36 6 TeachingLearning Activities and Resources
The sixth step is selecting teachinglearning activities and instructional resources that will treat the subject content so students will accomplish the
objectives. The designer determines effective and efficient instructional methods first, after that, select materials to provide learning experiences that will utilize the
content associated with each objective. 7 Support Services
In this step, the designer coordinates such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.
8 Evaluation The last step is evaluating students‟ learning in terms of their
accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement. It is used to test whether the materials
are successfully implemented for the learners or not, and whether the materials are appropriate for the learners or not.
Figure 2.3 illustrates the relationship of each step in the plan to the other steps Kemp, 1977:9.
37
Figure 2.3 Kemp’s Instructional Design Model 1977: 9
B. Theoretical Framework
In this section, the researcher would like to summarize and synthesize all major relevant theories which help her solve the research problems and also relate
the theories with the research. Reading in language learning is very important, as well as other skills. It is
a complex skill which raises so many different definitions. Reading is not a matter of decoding a text, but more than that, reading is a kind of communication
between the writer of the text and the reader. The reader is expected to understand the text. Thus, the goal of reading is comprehension.
Every reader has a purposes in his or her reading. A person may read in order to gain information or verify existing knowledge. A person may also read
Teaching Learning
Activities and Resources
Pre- Assessment
Subject Content
Support Services
Learning Objectives
Goals, Topics, and General
Purposes Evaluation
Learner Characteristics
Revise
38 for enjoyment, or to enhance knowledge of the language being read. The
purposes for reading guide the reader‟s selection of texts. However, the most basic purpose for reading is reading for general comprehension.
Because reading requires very rapid process of comprehension under very limited time constraints, a reader needs to be skilled and fluent. Language
teachers then want to produce students who can use reading strategies to maximize their comprehension of text. Comprehension is achieved when the
reader knows which strategies are appropriate for the type of the text, and understands how to apply them to accomplish the reading purpose.
It is clear then, why it is said in the principles for teaching reading that teaching reading strategies should be a prime consideration in reading class to
match the purpose for reading. When working with reading tasks in class, the teacher can show students the strategies that will work best for the reading
purpose and type of text. These strategies can be taught before, during and after reading activities. Language learning strategies can help learners even if they are
less skilled readers, to overcome their difficulties in reading. By explicitly teaching language-learning strategies which are beneficial in
reading, teachers raise students‟ awareness of reading as a skill that requires active engagement. In this way, teachers help learners to gain confidence and ability to
handle the process of language learning. For that reason, teaching reading strategies becomes the important basis in designing reading materials in this
research. Therefore the materials to be designed use Strategies-Based Instruction or SBI. In SBI, the instructions directed at learners aim to taught language
39 learning strategies which can develop students‟ independent in learning a
language. The strategy-instructions are integrated into the materials. So, the students can learn both the language content and learn how to learn a foreign
language at the same time. The supplementary reading materials were designed for grade VIII
students of Junior high school, who were aged around 13 to 14 years old. Since learners in this age have already entered the final stage of cognitive development,
teaching language learning strategies to them are appropriate. It is because they have already had the capacity to use hypotheses and abstract thinking.
In composing the materials, the researcher considered the principles and goals of teaching-learning English based on 2006 curriculum. In this curriculum,
junior high school students are expected to be able to communicate in the form of both written and oral to solve everyday problems or to fulfill everyday needs.
The instructional des ign model adapted in this study is Kemp‟s model. The
adapted steps to design the materials are as the following: 1 Learner Characteristics
To get the information about the learners‟ characteristics, the researcher conducted a needs survey. In conducting the needs survey, questionnaires were
distributed to the students of grade VIII and interviews were conducted to English teachers. This step was aimed to find out the students‟ interests, motivation, and
needs in learning English and to obtain information about the English teaching learning process at grade VIII of SMP N 1 Mungkid. The results of the needs
survey were used as the basis to design the appropriate materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40 2 Goals, topics and general purposes
After having information from the needs survey, instructional goals, topics and general purposes were stated based on that information and 2006 curriculum.
Stating instructional goals, topics and general purposes deals with the things the design wanted to accomplish in teaching each topic.
3 Learning objectives Specifying the learning objectives was specifying the things that the
students should know or be able to do after studying the topics. All objectives were stated in terms of activities that promoted learning.
4 Subject content To support each learning objective, the subject contents were selected. It
comprised the selection and organization of the specific knowledge, skills, and attitudinal factors of any topic.
5 Teachinglearning activities and resources Selecting teaching and learning activities was selecting instructional
methods and instructional resources that were most appropriate for accomplishing each objective.
6 Evaluation The product or the designed materials were evaluated by distributing
questionnaires to English teachers. This evaluation survey was aimed to get the English teachers‟ judgment whether the designed materials were accepted or not.
41 7 Revising and improving the materials
In the last step that was product revision, the materials were revised based on the opinions, suggestions, and feedback from evaluation result. The result of
the revision was the improvement of the materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
