71
Nurhadi. 2004. Kurikulum 2004 : Pertanyaan Jawaban. Jakarta: Grasindo. Nurhadi., B Yasin., and A. G. Senduk. 2004. Pembelajaran Kontekstual dan
Penerapannya dalam KBK. Malang: Penerbit Universitas Negeri Malang. Richards, C.J and T. S. Rodgers. 1999. Approaches and Methods in Language
Teaching. New York: Cambridge University Press. Rivers, W. M. 1968. Teaching Foreign Language Skills. London: The University of
Chicago Press. Slavin, E. R. 1995. Cooperative Learning. Massachusetts: Allyn Bacon.
Soefijanto, T. A. Revisiting Contextual Teaching, Learning Methods., Jakarta Post.
Saturday, November 12, 2005. pg. 6 Wardhaugh, R. 1986. An Introduction to Sociolinguistic. Cambridge, Massachusetts:
Basil Blackwell Inc. Widdowson, H. G.1978. Teaching Language as Communication. London: Oxford
University Press. Yalden, J. 1987. The Communicative Syllabus: Evolution, Design and
Implementation. Englewood Cliffs, New Jersey: Prentice-Hall International, Ltd.
Hompage: Berns, R. G. and P. M.Erickson. 2004. Contextual Teaching and Learning,
http: www.cew.wisc.eduteachnetctlhtml, accessed on July 20, 2006. Candler. 2002. Evaluation in Cooperative Learning,
http:www.olc.spsd.sk.cahtml, accessed on November 5, 2006. Imel, S. 2004. Contextual Learning
http:www.cew.wisc.eduteachnetctlhtml, accessed on July 20, 2006. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDICES
A-J
Designing a Set of Instructional speaking Materials Using Contextual Teaching and Learning
for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta
APPENDIX A
Letter of Permission
Designing a Set of Instructional speaking Materials Using Contextual Teaching and Learning
for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta
APPENDIX B
Verification Letter
Designing a Set of Instructional speaking Materials Using Contextual Teaching and Learning
for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta
APPENDIX C
Questionnaire and
List of Interview Questions for Needs Survey
Designing a Set of Instructional speaking Materials Using Contextual Teaching and Learning
for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta
74
QUESTIONNAIRE FOR STUDENTS
Name: Class:
Please give a check mark V for the answers that presents your opinion Students’ Background
The answer can be more than one
1. What is your reason to choose Language Program?
Because I like English lesson and it’s important for my future Because I have no choice
Other you can write by your own………………………………………………. …………………………………………………………………………………………
2. Do you like English please give reason
Yes ……………………………………………………………………………….. No ………………………………………………………………………….....…..
The answer can be more than one 3.
What is the use of English for you? As a media to communicate with foreigner
As a skill needed in finding a job As a media to access information
Other you can write by your own……………………………………………….. …………………………………………………………………………………………
Students’ Opinion toward Speaking Activity in Classroom
4. Has the materialtextbook given you much chance to practice Speaking?
Yes No
5. Has the learning activity in the classroom given you much chance to practice
Speaking? Yes
No
The answer can be more than one 6.
Which activity in the classroom that has given you the chance to practice Speaking? Problem-Solving and Presentation
Group Discussion Role-Play
Games
7. Can you relate topic given with your background knowledge?
Yes I can, since it facilitates me to do the practice No I can’t, because the topic is too difficult
Students’ lack The answer can be more than one
8. The difficulties that I have in learning Speaking are :
Lack of sufficient vocabulary Can not understand the topic given
Do not know how to express opinion or idea in English
75
Students’ Preference The answer can be more than one
9. I prefer to do Speaking practice like:
Problem-Solving and Presentation Group Discussion
Role-Play Games
Other you can write by your own……………………………………………… ………………………………………………………………………………………..
The answer can be more than one 10.
I prefer topics of Speaking that are: Up to date
Interesting and understandable Related to my background knowledge to make it easy to learn
Other you can write by your own……………………………………………… ………………………………………………………………………………………..
The answer can be more than one 11.
I prefer materials of Speaking materials which: Give me a new knowledge
Provide dialogue and Role Play Provide interesting topics
Provide pre-activity which cultivate my background knowledge and relate to the topic given.
Other you can write by your own……………………………………………….. ………………………………………………………………………………………….
12. Choose five topics from these eight topics below that you would like to learn:
Leader or Follower? Political issue Reactive or Proactive? Personal issue
Going Global Social issue Back to Nature Social issue
It’s All about Money Economic issue Culture Matters Cultural issue
Does the Earth Move? Social issue TV Media Social issue
Thanks a million-May God Bless You
76
KUESIONER UNTUK SISWA
Nama : Kelas :
Berikan tanda check V pada jawaban yang sesuai dengan pendapat anda Latar Belakang Siswa
Jawaban boleh lebih dari satu
1. Apakah alasan anda memilih Jurusan Bahasa ?
Karena saya menyukai pelajaran bahasa dan berguna bagi masa depan saya Karena saya tidak mempunyai pilihan lain
Lain-lain isi sendiri …………………………………………………………… ………………………………………………………………………………………..
2. Apakah anda menyukai bahasa Inggris ? Beri alasan
Ya ………………………………………………………………………………. Tidak ……………………………………………………………………………
Jawaban boleh lebih dari satu 3.
Manfaat bahasa Inggris bagi anda ? Media untuk berkomunikasi dengan orang asing
Keahlian yang dibutuhkan dalam mencari pekerjaan Dapat mengakses informasi
Lain-lain isi sendiri …………………………………………………………… ………………………………………………………………………………………..
Opini Siswa akan Kegiatan Speaking di Kelas
4. Apakah materibuku bahasa Inggris yang anda gunakan sudah memberikan anda
kesempatan seluas-luasnya untuk berlatih speaking ? Ya
Tidak
5. Apakah aktivitas belajar Bahasa Inggris di kelas sudah memberikan anda kesempatan
seluas-luasnya untuk berlatih speaking ? Ya
Tidak
Jawaban boleh lebih dari satu 6.
Aktivitas belajar Bahasa Inggris apa saja di kelas yang sudah memberikan anda kesempatan untuk berlatih speaking ?
Problem-Solving memecahkan masalah dan Presentasi diskusi kelompok
Role-Play permainan peran games permainan
7. Apakah anda dapat mengaitkan topik yang diberikan dengan pengetahuan yang anda
miliki? Ya, sehingga membantu saya dapat mengerjakan latihan dengan baik.
