Designing English reading materials using contextual teaching and learning approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta.

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DESIGNING ENGLISH READING MATERIALS

USING CONTEXTUAL TEACHING AND LEARNING APPROACH

FOR THE ELEVENTH GRADE STUDENTS OFSMA PANGUDI LUHUR

YOGYAKARTA

ASARJANA PENDIDIKANTHESIS Presented as Partial Fulfillment of the Requirements

to Obtain theSarjana PendidikanDegree in English Language Education

Fendika Aji Prawisma Student Number: 071214084

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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]DESIGNING ENGLISH READING MATERIALS

USING CONTEXTUAL TEACHING AND LEARNING APPROACH FOR THE ELEVENTH GRADE STUDENTS OFSMA PANGUDI LUHUR

YOGYAKARTA

ASARJANA PENDIDIKAN_THESIS Presented as Partial Fulfillment of the Requirements

to Obtain theSarjana PendidikanDegree in English Language Education

Fendika Aji Prawisma Student Number: 071214084

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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A Sarjana Pendidikan Thesis on

DESIGNING ENGLISH READING MATERIALS

USING CONTEXTUAL TEACHING AND LEARNING APPROACH FOR THE ELEVENTH GRADE STUDENTS OF SMA PANGUDI LUHUR

YOGYAKARTA

Fendika Aji Prawisma Student Number: 071214084

Approved by

Advisor

Date

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This thesis is dedicated to everyone who understands how precious F.R.I.E.N.D.S.H.I.P _is……

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STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, 14 May 2012 The Researcher

Fendika Aji Prawisma 071214084

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Fendika Aji Prawisma

Nomor Mahasiswa : 071214084

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

DESIGNING ENGLISH READING MATERIALS

USING CONTEXTUAL TEACHING AND LEARNING APPROACH FOR THE ELEVENTH GRADE STUDENTS OF SMA PANGUDILUHUR

YOGYAKARTA

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai peneliti.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal: 01 Juni 2012

Yang Menyatakan

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ABSTRACT

Prawisma, Fendika Aji. 2012. Designing English Reading Materials Using Contextual Teaching and Learning for the Eleventh Grade Students of SMA Pangudi Luhur Yogyakarta.Yogyakarta: Sanata Dharma University.

The sufficiency of various learning materials influenced the language learning process to attain the learning goals, especially in learning English. Meanwhile, the implementation of School-Based Curriculum in SMA Pangudi Luhur Yogyakarta demanded the sufficiency of reading materials for the students because the students should learn English through some types of texts. In fact, the school was lack of the various reading materials. Therefore, this study aimed at developing English reading materials for the eleventh grade students of SMA Pangudi Luhur Yogyakarta by implementing the approach of Contextual Teaching and Learning (CTL).

This study was aimed at solving these two research problems: (a) how English reading materials using Contextual Teaching and Learning for the eleventh grade students ofSMA Pangudi Luhur Yogyakarta are designed, and (b) what the designed materials look like.

To answer the first question, the researcher adopted Kemp’s instructional model (1977) and implemented the method of Research and Development (R&D) as stated by Borg and Gall (1986). Besides, the researcher also adopted the principles of CTL as proposed by Johnson (2002) in designing and developing the materials. There were five steps of R&D model were employed which also contained the eight steps of Kemp’s instructional model, namely; (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) preliminary field testing, and (5) main product revision.

To obtain the necessary data, research and information collecting was done by distributing the pre-design questionnaire to 73 (seventy three) science students in the eleventh grade, conducting informal interview with the English teachers, and observing the school’s support services. In developing the materials, the researcher employed the principles of material development by Hutchinson &Waters (1987) and the principles of CTL (Johnson, 2002). In order to evaluate the designed materials, the researcher distributed post-design questionnaire to two lecturers and one teacher. The result showed that the designed materials were well-designed and ready to implement because from all aspects which were evaluated only two aspect that did not reach the maximum score. Those two aspects only reached the 3 points out of 4 points of agreement. In fact, the revision was made by completing the materials with the notes about text genres.

To answer the second question, the researcher presented the revised version of the designed materials which consist of 4 units. The units were, “Let’s Go to the Beach”, “My Favorite Story is…”, “Be Careful: Gadget Attack!!”, and “Korean Wave”. Each unit was divided into three main phases of reading process i.e. pre-activity, main-activity, and post-activity.

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ABSTRAK

Ketersediaan berbagai macam materi pembelajaran sangat memengaruhi proses pembelajaran bahasa untuk mencapai tujuan pembelajaran khususnya dalam pelajaran Bahasa Inggris. Sementara itu, sistem KTSP menuntut SMA Pangudi Luhur Yogyakarta untuk mempunyai materi membaca yang cukup,dalam pembelajaran Bahasa Inggris,karena siswa harus belajar Bahasa Inggris melalui jenis-jenis teks atau bacaan. Faktanya, sekolah menghadapi rintangan dalam proses pembelajaran Bahasa Inggris dikarenakan kurangnya materi membaca. Oleh karena itu, melalui penelitian ini, peneliti mencoba mengembangkan materi membaca Bahasa Inggris untuk siswa kelas XI SMA Pangudi Luhur Yogyakarta dengan menerapkan pendekatan pengajaran dan pembelajaran kontekstual.

Penelitian ini bertujuan untuk menjawab dua pertanyaan berikut: (a) bagaimanakah cara merancang materi membaca Bahasa Inggris dengan pendekatan pengajaran dan pembelajaran kontekstual (Contextual Teaching and Learning) untuk siswa kelas XI SMA Pangudi Luhur Yogyakarta, dan (b) seperti apakah materi membaca yang dirancang.

Untuk menjawab pertanyaan pertama, peneliti menggunakan model rancangan pembelajaran Kemp (1977) dan menerapkan metode penelitian dan pengembangan dari Borg dan Gall (1986).Selainitu, peneliti juga mengimplementasikan teori-teori pendekatan pengajaran dan pembelajaran kontekstual dari Johnson (2002) untuk merancang dan membuat materi pembelajaran. Peneliti menerapkan lima langkah metode penelitian dan pengembangan Borg dan Gall yang juga berisi delapan langkah model rancangan pembelajaran Kemp. Kelima langkah tersebut, antara lain; (1) pengumpulan hasil-hasil dan informasi penelitian, (2) perencanaan, (3) pengembangan bentuk pertama produk, (4) uji produk di lapangan, dan(5) revisi produk.

Pengumpulan hasil-hasil dan informasi penelitian dilakukan dengan menyebarkan kuesioner pra-perancangan kepada 73(tujuh puluh tiga) siswa kelas XI IPA, mewawancarai guru secara informal, dan melakukan pengamatan terhadap fasilitas penunjang pembelajaran. Dalam mengembangkan dan mendesain materi membaca, peneliti menerapkan metode pengembangan materi pembelajaran menurut Hutchinson dan Waters (1987) dan prinsip-prinsip pendekatanCTL menurut Johnson (2002). Materi yang telah dirancang kemudian dievaluasi dengan menyebarkan kuesioner paska-perancangan kepada dua dosen dan satu guru sekolah. Hasil evaluasi menunjukkan bahwa materi membaca telah dirancang dengan baik dan siap untuk dipakai di kelas. Hal ini karena penilaian terhadap aspek-aspek yang ada dalam materi tersebut menunjukkan nilai yang maksimal.Hanya ada dua aspek yang memperoleh nilai 3 dimana nilai yang lainnya adalah 4. Selain itu, dari hasil evaluasi, peneliti melakukan revisi dengan melengkapi materi membaca dengan informasi tambahan mengenai karakteristik teks atau bacaan.

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Untuk menjawab pertanyaan kedua, peneliti menyertakan materi membaca yang telah direvisi yang terdiri dari 4 unit. Keempat unit tersebut antara lain, “Let’s Go to the Beach”, “My Favorite Story is…”, “Be Careful: Gadget Attack!!”, dan “Korean Wave”. Masing-masing unit terdiri dari 3 bagian, pre-activity, main-pre-activity,danpost-activity.

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ACKNOWLEDGEMENTS

First of all, I would like to deliver my first gratitude to my Lord for His blessing, guidance, mercy and support, so that I am able to finish my thesis. He always gives me many things to learn, many chances to take and many hopes to accomplish.

I would like to express my deepest gratitude to Made Frida Yulia, S.Pd., M.Pd., my thesis advisor, for her patience, guidance, suggestions, criticism, and support. I am proud of her because she gives me invaluable knowledge and things during my own process in finishing my thesis. I am also very grateful to Yuseva Ariyani Iswandari, S.Pd., M.Ed., and Adesti Komalasari, S.Pd., M.A., for their willingness to evaluate my designed material.

I am deeply grateful to the principal of SMA Pangudi Luhur Yogyakarta, Br. Herman Yoseph, FIC, for allowing me to conduct this research in his school. My sincere appreciation also goes to all my teachers in SMA Pangudi Luhur Yogyakarta, for the kindness and openness, especially for my English teachers, Restituta Krismanti, S.Pd., for her deepest guidance and suggestions toward my designed materials, and Christina Sigit K, S.Pd, for her guidance and for my Physics teacher, H.Y Unggul Prasetya, S.Pd., for his invaluable supports and friendships.

I would like to give credits to all PBI lecturers for the invaluable chances and moments for me to learn English. I also thank Mbak Daniek and Mbak Tari for their assistance during my study. My grateful thanks also go to my new big

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family in LBUSD, Bu Retno, Bu Henny, all ILCIC staff, CEIC staff, secretariat staff, and ILCIC students, for the togetherness, kindness, and friendships so that I could get many valuable experiences, knowledge and moments.

I would like to express my greatest gratitude to my family: my father, Rubiyanta, S.Pd., my mother, Partini, S.Pd., my lovely sister,MbakLina, my nice brothers, Aan and Ryan, my brother in law, MasEko, and my cute niece, Gita, for their everlasting love and supports. I also give my sincere gratitude to my second family: Mbak Titin, Fina, Ria, Andi, Deny, Satria, Tami, and Agung for their everlasting friendships, happiness, and of course for their artificiality. Then, my thanks go to my EMC friends: Sr. Irene, FCJ., Nana, Bertha, Boti, Pipit, Heri, Dwi, Wida, Oda, Rieta, Achie, Calvin, and Iren for the spiritual section, for the happiness and for the togetherness. Besides, I am grateful for my OMK friends, Mayang, Silih, Blur and Nopik, Ndarek, Dito, Rizki, Andi for their supports and prayers. I would like to say thanks to the ‘Borrowed Beauty’, ‘Saraswati English Course’, ‘KKN XLI’ and PBI 07 family for the beautiful moments during studying at Sanata Dharma University.

Then, I would like to give my deepest thanks to my best friend, Triana Sari, Dian Khenissa Siwiputri, Wening Tri Widati, S.Pd., and Anastasia Pramitha for the invaluable and craziest moments, for the supports, for the love, and for the invaluable friendship to my life.

Finally, I would like to express my gratitude to everybody who has directly and indirectly helped me in writing this thesis.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEDICATION PAGE... iv

STATEMENT OF WORK’S ORIGINALITY ...v

PERNYATAAN PERSETUJUAN PUBLIKASI... vi

ABSTRACT... vii

ABSTRAK... viii

ACKNOWLEDGEMENTS ...x

TABLE OF CONTENTS... xii

LIST OF TABLES ... xvi

LIST OF FIGURES ... xvii

LIST OF APPENDICES ... xviii

CHAPTER I. INTRODUCTION ...1

A. Research Background...1

B. Research Problems ...5

C. Problem Limitation...6

D. Research Objectives ...7

E. Research Benefits ...7

F. Definition of Terms...8

CHAPTER II. REVIEW OF RELATED LITERATURE ...11

A. Theoretical Description ...11

1. Instructional Design ...11

a. Kemp’s Model ...12

2. Syllabus ...15

3. Materials Development ...16

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a. Input ...18

b. Content Focus ...19

c. Language Focus...19

d. Task ...19

5. Contextual Teaching and Learning ...20

a. Characteristics of CTL ...21

b. Components of CTL...22

6. Reading ...23

a. The Nature of Reading ...23

b. Reading Process ...23

c. Reading Skills ...25

d. Teaching Reading...27

e. Interactive Models for Second Language Reading ...29

7. Curriculum ...31

a. The Curriculum for Senior High School ...31

B. Theoretical Framework ...33

CHAPTER III. RESEARCH METHODOLOGY ...38

A. Research Method...38

1. Research and Information Collecting...39

2. Planning ...40

3. Developing Preliminary Form of Product...40

4. Preliminary Field Testing...40

5. Main Product Revision...40

B. Research Settings...41

C. Research Participants...41

C. Research Instruments and Data Gathering Technique ...42

1. Observation Checklist ...43

2. A List of Interview Questions ...43

3. Questionnaire ...44

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D. Data Analysis Technique...46

E. Research Procedure ...48

1. Observing the School ...48

2. Asking Permission ...48

3. Planning the Research ...49

4. Doing Learner Need Analysis ...49

5. Designing the Reading Materials ...49

6. Evaluating the Designed Materials ...50

7. Revised the Designed Materials...50

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION...51

A. The Process of Designing the Reading Materials ...51

1. Research and Information Collecting...51

a. Pre-Assessment ...51

b. Learners’ Characteristics...53

c. Support Services...55

2. Planning...55

a. Stating Competency Standard and Basic Competence...56

b. Specifying Learning Indicators ...57

c. Listing Subject Content ...58

3. Developing Preliminary Form of Product...60

4. Preliminary Field Testing...63

5. Main Product Revision...68

B. The Brief Description of the Reading Materials Design ...69

1. Pre-Activity ...71

a. Getting Ready...71

2. Main-Activity...71

a. Let’s Read I ...71

b. Let’s Read II...71

c. Let’s Read III...71

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CHAPTER V. CONCLUSIONS AND RECOMMENDATION ...73

A. Conclusions ...73

B. Recommendation...75

1. For Teachers...75

2. For Other Researchers...76

REFERENCES...77

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LIST OF TABLES

Table

4.1 The Goals and General Purposes of the Materials ...56

4.2 The Learning Topics of the Materials ...57

4.3 The Learning Indicators of the Materials...57

4.4 The Organization of Subject Contents ...59

4.5 The Final Organization of Designed Materials ...60

4.6 The Model Unit of the Designed Materials ...62

4.7 The Description of Post-Design Questionnaire Respondents ...64

4.8 The Results of Post-Design Questionnaire ...65

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LIST OF FIGURES

Figure

2.1 Kemp’s Model of Instructional Design...14 2.2 Material Development...20

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LIST OF APPENDICES

Appendix

A.Surat Ijin Penelitian...80

B. Observation Checklist and Results ...82

C. Pre-Design Questionnaire...84

D. The Results of Pre-Design Questionnaire ...89

E. Post-Design Questionnaire ...92

F. Teacher’s Book ...95

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CHAPTER I INTRODUCTION

This chapter covers six important parts of the thesis: research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

As a foreign language, English has an important role in Indonesia. Its role as a global communication tool forces many people in Indonesia to learn English. This situation is also caused by the fact that in the future many people need English competence, such as for working, for studying, for having business, for traveling, and other activities that use English as a tool to reach their purpose.

Because of that, nowadays, in Indonesia learning English is a must. Having good competence of English has become a need for Indonesians. People start to study English since they are young. In fact, in Indonesia, English is learnt since elementary school or even kindergarten. Then, English becomes one of the compulsory subjects which is learnt by the students based on Indonesian curriculum. Moreover, Indonesian government also stated that English determines the students’ graduation, especially in Junior High School and Senior High School through the national examination. Seeing the fact that English takes an important role in Indonesian education, English learning is developing year by year through its method and every aspect in the learning process. In addition, the development of English learning in Indonesia is clearly seen through the change of the

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curriculum. For example, many years ago, in 1990s, students in Indonesia learn English with grammar-based curriculum; meanwhile, they learn English with text-based curriculum nowadays. In this case, text-based on the curriculum applied, students start to learn English through the texts first rather than the English grammars. It can be said that students are going to be more focus on reading activity.

