Designing a set of grammar focused reading materials using task based learning for the second grade students of SMK Sanjaya Pakem.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Damayanti, Edha Ika. 2013. Designing a Set of Grammar Focused Reading
Materials Using Task-Based Learning for the Second Grade Student of SMK
Sanjaya Pakem. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
This research aimed at developing a set of grammar focused reading
materials for the second grade students of SMK Sanjaya Pakem which were
expected to solve the problems they encountered and further improve the
students’ reading skills. This research was concerned with two research questions,
which were 1) How is a set of grammar focused reading materials using task
based learning for the second grade students of SMK Sanjaya Pakem designed?
And 2) What does the designed set of grammar focused reading materials using
task based learning for the second grade students of SMK Sanjaya Pakem look
like?
To answer the first research question, this research adapted Kemp’s (1977)
and Yalden’s instructional design (1987) and employed R & D (Research and
Development Method). There were seven steps of instructional design applied in
this research which combined in five steps of R & D. The steps were: (1)
Research and Information Collecting, this step was conducting needs survey, (2)

Planning which consists of stating the goal, topics, and general purposes, stating
the learning objectives, and selecting the subject contents, (3) Developing
Preliminary Form of Product which was selecting the teaching learning activities,
(4) Preliminary Field Testing which was materials evaluation, (5) Revising Main
Product which was revising the materials.
In this research, the data obtained through the research and information
collecting step were served as the basis to develop the materials. The data were
from interview with the English teacher of SMK Sanjaya and questionnaire from
the students of SMK Sanjaya. The data from the students were calculated using
quantitative data analysis. After designing the materials, the writer conducted
expert validation to gain evaluation on the designed materials from English
teacher of SMK Sanjaya Pakem and two English lectures of Sanata Dharma
University. The data from the expert validation were analyzed using qualitative
data analysis. The evaluation was then employed as the basis for revisions.
In answering the second research question, this research presented the
final version of the designed materials. It consists of six units. Each unit in the
designed materials is divided into three sections, namely Grammar in Context,
Grammar Presentation, and Focused Practice.
Hopefully, the designed materials can be applied in the school to facilitate
the students to improve their reading skill.

Key Words: Grammar Based Teaching Approach, Reading, Task-Based Learning

vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Damayanti, Edha Ika. 2013. Designing a Set of Grammar Focused Reading
Materials Using Task-Based Learning for the Second Grade Student of SMK
Sanjaya Pakem. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Penelitian ini bertujuan untuk mengembangkan seperangkat materi
reading yang memfokuskan grammar menggunakan Task-Based Learning untuk
siswa kelas dua di SMK Sanjaya Pakem yang diharapkan dapat membantu
memecahkan masalah dalam pelaksanaan pembelajaran reading yang mereka
hadapi dan lebih lanjut dapat meningkatkan kemampuan reading siswa. Penelitian
difokuskan pada dua pertanyaan, yaitu: 1) Bagaimana seperangkat materi reading
yang memfokuskan grammar menggunakan Task-Based Learning untuk siswa
kelas dua di SMK Sanjaya Pakem dirancang? Dan 2) Bagaimanakah bentuk
materi reading yang memfokuskan grammar menggunakan Task-Based Learning

untuk siswa kelas dua di SMK Sanjaya Pakem tersebut?
Dalam menjawab pertanyaan penelitian yang pertama, penelitian ini
mengadaptasi model perancangan dari Kemp (1977) dan Yalden (1987) dan juga
menerapkan metode R & D (metode penelitian dan perkembangan). Ada tujuh
tahap model perancangan yang dikombinasikan dengan lima metode R & D
diterapkan dalam penelitian ini. Tahap-tahap itu adalah: (1) Penelitian dan
Pengumpulan Informasi yaitu melakukan needs survey, (2) Perencanaan terdiri
dari menetapkan tujuan utama, topik, dan tujuan umum, menetapkan tujuan
pembelajaran, memilih subject content , (3) Pembuatan Produk yaitu memilih
aktifitas pembelajaran, (4) Pengujian Produk yaitu mengevaluasi materi, (5)
Perbaikan Produk.
Dalam penelitian ini, data yang diperoleh melalui penelitian dan
pengumpulan informasi digunakan sebagai dasar pengembangan materi. Data
diperoleh dari interview dengan guru bahasa Inggris SMK Sanjaya dan pengisian
kuesioner oleh murid SMK Sanjaya. Data yang diperoleh dari kuesioner dihitung
menggunakan analisa data kuantitatif. Setelah selesai merancang materi, penulis
mengadakn expert validation untuk mendapatkan evaluasi dari guru Bahasa
Inggris SMK Sanjaya Pakem dan dua dosen Bahasa Inggris Universitas Sanata
Dharma. Data yang diperoleh dari expert validation dianalisis menggunakan
analisa data kualitatif. Evaluasi kemudian digunakan sebagai acuan untuk

perivisian materi.
Dalam menjawab pertanyaan penelitian kedua, penelitian ini menyajikan
hasil akhir materi. Materi terdiri dari enam unit. Setiap unit tediri dari tiga bagian
utama, yaitu Grammar in Context, Grammar Presentation, dan Focused Practice.
Materi ini diharapkan dapat diterima di sekolah untuk memfasilitasi siswasiswa dalam meningkatkan kemampuan membaca mereka dalam Bahasa Inggris.
Kata Kunci: Grammar Based Teaching Approach, Reading, Task-Based Learning
viii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

DESIGNING A SET OF GRAMMAR FOCUSED READING
MATERIALS USING TASK BASED LEARNING FOR THE
SECOND GRADE STUDENTS OF SMK SANJAYA PAKEM
A Sarjana Pendidikan Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Edha Ika Damayanti

Student Number: 071214081

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

DESIGNING A SET OF GRAMMAR FOCUSED READING
MATERIALS USING TASK BASED LEARNING FOR THE
SECOND GRADE STUDENTS OF SMK SANJAYA PAKEM
A Sarjana Pendidikan Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By

Edha Ika Damayanti
Student Number: 071214081

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
i

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

iii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

I do not choose to be a common man
It is my right to be uncommon
I seek opportunity, not security
I do not wish to be kept citizen,
Humble and deluded by having the State to look after me.
I want to take the calculated risk,
To dream and to build,
To fail and to succeed
I will never cower before any master
Nor bend to any threat.
It is my heritage to stand erect, proud and unafraid,
To think and act for myself,
To enjoy the benefit of my creations,
And to face the world boldly,
And to say: “This I have done!”
And this is what it means to be a MAN
-Dean Alfange-

I dedicate this work to

My beloved mother, Scholastika Sutarsih
My lovely husband, Heronimus Selo Asa Yoga
And my lovely son, YMV Nugraha Yoga Pratama
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, January 15, 2013
The Writer

Edha Ika Damayanti
071214081

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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

: Edha Ika Damayanti

Nomor Mahasiswa

: 071214081

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING A SET OF GRAMMAR FOCUSED READING MATERIALS
USING TASK BASED LEARNING FOR THE SECOND GRADE
STUDENTS OF SMK SANJAYA PAKEM
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 15 Januari 2013
Yang menyatakan

Edha Ika Damayanti
vi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Damayanti, Edha Ika. 2013. Designing a Set of Grammar Focused Reading
Materials Using Task-Based Learning for the Second Grade Student of SMK
Sanjaya Pakem. Yogyakarta: English Language Education Study Program, Sanata

Dharma University.
This research aimed at developing a set of grammar focused reading
materials for the second grade students of SMK Sanjaya Pakem which were
expected to solve the problems they encountered and further improve the
students’ reading skills. This research was concerned with two research questions,
which were 1) How is a set of grammar focused reading materials using task
based learning for the second grade students of SMK Sanjaya Pakem designed?
And 2) What does the designed set of grammar focused reading materials using
task based learning for the second grade students of SMK Sanjaya Pakem look
like?
To answer the first research question, this research adapted Kemp’s (1977)
and Yalden’s instructional design (1987) and employed R & D (Research and
Development Method). There were seven steps of instructional design applied in
this research which combined in five steps of R & D. The steps were: (1)
Research and Information Collecting, this step was conducting needs survey, (2)
Planning which consists of stating the goal, topics, and general purposes, stating
the learning objectives, and selecting the subject contents, (3) Developing
Preliminary Form of Product which was selecting the teaching learning activities,
(4) Preliminary Field Testing which was materials evaluation, (5) Revising Main
Product which was revising the materials.
In this research, the data obtained through the research and information
collecting step were served as the basis to develop the materials. The data were
from interview with the English teacher of SMK Sanjaya and questionnaire from
the students of SMK Sanjaya. The data from the students were calculated using
quantitative data analysis. After designing the materials, the writer conducted
expert validation to gain evaluation on the designed materials from English
teacher of SMK Sanjaya Pakem and two English lectures of Sanata Dharma
University. The data from the expert validation were analyzed using qualitative
data analysis. The evaluation was then employed as the basis for revisions.
In answering the second research question, this research presented the
final version of the designed materials. It consists of six units. Each unit in the
designed materials is divided into three sections, namely Grammar in Context,
Grammar Presentation, and Focused Practice.
Hopefully, the designed materials can be applied in the school to facilitate
the students to improve their reading skill.
Key Words: Grammar Based Teaching Approach, Reading, Task-Based Learning

vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK
Damayanti, Edha Ika. 2013. Designing a Set of Grammar Focused Reading
Materials Using Task-Based Learning for the Second Grade Student of SMK
Sanjaya Pakem. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Penelitian ini bertujuan untuk mengembangkan seperangkat materi
reading yang memfokuskan grammar menggunakan Task-Based Learning untuk
siswa kelas dua di SMK Sanjaya Pakem yang diharapkan dapat membantu
memecahkan masalah dalam pelaksanaan pembelajaran reading yang mereka
hadapi dan lebih lanjut dapat meningkatkan kemampuan reading siswa. Penelitian
difokuskan pada dua pertanyaan, yaitu: 1) Bagaimana seperangkat materi reading
yang memfokuskan grammar menggunakan Task-Based Learning untuk siswa
kelas dua di SMK Sanjaya Pakem dirancang? Dan 2) Bagaimanakah bentuk
materi reading yang memfokuskan grammar menggunakan Task-Based Learning
untuk siswa kelas dua di SMK Sanjaya Pakem tersebut?
Dalam menjawab pertanyaan penelitian yang pertama, penelitian ini
mengadaptasi model perancangan dari Kemp (1977) dan Yalden (1987) dan juga
menerapkan metode R & D (metode penelitian dan perkembangan). Ada tujuh
tahap model perancangan yang dikombinasikan dengan lima metode R & D
diterapkan dalam penelitian ini. Tahap-tahap itu adalah: (1) Penelitian dan
Pengumpulan Informasi yaitu melakukan needs survey, (2) Perencanaan terdiri
dari menetapkan tujuan utama, topik, dan tujuan umum, menetapkan tujuan
pembelajaran, memilih subject content , (3) Pembuatan Produk yaitu memilih
aktifitas pembelajaran, (4) Pengujian Produk yaitu mengevaluasi materi, (5)
Perbaikan Produk.
Dalam penelitian ini, data yang diperoleh melalui penelitian dan
pengumpulan informasi digunakan sebagai dasar pengembangan materi. Data
diperoleh dari interview dengan guru bahasa Inggris SMK Sanjaya dan pengisian
kuesioner oleh murid SMK Sanjaya. Data yang diperoleh dari kuesioner dihitung
menggunakan analisa data kuantitatif. Setelah selesai merancang materi, penulis
mengadakn expert validation untuk mendapatkan evaluasi dari guru Bahasa
Inggris SMK Sanjaya Pakem dan dua dosen Bahasa Inggris Universitas Sanata
Dharma. Data yang diperoleh dari expert validation dianalisis menggunakan
analisa data kualitatif. Evaluasi kemudian digunakan sebagai acuan untuk
perivisian materi.
Dalam menjawab pertanyaan penelitian kedua, penelitian ini menyajikan
hasil akhir materi. Materi terdiri dari enam unit. Setiap unit tediri dari tiga bagian
utama, yaitu Grammar in Context, Grammar Presentation, dan Focused Practice.
Materi ini diharapkan dapat diterima di sekolah untuk memfasilitasi siswasiswa dalam meningkatkan kemampuan membaca mereka dalam Bahasa Inggris.
Kata Kunci: Grammar Based Teaching Approach, Reading, Task-Based Learning
viii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS

First and foremost, I would like to thank my almighty Lord Jesus Christ
for His mercy, guidance, and blessings in my whole life. He always makes a way
when there seems to be no way. He gives direction when I am lost and He
encourages me when I stop hoping. His loves helps me finish this thesis and
obtain my “Sarjana Pendidikan Degree”. There is nothing impossible in Him.
My deepest gratitude is addressed for my advisor Carla Sih Prabandari,
S.Pd., M.Hum. for her patience, support, encouragement, guidance, and
contribution of ideas in helping me finish my thesis. I am deeply grateful to all
lectures of English Language Education Study Program for guiding and teaching
me during my study in Sanata Dharma University. In addition, I am very grateful
to Josephine Sri Murwani, S.Pd. and Aloysius Sujatmiko, S.Pd., M.Hum. for
willingly spending their time evaluating my designed materials. I would also like
to say thanks to all secretariat staff of English Language Study Program,
especially mbak Danik and mbak Tari for always helping me with the
administrative matters.
My special gratitude also goes to Dra. S. Sri Utami, the headmaster of
SMK Sanjaya Pakem. I thank her for giving me permission to conduct the
research in SMK Sanjaya Pakem. I would also like to give my special thank to A.
Ibud Sudarmanto, B.A., the English teacher of SMK Sanjaya Pakem, I thank
him for his guidance and suggestion toward my designed materials. My special
thanks go to the second grade students of SMK Sanjaya Pakem for their help and
cooperation during the data gathering.
I address my undisputed thank to my mother, Scholastika Sutarsih, for
her love, support, joy, and patience to discuss my thesis. She is the most inspiring
parent in this world. I acknowledged profound gratitude for her hard work,
sacrifice, and support to pay my tuition fee, and to achieve my degree. I deliver
my genuine thank to my sister Agustina Dhevin Merinda Damayanti and
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Dorotea Tyas Puspa Savitri for the happiness, proud, confusion they bring to my
life. My sincerest gratefulness goes to my father-in-law Theodolus Asmanto and
mother-in-law Margareta Bekti Pratiwi for their irreplaceable care, love,
support, patience, and advice they have given to me. I sincerely express my
special thanks to my lovely husband Heronimus Selo Asa Yoga for giving me
support and advice as well as teaching me the meaning of life. The happiness,
sadness, and problems we have faced brought us to be more understand and
mature. I would also give my special thank for my little son Yohanes Maria
Vianney Nugraha Yoga Pratama, thank for the joy, happiness, and love.
I would like to say thank to all my friends in PBI for all great moments
during my study. I am very grateful to the people for their help in accomplishing
my thesis: Gabey Faustena Ulrikayanti, Lusia Suwantari, Maria Kanya Ayu
P, Clara Shinta Herwidia P, Maria Ika Prasetya, Yulita P. I thank them for
their friendship, support, help, and for giving me a warm togetherness. At last, I
thank them for being my second family. I love them so much. I hope our
friendship will be everlasting.
Finally, I would like to show my gratitude to all those who have helped
and supported me and could not be mentioned by names. This thesis might not
have been finished without them.

Edha Ika Damayanti

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TABLE OF CONTENTS
Page
TITLE PAGE…………………………………………………………………

i

APPROVAL PAGES………………………………………………………..

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……………………………………………………………

xi v

LIST OF FIGURE…………………………………………………………….

xv

LIST OF APPENDICES……………………………………………………..

xvi

CHAPTER I. INTRODUCTION
A. Research Background……………………………………………….

1

B. Problem Formulation………………………………………………..

5

C. Problem Limitation………………………………………………….

5

D. Research Objectives…………………………………………………

5

E. Research Benefits…………………………………………………...

6

F. Definition of Terms………………………………………………….

7

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CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description………………………………………………

9

1. Instructional Design Model………………………………………

9

2. Teaching Learning of Reading………………………………….. 13
3. Grammar Based Teaching Approach……………………………. 18
4. Task-Based Learning……………………………………………. 18
B. Theoretical Framework……………………………………………… 22

CHAPTER III. METHODOLOGY
A. Research Method…………………………………………………….. 26
B. Research Participants………………………………………………… 28
C. Research Setting……………………………………………………... 30
D. Research Instruments………………………………………………… 30
E. Data Gathering and Analysis Technique……………………………... 31
F. Research Procedure…………………………………………………... 33

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. The Steps of Designing the Grammar focused Reading Materials…... 36
1. Research and Information Collecting…………………………….. 36
2. Planning………………………………………………………….. 42
3. Developing Preliminary Form of Product………………………. 46
4. Preliminary Field Testing………………………………………... 47
5. Main Product Revision…………………………………………... 49
B. Presentation of the Designed Materials………………………….…… 50

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

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REFERENCES……………………………………………………………… 54
APPENDICES……………………………………………………………… 56

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF TABLES

Table

Page

Table 3.1 The Description of Participants………………………………… 29
Table 4.1 The Topics of Materials……………………………………….. 40
Table 4.2 The Goals and General Purposes of the Materials……………. 41

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LIST OF FIGURES

Figure

Page

Figure 2.1 Kemp’s Model of Instructional Design………………………… 11
Figure 2.2 Yalden’s Model of Instructional Design………………………. 13
Figure 2.3 Writer’s Instructional Design Model……………….................... 25
Figure 3.1 Research and Development Study combined with Kemp’s and
Yalden’s Steps of Instructional Design………………………… 35

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LIST OF APPENDICES

Appendix

Page

Appendix A: Questionnaire of Research and Information Collecting……….. 56
Appendix B: List of Interview of Research and Information Collecting……. 59
Appendix C: Questionnaire for the Designed Set of Materials Evaluation…. 60
Appendix D: General Description……………………………………………. 62
Appendix E: Summary of the Result of Questionnaire……...………………. 65
Appendix F: Syllabus………………………………………………………… 67
Appendix G: Presentation of the Designed Materials………………………... 72

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1

CHAPTER I
INTRODUCTION

This chapter presents the introduction of the research that is divided into
six parts. The first part is the discussion of the background of the research. The
second is the problem formulation. It is followed by problem limitation and
continued by research objectives. The benefit of the research is in the fifth part of
this chapter. The last part of this chapter is definition of terms.

A. Research Background
Based on the writer’s experiences in high school, most of the students
cannot use their learnt English in class in a real world. It means that the students
cannot apply their English knowledge in daily life, for example is in
communication. The students were given opportunities to learn but they still did
not use the opportunities. The teacher could not provide interesting activity.
Therefore the students did not pay attention to the teacher, and then they could not
achieve the learning goal. Teaching learning will be boring if the students are only
asked as teaching object without an interactive communication. This is why the
writer chooses this topic to be discussed.
Nowadays, the curriculum that is used in Indonesia is School Based
Curriculum. In this curriculum, every school is given an opportunity to develop
and manage the curriculum based on its condition and aspiration (Muchlis: 10).
The curriculum (Peraturan Pemerintah No. 22, 2006: 307) states that there are

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2

four skills which need to be learnt in English lessons, they are: listening, writing,
reading, and speaking which are important in communication.
The important one in English is reading because in National Examination
for SMK the materials include reading section. Reading, as described by
Bamberger (1975: 7-8), is an important aspect for individuals and for society.
Reading serves many different purposes. Through reading, people can learn ideas,
concepts and attitudes. By reading people can take much information they need in
their life.
Moreover, reading is essential skill for English as second or foreign
language (ESL/ EFL) students. Its role is important in language acquisition.
Krashen (1981: 23) argues that reading can be a way to become good readers, to
develop a good writing style, to master vocabulary, to master grammar, and to
become good spellers. Therefore, reading practice in SMK is needed.
Reading is very important; it cannot stand alone without grammar.
Grammar is needed to convey the meaning of every sentence so that there will not
be miscommunication. Grammar is taught integratively through reading. It is
important for SMK students to understand grammar because they should know
and understand the structure and meaning of the sentences in order to face the
National Examination.
However, an observation in SMK in Yogyakarta conducted by the writer
showed that reading sometimes made students feel bored and sleepy. In addition,
the writer has also interviewed a teacher of SMK SANJAYA Pakem about the
situation of English class in that school; especially in English class the teacher use

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3

the time to teach grammar which sometimes uses reading text as the materials.
The result of this interview shows that the class often makes the students bored.
The writer wants to make the materials for English class to be more effective to
use because by this way hopefully the students will not get bored.
In this situation, the teacher should be proactive in finding interesting
materials to make the students motivated. Both the grammar materials and some
grammar based reading are given by the teacher. This idea is supported by the
teacher of SMK SANJAYA Pakem who stated that there is a need for interesting
materials. In order to provide interesting and relevant materials, the writer
proposes the use of grammar based reading materials. This kind of approach also
same with inductive learning, especially in grammar. Actually there are two main
theoretical approaches; they are deductive approach and inductive approach. The
more traditional of the two theories, is the deductive approach, while the emerging
and more modern theory is the inductive approach. In 1995, Goner, Phillips, and
Walters noted, “The inductive approach represents a more modern style of
teaching where the new grammatical structures or rules are presented to the
students in a real language context” (p.135). The students learn the use of the
structure through practice of the language in context, and later realize the rules
from the practical examples.
Krashen (1985) says that two-way interactions is a particular good way in
providing a comprehensible input because it enables students to obtain additional
contextual information and optimally an adjusted input when meaning has to be
negotiated because of some communication problem. Giving the students a task in

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4

class is a kind of two-way interaction. Task involves students in teaching learning
process. Therefore the classroom will be more interactive. Nunan (2004) says that
Task-Based Learning (TBL) relies heavily on learners’ involvement and their
world knowledge. TBL offers a change from grammar practice routines through
which many learners have previously failed to learn to communicate. That is why
the writer use TBL, this kind of teaching learning gives the students more chances
to be active. The students also can improve their ability to understand the
language use, especially in preparing the National Examination.
In order to help the teacher make the teaching learning process interesting
and enjoyable, the writer made a set of grammar focused reading materials. These
materials are intended for the second grade students of SMK SANJAYA Pakem.
This set of materials supposes to ease them in learning grammar through reading.
The designed materials will provide more interesting, challenging, and beneficial
materials, teaching learning activities, task and technique than they had before. In
this study, the writer designed a set of grammar focused reading materials.
Grammar and reading are loosely related to each other because in reading text
there are so many grammars. Through reading someone learns grammar in it.
When someone reads more, the more grammar knowledge they will get.
Therefore, there is a need to design grammar focused reading materials using
task-based learning for the second grade students in order to help them in learning
English easily.
Then SMK SANJAYA Pakem is chosen because the writer has observed
this school and the teacher needs kind of activity that can gain the students’

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attention and the students need more time to learn English, so that the students can
achieve the learning goal. The materials can be used by the teacher. Therefore, the
grammar focused reading materials can help the teacher.
B. Problem Formulation
Based on research background, the writer formulates the following
research problems:
1. How is a set of grammar focused reading materials using task-based learning
for the second grade students of SMK SANJAYA Pakem designed?
2. What does the designed set of grammar focused reading materials using taskbased learning for the second grade students of SMK SANJAYA Pakem look
like?

C. Problem Limitation
This research is limited to provide the suitable grammar focused reading
materials for the second grade students of SMK SANJAYA Pakem in semester
two. In this research, the writer focused on how to design a set of grammar
focused reading materials for second grade students of SMK SANJAYA Pakem
and to present the designed materials. The writer presented the materials based on
Task-Based Learning method that give the students more opportunity to practice.

D. Research Objective
This research is conducted to answer the questions stated in the problem
formulation. Thus, the objectives of the research are to:

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1. Find out how a set of grammar focused reading materials using task-based
learning for the second grade students of SMK SANJAYA Pakem designed.
2. Present the designed set of grammar focused reading materials using taskbased learning for the second grade students of SMK SANJAYA Pakem.

E. Research Benefits
The results of this research are expected to bring valuable contribution to
the people who concern with the teaching-learning process of English language.
The following are those who might benefit from this study.
1. English Teachers of SMK SANJAYA Pakem
English teachers of SMK SANJAYA Pakem can use the designed
grammar focused reading materials as alternative material in teaching their
students. This study can help them to create interesting situation in the classroom.
It also helps them to improve their techniques, strategies, and creativity in
teaching English.
2. Second Grade Students of SMK SANJAYA Pakem
This material will be the beneficial for the students to improve their ability
in English. The designed materials would help them to develop their skill and give
them more opportunity to learn English better in enjoyable situation.
3. Future Researchers
The result of the research may be used as a reference for future researchers
to conduct research related to the topic. It also can give a description for them

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about designing a set of grammar focused reading materials using task based
learning for second grade students.

F. Definition of Terms
1. Design
Designing also defines as the process of creating a new set of materials
that fits the learning objectives and specifies subject area of particular learners
(Hutchinson and Waters, 1987: 65). In this research, the writer designs a set of
grammar based reading using task based learning for the second grade students of
SMK SANJAYA Pakem. The designed materials would be like texts which have
grammar in it. So, the students will read the text then they will learn the grammar
used in the text.
2. Reading
According to Nunan (2003:68) reading is a fluent process of readers
combining information from a text and their own background knowledge. In this
research, reading is one of the four English skills that should be mastered by the
students because it is important for the students to face the National Examination.
Reading skill, then, include the skill to understand the grammar in it.
3. Grammar Based Teaching (GBT) Approach
According to Azar, Grammar Based Teaching approach is an approach
which uses grammar as the base, the starting point and foundation, for the
development of all language skills. Grammar Based Teaching provides
information about English grammar accompanied by numerous and varied

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practice opportunities. In this research, Grammar Based Teaching is the base of
grammar based reading.
4. Task-Based Learning
Task-based learning is one kind of learning in which the learners are given
a lot of tasks in the target language so that they can comprehend, manipulate,
produce, and interact using their language (Nunan, 1989: 10). Further, according
to Krankhe (1987: 59) tasks are a way of bringing a real world into the classroom.
In this study, task based learning that uses a lot of tasks.
5. SMK (Sekolah Menengah Kejuruan)
In Indonesia, there are two common types of senior high school. First is
generally known as by the abbreviation "SMA" (Sekolah Menengah Atas) and
second is SMK (Sekolah Menengah Kejuruan). SMA differs from SMK in their
studies. The students at SMA are prepared to continue their study to university
while students of SMK are prepared to be ready to work after finishing their
school without going to university/college. SMA is simply the universitypreparatory school while SMK is the vocational school. According to Peraturan
Pemerintah the purposes of vocational education are to improve intelligence,
personality, moral and personal skills of students to become independent, to enter
the workforce in accordance with previously studied education and able to
communicate in accordance with the field work. In line with that, Rakestraw
(1947, 2) stated that vocational education is preparing person of employable age
for advantageous entrance into skilled trades and occupations.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter discusses theories underlying this research. There are two
main parts in this chapter. The first part deals with the theoretical description,
while the second part deals with the theoretical framework employed in designing
a set of grammar focused reading materials using task based learning for the
second grade students in SMK SANJAYA Pakem.
A. Theoretical Description
This part elaborates four key points used in this study. They are
instructional design models, grammar based approach, reading, and task based
learning.
1. Instructional Design Models
This part explains theories related to this research. Since the purpose of
this study is designing materials, this part begins with theory of instructional
design, then theory of materials development. Subsequently, the writer elaborates
some theories of reading and grammar based teaching since the materials
designed in this research are reading materials which utilize grammar. The last
theory explains about Task-Based Learning since the designed materials are used
it.

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a. Kemp’s Model
The first model used by the writer in this study is Kemp’s model. Kemp’s
model is adapted because of its flexibility. This instructional design emphasizes
three major aspects, i.e. objectives, activities and resources, and evaluation (1977:
8-9).
Kemp offers eight elements to design the program development. The
following are the stages designed by Kemp:
1) Goals, topics, and general purposes: consider the goals, list topics, and state
the general purposes for each topic.
2) Learners’ characteristic: enumerate the important characteristics of the
learners for whom the instruction to be design.
3) Learning objectives: specify the learning materials to be achieved in terms of
measurable students’ behavioral outcome.
4) Subject content: design the learning materials that support the attainment for
each specific instructional objective.
5) Pre-assessment: develop pre-test to determine the students’ background and
present level of knowledge about the topic.
6) Teaching learning activities and resources: select teaching/ learning activities
and instructional resources that can be applied to achieve the specific
instructional objective appropriate for accomplish each objective.
7) Support services: coordinate such support services as budget, personnel,
facilities, equipment, and schedules to carry out the instructional.

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8) Evaluation: evaluate students’ learning in term of their accomplishment of
objectives. This step should be done in order to revise and re-evaluate any
phase of the plan that needs improvement.

Goals, Topics, and
General Purposes
Learner
Characteristics

Evaluation

Support
Services

Revise

Learning
Objectives

Subject Content

Teaching/ Learning
Activities, Resources

Pre-Assessment

Figure 2.1: Kemp’s Model of Instructional Design (Kemp, 1977: 9)

Kemp reminds that this process of developing program is flexible because
among the eight elements are independent. In this study there are some steps
chosen by the writer, they are formulating goals, topics and learning objectives,
selecting teaching/ learning activities, evaluating, and revising.
b. Yalden’s Model
The purpose of Yalden’s model is to describe syllabus that considers the
communicative needs of students. A communicative syllabus itself is a syllabus
which is designed for describing a classroom experience which is more

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appropriate in an environment of real language and art (Yalden, 1987: 85). There
are eight steps in designing instructions. Those steps are:
1) Conducting need survey.
This step is conducted to find learners’ needs and to write objectives that
are appropriate for the learner.
2) Stating description of the purpose
Having conducted a need survey, the designer will have a description of
the purpose of the program.
3) Selecting the syllabus to carried out in the program
The choice of syllabus type is done when the general category of the
language program has been decided.
4) Production of proto-syllabus
The designer selects and combines syllabus contents which are in line with
syllabus type.
5) Production of pedagogical syllabus
The specification of every single word and phrase will be conducted in this
s t e p.
6) Development and implementation of classroom procedures
Communicative syllabus will put teacher’s role as a facilitator. Therefore,
classroom activities conducted are based on the learners’ activity.
7) Evaluation
This step is intended to evaluate all components in the language program,
i.e. the students, the instructional program, and the teaching.

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8) Recycling stage
The last step is intended to fit between goals set and the final performance
of the learners. This is labeled “recycling stage” because the whole cycle can be
begun again at this point.
Need
Survey

Descripti
on of
Purpose

Selection/
Develop
ment of
Syllabus

Producti
on of a
protosyllabus

Producti
on of a
pedagogi
calsyllabus

Development
&implementa
tion of
classroom
procedure

Evalua
tion

Figure 2.2: Yalden’s Model of Instructional Design (Yalden, 1987: 88)

2. Teaching Learning of Reading
a. Background of teaching reading
Nunan (2003) noted that “in Western cultures, oral reading was the
primary practice until the nineteenth century. In about 1880 a debate begun on the
advantages of silent reading versus oral reading” (p.69)
Nunan (2003: 69) explains further that classroom approaches to teach
reading should emphasize silent reading when the goal of reading is
comprehension of text.
b. Reading processes
Understanding the process of reading means understanding models of how
words are recognized and how long they are kept in working memory (Nunan,
2003: 70). The models of reading process can be divided into three categories
(Nunan, 2003: 70-73). Those are:

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1) Bottom-up model
Bottom-up model typically consists of lower-level reading process. In this
model, readers begin with the identification of letters. The information gained is
passed to decoder, which converts the string of letters into a string of systematic
phonemes. This string is then passed and recognized as a word. The readers then
fixate on the next word and proceed in the same way until all words in a sentence
have been processed, at which point they proceed to a component in which
syntactic and semantic rules operate to assign a meaning to a sentence. Thus, this
model assumes that readers proceed by moving their eyes from left to right, first
taking in letters, combining these to form word, then combining the words to form
phrases, clauses and sentences of text.
2) Top-down model
In top-down model, readers draw upon their knowledge of the world and
the structure of the sentences to analyze text. In this model, the readers are seen as
bringing hypotheses to bear on the text, and using text data to confirm or deny the
hypotheses. The hypotheses may relate to the whole text and be generated by
reference to supposed schemata. In this model, the readers come to the text with
previously form planed or background knowledge. The readers read the text by
reading the sentences and try to find the information using their background
knowledge.
3) Interactive model
Interactive model of reading combines elements of both bottom-up and
top-down models, assuming that a pattern is synthesized based on the information

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15

provided simultaneously from several knowledge sources. While reading, readers
can apply bottom-up process by recognizing new vocabulary and new pattern they
have not got before. By doing this, readers are expected to be able to get
information from the text. Meanwhile, readers also apply top-down process by
predicting what the content of the text is about and the continuation of the text.
c. Principles of teaching reading
There are eight principles for teaching reading as stated by Nunan (2003:
74-77). The principles are:
1) Exploit the readers’ background knowledge
Background knowledge involves readers’ experience like life experiences,
knowledge of how texts can be organized rhetorically: knowledge of how one’s
first language works, knowledge of how the second language works, and cultural
background and knowledge. Those experiences are brought into the texts.
According to Nunan (2003) “Reading can be significantly enhanced if background
knowledge can be activated by setting goals, asking questions, making
predictions, teaching text structure, and so on”(p.74).
2) Build a strong vocabulary base
Nunan (2003) says that “basic vocabulary should be explicitly thought and
L2 readers should be taught to use context to effectively guess the meanings of
less frequent vocabulary” (p.74)
3) Teach for comprehension
Monitoring comprehension is a very important part to gain successful
reading. It includes verifying that the predictions being made are correct and

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checking that the readers do make an important adjustment when meaning is not
accomplished.
As quoted by Nunan (2003, p.25), “Beck develop an excellent technique
for engaging students in meaningful cognitive and meta-cognitive interaction with
text and for assisting students in the process of constructing meaning from text
which is questioning the author. In this case the students are used to engage with
meaning and develop the ideas rather than retrieve the information from the text.”
4) Work on increasing reading rate
English teachers should improve their students’ reading rate and develop
reading comprehension skills simultaneously. Students’ reading rate and reading
comprehension should be in a balanced condition. One important thing to be done
is decreasing the dependency toward looking at dictionary by emphasizing some
skills like scanning, skimming, predicting, and identifying the text.
5) Teaching reading strategy
Based on Oxford (1996) as stated by Nunan (2003), a strategy is “the tools
for active, self-directed involvement that is necessary to develop communicative
ability” (p.76). Nunan (2003) adds that “a good technique to sensitive students to
that strategies they use is to get them verbalize (or to talk about) their thought
processes as they read.”(p.76).
6) Encourage readers to transform strategies into skills
As learners consciously learn and practice specific reading strategies, the
strategies move from conscious to unconscious: from strategy to skill (Nunan,
2003: 77)

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7) Build assessment and evaluation into your teaching
Assessing growth and development in reading skills requires time and
training. Both Quantitative assessment which includes information from reading
comprehension tests as well as reading rate data and qualitative information which
includes reading journal responses, reading interest surveys, and responses to
reading strategy checklists are needed in the reading classroom.
8) Strive for continuous improvement as a reading teacher
The quality of individual teacher is integral to success of second/ foreign
language readers (Nunan, 2003: 77).
d. Reading materials
According to Simanjuntak (1988: 31-33), in preparing reading materials
for the reading lesson, some points of view need to be considered:
1) Readability
A text should be at the right level of difficulty for the students. Both
aspects of reading, linguistic difficulty and semantic relevance, should be weighed
before it is selected for use. The combination of structural and lexical difficulty is
readability.
2) Suitability of Content
Before the teacher selects the reading materials, a need survey is needed to
obtain information concerning students’ characteristics. The teacher may use the
following guidelines:
-

Will the text do one or more of the content?

-

Does the text challenge the students’ intelligence?

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If there a new lexical items, are they worth learning at this stage and not too
much?
-

Does the text enable the teacher to ask good questions?

3) Exploitability
When the teacher exploits a text, he uses it to develop his students’
competence as readers. Every text the teacher handles in the reading course helps
to move the students toward the goals.
3. Grammar Based Teaching Approach
According to Azar, Grammar Based Teaching approach is an approach
which uses grammar as the base, the starting point and foundation, for the
development of all language skills. GBT provides information about English
grammar accompanied by numerous and varied practice opportunities.
Students are taught the concepts underlying such basic grammar terms as
noun, verb, sentence, and preposition without ever defining those terms. By
teaching grammar conceptually, Grammar Based Teaching helps students gain a
better conception of language itself, i.e., that language consists of intricate
patterns that combine through sound or writing to create meaning.
4. Task-Based Learning
a. Definition of Task-Based Learning
A task-based approach aims to provide learners with natural context for
language use. As learners work to complete a task, they have abundant
opportunity to interact. Such interaction is thought to facilitate language

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acquisition as learners have to work to understand each other and to express their
own meaning.
Feez (1998: 17) summarizes the key assumptions of task-based
instruction:
-

The focus is on process rather than product

-

Basic elements are purposeful activities and tasks that emphasize
communication and meaning

-

Learners learn language by interacting communicatively and purposefully
while engaged in the activities and tasks

-

Activities and tasks can be either those that learners might need to achieve in
real life and those that have a pedagogical purpose specific to the classroom

-

Activities and tasks of a task-based syllabus are sequenced according to
difficulty

-

The difficulty of tasks depends on a range of factors in