Designing an integrated english reading and writing material for grader X students of SMA Katolik Villanova Manokwari.

ABSTRACT

Bame, Mery. 2015. Designing an Integrated English Reading and Writing Material

for Grade X Students of SMA Katolik Villanova Manokwari. Yogyakarta: English

Language Educational Study Program, Sanata Dharma University

Currently, English as a foreign language has many users across the world including students. In urban areas with limited learning materials, the students have difficulties in learning English. Besides, the students have different interests, needs, and culture backgrounds, which are considered in providing contextual learning materials and interactive learning activities. Therefore, the students are able to construct their knowledge through their environments. Based on this reason, the researcher develops contextual reading and writing materials for Grader X students of

SMA Katolik Villanova Manokwari.

This research aimed to answer two research questions: (1) how is an integrated English reading and writing material for grade X students of SMA Katolik

Villanova Manokwari designed? and (2) how does the design of an integrated

English reading and writing material for grade X students of SMA Katolik Villanova

Manokwari look like?

To answer the first research question, the writer conducted the research adapting the research and development methodology (R&D) purposed by Borg and Gall (1983) which combine with Kemp’s (1977) and Yalden’s (1987) instructional design model to design the materials. The researcher applied only the five stages of R&D because of time and funds constraints. The stages were: (1) Research and information collecting, (2) Planning, (3) Development of preliminary form of product, (4) Preliminary field testing, and (5) Main product revision.

To gather the data, the researcher distributed the questionnaires to the 73 target students and interviewed a target teacher. After developing the materials, The questionnaires for evaluating the materials were distributed to eight experts to obtain the responses on suitibility and suggestions to revise the materials. The experts were a lecturer, four teachers, and three material designers. Based on the evaluation results, the materials were acceptable with some revisions. The suggestions to revise the materials covered some unclear instructions, monotonous activities, uncommon sub headings’ names, fewer exercises, and some grammatical mistakes.

To answer the second research question, the writer revised the designed materials based on the suggestions from the experts. The final version of the materials consisted of 7 units. Accordingly, every unit has 5 sections which were Knock -

Knock, Reading Section, Grammar Focus, Writing Section, and Assessing Yourself

Keywords : Integrated skills, grader X students, Contextual materials, Task-based learning

ABSTRAK

Bame, Mery. (2015). Designing an English Integrated Reading and Writing Material for Grade X Students of SMA Katolik Villanova Manokwari. Yogyakarta; Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma

Bahasa Ingris sebagai bahasa asing memiliki banyak penguna di seluruh dunia termasuk siswa-siswi. Di daerah terpencil dengan materi pembelajaran yang terbatas, siswa sulit untuk belajar Bahasa Inggris. Selain itu, siswa memiliki keinginan, kebutuhan, dan budaya berbeda yang harus dipertimbangkan dengan menyediakan materi belajar kontekstual dan aktifitas belajar interaktif. Jadi siswa dapat belajar untuk mengkonstruksikan pengetahuannya dari lingkungan. Maka peneliti mengembangkan materi pembelajaran membaca dan menulis yang kontekstual untuk siswa kelas X SMA Katolik Villanova Manokwari.

Penelitian ini bertujuan untuk menjawab dua rumusan masalah sebagai berikut: (1) Bagaimanakah materi pembelajaran membaca dan menulis berbahasa Inggris terpadu bagi siswa kelas X SMA Katolik Villanova Manokwari dirancang? dan (2) bagaimanakah tampilan dari rancangan materi pembelajaran membaca dan menulis berbahasa Inggris terpadu untuk siswa kelas X SMA Katolik Villanova Manokwari?

Untuk rumusan masalah yang pertama, penulis melakukan Research and

Development (R&D) (Borg & Gall, 1983) dengan mengkombinasikan Kemp (1977) dan Yalden (1983) instructional design model. Peneliti hanya menerapkan lima tahap

dari R&D karena kerterbatasan waktu dan dana. Tahap tersebut adalah: (1)

Research and information collecting, (2) Planning, (3) Development of preliminary form of product, (4) Preliminary field testing, and (5) Main product revision.

Untuk mengumpulkan data, peneliti menyebarkan kuisioner kepada 73 target siswa dan menginterview target guru. Setelah mengembangkan materi, kuisioner evaluasi didistribusikan kepada delapan ahli untuk mendapatkan respon dan saran guna merevisi materi pembelajaran tersebut. Para ahli tersebut adalah seorang dosen, empat guru dan tiga pendesign materi. Berdasarkan hasil evaluasi, materi pembelajaran ini diterima dengan beberapa revisi. Beberapa saran untuk merevisi materi meliputi instruksi yang tidak jelas, aktivitas belajar yang monoton, nama sub bab yang kurang menarik, latihan yang sedikit dan kesalahan tata bahasa.

Untuk rumusan masalah yang kedua, penulis merevisi materi pembelajaran berdasarkan saran dari para ahli. Materi yang dihasilkan terdiri dari 7 unit. Setiap unit memiliki 5 bagian antara lain knock-knock, Reading Section, Grammar Focus,

Writing Section, dan Assessing Yourself

Keywords : Integrated skills, Grade X students, Contextual materials, Task-

A Sarjana Pendidikan Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Mery Costantina Bame Student Number : 101214082

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMEN OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2015

i

DESIGNING AN INTEGRATED ENGLISH READING AND WRITING MATERIAL FOR GRADE X STUDENTS OF SMA KATOLIK VILLANOVA

MANOKWARI

A Sarjana Pendidikan Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Mery Costantina Bame Student Number : 101214082

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMEN OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

iv

DEDICATION PAGE

I dedicate this thesis to:

 The loved ones I mention on the acknowledgmend pages

 Myself

v

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, 12 October 2015

The Writer

Mery Costantina Bame 101214082

vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertandan tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma;

Nama : Mery Costantina Bame

Nomor Mahasiswa : 101214082

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul;

DESIGNING AN INTEGRATED ENGLISH READING AND WRITING MATERIAL FOR GRADE X STUDENTS OF SMA KATOLIK VILLANOVA

MANOKWARI

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan 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 saya buat dengan sebenarnya

Dibuat di Yogyakarta

Pada tanggal 2 Oktober 2015 Yang menyatakan

vii

ABSTRACT

Bame, Mery. 2015. Designing an Integrated English Reading and Writing

Material for Grade X Students of SMA Katolik Villanova Manokwari.

Yogyakarta: English Language Educational Study Program, Sanata Dharma University

Currently, English as a foreign language has many users across the world including students. In urban areas with limited learning materials, the students have difficulties in learning English. Besides, the students have different interests, needs, and culture backgrounds, which are considered in providing contextual learning materials and interactive learning activities. Therefore, the students are able to construct their knowledge through their environments. Based on this reason, the researcher develops contextual reading and writing materials for Grader X students of SMA Katolik Villanova Manokwari.

This research aimed to answer two research questions: (1) how is an integrated English reading and writing material for grade X students of SMA

Katolik Villanova Manokwari designed? and (2) how does the design of an

integrated English reading and writing material for grade X students of SMA

Katolik Villanova Manokwari look like?

To answer the first research question, the writer conducted the research adapting the research and development methodology (R&D) purposed by Borg and Gall (1983) which combine with Kemp‟s (1977) and Yalden‟s (1987) instructional design model to design the materials. The researcher applied only the five stages of R&D because of time and funds constraints. The stages were: (1) Research and information collecting, (2) Planning, (3) Development of preliminary form of product, (4) Preliminary field testing, and (5) Main product revision.

To gather the data, the researcher distributed the questionnaires to the 73 target students and interviewed a target teacher. After developing the materials, The questionnaires for evaluating the materials were distributed to eight experts to obtain the responses on suitibility and suggestions to revise the materials. The experts were a lecturer, four teachers, and three material designers. Based on the evaluation results, the materials were acceptable with some revisions. The suggestions to revise the materials covered some unclear instructions, monotonous activities, uncommon sub headings‟ names, fewer exercises, and some grammatical mistakes.

To answer the second research question, the writer revised the designed materials based on the suggestions from the experts. The final version of the materials consisted of 7 units. Accordingly, every unit has 5 sections which were

Knock - Knock, Reading Section, Grammar Focus, Writing Section, and Assessing Yourself

Keywords : Integrated skills, grader X students, Contextual materials, Task-based learning

viii

ABSTRAK

Bame, Mery. (2015). Designing an English Integrated Reading and Writing Material for Grade X Students of SMA Katolik Villanova Manokwari. Yogyakarta; Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma

Bahasa Ingris sebagai bahasa asing memiliki banyak penguna di seluruh dunia termasuk siswa-siswi. Di daerah terpencil dengan materi pembelajaran yang terbatas, siswa sulit untuk belajar Bahasa Inggris. Selain itu, siswa memiliki keinginan, kebutuhan, dan budaya berbeda yang harus dipertimbangkan dengan menyediakan materi belajar kontekstual dan aktifitas belajar interaktif. Jadi siswa dapat belajar untuk mengkonstruksikan pengetahuannya dari lingkungan. Maka peneliti mengembangkan materi pembelajaran membaca dan menulis yang kontekstual untuk siswa kelas X SMA Katolik Villanova Manokwari.

Penelitian ini bertujuan untuk menjawab dua rumusan masalah sebagai berikut: (1) Bagaimanakah materi pembelajaran membaca dan menulis berbahasa Inggris terpadu bagi siswa kelas X SMA Katolik Villanova Manokwari dirancang? dan (2) bagaimanakah tampilan dari rancangan materi pembelajaran membaca dan menulis berbahasa Inggris terpadu untuk siswa kelas X SMA Katolik Villanova Manokwari?

Untuk rumusan masalah yang pertama, penulis melakukan Research and

Development (R&D) (Borg & Gall, 1983) dengan mengkombinasikan Kemp (1977) dan Yalden (1983) instructional design model. Peneliti hanya menerapkan

lima tahap dari R&D karena kerterbatasan waktu dan dana. Tahap tersebut adalah: (1) Research and information collecting, (2) Planning, (3) Development

of preliminary form of product, (4) Preliminary field testing, and (5) Main product revision.

Untuk mengumpulkan data, peneliti menyebarkan kuisioner kepada 73 target siswa dan menginterview target guru. Setelah mengembangkan materi, kuisioner evaluasi didistribusikan kepada delapan ahli untuk mendapatkan respon dan saran guna merevisi materi pembelajaran tersebut. Para ahli tersebut adalah seorang dosen, empat guru dan tiga pendesign materi. Berdasarkan hasil evaluasi, materi pembelajaran ini diterima dengan beberapa revisi. Beberapa saran untuk merevisi materi meliputi instruksi yang tidak jelas, aktivitas belajar yang monoton, nama sub bab yang kurang menarik, latihan yang sedikit dan kesalahan tata bahasa.

Untuk rumusan masalah yang kedua, penulis merevisi materi pembelajaran berdasarkan saran dari para ahli. Materi yang dihasilkan terdiri dari 7 unit. Setiap unit memiliki 5 bagian antara lain knock-knock, Reading

Section, Grammar Focus, Writing Section, dan Assessing Yourself

Keywords : Integrated skills, Grade X students, Contextual materials, Task-

ix

ACKNOWLEDGMENTS

First and foremost, I am really grateful to Almighty God, Jesus Christ for the good health and well-being that are necessary to complete this thesis. God is kind.

My deepest gratitude goes to my advisor, Drs. Pius Nurwidasa Prihatin,

M.Ed., Ed.D., for his continuous support, patience, motivation, and immense

knowledge in guiding me to accomplish this thesis. I would like to express my sincere gratitude to my academic advisor, Drs. Barli Bram, M.Ed., P.hD., for his guidance during my study and willingness to give feedback on my designed materials. My deep thanks also go to all of my lecturers in ELESP of Sanata Dharma University. I thank them for many priceless chances to learn English and

valuable guidance in these five years. I also thank for Mbak Danik and Mbak

Linda for always helping me with the administrative matters.

My sincere gratitude goes to the Rector of SMA Katolik Villanova

Manokwari, Father Anton Tromp, OSA, for giving me the chance and

permission to conduct my study in the school. I also thank the English teachers of class X, Jefri Pabeting, S.Pd. and Father Yap Ulipi, S.S., OSA, for their meaningful suggestions and sharing about their experiences in teaching guiding my study. My gratitude also goes to the class X students for being the good cooperative participants.

My greatest love and gratitude definitely go to my lovely parents, Bapa dan

x

prayer, irreplaceable love, care, unceasing encouragement and sincerely support through my whole life, especially in conducting research and writing this thesis. They teach me the good things form the wrong things. I fly also my gratitude to

Ordo Santo Agustinus, Bumi Aksara Fundation, Kakak Dede Prabowo, and

Kakak Reslian Pardede for supporting me financially in five years of my study.

My gratitude goes to Chirsta Yona, S.pd. for spending her time reading and giving corrections on my thesis. I thank all my PBI friends whom I cannot mention one by one for the support and chance to learn together. I would also thank my best friend, Ivon Taa for the unforgettable friendship. My gratefulness also belongs to all my brothers and sisters: Kakak Bernad Baru, OSA, Kakak

Yulianus Yumame, Kakak Maximus Bame, Kakak Monika Korain, Kakak Rahel Nauw, Santos, Kakak Ado Dt, Isak, Degoo, and Kakak Matheus Auwe

for letting me know about my Papua and life. I thank them for always being there in my ups and downs.

My sense of gratitude goes to one and all, who directly or indirectly, has lent their hands in my study. May God bless us.

xi

TABLE OF CONTENTS

Contents Pages

TITLE PAGE ... i

APROVAL PAGES ... ii

DEDICATIONAL PAGE ... iv

STATEMENT OF WORK ORIGINALITY ... v

PERNYATAAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS... ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

CHAPTER I. INTRODUCTION A. Research Background ... 1

B. Research Questions ... 5

C. Problem Limitation ... 6

D. Research Objectives ... 6

E. Research Benefits ... 6

F. Definition of the Terms ... 7

CHAPTER II. REVIEW OF THE RELATED LITERATURE A. Theoretical Description ... 9

1. Kemp‟s Instructional Design Model ... 9

2. Yalden‟s Language Program Development ... 15

3. Writer‟s Instructional Design Method ... 17

4. Contextual Materials for Designing the Relevant Materials ... 20

xii

5. Task-based Approach for Selecting the Interactive

Learning Tasks ... 21

6. The Nature of Reading Materials for Improving Reading Skills ... 27

7. The Nature of Writing Materials for Improving Writing Skills ... 29

8. Integrated Reading and Writing Skills ... 31

9. KTSP 2006 for Identifying Goal, Topics, and General Purposes ... 32

B. Theoretical Framework ... 35

CHAPTER III. METHODOLOGY A. Research Methodology... 40

B. Research Setting ... 47

C. Research Participants ... 48

1. Participants of the Research and Information Collecting ... 48

2. Participants of the Preliminary Field Testing... 49

D. Researcher‟s Role... 50

E. Research Instruments ... 50

1. Research Instruments of the Research and Information Collecting ... 50

2. Research Instrument of the Preliminary Field Testing ... 54

F. Data Gathering Techniques ... 54

1. Data Gathering Techniques of the Research and Information Collecting ... 55

2. Data Gathering Technique of the Preliminary Field Testing ... 56

G. Data Analysis Techniques ... 56

1. Data Analysis Technique of the Research and Information Collecting ... 57

2. Data Analysis Techniques of the Preliminary Field Testing ... 60

xiii

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A. The Process of Designing an Integrated English Reading and Writing Materials for X Grade Students of SMA Katolik

Villanova Manokwari ... 63

1. Research and Information Collecting ... 64

2. Planning ... 72

3. Development of Preliminary form of Product ... 78

B. Findings and Discussion of Materials Evaluation ... 82

1. Preliminary Field Testing ... 82

2. Main Product Revision ... 87

C. Final Presentation of Designed Materials ... 89

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 91

xiv

LIST OF TABLES

Tables Pages

2.1Content Standards for the Grade X of Second Semester ... 34

3.1Description of the Target Students (Blank) ... 49

3.2Description of the Respondents (Blank) ... 49

3.3Scoring Criteria of the Questionnaires (Favorable) ... 53

3.4Scoring Criteria of the Questionnaires (Unfavorable) ... 53

3.5Sample of the Questionnaire... 55

3.6M eans of the Tenth Grade Students Characteristic Identification (Blank) ... 57

3.7Research‟s Categorization of the Total Mean Score ... 59

4.1Description of the Participants ... 65

4.2List of the Codes and Definitions ... 68

4.3Topics and Titles the Materials ... 74

4.4Titles and Basic Competences of the Materials ... 75

4.5Learning Objectives of the Materials ... 77

4.6Titles and Contents of the Materials ... 78

4.7Description of the Respondents ... 83

4.8Data Presentation of the Materials Evaluation (Part I) ... 85

4.9Data Presentation of the Materials Evaluation (Part II) ... 85

4.10 Presentation of the Materials Revisions ... 87

xv

LIST OF FIGURES

Figures Pages

2.1 Diagram of Kemp‟s (1977) IDM ... 11

2.2 Yalden‟s Language Program Development Stages ... 15

2.3 A Framework for TBLT (Nunan, 2004, p. 25) ... 23

2.4 Structural Framework of Task-based Learning... 23

2.5 Text as an Objectives View Point ... 28

2.6 Text as Process View Point ... 28

2.7 Writer‟s Instructional Design Model ... 29

3.1 R&D Cycle and Writer‟s Model ... 47

3.2 The Procedure of the Study ... 62

4.1 Research and Information Collecting Framework ... 64

4.2 Planning Framework ... 72

4.3 The Correlation between Research Findings and Guidelines ... 73

4.4 Development of Preliminary Form of Product Framework ... 78

4.5 Preliminary Field Testing Framework ... 82

xvi

LIST OF APPENDICES

Appendix A : Letter of Permission ... 99 Appendix B : Surat Permohonan Responden ... 101 Appendix C : Questionnaire and Interview Protocol of the Needs Survey 103 Appendix D : Results of the Questionnaires ... 110 Appendix E : Questionnaire of the Materials Evaluation ... 114 Appendix G : Final Persentation of the Designed Materials ... 118

1

CHAPTER I INTRODUCTION

This thesis aims to design an integrated English reading and writing material for grade X students of SMA Katolik Villanova Manokwari. For the first section, problems are presented in general which describe the importance of the research ideas which have potential significance of this study. This chapter consists of the research background, the research problems, the problem limitation, the research objectives, the research benefits, and the definition of the terms.

A. Research Background

English as a foreign language has many users across the world. As Richard states that the current status of English has turned into the significant precentage of the world‟s population into part-time users or learners of English (McDonough & Shaw, 2003). Accordingly, English has significant effects on people lives, particulary in education, technology, political, etc. In Indonesia, especially in the capital cities, people use English to get the proper job, adapt with the new custom or life style, study abroad and so on. Meanwhile, most people in urban areas do not need English to communicate in daily life. English is a compulsory subject which is recommended by the government to be taught in all schools. In fact, many English classes have low expectation in learning English. According to McDonough and Shaw (2003), different places have different philosophies of

learning English, which give impact to the expectation and pressures of learning English.

Indonesia has many urban areas including Papua which is located in the eastern part of Indonesia. Nowadays, many people who come from other countries are in Papua as investors, workers, humanity activists, priests, teachers, etc. In similar, many multinational companies are in Papua since the last twenty years until now. For the next 10 years, English become an urgent language for Papua people.

In contrast, many schools in Papua have fewer facilities, books, and media for teaching and learning (Aninam & Suruan, 2009). Accordingly, teachers and students use fewer facilities for teaching and learning especially for teaching and learning English. In urban areas, the English teachers have low pressures and expectations of students‟ learning performances (McDonough & Shaw, 2003). The teachers strive to get the insufficient standard even plan or goal because they “may not have channels of professional communication such as journals, conferences and in-service training courses (McDonough & Shaw, 2003). McDonough and Shaw (2003) also state that this situation also causes the different expectations and pressures of the teachers. Thus, the limited sources in teaching give impacts to teachers‟ expectations about teaching and learning.

SMA Katolik Villanova Manokwari, where this study was conducted, is in

the capital city of West Papua Province, Manokwari. West Papua Province is being considered as the poorest province in Indonesia which has many educational problems. Accordingly, teaching and learning process in Manokwari need many

3

improvements in every side. Aninam and Suruan (2009) from Universitas Negeri

Papua Manokwari evaluate the real educational condition in Manokwari. They

conclude that some educational factors such as the curriculum, contextual materials, facilities, qualified teachers, and the government controlling are going out from government attention and society. Particularly, SMA Katolik Villanova is a new school which is built in the midst of 2010. The teachers of this school do not have many sources in teaching. The sources in teaching are the compulsory books which are recommended by the school.

Tenth grade students of SMA Katolik Villanova Manokwari have potential problems to consider through this study. The students come from different junior high schools which are separeted in Papua from Merauke to Sorong. Most of them start learning English at junior high schools, yet few of them start learning English at this school. Consequently, the students have significant difference in English proficiency especially in literacy skills. Literacy is a hard part of language learning. The students need many stimuli to improve their literacy skills.

English is easy for some students but the other students still have difficulties to learn English. According to Krashen, the students need to be exposed to the target language utterances toward acquiring comprehensible input i + 1 (Mihalichek & Wilson, 2011). It reveals that the students need to get exposed to the exposures of the target language outside the classroom from what they have gotten. The students need + 1 knowledge outside the classroom without language rules. They subconsciously detect the language form and

meaning. In this case, the contextual materials are needed to create the meaningful learning for the students.

Moreover, Bless (2014) purposes some base stragies and indicators for the development of competency-based education in West Papua, one of which is promoting contextual materials which has relation with the environments and social problems. Gebhard “sees authentic materials as a way to “contextualize” language learning” (Oura, 2006). According to Barnett as cited in Rojas (2007), using authentic texts motivates students toward offering the real context. Providing contextual materials for learning English, it motivates the students because they learn through their environments and from their experiences. Recently, the contextual materials promote contextual teaching and learning (CTL) in which the students learn to construct their own knowledge through acquiring materials from their environments (Brown, 2001). It empowers the students to acquire English for living rather than for achieving academic purpose only.

In addition, the contextual materials and interactive learning activities support each other to create a meaningful learning process. The learning acitivities approach by a teaching method. Recently, common teaching method promotes the communicative interaction between the teachers and students. In this study, the writer applies task-based learning approach to design the instructional activities. Task-based is to use task as a center of methodology (Brown, 2001). The task is an activity for a communicative purpose (Willis, 1996). Through using the

task-5

based learning approach, the students learn through doing. They have more chances to use the target language communicatively.

Moreover, the writer persents contextual reading and writing materials for grade X students of SMA Katolik Villanova Manokwari. The writer adapts Research and Development (R&D) (Borg & Gall, 1983) which combines Kemp‟s (1977) instructional design model and Yalden‟s (1987) language program development. The writer uses five stages of R&D cycle which are research and information collecting, planning, and development preliminary form of product, preliminary field testing and main product revision. To design the materials, the writer combines Kemps‟ (1977) elements and Yalden‟s (1987) steps of instructional design to produce eigth flexible steps of instructional design model. The eight flexible steps are to conduct needs survey, develop general guidelines, identify goal, topics, and general purposes, specify learning objectives, list subject contents, select learn activities and resources, conduct evaluation and conduct recycling stage.

B. Research Questions

This study is formulated two research questions as follows:

1. How is an integrated English reading and writing Material for grade X students of SMA Katolik Vilanova Manokwari designed?

2. How does the design of an integrated English reading and writing material for grade X students of SMA Katolik Vilanova Manokwari look like?

C. Problem Limitation

The scope of the study is to design an integrated English reading and writing material for grade X students of SMA Katolik Villanova Manokwari which is relevant to context in Papua. The considerations to design using contextual materials are to help the students to learn through their environments, to overcome the limited resources for learning, and to learn English easly. Using contextual materials helps the students to acquire English easly from their enviroments. The writer tries to produce the contextual reading and writing materials as supplementary materials for supporting language learning.

D. Research Objectives

This study aims to:

1. design an integrated English reading writing material for grade X students of SMA Katolik Villanova Manokwari

2. present an integrated English reading and writing material for grade X students of SMA Katolik Villanova Manokwari

E. Research Benefits

The benefits of the research results will be addressed to the grade X students of SMA Katolik Villanova Manokwari, the English teachers of SMA

7

1. The grade X students of SMA Katolik Villanova Manokwari

The integrated English reading and writing material is made to help the students to improve their literacy skills. The students are easy to read and write using contextual materials.

2. The English Teachers of SMA Katolik Villanova Manokwari

Using the contextual materials, it is easy for the teachers to motivate the students to learn from their enviroments. The design product is used also as sumpplentary materials for teaching English espesially for the English teachers of

SMA Katolik Villanova Manokwari.

3. The Future Researchers

The design product is also helpful for the future researchers as a reference to design the new contextual materials following the current changing of the curriculum, KTSP 2006 to Kurikulum 2013.

F. Definition of The Terms

1. Designing Materials

Designing is to develop the materials following several steps or how it works in obtaining a goal (Spratt, Pulverness, & Williams, 2005). Materials development is a sistematic process by creating units and lessons for carrying out the goal and objectives of the course (Graves, 2000, P. 149).

2. Reading Skills

Reading is a receptive skill which means that to read is the process of involving response to the text rather than producing it (Spratt, Pulverness, & Williams, 2005). According to Wallace (1992) reading based on its function is divided into reading for purposes and reading in situational. This study aims to expand reading for a purpose which is based on the teaching and learning goal.

3. Writing Skills

Writing is a productive skill, besides speaking. It means that to write is the process of involving product rather than recepting it (Spratt, Pulverness, & Williams, 2005) . Therefore, writing skill is a competence to produce a language product in the written forms.

4. Integrated Skills

Integrated means making several segments become one. The integration of language skills directs percieving of the relationship among several skills, and providing the teachers several deals in creating and motivating lessons (Brown, 2001). This study stands to design the integrated reading and writing material to integrate reading and writing skills.

9

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the related theories as base to conduct this study. There are two sub chapters which are the theoretical description and the theoretical framework. The theoretical description discusses the related theories used in this study. The theoretical framework limits the discussion on synthesis of the theories and the process of conducting this study.

A. Theoretical Description

Theoretical description stands for the Kemp‟s instructional design model, the Yalden‟s language program development, the writer‟s instructional design model, the contextual materials for designing the relevant materials, the task-based approach for selecting the interactive learning tasks, the nature of reading materials for improving reading skills, the nature of writing materials for improving writing skills, the integrated reading and writing skills, and the KTSP

2006 for identifying the goal, topics and general purposes. 1. Kemp’s Instructional Design Model (1977)

The writer adapts Kemps‟ (1977) Instructional Design Model (IDM) to get the practical steps to design the materials. Kemp (1977) produces an effective instructional design model for educational field to create an efficient and effective process of design. Kemp‟s (1977) IDM has been re- formulated by Morrison, Rossa and Kemp in 2004 and 2011. The reason to use the old IDM of Kemp

(1977) is to have the simple and practical stages. Kemps (1977) provides intercorelleting stages to simplify the process of design.

This design process involves “the development of an overall plan incorporating the interrelated parts of an instructional process in a sequential pattern” (Kemp, 1977, p. 6). The process includes a way to examine instructional the problems and needs, set the procedure to solve them and evaluate the results for revising it. Kemp‟s (1977) IDM is conditional ID (Instructional Design) which is adaptive to a context. The designer is going to choose the possible part which is acceptable to be done first. Because of the flexible parts, every part does not operate in order. Accordingly, Kemp (1977) mentions some fundamental reasons (essential elements) of instructional design which are objectives, activities, resources and evaluation. Kemp (1977) uses intercorelating and incorperating steps of instructional design plan. Figure 2.1 illustrates the relation between each step in instructional plan.

11

Figure 2.1: Diagram of Kemp’s (1977) IDM

The eight steps are explained in details as follows:

Step 1 : Identifying Goal , Topics, and General Purposes

An instructional design plan starts with recognizing the broad goal of the school system or institution. A school is developed to serve a goal. The school has the goal based on three conderations which are the societies, students and subject areas (Kemp, 1977). According to Kemp (1977), to identify the goal, the planner should consider either the changes of the students‟ needs and interests or the changes of the societies.

Kemp (1977) states that in curriculum of the course “… topics are choosen for study, for each of which the teacher explicitly express the general purposes” (p. 13). The major topics or unit headings are decided as scopes of the course or program. The topics are usually sequenced according to a logical organization,

R evi se Goal, Topics, and General Purposes Support Services Learning Objectives Pre- Assessment Students‟ Characteristi cs Evaluation Teaching/Lea rning Activities, Resources Subject Contents

most often from simple to complex and concrete to more abstract. It needs also to consider how soon the course must be ready. The sequencing of the topics happens through three methods; learning – related sequencing, word – related sequencing and concept-related sequencing (Sadler, 2006). For learning – related sequencing, the arrangement is based on the students‟ prespective on the difficulties, uninterested or interested, unfamiliar or familiar, etc. (Sadler, 2006). Kemp (1977) states that to arrange the topics in logical order, it helps the students to learn more structured and are easy to acquire the materials. Furthermore, the planner selects several objectives to accomplish one broad, general purpose, just like a single topic serves more than one general purposes. In other words, the planner identifies the objectives from the goal as spesific learning outcomes.

Step 2 : Identifying Students’ Characteristic

Considering students‟ characteristics in instructional design is a way to respect and recognize the students individually. Personally, the students have different capacities, needs, and interests that need to be established in the process of design as a way to serve those differences. According to Kemp (1977), there are several factors which diverge the students‟ characteristics which are the academic factors (academic background), social backgrounds (age and socioeconomic situation), learners‟ learning conditions, and the learning styles. The learning conditions refer to groups of factors that effect a person‟s ability to concentrate, absorb, and retain information. The learning styles stand for certain ways of learning. By indentifying the students‟ characteristics, the planner decides

13

topics and a level at which topics are introduced, specfies learning objectives and selects learning activities (Kemp, 1977).

Step 3 : Specifying Learning Objectives

“Learning requires active effort by the learners” (Kemp, 1977, p. 23). To promote learning the objectives are writen in activities. Kemp (1977) advices the learning objectives are measureable to recognize what students will learn and assessable later. The learning objectives are divided into three domains; cognitive domain, psychomotor domain, and affective domain (Kemp, 1977). Nevertheless, the domains are correlating in two main ways. “First, a single objective can involve learning in two or more domains” (Kemp, 1977, p. 27). “Second, attitudinal development may precede successful learning in the other domains” (Kemp, 1977, p. 28). In other words, “an objective may require the learner gains competence in more than a single element of knowledge or skill” (Kemp, 1977, p. 30). The most preferable domain is cognitive domain which “… includes objectives concerning knowledge, or information, thinking-naming, recognizing, predicting and so on” (Kemp, 1977, p. 24).

Step 4 : Listing Subject Contents

To list subject contents the planners need to consider students‟ learning experiences and students‟ needs. The subject contents aim to empower the formulation of learning objectives. In other words, the learning objectives are what you want the subject contents to do. The subject contents are organized into specific knowledge (facts and information), skills (procedural, conditional and requirements occurred), and attitudinal factors of every unit (Kemp, 1977). Graves

(2000) clarifies also that “you need to make choices based on what you want your students to learn according to your goals and objectives …” (p.156).

Step 5 : Developing Pre- assessment

Knowing the students‟ characteristics, it is very important to maintain the plan for activities through pre-assessment. The pre-assessment itself helps the planner to plan activities for the students and ensure that the students follow the activities efficiently.

Step 6 : Selecting Learning Activities and Resources

The planner is obligated to find the most effective and efficient methods to determine what should be done by the students. The method should walk in a same path with the objectives and the contents. There are three methods or patterns of teaching and learning; presentation to a group, individualized learning, and teacher-students interaction (Kemp, 1977).

Another important part is to select supporting materials. “These resources including printed materials of many kinds, audiovisual media, and other items for group and invidual uses”(Kemp, 1977, p. 73). Currently, the instructional media have been developed for the reason of efficient learning. The students must see a place, function and relationship than just hear and read. There are three forms of media which are “visual forms, audio form, and audiovisual form” (Kemp, 1977, p. 77).

15

Step 7 : Coordinating Support Services

At this step, the planner considers funds, facilities, equipments and personnel time to finish the whole process of instructional design. Kemp (1977) states that thinking about the funds or facilities limits the program severely.

Step 8 : Evaluation

An evaluation is a playoff stage of instructional design by Kemp (1977). It stands for the self-evaluation from the teachers or experts to determine the suitability of the learning objectives, subject contents, learning method, and learning media (Kemp, 1977). Furthermore, the self-evaluation (formative evaluation) gives chance to determine any weakness in the design product which needs to be improved for the final product.

2. Yalden’s Language Program Development

Yalden‟s (1987) declares organized and structured communicative syllabus. According to Yalden (1987) there are eight stages for English progressive development as follows.

Figure 2.2: Yalden’s (1987) Language Program Development Stages

The eight stages are explained in details as follows. Needs Survey Description of Purpose Selection/ Development of Syllabus Type Production of a Proto-syllabus Production of a Pedagogical Syllabus Developmental and Implementation of Classroom Procedures Evaluation

Stages 1: Needs Survey

Yalden (1987) defines needs survey as “two- pronged: it entails carrying out a survey of the communicative needs and learners for whom the program is being prepared as well as a survey the physical resources at hand” (p. 88). To conduct the needs survey, the designers identify the students‟ purposes in learning the target language and the students‟ needs. According to Yalden (1987) the needs survey gathers the general information about the communication requirements, personal needs, motivations, and the students‟ characteristics. The survey is done through investigating students‟ learning partners which are the teachers and friends in order to get the exact information about the students‟ needs (Yalden, 1987).

Stage 2 : Description of Purpose

At this second step, the designers clarify the purpose of the language program by which the sources are the gathered data from the needs survey.

Stage 3 : Selection of Syllabus Type

After clarifying the general purpose of the language program, the third step is to choice the syllabus type.

Stage 4 : Production of Proto – syllabus

The next step is the preparation of the proto-syllabus. The syllabus designers list the contents for preparation of the syllabus spesification.

Stage 5 : Production of a Pedagogical Syllabus

At this fifth step, the designers produce a pedagogical syllabus (Yalden, 1987).

17

Stage 6 : Development and Implementation of Classroom Procedures

At this stage, the design process runs through three procedures which are to select the types of the exercise and to teach the techniques, to prepare the lesson plans and to prepare the weekly schedules.

Stage 7 : Evaluation

At this stage, all components of instruction including the students, program, and teachers are being evaluated.

Stage 8 : Recycling Stage

There are three procedures in recycling stage. They are to fit the goal and students‟ performances, reassess the contents, and revise the materials and teaching approaches.

3. Writer’s Instructional Design Model

In order to produce a balanced approach, the writer combines two instructional design (ID), two of which are Kemp‟s (1997) and Yalden‟s (1987) ID. Depending on the situation, one model is used for an entire process of intruction or elements from multiple models can be combined in order to create a balanced approach (Morrison, Ross, Kalman, & Kemp, 2011). Thus, the writer produces eight flexible stages. Those eight stages are (1) needs survey (identifying students‟ characteristic), (2) developing guidelines, (3) identifying goal, topics and general purposes, (4) specifying learning objectives, (5) listing subject contents, (6) selecting learning activities and resources, (7) conducting evaluation, and (8) conducting recycling stage.

The writer‟s first stage is adapted from Yalden‟s (1987) needs survey and Kemp‟s (1977) identification of students‟ characteristics. Yalden (1977) advices a designer to gather information about communication requirements, personal needs and motivation, relevant characteristics of the students and their partners for learning. Similarly, Kemp (1977) gives respect to a student individually in which every student has different interest, motivation, and social backgrounds to learn English. Hence, Kemp (1977) accomodates all the differences in this stage through identifying the students‟ characteristics (learning style, learning condition and social background) in order to know the students one by one.

Furthermore, the second stage is to produce some general guidelines. This stage tends to line the results of the data analysis with the design product. There are some important notes which are established as guides to design the relevant materials. Using the general guidelines, the writer helps readers to follow the ideas of the writer easily.

The third stage is Kemp‟s (1977) first element of identifying goal, topics and general purpose. The goal is “a broad concept as “esthablishing personal values inherent in change”, “developing responsibility and concern for self and others” (Kemp, 1977, p. 14). Every institution or school has the sustained goal or the educational target. Then the topics are labels for units which elaborate within the content area (Kemp, 1977). The topics are choosed by the writer considering the general guidelines. Then the general purposes “express the planners‟ own aims and purpose for the topic and unit” (Kemp, 1977, p.16). According to KTSP 2006 general purposes are considered as basic competences (Kompetensi Dasar).

19

At the next four stages, the writer develops the design product. The four stages are to specify learning objectives, to list subject contents and to select learning activities and resources (Kemp, 1977). According to Kemp (1977), to sequence the learning objectives, the planners are advised to use the taxonomy bloom. There are three domains of learning objectives which are the cognitive, physcomotoric, and affective domain. In this case, the writer develops the cognitive domain to cover other domains which are physcomotoric and affective. Furthermore, the contents are listed, and sequenced from easy to difficult level. To design the learning activities and resources, the writer uses Willis‟ (1996) task-based learning framework as an approach to develop instructional activities and authentic pictures as instructional media.

The last two stages are Kemps‟ (1977) evaluation stage and Yalden‟s (1987) recycling stage. To evaluate the design product, the writer combines Kemp‟s (1977) evaluation and Yalden‟s (1987) evaluation stage. The writer uses formative evaluation (Kemp, 1977) and assesses the design product (Yalden, 1987). Kemp (1977) insists assessing the suitability of the objectives, subject contents, learning methods, and materials. Similary, Yalden (1987) states that the evaluation has two aspects:

First, one would wish to evaluate ... ; next the teaching as well as the over-all design of the course should be assessed. Finally, there is the recycling stage in which the fit between goals set and the final performance of the learners is determined (p. 96).

4. Contextual Materials for Designing the Relevant Materials

Contextual materials are used to promote contextual language learning, especially language as a foreign language. The contextual learning is a constructivist approach to attaint classroom activities with real world activities. According to Brown as cited in Imel (2000), constructivist approach helps the students to construct meaning through interacting with and interprating their enviroment. Furthermore, Imel (2000) states that a meaningful learning is coupled with the students‟ life experiences and the contexts which is contructed by the students.

According to Gebhard in Oura (2006), to use authentic materials, it is a way to contextualize language learning. The advantages of using authentic materials in learning are found by Melvin and Stout as cited in Oura (2006) that:

overall increased motivation to learn in students, ... As students gained more confidence working directly with authentic materials, they also reported that an increased understanding of the practical benefits of being able to use the language in real word scenario. Students commented that they need outside classroom and tobe learning about cultures beyond their own (p. 69).

In other words, the authentic materials promote the contextual learning for the students to direct the relationship between languages occurred in the classroom and outside the classroom (Brinton as cited in Oura, 2006). According to Borko and Putnam in Imel (2000), the contextual learning has some prespectives which are the situated cognition, social cognition, and distributed cognition. The prespectives are explained by Imel (2000) as folows:

Situated cognition. Both the physical and social context in which an

activity takes place are an integral part of learning that occurs between these contexts. A relationship exsist between the knowledge in the mind of

21

an individual and the situations in which it is used. ... Social cognition. Learning is more than just individual construction of knowledge. Interaction with others in learners‟ social environment are major factor influencing what is learned and how learning takes place. .... Distributed

cognition. Related to both the situated and social nature of cognition is the

idea that is also distributed. Inviduals often engage in collaborative learning activities and draw on resources beyond themselves in their learning. (p. 12)

Futhermore, creating a bridge between the real word and the classroom opportunities using authentic materials, it addresses the transformation of the real-world tasks (target tasks) into pedagogical tasks (rehearsal tasks to activation tasks) (Nunan, 2004). For example the students are able to find a job properly (the target task). They are asked to find some job vacancies in newspaper and to share with their friends (pedagogical to rehearsal task). The students make also some orders, suggestions, arguments, etc. to their friends about the job (pedagogical to activation task).

5. Task-based Approach for Selecting the Interactive Learning Tasks (Activities, Techniques or Procedures and Exercises)

Task-based approach is an acknowledgement of exposure, use and motivation for communicative purpose (Willis, 1996). The motivation to learn a target language works out on a lot of exposures to language used in a classroom. According to Brown (2001) task-based uses task as a methodological focus. The Tasks as center of learning are defined as “activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome” (Willis, 1996, p. 23). When the students perform a task, they demand meaningful interaction in using language meaningfully.

Brown (2001) differentiates tasks from techniques which are the same in some ways but it is different. The task includes series of techniques in it, in which it takes communicative goal. The techniques are specific tasks manifested in the classroom which is consistent with method (Brown, 2001, p. 14). The communicative goal retains a specific communicative competence. Brown (2001) states that:

given communicative competence is the goal of language classroom, … Communicative goals are best achieved by giving due to attention to language use and not just usage, to fluency and not just accuracy, to authentic language and contexts, and to students‟ eventually need to apply classroom learning to previously unrehearsed context in the real world” (p.69)

The communicative tasks are divided into the target task and pedagogical tasks (Brown, 2001). He maintains the target task as series of techniques that the students must accomplish beyond the classroom and the pedagogical tasks which form those that occur in the classroom (Brown, 2001). The pedagogical tasks are designed ultimately to teach the students to perform the target task. Besides, “in the framework, enabling skills are of two kinds: language exercises and

communicative activities” (Kummaravadivelu cited in Nunan, 2004). In addition, according to Nunan (2004), to create learning opportunities in the classroom, it is important to transfrom the real-word task or target task into pedagogical task. Referring to Larsen and Freeman in Nunan (2004) reveals the pedagogical tasks relating form, meaning, and use. Nunan (2004) captures a framework to Task-based Language Teaching (TBLT) as shown in figure 2.3.

23

Real-word/ Target tasks

Pedagogical Task

Rehearsal Activation tasks tasks

Enabling skills

Language Communicative exercises activities

Figure 2.3: A Framework for TBLT (Nunan, 2004, p. 25)

According to Wills (1996), the framework of the communicative task is gained among pre-task, task cycle, and post task or language focus. Fruther, the framework of task-based learning is described as shown in figure 2.4.

Figure 2.4: The Structural Framework of Task-based Learning Pre- task

Introduce to topic and task (use pictures, posters and questioning and answering techniques)

Task Cycle

Work with and use the target language (pedagogical task): Activities like pair work, group work and techniques like

information gap activities; maintance of Planning, Practice, Presentation) (PPP)

Post Task

Select, identify, classify and practice common words and phrases in classroom. And also conduct assessment.

The framework of TBL above has an aim to construct a good learning condition obtaining an exposure to target language, expressing meaning and focusing on form only for preventing (Willis, 1996). The pre-task aims to motivate and make the students ready to do the tasks. The pre-task is warming-up activity that covers the introduction to topics and tasks. The technigues in pre-task include question and answer techniques, games, review of the last materials, mind-mapping, make a prediction etc. Then the cycle tasks cover planning, practice, and presentation (PPP). The cycle tasks porpose the students to practice and to use the target language. The students read the text, discuss it in groups or pairs and present it in the classroom. The techniques in task cycles include information gap activities, mind mapping, summarizing the text and questioning and answering technique. Then the post tasks include grammatical exercises and self-assessment. Through this phase, the students analyse the common words, phrases and sentences and practice using English in grammatical exercises. Also, the students do self-assessment on what they have got.

Hence, Willis (1996) provides six common types of task which are listing, ordering and sorting, comparing, problem solving, sharing personal experiences and creative task. The types of the task work out with several techniques in which this combination accommodates the learning styles of the learners. Learning style is defined as traits that refer to how students approach learning task and process information (Morrison, Ross, Kalman, & Kemp, 2011).

In addition, the task-based learning approach uses experiential learning or learning by doing in or outside the classroom. The students have interaction

25

outside the classroom which includes some performances after learning. “By encouraging the students to move out from the class room and into the world, project work helps to bridge the gap between language study and language used” (Freeman, 2000). Freeman (2000) organizes the project work into 3 ordered stages which are: (1) students work in class; planning, in collaboration with their teacher, the content and scope of the project, plan strategies, etc. (2) they take place outside classroom; gathering of any necessary information and (3) the students review their project; getting feedback from their teacher.

Brown (2001) views procedures and techniques synonymously the same. The procedure names step by step as way to perform the techniques. Referring to Ricard and Roger in Brown (2001) procedures encompass “the actual moment -to-moment techniques, practices, and behaviors that operate in teaching a language according to a particular method” (p. 129). The procedure stands for the reason of operational manner. In these instructional activities, the procedure goes moment-to-moment leading the techniques operationally.

The tasks-based learning approach lines the activities and exercises with the role of language rather than the rule of language. Actually, the grammatical elements are needed in communicating in the reason of accuracy. Graves (2000) advices to balance between the activities and exercises because the activities accumulate open-ended capabilities of the students and the exercises empower the controlled capabilities of the students. A controlled capability is obtained to require the students to practice certain grammatical structure in exercise. Then an open-ended capability requires the students to use language in activity. The

distinction between exercises and activities creates unbalanced growing. Too many exercises, it denies to develop the ability of communication. Too many activities, it decreases the knowledge about language.

The matter of improving students‟ literacy skills, it needs some techniques to be either used by or taught for the students. To demonstrate certain techniques Brown (2001) porposes the designer to put a high appreciation to the students‟ individualization of learning. The students have their own techniques in learning especially for teens (junior high school students), so the main task for the designer is to provide the varieties of the activities. Brown (2001) provides the taxonomy of controlled techniques or activities which are adapted from Crookes and Chaudron. There are two kinds of techniques which are controlled and free techniques. Nevertheless, the students at certain level, particulary novice-high proficiency, they need controlled techniques (Brown, 2001). The controlled techniques go from reading to writing techniqeus, which are reading aloud, checking (providing feedback as an activity), question-answer, display, drill, translation, dictation, copying, identification, recognition, reviewing, testing meaningful drill (information exchange).

In sum, the writer uses TBL Framework of Wiills (2006) to develop the instructional activities. The types of task which are used are listing, ordering and sorting, comparing, problem sloving and sharing personal experiences. The used techniques are the controlled techniques by Brown (2001). Thus, the activities are manipulated following the preferences of the students occurring on the result of needs‟ survey (characteristic indentification). Because of task as a center of

27

teaching and learning method and techniques, the concern is to dig out the students‟ reading and writing skiils. Also, the instructional activities are designed to provide many chances for students to practice either using English or maintaining the form and usage of the language.

6. The Nature of Reading Materials for Improving Reading Skills

Reading is a receptive skill which means that to read is the process of involving response to the text rather than producing it (Spratt, Pulverness, & Williams, 2005). Thus, reading materials must be authentic, as Graves (2000) states that authentic materials are important to improve the communication ability. The list of authentic reading materials may include newspaper, letters (personal or formal), booklets, leaflets, advertisement, labels on jars, tins and packets, magazine, the telephone directory, train timetable, and so on.

Reading materials indicates improving reading skill and linguistic components. Like McDonough and Shaw (2003) states that to develop reading skill moved from the „text as object‟ view point (See figure 2.4) to the „text as a process‟ (see figure 2.5) (p. 92). Thus, this transforming view points regards the close relationship between text and reader. The readers are not receipients who bring nothing to the text, yet they can negotiate the meaning within the text. Reading is creative process that is far above mere perception of what is written. There are two skills of reading. They are “to locate specific information in the text and skim the extract general from it” (McDonough & Shaw, 2003, p. 95). Scanning and skimming can be supplementary strategies for improve those skills above.

Writer

Language

Reader

Figure 2.5: Text as an Objectives View Point (McDonough & Shaw, 2003)

Readers

(Background knowledge, Previous knowledge, General intelligence)

Text (Writer)

Figure 2.6: Text as Process Viewpoint (McDonough & Shaw, 2003)

In addition, Nunan (1989) promotes the kinds of respond to text or authentic text in two categories of activity which are non-linguistic and linguistic responses to the text (reading materials). The non-linguistic responses to text includes ordering a sequence of picture, comparing texts and pictures, matching, using ilustrations, completing a document, mapping it out, using the information in the text, and jigsaw reading. Then the linguistic responses to the text cover reorganizing the information: reordering events and using grids, comparing several texts, completing a document, questions-types, study skills: summarizing and study skills: note-taking (Nunan, 1989).

According to Williams in McDonough and Shaw (2003), reading is divided into three classifications which are getting general information from the text, getting specific information from the text, and reading for pleasure or for interest. Nunan (1989) reviews three techniques to promote such stimuli improving students reading skills, those are sentisizing (inference: through context and word formation), improving reading speed, and from skimming to scanning

Idea Idea

29

(predicting, previewing, anticipation, skimming, and scanning). Similary, Brown (2001) provides several strategies for reading comprehension, some of them are using silent reading techniques, skimming the text for main ideas, scanning the text for spesific information, using semantic mapping or clustering, etc. Brown (2001) spesifically devides classroom reading performances into oral reading, silent reading, intentsive reading and extensive reading.

According to McDonough (2003), the instructional reading materials are best to improve reading skills rather than to teach about vocabularies and grammar. Hence, the linguistic aspects (grammar and vocabularies) are important in improving literacy skill especially for writing because of demanding perfection grammatical form in writing (Brown, 2001), yet “if we force too much grammar focus on begining level learners, we run the risk of blocking their acquisition of fluency” Brown, 2001, p. 364). Brown (2001) also promotes appropriate grammar-focusing techniques which are embedded in the meaningful and communicative context. It contributes positively to the communicative goal and promotes accuracy within fluency. Using grammar-focusing techniques, it motivates the students and does not overhelm the students with linguistic terminology.

7. The Nature of Writing Materials for Improving Writing Skills

Writing is a productive skill that means to involve producing language rather than receiving it (Spratt, Pulverness, & Williams, 2005). Writing is divided into two types by White in McDonough and Shaw (2003). They are instructional and personal writings. The instructional writings are business correspondence,

textbooks, regulations, and reports. Personal writings are creative writing on personal life.

Furthermore, Brown (2001) considers several types of classroom writing performance which are imitative or writing down, intensive or controlled (controlled writing; students alter a given structure through out, guided writing; students tell the story of display video and dicto-comp; student rewrite paragraph following display paragraph), self-writing (journal or dialogue journals; students record feelings, thoughts and reactions), display writing, real writing (academic, vocational/technical and personal).

Writing skills covers of several sub skills which are writing accurately, involving spelling correctly, forming letters correctly, writing legibly, punctuating correctly, using correct layout, choosing the right vocabularies, using grammar correctly, joining sentences correctly and using paragraphs correctly (Spratt, Pulverness, & Williams, 2005). Accordingly, they also write the stages of writing which are brainstorming, making notes, planning (organizing the ideas), writing a draft, editing (correcting and improving the draft), producing another draft, proof-reading (checking for mistakes in accuracy) and revise for the final version (Spratt, Pulverness, & Williams, 2005).

The nature of writing is designed to show the steps in producing writing products. Directly, the materials of reading promote the development of reading and writing skills (literacy skills) and strategies. This integration of the materials creates such interdependency between reading and writing activities or techniques. Brown (2001) connects reading and writing as:

31

clearly, students learn to write in partcarefully observing what is already written. That is, they learn by observing, or reading, the written word. By reading and studying a variety of relevant types of text, students can gain important insights both about how they should write and about subject matter that may become the topic of their writing (p. 347).

The steps of writing which are explained before are integrated with reading steps to produce the writing products. In sum, Brown (2001) states that:

The upshot of the compositional nature of writing has produced writing pedagogy that focuses students to generate ideas, how to generate them coherently, how to use discourse market and rhetorical conventions to put them cohesively into a written text, how to revise text for clearer meaning, how to edit text for appropriate grammar, and how to produce a final product (p. 335).

8. Integrated Reading and Writing Skills

Integrated skills direct one skill to reinforce other skill (Brown, 2001). The integration skills correlate language with dially life. Mostly, the real performances of using English regard the integration of two or more skills. Skill to read and to write empowers one another producing a discourse. For instances, learners learn to write by identifying what they have read. According to Brown (2001) there are five models of integrated-skills focus one of which is task-based teaching. This approach uses communicative taks (target tasks and pedagogical stasks) that learnes should perform in outside classroom. Brown (2001) state that “Pedagogical tasks include any of a series techniques designed ultimately to teach the students to perform the target tasks” (p. 242). Then Brown (2001) describes techniques as the specific activities that are manifested in the classroom.

There are two general techniques in reading which are skimming and scanning. Also, there are three types of writing one of which is controlled

sentence construction (McDonough & Shaw, 2003). McDonough and Shaw

(2003) purpose the activities of controlled sentence construction as follows: Providing a model sentence and asking students to construct a parallel sentence with different lexical items, inserting a missing grammatical form, composing sentences from tabular information with a model provided, joining sentences to make a short paragraph, inserting supplied conjuctions (but, and, however, because, although…) (p. 156).

To integrated the reading and writing skills, the designer purposes a whole target tasks from reading and writing for example „to produce an annoucement‟. Then the pedagogical tasks will be to skim for general information, scan for specific information, fill the blanks for constructing sentences and grammatical form, rearranging the sentences and compose text with a model provided.

9. KTSP 2006 for Identifying Goal, Topics, and General Purposes

Recently, the schools in Indonesia apply two curriculums. Kurikulum

Tingkat Satuan Pendidikan 2006 (KTSP 2006) is in a transforming process to Kurrikulm 2013 (K-13). Many schools still apply KTSP 2006 and the others run

with K-13. SMA Katolik Villanova Manokwari uses KTSP 2006. Consequently, this process of design takes KTSP 2006 as a frame for materials design. According to Candlin in Massoud (2010) defines curriculum as general tendency to frame language learning, learning purpose, experience, evaluation, the role and the relationship between teacher and learners. KTSP 2006 gives many chances for students to develop their competencies in English. The students are active in learning to use their own learning strategies and to study from the real-world.

KTSP 2006 is stated as operational curriculum which is arranged, developed and implemented by schools. Every school can develop the curriculum

33

following the national standards and the condition of that school. In KTSP 2006, there are eight national standards, one of which is content standard or Standar isi. Accordingly, the content standard contains competence standard (Standar

Kompetensi) and basic competence (Kompetensi dasar) (Badan Standar Nasional Pendidikan, 2006). Competence standard is the national minimum competence for

all students in which it elaborates in basic competences. Then basic competences are base standards to be achieved and applied nationally. Competence standard and basic competences are bases for the schools to design their curriculums. In addition, the teaching devices of KTSP 2006 are syllabus and lesson plan.

English as a compulsory subject in KTSP 2006 is taught in all schools, especially in SMA, in Indonesia. The purposes to learn English are to learn how to get knowledge using English, to realize the importance of using English in daily life and to understand the correlation between language and cultures (Badan

Standar Nasional Pendidikan, 2006). English for senior high school students is

taught to get informational competence which is to get knowledge using English, since the students are prepared to continue their studies in a college.

Accordingly, this subject has competence standards and basic competences. The scope of learning English derived from how to produce the disources using reading and writing skill to attain informational competence, the ablity to understand and produce short functional text and simple essay such as annoucement, letter, descriptive, recount, narrative, and news item and to comprehend linguistic components (Badan Standar Nasional Pendidikan, 2006). The competence standard and basic competences of English for X grade in the

second semester are stated in the table 2.1. In addition, for time estimation, one semester covers 48 effective weeks for teaching and learning. And then, English subject gets 4 weeks to comperehend all the competences that have been establishes in basic competences.

Table 2.1: Content Standards for the Grade X of Second Semester

Competence Standards Basic Competences

Reading

11. Understand the meaning of short function texts and simple essay in the form narrative, descriptive and news item in daily life context and access the knowledge

11.1. To respond the meaning in formal and informal short functional written text in dially life and knowledge usage (for example

announcement, advertisement, invitation) accurately, fluently and

understandably in the written form in daily life

11.2. To respond the meaning and the rethorical steps of simple essay in dially life and knowledge usage accurately, fluently and understandably in the form of

narrative, descriptive and news item.

Writing

12. Reveal the meaning of short function text and simple essay in the form narrative, descriptive and news item in daily life context

12.1. To express meaning in formal and informal short functional written text in daily life and knowledge usage (for example announcement, advertisement, invitation, and letter) accurately, fluently and understandbly.

12.2.To express the meaning and the rethorical steps of simple essay in daily life and knowledge usage accurately, fluently and understandably in the form of narrative, descriptive and news item

35

B. Theoretical Framework

Skills to read and write are integrated to reinforce one another and rely on the same cognitive process. The integrated skills are necessary to comprehend the text and to use the others skills. Teaching reading is to empower students to negotiate the meaning of disources and individualize reading techniques. Teaching writing provides a way, for instance, to generate and explore new thoughts and ideas. This design approaches the linkage among activities to read and activities to write using Willis‟ TBL framework (1996). The activities cover pre-task, task cycle, and post-task. The learning materials promote contextual learning through using contextual materials and authentic pictures.

To design an integrated English reading and writing materials for X graders of SMA Katolik Villanova, the writer uses contextual materials. To design the materials the writer conducts research and design educational product. This research is a part of Research and Development method (Borg & Gall, 1983) which adapts Kemp‟s (1977) and Yalden‟s (1987) instruction design model (IDM). Based on the combination between Kemp‟s (1977) and Yalden‟s (1987) IDM, the writer develops the eight flexible steps of instructional process. Meanwhile, by combining these models the writer considers the relative steps which are easy to be done, so some steps might not be used because of time and money constrains. The writer‟s eigth steps are (1) conducting needs survey, (2) developing general guidelines, (3) identifying goal, topics, and general purposes, (4) specifying learning objectives, (5) listing subject contents, (6) selecting the learning activities and resourses, (7) conducting evaluation and (8) recycling

stage. The writer‟s instructional design model is shown in the figure 2.7. The explaination of those steps is explained as follows.

Step 1 : Conducting Needs Survey (Characteristics Identification)

At this first stage, the writer conducts needs survey and characteristic identification to collect the information about teaching topics, language functions and activities for learning. To conduct needs survey the teacher, as an interviewee, identifies students‟ difficulties in learning, the necessity of contextual materials for reading and writing and the interactive learning activities. To identify students‟ characteristics, the target students are asked to give the information about their preferences of applying contextual materials, preferences of interactive learning activities, and perception on the difficulties in learning.

Step 2 : Developing General Guidelines

After analyzing the findings, the writer develops general guidelines to point out some considerations as the guides in design the relevant materials for the target students. The guidelines help the writer to design the relevant materials, activities and media for learning. Also, the guidelines make the idea of design go clearly from the results to the design product. In other words, the guidelines are the connectors between the result findings and the materials.

Step 3 : Identifying Goal, Topics and General Purposes

Refering to the general guidelines, the writer identify the goal of learning, topics, and general purposes. To identify goal the writer considers SMA Katolik

Villanova’s orientation and institution‟s goal. After that, the topics are selected by

11

E.

Let’s

complete the crossword below! All the answers are

number.

12

F.

Let’s w

ork in group of four. Help Ricard to complete his agenda

of a week!

13

A.

Let’

s try. Complete the following text with the words in the

boxes!

Big Meet and Greet

On this regard, we are cordially _______________ you to _____________ the said affair to meet your _______ ________, classmates, acquaintances and teachers,

The___________________ charges are Rp. 250.000, - per person payable at the venue. These______________include Alumni T-shirt, Alumni ID, Alumni souvenir, dinner, live band and raffle draws.

For further inquiries, please ____________ our Alumni Secretariat at _____________________ or text us at 08173445631.

We look forward to your _________________ in this once a year celebration

Inviting presences

273-2383

contact

registration

charges attend

14

B.

Let’s try.

Complete the following short announcement with correct

verb!

C.

Let’s try.

Rearrange the sentences become a good annoucement

text!

PT. Papuan English is now called

And I bet you can guess why!

We produce the best spoken English Indonesian software in the region, and now we've built our own English - Atanesse

Dictionary for your PC and even watch. Is it amazing?

For further information, just visit our

simple blog site at

Englishmeyok.com

PT.English Meyok

That means you can use our free English - Atanesse _{Dictionary for your} Pocket Computer, Notebook, Ipad, and your watch. Just Free to use for 30 days our dictionary.

For : X grade students

Before you leave the classroom: 1. ___________ the blackboard. 2. ____________ the floor.

3. Put the rubbish in the ___________. 4. _____________ the lamp.

15

Put your good announcement here !

_______________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

D.

Writing Project. Create your own announcement text invidually

using providing topics or your own topic.

 Basket ball competition  Teachers’ meeting  Students’ meeting

 Traditional Dance performance

Title: Content :

Time: Place:

Contact Person:

Rewrite your project in the form of the clear announcement

format.

16

A.

Ask you friends to score your text!

Have I written the title ?

Have I described the content clearly?

Have I used the correct pattern of writing date in English? Have I written the contact person?

Did I write the place?

B.

Stick your annoucement text on the wall or board in your

classroom!

C.

Let’s create the summary of the lesson

.

A STITCH IN TIME SAVES NINE

It is better to deal with a problem at an early stage, to

prevent it for getting worse

Announcement is :

Parts of Announcement text: