ENGLISH SPEAKING INSTRUCTIONAL MATERIALS BASED ON ECLECTIC APPROACH FOR THE SEVENTH GRADE HEARING IMPAIRED STUDENTS OF SLB WIYATA DHARMA I A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Lan

ENGLISH SPEAKING INSTRUCTIONAL MATERIALS BASED ON

  

IMPAIRED STUDENTS OF SLB WIYATA DHARMA I

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By Anna Keke Widitesnowati

  Student Number: 071214006

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

ENGLISH SPEAKING INSTRUCTIONAL MATERIALS BASED ON

  

IMPAIRED STUDENTS OF SLB WIYATA DHARMA I

A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Anna Keke Widitesnowati

  Student Number: 071214006

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

  

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, January 25, 2012 The Writer

  Anna Keke Widitesnowati 071214006

  

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Anna Keke Widitesnowati Nomor Mahasiswa : 071214006

  Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

  

ENGLISH SPEAKING INSTRUCTIONAL MATERIALS BASED ON

ECLECTIC APPROACH FOR THE SEVENTH GRADE HEARING

  

IMPAIRED STUDENTS OF SLB WIYATA DHARMA I

  beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, menditribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 25 Januari 2012 Yang menyatakan (Anna Keke Widitesnowati)

  

ABSTRACT

  Widitesnowati, Anna Keke. 2012. English Speaking Instructional Materials

  

Based on Eclectic Approach for the Seventh Grade Hearing Impaired Students of

SLB Wiyata Dharma I . Yogyakarta: Sanata Dharma University.

  Nowadays, the position of English as an international language is getting more important. Therefore, in Indonesia, English is included into one of the compulsory subjects taught from junior high school level. As a school subject, English is also taught to students with special needs including hearing impaired students. Although there is an adaptation in teaching English to hearing impaired students in School-Based Curriculum, there is no English textbook which facilitates such students in reality. Meanwhile, in School-Based Curriculum SMPLB-B students are expected to achieve performative level. In this level, the students are supposed to communicate to be able to read, write, and speak using the symbols used in daily life. Of all skills, it is clearly seen that speaking skill is the skill which is mostly needed to develop in SLB Wiyata Dharma I since this skill takes the biggest portion in daily communication. Moreover, the used English textbook, “Let‟s Go with English”, only gives many expressions to learn but few activities to practice the expressions in order to develop speaking ability.

  In addition, the existence of pictures in the textbook is even not optimally utilized.

  Because of these reasons, this research is conducted in order to design and to validate the design of English speaking instructional materials based on eclectic approach for the seventh grade hearing impaired students of SLB Wiyata Dharma I.

  In this research, the first five steps of R & D cycle were used as the research method. Meanwhile, in designing English speaking instructional materials for the seventh grade hearing impaired students of SLB Wiyata Dharma I, the research used the first nine steps of Dick and Carey Systems Approach Model. The data needed for the research were only obtained in the steps of research and information gathering and product verification. In research and information gathering, the analysis of the data was done through current curriculum review, observation, and interview. Meanwhile, in product verification, the analysis of the data was done through questionnaire.

  From this research, the strengths and weaknesses of the English speaking instructional materials based on eclectic approach for the seventh grade hearing impaired students of SLB Wiyata Dharma I were found. Further research on this topic is recommended to be conducted so that more communicative English speaking instructional materials can be designed.

  

Keywords: speaking, instructional materials, eclectic approach, the seventh

  grade hearing impaired students, SLB Wiyata Dharma I

  

ABSTRAK

  Widitesnowati, Anna Keke. 2012. English Speaking Instructional Materials

  

Based on Eclectic Approach for the Seventh Grade Hearing Impaired Students of

SLB Wiyata Dharma I . Yogyakarta: Sanata Dharma University.

