Designing a set of supplementary integrated english materials for the seventh grade students of SMP N 2 Sidoharjo Sragen based on national curriculum 2006 - USD Repository
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI DESIGNING A SET OF SUPPLEMENTARY INTEGRATED ENGLISH MATERIALS FOR THE SEVENTH GRADE STUDENTS OF SMP N 2 SIDOHARJO SRAGEN BASED ON NATIONAL CURRICULUM 2006 A THESIS Presented as Partial fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Bety Kusumastuti
Student Number: 051214005
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI DESIGNING A SET OF SUPPLEMENTARY INTEGRATED ENGLISH MATERIALS FOR THE SEVENTH GRADE STUDENTS OF SMP N 2 SIDOHARJO SRAGEN BASED ON NATIONAL CURRICULUM 2006 A THESIS Presented as Partial fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Bety Kusumastuti
Student Number: 051214005
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A A Thesis on
DESIGNI
ING A SET OF SUPPL LEMENTAR RY INTEG GRATED EN NGLISH MATERI
IALS FOR THE SEVE ENTH GRA ADE STUDE ENTS OF S SMP N 2 SIDOHA ARJO SRAG GEN BASED D ON NAT
IONAL CU URRICULU UM 2006
By Bety y Kusumastu uti
Student N Number: 051 1214005 A Approved by y
S Sponsor
G. Punto Aji G i, S.Pd., M.H Hum. Date 25
5 July 2011
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
“A PESSIMIST SEES THE DIFFICULTY IN EVERY OPPORTUNITY; AN OPTIMIST SEES THE OPPORTUNITY IN EVERY DIFFICULTY” (Winston Churchill) This thesis is dedicated to my beloved parents:
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotation and the references, as a scientific paper should.
Yogyakarta, 19 August 2011 The Writer
Bety Kusumastuti 051214005 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Bety Kusumastuti Nomor Mahasiswa : 051214005
Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
“DESIGNING A SET OF SUPPLEMENTARY INTEGRATED ENGLISH
MATERIALS FOR THE SEVENTH GRADE STUDENTS OF SMP N 2
SIDOHARJO SRAGEN BASED ON NATIONAL CURRICULUM 2006”Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Universitas sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 19 Agustus 2011 Yang menyatakan (Bety Kusumastuti) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Kusumastuti, Bety. 2011. Designing A Set of Suplementary Integrated English
Materials for the Seventh Grade students of SMP N 2 Sidoharjo Sragen Based on
National Curriculum 2006 . Yogyakarta: English Language Education Study
Program, Sanata Dharma University.
Curriculum 2006 (School Based Curriculum) stated that the four skills are taught in integrated way to facilitate the students. Teaching language in integrated way will enable the students to achieve their English mastery and ability in communicating using English easily. From the observations result, it was found that SMP N 2 Sidoharjo did not have enough integrated English materials. Therefore, this study was aimed to design a set of supplementary integrated English materials for the seventh grade students of SMP N 2 Sidoharjo Sragen based on National Curriculum 2006. This study concerned to one research question, which was: How does the design of a set of supplementary integrated English materials for the seventh grade students of SMP N 2 Sidoharjo based on national curriculum 2006 look like?
In answering the question, this study adapted Kemp’s instructional design model and employed R & D (Research and Development method). There were five steps conducting in this study. The steps were: (1) Research and Information Gathering. Identifying learners characteristics to gain data needed was conducted in this study. (2) Planning. In this step, the writer defining goals, topics, and general purposes for the designed materials. (3) Develop Preliminary Form of the Product. In this step, the materials were designed based on the result of planning. (4) Preliminary Field testing. The questionnaires were distributed to English teachers of SMP N 2 Sidoharjo and English Language Education Lecturers of Sanata Dharma University to check the designed materials. (5) Main Product Revision. The data from Preliminary field testing were analyzed in this step. The result of the analysis indicated that the designed materials were suitable and acceptable to be applied in the school.
This study presented the final version of the designed materials. It consist of four units. Those were (1) Greeting, (2) Commanding, (3) Asking and giving information, (4) Apologizing. Each unit in the designed materials is divided into three main sections, namely: (1) Pre - Activity, (2) Whilst – Activity, (3) Post – Activity. Each unit contains of several activities, namely: Get Started, Listen and Speak Up, Get the Idea, Grammar Stage, and Learning Essential.
Hopefully, the designed materials can help the English teachers to teach English in integrated way. Then, the designed materials can facilitate the students to improve their English mastery and ability. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Kusumastuti, Bety. 2011. Designing A Set of Suplementary Integrated English
Materials for the Seventh Grade students of SMP N 2 Sidoharjo Sragen Based on
National Curriculum 2006 . Yogyakarta: Program Studi Pendidikan Bahasa
Inggris, Universitas Sanata Dharma.
Kurikulum 2006 (KTSP) menyatakan bahwa empat keahlian diajarkan secara terintegrasi. Mengajar bahasa dengan cara terintegrasi akan memungkinkan siswa mencapai kemampuan dan penguasaan Bahasa Inggris serta kemampuan dalam berkomunikasi dalam Bahasa Inggris dengan lebih mudah. Dari hasil penelitian yang dilakukan, ditemukan bahwa SMP N 2 Sidoharjo Sragen belum cukup memiliki referensi materi bahasa Inggris yang terintegrasi. Oleh karena itu, tujuan dari studi ini adalah untuk merancang seperangkat materi Bahasa Inggris yang terintegrasi untuk siswa kelas 7 SMP N 2 Sidohajo Sragen berdasarkan kurikulum nasional 2006. Studi ini fokus dengan satu pertanyaan penelitian, yaitu: Bagaimana bentuk seperangkat materi tambahan bahasa Inggris terintegrasi untuk siswa - siswi kelas tujuh SMP N 2 Sidoharjo Sragen berdasarkan kurikulum nasional 2006?
Dalam menjawab pertanyaan tersebut, studi ini mengadaptasi model perancangan dari Kemp dan metode yang diterapkan adalah R & D (metode penelitian dan pengembangan). Ada lima tahapan yang dilaksanakan dalam studi ini. Tahapan tersebut adalah: (1) Pengumpulan Penelitian dan Informasi. Dalam studi ini dilakukan identifikasi karakteristik pelajar untuk memperoleh data – data yang dibutuhkan. (2) Perencanaan. Dalam tahap ini, penulis menentukan tujuan, topic, dan tujuan umum dari materi yang disusun. (3) Pengembangan Bentuk Awal Produk. Dalam tahap ini, materi dirancang berdasarkan hasil dari tahap perencanaan. (4) Pengujian Awal di Lapangan. Kuesioner dibagikan kepada guru bahasa Inggris SMP N 2 Sidoharjo dan dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma Yogyakarta untuk memeriksa materi yang sudah dirancang. (5) Perbaikan Produk Utama. Data dari pengujian awal lapangan dianalisa pada tahap ini. Hasil dari analisa tersebut mengindikasikan bahwa rancangan materi sesuai dan bisa diterima untuk diterapkan di sekolah tersebut.
Studi ini menyajikan hasil akhir dari materi yang sudah dirancang. Materi tersebut terdiri dari empat unit. Masing-masing adalah (1) Greeting, (2) Commanding, (3) Asking and giving information, (4) Apologizing. Masing - masing unit dalam rancangan materi dibagi menjadi tiga bagian utama, yaitu: (1) Kegiatan Awal, (2) Kegiatan Inti, (3) Kegiatan Penutup. Masing – masing unit terdiri dari beberapa kegiatan, yaitu: Get Started, Listen and Speak Up, Get the
Idea, Grammar Stage, and Learning Essential.
Harapannya, rancangan materi ini bisa membantu guru bahasa Inggris mengajar dengan cara terintegrasi. Rancangan materi bisa memfasilitasi siswa siswi untuk mengembangkan penguasaan dan kemampuan bahasa Inggris. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude to the Almighty Allah for love, grace, and bless that is given in my life. I believe that because of his guidance I can finish my thesis.
My gratitude goes to Gregorius Punto Aji, S.Pd., M.Hum., my thesis sponsor, for his willingness and patience in helping me to finish my thesis. I really thank him for his support, guidance and suggestions that were given to me. In addition, I would like thank Christina Lhaksmita Anandari, S.Pd., M.Ed. and
Fidelis Chosa Kastuhandani, S.Pd., M.Hum. for their willingness spending
their time in evaluating my designed materials. I am deeply grateful to all lecturers of English Language Education Study Program of Sanata Dharma University for guiding and teaching me during my study in Sanata Dharma University. I would also like to address my sincere gratitude to the English teachers of SMP N 2 Sidoharjo, Mrs. Dwi and Mrs. Tiar, for their help, advice, guidance, and suggestions to my designed materials. My special thanks go to the seventh grade students of SMP N 2 Sidoharjo, especially for grade VII A, for their help and cooperation during the interview and filling the questionnaires.
