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1 I R E T P A H C N O I T C U D O R T N I l a n o it c u rt s n i n a n g i s e d o t d e t c u d n o c s a w h c r a e s e r s i h
T ilstening mateira l
k s a T g n i s
u -based learning fo rthe tenth grade student so fSMA Pangud iLuhu r e h t , d n u o r g k c a b h c r a e s e r e h t s s u c s i d d l u o w r e t p a h c s i h T . n a li t n u M h ti L n a V h c r a e s e
r problem ,the problem ilmtiaiton ,the research objecitves ,the research . h c r a e s e r e h t f o s m r e t f o n o it i n if e d e h t d n a , s ti f e n e b .
A ResearchBackground
Since Engilsh become san internaitona llanguage ,i ti sgoing to be very ( r e m r a H . e fi l y li a d r u o n i r a l u p o
p 2001)s aidt ha tEngilshi susedi nmany ifeld so f s r e h t o d n a , e r u tl u c , c i m o n o c e , l a i c o s , c it il o p , n o it a c u d e f o d l e if s a h c u s e fi l e l p o e p g n i s u n i t n e u lf e b n a c y e h t t a h t o s h s il g n E n r a e l o t d n e t e l p o e p , e r o f e r e h T . ) 1 . p ( n o it a c i n u m m o c y li a d r i e h t n i h s il g n
E .Ou rcounrty ,Indonesia ,ha salso helped . m u l u c ir r u c l o o h c s e h t o t n i h s il g n E g n i d u l c n i y b h s il g n E n r a e l e l p o e p
In Indonesia ,Engilsh a sa foreign l anguageha sbecameoneoft hemajo r r a t s s a h a i s e n o d n I , 6 0 0 2 n i h g u o h tl A . s l o o h c s n a i s e n o d n I r o f s t c e j b u
s ted t oapply
d e ll a c m u l u c ir r u c w e n
a KurikulumTingka tSatuanPendidikan( KTSP)o rSchool -n e e b s a h h s il g n E , ) 9 . p , 6 0 0 2 , ir e t n e M n a r u t a r e P ( ) C B S ( m u l u c ir r u C d e s a B l a n o it a N e h t n i d e t s e t d n a d e n r a e l e b o t s t c e j b u s t n a tr o p m i e h t f o e n o s a d e d u l c n i n o it a n i m a x
E .Thi snew curirculum allow seach schoo lto develop thei rown o t t h g ir a e v a h s r e h c a e t e h t , e r o f e r e h T . d e e n ’ s t n e d u t s e h t n o d e s a b m u l u c ir r u c , h s il g n E n r a e l s t n e d u t s e h t p l e h o t s l a ir e t a m d n a s e i g e t a rt s n w o r i e h t p o l e v e d s s a p d n a , C B S f o s l a o g e h t e v e i h c
In fact , a sctied from the aritcle in Kompas , 15th March ,2011 ,the t s e d r a h e h t e m a c e b , h s il g n E y lr a l u c it r a p , n o s s e l e g a u g n a l t a h t d n u o f r e h c r a e s e r . n o it a n i m a x E l a n o it a N e h t n i t c e j b u
s Sarwindaningrum (2010) noted tha t6,646 u
t
s dentsf aliedont hei rEngilshNaitona lExaminaitonand hadt or epeatt het es.tI t n i e s u a c e b s l o o h c s n a i s e n o d n I y n a m n i d e n e p p a h m e l b o r p s i h t fi g n i s ir p r u s t o n s i s ll i k s r u o f g n i p o l e v e d h ti w l a e d o t d e e n s t n e d u t s e h t , e g a u g n a l a g n i n r a e l n i n e t s il g n i d u l c n
i g ,speaking ,reading ,and w iritng :which were no teasy for t he . ) 2 9 . p , 6 0 0 2 , s a n k i d p e D ( s t n e d u t s
Likewise ,amongt hosef ou rskill sabove , ilstening becomest hebasicsk li l N . s ll i k s e e r h t r e h t o e h t g n ir e t s a m e r o f e b e g a u g n a l a n r a e l o t e g a t s t s ri f e h t r
o unan
f o e s n e s g n i k a m f o s s e c o r p l u f e s o p r u p , e v it c a n a s i g n i n e t s il t a h t d e t a t s ) 3 0 0 2 ( f o s d n i k y n a r a e h o t y l n o t o n s i g n i n e t s il t a h t s n a e m t I . ) 4 2 . p ( r a e h e l p o e p t a h w d n a t s r e d n u o t r o s i d n u o s e h t t a h w p s a r g o t o s l a t u b , e c i o v s ’ e n o e m o s r o s d n u o s a e d i e h
t o fwha tsomeone’ sspeaking .Through ilstening ,people wli lbulid t hei r . n w o r i e h t n o t i e c u d o r p n e h t d n a e g a u g n a l e h t f o g n i n a e m e h t d n a t s r e d n u o t e s n e s d n a e l b a d n a t s r e d n u n a , ll i k s g n i n e t s il d o o g a g n i v a h y b y h w s i t a h T e b l li w n o it a s r e v n o c e v it a c i n u m m o
c created .
