Designing a set of supplementary reading materials to introduce the philosophy of batik to Senior High School students.

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ABSTRACT

Sudibyo, Satrio Pambudi. (2016). Designing A Set of Supplementary Reading Materials to Introduce the Philosophy of Batik to Senior High School Students. Yogyakarta: English Language Education Study Program Sanata Dharma University.

Reading is one of the language skills taught to senior high school students. However, the students might not always be interested in their reading activities due to uninteresting reading materials. In order to provide the variation of reading materials, the writer decided to design supplementary reading materials. Batik was selected as the theme topic of the designed materials, since it had been recognized by UNESCO as one of Indonesia’s cultural heritage. Batik had so many motif which carried the philosophy of human life. Furthermore, this philosophy was needed to develop the student’s character.

This study objective is to design a set of supplementary reading materials to introduce the philosophy of Batik to senior high school students. The writer formulates one research problem in this research, namely, how is a set of supplementary reading materials to introduce the philosophy of Batik to senior high school students designed?

In order to answer the resarch problem, the writer adapted Borg & Gall’s theory (1983) for the method of Research and Development (R&D) and Kemp’s instructional design theory (1977). Despite the ten steps, the writer only employed five steps. The steps undertaken were: (1) research and information collecting, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, and (5) final product revision. The writer employed six steps of Kemp’s instructional design theory to develop this designed materials. The six steps were (1) identifying the goals, topics, and general purposes, (2) identifying learner’s characteristics, (3) recognizing learning objectives, (4) identifying subject content, (5) selecting teaching-learning activities, and (6) materials evaluation and revision. All of those steps were linked to R&D steps. In addition, the writer also employed some principles of the Content-Based Instruction (CBI) and the theories of the material development by Tomlinson & Masuhara (2004) to design supplementary reading materials. The result of the evaluation questionnaire indicated that the designed materials were good and acceptable but needed some revisions.

Finally, the writer presented the revised set of supplementary reading materials. There were two units presented in this study. The units had six parts, namely, Let’s Look, Let’s Prepare, Let’s Start, Let’s Exercise, Let’s Share, and Let’s Reflect which functioned as pre-reading, main, and post-reading activities. Tthe writer hopes these designed materials can help senior high school teachers to introduce the philosophy of Batik as part of character education.

Keywords: supplementary materials, reading, character education, philosophy of Batik, content-based instruction

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ABSTRAK

Membaca merupakan salah satu kemampuan berbahasa yang diajarkan kepada siswa – siswa SMA. Meskipun demikian, siswa – siswa itu mungkin tidak selalu tertarik pada kegiatan membaca karena materi bacaan yang tidak menarik. Untuk dapat menyediakan tambahan variasi materi, penulis memutuskan untuk merancang tambahan bahan ajar membaca. Batik dipilih sebagai tema dari rancangan materi – materi tersebut, sebab Batik sudah diakui oleh UNESCO sebagai salah satu warisan budaya dari Indonesia. Batik memiliki beragam motif yang mengandung filosofi kehidupan manusia. Terlebih lagi, filosofi ini dibutuhkan untuk mengembangkan karakter siswa.

Tujuan dari studi ini adalah untuk merancang seperangkat materi membaca tambahan guna mengenalkan filosofi Batik kepada siswa - siswa SMA. Penulis menyusun sebuah permasalahan di dalam penelitian ini yakni: bagaimana seperangkat materi tambahan membaca untuk mengenalkan filosofi Batik kepada siswa - siswi SMA dirancang?

Untuk menjawab permasalahan ini, penulis mengadaptasi teori desain bahan ajar milik Kemp (1977), teori penelitian dan pengembangan milik Borg & Gall (1983) sebagai metodenya. Meskipun ada sepuluh langkah, penulis hanya menggunakan lima langkah. Kelima langkah adalah sebagai berikut penelitian dan (1) pengumpulan informasi, (2) perencanaan, (3) pengembangan produk awal, (4)uji coba awal, dan (5) revisi produk siap pakai. Penulis melaksanakan enam langkah teori desain bahan ajar milik Kemp untuk mengembangkan rancangan materi ini. Enam langkah itu ialah (1) mengidentifikasi tujuan, topik , dan tujuan umum, (2) mengidentifikasi karakteristik siswa, (3) menjabarkan tujuan pembelajaran, (4) mengidentifikasi isi bahan ajar, (5) memilih kegiatan belajar mengajar, dan (6) evaluasi dan revisi materi. Semua langkah tersebut terhubung dengan siklus penelitian dan pengembangan. Sebagai tambahan, penulis menggunakan beberapa prinsip dari Content-Based Instruction (CBI), dan teori materi pengembangan materi oleh Tomlinson & Masuhara (2004) untuk mendisain tambahan materi membaca. Hasil dari evaluasi menunjukkan bahwa rancangan materi baik dan dapat diterima namunmasih membutuhkan beberapa perbaikan.

Akhir kata, penulis menyediakan seperangkat materi membaca yang telah diperbaiki. Ada dua unit yang tersedia di dalam studi ini. Dalam satu unit terdapat enam bagian, yakni Let’s Look, Let’s Prepare, Let’s Start, Let’s Exercise, Let’s Share,dan Let’s Reflect yang berfungsi sebagai proses pra-membaca, kegiatan utama, dan kegiatan pasca membaca. Dengan rancangan materi ini, penulis berharap materi- matari membaca ini dapat membantu guru- guru SMA untuk mengenalkan filosofi Batik sebagai bagian dari pendidikan.

Kata kunci: supplementary materials, reading skill, character education, philosophy of Batik, content-based instruction

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DESIGNING A SET OF SUPPLEMENTARY READING

MATERIALS TO INTRODUCE THE PHILOSOPHY OF BATIK

TO SENIOR HIGH SCHOOL STUDENTS

A Sarjana Pendidikan Final Paper

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

in English Language Education

Satrio Pambudi Sudibyo Student Number: 101214172

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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DESIGNING A SET OF SUPPLEMENTARY READING

MATERIALS TO INTRODUCE THE PHILOSOPHY OF BATIK

TO SENIOR HIGH SCHOOL STUDENTS

A Sarjana Pendidikan Final Paper

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

in English Language Education

Satrio Pambudi Sudibyo Student Number: 101214172

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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A Sarjana Pendidikan Final Paper on

DESIGNING A SET OF SUPPLEMENTARY READING

MATERIALS TO INTRODUCE THE PHILOSOPHY OF BATIK

TO SENIOR HIGH SCHOOL STUDENTS

Satrio Pambudi Sudibyo Student Number: 101214172

Approved by

Advisor

Date:

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iii

A Sarjana Pendidikan Final Paper on

DESIGNING A SET OF SUPPLEMENTARY READING

MATERIALS TO INTRODUCE PHILOSOPHY OF BATIK TO

SENIOR HIGH SCHOOL STUDENTS

Satrio Pambudi Sudibyo Student Number: 101214172

Defended before the Board of Examiners On 3 May 2016

and Declared Acceptable Board of Examiners

Chairperson : Paulus Kuswandono, Ph.D. __________________ Secretary : Ch. Lhaksmita Anandari, S.Pd., Ed.M. __________________ Member : Dr. Retno Muljani, M.Pd. __________________ Member : G. Punto Aji, S.Pd., M.Hum. __________________ Member : Ch. Lhaksmita Anandari, S.Pd., Ed.M. __________________

Yogyakarta, 3 May 2016

Faculty of Teachers Training and Education Sanata Dharma University

Dean,

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PAGE OF DEDICATION

THIS FINAL PAPER IS DEDICATED TO MY BELOVED FAMILY AND MY FRIENDS

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STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, 15 April 2016 The Writer

Satrio Pambudi Sudibyo 101214172

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Satrio Pambudi Sudibyo

Nomor Mahasiswa : 101214172

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

DESIGNING A SET OF SUPPLEMENTARY READING

MATERIALS TO INTRODUCE PHILOSOPHY OF BATIK TO

SENIOR HIGH SCHOOL STUDENTS

Beserta perangakat 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 April 2016

Yang menyatakan

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vii

ABSTRACT

Reading is one of the language skills taught to senior high school students. However, the students might not always be interested in their reading activities due to uninteresting reading materials. In order to provide the variation of reading materials, the writer decided to design supplementary reading materials. Batik was selected as the theme topic of the designed materials, since it had been recognized by UNESCO as one of Indonesia‘s cultural heritage. Batik had so many motif which carried the philosophy of human life. Furthermore, this philosophy was needed to develop the student‘s character.

In order to answer the resarch problem, the writer adapted Borg & Gall‘s theory (1983) for the method of Research and Development (R&D) and Kemp‘s instructional design theory (1977). Despite the ten steps, the writer only employed five steps. The steps undertaken were: (1) research and information collecting, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, and (5) final product revision. The writer employed six steps of Kemp‘s instructional design theory to develop this designed materials. The six steps were (1) identifying the goals, topics, and general purposes, (2) identifying learner‘s characteristics, (3) recognizing learning objectives, (4) identifying subject content, (5) selecting teaching-learning activities, and (6) materials evaluation and revision. All of those steps were linked to R&D steps. In addition, the writer also employed some principles of the Content-Based Instruction (CBI) and the theories of the material development by Tomlinson & Masuhara (2004) to design supplementary reading materials. The result of the evaluation questionnaire indicated that the designed materials were good and acceptable but needed some revisions.

Keywords: supplementary materials, reading, character education, philosophy of Batik, content-based instruction

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viii

ABSTRAK

Membaca merupakan salah satu kemampuan berbahasa yang diajarkan kepada siswa – siswa SMA. Meskipun demikian, siswa – siswa itu mungkin tidak selalu tertarik pada kegiatan membaca karena materi bacaan yang tidak menarik. Untuk dapat menyediakan tambahan variasi materi, penulis memutuskan untuk merancang tambahan bahan ajar membaca. Batik dipilih sebagai tema dari rancangan materi – materi tersebut, sebab Batik sudah diakui oleh UNESCO sebagai salah satu warisan budaya dari Indonesia. Batik memiliki beragam motif yang mengandung filosofi kehidupan manusia. Terlebih lagi, filosofi ini dibutuhkan untuk mengembangkan karakter siswa.

Kata kunci: supplementary materials, reading skill, character education, philosophy of Batik, content-based instruction

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ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude to the Almighty Jesus Christ who has given me strength and capability to live on one of my dreams. It is about finishing my final paper successfully.

Secondly, my deep gratitude goes to my advisor, Dr. Retno Muljani, M.Pd., for her kindness, guidance, support, patience, advice, and her time to help me finish my final paper. My gratitude also goes to Markus Budiaharjo, M.Ed., Ed.D., and Patricia Angelina L, S. Pd., M.Hum. for their assistance to evaluate the designed materials without their suggestions and comments, my final paper would never be completed. Moreover, I would like to express my special thanks to all of the PBI lecturers in Universitas Sanata Dharma who have given me great moments and lessons. Then I also thank PBI‘s staff for providing me with amazing assistance in the period of studying at PBI.

I would like to express my deep gratitude to my beloved parents, Bapak Agus Marwanto and Ibu Setyowati, for their love, kindness, care, advice, support, patience, and prayers, that they have given to me. I would like to thank my siblings, Woro and Daniel, who always share their smiles and happiness with me which give me strength to finish my final paper. I feel that I am blessed.

My special gratitude goes to Dra. Rahayu Prihandaryati, the English teacher of SMA N 7 Yogyakarta, for her kindness, guidance, care, willingness, and feedback. She gives me courage and help me so that I can get enough data. Then, I can finish my final paper. I would like to give my special thanks go to Dra. Zululana and Yuni Lestari S.Pd, for their willingness and cooperation to help me get enough data. My deep gratitude goes to Prayoga P. H., the expert of Batik, for giving wondelful knowledge and his time to discuss information about Batik, cultural heritage, and human life. This will be valueable information which I would not forget my life.

My special thanks go to my proofreader who is introduced by my friend. He reads willingly and gives some feedback, correction, and his time. He also encourages me to do the best and helps me to work on my track. I also would like to express my deep thanks to Christa Yona for being my proofreader. She reads willingly and patiently. She also gives suggestions, criticism, and her time. My special thanks goes to Decha for her kindness, care, and support. It really helps me to walk on my track.

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Next, my special gratitude goes to my best friends: Dina, Yoga, Radit, and Mas Ade for their kindness, love, understanding, support, encouragement, and time. All of you save my back. I also thank Ulya, Bayu, Edo, Tika, Alfon, Ria, Nono, and There for their love, support, friendship, happiness, and experience during studying in Universitas Sanata Dharma. I would like to thank Antok, bang Yafet, and Bastian for their kindness, care, joke, and happiness when I live at a boarding house in Yogyakarta.

My thanks also go to my friends in PBI-C 2010, PSM 2010, Eklesia Choir. I thank them for the great chance and experience, they have given to me. I would never forget them. I would like to express my gratitude also to all people that cannot be mentioned one by one. I thank them for their presence and contribution in my life.

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Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

PAGE OF DEDICATION ... iv

STATEMENT OF WORK’S ORIGINALITY ... ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiii

LIST OF FIGURES ... xiv

LIST OF APPENDICES ... xv

CHAPTER 1. INTRODUCTION ... 1

A. Background ... 1

B. Research Method ... 9

CHAPTER 2. DISCUSSION ... 18

A. Implementation of Character Education ... 18

B. Batik ... 20

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xii

D. School-Based Curriculum (KTSP) ... 28

E. Content-Based Instruction (CBI) ... 29

F. Material Development ... 33

G. Kemp‘s Instructional Design ... 35

H. The Writer‘s Finding ... 50

CHAPTER 3. CONCLUSIONS AND RECOMMENDATIONS ... 53

A. Conclusions ... 53

B. Recommendations ... ... 54

REFERENCES. ... ... 56

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xiii

LIST OF TABLES

Table Page 2.1 Techniques and Examples of Plus Category (Tomlinson and

Masuhara, 2004:16) ... 34

2.2 Techniques and Examples of Minus Category (Tomlinson and Masuhara, 2004:16) ... 34

2.3 Techniques and Examples of Zero Category (Tomlinson and Masuhara, 2004:16) ... 35

2.4 Sample of Standard Competence and Basic Competence based on KTSP ... 37

2.5 The Summary of Observation Classroom ... 38

2.6 The Indicators for the First and Second Meetings ... 40

2.7 The Sample of Kemp‘s Teaching-Learning Activities ... 45

2.8 The Evaluator‘s Background ... 46

2.9 The Classification of Evaluators‘ Opinion on the Designed Materials. ... 47

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xiv

LIST OF FIGURES

Figure Page

1.1 The Combine Kemp‘s ID and Borg & Gall‘s R&D Cycle ... 16

2.1 Kawung Motif ... 23

2.2 Parang Motif ... 24

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LIST OF APPENDICES

Appendix .. Page

1 Surat pernyataan telah melakukan wawancara ... 59

2 Traditional Property, Clothes, and Purposes ... 64

3 Interview Guideline ... 65

4 Questionnaire for Exper Validation ... 68

5 Lesson Plans ... 72

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CHAPTER I

INTRODUCTION

The writer presents two parts of this first chapter. They are the background of the study and the research method. The background provides some information and reasons for this study. The research method section describes the methodology to conduct this study.

