English speaking instructional materials based on eclectic approach for the seventh grade hearing impaired students of SLB Wiyata Dharma I.

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 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

i

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 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

iv

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

v

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

vi 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

vii 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.

Kata kunci: speaking, materi instruksional, pendekatan eklektik, siswa tuna rungu kelas VII, SLB Wiyata Dharma I

viii

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 my best friends‟ companionship, I could not have survived in my thesis

ix

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

x

TABLE OF CONTENTS

Page

TITLE PAGE ………. i

APPROVAL PAGE ……….. ii

STATEMENT OF WORK‟S ORIGINALITY ………. iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ………... vi

ABSTRAK ………... vii

ACKNOWLEDGEMENTS ………... viii

TABLE OF CONTENTS ……….……….. x

LIST OF TABLES ………. xii

LIST OF FIGURES ………... xiii

LIST OF APPENDICES ……… xiv

CHAPTER I. INTRODUCTION A. Research Background ………... 1

B. Research Problem ...……… 5

C. Problem Limitation ………... 5

D. Research Objective ………... 6

E. Research Benefits ………. 6

F. Definition of Terms ……….. 8

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. Instructional Materials ... 20

5. Communicative Syllabus ……… 23

6. Eclectic Approach ………... 26

xi

B. Theoretical Framework ………. 35

CHAPTER III. RESEARCH METHODOLOGY A. Research Method ……….. 39

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

2. Planning ……….. 42

3. Preliminary Product Development ……….. 42

4. Product Verification and Product Revision ... 43

B. Research Setting ... 44

C. Research Participants ……… 44

D. Instruments and Data Gathering Technique ………. 46

E. Data Analysis Technique ……….. 47

F. Research Procedure ………... 48

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Goals ... 50

B. Instructions ... 51

C. Learners‟ Needs and Characteristics and Learning Context …... 53

D. Objectives ………. 72

E. Assessment Instruments ... 73

F. Instructional Strategy ……….... 75

G. Instructional Materials ……….. 78

H. Instructional Materials Feedback and Revision …… 78

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ……….. 87

B. Suggestions ……….. 88

xii

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

xiii

LIST OF FIGURES

Figure Page

2.1. Research and Development (R & D) Cycle ………... 12 2.2. Dick and Carey Systems Approach Model ……… 15 2.3. Research Framework ……….. 38 3.1. The Adapted R & D Cycle and the Adapted Dick and Carey Systems

xiv

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

1 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, it is ironical to figure out that this adaptation does not come together with the

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 students. To teach English to the seventh grade hearing impaired students, the

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 addition, most of the hearing impaired students in this school still have difficulty

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 English well, the instructional materials invite the students to familiarize

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

The 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 subsequent researches which are working in the same area. Such researches are

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.

11 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 materials, management systems, and testing. Due to its purpose of making

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.

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 knowledge in the concerned area.

Operational product revision

Main field testing

Main product revision

7 6 5

Operational field testing

8

Final product revision

Dissemination and implementation

9 10

Research and information

collecting

Planning Develop primary _{form of product} Preliminary field _testing

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. Develop instructional strategy

In this step, the strategy used in the instruction is identified in purpose of achieving the terminal objectives. The strategy is based on the current learning theories and learning research results, the instruction delivery medium characteristics, the learned content, and the learners‟ characteristics.

g. Develop and select instructional materials

In this step, the instructional strategy is used to produce the instruction. This usually includes a learner‟s manual, instructional materials, and tests. The decision to develop materials depends on the type of learning, the availability of existing relevant materials, and available developmental resources.

h. Design and conduct formative evaluation of instruction

To complete the instruction draft, a series of evaluation is conducted to collect data in order to identify way to improve the instruction. The types of formative evaluation are one-to-one evaluation, small-group evaluation, and field evaluation. The information obtained from each type of evaluation can be used to improve the instruction.

i. Revise instruction

The final step is revising the instruction. Data gained from formative evaluation are summarized and interpreted to identify difficulties experienced by learners in achieving the objectives and then relate them to specific weaknesses in the instruction.

j. Design and conduct summative evaluation

In this step, summative evaluation is conducted to determine the value of the instruction. It occurs after the instruction has been formatively evaluated and sufficiently revised to meet standards of the instructional designer.

