SMK N2 Depok Yogyakarta because it is one of the best vocational high schools
in Yogyakarta and it cooperates with many companies so that the graduate students can work directly in those companies with a form of contract as
employees. This kind of research plays an important role in the academic system as it is going to be a pioneer of designing Integrated English instructional
materials for vocational high school. I chose XI grade students of industrial electronics engineering because at this grade, the students start to have more
practice. I chose industrial electronics engineering because it uses more English technical terms compared with other forms of engineerings. The English subject
lesson has to support their skill, for example: mentioning all the tools in English and explaining clearly the procedures of operating some machines.
It is important to conduct this study to find out the suitable design of Integrated English instructional materials for the XI grade students in industrial
electronics engineering. This research will take the form of interviews with some English teachers, with industrial electronics graduates who have jobs in the
industrial electronics area, and with experts in material design. This research is also supported by book references, articles, journals, magazines, cassettes and
CDs.
1.2 Research Area
I will focus the study on instructional design and teaching methods. Based on instructional design and teaching methods, I am designing Integrated English
Instructional Materials for XI Grade Students of Industrial Electronics PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Engineering as related to the 2006 edition of KTSP. The media used in designing the materials are modules, cassetes and CDs.
1.3 Research Problem
Based on the elaboration above, there is a problem in the implementation of KTSP. The problem concerns the design of integrated English instructional
materials for SMK students, the question is: “What is the proposed model design of Integrated English Instructional Materials for XI Grade Students of Industrial
Electronics Engineering?”
1.4 Research Objective
The objective of this study is to design integrated English instructional
materials related to KTSP for the XI grade students of industrial electrics engineering.
1.5 Research Benefits
I hope that the study will have several benefits for English teachers and students of vocational high school, especially for those of SMK N2 Depok
Yogyakarta, and future researchers who are going to design English integrated
instructional materials for vocational high school. These are: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1.5.1 For the English teachers of XI grade students of industrial electronics engineering.
It provides them with a set of Integrated English Instructional Materials for XI Grade Students of Industrial Electronics Engineering and will challenge
them to develop the materials using their own creativity.
1.5.2 For XI grade students of industrial electronics engineering.
It will help them significantly improve their English by providing the materials based on the skills that they are concerned with.
1.5.3 For future researchers of English Education Study Program
This thesis will help them to make research to find out whether or not these Integrated English instructional materials are effective for the XI grade
students of SMK N2 Depok Yogyakarta as part of their learning process.
1.6 Definition of Terms
Some terms need to be clarified to avoid misunderstanding. The terms that will be defined are: Integrated English instructional materials, instructional
materials, integrated skills, topic-based language instruction, and industrial electronics engineering.
1.6.1. Integrated English Instructional Materials
Integrated English instructional materials are printed materials computer- assisted materials, televised instructions, or materials taken from magazines
which are developed through integrated skills listening, speaking, reading, and writing based on the topic being discussed.
1.6.2 Instructional Materials
According to DickReiser 1989, p.3, instructional materials are forms of printed materials, computer-assisted instructions and televised instructions, and
planned or designed materials for the use of teachers and students in carrying out teaching and learning.
1.6.3 Integrated Materials
The Oxford Advanced Learners Dictionary 1995: 620 states that ‘integrate’
means “various parts or aspects linked closely together”. Integrated materials are materials that are developed based on various skills listening,
speaking, reading, and writing that are interconnected. This thesis would like to present the integration of skills and language elements grammar, vocabulary, and
pronunciation to support those skills. RichardRodgers 2001, p.64 also state that integrated materials are a set
of instructional materials that contains of all four language skills reading, listening, speaking and writing are integrative.
1.6.4 Industrial Electronics Engineering
Industrial electronics engineering is one of the study programs taught in vocational high school technical school education in which most of the material
content is about matters related to industrial electronics.
To sum up, Integrated English instructional materials related to KTSP for the XI grade students of industrial electronics Engineering which are integrated
with language elements will be designed based on communicative tasks and skills. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
CHAPTER II THEORETICAL REVIEW
This chapter deals with some theories that form the basis for the discussion. The purpose of this chapter is to obtain an understanding of what the
basic principles of the study are, so that the problems stated in the previous chapter can be answered.
In this chapter, two major points are discussed. The first is the review of related theories that discusses the relevant theories underlying the study, and the
second is the theoretical framework that focuses on the steps in developing Integrated English instructional materials.
2.1 Review of Related Theories
In this theoretical review, some theories will be elaborated. They are the theories of the design of Integrated English Instructional Materials for XI Grade
Students of Industrial Electronics Engineering: 2.1.1 Communicative Language Teaching
• Integrated Teaching 2.1.2 Topic-Based Language Instruction
2.1.3 Instructional Design : Kemp’s Model 2.1.4 Syllabus Types: Theme-Based Syllabus and Functional Syllabus.
2.1.5 Kurikulum Tingkat Satuan Pendidikan KTSP 2.1.6 English for Specific Purposes ESP
2.1.7 Industrial Electronics Engineering
2.1.1 Communicative Language Teaching
Teaching means facilitating and directing students to learn the materials and providing a good environment for the learning process. A teacher is expected
to be able to provide materials, and select teaching styles, methods, strategies, and approaches for the purpose of providing good teaching. The approach is
considered to be general opinions about what language is and how language works. In this study, the writer would like to elaborate on one of the approaches
underlying second and foreign language learning. The approach being discussed is Communicative Language Teaching CLT. This study considers this approach
because it is the most appropriate choice for vocational high school students. CLT is an approach to second and foreign language teaching that
involves more than simply learning grammatical pattern and rules. It gives the students the chance to improve their ability to communicate in the target language.
CLT provides real-life situations that need communication. Richards and Rodgers 1986, p.66 state that CLT has two aims:
• Encouraging communicative competence which is the goal of language teaching,
• Developing procedures for the teaching of the four language skills. Those two aims acknowledge the interdependence of language and
communication. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
In order to achieve those two aims, Littlewood 1981, p.1 highlights that CLT pays attention to functional communication e.g. apologizing,
describing, promoting, inviting, etc. On the other hand, learners are also equipped with particular grammatical terms that might be used to perform the functions
correctly. To conclude, in line with 2006 English KTSP that aims to provide real-
life communication, CLT is the best approach for vocational high school students because it encourages the students to communicate with others. CLT is adapted to
meet learners’ specific communication needs in the working world.
2.1.1.1 The Characteristics of CLT
Richard and Rodgers 1986, p.69 explain that the characteristics of CLT are learner-centered and experienced-based views of second language learning.
The students are given the chance to develop their knowledge and then to interact using the target language so that their experiences would be internalized. As
quoted by Richard and Rodgers, Hilgard and Bower 1966 agree that CLT is the process of “learning by doing”. Finochiaro and Brumfit in Richard and Rodgers,
1986, p.67 identifies 22 characteristics of CLT. They are: • Meaning is paramount.
• Dialogues, if used, center on communicative functions and are not normally memorized.
• Contextualization is a basic premise. • Language learning is learning to communicate.
• Effective communication is sought. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
• Drilling may occur, but peripherally. • Comprehensible pronunciation is sought.
• Any device which helps the learners is accepted. • Attempts to communicate may be encouraged from the very beginning.
• Judicious use of native language is accepted where feasible. • Translation may be used when students need to benefit from it.
• It is hoped that reading and writing can start from the first day. • The target linguistic system will be learned best through the process of
struggling to communicate. • Communicative competence is the desired goal i.e. the ability to use the
linguistic system effectively and appropriately. • Linguistic variation is a center concept in materials and methodology.
• Sequencing is determined by any consideration of content, function, or meaning which maintains the interest.
• Teachers help learners in any way that motivates them to work with the language.
• Language is created by the individual often through trial and error. • Fluency and acceptable language is the primary goal.
• The students are expected to interact with other people. • The teacher cannot know exactly what language the students will use.
• Intrinsic motivation will spring from an interest in what is being communicated by the language.
The characteristics of CLT will be the reference in developing Integrated English Instructional Materials for XI Grade Students of Industrial Electronics
Engineering.
2.1.1.2 Theory of Language in CLT
Richard and Rodgers 1986, p.71 assume that language is a system for the expression of meaning. The primary function of language is for interaction and
communication. The functional and communicative dimensions are more considered than the grammatical and structural features. As quoted by Richards
and Rodgers 1986, p.70, Hymes 1795, p.11-17 agrees with their opinion that language is as a means of communication. Hymes claims that language performs
seven basic functions: • Instrumental function: using language to get things.
• Regulatory function: using language to control the behaviour of others • Personal function: using language to express personal feelings and meanings,
• Heuristic function: using language to learn and to discover • Imaginative function: using language to create a world of the imagination,
• Representational function: using language to communicate information. The last function of Hymes’ description is the same as Richard and
Rodgers description that language is a means of communication whereas the other five descriptions are of other functions that support the representational function.
In line with the theories of language above, in the working world, language is seen as the apparatus to express its meaning. Language is used as a
means of communication to avoid misunderstanding among the staff.
2.1.1.3 Theory of Language Learning in CLT
Richard and Rodgers 1986, p.19 say that “learning theory is concerned with an account of the central processes of learning and an account of the
condition believed to promote successful language learning”. Moreover, Johnson in Richard and Rodgers, 1986, p.72 promotes three elements of an underlying
learning theory that can be recognized in CLT practices. The first element is the communication principle meaning activities and real communication that promote
learning. The second element is the task principle meaning activities where language is used for carrying out meaningful tasks to promote learning. The last
element is called the meaningful principle. Language, that is meaningful for
learners, supports the learning process. 2.1.1.4 Types of Classroom Activities in CLT
Communicative Language Teaching provides learners with a communicative situation in order to share information, negotiate the information,
and finally interact with others Richard and Rodgers, 1986, p.76. Classroom
activities direct the students to get involved in the target language communication. Littlewood in Richard and Rodgers divides classroom activities into two:
2.1.1.4.1 Functional Communication Activities
The purpose of functional communication activities is to direct the students to get involved in communication in which they have to get the meaning
of the language as effectively as possible. These activities are used to develop certain language functions. The activities include comparing sets of pictures,
recognizing similarities and differences, sequencing events in a set of pictures, discovering missing features in a map, giving and performing instructions on how
to do something, solving problems from shared clues.
2.1.1.4.2 Social Interaction Activities
The main purpose of these activities is to give learners the chance to use the target language in a social context. The activities are conversation and
discussion, dialogues and role-plays, simulations, skits, improvisations, and debates.
Those two activities are used for reference in designing Integrated English instructional materials for XI grade students of industrial electronics engineering.
2.1.1.5 Teacher’s and Learners’ Role in Communicative Classroom
CLT emphasizes the process of communication rather than the mastery of language forms. The role of learners is as negotiators between the self, the
learning process and the object of learning Breen and Candlin, as quoted in Richard and Rodgers, 1986, p.77. Learners are expected to be able to give as
much as they gain. According to Breen and Candlin in Richard and Rodgers 1986, p.77,
there are two main roles for the teacher. They are as facilitators in the communication process and as participants in the classroom. Other teacher’s roles
are as needs analyst, counselor, and group process manager. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2.1.1.6 Communicative Tasks
Nunan 1988: 18 clarifies a communicative task as “a piece of classroom work which involves learners in comprehending, manipulating, producing, or
interacting in the target language while their attention principally focuses on meaning rather than form”. This communicative task enables the students to be
able to grasp the target language and perform it in real life situations. The students can express their ideas and feelings or give responses to something happening in
their surroundings. Nunan 1988: 18 mentions some components in analyzing communicative tasks. They are the teacher’s role, the learner’s role, settings,
activities, inputs, and goals. Inputs and activities are different. Input is data for the learners to use, whereas the activities are the job for the learners to perform. An
example of input is a questionnaire from a magazine, while activities are reading the questionnaire followed by asking for and giving information about the
questionnaire. The components are described in the figure below:
Goals Teacher’s
role
Input TASKS
Learner’s role
Activities Settings
Figure 2.1: Framework for Analyzing Communicative Tasks PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Those components determine the tasks that will be used in creating communicative exercises of Integrated instructional materials for XI grade
students of industrial electrics engineering. Nunan says 1988: 20 that the term ‘task’ in the ‘communicative task’ refers to the basic planning tool as result of
changing attitudes toward language and language learning. Furthermore, the changes manifest themselves in the style of language learning and teaching known
as Communicative Language Teaching CLT. Therefore, the teacher’s and learner’s roles in this study refer to CLT.
In this study, I design Integrated English instructional materials. Integrated English instructional materials are printed materials computer-assisted materials,
televised instructions, or materials taken from magazines which are developed through integrated skills listening, speaking, reading, and writing based on the
topic being discussed. The design is supported by the following theories:
2.1.1.7 Integrated Teaching Discrete Skills versus Integrated Skills
According to Kathleen Graves, the four skills listening, speaking, reading, and writing are channels or modes for using and understanding language.
Learning the four skills involves understanding that a text has its own purpose, and how texts are organized so that we can understand them through listening or
reading, and produce them through speaking or writing. It involves learning the sub skills that enable one to be proficient in each skill.
Speaking sub skills include knowing how to negotiate turn-taking and producing fluent stretches of discourse.
Listening sub skills include listening for gist, for tone, for invitations to take a turn.
Reading sub skills include predicting content, understanding the main idea, interpreting the text.
Writing sub skills include using appropriate rhetorical structure, adjusting writing for a given audience, editing one’s writing.
RichardRodgers 2001: 64 also state that integrated materials are a set of instructional materials that contain all four language skills reading, listening,
speaking, and writing are integrative. In learning a language, discrete skills are not suggested as there would be,
for instance, no speaking without listening or no writing without reading. The integration of at least two skills obtains effective language learning. The four
skills are interrelated and interdependent. They have to be integrated since each skill supports and extends learning other skills.
2.1.2 Topic-Based Language Instruction
According to Brinton 1989: 216, topic-based language instruction refers
to a language course in which the syllabus is organized around themes or topics such as “pollution” or “women’s rights.” It is subordinated to more general
themes for it might provide organizing topics for two weeks of integrated classroom work. A topic might be introduced through reading a text. Vocabulary
is increased through guided discussion. Audio or video material on the same topic is used for listening comprehension, followed by written or spoken assignments
integrating information about the topic discussed from many sources. Most of the materials used will typically be teacher-generated and the topic introduced will
cross all skills listening, speaking, reading, and writing. Kathleen Graves 1989 : 45 says that topics are what language is used to
speak or to write about. They may be personal, such as family, food, and hobbies, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
they be professional and relate to a profession job, they may also be socio cultural and relate to education, political systems, or cultural customs.
According to Evans 1986, topics are broken into four sequential stages:
2.1.2.1 Stage 1: Visual Presentation
In the first stage, central concepts are presented through pictures, maps, models, etc. Appropriate structures and vocabulary are introduced, and students
are given the opportunity of describing what they have seen orally and in writing.
2.1.2.2 Stage 2 : Building a Reading Passage
Students answer truefalse questions about the visuals and use these as the basis for building a written passage.
2.1.2.3 Stage 3 : Analyzing and Extending the Reading Passage
At this stage, students focus on some of the linguistic elements in the passage.
2.1.2.4 Stage 4 : Creating a Passage
In the final stage, students produce their own written passage based on the language and content they have acquired in Stages 1-3. The point of departure
may be another visual which might be described or compared with the original visual.
2.1.3 Instructional Design
In designing the instructional materials, I employed Kemp’s model. I also learned the theory of Kurikulum Tingkat Satuan Pendidikan KTSP and English
for Specific Purposes ESP. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2.1.3.1 Kemp’s Model
Kemp follows the system approach where the goal and evaluation are used for adjustment and improvement.
The system approach is the overall plan of the
instructional design compiled in order Kemp, 1977: 6. The strongest reason for selecting Kemp’s model is that Kemp’s model includes all of the steps included in
others’ models, those are: • Determining the goals, topic, and general purposes for teaching each purpose.
• Mentioning the Learners’ Characteristics. • Specifying the Learning Objectives.
• Listing the Subject Content. • Developing Pre-assessment.
• Selecting the TeachingLearning Activities and Instructional Resources. • Coordinating Support Services
• Evaluating the Students’ Learning Kemp’s model of instructional design is a flexible one. The designer can
start from any step as long as all the elements are included. The designer can possibly start from any step depending on which material is available first which
part the designer is ready to design. The designer can choose which part heshe would like to start even though all the materials are already available. Moreover,
Kemp’s model can be applied to all educational levels. Kemp 1977 : 8-9 states that this model can solve three important problems in instructional design. They
are objectives, activities and resources, and evaluation. The designer should consider those three elements as the basis of creating instructional design. If one
of them is missing, then designer fails to make a good design. Kemp’s design 1977 : 19-91 consists of eight parts as follows:
2.1.3.1.1 Determining the Goals, Topics, and General Purposes for Each
Teaching Topic.
In determining the instructional design, a designer should decide the goals of each system, select the topic to be taught, and then specify the general purposes
of each topic. The selection of the topics should consider the items from the simple to the complex level, the correlation with the subject content, and the
students’ characteristics. The general purposes are derived from the topics and should explicitly express students’ expectations and teacher’s accomplishments.
2.1.3.1.2 Mentioning the Learners’ Characteristics
The designer has to find some information about the learners’ needs, interests, and ability. This step is very crucial as students’ characteristics influence
the emphasis in deciding the instructional design.
2.1.3.1.3 Specifying the Learning Objectives
The designer determines the learning objectives in order to achieve certain student performances. The objectives should be measurable and unambiguous so
that students are able to reach the objectives.
2.1.3.1.4 Listing the Subject Content
The subject content supports each objective. Subject content includes the organization of the content and task analysis. Organizing the content is preparing
the outline of the information that will be taught. Meanwhile, task analysis is the list of all procedural elements that are going to be taught.
2.1.3.1.5 Developing Pre-Assessments
The purpose of pre-assessment is to know the students’ background and present knowledge about the topic. Pre-assessment has two kinds of test. They are
pre-requisite testing and pre-testing. Pre-requisite testing aims to determine whether the learners already have the basic knowledge of the topic or not, whereas
pre-testing aims to find which objectives the students have already mastered.
2.1.3.1.6Selecting the TeachingLearning Activities and Instructional Resources
The teachinglearning activities and instructional resources that will treat the subject content should be selected, so that students will accomplish the tasks
well.
2.1.3.1.7 Coordinating Support Services
The support services are budget, personnel, facilities, equipment, and schedules to carry out the instructional plan. If one of the elements is missing, it
will affect the other elements. This shows that those elements have to be prepared to prevent any possible constraints in designing the plan.
2.1.3.1.8 Evaluating the Students’ Learning
The last stage is evaluating students’ learning in terms of their accomplishment of objectives, with the consideration of revising and re-
evaluating any phases of the plan that need improvement. The evaluation is conducted to test whether the materials are successfully implemented for the
students. The figure is presented below: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Figure 2.2: Kemp’s Model
2.1.3.2 Comparison with Other Instructional Models
Besides Kemp’s model, there are other instructional models. For example: Dick and Carey’s model. Dick and Carey’s model describes the phases that begin
with identifying instructional goals and end with summative evaluation. Dick and Carey agree that identifying instructional goals is done first
before a designer uses their model 1978: 17. Nevertheless, Kemp affirms that the first step in designing instructional design is not only identifying the
Support Servic
es
Learning Objectives
Subject Contents
Pre- assessment
Teaching Learning
Activities, Resources
Revise Evaluation
Goals, Topics,
and General
Purposes Learner
Characteris tics
instructional goals, but also listing the topics and determining the general purposes.
Other models are Banathy’s model and Yalden’s model. The steps in both Banathy’s and Yalden’s models are included in Kemp’s model. The reason for
choosing Kemp’s model is that in Kemp’s model, the designer can start from whichever step is ready first, and then the designer can continue designing the
other steps.
2.1.4 Syllabus Types
According to Tom Hutchinson and Alan Waters 1987:80, a syllabus is a document which says what will or at least what should be learnt. There are six
types of syllabus:
2.1.4.1 Topic-BasedTheme-BasedContent-Based Syllabus
The primary purpose of instruction is to teach some contents or information using the language that the students are also learning. The students
are simultaneously language students and students of whatever content is being taught. The subject matter is primary, and language learning occurs incidentally to
the content learning. The content teaching is not organized around the language teaching, but vice-versa. Content-based language teaching is concerned with
information, example: a science class taught in the language the students need or want to learn, possibly with linguistic adjustment to make the science more
comprehensible, for example: The Rig, Fishing Jobs, Traps and Geology, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Reservoir Fluids, Natural Flow, Blowout Control, Drives and Stimulations, Directional Wells, Jobs on the Rig, etc.
2.1.4.2 Structural Syllabus
The content of language teaching is a collection of the forms and structures, usually the grammatical features of the language being taught.
Examples: nouns, verbs, adjectives, statements, questions, subordinate clauses.
2.1.4.3 FunctionalNotional Syllabus
The content of language teaching is a collection of the functions that are performed when language is used, or of the notions that language is used to
express. Examples of functions include: informing, agreeing, apologizing, requesting; examples of notions include size, age, colour, comparison, time, and
so on.
2.1.4.4 Skills Syllabus
The content of the language teaching is a collection of specific abilities that may play a part in using language. Skills are things that may people must be
able to do to competent in a language, relatively independently of the situation or setting in which the language use can occur. The primary purpose of skill-based
instruction is to learn the specific language skill. A possible secondary purpose is to develop more general competence in the language, learning only incidentally
and information that may be available while applying the language skills, example: organizing your studies, improving your reading efficiency, taking
notes, taking part in seminars, writing an essay, etc. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2.1.4.5 Situational Syllabus
The content of the language teaching is a collection of real or imaginary situations in which language occurs or is used. A situation usually involves
several participants who are engaged in some activities in a specific setting. The language occuring in the situation involves a number of functions, combined into
a plausible segment of discourse. The primary purpose of a situational language teaching syllabus is to teach the language that occurs in the situations. Examples:
seeing the dentist, complaining to the landlord, buying a book at the book store, meeting a new students, and so on.
2.1.4.6 Task-Based Syllabus
The content of the teaching is a series of complex and purposeful tasks that the students want or need to perform with the language they are learning. The
tasks are defined with as activities with a purpose rather than language learning, but, as in a content-based syllabus, the performance of the tasks is approached in a
way that is intended to develop second language ability. Language learning is subordinate to task performance, and language teaching occurs only as the need
arises during the performance of a given task. Tasks integrated language and other skills in specific settings of language, for example: applying for a job, talking with
a social worker, getting housing information over the telephone, etc.
2.1.5 Kurikulum Tingkat Satuan Pendidikan KTSP
According to Masnur Muslih 2007: 10, KTSP is an operational curriculum which is designed and implemented by each institution or school
committee. It aims to empower a local area and school committee to plan, implement, operate, and assess the teaching learning process based on the
condition and aspiration of the school.
2.1.5.1 Principals and References in the Development of KTSP
2.1.5.1.1KTSP is developed based on some principals, these are:
• It concentrates on the potential, development, and needs necessities of the students and their environment.
• It has many varieties but in unity. • It gives respond to the development of science and technology, and also arts.
• It is relevant with needs in life. • It contains all the necessary aspects of education and relates one to another.
• It promotes never ending learning. • National requirements and the local ones are in balance.
2.1.5.1.2KTSP is also developed based on some references. These are:
• The improvement of faith and belief. • The improvement of potential, intelligence, and interest based on the level of the
students’ development and potential. • The variety of the potential and characteristics of the local area.
• The demands of local and national development. • The demand for the capability to work.
• The development of science and technology, and also arts. • Religions
• The dynamics of global development. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
• National unity and national values. • Social cultural condition of society.
• The equality of gender. • The characteristics of integrated education.
2.1.5.2 Components of KTSP
There are four components of KTSP. Those are as follows:
2.1.5.2.1The objectives of KTSP: 2.1.5.2.1.1 Elementary school
Focusing on intelligence, knowledge, personality, morality, and the ability to be independent and to continue to the next grade.
2.1.5.2.1.2Junior and senior high school
Increasing intelligence, knowledge, personality, morality, and the ability to be independent and to continue to the next grade.
2.1.5.2.1.3Vocational high school
Increasing intelligence, knowledge, personality, morality, and the ability to be independent and to continue to the next grade based on the students’ vocation.
2.1.5.2.1.4Structure and Content of KTSP:
Based on PP No.19 Tahun 2005 tentang Standar Nasional Pendidikan Pasal 7,
the structure of KTSP for elementary school and juniorsenior high school is stated in its standard content Standar Isi which is developed from some
subjects, those are as follows: • Religion and Morality.
• Citizenship and Personality. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
• Science and Technology. • Esthetics.
• Sports and Health. The contents of KTSP:
• Subject course Mata Pelajaran • Local-content course Muatan Lokal
• Self development activities • Management of study loads pengaturan beban belajar
• Ascending to the next highest grade at school, dividing up into departments, and graduating kenaikan kelas, penjurusan, dan kelulusan.
• Education of Life skills Pendidikan Kecakapan Hidup. • Education based on local and global supremacy.
2.1.5.2.2Academic Calendar
School committees can create an academic calendar which is appropriate to local needs, school characteristics, the students’ and society’s needs based on
the content standard of KTSP Standar Isi.
2.1.5.2.3Syllabus and Lesson Plans
The syllabus is the elaboration of standard competence kompetensi standar
and basic competence kompetensi dasar into main materials materi pokok
, teaching learning activities, and indicators of competence achievement for
assessment. The teachers develops lesson plans based on the syllabus.
2.1.6 English for Specific Purpose ESP
According to Tom Hutchinson and Alan Waters 1987:21, ESP is an approach to language teaching which aims to meet the needs of particular learners.
This means in practice that much of the work done by ESP teachers is concerned with designing appropriate courses for various groups of learners.
They also stated that designing a course is fundamentally a matter of asking questions in order to provide a reasoned basis for the subsequent processes
of syllabus design, materials writing, classroom teaching and evaluation. We can use Kipling’s ‘honest serving men’ to outline the basic questions. We need to
know: • Why does the students need to learn?
• Who is going to be involved in the process? This will need to cover not just the student, but all the people who may have some effect on the process; teachers,
sponsors, inspectors etc. • Where is the learning to take place. What potential does the place provide?
What limitations does it impose? • When is the learning to take place? How much time is available? How will it be
distributed? • What does the student need to learn? What aspects of language will be needed
and how will they be described? What level of proficiency must be achieved? What topic areas will need to be covered?
• How will the learning be achieved? What learning theory will underlie the course What kind of methodology will be employed?
We can consider the questions under three main headings: Language descriptions, Theories of learning and Needs analysis. We might represent their
relationship as follows:
syllabus methodology
nature of particular target and learning situation
Figure 2.3: Factors affecting ESP course design
ESP is a suitable approach for vocational high school students since they have particular needs, for example: industrial electronics students. They need to
know many things related to the industrial electronics field, one of the examples is
WHAT? Language
descriptions HOW?
Learning theories
ESP COURSE
WHO? WHY?
WHERE? WHEN?
Needs
the instruction of combining some machines into a series in which the instruction is written in English. In this case, the students need to master English well to
comprehend the meaning of the instruction. So, it is good to teach them English in which the materials are related to industrial electronics matters as their specific
purpose is in industrial electronics engineering.
2.1.7 Industrial Electronics Engineering
Industrial electronics engineering is one of the study programs taught in vocational high school technical school education in which most of the material
contents are about industrial electronics matters. The purpose of this program is to enlarge the students’ skills, knowledge, and attitude towards the work so that they
have skills and potential in industrial electronics techniques. They are prepared to be able to work independently or to work in business
and industry as intermediate workers. They are also supposed to be able to select the right career, to compete, and to develop their professionalism through the
industrial electronics program.
2.2 Theoretical Framework
In this section, I illustrate the theories reviewed and present the steps in designing the instructional materials. In order to achieve communicative
competence, I applied Communicative Language Teaching in the designed materials. The integration of at least two skills encourages the learners to learn
more communicatively. I also applied topic-based language instruction to support PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the learners’ learning process by providing some topics to talk or to write about. In this case, the learners learned the topics or contents through the language. The
topics that I selected were about industrial electronics matter and working field. I used English for specific purpose in order to support the learners in the area they
are concerned with and to prepare them in working field. I also learned KTSP school-based curriculum to state the standard competence and the basic
competence for XI grade students of vocational high school. In order to design Integrated English instructional materials, I created my
own model adapted from Kemp’s model. In this study, the terms used are those from Kemp’s model because this model is more flexible and simple. The revision
of Kemp’s model is applied at each step. It helps the designer to control every step. The following steps are taken as the framework:
2.2.1 Conducting a needs analysis Research and Information Gathering
The first step was conducting a needs analysis to find out the students’ needs, interest, and difficulties in learning English, especially in the four skills:
listening, speaking, reading, and writing. It would be conducted with an English teacher, with a practical teacher of XI grade students of industrial electronics
Engineering and also with some graduates of industrial electronics Engineering who are working in the industrial electronics field. I also learned the relevant
theories supporting the designed materials learning KTSP, communicative language teaching, instructional materials, integrated materials, topic-based
language instruction, industrial electronics engineering study program, and some language elements: grammar, vocabulary, and pronunciation.
2.2.2 Designing the Instructional Materials Preliminary Design
The second step was designing the materials. Before designing, it is necessary to formulate the goals and to list the topics, and to state the instructional
objectives. I then, made the syllabus or mapped the book. After that, I collected the materials from some sources book references, articles, journals, magazines,
cassettes and CDs. After that, I designed the materials.
2.2.3 Evaluating the design
The third step was evaluating the design. Before evaluating the design, I verified the design with an English teacher and with a practical teacher of XI
grade students of industrial electronics Engineering, and also with some English lecturers to get their input, feedback, comments, and suggestions toward the
design. Then, I evaluated the design based on their input, feedback, comments, and suggestions.
2.2.4 Revising the design
The fourth step was revising the design based on the evaluation of the design.
Those steps are adapted from Kemp’s model. The steps were taken to design Integrated English Instructional Materials for XI Grade Students of
Industrial Electronics Engineering. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
CHAPTER III RESEARCH METHODOLOGY
In this chapter, I would like to clarify the methodology of the study as I have already mentioned it in the previous chapter, that is Research and Design
RD. The problem has been presented in Chapter I and can be rewritten: What is the proposed model design of Integrated English instructional meterials for the
XI grade students of industrial electronics engineering? These Integrated English instructional materials are designed based on KurikulumTingkat Satuan
Pendidikan KTSP. They are also based on interviews with the following people
from SMK N2 Depok Yogyakarta: an English teacher who teaches XI grade students of industrial electronics engineering, a practical teacher who teaches XI
grade students of industrial electronics engineering, and also some graduates who are working in the industrial electronics field.
This chapter discusses the method of the study, the participants, the data gathering technique and instruments, data analysis, and procedures in finishing the
thesis.
3.1 Research Method
As stated in the problem simulation, this study aims to develop Integrated English instructional materials based on KTSP for XI grade students of industrial
electronics engineering. I employed a Research and Design method RD in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
order to obtain the stated objectives. This method is categorized as qualitative research.
There were four procedural steps in finishing this study:
3.1.1 Research and Information Gathering
I learned the KTSP for the XI grade students of SMK N2 Depok Yogyakarta
and observed it in order to know the materials given to the students based on their level and on the goal for each piece of material. Some book
references containing topic-based language instruction, instructional designs, Communicative Language Teaching, integrated materials, KTSP, and English for
Specific Purpose were studied to create interesting materials related to Kurikulum Tingkat Satuan Pendidikan KTSP.
I gathered the materials from some English books, articles, journals, magazines, cassettes and CDs.
I also conducted interviews with an English teacher of SMK N2 Depok Yogyakarta
who teaches XI grade students of industrial electronics engineering, with a practical teacher of SMK N2 Depok Yogyakarta who teaches XI grade
students of industrial electronics engineering, and aldo with some grduates who are working in industrial electronics field in order to get the data for needs
analysis in identifying entry behaviours. This data helped me determine suitable Integrated English instructional materials for XI grade students of industrial
electronics engineering.
3.1.2 Preliminary Material Design
After learning and observing the KTSP, I started to design the syllabus or mapping the book, that was topic-based syllabus. The next step was collecting the
materials from many sources book references, articles, journals, magazines, recording and films. After that, I developed the materials for Integrated English
instructional materials referring to Kurikulum Tingkat Satuan Pendidikan KTSP for vocational high school, particulary for industrial electronics engineering, and I
adapted many integrated materials in order to make a good design. The design involved communicative tasks to encourage students to be able to communicate in
real-life situation.
3.1.3 Design Evaluation
Before evaluating the design, I conducted preliminary testing. This was in order to verify the design with the English teacher of SMK N2 Depok Yogyakarta
who teaches XI grade students of industrial electronics , with a practical teacher who teaches XI grade students of industrial electronics Engineering, and with
other experts English lecturers who are concerning with the instructional design subject course. I undertook the verification on the design, and finally to convince
them that conceptually the design is good. After verifying the design, I evaluated the design by analyzing the data from the input, feedback, comments and
suggestions.
3.1.4 Design Revision
After evaluating the design, I revised the design. I aimed to develop a good design for Integrated English instructional materials for XI grade students of
industrial electronics engineering. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3.2 Research Participants
There were some research participants in this study:
3.2.1 Participants in Research and Information Gathering RIG
They were first an English teacher who teaches XI grade students of industrial electronics Engineering
. I also interviewed a practical teacher who teaches XI grade students of industrial electronics Engineering
. This was aimed at obtaining the data for the needs analysis and to know the teachers’
expectations.
The second set were the graduates who are working in the industrial electronics field.
This aimed to obtain the real tasks of industrial electronics engineering so that eventually the designer could successfully design English
materials based on the students’ needs in the area in which they are going to work in.
3.2.2 Participants in Design Verification
The participants were chosen to gain input on the design of Integrated English instructional materials for XI grade students of industrial electronics
engineering. I interviewed an English teacher who teaches XI grade students of industrial electronics Engineering
who had experienced teaching for at least one
to five years, a practical teacher who teaches XI grade students of industrial electronics Engineering
who had experienced teaching for at least one to five
years, and some English lecturers the experts who were familiar with the instructional design subject course.
They were asked to give input, opinions, suggestions, comments, and feedback on the design.
The description of the participants is presented below:
Gender Educational
Background Teaching Experience
Group of Participants
No M F D3 S1 S2 1-
5 6-10 11-15 16- 20 20
English teacher of SMK N2 Depok
Yogyakarta 1
Practical Teacher of Industrial
Electronics Engineering
2 3
Graduates working in industrial
electronics field 4
5 English Lecturers
encountered with instructional design
subject course 6
Table 3.1: The Description of the Participants Blank
3.3 Data Gathering Technique and Research Instruments
The data was gathered in two ways. I studied the relevant theories and conducted interviews. I studied theories about KTSP Curriculum, topic-based
language instructions, instructional designs, Communicative Language Teaching, integrated materials listening, speaking, reading, writing, and ESP for industrial
electronics study program in order to have good comprehension of Integrated English instructional materials related to KTSP. The second way was conducting
interviews. The interview is a way of gathering data about people’s feelings, thoughts,
beliefs and opinions by asking the participants some questions. The questions may be different from one participant to another depending on the questions. The
response is taken by recording using a cell phone or by taking notes. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Since it was a descriptive study, I did not use statistical data computation. The result of the interview was used to organize and develop Integrated English
instructional materials. The instruments used in this research:
3.3.1 Instrument for Research and Information Gathering RIG
I learned the KTSP for the XI grade students of SMK N2 Depok Yogyakarta
and observed it in order to know the materials given to the students based on their level and on the goal for each piece of material. I also learned the
relevant theories supporting the design of Integrated English instructional
materials. Then, I conducted interviews with an English teacher who teaches XI
grade students of industrial electronics Engineering, with a practical teacher who teaches XI grade students of industrial electronics Engineering, and with some
graduates who are now working in the industrial electronics field. These aimed to gain the data about learners’ needs, characteristics, and problems.
3.3.2 Instruments for Design Verification and Evaluation I conducted an interview and distributed questionnaires to an English
teacher of SMK N2 Depok Yogyakarta, to a practical teacher of industrial electronics Engineering, and to some English lecturers the experts familiar with
the instructional design subject in order to get input, opinions, suggestions, comments, and feedback on the design. By using open questions, the participants
answered the questions according to their own opinion. I conducted an interview in which the questions varied a little from one participant to another, but still in
the same framework. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The list of data needed, participants, and instruments used in the procedural steps in this research are as follows:
Procedural Steps Data Needed Participants Instruments
learning objectives.
Topics Level of
difficulties Teaching
techniques The effectiveness
of integrated skills English Teacher
of XI grade students of
industrial electronics
Engineering
The materials topics used.
The importance of mastering English
for the students Suggestions
Practical Teacher of XI grade
students of industrial
electronics Engineering
The importance of English in the
working field Research and
Information Gathering
The difficulties found in the
working field. Graduates of
industrial electronics
engineering Interview
Procedural Steps Data Needed Participants Instruments
The relevance between the topics
and the learning
objectives
Design
Verification
The validity of the designed
materials: the topics, the
integration of the skills, the
grammar, vocabulary, and
pronunciation, the learning activities
interesting and relevant to the
learners’ needs English Teacher
of XI grade students of
industrial electronics
Engineering, Practical Teacher
of XI grade students of
industrial electronics
Engineering, and the English
Lecturers of instructional
design subject
course. Questionnaire
Table 3.2: The List of Data Needed, Participants, and Instruments in the Procedural Steps in this Research.
3.4 Data Analysis Technique
The data was analyzed in order to find out the central tendency of the participants’ opinions about needs analysis and the design of the materials. At the
end, I made some revisions on the design based on the interviews. 3.5 Research
Procedures
There were four procedural steps in finishing this study:
3.5.1 Conducting Needs Analysis RIG
• Learning and observing the KTSP and some theories about topic-based instruction, Communicative Language Teaching, instructional materials,
integrated materials, and English for Specific Purposes. • Interviewing an English teacher who teaches XI grade students of industrial
electronics Engineering, a practical teacher who teaches XI grade students of industrial electronics Engineering, and some graduates who are working in the
industrial electronics field.
3.5.2 Conducting Preliminary Design Developing Materials
• Designing the syllabus or mapping the book. • Collecting the materials from some English book references, articles, journals,
magazines, recordings and films. • Developing the materials.
3.5.3 Evaluating the Design
• Verifying the design with an English teacher who teaches XI grade students of industrial electronics Engineering, with a practical teacher who teaches XI grade
students of industrial electronics Engineering, and with some English lecturers the experts familiar with the instructional design subject.
• Analyzing the data based on the input, feedback, comments, and suggestions from the English teacher of SMK N2 Depok Yogyakarta, from the practical
teacher of industrial electronics Engineering, and from some English lecturers familiar with the instructional design subject.
3.5.4 Revising the design
Revising the design based on the analyzed data. Those four procedural steps were conducted in order to obtain the most
suitable design for Integrated English instructional materials for XI grade students of industrial electronics engineering.
44
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the results and discussions of the design of Integrated English Instructional Materials for XI Grade Students of Industrial
Electronics Engineering. This chapter answers the question “What is the proposed model design of Integrated English Instructional Materials for XI Grade Students
of Industrial Electronics Engineering?”. The discussion is divided into three parts: the results of the needs analysis, the results of the evaluation of the designed
materials, and the presentation of the final materials design. Those parts are as follows:
4.1 The Results of the Needs AnalysisResearch and Information
Gathering
It was necessary and crucial to figure out the target learning needs before starting designing the materials. It was conducted in order to assess the learners’
needs, interests, and difficulties in learning English. This was conducted through learning and observing KTSP Kurikulum Tingkat Satuan Pendidikan, and
interviewing an English teacher who teaches XI grade students of industrial electronics Engineering, a practical teacher of the XI grade students of industrial
electronics of SMK N2 Depok Yogyakarta, and some graduates of industrial electronics Engineering who are working in the industrial electronics field.
The interview text began with the participants’ profile – name, gender, educational background and teaching experience. The second section inquired into
the participants’ agreement with the statements about the target learners’ needs.
4.1.1 Description of the Participants
The participants of the needs analysis were the English teacher of the XI grade students of industrial electronics Engineering, the practical teacher of the XI
grade students of industrial electronics engineering, and two graduates of industrial electronics Engineering who are working in the industrial electronics
field. The total number of the participants were four, and here is the complete description of the participants of the needs analysis:
Sex Educational
Background TeachingWorking Experience
Group of Participants
N o
M F SMK D3 S1 S2 1- 5 6-10
11- 15
16- 20
20
English teacher of
SMK N2 Depok
Yogyakarta 1
Practical Teacher of
Industrial Electronics
Engineering 2
3 Graduates
working in industrial
electronics field
4
Table 4.1: The Description of the Participants of a Needs Analysis
In this needs analysis, there was one female English teacher, one male industrial electronics practical teacher, and two male graduates of industrial
electronics engineering. The education background of the English teacher is Bachelor’s Degree S1, and she has teaching experience for approximately 6-10
years. The education background of the practical teacher of industrial electronics engineering is S1 bachelor’s degree, and he has teaching experience for
approximately 16 – 20 years .