My deepest gratitude is addressed to my beloved parents, Hadi Sukarto and Sukarni. I thank them for their prayer, support, patience, advice, and love they have given to me. My gratitude also goes to my beloved brother, Setiyanto, for his care and patience in supporting and encouraging me to accomplish my
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study. I thank for always picking me up when I just came from Sragen to consult my thesis.
My special thanks also go to all SDN SBI Kroyo staff especially for MM.
Sri Rahayu, S.S.,M.Pd. as the principal, for her cooperation and giving me a day
off to go finish my thesis. My gratitude also goes to all teachers and my beloved students in SDN SBI Kroyo Sragen. I thank them for giving me a great opportunity to develop myself. My special thanks go to my beloved friends:
Ganish, Phia, Mita, mbak Anik, and Ms. Etis for their love and care. I hope our
friendship will be everlasting. Last but not least, my gratitude also goes to all PBI 2005 students, for the unforgettable moments during the study in Sanata Dharma University, and to all the people whose names cannot be mentioned one by one here. May God bless us forever.
Bety Kusumastuti
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TABLE OF CONTENTS
PageTITLE PAGE ..................................................................................................... i APPROVAL PAGES ......................................................................................... ii DEDICATION PAGE ........................................................................................ iv STATEMENT OF WORK’S ORIGINALITY .................................................. v
LEMBAR PERNYATAAN PERSETUJUAN ....................................................... vi
ABSTRACT ....................................................................................................... vii
ABSTRAK ........................................................................................................... viii
ACKNOWLEDGEMENTS ............................................................................... x TABLE OF CONTENTS ................................................................................... xi LIST OF TABLES ............................................................................................. xiii LIST OF FIGURES ........................................................................................... xiv LIST OF APPENDICES .................................................................................... xv
CHAPTER I. INTRODUCTION A. Research Background............................................................................. 1 B. Problem Formulation ............................................................................. 4 C. Problem Limitation ................................................................................ 4 D. Research Objectives ............................................................................... 5 E. Benefits of the Study .............................................................................. 5 F. Definition of Terms ................................................................................ 6 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description .......................................................................... 9
1. Models of Instruction Design ........................................................... 10
2. Integrated Materials ......................................................................... 13
3. School Based Curriculum 2006 ....................................................... 14
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5. Communicative Language Teaching ............................................... 16
a. The Characteristic of CLT ......................................................... 16
b. Theory of Language ................................................................... 18
c. Theory of Language Learning .................................................... 19
d. The Syllabus ............................................................................... 19
e. Types of Learning and Teaching Activities ............................... 22
f. Teachers’ and Learners’ Role in Communicative Activities ..... 23
B. Theoretical Framework .......................................................................... 24
CHAPTER III. METHODOLOGY A. Research Method .................................................................................... 28 B. Research Participants ............................................................................. 31 C. Research Instruments ............................................................................. 33 D. Data Gathering Techniques .................................................................... 34 E. Data Analysis Techniques ...................................................................... 37 F. Research Procedures .............................................................................. 39 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Learners’ Characteristics ........................................................................ 42 B. Goals, Topics, and General Purposes ..................................................... 45 C. Learning Objectives ............................................................................... 49 D. Subject Content for the Designed Materials .......................................... 52 E. Teaching Learning Activities and Resources of the Designed Materials 53 F. Materials Feedback and Evaluation ....................................................... 55 CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion ............................................................................................ 61 B. Suggestion ............................................................................................. 62
REFERENCES ................................................................................................. 64
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF TABLES
3.1 Types of Data ............................................................................................... 35
3.2 Points of Agreement ..................................................................................... 38
3.3 The Blue Print of the Form of the Result of Respondents’ Questionnaires . 39
4.1 The Result of the Questionnaires for Learners Characteristics in the Form of Numbers ........................................................................................ 43
4.2 The Result of the Questionnaires for Learners Characteristics in the Form of Percentage ..................................................................................... 43
4.3 The Competence Standard and Basic Competencies for the First Semester 46
4.4 The Selected Topics ..................................................................................... 48
4.5 The Indicators .............................................................................................. 49
4.6 The Subject Content ..................................................................................... 52
4.7 The Description of the Respondents of the Preliminary Field Testing ........ 55
4.8 The Result of Preliminary Field Testing ...................................................... 56
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF FIGURES
1. Kemp’s Instructional Design Models............................................... 8
2. The Framework in analyzing communicative task .......................... 9
3. The relationship between R & D and ID .......................................... 12
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LIST OF APPENDICESAppendix A .................................................................................................. 65
Letter of Permission to the Headmaster of SMP N 2 Sidoharjo ........ 66 Letter of Official Statement from SMP N 2 Sidoharjo ...................... 67
Appendix B ................................................................................................... 68
Questionnaire of Information Gathering ............................................ 69 The Interview Result .......................................................................... 71 Questionnaires of Preliminary Field Testing ..................................... 72
Appendix C ................................................................................................... 76
General Description ........................................................................... 77
Gambaran Umum ............................................................................... 80
Appendix D ................................................................................................... 83
Syllabus .............................................................................................. 84 Lesson Plan ...................................................................................... 101 The Designed Materials ................................................................... 125
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CHAPTER I INTRODUCTION In this chapter, the writer would like to present the introduction of this
study. It includes the background of the study, problem formulation, problem limitation, research objectives, the benefits of the study, and the definition of terms.
A. Research Background
The existence of international school has become a phenomenon in our education. Nowadays, international schools take much public attention and interest. Many parents choose to register their children to an international school in order to get better education. International school is a school that is categorized as an autonomous school. The difference between international and public school is on the curriculum. Public school applies the curriculum that is governed by the government, whereas international school applies both the national curriculum and adopted curriculum from foreign country. They combine those two curricula and use them as guidance to hold teaching learning activity.
Besides international schools, we are also familiar with the term of National Standard School (SSN). SSN is one step that must be passed by a school before it is considered as an International school. Based on PP nomor 19 pasal 11 ayat 2, the government categorizes a school as a National Standard School when it has already fulfilled the requirements. There are two kinds of requirements; those are internal and external support. Internal support covers the accreditation grade of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI the school, which must be an A, has its own curriculum, and the human resources.
In addition, external support includes participation and support from school committee, parents, and department of education. Those two requirements enable the school hold SSN (National Standard School). SSN must prepare good human resources to face the world. The fundamental issues are all about language. An SSN should start to use English language in their teaching learning process. All subjects should be delivered in English. This situation will not be easy for the students and teachers also. For the teachers, not all teachers have the capability to explain the materials in English, because they come from different background.
The Students also face the same problem. Students in Indonesia find this language as a difficult subject. It is because English is not their mother tongue. To make them understand and accomplish this language, teachers should help the students be familiar with this language.
Teaching learning process in SSN is not only pays attention on the intellectual aspect, but also create activities and environment which is enable to develop the dimension within education, like character, behavior, intellectual, emotional, and social. All of those dimensions are expected to be developed in order to obtain the balance all of those dimensions. To obtain those expectations, a school must have good and appropriate curriculum. This case will affect all of the activities within a school. SSN applied Kurikulum Tingkat Satuan Pendidikan (KTSP) or School Based Curriculum (SBC) as their curriculum. In this case, those schools have their own right to develop the syllabus, which means the schools are assigned to develop the components of the curriculum itself. The developments of
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the component are appropriated with the school condition. School-based Curriculum (SBC) of the English Subject for Junior High Schools expects the students to be able to understand and express information, thoughts, and feelings, and develop knowledge, technology, and culture (Pendidikan Nasional, 2006). Those are called communicative competences. It is realized through the four English skills: listening, speaking, reading, and writing. Those four skills must be achieved by the students.
SMP N 2 Sidoharjo is located in Sragen. It is one of schools in Sragen which has already categorized as SSN. Related with the materials, especially for English subject, SMP N 2 Sidoharjo already has good English materials. Yet, they still need English additional materials which able to dig the potential of the students. We know that in mastering English, we have to accomplish four skills. Those are listening, speaking, reading, and writing. The existing material only covered on certain skill. Moreover, it could not facilitate the students to be an active learner. The English teachers also say that some of their students find difficulties to speak in English. Most of them feel ashamed. Hence, the writer proposes to design integrated material which covered the four skills that must be achieved by the students. The designed material will apply communicative approach as the basic in designing the material. This approach is appropriate for them. Hence, these integrated materials are expected to help the students build their communicative ability since they are in the beginning level. Furthermore, the designed materials are expected to facilitate the students of SMP N 2 Sidoharjo,
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the new era, people is expected to be able to communicate using English fluently when they meet foreign people. That is why, mastering English is really important and it would be better if it is done since in the beginning level. The designed materials will covered the four skills in which the topics will derived from the English syllabus applied in SMP N 2 Sidoharjo.
B. Problem Formulation
The problem formulated in this study is: How does the design of a set of supplementary integrated English materials for the seventh grade students of SMP N 2 Sidoharjo based on national curriculum 2006 look like?
C. Problem Limitation To specify this study, the writer decided to limit the study in some cases.
First, this study only focuses on designing a set of supplementary integrated materials, not on implementing and evaluating the materials. Second, the writer applies communicative language teaching in designing the materials. Communicative language teaching gave the students opportunity to study in a communicative way. They could freely express their ideas in order to get better understanding. Third, this study was conducted in SMP N 2 Sidoharjo Sragen. It was chosen because that school needs English additional materials which are able to dig up their potential during teaching learning activities. Fourth, this study is intended for the first grade students from that school. Fifth, the design material is designed based on national curriculum applied in SMP N 2 Sidoharjo Sragen.
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D. Research Objectives
This study is intended to answer the problems that are stated in the problem formulation. There are two objectives of this study: 1. to design a set of supplementary integrated materials for the seventh grade students of SMP N 2 Sidoharjo Sragen based on national curriculum.
2. to verify the design of supplementary integrated materials for the seventh grade students of SMP N 2 Sidoharjo Sragen.
E. The Benefits of the Study
The writer hopes that this study will be able to give benefits for the seventh grade students of SMP N 2 Sidoharjo, the English teachers of SMP N 2 Sidoharjo Sragen, and for the other researchers. The benefits can be described as follows
1. For the students of SMP N 2 Sidoharjo Sragen
For the students of SMP N 2 Sidoharjo, especially for grade seventh students, the designed materials will help them study English easier. It also helps them to get better understanding. The communicative language teaching that is applied in the designed materials will be able to encourage their motivation in learning English and make them be more active and express their ideas communicatively.
2. For the teachers of SMP N 2 Sidoharjo Sragen
The designed materials can be additional materials for the teachers of SMP N 2 Sidoharjo. It can be an alternative material for the teacher in
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choosing different kind of teaching learning activities. Teacher can also still modify the designed material based on their needs.
3. For the other researchers
For the other researchers, this study can be a reference to conduct further research which related to the topic. Through this study, the other researchers may gain beneficial information that can be used to support their research.
F. Definition of Terms
To avoid misunderstanding for the reader, there are some terms that are needed to be clarified. Those terms are School-Based curriculum, seventh grade students of junior high Schhol, SMP N 2 Sidoharjo, integrated, materials, and integrated materials.
1. School-Based Curriculum
School-Based Curriculum is the newest curriculum applied in our education system. This curriculum gives autonomy for each school to arrange their syllabus in order to fit with their needs (Muslich, 2007: 10). According to School-Based Curriculum, the purpose of learning English in Junior High School is to develop communication competence spoken or written and to achieve informational literacy level. The scope is to be able to have the comprehension ability or to produce written or spoken texts in the form of listening, speaking, reading, and writing.
In this study, School-Based Curriculum for Junior High School that is
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applied in SMP N 2 Sidoharjo becomes the basic in designing the integrated materials. The purpose is to encourage the students to be more familiar with those skills.
2. Seventh Grade Students of Junior High School
The integrated materials are made for the seventh grade students of Junior High School. In this study, seventh grade students are the first grade in Junior High School who are usually 11 – 13 years old and now they are studying in SMP N 2 Sidoharjo Sragen. The designed materials are presented to grade seventh students of SMP N 2 Sidoharjo.
3. SMP N 2 Sidoharjo Sragen
SMP N 2 Sidoharjo Sragen is located in Ngemplak village. It is a National Standard School. This school has fifteen classes which are divided into grade seven, eight, and nine students. In addition, there is a language laboratory provided by the school. It can facilitate the students to learn English language better and to make them be more accustomed towards this language.
4. Integrated
The definition of integrated is to be united into a body or a system, where each of the parts in relationship with others. Integrated is a combination of four skills in learning language in the same time. It means to make the students develop their language competence actively (Oxford, 2001: 2). Since the English subject is delivered in integrated way, the English skills and elements are taught in integrated way too. This study is aimed at integrating four skills, listening, speaking, reading, and writing. So, in this study, a set of
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integrated materials is a set material which integrate listening, speaking, reading, and writing skills.
5. Instructional Materials
Materials are the content to be learned in learning process, written in textbooks or papers. According to Bridge and Gagne (1979: 3), instruction is a set of events which affect learners in such a way that learning is facilitated. Sauvignon (1977: 132), states that a set of instructional materials can be resources in pursuing the language activities at hand. In this study, instructional materials refer to a set of units used by the teachers or instructor and the students as the focus of discussing in teaching learning process in order to develop students’ English skills.
6. Integrated Materials
Integrated materials are the materials that focus on the four skills (listening, speaking, reading, and writing). The four skills are needed in learning English language. Those are interconnected each other. Richards and Rodgers (2001: 8) state that the students are often involved in activities that link the skills. This study tries to integrate those four skills into a set of supplementary integrated materials and present the design materials for the first grade students of SMP N 2 Sidoharjo.
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CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the writer would like to present the review of related
literature that becomes the basis for the discussion. The purpose of this chapter is to obtain the better understanding about the basic principles of this study, so that the problems stated in the previous chapter can be answered.
In this chapter, there are two major points that are discussed. First, is theoretical description that discusses the related theories which become the basis of the study, and second is theoretical framework that explains the steps in designing the materials.
A. Theoretical Description In this part, the writer elaborates key points that are used in this study.
They are the theories of Instructional Design Model, Research and development, Integrated Materials, School-Based Curriculum 2006, Communicative Task, and Communicative Language Teaching.
1. Models of Instructional Design
Developing a set of integrated materials needs an instructional model to be followed. In this study, the writer referred to Kemp’s instructional model as the main instructional model for the designed materials. The model will be discussed further in the following discussion. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Kemp’s Instructional Design Model
The instructional model proposed by Kemp is a flexible model. The development process may start from any step and then move back and forth to the other steps whenever the designer is ready. There are three important questions needed in instructional design stated by Kemp (1977: 68), namely:
1. What must be learned? (the objectives)
2. What procedures and resources will work best to reach the desired learning levels? (activities and resources)
3. How will we know the required learning has taken place? (evaluation) The writer should consider those three elements as the basic of creating an instructional design. If one of them is missing, it means that the writer fails to make a good design.
In Kemp’s model (1977: 8), they are eight interdependent elements that must be considered in designing instructional materials, those are:
Step 1: Determining the Goals, Topics, and General Purposes
In this step, the writer should decide the goals of the system, select the topic to be taught, and then specify the general purposes of each topic. In other words, this step determines what the teacher wants to accomplish in teaching each topic (Kemp, 1977: 13 – 16).
Step 2: Mentioning the Learners’ Characteristics
The aim of this step is to find out information about students’ needs, interests, and ability. This is a crucial step, because the students’ characteristics will influence the emphases in instructional planning including the selection of topics and the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
level at which topics are introduced, the choice and sequencing of objectives, the depth of treatment, and the variety of learning activities (Kemp, 1977: 18 – 22).
Step 3: Specifying the Learning Objectives
The writer determines the learning objectives in order to achieve certain students’ performances. It should be measurable and unambiguous so that the students are able to accomplish the objectives. This step determines what the students should do or should be able to do (Kemp, 1977: 23 – 42).
Step 4: Listing the Subject Content
In this step, the writer lists the subject content such as selecting and organizing the specific knowledge and skill to support each objective. Subject content includes the organization of the content and task analysis. By doing task analysis, the designer can make sure that all elements of a procedure are considered in the planning and will therefore be treated properly during instruction (Kemp, 1977: 43 – 49).
Step 5: Developing Pre-Assessment
The aim of develop pre-assessment is to determine the learners’ background and to present level of knowledge about topic. Pre-assessment has two kinds of tests; they are pre-requisite testing and pre-testing. A pre-requisite test is to determine whether the students have the appropriate background preparation for the topic.
Pre-testing is to determine which of the objective students may have already achieved (Kemp, 1977: 50 – 54). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Step 6: Selecting the Teaching/ learning Activities and Instructional
ResourcesIn this step, the writer selects the teaching or learning activities and instructional resources that will treat to the subject content, so learners will accomplish the objectives (Kemp, 1977: 55 – 83).
