SPEAKING MATERIALS ADOPTING INFORMATION GATHERING TECHNIQUE FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Languag
SPEAKING MATERIALS ADOPTING INFORMATION GATHERING
TECHNIQUE FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2
YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Monika Nur Indah Sari
Student Number: 091214059
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
SPEAKING MATERIALS ADOPTING INFORMATION GATHERING
TECHNIQUE FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2
YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Monika Nur Indah Sari
Student Number: 091214059
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 11 December 2013 The Writer
Monika Nur Indah Sari 091214059
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI
KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Monika Nur Indah Sari Nomor Mahasiswa : 091214059
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
SPEAKING MATERIALS ADOPTING INFORMATION GATHERING
TECHNIQUE FOR THE TENTH GRADE STUDENTS OF SMA BOPKRI 2
YOGYAKARTA
Dengan demikian saya memberikan kepada Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta Pada tanggal: 11 December 2013 Yang menyatakan Monika Nur Indah Sari
ABSTRACT
Sari, Monika Nur Indah. 2013. Speaking Materials Adopting Information
Gathering Technique for the Tenth Grade Students of SMA BOPKRI 2
Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
This study aims to design a set of English speaking materials for the tenth grade students of SMA BOPKRI 2 Yogyakarta by adopting information gathering technique. Information gathering technique was used to encourage the students in building meaningful interaction and maintaining comprehensible ongoing communication. This technique assists the students to conduct survey, research, and interview to gather information. This study addressed two problems: 1) How are speaking materials adopting information gathering technique for the tenth grade students of SMA BOPKRI 2 Yogyakarta designed? 2) What do the speaking materials look like?
There were three research instruments used to answer the first research problem: questionnaires, observation checklist, and interview. The respondents were the tenth grade students and the English teacher of SMA BOPKRI 2
Yogyakarta . The researcher applied six Research and Development (R&D)
procedures, (1) Conducting Research and information collecting, (2) Planning, (3) Developing preliminary form of product, (4) Conducting preliminary field testing, (5) Conducting main product revision, and (6) Reporting the final product.
In order to design the materials, the researcher applied six steps adapted from Kemp’s and Yalden’s instructional design models. They were (1) Need survey, (2) Considering the goal, listing the topic, and stating the general purposes, (3) Selecting syllabus type, (4) Conducting pre-assessment, (5) Evaluating the materials, and (6) Revising. The researcher consulted and evaluated the materials to the four evaluators. Based on the data analysis results, the materials were acceptable, appropriate and ready to be used.
To answer the second problem, the researcher presented the final result of the materials that had been designed using information gathering technique, which consisted of four units. The first unit is Making New Friends which consists of introducing someone and others, making invitations, and describing feeling. The second unit is Sharing Your Experience which consists of describing experiences, describing someone’s biography, and telling a story. The third unit is Giving
,
Instruction which consists of describing procedure making request and
permission and giving and asking for direction. The last unit is Describing
Something
which consists of describing someone’s appearance and personality, describing place, and reporting news. Each unit contained three lessons and three main parts: Pre-activity, Main-activity, Post-activity. Keywords: Instructional materials, speaking activity, information gathering technique, tenth grade students, SMA BOPKRI 2 Yogyakarta
