Designing a set instructional speaking materials using contextual teaching and learning for the second grade of language program in SMA Stella Duce 1 Yogyakarta.

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ABSTRACT

Tanasale, Inggrit. 2007. Designing a Set of Instructional Speaking Materials Using Contextual Teaching and Learning for the Second Grade of Language Program in SMA Stella Duce 1. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Speaking is a life skill that should be equipped for the students who are prepared to involve in society. Thus, schools should provide the learning situation which makes the students not only learn the subject matter but also learn to be aware of the real context particularly the issues in society such as social, personal, economic, cultural, or political issues covered in teaching learning activities. It leads the students to develop their own critical and creative thinking to solve the problems found.

The writer then, designed the speaking materials using Contextual Teaching and Learning, since this method focuses on integrating material content to real context in order to help the students directly connect and apply their competence in their everyday life. This study dealt with designing a set of instructional speaking materials using Contextual Teaching and Learning for the second grade of language program in SMA Stella Duce 1. There were two problems discussed in this study. They were: 1) How is a set of instructional speaking materials using Contextual Teaching and Learning for the second grade of language program at senior high school designed to improve students’ speaking skill? And 2) What will the designed set of materials look like?

To answer the first problem, the writer conducted the research to provide information so as to develop and validate product for school. The writer adapted Educational Research and Development as a research method. The steps of Educational Research and Development employed are: Research and information collection in the form of needs survey, Planning, Preliminary form of product development, Preliminary field testing in the form of feedback gathering, and Main product revision.

Besides, the writer carried out three main steps to design a set of instructional materials. The steps of the instructional design were chosen by modifying and adapting Newby’s and Yalden’s models. The steps consisted of: 1) Conducting needs survey, 2) Developing the instructional materials, and 3) Evaluating the designed set of materials. In the step of developing the instructional materials, the writer conducted six phases. The phases are: a) Considering the purpose of the course, b) Specifying the learning objectives, c) Developing task-based syllabus, d) Selecting the learning method in classroom, e) Producing pedagogical syllabus, and f) Selecting teaching and learning activities.

In order to present the final version of the designed materials as the answer for number two, the writer distributed questionnaire and the original version of the designed materials to the respondents as the preliminary field testing. The purpose of the questionnaire was to gain feedback from the respondents. The result of the evaluation was in the form of agreement points. The result of statistical data showed that the overall mean was 3,86 out of the scale of 5. It means that most of the respondents considered the designed materials were generally acceptable, yet it still

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needed some revisions to make it better. After doing the revision based on the feedback gathering input, the writer concluded that the final version of the designed materials was well appropriate for the second grade of language program in SMA Stella Duce 1 Yogyakarta. The final version of designed materials contains eight units. Each of them consisted of six parts, namely: Set Your Goals, Burn Up, Win-win Solution, Get the Big Picture, Grasp the Meaning, and Have a Good Time

As a final point, this study is expected to bring contribution as the alternative method to enhance teaching speaking in classroom as well as to develop teacher’s creativity to make it work.

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ABSTRAK

Tanasale, Inggrit. 2007. Designing a Set of Instructional Speaking Materials Using Contextual Teaching and Learning for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta.Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma

Berbicara adalah ketrampilan hidup yang perlu diperlengkapi kepada siswa ketika mereka dipersiapkan untuk terlibat dalam masyarakat. Oleh karena itu, sekolah harus menyediakan situasi belajar yang tidak hanya membuat siswa belajar pelajaran semata tapi juga belajar untuk peka terhadap konteks realita terkhusus isu-isu dalam masyarakat seperti isu-isu-isu-isu sosial, perseorangan, budaya ataupun politik yang dibungkus dalam kegiatan belajar mengajar. Hal ini mengarahkan siswa untuk mengembangkan pemikiran kritis mereka untuk menyelesaikan masalah yang mereka temukan.

Penulis kemudian merancang materi-materi berbicara dalam bahasa Inggris menggunakan Contextual Teaching and Learning. Penulis memilih metode ini karena metode ini berfokus pada integrasi isi materi dengan konteks realita dalam rangka membantu siswa secara langsung menghubungkan dan mengaplikasikan kompetensi mereka dalam kehidupan sehari-hari.Tujuan dari dilaksanakannya studi ini adalah untuk membuat seperangkat materi berbicara dalam bahasa Inggris dengan menggunakan metode Contextual Teaching dan Learning bagi siswa kelas dua program Bahasa di SMA Stella Duce 1 Yogyakarta dalam desain instruksional. Ada dua permasalahan yang dibahas dalam studi ini. Permasalahan tersebut adalah: 1) Bagaimana seperangkat materi pembelajaran berbicara bahasa Inggris dengan menggunakan metode Contextual Teaching dan Learning bagi siswa kelas dua program Bahasa di SMA Stella Duce 1 Yogyakarta dalam desain instruksional disusun. Dan 2) Seperti apakah susunan materi-materi pembelajaran itu?

Untuk menjawab masalah pertama, penulis melaksanakan penelitian untuk memperoleh informasi guna mengembangkan dan mensahkan produk untuk sekolah. Penulis mengadaptasi metode Pengembangan dan Penelitian Pendidikan sebagai metode penelitian. Langkah-langkah metode tersebut antara lain: Penelitian dan pengumpulan informasi dalam bentuk penelitian kebutuhan, Perencanaan, Bentuk awal dari pengembangan produk, Tes awal lapangan dalam bentuk pengumpulan umpan balik dan Revisi produk.

Selaim itu, penulis melaksanakan tiga langkah untuk merancang seperangkat materi dalam desain instruksional. Langkah-langkah tersebut dipilih berdasarkan hasil modifikasi model rancangan Yalden dan Newby. Langkah-langkah rancangan instruksional tersebut terdiri dari: 1) Melaksanakan penelitian kebutuhan, 2) Mengembangkan materi instruksional, dan 3) Mengevaluasi materi yang sudah disusun. Dalam langkah kedua yaitu mengembangkan materi instruksional, penulis melaksanakan enam tahap pengembangan materi. Tahap-tahap tersebut antara lain: a) Menentukan tujuan dari program, b) Menentukan tujuan khusus pembelajaran, c) Mengembangkan silabus berbasis tugas, d) Memilih metode pembelajaran di kelas, e) Menghasilkan silbus pedagogis, dan f) Memilih kegiatan belajar mengajar.

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Dalam rangka menyajikan bentuk akhir dari materi pembelajaran sebagai jawaban atas masalah kedua, maka penulis mendistribusikan kuesioner beserta dengan bentuk asli dari materi yang dibuat kepada responden. Tujuan dari kuesioner ini adalah untuk memperoleh umpan balik dari responden. Hasil dari evaluasi tersebut diperoleh dalam bentuk poin persetujuan. Hasil data statistik menunjukan bahwa nilai rata-rata yang diperoleh adalah 3,86 dari skala 5. Hal ini berarti bahwa sebagian besar responden menganggap bahwa materi ini layak diterima untuk dipakai. Akan tetapi materi ini masih perlu direvisi untuk menjadikannya lebih baik. Setelah melakukan revisi berdasarkan masukan dari proses pengumpulan umpan balik, maka penulis menyimpulkan bahwa bentuk akhir dari materi ini layak digunakan bagi siswa kelas dua program bahasa di SMA Stella Duce 1 Yogyakarta. Bentuk akhir materi yang dirancang mencakup delapan unit. Setiap unit terdiri dari enam bagian, dengan nama: Set Your Goals, Burn Up, Win-win Solution, Get the Big Picture, Grasp the Meaning, and Have a Good Time.