3. School-Based Curriculum

Since 2006, teaching learning process in Indonesia has implemented new curriculum, namely School-Based Curriculum, as the guideline. To understand this current curriculum better, this part discusses some theories of School-Based Curriculum which are related to the designing of instructional materials in this research. They are the concept of School-Based Curriculum and special education curriculum in School-Based Curriculum.

a. The Concept of School-Based Curriculum

In general, School-Based Curriculum is defined as an operational curriculum which is arranged as the guideline in learning activities and conducted in every educational level (Badan Standar Nasional Pendidikan, 2006). This curriculum gives authority to every school in developing curriculum by considering the socio-economic aspect of the region, the students‟ condition, and the cultural content.

Based on Bambang Suhendro‟s statement in Kompas on February 10, 2006, School-Based Curriculum forces teachers‟ ability in creating any learning concepts which are suitable with the needs and the condition of each school (as

cited in Susilo, 2007, p. 94). This curriculum challenges the creativity of the teachers. In addition, this suitable concept of learning is expected to help the development of the region where the school is located.

b. Special Education Curriculum in School-Based Curriculum

In School-Based curriculum, curriculum for students with special needs is also developed. In this curriculum, the students are still classified into two groups. They are students with special needs with and without below average intelligence (Badan Standar Nasional Pendidikan, 2006). The students with special needs without below average intelligence uses curriculum labelled A for students with blindness or low vision, B for students with hearing impairment, D for students with low physical disabilities, and E for students with emotional or behavioural disorders. Meanwhile, the students with special needs with below average intelligence uses curriculum labelled C for students with low learning disabilities, C1 for students with intermediate learning disabilities, D1 for students with intermediate physical disabilities, and G for students with multiple disabilities.

Furthermore, the special education curriculum consists of eight up to ten subjects, local content, special program, and self development (Badan Standar Nasional Pendidikan, 2006). Local content is an extracurricular activity to develop students‟ competence which is adjusted to the special characteristics and potency of the region. Meanwhile, special program contains various activities which are developed by adjusting the students‟ special needs. For instance, communication

program on sound and rhythm perception is conducted for hearing impaired students. Self development itself refers to activities which are aimed to give chances for students to develop and to express themselves according to their needs, ability, talent, and intention as well as the school condition.

4. Instructional Materials

According to Tomlinson (2005), instructional materials refer to things which teachers and learners utilize to assist the language learning. Materials contain presentation or information about the learned language in any form which is intentionally used to improve the knowledge and the experience of the learners about the language (p. 2). In this research, the form of the materials is a textbook. As stated by Tomlinson (2005), a textbook acts as the core materials during a lesson (p. ix). He adds that such book usually contains work on four basic skills as well as vocabulary, pronunciation, grammar, and functions.

Due to the unavailability of the English textbooks for hearing impaired students, a development of instructional materials is needed. Tomlinson (2005) indicates that materials development means things which teachers, learners, or writers do to supply information and experience about the language to support language learning (p. 2). He adds that materials developers use principled ways in providing language input. These ways deal with their knowledge about how a language can be learned effectively. Thus, they should focus on what to give to the learners and what to do with it to support language learning.

Cook (1996) states that “no second language acquisition research can provide a definitive answer to the real problems of second language teaching at this point” (as cited in Tomlinson, 2005, p.5). However, this present condition should not prevent materials developers from implementing their knowledge of second and foreign language learning in the form of materials development which is aimed to support the teaching learning activities. Tomlinson (2005) adds that their knowledge of language learning is the result of reflective teaching as well as experimental and observational research which have been conducted for years (p. 6). Combining this result with the available empirical evidence can create criteria for successful materials development. In addition, the materials developers‟ intuitions can lead the quality of their instructional materials. Tomlinson (2005) conveys that these intuitions can be gained through information from “recent and relevant classroom experience” and from “knowledge of the findings and of the recent second language acquisition research” (p. 6).

The following are some basic principles of second language acquisition which are relevant to the materials development for language teaching (Tomlinson, 2005, p. 7).

 Materials should achieve impact.

Impact achievement occurs when materials noticeably attracts the learners‟ attention, interest, and curiosity. Impact can be achieved through novelty, variety, attractive presentation, and appealing content. Novelty can be shown through unusual activities while variety can be shown by avoiding monotony, such as using various texts from different references. Attractive

presentation can be promoted through colours while appealing content can be promoted through topics based on learners‟ interests.

 Materials should help learners to feel at ease.

