A set of integrated reading writing materials of self access centre in SMK Negeri 2 Depok for the tenth grade students

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A SET OF INTEGRATED READING WRITING MATERIALS

OF SELF-ACCESS CENTRE IN

SMK NEGERI 2 DEPOK

FOR THE TENTH GRADE STUDENTS

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Karina Lega Ayu Student Number: 091214031

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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Stay strong, make them wonder how you’re still

smiling

(Anonymous)

When you know better you do better

(Maya Angelou)

True leaders don’t create followers, they create

more leaders

(Anonymous)

I dedicated this thesis to

Allah SWT

My parents: Oentoeng Legowo, S.H. and Anycita Indah

Hartani

My lovely sisters: Tusiana Wismandani and Trizky Kandi

Amalia

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ABSTRACT

Ayu, Karina Lega. 2014. A Set of Integrated Reading Writing Materials of Self-Access Centre in SMK Negeri 2 Depok for the Tenth Grade Students. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

SMK Negeri 2 Depok, one of the vocational schools, taught English from the beginning level i.e. tenth grade students. The school provided a place for the students to learn English outside the class which was called Self-Access Centre (SAC). There were some materials, called self-access materials, provided in SAC which covered materials for reading, writing, speaking, listening, grammar, and vocabulary. The students were allowed to choose the materials by themselves and assessed their own work. However, the students thought that the reading and writing materials were uninteresting. Moreover, the reading and writing materials were separated. On the other hand, some experts stated that the reading and writing materials should be integrated. Therefore, there were two research problems presented in this research i.e. (1) How a set of integrated reading writing materials of Self-Access Centre in SMK Negeri 2 Depok for the tenth grade students is designed and (2) What the set of integrated reading writing materials of Self-Access Centre in SMK Negeri 2 Depok for the tenth grade students looks like.

In order to answer the first question, the researcher employed the modified instructional model of Kemp and also the R&D method. There were eight steps used by the researcher, namely 1) Conducting Need Survey, 2) Stating Goal, Topics and General Purposes, 3) Stating Learning Objectives, 4) Listing the Subject Content, 5) Selecting Teaching and Learning Activities, 6) Designing the Materials, 7) Conducting Materials Evaluation and 8) Revising the design Materials.

In order to answer the second question, the researcher presented the final version of the designed materials which was based on the theory of Task- Based Learning. The final materials consisted of four units, namely “What do They Look Like?”, “Show Me the Way!”, This is What I Want to Be, and “Attention Please!”. Each unit consisted of three main parts, namely Let’s Get Ready! as Pre-Task, Challenge Yourself! as Task Cycle and Let’s Focus as Post-Task.

This set of integrated reading and writing materials were expected to be implemented in SAC. Furthermore, the materials were expected to be able to improve the students‟ abilities in learning English independently. Hence, the students would be accustomed to learning English by themselves.

Keywords: Self- Access Centre, SMK Negeri 2 Depok, integrated reading writing

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ABSTRAK

Ayu, Karina Lega (2014). A Set of Integrated Reading Writing Materials of Self-Access Centre in SMK Negeri 2 Depok for the Tenth Grade Students. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

SMK Negeri 2 Depok sebagai salah satu contoh sekolah kejuruan, mengajarkan Bahasa Inggris sejak kelas sepuluh. Sekolah ini menyediakan sebuah tempat dimana siswa dapat belajar Bahasa Inggris walaupun di luar kelas yang biasa disebut Self- Access Centre (SAC). Ada bebrapa materi, biasa disebut self-access materials, yang disediakan di SAC yang meliputi materi untuk membaca, menulis, berbicara, mendengarkan, tata bahasa, dan kosakata. Para siswa diperbolahkan untuk memilih sendiri materi yang ingin mereka kerjakan dan kemudian mereka nilai sendiri. Tetapi, para siswa beranggapan bahwa materi membaca dan menulis membosankan. Lebih lagi, materi membaca dan menulis dibuat secara terpisah. Padahal, menurut beberapa ahli materi membaca dan menulis seharusnya dibuat dalam satu kesatuan.Untuk itu, ada dua pertanyaan yang diajukan di penelitian ini; yaitu (1) Bagaimana seperangkat materi gabungan membaca dan menulis di Self-Access centre di SMK Negeri 2 Depok untuk siswa kelas sepuluh dirancang?(2) Bagaimana bentuk dari materi gabungan membaca dan menulis di Self-Access Centre di SMK Negeri 2 Depok unutk siswa kelas sepuluh tersebut?

Untuk menjawab pertanyaan pertama, peneliti menggunakan model perancangan dari Kemp yang telah dimodifikasi dan metode R&D. Ada delapan tahap yang diterapkan oleh peneliti; yaitu 1) Melakukan Survey Kebutuhan 2) Perencanaan Tujuan, Topik, dan Tujuan Umum 3) Menentukan Tujuan Pembelajaran 4) Menentukan Isi Materi 5) Memilih kegiatan Mengajar dan Belajar 6) Merancang Materi 7) Melakukan Evaluasi Materi 8) Memperbaiki Produk.

Untuk menjawab pertanyaan kedua, peneliti menyajikan hasil akhir dari materi yang telah dirancang yang menggunakan Task-Based Learning. Di dalam materi terdapat empat unit; yaitu “What do They Look Like?”, “Show Me the Way!”, “This is What I Want to Be”, dan “Attention Please!”. Tiap unit terdapat tiga bagian utama; yaitu Let‟s Get Ready! sebagai Kegiatan Pembuka, Challenge Yourself! sebagai Kegiatan Utama dan Let‟s Focus sebagai Kegiatan Akhir.

Materi gabungan membaca dan menulis ini diharapkan dapat diterapkan di SAC. Kemudian, materi-materi tersebut dapat meningkatkan kemampuan para siswa dalam belajar bahasa Inggris secara mandiri. Sehingga, para siswa akan menjadi terbiasa belajar bahasa Inggris sendiri.

Kata Kunci: Self- Access Centre, SMK Negeri 2 Depok, integrated reading

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ACKNOWLEDGEMENTS

First of all, I would like to praise Allah SWT for blessing, helping, and loving me during my whole life. I would also thank my great parents, Oentoeng

Legowo, S.H and Anycita Indah Hartani, for their prayers and supports

whenever I am feeling down. I also thank my lovely sisters, Tusiana

Wismandani and Trizky Kandi Amalia, who always make my day with their

jokes, loves, and cares.

I would thank my great advisor, C. Tutyandari, S.Pd., M.Pd. for all of her help, guidance, suggestions, patience, support, motivation, and encouragement so I could finish my thesis very well. Besides, I also thank my evaluators Patricia

Angelina Lasut, S.Pd., M.Hum, Fx. Mukarto, Ph.D., and Drs. Tri Suko

Bambang Wiyono, M.Hum. who give feedbacks and suggestions on my

designed materials.

My next gratitude is intended to Niken Tyas Utami, S.Pd who has permitted me to conduct the research in her classrooms and Self- Access Centre. I thank Drs. Aragani Mizan Zakaria, the principal of SMK Negeri 2 Depok, who has permitted me to conduct the research in SMK Negeri 2 Depok. Moreover, I thank the tenth grade students in SMK Negeri 2 Depok for being cooperative.

