Designing a set of supplementary reading materials using task-based learning for the ninth grade students of SMP Joannes Bosco Yogyakarta.

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DESIGNING A SET OF SUPPLEMENTARY READING MATERIALS USING TASK-BASED LEARNING FOR THE NINTH GRADE

STUDENTS OF SMP JOANNES BOSCO YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Lusia Suwantari Nugraheni Student Number: 07 1214 077

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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“Run when you can, walk if you have to, crawl if

you must; just never give up.”

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ABSTRACT

Nugraheni, Lusia Suwantari. 2012. Designing a Set of Supplementary Reading Materials using Task-based Learning for the Ninth Grade Students of SMP Joannes Bosco. Yogyakarta: English Education Study Program, Sanata Dharma University.

Reading is one of the basic skills, which is important in learning a language. In the National Examination, reading has bigger portion than the other skills. That is why reading comprehension becomes very essential for the ninth grade of junior high school students. Unfortunately, the ninth grade students of SMP Joannes Bosco faced several problems in learning reading. Based on the questionnaire in the pre-design survey, there were three main problems. First, the topics of the reading text are not varied and not interesting. Second, the text is long. Third, the vocabulary of the texts is unfamiliar. Hence, they needed supplementary materials to improve their reading skill. The materials should be interesting. Therefore, the writer decided to help the English teacher of SMP Joannes Bosco to prepare the interesting reading materials by designing a set of supplementary reading materials. The writer developed the supplementary reading materials using task-based learning. There were two questions formulated in the problem formulation. The questions are: (1) how is a set of the supplementary reading materials using task-based learning for the ninth grade students of SMP Joannes Bosco designed? and (2) What does a set of the supplementary reading materials using task-based learning for the ninth grade students of SMP Joannes Bosco look like?.

The instruments used in this research were questionnaire and interview. Questionnaire was distributed in the pre-design survey to collect the information

about students’ needs. The questionnaire was distributed to the ninth grade

students of SMP Joannes Bosco. Interview was also conducted in the pre-design

survey to collect the information about students’ needs. It was conducted by

interviewing the English teacher of SMP Joannes Bosco.

In order to answer the first question, the writer employed Research and Development method (R & D) and adapted the instructional design model of Kemp and Yalden. There were seven steps applied in this study. The steps were: (1) Conducting needs survey, (2) Formulating goals, topic and general purposes, (3) Formulating learning objectives, (4) Selecting subject content, (5) Selecting teaching learning materials and activities, (6) Evaluating materials, and (7) Revising materials. To answer the second question, the writer presented a set of reading materials using task-based learning for ninth grade students of SMP Joannes Bosco. The designed materials consists three main topics, e.i. procedure, report and narrative.The three main topics are divided into six units. Unit one and two focus on procedure text. Unit three and four focus on report text. While, unit five and six focus on narrative text. Each unit is divided into three sections: Warming up, Your Task, and Language Focus.

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Finally, it is expected that the materials could increase students’ reading skill. The writer also hopes that the materials could help the English teacher of SMP Joannes Bosco in order to prepare the interesting reading materials.

Keywords: task-based learning, reading, the ninth grade students of SMP Joannes Bosco

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ABSTRAK

Nugraheni, Lusia Suwantari. 2012. Designing a Set of Supplementary Reading Materials using Task-based Learning for the Ninth Grade Students of SMP Joannes Bosco. Yogyakarta: English Education Study Program, Sanata Dharma University.

Membaca adalah salah satu dari empat ketrampilan dasar yang penting dalam pembelajaran sebuah bahasa. Dalam Ujian Nasional, membaca mempunyai porsi yang lebih besar daripada ketrampilan lainnya. Oleh karena itu, pemahaman membaca menjadi hal penting bagi siswa-siswa SMP kelas sembilan. Sayangnya, siswa-siswa kelas sembilan SMP Joannes Bosco menemui beberapa permasalahan dalam pembelajaran membaca. Pertama, topik bacaan yang tidak bervariasi dan tidak menarik. Kedua, teks bacaan yang panjang. Ketiga, kosakata asing dalam text. Mereka membutuhkan materi tambahan untuk meningkatkan ketrampilan membaca mereka. Materi bacaan harus menarik. Oleh karena itu, penulis memutuskan untuk membantu guru bahasa Inggris SMP Joannes Bosco untuk menyiapkan materi yang menarik dengan merancang seperangkat materi membaca tambahan. Penulis mengembangkan materi bacaan tambahan dengan menggunakan pembelajaran berbasis tugas (task-based learning). Ada dua pertanyaan dalam rumusan masalah. Pertanyaan-pertanyaan itu adalah: (1) bagaimana seperangkat materi membaca tambahan yang menggunakan pembelajaran task-based untuk siswa kelas sembilan SMP Joannes Bosco dirancang? Dan (2) bagaimanakah bentuk seperangkat materi membaca tambahan yang menggunakan pembelajaran berbasis tugas untuk siswa kelas sembilan SMP Joannes Bosco tersebut?.

Instumen yang dipergunakan dalam penelitian ini adalah kuesioner dan wawancara. Kuesioner dibagikan saat survei pre-design untuk mengumpulkan informasi mengenai kebutuhan siswa. Kuestionar dibagikan pada siswa kelas sembilan SMP Joannes Bosco. Wawancara juga dilaksanakan saat survei pre-design untuk mengumpulkan informasi tentang kebutuhan murid. Hal ini dilakukan dengan mewawancarai guru bahasa Inggris SMP Joannes Bosco.

Untuk menjawab pertanyaan pertama, penulis menerapkan metode Research and Development (R &D) dan mengadaptasikan model perancangan dari Kemp dan Yalden. Ada tujuh langkah yang diterapkan dalam studi ini. Langkah-langkah tersebut antara lain: (1) melakukan survei kebutuhan, (2) Merumuskan tujuan, topik, dan tujuan umum, (3) merumuskan indikator, (4) menyeleksi isi, (5) menyeleksi materi dan kegiatan pembelajaran, (6) mengevaluasi rancangan materi, dan (7) merevisi materi. Untuk menjawab pertanyaan kedua, penulis menyajikan seperangkat materi membaca tambahan yang menggunakan pembelajaran task-based untuk siswa kelas sembilan SMP Joannes Bosco. Materi ini terdiri dari tiga topik utama, yaitu procedure, report, dan narraitve. Tiha topik utama ini dibagi dalam enam unit. Unit satu dan dua berfokus pada procedure text. Unit tiga dan empat berfokus pada report text. Sedangakan unit lima dan enam berfokus pada narrative text. Setiap unit terbagi dalam tiga sesi: Warming up, Your Task, and Language Focus.

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Akhirnya, diharapkan materi ini dapat meningkatkan ketrampilan membaca siswa. Penulis juga berharap bahwa materi ini dapat membantu guru bahasa Inggris SMP Joannes Bosco dalam rangka menyiapkan materi membaca yang menarik.

Kata kunci : pembelajaran berbasis tugas, membaca, siswa kelas sembilan SMP Joannes Bosco

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ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude to Jesus Christ, for His blessing and guidance so that I can finish my study. He always gives me strenght when I am down, and makes everything beautiful in His time.

I would like to express my deepest gratitude to my sponsor, Carla Sih Prabandari, S.Pd., M.Hum., for all her time, guidance, and patience in supporting me to finish my thesis. I would also like to express my sincere appreciation to J. Sri Murwani Pudji Lestari, S.Pd. and F. Haryo Tri Aji, S.Pd., as my evaluators, who were willingly spending their time to evaluate my designed materials. They are very kind and helpful. Next, I also warmly thank Rr. Rieta Anggraheni, S.Pd., who has kindly given suggestions and advice toward the grammar of my thesis. I also address deepest gratitude to all English Education Study Program lecturers, who had kindly and patiently teach me for more about four years.

