A set of integrated English materials for grade XI students of hotel accommodation department of SMK N 1 Kalasan - USD Repository

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  LANGUAGE ENT OF LA OF TEACH SANATA D Y RATED EN RADE XI ST OMMODAT SMK N I KAL A THESIS

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TION STUD AND ARTS NING AND UNIVERSIT RTA ATERIALS ARTMENT

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RATED EN RADE XI ST OMMODAT

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  SMK N I KAL A THESIS

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  LANGUAGE ENT OF LA OF TEACH SANATA D Y

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  ENGLISH L EPARTME ACULTY O S OF INTEGR FOR GR TEL ACCO

  E EDUCAT ANGUAGE A ERS TRAIN DHARMA U OGYAKAR 2011 GLISH MA TUDENTS TION DEPA LASAN S

TION STUD AND ARTS NING AND UNIVERSIT RTA ATERIALS ARTMENT

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  Th here's noth hing you c can do tha at can't be e done N Nothing you can s sing that can't be s sung No othing you u can say but you c can learn how to play t the game

  Ther re's nothin ng you can n make th hat can't b be made N No one y you can sa ave that c can't be sa aved Noth thing you can do bu ut you can n learn ho ow to be you in time

  By The B B Beatles Dedicated to: My be eloved pare ents

  My si isters and b brothers My de earest one, Didik

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STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

  Yogyakarta, June 9, 2011 The Writer

  Petra Sri Sukesti 031214086 v PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT

  Sukesti, Petra Sri. 2011. A Set of Integrated English Materials for Grade XI

  

Students of Hotel Accommodation Department of SMK N I Kalasan. Yogyakarta:

Sanata Dharma University.

  The eleventh grade students of Hotel Accommodation Department need to improve their ability in learning the four English skills since it will really help them to use English properly as a hotel staff candidate. In order to respond to the problem, a study was conducted. The study was intended to design a set of integrated English materials for grade XI students of Hotel Accommodation Department of SMK N I Kalasan. The designed materials were based on Communicative Language Teaching approach. The task-based materials were chosen which hopefully could improve the students’ ability to communicate in English properly. The study focused on the integrated skills based on consideration that it is the only plausible approach within a communicative and interactive framework. Two problems are discussed in this study. Those problems are (1) How are integrated English materials for the eleventh grade students of Hotel Accommodation Department of SMK N I Kalasan designed? (2) What will the designed materials look like?

  To conduct this study, the writer employed Research and Development Method (R&D) which consisted of ten steps. In the study, the writer only employed the first five steps of R&D Method. Those steps were (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field-testing, and (5) Main Product Revision. In order to answer the first question, the writer applied seven stages of instructional design model, which were adapted from Kemp’s and Yalden’s models. The stages were (1) conducting needs survey, (2) formulating goals, topics, and general purposes, (3) formulating learning objectives, (4) selecting teaching learning activities and materials, (5) designing the instructional materials, (6) evaluation, (7) revision. In order to answer the second question, the writer presented the integrated English materials based on Communicative Language Teaching approach for the grade XI students of Hotel Accommodation Department of SMK N I Kalasan. The materials consist of seven units.

  After doing the revision based on the feedback gathering input, the writer presented the final version of the designed materials which contains seven units which integrated four skills. Role play, simulation, and group discussion is the major activities. The titles of the units were Wake up and greet the guest, The

  

phone is ringing, I stayed in Bali, Bernice is going to be a hotel receptionist, I

think it is more exciting, I can use a vacuum cleaner, and Enjoy your stay with us .

  Each of them consisted of three parts, namely: Let’s Start, Let’s Focus, and Let’s

Practice . Let’s Start dealt with the preparation before entering the main materials.

  

Let’s Focus dealt with the main activities in the designed materials. Let’s Practice

  dealt with the exercises and review to measure the students’ comprehension on the topics they had learnt. vi

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  Finally, this study is expected to bring contribution for the eleventh grade students of Hotel Accommodation Department of SMK N I Kalasan as a preparation for them to be a hotel staff. The English teachers of Hotel Accommodation Department can use the materials as guidance in teaching learning process in the classroom. The writer suggests that some materials can be omitted, added, adapted, or changed in order to develop and improve materials to make it better. vii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

  Sukesti, Petra Sri. 2011. A Set of Integrated English Materials for Grade XI

  

Students of Hotel Accommodation Department of SMK N I Kalasan. Yogyakarta:

Universitas Sanata Dharma.