My special thank also goes to my special boyfriend, Antonius Kris

Aditya and his family for always giving me a shoulder to cry on and supporting

me every single time so I can be strong. I also express my gratitude to my forever best friends, Maria Evita Sari and Ratnasari Nugraheni. Then, to my amazing

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friends Shela Novitasari, Ulis Veronica, Elfrida Putri Yuanita, Iluminata

hani, Yulianus ‘Ceper’, Liliana, ncus, Romo Anton waget and all of PBI

students class A’09 that cannot be mentioned one by one, thanks for completing my life and giving me lots of amazing moments. I love you all guys! Then, I thank

my Aprilians friends Yosafat Barona, Catharina Awang and Oktavia

Setiyawati for always helping and supporting me until the end of the thesis

defense day. I also thank my new special friend Ajik for always supporting me. My gratitude is also intended to Mas Mikael Dian Teguh and Sesilia Pramita for their willingness, time, kindness, and suggestions in being my proof

readers. I would like to say thanks to all PBI lecturers, Mbak Dhanniek, Mbak

Linda, and Library staffs who help me. I would like to address my gratitude to

all members of EFO, all of PBI students, all of Sanata Dharma University

students and all people who always motivate and support me. I am very blessed

to have you all in my life.

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TABLE OF CONTENTS

Page

TITLE PAGE ……….. i

APPROVAL PAGES ……….. ii

DEDICATION PAGE ………. iv

STATEMENT OF WORK‟S ORIGINALITY ………... v

PERNYATAAN PERSETUJUAN PUBLIKASI ……….…………...… vi

ABSTRACT ……… vii

ABSTRAK ……….. viii

ACKNOWLEDGEMENTS ……… ix

TABLE OF CONTENTS ……… xi

LIST OF TABLES ……….. xiv

LIST OF FIGURES ……… xv

LIST OF APPENDICES ………. xvi

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

B. Research Problems ……… 7

C. Problem Limitation ……….. 7

D. Research Objectives ………. 8

E. Research Benefits ………. 8

F. Definition of Terms 9 1. Design ………... 9

2. Integrated Skill ………. 10

3. Reading ………. 10

4. Writing ……….. 10 5. Self- Access Centre………...

6. The Tenth Grade Students of SMK Negeri 2 Depok………..

11 12

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CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description ……… 13

1. Instructional Design Model ……….. 13

2. Reading ………. 16

3. Writing ……….. 19

4. The Integration of Reading and Writing ……….…. 5. Task- Based Learning (TBL)……… 6. Self- Access Centre (SAC) ……….….. 21 23 27 B. Theoretical Framework ……….... 30

CHAPTER III. METHODOLOGY A. Research Method ……… 34

B. Research Setting ………. 36

C. Research Participants ……….. 1. Participants of Research and Information Collecting……..…… 2. Participants of Preliminary Field Testing ………... 36 37 37 D. Research Instruments and Data Gathering Techniques …………... 38

1. Research and Information Collecting ………...…… a. Questionnaire………...…...… b. Interview………...……….…...…… 38 38 39 2. Instruments for Evaluation………... 40

E. Data Analysis Techniques ……… 42

F. Research Procedure ………. 43

1. Research and Information Collecting ………... 43

2. Planning ……….... 44 3. Product Developing ……….……….

4. Evaluating……….………. 5. Revising the Designed Materials…….……….……….

44 44 44

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CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A. The Steps in Designing Integrated Reading Writing Materials…… 1. Conducting Need Survey…….……….………

a.Result of the Questionnaire…….……….……….. b.Result of the Interview…….……….………. 2. Stating Goal, Topics, and General Purposes….…….……….. 3. Learning Objectives…….…….………... 4. Listing the Subject Contents…….…….……….. 5. Selecting Teaching and Learning Activities…….…….……….. 6. Designing the Materials…….…….………... 7. Evaluating the Materials…….…….……… 8. Revising the Materials…….………...

45 45 46 53 57 59 60 62 63 64 67

B. The Presentation of the Designed Materials ……… 68

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ………. 69

B. Recommendations ……… 71

REFERENCES ……… 73

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LIST OF TABLES

Table Page

Table 3.1 The Description of the Participants ……… 38 Table 3.2 Degree of Agreement ………..………….. 42 Table 3.3

Table 4.1 Table 4.2 Table 4.3 Table 4.4 Table 4.5 Table 4.6 Table 4.7

The Description of the Participants‟ Evaluations on the

Designed Materials...

Result of the Questionnaire ………..… The Topics and Titles in the Designed Materials ………….…

The Standard Competency and Basic Competences …………

The Indicators ………...……… Description of the Participants ……….. Degrees of Agreement……….……….. Description of the Data………..

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46 57 58 59 64 65 65

xv

LIST OF FIGURES

Figures Page

Figure 2.1 Kemp‟s Instructional Model Design ………..… 15 Figure 2.2 A Framework of Task- Based Learning ………. 24 Figure 2.3 The Researcher‟s Model ………... 32

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LIST OF APPENDICES

Appendix Page

Appendix A Permission Letter……… 76 Appendix B Instruments of Need Analysis Evaluation……….

1. List of Interviews Questions……… 2. Questionnaire of Research and Information

Collecting...

78 79 80

Appendix C Materials Evaluation Questionnaire……….……... 81 Appendix D General Description of the Designed Materials ……..…... 85

Appendix E Syllabus ……….. 89

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CHAPTER I

INTRODUCTION

This chapter presents the introduction of the study which is divided into six parts. Those parts elaborate on background of the study, research problems, problems limitation, objectives of the study, benefits of the study, and definition of terms.

A. Research Background

English, as an international language, becomes important nowadays.

According to Johnson (2001), “There are about a billion people in the world today learning English as a foreign language” (p. 1). Therefore, most of the people learn English even in their early ages. Moreover, the English language subject is taught to the elementary school students even to kindergarten students.

In learning English, there are some skills that have to be learnt by the students. Brown (2007) states that there are four important skills in teaching English for more than six decades now, they are listening, speaking, reading, and writing. Moreover, Oxford (1990) also states “In gaining a new language necessarily involves developing those four skills in varying degrees and

combinations” (p. 5). Hence, in order to master the English language, those four

skills have to be learnt by the students when they are learning English. Those four skills contain three elements, namely grammar, vocabulary, and pronunciation. In learning English, the students cannot only learn one of the skills because those

skills are related to each other. Thus, they have to combine those skills and the elements as one.

Learning English is not easy for those who learn English as a foreign language (EFL). EFL students need to practice more to master the materials. Therefore, some students learn English even after the class with their friends or by themselves. According to Harmer (2007), the students need to be encouraged to develop their own language learning strategies so that they become autonomous learner in order to compensate for the limits of classroom times and improve their language learning and acquisition successfully. When the students finally obtain their own learning strategies, it will be easier for them to learn English.

According to Benson (2011), “Autonomy was seen as a natural product of

the practice of self-directed learning, or learning in which the objectives, progress and evaluation of learning are determined by the learners themselves” (p. 10). As autonomous learners, they will be demanded to be responsible to choose their own materials based on their needs and levels so they can arrange their own learning.

Szabo and Scharle (2000: 4), states “Autonomy and responsibility both require

active involvement, and they are apparently very much interrelated.” Besides, they also stated that responsible attitude of the learners determine the successful learning very much. In short, autonomy learning teaches the students about how to be responsible to their learning progress so they can master the materials with their own efforts.

In this case, the teachers also have responsibilities to help the students, as the autonomous learners, to master English. Thus, the teacher should find

3 appropriate ways to improve the students‟ abilities in learning English. There are some ways in improving the students‟ abilities in learning English outside the class, one of them is providing Self Access Centre (SAC). Benson (2011: 11)

states “In recent years, however, self-access language learning centers have

proliferated to the point where „self- access language learning‟ is often treated as a synonym for self-directed or autonomous learning.” It shows that the use of SAC is suitable for the autonomous learners who are expected to be accustomed to learning English independently.

According to Benson (2001) as cited by Nunan (2003: 291) “Self-Access Centre is an open access resources center containing authentic print, audio and video target language materials.” SAC provides self-access materials covering materials for listening, speaking, reading, writing, grammar, and vocabulary in order to achieve the target language. In addition, Harmer (2007) also states SAC is

“a useful adjunct to classroom learning – or indeed alternative to it” (p. 403). In

short, SAC is a place outside the class with a lot of materials which help the students to learn deeper about English. In SAC, the students are expected to be able to learn English independently. They might choose the materials related to their needs or levels by themselves.

According to Benson as cited by Nunan (2003), nowadays some teachers have been employing self-access and learners training which becomes important features of the language learning scene in general. Therefore, Self-Access Centre has been implemented in some schools. Vocational school is one of the examples.

One of the vocational schools which implement SAC is SMK Negeri 2 Depok. All of the students are welcomed to join SAC. Moreover, the students are also provided with self-access materials covering materials for listening, speaking, reading, writing, grammar and vocabulary. The students might choose the materials by themselves and then assess their own work. There are some levels for each material, namely novice, intermediate, and advanced.

Based on the researcher‟s observation and teaching practice experience at SMK Negeri 2 Depok, the researcher discovered that the self-access materials in the school did not help the students in improving their ability in learning English. Then, the researcher interviewed some of the tenth graders related to their feedback toward SAC and its materials. The result showed that the SAC materials were boring and plain so that some students were reluctant to do the exercises. Since they were unwilling to do the exercises, they could not improve their abilities in learning English. Afterwards, the materials were plain because the appearance was uninteresting. In the materials provided, there were only a few pictures but no colors. Moreover, the materials were boring because the topics were not up-to-date. Besides, it was not related to the students‟ majors. Since the syudents are from vocational school, they like something which is related to their majors, such as engineering, architecture, computer, machine, mine, and building. According to Carvalho (1993), good materials should have good contents and layouts. On the other hand, if the materials are unattractive, the students are not interested in choosing or even doing the exercises. It shows that a good material does not only consider its content but also its presentation so it will

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attract the students‟ attention. As stated by Carvalho (1993), “Excellent worksheet

can be spoilt if the work is untidily hand written, or badly typed or photocopied

with dirty fuzzy edges, and the professional effect is lost” (p. 10). Meanwhile, a material has a good content when it has goals or outcomes. Therefore, the students know for sure what they are learning about based on their needs. Nunan (2004)

states “The most useful goal statements are those that relate to the student not the teacher, and those that are couched in terms of observable performance” (p. 44). It means that the outcomes should focus on the students‟ achievements. Besides, the goal should be something which is measurable so the students can notice their improvement.

In this study, the researcher focuses on the reading and writing skills in designing the materials for SAC. It is because the researcher discovered that the reading and writing materials in the SAC do not have specific goals for each skill, so the students find difficulties in getting the point of the materials. The researcher

found one example of the SAC materials entitled “A Secretary‟s Desk” with

learning objective is “the students are able to answer the questions following the

text”. The previous example shows that the material has an unclear goal so the

students do not know what kind of improvement they will get from doing the exercise. Moreover, there is only one exercise provided which is unattractive for the students. According to Carvalho (1993), each worksheet should state clearly what the activity is about. Thus, when the students choose the exercises they know exactly which materials that can help them in improving their English skill. The researcher also found that from the materials given, the students cannot gain

any information they need because the materials provided are very limited. Since the materials are expected to help the students in learning English so it should

provide some information related to the students‟ needs. It is shown from the

materials which do not provide language focus or notes, so the students cannot learn about some useful information on the activities and some curricular objectives, such as grammar practice.

Furthermore, the materials for reading and writing are separated. Thus, the reading materials focused more on reading comprehension than writing and vice versa. On the other hand, according to Pehrsson and Robinson (1985), “Reading and writing are closely related processes that reflect the organization of ideas in

the minds of readers and writers” (p. 3). It means that reading and writing support

each other. Ralmes (1983) also states “In reading and writing there is a process of

moving back and forth” (p. 116). Thus, when the students want to write about their holiday experiences, for example, they have to read to gain knowledge before sharing something in his or her writing. Furthermore, after he or she finds it, they can start writing. However, the reading and writing materials in SAC at SMK Negeri 2 Depok do not support each other. Therefore, the researcher tries to develop the integrated reading and writing materials in SMK Negeri 2 Depok.

In this study, the researcher designs the materials by using Task-Based Learning (TBL). Harmer (2007) states that Task-Based Learning is almost predicated on the idea of skill integration (Harmer: 2007). It shows that TBL supports the idea of integration skills. Moreover, TBL employs a learner-centered system which is similar to SAC. Besides, TBL also focuses more on the task in

7 order to make the students are accustomed to planning and monitoring their own learning.

In short, this research is aimed to design integrated reading and writing materials of SAC in SMK Negeri 2 Depok for the tenth grade students. The tenth grade students belong to novice level which is the lowest level of English learner in the vocational school. The materials are designed based on the students‟ needs. Moreover, the students do not only learn about reading comprehension but also writing. Furthermore, the researcher expects that the materials might help the teachers in designing materials, especially for reading and writing.

B. Research Problems

As it has been elaborated in the background that the students have limited materials that support their needs, this study addresses two questions. They are:

1. How is a set of integrated reading writing materials of Self-Access Centre in SMK Negeri 2 Depok for the tenth grade students designed?

2. What does the set of integrated reading writing materials of Self-Access Centre in SMK Negeri 2 Depok for the tenth grade students look like?

C. Problems Limitation

This study focuses on designing a set of integrated reading writing materials for vocational school, especially for the tenth grade students of SMK Negeri 2 Depok. The materials are designed based on the students‟ needs. The method used in designing the materials is Task-Based Learning. It is because

Task-Based Learning is appropriate for the students‟ needs and the system in Self -Access Centre which is learner-centred.

D. Research Objectives

This study was conducted to answer the questions stated in the research problems. The objectives of the study are stated as follows.

1. To describe how a set of integrated reading writing materials of Self-Access Centre for the tenth grade students in SMK Negeri 2 Depok is designed.

2. To present a set of integrated reading writing materials of Self-Access Centre for the tenth grade students in SMK Negeri 2 Depok.

E. Research Benefits

This study is expected to give some benefits to the English language teaching for vocational school. The benefits of this study are addressed to the teachers and students of SMK Negeri 2 Depok, and other researchers.

1. The English Teachers of SMK Negeri 2 Depok

The teachers can use the designed materials as supplementary materials in teaching English or improving the materials in SAC. Furthermore, those materials will improve the teachers‟ techniques, strategies, and creativity in designing English materials. Thus, the materials will be more attractive and suitable for the students, especially the autonomous students.

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2. The Tenth Grade Students of SMK Negeri 2 Depok

This study is aimed to help the tenth grade students of SMK Negeri 2 Depok to be accustomed to learning English independently through various activities, making correction, and at last scoring their own works. Therefore,

students‟ ability in learning English independently is expected to improve.

3. Other Researchers

This study is expected to motivate other researchers who are interested in

improving the students‟ ability in learning English for vocational school.

Moreover, it also persuades other researchers to provide materials which are appropriate for improving the students, especially autonomous students, of

vocational school‟s abilities in learning English.

F. Definition of Terms

In order to avoid misunderstanding, this section presents the definition of terms which are used in this study. There are some terms explained as follows.

1. Design

According to Kemp (1977), design is a plan which is applied in every level of education which involves the instructional designer and teachers with three essential elements in it. Those three essential elements are objectives of the learning, activities and resources, and evaluation. Related to this study, the design is to decide how something looks and works, especially by making plans, drawings or model of it (Hornby, 1995). In line with those theories, the researcher concludes that design is a step to make a learning material. It is an educational

planning which decides how something looks and works with three essential elements in it. Thus, with designing the researcher can arrange a set of English materials appropriately. In this study, the researcher design a set of integrated reading writing materials of Self-Access Centre for the tenth grade students in SMK Negeri 2 depok.

2. Integrated Skill

According to Oxford (2001), integrated skill is the combination of two or more skills within a communicative task. In line with the theory, the researcher concludes that integrated skill is two or more skills that are connected to each other. In this study, the researcher designs materials which integrate the reading and writing skills.

3. Reading

Grabe and Stoller (2002) state “Reading is an ability to find out the meaning of words in printed page and interpret this information appropriately” (p. 9). Hence, in reading, the readers are expected to be able to get the main idea of the text in order to get some information in the text. In line with the theory, the researcher concludes that reading is about how the readers are able to obtain information in the text accurately. In this study, the researcher gives more emphasis on reading comprehension and writing as the follow-up activities.

4. Writing

According to Sokolik as cited by Nunan (2003: 88), “Writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to readers.” It means that in

11 writing, the writers are expected to be able to express their ideas through their written texts. Besides, the writers then have to choose the best topic to give impression to the readers. In line with the theory, the researcher concludes that

writing is an ability to express the writers‟ ideas in the statements or paragraphs

clearly. In this study, the researcher tries to integrate reading and writing which are closely related to each other.

5. Self-Access Center (SAC)

According to Benson as cited by Nunan (2003: 291), “Self-Access Center (SAC) is an open access resource center containing authentic print, audio, and

video target language materials.” In line with the theory, the researcher concludes that SAC is a place outside the classroom where the students might learn English as the target language through those media as the materials. The provided media is used to help the students to improve their ability in learning English independently. Therefore, each material provides language focus in order to help the students to learn about some useful information on the activities and some curricular objectives. Besides, the materials provide answer key in order to help the students to check their work and at last assess their work. Thus, the students can learn from their mistakes by checking the answer key and language focus. In this study, the researcher is going to design integrated reading writing materials to be implemented in SAC.

6. The Tenth Grade Students of SMK Negeri 2 Depok

In this study, the researcher conducted the research in SMK Negeri 2 Depok, an engineering institution, which formerly called as STM Pembangunan Yogyakarta. This school provided four years education period with 15 classes and 32 students for each class. The tenth grade students of vocational school are those who are in the first year of SMK, which stands for “Sekolah Menengah Kejuruan”. The students reach this level after graduating from Elementary school and Junior High School which is called as nine years basic education.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is aimed to review some theories related to the study. Hence, the researcher divides this chapter into two major sub-headings namely Theoretical Description and Theoretical Framework. Theoretical Description provides the theoretical issues related to the problems, while the Theoretical Framework explains further about theories in order to formulate the orientation of the study.

A. Theoretical Description

In this section, the researcher discusses some related theories in designing integrated reading writing materials of Self-Access Centre in SMK Negeri 2 Depok. The review on the related literature covers Instructional Design Model, Reading, Writing, Integrated skill, Task-Based Learning and Self-Access Center.

1. Instructional Design Model

The instructional design model used by the researcher as the related

literature is Kemp‟s model. It is used to find out the goals, topics, learning

objectives of instructional design, teaching learning activities and resources, and evaluation. There are some approaches and procedures described here that will be called as instructional design. According to Kemp (1977), this model is designed to answer three questions; they are What must be learned? (Objective), What procedures and resources will work best to reach the desired learning levels? (Activities and resources), and How will we know when the required learning has

taken place? (Evaluation) (p. 8). Kemp (1977: 8) offers eight parts of the plan that will be explained as follows.

a. Stating the Goals, Topics and General Purposes

In this first step, the researcher has to identify the broad goals of the school system and then select the appropriate topics in order to make those goals work appropriately. Further, the researcher states the generals purposes based on each topic.

b. Learner Characteristics

After stating the goals, topics and general purposes, the researcher obtains

information about the learners‟ capabilities, needs, and interests.

c. Learning Objectives

In this step, the researcher specifies the learning objectives, which is concerned with learning as the outcome, to be achieved in terms of measurable student behavioral outcomes.

d. Subject Content

After specifying the learning objectives, the researcher lists the subject content that supports each objective and learners‟ needs.

e. Develop Pre-Assessments

Before selecting teaching/learning activities and resources, the researcher develops pre-assessments to determine the students‟ background and present levels of knowledge of the topic.

15 f. Teaching Learning Activities and Resources

In this step, the researcher selects teaching learning activities and resources that will treat the subject content so students will accomplish the objectives.

g. Support Services

Before evaluating students‟ learning, the researcher coordinates such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.

h. Evaluation

This is the last step of the plan to develop instructional design. The researcher evaluates students‟ learning in terms of their accomplishment of objectives, with a view to revising and revaluating any phases of the plan that need improvement. The following is the illustration of the Kemp‟s model.

Figure 2.1 shows the relation of one step to the other steps in the plan. This cycle is considered as a flexible process. It means that the researcher might choose which step will start the plan. Moreover, there is interdependence among those eight elements in which each step affects the other steps.

In this study, the researcher chooses some steps in the Kemp‟s

instructional model design. Those steps are stating goals, topics and general purposes, stating learning objectives, listing the subject content, selecting teaching learning activities, evaluating, and revising.

2. Reading

This study is going to design an integrated reading and writing materials in which the researcher will give more emphasis on reading comprehension and writing as the follow-up activities. Firstly, the researcher will explain further about reading.

Reading is a process in which the readers combine the information from a text and their background knowledge to build meaning (Anderson, 1991 as cited in Nunan 2003). Hence, the readers will understand the contents of the text and gain some information from the text through reading. According to Grabe & Soller (2002), the main purpose of reading is not to remember but to grasp the main ideas and supporting ideas of the texts and then relate it to their background knowledge appropriately.

17 According to Cushenbery (1985:9) there are four basic levels of reading comprehension skills:

1) Literal Reading

In this level the readers recognize details, main ideas and find out the cause - effects which are explicitly stated.

2) Interpretive Level

In this level the reader is expected to find out the author‟s purpose,

recognize the main idea, the cause-effects, and the details which stated implicitly. 3) Critical Reading

For this level, the readers are expected to determine whether the statement is fact or opinion.

4) Creative Reading

In this level, the readers are expected to be able to solve the problems given and then make conclusions about the text.

This study focuses more on the literal reading and critical reading which is

based on the students‟ needs and characteristics. Moreover, according to Harmer

(2007:283), there are two types of reading: 1) Extensive Reading

Anderson (1991) as cited in Nunan (2003) states that extensive reading means reading a lot of books without paying much attention to the classroom exercise that may test comprehension skill. It means that the students may consider this as reading for pleasure. Moreover, Harmer (2003) also states that in extensive reading, the students should be allowed to choose their own reading

texts based on their interests. Hence, the students will enjoy reading the books and grasp the main ideas of the text easily. In short, in extensive reading the students are expected to understand the text without burdening their mind by thinking much on it.

2) Intensive Reading

As a contrast with extensive reading, Anderson (1991) as cited in Nunan

(2003) states that intensive reading is aimed to develop the students‟

comprehension of reading skill by using textbook activities. The students will read a short reading passage as the main activity. In intensive reading, teachers will choose the topics and tasks for the students. However, students do not need to worry about the meaning of every single word, they only need to understand the general understanding of the text. In giving tasks, teachers should know about the

purposes of the reading and ask the students‟ needs. At the end, teachers should

give feedback and prompt them to notice language features within it.