ABSTRAK
Sari, Monika Nur Indah. 2013. Speaking Materials Adopting Information
Gathering Technique for The Tenth Grade Students of SMA BOPKRI 2
Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Penelitian ini dilakukan untuk mendisain materi berbicara untuk siswa
kelas sepuluh SMA BOPKRI 2 Yogyakarta dengan mengadopsi teknik
pengumpulan informasi. Teknik pengumpulan informasi digunakan untuk
mendorong para siswa untuk membangun interaksi penuh arti dan proses
komunikasi yang berkelanjutan. Teknik ini membantu para siswa untuk
melakukan survei, penelitian, dan interview untuk mengumpulkan informasi
dalam pembelajaran. Penelitian ini ditujukan pada dua permasalahan: 1)
Bagaimana materi berbicara yang mengadopsi teknik pengumpulan informasi
untuk kelas sepuluh SMA BOPKRI 2 Yogyakarta didesain? 2) Seperti apa bentuk
materi berbicara?Terdapat tiga instrument penelitian untuk menjawab permasalahan
pertama: panduan observasi, kuisioner, dan panduan interview. Responden dari
penelitian ini adalah siswa kelas sepuluh dan guru Bahasa Inggris SMA BOPKRI
2 Yogyakarta. Peneliti mengaplikasikan enam Research and Development (R&D)
prosedur, (1) Pengumpulan data awal, (2) Perencanaan, (3) Pengembangan
produk awal, (4) Pengetesan awal, (5) Perbaikan produk utama, dan (6)
Pelaporan produk akhir.Dalam mendesain materi, peneliti mengaplikasikan sepuluh langkah yang
diadaptasi dari model Kemp dan Yalden. Langkah-langkah tersebut adalah: (1)
Survei kebutuhan, (2) Penentuan sasaran, menyusun topik, dan menyebutkan
tujuan umum, (3) Pemilihan silabus, (4) Penafsiran awal, (5) Pengevaluasian
materi, (6) Perbaikan. Peneliti mengkonsultasikan dan mengevalusikan materi
kepada empat evaluator. Berdasarkan hasil dari analisis data, materi telah sesuai
dan siap untuk digunakan.Untuk menjawab permasalahan kedua, peneliti mempresentasikanmateri
yang telah didesain kedalam empat unit. Unit pertama adalah Making New
Friends yang terdiri dari memperkenalkan seseorang dan orang lain, membuat
undangan, mendeskripsikan perasaan. Unit yang kedua adalah Sharing Your
Experience yang terdiri dari mendeskripsikan pengalaman, mendeskripsikan
biografi seseorang, dan menceritakan cerita. Unit yang ketiga adalah Giving
Instruction yang terdiri dari mendeskripsikan prosedur, membuat permintaan,
dan menunjukan arah. Unit yang terakhir adalah Describing Something yang
terdiri dari mendeskripsikan penampilan dan karakter seseorang,
mendeskripsikan tempat, dan melaporkan berita. Setiap unit terdiri dari tiga
pelajaran dan tiga bagian: Pre-activity, Main- activity, “Post-activity”.Kata kunci: Bahan pembelajaran, aktivitas berbicara, teknik pengumpulan
informasi, siswa kelas sepuluh, SMA BOPKRI 2 Yogyakarta
ACKNOWLEDGEMENTS
I would like to express my best gratitude to My Great Father in heaven, Jesus Christ, Holy Spirit, Saint Mary, and Saint Monica, who have granted me a great deal of knowledge and abilities in my entire life. Through Their blessings, I am finally able to finish this thesis entitled Speaking Materials Adopting
Information Gathering Technique for the Tenth Grade Students of SMA BOPKRI
2 Yogyakarta as a partial fulfillment of the requirements to obtain the Sarjana Pendidikan Degree in English Language Education Study Program.
I would like to express my gratefulness to my thesis advisor, Carla Sih
Prabandari S.Pd., M.Hum., who has guided and given me critical ideas and
useful advice along the process of composing this thesis. I greatly thank Samuel
Sunu Nugraha, S.Pd., S.H., M.Hum., as the tenth grade teacher of SMA
BOPKRI 2 Yogyakarta for the opportunities and kindness to allow me doing
research in his class. I also send my gratitude to my great evaluators J. Sri
Murwani, S.Pd., M.Pd., Adesti Komalasari, S.Pd., M.A., and Gregorius Punto
Aji, S.Pd., M.Pd., I also thank all of PBI lecturers for the knowledge they
shared for the last four years.