  Para siswa kelas sebelas jurusan Akomodasi Perhotelan mempunyai kebutuhan untuk meningkatkan kemampuan mereka dalam keempat ketrampilan berbahasa Inggris karena hal ini akan membantu siswa untuk menggunakan bahasa Inggris dengan tepat sebagai calon staff hotel. Maka untuk menanggapi masalah tersebut sebuah penelitian dilaksanakan. Penelitian tersebut bertujuan untuk merancang materi pembelajaran bahasa Inggris terpadu berdasarkan pendekatan Communicative Language Teaching bagi siswa kelas sebelas jurusan Akomodasi Perhotelan SMK N I Kalasan. Materi berbasis tugas yang dipilih diharapkan mampu meningkatkan kemampuan siswa berkomunikasi dalam bahasa Inggris dengan tepat. Penelitian ini difokuskan pada keterampilan terpadu berdasarkan pertimbangan bahwa itu merupakan pendekatan yang masuk akal dalam kerangka komunikatif dan interaktif. Penelitian ini membahas dua masalah. Masalah-masalah tersebut adalah (1) bagaimana satu set materi bahasa Inggris terpadu untuk siswa kelas sebelas jurusan Akomodasi Perhotelan SMK N I Kalasan dirancang? dan (2) akan seperti apakah penyajian materi tersebut?

  Guna melakukan penelitian ini, penulis mengimplementasikan Research

  

and Development Method (R&D) yang terdiri dari sepuluh langkah. Akan teapi

  dalam penelitian ini , penulis hanya mengimplementasikan lima langkah pertama dari R&D Method. Langkah-langkah tersebut adalah (1) Research and

  

Information Collecting, (2) Planning, (3) Developing Preliminary Form of

Product , (4) Preliminary Field-testing, dan (5) Main Product Revision. Untuk

  menjawab pertanyaan pertama, penulis menerapkan tujuh langkah dari model instruksional yang diadaptasi dari model Kemp dan Yalden. Langkah-langkah tersebut adalah (1) melakukan survei kebutuhan, (2) merumuskan tujuan, topik dan tujuan umum, (3) merumuskan indikator pembelajaran, (4) memilih kegiatan belajar mengajar dan bahan, (5) merancang materi pembelajaran, (6) evaluasi, dan (7) revisi. Untuk menjawab pertanyaan kedua, penulis menyajikan materi pembelajaran bahasa Inggris terpadu untuk siswa kelas sebelas jurusan Akomodasi Perhotelan SMK N I Kalasan yang terdiri dari tujuh unit.

  Setelah melakukan revisi berdasarkan masukan dari proses pengumpulan umpan balik, maka penulis menyajikan rancangan materi yang terdiri dari tujuh unit yang terintegrasi empat keterampilan di mana bermain peran, simulasi, dan diskusi kelompok merupakan kegiatan utama. Materi tersebut berjudul Wake up

  

and greet the guest, The phone is ringing, I stayed in Bali, Bernice is going to be a

hotel receptionist, I think it is more exciting, I can use a vacuum cleaner, and

Enjoy your stay with us . Setiap unit terdiri dari tiga bagian, dengan nama: Let’s

Start, Let’s Focus , dan Let’s Practice. Let’s Start merupakan bagian pembuka

  sebelum memasuki kegiatan utama dari materi. Let’s Focus merupakan bagian utama dari materi. Let’s Practice merupakan bagian berisi latihan dan viii

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  pengulangan dari materi yang telah dipelajari untuk memperdalam pemahaman siswa.

