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Reading
Comprehend short essay text in the form of narrative and access knowledge in a
daily life context. Respond to the meaning and the rhetorical
steps in written essays accurately and fluently to access knowledge in narrative
in a daily life context.
Writing
Express written essay text in the form of narrative in a daily life context.
Express the meaning and the rhetorical steps in written essays accurately and
fluently in the form of narrative in daily life context.
B. Theoretical Framework
Some steps are required to make a set of supplementary reading writing materials using task based learning for the tenth grade students of SMA Bopkri 2
Yogyakarta . SMA Bopkri 2 Yogyakarta has already used School-Based
Curriculum 2006. The theoretical description above is seen as a basis to clarify the framework of this study that would guide us into the real discussion.
In conducting this study, the writer uses the combination model of Kemp and Yalden. Those two models are modified to make a framework or guidelines to
conduct the study. 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 Yalden’s model completes Kemp’s model by emphasizing on wants, needs and desires which are important
aspect on the psychology of the classroom. Furthermore, both of them have some steps needed in the study.
1. Conducting Needs Survey Yalden’s model
Needs survey is conducted by distributing questionnaire to eight tenth grade students of Senior High School and interviewing their English teacher. It is meant
to know the students’ interest, knowledge, and difficulties in learning English. Besides, it is attempted to find out the feedback from the English teachers of
Senior High School about the idea of instructional materials design whether or not it can be applied for the tenth grade students of Senior High School.
2. Stating the Goal, Topics, and General Purposes Kemp’s model
The writer decides the goals of designing the materials, select the most appropriate topics for the students, and draw the general purposes of objectives.
According to Kemp 1977: 14, goals can be based on three factors “society, learners and subject areas”. To achieve the goals that have been drawn, the writer
selects the topics and organizes them well from the simple one to the more complicated one. Stating what the teacher expects the students to achieve from
every topic will also help to accomplish the objectives. 3.
Stating the Learning Objectives Kemp’s Model The writer specifies the objectives of each topic explicitly and clearly.
Therefore, the learners are able to understand and achieve them. The objectives are any activities or behavior that can be measured and observed clearly.
4. Classifying the Subject Content Kemp’s model
The writer classifies the specific knowledge and skills. The subject contents are closely connected to the objectives and the students’ needs. There are three
elements of subject contents; they are Pre-Task, Task-Cycle, and Language Focus.
5. Selecting the Teaching and Learning Activities Kemp’s model
After getting the data from needs analysis and formulating the objectives, the writer selects the activities which can support the student in learning English.
It is important for the material designers to choose the activities which are suitable with the students because it will be more effective.
6. Conducting Materials Evaluation Kemp’s model
After designing the materials, the writer conducts evaluation. It is done in order to know whether the materials are applicable or not. To find this out, the
writer distributed the questionnaire to the two English teachers of SMA Bopkri 2 Yogyakarta
and one English language lecturer of Sanata Dharma University. Their opinions and suggestions based on the designed materials will be used to revise
the materials. 7.
Revising the Designed Materials Kemp’s model The data which has resulted from the distributed questionnaire were
processed by the writer. By getting the feedback from the respondents’ comments and suggestions, the writer can use it as the basis for improving and revising the
instructional materials into the better one. Finally, the final revision of the designed materials can be used by the target students.
The seven steps above as shown in the following scheme. Moreover, the following scheme is a combination of Kemp’s model and Yalden’s model.
Classifying the Subject Content
Selecting the Teaching and Learning Activities
Conducting Materials Evaluation
Revising the Designed Materials
Conducting Needs Survey
Stating the Goal, Topics, and General Purposes
Stating the Learning Objectives
Figure 2.3. The Writer’s Model
Source: The combination of the design models from Kemp and Yalden
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CHAPTER III METHODOLOGY
This chapter is intended to give some important information related to the methodology used in this study. It covers methods of the study, research
participants, setting, research instruments, data gathering technique, data analysis and research procedures.
A. Research Method
There are two questions in this study as they have been stated in the problem formulation. First, How is a set of Supplementary integrated reading
writing materials using task based-learning for the tenth grade students of SMA Bopkri 2 Ypgyakarta
designed? Second, What does the designed set of
Supplementary integrated reading writing materials using task based-learning for the tenth grade students of SMA Bopkri 2 Yogyakarta look like?
This study can be categorized as education research and development RD because the research process of this study is to develop the designed
materials. According to Brog and Gall 1983:772, educational research and development RD is a process used to develop and validate educational
products. There are ten steps of RD. They are research and information collecting,
planning, preliminary form of product developing, preliminary field testing, main product revision, main field testing, operational product revision, operational field
