vocational and cultural aspirations. Social factors include age, maturity, attention span, special talents, physical and emotional handicaps, relations among students, and socioeconomics situation.
The third element is learning objectives. This third element, according to Kemp (1977:23), is essential because learning requires active effort by the learner.
Kemp also argues that good teachers have always told their students what performance and achievement levels were to be expected of them at test time.
Kemp also states that writing objectives is a developmental activity that requires refinements, changes, and additions as the instructional designer develops subsequent planning steps.
The fourth element is subject content. According to Kemp (1977), students’ learning experiences must involve subject content. The content itself must closely relate to the objectives and to students’ needs. In order to prepare the
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instructional designers with their planning, Kemp (1977) mentions that there are some questions to be considered before listing the content for a topic of the designed material later on.
1. What specifically must be taught or learned in this topic?
2. What facts, concepts, and principles relate to this topic?
3. What steps are involved in necessary procedures relating to this topic?
4. What techniques are required in performing essential skills? The fifth element is pre-assessment. Kemp (1977), in his book, argues that the use of pre-assessment is to figure out specifically to what extent each student has acquired the necessary prerequisites for studying the topic and to what the student may have already mastered about the subject to be studied.
The sixth element is teaching/learning activities and resources. Kemp, here, suggests that the instructional material designers determine the most efficient and effective methods and then select materials to provide learning experiences to that will utilize the content associated with each objective. Kemp, in his book, also conveys that there are three basic methods of teaching and learning. They are presentation to a group, individualized learning, and teacher- student interaction.
The seventh element is support services. Kemp (1977) mentions that support services must be considered at the same time instructional plans are being made and materials, being selected. Kemp also adds an argumentation that considerations for coordinating the planned program with other operational