The education background of the graduates are vocational high school majoring in industrial electronics engineering, and they
have working experience for approximately 1 – 5 years in an industrial electronics fieldcompany in Indonesia.
4.1.2 Data Presentation and Analysis
Based on
Kurikulum Tingkat Satuan Pendidikan School-Based
Curriculum, there was a competence standard and seven basic competence for XI Grade students of vocational high school. The competence standard and the seven
basic competences are as follows:
Competence Standard
Basic Competence
2.1 Understanding simple daily conversation both in personal and professional context with non native
speaker. 2.2 Taking a note of simple messages both in face to face
conversation and through tools. 2.3 Describing own job description and education
background both in written and oral form. 2.4 Telling about own past job and the plans of the future
one. Communicate using
English Language at Elementary level
2.5 Express willingness PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 4.2: Competence Standard and Basic Competence for XI Grade Students of Vocational High School.
There were some participants in the needs analysis. Each of them was interviewed in order to obtain the needs data. The questions might be different
from other participants based on the needs. According to the English teacher, the English materials taught in
vocational high school are the same as those in senior high school, meaning that there are no specificparticular materials for vocational high school in order to
support the students in learning based on the subject matter they are learningconcerned with. In her opinion, it would be much better if the materials
used for vocational high school students are specific to the matter that the students are learning in each department. Also, she suggests that all the topics should not
totally focus on the matters the students are concerned with, rather that there are supplementary general topics. This aims to avoid students’ fatigue.
The English materials provided in the book reference, that is New Interchange by Jack C. Richards includes the integration of four skills – listening,
speaking, reading, and writing, yet, in the real teaching implementation in the class, the teacher mostly used merely 2 skills. They were speaking and writing,
while listening and reading were rarely taught. It was such burden to teach
Competence Standard
Basic Competence
2.6 Understanding simple instructions 2.7 Making short messages, instructions, and lists using
correct writing rules. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
listening as there should be detailed preparation before the class started, such as: preparing the tape recording and the cassettes moving it from upstairs to
downstairs or the students had to move to the listening class upstairs. Beside listening activities, the teacher also found that reading materials are out of date as
those were published before 1999. All the English materials in the book are also enriched with grammar focus, vocabulary, and pronunciation that are able to
support the students’ learning process. The students already had basic knowledge of grammar, vocabulary, and pronunciation when they were in the lower grade X
grade so that they could learn those three language elements easier when they were at the higher level, which was XI grade.
The teacher also found that the learning activities were very interesting. It is the teacher who becomes the key to create the learning atmosphere and
students’ enthusiasm. The students’ enthusiasm will be increased when the teacher is able to create the learning activities well and make them interesting so that the
students enjoy the learning process, for example: using teaching tools slide show, group discussion, debate, talk show, listening to the nice stories or songs,
and games. The target learning goals are able to be well achieved when the students’ enjoy their learning activities for the whole units they have to
accomplish by the end of the semester. Based on the Kurikulum Tingkat Satuan Pendidikan KTSP for vocational
high school, there are eight basic competences for XI Grade students that have to be accomplished through the allocated times two semesters. The division of the
materials units is based on the materials designer. The English teacher of SMK N2 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Depok Yogyakarta finds no difficulty in accomplishing all the materials units
through the allocated times. The next interview was with the practical teacher of the XI grade students
of industrial electronics engineering. According to him, it was very crucial for the students of industrial electronics engineering to master English well because the
book reference used as the manual book when they did the practice was written in English. All the instructions and explanations of the diagrams were written totally
in English for they were written by some foreign experts of industrial electronics engineering. Besides that reason, nowadays, the teachers of all subject courses are
required to speak in English when they are giving introduction at the beginning of the class, and if the teacher finds that it is necessary to speak in English, he she
will continue teaching using English language. The practical teacher also said that the industrial electronics students were
also required to comprehend English well because there were a lot of terms used, such as: the industrial electronics tools which were also written in English, and a
lot of terms used in explaining the diagrams or the working procedures of a machine. The materials taught to the XI grade students of industrial electronics
engineering in semester two were about Control Circuit. The students were required to read the materials a couple days before the class so that they would
have a description of the topic they were going to have in class which would help them understand the materials better when the teacher gave further explanation.
The teacher really suggested that the English materials taught for the industrial electronics engineering were able to support the students in taking the
industrial electronics subject course so that both the English materials and the industrial electronics materials were able to support each other.
The next interview went to the graduates of industrial electronics Engineering. According to them, the basic knowledge of English that they had
acquired in vocational high school did not give enough support in the area where they were working because the English materials they had learned in vocational
high school were those in general not specific so that their basic knowledge of English did not help them much when they were doing their work. In fact, they
often found many English words and terms when they were working, for example: reading the English instructions of a machine. In consequence, they needed to ask
their seniors about the instructions. It was such a waste of time for them when they had to ask their seniors frequently.
Because of this reason, they also suggested that it would be much better if the English materials taught in vocational high school were specifically based on
the subject content that the students learning in each department so that eventually they would have enough basic knowledge of English when they graduated and
worked. They would not find many difficulties related to English knowledge. In conclusion, it is obvious that specific English materials are crucially
needed for vocational high school students according to the subject content they are learning in each department. In learning English, the integration of four
skills is suggested because the students are able to comprehendlearn English better, those are – listening, speaking, reading, and writing. I also suggest that the
English basic competences for vocational high school are more specific, meaning PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
that they are not the same as those used in senior high school general English materials. I expect that there will be further research and development of
Kurikulum Tingkat Satuan Pendidikan KTSP that differentiate the basic
competences in one department with others.
4.2 The Results of Preliminary Design
After analyzing the data of the needs survey, I took the second step, that was conducting preliminary design. In conducting preliminary design, I designed
the syllabus and collected instructional materials.
4.2.1 The Results of Designing the Syllabus or Mapping the Book
Before developing the materials, I designed the syllabus. It was the combination of content-based syllabus and functional syllabus. The syllabus
which I designed was consisting of some topics which were relevant to industrial electronics matters and the others were related to the functions that supported the
learners to communicate about the matters they are concerned with and to enrich their knowledge about professionalism world, such as: job interview. The content
of the language teaching was the collection of the functions topics that were performed when the language was used. The objective of the course was to
facilitate the learners to interact and communicate using English language at elementary level. In addition, the purpose of this course is to enrich the learners’
knowledge, skills, and ability to communicate using English along with the situations, purposes, contexts and roles of the participants. Consequently, I
intended to develop English materials that would increase the target learners’ ability to communicate. It was necessary for me to consider the target learners’
reasons for and purposes in learning English in order to develop materials that meet the learners’ needs of learning English.
From their different interests and purposes in learning English, I had to list the topics that suited their needs of their future career. There were nine topics in
the materials design. Each topic was developed into one unit. The topics consisted of industrial electronics matters and social ones.
The topics in the syllabus and designed materials are as follows: Competence Standard: To communicate using English Language at Elementary
Level.
Basic Competence Unit TopicsFunctions
2.6 Understanding simple
instructions 1
3 Control Circuit of A+B+A-B-
Circuit Design by Cascade Chain
2.1 Understanding simple daily
conversation both in professional and personal context with non
native speaker. 2
Describing People and Objects
2.2 Taking a note of simple messages
both in direct and telephone conversation.
4 Taking a Note of Messages
2.7 Making short messages,
instructions, and lists using correct writing rules.
5 Message of
Invitation
2.5 Expressing willingness
6 7
Asking and Giving Suggestions Complaints and Apologies
Basic Competence
Unit TopicsFunctions
2.4 Telling own past job and plans
for the future job. 8
Finding the Right Job 2.3
Describing job description and education background both in
written and oral form. 9 About
Myself
Table 4.3: Competence Standard, Basic Competence, and Topic List in the Syllabus.
4.2.2 The Results of Collecting the Instructional Materials
Before developing the materials, I collected the materials from: • Some English book references, that were New Interchange 2 by Jack
C.Richards, Understanding and Using Grammar by Betty Schrampfer Azar. • English articles from the internet.
• Listening passages from the internet, and games from CD World Talk.
4.2.3 The Results of Developing the Instructional Materials
After considering and listing the topics, I developed instructional materials. In this section, I developed instructional teachinglearning activities and
tasks in eight units based on the expectation of the learners. In each unit, there were at least two skills integrated supplemented by three language elements, those
were: grammar focus, vocabulary, and pronunciation. The instructional teachinglearning objectives in each unit are presented as follows:
Unit Topics Indicators
1. Control Circuit of
A+B+A-B- At the end of the unit, the students are able to:
• Differentiate the passive form of Simple Present from the passive form of Present Progressive.
• Make some correct sentences of the passive form of Simple Present and the passive form of
Present Progressive. • Mention the work proceduresinstructions of
Control Circuit correctly in oral form. • Mention the generic structures of a procedure
text. • Mention correctly the procedures in designing a
sequence control circuit diagram in written form.
2. Describing People
and Objects • Mention correctly people’s appearances
including the shape of some parts of the body face, build, skin, etc. both in written and oral
form. • Mention adjectives order used for describing
objects. • Make some correct sentences of describing
objects using adjectives order both in written and oral form.
3. Circuit Design by
Cascade Chain • Make the passive form of modals correctly.
• Mention correctly the work procedures of circuit
design by cascade chain in written form. • Mention correctly in oral form the work
procedures of making preparation in designing the circuit.
Unit Topics Indicators
4. Taking A Note of
Messages • Take a note of some important messages in the
recording. • Make a conversation of leaving messages, then
practice it.
5 Message of
Invitation • Mention the tenses used for making reported
speech. • Make some reported speech correctly.
• Make messages using correct reported speech
both in written and oral form.
6. Asking and Giving
Suggestions • Mention the verbs used for making suggestions.
• Make some suggestions correctly both in written
and oral form talk show.
7. Complaints and
Apologies • Mention the modals and verbs used for making
request complaint. • Mention some ways people apologize.
• Make a conversation about Complaints and
Apologies, then practice it. • Mention the points in a letter of complaint.
• Make a letter of complaint correctly. • Mention the points in replying to a letter of
complaint. • Reply to a letter of complaint.
8. Finding the Right Job
• Make some affirmative and negative statements using gerunds.
• Make a letter explaining the past job and the next job using correct affirmative and negative
statements using gerunds. • Pronounce correctly the words ‘not, don’t, and
can’t’. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Unit Topics Indicators
• Do a job interview. Table 4.4: Listing Topics and Indicators
4.2.3.1 Listening
The listening activities are developed into varied activities. The first type of activities is listening and answering comprehension questions. The second type
of activities is listening task which aims to engage the learners to process spoken discourse for functional purposes. The third type of activities is interactive
listening which insists the learners to develop critical listening and critical thinking. The input of listening passages are recorded dialogue, speech, song, and
games.
4.2.3.2 Speaking
There are two different types of speaking activities. The first activities are expected to encourage the learners to communicate with others such as: pair work,
group workdiscussion, role plays, and class discussions. The second activities are expected to enable the learners to convey their ideas and information to others,
such as: presentations and speeches. Those activities are to encourage the students to practice and produce fluency in communication skills.
4.2.3.3 Reading
The reading activities provide the learners the input of general and specific knowledge with language skills. The reading activities cover skills of pre-reading,
during-reading, and post-reading which are engaged to achieve learning goals. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The reading passages are authentic, meaningful, interesting, and some of them are specific to industrial electronics matters.
4.2.3.4 Writing
The writing tasks contain realistic writing activities that cover the context of the lessons and features of writing skills. Those encourage the learners to
practice and produce their knowledge and ideas in the written forms.
4.2.3.5 Grammar Focus
This section provides the learners with the related language such as grammar and expressions which make the learners able to communicate with
others correctly and appropriately. The grammar activities improve the learners’ knowledge of the language and enable them to produce the language accurately in
every daily and contextual communication. Those activities also improve the learners’ knowledge of the language in writing accurately in context. An example
of the grammar task is making sentences using correct grammar.
4.2.3.6 Vocabulary
This section consists of activities which are proposed to expand the learners’ range of vocabulary related to the topics. Those enable the learners to
understand the content of each topic. The examples of the vocabulary tasks are: finding the meaning, synonym and antonym, matching the words, and rearranging
the words into good sentences.
4.2.3.7 Pronunciation
This section consists of activities which are proposed to enable the learners to pronounce the words correctly. Those activities are to encourage the learners
and facilitate them in producing the language appropriately, especially in speaking skills. An example of a pronunciation exercise is repeating after the teacher or the
speaker pronouncing the words using correct pronunciation.
4.3 Discussion
This part is going to discuss the results of the evaluation of the design. Those are: Evaluating the design and revising it.
4.3.1 The Results of Evaluating the Design
This section is for the discussion of the results of the evaluation of the designed materials. There are two steps to be discussed in this section, those are:
design verification and design evaluation. The detail description of the two steps is as follows:
4.3.1.1 The Results of Verifying the Design
After developing the instructional materials, it was crucially needed to evaluate them in order to know whether the designed materials were relevant,
challenging, and meaningful to the learners based on their learning needs. The input and feedback from the evaluation research serve as the instruments to revise
the designed materials. I conducted design verification with some teachers of SMK N2 Depok Yogyakarta
and lecturers dealing with the instructional design subject in order to attain the evaluation of the designed materials. The results of
the data of the evaluation research are explained as follows:
4.3.1.1.1 Description of the Participants
There were three sections in the design verification. The first section was about the participants’ profile – name, gender, age, education background, and
teaching experience. In the second section, there were evaluation statements in relation to the designed materials to obtain the participants’ agreement,
disagreement, or doubt with the designed materials. The third section was to obtain the participants’ comments and suggestions on the designed materials.
The participants of this design verification were an English teacher of SMK N2 Depok Yogyakarta
, a practical teacher of XI grade students of industrial electronics Engineering, and two English lecturers with instructional design
experience. I distributed questionnaires to them, and then they gave the feedback both in written and oral forms.
The participants’ profiles are as follows:
Gender Participants
M F Age Education
Background Teaching
Experience
1. An English Teacher of
XI grade Students of the Industrial Electronics
Engineering F
S1 1 – 5 years
2. A Practical Teacher of XI
Grade Students of Industrial Electronics
Engineering M
45 S1
16 -20 years 3.
An English Lecturer Experienced in the
Instructional Design Subject.
M S2
20 years 4.
An English Lecturer Experienced in the
Instructional Design Subject.
F 32
S2 6 – 10 years
Table 4.5: Participants in Design Verification PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4.3.1.1.2 Data Presentation and Analysis
The data taken from the design verification were classified into two types. The first was the presentation of the participants’ opinions on the designed
materials, and the second was the list of the participants’ comments and suggestions.
4.3.1.1.2.1 Participants’ Feedback and Suggestions for the Designed
Materials
I used five rating points of agreement in order to identify the participants’ opinions on the designed materials.
The point of agreement is illustrated as follows:
Points of Agreement Degree of Agreement
1 Strongly Disagree
SD 2 Disagree
D 3 Undecided
U 4 Agree
A 5
Strongly Agree SA Table 4.6: Points of Agreement Used in the Questionnaires of Design Verification
Considering the number of the participants in design verification was four people, it was not necessary to use the statistical data to get the result of the design
evaluation. Based on the questionnaires that were distributed to four participants, it
can be concluded that the designed materials are relevant, appropriate, and good for XI Grade students of industrial electronics engineering. However, it is still
necessary to revise them based on the participants’ input, feedback, comments, and suggestions on the designed materials. The participants’ feedbacks and
suggestions are as follows:
4.3.1.1.2.1.1 The Syllabus
Some participants suggested writing each unit in the syllabus so that the materials are clearly divided in each unit. Since the competence standard is only
one, they suggested writing it above the column. They also gave some corrections to the grammar and diction in the syllabus.
4.3.1.1.2.1.2 The Topics
A participant found that there were some topics which were not related to industrial electronics matter, those were Unit 2 Describing People and Objects,
Unit 4 Taking a Note of Messages, Unit 5 Message of Invitation, Unit 6 Asking and Giving Suggestions, Unit 7 Complaints and Apologies, Unit 8
Finding the Right Job, and Unit 9 About Myself. He suggested that all the topics should be about the learners’ subject matter: industrial electronics matter.
4.3.1.1.2.1.3 The Grammar Focus
A participant suggested adding the grammar pattern in unit 3 to make it clearer and easier to understand by learners. The grammar focus is explaining
Passive Sentences, but there was no negative pattern of Passive Sentences.