A. Background

One of the curricula implemented in Indonesia is the Kurikulum Tingkat Satuan Pendidikan (KTSP) or School-Based Curriculum. According to Peraturan Pemerintah No. 20 Tahun 2006, KTSP provides opportunities for schools to develop their own curriculum based on the basic competence and competence standards which have been formulated. In KTSP, listening, speaking, reading and writing are taught as four English language skills. Therefore, in learning English at school, students must learn the four language skills.

Based on the basic competence and competence standards of KTSP, senior high school students are expected to achieve the informational level in English language learning. This statement means that the students learn and develop their language skill in order to access information from texts, books, newspaper, and other sources. The aim of English language learning for senior high school

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student is that students are able to develop their written and oral communication skills while developing their English mastery.

As stated previously, one of the language skills is reading. So mastered reading skill is important as stated by Cushenbery (1985:57) that, ―The students‘ success in the school environment is highly correlated to his/her ability to comprehend the textbook and other required reading material‖. This statement means that the students who have good reading comprehension usually are able to reach high achievement on other subject in the school. In addition, by being able to understand textbooks and other reading materials, the students can make higher progress and development in other areas of learning language.

Anderson, as cited in Nunan (2003: 68), has the same idea that reading is a necessary skill for learners of English as a second language. For most of these learners, reading is the most important skill to master in order to ensure success not only in learning English but also in the learning subjects that reading in English is required.

However, improving reading skill is not as easy as some people think. The students must learn it regularly. Simanjuntak (1988: 12), states that ―every learner who wants to be able to read fluently must develop their reading skills over time and with a great deal of practice‖. By learning regularly, students can better develop their reading skill.

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Based on the observations conducted by the writer while having PPL in the senior high school, students were not really motivated during teaching-learning activities. When students got reading text, they seem not really interested. Moreover, the teachers who teach English lesson also explained when students got some reading texts they were not motivated.

In order to develop students‘ reading skill, the students will need learning materials. There are a lot of reading materials for students. Sometimes an English course is accompanied by materials, sources, and media, such as textbooks and workbooks. However, these materials used to conduct the recommended learning activities may not be enough. Husen and Postlethwaite (1985: 4931) state that teachers must conceive appropriate supplementary learning activities themselves. It means that teachers may obtain the supplies and equipment (additional materials) in order to fulfill students‘ needs.

In this study, these reading materials are designed in order to provide some variation of reading materials. This statement means that the designed materials are additional materials which can be alternative materials for teaching-learning activities. These supplementary materials are a set of extra materials containing reading materials and activities to improve students‘ reading comprehension. In Longman Dictionary of Contemporary English (2001: 1772), the word supplementary is defined as ―provided in addition to what already exists.‖ This set of supplementary materials gives an opportunity for more reading practice. They can be used as additional materials in a class or as exercises at home. The students

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need additional material such as some supplementary reading materials which are challenging and useful.

In this school, there are some extracurricular activities. one of them is to make Batik. Each student who wants to learn about Batik joins this activity. The main activity is to make Batik. In this extracurricular, students are taught to make the modern Batik. Based their own idea, students will learn how to make Batik. Students are expected to be able to make and to appreciate Batik.

The supplementary materials designed in this study introduce the senior high school students to the Indonesian cultural heritage, namely, the philosophy of Batik. These materials contain values related to characters education and cultural heritage. Furthermore, the term cultural heritage does not mean monuments and collections of the object. It also includes some traditions or living expressions that inherited from our ancestors and passed to our descendants, such as knowledge, social practices, rituals, traditions, and performing arts. These are all traditional cultural heritage whose contents have high values for living, and Batik is one of the traditional cultural heritage. Meanwhile, Hoge as cited in Agboola & Tsai (2012: 2) defines character education as any conscious effort to affect the development of desirable individual conditions or qualities, in order to be a better person in the future.

Batik is one of the famous art forms in Indonesia. It has recently been internationally recognized. According to Bakrie (2005), Batik has been recognized as an element of global cultural heritage produced by Indonesians. As a result,

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United Nations Educational, Scientific, and Cultural Organization (UNESCO) decided to add the traditional dyeing technique to its Intangible Cultural Heritage list. The sixth president of Indonesia, Susilo Bambang Yudhoyono has asked all Indonesians to wear Batik every on October 2nd every year and many schools adapt this policy to acknowledge the policy of UNESCO and Mr. Susilo Bambang Yudhoyono by wearing Batik on most occasions. (thejakartapost.com, 11/3/2015)

Tirta, a world-famous maestro for Batik collections, notes that it is important to collect the information about the knowledge of Batik as soon as possible because ―now people who understand the symbol and the meaning of Batik are limited.‖ He also adds that many experts of Batik died before they had a chance to give the next generation all of the knowledge and information about Batik (as cited in ―Simbolisme‖, 1985: 4). The knowledge of the meaning of Batik may not be well documented so there is limited information about this important heritage.

Batik carries the philosophy of human life which can be used to introduce students about character education. Through this study, the writer wants to present some motifs of Batik and use them as learning materials for character education. It is an important part of education. It is important to build human character. Theodore Roosevelt, a famous former American President, and ecologist, in Lickona‘s book (2012) states ―to educate a person in the mind but not in morals is to educate a menace to society‖(2012:3). This statement means that educating people without building their character can be contra productive. People can be an

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intelligent person, but some people may not understand how to use their potential in a right way.

Almerico (2004: 2) states that the benefits of developing character education are multi-faceted going beyond the visible outcomes of being a good and responsible person. In line with her statement, Katilmis et al. as cited in Almerico (2004: 2) find that character education programs had a positive effect on both character development and academic success. Developing character education is an essential part of the education. Therefore, McElmeel as cited in Almerico (2004: 2) states that teachers must find ways to integrate the curriculum with character building.

Based on Undang – Undang Republik Indonesia No. 20 Tahun 2003, the purpose of national education is to develop skills and build self-control national character and civilization in educating nation life. The Minister of National Education (KEMENDIKBUD) (2010a:2) also admits that students, including senior high school students, still need to learn good values such as honesty, gratitude, etc. Cheating may become a habit for some students and buying the answers key for the national exam is common place and many students. They chose to do it. This phenomenon of cheating on National Examination and other juvenile delinquency actions may indicate that character education is necessary, but the question is how to implement it in teaching-learning activities.

Based on KEMENDIKBUD (2010a: 10-13) the character education should be implemented continuously, actively, and excitingly. Since character education

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is an essential part of education, in Indonesia, character education is usually implemented by integrating it into a particular of subject content. For example, the religion subject presents the value of honesty. Theme of patriotic is studied in Pendidikan Pancasila and Kewarganegaraan (PPKN) or civic.

Samani and Hariyanto (2011: 240) are also concerned about character building in Indonesia‘s education. They state that the character building does not only present goodness, but also provides an opportunity for creating a good life. Therefore, these moral values should be integrated into lessons to develop the character education in Indonesia.

Lickona, Bennett, Wynne, and Ryan state that using literature and history can be one of the main vehicles of transmitting values. They also add that ―literature allows students to reason out the decisions, and analyze the thought processes of those they read about and relate those experiences to their own lives‖ (as cited in Stedje 2010 p.13).

Considering the main topic of the designed materials, this philosophy of life may not be easy to understand. Moreover, this information which carries on this Batik is wonderful. So students need to get information about these designed materials. Brinton et al. (1989: 2) explain that Content-Based Instruction allows students to focus on acquiring information via the second language. The writer employed CBI so that students do not only improve their reading skill, but also get the information about the designed materials. In other words, it is expected

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that those designed materials can also introduce students to the philosophy of Batik.

The writer formulates one research problem to be addressed in this research. The research problem is: how is a set of supplementary reading materials to introduce the philosophy of Batik to senior high school students designed?

Since there are many kinds of Batik motifs, in this study, the writer will choose the particular Batik motifs which are originally from Yogyakarta. The reasons are that Yogyakarta palace is the central of development of Batik. There are many ceremonies, dances, and customs, and for those events, people wear particular Batik. For example, there are some cultural events like Tedhak Sinten, wedding ceremony in the palace, Srimpi dance, and Gambyong dance performed regularly. Therefore, the writer focuses on the particular Batik motifs which come from Yogyakarta, namely, Kawung and Parang.

This study focuses on designing a set of supplementary reading material for senior high school level. Husen and Postlethwaite (1985: 4931) state that supplementary materials can improve the subject matter. They also add that supplementary materials can serve in offering alternative viewpoints and expanding the subject matter. In senior high school level, the English lesson is currently taught according to School-Based Curriculum. In KTSP, the teacher can develop the suitable additional materials.

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B. Research Method

The writer implements a Research and Development (R & D) study as research method. The R & D study belongs to Borg and Gall‘s theory (1983). There are ten steps of the R & D cycle of Borg and Gall. They are research and information collection, planning, develop preliminary form of product, main product revision, main field testing, operational product revision, operational field testing, final product revision, and dissemination and implementation. In this research, the writer chose to use only five basic steps since the limitation of this study was that limited time and sources. The steps undertaken were: (1) research and information collecting, (2) planning, (3) develop a preliminary form of product, (4) preliminary field testing, and (5) main product revision. Through these steps, the set of supplementary reading materials was designed.

The research and information collecting was done through Program Pengalaman Lapangan (PPL) at SMA N 7 Yogyakarta. The class observation from on January to May 2014 was done 3 times. Three class observations had been done from January to May 2014. The writer noted the information during the observation times. The result of the class observations, condition, and the way the students learn were well recorded. The writer also made extensive library research. The extensive library research was carried out to find academic theories which were used in the study. The writer also interviewed an expert of Batik at the Batik Museum and a number of teachers in SMA N 7 Yogyakarta.

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Based on the observations conducted by the writer while having PPL in the senior high school, reading skill was taught through the subject called Bahasa Inggris. In Bahasa Inggris itself, reading was taught through a textbook, assignments, and games. The students get Bahasa Inggris lesson twice a week, each a meeting consists of two lessons. Most of students were 16 - 17 years old. Each class consists of 28-30 students. Furthermore, each class is provided enough facilities for supporting teaching-learning activities, such as a projector, a viewer, whiteboard, and enough set of chairs and tables for students. From the observations, it was also found that the reading skills of the senior high school needed improvement. Some students were not motivated during reading activities. A number of teachers also mention that students will be motivated and excited when the students are involved as much as possible in teaching-learning activities. Due to this concern, in order to help them acquire and learn Bahasa Inggris, they need to get more alternative activities through supplementary materials.

The aim of conducting the interview was to obtain information about the students‘ background knowledge and also to find out information about the learning process which occurred in the reading class activities. In addition, the data gathered from the interview was used as the supporting data to design the supplementary materials. In order to avoid misinterpretation between interviewees, the writer used Bahasa Indonesia during the interviewing process.

There were two scheduled interviews: the first was with an expert of Batik and the second was with a number of teachers in SMA N 7 Yogyakarta. For the first interview, it was necessary to document information about Batik which was

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to be developed and used as the learning materials. The writer found limited information and learning materials about the philosophy of Batik. Moreover, there were only limited books which provided this information. By interviewing, the research hoped the information would be completed.

Based on the information by interviewing the expert of Batik (July 16th, 2015), Batik was acknowledged by Mataram Empire since a long time ago. This Batik also becomes the part of cultural heritage, especially in Yogyakarta. Batik is more than a beautiful piece of cloth, it contains hopes, prays, and philosophy of human‘s life. Each Batik motif has different function, purpose, and the philosophy. This cloth can show social status. For example, Parang Batik is one of the forbidden motifs. This statement means that this motif can be worn by only the Royal family. Nowadays, there are some considerations in Yogyakarta. These forbidden motifs can only be worn by common people when it is not being worn by the King of Ngayogyakarta hadiningrat at the moment.

Second, a number of teachers at SMA N 7 were interviewed by the writer. There were three English teachers interviewed to get information about the students‘ background knowledge and also to find out the data about the teaching/learning process conducted in the reading class section at SMA N 7 Yogyakarta. Their qualification is Strata 1. From the teachers, the writer also got some hard copy and soft copy of the syllabus, lesson plan, and examples of material which are used by the teachers in SMA N 7 Yogyakarta. In addition, this school has an extracurricular which focuses on making Batik. So an extracurricular teacher was also interviewed to know the students‘ background

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knowledge of Batik. The writer used Bahasa Indonesia during the interview process in order to avoid misinterpretation during the interview.

Based on the result of the interview to a number of teachers (July 17th, 2015), they mentioned that some students needed to improve their vocabulary. Another teacher added that the students had a problem with a topic about passive voice. When the students got difficult words, firstly the teachers would ask the students to guess, make a list of difficult vocabulary, and looked in the English dictionary. The students were very happy when they got some activities, such as role-play, presentation, a discussion with peers or group. The teacher explained that working with peers and groups were very helpful and fun. The students who did not really understand might be helped by another student who had understood. Almost all of students dislike when they got a long lecturing in the teaching-learning activities. Two of the teachers also added that the teaching-teaching-learning activities were boring when there were provided some materials. The eleventh-grade students of the senior high school have 4-time lessons in a week which were arranged in two meetings in a week. The students had the intermediate level of language skill.

The writer also obtains information through document analysis which provides some information about previous study. Previous research relating to character education focused on describing the instruction of SD Kanisius Mangunan (SDKM) Yogyakarta which integrated character education in their teaching-learning activities. The writer, Yuliarti (2010), explained that her research tried to focus on (1) the implementation of character education in this

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school, (2) the designed instruction of SD Kanisius Mangunan (SDKM) Yogyakarta, and (3) the effect of the design instruction on development of students‘ character. This school had committed for developing students‘ character as the main vision of teaching-learning activities. Therefore, all of activities at the school, greeting, helping, communicating, and performing had been arranged in order to introduce students what good character were. Thus, the aim of teaching-learning activities of SDKM was introducing good characters to its students. In this research, description qualitative, approach was chosen as the method of this research. The writer collected the information and data through document analysis, class observation, interviewing some people, distributing questionnaire, and taking some picture.

In this study, the writer designed a set of supplementary reading materials to introduce the philosophy of Batik for senior high school students. The writer employed Content-Based Instruction (CBI) to these materials as the approach of teaching-learning activities, implementing the reading materials. Moreover, CBI also presented some content and knowledge for students. Batik Kawung and Parang were chosen as the reading text. The reason was that these Batik motifs were old, unique, famous, and cultural heritage. By learning there materials, the students did not only improve their reading skill but also got the information of the designed materials.