Sebagai penutup, materi ini diharapkan dapat memberi kontribusi untuk meningkatkan kemampuan berbicara siswa dalam bahasa Inggris di kelas seperti juga mengembangkan kreatifitas guru untuk membuat materi ini berhasil di kelas.

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DESIGNING A SET OF INSTRUCTIONAL SPEAKING MATERIALS

USING CONTEXTUAL TEACHING AND LEARNING

FOR THE SECOND GRADE OF LANGUAGE PROGRAM

IN SMA STELLA DUCE 1 YOGYAKARTA

A Thesis

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

in English Language Education

Inggrit O. Tanasale Student Number: 031214082

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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“God will help us when we can not walk,

and He will help us when we find it is hard to walk,

but He cannot help us if we do not want to walk.”

Even though you fall, you must try again,

your God will hold you by the hand.

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ABSTRACT

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As a final point, this study is expected to bring contribution as the alternative method to enhance teaching speaking in classroom as well as to develop teacher’s creativity to make it work.

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ABSTRAK

Tanasale, Inggrit. 2007. Designing a Set of Instructional Speaking Materials Using Contextual Teaching and Learning for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta.Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma

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ACKNOWLEDGEMENTS

First and the most, I would like to give my best and greatest praise and worship to my almighty God Jesus Christ. Everything that has been done in my life is all because of His Grace and for one purpose, to glorify Him. May my thesis become an offering which can please Him.

I would also like to give my gratitude to the important people who have helped me in finishing my thesis. First, I would like to thank Yohana Veniranda S.Pd., M.Hum. and Ch. Lhaksmita Anandari S.Pd., M.Ed. as my sponsors. I thank them for their patience, guidance, and support. I would also like to extend my deepest appreciation to all of the lecturers and staff of the English Language Education Study Program. I thank them for their care, guidance, and assistance during my study.

I would also like to give my deep gratitude to Mrs. Indriyanti, Ms. Lina, Ms. Tyas and all the staff and students in second grade of Language Program in SMA Stella Duce 1 for their cooperation and kindness as my respondents.

I would also like to express my never-ending honor and love to my beloved family: my father, Matheis Tanasale, for his trust and support; my mother, Marthina Tupanno, for her love and endless prayer; my sisters, Ella, Icha, Nike, and Yesti for being such wonderful angels for me; my aunty, Nelly Tupanno and my grandma, Yomima, for their prayer and meaningful guidance. I am so blessed to be born in this family.

My special thanks goes to My GKY’s Family which brings happiness and blessing in my life while I have been in Yogyakarta. I would say big thanks to: G.I. Bagio, G.I. Gracia, G.I. Sumartiwi, k’Yoel, k’Daud, k’Willy, ci’Widia, bu’Er, mas’Tok, Lia, Joko, Andres, Susan, Siwi, Lisa, and all of my sisters and brothers in Christ. Finally, I have learned the meaning of “My Church is My Family”.

I would like to express my greatest thanks to my ministries; LPMI and Kambium. I thank them for teaching me to grow in faith. May God bless all their ministries.

I would also say my deepest thanks to all of my “Spaghetti Club”; Santy, c’alenx, k’Ida, Silvy, Dian, k’Dewi, k’Peggy, mba’Ndari, usi Brenda, and usi Cindy. I thank them for all of their sharing, caring, love, cries, laugh and prayer.

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I would deliver my thankfulness to my family in Blok M-28; mami Do, pa’De, mba’Yun, mas Anto, and all family for their care and support.

I would give my gratefulness to my Christian Students Fellowship Efata; mas’Bayu, Zuhu, k’Ro, Bayu, Vivi, Christo, Rollie, Pical, Asih, Duon, and all the sisters and brothers in Christ. May all our service bring the pleasure for God.

I also would like to give my best appreciation to my dearly best friends: Mesya, Kris, Tina, Hana, Ika Amq, Joji, and Wisye for their prayer, love, friendship, and encouragement. Their friendship really colors my life. May all their journey still continue to reach the finish line.

Last, I would like to thank to Giovano Papilaya who has always been there when I need. I thank for his spirit, prayer, love, and encouragement. I am so blessed to have him in my side. I pray for all the best in his life.

Finally, for all who struggle with your thesis and your life, may this word of God can encourage you. “Let no one despise your youth, but be an example to the believer in word, in conduct, in love, in spirit, in faith, in purify”-(1 Tim 4:12).

Inggrit.O Tanasale

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TABLE OF CONTENTS

Page

TITLE PAGES ……….……….……… i

APPROVAL PAGES ……….………..………. ii

STATEMENTS OF WORK’S ORIGINALITY ……….………....…………. iv

PAGE OF DEDICATION ……….………....……….. v

ABSTRACT ……….……….………..… vi

ABSTRAK ……….…….……...…………...……….…….….. viii

ACKNOWLEDGEMENTS ……….…….………....……….. x

TABLE OF CONTENTS ……….………...… xii

LIST OF TABLES ……….………...……… xvii

LIST OF FIGURES ……….…….………….………...….……. xviii

CHAPTER I: INTRODUCTION A. Background ……….……….……..………..……. 1

B. Problem Identification ……….……..………..….… 5

C. Problem Limitation ………....………..…..….…. 5

D. Problem Formulation ….………..………..……….. 6

E. Research Objectives ....……….…..……….. 7

F. Research Benefits ……….……… 7

G. Definition of Terms .………..…...………... 8

CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Description ...……….………..……… 11

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1. Speaking …….……….…… 12

a. The Nature of Speaking ………....….… 12

b. Teaching Speaking ……….………..….. 13

c. Activities in Teaching Speaking …………..………..…… 13

d. Successful Activity for Teaching Speaking ….………..… 14

2. Communicative Competence ………...……..…..… 15

3. Contextual Teaching and Learning ………..……... 16

a. Foundation of Contextual Teaching and Learning …... 17

b. Meaning of Contextual Teaching and Learning ….…... 17

c. Strategies of Contextual Teaching and Learning ………. 18

d. Approaches of Contextual Teaching and Learning …….. 18

1) Problem-Based Learning ………. 19

a) Characteristics of Problem-Based Learning …….. 19

b) The Purpose of Problem-Based Learning ………… 19

c) The Steps of Problem-Based Learning …….…….. 20

2) Cooperative Learning ……….. 20

a) Elements of Cooperative Learning ……….. .21

b) The Significance of Cooperative Learning ………. 21

c) The Role of Evaluation in Cooperative Learning … 22 e. Learning Context Used in Contextual Teaching and Learning ………..………. 22

f. The Role of Teacher and Students in Contextual Teaching and Learning ………..………. 23

4. Competency Based Curriculum ….………....……...…. 24

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a. Objectives of English Language Learning

Based on Competence-Based Curriculum ……..…... 24

b. Materials Scope of English Subject Based on Competence-Based Curriculum ...……… 25

c. Principles of CompetenceBased Curriculum …...……. 26

5. The Role of Instructional Materials ………. 26

6. Materials Design Model ……….…….……… 26

7. Syllabus Design ………... 27

8. Design Models ………...….… 28

a. Yalden’s Model ……….….……..…... 28

b. Newby’s Model ………..………. 29

A. Theoretical Framework ……… 32

CHAPTER III: RESEARCH METHODOLOGY A. Research Method ……….……….……….. 35

B. Needs Survey ……….. 37

1. The Needs Survey Respondents ……….….. 37

2. The Needs Survey Instruments ………. 37

3. The Needs Survey Data ……… 38

4. The Needs Survey Analysis ………. 38

C. Feedback Gathering ……… 39

1. The Feedback Gathering Respondents ………. 39

2. The Feedback Gathering Instruments ……….. 39

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3. The Feedback Gathering Data ……….. 40

4. The Feedback Gathering Analysis ……… 40

D. Research procedures ……… 42

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. The Steps for Designing a Set of Supplementary Speaking Materials Using Contextual Teaching and Learning for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta ……….……… 43

1. Conducting Needs Survey ……….………… 43

a. The Needs Survey Respondents ………....…… 44

b. The Needs Survey Data ………. 44

c. The Needs Survey Data Analysis ……….. 47

2. Developing the Instructional Materials ………. 51

a. Considering the Purpose of the Course ………....…. 52

b. Specifying the Learning Objectives ……….. 55

c. Selecting and Developing Syllabus Type ………. 57

d. Selecting the Learning Method ………. 57

e. Producing Pedagogical Syllabus ……… 57

f. Selecting Teaching and Learning Activities ………. 59

3. Evaluating Designed Materials ……….. 59

a. Feedback Gathering Respondents ………....….…… 60

b. Feedback Gathering Data ……….……….……… 60

1) Respondents Descriptions ………..……….… 60

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2) Descriptive Data ……….….…..………. 61

3) Comments and Criticisms/Suggestions ……...…… 62

c. Feedback Gathering Analysis ……….…… 63

B. The Presentation of a Set of Supplementary Speaking Materials Using Contextual Teaching and Learning for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta ……….…..… 64

CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Theoretical Description ……….……….………. 67

B. Suggestions for English Teachers and Researchers ……… 68

REFERENCES ………. 70

APPENDICES Appendix A: Letter of Permission ………. 72

Appendix B: Verification Letter ………. 73

Appendix C: Questionnaire and List of Interview Questions for Needs Survey ………. 74

Appendix D: Questionnaire for Feedback gathering ………. 80

Appendix E: Raw Data of Feedback Gathering Result ………. ……… 82

Appendix F: Syllabus Design ………..……….. 83

Appendix G : Lesson Plan ………. 87

Appendix H: Presentation of the Designed Materials ………. 111

Appendix I: Teacher’s Manual ……….. 162

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LIST OF TABLES

Page

Table 3.1: The Sample of Feedback Gathering Result from Questionnaire …… 40 Table 3.2: The Sample of Descriptive Data of Respondents’ Opinion ……... 40 Table 4.1: The Result of Needs Survey from Questionnaire …….……... 44 Table 4.2:The Conclusion of Needs Survey from Interview ………...……... 46 Table 4.3: The Topics and Language Functions

Listed in Designed Materials …….…………..…..………...…. 56 Table 4.4: The Achievement Indicators listed in Designed Materials ………… 56 Table 4.5: The Respondents’ Description of Feedback Gathering ……….…… 62 Table 4.6: The Descriptive Data of Respondents’ Opinion …………...…... 62 Table 4.7: The Criticisms/Suggestions based on Feedback Gathering .…... 63 Table 4.8: The Revision of Designed Materials

Based on Criticisms/Suggestions from Feedback Gathering ………. 64 Table 4.9: The Description of Units in the Designed Materials …..………….... 66

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LIST OF FIGURES

Page

Figure 1: Hutchinson’s & Waters’ Material Design Model …………... 27 Figure 2: Yalden’s Language Program Development ………..…………. 29 Figure 3: Newby’s “Recipe” Model ………...….……….. 31 Figure 4: Steps Used to Design the set of Instructional Materials in

this Study ……..………..………. 34

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CHAPTER I INTRODUCTION

This chapter essentially contains the background, the problem identification, the problem limitation, the problem formulation, the research objective, the research benefits, and the definition of terms.

A. Background

Education plays an important role to ensure the existence of our nation’s life. In fact, it has a great responsibility to prepare and shape well-educated and professional graduates in our country. Education will equip them with life skill to be creative, adaptive, and communicative in facing their life’s problem and challenge in the development of human civilization. It means that education not only provides knowledge but also life skill for graduates to think and adapt in accord with the demand of society.

To produce skillful graduates, education should serve the curriculum that supports schools to focus on the achievement of competencies. Competence means an ability that scopes knowledge, skill, and behavior. The curriculum that emphasizes on the achievement of students’ competence is Competence-Based Curriculum. According to Nurhadi, the Competence-Based Curriculum stresses on shaping the competent graduates who are able to apply their knowledge in real life in order to solve the problem and fulfill their daily needs (2004: 56).

Besides providing the curriculum, education also gives widely chance for the students to develop themselves with specific ability in certain field. From the level of

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the second grade of senior high school, the students are already divided into three specific major programs. Those programs are science program (IPA), social program (IPS), and language program (Bahasa). The students can choose the program that they are interested to compile with their capability in learning the subjects in that program.

There is an assumption that the language program is lesser favorite than the other program in senior high school. It is obviously can be predicted from the few number of language program classes than the other programs’ classes. The students consider that the science and social program give much chance to develop their knowledge in many fields than the language program. The consideration is due to the belief that in the language program students will only spend much time to learn some compulsory languages without any chance to learn more about another field.

Nevertheless, learning a language is as much important as learning the other field. Language is really needed as the media in communication. Language is used to exchange information and express one’s thoughts, ideas, and feelings in order to solve the problems in society. Besides our first language Indonesian, English is one of the foreign languages that are widely used for communication in commerce, politics technology, and education. English becomes a compulsory subject taught in school from the level of kindergarten to college. The students are demanded to master English as active and passive participants to get involved in communication.

Learning English contains four skills; they are listening, speaking, reading, and writing which are supported by learning pronunciation, spelling, vocabularies, and grammar. When the speaker learns all those aspects of English, their competence and performance in language will be improved. According to Chomsky as quoted by

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Wardhaugh (1986: 3), competence refers to what the speaker knows about language; while performance refers to what the speaker does with language. Being active in communication, the students should not only be competent in language but also be able to perform a language. The most obvious way to perform language is by speaking, since it can convey the competence of the speaker in language. Yet, it is not easy to speak English because it happens in real time when the speaker faces another speaker. It also happens naturally, so, the speaker cannot easily correct or revise what he wishes to say. Thus, the English teacher is challenged to teach the students not only are able to be competent in language but also are able to perform it in communication.

When teaching speaking particularly different foreign language like English in school, the teacher sometimes meets many various kinds of problems in learning. One of the problems that can arise is when the students are unwilling to take a risk because they feel that they are unable to speak. Lack of basic linguistic competence in English makes them feel that they cannot say even any sentence in English. Another problem occurs when the students are unconfident because the fear of making mistakes or errors in front of their peers. Dealing with some of these problems, the teacher should realize at all the times that the students need to feel safe and comfortable to learn English, which can trigger their courage to speak up.

To enhance students’ communicative skill, Competence-Based Curriculum gives opportunity for the teacher to develop his or her own teaching and learning activities. Yet, Competence-Based Curriculum does not provide particular handbooks or materials to teach speaking or other skills. Competence-Based Curriculum merely becomes an approach to develop syllabus design in each school.

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Accordingly, it becomes a challenge for the teacher to be aware of students’ needs in accordance with the society demands for the professional and competent graduates. In practice, they have to be creative in providing materials which meet the goals of Competence-Based Curriculum. This approach is to be accommodated effectively by the method applied in classroom.

For the success of Competence-Based Curriculum implementation, the method of learning that has been chosen should be compatible with the goal of Competence-Based Curriculum which equips students with the competencies to survive in real life (Mulyasa, 2002: 136). One of the methods recently found, that has been successfully used in United State and Japan schools is Contextual Teaching and Learning. This method utilizes students’ background and environment as the most significant factors in the process of learning new knowledge. This method focuses on integrating material content to real context by connecting with the students’ previous experience. In other words, the students will not solely learn the subject matter. Rather, the students will learn to be aware of real context particularly the issues in society such as social, cultural, political, economic, or personal issues covered in teaching learning activities to develop their own critical thinking to cope with the problems found.

SMA Stella Duce 1 Yogyakarta is one of the schools that have been using Competence-Based Curriculum since a year ago. It facilitates the English teachers to develop their own materials and method to teach English. Based on the primary observation in SMA Stella Duce 1, particularly in second grade of language program, it is found that the English teachers in SMA Stella Duce 1 have already taught class using Contextual Teaching and Learning. The teachers have developed materials

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related to social and personal issues. Furthermore, cooperative learning and problem-based learning have served as the learning strategies in classroom, which are, the elements of Contextual Teaching and Learning.

Thus, in this study the writer is to design a set of instructional speaking materials using Contextual Teaching and Learning, which can assist the teacher particularly in SMA Stella Duce 1 in teaching English particularly speaking skill.

B. Problem Identification

According to the observation of some English text books of language program, the writer found that although the English teachers teach the integrated skills, however, their teaching are mainly stressed on reading skill. The students are exploited with many reading texts regarding the assumption that they are already able to produce spoken language since they were in junior high school. Rather, they are expected to be able to produce written language in senior high school. Whereas in fact, the students in the second grade of language program in SMA Stella Duce 1 have a difficult time to speak in English. Lack of confidence and fear of making mistakes are some of the factors that make them unwilling to speak English. The English teacher has to spend much time to persuade the students to express their language in the form of speaking.

C. Problem Limitation

This study concerns on the designing a set of instructional materials for teaching speaking using Contextual Teaching and Learning for the second grade of language program at SMA Stella Duce 1 Yogyakarta. The writer concentrates the

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study on the second grade of language program since the students are considered being experienced and having a higher level of language proficiency compared to the other programs in that level. The graduates from the language program are expected to fulfill the society demand as professional workers who are equipped with one of communication skills such as English competence.

The writer narrows the study into developing speaking skill without any purpose to ignore three other skills. Rather, the writer focuses on speaking as the core of learning which is supported by other skills. So, the design materials will cover all four skills.

Competence-Based Curriculum is to be employed as a framework since SMA Stella Duce 1 has used that curriculum in school. The writer will limit the discussion of approaches in Contextual Teaching and Learning into Problem-Based Learning and Cooperative Learning. The reason is the writer already discovered in needs survey that cooperative learning and problem-based learning are the strategies that have been applied in SMA Stella Duce 1 Yogyakarta.

Designing the materials for SMA Stella Duce 1, however, the writer does not implement these materials since SMA Stella Duce 1 is really strict in their teaching program to prepare the students for semester exam. Therefore, the writer only develops and presents the speaking materials and gives chance for the teacher to implement it.

D. Problem Formulation

Referring to the background and problem limitation above, the writer formulated the problems into the following questions:

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1. How is a set of instructional speaking materials using Contextual Teaching and Learning for the second grade of language program in SMA Stella Duce 1 designed to improve students’ speaking skill?

2. What will the designed set of materials look like?

E. Research Objectives

Based on problem formulation above, the writer formulated two objectives into the following statements:

1. To find out how a set of instructional speaking materials using Contextual Teaching and Learning for the second year of language program at senior high school is designed.

2. To present a set of instructional speaking materials using Contextual Teaching and Learning for the second year of language program at senior high school.

F. Research Benefits

By doing this study, the writer expects to produce designed materials which can be used to enhance students speaking skill. The result of the study is expected to bring input for the English teachers and future researchers in Indonesia. This study will open important options for the teacher to learn the method in depth and be a creative facilitator in developing and applying materials, in which takes students previous background and contextual condition into consideration. Moreover, the future researchers can use the topic to develop the further studies for developing materials or the method of learning for another level or major of students in school so

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as to enrich our education as well as inventing new kinds of Contextual Teaching and Learning concept which can work in our education.

G. Definitions of Terms 1. Design

Design is defined as the general arrangement or planning a new set of materials to guide educational activity in a situation (Houle, 1978: 230). Adopting this meaning, the writer elaborates the word “design” as a plan how a set of instructional speaking materials using Contextual Teaching and Learning for the second grade of language program at senior high school will look like.

2. Instructional Materials

Instructional materials refer to any materials which are specifically written for the teachers, instructors and students to achieve the objectives (Dick & Carey, 1937: 127). In this study the writer employs Contextual Teaching and Learning to develop a set of instructional speaking materials which will be used by the English teachers in the second grade of senior high school.

3. Speaking

According to Nunan (1991: 43), speaking consists of producing systematic verbal utterance to convey meaning. In this study, learning speaking is integrated into Contextual Teaching and Learning. It means that learning speaking is not only learning the expression but also learning to connect the expression with the daily context. The students are expected to understand the meaning of language and its use in the context of daily life and to be able to express it in communication.

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4. Contextual Teaching and Learning

Contextual Teaching and Learning is a concept of learning method that helps the teacher to teach subject matter by placing it in the real context and relating to students’ previous experience(Nurhadi, 2004: 103). In this study, the writer uses Contextual Teaching and Learning as a method to teach speaking skill with the topics taken from real life condition. Henceforth, in this study, Contextual Teaching and Learning is abbreviated as CTL.

5. Students of Senior High School

Senior high school is a continuation of the education development from junior high school. This level of education should be finished in three years. The students are those whose ages about 15-19 years old. Students in senior high school are assumed as continuing learner of English. They learn English from elementary to junior high school; so that in senior high school they are expected to attain informational level of literacy; which means they can access knowledge using their language.

6. The second Grade of SMA Stella Duce 1 Yogyakarta

SMA Stella Duce 1 is located in Jl. Sabirin 1-3 Yogyakarta. Based on statistical data 2006 for the second year, SMA Stella duce 1 has eleven classes. There are five classes of science program, five classes of social program, and one class of language program.

7. The Second Grade of Language Program

In the language program, the students are to learn English, Arabian language, and Indonesian language as compulsory subjects. They can choose German or Japanese as an optional subject. Still, they also learn Mathematics, Music,

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Religion, Anthropology, and Food Science. In the language program, the students obtain nine hours for learning English, six hours for learning general English course and three hours for learning English literature course. In general English, teaching English focuses on learning skills and elements of language. Meanwhile in literature, the students will learn anything related to literature includes poetry, drama, and literary text by taking learning skills into account.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the pertinent theories which become the foundation to construct the materials. The discussion will be divided into theoretical description and theoretical framework. The theoretical description provides the theories of speaking and its elements in teaching, communicative competence, Contextual Teaching and Learning, Competence-Based Curriculum, instructional materials, material design model, the task-based syllabus design, and design models of Yalden and Newby. The theoretical framework describes the steps of designing model adapted from Yalden’s and Newby’s model.

A. THEORETICAL DESCRIPTION

This section discusses all theories related to the instructional design. The theories include the theories of speaking and its elements, communicative competence, Contextual Teaching and Learning, and Competence-Based Curriculum. In addition, the writer also provides some theories that are relevant to construct the materials. Those theories are instructional materials, design models, and task-based syllabus. As a framework that contains steps of doing research, the writer combined design models of Yalden and Newby.

All the theories provides information about the significance of developing the speaking materials using Contextual Teaching and Learning for the students in the second grade of language program at senior high school particularly in SMA Stella Duce 1 Yogyakarta.

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1. Speaking

In this study, the writer will design a set of instructional speaking materials which employs CTL as a learning method. Therefore, the writer needs to study further about the theories of speaking and its elements so as to develop the proper speaking materials that can be useful in teaching and learning speaking.

a. The Nature of Speaking

Speaking is physically situated in face-to-face interaction. The speaker can see each other and interact through the form of verbal exchange considering the physical context (Widdowson, 1978: 58). It means that the speaker and the listener are supposed to take the same place when they want to communicate, which helps them to understand each other. The information then may be successfully delivered to the listener. However, speaking can still exist such as communication on the phone, although the speaker does not meet other speaker. They can understand each other as long as their communication is in the same topic.

Richards and Rodgers (1999: 48) point out that speaking is always formed in real time, in which the speaker would speak right away without having any time to carefully edit and revise it; while the listener is waiting for him or her. It means that once the speaker gets involved in speaking, he has to prepare to do many things all together at that moment. The speaker has to be able to understand, think, and say for unexpected or even predicted topic in the communication.

Here, it is clearly explained that speaking is a natural process. It means that the speaker produces speaking naturally in real time but it can be understood by others in the form of verbal language. However, it is not easy to learn a language

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particularly a foreign language that we, as native speakers, are not really familiar with. Instead of worrying about it, the participants still have the chance to master speaking skill as long as the participants do some efforts to sharpen their knowledge of communication and practice in the situation as well.

b. Teaching Speaking

According to Rivers (1968: 160), in teaching speaking, the teacher is supposed to create conducive situation. In the conducive situation, the teacher can persuade the students to use the language using their own meaning entitled to the limits of what they have learned. Rivers also suggests that the teacher should not wait until the students feel confident to perform the language. In a sense, the teacher should actively encourage and accustom the students to apply what they have learned in an act of communication in natural interaction between their friends. As a consequence, the students are to be motivated to practice their foreign language exclusively and be familiar with various situational contexts.

c. Activities in Teaching Speaking

A lot of effort has gone into motivating the students to speak; the teacher could design some stimulating activities to provoke spoken communication in classroom. Harner (1991: 122) suggests some activities to build the communicative condition for the students to speak. Those activities are:

1) Information Gap; The students are put into a situation in which they have to share the information using the target language because one person has information and the other has lacks of information.

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2) Role-plays; The students get a particular role where they have to play it in certain condition by using the target language.

3) Simulation; The students play a role in a simulated environment like in the real world.

4) Discussion; The students express their idea or opinion in some issues.

5) Problem Solving Task; The students talk together to find a solution to a problem or task.

The writer develops those activities in learning task and games and integrates those activities to some issues in society so as to promote the students to speak in those activities without finding themselves reluctant to do so.

d. Successful Activity for Teaching Speaking

When the students are willing to speak a lot in the target language with the teacher or other friends, the students should take some steps to succeed in acquiring speaking skill. According to Davies (1988), there are four characteristics of successful speaking activity. Firstly, the students have the chance to talk as much as possible in the limited time given. Secondly, all the students should participate actively in speaking without any unfairly domination by talkative the students. Thirdly, the interesting and new topic will be conveyed in learning speaking, to draw students’ attention and interest to speak. Fourthly, the level of relevancy, accuracy, and comprehension are required in for the effectiveness of speaking. These steps could be accommodated effectively if there is a good relationship and cooperation between the teacher and the students. The teacher becomes the facilitator for the students as the subject of learning.

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2. Communicative Competence

To act as the participants in communication, the students are directed to learn speaking and master language competence model instead. One of the language competence models developed by Hymes as quoted by Hall (2001: 12) is called Communicative Competence. In this competence, the individual develops the competence to use language effectively in speech community by engaging with his or her prior knowledge of social conditions including setting, participants, and goals of communication.

There are some components of communicative competence in second or foreign language learning suggested by Murcia et al. as cited by Hall (2001: 14). The first component is the ability of knowing, sequencing, and arranging words, structures, sentences, and utterances to produce cohesive and coherent texts called Discourse Competence. The second component is the ability of interpreting and constructing grammatically correct texts and utterances using basic elements of linguistic system called Linguistic Competence. The third component is the ability of interpreting and producing direct and indirect speech act called Actional Competence. The fourth component is the knowledge of encountering breakdowns in communication by requesting clarification or rephrasing called Strategic Competence. And the last one is the ability of understanding and contributing in communicative activity called Sociocultural Competence

Those components above show correlations that complete each other. Murcia also adds that discourse competence is the main core in communication. The discourse of communication can be developed when the participants consider the context and culture where the communication takes place. The participants also

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realize some competences underlies such as linguistic competence, actional competence, sociocultural competence, and strategic competence. English can be taught successfully to the students, when all of the competences are taken into account. These components of communicative competence model will form the foundation of learning objectives to which the instructional speaking activities for the students of second grade of language program at senior high school are oriented.

3. Contextual Teaching and Learning

In developing the instructional speaking materials for the second grade of language program at senior high school, the writer used CTL as a method to facilitate learning in order to achieve the objective of the course. Therefore, the writer has to learn the content and features of CTL in depth in order to develop the materials which have the relevance to the theories of CTL.

a. Foundation of Contextual Teaching and Learning

Contextual Teaching and Learning builds upon bodies of the theory in constructivism era. According to Zahorik as quoted by Nurhadi, Yasin, and Senduk (2004: 9), knowledge can be constructed when people bring meaning to their experience. Since people constantly undergo new experience, therefore knowledge is always dynamic. Through time, knowledge is developing as well as people are developing. When people construct knowledge regarding their previous experience, they have already learned something. The students then are expected to construct their knowledge based on their experience in learning. The knowledge can help the students to solve the problems found.

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Another theory comes from the father of progressivism era, John Dewey. As quoted by Kohonen, Jaatinen, Kaikkonen, and Lehtovaara (2001: 24), Dewey explains that learning can be supported by concrete environment. It appears that the students are able to construct their own knowledge by testing ideas based on their prior knowledge and experience, applying the ideas to new situations, and integrating the new knowledge. Hence, the students become active participants in problem solving and critical thinking regarding constructing knowledge through the activities in learning which are relevant to their prior knowledge.

Those theories above become the basis for developing the CTL method. CTL provides the situation or problems as if in the real world covered in issues taken from society that serve students’ learning experience by developing their critical thinking to solve the problem.

b. Meaning of Contextual Teaching and Learning

Contextual Teaching and Learning is a learning approach that integrates academic content with situations or issues that are meaningful to the students. As Johnson says, as quoted by Nurhadi et.al, that

Contextual Teaching and Learning is a conception of teaching and learning that helps the teacher relates subject matter content to real world situations and motivates the students to make connections between knowledge and its application to their lives as family members, citizens, and workers and engage in the hard work that learning requires. (2004:12)

Apparently, CTL helps the students to construct the knowledge and own understanding in mind by engaging with their previous experiences and leads the students to learn by experiencing the learning in created situations like in real life. Those created situations are covered in several issues taken from society. In the

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learning process, the students are to develop their own critical thinking and creativity to solve the problems found in society. During the involvement in that experience, the students will understand the meaning and the importance of that learning by understanding how to use their knowledge in real life which is associated with their roles and responsibilities as family members, citizens, students, and workers.

c. Strategies of Contextual Teaching and Learning

According to Centre of Occupational Research and Development at the University of Wisconsin-Madison as cited by Nurhadi et.al (2004: 23), CTL should be structured by five essential forms of learning strategy. Firstly, learning must relate those everyday situations to new information to be absorbed or a problem to be solved. Secondly, learning stresses on experiencing through exploration, discovery, and invention. Thirdly, learning takes place when the knowledge is presented in a useful context. Fourthly, learning occurs in the context of sharing, responding, and communicating with other learners. Fifthly, learning occurs when the students try to develop their own knowledge by connecting existing and new knowledge. In this language instruction using CTL model, the students are required to fulfill these five essential forms of learning to gain meaningful learning in class and make them as self-regulated learners. In order to design the effective CTL materials, those five essential forms of learning will be taken into consideration.

d. Approaches for Implementing Contextual Teaching and Learning

To implement CTL in teaching and learning activities in classroom, some approaches are developed. The teacher can develop or adapt the approaches in

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speaking activities in classroom. According to Berns and Erickson as quoted by Nurhadi et al. (2004: 19), there are some approaches of Contextual Teaching and Learning as follows:

1) Problem-Based Learning

Problem-based learning is an approach characterized by the use of “real world” problems. The problems are employed as a context for the students to learn critical thinking and problem solving skills by providing some ideas or opinions as the alternative solutions for solving the problems. The students will gather the information around a question, discuss, and analyze it. After that, they will present findings to others. The teacher will role as a facilitator, who provides problem, asks questions, and facilitates investigation or dialogue.

a) Characteristics of Problem-Based Learning

There are four characteristics of problem-based learning. Firstly, it focuses on asking questions related to the problem raised. Secondly, it focuses on the interdisciplinary of context such as social, economic, political, cultural, and personal context. Thirdly, the student will conduct authentic investigation for the problems. Fourthly, the student will develop the result and present it to the classroom. Those characteristics should be covered in problem-based learning.

b) The Purpose of Problem-Based Learning

Problem-based learning is designed to help the students develop three main skills. Thinking and solving the problem are the first skill to be developed in problem based learning. The students will learn to sharpen their level of reasoning by

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analyzing and synthesizing the problems. Afterwards, they will interpret their thinking in terms of solution to the problems. Modeling the role of adult is the second skill to be sharpened. The students will have the chance to involve in the phenomenon in real life and learn the important of adult’s role. Learning to think, interpret, and adapt with that phenomenon are expected from the students. Being an independent and autonomy learner is the third skill that will be equipped in problem-based learning. The teacher will encourage and guide the students to ask the questions and solve the problem on their own. Hence, the students learn to finish their own task autonomy in their future.

c) The Steps of Problem-Based Learning

There are some steps provided in problem-based learning. Firstly, the teacher orientates the students to the problem. Secondly, the teacher organizes the students to define and organize the learning task. Thirdly, the teacher encourages the students to do group investigation. Fourthly, the teacher helps the students to prepare the presentation and finally the teacher helps the students to have reflection and evaluation in the process of solving the problem.

2) Cooperative Learning

Cooperative learning is an approach that organizes instruction using small learning groups in which the students work together to achieve learning goals (Slavin, 1995: 4). Cooperative learning can help the students who are willing to work and succeed as a team. It means that they have to learn cooperatively to get success together. In cooperative work, the students participate in team called Student Team

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Learning. In this team, the students not only do something as a team but also learn something as a team to achieve the aims of learning.

a) Elements of Cooperative Learning

There are four elements underlying the concept of cooperative learning suggested by Abdurrahman, as quoted by Nurhadi et al. (2004: 61). The first concept is the positive interdependence between the members of the team where the students will motivate each other in their group to achieve the objective of learning. The second concept is the face-to-face interaction by interacting and sharing the students’ knowledge with other members in the form of dialogue. The third concept is the individual accountability where the success depends on the individual learning of all team members. The fourth concept is the skill to develop the interpersonal relationship by respecting people’s opinions and ideas.

b) The Significance in Cooperative Learning

According to Johnson and Johnson (1984) as cited by Nurhadi et al. (2004: 63), there are some significance in cooperative learning. Besides improving the aspect of cognition, in cooperative learning, the students will learn to improve their ability to socialize by adapting with other members of the group and behaving properly in their group. The students will learn to express their ideas and react to others criticisms. Yet, the responsibility of each member will be accounted for all the members of group. Working and Socializing together with their group, self-esteem and self-acceptance are to be improved in themselves as the individual and social person. Like in a in a real world such as a working world, cooperative learning serves

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the condition which makes the student learn to adapt with their partners or companions and balance the relationship.

c) The Role of Evaluation in Cooperative Learning

To enhance the students’ quality of performance in speaking skill and also their ability in work cooperatively, evaluation for cooperative learning is required. There some benefits of using evaluation in cooperative learning as stated by Candler (2002, in http://www.olc.spsd.sk.ca/html). By employing the evaluation, the teacher can assess group outcomes as well as individual outcomes. The teacher will know how the students work from cooperative group-assessment and cooperative self-assessment. The result becomes the general description of the students’ condition for the teacher to find the way to improve the students’ learning. Besides, the students will gain benefits by being able to communicate their work with the teacher and getting feedback from the teacher in order to produce higher-quality work.

Problem-Based Learning and Cooperative Learning are approaches that are to be adapted to speaking activities in the classroom. Those approaches are expected to help the teacher to achieve successful speaking activities in classroom.

e. Learning Context Used in Contextual Teaching and Learning

CTL exploits real context as much as possible related to students’ background knowledge and experience. It facilitates students’ learning by passing on the knowledge in stages and pieces that the students are familiar with. The real context becomes the significant factor of the materials development using CTL. According to Soefijanto (2005: 6), the term context means surroundings, momentum, and

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environment. The surroundings and environment are to be recognizable for the students to learn. There are some contexts that involve in Contextual Teaching and Learning (Nurhadi et. al, 2004: 4). They are as follows:

1) Cultural Context.

In this context, the students will learn to be aware of the cultural issues raised in society and learn how to deal with the context.

2) Social, Economic and Political Context.

In these contexts, the students will put themselves as the part of society and discuss the problem such as social, economic, or political problem found in society. The students will try to find the solution.

3) Personal Context.

In this context, the students will sharpen their skill to communicate with others and to take a part as the individual and part of larger community society.

CTL will give chance for the teacher to provide those contexts in learning activities. The aim is to help the students to see the meaning in the academic materials they are studying by connecting it with the context of their daily lives, such as personal, social, economic, political, and cultural context in their society. Furthermore, the students will learn to be aware of those contexts that exist in real life and the problems that could be followed.

f. The Role of Teacher and Students in Contextual Teaching and Learning In CTL, the teacher will act as the facilitator and guide in the process of teaching and learning activity and assessing the implementation. The teacher is not supposed to be the evaluator all the time. Therefore, the students are brave to do

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risk-taking target language usage. Serving important roles in CTL, the teacher will support the learning by providing problems, motivation, real life context, and cooperative learning. The students, meanwhile, are supposed to be the center of learning. The students should be actively involving as participants in learning by reinforcing, expanding, and applying their knowledge and skills through the activities in interdependent group learning to lead them as self-regulated learners.

4. Competence-Based Curriculum

Competence-Based Curriculum is the curriculum that has been applied in some schools such as SMA Stella Duce 1 Yogyakarta since 2004. Competence-Based Curriculum focuses on the competence to be performed by the students. According to Pusat Kurikulum Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional (2001: 7-8), in, the students are expected to be able to communicate in English fluently. Since it views the language as a means of communication, English learning is expected to function as a means to develop senior high school students’ personality, knowledge, technology and arts, global concept, and international communication capability.

a. Objectives of English Language Learning Based on Competence-Based Curriculum

In this curriculum, English lesson has four objectives. Firstly, the students are able to communicate in English. Secondly, the students are able to understand English as a language system. Thirdly, the students are able to develop their understanding of culture. Fourthly, the students are able to expand their general

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knowledge (Pusat Kurikulum Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional, 2001: 8). Accordingly, the students are supposed to develop their English competency integrating with the aspects of life such: arts and culture, social life, cognitive development, and the like.

b. Materials Scope in English Language Learning based on Competence-Based Curriculum

In an attempt to achieve the objectives stated above, the scope of English materials for SMA should be determined. The scope of English material should cover macro skills of English (listening, speaking, reading, and writing), basic language components (structures, vocabulary, pronunciation, and spelling), and the cultural aspects such as in English expressions found in various oral and written texts (Departemen Pendidikan Nasional, 2003: 2).

c. Principles of Competence-Based Curriculum

There are six principles in the Competence-Based Curriculum (Pusat Penelitian Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional, 2001: 11-12). They are summarized as follows:

1) Knowing what to do according to the purposes and the use of every activity. 2) Integrating the four skills of language (English) competencies.

3) Learning a language is learning how to communicate. 4) Knowing the importance of meaning in teaching.

5) Learning how to do by having much time to practice their knowledge. 6) Learning from mistakes which can improve the quality of learning.

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5. The Role of Instructional Materials

Materials are one of the important elements needed in developing course design. Imel states that in CTL, materials should become a tool for helping learners to reflect on and make changes in their lives (2004, in http://www.cew.wisc.edu/teachnet/ctl/html). It means that the teacher should be creative in producing or adapting materials which are comprehensible and practicable for the students so as to improve their lives. In CTL, the writer will develop task-based materials. It concerns with the problem-solving task that provided in cooperative learning. In addition, the task can be also the various kinds of discussion, presentation, and games that can support the CTL class. The task-based materials are used in order to give the opportunity for the students to practice the language use by presenting it in the form of many various kinds of CTL task.

6. Materials Design Model

In designing and writing the materials, Hutchinson and Waters (1987: 108) propose the materials design model for the teacher. The model is to provide a coherent framework for the integration of various aspects of learning as well as the room for teacher’s creativity.

This model consists of four components. The first component is input, which provides stimulus materials for activities, new language items, correct model of language use, and topic for communication. The second component is content focus, which is used to present language as a means of conveying information and feelings about something. The third component is language focus, which brings the chance for the students to take language into pieces, study how it works, and practice putting

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back together. The fourth component is communicative task, which helps the learners to practice language use. These components are flexible for the teacher to develop and apply the materials as long as the objectives of learned can be attained.

Input

Task

Content Language

Figure 1: Hutchinson’s & Waters’ Material Design Model (1987: 108)

Elaborating the coherence between the components in material design model for teaching speaking, the writer develops the stimulus materials and topic in the beginning as the input. After that, the writer provides the content focus that involves the students’ expected behavior toward the language followed by communicative tasks which direct the students to learn and practice the language focus that provides the expression in speaking.

7. Syllabus Design

Yalden defines syllabus as an instrument used by teacher to achieve degree of appropriateness between needs and aims of learner and the learning activities in classroom (1984: 14). Syllabus becomes the guidelines in preparing the materials and activities for teaching language in classroom. The syllabus used in classroom can be adapted the method of learning in classroom.

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According to Krahnke (1987: 56), the way of bringing the real world into the classroom is by providing the task. The task should cover cognitive, cultural, and life skill along with the language. This theory meets the principle of CTL, which facilitate the students to have learning experiences in creative situation like real world. So, in this design, the writer tries to develop the materials by using task-based syllabus.

Dealing with these supporting theories, the writer intends to develop the materials which serve language learning along with the task learning like in real world. The elements of task-based syllabus are developed from Competence-Based Curriculum. This syllabus will influence the selection and development many various kind of speaking tasks for this study.

8. Design Models

After studying some theories which become the background theories for the study, the writer is to provide the design model. The design model will role as a framework to develop and conduct the language course. It helps the teacher and instructional designer to achieve the goals in the course through some components to apply. In this language course, the writer integrates the Yalden’s model and Newby’s model to develop the design model to teach speaking for senior high school students.

a. Yalden’s Model

To develop the instructional design, Yalden suggests eight stages for syllabus designer and teacher (1987: 88). Those stages are briefly summarized as follows: 1. Administering a need survey, includes:

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a) Communication requirements, personal needs, motivations and characteristics of the learner as well as physical resources.

b) The learner’s own desire or wants in learning Language Program.

2. Describing the purpose of the course as the foundation for the major decision in next stage, selecting of the syllabus type.

3. Selecting and developing the syllabus type that would be well-matched to learner’s characteristics and needs.

4. Producing proto-syllabus or describing language and language use to be elaborated in Language Program.

5. Producing a pedagogical syllabus or developing teaching, learning and testing approach, includes: teaching materials, testing sequences and instruments.

6. Developing and implementing classroom procedures. Those are :

a) Developing classroom procedures such as: selecting exercise types and teaching techniques, preparing lesson plan, and weekly schedules.

b) Providing trainings for teacher.

7. Evaluating the students output, teaching as well as the whole aspects of the Language Program.

8. Recycling stage in order to revise the accomplishment of goals and student’s performance, the content including methodological procedures and materials.

Needs Analysis Description of Purposes Selection, Development of Syllabus Types Development, Implementation of Classroom Procedure Production of a Pedagogical Syllabus Production of a Proto Syllabus Evaluation

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b. Newby’s Model

Newby describes plan like a “recipe” which tells the cooks what kinds of ingredients they need and how to mix it to make a dish (2000: 66). For the course design, the plan becomes a recipe for the teacher to recognize, mix, and present it through learning experience.

Newby also explains that instruction is the process of presenting learning experience through activities, methods, and media. Developing plans for instruction, the instructional design is the process of combining and applying some theoretical principles through practical application.

Newby describes the components of the plan in the following parts: 1. The students

The plan is designed to reach desired learning goal. So, students’ behavior and motivation toward learning should be taken into account.

2. Objectives

Objectives are what students should be able to do and accomplish under the instruction by presenting specified and expected performance.

3. Learning environment

The learning environment is the setting or physical surrounding that learning experience will take place.

4. Instructional activities

Instructional activities are the activities which will facilitate students in learning. 5. Instructional methods

Instructional methods are the procedures that help the students to achieve the learning objectives.

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6. Instructional media

Instructional media are channel for communication in learning experience, for example: multimedia, video, graphics, audio, text, real objects and model.

Figure 3: Newby’s “Recipe” Model (2000: 67)

Newby’s model is flexible and dynamic (2000: 67). Accordingly, the teacher can follow the plan or adjust it based on the students’ needs and the real situation in which the teaching learning experience will occur.

In the process of designing a set of speaking materials for the second grade of Language Program at senior high school, the writer is to integrate Yalden’s and Newby’s models by choosing, omitting, combining, and some adapting elements. Yalden’s model provides need analysis that becomes initial step for considering the students’ wants and needs in the course. While in Newby’s model, it is stated clearly that the writer can develop the instructional method as a basis for developing the learning activities. Those are reason why the writer chooses these design models. Also, Newby’s model is flexible; the writer can make an adjustment in the steps of

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design materials by providing three major steps supported by some phases. In order to provide the materials as a product of language course, the writer combined Yalden’s and Newby’s models so as to accommodate the development of appropriate materials.

B. THEORETICAL FRAMEWORK

The writer employs a number of steps in designing the materials in this study. The writer provides the designed model combined from Yalden’s and Newby’s Models.

Step 1: Conducting Needs Survey (adapted from Yalden’s Model)

In the initial step, the writer will find out the students’ communicative needs and wants in learning speaking.

Step 2: Developing the Instructional Materials

After obtaining and analyzing the data taken from needs survey, the writer starts to develop materials. Some phases should be considered are as follows:

a) Considering the Purpose of Course (adapted from Yalden’s Model) The general purposes in developing speaking materials are taken from Competence-Based Curriculum.

b) Specifying the Learning Objectives (adapted from Newby’s Model) In this step, basic competences wanting to be achieved in terms of measurable student’s performances outcomes are indicated by achievement indicators.

c) Selecting and Developing of Syllabus Type (adapted from Yalden’s Model)

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The writer uses task-based syllabus in developing materials. d) Selecting the Learning Method (adapted from Newby’s Model)

The writer chooses CTL method that facilitates the students to achieve the objective of the course.

e) Producing Pedagogical Syllabus (adapted from Yalden’s Model) The writer lists subject content particularly task-based materials that are appropriate for teaching speaking skill and relates to the chosen topic to the objectives.

f) Selecting Teaching and Learning Activities (adapted from Newby’s Model)

The writer provides teaching and learning activities which relate to the method used.

Step 3: Evaluating the Designed Materials (adapted from Yalden’s Model)

This final step is conducted in order to give the improvement toward the design materials.

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Developing the

Instructional Materials

Producing Pedagogical Syllabus Specifying the Learning Objectives

Considering the Purpose of Course

Developing Task-Based Syllabus

Selecting the Learning Method in Classroom

Selecting Teaching and Learning

Activities

Evaluating the

Designed Materials

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CHAPTER III

RESEARCH METHODOLOGY

This chapter identifies the research method, needs survey, feedback gathering, and research procedure used in the study.

A. RESEARCH METHOD

Designing the instructional materials which could be used in school, the writer used Educational Research and Development as a research method. Educational Research and Development which are also abbreviated as R & D, is a process employed to develop and validate educational products (Borg, 1983: 772). The goal of R & D is to take the research knowledge and incorporate it into a product which can be used by the school. Besides, Borg also describes that R & D provides a cycle of research which consists of studying research findings that were useful for developing product and conducting field testing in the setting where the product will be used and revising it to correct the deficiencies found in field-testing stages.

To develop minicourses using in R & D, Borg suggests some major steps to be employed. They are comprised the following:

1) Research and information collection which includes review of literature, classroom observations, and report.

2) Planning which covers defining skills, stating the objectives. 3) Preliminary form of product development.

4) Preliminary field testing which includes interview, observational and questionnaire data distributed in 1 to 3 schools by using 6 to 12 subjects.

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(Unit 3) TV Media

All six pictures presen t kin ds of reality shows an d advertisem en ts

in television.

(Unit 4) It’s all about Money

All four pictures Con vey an ythin g related to m on ey.

( U n it 5 ) Mo d e rn iza tio n

The pictures show m odern ization which affects the change of vehicle use from bicycle in to m otorcycle an d the chan ge of lifestyle from going to

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169 (Unit 6) Rules and Freedom

All pictures describe the rules.

(Unit 7) Culture Matters

The pictures show the differen ces between Western an d Eastern cultures.

The differen ces in clude the expression of showin g love, the way of viewin g religion , an d the freedom of self-expression .

(Unit 8) Globalization

The pictures convey the im pact of globalization such as the involvem en t of In don esia in Asia Film Festival, The use of chopstick, The use of Sari (India Cloth), and the existence of McDon ald (Western Fast food).

(3)

Defin ition term s are used as a guideline for the teacher to facilitate the studen ts to create their ow n definition of the particular w ords giv en in “Set Your Goals” part (brainstorm ing) of each un it.

(Unit 1) Optimistic:

is a kin d of attitude which expects good thin gs happen an d looks upon the world as a positive place. Optim ists generally believe that people an d events are inherently good. They have a so-called "positive" outlook on life, believin g that thin gs will work out in the end.

(Unit 2) Emotion:

is an in tense m en tal state that arises auton om ically in the nervous system rather than through con scious effort, an d evokes either a positive or n egative psychological response. It is the part of person’s character that con sists of feelin gs such as love, fear, an ger an d the like.

(Unit 3) TV Media:

is a telecom m un ication system for broadcasting, advertisin g, an d en tertain in g.

(Unit 4) Money:

is an y good or token that fun ction s in trade as a m edium of exchan ge, store of value, an d unit of account. In general, m oney is required as stan dard of paym en t.

(Unit 5) Modernization:

is in which society goes through industrialization, urban ization an d other social chan ges that com pletely tran sform the lives of in dividuals.

(Unit 6) Freedom:

is the right to say, do, an d act con sciously without an yon e stoppin g you. Also, freedom is defined as the ability to act con sciously, in a well-balanced m an ner an d with self con trol in a given con structive direction .

(Unit 7) Culture:

gen erally refers to pattern s of hum an activity an d the sym bolic structures that give such activity sign ifican ce. Differen t defin ition s of "culture" reflect different theoretical bases for un derstandin g, or criteria for evaluatin g, hum an activity.

(4)

171 (Unit 8) Globalization:

refers to a process of in creasin g integration between un its aroun d the world, in cludin g n ation-states, households/ in dividuals an d organ ization s

coverin g econ om ic, trade, social, techn ological, cultural, an d political aspects.

(5)

Cooperative Group-Assessment

Group Name: Group Members: Meeting Date: Topic:

Name three things your group did well when working together.

1. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 2. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 3. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Name one thing your group could do even better.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

As a group, identify something each of your group members did that helped the group be effective.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Use the following scale to rate yourself on the questions below: 5 = Excellent 4 = Very Good 3 = Good 2 = Poor 1 = Unsatisfactory Everyone in Group……….

1. Participated _________

2. Shared ideas/information _________

3. Helped others _________

4. Accepted help _________

5. Responded kindly to disagreement _________

We think our group deserves the following grade for this activity _________

Teacher Comments:

(6)

Appendix J.6

173

Cooperative Self-Assessment

Name: ______________ Date: ____________ Topic: __________

What did you learn about this topic?

Why were you a good member? What did you do or say?

Use the following scale to rate yourself on the questions below: 5 = Excellent 4 = Very Good 3 = Good 2 = Poor 1 = Unsatisfactory

1. I listened to other people ________

2. I responded to other’s people idea ________

3. I helped to organize the talk ________

4. I explained my idea clearly ________

5. I enjoyed the discussion ________

6. I helped to avoid or settle disagreements in group ________

7. I made relevant statements ________

8. I supported opinions of group members with facts ________

9. I seek information (asking for facts, expansion, or other’s views) ________ 10. I clarified statements (restating ideas, using examples) ________ 11. I summarized (pulling ideas together, offering conclusions) ________ 12. What is your overall evaluation of your contribution to the group effort? ________

Designing a set instructional speaking materials using contextual teaching and learning for the second grade of language program in SMA Stella Duce 1 Yogyakarta.

DESIGNING A SET OF INSTRUCTIONAL SPEAKING MATERIALS

USING CONTEXTUAL TEACHING AND LEARNING

FOR THE SECOND GRADE OF LANGUAGE PROGRAM

IN SMA STELLA DUCE 1 YOGYAKARTA

“God will help us when we can not walk,

and He will help us when we find it is hard to walk,

but He cannot help us if we do not want to walk.”

Even though you fall, you must try again,

your God will hold you by the hand.

Developing the

Instructional Materials

Evaluating the

Designed Materials

(Unit 3) TV Media

(Unit 4) It’s all about Money

( U n it 5 ) Mo d e rn iza tio n

169

(Unit 6) Rules and Freedom

(Unit 7) Culture Matters

(Unit 8) Globalization

(Unit 1) Optimistic:

(Unit 2) Emotion:

(Unit 3) TV Media:

(Unit 4) Money:

(Unit 5) Modernization:

(Unit 6) Freedom:

(Unit 7) Culture:

171

(Unit 8) Globalization:

Cooperative Group-Assessment

Appendix J.6

173

Cooperative Self-Assessment

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