ENGLISH SPEAKING INSTRUCTIONAL MATERIALS BASED ON ECLECTIC APPROACH FOR THE SEVENTH GRADE HEARING
IMPAIRED STUDENTS OF SLB WIYATA DHARMA I
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Anna Keke Widitesnowati Student Number: 071214006
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
ENGLISH SPEAKING INSTRUCTIONAL MATERIALS BASED ON ECLECTIC APPROACH FOR THE SEVENTH GRADE HEARING
IMPAIRED STUDENTS OF SLB WIYATA DHARMA I
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Anna Keke Widitesnowati Student Number: 071214006
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, January 25, 2012
The Writer
v
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Anna Keke Widitesnowati
Nomor Mahasiswa : 071214006
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
ENGLISH SPEAKING INSTRUCTIONAL MATERIALS BASED ON ECLECTIC APPROACH FOR THE SEVENTH GRADE HEARING
IMPAIRED STUDENTS OF SLB WIYATA DHARMA I
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, menditribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 25 Januari 2012
Yang menyatakan
vi ABSTRACT
Widitesnowati, Anna Keke. 2012. English Speaking Instructional Materials Based on Eclectic Approach for the Seventh Grade Hearing Impaired Students of SLB Wiyata Dharma I. Yogyakarta: Sanata Dharma University.
Nowadays, the position of English as an international language is getting more important. Therefore, in Indonesia, English is included into one of the compulsory subjects taught from junior high school level. As a school subject, English is also taught to students with special needs including hearing impaired students. Although there is an adaptation in teaching English to hearing impaired students in School-Based Curriculum, there is no English textbook which facilitates such students in reality. Meanwhile, in School-Based Curriculum SMPLB-B students are expected to achieve performative level. In this level, the students are supposed to communicate to be able to read, write, and speak using the symbols used in daily life. Of all skills, it is clearly seen that speaking skill is the skill which is mostly needed to develop in SLB Wiyata Dharma I since this skill takes the biggest portion in daily communication. Moreover, the used English textbook, “Let‟s Go with English”, only gives many expressions to learn but few activities to practice the expressions in order to develop speaking ability. In addition, the existence of pictures in the textbook is even not optimally utilized. Because of these reasons, this research is conducted in order to design and to validate the design of English speaking instructional materials based on eclectic approach for the seventh grade hearing impaired students of SLB Wiyata Dharma I.
In this research, the first five steps of R & D cycle were used as the research method. Meanwhile, in designing English speaking instructional materials for the seventh grade hearing impaired students of SLB Wiyata Dharma I, the research used the first nine steps of Dick and Carey Systems Approach Model. The data needed for the research were only obtained in the steps of research and information gathering and product verification. In research and information gathering, the analysis of the data was done through current curriculum review, observation, and interview. Meanwhile, in product verification, the analysis of the data was done through questionnaire.
From this research, the strengths and weaknesses of the English speaking instructional materials based on eclectic approach for the seventh grade hearing impaired students of SLB Wiyata Dharma I were found. Further research on this topic is recommended to be conducted so that more communicative English speaking instructional materials can be designed.
Keywords: speaking, instructional materials, eclectic approach, the seventh grade hearing impaired students, SLB Wiyata Dharma I
vii ABSTRAK
Widitesnowati, Anna Keke. 2012. English Speaking Instructional Materials Based on Eclectic Approach for the Seventh Grade Hearing Impaired Students of SLB Wiyata Dharma I. Yogyakarta: Sanata Dharma University.
Saat ini Bahasa Inggris sebagai bahasa internasional memiliki kedudukan yang semakin penting. Oleh karena itu, di Indonesia Bahasa Inggris dijadikan salah satu mata pelajaran yang wajib diajarkan mulai dari tingkat SMP. Sebagai mata pelajaran sekolah, Bahasa Inggris juga diajarkan kepada para siswa berkebutuhan khusus termasuk para siswa tuna rungu. Meskipun dalam KTSP terdapat penyesuaian pengajaran Bahasa Inggris terhadap siswa tuna rungu, pada kenyataannya, tidak ada satupun buku Bahasa Inggris yang memfasilitasi siswa tersebut. Sementara itu, dalam KTSP, siswa SMPLB-B diharapkan mencapai tingkat performative. Pada tingkat ini, siswa berkomunikasi untuk membaca, menulis, dan berbicara dengan simbol-simbol yang digunakan dalam kehidupan sehari-hari. Dari semua keterampilan, terlihat jelas bahwa keterampilan berbicara merupakan keterampilan yang paling perlu dikembangkan di SLB Wiyata Dharma I karena keterampilan inilah yang mendominasi komunikasi sehari-hari. “Let‟s Go with English 4” yang digunakan sebagai buku referensi Bahasa Inggris bahkan hanya memberikan banyak ungkapan untuk dipelajari tetapi sedikit kegiatan untuk melatih ucapan demi mengembangkan kemampuan berbicara. Terlebih lagi, gambar-gambar di dalam buku juga belum digunakan secara optimal.
Dengan alasan-alasan tersebut, penelitian ini dilaksanakan dengan tujuan untuk membuat dan memvalidasi desain materi instruksional speaking Bahasa Inggris berdasarkan pendekatan eklektik untuk para siswa tuna rungu kelas VII SLB Wiyata Dharma I.
Dalam penelitian ini, lima langkah pertama dari siklus penelitian dan pengembangan digunakan sebagai metode penelitian. Sementara itu, dalam membuat desain materi instruksional speaking Bahasa Inggris untuk para siswa tuna rungu kelas VII SLB Wiyata Dharma I, penelitian ini menggunakan sembilan langkah pertama dari model pendekatan sistem Dick and Carey. Data yang dibutuhkan dalam penelitian ini hanya dikumpulkan pada tahap penelitian dan pengumpulan informasi dan verifikasi produk. Dalam penelitian dan pengumpulan informasi, analisis data dilakukan melalui kajian kurikulum terkini, observasi, dan wawancara. Sementara itu, dalam verifikasi produk, analisis data dilakukan melalui kuesioner.
