Theoretical Framework REVIEW OF RELATED LITERATURE

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B. Theoretical Framework

This study focuses on designing a set of interactive reading materials for eleventh grade students of SMA Pangudi Luhur Yogyakarta. In order to design a set of the reading materials, the researcher applied a model proposed by Kemp 1977, p. 8. Kemp’s model is applied as the main instructional design of this research. Kemp’s model is adapted because of its flexibility. It enables the designers to use the model flexibly to suit their own needs Kemp, 1996. In this research, the researcher does not fully take the steps in Kemp’s model but the researcher modifies some steps into new steps which are applied in this research. In addition, Kemp’s model can be applied in all education levels. The structure of Kemp’s model shows that each aspect is interrelated. Besides, the steps of Kemp’s instructional model are clearly stated so that it is easy to be applied. In addition, the researcher also adapts the material development theory proposed by Hutchinson and Water 1987 which also stated about materials adaptation. In designing materials, the researcher applied the theory form Carrell 1988 and Goodman 1975 about interactive approaches to second language reading. Since English is regarded as a foreign language in Indonesia, the researcher also applied the theory of ESL or EFL in this study as stated by Goodman 1975, pp. 5-16. In developing the materials, the researcher applied the theory of materials development in language teaching which is proposed by Tomlinson 1998. By applying that theory, the researcher can create the materials based on the characteristics of a good material. Meanwhile, for the reading material and the activity, the researcher adapts the reading techniques promoted 34 by Pearson and Fielding’s as quoted by Urquhart and Weir 1988, p. 183 stated that there are three phases in reading, pre-reading, whilst reading, and post- reading activity. The researcher adapts this theory in designing the material in every unit. Moreover, the researcher also applied some reading skills proposed by Mikulecky 1990, pp. 25-26 and some activities in reading readiness proposed by Nunan 2002, p. 4 to develop the reading activities in each units. The curriculum applied in SMA Pangudi Luhur Yogyakarta is School Based Curriculum KTSP. This curriculum is applied since 2006, as the improvement of Competence-Based Curriculum. Besides, the researcher applied the theory of Contextual Teaching and Learning approach as stated by Johnson 2002 in this research. It is applied in order to help the researcher to design a good reading material for the students which is understandable by providing the materials which are suitable with their daily contexts and their needs. Besides, the researcher also applied the theory from Muslich 2007, pp. 42 -50 and from Trianto 2009, pp. 109-120 about components and characteristics of CTL. From those theories, the researcher adapts the instructional model using Kemp’s model 1977 which is applied in this research. Absolutely, the researcher does not fully take the steps but the researcher takes and modifies some step into the new one. The instructional model in this research consists of nine steps which are elaborated in the following paragraph. Step 1. Conducting Need Analysis The researcher adapts this step from Kemp’s model as identifying learners’ characteristics step. The researcher conducts the need analysis by 35 interviewing some English teachers of SMA Pangudi Luhur Yogyakarta and distributing the questionnaire for the eleventh grade students of SMA Pangudi Luhur Yogyakarta. These analyses are used to gain the teachers’ expectation and learners’ needs toward English reading materials. Step 2. Identifying Goals and General Purposes After gathering the data about learners’ and teachers’ need, the researcher identifies the goals and the general purposes. The researcher adapts this step from Kemp’s model. In this step, the researcher also applied the standard competence as stated in the KTSP Peraturan Menteri No.22, 2006, p. 308 for the eleventh grade of senior high school students. Step 3. Listing Topics The researcher lists the topics based on the need analysis result, especially from the learners’ need. It is also done based on the text genres that have to be learnt by the students based on the curriculum. Step 4. Specifying Learning Objectives The researcher adapts this step from Kemp’s model. The researcher specifies and determines the objectives of the materials design that measurable and achievable for the students. Step 5. Listing Subject Content The researcher adapts this from Kemp’s model. Eskey and Grabe said that teacher is the one who must choose, or edit, or modify, or create the appropriate materials for students with varied needs and purposes 1988, p. 229. Because of that, based on the need analysis, the researcher chooses, edits, modifies, and 36 creates materials which are suitable with the learner’s needs, the objectives, and the curriculum for them. Step 6. Developing a Syllabus This step actually is not stated directly in Kemp’s Model 1977, p. 8. However, the researcher developed the syllabus by combining some steps in Kemps’ Model which was done after gathering the learning objectives and after listing the subject contents. Kranhke 1987, p. 9-14 proposed six types of syllabus, and the researcher applied one of them, that is functional-notional syllabus. It is applied because it is suitable with the focus of the English learning especially for reading for eleventh grade students based on KTSP Peraturan Menteri No. 22, 2006, p. 308. The curriculum stated that eleventh grade students should learnt about text genres. The researcher also applied notional syllabus based on the learners’ need toward the reading materials. Step 7. Developing Materials In developing materials the researcher applied the theory of material development from Hutchinson and Water 1978 and from Tomlinson 1998. The researcher adapts the theory in order to design a set of reading materials for the students. The researcher also applied the theory of interactive approaches for second language reading from Carrell 1988 to accomplish the Contextual Teaching and Learning Approach. The materials are designed by considering the principles of reading, such as the process of reading, the elements of reading, the reading skill, the theory to teach reading and also by considering the learners’ and teachers’ needs Mikulecky, 1990. 37 Step 8. Evaluating the Designed Materials The researcher evaluates the designed materials by interviewing one English teacher of SMA Pangudi Luhur Yogyakarta and two English Language Education Lecturers of Sanata Dharma University. Before that, the researcher distributes a questionnaire to them in order to gain the deeper feedback. Step 9. Revising the Designed Materials After gaining the feedback from the teachers and lecturers, the researcher revised the designed materials. Based on Kemp’s model, revision can be done in every step so that the researcher can implement that to revise any step that needs an improvement. 38

CHAPTER III METHODOLOGY

This chapter clarifies methodology of the research. It discusses research method, research setting, research participants, research instruments and data gathering technique, data analysis technique, and research procedures.

A. Research Method

The method used in this research was Research and Development RD. According to Borg and Gall 1985, educational research and development can be defined as “a process used to develop and validate educational products”, such as teaching and learning materials, teaching methods, and syllaby p. 772. In this research, the researcher applied Research and Development RD method in order to design English reading materials using contextual teaching and learning approach for senior high school students. Research and Development for education field aims to design, revise, or develop an educational product based on the needs, such as from the learners’ need, teachers’ need or even the schools’ need. Research and Development consists of a cycle where the product is designed, field-tested, and revised based on the result of the test. Borg and Gall 1985 states that research and development consists of ten steps p. 772. Those steps are research and information collecting, planning, developing preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, and