In this study, the researcher chooses the extensive reading which is based on the students‟ needs in learning in SAC. Tomlinson (1998) proposes “One of the features of self-access materials is the materials provide extensive exposure to

authentic English through purposeful reading and/or listening activities” (p. 322).

In short, the self access materials for SAC are better using extensive reading. Brown (2007) states there are ten strategies for reading comprehension. However, in this study the researcher only focuses on two strategies, they are skim the text for the main ideas and scan the text for specific information. Skimming is reading a whole text quickly in order to predict the purpose of the texts.

19 Meanwhile, scanning is reading only some parts of the texts in order to find particular information (Brown, 2007). Those two strategies are used in this study.

3. Writing

According to Sokolik (n.d.) as cited by Nunan (2003) “Writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader” (p.88). The purpose of writing is both to express and impress. It means that in writing the writers express their ideas or feelings through their writings and then choose the best topics to give impression to the readers. Writing is both a process

and a product. According to Sokolik (n.d.) as cited in Nunan (2003: 88) , “The process of writing is often cyclical and sometimes disorderly”. Those come up

from the writer‟s processes like imagining, organizing, drafting, editing, reading, and rereading. Brown (2001) states that “Written products are often the result of

thinking, drafting, and revising procedures that require specialized skills, skills

that not every speaker develops naturally” (p. 335). At last, what the readers see is

a product of those processes such as essay, letter, story, or research report.

According to Brown (2001), there are nine principles for designing writing techniques, they are:

1) Incorporate Practices of “good” Writers.

In this first guideline, the students contemplate devising a technique that has a writing goal in it, consider the various things that efficient writers do, and see if the technique includes some these practices.

2) Balance Process and Product

Because writing is composing process and usually requires multiple drafts before an effective product is created, make sure that students are carefully led through appropriate stages in the process of composing.

3) Account for Cultural/Literary Backgrounds

Make sure that the techniques do not assume that the students know English rhetorical conventions.

4) Connect Reading and Writing

Clearly, students learn to write in part by carefully observing what is already written. That is, they learn by observing, or reading, the written word. 5) Provide as much Authentic Writing as Possible

Sharing writing with other students in the class is one way to add authenticity. Publishing a class newsletter, writing letters to people outside of class, writing a script, for a skit or dramatic presentation, writing a resume, writing advertisement- all these can be seen as authentic writing.

6) Frame the Techniques in Terms of Prewriting, Drafting, and Revising Stages. Process writing approaches tend to be framed in three stages of writing. In prewriting stage encourages the generation of ideas. The drafting and revising stages are the core of process writing.

7) Strive to Offer Techniques that are as Interactive as Possible

A process-oriented approach to writing instruction is, by definition, interactive, as well as learner-centered. Writing techniques that focus on purposes other than compositions are also subject to the principles of interactive classroom.

21 8) Sensitively Apply Methods of Responding to and Correcting the Students‟

Writing

Error correction in writing must be approached in a different manner since it often includes an extensive planning stage, error treatment can begin in the drafting and revising stages, during which time it is more appropriate to consider errors among several features of the whole process of responding to the student writing.

In order to improve the designed materials of writing, the researcher considered those principles.

4. The Integration of Reading and Writing

Integrated skill is the combination of two or more skills within a communicative task (Oxford: 2001). In integrated skill, there are several skills

used. Harmer (2007: 267) states that “skill integration is a major factor in lesson planning.” When the teachers only teach one skill, the students will easily get bored. Besides, they cannot improve their English because they only learn one

skill. According to Harmer (2007), “It is usually impossible to complete a task

successfully in one skill area without involving some other skill” (p.267). The balance of skills is needed in learning English. Some students might need to learn listening and speaking skills, but others may need to learn reading and writing skills. Thus, integrated skills are needed in order to provide maximum learning opportunities for the different students in the class.

Harmer (2007) explains that receptive skill is a term which is used for reading and writing skills, meanwhile productive skill is a term which is used for speaking and writing. In this study, the researcher focuses on reading as a receptive skill and writing as a productive skill. According to Brown (2007),

“integration can be defined as production and reception that quite simply two sides of the same coin; one cannot split the coin in two” (p. 286). Moreover, Harmer (2001) notes the production must be followed by receptive skill in many situations. It shows that reading as a productive skill and writing as a receptive skill are connected each other. Moreover, most of the writers write something which is based on what they read. It is supported by Anderson (n.d.) as cited by

Nunan (2003: 71) “based on the whole language approach in reading, it is integrated with writing since classes work on both skills simultaneously.” In order

to produce good writing, the writer should read again the writing to make sure that everything has been done well. It shows that reading and writing supports each other.

In this study, the researcher employs Task-Based Learning (TBL) as the method in designing the materials. According to Brown (2007), several integrated skills are involved in TBL which focuses on the language in the real world that demands the use of two or more skills simultaneously. Hence, the researcher chooses TBL as the appropriate method in designing the integrated reading and writing materials.

23

5. Task-Based Learning (TBL)

a. Definition of Task-Based Learning

According to Richard & Rodgers (2001), “Task-Based Learning (TBL) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching” (p. 223). It shows that TBL focuses more on the

task as the main activity. Harmer (2007) states “task-based learning also makes

the performance of meaningful tasks central to the learning process” (p.71). It

means that the tasks given focus on the students‟ learning process. In short, this method focuses on student-centered activities. The language used is based on the

students‟ daily lives so the outcome will be nonlinguistic, in which the students do

not need to focus much on the language forms. The task presented to the students is more about performance or problem solving instead of a language structure or function.

Feez (1998: 17) as cited by Richards & Rodgers (2001: 224) summarizes the key assumptions of task-based instruction which are presented as follows. 1) The focus is on process rather than product.

2) Basic elements are purposeful activities and tasks that emphasize communication and meaning.

3) Learners learn language by interacting communicatively and purposefully while engaged in the activities and tasks.

4) Activities and tasks can be either those which learners might need to achieve in real-life and those which have a pedagogic purpose specific to the classroom.

5) Activities and tasks of a task-based syllabus are sequenced according to difficulty.

6) The difficulty of a particular task depends on a range of factors including the previous experience of the learner, the complexity of the task, the language required to undertake the task, and the degree of support available.

b. The Procedure of Using Task-Based Learning

In Task-Based Learning, the focus of the lesson is the task, not the structure. The following is a framework for Task-Based Learning by Jane Willis (1996: 38):

Figure 2.2: A Framework of Task-Based Learning

Based on the figure 2.2, there are three stages of procedure of using Task-Based Learning according to Willis (1996: 38) which are presented as follows. 1) Pre-task

In pre-task the activities are about introduction to topics and tasks. It is including brainstorming, a pre-task, introduction of useful words and phrases, preparation time or listening to native speakers doing the tasks.

TASK CYCLE

Task Planning Report

LANGUAGE FOCUS Analysis and practice

PRE-TASK

25 2) Task cycle

In this part, the activities are about task planning report. The students are pleased to improve their language under the teacher‟s guidance while planning their reports on the tasks. In this cycle, there are three steps; they are task, planning and report. The students do the tasks in pairs or small groups under the

teacher‟s monitoring. Then, the students plan how they will tell the rest of the class what they did and how it went and last they present their report to the class orally or exchange written reports and compares the results.