4.3.1.1.2.1.4 The Language Elements
A participant suggested separating the language elements grammar focus, vocabulary, and pronunciation from the main skills into two parts: part 1 for the
integrated skills, and part 2 for the language elements so that there will be PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
consistent arrangement of the designed materials. This also aimed to avoid the confusion of the reader.
4.3.1.1.2.1.5 The Task Instructions
Two participants suggested making the instructions clearer in each task. They found that the instructions in some tasks were not really clear and it caused
confusion for the readerslearners for they would not know what to do with the tasks.
4.3.1.1.2.1.6 The Presentation of the Materials Lay Out
Two participants suggested changing the distracting colour on the printed materials. They found that it was too sharp for eyes so that it caused fatigue for
the eyes. It also distracted the essence of the writing itself because it could hardly be read.
4.3.1.2 The Results in Analysing the Data
After getting the feedback and suggestions from the participants, I analyzed the date. I found that the designed materials needed to be improved in
some parts. These are: The syllabus, the grammar focus, the placements of language elements, the task instructions, and the presentation of materials lay
out. So then, I revised them.
4.3.2 Revising the Design
After getting the participants’ feedback and suggestions on the designed materials, I revised the designed materials based on the participants’ feedback and
suggestions in order to improve the designed materials. The items for the revisions were taken from the participants’ feedback and suggestions as follows:
4.3.2.1 The Syllabus
As some participants had suggested, I revised the design. I wrote each unit unit 1 – 8 in the syllabus so that the division of the materials in each unit is
clear. I also wrote the competence standard above the table because there was only one standard competence used for the whole seven basic competences. I also
made some grammar and diction revisions in the syllabus.
4.3.2.2 The Topics
A participant suggested changing some topics which were not relevant to industrial electronics matter. But, I did not make any revision on the topics
because in my opinion, the topics should not totally focused on industrial electronics matter, there should be other topics, for example: social life. This
aimed to avoid students’ fatigue if they are forced to study only materials dealing with industrial electronics matter.
There are some topics which are not related to industrial electronics matters general topics which are mentioned above, but it does not mean that all
the materials in those general topics totally contain general knowledge. Some of them contain both general and specific knowledge. For example: Unit 2
Describing People and Objects contains both general knowledge and specific one. The general knowledge is describing people, and the specific one is
describing objects in which the objects described are industrial electronics tools; Unit 5 Message of Invitation contains both general and specific knowledge. The
speaking activity in unit 5 is mentioning some industrial electronics tools. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Beside the general and specific materials, I also included some additional materials which are related to the working field, such as: how to find the right job
and job interview in unit 8. This aims to enrich their knowledge about the real working field and prepare them to work after graduating from vocational high
school.
4.3.2.3 The Grammar Focus
A participant suggested to add the pattern of the grammar focus in unit 3 in order to make it clearer and so that the learners will easily understand it. The
previous grammar pattern was only “Modal + be + past participle”. Now, it becomes “Modal + be + past participle” and “Modal + be + not + past participle”.
Then I made revision by adding the grammar pattern and providing the learners with some examples. This aims to make the learners understand the grammar
better and easier.
4.3.2.4 The Language Elements
A participant suggested separating the language elements grammar focus, vocabulary, and pronunciation from the skills listening, speaking, reading, and
writing for the reason of consistency. But I did not separate those two parts for the tasks and the materials in language elements are related to the skills. For
example: the vocabulary task is related to the reading passage. I always placed the vocabulary task after the reading passage because it
supports the reading passage. All the words in the vocabulary task are used in the reading passage. I always placed the pronunciation practice before speaking
practice because pronunciation helpsprepares the learners to do speaking practice. It provides the learners with correct pronunciation in their speech.
On the other hand, the placement of the grammar focus is different in each unit. I placed the grammar focus in the skill in which was required, for example:
In unit 1 Control Circuit of A+B+A-B-, I placed grammar focus in the Speaking skill for the speaking task is individual presentation. In doing presentation, the
learners need grammar so that their speech can be understood well. While in unit 2 Describing People and Objects, I placed the grammar focus in the first skill,
that is listening. In the listening task, the learners are required to listen to the recording about describing people, and then they have to draw the appearance of
the people that are described in the recording. It can be seen that in order to comprehend the recording, the learners are required to learn grammar first, that is
the grammar about describing people. The placement of the grammar focus is determined by the needs of the tasks.
The integration of the four skills and the language elements is stronger by integrating them in the materials rather separating them into some parts, and the
consistency of the materials is still maintained.
4.3.2.5 The Task Instructions
I made some revisions of the instructions in each unit. I made them clearer so that they can be easily understood. I also added some instructions in some
tasksexercises which did not yet have any instruction. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4.3.2.6 The Presentation of the Materials Lay Out
I made some revisions to the presentation of the materials. I changed the distracting colour and replaced them with a soft and readable one.
In conclusion, all the feedback and suggestions in this research study on designed materials were very crucial needed in order to improve the designed
materials of Integrated English Instructional Materials for XI Grade Students of Industrial Electronics Engineering.
67
CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter consists of two major sections. The first section contains the conclusions of this study research, and the second contains the suggestions for the
evaluators, they are: the English teacher of the XI grade students of industrial electronics engineering of SMKN2 Depok Yogyakarta, the practical teacher of the
XI grade students of industrial electronics Engineering, and the English lecturers experienced in the instructional design subject.
5.1 Summary
The English materials taught in vocational high school are the same as those in senior high school, that is general English. On the other hand, it is
obvious that the English materials for vocational high school students should be more specific than those for senior high school students. The English materials for
vocational high school students should be able to support them or to provide them with knowledge based on the field they are concerned with. For example: the
English materials for the industrial electronics engineering students should provide them with knowledge about industrial electronics matters and working
fields since the vocational high school students are prepared to be skilled by the time they graduate from school and are ready to work.
This reason, then, encouraged me to design the English materials for vocational high school students. I chose to design it for the XI grade students of
industrial electronics engineering. In developing the materials, I adopted Kemp’s model and Borg and Gall’s RD cycle.
Based on the discussion in chapter IV, I found that the designed materials were suitable for the XI grade students of industrial electronics engineering for
most of the contents were able to support them in learning the subject matter they were concerned with, that was industrial electronics matters. While the other
contents were able to prepare them in the professional world, such as job interviews, finding the right job, and with presentation. I also found that the
integration of the four skills helped the learners learn the materials better and more communicatively for each skill supports the other ones. The learners were
also enriched by the language elements grammar focus, vocabulary, and pronunciation. I found that the learning activities were interesting and based on
the learners’ needs and interests. The presentation of the designed materials consisting of 9 units is as follows:
Learning objective: to enable the learners to interact and communicate using English language at elementary level.
UNIT TOPICS
1 Control Circuit of A+B+A-B-
2 Describing People and Objects
3 Circuit Design by Cascade Chain
4 Taking a Note of Messages
5 Message of
Invitation 6
Asking and Giving Suggestions 7 Complaints
and Apologies
UNIT TOPICS
8 Finding the Right Job
9 About Myself
Table 5.1: List of Topics in the Designed Materials
5.2 Suggestions
In this section, I make some suggestions for the English teacher, for the practical teacher of industrial electronics engineering, and for future researchers of
instructional materials design.
5.2.1 The English Teachers of XI Grade Students of the Industrial
Electronics Engineering
I suggest that the English teachers should be more creative and flexible in using the designed materials, meaning that the teachers can create or apply
different activities, use different techniques and different tasks which meet the learning situations and time. The teachers can also use other resources which are
suitable to the learning context in order to create a new and more attractive learning atmosphere.
5.2.2 The Practical Teachers of XI Grade Students of the Industrial
Electronics Engineering.
I suggest that the practical teacher should introduce English to the students more frequently in the class. The teacher at least uses English language in the
beginning of the class or in the end of the class. Heshe can also give a quiz to the students about the terms most frequently used in industrial electronics subject
course. Heshe should encourage the students to learn English at home more frequently.
5.2.3 Further Researchers
I found that the basic competences in KTSP for vocational high school are the same and applied to all departments. In my opinion, there should be specific
basic competence in each department so that the materials given to the learners are able to directly meet the learners’ needs and interests. I suggest that the other
future researchers deal with KTSP, especially for the basic competencies for vocational high school.
Due to the time constraint, I was unable to implement the whole nine units in a real teaching learning process. Therefore, I also suggest that future
researchers who are interested in this study implement these designed materials to produce proper and elaborated topic-based integrated English instructional
materials for XI grade students of industrial electronics engineering. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI