A SET OF ENGLISH READING MATERIALS USING ENGLISH TEEN MAGAZINES FOR THE SEVENTH GRADE STUDENTS OF SMPN 5 DEPOK SLEMAN YOGYAKARTA
A SET OF ENGLISH READING MATERIALS USING ENGLISH
TEEN MAGAZINES FOR THE SEVENTH GRADE STUDENTS
OF SMPN 5 DEPOK SLEMAN YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Ajeng Sawitri
Student Number: 071214052
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
A SET OF ENGLISH READING MATERIALS USING ENGLISH
TEEN MAGAZINES FOR THE SEVENTH GRADE STUDENTS
OF SMPN 5 DEPOK SLEMAN YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
Sarjana Pendidikan Degree to Obtain the
in English Language Education
By Ajeng Sawitri
Student Number: 071214052
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
ABSTRACT
Sawitri, Ajeng. 2012. A Set of English Reading Materials Using English Teen
Magazines for the Seventh Grade Students of SMPN 5 Depok Sleman Yogyakarta.
Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.Using English teen magazines is one of methods in getting students’ attention toward their reading activities in class. English teen magazines contain articles which are appropriate and fit with students’ personality. The researcher intends to develop more interesting reading materials by using articles existed in English teen magazines. Therefore, the students will find a new and enjoyable way of learning.
This research aims to answer the two questions: (1) How is a set of English reading materials using English teen magazines for the seventh grade students of
SMPN
5 Depok Sleman Yogyakarta designed? and (2) What do the designed materials look like? To answer those questions, this research employed five steps of Educational Research and Development (R&D) cycle. Those steps were (1) Research and Information Collecting, (2) Planning, (3) Develop Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision.
To answer the first question, the researcher adapted the instructional design model offered by Kemp. There were seven steps to design the materials, namely: (1) Identifying learner characteristics, (2) Determining goals, topics, and general purposes, (3) Specifying learning objectives, (4) Listing subject content, (5) Selecting teaching-learning activities and materials, (6) Evaluating materials, and (7) Revising materials. Meanwhile, the presentation of the designed materials as the answer of the second question can be seen in Appendix G. The designed materials consist of five sections, namely
“Let’s Start!”, “Let’s Read!”, “Let’s Focus in Reading!”, “Let’s Focus in Language!”, and “Let’s End the Journey!”. The result of the evaluation questionnaires indicated that the designed materials were good and acceptable. It was proven as they mostly chose scales point 4 from the scale of 1 to 5. It could be concluded that most of respondents agreed that the designed materials were applicable and appropriate to be implemented. The evaluation was then employed as the basis for revisions.
Upon the completion of this research, the researcher hopes that the designed materials will be useful fo r seventh grade English teachers to improve their students’ reading skills. Besides, the researcher also expects that the designed materials will inspire other researchers to conduct any further research related to the topic of this research.
Keywords: reading materials, English teen magazine, seventh grade students.
ABSTRAK
Sawitri, Ajeng. 2012. A Set of English Reading Materials Using English Teen
Magazines for the Seventh Grade Students of SMPN 5 Depok Sleman Yogyakarta.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.Menggunakan majalah remaja berbahasa Inggris adalah salah satu metode dalam mendapatkan perhatian siswa pada kegiatan reading di kelas. Majalah remaja berbahasa Inggris berisi artikel yang sesuai dan cocok dengan kepribadian siswa. Peneliti bertujuan untuk menciptakan materi reading yang lebih menarik dengan menggunakan artikel yang terdapat di dalam majalah remaja berbahasa Inggris. Dengan begitu, siswa akan menemukan cara belajar yang baru dan menyenangkan.
Penelitian ini bertujuan untuk menjawab dua pertanyaan: (1) Bagaimana seperangkat materi reading menggunakan majalah remaja berbahasa Inggris bagi siswa-siswi kelas VII SMPN 5 Depok Sleman Yogyakarta dibuat dan (2) Seperti apa bentuk materi yang dirancang tersebut. Untuk menjawab dua pertanyaan tersebut, penelitian ini menggunakan lima langkah dalam siklus Research and Development (R&D). Langkah tersebut antara lain: (1) Pengumpulan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal produk, (4) Pengujian produk, dan (5) Revisi produk.
