58
different readers and writers. They can be analyzed, imitated, and as the students become more proficient, may well be challenged and transformed.”
From those supporting theories, the writer sets the instructional materials for the tenth graders of SMA Pangudi Luhur St. Louis IX Sedayu by integrating
both skills; reading and writing. The integrated instructional materials; reading to write, aimed at students improvement in writing skills. But without neglecting the
reading skills, at the end of the teaching and learning, the students are expected to have good reading comprehension skills in English that will be useful in their
academic needs and life- long needs.
8. The Tenth Grade of SMA Pangudi Luhur St. Louis IX Sedayu Bantul
SMA Pangudi Luhur St. Louis IX Sedayu is one of private schools in Daerah Istimewa Yogyakarta which hold by the FIC Brothers in Yayasan Pangudi
Luhur Semarang. The aim of this Catholic school is to provide education for young generatio ns with values. The school is located at Jalan Wates Km. 14
Argosari Sedayu Bantul. The tenth is a stage where the students are in the age of 15 – 17 years old. The tenth grade is divided into four classes which based its
arrangement on the placement tests.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
59 B.
Theoretical Framework
In this study, the writer adapts Yalden’s steps to design an instructional material 1987: 88. The model is used to provide a framework in designing a set
of integrated reading and writing materials for the tenth graders senior high- school. Also, the writer considers several related theories which support in
designing the materials. Those are the principles of language teaching and learning Duncan and Hough, 1970: 2 - 7, the principles of learning Kemp,
1977: 59 - 60, materials design model Brown, 2007: 149 - 163, materials adaptation Tomlinson and Masuhara, 2004: 16, framework of target needs and
learning needs Brown, 2007: 3, integrated language teaching Brown, 284 - 286, cooperative learning models Slavin, 1995: 30 - 56, reading activities
Wallace: 1992: 114 - 122 and Harmer, 1991: 283 - 287, reading techniques Richardson and Morgan, 1997, writing activities Harmer, 2007: 328 - 330, and
writing techniques James and Keaney, 1989: 24 - 25. In particular, the steps to design a set of integrated reading and writing
instructional materials using cooperative learning for the tenth graders of SMA Pangudi Luhur St. Louis IX Sedayu are described as the following:
1. Conducting a needs survey
In conducting the needs survey, the writer uses questionnaires and interviews to gather data from respondents who are the tenth graders and English teachers
of SMA Pangudi Luhur St. Louis IX Sedayu. The collected data is to discover the target needs and the learning needs. The results of the analyses help the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
60
writer to formulate the learning purposes and to select the appropriate materials.
2. Describing the purpose
The writer refers to the principles of Kurikulum Tingkat Satuan Pendidikan 2006
as the learning purposes which included standard and basic competences. The topics of the designed materials were also based on KTSP
2006 .
3. Developing the syllabus
The result of the needs analyses affecting the formulated goals brings about the decision to develop a task-based syllabus. By using task-based syllabus, it
is hoped that the learning would be meaningful and experiential for learners through cooperative classroom activities.
4. Producing proto-syllabus
The writer specifies the content of syllabus such as selection of topics and the language features. The topics are selected based on the learners’ needs
obtained from the needs analysis. The topic selection also considers about the principles of KTSP 2006.
5. Producing pedagogical syllabus
Here, the writer selects words and phrases which are appropriate and clear to put into each topic.
6. Developing and implementing classroom procedure
In this step, the writer develops the teaching and learning activities as well as the exercises which will meet the learners’ objectives. In developing the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61
activities, the writer refers to task-based models Nunan, 1988: 40-60, cooperative learning models Slavin, 1995: 35 - 56, reading techniques
Richardson and Morgan, 1997, and writing techniques James and Keaney, 1989: 24 - 25.
7. Developing the materials
This step is an additional step since the step is not presented in Yalden’s instructional model. In this step, the writer applies the theories of Brown
2007: 149 - 163. The model is combined with cooperative classroom activities Slavin, 1995: 35 - 56, and writing techniques James and Keaney,
1989: 24 - 25. The writer also adapts the materials by applying a principle of Plus Category
Tomlinson and Masuhara, 2004: 15 - 16 which is called addition
. The writer adds some exercises and activities to the materials which are suitable for the learners. Beside the principle, the writer applies a principle
Minus Category Tomlinson and Masuhara, 2004: 15 - 16 which is called
reduction . By reducing the length, difficulty, and depth of reading texts, it was
meant to obtain the appropriate reading texts for the learners. In addition, the writer also applies a principle Zero Category Tomlinson and Masuhara, 2004:
15 - 16 which is also named reorganization. Through this principle, the writer tries to change the position of pictures or illustrations in order to create more
interesting materials or comfortable visually. 8.
Evaluating This step is conducted to obtain feedback from evaluators towards the
designed materials. Besides, the writer also conducts expert validation that is
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
to validate the designed materials. To obtain feedback from the experts, the writer distributes questionnaires and conducts interviews.
9. Revising
After obtaining feedback, the writer revises and improves the designed materials based on the feedback. In Yalden’s adapted model, this is called the
recycling step. The steps to design a set of integrated reading and writing instructional
materials for the tenth graders of SMA Pangudi Luhur St. Louis IX Sedayu which will be matched with the steps in the research procedure of Research and
Development R D study can be described on the following page.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
63
: feedback lines : continuing to
Figure 2.5 The Steps of Designing Materials Adapted from Yalden’s Model
Conducting the needs survey
Describing the purpose
Producing pedagogical syllabus Producing proto-syllabus
Developing the syllabus
Developing and implementing classroom procedure
Developing the materials addition
Evaluating
Revising
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64 CHAPTER III
METHODOLOGY
In this chapter, the writer would like to discuss the methodology which was used in the research. The methodology consists of six points of discussions.
They are the research method, research participants, research instruments, data gathering techniques, data analysis techniques, and the research procedure.
A. Research Method
To answer the questions stated in the problem formulation in Chapter 1, the writer conducted educational research and development R D study. Borg
and Gall 1983: 772, explains that “Educational research and development R D is a process used to develop and validate educational products. The steps of
this process are usually referred to as the R D cycle, which consists of studying research findings pertinent to the product to be developed, developing the product
based on these findings, field testing it in the setting where it will be used eventually, and revising it to correct the deficiencies found in the field- testing
stage.” To achieve the goal in designing a set of integrated reading and writing
instructional materials for the tenth graders of SMA Pangudi Luhur St. Louis IX Sedayu Bantul, the writer followed the steps in R D study. The steps were
research and information collecting, planning, developing preliminary form of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
