Designing a set of integrated reading writing materials using task-based learning for the eighth grade students of SMP BOPKRI 2 Yogyakarta.

DESIGNING A SET OF INTEGRATED READING WRITING

MATERIALS USING TASK-BASED LEARNING FOR THE

EIGHTH GRADE STUDENTS OF SMP BOPKRI 2

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Christian Adi Barata Alexander Student Number: 081214054

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

DESIGNING A SET OF INTEGRATED READING WRITING

MATERIALS USING TASK-BASED LEARNING FOR THE

EIGHTH GRADE STUDENTS OF SMP BOPKRI 2

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Christian Adi Barata Alexander Student Number: 081214054

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

ii

A Sarjana Pendidikan Thesis on

DESIGNING A SET OF INTEGRATED READING WRITING

MATERIALS USING TASK-BASED LEARNING FOR THE

EIGHTH GRADE STUDENTS OF SMP BOPKRI 2

YOGYAKARTA

By

Christian Adi Barata Alexander Student Number: 081214054

Approved by

Advisor

iii

A Sarjana Pendidikan Thesis on

DESIGNING A SET OF INTEGRATED READING WRITING

MATERIALS USING TASK-BASED LEARNING FOR THE

EIGHTH GRADE STUDENTS OF SMP BOPKRI 2

YOGYAKARTA

By

Christian Adi Barata Alexander Student Number: 081214054

Defended before the Board of Examiners on 14 August 2013

and Declared Acceptable

Board of Examiners

Chairperson : C. Tutyandari, S.Pd., M.Pd. ………

Secretary : Drs. Barli Bram, M.Ed., Ph.D. ………

Member : Ag. Hardi Prasetyo, S.Pd., M.A. ………

Member : Dr. Ant. Herujiyanto, M.A. ………

Member : C. Tutyandari, S.Pd., M.Pd. ………

Yogyakarta, 14 August 2013

Faculty of Teachers Training and Education Sanata Dharma University

Dean,

iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, 14 August 2013 The researcher

Christian Adi Barata Alexander 081214054

v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Christian Adi Barata Alexander Nomor Mahasiswa : 081214054

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

DESIGNING A SET OF INTEGRATED READING WRITING

MATERIALS USING TASK-BASED LEARNING FOR THE

EIGHTH GRADE STUDENTS OF SMP BOPKRI 2

YOGYAKARTA

beserta alat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 14 Agustus 2013

Yang menyatakan

vi ABSTRACT

Alexander, Christian A. B. (2013). Designing a Set of Integrated Reading Writing Materials Using Task-based Learning for the Eight Grade Students of SMP Bopkri 2 Yogyakarta. Undergraduate Thesis. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Based on the observation in SMP Bopkri 2 Yogyakarta, it was found that the students had difficulties in English subject. Most of them had below average score in exam. The activities mostly used in teaching-learning activities were still teacher-centered which resulted in students being too passive. It is also worth to mention that the teacher still relied on textbook provided too much without trying to make appropriate materials which difficulty is suitable for students’ ability. The students also did not have enough integrated reading writing materials which can help them learning both skills efficiently. Therefore, this study’s purpose is to design a set of integrated reading writing materials using Task-based Learning for the eighth grade students of SMP Bopkri 2 Yogyakarta. This study focused on two main questions. The first was about how a set of integrated reading writing materials using Task-based Learning for the eighth grade students of SMP Bopkri 2 Yogyakarta designed. The second was about what the designed materials looked like.

To answer the first question, the researcher used instructional model from Kemp which had been modified. There were eight steps used in this study. The nine steps were: (1) conducting need analysis, (2) stating goals, topics, and purposes, (3) stating learning objectives, (4) listing subject contents, (5) selecting teaching-learning activities, (6) designing the materials, (7) evaluating the materials, and (8) revising the materials. The analysis from the evaluation showed that the respondents gave positive reviews regarding the materials. Therefore this can be concluded that the materials were acceptable and appropriate to be used by eighth grade students of junior high school.

To answer the second question, this study presented the final version of the designed materials which already being revised based on the evaluation. The designed materials consist of four units. Each unit is divided into three main parts. They are Pre-task which is called Starting Up, Task-Cycle which is divided into Time to Get Serious and Let’s Do It Together, and Language Focus.

This set of integrated reading writing materials is expected to be used by the teachers for teachings in the class. This material is also expected to facilitate the students in learning both reading and writing skills.

vii ABSTRAK

Alexander, Christian A. B. (2013). Designing a Set of Integrated Reading Writing Materials Using Task-based Learning for the Eight Grade Students of SMP Bopkri 2 Yogyakarta. Skripsi Sarjana Pendidikan. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Sanata Dharma University.

Dalam pengamatan di SMP Bopkri 2 Yogyakarta, diketahui bahwa siswa mengalami kesulitan dalam pelajaran bahasa Inggris. Kebanyakan dari mereka mendapatkan nilai yang masih di bawah rata-rata ketika diadakan ulangan. Aktivitas yang digunakan dalam kegiatan pembelajaran masih terlalu terpusatkan pada guru sehingga membuat siswa terlalu pasif. Juga guru yang terlalu memanfaatkan buku paket yang telah disediakan tanpa mencoba untuk membuat materi sendiri yang tingkat kesulitannya sesuai dengan kemampuan siswa. Para siswa juga kurang mendapatkan pelajaran membaca dan menulis terintegrasi yang dapat digunakan untuk membantu mereka mempelajari Bahasa Inggris secara efisien. Oleh karena itu, studi ini bertujuan untuk merancang seperangkat materi Bahasa Inggris membaca dan menulis yang terintegrasi untuk siswa kelas delapan SMP Bopkri 2 Yogyakarta. Studi ini memfokuskan pada dua pertanyaan. Pertanyaan pertama adalah bagaimana membuat seperangkat materi Bahasa Inggris membaca dan menulis yang terintegrasi menggunakan Task-Based Learning untuk siswa-siswi kelas delapan SMP Bopkri 2 Yogyakarta. Pertanyaan kedua adalah seperti apakah bentuk dari materi Bahasa Inggris membaca dan menulis tersebut.

Untuk menjawab pertanyaan pertama, peneliti menggunakan model perancangan dari Kemp yang telah dimodifikasi. Ada delapan langkah yang digunakan dalam studi ini. Langkah-langkah tersebut adalah (1) mengadakan penelitian untuk mendapatkan kebutuhan berbahasa siswa, (2) menentukan tujuan, membuat daftar topik, dan menguraikan tujuan umum, (3) menentukan tujuan pembelajaran, (4) membuat daftar isi pokok, (5) memilih kegiatan belajar dan mengajar, (6) membuat materi, (7) mengevaluasi materi, dan (8) merevisi materi. Hasil analisis berdasarkan evaluasi materi menunjukkan bahwa para responden memberikan penilaian positif terhadap desain materi ini.. Oleh karena itu dapat disimpulkan bahwa desain materi yang dibuat sudah dapat diterima dan sesuai untuk siswa kelas delapan sekolah menengah pertama.

Untuk menjawab pertanyaan kedua, studi ini menyajikan hasil akhir materi yang telah direvisi. Materi terdiri dari empat unit. Setiap unit akan terbagi menjadi tiga bagian utama, yaitu Pre-task yang dinamakan Starting Up, Task Cycle yang dibagi menjadi dua yaitu Time to Get Serious dan Let’s Do It Together, dan yang terakhir Language Focus.

Desain materi ini diharapkan dapat digunakan oleh para guru dalam mengajar di kelas. Begitu pula diharapkan agar dapat membantu siswa dalam mempelajari ketrampilan membaca dan menulis Bahasa Inggris.

viii

ACKNOWLEDGEMENTS

First of all, I would like to give my praise and gratitude to Jesus Christ. His blessing and guidance have strengthened me from the beginning until the end of this thesis. Without His guidance, it will be impossible for me to finish this thesis. I would also like to thank my mother, Siendriati, for encouraging me all this time.

I would like to express my greatest gratitude to A. Hardi Prasetyo, S.Pd., M.A., my advisor. His suggestions, supports, and encouragement have helped me finish my thesis.

My appreciation also goes to Dra. Yetti Soebari, the principal of SMP Bopkri 2 Yogyakarta, who gave me permission to conduct my research. My gratitude is addressed to Ariaty Puji Lestari, S.Pd., for her cooperation during my research there and also for her guidance, evaluation, and suggestion for my designed materials. My sincere gratitude is also addressed to the eighth grade students class B of SMP Bopkri 2 Yogyakarta.

I would also like to thank all my respondents: C. Tutyandari, S.Pd., M.Pd. and Dra. Sriningsih. Their suggestions gave me huge help in improving my designed materials.

Lastly, I would like to thank my brother in arms, Yustian, Mary, and Joko. Their supports and ideas have helped me tremendously to overcome any difficulties I had in finishing my thesis.

ix

TABLE OF CONTENTS

Page

TITLE PAGE ... ...i

PAGE OF APPROVAL ... ..ii

PAGE OF ACCEPTANCE ... .iii

STATEMENT OF WORK’S ORIGINALITY ... .iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... ..v

ABSTRACT ... .vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... .viii

TABLE OF CONTENTS ... ix

LIST OF TABLES ... xii

LIST OF FIGURES ... .xiii

LIST OF APPENDICES ... .xiv

CHAPTER I INTRODUCTION ... 1

A. Research Background ... 1

B. Problem Limitations ... 4

C. Problem Formulation ... 4

D. Research Objectives ... 4

E. Benefits of the Research ... 5

F. Definition of Terms ... 6

CHAPTER II REVIEW OF LITERATURE ... 8

A. Theoretical Description ... 8

1. Instructional Design Model ... 8

2. Reading Skill ... 10

3. Writing Skill ... 12

4. The Integration of Reading and Writing ... 13

x

6. Task-Based Learning ... 16

B. Theoretical Framework ... 19

CHAPTER III METHODOLOGY ... 23

A. Research Method ... 23

B. Research Participants ... 27

C. Setting ... 28

D. Research Instrument ... 28

E. Data Gathering Technique ... 29

F. Data Analysis Technique ... 30

G. Procedure of the Study ... 32

CHAPTER IV RESEARCH RESULTS AND DISCUSSIONS ... 34

A. The Steps in Designing the Integrated Reading Writing Materials .... 34

1. Conducting Needs Survey ... 35

2. Stating Goals, Topics, and Purposes ... 39

3. Stating Learning Objectives ... 41

4. Listing Subject Contents ... 42

5. Selecting Teaching-Learning Activities ... 43

6. Designing the Materials ... 44

7. Evaluating the Materials ... 44

8. Revising the Materials ... 44

B. The Finding of the Evaluation on the Designed Materials ... 44

1. Description of the Participants ... 45

2. Description of the Data ... 45

C. Discussion on the Results of the Evaluation-Questionnaire ... 47

D. The Presentation of the Designed Materials ... 49

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... ..50

A. Conclusions ... ..50

xi

REFERENCES ... .53 APPENDICES ... .55

xii

LIST OF TABLES

Table Page

3.1 Degree of Agreement ... 31

3.2 Tendency of Respondents’ Opinion ... 31

4.1 The Results of the Need Analysis Survey ... 35

4.2 The Topics in the Designed Materials ... 40

4.3 The Basic Competencies ... 40

4.4 The Indicators ... 41

4.5 Description of the Participants ... 45

4.6 Degree of Agreement ... 45

xiii

LIST OF FIGURES

Figure Page

2.1 Kemp’s Instructional Model ... 10 2.2 The Researcher’s Model ... 22 3.1 Relationship between Researcher’s Model and R&D Cycle ... 26

xiv

LIST OF APPENDICES

Appendix Page

Appendix A. Permission Letter ... 56

Appendix B. Instruments of Need Analysis Evaluation ... 58

 List of Interview Questions ... 59

 Interview Transcripts ... 60

 Questionnaire of Research & Information Collecting ... 62

Appendix C. Materials Evaluation Questionnaire ... 67

Appendix D. Syllabus & Lesson Plans ... 74

 Syllabus ... 75

 Lesson Plans ... 81

1 CHAPTER I INTRODUCTION

In this chapter, the researcher will introduce the field and the background of his research. The researcher presents the basic information of the research here. This chapter divided into six parts, those are the research background, problem formulation, problem limitation, research objectives, research benefits and definition of terms used in his research.

A. Research Background

In mid until late 2011, the researcher had a teaching experience in one of the junior high schools in Yogyakarta. This school was SMP Bopkri 2 Yogyakarta. When the researcher first went to the school, the researcher had an optimistic thinking that the students would be smart enough in English subject. But after having some teaching observations, the prediction was quite wrong. The students seemed unable to understand what they were taught. The students mostly only listened to what the teacher said, but whenever they were given task they almost always had problem to solve it. The score the students acquired in exam was not very high, some students even scored below average. Another problem which occurred here was that the teacher relied on textbook so much without providing or using own materials. From the researcher‟s point of view, that was not an ideal way in teaching-learning activities. Textbook materials mostly generalize the level of difficulty, therefore there are chances that the materials given are too difficult

to some degree. Not to mention that not all students would be interesting in learning the topics in the textbook.

In the past when the researcher was still a student in junior high school level, the activity was very similar to what happened in SMP Bopkri 2 Yogyakarta. The pattern was almost the same every time, in which the teacher explained the lesson and the students, sadly, only became good „listeners‟. The result would be a passive teaching-learning activity. In other words, the communication and interaction between the teacher and students was very limited. In order to change this “old” way of teaching, the researcher was trying to make use of Task Based Learning activity. Tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome (Willis and Willis, 2001). Willis (2001) also stated that in task based learning activity, the success of learning relies on the learners themselves. The learners‟ involvements are required in order that they can follow the lesson. Practices are commonly happening in this task based learning.

The researcher wanted to create an example of task based learning material for eighth grade students of SMP Bopkri 2 Yogyakarta. In this research, however, not all part of language skill will be regarded. The researcher will only create reading and writing task based material. There were two basic reasons why the researcher only chose these two language skills. The first reason was simply because in SMP Bopkri 2 Yogyakarta, only those two skills were given. It related to the human resources availability there. Unlike other mid-high level junior high school, this school did not have language laboratory which is essential for

listening skills. National Examination (Ujian Nasional) was also the concern why the school only focused in reading and writing skills. The other two skills, speaking and listening, are not included in Ujian Nasional.

The researcher also had another reason why reading and writing skills were chosen. The reason behind this choice was that these two skills are related one another. Reading is about understanding written texts. It is a complex activity that involves both perception and thought (Pang et al., 2003). Furthermore, Pang et al. (2003) stated that for children and adults, the ability to read opens up new world and opportunities. It enables people to gain new knowledge, enjoy literature, and do everyday things. The other thing which people can get from reading is of course about the grammar or sentence patterns. This is closely related with writing skills. Writing is the most important invention in human history (Carroll, 1991). In writing, people provide a relatively permanent record of information, opinions, beliefs, feelings, arguments, explanations, theories, etc. As stated by Carroll (1991:1), “writing allows us to share our communication not only with our contemporaries, but with also with future generations”. Then, with writing people can express their thought which is very important. After all, writing is about creating something to be read. From here, it can be seen that these two skills, reading and writing, are integrated to each others. The researcher then tries to create designed materials which facilitate the use of these integrated skills; reading and writing for the eight grade students in order to facilitate them learning English easily.

