2 to respond to the meaning and generic structure in an essay used in the text
accurately and fluently in the context of daily life and to access knowledge in the form of report, narrative, and analytical exposition,
3 to respond to the meaning of short functional text banner, poster, pamphlet
formally and informally used in written text accurately and fluently in the context of daily life,
4 to respond to the meaning and generic structure in an essay used in the text
accurately and fluently in the context of daily life and to access knowledge in the form of narrative, spoof, and hortatory exposition.
B. Theoretical Framework
To design a set of reading materials, the writer adopts Kemp’s instructional design model. Kemp’s instructional design model steps are then
taken as the framework in developing the instructional materials.
1. Identifying Learners’ Characteristics
In this step, the investigation of the learners’ characteristics is needed in obtaining information about students’ capabilities, needs, interests, learning styles,
and learning conditions. The data on learners’ characteristics are important to establish realistic and acceptable objectives.
2. Conducting Pre-assessment
This step is aimed at acquiring the information about students’ background knowledge. The data are valuable to determine students’ readiness and the level at
which the program should be set or started.
3. Coordinating Support Services
The information obtained in this step includes the facilities and equipments to carry out the instructional plan. All elements have to be prepared to
prevent any possible constraints in designing the plan.
4. Determining Goals, Topics, and General Objectives
In School-based curriculum, the term ‘competence standard’ is used to refer to the goals of the whole instruction. Therefore, in this study, the term
‘standard competence’ is employed instead of the term ‘goal’ to make some adjustment.
Besides, ‘competence standard’, there are also more specific goals. In Kemp’s model they are called general purposes. However, in this study, the writer
employs the term ‘basic competence’ instead of the term ‘general purpose’ to make some adjustment.
5. Specifying Learning Objectives
After determining the general purposes, the writer then has to specify the learning objectives. Kemp suggests that this step should be done in order to
achieve certain students’ measurable performances. The specified learning objectives here are also known as ‘learning
indicators’. ‘Learning indicators’ are the performances the students should be able to demonstrate in order to be categorized as successful in achieving the general
purposes.
6. Listing Subject Contents
