A set of task-based instructional materials to teach english at SD Kanisius Baciro Yogyakarta - USD Repository
A SET OF TASK-BASED INSTRUCTIONAL MATERIALS
TO TEACH ENGLISH AT SD KANISIUS BACIRO YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Maria Magdalena Siska Budi Lestari
Student Number: 021214042
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2007
A SET OF TASK-BASED INSTRUCTIONAL MATERIALS
TO TEACH ENGLISH AT SD KANISIUS BACIRO YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Maria Magdalena Siska Budi Lestari
Student Number: 021214042
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
TAKE TIME Take time to think; it is the source of power.
Take time to read; it is the foundation of wisdom. Take time to play; it is the secret of staying young. Take time to be quiet; it is the opportunity to seek God. Take time to be aware; it is the opportunity to help others.
Take time to love and be loved; it is God’s greatest gift.
Take time to laugh; it is the music of the soul. Take time to be friendly; it is the road of happiness. Take time to dream; it is what the future is made of.
Take time to pray; it is the greatest power on earth.
(Author unknown) I dedicate this work to:
Bapak and Ibu (RIP) Mas Pius, Mbak Nining, Mas Danar
ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus My Savior who has given me strength and patience through my worst time. Without His love and grace, I would not be able to finish this thesis.
I would like to express my greatest gratitude to my major sponsor Drs.
Concilianus Laos Mbato, M.A., and my co-sponsor A. Hardi Prasetyo, S.Pd.,
M.A. Because of their generosity, patience, guidance, criticism, careful reading,
and encouragement, I could finish this thesis.
I owe a great deal to Sr. Serafine OP, the headmistress of SD Kanisius , who gave me the opportunity to do the research in this school.
Baciro Yogyakarta My sincere gratitude is addressed to Mrs. Asterina Saptiyani, S.Pd. and Mrs. R.
, the English teachers of SD Kanisius Baciro Yogyakarta, Rani Widahadi, S.Pd. who have given me valuable guidance, evaluation, and suggestion to my design. My sincere gratitude is also addressed to fifth grade students of SD Kanisius Baciro Yogyakarta .
I am deeply indebted to all my participants: Caecilia Tutyandari, S.Pd., M.Pd., Dian Fransisca Maharani, S.Pd., and the English teachers of SD Kanisius
Kalasan , I really appreciate their cooperation and sincerity. I thank to mbak
Danik, mbak Tari, and all librarians for unlimited time and help.My deepest gratitude goes to my family: Bapak F. Untung, mas Pius,
mbak Nining, and mas Danar for their unending prayer, support, and fantastic
affection. My deepest gratitude also goes to Ibu Ch. Sri Sunanti (RIP) for the greatest memory to remember.
I would like to give my great thanks to Rm. Hartono Pr, Sr. Agata OP, Sr. Antonella OP, and Sr. Rose Mary OP, for the everlasting spirit, prayer, and bless.
My deepest thank goes to my best friends: Geol, Nita and Rendy, Utik and Uus, Christin and Thomas, Mima, and all PBI 2002 students for the wonderful friendship. I also thank my KKN friends: Yuke, Grace, Lusi ‘Budhe’, Cahya, and Tari for the great days they have shared.
I would like to give thanks to Bapak PD. Dalikin’s family and Bapak J. Sikun Pribadi’s family who allowed me to use the computer and printed this work. I also thank to Mudika Valentino: mas Agus, mbak Yati, Yanu, mas Bani, mas Bono, Ipoeng, Yongki, Nanto ‘Komeng’, mas Uki, mas Adi ‘Micil’, and Krista for accompanying me through the wonderful years. My thanks are also addressed to
mas Billy ‘Dabe’ and mas Nanang for being a big brother through my ups and
downs.Finally, my specials thank goes to someone who has taught me the meaning of TRUST. May God Bless them all!!!
Maria Magdalena Siska Budi Lestari
TABLE OF CONTENTS
9 A. Theoretical Description …………………………………………
b. Scope ………………………………………………………
19
19 a. Purpose …………………………………………………….
14 2. Curriculum …………………………………………………….
10 b. Dick & Carey’s Model …………………………………….
9 a. Kemp’s Model …………………………………………….
9 1. Instructional Design Models …………………………………..
6 CHAPTER II LITERATURE REVIEW ………………………………….
TITLE PAGE ………………………………….………………………….. i PAGES OF APPROVAL ………………………………............................ ii PAGE OF DEDICATION ………………………………………………... iv STATEMENT OF WORK’S ORIGINALITY …………………………. v ACKNOWLEDGEMENTS ………………………………………………. vi TABLE OF CONTENTS ………………………………………………… viii LIST OF FIGURES ………………………………………………………. xi LIST OF TABLES ………………………………………………………... xii ABSTRACT ……………………………………………………………… xiii ABSTRAK ………………………………………………………………... xiv CHAPTER I INTRODUCTION …………………………………………..
5 G. Definition of Terms ………………………………………………..
5 F. Research Benefits ………………………………………………….
5 E. Objectives …………………………………………………………
4 D. Problem Formulation ……………………………………………...
4 C. Problem Limitation ………………………………………………..
1 B. Problem Identification …………………………………………….
1 A. Background ………………………………………………………..
19
c. Standard Competence and Basic Competence …………….
20 3. Task-Based Learning ………………………………………….
21 a. Rationale of Task-Based Learning ………………………...
21 b. Definition of Task-Based Learning ………………………..
21 1) Task ……………………………………………………
21 2) The framework of Task-Based for Beginners and
22 Young Learners ………………………………………..
c. Syllabus ……………………………………………………
27 4. Characteristics of Elementary School Students ………….........
31 a. Critical Hypothesis Period ………………………………...
31
b. Students’ Cognitive Growth ………………………………
32
c. Elementary School Children ………………………………
34 B. Theoretical Framework ……………………………………………
35 CHAPTER III METHODOLOGY ………………………………………..
39 A. Method …………………………………………………………….
39 B. Research Participants ……………………………………...............
42 C. Research Instruments ……………………………………………...
43 D. Data Gathering …………………………………………………….
47 E. Data Analysis ……………………………………………………...
48 F. Steps in Conducting the Study …………………………………….
50 CHAPTER IV RESEARCH RESULTS AND DISCUSSION ……………
52 A. The Steps in Designing A Set of Task-Based Instructional Materials to Teach English to Fifth Graders of SD Kanisius Baciro
Yogyakarta ………………………………………………………...
52 B. Survey Research …………………………………………………...
67 1. Description of the Participants ………………………………...
67 2. Description of the Data ………………………………………..
67 C. Discussion …………………………………………………………
69 D. Presentation of the Materials Design ……………………………...
70
CHAPTER V CONCLUSIONS AND SUGGESTIONS …………………
72 A. Conclusions ………………………………………………………..
72 B. Suggestions ………………………………………………………..
73 REFERENCES ……………………………………………………………
75 APPENDICES …………………………………………………………….
78 Appendix 1. Permission Letter ……………………………………………
79 Appendix 2. Instruments of Needs Survey ………………………………..
83 Appendix 3. Questionnaire of Evaluation ………………………………...
92 Appendix 4. Syllabus ……………………………………………………...
99 Appendix 5. Lesson Plan …………………………………………………. 103 Appendix 6. Presentation of Instructional Materials Design ……………... 140
LIST OF FIGURES
Figure 2.1 : Kemp’s instructional design model …………………………..14 Figure 2.2 : Dick & Carey instructional design model …………………...
18 Figure 2.3 : The components of the task-based learning framework for beginners and young learners …………………………………
23
LIST OF TABLES
Table 2.1 : List of standard competencies and basic competencies ……….20 Table 2.2 : The steps used in designing the set of instructional materials in this study …………………………………………………...
38 Table 3.1: The descriptive statistics of the participants’ opinion …………
50 Table 4.1 : The result of the questionnaire ………………………………...
56 Table 4.2 : List of the topics ……………………………………………….
61 Table 4.3: List of the competence standard ……………………………….
62 Table 4.4 : List of indicators ………………………………………………
63 Table 4.5 : The description of the participants …………………………….
67 Table 4.6 : The description of the data …………………………………….
67
ABSTRACT
Lestari, Maria Magdalena Siska Budi. 2007. A Set of Task-Based Instructional . Yogyakarta: Sanata
Materials to Teach English at SD Kanisius Yogyakarta Dharma University.
English has been used in many aspects of life such as science, technology, culture, and the establishment of international relationship. Therefore, it is important to teach English in elementary school level. The activities should require opportunities to experience using the target language. In task-based learning the students have opportunities to experience in both spoken and written language. Since there are few references for the English teachers, thus, a set of materials needed to be designed to help teachers carry out the teaching learning process.
This study was conducted to design a set of task-based instructional materials for fifth graders of SD Kanisius Baciro Yogyakarta. There were two problems discussed in this study. The first was how a set of task-based instructional materials for fifth graders of SD Kanisius Baciro Yogyakarta was designed. The second was what the designed materials looked like.
To answer the first problem, the writer modified two instructional design models from Kemp and Dick & Carey. The steps were rearranged as follows: (1) identifying the learners’ characteristics, (2) considering goals, listing topics, and stating general purposes, (3) specifying learning objectives, (4) listing the subject content, (5) selecting teaching learning activities and the instructional resources, (6) designing the instructional materials, and (7) evaluation and revision.
In order to obtain data about the students` interests and needs in learning English, the writer conducted an informal interview, distributed questionnaires, and did an observation. The informal interview was conducted with an English teacher of SD Kanisius Baciro Yogyakarta. The questionnaires were distributed to fifth graders of SD Kanisius Baciro Yogyakarta and the observation was done during the teaching learning process.
To answer the second problem, the writer revised the proposed materials based on the designed materials evaluation. The evaluation was conducted by distributing and gathering questionnaires to two English teachers of SD Kanisius two English teachers from other Elementary School, and two
Baciro Yogyakarta,
English lecturers of Sanata Dharma University. The suggestions and feedback from the participants were used to improve the design.
The statistical computation showed that the grand mean was 4.02. It meant that the designed materials were acceptable and suitable for fifth graders of SD Baciro Yogyakarta although it needed revisions. The designed materials
Kanisius
consisted of “Students’ Book” and “Teacher’s Note”. There were ten topics and six sections. The writer suggested the teachers used the target language as much as possible, encouraged the students to be active, and established an enjoyable atmosphere in class. It was also suggested for further researchers to implement the designed materials in other schools having different situation, find out students’ motivation in learning English and appropriate evaluation strategy.
ABSTRAK
Lestari, Maria Magdalena Siska Budi. 2007. A Set of Task-Based Instructional . Yogyakarta: Sanata
Materials to Teach English at SD Kanisius Yogyakarta Dharma University.
Bahasa Inggris telah banyak digunakan dalam berbagai aspek kehidupan seperti ilmu pengetahuan, teknologi, kebudayaan, dan hubungan internasional. Maka sangatlah penting untuk mengajarkan bahasa Inggris di tingkat pendidikan sekolah dasar. Kegiatan-kegiatan dalam proses belajar mengajar harus memberikan berbagai macam kegiatan untuk membantu siswa-siswa berkomunikasi menggunakan bahasa Inggris. Dalam metode task-based learning para siswa diberikan kesempatan untuk menggunakan bahasa Inggris baik secara lisan maupun tulisan. Karena belum begitu banyak buku referensi pengajaran bagi para guru maka sebuah materi pengajaran perlu dibuat untuk membantu guru dalam proses belajar mengajar.
Penelitian ini dilakukan untuk membuat seperangkat materi pengajaran berdasarkan teori task-based learning untuk siswa-siswa kelas V (lima) SD Kanisius Baciro Yogyakarta. Ada dua permasalahan yang dibicarakan dalam penelitian ini. Permasalahan yang pertama adalah bagaimana membuat seperangkat materi pengajaran berdasarkan teori task-based learning untuk siswa- siswa kelas V (lima) SD Kanisius Baciro Yogyakarta. Sedangkan permasalahan yang kedua adalah seperti apa bentuk seperangkat materi pengajaran tersebut.
