Designing English reading materials using contextual teaching and learning approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta - USD Repository
DESIGNING ENGLISH READING MATERIALS
USING CONTEXTUAL TEACHING AND LEARNING APPROACH
FOR THE ELEVENTH GRADE STUDENTS OF SMA PANGUDI LUHUR
YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Fendika Aji Prawisma
Student Number: 071214084
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
]DESIGNING ENGLISH READING MATERIALS
USING CONTEXTUAL TEACHING AND LEARNING APPROACH
FOR THE ELEVENTH GRADE STUDENTS OF SMA PANGUDI LUHUR
YOGYAKARTA
A SARJANA PENDIDIKANTHESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Fendika Aji Prawisma
Student Number: 071214084
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
A Sarjana Pendidikan Thesis on
DESIGNING ENGLISH READING MATERIALS
USING CONTEXTUAL TEACHING AND LEARNING APPROACH
FOR THE ELEVENTH GRADE STUDENTS OF SMA PANGUDI LUHUR
YOGYAKARTA
By Fendika Aji Prawisma
Student Number: 071214084 Approved by
Advisor
This thesis is dedicated to everyone who understands how precious
F.R.I.E.N.D.S.H.I.P
is ……
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 quotations and the references, as a scientific paper should.
Yogyakarta, 14 May 2012 The Researcher
Fendika Aji Prawisma 071214084
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Fendika Aji Prawisma Nomor Mahasiswa : 071214084
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING ENGLISH READING MATERIALS
USING CONTEXTUAL TEACHING AND LEARNING APPROACH
FOR THE ELEVENTH GRADE STUDENTS OF SMA PANGUDILUHUR
YOGYAKARTA
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai peneliti. Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 01 Juni 2012 Yang Menyatakan
ABSTRACT
Prawisma, Fendika Aji. 2012. Designing English Reading Materials Using
Contextual Teaching and Learning for the Eleventh Grade Students of SMA
Pangudi Luhur Yogyakarta. Yogyakarta: Sanata Dharma University.The sufficiency of various learning materials influenced the language learning process to attain the learning goals, especially in learning English. Meanwhile, the implementation of School-Based Curriculum in SMA Pangudi
Luhur Yogyakarta demanded the sufficiency of reading materials for the students
because the students should learn English through some types of texts. In fact, the school was lack of the various reading materials. Therefore, this study aimed at developing English reading materials for the eleventh grade students of SMA
Pangudi Luhur Yogyakarta by implementing the approach of Contextual
Teaching and Learning (CTL).This study was aimed at solving these two research problems: (a) how English reading materials using Contextual Teaching and Learning for the eleventh grade students of SMA Pangudi Luhur Yogyakarta are designed, and (b) what the designed materials look like.
To answer the first question, the researcher adopted Kemp’s instructional model (1977) and implemented the method of Research and Development (R&D) as stated by Borg and Gall (1986). Besides, the researcher also adopted the principles of CTL as proposed by Johnson (2002) in designing and developing the materials. There were five steps of R&D model were employed which also contained the eight steps of Kemp’s instructional model, namely; (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) preliminary field testing, and (5) main product revision.
To obtain the necessary data, research and information collecting was done by distributing the pre-design questionnaire to 73 (seventy three) science students in the eleventh grade, conducting informal interview with the English teachers, and observing the school’s support services. In developing the materials, the researcher employed the principles of material development by Hutchinson &Waters (1987) and the principles of CTL (Johnson, 2002). In order to evaluate the designed materials, the researcher distributed post-design questionnaire to two lecturers and one teacher. The result showed that the designed materials were well-designed and ready to implement because from all aspects which were evaluated only two aspect that did not reach the maximum score. Those two aspects only reached the 3 points out of 4 points of agreement. In fact, the revision was made by completing the materials with the notes about text genres.
To answer the second question, the researcher presented the revised version of the designed materials which consist of 4 units. The units were, “Let’s Go to the Beach”, “My Favorite Story is…”, “Be Careful: Gadget Attack!!”, and
ABSTRAK
Prawisma, Fendika Aji. 2012. Designing English Reading Materials Using
Contextual Teaching and Learning for the Eleventh Grade Students of SMA
Pangudi Luhur Yogyakarta.Yogyakarta: Universitas Sanata Dharma.Ketersediaan berbagai macam materi pembelajaran sangat memengaruhi proses pembelajaran bahasa untuk mencapai tujuan pembelajaran khususnya dalam pelajaran Bahasa Inggris. Sementara itu, sistem KTSP menuntut SMA Pangudi Luhur Yogyakarta untuk mempunyai materi membaca yang cukup,dalam pembelajaran Bahasa Inggris,karena siswa harus belajar Bahasa Inggris melalui jenis-jenis teks atau bacaan. Faktanya, sekolah menghadapi rintangan dalam proses pembelajaran Bahasa Inggris dikarenakan kurangnya materi membaca. Oleh karena itu, melalui penelitian ini, peneliti mencoba mengembangkan materi membaca Bahasa Inggris untuk siswa kelas XI SMA Pangudi Luhur Yogyakarta dengan menerapkan pendekatan pengajaran dan pembelajaran kontekstual.
Penelitian ini bertujuan untuk menjawab dua pertanyaan berikut: (a) bagaimanakah cara merancang materi membaca Bahasa Inggris dengan pendekatan pengajaran dan pembelajaran kontekstual (Contextual Teaching and
Learning) untuk siswa kelas XI SMA Pangudi Luhur Yogyakarta, dan (b) seperti
apakah materi membaca yang dirancang.Untuk menjawab pertanyaan pertama, peneliti menggunakan model rancangan pembelajaran Kemp (1977) dan menerapkan metode penelitian dan pengembangan dari Borg dan Gall (1986).Selainitu, peneliti juga mengimplementasikan teori-teori pendekatan pengajaran dan pembelajaran kontekstual dari Johnson (2002) untuk merancang dan membuat materi pembelajaran. Peneliti menerapkan lima langkah metode penelitian dan pengembangan Borg dan Gall yang juga berisi delapan langkah model rancangan pembelajaran Kemp. Kelima langkah tersebut, antara lain; (1) pengumpulan hasil- hasil dan informasi penelitian, (2) perencanaan, (3) pengembangan bentuk pertama produk, (4) uji produk di lapangan, dan(5) revisi produk.
Pengumpulan hasil-hasil dan informasi penelitian dilakukan dengan menyebarkan kuesioner pra-perancangan kepada 73(tujuh puluh tiga) siswa kelas
XI IPA, mewawancarai guru secara informal, dan melakukan pengamatan terhadap fasilitas penunjang pembelajaran. Dalam mengembangkan dan mendesain materi membaca, peneliti menerapkan metode pengembangan materi pembelajaran menurut Hutchinson dan Waters (1987) dan prinsip-prinsip pendekatan CTL menurut Johnson (2002). Materi yang telah dirancang kemudian dievaluasi dengan menyebarkan kuesioner paska-perancangan kepada dua dosen dan satu guru sekolah. Hasil evaluasi menunjukkan bahwa materi membaca telah dirancang dengan baik dan siap untuk dipakai di kelas. Hal ini karena penilaian terhadap aspek-aspek yang ada dalam materi tersebut menunjukkan nilai yang
Untuk menjawab pertanyaan kedua, peneliti menyertakan materi membaca yang telah direvisi yang terdiri dari 4 unit. Keempat unit tersebut antara lain, “Let’s Go to the Beach”, “My Favorite Story is…”, “Be Careful: Gadget
Attack!!”, dan “Korean Wave”. Masing-masing unit terdiri dari 3 bagian, pre-
activity, main-activity, dan post-activity.Kata kunci: membaca, pengajaran dan pembelajaran kontekstual, model
ACKNOWLEDGEMENTS
First of all, I would like to deliver my first gratitude to my Lord for His blessing, guidance, mercy and support, so that I am able to finish my thesis. He always gives me many things to learn, many chances to take and many hopes to accomplish.
I would like to express my deepest gratitude to Made Frida Yulia, S.Pd., M.Pd., my thesis advisor, for her patience, guidance, suggestions, criticism, and support. I am proud of her because she gives me invaluable knowledge and things during my own process in finishing my thesis. I am also very grateful to Yuseva Ariyani Iswandari, S.Pd., M.Ed., and Adesti Komalasari, S.Pd., M.A., for their willingness to evaluate my designed material.
I am deeply grateful to the principal of SMA Pangudi Luhur Yogyakarta, Br. Herman Yoseph, FIC, for allowing me to conduct this research in his school.
My sincere appreciation also goes to all my teachers in SMA Pangudi Luhur Yogyakarta, for the kindness and openness, especially for my English teachers, Restituta Krismanti, S.Pd., for her deepest guidance and suggestions toward my designed materials, and Christina Sigit K, S.Pd, for her guidance and for my Physics teacher, H.Y Unggul Prasetya, S.Pd., for his invaluable supports and friendships.
I would like to give credits to all PBI lecturers for the invaluable chances family in LBUSD, Bu Retno, Bu Henny, all ILCIC staff, CEIC staff, secretariat staff, and ILCIC students, for the togetherness, kindness, and friendships so that I could get many valuable experiences, knowledge and moments.
I would like to express my greatest gratitude to my family: my father, Rubiyanta, S.Pd., my mother, Partini, S.Pd., my lovely sister, Mbak Lina, my nice brothers, Aan and Ryan, my brother in law, Mas Eko, and my cute niece, Gita, for their everlasting love and supports. I also give my sincere gratitude to my second family: Mbak Titin, Fina, Ria, Andi, Deny, Satria, Tami, and Agung for their everlasting friendships, happiness, and of course for their artificiality. Then, my thanks go to my EMC friends: Sr. Irene, FCJ., Nana, Bertha, Boti, Pipit, Heri, Dwi, Wida, Oda, Rieta, Achie, Calvin, and Iren for the spiritual section, for the happiness and for the togetherness. Besides, I am grateful for my OMK friends, Mayang, Silih, Blur and Nopik, Ndarek, Dito, Rizki, Andi for their supports and prayers. I would like to say thanks to the ‘Borrowed Beauty’, ‘Saraswati English Course’, ‘KKN XLI’ and PBI 07 family for the beautiful moments during studying at Sanata Dharma University.
Then, I would like to give my deepest thanks to my best friend, Triana Sari, Dian Khenissa Siwiputri, Wening Tri Widati, S.Pd., and Anastasia Pramitha for the invaluable and craziest moments, for the supports, for the love, and for the invaluable friendship to my life.
Finally, I would like to express my gratitude to everybody who has
TABLE OF CONTENTS
PageTITLE PAGE ........................................................................................................... i APPROVAL PAGE ................................................................................................ ii DEDICATION PAGE............................................................................................ iv STATEMENT OF WORK’S ORIGINALITY ........................................................v
PERNYATAAN PERSETUJUAN PUBLIKASI ....................................................... vi
ABSTRACT.......................................................................................................... vii
ABSTRAK ............................................................................................................. viii
ACKNOWLEDGEMENTS .....................................................................................x TABLE OF CONTENTS...................................................................................... xii LIST OF TABLES ............................................................................................... xvi LIST OF FIGURES ............................................................................................ xvii LIST OF APPENDICES .................................................................................... xviii
CHAPTER I. INTRODUCTION .............................................................................1 A. Research Background..................................................................1 B. Research Problems ......................................................................5 C. Problem Limitation......................................................................6 D. Research Objectives ....................................................................7 E. Research Benefits ........................................................................7 F. Definition of Terms......................................................................8 CHAPTER II. REVIEW OF RELATED LITERATURE .....................................11 A. Theoretical Description .............................................................11
1. Instructional Design ..............................................................11
a. Kemp’s Model ...................................................................12
2. Syllabus .................................................................................15
a. Input ..................................................................................18
b. Content Focus ...................................................................19
c. Language Focus.................................................................19
d. Task ...................................................................................19
5. Contextual Teaching and Learning ..........................................20
a. Characteristics of CTL ......................................................21
b. Components of CTL..........................................................22
6. Reading .................................................................................23
a. The Nature of Reading .....................................................23
b. Reading Process ................................................................23
c. Reading Skills ...................................................................25
d. Teaching Reading..............................................................27
e. Interactive Models for Second Language Reading ...........29
7. Curriculum ............................................................................31
a. The Curriculum for Senior High School ..........................31
B. Theoretical Framework .............................................................33
CHAPTER III. RESEARCH METHODOLOGY .................................................38 A. Research Method.......................................................................38
1. Research and Information Collecting....................................39
2. Planning ................................................................................40
3. Developing Preliminary Form of Product.............................40
4. Preliminary Field Testing......................................................40
5. Main Product Revision..........................................................40
B. Research Settings.......................................................................41
C. Research Participants.................................................................41
C. Research Instruments and Data Gathering Technique ..............42
1. Observation Checklist ...........................................................43
D. Data Analysis Technique...........................................................46
E. Research Procedure ...................................................................48
1. Observing the School ............................................................48
2. Asking Permission ................................................................48
3. Planning the Research ...........................................................49
4. Doing Learner Need Analysis ...............................................49
5. Designing the Reading Materials ..........................................49
6. Evaluating the Designed Materials .......................................50
7. Revised the Designed Materials............................................50
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION.............................51 A. The Process of Designing the Reading Materials .....................51
1. Research and Information Collecting....................................51
a. Pre-Assessment ................................................................51
b. Learners’ Characteristics..................................................53
c. Support Services...............................................................55
2. Planning................................................................................55
a. Stating Competency Standard and Basic Competence.....56
b. Specifying Learning Indicators ........................................57
c. Listing Subject Content ....................................................58
3. Developing Preliminary Form of Product.............................60
4. Preliminary Field Testing.....................................................63
5. Main Product Revision.........................................................68
B. The Brief Description of the Reading Materials Design ...........69
1. Pre-Activity ...........................................................................71
a. Getting Ready....................................................................71
2. Main-Activity........................................................................71
a. Let’s Read I .......................................................................71
CHAPTER V. CONCLUSIONS AND RECOMMENDATION ..........................73 A. Conclusions ...............................................................................73 B. Recommendation.......................................................................75
1. For Teachers..........................................................................75
2. For Other Researchers...........................................................76 REFERENCES.......................................................................................................77 APPENDICES .......................................................................................................79
LIST OF TABLES
Table
4.1 The Goals and General Purposes of the Materials .......................................56
4.2 The Learning Topics of the Materials ..........................................................57
4.3 The Learning Indicators of the Materials.....................................................57
4.4 The Organization of Subject Contents .........................................................59
4.5 The Final Organization of Designed Materials ............................................60
4.6 The Model Unit of the Designed Materials .................................................62
4.7 The Description of Post-Design Questionnaire Respondents ......................64
4.8 The Results of Post-Design Questionnaire ..................................................65
5.1 The Arrangement of the Materials ...............................................................74
LIST OF FIGURES
Figure
2.1 Kemp’s Model of Instructional Design........................................................14
2.2 Material Development..................................................................................20
LIST OF APPENDICES
Appendix
A. Surat Ijin Penelitian ..........................................................................................80
B. Observation Checklist and Results ...................................................................82
C. Pre-Design Questionnaire.................................................................................84
D. The Results of Pre-Design Questionnaire ........................................................89
E. Post-Design Questionnaire ...............................................................................92
F. Teacher’s Book .................................................................................................95
G. The Final Version of the Designed Materials .................................................155
CHAPTER I INTRODUCTION This chapter covers six important parts of the thesis: research background,
problem formulation, problem limitation, research objectives, research benefits, and definition of terms.
A. Research Background
As a foreign language, English has an important role in Indonesia. Its role as a global communication tool forces many people in Indonesia to learn English.
This situation is also caused by the fact that in the future many people need English competence, such as for working, for studying, for having business, for traveling, and other activities that use English as a tool to reach their purpose.
Because of that, nowadays, in Indonesia learning English is a must. Having good competence of English has become a need for Indonesians. People start to study English since they are young. In fact, in Indonesia, English is learnt since elementary school or even kindergarten. Then, English becomes one of the compulsory subjects which is learnt by the students based on Indonesian curriculum. Moreover, Indonesian government also stated that English determines the students’ graduation, especially in Junior High School and Senior High School through the national examination. Seeing the fact that English takes an important role in Indonesian education, English learning is developing year by year through
2 curriculum. For example, many years ago, in 1990s, students in Indonesia learn English with grammar-based curriculum; meanwhile, they learn English with text- based curriculum nowadays. In this case, based on the curriculum applied, students start to learn English through the texts first rather than the English grammars. It can be said that students are going to be more focus on reading activity.
However, the problem is that students have less motivation in learning a language, especially English, although it is a compulsory subject. One big problem is that most students are lazy to read the text. Actually it is similar to most English learners in Indonesia. As what the researcher gathered from the English teachers of SMA Pangudi Luhur Yogyakarta, through the informal interview, the researcher found that the students’ ability in reading skill are not enough. The teachers said that the students are lazy to read the English texts. Moreover, their vocabularies are still limited so that they have some difficulties especially to understand the content of the text. Besides having difficulties in improving students’ ability in reading skill, the researcher found that English teachers of SMA Pangudi Luhur Yogyakarta have very limited technique to teach English, especially for reading skill. Absolutely, the limited technique to teach reading makes the teachers feel difficult to improve students’ competence in English reading skill. The teachers also said that the activities in reading are monotonous so that the students are less motivated to learn or even to read the
3 understanding the meaning or the content of the text. Meanwhile, according to the teachers, actually, most of the students are the active students so that they prefer to have an active activity rather than the passive activity, such as reading aloud or answering some questions. However, the teachers also realize the fact that students’ competence in English determines the students’ graduation. That is why, the teachers give their best to motivate students to learn English, especially in reading, but the problem is that they only have limited technique including the activity to teach reading.
Therefore, English teachers of SMA Pangudi Luhur Yogyakarta need a set of reading materials with various activities to solve the students’ problem. In which, students are easily bored with the passive activity since most of them are very active to interact with other students. Meanwhile, reading skill is important for them since the test form of national examination is in a kind of reading materials. Then, because of that, the researcher conducted a research to enhance students’ interaction in learning English by designing a set of reading materials using Contextual Teaching and Learning (CTL) approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta. A set of reading materials using CTL approach can be seen as a solution for the problem in order to motivate students to learn English. The fact shows that most students are active students so that it will be suitable to students’ characteristics since the method also deals with students’ activeness in relating or connecting the materials with the reality in their
4 In addition, CTL approach also supports the students to learn based on the context, such as through authentic materials and problem-solving task. Rivers (1987, p. 4) states that “students can increase their language store as they listen to or read authentic linguistic material, or even the output of their fellow students in discussion, skits, joint problem-solving tasks, or dialogue journals.” Because of that, the researcher will use the ‘activeness’ of the students to be applied effectively by providing a set of reading materials using Contextual Teaching and Learning (CTL) approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta. This approach will be very helpful for the students in order to understand the meaning or the content of the text. Johnson (2002, p. 25) said that CTL is an educational process that aims to help students see meaning in the academic material they are studying by connecting academic subjects with the context of their daily lives, that is, which context of their personal, social, and cultural circumstance. Therefore, Contextual Teaching and Learning (CTL) enables students to interact with others, give the opportunity to discuss, ask questions, dan to solve a problem so that their language store will increase.
The previous explanation shows that CTL approach is also able to increase students’ participation in class, not only their participation to interact with other students but also their participation in English learning, especially in improving their reading skill by understanding the text through the real context in their daily lives. Furthermore, CTL also enables to enhance students’ ability. Not
5 in order to apply the attractive English reading materials into some interesting or attractive learning activities which enable students to interact, respect, think, and to learn actively. Moreover, CTL approach has a potential to build students’ motivation to learn, in which, Whithehead (1967) stated that there is no mental development without having motivation, that, it is the basic of understanding.
Therefore, a set of reading materials CTL approach will be beneficial for students’ ability, social-skill and cognitive-skill development.
Stipek (1993) states, “Developing tasks that are both fun and contribute to knowledge and skills is difficult” (p. 98). However, that is the consequence when the teachers want to achieve a better result from learning process. Then, through this research in order to solve the students’ problem and to fulfil the teachers’ need, the researcher tries to design English reading materials using CTL approach which can absolutely involve students ability in learning English.
Besides, the design is also made based on the students’ characteristic. That is why, this design can be used and applied in SMA Pangudi Luhur Yogyakarta.
B. Research Problems
Based on the explanation in the background of the research, the researcher formulates the following research problems:
1. How are English reading materials using Contextual Teaching and Learning (CTL) approach for the eleventh grade students of SMA Pangudi Luhur
6
2. What do English reading materials using Contextual Teaching and Learning (CTL) approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta look like?
C. Problem Limitation
The researcher focuses on the design of English reading materials using CTL approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta, Indonesia. The CTL approach is used in order to apply the materials into activities which are able to increase the students’ interaction and motivation to learn English as the foreign language. The approach is also used for helping the students to relate the materials with the real context so they can understanding the meaning or content of the text easier. The materials are designed based on the curriculum which is used nowadays, that is School-Based Curriculum (SBC) or in Indonesia it is called as Kurikulum Tingkat Satuan Pendidikan (KTSP) and it focuses on the materials for the eleventh grade students of Senior High School.
The topics for the materials are chosen based on the students’ interest. The activities are made based on using CTL approach. The activities in reading are made to reach the indicators of each topic which enable students to learn and interact actively. The design is especially planned for students’ improvement of reading skill.
D. Research Objectives
7
1. To find out how English reading materials using Contextual Teaching and Learning approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta are designed.
2. To find out what English reading materials using Contextual Teaching and Learning approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta look like.
E. Research Benefits This research is intended to give benefits as follows.
1. English Teachers English teachers, especially in SMA Pangudi Luhur Yogyakarta, will have more activities to teach reading. It means that they can use and apply this reading materials design in the English class. By having this design, the teachers can apply various activities or even techniques to teach reading using CTL approach.
Furthermore, the teachers are also possible to develop another activity for reading class by understanding the design, in case that the students’ characteristics change.
2. Senior High School Students By having this reading material, the eleventh grade students of SMA
Pangudi Luhur Yogyakarta will have more activities in reading class. Students will be more motivated by learning a new thing. Connecting the materials with the real context in daily lives will increase the students’ participation and
8 react, to solve a problem, to learn actively especially in reading class. In addition, various activities in reading class can avoid students’ boredom.
3. Other Researchers This research can provide some helpful information related to the study. It helps the other researchers to design the further research. In other words, the other researchers will be able to design another reading material using CTL approach that is suitable for the learners’ level for whom they are intended to.
F. Definition of Terms
There are some definitions that the researcher had to clarify in order to make the research understandable, such as:
1. Reading According to Gibson and Levin (1979), reading is extracting information from the text (p. 5). It means that what people need when they are reading is to understand the text in order to gather the information or message. In this research, reading is a comprehension process by recognizing and understanding a text in order to gather the information from the text. Reading is one of skills in English subject which is learnt by senior high school students. This research focuses on the reading materials which are designed for eleventh grade students of SMA
9 Materials are the things to learn. In this research, the materials which are going to be learnt is English text or reading materials. The materials are various and are chosen based on the students’ interest. In this research, the materials are attractive, authentic, and contextual. Besides, the materials are designed based on the curriculum used for the eleventh grade students of SMA Pangudi Luhur Yogyakarta (KTSP).
3. Contextual Teaching and Learning Approach Contextual Teaching and Learning (CTL) approach helps students to see meaning in the academic material by connecting academic subjects with the context of their daily lives, that is, with context of their personal life, social, and cultural circumstance (Johnson, 2002, p. 25). CTL approach enables students to understand the meaning or the content of an English text by relating the materials or the texts to the real context in our daily lives. In this research, CTL approach is implemented to determine the learning methods, learning activities and learning materials, for example by using video and authentic materials teachers can stimulate students. Video and authentic materials enable students to learn easily so that they can interact or to take a part actively with other students in the class.
4. Students of SMA Pangudi Luhur Yogyakarta In Indonesia, Senior High School is called as SMA (Sekolah Menengah
Atas). The school prepares students to be able to continue their study in the
university. The school consists of three grades, that is, tenth grade, eleventh grade,
10 six) students for each class. In this research, the research participants are the students from science class, in which there are 3 (three) science classes in SMA Pangudi Luhur Yogyakarta.
CHAPTER II REVIEW OF RELATED LITERATURE In this chapter the researcher discusses some theories that are relevant in
designing English reading materials using Contextual Teaching and Learning approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta. This
chapter is divided into two parts. In the first part, the researcher deals with the theoretical description while the second part deals with the theoretical framework. A. Theoretical Description In this part, the researcher elaborates 6 (six) main points of the theories which are used in this research.
1. Instructional Design
Instructional design is defined as a systematic process that is employed to develop education and training programs in a consistent and reliable fashion (Reiser & Dempsey, 2007). This systematic process can be applied on any educational level-elementary, secondary, or college. In addition, instructional design model may be thought as framework for developing modules or lessons that enhance the possibility of learning and encourage the learners to learn faster and gain deeper levels of understanding (Gagne et al., 1985).
There are several models of instructional designs which are proposed by
12 Kemp in 1977 which enables the designers to use the model flexibly to suit their own needs (Kemp, 1996). This model can also be applied in all education levels.
a. Kemp’s Model
According to Kemp (1977, p. 8), a plan is designed to answer these three primary questions.
1) What must be learned? (Objective) 2) What procedures and resources will work best to reach the desired learning level? (Activities and resources) 3) How will we know when the required learning has taken place? (Evaluation)
Kemp (1977) offers eight elements in designing the program development (p. 8). Each element is connected in an oval shape and it shows the flexibility of the model (figure 2.1). Those eight elements are: 1) Identifying Goal, Topics, and General Purpose
A designer should decide the goals of the system, select the topics to be taught by the teacher, and specify the general purpose of each topic in making instructional design. In the design, the goals are obtained through society, students, and subject areas. Then, topics in the system should be arranged from the simplest level to the complex level. In addition, general purpose is taken from the topic which also expresses students’ expectation.
2) Analyzing the Learners’ Characteristics In order to have a good design which is exactly effective for students’
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of the need analysis determines the design result, such as in planning, in selecting topics, and in identifying the learning objectives.
3) Identifying Learning Objectives Identifying learning objective is difficult but it is essential in making instructional design. Learning acquires active efforts from the learner so that the designers should determine the objectives that are measurable to be achieved by the students.
4) Listing Subject Content Subject content is closely related to the objectives and students’ need. The designer decides the content which is suitable and needed to achieve the objective of each topic. 5) Developing Pre-Assessment
The designer develops pre-assessment to determine students’ background knowledge about the topic. In order to plan the activities, the designer finds what the students really need and what topics that they have already mastered through the pre-assessment.
6) Selecting Teaching Learning Activities and Resources The designer selects teaching learning activities, methods, and instructional resources that is most appropriate for accomplishing each objective through subject content. The designers should know the strengths and the weaknesses of various methods or material. They can select the methods and activities
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7) Coordinating Support Services The designer coordinates the support services required to implement the design plan, for example, budget, facilities, equipments, and schedules to carry out the instructional plan. 8) Evaluating Students’ Learning
This is the last part of the Kemp’s model. The designer evaluates the students’ learning related to the accomplishment of the objectives. The evaluation is used to determine whether the material is successfully implemented or not.
Figure 2.1 that follows illustrates the relationship of each step in the plan to the other steps.Goals, Topics, General Purpose Learning Objectives Evaluation Learner’s Characteristic Support s Services
REVISE
Subject Teaching Learning Content Activities and Resources Pre- Assessment15 According to Kemp (1977), developing an instructional system is a
continuous process. Each step in the diagram always needs a revision. Therefore, the changes in one element will influence other elements because they are interdependent. This model has a flexibility process that enables the designer to start with whichever element you are ready to start with and then move back and forth to the other steps (Kemp, 1977, p. 9).
2. Syllabus
According to Hutchinson and Waters (1987, p.80), a syllabus is a document which says what will (or at least what should) be learnt. A syllabus provides a set of criteria for materials selection and/or writing. It is intended to lead a learner to a particular state of knowledge. Therefore, the contents of syllabus are arranged from the simplest to the complex. In fact, one of the main purposes of a syllabus is to break down the mass of knowledge to be learnt into manageable units. However, a syllabus is only a model – a statement of an ideal (Hutchinson, 1987, p. 84). It is important to remember that a syllabus can only constitute an approximate statement of what will be taught.
There are six types of syllabus according to Krahnke (1987, pp. 9-14). In fact, almost all language teaching combines two or more syllabi depending on the goal of the program.
Those types of syllabus are:
a. A structural syllabus, in which the content of language is a collection of forms
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b. A functional-notional syllabus, in which the content of language is a collection of functions that are performed when language is used or of the notions that language is used to express. Some examples of functions are performing, agreeing, refusing, and inviting. Some examples of notions are age, size, color, and comparison.
c. A situational syllabus, in which the content of language is a collection of real or imaginary situations in which language occurs or is used.
d. A skill-based syllabus, in which the content of language is a collection of specific abilities that may play a part in using language. Primary purpose of this syllabus is to learn specific-language skills.
e. A task-based syllabus, in which the content of language is a series of complex and purposeful tasks that students want or need to perform with language learnt.