THE INSTRUCTIONAL DESIGN FOR THE TEACHING ENGLISH AT SMP RIMBA TERUNA RANDUBLATUNG, BLORA:
A NATURALISTIC STUDY
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirement For S2 – Degree in English Department
By: ARI SUCIATI
S200 120 014
POST GRADUATE PROGRAM – ENGLISH DEPARTMENT FACULTY OF TEACHER AND TRAINING
ABSTRACT
Ari Suciati: Instructional Design For The Teaching English At SMP Rimba Teruna Randublatung, Blora: A Naturalistic Study. English Department. Graduate School. Muhammadiyah University of Surakarta. 2013.
A. Introduction
To study English, there are four major skills that should be mastered, they are: listening, speaking, reading, and writing. All of them should be learnt in order to have good English skill, but nowadays, students have lack interest in learning the foreign language especially English due to the conventional way of teaching or called as instructional design. It is considered no longer effective to deliver the material to the students. In daily life, skills are used in integrated ways. When people are speaking each other, they are also listening to each other. Recently, they are also communicating by using e-mail and they combine reading and writing skills to discuss something each other here. So, it is impossible to separate skills and make them stay isolated here.
Based on some cases shown above, it is clear that teaching skills in isolation will not make sense. Even, expert already found an approach related to teaching four skills that are called a whole language. This approach was established in 1980s by US educators. It is considered as approach because it has key principles about language (language as whole) and learning (writing, reading, speaking, and listening should be integrated in learning). Richards and Rodgers (2001: 108) tell that whole language instruction is a theory of language instruction that was developed to help young children learn to read, and has also been extended to middle and secondary levels and to the teaching of ESL.
B. Underlying Theory 1. Instructional Design
Instructional design is defined by Berger and Kam (1996: 28) as ‘the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.”
2. Learning Objective
Learning objectives are brief descriptions of specific things a learner completing the course will know or be able to do. Learning Objectives are statements that describe what a learner will be able to do as a result of learning. They are sometimes called learning outcomes.
Learning Objectives are also statements that describe what a learner will be able to do as a result of teaching. Some definitions stress that a learning objective is a sort of contract that teachers make with learners that describes what they will be able to do after learning that they could not do before, the 'added value' of teaching. According to Pomoni (2010: 5), the learning process encompasses a series of activities that aim to reinforce students’ learning through a range of different types of objectives.
To begin with, it seems of great importance to define the term syllabus in order to have a better understanding of what it actually means and to which aspects and dimensions of ELT it is related. Of course, it should be noted that there are many challenges to proper defining and elaborating on the concept syllabus.
For example, in recent years, the focus of syllabuses has shifted away from structure to situations, functions and notions to topics and tasks. That is why, as Nunan (1988:52) highlights; with the development of the latter obviously "the traditional distinction between syllabus design and methodology has become blurred". Accordingly, though it is a little difficult on initial appearance to describe syllabus, it seems possible to make an attempt to define syllabus at least in an understandable way. 4. Instructional Material
Allwright (1990:58) argues that materials should teach students to learn, that they should be resource books for ideas and activities for instruction/learning, and that they should give teachers rationales for what they do. From Allwright's point of view, textbooks are too inflexible to be used directly as instructional material.
5. Classroom Procedure and Technique a. Classroom Prosedure
Teachers play various roles in a typical classroom, but surely one of the most important is that of classroom manager. In turn, must be reflected in both the textbook content and classroom activities which adopts the cycles of teaching and learning namely spoken cycles and written cycles. Each of these cycles consists four stages i.e.
Building Knowledge of the Field (BkoF), Modelling of Text (MoT), Joint Construction of Text (JcoT), and Independent Construction of Text (IcoT) (Hammond et al. 1992).
b. Classroom Technique
Anthony (1963: 95) defines technique as “implementation which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well.”
eliminating the notion of technique from the pyramid, and adding design and procedure. The following two categories replaced technique at the bottom of their hierarchy. Design: The two thinkers propose that design is “that level in which objectives, syllabus, and content are determined, and in which objectives, the roles of teachers, learners and instructional materials are specified.”
6. Instructional Media
English teaching media are very important to help students acquire new concepts of, the skills and language competences. They are many
kinds of media which can be used by the teachers in the teaching learning process, but the teacher should be selective when choosing. There are a lot of definitions of media. Gagne (1970:15) defines that media are various components in learners’ environment which support the learners learn. Briggs (1970:21) defines media are physical means which are used to send messages to the students and stimulate them to learn.