Dulay, Burt, and Krashen (1982) state that “the less anxious the learner, the better language acquisition proceeds” (as cited in Tomlinson, 2005, p. 8). In other words, the statement implies that learners can learn a language faster if they are relaxed and comfortable. That can promote ease to the learners is not only teacher but also materials. Materials can make the learners feel comfortable if they have more white space, relevant texts and illustrations, helping intention, and casual voice (Tomlinson, 2005, p. 8).  Materials should help learners to develop confidence.

Besides feeling relaxed, learners can learn in a shorter time period if they also feel confident. Tomlinson (2005) indicates that building confidence can be done through activities which have an attempt to encourage the learners a little beyond their current proficiency by engaging them in stimulating, problematic, but achievable tasks and which can push the learners to apply and to develop their current language skills through imaginative, creative, or analytical thinking (p. 9).

 Materials should be perceived as relevant and useful by the learners.

Tomlinson (2005) states that “narrowing the target readership” and “researching the target learners‟ interests and wants” can help learners recognize materials relevance and utility (p. 9). Moreover, he adds that to achieve the same purpose, teaching points should also be related to

challenging tasks and presented in ways which can support the learners‟ desired task outcomes achievement (Tomlinson, 2005, p. 9).

 Materials should expose the learners to language in authentic use.

Materials can expose authentic input through their advice, instructions, texts, and activities. To support the language learning, the input should be comprehensible and suitable with the characteristics of authentic discourse in the target language. (Tomlinson, 2005, p. 13). Furthermore, materials should also motivate not only the learners‟ passive reception of the input but also their interaction with it.

5. Communicative Syllabus

In the last decade, there was a difficulty in syllabus construction in the area of language course design. On one side, it was believed that the syllabus content of language course should be specified in details. On the other side, it was believed that there was no specification at all on the syllabus content of language course. From this problem, a solution emerged. The solution stated that in a language course, syllabus content could be determined in the beginning, but varying degrees of flexibility could also be maintained in the middle depending on the emphasis of the language communicative function. This solution is then widely known as “communicative syllabus” (Yalden, 1983, p. 85).

To ensure learners acquire the ability to communicate in a more appropriate and efficient way, ten components are included into the make-up of the syllabus. If the syllabus incorporates consideration of all ten components, the

syllabus can be referred to communicative one since it takes into account everything required to assure communication. The following are the ten components of a communicative syllabus (Yalden, 1983, p. 86).

a. As detailed a consideration as possible of the purposes for which the learners wish to acquire the target language.

b. Some idea of the setting in which they will want to use the target language (both physical aspects and social setting need to be considered).

c. The socially defined role the learners will assume in the target language, as well as the roles of their interlocutors.

d. The communicative events in which the learners will participate: everyday situations, vocational or professional situations, academic situations, and so on. e. The language functions involved in these events, or what the learner will need

to be able to do with or through the language.

f. The notions involved, or what the learner will need to be able to talk about. g. The skills involved in the „knitting together‟ of discourse: discourse and

rhetorical skills.

h. The variety or varieties of the target language that will be needed, and the levels in the spoken and written language which the learners will need to reach. i. The grammatical content that will be needed.

j. The lexical content that will be needed.

Furthermore, communicative syllabus is divided into six types. They are structural-functional, structures and functions, variable focus, functional, fully

notional, and fully communicative syllabi (Yalden, 1983, p. 108). The following points are the explanation of the six syllabi.

a. In structural-functional syllabus, linguistic form was introduced before working on language functions.

b. In structures and functions syllabus, form (grammar and pronunciation) is retained as organizing principle of negotiation between cultural and linguistic meaning.

c. In variable focus syllabus, the emphasis from structural progression in the beginning shifts to communicative function and finally to situation or subject-matter.

d. In functional syllabus, the objectives determine the functions needed and the functions determine the selection and sequencing of grammatical materials. e. In fully functional syllabus, learners whose proficiency in the second language

has to be specified for narrow purposes.

f. In fully communicative syllabus, communication is the primary objective that must be taught. Therefore, the simpler the utterances to be taught, the more difficult and more complex tasks are developed.

Of all types of syllabi, the one which is chosen as the syllabus of the instructional materials is functional syllabus. This syllabus type is chosen because it is clearly shown that the competence standards and the basic competences in School-Based Curriculum determine the functions to be learned by the seventh grade hearing impaired students of SLB Wiyata Dharma I. This determination

leads to the grammatical materials selection in every developed unit in the instructional materials.

6. Eclectic Approach

Richards and Rodgers (2003) “provide a more comprehensive model for the discussion and analysis of approaches and methods” (p. 20). The model shows that approaches and methods in language teaching are comparable because they use the same framework. The framework basically describes “their underlying theories of language and language learning; the learning objectives; the syllabus model used; the roles of teachers, learners, and materials within the method or approach; and the classroom procedures and techniques used” (Richards and Rodgers, 2003, p. ix).

The difference between approaches and methods is only in terms of advantages. Due to the approaches general nature, their assumptions and principles often do not have any clear application in the classroom. The application depends on the teachers‟ personal interpretation, skill, and expertise. Because approaches only provide little information of teaching way and practice body, teachers can be led into frustration and irritation (Richards and Rodgers, 2003, p. 245-246). Meanwhile, methods give solutions to various problems in language teaching. They have made the fundamental decisions of materials and procedures. As a rich activities resource, some methods are also adaptable or adoptable without any concern of one‟s ideology (Richards and Rodgers, 2003, p. 246).

When the twentieth century ended, the death of approaches and methods was spoken. The language teaching success or failure was not mainly determined by the approaches or methods applied anymore. There were some criticisms underlying this statement (Richards and Rodgers, 2003, p. 247).

 The “top-down” criticism

Methods and approaches have prescribed the theory underlying them and the activities in the classroom. Teachers have to take them for granted and implement them into their practice. Language teaching will be considered good if it uses the right principles and applications. This way makes teachers have marginalized roles and learners sometimes act as passive recipients (Richards and Rodgers, 2003, p. 247).

 Role of contextual factors

Approaches and methods are frequently regarded as the solutions to any problems in language teaching. In the application, teachers sometimes do not take into account the context where the language teaching is carried out (Richards and Rodgers, 2003, p. 248).

 The need for curriculum development processes

Richards (2000) indicates that the choice determination of teaching method and approach cannot be based on “isolation from other planning and implementation practices” (as cited in Richards and Rodgers, 2003, p. 248). However, as part of educational planning decisions, the current teaching method and approach involve the formation elements of interacting systems network (Richards and Rodgers, 2003, p. 248).

 Lack of research basis

Only few books of approaches and methods are written according to second language acquisition research or empiric test. Furthermore, much language learning research does not support any theory and prescription in particular approaches and methods (Richards and Rodgers, 2003, p. 249).  Similarity of classroom practices

Teachers still face difficulty in applying approaches and methods in such ways that show a precise reflection of the principles of the approach or method. A study on teachers‟ use of different methods in the classroom resulted that many distinctions of contrast methods did not occur in the practice (Swaffar, Arens, and Morgan, 1982 as cited in Richards and Rodgers, 2003, p. 249). Brown (1997) adds that there might be no different demonstration of approaches and methods in the language learners‟ levels (as cited in Richards and Rodgers, 2003, p. 250).

Because of the limitations of approaches and methods, eclectic approach is available as one of alternative approaches to the language teaching study. In spite of their limitations, it cannot be denied that approaches and methods have a significant role in teaching development. Therefore, teachers can still take advantage of the approaches and methods for teaching second and foreign language. However, in eclectic approach, teachers have to be able to make use of the approaches and methods creatively and flexibly according to their experience and judgement (Richards and Rodgers, 2003, p. 250).

In the application, teachers should be confident in doing any transformation and adaptation of approaches and methods. As the knowledge and experience are gained, teachers start developing personal teaching approach of method. This does not mean that the teachers are led to abandon the applied approach or method. Instead, they are allowed to modify and adjust the approach or method according to the classroom realities. In brief, eclectic approach describes the used approach or method and reveals teachers‟ individual beliefs and principles. The theories and the beliefs of teaching aspects lead to the development of main principles for plans as well as instructional decisions. In this approach, teachers may apply different principles at a given time. Teachers can draw the principles from the approaches and methods they mostly know (Richards and Rodgers, 2003, p. 251).

In designing the instructional materials in this research, there are three methods and one approach applied in order to develop the students‟ speaking ability in expressing daily functional skills and pronunciation. They are Audiolingual Method, Grammar Translation Method, Direct Method, and Communicative Language Teaching.

Although Audiolingual Method is declined due to its inability to transfer the acquired skills to real communication outside the classroom, it is the one which mainly works to develop the hearing impaired students‟ competence in spoken language. In the language teaching methods and approaches for hearing impaired students, this method has similarities to auditory oral approach which believes that speaking competence can develop well as long as the spoken

language is used exclusively (Stone, 1997). Since Audiolingual Method is considered the primary method in teaching hearing impaired students, this method will be used dominantly in the instructional materials. Besides the mentioned reason, this method is chosen because it uses dialogues and drills as the basic practices. The dialogues can function as a means to contextualize key structures and to illustrate situations in which the structures might be applied. Meanwhile, the drills can emphasize the correct pronunciation so that enable the students to get used to pronouncing English utterances correctly (Richards and Rodgers, 2003, p. 59).

Grammar Translation Method is the second method applied in the instructional materials. This method is chosen since it has the strength on introducing English vocabulary and its equivalents in Bahasa Indonesia. The selection of vocabulary is taken only from the used texts (Richards and Rodgers, 2003, p.6). Then, this method is combined with Direct Method to make the students able to have real description in mind about concrete vocabulary through demonstration, objects, and pictures for and abstract vocabulary by association of ideas (Richards and Rodgers, 2003, p. 12).

Communicative Language Teaching is the only approach implemented in the instructional materials. This approach is chosen to let the students acquire the language through communication. As a result, the students get the knowledge of the language since they are accustomed communicate in the language. In other words, with communication, the students stimulate the language system itself.

This is appropriate to teach English grammar implicitly (Richards and Rodgers, 2003, p. 155).

7. Hearing Impairment

This part discusses some theories of hearing impaired students which still deal with the development of instructional materials in this research. The theories are about the definition of hearing impairment, the classification of hearing impairment, and the characteristics of students with hearing impairment.

a. Definition of Students with Hearing Impairment

Most people often define the term “impairment” the same as the terms “disability” and “handicap”. According to Hallahan and Kauffman (2006), those terms are often used interchangeably. However, they are distinctive and the distinction is an important thing for teachers to understand. A disability is an inability to do something or a diminished capacity to perform in a specific way. Meanwhile, a handicap is a disadvantage imposed on an individual. A disability may or may not be a handicap depending on the circumstances. Yet, the term used in this research is neither disability nor handicap but impairment which refers to a condition which avoids part(s) of the body from working properly. In this case, the body part which is avoided from working properly is ear. Therefore, this condition is labelled hearing impairment.

b. Classification of Hearing Impairment

The classification of hearing impairment leads the experts to know the characteristics of those who suffer from it. These characteristics are beneficial for educational field because they help teachers who teach students with hearing impairment prepare themselves before starting teaching learning process. In this research, the classification of hearing impairment used is the one proposed by Pierson (2002).

He divides the hearing impairment into five categories. They are slight, mild, moderate, severe, and profound hearing loss. The first category is slight hearing loss which means students can hear vowel sounds well, but they may miss some consonants. In other words, their speech cannot be as correct as normal students. Meanwhile, in mild hearing loss, students with hearing impairment miss a lot of what is happening in the classroom, especially if some students are talking. It is also hard to get their focus back regarding to one of the characteristics of young learners which is active. He also adds when students are hard to understand normal speech and can get the message when the speaker is directly in front of them 5 or 6 feet away, they suffer from moderate hearing loss. When students suffer from severe hearing loss, they cannot speak in a way strangers understand. As they are hearing voices, they seem hearing shrill noise in such extern loudness as burglar alarm. Therefore, the students need to look at the speaker because they communicate with signs and little speech. Furthermore, students possibly suffer from profound hearing loss. To communicate, they use

signs, lip reading, and writing because their speech is impossible to understand (Pierson, 2002).

c. Characteristics of Students with Hearing Impairment

All students have unique characteristics, so do students with hearing impairment. Their uniqueness sometimes is misunderstood by normal students. Therefore, an elaboration from experts, such as K. Casey and P.D. Pierson, is provided to help comprehend the characteristics of students with hearing impairment better.

Casey (1981) proposes that the older a child is when he acquires loss, the greater his existing background of aural experiences and his established of oral language are. It means that students who are suffered from hearing difficulty after their developmental age, they are able to speak and understand speech with normal people better. Casey also adds that the greater the hearing loss is, the lower the mean achievement score is. Other variables, such as minority ethnic background, multiple handicap, and negative parental attitudes, also affect the academic performance of the children. When the condition around the students does not support them, they will be hard to acquire knowledge.

On the contrary, Pierson (2002) is not in line with Casey. Even though students with hearing impairment may have difficulty in speaking or understanding speech, he believes that they actually have the same cognitive ability as other students without hearing impairment. The difference is only in their needing more time to acquire the same knowledge than the normal students.

In other words, the hearing impaired students‟ deficiency in language does not affect their intellectual ability. This statement is supported by the fact that they can still work best in small groups. It proves that togetherness encourages hearing impaired students to learn better.

Common physical characteristics which people often see from hearing impaired students are actually various. Pierson (2002) mentions that students with hearing impairment are lack of attention during the learning. Therefore, to boost their attention, some of them usually wear special devices to hear a little bit better. Furthermore, hearing impaired students quite often imitate others when speaking and feel reluctant to participate orally, but they will act out whenever they want to do something. When given directions or instructions, they are also difficult to follow. Therefore, they should be instructed through gestures from such senses as eyes and hand movement. Moreover, because of their low quality in voice, hearing impaired students learn special communication techniques to communicate with others. The techniques include speech reading, finger spelling, and true sign languages. Speech reading is a more accurate name for what most people call lip reading along with reading facial expression. On the other hand, finger spelling is different from sign language. Finger spelling translates spoken English into a form which is conveyed through manual signs. Meanwhile, a true sign language, which has its own grammar and is contrary to the opinion of many people, can be used to convey abstract ideas.

B. Theoretical Framework

The theoretical framework of this research is meant to summarize and synthesize all theories mentioned in the theoretical description in order to solve the research problem. As stated in Chapter I, there is one research problem to solve, the design of English speaking instructional materials based on eclectic approach for the seventh grade hearing impaired students of SLB Wiyata Dharma I. In order to solve this problem, R & D cycle was used as the umbrella of the research. Since the developed instructional materials in this research were for local use of SLB Wiyata Dharma I, only five first steps of R & D cycle were adapted to conduct the research.

Meanwhile, as the model of the instructional design, this research adapted Dick and Carey Systems Approach Model. The main reason of choosing this model was that it consisted of more complete but less complex steps than other models. Nonetheless, of all ten steps in Dick and Carey Systems Approach Model, there were only nine steps used in this research. The last step, which was designing and conducting summative evaluation, was excluded because it was generally not a part of the design process in this research.

In this research, the instructional materials were designed according the current curriculum applied in Indonesia, School-Based Curriculum. This curriculum developed competence standards and basic competences not only for normal students but also for students with special needs. In speaking skill, there were two competence standards which the seventh grade hearing impaired

students should achieve. In each competence standard, there were two basic competences as the subsequent goals to fulfil.

In the competence standards and the basic competences in School-Based Curriculum, it was determined that the seventh grade hearing impaired students should be able to express four speech acts. Because there was a determination of functions to learn according to the current curriculum, the type of syllabus used in the instructional materials design was functional syllabus. The determined functions were then used to select the grammatical materials to learn in each developed unit in the instructional materials.

It had been mentioned as well that in developing the activities in the English speaking instructional materials, there were three methods and one approach implemented, which were Audiolingual Method, Grammar Translation Method, Direct Method, and Communicative Language Teaching. The selection of the methods and the approach had also been explained previously. Since Audiolingual Method was the main language teaching method for hearing impaired students, there would be a domination of this method in the instructional materials.

As told in the beginning, the instructional materials in this research were developed for the seventh grade hearing impaired students of SLB Wiyata Dharma I. As a result, the developed instructional materials were adjusted to the characteristics of the seventh grade hearing impaired students of this school. Based on the classification of hearing impairment stated by P.D. Pierson, the students were included into those who had profound hearing loss since they were

accustomed to using much lip reading and sign language when they were communicating one another. If the spoken utterances were hard to understand, the students would write the utterances which they referred to. To sum up, the framework of the research is illustrated in Figure 2.3.

Symbols:

next step step to revise

Figure 2.3. Research Framework RESEARCH PROBLEM

Problem

Write performance objectives

ADAPTED DICK AND CAREY SYSTEMS APPROACH MODEL

Identify instructional goal(s)

Conduct instructional analysis

Analyze learners and context

Develop and select instructional materials Develop assessment instruments

Develop instructional strategy

Revise instruction

Design and conduct formative evaluation of instruction

39 CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodology conducted in this research in order to design the materials. The purpose is to give clear explanation on how the formulated problem of this research is solved. There are six major points to be discussed in this chapter, namely research method, research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.

A. Research Method

In this research, R & D cycle was used as the research method. Meanwhile, in designing English speaking instructional materials for the seventh grade hearing impaired students of SLB Wiyata Dharma I, this research used Dick and Carey Systems Approach Model.

Theoretically, there were ten major steps in both R & D cycle and Dick and Carey Systems Approach Model. However, there were only five steps of R & D cycle and nine steps of Dick and Carey Systems Approach Model used in this research. The five steps of R & D cycle were research and information gathering, planning, preliminary product development, and product verification and product revision. Meanwhile, the nine steps of Dick and Carey Systems Approach were identifying instructional goal(s), conducting instructional analysis, analyzing learners and context, writing performance objectives, developing assessment

instruments, developing instructional strategy, developing and selecting instructional materials, designing and conducting formative evaluation of instruction, and revising the instruction. To make it easier to understand, Figure 3.1 and its interpretation were provided as the analogy of the steps from both R & D cycle and Dick and Carey Systems Approach Model used in this research.

Symbols:

next step components step to revise Figure 3.1. The Adapted R & D Cycle and the Adapted Dick and Carey

Systems Approach Model

Adapted Dick and Carey Systems Approach Model

Write performance objectives Identify instructional goal(s)

Conduct instructional analysis

Analyze learners and context

Develop assessment instruments

Develop instructional strategy

Develop and select instructional materials

Revise instruction

Design and conduct formative evaluation of instruction

Adapted R & D Cycle

Research and information gathering

Planning

Preliminary product development

Product verification and product revision

3. The materials adjust the learners‟ characteristics. strongly agree agree neither agree

nor disagree disagree strongly disagree

1 2 3 4 5

Please add any further comments:

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

4. The topics in the materials are interesting.

strongly agree agree neither agree

nor disagree disagree strongly disagree

1 2 3 4 5

Please add any further comments:

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

5. The learning activities in the materials motivate the learners to learn speaking in English.

strongly agree agree neither agree

nor disagree disagree strongly disagree

1 2 3 4 5

Please add any further comments:

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

181

6. The learning activities in the materials encourage learners‟ participation. strongly agree agree neither agree

nor disagree disagree strongly disagree

1 2 3 4 5

Please add any further comments:

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

7. The learning activities in the materials are interrelated one another.

strongly agree agree neither agree

nor disagree disagree strongly disagree

1 2 3 4 5

Please add any further comments:

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

8. The learning activities in the materials are developed from the simplest one into more difficult one.

strongly agree agree neither agree

nor disagree disagree strongly disagree

1 2 3 4 5

Please add any further comments:

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

9. The learning activities in the materials provide clear instructions.

strongly agree agree neither agree

nor disagree disagree strongly disagree

1 2 3 4 5

Please add any further comments:

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Please add more opinion, criticism, and/or suggestions for the instructional materials. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

183

Questionnaire Raw Data

Item Scale Comments

1 2 3 4 5

1 1 2 - - - -

2 1 2 - - - -

3 1 1 1 - - The materials are quite simple.

4 1 2 - - -

 It is relative, which means that each learner can give different responses towards the topics.  The topics are quite various in colors, shapes, and

so forth. 5 - 3 - - -

The learning exercises need to be more

communicative if they are aimed to motivate the learners.

6 - 2 1 - - The learning activities need more communicative participation.

7 1 2 - - - -

8 - 3 - - -

Whether the learning materials are simple or difficult is relative. All depend on the preparation of both the class and the learners.

9 - 3 - - - The instructions need clarity whether the learners have to do the learning activities spoken or written. Comments, criticism, and/or suggestions:

 The learning materials are quite good. However, the time allocation for their delivery needs to be considered further.

 The indicators show that there are needs of communication. However, the formative assessment has not shown any activity which involves communication.

 There are some conversation examples which still sound not natural.

 A colorful design in fact can attract the learners‟ interest in reading. However, the difference or the uniqueness of strategies in teaching between learners with special needs and normal learners still cannot be seen.

vi 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

vii

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.

Kata kunci: speaking, materi instruksional, pendekatan eklektik, siswa tuna