19 constructed.
4 Teacher directs feedback The teacher assists the students to see whether they can perform the task
successfully and how well they did the task. 5 Teacher directs related task
In this stage, the teacher organizes some kinds of follow-up tasks related to the lesson.
2. Kemp’s Instructional Design
The instructional design model that will be applied in the study is Kemp’s instructional design model. In 1977, Kemp proposed an instructional design that
aims to supply answers to three questions that is considered as the essential elements of instructional designs, which are:
a. What must be learned? Objectives
b. What procedures and resources will work best to reach desired learning
levels? Method c.
How will we know the desired learning occurs? Evaluation The strength of Kemp’s instructional design is its flexibility. It implies that
the researcher can determine where to start designing and modify the cycles based on the needs. The plan consists of eight parts that form a continuous cycle is as
follows: a. Consider goals, list the topics, and state the general purpose for each topic.
b. Enumerate the learner’s characteristics.
20 c. Specify the learning objectives to be attained.
d. List the subject content that supports the objectives specified. e. Develop pre-assessment to determine the present level of competencies of the
students. f.
Select teachinglearning activities and instructional resources that will treat the subject content to help the students in achieving the objectives.
g. Arrange and coordinate the support services to support the instructional plan. h. Evaluate students’ learning by analyzing their accomplishment of the
objectives to revise and reevaluate any phases of the plan that need to be improved.
Figure 2.2 Kemp’s Instructional Design Models 1977
In addition, the instructional model plan covers interdependence among the eight elements. Each actions conducted to any phases will influence the others.
Accordingly, the researcher is able to choose the order of the stages considering the needs of the study. The model plan can be started with whichever elements.
21
3. School-Based Curriculum
In order to meet the students’ needs, the researcher should adjust the study with the curriculum applied in the school. Nunan 1988: 21 explained that
curriculum as a large and complex concept includes “all aspects in planning, implementing, evaluating, and managing an educational program”. Richards
2002: 70 further defined curriculum as the specification of content and ordering of what is to be taught or in the wider sense it refers to all aspects of the planning,
implementation and evaluation of an educational program.” Concerning the curriculum used in SMP N 3 Sleman, the study applies
School-Based Curriculum Kurikulum Tingkat Satuan Pendidikan. National Education System Act No 202003 which provides legal framework of
curriculum implemented in Indonesia underlies this curriculum. The Minister of National Education decrees No 22 and 232006
establish the content standard and graduate competences standard in developing curriculum. The standards are established by the Office of
National Standard of Education. The Act defines curriculum as a set of plan with regard to the objectives, content, and learning materials as
well as the methods employed as guideline in conducting learning activities in order to achieve the goal of a certain education.
The act defines curriculum as a plan to guide the implementation of learning activities in order to reach the goal. School-Based Curriculum reveals
several objectives that are made for Indonesian school. As stated in Standard Content 2006, the goals of English lesson for eighth grade students are as
follows. 1. Developing communicative competence, both oral and written competences to
achieve literary level of functional. Students in Junior High School are
22 expected to be able to achieve functional literacy, in which they can use the
language to communicate within everyday life. 2. Having awareness on the essence and the importance of English language to
increase nation’s competitive ability in global society. Students are enabled to realize the significance of mastering English for it is described as global
lingua franca and use world-wide in various fields. 3. Developing students’ understanding on the relationship between language and
culture. School-based curriculum also contains Standard Content in which the
Standard Competences are formulated. The Standard Competences that are used in the study are stated as follows:
1 To understand the meaning of short transactional dan interpersonal text to
interact with the closest environment. 2
To understand the meaning of short functional text and short monologue text in the form of narrative and recount to interact with the closest environment.
4. Material Development