Penelitian ini menemukan kelebihan dan kekurangan dari desain materi instruksional speaking Bahasa Inggris berdasarkan pendekatan eklektik untuk para siswa tuna rungu kelas VII SLB Wiyata Dharma I. Penelitian lebih lanjut mengenai topik ini disarankan untuk dilaksanakan supaya materi instruksional speaking Bahasa Inggris yang lebih komunikatif dapat dibuat.
viii
ACKNOWLEDGMENTS
There are so many people who have contributed to my undergraduate
thesis accomplishment. I would like to thank all of them for everything which
they have given to me, so that I could finish my study.
First of all, I would like to thank my thesis counsellor, Gregorius Punto
Aji, S.Pd., M.Hum. I would like to give my gratitude to him for his guidance
during my thesis accomplishment. His patience, support, and advice are very
precious for me.
I would have never done anything without the understanding of all
lecturers and staff of the English Education Study Program. I would like to thank
them for their help, their kindness, and the days which they have spent during my
study for the last five years.
My gratitude also goes to my beloved family. Without my parents‟ encouragement and support, I could not have achieved this success. My lovely
sister‟s never-ending attention, advice, and prayer are also the ones which gain me spirit to start and complete my thesis.
I would also give my great thanks to the English teacher and the seventh
grade hearing impaired students of SLB Wiyata Dharma I. I would like to thank
them for being so helpful, nice, and open to me. I will never forget the moments
which I have spent with them.
ix
accomplishment. They have given me great enlightenment when I am stuck and
bored of my days. They have helped me keep the balance of my brain as well.
Their existence really means so much to me. Without their support, I could not
have reached this achievement for sure.
Yogyakarta, January 25, 2012
x
TABLE OF CONTENTS
Page
TITLE PAGE ………. i
APPROVAL PAGE ……….. ii
STATEMENT OF WORK‟S ORIGINALITY ………. iv
PERNYATAAN PERSETUJUAN PUBLIKASI ... v
ABSTRACT ………... vi
ABSTRAK ………... vii
ACKNOWLEDGEMENTS ………... viii
TABLE OF CONTENTS ……….……….. x
LIST OF TABLES ………. xii
LIST OF FIGURES ………... xiii
LIST OF APPENDICES ……… xiv
CHAPTER I. INTRODUCTION A. Research Background ………... 1
B. Research Problem ...……… 5
C. Problem Limitation ………... 5
D. Research Objective ………... 6
E. Research Benefits ………. 6
F. Definition of Terms ……….. 8
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ………. 11
1. Research and Development (R & D) Cycle …… 11
2. Dick and Carey Systems Approach Model ……. 15
3. School-Based Curriculum ………... 18
4. Instructional Materials ... 20
5. Communicative Syllabus ……… 23
6. Eclectic Approach ………... 26
xi
B. Theoretical Framework ………. 35
CHAPTER III. RESEARCH METHODOLOGY A. Research Method ……….. 39
1. Research and Information Gathering ………….. 41
2. Planning ……….. 42
3. Preliminary Product Development ……….. 42
4. Product Verification and Product Revision ... 43
B. Research Setting ... 44
C. Research Participants ……… 44
D. Instruments and Data Gathering Technique ………. 46
E. Data Analysis Technique ……….. 47
F. Research Procedure ………... 48
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Goals ... 50
B. Instructions ... 51
C. Learners‟ Needs and Characteristics and Learning Context …... 53
D. Objectives ………. 72
E. Assessment Instruments ... 73
F. Instructional Strategy ……….... 75
G. Instructional Materials ……….. 78
H. Instructional Materials Feedback and Revision …… 78
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ……….. 87
B. Suggestions ……….. 88
xii
LIST OF TABLES
Table Page
4.1. The Competence Standard and the Basic Competence of Speaking
Skill for the Seventh Grade Hearing Impaired Students ... 51 4.2. The Instructions of the English Speaking Instructional Materials
Based on Eclectic Approach for the Seventh Grade Hearing
Impaired Students ... 52 4.3. The Needs of the Seventh Grade Hearing Impaired Students of SLB
Wiyata Dharma I ... 58 4.4. The Characteristics of the Seventh Grade Hearing Impaired Students
of SLB Wiyata Dharma I ... 65 4.5. The Learning Context of the Seventh Grade Hearing Impaired
Students of SLB Wiyata Dharma I ... 71 4.6. The Objectives of the English Speaking Instructional Materials
Based on Eclectic Approach for the Seventh Grade Hearing Impaired Students ... 73 4.7. The Formative Assessment of the English Speaking Instructional
Materials Based on Eclectic Approach for the Seventh Grade Hearing Impaired Students ... 74 4.8. The Instructional Strategy of the English Speaking Instructional
Materials Based on Eclectic Approach for the Seventh Grade Hearing Impaired Students ... 76 4.9. The Learning Material of the English Speaking Instructional Materials
xiii
LIST OF FIGURES
Figure Page
2.1. Research and Development (R & D) Cycle ………... 12 2.2. Dick and Carey Systems Approach Model ……… 15
2.3. Research Framework ……….. 38
xiv
LIST OF APPENDICES
Appendix Page
1. Research Permission Letter ………...……….. 91
2. Data Needed ... 92 3. Sets of Field Notes ………... 94 4. The Questions and the Results of Interview with the English Teacher
and the Seventh Grade Hearing Impaired Students of SLB Wiyata
Dharma I .……….. 119
5. Syllabus and Lesson Plans of the English Speaking Instructional Materials Based on Eclectic Approach for the Seventh Grade
Hearing Impaired Students of SLB Wiyata Dharma I ………. 140 6. The English Speaking Instructional Materials Based on Eclectic
Approach for the Seventh Grade Hearing Impaired Students of SLB
Wiyata Dharma I ……….. 154 7. The Items and the Raw Data of the Questionnaire Given to the
1 CHAPTER I INTRODUCTION
This chapter discusses the background why the thesis is worthy to be
conducted. This introductory chapter contains six major sections, namely research
background, research problem, problem limitation, research objective, research
benefits, and definition of terms.
A. Research Background
In such globalization era as nowadays, the position of English as an
international language is getting more important. Considering the importance of English in today‟s world, in Indonesia itself, English is included into one of the
compulsory subjects taught from junior high school level up to university level. It
even becomes a subject which is tested in National Examination for both junior
and senior high school students. Furthermore, in elementary school level, English
has been taught as one of its local content subjects. As a subject taught in schools,
English is taught not only for normal students but also for students with special
needs. Related to the English teaching for students with special needs, this
research will mainly discuss the English teaching for hearing impaired students. It should become a relief that due to the students‟ specialty of having
hearing impairment, there is an adaptation in teaching English for such students in
School-Based Curriculum, the current curriculum applied in Indonesia. However,
existence of the supporting materials. Therefore, in the teaching learning process,
teachers often face difficulties like what the English teacher in SLB Wiyata
Dharma I experiences. The teacher actually has the knowledge on how to teach
the students with hearing impairment, but she has no permanent textbooks to help
herself deliver the materials which the students should master according to their
education level. The teacher even does not know that there are competence
standards and basic competences for hearing impaired students in School-Based
Curriculum. This condition is getting worse when the teacher is burdened with
four basic skills to teach to their students. Moreover, the fact that the English
teacher in SLB Wiyata Dharma I is not an English Education graduate makes the
condition become more problematic.
Because of those problems, this section has several reasons why the
research is conducted. The reasons are related to the unavailability of the English
textbooks for hearing impaired students, the immediate need of developing
speaking skill for the seventh grade hearing impaired students of SLB Wiyata
Dharma I, and the limited activities to develop speaking ability in the used
English textbook. All of the reasons can be explained as follows.
As mentioned previously, the first reason of conducting the research is
dealing with the unavailability of the English textbooks for hearing impaired
students. In reality, there is no English textbook which facilitates students with
hearing impairment in Indonesia. Due to this fact, the English teacher of SLB
Wiyata Dharma I has an initiative to use the existing English textbooks for normal
3
teacher uses “Let‟s Go with English 4”, an English textbook for fourth grade
normal students. The teacher is the only one who has the textbook while the
students have no textbook with them at all. Even though the learned materials
have been taken from an English textbook for fourth grade normal students, they
are still hard to be comprehended by the seventh grade hearing impaired students.
As a result, the final achievement of these students is not optimal yet. This fact is
contrast to the statement conveyed by Hallahan and Kauffman (2006) mentioning
that education for exceptional learners, including hearing impaired students in this
case, is required for realizing their full human potential.
Next, referring to the topic of the thesis, the focus of this research is the
seventh grade hearing impaired students of SLB Wiyata Dharma I. It has been
known that these students are unable to hear as well as the normal students are
able to do. Meanwhile, as mentioned in the competence standard and the basic
competence of School-Based Curriculum, SMPLB-B students who have hearing
impairment are expected to achieve performative level (Badan Standar Nasional
Pendidikan, 2006, p. 310). BSNP (2006) states that the students are supposed to
communicate to be able to read, write, and speak using the symbols used in daily
life in this level with the expectation that they will be more ready when they are
prepared to achieve the next level in the future, which is to use the skills
developed to fulfil their daily needs. Of all skills learned by the students, it is
clearly seen that in SLB Wiyata Dharma I speaking skill is mostly needed to
develop since this skill takes the biggest portion in daily communication. In
in producing English spoken utterances. Due to this immediate need, speaking
becomes the main skill to be developed in this research.
Moreover, it is also found that the used English textbook, “Let‟s Go with English 4”, provides activities to develop four basic skills. To develop speaking
ability itself, which becomes the main aim of the English speaking instructional
materials development in this research, the textbook only gives many expressions
to learn but few activities to practice the expressions. In addition, the existence of
pictures in the textbook is even not optimally utilized whereas in fact, those
pictures can help the students have real description in mind about things which are
difficult to explain to them knowing the fact that they are unable to hear well.
To overcome the mentioned problems, therefore, this research offers a
solution which is a design of English speaking instructional materials. Besides
helping the English teacher and the seventh grade hearing impaired students of
SLB Wiyata Dharma I have an English textbook, the developed English speaking
instructional materials in this research also propose more activities under eclectic
approach which assist the hearing impaired students in attaining performative skill
without putting the main language teaching method for hearing impaired students
aside. Eclectic approach lets the materials designer choose appropriate methods
and approaches to be applied in the English speaking teaching and learning
process. To show the students‟ speaking performance, the instructional materials use methods and approaches which are adjusted to the results of the seventh grade hearing impaired students‟ needs analysis. To help the students communicate in
5
themselves with the expressions to be learned in the first part and to deepen the students‟ comprehension in the meaning of the learned expressions in the second
part. Finally, in the third part, the students are completed with exercises which let
them use the learned expressions and vocabulary in context. The English speaking
instructional materials will also shows more optimal use of pictures which can
help the hearing impaired students improve their English speaking ability through
visual learning instead of auditory learning.
B. Research Problem
The problem of this research can be formulated as follows. “What is the design of English speaking instructional materials based on eclectic approach for seventh grade hearing impaired students of SLB Wiyata Dharma I?”
C. Problem Limitation
This research is limited in the area of English Language Teaching. It
focuses on Materials Development. Materials developed in this research are
English speaking instructional materials which are designed based on eclectic
approach. These materials are specifically made for hearing impaired students
who study in the seventh grade of SLB Wiyata Dharma I. This research will not
discuss further about the implementation of the materials. Even though it is not
implemented to the seventh grade students of SLB Wiyata Dharma I, the materials
D. Research Objective
This research is conducted in order to design and to validate the design
of English speaking instructional materials based on eclectic approach for the
seventh grade hearing impaired students of SLB Wiyata Dharma I. The validation
is done through product verification by the English teacher of the seventh grade
hearing impaired students of SLB Wiyata Dharma I as the practitioner and by the
English lecturers of Sanata Dharma University as the material development
experts.
E. Research Benefits
Related to the significance, this research is expected to give some
benefits to the development of English speaking instructional materials for the
seventh grade hearing impaired students of SLB Wiyata Dharma I in particular.
Besides, many people can draw the significances of this research. They can be
identified as follows.
1. For Researcher
The researcher has a lot benefits from the research working in the area of
instructional development. One of the benefits is that the researcher is able to
conduct a research on developing English speaking instructional materials for the
seventh grade hearing impaired students of SLB Wiyata Dharma I based on
7
research. Furthermore, from this research, the researcher is able to recognize the
strengths and weaknesses of the developed materials.
2. For English Teachers
Considering that developing materials are not easy at all, this research
will valuably contribute English teachers to creating English speaking
instructional materials and conducting English teaching and learning process. Furthermore, since this research is conducted through analyzing the learners‟
needs, it will encourage the English teachers to always explore the alternative
techniques used in teaching English.
3. For English Hearing Impaired Students
Hearing impaired students will have a lot of benefits from English
speaking instructional materials developed in this research. The materials will
enhance learning motivation of the students with hearing impairment since they
provide the students exercises which encourage their participation. Moreover, the
students will also improve their enthusiasm in learning English since the materials
are completed with interesting topics which enable them to have varied
experiences significant for their further learning and for their daily life.
4. For Further Researches
The result of this research can be the starting point to conduct
needed to be carried out because education will always improve along with the development of technology and information. As technology improves, public‟s
point of view of better education will also exactly change in any education levels.
Therefore, this research can be the base to make more proper English speaking
instructional materials for hearing impaired students in particular.
F. Definition of Terms
This section is aimed to give clear definition of terms used in developing
the materials to make them easier to understand and to avoid misinterpretation.
The following are the terms which will be used frequently.
1. Speaking
The term “speaking” refers to one of four language skills which become
the scope of English taught in any education levels in Indonesia (Departemen
Pendidikan Nasional, 2003, p. 7). In every language skill, a list of subskills is drawn up to specify the various language elements that become the students‟
focus in their current level. In this research, speaking subskills to be developed in
English speaking instructional materials for the seventh grade hearing impaired
students of Special Junior High School B are limited in the ability to express
9
2. Instructional Materials
The term “instructional materials” refers to materials used to aid in the
learning of subject matter for a class (Bullough, 1988). In this research, the
instructional materials are the result of Dick and Carey Systems Approach Model whose constituents are goals, instructions, learners‟ needs and characteristics and
learning context, objectives, assessment instruments, instructional strategy,
instructional materials, and instructional materials feedback and revision. The
materials are designed for one semester, which is the first semester of the seventh
grade. They are aimed to develop hearing impaired students‟ speaking ability in English. For this purpose, the instructional materials are arranged in the form of
textbook which consists of four units. Each of the units is provided with texts,
exercises, and assessments which are adjusted with the demand of the current
curriculum. Samples of the instructional materials will be presented in
Appendices.
3. Eclectic Approach
In this research, the term “eclectic approach” refers to a teacher‟s use of
techniques and activities from a range of language teaching approaches and
methods (Mullis and Mullis, 1981). From this reference, it can be concluded that
in eclectic approach, the one who decides what methodology or approach to use in the classroom is the teacher. However, the teacher‟s decision on the use of
in the group. A more elaborated discussion on eclectic approach will be presented
in Review of Related Literature.
4. The Seventh Grade Hearing Impaired Students
The term “hearing impaired students” in this research refers to students
who have hearing difficulty. Bowd (1986) defines that such students are
handicapped whose speech development is different from normal children since
they cannot properly hear themselves vocalize so that they receive poor feedback.
Therefore, they are classified into students with special needs. As the subject of
this research, hearing impaired students chosen are those who study in grade VII.
Grade VII itself refers to the first education level of junior high school.
5. SLB Wiyata Dharma I
In this research, the term “SLB” which stands for Sekolah Luar Biasa
refers to any schools in Indonesia which are intended to students with special
needs, such as those who have handicap, disability, or impairment. Moreover,
SLB still has its own classifications. SLB Wiyata Dharma I, which becomes the
target of this research, belongs to SLB-B which is particularly intended to hearing
impaired students. It is located in Jalan Magelang Km. 17 Margorejo Tempel
Sleman 55552. This school educates its students starting from kindergarten level
11 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter divides the discussion into two main points, namely
theoretical description and theoretical framework. In theoretical description, there
are six theories elaborated. They are Research and Development (R & D) cycle,
Dick and Carey Systems Approach Model, School-Based Curriculum,
communicative syllabus, eclectic approach, and hearing impaired students. In the
theoretical framework, the relationship among these six theories is discussed.
A. Theoretical Description
1. Research and Development (R & D) Cycle
Research and Development (R & D) cycle was originally proposed by
Walter R. Borg and Meredith D. Gall. Adopting Borg and Gall R & D cycle, the
staff of the Teacher Education Program at the Far West Laboratory for
Educational Research and Development developed the specific R & D cycle,
whose steps are used in this research to develop English speaking instructional
materials, in purpose of developing their products called minicourses (Borg and
Gall, 1983).
Basically, R & D cycle is a process used to develop and validate
educational products effective for use in schools. The products include
teacher-training materials, learning materials, sets of behavioural objectives, media
effective educational products, R & D cycle is aimed to discover new knowledge
or to answer specific questions about practical problems in schools (Borg and
Gall, 1983). There are ten major steps used in R & D cycle as shown in Figure
2.1. If this sequence of steps is followed properly, it will result into an educational
product according to research on practical problems, which is ready to be used in
the schools.
Figure 2.1. Research and Development (R & D) Cycle
The following is the elaboration of the ten steps of R & D cycle which
are shown in Figure 2.1.
a. Research and information collecting
In this first step, all reviews of literature, classroom observations, and
preparation of report are collected. The purpose is to determine the state of
Planning Develop primary form of product Preliminary field testing
13
b. Planning
Before developing the product, planning is truly needed. The most
important thing in planning is the statements of specific objectives to be
achieved by the product. Objectives become the best basis in developing the
product in order to give suitable guidance of the design development.
c. Develop preliminary form of product
This step shows how the preliminary product is developed by
conducting the plans discussed previously. It includes preparation of
instructional materials, handbooks needed, and evaluation devices.
d. Preliminary field testing
After the preliminary product has finished, it is tested to obtain
qualified evaluation of the product. The techniques used in this step can be
interview, observation, or questionnaire.
e. Main product revision
The data of the techniques used to test the product are then collected
and analyzed. They result feedback of the research participants. The feedback
is then used to revise the product.
f. Main field testing
The revised product is tested again to determine the success of the
product in meeting its objectives. Besides, the test will result other information
g. Operational product revision
When the findings of main field testing find any weaknesses in the
product, the first revision of the product is considered failed in meeting its
objectives. The next step is to revise the revised product again.
h. Operational field testing
Testing and revision will continue until the product meets its
objectives. Therefore, the second revision of the product is then tested to
determine whether the product is already complete. Similar to the first testing,
the data gained are also analyzed. Usually, new information which is obtained
from this step is not as much as the previous one.
i. Final product revision
When the data has been analyzed and the product is considered
complete, the final product is then carried out. The final result of the revision
can be used in teaching learning process.
j. Dissemination and implementation
If the final version of the product is intended to be used in teaching
learning process, dissemination and implementation are needed. The
dissemination and implementation can be conducted in various ways. Those
ways can be in the form of report on the product at professional meetings and
journals, cooperation with publisher, and monitor distribution to provide
15
2. Dick and Carey Systems Approach Model
Dick and Carey Systems Approach Model is one of instructional design
models used for designing instructional materials. Typically, this instructional
design model describes the procedures and techniques employed by the
instructional designer to design, develop, evaluate, and revise instructional
materials (Dick and Carey, 1996). Figure 2.2 describes the sequential steps of this
instructional design model.
Figure 2.2. Dick and Carey Systems Approach Model
The ten steps of Dick and Carey Systems Approach Model shown in
Figure 2.2 can be elaborated as follows.
a. Identify instructional goal(s)
This step is aimed to determine what the learners should be able to do
when they have completed the instruction. The instructional goals can be
b. Conduct instructional analysis
After the instructional goals are identified, steps describing what
learners do in order to perform the goals are determined. The final step in the
instructional analysis process is to determine entry behaviours, which are
skills, knowledge, and attitude required of learners to be capable in beginning
the instruction.
c. Analyze learners and contexts
Besides analyzing the instructional goals, there is also an analysis of
the learners and the contexts where they will learn the skills and where they will use them. In this step, learners‟ current skills, preferences, and attitudes are
determined along with the instructional setting and the setting where the skills
will be used.
d. Write performance objectives
Based on the previous two analyses, specific statements of what the
learners are able to do when completing the instruction are written. These
statements identify the skills to be learned, the conditions under which the
skills must be performed, and the criteria of successful performance.
e. Develop assessment instruments
Based on the objectives written, assessments are developed. The developed assessments are to measure the learners‟ performance ability as
described in the objectives. Therefore, the behaviours identified in the
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f. Develop instructional strategy
In this step, the strategy used in the instruction is identified in purpose
of achieving the terminal objectives. The strategy is based on the current
learning theories and learning research results, the instruction delivery medium
characteristics, the learned content, and the learners‟ characteristics. g. Develop and select instructional materials
In this step, the instructional strategy is used to produce the instruction. This usually includes a learner‟s manual, instructional materials,
and tests. The decision to develop materials depends on the type of learning,
the availability of existing relevant materials, and available developmental
resources.
h. Design and conduct formative evaluation of instruction
To complete the instruction draft, a series of evaluation is conducted
to collect data in order to identify way to improve the instruction. The types of
formative evaluation are one-to-one evaluation, small-group evaluation, and
field evaluation. The information obtained from each type of evaluation can be
used to improve the instruction.
i. Revise instruction
The final step is revising the instruction. Data gained from formative
evaluation are summarized and interpreted to identify difficulties experienced
by learners in achieving the objectives and then relate them to specific
j. Design and conduct summative evaluation
In this step, summative evaluation is conducted to determine the value
of the instruction. It occurs after the instruction has been formatively evaluated
and sufficiently revised to meet standards of the instructional designer.
3. School-Based Curriculum
Since 2006, teaching learning process in Indonesia has implemented new
curriculum, namely School-Based Curriculum, as the guideline. To understand
this current curriculum better, this part discusses some theories of School-Based
Curriculum which are related to the designing of instructional materials in this
research. They are the concept of School-Based Curriculum and special education
curriculum in School-Based Curriculum.
a. The Concept of School-Based Curriculum
In general, School-Based Curriculum is defined as an operational
curriculum which is arranged as the guideline in learning activities and conducted
in every educational level (Badan Standar Nasional Pendidikan, 2006). This
curriculum gives authority to every school in developing curriculum by
considering the socio-economic aspect of the region, the students‟ condition, and the cultural content.
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cited in Susilo, 2007, p. 94). This curriculum challenges the creativity of the
teachers. In addition, this suitable concept of learning is expected to help the
development of the region where the school is located.
b. Special Education Curriculum in School-Based Curriculum
In School-Based curriculum, curriculum for students with special needs
is also developed. In this curriculum, the students are still classified into two
groups. They are students with special needs with and without below average
intelligence (Badan Standar Nasional Pendidikan, 2006). The students with
special needs without below average intelligence uses curriculum labelled A for
students with blindness or low vision, B for students with hearing impairment, D
for students with low physical disabilities, and E for students with emotional or
behavioural disorders. Meanwhile, the students with special needs with below
average intelligence uses curriculum labelled C for students with low learning
disabilities, C1 for students with intermediate learning disabilities, D1 for students
with intermediate physical disabilities, and G for students with multiple
disabilities.
Furthermore, the special education curriculum consists of eight up to ten
subjects, local content, special program, and self development (Badan Standar
Nasional Pendidikan, 2006). Local content is an extracurricular activity to develop students‟ competence which is adjusted to the special characteristics and potency
program on sound and rhythm perception is conducted for hearing impaired
students. Self development itself refers to activities which are aimed to give
chances for students to develop and to express themselves according to their
needs, ability, talent, and intention as well as the school condition.
4. Instructional Materials
According to Tomlinson (2005), instructional materials refer to things
which teachers and learners utilize to assist the language learning. Materials
contain presentation or information about the learned language in any form which
is intentionally used to improve the knowledge and the experience of the learners
about the language (p. 2). In this research, the form of the materials is a textbook.
As stated by Tomlinson (2005), a textbook acts as the core materials during a
lesson (p. ix). He adds that such book usually contains work on four basic skills as
well as vocabulary, pronunciation, grammar, and functions.
Due to the unavailability of the English textbooks for hearing impaired
students, a development of instructional materials is needed. Tomlinson (2005)
indicates that materials development means things which teachers, learners, or
writers do to supply information and experience about the language to support
language learning (p. 2). He adds that materials developers use principled ways in
providing language input. These ways deal with their knowledge about how a
language can be learned effectively. Thus, they should focus on what to give to
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Cook (1996) states that “no second language acquisition research can
provide a definitive answer to the real problems of second language teaching at this point” (as cited in Tomlinson, 2005, p.5). However, this present condition
should not prevent materials developers from implementing their knowledge of
second and foreign language learning in the form of materials development which
is aimed to support the teaching learning activities. Tomlinson (2005) adds that
their knowledge of language learning is the result of reflective teaching as well as
experimental and observational research which have been conducted for years (p.
6). Combining this result with the available empirical evidence can create criteria
for successful materials development. In addition, the materials developers‟ intuitions can lead the quality of their instructional materials. Tomlinson (2005) conveys that these intuitions can be gained through information from “recent and relevant classroom experience” and from “knowledge of the findings and of the recent second language acquisition research” (p. 6).
The following are some basic principles of second language acquisition
which are relevant to the materials development for language teaching
(Tomlinson, 2005, p. 7).
Materials should achieve impact.
Impact achievement occurs when materials noticeably attracts the learners‟ attention, interest, and curiosity. Impact can be achieved through
novelty, variety, attractive presentation, and appealing content. Novelty can be
shown through unusual activities while variety can be shown by avoiding
presentation can be promoted through colours while appealing content can be
promoted through topics based on learners‟ interests. Materials should help learners to feel at ease.
Dulay, Burt, and Krashen (1982) state that “the less anxious the learner, the better language acquisition proceeds” (as cited in Tomlinson,
2005, p. 8). In other words, the statement implies that learners can learn a
language faster if they are relaxed and comfortable. That can promote ease to
the learners is not only teacher but also materials. Materials can make the
learners feel comfortable if they have more white space, relevant texts and
illustrations, helping intention, and casual voice (Tomlinson, 2005, p. 8). Materials should help learners to develop confidence.
Besides feeling relaxed, learners can learn in a shorter time period if
they also feel confident. Tomlinson (2005) indicates that building confidence
can be done through activities which have an attempt to encourage the learners
a little beyond their current proficiency by engaging them in stimulating,
problematic, but achievable tasks and which can push the learners to apply and
to develop their current language skills through imaginative, creative, or
analytical thinking (p. 9).
Materials should be perceived as relevant and useful by the learners.
Tomlinson (2005) states that “narrowing the target readership” and “researching the target learners‟ interests and wants” can help learners
recognize materials relevance and utility (p. 9). Moreover, he adds that to
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challenging tasks and presented in ways which can support the learners‟ desired task outcomes achievement (Tomlinson, 2005, p. 9).
Materials should expose the learners to language in authentic use.
Materials can expose authentic input through their advice,
instructions, texts, and activities. To support the language learning, the input
should be comprehensible and suitable with the characteristics of authentic
discourse in the target language. (Tomlinson, 2005, p. 13). Furthermore, materials should also motivate not only the learners‟ passive reception of the
input but also their interaction with it.
5. Communicative Syllabus
In the last decade, there was a difficulty in syllabus construction in the
area of language course design. On one side, it was believed that the syllabus
content of language course should be specified in details. On the other side, it was
believed that there was no specification at all on the syllabus content of language
course. From this problem, a solution emerged. The solution stated that in a
language course, syllabus content could be determined in the beginning, but
varying degrees of flexibility could also be maintained in the middle depending on
the emphasis of the language communicative function. This solution is then widely known as “communicative syllabus” (Yalden, 1983, p. 85).
To ensure learners acquire the ability to communicate in a more
appropriate and efficient way, ten components are included into the make-up of
syllabus can be referred to communicative one since it takes into account
everything required to assure communication. The following are the ten
components of a communicative syllabus (Yalden, 1983, p. 86).
a. As detailed a consideration as possible of the purposes for which the learners
wish to acquire the target language.
b. Some idea of the setting in which they will want to use the target language
(both physical aspects and social setting need to be considered).
c. The socially defined role the learners will assume in the target language, as
well as the roles of their interlocutors.
d. The communicative events in which the learners will participate: everyday
situations, vocational or professional situations, academic situations, and so on.
e. The language functions involved in these events, or what the learner will need
to be able to do with or through the language.
f. The notions involved, or what the learner will need to be able to talk about.
g. The skills involved in the „knitting together‟ of discourse: discourse and rhetorical skills.
h. The variety or varieties of the target language that will be needed, and the
levels in the spoken and written language which the learners will need to reach.
i. The grammatical content that will be needed.
j. The lexical content that will be needed.