After all of the information had been collected, the writer proceeded to analyze this information. Then the writer made some planning. The planning was made based on the information which had been collected. By analyzing the

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information, the writer decided the kinds of materials to design. The writer also considered how the materials could be implemented using the Content-Based Instruction method.

In this R&D process, the writer applied Kemp‘s adapted instructional design theory. This was chosen as the guideline to design the supplementary material. Using the guideline, the writer focused specifically on the six steps: (1) identifying the goals, topics, and general purposes, (2) identifying learner‘s characteristics, (3) recognizing learning objectives, (4) identifying subject content, (5) selecting teaching-learning activities, and (6) materials evaluation and revision.

Moreover, the materials development theory is needed. The writer adapted Tomlinson & Masuhara‘s (2004) materials development theory. In order to develop the materials, these theories were involved into Kemp‘s basic guidelines.

In order to provide good designed materials, some feedback from expert was needed. Therefore, the writer distributed preliminary form of product and questionnaire of materials evaluation. Then the result can be analyzed before it moved to the next section, namely main product revision.

The last stage is main product revision. It will be linked with material evaluation stage of Kemp‘s instructional designed theory. In this stage, there are two evaluations, namely evaluation for students and for the materials. The first evaluation is to assess students‘ reading skill meanwhile the second is to provide the result of evaluation of the designed materials whether is accepted or not. It

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also explains the evaluators‘ identities and the feedback. In order to design good materials, all feedback will be considered to revise the designed materials.

In this study, the next step was a theoretical framework which directly links Content-Based Instruction and the theory of material development with Kemp‘s basic guideline. The materials were developed and modified by some principles of Tomlinson and Masuhara‘s materials development (2004). Additionally, some principle of CBI also involved in the development process. Finally, the aim of the revision step was to seek possibilities for product improvement before it was finalized by the writer.

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Figure 1.1The combined Kemp’s ID steps and Borg & Gall’s R&D steps (1983) Develop preliminary form of

product

Selecting teaching learning activities

(Content – Based Instruction) Preliminary field testing

Material evaluation Main product revision

Borg & Gall (1983) R & D cycle

Kemp’s adapted ID

Identifying the goals, topics, and general purposes

Research and information collecting

Identifying learners‘ characteristics

Recognizing learning objectives Planning

Identifying subject content (Material development Tomlinson & Masuhara (2004))

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B. Research Procedure

The steps done by the writer were as follows:

a. Doing a library research and searching the review of related literature to collect the appropriate theories about Character Education, Philosophy of Batik, reading skill, Content-Based Instruction, Instructional Design, Kurikulum Tingkat Satuan Pendidikan, and material development.

b. Adapting the five basic steps from Borg and Gall‘s theory (1983) which were linked to Kemp‘s adapted Instructional Design model.

c. Researching and collecting information about the students‘ characteristics through classroom observation and interviews to the English teachers on June, 2015.

d. Doing interviews with a Batik expert on June 2015

e. Writing and formulating the lesson plan, and gathering the materials based on the result of class observations, interviews, relevant theories and literature. f. Evaluating the set of supplementary reading materials using expert validation

in order to revise the product.

g. Printing the revised set of supplementary reading material for students of SMA N 7 Yogyakarta.

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CHAPTER II

DISCUSSION

This chapter provides the review of related theories and the findings of the study. The related theories are Character Education, Batik, reading skills, Content-Based Instruction (CBI), Kurikulum Tingkat Satuan Pendidikan (KTSP), Instructional Design, and material development. The findings of the study are intertwined in the discussions of the theories.

A.Implementation of Character Education

An appropriate strategy is needed to implement character education. The writer selects the use of literature strategy. Almerico (2014: 3) states character lessons can be learned through the vehicle of high literature in reading and language art instruction. In addition to Almerico‘s statement, she also states that character education has the same concepts which are taught within the context of literature such as, respects, honesty, courage, and kindness.

Lickona, Bennett, Wynne, and Ryan state that using literature and history can be the main vehicles to transmit values. They also add that ―literature allows students to reason out the decisions, and analyze the thought processes of those they read about and relate those experiences to their own lives‖ (as cited in Stedje 2010 p.13). Students will be challenged to think critically about solution moral conflict. Based on Edgington as cited in Stedje (2010: 12), he states there are four

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approaches for using literature to relate about character. These approaches as follows

a. Values inculcation.

This approach transmits values from a specific set of traits. Students are asked to read a book then by using discussion or reflection, students identify those traits.

b. Values clarification

This point will involve student to utter their own personal values preferences. The students will get some chances to state their own and reflect on them.

c. Values analysis

This approach evaluates the rational and logical behind making values decisions. The story triggers students to think critically, to formulate alternative, and to reflect on their experience.

d. Moral reasoning

This last point needs that the teacher keeps moving for making judgement or commenting on the students‘ decision. It prefers the reasoning process to the decision itself.

In this study, the writer employed values inculcation and values analysis in the designed materials. Those approaches would be linked to Kemp‘s instructional design theory. Both of them would be involved in the reading activities. The writer presented two reading texts as a part of supplementary materials, namely

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Kawung and Parang. Both of the texts contained about the information about Batik. Those texts did not only present reading text but also carried some values of life. Therefore, values inculcation and values analysis were needed to internalize the character education in the teaching-learning activities.

B. Batik

1. The Origin of Batik

The word Batik is used to describe the resist-dying technique which is unique from Indonesia. There are so many nations who claim the origin of word Batik. When the palace of Kartosuro was moved to Surakarta, the word "mbatik" appeared. Then it was used in the community. This word means "making dot". Kusrianto (2013: viii) indicates that the other nations do not use term "Batik". Wherever this word is found, it is adapted from the Indonesian language. In other words, the origin of Batik is traditionally Javanese, Indonesia.

Riyanto, Wisnu, and Muhammad (1997: 11) describe that Yogyakarta and Surakarta have been the central culture of Javanese people for decades. Both of them influence the development of the culture in Java. Even though Batik also develops well in other places in Indonesia, Yogyakarta and Surakarta are the most influential Batik in Indonesia.

2. Function of Batik

In Javanese language, there is an idiom which says Ajining diri saka lati, ajining raga saka busana". It means that the honor of somebody depends on what he says and the honor of the body depends on what somebody wears. Thus,

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Javanese people usually choose what they say (words) and what they wear (clothes) carefully. A particular motif of Batik can be used to represent a particular family and social status. For example, there are some particular Batik motifs like Parang and Kawung. These motifs are called forbidden motifs since they are not worn by common people, except the king of empire in Yogyakarta. Nowadays, this rule has been modified. These motifs will be forbidden when the King is wearing it in a particular ceremony. For example, there is a ceremony. The King attends and wears Parang motif in this ceremony so other audience forbid to wear the same motif with the King‘s at the moment.

Kusrianto (2013: 88) states that all motifs of Batik are created in order to reach good goals. Actually, each of the motifs has a different function. One must be careful when a particular motif can be worn and how it can be worn. He mentions that Batik can be used as clothing or particular purposes such as ceremonies, accessories, etc. In fashion, this cloth can form like jarit, sarung, kemben, selendang, and udeng. The further information will be described in the appendices.