7. Evaluation
One of the important processes in teaching-learning process is the evaluation. Evaluation is a systematic process of information collecting about number, verbal description, analysis, and information interpretation to give decision for range of products (Mansnur, 2007: 79). There are two kinds of evaluations that usually used in the school, namely formative and summative evaluation.
in the form of multiple choice, do the LKS, practice a dialog in textbook and another task, which make the students as a passive subject. Traditional assessment includes multiple-choice questions and asking students to respond questions with short answers. Many kinds of task are given in order the students can respond the questions with correct answers in the final test.
C. Research Method
This research employs descriptive qualitative research. Descriptive method is a method, which is employed to collect and analyze data, and draw conclusion of the analyzed data. As stated by Creswell (1994:171) “Descriptive method is collecting the qualitative data, analyzing them, and writing result.”
This research also belongs to the qualitative research. As stated by Creswell (1998:15) “Qualitative research is an inquiry process of understanding based on distinct methodological traditions of inquiry that explore a social or human problem. The researcher builds a complex, holistic picture, analyzes words, report detailed views of informants, and conducts the study in a natural setting.”
Naturalistic or constructivist inquiry is a qualitative form of research defined as “the method and techniques of observing, documenting, and interpreting attributes, patterns, characteristics, and meaning of specific contextual or gestaltic features under study” (Leininger, 1985:5).
instructional design in teaching English, problems faced by the English teacher in teaching English. The data were obtained from observations in the classroom, interview with the two English Teachers, questionnaires and interview for the students.
The source of data was English teachers and students. The total sampling of the target students is 40 students taken from all of class. They are separated into 20 female students and 20 male students. The students are about 13 to 14 years old with 4 years length of study English. Most of them start to study English from grade 5th to 6th of elementary school.
Object of study refers to the analysis interpretation and the objective of the research. The objects of the research are displayed as follows: (1) types of instructional design that is implemented by the teachers in Teaching English at SMP RIMBA TERUNA RANDU BLATUNG, (2) the objectives of teaching English by using instructional design at SMP RIMBA TERUNA RANDU BLATUNG, (3) topics and materials implemented by the teachers in Teaching English at SMP RIMBA TERUNA RANDUBLATUNG, (4) the technique of the teachers to implement instructional design of multimedia in Teaching English at SMP RIMBA TERUNA RANDUBLATUNG. (5) The evaluation technique of the teachers in Teaching English at SMP RIMBA TERUNA RANDUBLATUNG. (6) The student’s opinions toward the teaching learning process by the male or female teacher to conduct the teaching and learning activity.
Techniques in collecting the data are qualitative method. In qualitative method, the writer used observational and non-observational techniques. Observational techniques consist of observation while non-observational techniques consist of interviews and document analysis. The results of the observation and interview are in the form of field notes. The result of qualitative data is analyzed in three stages namely the data reduction, data presentation/data display, and conclusion drawing.
conducting the research. This research is limited on the instructional design used as teaching English procedure at SMP RIMBA TERUNA RANDUBLATUNG BLORA and the data analysis is taken from the students all of grades.
D. Research Findings and Discussion
It explores findings and discussion from the result of research field at SMP Rimba Teruna Randu Blatung, Blora of all grades. They are grade VII, VII, and IX. Each finding has some cases to be discussed. After they have examined, all of components will get back together in a schematic manner in the discussion.
1. Findings
The researcher presented the data analysis comprises of: (1). Syllabus in instructional design of English, (2). Learning Objectives applies in English instructional design, (3). Classroom Procedures and Techniques, (4). Instructional material, (5). Instructional material, (6). Evaliuation, (7). Student’s opinion.
a. Syllabus
One of crucial things in instructional design in the school is syllabus. Syllabus is a teaching – learning plan in certain group or subject involving some teaching – learning components that will be conducted in the classroom. The research finding delivers some aspects of syllabus are namely: a) Principle of syllabus, b) Kinds of syllabus, and c) Application of syllabus.
The principal highlighting of syllabus is upon communicative purpose and conceptual meaning of language in novice, elementary and intermediate level. The notional syllabus is its attention to function as the organizing elements of a foreign language curriculum. Grammar is attended only in that it explains the various forms used to accomplish certain function. In other words, the content of language teaching is number of function that are performed on using language or the notion which language is utilized to express. Function can be exemplified by instances such as greeting and leave taking, introducing, thanking, apologizing, permission, regret and apologize expression, sympathy expression, offering thing and service expression, feeling and hobby expression and preference expression.
b. Learning Objective
The learning objectives of teaching-learning process in SMP Rimba Teruna Randu Blatung is categorized into two namely, general objectives and specific objectives. It refers to Kurikulum Tingkat Satuan Pendidikan (KTSP). In the teaching learning process in SMP Rimba Teruna Randu Blatung, it has some general objectives of study in the teaching of English, as follows:
1) Knowledge, basic competence of English to encourage the achievement of English skill program competence.
2) Apply the skill and mastery of English language skills to communicate both spoken and written.
At the end of the course, students are expected to be able to: 1) Answering the question of explicit meaning based on the short
dialogue.
2) Answering the question of implicit meaning based on the short dialogue.
4) Answer the question from oral text of interactive.non interactive communication, informal, formal situation based on material.
5) Discussing grammar, vocabulary, noun phrase.
6) Answer the question about the oral text characteristics.
7) Reading short written text of songs and poems. short essay of descriptive and procedure.
8) Discuss vocabulary, grammar, noun, adjective, adverb, verb noun phrase.
9) Answer the question based on the text.
10)Discuss the characteristics of descriptive and procedure. 11)Identifying rhetorical steps of descriptive and procedure.
Besides the general objectives, there are also specific objectives in the teaching learning activity. Specific objectives explained in chapter 2, it is usually stated in the lesson plan as the specific preparation in instructional or teaching activities. It enables the certain objective in each unit of material.
c. Classroom Procedures and Techniques
SMP Rimba Teruna Randublatung, Blora, the teachers used two procedures in English. The first procedure is BKOF, MOT, JCOT, and ICOT. The second procedure is BKOF, MOT, and ICOT, without JCOT.
Both English teachers in SMP Rimba Teruna Randublatung, Blora make lesson plan before having class. Usually they just write the outline containing what they are going to do in giving materials. They arrange a lesson plan referring to the lesson book and the curriculum and extracurricular activity. The First Procedure: BKOF-MOT-JCOT-ICOT, The Second Procedure (BKOF-MOT-ICOT).
Randu Blatung, Blora are using several techniques; reading aloud, group discussion, dialogue performance, question and answer, explicative reading. All of those techniques were perceive fit in variety of teaching materials according to subjects’ teacher of English.
d. Instructional Material
A teaching learning process cannot be well arranged if there is no material. Material must be delivered based on syllabus. The writer categorizes the instructional material used at SMP Rimba Teruna Randu Blatung, Blora into four categories: (1) printed material, (2) audio material, (3) visual material and (4) Material from internet.
The material are used for each classes, and each classes apply the same handbook. For class VII, the material taken from such the handbook “Let’s Talk”, published by Pakar Raya written by Bambang Riyanto some additional material from the internet such as narrative text of cinderella; “When English Rings The Bell” published by Kurikulum2013 written by Emi Emilia, Didi Suherdi, dan R. Safrina with material month and day; and procedure text of how to make a glass of ice tea; for class VIII, besides the handbook of “Lets Talk” by Pakar Raya publisher written by Bambang Riyanto , the teacher gives some additional material of video taken from the internet such as the story of mother for descrtiptive text; for class IX, the teacher used handbook of “Lets Talk by Pakar Raya written by Bambang Riyanto and additional CD interactive “Smart Edu” by MGMP Bahasa Inggris Kab. Blora.
e. Media Used by the English teacher
way of clarifying the message by making explicit certain concepts of the lesson. By using this media, the teachers of SMP Rimba Teruna Randublatung, Blora tried to deliver the material effectively and easy to understand by the students. In teaching and learning process, the two teachers has used some media or tools to help the teaching and learning process easier.
Media which are used by the English teacher at SMP Rimba Teruna Randublatung, Blora are as follows; (1) text book and whiteboard, (2) LCD, (3) internet and (4) picture.
f. Assessment Model
Assessment is an important aspect of teaching and learning activity. It is a way to measure the student’s competence. In this research, the teacher uses many assessment models namely: 1) multiple choice forms, 2) essays, 3) matching, 4) oral performance (presentation), 5) composing group, 6) Formative assessment, and 6) summative assessment. Both female and male teacher applied those kinds of evaluation model to monitor the students’ achievement.
g. Student’s Opinion
In the case, this study explores the students’ opinion about the teachers’ instructional media, method of teaching, assessment used by the English teacher. They also state opinion about the teacher way of giving them motivation and for the better of the teacher teaching. They are outline based on the result of interview. In this interview, the students at junior school asking about way of the teacher teach in the classroom.
2. Discussion
The discussion is started with the learning objective applied in teaching of English at SMP RimbaTerunaRandublatung, Blora. Learning Objectives are statements that describe what a learner will be able to do as a result of learning’s.Based on the data observation, interview, and documentation of the research, the learning objective of teaching-learning process in SMP RimbaTerunaRandublatung is categorized into two namely, general objectives and specific objectives. It refers to Kurikulum Tingkat SatuanPendidikan (KTSP).
According to According to Pomoni (2010: 5), the learning process encompasses a series of activities that aim to reinforce students’ learning through a range of different types of objectives. Quality language objectives complement the content knowledge and skills identified in content area standards and address the aspects of academic language that will be developed or reinforced during the teaching of grade-level content concepts (Echevarria& Short, 2010:12). In researcher opinion, the learning objectives in teaching English at SMP RimbaTerunaRandublatung are correspond to Pomoni and Echevarria& Short’ theory.
Analytic Syllabuses, Procedural Syllabus, Task – based Syllabus, and Content Syllabuses. Based on the observation done by the researcher, the syllabus applied in the teaching and learning process is Functional/Notional Syllabus, so the syllabus researcher finding is one of kind’s syllabus by Nunan’s theory.
Third, the researcher wants to discuss about classroom procedure and technique applied in teaching English. The key of successful teaching learning activities is on the classroom procedure.The teachers told that genre is kinds of text delivered to the students and every teaching in the classroom, they always apply the four stages; they are BKOF, MOT, JCOT, and ICOT, but sometimes they skip the JCOT step.Compared to the previous finding, there is a difference especially from Bageridoust’s work (2011). From the finding of Bageridoust’s work, he use free writing and controlled writing as his classroom procedure. In the researcher’s opinion, the teaching classroom procedure applied in the teaching English at SMP RimbaTerunaRandublatung has corresponded to (Hammond:1992), in turn, must be reflected in both the textbook content and classroom activities which adopts the cycles of teaching and learning namely spoken cycles and written cycles. Each of these cycles consist four stages: Building Knowledge of the Field (BkoF), Modelling of Text (MoT), Joint Construction of Text (JcoT), and Independent Construction of Text (IcoT).
techniques applied in the English teaching and learning process of SMP RimbaTerunaRandublatungBlora has comparable with Anthony (1963: 95) who defines technique as “implementation which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well.” The techniques and classroom procedures apply is coherent and accomplished the immediate objective.
Fourth, based on the research finding of material used by the teachers at SMP RimbaTerunaRanduBlatung, Blora are classified into four categories: (1) printed material, (2) audio material, (3) visual material and (4) Material from internet. The material are used for each classes, and each classes apply the same handbook. This is similarities from the finding of the previous research which was conducted by Suhartini Rica (2013) and SholihahUmu (2011). Language instruction has five important components--students, a teacher, materials, teaching methods, and evaluation. Allwright (1990:58) argues that materials should teach students to learn, that they should be resource books for ideas and activities for instruction/learning, and that they should give teachers rationales for what they do. From Allwright's point of view, textbooks are too inflexible to be used directly as instructional material. From the observation, the researcher finds that the instructional materials which are used at SMP RimbaTerunaRandublatungBloraare one of kind’sAllwright’stheories.
internet and picture. Meanwhile, the previous findingof instructional media based on Suhartini Rica (2013), are Wall chart, pictures of paper, a tape recorder, computer, television, and VCD player. By the students of SMP RimbaTerunaRandublatung said that the teacher use language laboratory, LCD, picture, PPT, internet, and song. All of students liker use picture and many games when learning, because fun and the material easy to understand and more variation. This shows that the instructional media in the previous study has less variety than the current study.
According to the theory of Richard (1992: 34), in general term, media means for television, radio and newspapers considered as a whole and as ways of entertaining of spreading news or information to a large number of people. In a language teaching, teaching media which involves the use of different kinds of media such as visual media and printed media. From the observation, the researcher finds that the instructional materials which are used at SMP RimbaTerunaRandublatungBlora are correspond to Richard’s theory. The English teacher also makes the text book and whiteboard, LCD, internet and picture when teaching learning process.The teacher can make Slides in the form of Power Point and add some video to make the teaching learning more interesting.
agree with the way of their teachers assessing their work. The teachers give different task done at school and homework. The male and female teachers are good but the female teacher has more homework than male teacher and female teacher is more creative. The According to Richard (1997: 17) evaluation or assessment is concerned with gathering data on the dynamics, effectiveness, acceptability and efficiency of a program to facilitate decision making. Evaluation or assesment is a device to make score of students’ competence.In the researcher’s opinion the assessment model at SMP RimbaTerunaRandublatungBlora are correspond toMansnur’s theory.The researcher found the assessment model used by the English teacher at SMP RimbaTerunaRandublatung, first ismultiple choice forms. Second is essay. Third is matching. Fourth is oral performance (presentation). Fifth is composing group. Sixth is formative assessment that is daily test. Seventh issummative assessment that are daily assessment and the last is formative assessment, that are UTS, UAS, UKK, Try Out, and UN.
Seventh, the researcher will discuss about students opinion. This study explores the students’ opinion about the teachers’ instructional media, method of teaching, and assessment used by the English teacher.First, The instructional media have emerged in a variety of resources, and equipment, which can be used to supplement or complement the teachers’ efforts in ensuring effective learning by students.
by all of students, they like studying English with the picture, because interested in learning process in teaching English by used of identifying picture.
E. Conclusion
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