In sp tie o f ti simpo trance , ilstening to a foreign language i sconsidered o s l a g n i n e t s il n i m e l b o r p s i h T . e l p o e p n a i s e n o d n I y b d e n r a e l e b o t t l u c if fi d h ti L n a V ) L P ( r u h u L i d u g n a P A M S f o s t n e d u t s e d a r g h t n e t e h t n i d e n e p p a h t c a f s i h T . n a li t n u
e h T . s s a l c h s il g n E e h t g n i n i o j e r e w y e h t n e h w h ti L n a V L P A M S f o s t n e d u t s A n i d e t c u d n o c e r e w n o it a v r e s b o d n a w e i v r e t n
i p ir l2011 .
Through the observaiton ,the researche rfound tha t ilstening wa s stli l n e h w n e e s e b d l u o c t I . ti o d o t d e v o l y e h t h g u o h t n e v e , s t n e d u t s e h t r o f t l u c if fi d o t d e d e e n e h s s e m it e m o s , h s il g n E n i s t n e d u t s e h t o t n o s s e l a d e n i a l p x e r e h c a e t e h t a e p e
r twha tshehadsaid .Tha tproblem i n ilsteningmigh tappea rbecauseofl ack e h t , l o o h c s s i h t n i h c r a e s e r r i e h t g n o l a , r e h c a e t e h t o t g n i d r o c c A . e c it c a r p f o g n i n e t s il r o s s a l c n i n o it a s r e v n o c g n i v a h y b y l n o e c it c a r p g n i n e t s il a d a h s t n e d u t s s ’ r e h c a e t e h t o
t explanaiton .Fu trhe ,rt het eache rclairifedt hatt hestudents ’ablitiy , ll e w y r e v h s il g n E r e t s a m e r e w m e h t f o e m o S . m o d n a r e r e w h s il g n E g n i n r a e l n i . e r o m n r a e l o t d e e n l li t s e r e w t s e r e h t e li h w
Atlhough the teache rreailzed tha thaving enough ilstening pracitce wa s y l n o d a h r e h c a e t e h t , y r e t s a m h s il g n E ’ s t n e d u t s e h t g n i v o r p m i r o f t n a tr o p m i y ll a e r . s n o s a e r o w t e s e h t f o e s u a c e b s t n e d u t s e h t o t e c it c a r p g n i n e t s il d e ti m il a n e v i g . s t n e d u t s e d a r g h t n e t e h t r o f l a ir e t a m g n i n e t s il c if i c e p s o n s a w e r e h t , t s ri F
Dfiferen tfrom the student sin the eleventh grade who had a ilstening pracitce e h t r o f l a ir e t a m g n i n e t s il c if i c e p s a e d i v o r p t e y t o n d i d l o o h c s e h t , L F E O T h g u o r h t .s t n e d u t s e d a r g h t n e t
Second ,there wa sno tenough itme fo rthe teache rto ifnd any ilstening e h T . s t n e d u t s e d a r g h t n e t e h t f o m u l u c ir r u c e h t h ti w e l b a ti u s s i h c i h w l a ir e t a m r e h c a e t e h t ,l li k s g n i n e t s il e h t e l u d e h c s e h t d e w o h s s u b a ll y s e h t n e h w d i a s r e h c a e t r e h c a e t e h t , g n i n e t s il g n i h c a e t n I . s ll i k s r e h t o h ti w t i e c a l p e r d n a t a h t p i k s d l u o w i b m o
f o e s u a c e b s ll i k s r e h t o h c a e t o t d e r r e f e r p l li t s r e h c a e t e h t t u b , s l a ir e t a m g n i n e t s il .s l a ir e t a m g n i n e t s il f o k c a l e h t
From t hi sfac,t t heresearche rreailzed t ha t ilstening material swerereally t u b , s e c it c a r p g n i n e t s il g n i v a h n i s t n e d u t s d n a r e h c a e t e h t p l e h o t y l n o t o n d e d e e n e h T . g n i n r a e l e g a u g n a l a n i ll i k s g n i n e t s il g n i p o l e v e d f o e c n e t s i x e e h t tr o p p u s o s l a p a h t i s a n i a g a n e tt o g r o f e b o t g n i n e t s il t a h t t n a w t o n d i d r e h c r a e s e
r pened some
e h t d e l e b a l n e e b s a h g n i n e t s il t a h t d e n o it n e m ) 2 0 0 2 ( s n i k m o h T . o g a s r a e y e h t n i t h g u a t y l e r a r s i t i e s u a c e b s r a e y 0 5 n a h t e r o m r o f t r a e g a u g n a l n e tt o g r o f .) 1 . p , 4 0 0 2 , n o t g n ir r a H d n a , e h e ir F , n i a w S n i d e ti c s a ( m o o r s s a l c
Aside from the lack o f ilstening mateirals ,thi sschoo lha sprovided a , e r o f e r e h T . s e c it c a r p g n i n e t s il r i e h t e v a h o t s t n e d u t s e h t r o f y r o t a r o b a l g n i n e t s il X e h t r o f l a ir e t a m g n i n e t s il a n g i s e d o t s e it il i b i s s o p s e e s r e h c r a e s e r e h
t th grade
n i n e t s il e h T . h ti L n a V L P A M S f o s t n e d u t
s g mateiral swli lbaseon t hemateiral s d e n g i s e d e h T . X e d a r G A M S f o d r a d n a t S e c n e t e p m o C e h t d n a C B S e h t n o . o w t r e t s e m e s e h t n i d e n r a e l e b l li w t a h t s t x e t f o s d n i k e h t n o s u c o f s l a ir e t a m
In designing the mate irals ,the researche rha sto conside rtha tteenage ( h c a e t o t p u o r g e g a t l u c if fi d t s o m e h t e r a s t n e d u t
s Thomson ,2006) .Fu trhermore, l a i c u r c y r e v e h t e r a s l a ir e t a m g n it s e r e t n i e h t t a h t s e t a t s o s l a ) 6 0 0 2 ( n o s m o h T r e h c r a e s e r e h t , e r o f e r e h T . t o n r o l u f s s e c c u s s i s s a l c s ’ n e e t a f i g n i d i c e d n i r o t c a f e ir
i e h t n i d e v r e s b
o rEngilshclas ,s t hestudent sdidnotr espondwell , fit het opicwa s . m e h t r o f h g u o n e g n it s e r e t n i t o n
Concerning the students ’need sto have enough ilstening pracitces ,the k s a t t a h t s e v e il e b r e h c r a e s e
r -based l earning wli lbe t he bes tapproach t o suppo tr k s a t a n i “ , t a h t ) 4 0 0 2 ( t s o r F y b d e tr o p p u s s a w t I . s l a ir e t a m g n i n e t s il e h
t -based
e h t d n a k s a t l a rt n e c a f o n o it e l p m o c e h t d n u o r a d e s a b s i n o s s e l e h t , g n i n r a e l y B ” .t i e t e l p m o c s t n e d u t s e h t s a s n e p p a h t a h w y b d e n i m r e t e d s i d e i d u t s e g a u g n a l k s a t e h t g n i s
u -based l earning, t hestudent swli lachievemorechancest oi mprove . s e s i c r e x e r o s k s a t e r o m g n i o d h g u o r h t s ll i k s g n i n e t s il r i e h t
Thet asksi n ilsteningcanbevairedasl ongast heycanhelpt hes tudentst o e h t f o a e d i e h t t e g d n a e g a u g n a l e h t d n a t s r e d n
u passage .Richard ,Platt ,andWebe r f o t l u s e r e h t s a t u o d e ir r a c s i h c i h w n o it c a r o y ti v it c a n a “ s a k s a t a d e n if e d ) 5 9 9 1 ( a g n i w a r d , e l p m a x e r o F . e s n o p s e r a s a . e .i , e g a u g n a l g n i d n a t s r e d n u r o g n i s s e c o r p t s n i n a o t g n i n e t s il d n a e p a t a o t g n i n e t s il e li h w p a
m ruciton and performing a
l a e r e h T . ) 9 8 9 1 , n a n u N n i d e ti c s a ( ” s k s a t s a o t d e r r e f e r e b y a m , d n a m m o c l u f s s e c c u s e h t t a e v ir r a s t n e d u t s e h t g n i k a m y l n o t o n s i k s a t e h t f o e s o p r u p r i e h t p o l e v e d o t s y a w n i e g a u g n a l e h t e s u o t m e h t g n i p l e h o s l a t u b e m o c t u o u g n a
l age learning(Elils ,2003 ,p.10) .Hence ,by having ilstening pracitces ,the . d lr o w l a e r a n i e g a u g n a l e h t e s u d n a y r e t s a m h s il g n E r i e h t e v o r p m i n a c s t n e d u t s n e e b e v a h t a h t t u p n i e g a u g n a l f o s l a p i c n ir p r u o f e h t s r e d i s n o c o s l a r e h c r a e s e r e h T l a it n e u lf n i d n u o
e h t f o s s e n ti c il p x e e h t ) 3 ( ; c i p o t e h t h ti w y ti r a il i m a f s ’ r e n e t s il e h t ) 2 ( ; d e z i n a g r o
p y t e h t ) 4 ( d n a ; n e v i g n o it a m r o f n
i eofi nput .
From al l the background stated before , the researche r would ilke to e b n a c n e h t h c i h w s l a ir e t a m g n i n e t s il l a n o it c u rt s n i f o s e l p m a x e e m o s e s o p o r p
.r e h c a e t e h t y b d e if i d o m d n a , d e p o l e v e d , d e s u
.
B ResearchProblem s
r e h c r a e s e r e h
T would ilke ot design i nsrtucitona l ilstening mateirals using k
s a
t -based l earning for t he Xth grade student so fSMA Pangud iLuhu rVan Ltih :
h c r a e s e r s i h t n i d e r e w s n a e b o t s n o it s e u q o w t e r a e r e h T . n a li t n u M
.
aHowarei nsrtucitona l ilsteningmateiral susingt ask-basedl earningf o rXthgrade ?
d e n g i s e d n a li t n u M h ti L n a V r u h u L i d u g n a P A M S f o s t n e d u t s .
bWha tdoest hei nsrtucitona lilstening mateiral susingt ask-based l earningf o rXth ?
e k il k o o l n a li t n u M h ti L n a V r u h u L i d u g n a P A M S f o s t n e d u t s e d a r g
.
C ProblemLimtia iton
c r a e s e r e h
T he rwould ilket o ilmtit hisr esearchi ndesigningt heacitvtiyo f k
s a t g n i s u s l a ir e t a m g n i n e t s il l a n o it c u rt s n
i -based learning fo r the Xth grade l a n o it c u rt s n i e h T . n a li t n u M h ti L n a V ) L P ( r u h u L i d u g n a P A M S f o s t n e d u t s
e p o l e v e d g n i e b e r e w s l a ir e t a m g n i n e t s
il d based on t heSchool-Based Curirculum n o s u c o f s l a ir e t a m d e n g i s e d e h T . n a li t n u M h ti L n a V L P A M S y b d e s u s a w t a h t
.
D ResearchObjecitves
Objecitve soft hisr esearchcanbef ormulatedasf ollows: .
1 To design insrtucitona l ilstening mateiral susing task-based learning fo rXth .
n a li t n u M h ti L n a V r u h u L i d u g n a P A M S f o s t n e d u t s e d a r g .
2 To presen tthe insrtucitona l ilstening mateiral susing task-based learning fo r Xthgrades tudent so fSMAPangud iLuhu rVanLtihMuntliandesignl ook ilke.
.
E ResearchBeneftis
Thebenefti soft hisr esearchare: .
1 Fort heEngilsht eacher:
i g l li w s l a ir e t a m g n i n e t s il e h t t a h t s t c e p x e r e h c r a e s e r e h
T ve the teache r
e v it a n r e tl a e m o
s task sto hold a ilstening clas sfo rthe Xth grade students .I ti s p l e h l li w r e h c a e t e h t ,s k s a t g n i n e t s il e h t n i s n o it a ir a v e m o s g n i s u y b t a h t d e t c e p x e
l li k s g n i n e t s il r i e h t e v o r p m i s t n e d u t s e h
t through an interesitng and enjoyable .s
s a l c
.
2 Fort heXthgrades tudents:
Thestudent swli lhavemore ilsteningpracitces and i ncreaset hei rilstening i
e h T . y ti li b
a nteresitng topic wli l be bene ifcial fo r them to increase thei r e
h t e c u d e r d n a n o it a v it o
m pressure when they having a ilstening acitv tiy .I ti s l
li w t i t a h t d e t c e p x
e suppor tthe student sto prepare the Naitona lExaminaiton .r
.
3 Fort hef uturer esearchers:
r e h t o r o f l u f e s u e b l li w h c r a e s e r s i h t t a h t s t c e p x e r e h c r a e s e r e h T d e n g i s e d s i h t e r o l p x e l li w s r e h c r a e s e r r e h tr u F . d l e if e m a s e h t n i s r e h c r a e s e r t s e h t ll if l u f o t ti p o l e v e d d n a e r o m l a ir e t a
m udents ’need .s
.
F De ifniiton so fTerms
.
1 Instrucitona lMaterials
Insrtucitona l mateiral s are a p irmary teaching resource fo r teacher s l a n o it c u rt s n i e s e h t t a h t d e d d a r e h tr u f ) 1 0 0 2 ( s d r a h c i R . ) 2 5 2 . p , 1 0 0 2 , s d r a h c i R ( e g a u g n a l e h t f o s i s a b e h t e d i v o r p s l a ir e t a
m inpu t student s receive and the . m o o r s s a l c e h t n i s r u c c o t a h t e c it c a r p e g a u g n a l y n a o t d e t a l e r s i l a ir e t a m t a h t t u o d e t n i o p ) 5 9 9 1 ( n w o r B , e li h w n a e M . ) 9 3 1 . p ( m o o r s s a l c e h t n i d e s u e r a h c i h w s e s i c r e x e d n a s e u q i n h c e t f o s n o it p ir c s e d e n if e d o s l a ) 0 0 0 2 ( s e v a r
G d mateiral sdevelopmen ta sthe planning proces sby s l a o g e h t t u o y r r a c o t s ti n u e s o h t n i h ti w s n o s s e l d n a s ti n u s e t a e r c r e h c a e t h c i h w . ) 9 4 1 . p ( e s r u o c e h t f o s e v it c e j b o d n a e r a y d u t s s i h t n i s l a ir e t a m l a n o it c u rt s n i m r e t e h t , e v o b a s e ir o e h t e h t m o r F d e n if e
d a s developing any techniques , exercises , and clas s acitviite s in a s i h c i h w s s a l c e h t d l o h o t n o it c u rt s n i ’ s r e h c a e t e h t s a t n e m e g n a r r a y ll a c it a m e t s y s l a n o it c u rt s n i e s e h t ,s d r o w r e h t o n I .s n o it a t c e p x e d n a s d e e n ’ s t n e d u t s e h t n o d e s a b t o b p l e h y a m s l a ir e t a
.
2 Listening
. g n i y a s e r a s r e h t o t a h w d n a t s r e d n u d n a y fi t n e d i o t y ti li b a e h t s i g n i n e t s i L
d n a r a m m a r g s i h , n o it a i c n u n o r p r o t n e c c a s 'r e k a e p s a g n i d n a t s r e d n u s e v l o v n i s i h T
vocabulary ,and grasping hi smeaning (Saircoban ,1999) .I tdeal swtih t heacitve t
a h w f o e s n e s g n i k a m f o s s e c o r p l u f e s o p r u p d n
a peoplehear( Nunan ,2003 ,p.24) . f o s s e c o r p ’ s t n e d u t s e h t s a d e n if e d s i g n i n e t s il m r e t e h t , h c r a e s e r s i h t n I
e d n u d n a g n i y fi t n e d
i rstandingthemeaningo fwhatt hes peaker sares aying .
.
3 Task-basedLearning
k s a T , ) 4 0 0 2 ( n a n u N o t g n i d r o c c
A -Based Learningi sde ifned a sal earning t a h t o s e g a u g n a l t e g r a t n i s k s a t f o t o l a n e v i g e r a s t n e d u t s e h t h c i h w n i s s e c o r p
n a m , d n e h e r p m o c n a c y e h
t ipulate ,produce ,and interac tusing thei rlanguage )
0 1 . p
( .I naddiiton ,Nunan( 2003 )statedt hati nTask-BasedLearningt hel anguage e v a h h c i h w m o o r s s a l c a n i s e c n e ir e p x e g n i n r a e l ’ s t n e d u t s e h t n o d e s a b e r a n o s s e l
li w y e h t s g n i h t e h t o t n o it c e n n o c r a e l c
a lulitmately need to do outside the g n i n e t s il r e p o r p g n i d i v o r p t a m i a s k s a t e h t , h c r a e s e r s i h t n I . ) 2 1 . p ( m o o r s s a l c
p l e h d n a s t n e d u t s e h t r o f s e c it c a r
p i ngthemt obeaccustomedt ot hel anguageused .
d lr o w l a e r a n i
.
4 SMAPangud iLuhurVanLtihMuntlian
M
S A Pangud iLuhu rVan Ltih Muntlian i sl ocated a tJalan Karitn iNo .1 1
1 4 6 5 n a li t n u
c s s i h T . h ti L n a V r u e t s a P d e m a
n hoo ldeveloped t hei reducaiton fort hestudent s A M S s a n w o n k s i l o o h c s s i h t , e r o f e r e h T . h ti L n a V r u e t s a P f o t ir i p s e h t n o d e s a b
. h ti L n a V r u h u L i d u g n a P
X e h
T th gradeo fSenio rHigh School i n Indonesia moslty deal swtih t he u
t s d l o s r a e y n e e t x i s r o n e e tf
if dent .s I n t hi sgrade, t hey havel earnedt he basico f e h t g n i n r a e L . l o o h c S h g i H r o i n u J r i e h t n i s r a e y 3 t s a e l t a r o f h s il g n E l a r e n e g
h g i H r o i n u J s u o i v e r p r i e h t n i ,r e v o e r o M . m e h t r o f h g u o n e t o n s i h s il g n E l a r e n e g
o h w s t n e d u t s l a r e v e s y l n o e r e w e r e h t , l o o h c
S had arleady given a ilstening
, l o o h c S h g i H r o i n e S n i t a h t s i t c a f e h t ,r e v e w o H . s l o o h c s s u o i v e r p r i e h t n i e c it c a r p
. n o it a n i m a x E l a n o it a N t x e n r i e h t n o t r a p g n i n e t s il e v a h o t g n i o g e r a s t n e d u t s e h t
t a n i m a x E l a n o it a N e h t n i s s e c c u s e b o t r e d r o n i , e r o f e r e h
T ion,t hes tudent sneedt o
e v a h t o n o d y e h t fi s t n e d u t s e h t r o f m e l b o r p a s e m o c e b t I . g n i n e t s il e c it c a r p e v a h
1 1
I I R E T P A H C
W E I V E R E R U T A R E T I L
In thi schapter ,the researche rwould ilke to discuss some theo ire sand
s i h T . h c r a e s e r e h t f o e s a b l a c it e r o e h t e h t s a d e s u e b o t g n i o g e r a t a h t s e i d u t s
d n a n o it p ir c s e d l a c it e r o e h t e r a y e h T . s tr a p n i a m o w t f o s t s i s n o c r e t p a h
c theoreitca l
. k r o w e m a r f
.
A Theore itca ldescripiton
d e s u e b o t g n i o g e r a t a h t s e ir o e h t l u f g n i n a e m e m o s s t n e s e r p n o it c e s s i h T
e h t e r a s e ir o e h t e s o h T . h c r a e s e r e h t t c u d n o c o t e c n e r e f e r d n a e n il e d i u g e h t s a
k s a T , g n i n e t s i L , n g i s e D l a n o it c u rt s n I f o y r o e h
t -Based Learning ,Syllabu sand
. m u l u c ir r u C
.
1 Instrucitona lDesign
r e h c r a e s e r e h t , y d u t s s i h t n
I employ sKemp’ sTheory a sa guideilne in
d e n g i s e d s i n a l p e h t t a h t s e t a t s ) 7 7 9 1 ( p m e K . l a ir e t a m l a n o it c u rt s n i e h t g n i n g i s e d
q e e r h t g n i w o ll o f e s e h t o t s r e w s n a y l p p u s o
t uesiton swhich can beconsidered a s
:) 8 . p ( s t n e m e l e l a it n e s s e e h t
)
1 Wha tmus tbel earned?( objecitves)
)
2 Wha tprocedure sand resource swli lwork bes tto reach the desried learning
) s e c r u o s e r d n a s e it i v it c a ( ? s l e v e l
)
r e h c r a e s e r e h
T appilesKemp’st heorybecause tii s lfexibleand may star t
t h g i e e r a e r e h t , n g i s e d l a n o it c u rt s n i f o y r o e h t s ’ p m e K n I . e g a t s y r e v e m o r f e t a m l a n o it c u rt s n i n a g n i n g i s e d n e h w d e d u l c n i e b d l u o h s t a h t s tr a p t n a tr o p m
i ir a:l
)
1 Goal ,st opics ,andgenera lpurposes
Insrtucitona ldesign planning statr swtih recognizing broad goal so fthe
, s t n e d u t s , y t e i c o s : s e c r u o s e e r h t m o r f d e v ir e d e b y a m h c i h w m a r g o r p l a n o it a c u d e c i p o t r o j a m , s l a o g s ti g n i h s il b a t s e r e tf A . a e r a t c e j b u s d n
a sshould be ilsted in a
s o p r u p l a r e n e g e k a m d l u o h s r e n g i s e d l a n o it c u rt s n i e h t n e h T . d e c n e u q e s l a c i g o
l e s
r e n g i s e d e h t t a h w s s e r p x e o
t w s ant toaccompilshi nt het opic( Kemp ,1977 ,p.14
-.) 6 1
)
2 Learne rCharacteirsitcs
d n a p u o r g h t o b e v r e s o t , p m e K o t g n i d r o c c
A individua lmean stha twe
t I . s t s e r e t n i d n a , s d e e n , s e it il i b a p a c ’ s t n e d u t s e h t t u o b a n o it a m r o f n i n i a t b o t s u m e h t r e d i s n o c t s u m y e h t , g n i n n a l p a e k a m o t t n a w s r e h c a e t e h t n e h w t a h t s n a e m n o it i d n o c g n i n r a e l ’ s t n e d u t s d n a s r o t c a f l a i c o s d n a c i m e d a c a ’ s t n e d u t
s sandstyles .
8 1 . p , 7 7 9 1 , p m e K
( -21) .
)
3 LearningObjecitves
o d o t e v a h s t n e d u t s e h t t a h w f o t n e m e t a t s e s i c e r p a s i e v it c e j b o g n i n r a e l A e h t , d i a s p m e K s A . n r a e l o t e v a h y e h t t a h w d e n r a e l e v a h y e h t t a h t w o h s o t r e d r o n i p u o r g e b n a c g n i n r a e l r o f s e v it c e j b
o into three majo r catego ires : cogniitve ,
)
4 Subjec tContent
t s u m t I .l a ir e t a m g n i n r a e l e h t o t s r e f e r t n e t n o c t c e j b u
S becloselyr elatedt o
d n a s e v it c e j b o e h
t thestudents ’need .sI tcomp irsest heselecitonandorganizaiton
3 4 . p , 7 7 9 1 , p m e K ( l a n i d u ti tt a d n a , s ll i k s , e g d e l w o n k c if i c e p s e h t f
o -4 4 .)
)
5 P -reAssessment
e r p s i h
T -assessmen t help s the teacher s determine the approp irate
e v a h s t n e d u t s e h t t a h t s e v it c e j b o h c i h w d n a c i p o t e h t r o f n o it a r a p e r p d n u o r g k c a b
y d a e rl
a achieved.I tcanber eached by usingbothprerequistiet es tandpret esitng
0 5 . p , 7 7 9 1 , p m e K
( -5 2.)
)
6 Teaching/LearningAcitviites ,Resources
n
I planning an insrtucitona lmateiral ,beside conside irng the students ’
v it c e j b o g n i n r a e l ,s d e e n d n a s c it s ir e t c a r a h
c es ,and subjec tcontents ,teache rmust
o s l
a determinet hemos tefifcien tand effecitvemethod sand t hen selec tmateiral s
e h t h ti w d e t a i c o s s a t n e t n o c e h t e z il it u l li w t a h t s e c n e ir e p x e g n i n r a e l e d i v o r p o t
.) 5 5 . p , 7 7 9 1 , p m e K ( e v it c e j b o
)
7 Suppor tServices
d r o o
C inaitng suppor tservice sinclude funds ,faciilites ,equipment sand
n a l p l a n o it c u rt s n i t u o g n i y r r a c r o f d e l u d e h c s e b t s u m e m it e s o h w l e n n o s r e p
.) 4 8 . p , 7 7 9 1 , p m e K (
)
8 Evaluaiton
a e k a m d n a s e v it c e j b o f o t n e m h s il p m o c c a e h t e r u s a e m o t d e s u n o it a u l a v E
n o n o i s i v e
r e h c r a e s e r e h t ,s u o i v b o e r o m s e m o c e b l e d o m s ’ p m e K e h t e k a m o t r e d r o n I
. 1 . 2 e r u g if n i ti s t n e s e r p
l e d o M n g i s e D l a n o it c u r t s n I s ’ p m e K 1 . 2 e r u g i F
f o l e d o m r e r a e l c e h t e v a h o t r e d r o n
I ani nsrtucitona ldesign,t her esearche r
m a r g o r p e h t f o s e g a t s t h g i e s a h n e d l a Y . y r o e h T s ’ n e d l a Y n o s e il o s l a
f o s e g a t s t h g i e e s e h T . s ’ p m e K e h t m o r f t n e r e f fi d r e h t a r e r a y e h t t u b , t n e m p o l e v e d
. e g a p t x e n e h t n o n e e s e b n a c m a r g o r p t n e m p o l e v e d e h t
e s i v e R
, s l a o G
d n a , s c i p o T
l a r e n e G
s e s o p r u p
r e n r a e L
r e t c a r a h
C
-s c it s i
g n i n r a e L
s e v it c e j b O
t c e j b u S
t n e t n o C
e r P -
t n e m s s e s s A /
g n i h c a e T
g n i n r a e L
, s e it i v it c A
s e c r u o s e R t r o p p u S
s e c i v r e S
a r g o r P t n e m p o l e v e D f o s e g a t S t h g i E s ’ n e d l a Y . 1 . 2 e l b a T
e g a t
S Descrip iton
I I I
I I I
V I
V
I V
I I V
I I I V
y e v r u S s d e e N
f o s m r e t n i d e r a p e r p e b o t e s o p r u p f o n o it p ir c s e D
.
1 students ’characteirsitcs .
2 studentss kill sonen rtyt oandonextif romt heprogram V I f o s m r e t n i e p y t s u b a ll y s f o t n e m p o l e v e d r o n o it c e l e
S and physica l
. m a r g o r p e h t n o s t n i a rt s n o c
o t o r p e h
T -syllabus :descirpitonofl anguageandl anguageuset obecovered .
m a r g o r p e h t n i
g n it s e t d n a , g n i n r a e l , g n i h c a e t f o t n e m p o l e v e d : s u b a ll y s l a c i g o g a d e p e h T
.s e h c a o r p p a
.
1developmen toft eachingmateirals( a sfa ra spossible) .
2developmen toft esitngs equenceanddecision sont esitngi nsrtuments )
a Developmen to fclassroomprocedures
s e u q i n h c e t g n i h c a e t d n a s e p y t e s i c r e x e f o n o it c e l e s. 1
s n a l p n o s s e l f o n o it a r a p e r p . 2
s e l u d e h c s y l k e e w f o n o it a r a p e r p . 3 )
b Teache rrtaining :b ireifng so rworkshop son s
e l p i c n ir p . 1
s e m o c t u o d e ri s e d . 2
l a ir e t a m g n i h c a e t f o n o it a e r c / n o it a ti o l p x e . 3
n o it a u l a v E
.
1 ofs tudents .
2