I would also like to express my gratitude to my beloved parents: my Dad, who is in heaven, and my Mom for their everlasting love, prayer, care and support; my sisters: Sinta and Santi, for their care and support.

I thank my wonderful friends: Kanya, Clara, Wichan, Putri, Redy, Kiki

for their support, care, and togetherness; and also Pipit, Anti, Oren and Debby

for their sharing information. I also thank my patners of CALAMUS English Course: Tito, Ika and Edha, for their support and togetherness. I would also

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thank all my friends of PBI 2007 for the incredible moments during my study in Sanata Dharma.

I also wish to thank all staff of KUMON-Jambon, especially Ibu Sheinny, Mbak Lia, Mbak Tuwik, Mbak Fin, Mbak Tere, Khares and Nora in supporting me finish my thesis. They are so kind and always reminded me to finish my thesis soon.

My special thanks go to Yulius Andar Prabowo. I thank him for his love, care, and support.

Finally, I deeply thank people who are not mentioned here, for their time and willingness to help me finish my study.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

STATEMENT OF WORK’S ORIGINALITY... iv

DEDICATION PAGE ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... ix

ACKNOWLEDGEMENTS ... xi

TABLE OF CONTENTS ... xiii

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

CHAPTER I. INTRODUCTION 1 A. Research Background ... 1

B. Research Problem ... 2

C. Problem Limitation ... 2

D. Research Objectives ... 2

E. Research Benefits ... 3

F. Definition of Terms ... 5

CHAPTER II. REVIEW OF LITERATURE 8 A. Theoretical Description ... 8

1. Instructional Material design ... 8

a. Kemp’s Model ... 9

b. Yalden’s Model ... 10

2. Reading ... 12

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b. Reading Process ... 12

c. Level of Reading Process ... 14

d. Principles of Teaching Reading ... 15

3. Task-based Learning ... 17

a. Task Types ... 18

b. The Framework for Task-based Learning ... 18

4. School-based Curriculum ... 20

B. Theoretical Framework ... 22

CHAPTER III. METHODOLOGY 25 A. Research Method ... 25

B. Research Participants ... 27

C. Research Instruments ... 27

D. Data Gathering Technique ... 28

E. Data Analysis Technique ... 29

F. Research Procedure ... 29

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION 32 A. Designing the Supplementary Reading Materials ... 32

1. Conducting Needs Surveys ... 32

2. Formulating Goals, Topics and General Purposes ... 37

3. Formulating Learning Objectives ... 39

4. Selecting Subject Content ... 42

5. Selecting Teaching Learning Activities and Materials ... 43 6. Evaluating the Set of Supplementary Reading Materials ... 44 7. Revising the Set of Supplementary Reading Materials ... 47 B. Presentation of Supplementary Reading Materials ... 49

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CHAPTER V. CONCLUSIONS AND SUGGESTIONS 51 A. Conclusions ... 51 B. Suggestions ... 52

REFERENCES 54

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LIST OF TABLES

Page

Table 4.1 Summary of the Results of the Pre-design Questionnaire

(part 1) ... 33 Table 4.2 Summary of the Results of the Pre-design Questionnaire

(part 2) ... 33 Table 4.3 The Goals and General Purposes of the Materials ... 38 Table 4.4 The Topics of the Materials ... 39

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LIST OF FIGURES

Page

Figure 2.1 Kemp’s Model ... 10

Figure 2.2 Yalden’s Model ... 11

Figure 2.3 Bottom-up Approach to Reading ... 13

Figure 2.4 Top-down Approach to Reading ... 13

Figure 2.5 Interactive Approach to Reading ... 14

Figure 2.6 The Framework for Task-based Learnig Based on the Willis TBL Framework ... 20

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LIST OF APPENDICES

Page

Appendix A Permission Letter ... 57

Appendix B The List of Pre-design questionnaire and Interview Questions ... 59

Appendix C The Post-design Questionnaire ... 63

Appendix D Teacher’s Manual, Answer Key and Syllabus ... 69

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CHAPTER I

INTRODUCTION

In this study, the writer would like to design a supplementary reading material for the ninth grade students of junior high school. This chapter presents six parts, namely research background, research problems, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

English is an international language which is very important for global communication in every aspect. Considering the importance of English, Indonesian government makes English as a compulsory subject in junior high school and senior high school, and also as an additional subject in elementary school. In the National Examination, Indonesian government includes English as a subject which will be tested. The score of the National Examination determines whether the students can graduate or not. Therefore, students have to learn English deeply to pass the examination.

In learning English, there are four skills that should be gained: listening, speaking, reading, and writing. Reading as one of the basic skills is also important in the second language learning. By reading, students can improve their vocabulary list and get a lot of information. Even, Nunan (2003) stated that reading is also the most important skill to master in order to ensure success not only in learning English, but also in learning in any content class where reading in English is required. It means that reading is a basic skill which is not only

2 important in learning English, but also in other subjects. In detail, Krashen (1981:23) argues that reading can be a way to become good readers, to develop a good writing style, to master vocabulary, to master grammar, and to become good spellers.

In National Examination, reading has a bigger portion than the other skills. Usually, there are many reading passages in the National Examination worksheet, then the students are given some questions related to the reading passage. Therefore, students have to comprehend the content of the reading passage to answer the question correctly.

Krashen (1985), as stated in Mikulecky’s book (1990), has posited that the

best way to improve reading is by reading. He concludes that simply allowing students to read more books will result in improved reading just as often. It means that students have to practice reading more and more to improve their language skill.

The problem is that not all students are interested in learning reading. It is

hard to make students interested in learning reading. According to writer’s

experience when she taught the students of SMP Joannes Bosco, the students had no willingness to read a complicated text. A complicated text for them means a text which has many unfamiliar words and uninteresting topic.

According to the School-Based Curriculum, a school has a right to develop and construct their own curriculum based on the school’s potential, students’ character and socio-cultural background. It means that the teacher has an opportunity to create and develop the teaching learning activities and materials.

SMP Joannes Bosco has used textbook to facilitate the teaching learning process. The textbook, entitled “ENGLISH ON SKY” which is published by ERLANGGA, is the main source of the teaching learning materials. However, textbook is not enough to support the teaching and learning processes. Sometimes, textbook does not give various topics and activities which can evoke students’ ability in learning English, especially reading. It makes the students not interested in the materials. They may be bored and sleepy. Then, they will not grasp the materials well. Therefore, the English teacher of SMP Joannes Bosco has to find other reading materials because it is necessary to provide additional reading materials which are more interesting to evoke their reading ability and to make students motivated.

Considering the need of reading materials for the students of SMP Joannes Bosco, the writer decided to design supplementary reading materials for them. The writer chooses the ninth grade students of junior high school not only to help them learn reading, but also to help them in preparing the National Examination for English subject, especially the reading skill.

In designing the reading materials, the writer adopted task-based learning approach. Task-based learning is an approach which gives the teacher opportunity to be creative to assign task for the students. Through tasks, students may become better communicators and learn new words and phrases from each other (Willis, 1996, p.55). In other words, by using task-based learning, the students will not only learn about language, but they also learn how to socialize with others. It is

4 because task-based learning offers opportunity in which students can interact to share and think with classmates.

B. Research Problems

1. How is a set of supplementary reading materials using task-based learning for the ninth grade students of SMP Joannes Bosco designed?

2. What does a set of supplementary reading materials using task-based learning for the ninth grade students of SMP Joannes Bosco look like?

C. Problem Limitation

The research focuses on designing a set of supplementary materials for learning reading in SMP Joannes Bosco. The designed materials are developed for the ninth grade students. The aim of designing supplementary materials is to support the textbook that has been used by the students of SMP Joannes Bosco. The writer develops the designed materials for semester 1 and 2. The approach used is task-based learning, which can support students to evoke and improve their reading skill. Since the designed materials are as supplementary materials, the writer chooses only three main topics: procedure, report, and narrative.

D. Research Objectives

Related to the problem formulation above, there are two objectives that need to be accomplished in this study:

1. To find out how a set of supplementary reading materials for the ninth grade students of SMP Joannes Bosco is designed.

2. To present a set of supplementary reading materials for the ninth grade students of SMP Joannes Bosco.

E. Research Benefits

This study is highly expected to give the essential contribution to the elements below:

1. The English Teachers of SMP Joannes Bosco

This study is expected to give contribution for English teachers especially those who teach English in the ninth grade of junior high school. They can use this supplementary reading material in their teaching-learning process to improve

the students’ reading skill.

2. The Ninth Grade Students of Junior High School

Hopefully, this study will help the ninth grade students to learn English, especially in learning reading. The designed materials, as the supplementary materials of the existing materials, will give them opportunity to practice more. 3. Future Researchers

Hopefully, other researchers get a new view of supplementary reading materials based on task-based learning and they can revise and evaluate theirs to produce better designed materials.

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F. Definition of Terms

There are some terms that will be used in this research. Therefore, to avoid misconception of further discussion, it is necessary to have the definitions as follows:

1. Design

Hutchinson and Waters (1994: 106) stated that design means create a new set of material that fit the learning objective and specifying subject areas of particular learner. In this research, the writer designs a set of supplementary reading materials using task-based learning for the ninth grade students of SMP Joannes Bosco.

2. Reading

According to Mitchel (1983:1), reading can be defined as the ability to make sense of written or printed symbols. The reader uses the symbols to guide the recovery of information from his or her memory and subsequently uses this information to construct a plausible interpretation of writer’s message. In other words, reading is a kind of activities to understand the printed symbols in order to get the information of the reading passage. While according to Anderson (Anderson, 1999), reading means a fluent process of readers combining information from a text and their own background knowledge to build meaning. In this research, reading means understanding written text.

3. Supplementary materials

Supplementary materials refer to the materials that are designed to support the existing materials. In this research, reading supplementary materials refer to

the reading materials which are intended to enrich the existing material for the ninth grade students of SMP Joannes Bosco to practice reading.

4. Task-Based Learning

According to Nunan (1989), task-based learning is one kind of learning in which the learners are given a lot of tasks in target language so they can comprehend, manipulate, produce and interact using that language while their attention is principally focus on meaning rather than form. Harmer (2007) added that when the task has been completed, the teacher discuss the language that was used, making corrections, and adjustments on the students’ performance of the task. This research provides a lot of tasks. Therefore, students can practice more.

5. Ninth Grade Students of SMP Joannes Bosco

Junior High School students are the students between the ages of 13-15 years old and belong to the three levels of Junior High School. Ninth grade students belong to the students who are in the third year of junior high school. The objects of this research are the ninth grade students who study in SMP Joannes Bosco, which is located at Jalan Melati wetan no.51 Yogyakarta.

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CHAPTER II

REVIEW OF LITERATURE

In this chapter, the writer discusses the related literature, which becomes the basis of the study. This chapter is divided into two parts. The first part is theoretical description; which involves some important theories related to the research. The second part is theoretical framework; which provides the summary of the specific theories which are used as the guideline to answer the problems.

A. Theoretical Description

There are four points to be discussed in the Theoretical Description. They are Instructional Material Design, Reading, Task-Based Leaning, and School Based Curriculum.

1. Instructional Material Design

The instructional material design is an integral part of instructional program design. According to Kemp (1977:8), it is important to make an instructional design plan because it will help designers to get familiar with the design which will be developed later. The instructional material is designed by consideration of the essential elements of instructional technology. Those are the objective (what must be learned?), activities and resources (what procedures and resources will work best to reach the desired learning levels?), and evaluation (how will we know when the required learning has taken place?).

This research adapts two models of instructional design. The first is Kemp’s model, and the second is Yalden’s model. Those models will be combined in designing the material.

a) Kemp’s Model

The first model is Kemp’s Model.. Kemp’s instructional model (1977: 8) is systematic and nonlinear approach and seems to encourage designer to work in all areas as appropriate. Each step is interdependently described and proceeds clockwise. Kemp’s instructional design model consists of eight parts. The steps are presented as follow.

1. Consider goals, and then list topics, stating the general purposes for teaching each topic.

2. Enumerate the important characteristics of the learners for whom the instruction is to be designed

3. Specify the learning objectives to be achieved in terms of measurable student behavioral outcomes

4. List the subject content that supports each objective

5. Develop pre-assessments to determine the student’s background and present level of knowledge about the topic

6. Select teaching/learning activities and instructional resources that will treat the subject content so student will accomplish the objectives

7. Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan

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8. Evaluate students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement.

Figure 2.1: Kemp’s Model (Kemp, 1977: p.9)

b) Yalden’s Model

The second instructional design model is adapted from Janice Yalden. There are seven steps which are presented as follows.

1. Need survey

This step is conducted to find out learners’ needs and write objectives which are suitable for learners.

2. Description of purpose

The description of purpose is prepared in terms of the students’ characteristic and skill on entry and on exit from the program.

Evaluation

Subject Content

Teaching/ Learning Activities, Resources

Learner Characteristics

Support Services

Revise

Pre-Assessment Goals, Topics, and General Purposes

Leaning Objectives

3. Selection and development of syllabus type

The choice of syllabus type is done when the general category of a language program has been decided.

4. Production of a proto syllabus

The designer selects and combines syllabus contents which are in line with the syllabus type. It includes description of language and language use to be covered in this program.

5. Production of a pedagogical syllabus

In this step, teaching materials, the learning and testing approaches, and testing sequence are developed.

6. Development and implementation of classroom procedures a. Development of classroom procedures

1) Selection of exercise type and teaching technique 2) Preparation of lesson plans

3) Preparation of weekly schedule b. Implementation of classroom procedures

1) Principles

2) Desired outcomes

3) Exploitation or creation of teaching materials 7. Evaluation

It describes the evaluation of the students, the evaluation of program, and the evaluation of teaching.

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Figure 2.2: Yalden’s Instructional Design Model (Yalden, 1987:p88)

2. Reading

The following explanation deals with the nature of reading, reading process, the level of reading process, and principles of teaching reading.

a. The Nature of Reading

Nunan (2003) states that reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning. While Rough (1984) states that reading is thinking. It is the reconstruction of the ideas of others (Rouch, 1984, p.1). In his book “Teaching Reading”, Rough explained two definitions of reading. The first relegates reading to a mechanical process whereby written letters and/or words are translated into the spoken sounds they represent. The second definition of reading views it as a thought-receiving process during which the ideas and thoughts of the author are conveyed to the reader through writing. As stated in Rough’s book, Tinker and McCullough (1975: p.9) also state that reading involves the identification and recognition of printed or written symbols which serve as stimuli for recall of meaning built up

Evaluation Development and implementation of classroom procedures Production of a pedagogical syllabus Production

of a proto syllabus Selection and development of syllabus type Description of purpose Need Survey

through past experience, and further the construction of new meanings through the reader’s manipulation of relevant concepts already in his possession.

b. Reading Process

There are three approaches of reading process. Those are bottom-up, top-down, and interactive models. Bottom-up approach consists of lower-level reading processes. This model is the model when the students begin to recognize the letter and sound, then followed by word recognition, building up to the identification of grammatical structures, sentences, and longer texts. In other words, it means that reader begins with the smallest elements and builds up to comprehension of what is being read.

Comprehension

Figure 2.3: Bottom-up approach to reading

On the other hand, top-down models begin with the comprehension. In top-down model, the students analyze the text. This model helps students guess or predict the meaning of the text.

Reading begins with reader background knowledge

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The last model, interactive model, is the combination of bottom-up and top-down models. This model is needed by students in order to understand the text well. By applying the top-down, they can recognize the vocabulary and get the information of the text. Then, by applying the bottom-up model, students can predict the content of meaning of the text.

Reader Background knowledge

Individual letters and sounds

Figure 2.5: Interactive approach to reading

c. Level of Reading Process

According to Cohen (1997), the reading process can be divided into four levels:

1) Grammatical level

It deals with the ability to analyze a text and divide words, phrases, or sentences into grammatical categories, grammatical function, or their syntactic role. It is the basic level of the reading processes and it can also be the media of learning sentence structures.

2) The information level

This level is basically related with digging out information from the text. The readers are trying to reveal the message from the text. The vocabulary

analysis is needed in this level. Therefore, it can also be the media of learning vocabulary. It helps the readers not only to obtain reading skill but also to master vocabulary.

3) The Discourse level

In this level, readers do not deal with the appropriate connection between portions of a text, and the grammatical or cohesion (lexical relationships between the different elements of a text). It deals with the relationships which link every meaning of the sentences in a text. So, there is an easy understanding text which is called logical or rational. It can develop readers’ critical thinking and problem solving since it assists the readers in finding the logical understanding of a text. 4) The writer’s intent

The writer’s intent refers to the attitude and the tone. Sometimes punctuation, intensifiers, and invectives indicate the attitude and the tone of the writer. Understanding the writer’s intent is the highest level of the reading processes since it requires the grammatical mastery, the vocabulary mastery, and the logical understanding in conveying the meaning of the text.

d.Principles of Teaching Reading

There are two aspects of teaching reading. First, teaching reading refers to teaching learners who learn to read for the first time. The second aspect refers to teaching learners who already have reading skills in their first language.

According to Nunan (2003), there are some principles for teaching reading. Those are:

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1) Exploit the reader’s background knowledge

Background knowledge includes all of the experience that a reader brings to a text. Reading comprehension can be significantly enhanced if background knowledge can be activated by setting goals, asking questions, making predictions, teaching text structure, and so on. If the students are reading on an unfamiliar topic, teacher can begin the reading process by building up the background knowledge.

2) Build a strong vocabulary base

The students need to know the vocabulary to be succeeded in reading. The teacher has to know how the student will learn the vocabulary.

3) Teach for comprehension

Monitoring comprehension is essential to successful reading. By monitoring the comprehension processes readers can use their cognition (thinking) and metacognition skills (thinking about their thinking).

4) Work on increasing reading rate

Teacher must work towards finding a balance between assisting students to improve their reading rate and developing reading comprehension skills. To develop fluent reader, teacher has to focus on reducing students’ dependence on a dictionary. Skills, such as; scanning, skimming, predicting, and identifying main ideas get students to approach reading in different ways.

5) Teach reading strategies

Students need to learn how to use a range of reading strategies that match their purposes for reading. A good technique to sensitize students to the strategies they use is to get them to verbalize their thought processes as they read.

6) Encourage readers to transform strategies into skills

The use of the strategy is conscious during the learning and practice stages. The strategies move from conscious to unconscious, from strategy to skill. The goal for explicit strategy instruction is to move students from conscious control of reading strategies to unconscious use of reading skills.

7) Build assessment and evaluation into your teaching

Assessing growth and development in reading skills from both a formal and informal perspective requires time and training. Both qualitative and quantitative assessment activities should be included in the reading classroom. 8) Strive for continuous improvement as a reading teacher

Reading teachers need to be passionate to view themselves as facilitators, helping each student discover what works best, and teaches students what to do.

3. Task-Based Learning

Willis (1996) states that task-based learning is an approach in teaching and learning activities. Task-based learning requires students to complete the task individually, in pairs, or in a group. When the students complete the task, they have opportunities to interact with other students. The interaction gives students opportunities to share information to solve the task given.

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Task-based learning also gives the teacher an opportunity to be as creative as possible to assign tasks for the students. It means the teacher should prepare interesting materials for the students to make them motivated. Willis explained that in this approach, the teacher generally is as a monitor and motivator. As a monitor, teacher let the students accomplish the tasks individually or in groups. Teacher should make sure that students are doing the right task. As a motivator, teacher should encourage students to take part, no matter how weak their language.

a. Task Types

According to Pattison (1987), as stated by Nunan (2004), there are seven task types, namely:

1. Questions and answers

These activities are based on the notion of creating an information gap by letting students make a personal and secret choice from a list language items which all fit into a given frame.

2. Dialogues and role plays

These activities require students to participate more willingly and learn more thoroughly than when they are told to simply repeat a given dialogue pairs. 3. Matching activities

In these activities, the task for the students is to recognize matching items, or to complete pairs or sets.

4. Communication strategies

The aim of these activities is to encourage students to practice communication strategies such as paraphrasing, borrowing or inventing words, using gesture, asking for feedback and simplifying.

5. Pictures and picture stories

Many communication activities can be stimulated through the use of pictures.

6. Puzzles and problems

These activities require students to make guesses, draw on their general knowledge and personal experience, use their imagination and test their powers of logical reasoning.

7. Discussions and decisions

In these activities, students collect and share information to reach a decision.

b. A Framework for task-based language teaching

Willis (1996) divided task-based methodology into three parts; pre-task, task cycle, and language focus.

1. Pre-task

This is the shortest stage in framework. This stage introduces the class to the topic and the task, activating topic - related words and phrases. The teacher explores the topic with the class and may highlight useful words and phrases, helping students to understand the task instructions. The point of this stage

20

focuses on topic and language. It not teaches large amounts of new language or grammar structure, but to encourage students’ confidence in handling the task. 2. Task Cycle

Task stage offers learners the opportunity to use whatever language they already know in order to do the task, then to improve that language, under teacher guidance, while planning the reports of the task (Nunan, 1996). During the Task stage, the students may perform the task in pairs or small groups while the teacher monitors from a distance. The students then plan how they will tell the rest of the class what they did and how it went, and they then report on the task either orally or in writing, and/or compare notes on what has happened.

3. Language Focus

In the Language focus stage, the students examine and discuss specific features of any listening or reading text which they have looked at for the task and/or the teacher may conduct some form of practice of specific language features which the task has provoked.

Figure 2.6: A framework for Task-based Learning based on The Willis TBL Framework (Willis, 1996: p.52)

Pre-task

Introduction to topic

Task Cycle

Task Planning

Report

Language focus

Analysis Practice

4. School-Based Curriculum

The curriculum which is applied in SMP Joannes Bosco is School-Based Curriculum. Based on the Decree of the Minister of National Education No.24/2006, Indonesia implements School-Based Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP). This curriculum is developed because of the diversity of school’s potential in Indonesia. It gives authority to all schools in Indonesia to develop and construct their own curriculum based on their school’s potential, students’ character and socio-cultural background.

The writer designed a set of supplementary reading materials based on this curriculum. The goals of the materials are stated in competence standard, while the general purposes are stated in basic competence. The competence standards of reading for the ninth grade students of junior high school are being (1) able to comprehend the meaning of functional written text and simple short essay in procedure and report form to interact with the closest environment, and (2) able to comprehend the meaning of functional written text and simple short essay in narrative and report form to interact with the closest environment.

There were three points of basic competences for each competence standard. The points of the first basic competence are (1) students are able to read aloud meaningful simple short essay in procedure and report form with acceptable pronunciation stress and intonation related to the closest environment; (2)students are able to respond the meaning in simple short functional written text accurately, fluently, and acceptably to interact in daily life context ; (3) students are able to respond the meaning and rhetorical steps accurately, fluently, acceptably in

22

various simple essay which is related to closest environment in procedure and report form.

The points of the second basic competence are (1) students are able to read aloud meaningful simple short essay in narrative and report form with acceptable pronunciation stress, and intonation related to the closest environment; (2) students are able to respond the meaning in simple short functional written text fluently and acceptably to interact in daily life context; (3) Students are able to respond the meaning and rhetorical steps accurately, fluently, acceptably in various simple essay which is related to closest environment in narrative and report form.

B. Theoretical Framework

In order to design a set of supplementary reading materials, the writer adopts Kemp’s and Yalden’s instructional material. There are seven steps in developing a set of supplementary reading materials. The steps are described as follow.

Step 1: Conducting needs survey

The step is adapted from Yalden’s model. Needs survey is conducted in order to find out the information concerning students’ problem and interest on learning reading by using questionnaire. The results are used to develop reading materials.

Step 2: Formulating goals, topics and general purposes

The step is adapted from Kemp’s model. The goals and the general purposes of the material design are formulated in accordance with the School-Based Curriculum. The goal of this study refers to Competence Standard and the general purposes refer to Basic Competence. The topic listed express the general purposes of what learners are expected to do, know and feel as the result of the learning experience. The topics selected in this design are taken from the result of the questionnaire, which are in accordance with the Basic Competence.

Step 3: Formulating learning objectives

The step is adapted from Kemp’s model. This step is chosen in order to give direction and achieve the goal of the material design. In this step, learning objectives are formulated based on standard competence and the basic competence. The learning objectives are identified as indicators.

Step 4: Selecting subject content

The writer lists the subject content by considering the learning objectives and learners’ needs. The subject content is needed to support the learning objectives.

Step 5: Selecting teaching-learning activities and materials

The step is adapted from Kemp’s model. After selecting and organizing subject content, designer selects teaching-learning activities and material. The teaching learning activities refer to reading activities that students experience in this design. In selecting and creating teaching-learning activities, the designer referred to the reading phases and task-based framework. This study consists of

24

three main activities; they are pre-reading, while-reading and post-reading. The materials selected are based on School-Based Competence.

Step 6: Evaluating the set of supplementary reading materials

In conducting the survey, the writer distributes questionnaire to the respondents. The respondents give their opinion whether the materials are already well-designed or not, give some feedback and suggestions for the revision and improvement of the designed materials.

Step 7: Revising the set of supplementary reading materials

The writer revises the designed materials based on the feedback from experts as the final revision.

The seven steps can be shown as follow.

Figure 2.7: Writer’s Instructional Design Model (adapted from Kemp’s and

Yalden’s Instructional Design Model)

Conducting needs survey

Formulating goals, topics and general purposes

Formulating learning objectives

Selecting subject content

Selecting teaching learning activities and materials

Evaluating the set of supplementary reading materials

25

CHAPTER III

METHODOLOGY

This chapter gives further information on how the study was conducted. It gives information on how the data are gathered and analyzed to answer the problems. This chapter consists of research method, research participants, instruments used in the research, data gathering technique, data analysis technique, and the research procedures.

A. Research Method

In this study, a method is set up in order to answer the questions stated in the problem formulation. The problems are first, how a set of supplementary reading material using task-based learning for the ninth grade students of Joannes Bosco junior high school is designed. Second, what a set of supplementary reading material using task-based learning for the ninth grade students of Joannes Bosco junior high school looks like. To answer these problems, the writer used research and development (R&D) method. Gay (1994) stated that the purpose of R&D method is to develop effective products for use in schools to meet specific needs and according to detailed spesifications (p.10). Moreover, Borg and Gall (1983) explained the definition of educational research and development:

Educational research and development (R&D) is a process used to develop and validate educational products. The step of this process is usually referred to the R&D cycle. The cycle consists of studying research findings pertinent to the product to developed, developing the product based on these findings, field testing it in the setting where it will be used eventually, and revising it to correct the deficiencies found in the field-testing stage (p.772).

26 Borg and Gall (1985; p.772) also explained ten steps in the development process, called R&D cycle. However, in this research the writer modified the cycle by using only five of ten steps. They are described as follows.

1. Research and information collecting

It is the step of collecting the information related to the topic of the research. There were two ways in conducting this step, those were library study and classroom observation. Library study was conducted to find the theories of the research and the classroom observation was conducted to obtain some information about the students and the school. The information would be gathered using needs analysis.

2. Planning

After collecting the data, the writer made a plan based on the collected information to design a product or program.

3. Develop preliminary form of product

In this step, the preliminary form of product was designed. Questionnaire and interview guides were designed to obtain opinion and feedback from the field testing.

4. Preliminary field testing

Questionnaire and interview were conducted to the teacher to test the product. This step was conducted to obtain feedbacks, comments, or suggestion from the respondents. The respondents were the English teacher and a lecturer of English Education of Sanata Dharma University.

5. Main product revision

This is the last step of the cycle. The writer revises the product based on the result of evaluation, which was conducted in the fourth step. The data obtained from the questionnaire and interview is analyzed in order to revise and improve the product.

B. Research Participants

There were three participants who took a part in this research. They were the ninth grade students of SMP Joannes Bosco, the English teacher of SMP Joannes Bosco, and a lecturer of English Education Study Program who was expert in designing material. In pre-designed survey, the respondents were the ninth grade students and the English teacher of SMP Joannes Bosco. The students are involved because they are the sample of this research. The English teacher of SMP Joannes Bosco was involved because he knew what his students’ needs were in learning English. In post design survey, the English teacher of SMP Joannes Bosco and a lecturer of English education study program were involved as the evaluators to evaluate the designed materials. It is because they would give a great contribution to the designed material, since they have a lot of experience.

C. Research instruments

The research instruments were used to guide the pre-design survey study and the post-design survey. In this research, the writer used questionnaire and interview.

28 1. Questionnaire

In this research, the writer had two processes of giving questionnaire, those in pre-design survey and post-design survey. The pre-design survey questionnaire was distributed to the ninth grade students of SMP Joannes Bosco. While the post-design survey questionnaire was distributed to the English teacher of SMP Joannes Bosco and the lecturer of English education of Sanata Dharma University. This research used both type of questionnaire, open-ended and closed-ended questionnaire for the pre design survey and open-closed-ended questionnaire for the post design survey.

2. Interview

Interview was used in the pre-design survey to interview the English teacher of SMP Joannes Bosco. The interview was used also if the result of the questionnaire of post-design survey was not clear. By interviewing the participants, the writer could ask the question in depth.

D. Data Gathering Technique

There were two types of data gathering technique in this research. The first was gathering data for needs survey. The data was collected by distributing questionnaire to the ninth grade students of SMP Joannes Bosco and interviewing the English teacher of SMP Joannes Bosco. The second was gathering data for the revision and improvement of the designed material by distributing questionnaire to the English teacher SMP Joannes Bosco and the lecturer of English education of Sanata Dharma University.

E. Data Analysis Technique

Data analysis is the process of searching and arranging the collected data. The aim of this process is to enable the writer to come up with the findings (Bodgan & Biklen, 1982). In the pre design survey, the data was obtained dy distributing questionnaire and interview. The data gathered gave information about what students’ need to learn. Then it helped the writer developed the

material. The data of students’ need from the questionnaire was presented in the form of a table and description. While the data gained from interviewing the English teacher of SMP Joannes Bosco was analyzed by describing the answer of each question.

After designing the materials, the writer conducted post design survey. The writer asked the English teacher of SMP Joannes Bosco and an expert to give feedback analysis to the designed materials. The writer also distributed the open-ended questionnaire to evaluate the designed materials. The data of feedback analysis and the result of the questionnaire from both evaluators was presented desciptively. The data of post design survey was used to support the improvement of the supplementary reading materials using task-based learning for the ninth grade students of SMP Joannes Bosco.

F. Research Procedure

The research procedure is based on the research and development cycle. The steps of conducting study can be seen below.

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1. Conducting needs survey

In the first stage, the writer conducted pre-design survey. The questionnaire was distributed to the students and the English teacher.

2. Formulating goals, topic and general purposes

The second stage was formulating goal, topic, and general purposes. The goal, topic, and general purposes of the designed material were based on School-Based Curriculum.

3. Formulating learning objectives

In this stage, the writer specified learning objectives to be achieved in terms of measurable student behavioral outcomes.

4. Selecting subject content

The writer listed subject content that supported each objective. The objective had to be supported by subject content to make students achieve the goal of learning.

5. Selecting teaching learning activities and materials

In the fifth stage, the writer selected teaching learning activities and materials which appropriate to the students’ proficiency level. The activities and the materials helped students achieve the goal.

6. Evaluating the set of supplementary reading materials using Task-Based Learning

Evaluating was conducted after having final constructing the set of designed materials.

7. Revising the set of supplementary reading materials using Task-Based Learning

The writer revised the designed materials based on the suggestions of evaluators to obtain the final version of the designed materials.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the findings and discussion on the steps of designing a set of reading supplementary materials using task-based learning for the ninth grade students of SMP Joannes Bosco. This chapter answers two questions in the problem formulation. The discussion is divided into two main parts.

The first is designing the reading supplementary materials. In this part, the writer will present the process of designing the supplementary reading materials using task-based learning for the ninth grade students of SMP Joannes Bosco. The second part is the presentation of the supplementary reading materials using task-based learning for the ninth grade students of SMP Joannes Bosco. In this part, the writer will present the final designed materials.

A. Designing the supplementary reading materials

In this part the writer discusses the steps in designing the supplementary reading materials using task-based learning for the ninth grade students of SMP Joannes Bosco. There were seven steps used.

1. Conducting needs surveys

This step was conducted to collect the information about students‟ opinion, difficulties, needs, and interests in learning English, especially reading. The data were obtained by distributing questionnaire to the ninth grade students of

SMP Joannes Bosco and conducting an interview with the English teacher of the school. The results of the questionnaire and interview were presented as follows.

a. Students’ needs based on questionnaire

The questionnaire was distributed to 31 students of class IX-Honesty of SMP Joannes Bosco. The data gathered were presented in the table below.

Table 4.1: Summary of the Results of the Pre-Design Questionnaire (part.1) No

. Questions

Answer

Yes % No %

1. Whether the students like English or not 27 87.1% 4 12.9% 2. Whether the students like reading or not 24 77.4% 7 22.6% 3. Whether the students feel bored in reading

section or not 15 48.4% 16 51.6%

The data from the questionnaire show that most of students in class IX-Honesty (87.1%) like English. Students also like reading. It is proved by the fact that there were 24 students (77.4%) who said „yes‟. Then, 15 students (48.4%) felt bored in reading section and 16 students did not feel bored. It means that most of the students have good responses in learning English. However, more efforts are needed to make them not bored in reading section.

Table 4.2: Summary of the Results of the Pre-Design Questionnaire (part.2)

No. Questions Answers %

4. Things that make students felt difficult in reading

a. Unfamiliar vocabulary b. Grammar

c. Long reading text d. Uninteresting topic e. Others

23 11 12 10 1 5. How the students understand a

reading passage

a. Read the whole passage without paying attention to the new vocabulary b. Read the whole passage,

then find the new

vocabulary with its meaning 11

15 35%

34

No. Questions Answers %

c. Stop reading when find a new vocabulary to find its meaning, then continue reading the passage d. Find the new vocabulary

first, then read the whole passage

4

1

12.9%

3.2 % 6. What the students do when they

get some difficulties in reading

a. Ask friends b. Ask teacher

c. Open the dictionary d. Neglect it

e. Others

10 5 15 0 1 32,3% 16,1% 48,4% 0% 3,2% 7. Kind of activity students want in

learning reading

a. Make a story based on a picture

b. Retell the story

c. Arrange jumbled sentences d. Continue the story

e. Others

10 1 16 3 1 32,3% 3,2% 51,6% 9,7% 3,2% 8. Topic students are `interested in Animal

Celebration Day Culture

Environment Events Film

Food and drink Games

Great people Health

Job and occupation Music Science School Sports Tales Technology Toys 18 1 10 14 1 7 25 21 9 3 8 20 2 5 6 17 4 6

Although the data showed good results about learning English, especially reading, most of the students have some difficulties in reading. The main problem that makes students have some difficulties is vocabulary (unfamiliar words). The

others are material (long reading text), grammar, and topic (uninteresting topic). To solve these problems the writer develops understandable materials with some exercises on vocabulary and interesting topics.

Every student has his own way to understand the reading passage. There were 15 students (48.4%) who read the whole passage first, then found the new vocabulary. There were 4 students (12.9%) who stopped reading when find a new vocabulary to find the meaning, then continued reading the passage. There were also 11 students (35%) who read the whole passage without paying attention to the new vocabulary. When students got some difficulties in reading, most of them opened the dictionary (48.4%). There were also students who asked friends (32.3%) or teacher (16.1%). Fortunately, there was only 3.2% who neglected it.

Based on the answer to the questionnaire, the writer found that the ninth grade students of SMP Joannes Bosco like fun activity in reading section. There were 16 students (51.6%) who liked arranging jumbled sentence and 10 students (32.3%) like making reading story with pictures when they learned reading. This information helps the writer develop interesting reading materials.

To make students interested in learning reading, the writer provided 18 topics in the questionnaire. There were Animal, Celebration Day, Culture, Environment, Events, Film, Food and Drink, Games, Great people, Health, Job and Occupation, Music, Science, School, Sports, Tales, Technology, and Toys. However, the writer only used the most six interesting topics which had been chosen by the students.

36 The result of the questionnaire gave important and useful information for developing the supplementary reading materials. The data gave information about the problems that students faced in learning English, especially reading. It helped the writer develop the materials to solve their problems.

b. Students’ needs based on the interview with the English teacher of SMP

Joannes Bosco.

The interview with the English teacher of SMP Joannes Bosco was conducted in order to obtain information in depth about English teaching-learning process, especially in reading section. The teacher realized that reading is very important for the ninth grade students. It is because almost 100% material of the National Examination is reading. Besides, reading is not only important in order to face the National Examination, but also in our daily activity because nowadays almost everything is written in English, such as internet, books, information center, etc. That is why learning English is very important.

However, the teacher explained that most of the students learned English was not for their daily activities, but only for facing the National Examination. That was why the teacher used bilingual (English-Indonesia) language when he communicates with students in class. The teacher realized that not all students liked reading. From the result of the interview, the teacher explained that students of the ninth grade in SMP Joannes Bosco had different motivation in learning English. There were some students who had high motivation, but there were also

students with low motivation in learning English. However, the point is that most of them learned English in order to face the National Examination.

The problem was, first, they did not know the vocabulary. Most of the students were lack of vocabulary, whereas vocabulary is needed in learning a language. This information helps the writer in designing the materials to provide the vocabulary part. The second reason is that they did not have willingness to read a long reading passage. So, sometimes students directly read the questions of the passage without reading the passage first. Whereas, the teacher wanted the students to read the passage first, so that they are are able to understand the passage in depth, get new vocabulary and new knowledge or information.

“English on Sky”, which is published by ERLANGGA, is the text book used by the ninth grade student of SMP Joannes Bosco. The teacher stated that using textbook was not enough in preparing students to face the National Examination. Therefore the teacher provided other materials besides the textbook, such as providing text with interesting topics or hot issues from the internet to make the students more excited in learning reading. The teacher suggested that the writer design supplementary materials which are appropriate to the students and help students develop their reading skill.

2. Formulating goals, topics, and general purposes

After gathering students‟ needs through conducting the needs survey, the writer formulated the goals and general purposes of designing a set of supplementary reading materials using task-based learning for the ninth grade

38 students of SMP Joannes Bosco. In formulating the goals and general purposes, the writer referred to the Competence Standards and Basic Competence of 2006 curriculum. Competence standard of 2006 curriculum was adapted as the goals of designing a set of supplementary reading materials using task-based learning for ninth grade students of SMP Joannes Bosco, and the Basic Competence was adopted as the general purposes.

Table 4.3: The goals and general purposes of the materials

Competence Standard Basic Competence

Comprehend the meaning of written functional text and simple short essay in procedure and report form to interact with the closest environment.

Students are able to read aloud meaningful simple short essay in procedure and report form with acceptable pronunciation stress and intonation, related to the closest environment.

Students are able to respond the meaning and the rhetorical steps accurately, fluently, acceptably in various simple essays that are related to the closest environment in procedure and report forms.

Comprehend the meaning of written functional text and simple short essay in narrative and report forms to interact with the closest environment.

Students are able to read aloud meaningful simple short essay in narrative and report forms with acceptable pronunciation stress and intonation, related to the closest environment.

Students are able to respond the meaning and the rhetorical steps accurately, fluently, and acceptably in various simple essay which is related to closest environment in narrative and report forms.

In the Competence Standards, it is stated that there are two kinds of text; they are functional text and simple short essay. As it was supplementary material, the writer only focused on the functional texts; procedure, narrative and report.

After determining the goals, the writer listed the topics for the supplementary materials. According to the Competence Standard, there are three genres of text which are learnt by the ninth grade students, they are procedure, narrative and report. The topics were selected based on students‟ interests as obtained from the questionnaire. One genre of text consisted of two topics, and one unit consisted of one topic, so there were six units in this supplementary reading materials. The topics were games, food and drink, environment, culture, animals, and tales. The writer also made a title in every unit based on the topic of each unit.

Table 4.4: the topics of the materials

Unit Genre Topic Title

Unit 1

Procedure Games Let‟s play together Unit 2 Food and drink It‟s so delicious Unit 3

Report Environment What a beautiful beach Unit 4 Culture Indonesian Heritage Unit 5

Narrative Animals Long time ago Unit 6 Tales Once upon a time

3. Formulating learning objectives

After formulating goals, topic, and general purposes of the materials, it was needed to formulate learning objectives. The learning objectives were what students should achieve in each unit.

The topic of the first unit was about games, so it entitled Let’s Play Together. The genre was procedure text. In this unit, the students are expected to be able to recognize the structure of the procedure text, identify the generic structure of the procedure text, and identify the specific information of the text.

40 Students should also be able to comprehend the procedure text by answering the reading comprehension questions. The vocabulary building required students to be able to identify the meaning of the unfamiliar words from the procedure text. In Language Focus sections, the students are expected to be able to identify the Imperative Sentences used in a text and apply the Imperative Sentences in the correct form of sentence.

The topic of unit two was about food and drink, and it entitled It’s so Delicious. In this unit, students also learned about procedure text. By doing the tasks in this unit, students are able to recognize the structure of procedure text, identify the generic structure of procedure text, comprehend procedure text by answering the reading comprehension questions, and identify the meaning of the unfamiliar words. In Language Focus section, students are also expected to be able to identify the Sentence Connectors used in a text and apply the Sentence Connectors in the correct form of text.

The topic of unit 3 is about beach and it entitled What a beautiful beach. In this unit, students started learning about report text. By doing the tasks in this unit, students are expected to be able to recognize the structure of the report text, identify the generic structure of report text, comprehend report text by answering the reading comprehension questions, comprehend report text by making some questions based on the text, and identify the meaning of the unfamiliar words. By learning language features in Language Focus section, students are also able to apply the Prepositions of Place in the correct form of sentence.

The next unit, unit 4, was about culture. It was specified to Indonesian culture, so it entitled Indonesian Heritage. In this unit, students still learned about report text. In this unit, students are expected to be able to recognize the structure of report text, identify the generic structure of report text, comprehend report text by answering the reading comprehension questions, and identify the meaning of the unfamiliar words. In the last section of the unit, students are able to apply the Comparative Adjectives in the correct form of sentence.

The last text genre the students learned was narrative text. It was divided into two units; they were unit 5 and 6. The topic of unit 5 was animals, entitled Long Time Ago. In this unit, students are expected to be able to recognize the structure of narrative text, identify the generic structure of narrative text, identify the value of the narrative text, comprehend narrative text by answering the reading comprehension, and identify the meaning of the unfamiliar words. In Language Focus section, students are also expected to be able apply the Simple Past Tense in the correct form of text.

The last unit, unit 6, entitled Once Upon a Time. The topic of this unit was about tales. As it is narrative text, students are expected to be able to recognize the structure of narrative text, identify the generic structure of narrative text, predict the end of the story, comprehend narrative text by answering the reading comprehension questions, and identify the meaning of the unfamiliar words. Then in Language Focus section, students are expected to be able to identify the Time Connectives used in a text and apply the Time Connectives in the correct form of text.

42

4. Selecting subject content

Considering the Task-Based Learning framework, the writer designed the teaching learning activities into three activities. They are Warming Up, Your Tasks, and Language Focus. Warming up section introduced students to the topic they would learn and it led them to the main section. Your Tasks was the main section in each unit. Here students would do the tasks and then reported them orally or in the written form. The last section was Language Focus which contained form and practice on language focus. The explanations of each section were presented as follow.

a) Warming up

The aim of this section was to introduce the topic of a unit to the students. In this section, the students were also intended to recall their memory about what they had learnt and helped students to predict what will be learnt. The activities were in the form of analyzing pictures, questions and answers activities, or discussing the materials.

b) Your Tasks

The second section is Your Task. It was the main section of a unit. This section consisted of some texts, reading comprehension activities and vocabulary building. The reading comprehension activities were different in each unit. In some units, the vocabulary building part was placed before the text. The aim was to help students when they read the texts. The vocabulary building was also placed after the text. It aimed to test their knowledge about the vocabulary which appeared in the text.

c) Language Focus

In this section, students learned about specific language related to the text they have learnt before. Generally, this section has two main activities. The first is the explanation of certain specific language, and the second is its exercises. The topic of this section was taken from the last section, Your Task.

5. Selecting teaching learning activities and materials

After selecting subject contents, the writer then developed the materials by selecting teaching learning activities and materials. The writer selected the appropriate activities and materials based on the topic and they were adjusted with students‟ proficiency level.

a) Teaching learning activities

There were some teaching learning activities used in the supplementary reading materials. The activities were adapted based on task-based language teaching which proposed by Pattinson (1987) as stated by Nunan (2004). They were presented as follow.

Questions and answers Matching activities

The task for the learner is to recognize matching items, or to complete pairs or sets.

Pictures and pictures stories

Many communication activities can be stimulated through the use of pictures.

44

Discussion and decisions

These required the students to collect and share information to reach a decision.

b) Teaching learning materials

Selecting proper materials is important. The writer collected the materials from various sources. The materials were taken from the internet and some textbooks. However, it had some modifications which were adjusted with the text genre and students‟ proficiency level.

First of all, the writer listed the topic to be learnt by the students. The topics were already selected by the students through the questionnaire before. Then the writer searched the texts in the internet or textbooks. The materials were selected based on the topic. The selected materials then had some modifications on grammar, diction and length of the text.

6. Evaluating the set of supplementary reading materials

This part discusses the result of the evaluation that is conducted after constructing the set of supplementary reading materials. An evaluation of the set of supplementary reading materials was conducted in order to know whether the materials were interesting and approriate for the ninth grade students of SMP Joannes Bosco. The writer requested some experts, who are a lecturer of English Education of Sanata Dharma University and an English teacher of SMP Joannes Bosco, to evaluate the designed materials. The result of the feedback analysis and the opinions and suggestions from the respondents were presented as follow:

Unit 2: Long Time Ago…

45

Time Connectives

A time connective makes a story coherent. These are connectives used in narrative text:

Once upon a time After that At the following day One day When A year passed by A long time ago Then At the end of the story Once Next Ever since then

Long ago Suddenly One day Unfortunately

Fortunately While Meanwhile The next day 6. What did Purbasari do to cure her skin?’

___________________________________________________________ 7. In your opinion, what might happened to Purbararang?

___________________________________________________________

Let’s practice.

I. Find the time connectives in the text “Purbasari and Purbararang”, and then write your answer in the table below.

1. 2. 3. 4. 5. 6. 7. 8.

46 Goldilocks and the Three Bears

_________there were three bears that lived in a house in the woods: a Papa Bear, a Mama bear, and a baby bear. One morning they decided to take a walk before breakfast to let their porridge cool.

A little girl named Goldilocks lived with her mother nearby. Goldilocks took a walk through the woods and found the bear’s house. She smelled the porridge in the kitchen and went inside. Goldilocks tasted the porridge in each bowl and finnally ate up the porridge in the small bowl.

___________ she sat on a big chair, but she didn’t like it, beacuse it was hard. Afterwards she sat on the small chair, and it was just right. But ___________ she was sitting on it she broke it. ___________ eating the porridge, Goldilocks felt full and sleepy, and the she went upstairs. There she found a small bed. She lay down on it and fell asleep.

___________ she was sleeping, the three bears came home. ___________ they went into the kitchen, they got very surprised. Someone had tasted their porridge, even eaten up baby bear’s porridge, while they were talking a walk. Moreover the poor baby bear was upset when he found that his little chair broke into pieces. ___________ they went upstairs, they found out that Goldilocks was sleeping. Baby bear cried out, “Someone has been sleeping in my bed and here she is!” Goldilocks woke up when she saw the three bears; she jumped out of bed and ra out of the house to her home. She would never again make herslef at home in anyone else’s house.

vii ABSTRACT

Nugraheni, Lusia Suwantari. 2012. Designing a Set of Supplementary Reading

Materials using Task-based Learning for the Ninth Grade Students of SMP Joannes Bosco. Yogyakarta: English Education Study Program, Sanata Dharma University.

Reading is one of the basic skills, which is important in learning a language. In the National Examination, reading has bigger portion than the other skills. That is why reading comprehension becomes very essential for the ninth grade of junior high school students. Unfortunately, the ninth grade students of SMP Joannes Bosco faced several problems in learning reading. Based on the questionnaire in the pre-design survey, there were three main problems. First, the topics of the reading text are not varied and not interesting. Second, the text is long. Third, the vocabulary of the texts is unfamiliar. Hence, they needed supplementary materials to improve their reading skill. The materials should be interesting. Therefore, the writer decided to help the English teacher of SMP Joannes Bosco to prepare the interesting reading materials by designing a set of supplementary reading materials. The writer developed the supplementary reading materials using task-based learning. There were two questions formulated in the problem formulation. The questions are: (1) how is a set of the supplementary

reading materials using task-based learning for the ninth grade students of SMP

Joannes Bosco designed? and (2) What does a set of the supplementary reading materials using task-based learning for the ninth grade students of SMP Joannes Bosco look like?.

The instruments used in this research were questionnaire and interview. Questionnaire was distributed in the pre-design survey to collect the information

about students’ needs. The questionnaire was distributed to the ninth grade

students of SMP Joannes Bosco. Interview was also conducted in the pre-design

survey to collect the information about students’ needs. It was conducted by

interviewing the English teacher of SMP Joannes Bosco.

In order to answer the first question, the writer employed Research and Development method (R & D) and adapted the instructional design model of Kemp and Yalden. There were seven steps applied in this study. The steps were: (1) Conducting needs survey, (2) Formulating goals, topic and general purposes, (3) Formulating learning objectives, (4) Selecting subject content, (5) Selecting teaching learning materials and activities, (6) Evaluating materials, and (7) Revising materials. To answer the second question, the writer presented a set of

reading materials using task-based learning for ninth grade students of SMP

Joannes Bosco. The designed materials consists three main topics, e.i. procedure, report and narrative. The three main topics are divided into six units. Unit one and two focus on procedure text. Unit three and four focus on report text. While, unit five and six focus on narrative text. Each unit is divided into three sections: Warming up, Your Task, and Language Focus.

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Finally, it is expected that the materials could increase students’ reading

skill. The writer also hopes that the materials could help the English teacher of SMP Joannes Bosco in order to prepare the interesting reading materials.

Keywords: task-based learning, reading, the ninth grade students of SMP Joannes Bosco

ix ABSTRAK

Nugraheni, Lusia Suwantari. 2012. Designing a Set of Supplementary Reading

Materials using Task-based Learning for the Ninth Grade Students of SMP Joannes Bosco. Yogyakarta: English Education Study Program, Sanata Dharma University.

Membaca adalah salah satu dari empat ketrampilan dasar yang penting dalam pembelajaran sebuah bahasa. Dalam Ujian Nasional, membaca mempunyai porsi yang lebih besar daripada ketrampilan lainnya. Oleh karena itu, pemahaman membaca menjadi hal penting bagi siswa-siswa SMP kelas sembilan. Sayangnya, siswa-siswa kelas sembilan SMP Joannes Bosco menemui beberapa permasalahan dalam pembelajaran membaca. Pertama, topik bacaan yang tidak bervariasi dan tidak menarik. Kedua, teks bacaan yang panjang. Ketiga, kosakata asing dalam text. Mereka membutuhkan materi tambahan untuk meningkatkan ketrampilan membaca mereka. Materi bacaan harus menarik. Oleh karena itu, penulis memutuskan untuk membantu guru bahasa Inggris SMP Joannes Bosco untuk menyiapkan materi yang menarik dengan merancang seperangkat materi membaca tambahan. Penulis mengembangkan materi bacaan tambahan dengan

menggunakan pembelajaran berbasis tugas (task-based learning). Ada dua

pertanyaan dalam rumusan masalah. Pertanyaan-pertanyaan itu adalah: (1) bagaimana seperangkat materi membaca tambahan yang menggunakan

pembelajaran task-based untuk siswa kelas sembilan SMP Joannes Bosco

dirancang? Dan (2) bagaimanakah bentuk seperangkat materi membaca tambahan yang menggunakan pembelajaran berbasis tugas untuk siswa kelas sembilan SMP Joannes Bosco tersebut?.

Instumen yang dipergunakan dalam penelitian ini adalah kuesioner dan

wawancara. Kuesioner dibagikan saat survei pre-design untuk mengumpulkan

informasi mengenai kebutuhan siswa. Kuestionar dibagikan pada siswa kelas

sembilan SMP Joannes Bosco. Wawancara juga dilaksanakan saat survei

pre-design untuk mengumpulkan informasi tentang kebutuhan murid. Hal ini dilakukan dengan mewawancarai guru bahasa Inggris SMP Joannes Bosco.

Untuk menjawab pertanyaan pertama, penulis menerapkan metode Research and Development (R &D) dan mengadaptasikan model perancangan dari Kemp dan Yalden. Ada tujuh langkah yang diterapkan dalam studi ini. Langkah-langkah tersebut antara lain: (1) melakukan survei kebutuhan, (2) Merumuskan tujuan, topik, dan tujuan umum, (3) merumuskan indikator, (4) menyeleksi isi, (5) menyeleksi materi dan kegiatan pembelajaran, (6) mengevaluasi rancangan materi, dan (7) merevisi materi. Untuk menjawab pertanyaan kedua, penulis menyajikan seperangkat materi membaca tambahan yang menggunakan pembelajaran task-based untuk siswa kelas sembilan SMP Joannes Bosco. Materi ini terdiri dari tiga topik utama, yaitu procedure, report, dan narraitve. Tiha topik

utama ini dibagi dalam enam unit. Unit satu dan dua berfokus pada procedure

text. Unit tiga dan empat berfokus pada report text. Sedangakan unit lima dan

enam berfokus pada narrative text. Setiap unit terbagi dalam tiga sesi: Warming

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Akhirnya, diharapkan materi ini dapat meningkatkan ketrampilan membaca siswa. Penulis juga berharap bahwa materi ini dapat membantu guru bahasa Inggris SMP Joannes Bosco dalam rangka menyiapkan materi membaca yang menarik.

Kata kunci : pembelajaran berbasis tugas, membaca, siswa kelas sembilan SMP Joannes Bosco