DESIGNING A SET OF INSTRUCTIONAL SPEAKING MATERIALS USING CONTEXTUAL TEACHING AND LEARNING FOR THE SECOND GRADE OF LANGUAGE PROGRAM IN SMA STELLA DUCE 1 YOGYAKARTA
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DESIGNING A SET OF INSTRUCTIONAL SPEAKING MATERIALS USING CONTEXTUAL TEACHING AND LEARNING FOR THE SECOND GRADE OF LANGUAGE PROGRAM
IN SMA STELLA DUCE 1 YOGYAKARTA A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Inggrit O. Tanasale
Student Number: 031214082
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2007
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“God will help us when we can not walk, and He will help us when we find it is hard to walk, but He cannot help us if we do not want to walk.” Even though you fall, you must try again, your God will hold you by the hand.
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ABSTRACT
Tanasale, Inggrit. 2007. Designing a Set of Instructional Speaking Materials Using
Contextual Teaching and Learning for the Second Grade of Language Program in
SMA Stella Duce 1. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.Speaking is a life skill that should be equipped for the students who are prepared to involve in society. Thus, schools should provide the learning situation which makes the students not only learn the subject matter but also learn to be aware of the real context particularly the issues in society such as social, personal, economic, cultural, or political issues covered in teaching learning activities. It leads the students to develop their own critical and creative thinking to solve the problems found.
The writer then, designed the speaking materials using Contextual Teaching and Learning, since this method focuses on integrating material content to real context in order to help the students directly connect and apply their competence in their everyday life. This study dealt with designing a set of instructional speaking materials using Contextual Teaching and Learning for the second grade of language program in SMA Stella Duce 1. There were two problems discussed in this study. They were: 1) How is a set of instructional speaking materials using Contextual Teaching and Learning for the second grade of language program at senior high school designed to improve students’ speaking skill? And 2) What will the designed set of materials look like?
To answer the first problem, the writer conducted the research to provide information so as to develop and validate product for school. The writer adapted Educational Research and Development as a research method. The steps of Educational Research and Development employed are: Research and information collection in the form of needs survey, Planning, Preliminary form of product development, Preliminary field testing in the form of feedback gathering, and Main product revision.
Besides, the writer carried out three main steps to design a set of instructional materials. The steps of the instructional design were chosen by modifying and adapting Newby’s and Yalden’s models. The steps consisted of: 1) Conducting needs survey, 2) Developing the instructional materials, and 3) Evaluating the designed set of materials. In the step of developing the instructional materials, the writer conducted six phases. The phases are: a) Considering the purpose of the course, b) Specifying the learning objectives, c) Developing task-based syllabus, d) Selecting the learning method in classroom, e) Producing pedagogical syllabus, and f) Selecting teaching and learning activities.
In order to present the final version of the designed materials as the answer for number two, the writer distributed questionnaire and the original version of the designed materials to the respondents as the preliminary field testing. The purpose of the questionnaire was to gain feedback from the respondents. The result of the evaluation was in the form of agreement points. The result of statistical data showed
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needed some revisions to make it better. After doing the revision based on the feedback gathering input, the writer concluded that the final version of the designed materials was well appropriate for the second grade of language program in SMA Stella Duce 1 Yogyakarta. The final version of designed materials contains eight units. Each of them consisted of six parts, namely: Set Your Goals, Burn Up, Win- win Solution, Get the Big Picture, Grasp the Meaning, and Have a Good Time
As a final point, this study is expected to bring contribution as the alternative method to enhance teaching speaking in classroom as well as to develop teacher’s creativity to make it work.
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ABSTRAK
Tanasale, Inggrit. 2007. Designing a Set of Instructional Speaking Materials Using
Contextual Teaching and Learning for the Second Grade of Language Program in
SMA Stella Duce 1 Yogyakarta.Yogyakarta: Program Studi Pendidikan Bahasa
Inggris, Universitas Sanata DharmaBerbicara adalah ketrampilan hidup yang perlu diperlengkapi kepada siswa ketika mereka dipersiapkan untuk terlibat dalam masyarakat. Oleh karena itu, sekolah harus menyediakan situasi belajar yang tidak hanya membuat siswa belajar pelajaran semata tapi juga belajar untuk peka terhadap konteks realita terkhusus isu- isu dalam masyarakat seperti isu-isu sosial, perseorangan, budaya ataupun politik yang dibungkus dalam kegiatan belajar mengajar. Hal ini mengarahkan siswa untuk mengembangkan pemikiran kritis mereka untuk menyelesaikan masalah yang mereka temukan.
Penulis kemudian merancang materi-materi berbicara dalam bahasa Inggris menggunakan Contextual Teaching and Learning. Penulis memilih metode ini karena metode ini berfokus pada integrasi isi materi dengan konteks realita dalam rangka membantu siswa secara langsung menghubungkan dan mengaplikasikan kompetensi mereka dalam kehidupan sehari-hari.Tujuan dari dilaksanakannya studi ini adalah untuk membuat seperangkat materi berbicara dalam bahasa Inggris dengan menggunakan metode Contextual Teaching dan Learning bagi siswa kelas dua program Bahasa di SMA Stella Duce 1 Yogyakarta dalam desain instruksional. Ada dua permasalahan yang dibahas dalam studi ini. Permasalahan tersebut adalah: 1) Bagaimana seperangkat materi pembelajaran berbicara bahasa Inggris dengan menggunakan metode Contextual Teaching dan Learning bagi siswa kelas dua program Bahasa di SMA Stella Duce 1 Yogyakarta dalam desain instruksional disusun. Dan 2) Seperti apakah susunan materi-materi pembelajaran itu?
Untuk menjawab masalah pertama, penulis melaksanakan penelitian untuk memperoleh informasi guna mengembangkan dan mensahkan produk untuk sekolah. Penulis mengadaptasi metode Pengembangan dan Penelitian Pendidikan sebagai metode penelitian. Langkah-langkah metode tersebut antara lain: Penelitian dan pengumpulan informasi dalam bentuk penelitian kebutuhan, Perencanaan, Bentuk awal dari pengembangan produk, Tes awal lapangan dalam bentuk pengumpulan umpan balik dan Revisi produk.
Selaim itu, penulis melaksanakan tiga langkah untuk merancang seperangkat materi dalam desain instruksional. Langkah-langkah tersebut dipilih berdasarkan hasil modifikasi model rancangan Yalden dan Newby. Langkah-langkah rancangan instruksional tersebut terdiri dari: 1) Melaksanakan penelitian kebutuhan, 2) Mengembangkan materi instruksional, dan 3) Mengevaluasi materi yang sudah disusun. Dalam langkah kedua yaitu mengembangkan materi instruksional, penulis melaksanakan enam tahap pengembangan materi. Tahap-tahap tersebut antara lain: a) Menentukan tujuan dari program, b) Menentukan tujuan khusus pembelajaran, c) Mengembangkan silabus berbasis tugas, d) Memilih metode pembelajaran di kelas,
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Dalam rangka menyajikan bentuk akhir dari materi pembelajaran sebagai jawaban atas masalah kedua, maka penulis mendistribusikan kuesioner beserta dengan bentuk asli dari materi yang dibuat kepada responden. Tujuan dari kuesioner ini adalah untuk memperoleh umpan balik dari responden. Hasil dari evaluasi tersebut diperoleh dalam bentuk poin persetujuan. Hasil data statistik menunjukan bahwa nilai rata-rata yang diperoleh adalah 3,86 dari skala 5. Hal ini berarti bahwa sebagian besar responden menganggap bahwa materi ini layak diterima untuk dipakai. Akan tetapi materi ini masih perlu direvisi untuk menjadikannya lebih baik. Setelah melakukan revisi berdasarkan masukan dari proses pengumpulan umpan balik, maka penulis menyimpulkan bahwa bentuk akhir dari materi ini layak digunakan bagi siswa kelas dua program bahasa di SMA Stella Duce 1 Yogyakarta. Bentuk akhir materi yang dirancang mencakup delapan unit. Setiap unit terdiri dari enam bagian, dengan nama: Set Your Goals, Burn Up, Win-win Solution, Get the Big Picture, Grasp the Meaning, and Have a Good Time.
Sebagai penutup, materi ini diharapkan dapat memberi kontribusi untuk meningkatkan kemampuan berbicara siswa dalam bahasa Inggris di kelas seperti juga mengembangkan kreatifitas guru untuk membuat materi ini berhasil di kelas.
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ACKNOWLEDGEMENTS
First and the most, I would like to give my best and greatest praise and worship to my almighty God Jesus Christ. Everything that has been done in my life is all because of His Grace and for one purpose, to glorify Him. May my thesis become an offering which can please Him.
I would also like to give my gratitude to the important people who have helped me in finishing my thesis. First, I would like to thank Yohana Veniranda S.Pd.,
M.Hum. and Ch. Lhaksmita Anandari S.Pd., M.Ed. as my sponsors. I thank them for
their patience, guidance, and support. I would also like to extend my deepest appreciation to all of the lecturers and staff of the English Language Education Study Program. I thank them for their care, guidance, and assistance during my study.
I would also like to give my deep gratitude to Mrs. Indriyanti, Ms. Lina, Ms.
Tyas and all the staff and students in second grade of Language Program in SMA
Stella Duce 1 for their cooperation and kindness as my respondents.I would also like to express my never-ending honor and love to my beloved family: my father, Matheis Tanasale, for his trust and support; my mother, Marthina
Tupanno, for her love and endless prayer; my sisters, Ella, Icha, Nike, and Yesti for
being such wonderful angels for me; my aunty, Nelly Tupanno and my grandma,
Yomima, for their prayer and meaningful guidance. I am so blessed to be born in this
family.My special thanks goes to My GKY’s Family which brings happiness and blessing in my life while I have been in Yogyakarta. I would say big thanks to: G.I.
Bagio, G.I. Gracia, G.I. Sumartiwi, k’Yoel, k’Daud, k’Willy, ci’Widia, bu’Er,
mas’Tok, Lia, Joko, Andres, Susan, Siwi, Lisa, and all of my sisters and brothers in
Christ. Finally, I have learned the meaning of “My Church is My Family”.
I would like to express my greatest thanks to my ministries; LPMI and
Kambium. I thank them for teaching me to grow in faith. May God bless all their
ministries.I would also say my deepest thanks to all of my “Spaghetti Club”; Santy,
c’alenx, k’Ida, Silvy, Dian, k’Dewi, k’Peggy, mba’Ndari, usi Brenda, and usi Cindy.
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I would deliver my thankfulness to my family in Blok M-28; mami Do, pa’De, mba’Yun, mas Anto, and all family for their care and support. I would give my gratefulness to my Christian Students Fellowship Efata;
mas’Bayu, Zuhu, k’Ro, Bayu, Vivi, Christo, Rollie, Pical, Asih, Duon, and all the
sisters and brothers in Christ. May all our service bring the pleasure for God.I also would like to give my best appreciation to my dearly best friends:
Mesya, Kris, Tina, Hana, Ika Amq, Joji, and Wisye for their prayer, love, friendship,
and encouragement. Their friendship really colors my life. May all their journey still continue to reach the finish line.
Last, I would like to thank to Giovano Papilaya who has always been there when I need. I thank for his spirit, prayer, love, and encouragement. I am so blessed to have him in my side. I pray for all the best in his life.
Finally, for all who struggle with your thesis and your life, may this word of God can encourage you. “Let no one despise your youth, but be an example to the believer in word, in conduct, in love, in spirit, in faith, in purify”-(1 Tim 4:12).
Inggrit.O Tanasale
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TABLE OF CONTENTS
Page TITLE PAGES ……….……………………………………………….……… i APPROVAL PAGES ……….…………………..……………………………. ii STATEMENTS OF WORK’S ORIGINALITY ……….………....…………. iv PAGE OF DEDICATION ……….………....……………………………….. v ABSTRACT ……….…………………………………………….………..… vi
ABSTRAK ……….…….……...…………...……………………….…….….. viii
ACKNOWLEDGEMENTS ……….…….…………………....…………….. x TABLE OF CONTENTS ……….………………………………………...… xii LIST OF TABLES ……….……………………...…………………………… xvii
LIST OF FIGURES ……….…….………….……………………...….……. xviii
CHAPTER I: INTRODUCTION A. Background …………….…………….……..……………..…….
1 B. Problem Identification ……………….……..……………..….…
5 C. Problem Limitation ……………....…………………..…..….….
5 D. Problem Formulation ….………………..………..……………..
6 E. Research Objectives ....……………………….…..……………..
7 F. Research Benefits …………….…………………………………
7 G. Definition of Terms .…………………..…...………………........ 8
CHAPTER II: REVIEW OF RELATED LITERATURE
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1. Speaking …….………………………………………….……
12
a. The Nature of Speaking …………………………....….…
12
b. Teaching Speaking ………………………….………..….. 13
c. Activities in Teaching Speaking …………..………..…… 13
d. Successful Activity for Teaching Speaking ….………..…
14
2. Communicative Competence …………………...……..…..…
15 3. Contextual Teaching and Learning …………………..……......
16 a. Foundation of Contextual Teaching and Learning …......
17 b. Meaning of Contextual Teaching and Learning ….….....
17 c. Strategies of Contextual Teaching and Learning ……….
18 d. Approaches of Contextual Teaching and Learning ……..
18 1) Problem-Based Learning …………………………….
19 a) Characteristics of Problem-Based Learning ……..
19
b) The Purpose of Problem-Based Learning …………
19 c) The Steps of Problem-Based Learning …….……..
20 2) Cooperative Learning ………………………………..
20
a) Elements of Cooperative Learning ……………….. .21 b) The Significance of Cooperative Learning ……….
21
c) The Role of Evaluation in Cooperative Learning …
22
e. Learning Context Used in Contextual Teaching and Learning ……………..……….
22
f. The Role of Teacher and Students in Contextual Teaching and Learning ……………..……….
23
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a. Objectives of English Language Learning Based on Competence-Based Curriculum ……..….......
24
b. Materials Scope of English Subject Based on Competence-Based Curriculum .....…………………… 25
c. Principles of CompetenceBased Curriculum …...……. 26
5. The Role of Instructional Materials …………………………. 26
6. Materials Design Model ………………….…….…………… 26
7. Syllabus Design …………………………………………...... 27
8. Design Models ………………………………………...….… 28
a. Yalden’s Model ………………………….….……..…... 28
b. Newby’s Model ………………………………..………. 29
A. Theoretical Framework ……………………………………………
32 CHAPTER III: RESEARCH METHODOLOGY A. Research Method ……………….…………….…………………..
35 B. Needs Survey ……………………………………………………..
37 1. The Needs Survey Respondents ………………………….…..
37 2. The Needs Survey Instruments ……………………………….
37
3. The Needs Survey Data ………………………………………
38 4. The Needs Survey Analysis ………………………………….
38 C. Feedback Gathering ………………………………………………
39 1. The Feedback Gathering Respondents ……………………….
39
3. The Feedback Gathering Data ………………………………..
52 b. Specifying the Learning Objectives ……………………..
b. Feedback Gathering Data ……….……………….………
60
a. Feedback Gathering Respondents ……………....….……
59
59 3. Evaluating Designed Materials ………………………………..
57 f. Selecting Teaching and Learning Activities …………….
e. Producing Pedagogical Syllabus …………………………
57
57 d. Selecting the Learning Method ………………………….
55 c. Selecting and Developing Syllabus Type ……………….
51 a. Considering the Purpose of the Course ……………....….
40
47 2. Developing the Instructional Materials ……………………….
44 c. The Needs Survey Data Analysis ………………………..
44 b. The Needs Survey Data ………………………………….
a. The Needs Survey Respondents …………………....……
43
1. Conducting Needs Survey ………………………….…………
43
A. The Steps for Designing a Set of Supplementary Speaking Materials Using Contextual Teaching and Learning for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta ……….………………………
42 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
40 D. Research procedures ………………………………………………
4. The Feedback Gathering Analysis ……………………………
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2) Descriptive Data …………………….….…..………. 61 3) Comments and Criticisms/Suggestions ……......…… 62
c. Feedback Gathering Analysis …………………….…… 63
B. The Presentation of a Set of Supplementary Speaking Materials Using Contextual Teaching and Learning for the Second Grade of Language Program in SMA Stella Duce 1 Yogyakarta ………………………….…..…
64 CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Theoretical Description ……………….…………….…………….
67 B. Suggestions for English Teachers and Researchers ………………
68 REFERENCES ……………………………………………………………….
70 APPENDICES Appendix A: Letter of Permission …………………………………………….
72 Appendix B: Verification Letter ………………………………………………. 73 Appendix C: Questionnaire and List of Interview Questions for Needs Survey ………………………………………………. 74 Appendix D: Questionnaire for Feedback gathering ………………………….
80 Appendix E: Raw Data of Feedback Gathering Result ………………. ………
82 Appendix F: Syllabus Design …………………..……………………………..
83 Appendix G : Lesson Plan …………………………………………………….
87 Appendix H: Presentation of the Designed Materials ………………………. 111
LIST OF TABLES
Page Table 3.1: The Sample of Feedback Gathering Result from Questionnaire …… 40 Table 3.2: The Sample of Descriptive Data of Respondents’ Opinion …….......
40 Table 4.1: The Result of Needs Survey from Questionnaire …….…….............
44 Table 4.2: The Conclusion of Needs Survey from Interview ………...……......
46 Table 4.3: The Topics and Language Functions Listed in Designed Materials …….…………..…..……………...….
56 Table 4.4: The Achievement Indicators listed in Designed Materials …………
56 Table 4.5: The Respondents’ Description of Feedback Gathering ……….……
62 Table 4.6: The Descriptive Data of Respondents’ Opinion …………......….....
62 Table 4.7: The Criticisms/Suggestions based on Feedback Gathering .….........
63 Table 4.8: The Revision of Designed Materials Based on Criticisms/Suggestions from Feedback Gathering ……….
64 Table 4.9: The Description of Units in the Designed Materials …..…………....
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LIST OF FIGURES
Page Figure 1: Hutchinson’s & Waters’ Material Design Model …………..............
27 Figure 2: Yalden’s Language Program Development ……………..………….
29 Figure 3: Newby’s “Recipe” Model …………………...….………………….. 31 Figure 4: Steps Used to Design the set of Instructional Materials in this Study ……..………………………………………..…………….
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CHAPTER I INTRODUCTION This chapter essentially contains the background, the problem identification,
the problem limitation, the problem formulation, the research objective, the research benefits, and the definition of terms.
A. Background Education plays an important role to ensure the existence of our nation’s life.
In fact, it has a great responsibility to prepare and shape well-educated and professional graduates in our country. Education will equip them with life skill to be creative, adaptive, and communicative in facing their life’s problem and challenge in the development of human civilization. It means that education not only provides knowledge but also life skill for graduates to think and adapt in accord with the demand of society.
To produce skillful graduates, education should serve the curriculum that supports schools to focus on the achievement of competencies. Competence means an ability that scopes knowledge, skill, and behavior. The curriculum that emphasizes on the achievement of students’ competence is Competence-Based Curriculum. According to Nurhadi, the Competence-Based Curriculum stresses on shaping the competent graduates who are able to apply their knowledge in real life in order to solve the problem and fulfill their daily needs (2004: 56).
Besides providing the curriculum, education also gives widely chance for the
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2 the second grade of senior high school, the students are already divided into three specific major programs. Those programs are science program (IPA), social program (IPS), and language program (Bahasa). The students can choose the program that they are interested to compile with their capability in learning the subjects in that program.
There is an assumption that the language program is lesser favorite than the other program in senior high school. It is obviously can be predicted from the few number of language program classes than the other programs’ classes. The students consider that the science and social program give much chance to develop their knowledge in many fields than the language program. The consideration is due to the belief that in the language program students will only spend much time to learn some compulsory languages without any chance to learn more about another field.
Nevertheless, learning a language is as much important as learning the other field. Language is really needed as the media in communication. Language is used to exchange information and express one’s thoughts, ideas, and feelings in order to solve the problems in society. Besides our first language Indonesian, English is one of the foreign languages that are widely used for communication in commerce, politics technology, and education. English becomes a compulsory subject taught in school from the level of kindergarten to college. The students are demanded to master English as active and passive participants to get involved in communication.
Learning English contains four skills; they are listening, speaking, reading, and writing which are supported by learning pronunciation, spelling, vocabularies, and grammar. When the speaker learns all those aspects of English, their competence
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3 Wardhaugh (1986: 3), competence refers to what the speaker knows about language; while performance refers to what the speaker does with language. Being active in communication, the students should not only be competent in language but also be able to perform a language. The most obvious way to perform language is by speaking, since it can convey the competence of the speaker in language. Yet, it is not easy to speak English because it happens in real time when the speaker faces another speaker. It also happens naturally, so, the speaker cannot easily correct or revise what he wishes to say. Thus, the English teacher is challenged to teach the students not only are able to be competent in language but also are able to perform it in communication.
When teaching speaking particularly different foreign language like English in school, the teacher sometimes meets many various kinds of problems in learning.
One of the problems that can arise is when the students are unwilling to take a risk because they feel that they are unable to speak. Lack of basic linguistic competence in English makes them feel that they cannot say even any sentence in English. Another problem occurs when the students are unconfident because the fear of making mistakes or errors in front of their peers. Dealing with some of these problems, the teacher should realize at all the times that the students need to feel safe and comfortable to learn English, which can trigger their courage to speak up.
To enhance students’ communicative skill, Competence-Based Curriculum gives opportunity for the teacher to develop his or her own teaching and learning activities. Yet, Competence-Based Curriculum does not provide particular handbooks or materials to teach speaking or other skills. Competence-Based
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4 Accordingly, it becomes a challenge for the teacher to be aware of students’ needs in accordance with the society demands for the professional and competent graduates.
In practice, they have to be creative in providing materials which meet the goals of Competence-Based Curriculum. This approach is to be accommodated effectively by the method applied in classroom.
For the success of Competence-Based Curriculum implementation, the method of learning that has been chosen should be compatible with the goal of Competence-Based Curriculum which equips students with the competencies to survive in real life (Mulyasa, 2002: 136). One of the methods recently found, that has been successfully used in United State and Japan schools is Contextual Teaching and Learning. This method utilizes students’ background and environment as the most significant factors in the process of learning new knowledge. This method focuses on integrating material content to real context by connecting with the students’ previous experience. In other words, the students will not solely learn the subject matter.
Rather, the students will learn to be aware of real context particularly the issues in society such as social, cultural, political, economic, or personal issues covered in teaching learning activities to develop their own critical thinking to cope with the problems found.
SMA Stella Duce 1 Yogyakarta is one of the schools that have been using Competence-Based Curriculum since a year ago. It facilitates the English teachers to develop their own materials and method to teach English. Based on the primary observation in SMA Stella Duce 1, particularly in second grade of language program, it is found that the English teachers in SMA Stella Duce 1 have already taught class
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5 related to social and personal issues. Furthermore, cooperative learning and problem- based learning have served as the learning strategies in classroom, which are, the elements of Contextual Teaching and Learning.
Thus, in this study the writer is to design a set of instructional speaking materials using Contextual Teaching and Learning, which can assist the teacher particularly in SMA Stella Duce 1 in teaching English particularly speaking skill.
B. Problem Identification
According to the observation of some English text books of language program, the writer found that although the English teachers teach the integrated skills, however, their teaching are mainly stressed on reading skill. The students are exploited with many reading texts regarding the assumption that they are already able to produce spoken language since they were in junior high school. Rather, they are expected to be able to produce written language in senior high school. Whereas in fact, the students in the second grade of language program in SMA Stella Duce 1 have a difficult time to speak in English. Lack of confidence and fear of making mistakes are some of the factors that make them unwilling to speak English. The English teacher has to spend much time to persuade the students to express their language in the form of speaking.
C. Problem Limitation
This study concerns on the designing a set of instructional materials for teaching speaking using Contextual Teaching and Learning for the second grade of
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6 study on the second grade of language program since the students are considered being experienced and having a higher level of language proficiency compared to the other programs in that level. The graduates from the language program are expected to fulfill the society demand as professional workers who are equipped with one of communication skills such as English competence.
The writer narrows the study into developing speaking skill without any purpose to ignore three other skills. Rather, the writer focuses on speaking as the core of learning which is supported by other skills. So, the design materials will cover all four skills.
Competence-Based Curriculum is to be employed as a framework since SMA Stella Duce 1 has used that curriculum in school. The writer will limit the discussion of approaches in Contextual Teaching and Learning into Problem-Based Learning and Cooperative Learning. The reason is the writer already discovered in needs survey that cooperative learning and problem-based learning are the strategies that have been applied in SMA Stella Duce 1 Yogyakarta.
Designing the materials for SMA Stella Duce 1, however, the writer does not implement these materials since SMA Stella Duce 1 is really strict in their teaching program to prepare the students for semester exam. Therefore, the writer only develops and presents the speaking materials and gives chance for the teacher to implement it.
D. Problem Formulation
Referring to the background and problem limitation above, the writer
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7
1. How is a set of instructional speaking materials using Contextual Teaching and Learning for the second grade of language program in SMA Stella Duce 1 designed to improve students’ speaking skill?
2. What will the designed set of materials look like?
E. Research Objectives
Based on problem formulation above, the writer formulated two objectives into the following statements:
1. To find out how a set of instructional speaking materials using Contextual Teaching and Learning for the second year of language program at senior high school is designed.
2. To present a set of instructional speaking materials using Contextual Teaching and Learning for the second year of language program at senior high school.
F. Research Benefits
By doing this study, the writer expects to produce designed materials which can be used to enhance students speaking skill. The result of the study is expected to bring input for the English teachers and future researchers in Indonesia. This study will open important options for the teacher to learn the method in depth and be a creative facilitator in developing and applying materials, in which takes students previous background and contextual condition into consideration. Moreover, the future researchers can use the topic to develop the further studies for developing
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8 as to enrich our education as well as inventing new kinds of Contextual Teaching and Learning concept which can work in our education.
G. Definitions of Terms
1. Design
Design is defined as the general arrangement or planning a new set of materials to guide educational activity in a situation (Houle, 1978: 230). Adopting this meaning, the writer elaborates the word “design” as a plan how a set of instructional speaking materials using Contextual Teaching and Learning for the second grade of language program at senior high school will look like.
2. Instructional Materials
Instructional materials refer to any materials which are specifically written for the teachers, instructors and students to achieve the objectives (Dick & Carey, 1937: 127). In this study the writer employs Contextual Teaching and Learning to develop a set of instructional speaking materials which will be used by the English teachers in the second grade of senior high school.
3. Speaking
According to Nunan (1991: 43), speaking consists of producing systematic verbal utterance to convey meaning. In this study, learning speaking is integrated into Contextual Teaching and Learning. It means that learning speaking is not only learning the expression but also learning to connect the expression with the daily context. The students are expected to understand the meaning of language and its use in the context of daily life and to be able to express it in
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9
4. Contextual Teaching and Learning
Contextual Teaching and Learning is a concept of learning method that helps the teacher to teach subject matter by placing it in the real context and relating to students’ previous experience (Nurhadi, 2004: 103). In this study, the writer uses Contextual Teaching and Learning as a method to teach speaking skill with the topics taken from real life condition. Henceforth, in this study, Contextual Teaching and Learning is abbreviated as CTL.
5. Students of Senior High School
Senior high school is a continuation of the education development from junior high school. This level of education should be finished in three years. The students are those whose ages about 15-19 years old. Students in senior high school are assumed as continuing learner of English. They learn English from elementary to junior high school; so that in senior high school they are expected to attain informational level of literacy; which means they can access knowledge using their language.
6. The second Grade of SMA Stella Duce 1 Yogyakarta
SMA Stella Duce 1 is located in Jl. Sabirin 1-3 Yogyakarta. Based on statistical data 2006 for the second year, SMA Stella duce 1 has eleven classes. There are five classes of science program, five classes of social program, and one class of language program.
7. The Second Grade of Language Program
In the language program, the students are to learn English, Arabian language, and Indonesian language as compulsory subjects. They can choose German or
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10 Religion, Anthropology, and Food Science. In the language program, the students obtain nine hours for learning English, six hours for learning general English course and three hours for learning English literature course. In general English, teaching English focuses on learning skills and elements of language. Meanwhile in literature, the students will learn anything related to literature includes poetry, drama, and literary text by taking learning skills into account.
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CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents the pertinent theories which become the foundation to
construct the materials. The discussion will be divided into theoretical description and theoretical framework. The theoretical description provides the theories of speaking and its elements in teaching, communicative competence, Contextual Teaching and Learning, Competence-Based Curriculum, instructional materials, material design model, the task-based syllabus design, and design models of Yalden and Newby. The theoretical framework describes the steps of designing model adapted from Yalden’s and Newby’s model.