My best gratitude and love go to my parents, Bapak Supono and Ibu Sri
Winarsih who have given me spiritual and financial supports along the process of
composing this thesis. I thank them for love, care, understanding, and the sincere prayers. My brother, Octavianus Ricky Adi Saputra, who always brings cheerfulness to my life. I also thank Patrisius Eko Eni Prihanto for his sincere prayers, love, understanding, spiritual and financial supports along my prosess of study.
Special thanks go to all of my friends in English Language Education Study Program, especially FLAME (Evi, Agnes, Alice Kandy, Titus, & Sony). I thank them for the togetherness, laughter, and tears we had. I also thank my close friends Elok, Tyas and Lai for the everlasting friendship we had so far.
Last but not least, I would like to invite the readers’ suggestions and criticism upon the presenc e of this thesis. The readers’ responses would be beneficial for the improvement of this thesis. Finally, the writer hopes that this thesis will give many advantages to those concerning on Educational Research and Developing (R & D) field.
The Writer Monika Nur Indah Sari
TABLE OF CONTENTS
Page TITLE PAGE ................................................................................................. i APPROVAL PAGE ...................................................................................... ii STATEMENT OF WORK’S ORIGINALITY ............................................. iv
PERNYATAAN PERSETUJUAN PUBLIKASI .............................................. v
ABSTRACT .................................................................................................. vi ABTSRAK ..................................................................................................... vii ACKNOWLEDGEMENTS ........................................................................... viii TABLE OF CONTENTS ............................................................................... x LIST OF FIGURES
…………………………………………………........... xiii LIST
OF TABLES ……………………………………………………......... xiv LIST OF APPENDICES ............................................................................... xv
CHAPTER I: INTRODUCTION .................................................................. 1 A. Research Background ........................................................................ 1 B. Research Problem .............................................................................. 3 C. Problem Limitation............................................................................ 3 D. Research Objectives .......................................................................... 4 E. Research Benefits .............................................................................. 5 F. Definition of Terms ........................................................................... 7 CHAPTER II: REVIEW OF RELATED LITERATURE ........................... 10 A. Theoretical Description .................................................................... 10 1. Instructional Design Models ........................................................ 10 a. Kemp’s Model of Instructional Design .................................... 11 b. Yalden’s Model of Instructional Design .................................. 15 2. Teaching and Learning of Speaking Skill ..................................... 18 a. The Nature Of Speaking ........................................................... 18 b. Learning Speaking .................................................................... 18 c. Teaching Speaking ................................................................... 19
3. Information Gathering Technique (IGT) in Communicative Language Teaching (CLT) ............................................................ 20 4. The Characteristic of Information Gathering Technique in CLT
Classroom …………………………………………………….. 23 5. The Role of Teacher in Information Gathering Technique in
CLT …………………………………………………………... 24 6. The Role of Students in Information Gathering Technique in
CLT …………………………………………………………… 25 7. The Role of Instructional Materials…………………………… 25 8. Kompetensi Tingkat Satuan Pendidikan (Education Unit Level
Competency’s Curricullum) for The Tenth Grade of Senior High School .............................................................................................. 26 B. Theoretical Framework ....................................................................... 27
CHAPTER III: METHODOLOGY ................................................................ 32 A. Research Methods .............................................................................. 32 1. Research and Information Collecting ………………………… 33 2. Planning ………………………………………………………. 33 3. Develop Preliminary Form of Product ……………………….. 34 4. Preliminary Field Testing …………………………………….. 34 5. Main Product Revision ……………………………………….. 34 6. Reporting the Final Product …………………………………... 34 B. Research Participants .......................................................................... 35 1. The Tenth Grade Students of SMA BOPKRI 2 Yogyakarta … 35 2. The Tenth Grade Teachers of SMA BOPKRI 2 Yogyakarta … 35 3. Three Lecturers of English Language Education Study Programme (ELESP) of Sanata Dharma University and The Classroom Teacher ………………………………………….... 35 C. Research Instruments .......................................................................... 36 1.
Pre-Design Instruments ………………………………………. 36 2. Post-Design Instruments ……………………………………… 37 D. Data Gathering Technique ................................................................. 38 1.
