Designing a set english instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta.

DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS FOR JOURNALISTIC EXTRACURRICULAR ACTIVITY IN

SMA KOLESE DE BRITTO YOGYAKARTA

A Thesis

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

in English Language Education

by

Dominicus Herpin Dewanto Putro Student Number: 011214091

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis which I wrote does not contain the works or part of the works of other people, except those cited in the quotations and bibliography, as a scientific paper should.

Yogyakarta, March 22, 2007 The writer,

Dominicus Herpin Dewanto Putro 011214091

“If you’re willing to change the world,

let love be your energy”

(Robbie William)

This thesis is dedicated to:

∗ My Parents

∗ My Sisters & Brothers

∗ The Fellowship of the ‘Little Bird’

∗ And my Sweedya

ACKNOWLEDGMENTS

First of all, I am so grateful to Jesus Christ for giving me the opportunity to finish this study. He taught me to face the problems wisely and patiently. I hope that He will always be with me.

I would like to express my gratitude to my major sponsor, Ag. Hardi Prasetyo, S.Pd., M.A, who has helped me a lot during the completion of this thesis. I would also like to thank Ch. Lhaksmita Anandari, S.Pd., M.Ed as my co-sponsor for correcting my work and showing me the mistakes that I have made.

My sincere gratitude goes to my parents, W. FX. Sudardi, S.E and Y. Titi Yudanti, who have become my spiritual mentors and my best friends. They always encourage me to believe that I am able to be whatever I want to be if I work hard. I would like to thank my sisters and brother, Nuki, Lia, and Dendit, for loving me and giving me the energy with their love to finish my study.

I am grateful to Trias Kuncahyono (mas Kelik) and Bambang Sigap who gave me the opportunity to learn how to write news stories in Kompas Yogyakarta. I also thank all journalists of Kompas Yogyakarta who helped me with their suggestions and support.

My special thanks go to Th. Sukristiyono, the headmaster of SMA Kolese De Britto Yogyakarta, who has allowed me to observe the teaching-learning process in journalistic extracurricular class. I would also like to thank the teachers of SMA Kolese De Britto Yogyakarta especially Pak Gandhi, Pak Widi, and Pak Triwinanto for evaluating the designed materials. I would never forget their sincere attention in helping me with their valuable criticism.

I would like to thank my best friends in Cuckoo Band (Timy, Damar, Galih,

and Aldo), and TLT (Bhanu and Dona) for spending time with me, making my life more interesting, and turning this friendship into something inspiring. I also thank

Henry, Ale, Catur, Tya, Ukhe, Arie, Pipit, Sunny, Ratna, Ita, and Michael for being my best friends in Sanata Dharma University.

I would also like to thank Venta, Tuty, Widi, Sari, Adis, Desi, and Icha for helping me with their constructive criticisms, ideas, and suggestions.

Finally, my deepest gratitude goes to Widya Surya Putranti who always encourages me to finish this thesis and also shows her patience and unconditional love. I will always be able to struggle for the happy ending because of her love.

Dominicus Herpin Dewanto Putro

TABLE OF CONTENTS

Page

TITLE PAGE ... i

PAGE OF APPROVAL ... ii

PAGE OF ACCEPTANCE ... iii

STATEMENT OF WORK’S ORIGINALITY ... iv

PAGE OF DEDICATION ... v

ACKNOWLEDGMENTS ... vi

TABLE OF CONTENTS ... viii

LIST OF FIGURES ... xi

LIST OF TABLES ... xii

LIST OF APPENDICES ... xiii

ABSTRACT ... xiv

ABSTRAK ... xv

CHAPTER I: INTRODUCTION A. Background ... 1

B. Problem Identification ... 2

C. Problem Limitation ... 3

D. Problem Formulation ... 4

E. Objectives of the Study ... 4

F. Benefits of the Study ... 4

G. Definition of Terms ... 5

CHAPTER II: THEORETICAL REVIEW A. Theoretical Descriptions ... 8

1. Instructional Materials Design Models ... 8

a. Kemp’s Model ... 9

b. Yalden’s Model ... 11

2. Basic Theories of Newspaper Journalism ... 14

a. Definition of News ... 15

b. Types of News ... 17

c. News Structure ... 18

d. News Writing ... 20

3. Journalistic Extracurricular ... 20

4. Task-Based Learning ... 22

a. Characteristics of Task-Based Learning ... 22

b. Types of Task ... 24

c. The Procedure of Task-Based Learning ... 26

B. Theoretical Framework ... 27

CHAPTER III: METHODOLOGY A. Research Method ... 30

1. Developmental Study on the Learner Analysis ... 31

2. Developmental Study on the Designed Materials Evaluation ... 32

B. Respondents of the Survey ... 33

C. Research Instrument ... 34

1. Questionnaire ... 35

2. Interview ... 36

D. Data Gathering ... 36

1. Data Gathering in Pre-Design Survey ... 36

2. Data Gathering in Post-Design Survey ... 37

E. Data Analysis ... 38

CHAPTER IV: RESEARCH RESULT AND DATA ANALYSIS A. Discussion on How a Set of English Instructional Materials for Journalistic Extracurricular Activity in SMA Kolese De Britto is Designed ... 40

1. The Result of Pre-Design Study ... 40

a. Needs Survey ... 40

1). Result of the Questionnaires ... 40

2). Result of the Interview ... 44

b. Goal and Description of Purpose ... 46

c. Specify the Objectives ... 47

d. List the Subject Content ... 50

e. Teaching Learning Activity and resources ... 51

f. Designing the Materials ... 52

2. The Result of Post-Design Study ... 52

a. Description of the Respondents ... 53

b. Data Presentation ... 53

c. Respondents’ Comments and Suggestions ... 55

1). Respondents’ Comments ... 56

2). Respondents’ Suggestions ... 56

3. Discussion of the Materials Revisions and Improvements ... 56

B. Presentation of the Designed Instructional Materials ... 57

CHAPTER V: CONCLUSION AND SUGGESTIONS A. Conclusion ... 60

B. Suggestions ... 62

BIBLIOGRAPHY ... 69

APPENDICES ... 66

Appendix A: Letter of Permission ... 67

Appendix B: Questionnaire for the Students ... 68

Appendix C: List of Questions for interview with the Instructor ... 70

Appendix D: Questionnaire for Journalists ... 71

Appendix E: Questionnaire for the Designed Materials Evaluation ... 72

Appendix F: General Description ... 74

Appendix G: Lesson Plan ... 77

Appendix H: The Designed Materials ... 85

LIST OF FIGURES

Page

Figure 2.1 : Kemp’s Instructional Design Model ... 10

Figure 2.2 : Yalden’s Instructional Design Model ... 12

Figure 2.3 : The Inverted Pyramid Form ... 19

Figure 2.4 : Components of Task-Based Learning ... 26

Figure 2.5 : The Modified Instructional Model ... 29

LIST OF TABLES

Page

Table 4.1 : Students’ Needs and Interests in Journalistic extracurricular ... 41

Table 4.2 : Students’ Major Difficulties in Learning Newspaper Journalism and English ... 43

Table 4.3 : Journalists’ Suggestions ... 44

Table 4.4 : Result of the Interview with the Instructor of Journalistic Extracurricular Activity ... 45

Table 4.5 : The Topic’s Objectives ... 47

Table 4.6 : The Description of Post-Design Survey Respondents ... 53

Table 4.7 : Point of Agreement ... 54

Table 4.8 : Result of the Respondents’ Opinion in Post-Design Survey .... 54

LIST OF APPENDICES

Page

Appendix A: Letter of Permission ... 67

Appendix B: Questionnaire for the Students ... 68

Appendix C: List of Questions for interview with the Instructor ... 70

Appendix D: Questionnaire for Journalists ... 71

Appendix E: Questionnaire for the Designed Materials Evaluation ... 72

Appendix F: General Description ... 74

Appendix G: Lesson Plan ... 77

Appendix H: The Designed Materials ... 85

ABSTRACT

Putro, Dominicus Herpin Dewanto. 2007. Designing a Set of English Instructional Materials for Journalistic Extracurricular Activity in SMA Kolese De Britto Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

English is one of the important factors for journalists to develop themselves in the process of news gathering and news writing. Therefore, English learning should be given in the journalistic courses from the beginning.

This thesis aims to design a set of materials of which is the combination of basic newspaper-journalistic education and English learning for journalistic extracurricular in SMA Kolese De Britto Yogyakarta. The problems are: 1) How is a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto designed? 2) What does a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto look like?

To design the materials and answer the first problem, the writer made an instructional design model that was adapted from Kemp’s and Yalden’s model. The writer’s model has 7 stages. They are needs survey, goal and description of purpose, specify the objective, list the subject content, teaching learning activities and resources, designing the materials, and evaluation.

The writer conducted two phases of survey in designing the materials. The first phase is the pre-design survey in which the writer distributed questionnaires to 7 students of journalistic extracurricular activity in SMA Kolese De Britto and 3 professional journalists; two journalists of Kompas and Kedaulatan Rakyat. The writer also interviewed the instructor of journalistic activity in SMA Kolese De Britto Yogyakarta. Pre-design survey aims to obtain useful information and data for the materials designing process. Thus, the writer designed the materials using task-based learning method since newspaper journalism learning requires the learners to focus on the tasks and practices rather than the theories.

The second phase is post-design survey. The writer distributed questionnaires and the materials designed to 5 respondents, 2 lecturers of English Language Education Study Program in Sanata Dharma University Yogyakarta and 3 English teachers of SMA Kolese De Britto Yogyakarta. The survey result was useful for revising and developing the designed materials. In analyzing the survey result in this phase, the writer found out that the mean is 3.92. The result was interpreted that the designed materials were appropriate and well accepted. However, the designed materials needed to be revised.

To answer the second problem in problem formulation, the writer presents the final version of the designed materials that consists of 8 units. Each unit has three main parts and two additional parts. The main parts are Get into the Newsroom, Let’s Work!, and Journalists’ Talk. The additional parts are Breaking News and Glossary.

The writer hopes that the designed materials are able to develop the newspaper-journalism learning and improve the English skills of students of journalistic extracurricular activity in SMA Kolese De Britto.

ABSTRAK

Putro, Dominicus Herpin Dewanto. 2007. Designing a Set of English Instructional Materials for Journalistic Extracurricular Activity in SMA Kolese De Britto Yogyakarta. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Bahasa Inggris merupakan salah satu faktor penting yang harus dimiliki oleh setiap jurnalis untuk mengembangkan diri dalam proses mencari dan mengolah berita. Oleh karena itu, pembelajaran bahasa Inggris dalam kegiatan pendidikan jurnalisme sebaiknya diberikan sejak awal.

Skripsi ini bertujuan untuk menyusun seperangkat materi pendidikan dasar jurnalistik surat kabar yang digabungkan dengan pelatihan bahasa Inggris untuk diberikan dalam kegiatan ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta. Rumusan masalah dalam skripsi ini adalah: 1) Bagaimana proses yang dilakukan dalam menyusun seperangkat materi berbahasa Inggris untuk kegiatan ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta? 2) Seperti apakah bentuk dari seperangkat materi berbahasa Inggris untuk kegiatan ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta?

Untuk menyusun seperangkat materi tersebut dan menjawab permasalahan yang pertama, penulis terlebih dahulu membuat sebuah model penyusunan materi yang diadaptasi dari model yang sudah ada yaitu model dari Kemp dan Yalden. Model yang telah disusun oleh penulis terdiri dari 7 langkah yaitu: survey kebutuhan, menentukan tujuan dan penggambaran maksud pembelajaran, merinci tujuan, menentukan isi dari tiap subyek, menentukan aktifitas dan sumber pembelajaran, penyusunan materi, dan evaluasi.

Penulis melakukan dua tahapan survei dalam menyusun materi. Tahap pertama adalah survei sebelum menyusun materi dimana penulis memberikan kuesioner kepada 7 siswa peserta kegiatan ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta dan 3 wartawan profesional yang dua diantaranya bekerja di harian Kompas dan seorang bekerja di harian Kedaulatan Rakyat. Selain itu penulis juga melakukan wawancara dengan satu-satunya instruktur di kegiatan ekstrakurikuler jurnalistik SMA Kolese De Britto Yogyakarta. Tujuan dalam tahap pertama ini adalah untuk mendapatkan informasi dan data yang berguna untuk memulai proses penyusunan materi. Penulis kemudian mulai menyusun materi dengan menggunakan metode task-based learning karena pelatihan jurnalisme koran menuntut siswa untuk fokus dalam melakukan latihan dan tugas daripada mempelajari teori-teori.

Tahap yang kedua adalah survei setelah menyusun materi. Penulis membagikan kuesioner beserta seperangkat materi yang sudah jadi kepada 5 responden yaitu 2 dosen Pendidikan Bahasa Inggris Sanata Dharma dan 3 guru bahasa Inggris di SMA Kolese De Britto Yogyakarta. Hasil kuesioner tersebut berguna bagi penulis untuk merevisi dan mengembangkan materi.

Dalam mengolah hasil kuesioner dalam tahap kedua ini, penulis memperoleh data mean atau rata-rata opini kesetujuan responden sebesar 3.92. Hasil ini dapat diinterprestasikan bahwa materi yang sudah disusun sudah layak dan dapat diterima namun masih harus diperbaiki melalui proses revisi.

Untuk menjawab permasalahan yang kedua dalam rumusan masalah, penulis menyuguhkan bentuk akhir dari materi yang sudah direvisi yang terdiri atas 8 unit. Tiap unit materi terdiri atas 3 bagian utama dan 2 bagian tambahan. Bagian utama dari tiap materi adalah Get into the Newsroom, Let’s Work!, dan Journalist’ Talk. Dua bagian tambahan dalam tiap materi adalah Breaking News dan Glossary.

Penulis berharap bahwa materi yang telah disusun dalam skripsi ini dapat berguna untuk mengembangkan pembelajaran jurnalistik surat kabar dan meningkatkan kemampuan berbahasa Inggris siswa peserta ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta.

CHAPTER I INTRODUCTION

This chapter discusses the background of the study, the problem identification, the limitation of the study, the problem formulation, the objectives, the benefit, and the definition of terms.

A. Background

Mass media has been developed to fulfill people’s need of information. It is people’s right to know everything which happens around them. Nowadays, information can be easily accessed. Anyone can know the detail of an event by watching television, reading newspapers or magazines, and browsing the news in the internet.

To maintain the development of mass media and create some competent journalists, many institutions have established journalistic courses. Some senior high schools also accommodate their students who are interested in journalism by establishing journalistic extracurricular. Its product may vary, but the most popular is school paper. Reddick (1941:4) says that “the high school newspaper is in many ways a miniature of its big brother, the daily newspaper”.

The extracurricular of journalistic creates a positive activity in which the students are able to achieve some practical lessons such as news writing, news gathering, news editing, and other tasks which are related to journalism. However, the most important thing is that the students are free to express themselves since it is their duty to communicate with others in the form of printed-media. Pasaribu (1995) says

that the school paper potentially gives the students an opportunity to develop their creativity, intellectuality, and communication skills.

“The high school paper is an instrument of education”, says Reddick (1941:9). It educates the students on how to deliver information through writing. The school paper, as the product of Journalistic extracurricular which is read by school’s community, must be well written. By attending journalistic extracurricular, students can improve their writing skill because it must meet the minimum of requirements.

B. Problem Identification

The journalistic extracurricular is a program in which the students are learning to produce school papers or magazines, starting from gathering the news to selling the media. The job description in the organization is flexible. It means that all students in this extracurricular activity can participate in all of the activities of news publishing. Every student has the opportunity to learn each process of information media production.

Since a journalist deals with language, considering that the common product of Journalistic extracurricular is school paper, all participants of this extracurricular activity must be able to equip themselves with good language competency especially in writing.

The process of news gathering and news writing can be an appropriate medium of applying the theory that students have achieved in language class. During the process they will be accustomed to using the language to communicate in a more effective way. Rubin in Wenden (1987: 17) says that “A language can be best achieved when the students play an active role in the process”. Here, the students actively process the information into more readable media.