3. Philosophy of Batik

Batik does not only present beautiful and artistic craft but also contains some cultural values, as states by Bakrie as follows,

"Batik is regarded as a cultural icon with its own uniqueness. It contains symbols and a deep philosophy of the human life cycle — and it was submitted by Indonesia as a non-material element of cultural heritage" (thejakartapost.com, 11/3/2015)

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Emphasizing the same idea, Mr. William Soeryadjaya states that

"Batik which has always been closely associated with the Javanese culture is not only a work of art but also contains deep philosophical value and beliefs. It contains the values which are designed artistically so that people not only feel the art but also the value of life." (As cited in Batik dalam Kehidupan Kita, 1990: 91) Both of the statements above mean that Batik is more than just a piece of art which has rich motifs. It is much more than a beautiful, colorful piece of cloth. It presents the great meaning of Indonesian people's life. Accordingly, learning Batik is important to appreciate and preserve Indonesia' traditional wisdom. It is cultural heritage. Moreover, it is also historically and spiritually meaningful. The philosophy of Batik is considered to contain a story about human life, society, and history.

Kawung and Parang Batik motifs are chosen as the samples of subject contents in this study. Actually, each motif has some meaning and interpretation. Based on the results of interview and information gathering about Batik, the writer presents these Kawung and Parang motif interpretation on the following page.

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a. Kawung motif

Figure 2. 1: Kawung motif

Kawung Batik motif consists of a four-lobed stylized flower. It was based on the Areca Palm blossom. This motif can be arranged as intersecting circles in some of its variations. This motif is part of the geometric pattern because it is made of dynamic repeated patterns. Actually, the Kawung Batik motif could be classified as a Ceplokan, but because of elevated importance and frequent use by a royal family, it is considered as a group. This visual description reflects the philosophy of human life that humanity depends on other humans and God. There is an idiom which came from the Javanese, it is called Majupat/macapat, papat limo pancer. This statement means that human should remember the relationship between man and man, and between God and man. In other words, a human is a social creature. Helping each other is a must for a human. Cooperation is an essential key in order to reach all of the goals. However, people should not forget who they are and always remember that God is the center of life. The Almighty

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who is the ruler of the universe blesses our life. It is important to feel and show our gratitude in our life.

b. Parang Batik Motif

Figure 2.2 Parang motif

Parang Batik motif, consisting of a series of thick knife-like forms, is a highly revered pattern. It is arranged in diagonally 45-degree form. It looks like long beach which is hit by waves continuously. This visual description reflects the philosophy of human life that life is not flat and easy. Each person may face many problems and challenges continuously which are sometimes difficult. Being able to solve the problems, people will transform themselves into tough, patient, and wise people. Therefore, this motif was usually worn by the king, a royal family, and warriors.

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C. Reading

1. The Nature of Reading

Christine Nuttal as cited by Simanjuntak (1988: 14) states that reading is the meaningful interpretation of printed or written verbal symbols. This statement means that reading is the result of the connection between the perceptions of symbols that are represented in language and the readers' language skills, competency, and the knowledge in the world.

According to Anderson in Nunan (2003: 68), reading is "a fluent process of readers combining information from a text and their own background knowledge to build meaning." This statement means that the reader does not only get and manage information from a text or words or symbols but also combine the information with his/her background knowledge to get the meaning.

Reading is considered as active learning. As cited by Clark and Silberstein in Simanjuntak (1988: 15), reading is an active cognitive process of interacting with printed word and monitoring comprehension to establish meaning. This statement means that the reader must think about the printed symbol or words actively to interpret and construct meaning.

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2. Principles of Learning to Read

Shepherd as cited in Simanjuntak (1988: 18), states that there are some principles of learning to read:

a. Reading capabilities are different for each student. They may have different modes, development, and needs. The teacher must consider these differences into account. Therefore, the students cannot be expected to have the same needs, ability, and level or reading.

b. The teacher must bring much background information to any reading task. A background of experience and knowledge is an essential key to learning. When new knowledge and information provided, it will link to existing knowledge. This previous knowledge can present a basic understanding of the vocabulary. Then based on previous information, the students can create the new information. Furthermore, the knowledge that the students have learned is important. It can help to develop students' reading skill completely through listening and speaking skill.

c. Reading is an active process which requires purpose and motivation. In order to get the purpose of reading and increase students' motivation, the meaning of learning is important. It means that reading skill requires the clear goals or reasons for the learner. By understanding clear goals of reading skill, the students will be more active. Then they will also have motivation and purpose to keep moving on practice in the reading skill.

d. Reading skills need the forming of habits. When the students learn how to use reading skills they try to learn some techniques. Moreover, students do

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practice frequently, and then those activities will be the habit. It is important because their skill will be well developed. So practicing frequently is needed in order to become competent in the technique.

3. Reading activity

There are three basic parts of reading activities which will be used by the writer in developing these reading materials. They are pre-reading activities, while-reading activities, and post-reading activities. According to Grabe and Stoller (2001: 191), those three basic parts are:

a. Pre-activities

Pre-reading activities can provide five essential goals. These are to help student access background information, to provide specific information needed for successful comprehension, to encourage students to learn the subject, to set up students' expectation, and to give some models strategies for students. Previewing the text, answering the question, exploring key vocabulary are the examples of pre-reading activities.

b. While reading activities

While-reading activities show students‘ way through the text. These activities will focus on understanding concepts, relationship among ideas or characters in the text, and reading purposefully. Some common activities which is used while-reading activities are outlining or summarizing key ideas, examining the attitude of key characters, looking for answers to questions posed, and writing down predictions of the text.

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c. Post-reading activities

This activity typically extends ideas and information from the text. In this section, students are required to use the text‘s information. Then it will provide information for finishing the next task. Some common activities which are used for post-reading activities are completing a graphic organization based on text information, expanding a semantic map, listening to a lecture and comparing information with the text, ranking the essential of information in the text, and answering questions that demonstrate comprehension of the text.

Those stages can provide the appropriate sequence of teaching reading to the students. Therefore, it will be implemented as the framework to organize the activities in the instructional reading materials.

In this designed materials, in order to develop students‘ background knowledge, pre-reading activities is used to represent a picture, answer the question, and explore key vocabulary. Then while-reading activities show students‘ way through the text which provides a lot of information about a subject matter, namely motif Batik. Some exercises provide to examine how much information that students have obtained. Considering this post-reading activities‘ function, this section provide the students an opportunity to learn the character education, through their reflection.

D. School-based Curriculum (KTSP)

The Minister of Education Indonesia has been trying to formulate the appropriate curriculum for the national education. There are a number of curricula

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that have been used and School–Based Curriculum is one of them. Widely, it is known as Kurikulum Tingkat Satuan Pendidikan (KTSP). Actually, there is another curriculum which was launched in 2013. It is called Curriculum 2013. However, it is only implemented by some schools because there are some concerns about the implementation of the Curriculum 2013, nationwide. At the moment the school which is researched still used KTSP.

In Indonesia, the senior high school students learn English lesson in order to achieve the informational level. It means that students are expected to be able to use the language skill to access knowledge in order to fulfill their daily needs, such as reading newspaper, magazine, or directions. The senior high school students are prepared to continue their study in a higher educational level.

Civic and religion has duty (responsible) to educate students‘ character. Based on Peraturan Pemerintah No. 19 tahun 2005 tentang Standar Nasional Pendidikan, a group of religion and civic have similar responsible which is to build students‘ character. According to Yuliarti (2010: 2), she states that the implementation character education is usually done through the civic and religion.

E. Content – Based Learning

1. Nature of Content-Based Learning

According to Brinton, Snow, and Wesche (1989: 2), ―....content-based instruction (CBI) is the integration of particular content with language-teaching aims.‖ This approach is not only for developing second language skills but also

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emphasizing learning about subject matters. Here, the teacher must teach subject matters using English.