Tidak, karena topik yang diberikan terlalu sulit
77
Ketidakmampuan yang Dimiliki Siswa Jawaban boleh lebih dari satu
8. Kesulitan-kesulitan yang saya hadapi dalam belajar Speaking :
Minimnya kosa kata yang saya miliki Tidak mengerti topik yang diberikan
Tidak tahu bagaimana mengungkapkan opini, gagasan dalam bahasa Inggris
Kesukaan Siswa Jawaban boleh lebih dari satu
9. Saya suka mengerjakan latihan Speaking seperti :
Problem-Solving Memecahkan masalah dan Presentasi Diskusi kelompok
Role-Play Permainan Peran Games Permainan
Lain-lain isi sendiri …………………………………………………………… ………………………………………………………………………………………..
Jawaban boleh lebih dari satu 10.
Saya suka topik-topik dalam Speaking yang : Up to date
Menarik dan mudah dimengerti Berkaitan dengan pengetahuan yang saya miliki sehingga memudahkan saya
untuk belajar Lain-lain isi sendiri ……………………………………………………………
………………………………………………………………………………………..
Jawaban boleh lebih dari satu 11.
Saya suka materi Speaking yang: Memberikan pengetahuan yang baru bagi saya
Mencakup latihan dialog dan role play permainan peran Memiliki topik-topik yang menarik
Ada pre-activity aktivitas awal yang menggali pengetahuan saya berkaitan dengan topik yang diberikan
Lain-lain isi sendiri …………………………………………………………… ………………………………………………………………………………………..
12. Pilihlah 5 topik dari 8 topik yang ingin kamu pelajari dibawah ini :
Leader or Follower? isu politik Reactive or Proactive? isu pribadikarakter
Going Global isu sosial Back to Nature isu sosial
It’s All about Money isu ekonomi Truth or lies isu budaya
Does the Earth move? isu sosial TV Media isu sosial
Thanks a million-May God Bless You
78
INTERVIEW WITH THE SECOND GRADE OF ENGLISH TEACHERS IN LANGUAGE PROGRAM
The description of teaching English in SMA Stella Duce 1
1. How do you teach skills in English class? Is it a discrete skill or integrated skills?
2. Please give the level of priority in teaching skills in your English class 1-4, 4=the
highest priority 1=the lowest priority :
Speaking Writing
Listening Reading
3. What is the level of students’ English proficiency in your class?
4. What type of curriculum that has been used in your school in developing syllabus
design and lesson plan?
Students’ Lack
5. What kind of difficulties that the students usually have in Speaking?
6. How do you overcome that problem? What kinds of strategy or method that has been
used in your class? 7.
Do you succeed to overcome that problem? Please give the reason
Students’ Necessities
8. What is the need of the students in learning English? Is it fulfilled?
9. Are the topics given in teaching English are familiar for the students?
10. Can the students relate the topic to their background knowledge?
11. Are the materials and tasks accordance with the context of use in daily life?
12. Can the students give the meaning in their learning and apply it directly in the task
given? 13.
How do you overcome this problem?
Appropriate Materials According to the Teacher
14. In your opinion, what kind of activity that helps the students to learn Speaking in order
to apply what they have learned in their society? 15.
In your opinion, what kind of media that helps the students to learn Speaking in order to apply what they have learned in their society?
79
WAWANCARA DENGAN GURU BAHASA INGGRIS KELAS DUA PROGRAM BAHASA
Gambaran Pengajaran Bahasa Inggris di SMA Stella Duce 1
1. Bagiamana anda mengajarkan Skill di kelas bahasa Inggris anda? Apakah skill yang
diajarkan terpisah-pisah discrete skill atau dalam suatu kesatuan integrated skill? 2.
Berikan skala prioritas pengajaran skill dalam bahasa Inggris 1-4, 4=yang paling diprioritaskan 1=yang paling kurang diprioritaskan :
Speaking Writing
Listening Reading
3. Dalam tingkat apakah kemampuan siswa dalam berbahasa Inggris di kelas anda?
4. Kurikulum apa yang dipakai disekolah anda dalam penyusunan silabus dan satuan
pelajaran?
Ketidakmampuan yang Dimiliki Siswa
5. Masalah apa yang biasanya dihadapi siswa dalam berbicara menggunakan bahasa
Inggris? 6.
Bagaimana anda mengatasi masalah tersebut ? Dengan strategimetode pembelajaran apa yang dilaksanakan selama ini?
7. Apakah anda sudah berhasil mengatasi masalah tersebut? berikan alasan
Kebutuhan Siswa
8. Apa yang menjadi kebutuhan siswa dalam bahasa Inggris ? apakah sudah dapat
dipenuhi ? 9.
Apakah topik- topik yang disajikan cukup familiar bagi siswa ? 10.
Apakah siswa dapat mengaitkan topik yang disajikan dengan pengetahuan yang sudah dimiliki siswa?
11. Apakah materi dan tugas sudah sejalan dengan konteks penggunaannya dalam
kehidupan sehari-hari ? 12.
Apakah siswa dapat memaknai pembelajarannya dan mempraktekkan langsung melalui tugas yang diberikan ?
13. Bagaimana anda mengatasi masalah ini ?
Materi yang Tepat menurut Guru
14. Menurut pendapat anda, aktivitas apa saja yang dapat membantu siswa dalam belajar
speaking sehingga siswa dapat mempraktekan apa yang dipelajari di lingkungan masyarakat
15. Menurut anda, media apa saja yang dapat membantu siswa dalam pembelajaran
speaking sehingga siswa dapat mempraktekan apa yang dipelajari di lingkungan masyarakat
APPENDIX D
Questionnaire for Feedback Gathering
Designing a Set of Instructional speaking Materials Using Contextual Teaching and Learning
for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta
80
Questionnaire
I would like to apply this questionnaire for my materials design development as well as for my thesis that is “Designing a Set of Supplementary Speaking Materials Using Contextual
Teaching and Learning for Second Grade of Language Program in SMA Stella duce 1 Yogyakarta”. This questionnaire is aimed to obtain the data from respondents to get feedback
as a foundation to revise the designed materials. Respondent’s Identity
Occupation
: Educational Background
: Teaching Experiences
: years Please put a thick V to represent your choice. The points of agreement are presented as
follow:
1 = Strongly Disagree 2 = Disagree
3 = Doubtful 4 = Agree
5 = Strongly Agree
Respondents No
Respondents’ Opinion on 1 2 3 4 5
1. The designed materials are applicable for the second grade
students’ of language program 2.
The designed materials are relevant to the Speaking skill
3. The designed materials made meet
the objectives of the course 4.
