2. Specifying Standard Competency, Basic Competence and Topics After analyzing the results of needs survey, the next step to do is
determining goals, topics and general purposes. In identifying goals, the goals in educational programs may be derived from three sources – society, students’
subject areas. In addition, statement of goals should recognize changes in learners’ needs and interests, as well as changes in the needs of society and its institution.
After recognizing or establishing its goals, a topic must be selected. Topics are usually sequenced according to a logical organization. Mostly the sequence is from
simple levels to complex levels or from concrete levels to more abstract levels. In determining the general purposes, the designer viewed the subject area, students’
needs and the results of needs analysis. Since the design concerns about the 2006 English Curriculum for senior high school, the terms of general purposes, goals and
topics are adjusted to be standard competency, basic competence and topics as used in the curriculum.
3. Determining Indicators
Learning objective is the branch of general purposes. Learning objective is also called indicators, and this is actually what students might achieve in every
topic under discussion. Whether or not the students have achieved the understanding of the materials, indicators are used to determine the students’
achievement towards materials. 4. Listing Subject Content
This is the stage where the designer considered the relation between students’ needs and objectives. The content, in turn, must relate to the objectives
and to the student’s needs. Subject content comprises the selection and organization PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
of the specific knowledge facts and information, skills step-by-step procedures, conditions and requirements, and attitudinal factors of any topic.
5. Designing Material In designing materials, the designer deals with the implementation of
theories, syllabus, approach and technique together in the real teaching learning activity. This is the stage where the designer concerns about the exercise types,
teaching techniques, preparation of the lesson plans, and preparation of the weekly schedules. In this stage, the designer also implements the materials appropriately
together with techniques, syllabus, lesson plans and schedules. 6. Selecting Teaching Learning Activities and Resources
Selecting appropriate methods and instructional resources are important to ease learning process. The main purpose in this stage, according to Kemp, is to
offer some bases, on which to make decisions when the designer is ready to select the teaching activities, students learning activities, and instructional materials. The
decisions will enable the largest possible number of students in groups to master the objectives at an acceptable level of achievement in a reasonable amount of time.
This is not only to state what resource appropriate is for the students, but what resource is possible to be implemented and available.
7. Evaluating
In every instructional design model, there is always an evaluation needed in order to improve teaching learning activity and the designed materials. This means
that teaching learning activity including designed materials must be improved to be best fitted for the learning process.
Nevertheless, according to Borg and Gall 1983, p. 782, in Educational Research and Development cycle, a product evaluation is also considered as the
evaluation step. Product evaluation is the evaluation before implementation. In the Product evaluation, the designer of the materials asks some Senior High School
teachers and some English Education Study Program lecturers to give comments and to revise the designed materials. The designer distributes a questionnaire to
attain feedback from the participants. After collecting some information from both Senior High School teachers and some English Education Study Program lecturers,
the designer begins to revise the designed materials based on the feedback. The product evaluation will precede main product revision a step where the
designer improves the designed materials according to the feedback. The revision is actually based on the match of needs analysis, learning objective, and indicators.
As stated previously, the designer combined Kemp’s and Yalden’s Instructional Design Models. The rationale in choosing those two models is
because, Yalden’s model is started with needs survey. The needs survey is very reasonable for this study, because the first stage in Research and Development
methodology is research and information collecting. Needs survey and research and information collecting are just the same. While the reason for using Kemp’s model
is that developing an instructional system is a continuous process. Every single step in the diagram always requires revision. Therefore, the changes made in one
element will influence other elements because they are interdependent. The model is presented in eight steps of instructional design model as presented in Figure 2.5.
Figure 2.5: The Materials Design Model
Conducting Needs Survey
Specifying Standard Competency, Basic Competence and Topics
Determining Indicators
Listing Subject Content
Designing Material
Selecting the Teaching Learning Activities
Evaluating
Product Evaluation Main Product Revision
R evi
si on
34
CHAPTER III METHODOLOGY
This chapter clarifies the process taken in order to solve the research problems stated in Chapter One. There are seven main parts discussing how the
research was carried out. They include 1 Methods, 2 Setting, 3 Subject, 4 Instruments, 5 Data Gathering Technique, 6 Data Analysis Technique and 7
Research Procedure.
A. Methods
This study was basically educational research and development R and D, which refers to an exploration in the educational field not excluding the needs of
development and validation. According to Borg and Gall 1983, p. 772, Educational research and development R D is a process used to
develop and validate educational products. The step of this process are usually referred to as the R D cycle, which consists of
studying research findings pertinent to the product to be developed, developing the product based on these findings, field testing it in the
setting where it will be used eventually, and revising it correct the deficiencies found in the field-testing stage
The objective of R and D method is to take the research knowledge and incorporate the knowledge into a product that can be used in the schools. R and D consists of a
cycle in which the version of a product is developed, field–tested, and revised on the basis of field–test data.
In accordance with the goal and the content required in the R and D method, the researcher administered several steps to gather data to complete this study. The
steps taken in the study were 1 Research and information collection, 2 Planning, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3 Develop preliminary form of product, 4 Product evaluation, and 5 Main product revision.
1. Research and Information Collecting
Research and information collecting was administered in order to obtain information about the research subjects related to the issue of the study. In this
study, the issue referred to learning listening materials. The researcher tried to find out the information about activities in SMA N 1 Depok Sleman related to learning
listening. In collecting information from the participants, the researcher employed a questionnaire as the instrument. The data from the questionnaire were to be
analyzed to gain the preferred learning activities, materials and strategies by the participants. In addition, the questions in the questionnaire were focusing on:
a. Difficulties in learning listening. b. Appropriate topic for listening materials using documentary video.
c. Appropriate strategies for learning listening activity.
2. Planning
After collecting data in the first step, the researcher analyzed the data gathered. The analysis is considered as needs analysis. The results of needs analysis
were the basis for making a planning. There were some obvious steps in the planning. They were formulating Standard Competency, Basic Competence and
Indicators, composing appropriate syllabus in accordance with the needs analysis result and 2006 English Curriculum for Senior High School.
3. Developing Preliminary Form of Product
Such a step was also considered as the designing process, but this was the first step in designing and it needed some revisions. In developing the preliminary
form of product, the researcher still used the results of data collection and needs analysis results as the basis of designing listening materials or product. The
researcher developed listening materials using documentary movie for students in SMA N 1 Depok, Sleman related to the students’ needs. In selecting documentary
movie materials, the researcher chose appropriate themes for the students in their ages. The themes should be interesting and understandable for the students.
4. Product Evaluation
This step was actually the follow up of the two previous steps, in which the researcher gave a space for others to give comments on what the researcher had
done in deciding general learning objective and specific learning objective, choosing appropriate syllabus and designing materials. There were two lecturers at
the English Education Study Program of Sanata Dharma University and three English teachers of SMA N 1 Depok Sleman invited to give comments and
suggestions toward the materials designed. The reason of choosing those two lecturers and three teachers was that they are competent in education, particularly in
English Education. The researcher provided syllabus and the designed materials and then the research participants were to give comments and suggestions, whether
or not the designed materials match with syllabus based on the needs analysis. This was to improve and revise the designed materials. To gather data from the research
participants, the researcher employed an instrument, namely questionnaire, and the contents of the questionnaire were:
a. Whether or not the indicators are well formulated. b. Whether or not the indicators are appropriate with basic competency.
