90 e.
The English teacher adopted or adapted some of them from many sources. f.
In understanding the stories, the students often found difficulties, especially in vocabulary.
Second, the researcher identified the English teacher‟s opinions about
using stories in the leaning and teaching process based on the result of questions number five to thirteen. From the questions, the researcher found that based on the
English teacher‟s opinions: a.
Using stories in the English learning and teaching process was good. The reason was because stories
developed students‟ motivation and positive attitudes. Stories could attract their attention. Stories also them to understand
the materials. Besides, stories could be used as models of the language use and purposes.
b. Storybooks that were completed with materials and exercises were very
useful because they could be used a supporting materials of learning and teaching at school or at home.
c. Picture story and short stories, tales, legends, and fables, family and love
were the most appropriate forms, types, and themes of storybook that could be used in the English learning and teaching process.
d. An appropriate storybook that could be used in learning and teaching process
had to have interesting characters, easy plot, interesting setting, simple language style, and completed with vocabulary list.
The researcher conclude that based on the English teacher‟s point of view, using
stories in the learning and teaching process was one of effective and efficient alternative
to accommodate the students‟ characteristics.
91
B. Goals, Topics, and General Purposes
The second element, the workbook applied the integrated approach and had goals, topics, and general purposes that were formulated from the current
curriculum. Because the workbook applied integrated approach, the goals, topics, and general purposes were formulated for four language skills. The researcher
formulated goals, topics, and general purposes in the planning process. The researcher formulated them based on the result of a library research on the current
curriculum and commonly used English textbooks. The researcher used the procedures because the current curriculum, the SLBC of 2006 KTSP did not
mentioned explicitly all topics that were appropriate to teach grade VII students of junior high school. Therefore, the researcher had to find more detail information
from the commonly used English textbooks. The researcher used four English textbooks as the objects of the library
research. They were The Bridge 2004, English in Focus 2008, Building Blocks 2005, and
Student’s Book Flying Start 2011. Although not all of them were designed based on the current curriculum, the SLBC of 2006 KTSP, researcher
selected them because three of them were distributed by the school and often used by the English teacher. Then, one of them was suggested by the teacher to be used
by all grade VII students at SMP Negeri 2 Yogyakarta. Besides, all of them had similar scopes of topic that were related to the closest situations that junior high
schools students often experience. However, the sequences, the types of the activities, and the levels of difficulty in each textbook were different.
In formulating goals, topics, and general purposes, the researcher made some adaptations because the concept that the current curriculum had was
92 different from the concept that the
Kemp‟s ID model had. Based on the current curriculum, the SLBC of 2006 KTSP, competence standards standar
kompetensi were the minimum competencies that should be achieved at every
level of material being taught. Then, basic competences kompetensi dasar were the elaboration of competence standards that covered narrower materials. After
that, both the competence standards and the basic competences already presented the broad and narrow topics. It meant the researcher could directly recognize the
topics in the competence standards and the basic competences. Based on the
Kemp‟s ID model, goals were the broad competencies that students would achieve in the learning and teaching process. Then, in order to
achieve the competencies, topics were formulated to become the scope of the content area. After that, based on the topics, general purposes were formulated in
order to show the more specific outcomes that students would perform. It meant, before formulating the general purposes, the researcher should have formulated
the topics. Based on those understandings, the researcher decided to use the terms
that t he Kemp‟s ID model have with some adaptations. The researcher formulated
the goals from the competence standards standar kompetensi. Then, the researcher formulated the general purposes from the basic competences
kompetensi dasar. The reason was because the competence standards showed more general information than the basic competences. After that, the researcher
formulated the topics from them. Besides, the researcher used the result of the library research on the commonly used English textbooks to complete the list of
the topics.
93 The researcher selected twelve topics. From the topics, the researcher
categorized them into nine oracy topics and six literacy topics. The reason was that six topics expressions focused on oral competences. Then, three topics
functional written texts focused on literacy competences. After that, three topics functional spoken and written texts, monologues, and essays focused on both
oral and literacy competences. The list of the goals, topics, and general purposes is presented in Table 4.7.
Table 4.7 Goals, Topics, and General Purposes Goals
General purposes Topics
Listening 1.
To comprehend meaning in very
simple transactional and
interpersonal conversations to
interact with the closest situations
1.1. To respond meaning in transactional to
get things done and interpersonal to socialize conversations using very
simple spoken language accurately and fluently to interact with the closest
situations that involve the expressions of asking someone to do and not to do
something
1.2. To respond meaning in very simple
transactional and interpersonal conversations using very simple spoken
language accurately and fluently to interact with the closest situations that
involve the expressions of asking and giving information, expressing
gratitude, and expressing apology Asking
someone to do and not to do
something Asking and giving
information
Expressing gratitude
Expressing apology
Speaking 3.
To express meaning in very
simple transactional and
interpersonal conversations to
interact with the closest situations
3.1. To express meaning in transactional and
interpersonal conversations using very simple spoken language accurately and
fluently
3.2. To interact with the closest situations
that involve the expressions of asking someone to do and not to do something
3.3. To express meaning in transactional and
interpersonal conversations using very simple spoken language accurately and
fluently to interact with the closest situations that involve the expressions
of asking and giving information, expressing gratitude, and expressing
apology
94
Goals General purposes
Topics
Reading 5.
To comprehend meaning in short
and very simple functional
written texts related to the
closest situations 5.1.
To read aloud words, phrases and sentences using correct pronunciation,
stress, and intonation related to the closest situations
5.2. To respond meaning in sort and very
simple functional written texts accurately and fluently related to the
closest situations Greeting cards
Written messages Identity cards
Writing 6.
To express meaning in short
and very simple functional
written texts related to the
closest situations 6.1.
To express ideas in sort and very simple functional written texts using written
language accurately and fluently to interact with the closest situations
6.2. To express rhetoric ways in very simple
functional written texts using written language accurately and fluently to
interact with the closest situations
Listening 7.
To comprehend meaning in very
simple transactional and
interpersonal conversations to
interact with the closest situations
7.2. To respond meaning in transactional
interpersonal conversations using very simple spoken language accurately and
fluently to interact with the closest situations that involve the expressions
of asking and giving opinions and expressing like and dislike
Asking and giving opinions
Expressing like and dislike
Speaking 9.
To express meaning in very
simple transactional and
interpersonal conversations to
interact with the closest situations
9.2. To express meaning in transactional and
interpersonal conversations using very simple spoken language accurately and
fluently to interact with the closest situations that involve the expressions
of asking and giving opinions and expressing like and dislike
Listening 8.
To comprehend meaning in
functional spoken texts or
short and very simple
monologues in forms of
descriptive and procedural texts
to interact with the closest
situations 8.1.
To respond meaning in sort and very simple functional spoken texts
accurately and fluently to interact with the closest situations
8.2. To respond meaning in very simple
monologues accurately and fluently to interact with the closest situations in
forms of descriptive and procedural texts
Announcement Description
Procedure
Speaking 10.
To express meaning in
functional 10.1.
To express meaning in sort and very simple functional spoken texts using
spoken language accurately and fluently
