Local-based English instructional materials for eleventh grade students of SMA BOPKRI 2 Yogyakarta.

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m , 5 ) mengembangkan mater i dan . i s i v e r e m ) 7 n a d i s a u l a v e g n e m ) 6 , n i a s e d i d g n a y i r e t a m n a k i s a t n e m e l p m i g n e m k u t n

U menjawabpetranyaankedua ,penu il smenyampaikanvers iakhi rdair p a it e s n a d t i n u ) 2 ( a u d i r a d i ri d r e t t u b e s r e t ir e t a M . i n i i s p ir k s m a l a d i r e t a m n i a s e d “ u ti a y t i n u b u s ) 4 ( t a p m e i r a d i ri d r e t a y n ti n

u Warming Up” ,“Reading theText p

U ” ,“No itngDown”dan“Sel fRelfeciton” . a w h a b n a k u m e n e m i n i n a it il e n e

P Yogyakatra kaya akan budaya dan n a l u g g n u e k a d a p a w s i s n a k l a n e g n e m k u t n u n a k n a k e ti d u lr e p g n a y h a r a j e s a tr a k a y g o

Y . Selain tiu , sekolah telah memiilh baitk sebaga i keunggulan a tr a k a y g o

Y yang pelru dipelajar isiswa .Maka ,tema-tema yang dipiilh dalam n a l u g g n u e k n a g n e d n a g n u b u h r e b i s k u rt s n i i r e t a

m Yogyakatra .Sementara tiu , pendekatan yang digunakan dalam mateir i nsrtuks iadalah Task-Based Language

g n i h c a e

T ekar napendekatant esebutf okuspadaprose sbelaja.r s

a

H i ldar ievaluas imenunjukkan bahwa paritsipan menunjukkan sikap a k e r e m a n e r a k i t k u b r e t i n i l a H . n i a s e d i d g n a y i r e t a m p a d a h r e t f it i s o p g n a y a d a p ) 5 ( a m il i a p m a s ) 1 ( u t a s a l a k s k u t n u ) 5 ( a m il n a d ) 4 ( t a p m e a l a k s h il i m e m m , a k a M . n a u j u t e s r e p n a a t a y n r e p p a it e

s ater iyang didesain dianggap dengan baik . a m ir e ti d t a p a d n a d

x i

, a c a b m e m r a j a g n e m , l a k o L n a l u g g n u e K s i s a b r e B n a k i d i d n e P : i c n u k a t a K

.s il u n e m r a j a g n e m

x

S T N E M D E L W O N K C A

o t e d u ti t a r g t s e p e e d y m s s e r p x e o t e k il d l u o w I , y lt s ri

F Jesu sChrist rfo y

a d d r a h y m g n ir u d e c n a d i u g s s e l d n e s i

H s in ifnishing my t hesis .Hi sevelrasitng t

a p d n a e v o

l iencet o ilgh tmypath srtengthen met o completemyt hesis .Wtihou t d e s s a p o t e l b a e b t o n d l u o w I , s s e l b d n a y c r e m e c n a d n u b a , e c a r g s u o l e v r a m s i H

. e e r g e d y m g n i n r a e n i p e t s t s e i v a e h e h t

I , y l d n o c e

S am deeply indebted to my advisor ,Caeciila Tutyandari , .

d P . M , . d P .

S fo rhe rkindness t o givemeencouragement ,suggesitons ,ciritcism , e

c n a d i u

g and advice to complete my thesis and he rpaitence to accompany me s

i s e h t y m g n i h s i n if n i n o i s u f n o c y m g n ir u

d .

l a e d t a e r g a e w o y l e ti n if e d o s l a

I toGregoriu sPuntoA ij ,S.Pd. ,M.Hum. , m

u H . M , H S , d P . S , a h a r g u N u n u S l e u m a

S andRr .Ariatm iPuj iH .S.Pd., who e

v i g o t e m it r i e h t d e r a p

s meaningfu lfeedback fo rthe designed insrtuctiona l s

l a ir e t a

m .Thei rfeedback wa shelpfu lin improving the designed insrtucitona l .s

l a ir e t a m

o t e d u ti t a r g p e e d y m s s e r d d a o t e k il d l u o w

I SMA BOPKR I 2

a t r a k a y g o

Y fort heyhavegivenmeachancet oconduc tmyr esearch,gathe rdata p

m i d n

a lementt hedesignedmate irals . Ialso sincerelyt hank theEngilsht eacher s .

s t n e d u t s e d a r g h t n e v e l e e h t d n

a

e d u ti t a r g p e e d y

M also goes t o Sister Margareth ,FCJ fo rhe rkindness s

i s e h t y m k c e h c o t s s e n g n il li w d n

a especially the gramma rand diciton . Ihave .r

e h m o r f h c u m d e n r a e

i x

d n a e c n a d i u g r i e h t t u o h ti w g n i h t o n w o n k I . I B P n i s r e r u t c e

l the knowledge they n

e v i g e v a

h .

o t e k il d l u o w o s l a

I send mygreates tgrattiudef o rmy parents ,Theodoru s Susanto and Mariana Rubinah fo rboth spritiua land ifnancia lsuppor.t Thei r

t n e m e g a r u o c n

e w sa sp ritit o ifnish my t hesis .My warm t hank si ed u to my l tilte r

e h t o r

b ,Robertu sPrastya Ja it who made me nice covers fo rthe designed s

l a ir e t a

m . Ialsos endmys inceret hankf o rotherf amiile swhos incerelyencourage u

o r h t g n it t e g e

m ght hi sones tepo fmyl fie . Iamt hankfulfort hes incereprayer . e h t r o f l u fr o l o c e r o m s e m o c e b e fi l y M . s d n e ir f y m o t o g s k n a h t l a i c e p S

e v a h e w n o i s s e r p e d d n a r e e h

c passed t ogether .I twli lbe my rteasurei n my old .

s y a

d I t hank Sance ,Widi ,Rima ,Yuyun ,Dian ,Onie ,Iwie and Yusak fort he .s

y a d t a e r

g Ialsot hankMbakNia becauseshegavemesuggesiton and ciritcism b

a ou tthedesignedmateiral .sMybigt hankalsogoes toMs .Wur iforr eadingmy .

n o it s e g g u s e m g n i v i g d n a s i s e h

t Ialso d to n o forge tto thank my high school s

d n e ir

f ,WindaandGtia, fort heris uppor tandencouragementt o ifnishmyt hesis . k

n a h t o t t n a w

I Ficka ,Aryo and Dio because ou rwage rreally inspried me to .

e l b i s s o p s a n o o s s a s i s e h t y m h s i n

if I twass uchauniqueencouragement .

, y l e r e c n i S

i m a t U s a y i T t e b a s il l E

ii x

S T N E T N O C F O E L B A T

e g a P E

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S ... v

R A B M E

L PERNYATAANPERSETUJUANPUBLIKASI ... i....v T

C A R T S B

A ... ii....v

K A R T S B

A ... iiv i S

T N E M G D E L W O N K C

A ... x S

T N E T N O C F O E L B A

T ... iix S

E L B A T F O T S I

L ... xv iii S

E R U G I F F O T S I

L ... xix S

E C I D N E P P A F O T S I

L ... xx

N O I T C U D O R T N I I R E T P A H C

.

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D ResearchObjecitve s... 6 .

E ResearchBeneftis ... 6 .

ii i x

E R U T A R E T I L D E T A L E R F O W E I V E R I I R E T P A H

C 1 1

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b Kemp’ sModel ... 51 .

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a BottomUp ... 91 .

b TopDown ... 91 .

c InteracitveModel so fReading... 02 .

3 TeachingW iritng ... 22 .

a Inveniton ... 32 .

b W iritng ... 32 .

c ProofreadingandEdiitng... 24 .

4 Task-BasedLanguageTeaching ... 42 .

5 School-BasedCurirculum... 52 .

6 Local-BasedEducaiton ... 52 .

7 Insrtucitona lMateirals... 7..2 .

B Theoreitca lFramework ... 8....2 .

1 ConsideirngGoals ,Topic sandGenera lPurposes ... 92 .

2 LisitngSubjec tContent ... 92 .

3 ConducitngNeed sSurvey ... 92 .

4 DevelopingPedagogica lSyllabus... 03 .

v i x .

6 Evaluaitng ... 13 .

7 Revising ... 13 A

H

C PTERI I IRESEARCHMETHODOLOGY 3 3 .

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1 IdentfiyingI nsrtucitona lGoals ... 33 .