Furthermore, communicative syllabus is divided into six types. They are
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notional, and fully communicative syllabi (Yalden, 1983, p. 108). The following
points are the explanation of the six syllabi.
a. In structural-functional syllabus, linguistic form was introduced before
working on language functions.
b. In structures and functions syllabus, form (grammar and pronunciation) is
retained as organizing principle of negotiation between cultural and linguistic
meaning.
c. In variable focus syllabus, the emphasis from structural progression in the
beginning shifts to communicative function and finally to situation or
subject-matter.
d. In functional syllabus, the objectives determine the functions needed and the
functions determine the selection and sequencing of grammatical materials.
e. In fully functional syllabus, learners whose proficiency in the second language
has to be specified for narrow purposes.
f. In fully communicative syllabus, communication is the primary objective that
must be taught. Therefore, the simpler the utterances to be taught, the more
difficult and more complex tasks are developed.
Of all types of syllabi, the one which is chosen as the syllabus of the
instructional materials is functional syllabus. This syllabus type is chosen because
it is clearly shown that the competence standards and the basic competences in
School-Based Curriculum determine the functions to be learned by the seventh
leads to the grammatical materials selection in every developed unit in the
instructional materials.
6. Eclectic Approach
Richards and Rodgers (2003) “provide a more comprehensive model for
the discussion and analysis of approaches and methods” (p. 20). The model shows that approaches and methods in language teaching are comparable because they use the same framework. The framework basically describes “their underlying
theories of language and language learning; the learning objectives; the syllabus
model used; the roles of teachers, learners, and materials within the method or approach; and the classroom procedures and techniques used” (Richards and
Rodgers, 2003, p. ix).
The difference between approaches and methods is only in terms of
advantages. Due to the approaches general nature, their assumptions and
principles often do not have any clear application in the classroom. The application depends on the teachers‟ personal interpretation, skill, and expertise.
Because approaches only provide little information of teaching way and practice
body, teachers can be led into frustration and irritation (Richards and Rodgers,
2003, p. 245-246). Meanwhile, methods give solutions to various problems in
language teaching. They have made the fundamental decisions of materials and
procedures. As a rich activities resource, some methods are also adaptable or adoptable without any concern of one‟s ideology (Richards and Rodgers, 2003,
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When the twentieth century ended, the death of approaches and methods
was spoken. The language teaching success or failure was not mainly determined
by the approaches or methods applied anymore. There were some criticisms
underlying this statement (Richards and Rodgers, 2003, p. 247). The “top-down” criticism
Methods and approaches have prescribed the theory underlying them
and the activities in the classroom. Teachers have to take them for granted and
implement them into their practice. Language teaching will be considered
good if it uses the right principles and applications. This way makes teachers
have marginalized roles and learners sometimes act as passive recipients
(Richards and Rodgers, 2003, p. 247). Role of contextual factors
Approaches and methods are frequently regarded as the solutions to
any problems in language teaching. In the application, teachers sometimes do
not take into account the context where the language teaching is carried out
(Richards and Rodgers, 2003, p. 248).
The need for curriculum development processes
Richards (2000) indicates that the choice determination of teaching method and approach cannot be based on “isolation from other planning and implementation practices” (as cited in Richards and Rodgers, 2003, p. 248).
However, as part of educational planning decisions, the current teaching
method and approach involve the formation elements of interacting systems
Lack of research basis
Only few books of approaches and methods are written according to
second language acquisition research or empiric test. Furthermore, much
language learning research does not support any theory and prescription in
particular approaches and methods (Richards and Rodgers, 2003, p. 249). Similarity of classroom practices
Teachers still face difficulty in applying approaches and methods in
such ways that show a precise reflection of the principles of the approach or method. A study on teachers‟ use of different methods in the classroom
resulted that many distinctions of contrast methods did not occur in the
practice (Swaffar, Arens, and Morgan, 1982 as cited in Richards and Rodgers,
2003, p. 249). Brown (1997) adds that there might be no different demonstration of approaches and methods in the language learners‟ levels (as
cited in Richards and Rodgers, 2003, p. 250).
Because of the limitations of approaches and methods, eclectic approach
is available as one of alternative approaches to the language teaching study. In
spite of their limitations, it cannot be denied that approaches and methods have a
significant role in teaching development. Therefore, teachers can still take
advantage of the approaches and methods for teaching second and foreign
language. However, in eclectic approach, teachers have to be able to make use of
the approaches and methods creatively and flexibly according to their experience
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In the application, teachers should be confident in doing any
transformation and adaptation of approaches and methods. As the knowledge and
experience are gained, teachers start developing personal teaching approach of
method. This does not mean that the teachers are led to abandon the applied
approach or method. Instead, they are allowed to modify and adjust the approach
or method according to the classroom realities. In brief, eclectic approach describes the used approach or method and reveals teachers‟ individual beliefs and
principles. The theories and the beliefs of teaching aspects lead to the
development of main principles for plans as well as instructional decisions. In this
approach, teachers may apply different principles at a given time. Teachers can
draw the principles from the approaches and methods they mostly know (Richards
and Rodgers, 2003, p. 251).
In designing the instructional materials in this research, there are three methods and one approach applied in order to develop the students‟ speaking
ability in expressing daily functional skills and pronunciation. They are
Audiolingual Method, Grammar Translation Method, Direct Method, and
Communicative Language Teaching.
Although Audiolingual Method is declined due to its inability to transfer
the acquired skills to real communication outside the classroom, it is the one which mainly works to develop the hearing impaired students‟ competence in
spoken language. In the language teaching methods and approaches for hearing
impaired students, this method has similarities to auditory oral approach which
language is used exclusively (Stone, 1997). Since Audiolingual Method is
considered the primary method in teaching hearing impaired students, this method
will be used dominantly in the instructional materials. Besides the mentioned
reason, this method is chosen because it uses dialogues and drills as the basic
practices. The dialogues can function as a means to contextualize key structures
and to illustrate situations in which the structures might be applied. Meanwhile,
the drills can emphasize the correct pronunciation so that enable the students to
get used to pronouncing English utterances correctly (Richards and Rodgers,
2003, p. 59).
Grammar Translation Method is the second method applied in the
instructional materials. This method is chosen since it has the strength on
introducing English vocabulary and its equivalents in Bahasa Indonesia. The
selection of vocabulary is taken only from the used texts (Richards and Rodgers,
2003, p.6). Then, this method is combined with Direct Method to make the
students able to have real description in mind about concrete vocabulary through
demonstration, objects, and pictures for and abstract vocabulary by association of
ideas (Richards and Rodgers, 2003, p. 12).
Communicative Language Teaching is the only approach implemented
in the instructional materials. This approach is chosen to let the students acquire
the language through communication. As a result, the students get the knowledge
of the language since they are accustomed communicate in the language. In other
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This is appropriate to teach English grammar implicitly (Richards and Rodgers,
2003, p. 155).
7. Hearing Impairment
This part discusses some theories of hearing impaired students which
still deal with the development of instructional materials in this research. The
theories are about the definition of hearing impairment, the classification of
hearing impairment, and the characteristics of students with hearing impairment.
a. Definition of Students with Hearing Impairment
Most people often define the term “impairment” the same as the terms “disability” and “handicap”. According to Hallahan and Kauffman (2006), those
terms are often used interchangeably. However, they are distinctive and the
distinction is an important thing for teachers to understand. A disability is an
inability to do something or a diminished capacity to perform in a specific way.
Meanwhile, a handicap is a disadvantage imposed on an individual. A disability
may or may not be a handicap depending on the circumstances. Yet, the term used
in this research is neither disability nor handicap but impairment which refers to a
condition which avoids part(s) of the body from working properly. In this case,
the body part which is avoided from working properly is ear. Therefore, this
b. Classification of Hearing Impairment
The classification of hearing impairment leads the experts to know the
characteristics of those who suffer from it. These characteristics are beneficial for
educational field because they help teachers who teach students with hearing
impairment prepare themselves before starting teaching learning process. In this
research, the classification of hearing impairment used is the one proposed by
Pierson (2002).
He divides the hearing impairment into five categories. They are slight,
mild, moderate, severe, and profound hearing loss. The first category is slight
hearing loss which means students can hear vowel sounds well, but they may miss
some consonants. In other words, their speech cannot be as correct as normal
students. Meanwhile, in mild hearing loss, students with hearing impairment miss
a lot of what is happening in the classroom, especially if some students are
talking. It is also hard to get their focus back regarding to one of the
characteristics of young learners which is active. He also adds when students are
hard to understand normal speech and can get the message when the speaker is
directly in front of them 5 or 6 feet away, they suffer from moderate hearing loss.
When students suffer from severe hearing loss, they cannot speak in a way
strangers understand. As they are hearing voices, they seem hearing shrill noise in
such extern loudness as burglar alarm. Therefore, the students need to look at the
speaker because they communicate with signs and little speech. Furthermore,
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signs, lip reading, and writing because their speech is impossible to understand
(Pierson, 2002).
c. Characteristics of Students with Hearing Impairment
All students have unique characteristics, so do students with hearing
impairment. Their uniqueness sometimes is misunderstood by normal students.
Therefore, an elaboration from experts, such as K. Casey and P.D. Pierson, is
provided to help comprehend the characteristics of students with hearing
impairment better.
Casey (1981) proposes that the older a child is when he acquires loss, the
greater his existing background of aural experiences and his established of oral
language are. It means that students who are suffered from hearing difficulty after
their developmental age, they are able to speak and understand speech with
normal people better. Casey also adds that the greater the hearing loss is, the
lower the mean achievement score is. Other variables, such as minority ethnic
background, multiple handicap, and negative parental attitudes, also affect the
academic performance of the children. When the condition around the students
does not support them, they will be hard to acquire knowledge.
On the contrary, Pierson (2002) is not in line with Casey. Even though
students with hearing impairment may have difficulty in speaking or
understanding speech, he believes that they actually have the same cognitive
ability as other students without hearing impairment. The difference is only in
In other words, the hearing impaired students‟ deficiency in language does not
affect their intellectual ability. This statement is supported by the fact that they
can still work best in small groups. It proves that togetherness encourages hearing
impaired students to learn better.
Common physical characteristics which people often see from hearing
impaired students are actually various. Pierson (2002) mentions that students with
hearing impairment are lack of attention during the learning. Therefore, to boost
their attention, some of them usually wear special devices to hear a little bit better.
Furthermore, hearing impaired students quite often imitate others when speaking
and feel reluctant to participate orally, but they will act out whenever they want to
do something. When given directions or instructions, they are also difficult to
follow. Therefore, they should be instructed through gestures from such senses as
eyes and hand movement. Moreover, because of their low quality in voice,
hearing impaired students learn special communication techniques to
communicate with others. The techniques include speech reading, finger spelling,
and true sign languages. Speech reading is a more accurate name for what most
people call lip reading along with reading facial expression. On the other hand,
finger spelling is different from sign language. Finger spelling translates spoken
English into a form which is conveyed through manual signs. Meanwhile, a true
sign language, which has its own grammar and is contrary to the opinion of many
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B. Theoretical Framework
The theoretical framework of this research is meant to summarize and
synthesize all theories mentioned in the theoretical description in order to solve
the research problem. As stated in Chapter I, there is one research problem to
solve, the design of English speaking instructional materials based on eclectic
approach for the seventh grade hearing impaired students of SLB Wiyata Dharma
I. In order to solve this problem, R & D cycle was used as the umbrella of the
research. Since the developed instructional materials in this research were for
local use of SLB Wiyata Dharma I, only five first steps of R & D cycle were
adapted to conduct the research.
Meanwhile, as the model of the instructional design, this research
adapted Dick and Carey Systems Approach Model. The main reason of choosing
this model was that it consisted of more complete but less complex steps than
other models. Nonetheless, of all ten steps in Dick and Carey Systems Approach
Model, there were only nine steps used in this research. The last step, which was
designing and conducting summative evaluation, was excluded because it was
generally not a part of the design process in this research.
In this research, the instructional materials were designed according the
current curriculum applied in Indonesia, School-Based Curriculum. This
curriculum developed competence standards and basic competences not only for
normal students but also for students with special needs. In speaking skill, there
