Kemp’s Model Designing a set of authentic listening materials for teaching listening for the tenth grade students of SMAN 7 Yogyakarta using cooperative learning.

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CHAPTER II REVIEW OF RELATED LITERATURE

This chapter deals with some relevant theories that serve as basis for the discussion. The purpose of this chapter is to obtain the understanding of what the basic principles of the study, so the problems in the previous chapter can be answered. In this chapter, there will be two major sections. First section is the review of related theories about the studies, and second section is theoretical framework that focuses on the steps in developing a set of English listening materials

A. Review of Related Theories

In this section, the writer will explain relevant theories accordance with the title of this study. They are Theories of Instructional Design, the KTSP, Communicative Task, Cooperative Learning, and Listening.

1. Models of Instructional Design

In this part, the writer explains about the process of designing an Instructional Design by Kemp. The writer will elaborate more about the process of stating purpose until the design. The theories and the principles that underlie the design in this model will also be the principle of designing the listening materials.

a. Kemp’s Model

In this model, Kemp followed the system approach where the goal and evaluation are used to adjust and to improve the design. So, in this model, the goal 13 and the evaluation are important in making the design effective. System approach is the overall plan of the instructional design compiled in order Kemp, 1977: 6. In this model, the design is flexible so the teachers can adjust the design according to the needs. The designer can start from everywhere or any steps as long as the whole elements are done and used. This model can also be applied in all levels of education. Kemp 1977: 8-9 stated that this model can solve three important problems in instructional design namely objectives, activities, and resources, as well as evaluations. Those three components, objectives, activities, and resources, should be the basis of the instructional design. If the designer misses one element or doesn’t have thorough or comprehensive understanding, the designer will fail to design a good instructional design. Kemp’s design 1977:19-91 consists of eight parts. They are as follow 1 Determining the Goals, Topics, and General Purposes for Teaching Each Topic. In determining the instructional design, a designer should decide the goals first that serve as the things to be achieved. Then select the topics to be taught for the students, and then specify the general purposes of each topic. The topics should be suitable with the learners. Beside that, the selection of the topic should consider the items from the simple or basic one to complex level, the correlation with the subject content and the students’ characteristics and needs 2 Mentioning Learners’ Characteristics PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 14 The designer has to find information about the students’ needs, interest, and ability. This step is crucial because students’ characteristics and needs influence the emphasis in deciding instructional design. 3 Specifying the Learning Objectives The designer determines the learning objectives in order to achieve certain students’ performance based on the goals. The objectives should be able to measure and are not ambiguous so that the students are able to do the objectives. 4 Listing the Subject Content The subject content supports each objective. Subject content includes the organization of the content and task analysis. Organizing the content is preparing the outline of the information that will be taught. Meanwhile the task analysis is the list of all procedural elements that will be taught. 5 Developing Pre-Assessment It aims to know the students’ background and present knowledge about the topic. Pre-assessment has two kinds of test. They are pre-requisite testing and pre- testing. Pre-requisite testing aims to determine whether the learners have already had the basic knowledge of the topic, whereas pre-testing aims to find which of the objectives the students have mastered. 6 Selecting the Teaching Learning Activities and Instructional Resources The teaching learning activities and all instructional resources that will treat the subject content should be done, so that the students will accomplish the objectives. 7 Coordinating Support Services The support se schedules to carry out will affect the other e well to prevent any poss 8 Evaluating the Stude The last is accomplishment of obj phases of the plan t whether the material The overall proc writer also develope their similarity and di writer compared the naming developed b Kemp’ adaptation as Figure 2.1 services are budget, personnel, facilities, out the instructional plan. If one of the element r elements. This shows that those elements have possible constraints in designing the plan. Students’ Learning s evaluating the students’ learning in t of objectives, with a consideration to revise and n that need improvement. The evaluation is c ials are successfully implemented for the student process is cycle process as can be seen in the fi oped Kemp’s model with the R D steps. Th nd difference in the process of designing the ma the models with Martalinova models and the by Martalinova but the process itself was base as can be seen in the figure 2.

1: Kemp’s Instructional Design Process Ke

15 s, equipment, and ents is missing, it have to be prepared terms of their nd re-evaluate any conducted to test udents. figure below. The he writer studied aterials. Then the he writer used the sed on R D and Kemp, 1977 16 From the figure, the designer can start from whichever step that is prepared well or have sufficient knowledge. Treatment into one step can affect other steps. The reason is that there is interdependence relationship among the steps. The process can undergo forward or backward depending on the needs and situation. From the figure above, the writer found similarities with R D steps as can be seen in the figure below Figure 2.2: the Adaptation of R D and Kemp’s Model Research and information collecting Planning Develop preliminary form of product Preliminary field testing Main product revision Learners’ characteristics Goals, Topics, and General Purposes Learning Objectives Subject Content Teaching Learning Activities, Resources Evaluation Support Services Identifying Entry Behavior Stating the Standard Competencies and Listing the Topics Stating the Basic Competencies Listing the Indicators Developing and Selecting Instructional Materials Evaluating the Designed Materials 17

2. Kurikulum Satuan Tingkat Pendidikan

The School Based Curriculum or Kurikulum Tingkat Satuan Pendidikan is a curriculum that demands the creativity of the teachers and students. This curriculum is the development of the previous curriculum but more or less has a similar concept with the previous curriculum, Competencies Based Curriculum. The students are expected to be able to communicate using English language. In this curriculum, students are expected to be to achieve certain literacy level related to the English Language Learning. The literacy level included performative, functional, informational, and epistemic. In the performative level, people are able to read, write, listen, and speak with symbols that are used. In functional level, people are able to use the language to fulfil their needs such as reading newspapers, manuals or procedures. In informational level, people are able to access knowledge or information with language ability, meanwhile in the epistemic level, people are able to express knowledge in the target language Wells, 1987 as cited in Depdiknas 2006. The students are expected to be able to communicate using English language after learning English language in the classroom. This curriculum lists some indicators and requirements that students should have in order to be able to communicate. So this curriculum serves as the guidance of the teaching learning activities but in this design the students’ needs itself play the role of the design should be all about based on to the KTSP. Through this curriculum students are expected to have knowledge or competence about PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 18 1. Developing communication competencies in the written or spoken conversation to achieve informational literacy level 2. Having awareness about the nature and the importance of English language to increase the nation competition level in the global society 3. Developing students understanding about the relevance of language and culture. Seeing the purpose and the nature of KTSP, it is understandable that students and teachers are demanded to be able to be creative so that they can develop their knowledge about English language. After having sufficient knowledge and skill, they can, especially students, have better future.

3. Communicative Task

A Communicative Task is the piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is principally focused on meanings rather than form Nunan 1988: 18. Communicative task is the guidance of how students can communicate by learning in the classroom. There are some components in analyzing the communicative task in the classroom. They are teacher’s role, learner’s role, setting, activities, input, and goals. The writer uses those components to determine the tasks that will be used in creating communicative exercises of instructional listening materials for the tenth grade students of SMA Negeri 7 Yogyakarta. The term task is defined by Nunan 1988: 20 in the communicative task as the basic planning tool as result of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 19 changing attitudes toward language and language learning. To achieve the changes or to manifest the changes the writer will use Cooperative Learning as the methodology. Because the writer believes students will learn effectively if they work in a group.

4. Cooperative Learning.

Teaching means facilitating and directing the students to learn the materials and provide a good condition for learning process. A teacher is expected to be able to find the materials, teaching strategies or approaches, and provide a good teaching. Approach is considered as the general opinions about what language is and how language is. The writer wants to elaborate one of the approaches that underlie the second or foreign language learning that is Cooperative Learning. In this study, the writer tries to search the possibility of implementing Cooperative Learning in senior high school in Indonesia, specifically in teaching listening. Knowing the principles and kinds of Cooperative Learning which are appropriate to be implemented, teacher and students can use it correctly and get optimal result. Because in Cooperative Learning, students can develop their potential and helping as well as fulfilling one to another to accomplish the task given in order to make students have responsibility toward others in this context is teaching listening. Through the Cooperative Learning students will get many benefits. The writer has conducted a research to prove the statement that Cooperative Learning can maximize students’ learning to achieve a good result. 20 The listening materials are required to be developed by the students and the situation of the classroom is designed by using the Cooperative Learning.

a. The Principles of Cooperative Learning