Untuk menjawab pertanyaan pertama penulis memodifikasi 2 (dua) model dari Kemp dan Dick & Carey. Langkah-langkah yang dilakukan adalah sebagai berikut: (1) mengidentifikasi karakteristik siswa, (2) mempertimbangkan tujuan, membuat daftar topik, dan menguraikan tujuan umum, (3) menentukan tujuan belajar, (4) membuat daftar isi pokok, (5) memilih kegiatan belajar mengajar dan sumber belajar, (6) membuat materi, dan (7) evaluasi dan revisi.
Untuk mendapatkan data tentang kebutuhan dan kegiatan yang disukai siswa dalam belajar bahasa Inggris, penulis melakukan informal wawancara, membagikan kuesioner, dan mengadakan observasi. Informal wawancara dilakukan dengan seorang guru bahasa Inggris SD Kanisius Baciro Yogyakarta sedangkan kuesioner dibagikan kepada siswa-siswa kelas (V) lima SD Kanisius Baciro Yogyakarta dan observasi dilakukan pada saat pelajaran bahasa Inggris berlangsung.
Untuk menjawab pertanyaan kedua, penulis memperbaiki materi pengajaran yang telah dibuat berdasarkan evaluasi yang diberikan. Evaluasi ini dilakukan dengan membagikan kuesioner kepada 2 (dua) guru bahasa Inggris SD Kanisius Baciro Yogyakarta, 2 (dua) guru Bahasa Inggris dari sekolah dasar yang lain, dan 2 (dua) dosen bahasa Inggris Universitas Sanata Dharma. Semua saran dan usulan dari para evaluator digunakan untuk memperbaiki materi pengajaran.
Hasil evaluasi menunjukkan bahwa angka grand mean adalah 4.02. Hal ini berarti materi pengajaran yang dibuat dapat diterima dan sesuai untuk siswa-siswa kelas V (lima) SD Kanisius Baciro Yogyakarta meskipun masih memerlukan perbaikan. Materi pengajaran terdiri dari “Students’ Book” dan “Teacher’s Dalam materi tersebut tercakup sepuluh topik pengajaran dan enam sub Note”. unit. Dalam hal ini, penulis mengusulkan agar para guru lebih sering berbicara dalam bahasa Inggris dan mendorong para siswa untuk aktif di kelas serta menciptakan suasana belajar yang menyenangkan. Untuk para peneliti mendatang diharapkan dapat menerapkan materi pengajaran ini di sekolah-sekolah lain yang memiliki situasi yang berbeda dan mengetahui motivasi para siswa dalam belajar bahasa Inggris dan strategi evaluasi yang tepat.
CHAPTER I INTRODUCTION In this chapter, the writer presents the basic points related to the study,
which will be classified into seven important points, namely, Background, Problem Identification, Problem Limitation, Problem Formulation, Objectives, Research Benefits, and Definition of Terms.
A. Background
English has been used in many aspects of life such as science, technology, culture, and the establishment of international relationship. It has also been widely taught in many schools in Indonesia. The government started establishing English language teaching in some elementary schools since it is essential to teach English in the early level of education. In elementary schools, English is one of the local content subjects but in some elementary schools English is one of supplementary subjects.
Teaching English in the elementary school is important for two reasons. First, in globalization era, English is used as the international language. In other words, English can not be separated from aspects of life such as science, technology, culture, etc. therefore elementary school students need to be introduced to English in order to make them be familiar with English. Hopefully, they will be ready to the use of English in the real life. Second, it is based on the idea that the students may find it easy to learn a new language at the early ages.
Some experts believe that there is a ‘critical period’: that children who begin to learn a new language before puberty will learn better; that after puberty, it is more difficult to attain native-like fluency and pronunciation. (Willis, 2004: 8).
If they learn English well in this level, students may not face many difficulties when they learn the language in the next level. To help students obtain English mastery they need several appropriate activities in which the focus is not only on grammar mastery but also on the use of the language.
Since language is used for communication in which one person whom we are talking to understands what we are talking about therefore the English students should have a lot of practices in using the language for communication. Meaning to say, the students are able to convey their message using words or phrases they produce. By having experiences and taking risks on the language use, the students will be able to acquire language naturally. “… language has to be acquired as a result of some deeper experience than the concentration on grammar points.” (Jeremy, 1991: 34).
