A set integrated materials for grade X students of the applied-fine art department of SMKN 5 Yogyakarta based on the 2006 edition of school-based curriculum - USD Repository
A SET OF INTEGRATED MATERIALS FOR GRADE X STUDENTS
OF THE APPLIED-FINE ART DEPARTMENT OF SMKN 5 YOGYAKARTA
BASED ON THE 2006 EDITION OF SCHOOL-BASED CURRICULUM
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
A Thesis on
A SET OF INTEGRATED MATERIALS FOR GRADE X STUDENTS
OF THE APPLIED-FINE ART DEPARTMENT OF SMKN 5 YOGYAKARTA
BASED ON THE 2006 EDITION OF SCHOOL-BASED CURRICULUM
By Vonny Indriawati
Student Number: 041214072
A Thesis on
A SET OF INTEGRATED MATERIALS FOR GRADE X STUDENTS
OF THE APPLIED-FINE ART DEPARTMENT OF SMKN 5 YOGYAKARTA
BASED ON THE 2006 EDITION OF SCHOOL-BASED CURRICULUM
By Vonny Indriawati
Student Number: 041214072 Defended before the Board of Examiners on December 19, 2008 and Declared Acceptable
Board of Examiners
Chairperson : A. Hardi Prasetyo, S.Pd., M.A. ____________________ Secretary : Made Frida Yulia, S.Pd., M.Pd. ____________________
DEDICATION PAGE
ASK and it will be given to you
SEEK and you will find
KNOCK and the door will be opened
(Matthew 7: 7)
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I wrote, does not contain the work or parts of the work of other people, except those cited in the quotations and the bibliography, as a scientific paper should.
Yogyakarta, December 19, 2008 The Writer
Vonny Indriawati 041214072
ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to the Almighty
Jesus Christ for His love, grace, and blessings in my life. I always believe that there
is nothing impossible in Him.My sincere gratitude goes to my sponsor, Carla Sih Prabandari, S.Pd.,
M.Hum., for her correction, guidance, support, suggestions, and her patience during
my thesis accomplishment. I am deeply grateful to all the lecturers of the English
Language Education Study Program for guiding and teaching me during my study
in Sanata Dharma University. I sincerely thank Drs. Pius Nurwidasa Prihatin,
M.Ed. and Dr. Retno Muljani, M.Pd., my academic advisors, for their guidance
and support during my study. Furthermore, I would also like to say thanks to all
secretariat staff of the English Language Education Study Program, especially
Mbak Danik and Mbak Tari for always helping me with the administrative matters.
I am thankful to all librarians of Sanata Dharma University for giving me their
Kristiyani, S.Pd., M.Pd. and Laurentia Sumarni, S.Pd. for their suggestions,
comments, and criticism toward my designed materials.My deepest gratitude is addressed to my beloved parents, Eddy Triyanto and
Laniawati. I thank them for their prayer, love, support, advice, patience they have
given to me. My gratitude also goes to my lovely sisters, Cie Siany Ekawati and Cie
Leny Setyawati. I thank them for their love, support, advice and the wonderful
moments we have shared together. I am grateful to my brother, Ko Budi “Leo”
Santoso for giving me support and advice as well as teaching me the meaning of life.
I love them very much.
My special thanks are addressed to all my lovely best friends: Heni, Adi,
Festy, Hana, Hyacintha, Witri, Berta for their love, support, friendship, and all the
happiness and sadness we have spent together. I hope our friendship will be everlasting. Next, I will never forget the beautiful process and experiences with my Play Performance friends “The Queen of Egypt”. I thank them for giving me a great
My thanks also go to all Speak First staff especially Pak Asta, Bu Asta, and
Pak Warih. I thank them for giving me a great opportunity to develop myself. Last
but not least, my gratitude also goes to all PBI 2004 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.
Vonny Indriawati
ABSTRACT
Indriawati, Vonny. 2008. A Set of Integrated Materials for Grade X Students of the
Applied-Fine Art Department of SMKN 5 Yogyakarta Based on the 2006 Edition of
School-Based Curriculum . Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
English has been taught as a compulsory subject at Vocational High School in Indonesia. As stated in the 2006 Edition of School-Based Curriculum, the four skills are taught in integrated way to facilitate the students to achieve their English mastery and ability in communicating using English. From the observations, it was found that
SMKN 5 Yogyakarta does not have enough integrated materials based on the current
curriculum. Therefore, this study aimed to design a set of integrated materials for grade X students of the applied-fine art department of SMKN 5 Yogyakarta. This study was concerned with two research questions, which are, 1) How is a set of integrated materials for grade X students of the applied-fine art department of SMKN
5 Yogyakarta based on the 2006 Edition of School-Based Curriculum designed? and
2) What does the integrated materials look like? In answering the first research question, this study adapted Kemp’s and
Banathy’s Instructional Design Model and employed R & D (Research and Development method). There were five steps applied in this study. The steps were: (1) Research and Information Collecting. Needs survey was conducted in this step.
(2) Planning. Reviewing the English Syllabus of SMKN 5 Yogyakarta; stating goals, topics, and general purposes of the designed materials; stating learning objectives of the designed materials were applied in this step. Besides, this step was also aimed to classify subject contents of the designed materials and select teaching-learning activities and resources of the designed materials. (3) Development of Preliminary Form of Product. In this step, the materials were designed based on the results of
ABSTRAK
Indriawati, Vonny. 2008. A Set of Integrated Materials for Grade X Students of the
Applied-Fine Art Department of SMKN 5 Yogyakarta Based on the 2006 Edition of
School-Based Curriculum . Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Bahasa Inggris telah diajarkan sebagai salah satu mata pelajaran wajib di Sekolah Menengah Kejuruan di Indonesia. Seperti dinyatakan dalam Kurikulum Tingkat Satuan Pendidikan edisi tahun 2006, empat keahlian diajarkan secara terintegrasi untuk memfasilitasi siswa-siswa dalam mencapai kemampuan dan penguasaan berkomunikasi menggunakan bahasa Inggris. Dari pengamatan yang dilakukan, diketahui bahwa SMKN 5 Yogyakarta belum memiliki cukup materi bahasa Inggris terintegrasi berdasarkan kurikulum yang diterapkan saat ini. Oleh karena itu, studi ini bertujuan untuk merancang seperangkat materi bahasa Inggris terintegrasi untuk siswa-siswa kelas sepuluh jurusan seni rupa SMKN 5 Yogyakarta. Studi ini difokuskan pada dua pertanyaan penelitian, yaitu: 1) Bagaimana seperangkat materi bahasa Inggris terintegrasi untuk siswa-siswa kelas sepuluh jurusan seni rupa SMKN 5 Yogyakarta berdasarkan Kurikulum Tingkat Satuan Pendidikan edisi tahun 2006 dirancang? dan 2) Bagaimanakah bentuk materi bahasa Inggris terintegrasi tersebut?
Dalam menjawab pertanyaan penelitian yang pertama, studi ini mengadaptasi model perancangan dari Kemp dan Banathy dan juga menerapkan metode R & D (metode penelitian dan pengembangan). Ada lima tahap diterapkan dalam studi ini. Tahap-tahap tersebut adalah: (1) Pengumpulan Penelitian and Informasi. Survei kebutuhan dilakukan dalam tahap ini. (2) Perencanaan. Peninjauan kembali silabus bahasa Inggris SMKN 5 Yogyakarta; penentuan tujuan khusus, topik dan tujuan umum dari materi; penentuan tujuan-tujuan belajar dilakukan dalam tahap ini. Selain
TABLE OF CONTENTS
Page TITLE PAGE …………………………………………………………..…….….. i APPROVAL PAGES ……………………………………………….……..….…. ii DEDICATION PAGE ………………………….……………….……….……… iv STATEMENT OF WORK’S ORIGINALITY .………………………...……..… v ACKNOWLEDGEMENTS …………………………………………………….. vi ABSTRACT …….…….……………….……..……………………………......... ix
ABSTRAK ...... …….………….……………………………………….…………. x
TABLE OF CONTENTS …………………………………………………….….. xi LIST OF TABLES ………………………………………………………………. xiv LIST OF FIGURES ............................................................................................... xv LIST OF APPENDICES …………………….……………………………..…… xvi
CHAPTER II. LITERATURE REVIEW A. Theoretical Description ……………………………………………… 8
1. Instructional Design Models …………………………….…… 8
2. English for Specific Purpose (ESP) ………………….…..….. 12
3. Integrated Materials ………………………………………….. 14
4. The 2006 Edition of School-Based Curriculum ……………… 15 5. Communicative Tasks …………………………….…..……..
15
6. Communicative Language Teaching ……………….…..……
16 7. Scaffolding ………………………………………………….
25 B. Theoretical Framework ………………………………………….….
29 1. Conducting Needs Survey ………………………………….
30
2. Reviewing the English Syllabus of SMKN 5 Yogyakarta .…
30 3. Stating the Goals, Topics and General Purposes …………...
31
4. Stating the Learning Objectives ………………………….…
31 C. Research Instruments.……………………..…………………….…
39 D. Data Gathering Technique ………………………..…………….….
40 E. Data Analysis Technique …………………………………………..
41 F. Research Procedure ………………………………………….…….
44 CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS ………..……
49 A. The Steps of Designing A Set of Materials ….…………………..…
49 1. Research and Information Collecting ...…………..…..…….
49
2. Planning …………………………………………..…………
51 3. Development of Preliminary Form of Product… …………...
60
4. Preliminary Field Testing ………..……………………….…
61 5. Main Product Revision ……….. …………………………....
65 B. Presentation of the Designed Set of Materials ………………………
67
LIST OF TABLES
53
62 9. The Descriptive Statistics of Participants’ Opinions ……………………….
8. The Description of the Research Participants ………………………………
55
7. The Indicators ………………………………………………………………
54
6. The Basic Competencies ……………………………………………………
5. The Units and the Topics in the Designed Materials ……….………………
Table Page 1. Stages of Teaching-Learning Cycle ………………………………………..
44
43 4. The Description of the Research Participants (Blank) ………………….…..
3. The Descriptive Statistics of Participants’ Opinions (Blank) ………………
42
2. Degree of Agreement ………………………………………………………
27
63
LIST OF FIGURES
Figure Page
1. Kemp’s Instructional Design Model ………………………………………… 10
2. Banathy’s Instructional Design Model ………………………………………
12 3. The Framework for Analyzing Communicative Tasks ……………………...
16
4. The Theoretical Framework …………………………………………………
33 5. The Procedural Steps in Designing the Materials …………………….……..
47
LIST OF APPENDICES
Appendix Page Appendix A …………………………………………………………………...
74 Letter of Permission to the Headmaster of SMKN 5 Yogyakarta …….... 75 Letter of Permission from BAPEDA …………..………………………
76 Letter of Permission from Dinas Perizinan .....................................…...
77 Letter of official statement from SMKN 5 Yogyakarta …………….….
78 Appendix B ……………………………………………………………………
79 List of Questions for Interview ………………………………………..
80 Interview Transcription ………………………………………………..
82 Questionnaire for the Designed Set of Materials Evaluation ………….. 110
Gambaran Umum ……………………………………………………... 113
General Description …………………………………………………... 115
CHAPTER I INTRODUCTION This chapter presents the introduction of the study. This includes the research
background, the problem formulation, the problem limitation, the objectives of the study, the benefit of the study, and definition of terms.
A. Research Background
Nowadays, English has played a crucial role in the world. Therefore, it is needed in many aspects of our lives such as economics, politics, culture, and education as one of the languages that is used for communication. Moreover, in this globalization era, English is used universally as a means of communication. Many people learn English so that they can build a broad communication in the international world. Furthermore, English is used in international trading, tourism,
2 vocational high school. It is aimed to facilitate the students to achieve their English mastery and ability in communicating both in spoken and written English. As stated in the 2006 Edition of School-Based Curriculum, Vocational High School prepares the students to be able to work in many positions in the working world and industries after they graduate from the school.
Some informal observations were conducted to observe the teaching-learning situation took place in SMKN 5 Yogyakarta. From the observations, it was found that
SMKN 5 Yogyakarta does not have enough integrated English materials based on the
2006 Edition of School-Based Curriculum for the Vocational High School. In addition, grade X students of SMKN 5 Yogyakarta were seldom reinforced with listening and speaking skills. As a result, the students were accustomed to be passive learners. During the class, they seldom asked questions to the teacher even if they had not understood the materials yet. From this phenomenon, the teachers are demanded to be creative in finding many sources and creating English materials in
3 that made the students not familiar enough with the spoken English. In addition, the books used as the references for English subject were less in those materials. The books were only focused on the two other skills, namely reading and writing. Therefore, the students did not get enough listening and speaking practice and tended to be passive learners in English.
Considering this phenomenon, this study aims to design a set of integrated materials for grade X students of the applied-fine art department of SMKN 5
Yogyakarta based on the 2006 Edition of School-Based Curriculum. From some
observations, it was known how the teaching-learning process for English subject took place in SMKN 5 Yogyakarta. Besides, the characteristics of the school and the students were also recognized during the observations. These were the reasons for choosing SMKN 5 Yogyakarta as the subject of the research. Another reason was that
SMKN 5 Yogyakarta did not have enough integrated English materials which were
based on the current curriculum. The English books which were usually used by the
4 after they graduate from the school. The designed materials include the four skills in which the topics in the materials were derived from the English syllabus of SMKN 5
Yogyakarta .
B. Problem Formulation
Based on the discussion in the research background above, this study formulated two questions to answer. Those questions are:
1. How is a set of integrated materials for grade X students of the applied-fine art department of SMKN 5 Yogyakarta based on the 2006 Edition of School-Based Curriculum designed?
2. What does the integrated materials look like?
C. Problem Limitation
This study was limited to designing a set of integrated materials for grade X
5
D. Objectives of the Study
This study elaborated two objectives. They are stated as follows:
1. To find out how a set of integrated materials for grade X students of the applied- fine art department of SMKN 5 Yogyakarta based on the 2006 Edition of School- Based Curriculum is designed.
2. To present the integrated materials.
E. Benefits of the Study
This study is expected to be able to give benefits to the students of SMKN 5
Yogyakarta , the English teachers of SMKN 5 Yogyakarta, the teachers and students
of other vocational high schools and to the other researchers. The benefits can be described as follows:
1. For the students of SMKN 5 Yogyakarta
The designed materials will help the students to be able to master English
6
3. For the teachers and students of other vocational high schools
The designed materials can also be applied in other vocational high schools with the same department, that is applied-fine art department as alternative materials in teaching English.
4. For the other researchers This study will give other researchers a reference to conduct further research.
F. Definition of Terms
This study provided the definition of some important terms in order to clarify the concepts of the study. The terms that would be defined are the 2006 Edition of School-Based Curriculum, Integrated Materials, Grade X Students, and the Applied- Fine Art Department of SMKN 5 Yogyakarta.
1. The 2006 Edition of School-Based Curriculum
Muslich (2007: 17) defines School-Based Curriculum as the curriculum which
7
2. Integrated Materials
Integrated materials are the materials which cover the four skills (listening, speaking, reading, and writing) which are interconnected each other. Richards and Rodgers (2001: 208) state that the students are often involved in activities that link the skills, because this is how the skills are generally involved in the real world. The topics for integrated materials are selected to provide coherence and continuity across skill areas and focus on the use of language in connected discourse rather than isolated fragments.
3. Grade X Students
Grade X students are the students of the tenth school year after kindergarten who are usually 15- 16 years old. Grade X students of vocational high school are the students of the first year of vocational high school who are facilitated vocational education in order to give them skills needed to perform a certain job or jobs. They are classified in level novice.
CHAPTER II LITERATURE REVIEW This chapter presents the literature review of the study. This includes two main parts, namely theoretical description and theoretical framework. A. Theoretical Description This part elaborates seven key points used in this study. They are Instructional Design Models, English for Specific Purpose (ESP), Integrated Materials, the 2006 Edition of School-Based Curriculum, Communicative Tasks, Communicative Language Teaching (CLT), and Scaffolding.
1. Instructional Design Models
According to Kemp (1977: 7), instructional design is defined as “the process of systematic planning that establishes a way to examine instructional problems and
9
a. Kemp’s Instructional Design Model
Kemp (1977: 8) states that the instructional design model consists of eight parts. The first part is considering goals, and then listing topics; stating the general purposes for teaching each topic. It determines what the teacher wants to accomplish in teaching each topic. The second part is enumerating the important characteristics of the learners for whom the instruction is to be designed. It indicates factors that the teacher wants to know about the students group or individual learners will affect plans for their learning. The third part is specifying the learning objectives to be achieved in terms of measurable student behavioral outcomes. It determines what the students should know or be able to do, or in what ways the students should behave differently after they have studied the topic. The fourth part is listing the subject content that supports each objective. It includes what subject content should be treated or what subject content, which supports each objective.
Besides four parts above, there are other four parts in Kemp’s Instructional
10 indicates what support services which are required to implement the design plan. The last part is evaluating students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement. It determines how the amount of student learning will be measured.
This figure illustrates the relationship of each step in the plan to the other steps.
Goals, Topics, and General Purposes
Evaluation Learner Characterist ics Support
Revise Services
Learning Objectives
11
b. Banathy’s Instructional Design Model
Banathy (1968: 23) proposes six major parts in designing an instructional system. The first part is formulating objectives. This step is formulating a statement that spells out what we expect the learner to do, know, and feel as a result of his learning experiences. The second part is developing test. A criterion test based on objectives is developed and used to test terminal proficiency. The third part is analyzing learning task. It is to find out what has to be learned by the students so that he can behave in the way described by the objective specifications. The analysis consists of three main parts. They are the analysis and inventory of the learning tasks, the assessment and testing of input competence and the identification and characterization of the actual learning tasks.
The fourth part is designing the system. Developing a system consists of four major strategies: The first strategy is the functions analysis. It is to consider alternatives and identify what has to be done to ensure that the learner will master the
12 evaluation are then fed back into the system to see what changes if any- are needed to improve the system.
This figure illustrates the steps in Banathy’s instructional design model.
I III
IV Formulate Analyze Design System Learning System Objectives Tasks
II V Develop Test Implement and Test Output
VI Change to Improve
13
a. Definition of ESP
According to Hutchinson and Waters (1987: 19), ESP must be seen as an approach not as a product. It is not a particular kind of language or methodology, which consists of a particular type of teaching material. Nevertheless, it is an approach to language learning, which is based on learners’ need. ESP, then, is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning.
b. Types of ESP
According to Robinson (1991: 2), there are two major distinctions within ESP, which are English for Occupational Purpose (EOP) and English for Academic Purpose (EAP). English for Occupational Purpose (EOP) involves work-related needs and training. The learners need English as part of their work or occupation.
English for Academic Purpose (EAP) involves academic study needs. The learners need English to process their study.
14 specified and be related to the time available. It implies collaboration and negotiation among all those involved with the course, for instance, organizers, teachers, and students.
Fourth, the students on an ESP course are likely to be adults rather than children. It is often assumed that ESP students will not be beginners but they have already studied general English for some years. Fifth, an ESP course consists of identical students. It means that all the students in a class are involved in the same kind of work or specialist studies.
3. Integrated Materials
Integrated materials are the materials which cover the four skills (listening, speaking, reading, and writing) which are interconnected each other. Richards and Rodgers (2001: 208) state that language use is perceived as involving several skills together. Students are often involved in activities that link the skills, because this is
15
4. The 2006 Edition of School-Based Curriculum
Recently, all schools in Indonesia have applied the 2006 Edition of School- Based Curriculum. One of them is SMKN 5 Yogyakarta. Muslich (2007: 17) states that School-Based Curriculum is a little bit different with the previous curriculum used in Indonesia, which was Competency-Based Curriculum. School-Based Curriculum is a curriculum which was proposed as the improvement of Competency- Based Curriculum. Robertson (1971: 564), as mentioned in Yalden (1987: 18), defines curriculum as the goals, objectives, content, processes, resources, and means of evaluation of all the learning experiences planned for pupils both in and out the school and community through classroom instruction and related programs. Badan
Standar Nasional Pendidikan , an association which designs the guideline for the
2006 Edition of School-Based Curriculum, as quoted in Muslich (2007: 17), states that the 2006 Edition of School-Based Curriculum is the operational curriculum which is managed and done in each school. The schools are demanded to develop
16 than form”. This communicative task encourages the students to be more active by expressing their ideas or feeling. According to Nunan (1989: 11), there are some components that are involved in analyzing communicative task. They are goals, input, activities, settings, learners’ role, and teacher’s role. It can be described in this figure.
Goals Teacher’s role
Input Learners’ role
TASKS
Activities Settings
Figure 3: The Framework for Analyzing Communicative Tasks (Nunan, 1989: 11)
17 and form. Dialogues, if used, center on communicative functions and are not normally memorized. Contextualization is considered as a basic premise. In CLT, language learning is learning to communicate. Therefore, effective communication and comprehensible pronunciation are sought. Drilling may occur, but peripherally since it is not a central technique. Any device that helps the learner is accepted and it will vary according to their age, interest, etc.
Thus, learning to communicate may be encouraged from the very beginning. Moreover, judicious use of native language is accepted where feasible and translation may be used where students need or benefit from it. In CLT, reading and writing can start from the first day because the target linguistic system will be learned best through the process of struggling to communicate. Therefore, communicative competence is the desired goal which is the ability to use the linguistic system effectively and appropriately.
Linguistic variation becomes a central concept in materials and methodology.
18 In creating a set of integrated materials for grade X students of the applied-fine art department of SMKN 5 Yogyakarta, those characteristics of CLT would be used as a reference.
b. Theory of Language
Richards and Rodgers (2001: 159) assume that the communicative approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972) referred to as “communicative
competence ”. It means what a speaker needs to know in order to be communicatively
competent in a speech community.Hymes (1975: 11-17), as mentioned in Richards and Rodgers (2001: 160) describes seven basic functions of language. First is the instrumental function: using language to get things. Second is the regulatory function: using language to control the behavior of others. Third is the interactional function: using language to create interaction with others. Fourth is the personal function: using language to express
19 of communicative competence. The first dimension is grammatical competence. It is the domain of grammatical and lexical capacity. The second dimension is
sociolinguistic competence . It refers to an understanding of the social context in
which communication takes place, including role relationships, the shared information of the participants, and the communicative purpose for their interaction.
The third dimension is discourse competence. It refers to the interpretation of individual message elements in terms of their interconnectedness and of how meaning is represented in relationship to the entire discourse or text. The last dimension is strategic competence. It refers to the coping strategies that communicators employ to initiate, terminate, maintain, repair, and redirect communication.
c. Theory of Language Learning
Brumfit and Johnson (1979), as quoted in Richards and Rodgers (2001: 161), promote three elements of an underlying learning theory that can be determined in
20 is a linguistic and instrumental level (language as a semiotic system and an object of learning). The third level is an affective level of interpersonal relationships and
conduct (language as a means of expressing values and judgments about oneself and
others). The fourth level is a level of individual learning needs (remedial learning based on error analysis). The last level is a general educational level of extra-
linguistic goals (language learning within the school curriculum).
Those objectives are general and applicable to any teaching situation. Curriculum or instructional objectives for a particular subject would reflect specific aspects of communicative competence according to the learners; proficiency level and communicative needs.
e. The syllabus
Robertson (1971: 564), as mentioned in Yalden (1987: 18), defines syllabus as a statement of the plan for any part of the curriculum, excluding the element of curriculum evaluation itself. It should be viewed in the context of an ongoing
21 statements, questions, complex sentences, subordinate clauses, past tense, and so on (Krahnke: 1987, 10).
2) A Notional/Functional Syllabus A notional/functional syllabus is a syllabus in which the content of the language teaching is a collection of the functions that are performed when language is used. Examples of functions include: informing, agreeing, apologizing, requesting, and promising, and so on. Examples of notions include: size, age, color, comparison, time, and so on (Krahnke: 1987, 10). 3) A Situational Syllabus
A situational syllabus is a syllabus in which the content of language teaching is a collection of real or imaginary situations in which language occurs or is used. A situation usually involves several participants who are engaged in some activity in a specific setting. The primary purpose of a situational language teaching syllabus is to teach the language that occurs in the situations. Examples of situations include:
22 only incidentally any information while applying the language skills. Skill-based syllabus include: linguistic competencies (pronunciation, vocabulary, grammar, sociolinguistics, and discourse) together into generalized types of behavior, such as listening to spoken language for the main idea, writing well-formed paragraphs, giving effective oral presentations, taking language tests, reading texts for main ideas or supporting detail, and so on (Krahnke: 1987, 10).
5) A Task-based Syllabus A task-based syllabus is a syllabus in which the content of the teaching is a series of complex and purposeful tasks that the students want or need to perform with the language they are learning. Task-based teaching has the goal of teaching students to draw on resources to complete some piece of work. Tasks that can be used for language learning are generally tasks that the learners actually have to perform in any case. Examples of the tasks are applying for a job, talking with a social worker, getting housing information over the telephone, completing bureaucratic forms,
23 Example of content-based language teaching is a science class taught in the language the students need or want to learn (Krahnke: 1987, 12).
A set of integrated materials for grade X students of the applied-fine art department of SMKN 5 Yogyakarta was designed based on the 2006 Edition of School-Based Curriculum for Vocational High Schools. Furthermore, SMKN 5
Yogyakarta has applied structural and functional syllabus for the English subject.
The syllabus describes what the course is like. It brings the students to use language to express their feeling in everyday situation and also helps the students to achieve the target language.
f. Types of Learning and Teaching Activities in CLT
Littlewood (1981), as quoted in Richards and Rodgers (2001: 166), distinguishes the classroom activities into two. The first activity is a functional
communication activity . It includes such tasks as learners comparing sets of pictures
and noting similarities and differences; working out a likely sequence of events in a
24
g. Learner’s Roles
The emphasis of CLT is on the processes of communication, rather than mastery of language forms. Breen and Candlin, as quoted in Richards and Rodgers (2001: 166), describe the learner’s role in CLT as in the following terms:
The role of learner as negotiator-between the self, the learning process, and the object of learning- emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an interdependent way. (1980:110)
h. Teacher’s Roles
According to Breen and Candlin, as quoted in Richards and Rodgers (2001: 167), the teacher has two main roles. The first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. Other roles assumed for teachers are needs analyst, counselor, and group process manager.
25 presenting information), a practice situation description, a stimulus presentation, comprehension questions, and paraphrase exercises. Second is task-based material.
A variety of games, role plays, simulations, and task-based communication activities have been prepared to support Communicative Language Teaching. Examples of materials are in the form of one-of-a-kind items: exercise handbooks, cue cards, activity cards, pair-communication practice materials, and student-interaction practice booklets. Third is realia. The use of “authentic”, “from-life” materials in the classroom has been advocated in Communicative Language Teaching. These might include language-based realia, such as signs, magazines, advertisements, and newspapers, or graphic and visual sources which can build communicative activities, such as maps, pictures, symbols, graphs, and charts. A plastic model also can be used to assemble from directions.
7. Scaffolding
26 According to Feez and Joyce (2002: 27), through scaffolding the teacher provides support for the students. It aims to provide explicit knowledge and guided practice. The teacher explicitly contributes what students are not yet able to do or do not know. In the process of scaffolding, the teacher helps the student master a task or concept that the student is initially unable to grasp independently. The teacher offers assistance with only those skills that are beyond the students’ capability. The important point is allowing the student to complete as much of the task as possible, unassisted. The teacher only attempts to help the student with tasks that are just beyond his current capability. Student errors are expected, but, with teacher’s feedback and prompting, the student is able to achieve the task or goal. When the student takes responsibility for or masters the task, the teacher begins the process of scaffolding, which allows the student to work independently.
b. Scaffolding in the Learning/Teaching Cycle
According to Feez and Joyce (2002: 102), a range of skills is needed in order to
27 According to Feez and Joyce (2002: 27), the cycle of teaching and learning activities consists of a number of stages which the teacher and students go through so that students gradually gain independent control. The stages of the teaching-learning cycle are presented in this table.
Table 1: Stages of Teaching-Learning Cycle ORACY CYCLE LITERACY CYCLE
- Building Knowledge of the Field Building Knowledge of the Field Modelling of the Text Modelling of the Text Joint Construction of the Text Joint Construction of the Text Independent Construction of the Text Independent Construction of the Text (Linking to related texts) (Linking to related texts)
According to Feez and Joyce (2002: 28), each of the five stages of the teaching- learning cycle is designed to achieve a different purpose within the cycle of teaching and learning. Each stage, therefore, is associated with different types of activities. It would be discussed further below.
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2) Modelling of the Text