27 7
Discussion and decisions These require the learners to collect and share information to reach a
decision e.g. to decide which items from a list are essential to have on a desert island.
According to Nunan 2004, by using „task‟ the students are expected to able to plan and monitor their own learning and begin to break down some of the
traditional hierarchies. Therefore, the researcher chooses TBL as the method which is appl
ied to the SAC materials since it supports the students‟ independences.
6. Self-Access Center SAC
According to Sheerin 1991 as cited by Benson 2011, Self-Access is how the materials are described through the designed and organized materials so
that the students can select and work on their own tasks. It is followed by Benson 2001 as cited by Nunan 2003: 291, “Self-Access Centre is the basic of self-
directed learning, or learning outside the classroom that was planned and execute by the learners them
selves.” In short, SAC is a place where the students are allowed to learn English outside the classroom and then select and work on their
own learning materials. According to Sheerin 1989, “Self-access material tends to be that it
consists of activities or texts, plus questions or tasks which are self- correcting”
p.24. Thus, the students are demanded to be able to find the mistakes and score their own work. In SAC there are so many media provided to improve the
28 students‟ skills in learning English such as books, worksheets, CDs and DVDs,
and, moreover, some SACs also have computers which are hooked up to an internet. According to Harmer 2007, “The materials given covers grammar
reference and work-book type tasks to audio and video excerpts which can be worked by students want by themselves, in pairs or in groups” p.403. Besides,
students can also find some collections of literature, dictionaries, reading texts, and listening materials. Thus, in SAC students can improve their English by doing
the provided materials whenever they want. In SAC, there are some materials provided for the students which are
called self- access materials. According to Tomlinson 1998, “Self- access
materials are exercises which enable the learners to work on what they need in their own time and at their own pace without reference to a teacher” p. 320. It
shows that in SAC the students are demanded to take their own responsibilities to their own work. According to Sheerin 1989: 23, there are several criteria that
should be applied to the design in order to produce good self-access materials. The criteria will be explained as follows.
1 Clearly Stated Aims
It is important to state the aim clearly because it helps the student in deciding whether or not the materials suit his or her needs. Therefore, the students
should understand the aims of self-access materials provided clearly. 2
Clarity of rubric Careful attention should be paid to rubrics when writing or adapting
material. The students need the utmost clarity, together with clear examples of
29 what is required when they are going to work on their own. Besides, it is also
necessary to control level of language used in instruction. 3
Attractive Presentation The self-access materials should be as attractive and inviting as possible.
Materials with a professional finish will give the student confidence. 4
Worthwhile Activity The activities in the materials should be worthwhile. It means that the
students should be possible to learn something by doing the activity, and that „something‟ should be worth learning. Besides, the material should be motivating
and interesting. 5
Choice of Procedure The instruction should be dictatorial. The material writers should offer
students a choice of procedures in order to give them opportunity to employ learning styles which suits them best.
6 Feedback
Self-access materials are used without teacher, and therefore, feedback needs to be built in. practice activities need keys; listening materials needs a tape
script; more subjective activities require commentaries rather than keys. 7
Balanced Diet The provision of materials should be balanced and coherent, that is to say
the quantity of material at each level and for each main focus should be more or less the same. There should be a variety of activity types and aims.
30
B. Theoretical framework
Some steps are required to design integrated reading and writing materials of SAC in
SMK Negeri 2 Depok
for the tenth grade students. The theoretical description above is seen as a basis to clarify the framework of this study that
would guide us into the real discussion. In this study the researcher addresses two research problems. The first is
how a set of integrated reading writing materials of Self-Access Centre in
SMK Negeri 2 Depok
for the tenth grade students designed. The second is what does the set of integrated reading writing materials of Self-Access Centre in
SMK Negeri 2 Depok
for the tenth grade students look like. In order to answer the first research problems, the researcher use the Kemp‟s instructional design model. There are
eight steps used by the researcher in order to design the integrated reading writing materials of Self-Access Centre in
SMK Negeri 2 Depok
for the tenth grade students. The following is the eight steps used by the researcher.
1. Conducting Needs Survey
The researcher conducted the need survey by distributing questionnaire to the tenth grade students at
SMK Negeri 2 Depok
and interviewing an English teacher and one student of each class that had been observed by the researcher. It
is aimed to know the students‟ needs, characteristics, and difficulties in learning
English, especially reading and writing. Besides, it is aimed to find out deeper information about the materials in Self-Access Center. It is also used to find out
the feedback from the English teachers about the idea of instructional material design.
