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L o fOu rCutlure ,Flora and Fauna f rom Indonesia ,Once Upon a k u t n u t a u b i d n i a s e d i d g n a y i r e t a M . t n e m n o r i v n E r u O e v o L s ’t e L n a d , … e m i T n a k i s i r e b t i n u p a i T . ti n e m 0 9 u t k a w m a l a d r i h k a r e b a y n ti n u p a i T . li j n a g r e t s e m e s a m r e p a d a n a k a 5 k s a T i d n a D . n a h it a l m a n
e inan .Permainan yang ada dalam
i r a d i r i d r e t n i a s e d i d g n a y i r e t a
m Choose t he Flag game untuk membantu siswa i r i c n a k a d e b m e
m -cir i poster , banner , dan pamphlet ; Gues s ti ! game untuk y r o t S e v it a r r a N ; li a t e d a r a c e s s k e t m a l a d i s a m r o f n i a c a b m e m a w s i s u t n a b m e m o
b ard game untukmembantu siswa memaham idan mencertiakan kembal icertia h it a l r e b a w s i s u t n a b m e m k u t n u e m a g ? h p a r g a r a P h c i h W n a d ; s k e t m a l a d .i ti l e t n a g n e d s k e t m a l a d h p a r g a r a p p a it i r a d i s i i m a h a m e m n a d a c a b m e m i c n u k a t a
x i
T N E M E G D E L W O N K C
A S
s u s e J o t e d u ti t a r g t s ri f y m e t a c i d e d o t e k il d l u o w I , ll a f o t s ri
F Ch irs tfo r
p l e h , s g n i s s e l b s i
H ,andguidances ot ha t Icould ifnishmyt hesis .Healway sgive s p e e k d l u o c I t a h t o s t ir i p s e m s e v i g s y a w l a e H . e fi l y m n i s g n i h t t s e b e h t
o t tl u c if fi d e r o m s i e fi l y m t a h t l e e f I h g u o h tl a e fi l y m g n i u n it n o
c pass .
t a r g e r e c n i s y m s s e r d d a o t e k il d l u o w
I tiude to my advisor ,Ch irsitna
,. d P . S , i n a y it s ir
K M.Pd. fo rhe rwliilngnesst o sharehe rknowledgewtihme .She s y a w l a d n a , e m o t s n o it s e g g u s s e v i g , s i s e h t s i h t g n it ir w n i e m s e d i u g y lt n e it a p
. e m s tr o p p u
s Ialsowould ilket oaddres smysinceregrattiudet oDrs .Balr iBram , .
d E .
M ,Ph . .D fo rhi swliilngnesst oguidemei n checkingt hedetali so fmyt hesis , .
tr o p p u s s i h r o f d n a , e m g n i d i u g n i e c n e it a p s i h r o
f Ialsowould ilket oexpres smy
n o it a i c e r p p a e r e c n i
s to Henny Herawait ,S.Pd. ,M.Hum .and F .Widya Kiswara , .
SP d,. M.Hum . fo r wliilngly spending thei r itme evaluaitng my designed .s
l a ir e t a m
f o s r e r u t c e l l l a o t e d u ti t a r g y m s s e r p x e y l p e e d
I the Engilsh Language
, n o it a c i d e d r i e h t r o f y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d E
l w o n k d n a , e c n a d i u
g edget hey shared du irng my study i n the Engilsh Language I B P k n a h t o s l a I . y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d E
. y d u t s y m g n ir u d e c i v r e s ri e h t r o f ir a T k a b M d n a k i n a D k a b M , f f a t s t a ir a t e r c e s
m o t e d u ti t a r g t s e p e e d y m s s e r d d a o t e k il d l u o w
I y Mom fo rhe rlove ,
k a b M , d a D y m k n a h t y l p e e d I , s e d i s e B . e c n a d i u g d n a , e r a c , e c n e it a p , tr o p p u s
h t r o f s n a r F d n a , a y a
M ei rsuppo tr ,paitence ,and help . Iwish to thank my , a f a F ( e s r u o C h s il g n E a v r e n i M , )i rt s A , n a e R , a ti h D , a c s ir P ( s d n e ir ft s e
b Rei ,
a B , g n u g
A yu) ,the youth generaiton famliy (Ptia ,Angga ,Uiln ,Anggi ,Winda , k
n a h t , 8 0 0 2 s t n e d u t s I B P d n a ) e r d n A , a tt e D , a s i
L y ou fo r t he suppo tr ,
t n e m e g a r u o c n
e ,and fo rshairng knowledge . Iwould ilke to thank Amba rand .
s s e n r e h t e g o t d n a t r o p p u s e h t r o f a d n a
x d
n a e m d e tr o p p u s d n a d e p l e h d a
h could no tbemenitoned by name. Imigh tno t .
m e h t t u o h ti w s i s e h t y m h s i n if
i x
S T N E T N O C F O E L B A T
e g a P E
G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii E
G A P N O I T A C I D E
D ... vi STATEMENTOFWORK’SORIGINALITY ... v
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P .......................................................... vi T
C A R T S B
A ... vii K
A R T S B
A ................................................................................................................v ii i S
T N E M E G D E L W O N K C
A ... xi S
T N E T N O C F O E L B A
T ... xi S
E L B A T F O T S I
L ... ix ii S
E R U G I F F O T S I
L ... vx i T
S I
L OFAPPENDICES ... vx
N O I T C U D O R T N I .I R E T P A H C
d n u o r g k c a B h c r a e s e R .
A ... 1 m
e l b o r P h c r a e s e R .
B ... 3 n
o it a ti m i L m e l b o r P .
C ... 4 e
v it c e j b O h c r a e s e R .
D ... 4 s
ti f e n e B h c r a e s e R .
E ... 4 s
m r e T f o n o it i n if e D .
F ... 5
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
n o it p ir c s e D l a c it e r o e h T .
A ... 8 .... .
1 TheTheory fo Insrtucitona lDesign ... 8 .
2 TheTheoryo fCurirculum... 21 T
e h T .
3 heo ire so fReading ... 31 g
n i h c a e T e g a u g n a L n i e m a G .
4 ... 71 .
ii x
Y G O L O D O H T E M H C R A E S E R . I I I R E T P A H C
d o h t e M h c r a e s e R .
A ... 12 s
g n it t e S h c r a e s e R .
B ... 32 h
c r a e s e R .
C Paritcipants... 42 s
t n e m u rt s n I .
D andDataGathe irngTechnique ... 5..2 e
u q i n h c e T s i s y l a n A a t a D .
E ... 62 e
r u d e c o r P h c r a e s e R .
F ... 82
N O I S S U C S I D D N A S T L U S E R H C R A E S E R . V I R E T P A H C
.
A TheDesignedReadingI nsrtucitona lMateiral sUsingGamesf o r 1
1 e h
t thGrader so fSMAN11Yogyakatra... 13 s
l a ir e t a M d e n g i s e D e h t f o l a o G e h T .
1 ... 13 .
2 TheLearners ’Characteirsitcs... 32 s
e v it c e j b O e c n a m r o f r e P e h T .
3 ... 34 e
t n o c e h T .
4 nt soft heDesignedMateirals ... 36 .... s
r e V l a n i F e h T .
B ionoft heDesignedMateirals... 37
E R D N A S N O I S U L C N O C . V R E T P A H
C C MO MENDATIONS
i s u l c n o C .
A o ns ... 45 s
n o it a d n e m m o c e R .
B ... 47
S E C N E R E F E
R ... 48 S
E C I D N E P P
ii i x
S E L B A T F O T S I L
e l b a
T Page
s t n i o P n i a M e h T . 1 .
3 o fPre-designedQuesitonnarie ... 52 t
s o P f o s t n i o P n i a M e h T . 2 .
3 -designedQuesitonnarie... 26 r
u o F . 3 .
3 Point so fAgreement ... 27 1
.
4 . TheCompetencyStandardandBasicCompetence so fReadingSkillf o rthe h
t n e v e l
E Graders ... 32 s
e s s a l C e h t f o a t a D e h T . 2 .
4 ... 32 .
43 .TheLearners ’Characteirsitcs ... 33 4
.
