For Further Researchers For English Teachers

77 REFERENCES Ary, D., Jacobs, L.C., Razavieh, A. 2002. Introduction to Research in Education 6 th ed.. Belmont: Wadsworth Group, Thomson Learning. Borg, W.R., Gall, M.D. 1983. Educational Research: An Introduction. New York and London: Longman Inc. Briggs, L.J. 1981. Instructional Design: Principles and Applications. New Jersey: Educational Technology Publications, Inc. Das, K.B. 1988. Materials for Language Learning and Teaching . Singapore: SEAMEO Regional Language Centre. Dick, W., Carey, L. 1978. The Systematic Design of Instruction. Illinois: Scott, Foresman and Company. Harmer, J. 2001. The Practice of English Language Teaching. Harlow: Pearson Education Limited. Hutchinson, T., Waters, A. 1987. English for Specific Purposes: A Learning- Centered Approach. Cambridge: Cambridge University Press. Kemp, J.E. 1977. Instructional Design. Belmont, California: Fearon-Pitman Publishers, Inc. Lier, V.L. 1996. Interaction in the Language Curriculum. Harlow: Longman Group Limited. Murcia, C.M.. 2001. Teaching English as a Second Language 3 rd ed.. Boston: Heinle-Heinle. Nunan, D. 1988. Syllabus Design. Oxford: Oxford University press. Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press. Nunan, D. 1991. Language Teaching Methodology: a Textbook for Teacher. New York: Prentice Hall International. Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle- Heinle Publisher. Nunan, D. 2003. Practical English Language Teaching 1 st ed.. New York: McGraw-Hill Companies, Inc. 78 Nunan, D. 2004. Task-Based Language Teaching. Cambridge: Cambridge University Press. Oxford, L.R. 1990. Language Learning Strategies: What Every Teacher Should Know . Boston: Heinle Heinle Publisher. Richards, J.C., Rodgers, S.T. 1988. Approaches and Methods in Language Teaching: A Description and Analysis . New York: Cambridge University Press. Riddell, D. 2003. Teaching English as a ForeignSecond Language. London: Hodder Education. Tillit, B. 1985. Speaking Naturally. New York: Cambridge University Press. Widdowson. 1978. Teaching Language as Communication. Oxford: Oxford University Press. Willis, J. 1996. A Framework for Task-Based Learning. London: Longman. Willis, V.J. 1989. Instructional Design and Development. Jakarta: Departemen Pendidikan dan Kebudayaan, Directorat Jenderal Pendidikan Tinggi, Proyek Pengembangan Lembaga Pendidikan Tenaga Kependidikan. 79 Letter of Permission 80 81 Questionnaire and Interview Checklist of Need Survey 82 KUESIONER Untuk siswa-siswa kelas X Pemasaran SMK Negeri 7 Yogyakarta Nama : PER TAN YAAN Berikan tanda check √ pada jawaban yang sesuai dengan pendapat anda dan isilah titik-titik dibawah ini untuk melengkapi jawaban esai. 1. Apakah anda menyukai pelajaran Bahasa Inggris? Lengkapi dengan alasan anda. Ya ………………………………………………………………………… Tidak …………………………………………………………………….. 2. Apakah menurut anda Bahasa Inggris itu penting? Lengkapi dengan alasan anda. Ya ………………………………………………………………………… Tidak …………………………………………………………………….. 3. Manfaat Bahasa Inggris bagi anda? Jawaban boleh lebih dari satu Media untuk berkomunikasi dengan orang asing Keahlian yang dibutuhkan untuk mencari pekerjaan Dapat mengakses informasi dengan mudah Lain- lain isi sendiri…………………………………………………….. …………………………………………………………………………………. 4. Skill yang paling anda sukai? Urutkan dari yang paling diprioritaskan. 1-4, 1= yang paling diprioritaskan, 4= yang paling tidak diprioritaskan. Speaking Writing Listening Reading 5. Apa pendapat anda tentang berbicara Bahasa Inggris? Jawaban boleh lebih dari satu Sulit Membosankan Menyenangkan Lainnya ……………………………… 83 6. Apakah bukumateri Bahasa Inggris yang anda gunakan sudah memberikan anda kesempatan seluas- luasnya untuk berlatih speaking? Ya Tidak 7. Apakah aktivitas belajar Bahasa Inggris di kelas sudah memberikan anda kesempatan seluas-luasnya untuk berlatih speaking? Ya Tidak 8. Aktivitas belajar Bahasa Inggris apa saja yang sudah memberikan anda kesempatan untuk berlatih speaking? Jawaban boleh lebih dari satu Diskusi kelompok Debat Presentasi Games Role-play Pidato Lainnya………...............……………………. 9. Aktivitas mana saja yang paling anda sukai dalam berlatih speaking? Jawaban boleh lebih dari satu Diskusi kelompok Debat Presentasi Games Role-play Pidato Lainnya………...............……………………. 10. Kesulitan-kesulitan yang anda hadapi dalam belajar speaking? Jawaban boleh lebih dari satu minimnya kosakata yang saya miliki tidak mengerti materi yang diberikan tidak tahu bagaimana mengungkapkan opini, gagasan dalam Bahasa Inggris takut melakukan kesalahan 84 11. Tuliskan topik-topik yang ingin anda pelajari dalam belajar speaking. ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… 12. Tambahkan hal-hal lain yang anda inginkan dalam belajar speaking. ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… 85 WAWANCARA DENGAN GURU BAHASA INGGRIS SMK NEGERI 7 YOGYAKARTA 1. Bagaimana anda mengajarkan skill Bahasa Inggris? Apakah terpisah-pisah atau dalam suatu kesatuan? 2. Berikan skala prioritas pengajaran skill dalam bahasa Inggris. 1-4, 1= yang paling diprioritaskan, 4= yang paling tidak diprioritaskan. Speaking Writing Listening Reading 3. Kurikulum apa yang anda pakai di sekolah anda dalam penyusunan silabus dan rencana pembelajaran? 4. Apakah siswa dapat melakukan tugas yang anda berikan dengan baik? 5. Masalah apa yang biasanya dihadapi siswa dalam berbicara bahasa inggris? 6. Bagaimana anda mengatasi masalah tersebut? Dengan metodestrategi pembelajaran apa? 7. Apakah topik-topik yang disajikan cukup familiar bagi siswa? 8. Topik-topik apa sajakah yang siswa-siswa sukai dalam belajar speaking? 9. Buku apa saja yang anda gunakan untuk mangajar speaking? 10. Apakah tugas dan materi sudah sesuai dengan konteks penggunaannya dalam kehidupan sehari-hari? 11. Menurut pendapat anda, aktivitas apa saja yang dapat membantu siswa dalam belajar speaking? 12. Menurut pendapat anda, media apa saja yang dapat membantu siswa dalam belajar speaking? 13. Apakah ada hal-hal lain atau saran dan ide tentang berbicara bahasa inggris yang ingin anda sampaikan? 86 Questionnaire of Evaluation 87 In order to collect the data, the writer would like to use a questionnaire as the instrument of the survey research. The questionnaire is aimed to obtain the data from respondents to get feedback concerning the designed materials. As a respondent of the research, you are requested to evaluate the sample of the designed materials. Respondent Identity: Name : ___________________________________ Occupation : teacher lecturer Educational background : diploma S1 S2 S3 Teaching experience : ___________ years Circle the appropriate one You are requested to choose one of the options by giving a thick √ according to the degrees of agreement which are categorized as follows: 1 = strongly disagree very poor 2 = disagree poor 3 = doubtful undecided 4 = agree good 5 = strongly agree very good No. The Respondents’ opinion Degree of agreement 1 2 3 4 5 1. The indicators are well formulated. 2. The topics are well arranged. 3. The instructions are clear and helpful for the teacher and the students 4. The number of activities in each unit has been sufficient for the time given. 88 5. The materials are suitable and appropriate for the tenth grade students of Vocational High School. 6. Generally, the tasks activities are well elaborated and provide the much opportunity for the students to speak English. 7. Generally, the exercises are variously given and interesting so that they can draw students’ interest to learn English. 8. The designed materials provide the tasks needed to develop speaking skill. 9. The materials are closely related with the students’ real life. 10. The number of activities in each unit has been sufficient for the time given Please write down your opinions about the designed materials. ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Please write down your suggestions or expectations to improve the designed materials. ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 89 Syllabus Design TASK-BASED SYLLABUS School : SMK Negeri 7 Yogyakarta Course : English Class : X Unit Basic Compe tence Indicators Tasks Types of acti vities Ti me allocation Source “Hi How are you?” Greeting and Leave Takings The students are able to exp ress greeting and leave taking Students are able to greet someone Students are able to respond the e xpressions of greeting Students are able to e xpress leave taking Students are able to respond the e xpressions of leave taking Practice the dialogue given in pairs Produce dialogues in pairs based on the situation given. Practice the dialogues in front of the class. Practice using the e xpression of greeting and leave taking in the game . Co mplete the dialogues Acting fro m script Role play and simu lation Co mmunicate game Individual task 2 x 45’ Anwar, Munash F. 2006. English in Progress: Business and Management X . Jakarta: Yudhistira Suryana, Nanan. 2006. Bring me to the Word of a Professional Work er Book . Bandung: Armico Krisnani, yiyis. 2004. English for Vocational School: Novice level. Yogyaka rta: Ka la m offset “My name’s Leo” Intr oduci ng Oneself and Others The students are able to introduce themselves and others. Students are able to introduce themselves in forma l and informa l way Students are able to introduce others in forma l and informa l way Practice the dialogue given in pairs Introduce oneself using the information given Introduce oneself and other in a ga me Co mplete the dialogue Acting fro m script Role play and simu lation Co mmunicate game Individual task 2 x 45’ Unit Basic Compe tence Indicators Tasks Types of acti vities Ti me allocation Source “I’m sorry…” Thanking and Apologizin g The students are able to use the e xpressions of thanking and apologizing. Students are able to thank people in forma l and informa l way Students are able to respond thanks Students are able to ask for apology in forma l and informa l way Students are able to respond apology Practice the dialogue given in pairs Role-play the situation given Practice using the e xpression of thanking and apologizing in a group Discuss about issues in group Co mplete the dialogue Acting fro m script Role play and simu lation Discussion Individual task 2 x 45’ Speak ing Naturally . New York: Ca mbridge University Press. “She’s very popular” Describin g pe ople The students are able to describe people Students are able to describe physical appearance of people Students are able to describe general appearance of people Students are able to describe characteristics of people Practice the dialogue given in pairs Describe family Role-play the situation based on the exa mple Practice to describe people based on the pictures in pairs Co mplete the dialogue Acting fro m script Role play and Simu lation Describing people Individual task 2 x 45’ Unit Basic Compe tence Indicators Tasks Types of acti vities Ti me allocation Source “Stars are sparkling ” Describin g Things The students are able to describe things. Students are able to ask for description Students are able to describe things Students are able to present things Practice the dialogue given in pairs Practice to ask for description and describing things in game Describe things based on the pictures Practice to present things in groups Co mplete the sentences. Acting fro m script Role play and simu lation Describing things Individual task 2 x 45’ “I Love Numbers” Ti me, Date and Price The students are able to tell time, date and price Students are able to ask for time Students are able to tell t ime Students are able to ask for date Students are able to tell date Students are able to ask for price Students are able to tell price Practice the dialogue given in pairs Role-play the situation given Practice to ask for birth dates and phone numbers in the game Telling nu mbers Acting fro m script Role play and simu lation Co mmunicate game Individual task 2 x 45’ Unit Basic Compe tence Indicators Tasks Types of acti vities Ti me allocation Source “Raise your hand” Comman d and Re quest The students are able to exp ress commands and requests Students are able to ma ke request Students are able to respond to request Students are able to ma ke co mmand Students are able to respond to command Practice the dialogue given in pairs Practice to give commands in pairs Role-play the situation given Practice to give co mmand in the game Acting fro m script Role play and simu lation Co mmunicate game Individual task 2 x 45’ “What can I do for you, Sir?” Offering Things and Hel p The students are able to use the e xpressions of offering things and help - Students are able to use the expressions of offering helps - Students are able to use the expressions of accepting helps - Students are able use the expressions of refusing helps - Students are able to use the expressions of offering things - Students are able to use the expressions of accepting things - Students are able use the expressions of refusing things Practice the dialogue given in pairs Make dialogues based on the situation given Role-play the situation in front of the class Practice to offering things and help based on the menu Arrange the dialogue Acting fro m script Role play and simu lation Individual task 2 x 45’ 94 Lesson Plans 95 LESSON PLAN Unit 1 Hi How are you? Greeting and Leave Takings School : SMK NEGERI 7 YOGYAKARTA Subject : English Grade Semester : X 1 Time Allocation : 2 x 45 minutes Competence Standard: English Communication on the level of novice

A. Basic Competences:

The students are able to express greeting and leave taking

B. Indicators:

1. Students are able to greet someone 2. Students are able to respond the expressions of greeting 3. Students are able to express leave taking 4. Students are able to respond the expressions of leave taking

C. Learning Method:

Lectures, practices, pair works, class discussions, role-plays, games

D. Teaching Learning Activities

Teacher’s Activities Students’ Activities Time Pre Activities 1. The teacher greets the students. 2. The teacher leads the prayer

3. The teacher asks the

questions in “Get ready” part and discusses it. 1. The students reply the greeting. 2. The students pray together 3. The students answer the question in “Get ready” part and take part in the discussion. 2’ 2’ 5’ Whilst Activities 1. The teacher asks the students to read the dialogues in “Start talking” part and practice the dialogues in pairs. 1. The students read the dialogues in “Start Talking” part and practice the dialogues in pairs. 10’ 96 Teacher’s Activities Students’ Activities Time 2. The teacher asks two pairs of students to practice the dialogues in front of the class.

3. The teacher asks the

students to identify the expressions of greeting and leave taking 4. The teacher leads the students in discussing the expressions in the dialogues. 5. The teacher gives brief explanation about the common expression of greeting and leave taking 6. The teacher asks the students to make dialogues based on the situations given in pairs. “Talk some m ore” 7. The teacher asks some students to practice the dialogues in front of the class without looking at the text. 8. Teacher explains about the “Class Game rule”. 9. Teacher lead the game 2. The students practice the dialogues in front of the class. 3. The students identify the expressions of greeting and leave taking in the dialogues 4. The students take part in the discussion about the expressions in the dialogues. 5. The students pay attention to teacher’s explanation. 6. The students make dialogues based on the situation given in pairs. “talk some more” 7. The students practice the dialogues in front of the class without looking at the text. 8. Students pay attention to student’s to teacher’s explanation. 9. The students play the game 5’ 5’ 5’ 5’ 10’ 1 5’ 3’ 15’ Post Activities 1. The teacher asks the students to do “Take your turn” part. 2. The teacher asks the students to do the reflection. 3. The teacher closes the lesson. 1. The students do “Take your turn” part. 2. The students reflect what they have learned. 3. The students reply the closing. 3’ 3’ 2’ TOTAL 90’ 97 F. Learning Source Anwar, Munash F. 2006. English in Progress: Business and Management X. Jakarta: Yudhistira Krisnani, Yiyis. 2004. English for Vocational School: Novice level. Yogyakarta: Kalam offset Pictures: writer’s files and www.google.com

G. Media

Textbook, white board and marker

H. Evaluation

- Participations, doing role play, individual task 98 LESSON PLAN Unit 2 M y name’s Leo Introducing Oneself and Others School : SMK NEGERI 7 YOGYAKARTA Subject : English Grade Semester : X 1 Time Allocation : 2 x 45 minutes Competence Standard: English Communication on the level of novice

A. Basic Competences: