Grammar instructional materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan Klaten.

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vii

ABSTRACT

Maharsi, Sance. (2012). Grammar Instructional Materials Using Group Activities for the Eighth Grade Students of SMP Negeri 1 Jogonalan Klaten. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Although grammar does not have particular part in learning English, it still has an important role for the students. Without grammar proficiency, they cannot master all skills of English well. It also happens in SMP Negeri 1 Jogonalan Klaten. The students cannot master the writing skill of English because they have lack of proficiency of English grammar. Therefore, the researcher decided to develop grammar instructional materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan Klaten to assist solving this obstacle. Group activities were chosen because in their age the junior high school students liked to work and interact with others.

This research was conducted to answer the two research questions. They were 1) How are grammar instructional materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan Klaten designed? and 2) What do grammar instructional materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan Klaten look like?

In this research, the researcher employed the first five steps of the R&D cycle. Those were (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision.

To answer the first question, the researcher’s instructional design model which had been suited with the R&D cycle was applied. The instructional design model was adapted from the combination of Kemp’s and Yalden’s models of instructional design. The steps of the researcher’s instructional design model were (1) Conducting Needs Analysis, (2) Formulating Goals, Listing Topics, and Stating General Purposes, (3) Formulating Learning Objectives, (4) Listing Subject Contents, (5) Selecting Teaching and Learning Activities and Resources, and (6) Evaluating the Designed Materials.

To answer the second question, this research presented the final version of the designed materials. It consisted of four units. Each unit consisted of five sections namely Open Your Mind, Do You Know, Grammar Pit Stop, Try This, and Let’s Sum Up.

The designed materials were categorized as good and acceptable because each assessed item of the designed materials reached 3.00 up to 3.66 from the scale of 4. Therefore, the designed materials could be used as the grammar instructional materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan Klaten after being revised according to the evaluators’ comments and suggestions.

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viii

ABSTRAK

Maharsi, Sance. (2012). Grammar Instructional Materials Using Group Activities for the Eighth Grade Students of SMP Negeri 1 Jogonalan Klaten. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,Universitas Sanata Dharma.

Meskipun tidak mendapatkan bagian khusus dalam pelajaran bahasa Inggris, grammar tetap memiliki peranan yang penting bagi pemahaman siswa. Tanpa memahami grammar, siswa tidak dapat menguasai semua keterampilan berbahasa inggris dengan sempurna. Hal ini juga terjadi di SMP Negeri 1 Jogonalan Klaten. Siswa belum dapat menguasai keterampilan menulis dengan sempurna karena lemahnya pemahaman grammar mereka. Oleh karena itu, penulis memutuskan untuk mengembangkan materi pembelajaran grammar menggunakan kegiatan dalam kelompok bagi siswa kelas VIII SMP Negeri 1 Jogonalan Klaten untuk membantu memecahkan hal ini. Kegiatan dalam kelompok dipilih karena siswa SMP cenderung ingin bekerja dan berinteraksi dengan orang lain.

Penelitian ini dilakukan untuk menjawab 2 rumusan masalah yaitu 1) Bagaimana materi pembelajaran grammar menggunakan kegiatan dalam kelompok bagi siswa kelas VIII SMP Negeri 1 Jogonalan Klaten dikembangkan? and 2) Seperti apa materi pembelajaran grammar menggunakan kegiatan dalam kelompok bagi siswa kelas VIII SMP Negeri 1 Jogonalan Klaten dikembangkan?

Dalam penelitian ini, penulis menerapkan lima langkah pertama design dan pengembangan. Kelima langkah tersebut adalah (1) Pengumpulan informasi penelitian, (2) Perencanaan, (3) Pengembangan produk tahap 1, (4) Pengujian lapangan tahap 1, dan (5) Pembenahan produk.

Untuk menjawab pertanyaan yang pertama, model pengembangan materi dari penulis yang telah disesuaikan dengan langkah-langkah design dan pengembangan diterapkan. Model tersebut diadaptasi dari kombinasi model pengembangan materi dari Kemp dan Yalden. Adapun tahapan dalam model tersebut adalah (1) melaksanakan survei kebutuhan, (2) merumuskan tujuan, menentukan topik, dan tujuan umum, (3) menentukan tujuan pembelajaran, (4) menentukan materi pembelajaran, (5) memilih kegiatan belajar dan mengajar dan bahan mengajar, dan (6) menilai materi pembelajaran.

Rumusan masalah yang kedua dijawab dengan menyajikan versi akhir dari materi pembelajaran tersebut. Materi pembelajaran tersebut terdiri dari 4 unit yang setiap unitnya terdiri dari 5 bagian yaitu Open Your Mind, Do You Know, Grammar Pit Stop, Try This, dan Let’s Sum Up.

Materi pembelajaran tersebut dikategorikan baik dan dapat diterima karena setiap item yang dinilai mencapai poin 3.00 sampai 3.66 dalam skala 4. Oleh karena itu, materi pembelajaran tersebut dapat digunakan sebagai materi pembelajaran grammar menggunakan kegiatan dalam kelompok bagi siswa kelas VIII SMP Negeri 1 Jogonalan Klaten, tentu saja setelah direvisi berdasarkan komentar dan saran dari para penguji.

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ACKNOWLEDGMENTS

First of all, I would like to express my greatest gratitude to Allah

Subhanahu wa ta’ala for His love, grace, blessings and guidance in my life. Allah gives me strengths when I am weak and ways when I get stuck in facing many problems. I am nothing without Allah.

I would also like to express my deepest gratitude to my major sponsor, Made Frida Yulia, S.Pd., M.Pd., for her guidance, kindness, support, and her patience to assist me in finishing my thesis. I will really miss every consultation moment with her.

I sincerely thank Josephine SM, S.Pd., Uni Indriastuti, S.Pd., and Ima Mayasari, S.Pd. for their assistance to evaluate my designed materials. Their comments and suggestions are really beneficial for me. I am deeply grateful for all lecturers and staff of the English Language Education Study Program of Sanata Dharma University who have assisted me during my study and the completion of my thesis. Special thanks go to Maria Septiyani, S.Pd. for being my proofreader.

I wish to express my sweet and deepest thanks to my mom Endang S. Adi and my dad Sugiyono, for their endless love, everlasting support, care, affection, and prayer. I thank them for being patient so far.

My special thanks go to Mbak Widi for always supporting and reminding me to finish my thesis. My thanks also go to Om Happy, Bulik Yekti, Bude Ria, Zita, and Inno for being my family in Gatotkaca 9. I do really thank my boarding house friends, Pi’ink, Iyud, Mbak Yayo, Mbak Dhita, Mbak Widhi, and Vita who

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always supporting me in finishing my thesis. I also thank Eboy, Yuyun, Rima, Dian, Leonie, Inez, and Ruddy for having wonderful experience during my study. I would also thank Merici, and Novi for every sharing moment we have ever had. I thank Yani, Indah, Hedwig, Gloria, and Shanty for our memorable sharing and discussion.

I also thank Ocha, Tika, Mbak Dewati, Mas Trio, Mbak Rita, Desya, Dita, and Vero for the unforgettable moment in our thesis defence and all PBI ’07 for our memorable friendship. Last but not least, many thanks are adressed to those who have endlessly helped and supported me in finishing my thesis, whose name I cannot mention one by one.

Sincerely,

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

CHAPTER I. INTRODUCTION ... 1

A. Research Background ... 1

B. Research Problem ... 7

C. Problem Limitation ... 7

D. Research Objectives ... 8

E. Research Benefits ... 8

F. Definition of Terms ... 9

CHAPTER II. REVIEW OF RELATED LITERATURE ... 12

A. Theoretical Description ... 12

1. The Instructional Design Models ... 12

a. Kemp’s Instructional Design Model ... 12

b. Yalden’s Instructional Design Model ... 16

2. Grammar ... 19

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xii

b. The Nature of Grammar ... 20

c. The Teaching of Grammar ... 21

3. Group Activities ... 22

4. Stages in Teaching Grammar ... 24

a. Communicative Language Teaching Approach ... 25

b. Peck’s Stages in Teaching Grammar ... 26

c. Pekoz’s Teaching Grammar Stages ... 27

B. Theoretical Framework ... 27

CHAPTER III. METHODOLOGY ... 32

A. Research Method ... 32

B. Research Setting ... 37

C. Research Participants... 37

1. Participants of the Pre-design Research ... 37

2. Participants of the Post-design Research ... 38

D. Instruments and Data Gathering Techniques ... 38

1. Instruments and Data Gathering Techniques of the Pre-design Research ... 38

2. Instruments and Data Gathering Techniques of the Post-design Research ... 40

E. Data Analysis Techniques ... 40

1. Data Analysis Technique of the Pre-design Research ... 41

2. Data Analysis Technique of the Post-design Research ... 41

F. Research Procedure ... 43

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 46

A. The Elaboration of the Steps in Designing Grammar Instructional Materials Using Group Activities For the Eighth Grade Students of SMP Negeri 1 Jogonalan Klaten ... 46

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xiii

2. Formulating Goals, Listing Topics and Stating

General Purposes ... 56

3. Formulating Learning Objectives ... 57

4. Listing Subject Contents ... 58

5. Selecting Teaching and Learning Activities and Resources .... 61

6. Evaluating the Designed Materials ... 62

a. The Discussion of the Results of the Post- design Research ... 62

b. The Revision of the Designed Materials ... 66

B. The Description of the Designed Materials ... 67

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 70

A. Conclusions ... 70

B. Recommendations ... 73

1. The Recommendations for the English Teachers of Junior High School, Especially the English Teachers of SMP Negeri 1 Jogonalan Klaten ... 73

2. The Recommendations for Other Researchers ... 73

REFERENCES ... 75

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xiv

LIST OF TABLES

Table Page

3.1 Points of Agreement of the Evaluation Questionnaire ... 42 3.2 The Evaluators’ Opinions on the Designed Materials (Blank) ... 42 4.1 The Elaboration of Competence Standard, Basic Competence,

and Topics ... 57 4.2 The Elaboration of the Learning Indicators of Each Topic ... 59 4.3 The Evaluators’ Background ... 64

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LIST OF FIGURES

Figure Page

2.1 Kemp’s Instructional Design Model ... 16

2.2 Yalden’s Instructional Design Model ... 19

2.3 The Researcher’s Model of Instructional Design ... 31

3.1 The Elaboration of R & D Cycle and the Researcher’s Model ... 36

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xvi

LIST OF APPENDICES

Appendices Page

APPENDIX A : The Letter of Permission ... 78

APPENDIX B : The Observation Checklist of Students’ Activities in the Class .. ... 80

APPENDIX C : The Observation Checklist of Teacher’s Activities in the Class ... .82

APPENDIX D : The Interview Guide for the Teacher ... 85

APPENDIX E : The Questionnaire for Evaluating the Designed Materials ... 88

APPENDIX F : The Result of the First Part of the Evaluation Questionnaire ... 93

APPENDIX G : Model Unit of the Designed Materials ... 96

APPENDIX H : The Teacher’s Manual ... 98

APPENDIX I : The Student’s Textbook ... 135

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CHAPTER I

INTRODUCTION

This chapter will be divided into six parts. The first part is the research background. The second part is the research problem. The third part is the problem limitation. The fourth part is the research objectives. The fifth part is the research benefits. The last part is the definition of terms.

A. Research Background

In the globalization era, English becomes one of the most prominent languages around the world. Crystal (1997) explains that “the language has penetrated deeply into the international domains of political life, business, safety, communication, entertainment, the media and education” (p. 30). English is used as a tool of communication of those areas. Thus, it has an important role in the development of every country. Realizing the importance of English, Indonesian Government considers English as the first foreign language to teach in the educational institutes starting from elementary up to university level. Moreover, the Indonesian Government in their educational regulations has made a decision to make English as a compulsory subject at schools (Simanjuntak, 1988, p. 4). It means that students learn English formally in schools. In addition, English becomes one of the subjects tested in the final examination.

The lowest level of school which teaches English as a compulsory subject is Junior High School. Based on Kurikulum Tingkat Satuan Pendidikan (KTSP)

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Sekolah Menengah Pertama, Junior High School students are expected to master four macro skills, namely reading, listening, writing, and speaking. The focus of this curriculum is on functional competence, the ability to communicate both in spoken and written forms of language in communicative events. Moreover, KTSP

discerns texts as the realization of discourse. Therefore, it emphasizes the expressing and comprehending various meanings such as interpersonal, ideational, and textual both in spoken and written texts. The spoken and written texts are in the form of narrative, procedure, recount, report, and descriptive. On the other hand, the elements of English such as grammar, vocabulary, spelling, and pronunciation are taught only to support the development of language skills. Language elements are not taught specially, instead they are taught contextually.

However, it cannot be denied that grammar occupies an important role for students in learning English. Understanding grammar enables the students to produce and express the sentences clearly and understandably both in spoken and written forms for their listeners or readers. As one of the elements of English, grammar cannot be neglected although four macro skills are the focus of learning English. Those skills cannot be applied optimally without having good grammar. Grammar accuracy leads the English language learners to be able to produce understandable sentences. Thus, grammar is an essential aspect in learning English because it is a foundation in producing correct sentences. Nunan (2003) states that receivable and understandable sentences should be made by using and applying the rules of grammar (p. 154). Moreover, Littlewood (1983) argues that in supporting communication, the mastery of grammar is important. Grammar

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3 knowlegde is a basic requirement in using a language since this knowledge provides the frames, rules, and patterns for the speakers to construct sentences as well as understand others’. Comprehending how to construct and identify the types of words and word groups in good sentences enable the students to communicate with others clearly and effectively (p. 77). In addition, incorrect grammar makes the sentences becoming meaningless and having unclear messages. As a result, it leads to an ineffective communication. Therefore, mastering English grammar can help the students produce good sentences, so they are able to communicate with others more clearly and effectively. Moreover, grammar can influence the meaning of sentences. Hence, grammar is important to be taught.

According to McKay (1985), one of the techniques of teaching grammar is grammar study in contexts (p. 15). It means that grammar is taught through the language features used in a certain text. Teaching grammar in context makes the grammatical form becoming more understandable. Students are required to understand meaning within the context given. Armbruster and Osbon (2002) mention that “Language needs context because context provides meaning” (p. 30). Moreover, Close (1961) concludes that it is necessary to have awareness of grammar and conscious practice in applying it, but it is not enough without context (p. 1). Contexts present real situations and give learners opportunities to communicate in English.

Armbruster and Osbon (2002) explain that reading is related to English grammar skills (p. 2). Through reading, grammar patterns are introduced.

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4 Therefore, this research employs reading text to present contexts to grammatical pattern. Naturally, learning grammar can be done by focusing attention on what students hear or read. Grammar can be learnt unconsciously because students’ attention is on the sentences they read. Jackson (1990) states that “texts have grammar” (p. 247). While reading, students also learn grammar. The more they see the correct forms modeled for them, the better they can remember how it is supposed to look when they try to write by themselves. It becomes more natural in learning grammar.

However, teaching grammar only from reading is not enough. Without employing grammar in written text, the students will find difficulty to master and use it in the right way. Thus, writing is used as a way for practicing correct grammar. It means that students are given opportunity to use grammar in written texts. Students can express their thinking through writing texts. While composing a text, students also learn grammar. Students often make some errors on their writing because they do not give attention to the writing elements. There are two important elements in writing, the grammar and composition. Producing text in correct grammar will make it easier to understand.

According to Tiedt (1989), one of the processes in producing a text is learning to write by reading. Reading and understanding the model of text before writing specific form of composition are important processes for students. Thus, they know what language features should be included in the text. Writing is a way of communicating, though the emphasis in any subject areas should be on the ideas expressed through writing.

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5 Emphasizing the use of KTSP in Indonesian education, the functional competence becomes the main point of learning English at schools. Moreover, the students should be able to use English for communication at the end of the course. One of the ways to communicate with others is by writing. In writing, students can give and put their ideas in the text that they write. Through writing, students create a visible text. Therefore, students should pay attention on correct grammar. Students have to use appropriate grammar to deliver the content of their writing to the readers.

Writing ability follows reading ability. Therefore, those two skills cannot be separated from each other. Students cannot write if they cannot read. Moreover, students are not able to make a good writing if they make many errors. Due to the lack of vocabulary and grammar mastery, students may be frustrated to convey what they know and want to say in their writing. Moreover, many students are thinking in their first languages and translating word by word when they write in English. Therefore, this research provides more specification in grammar for writing to assist the students constructing English compositions.

However, based on the observation which was conducted by the researcher, there were many problems that occurred in teaching grammar at school. Students easily got bored in learning and lose of concentration. Doing monotonous activity is one of the causal factors. Listening to the teacher’s explanations and doing exercises are regular activities they do in learning English at school. Moreover, they usually do exercises and activities individually. As a result, there is lack of interaction among the students. Therefore, discrimination

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6 appears in classroom. The lower-achieved students fall behind the higher-achieved ones. Some of them are not confident because they feel that they are not able to do the task well. Thus, it will affect the social interaction with others.

Based on the researcher’s interview with the English teacher of SMP N 1 Jogonalan, the students required to improve their writing skill. The students still found difficulties to construct the sentences. Moreover, the use of grammar in writing needs improvement. They still made many grammatical mistakes. Since the students’ achievement is evaluated through the medium of writing assignment and test, the students’ writing skill requires to be treated well.

Based on the problems above, the researcher employs communicative language teaching as the approach of the designed materials. As an approach which communicative competence becomes the main purpose, communicative language teaching is used by many material designers and teachers all around the world. Through communicative language teaching, hopefully students will communicatively do various activities in learning English at school. There are unlimited types of teaching activity including in communicative language teaching. One activity they can do is group activity. In group activity, students can work in pairs or small groups. They can help each other and share their knowledge in groups. Consequently, there is no one who is not confident because the higher- achieving students can help the lower- achieving students to achieve the goal.

In short, the researcher decides to arrange grammar instructional materials for the eighth grade students of SMP Negeri 1 Jogonalan. Based on KTSP

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7 the teacher requires kinds of activities that can grasp the attention of the students. Thus, this designed material can help teachers to achieve the goal of the study. Hopefully, it can enrich the variety of the materials for teachers. Moreover, the researcher chooses group activities as the learning strategy since it is considered as a proper way to vary class activity commonly done at class. Learning English, especially grammar using group activities, will give new experiences for students since they are not only learning the language but also interacting and communicating with their friends.

B. Research Problem

The researcher would like to formulate two research questions of this research.

1. How are grammar instructional materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan Klaten designed?

2. What do grammar instructional materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan Klaten look like?

C. Problem Limitation

This research focuses on designing grammar instructional materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan. In addition, the materials are limited to the even semester materials of the eighth grade Junior High School. The materials of this research are arranged based on students’ needs and interest. The topics of the materials are chosen as the results

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8 of class observation and interview conducted by the researcher previously. Thereby, the students will enjoy the topics and learn more enthusiastically. The designed materials are also suited to the students’ ability. It means that the materials are designed appropriately based on the students’ level of competence. The activities provided in this designed materials are those that are able to accommodate students’ need and learning ability, so that the aim of the study can be reached effectively. Grammar in this research is limited to grammar items used in composing texts which are commonly found in writing activity for the eighth grade of Junior High School. In designing the material, the researcher takes advantages of provided media in the school.

D. Research Objectives

There are two objectives in conducting this research.

1. To find out how grammar instructional materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan is designed.

2. To present grammar instructional materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan.

E. Research Benefits

This research hopefully provides some beneficial contributions to the English teachers and the eighth grade students of Junior High School who concern to the teaching-learning process of English language.

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1. The Eighth Grade English Teachers of Junior High School

For the eighth grade English teachers, the designed materials are expected to help them in providing materials in teaching English grammar. This research is offering teachers with a different way of language learning. Thus, it gives teachers more knowledge to design grammar materials using group activities. It can also be a recommendation for them to encourage the students in mastering English grammar through interesting activities which have been suited with their interest and needs.

2. The Eighth Grade Students of Junior High School

For the eighth grade students, this research is expected to help them to be better in learning English grammar so that they can write good and accurate texts. The designed materials give them activities which are interesting. Besides, it makes them more enthusiastic in learning. It is hoped that students will reduce their grammar mistakes in their future writing.

F. Definition of Terms

To clarify the title of the research, it is better to define some terms which are important in this research.

1. Grammar

Nunan (2003) defines grammar as a set of rules specifying the correct ordering of words at the sentence level (p. 154). According to Oxford Advanced Learner’s Dictionary (2000) grammar is “the rules in a language for changing the form of the words and joining them into sentences (p. 559).” In this research,

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10 grammar is the rules of forming sentences to be an acceptable English language form which is needed by the eighth grade students of SMP Negeri 1 Jogonalan to compose writing passage of a certain type of text. In other words, it can be defined as the language features of a text which have to be considered and implemented to produce a writing composition.

2. Instructional Materials

Dick and Reiser (1989) define instructional materials as the materials which are designed for teaching instruction (para. 3). The word instructional materials in this research mean unit materials which focus on activities to teach grammar to the eighth grade students of SMP Negeri 1 Jogonalan. The instructional materials of this research are based on the topics which the students need are interested in.

3. Writing

Cohen (1990) states that writing is one of four macro skills and constituted as a compulsory subject which mainly focuses on the expression of idea in grammatical correct sentences (p. 105). Moreover, Tiedt (1989) defines writing as a method of expressing idea about any subject contents (p. 1). The subject content of this research is the topic of English for the eighth grade of junior high school in the even semester. In this research, writing means an activity to produce a composition about certain text that has been decided by the standard and basic competences of English for junior high school level. Because the focus of this research is designing even semester grammar instructional materials which elaborate narrative and recount text, the students must use and implement the

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11 specific grammar items related with narrative and recount text correctly in order to create meaningful and understandable writing composition.

4. Group Activities

Jaques (1984) defines group as “a collection of people in which the members influence and respond to each other in the process of communicating (p. 13).” In relation to this research, the researcher defines group activities as activities which are done by a group of students in order to respond to and interact with others in reaching the goals of the learning process. The activities in this research are activities in which students do the given exercises about grammar to write a composition.

5. The Eighth Grade Students of SMP Negeri 1 Jogonalan Klaten

The eighth grade students of SMP Negeri 1 Jogonalan Klaten are those who are in the second year of their study. Their school is located in Plawikan, Jogonalan, Klaten. The school was built on January 16th, 1965. This school has implemented KTSP. The eighth grade students of SMP Negeri 1 Jogonalan Klaten are in the range of thirteen to fourteen years old. They are categorized as adolescent in the transition period (Mahmud, 1990, p. 42). In this period, they are in the development of physical, social, and cognitive aspects. Therefore, this research is expected to support the development of the students. The eighth grade students are students of SMP Negeri 1 Jogonalan who take English lesson as a compulsory subject. English is delivered to them three meetings per week with two lessons time spent for each meeting.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents a discussion of the theories as the foundation of this research. The discussion is divided into two major parts namely theoretical description and theoretical framework. The theoretical description discusses the theories and related literature which contribute knowledge as the basis to conduct this research. The second part, theoretical framework, clarifies the theories that the researcher employs in designing the materials.

A. Theoretical Description

This section elaborates several related literature employed in this research. They are instructional design models, grammar, group activities, and the stages of teaching grammar.

1. The Instructional Design Models

There are some instructional design models for designing instructional teaching materials. However, this research employs two instructional models. They are Kemp’s and Yalden’s models. Those theories are combined in order to design grammar instructional materials for the eighth grade students of SMP Negeri 1 Jogonalan Klaten.

a. Kemp’s Instructional Design Model

Kemp’s model is the first model used in this research. Kemp’s model is characterized by three important questions (Kemp, 1977, p. 8). The questions are

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as follows:

What must be learned? (objectives)

What procedures and resources will work best to reach the desired learning levels? (activities and resources)

How will we know when the required learning has taken place? (evaluation)

Those three elements have been developed into eight important parts in the instructional design (Kemp, 1977, pp. 8-9). The brief explanation for each part is stated as follows.

1) Considering goals, listing the topics, and then stating general purposes for teaching each topic

In this stage, a researcher should consider the goals of designing materials, select the appropriate topics for the students, and state the general purposes of objectives. Kemp (1977) states that goals can be based on three factors namely society, learners, and subject areas (p. 14). In order to achieve the goal, the selection of the topics should be from the simple to complex level, and should also consider the correlation with the subject content (Kemp, 1977, p. 15).

2) Identifying the characteristics of the learners

In order to design the appropriate materials, the researcher should find out the learners’ characteristics. This is an important step because it can help to select the appropriate method, materials, and exercises for the learners. There are two factors should be considered to figure out the learners’ characteristics. They are academic factors and social factors. Academic factors include number of students,

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academic background, grade-point average, level of intelligence, reading level, background of the subject or topic, expectation of the course, scores on standardized achievement and aptitude tests, motivation for studying the subject, study habits, ability to work alone, vocational and cultural aspirations. Social factors include the information about age, maturity, relation among students, special talents, socioeconomic situation and relations among students. The other factors are learning conditions and learning styles. Moreover, Kemp (1977) states that learning conditions refer to group of factors that can affect a person’s ability to concentrate, absorb, and retain information (p. 19).

3) Specifying the learning objectives

Learning objectives indicate what learners are required to learn. Objectives are any abilities or behaviors that can be measured and observed clearly. Thus, the researcher has to specify the objectives clearly so that the learners are able to understand and achieve them. Kemp (1977) states that the objectives should be measurable and unambiguous (p. 23). The researcher should consider the action verb which is used in specifying the learning objectives since action verb relates to certain level of objectives. According to Kemp (1977), there are three categories of objectives namely cognitive, psychomotor, and affective (p. 24). The cognitive is mostly used in educational program which consists of knowledge, comprehension, application, analysis, and evaluation.

4) Organizing subject content

Subject content is the selection and organization of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and

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requirements), and attitudinal factors of any topics (Kemp, 1977, p. 44). Subject content has to support the attainment of objective and students’ needs.

5) Developing pre-assessments

The aim of developing pre-assessment is to determine the students’ background and present level of knowledge about the topic. There are two kinds of test in pre-assessment. The first one is prerequisite testing that determines whether the students have already had background knowledge of the topic. Whereas, the second is pretesting which is aimed to determine which objectives the students have already attained (Kemp, 1977, p. 51).

6) Selecting teaching/learning activities and resources

The aim of this part is selecting appropriate teaching/learning activities and resources that will treat the subject content so students will accomplish the objectives. The researcher must determine the most effective and efficient method and select materials to provide learning experiences that will utilize the content associated with each objective (Kemp, 1977, p. 55).

7) Coordinating support services

The designer should coordinate support services such as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan. Support services must be considered at the same time instructional plans are being made and materials are being selected (Kemp, 1977, p. 85).

8) Evaluating students’ learning

Evaluation is needed in terms of the accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement.

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The evaluation is conducted to check the outcome of the materials, whether they are successfully implemented or not (Kemp, 1977, p. 91). Figure 2.1 illustrates the relationship of each step in the plan to the other steps.

Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977, p. 9)

Kemp’s instrument program development is considered as a system in which its components are interdependent. However, the researcher’s model still takes the objectives as a starting point and the evaluation as the end.

b. Yalden’s Instructional Design Model

Yalden (1987) explains that a communicative syllabus is a syllabus which

Revise Support Services Learning Objectives Pre- Assessment Goals, Topics, and General Purposes Teaching/ Learning Activities, Resources Evaluation Subject Content Learner Characteris-tics

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is designed for describing a classroom experience which more closely approximates an environment of real of language use. Moreover, after knowing the type of syllabus that will be applied, the teachers should prepare themselves in developing the instructional materials. Yalden presents a syllabus which considers the communicative needs of the learners. Moreover Yalden (1987) proposes seven steps to be considered in developing a language program (p. 88). Those seven steps are discussed as follows.

1) Needs Surveys

Conducting needs survey can gather information about the learners. The reason for conducting needs survey is to understand about the learners’ needs in order to establish realistic and acceptable objectives. Therefore, needs survey must include the identification of the communication requirements, personal needs, motivation, relevant characteristics of learners, and resources of the learners (Yalden, 1987, p. 101).

2) Description of Purposes

The purpose of this step is to clarify the purpose of the language program. The needs survey becomes the basis in developing the purpose of the program. It is important to establish the foundation for the major decision when the researcher is working out the next stage (Yalden, 1987, p. 105).

3) Choice of a Syllabus Type

In this stage, the researcher decides the syllabus type will be employed. Yalden (1987) states that there is no single model of syllabus design which is universally agreed upon (p. 108). Thus, the researcher can combine more than one

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syllabus in order to make the course design more reliable. 4) Proto- Syllabus

This stage will give much information about the content in which the syllabus will have (Yalden, 1987, p. 138). The researcher should produce the description of language and language use to elaborate in the program. Therefore, the researcher should be able to describe the content of the syllabus.

5) Pedagogical Syllabus

This is a stage where the researcher should develop teaching, learning, and testing approaches. Yalden (1987) explains that the researcher chooses words and phrases based on the function and the topics.

6) Development and Implementation of Classroom Procedures

Development and implementation of classroom procedures can be divided into three procedures. They are selection of exercise types and teaching techniques, preparation of lesson plans, and preparation of weekly schedules (Yalden, 1987, p. 89).

7) Evaluation

The final step is evaluation which has two significant aspects. Firstly, it evaluates the students in the program, and secondly, it evaluates the teaching as well as the over-all design of the course. The evaluation enables the researcher to revise the types and the content of the syllabus. In addition, this step is labeled as the recycling step because the whole steps can be started again at this step (Yalden, 1987, p. 96). In order to give clearer explanation, Yalden’s language program development is illustrated in Figure 2.2.

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Figure 2.2 Yalden’s Language Program Development (Yalden, 1987, p. 88)

2. Grammar

Grammar is the focus of the materials development in this research. Therefore, the discussion about grammar is very important. This section presents three discussions about grammar. Those are the definition of grammar, the nature of grammar, and the teaching of grammar. Each of them is described below.

a. The Definition of Grammar

Commonly, people state that grammar deals with tenses, auxiliaries, adverbs, adjectives, and other grammatical terms as the structure of the sentence pattern of the language. Meanwhile, Nunan (2003) defines grammar as a set of rules specifying the correct ordering of words at the sentence level (p. 154). According to Longman Dictionary of Contemporary English (2006), grammar is “the rules by which words change their forms and are combined into sentences (p. 795).”

Moreover, Richard et al. (1985), mention that “grammar is a description of structure of a language and the way in which linguistic units such as words and phrases are combined to produces sentences in the language” (as cited in Nunan, 2003). It means that grammar as a structure and foundation of a language which is

Needs Survey Des- crip-tion of Pur-pose Selection/ Develop-ment of Syllabus Type Produc-tion of a

Proto Syllabus

Produc- tion of a Pedago-gical Syllabus Develop-ment and Implemen-tation of Classroom Procedures Evalu-ation

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used by the learners to make sentences.

b. The Nature of Grammar

Larsen-Freeman (2003) presents some thoughts about the nature of grammar. They are grammar is an area of knowledge, grammatical means accurate, grammar has to do with rules and reasons, grammar is non-arbitrary, grammar has to do with psychological and social variables, and grammar has to do with syntax and morphology (pp. 13-18).

As an area of knowledge, there are two types of knowledge about grammar: knowledge about the language system (declarative knowledge) and knowledge of how to use the language (procedural knowledge). Those types of knowledge about grammar focus not only in memorizing the language rules but also applying them in communication. In the second thought, grammatical means accurate, there are three aspects of grammar which have to do with accuracy. Accuracy of form, meaningfulness, and appropriateness of use are those three aspects. Dealing with the third thought which is grammar deals with rules and reasons, the rules are the guidance about how a language is structured. The rules as stated by Larsen-Freeman (2003), “deal mostly with accuracy of form but less with meaningfulness, and rarely with appropriateness of use.” However, the rules are not enough. They must be competed with reasons not only to understand the logic but also use it to express and to understand utterances. The fourth thought states that grammar is non-arbitrary. It means that in conveying meaning, a language uses a particular form from the vantage point of a single point in time. Therefore, the arbitrariness of grammatical resources is limited and precious for

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particular reasons. The fifth thought is that grammar deals with psychological and social variables such as presupposition, focus, and emphasis, and social variables such as politeness, attitudes, status, and register become some considerations in using particular linguistic form to convey a certain meaning. The sixth thought states that grammar has to do with syntax and morphology. It means that grammar has to do not only with word order in sentences, word formation process, and the correct function of words but also the construction and interpretation of texts. The discourse coherence and cohesion, and the interconnectedness of text are also composed by grammatical resources.

c. The Teaching of Grammar

Larsen-Freeman (2003) suggests many considerations in teaching grammar. They are error correction or feedback is necessary, grammar is never boring, and all students need to be taught grammar (pp. 21-22).

Error Correction or Feedback is Necessary. The teachers can maximize learning by giving feedback in helpful way for what is acceptable and what is not. Second consideration is that grammar is never boring. Therefore, teachers have to engage students to be focused, relaxed, and attentive in teaching grammar. The teachers must find a way to make grammar practice meaningful and work on the attitude of the students to avoid boredom. The third consideration is that all students need to be taught grammar. However, in facilitating the acquisition of language introducing grammar upon children is better for they are more receptive to understand the form of the language.

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ductive and deductive methods into the teaching, using tasks that make a clear relationship between grammatical form and communicative function, and focus on the development of procedural rather than declarative knowledge (Nunan, 2005, pp. 158-160).

Dealing with integrating both inductive and deductive methods into the teaching, the deductive classroom allows the teachers to group a grammatical explanation or rule followed by exercises whose aims are to clarify and help the learners understand the point. Meanwhile, inductive procedure allows the learners to work out the principle or rules for themselves through a guided-process of discovery. In using tasks that make a clear relationship between grammatical form and communicative function, mostly, grammar is taught as an abstract system. It presents the language as isolated sentences and fails to give learners the grammar point. Therefore, a solution is proposed to present grammar in a context. It aims to make clear relationship between the grammatical form and the communicative function. And the last,in focusing on the development of procedural rather than declarative knowledge, declarative knowledge is defined as “knowing the language rules while procedural knowledge is being able to use the knowledge in communication” (Nunan, 2005, p. 160). In mastering the target language students do not merely need memorizing the rules. They have to use the target language in communicative context.

3. Group Activities

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bers influence and respond to each other in the process of communicating (p.13).” Therefore group activities can be described as activities which are done by a collection of people by influencing and responding to each other to communicate. Moreover, there are two aims and objectives of group activities. They are providing the opportunity for students not only to engage in intellectual discourse but also to create social relationship and allowing students to communicate their thoughts, and feelings, and measure their understanding by expressing comparing it with their peers (Jaques, 1984, p. 70).

In addition, the types of group activities are controlled discussion, step-by-step discussion, buzz, snowball groups (pyramiding), crossover groups, horse shoe groups, seminar, tutorials, syndicate, case study, peer tutoring, project, games, free on associative discussion, brainstorming, and synectics (Jaques, 1984, pp. 83-111).

Controlled discussion is used to check the knowledge and understand the presented materials. Step-by-step discussion is a discussion that provides a sequence of subject matter based on a prepared text, audio or video tape. Buzz enables students to express their difficulty without saying something to the whole class. Snowball groups (pyramiding) ensure comprehensive participation by firstly starting with individuals writing their ideas before sharing them. Crossover groups divide the students into groups which equal to the square root of the total number participating. Horse shoe groups is started by giving problems to the students and followed by the tutor circulated round the groups, listening, and asking or answering questions. Seminar is a group discussion with intellectual

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aims led by the tutor and focused on arising issues from the subject matter. Tutorials develop students’ power of thoughts. The subject is considered by the tutor to promote students’ development. Syndicate is used to exercise control over the content and provide students the opportunity to express their ideas. Case study is a kind of simulation of real-life situation which allows a problem to be studied in a complex form. Peer tutoring harness students’ ability to explain and help others over basic misconceptions and more advanced problems. Project is a learning task in which the choice of topic and direction is given toward students. Moreover, the outcome of the task is unpredictable. Games are described as group exercises in which players co-operate on complete within a set of explicit rules. However, if a scenario is provided, it is called a simulation. Free on associative discussion encourages the students to speak spontaneously to each other. The tutor only directs students’ attention by listening, refraining comments, and revealing thoughts and feelings of the students. Brainstorming is one of the parts of a creative problem-solving procedure. Moreover, it stimulates creative thinking in which ideas are produced and developed. Synectics use analogues and metaphors, encourages ideas, and pays attention to the role of the leader to be helpful in overcoming blocks to creative thinking.

4. Stages in Teaching Grammar

This section describes there theories about stages in teaching grammar. They are the stages of teaching grammar in communicative language teaching approach, Peck’s stages of teaching grammar, and Pekoz’ teaching grammar steps.

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The elaboration of each them is as follows.

a. Communicative Language Teaching Approach

Littlewood (1981) proposes the stages of teaching language into two major sections (p. 85). They are pre-communicative and communicative activities. Those two stages are based on CLT approach. Each of them is described below. 1) Pre-communicative Activities

The learners are provided with the opportunities to practice the element of knowledge first. It is aimed to provide a fluent command of the linguistic system and producing accurate and appropriate language. It can be done by giving drilling or question-and-answer practice. Moreover, there are two types of subcategory activities. They are structural activities which are focused on structural facts of language through performing mechanical drills or learning verbs paradigms and quasi-communicative activities which are focused to “attempt to create links between the language forms being practiced and their potential functional meanings (Littlewood, 1981, p. 86).”

2) Communicative Activities

The learners’ pre-communicative knowledge and skills are activated in this stage. There are two subcategories in communicative activities namely functional communication and social interaction activities. The learners must perform a task in functional communicative activities. They have to use the language to communicate. In order “to take account of the social context in which communication takes place”, the learners are encouraged to perform the social interaction communicative activities (Littlewood, 1981, p. 86). The

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communicative learning activities are purposed for the teachers to diagnose the learners’ weaknesses in a particular communication situation. In addition, it makes the learners become aware of their language needs.

b. Peck’s Stages of Teaching Grammar

The principles or steps of teaching grammar are divided into five categories. They are identification, classification, systematization, application, and generalization (Peck, 1988, pp. 145-148). The elaboration of each of them is as follows.

1) Identification

The students’ attention of certain ‘key’ forms of rules becomes the teachers’ focus. It might be done by directing attention to verbs occurring in a certain tense which are directed during this category.

2) Classification

The students are invited to distribute and arrange the grammatical features. Some activities such as naming the words by part of speech, arranging verbs by gender, or labeling the unit by grammatical terminology, e.g. simple, present, and continuous can be done during this category.

3) Systematization

The grammatical features under the rule are observed. The teacher can start or illustrate the purposes for which certain structures are used, e.g. the future tense is used to indicate intention or prediction.

4) Application

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ascertains that the former explanation or information has been understood and retained by them.

5) Generalization

General statements or states are organized to cover all grammatical features and examples of a certain type of form which are introduced in this category.

c. Pekoz’s Teaching Grammar Stages

Pekoz (2008), as written in http://iteslj.org/Techniques/Pekoz-Grammar.html, states that “teaching grammar has lagged behind the integration of pre-, while-, and post- stages.” Those three stages are implemented to “provide integrated learning environment.” The elaboration of each stage is presented as follows.

1) Pre-grammar Stage provides a reason for learning by bringing grammar instruction to life, stimulating interest in the topic, and raising awareness. 2) While-grammar Stage uses contextual examples, pictures, and texts, it

facilitates the noticing of the new grammar point, and provide meaningful input. It involves the clarification of the meaning.

3) Post-grammar Stage provides the opportunity to put grammar in use and relate grammar instruction to real life situation. It focuses on the productive aspect of the new structure.

B.Theoretical Framework

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Communicative Language Teaching approach, gives some purposes for students. Jaques (1984) states that group activities have two purposes for students. They are providing students the opportunity to engage in intellectual discourse, create social relationship to allow students to communicate their thoughts, feelings, and measure their understanding by expressing and comparing it with their peers (p. 70). Therefore, the researcher decides to implement it in the designed materials.

Moreover, appropriate stages of teaching grammar are very important to consider since the product of this research is applied in real class. Littlewood (1981) proposes two stages of language teaching in CLT approach namely pre-communicative activities and pre-communicative activities (p. 86). The two of them train the learners the part-skills of communication to be acquired and to engage the learners to practice the total skill of communication. Being more specific, the five stages of teaching grammar are identification, classification, systematization, application, and generalization (Peck, 1988, pp. 145-148). Those five stages are developed to provide systematically process in teaching grammar. They must be taught in the mutual accord to the best result of teaching grammar. Moreover, Pekoz’s teaching grammar stage namely pre, while, and post grammar stages focus on the teacher “to provide meaningful input through context and provide an opportunity to put grammar to use, and relate grammar instruction to real life situation.”

Those three theories of the stages of teaching grammar are combined to create a proper step of teaching grammar in the designed materials. The researcher decides to use Pekoz’s teaching grammar stage as the basic theory. However, it is

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combined and completed by another theory of teaching grammar stages. Being applied in the designed materials, the grammar stage is based on the pre-communicative activities theory in pre-communicative language teaching approach. The while-grammar stage includes Peck’s theory of teaching grammar: identification, classification, systematization, application, and generalization stage. The last stage is the post-grammar stage of teaching grammar.

The researcher implements Kemp’s and Yalden’s instructional design models to design grammar instructional materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan Klaten. Some steps from each model are combined and employed to develop the materials. The combination of the steps is called the researcher’ instructional design model. It consists of conducting needs analysis, formulating goals, listing topics and stating general purposes, formulating learning objectives, listing subject contents, selecting teaching and learning activities and resources, and evaluating the designed materials.

“Conducting Needs Analysis” is taken from Yalden’s instructional design model. It is aimed to obtain information such as the characteristics of the students, their basic knowledge and their wants in learning grammar. The second step of the researcher’s model is the combination of Kemp’s and Yalden’s instructional design models. The two steps are combined because “Formulating Goals, Listing Topics and Stating General Purposes” can be stated generally. The third step of the researcher’s model is taken from Kemp’s model. It is “Formulating Learning Objectives.” “Listing Subject Contents” from Kemp’s model is the fourth step of

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the researcher’s model. The step of “Selecting Teaching and Learning Activities and Resources” is taken from Kemp’s. The last step of the researcher’s model is the “Evaluation” step. This step is the last step of both Kemp’s and Yalden’s instructional design models. Figure 2.3 is presented to describe the researcher’s model of designing grammar instructional materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan Klaten.

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Figure 2.3 The Researcher’s Model of Instructional Design

Conducting Needs Analysis Formulating Goals, Listing Topics, and Stating General Purposes Formulating Learning Objectives Listing Subject Contents Selecting Teaching and Learning Activities and Resources Evaluating the Designed Materials Revision

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CHAPTER III

METHODOLOGY

This chapter discusses the methodology that is used in this research. There are six main parts in this chapter discussing how the procedure of this research was carried out. Those six parts are research method, research setting, research participants, instruments and data gathering techniques, data analysis techniques, and research procedure.

A. Research Method

The aim of this research is to answer two research questions stated in the first chapter. They are “How are grammar instructional materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan designed?” and “What do grammar instructional materials using group activities for the eighth grade students of SMP Negeri 1 Jogonalan look like?”

In answering the two research questions, this study applied educational Research and Development (R & D) method. R & D, according to Borg and Gall (1983), is a process used to develop and validate educational products (p. 772). Moreover, they state that the goal of R & D is to take the research knowledge and incorporate it into a product that can be used in the school (p. 771).

R & D consists of a cycle in which a product is developed, field-tested, and improved as the basis of the field-test data. There are ten major steps in the R & D cycle. Borg and Gall (1983) state those steps as research and information

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collecting, planning, developing preliminary form of product, preliminary field testing, main product revision, main field-testing, operational product revision, operational field-testing, final product revision, and dissemination and implementation (p. 775). Nevertheless, this research only applied the first five steps of the R & D cycle because without implementing the designed materials in the class those five steps are considered enough to conduct this research.

The following discussion would explain more the five steps of the R & D cycle. The explanation for each step was described below.

1. Research and Information Collecting

The research and information collecting step was conducted by the researcher by conducting needs analysis, the first step of the researcher’s model in designing materials. Specifically, the needs analysis was observed by conducting class observation and interviewing the English teacher of SMP Negeri 1 Jogonalan. The observation was focused on observing not only the students’ characteristics, interest, boredom, and motivation but also the media used in learning English. Previously, the researcher had arranged the observation checklist which was concerned about some aspects in connection with the teacher’s performance in teaching and students’ behavior. It was conducted to ease the researcher during the observation itself. It meant that the researcher did not need to make field notes during the class observation. What the researcher required to do was filling in the observation checklist and adding some notes to clarify it in detail. Besides, the researcher interviewed the English teacher to find out how the English grammar activity was usually conducted. Moreover, the interview was

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conducted to obtain more information about the students’ characteristics, needs, interest, and difficulties in learning English especially grammar.

2. Planning

Planning is an essential aspect of designing materials. Borg and Gall (1983) state that the most important aspect in planning is stating the specific objectives to be achieved by the product (p. 779). The data gathered from the needs analysis were employed to determine the objectives and the subject contents of the design materials. In this step, the researcher included the second and third steps of the researcher’s model. Those were stating the goals and general purposes, deciding topics that were suitable for the students’ needs and interest, and formulating learning objectives.

3. Developing Preliminary Form of Product

An important principle in developing preliminary form of the product, as stated by Borg and Gall (1983), is to structure the instructional materials to permit obtaining as much feedback as possible from preliminary field test phase (p. 781). It included the preparation of instructional materials, handbooks, and evaluation devices. In order to design the appropriate materials for the eighth grade students of SMP N 1 Jogonalan, the researcher developed the materials based on the data gathered from the research and information collecting step. Besides, the researcher needed some source books related to teaching English to the eighth grade students of junior high school to develop the designed materials.

In addition, the researcher developed evaluation questionnaire to acquire the evaluation from the respondents toward the designed materials. Various

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aspects which needed to be evaluated were listed and organized systematically. Afterwards, the researcher developed the questions based on those items to ease the participants in answering the questions. Moreover, it eased the researcher to analyze the results.

4. Preliminary Field Testing

This step, according to Borg and Gall (1983), was conducted to obtain some information needed to make some improvements on the designed materials (p. 781). The aim of this step was to determine whether the designed materials were good and acceptable for the eighth grade students of SMP N 1 Jogonalan or not. In order to revise and improve the designed materials, the researcher asked the respondents who were considered as the experts in teaching and designing materials to give evaluation, feedback, comments, and suggestions toward the designed materials. The researcher gave evaluation questionnaire to the respondents to make them easier in evaluating the product. The evaluation was gained from a lecturer of the English Language Education Study Program of Sanata Dharma University and two English teachers from SMP Negeri 1 Jogonalan. The evaluations and suggestions were used to revise and improve the designed materials.

5. Main Product Revision

Based on the preliminary field testing results, some revisions and improvements were conducted to improve the designed materials. The researcher revised the designed materials based on the suggestions, comments, and other needs.

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In order to avoid misinterpretation and make more obvious explanation, the researcher made the researcher’s model that was matched with the steps of R & D cycle.

Figure 3.1 The Elaboration of R & D Cycle and the Researcher’s Model R & D First Five Steps

Step 1

Research and Information Collecting

Step 2

Planning

Step 3

Developing Preliminary Form of Product

The Researcher’s Model

Step 1

Conducting Needs Analysis

Step 2

Formulating Goals, Listing topics and Stating General Purposes

Step 3

Formulating Learning Objectives

Step 6

Evaluating the Designed Materials

Step 4

Listing Subject Content

Step 5

Selecting Teaching and Learning Activities and Resources

Step 4

Preliminary Field Testing

Step 5

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B. Research Setting

This research was conducted at SMP Negeri 1 Jogonalan Klaten. It is located in Plawikan, Jogonalan, Klaten. Needs analysis was the first step conducted in this research followed by the development of the materials and ended by reporting the research in written form. All of the steps were conducted from August 2011 up to August 2012. The information collecting was done by conducting class observation and interviewing an English teacher whose duty is teaching English toward the eighth grade students of SMP Negeri 1 Jogonalan.

C. Research Participants

In this research, there were two groups of research participant. The first group was the participants involved in pre-design research and the second was the participants of post-design research.

1. Participants of Pre-design Research

The pre-design research aimed to analyze the learners’ needs, interest, and difficulties in learning English grammar. The English teacher of SMP Negeri 1 Jogonalan was chosen to contribute the data for the needs analysis. The teacher was chosen because the teacher could give information about teaching learning activities in classroom. In addition, the teacher was familiar with the school environment and students’ characteristics. Therefore, the researcher could obtain information accurately. The researcher conducted an interview with the English teacher to gain the information needed. The teacher was asked for giving opinions about the materials, method, and interesting activity in learning English. Besides,

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22

REFERENCES

References of materials:

http://www.psb-psma.org/content/blog/english-materials-reading-narrative www.psb-psma.org/content/blog/english-materials-reading-narrative

//www.englishdirection.com/2011/01/contoh-lain-text-narrative-timun-emas.html www.st.rim.or.jp

http://www.psb-psma.org/content/blog/english-materials-reading-narrative

Dialogue 4/XXVIII/2006, p. 9

http://www.smartenglishcourse.com/online-english-course/category/reading/page/3/ http://recountext.blogspot.com/2011/02/example-of-recount-text-barbecue-in.html http://recountext.blogspot.com/2011/02/example-of-recount-text-camp-in.html http://www.smartenglishcourse.com/online-english-course/category/reading/page/3/ http://www.biography.com/

Basic English Grammar for English Language Learners Legends, Myths, and Folktales

English Sentence Structure by Robert Krohn

Understanding and Using English Grammar by Betty Schrampfer Azar

References of pictures:

http://miiaaw.files.wordpress.com/2010/07/untitled-2-copy.jpg http://www.theodoresworld.net/pics/0708/antImage2.jpg

http://img-ipad.lisisoft.com/img/2/8/2822-2-free-edition-ant-grasshopper.jpg

http://3.bp.blogspot.com/_fmfAOCgGNJU/SNrJ7LSy92I/AAAAAAAAF1c/bxmj2hc6Y_Q/s320 /small_Romeo+And+Juliet.jpg

http://www.myindiancolors.com/wp-content/uploads/2011/08/Tortise.jpg http://oliviakang21.files.wordpress.com/2011/04/princess_diana_biography.jpg http://picture-book.com/files/userimages/110u/camping.jpg

http://www.illustrationsof.com/royalty-free-bbq-clipart-illustration-1068562.jpg http://static2.bigstockphoto.com/thumbs/1/4/7/large2/7416824.jpg

http://cegamers.com/wp-content/uploads/2011/07/bbq-party.jpg

http://www.sodahead.com/fun/whats-your-favorite-classic-disney-movie/question- 2714803/?link=ibaf&q=peter%2Bpan%2Bcartoon&imgurl=http://2.bp.blogspot.com/-qMvs2zU7gFY/TcniJhgtAsI/AAAAAAAAAJI/urIx_5t-U9A/s1600/peterpan26610.jpg http://www.myfreewallpapers.net/cartoons/pages/little-mermaid-ariel-and-friends.shtml

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ABSTRACT

Maharsi, Sance. (2012). Grammar Instructional Materials Using Group Activities for the Eighth Grade Students of SMP Negeri 1 Jogonalan Klaten. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

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ABSTRAK

Maharsi, Sance. (2012). Grammar Instructional Materials Using Group Activities for the Eighth Grade Students of SMP Negeri 1 Jogonalan Klaten. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,Universitas Sanata Dharma.

Rumusan masalah yang kedua dijawab dengan menyajikan versi akhir dari materi pembelajaran tersebut. Materi pembelajaran tersebut terdiri dari 4 unit yang setiap unitnya terdiri dari 5 bagian yaitu Open Your Mind, Do You Know, Grammar Pit Stop, Try This, dan Let’s Sum Up.