4 .TheLearningobjecitves 11 thGrader so fSMAN11 KY .................................. 35 .. 5
.
4 .TheTopicandt heTilteo ftheDesignedMateirals ... 36 6
.
4 .Evaluator’ sBackgroundResu tl ... 38 7
.
4 .DataPresentaitonTablef ort heSecondQuesitonnarie ... 38 .... .
8 .
4 TheSrtengths ,Weaknesse soft heDesignedMate ira landt heSuggesitonsf o r l
a ir e t a M d e n g i s e D e h
v i x
S E R U G I F F O T S I L
e r u g i
F Page
s ’ y e r a C & k c i D .
1 Model... 9 n
i n r a e L d n a g n i h c a e T
2 gCycle ... 51 e
D l a n o it c u rt s n I d e if i d o M .
v x
S E C I D N E P P A F O T S I L
A X I D N E P P
A :ThePermissionLetter ... 05 B
X I D N E P P
A :Syllabus ... 54 C
X I D N E P P
A :ThePre-designedQuesitonnarie... 56 D
X I D N E P P
A :ThePost-designedQuesitonnarie... 58 e
r P e h t f o t l u s e R e h T : E X I D N E P P
A -designedQuesitonnarie ... 16 :
F X I D N E P P
A GambaranUmum .................................................................. ..62 G
X I D N E P P
1
1 I R E T P A H C
N O I T C U D O R T N I
,r e t p a h c s i h t n
I thereares ixsecitonst hatt hewrtie rwli ldiscuss .Thewrtie r ll
i
w discus s the research background , research problem , problem ilmtiaiton , e h t f o s m r e t e h t f o n o it i n if e d e h t d n a , s ti f e n e b h c r a e s e r , e v it c e j b o h c r a e s e r
e h t t a h t h c r a e s e
r wrtie remploys. Thi schapte rsupposed to assist the reader son g
n i n i g a m
i thenatureandt heconten toft heproposeds tudy.
.
A ResearchBackground
l n
I earninganything,t hestudent sshouldr eadandcomprehend manyt exts d
l u o c y e h t t a h t o
s g ain informaiton and en irch t hei rknowledge .Preto iru s(2000 ) s
e t a t
s ,“… there i sa srtong correlaiton between reading and academic success” .
) 5 3 . p
( The presence o frelaiton between reading and studen’t ssucces sis also y
b d e t a t
s Shoebottom( 1996) ,“ astuden twhoi sagoodr eaderi smore ilkelyt odo . ) 1 . p ( ” r e d a e r k a e w a s i o h w t n e d u t s a n a h t s m a x e s s a p d n a l o o h c s n i ll e
w Wtih
a e d i r a li m i
s Crushenbery (1985) states, ”a studen ’t s succes s in the schoo l y
ti li b a r e h / s i h o t d e t a l e r r o c y l h g i h s i t n e m n o ri v n
e tocomprehendt het extbookand .
p ( ” l a ir e t a m g n i d a e r d e ri u q e r r e h t
o 57) .Therefore , tii si mpo trantf ort hestudent s .l
li k s g n i d a e r r e t s a m o t
Readingskilli salso i mpo trantf o rseniorhigh schoo lstudentsi nl earning e
g a u g n a l h s il g n
:i t u p il e m A M / A M S i d s i r g g n I a s a h a B n a r a j a l e p a t a m p u k g n il g n a u
R …
k e d n e p l a n o i s g n u f s k e t i a g a b r e b n a k a t p i c n e m n a d i m a h a m e m n a u p m a m e k
k u t n e b r e b i e s e a t r e s g o l o n o m n a
d procedure , desc irpitve , recount , e
v it a r r a
n , repo tr ,new s tiem ,analyitcal exposiiton ,hortatory exposiiton , f
o o p
s ,explanaiton ,discussion ,review ,pubilc speaking .Gradas ibahan h a k g n a l n a d , a s a h a b a t a t , a t a k a s o k n a a n u g g n e p m a l a d k a p m a t r a j
a
-a k i r o t e r h a k g n a
l (Peraturan Menteri Pendidikan Nasional Repubilk a
i s e n o d n
I ,2006, p .308 .) i
, y b e r e h
T n thei r level , senio r high schoo l students are expected to e
z i n g o c e
r and comprehend many kind so ffuncitona land genret ext .Many kind s e
r a t x e t e r n e g d n a l a n o it c n u f f
o provided rf o them by the teache rso tha tthey n i s t x e t e s o h t d n e h e r p m o c d n a , c it s ir e t c a r a h c e h t e z i n g o c e r , d a e r o t e c it c a r p d l u o c
f o l l a t s o m l a r o e m o
s the Engilsh language subjec tmeeitngs .The students ’ t
c e j b u s e g a u g n a l h s il g n E n i s e it i v it c a g n i n r a e
l wouldbeful lofr eadingacitviite .s l a e d d l u o h s s t n e d u t s e h t , e g a u g n a l h s il g n E n i y ti li b a ’ s t n e d u t s e r u s a e m o T h ti
w t heEngilsh l anguageexaminaitons . nA exampleoft heEngilsh examinaitons r
o
f senio rhigh schoo lstudentsi n Indonesia i s UN (Uijan Nasiona)l tha ti sstli l e
t n e m e l p m
i d . There are two skill stha tare included in orde rto measure the .