Teaching English as a second language in the elementary school is challenging for two reasons. First, the students are beginners in learning English.
They, generally speaking, are afraid of making mistakes and shy to take a part in the teaching learning process. Second, children are difficult to concentrate on one thing. They will easily learn if they are involved in the activities. Most of them learn through experiences. So, the teacher should be able to design the teaching learning materials to motivate the students to learn English.
SD Kanisius Baciro Yogyakarta is one of elementary schools which start
teaching English in the elementary school level. English is considered as one of the local content subjects in SD Kanisius Baciro Yogyakarta. This school has also applied the recent curriculum, Kurikulum Tingkat Satuan Pendidikan (KTSP).
Based on the writer’s observation, the students of SD Kanisius Baciro
Yogyakarta , especially the fifth graders, are active participant in the teaching
learning process. It was showed by their enthusiasm in answering the teacher’s questions, asking several difficult vocabularies, and giving some examples in sentences. They are able to make a dialogue in certain topics, such as greeting and tell their personal identity. Since the objective of Kurikulum Tingkat Satuan
Pendidikan (KTSP) is communicative competence mastery, the teacher should
require opportunities for the students to use English in the topics which are related to the real world. However, there are few references to help the teacher achieve the outcome.
Task-based learning method has been popular in English language teaching. It is an appropriate method to help the elementary school students learn English. There are two main reasons. First, students of elementary school, as the beginners in learning English, may feel shy or afraid of making mistakes when they use the language. “a task-based approach encourages beginner because it values what learner can achieve no matter how little language they have” (Willis, 2004: 118).
Second, elementary school students need more exposure to learn and use the target language. In other words, although they make mistakes they need to be encouraged to keep on practicing more and more. Task-based learning provides opportunities for the students to share their thought, opinion, or feeling in the language. All students need to experiment and make errors. According to Willis (2004: 7), in task-based learning the students have opportunities to experiment, both with spoken and written language.
In as much as children prefer to learn through experience and they need to practice using target language, a set of materials need to be designed to help teachers carry out the teaching learning process. The writer uses task-based as the basic method of instructional materials to teach English of fifth graders of SD
Kanisius Baciro Yogyakarta ”. To ensure the set of materials accountability the
design must be done through a scientific process which involves theoretical discussion and application, related literature, and verification from experienced practitioners or educational experts.
B. Problem Identification
In the elementary school level, the students are expected to be able to master communicative competence in English. According to Kurikulum Tingkat Satuan
Pelajaran (KTSP), communicative competence emphasizes listening, speaking,
reading, and writing. Elementary school students are motivated at the first time.Therefore, they need more exposure to practice using English. However, the teachers do not have a set of materials which is suitable for the students and motivate them to learn English. Further elaboration is presented in chapter II.
C. Problem Limitation
The writer limits this study on the discussion of teaching English for fifth design instructional materials using task-based learning method for fifth graders of SD Kanisius Baciro Yogyakarta.
D. Problem Formulation
The problems of the study are formulated as follows:
1. How is a set of task–based instructional materials for fifth graders of SD
Kanisius Baciro Yogyakarta designed?
2. What does a set of task-based instructional materials designed for fifth graders of SD Kanisius Baciro Yogyakarta look like?
E. Objectives
Based on the Problem Formulation, this study has two objectives. The first objective is to know how to design a set of task-based instructional materials for fifth graders of SD Kanisius Baciro Yogyakarta. Then, the second objective is to present a set of task-based instructional materials designed for fifth graders of SD
Kanisius Baciro Yogyakarta . The result of the study may become a model of the
application of task-based learning methodology for other elementary schools.F. Research Benefits
This study is hopefully beneficial for: 1.
The fifth graders of Elementary school Basically, the final result of this study is a set of task-based instructional materials which are ready to use for carrying out the teaching facilitate students with an enjoyable atmosphere in learning English so that the students will be more interested and motivated in learning English.
Thus, the students will be able to master communicative competence in English.
2. The English teacher of elementary school The set of materials is designed using careful exploration on theories and practices and through a survey involving practitioners. Therefore, the final product can be used to support the real teaching and learning process. Consequently, it should be easier for the English teacher to implement the instructional materials appropriately. The designed materials will also give the teacher ideas in using task-based activities to teach English to the students.
3. Other future researches Teaching English for elementary school is still open for research.
Further research can be carried out to improve the quality of teaching in elementary school. This study presents the insight for other researcher or program developers so that they can develop research related to the use of task-based method in the teaching and learning process. Further research can be done to find out students’ motivation, appropriate evaluation strategy, or the implementation of the materials in other schools having different situation.
G. Definition of Terms
In order to avoid any misunderstanding or misinterpretation, several terms
1. Design
Richards & Rogers (2001: 24) define design as the level of method analysis in which we consider (a) what the objectives of a method are; (b) how language content is selected and organized within the method, that is, the syllabus model the method incorporates; (c) the types of learning tasks and teaching activities the method advocates; (d) the role of learners; (e) the tasks of learners; (f) the role of instructional materials. In this study, design means making a set of materials based on the students` needs to obtain the objectives.
2. Instructional materials Instructional materials are the materials that are planned or designed for instruction. Instructional materials can be in the form of printed materials, computer assisted instruction, and television instruction (Walter Dick, et al, 1989:3). In this study, instructional materials are a set of materials planned by materials designers to be used in the teaching learning process in form of printed materials.
3. Task As stated in Richards & Rodgers (2001: 224), Skehan (1990) affirms a definition of task which corresponds with this study: “Tasks ... are activities which have meaning as their primary focus. Success in tasks is evaluated in terms of achievement of an outcome, and task generally bears some resemblance to real life language use.” So that, task-based instruction takes a fairly strong view of communicative language teaching.
In this study, task is defined as any activities to communicate in the target language to achieve an outcome.
4. Task-Based Learning The definition of task-based learning in this study is parallel with the definition offered by Richards & Rodgers (2001: 223) that task-based learning teaching refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.
5. Fifth Graders of elementary school Elementary school students are children of 6/7 to 11/12 years old. In this study, the design is addressed to the fifth graders of elementary school. Their ages range from 10-11 years old and they are included in the beginner level of English competence.
CHAPTER II LITERATURE REVIEW This chapter discusses some theories used as the basis to design a set of
task-based instructional materials for fifth graders of SD Kanisius Baciro
Yogyakarta . There are two main parts in this chapter, the first is theoretical
description and the second is theoretical framework.A. Theoretical Description
In this section, the writer discusses some theories that support the designed materials. They are instructional design model, curriculum, task-based learning, and elementary school students` characteristics. The writer uses instructional design model to give general view of the methods of instructional material design.
The curriculum discussion presents an overall concept of the students` objectives in learning English. This section also discusses about task-based learning as the basic theory in designing materials in this study. The last is elementary school students` characteristics which gives main contribution since the instructional material design is intended for elementary school students, especially fifth grade students.
1. Instructional Design Models
In designing materials, the writer attempted to use two instructional design models, Kemp’s and Dick & Carey’s. These two models give clear procedures that the material designers should do in developing their own materials.
a. Kemp`s model
Kemp (1977: 8) argues that the instructional plan is designed to supply answers to the question which may be considered the essential elements of instructional design: 1)
What must be learnt? (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 placed?
(evaluation)
Kemp (1977: 7) also suggests an instructional material design which consists of eight parts, namely: 1)
Consider goals, and then list topics, stating the general purposes for each topic.
All educational programs are based on broadly stated goals. Those goals may be derived from three sources- society, students, and subject areas. After recognizing or establishing its goals, a planning team should list the major topics to be treated within the content area. Those topics, or unit headings, would become the score of the course program, the basis for the instruction. Topics are usually simple or concrete levels to complex or more abstract levels. General purposes are important as an initial expression, signifying broadly what the teacher wants to accomplish in the topic. General purposes usually express the planer’s own aim or purpose for the topic or unit.
2) Enumerate the important characteristics of the learners for whom the instruction is to be designed.
To best assure an individual’s success in his or her educational program, we should recognize and respect the students as an individual learner. Ideally, each person should be assisted in pursing learning at his or her own pace, on his or her schedule, and with his or her own selection of learning experiences and materials. To serve both group and individual mean that we must obtain information about the learners’ capabilities, needs, and interests.
There are four factors to be considered when designing an instructional plan. They are: academic factors, social factors, learning conditions, and learning styles. 3) Specify the learning objectives to be achieved in terms of measurable student behavior outcomes.
A learning objective is a precise statement that answers the question, ‘What does the student have to do in order to show that he or she learned what you want the students to learn?’. All objectives must be stated in terms of activities that will promote learning. Each objective – to the degree possible – should be unambiguous. It must mean exactly the same thing to all other teacher, and it must also clearly communicate to all students who will use it.
4) List of the subject content that supports each objective.
Subject content comprises the selection and organizing of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements), and attitudinal factors of any topic. A student’s learning experiences must involve subject content. The content, in turn, must closely relate to the objectives and to the student’s needs. Several sources which teachers might have to consider as subject content are journal articles documentary films, and experienced consultants.
5) Develop pre-assessment to determine the students` background and present level of knowledge about the topic.
Executing pre-assessment is important to find out specifically (1) to what extent each student has acquired the necessary prerequisites for studying the topic and (2) what the students may have already mastered about the subject to be studied.
6) Select teaching learning activities and instructional resources that will treat the subject content so students will accomplish the objectives. The selection of instructional materials is closely associated with the planning of teaching and learning activities, both of which should be considered together. Closely associated with the selection of teacher and student activities is the selection of supporting materials that can motivate students and cab effectively explain and illustrate subject content, these resources include printed materials of many kinds, audiovisual media, and other items for group and individual uses.
7) Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.
Support services include funds, facilities, equipment, and personnel whose time must be scheduled for participation in the instructional plan are being made and materials, being stated. Moreover, consideration must be given to coordinating the planned program with other operational aspects of the institution. 8) Evaluation of students` learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement. Moreover Kemp (1977: 9) states that the process above is a flexible process. There is interdependence among the eight elements and designers may develop whichever elements they are ready to start with and then move back and forth to the other steps in order to keep plan in line with the objectives. Revision on the elements is conducted every time it is needed, based on the evaluation data from students` accomplishment of the objectives. It is indicated by the broken line in the following diagram.
Goals,
Topics, and
General
Purposes LearnerEvaluation Characteristics Learning Support
Objectives Services Teaching/ Learning
Subject Activities, Content Resources
Pre -
Assessment
Figure 2.1: Kemp`s Instructional Design Model (1977: 8) b.Dick & Carey’s model
Dick & Carrey say that instructional process itself can be viewed as a system. The components of the system are the learners, the instructor, the instructional materials, and the learning environment. These components interact in order to achieve the goal. A system view sees the preparation, implementation, evaluation, and revision of instruction as one integrated process (2005: 2-3). Dick & Carey (2005: 6-8) suggest that there are ten components of system approach model.
They are: 1)
Identify instructional goal (s) The firs step in the model is to determine what it is that the materials designer wants learners to be able to do when they have
2) Conduct instructional analysis
After the materials designer has identified the instructional goal, the designer materials will determine step-by-step that people are doing when they perform that goal. The final step in the instructional analysis process is to determine what skills, knowledge, and attitudes, known as entry behavior, are required of learner to be able to begin the instruction.
3) Analyze learners and context
There is a parallel analysis of the learners, the context in which they will learn the skills, and the context in which they will use them. Learner’s current skills, preferences, and attitudes, and the setting in which the skills will eventually be used.
4) Write performance objectives
The materials designer will write specific statement of what the learners will be able to do when they complete the instruction.
These statements, which are derived from the skills identified in the instructional analysis, will identify the skills to be learned, the conditions under which the skills must be performed, and the criteria for successful performance.
5) Develop assessment instruments Based on the objective the materials designer has written, the materials designer will develop assessments that are parallel to and measure the learner’s ability to perform what you described in the objectives.