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E. Objectives
The objectives of this study are: 1. To find out how a set of reading material using constructivist learning for the
Language Program of Senior High School Students Year XI is applied. 2. To present the designed set of reading material using constructivist learning
for Language Program of Senior High School Students Year XI.
F. Benefits
This study is expected to illustrate the designed materials to teaching English in Language Program of Senior High School Year XI, especially to teach
reading skill using constructivist learning. The designed materials, hopefully, can make the students active and independent in developing their ability in reading.
Additionally, the writer also hopes that this study will provide information that will encourage other researchers to be more creative in producing a better design
of material in the future.
G. Definition of terms 1. Instructional materials
According to Hornby, instruction refers to the process of teaching; knowledge or teaching given Hornby, 1995:619. Teaching means a form of
instruction. Instructional design can be best applied first to individual topics and then to units and then to complete courses, involving one or a few teachers.
Instructional materials could be acquired in the forms of textbook, newspaper journals or handouts selected by the teacher for teaching instructional materials.
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2. Constructivist Learning
Constructivism refers to a theory about teaching that must be proposing learner with situation which are honoring the learning process, considering the
possibilities, and coming to know one’s world Brooks, 1993: iii. In this study, constructivist learning refers to the learners’ activity in constructing knowledge
for themselves. The constructivist learning assists students how to access and use knowledge that is already present, to solve problem, and to understand inquiry
skills so that new knowledge can be sought after and obtained. Brooks, 1993: 23
3. Task Based Learning
Task Based Learning refers to a methodology that requires the tasks as central to the learning activity. Task Based Learning implies a shift away from the
traditional teacher’s role. The teacher, in this study, is an observer during the learning process and becomes a language informant only during the “language
focus” learning. According to Willis, tasks are activities where the target language is used by the learner for a communicative purpose goal in order to achieve an
outcome 1996:23. In this study, Task Based Learning signifies that the focus of the lesson is the task, not the structure. In other words students are given a task to
perform their skill.
4. Reading
According to Thompson 1987: 50, reading is an activity integrating the text and readers’ background knowledge to build meaning. Reading skill acquires
to have a good understanding in the knowledge itself. In this study, reading materials refer to the genre of description, narrative, anecdote, analytical
exposition and hortatory exposition.
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5. Students of Senior High School Year XI
The age range of the students of the Senior High School Year XI is about 16 years old to 17 years old.
6. Language Program of Senior High School
Language Program is a specific program in Senior High School which studies about languages such as Indonesian, English, Deutsch, Japanese and
Mandarin. In Language Program of Senior High School, the students are demanded to have fluent English. Based on this idea, there is a need of learning
English as a Second Language in Language Program of Senior High School. Learning English as a Second Language in Language Program of Senior High
School will help the students to have better English skill than others program in Senior High School.
7. SMA Stella Duce 1 Yogyakarta
SMA Stella Duce 1 Yogyakarta is a Private School. It is located in Jl. Sabirin No. 1 – 3, Kotabaru, Yogyakarta. It has 18 classes. There are 6 classes in
each grade. The students in every class are about 35 to 40 students. Furthermore, starting from the second year, that is in the XI class, the students are divided into
3 three majors. The majors are Science Program, Social Program, and Language Program.
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CHAPTER II LITERATURE REVIEW
This chapter is divided into two main parts, namely theoretical description and theoretical framework. In the theoretical description, five major points are
discussed. They are the theory of design, the theory of reading, Constructivist Learning, Task Based Learning, and Instructional Materials Design models. The
second part of this chapter attempts to draw a framework based on the theoretical description that has been discussed in the first part of this chapter.
A. Theoretical Description 1. Design
Houle 1978:230 states that design is “a developed plan to guide educational activity in a situation”. A teacher should plan, do and evaluate.
Therefore, a teacher should prepare some elements. According Finocchiaro, 1958:5 those elements are:
a. The Objectives
In designing materials, a teacher should establish the objectives of the lesson. Objectives are important because they give direction not only to the
teacher but also to the students.
b. The Students
A further element is the students. They have to be positioned as the subjects of the teaching learning process. Therefore, as the subjects, the students
include their levels, needs, competencies and ages. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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