DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS FOR JOURNALISTIC EXTRACURRICULAR ACTIVITY IN SMA KOLESE DE BRITTO YOGYAKARTA A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Educa
DESIGNING A SET OF ENGLISH INSTRUCTIONAL MATERIALS FOR JOURNALISTIC EXTRACURRICULAR ACTIVITY IN
SMA KOLESE DE BRITTO YOGYAKARTA
A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education by Dominicus Herpin Dewanto Putro Student Number: 011214091 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis which I wrote does not contain the works or part of the works of other people, except those cited in the quotations and bibliography, as a scientific paper should.
Yogyakarta, March 22, 2007 The writer,
Dominicus Herpin Dewanto Putro 011214091
“If you’re willing to change the world, let love be your energy”
(Robbie William)
This thesis is dedicated to:
∗ My Parents ∗ My Sisters & Brothers
∗ The Fellowship of the ‘Little Bird’ ∗ And my Sweedya
ACKNOWLEDGMENTS
First of all, I am so grateful to Jesus Christ for giving me the opportunity to finish this study. He taught me to face the problems wisely and patiently. I hope that He will always be with me.
I would like to express my gratitude to my major sponsor, Ag. Hardi
Prasetyo, S.Pd., M.A, who has helped me a lot during the completion of this thesis. I
would also like to thank Ch. Lhaksmita Anandari, S.Pd., M.Ed as my co-sponsor for correcting my work and showing me the mistakes that I have made.
My sincere gratitude goes to my parents, W. FX. Sudardi, S.E and Y. Titi
Yudanti, who have become my spiritual mentors and my best friends. They always
encourage me to believe that I am able to be whatever I want to be if I work hard. I would like to thank my sisters and brother, Nuki, Lia, and Dendit, for loving me and giving me the energy with their love to finish my study.
I am grateful to Trias Kuncahyono (mas Kelik) and Bambang Sigap who gave me the opportunity to learn how to write news stories in Kompas Yogyakarta. I also thank all journalists of Kompas Yogyakarta who helped me with their suggestions and support.
My special thanks go to Th. Sukristiyono, the headmaster of SMA Kolese De
Britto Yogyakarta , who has allowed me to observe the teaching-learning process in
journalistic extracurricular class. I would also like to thank the teachers of SMA
Kolese De Britto Yogyakarta especially Pak Gandhi, Pak Widi, and Pak
Triwinanto for evaluating the designed materials. I would never forget their sincere
I would like to thank my best friends in Cuckoo Band (Timy, Damar, Galih, and Aldo), and TLT (Bhanu and Dona) for spending time with me, making my life more interesting, and turning this friendship into something inspiring. I also thank
Henry, Ale, Catur, Tya, Ukhe, Arie, Pipit, Sunny, Ratna, Ita, and Michael for
being my best friends in Sanata Dharma University.I would also like to thank Venta, Tuty, Widi, Sari, Adis, Desi, and Icha for helping me with their constructive criticisms, ideas, and suggestions.
Finally, my deepest gratitude goes to Widya Surya Putranti who always encourages me to finish this thesis and also shows her patience and unconditional love. I will always be able to struggle for the happy ending because of her love.
Dominicus Herpin Dewanto Putro
TABLE OF CONTENTS Page TITLE PAGE ............................................................................................... i PAGE OF APPROVAL ............................................................................... ii PAGE OF ACCEPTANCE ......................................................................... iii
STATEMENT OF WORK’S ORIGINALITY ........................................... iv
PAGE OF DEDICATION ............................................................................ v ACKNOWLEDGMENTS ........................................................................... vi TABLE OF CONTENTS ............................................................................. viii LIST OF FIGURES ..................................................................................... xi LIST OF TABLES ....................................................................................... xii LIST OF APPENDICES ............................................................................. xiii ABSTRACT ................................................................................................... xiv ABSTRAK ...................................................................................................... xvCHAPTER I: INTRODUCTION A. Background ..............................................................................................
