Instructional materials on short functional texts for senior high school students grade X - USD Repository
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INSTRUCTIONAL MATERIALS ON SHORT FUNCTIONAL TEXTS FOR SENIOR HIGH SCHOOL STUDENTS GRADE X A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Dyah Putripratiwi
Student Number: 021214048
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM LANGUAGE AND ARTS EDUCATION DEPARTMENT TEACHERS TRAINING AND EDUCATION FACULTY
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This thesis is dedicated especially to my Almighty God and my beloved parents.
He�has�made� everything�beautiful� in�His�time€
Ecclesiastes 3: 11
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, January 18, 2010 The Writer
Dyah Putripratiwi 021214048
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ABSTRACT
Putripratiwi, Dyah. 2011. Instructional Materials on Short Functional Texts for
Senior High School Students Grade X. Yogyakarta: English Education Study
Program, Sanata Dharma University. The SchoolBased Curriculum (SBC) has been implemented in every formal education in Indonesia since 2006. This curriculum requires the teachers to design their own teaching materials, including English teachers since English has become one of compulsory subjects for Final Examination. Trough this curriculum, teachers are challenged for being creative in teaching learning process, as well as preparing the teaching materials. However, it is difficult for many teachers to find and design English teaching materials, especially on short functional texts.
This study was aimed to propose the instructional materials on short functional texts for Senior High School students grade X. The problem of this study was formulated as what the proposed instructional materials on short functional texts for Senior High School students grade X according to School Based Curriculum for English teaching was. Short functional text is defined as a text that has particular function, which is used in everyday life. This text was learnt in senior high school, as stated in SBC. To obtain the objectives, there were five steps adopted from educational research and development cycle as the method of the study. They were (1) collecting information, (2) planning the unit, (3) developing the unit, (4) evaluating the unit and (5) revising the unit.
Moreover, this study adopted the Banathy’s instructional design model as the model of the design. The five steps adopted were (1) objectives formulation, (2) analyze learning task, (3) system design, (4) implement and test output and (5) change to improve.
Furthermore, literacy approach was implemented in designing the instructional materials on short functional text. The approach developed two cycles, which were spoken cycle and written cycle. Each cycle consisted of four stages. They were (1) building knowledge of field, (2) modeling and deconstructing the text, (3) joint construction of the text and (4) independent construction of the text.
After designing some units as models, the next step was evaluated the units. Therefore, interviews were conducted to three senior high school teachers who were experienced in teaching short functional text for grade X. The interviews were conducted in order to get data to improve the designed materials, which was used as models for designing the other units. The materials presented as the final result were developed based on the revisions and the evaluators’ relevant suggestions.
As the final remarks, this study and the instructional materials presented
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ABSTRAK
Putripratiwi, Dyah. 2011. Instructional Materials on Short Functional Texts for
Senior High School Students Grade X. Yogyakarta: Program Studi Pendidikan
Bahasa Inggris, Universitas Sanata Dharma. Kurikulum Tingkat Satuan Pendidikan (KTSP) telah diterapkan di setiap tingkat pendidikan formal di Indonesia sejak tahun 2006. Kurikulum ini memberikan kebebasan pada guru untuk merancang materi pengajaran secara mandiri. Demikian juga dengan guru mata pelajaran Bahasa Inggris. Bahasa Inggris merupakan salah satu pelajaran pokok yang diujikan pada Ujian Nasional. Melalui kurikulum ini, guru bahasa Inggris diberikan tantangan untuk menjadi kreatif dalam proses belajar mengajar, termasuk menyiapkan materi atau bahan ajar. Namun, sampai saat ini masih banyak guru yang merasa kesulitan untuk menemukan dan merancang materi pengajaran Bahasa Inggris terutama materi teks fungsional pendek.
Studi ini bertujuan mengusulkan materi pengajaran teks fungsional pendek untuk siswa SMA kelas X. Rumusan masalah studi ini adalah seperti apakah usulan materi pengajaran teks fungsional pendek untuk siswa SMA kelas X berdasarkan KTSP. Teks fungsional pendek merupakan teks yang bermanfaat yang digunakan dalam kehidupan seharihari, yang dipelajari oleh siswa SMA, seperti yang tercantum dalam KTSP. Untuk mencapai tujuan tersebut, digunakan lima langkah yang diadaptasi dari penelitian dan pengembangan pendidikan. Langkahlangkah tersebut adalah: (1) pengumpulan informasi, (2) perencanaan, (3) pengembangan materi, (4) wawancara untuk evaluasi, dan (5) perbaikan materi.