y ti li b a h s il g n E ’ s t n e d u t
s Theyare ilsteningandr eadingskill . n
I UN ,t rhe eading seciton i s longe rcompared wtih the ilstening seciton . i
d a y k u
S & aM rdiani( 2011)s tateasf ollows.
n i n o it a n i m a x E l a n o it a N h s il g n E e h t 4 0 0 2 / 3 0 0 2 r a e y l o o h c s e h t …
g n i n e t s il 0 2 … d e d u l c n i s a h a i s e n o d n
I quesiton s and 40 reading
5 1 f o d e t s i s n o c s m e ti t s e t E N E , 9 0 0 2 / 8 0 0 2 r a e y l o o h c s e h t n I … s n o it s e u q
s e u q g n i n e t s
il iton sand35r eadingquesiton s(p .100) . ,t
l u s e r e h t s
A to be able to pas sUN fo rEngilsh language subject ,the n
r a e l d l u o h s s t n e d u t
3 The wrtie rconducts et h research i n SMA N 11 Yogyaka tra related t o t he t
a h t t c a
f thestudentsi nSMAN 11 Yogyakatrashould r eadmany Eng ilsh text sto y
e h t ,s e d i s e B . ll i k s g n i d a e r ri e h t e c it c a r
p ifnally w do ul join Engilsh examinaitons t
a h
t a re moslty in the form o freading seciton . The presence o fthe reading ti
v it c a g n i n r a e l y li a d r i e h t n i s e c it c a r
p i es could make t he student sencountert he .
m o d e r o b
g n i v a h e li h
W Program Pengalaman Lapangan (PPL) in SMA N 11 a
tr a k a y g o
Y ,the wrtier found tha tthe students o tfen requested fo rsome games , . y ti v it c a g n i n r a e l ri e h t n i t u p e b o t a i d e m g n it s e r e t n i r e h t o r o s e i v o m , s o e d i
v They
d e tt i m d
a thatt heyf etlt heboredomi nl earning wtiht hesamewayi nsidet heclas s y
a d y r e v e d n a e m it y r e v
e .When t hewrtie remployed agamei n t eaching Engilsh ’
s t n e d u t s e h
t response sin tha t itme were very happy and enjoyed the learning .
y ti v it c a
n o s a e r t a h t r o
F ,the wrtie rdesigne d reading mate iral sfo rthe eleventh f
o s r e d a r
g SMAN 11 Yogyaka tra .Thewrtie rdecided toputgame sint hereading l
a ir e t a
m s .Thewrtie rexpectst hatt hepresenceo fgamesin t he reading mateirals d
l u o
c solvethei rboredom .
.
B ResearchProblem
Thiss tudyattempts toanswert heformulatedresearchquesiton :Wha tdoe s f
o t e s
a reading insrtucitona lmateirals using games fo rthe eleventh graders fo 1
1 N A M
.