The designed materials are arranged systematically
5. The designed materials can develop
students’ motivation in learning Speaking
6. The designed materials are arranged
interestingly so that they can draw students’ interest to learn English
7. The designed materials provide the
tasks needed to develop Speaking skill
8. The materials and exercises help the
students to understand the topics that are taught
9. The designed materials are at the
level of the second grade of language program in Senior High
School
81
10. The designed materials give much chance for the students to practice
Speaking
Please write down your general comments on the designed materials ……………………………………………………………………………………………
…………………………………………………………………………………………… ……………………………………………………………………………………………
Please write down your criticisms and suggestions to improve the designed materials ……………………………………………………………………………………………
…………………………………………………………………………………………… ……………………………………………………………………………………………
Thanks a million-May God Bless You
APPENDIX E
Raw Data of Feedback Gathering Result
Designing a Set of Instructional speaking Materials Using Contextual Teaching and Learning
for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta
82
The Raw Data of the Respondents Opinions on the Original Designed Materials Was Presented in the Following Table: Raw Data of Respondents
No Respondents’ Opinion on
1 2 3 4 5 6
1 The designed materials are applicable for the second grade students’ of
language program. 3 3 4 4 4 4
2 The designed materials are relevant to the Speaking skill.
4 4
4 4
4 5
3 The designed materials made meet the objectives
of the
course. 3 3 4 4 4 5
4 The
designed materials
are arranged
systematically. 3 3 4 4 4 4
5 The designed materials can develop students’ motivation in learning
Speaking. 3 4 4 4 4 5
6 The designed materials are arranged interestingly so that they can draw
students’ interest to learn English. 3 3 4 4 4 4
7 The designed materials provide the tasks needed to develop Speaking
skill. 4 4 4 4 4 4
8 The materials and exercises help the students to understand the topics that
are taught. 3 4 4 4 4 4
9 The designed materials are at the level of the second grade of language
program in Senior High School. 3 3 4 4 4 4
10 The designed materials give much chance for the students to practice
Speaking. 4 4 4 4 4 4
APPENDIX F
Syllabus Design
Designing a Set of Instructional speaking Materials Using Contextual Teaching and Learning
for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta
83
A Syllabus of a Set of Instructional Speaking Materials Using Contextual Teaching and Learning for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta.
Standard Competency : To communicate in spoken and written languages by using appropriate variety fluently and accurately in interactional discourse and
monologue particularly in the forms of descriptive, narrative, anecdote, analytical exposition, and hortatory exposition that leads to interpersonal meaning variation.
Basic Competency : To express meanings in transactional discourse, interpersonal discourse, and oral monologue, particularly in the forms of descriptive, narrative,
anecdote, analytical exposition, and hortatory exposition.
Unit Theme Topic
Achievement Indicators Function
Language Forms
Tasks
1 Personal
Issue Be Positive
The students are able to :
1 Define the meaning of being
Optimistic 2
Use expressions paying compliment and responding to
compliment 3
Make conversation about being Optimistic
Paying compliment and
responding the compliment
Expressions giving compliment and
responding to compliment
Cultivating knowledge of being Optimistic and providing an
example of famous people who is being optimistic in hisher
movement. Then, presenting the idea in the form of a dialogue
which provides the expression of compliments on the famous person
who is discussed
84
2 Personal
Issue Mixed
Emotions
The students are able to :
1 Define the meaning of
Emotion 2
Use expressions showing love, fear, pain and sadness
3 Make conversation about
Emotions Expressing love,
sadness, pain and fear
Expressions showing love, sadness, pain
and fear Cultivating knowledge of
Emotions and providing situations that raise kinds of emotions. Then,
presenting the ideas in the form of a dialogue which provides
emotions in proper expression.
3 Social Issue TV
Media
The students are able to :
1 Define the meaning of TV
Media 2
Students are able to use expressions asking for
someone’s interest and likes 3
Use expressions showing likes and dislikes
4 Use expressions showing
agreement for someone’s likes and dislikes
5 Make conversation about TV
Media Asking for
someone’s interest and
likes, showing likes and dislikes
and agreeing with someone’s
likes and dislikes Expressions asking
someone’s interest and likes, showing
likes and dislikes and showing agreement
for someone’s likes and dislikes
Cultivating knowledge of TV Media and providing example of
TV Shows that the students’ like and dislike. Then, presenting ideas
in the form of a dialogue which provides the expression of likes
and dislikes on the TV show which is discussed.
4 Economic Issue
It’s All About Money
The students are able to :
1 Define the meaning of Money
2 Use expressions asking for
and offering to help 3
Use expressions accepting and rejecting an offer of help
4 Make conversation about
money Asking for help,
offering to help, accepting and
rejecting an offer of help
Expressions asking for help, offering
help, accepting and rejecting help
Cultivating knowledge of Money and providing facts that money
can do and cannot do for the people in Indonesia. Then,
presenting the ideas in the form of a dialogue which provides the
expression of askingoffering help and responding help toward the
chosen fact about money.
85
5 Social Issue
Modernization
The students are able to :
1 Define the meaning of
Modernization 2
Use expressions introducing an opposite opinion
3 Use expressions showing
suggestion, alternative suggestion and tentative
suggestion
4 Make conversation about
Modernization and Its’ positive and negative impact
in Indonesia Introducing an
opposite opinion and presenting
suggestion, alternative
suggestion and tentative
suggestion Expressions
introducing opposite opinion and
presenting suggestion,
alternative suggestion and tentative
suggestion Cultivating knowledge of
Modernization in Indonesia and providing the suggestion to the
government to preserve the traditional culture. Then,
presenting the ideas in the form of a dialogue which provides the
expression of askingoffering help and responding help toward the
chosen fact about money.
6 Politic
Issue Rules and
Freedom
The students are able to :
1 Define the meaning of
Freedom 2
Use expressions showing warning and response to
warning 3
Use expressions showing prohibition and response to
warning 4
Make conversation about Laws in Indonesia
Expressing warning and
prohibition and responding to
warning or prohibition
Expressions showing warning and
prohibition Cultivating knowledge of laws of
Indonesia and providing an example of people’s right and
responsibility. Then, presenting the ideas in the form of a dialogue
which provides the expression warning or prohibition toward the
chosen rules.
7 Cultural Issue
Culture Matters
The students are able to :
1 Define the meaning of Culture
2 Use expressions showing
Annoyance an embarrassment
d Expressing
annoyance and embarrassment
3 Make conversation about
Culture Matters in Indonesia Expressions showing
annoyance and embarrassment
Cultivating knowledge of Culture and providing the differences
between Eastern and Western culture. Then, presenting the ideas
in the form of a dialogue which provides the expression of being
annoyed or embarrassed toward the chosen situation.
86
8 Social Issue
Going Global
The students are able to :
1 Define the meaning of
Globalization 2
Use expressions asking for someone’s agreement
3 Use expressions showing
agreement and disagreement 4
Make conversation about Globalization in Indonesia
Asking for someone’s
agreement and showing
agreement and disagreement.
Expressions asking for someone’s
agreement and showing agreement
and disagreement. Cultivating knowledge of
Globalization and providing the facts about Indonesia that is going
global and its’ positive and negative impacts. Then, presenting
the ideas in the form of a dialogue which provides the expression of
agreements or disagreements toward the chosen fact.
Evaluation: At the end of the each meeting, students will fill in the Group Evaluation and Cooperative Self-Assessment worksheet.
References:
• Cunningham, Sarah et al. 2003. Cutting Edge: Intermediate. Edinburgh Gate, Harlow: Pearson Education Limited
• Cunningham, Sarah et al. 2003. Cutting Edge: Advanced. Edinburgh Gate, Harlow: Pearson Education Limited
• Golebiowska, Alexandra. 1987. Getting Students to Talk: A resources Book for Teachers with Role-Plays, Simulations, andDdiscussions. Englewood Cliffs:
Prentice-Hall Inc •
Galileo. 2005. Bimbingan Pemantapan Bahasa Inggris: Ikhtisar Materi Penting Kelas 1,2 dan 3. Yogyakarta: Galileo Course •
Nurhadi et al. 2004. Pembelajaran Kontekstual dan Penerapannya dalam KBK. Malang: Penerbit IKIP Malang •
Sundayana, Wachyu et al. 2004. Contextual Learning 2B: Developing Competencies in English Use for SMA. Jakarta: Grafindo Media Pratama •
Kobo Chan Comic volume 24 •
http:www.onestopenglish.com •
http:www.rcti.co.id •
http:www.allposter.com
Contact Hours: 2 X 45 minutes
APPENDIX G
Lesson Plans
Designing a Set of Instructional speaking Materials Using Contextual Teaching and Learning
for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta
87
Lesson Plan Unit 1
I. Subject Identity
1. Subject
: English 2.
Class : XI Bahasa
3. Topic : Be Positive
4. Time Allocation : 2 X 45 minutes
II. Standard Competency
To communicate in spoken and written languages by using appropriate variety fluently and accurately in interactional discourse and monologue particularly in the
forms of descriptive, narrative, anecdote, analytical exposition, and hortatory
exposition that leads to interpersonal meaning variation.
III. Basic Competency
To express meanings in transactional discourse, interpersonal discourse, and oral monologue, particularly in the forms of descriptive, narrative, anecdote, analytical
exposition, and hortatory exposition.
IV. Achievement Indicators
1.
Students are able to define the meaning of being Optimistic.
2.
Students are able to use expressions paying compliment and responding to compliment.
3.
Students are able to make conversation about being Optimistic.
V. Teaching Strategies
Cooperative Learning, Problem-Based Learning, Lecture, and Game
VI. Teaching Aids
Handouts, Statement Sheet for Game PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
88
VII. Teaching and learning activities
Teacher’s activities Student’s Activities
Time Allocation
Pre-activity The teacher greets the students.
The teacher gives the pictures and asks the students to discuss the questions.
The teacher asks the students to brainstorm the ideas of being Optimistic and come to a
definition. Whilst-Activities
The teacher divides the students into a group of six and chooses their one group
partner. Then, the teacher asks them to provide an example of the famous person
who is being optimistic in hisher movement and ha changed the world.
The teacher asks the students to exchange their work with their group partner and
give comments or add their ideas to their group partner’s work.
The teacher asks the students to return their group partner’s work and send their two
members to come to their group partner and presents their comments. The rest of
their members will take notes during the presentation.
After taking notes, the teacher asks the group to develop a dialogue which
provides the expression of compliments on the famous person who is discussed.
The teacher explains language focus and gives the example of a dialogue.
The teacher asks the students to analyze their dialogue whether the use of
expression is correct and appropriate or not.
The teacher provides game. Post-Activity
The teacher distributes cooperative group- assessment and cooperative self-
assessment worksheets.
Pre-activity The students greet the teacher.
The students discuss the pictures and answer the questions.
The students brainstorm the ideas of being Optimistic and come to a definition.
Whilst-Activities The students work in a group of six and
have their one group partner. Then the students provide the example of the famous
person who is being optimist in hisher movement and has changed the world.
The students exchange their work with their group partner and give comments or add
their ideas to their group partner’s work. The students return their group partner’s
work and send their two members to come to their group partner and present their
comments. The rest of their members will take notes during the presentation.
After taking notes, the group develops a dialogue which provides the expression of
compliments on the famous person who is discussed.
The students study the language focus and the example of a dialogue.
The students analyze their dialogue whether the use of expression is correct and
appropriate or not. The students play game.
Post-Activity The students fill in cooperative group-
assessment and cooperative self-assessment worksheets.
10’
10’
10’
10’
10’
10’ 5’
20’ 5’
89
Lesson Plan Unit 2
I. Subject Identity
5. Subject
: English 6.
Class : XI Bahasa
7. Topic : Mixed Emotions
8. Time Allocation : 2 X 45 minutes
II. Standard Competency
To communicate in spoken and written languages by using appropriate variety fluently and accurately in interactional discourse and monologue particularly in the
forms of descriptive, narrative, anecdote, analytical exposition, and hortatory
exposition that leads to interpersonal meaning variation.
III. Basic Competency
To express meanings in transactional discourse, interpersonal discourse, and oral monologue, particularly in the forms of descriptive, narrative, anecdote, analytical
exposition, and hortatory exposition.
IV. Achievement Indicators
1. Students are able to define the meaning of Emotion.
2. Students are able to use expressions showing love, fear, pain and sadness.
3. Students are able to make conversation about Emotions.
V. Teaching Strategies
Cooperative Learning, Problem-Based Learning, Lecture, and Game
VI. Teaching Aids
Handouts, Statement Sheet for Game PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
90
VII. Teaching and Learning Activities
Teacher’s activities Student’s Activities
Time Allocation
Pre-activity The teacher greets the students.
The teacher gives the pictures and asks the students to discuss the questions.
The teacher asks the students to brainstorm the ideas of Emotions and come to a
definition. Whilst-Activities
The teacher divides the students into a group of six and chooses their one group
partner. Then, the teacher asks them to provide three created situations that can
grow someone’s emotions including happy, sad, confused, etc to discuss.
The teacher asks the students to exchange their work with their group partner and
express their emotions would they go through at different stages e.g.
beforehand, during, afterwards toward these three situations.
The teacher asks the students to return their group partner’s work and send their two
members to come to their group partner then present their emotions to the chosen
situation. The rest of the group will take notes during the presentation.
After taking notes, the teacher asks the group to develop a dialogue based on
chosen situation which is already discussed by conveying the emotions in proper
expression. The teacher explains language focus and
gives the example of a dialogue. The teacher asks the students to analyze
their dialogue whether the use of expression is correct and appropriate or
not. The teacher provides game.
Post-Activity The teacher distributes cooperative group-
assessment and cooperative self- assessment worksheets.
Pre-activity The students greet the teacher.
The students discuss the pictures and answer the questions.
The students brainstorm the ideas of Emotions and come to a definition.
Whilst-Activities The students work in group of six and have
and their group partner. Then, the students provide three created situations that can
grow someone’s emotions including happy, sad, confused, etc to discuss.
The students exchange their work with their group partner and express their emotions
would they go through at different stages e.g. beforehand, during, afterwards toward
these three situations.
The students return their group partner’s work and send their two members to come
to their group partner then, present their emotions to the chosen situation. The rest of
the group will take notes during the presentation.
After taking notes, the group develops a dialogue based on chosen situation which is
already discussed by conveying the emotions in proper expression.
.The students study the language focus and the example of a dialogue.
The students analyze their dialogue whether the use of expression is correct and
appropriate or not. The students play game.
Post-Activity The students fill in cooperative group-
assessment and cooperative self-assessment worksheets.
10’
10’
10’
10’
10’
10’ 5’
20’ 5’
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Lesson Plan Unit 3
I. Subject Identity
1. Subject
: English 2.
Class : XI Bahasa
3. Topic : TV Media
4. Time Allocation : 2 X 45 minutes
II. Standard Competency
To communicate in spoken and written languages by using appropriate variety fluently and accurately in interactional discourse and monologue particularly in the
forms of descriptive, narrative, anecdote, analytical exposition, and hortatory
exposition that leads to interpersonal meaning variation.
III. Basic Competency
To express meanings in transactional discourse, interpersonal discourse, and oral monologue, particularly in the forms of descriptive, narrative, anecdote, analytical
exposition, and hortatory exposition.
IV. Achievement Indicators
1. Students are able to define the meaning of TV Media.
2. Students are able to use expressions asking for someone’s interest and likes.
3. Students are able to use expressions showing likes and dislikes.
4. Students are able to use expressions showing agreement with someone’s likes
and dislikes. 5.
Students are able to make conversation about TV Media.
V. Teaching Strategies
Cooperative learning, problem-based discussion, lecture, and game.
VI. Teaching Aids
Handout, Statement Sheet for Game PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
92
VII. Teaching and learning activities
Teacher’s activities Student’s Activities
Time Allocation
Pre-activity The teacher greets the students.
The teacher gives the pictures and asks the students to discuss the questions.
The teacher asks the students to brainstorm the ideas of TV Media and come to the
definition. Whilst-Activities
The teacher divides the students into group of six and chooses their one group partner.
Then, the teacher asks them to choose one of TV shows that they like and dislike then
give reason. The teacher asks the students to exchange
their work with their group partner and give comments or add ideas toward their
group partner’s work The teacher asks the students to return their
group partner’s work and send their two members to come to their group partner
and presents their comments to the chosen ideas. The group will take notes during the
presentation. After taking a note, the teacher asks the
group to develop a dialogue which provides the expression of likes and
dislikes on the TV show which is discussed.
The teacher explains language focus and gives the example of a dialogue.
The teacher asks the students to analyze their dialogue whether the use of
expression is correct and appropriate or not.
The teacher provides game. Post-Activity
The teacher distributes cooperative group- assessment and cooperative self-
assessment worksheets. Pre-activity
The students greet the teacher. The students discuss the pictures and answer
the questions. The students brainstorm the ideas of TV
Media and come to the definition.
Whilst-Activities The students work in group of six and have
group partner. Then, the students choose one of TV shows that they like and dislike then
give reason. The students exchange their work with their
group partner and give comments or add ideas toward their group partner’s work
The students return their group partner’s work and send their two members to come
to the group and present their comments to the chosen ideas. The group will take notes
during the presentation. After taking a note, the group develops a
dialogue which provides the expression of likes and dislikes on the TV show which is
discussed. .The students study the language focus and
the example of a dialogue. The students analyze their dialogue whether
the use of expression is correct and appropriate or not.
The students play game. Post-Activity
The students fill in cooperative group- assessment and cooperative self-assessment
worksheets. 10’
10’
10’
10’
10’
10’
5’
20’ 5’
93
Lesson Plan Unit 4
I. Subject Identity
1. Subject
: English 9.
Class : XI Bahasa
10. Topic : It’s All About Money
11. Time Allocation : 2 X 45 minutes
II. Standard Competency
To communicate in spoken and written languages by using appropriate variety fluently and accurately in interactional discourse and monologue particularly in the
forms of descriptive, narrative, anecdote, analytical exposition, and hortatory
exposition that leads to interpersonal meaning variation.
III. Basic Competency
To express meanings in transactional discourse, interpersonal discourse, and oral monologue, particularly in the forms of descriptive, narrative, anecdote, analytical
exposition, and hortatory exposition.
IV. Achievement Indicators
1.
Students are able to define the meaning of Money.
2.
Students are able to use expressions asking for and offering to help.
3.
Students are able to use expressions accepting and rejecting an offer of help.
4.
Students are able to make conversation about Money.
V. Teaching Strategies
Cooperative Learning, Problem-Based Learning, Lecture and Game
VI. Teaching Aids
Handouts, Cards for game PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
94
VII. Teaching and learning activities
Teacher’s activities Student’s Activities
Time Allocation
Pre-activity The teacher greets the students.
The teacher gives the pictures and asks the students to discuss the questions.
The teacher asks the students to brainstorm the ideas of money and come to a
definition. Whilst-Activities
The teacher divides the students into group of six and chooses their one group partner.
Then, the teacher asks them provide two facts that money can do and two facts that
money can’t do for the people in Indonesia. They have to be it specific and give reason.
The teacher asks the students to exchange their work with their group partner and
give comments or ideas toward their group partner’s work.
The teacher asks the students to return their group partner’s work and send their two
members to come to their group partner then present their comments to the chosen
idea. The rest of the group will take notes during the presentation.
After taking notes, the teacher asks the group to develop a dialogue which
provides the expression of askingoffering help and responding help toward the
chosen fact about money. The teacher explains language focus and
gives the example of a dialogue. The teacher asks the students to analyze
their dialogue whether the use of expression is correct and appropriate or
not. The teacher provides game
Post-Activity The teacher distributes cooperative group-
assessment and cooperative self- assessment worksheets.
Pre-activity The students greet the teacher.
The students discuss the pictures and answer the questions.
The students brainstorm the ideas of money and come to a definition.
Whilst-Activities The students work in group of six and have
a group partner. Then, the students provide two facts that money can do and two facts
that money can’t do for the people in Indonesia. The students have to be it
specific and give reason. The students exchange their work with their
group partner and give comments or ideas toward their group partner’s work.
The students return their group partner’s work and send their two members to come
to their group partner then present their comments to the chosen idea. The rest of the
group will take notes during the presentation.
After taking notes, the group develops a dialogue which provides the expression of
askingoffering help and responding help toward the chosen fact about money.
. .The students study the language focus and
the example of a dialogue. The students analyze their dialogue whether
the use of expression is correct and appropriate or not.
The students play game Post-Activity
The students fill in cooperative group- assessment and cooperative self-assessment
worksheets. 10”
10”
10”
10”
10”
10”
5”
20” 5”
95
Lesson Plan Unit 5
I. Subject Identity
12. Subject
: English 13.
Class : XI Bahasa
14. Topic : Modernization
15. Time Allocation : 2 X 45 minutes
II. Standard Competency
To communicate in spoken and written languages by using appropriate variety fluently and accurately in interactional discourse and monologue particularly in the
forms of descriptive, narrative, anecdote, analytical exposition, and hortatory
exposition that leads to interpersonal meaning variation.
III. Basic Competency
To express meanings in transactional discourse, interpersonal discourse, and oral monologue, particularly in the forms of descriptive, narrative, anecdote, analytical
exposition, and hortatory exposition.
IV. Achievement Indicators
1. Students are able to define the meaning of Modernization. 2. Students are able to use expressions introducing opposite opinion.
3. Students are able to use expressions showing suggestion, alternative suggestion and tentative suggestion.
4. Students are able to make conversation about Modernization and its’ positive and negative impacts in Indonesia.
V. Teaching Strategies
Cooperative Learning, Problem-Based Learning, Lecture, and Game
VI. Teaching Aids
Handouts, Statement Sheet for Game PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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VII. Teaching and learning activities
Teacher’s activities Student’s Activities
Time Allocation
Pre-activity The teacher greets the students.
The teacher gives the pictures and asks the students to discuss the questions.
The teacher asks the students to brainstorm the ideas of Modernization and come to a
definition. Whilst-Activities
The teacher divides the students into group of six and chooses their one group partner.
Then the teacher asks them provide three facts about modernization in Indonesia.
The teacher asks the students to exchange their work with their group partner give
suggestions to the government on how to preserve traditional culture.
The teacher asks the students to return their group partner’s work and send their two
members to come to their group partner then present their suggestion to the chosen
idea. The rest of the group will take notes during the presentation.
After taking notes, the teacher asks the group to develop a dialogue provides the
expression of askingoffering help and responding help toward the chosen fact
about money. The teacher explains language focus and
gives the example of a dialogue. The teacher asks the students to analyze
their dialogue whether the use of expression is correct and appropriate or
not. The teacher provides game.
Post-Activity The teacher distributes cooperative group-
assessment and cooperative self- assessment worksheets.
Pre-activity The students greet the teacher.
The students discuss the pictures and answer the questions.
The students brainstorm the ideas of Modernization and come to a definition.
Whilst-Activities The students work in group of six and have
a group partner. Then, the students provide three facts about modernization in
Indonesia. The students exchange their work with their
group partner give suggestions to the government on how to preserve traditional
culture. The students return their group partner’s
work and send their two members to come to their group partner then present their
suggestions to the chosen idea. The rest of the group will take notes during the
presentation. After taking notes, the group develops a
dialogue provides the expression of askingoffering help and responding help
toward the chosen fact about money. The students study the language focus and
the example of a dialogue. The students analyze their dialogue whether
the use of expression is correct and appropriate or not.
The students play game. Post-Activity
The students fill in cooperative group- assessment and cooperative self-assessment
worksheets. 10’
10’
10’
10’
10’
10’
5’
20’ 5’
97
Lesson Plan Unit 6
I. Subject Identity
16. Subject
: English 17.
Class : XI Bahasa
18. Topic : Rules and Freedom
19. Time Allocation : 2 X 45 minutes
II. Standard Competency
To communicate in spoken and written languages by using appropriate variety fluently and accurately in interactional discourse and monologue particularly in the
forms of descriptive, narrative, anecdote, analytical exposition, and hortatory
exposition that leads to interpersonal meaning variation.
III. Basic Competency
To express meanings in transactional discourse, interpersonal discourse, and oral monologue, particularly in the forms of descriptive, narrative, anecdote, analytical
exposition, and hortatory exposition.
IV. Achievement Indicators
1.
Students are able to define the meaning of Freedom.
2.
Students are able to use expressions showing warning and responding to warning.
3.
Students are able to use expressions showing prohibition and responding to prohibition.
4.
Students are able to make conversation about Laws in Indonesia.
V. Teaching Strategies
Cooperative Learning, Problem-Based Learning, Lecture, and Game
VI. Teaching Aids
Handouts, Cards for Game PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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VII. Teaching and learning activities
Teacher’s activities Student’s Activities
Time Allocation
Pre-activity The teacher greets the students.
The teacher gives the pictures and asks the students to discuss the questions.
The teacher asks the students to brainstorm the idea of Freedom and come to a
definition. Whilst-Activities
The teacher divides the students into a group of six and chooses their one group
partner. Then the teacher asks them to
provide three laws in Indonesia and explain the responsibility and the right of citizen.
The teacher asks the students to exchange their work with their group partner and
give comments or
add their ideas to their group partner’s work.
The teacher asks the students to return their group partner’s work and send their two
members to come to their group partner then present their commentsideas to the
chosen law. The rest of the group will take notes during the presentation.
After taking notes, the teacher asks the group to develop a dialogue which
provides the expression warning or prohibition toward the chosen rules.
The teacher explains language focus and gives the example of a dialogue.
The teacher asks the students to analyze their dialogue whether the use of
expression is correct and appropriate or not.
The teacher provides game. Post-Activity
The teacher distributes cooperative group- assessment and cooperative self-
assessment worksheets.
Pre-activity The students greet the teacher.
The students discuss the pictures and answer the questions.
The students brainstorm the idea of Freedom and come to a definition.
Whilst-Activities The students work in group of six and have
a group partner. Then, the students
provide three laws in Indonesia and explain the
responsibility and the right of citizen.
The students exchange their work with their group partner and give comments or
add their ideas to their group partner’s work.
The students return their group partner’s work and send their two members to come
to their group partner then present their commentsideas to the chosen law. The rest
of the group will take notes during the presentation.
After taking notes, the group develops a dialogue which provides the expression
warning or prohibition toward the chosen rules.
The students analyze their dialogue whether the use of expression is correct and
appropriate or not. The students analyze their dialogue whether
the use of expression is correct and appropriate or not.
The students play game. Post-Activity
The students fill in cooperative group- assessment and cooperative self-assessment
worksheets. 10’
10’
10’
10’
10’
10’
5’
20’
5’
99
Lesson Plan Unit 7
I. Subject Identity
1. Subject
: English 2.
Class : XI Bahasa
3. Topic : Culture Matters
4. Time Allocation : 2 X 45 minutes
II. Standard Competency
To communicate in spoken and written languages by using appropriate variety fluently and accurately in interactional discourse and monologue particularly in the
forms of descriptive, narrative, anecdote, analytical exposition, and hortatory
exposition that leads to interpersonal meaning variation.
III. Basic Competency
To express meanings in transactional discourse, interpersonal discourse, and oral monologue, particularly in the forms of descriptive, narrative, anecdote, analytical
exposition, and hortatory exposition.
IV. Achievement Indicators
1. Students are able to define the meaning of Culture.
2. Students are able to use expressions showing annoyance and embarrassment.
3. Students are able to make conversation about Culture Matters in Indonesia.
V. Teaching Strategies
Cooperative Learning, Problem-Based Learning, Lecture, and Game
VI. Teaching Aids
Handouts, Pictures for Game PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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VII. Teaching and learning activities
Teacher’s activities Student’s Activities
Time Allocation
Pre-activity The teacher greets the students.
The teacher gives the pictures and asks the students to discuss the questions.
The teacher asks the students to brainstorm the idea of Culture and come to the
definition. Whilst-Activities
The teacher divides the students into group of six and chooses their one group partner.
Then, the teacher asks them to provide two differences between Eastern Culture and
Western Culture. The teacher asks the students to exchange
their work with other group and give opinions are they annoyed or embarrassed
when they feel Cross Cultural Shock. The teacher asks the students to return their
group partner’s work and send their two members to come to their group partner
then present their opinion when they feel Cross Cultural Shock to the chosen idea.
The rest of the group will take notes during the presentation.
After taking notes, the teacher asks the group to develop a dialogue which
provides the expression of being annoyed or embarrassed toward the chosen
situation. The teacher explains language focus and
gives the example of a dialogue. The teacher asks the students to analyze
their dialogue whether the use of expression is correct and appropriate or
not. The teacher provides game.
Post-Activity The teacher distributes cooperative group-
assessment and cooperative self- assessment worksheets.
Pre-activity The students greet the teacher.
The students discuss the pictures and answer the questions.
The students brainstorm the idea of Culture and come to the definition.
Whilst-Activities The students work in group of six and have
a group partner. Then, the students provide two differences between Eastern Culture
and Western Culture. They can give example if possible.
The students exchange their work with other group and give opinions are they annoyed or
embarrassed When they feel Cross Cultural Shock.
The students return their group partner’s work and send their two members to come
to their group partner then present their opinion when they feel Cross Cultural
Shock to the chosen idea. The rest of the group will take notes during the
presentation. After taking notes, the group develops a
dialogue which provides the expression of being annoyed or embarrassed toward the
chosen situation. The students study the language focus and
the example of a dialogue. The students analyze their dialogue whether
the use of expression is correct and appropriate or not.
The students play game. Post-Activity
The students fill in cooperative group- assessment and cooperative self-assessment
worksheets. 10’
10’
10’
10’
10’
10’
5’
20’ 5’
101
Lesson Plan Unit 8
I. Subject Identity
1. Subject
: English 2.
Class : XI Bahasa
3. Topic : Going Global
4. Time Allocation : 2 X 45 minutes
II. Standard Competency
To communicate in spoken and written languages by using appropriate variety fluently and accurately in interactional discourse and monologue particularly in the
forms of descriptive, narrative, anecdote, analytical exposition, and hortatory
exposition that leads to interpersonal meaning variation.
III. Basic Competency
To express meanings in transactional discourse, interpersonal discourse, and oral monologue, particularly in the forms of descriptive, narrative, anecdote, analytical
exposition, and hortatory exposition.
IV. Achievement Indicators
1. Students are able to define the meaning of Globalization.
2. Students are able to use expressions asking for someone’s agreement.
3. Students are able to use expressions showing agreement and disagreement.
4. Students are able to make conversation about Globalization in Indonesia.
VI. Teaching Strategies
Cooperative Learning, Problem-Based Learning, Lecture, and Game.
VII. Teaching Aids
Handout, a Set of Cards for Game PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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VII. Teaching and learning activities
Teacher’s activities Student’s Activities
Time Allocation
Pre-activity The teacher greets the students.
The teacher gives the pictures and asks the students to discuss the questions.
The teacher asks the students to brainstorm the idea of Globalization and come to a
definition. Whilst-Activities
The teacher divides the students into a group of six and chooses their one group
partner. Then, the teacher asks them to provide three facts that they can argue
about Indonesia which is going global and its’ positive or negative impacts for
Indonesia. The teacher asks the students to exchange
their work with their group partner and give comments whether they agree or
disagree with the facts. The teacher asks the students to return their
group partner’s work and send their two members to come to their group partner
then present their opinion to the chosen fact. The rest of the group will take notes
during the presentation. After taking notes, the teacher asks the
group to develop a dialogue which provides the expression of agreements or
disagreements toward the chosen fact. The teacher explains language focus and
gives the example of a dialogue. The teacher asks the students to analyze
their dialogue whether the use of expression is correct and appropriate or
not. The teacher provides game.
Post-Activity The teacher distributes cooperative group-
assessment and cooperative self- assessment worksheets.
Pre-activity The students greet the teacher.
The students discuss the pictures and answer the questions.
The students brainstorm the idea of Globalization and come to a definition.
Whilst-Activities The students work in group of six and have
a group partner. Then, the students and provide three facts that can be argued about
Indonesia which is going global and its’ positive or negative impacts for Indonesia.
The students exchange their work with their group partner and give comments whether
they agree or disagree with the facts. The students return their group partner’s
work and send their two members to come to their group partner then present their
opinion to the chosen fact. The rest of the group will take notes during the
presentation. After taking notes, the group develops a
dialogue which provides the expression of agreements or disagreements toward the
chosen fact. The students study the language focus and
the example of a dialogue. The students analyze their dialogue whether
the use of expression is correct and appropriate or not.
The students play game. Post-Activity
The students fill in cooperative group- assessment and cooperative self-assessment
worksheets. 10’
10’
10’
10’
10’
10’ 5’
20’ 5’
APPENDIX H
General Description
Designing a Set of Instructional speaking Materials Using Contextual Teaching and Learning
for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta
103
Gambaran Umum
Pada bagian ini, penulis akan menjelaskan tentang latar belakang, isi, dan tujuan dari penyusunan skripsi yang berjudul Designing A Set of Instructional
Speaking Materials Using Contextual Teaching and Learning for The Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta.
A. Latar Belakang
Ide penyusunan seperangkat materi “Speaking” Berbicara dalam Bahasa Inggris dalam desain instruksional ini muncul karena penulis melihat adanya
kekurangan dalam kemampuan murid-murid khususnya dari Program Bahasa di SMA Stella Duce 1 dalam berbicara dalam bahasa Inggris. Penulis menemukan salah
satu penyebabnya dikarenakan adanya rasa takut untuk membuat kesalahan atau kekeliruan didepan teman-teman mereka. Oleh karena itu, penulis ingin membantu
para murid-murid untuk meningkatkan kemampuan berbicara mereka dalam bahasa Inggris dan mendorong mereka untuk lebih berani berbicara dalam bahasa Inggris.
Materi-materi yang disusun menekankan pada kemampuan Speaking dikarenakan cara yang paling jelas dalam menunjukan kompetensi seseorang dalam
penguasaan bahasa yaitu melalui berbicara. Akan tetapi, perasaan takut untuk membuat kesalahan menyebabkan para murid-murid tidak mau mengambil resiko
untuk berlatih berbicara di kelas. Oleh karena itu perlu dikembangkan materi-materi yang dapat meningkatkan motivasi mereka yang berkaitan dengan pengetahuan
mereka. Hal yang juga sama pentingnya yaitu latihan-latihan yang komunikatif dalam Speaking.
104
Menurut teori Konstruktivisme, manusia membangun dan menciptakan pengetahuan serta dapat memaknainya melalui pengalaman yang dialaminya sendiri.
Berlandaskan teori konstruktivisme ini, maka muncullah metode pengajaran Contextual Teaching and Learning. Penulis kemudian merancang materi-materi
pembelajaran Speaking dengan menggunakan teori ini karena Contextual Teaching and Learning berfokus pada pengintegrasian isi materi ke konteks dunia nyata untuk
membantu murid-murid secara langsung menghubungkan dan menerapkan kompetensi mereka dalam dunia sehari-hari. Murid-murid tidak hanya belajar
pelajaran akademis saja tetapi belajar untuk peka terhadap konteks nyata khususnya isu-isu yang ada di dalam masyarakat seperti isu-isu sosial, individu, ekonomi,
budaya, maupun politik. Isu-isu ini dikembangkan dalam kegiatan belajar untuk mengembangkan pemikiran kritis mereka untuk menyelesaikan masalah yang
ditemukan. Setelah melakukan observasi informal, penulis mengetahui bahwa pengajaran
Bahasa Inggris dalam kelas dua program Bahasa SMA Stella Duce 1 sudah menerapkan beberapa elemen dari metode pengajaran Contextual Teaching and
Learning seperti Cooperative Learning dan Problem-Based Learning. Oleh karena itu, penulis ingin mengembangkan materi-materi Speaking dengan menggunakan
Contextual Teaching and Learning untuk membantu guru-guru bahasa Inggris lebih mengenal metode ini dan dapat melaksanakan secara efektif di sekolah.
Untuk membantu para murid dalam mempelajari Speaking secara kontekstual, maka materi-materi yang disusun diharapkan tidak monoton dan
menyediakan kegiatan-kegiatan yang komunikatif yang dapat meningkatkan motivasi murid-murid untuk belajar tentang Speaking.
105
B. Isi
Materi-materi Speaking yang disusun oleh penulis ini terdiri dari 8 delapan unit. Setiap unit terdiri dari 6 bagian, yaitu:
1. Set Your Goal
2. Burn Up
3. Win-win Solution
4. Get the Big Picture
5. Grasp the Meaning
6. Have a Good Time
Penulis mengembangkan materi-materi Speaking dalam unit-unit sebagai berikut.
Units Language Function
Theme TopicTitle
1 Expressing Compliments
Personal Issue Be Positive
2 Expressing
Love, Sadness,
Pain and Fear Personal Issue
Mixed Emotions
3 Expressing
Likes and
Dislikes Social Issue
TV Media
4 Asking for and Offering to
Help Economic Issue
It’s All About Money
5 Expressing Suggestion
Social Issue Modernization
6 Expressing
Warning and
Prohibition Politic Issue
Rules and Freedom
7 Expressing
Annoyance and Embarrassment
Cultural Issue Culture matters
8 Expressing
Agreement and Disagreement
Social Issue Going Global
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C. Tujuan
Tujuan-tujuan dari penyusunan materi-materi ini adalah; pertama, untuk memfasilitasi murid-murid dalam belajar Speaking secara komunikatif dan
kontekstual dengan mengembangkan isu-isu dalam masyarakat seperti isu individual, politik, ekonomi, budaya dan sosial; kedua, memberikan kesempatan kepada murid-
murid untuk belajar peka dan mampu menyelesaikan masalah dalam masyarakat; dan yang ketiga, mendorong murid-murid untuk belajar bekerjasama dalam grup diskusi,
sehingga dapat menolong mereka di masa depan untuk menempatkan posisi mereka sebagai individu atau bagian dalam suatu komunitas dalam masyarakat.
Penulis sangat berharap agar seperangkat materi Speaking yang telah disusun akan sangat bermanfaat bagi guru-guru maupun murid-murid
107
General Description
In this part, the writer would like to explain about the background, the content, and the purpose of making the designed materials which is included in the
study titled Designing A Set of Instructional Speaking Materials Using Contextual Teaching and Learning for The Second Grade of Language Program in SMA Stella
Duce 1 Yogyakarta.
A. Background
The idea to make these instructional speaking materials came up because the writer saw the lack of students’ speaking competence in the second grade of
language program in SMA Stella Duce 1 Yogyakarta. There was a feeling of unconfidence because of the fear making mistakes or errors in front of their peers.
Therefore, the writer intended to help the students in developing their English ability especially in speaking skill and encourage them to bravely speak up in learning
English by designing a set of instructional speaking materials. The designed materials emphasize on the speaking skill because the most
obvious way to perform language is by speaking, since it can convey the competence of the speaker in language. However, feeling afraid of making mistakes makes the
students are unwilling to take a risk to speak English in classroom. This is why it is needed to develop materials that can develop students’ motivation related to their
background knowledge and communicative task to learn speaking. According to the constructivism theory, human builds and constructs the
knowledge by bringing meaning through the experience they had. Based on this PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
108
constructivism theory, Contextual Teaching and Learning is developed. The writer designed the speaking materials using Contextual Teaching and Learning, since this
method focuses on integrating material content to real context in order to help the students directly connect and apply their competence in their everyday life. The
students will not only learn the subject matter but also learn to be aware of real context particularly the issues in society such as social, personal, cultural, or politic
issues covered in teaching learning activities to develop their own critical thinking to solve the problems they have found.
After conducting several observations, the writer found that the English teachers in SMA Stella Duce 1 have already taught their classes using Contextual
Teaching and Learning. The English teachers have provided Cooperative Learning and Problem-Based Learning in their teaching learning activities, which are the
elements of Contextual Teaching and Learning. Therefore, the writer wanted to develop instructional speaking materials using Contextual Teaching and Learning to
help the teachers get familiar with this method and is able to apply it effectively in classroom.
To support the students in learning speaking communicatively and contextually, the designed materials should not be monotonous but provide the
communicative task with topics developed by several issues in society that can increase the students’ motivation to learn about speaking.
