Instructional English materials using popular songs for the tenth graders of SMA Santa Maria Yogyakarta.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Andreani, Elfrida Susi. (2012) Designing Instructional English Materials Using
Popular Songs for the First Graders of SMA Santa Maria Yogyakarta.
Yogyakarta: English Language Study Program, Sanata Dharma University.
English teachers are expected to make efforts to rouse the students’
attention to get involved in the classroom activities actively. It is common for
teachers to find that students are bored easily or busy with their own activities in
class. Therefore, the teacher should find creative teaching strategies and tools
which can increase the students’ motivation in learning English. In this study, the
writer offers an interesting teaching tool by using popular English songs.
The research problem formulated in this study is: “What do instructional
materials using popular English songs for the tenth graders of language program
of SMA Santa Maria Yogyakarta look like?” The research is focused on the tenth
graders of SMA Santa Maria Yogyakarta.
In order to solve the problem, the writer adapted some theories dealing
with designing English materials using songs. The writer used the theories about
the use of songs in the learning process, the implementation of communicative
language teaching for the teaching approach and method, and also about the
curriculum development, and the application of Kemp’s theories and Research

and Development (R&D) theory as the instructional design model. In this study,
the steps proposed by Kemp (1977) were adapted for developing the design
materials. There were seven steps, namely (1) identifying learners’ characteristics,
(2) determining instructional goals, topics, and purposes, (3) specifying learning
objectives, (4) selecting subject content, (5) considering support service, (6)
selecting teaching learning activities, and (7) evaluation.
The writer conducted two kinds of evaluation, namely the implementation
of the materials design, conducted to class XE, and content evaluation, conducted
to the English teacher and lecturers of English Education Study Program Sanata
Dharma University. The evaluation of the implementation indicated that was
considered acceptable. However, the writer should revise and provide more
activities for the students. Based on the content evaluation results of the final
product, the highest percentage of respondents’ agreements upon the design
materials was to the scale 4 or 5 for each statement in the questionnaire meaning
that the design materials were well designed and applicable to the tenth grade
students. The final product of this study consisted of two material units using
popular songs as a learning model. Furthermore, there were some main contents
including general questions, list of words, the songs, the language focuses,
model(s) to study, follow-up activities, and production. Besides, P-P-P
(Presentation Practice Production) lesson format was applied for this study. In the

design materials, the songs were implemented in the Presentation stage.
Keywords
: Instructional Materials, Design, Popular English songs, The Tenth
Grade Students of SMA Santa Maria.

vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Andreani, Elfrida Susi. (2012) Designing Instructional English Materials Using
Popular Songs for the First Graders of SMA Santa Maria Yogyakarta.
Yogyakarta: Pendidikan Bahasa Inggris Universitas Sanata Dharma.
Guru Bahasa Inggris dituntut melakukan usaha ekstra untuk
meningkatkan keterlibatan siswa secara aktif dalam kegiatan kelas. Hal biasa
bagi guru bila menemukan para siswa mudah bosan dan sibuk dengan kegiatan
mereka sendiri. Untuk itu, para guru sebaiknya menemukan strategi dan alat-alat
mengajar yang kreatif yang dapat memotivasi siswa dalam belajar Bahasa
Inggris. Dalam penelitian ini, penulis menawarkan sebuah alat mengajar yang
menarik, yaitu menggunakan lagu-lagu populer berbahasa Inggris.

Rumusan masalah dalam penelitian ini adalah “Seperti apakah
rancangan materi Bahasa Inggris dengan menggunakan lagu-lagu populer
berbahasa Inggris untuk siswa kelas sepuluh SMA Santa Maria Yogyakarta?”
Penelitian tersebut secara khusus ditujukan untuk para siswa kelas sepuluh di
SMA Santa Maria Yogyakarta.
Untuk menjawab pertanyaan tersebut, penulis mengadaptasi beberapa
teori berkaitan dengan mendesain materi Bahasa Inggris menggunakan lagu-lagu
populer. Untuk itu, penulis menggunakan teori tentang penggunaan lagu dalam
proses belajar,teori tentang penerapan Communicative Language Teaching untuk
pendekatan dan metode pengajaran, teori Curriculum Development, dan sebagai
model untumentasik merancang materi digunakan teori Kemp dan Research and
Development (R&D). Dalam penelitian ini, penulis mengadaptasi langkahlangkah mendesain materi yang dicetuskan oleh Kemp. Ada tujuh langkah dalam
mendesain materi, yaitu (1) mengidentifikasi karateristik pembelajar/siswa, (2)
menentukan tujuan dan topik , (3) menentukan indikator pembelajaran, (4)
menentukan isi materi, (5) mempertimbangkan alat-alat pendukung, (6)
menentukan aktivitas-aktivitas pembelajaran, (7) dan evaluasi.
Untuk mengabsahkan dan mengembangkan desain materi, penulis
melakukan dua macam evaluasi, yaitu implementasi materi, yang dilaksanakan di
kelas XE, dan evaluasi isi materi, yang dilakukan oleh guru Bahasa Inggris dan
dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma. Berdasarkan hasil

evaluasi dalam implementasi, desain materi tersebut dapat digunakan. Meskipun
demikian, penulis harus merevisi dan menyediakan lebih banyak aktivitas lagi.
Berdasarkan hasil evaluasi, persentase tertinggi untuk tingkat persetujuan yang
diberikan oleh para responden tertuju pada skala 4 sampai 5untuk setiap
pernyataan dalam kuesioner. Hasil yang diperoleh tersebut menunjukkan bahwa
desain materi terancang dengan baik dan dapat diaplikasikan untuk siswa kelas
sepuluh. Produk akhir dari penelitian ini terdiri dari dua unit materi yang
menggunakan lagu populer sebagai model pembelajaran. Selanjutnya, desain
materi tersebut memiliki beberapa isi pokok meliputi general questions, list of
words, the language focuses, model(s) to study, follow-up activities, dan
production. Selain itu, format pelajaran P-P-P (Presentation Practice Production)

viii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

digunakan dalam penelitian ini, dan lagu yang digunakan sebagai model
pembelajaran diterapkan di tahap Presentation.
Kata kunci

: Instructional Materials, Design, Popular English songs, The
Tenth Grade Students of SMA Santa Maria.

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

INSTRUCTIONAL ENGLISH MATERIALS USING
POPULAR SONGS FOR THE TENTH GRADERS
OF SMA SANTA MARIA YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Elfrida Susi Andreani
Student Number: 071214008

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

INSTRUCTIONAL ENGLISH MATERIALS USING
POPULAR SONGS FOR THE TENTH GRADERS
OF SMA SANTA MARIA YOGYAKARTA

A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Elfrida Susi Andreani
Student Number: 071214008

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

iii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

II DDEEDDIICCAATTEE M

MYY TTHHEESSIISS TTO
O::
M
MYY BBEELLOOVVEEDD M
MO
OTTHHEERR AAN
NDD FFAATTHHEERR
M
MYY SSOOUULL M
MAATTEE
M
MYY SSEENNIIOORR H
HIIGGHH SSCCHHOOOOLL,, SSM
MAA SSAANNTTAA M
MAARRIIAA
YYOOGGYYAAKKAARRTTAA

iv

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.

Yogyakarta, 5 December 2012
The Writer

Elfrida Susi Andreani

v

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama
Nomor Mahasiswa

: Elfrida Susi Andreani
: 071214008

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:

INSTRUCTIONAL ENGLISH MATERIALS USING POPULAR
SONGS FOR THE TENTH GRADERS OF SMA SANTA
MARIA YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta
Pada tanggal: 6 Desember 2012
Yang menyatakan

Elfrida Susi Andreani

vi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Andreani, Elfrida Susi. (2012) Designing Instructional English Materials Using
Popular Songs for the First Graders of SMA Santa Maria Yogyakarta.
Yogyakarta: English Language Study Program, Sanata Dharma University.
English teachers are expected to make efforts to rouse the students’
attention to get involved in the classroom activities actively. It is common for
teachers to find that students are bored easily or busy with their own activities in
class. Therefore, the teacher should find creative teaching strategies and tools
which can increase the students’ motivation in learning English. In this study, the
writer offers an interesting teaching tool by using popular English songs.
The research problem formulated in this study is: “What do instructional
materials using popular English songs for the tenth graders of language program
of SMA Santa Maria Yogyakarta look like?” The research is focused on the tenth
graders of SMA Santa Maria Yogyakarta.
In order to solve the problem, the writer adapted some theories dealing
with designing English materials using songs. The writer used the theories about
the use of songs in the learning process, the implementation of communicative
language teaching for the teaching approach and method, and also about the
curriculum development, and the application of Kemp’s theories and Research
and Development (R&D) theory as the instructional design model. In this study,
the steps proposed by Kemp (1977) were adapted for developing the design
materials. There were seven steps, namely (1) identifying learners’ characteristics,
(2) determining instructional goals, topics, and purposes, (3) specifying learning
objectives, (4) selecting subject content, (5) considering support service, (6)
selecting teaching learning activities, and (7) evaluation.
The writer conducted two kinds of evaluation, namely the implementation
of the materials design, conducted to class XE, and content evaluation, conducted
to the English teacher and lecturers of English Education Study Program Sanata
Dharma University. The evaluation of the implementation indicated that was
considered acceptable. However, the writer should revise and provide more
activities for the students. Based on the content evaluation results of the final
product, the highest percentage of respondents’ agreements upon the design
materials was to the scale 4 or 5 for each statement in the questionnaire meaning
that the design materials were well designed and applicable to the tenth grade
students. The final product of this study consisted of two material units using
popular songs as a learning model. Furthermore, there were some main contents
including general questions, list of words, the songs, the language focuses,
model(s) to study, follow-up activities, and production. Besides, P-P-P
(Presentation Practice Production) lesson format was applied for this study. In the
design materials, the songs were implemented in the Presentation stage.
Keywords
: Instructional Materials, Design, Popular English songs, The Tenth
Grade Students of SMA Santa Maria.

vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Andreani, Elfrida Susi. (2012) Designing Instructional English Materials Using
Popular Songs for the First Graders of SMA Santa Maria Yogyakarta.
Yogyakarta: Pendidikan Bahasa Inggris Universitas Sanata Dharma.
Guru Bahasa Inggris dituntut melakukan usaha ekstra untuk
meningkatkan keterlibatan siswa secara aktif dalam kegiatan kelas. Hal biasa
bagi guru bila menemukan para siswa mudah bosan dan sibuk dengan kegiatan
mereka sendiri. Untuk itu, para guru sebaiknya menemukan strategi dan alat-alat
mengajar yang kreatif yang dapat memotivasi siswa dalam belajar Bahasa
Inggris. Dalam penelitian ini, penulis menawarkan sebuah alat mengajar yang
menarik, yaitu menggunakan lagu-lagu populer berbahasa Inggris.
Rumusan masalah dalam penelitian ini adalah “Seperti apakah
rancangan materi Bahasa Inggris dengan menggunakan lagu-lagu populer
berbahasa Inggris untuk siswa kelas sepuluh SMA Santa Maria Yogyakarta?”
Penelitian tersebut secara khusus ditujukan untuk para siswa kelas sepuluh di
SMA Santa Maria Yogyakarta.
Untuk menjawab pertanyaan tersebut, penulis mengadaptasi beberapa
teori berkaitan dengan mendesain materi Bahasa Inggris menggunakan lagu-lagu
populer. Untuk itu, penulis menggunakan teori tentang penggunaan lagu dalam
proses belajar,teori tentang penerapan Communicative Language Teaching untuk
pendekatan dan metode pengajaran, teori Curriculum Development, dan sebagai
model untumentasik merancang materi digunakan teori Kemp dan Research and
Development (R&D). Dalam penelitian ini, penulis mengadaptasi langkahlangkah mendesain materi yang dicetuskan oleh Kemp. Ada tujuh langkah dalam
mendesain materi, yaitu (1) mengidentifikasi karateristik pembelajar/siswa, (2)
menentukan tujuan dan topik , (3) menentukan indikator pembelajaran, (4)
menentukan isi materi, (5) mempertimbangkan alat-alat pendukung, (6)
menentukan aktivitas-aktivitas pembelajaran, (7) dan evaluasi.
Untuk mengabsahkan dan mengembangkan desain materi, penulis
melakukan dua macam evaluasi, yaitu implementasi materi, yang dilaksanakan di
kelas XE, dan evaluasi isi materi, yang dilakukan oleh guru Bahasa Inggris dan
dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma. Berdasarkan hasil
evaluasi dalam implementasi, desain materi tersebut dapat digunakan. Meskipun
demikian, penulis harus merevisi dan menyediakan lebih banyak aktivitas lagi.
Berdasarkan hasil evaluasi, persentase tertinggi untuk tingkat persetujuan yang
diberikan oleh para responden tertuju pada skala 4 sampai 5untuk setiap
pernyataan dalam kuesioner. Hasil yang diperoleh tersebut menunjukkan bahwa
desain materi terancang dengan baik dan dapat diaplikasikan untuk siswa kelas
sepuluh. Produk akhir dari penelitian ini terdiri dari dua unit materi yang
menggunakan lagu populer sebagai model pembelajaran. Selanjutnya, desain
materi tersebut memiliki beberapa isi pokok meliputi general questions, list of
words, the language focuses, model(s) to study, follow-up activities, dan
production. Selain itu, format pelajaran P-P-P (Presentation Practice Production)

viii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

digunakan dalam penelitian ini, dan lagu yang digunakan sebagai model
pembelajaran diterapkan di tahap Presentation.
Kata kunci

: Instructional Materials, Design, Popular English songs, The
Tenth Grade Students of SMA Santa Maria.

ix

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS

First and foremost, I would like to thank my Lord for giving me power,
patience, and blessing so that I am able to finish my study. He gives me strength
to cope with the problems of finishing my thesis. He sends his love through many
people whom I would now like to express my gratitude.
Without help from those people, I would never have finished my study. I
would like to express my gratitude to my advisor Christina Kristiyani, S.Pd.,
M.Pd. for her suggestions, patience, and kindness in guiding me to finish my
study, and the chairperson, C. Tutyandari, S.Pd., M.Pd. for her assistance and
guidance in my study.
Moreover, I would like to thank my evaluators, Yosephine Sri Murwani,
S.Pd, and Siska Lidya Revianti, S.Pd, for their comments, suggestions, and
opinions of the designed materials. My appreciation is also for Karina
MacDonald and Sr. Margaret O’Donohue, FCJ. I thank them for their guidance
to produce language accurately, and also for Pancasona Adji, S.Pd for his
assistance in creating illustration. Furthermore, I wish to thank all teaching and
secretariat staff of English Language Education Study Program that cannot be
mentioned one by one.
My sincere gratitude goes to SMA Santa Maria Yogyakarta, especially for
the principal, Sr. Yohana Maria, OSF, the teachers, Dra. Elin Ermawati and
Astuti Purwaningtyas, S.Pd. who have given me the chance to do observation in

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

the school. I thank them very much for their advice and ideas which are really
useful for my study.
My sincere gratitude is addressed to my beloved family, my father and
mother, Andreas Asroni, S.Pd. and Chatarina Supriatun. Thanks for all their
hard works, support, endless prayers, patience, and love. I also would like to thank
my grandfathers and grandmothers, Mbah Nakan kakung putri and Mbah Mul
kakung putri, for their prayers, then, for my auntie, Sr. Valeria Sri Wardani.
She always reminds me to finish my thesis as soon as possible.
My deepest thanks go to my best friends, Eli, Pipin, Tari, Vivi, Mbak
Ratri, Aik, Beni. They always have time to help me and listen to my sigh.
Finally, I would like to thank those whose names are not mentioned for
prayers, assistance, support, and friendship so that I can finish my study well.
May the Lord show His mercy upon those lovely people.

ELFRIDA SUSI ANDREANI

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TABLE OF CONTENTS

Page
TITLE PAGE ....................................................................................................... i
APPROVAL PAGES .......................................................................................... ii
STATEMENT OF WORK’S ORIGINALITY .................................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI .................................................... vi
ABSTRACT ..................................................................................................... vii
ABSTRAK ........................................................................................................ viii
ACKNOWLEDGEMENTS ................................................................................ x
TABLE OF CONTENTS .................................................................................. xii
LIST OF TABLES ........................................................................................... xvi
LIST OF FIGURES ........................................................................................ xvii
LIST OF APPENDICES ................................................................................. xviii

CHAPTER I. INTRODUCTION ......................................................................... 1
A. Research Background ............................................................. 1
B. Research Problem ................................................................... 5
C. Problem Limitation ................................................................. 6
D. Research Objective ................................................................. 7
E. Research Benefits ................................................................... 7
F. Definition of Terms................................................................. 8

CHAPTER II. REVIEW OF RELATED LITERATURE .................................. 10
A. Theoretical Descriptions ..................................................................... 10
1. Kemp’s Instructional Design Models............................................... 10
2. Communicative Language Teaching................................................ 14

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a. Goals of Language Teaching ...................................................... 14
b. Principles of Classroom Activities .............................................. 15
c. Syllabus ...................................................................................... 15
1) A Skill-Based Syllabus .................................................... 16
2) A Functional Syllabus ..................................................... 16
d. The Roles of Teachers and Learners in the Classroom ................ 16
3. Songs for Teaching and Learning English ....................................... 17
a. Meaning of Songs ...................................................................... 18
b. Advantages of Using Popular Songs ........................................... 18
c. Teaching Techniques ................................................................. 20
4. Language Curriculum Development ................................................ 22
a. Needs Analysis .......................................................................... 22
b. School-Based Curriculum .......................................................... 23
c. Objectives .................................................................................. 25
5. Teaching Language Skills ............................................................... 26
a. Receptive and Productive Skills ................................................. 26
b. Integrated Skills ......................................................................... 26
B. Theoretical Framework ....................................................................... 27

CHAPTER III. METHODOLOGY ................................................................... 32
A. Research Method ................................................................................ 32
1. Identifying Learners’ Characteristics ............................................... 33
2. Determining Instructional Goals, Topics, and Purposes ................... 33
3. Specifying Learning Objectives....................................................... 34
4. Selecting Subject Content................................................................ 34
5. Considering Support Service ........................................................... 34
6. Selecting Teaching Learning Activities ........................................... 35
7. Evaluation ....................................................................................... 35
B. Research Setting ................................................................................. 36
C. Research Respondents ........................................................................ 37
1. The Pre-Design Study Respondents ................................................. 37
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2. The Post-Design Study Respondents ............................................... 37
D. Data Gathering and Data Analysis Techniques .................................... 39
1. The Data Analysis Technique for Pre-Design Study ........................ 40
2. The Data Analysis Technique for Pre-Design Study ....................... 41
E. Research Procedure............................................................................. 43
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION .......................... 45
A. The Learners’ Characteristics ............................................................. 45
1. Students’ difficulties ...................................................................... 48
2. Students’ interests .......................................................................... 49
3. Students’ needs .............................................................................. 49
B. The Goals and General Purposes ........................................................ 52
C. The Topic of Each Unit....................................................................... 55
D. The Learning Objectives ..................................................................... 56
E. The Subject Contents .......................................................................... 59
F. The Teaching Learning Activities ....................................................... 61
G. The Available Support Services .......................................................... 63
H. Evaluation........................................................................................... 63
1. The Material Implementation ....................................................... 64
2. The Evaluation ............................................................................. 69
CHAPTER V. CONCLUSIONS AND RECOMENDATIONS .......................... 76
A. Conclusions ........................................................................................ 76
B. Recomendations.................................................................................. 78
REFERENCES .................................................................................................. 81
APPENDICES ................................................................................................... 84

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LIST OF TABLES

Table

Page

3.1 The Description of The Post-Design Study Respondents Before the
Implementation ............................................................................................ 38
3.2 The Description of The Post-Design Study Respondents for the Main Product
.......................................................................................................................... 39
3.3 The Blueprint of the Post-Design Study Result............................................. 42
4.1 The Questionnaire Result of The Pre-Design Study ..................................... 46
4.2 The Goals and General Purposes of the Design Materials based on KTSP .... 52
4.3 The Topics, Title of Units, Subject Matters, and Skills Used ........................ 55
4.4 The Learning Indicators of the Design Materials .......................................... 58
4.5 The Results of The Design Materials Evaluation in the Implementation ....... 65
4.6 The Result of the Observation in the Teaching Learning Activities ............. 67
4.7 The Result of the Evaluation from the Post-Design Study Respondents ....... 70
5.1 The Titles and Learning Topics of the Units ................................................. 77

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LIST OF FIGURES
Figure

Page

4.1 The Skills Needed in Learning about Recount Text ...................................... 51
4.2 The Skills Needed in Learning about Descriptive Text ................................ 51

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF APPENDICES

Appendix

Page

A Permission Letter ........................................................................................... 85
B Pre-Design Study Questionnaire ..................................................................... 87
C Post-Design Study Questionnaire .................................................................. 91
D Syllabus ......................................................................................................... 98
E Lesson Plan .................................................................................................. 111
F The General Description ............................................................................... 122
G Materials Presentation .................................................................................. 126

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CHAPTER I
INTRODUCTION

This chapter presents six major points. The points comprise the research
background, research problem, problem limitation, research objectives, research
benefits, and definition of terms which will often be found in this study.

A. Research Background
Nowadays, English has a significant role as communication media that
connect people around the world. English has become the international language
that is used for many aspects of human life such as science, technology, trade, and
education. In Indonesia, especially in the education field, English becomes a
compulsory subject for all pupils from high school level until university level
(Purwoko, 2010, p.146).
The demand of globalization era makes English crucial in international
communication. Millions of children and adults in the world devote large amounts
of time and money to master English (Richards, 2001, p.1). Therefore, educators
have a duty to be responsible for the development of the education quality. The
English learning process should not be regarded as an obligation. It is as a process
of finding strategy which can improve language ability of the students (Purwoko,
2010).
In education in Indonesia, English is second language that gradually
becomes a must for students to learn. Learning English in school is aimed at
1

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2
improving language skills namely listening, speaking, reading, and writing in
order to be able to communicate in English at a certain level. Based on Peraturan
Pemerintah Nomor 19 Tahun 2005 developed by Badan Standar Nasional
Pendidikan (BNSP), English is firstly introduced in elementary school as local
content. English as a local content is an extracurricular activity having a goal to
prepare graduates to learn English at high school level. In senior high school,
students are expected to achieve informational level that demands them to access
information from various fields of science, and prepares them to go to university
(Doddy, Sugeng, & Effendi, 2008)
In order to achieve informational level in senior high school, students are
confronted by much more than single task. Students in senior high school level
often faced boredom in class. It is hard to get the students’ attention since they
only have little space to be active in the learning process. In a homogenous
school, this condition often occurs. The writer is challenged to conduct the study
for the homogenous school. In this study, the writer chooses a single-sex school in
Yogyakarta, SMA Santa Maria, to be the respondents. The reason is because the
writer had experience of studying and even had experience of teaching English at
that school. Based on the experience of teaching there, the writer thought that it
was more challenging to teach homogenous school than heterogeneous school.
Compared to the heterogeneous school, it was more difficult to get attention from
the students in SMA Santa Maria Yogyakarta consisting girls only because they
were believed to be braver and more critical. They also liked to have fun activities
in the class, such as playing game or songs. In the class, the writer needed to insert

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ice breaking to make them attracted to the lesson. Therefore, the writer considers
that it is important to give interesting activities in class and also give the students
more opportunities to participate actively in the learning process.
In learning English, students are also expected to have better
understanding on mastering the four language skills, namely, listening, speaking,
reading, and writing. However, mastering those skills seems to be difficult if the
students have no motivation to learn English. Motivation comes from emotional
reaction that makes students want to learn something. The emotional reaction to
the learning experience is an essential foundation for the initiation of the cognitive
process (Hutchinson & Waters, 1987). Through the motivation, students will see
that learning is an enjoyable and satisfying experience. For this reason, it is
important for English teachers to increase the students’ motivation by creating a
more motivating experience in the language learning process. It becomes a
challenge for the teachers to find the good and effective strategies to keep the
students involved. As what Hall (2008) said, “Effective teachers are those who are
able to find good and creative teaching strategies which are applicable for their
students”.
Responding to this statement, there are various tools to gain the students’
attention in learning English. Pictures, videos, games, songs, and movies are some
media which sometimes are used by English teachers to help them explain the
lesson to the students. In this study, songs are chosen as a teaching technique that
is interesting and relaxing for both teachers and students. A song is an important
part of music referring to a short piece of music with the words that are sung. It is

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4
true that many people in the world love music. Whether they like it or not, their
life is surrounded by music. Through this logical reason, it can be said that music
can be an appealing way for the students to get more familiar with English. Felix
(1993) as cited in Brewer (2009) stated that music can create a positive mood that
will enhance learning. Thus, when songs are applied in the teaching and learning
activity, students will potentially enjoy the lesson and teacher can deliver the
lesson effectively. Moreover, since songs give a positive mood, it will improve a
good-teacher-student and student-student relationship in class.
Popular English songs can be used for a wide variety of English as Second
Language (ESL) learning and teaching activities, especially in developing the four
basic language skills. Popular songs will have more impacts on improving those
four skills. Reading skill can be improved by selecting the song that has the same
structure of reading text. For instance, country songs are good examples to teach
narrative text. Most country songs have a story inside the lyrics.
Besides, popular songs are really helpful for improving listening skill.
Listening skill can help students master vocabulary. For learners, vocabulary is
more important than grammar. People can communicate well if they can
memorize a great number of words. Although the grammar is incorrect, they are
able to deliver the purpose. Davies (2008) said that “it is frustrating for
intermediate learners when they cannot communicate effectively because they do
not know many words they need” (as cited in Rahman, n.d). Therefore, through
songs they are assisted to memorize the words well. Those who are used to

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5
listening to English songs or conversation will be able to memorize many words
more than others who are not accustomed to doing it.
Moreover, songs help teacher teach grammar. If the teacher can choose
suitable songs for the learning process, there will be tenses, nouns, verb,
pronouns, conditional sentences, and everything related to the grammar inside the
lyrics. They can also be used to teach a variety of language items such as sentence
patterns, vocabulary, pronunciation, rhythm, adjectives, and adverbs (Saricoban &
Metin, 2000). Songs also help students interpret the meaning knotted in the lyrics.
Story-telling is one of activities that can be developed through songs. Bagwell
(2010) suggests teachers to give students the chance to retell the story with their
own words.
For those reasons which have been mentioned above, songs give many
benefits. Songs can explore ways of improving the classroom activities.
Therefore, by designing an integrated material using popular songs, the writer
expects to produce materials which can help students master English in enjoyable,
interesting, and motivating ways.

B. Research Problem
In this study, the writer only focuses on a research problem, namely “What
do the instructional materials using popular English songs for the tenth graders of
SMA Santa Maria Yogyakarta look like?”

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6
C. Problem Limitation
The writer makes some limitation in order to decide the scope of the study.
The participants of this research are the tenth grade students of SMA Santa Maria
Yogyakarta. The reason for selecting those students is because the tenth graders
need motivation to be engaged in the learning process. Some experts say that
learning through English songs is a unique teaching tool that can increase
students’ motivation and their involvement in learning. Therefore, if in the very
beginning level the students have been motivated and attracted to the learning
process, it will ease them in the next level of their study. Moreover, the
curriculum of the tenth grade enables the writer to use the songs for the teaching
learning activities.
The materials design is developed based on the survey of the students’
needs and based on the current curriculum used in Indonesia namely, schoolbased curriculum or in Indonesia is known as Kurikulum Tingkat Satuan
Pendidikan (KTSP). Moreover, the writer considers the importance of selecting
competence standards and basic competences. They are important to use to make
certain that the materials are reliable and acceptable. Then, the topics of units are
chosen based on the students’ interests and needs obtained from the results of the
observations.
Moreover, the materials are designed to improve listening and speaking
skills. There are some reasons that become the basis of deciding listening and
speaking skills for the designed materials. First, the nature of song is listening.
People usually listen and enjoy the songs first before understanding the meaning.

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7
Then, the skill followed after listening should be speaking skill. Listening skill is
a receptive skill and speaking skill is a production skill. Lastly, based on the
observation, most tenth graders of SMA Santa Maria Yogyakarta have difficulties
in mastering listening and speaking skills.

D. Research Objectives
The objective of this study is to present instructional English materials
using popular songs for the tenth graders of SMA Santa Maria Yogyakarta.

E.

Research Benefits
The result of this study is expected to be useful for some targets that have a

role in implementing or researching the teaching learning activities. The targets
for this study are the tenth grade students of SMA Santa Maria Yogyakarta,
English teachers, and other researchers. The benefits for those people are
explained as follows.
1. The tenth graders of SMA Santa Maria Yogyakarta
This study will give benefits for the students to increase their motivation in
learning English. Hopefully, the students will be interested to learn English since
the materials design provide the students with fun English learning activities.
2. English teachers
This study is aimed at giving teachers a creative teaching strategy to the
classroom activities. It is the time for the teachers to find a new innovation for the
teaching learning process to make it effective and interesting for both teachers and

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8
students. The materials design is expected to ease the teachers to deliver English
materials effectively and efficiently.
3. Other researchers
This study is aimed at motivating the other researchers who are interested
to improve the English materials. They can use the materials design in this study
as a reference for designing English materials.

F.

Definition of Terms
To clarify and highlight the important key terms used in this study, there

will be presented some terms as follows.
1. Popular English songs
According to Saricoban and Metin (2000), songs are one of the most
enchanting and culturally rich resources that can easily be used in language
classrooms. Moreover, Chun Chen & Ching Chen (2009) define songs as a tool of
learning and teaching which:
a. can create a relaxing, entertaining, and non-threatening classroom atmosphere
b. facilitate automaticity in language development process
c. consist of colloquial English which can prepare learners for informal
conversation in real life situation
2. Instructional Materials
According to Dick and Reiser (1989, p. 3), instructional materials are
materials designed or planned by the teacher for teaching instructions. In addition,
Kemp (1977) states that instructional design is the actual planning of activities the

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9
teacher hopes will bring about the desired end. In this study, the materials are
covered into units. Richards (2001) states that unit is the commonest way of
organizing courses and teaching materials consisting of a group of lessons that
provides a structure sequence of activities leading toward a learning outcome. (p.
166). Therefore, sometimes units are regarded as a scheme work.
3. The Tenth Grader of SMA Santa Maria Yogyakarta
SMA Santa Maria Yogyakarta is a school located in Jalan Ireda 9A,
Yogyakarta which consists of all-girl students only. In the tenth grade, the classes
are divided into four to five classes for each year. There are about twenty five
students in each class. In this study, the writer only uses two classes as
respondents.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents the related literature underlying the research. There
are two major issues discussed in this chapter, namely theoretical description and
theoretical framework. In the theoretical description, there is some related
literature that supports the writer in designing the materials. Meanwhile, the
theoretical framework includes the explanation of the theories contribution in
solving the problems.

A. Theoretical Description
In this study, the writer uses some related literature which is useful for the
designed materials. The literature is focused on the theory of Kemp’s instructional
design model (1977), some theories of popular songs, some theories of
communicative language teaching, a theory of curriculum development in
language teaching, and a theory of teaching language skills. The writer would like
to explain each theory as follows.
1. Kemp’s Instructional Design Model
Kemp in his book entitled Instructional Design: A Plan for Unit and
Course Development (2nn ed.) proposes some questions which are more focused
on the student needs. There are five questions actually but the most important one
is about how to plan for effective instruction that is relevant and interesting
enough for the students. Besides, Kemp provides the solution to solve the problem
10

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11
represented in those questions by giving some steps of developing good design
materials. The are eight essential elements in the design materials, namely (1)
Goals, topics, and general purpose, (2) Learners’ characteristic and identification,
(3) Learning objectives, (4) Subject content, (5) Pre- assessment, (6)
Teaching/learning activities and resources, (7) Support service, and (8)
Evaluation. Each part is discussed as follows:
a. Goals, Topics, and General Purposes
In developing an instructional design, determining broad goals of the
school system or institution are the first thing to start. Statements of the goals
should recognize changes in learner’s needs and interests, the needs of society and
its institutions. The next part is proposing topics for the instructional design.
Kemp states that “the topics are usually arranged in a logical organization from
simple or concrete to complex and more abstract” (p. 15). Moreover, it is also
important to enclose aim or purpose for each topic or unit to know what the
teacher wants to accomplish in the topic.
b. Learners’ Characteristics and Identification
Discovering learners’ characteristics are important to do in order to make
sure that every individual can be successful in his or her educational program. In
designing materials, a designer should consider each student’s needs, potency, and
interests to help the designer select the topics, decide and arrange learning
objectives, and choose the learning activities (Kemp, 1977, p. 19). There are many
ways to obtain the information from the students. Kemp (1977) mentions that

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12
“survey, pre-assessment test, and consultation with teachers can provide useful
data for making planning decision” (p. 19).
c. Learning Objectives
Kemp (1977) mentions that it is essential to specify learning objectives
because it is related to the outcome of instruction (p. 23). It means that objectives
contain what should be learned and achieved by students. In the designed
materials, the objectives are written in simple and brief statements with specific
action verbs that indicate the standard of performance that should be achieved by
the students. (Kemp, 1977, p. 30). The verbs are applied to specify the intellectual
levels of planning.
d. Subject Content
Kemp (1977) states that “subject content must closely relate to the
objectives and to the students’ needs” (p. 43). In developing materials design, it is
important for designers to select the objectives and do needs survey to know the
students’ needs. To know how to select subject content, Kemp (1977) proposes
several questions, namely (1) what specifically must be taught or learned in the
topic, (2) what facts, concepts, and principles relate to the topic, (3) what steps are
involved in necessary procedures relating to the topic, (4) what techniques are
required in performing essential skills (p. 45). Those questions are essential to
answer in order to develop materials which are ready to use.
e. Pre- Assessment
Pre-assessment is used to know the background and proficiency of
students individually. It comprises of two testing, namely prerequisite testing and

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13
pretesting. According to Kemp (1977), “a prerequisite test determines whether
students have the appropriate background preparation of the topic while pretesting
is used to determine which of the objectives students may already have achieved”
(p. 51). Both prerequisite testing and pretesting are useful to measure students’
readiness and indicate which level a student should start (p. 52). It means that
those tests are important to avoid a gap between students who are not ready for the
lesson and those who have a good understanding about the course.
f. Teaching/ Learning Activities and Resources
The designer should select the most “efficient and effective methods and
considering what resources are needed to design materials” (Kemp, 1977, p. 55).
By considering learners’ needs, the writer decides what techniques, activities, and
related materials which are most appropriate to apply for accomplishing each
objective.
g. Support Service
After making plans for selecting specific methods and materials, the next
step is to consider support service. Kemp (1977) states “budget or funds, facilities,
equipment, time and schedules are the services that should be determined” (p. 84).
Material designers must consider what services they need to make certain that
their design is ready to use with the available support service. Therefore, “support
service should be decided at the time when the instructional plans are being made”
(Kemp, 1977, p. 85).

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h. Evaluation
This part becomes the last step of the materials design plans. “Evaluation
is used to measure the learning outcomes related to the objectives” (Kemp, 1977,
p. 91). Since the design is implemented, this evaluation is useful to know how
well the materials are implemented to fulfill the learning objectives. Therefore,
while doing the trial in class, the designer should evaluate how well it
accomplishes this implementation. Kemp (1997) states that the designer can
observe it through questionnaire to know the reactions from students, observations
of students at work, and suggestions from colleagues to indicate deficiencies in
learning sequences, procedures, materials, and so forth (p. 98).
2. Communicative Language Teaching
In this study, the writer applies Communicative Language teaching (CLT)
as the most suitable methodology. “CLT has given major influence on language
teaching practice since 1970s” (Richards, 2005, p.ii). In line with this, Nunan
(1999) states that “CLT influences teaching practice over the last twenty years”
(p. 9). It means that CLT has been popular to use in education field. Furthermore,
Richards (2005) states that
CLT can be understood as a set of principles about the goals of language
teaching, various the best classroom activities, syllabus in language teaching, and
the roles of teachers and learners in the classroom (p. 1).

The CLT principles are clarified as follows:
a. Goals of Language Teaching

Richards (2005) mentions that the main goal of CLT is communicative
competence in which there are some aspects included in the communicative
competence (p. 2). The aspects are as follows:

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15
1) knowing how to use language for a range of different purposes and functions.
2) knowing how to produce and comprehend different types of texts (e.g.
narrative, reports, interviews, conversations).
3) knowing how to vary the use of language ( e.g. knowing the difference of the
use of language for written or spoken communication)
b. Principles of Classroom Activities
There are some principles of the classroom activities stated by Richards
(2005). First, since CLT emphasize