ENGLISH LESSON PLAN USING THE JAKARTA POST AT STATE VOCATIONAL HIGH SCHOOL 2 BUDURAN - SIDOARJO.

ENGLISH LESSON PLAN USING THE

JAKARTA POST AT STATE VOCATIONAL

HIGH SCHOOL 2 BUDURAN

–

SIDOARJO

THESIS

Submitted in Partial Fulfillment of the Requirement for the degree of

Sarjana Pendidikan (S.Pd) in Teaching English

By

AYU NURDINA WAHYUNI

NIM D75212063

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL

SURABAYA

PERNYATAAN KEASLIAN TULISAN

Saya yang bertanda tangan di bawah ini: Nama : Ayu Nurdina Wahyuni

NIM : D75212063

Semester : VIII (Delapan)

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Tarbiyah dan Keguruan UIN Sunan Ampel Surabaya

Dengan ini menyatakan sebenar-benarnya bahwa skripsi yang berjudul “English Lesson Plan Using The Jakarta Post At State Vocational High School 2 Buduran - Sidoarjo” adalah benar-benar merupakan hasil karya sendiri, bukan merupakan pengambilan tulisan ataupun pemikiran orang lain yang saya akui sebagai hasil tulisan atau pemikiran sendiri. Segala materi yang diambil dari karya orang lain hanya digunakan sebagai acuan dengan menggunakan tata cara dan etika penulisan karya ilmiah yang telah ditetapkan oleh jurusan.

Demikian pernyataan ini dibuat dengan sebenar-benarnya, apabila pernyataan tidak sesuai dengan fakta yang ada, maka saya selaku penulis bersedia dimintai pertanggung jawaban sesuai peraturan undang-undang yang berlaku.

ADVISOR APPROVAL SHEET

This thesis by Ayu Nurdina Wahyuni entitled “English Lesson Plan Using The Jakarta Post At State Vocational High School 2 Buduran - Sidoarjo” has been

APPROVAL SHEET

This thesis by Ayu Nurdina Wahyuni entitled “English Lesson Plan Using The Jakarta Post At State Vocational High School 2 Buduran - Sidoarjo” has been examined on August 12th, 2016 and approved by the board of examiners.

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Sebagai sivitas akademika UIN Sunan Ampel Surabaya, yang bertanda tangan di bawah ini, saya:

Nama : AYU NURDINA WAHYUNI

NIM : D75212063

Fakultas/Jurusan : FTK/PENDIDIKAN GURU BAHASA INGGRIS E-mail address : ayunurdina@yahoo.com

Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada Perpustakaan UIN Sunan Ampel Surabaya, Hak Bebas Royalti Non-Eksklusif atas karya ilmiah :

Sekripsi Tesis Desertasi Lain-lain (………) yang berjudul :

ENGLISH LESSON PLAN USING THE JAKARTA POST AT STATE VOCATIONAL

HIGH SCHOOL 2 BUDURAN - SIDOARJO

beserta perangkat yang diperlukan (bila ada). Dengan Hak Bebas Royalti Non-Ekslusif ini Perpustakaan UIN Sunan Ampel Surabaya berhak menyimpan, mengalih-media/format-kan, mengelolanya dalam bentuk pangkalan data (database), mendistribusikannya, dan menampilkan/mempublikasikannya di Internet atau media lain secara fulltext_{untuk kepentingan}

akademis tanpa perlu meminta ijin dari saya selama tetap mencantumkan nama saya sebagai penulis/pencipta dan atau penerbit yang bersangkutan.

Saya bersedia untuk menanggung secara pribadi, tanpa melibatkan pihak Perpustakaan UIN Sunan Ampel Surabaya, segala bentuk tuntutan hukum yang timbul atas pelanggaran Hak Cipta dalam karya ilmiah saya ini.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Surabaya, 22 Agustus 2016

Penulis

KEMENTERIAN AGAMA

UNIVERSITAS ISLAM NEGERI SUNAN AMPEL SURABAYA

PERPUSTAKAAN

Jl. Jend. A. Yani 117 Surabaya 60237 Telp. 031-8431972 Fax.031-8413300 E-Mail: perpus@uinsby.ac.id

ABSTRACT

Wahyuni, Ayu Nurdina. 2016. English Lesson Plan Using The Jakarta Post At State Vocational High School 2 Buduran - Sidoarjo. A Thesis. English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University, Surabaya. Advisor: Sigit Pramono Jati

Key words: The Jakarta Post, English lesson plan, Newspaper in Education (NIE)

Nowadays, newspaper not only used as a friend for morning cup of tea or breakfast, but also included in educational field. The use of newspaper in class gives students an active learning process with the various news, topics, and issues daily. Therefore, the researcher conducted the research about English lesson plan and The Jakarta Post for teaching ESP in State Vocational High School 2 Buduran - Sidoarjo. Specifically, this research focused on how English lesson plan using The Jakarta Post at State Vocational High School 2 Buduran - Sidoarjo is. This research just analyzed the main activity part. Additionally, particular principles in arranging lesson plan for teaching ESP do not exist. For English in the school is being taught as ESP, we cannot simply neglect the students’ point of view. Therefore the students’ opinion is also investigated. For additional information, interviewing the teacher is also considerable. This study was analyzed by using qualitative – descriptive approach. The result of the study was written as the description of the phenomenon rather than serving through number of data. Based on the findings and discussion, The Jakarta Post was used in every meeting at lesson plan for second semester in the opening and eight meetings in the main activity. For opening, the teacher always asked students to read The Jakarta Post for about 5 minutes. Specifically, in the main activity, The Jakarta Post was used in observation and exploration section. The main activity that used The Jakarta Post in the 4 lesson plans has differences in compatibility with the principles from the government. While for the responses, both of students’ and teacher had a positive impression toward toward The Jakarta Post used by the teacher. The teacher not only concerned with the book minded but also had other resources which contained many topics. Although students were aware that they had difficulties and less increased in the use of The Jakarta Post because they were lack of vocabulary and reading interest, they said that The Jakarta Post increased their curiosity and enthusiasm in learning English.

TABLE OF CONTENT

TITLE SHEET ... i

ADVISOR APPROVAL SHEET ... ii

APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION SHEET ... v

ABSTRACT ... vi

ACKNOWLEDGEMENT ... vii

PERNYATAAN KEASLIAN TULISAN ... ix

TABLE OF CONTENT ... x

LIST OF PICTURE AND TABLE ... xii

LIST OF APPENDICES ... xiii

LIST OF ABREVIATION ... xiv

CHAPTER I: INTRODUCTION A.Background of the Study ... 1

B.Research Question ... 6

C.Objective of The Study ... 6

D.Significance of The Study ... 7

E.Scope and Limitation of The Study ... 8

F. Definition of The Key Terms ... 9

CHAPTER II: REVIEW OF RELATED LITERATURE A.Review of Literature ... 11

1. Lesson Plan ... 11

2. Newspaper in Education (NIE) ... 22

3. The Jakarta Post ... 26

4. English for Specific Purposes (ESP) ... 27

5. Newspaper for Teaching ESP ... 28

B.Previous Study ... 30

CHAPTER III RESEARCH METHOD A.Approach and Research Design ... 35

B.Setting of the Research ... 37

C.Research Subject... 37

D.Data and Sources of Data ... 38

E.Research Instrument ... 38

F. Data Collection technique ... 41

G.Data Analysis Technique ... 42

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS

A.Research Findings ... 47 1. The English lesson plan using The Jakarta Post ... 47

2. The teacher’s and students’ opinion toward the English lesson plan

using The Jakarta Post ... 57

a. Teacher’s opinion toward the English lesson plan using The Jakarta

Post ... 57 b. Students opinion toward the English lesson plan using The Jakarta

Post ... 62 B.Discussion ... 86 1. English lesson plan using The Jakarta Post ... 87

2. The teacher’s and students’ opinion toward English lesson plan using

The Jakarta Post ... 91 CHAPTER V: CONCLUSION AND SUGGESTION

A.Conclusion ... 96 B.Suggestion ... 98

REFERENCES APPENDICES

CHAPTER I

INTRODUCTION

In this chapter, the researcher will explain the study area which covered in some headings; background of the study, research question, objective of the study, significance of the study, scope and limit of the study, and definition of the key term.