2 ConducitngInsrtucitona lAnalysis... 43 .

3 AnalyzingStudent sandContext... 43 .

4 W iritngPerformanceObjecitves... 43 .

5 DevelopingAssessmentI nsrtuments... 53 .

6 DevelopingI nsrtucitona lSrtategy... 53 .

7 DevelopingandSelecitngI nsrtucitona lMateiral s... 53 .

8 DesigningandConducitngFormaitveEvaluaitono fInsrtuciton .... 53 .

9 ReviseI nsrtuciton... 63 .

B ResearchSetitng ... 63 .

C ResearchParitcipants ... 37 .

1 TheParitcipant so fAnalyzingStudent sandContext... 73 .

2 Paritcipant so fFormativeEvaluaitonofI nsrtuciton... 73 .

D Insrtumen tandDataGathe irngTechnique ... 83 .

1 ResearchI nsrtuments ... 8..3 .

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b Quesitonnaries ... 93 .

c Interview ... 14 .

v x .

2 D ataGatheirngTechnique ... 24 .

a DataGatheirngTechniqueo fAnalyzingStudent sandContext . 34 .

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o it c u rt s n I f

o ... 34 .

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2 PerformingtheInsrtucitona lAnalysis... 74 .

3 AnalyzingtheStudents’Characteirsitc sandtheContext... 74 .

4 StaitngthePefrormanceObjecitves ... 84 .

5 Designing theAssessmentI nsrtuments ... 84 .

6 Developingt heI nsrtucitona lSrtategy ... 84 .

7 SelecitngandDevelopingt heI nsrtucitona lMateirals ... 94 .

8 DesigningandConducitngt heFormaitveEvaluationoft heDesigned s

l a ir e t a

M ... 94 .

9 Revisingt heDesignedMateirals ... 05

V I R E T P A H

C RESEARCHRESULTSANDDISSCUSSION 5 1 .

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i v x .

2 Need sSurvey ... 45 .

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3 Subjec tContent ... 62 .

4 Producitono fPedagogica lSyllabus... 36 .

5 Developmen tandI mplementationoft heDesignedMateirals ... 76 .

6 Evaluaiton ... 86 .

7 Revision ... 97 .

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1 WarmingUp... 84 .

2 ReadingtheTex tUp... 85 .... .

3 NoitngDown ... 58 .

4 Sel fRelfeciton... 58

C V R E T P A H

C ONCLUSIONSANDRECOMMENDATION 8 7 .

A Conclusions ... 78 .

B Recommendaitons ... 09 .

1 Recommendaitonf ort heEngilshTeacher so fSMABOPKR I2 a

tr a k a y g o

Y ... 19 .

2 Recommendaitonf ort heeleventhgrades tudent so fSMABOPKR I2 a

tr a k a y g o

Y ... 98 .

ii v x S

E C N E R R E F E

R ... 39 S

E C I D N E P P

ii i v x

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e l b a

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.

4 TheParitcipants ’PersonalInformaiton ... 55 3

.

4 TheParitcipants’Answer sontheQuesitonnaries ... 55 4

.

4 TheI ndicators ... 36 5

.

4 TheLis to fMateiral sandAcitviites ... 56 6

.

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4 TheResutl sofI mplementaiton... 2....7 9

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4 TheResutl soft heQuesitonnariest oEvaluateMateiralsf romParitcipants ... 57 0

1 .

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u b a ll y S o t o r P 1 .

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1 I R E T P A H C

N O I T C U D O R T N I

h t f o s tr a p t n a tr o p m i x i s f o s t s i s n o c r e t p a h c s i h

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b research problem ,problem ilmtiaiton ,research objecitves ,research .s

m r e t f o n o it i n if e d d n a , s ti f e n e b

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l o o h c

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I Indonesian people reailze t hat Indonesian a s an of ifcia l s

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l inadequatetof aclitiatethem to communicatewtihothe rpeople .They e ri t n e e h t g n i s s e c c a d n a g n it c a r e t n i r o f l a i c if e n e b e r a t a h t s e g a u g n a l r e h t o d e e n

f o e s u e h t e c n i s d lr o

w the ofifcia llanguage si only ilmtied in one o rm ore e

m o s , e l p m a x e r o F . s e ir t n u o

c essenita lknowledge o rinformaiton ha sno tbeen y o l p m e o t e v a h e l p o e p , e r o f e r e h T . s r o t c a f e m o s o t e u d n a i s e n o d n I n i d e d i v o r p

.t i s s e c c a o t e g a u g n a l r e h t o n a

h s il g n E t a h t s e n i m r e t e d t n e m n r e v o g n a i s e n o d n I , m e l b o r p s i h t e m o c r e v o o T

t n r a e l e b o t s d e e

n i nschools .I tbecome saf oreignl anguaget hati scompulso ry in ll

e g a u g n a

l since ti si globally used al love rthe wo lrd. Graddo l(1997 ,p. 10 ) 1

2 f o g n i n n i g e b e h t n i t a h t s e t a m it s

e st century there are 750 mliilon Engilsh .s r e k a e p s e g a u g n a L d n o c e S h s il g n E n o il li m 5 7 3 d n a s r e k a e p s e g a u g n a L n g i e r o

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B Peraturan Pemerintah No .22 Tahun 2006, t he t arge to fSenio r e

l b a e r a y e h t t a h t s i h s il g n E g n i n r a e l n i s t n e d u t s ) S H S ( l o o h c S h g i

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. l e v e l l a n o it a m r o f n i d e ll a c s i l e v e l s i h T . y ti li b a e g a u g n a l r i e h t h ti w e g d e l w o n k

h

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c fo r SHS student sto achieve the leve lbecause some n

o it a m r o f n

i thatt hey l ook for i sonly avaliablei n Engilsh. Thu ,s t hemastery o f t

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a it n e s s e s i h s il g n E n e tt ir w e c n i

S ,both reading and w iritng skill sneed t o .

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x e t m o r f n o it a m r o f n

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e r u t a e f e g a u g n a l

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I lls ,the wrtie rconsider stha tTask-Based LanguageTeaching( TBLT)needs toapplyi nt eachingEngilsh sincestudent sare

s a e d i d n a n o it a m r o f n i , g n i n a e m e g n a h c x e o t e l b a e b o t d e g a r u o c n

e in

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i .Therefore, thestudentst endtoproducet ext sacceptablyrathe r n

a h

t accurate. The idea i sthe same a sTBLT because in the learning process , o t e g a u g n a l t e g r a t e h t e s u t u b e g a u g n a l t e g r a t e h t n r a e l y lt c e ri d t o n o d s t n e d u t s

n o it a m r o f n i n o s i s u c o f n i a m e h t , s u h T . g n i h t e m o s e c u d o r p d n a d n a t s r e d n u

s e m o c h c i h w s u c o f e g a u g n a l e h t n a h t r e h t a r y r e v il e

d att heendo fataskno tat the .

g n i n n i g e b

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H whent akingProgramPengalamanLapangan II ni Februaryand 1

1 0 2 y a

M , t he wrtie rfound t ha treading and wriitng o tfen becamei nconvenient s

e it i v it c

a fo r the eleventh grade students in SMA BOPKRI 2 Yogyakatra . s

t n e d u t

S seeme d reluctantt or eadt ext sespecially fit het ext sw a long, theconten t d

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s uninteresitng and heavy na d the presentaiton o fthe tex twa sbo irng . r

e v e w o

H ,they would learn happliy when they thought tha tthe topic and the s

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p w ere interesitng .They ilked fun acitviite ssuch a s g

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b no tknowwhatt owrtieandhowt owrtiet herii dea sespeciallyi n .

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A M S , n o it i d d a n

I BOPKRI 2 Yogyakatra i sone o fthe eigh tschool sin a

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Y tha ti s elected a sSMA Mode lSKM-PBKL- BP S tha ti san acronym m

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f SMA Mode lSekolah Kategor iMandir i– Pendidikan Berbasi sKeunggulan l

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L – Pusa tSumbe rBelajar. I ti sa schoo ltha talmos tfulifll so rha sarleady t

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f standard so fnaitona leducaiton t hathold seducaiton based on l oca l s

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t n e m e g a n a m l o o h c s d n a y ti v it c a g n i n r a e l g n i h c a e

t Theeights tandard so fnationa l s s e c o r p , s e c n e t e p m o c e t a u d a r g f o d r a d n a t s , d r a d n a t s t n e t n o c e r a n o it a c u d e

s e e y o l p m e l o o h c s d n a s r o t a c u d e f o d r a d n a t s , d r a d n a t

s , faciilite s standard ,

. d r a d n a t s e c n a n if d n a d r a d n a t s t n e m e g a n a

A M

S ha selected SMA BOPKR I2 Yogyakatraa sone o f132 sampilng schools. y

b d e z il a g e l s a w t n e m t n i o p p a e h

T SK Direktu rPembinaan Sekolah Menengah h a g n e n e M n a d r a s a D n a k i d i d n e P n e m e j a n a M l a r d n e J t a r o t k e r i D s a t A

l a n o i s a N n a k i d i d n e P n a i r e t n e m e

K No .961/C.C4/LK/2010on29Ap ir l2010.

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e r a l a c o

l where the schoo l i s located . Meanwhlie ,according to Direktora t A

M S n a a n i b m e

P ,Lo -calBased Educaiton i seducaiton t hat i sadjusted wtih l oca l s

d e e

n byexplotii ngvairou snatura landhumanr esources ,geographical ,histo ircal , l

a i c if e n e b r e h t o d n

a potenita l o f loca larea fo r the proces s o fcompetence s d

n o p s e r r o c t n e m p o l e v e

d i ng to learners ’ potenitailites , talen t and interest . e

h

T refore ,mate iral s tha tinclude t ohe p tenital o fa loca larea are preferred . a

o t t s u j d a t a h t s l a ir e t a m l a n o it c u rt s n i , r e v e w o

H cetrain region are no tlargely e

l b a li a v

a becauseeachr egionha sti sownpotenitailites .Moreover ,m ostavaliable s

l a ir e t a m l a n o it c u rt s n

i attach only some the potenita l o f cetrain loca l areas e r o f e r e h T . a i s e n o d n I n i s n o i g e r l l a n i d e s u e b o t d e c u d o r p e r a y e h t e s u a c e

b , the

o n d n a l a r e n e g e r a s l a ir e t a m l a n o it c u rt s n

i tassignedf o racetrainr egion . e

s o p o r p r e ti r w e h t , e c n a h c e h t g n i e e

S s insrtucitona l mateirals tha t n

o s e z i s a h p m

e the potenita lo fYogyakatra to implemen tlocal-based educaiton . e

h

T designe d insrtucitona lmateiral sfocu son two skill stha tare reading and g

n it ir

w andapplyTask-BasedLanguageTeaching .Fu trhermore,t heyareaimeda t h

t n e v e l e e h

.

B ResearchProblem

e h T . d e r e w s n a e b o t e s ir a s n o it s e u q o w t , e v o b a d n u o r g k c a b e h t o t d e t a l e R

: e r a r e w s n a o t s n o it s e u q

.

1 Howi sase to flocal-based Engilsh i nsrtucitona lmateiral sf oreleventh grade a

tr a k a y g o Y 2 I R K P O B A M S f o s t n e d u t

s designed?

.

2 Wha tdoe st he se to f local-based Engilsh insrtucitona lmateiral sf or the a

tr a k a y g o Y 2 I R K P O B A M S f o s t n e d u t s e d a r g h t n e v e l

e look ilke?

.

C ProblemLimtia iton e h t n o d e s a

B research problem ,the designed mateirals ea r ilmtied to s

ll i k s g n it ir w d n a g n i d a e

r .The designed mate irals ea r narrowed i nto t hoseskill s r

e h t e g o t t n r a e l e r a y e h t e s u a c e

b a sani ntegratedl earningwtihat eacher .However , y

l e t a r a p e s t n r a e l e r a g n i k a e p s d n a g n i n e t s

il fromreadingandw iritng .Though,t he s

o t s ll i k s g n i k a e p s d n a g n i n e t s il e d u l c n i s l a ir e t a m d e n g i s e

d uppo trt hel earningo f

. g n it ir w d n a g n i d a e

r Also,t het eache rwhoteachesr eadingandwiritngi sd fiferen t m

o r

f the t wo othe rskills .Moreover ,reading t ex twli lbet hemode lo fstudents ’ r

p r e t n i e v a h l li w s t n e d u t s , s t x e t e r n e g e m a s e h t g n i d a e r y B . g n it ir

w etaiton on a

. e ti r w l li w y e h t t x e

t The mate iral swill l ead student st o understanding t ext sand .

s t x e t d o o g g n i k a m n i m e h t g n i d i u

g Moreove,rt hedesigni ncludes thepotenita lo f a

tr a k a y g o

Y int hemateiral sbecauset heschoo la saSMAMode lSKM-PBKL- BPS l

a c o l t n e m e l p m i o t d e g a r u o c n e s

i -basededucaiton .Thedesignedmate iralswli lbe r

o f d e d n e t n

m u l u c ir r u C d e s a B l o o h c S o

t and i n t heform o fp irnted mateirals. Moreove,r t he n

g i s e

d edmateiralsalsoi mplementTask-BasedLanguageTeaching .

.

D ResearchObjecitves e h t h ti w e n il n

I research problem and problem ilmtiaiton ,the research d

n e t n

i sto descirbe how to design a se to freading and w iritng insrtucitona l s

l a ir e t a

m tha t are based on local-based educaiton . In ilne wtih local-based n

o it a c u d

e , the insrtucitona l mate iral s design emphasize s on the potenita l o f a

tr a k a y g o

Y and values o fthe loca larea and i sdeveloped atrtacitvely .Beside s a

e r c , n u f e b l li w d e d i v o r p s e it i v it c a g n i n r a e l , t a h

t itve ,and interesitng .These r

e d r o n i d e n g i s e d e r a s l a ir e t a m l a n o it c u rt s n

i to ge tstudents ’interest ,moitvate g

d n a e g d e l w o n k ’ s t n e d u t s h c ir n e , s t n e d u t

s ive them the sense o fp irde in the a

e r a l a c o l r i e h t f o l a it n e t o

p .Moreover ,al lthe insrtucitona lmaterial swli lapply k

s a

T -BasedLanguageTeachingandbeorganizedi ntop irntedcoursebooks.

.

E ResearchBeneftis

t , s e v it c e j b o h c r a e s e r e h t o t d e t a l e

R he research i sconducted to b irng h

t o b r o f s ti f e n e

b the Eng ilsh teachers o fSMA BOPKR I2 Yogyaka tra and the s

t n e d u t s e d a r g h t n e v e l

e .

.

1 TheEngilshTeachers e

h

T designed mateirals presented ea r expected to help the teachers s

l a ir e t a m r e v il e

d related t o thepotenita lo fYogyakatrai nteresitnglyand increase n

o n o it n e tt a s t n e d u t

o t e l b a e r a s r e h c a e

t implemen tLocal-BasedEducaiton adjustedwtiht hepotenita l .

a tr a k a y g Y f o

.

2 TheEleventhGradeStudents

Studentsi ncreaseno tonly t hei rknowledgeo fw irtten Engilsh bu talso t he l

a it n e t o

p o fYogyaka tra. Inaddiiton ,student sarealso moitvated t ol earnbecause .

y l e c i n d e t n e s e r p e r a s l a ir e t a m e h t

.

F De ifniitonO fTerms

e h T . g n i d n a t s r e d n u s i m d i o v a o t d e n if e d e b o t d e e n w o l e b s m r e t e m o S

: e r a s m r e t

.

1 ReadingSkill

g u o ll u C c M & r e k n i

T h (a sctiedi nRouch&Brir ,1984) deifne:

n e tt ir w r o d e t n ir p f o n o it i n g o c e r d n a n o it a c if it n e d i e h t s e v l o v n i g n i d a e R

t s a p o t p u t li u b s g n i n a e m f o l l a c e r e h t r o f il u m it s s a e v r e s h c i h w s l o b m y s

s ’ r e d a e r e h t h g u o r h t s g n i n a e m f o n o it c u rt s n o c r e h tr u f d n a e c n e ir e p x e

e rl a s t p e c n o c t n a v e l e r f o n o it a l u p i n a

m adyi nhi spossession(p.1) . 5

0 0 2 ( n a e K c M , r e v o e r o

M )i nterpretst ha t“reading i st heaciton o rskli lo f d

u o l a r o y lt n e li s r e tt a m d e t n ir p r o n e tt ir w g n i d a e

r ”( p .1409).I naddiiton, ‘ skilli s 5

0 0 2 , n a e K c M ( ’ y ti li b a r a l u c it r a p

a : 1589) .From t hosedeifniitons ,in t hi sstudy readings kill s areabiilitestoi dentfiyw irttent ext sandr ecognizew irttent extsboth

. d u o l a d n a y lt n e li s

.

2 WriitngSkill

, ) 9 8 9 1 ( t d e i T o t g n i d r o c c

A “w iritng i samethodo fexpressing ideaabou t ” s t n e t n o c t c e j b u s y n

a .( 1)p .I n ilnewtih McKean(2005) ,“w iritngist heacitvtiy a m f o l li k s r

o r gk in coheren tword son pape rand composing text” (p .1941) . c s a d e d u l c n o c e b n a c l li k s g n it ir w , e r o f e r e h

T ompetency t o i nterpreti deaabou t n o y lr e d r o d n a y lt n e r e h o c s e u s s

i apieceo fpaper .

.

3 Instrucitona lMaterials o t g n i d r o c c

A Newby , Stepich , Lehman , and Russell, “insrtucitona l s u o ir a v h g u o r h t d e r e v il e d d n a n o s s e l a n i d e s u s m e ti c if i c e p s e h t e r a s l a ir e t a m a i d e

m ” (2000 ,p .117) . In thi s study ,insrtucitona l mateiral sare deifned sa a i d e m e h T . s e v it c e j b o g n i n r a e l e v e i h c a o t r e d r o n i d e z i n a g r o e r a h c i h w s e c r u o s s l a ir e t a m l a n o it c u rt s n i e h t r o f d e s

u a rep irntedcoursebooks.

.

4 Task-BasedLanguageTeaching s il li W o t g n i d r o c c

A (2003) ,“task :agoal-o irentedcommunicaitveacitvtiy t o n g n i n a e m g n i g n a h c x e n o s i s i s a h p m e e h t e r e h w , e m o c t u o c if i c e p s a h ti w s m r o f e g a u g n a l c if i c e p s g n i c u d o r

p ”( p.36). Addiitonally ,Nunan( 2006 )deifnes: v l o v n i t a h t k r o w m o o r s s a l c f o e c e i p a s i k s a t l a c i g o g a d e p

a e slearners i n

t e g r a t e h t n i g n it c a r e t n i r o g n i c u d o r p , g n it a l u p i n a m , g n i d n e h e r p m o c s u c o f s i n o it n e tt a r i e h t e li h w e g a u g n a

l e d on mobiilzingt hei rgrammaitca l o t s i n o it n e t n i e h t h c i h w n i d n a g n i n a e m s s e r p x e o t r e d r o n i e g d e l w o n k t n a h t r e h t a r g n i n a e m y e v n o

c omanipulatef orm(p .4) . k s a t t a h t s r e f n i r e ti r w e h t ,s n o it i n if e d e s o h t m o r

F - sba edl anguaget eaching s

r e h t

o swtih t het argetl anguagein ordert o achievegoals .Sincestudents uset he g n i n a e m e h t n o s e z i s a h p m e e g a u g n a l f o e s u e h t , e t a c i n u m m o c o t e g a u g n a l t e g r a t

. s e r u t a e f e g a u g n a l e h t n a h t r e h t a r

.

5 SMAMode lSKM-PBKL- BPS h

ti w e n il n

I Direktora tPembinaan SMA ,SMA Mode lSKM-PBKL-PSB s

e n if e

d asenio rhigh school t ha tfulifll sal lo ralmos teigh tstandards fo naitona l n

o it a c u d

e ,that i mplement sLo -cal Based Educaiton ,and t ha tuitilzes i nformaiton l o o h c s d n a s s e c o r p g n i n r a e l g n i h c a e t n i s e i g o l o n h c e t n o it a c i n u m m o c d n a

t n e m e g a n a

m . tI si no taschoo lcatego irzaiton ,bu taguidingsrtategy t o applyand .

n o it a c u d e l a n o it a n f o s d r a d n a t s t h g i e e h t e t e l p m o c

.

6 Local-BasedEduca iton(LBE ) /PendidikanBerbasi sKeunggulanLokal o

t g n i d r o c c

A Direktora t Pembinaan SMA , Local-Based Educaiton in l

o o h c s h g i h r o i n e

s i seducaiton thati sheld i n senio rhigh schoolt hati sadjusted , l a r u tl u c , l a c i h p a r g o e g , s e c r u o s e r n a m u h d n a l a r u t a n g n i z il it u y b s d e e n l a c o l h ti w

l a it n e t o p r e h t o d n a s e it il a it n e t o p l a c ir o t s i

h o fthe loca larea and tha tsuppor t a

it n e t o p d n a , t n e l a t ,t s e r e t n i ’ s t n e d u t

s ilites .Thei mplementaitono fL BE tisel fcan h

ti w y c n a v e l e r e h t g n ir e d i s n o c y b s t c e j b u s l l a o t n i d e t a r g e t n i e

b competence

e i c n e t e p m o c s c i s a b d n a d r a d n a t

s son the subjects .Therefore ,at the end o fthe t

u b e g d e l w o n k e v a h y l n o t o n s t n e d u t s , s s e c o r p g n i n r a e

l also behave accordingt o

l a c o l ri e h

.

7 Elevent hGradeStudents

h g i h r o i n e s a f o s t n e d u t s e d a r g d n o c e s e h t e r a s t n e d u t s e d a r g h t n e v e l E

6 1 t u o b a e r a y e h T . l o o h c

s -17 year sold .According to Peraturan Pemerintah y c a r e ti l l a n o it a m r o f n i e v e i h c a o t s i l e v e l s i h t t a g n i n r a e l h s il g n E f o m i a e h t , 6 0 0 2

. d a e r y e h t t a h t t x e t a r e f n i o t e l b a e b d l u o h s l e v e l s i h t t a s t n e d u t s ,s u h T . l e v e l

.

8 SMABOPKRI2Yogyakarta A

M

S BOPKRI 2 Yogyaka tra is a p irvate Senio rHigh Schoo ltha ti s d

e t a u ti

s a tJl .Jendra lSudriman 87Yogyakatra .Theschoo lha ssixclasse sof et h ,

e d a r g h t n e

t eight classe so ft he eleventh grade and seven classe sof et h twel tfh .

e d a r

g Theeleventh gradehas onel anguageclas ,s t h reescienceclasses ,and f ou r .s

e s s a l c e c n e i c s l a i c o

s Meanwhlie ,the tweltfh grade consist so fone language .

s e s s a l c e c n e i c s l a i c o s r u o f d n a s e s s a l c e c n e i c s o w t ,s s a l c

1 1

I I R E T P A H C

I L D E T A L E R F O W E I V E

R TERATURE

r o j a m o w T . y d u t s e h t e il r e d n u t a h t s e ir o e h t s e s s u c s i d r e t p a h c s i h T

e r a , k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t e r a h c i h w , s n o i s s u c s i d

l a n o it c u rt s n i h ti w s l a e d n o it p ir c s e d l a c it e r o e h t e h T . r e t p a h c s i h t n i d e t n e s e r p

design , teaching reading , teaching w iritng, Task-Based Language Teaching ,)

T L B T

( Schoo lBased Curirculum (SBC) , Pendidikan Berbasi sKeunggulan l

a k o

L (PBKL ) o r Local-Based Educaiton (LBE) and insrtucitona l mateirals . k

r o w e m a r f l a c it e r o e h t e h t , e li h w n a e

M elaborates step sin designing the reading g

n it ir w d n

a insrtucitona lmateiral .s .

A Theore itca lDescrip iton

g n i h c a e t , n g i s e d l a n o it c u rt s n i t u o b a s e s s u c s i d n o it c e s s i h

T reading,

, g n it ir w g n i h c a e

t Task-Based Language Teaching, Schoo lBased Cur irculum, l

a c o

L - aB sedEducaitonandi nsrtucitona lmateirals .Thet heoreitca lbackground o f s

i n g i s e d l a n o it c u rt s n

i presented i n t hi sseciton t o give i nterpretaiton o fsteps i n g

n i h c a e t f o y r o e h t e h T . s l a ir e t a m l a n o it c u rt s n i g n i n g i s e

d reading, teaching

, g n it ir

w Task-Based Language Teaching ,Schoo lBased Cur irculum and Local -n

o it a c u d E d e s a

B i sused t o givei nputf ort hewrtie ron w hatreading and w iritng insrtucitona lmateiral sshould look ilke .Likewise ,the theory o finsrtucitona l

s l a ir e t a m l a n o it c u rt s n i e h t g n i n g i s e d e h t n i s i s a b r e ti r w e h t s e v i g s l a ir e t a

3 5

Y

H

P

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I

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s l a ir e t a M f o s e c n e r e f e R . D , n a n u N n I . g n i d a e R . ) 3 0 0 2 ( . N , n o s r e d n

A Pracitca l Engilsh Language

). d E ( g n i h c a e

T .NewYork :McGrawHli.l . D , n a n u N n I . g n it ir W . ) 3 0 0 2 ( . e i g g a M , k il o k o

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