A set of supplementary integrated reading writing materials using task-based learning for the tenth grade students of SMA Negeri 9 Yogyakarta.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A SET OF SUPPLEMENTARY INTEGRATED READING
WRITING MATERIALS USING TASK-BASED LEARNING
FOR THE TENTH GRADE STUDENTS
OF SMA NEGERI 9 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Yosephin Asri Wulandari
Student Number : 081214017

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ART EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A SET OF SUPPLEMENTARY INTEGRATED READING
WRITING MATERIALS USING TASK-BASED LEARNING
FOR THE TENTH GRADE STUDENTS
OF SMA NEGERI 9 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Yosephin Asri Wulandari
Student Number : 081214017

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ART EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY

YOGYAKARTA
2012
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When the world says
Give up
Hope whispers.....
Try it one more time

I dedicate this thesis to:

My beloved Parents
Bapak Antonius Prasetio and Ibu Irmina Surti Irianti

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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, 13 September 2012
The Writer

Yosephin Asri Wulandari
081214017

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

: Yosephin Asri Wulandari

Nomor Mahasiswa

: 081214017

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
A SET OF SUPPLEMENTARY INTEGRATED READING WRITING
MATERIALS USING TASK-BASED LEARNING FOR THE TENTH
GRADE STUDENTS OF SMA NEGERI 9 YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 13 September 2012
Yang menyatakan

Yosephin Asri Wulandari

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ABSTRACT
Wulandari, Yosephin Asri. 2012. A Set of Supplementary Integrated Reading
Writing Materials Using Task -Based Learning for the Tenth Grade Students of
SMA Negeri 9 Yogyakarta. Yogyakarta: Sanata Dharma University.
English has an important role in communication around the world.

Recognizing the importance of English, the government tried to give more
attention in teaching and learning English. There are four English language skills
to be learned, namely listening, speaking, reading and writing. These skills are
related to one another in English. Based on the observations made at SMA Negeri
9 Yogyakarta, many students were not interested in English subject because the
learning situation was not enjoyable and less varied. SMA Negeri 9 Yogyakarta
also did not have enough reading and writing materials that was integrated with
activities that can attract students' attention.
This study is intended to design a set of supplementary integrated reading
writing materials using Task-Based Learning for the tenth grade students of SMA
Negeri 9 Yogyakarta. This study focused on two questions: 1) How is a set of
supplementary integrated reading writing materials Task-Based Learning for the
tenth grade students of SMA Negeri 9 Yogyakarta designed? and 2) What does the
designed set of supplementary integrated reading writing materials using taskbased learning for the tenth grade students of SMA Negeri 9 Yogyakarta look like?
In order to answer the first question, the study was adapted from a model
of Kemp’s and Yalden’s and also applied the method of R & D. There are seven
stages in the materials design that was applied in this study. The stages were: 1)
Conducting Need Survey of 2) Stating Goal, Topics and General Purposes 3)
Stating Learning Objectives 4) Classify Subject Content 5) Selecting Teaching
and Learning Activities and Resources 6) Conducting Materials Evaluation 7)

Revising the Designed Materials. The data collected through the evaluation of the
product. The analysis showed that the respondents tended to agree the designed
materials. Based on the results could be concluded that the materials were
acceptable and appropriate for the tenth grade students of Senior High School and
ready to be used in schools.
In order to answer the second question, this study presented the final result
of the materials that had been designed using Task-Based Learning. The materials
consisted of four units, namely "It is Delicious", "Let's Have a Party", "Once,
Three Fishes Lived in a Pond" and "It is a Great Building". Each unit consisted of
three sections: Pre-Task, named Get Ready!, Task Cycle, named Do Your Task!
and Post-Task, named Let's Focus!
A set of integrated reading writing materials is expected to be used by
teachers for teaching in the classroom and to improve students' skills in reading
and writing. This can also provide enjoyable learning situation. As such students
will be more motivated in learning English.
Key words: Supplementary, Reading, Writing, Task-Based Learning
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ABSTRAK
Wulandari, Yosephin Asri. 2012. A Set of Supplementary Integrated Reading
Writing Materials Using Task-Based Learning for the Tenth Grade Students of
SMA Negeri 9 Yogyakarta. Yogyakarta: Universitas Sanata Dharma.
Bahasa Inggris mempunyai peran penting dalam berkomunikasi di seluruh
dunia. Menyadari pentingnya bahasa Inggris, pemerintah berusaha memberikan
perhatian lebih dalam proses belajar mengajar bahasa Inggris. Ada empat
keterampilan bahasa Inggris yang harus dipelajari yaitu listening, speaking,
reading dan writing. Keterampilan-keterampilan tersebut mempunyai keterkaitan
satu sama lain. Berdasarkan observasi yang dilakukan penulis di SMA Negeri 9
Yogyakarta, banyak siswa yang tidak tertarik dengan pelajaran bahasa Inggris
karena situasi belajar mengajar yang membosankan dan kurang bervariasi,
khususnya pada pelajaran membaca dan menulis. SMA Negeri 9 Yoyakarta belum
memiliki cukup materi bahasa Inggris untuk keterampilan membaca dan menulis
yang terintegrasi dengan aktivitas-aktivitas yang dapat menarik perhatian siswa.
Penelitian ini dimaksudkan untuk merancang seperangkat materi Bahasa
Inggris untuk keterampilan membaca dan menulis yang terintegrasikan
menggunakan Task-Based Learning untuk siswa-siswa kelas sepuluh SMA Negeri
9 Yogyakarta. Studi difokuskan pada dua pertanyaan yaitu: 1) Bagaimana
seperangkat materi bahasa Inggris untuk keterampilan membaca dan menulis

yang terintegrasikan menggunakan Task-Based Learning untuk siswa-siswa kelas
sepuluh SMA Negeri 9 Yogyakarta dirancang? dan 2) Bagaiman bentuk materi
bahasa Inggris untuk keterampilan membaca dan menulis terintegrasi tersebut?
Dalam menjawab pertanyaan pertama, studi ini mengadaptasi dari model
perancangan dari Kemp dan Yalden dan juga menerapkan metode R & D. Ada
tujuh tahap dalam perancangan materi yang diterapkan dalam studi ini. Tahaptahap tersebut yaitu 1) Melakukan Survey Kebutuhan 2) Perencanaan Tujuan,
Topik, dan Tujuan Umum 3) Menetukan Tujuan Pembelajaran 4) Mengklasifikasi
Isi Materi 5) Menenetukan Kegiatan Belajar Mengajar 6) Mengevaluasi 7)
Memperbaiki Produk. Data terkumpul melalui evaluasi produk. Hasil analisis
menunjukan bahwa responden setuju. Dari hasil disimpulkan bahwa materi dapat
diterima, sesuai untuk siswa kelas sepuluh dan siap untuk digunakan di sekolah.
Dalam menjawab pertanyaan kedua, studi ini menyajikan hasil akhir
materi yang sudah dirancang menggunakan Task-Based Learning. Materi terdiri
dari empat unit yaitu “It is Delicious!”,“Let’s Have a Party”,“Once, Three Fishes
Lived in a Pond” dan “It is a Great Building”. Setiap unit terdiri dari tiga bagian
yaitu Pre-Task yang diberi nama Get Ready!, Task Cycle yang diberi nama Do
Your Task! and Post-Task yang diberi nama Let’s Focus!
Seperangkat materi bahasa Inggrisuntuk keterampilan membaca dan
menulis ini diharapkan dapat digunakan oleh guru dalam mengajar di kelas
dalam meningkatkan kemampuan siswa dalam pelajaran membaca dan menulis.

Materi ini juga dapat menciptakan situasi belajar yang menyenangkan. Siswa
akan lebih termotivasi dalam belajar bahasa Inggris.
Kata kunci : Supplementary, Reading, Writing, Task-Based Learning.
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ACKNOWLEDGEMENTS
First of all, I would like to address my greatest gratitude to Jesus Christ
for His love, grace, and guidance during my whole life. He always gives me spirit
when I had to struggle to plan, conduct, and finally report this thesis.
I give my gratitude to my supervisor, V. Triprihatmini, S.Pd., M. Hum.,
M.A. for her very valuable time, guidance, suggestions, and motivation during the
process of doing this research and writing this thesis. I also greatly thank
Susaryenab, S. Pd., who has permitted me to conduct research in her classroom
and gave me her time, guidance and suggestions in finishing my thesis. I also
thank Drs. Maman Surakhman, M. Pd. I. the principal of SMA N 9 Yogyakarta,
who has permitted me to conduct a research in SMA N 9 Yogyakarta. The next
thankfulness goes to the students of X1, X2, X3, X4, and X5 of SMA N 9
Yogyakarta 2011/2012 Academic Year for being very friendly and cooperative to

get the data of need survey.
I would give thanks to all of PBI lecturers, especially Caecilia
Tutyandari, S.Pd., M.Pd., Drs. Barli Bram, M.Ed., Ph.D., Christina
Lhaksmita Anandari, S.Pd., M.Ed., Dr. Retno Muljani M.Pd, Christina
Kristiyani, S.Pd., M.Pd., who have given knowledge to me during my study in
PBI. They do not only give me knowledge in literal meaning, but also give me
knowledge how to be a real teacher for my future. I would also thank PBI staff,
Mbak Dhanniek and Mbak Tari for their patience in helping me to prepare
letters, and organize what I need during my study in PBI. It is also important to
thank Sanata Dharma Librarians for giving best services for me during my study
in PBI. I would like to thank the evaluators of materials design for their opinion,
feedback, suggestions and comments to have the better final revision.
My gratitude goes to my beloved family. I thank my parents, Bapak
Antonius Prasetyo and Ibu Irmina Surti Irianti for their sincere love, patience,
and advices. I also give thank to my sisters and brother, Mas Pran, Mbak Indah,
and Dik Resti for their care, love and motivation and Mas Bayu and Mas
Gregorius for their support and motivation in finishing my thesis. I also thank
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my friends in Kost Dahila I, especially Yanti and Eta for our friendship in my
boardinghouse. I owe a great debt to all PBI lecturers and all my beloved
teachers in TK, SD, SMP, and also SMA who have helped me become a real
human-being.
I would also like to thank my great friends in PBI, especially Kristin,
Elista, Adi, Dimas, Okta, Gilang, and Sr. Klarina, who have become my best
friends during my study in PBI. I thank all my friends in PBI, especially 2008ers
in class A, and also in Sanata Dharma University whose name I could not
mention one by one. I am very happy to meet and have all of my great friends in
PBI Sanata Dharma University.

Yosephin Asri Wulandari

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TABLE OF CONTENTS

Page
TITLE PAGE ................................................................................................................. i
APPROVAL PAGES ...................................................................................................... ii
DEDICATION PAGES .................................................................................................. iv
STATEMENT OF WORK’S ORIGINALITY ................................................................ v
PENYATAAN PERSETUJUAN PUBLIKASI ................................................................... vi
ABSTRACT ................................................................................................................... vii
ABSTRAK ....................................................................................................................... viii
ACKNOWLEDGMENTS............................................................................................... ix
TABLE OF CONTENTS ................................................................................................ xi
LIST OF TABLES .......................................................................................................... xiv
LIST OF FIGURES ........................................................................................................ xv
LIST OF APPENDICES ................................................................................................. xvi
CHAPTER I INTRODUCTION ..................................................................................... 1
A. Background of the Study .............................................................................. 1
B. Problem Formulation .................................................................................... 4
C. Problem Limitation ....................................................................................... 5
D. Research Objectives...................................................................................... 5
E. Research Benefits ......................................................................................... 6
F. Definition of Terms ...................................................................................... 6

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CHAPTER II REVIEW OF RELATED LITERATURE ................................................. 9
A. Theoretical Description................................................................................. 9
1. Instructional Design Models..................................................................... 9
2. Teaching Reading and Writing ................................................................. 14
3. Task-Based Learning ............................................................................... 19
4. School-Based Curriculum 2006 ................................................................ 23
B. Theoretical Framework ................................................................................ 25
CHAPTER III METHODOLOGY .................................................................................. 30
A. Research Method .......................................................................................... 30
B. Research Participants .................................................................................... 32
C. Setting .......................................................................................................... 34
D. Research Instruments and Data Gathering Techniques .................................. 34
E. Data Analysis Techniques ............................................................................. 36
F. Procedure of the Study.................................................................................. 39
CHAPTER IV. RESEARCH FINDING AND DISCUSSION ......................................... 41
A. The Steps in Designing Integrated Reading Writing Materials Using
Task-Based Learning .................................................................................... 41
B. The Final Version of the Designed Materials ............................................... 64
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS .................................... 66
A. Conclusions .................................................................................................. 66

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B. Recommendations ........................................................................................ 68
REFERENCES ............................................................................................................... 69

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LIST OF TABLE
Page

Table
2.1 The Competence Standard and Basic Competance of School-Based

Curriculum for the Tenth Grade Students of Senior High School.............................. 25
3.1 The Description of the Participants (Blank) .............................................................. 34
3.2 The Result of the Questionnaire (Blank).................................................................... 37
3.3 The Five Options of Aggreements (Blank) ................................................................ 38
3.4 The Respondens’ Opinion (Blank) ............................................................................ 38
4.1 The Result of the Questionnaire ................................................................................ 42
4.2 The Topics in the Designed Materials ....................................................................... 50
4.3 The Basic Competencies ........................................................................................... 51
4.4 The Indicators ........................................................................................................... 52
4.5 The Description of the Respondents .......................................................................... 57
4.6 The Respondents’ Opinion ........................................................................................ 58
4.7 The Topics, the Titles, and the Sections of the Designed Materials ............................ 65

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LIST OF FIGURE
Page

Figure

2.1 Kemp’s Instructional Model Design .......................................................................... 11
2.2 The Yalden’s Model.................................................................................................. 14
2.3 A Framework of Task-Based Learning ...................................................................... 21
2.3 The Writer’s Model .................................................................................................. 28

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LIST OF APPENDICES
Page

Appendices

Appendices . ................................................................................................................... 71
Appendices A ................................................................................................................. 72
Covering Letter for the Headmaster of SMA Negeri 9 Yogyakarta.......................... 73
Covering Letter for the Governor of DIY ............................................................... 74
Covering Letter for the Mayor of Yogyakarta ........................................................ 75
Permission Letter from the Governor of DIY ......................................................... 76
Permission Letter from the Mayor of Yogyakarta .................................................. 77
Research Official Statement from SMA Negeri 9 Yogyakarta ................................. 78
Appendices B.................................................................................................................. 79
Questionnaire of Research & Information Collecting ........................................... 80
Questions of Interview of Research & Information Collecting ............................... 84
Interview Transcription.......................................................................................... 85
Questionnaire for the Designed Materials Evaluation ............................................. 87
Appendices C ................................................................................................................. 91
General Description ............................................................................................... 92
Syllabus ................................................................................................................. 95
Lesson Plan ........................................................................................................... 99
The Answers Key .................................................................................................. 112
Appendices D ................................................................................................................. 118
The Designed Materials

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CHAPTER I
INTRODUCTION
This study is intended to design a set of supplementary integrated reading
writing material using Task-Based Learning for tenth grade students of SMA
Negeri 9 Yogyakarta. This chapter ellaborates the research background, problem
formulation, problem limitation, research objectives, research benefits and
definition of the terms.
A. Background of the Study
English is an international language which is learned by millions of students
in the world. English is used in communication to the people around the world
whether in formal or informal way. Now days, almost all countries conduct
English to be taught. English is taught starting from elementary school or
kindergarten. In Indonesia, English is considered important to be learnt. English
language plays an important role in developing students’ knowledge, social, and
emotional. Besides, English facilitates students to acquire and master all subjects.
Realizing that English is important, the Indonesian Government tries to
pay more attention in improving the process of teaching learning English. In
English language learning, there are four skills which have to be learned. Those
skills are listening, speaking, reading and writing. Those skills are very important
in communication and closely related to each other. In teaching learning English,
some people have opinion that learning English is easy and fun, but some other

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2
people think that learning English is difficult, boring, and uninteresting. The
factors may be the teachers, medias, methods, or materials.
Based on the writer’s experience in high school, many students felt afraid
and became passive learners in teaching learning process. Although the students
were given opportunities to learn in the classroom, they still did not use those
opportunities well. Based on the observations, most of the students were
unenjoyable and passive in the classroom. The students will be interested in
learning English if they can interact with their friends in the teaching learning
English in the classroom. The teachers have important role to help students to
achieve the goal. The teachers’ way to teach will be influenced in teaching
learning process in the classroom. When the teachers cannot provide an
interesting teaching learning process, the class will be boring and uninteresting.
The students just become listeners and passive learners. Therefore, the teachers
have to find the way to make the students be more interested in learning English
in the classroom.
Task-Based Learning offers the students an opportunity to learn English
actively in the classroom. The primary focus of classroom activity is the task and
language, the instrument which the students use to complete it. According to
Prabhu (1987) “A task is an activity which required learners to arrive at an
outcome from given information through some process of thought, and which
allowed teachers to control and regulate that process.” The activity reflects real
life and learners focus on meaning; they are free to use any language they want.
Playing a game, solving a problem or sharing information or experiences, can all

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3
be considered as relevant and authentic tasks. Those tasks can be found in daily
life context. Through those tasks, the learners can express the ideas and
creativities in the classroom.
Based on the writer’s observation and experiences in the Senior High
School to practice teaching in SMA Negeri 9 Yogyakarta, the students just sat
down and became good listeners. The students had a little opportunity to learn all
skills. They were just focused on one skill that was speaking. They also always
did the task only from the worksheet (LKS) and just listen to the teacher
explanation. Those conditions made the writer concerned that the students can
learn more than listen to the teachers, especially in reading and writing class. In
order to help the teachers make teaching learning process enjoyable and the
students learn actively in the classroom, the materials are designed particularly for
the tenth grade students of SMA Negeri 9 Yogyakarta. Hopefully, the design of
materials will provide more interesting and beneficial instructional materials,
teaching learning activities, and tasks to practice.
In this study, the writer designs a set of supplementary integrated reading
writing materials using Task-Based Learning for the tenth grade students of SMA
Negeri 9 Yogyakarta. The writer designs these materials to provide the teachers
additional materials in order to have the variety of

materials choices. The

materials can be used by the teacher to teach the students in order to increase the
students’ motivation in learning reading and writing. The writer designs a set of
supplementary integrated reading writing materials because reading and writing
have closely related each other. Through reading, the people get information from

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4
the texts so that the more they read, the more knowledge they get. Someone will
know more various writing styles, structure sentences, and vocabularies by
reading various texts. Reading can be used as a model for writing in a form of the
written text. Writing is also productive skill which is as the follow-up activities
for reading. Miculecky (1990) stated that “the relationship among reading,
writing, and understanding is clear. Students engaged in reading-to-learn will also
be prepared to write well. In turn, students who are engaged in writing-to-learn
will become more effective readers”.
SMA Negeri 9 Yogyakarta is chosen because the writer has observed the
teaching learning activities. The teacher needed kinds of materials to attract the
students’ attention to achieve the goals and did not only use the worksheet (LKS)
in the classroom. Based on the observations, SMA Negeri 9 Yogyakarta did not
have enough reading and writing materials that were integrated with activities to
attract students' attention, especially for the tenth grade students of SMA Negeri 9
Yogyakarta. SMA Negeri 9 Yogyakarta is one of the schools which has applied
School-Based Curriculum 2006. The teachers have to design and find the
materials themselves. Therefore, the integrated reading writing materials using
Task-Based Learning can help the teacher to have the variety of materials choices.
B. Problem Formulation
The research problems investigated in this study are formulated as follows:
1. How is a set of supplementary integrated reading writing materials using
Task-Based Learning for the tenth grade students of SMA Negeri 9
Yogyakarta designed?

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5
2. What does the designed set of supplementary integrated reading writing
materials using Task-Based Learning for the tenth grade students of SMA
Negeri 9 Yogyakarta look like?
C. Problem Limitation
The focus of this study is on designing a set of integrated reading writing
materials using Task-Based Learning. The writer is going to present reading
writing materials for the tenth grade students of SMA Negeri 9 Yogyakarta. This
design is based on Task-Based Learning that is appropriate to the students’ needs,
interests and difficulties in reading and writing skills.
D. Research Objectives
This study attempts to answer the problem formulation as follows:
1. To find out how a set of supplementary integrated reading writing materials
using Task-Based Learning for the tenth grade students of SMA Negeri 9
Yogyakarta designed.
2. To present the designed set of supplementary integrated reading writing
materials using Task-Based Learning for the tenth grade students of SMA
Negeri 9 Yogyakarta.

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6
E. Research Benefits
This study is intended to give benefits for:
1. The English teachers
The English teachers of SMA Negeri 9 Yogyakarta can use the design to
teach integrated reading writing or as additional materials to be taught in the
classroom. It also helps them to improve the strategy, technique and creativity
in the classroom.
2. The students
The design materials can help students to learn reading and writing. This
design hopefully gives opportunity to students to learn English in an
enjoyable situation.
3. The other researchers
The other researchers can learn from this thesis how to design a set of
integrated reading writing and how to select materials which are suitable to
the need of the tenth grade students of SMA Negeri 9 Yogyakarta.
F. Definition of Terms
1.

Design
According to Hardt (2006), design is the planned and innovative use of

available knowledge to form processes, environment, products and services with
point of departure in users needs. In this study, the writer designs a set of
supplementary integrated reading writing materials using Task-Based Learning
for the tenth grade students of SMA Negeri 9 Yogyakarta.

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7
2.

Supplementary
Supplementary materials are materials which do not exist in the book/s

which we are currently using with a group of learners. They are ‘free-standing’
and they are here to make the teacher’s life easier and the learner’s a bit more
interesting (Davanellos, 2010).In this study, the designed materials are used to add
or complete the teacher’s materials.
3.

Reading
Anthony, Pearson and Raphael (1993), quoted by Farrell, stated that

“reading is a process of constructing meaning through the dynamic interaction
among the reader’s existing knowledge, the information suggested by the written
language, and the context of reading situation” (p. 284). Reading will be defined
as practically synonymous with reading comprehension. In other words, reading is
the ability to draw meaning from the printed pages and interpret the information
appropriately. Gocsic (2007) stated that reading inspires students introducing
them to great ideas and improving their ability to think critically and analytically
when reading takes place in the writing classroom. In this study, the writer gives
emphasis on reading comprehension as a model for writing and writing as the
follow-up activities.
4.

Writing
Nunan (2003) writes in her book, writing is finding ideas and then

expressing those ideas by organizing into statements and paragraph in order. She
also adds that the purpose of writing is to express and impress. In this case,
writing is to express what ideas, thought and feelings the writer has in the written

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8
form of English. The writing activities can be done after the reading activities.
This might be as the follow up activities from the reading itself (p. 88). For the
best option the teacher may give the students the guide composition (Paul and
Bruder, 1976 as cited by Suwignyo, 1999, p. 35). In this study, the writer tries to
integrated writing and reading which are closely related to each other.
5.

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, 2004). Tasks are a
way of bringing a real world in to the classroom. In Task-Based Learning, the
teacher does not pre-determine what language will be studied, the lesson is based
around the completion of a central task and the language studied is determined by
what happens as the students complete it. In this study, Task-Based Learning
which uses a lot of tasks makes students have more opportunities to practice.
6.

Tenth Grade Students of SMA Negeri 9 Yogyakarta
Senior High School is generally called as SMA (Sekolah Menengah Atas).

The students entering Senior High School are those who have passed the Junior
High School. Senior High School is divided into three grades. The first year they
learn is called tenth grade students of Senior High School. In this study, the
materials are designed for tenth grade students of SMA Negeri 9 Yogyakarta.

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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two parts which are related to this study. They
are Theoretical Description and Theoretical Framework. Theoretical Description
explains relevant theories that support this study. Theoretical Framework
ellaborates the framework synthesized from the discussed theories in the
theoretical description.
A. Theoretical Description
In the theoretical description, the writer discusses some related theories
to designing integrated reading writing materials using Task-Based Learning.
The review on the related literature covers Instructional Design Models,
Teaching Reading and Writing, Task-Based Learning and School-Based
Curriculum 2006.
1.

Instructional design Models

a.

Kemp’s Model
Kemp’s model is the first model that the writer used to seek goals, topics,

learning objective of instructional design, learning activities and resources, and
evaluation. According to Kemp (1977, p. 9), this model is designed to answer to
three questions. They are what must be learned? (objectives), what procedurs
and resources will work best to reach the desired learning levels? (activities and
resources), and how we will know when the required learning has taken place?
(evaluation)
9

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Kemp (1977) offers eigth parts of the plan to develop instructional design
(p. 8). The following are the explanation of Kamps’ steps.
1) Stating the Goals, Topics, and General Purposes
In the first step, the designer has to consider goals of the study, and then list
topics, stating the general purposes for teaching each topic.
2) Learner Characteristics
After stating the goals, topics and general purposes, the designer enumerates
the important characteristics the learners for whom the instraction is to be
design.
3) Learning Objectives
In this step, the designer specifies the learning objectives to be achieved in
terms of measurable students’ behavioural outcome.
4) Subject Content
In this step, after specifying the learning objectives, the designer has to list
the subject content that supports each objective.
5) Pre-Assessment
Before selecting teaching learning activities and resources, the designer has
developed pre-assessments to determine the students’ background and
present level knowledge about the topic.
6) Teaching and Learning Activities and Resources
In this step, after developing pre-assessment, the designer selects teaching
and learning activities and resources that will treat the subject content so the
students will accomplish the objectives.

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7) Support Services
The designer coordinates such support services as budget, personnel,
equipmemt, and schedules to carry out the instructional plan before
evaluating students’ learning.
8) Evaluation
This is the last step of the plan to develop instructional design. The designer
has to evaluate students’ learning in terms of their accomplishment of
objectives, with a view to revising and reevaluating any phases of the plan
that need improvement.

Evaluation

Goals, Topics,
and General
Purposes
Learner
Characteristics

Revise

Support
Services

Learning
Objectives

Teaching/
Learning
Activities,
Resources

Subject
Content
P r eassessment

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

This diagram illustrates the relationship of each step in the plan to the
other steps. Based on the diagram, it shows that the process is flexible. It means

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12
that there is interdependence among the eight elements. The designer can start
with whichever element the designer is ready to start with. The designer then can
move back and forth to the other steps. Therefore, the designer can choose the
steps and order by herself or himself.
In this study, the writer chooses some parts from eight parts which are
needed in the instructional material. They are formulating goal, topics and
general purposes, stating learning objectives, cassifying the subject content,
selecting learning activities/resources, evaluating and revising.
b. Yalden’s Model
Yalden’s model is the second step that writer used to design materials.
This model is based on the difficulties on syllabus contruction during the last
decade and the communicativeness of learning outcome expected.
Yalden’s theory on Language Program Development (1987) overs seven
stages. The following are seven stages according to Yalden (p.88).
1) Needs survey
Need surveys should be held before stating the purpose to find the
community or local needs.
2) Description of the purposes
This is the second stage after doing need survey. It is prepared in terms of
the characteristics of the students, and the skills of the students on entry to
and on exit from the program.

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13
3) Selection and development of the syllabus types.
After describing the purpose, the designer selects and develops the syllabus
types in terms of the proto syllabus and physical constraints in the program.
4) The proto syllabus
After selecting and developing the syllabus types, the designer makes the
proto syllabus. It describes the language itself and language use to be
covered in the program.
5) The pedagogical syllabus
It develops the teaching materials, learning and teaching approaches which
consists of testing sequence and decisions on testing instruments.
6) Development of classroom procedure
a) Development of classroom procedures
In this step, the designer selects of exercise types and teaching techniques,
prepares of the lesson plan, and prepares of weekly schedules.
b) Teacher training
In this part, the designer does briefing and workshops on principles, desired
outcomes and exploitation creation of teaching materials.
7) Evaluation or recycling
This is the final stage on Language Program Development. It describes the
evauation on the students, the evaluation on program, and the evaluation on
teaching.

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Needs
survey

Descript
ion the
purpose

Selection
and
developm
ent the
syllabus
type

The
proto
syllabu
s

The
pedagogi
cal
syllabus

Develop
ment of
classroo
m
procedu
re

Evalu
ation
or
recycl
ing

Figure 2.2. The Yalden’s model

Based on the diagram, there are seven stages offered by Yalden. The
diagram of the stages shows that those stages must be a constant flow of
information. It means that it must be from one stage to another and that in fact
the stages often overlap. The designer cannot start with whichever element the
designer is ready to start with.
In this study, the writer uses this model to find out the students’ need,
interests and difficulties through survey before designing instructional integrated
reading writing materials. Need survey is used by the writer as the foundation in
making the syllabus of the designed materials. The writer also combines
Yalden’s model and Kemp’s model to design instructional integrated reading
writing materials.
2.

Teaching Reading and Writing
In this study, the writer focuses on the instructional integrated reading

and writing materials. Teaching reading is closely related to teaching writing. It
is because reading will help the students to know the models of writing. In other
words, reading is a model for writing. The explanation of teaching reading and
writing will be disscussed one by one in the following explanation.

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15
a.

Teaching Reading
This study is going to design an integrated reading writing materials. The

writer is going to emphasize on reading comprehension and writing as follows.
Pearson and Raphael (1993), quoted by Farrell, stated that “ reading is a
proccess of constructing meaning through the dynamic interaction among the
reader’s existing knowledge, the information suggested by the written language,
and the context of reading situation” (p. 284).
According to Pang, A. M., Elizabeth B. and Michael L. Kamil (2003),
Reading consists of two related processes. The first is word recognition. Word
recognition refers to the process of perceiving how written symbols correspond
to one’s spoken language. The second is comprehension. Comprehension refers
to the process of making sense of words, sentences and connected text. Readers
typically make use of background knowledge, vocabulary, grammatical
knowledge, experience with text and other strategies to help them understand
written text (p. 6).
Furthermore, there are four basic levels of reading comprehension. The
following are four basic levels of reading comprehension according to
Cushenberry (1988, p. 10).
1) Literal reading
In this level, the reader can recognize the main ideas, the details and find
out cause and effect, which are stated explicitly.

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2) Interpreting reading
In this level, the reader can recognize the main ideas, the details and find
out cause and effect, which are stated implicitly
3) Critical reading
In this level of comprehension, the reader is expected to be able to state
whether a statement is an opinion or a fact.
4) Creative reading
For this level, the reading is presented in a form of problem solving
This study will design integrated reading writing material. The writer
focuses on reading comprehension, especially on literal reading, interpret
reading and critical reading. It will be based on the students’ characteristics and
needs.
b. Teaching Writing
In teaching writing, the teacher tries to guide students to see the
relationships between thinking and writing process (Tiedet, 1989, p. 4). Nunan
(2003) stated that writing is finding ideas and then expressing those ideas by
organizing into statements and paragraph in order. It is similiar to Tiedet’s
statement that:
“Writing is often used as a means of evaluating students' understanding
of a certain topic, but it is also a powerful tool for engaging students in
the act of learning itself. Writing allows students to organize their
thoughts and provides a means by which students can form and extend
their thinking, thus deepening understanding. Like reading-to-learn,
writing can be a meaning-making process.”
Generally, writing is the same as speaking in term of the means of
communication to other people. Through writing and speaking people try to

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17
express their own ideas and feeling towards something. However, writing itself
is different from speaking. In writing, people use the written syimbols to express
their ideas and feeling. Writing needs a model to stimulate the ability to write.
This study will design integrated reading writing materials. Reading is
seen as the receptive skill, which needs the continuation. On the other hand,
writing is the productive skill and needs stimuli in order to be able to write. The
writer uses writing as follow-up reading comprehension. Through reading the
students can know the various texts that will help them to write easily.
c.

The Integration of Reading and Writing
The relationship among reading, writing, and understanding (Miculecky,

1990) is students engaged in reading-to-learn will also be prepared to write well.
In turn, students who are engaged in writing-to-learn will become more effective
readers. Through both approaches, students will gain a better understanding of
material and a greater ability to demonstrate that understanding. Brummitt
(2008) also adds that
“reading affects writing and writing affects reading. Reading instruction
is most effective when intertwined with writing instruction. Reading a
variety of genres helps children learn text structures and language that
they can then transfer to their own writing. One of the primary reasons
that we read is to learn. Since writing is the act of transmitting
knowledge in print, we must have information to share before we can
write it”
That statement is supported by Gocsic (2007) that reading inspires
students introducing them to great ideas and improving their ability to think
critically and analytically when reading takes place in the writing classroom. He
also argues “reading illustrates models of truly excellent writing, thereby

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18
offering students instruction in voice, organization, syntax, and language.” In
other words, reading and writing are closely related to each other. Through
reading someone learns a lot of things, knowledge or information. By reading
various texts, someone will get more various example of writing and get
accustomed to the writing style, the sentence structure and the choice of words.
In this study, the writer disscuses some examples that can be done to integrated
reading and writing.
d. Teaching Integrated Reading and Writing
The writing activities can be done after the reading activities. This might
be as the follow-up activities from the reading itself. For the best option the
teacher may give the students the guide composition (Paul and Bruder, 1976, as
cited by Suwignyo, 1999, p. 35). For example, the teacher assigns the students
to make their own composition based on their understanding towards the reading
materials or grdually based on the related topics.
Raas (Forum, Vol 39 janury-March 20, as cited by Suwignyo, p. 30)
sated that the teacher should give the graded reading materials at first and start
from simple reading text in order to build the students’ habits of reading. The
activities can be done in a form of completing the missing words in the reading
passege, exploring the stiudents’ opinion and reaction towards the reading
materials, answering the questions based on the reading text, summarizing the
reading materials and asking the students to write their opinion, attitudes
towards the reading and making a composition based on the reading text.

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3.

Task-Based Learning

a.

Definition of Task-Based Learning
Task-based learning focuses on the use of authentic language through

meaningful tasks such as visiting the doctor or a telephone call. This method
encourages meaningful communication and is student-centred (Nunan, 2004).
Feez (1998) summarizes the basic assumptions of task-based instruction
(as cited in Edward and Willis, 2005, p. 16):
1) The focus is on process rather than product.
2) Basic elements are purposeful activities and tasks that emphasize
communication and meaning.
3) Learner learn language by interacting communicatively and
purposefully while engaged in meaningful activities and task.
4) 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.
5) Activities and tasks of a task-based syllabus can be sequenced
according to difficulty.
6) The difficulty of a task depends on a range factors including the
previous experience of the learner, the commplexity of the tasks, and
the degree on support available.
Tasks itself have been defined in various ways. Nunan (2004) draws a
basic distinction between real-world or target tasks, and pedagogical tasks.
Target tasks, as the name implies, refer to uses of language in the world beyond

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20
the classroom. Pedagogical tasks are those that occur in the classroom. It means
that he defines task as:
“a piece of classroom work that involves learners in comprehending,
manipulating, producing or interacting in the target language while their
attention is focused on mobilizing their grammatical knowledge in order
to express meaning, and in which the intention is to convey meaning
rather than to manipulate form. The task should also have a sense of
completeness, being able to stand alone as a communicative act in its
own right with a beginning, a middle and an end” (p. 4).
It is also supported by Willis (1996) that task can be defined as an
activity where the target language is used by the learner for a communicative
purpose (goal) in order to achieve an outcome (p. 19).
The following are some characteristics of tasks suggested by Littlewood
on Language Centre journal.
1) Tasks are activities in which students work purposefully towards an
objective.
2) The objective may be one that they have set for themselves or one
which has been set by the teacher.
3) Tasks may be carried out individually or (more often) in groups.
4) Tasks may be carried out in competition with others or (more often)
in collaboration.
5) The outcome may be something concrete (e.g. a report or
presentation) or something intangible (e.g. agreement or the solution
to a problem).

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