The students who join the journalistic extracurricular will learn both journalistic skill and language. However, most of the school papers are written in Indonesian. It will bring a good result for the students’ English acquisition if they begin to write an English school paper. Thus, the appropriate materials as the instrument to teach them how to make English school paper are required.

C. Problem Limitation

This study focuses only on school paper produced by senior high school students to avoid any misunderstanding of journalism products since the products of journalistic extracurricular can be in various forms. School paper as one of the products of journalistic extracurricular activity contains various types of journalistic writing like hard news (the common type of news story), features, columns, editorials, ads, movie or book review, etc. Therefore, this study prefers to use school paper as the media in learning the basic principles of newspaper journalism.

The school paper which is also an instrument of education can be a training ground for students interested in journalism, a tool to foster students’ creative writing, and a facilitator for the students in maintaining their quality of writing (Reddick, 1941: 9).

It is obvious that journalistic extracurricular has a close connection to language learning. Thus, the instructional materials designed by this study aims to provide the basic principles of newspaper journalism and an opportunity for the students to improve their English by writing the news story in English. Hence, the instructional materials will only focus on news gathering and news writing as the main activities in the journalistic extracurricular.

This study attempts to provide the instructional materials only for journalistic extracurricular activity in SMA Kolese De Britto. They have been producing a school newspaper called “Kobar” that is the abbreviation for “koran selembar” or one-page newspaper. “Kobar” reports useful and interesting news from around the school and it is published once a week.

D. Problem Formulation

This study has two main problems which have been formulated as follows: 1. How is a set of English instructional materials for journalistic

extracurricular activity in SMA Kolese De Britto Yogyakarta designed? 2. What does a set of English instructional materials for journalistic

extracurricular activity in SMA Kolese De Britto Yogyakarta look like?

E. Objectives of the Study

The following are two objectives of this study:

1. To find out how a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta is designed. 2. To know what a set of English instructional materials for journalistic

extracurricular activity in SMA Kolese De Britto looks like.

F. Benefits of the Study

The English instructional materials for journalistic extracurricular in senior high school that is designed in this study have some benefits for the teachers, the

students, the extracurricular of journalistic instructor, and other researchers. The benefits of this study will be explained as follows:

1. For teachers

Teachers are able to know the importance of school paper and support the students who are interested in the journalistic extracurricular.

2. For the students

Students involved in journalistic extracurricular are able to comprehend the basic theories of newspaper journalism and improve their ability of applying English in news gathering and news writing.

3. For other researchers.

Other researchers are able to use this study as a reference to conduct further studies that are related to journalistic extracurricular.

G. Definition of Terms

1. Instructional material

“Instructional material is the medium that contains specific items used in learning process and delivered through various media” (Newby, 2000:117). In this study, the instructional materials are established in the form of handouts that consist of several examples of news story, the brief explanation related to subject content, and some exercises.

2. Journalism

Siregar in Pasaribu (1995:9) says “that journalism is knowledge of converting the reality to information that can be delivered through mass media”. This study

attempts to give such knowledge of newspaper journalism through journalistic extracurricular activity by designing a suitable set of English instructional materials. Since journalism cannot be learned wholly from books or in the classroom (Candlin, 1963:9), the designed material should provide adequate amount of exercises.

3. Extracurricular

Extracurricular is an activity conducted outside the regular school course. The number and type of extracurricular activity depend on the school’s policy. Generally, these activities become the medium for students’ hobbies and interests. As defined in Merriam Webster’s Collegiate Dictionary (1996: 412), extracurricular activities usually carries no academic credit so that it only concentrates on improving the students’ ability and skill to support them in achieving the academic subjects in the regular school course.

4. School paper

School paper is the printed media which is produced and published in senior high school by the students who participate in the journalistic extracurricular activity. All of the process of producing news media is conducted by the students. School paper has several similar characteristics as the daily newspaper, but the scope of school paper is limited and distributed for school community. “The high school newspaper is in many ways a miniature of its big brother, the daily newspaper” (Reddick, 1941: 5).

5. News Writing

News writing is an activity to gather and serve the news in written form. Berner (1992:1) says that “news writing is not only a physical act of putting words on

paper and it is a process, 90 percents of which is not putting words on paper”. The process of news writing begins with reporting or gathering all the information, thinking and organizing the idea, writing the story by focusing on the journalistic aspects, evaluating the work, and re-writing or even re-reporting.

CHAPTER II THEORETICAL REVIEW

This chapter will present the theories that underlie the study of designing a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta.

There are two sections in this chapter. The first section is theoretical descriptions that discuss the instructional material design models, the basic theories of newspaper journalism, journalistic extracurricular, and task-based learning. The second section is the theoretical framework which explains the writer’s steps in designing a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta based on the theories that underlie this study.

A. Theoretical Descriptions

This section describes all the theories that underlie the process of designing a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta. The theories described in this section are briefly explained since this study needs the most essential points in each theory.

1. Instructional Materials Design Model

The writer is supposed to know the basic theory in designing the instructional materials; therefore, the instructional material design models are needed as references. Kemp’s and Yalden’s instructional material design models are selected because the writer believes that these models are appropriate in this study.

a. Kemp’s Model

According to Kemp (1977:8), “a plan is designed to answer three questions, which may be considered the essential elements of instructional technology”. The followings are the questions. They are:

1) What must be learnt? (objective)

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

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

The plan consists of eight parts:

1) Consider goals, and then list topics, stating the general purposes for teaching each topic.

2) Enumerate the important characteristic of the learners for whom the instruction is to be designed.

3) Specify the learning objectives to be achieved in terms of measurable student behavioral outcomes.

4) List the subject content that support each objective.

5) Develop pre-assessments to determine the student’s background and present level of knowledge about the topic.

6) Select teaching/learning activities and instructional resources that will treat the subject content so students will accomplish the objectives.

7) Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.

8) Evaluate the students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phrases of the plan that need improvement.

Figure 2.1 illustrates the relationship of each step in the plan to the other steps.

Evaluation Revision Learning Objectives Support Services Preassessment Subject Content Learner Characteristics Teaching learning activities, resources Goals, topics and general purposes

Figure 1: Kemp’s Instructional Design Model (1977: 9)

Evaluation Goal, topics, and general purposes Learner Characteristics Learning objectives Subject content Preassessment Teaching learning activities resources Support service Revision

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

The diagram above shows a flexible process among the steps. There is interdependence among the eight elements, thus a decisions relating to one may affect others. The starting point could be everywhere and then move back or forth to other steps. However, the ideal sequence, according to Kemp (1977), is the objectives as the starting point and evaluation as the final point. “The broken lines in the diagrams

indicate revisions of elements made necessary by evaluation data gathered on students’ accomplishment of objectives” (Kemp, 1977: 9).

b. Yalden’s Model

Yalden (1987:86) introduces some components that must be included into the make-up of the syllabus. Those components develop the syllabus by allowing the students to acquire the ability to communicate in a more appropriate and effective way.

The followings are the ten components introduced by Yalden (1987):

1) The purpose for which the learners wish to acquire the target language must be possibly considered in detail.

2) Physical aspect as well as social setting as the setting in which the learners will want to use the target language must be considered.

3) The socially role the learners will assume in the target language, as well as the roles of their interlocutors.

4) The communicative events in which the learners will participate: everyday situations vocational or professional situations, academic situations and so on. 5) The language functions involved in these events, or what the learner will need

to be able to do with or through the language.

6) The notions involved, or what the learner will need to be able to talk about. 7) The skills involved in the ‘knitting together’ of discourse: discourse and

rhetorical skills.

8) The variety or varieties of the target language that will be needed, and the levels in the spoken and written language which the learners will need to reach.

9) The grammatical content that will be needed. 10)The lexical content that will be needed.

To develop the language program, Yalden (1987:88-149) gives eight stages that can be illustrated in figure 2.2:

Figure 2.2. Yalden’s Instructional Design Model (Adopted from Yalden, 1987:88) a) Needs survey

The needs survey gathers all the information about the learners in order to understand them before starting the teaching learning process and to expect for establishing realistic and acceptable objectives. It studies the learners’ purposes in acquiring the target language. The needs survey as the first step is the basic for the further steps because it may affect the subsequent decisions and directions.

b) Description of purposes

This step is to clarify the purpose of the language program that should be suited to the learners’ needs. When preparing the language program, the designer must consider that its purpose is broad or narrow and occupational or educational categories.

c) Selection / development of syllabus type

After getting the needs and the characteristics of learners, and also stating the purpose of the language program, the designer will determine the type of the syllabus in this stage. There are three basic syllabus types; structural, situational, and

functional. However, those basic syllabuses may be modified according to the situation and these modified syllabuses are called communicative syllabus. The forms of the communicative syllabus are structural-functional, structures and functions, variable focus, functional, fully functional, and fully communicative syllabus.

d) Production of proto-syllabus

At this stage, the syllabus designer will focus on the description of the content that the syllabus will have. There are many components to be considered in a communicative syllabus, but it is impossible and not desirable to include everything. The designer must look back to the earlier steps recalling all the gathered information; those steps have close relation to the production of proto syllabus. It is also necessary to give early attention to the specification of target levels whether it is realistic or not to be specified.

e) Production of a pedagogical syllabus

Production of a pedagogical syllabus is a process in which the language program designer will focus on the psychological factor as one of the important things in developing communicative components. The aspects of the psychology of the classroom are learners’ wants, needs, and desires. Therefore, a pedagogical syllabus plays an important role to create a communicative classroom interaction.

f) Development and implementation of classroom procedures

Based on the gathered information in the earlier stages, the teachers look at the syllabus to select the teaching techniques and the exercises and put them into a lesson plan. If necessary, the teachers may conduct teacher training to improve teaching performance.

g) Evaluation

At this stage, there are two aspects that can be evaluated. First, the language program suitability with the learners’ needs and characteristics. The result can be viewed from the examination. Second, the teachers as well as the teaching technique will also be evaluated.

h) Recycling stage

The evaluation has provided sufficient data as the references for the program designer and the teachers to determine whether the final performances of the learners fit the goal or not. It is possible to reassess the content and revise the materials and methodology procedures.

The writer has discussed the instructional models that are useful for references in designing a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta. Since this study is related to newspaper journalism, some basic theories of newspaper journalism are needed. The writer will discuss the basic theories of newspaper journalism in the following part.

2. Basic Theories of Newspaper Journalism

The prominent activity in journalism is collecting the fact or information and presenting it in the form of readable news story. The theory of doing such process is needed in this study. In this section, therefore, the writer will explain the basic theory of newspaper journalism in brief. They are the definition of news, the types of news, the news structure, and the news writing.

a. Definition of News

Ishwara (2005:52) says that news is created from a real event that has just occurred in the society. Human beings live in various situations which involve many human aspects that are interesting to be noticed. It is also supported by Keir (1957:9) in that the recent event is called news if the information is new and people are interested in it.

The information that is served to the readers must be newsworthy. The factor that determines the newsworthiness of information is the news values. Berner (1992:15) says that news values have close relation with the social process as news product. It is obvious that news values are assimilated from the norms in the society.

Ishwara (2005: 53-58) mentions the criterions of news values. They are:

1) Conflict

Physical conflicts such as wars and fights are newsworthy because they bring about some victims and damages. The violence itself touches the readers emotionally. The debates (non-physical conflicts) of pollution, nuclear reactor, and any other issues related to the quality of life also get the opportunity to be placed in the front page.

2) Progress and Disaster

Win and lose are the results of a conflict. The research that is conducted by some experts results in several discoveries. Natural disasters, fire and the stories of people who have lost their job can be interesting news in the front page.

3) Consequence

A newsworthy story can bring some effects on its readers. The consequence is likely accepted as the news value and the standard of news importance. All the newsworthy stories have consequences.

4) Prominence

It is agreed that name makes news and a big name makes bigger news. The senses of news can be found easily among the famous persons. The information is newsworthy if it is based on what they have said and done because there is a consequence within.

5) Timeliness and Proximity

Timeliness and proximity are the tools to measure whether the story is newsworthy or not. These two elements are able to determine what story can be printed and where the story can be sold.

6) Strangeness

The stories of coincidental and contrast events, odd way of living, extraordinary habits and hobbies, and superstition can attract the readers’ attention. The common element of strangeness is that the events are quite odd and uncommon.

7) Human Interest

The news values of human interest are the combination of all elements that make the value of news such as conflict, progress and disaster, consequence, prominence, timeliness and proximity, etc. Most of human interest news

consists of strangeness that can be called as human novelties. Human interest contains story value rather than news value.

8) Sex

Some editors have considered sex as the value of news. It is acceptable if several well-known persons involved in the story. The movie stars’ marriage and divorcement with its conflict may attract the readers’ interest.

9) Various Values

The stories of animals are usually interesting. Some news about animals can be inspiring. All the stories of animals contain strangeness so that it can be newsworthy.

b. Types of News

Pasaribu (1995: 59-60) defines the types of news: 1) Straight News or Hard News

Straight news or hard news is important information about an event that involves human or thing. The information is fresh and considered as important information because it has direct or indirect effect on the readers. Since the information is so important, it must be reported to people directly. It is a reason why it is called as straight news.

2) Soft News

Soft News is interesting information about an event that involves human or thing or both. The information itself is not important and do not have effects on the readers. The thing that needs to be reported is the event itself that has an interesting story.

3) Feature

Feature has the same value as the straight news. The information is important and need to be reported but feature does not have to be printed and delivered to the readers immediately. Feature aims to present the information in details. Berner (1992:193) says that the writer has an opportunity to show more individually of thought and style. The style in feature gives more variations of texts in newspaper.

4) In-depth Report

In-depth report presents the information with more details than straight news or feature. According to Berner (1992:204), the writer amplifies the details by doing analysis and evaluation and avoid to making an opinion.

c. News Structure

The readers do not have much time in reading a newspaper and thus all news must be written concisely and attractively. “The Eye Tract” research as quoted in Ishwara (2005:119) reports that “newspaper readers like to scan the headlines and find the most interesting stories”. They do not read news thoroughly. Part of the news they prefer to read is the main paragraph that contains facts, interesting statements, or impact statements.

The readers’ behavior in reading newspaper creates a common form of news structure. Reddick (1941:46) gives the essential characteristics of the typical news story:

1) All the important facts are summarized in the first section, or lead, of the story.

2) The body of the story consists of facts that amplify or add to the statements in the lead. Usually these facts answer questions that come naturally into the readers’ mind after he reads the lead.

3) Within the body of the story, facts are arranged in the order of descending importance.

Summarizing the facts and all important statements in the first section or lead has become the rule of thumb in the news writing. The form used by typical news stories is called the inverted pyramid. This form allows the readers to grasp the main idea of the story without reading it thoroughly and the editor to shorten the story since newspaper has limited pages.

Figure 2.3 describes the inverted pyramid form:

Details of least important Summary of all important

facts

Facts of secondary important

The Inverted Pyramid Form

d. News Writing

“News writing doesn’t mean only the physical act of putting words on paper rather it is a process, 90 percent of which is not putting words on paper”, says Berner (1992:1). This is supported by Ishwara (2005:95) in that in the process of news writing, a journalist must write with his heart and brain. The process of news writing begins with reporting and collecting all the necessary information. The next step is organizing the information and starting to write the lead and the body. When the news is already written, it must be evaluated and re-written. The process of re-reporting is needed when the information collected is insufficient.

Reddick (1941:56-58) provides three steps in writing a news story after collecting the necessary information. They are:

1) List the facts in accordance with their importance

This first step can be done mentally or on paper. A journalist should take 5W+1H (What, who, where, when, why, and how) as the formula.

2) Write a condensed statement of the important facts

It is also called as writing the lead. All the most important facts are written in the lead.

3) Write the body of the story

The less important facts are written in the body. The body also explains the outlined facts in the lead more detail.

3. Journalistic Extracurricular

According to Merriam Webster’s Collegiate Dictionary (1996:412), extracurricular means something that is “related to officially or semiofficially

approved and usually organized student activities connected with school and usually carrying no academic credit”.

In accordance with this definition, journalistic extracurricular allows students to improve their skill in newspaper journalism that they do not get in class. The common products of journalistic extracurricular are newspapers and magazines because these two media cover almost all of the journalistic skills and are low-costed productions.

Siregar as cited in Pasaribu (1995:10) says that “learning journalism is the best practice to recognize and reveal the reality”. The ability of recognizing and revealing the reality will be useful in making a decision in the real life.

Pasaribu (1995) explains the functions of school newspaper. They are: a. As communication medium

Students are able to deliver the important information to all the school members. By reading the school newspaper, the readers are able to know what and why an event can happen and to understand the motive behind someone’s deed. The existence of school newspaper builds the understanding among all the school members.

b. As an instrument to solve problems

School newspaper can communicate the problems that occur in school environment. The follow-up action can be done after all the matters have been reported.

c. As an instrument of self-development

School newspaper allows the students to learn how to express their thoughts in written form. To compose a good writing, the students must be able to think

systematically and critically in a well-organized way. By writing the news, the students also learn how to respect the public interest.

The writer has discussed the instructional models and the basic theories of newspaper journalism. They provide the writer with adequate data that function as the basic theories in designing the materials. Thus, the writer still needs an approach to apply the designated materials. The writer chooses task-based learning as an appropriate approach.

4. Task-based Learning

The writer has selected task-based learning as an approach in applying the designed materials. This study aims to design a set of English instructional materials to provide the students with a lot of exposures in learning English and task-based learning approach can give some tasks that enable the students to learn English naturally through newspaper journalistic activity. This section will explain the characteristics of task-based learning, types of task, and the procedure of task-based learning.

a. Characteristics of Task-Based Learning

Task-based learning is one of the approaches in communicative language teaching. Larsen-Freeman (2000:144) says that a task-based approach aims to provide learners with a natural context for language use. The learners work on some tasks and they will use the target language naturally. Willis (2003:24) also supports the statement by saying that the learners are free to choose whatever language forms they wish to convey what they mean, in order to fulfill the task goal. In completing the

tasks they also have the opportunity to interact. Larsen-Freeman (2000:144) says that in interactions with others, the learners may acquire words, phrases, or expressions which are not familiar with them, but that new knowledge of the target language can be useful at a later time.

Willis (2003) gives seven characteristics of task-based learning framework that are different from other approaches:

1) In task-based learning framework, the learners use the target language naturally and frequently, so that the target language is already familiar when the learners get the language focus phase. The designed tasks in task-based learning have established the context.

2) In learning language, the learners do not repeat, manipulate or apply the target language but the language focus activities encourages them to think and analyze.

3) Listening and reading have more varied exposure to natural language. The tasks allow the learner to listen and read naturally during the teaching learning process. The learners do not just listen to or read some examples made-up to illustrate a single language term.

4) In learning language using task-based framework, the learners will understand that language is more than verb tenses and new vocabularies. Task-based learning framework includes all the language elements as the exposure.

5) The learning activities are flexible. The learner may ask about any aspect of language at the analysis stage.

6) Fluency that may be the most important thing in learning the target language is expected to establish the learners’ accuracy.

7) In task-based learning, the activities integrate all form skills – listen, speak, read, and write – in natural way.

b. Types of Task

Tasks play important role in task-based learning approach. According to Willis (2003:23), the tasks will stimulate the learners to always use the target language for a communicative purpose in order to achieve an outcome. Therefore, Willis (2003:40) also says that the learners should not orientate themselves towards the result of the tasks. The main objective of task-based learning is not the completed-task but the process during the completed-task is being completed.

Willis (2003) provides six types of task as follows:

1) Listing

This type of task brings the environment in which the learners should talk about a lot of things when they are trying to explain their ideas. The processes involved are:

a) Brainstorming: the learners try to exploit their own knowledge or experience when they grab some ideas and put them into one full concept. It can be done in pairs or individual.

b) Fact-finding: the learners do some small research by asking other people or referring to books.

2) Ordering and sorting

Ordering and sorting activities provide the learners with some useful exercises to differentiate some items in several ways. These tasks involve four main processes:

a) Sequencing items, actions or events logically or chronologically. b) Ranking some items according to a certain criteria or personal values. c) Categorizing or grouping some items into the suitable heading. d) Classifying items in some ways according to the learners’ choice.

3) Comparing

The learners practice to identify some objects and try to compare them to each other. The processes involved are:

a) Finding the specific points by matching some items. b) Finding similarities and things in common.

c) Learning to find differences.

4) Problem Solving

Problem solving tasks allow the learners to show their intellectuality and ability to think and analyze. These activities are quite challenging and engaging. The learners will never stop to solve the selected problem if it is interesting. The duration and processes depend on the type and complexity of the problems.

5) Sharing Personal Experiences

This type of task is not goal-oriented as in other tasks. The learners are free to talk everything about themselves or their experiences. Sharing personal experiences activity can be the simulation for the learners so that they are more familiar with the similar kind of conversation in the real life.

6) Creative Task

Creative tasks are often the combination of the other task types: listing, ordering and sorting, comparing and problem solving. Creative works are usually

done in pairs or groups because the learners must do several task types in one activity and sometimes they need an out-of-class research. Creative tasks also need organizational skills and teamwork.

c. The Procedure of Task-Based Learning

In applying the task-based learning, we need a procedure that can make the implementation easier. Willis (2003:40) introduces the task-based learning that consists of three phases: the pre-task phase, the task cycle phase, and the language focus phase. The teacher introduces the topic and the tasks during the pre-task phase. In the task cycle phase, the learners do the exercises / tasks with the language they have already known. The teacher functions as the guide to help the learners improve their language. Doing the tasks under the teacher’s guidance, the learners are ready to plan the report of the task. Language focus, as the last phase, discusses some specific features of the language that come naturally during the task cycle phase.

Figure 2.4 is the task-based learning framework according to Willis (2003:38).

B. Theoretical Framework

This section focuses on creating the steps to design a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta. The writer refers to both Kemp’s (1977) and Yalden’s (1987) instructional material design in finding the suitable model to be applied in this study. Each instructional material design model has its distinctive characteristic and cannot be adapted without any modification. Therefore, the writer will combine them and make a new instructional materials design model by selecting the most appropriate steps or stages from Kemp’s and Yalden’s model.

The instructional materials design that has been established by the writer consists of six stages. It can be explained as follows:

1. Needs Survey.

This first stage, which is taken from Yalden’s model (1987), attempts to collect all the necessary information related to learners’ needs. The journalistic extracurricular activity is not compulsory. Students who attend the program are interested in learning newspaper journalism, so that they have specific needs of achieving a certain skill in newspaper journalism. Considering their age, this program is a new experience for some students. Therefore, the needs survey also gathers some information from the experts in newspaper journalism and the journalistic extracurricular instructors to find what subjects are best suited to apply.

2. Consider the goal and purpose.

After collecting and listing the needed information in the first stage, the next step is to consider the goal and the purpose of learning. This stage is taken from

Kemp’s model (1977) that describes what skills and knowledge aimed to be achieved, and from Yalden’s model (1987) that determines whether it is broadly or narrowly purpose, and it is occupational or educational categories.

3. Specify the learning objectives.

This stage is taken from Kemp’s model (1977) and describes the level of knowledge the students should reach. The goal and purpose that have been defined become the starting point to formulate the specific objectives. The input obtained from the journalists and extracurricular instructor in the needs survey gives some important contribution for determining what objectives should be specified.

In this study, the students learn the basic principles of how to produce good news stories in school newspaper, and then the journalists and extracurricular instructor know the guideline much better.

4. List the subject content

In this stage, which is taken from Kemp’s model (1977), the content is derived from the objectives and it organizes the specific knowledge and skills. The content helps the students in achieving the objectives. In general, the content consists of several specific information or explanation and procedures in doing certain activity related to the topic. However, the content and the objectives must be interrelated. 5. Teaching Learning Activities and Resources.

This stage is the combination of Kemp’s (1977) and Yalden’s model (1987) that focuses on selecting the appropriate activities to be conducted in classroom and resources that will help the students in learning process.

6. Designing the Materials

At this stage, the writer begins to design the materials based on the collected information and decisions from the previous stages. The materials’ units, the sources, and the layout of the designed materials are considered and selected in this stage. The writer aims to design the materials that are not only interesting but also suitable with the lesson plan and its objectives.

6. Evaluating.

This stage is the modification of Kemp’s (1977) and Yalden’s model (1987). This is the final stage in the instructional material design. The finished instructional materials will be evaluated to check whether the outcome is related to the objectives or not. If the result of evaluation indicates a flaw in the designed material, the process of revising must be carried out. The revision may be applied to fix the subject content or the selected teaching learning activities and resources.

The whole process of designing the instructional material can be explained in figure 2.5:

CHAPTER III METHODOLOGY

This chapter will discuss the research method used in this study. The writer conducted the research to find out how a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta was designed. The second research was conducted to evaluate the designed materials. This chapter consists of five important points in conducting a research in this study. They are research method, respondent of the survey research, research instruments, data gathering, and data analysis.

A. Research Method

According to Fraenkel and Wallen (1993:7), “research is careful, systematic, patient study and investigation in some field of knowledge; and its purpose is to discover or establish facts and principles”. A certain field of knowledge has its distinctive characteristic and condition so that an appropriate method must be applied in a research. Therefore, to design a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta, a research method that is best suited to educational research, especially the instructional material design is needed.

The research prior to the process of designing the instructional materials will provide the writer with information as the basis. The writer gathered the information from students, instructor of journalistic extracurricular and journalists by conducting survey. Ary et al (2002) say that the information is gathered by asking the

respondents some questions. Thus, this study used questionnaires and interview as survey’s instruments.

However, the writer could not begin the process of designing the instructional materials by directly applying the raw data from the survey. The writer needed to conduct a developmental study in which the gathered data were analyzed and developed. The conclusion drawn from the developmental study would be the basis for setting up the level of journalistic and language skill in the designed materials.

1. Developmental Study on the Learner Analysis

The survey was conducted twice for this study. The first survey or pre-design survey was conducted to gather the information of the students’ needs and of suggestions or opinion from the journalists and journalistic extracurricular instructor. The collected information was useful in designing the instructional materials. The survey was carried out by distributing the questionnaires.

The questionnaires for the students of journalistic extracurricular in SMA Kolese De Britto Yogyakarta focused on:

a. Students’ interest of learning newspaper journalism.

b. What the students’ wants in learning newspaper journalism. c. The difficulties in learning English.

The result of the questionnaires gave sufficient information for the writer to begin stating the goal and description of purpose as the second stage of designing a set of English instructional materials for Journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta. By using the gathered data, the designed materials hopefully will meet the students’ needs.

The writer also collected some data related to newspaper journalism subjects. This research involved an instructor of journalistic extracurricular in SMA Kolese De Britto Yogyakarta and 3 local senior journalists of Kompas and Kedaulatan Rakyat daily newspapers. The collected information was taken as references to begin the third and fourth steps; to specify the objectives and list the subject content.

The instructor is the person who has the experiences in teaching newspaper journalism in journalistic extracurricular activity in SMA Kolese De BrittoYogyakarta. The interview was conducted to obtain:

a. The appropriate teaching method b. The materials taught in class

c. The instructor’s suggestion about the appropriate materials applied in the designed materials.

This study deals with the knowledge of newspaper journalism. It is necessary to gather some information from the journalists as the persons who work professionally in newspaper journalism. The questionnaires for the journalists focus on:

a. The journalists’ recommendation on how the teaching learning process should be.

b. The journalists’ suggestions of the appropriate journalistic material in the designed materials.

2. Developmental Study on the Designed Materials Evaluation

The second survey or post-design survey was aimed to evaluate the designed materials. The suggestions and opinion came from several lecturers in English

Education Study Program and English teachers in SMA Kolese De Britto who have already had the experience in teaching-learning process and the capability in material design as well as in newspaper journalism. The data were gathered by distributing the questionnaires.

After getting the feedback for the designed materials, the writer began to revise the materials by referring to the evaluations and suggestions on the feedback. Thus, the final step of designing a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta was conducted.

B. Respondents of the Survey

The respondents of the pre-design survey were the students of SMA Kolese De Britto who participated in journalistic extracurricular, the journalistic extracurricular instructor of SMA Kolese De Britto, and three senior journalists; two journalists of Kompas daily newspaper and one journalists of Kedaulatan Rakyat daily newspaper. The respondents of the post-design survey were the lecturers of English Language Education Study Program in Sanata Dharma University and English teachers of SMU Kolese De Britto Yogyakarta.

“The groups of people from whom the information is obtained in the research study are called sample” (Fraenkel and Wallen, 1993:79). The sample in this research had been selected through a decision that they would fulfill the researcher’s specific needs. The process of creating the sample in such way can be called purposive sampling. According to Cohen, Manion, and Morrison (2000:103), "purposive sampling is a method of sampling in which the researcher judge the sample based on

their typicality and choose the sample for a specific purpose”. The sample was selected non-randomly because the researcher believed that they have the needed information which could not be obtained from any other sample.

The students of journalistic extracurricular were selected because the researcher could get sufficient information of what the students wanted to achieve in learning newspaper journalism. It was important to obtain such information because the journalistic extracurricular activity required no any prerequisite.

The journalistic extracurricular instructor and the journalists are selected because they had the reliable expertise in newspaper journalism and they could give big contribution to the development of instructional materials. Everything that is related to newspaper-journalism materials could be asked to the journalistic extracurricular instructor.

The evaluation of designed materials should be handed to the right person. It was the reason why the lecturers of English Language Education Study Program in Sanata Dharma University Yogyakarta and the English teachers of SMA Kolese De Britto Yogyakarta were selected as the sample. By their teaching and materials designing experiences, the designed material can be evaluated then be revised.

C. Research Instrument

In conducting the survey, the instruments play an important role to bridge the researcher and the sample. Through the research instrument, the information can be transferred. This study used two kinds of research instruments, they were questionnaire and interview.

1. Questionnaire

Questionnaires are the common instrument in a survey research. It is easier to be employed because it can gather information from a large sample at the same time.

The questionnaire is a widely used and useful instrument for collecting survey information, providing structured, often numerical data, being able to be administered without the presence of the researcher, and often being comparatively straightforward to analyze (Wilson and Mclean, 1994, as cited in Cohen, et al., 2000:245).

According to Fraenkel and Wallen (1993: 349-350), there are two types of questionnaire. They are ended questions and open-ended questions. The close-ended questions have limited options; the respondents only fill the questionnaire by choosing the provided answer. This type of questionnaire is easy to be scored and coded.

The open-ended questions allow for more individualized responses because there are no options of answer. The respondents are free to answer; therefore it is difficult to interpret.

In the pre-design survey, the combination of close-ended and open-ended questionnaires was distributed to the students of journalistic extracurricular and the journalists. The use of this type of questionnaire was to obtain the information from several respondents at the same time.

In the post-design survey, the lecturers of English Education Study Program in Sanata Dharma University Yogyakarta and the English teachers of SMA Kolese De Britto Yogyakarta were given the combination of close-ended and open-ended questionnaires. They should give their opinions and suggestions in the designed instructional materials evaluation so that the materials could be revised well.

2. Interviews

“The research is called in as an interview when answers to a set of questions are solicited in person” (Fraenkel and Wallen, 1993:10). By interviewing, the researcher was given all the information directly and free to add or modify the questions depending on the situation.

Interview was conducted to obtain the information from the instructor of journalistic extracurricular. The researcher chose to use interview in order to make it more effective and efficient and also the researcher would have the opportunity to obtain more information.

D. Data Gathering

The needs survey aimed to get the necessary information to build the frame of designed instructional materials. The data gathered were helpful in the early process of designing the materials.

1. Data gathering in pre-design survey

In pre-design survey, the respondents were the students of journalistic extracurricular, the instructor of journalistic extracurricular, and the journalists. The data collected would give a great input for the writer to design the materials. The writer distributed questionnaires for the students and conducted interview with the instructor and the journalists.

The questionnaires distributed to the students of journalistic extracurricular aimed to obtain the data including:

a. What do the students want to achieve in journalistic extracurricular? b. Are the students really interested in newspaper journalism?

c. What are the students’ problems in learning newspaper journalism?

The writer developed these questions and arranged them into good questionnaires in order to get the detailed information. The questionnaires were distributed during March 2006.

The interview was conducted to obtain data from the instructor of journalistic extracurricular. The writer had made a draft of questions that will be used in interview. These questions had been developed from the major questions as the following:

The major questions addressed to the instructor of journalistic extracurricular were:

a. What is the procedure used in journalistic extracurricular?

b. What method do the instructors use in teaching newspaper journalism? c. What subjects should be given to the students?

The interview process was conducted during December 2005 until January 2006 and there was a possibility to which the questions can be added or modified depended on the situation.

2. Data gathering in post-design survey

In post-design survey, the writer needed to obtain the data from the English lecturers of English Language Education Study Program and English teachers of SMA Kolese De Britto Yogyakarta as the reference in revising the designed materials. The data was collected by distributing questionnaires enclosed with the designed materials. This process was conducted after finishing the whole designed material. The data that needed to be obtained were:

a. Are the materials well designed?

b. Are the goals and standard competencies are well formulated? c. Have the materials been developed using task-based learning? d. What are the lecturers’ suggestions for the material revision?

After obtaining the data from the lecturers, the writer revised the designed materials until it could be used to teach the basic theories of newspaper journalism for the journalistic extracurricular students in SMA Kolese de Britto Yogyakarta.

E. Data Analysis

The data gathered both from questionnaires and interviews were processed to gain the best result of the research. In the pre-design survey, the data collected from the close-ended questions were sorted and listed to get the most preferable statements. To analyze the open-ended questions, the writer summarized all the answers and tried to find the interrelated ideas. The result in the post-design survey research also came up with the same process. The difference was laid in the purpose of the survey. The analyzed data in the pre-design survey was used to make the instructional materials and the analyzed data in the post-design survey research was functioned to revise the designed materials. All of the result of data analysis will be explained clearly in the chapter IV.

To measure and interpret the data obtained from the respondents in post-design survey, the writer uses the measure of the central tendency. According to Sunyoto (2003), the central tendency is the representative value that can be taken from the data. The writer measures the data by finding the mean (the average point). The formula to measure the mean is:

N xi X =

∑

where X : mean or the average point

: the sum of the scores in the data

∑

xi

: the number of the population N

CHAPTER IV

RESEARCH RESULT AND DATA ANALYSIS

This chapter consists of two parts; the first part presents the discussion on how a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta is designed. The second part is the presentation of the English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta.

A. Discussion on How a Set of English Instructional Materials for Journalistic Extracurricular Activity in SMA Kolese De Britto is Designed

The writer conducted two kinds of study in order to design the materials. They are pre-design study and post-design study.

1. The Result of Pre-Design Study

The survey research conducted in pre-design study enables the writer to conduct each step in designing a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta.

a. Needs Survey

To conduct the needs survey, the writer selected the respondents and developed the questionnaires and interview lists as the survey instruments.

1) Result of the questionnaires

The students of journalistic extracurricular in SMA Kolese De Britto were distributed some questionnaires in order to obtain their needs and

interests in learning newspaper journalism. Seven students, who participated in the journalistic extracurricular, were the second grade students in SMA Kolese De Britto Yogyakarta.

The questionnaires focused on the students’ needs and interests in learning newspaper journalism and the students’ major difficulties in learning English. Table 4.1 shows the results of the questionnaires for the students.

Table 4.1. Students’ needs and interests in journalistic extracurricular Items to ask Respondents Answer

7 Yes Are you really interested in

newspaper journalism? 0 No

7 Yes Does journalistic extracurricular

give you a lot of advantages? 0 No

3 As a hobby

1 As a preparation to begin career in journalism.

What is the function of journalistic extracurricular for you?

3 Other answers: to improve writing skills and to spend their spare time by attending extracurricular activity. 6 Yes

Do you often read English newspapers, magazines, or any other medias?

7 Yes Do journalists need to master

English? 0 No

1 Yes Have you practiced to write

English news story? 6 No

6 Yes Do you want to be able to write

English news stories? 1 No

4 Soft news

3 Hard news

0 Column What kinds of journalistic texts do

you like most?

0 Feature 5 Yes Do you like the current

teaching-method in your journalistic extracurricular class?

2 No

The students’ answers as shown in the table 4.1 explain the students’ needs and interests in learning newspaper journalism. The more details of the conclusion drawn from the table 4.1 are:

a) All students are highly interested in learning newspaper journalism and the extracurricular activity gives them a lot of advantages (100%). b) Three students (42.85%) regard the journalistic extracurricular as a

hobby, the other three students participate in the extracurricular to improve the writing skill and have some fun. There is only one student (14.3%) who regards the journalistic extracurricular as the place to prepare himself before beginning his career in journalism.

c) Six students (85.71%) would like to learn how to write English news stories.

d) Soft news is the most favorite type of text that the students want to learn (57.14%). Three students (42.85%) choose hard news as their favorite text.

e) Five students (71.42%) like the current teaching method in journalistic extracurricular and 2 students (28, 57%) dislike it.

The writer also needs to know the students’ major difficulties in learning newspaper journalism and English. The data will help the writer to set up the difficulty level of the designed materials. Table 4.2 shows the students’ major difficulties in learning newspaper journalism and English.

Table 4.2. Students’ major difficulties in learning newspaper journalism and English

Items to ask Respondents Answer

2 Cannot improve the sense of news

3 Problem in writing news linguistically

Difficulties in learning newspaper journalism

2 Lack of journalistic theories.

6 Problems in grammar, tenses, and vocabularies Difficulties in learning

English

1 Problems in speaking and listening skills

#1 Get Into The Newsroom

UNIT 8

MEETING 8

HOW TO WRITE NEWS

N

EWS

W

RITING

Answer these questions!

• What is in your mind if you hear the term “News Writing?” • Is it true that journalists’ most important skill is writing?

The Finishing Touch

Journalists are often described as persons who always carry a note book or sit in front of a computer all day writing any-thing. Journalists are regarded as writer.

However, writing news has broad meaning. It is the whole process of reporting news. It starts from planning,

observing, interviewing, and writing down the gathered information. Sometimes, writing has a small portion of journalists’ business.

Writing is the last stage, but it won’t finish until the dead-line. Reread and evaluate the story are a must.

T

HE

P

ROCEDURE OF

W

RITING

N

EWS

The following are the simple steps in writing news. It is useful in dealing with the deadline that does not allow the writer to waste the time. Therefore, the quality of writing must be maintained.

• Concentrate on the focus

• _{Write the leads as many as possible} • _{Do not revise unless you have finished} • _{Use the question and answer}

tech-nique

• Read it loud

• Check the accuracy

BREAKING NEWS

Gene Roberts, a re-porter of Goldsboro News, had a blind edi-tor. He is Henry Belk. He often asked Roberts to read him his news stories.

One day, Belk said, “make me see. You aren’t make me see.’ It was such a great les-son for Roberts until he could work for The New York Times.

Adapted from Catatan-Catatan Jurnalisme Dasar,

2005

#2 Let’s Work!

PAGE 35

HOW TO WRITE NEWS

K

ISS AND

T

ELL

I

n writing news, long and complicated sentences are not allowed. “KISS and Tell”. Keep It Short and Simple. The news story is not for the writer himself, he must tell the story. The news story must make other people see, hear, and feel what has been occurred in the story.

Robert Gunning in “The Technique of Clear Writing” shows the ten principles of writing.

1. Keep the sentences short on average 2. Use the simple forms

3. Use common words

4. Avoid using the unnecessary words 5. Use strong verbs

6. Write like you were talking 7. Use the understandable terms

8. Get connected with the readers’ experience 9. Use language variation

10. Write to tell, not to provoke

Adapted from Catatan-Catatan Jurnalisme Dasar, 2005

A good journalist is able to manage his time and does not complain about the deadline. The ability to gather the neces-sary information and to write them concisely, will be developed.

Now, prepare yourself to produce a simple news story. Imagine that you are a journalist and it is near the deadline. You have to concentrate because you do not have much time (30 minutes). Focus on creating a simple idea, gathered the information, and tell the readers about the event.

• go outside and find the most interesting place around your school (for ex-amples: the food stalls, the street, the repairs shops, etc)

• Observe the situation and let your mind ask for several questions (use the 5W + 1H).

• If you have found an interesting topic, keep observing and begin to write the supporting facts.

• Interview some persons to get the more accurate information. (you do not have to do a long conversation).

• Write your news story as fast as you can. Don’t forget to evaluate and re-vise your writing.

• Submit your news story and we will choose the most interesting stories.

BREAKING NEWS

Paula LaRocque intro-duced the term in writ-ing: The Octopus Writ-ing.

Sometimes journalists use a lot of words that may be unnecessary. But in writing news, it can confuse the readers. Like the octopus, it uses its ink to decoy the enemy, the journalist use the ink not to make a clear writing but the absurd one.

Adapted from Catatan-Catatan Jurnalisme Dasar,

2005

PAGE 36

HOW TO WRITE NEWS

#3 Journalists’ Talk

Make it concise

The ways of writing the story concisely can be done in two ways. 1. Choose the simple and easy words

(long): The scientist gave a cautionary tale about the ecological catastrophe (short): The scientists warned that there will be a disaster.

2. Shorten the sentences.

(long): She has a new car. Her car was bought in Singapore last week. (short): She has a new car bought in Singapore last week.

F

INAL

P

ROJECT

You have learned the basic principles of journalism and practiced to report the news. You have also practiced to write some news stories. For the last task, you will be working together to produce the English school paper. It is as same as the school paper produced by the journalistic extracurricular, but it will be a full English version.

• One of you will be the editor-in-chief and you can discuss it to choose this lucky person. • Set up a meeting to discuss the content of your upcoming school paper.

• Each of you has the responsibility to write one news story. It is editor’s right to manage the job description. •

Glossary

Concise: short and clear, expressing what needs to be said without unneces-sary words

Decoy: something or someone used to trick or confuse other people or animals into doing thing, especially some-thing dangerous

(to) provoke: to cause a reaction, especially a negative one

Unless: except if

ABSTRACT

Putro, Dominicus Herpin Dewanto. 2007. Designing a Set of English Instructional

Materials for Journalistic Extracurricular Activity in SMA Kolese De Britto Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

English is one of the important factors for journalists to develop themselves in the process of news gathering and news writing. Therefore, English learning should be given in the journalistic courses from the beginning.

This thesis aims to design a set of materials of which is the combination of basic newspaper-journalistic education and English learning for journalistic extracurricular in SMA Kolese De Britto Yogyakarta. The problems are: 1) How is a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto designed? 2) What does a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto look like?

To design the materials and answer the first problem, the writer made an instructional design model that was adapted from Kemp’s and Yalden’s model. The writer’s model has 7 stages. They are needs survey, goal and description of purpose, specify the objective, list the subject content, teaching learning activities and resources, designing the materials, and evaluation.

The writer conducted two phases of survey in designing the materials. The first phase is the pre-design survey in which the writer distributed questionnaires to 7 students of journalistic extracurricular activity in SMA Kolese De Britto and 3

professional journalists; two journalists of Kompas and Kedaulatan Rakyat. The

writer also interviewed the instructor of journalistic activity in SMA Kolese De Britto Yogyakarta. Pre-design survey aims to obtain useful information and data for the materials designing process. Thus, the writer designed the materials using task-based learning method since newspaper journalism learning requires the learners to focus on the tasks and practices rather than the theories.

The second phase is post-design survey. The writer distributed questionnaires and the materials designed to 5 respondents, 2 lecturers of English Language Education Study Program in Sanata Dharma University Yogyakarta and 3 English teachers of SMA Kolese De Britto Yogyakarta. The survey result was useful for revising and developing the designed materials. In analyzing the survey result in this phase, the writer found out that the mean is 3.92. The result was interpreted that the designed materials were appropriate and well accepted. However, the designed materials needed to be revised.

To answer the second problem in problem formulation, the writer presents the final version of the designed materials that consists of 8 units. Each unit has three

main parts and two additional parts. The main parts are Get into the Newsroom, Let’s

Work!, and Journalists’ Talk. The additional parts are Breaking News and Glossary.

The writer hopes that the designed materials are able to develop the newspaper-journalism learning and improve the English skills of students of journalistic extracurricular activity in SMA Kolese De Britto.

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ABSTRAK

Putro, Dominicus Herpin Dewanto. 2007. Designing a Set of English Instructional

Materials for Journalistic Extracurricular Activity in SMA Kolese De Britto Yogyakarta. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Bahasa Inggris merupakan salah satu faktor penting yang harus dimiliki oleh setiap jurnalis untuk mengembangkan diri dalam proses mencari dan mengolah berita. Oleh karena itu, pembelajaran bahasa Inggris dalam kegiatan pendidikan jurnalisme sebaiknya diberikan sejak awal.

Skripsi ini bertujuan untuk menyusun seperangkat materi pendidikan dasar jurnalistik surat kabar yang digabungkan dengan pelatihan bahasa Inggris untuk diberikan dalam kegiatan ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta. Rumusan masalah dalam skripsi ini adalah: 1) Bagaimana proses yang dilakukan dalam menyusun seperangkat materi berbahasa Inggris untuk kegiatan ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta? 2) Seperti apakah bentuk dari seperangkat materi berbahasa Inggris untuk kegiatan ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta?

Untuk menyusun seperangkat materi tersebut dan menjawab permasalahan yang pertama, penulis terlebih dahulu membuat sebuah model penyusunan materi yang diadaptasi dari model yang sudah ada yaitu model dari Kemp dan Yalden. Model yang telah disusun oleh penulis terdiri dari 7 langkah yaitu: survey kebutuhan, menentukan tujuan dan penggambaran maksud pembelajaran, merinci tujuan, menentukan isi dari tiap subyek, menentukan aktifitas dan sumber pembelajaran, penyusunan materi, dan evaluasi.

Penulis melakukan dua tahapan survei dalam menyusun materi. Tahap pertama adalah survei sebelum menyusun materi dimana penulis memberikan kuesioner kepada 7 siswa peserta kegiatan ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta dan 3 wartawan profesional yang dua diantaranya bekerja di

harian Kompas dan seorang bekerja di harian Kedaulatan Rakyat. Selain itu penulis

juga melakukan wawancara dengan satu-satunya instruktur di kegiatan ekstrakurikuler jurnalistik SMA Kolese De Britto Yogyakarta. Tujuan dalam tahap pertama ini adalah untuk mendapatkan informasi dan data yang berguna untuk memulai proses penyusunan materi. Penulis kemudian mulai menyusun materi

dengan menggunakan metode task-based learning karena pelatihan jurnalisme koran

menuntut siswa untuk fokus dalam melakukan latihan dan tugas daripada mempelajari teori-teori.

Tahap yang kedua adalah survei setelah menyusun materi. Penulis membagikan kuesioner beserta seperangkat materi yang sudah jadi kepada 5 responden yaitu 2 dosen Pendidikan Bahasa Inggris Sanata Dharma dan 3 guru bahasa Inggris di SMA Kolese De Britto Yogyakarta. Hasil kuesioner tersebut berguna bagi penulis untuk merevisi dan mengembangkan materi.

Dalam mengolah hasil kuesioner dalam tahap kedua ini, penulis memperoleh

data mean atau rata-rata opini kesetujuan responden sebesar 3.92. Hasil ini dapat

diinterprestasikan bahwa materi yang sudah disusun sudah layak dan dapat diterima namun masih harus diperbaiki melalui proses revisi.

Untuk menjawab permasalahan yang kedua dalam rumusan masalah, penulis menyuguhkan bentuk akhir dari materi yang sudah direvisi yang terdiri atas 8 unit. Tiap unit materi terdiri atas 3 bagian utama dan 2 bagian tambahan. Bagian utama

dari tiap materi adalah Get into the Newsroom, Let’s Work!, dan Journalist’ Talk. Dua

bagian tambahan dalam tiap materi adalah Breaking News dan Glossary.

Penulis berharap bahwa materi yang telah disusun dalam skripsi ini dapat berguna untuk mengembangkan pembelajaran jurnalistik surat kabar dan meningkatkan kemampuan berbahasa Inggris siswa peserta ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta.

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