Untuk menjawab pertanyaan pertama, peneliti mengadaptasi model instruksional dari Kemp. Terdapat tujuh langkah untuk mendesain material, yaitu: (1) Mengidentifikasi karakteristik siswa, (2) Menentukan tujuan, topik, dan tujuan umum, (3) merumuskan tujuan pembelajaran, (4) Memilih isi pembelajaran, (5) Memilih kegiatan belajar-mengajar dan materi, (6) Mengevaluasi materi, dan (7) Merevisi materi. Sementara itu, presentasi dari materi yang menjadi jawaban dari pertanyaan kedua dapat dilihat pada Lampiran I. Disain materi tersebut terdiri dari lima bagian, yaitu “Let’s Start!”, “Let’s Read!”, “Let’s Focus in Reading!”, “Let’s Focus in Language!”, and “Let’s End the Journey!”.
Hasil dari kuesioner evaluasi dengan jumlah keseluruhan mode 4 mengindikasi bahwa desain materi baik dan diterima. Dapat disimpulkan bahwa para responden setuju materi yang didesain dapat diaplikasikan dan sesuai untuk diterapkan. Evaluasi kemudian digunakan sebagai acuan untuk perevisian materi.
Dengan selesainya penelitian ini, peneliti berharap agar materi yg telah didisain akan berguna bagi guru bahasa Inggris kelas VII untuk meningkatkan kemampuan
reading siswa-siswi mereka. Di samping itu, peneliti juga berharap materi ini akan
menginspirasi peneliti lain untuk melakukan penelitian lebih lanjut mengenai topik dalam penelitian ini. Kata kunci: materi reading, majalah remaja berbahasa Inggris, siswa kelas VII.
DEDICATION PAGE
This thesis is dedicated to Imunkku (my QUEEN, my MOM)
Ayahku (my KING, my DAD)
ACKNOWLEDGEMENTS
First and foremost, I would like to dedicate my gratitude to my glorious Jesus for His blessings and guidance so that I was able to finish my thesis. All my steps that I chose were based on His plan. He is my savior.
My biggest gratitude goes to Ibu Caecilia Tutyandari, S.Pd., M.Pd., my thesis advisor, for giving much of her time, attention, guidance, patient, support, criticism, comments and everything she has given for the sake of my success in finishing this thesis. My gratitude also goes to Bapak Drs. Barli Bram, M.Ed, Ph.D. for willingly spending his time evaluating my thesis and designed materials. Moreover, I am also grateful to all the lecturers and the secretariat staffs of English Education Study Program of Sanata Dharma University, especially Mbak Danik and Mbak Tari for their countless help during my study, and all librarians who assisted me during the completion of the study.
My big appreciation goes to the big family of SMPN 5 Depok Sleman Yogyakarta, the school in which the research had been taken place. I warmly thank Drs. Susiyanto, M.Pd., the headmaster of SMPN 5 Depok Sleman Yogyakarta, for giving me permission to conduct research there. I am greatly indebted to the English teachers of SMPN 5 Depok Sleman Yogyakarta, Ibu Shinta Dewi W. P, S.Pd. and
, for giving their time, guidance, and advice. I also thank to the Ibu Listiyarini, S.Pd. seventh grade students of SMPN 5 Depok Sleman Yogyakarta, especially to XA and XB, for being very cooperative. My big love and appreciation goes to my dad, Joko Riyatno, my mom,
Endang Sutarti, my big brother, Riko Iswara, and my little brother, Oktasadewa
Putra Sasmita. I thank them for always being my side. Without them, I am nothing
and alone. My love also goes to Nikolaus Primawan Aji Persada. Thanks for the companionship, commitment, and love. My affection also goes to our family dogs,
Gibson and Melross. They truly color my days with laughter and love in this family.
My appreciation also goes to my big family, Bu Susatyaningsih, Om Tono
Sasmita, Dek Dhamastya Papang Sasmita, Kak Gitta Angelina Wunas, and Tika
Permita. I also address my thanks to my beloved teachers of ICEE from Philippines
who now become my sisters, Ms. Meliza Entienza Satingasin and Ms. Jullieta. I also feel thankful to all my best friends ever, Roreta Natalia, Anmaria Redy,
Natasya Rizki, Agnesia Febriani, Gabriella Gaby Novianty, and Bezaliel Aditya.
Thanks a bunch for the support, attention, and pray. Their prayer has already been answered by God through the success of this final work.
I would like to thank all my friends from English Education Study Program, especially to Wiwid Unyu, Eboy, and Ocha. Thanks for the support, help, and information so that I can finally finish this thesis. It means a lot to me. Thanks a million, girls!
Last but not least, I would like to thank every single person who I can not mention one by one. Once again, thanks! Ajeng Sawitri
TABLE OF CONTENTS
Page TITLE PAGE..............................................................................................................i APPROVAL PAGES................................................................................................. ii STAT
EMENT OF WORK’S ORIGINALITY.......................................................... iv
PERNYATAAN PERSETUJUAN PUBLIKASI .......................................................... v
ABSTRACT............................................................................................................... vi
ABSTRAK ................................................................................................................... vii
DEDICATION PAGE............................................................................................... 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 Problems............................................................................................ 3 C. Problem Limitation........................................................................................... 3 D. Research Objectives.......................................................................................... 4 E. Research Benefits............................................................................................. 4 F. Definition of Terms........................................................................................... 5 CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Description.....................................................................................7
1. Instructional Design Models......................................................................... 7
2. Reading......................................................................................................... 11
a. The Definition of Reading....................................................................... 11
b. Reading Purpose.......................................................................................12
c. Teaching Reading..................................................................................... 14
3. Authentic Material........................................................................................ 14
a. Definition of Authentic Materials............................................................ 15
b. Advantages of Authentic Materials..........................................................15
c. Disadvantages of Authentic Materials..................................................... 16
4. Teen Magazines............................................................................................ 17
5. Materials Development................................................................................. 19
6. Task-Based Learning (TBL)......................................................................... 20
B. Theoretical Framework..................................................................................... 22
CHAPTER 3: RESEARCH METHODOLOGY A. Research Method.............................................................................................. 26
1. Research and Information Collecting........................................................... 28
2. Planning........................................................................................................ 28
3. Develop Preliminary Form of Product......................................................... 29
4. Preliminary Field Testing............................................................................. 29
5. Main Product Revision................................................................................. 29
B. Research Setting............................................................................................... 30
C. Research Participants........................................................................................ 30
1. Participants of Research and Information Collecting................................... 30
2. Participants of Materials Evaluation............................................................. 31
D. Instruments and Data Gathering Techniques....................................................31
1. Instruments................................................................................................... 32
a. Questionnaire........................................................................................... 32
b. Interview.................................................................................................. 33
2. Data Gathering Techniques.......................................................................... 33
E. Data Analysis Technique.................................................................................. 34
1. Analyzing Data in Research and Information Collecting............................. 34
2. Analyzing Data in Materials Evaluation....................................................... 34
F. Research Procedure........................................................................................... 35
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION A. The Steps in Designing Materials..................................................................... 37
1. Research and Information Collecting........................................................... 37
2. Planning........................................................................................................ 41
a. Determining Goals, Topics, and General Purposes..................................41
b. Specifying Learning Objectives............................................................... 42
3. Develop Preliminary Form of Product......................................................... 44
a. Listing Subject Contents.......................................................................... 44
b. Selecting T/L Activities and Materials.................................................... 46
4. Preliminary Field Testing............................................................................. 46
5. Main Product Revision................................................................................. 51
B. The Presentation of the Designed Materials..................................................... 52
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS A. Conclusions...................................................................................................... 53 B. Recommendations............................................................................................. 54
REFERENCES......................................................................................................... 55
APPENDICES.......................................................................................................... 57
LIST OF TABLES
Table Page
3.1 The Description of Respondents’ Background.................................................... 31
3.2 The Presentation of Respondents’ Opinion on the Designed Materials...............35
4.1 The Basic Competences of Each Unit.................................................................. 42
4.2 The Learning Indicators of Each Unit.................................................................. 42
4.3 The Background of the Respondents................................................................... 47
4.4 The Descriptive Statistics of the Materials Evaluation........................................ 48
LIST OF FIGURES
Figure Page
2.1 Kemp’s Instructional Design Model.....................................................................8
2.2 Hutchinson and Waters’ Materials Design Model............................................... 19
2.3 Willis’ Task-based Learning Framework............................................................. 21
2.4 The Overall Steps of Designing Materials........................................................... 24
3.1 R&D Cycle combined with Designing Materials Steps adapted from Kemp..... 27
LIST OF APPENDICES
Appendix Page
A. The Permission Letter........................................................................................... 58
B. The Interview Checklist for Research and Information Collecting....................... 60
C. The Questionnaire for Research and Information Collecting................................ 62
D. The Questionnaire for Materials Evaluation......................................................... 64
E. The Syllabus of the Designed Materials................................................................ 68
F. The Lesson Plans of the Designed Materials......................................................... 73
G. The Presentation of the Designed Materials......................................................... 82
ABSTRACT
Sawitri, Ajeng. 2012. A Set of English Reading Materials Using English Teen
Magazines for the Seventh Grade Students of SMPN 5 Depok Sleman Yogyakarta.
Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.Using English teen magazines is one of methods in getting students’ attention toward their reading activities in class. English teen magazines contain articles which are appropriate and fit with students’ personality. The researcher intends to develop more interesting reading materials by using articles existed in English teen magazines. Therefore, the students will find a new and enjoyable way of learning.
This research aims to answer the two questions: (1) How is a set of English reading materials using English teen magazines for the seventh grade students of
SMPN
5 Depok Sleman Yogyakarta designed? and (2) What do the designed materials look like? To answer those questions, this research employed five steps of Educational Research and Development (R&D) cycle. Those steps were (1) Research and Information Collecting, (2) Planning, (3) Develop Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision.
To answer the first question, the researcher adapted the instructional design model offered by Kemp. There were seven steps to design the materials, namely: (1) Identifying learner characteristics, (2) Determining goals, topics, and general purposes, (3) Specifying learning objectives, (4) Listing subject content, (5) Selecting teaching-learning activities and materials, (6) Evaluating materials, and (7) Revising materials. Meanwhile, the presentation of the designed materials as the answer of the second question can be seen in Appendix G. The designed materials consist of five sections, namely “Let’s Start!”, “Let’s Read!”, “Let’s Focus in Reading!”, “Let’s Focus in Language!”, and “Let’s End the Journey!”.
The result of the evaluation questionnaires indicated that the designed materials were good and acceptable. It was proven as they mostly chose scales point 4 from the scale of 1 to 5. It could be concluded that most of respondents agreed that the designed materials were applicable and appropriate to be implemented. The evaluation was then employed as the basis for revisions.
Upon the completion of this research, the researcher hopes that the designed materials will be useful for seventh grade English teachers to improve their students’ reading skills. Besides, the researcher also expects that the designed materials will inspire other researchers to conduct any further research related to the topic of this research. Keywords: reading materials, English teen magazine, seventh grade students.
ABSTRAK
Sawitri, Ajeng. 2012. A Set of English Reading Materials Using English Teen Magazines for the Seventh Grade Students of SMPN 5 Depok Sleman Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Menggunakan majalah remaja berbahasa Inggris adalah salah satu metode dalam mendapatkan perhatian siswa pada kegiatan reading di kelas. Majalah remaja berbahasa Inggris berisi artikel yang sesuai dan cocok dengan kepribadian siswa. Peneliti bertujuan untuk menciptakan materi reading yang lebih menarik dengan menggunakan artikel yang terdapat di dalam majalah remaja berbahasa Inggris. Dengan begitu, siswa akan menemukan cara belajar yang baru dan menyenangkan.
Penelitian ini bertujuan untuk menjawab dua pertanyaan: (1) Bagaimana seperangkat materi reading menggunakan majalah remaja berbahasa Inggris bagi siswa-siswi kelas VII SMPN 5 Depok Sleman Yogyakarta dibuat dan (2) Seperti apa bentuk materi yang dirancang tersebut. Untuk menjawab dua pertanyaan tersebut, penelitian ini menggunakan lima langkah dalam siklus Research and Development (R&D). Langkah tersebut antara lain: (1) Pengumpulan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal produk, (4) Pengujian produk, dan (5) Revisi produk.
Untuk menjawab pertanyaan pertama, peneliti mengadaptasi model instruksional dari Kemp. Terdapat tujuh langkah untuk mendesain material, yaitu: (1) Mengidentifikasi karakteristik siswa, (2) Menentukan tujuan, topik, dan tujuan umum, (3) merumuskan tujuan pembelajaran, (4) Memilih isi pembelajaran, (5) Memilih kegiatan belajar-mengajar dan materi, (6) Mengevaluasi materi, dan (7) Merevisi materi. Sementara itu, presentasi dari materi yang menjadi jawaban dari pertanyaan kedua dapat dilihat pada Lampiran I. Disain materi tersebut terdiri dari lima bagian, yaitu “Let’s Start!”, “Let’s Read!”, “Let’s Focus in Reading!”, “Let’s Focus in Language!”, and “Let’s End the Journey!”.
Hasil dari kuesioner evaluasi dengan jumlah keseluruhan mode 4 mengindikasi bahwa desain materi baik dan diterima. Dapat disimpulkan bahwa para responden setuju materi yang didesain dapat diaplikasikan dan sesuai untuk diterapkan. Evaluasi kemudian digunakan sebagai acuan untuk perevisian materi.
Dengan selesainya penelitian ini, peneliti berharap agar materi yg telah didisain akan berguna bagi guru bahasa Inggris kelas VII untuk meningkatkan kemampuan
reading siswa-siswi mereka. Di samping itu, peneliti juga berharap materi ini akan
menginspirasi peneliti lain untuk melakukan penelitian lebih lanjut mengenai topik dalam penelitian ini. Kata kunci: materi reading, majalah remaja berbahasa Inggris, siswa kelas VII.
DEDICATION PAGE
This thesis is dedicated to Imunkku (my QUEEN, my MOM)
Ayahku (my KING, my DAD)
ACKNOWLEDGEMENTS
First and foremost, I would like to dedicate my gratitude to my glorious Jesus for His blessings and guidance so that I was able to finish my thesis. All my steps that I chose were based on His plan. He is my savior.
My biggest gratitude goes to Ibu Caecilia Tutyandari, S.Pd., M.Pd., my thesis advisor, for giving much of her time, attention, guidance, patient, support, criticism, comments and everything she has given for the sake of my success in finishing this thesis. My gratitude also goes to Bapak Drs. Barli Bram, M.Ed, Ph.D. for willingly spending his time evaluating my thesis and designed materials. Moreover, I am also grateful to all the lecturers and the secretariat staffs of English Education Study Program of Sanata Dharma University, especially Mbak
Danik and Mbak Tari for
their countless help during my study, and all librarians who assisted me during the completion of the study.
My big appreciation goes to the big family of SMPN 5 Depok Sleman Yogyakarta, the school in which the research had been taken place. I warmly thank Drs. Susiyanto, M.Pd., the headmaster of SMPN 5 Depok Sleman Yogyakarta, for giving me permission to conduct research there. I am greatly indebted to the English teachers of SMPN 5 Depok Sleman Yogyakarta, Ibu Shinta Dewi W. P, S.Pd. and
Ibu Listiyarini, S.Pd. , for giving their time, guidance, and advice. I also thank to the
seventh grade students of SMPN 5 Depok Sleman Yogyakarta, especially to XA and XB, for being very cooperative.
My big love and appreciation goes to my dad, Joko Riyatno, my mom,
Endang Sutarti, my big brother, Riko Iswara, and my little brother, Oktasadewa
Putra Sasmita. I thank them for always being my side. Without them, I am nothing
and alone. My love also goes to Nikolaus Primawan Aji Persada. Thanks for the companionship, commitment, and love. My affection also goes to our family dogs,
Gibson and Melross. They truly color my days with laughter and love in this family.
My appreciation also goes to my big family, Bu Susatyaningsih, Om Tono
Sasmita, Dek Dhamastya Papang Sasmita, Kak Gitta Angelina Wunas, and Tika
Permita. I also address my thanks to my beloved teachers of ICEE from Philippines
who now become my sisters, Ms. Meliza Entienza Satingasin and Ms. Jullieta. I also feel thankful to all my best friends ever, Roreta Natalia, Anmaria Redy,
Natasya Rizki, Agnesia Febriani, Gabriella Gaby Novianty, and Bezaliel Aditya.
Thanks a bunch for the support, attention, and pray. Their prayer has already been answered by God through the success of this final work.
I would like to thank all my friends from English Education Study Program, especially to Wiwid Unyu, Eboy, and Ocha. Thanks for the support, help, and information so that I can finally finish this thesis. It means a lot to me. Thanks a million, girls!
Last but not least, I would like to thank every single person who I can not mention one by one. Once again, thanks! Ajeng Sawitri
TABLE OF CONTENTS
Page TITLE PAGE..............................................................................................................i APPROVAL PAGES................................................................................................. ii STATEMENT OF WORK’S ORIGINALITY.......................................................... iv
PERNYATAAN PERSETUJUAN PUBLIKASI .......................................................... v
ABSTRACT............................................................................................................... vi
ABSTRAK ................................................................................................................... vii
DEDICATION PAGE............................................................................................... 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 Problems............................................................................................ 3 C. Problem Limitation........................................................................................... 3 D. Research Objectives.......................................................................................... 4 E. Research Benefits............................................................................................. 4 F. Definition of Terms........................................................................................... 5 CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Description.....................................................................................7
1. Instructional Design Models......................................................................... 7
2. Reading......................................................................................................... 11
a. The Definition of Reading....................................................................... 11
b. Reading Purpose.......................................................................................12
c. Teaching Reading..................................................................................... 14
3. Authentic Material........................................................................................ 14
a. Definition of Authentic Materials............................................................ 15
b. Advantages of Authentic Materials..........................................................15
c. Disadvantages of Authentic Materials..................................................... 16
4. Teen Magazines............................................................................................ 17
5. Materials Development................................................................................. 19
6. Task-Based Learning (TBL)......................................................................... 20
B. Theoretical Framework..................................................................................... 22
CHAPTER 3: RESEARCH METHODOLOGY A. Research Method.............................................................................................. 26
1. Research and Information Collecting........................................................... 28
2. Planning........................................................................................................ 28
3. Develop Preliminary Form of Product......................................................... 29
4. Preliminary Field Testing............................................................................. 29
5. Main Product Revision................................................................................. 29
B. Research Setting............................................................................................... 30
C. Research Participants........................................................................................ 30
1. Participants of Research and Information Collecting................................... 30
2. Participants of Materials Evaluation............................................................. 31
D. Instruments and Data Gathering Techniques....................................................31
1. Instruments................................................................................................... 32
a. Questionnaire........................................................................................... 32
b. Interview.................................................................................................. 33
2. Data Gathering Techniques.......................................................................... 33
E. Data Analysis Technique.................................................................................. 34
1. Analyzing Data in Research and Information Collecting............................. 34
2. Analyzing Data in Materials Evaluation....................................................... 34
F. Research Procedure........................................................................................... 35
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION A. The Steps in Designing Materials..................................................................... 37
1. Research and Information Collecting........................................................... 37
2. Planning........................................................................................................ 41
a. Determining Goals, Topics, and General Purposes..................................41
b. Specifying Learning Objectives............................................................... 42
3. Develop Preliminary Form of Product......................................................... 44
a. Listing Subject Contents.......................................................................... 44
b. Selecting T/L Activities and Materials.................................................... 46
4. Preliminary Field Testing............................................................................. 46
5. Main Product Revision................................................................................. 51
B. The Presentation of the Designed Materials..................................................... 52
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS A. Conclusions...................................................................................................... 53 B. Recommendations............................................................................................. 54
REFERENCES......................................................................................................... 55
APPENDICES.......................................................................................................... 57
LIST OF TABLES
Table Page
3.1 The Description of Respondents’ Background.................................................... 31
3.2 The Presentation of Respondents’ Opinion on the Designed Materials...............35
4.1 The Basic Competences of Each Unit.................................................................. 42
4.2 The Learning Indicators of Each Unit.................................................................. 42
4.3 The Background of the Respondents................................................................... 47
4.4 The Descriptive Statistics of the Materials Evaluation........................................ 48
LIST OF FIGURES
Figure Page
2.1 Kemp’s Instructional Design Model.....................................................................8
2.2 Hutchinson and Waters’ Materials Design Model............................................... 19
2.3 Willis’ Task-based Learning Framework............................................................. 21
2.4 The Overall Steps of Designing Materials........................................................... 24
3.1 R&D Cycle combined with Designing Materials Steps adapted from Kemp..... 27
LIST OF APPENDICES
Appendix Page
A. The Permission Letter........................................................................................... 58
B. The Interview Checklist for Research and Information Collecting....................... 60
C. The Questionnaire for Research and Information Collecting................................ 62
D. The Questionnaire for Materials Evaluation......................................................... 64
E. The Syllabus of the Designed Materials................................................................ 68
F. The Lesson Plans of the Designed Materials......................................................... 73
G. The Presentation of the Designed Materials......................................................... 82
CHAPTER I INTRODUCTION This chapter aims to introduce the research background, research problem, problem limitation, research objectives, research benefits, and definitions of terms. A. Research Background Responding to the phenomenon that English has been the international
language, many countries in the world, which do not use English as their first language, start to include English lesson as a compulsory subject in schools.
Indonesia as one of those countries also does the same thing. The government adds English in the curriculum at elementary school levels up to university levels.
Since, the curriculum used in Indonesia is the Kurikulum Tingkat Satuan
Pendidikan (KTSP) or School Based Curriculum. In this curriculum, every school is
given an opportunity to develop and manage the curriculum based on its condition and aspiration (Muslich, 2007: 10). There are four skills in English lesson stated in the curriculum, one of them is reading.
Teachers should consider the importance of reading for students since reading is a skill which is integrated with other skills. There are many factors that affect teens’ awareness to reading habits in the English subject. One of them is the material given by teacher. Reading becomes a boring activity in class when it is not modified.
2 Some observations in schools conducted by the researcher showed that reading sometimes made students feel bored and sleepy. In addition, the researcher also interviewed a teacher of SMPN 5 Depok Sleman Yogyakarta about the situation of reading classes in English subject in that school. The results of the interview show that reading classes often make the students bored when the materials are less interesting. Therefore, the researcher considers that materials which contain topic related to and appropriate for teens can enhance their reading competence and their interest in reading English texts.
In order to provide interesting and relevant materials, the researcher proposes the use of one kind of authentic material, English teen magazines. Berardo (2006) says that authentic materials are “materials that have been produced to fulfill some social purposes in the language community.” By designing materials using English teen magazines, they hopefully would know current events and be accustomed to reading English articles. English teen magazines not only contain articles that are easy and fun to read but also good layouts so that students will pay attention and be interested in it. “Students make greater strides forward in comprehending reading if they are reading topics that appeal to them personally” (McShane, 2005).
Anderson as cited by Nunan (2003: 69) confirms that reading is an essential skill for English learners as their second or foreign language. It is also an important skill to master to ensure success not only in reading English, but also in learning any other things where reading in English is required. It will make a greater progress and development in all other areas of learning. Considering that matter, reading is
3 important for the seventh grade of SMPN 5 Depok Sleman Yogyakarta especially in the English class. The English teacher realizes that SMPN 5 Depok Sleman Yogyakarta students at seventh grade need many English reading materials since reading is their fundamental in learning English. It is also recognized that fun and modified reading material can improve students’ interest in reading English.