C ProblemLimtia iton
. a e r a g n i h c a e t e g a u g n a l h s il g n E n i d e ti m il s i y d u t s s i h
T Thi sstudyf ocuse s
s l a ir e t a m l a n o it c u rt s n i g n i d a e r e h t g n i p o l e v e d d n a g n i n g i s e d n
o using games rfo
f o s r e d a r g h t n e v e l e e h
t SMA N 11 Yogyakatra .Therefore, t hedesigned mateiral s e
r
a speciifcally made for SMA N 11 Yogyakatra grade XI .Thi sstudy wli lno t e
h t s s u c s i
d implementaiton o fthe designed mateiral .s Thi sstudy involve sthe f
o s r e d a r g h t n e v e l
e SMAN11Yogyaka trainordert osuppo tr et h studyaboutt hei r s
d e e
n o fanyi nteresitngmedia ,acitviite so rmateirals .Beside ,st hiss tudyi nvolve s f
o r e h c a e t h s il g n E e h
t SMA N 11 Yogyakatraand l ecturer so fEngilsh Language g
n it a u l a v e n i m a r g o r P y d u t
S theproposeddesignedmateiral .s
.
D ResearchObjec itve
y d u t s s i h t f o m i a e h
T is t o design reading mateiralsusing games rfo 11th
f o s r e d a r
g SMA N 11 Yogyaka tra. Thi saim will be achieved yb presenti ng the f
o s r e d a r g h t n e v e l e e h t r o f s e m a g g n i s u s l a ir e t a m g n i d a e
r SMAN11Yogyakatra.
.
E ResearchBeneftis
h c r a e s e r s i h
T i sexpected to be useful rf o the developmen to fEngilsh n
o it a c u d
E inI ndonesiathati st omaket hevairaitonwaysi nt eachingreadingskill . r
o f l u f e s u e b o t d e t c e p x e o s l a s i h c r a e s e r s i h
T somepeopleasf ollows.
.
1Engilsht eacher
Ther esul toft her esearch i seffecitvef orl earningacitvtiyi n readingskill . e
r o f e r e h
5 t
a h
t could beconducted i n t heclass .Thisr esearch i salso expected t o i nsp riet he r
e h c a e t h s il g n
E st oi mprovet hei rcreaitviitesinmakingotheri nteresitngmateirals r
o
f teachingreadings kill tothestudents.
.
2T hestudents
The resul tof t hi sresearch shows t hat t hedesigned mateiral sare arleady e
l b a ti u
s .Therefore, ti could beemployed by t hestudentst opracitcet herir eading y
ti v it c a g n i n r a e l e h t y o j n e d l u o c y e h t e m it e m a s e h t n i e li h w l li k
s .Moreove,r i f
o t t n a w s t n e d u t s e h
t pracitce thei rreading skill ,they could conduc tthi sway r
o m o o r s s a l c e h t e d i s t u o r o r e h c a e t e h t t u o h ti
w theschool .They mayemploy the e
m a g d e n g i s e
d s wtiht herif irend sfit heywantt opracitcet hei rreadings kli.l
.
3Otherr esearchers
s r e h c r a e s e r t x e n e h t r o
F ,t henextr esearche rmayconitnuethisr esearchby o
s l a d l u o c r e h c r a e s e r t x e n e h T . ) R A C ( h c r a e s e R n o it c A s s a l C g n it c u d n o
c conduc t
r e h tr u
f speciifcresearch .Thepresenceoft hisr esearchhopefullycouldi nspriet he h
c r a e s e r t x e
n eri nconducitngresearch .
.
F Deifni itono fTerms
r e ti r w e h
T attempts to conduc tresearch o n designing a se to freading l
a n o it c u rt s n
i mateiral s using games rf o the eleventh grader s o f SMA N 11 a
tr a k a y g o
Y . Thewrtie rwould inform t he reade raboutt hedeifniiton o freading , l
a n o it c u rt s n
.
1Reading
s e t a t s ) 8 9 9 1 ( t r a h u q r
U hi sopinion abou tthe deifniiton o freading, ”a l
li k s g n i d a e
r could be desc irbed roughly a sacogniitveablitiy which a person i s o
t e l b
a usewheni nteracitngwtih w irtten t ext” ( . .p )88 .Nunan( 1989 )deifnes the ,
k o o b s i h n i g n i d a e r d r o
w “…reading i san interacitve proces sbetween wha ta b
u s r o c i p o t n e v i g a t u o b a s w o n k y d a e rl a r e d a e
r jec tandwhatt hewrtie rwrties” ( .p )
3
3 .Whlie according to Pang, Muaka ,Bernhardt , & Kamli (2003) , r“ eading i s h t o b s e v l o v n i t a h t y ti v it c a x e l p m o c a s i t I . s t x e t n e tt ir w g n i d n a t s r e d n u t u o b a
t h g u o h t d n a n o it p e c r e
p ”( p .6) .In t hi sstudy, t hedeifniiton ofr eading skill si the ’
s t n e d u t
s capab litiy of obtaining informaiton and knowledge from some texts d
e d i v o r
p by teacher .Reading i salso de ifned a sstudents ’learning acitvtiy in s
t x e t e m o s m o r f e g d e l w o n k d n a n o it a m r o f n i e m o s g n it c e ll o
c provided by the
.r e h c a e t
.
2 InsrtucitonalMateiral
d r a h c i
R s &Rogers(2001 )explain , t“hei nsrtucitona lmateirals…deifneo r e n if e d o s l a … e ri u q e r s k s a t r o s m e ti s u b a ll y s r o f e g a r e v o c f o y ti s n e t n i e h t t s e g g u s
y a d e h t y l p m i r
o - ot -dayl earningobjecitvest ha tcollecitvelyconsttiutet hegoal so f s
u b a ll y s e h
t ” (p .29 .) Dick and Carey (1978 )argue tha tinsrtucitona lmateira l .
s e l u d o m o t s r e f e
r They state ,” a module i sa sefl-contained o rsefli nsrtucitona l h ti w s t n e d u t s s e d i v o r p , e m e h t d e t a r g e t n i n a s a h t a h t n o it c u rt s n i f o t i n u
d n a e g d e l w o n k d e if i c e p s e ri u q c a o t d e d e e n n o it a m r o f n
i skills ,and serve sa sone I
. ) 5 . p ( ” m u l u c ir r u c l a t o t a f o t n e n o p m o
7 l
a ir e t a m e h t s i ’l a ir e t a
m s designe dand suggested by t hewrtiert o beemployed ta g
n i h c a e
t -learningacitvtiyi nt heclas sbyt het eacher .
. 3 Game
t h g ir
W , Betteirdge , &Buckby(2006) state, a“ gamei sanacitvtiywhichi s ,
g n i g a g n e d n a g n i n i a tr e t n
e o tfenchallenging ,andanacitvtiyi nwhicht hel earner s n
a y a l
p d usually interac twtih others”(p .1) . sA Wirgh,t Betteirdge , & Buckby 6
0 0 2
( ) state ,i n thi sstudy, a gamei stheacitvtiy which make sal earne rplayand s
r e n r a e l r e h t o h ti w t c a r e t n
i . I tcould ente train ,engage ,and challenget hel earner s g
n i n r a e l e r a y e h t e li h
w .I nt hi sstudy ,agamei sanacitvtiyfort het eachert ot each s
t n e d u t s e h t r o f e g a u g n a l h s il g n E f o l li k s g n i d a e
r . gA amei salso an acitvtiy rfo n
r a e l o t s s e n g n il li w e h t e v a h o t s t n e d u t s e h t g n it a v it o
m the Engilsh language ,
s t x e t e m o s g n i d a e r r o f y ll a i c e p s
8
I R E T P A H
C I
E
R VIEWOFRELATEDLITERATURE
The wrtier employed some theo ire sa sthe guidance t o the wrtie rto .
h c r a e s e r e h t t c u d n o
c Int hi sseciton,t hewrtie rwli ldiscus stheoreitca ldescirp iton .
k r o w e m a r f l a c it e r o e h t e h t d n
a In the theoreitca ldescirpiton ,the wrtie rreview s s
e ir o e h t e m o s t u o b
a regarding to the study .In the theoreitca lframework ,the o
t d e t a l e r y d u t s e h t f o s p e t s e h t s e b ir c s e d r e ti r
w t hetheo ires .
.
A Theoreitca lDescrip iton
r e ti r w e h t t a h t s e ir o e h t e m o s e r a e r e h
T employed ni thi sstudy .In thi s d
l u o w r e ti r w e h t n o it c e
s review theory fo insrtucitona l design, the theory ,
m u l u c ir r u
c thet heoryo freading ,andthet heoryo fgamerelatedt ot hes tudy.
.
1 Thetheory fo insrtucitona ldesign
l a n o it c u rt s n i l a r e v e s e r a e r e h
T designmodelsthatt het eacher scouldusei n s
l a ir e t a m e h t g n i n g i s e
d .In thi sstudy ,the wrtie rfocuses on Dick and Carey’ s f
o l e d o
m insrtucitonaldesign .TheDickandCarey’ smode lofi nsrtucitona ldesign d
n a k c i D , s s e l e h t e n o N . s p e t s e t e l p m o c f o s t s i s n o
c Carey’ sinsrtucitona ldesign .
l e d o m n g i s e d l a n o it c u rt s n i r e h t o s a x e l p m o c s a t o n s i l e d o
m Dick and Carey’ s
n g i s e d l a n o it c u rt s n
i model descirbe snine phase so finsrtuciton .I tis sta tred by i
g n i y fi t n e d
i nsrtucitona lgoal sand concluded by designing and conducitng t he e
v it a m m u
9
. 1 e r u g i
F TheDick&Carey’ sModel (Dick&Carey ,1996)
.
a Identfiyi nsrtucitona lgoal
s ri f e h
T tstep i sdetermining the goal .The insrtucitonal designe rshould e
m o c t u o d e d n e t n i t a h w w o n
k sare expected from the student swheneve rthe f o t s il e h t m o r f d e n i a t b o e b n a c s i h T . n o it c u rt s n i e h t d e t e l p m o c e v a h s t n e d u t s
.s t n e m e ri u q e r r e h t o d n a , t n e m s s e s s a s d e e n , s i s y l a n a e c n a m r o f r e p , s l a o g
.
b Conduc tinsrtucitona lanalysis
n e h t , l a o g e h t g n i n i m r e t e d r e tf
A ex tstep i sanalyzing the insrtucitona l s
n a e m t I . l a o
g determining wha t the student s do when they perform the .
l a o g d e h s il b a t s
e Thei nsrtucitona ldesigne rshoulddecidewha tskills ,knowledge , d
l u o c y e h t t a h t o s s t n e d u t s e h t m o r f d e t c e p x e e r a s e d u ti tt a d n
a begin the
.
c Analyzet hel earner sandcontext s
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 ,l a o g l a n o it c u rt s n i e h t g n i z y l a n a s e d i s e B
. s t x e t n o c e h t d n a s t n e d u t s e h t e z y l a n
a Collecitng t hei nformaiton abou tstudents , l li w y e h t h c i h w n i t x e t n o c e h t d n a , s ll i k s e h t n r a e l y e h t h c i h w n i t x e t n o c e h t
y o l p m
e them i simpo trant in designing the insrtuciton .T hat informaiton can be e
h t r o f l u f e s
u n extstep .s
.
d Wrtieperformanceobjecitve s
g n it ir w s i p e t s h tr u o f e h
T performance objecitve . Thi s pefrormance l a n o it c u rt s n i e h T . p e t s d n o c e s d n a t s ri f e h t n o d e s a b n e tt ir w e b n a c e v it c e j b o
e h t , d e n r a e l e b o t s ll i k s e h t t u o b a t n e m e t a t s c if i c e p s e r o m e ti r w d l u o h s r e n g i s e d
r o f r e p l u f s s e c c u s r o f a ir e ti r c e h t o s l a d n a , n o it i d n o
c mance.
.
e Developassessmenti nsrtument s
t n e m s s e s s a s i h T . s t n e m u rt s n i t n e m s s e s s a g n i p o l e v e d s i p e t s t x e n e h T
t n e m s s e s s a s i h T . s e v it c e j b o d e h s il b a t s e e h t n o d e s a b d e p o l e v e d e r a s t n e m u rt s n i
m r o f r e p o t y ti li b a ’ s t n e d u t s e h t e r u s a e m o t e t a ir p o r p p a e b d l u o h
s theobjecitve.
.f Developi nsrtucitonals rtategy
r e n g i s e d l a n o it c u rt s n i e h t , s t n e m u rt s n i t n e m s s e s s a e h t g n i p o l e v e d r e tf A
d e p o l e v e d s i y g e t a rt s l a n o it c u rt s n i s i h T . y g e t a rt s l a n o it c u rt s n i p o l e v e d d l u o h s
. s p e t s e v if s u o i v e r p e h t n o d e s a
b The insrtucitona lsrtategy should emphasize e
r p g n i d u l c n i , s e it i v it c a g n i n r a e l t r o p p u s o t s t n e n o p m o
1 1
h g u o r h t w o ll o f d n a , t n e m s s e s s a , n o it a p i c it r a p ’ s t n e d u t s , n o it a t n e s e r p t n e t n o c
. s e it i v it c a
.
g Developands electi nsrtucitona lmateirals
n e v e s s i h t n
I th step, t he i nsrtucitona ldesigne rshould develop and selec t l a n o it c u rt s n i e h t n o d e s a b d e p o l e v e d s i n o it c u rt s n i s i h T . s l a ir e t a m l a n o it c u rt s n i
. s t n e m s s e s s a d n a , s l a ir e t a m l a n o it c u rt s n i , e c n a d i u g ’ s t n e d u t s s e d u l c n i tI . y g e t a rt s
.
h Designandconductf ormaitveevaluaitonofi nsrtuciton
u l a v e e v a h o t y r a s s e c e n s i t i , tf a r d n o it c u rt s n i e h t g n i k a m r e tf
A aiton sto
e s e h T . a t a d e h t t c e ll o
c data are employed to identfiy whethe rthere i s any t
e r a e r e h T . t o n r o n o it c u rt s n i e h t f o t n e m e v o r p m
i hree type s o f formaitve d
l u o c r e n g i s e d l a n o it c u rt s n i e h t t a h t n o it a u l a v
e employ , they are one- ot -one ,
n o it a u l a v
e small-groupevaluaiton ,and ifeld-t ira levaluaiton.
.iRevisetheinsrtuciton
s i n o it a u l a v e e v it a m r o f m o r f a t a d e h t p e t s s i h t n
I employed t o reexamine e h t , y ll a n i F . d e w e i v e r e r a a t a d e h t f o l l A . s i s y l a n a l a n o it c u rt s n i e h t f o y ti d il a v e h t
. e v it c e f f e e r o m e b n a c n o it c u rt s n i e h t t a h t o s d e s i v e r e b n a c n o it c u rt s n i
n g i s e D .
j andconducts ummaitveevaluaiton.
t c u d n o c d n a n g i s e d 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 , p e t s l a n if e h t s A
t u b , g n i n g i s e
d a sa ifna levaluaitonf ort hei nsrtucitona ldesign .Thisi nvolvest he s
a r e n g i s e d l a n o it c u rt s n
i ani ndependen tevaluator .
.
2 Thet heoryo fcurirculum
d r a h c i
R s &Renandya(2002) deifne ,”thet ermcurirculumr eferst oal laspect s , y h w e h t , m a r g o r p l a n o it a c u d e n a f o n o it a u l a v e d n a n o it a t n e m e l p m i , g n i n n a l p e h t f o
t a h w e h t h ti w r e h t e g o t ll e w w o h d n a , w o
h of t het eaching-learningprocess” .(p 7 ) .0
1 1 i r e g e N A M
S Yogyakatra employs Kurikulum Tingka tSatuan Pendidikan(KTSP)
n o it a c u d e n
i .Thi scur irculumi semployed inSMAN11Yogyakatrasince2006/2007.
n o d e s a
B thi scur irculum ,the teacher sin SMA N 11 Yogyakatra could s
u b a ll y s e h t p o l e v e
d fort eachingt hes tudent sbyt hemselves.
e ti m o k n a d h