1 B. Problem Identification ...............................................................................
2 C. Problem Limitation ...................................................................................
3 D. Problem Formulation ................................................................................
4 E. Objectives of the Study .............................................................................
4 F. Benefits of the Study .................................................................................
4 G. Definition of Terms ...................................................................................
5 CHAPTER II: THEORETICAL REVIEW A. Theoretical Descriptions ...........................................................................
8 1. Instructional Materials Design Models ...............................................
8 a. Kemp’s Model ...............................................................................
9
2. Basic Theories of Newspaper Journalism ...........................................
14 a. Definition of News ........................................................................
15 b. Types of News ..............................................................................
17 c. News Structure ..............................................................................
18
d. News Writing ................................................................................ 20
3. Journalistic Extracurricular ................................................................. 20
4. Task-Based Learning .......................................................................... 22 a. Characteristics of Task-Based Learning .......................................
22 b. Types of Task ................................................................................
24 c. The Procedure of Task-Based Learning ........................................
26 B. Theoretical Framework .............................................................................
27 CHAPTER III: METHODOLOGY A. Research Method .......................................................................................
30 1. Developmental Study on the Learner Analysis ...................................
31 2. Developmental Study on the Designed Materials Evaluation .............
32 B. Respondents of the Survey ........................................................................
33 C. Research Instrument ..................................................................................
34
1. Questionnaire ...................................................................................... 35
2. Interview ............................................................................................. 36 D. Data Gathering ..........................................................................................
36 1. Data Gathering in Pre-Design Survey .................................................
36 2. Data Gathering in Post-Design Survey ...............................................
37 E. Data Analysis ............................................................................................
38 CHAPTER IV: RESEARCH RESULT AND DATA ANALYSIS
A. Discussion on How a Set of English Instructional Materials for Journalistic Extracurricular Activity in SMA Kolese De Britto is Designed .................................................................................................... 40 1. The Result of Pre-Design Study ..........................................................
40
1). Result of the Questionnaires ...................................................
40 2). Result of the Interview ............................................................
44 b. Goal and Description of Purpose ..................................................
46 c. Specify the Objectives ...................................................................
47 d. List the Subject Content ................................................................
50 e. Teaching Learning Activity and resources ...................................
51 f. Designing the Materials ................................................................
52 2. The Result of Post-Design Study ........................................................
52 a. Description of the Respondents ....................................................
53 b. Data Presentation ..........................................................................
53 c. Respondents’ Comments and Suggestions ....................................
55 1). Respondents’ Comments ......................................................... 56 2). Respondents’ Suggestions ....................................................... 56 3. Discussion of the Materials Revisions and Improvements .................
56 B. Presentation of the Designed Instructional Materials ...............................
57 CHAPTER V: CONCLUSION AND SUGGESTIONS A. Conclusion ................................................................................................
60 B. Suggestions ...............................................................................................
62 BIBLIOGRAPHY ......................................................................................
69 APPENDICES ............................................................................................... 66 Appendix A: Letter of Permission .................................................................
67 Appendix B: Questionnaire for the Students ..................................................
68 Appendix C: List of Questions for interview with the Instructor ...................
70 Appendix D: Questionnaire for Journalists .....................................................
71 Appendix E: Questionnaire for the Designed Materials Evaluation ...............
72 Appendix F: General Description ...................................................................
74 Appendix G: Lesson Plan ...............................................................................
77 Appendix H: The Designed Materials .............................................................
85
LIST OF FIGURES
Page Figure 2.1 : Kemp’s Instructional Design Model ..........................................
10 Figure 2.2 : Yalden’s Instructional Design Model .......................................
12 Figure 2.3 : The Inverted Pyramid Form .......................................................
19 Figure 2.4 : Components of Task-Based Learning ........................................
26 Figure 2.5 : The Modified Instructional Model .............................................
29
LIST OF TABLES
Page Table 4.1 : Students’ Needs and Interests in Journalistic extracurricular ...
41 Table 4.2 : Students’ Major Difficulties in Learning Newspaper Journalism and English ................................................................................
43 Table 4.3 : Journalists’ Suggestions ............................................................
44 Table 4.4 : Result of the Interview with the Instructor of Journalistic Extracurricular Activity ............................................................ 45 Table 4.5 : The Topic’s Objectives .............................................................
47 Table 4.6 : The Description of Post-Design Survey Respondents ..............
53 Table 4.7 : Point of Agreement ...................................................................
54 Table 4.8 : Result of the Respondents’ Opinion in Post-Design Survey ....
54
LIST OF APPENDICES
PageAppendix A: Letter of Permission ................................................................
67 Appendix B: Questionnaire for the Students ................................................
68 Appendix C: List of Questions for interview with the Instructor .................
70 Appendix D: Questionnaire for Journalists ...................................................
71 Appendix E: Questionnaire for the Designed Materials Evaluation ............
72 Appendix F: General Description ................................................................
74 Appendix G: Lesson Plan .............................................................................
77 Appendix H: The Designed Materials ..........................................................
85
ABSTRACT
Putro, Dominicus Herpin Dewanto. 2007. Designing a Set of English Instructional
Materials for Journalistic Extracurricular Activity in SMA Kolese De Britto
Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
English is one of the important factors for journalists to develop themselves in the process of news gathering and news writing. Therefore, English learning should be given in the journalistic courses from the beginning.
This thesis aims to design a set of materials of which is the combination of basic newspaper-journalistic education and English learning for journalistic extracurricular in SMA Kolese De Britto Yogyakarta. The problems are: 1) How is a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto designed? 2) What does a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto look like?
To design the materials and answer the first problem, the writer made an instructional design model that was adapted from Kemp’s and Yalden’s model. The writer’s model has 7 stages. They are needs survey, goal and description of purpose, specify the objective, list the subject content, teaching learning activities and resources, designing the materials, and evaluation.
The writer conducted two phases of survey in designing the materials. The first phase is the pre-design survey in which the writer distributed questionnaires to 7 students of journalistic extracurricular activity in SMA Kolese De Britto and 3 professional journalists; two journalists of Kompas and Kedaulatan Rakyat. The writer also interviewed the instructor of journalistic activity in SMA Kolese De Britto Yogyakarta. Pre-design survey aims to obtain useful information and data for the materials designing process. Thus, the writer designed the materials using task-based learning method since newspaper journalism learning requires the learners to focus on the tasks and practices rather than the theories.
The second phase is post-design survey. The writer distributed questionnaires and the materials designed to 5 respondents, 2 lecturers of English Language Education Study Program in Sanata Dharma University Yogyakarta and 3 English teachers of SMA Kolese De Britto Yogyakarta. The survey result was useful for revising and developing the designed materials. In analyzing the survey result in this phase, the writer found out that the mean is 3.92. The result was interpreted that the designed materials were appropriate and well accepted. However, the designed materials needed to be revised.
To answer the second problem in problem formulation, the writer presents the final version of the designed materials that consists of 8 units. Each unit has three main parts and two additional parts. The main parts are Get into the Newsroom, Let’s Work!, and Journalists’ Talk. The additional parts are Breaking News and Glossary.
The writer hopes that the designed materials are able to develop the newspaper-journalism learning and improve the English skills of students of
ABSTRAK
Putro, Dominicus Herpin Dewanto. 2007. Designing a Set of English Instructional
Materials for Journalistic Extracurricular Activity in SMA Kolese De Britto
Yogyakarta. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.Bahasa Inggris merupakan salah satu faktor penting yang harus dimiliki oleh setiap jurnalis untuk mengembangkan diri dalam proses mencari dan mengolah berita. Oleh karena itu, pembelajaran bahasa Inggris dalam kegiatan pendidikan jurnalisme sebaiknya diberikan sejak awal.
Skripsi ini bertujuan untuk menyusun seperangkat materi pendidikan dasar jurnalistik surat kabar yang digabungkan dengan pelatihan bahasa Inggris untuk diberikan dalam kegiatan ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta. Rumusan masalah dalam skripsi ini adalah: 1) Bagaimana proses yang dilakukan dalam menyusun seperangkat materi berbahasa Inggris untuk kegiatan ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta? 2) Seperti apakah bentuk dari seperangkat materi berbahasa Inggris untuk kegiatan ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta?
Untuk menyusun seperangkat materi tersebut dan menjawab permasalahan yang pertama, penulis terlebih dahulu membuat sebuah model penyusunan materi yang diadaptasi dari model yang sudah ada yaitu model dari Kemp dan Yalden. Model yang telah disusun oleh penulis terdiri dari 7 langkah yaitu: survey kebutuhan, menentukan tujuan dan penggambaran maksud pembelajaran, merinci tujuan, menentukan isi dari tiap subyek, menentukan aktifitas dan sumber pembelajaran, penyusunan materi, dan evaluasi.
Penulis melakukan dua tahapan survei dalam menyusun materi. Tahap pertama adalah survei sebelum menyusun materi dimana penulis memberikan kuesioner kepada 7 siswa peserta kegiatan ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta dan 3 wartawan profesional yang dua diantaranya bekerja di harian Kompas dan seorang bekerja di harian Kedaulatan Rakyat. Selain itu penulis juga melakukan wawancara dengan satu-satunya instruktur di kegiatan ekstrakurikuler jurnalistik SMA Kolese De Britto Yogyakarta. Tujuan dalam tahap pertama ini adalah untuk mendapatkan informasi dan data yang berguna untuk memulai proses penyusunan materi. Penulis kemudian mulai menyusun materi dengan menggunakan metode task-based learning karena pelatihan jurnalisme koran menuntut siswa untuk fokus dalam melakukan latihan dan tugas daripada mempelajari teori-teori.
Tahap yang kedua adalah survei setelah menyusun materi. Penulis membagikan kuesioner beserta seperangkat materi yang sudah jadi kepada 5 responden yaitu 2 dosen Pendidikan Bahasa Inggris Sanata Dharma dan 3 guru bahasa Inggris di SMA Kolese De Britto Yogyakarta. Hasil kuesioner tersebut berguna bagi penulis untuk merevisi dan mengembangkan materi.
Dalam mengolah hasil kuesioner dalam tahap kedua ini, penulis memperoleh data mean atau rata-rata opini kesetujuan responden sebesar 3.92. Hasil ini dapat diinterprestasikan bahwa materi yang sudah disusun sudah layak dan dapat diterima
Untuk menjawab permasalahan yang kedua dalam rumusan masalah, penulis menyuguhkan bentuk akhir dari materi yang sudah direvisi yang terdiri atas 8 unit. Tiap unit materi terdiri atas 3 bagian utama dan 2 bagian tambahan. Bagian utama dari tiap materi adalah Get into the Newsroom, Let’s Work!, dan Journalist’ Talk. Dua bagian tambahan dalam tiap materi adalah Breaking News dan Glossary.
Penulis berharap bahwa materi yang telah disusun dalam skripsi ini dapat berguna untuk mengembangkan pembelajaran jurnalistik surat kabar dan meningkatkan kemampuan berbahasa Inggris siswa peserta ekstrakurikuler jurnalistik di SMA Kolese De Britto Yogyakarta.
CHAPTER I INTRODUCTION This chapter discusses the background of the study, the problem identification,
the limitation of the study, the problem formulation, the objectives, the benefit, and the definition of terms.
A. Background
Mass media has been developed to fulfill people’s need of information. It is people’s right to know everything which happens around them. Nowadays, information can be easily accessed. Anyone can know the detail of an event by watching television, reading newspapers or magazines, and browsing the news in the internet.
To maintain the development of mass media and create some competent journalists, many institutions have established journalistic courses. Some senior high schools also accommodate their students who are interested in journalism by establishing journalistic extracurricular. Its product may vary, but the most popular is school paper. Reddick (1941:4) says that “the high school newspaper is in many ways a miniature of its big brother, the daily newspaper”.
The extracurricular of journalistic creates a positive activity in which the students are able to achieve some practical lessons such as news writing, news gathering, news editing, and other tasks which are related to journalism. However, the most important thing is that the students are free to express themselves since it is their that the school paper potentially gives the students an opportunity to develop their creativity, intellectuality, and communication skills.
“The high school paper is an instrument of education”, says Reddick (1941:9). It educates the students on how to deliver information through writing. The school paper, as the product of Journalistic extracurricular which is read by school’s community, must be well written. By attending journalistic extracurricular, students can improve their writing skill because it must meet the minimum of requirements.
B. Problem Identification
The journalistic extracurricular is a program in which the students are learning to produce school papers or magazines, starting from gathering the news to selling the media. The job description in the organization is flexible. It means that all students in this extracurricular activity can participate in all of the activities of news publishing.
Every student has the opportunity to learn each process of information media production.
Since a journalist deals with language, considering that the common product of Journalistic extracurricular is school paper, all participants of this extracurricular activity must be able to equip themselves with good language competency especially in writing.
The process of news gathering and news writing can be an appropriate medium of applying the theory that students have achieved in language class. During the process they will be accustomed to using the language to communicate in a more effective way. Rubin in Wenden (1987: 17) says that “A language can be best achieved when the students play an active role in the process”. Here, the students
The students who join the journalistic extracurricular will learn both journalistic skill and language. However, most of the school papers are written in Indonesian. It will bring a good result for the students’ English acquisition if they begin to write an English school paper. Thus, the appropriate materials as the instrument to teach them how to make English school paper are required.
C. Problem Limitation
This study focuses only on school paper produced by senior high school students to avoid any misunderstanding of journalism products since the products of journalistic extracurricular can be in various forms. School paper as one of the products of journalistic extracurricular activity contains various types of journalistic writing like hard news (the common type of news story), features, columns, editorials, ads, movie or book review, etc. Therefore, this study prefers to use school paper as the media in learning the basic principles of newspaper journalism.
The school paper which is also an instrument of education can be a training ground for students interested in journalism, a tool to foster students’ creative writing, and a facilitator for the students in maintaining their quality of writing (Reddick, 1941: 9).
It is obvious that journalistic extracurricular has a close connection to language learning. Thus, the instructional materials designed by this study aims to provide the basic principles of newspaper journalism and an opportunity for the students to improve their English by writing the news story in English. Hence, the instructional materials will only focus on news gathering and news writing as the
This study attempts to provide the instructional materials only for journalistic extracurricular activity in SMA Kolese De Britto. They have been producing a school newspaper called “Kobar” that is the abbreviation for “koran selembar” or one-page newspaper. “Kobar” reports useful and interesting news from around the school and it is published once a week.
D. Problem Formulation
This study has two main problems which have been formulated as follows:
1. How is a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta designed?
2. What does a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta look like?
E. Objectives of the Study
The following are two objectives of this study:
1. To find out how a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta is designed.
2. To know what a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto looks like.
F. Benefits of the Study
The English instructional materials for journalistic extracurricular in senior students, the extracurricular of journalistic instructor, and other researchers. The benefits of this study will be explained as follows:
1. For teachers Teachers are able to know the importance of school paper and support the students who are interested in the journalistic extracurricular.
2. For the students Students involved in journalistic extracurricular are able to comprehend the basic theories of newspaper journalism and improve their ability of applying English in news gathering and news writing.
3. For other researchers.
Other researchers are able to use this study as a reference to conduct further studies that are related to journalistic extracurricular.