CBI is teaching method managed around the content or information that students will acquire, and not around the linguistics of the language. Furthermore, Brinton et al. (1989: 2) clearly state, ―the focus for students is focusing on acquiring information via the second language and in the process, developing their academic language skills.‖ CBI is an effective method of combining language and content learning. Both of them can be developed well in this study. Moreover, Brinton et al., (1989: 2) also explain that the activities of the language class are specific to the subject matter being taught. They also add that CBI is geared to stimulate students to think and learn through the use of the target language.

According to the Brinton et al. (1989: 3), there are five rationales for Content-Based language teaching, namely:

a. The objective of the language teaching should refer to the use of the target language that the students will use.

b. The students‘ motivation will increase when they are focusing on information contents which are interesting and relevant languages, such as ideas, issues, and opinions.

c. The language teaching should take account of the students‘ exciting knowledge.

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d. CBI makes an assumption that learners learn best when they are given language on a form which is meaningful and in a specific context with the primary focus on acquiring information.

e. A necessary condition for successful language acquisition is that the ―input‖ in the target language must be understood by the learner.

2. The Teachers’ Role and The Students’ Role

The ideal role of the teacher is as a facilitator. The teachers should not only master language skills but also subject matters. The teachers also are a type of needs analyst, and they must keep eyes on changing students‘ needs. Then the teacher will search, select, and plan lesson materials accordingly.

In CBI, the students should learn to be independent learners. They have to assume that learning process is their own responsibility. This assumption means that students must be active in gaining information and knowledge. Additionally, they can work together cooperatively to support each other.

3. The Role of Materials

Brinton et al. (1989: 17) state that the materials used in CBI are authentic materials. In other words, these materials should not originally be produced for language and teaching purposes. Furthermore, the modifications of the materials are necessary for editing or adapting the difficulty level of the learning process.

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4. Models of Content-Based Instruction

Based on Brinton et al. (1989: 14), the implementations of CBI can be classified into three models, namely:

a. The Theme-Based Model

In this model, the primary purpose is to help students develop L2 competence within a specific topic area. This statement means that the language mastery is developed within topics. This model‘s evaluation focuses on language skills and functions (Brinton, 1989: 14 - 15).

b. The Sheltered Model

Helping students to master content material is the main purpose of this model. Thus, the function of language is only as a medium. This condition happens in an immersion class in which students study subject matter, (e.g. math, science, social) in the second language (Brinton, 1989: 15 - 16).

c. The Adjunct Model

Unlike both of the previous models, this model needs more than two instructors who will have different responsibilities. One of them focuses on content instruction, and the other focuses on language instruction. This model is not only helpful in developing the content mastery but also the language skills and functions (Brinton, 1989: 16 - 17).

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In this study, the sheltered model was considered suitable to be implemented since the main purpose of the sheltered model was to help the student to master content materials. Moreover, the aim of senior high school students was that students were expected to use their language skills in order to access knowledge and information. This subject matter that was selected provides information and knowledge about cultural heritage, namely the philosophy of Batik. Therefore, this sheltered model was the most suitable for these designed materials

F. Material Development

Specifically, Tomlinson & Masuhara (2004) state that material involves measuring the value of a set of learning materials for making some judgments about the effect of the materials on the students who use it. They also provide seven points which are: (1) the appeal of the materials to the learners, (2) the validity of the materials, (3) the ability of the materials to interest the learners, (4) the ability of the materials to motivate the learners, (5) the potential learning value of the materials, (6) the assistance given to the teachers in terms of preparation, delivery, and assessment, and (7) the flexibility of the materials (p.1).

In developing materials, the writer can adapt the materials to make the materials suitable for learners. Furthermore, Tomlinson & Masuhara (2004: 16) present some various techniques which can be separated into three main categories: a) Plus (+), b) Minus (-), and c) Zero (0). I.e. modification without changing quantity.

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a) Plus Category

Table 2.1 Techniques and examples of plus category (Tomlinson and Masuhara, 2004:16)

Techniques Examples

Addition Teachers may add different text and/ or activities.

Expansion Teachers may expand texts and activities by increasing the length, difficulty, depth, etc.

b) Minus Category

Table 2.2 Techniques and examples of minus category (Tomlinson and Masuhara, 2004:16)

Techniques Examples

Deletion Teachers may delete some texts and/or activities together.

Subtraction Teachers may decrease the number of sentences in a text or part of an activity. Reduction Teachers may reduce texts and activities by

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c) Zero Category

Table 2.3 Techniques and examples of plus category (Tomlinson and Masuhara, 2004:16)

Techniques Examples

Modification Teachers may make changes to instructions. Replacement Teachers may swap one activity with

another.

Reorganization Teachers may change the positions of the texts and illustrations.

Resequencing Teachers may change the sequence of the activities

Conversion Teachers may change the genre of a text or move the content from one medium to another(e.g. from print to a web)

To make the materials suitable for the learners, the writer selected some of Tomlinson and Masuhara‘s Techniques. This technique which was carried out to make some changes in this materials consists of addition (plus category), reduction (minus category), and reorganization (zero category). Thus, addition is a skill to add some information of the text. The reduction is to reduce the length and the difficulty of reading of the text. Then modification is accomplished to make some changes in the text. Meanwhile, reorganization is to change the position and illustrations of the text.

G. Kemp’s Instructional Design

The instructional design model is essential to design instructional materials. It is used as the guideline for the designer to design instructional

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materials for any educational level. The writer will apply Kemp‘s theory of instructional design. This instructional design is a method to develop materials for students. Understanding the principles of instructional design can ensure that what is produced has a correct purpose, meets the needs of students, is well organized, is delivered in an appropriate mode, and is continually evaluated and improved (Morrison et al., 2011).

Figure 2.3: Kemp’s Instructional Design Model (1977: 9)

According to Kemp model (1977), that is a complex cycle of instructional designs but it can be employed flexibly. Despite eight sections, the write only employed six steps of Kemp‘s model in this study. They are identifying goals, topic, and general purposes, identifying learner characteristic, recognizing

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learning objectives, identifying subject content, selecting teaching-learning activities, and Materials evaluation and revision.

1. Identifying the Goals, Topics, and General Purposes

According to Kemp, (1977), the first step of the process is to identify the goals of the project. They are important to be identified, and then the writer proceeds with the project. The writer pays attention to the students‘ needs and considers the students‘ interests. In this study, the goal is considered to be ―Competency Standard‖. Then the general purposes are considered as ―Basic Competences‖. Both of them are taken from the guideline of the School-Based Curriculum (KTSP).In this study, the ―Competency Standard‖ is considered the goal. The following table presents the goal of KTSP.

Table 2.4 Sample of Standard Competence and Basic Competence based on KTSP

Standard Competence Basic Competence Title of designed materials Be able to understand the

meaning in short functional text and simple essays in the form of daily life contexts report, narrative, and analytical exposition in order to access information.

Be able to respond to the meaning in rhetorical steps in essays of daily life contexts report, narrative, and analytical exposition accurately, fluently, and acceptably in order to access information.

Living Together

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2. Identifying Learners’ Characteristics

At the beginning of the learner analysis, the important task for the writer is to identify those characteristic most critical to the achievement of the specific training objectives (Kemp. 1977). The learners‘ characteristics include the information about the learners‘ learning styles, academic information, need, and interests. The result of observation was presented in Table 2.5.

Table 2.5 The Summary of Observation Classroom

Aspects Description

The Condition of Classroom

Each class consists of 28-30 students. Further, each class is provided enough facilities for supporting the teaching-learning activities, such as a projector, a viewer, whiteboard, and enough a set of chairs and tables for students. They can study well in the classroom.

The use of materials

In English lesson, the teachers used handouts and Lembar Kerja Siswa.