Tambahan pula, studi ini mengadopsi model pengajaran Banathy sebagai model rancangan. Langkahlangkah yang diadopsi antara lain: (1) perumusan tujuan, (2) analisis tujuan pembelajaran, (3) penyusunan materi, (4) penerapan dan hasil tes, dan (5) perubahan untuk perbaikan.
Selanjutnya, digunakan pendekatan literasi untuk merancang materi teks fungsional pendek ini. Pendekatan tersebut meliputi pengembangan dua siklus yaitu siklus lisan dan siklus tertulis. Masingmasing siklus terdiri dari empat tahap, yaitu: (1) membangun konteks, (2) membuat model dan menganalisa teks, (3) menyusun teks bersama, dan (4) menyusun teks sendiri.
Setelah merancang beberapa unit materi pengajaran sebagai model, langkah selanjutnya adalah mengevaluasi rancangan tersebut. Oleh karena itu, dilaksanakan wawancara dengan tiga guru SMA yang mempunyai pengalaman mengajar teks fungsional pendek untuk kelas X. Wawancara tersebut dilaksanakan untuk memperoleh data yang digunakan untuk meningkatkan rancangan materi, yang berikutnya digunakan sebagai acuan untuk merancang unit berikutnya hingga mencapai delapan unit. Materi yang disajikan sebagai hasil akhir merupakan materi yang dikembangkan berdasarkan beberapa materi yang sudah direvisi atau ditingkatkan sesuai dengan saransaran yang relevan dari para guru sebagai evaluator.
Sebagai penutup, studi dan rancangan materi ini diharapkan dapat
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ACKNOWLEDGEMENTS
My first gratitude goes to Jesus the Saviour who has taken care of me all the time. Only by his blessing, I can finally reach the finish line of my study. Secondly, I would like to express my appreciation to F.X. Mukarto, M.S.,
Ph.D., my sponsor for helping me finishing this thesis with his comments, suggestions and criticism. His encouragement contributed much as I could complete my thesis.
My special thankfulness goes to ibu Ndari, pak Prast and ibu Marni for having good time in common room. For all lecturers in the English Education Study Program, I thank them for the days they have spent during my study.
I am greatly grateful to have supportive parents: my dad, Suryo Subroto, and my mom, Tris Wijanarti. Only by their continuous pray I can finally present this thesis as Christmas gift for them.
My gratitude also goes to ibu Yovita, ibu Resti, and ibu Yanti who have given me their opinions, comments, and suggestions towards the designed materials.
My thankfulness goes to mbak Dhanniek, mbak Tari and pak Antok for assisting me with all the administrative matters during my study time. My special thanks go to Uus, my man, for his continuous support, loving, and care. Your presence really eases the difficult days. I would also like to thank
Ibu Ujud for her continuous pray. Thanks to the sisterhood Chiko, Kristin, Geol, Nita and Mima have given.
These girls have really made my school days colorful and unforgettable. I am so
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Thanks to Rury, Zakti, Arai, Selly, Niken, Udjo, Mawar, Bekti, Very, Lulu, Kiki, Nissa, Iin, Rendy, Krisna, Miko, Andre, Dimasjantri, Kadal, Cecil, Regina, mbak Ades, mbak Arin and all of the students of PBI of 2002 for the greatest time that we have shared together. I also thank Lukas, Proti, Willy ’03, Prisca, and Kristin ’06 who have been my good friends so far.
My special thankfulness is given to Eko, Pritty, and Iwan for helping me with the troubleshooting and listening to my worries. I also want to thank Perkutut 11 boarding house and its entire people,
Anez, Dinnar, mbak Anies, mbak Ayu, Sesya, and Felix. This place is really a convenient place to live and laugh. At least, thanks to Viera and Chiko for being the “911thesissupport”.
Their companion and positive energy always cheer me up and enlighten my days in the thesis making process. May God give them prosperity.
Dyah Putripratiwi
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : DYAH PUTRIPRATIWI Nomor Mahasiswa : 021214048
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
INSTRUCTIONAL MATERIALS ON SHORT FUNCTIONAL TEXTS FOR SENIOR HIGH SCHOOL STUDENTS GRADE X
Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 27 Januari 2011 Yang menyatakan (Dyah Putripratiwi)
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TABLE OF CONTENTS
PagePAGE OF TITLE …………………………………………………………. i PAGES OF APPROVAL …………………………………………………. ii PAGE OF DEDICATION ……………………………………………….. iv STATEMENT OF WORK’S ORIGINALITY …………………………… v ABSTRACT ………………………………………………………….…… vi
ABSTRAK ………………………………………………………….…….... vii
ACKNOWLEDGEMENTS ………………………………………………. viii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI…………………
x TABLE OF CONTENTS …………………………………………………. xi LIST OF TABLES ………………………………………………………... xiv LIST OF FIGURES ………………………………………………………. xv LIST OF APPENDICES …………………………………………………. xvi CHAPTER I: INTRODUCTION
A. Background of the Study …………………………….. B. Problem Formulation…………………………………. C. Problem Limitation …………………………………... D. Objectives of the Study ………………………………. E. Benefits of the Study …………………………………. F. Definitions of Terms ………………………………….
1 3 3 3 4 4
CHAPTER II: REVIEW OF RELATED THEORIES A. Theoretical Description ……………………………….
1. SchoolBased Curriculum ……………………… a. The Role of Teachers in SchoolBased
Curriculum …………………………………….. b. The Roles of Students in SchoolBased
6 6 7
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c. The Scope of English Education for Senior High School …………………………………………..
8 2. Communicative Competence ……………………..
11 3. Model of Language ………………………………..
12 a. Context …………………………………………
13 1) Context of Culture …………………………..
13 2) Context of Situation …………………………
14 b. Text …………………………………………….
14 c. Language System ………………………………
16 4. Literacy Approach …………………………………
19 a. Scaffolding ……………………………………..
20 b. Cycles and Stages ………………………………
22 c. Spoken and Written Language …………………
22 5. Short Functional Texts …………………………….
23 a. Advertisement ………………………………….
23 1) Purpose of Advertisement …………………..
23 2) Kinds of Advertisement …………...………..
24 3) Language in Advertisement …………………
25 b. Announcement …………………………………
25 c. Invitation ……………………………………….
26 6. Banathy’s Instructional Design Model ……………
27 7. Educational Research and Development ………….. 30
B. Theoretical Framework ……………………………… CHAPTER III: METHODOLOGY
A. Collecting Information ………………………………
33 B. Planning ……………………………………………...
34 1. Stating the Objectives ..............................................
34 2. Mapping ...................................................................
35
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2. Learning Program Plan ............................................
37 3. Developing Instructional Materials on Short
Functional Texts …………………………………..
37 D. Interviewing Participants …………………………….
38 E. Product Revision ……………………………………. 40 CHAPTER IV: FINDINGS AND DISCUSSIONS
A. The Proposed Model of Instructional Materials ...........
41 B. The Accountability of the Proposed Model of Instructional Materials on Short Functional Texts …..
41 1. Internal Accountability ……………………...........
42 2. External Accountability …………………….......... 46
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions ………………………………………….
49 B. Suggestions …………………………………………. 50 REFERENCES ……...…………………………………………………… 52 APPENDICES ......………………………………………………………...
54
LIST OF TABLES
PageTable 2.1: The main functions of language and their relationship to the register variables …………………………………………….. 15 Table 2.2: The summary of structural, communicative, and literacy approachbased curriculum ………………………………….. 17 Table 2.3: The changing nature of the collaboration between teacher and learner in response to learner progress ………………………. 19 Table 3.1: The objectives of the Instructional Materials ………………… 35 Table 3.2: The description of the evaluators …………………………….. 38 Table 4.1: The objectives of the spoken cycle …………………………… 42 Table 4.2: The objectives of the written cycle ……………………………
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LIST OF FIGURES
PageFigure 2.1: Schematic Representation of Communicative Competence … 9 Figure 2.2: The Language Model ………………………………………… 11 Figure 2.3: The Relationship of the Three Layers of Language ………… 15 Figure 2.4: Stages and Cycles ……………………………………………. 20 Figure 2.5: Banathy’s Instructional Design Diagram …………………….. 27 Figure 2.6: The Relationship of Banathy’s Instructional Design and
Educational Research and Development …….……………… 32 Figure 3.1: The Planning of the Instructional Materials …………………. 34 Figure 3.2: The Development of Instructional Materials …………………
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LIST OF APPENDICES
PageAppendix 1: Permission Letters………………………………………........ 55 Appendix 2: Interview Result …………………………………………….. 57 Appendix 3: Syllabus ……………………………………………………... 65 Appendix 4: Learning Program Plan ……………………………………… 79 Appendix 5: Instructional Materials ……….……………………………… 113 Appendix 6: Answer Key ……………………………………………..….. 170
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CHAPTER I
INTRODUCTION
This chapter presents the research background, problem formulation, problem limitation, research objectives, and definitions of terms used in the study.
A. Background of the Study
Facing the globalization era, communication through common language is a necessity. In order to be able to communicate and associate actively with global society, quality of human resources should be increased. Many people believe that mastering foreign language is one of the ways to develop the human resources. In Indonesia, English as a foreign language has been used as the bridge to broaden knowledge. It is also considered as the first language to improve science, technology, art and culture to maintain the relationship with other countries (Depdiknas, 2004).
This study focuses on English for Senior High School students since English has become one of compulsory subjects for Final Examination. Moreover, many of students should prepare themselves to look for jobs. Most of companies prefer those who have an ability to use English. Consequently, Senior High School students should equip themselves with various skills, including using English in spoken or written form to face the working world.
Moreover, to develop the human resources through education, changes
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every formal education in Indonesia. Made as the improvement of the previous curriculum, Competency Based Curriculum, the guideline of SchoolBased Curriculum is not too different from the CBC guideline. It puts communicative competence of learning English at school and emphasizes on the development of four basic language skills. Those are listening, speaking, reading, and writing (Depdiknas, 2003:6). The teachers' role in School–Based Curriculum is a facilitator. Therefore, preparing materials and helping the students in learning are teachers’ responsibilities.
In language learning, teachers are demanded to be creative in creating or using materials. With various kinds of interesting materials used, the students will be interested in learning English. Dealing with materials used in teaching, many kinds of short functional texts are used. According to BNSP (2006), there are three scopes of English learning in Senior High School. One of them is to comprehend and create any kinds of short functional text, and monologue and essay in any kinds of genres. At this point, the short functional text can be in a form of notices, cards, posters, announcements, invitations, advertisements, etc.
Furthermore, in line with the development of science and technology, human needs are increasing. In everyday life, short functional texts are important media to communicate, to do some humanitarian actions, and especially to fulfill their needs on accomplishing task. Here, advertisement, announcement, and invitations are daily life short functional texts used in teaching English for Senior High School students.
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As the consequences, the students and teachers need instructional materials on short functional texts. However, it is difficult for many teachers to find and design English teaching materials, especially on short functional texts. Therefore, this study is conducted to give a contribution by proposing instructional materials on short functional texts for Senior High School students grade X.
B. Problem Formulation
The problem of this study is formulated as follows: What is the proposed instructional materials on short functional texts for Senior High School students grade X according to SchoolBased Curriculum for English teaching?
C. Problem Limitation
This study is limited on proposing instructional materials on short functional texts for Senior High School students grade X. The materials are focused on advertisement, announcement, and invitation, as short functional texts used to teach Senior High School students grade X. They are arranged based on the guidelines of SchoolBased Curriculum. This study will discuss proposed instructional materials, not the implementation of the developed materials.
D. Objectives of the Study
Considering the problem formulation, this study is conducted to propose the instructional materials on short functional texts for Senior High School students grade X. There will be eight units of materials designed which hopefully motivate the students in learning English and give contributions to teachers in
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E. Benefits of the Study
This study, hopefully give beneficial contributions for: 1. English Teachers
The study will help teachers in providing instructional materials on short functional texts and developing the application of designed materials. 2. The students
As the materials designed based on SchoolBased Curriculum, the activities hopefully facilitate students to develop their skills and improve their competencies.
3. Further research/study The study will give contribution on how to design or develop materials, especially for instructional materials on short functional texts.
F. Definitions of Terms
There are some terms used in developing the program to avoid misinterpretation. Here are the terms that will be used frequently. 1. Instructional Materials
Referring to Dick, Walter and Reiser (1989:3), instructional materials are materials planned by the teacher for instruction. In this study, instructional materials are materials which are designed to facilitate the students in studying English.
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2. Short Functional Texts In this study, short functional text is defined as a text that has practical function which is used in everyday life. It is an authentic material used in teaching learning activities.
3. Senior High Schools Students Senior High School is a high school offering the last years of secondary education, usually consisting of grades 10, 11, and 12. (Webster's New World College Dictionary, 2010). In this study, Senior High School students are the English learners on grade X.
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CHAPTER II
REVIEW OF RELATED LITERATURE
Two major discussions will be presented in this chapter. They are theoretical description and theoretical framework. Some related theories about SchoolBased Curriculum, communicative competence, model of language, literacy approach, short functional texts, advertisement, announcement, invitation, instructional design model, and educational research development will be discussed in the theoretical description. Furthermore, the theoretical framework will present the summary of theoretical description and explain the steps taken in developing the instructional materials.
2.1. Theoretical Description
This section will discuss theories related to SchoolBased Curriculum, communicative competence, model of language, literacy approach, short functional texts, advertisement, announcement, invitation, instructional design model, and educational research development.
2.1.1. SchoolBased Curriculum