B. Problem Limitations

This research only provided two of English skills; they are reading and writing skills. The method used in this material design was Task-Based Learning method. The researcher followed the syllabuses, competence standards, and basic competencies of the eighth grade of junior high school. Therefore, the designed material can be used by the eighth grade students of SMP Bopkri 2 Yogyakarta. The level of difficulties of the materials was also adjusted with the ability of SMP Bopkri 2 Yogyakarta‟s eighth grade students.

C. Problem Formulation

There are two problem formulations which are investigated in this research:

1. How is a set of integrated reading writing materials using task-based learning for the eighth grade students of SMP Bopkri 2 Yogyakarta designed?

2. What does the designed set of integrated reading writing materials using task-based learning for the eight grade junior high school students of SMP Bopkri 2 Yogyakarta look like?

D. Research Objective

This research is conducted to answer the questions stated in problem formulation. Thus, the objectives of this research are formulated as follows.

1. Find out how a set of integrated reading writing materials using task-based learning for the eighth grade students of SMP Bopkri 2 Yogyakarta is designed.

2. Present the designed set of integrated reading writing materials using task-based learning for the eight grade students of SMP Bopkri 2 Yogyakarta.

E. Benefits of the Research

The results of the research are expected to bring valuable contribution to the people who concern and are willing to take part in teaching-learning process of English language. The following are those who might obtain benefit from this research.

1. English teachers

The designed materials created in this research can be used by English teachers as a sample material. Teachers are free to use the materials. They can modify the materials if required or use these materials as a role model if they want to make similar materials. Hopefully, by using these materials the teachers can improve their way of teaching.

2. Junior high school students

The designed materials created in this research can help the students to increase their English ability in reading and writing. Hopefully, by using these materials the students can increase their motivation in learning English. These materials also provide chance for the students to learn independently at home without overly depending on the teachers.

3. The researcher

As a teacher candidate, the researcher will also obtain benefit from this research because this research gives experience for the researcher to make a lesson plan and designed materials that can be used in teaching-learning activity. The designed materials created in this research can give feedback whether the researcher has succeeded to become a teacher candidate or not.

F. Definitions of Terms 1. Design

Hutchinson and Waters (1994) stated that designing is the same as creating a new set of materials that fit the learning objectives and subject area of particular learners. Newby as stated by Cahyaningsih (2010) said that designing instruction is a “systematic” process to develop an instructional plan that is an orderly process, an internal logic, resulting in a coherent plan in which the components of the plan closely match one another. In this research, the researcher designs a set of integrated reading writing materials using Task-Based Learning for the eighth grade students of SMP Bopkri 2 Yogyakarta.

2. Task-Based Learning

Task-Based Learning is one kind of learning ways. Task-Based Learning is conducted by giving lot of tasks to the learner. Nunan (1989) stated that the purpose of Task-Based Learning is the learners are able to comprehend, manipulate, produce, and interact using their language. Kranhke (1987) also said that tasks are a way of bringing a real world into the classroom. Therefore, it

means that by using Task-Based Learning, the students will have lot of opportunity to practice when learning. In this research, Task-Based Learning gives the students more opportunities to practice by doing the tasks.

3. Junior High School Students

In this research, junior high school in Indonesia is called Sekolah Menengah Pertama (SMP). SMP consists of three grades. The grades are seventh, eighth, and ninth grade. The students are ranging at age 12-15. The materials designed in this research are made for the students of SMP Bopkri 2 Yogyakarta particularly those who are in the eighth grade.

8

CHAPTER II

REVIEW OF LITERATURE

In this chapter, the researcher is going to present some related theories to the research. The theories are going to be categorized as two sub-chapters, Theoretical Description and Theoretical Framework.

A. Theoretical Description

In this section the researcher would like to discuss some related theories in this research. The theories are Instructional Design Model, Reading, Writing, the Integration of Reading and Writing Skills, Communicative Language Teaching, and Task-Based Learning. The description of each theory is as follows.

1. Instructional Design Model

The instructional design model which the researcher decided to use in this research is Kemp’s Model. In order to design material, the researcher needs to find information about the objectives in the instructional design, what kinds of activity and resources used, and the evaluation of the instructional design. Therefore, there are three main questions related to instructional design in this research; the questions are (1) What must be learned? (2) What are the appropriate activities and resources can be used in the design? and (3) How does the researcher know when the designed material is appropriate to the learner?

In his model, Kemp (1977) has described that there are eight steps in instructional design. The following steps by Kemp are as follow:

a. Goals, topics, and general purposes: identifying goals, selecting topics, and listing general purposes based on each topic.

b. Learning characteristics: obtain information about the learners’ capabilities, needs, and interests.

c. Learning objectives: stating measurable objectives that the researcher knows specifically what he is trying to teach and can later determine whether the researcher has accomplished it.

d. Subject content: closely relate to the objectives and the student’s needs.

e. Pre-assessment: develop pre-test to measure in what extent the student has acquired the necessary prerequisites for studying the topic and what the student may has already mastered about the subject to be studied.

f. Teaching learning activities and resources: selecting the teaching learning activity for the instructional plan to achieve objectives’ accomplishment. g. Support services: considering support services such as funds, facilities,

equipment, and personnel to carry out the instructional plan.

h. Evaluation: measure the learning outcomes relating to the objectives and evaluate any phase of the plan that needs improvement.

Figure 2.1

Kemp’s Instructional Model (Kemp, 1977:9)

2. Reading Skills

Reading is a pervasive activity. Widdowson (1979) defines reading as the process of getting linguistic information via print. Snow (2002) said that reading comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement. Snow also stated that comprehension entails three elements; they are:

2. The text that is to be comprehended

3. The activity in which comprehension is a part.

In reading comprehension, there are stages of level. Cushenberry (1988) described four basic levels of reading comprehension as follows.

1. Literal reading

In this first level, the readers remember details, note main ideas, follow directions, and discover the cause and effect explicitly.

2. Interpretive reading

In this second level, the learners try to discover the author’s purpose, find main ideas and cause effect implicitly.

3. Critical reading

In this third stage, the readers are expected to be able to determine whether the statement is fact or opinion.

4. Creative reading

In the last stage, the readers use the printed matter to solve problems. They are also needed to draw conclusions about what they would have done had they been one of the characters in the selection.

In this research, the researcher focused on reading comprehensions mainly on literal reading, interpretive reading, and critical reading. Because in this research, the researcher will integrate reading and writing skills, for the next part the researcher will discuss writing skills.

3. Writing Skill

Writing skill is the opposite of reading skill. While reading is receptive skill, then writing is productive skill.

a. The Nature of Writing

Basically, writing is the physical act of committing words or ideas into a medium. Bailey (1994) as cited by Rinanti (2009:14) stated that “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 for reader”. Rinanti (2009) also stated that there four common purposes of writing. They are to express idea or share feelings, to teach someone on how to do something, to persuade someone to agree with the writer’s point of view, and to explain or clarify topics.

b. Types of Writing Activities

There are two types of writing activities. They are writing as a process and writing as a product. Rinanti (2009:15) explained that in process writing, the activities are brainstorming, drafting, writing, feedback, revising, and editing in a a cyclical fashion. Davies and Pearse (2000) provided three examples of simple writing tasks which can be conducted easily by junior high school students. They are parallel compositions, parallel letters, and picture compositions. These activities descriptions are as follows.

1) Parallel compositions

In class, the teacher discusses a topic with the students. For example is animal’s characteristic. After creating and showing some sentences, then the

teacher ask the students to use the sentences as patterns. Later the students can write a parallel composition about other animals (same topic).

2) Parallel letters

The students are asked to read a letter, which consists of personal information of someone. The students then write a reply with their own personal information using the same patterns or format of the letter they have read before. 3) Picture compositions

A volunteer is asked to tell a simple story based on the provided sequence of pictures. After memorizing the story, the students write the story.

Before designing writing material, as productive skill, the researcher will design receptive skill first which is reading skill, reading comprehension to be exact. The comprehension obtained in this reading later will be used as the basis to create the writing material in this research. Therefore, the integration of reading and writing skill is needed in this research.

4. The Integration of Reading and Writing

In this part, the researcher will discuss two parts. The first one is the bases of integrating reading and writing, and the second one is how to integrate reading and writing skills.

a. The Base of Integrating Reading and Writing

Cahyaningsih (2010) said that reading and writing are related to each other. While reading is receptive, writing is productive. When someone read about something, then automatically they will learn style of writing by the researcher of that text. This will help to improve the structure and choice of words when

someone writes about something. Suwignyo (1999) as cited by Cahyaningsih said that when reading, people receive all information into their mind. Suwignyo (1999) also said that in writing, people transform their idea and thought into written form.

Because of those facts, in order to get better result in writing, people should increase their reading first. As stated by Suwignyo (1999), the sentence structure can be learned from reading thus people can apply that structure in written form. It also needs to be noted that if people only read, and not doing any follow up activities, this can affect their improvement. So, it is suggested that after doing reading activity, they continue it with writing activity. Therefore, integrated reading and writing skills are recommended.

b. How to Integrate Reading and Writing Skills

Suwignyo (1999) as cited by Cahyaningsih mentions that there are some ways to integrate reading and writing. Selecting appropriate materials for reading is very important. Suwignyo (1999) also recommended that teacher gives intensive reading to the students. Suwignyo (1999) states that appropriate selected materials will considerably assist the students to establish a systematic organization of information.

In order to integrate reading and writing, the reading activity will be followed by writing activity. The teacher should ask the students to make their writing composition based on the information found in reading phase. Cahyaningsih (2010) stated that the teacher may give the students the guide composition.

One of the most typical ways of integrated teaching is stated by Cahyaningsih (2010). In her paper, Cahyaningsih (2010:18) states:

“The teacher should start from the simple reading text in order to build the students’ habit of reading. The activities done in class can be in a form of completing the missing words in the reading passage, answering the challenging questions based on the reading text, exploring the students’ opinion and reaction towards the reading materials, summarizing the reading materials and asking the students to write their opinion, attitudes towards the reading and make a composition based on the reading text.”

5. Communicative Language Teaching

Communicative Approach is one of the best methods to use in teaching four basic skills in English, which are reading, writing, speaking, and listening. Littlewood (1981) as cited by Cahyaningsih (2010) stated that one of the characteristic features of Communicative Language Teaching is that it pays systematic attention on functional as well as structural aspects of language.

a. Learner Roles in CLT

In CLT, the learner needs to be actively taking part in teaching-learning process. Cahyaningsih (2010) explained that the learner needs to give his/her own contribution on the process of learning in order to reach a succeeded learning process. With actively taking part, the learner will be able to create independent learning situation.

b. Teacher Roles in CLT

According to Breen and Candlin as stated in Richard and Rogers (1985), the teacher in CLT has two main roles, they are:

1) As facilitator

The teacher facilitates the communication between the class participants. The teacher may also facilitate the communication between the participants and the various activities.

2) As participant

Besides being a facilitator, the teacher may also play role as participant in the learning process.

Based on the explanations above, the researcher decided to adopt this Communicative Language Teaching. Communicative Language Teaching has a close relation with Task-Based Learning. These two motivates the students to learn and interact in class activity.

6. Task-Based Learning

Task-Based Learning enables the learner to interact when they are about to learn something. With lot of opportunity in interacting with others, the learners will be able to understand each other and can express their own idea and feeling naturally. Willis (1996) stated that in task-based learning, the teachers play the role as a facilitator and give the students enough opportunity in class.

a. Components of the Task-Based Learning Framework

Willis (1996) proposed three phased of task-based learning. They are: 1) Pre-task

a) Introduction to topic and task

The teacher explores the topic with the class, highlights useful words and phrases, and helps the learners understand task instructions and prepare. The

learners may hear a recording of others doing a similar task, or read part of a text as a lead in to a task.

2) Task-Cycle a) Task

The students do the task, in pairs or small groups. The teacher monitors from a distance, encouraging all attempts at communication, not correcting. Since this situation has a "private" feel, the students feel free to experiment. Mistakes do not matter.

b) Planning

The students prepare to report to the whole class (orally or in writing) how they did the task, what they decided or discovered. Since the report stage is public, the students will naturally want to be accurate, so the teacher stands by to give language advice.

c) Report

Some groups present their reports to the class, or exchange written reports, and compare results. The teacher acts as a chairperson, and then comments on the content of the reports.

3) Language Focus a) Analysis

The students examine and then discuss specific features of the text or transcript of the recording. They can enter new words, phrases and patterns in vocabulary books.

b) Practice

The teacher conducts practice of new words, phrases, and patterns occurring in the data, either during or after the analysis.

b. Types of Activities

Pattison (1987) provides seven types of activities as follows. 1) Question and Answer

These activities are based on the concept of creating an information gap. The aim is for the learners to discover their classmates’ knowledge, opinions, and experiences.

2) Dialogues and Role-Play

These activities can be wholly scripted or wholly improvised. The wholly improvised can happen if the 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.

3) Matching Activities

In here, the learners are to recognize matching items, or to complete pairs or sets.

4) Communication Strategies

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

5) Pictures and Picture Stories

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

6) Puzzles and Problems

These activities require the learners to make guesses, draw on their general knowledge and personal experience, use their imagination, and test their power of logical reasoning.

7) Discussions and Decisions

These activities require the learners to collect and share information to reach a decision.

B. Theoretical Framework

The theoretical descriptions mentioned above are the basis which will be the theories of framework for this research. There are two problem formulations in this research. The first one is how is a set of integrated reading writing materials using task-based learning for the eighth grade students of SMP Bopkri 2 Yogyakarta designed. The second one is what does the designed set of integrated reading writing materials using Task-Based Learning for the eight grade junior high school students of SMP Bopkri 2 Yogyakarta look like.

To answer the first problem formulation, the researcher chooses to use Kemp’s instructional design model. There will be eight steps used in order to design integrated reading and writing skill materials for SMP Bopkri 2 Yogyakarta

based on School-based curriculum 2006. The eight steps used by the researcher to make the material design are as follows.

1. Conducting needs survey

The researcher takes the need based approach tries to check out what difficulties in which the students faced. Therefore, the researcher will be able to find out what the students needs in his designed materials. This survey also expected to find some suggestion from the English teacher about what kind of design should the researcher design.

2. Stating goal, topic, and purposes

The researcher states what the most appropriate goal is in his designed material based on need analysis survey he has conducted before. To achieve the goal, the researcher will make some topics to be included in his design. The purposes of each topic also need to be clear so it will help the learner in learning through the designed materials.

3. Stating learning objectives

The researcher specifies learning objectives very carefully. For each topic, the researcher gave clear and explicit objectives. The reason is to help the learners to be able to understand about what they will learn. Also, the objectives should be able to be measured.

4. Listing subject content

The research specifies the specific knowledge and skills. The subject content has something to do with the learners’ need and the objectives of the research.

5. Selecting teaching and learning activities

This step can only be done after all the data of need analysis were obtained. Topic and objectives also must be already done. Then, the researcher selects what kind of activities which can support the objectives of the designed materials. The researcher pays attention to what kind of activities appropriate for the eighth grade students.

6. Designing the materials

After determining goals, topics, general purposes, objectives, subject contents, and the teaching activities, the researcher proceeds to design the materials.

7. Evaluating the materials

Evaluation can be conducted after the designed materials were created. The researcher then distributed questionnaire to an English lecturer, an English teacher, and an English tutor. The researcher expects suggestions and feedbacks from them in order to revise his designed materials.