G. Definition of Terms
1. Instructional material “Instructional material is the medium that contains specific items used in learning process and delivered through various media” (Newby, 2000:117). In this study, the instructional materials are established in the form of handouts that consist of several examples of news story, the brief explanation related to subject content, and some exercises.
2. Journalism Siregar in Pasaribu (1995:9) says “that journalism is knowledge of converting attempts to give such knowledge of newspaper journalism through journalistic extracurricular activity by designing a suitable set of English instructional materials.
Since journalism cannot be learned wholly from books or in the classroom (Candlin, 1963:9), the designed material should provide adequate amount of exercises.
3. Extracurricular Extracurricular is an activity conducted outside the regular school course. The number and type of extracurricular activity depend on the school’s policy. Generally, these activities become the medium for students’ hobbies and interests. As defined in
Merriam Webster’s Collegiate Dictionary (1996: 412), extracurricular activities
usually carries no academic credit so that it only concentrates on improving the students’ ability and skill to support them in achieving the academic subjects in the regular school course.
4. School paper School paper is the printed media which is produced and published in senior high school by the students who participate in the journalistic extracurricular activity.
All of the process of producing news media is conducted by the students. School paper has several similar characteristics as the daily newspaper, but the scope of school paper is limited and distributed for school community. “The high school newspaper is in many ways a miniature of its big brother, the daily newspaper” (Reddick, 1941: 5).
5. News Writing News writing is an activity to gather and serve the news in written form. paper and it is a process, 90 percents of which is not putting words on paper”. The process of news writing begins with reporting or gathering all the information, thinking and organizing the idea, writing the story by focusing on the journalistic aspects, evaluating the work, and re-writing or even re-reporting.
CHAPTER II THEORETICAL REVIEW This chapter will present the theories that underlie the study of designing a set
of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta.
There are two sections in this chapter. The first section is theoretical descriptions that discuss the instructional material design models, the basic theories of newspaper journalism, journalistic extracurricular, and task-based learning. The second section is the theoretical framework which explains the writer’s steps in designing a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta based on the theories that underlie this study.
A. Theoretical Descriptions
This section describes all the theories that underlie the process of designing a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta. The theories described in this section are briefly explained since this study needs the most essential points in each theory.
1. Instructional Materials Design Model
The writer is supposed to know the basic theory in designing the instructional materials; therefore, the instructional material design models are needed as references. Kemp’s and Yalden’s instructional material design models are selected
a. Kemp’s Model
According to Kemp (1977:8), “a plan is designed to answer three questions, which may be considered the essential elements of instructional technology”. The followings are the questions. They are:
1) What must be learnt? (objective) 2) What procedures and resources will work best to reach the desired learning levels? (activities and resources) 3) How we will know when the required learning has taken place? (evaluation)
The plan consists of eight parts: 1) Consider goals, and then list topics, stating the general purposes for teaching each topic.
2) Enumerate the important characteristic 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 support 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 students will accomplish the objectives.
7) Coordinate such support services as budget, personnel, facilities,
8) Evaluate the students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phrases of the plan that need improvement.
Figure 2.1 illustrates the relationship of each step in the plan to the other steps.
Goals, topics
Goal, topics,
and general
and general
purposes
purposes
Learner Learner Evaluation
Evaluation Characteristics
Characteristics Support Learning
Learning Support
Revision
RevisionServices objectives Objectives service
Teaching Teaching
learning Subject
Subject learning activities,Content activities content resources resources
Preassessment
Preassessment
Figure 1: Kemp’s Instructional Design Model (1977: 9)
Figure 2.1. Kemp’s Instructional Design Model (1977:9)The diagram above shows a flexible process among the steps. There is interdependence among the eight elements, thus a decisions relating to one may affect others. The starting point could be everywhere and then move back or forth to other steps. However, the ideal sequence, according to Kemp (1977), is the objectives as indicate revisions of elements made necessary by evaluation data gathered on students’ accomplishment of objectives” (Kemp, 1977: 9).
b. Yalden’s Model
Yalden (1987:86) introduces some components that must be included into the make-up of the syllabus. Those components develop the syllabus by allowing the students to acquire the ability to communicate in a more appropriate and effective way.
The followings are the ten components introduced by Yalden (1987): 1) The purpose for which the learners wish to acquire the target language must be possibly considered in detail.
2) Physical aspect as well as social setting as the setting in which the learners will want to use the target language must be considered.
3) The socially role the learners will assume in the target language, as well as the roles of their interlocutors.
4) The communicative events in which the learners will participate: everyday situations vocational or professional situations, academic situations and so on.
5) The language functions involved in these events, or what the learner will need to be able to do with or through the language.
6) The notions involved, or what the learner will need to be able to talk about. 7) The skills involved in the ‘knitting together’ of discourse: discourse and rhetorical skills.
8) The variety or varieties of the target language that will be needed, and the levels in the spoken and written language which the learners will need to
9) The grammatical content that will be needed. 10) The lexical content that will be needed.
To develop the language program, Yalden (1987:88-149) gives eight stages that can be illustrated in figure 2.2:
Figure 2.2. Yalden’s Instructional Design Model (Adopted from Yalden, 1987:88)a) Needs survey The needs survey gathers all the information about the learners in order to understand them before starting the teaching learning process and to expect for establishing realistic and acceptable objectives. It studies the learners’ purposes in acquiring the target language. The needs survey as the first step is the basic for the further steps because it may affect the subsequent decisions and directions.
b) Description of purposes This step is to clarify the purpose of the language program that should be suited to the learners’ needs. When preparing the language program, the designer must consider that its purpose is broad or narrow and occupational or educational categories.
c) Selection / development of syllabus type After getting the needs and the characteristics of learners, and also stating the purpose of the language program, the designer will determine the type of the syllabus functional. However, those basic syllabuses may be modified according to the situation and these modified syllabuses are called communicative syllabus. The forms of the communicative syllabus are structural-functional, structures and functions, variable focus, functional, fully functional, and fully communicative syllabus.
d) Production of proto-syllabus At this stage, the syllabus designer will focus on the description of the content that the syllabus will have. There are many components to be considered in a communicative syllabus, but it is impossible and not desirable to include everything. The designer must look back to the earlier steps recalling all the gathered information; those steps have close relation to the production of proto syllabus. It is also necessary to give early attention to the specification of target levels whether it is realistic or not to be specified.
e) Production of a pedagogical syllabus Production of a pedagogical syllabus is a process in which the language program designer will focus on the psychological factor as one of the important things in developing communicative components. The aspects of the psychology of the classroom are learners’ wants, needs, and desires. Therefore, a pedagogical syllabus plays an important role to create a communicative classroom interaction.
f) Development and implementation of classroom procedures Based on the gathered information in the earlier stages, the teachers look at the syllabus to select the teaching techniques and the exercises and put them into a lesson plan. If necessary, the teachers may conduct teacher training to improve g) Evaluation At this stage, there are two aspects that can be evaluated. First, the language program suitability with the learners’ needs and characteristics. The result can be viewed from the examination. Second, the teachers as well as the teaching technique will also be evaluated.
h) Recycling stage The evaluation has provided sufficient data as the references for the program designer and the teachers to determine whether the final performances of the learners fit the goal or not. It is possible to reassess the content and revise the materials and methodology procedures.
The writer has discussed the instructional models that are useful for references in designing a set of English instructional materials for journalistic extracurricular activity in SMA Kolese De Britto Yogyakarta. Since this study is related to newspaper journalism, some basic theories of newspaper journalism are needed. The writer will discuss the basic theories of newspaper journalism in the following part.
2. Basic Theories of Newspaper Journalism
The prominent activity in journalism is collecting the fact or information and presenting it in the form of readable news story. The theory of doing such process is needed in this study. In this section, therefore, the writer will explain the basic theory of newspaper journalism in brief. They are the definition of news, the types of news,
a. Definition of News
Ishwara (2005:52) says that news is created from a real event that has just occurred in the society. Human beings live in various situations which involve many human aspects that are interesting to be noticed. It is also supported by Keir (1957:9) in that the recent event is called news if the information is new and people are interested in it.
The information that is served to the readers must be newsworthy. The factor that determines the newsworthiness of information is the news values. Berner (1992:15) says that news values have close relation with the social process as news product. It is obvious that news values are assimilated from the norms in the society.
Ishwara (2005: 53-58) mentions the criterions of news values. They are: 1) Conflict
Physical conflicts such as wars and fights are newsworthy because they bring about some victims and damages. The violence itself touches the readers emotionally. The debates (non-physical conflicts) of pollution, nuclear reactor, and any other issues related to the quality of life also get the opportunity to be placed in the front page. 2) Progress and Disaster
Win and lose are the results of a conflict. The research that is conducted by some experts results in several discoveries. Natural disasters, fire and the stories of people who have lost their job can be interesting news in the front
3) Consequence A newsworthy story can bring some effects on its readers. The consequence is likely accepted as the news value and the standard of news importance. All the newsworthy stories have consequences.
4) Prominence It is agreed that name makes news and a big name makes bigger news. The senses of news can be found easily among the famous persons. The information is newsworthy if it is based on what they have said and done because there is a consequence within.
5) Timeliness and Proximity Timeliness and proximity are the tools to measure whether the story is newsworthy or not. These two elements are able to determine what story can be printed and where the story can be sold.
6) Strangeness The stories of coincidental and contrast events, odd way of living, extraordinary habits and hobbies, and superstition can attract the readers’ attention. The common element of strangeness is that the events are quite odd and uncommon.
7) Human Interest The news values of human interest are the combination of all elements that make the value of news such as conflict, progress and disaster, consequence, consists of strangeness that can be called as human novelties. Human interest contains story value rather than news value.
8) Sex Some editors have considered sex as the value of news. It is acceptable if several well-known persons involved in the story. The movie stars’ marriage and divorcement with its conflict may attract the readers’ interest. 9) Various Values
The stories of animals are usually interesting. Some news about animals can be inspiring. All the stories of animals contain strangeness so that it can be newsworthy.
b. Types of News
Pasaribu (1995: 59-60) defines the types of news: 1) Straight News or Hard News
Straight news or hard news is important information about an event that involves human or thing. The information is fresh and considered as important information because it has direct or indirect effect on the readers. Since the information is so important, it must be reported to people directly. It is a reason why it is called as straight news.
2) Soft News Soft News is interesting information about an event that involves human or thing or both. The information itself is not important and do not have effects on the readers. The thing that needs to be reported is the event itself that has an interesting
3) Feature Feature has the same value as the straight news. The information is important and need to be reported but feature does not have to be printed and delivered to the readers immediately. Feature aims to present the information in details. Berner (1992:193) says that the writer has an opportunity to show more individually of thought and style. The style in feature gives more variations of texts in newspaper.
4) In-depth Report In-depth report presents the information with more details than straight news or feature. According to Berner (1992:204), the writer amplifies the details by doing analysis and evaluation and avoid to making an opinion.
c. News Structure
The readers do not have much time in reading a newspaper and thus all news must be written concisely and attractively. “The Eye Tract” research as quoted in Ishwara (2005:119) reports that “newspaper readers like to scan the headlines and find the most interesting stories”. They do not read news thoroughly. Part of the news they prefer to read is the main paragraph that contains facts, interesting statements, or impact statements.
The readers’ behavior in reading newspaper creates a common form of news structure. Reddick (1941:46) gives the essential characteristics of the typical news story: