A Communicative English course based on credit-based modular approach in enhancing students` English communicative competence of SMA St. Fransiskus 1 Jakarta.

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vii ABSTRACT

Restuaji, T.A. (2015). A Communicative English Course Based on Credit-based Modular Approach in Enhancing Students’ English Communicative Competence of SMA St. Fransiskus 1 Jakarta. Yogyakarta: Sanata Dharma University.

learners’ needs of being more competitive in the real world. Communicative

Language Teaching is an approach to language teaching and learning programs

which emphasizes on human beings’ natural capacity on acquiring language.

Students of SMA St. Fransiskus 1 Jakarta were also the parties who realized the

importance of English for their future life’s plans. However, the English course they

were involved in did not successfully answer their expectations.

Hence, this research aims to find out the expectations of the students of SMA St. Fransiskus 1 Jakarta towards the English course held by the school they were involved themselves into. In addition, this research is going to show how a communicative English course using Credit-based modular approach can help the students of SMA St. Fransiskus 1 Jakarta to meet their expectations in joining the English course held by the school.

This research applied basic interpretative study as the research method to analyze the data collected through interviews and questionnaires. One of the benefits in using basic interpretative study is its goal in understanding what the involved parties perceived about a phenomenon, a process, or a particular point of view. Thus, by using basic interpretative study the researcher could picture the

students’ expectation and all the factors related to it as real as possible.

From the research it is known that the students of SMA St. Fransiskus 1 Jakarta did not meet their expectations which they had expected they would have by joining the English course. Some problems like the lack of courage and confidence, laziness and broken-home family background have in some extent obstructed the students to meet their expectation. A course design based on Communicative Language Teaching, which emphasizes on how the target language can work in real life, and the application of the spirit of Credit-based modular approach, which give more space for student-need centered course materials, are thought to be able to support the course participants to meet their expectations.

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viii ABSTRAK

Restuaji, T.A. (2015). A Communicative English Course Based on Credit-based Modular Approach in Enhancing Students’ English Communicative Competence of SMA St. Fransiskus 1 Jakarta. Yogyakarta: Sanata Dharma University.

Pengajaran bahasa Inggris sebagai bahasa kedua dan bahasa asing telah mengalami perubahan, di mana pencapaian kompetensi komunikatif lebih ditekankan. Kompetensi komunikatif merupakan hal kebutuhan mendesak bagi para pembelajar bahasa agar mereka menjadi lebih kompetitif dalam dunia nyata. Communicative Language Teaching adalah sebuah pendekatan pada pengajaran bahasa yang menekankan kemampuan alami manusia dalam menguasai bahasa. Siswa SMA St. Fransiskus 1 Jakarta juga merupakan pihak yang menyadari pentingnya peranan bahasa Inggris dalam perencanaan masa depan mereka. Namun demikian, kursus bahasa Inggris yang diselenggarakan oleh sekolah dan yang mereka ikuti ternyata tidak terlalu mampu menjawab harapan-harapan mereka.

Oleh karena itu, penelitian ini bertujuan untuk mengetahui harapan-harapan para siswa SMA St. Fransiskus 1 Jakarta atas kursus bahasa Inggris yang diselenggarakan oleh sekolah dan yang mereka ikuti. Penelitian ini hendak menunjukkan bagaimana kursus bahasa Inggris yang komunikative menggunakan pendekatan Credit-based modular approach dapat membantu para siswa tersebut untuk mencapai harapan-harapan mereka dalam mengikuti kursus bahasa Inggris tersebut.

Penelitian ini menggunakan basic interpretative study sebagai metode penelitian untuk menganalisa data yang terkumpul melalui wawancara dan kuesioner. Salah satu keuntungan dalam menggunakan basic interpretative study adalah pendekatan ini berusaha memahami fenomena, proses, atau pandangan tertentu dari kacamata pihak yang terlibat di dalamnya. Dengan menggunakan basic interpretative study peneliti akan mendapatkan gambaran senyata mungkin tentang harapan para siswa dan faktor-faktor yang terkait dengannya.

Penelitian ini menemukan bahwa para siswa SMA St. Fransiskus 1 Jakarta tidak mencapai harapan mereka dalam mengikuti kursus bahasa Inggris yang diadakan oleh sekolah. Beberapa masalah seperti keengganan dan ketidakpercayaan diri, kemalasan dan latar belakang keluarga yang retak telah menjadi penghalang para siswa mencapai harapan-harapannya dalam mengikuti kursus bahasa Inggris. Sebuah desain kursus yang didasarkan pada bagaimana bahasa yang dipelajari dapat digunakan di dunia nyata dan penerapan Credit-based modular approach yang memberi ruang lebih bagi materi kursus yang didasarkan pada kebutuhan siswa diharapkan mampu mendukung para peserta kursus dalam mencapai harapan-harapan mereka.

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A COMMUNICATIVE ENGLISH COURSE

BASED ON CREDIT-BASED MODULAR APPROACH

IN ENHANCING STUDENTS’ ENGLISH COMMUNICATIVE

COMPETENCE OF SMA ST. FRANSISKUS 1 JAKARTA

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Titus Angga Restuaji Student Number: 111214040

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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A COMMUNICATIVE ENGLISH COURSE

BASED ON CREDIT-BASED MODULAR APPROACH

IN ENHANCING STUDENTS’

ENGLISH COMMUNICATIVE

COMPETENCE OF SMA ST. FRANSISKUS 1 JAKARTA

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

Titus Angga Restuaji Student Number: 111214040

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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DEDICATION PAGE

I dedicated this work to the fraternity of the Order

of Friar Minor (OFM) the province of St. Michael

the Archangel Indonesia to whom I belong to and

who have given me a chance to step my journey in

PBI four years ago.

My second dedication goes to my family who always

become my big supporters and a place for me to stop

by and share my experiences of ups and downs.

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STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, 11 September 2015

The Writer

Titus Angga Restuaji 111214040

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LEMBAR PERNYATAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Titus Angga Restuaji

Nomor Mahasiswa : 111214040

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

A COMMUNICATIVE ENGLISH COURSE

BASED ON CREDIT-BASED MODULAR APPROACH

IN ENHANCING STUDENTS’ ENGLISH COMMUNICATIVE

COMPETENCE OF SMA ST. FRANSISKUS 1 JAKARTA

beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu minta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 11 September 2015 Yang menyatakan

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vii ABSTRACT

Restuaji, T.A. (2015). A Communicative English Course Based on Credit-based

Modular Approach in Enhancing Students’ English Communicative Competence

of SMA St. Fransiskus 1 Jakarta. Yogyakarta: Sanata Dharma University.

Teaching English as a second and foreign language has shifted its focus into how the teaching process can assist the learners to achieve communicative competence. This communicative competence is of paramount importance to the learners’ needs of being more competitive in the real world. Communicative Language Teaching is an approach to language teaching and learning programs which emphasizes on human beings’ natural capacity on acquiring language. Students of SMA St. Fransiskus 1 Jakarta were also the parties who realized the importance of English for their future life’s plans. However, the English course they were involved in did not successfully answer their expectations.

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viii ABSTRAK

Restuaji, T.A. (2015). A Communicative English Course Based on Credit-based

Modular Approach in Enhancing Students’ English Communicative Competence

of SMA St. Fransiskus 1 Jakarta. Yogyakarta: Sanata Dharma University.

Pengajaran bahasa Inggris sebagai bahasa kedua dan bahasa asing telah mengalami perubahan, di mana pencapaian kompetensi komunikatif lebih ditekankan. Kompetensi komunikatif merupakan hal kebutuhan mendesak bagi para pembelajar bahasa agar mereka menjadi lebih kompetitif dalam dunia nyata. Communicative Language Teaching adalah sebuah pendekatan pada pengajaran bahasa yang menekankan kemampuan alami manusia dalam menguasai bahasa. Siswa SMA St. Fransiskus 1 Jakarta juga merupakan pihak yang menyadari pentingnya peranan bahasa Inggris dalam perencanaan masa depan mereka. Namun demikian, kursus bahasa Inggris yang diselenggarakan oleh sekolah dan yang mereka ikuti ternyata tidak terlalu mampu menjawab harapan-harapan mereka.

Oleh karena itu, penelitian ini bertujuan untuk mengetahui harapan-harapan para siswa SMA St. Fransiskus 1 Jakarta atas kursus bahasa Inggris yang diselenggarakan oleh sekolah dan yang mereka ikuti. Penelitian ini hendak menunjukkan bagaimana kursus bahasa Inggris yang komunikative menggunakan pendekatan Credit-based modular approach dapat membantu para siswa tersebut untuk mencapai harapan-harapan mereka dalam mengikuti kursus bahasa Inggris tersebut.

Penelitian ini menemukan bahwa para siswa SMA St. Fransiskus 1 Jakarta tidak mencapai harapan mereka dalam mengikuti kursus bahasa Inggris yang diadakan oleh sekolah. Beberapa masalah seperti keengganan dan ketidakpercayaan diri, kemalasan dan latar belakang keluarga yang retak telah menjadi penghalang para siswa mencapai harapan-harapannya dalam mengikuti kursus bahasa Inggris. Sebuah desain kursus yang didasarkan pada bagaimana bahasa yang dipelajari dapat digunakan di dunia nyata dan penerapan Credit-based modular approach yang memberi ruang lebih bagi materi kursus yang didasarkan pada kebutuhan siswa diharapkan mampu mendukung para peserta kursus dalam mencapai harapan-harapan mereka.

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ACKNOWLEDGEMENTS

I thank my Lord, Jesus Christ, my “Vademecum”, who has always been

my friend throughout my life journey, including in accomplishing this thesis writing. His forgiveness has always been my hope for continual conversion, without which I would stay a useless sinner. I also thank Markus Budiraharjo, Ed.D. my thesis advisor and a friend in “problem”, for his patience and understanding. His triggering words often light my soul up to be brave and optimistic in facing up difficulties the world delivers to me. I will never forget to thank Lhaksmita Anandari, Ed.M. whose encouraging words have made me feel special and unique. Her motherly care has brought to me enjoyable atmosphere during my study. I also thank all of the lecturers of PBI Sanata Dharma University who have contributed in developing my academic and non-academic life.

I never forget all the friars of Ordo Fratrum Minorum, in particular those who have share their lives with me in Biara Santo Bonaventura. Their support and understanding have assisted me realizing my Franciscan identity even better than before. Thanks and big hug I address to my family, my mother, my little niece Clara, my father, my brother and my sister-in-law, to whom I always return to learn what life is and to get my strength back. I also deliver my gratitue to Father Mateus Batubara, OFM, the English course’ tutors and the students of SMA St. Fransiskus 1 Jakarta, whose patience and cooperation have made this thesis writing process possible.

My gratitude also goes to Br. Hironimus MTB, Sr. Leo OP, Sr. Nico FCh and Sr. Fernanda CB who have become my “friends in this unique vocation”. I also thank my “Coffee Beans” mates Anin, Sella, Mery, Vania, and Philip who have been my companions in works and pleasures. A bunch of thanks I deliver too to Tina Silalahi who has been my assistance. For all “brothers and sisters” of Class A PBI 2011, I am very grateful to have a chance to know and to grow with you all.

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Finally, I thank everyone who has participated in my study and life process, directly and indirectly. I believe that the chance we have to be together in so many events and processes do not incidentally happened. God has a plan for us, all His children.

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TITLE PAGE ... i

APPROVAL PAGE ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES AND FIGURES ... xiv

LIST OF APPENDICES ... xv

CHAPTER I. INTRODUCTION ... 1

A. Research Background ... 1

B. Research Problems ... 5

C. Research Limitation ... 6

D. Research Objectives ... 6

E.

Research Benefits ... 6

1. The Students of SMA St. Fransiskus 1 Jakarta ... 7

2. The English Teacher and English Course Mentors of SMA St. Fransiskus 1 Jakarta ... 7

3. The Future Researcher in the Same Field ... 8

F. Definition of Terms ... 8

1. Course Design ... 8

2. Credit-based Modular Approach ... 10

3. The Students of SMA St. Fransiskus 1 Jakarta ... 10

4. English Course ... 11

CHAPTER II. REVIEW OF RELATED LITERATURE ... 12

A. Theoretical Description ... 12

1. Credit-based Modular Approach ... 12

2. Communicative Language Teaching ... 14

a. Theory of Language ... 15

b. Theory of Learning ... 16

3. Communicative Competence ... 17

a. Competence ... 17

b. Communication ... 19

c. Communicative competence ... 20

4. Language Course Design ... 21

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xii

CHAPTER III. RESEARCH METHODOLOGY ... 24

A. Research Method ... 24

1. Data Gathering ... 26

a. Interview ... 26

b. Questionnaire ... 26

2. Data Analyzing ... 27

a. Listening ... 27

b. Transcribing ... 27

c. Transcription Reading ... 28

d. Coding ... 28

e. Memoing ... 28

f. Categorizing ... 29

g. Connecting ... 29

3. Data Presenting: Reporting ... 29

B. Research Setting ... 32

C. Research Participants ... 33

D. Research Instruments ... 34

E. Data Gathering Technique ... 35

F. Data Analysis Technique ... 37

G. Research Procedure ... 38

1. Research Information and Data Gathering ... 38

2. Research Data Analyzing ... 39

3. Research Data Presenting ... 41

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 43

A. Research Findings ... 43

1. The Background of the English Course Held by SMA St. Fransiskus 1 Jakarta ... 44

a. Brief Description about SMA St. Fransiskus 1 Jakarta ... 44

b. The Testimony of the Chairperson of Yayasan Santo Fransiskus Jakarta on the Importance of the English Course for the Students ... 45

2. The Expectation of the Students of SMA St. Fransiskus 1 Jakarta ... 48

a. The Course Participants’ Expectation on Joining the English Course ... 49

b. The Tutors’ Opinion on the Course Participants’ Expectation ... 51

3. The Factors which Influence the Course Participants’ Expectation ... 53

a. The Course Participants’ Motivation on Joining the Course ... 54

b. The Tutors’ Opinion on the Course Participants’ Motivation ... 59

c. The Course Participants’ Difficulties that They Found During Their Involvement in the Course ... 61

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xiii

4. Communicative English Course Using Credit-based Modular Approach in Answering the Expectation of the Students

of SMA St. Fransiskus 1 Jakarta ... 62

a. The Tutors’ Opinion on English Courses ... 62

b. The Course Participants’ Inputs for the Future Course ... 69

B. Discussion ... 69

1. Realizing the Expectation of the Course Participants ... 70

a. The Course Participants’ Expectation on Joining the English Course Held by the School ... 71

b. Courage and Confidence ... 72

c. Challenge ... 74

d. Threat ... 77

e. A Communicative English Course as the Expected One ... 78

2. Communicative Language Teaching to Help the Students to Achieve Their Expectation ... 80

3. The Spirit of Credit-based Modular Approach for the English Course ... 82

a. Credit and Dedicated Time ... 84

b. Module ... 85

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 86

A. Conclusion ... 86

B. Recommendation ... 89

REFFERENCES ... 91

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xiv

LIST OF TABLE AND FIGURE

Framework of Course Development Process ... 21 Expected Data Generated from the Data Gathering ... 36

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LIST OF APPENDICES

APPENDICES ... 92

Appendix A: Transcription of Interview with the Tutor ... 93

Appendix B: Transcription of Interview with the Students ... 105

Appendix C: Classified Interviews’ Statements ... 108

Appendix D: Classified Questionnaires ... 121

Appendix E: Coded Questionnaires ... 132

Appendix F: The Short History of Santo Fransiskus Foundation ... 141

Appendix G: The Number of Students in SMA St. Fransiskus 1 Jakarta the Academic Year of 2014-2015 ... 145

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CHAPTER I

INTRODUCTION

This chapter discusses the background of the research which serves as the horizon by which the problem of the research is seen and the response to the problem is developed. This background includes the writer’s interest in the topic under discussion and how the ideas that support the interest are systematically articulated into a coherent composition. Hence, this chapter includes sequentially: the research background, the research problems, the problem limitation, the research objectives, the research benefits, and the definition of terms.

A. Research Background

English teaching, as a part of language teaching, has experienced a big shift in its history. After 1970, language teaching, in particular second and foreign language teaching, has turned its focus to how language teaching assists learners with language that works in the real world and tries to be more responsive to the needs of learners in their efforts to acquire it (Howatt & Widdowson, 2004, p. 326). The shift in language teaching had big impacts on practical level, to the way English teachers and mentors trained and taught their students. They, in turn, had to cope with the new understanding in language teaching and its goals, namely, how language teaching can lead to a successful outcome for the learners, in this context is the communication of meaning (Howatt & Widdowson, 2004, p. 336).

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This communicative goals of English teaching and learning, namely how learners can communicate meaning, is an essential part of English learners’ needs, considering the purpose of their will to learn English, which is to be able to make meaningful communication with their global environments.

Today’s English courses, as a part of “modern” English teaching, are too supposed to accommodate the needs of the learners, which is improving their communicative competence, as Howatt and Widdowson said previously. The word “modern” refers simply to what is in opposition to the language teaching of the previous periods, with the modern English course sets communicative competence of its learners on the top of its goals. Furthermore, to meet the learners’ need of communicative competence, a particular instructional course design based on Communicative Language Teaching approach is urgently required.

Concerning the definition of Communicative Language Teaching approach, Howatt and Widdowson describe it as an intuitive process of language learning for which human beings have a natural capacity that can be awakened by providing them particular and supportive conditions, rather than an ability which is acquired through a step-by-step manner of graded syllabuses (Howatt & Widdowson, 2004). The way Howatt and Widdowson explain the human innate capacity of language acquisition can be expanded further to understand how an English learning process should be conducted. Regarding the learners’ innate capacity in language acquisition, an English course should be designed to serve

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them with triggering materials which are arranged in an integrated module which is expected to activate their linguistic potentials.

This study intends to find out what the students of SMA St. Fransiskus 1 expect by joining the English course held by the school. Furthermore, the study is also meant to show how communicative English course using credit-based modular approach is able to answer those expectations. As an extracurricular activity, English course in SMA St. Fransiskus 1 has been designed to support the students in two terms: firstly, improving the student’s communicative competence in English, mainly to support their speaking ability; and secondly, to help them cope with the English lesson as an obligatory subject in the school’s curriculum.

However, to deal with the students’ needs there is no other way than to analyze their expectation in joining the course, what they want to achieve at the end of the course, what process they think would help them to deal with their individual expectations, and what kind of environment they hope they would be enjoying, then engaging themselves in the process of the course.

Such kind of finding students’ needs is commonly said to be “a need analysis”. Graves (2000) defines need analysis, in equal sense of need assessment, as “a systematic and ongoing process of gathering information about students’ needs and preferences, interpreting the information, and then making course decisions based on the interpretation in order to meet the needs” (p. 98). Referring to that definition, in a simpler way it can be said that need analysis conducts three phases to its goal, namely identification of students’ needs, interpreting it, and decision for the course, respectively. In the first phase, information about

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students’ needs will also be confronted with information which is gathered from the teachers and the administrators of the school. The purpose of this confrontation is to get comprehensive information about the course itself, and the background of the students that may influence their opinions of their own needs. Moreover, despite its non-curriculum status, the English course in SMA St. Fransiskus 1 Jakarta is still under the provision of school’s curriculum, in terms of its supportive function to English subject, and, in a wider scope, the students’ English communicative competence they will be using in the more competitive world after the school.

The reason behind the choice of the research’s subject is that SMA St. Fransiskus 1 Jakarta is under the minister of the Order of Friars Minor, to which the writer belongs to as its member. This fact gives the writer more opportunities in conducting the research, in terms of its accessibility in collecting the data. However, the main reason is the writer’s plan, and it is approved by the chairperson of the foundation, to apply the findings and ideas in this research to the school’s English course. This main reason of writer’s choice of the research’s subject is in accordance with the fact that the school’s contract with the English course organizer will be expired soon.

However, an English course is inevitably limited in time frame. Its process in developing a communicative learning process, manifested in a form of course module, is not a time-limitless process. Besides, an English course which is not put in certain time constraint will be purposeless, in the sense of no applicable measurement to observe any progress the learners have made. On the other hand

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“there was also increasing demand for courses of a practical nature relevant to the real world” (Theodossin, 1986, p. 5, as cited in Betts & Smith, 2005, p. 4). Theodossin’s statement indicates the importance of an English course to accommodate, within a certain time constraint, the learners’s needs which is in line with the demand of the professional world they will involve themselves in. However, a time constraint is by no mean the boundary of students’ choice of what they want to learn. Therefore, the writer makes use of credit-based modular approach in showing how an English course’ module should be developed. This approach is based on credit-based modular curriculum of higher education which is said to have the potential to enable “the design of programmes to meet students’ needs” (Betts & Smith, 2005, pp. 6-7), and as the implication is the focus shifts from “the supply side to the demand side” (Betts & Smith, 2005, pp. 6-7).

B. Research Problems

This study aims to answer two problems in order to develop English instructional materials for the English course of SMA St. Fransiskus 1 Jakarta using credit-based modular approach. These two questions below are in service of answering those two problems:

1. What do the students of SMA St. Fransiskus 1 Jakarta expect by joining the English course held by the school?

2. How does the communicative English course design using credit-based modular approach answer the expectation of the students of SMA St. Fransiskus 1 who joined the English course held by the school?

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C. Problem Limitation

This research focuses on two points. The first point is to know what the students of SMA St. Fransiskus 1 Jakarta expect by joining the English course which is held by the school. The second point is to know how a communicative English course design using credit-based modular approach answer the expectation of the students of SMA St. Fransiskus 1 Jakarta by joining the English course held by the school.

D. Research Objectives

The main objective of this research is answering the two problem questions which are stated previously. Thus, in points, the research aims to:

1. Find out the expectation of the students of SMA St. Fransiskus 1 Jakarta by joining the English course held by the school.

2. Find out how a communicative English course design based on credit-based modular approach answer the expectation of the students of SMA St. Fransiskus 1 Jakarta by joining the English course held by the school. 3. Show how a communicative English course design using credit-based

modular approach could help the students of SMA St. Fransiskus 1 Jakarta meet their expectation by joining the English course held by the school.

E. Research Benefits

Generally, the study aims to support the development of English Language Teaching (ELT). Specifically, the study is directed to support in-depth and

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contextual ELT in which students are the party who decide what they want to learn, based on their interests. By giving more space for the learners or students, it is expected that students can anticipate their own challenges which they will find in the real life. Therefore, this study will be beneficial input for:

1. The Students of SMA St. Fransiskus 1 Jakarta

The students of SMA St. Fransiskus 1 Jakarta will experience a different English learning style. It is expected that the students will be more engaged into the English course as they have wider chance to select materials they want to learn, based on their interest and their calculation on what they will need for future study or, even, in the real life.

2. The English Teachers and English Course Mentors of SMA St. Fransiskus 1 Jakarta

The teachers and mentors will experience different way of English teaching in which they will work in a more collaborative atmosphere with their students in English class instead of giving instruction and delivering materials in one-way learning process. It is more meaningful too for the teachers that they are involved in a process which has clear purposes. Teachers and mentors will be the facilitators of the learning process in order for them to get more benefits in comprehending various topics which their students have already chosen.

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3. The Future Researchers in the Same Field

The result of the study can be used to carry out the similar study, in particular in designing contextual English instructional materials. Moreover, credit-based modular approach can be used to develop course module and materials which are expected to suit learners’ needs and the need of professional field.

F. Definition of Terms

There are some key terms that the researcher needs to explain in order to make the problem become clearer. Those key terms play important role in defining the limitation and purpose of this research. They are as follows.

1. Course Design

In general course design can be considered as the act of planning materials and how a course will be conducted so that it will meet the needs of the course participants. Woodward (2001, p. 1) describes planning as the act of:

“…considering the students, thinking of the content, materials and activities that could go into a course or lesson, jotting these down, having a quiet ponder, cutting things out of magazines and anything else that you feel will help you to teach well and the students to learn a lot, i.e. to ensure our lessons and courses are good.”

Hence, according to Woodward, a course plan is very practical, rooted on what working teachers see, experience and share with the students. It is something flowing that the teacher do not need to stick tightly on it, but open to any adjustment due to changing situations. A course plan is meant to help teachers to shape the space, time and learning they share with students (Woodward, 2001, p. 1). In other place, Hutchinson and Waters (1987, p. 21) state that designing a

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course is fundamentally a matter of asking questions in order to provide a reasoned basis for the subsequent processes of syllabus design, materials writing, classroom teaching and evaluation. Borrowing Kipling’s “honest serving men”, Hutchinson and Waters (1987, 21-22) exemplify typical questions asked by course design developers as the following points:

 Why does the student need to learn?

 Who is going to be involved in the process?

 Where is the learning to take place? What potential and limitations does the place provide?

 When is the learning to take place? How much time is available? How will it be distributed?

 What does the student need to learn? What aspects of language will be needed and how will they be described? What level of proficiency must be achieved? What topic areas will need to be covered?

 How will the learning be achieved? What learning theory will underlie the course? What kind of methodology will be employed?

Those questions are generated from three basic questions in designing a course, namely “What?” (language descriptions), “How?” (learning theories), and “Who? Why? Where? When? (need analysis). This research also covered those questions in the interview for data gathering and the theories which were used as the grounded theory for the research.

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2. Credit-based Modular Approach

Credit-based modular approach is based on credit-based modular curriculum. However, Betts and Smith (1998, 34) state that credit-based systems do not have to be modular, although many are. In other part of their Developing

the Credit-based Modular Curriculum in Higher Education, it is stated that in

classical modularism, modules will be the same size measured in notional hours. The question Betts and Smith raise will lead us closer to the term “credit-based modular approach”, which is “How many hours are available for the standard module?” Additionally, Theodossin (1986, as cited in Betts & Smith, 1998, p. 34) differentiates “tutor contact” and “student committed time” or “learning time” which indicates that the time students commit to is in need of worthy appreciation. From the discussion which was presented above, and in terms of instructional materials, credit-based modular approach can be defined as the way instructional materials are developed based on the time frame and how learners’ committed time should be appreciated by the accumulation of credits, or say, assessment. 3. The Students of SMA St. Fransiskus 1 Jakarta

The students of SMA St. Fransiskus 1 Jakarta are those who enroll themselves to SMA St. Fransiskus 1 Jakarta, a private senior high school located in Jl. Kramat Raya 67, Jakarta Pusat, D. K. I. Jakarta. According to the school’s recent data (6 November 2014, see Appendix G), they are 53 students, 30 males and 21 females, divided into three grades of 10th, 11th, and 12th. This school can be considered as small school in term of its student enrolment, with the total number of the students is less than 60.

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4. English Course

An English Course is an extra-curriculum activity which is held by SMA St. Fransiskus 1 as an English supplementary course for the students of classes X to XII. The purpose of the course is to encourage the students to use English as a mean of communication. The course is developed upon the school board’s concern to improve the school’s graduates’ English communicative skills and giving them good preparation for the real world’s open competition in getting jobs.

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CHAPTER II

THEORETICAL REVIEW

This chapter discusses the theories underlying the research. To be clear, the discussion is divided into two sub-discussions, namely theoretical review and theoretical framework. In the theoretical review there are discussions on credit-based modular approach, communicative language teaching, communicative competence, instructional design models, and English course. Second part would be theoretical framework in which it synthesizes the preceeding discussion on the section of theoretical review.

A. Theoretical Review

This section discuses some theories related to way an English course is conducted, in particular how the English course can help the students deal with their needs of English for daily communication. Those theories will be the basic thoughts upon which the communicative English course will be constructed with the approach of credit-based modular approach.

1. Credit-based Modular Approach

As it was stated in the previous section, credit-based modular approach is based on credit-based modular curriculum. Credit-based modular system is a curriculum design in higher education which makes use of module as the way to standardize the learning process with credits as the substitutions of the time spent

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for study (Betts & Smith, 1998 pp. 1-7). There are two important terms in credit-based modular curriculum, namely “module” and “credit”. Betts and Smith (1998) discuss module in relation with credit accumulation by stating that modularism in higher education aims to provide a single standard framework which is embedded right across the institution in order to avoid deviation (p. 34). Most modular systems distinguish the time frame of a module into “tutor contact” and “student commintted time” or “learning time”. In order to be a single standard framework and to avoid deviations, it should be agreed by parties across an institution to set the size of the module, namely what the standard student committed time ought to be. While “tutor contact” might take only 10% (ten per cent) of the body of a module (Betts & Smith, 1998, p. 35), “student committed time” might take the rest of the time, implying more attention in managing activities and materials allocated to this learning time.

While module can be depicted as the whole body of a course which the students have to put their efforts into, credits can be considered as the bricks which all together construct the body. Credits can be consider as values or worth made explicit in a modularized courses. The credit is merely a means of exchange (Betts & Smith, 1998, 35). A credit, then, is an exchange of students’ hours of study which they need to accumulate in order to achieve the standard of the course accomplishment.

Furthermore, in this study the researcher takes the spirit of credit-based modular system, namely how a course is controlled and how students are able to check their own efforts based on the accumulation of credits. Since this study is

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going to be applied in an extra-curricular activity of English course, the credits would be embodied in a very simple form of how much time the students would spent for the whole course and the topic being prepared to be accomplished by the students.

2. Communicative Language Teaching

Communicative Language Teaching (CLT) has its root in the notion that the main function of language is to communicate (Richards & Rodgers, 2003, p.159). The main characteristic of this approach to language teaching is its acknowledgement of the interdependence between language and communication, and that the goal of language teaching is communicative competence of the learners (Larsen-Freeman, 2008, p. 121). Even though CLT does not put linguistic competence at the same level to communicative competence, but subordinate to the latter, it does not mean that CLT pays no attention to linguistic accuracy since there will be no clear and good communication without appropriate structure of the target language, otherwise the communication will go to the wrong direction. Thus, some say that CLT means little more than an integration of grammatical and functional teaching (Richards & Rodgers, 2003, p. 155).

Began as a movement of British innovation which focused on alternative conception of syllabus, CLT has expanded to various versions and way of interpretations and applications (Richards & Rodgers, 2003, pp. 154-157). However, in a nutshell CLT can be described as an approach which refers to a diverse set of principles that reflect communicative view of language and

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language learning and that can be used to support a wide variety of classroom procedures (Richards & Rodgers, p. 172).

As an approach to language teaching, the principles of Communicative Language Teaching can be observed through two theories, namely theory of language and theory of learning (Richards & Rodgers, 2003). Those theories are best described as follows.

a. Theory of Language

The key concept of Communicative Language Teaching (CLT) is language’s primer function as a tool of communication. Savignon (ed., 2002) states that the central theoretical concept in CLT is “communicative competence”, which is a term introduced into discussions of language use and second or foreign language learning in the early 1970s. The term “communicative competence” is a result of Hyme’ response to Chomsky’s theory of competence which highlighted the importance of “ideal speaker-listener” with perfect linguistic knowledge, which is supposed to be unaffected by cognitive and situational factors during actual linguistic performance (Rickheit, Strohner & Vorwerg, 2008, p. 17).

On the other hand, Hymes sees the importance of circumstances around a speaker that effectively affect his communication. Hymes call for the important to seek for more general theory incorporating communication and culture, which is to find what a speaker needs to know in order to be communicatively competent in a speech community (as cited from Savignon, 1997, p. 159). These statement unveil clearly that theoretically language as a tool for communication can never be separated from the context of its users. To have his language communicative

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enough, which is effectively negotiating meaning to his interlocutors, a speaker needs not only linguistic competence, which is not less important though, but above all is communicative competence, a dynamic concept depends on the negotiating of meaning between two or more people share to some degree the same symbolic system (Savignon, 1997, p. 14).

Under the light of language theory, CLT at last can be said to be an approach of language teaching which has a rich theoretical base characterized by communicative view of language as listed in the following points (Richards & Rodgers, 2003, p. 161):

 Language is a system for the expression of meaning.

 The primary function of language is to allow interaction and communication.

 The structure of language reflects its functional and communicative uses.

 The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse.

b. Theory of Learning

In term of learning theory, Richards and Rodgers (2003) describe CLT through three elements found in the practices of CLT, namely:

1) Communicative Principle

Communicative principle is defined as a set of activities that involves real communication promote learning.

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2) Task Principle

Task principle is a set of activities in which a language is used for carrying out meaningful tasks to promote learning (Johnson, 1982, as cited from Richards & Rodgers, 2003, p. 161).

3) Meaningfulness Principle

By meaningfulness principle it is meant for a language that is meaningful for the learner in supporting the learning process.

Having observed those three elements of CLT practices, there is a strong emphasis on activities to support learning process. Additionally, those activities are meant for creating meaningful learning process, which can be defined as having real impact for learners’ real life. Therefore, CLT at the level of theory of learning can be stated as an approach in language teaching which gives strong emphasis on the meaningful practices for the learners to develop their communicative skills.

3. Communicative Competence

Savignon (1997) categorizes the term “communicative competence” into two more general terms, namely “competence” and “communication”. A conclusion follows those two terms as a full definition of communicative competence. Following Savignon’s division, there are three terms to be defined as follows.

a. Competence

A helpful perspective on the term “competence” may come from other field outside of language teaching. Learning from the work of David McClelland,

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a Harvard psychologist, on defining and assessing competence for a particular job, Savignon defines competence as the identification of behaviors of people considered successful at what they do (Savignon, 1997, p.9). In terms of language teaching and learning, it is the identification of the characteristics of good communicators.

Related to McClelland’s identification of competence, Vazirani (2010) writes on “SIES Journal of Management” a definition of competence by stating that competencies are underlying characteristics of people that indicate ways of behaving or thinking, which generalizes across a wide range of situations and endure for long periods of time. Furthermore, Vazirani (2010) states five terms related to the definition of competencies:

1) Knowledge

It refers to information and learning resting in in a person, such as surgeon’s knowledge of human anatomy.

2) Skill

Skill refers to a person’s ability to perform a certain task, such as surgeon’s skill to perform a surgery.

3) Self-Concepts and Values

This term refers to a person attitudes, values, and self-image, for example: a person’s belief that he or she can be successful in a given situation, such as a surgeon’s self confidence in carrying out a complex surgery.

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4) Traits

Traits refer to physical characteristics and consistent responses to situations or information. Good eyesight is a necessary trait for surgeon, as is self-control is an ability to remain calm under stress.

5) Motives

Motives are emotions, desires, physiological needs or similar impulses that prompt action. For example surgeons with high interpersonal orientation take personal responsibility for working well with other members of the operating team.

From the five terms discussed above, it can be stated that competence is a person’s actualized potentials of knowledge, skills, self-concept and values, traits, and motive in order to achieve success in what he does amid various-changing situations. Furthermore, in terms of language teaching and learning, the word “success” can be defined as how those potentials are expanded, developed, and actualized so that a person eventually becomes a good communicator. As the discussion of competence touches the term of “good communicator”, in turn, there is a need to describe what communication is.

b. Communication

According to Savignon (1997), communication can be defined as a continuous process of expression, interpretation, and negotiation of meaning. As a process of negotiation of meaning, as it is stated in the definition, communication has to be carried out between two parties at least, or more. It is impossible to

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figure out any possible negotiation of meaning carried out by single party, without any single partner of communication to whom the meaning is addressed to.

Negotiation of meaning means a process of giving and receiving each party’s way of identifying the same fact. This definition is supported by Savignon’s statement that “the success of particular communication strategy depends on the willingness of others to understand and on the interpretation they give to our meaning” (1997, p. 10). The “willingness to understand” and the “interpretation to the meaning conveyed” can be seen as the process of receiving and giving. From the definition given above, it can also be said that the process of expressing the meaning is in line with the process of giving, and reversely, the process of interpreting the meaning as the process of receiving. In other words there is no meaningful and effective communication without any negotiation between the parties involved.

c. Communicative Competence

Following logically the two premises above, communicative competence is interpreted as a person’s actualized potentials of knowledge, skills, self-concept and values, traits, and motive in order to achieve success in expressing, interpreting, and negotiating meaning amid various-changing situations. Hence, communicative competence related to English is the actualization of English knowledge and skills in order to express, interpret and negotiate meaning in real situations which require English as the bridge of communication.

Furthermore, Ellis (2003, pp. 13, 696) states communicative competence as the speaker-hearer’s knowledge about what constitutes appropriate, correct and

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effective language behavior in order to achieve particular communicative goals. Communicative competence includes linguistic competence (for example, knowledge of grammatical rules) and pragmatic competence (for example, knowledge of what constitutes appropriate linguistic behavior in a particular situation; politeness). In this research, the communicative competence about what the English course concerns is related to grammar-vocabulary acquisition and how that knowledge can be successfully applied in the real situation.

4. Language Course Design

Designing language course is not a linear process so as if once a syllabus is set and then all the course activities must be coherent with it. Graves (2000, p. 2) considers language course design as an interrelated set of processes and products, and that it can be considered as a system. Graves argues a language course design as a constant and systemic process, but a process that sometimes goes forward and back, resemble the messy and multi-faceted process. Graves gives a framework of a course development process as the figure below:

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The chart which was presented above is rather flowing than hierarchical. Graves state that a flowing framework for a course development process will give more space for teachers to make an entry to this course depends on the context the teachers and students face up, and also on the beliefs the teachers have towards the students and situation which probably influence the upcoming course. It also indicates that a course design is a system in which its components are interrelated and affecting each other (Graves, 2000, p. 4).

B. Theoretical Framework

This section gives a synthesis of the theories being applied in this research that have been elaborated in the previous section. This theoretical framework aims to elaborate those theories so that they can really be the basis of the research. The paragraphs following this paragraph are answering the problem formulation stated in the first chapter.

This research uses credit-based modular approach in designing an appropriate English course for the students of SMA St. Fransiskus 1 Jakarta. The general idea of this approach when it comes to a course design is the time students commit to the course which must be in equal-worth of credits they are supposed to achieve. The term “modular” indicates that there is time frame which limits the course process as well as giving a context to an effective course that answers the students’ expectations.

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In addition, the writer also refers to Communicative Language Teaching approach to be combined with the based modular approach. While credit-based modular approach emphasizes on the importance of students’ freedom to choose their own materials (even though always in coordination with the tutors), Communicative Language Teaching emphasizes on the activities that support the development of students’ communicative competence. Combining credit-based modular approach with Communicative Language Teaching will give to the students more space and freedom to choose what they consider as their needs, so that the learning process will support them be good communicators.

Using Communicative Language Teaching helps the writer realizes that the main purpose of designing a communicative language course is students’ communicative competence. In developing the communicative competence of the students of SMA St. Fransiskus 1 Jakarta, the students need to be involved not only to activities which enhance their knowledge of the target language, but also their skill to make use of the language, their self-concepts and values, traits, their motivation in supporting their determination while they are facing any obstacle in the middle of the learning process. The learning materials of the English course should serve all those aspects in order to assist the students in achieving what they have expected from the course.

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24 CHAPTER III METHODOLOGY

This chapter focuses on the methodology which was applied in this study. The methodology was developed upon the discussion of the research method, research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.

A. Research Method

Through this research, the writer aims to answer two research problems which were formulated in the first chapter. The first problem concerns what the students of SMA St. Fransiskus 1 Jakarta expect by joining the English course held by the school. The second problem is how communicative English design using credit-based modular approach answer the expectation of the students of SMA St. Fransiskus 1 Jakarta by joining the English course held by the school.

In answering those two problems, this research makes use of the principles found in basic interpretative study. Ary et al. (2010) states that basic interpretative study is the most common and the earliest study which is used by many beginning qualitative researchers. The main principle of basic interpretative study is that the study concentrates its focus on understanding the world or the experience of another. The study has its aim of understanding what the involved parties perceive about a phenomenon, a process, or a particular point of view (Ary, D. et al., pp.

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453-454). Even though this study is more simplistic compared to other qualitative approaches, basic interpretative study is more flexible to be applied to various disciplines, including education. The benefit of this study is that it may use a variety of data collection techniques, including interviews, observation and data collection. Another benefit of applying this study, and it is the biggest benefit, is that it portrays the world as it is perceived by the research participants. The study begins with what people feel and experience, then how the researcher would respond it. The result of the study would be specific and existential since it is based on people’s real experiences.

The discussion of what basic interpretative study is as it was presented in the previous paragraph explains why this research makes use of basic interpretative approach as the method of the research. As stated in the previous chapter, the research aims to know what the students of SMA St. Fransiskus 1 Jakarta expect by joining the course and how the expectation is going to be answered by applying a communicative English course design using credit-based modular approach. The research aims to really understand what the students think about the English course they are involved into. Based on their perception about the course, the communicative English course desgin using credit-based modular approach and its instructional plan will be developed in the future.

As basic interpretative study is considered as qualitative research, this research made use of Maxwell’s qualitative data analysis strategy to be applied to the research method. The major tendency of this sort of research method is its openness to any adjustments that may enrich the research findings. Maxwell

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(1996, p. 2-3) states that qualitative research is sort of research in which each component of the research design may need to be reconsidered or modified in response to new developments or to changes in some other components. Combined with the data analysis of Maxwell (1996) the method of this research is developed as follows.

1. Data Gathering

The data gathering made use of the two instruments which are stated below.

a. Interviewing

The interviews were conducted to both the course participants and the tutors. There were six course participants and two tutors being interviewed based on 12 selected questions. The interviews consisted of open-ended questions where the interviewees were given freedom to utter their notion based on the given questions. All the interviews were done in one day with the average length of each interview is 15.37 minutes. The interviews were recorded with a recorder tool with high recording quality proved by the sound quality of the recording.

b. Questionnaire

Differs from the interviews which were done to both the course participants and the tutors, the questionnaires were exclusively distributed to the course participants only. The questionnaires were randomly distributed to eight students as the course participants with the help of the chairperson of Yayasan Santo Fransiskus due to semester break. The main purpose of distributing the questionnaires is to set them as complementary data for the interviews. The

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questionnaires consisted of 12 open-ended questions focused on students’ expectation and motivation in joining the course, and also their inputs to develop a better English course in the future.

2. Data Analyzing

The data analyzing process was done through seven steps as follows. a. Listening

The first step in data analyzing process is listening to the recorded interviews. Thereafter, the recorded interviews were transferred into a computer in order to make it easier to manage the listening process. Using an earphone, the listening process took several days, considering the duration of each recording and the iterative process of listening. The listening process was done in two steps, namely listening the audio and typing the main idea of each utterance. Whenever the main ideas were not clearly caught, the listening process would be iterated until the clearest ideas were able to be grabbed.

b. Transcribing

The transcribing process was the most difficult process in the data gathering for it was related to the ability in summarizing the main idea of each utterance spoken by the interviewees. The transcribing process was done by typing the main idea of the interviews straightly into the computer. The transcribing process was sometimes interrupted to give time for the typing process and elaborating the idea of the recorded interviews.

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c. Transcription Reading

After the transcribing process was done, the following process was reading the transcription as the continuation of transcribing process. The main purpose of transcription reading is to recheck the typed information and re-elaborate the information in order to make the information understandable.

d. Coding

According to Maxwell (1996) coding is the most common categorizing strategy in qualitative researches. Differs from coding conducted in quantitative researches, coding in qualitative researches aims to fracture the data and re-arrange them into certain categories that facilitate the comparison of the data and that aid the development of theoretical concepts. Maxwell also says that coding process in a qualitative research is based on the analyzed data, which is in a dynamic interaction with and is tailored to the understanding of the data. In fracturing the data, the writer sorted the interview transcriptions into the main idea based on the given questions. The data were then grouped into tables based on the given questions of the interviews.

e. Memoing

Memoing is helpful in completing the obtained data with additional information considered as important. According to Maxwell (1996), the memoing process aims not only to give additional information, but moreover it is meant to keep the data reading in the context. By giving the context to the data analysis, memoing can also raise the stimulation for analytical thinking useful for the reflection over the whole research.

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f. Categorizing

Related to coding is categorizing in which those two process is apparently substitutes each other. While the coding process in a qualitative research has no rigid categories to be obey, the categorizing process of this research was also based on the obtained data itself. Thereafter, the similar data would be grouped to get the general conveyed idea of certain problems.

g. Connecting

This step refers to the act of connecting the categorized data and the theme. According to Maxwell (1996), connecting the categorized data and the theme is important in constructing a theory as a primary goal of data analysis. In this research, the categorized data which were gained through interviews, would be connected to the main theme of the research, namely the expectation of the English course participants on the English course held by the school.

3. Data Presentation: Reporting

Data presentation is actually a report of the researcher’s interpretation on the data. Hence, the presentation has to be clear enough for others to understand what the researcher has studied. Ary, et al. (2010) suggest eight parts of reporting a qualitative research, namely abstract, introduction, research design, methods, findings, interpretations and implications, references and appendix. However, Maxwell (1996) provides ten steps of qualitative study, namely abstract, introduction, research context, research questions, research methods, validity, preliminary results, implications (or conclusions), references and appendices,

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respectively. The writer chose to mix the steps in order to adequately accommodate the research purpose.

a. Abstract

Abstract is a very basic summary of the major aspect of the research. It contains: problem, design, methods and outcomes. It is essential in assisting reader to conduct literature reviews.

b. Introduction

An introduction contains the purpose of the research study and the background of the researcher’ decision to conduct the research study. It also states explicitly the need of the study.

c. Research Context

According to Maxwell, a research context has two purposes, namely to show how the proposed research fits into existing theory and research, and to explain the theoretical framework that informs the study being conducted.

d. Research Questions

A research question is central to the research report. Research questions direct the study to its main goal and guide the discussion to be not misdirected to the wrong directions. The research questions in this research are related each other, with the first research question concerns the course participants’ expectations and the second one deals with the way communicative approach on language teaching would answer the expectation.

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e. Methods

This section describes the research method that the researcher follows in conducting the study. Ary et al. (2010) propose three aspects to be included into a method section, namely:

1) Site and Sample Collection

It describes the place and the participants involved in the research. 2) Data Collection Methods

It explains the methods used to gather the research data. In this case, the research made use interviews as the method of data collecting.

3) Data Analysis Procedures

It provides information of the approach conducted in analyzing the collected data.

f. Validity

The main purpose of validity in research study is to show that the research which the writer conducted was not as self-fulfilling prophecy (Maxwell, 1996, p. 109). Triangulation as the way to obtain the validity of the research was conducted by comparing the students’ perspective, the tutors’ perspective, the chairperson’s perspective and the perspective of the experts of this field.

g. Preliminary Results

Preliminary results discuss the findings after conducting the research. This discussion is important to clarify whether or not the method being applied, in particular the data analysis, is feasible enough.

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h. Conclusions

It is the continuation of the preliminary result section with the main goal of pulling reasonable notion of what was discussed previously. It also implies the implications for the broader fields.

i. References

References list all works cited in the research report alphabetically. j. Appendix

Appendix includes the interviews’ transcriptions and other document supportive to the research study.

B. Research Setting

This research had been conducted through a series of interviews held in 25 March 2015. It was one-day interviews which took place in the office of Santo Fransiskus Foundation. The office itself is situated in the same area with SMA St. Fransiskus 1, at 67 Kramat Raya Street, Central Jakarta. All the interviewees were six students of SMA St. Fransiskus 1 and two English course tutors. The interviewees of the course participants were chosen among the students of the school. The tutors to be interviewed were two tutors in charge of giving an English course as an extracurricular activity in the school.

The interviews went at the first phase to the tutors. It was made in purpose of finding the tutors’ perception about the course they had been conducted. The writer wanted to know their own assessment of the work they had made. It was

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important to really know how the tutors saw the activities they had made with the participants and how they assessed the effectiveness of their methods.

The second step of the interviews dealt with the students or the course participants. The purpose of placing the interviews with the students after the interviews with the tutors is to give the writer a frame of the intended course by the tutors and how the students respond to this course frame. The writer then could see whether the students’ expectation matched with the frame established by the tutors or not.

All the interviews took place in one of the office’s rooms with a table, two chairs, a good recorder and an air conditioner. The place was representative enough for making an interview and quite calm, so that the recording result had high audio quality. The time provided for the interview was also quite sufficient for eight interviews. The last interview was ended at 11:46 am.

C. Research Participants

There were two groups of research participants, namely the students of SMA St. Fransiskus 1 Jakarta as the English course participants and the tutors of the English course. There were six students being interviewed as the representatives of the English course participants. Those English course participants being interviewed were three male students and three female students. Meanwhile, the tutors being interviewed were two male tutors. The students being interviewed were representatives of each grade in SMA St. Fransiskus 1 Jakarta.

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Two students were ten graders, two other students were eleven graders and another two students were twelve graders.

There were also eight English course participants who joined as research participants by fulfilling questionnaires set by the writer. Those questionnaire-participants were chosen randomly among the students of SMA St. Fransiskus 1 Jakarta. The eight questionnaire participants were also involved in the English course process held by the school.

D. Research Instruments

Fraenkel, Wallen and Hyun (2012, p. 141) give a definition of instrumentation as the whole process of preparing to collect data. It involves, still Fraenkel and Wallen, not only the selection or design of the instruments, but also the procedures and the condition under which the instruments will be administered. Thus, research instruments can be understood as the tools by which a research is conducted. In conducting the research, the writer used two kinds of research instruments, namely interview and questionnaire. However, for a scientific research, interview and questionnaire are meant to gather data or information needed for the base of the research.

Interview is a typical data gathering of qualitative research (Ary, Jacobs, Sorensen, & Razavieh, 2010). A researcher uses interview in order to gather data from people about opinions, beliefs, and feelings about situations in their own words. Interview, according to Ary, et al. (2010), is conducted to understand the experiences that people have and the meaning they make over those experiences

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rather than a hypothesis. According to Ary, et al. (2010), interview can be subdivided into three: unstructured interview, structured interview, and semi- or partially structured interview. In this research the writer makes use of semi-structured interview in the sense of the writer made some adjustments during the interview process, concerning some recent issues related to the topic under discussion.

The second instrument that the writer used in conducting the research is questionnaire. Ary, et al. (2010) define a questionnaire as an instrument in which respondents provide written responses to questions or mark items that indicate their responses. Meanwhile, Fraenkel et al. (2012) describe the advantages of having questionnaires as the research instruments, namely that questionnaires can be mailed or given to large numbers of people at the same time. The disadvantage of questionnaires is that if there is ambiguous questions the researcher cannot get immediate clarification from the respondents. In this research, the questionnaires that the writer made were meant to supply supportive data and information to the interview.

E. Data Gathering Techniques

The data gathering for the research was conducted by interviews, questionnaires and finding relevant theories from books, internet sources, and online journals. The first thing that the researcher did is collecting theoretical information from books and online journals. This first step is important in giving an adequate basis for the research which is directed to an understanding of English

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teaching and qualitative research method. The second step was interview which was done on March 2015. The writer interviewed six students of SMA St. Fransiskus 1 Jakarta and two tutors of the English course. The third step was data gathering through questionnaires. The questionnaires were meant as additional information supplier for the interviews.

Here is the table of the expected data generated from the data gathering techniques:

Table 1

Data Needed Participants Instruments

Students’ characteristic and needs:

a. Students’ motivation in joining the English course

b. Students’ expectation by joining the English course

c. Students’ enthusiasm in joining the English course

d. Students’ perception on the English course

e. Students’ difficulties during the process of learning English in the course

f. Students’ inputs concerning appropriate method they expected to be helpful for them

The course participants (the students)

a. Interview b. Questionnaire

Tutors’ perception

a. Tutors’ perception on the English course

b. Tutors’ perception on the participants The English course tutors

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Data Needed Participants Instruments c. Tutors’ difficulties in conducting the

English course

d. Tutors’ teaching method in responding to students’ needs

e. Tutors’ inputs to the school as the authority of holding the English course

The English course tutors Interview

F. Data Analysis Techniques

The data gathered from library study, interviews and questionnaires were analyzed and presented into the form of narrative description. It was made so because all the data were actually rooted in a qualitative approach. According to Fraenkel, Wallen and Hyun (2012) a qualitative approach has its preference on narrative description in which it tends to go into detailed description of what goes on a particular activity or situation.

As what has been discussed in the previous chapter, the data analysis used in this research followed basic interpretative approach consisting of four steps, namely coding, memoing, categorizing and connecting. Those four steps were the way the data were analyzed by interpreting all the categorized data, both collected from the interviews and the questionnaires. The term “interpreting” means that the categorized data were later on connected each other and also were connected with the information from the books and the online sources in order to answer the research questions initially presented.

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G. Research Procedure

As what has been stated initially in the previous chapter, this research made use of basic interpretative approach as the method of the research. In general, this method of research are divided into three main steps, they are data gathering process, data analysis process and data presenting process. Furthermore, each of those steps is subdivided into some more specific items. The research procedure, which is the steps of conducting the research, is presented as follows. 1. Research Information and Data Gathering

a. Identifying Research Problems

The research problems were developed upon some factors, namely the writer’s passion on English teaching, the writer’s observation on how English teaching in some schools, the writer’s observation on why students like or dislike English lesson in their schools and the writer’s limited knowledge about how English teaching should be conducted in order to make it acceptable and enjoyable for students. One more factor, it is external factor, is the order of writer’s leader to study and then apply an appropriate English course for the service of the schools run by the writer’s Order.

b. Asking for Research Permission from the Foundation

The research permission was easily obtained since the school was run by the foundation under the Order of Friars Minor, where the writer belongs to. Thus the writer was given wide access to some sources beneficial for the research.

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c. Finding for Information and Knowledge

The information and knowledge were obtained by library study and also internet browsing. Some books which the writer could not find in the university’s library were downloaded from the internet in full version forms. The discussion the writer made with some people with the same concern were also important in giving wider perspective on the topic under discussion.

d. Conducting Interview

The interviews were conducted in a day in one of the foundation office’s rooms. There were eight interviewees, six were the course participants and two were the English course tutors. The interviews were recorded with a fine tool so that it gave clear records to be then transcribed.

2. Research Data Analyzing a. Listening

The recorded interviews were analyzed. The analysis was started by listening process. The listening process was meant to get the general idea that the interviewees uttered during the interview session.

b. Transcribing

The writer did not do verbatim transcribing process due to the main goal of the interview was to get the general picture of the interviewees’ idea about the course. The transcribing process was done by typing the general idea of the interviews straightly on the computer. The target language of the interviews was following the languages which were used during the interviews, in which three interviews used English and five used Bahasa Indonesia.

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APPENDIX F

The Short History of Santo Fransiskus Foundation

(as it was e-mailed by Father Mateus Batubara, OFM, the chairperson of

Yayasan Santo Fransiskus)

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Sejarah Singkat Yayasan Santo Fransiskus

Sekitar setahun setelah Proklamasi Kemerdekaan Republik Indonesia sebagai sebuah negara yang bebas dan berdaulat, suhu politik masih belum menentu. Hal tersebut membawa pengaruh dalam dunia pendidikan. Sistem pendidikan yang berbau kolonial terseret dalam percaturan politik. Akibatnya banyak murid pada jaman itu mengalami drop out.

Para misionaris Fransiskus yang berdomisili di Jalan Kramat Raya No. 134 tergerak hatinya untuk berusaha membawa mereka keluar dari kesulitan dan ketidakpastian, menuju ke alam kebebasan yang penuh harapan dan masa depan.

Melalui berbagai rintangan, para misionaris berhasil menampung mereka yang putus sekolah untuk diberikan pendidikan lebih lanjut. Tempat

pendidikan itu diberi nama “Sekolah Pool”, sesuai dengan cara mengumpulkan

murid-muridnya. Sekolah Pool milik Paroki Kramat dan berkedudukan di Jl. Kramat Raya No. 134. Para siswa terdiri dari Putera dan Puteri. Bahasa pengantar dipergunakan bahasa Belanda. Sekolah mendapatkan subsidi dari

Pemerintah Republik Indonesia. Pelaksanaan pendidikan “Sekolah Pool”

dipercayakan kepada Pater Ten Velde, kemudian digantikan Sr. Sebastiana. Pada tahun 1948 “Sekolah Pool” dibagi dua, menjadi SR Putera di Jl. Kramat Raya No. 162 (sekarang Pegadaian) dan SR Puteri tetap di Jl. Kramat Raya No. 134 dibawah pimpinan Sr. Regina, keduanya merupakan Sekolah Paroki Kramat.

Untuk memenuhi kebutuhan yang mendesak akan tempat pendidikan yang layak walaupun dengan hasil yang belum memenuhi syarat, tahun 1952/1953 dibangun gedung sekolah semi permanen di belakang aula paroki, Jl. Kramat Raya No. 6). Kepala Sekolah saat itu adalah Pater Ruys, yang kemudian digantikan Bapak Tan King Twan dan mulai tahun 1954 dipercayakan kepada Ibu V. Sutandar hingga tahun 1969.

Tahun 1965 berdiri 2 sekolah, yaitu SMP Fransiskus di Jl. Kramat Raya No. 6) dengan Kepala Sekolah Bapak M. Budiono, dan SMA Fransiskus di Jl. Kramat Raya No. 134 dengan Kepala Sekolah Bapak L. Mardiwarsito. Sekolah ini masuk siang menempati gedung SD Fransiskus II.

Bersamaan berdirinya kedua sekolah tersebut, dibentuk pula Yayasan Pendidikan Yayasan Fransiskus Paroki Kramat, tepatnya tanggal 28 September 1965.

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Pada tahun 1968 di Kp. Ambon, di atas tanah milik Paroki Kramat didirikan Taman Kanak-Kanak, SD Fransiskus III dan SMP Fransiskus II. TK ditangani oleh Ibu Baroto, SD dan SMP oleh Ibu Anton Setu. Selanjutnya SD dipercayakan kepada Sr. Lucia dari Fransiskus Lampung.

Sesuai dengan perkembangan dan kebutuhan perlunya tenaga yang terampil dan berpengalaman, dibukalah STM Fransiskus (siang) dengan pimpinan sekolah Bapak Drs. Rud. Soentjoko. Walaupun sekolah masuk siang, tetapi ternyata peminatnya cukup banyak. Bahkan ada kepercayaan dari perusahaan-perusahaan pemerintah dan swasta yang tiap tahun memesan tenaga dari sekolah tersebut sebelum tahun ajaran berakhir.

Sejak tahun 1975 STM Fransiskus hijrah ke Kampung Ambon Jakarta Timur menempati gedung baru dan masuk pagi. Sebagai Kepala Sekolah Bapak Drs. Rud. Soentjoko digantikan Bapak Purnomohadi.

Pada tahun 1971 gedung sekolah di komplek Jl. Kramat Raya No. 6) dirombak total digantikan dengan gedung permanen dan bertingkat.

Pada tahun itu juga, SMP Nasional PSKI diserahkan ke Yayasan Fransiskus, menjadi SMP Fransiskus III, dengan Kepala Sekolah Bapak JD. Fernandez sampai sekarang.

Akhir tahun 1972, Yayasan STRADA menyerahkan SD St. Yusup di Jl. Kramat Sentiong L. 48 (Kawi-Kawi Bawah) kepada Paroki Kramat yang kemudian menyerahkannya kepada Yayasan Fransiskus untuk dikelola. Yayasan Fransiskus Bagian Pendidikan (Pater Sutoyo) menugaskan Bp. Ramidjo untuk menanganinya. Dengan memperbarui Surat Ijin, SD St. Yusup diganti namanya menjadi SD Fransiskus IV.

Untuk lebih memperluas kesempatan dan tempat bagi para siswa lulusan SMP pada tahun 1976 didirikan SMEA Fransiskus (siang) di gedung SMA Fransiskus Jl. Kramat Raya 67 dengan Pimpinan Sekolah Bp. Drs. Frans Ojan yang kemudian digantikan oleh Ibu Dra. J. Dian Anggraini sampai sekarang. Sedang di gedung STM Fransiskus Kampung Ambon pada siang hari dibuka kelas jauh SMA Fransiskus, yang kepemimpinannya dirangkap Bpk. P. Fransiskus Kampung Ambon berdiri sendiri dengan Kepala Sekolah Bpk. FX. Hardono.

Sesuai dengan keputusan Pemerintah agar masyarakat membuka sekolah Taman Kanak-Kanak sebanyak-banyaknya, maka Yayasan Fransiskus Bagian Pendidikan membuka TK baru di Komplek Jl. Kramat Raya 67 dengan Kepala

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Sekolah Sr. M. Fransisca dari Ordo ADSK, merangkap Kepala Sekolah SD Fransiskus 1.

Kini Yayasan Fransiskus Bagian Pendidikan mengelola 7 sekolah yang terbagi menjadi 2 lokasi :

A. Jl. Kramat Raya No. 67, Jakarta Pusat terdapat : 1. TK Santo Fransiskus

2. SD Santo Fransiskus 1 3. SMP Santo Fransiskus 1 4. SMA Santo Fransiskus 1 5. SMK Santo Fransiskus 2

B. Jl. Bangunan Barat No. 29, Jakarta Timur terdapat : 1. SMA Santo Fransiskus 2

2. SMK Santo Fransiskus 1

Demikianlah sejarah singkat Yayasan Santo Fransiskus dalam tugasnya mengemban panggilannya untuk ikut memajukan bangsa, sesuai dengan program pemerintah dalam mencapai tujuan Pendidikan Nasional.

Periode Ketua Yayasan Direktur / Bagian Pendidikan Wakil Bag. Pendidikan

1965 - 1979 Rm. J. Wahjosoedibyo, OFM Sr. Dra. M. Yoannita Rm. J. Parto Sudarmo, OFM Rm. Ben Tentua, OFM

1979 - 1990 Rm. Ben Tentua, OFM Drs. Frans Sisu Odjan Drs. Pulomarius Siregar, MM. 1990 - 1999 Rm. Marcel Onggol, OFM Drs. Frans Sisu Odjan Drs. Pulomarius Siregar, MM.

Pulomarius Siregar, MM. 1999 - 2005 Rm. NS. Dhartasuratno, OFM Pulomarius Siregar, MM.

Rm. NS. Dhartasuratno, OFM

2005 - 2010 Rm. Antonius Nugroho Bimo Prakoso, OFM

Rm. Antonius Nugroho Bimo Prakoso, OFM

2010 - 2013 Rm. Thomas Ferry Suharto, OFM Rm. Dr. V. Darmin Mbula, OFM 2014 - Sekarang Rm. Mateus L. Batubara, OFM Rm. Dr. V. Darmin Mbula, OFM

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APPENDIX G

The Number of Students in SMA St. Fransiskus 1 Jakarta the Accademic

Year of 2014-2015

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146

A Communicative English course based on credit-based modular approach in enhancing students` English communicative competence of SMA St. Fransiskus 1 Jakarta.

A COMMUNICATIVE ENGLISH COURSE

BASED ON CREDIT-BASED MODULAR APPROACH

IN ENHANCING STUDENTS’ ENGLISH COMMUNICATIVE

COMPETENCE OF SMA ST. FRANSISKUS 1 JAKARTA

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

A COMMUNICATIVE ENGLISH COURSE

BASED ON CREDIT-BASED MODULAR APPROACH

IN ENHANCING STUDENTS’

ENGLISH COMMUNICATIVE

COMPETENCE OF SMA ST. FRANSISKUS 1 JAKARTA

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

DEDICATION PAGE

I dedicated this work to the fraternity of the Order

of Friar Minor (OFM) the province of St. Michael

the Archangel Indonesia to whom I belong to and

who have given me a chance to step my journey in

PBI four years ago.

My second dedication goes to my family who always

become my big supporters and a place for me to stop

by and share my experiences of ups and downs.

STATEMENT OF WORK’S ORIGINALITY

A COMMUNICATIVE ENGLISH COURSE

BASED ON CREDIT-BASED MODULAR APPROACH

IN ENHANCING STUDENTS’ ENGLISH COMMUNICATIVE

COMPETENCE OF SMA ST. FRANSISKUS 1 JAKARTA

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

E.

CHAPTER I

INTRODUCTION

CHAPTER II

THEORETICAL REVIEW

APPENDIX F

The Short History of Santo Fransiskus Foundation

(as it was e-mailed by Father Mateus Batubara, OFM, the chairperson of

Yayasan Santo Fransiskus)

Sejarah Singkat Yayasan Santo Fransiskus

APPENDIX G

The Number of Students in SMA St. Fransiskus 1 Jakarta the Accademic

Year of 2014-2015

Daftar Jumlah Siswa Sekolah-Sekolah yang Ditangani oleh Yayasan Santo Fransiskus Jakarta

Tahun Ajaran 2014-2015

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