8. Revising the designed materials

For the last step, the researcher use the data obtained from the questionnaire of materials evaluation. These data will be the basis of revising and improving his designed material better than the previous one.

These eight steps described above can be summarized in the figure 2.2.

Figure 2.2

The Researcher’s Model

To answer the second problem formulation, which is what does the designed set of integrated reading writing materials using task-based learning for the eight grade junior high school students of SMP Bopkri 2 Yogyakarta look like, the researcher chooses to use Willis’s Task-Based Learning. Therefore, the researcher designs the materials based on the procedure of Task-Based Learning. The procedures are the Pre-Task, Task-Cycle, and Language Focus. The types of activities in the designed materials are question and answers, pictures and picture stories, and discussions. The designed materials are focused in the integration of reading and writing, in which the reading comprehensions come first followed by writing. Therefore, the reading sections become the model for the writing.

Evaluating the materials Conducting needs

survey

Stating goal, topic, and purposes

Stating learning objectives

Listing subject content

Selecting teaching learning activities

Designing the materials Revising the

23

CHAPTER III METHODOLOGY

In this chapter, the researcher will describe the methodology used of his research. There are six parts in this chapter which the researcher will explain. Those are research method, research setting, research participants/subjects, instruments and data gathering technique, data analysis technique, and research procedure.

A. Research Method

In this research, there are two problem formulations. First one is how is a set of integrated reading writing materials using task-based learning for the eighth grade students of SMP Bopkri 2 Yogyakarta designed? And the second one is what does the designed set of integrated reading writing materials using task-based learning for the eight grade junior high school students of SMP Bopkri 2 Yogyakarta look like?

According to the problem formulations above, then this research can be categorized as Educational Research and Development (R&D). Borg and Gall (1983) stated that Educational Research and Development (R&D) is a process used to develop and validate educational products. According to Borg and Gall (1983), there are ten steps in R&D. Those steps are research and information collecting, planning, preliminary form of product developing, preliminary field testing, main product revision, main field testing, operational product revision,

operational field testing, final product revision, and dissemination and implementation.

However, in this research the researcher believes that not all the steps mentioned by Borg and Gall are needed to be conducted. The researcher only used five of ten steps mentioned above. These five steps are already appropriate with the procedure of the research. The steps are as follows.

1. Research and Information Collecting

This step is important to do because this is the step where the researcher will find the information which will be useful in his research design materials later on. The researcher chose to use questionnaires and conduct an interview. The questionnaires were distributed to the students of the eighth grade SMP Bopkri 2 Yogyakarta, while the interview was conducted to the English teacher of the same school.

2. Planning

This step consists of stating goals and purposes, topics, making of lesson plans and syllabus based on School-Based Curriculum 2006. The goals and purposes that the students are going to achieve will be decided in this step. The topic of the designed material will also be decided here.

3. Developing Preliminary Form of Product

This step consists of the preparation of instructional materials, handbooks, and evaluation devices. This is where the researcher designed the materials using Task-Based Learning. The researcher designed the materials using the result obtained in questionnaires and interviews done before. In this step, the researcher

designed a set of integrated reading writing materials using task-based learning for the eighth grade students of SMP Bopkri 2 Yogyakarta.

4. Preliminary Field Testing

In this step, the researcher distributed questionnaire to English teacher of SMP Bopkri 2 Yogyakarta and English lecturer of English Education Study Program of Sanata Dharma University. The purpose of this preliminary field testing is to obtain an evaluation based on the designed materials which have been created by the researcher. The researcher found out that it is important to at least get some feedbacks so he can improve his designed materials.

5. Main Product Revision

In this step, the researcher finally created the materials based on the feedbacks given in preliminary field testing. This revision may not design only once, the researcher will keep design the materials until the designed materials have been included of all the feedbacks.

These five steps have the similarities with the steps in Kemp’s instructional design which the researcher used for this research. These five steps of R&D and the relationship with Kemp’s model can be seen in figure 3.1:

Research and information collecting The Researcher’s Model R&D Cycle

Figure 3.1

Relationship between the researcher’s model and R&D cycle Evaluating the

materials Stating goal, topic,

and purposes

Stating learning objectives

Listing subject content

Designing the materials Conducting need

analysis

Revising the designed materials

Planning

Developing preliminary form of a

product

Preliminary field testing

Main product revision Selecting teaching

B. Research Participants

The participants of this research will be divided in two groups. It is based on the steps of the research itself. The steps of this research include two kinds of survey to two different groups. The first one was the participants of research and information collecting, while the second one was the participants of preliminary field testing. Thus, the participants of this research will be based on these two groups of survey. The participants are:

1. The Participants of Research and Information Collecting

The participants in this group were the eighth grade of SMP Bopkri 2 Yogyakarta. They were asked to fill some questionnaires provided by the researcher to find out the information about the learners’ needs and interests. The total numbers of the students in this class were 15 students; consisting of 8 male students and 7 female students. Beside questionnaire, the researcher also conducted an interview to the English language teacher in SMP Bopkri 2 Yogyakarta.

2. The Participants of the Preliminary Field Testing

The participants of this group were divided into three. The first one was an English teacher, the second one was an English lecturer, and the third was a language institute teacher. They were expected to give some opinions, feedbacks, and suggestions regarding the designed materials created by the researcher. These were important for the researcher to improve and revise the designed materials.

C. Setting

This research was conducted in the eighth grade of SMP Bopkri 2 Yogyakarta which located in Jalan Sultan Agung no.4 Yogyakarta. The information collection was done in SMP Bopkri 2 Yogyakarta and Sanata Dharma University.

D. Research Instrument

In order to obtain the data for the research, some instruments were used in the research and information collecting and evaluation.

1. Instruments for Research and Information Collecting

There were two kinds of instruments used for research and information collecting:

a. Questionnaire

According to Borg and Gall (1983:228), “Questionnaires are printed forms that ask the same questions of all individuals in the sample and for which respondents record their answers in verbal form”. A well-designed questionnaire that is used effectively can gather information on both the overall performance of the test system as well as information on specific components of the system. Therefore, the researcher included questionnaire as the data gathering technique.

Based on the steps of R&D used in this research, the researcher distributed the questionnaires to the eighth grade students of SMP Bopkri 2 Yogyakarta to obtain the information needed about the materials by the students. The questionnaires were used in the first step of R&D.

b. Interview

As cited by Cahyaningsih (2010), Connel and Khan (1968) stated that interview is a two-person conversation initiated by interviewer for the specific purpose of obtaining research-relevant information and focused on content specified by research objectives of systematic description, prediction, or explanation.

Based on the steps of R&D used in this research, the researcher interviewed the English teacher of SMP Bopkri 2 Yogyakarta. The interview was conducted in order to obtain more information regarding what kind of Task-based learning design material the researcher should create. The interview was conducted informally.

2. Instrument for Evaluation

After designing materials, the researcher also distributed second questionnaire to the English teacher, English lecturer, and language institute teacher. This was done in order to obtain some feedbacks, suggestions, and recommendations which can be used to improve the designed materials. This was done as the fourth step of R&D, preliminary field testing.

E. Data Gathering Technique

This research was using R&D as its method. The research was done on April 2012 in SMP Bopkri 2 Yogyakarta. According to the first step of R&D, firstly the researcher distributed questionnaires to the eighth grade students of SMP Bopkri 2 Yogyakarta. Secondly, the researcher conducted an interview with

the English teacher of the same school. These were done in order to find out the students’ needs in learning English. After that, the researcher designed the materials. After the designed materials were completed, as the preliminary field testing, the researcher once again distributed some questionnaires. The respondents of these questionnaires were an English teacher of SMP Bopkri 2 Yogyakarta, an English lecturer of English Education Study Program of Sanata Dharma University, and a language institute teacher. After the data were collected, the researcher used these data to make revision and improvement for the designed materials.

F. Data Analysis Technique

In this research, the researcher used two instruments of gathering data, questionnaire and interview. Questionnaire and interview were used to find out students’ needs. The result of the questionnaire obtained then presented in form of number and percentage. Later, these data were used as the basis of the researcher deciding the topic and objectives of his designed materials.

After finished design the materials, the researcher used another questionnaire to check whether the materials were appropriate enough or not, an need suggestion and feedback for improvement. The researcher gave the participants five options representing their agreement, disagreement, or doubt for each statement.

Table 3.1: Degree of Agreement

Points of Agreement Meaning

1 Absolutely Disagree

2 Disagree

3 Undecided

4 Agree

5 Absolutely Agree

The result was formed into descriptive statistics. Descriptive statistics were used to characterized or describe a set of numbers in terms of central tendency (Brown, 2002: 123). There are three characteristics can be used to find central tendency, namely mean, median, and mode. In this research, the only characteristic used is mean. Mean is the sum of all values in a distribution divided by the number of values.

The formula of mean is written below:

Mn = X

N

Where: Mn = mean (average scores) X = sum of scores

N = number of respondents

The data would be presented in the form of following table: Table 3.2: Tendency of Respondents’ Opinion No Statements

Frequency of the Points of

Statement N Mn

1 2 3 4 5

From the respondents’ degree of assessment in the questionnaire, the researcher determined the average score or mean from them individually and totally. The assessments of the mean were classified as follows.

0.0 < X  2 : the designed-materials were poorly designed 2.01 < X  3 : the designed-materials were fairly designed

3.01 < X  4 : the designed-materials were already good but need some improvement/revision

4.01 < X  5 : the designed-materials were well designed

In the end the researcher made the improvement of the materials based on these data. Suggestion and feedbacks were important as the main source of data in this research.

G. Procedure of the Study

The procedures of this research were designed step by step adapted from R&D cycle. In order to obtain valid and reliable data, the steps were arranged in organized circle. These were done cautiously therefore the steps would not overtake each other. The procedures of the research can be elaborated as follows. 1. Research and Information Collecting

To make a designed material, one needs to know the need analysis of the target. The need analyses of this research were obtained or collected from the distributed questionnaire and the conducted interview. The questionnaire was distributed to the eighth grade students of SMP Bopkri 2 Yogyakarta while the interview was conducted to the English teacher of same school. Beside that, in order to get the theory of task-based learning, the researcher also used another sources such as books or internet.

2. Planning

After the need analyses were collected and before designing the materials, the researcher decided the goals and objectives of the materials. This was done in order that the designed materials will be appropriate with the students’ needs. 3. Preliminary form of product developing

The researcher designed the integrated reading-writing materials based on the result of the interview and questionnaire distributed earlier.

4. Preliminary field testing

When the designed materials were completed, the researcher distributed another questionnaire to an English teacher of SMP Bopkri 2 Yogyakarta, an English lecturer of Sanata Dharma University, and a language institute teacher. This was done to find out whether the designed materials already fulfilled the learning objectives or not. This was also done in order to seek suggestions or feedback of the designed materials.

5. Main product revision

This is the last step of this research. The researcher improved the designed materials based on the suggestion given by the participant of previous questionnaire. The revision product will be the final version of the example of integrated reading writing materials using task-based learning for the eighth grade students of SMP Bopkri 2 Yogyakarta.

34

CHAPTER IV

RESEARCH RESULTS AND DISCUSSIONS

In this chapter the researcher will present the results and discussion of the steps of designing a set of integrated reading writing materials using Task-Based Learning for the eight grade students of SMP Bopkri 2 Yogyakarta. The question in the problem formulation is answered here in this chapter. This section is divided into four main parts. The first part presents the steps used in designing the integrated reading writing material. The second part presents the finding of the evaluations of the designed materials. The third part presents the discussion of the results of the evaluation-questionnaire. The fourth part presents the final version of the designed materials.

A. The Steps in Designing the Integrated Reading Writing Material

In order to design the materials, the researcher decided to follow a design model which was the combination of instructional designs by Kemp. The researcher used eight steps. They were (1) conducting needs survey, (2) stating goals, topics, and purposes, (3) stating the learning objectives, (4) listing subject content, (5) selecting teaching-learning activities, (6) designing the materials, 7) evaluating the materials, and (8) revising the materials.

1. Conducting Needs Survey

The initial step to begin was conducting needs survey. The reason why the researcher chose this was because it is really important to know the need analysis of the participants. In order to gather the data for these, questionnaire was distributed to the eight grade students of SMP Bopkri 2 Yogyakarta. To make sure the information gathered from the questionnaire were valid; the researcher also conducted an interview with the English teacher of the participants. The result of the questionnaire and interview are presented as follows.

a. The Data from the Questionnaire

The questionnaire was distributed to 15 students, 8 males and 7 females, of class VIII-B of SMP Bopkri 2 Yogyakarta. The researcher decided to use closed-form based. By closed-closed-form, this means the students only need to choose choices of option given in the questionnaire based on their belief and situation only. The following table is the result of the questionnaire collected for the need analysis survey.

Table 4.1: The Results of the Need Analysis Survey

No Questions Responses Percentage

1. Do the respondents get Reading activity in English subject?

a. Yes b. No

100% 0% 2. How often do the respondents get

Reading activity in English subject weekly?

a. Very often b. Quite often c. Quite rare d. Very rare

86.7% 6.7% 6.7% 0% 3. Do the respondents get difficulties in

following the Reading activity?

a. Yes b. No

46.7% 53.3% 4. What are the respondents’

difficulties in Reading activity?

a. Structure b. Vocabulary

c. Theme of the reading

73.3% 53.3% 26.7% 5. What are the respondents’

impressions while having Reading activity?

a. Fun b. Boring

c. Nothing special

53.3% 0% 46.7%

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6. What makes the respondents feel bored?

a. The uninteresting theme

b. Over difficultof the reading

c. Less variation in activity

d. Doesn’t understand the activity

60% 66.7%

20% 33.3% 7. What activities do the respondents

want in the Reading?

a. Answer question based on reading text

b. Answering true-false question

c. Translating English word to Indonesian in the text

26.7% 60% 13.3%

8. In Reading task, what do the

respondents prefer? Individual work or group work?

a. Individual b. Group

26.7% 73.3% 9. Do the respondents get Writing

activity in English subject?

a. Yes b. No

100% 0% 10. How often do the respondents get

Writing activity in English subject weekly?

a. Very often b. Quite often c. Quite rare d. Very rare

20% 80% 0% 0% 11. Do the respondents get difficulties in

following the Writing activity?

a. Yes b. No

33.3% 66.7% 12. What are the respondents’

difficulties in Writing activity?

a. Structure b. Vocabulary

c. Topic of the writing

66.7% 53.3% 20% 13. How do the respondents make a

composition in English?

a. Make the whole composition in Indonesian then translate it into English b. Make the outline in

Indonesian then write the composition in English

c. Write the composition in English directly

66.7%

13.3%

40% 14. What activities do the respondents

want in the Writing?

a. Write a story from the pictures

b. Jumbled sentences c. Continue a story d. Retell a story using

own words

60% 60% 26.7% 13.3% 15. In Writing task, what is the

respondents’ preference? Individual or group works?

a. Individual b. Group

26.7% 73.3%

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16. Choose 4 topics that the respondents interesting to learn!

a. Animals b. Plants c. Holiday d. Sport e. Job f. Fashion g. Music h. Family i. Food j. Technology k. Fingerboard 25% 1.7% 16.7% 15% 0% 3.3% 23.3% 3.3% 10% 0% 1.7%

The results of the questionnaire played an important part in making the designed materials. By understanding the problems or difficulties the students faced in learning English, more importantly reading and writing skills, the researcher will be able to properly develop the appropriate materials to overcome their difficulties. The researcher chose to divide the questionnaire into two main parts. The first part is a set of questions about reading skills while the second one is a set of questions about writing skills. While the researcher expected the most difficulty the participants are about the vocabulary, the researcher found out that in reading mostly the participants get difficulty in grammar. Knowing this, the researcher will emphasize the designed materials with grammar exercise. Vocabulary became the next issue in students’ understanding in reading skill. Therefore these designed materials will use vocabularies in which the students mostly used in their daily activities.

The result of writing part of the questionnaire also really related with the reading part, in which grammar became the greatest concern for the participants. Somehow, this result is quite good for the researcher himself because the researcher will have easier time to relate the reading and the writing skills. In

order to help the participants for their grammar problem, the researcher will provide an example of reading passage in each unit and then the participants will be asked to create a similar story using pictures provided. Other technique used to overcome the difficulty is arranging jumbled sentences.This way, the participants will gain both vocabulary and grammar lesson in one integrated activity.

The other result from the questionnaire tells about the various topics the participants want to learn. The researcher provided eleven topics for the participants to choose, they were given four choices. The topics were Animals, Plants, Holiday, Sport, Job, Fashion, Music, Family, Food, Technology, and Fingerboard. Not all the topics were used in this design material, the researcher only chose four out of eleven of the most preferable by the participants. The topics used were Animals, Holiday, Music, and Food.

b. The Data from the Interview

Beside the questionnaire, the researcher also interviewed the English teacher of SMP Bopkri 2 Yogyakarta. The purpose of this is to obtain more specific information which cannot be obtained only by form of questionnaire. There were two main questions in the interview. The first one was about asking what difficulties the teacher experienced while teaching English in Class VIIIB SMP Bopkri 2 Yogyakarta. The second question was about asking what difficulties the participants mostly had while learning English, especially reading and writing skills. The result of the interviews indicated that the skills of each individual in Class VIIIB were very varied. Because of this fact, the teacher experienced some problems teaching there. One of the problems was that the

teacher had difficulty to set the standard of difficulty of the materials she would like to use. The teacher told the researcher that the above average smart students usually did not pay attention to the teacher because they were confident in their ability. There was also tendency that they did not want to share their knowledge to the other students which still need to learn more. This kind of situation, as described by the teacher, was only hampering the teaching-learning activity.

The other result found from the interview was that most of the students understood the meaning of sentences in reading passage provided by the teacher, but when they have to make another sentence using the words provided from the reading passage, the students had problem with it. This could be said that they only knew what the meaning of the word is but did not know how to use the word properly. The researcher concluded a conclusion that the students only guess what the sentence in reading passage means rather than understanding the meaning of the sentence. In other words, they only knew maybe few words of the sentence but it was quite enough for them to guess what the meaning of the sentence. Therefore, that fact proves out that the students had issues with vocabulary and grammar.

2. Stating Goals, Topics, and Purposes

After conducting needs survey, the researcher stated the goal and the purpose of the designed materials. The goal was obtained after conducting research, in this case questionnaire and interview. Finally, the researcher decided that the goal of this designed materials is to increase students’ interest in reading and writing skills by doing various kind of tasks by themselves. The researcher

hoped that by doing tasks, it will develop their own curiosity rather than just reading theory only.

In this steps, the researcher also formulated the topics used in this designed materials based on the interest of the students. In these designed materials, there are four topics to be discussed. These four topics will be divided into four units in this designed material. The units and topics are presented as follows.

Table 4.2: The Topics in the Designed Materials

Unit Topics Titles

1 Advertisement Text Don’t Miss It

2 Descriptive Text Animal Planet

3 Narrative Text Once Upon a Time

4 Recount Text Happy Holidays

Beside the topics, the general purposes of this designed material were also formulated in this step. Similar to the topics, the purposes of the designed material were also based on the basic competencies of School-Based Curriculum 2006 and the syllabus of SMP Bopkri 2 Yogyakarta. The basic competencies are presented in this following table:

Table 4.3: The Basic Competencies

Unit Title Basic Competencies

1 Don’t Miss It Reading

Respond the meaning of short functional text in the form of advertisement using various written language

accurately, clearly, and acceptably in daily life context Writing

Reveal the meaning of short functional text in the form of advertisement using various written language accurately, clearly, and acceptably in daily life context

2 Animal Planet Reading

Respond the meaning and rhetoric steps of short essay accurately, clearly, and acceptably in the form of descriptive and recount in daily life context

18

Read the following story!

My Adventure at Leang-Leang Cave

On Sunday, my parents, my best friend Novi, and I visited a cave at Maros called Leang-leang . It was my first time to visit the cave, better yet, my best friend came to visit it with me!

The cave was famous for its primitive cave wall paintings which were some hand prints and wild boar paintings. The cave and its surroundings were turned into a national park, so it was taken care of. My parents took a rest in a small hut for visitors of the park, while Novi and I adventured around the cave with a guide. We had to climb some metal stairs to get to the cave, because the cave was embedded into a small mountain. Next stop was a place where some seashells littered the ground and some were actually piled into a big mound! The guide said that these piles of seashells are called kjokkenmoddinger, or kitchen trash. The humans who lived here ate the shells and dumped the left over in their 'kitchen'. The last place was a small museum where they have skeletons of the humans who lived in the caves. The skeletons along with some roughly made jewelry and weapons were placed inside glass cases for display. The walls of the museum were adorned with photographs taken when they did an excavation there.

After a quick lunch with Novi and my parents, we decided it was time to go back home. We really had the time of our lives!

(taken from http://jundiyahoocoid.blogspot.com/2010/10/my-adventure-at-leang-leang-cave.html)

Work in pairs, answer the following questions based on the story above!

1. What does this story tell us about?

____________________________________________________________ 2. Why did the writer of this story have to climb metal stairs to get to the cave?

____________________________________________________________ 3. Why was it named “kitchen trash”?

____________________________________________________________ 4. What were the things placed inside glass cases for display?

____________________________________________________________ 5. When was the photograph of the walls in the museum taken?

Unit 4: Happy Holidays

19

Read the following story!

My Vacation with My Beloved Sister and Boyfriend

One day, my sister said to me that she really wanted to go to the beach. So I promised her that the next day we would go to Maron beach in Semarang.

The next day, we prepared many things in the morning. We brought some foods and beverages, such as fried rice, chocolate wafers, potato chips, water and orange juice. Before going to the beach, I ask my boyfriend, Kiki, to join us going to the beach. He agreed to join and he came to my house. After that, we went to the beach. We went there by motorbike. It took 25 minutes to arrive there. Then, we bought tickets in the entrance gate. Before swimming, we changed our clothes first. We swam there for more than one hour. We felt so tired that we decided to eat the foods that we had brought. Next, my boyfriend and I created a very big sand castle, while my sister continued swimming. After that, we decided to go home because it was getting dark.

On the way home, we still felt hungry. So we stopped at a Javanese restaurant to eat something. I ordered gudeg, while my boyfriend and my sister ordered rames rice. After finished eating, we paid our bills. Then, we went home. We arrived at home

at 6 o’clock and we were absolutely exhausted.

That was a very exhausting day, but I felt so happy that I could have a vacation with my sister and my boyfriend.

(taken from http://syria-on.blogspot.com/2012/11/recount-text.html)

Work in pairs, complete the generic structure of the story “My Vacation

with My Beloved Sister and Boyfriend”!

Title

Orientation

Events

Re-Orientation

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

20

RECOUNT TEXT

This is a kind of text genre which retells about events or experiences in the past. The purpose of a recount text is to amuse and to entertain the reader.

The Generic Structure of a RECOUNT TEXT:

1. Orientation telling who was involved, what happened, where the events took place, and when it happened.

2. Events  telling what happened and in a chronological order.

3.

Re-orientation  consisting of optional-closure of events/ending. The Language Feature in a RECOUNT TEXT:

1. Using conjunction word and time connectors to tell the sequence order. 2. Using the simple past tense

3. Using action verbs, example: visited, went, arrived, etc. Our Trip to Blue Mountain

On Friday we went to Blue Mountain. We stayed at David and Della’s house. It has a big garden with lots of colorful flowers and a tennis court.

On Saturday we went to the scenic railway. It was scary. Then, Mom and I went shopping with Della. We went to some antique shops and I tried on some old hats. On Sunday we went on the scenic skyway and it rocked. We saw cockatoos having a shower.

In the afternoon we went home. That was very

pleasant moment with my family that I ever got.

RE-ORIENTATION

ORIENTATION

Unit 4: Happy Holidays

21

Construct the jumbled sentences below in a good order of a recount text!

MY BUSY HOLIDAY

a. First, like an ordinary daughter, I had to get up early morning helping my mother, of course after I prayed.

b. On April 16th, 2010, I thought this would be a great holiday for me because that was the holy day for Hindu people.

c. Then I did my chores, cleaned up my room, and spread out my bed under the sun ray.

d. I was so tired about the study, so I guessed this time I could get full refresh anyway. However, the fact said the other way.

e. Second, my aunts called me in the afternoon. I did not meet them for a long time, that was the way I kept for hours to talk with them.

f. I did not feel this was holiday because I had to work hard and got a long ship with my homework.

g. At last, the time was running and I just remembered that I had a lot of homework. I got mad, confused and regretful why I did not check my homework before. Therefore, I did my homework until 2:00 a.m. the next morning.

h. I was really in danger if my mom knew that my room was messy. So, I made it as soon as possible.

i. After that, my neighbor visited me. She asked my help finishing her homework.

(taken from http://www.englishindo.com/2012/01/9-contoh-recount-text-pilihan.html)

Make a recount text about your last holiday! After that exchange your text

with your friend sitting next to you, give comment to your friends’ work!

Quote of the Day

Success has a simple formula: do your best,

and people may like it.

Sam Ewing

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

vi

ABSTRACT

Alexander, Christian A. B. (2013). Designing a Set of Integrated Reading Writing

Materials Using Task-based Learning for the Eight Grade Students of SMP

Bopkri 2 Yogyakarta. Undergraduate Thesis. Yogyakarta: English Language

Education Study Program, Sanata Dharma University.

Based on the observation in SMP Bopkri 2 Yogyakarta, it was found that the

students had difficulties in English subject. Most of them had below average score

in exam. The activities mostly used in teaching-learning activities were still

teacher-centered which resulted in students being too passive. It is also worth to

mention that the teacher still relied on textbook provided too much without trying

to make appropriate materials which difficulty is suitable for students’ ability. The

students also did not have enough integrated reading writing materials which can

h

elp them learning both skills efficiently. Therefore, this study’s purpose is to

design a set of integrated reading writing materials using Task-based Learning for

the eighth grade students of SMP Bopkri 2 Yogyakarta. This study focused on two

main questions. The first was about how a set of integrated reading writing

materials using Task-based Learning for the eighth grade students of SMP Bopkri

2 Yogyakarta designed. The second was about what the designed materials looked

like.

To answer the first question, the researcher used instructional model from

Kemp which had been modified. There were eight steps used in this study. The

nine steps were: (1) conducting need analysis, (2) stating goals, topics, and

purposes, (3) stating learning objectives, (4) listing subject contents, (5) selecting

teaching-learning activities, (6) designing the materials, (7) evaluating the

materials, and (8) revising the materials. The analysis from the evaluation showed

that the respondents gave positive reviews regarding the materials. Therefore this

can be concluded that the materials were acceptable and appropriate to be used by

eighth grade students of junior high school.

To answer the second question, this study presented the final version of the

designed materials which already being revised based on the evaluation. The

designed materials consist of four units. Each unit is divided into three main parts.

They are Pre-task which is called Starting Up, Task-Cycle which is divided into

Time to Get Seri

ous and Let’s Do It Together, and Language Focus

.

This set of integrated reading writing materials is expected to be used by the

teachers for teachings in the class. This material is also expected to facilitate the

students in learning both reading and writing skills.

vii

ABSTRAK

Alexander, Christian A. B. (2013). Designing a Set of Integrated Reading Writing

Materials Using Task-based Learning for the Eight Grade Students of SMP

Bopkri 2 Yogyakarta. Skripsi Sarjana Pendidikan. Yogyakarta: Program Studi

Pendidikan Bahasa Inggris, Sanata Dharma University.

Dalam pengamatan di SMP Bopkri 2 Yogyakarta, diketahui bahwa siswa

mengalami kesulitan dalam pelajaran bahasa Inggris. Kebanyakan dari mereka

mendapatkan nilai yang masih di bawah rata-rata ketika diadakan ulangan.

Aktivitas yang digunakan dalam kegiatan pembelajaran masih terlalu terpusatkan

pada guru sehingga membuat siswa terlalu pasif. Juga guru yang terlalu

memanfaatkan buku paket yang telah disediakan tanpa mencoba untuk membuat

materi sendiri yang tingkat kesulitannya sesuai dengan kemampuan siswa. Para

siswa juga kurang mendapatkan pelajaran membaca dan menulis terintegrasi

yang dapat digunakan untuk membantu mereka mempelajari Bahasa Inggris

secara efisien. Oleh karena itu, studi ini bertujuan untuk merancang seperangkat

materi Bahasa Inggris membaca dan menulis yang terintegrasi untuk siswa kelas

delapan SMP Bopkri 2 Yogyakarta. Studi ini memfokuskan pada dua pertanyaan.

Pertanyaan pertama adalah bagaimana membuat seperangkat materi Bahasa

Inggris membaca dan menulis yang terintegrasi menggunakan Task-Based

Learning untuk siswa-siswi kelas delapan SMP Bopkri 2 Yogyakarta. Pertanyaan

kedua adalah seperti apakah bentuk dari materi Bahasa Inggris membaca dan

menulis tersebut.

Untuk menjawab pertanyaan pertama, peneliti menggunakan model

perancangan dari Kemp yang telah dimodifikasi. Ada delapan langkah yang

digunakan dalam studi ini. Langkah-langkah tersebut adalah (1) mengadakan

penelitian untuk mendapatkan kebutuhan berbahasa siswa, (2) menentukan

tujuan, membuat daftar topik, dan menguraikan tujuan umum, (3) menentukan

tujuan pembelajaran, (4) membuat daftar isi pokok, (5) memilih kegiatan belajar

dan mengajar, (6) membuat materi, (7) mengevaluasi materi, dan (8) merevisi

materi. Hasil analisis berdasarkan evaluasi materi menunjukkan bahwa para

responden memberikan penilaian positif terhadap desain materi ini.. Oleh karena

itu dapat disimpulkan bahwa desain materi yang dibuat sudah dapat diterima dan

sesuai untuk siswa kelas delapan sekolah menengah pertama.

Untuk menjawab pertanyaan kedua, studi ini menyajikan hasil akhir materi

yang telah direvisi. Materi terdiri dari empat unit. Setiap unit akan terbagi

menjadi tiga bagian utama, yaitu Pre-task yang dinamakan Starting Up, Task

Cycle yang dibagi menjadi dua yaitu Time to Get Serious dan

Let’s Do It

Together, dan yang terakhir Language Focus.

Desain materi ini diharapkan dapat digunakan oleh para guru dalam

mengajar di kelas. Begitu pula diharapkan agar dapat membantu siswa dalam

mempelajari ketrampilan membaca dan menulis Bahasa Inggris.

Kata Kunci: Task-Based Learning, Integrated, Reading, Writing

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