  Akhirnya, penelitian ini diharapkan untuk membawa kontribusi bagi siswa kelas sebelas Jurusan Akomodasi Perhotelan SMK N I Kalasan sebagai persiapan bagi mereka untuk menjadi staf hotel. Para guru bahasa Inggris dari Jurusan Akomodasi Perhotelan dapat menggunakan bahan-bahan sebagai pedoman dalam proses belajar mengajar di kelas. Penulis menyarankan bahwa beberapa bahan dapat dihilangkan, ditambahkan, disesuaikan, atau diubah dalam rangka untuk mengembangkan dan meningkatkan bahan-bahan untuk membuatnya lebih baik. ix PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS

  First and foremost, my greatest gratitude is addressed to Jesus Christ My Savior for His guidance and blessings so that I can finish my study.

  I would like to address my deepest gratitude to my sponsor, Carla Sih

  

Prabandari, S.Pd., M.Hum., for her guidance and support to my thesis. My

  sincere appreciation goes to Drs. Y. B. Gunawan, M.A., Henny Herawati,

  

S.Pd., M.Hum., Sutama, S.Pd., M.Hum., and Florentina Sri Wartini, S.Pd.,

for willingly spending time evaluating my designed materials.

  My greatest appreciation goes to all lecturers and secretariat staff of PBI for their kindness and support during my study and to all the librarians for their assistance and dedication they have shared.

  I would also like to express my never-ending thanks to my beloved parents, Babe and Ibu for their everlasting love, care, support, encouragement, and prayer. I thank my sisters and brothers, Anung, Anton, Nina and Thomas, for their advice, understanding, prayer, and abundance affection.

  Many thanks are addressed to all of my wonderful friends, Nina ‘Bebeb’,

  

Febri ‘Jopai’, Jony, Santi ‘Mami’, Mia, Lala, Linda, Mayora, Panda Uri,

Pipin, Sari 04, Wiwin 05, and all Happy Holly Kid’s students and staff for the

  sharing and positive encouragement. I also warmly thank Dion for his help on giving ideas of the layout of the designed materials.

  My special gratitude goes to Didik Herwanto for his support, love, understanding, and greatest patience when I was so sad and almost gave up in the x

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  process of doing my thesis. I also thank him for patiently convincing me that everything is going to be alright in the end.

  Last but not least, I would like to thank all people whose names I could not mention one by one for help and support that have been given during my study.

  Jesus Christ blesses them all.

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Petra Sri Sukesti Nomor mahasiswa : 031214086 Demi perkembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  “A SET OF INTEGRATED ENGLISH MATERIALS

  

FOR GRADE XI STUDENTS

OF HOTEL ACCOMMODATION DEPARTMENT

OF SMK N I KALASAN”

  beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau di media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

  Demikian pernyataan ini saya buat dengan sebenarnya, Dibuat di Yogyakarta Pada tanggal: 9 Juni 2011 Yang menyatakan, Petra Sri Sukesti xii

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TABLE OF CONTENTS

  Page TITLE PAGE ............................................................................................. i APPROVAL PAGES ................................................................................. ii DEDICATION PAGE ................................................................................. iv STATEMENT OF WORK’S ORIGINALITY ........................................... v ABSTRACT ............................................................................................... vi

  

ABSTRAK ................................................................................................... viii

  ACKNOWLEDGEMENTS ....................................................................... x

  

LEMBAR PERNYATAAN PUBLIKASI ...................................................... xii

  TABLE OF CONTENTS ........................................................................... xiii LIST OF TABLES ..................................................................................... xvi LIST OF FIGURES ................................................................................... xvii LIST OF APPENDICES ............................................................................ xviii

  CHAPTER I. INTRODUCTION A. Background of the Study .......................................................................

  1 B. Problem Identification ...........................................................................

  4 C. Problem Limitation ................................................................................

  5 D. Problem Formulation ............................................................................

  6 E. Objectives of the Study ..........................................................................

  6 F. Research Benefits...................................................................................

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G. Definition of Terms ...............................................................................

  7 CHAPTER II. LITERATURE REVIEW A. Theoretical Description .......................................................................

  9 1. Instructional Design Models ............................................................

  9 2. Communicative Language Teaching................................................

  17 3. Integrated Materials .........................................................................

  22 B. Theoretical Framework ........................................................................

  23 CHAPTER III. METHODOLOGY A. Research Method ...................................................................................

  28 B. Research Participants.............................................................................

  36 C. Research Instruments.............................................................................

  36 D. Data Gathering Techniques ...................................................................

  39 E. Data Analysis Techniques .....................................................................

  39 F. Research Procedure ................................................................................

  41 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

  A. The Designing Process of the Integrated English Materials for Grade XI Students of Hotel Accommodation Department of SMK N I Kalasan .

  43 1. Research and Information Collecting...............................................

  44 2. Planning ..........................................................................................

  50 3. Develop Preliminary Form of Product .............................................

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4. Preliminary Field Testing .................................................................

  59 5. Main Product Revision .....................................................................

  65 B. Presentation of the Designed Materials .................................................

  66 CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ..........................................................................................

  71 B. Suggestions ..........................................................................................

  73 REFERENCES ...........................................................................................

  75 APPENDICES ...........................................................................................

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  Table Page

  3.1. The Description of the Respondents of the Preliminary Field Testing (Blank) ..................................................................................................

  36

  3.2. The Format of Descriptive Statistic of the Respondents’ Opinion

(Blank) ..................................................................................................

  41 4.1. The List of 8 Top Topics ......................................................................

  50 4.2. The Goals and General Purposes of the Designed Materials ...............

  51 4.3. The Topics ............................................................................................

  51 4.4. The Indicators of the Students’ Performance in Each Skill .................

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  4.5. The Description of the Respondents of the Preliminary Field Testing

  60 4.6. The Result of the Preliminary Field Testing Questionnaire .................

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LIST OF FIGURES

  Figure Page 2.1 Instructional Design Model (Kemp) .....................................................

  14 2.2 Instructional Design Model (Yalden)....................................................

  17 2.3 The Writer’s Instructional Design Model .............................................

  27

  3.1. R & D Cycle and the the Adaptation Model .................................... …

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  Page Appendix A: Surat Permohonan Ijin Penelitian ........................................

  78 Appendix B: Surat Keterangan ..................................................................

  80 Appendix C: The Result of the Interview on the Needs Survey ................

  82 Appendix D: Questionnaire on the Needs Analysis ....................................

  84 Appendix E: The Result of the Questionnaire on the Needs Survey ..........

  87 Appendix F: Basic Competencies in Each Topic ........................................

  90 Appendix G: Questionnaire on the Evaluation ...........................................

  92 Appendix H: General Description of the Designed Materials ....................

  98 Appendix I: Presentation of the Designed Materials .................................. 101 xviii

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CHAPTER I INTRODUCTION This chapter presents the introduction of the study. There are seven

  important parts in this chapter; they are background, problem identification, problem limitation, problem formulation, objectives of the study, research benefits, and definition of terms.

A. Background

  English proficiency has central contribution to the emergence of intellectual, social, and to the student’s success in studies, business, careers, and personal relationship. In order to achieve the students’ success in studies and careers, there must be chances for the teacher to be more creative in developing the teaching-learning activities. Hence, in 2006 the Indonesian National Department has made revisions in previous curriculum named School-Based Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP) for the better language teaching. KTSP gives a great chance for teachers to develop their teaching-learning activities.

  Vocational secondary schools or Sekolah Menengah Kejuruan (SMK) has the aims to prepare the students for their future professions, to develop the

  

 

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  professional attitudes, to be able to choose their careers, to be middle class workers, and to meet the needs of business fields and industries for the present and future times. The goal of English language teaching and learning in vocational secondary school, as stated on KTSP Curriculum, is to enable the students to do simple English communication both in oral or written form in order to prepare the students to be able to compete in the real work.

  In vocational secondary schools, English becomes a major subject taught especially for Hotel Accommodation Department classes. As students of Hotel Accommodation Department, they are expected to be able to master English including the four skills that are listening, speaking, reading, and writing because it can support the students’ career in the future. Moreover, as Hotel Accommodation Department students, who later on will be the hotel personnel, they have to be able to speak English fluently in order to communicate and give best service for the foreign guests who may come from many different countries.

  Teaching English as a foreign language in the vocational secondary school majoring Hotel Accommodation Department for the eleventh grade students is challenging for two reasons. First, the students’ English mastery is still low. It is indicated by their score for junior high school final examination as well as enrollment-test from their English teacher. The students also obtained low score (under seven) for English in their tenth grade. Second, the eleventh grade students of Hotel Accommodation Department should do Industrial Practice in the second semester at least in four-star hotel. It will enlarge the students’ opportunity to meet and interact with the foreign hotel guest. Therefore, the writer should design

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  the English materials which enable the students to do simple English communication both in oral or written form in order to prepare the students to be able to apply it in the real working world as a hotel staff. In order to design the English materials which are suitable for the Hotel Accommodation Department students, the writer should provide and create more interesting English texts and also interesting activities.

  As stated by Brown (2001: 235) that research and practice in English language teaching has identified the “four skills” – listening, speaking, reading, and writing – as of paramount importance. By integrating the language skills, it provides the teacher with flexibility in creating interesting and motivating lessons.

  Through the interesting materials, it is hoped that the students will be motivated in learning English. Therefore, the eleventh grade students of Hotel Accommodation Department have to master all four skills; listening, speaking, reading, and writing because it can support the students’ career in the future.

  The writer chose the eleventh grade students of Hotel Accommodation Department of SMK N I Kalasan because they, as the hotel staff candidates, have to develop their English fluency. Based on the writer’s observation, the students of SMK N I Kalasan, especially the eleventh graders, are active participants in the teaching learning process. It was shown by their enthusiasm in answering the teacher’s questions, asking several difficult vocabulary items, and giving some examples in sentences. They are able to make a dialogue in certain topic, such as greeting and tell their personal identity.

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  Therefore, the writer’s purpose in designing a set of integrated English materials is to motivate and help the eleventh grade students of Hotel Accommodation Department of SMK N I Kalasan to prepare the students for the industrial practice. The writer hopes through the material design the students will be able to develop their English competence. The writer also expected that the materials design will give the students enough preparation for the industrial practice.

B. Problem Identification

  It is considered that the eleventh grade students of Hotel Accommodation Department of SMK N I Kalasan have lack of English performance. It is shown by the students’ English exam score which is under seven in their tenth grade. The teaching-learning activities are also limited in time because they are only six contact hours in a week. Because the time is limited, the teaching-learning become less effective and often there is not enough time for practising listening skill. The English book that is used also needs more improvement. There are lot of unnecessary English text that being used and need more activities that can support the students to improve their English.

  The eleventh grade students of Hotel Accommodation Department of SMK

  

N I Kalasan are expected to be able to speak English and to master English based

  on their competence. Mastering English for the eleventh grade students of Hotel Accommodation Department of SMK N I Kalasan is in order to be able to use

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  English fluently in their working places as the hotel personnel. It is expected that at least the students are able to use simple English to communicate with the hotel guest while they go on the Industrial Practice.

  Therefore, the writer will try to design a set of integrated English materials for the eleventh grade students of Hotel Accommodation Department of SMK N I Kalasan. The designed materials were intended to help the students to improve their performance in the Industrial Practice.

C. Problem Limitation

  The design was presented for the eleventh grade students of Hotel Accommodation Department because they must develop the English competence from the very beginning before using their English in the Industrial Practice. By doing this study, it is hoped that the English materials designed will help the students to practice and develop their English skills in order to prepare the students to face the Industrial Practice. It is expected that they will be ready to practice their English and have strong basic knowledge of English when they are going on Industrial Practice in the second semester.

  This study will only focus on designing the English materials for the eleventh grade students of Hotel Accommodation Department of SMK N I

  Kalasan because of the limited time, sources, and experience.

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    D.

   Problem Formulation

  The problems of the study are formulated as follows based on the Background, Probem Identification, and Problem Limitation above.

  1. How are English materials for the eleventh grade students of Hotel Accommodation Department of SMK N I Kalasan designed?

  2. What will the designed materials look like? E.

   Objectives of the Study

  There are two main objectives of the study by considering the problems that are stated in the problem formulation. The objectives are presented as follows.

  1. Designing a set of English materials for the eleventh grade students of Hotel Accommodation Department of SMK N I Kalasan.

  2. Presenting a set of English materials for the eleventh grade students of Hotel Accommodation Department of SMK N I Kalasan.

F. Research Benefits

  This study is hopefully beneficial for:

  1. For the students

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  They will get appropriate materials based on their needs and interests so that they will have sufficient knowledge in using English in certain situation.

  2. For the teachers They can apply the instructional materials for Hotel Accommodation

  Department of SMK N I Kalasan students. The instructional materials can be their model in creating their own materials in a more creative and interesting way.

  3. For the researcher The researcher can develop her creativity in designing an instructional program concerning English materials for the eleventh grade students of Hotel

  Accommodation Department of SMK N I Kalasan.

G. Definition of Terms

  In order to avoid the different perceptions to these key words, here are discussed some related terms.

  1. Hotel Accommodation Department It is one of the departments in vocational secondary school. This department is for the students who are interested in being the hotel staff.

  2. SMK Negeri I Kalasan It is one of the state vocational secondary school in Sleman which is located in Randugunting, Tamanmartani, Kalasan, Sleman, Yogyakarta. SMK

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Negeri I Kalasan is a school in which students are taught the skills needed to

  perform a particular job. This school includes three departments namely art, craft, and tourism. In this study, the writer focuses on Hotel Accommodation Department.

  3. Integrated Materials Integrated materials refer to a set of instructional materials that covers all four skills of language (Richards & Rodgers, 1988:64). In this study, integrated materials refer to a set of English materials that focuses on more than one language skill.

  4. Communicative Language Teaching CLT is an approach to the second or foreign language teaching that help the students to improve their ability to communicate in the target language.

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CHAPTER II LITERATURE REVIEW This chapter discusses some theories used as the basis to design a set of English materials for the eleventh grade students of Hotel Accommodation Department of SMK N I Kalasan. There are two sections in this chapter, namely: Theoretical Description and Theoretical Framework. The theoretical description

  discusses some related literature that is needed as the basic concepts to design the materials. The theoretical framework presents the designer’s framework and the steps in designing the materials.

A. Theoretical Description

  The writer discusses some theories that support the designed materials in this section. They are instructional design model, communicative language teaching, and integrated skills. In the instructional design model, the writer gives a general view of the methods of instructional material design. The communicative language teaching is discussed as the basic theory in designing materials in this study. Integrated skills are also discussed because it provides the teacher with flexibility in creating interesting and motivating lessons in this study.

1. Instructional Design Model

  There are a lot of instructional design models. Two models of instructional design is used in this study as the theories, they are Kemp and Yalden.

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a. Kemp’s Model

  As stated by Kemp (1977: 8) the instructional design plan is designed to supply answers to three questions, they are: 1) What must be learned? (objectives) 2) What procedures and resources will work best to reach the desired learning levels? (activities and resources) 3) How will we know when the required learning has taken place? (evaluation) Kemp’s instructional design plan consists of nine parts, they are: 1) Consider goals, and then topics, stating the general purposes for teaching each topic.

  Instructional design planning starts with a recognition of the broad goals of the school system or institution. Those goals may be derived from the society, students, and subject area. Statements of goals should recognize changes in learners’ needs and interest, as well as changes in the needs of society and its institution. Then, a planning team should list the major topics to be treated within the content area. Those topics, or unit headings, would become the scope of the course or program, the basis for the instruction. General purposes are important as an initial expression, signifying broadly what the teacher wants to accomplish in the topic. They usually express the planners’ own aims or purposes for the topic or unit.

  2) Enumerate the important characteristics of the learners for whom the instruction is to be designed.

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  To best assure an individual’s success in his or her educational program, we should recognize and respect the student as an individual learner. Ideally, each person should be assisted in pursuing learning at his or her own pace, on his or her own schedule, and with his or her own selection of learning experiences and materials. To serve both group and individual means that we must obtain information about the learners’ capabilities, needs, and interest. In designing an instructional plan, there are four factors to be considered. They are academic, social, learning conditions, and learning styles.

  3) Specify the learning objectives to be achieved in terms of measurable student behavioural outcomes.

  Objectives must be stated in terms of activities that will best promote learning. It can be grouped into cognitive, psychomotor, and affective domain. A learning objective is a precise statement that answers the questions, “What does the student have to do in order to show that he or she has learned what you want the student to learn?” Each objective – to the degree possible – should be unambiguous. Objective must mean exactly the same thing to all other teachers, and it must also clearly communicate to all students who will use it. 4) List the subject content that supports each objective.

  A student’s learning experiences must involve subject content. The content, in turn, must closely relate to the objectives and on the students needs.

  Subject content comprises the selection and organizing of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements), and attitudinal factors of any topic.

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  5) Develop pre-assessment to determine the student’s background and present level of knowledge about the topic.

  It is important to find out specifically (1) to what extent each student has acquired the necessary prerequisites for studying the topic and (2) what the student may have already mastered about the subject to be studied, in order to plan learning activities for which students are prepared and at the same time to ensure that learners do not waste their time on things they already know. 6) Select teaching/learning activities and instructional resources that will treat the subject content so students will accomplish the objectives.

  The designer must determine the most efficient and effective methods and then select materials to provide learning experiences that will utilize the content associated with each objective. The selection of instructional materials is closely associated with the planning of teaching and learning activities, both of which should be considered together. Closely associated with the selection of teacher and student activities is the selection of supporting materials that can motivate students and can effectively explain and illustrate subject content, these resources include printed materials of many kinds, audiovisual media, and other items for group and individual uses. 7) Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.

  Support services include fund or budget, facilities, equipment, time and schedule. It must be considered at the same time instructional plans are being made and materials, being selected. Consideration must be given to coordinate the

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  planned program with other operational aspects of the institution (student’s schedules, guidance services, and so forth).

  8) Evaluate student’s learning in terms of their accomplishment of objectives, with a view to revising and re-evaluating any phases of the plan that needs improvement.

  In this step, the teacher is ready to measure the learning outcomes relating to the objectives. In order to measure students’ achievement, the teacher should determine standards of achievement. The measurement can be in the form of evaluation. There are two kinds of evaluation, namely formative and summative evaluation. Formative evaluation takes place during developments and tryouts, while summative evaluation takes place at the end of the course. Evaluation also refers to the evaluation of the program to know how well the program serves the objectives.

  9) Revision Revision on the elements is conducted every time it is needed, based on the evaluation data from students` accomplishment of the objectives which is indicated by the broken line in the diagram above. Besides, Kemp’s model can be applied to all levels of education. These are the strengths of Kemp’s model.

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Goals,

Topics and

General

Purposes

  Learner Evaluation Characteri stics

  Revise

  Support Learning Services

  Objectives Teaching/ Subject Learning

  Content activities, resources

  

Pre-

assessment

Figure 2. 1 Kemp’s Instructional Design Model

  Kemp’s (1997: 8-9) model presents a flexible process and there is interdependence among the eight elements, decisions relating to one may affect others. Kemp’s model is a flexible process which means in designing an instructional program, a designer does not need to start from part one, the designer can start with whichever element they are ready to start with and then move back and forth to the other steps in the eight parts of Kemp’s model. The circular shape of the model gives a sense that the design and the development process is a continuous cycle that requires constant planning, design, evaluation and assessment, to insure effective instruction.

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  In this study, there are some steps chosen by the writer, they are formulating goals, topics and general purposes, formulating learning objectives, selecting teaching or learning activities and resources, evaluating, and revising. Those chosen steps are not a complete model yet because the writer also has to know the needs of the subjects of this study. The step of the needs survey can be found in Yalden’s model. That step will be combined with Kemp’s model. Before combining the step, the writer will explain the procedure of Yalden’s model.

b. Yalden’s Model

  The writer also adopts Yalden’s model. Yalden (1987: 88) presents eight stages in designing materials as follows: 1) Needs Survey

  Needs survey is conducted in order to analyse the learners’ needs of learning the target language and to understand students’ characteristics which enable the designer to make acceptable objectives that complete the students’ needs.

  2) Description of purpose This stage is to clarify the purpose of the language program. The description of purpose is prepared in terms of the characteristics of the students and the skills of the students on entry to and on exit from the program. The language program’s aim can also be investigated from the setting in which the survey is conducted.

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