Step 7: Coordinating Support Services
The support services include budget, personnel, facilities, equipment, and schedules to carry out the instructional plan. If one of the elements is missing, it will affect the other elements. This shows that those elements have to be prepared to prevent any possible constraints in designing the plan (Kemp, 1977: .84 – 90).
Step 8: Evaluating the Students’ Learning
The evaluation is conducted to test whether the materials are successfully implemented for the students and whether they have already met the objectives of the study or not (Kemp, 1977: 91 – 100). The figure which shows the relationship between one step to another steps is presented below: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Ev a lua t ion Ch a r a ct e r -
Topics, a n d Pu r pose s Ge n e r a l Goa ls, Le a r n e r ist ics Se r vice s Su ppor t Obj e ct iv e s Le a r n ing Re sou r ce s Te a ch in g/Act ivit ie s, Con t e n t
Le a r n in g Su bj e ct
Asse ssm e n t Pr e -Figure 1: Kemp’s Model (1977: 9)
From the instructional model above, the writer would not use all of those steps, some steps will be used and others will not be used.
2. Integrated Materials
Learning a language means that students should mastery the four skills, those were listening, speaking, reading, and writing. On the learning process, those skills cannot be separated.. It means that students cannot learn listening or reading while the other skills are not being used. For example, when the students listen to a recorded material, they need to take a note to memorize what is being told and to answer the questions. Another example is when students are reading a narrative text, they also need to write the main idea of that text. These examples show the importance of integrated material in teaching a language. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Integrated materials are the materials which cover the four skills (listening, reading, speaking, and writing). Those are interconnected each other. As stated by Richard and Rodger (2001: 208), that language use is perceived as involving several skills together. In this case, students are often involved in activities that able to link the skills, because this is the way how the skills involve in real world. Moreover, the students have certain characteristics in studying. They have their own style in learning. Sometimes, they are take notes while they are listening, and make summary while they are reading, or give their respond orally to things or something that they have already read or written. Combining those four skills in one material is a good way to help the students in mastering a certain language. Besides, students are also able to learn the language easily.
3. School-Based Curriculum 2006
KTSP or School-Based Curriculum is the newest curriculum applied in Indonesia. Department of education in Indonesia expected that all of school in Indonesia has already applied School Based Curriculum within 2010. According to Muslich (2007: 10) School Based Curriculum is the improvement of 2004 curriculum, which was Competency-Based Curriculum. School Based Curriculum requires every school has their own right to develop the syllabus and lesson plans.
On the other words, the schools themselves should be able to develop the component of the curriculum itself which is suitable and appropriate with the school’s need. As quoted in Muslich (2007: 17), Badan Nasional Pendidikan states that the School-Based Curriculum 2006 is the operational curriculum which is managed and done in each school. This curriculum was recommended to help PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the students to reach the standard of the students’ competencies. Therefore, the materials that are used must be adjusted with the regional characteristics, school level, students’ characteristic, and social cultural.
4. Communicative Task
Communicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention principally focuses on meaning rather than form (Nunan, 1989: 10). This task helps the students to perform the target language in a real life situation. The students can express their idea freely and broadly. According to Nunan (1989: 11), some components were included in analyzing communicative tasks. They are goals, input, activities, teacher role, learner role, and setting.
Goals Teachers’ role
Input Learners’ role TASKS
Activities Settings
The framework in analyzing communicative task (Nunan, 1989: 11) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Those components would become the basis in analyzing communicative task in designing the integrated materials for the seventh grade students of SMP N
2 Sidoharjo.
5. Communicative Language Teaching
In teaching learning process, students need a model or a facilitator to help them learn easily. In this case, teachers’ roles are really important. Teachers are considered as the model for their students. Teachers are expected to provide a good material and deliver the material with appropriate method, technique, strategies, and approaches. Approach is considered as how language is used and how it’s chosen. Further, approach describes as how people acquire their knowledge of the language and makes statements about the conditions which will promote successful language learning. In this study, the writer would like to elaborate the approaches that are used in teaching foreign language that is Communicative Language Teaching (CLT). The writer considers this approach as the appropriate approach for junior high school students.
a. The Characteristics of CLT
Finocchiaro and Brumfit (1983) as mentioned in Richard and Rodgers (2001: 156 – 157) specifies CLT into 22 characteristics. Those would be discussed further below.
1) Since the focus of CLT is on meaning rather than structure and form, so that meaning is paramount.
2) Dialogues, if used, center on communicative function and are not normally memorized. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 3) Contextualization is a basic premise in CLT.