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B. THEORETICAL FRAMEWORK
This study focuses on designing a set of reading materials using Contextual Teaching and Learning CTL for the seventh grade students of
Pangudi Luhur I Junior High School Yogyakarta. CTL is a concept that helps students relate the materials which are learnt to real world situations and
motivates students to make connections between knowledge and its applications to their daily life. CTL which emphasizes on constructivism in the teaching
learning process can be promoted as an alternative strategy to create better learning process.
In developing the materials the writer used the model from Hutchinson and Waters. The model is chosen because the model provides coherent framework for
the integration of the various aspects of learning and it provides enough room for creativity and variety to grow.
Here, to develop the design, the writer combined Kemp’s instructional design model and Yalden’s instructional design model because they can complete
each other. There is no need analysis in Kemp’s models. The use of need analysis from Yalden’s model can make the design better. Moreover, Yalden’s model
emphasizes communicative function and the process of instructional design model and the steps in Kemp’s model are continuous.
The new framework is composed of several elements, namely, conducting a needs survey; determining competency standard, basic competence, and topics;
determining indicators; listing subject contents; selecting teaching and learning activities; evaluating.
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Step 1 Conducting needs survey
The writer adapted this step from Yalden’s model. A need survey was essential in planning the instruction. It could be used to learn about the students’
need. The writer conducted a survey through questionnaires to the seventh grade students of Pangudi Luhur I Junior High School and interviewed two English
teachers of Pangudi Luhur I Junior High School.
Step 2 Determining competency standard, basic competence, and topics
The writer adapted this step from Kemp’s model. This step was used to determine the goals of the materials design based on the students’ need. The
topics, then, were chosen based on the necessity to achieve the goals. In determining the standard competency, basic competency, and topics the writer
developed them from 2006 curriculum.
Step 3 Determining Indicators
This step was adapted from Kemp’s model. According to Kemp 1977: 24 by specifying the indicators, the writer knew specifically whether the basic
competence had been achieved or not. The writer made a list of what the learners had to learn in every meeting and at the end of each meeting the students were
expected to be able to achieve the basic competence.
Step 4 Listing subject content
This step was adopted from Kemp’s model. The function of this step was to facilitate the achievement of each objective. Therefore, they should be closely
related to the objectives of the learner’s needs.
Step 5 Designing the materials
In this step, the writer designed the materials utilizing the teaching learning activities and the instructional sources which had been previously
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selected. The materials were designed based on the standard competence and basic competence.
Step 6 Selecting the teaching and learning activities
Producing a set of English learning materials for the seventh grade students of Pangudi Luhur I Yogyakarta using CTL was the main focus of this
study. The materials were designed based on the principles of the CTL theory as discussed in the previous section. Here, the writer looked for some books to gather
relevant teaching learning sources and also the suitable teaching media.
Step 7 Evaluating
Evaluation was done to help the writer gain the final designed
materials. The evaluation was done to the whole components of the material. It helped in making any necessary adjustment.
Step 8 Revising
Revising was done after the writer obtained the feedback from evaluation. This step was done to improve the design.
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Figure 2.4 The Writer’s Instructional Design Model
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CHAPTER III METHODOLOGY
In this chapter the writer discusses the research methodology that was used to answer the problems presented in Chapter I. There are six points discussed in
this chapter. They are: 1 method of the study; 2 respondents; 3 instruments; 4 data gathering techniques; 5 data analysis techniques; 6 procedures.
A. METHOD OF THE STUDY
As it has been stated in the problem formulation in chapter one, this research attempted to solve two major problems. Firstly, it was conducted to find
out how a set of English reading material using CTL approach for students of Pangudi Luhur I Junior High School was designed. Secondly, it was aimed to
present the designed materials for students of Pangudi Luhur I Junior High School.
In this study, the writer applied Research and Development method RD. According to Borg and Gall 1983: 772 RD can be defined “as a
process used to develop and validate educational products” such as teaching materials, teaching methods and method for organizing instruction. In addition,
RD tries to develop research knowledge and incorporate it into a product by becoming a bridge so that the gap between educational research and educational
practice can disappear Borg and Gall1983: 771. Research and Development method RD consists of a cycle where the product is developed, field-tested and
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