3) Language Focus

In language focus, the activities are about analysis and practice. In analysis, the students examine and discuss specific features of the text or transcript of the recording. Meanwhile, in practice cycle the teacher conducts practice of new words, phrases and patterns occurring in the data, either during or after the analysis.

c. Types of Activities

According to Pattison (1987) as cited in Nunan (2004: 57-58) there are seven types of activities and tasks which are described as follows.

1) Questions and answers

These activities are based on the notion of creating an information gap by letting learners make a personal and secret choice from a list of language items which all fit in to a given frame, for instance the location of a person or an object.

2) Dialogues and role plays

These can be wholly scripted or wholly improvised. However, if learners are given some choice of what to say, and if there is a clear aim to be achieved by what they say in their role plays, they may participate more willingly and learn more thoroughly than when they are told to simply repeat a given dialogue in pairs.

3) Matching activities

In this activity, the learners need to recognize matching items, or to

complete pairs or sets. „Bingo‟, „Happy families‟ and „Split dialogues‟ (where

learners match given phrases) are examples of matching activities. 4) Communication strategies

These are activities designed to encourage learners to practice communication strategies such as paraphrasing, borrowing or inventing words, using gesture, asking for feedback and simplifying.

5) Pictures and pictures problems

Many communication activities can be stimulated through the use of pictures, such as spot the difference, memory test, sequencing pictures to tell a story).

6) Puzzles and problems

This activity requires learners to make guesses, draw on their general knowledge and personal experiences, use their imaginations and test their powers of logical reasoning.

27 7) Discussion and decisions

These require the learners to collect and share information to reach a decision (e.g. to decide which items from a list are essential to have on a desert island).

According to Nunan (2004), by using „task‟ the students are expected to

able to plan and monitor their own learning and begin to break down some of the traditional hierarchies. Therefore, the researcher chooses TBL as the method which is applied to the SAC materials since it supports the students‟ independences.

6. Self-Access Center (SAC)

According to Sheerin (1991) as cited by Benson (2011), Self-Access is how the materials are described through the designed and organized materials so that the students can select and work on their own tasks. It is followed by Benson

(2001) as cited by Nunan (2003: 291), “Self-Access Centre is the basic of self-directed learning, or learning outside the classroom that was planned and execute by the learners themselves.” In short, SAC is a place where the students are allowed to learn English outside the classroom and then select and work on their own learning materials.

According to Sheerin (1989), “Self-access material tends to be that it consists of activities or texts, plus questions or tasks which are self-correcting” (p.24). Thus, the students are demanded to be able to find the mistakes and score their own work. In SAC there are so many media provided to improve the

students‟ skills in learning English such as books, worksheets, CDs and DVDs, and, moreover, some SACs also have computers which are hooked up to an

internet. According to Harmer (2007), “The materials given covers grammar

reference and work-book type tasks to audio and video excerpts which can be

worked by students want (by themselves, in pairs or in groups” (p.403). Besides,

students can also find some collections of literature, dictionaries, reading texts, and listening materials. Thus, in SAC students can improve their English by doing the provided materials whenever they want.

In SAC, there are some materials provided for the students which are called self-access materials. According to Tomlinson (1998), “Self- access materials are exercises which enable the learners to work on what they need in

their own time and at their own pace without reference to a teacher” (p. 320). It

shows that in SAC the students are demanded to take their own responsibilities to their own work. According to Sheerin (1989: 23), there are several criteria that should be applied to the design in order to produce good self-access materials. The criteria will be explained as follows.

1) Clearly Stated Aims

It is important to state the aim clearly because it helps the student in deciding whether or not the materials suit his or her needs. Therefore, the students should understand the aims of self-access materials provided clearly.

2) Clarity of rubric

Careful attention should be paid to rubrics when writing or adapting material. The students need the utmost clarity, together with clear examples of

29 what is required when they are going to work on their own. Besides, it is also necessary to control level of language used in instruction.

3) Attractive Presentation

The self-access materials should be as attractive and inviting as possible. Materials with a professional finish will give the student confidence.

4) Worthwhile Activity

The activities in the materials should be worthwhile. It means that the students should be possible to learn something by doing the activity, and that

„something‟ should be worth learning. Besides, the material should be motivating and interesting.

5) Choice of Procedure

The instruction should be dictatorial. The material writers should offer students a choice of procedures in order to give them opportunity to employ learning styles which suits them best.

6) Feedback

Self-access materials are used without teacher, and therefore, feedback needs to be built in. practice activities need keys; listening materials needs a tape script; more subjective activities require commentaries rather than keys.

7) Balanced Diet

The provision of materials should be balanced and coherent, that is to say the quantity of material at each level and for each main focus should be more or less the same. There should be a variety of activity types and aims.

B. Theoretical framework

Some steps are required to design integrated reading and writing materials of SAC in SMK Negeri 2 Depok for the tenth grade students. The theoretical description above is seen as a basis to clarify the framework of this study that would guide us into the real discussion.

In this study the researcher addresses two research problems. The first is how a set of integrated reading writing materials of Self-Access Centre in SMK Negeri 2 Depok for the tenth grade students designed. The second is what does the set of integrated reading writing materials of Self-Access Centre in SMK Negeri 2 Depok for the tenth grade students look like. In order to answer the first research

problems, the researcher use the Kemp‟s instructional design model. There are eight steps used by the researcher in order to design the integrated reading writing materials of Self-Access Centre in SMK Negeri 2 Depok for the tenth grade students. The following is the eight steps used by the researcher.

1. Conducting Needs Survey

The researcher conducted the need survey by distributing questionnaire to the tenth grade students at SMK Negeri 2 Depok and interviewing an English teacher and one student of each class that had been observed by the researcher. It is aimed to know the students‟ needs, characteristics, and difficulties in learning English, especially reading and writing. Besides, it is aimed to find out deeper information about the materials in Self-Access Center. It is also used to find out the feedback from the English teachers about the idea of instructional material design.

31 2. Stating Goals, Topics and General Purposes

In this step, the researcher decides the goals of designing the materials, then selects appropriate topics for the students in order to achieve the goals and states the general purposes of each topic clearly so later it will help the students in learning English through the designed materials.

3. Stating Learning Objectives

The researcher develops the objectives of each topic explicitly and clearly. The objectives are activities or behaviors that can be measured and observed clearly. Thus, the students are able to achieve the goals well.

4. Listing the Subject Content

In this step, the researcher classifies the appropriate knowledge and skills. The subject contents are based on the learning objectives and students‟ needs. There are three elements of subject contents based on the Task-Based Learning theory used by the researcher; they are pre-task, task cycle and language focus. 5. Selecting Teaching and Learning Activities

After getting the data from need analysis, the researcher selects appropriate activities which support the students in learning English effectively. 6. Designing the materials

After determining the previous stages, the researcher proceeds to design materials based on the information from the previous stages.

7. Conducting Materials Evaluation

After designing the materials, the researcher conducts materials evaluation. In this step, the researcher distributes questionnaires to one English

teacher of SMK Negeri 2 Depok and two lecturers of the English Language Education Study Program at Sanata Dharma University. The questionnaire was aimed to get feedback and suggestion related to the designed materials. Moreover, the researcher also knows whether the materials are applicable or not.

8. Revising the Design Materials

After getting feedback and suggestion from the questionnaire, the researcher starts to revise and improve the materials based on the result of the questionnaire. Finally, the final revision of the design can be used by the students.

The following is the summary of those eight steps described above based

on the researcher‟s model.