  Saat ini Bahasa Inggris sebagai bahasa internasional memiliki

kedudukan yang semakin penting. Oleh karena itu, di Indonesia Bahasa Inggris

dijadikan salah satu mata pelajaran yang wajib diajarkan mulai dari tingkat

SMP. Sebagai mata pelajaran sekolah, Bahasa Inggris juga diajarkan kepada

para siswa berkebutuhan khusus termasuk para siswa tuna rungu. Meskipun

dalam KTSP terdapat penyesuaian pengajaran Bahasa Inggris terhadap siswa

tuna rungu, pada kenyataannya, tidak ada satupun buku Bahasa Inggris yang

memfasilitasi siswa tersebut. Sementara itu, dalam KTSP, siswa SMPLB-B

diharapkan mencapai tingkat performative. Pada tingkat ini, siswa berkomunikasi

untuk membaca, menulis, dan berbicara dengan simbol-simbol yang digunakan

dalam kehidupan sehari-hari. Dari semua keterampilan, terlihat jelas bahwa

keterampilan berbicara merupakan keterampilan yang paling perlu

dikembangkan di SLB Wiyata Dharma I karena keterampilan inilah yang

mendominasi komunikasi sehari-hari.

  “Let‟s Go with English 4” yang digunakan

  

sebagai buku referensi Bahasa Inggris bahkan hanya memberikan banyak

ungkapan untuk dipelajari tetapi sedikit kegiatan untuk melatih ucapan demi

mengembangkan kemampuan berbicara. Terlebih lagi, gambar-gambar di dalam

buku juga belum digunakan secara optimal.

  Dengan alasan-alasan tersebut, penelitian ini dilaksanakan dengan

tujuan untuk membuat dan memvalidasi desain materi instruksional speaking

Bahasa Inggris berdasarkan pendekatan eklektik untuk para siswa tuna rungu

kelas VII SLB Wiyata Dharma I.

  Dalam penelitian ini, lima langkah pertama dari siklus penelitian dan

pengembangan digunakan sebagai metode penelitian. Sementara itu, dalam

membuat desain materi instruksional speaking Bahasa Inggris untuk para siswa

tuna rungu kelas VII SLB Wiyata Dharma I, penelitian ini menggunakan

sembilan langkah pertama dari model pendekatan sistem Dick and Carey. Data

yang dibutuhkan dalam penelitian ini hanya dikumpulkan pada tahap penelitian

dan pengumpulan informasi dan verifikasi produk. Dalam penelitian dan

pengumpulan informasi, analisis data dilakukan melalui kajian kurikulum terkini,

observasi, dan wawancara. Sementara itu, dalam verifikasi produk, analisis data

dilakukan melalui kuesioner.

  Penelitian ini menemukan kelebihan dan kekurangan dari desain materi

instruksional speaking Bahasa Inggris berdasarkan pendekatan eklektik untuk

para siswa tuna rungu kelas VII SLB Wiyata Dharma I. Penelitian lebih lanjut

mengenai topik ini disarankan untuk dilaksanakan supaya materi instruksional

  speaking Bahasa Inggris yang lebih komunikatif dapat dibuat.

  

ACKNOWLEDGMENTS

  There are so many people who have contributed to my undergraduate thesis accomplishment. I would like to thank all of them for everything which they have given to me, so that I could finish my study.

  First of all, I would like to thank my thesis counsellor, Gregorius Punto Aji, S.Pd., M.Hum. I would like to give my gratitude to him for his guidance during my thesis accomplishment. His patience, support, and advice are very precious for me.

  I would have never done anything without the understanding of all lecturers and staff of the English Education Study Program. I would like to thank them for their help, their kindness, and the days which they have spent during my study for the last five years.

  My gratitude also goes to my beloved family. Without my parents‟ encouragement and support, I could not have achieved this success. My lovely sister

  ‟s never-ending attention, advice, and prayer are also the ones which gain me spirit to start and complete my thesis.

  I would also give my great thanks to the English teacher and the seventh grade hearing impaired students of SLB Wiyata Dharma I. I would like to thank them for being so helpful, nice, and open to me. I will never forget the moments which I have spent with them.

  Finally, my special thanks and love go to my life partner and best friends. Without my life partner‟s endless love, kindness, and patience as well as accomplishment. They have given me great enlightenment when I am stuck and bored of my days. They have helped me keep the balance of my brain as well.

  Their existence really means so much to me. Without their support, I could not have reached this achievement for sure.

  Yogyakarta, January 25, 2012 The writer

  TABLE OF CONTENTS

  Page i TITLE PAGE ……………………………………………………………. ii APPROVAL PAGE …………………………………………………….. iv STATEMENT OF WORK‟S ORIGINALITY ………………………….

  

PERNYATAAN PERSETUJUAN PUBLIKASI ......................................... v

  ABSTRACT ……………………………………………………………... vi

  ABSTRAK

  ………………………………………………………………... vii ACKNOWLEDGEMENTS ……………………………………………... viii x TABLE OF CONTENTS ……………….……………………………….. LIST OF TABLES ………………………………………………………. xii LIST OF FIGURES ……………………………………………………... xiii LIST OF APPENDICES ………………………………………………… xiv

  CHAPTER I. INTRODUCTION A.

  1 Research Background ……………………………...

  B.

  5 Research Problem .....……………………………… C.

  5 Problem Limitation ………………………………...

  D.

  6 Research Objective ………………………………...

  E.

  6 Research Benefits ………………………………….

  F.

  8 Definition of Terms ………………………………..

  CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ……………………………. 11 1. Research and Development (R & D) Cycle …… 11 2. Dick and Carey Systems Approach Model ……. 15 3. School-Based Curriculum ……………………... 18 4.

  20 Instructional Materials ........................................

  5.

  23 Communicative Syllabus ………………………

  B.

  Theoretical Framework ……………………………. 35

  CHAPTER III. RESEARCH METHODOLOGY A.

  39 Research Method …………………………………..

  1. Research and Information Gathering ………….. 41 2.

  42 Planning ………………………………………..

  3. Preliminary Product Development …………….. 42 4.

  Product Verification and Product Revision ......... 43 B.

  44 Research Setting .......................................................

  C.

  Research Participants ……………………………… 44 D.

  46 Instruments and Data Gathering Technique ……….

  E.

  Data Analysis Technique ………………………….. 47 F. Research Procedure ………………………………... 48

  CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A.

  50 Goals .........................................................................

  B.

  51 Instructions ...............................................................

  C.

  Learners‟ Needs and Characteristics and Learning

  53 Context ….................................................................

  D.

  72 Objectives ………………………………………….

  E.

  73 Assessment Instruments ...........................................

  F.

  Instructional Strategy …………………………….... 75 G.

  78 Instructional Materials ……………………………..

  H.

  Instructional Materials Feedback and Revision …… 78

  CHAPTER V. CONCLUSIONS AND SUGGESTIONS A.

  87 Conclusions ………………………………………..

  B.

  88 Suggestions ……………………………………….. REFERENCES .........................................................................................

  89

  LIST OF TABLES

  Table Page

  4.1. The Competence Standard and the Basic Competence of Speaking Skill for the Seventh Grade Hearing Impaired Students ....................

  51

  4.2. The Instructions of the English Speaking Instructional Materials Based on Eclectic Approach for the Seventh Grade Hearing Impaired Students ...............................................................................

  52

  4.3. The Needs of the Seventh Grade Hearing Impaired Students of SLB Wiyata Dharma I ................................................................................

  58

  4.4. The Characteristics of the Seventh Grade Hearing Impaired Students of SLB Wiyata Dharma I ....................................................................

  65

  4.5. The Learning Context of the Seventh Grade Hearing Impaired Students of SLB Wiyata Dharma I .....................................................

  71

  4.6. The Objectives of the English Speaking Instructional Materials Based on Eclectic Approach for the Seventh Grade Hearing Impaired Students ..............................................................................................

  73

  4.7. The Formative Assessment of the English Speaking Instructional Materials Based on Eclectic Approach for the Seventh Grade Hearing Impaired Students ...............................................................................

  74

  4.8. The Instructional Strategy of the English Speaking Instructional Materials Based on Eclectic Approach for the Seventh Grade Hearing Impaired Students ...............................................................................

  76

  4.9. The Learning Material of the English Speaking Instructional Materials Based on Eclectic Approach for the Seventh Grade Hearing Impaired Students ...............................................................................................

  78

  LIST OF FIGURES

  Figure Page 2.1.

  12 Research and Development (R & D) Cycle ………………………...

  2.2.

  15 Dick and Carey Systems Approach Model ………………………… 2.3. Research Framework ……………………………………………….. 38

  3.1. The Adapted R & D Cycle and the Adapted Dick and Carey Systems Approach Model …………………………………………................. 40

  LIST OF APPENDICES

  Appendix Page 1.

  Research Permission Letter ……………...…………………………..

  91 2. Data Needed ........................................................................................

  92 3. Sets of Field Notes …………………………………………………... 94 4. The Questions and the Results of Interview with the English Teacher and the Seventh Grade Hearing Impaired Students of SLB Wiyata

  Dharma I .

  …………………………………………………………….. 119 5. Syllabus and Lesson Plans of the English Speaking Instructional

  Materials Based on Eclectic Approach for the Seventh Grade Hearing Impaired Students of SLB Wiyata Dharma I ………………. 140 6.

  The English Speaking Instructional Materials Based on Eclectic Approach for the Seventh Grade Hearing Impaired Students of SLB Wiyata Dharma I …………………………………………………….. 154 7. The Items and the Raw Data of the Questionnaire Given to the

  English Teacher of SLB Wiyata Dharma I and the English Lecturers in the area of Language Education ………………………...………... 179

CHAPTER I INTRODUCTION This chapter discusses the background why the thesis is worthy to be

  conducted. This introductory chapter contains six major sections, namely research background, research problem, problem limitation, research objective, research benefits, and definition of terms.

A. Research Background

  In such globalization era as nowadays, the position of English as an international language is getting more important. Considering the importance of English in today‟s world, in Indonesia itself, English is included into one of the compulsory subjects taught from junior high school level up to university level. It even becomes a subject which is tested in National Examination for both junior and senior high school students. Furthermore, in elementary school level, English has been taught as one of its local content subjects. As a subject taught in schools, English is taught not only for normal students but also for students with special needs. Related to the English teaching for students with special needs, this research will mainly discuss the English teaching for hearing impaired students.

  It should become a relief that due to the students‟ specialty of having hearing impairment, there is an adaptation in teaching English for such students in School-Based Curriculum, the current curriculum applied in Indonesia. However, existence of the supporting materials. Therefore, in the teaching learning process, teachers often face difficulties like what the English teacher in SLB Wiyata Dharma I experiences. The teacher actually has the knowledge on how to teach the students with hearing impairment, but she has no permanent textbooks to help herself deliver the materials which the students should master according to their education level. The teacher even does not know that there are competence standards and basic competences for hearing impaired students in School-Based Curriculum. This condition is getting worse when the teacher is burdened with four basic skills to teach to their students. Moreover, the fact that the English teacher in SLB Wiyata Dharma I is not an English Education graduate makes the condition become more problematic.

  Because of those problems, this section has several reasons why the research is conducted. The reasons are related to the unavailability of the English textbooks for hearing impaired students, the immediate need of developing speaking skill for the seventh grade hearing impaired students of SLB Wiyata Dharma I, and the limited activities to develop speaking ability in the used English textbook. All of the reasons can be explained as follows.

  As mentioned previously, the first reason of conducting the research is dealing with the unavailability of the English textbooks for hearing impaired students. In reality, there is no English textbook which facilitates students with hearing impairment in Indonesia. Due to this fact, the English teacher of SLB Wiyata Dharma I has an initiative to use the existing English textbooks for normal teacher uses “Let‟s Go with English 4”, an English textbook for fourth grade normal students. The teacher is the only one who has the textbook while the students have no textbook with them at all. Even though the learned materials have been taken from an English textbook for fourth grade normal students, they are still hard to be comprehended by the seventh grade hearing impaired students. As a result, the final achievement of these students is not optimal yet. This fact is contrast to the statement conveyed by Hallahan and Kauffman (2006) mentioning that education for exceptional learners, including hearing impaired students in this case, is required for realizing their full human potential.

  Next, referring to the topic of the thesis, the focus of this research is the seventh grade hearing impaired students of SLB Wiyata Dharma I. It has been known that these students are unable to hear as well as the normal students are able to do. Meanwhile, as mentioned in the competence standard and the basic competence of School-Based Curriculum, SMPLB-B students who have hearing impairment are expected to achieve performative level (Badan Standar Nasional Pendidikan, 2006, p. 310). BSNP (2006) states that the students are supposed to communicate to be able to read, write, and speak using the symbols used in daily life in this level with the expectation that they will be more ready when they are prepared to achieve the next level in the future, which is to use the skills developed to fulfil their daily needs. Of all skills learned by the students, it is clearly seen that in SLB Wiyata Dharma I speaking skill is mostly needed to develop since this skill takes the biggest portion in daily communication. In in producing English spoken utterances. Due to this immediate need, speaking becomes the main skill to be developed in this research.

  Moreover, it is also found that the used English textbook, “Let‟s Go with English 4”, provides activities to develop four basic skills. To develop speaking ability itself, which becomes the main aim of the English speaking instructional materials development in this research, the textbook only gives many expressions to learn but few activities to practice the expressions. In addition, the existence of pictures in the textbook is even not optimally utilized whereas in fact, those pictures can help the students have real description in mind about things which are difficult to explain to them knowing the fact that they are unable to hear well.

  To overcome the mentioned problems, therefore, this research offers a solution which is a design of English speaking instructional materials. Besides helping the English teacher and the seventh grade hearing impaired students of SLB Wiyata Dharma I have an English textbook, the developed English speaking instructional materials in this research also propose more activities under eclectic approach which assist the hearing impaired students in attaining performative skill without putting the main language teaching method for hearing impaired students aside. Eclectic approach lets the materials designer choose appropriate methods and approaches to be applied in the English speaking teaching and learning process.

  To show the students‟ speaking performance, the instructional materials use methods and approaches which are adjusted to the results of the seventh grade hearing impaired students‟ needs analysis. To help the students communicate in themselves with the expressions to be learned in the first part and to deepen the students‟ comprehension in the meaning of the learned expressions in the second part. Finally, in the third part, the students are completed with exercises which let them use the learned expressions and vocabulary in context. The English speaking instructional materials will also shows more optimal use of pictures which can help the hearing impaired students improve their English speaking ability through visual learning instead of auditory learning.

  B. Research Problem

  T he problem of this research can be formulated as follows. “What is the design of English speaking instructional materials based on eclectic approach for seventh grade hearing impaired students of SLB Wiyata Dharma I?”

  C. Problem Limitation

  This research is limited in the area of English Language Teaching. It focuses on Materials Development. Materials developed in this research are English speaking instructional materials which are designed based on eclectic approach. These materials are specifically made for hearing impaired students who study in the seventh grade of SLB Wiyata Dharma I. This research will not discuss further about the implementation of the materials. Even though it is not implemented to the seventh grade students of SLB Wiyata Dharma I, the materials are already arranged based on School-Based Curriculum.

  D. Research Objective

  This research is conducted in order to design and to validate the design of English speaking instructional materials based on eclectic approach for the seventh grade hearing impaired students of SLB Wiyata Dharma I. The validation is done through product verification by the English teacher of the seventh grade hearing impaired students of SLB Wiyata Dharma I as the practitioner and by the English lecturers of Sanata Dharma University as the material development experts.

  E. Research Benefits

  Related to the significance, this research is expected to give some benefits to the development of English speaking instructional materials for the seventh grade hearing impaired students of SLB Wiyata Dharma I in particular. Besides, many people can draw the significances of this research. They can be identified as follows.

1. For Researcher

  The researcher has a lot benefits from the research working in the area of instructional development. One of the benefits is that the researcher is able to conduct a research on developing English speaking instructional materials for the seventh grade hearing impaired students of SLB Wiyata Dharma I based on eclectic approach and to find out valuable experience and insight from this research. Furthermore, from this research, the researcher is able to recognize the strengths and weaknesses of the developed materials.

  2. For English Teachers

  Considering that developing materials are not easy at all, this research will valuably contribute English teachers to creating English speaking instructional materials and conducting English teaching and learning process. Furthermore, since this research is conducted through analyzing the learners‟ needs, it will encourage the English teachers to always explore the alternative techniques used in teaching English.

  3. For English Hearing Impaired Students

  Hearing impaired students will have a lot of benefits from English speaking instructional materials developed in this research. The materials will enhance learning motivation of the students with hearing impairment since they provide the students exercises which encourage their participation. Moreover, the students will also improve their enthusiasm in learning English since the materials are completed with interesting topics which enable them to have varied experiences significant for their further learning and for their daily life.

  4. For Further Researches

  The result of this research can be the starting point to conduct needed to be carried out because education will always improve along with the development of technology and information. As technology improves, public‟s point of view of better education will also exactly change in any education levels. Therefore, this research can be the base to make more proper English speaking instructional materials for hearing impaired students in particular.

F. Definition of Terms

  This section is aimed to give clear definition of terms used in developing the materials to make them easier to understand and to avoid misinterpretation.

  The following are the terms which will be used frequently.

1. Speaking

  The term “speaking” refers to one of four language skills which become the scope of English taught in any education levels in Indonesia (Departemen Pendidikan Nasional, 2003, p. 7). In every language skill, a list of subskills is drawn up to specify the various language elements that become the students‟ focus in their current level. In this research, speaking subskills to be developed in English speaking instructional materials for the seventh grade hearing impaired students of Special Junior High School B are limited in the ability to express several daily functional skills and pronunciation.

  2. Instructional Materials

  The term “instructional materials” refers to materials used to aid in the learning of subject matter for a class (Bullough, 1988). In this research, the instructional materials are the result of Dick and Carey Systems Approach Model whose constituents are goals, instructions, learners‟ needs and characteristics and learning context, objectives, assessment instruments, instructional strategy, instructional materials, and instructional materials feedback and revision. The materials are designed for one semester, which is the first semester of the seventh grade

  . They are aimed to develop hearing impaired students‟ speaking ability in English. For this purpose, the instructional materials are arranged in the form of textbook which consists of four units. Each of the units is provided with texts, exercises, and assessments which are adjusted with the demand of the current curriculum. Samples of the instructional materials will be presented in Appendices.

  3. Eclectic Approach

  In this research, the term “eclectic approach” refers to a teacher‟s use of techniques and activities from a range of language teaching approaches and methods (Mullis and Mullis, 1981). From this reference, it can be concluded that in eclectic approach, the one who decides what methodology or approach to use in the classroom is the teacher. However, the teacher‟s decision on the use of methodology or approach should depend on the aims of the lesson and the learners in the group. A more elaborated discussion on eclectic approach will be presented in Review of Related Literature.

  4. The Seventh Grade Hearing Impaired Students

  The term “hearing impaired students” in this research refers to students who have hearing difficulty. Bowd (1986) defines that such students are handicapped whose speech development is different from normal children since they cannot properly hear themselves vocalize so that they receive poor feedback.

  Therefore, they are classified into students with special needs. As the subject of this research, hearing impaired students chosen are those who study in grade VII.

  Grade VII itself refers to the first education level of junior high school.

  5. SLB Wiyata Dharma I

  In this research, the term “SLB” which stands for Sekolah Luar Biasa refers to any schools in Indonesia which are intended to students with special needs, such as those who have handicap, disability, or impairment. Moreover, SLB still has its own classifications. SLB Wiyata Dharma I, which becomes the target of this research, belongs to SLB-B which is particularly intended to hearing impaired students. It is located in Jalan Magelang Km. 17 Margorejo Tempel Sleman 55552. This school educates its students starting from kindergarten level up to senior high school level.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter divides the discussion into two main points, namely

  theoretical description and theoretical framework. In theoretical description, there are six theories elaborated. They are Research and Development (R & D) cycle, Dick and Carey Systems Approach Model, School-Based Curriculum, communicative syllabus, eclectic approach, and hearing impaired students. In the theoretical framework, the relationship among these six theories is discussed.

A. Theoretical Description 1. Research and Development (R & D) Cycle

  Research and Development (R & D) cycle was originally proposed by Walter R. Borg and Meredith D. Gall. Adopting Borg and Gall R & D cycle, the staff of the Teacher Education Program at the Far West Laboratory for Educational Research and Development developed the specific R & D cycle, whose steps are used in this research to develop English speaking instructional materials, in purpose of developing their products called minicourses (Borg and Gall, 1983).

  Basically, R & D cycle is a process used to develop and validate educational products effective for use in schools. The products include teacher- training materials, learning materials, sets of behavioural objectives, media effective educational products, R & D cycle is aimed to discover new knowledge or to answer specific questions about practical problems in schools (Borg and Gall, 1983). There are ten major steps used in R & D cycle as shown in Figure

  2.1. If this sequence of steps is followed properly, it will result into an educational product according to research on practical problems, which is ready to be used in the schools.

  1

  2

  3

  4 Research and Develop primary Preliminary field information Planning form of product testing collecting

  8

  7

  6

  5 Operational field Operational Main field Main product

testing product revision testing revision

  9

  10 Dissemination Final product and revision implementation

Figure 2.1. Research and Development (R & D) Cycle

  The following is the elaboration of the ten steps of R & D cycle which are shown in Figure 2.1.

  a. Research and information collecting In this first step, all reviews of literature, classroom observations, and preparation of report are collected. The purpose is to determine the state of b. Planning Before developing the product, planning is truly needed. The most important thing in planning is the statements of specific objectives to be achieved by the product. Objectives become the best basis in developing the product in order to give suitable guidance of the design development.

  c. Develop preliminary form of product This step shows how the preliminary product is developed by conducting the plans discussed previously. It includes preparation of instructional materials, handbooks needed, and evaluation devices.

  d. Preliminary field testing After the preliminary product has finished, it is tested to obtain qualified evaluation of the product. The techniques used in this step can be interview, observation, or questionnaire.

  e. Main product revision The data of the techniques used to test the product are then collected and analyzed. They result feedback of the research participants. The feedback is then used to revise the product.

  f. Main field testing The revised product is tested again to determine the success of the product in meeting its objectives. Besides, the test will result other information which can be used to improve the next revision. g. Operational product revision When the findings of main field testing find any weaknesses in the product, the first revision of the product is considered failed in meeting its objectives. The next step is to revise the revised product again.

  h. Operational field testing Testing and revision will continue until the product meets its objectives. Therefore, the second revision of the product is then tested to determine whether the product is already complete. Similar to the first testing, the data gained are also analyzed. Usually, new information which is obtained from this step is not as much as the previous one. i. Final product revision

  When the data has been analyzed and the product is considered complete, the final product is then carried out. The final result of the revision can be used in teaching learning process. j. Dissemination and implementation

  If the final version of the product is intended to be used in teaching learning process, dissemination and implementation are needed. The dissemination and implementation can be conducted in various ways. Those ways can be in the form of report on the product at professional meetings and journals, cooperation with publisher, and monitor distribution to provide quality control of the product.

2. Dick and Carey Systems Approach Model

  Dick and Carey Systems Approach Model is one of instructional design models used for designing instructional materials. Typically, this instructional design model describes the procedures and techniques employed by the instructional designer to design, develop, evaluate, and revise instructional materials (Dick and Carey, 1996). Figure 2.2 describes the sequential steps of this instructional design model.

Figure 2.2. Dick and Carey Systems Approach Model

  The ten steps of Dick and Carey Systems Approach Model shown in Figure 2.2 can be elaborated as follows.

  a.

  Identify instructional goal(s) This step is aimed to determine what the learners should be able to do when they have completed the instruction. The instructional goals can be derived from a list of goals from a needs assessment, from practical experience with learners‟ learning difficulties, or from a need for new instruction. b.

  Conduct instructional analysis After the instructional goals are identified, steps describing what learners do in order to perform the goals are determined. The final step in the instructional analysis process is to determine entry behaviours, which are skills, knowledge, and attitude required of learners to be capable in beginning the instruction.

  c.

  Analyze learners and contexts Besides analyzing the instructional goals, there is also an analysis of the learners and the contexts where they will learn the skills and where they will use them. In this step, learners‟ current skills, preferences, and attitudes are determined along with the instructional setting and the setting where the skills will be used.

  d.

  Write performance objectives Based on the previous two analyses, specific statements of what the learners are able to do when completing the instruction are written. These statements identify the skills to be learned, the conditions under which the skills must be performed, and the criteria of successful performance.

  e.

  Develop assessment instruments Based on the objectives written, assessments are developed. The developed assessments are to measure the learners‟ performance ability as described in the objectives. Therefore, the behaviours identified in the objectives are associated to what the assessment requires. f.