Scaffolding in the LearningTeaching Cycle

According to Feez and Joyce 2002: 27, the cycle of teaching and learning activities consists of a number of stages which the teacher and students go through so that students gradually gain independent control. The stages of the teaching-learning cycle are presented in this table. Table 1: Stages of Teaching-Learning Cycle ORACY CYCLE LITERACY CYCLE  Building Knowledge of the Field  Modelling of the Text  Joint Construction of the Text  Independent Construction of the Text  Linking to related texts  Building Knowledge of the Field  Modelling of the Text  Joint Construction of the Text  Independent Construction of the Text  Linking to related texts According to Feez and Joyce 2002: 28, each of the five stages of the teaching- learning cycle is designed to achieve a different purpose within the cycle of teaching and learning. Each stage, therefore, is associated with different types of activities. It would be discussed further below. 1 Building Knowledge of the Field In this part, the text dialogue is used for the social purpose. It describes what the text dialogue is about, what the students already know about it, and what experiences or activities will be part of the text dialogue. Information from the activities can be organised in many activities: using related images and realia such as photographs, video, illustration, objects, etc; brainstorming vocabulary from images; discussing topic including comparison with own culture and access issues; and researching activities to gather material on topic. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 2 Modelling of the Text In this part, the students identify the generic structure of the text dialogue, sorting, matching and labelling activities, such as sorting sets of texts, sequencing jumbled stages. This part also includes language or lexico-grammatical features. It focuses on a particular language feature at clause level. The example of activities are collecting examples of a language feature, eg list of noun phrases, adjectival phrases, connectives as cohesion devices, verbs, other key vocabulary, etc; collecting examples of presentation and practice related to the grammatical features of the text. This part facilitates the students with practices. 3 Joint Construction of the Text In this part, the students begin to contribute to the construction of whole examples of text dialogue. The teacher’s contribution to text dialogue construction is reduced gradually as students move closer to being able to control the text dialogue independently. The activities include: information gap activities to construct a text dialogue, listening to a text dialogue together and acting on it, role play of text dialogue in groups, skeleton texts dialogues, constructing or completing a text dialogue in groups, teacher questioning, discussing and editing whole class construction teacher acting as a scribe and prompt while class jointly creates a written text, and as a class or in groups, editing a draft text dialogue. 4 Independent Construction of the Text In this part, the students work independently with the text and the students’ performances are used for achievement assessment. The activities include: 1 listening tasks: performing a task, sequencing pictures, answering questions, 2 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI speaking tasks: spoken presentation to class, 3 listening speaking tasks: role plays, simulated or authentic dialogs, 4 writing tasks: drafting presenting whole texts, and 5 reading tasks: performing tasks, sequencing pictures, numbering, answering questions. 5 Linking to Related Texts In this part, the students investigate how what they have learnt in this teachinglearning cycle can be related to other texts of the same kind or stages of teaching and learning. The activities include: comparing text-types of different fields, role-playing what happens if the same text-type is used by people with different roles and relationships, comparing written and spoken models of the same text-type, researching how a key language feature used in this text-type is used in other text- types. In creating a set of integrated materials for grade X students of the applied-fine art department of SMKN 5 Yogyakarta, this study would only apply four stages of the teaching-learning cycle, that are Building Knowledge of the Field, Modelling of the Text, Joint Construction of the Text, and Independent Construction of the Text.

B. Theoretical Framework

Some steps were applied in designing a set of integrated materials for grade X students of the applied-fine art department of SMKN 5 Yogyakarta based on the 2006 Edition of School-Based Curriculum. The designed materials are expected to give alternative sources of materials for the teachers. The materials were designed based on the teachers’ and the students’ needs in the classroom. Therefore, the materials PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI include all of the four skills. It was also designed based on the current curriculum applied in the school. In designing the materials, this study adapted Kemp’s Instructional Design Model and Banathy’s Instructional Design Model. The reason for choosing the steps from Kemp’s model was since this model emphasizes on three major problems, which are objectives; activities and resources; and also evaluation. Whereas, Banathy’s model completes Kemp’s model by emphasizing on implementation and testing output. Furthermore, both of them have some steps needed in the study. Each step would be discussed further below.

1. Conducting Needs Survey

This step was the basic step before designing the materials. In this step, it was decided to whom the materials would be designed and the reason why this research was being conducted. Through this needs survey, it was conducted to find out what kinds of materials that would be designed and for what level. In this study, the materials would be designed based on the curriculum applied in SMKN 5 Yogyakarta , that is, the 2006 Edition of School-Based Curriculum.

2. Reviewing the English Syllabus of SMKN 5 Yogyakarta

In this step, the English syllabus of SMKN 5 Yogyakarta would be reviewed in order to identify whether the syllabus had already met the goals and objectives stated in the School-Based Curriculum for Vocational High Schools. Besides, it would also identify whether the time allocation for teaching-learning process stated in the syllabus of SMKN 5 Yogyakarta was already suitable with the real implementation in the classroom.