Figure 2.3 The Researcher’s Model

Furthermore, in order to answer the second problem formulation, which is what does the set of integrated reading writing materials of Self-Access Centre in SMK Negeri 2 Depok for the tenth grade students look like, the researcher uses Task-Based Learning theory by Jane Willis. Therefore, in designing the materials the researcher uses the procedure of Task-Based Learning; they are pre-task, task cycle and post-task. The types of activities in the designed materials are questions

33 and answers, pictures and picture stories, matching activities and discussion. The designed materials are focused on the integrated reading and writing, in which the reading comprehensions come first and writing as follows. Thus, the reading sections become the model for writing.

34

CHAPTER III

RESEARCH METHODOLOGY

The purpose of this chapter is to present the method used in order to answer the questions stated in Chapter I. The discussion is divided into six major parts; they are research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A. Research Method

There are two questions in this study that have been stated in the Chapter I. First, how is a set of integrated reading writing materials of Self-Access Centre in SMK Negeri 2 Depok for tenth grade students designed. Second, what does the set of integrated reading writing materials of Self-Access Centre in SMK Negeri 2 Depok for the tenth grade students look like.

In order to answer those questions, this study used the theory of Educational Research and Development (R&D). Research and Development (R&D) is aimed to develop the instructional materials. According to Borg and Gall (1983: 772), “Educational research and development (R&D) is a process used to develop and validate educational products.” There are ten major steps in the R&D cycle used to develop minicourses (Borg and Gall, 1983: 775) but the researcher only used five of it because of the time limitation.

35 The major steps that are used in this study described as follows.

1. Conducting Research and Information Collecting

In this step, the researcher started the research by conducting observation and reviewing related literature to collect information and knowledge related to the study. The observation was done through distributing questionnaire and conducting interview. The questionnaire was distributed to the tenth grade students of SMK Negeri 2 Depok. Then, the interviews were conducted to an English teacher of tenth grade at the same school and one students of each class that had been observed by the researcher.

2. Planning

In this step, the researcher included stating goals, topics, and general

purposes, making of lesson plans and syllabuses based on the students‟ needs. The

researcher decided what general purposes and goals were going to be achieved by the students and what topics were going to be presented in the designed materials. 3. Preliminary Form of Product Developing

In this step the researcher prepared for the designed materials which was included the instructional materials and evaluation devices. The researcher designed materials by using Task-Based Learning. It was based on the need analysis resulted from the questionnaire and interview. In this study, the researcher designed a set of integrated reading writing materials of SAC in SMK Negeri 2 Depok for tenth grade students.

4. Preliminary Field Testing

In this step, the researcher used a questionnaire as the instrument in order to obtain the evaluation of the educational products. The questionnaire was distributed to the two lecturers of the English Language Education Study Program at Sanata Dharma University and an English teacher at SMK Negeri 2 Depok. From the questionnaire, the researcher got feedback and suggestions in order to improve the designed materials.

5. Main Product Revision

In this step, the researcher revised the designed materials based on the result in the Preliminary Field Testing.

B. Research Setting

The study took place in SMK Negeri 2 Depok located at Mrican, Caturtunggal Depok in Yogyakarta. The data collection was done in SMK Negeri 2 Depok and Sanata Dharma University Yogyakarta. The time needed for conducting need survey and evaluating the designed materials was on Mei to August 2013.

C. Research Participants

There were two groups of participants in this study. The first group was the participants of Research and Information Collecting that were the tenth grade students of SMK Negeri 2 Depok and their English teacher. The second group was the participants of Preliminary Field Testing.

37 1. Participants of Research and Information Collecting

The participants of the interviews were an English teacher of SMK Negeri 2 Depok and one student of each class that had been observed by the researcher. From the interviews, the writer obtained some information about the goal and the use of SAC toward the students, the materials provided in SAC, students‟

characteristics, and students‟ difficulties in learning reading and writing.

Furthermore, the researcher also asked about the materials provided in SAC, especially reading and writing, by interviewing one student of each class that had been observed by the researcher. It was conducted after distributing the questionnaire in order to gain more information that could not been figured out in the questionnaire. The questionnaire was distributed to the tenth grade students of SMK Negeri 2 Depok. The population of the tenth grade students of SMK Negeri 2 Depok was 480 students from 15 classes. The researcher used 128 students as the

sample of need survey that was chosen randomly in order to know the students‟

needs, interests, and difficulties in learning reading and writing. 2. Participants of Preliminary Field Testing

In Preliminary Field Testing, the participants were two lecturers of the English Language Education Study Program at Sanata Dharma University and an English teacher at SMK Negeri 2 Depok. They were expected to give feedback and suggestions of the designed materials through the materials evaluation questionnaire. Thus, the researcher improved the materials design based on the result of the questionnaire. The researcher chose those participants because they

experienced in designing materials. The table below represented the description of the participants.

Table 3.1 The Description of the Participants

Respondents ∑

Educational Background

Teaching Experiences (Year)

S1 S2 S3 0-10 10-20 <20 Lecturers

English Teacher

D. Research Instruments and Data Gathering Technique

In conducting the research, the researcher used two kinds of instruments, namely questionnaire and interview. Those instruments were done before and after designing the materials. By conducting the questionnaire and interview, the researcher got clearer and deeper information related to the materials and the specification. Later, the materials would be designed based on the information.

The instruments that were used in Research and Information Collecting and Evaluation described as follows.

1. Research and Information Collecting

There were two instruments used in the Research and Information Collecting, namely questionnaire and interview.

a. Questionnaire

The first instrument used by the researcher was questionnaire. According to Gall, Gall, and Borg (2007), “Questionnaires are printed forms that ask the same questions of all individuals in the sample and for which respondents record

39 Indonesian language in order to avoid misunderstanding of the students. Thus, from the questionnaire the writer obtained information needed.

There are two kinds of questionnaire; closed form and open form. The first one was closed form questionnaire. It is a kind of questionnaire that provide for marking a yes or no, a short response, or closed-form type. Closed form questionnaire is easy to fill out and only took a little time. The respondents only need to cross, tick or circle the answer that closely represented their viewpoint; usually for yes or no answer. The second was open form questionnaire. It asks the respondents to give their free responses in their own words. Open form questionnaire provides for greater depth of response. The researcher used closed-ended questions in this study, so that the answers were easier to be calculated and appropriate to the researcher‟s standard

In this study, the questionnaire was aimed to collect data of the students‟ needs in learning English especially in reading and writing skills. Thus, the

researcher could design the materials based on the students‟ needs. In order to know about the students‟ difficulties in working on the materials in SAC and the

activities they wanted, the researcher asked about the students‟ opinion on the

materials in SAC. b. Interview

The second instrument used by the researcher was interview. In short,

interview is an oral questionnaire. Interview can be defined as “A process in which a researcher and participant engage in a conversation focused on questions

respondents might be reluctant to write something in the writing so the information given was not clear. According to Best (1987), “Instead of writing the response, the subject or interviewee gives the needed information verbally in a face-to-face relationship” (p. 164). From the face-to-face conversation the writer could explain clearly the purpose of the study and obtain deeper information from the interviewee.

Based on the amount of structure desired, there are three kinds of interviews; highly structured, semi-structured and unstructured/informal. This study applied unstructured interview which done informally. In unstructured interview the interviewer mostly used open-ended question. Thus, the interviewer could gain deeper information from the interviewees.

The interviewees were an English teacher at SMK Negeri 2 Depok and one student of each class that had been observed by the researcher. The questions were basically about their opinion on the activities and materials in Self-Access Center

and also about the students‟ needs and characteristics. Thus, the aim of the

interviews was to gain deeper information related to the materials for SAC in order to design appropriate materials.

2. Instrument for Evaluation

In this section the researcher used questionnaire as the instrument. It was distributed to an English teacher of SMK Negeri 2 Depok and two lecturers of the English language education study program at Sanata Dharma University after designing the integrated reading and writing materials. This questionnaire was aimed to get the evaluation and suggestions on the designed materials. Thus, the

41 researcher would produce appropriate materials design based on the suggestions given.

In gathering data, the researcher used two kinds of instrument; questionnaire and interview. Based on the research and information collecting step of R&D, firstly, the researcher distributed the questionnaire to the tenth grade students of SMK Negeri 2 Depok and conducted interview with an English teacher of SMK Negeri 2 Depok. In order to obtain the data about the students‟ needs and interests, the researcher distributed the first questionnaire to 128 tenth grade students of SMK Negeri 2 Depok who had ever joined Self- Access Center (SAC). Then, the researcher randomly chose one students of each class to gain deeper information related to their opinion of SAC and its materials. Afterwards, the researcher conducted an interview with the English teacher to gain data about the designed material for Self-Access Center. Therefore, the researcher could produce designed materials which were appropriate based on the result of the interviews with the English teacher and the students. After designing the materials, the researcher distributed the second questionnaire to the English teacher of SMK Negeri 2 Depok and two lecturers of the English Language Education Study Program at Sanata Dharma University. The purpose of the questionnaire was to get feedback on the designed materials in the form of opinions and suggestions. Based on the feedback, the researcher made revision and improvement of the materials design.

E. Data Analysis Techniques

The data analysis is one of the important components in this study. Data from questionnaire and interviews were analyzed to find out the students‟ needs in designing materials of Self-Access Center. The data gathered from interviews were analyzed in the form of written paragraph. Meanwhile, the data gathered from questionnaire was analyzed in the form of percentage. According to Fraenkel and Wallen (2008), the total size of the sample should be reported, along with the overall percentage returns. The researcher used several steps to analyze the data. Firstly, the researcher recapitulated the data in the table and then percentaged each answer. The following is the formula used by the researcher.

Note : n : the total number of students who choose a certain answer N : the total number of students

In analyzing the data gathered from the materials evaluation questionnaire,

the writer used Likert‟s scale. According to Sorensen, Jacobs and Ary (2010), “Likert scale is assessing attitudes toward a topic which is indicated by five

degrees” (p.209). The estimation of the participants‟ opinions on the designed

materials used the five degrees of agreement. The following is the five degrees of agreement which is used in this research.

Table 3.2: Degree of Agreement

Points of Agreement Meaning

1 Strongly disagree

2 Disagree

3 Undecided

43

The researcher then presented the description of the participants‟ evaluation on the designed materials in the form of table as follows.

Table 3.3: The Description of the Participants’ Evaluations on the Designed

Materials

No

Participants‟ opinion

Frequency of points

of agreement Percentage

Based on the data, the researcher got feedback and suggestions to improve the designed materials.

F. Research Procedure

In finishing this study, the researcher used some steps in order to obtain some valid and reliable data for instructional design of integrated reading writing materials of Self-Access Centre in SMK Negeri 2 Depok for the tenth grade students. The steps helped the researcher to collect the data. The procedures could be elaborated as follows.

1. Research and Information Collecting

In this first step the researcher gained information about the students‟ needs and interests. Moreover, the researcher also got information related to the Self Access Centre and the materials needed in SAC. The observation was conducted when the researcher was practicing teaching in SMK Negeri 2 Depok.

Points of Agreement Meaning

The researcher collected the data in Needs Survey by distributing questionnaire to the tenth grade students and conducting interviews with an English teacher of SMK Negeri 2 Depok and one student of each class that had been observed.

2. Planning

In this step the researcher planned to design materials. The researcher started to decide the goals, topics and general purposes based on the result of the questionnaire and interview.

3. Product Developing

After the materials, handbooks and evaluation devices were ready, the researcher started to design the materials for Self Access Centre based on the goals, topics and general purposes stated in the previous step.

4. Evaluating

In this step, the researcher conducted evaluation on the materials after designing the integrated reading writing materials. The evaluation was addressed to the two lecturers of the English Language Education Study Program at Sanata Dharma University and an English teacher of SMK Negeri 2 Depok by distributing questionnaire.

5. Revising the designed materials

In the last step, the researcher made the final designed materials based on the feedback from the evaluators. The feedbacks were used to revise the materials in order to produce better design of integrated reading writing materials of Self-Access Centre for the tenth grade students in SMK Negeri 2 Depok.

x.

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DOWN

1. The word you say when you make a request

politely

.

2. Become conscious of something.

4. Information about something important.

7. To be present somewhere.

8. Come together in a group.

3. To make someone interested.

5.

News about someone’s death.

6. Something which is necessary.

9. The opposite of death.

1.

P

E

5. 3.

A

L

S

E

8.

4. 2.

6 . 7.

Le

t’s Focus!

WHAT IS ANNOUNCEMENT?

Announcement is something said, printed or

written which contains of information about

an event that is going to happen or has

happened.

Spoken Announcement

Spoken announcement is an announcement that is uttered through speaking. You should speak clearly to make people understand your announcement easily. We usually find this at television or radio.

Written Announcement

Written announcement is an announcement that is uttered through printed or written form. We usually find it in the newspaper,

magazine, or school’s

announcement board.

In announcement, the information should be short, simple and clear. Here is the structure of

announcement:

- The title or the event. - To whom this information is. - Content of the announcement. - The announcement’s writer/

Language Focus

Attention Please!

Unit 4

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Writing Assignment

Make an announcement in the space provided. The topic is

Independence Day!

Reflection

7.

Do you like this unit? Why or why not?

8.

Do you get any improvement after learning English in this unit?

Answer Key

Let’s get ready!

I.

Answer

1. Announcement. 2. School.

3. There is a student gathering for the eighth grade on August 15 at

hall. It is held by students’ association.

Challenge yourself!

III

.

Answer (20 pts).

No

Information

Answers

Text 1

Text 2

Text 3

Text 4

1.

Topic

of

the

announcements

Birth

Theater

performance

Seat

plan

information

Condolence

2.

Date & Time

January 10,

2014 at 3:35

am

February 15,

2013-2014 at

11 am.

2014

2014

3.

Place

-

Keyano

Theatre

Kathmandu

University

-4.

Other

Information

-

The baby’s

name is

Christina

Penelope

Dempsy.

-

The baby’s

length is

20.5 inches.

-

The baby’s

- it is held by

KTC (Keyane

Theater

Company)

- Students

can see the

Seat Plan

information

regarding

End

Semester

Examination

2014 on

http://elf.ed

u.np/exam/i

- His name

is

Roy

Pongetti

- He was

born

in

1931

Attention Please!

Unit 4

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

announcem

ent was

made by

Prof.Dr.Ra

mesh

Minkey.

IV.

Answer (6pts).

1. SASPARM coordinator.

2. Building Engineering and Civil Engineering students.

3. - The name of the course is Fundamental of Seismic Analysis and Design.

- The last four lectures will be given on Thursday, 9/1/2014 from 10 to 13.30.

- The location is at the Continuing Education Unit in the Scientific Centers building (old campus)- 3rd _{floor, room #3100.}

- The certificates will be distributed after the lectures.

V.

Answer (5 pts).

1. T 2. F 3. T

4. F 5. T

VI.

Answer (9 pts).

Across: 1. Please. 2. Notice. 4. News. 7. Attend. 8. Gather.

Down: 3. Attention. 5. Condolence. 6. Important. 9. Birth.

Writing Assignment

No Aspects Score

1 2 3 4 1. Grammar

2. Content is related to the topic given 3. Creativity

4. Readable 5. Punctuation

Total score

Maximum score: 20

Scoring

Total score: 6

Your Score

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI