ABSTRACT
Pramudita, Sekar. 2016. A Competence-Based English Learning Material Model for the Technology Divisions of Vocational High School. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.
Vocational high school students are expected to become ready for work after graduating from school so that the learning materials on vocational high school should be significantly related to the working place. Therefore, there should be specific English learning materials. Although the government had decided that goal for several years ago, but in 2013 curriculum, they determined that vocational high school students have to learn using the same English materials as senior high school students. That decision is contradictory with the goal and expectation which had decided by government and it can be a hurdle for vocational high school students to prepare themselves for working.
A competence-based English learning material model is a learning model which is expected to prepare students of vocational high school to become ready for facing their future work by acquiring and modifying knowledge, skill, and attitude so that they can have a better life quality. Considering that knowledge is not the only way to reach that goal, this research aims to design an appropriate learning material model for the technology divisions of vocational high school by employing competence based English learning model which also includes skill and attitude.
Two research problems were formulated as follows: (1) What is the conceptual model of a competence-based English learning material for technology divisions of vocational high school like? and (2) What is the iconic model of a competence-based English learning material for the technology divisions of vocational high school like? To answer the research questions, the ADDIE Instructional Design model consisting of five phases: Analysis, Design, Development, Implementation, and Evaluation (Braxton, S., Bronico, K., & Looms, T., 2000) was employed. The phases were incorporated into Research and Development cycles proposed by Borg and Gall (1983).
The results of the study were the conceptual model and the iconic model of a competence-based English learning material. The conceptual model presents the concepts that were developed based on the suitability of the theory of a competence-based English learning model and the respondents characteristics as well as ADDIE. The iconic model was developed by making some revisions based on the results of the experts’ validation and the students’ validation. Besides, the result of the evaluation showed that the Learning Material Model was acceptable and considered as an effective material model for the technology division students of vocational high school so that they can learn using the appropriate model which can help them to become ready for facing their future work.
ABSTRAK
Pramudita, Sekar. 2016. A Competence-Based English Learning Material Model for the Technology Divisions of Vocational High School. Yogyakarta: Program Pasca-Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.
Siswa SMK diharapkan siap untuk bekerja setelah lulus dari sekolah sehingga materi pembelajaran di SMK harus secara signifikan berhubungan dengan tempat kerja. Oleh karena itu, harus ada materi pembelajaran bahasa Inggris yang spesifik. Meskipun beberapa tahun yang lalu pemerintah telah memutuskan tujuan dari lulusan SMK, namun pada kurikulum 2013, mereka memutuskan bahwa siswa SMK harus belajar menggunakan materi bahasa Inggris yang sama dengan siswa SMA. Keputusan itu bertentangan dengan tujuan dan harapan yang telah diputuskan oleh pemerintah. Hal tersebut juga menjadi rintangan untuk siswa SMK dalam mempersiapkan diri mereka sebelum bekerja.
Sebuah model materi pembelajaran bahasa Inggris berbasis kompetensi adalah model pembelajaran yang diharapkan mampu mempersiapkan siswa SMK dalam menghadapi pekerjaan di masa depan mereka dengan mengakuisisi dan memodifikasi pengetahuan, keterampilan, dan sikap sehingga mereka dapat memiliki kualitas hidup yang lebih baik. Mengingat bahwa pengetahuan bukanlah satu-satunya cara untuk mencapai tujuan itu, penelitian ini bertujuan untuk merancang model bahan pembelajaran yang tepat untuk STM dengan berdasarkan model pembelajaran bahasa Inggris berbasis kompetensi yang juga mencakup keterampilan dan sikap.
Dua permasalahan dalam penelitian ini dapat dirumuskan sebagai berikut: (1) Seperti apakah model konseptual dari materi pembelajaran bahasa Inggris berbasis kompetensi untuk jurusan teknologi di SMK? dan (2) Seperti apakah model ikonik dari materi pembelajaran bahasa Inggris berbasis kompetensi untuk jurusan teknologi di SMK? Untuk menjawab pertanyaan tersebut, penulis menggunakan ADDIE Instructional Design yang terdiri dari lima tahapan: Analisis, Desain, Pembangunan, Implementasi, dan Evaluasi (Danks, 2011). Tahapan-tahapan tersebut kemudian digabungkan ke dalam siklus Penelitian dan Pengembangan yang diusulkan oleh Borg dan Gall (1983).
Hasil penelitian ini adalah model konseptual dan model ikonik dari materi pembelajaran bahasa Inggris berbasis kompetensi. Model konseptual menyajikan konsep-konsep yang dikembangkan berdasarkan kesesuaian teori model pembelajaran bahasa Inggris berbasis kompetensi dan karakteristik responden serta model ADDIE. Model ikonik dikembangkan dengan membuat beberapa revisi berdasarkan hasil dari validasi para ahli dan validasi dari siswa. Selain itu, hasil evaluasi menunjukkan bahwa Model Pembelajaran bisa diterima dan dianggap sebagai model yang efektif untuk siswa jurusan teknologi di SMK sehingga mereka dapat belajar dengan menggunakan model yang sesuai dan mampu mempersiapkan para siswa dalam menghadapi pekerjaan di masa depan setelah lulus dari SMK.
A COMPETENCE-BASED ENGLISH LEARNING MATERIAL
MODEL FOR THE TECHNOLOGY DIVISIONS
OF VOCATIONAL HIGH SCHOOL
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M. Hum.) Degree
in English Language Studies
by
Sekar Pramudita Student Number: 146332046
THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY
i
A COMPETENCE-BASED ENGLISH LEARNING MATERIAL
MODEL FOR THE TECHNOLOGY DIVISIONS
OF VOCATIONAL HIGH SCHOOL
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M. Hum.) Degree
in English Language Studies
by
Sekar Pramudita Student Number: 146332046
THE GRADUATE PROGRAM OF ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY
iv
DEDICATION PAGE
“Education is the most powerful weapon
we can use to change the world.”
-Nelson Mandela
I dedicate this thesis to all teachers and academicians, to my beloved heavenly father,
to my mother, sister, and brother, to Rangga Rosa Ramadhan,
vii
ACKNOWLEDGEMENT
It will be a great opportunity for me to express my gratitude to the Almighty Jesus Christ for His love, grace, blessings and guidance in my life. I always believe that He has made everything beautiful in its time. The greatest appreciation belongs to Dr. J. Bismoko for his guidance, kindness, support, and patience during the completion of my thesis. I also thank him for his advice, correction, feedback, and time to read my thesis throughly. Besides, I sincerely thank to F.X. Mukarto, Ph.D. and Dr. B.B. Dwijatmiko, M.A. for their guidance and support during my study. My appreciation also goes to all KBI lecturers who had shared their knowledge and experience.
My special thanks go to Dra. Sri Hartayani, the English teacher of SMK N 3 Yogyakarta and Yuliana Sri Wahyundari, S.Pd., M.Hum., the English
teacher of SMK N 2 Depok for the help, guidance, and willingness to give the suggestions for the improvement of my designed materials. My sincerest goes to Mega Wulandari, S.Pd., M.Hum., the lecturer of English Education Study Program at Sanata Dharma University for spending her time to give feedback on the designed product of my thesis. I also address my thanks to the tenth, eleventh, and twelfth grade students of SMK N 3 Yogyakarta and SMK N 2 Depok for their cooperation and willingness to help me in conducting my
research.
My deeply gratitude goes to my beloved parents, Bapak Ong Hwie Hao and Ibu Eulampia Budiharni, for their love, care, support, advice, and prayers they have given to me. My gratitude also goes to my sister and brother, Dissa Teresia and Genggam Satya. I thank them for their love, care, support, and the wonderful moments we have shared together. Besides, I would like to give my special thanks to Rangga Rosa Ramadhan for his support and time during the completion of my thesis.
viii
Larasati, for their love, support, friendship, and all the happiness. I never forget
my great friends in KBI ‟14. I thank them for giving me support, love, and prayers in my life. Last but not least, my gratitude also goes to all the people whose names cannot be mentioned one by one here. May God bless us forever.
ix
TABLE OF CONTENTS
ADVISOR APPROVAL PAGE ... ii
APPROVAL PAGE ... iii
DEDICATION PAGE ... iv
STATEMENT OF ORIGINALITY ... v
LEMBAR PERNYATAAN PERSETUJUAN ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xiii
LIST OF FIGURES ... xv
ABSTRACT ... xvi
ABSTRAK ... xvii
CHAPTER I. INTRODUCTION ... 1
A. RESEARCH BACKGROUND ... 1
B. PROBLEM IDENTIFICATION ... 4
C. PROBLEM LIMITATION ... 6
D. PROBLEM FORMULATION ... 7
E. PRODUCT SPECIFICATION ... 8
F. RESEARCH OBJECTIVES ... 10
G. RESEARCH BENEFIT ... 10
CHAPTER II . LITERATURE REVIEW ... 12
A. THEORETICAL REVIEW ... 12
1. Vocational High School ... 12
a. Goals of Vocational High School ... 14
b. Curriculum of the Vocational High School ... 14
1) Curriculum in 1964-2005 ... 15
2) 2006 Curriculum ... 17
x
2. Learning ... 19
a. Criteria of Learning ... 20
b. Learning Theory and Philosophy ... 20
c. Concept of Learning ... 22
d. Learning Model ... 26
3. Competence-Based Learning ... 26
4. Competence-Based Syllabus... 28
5. English Education in Indonesia ... 29
a. Education System in Indonesia ... 30
b. Function of English in Indonesia ... 31
6. Instructional Design ... 32
a. ADDIE Instructional Design Model ... 32
b. Kemp‟s Instructional Design Model ... 34
c. Yalden‟s Instructional Design Model ... 39
7. Four Strands of Language Course... 42
B. REVIEW OF THE TARGET-GROUP CHARACTERISTICS ... 46
C. THEORETICAL FRAMEWORK ... 47
CHAPTER III. METHODOLOGY ... 51
A. RESEARCH METHODS ... 51
1. Research and Information Collecting ... 52
2. Planning ... 53
3. Developing the Preliminary Form of Product ... 53
4. Preliminary Field Testing ... 54
5. Main Product Revision ... 54
6. Main Field Testing ... 55
B. RESEARCH RESPONDENTS ... 57
1. The Participants of the Iconic Model ... 58
2. The Participants of the Practice of Iconic Model ... 58
a. The Participants of the Preliminary Field Testing ... 58
b. The Participants of Main Field Testing ... 59
xi
1. Instrument for the Concept of the Iconic Model ... 60
a. Interview ... 60
b. Questionnaire ... 60
c. Documents ... 63
2. Instruments for the Practice of Iconic Model ... 63
D. DATA GATHERING TECHNIQUE ... 65
1. Data Gathering Technique for the Concept of the Iconic Model.. 66
2. Data Gathering Technique for the Practice of the Iconic Model .. 66
E. DATA ANALYSIS TECHNIQUE ... 67
1. Data Analysis Technique for the Concept of the Iconic Model ... 67
2. Data Analysis Technique for the Practice of Iconic Model ... 68
a. The Experts‟ Opinions on the Iconic Model ... 69
b. The Respondents Opinions on the Iconic Model ... 72
F. RESEARCH PROCEDURE ... 73
CHAPTER IV. RESULTS AND DISCUSSION ... 75
A. CONCEPT OF THE PRODUCT ... 75
1. Research and Information Collecting ... 76
a. The Interview Results ... 76
1. Students‟ English Wants ... 77
2. Students‟ English Needs ... 79
3. Students‟ English Learning Needs ... 82
b. The Questionnaire Result ... 84
1. Students‟ English Needs ... 85
2. Students‟ English Wants ... 91
3. Students‟ English Learning Needs ... 94
c. The Analysis Document Result ... 97
2. Planning ... 119
a. Stating Core, Basic Competence, and Unit ... 119
b. Specifying the Learning Indicators and Activities ... 123
B. THE PRODUCT ... 135
xii
a. Vocabulary Building ... 136
b. Pronunciation Practice ... 137
c. Focus on Expression or Focus on Grammar ... 139
d. Practice ... 142
2. Preliminary Field Testing ... 144
3. Main Product Revision ... 152
4. Main Field Testing ... 155
C. DISCUSSIONS ON THE PRODUCT ... 161
CHAPTER V. CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS.. 164
A. CONCLUSIONS ... 164
B. IMPLICATIONS ... 168
C. SUGGESTIONS ... 169
xiii
LIST OF TABLES
Table 2.1: Summary of the Iconic Model ... 49
Table 3.1: Description of the participants of the evaluation ... 59
Table 3.2: Summary of Questionnaire Blueprint of Need Analysis for Students ... 61
Table 3.3: Expert Validation Questionnaire Blueprint ... 63
Table 3.4: User Validation Questionnaire Blueprint ... 64
Table 3.5: Interpretation of the Degree of Agreement ... 68
Table 3.6: Score and Criteria of the Likert Scale ... 69
Table 3.7: Interpretation of the Degree of Agreement ... 70
Table 3.8: Score and Criteria of Likert Scale ... 71
Table 3.9: Meaning of Score Criteria ... 72
Table 3.10: Interpretation of the Degree of Agreement ... 73
Table 4.1: Syllabus of X Grade Students ... 103
Table 4.2: Syllabus of XI Grade Students ... 110
Table 4.3: Syllabus of XII Grade Students ... 117
Table 4.4: Comparison of Core Competences ... 120
Table 4.5: Comparison of Basic Competences and Topics for Grade X ... 123
Table 4.6: Comparison of Basic Competences and Topics for Grade XI.. 127
Table 4.7: Comparison of Basic Competences and Topics for Grade XII ... 131
xiv
Table 4.9: Meaning of Point of Agreement ... 146
Table 4.10: Interpretation of the Degree of Agreement for Experts‟ Validation ... 146
Table 4.11: Descriptive Statistics of Experts‟ Validation ... 147
Table 4.12: Respondents‟ Comments and Suggestions ... 151
Table 4.13: Meaning of Point of Agreement ... 156
Table 4.14: Interpretation of the Degree of Agreement ... 156
xv
LIST OF FIGURES
Figure 2.1: ADDIE model ... 34
Figure 2.2: Kemp‟s Instructional Design Framework ... 35
Figure 2.3: Yalden‟s Instructional Design Framework ... 42
Figure 2.4: Summary of Four Strands... 45
Figure 2.5: Model Development Framework... 47
Figure 3.1: ADDIE Model Matched Up with R & D Framework ... 56
Figure 3.2: Model Development Framework ... 74
Figure 4.1: Interview Results of Students‟ English Wants ... 79
Figure 4.2: Interview Results of Students‟ English Needs ... 81
Figure 4.3: Interview Results of Students‟ English Learning Needs ... 84
Figure 4.4: Questionnaire Results of Students‟ English Needs ... 90
Figure 4.5: Questionnaire Results of Students‟ English Wants ... 94
Figure 4.6: Questionnaire Results of Students‟ English Learning Needs.. 97
Figure 4.7: Vocabulary Building ... 138
Figure 4.8: Pronunciation Practice ... 139
Figure 4.9: Focus on Expression... 141
Figure 4.10: Focus on Grammar... 142
Figure 4.11: Practice... 143
xvi ABSTRACT
Pramudita, Sekar. 2016. A Competence-Based English Learning Material Model for the Technology Divisions of Vocational High School. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.
Vocational high school students are expected to become ready for work after graduating from school so that the learning materials on vocational high school should be significantly related to the working place. Therefore, there should be specific English learning materials. Although the government had decided that goal for several years ago, but in 2013 curriculum, they determined that vocational high school students have to learn using the same English materials as senior high school students. That decision is contradictory with the goal and expectation which had decided by government and it can be a hurdle for vocational high school students to prepare themselves for working.
A competence-based English learning material model is a learning model which is expected to prepare students of vocational high school to become ready for facing their future work by acquiring and modifying knowledge, skill, and attitude so that they can have a better life quality. Considering that knowledge is not the only way to reach that goal, this research aims to design an appropriate learning material model for the technology divisions of vocational high school by employing competence based English learning model which also includes skill and attitude.
Two research problems were formulated as follows: (1) What is the conceptual model of a competence-based English learning material for technology divisions of vocational high school like? and (2) What is the iconic model of a competence-based English learning material for the technology divisions of vocational high school like? To answer the research questions, the ADDIE Instructional Design model consisting of five phases: Analysis, Design, Development, Implementation, and Evaluation (Braxton, S., Bronico, K., & Looms, T., 2000) was employed. The phases were incorporated into Research and Development cycles proposed by Borg and Gall (1983).
The results of the study were the conceptual model and the iconic model of a competence-based English learning material. The conceptual model presents the concepts that were developed based on the suitability of the theory of a competence-based English learning model and the respondents characteristics as well as ADDIE. The iconic model was developed by making some revisions based on the results of the experts‟ validation and the students‟ validation. Besides, the result of the evaluation showed that the Learning Material Model was acceptable and considered as an effective material model for the technology division students of vocational high school so that they can learn using the appropriate model which can help them to become ready for facing their future work.
xvii ABSTRAK
Pramudita, Sekar. 2016. A Competence-Based English Learning Material Model for the Technology Divisions of Vocational High School. Yogyakarta: Program Pasca-Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.
Siswa SMK diharapkan siap untuk bekerja setelah lulus dari sekolah sehingga materi pembelajaran di SMK harus secara signifikan berhubungan dengan tempat kerja. Oleh karena itu, harus ada materi pembelajaran bahasa Inggris yang spesifik. Meskipun beberapa tahun yang lalu pemerintah telah memutuskan tujuan dari lulusan SMK, namun pada kurikulum 2013, mereka memutuskan bahwa siswa SMK harus belajar menggunakan materi bahasa Inggris yang sama dengan siswa SMA. Keputusan itu bertentangan dengan tujuan dan harapan yang telah diputuskan oleh pemerintah. Hal tersebut juga menjadi rintangan untuk siswa SMK dalam mempersiapkan diri mereka sebelum bekerja.
Sebuah model materi pembelajaran bahasa Inggris berbasis kompetensi adalah model pembelajaran yang diharapkan mampu mempersiapkan siswa SMK dalam menghadapi pekerjaan di masa depan mereka dengan mengakuisisi dan memodifikasi pengetahuan, keterampilan, dan sikap sehingga mereka dapat memiliki kualitas hidup yang lebih baik. Mengingat bahwa pengetahuan bukanlah satu-satunya cara untuk mencapai tujuan itu, penelitian ini bertujuan untuk merancang model bahan pembelajaran yang tepat untuk STM dengan berdasarkan model pembelajaran bahasa Inggris berbasis kompetensi yang juga mencakup keterampilan dan sikap.
Dua permasalahan dalam penelitian ini dapat dirumuskan sebagai berikut: (1) Seperti apakah model konseptual dari materi pembelajaran bahasa Inggris berbasis kompetensi untuk jurusan teknologi di SMK? dan (2) Seperti apakah model ikonik dari materi pembelajaran bahasa Inggris berbasis kompetensi untuk jurusan teknologi di SMK? Untuk menjawab pertanyaan tersebut, penulis menggunakan ADDIE Instructional Design yang terdiri dari lima tahapan: Analisis, Desain, Pembangunan, Implementasi, dan Evaluasi (Danks, 2011). Tahapan-tahapan tersebut kemudian digabungkan ke dalam siklus Penelitian dan Pengembangan yang diusulkan oleh Borg dan Gall (1983).