Pre-Design Data Gathering Technique ……………………….. 38 2. Post-Design Data Gathering Technique ………………………. 39 E. Data Analysis Techniques .................................................................. 40 1.
Pre-Design Data Analysis Technique ………………………… 40 2. Post-Design Data Analysis Technique ……………………….. 41 F. Research Procedure ............................................................................ 43 1.
Research and Information Collecting ………………………… 43 2. Planning ……………………………………………………… 44
3. Develop Preliminary Form of Product ………………………. 44 4.
Preliminary Field Testing ……………………………………. 45 5. Main Product Revision ………………………………………. 45 6. Reporting the Final Product ………………………………..... 45
CHAPTER IV: RESEARCH RESULTS AND FINDINGS .......................... 47 A. The Steps in Designing English Instructional Speaking Materials for The Tenth Grade Students of SMA BOPKRI 2
Yogyakarta ......................................................................................... 47 B.
The Final Version of the Materials Designed .................................... 61
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .............................. 69 A. Conclusions ........................................................................................ 69 B. Suggestions ......................................................................................... 71 REFERENCES APPENDICES
LIST OF FIGURES 1.
Figure 2.1. Kemp’s Model (Kemp,1977) ...................................14 2.
Figure 2.2. Yalden’s Model (Yalden, 1987) ..............................17 3.
Figure 2.3. The Theoretical Framework of This Research ........31 4.
Figure 3.1. The Correlation of Theoretical Framework and The Materials Designed’s Step ........................................................46
LIST OF TABLES 1.
Table 3.1. The Four Options of Agreements ................................... 42 2.Table 4.1. The Types of Difficulies in Learning EnglishSpeaking Skill ................................................................................. 49 3.
Table 4.2. The Rank of Speaking Topic Preferences and theMotivating Teaching and Learning Activities ............................... 50 4.
Table 4.3 The Listing Topics, Lesson, and General Purposes ...... 54 5.Table 4.4. The Description of the Respondents ............................. 57 6.Table 4.5. The Result of Materials Designed Evaluation .............. 57 7.Table 4.6. The List of Units, Lessons, and Language Focuses of the Materials Designed .................................................................. 62LIST OF APPENDICES 1.
The Materials Design ..................................................................
75 2. The Permission Letters ................................................................ 76 3.
The Observation Checklist .......................................................... 81 4. The Questionnaire of the Designed Materials Evaluation ..........
83 5. The Questionnaire and Information Collecting ..........................
89 6. The Interview Guidelines ...........................................................
98
CHAPTER I INTRODUCTION This chapter will be divided into six parts, namely research background,
research problems, problem limitations, research objectives, research benefits, and definition of terms.
A. Research Background
Nowdays, the ability in speaking English especially for communication is needed. The worldwide demands for English have created an enormous demand in communication system. It requires people to speak in high level of accuracy and fluency. In this case, the quality of language teaching, language materials, and resources have to be improved. It is obvious that the needs of speaking materials guideline in school are very essential.
In teaching and learning process, there will be always an interaction between the teacher and the students. The ability to speak in the term of class communication system is very important. Richards (2006) states that people learn a language best when they are using it to do things rather than through studying how language works and practicing rules. Learners have to be familiar with the use of English in daily activities. Therefore, in education background, mastering English speaking skill becomes very crucial for the learners to comprehend English as a communication language.
1
2 However, based on the observation in SMA BOPKRI 2 Yogyakarta, the
tenth grade students have many problems in speaking English and expressing their ideas in the class discussions. The students cannot present their works in front of the class using English fluently. They still get difficulties in gathering information and practicing their conversations in English. Moreover, the teacher and the students do not have English speaking modul and they rarely use English as their classroom language although in English class. Reflecting to those facts, the researcher realizes that the students need to learn speaking English actively since at the beginner level of Senior High School. Therefore, the tenth grade students are the focus of this study.
The speaking materials were going to be designed based on Communicative Language Teaching by using the information gathering techniques. Information gathering technique is a strategy to assist the students in searching and gathering many information through communication. The students will be accustomed to do survey, research, and interview to complete their knowledge in learning English. They need to do some class disscussions and presentations. This kind of technique is very beneficial to be applied in speaking class since the teacher and the students can communicate actively by using English through the teaching and learning process. The reason of using this technique is that the students need such technique to encourage their performances in gathering data, sharing information, and expressing their opinion in critical ways. The students need to use their communicative knowledge to gain their confident in speaking. Moreover, the materials can be very useful for the teacher
3
and the students to improve their speaking skills. The researcher expects this research and the materials design can help improving students’ speaking competence.
B. Research Problems
In conducting this research, the researcher composes two research problems. They are stated as follows.
1. How are speaking materials adopting information gathering technique for the tenth grade students of SMA BOPKRI 2 Yogyakarta designed?
2. What do the speaking materials look like? C.
Problem Limitations
Since this research is going to design speaking materials for the tenth grade students of SMA BOPKRI 2 Yogyakarta, the research will be focused on:
1. The speaking materials’ design, which is based on information gathering techniques for tenth grade of SMA BOPKRI 2 Yogyakarta. To answer the first research problem, the researcher is going to conduct some steps of Research and Development (R & D) to design English speaking materials. The materials are going to be designed based on information gathering technique since this strategy can assist the students to do some surveis, researches, and interviews to gather information surrounding them. The information collected will use to construct their knowledge to learn some topics in speaking
4 English. This process will help the students to construct their personal and interpersonal skill of communication.
2. The contents and the appearances of speaking materials design are based on information gathering technique for tenth grade of SMA BOPKRI 2
Yogyakarta . To answer the second research problem, the researcher will focus
on the presentation of the the designed materials. The researcher is going to develop the topics, goals, contents, and some learning activities which will facilitate the students to learn English better. The presentation will be designed interestingly to motivate the students in learning speaking.
D. Research Objectives
In this study, the researcher has two research objectives. They are stated as follows.
1. Designing the best speaking materials design for the tenth grade students based on Communicative Language Teaching. The objective of this study is to design interesting and meaningful English speaking materials based on the needs of the tenth grade students of SMA BOPKRI 2 Yogyakarta. The materials are going to be designed by using Communicative Language Teaching since the researcher is going to create communicative speaking atmospher. As we know, in Comunicative Language Teaching the students will often do some learning activities in group so they will be accustomed to speak English with others. It will encourage the students to use their communication skills actively.
5 2.
Designing the contents and the appearances of speaking materials design based on information gathering technique. Another objective of this research is to compose a set of speaking material for the tenth grade students of SMA
BOPKRI 2 Yogyakarta . The materials are going to be designed interestingly
so it will not look boring and monotonous. There will be various activities which support the teaching and learning process such as how to make a good conversation, conduct some surveis, conduct some mini researches, and interview someone to find some information.
E. Research Benefits
Since this research is qualitative and quantitative research, those research approaches are going to examine and describe the students’ problems and needs in speaking class. The speaking materials can assist the students in performing their speaking skills. Moreover, since the speaking materials are based on Communicative Language Teaching which is specific on the information gathering technique, the teacher and the students can discuss about certain topic actively.
1. The Benefits for the Teacher From this study, the researcher provides three benefits for the teacher.
First, the designed materials can help the teachers in teaching English especially in speaking. The materials can be used as the teacher’s speaking modul in teaching and learning activities. Second, the materials will be usefull to encourage
6
the students to conduct some speaking activities in the class such as mini conversations, dialogues, and presentations. Third, the materials will facilitate the teacher to gain interesting and meaningful communication atmosphere to support the teaching and learning process. The speaking materials will give the teacher opportunities to communicate English actively in speaking class.
2. The Benefits for the Students From this study, the researcher provides some benefits for the students.
The students will have systematic speaking materials as their handbook in daily activities. The contents in the materials design contain some topics which are related to their daily life activities. It will help them to communicate in English better. Moreover, in class discussion, the students will have opportunities to learn how to express and present their idea toward some topics. The opportunities will make the students more confident in speaking English.
3. The Benefits for the Future Researcher From this study, the researcher provides a benefit for the future researcher.
The future researcher can use this research as the guideline and references for the next speaking materials design. The future researcher can study this research and gain more information for background knowledge especially in designing speaking materials.
7 F.
Definition of Terms
This research has several dominant terms, namely speaking activities, materials design, information gathering technique, and SMA BOPKRI 2
Yogyakarta . These terms have correlation each other.
1. Speaking Activities
Porter and Johnson (1983) state that in communicative language teaching, the ability to speak is important. The educators and the learners need to show off their communication skills through speaking competence. Richards (2006) also implies that speaking is an activity to produce words and voice through oral communication. Widdowson (1978) defines speaking as a kind of active and productive characteristic that makes using aural media. It is a part of reciprocal exchange in which the reception and production play apart. In this research, speaking is defined as the process when the participant or the students do the self- interaction or social interaction by conducting dialogue, discussion, presentation, and others oral communication to vary certain meaning. The students share and collect the information as his or her knowledge.
2. Instructional Design
Nunan (1989) states that materials are information, which is used to learn something. Materials are such instruments or tools that is used to master the competence required. Based on Kemp (1977), instructional design plan is a design to support and answer three basic questions, the objective, activities and resources, and evaluation. It means instructional design involves the development
8
of an overall plan incorporating the interrelated parts of an instructional process in systematic steps. In this research, instructional design means systematic steps which are composed to create speaking materials design for the tenth grade students of SMA BOPKRI 2 Yogyakarta. The design is created by considering the learners’ needs and learning goals in speaking class.
3. Information Gathering Technique
Richards (2006) states that information gathering technique is an activity in which the students are conducting surveys, interviewing someone, and searching something. The students are required to use their linguistic resources to collect information. In this case, the students tried to speak and communicate to their partners or others to gather much information. When they are searching the information, they are directly practicing speaking. In this research, information gathering technique is teaching and learning technique which will be used in the speaking class in order to create communicative teaching and learning atmosphere. The technique will encourage the students to be active in learning speaking.
4. SMA BOPKRI 2 Yogyakarta SMA BOPKRI 2 Yogyakarta is a private high school which is located in
Sudirman Street number 87, Yogyakarta. In this research, the researcher takes
SMA BOPKRI 2 Yogyakarta as the target school and tries to design speaking
materials for the tenth grade students based on their needs. The researcher does
9
the research in X-E class. The researcher finds that the teacher and the students need speaking material as a media to communicate English actively.
CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the research presents detailed discussion about the theories
related to the study as the basic in designing speaking materials for the tenth grade students of SMA BOPKRI 2 Yogyakarta using information-gathering technique.
This chapter is divided into two parts, namely theoretical description and theoretical framework.
In the first part, the theoretical description, the researcher presents some theories dealing with the design of the materials. This part aims to explain the background theories in designing the materials by reviewing the theories of instructional design models, the information gathering technique in Communicative Language Teaching (CLT), the speaking skills, and the
Kompetensi Tingkat Satuan Pendidikan (KTSP) for tenth grade students of Senior
High School program. The second part discusses about theoretical framework which presents information about the framework in designing speaking materials for the tenth grade students of SMA BOPKRI 2 Yogyakarta using information gathering activities.
A. Theoretical Description 1. Instructional Design Models
In designing materials, the researcher must know the learners’ needs and the best way to design appropriate product in certain competence. It should be based on the learning objectives and goals. According to Briggs (1981),
10
11 Instructional design is the entire process of analysis of learning needs and
goal and the development of delivery system to meet the needs; also includes development of instructional materials and activities, try out, and revision of all instruction and learners assessment activities (p. 89). In addition, Borg and Gall (1983) state that designing materials product means developing and evaluating the product to be more effective. Therefore, in this study, there are two models of instructional design used by the researcher.
a. Kemp’s Model of Instructional Design
Based on Kemp (1977), the instructional design plan is a design to support and answer three basic questions, the objective, activities and resources, and evaluation. Instructional design involves the development of an overall plan incorporating the interrelated parts of an instructional process in systematic steps.
In addition, Kemp (1977) suggests eight interdependence elements in designing process. They are as follows.
1) Considering goals, listing the topics, stating the general purposes for teaching each topic.
In this step, the researcher tries to design the contents of the materials design. The researcher uses the first background data to compose the learning topics, goals, and objectives. Those elements have correlations each other to carry a meaningful materials design.
2) Enumerating the important characteristics of the learners for whom the instruction is to be designed.
12 The researcher considers the learner characteristics in designing the
materials. The researcher uses the need analysis to decide which materials are going to be discussed and designed. The researcher enumerate the needs of the subject briefly.
3) Specifying the learning objectives to be achieved in terms of measurable student behavioral outcomes.
Before designing the materials, the researcher needs to compose and decide the measurements used to measure the students’ outcomes. The researcher needs to have a clear measurement and grading system to clarify whether the learning objectives are achieved or not. The researcher has to corelate the measurement with the learning goals and objective.
4) Listing the subjects content that supports each objective.
The next step is to list the subject requirements of the content. The researcher needs to list the subjects based on t he leraners’ needs. The subjects need to be clearly arranged and staged.
5) Developing pre-assessment to determine the students’ backgrounds and present level of knowledge about the topics.
The researcher needs to do pre-assessment to know the students level of knowledge. This pre-assessment can be in the form of materials testing or class
13
simulation. The materials are tested to the students to know whether it fulfills the students’ needs or not.
6) Selecting teaching and learning activities and instructional resources that will treat the subject content so students will accomplish the objectives.
In this step, the researcher selects and composes some teaching and learning activities which are accomplished with the learning objectives. The teaching and learning activities should help the students to improve their performances in speaking skill.
7) Coordinating such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.
Budget, personel, facilities, equipment, and schedules should be considered well. The researcher needs to make a good plan dealing with those elements of teaching. The instructional plan will run effectively if those elements support each other.
8) Evaluating students’ learning in terms of their accomplishment of objectives, with view to revising and reevaluating any phases of the plan that need improvement.
In this step, the researcher evaluates the materials and revise the incorrect part. The researcher revaluates the final revisions of the materials and some parts that need some improvements. Then, the final material design is ready to be used.
14 Goals, Topics, and General Purposes Learner’s Characteri Evaluation stics Support
Learning Service Objectives Revise Teaching/ Subject Learning Content Activities, Resources Pre- Assessment
Figure 2.1. Kemp’s Model (Kemp, 1977)Kemp’s model of learning is a flexible model because each step is independent step. Therefore, the researcher can start the research from any step.
The researcher can repeat the previous stage when the researcher finds problems or dissatisfaction in the certain stage. However, since the researcher can go back to the previous stage, the research seems invalid because the researcher has opportunities to control and manipulate the data or result in the previous stage.
The weakness is the researcher gets lack of information about the background information of the students. It is because the researcher focuses on the content of the design rather than the data collecting process. In addition, it is time-consuming if the researcher repeats the stage before. In order to decide and make clear
15
justification about the model of learning, the researcher needs to examine another model of instructional design. It is Yalden’s model of instructional design.
b. Yalden’s Model of Instructional Design
Yalden (1987) states that designing instructional materials is conducting a survey of communication needs of the learners for whom the program is being prepared as well as survey of the physical resources at hand. Therefore, based on Yalden, there are eight steps in conducting materials designed. They are stated as follows.
1) Need Survey
Survey is conducted to know the learners’ needs and analyze it. The instructional design will fulfill the right needs of the learners. It has to include the identification of the communication requirements, personal needs, motivations, relevant characteristics and resources of the learners. The need survey is the step to collect the first data of the research.
2) Description of Purpose