Teaching-learning activities

The teacher started with praying. Then the teacher would make roll call, and explain what they are going to learn. The teacher teaches well and the students learned the materials well. Some students will ask immediately when they do not understand about a subject matter. There were some students who did not care and support the teaching-learning activities. Reading skill was taught through a textbook, assignments, and games. At the end, the teacher gave opportunity for asking and answering anything which is related to the topic.

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Aspect Description Students‘

characteristics and interest

Most of students were 16 - 17 years old. The students were active and enthusiastic in learning English. Most of students will be motivated and excited when they were involved as much as possible in teaching-learning activities. Sometimes, some students cannot focus on their work well. Moreover, a number of students were not interested during reading activities.

Based on the classroom observation, students can be easily distracted. Moreover, their motivation was also low. A number of teachers also mention that students will be motivated and excited when the students are involved as much as possible in teaching-learning activities. Due to this concern, in order to help them acquire and learn Bahasa Inggris, they need to get more alternative activities through supplementary materials.

3. Recognizing Learning Objectives

Morrison et al. (2011: 108) clearly define that objectives are also essential for selecting the optimum instructional strategies to facilitate the learner‘s achievement. Generally, there are three categories of the learning objectives. Those should be considered, namely cognitive domain, psychomotor domain, and affective domain. Having the similar domain, Lickona (1991: 53) says that character education must involve moral knowing, moral feeling, and moral action. Three domain of the character education are related. Initially, students need to understand moral knowing in their mind. Then they develop and feel it in their

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Page | 6 Indicators

1. Students are able to identify the meaning of the key words: forbidden, transform, wise, and classical.

2. Students are able to analyze the differences between Parang and Lereng motif.

3. Students are able to explain fact about Parang motif: the forms, the origin, and the meaning of the Parang motif.

4. Students are able to write their reflective related to the text ―Parang Batik.‖ 1.

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Page | 7

UNIT 2

Facing Problems

Let’s guess!

Look at the following picture!

Source: www.google.com

Let’s prepare!

Word highlights

 Almighty: (of God) having the power to do everything  Deformed: with a shape that has not developed normally  Revered: very much respect and admire someone or something  Tough: strong; not easily broken or made weaker or defeated

 Pattern: any regularly repeated arrangement, especially a design made from repeated lines, shapes or colours on a surface

a. What is your opinion if she is dancing without wearing those traditional suits.

b. Imagine when you wear those traditional clothes! What do you feel?

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Page | 8

Parang Batik

Parang motif Batik (broken knife) is one of the classical motifs

Batik. It is nearly the same as a Lereng pattern, which is also another classical Batik motif. The difference is that The Parang

motif has the mlinjon (diamond) between the rows. This Parang

motif is arranged diagonally with 45-degrees. This motif, consisting of a series of thick knife-like forms, is a highly revered pattern. It tends to be more visually dynamic than other

patterns such as the horizontal and vertical patterns. Source: www.google.com

Parang means Pereng. It is the edge of a thing which is diagonal. This word is usually used to call some place along the beach of Java, such as Parangtritis, Parangkusuma,

Paranggupita, etc.

A long time ago, this motif was designed by one of the Kings in Java. He was Panembahan Senopati, the king of Mataram empire. He usually prayed near that beach. Therefore, the king designed this Parang pattern as one of Batik motifs was worn by Royal family. It is a forbidden motif because only the king, queen, and a prince can wear it.

This motif is deformed from some forms such as waves coming and hitting the rocks continuously and some small water pools on the beach like diamonds. This visual description reflects the philosophy of human life that life is not flat and easy. Anytime and anywhere, each person may face many problems and challenges continuously which are sometimes difficult. Being able to solve the problems, people will transform themselves into tough, patient, and wise people.

Sources:

Kusriato, A. (2013). Batik-filosofi, motif, dan kegunaan.Yogyakarta: ANDI OFFSET

____.(1985). Simbolisme dalam corak dan warna Batik. Jakarta: Perusahaan patungan dengan Smith&Nephew (Australia) Femina Ltd.

Riyanto, B.A., Wisnu, A. P., Amin M. J., (1997). Katalog batik indonesia balai besar penelitian & pengembangan industri kerajinan & batik. Yogyakarta: Proyek pengembangan & pelayanan teknologi industry kerajinan & Batik.

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Page | 9

Let’s work!

Answer these questions based on the reading text “Parang Batik”. 1. How do you describe the Parang Batik?

_____________________________________________________________________ _____________________________________________________________________ 2. What is the difference between Parang and Lereng Batik?

_____________________________________________________________________ _____________________________________________________________________

Look at the words in the coloum A and match them with anthonym words on the coloum B. The first one has been done for you.

Coloum A

Forbidden Classical Wise Easy transform

Coloum B

Simple Banned reconstruct Permitted Stagnate Modern complex

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Page | 10

Let’s share!

Discuss the questions below and present the result in front of class 1. Have you worn another Batik motif? Mention them!

2. Write your opinion about the meaning of Parang motif?

3. Having read the text, how do you feel wearing the motif such as Parang motif?

Let’s reflect!

Write your own reflection

1. What have you learned from the text entitled ―Parang Batik ?” 2. Your teacher announces that next week you have a test in your

science class. You need to study but you already have

appointment with your best friends to watch a movie. What will you do? Why do you do it? How do your action effect of your friendship?

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

(6)

Page | 11

References

____.(1985). Simbolisme dalam corak dan warna Batik. Jakarta: Perusahaan patungandengan Smith&Nephew (Australia) Femina Ltd.

Elphick, M. (2014). Kawung batik motif. Retrivied January 13, 2016 from https://marinaelphick.com/2014/02/17/kawung-batik-motif/

Kusriato, A. (2013). Batik-filosofi, motif, dankegunaan.Yogyakarta: ANDI OFFSET

Riyanto, B.A., Wisnu, A. P., Amin M. J., (1997). Katalog Batik Indonesia BalaiBesar Penelitian & Pengembangan Industri kerajinan & Batik.Yogyakarta: Proyek Pengembangan & Pelayanan Teknologi Industri Kerajinan & Batik

Designing a set of supplementary reading materials to introduce the philosophy of batik to Senior High School students.

ABSTRACT

ABSTRAK

DESIGNING A SET OF SUPPLEMENTARY READING

MATERIALS TO INTRODUCE THE PHILOSOPHY OF BATIK

TO SENIOR HIGH SCHOOL STUDENTS

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

DESIGNING A SET OF SUPPLEMENTARY READING

MATERIALS TO INTRODUCE THE PHILOSOPHY OF BATIK

TO SENIOR HIGH SCHOOL STUDENTS

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

DESIGNING A SET OF SUPPLEMENTARY READING

MATERIALS TO INTRODUCE THE PHILOSOPHY OF BATIK

TO SENIOR HIGH SCHOOL STUDENTS

DESIGNING A SET OF SUPPLEMENTARY READING

MATERIALS TO INTRODUCE PHILOSOPHY OF BATIK TO

SENIOR HIGH SCHOOL STUDENTS

PAGE OF DEDICATION

STATEMENT OF WORK’S ORIGINALITY

DESIGNING A SET OF SUPPLEMENTARY READING

MATERIALS TO INTRODUCE PHILOSOPHY OF BATIK TO

SENIOR HIGH SCHOOL STUDENTS

ABSTRACT

ABSTRAK

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

LIST OF APPENDICES

UNIT 2

Facing Problems

Let’s guess!

Source: www.google.com

Let’s prepare!

Parang Batik

Let’s work!

Coloum A

Coloum B

Let’s share!

Let’s reflect!

References

Parts

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