Hasil penelitian ini adalah model konseptual dan model ikonik dari materi pembelajaran bahasa Inggris berbasis kompetensi. Model konseptual menyajikan konsep-konsep yang dikembangkan berdasarkan kesesuaian teori model pembelajaran bahasa Inggris berbasis kompetensi dan karakteristik responden serta model ADDIE. Model ikonik dikembangkan dengan membuat beberapa revisi berdasarkan hasil dari validasi para ahli dan validasi dari siswa. Selain itu, hasil evaluasi menunjukkan bahwa Model Pembelajaran bisa diterima dan dianggap sebagai model yang efektif untuk siswa jurusan teknologi di SMK sehingga mereka dapat belajar dengan menggunakan model yang sesuai dan mampu mempersiapkan para siswa dalam menghadapi pekerjaan di masa depan setelah lulus dari SMK.
1 CHAPTER I INTRODUCTION
This Research and Development (R & D) product is intended to develop a competence-based English learning material model for the technology divisions of vocational high school. This introductory chapter aims to ensure the validity and feasibility of this R & D product and it presents the background information related to the reason of the research. This chapter discusses seven major sections, namely: Research Background, Problem Identification, Problem Limitation, Problem Formulation, Product Specification, Research Goal, and Research Benefits. The Research Background explains the reasons why this research is necessary. The Problem Identification explains the problem to discuss. The Problem Limitation explains the limitation of the subject matter. The Problem Formulation states the research problem into a research question as a guideline to focus on. The Product Specification describes the product that will be designed. The Research Goal explains the expected results of the research. The Research Benefit explains the goals and advantages that will be achieved.
A.RESEARCH BACKGROUND
Vocational high school is one of the educational institutions which implement the 2013 curriculum. The 2013 curriculum demand the same competences among the students in senior high school and vocational high school. It can be concluded that the materials provided in vocational high school are considered general English. It is contradictory with the aim of learning English in vocational high school which is to prepare students to work. Marsigit (2008: p.2) explains that vocational education sometimes called Career and Technical Education (CTE) has its purpose to prepare learners for careers that are based in manual or practical activities, occupation or vocation, hence the term in which the learners participates. English in the vocational high school helps students in their future working. Thus, it can be said that the aim of learning English in vocational high school is preparing students for working.
Besides, since 2015, Indonesian people should be ready to face Asean Free Trade Area (AFTA) and Asean Free Labour Area (AFLA). It means that Indonesian people have to improve their quality so that they can compete with other human resources who come from other countries. One of the ways to improve the quality is by being able to speak English fluently because English is an international language and it should be a bridge in facing AFTA and AFLA. In addition, students of vocational high school must be prepared for AFTA and AFLA since they are taught to be ready for working. They should be able to communicate in order to cooperate or compete with others.
materials are designed to fulfill the students‟ needs in facing the working world. The model will incorporate competence-based approach as it is implemented in 2006 and 2013 curriculum. By using this learning model, the researcher expects that the students of the technology divisions in vocational high school can become ready to work after graduating from school.
Several studies have been conducted related to the research on designing the listening and speaking materials based on a competence-based curriculum and a based self-assessment model. Puspita (2004) adapts a competence-based curriculum in designing a set of English instructional listening materials for the first grade of senior high school. In this research, she combines the Kemp and Yalden‟s approaches, besides she uses survey and questionnaire in obtaining the
data for knowing the students‟ needs. The product of this research is a set of
B.PROBLEM IDENTIFICATION
All the reasons mentioned above have built up an effort to overcome the obstacles found in teaching and learning English in the technology divisions of vocational high school with the help of a competence-based English learning which is developed through this research. English is one of the compulsory subjects taught in vocational high school. Recently, Indonesia government has implemented the newest curriculum that is competency-based curriculum or known as 2013 curriculum. Although this curriculum has been implemented in two years, criticism and feedback for students‟ improvement of their achievement has been a regular topic between teachers in a forum. One of the criticism and
feedback for the students‟ improvement is the quality of their achievement. They are still not capable implementing simple English in a communicative event, as the demand of the core competence and competence standard stated in curriculum, and to prepare them for the next level. Besides, students have limited times for learning English in the school because the materials are overburdened and do not suitable with the students‟ needs.
different from senior high school. The students in vocational high school only have two sessions in a week, whereas the students in senior high school have four sessions in a week. Two sessions in a week is not enough for the students to be able to comprehend and complete the basic competence and standard competence. The use of competence-based as the learning management system may also enable learners to improve religious beliefs, knowledge, attitude, skill, and faiths in order to increase the life quality of Indonesian people. As the media of providing source of materials, this model may provide the effective English materials with various learning activities. Besides, the use of a competence-based learning may give much opportunity for the students to learn English using the materials that are appropriate with the students‟ needs, moreover learning English
the data is collected, categorized, and interpreted based on the definition of R & D cycle.
C.PROBLEM LIMITATION
It is important to highlight some of the limitations of the study. First, this research focuses only on the research and development of a competence-based English learning material model for the technology divisions of vocational high school. Therefore, there is no experimental study conducted to measure students‟ English proficiency after they have experienced the learning model. It will focus on development and validation of its learning material model. In order to design a competence-based English learning material model, there are some theories related to this study. In finding the students‟ needs, the researcher interviews the English teachers of vocational high school, distributes the questionnaire to technology divisions of vocational high school students, and collects the document such as syllabus, English books used by the students, and the information from the book and internet to collect some information related to the study. The data are collected and interpreted using the theory that underlying the study.
The third limitation is related to the reason of choosing a competence-based English learning material model as the platform where the learning material model will be developed. The reason of choosing a competence-based learning model is to provide the acceptable English materials for the technology divisions students which enable the learners to improve their religious beliefs, knowledge, attitude, skill, and faiths in order to increase the life quality of Indonesian people. Besides, it also can stimulate students‟ motivation in learning English language by learning the materials which are appropriate with students‟ needs. The researcher will provide a designed product in the form of three-year syllabus and one detailed unit for the first semester of the tenth grade students. The detailed unit includes the six chapters which are authentic either it is used in a small group or individual.
Fourth, the population used in the sampling of the research is also limited for the technology divisions students of vocational high school. Further explanation about the research subject will be elaborated in Chapter III.
D.PROBLEM FORMULATION
Having experience in learning language using a competence-based learning material model, hopefully students may improve their own understanding and achievements using this model. This study is done to develop an English learning material model using a competence-based learning. Therefore, the research questions are formulated as follow:
2. What is the iconic model of a competence-based English learning material for the technology divisions of vocational high school?
E.PRODUCT SPECIFICATIONS
The name of the product is A Competence-Based English Learning Material Model. The product is aimed for vocational high school students, especially the technology divisions. The designed product will be in the form of three-year syllabus and one detailed unit for X grade students in the first semester. The detailed unit consists of six chapters which consist of five parts. The first part is Vocabulary Building, the second part is Pronunciation Practice, the third part is Language Focus or Grammar Focus which gives the explanation and example of
the materials. This section may consist of expressions (Language Focus) or grammar (Grammar Focus). The fourth is Knowledge Expansion which consists of some exercises depends on the context, and the last part is Task Accomplishment which consists of the various materials that can be used for
knowing the students‟ outcome.
researcher expects that students can be able to describe things around them especially the things that they will find in working places.
F. RESEARCH OBJECTIVES
The objectives of this research are to answer the questions stated in the Research Questions. First, this research aims to present the conceptual model that will serve as the basis for the development of the iconic model. Second, this research aims to provide the user-friendly iconic model that is valid, reliable, and practical for the students and teachers. User friendly iconic model means that the model is easy to use, understandable, and relevant to the students and teachers so that they can be more productive. By using this product, teachers can have less burdensome process in preparing the materials and students can get the higher results in learning English because the materials are more focus and have clearer goals.
G.RESEARCH BENEFITS
This research is beneficial to find the truth of the theory underlying this study in designing a competence-based English learning material model as the model for learning English for the technology division at vocational high school to learn the materials they need so that they can learn English easier through the effective materials which are appropriate with their needs.
hopes that the designed materials and the theory underlying the principle of the study may enrich the materials, activity, and method of teaching among the English teachers in vocational high school and English language teaching in general.
12 CHAPTER II LITERATURE REVIEW
This chapter clarifies the concepts which are used to discover the conceptual truth. It consists of three main divisions: Theoretical Review, Review of the Target-Group Characteristics, and Theoretical Framework. The theoretical review is used to clarify related concepts and their relations of a competence-based English learning material model for the technology division at vocational high school. The second section is to expose the characteristics of the target-group under investigation. The last section explains the framework synthesized from the discussed theories to acquire the entire conceptual and iconic model.
A.THEORETICAL REVIEW
The theoretical review clarifies five concepts include vocational high school, learning, competence-based learning, English education in Indonesia, and instructional design.
1. Vocational High School
Vocational education might be defined as specialized education that prepares the learner for entrance into a particular occupation or family occupation or to upgrade employed workers (Wenrich & Galloway, 1988: p.11). Vocational school is a formal secondary education of education system in Indonesia. The aims of vocational school in Indonesia are preparing students in the field of work,
developing students‟ professional attitude, preparing students to be able to choose,
world and industries at the present time and the future, and preparing the students in order to be productive, adaptive, and creative citizen (Depdiknas, 2003: p. 3). According to the aims, it means that a vocational school has a special characteristic which different from other educational institutions. A vocation school has characteristic of vocation that organizes an educational program appropriates with various field of work.
As stated by Kuswana (2013), vocational high school is important for specific working necessity, such as an industry, agriculture, or commerce field. Based on Keputusan Dirjen Mandikdasmen No. 25/C/Kep/MN/2008 as cited in Kuswana (ibid), the learners of vocational high school have three structures of skill which are skill of discipline, skill of study program and skill of competences. Moreover, disciplines of vocational school are differentiated into six fields which are (a) technology and engineering, (b) information technology and communication, (c) health, (d) arts, industry, and tourism, (e) agribusiness and agro technology, and (f) business and management.
EFL plays an important role in the students‟ current and future lives. For
a. Goals of Vocational High School
The vocational high school deals with preparing students to work. It can be concluded from Marsigit (2008: p.2) opinions that vocational education, sometimes called Career and Technical Education (CTE) has its aim to prepare learners for careers that are based in manual or practical activities, occupation or vocation, hence the term, in which the learner participates. Thus, a vocational school is a school which offers vocational education. It means the students of the vocational schools are taught the skills which are required to complete a particular job. Moreover, the vocational schools offer instruction and particular experience in skill trades, such as technician, tourism, broadcasting, etc.
Besides, Evans (1978) states that the goals of vocational school are to
fulfill the society‟s needs of the qualified human resources by improving students‟
knowledge and motivating students to learn more so that they can be ready to work in particular jobs. Moreover, based on PP No. 29/1990, vocational high school is aimed to prepare students by improving their professionalism. Based on the statements from some resources, it can be concluded that the goal of vocational high school is to prepare students for work by improving their skill, knowledge, and professionalism so that they can be qualified human resources who can be compete with other human resources.
b. Curriculum of Vocational High School
Curriculum is one of the main education components stated on Undang-Undang No. 20/2003. The general statements of the constitution define curriculum
materials, and learning methods intended to serve as the guidelines in implementing the teaching and learning process to achieve the goals that have been set. Therefore, curriculum has a very important role in providing fundamental reference concerning what students should learn and achieve. Some experts consider that curriculum and syllabus are two interchangeable concepts. However, some others distinguish curriculum from syllabus. Yalden (1987) stated that the curriculum includes the goals, objectives, content, processes, resources, and means of evaluation of all the learning experiences planned for pupils both in and out of school and community through classroom instruction and related program. Meanwhile, Kelly (2004) states that curriculum is used for many different kinds of teaching programs and instructions. In other words, Dubin and Olshtain (1986) define a curriculum as a broad description of general goals by indicating an overall educational cultural philosophy which applies across subjects. In short, curriculum serves in the level of paradigm on which the educational practice is based. Meanwhile, syllabus is focused on realizing what is designed in curriculum. It can be said that syllabus is a part of curriculum. Based on the definitions, curriculum means a set of teaching program and instruction which is designed to develop the educational system in a country.
1) Curriculum in 1964-2005
important. Besides, the method used is one-way communication; the teachers are more active and the students tend to be the passive learners.
After 1964 curriculum, the government makes the new curriculum known as 1976 curriculum. This curriculum prepares the students to work. Besides, this
curriculum follows the Bloom‟s taxonomy to differ the cognitive, affective, and
psychomotor skills of the students. Moreover, 1976 curriculum is completed by the teaching method, evaluation system, administration guideline, and teacher‟s guidance but the aims of this curriculum is not stated clearly so that many people especially high class society are not interested in vocational high school.
In 1984, the government changes the 1976 curriculum into 1984 curriculum. In this curriculum, the government integrates the cognitive, affective, and psychomotor skills of the students and applies the school-based curriculum, it means that the government gives the authority to the school for arranging the students and the school based on their needs and capability. This system is known as the supply driven system. Besides, in this curriculum, the teachers not only pay attention to the results but also to the process because both the process and the result are important. Furthermore, the government also provides the compulsory and the optional program for the students.
After 1984 curriculum, the government decides the new curriculum known as 1994 curriculum. In 1994 curriculum, the government focuses more on the
students‟ competence than knowledge. The government starts to think about the
quality of the students.
curriculum, competence-based curriculum, mastery learning, dual-based program, and the high quality students. The students have opportunity for practicing at least 70% while for theory maximum only 30%. The 1999 curriculum is the best curriculum if it compares to the previous curriculum.
Although 1999 curriculum has been the best curriculum, but there are some weaknesses found in it so that the government decides to improve that curriculum into 2004 curriculum. In conducting 2004 curriculum, the government works together with some teachers, lecturers, headmasters or headmistress, and people from some companies to get the better results because the government expects that the vocational high school students can compete with other students who graduate from other school background. There are some approaches in 2004 curriculum, such as academic approach, life-skills, competence-based curriculum, broad-based curriculum, and production-based curriculum.
2) 2006 Curriculum
can be done by teachers based on the characteristics of the learners. In 2006 curriculum, teachers have opportunity to develop syllabus and lesson plan, and to design the activities which are attractive and appropriate with the learners.
According to Departemen Pendidikan Nasional (2006), there are some scopes of English lesson based on 2006 curriculum. The scope of English lesson covers three essential parts. The first part is discourse competency that is ability to create and produce oral or written text which is involved in four skills (listening, speaking, reading, and writing) to achieve functional literacy level. The second part is the ability to understand and produce the formal and informal written and spoken texts in daily life. The last scope of English lesson deals with the support competence, namely linguistic competence (using grammar, vocabulary, pronunciation, and writing), sociocultural competence (using formal expressions and grammar in every communication context), strategic competence (overcoming problems in many ways which appear through the process of communication so that the communication still takes place), and discourse competence (using discourse instrument).
3) 2013 Curriculum
The newest curriculum in Indonesia is 2013 curriculum. It is the reaction to the fact that Indonesia is following the respective years of global world and its problematic issues. The 2013 curriculum in general have many similarities with its predecessor, KTSP curriculum. However, there are some new features in this curriculum. First, compared to KTSP, there is a concrete assessment in each aspect in the 2013 curriculum, in which indicators are provided to help teachers
referring to the students of senior high school. In the previous curriculum, students select their major in the eleventh grade, while in the 2013 curriculum, they should select their major in the tenth grade. The next difference is thematic-integrative approach implemented in the level of elementary school. This approach facilitates the elementary students learn according to the theme, which can involve some subjects.
The main purpose of 2013 curriculum is to shape the individuals who are faithful in God, good in characters, confident, successful in learning, responsible citizens, and positive contributors to the civilization (Ministry of Education and Cultures, 2012). This framework has been supported by Government Regulations Number 32 Year 2013 (The revision of Government Regulations Number 19 Year 2005 about the National Standards of Education). This regulation is elaborated by Education and Culture Ministerial Regulations Number 67, 68, 69, and 70 on Fundamental Framework and Curriculum Structure from Elementary to Senior Secondary and Vocational Secondary School. The 2013 curriculum is a curriculum of values that occupied by character building. The values can be tracked from the core competences, which are designed for spiritual competence, social competence, and knowledge competence.
2. Learning
from practice or other forms of experience” (ibid). Meanwhile, Houwer (2013,
p.1) stated that learning is the changes in behavior that result from experience or mechanistically as changes in the organism that result from experience. To sum
up, learning is a relatively permanent change in behavior based on an individual‟s
interactional experience with its environment.
a. Criteria of Learning
There are three criteria of learning stated by Schunk (2012, p.4). The first criteria is involving change, it means learning can be defined as the relatively
permanent change in an individual‟s behavior or capability as a result of
experience or practice. Commonly, people learn when they are able to do something differently in a given trend because it is unusual for people to learn skills, knowledge, beliefs, or behaviors without demonstrating them at the time learning occurs. The second criteria, learning endures over the time, it means that learning can change gradually and may not last forever because forgetting occurs. Besides, it is also the result from biological growth and development. The last criteria are learning occurs through experience. This is the consequence of experience and the criterion excludes behavioral changes that are primarily determined by heredity, such as maturation changes in children. In addition, it is the process of providing guided opportunities for students to produce relatively permanent change through the engagement in experiences provided by teacher.
b. Learning Theory and Philosophy
and methods of knowledge (Schunk, 2012, p.5). The two positions on the origin of knowledge and its relationship to the environment are rationalism and empirism. Rationalism refers to the idea that knowledge derives from reason without recourse to the senses. In contrast, empiricism refers to the idea that experience is the only source of knowledge.
In rationalism, the distinction between mind and matter which can be found in human knowledge is postulated by Plato who distinguished knowledge acquired via the senses from that gained by reason. As stated in Schunk (Schunk, 2012, p.5), Plato believed that things, for example; tree, house, and chair are revealed to people via the senses, whereas individuals acquire ideas by reasoning or thinking about what they know. People have ideas about the world, and they discover these ideas by reflecting upon them. Besides, reason is the highest mental faculty because through reason people learn abstract ideas. In summary, learning is recalling what exists in the mind. The information acquired with the senses by observing, listening, tasting, smelling, or touching constitutes raw materials rather than ideas. Besides, it can be said that rationalism is the doctrine that knowledge arises through the mind (ibid).
John Locke (1632-1704), noted that there are no innate ideas; all knowledge derives from two types of experience: sensory impressions of the external world and personal awareness.
c. Concept of Learning
Rosum & Hamer (2010, p.12) have proposed six learning conceptions which refer to some previous studies conducted by Morton et. al. (1993) and Beaty et. al. (1997), namely: learning as the increase of knowledge, learning as memorizing, learning as the acquisition of facts and procedures which can be retained and/or utilized future, learning as the abstraction of meaning, learning as an interpretative process aimed at the understanding of reality, and self-realization. The explanation will be explained as follow.
1. Learning as the Increase of Knowledge
Learning is not an object of reflection, it is simply something that everybody does; like breathing and moving. Furthermore, learning creates behavioral change that is unique for each individual and the process only occurs within the lifespan of that individual based on that individual‟s experiences with its personal environmental interaction history.
This quote addresses two aspects that explain about how people go about learning and the outcome of learning so that the longer people live the more knowledge they gain.
2. Learning as Memorizing
Learning is equal to memorizing and the ability to reproduce what memorized, usually in a school test setting. It can be said that learning is not about the quality but on the quantity of what you have learned. .... starting to sort out things and you kind of learn what the teachers want, you learn to listen to them during the lessons and then you know more or less what the test will be like (Saljo, 1979b, p.448).
In other words, the more you learn, the more you remember the materials. In addition, the students are not called upon to know, but to memorize the contents narrated by the teacher (Freire, 2000, p.80).
3. Learning as the Acquisition of Facts and Procedures which can be Retained and/or Utilized Future
The process of learning is selecting and memorizing those facts and procedures which can be useful in the future. The materials that people have
learned cannot be run out so that it will be useful for the people‟s lifetime.
Based on the quote above, can be concluded that people can learn from the past experiences so that the previous experiences can be beneficial for the future life. On the other hands, learning is seen as a qualitative phenomenon and application takes on the character of copying. The learner starts to reflect further upon what is learned to decide whether or not it might turn out to be useful in the future.
4. Learning as the Abstraction of Meaning
Learning is no longer conceived of an activity of reproducing, but instead as a process of abstracting meaning from what you read or hear (Saljo, 1979a, p.16). The process within this learning conception is understanding, which is reached through relating ideas within the subject, finding out things, looking at the subject matter in a lot more depth, collecting various viewpoints on the studied material and getting the big picture. By constructing meaning, the respondents can be more active in constructing their own view of the world which still dominated by the perspective of experts. Moreover, Saljo (1979a, p.17) states that learning is not just a matter of learning facts. It is also to understand, to see contexts, and to be able to use knowledge to draw conclusions and to think independently. On the other hands, Beaty (1997, p.156) states that learning is seen as using a way of thinking to arrive at an informal view.
5. Learning as an Interpretative Process Aimed at the Understanding of Reality
limits of the school situation. A second characteristic is that learning acquires personal meaning as opposed to the more technical view on learning in the previous stage. This interpretation is supported by Morgan et. al. (1981 as quoted
in Rossum and Hamer, 2010, p.6) “While to some extent this conception involves the students as an active agent in learning, what is to be learnt is still not necessarily of personal significance. The emphasis can be very much on
understanding other people‟s ideas and theories rather than on developing one‟s
own.” Saljo also explains that the most important that is the connection between
what people read and what people do and see otherwise during the days (1979a, p.18). The outcome of this part is seeing things differently, a different view of the world, or a provisional personal and contextual view of the reality. In metaphor, learning here is seen as a journey whiles the learner as the traveller, accompanied by companions; teachers and peers who examine and enjoy the local scenery with the learner along the way. Together, the travellers try to widen their horizon through this journey. In educational term one could interpret this as the teacher and students seeking new ways to look at things together, finding different perspectives to come to a better understanding of the world around them.
6. Self-Realization
In 1983, the experts came to realize that there was another unique view on learning and identified this as a sixth learning conception, described in Rosum & Hamer (2010, p.7). Nine years later Marton et. al. (1993, p.292) published what they thought was the first description of the sixth learning conception and named
conception earlier and they also acknowledged that both conceptions refer to the same view on learning.
d. Learning Model
As cited in cybernetics and systems international journal (p. 118), Vanderleeuw explains that a model is a simplification of reality which takes the theoretical abstractions and puts it into a form that we can manipulate. Meanwhile, Reeb & Leavengood states that models are the representation of real systems (1998, p.5). They also mention the criteria of good models. A model considered good if it is easy to understand, as simple as possible, relevant to the problem, and easy to modify and update. A simple model is better than a complex one as long as it works as well. A model only needs to perform its intended function to be valid. It is important to use the most relevant materials when constructing a model. Besides, a good model usually starts out simple and becomes more complex as the modeler attempts to expand it enough to give meaningful answer. In conclusion, learning model is a representation of the
system which is relatively permanent change in behavior based on an individual‟s
interactional experience with its environment.
3. Competence-Based Learning
students to improve their cognitive strategies and cognitive goals in terms of precise measurable descriptions of knowledge, skills, attitudes, and behaviours as their responsibility. Besides, the positive consequence of implementing competence-based learning is that it serves as an agent of change and it improves learning (Docking, 1994). The characteristics of competency-based learning are
described by Schneck (1978), “Competence-based learning has much in common
with such approaches to learning as performance-based and is adaptive to the
changing needs of students, teachers, and community.”
4. Competence-Based Syllabus
obtained after completing the course. The second step is to determine the basic competencies which supports the achievement of standard competences. The third step is to determine the learning materials so that students can achieve basic competences. The fourth step is to determine the indicators of achievement that was also the means of evaluation. The last step is to determine a learning experience, or other types of learning activities so that students can achieve basic competences (Purwanto & Andriyati, 2012). After those all steps, then the syllabus is prepared by following a certain format, where has been no standard format for competence-based syllabus. However, there is a guiding principle states by Slatterly and Carlson (2005) that should be followed; the syllabus should be short, that should not be too long; syllabus should use language that is easily accessible by the user; and syllabus should be able to refer to a clear learning resources
5. English Education in Indonesia
a. Education System in Indonesia
Based on the data taken from the reviews of national policies for education (2015, p.69), the education system in Indonesia is immense and diverse. It is over 60 million students and almost 4 million teachers in some 340.000 educational institutions, it is the third largest education system in the Asia region and the fourth largest in the world. Two ministries are responsible for managing the education system, with 84% of schools under the Ministry of Education and Culture and the remaining 16% under the Ministry of Religious Affairs. Private schools play an important role. While only 7% of primary schools are private, the share increases to 56 % of junior secondary schools and 67% of senior secondary.
The new president Joko Widodo appointed a new Minister for Research and Technology and Higher Education, Dr. M. Nasir, in November 2014, with a new ministry for policy and program administration. The president also appointed Dr. Anies Baswedan as Minister for Primary and Secondary Education, served by the Ministry of Education and Culture.
Education is an agent of change and an agent of control. It is generally believed that education plays an important role in the process of modernization. Through it, science and technology are evaluated, developed, and passed on to the next generation. Socioculturally, it can also affect internal social status in a lot of communities (Saville & Troike, 1989: p.87).
education system should ensure equal opportunity, improvement of quality, relevance, and efficiency in management to meet various challenges in the wake of changes of local, nation, and global lives. In terms of article 1, education means conscious and well-planned effort in creating a learning environment and learning process so that learners will be able to develop their full potential for acquiring spiritual and religious strengths, develop self-control, personality, intelligence, morals, and noble character and skills that one needs for him/herself, for the community, for the nation, and for the state.
b. Function of English in Indonesia
The English language is considered as a prestigious language because it is only used on special and mostly important occasions. It is the language which should be mastered by important people, such as business executive, academics, politicians, and governments. English language is often closely related to important jobs or positions.
On the other hands, in many parts of Indonesia, English is not used in any form of communication. In the education field, English might be important to some extent, but it is not a gatekeeper in that field. It is only a language studied in formal education, and possibly used on very few occasions involving non-Indonesian speaking people. Alisyahbana (1990) as cited by Lauder, it explains
that students‟ motivation to learn English is low because of widespread practice of
6. Instructional Design Model
As previously mentioned in chapter I, this research aims to design a competence-based English learning material model for technology divisions of vocational high school which is a part of an instructional program design. Instructional design refers to the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation (Smith & Ragan, 2005). There are some models exist for use by different levels of instructional designers and for different instructional purposes. In this part, the researcher discusses three of the
instructional designs; ADDIE, Kemp‟s, and Yalden‟s instructional models. Then, after discussing those three instructional design models, in the end of this part the researcher chooses the most effective instructional design which is appropriate for
the researcher‟s designed model. The information will be explained as follow.
a. ADDIE Instructional Design Model
In this research, ADDIE instructional design models are presented by Dick & Carey (1996) developed a stage of development learning known as Instructional Design Model. It has five main stages are commonly referred to ADDIE (Analysis Design Development Implementation Evaluation).
1) Performing a Need Analysis (Analyze)
the subject of the course. Analysis also considers the audience‟s needs, learning
environment, any constrains, the delivery options, existing knowledge, and any other relevant characteristics.
2) Identifying Instructional Goals and Analyzing Tasks, and Writing the Assessment (Design)
This phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning, and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing, and evaluating a set of planned
strategies targeted for attaining the project‟s goals. Specific means each element
of the instructional design plan needs to be executed with attention to details. Detail content and user-interface are determined here.
3) Choosing Teaching Strategies and Instructional Media (Development)
Materials are written and produced according to specifications derived during the design phase. The purpose of this phase is to generate the lesson plans and lesson materials. During this phase the materials and all media that will be used in the materials will be developed. This may include hardware (e.g., simulation equipment) and software (e.g., computer-based instruction).
4) Teaching the Course (Implementation)
to the student group, whether it is classroom-based, lab-based, or computer-based. After delivery, the effectiveness of the training materials is evaluated.
5) Doing Evaluation and Revision (Evaluation)
This phase consist of (1) formative and (2) summative evaluation. Formative evaluation is presented in each stage of the ADDIE process. Summative evaluation consists of tests designed for criterion-related items and providing opportunities for feedback from the users. Revisions are made as necessary. The five steps ADDIE‟s design model proposed can be seen in the following figure:
Figure 2.1: ADDIE Model (Braxton, Bronico, Looms, 2000)
b. Kemp’s Instructional Design Model
The first instructional design presented in this study is Kemp‟s model.
Kemp‟s instructional design model proposes a program development which consists of eight different components of an instructional design that arranged in a
Analysis
Design
Development
Implementation Summative
form of an oval shape. The stages of Kemp‟s instructional material design model can be described in the following figure:
Figure 2.2: Kemp’s Instructional Design Model
The eight steps of Kemp‟s model can be summarized as follow:
Goals, topics, and
general
purposes Learner character -istics
Learning objectives
Subject Content Develop
preassess-ment Teaching
learning activities resources Support
Services
Evaluation
Step 1: Consider goals, list topics, and stating the general purposes for teaching each topic support
In making the design, the researcher should consider what goal to be accomplished in each topic and in general purpose. The first part begins with the recognition of the broad goals of the school system or institution. The goal is
derived from the students‟ needs and the school‟s ability. Topics are the scope of
the general purposes for each topic. After listing the topics, the general purposes for each topic are stated. “General purpose is what students generally are expected
to learn as a result of instruction” (Kemp, 1977: p. 13). Step 2: Identify the characteristics of the learners
Identify the characteristics of learners are needed to design the appropriate instructional material and it can help the teacher to select the appropriate methods and materials for the students. To design the appropriate methods and materials, the researcher should consider some factors in finding out the learners‟ needs and characteristics, such as: the number of students, academic background,
grade-point average, level of intelligence, expectation of the course, and the students‟
motivation in studying the subject. “Learning conditions refer to groups of factors
that can affect a person‟s ability to concentrate, absorb, and retain information”
(Kemp, 1977: p. 19). Much of the information can be obtained from interview, observation, and data analysis.
Step 3: Specify the learning objectives
After identifying the learners‟ characteristics, the next step is specifying
the teachers want to teach can determine whether it has been accomplished. It is the outcome of the topic performed by the students.
“The objective for learning can be group into three major categories; those
are cognitive, psychomotor, and affective. The cognitive domain includes objective concerning knowledge, or information, and thinking; such as naming, recognizing, predicting, and so on. The psychomotor domain treats the skills requiring use and coordination of skeletel muscles, as in the physical activities of performing, manipulating, and constructing. The affective domain includes objectives concerning attitudes, appreciations,
values, and all emotion; like enjoying, conserving, respecting, and so on”
(Kemp, 1977: 24).
Step 4: List the subject content to support each objective
“Subject content is the selection and organizing of the specific knowledge
(fact and information), skills (step-by-step procedures, conditions, and
requirements), and attitudinal factors of any topic” (Kemp, 1977: p. 44). A
student‟s learning experiences must involve subject content and it must closely
relate to the objectives and to the student‟s needs. The content and objective have to support each other. Sometimes, subject content is the traditional starting point for teaching. The textbook, as the primary instructional resource, often determines objectives, content, and teaching sequence.
Step 5: Develop a pre-assessment
The next step is developing a pre-assessment. “The pre-assessment will answer these questions: (1) is the student prepared to study the topic or unit? And (2) is the student already competent in some of the stated objectives?” (Kemp, 1977: p. 50). Developing pre-assessment is needed to determine the students‟