However, the problem is that students have less motivation in learning a language, especially English, although it is a compulsory subject. One big problem is that most students are lazy to read the text. Actually it is similar to most English learners in Indonesia. As what the researcher gathered from the English teachers of SMA Pangudi Luhur Yogyakarta, through the informal interview, the researcher found that the students’ ability in reading skill are not enough. The teachers said that the students are lazy to read the English texts. Moreover, their vocabularies are still limited so that they have some difficulties especially to understand the content of the text. Besides having difficulties in improving students’ ability in reading skill, the researcher found that English teachers of SMA Pangudi Luhur Yogyakarta have very limited technique to teach English, especially for reading skill. Absolutely, the limited technique to teach reading makes the teachers feel difficult to improve students’ competence in English reading skill. The teachers also said that the activities in reading are monotonous so that the students are less motivated to learn or even to read the texts. Those multiple problems such as students’ vocabularies which are limited, students’ boredom or laziness to read the texts make them feel difficult in

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understanding the meaning or the content of the text. Meanwhile, according to the teachers, actually, most of the students are the active students so that they prefer to have an active activity rather than the passive activity, such as reading aloud or answering some questions. However, the teachers also realize the fact that students’ competence in English determines the students’ graduation. That is why, the teachers give their best to motivate students to learn English, especially in reading, but the problem is that they only have limited technique including the activity to teach reading.

Therefore, English teachers of SMA Pangudi Luhur Yogyakarta need a set of reading materials with various activities to solve the students’ problem. In which, students are easily bored with the passive activity since most of them are very active to interact with other students. Meanwhile, reading skill is important for them since the test form of national examination is in a kind of reading materials. Then, because of that, the researcher conducted a research to enhance students’ interaction in learning English by designing a set of reading materials using Contextual Teaching and Learning (CTL) approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta. A set of reading materials using CTL approach can be seen as a solution for the problem in order to motivate students to learn English. The fact shows that most students are active students so that it will be suitable to students’ characteristics since the method also deals with students’ activeness in relating or connecting the materials with the reality in their daily lives.

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In addition, CTL approach also supports the students to learn based on the context, such as through authentic materials and problem-solving task. Rivers (1987, p. 4) states that “students can increase their language store as they listen to or read authentic linguistic material, or even the output of their fellow students in discussion, skits, joint problem-solving tasks, or dialogue journals.” Because of that, the researcher will use the ‘activeness’ of the students to be applied effectively by providing a set of reading materials using Contextual Teaching and Learning (CTL) approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta. This approach will be very helpful for the students in order to understand the meaning or the content of the text. Johnson (2002, p. 25) said that CTL is an educational process that aims to help students see meaning in the academic material they are studying by connecting academic subjects with the context of their daily lives, that is, which context of their personal, social, and cultural circumstance. Therefore, Contextual Teaching and Learning (CTL) enables students to interact with others, give the opportunity to discuss, ask questions, dan to solve a problem so that their language store will increase.

The previous explanation shows that CTL approach is also able to increase students’ participation in class, not only their participation to interact with other students but also their participation in English learning, especially in improving their reading skill by understanding the text through the real context in their daily lives. Furthermore, CTL also enables to enhance students’ ability. Not only group activities but also independent study and full-class instruction can stimulate contextual teaching and learning. In this research, CTL approach is used

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in order to apply the attractive English reading materials into some interesting or attractive learning activities which enable students to interact, respect, think, and to learn actively. Moreover, CTL approach has a potential to build students’ motivation to learn, in which, Whithehead (1967) stated that there is no mental development without having motivation, that, it is the basic of understanding. Therefore, a set of reading materials CTL approach will be beneficial for students’ ability, social-skill and cognitive-skill development.

Stipek (1993) states, “Developing tasks that are both fun and contribute to knowledge and skills is difficult” (p. 98). However, that is the consequence when the teachers want to achieve a better result from learning process. Then, through this research in order to solve the students’ problem and to fulfil the teachers’ need, the researcher tries to design English reading materials using CTL approach which can absolutely involve students ability in learning English. Besides, the design is also made based on the students’ characteristic. That is why, this design can be used and applied in SMA Pangudi Luhur Yogyakarta.

B. Research Problems

Based on the explanation in the background of the research, the researcher formulates the following research problems:

1. How are English reading materials using Contextual Teaching and Learning (CTL) approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta designed?

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2. What do English reading materials using Contextual Teaching and Learning (CTL) approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta look like?

C. Problem Limitation

The researcher focuses on the design of English reading materials using CTL approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta, Indonesia. The CTL approach is used in order to apply the materials into activities which are able to increase the students’ interaction and motivation to learn English as the foreign language. The approach is also used for helping the students to relate the materials with the real context so they can understanding the meaning or content of the text easier. The materials are designed based on the curriculum which is used nowadays, that is School-Based Curriculum (SBC) or in Indonesia it is called as Kurikulum Tingkat Satuan Pendidikan (KTSP) and it focuses on the materials for the eleventh grade students of Senior High School. The topics for the materials are chosen based on the students’ interest. The activities are made based on using CTL approach. The activities in reading are made to reach the indicators of each topic which enable students to learn and interact actively. The design is especially planned for students’ improvement of reading skill.

D. Research Objectives

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1. To find out how English reading materials using Contextual Teaching and Learning approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta are designed.

2. To find out what English reading materials using Contextual Teaching and Learning approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta look like.

E. Research Benefits

This research is intended to give benefits as follows. 1. English Teachers

English teachers, especially in SMA Pangudi Luhur Yogyakarta, will have more activities to teach reading. It means that they can use and apply this reading materials design in the English class. By having this design, the teachers can apply various activities or even techniques to teach reading using CTL approach. Furthermore, the teachers are also possible to develop another activity for reading class by understanding the design, in case that the students’ characteristics change. 2. Senior High School Students

By having this reading material, the eleventh grade students of SMA Pangudi Luhur Yogyakarta will have more activities in reading class. Students will be more motivated by learning a new thing. Connecting the materials with the real context in daily lives will increase the students’ participation and interaction in class. It also enables students to improve their ability to think, to

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react, to solve a problem, to learn actively especially in reading class. In addition, various activities in reading class can avoid students’ boredom.

3. Other Researchers

This research can provide some helpful information related to the study. It helps the other researchers to design the further research. In other words, the other researchers will be able to design another reading material using CTL approach that is suitable for the learners’ level for whom they are intended to.

F. Definition of Terms

There are some definitions that the researcher had to clarify in order to make the research understandable, such as:

1. Reading

According to Gibson and Levin (1979), reading is extracting information from the text (p. 5). It means that what people need when they are reading is to understand the text in order to gather the information or message. In this research, reading is a comprehension process by recognizing and understanding a text in order to gather the information from the text. Reading is one of skills in English subject which is learnt by senior high school students. This research focuses on the reading materials which are designed for eleventh grade students of SMA Pangudi Luhur Yogyakarta based onKurikulum Tingkat Satuan Pendidikan. 2. Materials

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Materials are the things to learn. In this research, the materials which are going to be learnt is English text or reading materials. The materials are various and are chosen based on the students’ interest. In this research, the materials are attractive, authentic, and contextual. Besides, the materials are designed based on the curriculum used for the eleventh grade students of SMA Pangudi Luhur Yogyakarta (KTSP).

3. Contextual Teaching and Learning Approach

Contextual Teaching and Learning (CTL) approach helps students to see meaning in the academic material by connecting academic subjects with the context of their daily lives, that is, with context of their personal life, social, and cultural circumstance (Johnson, 2002, p. 25). CTL approach enables students to understand the meaning or the content of an English text by relating the materials or the texts to the real context in our daily lives. In this research, CTL approach is implemented to determine the learning methods, learning activities and learning materials, for example by using video and authentic materials teachers can stimulate students. Video and authentic materials enable students to learn easily so that they can interact or to take a part actively with other students in the class. 4. Students of SMA Pangudi Luhur Yogyakarta

In Indonesia, Senior High School is called as SMA (Sekolah Menengah Atas). The school prepares students to be able to continue their study in the university. The school consists of three grades, that is, tenth grade, eleventh grade, and twelfth grade. In this research, the students are in the eleventh grade of SMA Pangudi Luhur Yogyakarta. There are 6 (six) classes in every grade with 36 (thirty

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six) students for each class. In this research, the research participants are the students from science class, in which there are 3 (three) science classes in SMA Pangudi Luhur Yogyakarta.

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11 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter the researcher discusses some theories that are relevant in designing English reading materials using Contextual Teaching and Learning approach for the eleventh grade students ofSMA Pangudi LuhurYogyakarta. This chapter is divided into two parts. In the first part, the researcher deals with the theoretical description while the second part deals with the theoretical framework.

A. Theoretical Description

In this part, the researcher elaborates 6 (six) main points of the theories which are used in this research.

1. Instructional Design

Instructional design is defined as a systematic process that is employed to develop education and training programs in a consistent and reliable fashion (Reiser & Dempsey, 2007). This systematic process can be applied on any educational level-elementary, secondary, or college. In addition, instructional design model may be thought as framework for developing modules or lessons that enhance the possibility of learning and encourage the learners to learn faster and gain deeper levels of understanding (Gagne et al., 1985).

There are several models of instructional designs which are proposed by some people. One of the famous instructional design models is proposed by Jerrold E. Kemp, which is called as Kemp’s Model. This model is promoted by

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Kemp in 1977 which enables the designers to use the model flexibly to suit their own needs (Kemp, 1996). This model can also be applied in all education levels.

a. Kemp’s Model

According to Kemp (1977, p. 8), a plan is designed to answer these three primary questions.

1) What must be learned? (Objective)

2) What procedures and resources will work best to reach the desired learning level? (Activities and resources)

3) How will we know when the required learning has taken place? (Evaluation) Kemp (1977) offers eight elements in designing the program development (p. 8). Each element is connected in an oval shape and it shows the flexibility of the model (figure 2.1). Those eight elements are:

1) Identifying Goal, Topics, and General Purpose

A designer should decide the goals of the system, select the topics to be taught by the teacher, and specify the general purpose of each topic in making instructional design. In the design, the goals are obtained through society, students, and subject areas. Then, topics in the system should be arranged from the simplest level to the complex level. In addition, general purpose is taken from the topic which also expresses students’ expectation.

2) Analyzing the Learners’ Characteristics

In order to have a good design which is exactly effective for students’ success, the designer should analyze the students’ need, students’ lacks, students’ wants, students’ characteristics through the need analysis. The result

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of the need analysis determines the design result, such as in planning, in selecting topics, and in identifying the learning objectives.

3) Identifying Learning Objectives

Identifying learning objective is difficult but it is essential in making instructional design. Learning acquires active efforts from the learner so that the designers should determine the objectives that are measurable to be achieved by the students.

4) Listing Subject Content

Subject content is closely related to the objectives and students’ need. The designer decides the content which is suitable and needed to achieve the objective of each topic.

5) Developing Pre-Assessment

The designer develops pre-assessment to determine students’ background knowledge about the topic. In order to plan the activities, the designer finds what the students really need and what topics that they have already mastered through the pre-assessment.

6) Selecting Teaching Learning Activities and Resources

The designer selects teaching learning activities, methods, and instructional resources that is most appropriate for accomplishing each objective through subject content. The designers should know the strengths and the weaknesses of various methods or material. They can select the methods and activities based on the students’ characteristics and students’ needs.

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7) Coordinating Support Services

The designer coordinates the support services required to implement the design plan, for example, budget, facilities, equipments, and schedules to carry out the instructional plan.

8) Evaluating Students’ Learning

This is the last part of the Kemp’s model. The designer evaluates the students’ learning related to the accomplishment of the objectives. The evaluation is used to determine whether the material is successfully implemented or not.

Figure 2.1 that follows illustrates the relationship of each step in the plan to the other steps.

Figure 2.1 Kemp’s Model of Instructional Design (Kemp, 1977, p. 8) Goals, Topics,

General Purpose

Learner’s Characteristic

s Learning

Objectives

Subject Content

Pre-Assessment

Teaching Learning Activities and

Resources

Support Services

Evaluation

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According to Kemp (1977), developing an instructional system is a continuous process. Each step in the diagram always needs a revision. Therefore, the changes in one element will influence other elements because they are interdependent. This model has a flexibility process that enables the designer to start with whichever element you are ready to start with and then move back and forth to the other steps (Kemp, 1977, p. 9).

2. Syllabus

According to Hutchinson and Waters (1987, p.80), a syllabus is a document which says what will (or at least what should) be learnt. A syllabus provides a set of criteria for materials selection and/or writing. It is intended to lead a learner to a particular state of knowledge. Therefore, the contents of syllabus are arranged from the simplest to the complex. In fact, one of the main purposes of a syllabus is to break down the mass of knowledge to be learnt into manageable units. However, a syllabus is only a model – a statement of an ideal (Hutchinson, 1987, p. 84). It is important to remember that a syllabus can only constitute an approximate statement of what will be taught.

There are six types of syllabus according to Krahnke (1987, pp. 9-14). In fact, almost all language teaching combines two or more syllabi depending on the goal of the program.

Those types of syllabus are:

a. A structural syllabus, in which the content of language is a collection of forms and structures, usually grammatical, of language being taught.

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b. A functional-notional syllabus, in which the content of language is a collection of functions that are performed when language is used or of the notions that language is used to express. Some examples of functions are performing, agreeing, refusing, and inviting. Some examples of notions are age, size, color, and comparison.

c. A situational syllabus, in which the content of language is a collection of real or imaginary situations in which language occurs or is used.

d. A skill-based syllabus, in which the content of language is a collection of specific abilities that may play a part in using language. Primary purpose of this syllabus is to learn specific-language skills.

e. A task-based syllabus, in which the content of language is a series of complex and purposeful tasks that students want or need to perform with language learnt.

f. A content-based syllabus, in which the primary purpose of instruction is to teach some contents or information using language that students will learn.

3. Materials Development

According to Hutchinson and Waters (1987), there are three possible ways of turning your course design into actual teaching materials (p. 96). The following sentences are the three possible ways in developing materials (Hutchinson & Waters, 1987, p. 96).

a. Select from existing materials: materials evaluation b. Write your own materials: materials development

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Regardless of the differences, materials researcher can learn a lot in terms of ideas and techniques from evaluating existing materials. However, writing materials makes the designer more aware of what to look for in materials written by other people.

Furthermore, materials development refers to anything which is done by researchers, teachers or learners to provide sources of language input and to exploit those sources in ways which maximize the likelihood of intake: in other words, the supplying of information about an/or experience of the language in ways designed to promote language learning (Tomlinson, 1998, p. 2). Materials are developed in order to present models of correct language used in target situation (Hutchinson & Waters, 1987, p. 106). Therefore, there are some indicators of a good material. Hutchinson and Water (1987) stated that good materials will contain interesting texts, enjoyable activities which engage the learners’ thinking capacities, opportunities for learners to use their existing knowledge and skills, and the last, content which both learner and teacher can cope with (p. 107). Tomlinson (1998) also adds that materials should provide the learners with opportunities to use the target language to achieve communicative purposes (p. 14).

Ideally teaching materials should provide opportunities for such interaction in a variety of discourse modes ranging from planned to unplanned (Ellis, 1990, p. 191). The interaction itself can be achieved through the learning activities, such as post-reading activities, various and creative learning activities, and opinion gap activities.

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Another finding, as stated by Corbel (1985), materials are designed through four-stage procedure (p. 74). Those four-stage procedures are:

1) Identify the learners’ areas of interest in broad thematic terms.

2) Identify series of communication situations related to that theme and link them to form an action sequence.

3) Select or devise materials appropriate to the situations in the action sequence. 4) Choose language points to focus on from the materials.

That four-stage procedure enhanced that a good material should provide a stimulus to learning and embodies a view of the nature of language and learning, as stated by Hutchinson and Waters (1987, p. 107).

In fact, material development or design must fit into the students so that it is designed based on the learners’ need. Besides, materials help to organize the teaching-learning process by providing a clear, systematic, and coherent unit structure. Then, Hutchinson and Water (1987) proposes a model for material design (p. 108). The aim of this particular model is to provide a coherent framework for the integration of the various aspects of learning, while at the same time allowing enough room for creativity and variety to flourish. The model consists of four elements: input, content focus, language focus, and task.

4. Model of Material Design a. Input

This may be a text, dialogue, video-recording, diagram or any piece of communication data, depending on the needs of the designer which have been defined in his/her analysis. The input provides a number of things, such as

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stimulus material for activities, new language items, correct model of language use, a topic for communication, opportunities for learners to use their existing knowledge and their information processing skills.

b. Content Focus

It is non-linguistic part of the design. It is a means of conveying information and feeling about something. Non-linguistic content should be exploited to generate meaningful communication in the classroom.

c. Language Focus

Good materials should involve both opportunities for analysis and synthesis. In language focus, learners learn the linguistic part. They have the chance to take the language to pieces, study how it works and practice putting it back together again.

d. Task

Materials should be designed, therefore, to lead towards a communicative task in which learners use the content and language knowledge they have built up through the unit.

Through those elements, the language and content are drawn from the input and are selected according to what the learners will need in order to do the task. The model is used for writing our own materials. In developing material, the designer can also modify the existing materials which are called as materials adaptation. Materials are modified in order to specify or change the existing material so that they become suitable with the learners’ need.

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Figure 2.2 is the framework for material development as proposed by Hutchinson and Water (1987).

Figure 2.2 Material Development (Hutchinson and Water, 1987, p.96)

Low (1989) outlines a number of procedures for developing units of work. He suggests that the traditional four-phase unit structure, which was reflected in materials design, is as follows.

a. Presentation: (1) of language to be learned (2) of language description b. Controlled exploitation

c. Free exploitation (generalizing to areas than those in the presentation)

d. Synthesis (pulling disparate strands together and sometimes creating an ‘end product’)

5. Contextual Teaching and Learning

Contextual Teaching and Learning (CTL), as stated by Johnson (2002), is a system or approach which stimulates human brain to build the meaning.

INPUT

CONTENT

LANGUAGE

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Moreover, this approach is an educational system which is suitable to human brain capacity to build up the meaning by relating the lessons to the daily contexts of the students (Muslich, 2007, p. 41). In other words, CTL enables students to find a meaning by recalling and relating the materials that they have learned to their daily life so that they can understand the lessons easier.

a. Characteristics of Contextual Teaching Learning (CTL)

Trianto (2009) said that CTL has some characteristics which make it different with the other learning models (p.110). The characteristics of CTL, as proposed by Trianto (2009), are: cooperation, supportive, fun, comfortable, powerful, integrated learning, and student’s active (p.110). Another finding comes from Muslich (2007), he noted that contextual learning approach has some characteristics, such as: learning in real life setting, meaningful learning, learning by doing, learning in a group, learning to know each other deeply, learning to ask or to inquiry or to work together, and learning as an enjoy activity (p.42).

b. Components of Contextual Teaching Learning

There are eight components in CTL according to Johnson (2008). Those are: building the meaningful relationship, doing the meaningful project or task, learning independently, teamwork or group work, thinking critically and creatively, developing the learners, achieving the high standard, and applying authentic assessment. Meanwhile, Trianto (2009) stated that CTL has 5 (five) learning elements. They are: activating knowledge, acquiring knowledge, understanding knowledge, applying knowledge, and reflecting knowledge (p.

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110). Besides the elements above, a learning using CTL involves 7 (seven) components (Muslich, 2007, p. 43). They are:

1) Constructivism

CTL emphasizes on constructing self-understanding of the learning actively, creatively, and productively based on the previous knowledge and meaningful learning.

2) Questioning

CTL supports the students to learn, to guide students to gather the information, and to know the students’ competence through questioning. 3) Inquiry

CTL makes the students to observe and to analyze the topic or the problems so that they can find something.

4) Learning Community

CTL enables to create a learning community that students can discuss and work together with other students.

5) Modeling

Giving a model by showing things or project, by demonstrating activity, or by giving an example in learning will help students to learn easily.

6) Reflection

This is the most important component in CTL. CTL forces students to think, to review, and to respond the activities and experiences that they have learned in the learning process.

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7) Authentic Assessment

Authentic assessment is done periodically and continuously through some aspects to measure the students’ improvement on their performance.

6. Reading

There are 4 (four) skills in language learning. There are speaking, reading, listening, and writing. The following parts discuss about reading in language learning.

a. The Nature of Reading

Reading is a receptive language process which starts with a linguistic surface representation encoded by a researcher and ends with meaning which the reader constructs (Goodman, 1975, pp. 5-16). It means that reading is an active process. Goodman (1975) stated that reading is not a passive, but rather an active, and in fact an interactive, process has been recognized for some time in first or native language reading.

For many students, reading is by far the most important of the four skills in a second language, particularly in English as a second or foreign language (Carrell, 1988, p. 1). If someone considers the study of English as a foreign language – the situation in which most English learners find themselves – reading is the main reason why student learn the language.

b. Reading Process

According to Goodman (1975) as cited by Carrel (1988), there are five processes in reading (p. 16). Those are:

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1. Recognition-initiation

The brain must recognize a graphic display in the visual field as written language and initiate reading.

2. Prediction

The brain is always anticipating and predicting as it seeks order and significance in sensory inputs.

3. Confirmation

It monitors to confirm or disconfirm with subsequent input what it expected. 4. Correction

The brain reprocesses when it finds inconsistencies or its predictions are disconfirmed.

5. Termination

The brain terminates the reading when the reading task is completed or in it also happens when the task is non-productive, non-appropriate for learners, or uninteresting.

Meanwhile, according to Nunan (2002), there are four activities to enhance the reading process. Those activities have the different objective or goals, such as in the following statements.

1) Language development activities needed to expand learners’ vocabularies and help them better understand sentence structure.

2) Perceptual development activities necessary for building visual and auditory discrimination and memory.

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3) Cognitive development activities provide opportunities for growth in knowledge about sequencing, classifying, comparing, interpreting, discriminating and recognizing letters and the sounds they represent.

4) Attitudinal development activities that help in building and maintaining healthy self-concepts as well as the desire to want to learn to read.

c. Reading Skills

Reading skills enables learner to foster the thinking process which is needed to understand the text effectively. There are some skills which are used in reading as stated by Mikulecky (1990, pp. 25-26), such as:

1) Automatic decoding. It enables readers to recognize a word at a glance. 2) Previewing and predicting. It helps readers to guess what is to come.

3) Specifying purpose. It enables readers to know the reason why a text is being read.

4) Identifying genre. It enables readers to know the nature of the text in order to predict what the form and content will be.

5) Questioning. It enables readers to develop the questions through literal meaning, interpretive reading, critical evaluation, and creative reading.

6) Scanning. It helps readers to look a text very rapidly for specific information. 7) Recognizing topics. It enables readers to find out what the text about.

8) Classification ideas into main topics and details. It helps readers to classify the text into several main topics.

9) Locating topic sentences. It enables readers to find the topic sentences quickly.

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10) Stating the main idea of a sentence, paragraph, or passage. It enables readers to state the main idea/s of the text.

11) Identifying relationship between ideas. It helps readers to understand the relationship between ideas.

12) Seeing the connections or signals between ideas to see the pattern of relationships. It helps readers to read quickly by seeing the connections or signals in the text.

13) Inferring main idea, using pattern and other clues. It enables readers to find the main idea through the pattern of the text.

14) Guessing. It enables readers to understand the text by guessing the meaning of unknown words from the context.

15) Skimming. It enables readers to comprehend the text quickly by getting the overview of a passage or book.

16) Paraphrasing. It helps the reader to understand the text by re-stating texts in the readers’ own words to monitor one’s own comprehension.

17) Summarizing. It helps readers to gather the information of the text by shortening material through the main ideas.

18) Drawing conclusions. It enables readers to understand the text through its conclusion.

19) Reading between the lines, using evidence in the text. It helps readers to understand the text quicker.

20) Visualizing. It helps readers to find the meaning of the text by picturing or actually drawing a picture or diagram of what is described in the text.

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21) Reading critically. It enables readers to understand the text by judging the accuracy of the passage.

22) Reading faster. It enables readers to use their brain to process the information that they can read through reading the text quickly.

d. Teaching Reading

According to Pearson and Fielding’s as quoted by Urquhart and Weir (1988), there are three phases which are used in teaching reading (p. 183). They are pre-reading activities, whilst reading activities, and post-reading activities. 1) Pre-reading Activities

The aims of these activities are to activate students’ knowledge and to motivate students’ interest toward reading text. There are several ways of doing pre-reading activities.

a) Teaching Vocabulary

It is done to facilitate students’ comprehension among the text. Some students have difficulties to understand text when there are many new vocabularies so that giving some new vocabularies in the pre-reading will help them to understand the reading passage better.

b) Providing Essential Background

In reading text, the reader will also use their existing knowledge and by providing it they can reveal or acquire information for comprehending the text. It can also be accomplished through discussion or by presenting pictures, videos, films, and other materials prior to reading a story.

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By knowing the purpose of reading, the reader will be focusing their attention to what they read. It also enables reader to connect their knowledge with the new information from the text. Regardless of the technique used, establishing purposes is a prerequisite for meaningful reading (Nunan, 2002).

d) Motivating the Reader

It is the important part of pre-reading activities. McCombs and Pope (1994, p.vii) belief that all students are motivated to learn under the right conditions, and that the teacher can provide these conditions in the classroom. Motivating the reader can be done by raiding and developing students’ interest to reading text.

2) Whilst Activities

It is a part to understand the content of the reading passage. There are some techniques to understand the content of it.

a) Skimming

It helps the reader to gain the general ideas by reading the passage rapidly. b) Scanning

It helps the reader to gain specific/detail information from the passage. It is done by knowing the keywords and the main point of the passage.

c) Reading For Explicitly Stated Main Ideas

It enables readers to find the main idea which are stated explicitly. d) Reading for implicitly stated main ideas

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e) Reading for detail

It enables students to find the detail information in the reading passage. f) Reading between lines

The reader reads each line of the text in order to have a better understanding toward the text.

g) Deducing meaning from context

The activity requires the students to discover the meaning of the passage of a great number of unfamiliar words from the text.

3) Post-reading Activities

This is the last part of reading. There are some evaluation questions that must be asked in order to know the personal responses about the text. It can also in terms of reflective questions which are asked to relate the text to their outside world. It can be done both in spoken or written way.

e. Interactive Models for Second Language Reading

Briefly, an interactive model of reading assumes that skills at all levels are interactively available to process and interpret the text (Eskey and Grabe, 1988, p. 224). They also add that this model incorporates the implications of reading as an interactive process, that is, the use of background knowledge, expectations, context, and so on.

Krashen (1982) has argued that the subject matter of second language classes should be both interesting and relevant, a claim that is especially appropriate to reading. Then, it is the teacher who must stimulate interest in reading, who must project his or her enthusiasm for books, and who must help

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students to see that reading can be of real value to them (Eskey and Grabe, 1988, p. 229). In fact, it is also the teacher who must choose, or edit, or modify, or create the appropriate materials for students with varied needs and purposes.

Widdowson (1979) as cited in Carell (1988) has discussed that reading is an interactive process, as the process of combining textual information with the information a reader brings to a text. Reading is thus viewed as a kind of dialogue between the reader and the text. Because of that, the teacher should provide the materials which can provide the learners with opportunities to use the target language to achieve communicative purposes. Ellis (1990) said that ideally teaching materials should provide opportunities for such interaction in a variety of discourse modes ranging from planned to unplanned.

For Second Language Reading (SLA), teacher is responsible for providing interactive reading materials. Teacher may choose, edit, modify or create the appropriate materials based on the learners’ characteristics. The materials will activate the learners when they can achieve the impact. It is achieved when materials have noticeable effects on learners that are when the learners’ curiosity, interest, and attention are attracted (Tomlinson, 1998, p. 8). According to Tomlinson (1998), materials can achieve impact through:

a. Novelty (e.g. unusual topics, illustrations, and activities);

b. Variety (e.g. breaking up the monotony of a unit routine with an unexpected activity; using many different text types taken from many different types of sources; using a number of different instructor voices on a cassette)

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c. Attractive presentation (e.g. the use of attractive colors, pictures, graphics, or photographs, lots of white space)

d. Appealing content (e.g. topics of interest to the target learners, topic which offer the possibility of learning something new, engaging stories, universal themes, local references, authentic materials)

7. Curriculum

Curriculum is a guidance and tool which contains the learning goals, learning materials, and learning contents. It is applied as a base in designing learning strategies and methods in order to achieve the goals. Curriculum is developing time by time in line with the educational and human development. The following is the explanation about curriculum which is implemented nowadays in Indonesia.

a. The Curriculum for Senior High School

The curriculum applied in Senior High School nowadays is School-Based Curriculum (in Indonesia, it is called as ‘KTSP’). This curriculum has been applied since 2006, as the improvement of Competence Based Curriculum in 2004.In fact, the principles of teaching reading in English lesson according to

KTSP is important since the researcher designs the reading materials for the eleventh grade students of SMA Pangudi Luhur Yogyakarta.

According to KTSP, the level of English accomplishments for senior high school students consists of three parts; performative level, functional level, and informational level. In performative level, students are expected to read using symbols that are used in the reading passage. In functional level, students are expected to be able to use the language for their daily needs, such as in reading

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the newspaper, magazines, and so on. Informational level emphasizes on the process of accessing new knowledge using linguistic ability (Peraturan Menteri No. 22, 2006, p. 307). Among those three levels, the English lesson for senior high school students more emphasizes on the informational level since they are prepared to study in the higher education level. Because of that, the focus of English lesson according to KTSP is on the reading activity. The students are asked to understand many types of text (Peraturan Menteri No. 22, 2006, p. 308). Besides, KTSP gives a signal on its implementation and the use of teaching strategy by focusing on students’ work or ‘student-centered’ (Trianto, 2009, p. 104).

There are three aspects of English lesson based onKTSP:

a. Students are expected to be able to understand written text to achieve informational level

b. Students are expected to be able to understand various short functional texts and monologues in form of procedure, descriptive, narrative, recount, report, news item, analytical exposition, hortatory exposition, and spoof.

c. Students are expected to develop their competences, such as linguistics competence (the use of grammar, vocabulary, intonation and tones), socio-cultural competence (the use of appropriate expression in various context), and strategic competence (solving problem when reading texts).

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B. Theoretical Framework

This study focuses on designing a set of interactive reading materials for eleventh grade students of SMA Pangudi Luhur Yogyakarta. In order to design a set of the reading materials, the researcher applied a model proposed by Kemp (1977, p. 8). Kemp’s model is applied as the main instructional design of this research. Kemp’s model is adapted because of its flexibility. It enables the designers to use the model flexibly to suit their own needs (Kemp, 1996). In this research, the researcher does not fully take the steps in Kemp’s model but the researcher modifies some steps into new steps which are applied in this research. In addition, Kemp’s model can be applied in all education levels. The structure of Kemp’s model shows that each aspect is interrelated. Besides, the steps of Kemp’s instructional model are clearly stated so that it is easy to be applied. In addition, the researcher also adapts the material development theory proposed by Hutchinson and Water (1987) which also stated about materials adaptation.

In designing materials, the researcher applied the theory form Carrell (1988) and Goodman (1975) about interactive approaches to second language reading. Since English is regarded as a foreign language in Indonesia, the researcher also applied the theory of ESL or EFL in this study as stated by Goodman (1975, pp. 5-16). In developing the materials, the researcher applied the theory of materials development in language teaching which is proposed by Tomlinson (1998). By applying that theory, the researcher can create the materials based on the characteristics of a good material. Meanwhile, for the reading material and the activity, the researcher adapts the reading techniques promoted

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by Pearson and Fielding’s as quoted by Urquhart and Weir (1988, p. 183) stated that there are three phases in reading, pre-reading, whilst reading, and post-reading activity. The researcher adapts this theory in designing the material in every unit. Moreover, the researcher also applied some reading skills proposed by Mikulecky (1990, pp. 25-26) and some activities in reading readiness proposed by Nunan (2002, p. 4) to develop the reading activities in each units.

The curriculum applied in SMA Pangudi Luhur Yogyakarta is School Based Curriculum (KTSP). This curriculum is applied since 2006, as the improvement of Competence-Based Curriculum. Besides, the researcher applied the theory of Contextual Teaching and Learning approach as stated by Johnson (2002) in this research. It is applied in order to help the researcher to design a good reading material for the students which is understandable by providing the materials which are suitable with their daily contexts and their needs. Besides, the researcher also applied the theory from Muslich (2007, pp. 42 -50) and from Trianto (2009, pp. 109-120) about components and characteristics of CTL.

From those theories, the researcher adapts the instructional model using Kemp’s model (1977) which is applied in this research. Absolutely, the researcher does not fully take the steps but the researcher takes and modifies some step into the new one. The instructional model in this research consists of nine steps which are elaborated in the following paragraph.

Step 1. Conducting Need Analysis

The researcher adapts this step from Kemp’s model as identifying learners’ characteristics step. The researcher conducts the need analysis by

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interviewing some English teachers of SMA Pangudi Luhur Yogyakarta and distributing the questionnaire for the eleventh grade students of SMA Pangudi Luhur Yogyakarta. These analyses are used to gain the teachers’ expectation and learners’ needs toward English reading materials.

Step 2. Identifying Goals and General Purposes

After gathering the data about learners’ and teachers’ need, the researcher identifies the goals and the general purposes. The researcher adapts this step from Kemp’s model. In this step, the researcher also applied the standard competence as stated in the KTSP (Peraturan Menteri No.22, 2006, p. 308) for the eleventh grade of senior high school students.

Step 3. Listing Topics

The researcher lists the topics based on the need analysis result, especially from the learners’ need. It is also done based on the text genres that have to be learnt by the students based on the curriculum.

Step 4. Specifying Learning Objectives

The researcher adapts this step from Kemp’s model. The researcher specifies and determines the objectives of the materials design that measurable and achievable for the students.

Step 5. Listing Subject Content

The researcher adapts this from Kemp’s model. Eskey and Grabe said that teacher is the one who must choose, or edit, or modify, or create the appropriate materials for students with varied needs and purposes (1988, p. 229). Because of that, based on the need analysis, the researcher chooses, edits, modifies, and

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creates materials which are suitable with the learner’s needs, the objectives, and the curriculum for them.

Step 6. Developing a Syllabus

This step actually is not stated directly in Kemp’s Model (1977, p. 8). However, the researcher developed the syllabus by combining some steps in Kemps’ Model which was done after gathering the learning objectives and after listing the subject contents. Kranhke (1987, p. 9-14) proposed six types of syllabus, and the researcher applied one of them, that is functional-notional syllabus. It is applied because it is suitable with the focus of the English learning especially for reading for eleventh grade students based on KTSP (Peraturan MenteriNo. 22, 2006, p. 308). The curriculum stated that eleventh grade students should learnt about text genres. The researcher also applied notional syllabus based on the learners’ need toward the reading materials.

Step 7. Developing Materials

In developing materials the researcher applied the theory of material development from Hutchinson and Water (1978) and from Tomlinson (1998). The researcher adapts the theory in order to design a set of reading materials for the students. The researcher also applied the theory of interactive approaches for second language reading from Carrell (1988) to accomplish the Contextual Teaching and Learning Approach. The materials are designed by considering the principles of reading, such as the process of reading, the elements of reading, the reading skill, the theory to teach reading and also by considering the learners’ and teachers’ needs (Mikulecky, 1990).

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Step 8. Evaluating the Designed Materials

The researcher evaluates the designed materials by interviewing one English teacher of SMA Pangudi Luhur Yogyakarta and two English Language Education Lecturers of Sanata Dharma University. Before that, the researcher distributes a questionnaire to them in order to gain the deeper feedback.

Step 9. Revising the Designed Materials

After gaining the feedback from the teachers and lecturers, the researcher revised the designed materials. Based on Kemp’s model, revision can be done in every step so that the researcher can implement that to revise any step that needs an improvement.

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38 CHAPTER III METHODOLOGY

This chapter clarifies methodology of the research. It discusses research

method, research setting, research participants, research instruments and data

gathering technique, data analysis technique, and research procedures.

A. Research Method

The method used in this research was Research and Development (R&D).

According to Borg and Gall (1985), educational research and development can be

defined as “a process used to develop and validate educational products”, such as

teaching and learning materials, teaching methods, and syllaby (p. 772). In this

research, the researcher applied Research and Development (R&D) method in

order to design English reading materials using contextual teaching and learning

approach for senior high school students.

Research and Development for education field aims to design, revise, or

develop an educational product based on the needs, such as from the learners’

need, teachers’ need or even the schools’ need. Research and Development

consists of a cycle where the product is designed, field-tested, and revised based

on the result of the test. Borg and Gall (1985) states that research and

development consists of ten steps (p. 772). Those steps are research and

information collecting, planning, developing preliminary form of product,

preliminary field testing, main product revision, main field testing, operational

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dissemination and implementation. However, in this research, the researcher only

applied five steps of the Research and Development method. It was because of the

school’s policy about requirement for conducting a research in the school. The

headmaster did not permit the researcher to implement the design directly in

which it would disturb the students’ activity in class. However, those five steps

did not influence the researcher’s effort to produce a good design of English

reading materials using Contextual Teaching and Learning approach for the

eleventh grade students ofSMA Pangudi LuhurYogyakarta.

1. Research and Information Collecting

This step was conducted through two ways. First, the researcher obtained

some references and information as the basis of the research. Second, the

researcher did the need analysis. Here, the researcher analysed the teachers’ and

the learners’ needs. The researcher distributed a questionnaire to the eleventh

grade students of SMA Pangudi Luhur Yogyakarta in the academic year

2011/2012. The questionnaire was distributed in the second and third week of July

2011. From the questionnaire, the researcher gathered the data about students’

difficulties, students’ opinion about reading class activity, students’ opinion about

reading materials given in school and also students’ opinion about the materials

and topics that they needed or liked. In order to know the teachers’ needs, the

researcher did the interview with the English teachers of SMA Pangudi Luhur

Yogyakarta. From the interview, the researcher gathered the data about teachers’

(1)

Creative English-, for XI Grade SMA Pangudi Luhur Yogyakarta 22

Let’s Read 2

Jumbled-Paragraph

Make a group consisting of 4-5 students then arrange the paragraphs below into a good order.

Why SNSD is so addictive...

First, their songs are all addicting.

Their songs are simple and catchy. That's why ordinary people can easily memorize the rhythm and melody of their songs. The sound of Korean words is also fun to hear. Even the international fans, who don't understand the Korean lyrics of SNSD songs, are still able to memorize and sing their songs. One of their most popular songs is Gee. Korean fans were so

addicted to Gee that it went no.1 in MNET countdown for eight straight weeks. SNSD beat the record of the world wide hit song ‘Nobody’ by Wonder Girls. Nobody became no.1 in MNET for just six consecutive weeks. Gee also became no.1 in Music Bank for nine consecutive weeks.

Though they (SNSD) are very popular, there are still some people who don't like SNSD. These haters are known as anti-SNSD. Haters are bringing up a lot of negative issues just to put SNSD down. Anti-SNSD is saying that the girls' (SNSD) beauty is product of surgical procedures, and the group is not talented enough to deserve all the attention and popularity that they are getting. I don't know the real reason why they hate SNSD. But I think they just envy of the extreme popularity and success that SNSD achieved in just three short years.

Third, nine is better than one.I think SNSD having nine members, is the main thing that separates them from other Korean girl group. The usual number of

members of a Korean singing group is

four or five. But SM Entertainment wants

to be unique. That's why they designed SNSD to

have nine members. This is also the same strategy

that SME applied on Super Junior, a popular

and successful Korean boy group composed of 13

members. If you were an audience, you will find it

more fun and entertaining to watch a bigger group performing together smoothly. You will never be bored. Your eyes will be busy trying to see what each member is doing.

(2)

Creative English-, for XI Grade SMA Pangudi Luhur Yogyakarta 23 Once more, from the explanation above it is clear that SNSD has several good points that make them popular and addicting not only in Korea but also in the world. People should face the reality that SNSD has the great quality because they only need three years to achieve the popularity. Then, SNSD has really captured the heart of the fans.

Second, they have cute dance steps. Like their songs, the dance steps of SNSD are also simple and easy to follow. Even people who have no talent in dancing can easily do the dance steps of SNSD. It's really a pleasure to the eyes watching their cute faces performing cute dance numbers. You can easily forget all your problems by just watching them do their moves. Their dance moves really fit their cute, innocent looking faces. Not all girls look good when they do cute dance steps. But SNSD looks great and fun to watch every time they perform! Actually, this is one of the main reasons why I got addicted to SNSD. I love watching videos. And I really love the way they dance in all of their music videos.

SNSD (So Nyeo Shi Dae or Girls' Generation) is one of the most popular and successful girl-band in Korea. They are also popular in other countries (Japan, Philippines, Indonesia, Thailand, etc.). This means that, even they are not Koreans or they cannot understand the Korean language, fans still love SNSD.

International fans even put up their own SNSD fans club in their countries. These clubs set up special events every time SNSD officially released an album in their country, or when SNSD celebrates their anniversary. Some international fans (like me) were even influenced by SNSD to learn how to speak Korean to be able to understand their songs. That's how powerful and charismatic SNSD is.

Fourth, they have cute, beautiful, lovely faces. For me, this is the biggest reason why fans are so addicted to SNSD. We all knew that all singers are really good in singing. But not all singers are pleasing to the eyes. And SNSD is a type of singing group with beautiful voices and faces.

Despite these negative publicities, fans are still hooked with SNSD. Fans are ignoring these issues and they just keep on supporting SNSD. And this continuing support of the fans makes haters go crazy. SNSD has really captured the heart of the fans. In fact, I'm an SNSD fan too. And I'm really addicted to them! My phone is fully loaded with their songs and videos. I don't even have enough space to put in English or Filipino songs. After months of being hooked with SNSD, I was finally able to sort out the reasons why they were so addicting. Things that made them ahead of the pack are the following:

(3)

Creative English-, for XI Grade SMA Pangudi Luhur Yogyakarta 24 Answer these questions.

1. What is the correct order of the text? 2. What is the text about?

3. Please elaborate the features of the text! (e.g. kind of text, the order, etc)

4. What is your opinion about SNSD? Do you like them very much? Please explain your answer.

Let’s Read 3

Reading Outside

Make a group consisting of 4-5 students. In fact, your group is an artist management company. Give a name for it. Then, read some articles about how to make a good and attractive pamphlet. Next, make a good pamphlet to promote your management, especially your actor, actress or singer. Please make as creative as possible.

Group Performance

Present your pamphlet in front of class. Explain that your artist management is the best management with best actor, actress, and singer. Provide as many as arguments to the listeners. You may use LCD viewer so that everyone can see your group creativity.

Reflection and Review

1. What did you learn in this unit? 2. Did you enjoy the class? Why? 3. What is your difficulty in this unit?

POST-ACTIVITY Hortatory Exposition Text

Purpose: to persuade the readers that something should or should not be the case or be done.

Generic Structure: 1. Thesis 2. Arguments

(4)

vii ABSTRACT

(5)

viii ABSTRAK

Penelitian ini bertujuan untuk menjawab dua pertanyaan berikut: (a) bagaimanakah cara merancang materi membaca Bahasa Inggris dengan pendekatan pengajaran dan pembelajaran kontekstual (Contextual Teaching and Learning) untuk siswa kelas XI SMA Pangudi Luhur Yogyakarta, dan (b) seperti apakah materi membaca yang dirancang.

Untuk menjawab pertanyaan pertama, peneliti menggunakan model rancangan pembelajaran Kemp (1977) dan menerapkan metode penelitian dan

pengembangan dari Borg dan Gall (1986).Selainitu, peneliti juga

mengimplementasikan teori-teori pendekatan pengajaran dan pembelajaran kontekstual dari Johnson (2002) untuk merancang dan membuat materi pembelajaran. Peneliti menerapkan lima langkah metode penelitian dan pengembangan Borg dan Gall yang juga berisi delapan langkah model rancangan pembelajaran Kemp. Kelima langkah tersebut, antara lain; (1) pengumpulan hasil-hasil dan informasi penelitian, (2) perencanaan, (3) pengembangan bentuk pertama produk, (4) uji produk di lapangan, dan(5) revisi produk.

terhadap fasilitas penunjang pembelajaran. Dalam mengembangkan dan

mendesain materi membaca, peneliti menerapkan metode pengembangan materi pembelajaran menurut Hutchinson dan Waters (1987) dan prinsip-prinsip pendekatanCTL menurut Johnson (2002). Materi yang telah dirancang kemudian dievaluasi dengan menyebarkan kuesioner paska-perancangan kepada dua dosen dan satu guru sekolah. Hasil evaluasi menunjukkan bahwa materi membaca telah dirancang dengan baik dan siap untuk dipakai di kelas. Hal ini karena penilaian terhadap aspek-aspek yang ada dalam materi tersebut menunjukkan nilai yang maksimal.Hanya ada dua aspek yang memperoleh nilai 3 dimana nilai yang lainnya adalah 4. Selain itu, dari hasil evaluasi, peneliti melakukan revisi dengan melengkapi materi membaca dengan informasi tambahan mengenai karakteristik teks atau bacaan.

(6)

Untuk menjawab pertanyaan kedua, peneliti menyertakan materi membaca yang telah direvisi yang terdiri dari 4 unit. Keempat unit tersebut antara lain, “Let’s Go to the Beach”, “My Favorite Story is…”, “Be Careful: Gadget Attack!!”, dan “Korean Wave”. Masing-masing unit terdiri dari 3 bagian, pre-activity, main-pre-activity,danpost-activity.

Designing English reading materials using contextual teaching and learning approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta.

INPUT

CONTENT

LANGUAGE

Let’s Read 2

Why SNSD is so addictive...

Let’s Read 3

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Dukungan

Links

Designing English reading materials using contextual teaching and learning approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta.

INPUT

CONTENT

LANGUAGE

Let’s Read 2

Why SNSD is so addictive...

Let’s Read 3

Parts

Dokumen yang terkait

A set vocabulary supplementary materials for the eleventh grade students of SMA Pangudi Luhur Yogyakarta.

A set of english instructional reading materials using contextual teaching and learning for grade X students of SMA N 1 Klaten.

Designing a set of supplementary instructional grammar materials using contextual teaching and learning for the eleventh grade students of SMAN 1 Depok Yogyakarta.

Speaking materials using task-based learning for the seventh grade students of English Extracurricular Activity at SMP Pangudi Luhur Yogyakarta.

Designing a set of instructional materials using cooperative integrated reading and composition [CIRC] for the eleventh grade students of SMA Negeri 4 Yogyakarta.

English instructional reading materials using contextual teaching and learning for the seventh grade students of Pangudi Luhur I Junior High School.

Designing a set of supplementary instructional grammar materials using contextual teaching and learning for the eleventh grade students of SMAN 1 Depok Yogyakarta

A Thesis on ENGLISH READING INSTRUCTIONAL MATERIALS BASED ON CONTEXTUAL TEACHING AND LEARNING APPROACH FOR THE SEVENTH GRADE STUDENTS OF PANGUDI LUHUR I JUNIOR HIGH SCHOOL YOGYAKARTA

A set vocabulary supplementary materials for the eleventh grade students of SMA Pangudi Luhur Yogyakarta - USD Repository

Designing English reading materials using contextual teaching and learning approach for the eleventh grade students of SMA Pangudi Luhur Yogyakarta - USD Repository

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