A. Background of The Study

Authentic material is kind of a real-life text and contains real language which written not for pedagogic purposes.1 Authentic materials are materials which used in classroom to deal with real world situations and have been produced not for pedagogical terms or language teaching process. Although the nature of authentic materials do not produced for teaching process, authentic materials have many advantages when it applies in classroom. Those advantages are produce a sense of achievement and keep students informed about what is happening in the world, so they have an intrinsic educational value.2

One of authentic material is a newspaper. A newspaper is a printed mass media that used for giving information to the society. Newspaper declares with the up-to-date information and factual event that occur in the society.3 Newspaper is a highly rich source of information about many sub topics of real

1_{Sacha Anthony Berardo, “The Use Of Authentic Materials In Teaching Of Reading,”}

The Reading Matrix, Vol 6 No.2 September 2006

2

Daniela Tamo, “The Use of Authentic Material in Classroom,” LcPJ, Vol.2 number – 1 (2009) p.76. 3_{Anne Rubenstein, “Newspaper”}

http://chnm.gmu.edu/whm/unpacking/newsmod.html (Accessed 14th April 2016 6:37:58 AM)

2

life discussed including the national or international current affairs.4 The use of newspaper in class gives students an active learning process with the various news, topics, and issues daily.5 Newspaper is the most reliable, affordable, and easily available, and accessible source of information and knowledge.6 Although the language of newspaper in the classroom is difficult for students, there are several ways to make the newspaper are usable for the common levels of students, one of them is selecting interesting topic or issues of newspaper.7 Thus, students will have an opportunity to explore, express, and exchange information widely depends on their need by using newspaper.8

Designing teaching process by using newspaper which aimed for conducting learning process based on students’ need and interest also have the same purpose with English for Specific Purposes (ESP) approach. ESP is one of the branches of approach for teaching English as a Foreign Language (EFL) or English as a Second Language (ESL) which both of them are the main branches of English Language Teaching (ELT).9 Regarding to this, lesson plan for teaching ESP students is not so much different from lesson plan for ESL/EFL.

4_{Amina Gogo Tafida, Bala Muhammad Dalhatu, “Using newspapers in teaching English as a second}

language,” Journal of Educational Research and reviews, Vol. 2 (August, 2014), pp. 61 – 65. 5_{Naveen K Mehta. “English Newspapers: Exploring Innovative Methodologi}

cal Paradigm. Astudy

into Classroom Dynamics” Romanian Journal of Education, Vol. 1 number – 1 (February, 2010) p. 55. 6

Dr. Reena Mittal. “Role of Newspaper in English Language Learning,” Internatioanl Journal of Reseach (IJR), Vol – 1, Issue-6 (July, 2014), p.690

7_{Vilma Tafani, “Teaching English Through Mass Media,”}

Acta Didactica Napocensia, Vol.2number – 1(March, 2009) p.85.

8_{Naveen K Mehta. “English Newspapers: Exploring Innovative Methodological Paradigm. Astudy}

into Classroom Dynamics” Romanian Journal of Education, Vol. 1 number – 1 (February, 2010) p. 56. 9

Tom Hutchinson and Alan Waters, English for specific purposes the syllabus (NewYork: Cambridge University Press, 1991), p.18.

3

Studies focusing on lesson plan issues have been widely accomplished. As Jalongo et.al stated that it has been 2 decades since the latest wave of research and writing about lesson plans was produced.10 Indeed, lesson plan has significant role in teaching and learning process; therefore it is also important to conduct every single part and aspect dealing with it. Containing board of elements, it has particular rules and principles in each in order to plan the teaching and learning process compatible with the objectives and targets of learning process. Purposefully, this research analyzed about one of the parts of lesson plan named as learning process in the main activity section. For using newspaper in teaching ESP is barely investigated11, the steps of the teacher and

the students’ activity in observing, asking, exploring, associating, and

communicating are elaborated.

Coincide with the statements above; the use of newspaper in education has been used at State Vocational High School 2 Buduran – Sidoarjo frequently. Although the use of newspaper recently ratified by education authorities in Sidoarjo as one of educational program to increase literary culture at school environment at march 28th, 2016, State Vocational High school 2 Buduran has subscribed the newspaper for a year. English teacher of SMKN 2 Buduran frequently used newspaper for teaching English. Moreover, they use The Jakarta Post newspaper, a daily English written newspaper which published with an

10

Mary Renck Jalongo, et.al., Planning for Learning: Collaborative Approaches to Lessen Design and review (New York and London: Teachers Collage Press, 2007),7.

11

4

Indonesian perspective in Indonesia,12 for their media in teaching English. By applying The Jakarta post in teaching – learning process, teachers are indirectly applying literary culture to the students.

There are some previous studies that bear witness about the contribution of The Jakarta post for English teaching – learning process. The first was conducted by Khoirul Umam on his thesis project entitled Improving The Students’

Vocabulary Mastery with The Jakarta Post Newspaper Articles. This research has been done in experimental method. The researcher compared the result of the research before the treatments and the result of the research after conducting the experimental using The Jakarta Post treatment. The researcher found the significant influence for teaching English vocabulary by using The Jakarta Post and more effective rather than teaching English vocabulary by using textbook.13

The second research was conducted by I Gede Ketut Budi Saputra, Basturi Hasan, and Ramlan Ginting Suka. They observed the effectiveness of using Jakarta Post article to improve students’ reading achievement. They conducted the research in SMAN 1 Kotagajah. All of points from reading ability were increase after implementing Jakarta Post newspaper. Thus, they concluded the

12_{UCLA international institute, “The Jakarta Post.com,”}

(http://www.international.ucla.edu/asia/article/28037, accessed on January, 12th 2016) 13

Khoirul Umam, “Improving The Students’ Vocabulary Mastery with The Jakarta Post Newspaper

Articles,” (Thesis project, Faculty of Tarbiyah and Teachers Training, UIN Syarif Hidayatullah, Jakarta, 2010) P.39

5

research that Jakarta Post article is effective and it can significantly improve

students’ reading achievement.14

Those previous studies were conducted by using The Jakarta Post for teaching English. Both of them used an experimental research for conducting the research. Unfortunately, the researcher does not find a study of The Jakarta Post for English language teaching in ESP classroom, especially for multimedia class in State Vocational High School in Indonesia.

English lesson plan’s stages using The Jakarta Post newspaper in education program of SMKN 2 Buduran Sidoarjo never been exposed by educational researcher. Whereas, teachers of SMKN 2 Buduran are frequently use The Jakarta Post for informing the national or international issues to their students. They also familiarize written English, vocabularies, and structure by using The Jakarta Post for their teaching English. SMKN 2 Buduran used The Jakarta Post for practicing their students in Academic cooperation and Exchange program with Phrae Vocational College, Thailand.

Therefore, the researcher conducted the research about English lesson plan and The Jakarta Post for teaching ESP in State Vocational High School 2 Buduran - Sidoarjo. Specifically, this research focused on how English lesson plan using The Jakarta Post at State Vocational High School 2 Buduran - Sidoarjo is. As explained above, this research just analyzed the main activity

14_{I Gee Ketut Budi Saputra. Basturi Hasan. Ramlan Ginting Suka, “The Effectiveness of Using Jakarta}

Post Article to Improve Students’ Reading Achievement” U-JET Vol.4 number 3 (lampung, 2015), p.12.

6

part. Additionally, particular principles in arranging lesson plan for teaching ESP do not exist. For English in the school is being taught as ESP, we cannot simply neglect the students’ point of view. Therefore the students’ opinion is also investigated. For additional information, interviewing the teacher is also considerable.

B. Research Question

Based on the problem which mentioned in the background of the study above, the researcher formulates the problem as the following questions below: 1. How is the English lesson plan using The Jakarta Post at State Vocational

High School 2 Buduran - Sidoarjo?

2. What is the teacher’s and students’ opinion toward English lesson plan using

The Jakarta Post at State Vocational High School 2 Buduran - Sidoarjo?

C. Objective of The Study

The researcher achieved some objectives to answer the problems of the research. Those are:

1. To describe the English lesson plan using The Jakarta Post at State Vocational High School 2 Buduran - Sidoarjo.

2. To find out the teacher’s and students’ opinion toward English lesson plan

using The Jakarta Post at State Vocational High School 2 Buduran – Sidoarjo

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D. Significance of The Study

The results of this research are expected to be theoretically and practically beneficial.

1. Theoretically

The results of the study are expected to enrich the media of education especially by using newspaper in teaching English subject.

2. Practically

a. For teacher, this study expected to improve teacher’s competence for

writing the teaching stages in lesson using the media especially for The Jakarta Post. Next, this study also expected to gain the opinion from students’ point of view toward the use of The Jakarta Post for teaching English. Therefore, the teacher knows the weakness of applying Newspaper in Education (NIE) based on students’ opinion. Thus, teacher can evaluate the teaching stages based on the lesson plan that uses Newspaper in Education (NIE) in order to be better than before. b. For the next teacher candidate, this study is expected to contribute a

reference media for planning English teaching. It also can be used for additional reference media by the use of newspaper in education as the newest program of educational department for teaching ESP.

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c. For future researcher, the result of the study expected to provide significant contribution in the term of Newspaper in Education (NIE) for teaching English subject especially by using The Jakarta Post.

E. Scope and Limit of The Study

This study investigated the English lesson plan using The Jakarta Post for teaching ESP. This study conducted only for English teacher and English subject. Therefore, the study only analyzes how the English teacher in designing the teaching stages by using The Jakarta Post in ESP in the last of second semester

based on teacher’s lesson plan. Therefore, mentally and physically factors of

students or teachers, classroom environment, and the output while the use of The Jakarta Post would not be included in the research area.

This study did not discuss the influence of the use of The Jakarta Post toward the result of English score of the students. This study conducted to the tenth grade of multimedia class. Since the teacher that used The Jakarta Post was the homeroom teacher for tenth multimedia class, the teacher said that those classes of tenth multimedia 1 and 2 have a high intensity of applying The Jakarta Post in the last of second semester. This study only conducted for the school which has subscribed to an English newspaper such as The Jakarta Post. The researcher chose State Vocational High School 2 Buduran - Sidoarjo to conduct the research about lesson plan using The Jakarta Post because it subscribed with an English newspaper such as The Jakarta Post and also the newspaper used by the English teacher for teaching English subject.

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F. Definition of Key Terms

These are the key terms that used to avoid misunderstanding and to give a clear explanation to be ordered in one point of interpretation concept between the researcher and the reader.

1. Lesson Plan

According to Richard, lesson plan or lesson planning has three meanings: (a) description or outline of goals or objectives a teacher has set for a lesson (b) the activities and procedures the teacher will use to achieve them, the time to be allocated to each activity, and the order to be followed, and (c) the materials and resources which will be used during the lesson.15

In sum, Lesson Plan is teacher’s set of administrational equipment in preparing lesson. Every teacher’s should design their teaching process in lesson plan. In this study, the researcher selected selecting only the lesson plan that used The Jakarta Post in teaching ESP. Purposefully, lesson plan in this study for the second research question is specified to the teaching stages

of the teacher’s lesson process that use The Jakarta Post.

15

Richards, Jack C. – Richard Schmidt, Language Teaching And Applied Linguistics (Malaysia: Pearson Education Limited, 2010), 333.

10

2. The Jakarta Post

The Jakarta Post is a daily English written newspaper published in Indonesia. This English newspaper is aimed to improve the standard of English language media in Indonesia and producing a quality newspaper with an Indonesian perspective.16

16_{UCLA international institute, “The Jakarta Post.com,”}

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter reviews several theories of related literature to the discussion of the study. The purpose of this chapter is to support the researcher’s opinion as the basic of analysis to answer the research problem which were presented in chapter one. The subtitles explained including lesson plan, Newspaper in Education (NIE), The Jakarta Post, English for Specific Purposes (ESP), newspaper for teaching ESP.

A. Review of Literature 1. Lesson Plan

Richard stated that lesson plan or lesson planning has three meanings: (a) description or outline of goals or objectives a teacher has set for a lesson (b) the activities and procedures the teacher will use to achieve them, the time to be allocated to each activity, and the order to be followed, and (c) the materials and resources which will be used during the lesson.1 In sum,

Lesson Plan is teacher’s set of administrational equipment in preparing

lesson. Every teacher’s should design their teaching process in lesson plan. In Indonesia, the government declares the specific principle in planning the lesson, and it is administrational document. Lesson plan is the teaching scenario which developed in detail explanation based on the topic

1

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of teaching which written in the syllabus. Every teacher who wants to teach in the unit of education required to design the lesson plan.2 In Indonesian K13 (Kurikulum 2013), teacher’s lesson plan should cover:

a. School data, teaching subject, class or semester b. Topic of the study

c. Time allocation

d. Objective of the study, basic competence (KD), and indicator for achieving competence.

e. Teaching material, teaching method f. Media, tool, and source of study. g. Teaching process.

h. Assessment. 3

Teacher allowed designing their own lesson plan. There are several development principles that should be applied by the teacher.

a. The lesson plan was designed based on the curriculum and syllabus which regulated from the government then to be realized in learning process.

b. Lesson plan developed by the teacher which adapted between the syllabus and

the students’ condition in circumstances.

c. Encourage students to be active in learning process.

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d. Lesson plan should be appropriate with the curriculum 2013 to produce an independent human by using students centered approach to develop students’ spirit of learning.

e. Elaborate literacy in learning process

f. Lesson plan designed for elaborating students’ literacy. Then applied in

written product.

g. Giving the feedback and follow up in learning process.

h. Lesson plan includes the strategy of teaching in giving the positive feedback and remedial. The remedial administration was held by the teacher after conducting the exam. Then, the result of the exam was analyzed by teacher to know the weaknesses of the students. Therefore, the teaching material was designed according to the weaknesses of the students.

i. Relevance and integration

j. Lesson plan designed for the relevant and integration between KI and KD, teaching material, teaching process, assessment, and source of study which served in the learning appearance. Lesson plan designed for accommodate the thematic program, the correlation of each learning subject for attitudes and skills, and cultural diversity.

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l. Lesson plan designed with considering the application of information technology and communication in integration, systematic, and effective according to the circumstances.4

Those principles above should be reflected in the components of lesson plan which designed by the teacher. Teacher’s lesson plan at least contains these following components;

a. Objectives of the study b. Teaching material c. Method of teaching d. Source of study e. Assessment5

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Picture 2.1 the form of lesson plan6

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Relating to the focus of this research is the main activity of the learning process in the lesson plan there are two modus of learning process at curriculum 2013. Those are direct learning and indirect learning. Direct learning focused on the direct interaction with the source of learning formed at learning activities which designed in the syllabus and lesson plan for developing students’ thinking abilities and skill of psychomotor. In direct learning, students will do the learning process such as observing, asking, exploring, associating, and communicating what that found by them in the analysis process. While indirect learning describes the direct process of learning that do not cover in the specific activities. The examples of indirect learning are the development of values and attitudes. Therefore, both of direct and indirect learning happen in integrated process. Thus, the learning process consists of five basic learning experiences such as observing, asking, exploring, associating, and communicating.7

Those five basic learning experiences could be explained in detail at the following of learning activities8:

Learning step Learning activities Developing competence Observing Reading, listening,

observing,

Train sincerity,

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accuracy, search information

Asking Asking about the

information that do not understandable to get additional information that

observed by the students (from the factual question to

the hypothetic question)

Developing creativity, curiosity, ability of forming question for creating a critical thinking.

Exploring Gaining the related information with other resource such as doing an experiment, interview, and other source except the text

book.

Developing the study habits. Apply the collected information

ability from various kinds of sources that has

been learn by students Association - Cultivate the information

that collected whether the result was gained the data from various kinds of learning process.

Developing the honest attitude, meticulous, disciplined, Obedient rules, work hard. The competence for applying

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- Cultivate information that aimed for increasing the depth information and looking for the solution from other resources that has a different argument.

procedure, and has an ability in forming inductive thinking and also deductive thinking

to summarize the information

communicating Explaining the conclusion from the observation based

on the result of analysis information.

Developing the honest attitude, meticulous, disciplined, Obedient

rules, and ability of systematic thinking, elaborating the brief opinion clearly, and evolving the language

competence. Table 2.1 Basic Learning Experiences

The learning activities was designed for giving the learning experience for students involving mental and physical process through interaction between learners, learners and teacher, environment, and other learning resources in order the basic competence (KD) of study was achieved by students. The learning

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experience which designed by teacher includes life skills that need to be controlled by the students. Teacher should consider the following points for developing the process of teaching;

a. The learning activities designed to help teacher in implementing professionally learning process.

b. The learning activities include the sequence of activities which would be applied by teacher to reach the students’ achievement in syllabus.

c. The learning activities in every meeting are the sequence scenario of teacher to produce active learning students. This activity was organized in the opening, main activity, and closing. Then further elaborated to be details of activities in exploration, elaboration, and confirmation, namely: observing, asking, exploring, associating, and communicating. To apply the teaching process which aimed for mastering the procedure of material, teacher is allowed to have a modeling or demonstration by teacher itself or other subject of study.9

The second step according to the standard process is the implementation of learning including opening activities, main activities, and closing activities.10 a. Opening activities

In the opening activities, teacher should prepare the psychological and physical of students for learning process. Then, asking the questions to lead

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the material that going to learn by the students. After that, guiding students to know what were going to do by students for achieving the teaching material and explaining the objectives of the study or the basic competence (KD) that should be reached by students. Then, teacher was giving a brief explanation about the activities of students for resolve the problem or task.

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b. Main activities

Main activities are the learning process to achieve the objectives of the study. Main activities use the method that customized the characteristic of the students and the lesson including the process of observing, asking, exploring, associating, and communicating. Then, teacher should be checking, providing feedback, and advanced training for the students. In every activities of main activity, teacher should pay attention between the

competence and the aspect of students’ attitude that written in the syllabus

and lesson plan. How the teacher collect the data should be relevant with the data that explored by the teacher. These are five of learning event that contained in the main activities:

1) Observing

In the observing activities, teacher facilitate students to conduct the observation by giving opportunity for students to look, listen, hear, and read the important aspect of an object.

2) Asking

In asking activities, teacher gives the opportunity for students to ask about the result of students’ observation. Teacher also should guide students to ask about the object that have been observed by students from the concrete question to the abstract question about the fact, concept, procedure, etc. From the asking activities, teacher automatically develops students’ sense of curiosity. From the list of question, it used as the core

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for searching the following information and determining the appropriate source of study.

3) Exploring and Associating

The next step after asking activity is collecting the information that could be required for answering the question. Therefore, students asked to find the source of data such as reading a book, observing the phenomenon, or having an experiment to gain the information. The result of information used as the basic for the next activities such as find the correlation between each information or get the result of the information that have been collected by students.

4) Communicating

In communicating activities, students write or retell the whole information that found in the previous activities. The result of conclusion was delivered in class and taken as the score of students.

c. Closing activities

In closing activities, teacher followed by students to make the conclusion of the following activities that have been done by them. Teacher also reflect and give feedback toward the learning process and the result of learning, plan the follow up activities such as remedial, concealing services, or giving the task assignment. Teacher should deliver the lesson plan at the next meeting.

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2. Newspaper in Education (NIE)

The use of newspaper in class gives students an innovative learning process with the various news, topics, and issues daily. Those various news, topic, and issues daily including social – political – business issues, sports, entertainment, art, culture, music, education, etc.11 Newspaper are most reliable, affordable, and easily available, and accessible source of information and knowledge.12 Not only those reasons for using newspaper in Education, other reasons from the advantages of using English newspaper in an ESL classroom13 those are:

- Accommodate motivation for reading and discussion in English. - Increasing adore and encourage toward the use of English Language. - Interesting and innovative learning process.

- Fulfill to all curriculum areas and grade levels. - Increasing reading habits for a better understanding. - Contain various information and knowledge.

- A very cost-effective way to increase learning.

- Contain actual vocabulary and the best models of clear, concise writing. - Develop Basic English skills of the students.

11 _{Naveen K Mehta. “English Newspapers: Exploring Innovative Methodological Paradigm. Astudy}

into Classroom Dynamics” Romanian Journal of Education, Vol. 1 number – 1 (February, 2010), 55. 12

Dr. Reena Mittal. “Role of Newspaper in English Language Learning,” Internatioanl Journal of Reseach (IJR), Vol – 1, Issue-6 (July, 2014), 690

13

24

- Expand the world of knowledge and information.

- Using the same information which found before for teaching over and over again.

- Helpful in learning structure.

Unfortunately, those advantages of using newspaper would be less achieved if teachers do not fulfill the aspect for creating a creative teaching tool. A creative teaching tool to enhance students’ anxiety of reading newspaper when teachers are considering these following aspects, 14 those are:

- Newspaper, for enlarge students’ choice in selecting their favorite news

- Imaginative idea, encourage students’ curiosity for selecting the

appropriate teaching strategy.

- The confidence, to guide uttering students’ idea.

For those who wants to use English newspaper for teaching English subject, these following steps are the example of using newspaper depend on the level of students and other classroom activities,15 those are:

a. The level of students:

1) At the Beginners Level

- Prepared pictures, then ask students to write the information about the pictures which cut by the students from the newspaper.

14

Peter Grundy, Newspapers, ed., Alan Maley (New York: Oxford University Press, 2009), 28. 15_{Naveen K Mehta. “English}

25

- Engage students to read aloud then write down about the news items which selected by them.

- Search pictures in the newspaper and ask students to describe the spatial relationships about the pictures by using prepositions.

2) At the Intermediate Level

- Find out the difficult vocabularies then guess from the situation of the new after that search the right definition in the dictionary.

- Combining various headline of newspaper with the story. - Analyzing advertisements in writing paragraph.

3) At the Advanced Level

- Writing letters for editor in group.

- Studying a news item and discussed the occur events.

- Encourage the students to read and discuss the cause and effects from the article’s problem.

b. Other classroom activities

1) Exploring the Meaning:

Teacher is giving the simple headline-less stories on a classroom bulletin board. Ask students to find out the appropriate headline toward the right stories. Then places as form as the English newspaper.

2) Enrich Vocabulary:

Ask students choose one of letter of alphabet then find out five difficult vocabularies in newspaper beginning with letter chosen. After

26

that, look up the definition of each. Find out the words with the criteria such as words with a particular suffix or prefix, words containing a particular vowel sound or consonant blend, compound words, words in the past, present, and future tenses, possessives, and plurals.

3) Role Play Activity:

Students divided into group consist of two or three members. Then, Distribute the English Newspapers to the group. Ask them to skim all of the information in newspaper in limit time. When the time is over, ask two groups to present their finding information by using English language orally.

4) Speaking Activities:

Ask students to find out and cut the interesting photographs from the newspaper. Then, describe the picture or write down the possible news depend on the photographs.

5) Sharpening Writing Skills:

Bring students in pairs to discuss the interesting or current issues. Then, Ask students to write a letter for the editor about the current issues or information from the newspaper. Students have to write the report between 25 and 75 words.

27

6) Group Discussion:

Focus on an issue of newspaper. Find out the relevant source which related with the issue. Ask students to research the collection data. Finally, write a paragraph with detail facts from the collection data

3. The Jakarta Post

Newspaper is one of mass media. Newspaper is published for giving information to the society about factual events which happen in the real life society. Newspaper commonly published for daily or weekly printed media. Newspaper declares with the up-to-date information and factual event that occur in the society. Language which presented in providing information in the newspaper is also adapted from the cultural language of the society. Newspaper informs number of topics not only focused on national information, but also focuses on international information which occurs in current event.16 Not only factual report, newspaper also contains non – factual information which aimed for entertain the reader.17 Thus, a lot of information contained in the newspaper make the newspaper is often to be a close friend of the society in obtaining news.

16_{Amina Gogo Tafida, Bala Muhammad Dalhatu, “Using newspapers in teaching English as a second}

language,” Journal of Educational Research and reviews, Vol. 2 (August, 2014), pp. 61 – 65.

17 _{Anne Rubenstein, “ Newspaper”}

http://chnm.gmu.edu/whm/unpacking/newsmod.html (Accessed April, 14th 2016 6:37:58 AM)

28

One of newspaper which published in Indonesia is The Jakarta Post. The Jakarta Post is the only Indonesian newspaper which registered in Asia News Network (ANN). The Jakarta Post is a daily printed English language newspaper in Indonesia. The Jakarta Post was launched for the first time at 25 April 1983 which aimed to survive the 1997 Asian financial crisis.18 The Jakarta Post is printed by PT. Bina Media Tenggara with the founding father collaboration between Ali Mustopo and Jusuf Wanandi.

4. English for Specific Purposes (ESP)

Picture 2.2 The tree of ELT19

18

https://en.wikipedia.org/wiki/The_Jakarta_Post (Accessed April, 14th 2016 8:17 AM) 19

Tom Hutchinson and Alan Waters, English for specific purposes the syllabus (NewYork: Cambridge University Press, 1991), 18.

29

From the tree of ELT above, ESP is one of the branches of English as a Foreign Language (EFL) or English as a Second Language (ESL) which both of them are the main branches of English Language Teaching (ELT).20 Every general nature of the learners’ specialism for ESP courses conveniently divided into two main courses whether the learner requires English, those are: English for Academic study (EAP: English for Academic Purposes) and English for Work or Training (EOP/ EVP / VESL: English for Occupational Purposes / English for Vocational Purposes / Vocational English as Second Language).21 The main focus for ESP approach is teaching English depend on

students’ need for learning.22

5. Newspaper for Teaching ESP

Although the language of newspaper in the classroom is difficult for students, there are several ways to make the newspaper are usable for the common levels of students, one of them is selecting interesting topic or issues of newspaper.23 The variety of topics are attracting and motivating students to work with.24 Thus, students will have an opportunity to explore,

20

Tom Hutchinson and Alan Waters, English for specific ... 18. 21

Tom Hutchinson and Alan Waters, English for specific ... 18. 22

Tom Hutchinson and Alan Waters, English for specific ... 18. 23_{Vilma Tafani, “Teaching E}

nglish Through Mass ... 85. 24_{Vilma Tafani, “Teaching}

30

express and exchange information widely depends on their need by using newspaper.25

Using newspaper in ESP activities, the teacher should consider the

relevance of information, student’s preference, suitability reasons in using

newspaper, and whether the teacher are used to teach using newspaper or not.26 Another point that the teacher should consider in using newspaper in ESP classroom are whether the newspaper could increase students’ motivation and are appropriate for students’ level of knowledge and language level.27 All of these consideration are used by the researcher for elaborating the students’ and teacher’s opinion about the application of Newspaper in Education (NIE) which already applied in the class during the last second semester. It is aimed to gain the complete data about the students’ and teacher’s opinion. Those considerations are served in form questions for students and teacher to elaborate their opinion of The Jakarta Post in teaching ESP that already done by them during a year.

In addition, the researcher asked for the real opinion of students who work with newspaper in the classroom in the last of second semester. The researcher interviewed the teacher for ensuring that the principle of applying Newspaper in Education (NIE) already done by the teacher.

25_{Naveen K Mehta. “English Newspapers:}

Exploring Innovative ... 56. 26

Peter Grundy, Newspapers, ed., Alan Maley (New York: Oxford University Press, 2009), 20. 27_{Paul Sanderson “}

31

B. Previous Study

The researcher finds similar previous topic with this study which taken from other resources. These resources have the same topic which used The Jakarta Post as the main focus for their research. The first research was done by Mohammad Abdul Aziz from Walisongo State Institute for Islamic Studies in 2010. The title of his thesis is “Identifying English Grammatical Collocation Found in The Jakarta Post Newspaper and Its Contribution to Writing Course.” This study was identifying the grammatical collocation which often appears at The Jakarta Post. Then, he gave the information about the purpose of using grammatical collocation based on the grammatical rules. After that, he proofed the grammatical collocation with the contributions for writing course. It was a descriptive qualitative study where the aimed of the research is to understand the phenomenon. In this research, the writer identifies the grammatical collocation from The Jakarta Post issued on November 2010 to the writing course. The result of the data was the classification pattern about the grammatical collocation which found at The Jakarta Post issued on November 2010.28

28

Mohammad Abdul Aziz, “Identifying English Grammatical Collocation Found in The JakartaPost

Newspaper and Its Contribution to Writing Course,” (Thesis Projetct, Walisongo State Institute for

32

The second similar research was conducted by Khoirul Umam on his thesis project entitled Improving The Students’ Vocabulary Mastery with The Jakarta

Post Newspaper Articles. This research has been done in experimental method. The writer compared the result of the research before the treatments and the result of the research after conducting the experimental using The Jakarta Post treatment. The writer found the significant influence for teaching English vocabulary by using The Jakarta Post and more effective rather than teaching English vocabulary by using textbook.29

The third research was conducted by I Gede Ketut Budi Saputra, Basturi Hasan, and Ramlan Ginting Suka. They observed the effectiveness of using Jakarta Post article to improve students’ reading achievement. They conducted the research in SMAN 1 Kotagajah. All of points from reading ability were increase after implementing Jakarta Post newspaper. Thus, they concluded the research that Jakarta Post article is effective and it can significantly improve

students’ reading achievement.30

The forth research was conducted by Friska Ayu Fitriani from Semarang

State University in 2011. Her thesis title is “The Use of Jakarta Post Newspaper

to Motivate Students in Writing News Item Text Based on Generic Structures,

29

Khoirul Umam, “Improving The Students’ Vocabulary Mastery with The Jakarta Post Newspaper

Articles,” (Thesis project, Faculty of Tarbiyah and Teachers Training, UIN Syarif Hidayatullah,

Jakarta, 2010), 39

30_{I Gee Ketut Budi Saputra. Basturi Hasan. Ramlan Ginting Suka, “The Effectiv}

eness of Using Jakarta

33

Language Features and Social Function.” She conducted the thesis to identify the

students’ achievement in aspect of generic structures, language features, and

social function. She found the result that most of students have a fair level of writing news item text. It caused from the students capability in aspect of good writing and lack of writing practice. Although they identify the step of news item in Jakarta Post, students did not reach the goal of good writing in news item.31

The fifth research was conducted by Ilham Nasrudin about The Jakarta Post as his thesis project of Muhammadiyah University of Surakarta in 2012. His

title is “A Morphological Study on English Compound Words Found in Sport

News of The Jakarta Post.” This thesis identifies what kind of compound word which found in sport news of The Jakarta Post. As a result, he found three kinds of compound words in sport news of The Jakarta Post.32

The other researcher as the sixth research was conducted by Ilham Imanial from Hasanuddin University in 2013. He conducted his research about the type of fifth semester students to translate the short news of The Jakarta Post Newspaper at his university. He found some errors in the target language. He also concluded word for word translation as the type of the students of English Department of Hasanuddin University. The further explanation was written by

31

Friska Ayu Fitriani, “The Use of Jakarta Post Newspaper to Motivate Students in Writing News Item

Text Based on Generic Structures, Language Features and Social Function,” (Thesis Projetct, Semarang State University, 2011).

32

Ilham Nasrudin, “A Morphological Study on English Compound Words Found in Sport News of

34

him at his thesis by the title “The Errors in Translating Short News in The Jakarta Post Newspaper –A Case Study in English Department Students.”33

The seventh research was conducted by Aisyah Henri for her thesis at State Islamic University of Syarif Hidayatullah in 2009. She conducted the research in experimental study at the first year students of SMAN 1 Rengasdengklok. The title of his study is “The Use of Newspaper Articles as Supplementary Materials

in Teaching Reading Comprehension.” After doing the test, the different mean

result from the control class and the experimental class are shown the result that teaching reading comprehension using newspaper articles has a significant better learning outcome than without using newspaper articles.34

The last research conducted by Nur Hikma Laila for his thesis project at Sebelas Maret University in 2009 with the title “Improving Students’ Reading Ability by Using Printed Mass Media (A Classroom Action Research Conducted in The Eight Grade Students of SMP N 3 Colomadu Karanganyar in 2008/2009 Academic Year).” She conducted the research to find the contribution of printed mass media in improving students’ reading comprehension. After doing an observation and interview, students showed their improvement such as they are able to comprehend the text well, the teaching and learning process becomes

33

Ilham Imanial, “The Errors inTranslating Short News in The Jakarta Post Newspaper – A Case

Study in English Department Students,” (Thesis Project, Hasanuddin University, 2013)

34

Aisyah Henri, “The Use of Newspaper Articles As Supplementary Materials in Teaching Reading Comprehension (An Experimental Study at the First Year of SMAN 1 Rengasdengklok),” (Thesis Project, State Islamic University of Syarif Hidayatullah, 2009)

35

more joyful. The contribution also proofed from the mean test score of post-test was increase.35

Those previous studies have the same focus on The Jakarta Post. The different between those previous studies and this study are the main focus and locus of the study. This study focus on the process of teaching by using The Jakarta Post based on teachers’ lesson plan. This study also focuses on students’ and teacher’s opinion as the feedback of teaching process in using The Jakarta Post during a year. This study conducted at state vocational high school students that no one of the following researchers focuses on it.

35

Nur Hikma Laila, “Improving Students’ Reading Ability by Using Printed Mass Media (A Classroom Action Research Conducted in The Eight Grade Students of SMP N 3 Colomadu

Karanganyar in 2008/2009 Academic Year),” (Thesis Project, Sebelas Maret University of Surakarta,

CHAPTER III

RESEARCH METHOD

This chapter clarifies the description of the steps that was taken to conduct the study. The description involves the approach and research design, setting of the research, research subject, data and source of data, research instruments, data collection technique, data analysis technique, and also research stages.

A. Approach and Research Design

This study was designed to obtain information and description concerning on the English lesson plan using The Jakarta Post for teaching ESP at State Vocational High School 2 Buduran - Sidoarjo. From the problem of the study, this study was designed to be a qualitative research. Qualitative research begins with assumptions, a worldview, the possible use of a theoretical lens, and the study of research problems inquiring into the meaning individuals or groups describe to a social or human problem.1 Deciding the type of research could be shown by the characteristic of the research. The researcher includes the study into qualitative research depend on several characteristics of the qualitative research which described as follows: 2

1

John W. Creswell, Qualitative Inquiry And Research Design: Choosing Among Five Approaches Second Edition (New Delhi, 2007) , 37.

2

36

1. Natural setting. The researcher collected the data by interviewing and giving a questionnaire to the object of the study. The researcher did not bring the subject of the study into other places which could be influence the result of the study.

2. Researcher as key instrument. The researcher as a stick holder of the study. It means that the result of the study was collected by the researcher itself. The researcher done all the steps for collecting the data.

3. Multiple sources of data. One of the characteristic of the Qualitative research was multiple sources of data. In this study, the researcher gathered the multiplied data from interviews, questionnaire, and document study.

4. Participants' meanings. Based on the second research problem of this study, the researcher examined the informants about the study. In this study, the informants defined as the respondents of the study. Thus, the informants would utter their opinion about the use of The Jakarta Post by answering the questionnaire. While the researcher also conducted an interview for understanding the teachers’ perceptions from the teacher point of view as the data of the study.

From the characteristic above, this study was analyzed by using qualitative – descriptive approach. Qualitative descriptive studies were drawn

37

from the general phenomenon of naturalistic inquiry.3 By using descriptive studies, the result of the study was written as the description of the phenomenon rather than serving through number of data. Therefore, the researcher provided the result of the data in form of description.

B. Setting of The Research

The location of this study was conducted in State Vocational High School 2 Buduran - Sidoarjo. The location of this school was at Jl. Jenggolo No. 2A Siwalanpanji Buduran Sidoarjo. This study carried out in multimedia class. There were two classes of multimedia class. Those are tenth grade of multimedia 1 and multimedia 2. This study conducted to the tenth grade of multimedia class since the teacher who used The Jakarta Post was the homeroom teacher for tenth multimedia class; the teacher said that those classes of tenth multimedia 1 and 2 have a high intensity of applying The Jakarta Post in the last of second semester. The researcher chose state vocational high school 2 Buduran Sidoarjo as the place for doing the observation because it had been utilizing The Jakarta Post as the media for teaching ESP at the class during a year.

C. Research Subject

The subject of the study was the students and English teacher in tenth grade of multimedia class. There were 2 classes of multimedia class those are multimedia 1 and multimedia 2. There were 72 students as the respondents of

3 _{Margarete Sandelowski, “Focus on Research Methods: Whatever Happened to Qualitative}

38

students’ opinion. Multimedia class was chosen by the researcher because it had a high intensity of applying The Jakarta Post in teaching ESP depend on interviewing the teacher. The researcher chose the only English teacher in multimedia class as the informant from the teacher point of view because she applied The Jakarta Post for teaching ESP in the last of second semester.

D. Data and Source of Data

In this study, the researcher gained the first data from the teaching stages in the lesson plan, especially in the main activity section. Lesson plan was analyzed by the researcher to answer the first research question. The second data was taken from teacher’s and students’ opinion to the interview and questionnaire about the teaching stages using The Jakarta Post for teaching ESP. Hence, the sources of data in this study are the English teacher and the students in the tenth grade of multimedia class, State Vocational High School 2 Buduran - Sidoarjo.

E. Research Instruments

There are four instruments which decided by the researcher to gain the data. The instruments are document checklists, voice recorder, Interview guideline, and questionnaire sheet. Each of these instruments would be described below:

1. Document

One of the instruments in this research was the lesson plan. The lesson plan was designed by the English teacher. Only the lesson plan using The Jakarta

39

Post that analyzed by the researcher. Depend on the teacher, the lesson plan that used The Jakarta Post was the lesson plan of tenth grade. There are four lesson plans that used The Jakarta Post. Those topics of lesson plans were congratulating others, descriptive text, functional text (announcement), and recount text. All of them were applied in the second semester. Lesson Plan 2. Document checklists

Document checklists were used for identifying the source of data from the first research question. There are three document checklists which formed by the researcher. The first document checklist was analyzed about the conformity of government regulation (PERMENDIKBUD No. 81A Th. 2013) and teacher’s lesson plan in curriculum 2013. This instrument aimed to observe whether the teaching process as the component of lesson plan was

available in the teacher’s lesson plan. (See appendix I) In addition, the

second document checklist was aimed to analyze about the teaching stages that used The Jakarta Post for teaching. This document checklist was used for checking data when and what the type of activities toward the use of The Jakarta Post for teaching English based on the teaching stages in lesson plan. This instrument used to facilitate the serving data about The Jakarta Post for teaching English. The third document checklist was used for analyzing the teaching stages whether the teaching stages were compatible with the government regulation (PERMENDIKBUD No. 81A Th. 2013). All of the document checklists were used for answering the first research question.

40

3. Voice recorder

Voice recorder used for gaining the voice for teacher’s information. The researcher took the data by using mobile phone. The researcher recorded everything during the interview process in voice recorder from mobile phone. This instrument was used for the tool to answering the second research question.

4. Interview Guideline

In this stage, the researcher interviewed the English teacher of tenth grade of multimedia 1 and 2 based on an interview guideline. The researcher interviewed the teacher related to the opinion and point of view toward the use of The Jakarta Post based on an interview guideline. This instrument also used to gain the data for answering the second research question

5. Questionnaire

The questionnaire was given by the researcher to obtain the information from the respondent. In this case, the respondent of the questionnaire was only the tenth grade of multimedia students who already done the class by using The Jakarta Post for their learning process in the last of second semester. The questionnaire consists of thirteen questions which used for getting the information of students’ opinion toward the use of The

41

Jakarta Post in teaching and learning process. Students would answer the questionnaire based on the activities they have been done before. The questionnaire was written on the multiple choice format of a, b and c. and followed by the reason. This instrument also used to collect the data for

answering the second research question from the students’ point of view.

F. Data Collection Technique

To answer the research problem, the researcher gained the data from the document study, Interview, and questionnaire. Those collection data techniques would be explained in the following.

1. Document Study

The researcher collected the lesson plan which has been applied by the teacher at tenth multimedia as the documents study for the research. As mentioned by the teacher, the researcher was given the lesson plan of second semester when The Jakarta Post intensively applied in the teaching process. Specifically, there are 4 topic materials using The Jakarta Post; which this means there are 4 lesson plans analyzed. Then, the lesson plan was used as a data for answering the first research question.

2. Interview

Interview held between the researcher and the English teacher of tenth multimedia class who applied The Jakarta Post during the last of second semester. The researcher gave some questions about the use of The Jakarta post. The interview was divided into three sub question related with the study.

42

The interview guideline used an Indonesian language to give a freedom expression for the teacher. The researcher records the interview by using voice

recorder application from the researcher’s mobile phone. The result of

interview used for answering the second research question about the opinion based on teacher’s point of view.

3. Questionnaire

The questionnaire was given by the researcher only for the students. The researcher distributed the questionnaire sheet for tenth grade of multimedia class. There are two classes of multimedia class. Those are multimedia 1 and multimedia 2. This questionnaire sheet contains of thirteen questions with the main study of collecting students’ opinion during the use of The Jakarta Post. The form language of students’ questionnaire used an Indonesian language to against students’ misunderstanding with the researcher. The result of the questionnaire was used for answering the second research question about the opinion based on students’ point of view.

G. Data Analysis Technique

The researcher acquired the data from the collecting data techniques through document study, interview and questionnaire. The instrument of the data also used for complementing the result of the data. Those combinations of data will be analyzed descriptively since the research design is descriptive – qualitative. The brief steps of analysis data would be described as follows:

43

1. The result of document study would be analyzed descriptively. This data answered the first research question about teaching stages in the lesson plan using The Jakarta Post; the researcher analyzed the lesson plan. The researcher used the document checklist for the whole lesson plan’s principles and the main activity part of the lesson plan that were analyzed based on the theory in chapter 2 to collect the data from the document. Documents checklist was used for identifying the source of data from the for the first research question. There are three document checklists which formed by the researcher. The first document checklist was analyzed about the conformity of government regulation (PERMENDIKBUD No. 81A Th. 2013) and teacher’s lesson plan in curriculum 2013. It was intended to know whether the process of teaching as one of component of lesson plan was written by the teacher. After completing the first document checklist, the researcher analyses the lesson plan by using the second document checklist. The second document checklist was aimed to analyze on the use of the Jakarta Post based on Lesson Plan. This document checklist was used for checking data when and what the activities toward the use of The Jakarta Post for teaching English based on lesson plan. This instrument aimed to out in which part of the main activity The Jakarta Post was used. The third document checklist was used for analyzing the teaching stages whether the teaching stages were compatible with the government regulation (PERMENDIKBUD No. 81A Th. 2013). Next, the researcher describes the research stages using The Jakarta

44

Post based on lesson plan that identified by the researcher. In sum, the collected data was described for answering the first research question.

2. The result of questionnaire used for answering the second research question about the opinion of using The Jakarta Post. the questionnaire data analyzed by using formula below:

_∑

The result of analyzing questionnaire data was written descriptively. The result of questionnaire data would be a percentage data. The percentage point of each data will be explained by the researcher followed by the reason of students.

3. After having the result of the data, the researcher met with the teacher for conducting the interview. The researcher interviewed the research by using the interview guideline. And the result of interview was recorded by using

voice recorder application from the researcher’s mobile phone. When the data

from the interview was collected, the researcher served the data about teacher’s opinion from the result of interview descriptively. Finally, the researcher analyzed all the data carefully before getting the appropriate conclusion for the result of the study.

45

In this research stages, the research explained the process of conducting the research, including: preliminary research, planning, collecting data, analyzing, and concluding data, as these following explanations:

1. Preliminary research

For the preliminary research, The researcher went to the school and interviewed English teachers about the use of The Jakarta Post for deciding whether this research is possible to be done or not. Base on the result of preliminary research, the researcher concluded that The Jakarta Post really applied by the teacher in the last of second semester.

2. Planning

After conducting the preliminary research, the researcher made the instruments for collecting the data of the study. There are two document checklists were used for collecting the data for the use of The Jakarta Post. Furthermore, interview guideline used for collecting the data of teacher’s opinion and questionnaire used for collecting the data of students’ opinion. After passing the process of instruments validity, the researcher conducted the research by using the instruments of research.

3. Collecting Data

In this stage, the researcher collected the data from the 4 English lesson plans using The Jakarta Post. Then, the lesson plans analyzed by using two document checklists to collect the data from lesson plan. Furthermore, the

46

researcher distributed the questionnaire for the students. Following the collected response from the students, the researcher interviewed the teachers

for collecting information about the teachers’ opinion towards the use of The

Jakarta Post for teaching ESP.

4. Analyzing

After collected the data, the researcher analyzed the teaching stages of the lesson plans with the guidance of the theory in the literature review. The result of the analysis is written descriptively. The findings and discussion in part answer the first research question. After that, the researcher analyzed the interview and questionnaire data based on the technique explained above. Both of them were the data for answering the second research question. 5. Concluding data

The research summarized all information which found by the researcher. The researcher served the data descriptively. Then, the researcher discussed all information concerning the research to obtain the research data. Finally, the research concluded the research findings to answer the research questions.

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter, the researcher presents and analyzes the data which have been collected during the research. The data were taken to answer the research problems which are discuss about the English lesson plan using The Jakarta Post and also the opinion toward the English lesson plan using The Jakarta Post for teaching ESP.

A. Research Findings

The research findings in this research discussed about the results which had been collected by the research using the instruments of the research to gain the data for answering the research problems which mentioned in chapter I.

1. The English lesson plan using The Jakarta Post

In analyzing the teaching stages in the English lesson plans’ sections that used The Jakarta Post, the researcher presents this following explanation taken from the teacher’s lesson plan in each topic:

a. Congratulating others

This following data was taken from the teacher’s lesson plan focusing on the teaching stages that used The Jakarta Post for teaching. Form the result of appendix II and the lesson plan, it showed that The Jakarta Post was used at the opening activities and the main activities. For opening activities, both of first and second meeting used The

48

Jakarta Post for designing the speaking activities. Teacher formed the habit of reading newspaper for about 5 minutes and asked 5 students to extend the news that read by students. Teacher asked students to read any news topic at the first meeting. Furthermore, teacher determined the topic of news that read by the students at the second meeting. Teacher asked students to read the news about championship in the second meeting. The teaching stages that designed by the teacher are: Opening activity at the first meeting Opening activity at the second

meeting

1. Kegiatan Pendahuluan (15 menit)

a. Mengucapkan salam dan berdo’a bersama

b. Memberi motivasi belajar

a. Memberi brainstorming berupa pertanyaan yang sesuai dengan materi yang akan disampaikan seperti :

- Congratulation students, you did the best at the previous meeting. Now, I hope you will do the same. you have to read The Jakarta post newspaper for about 5 minutes.

b. Membiasakan peserta didik untuk membaca The Jakarta Post selama 5 menit.

c. Secara acak meminta 5 peserta didik untuk menyampaikan isi berita yang dibaca dari koran di depan kelas.

1. Kegiatan Pendahuluan (15

menit)

a. Mengucapkan salam dan berdo’a bersama

b. Memberi motivasi belajar c. Memberi brainstorming

berupa pertanyaan yang sesuai dengan materi yang akan disampaikan seperti :

- As usually, you have to read The Jakarta post newspaper for about 5 minutes. But now, I ask you to read the news about championship.

a. Membiasakan peserta didik

untuk membaca The

Jakarta Post selama 5 menit.

b. Secara acak meminta 5 peserta didik untuk menyampaikan isi berita yang dibaca dari koran di depan kelas.

Table 4.1 Teaching stages at Congratulating Others

Not only used at the opening activities, main activities also used The Jakarta Post for design the learning process. However, at the main activity in exploring activities, the teacher utilized The Jakarta Post to

49

create a role play activities. Teacher asked students in pairs to choose one of the championship news that written in The Jakarta Post. Then, teacher asked students to demonstrate the championship situation that written in the news. One of student became a winner that reported in the news. Another person acted as someone who gave congratulation for the winner. The winner gave the responding congratulation sentence.

The teaching stages that designed by the teacher presented below: Mengeksplorasi

a. Peserta Didik berpasangan melakukan role play

- Peserta didik memilih salah satu situasi championship yang mereka temukan dari koran The Jakarta post secara berpasangan. - Peserta didik yang satu bertindak sebagai pemenang, dan yang

satunya sabagai pemberi selamat.

b. Peserta Didik secara bergantian menampilkan drama percakapan tentang memberi ungkapan selamat dan responnya.

2. Descriptive text

For the descriptive text, The Jakarta Post designed for every meetings of study. At the first meeting, The Jakarta Post used in the opening and main activities. For opening activities at the first meeting, the teacher asked students to read about entertainment news that reported at The Jakarta Post. It means that the teacher gave the specific topic for reading habit in the first meeting of descriptive text. Then, the teacher randomly asked 5 students to present the news that read by them. Afterward, the main activity of the first meeting was designed by using The Jakarta Post. The Jakarta Post used for guiding students related to the topic of study in the observing activity. The

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descriptive text, functional text, and recount text. The last, the teacher gave questions or guidelines related to The Jakarta Post only at the lesson plan of descriptive text for the first meeting. While, the teacher did not include the questions or guidelines to The Jakarta Post at the lesson plan at descriptive text for the second meeting, functional text (announcement), and recount text. While, the exploring section indicating that the materials in The Jakarta Post used are suitable with the lesson is lesson plan of congratulating others and recount text. On the other hand, the materials in The Jakarta Post used are not suitable with the lesson is only lesson pan of descriptive text. The teacher used The Jakarta Post as one of the sources to find information for the students at the lesson plan of recount text. While, the teacher did not use The Jakarta Post as one of the sources to find information for the students at the lesson plan of congratulating others and descriptive text. The last, the teacher used The Jakarta Post as source for students to develop their ideas related to task at the lesson plan of congratulating others and recount text. On the other hand, the teacher did not use The Jakarta Post as source for students to develop their ideas related to task at the lesson plan of descriptive text.

Furthermore, the teacher’s and students’ point of views are in these following explanation: the teacher totally had a positive impression toward The Jakarta Post in teaching English. The teacher enjoyed and mastered the use of The Jakarta Post for teaching English. All of the implementation of teaching using The Jakarta Post also combined with the topic of study and curriculum. By using The Jakarta Post, the teacher not only concerned with

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the book minded but also had other resources which contained many topics, news, and vocabularies. Therefore, students had a widely conception.

From the result of findings above, most of students had a positive impression with the use of The Jakarta Post for teaching English. It was proved with most of them answered that they were like toward the use of The Jakarta Post for teaching English. They rarely felt discouraged and bored with the used of The Jakarta Post for teaching English. They were aware that they had difficulties and less increased in the use of The Jakarta Post because they were lack of vocabulary and reading interest. Nevertheless, they said that The Jakarta Post increased their curiosity and enthusiasm in learning English.

B. Suggestion

1. For the teacher

It would be better if the teacher completely wrote the stages of teaching in the lesson plan. Besides, it can make the lesson plan more compatible with the government regulation based on PERMENDIKBUD No. 81A Th 2013. In addition, it would be better if the teacher designed a game activity by using The Jakarta Post to attract students’ anxiety in learning with newspaper. The teacher also should give a daily vocabulary to overcome the students’ lack of vocabulary.

2. For the next teacher candidate

For the next teacher candidate, the teacher can apply The Jakarta Post for teaching process based on the lesson plans that have been applied

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in this research. Considering the use of The Jakarta Post could be applied for supporting the teaching process at some topic of the study.

3. The next researcher

For the next researcher, it is possible to conduct the research about the effect from the use of The Jakarta Post toward students’ ability of English language such as reading comprehend, enrich vocabulary, and forming structure of written information.

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