Designing a set of supplementary instructional grammar materials using contextual teaching and learning for the eleventh grade students of SMAN 1 Depok Yogyakarta

DESIGNING A SET OF SUPPLEMENTARY INSTRUCTIONAL GRAMMAR MATERIALS USING CONTEXTUAL TEACHING AND LEARNING

FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1 DEPOK YOGYAKARTA

A THESIS

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

in English Language Education

By Maria Herlina

Student Number: 051214006

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

DESIGNING A SET OF SUPPLEMENTARY INSTRUCTIONAL GRAMMAR MATERIALS USING CONTEXTUAL TEACHING AND LEARNING

FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1 DEPOK YOGYAKARTA

A THESIS

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

in English Language Education

By Maria Herlina

Student Number: 051214006

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

iii A Thesis on

DESIGNING A SET OF SUPPLEMENTARY INSTRUCTIONAL GRAMMAR MATERIALS USING CONTEXTUAL TEACHING AND LEARNING

FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1 DEPOK YOGYAKARTA

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Our background and circumstances may

have influenced who we are, but we are

responsible for who we become.

NN

I dedicate this work to the Almighty God,

my

Beloved

Parents

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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, February 23, 2010 The writer,

Maria Herlina 051214006

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAHUNTUK KEPENTINGAN AKADEMIS

Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Maria Herlina

Nomor Mahasiswa : 051214006

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

DESIGNING A SET OF SUPPLEMENTARY INSTRUCTIONAL GRAMMAR MATERIALS USING CONTEXTUAL TEACHING AND LEARNING FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1

DEPOK 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, mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa harus meminta izin atau memberikan royalti kepada saya selama masih mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal: 23 Februari 2010 Yang menyatakan

vii ABSTRACT

Herlina, Maria. 2010. Designing a Set of Supplementary Instructional Grammar Materials Using Contextual Teaching and Learning for the Eleventh Grade

Students of SMAN 1 Depok Yogyakarta. Yogyakarta: English Language Education

Study Program, Sanata Dharma University.

The implementation of School-based Curriculum which recommended that grammar should not be taught separately in English lessons limited grammar discussion in English learning. According to the School-based Curriculum, grammar learning should be delivered through the four English skills: reading, listening, speaking and writing. This condition led the writer to provide supplementary grammar materials for the students. The supplementary grammar material was designed using Contextual Teaching and Learning (CTL) approach to gain students’ enthusiasm since boredom was easily met in grammar learning. Therefore, this study was aimed at designing a set of supplementary instructional grammar materials using contextual teaching and learning for the eleventh grade students of SMAN 1 Depok Yogyakarta.

There were two research problems formulated in this study: (1) how is a set of supplementary instructional grammar materials using Contextual Teaching and Learning for the 11th grade students of SMAN 1 Depok Yogyakarta designed? and (2) how does a set of supplementary instructional grammar materials using Contextual Teaching and Learning for the 11th grade students of SMAN 1 Depok Yogyakarta look like? To answer those problems, the writer proposed some research steps which were adapted from Kemp’s, Yalden’s and ADDIE instructional design models. Since the method used in this study was an Educational Research and Development (R&D), the writer’s research steps were suited to the first five steps of R&D. The research steps were: (1) conducting need survey, (2) reviewing the school syllabus, (3) stating competence standard, selecting basic competencies, and listing the topics, (4) listing learning objectives, (5) listing subject contents, (6) selecting learning activities, (7) designing the materials, (8) evaluating the designed materials, and (9) revising the designed materials.

Based on the data obtained from distributing a questionnaire to eleventh grade students and conducting interview with English teachers of SMAN 1 Depok, the supplementary grammar materials were designed. To improve the designed materials, an evaluation was conducted by distributing a questionnaire to the experts involving an English lecturer, three English teachers and an English instructor. The evaluation result was used to present the final version of the designed grammar materials.

The designed grammar materials consisted of eight units with eight grammar topics, namely (1) Simple Past Tense, (2) Past Continuous Tense, (3) Past Perfect Tense, (4) Simple Future Tense, (5) Modal Auxiliaries and Adverbs of Certainty, (6) Nouns and Nouns Phrases, (7) Pronouns and Relative Pronouns,

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and (8) Compound and Complex Sentences. In general, these materials were considered acceptable by the evaluators.

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ABSTRAK

Herlina, Maria. 2010. Designing a Set of Supplementary Instructional Grammar Materials Using Contextual Teaching and Learning for the Eleventh Grade

Students of SMAN 1 Depok Yogyakarta. Yogyakarta: Program Studi Pendidikan

Bahasa Inggris, Universitas Sanata Dharma.

Implementasi Kurikululum Tingkat Satuan Pendidikan (KTSP) yang menetapkan bahwa grammar sebaiknya tidak diajarkan secara terpisah dalam pelajaran Bahasa Inggris membuat pembahasan grammar dalam pembelajaran bahasa Inggris terbatas. Berdasarkan Kurikulum Tingkat Satuan Pendidikan, pembelajaran grammar sebaiknya disampaikan melalui empat skills Bahasa Inggris: membaca, menyimak, berbicara, dan menulis. Hal ini menyebabkan penulis ingin menyediakan materi pembelajaran grammar tambahan untuk siswa. Materi pembelajaran grammar tambahan ini dirancang menggunakan pendekatan

Contextual Teaching and Learning (CTL) untuk menarik antusiasme siswa karena kebosanan seringkali ditemui dalam pembelajaran grammar. Oleh karena itu, studi ini bertujuan untuk menyusun seperangkat materi pembelajaran grammar

tambahan yang menggunakan Contextual Teaching and Learning untuk siswa kelas sebelas di SMAN 1 Depok Yogyakarta.

Ada dua permasalahan yang dirumuskan dalam studi ini: (1) bagamanakah seperangkat materi pembelajran grammar tambahan yang menggunakan CTL untuk siswa kelas sebelas di SMAN 1 Depok dirancang? dan (2) seperti apakah seperangkat materi pembelajaran grammar tambahan yang menggunakan CTL

untuk siswa kelas sebelas di SMAN 1 Depok? Untuk menjawab dua rumusan masalah tersebut, penulis menyusun beberapa langkah penelitian yang diadaptasi dari model rancangan instruksional oleh Kemp, Yalden and ADDIE. Karena metode yang digunakan dalam studi ini adalah Educational Research and Development (R&D), langkah penelitian penulis disesuaikan dengan lima langkah pertama dalam R&D. Langkah-langkah penelitian dalam studi ini adalah: (1) melakukan analisis kebutuhan, (2) mengulas silabus sekolah, (3) menetapkan standar kompetensi, memilih kompetensi dasar, dan merumuskan topik, (4) merumuskan tujuan pembelajaran, (5) merumuskan isi materi, (6) memilih kegiatan pembelajaran, (7) merancang materi, (8) mengevaluasi materi, dan (9) merevisi materi.

Penulis merancang materi pembelajaran grammar tambahan berdasarkan data yang diperoleh dari kuisioner yang disebarkan kepada siswa kelas sebelas dan interview yang dilakukan dengan guru Bahasa Inggris di SMAN 1 Depok. Sebuah evaluasi dilakukan untuk mengembangkan materi yang telah dirancang dengan menyebarkan kuisioner kepada para ahli yang meliputi seorang dosen Bahasa Inggris, tiga orang guru Bahasa Inggris dan seorang instruktur Bahasa Inggris. Hasil evaluasi digunakan untuk menyajikan versi akhir dari materi

grammar yang dirancang.

Materi grammar yang disusun terdiri dari delapan unit dengan delapan topik, yaitu (1) Simple Past Tense, (2) Past Continuous Tense, (3) Past Perfect

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Tense, (4) Simple Future Tense, (5) Modal Auxiliaries and Adverbs of Certainty,

(6) Nouns and Nouns Phrases, (7) Pronouns and Relative Pronouns, dan (8)

Compound and Complex Sentences. Secara umum, materi ini dianggap dapat

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ACKNOWLEDGEMENTS

My first gratitude goes to the Almighty God. Because of his grace I could finally finish my thesis. Due to His generosity I could undergo the research smoothly and could fight against my laziness. I would like to convey my greatest gratitude to some people who had supported and facilitated me in accomplishing this study.

I am deeply grateful Drs. J.B. Gunawan, M.A. for being patient in guiding, helping and encouraging me in finishing my thesis. My deepest gratitude also goes to F. Chosa Kastuhandani, S.Pd., Subiyadi, S.Pd., Priyanta Ari Nugraha, S.Pd., Sri Suryanti, S.Pd. and Emmanuela Swastika Datu, S.Pd. for evaluating and giving beneficial suggestions for the designed materials.

The accomplishment of my study could not be separated from the role of all English lecturers of English Language Education Study Program of Sanata Dharma University. Hence, I dedicate my deepest thank to all the lecturers for giving me invaluable knowledge.

I would like to address my sincere gratitude to my beloved parents for their everyday hard work to fulfill me with the facilities I needed for living and learning. Their encouragement, understanding and patience enabled me to finish this study. Nothing is compared to their love to me. My special thank goes to my elder sister, Yeyen, for supporting me to immediately complete my thesis and having a job to make our dreams come true. The fact that my little sister, Eva, has

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grown up a lot made me eager to pass thesis examination soon. Therefore, I thank her for that.

I dedicate my greatest gratitude to all my friends. For my PBI friends (especially Lucia, Linda and Dee), I thank them for being best friends for the last four years and for the togetherness we shared. Their acceptance gave me spirit to learn. I am grateful to Lucia for encouraging me to work on my thesis and accompanying me to have step together in finishing the thesis. I warmly thank

Ganish, Betty, Andre and Bondan for their unexhausted struggle in completing SPD project for MAGIS English Course, and Sedik for being a good friend.

My greatest gratitude goes to Ermi for being my best friend from the first time I came to Yogyakarta, encouraging me to go to library and lending me her available flash disc to save data. A special thank I address to Bertin who willingly facilitated me with a printer hence I could print colorful materials cheaply. For

Etik, Vivi, Agung, Petrus, Etty, Eni, Ondot, BEDAYONG community and other friends who cannot be mentioned by names, I am grateful to them all for their friendship and for being an inspiration for me to step forward.

Maria Herlina

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TABLE OF CONTENTS

Page

TITLE PAGE... i

APPROVAL PAGES... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

ABSTRACT... vii

ABSTRAK... ix

ACKNOWLEDGEMENTS... xi

TABLE OF CONTENTS... xiii

LIST OF FIGURES... xiv

LIST OF TABLES... xv

LIST OF APPENDICES... xvii

CHAPTER I INTRODUCTION... 1

A. Research Background... 1

B. Problem Formulation ... 4

C. Problem Limitation ... 5

D. Research Objectives ... 5

E. Research Benefits... 6

F. Definition of Terms... 6

CHAPTER II REVIEW OF RELATED LITERATURE... 9

A. Theoretical Description... 9

1. Instructional Design Models ... 9

a. Instructional Design Model by Kemp ... 9

b. Instructional Design Model by Yalden ... 11

2. Grammar ... 12

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b. Grammar Learning ... 15

1) The Learning of Grammar ... 15

2) The Teaching of Grammar ... 17

3. Contextual Teaching and Learning (CTL)... 19

a. The Nature of CTL... 20

b. The Characteristics of CTL... 23

B. Theoretical Framework ... 24

CHAPTER III METHODOLOGY... 28

A. Research Method... 28

B. Research Participants... 30

C. Research Instruments... 30

D. Data Gathering Technique ... 31

E. Data Analysis Technique ... 32

F. Research Procedure ... 34

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION... 35

A. Research Findings ... 35

1. Conducting Need Survey ... 36

2. Reviewing the School Syllabus... 38

3. Stating Competency Standard, Selecting Basic Competencies and Listing the Topics ... 38

4. Listing Learning Objectives... 39

5. Listing Subject Contents ... 40

6. Selecting Learning Activities... 41

7. Designing Materials ... 42

8. Evaluating the Designed Materials ... 43

9. Revising The Designed Materials ... 47

B. The Discussion on Materials Evaluation... 50

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CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 57

A. Conclusions ... 57

B. Suggestions ... 59

REFERENCES... 60

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LIST OF FIGURES

Page Figure 1: Kemp’s Model: the relationship of each step in the plan

to the other step ... 10

Figure 2: Yalden’s Model: Language Program Development ... 12

Figure 3: A Three-Dimensional Grammar Framework ... 16

Figure 4: Research Framework... 27

Figure 5: Comparison between Writer’s Research Framework and R & D Steps... 29

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LIST OF TABLES

Page

Table 3.1: Questionnaire’s Points of Measurement ... 33

Table 3.2: Table of Central Tendency... 34

Table 4.1: Writer’s Units Development ... 43

Table 4.2: The Description of Evaluators ... 44

Table 4.3: Closed-form questionnaire’s result and central tendency ... 45

Table 4.4: Open-form questionnaire’s result ... 46

Table 4.5: The revision on activities ... 48

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LIST OF APPENDICES

Page

A. Surat Izin Penelitian ... 63

B. Surat Keterangan Penelitian ……… 65

C. Questionnaire for Students... 67

D. Interview Questions ... 70

E. Questionnaire for Evaluators... 72

F. General Description ... 75

G. Research Syllabus ... 79

H. Lesson Unit Plan ... 88

1 CHAPTER I INTRODUCTION

This section provides basic formulations for conducting the research. There are five major sections formulated in this chapter. They are Research Background; it is why this research is conducted, Problem Formulation; it includes the research questions, Problem Limitation; it is to limit the scope of research focusing problem, Research Objectives; what to be gained by conducting this research, Research Benefits; it is the contribution of the research towards subject and object in which the research exists, and Definition of terms; it describes some major terms related to this research.

A. Research Background

English is the first widely used international language in the world. Not only American and European countries, where English is used, but also many other countries from other continents, have acquaintance with this language as a response to the globalization and free market era. The demand of English mastery increases as the development of an era to open an access to the international world. Hutchinson and Waters (1987 in Putyarini, 2003: 1) argue that as English becomes the accepted international language and commerce, it creates a new generation of learners who want to study English specifically based on their needs of learning English. Realizing the importance of English, the government of Indonesia regulates that English learning should start at an early stage in formal

education. Mastering English is not a matter of conquering a wide range of vocabulary; it also involves the mastery of language structure. Grammar awareness leads an English language learner to be able to produce language accurately. The grammatical accuracy of a speaker and an addressee prevents a misunderstanding between the two. However, grammar is not simply about form, it is about meaning as well. In addition, grammar is also about appropriateness of use. It is correct to say that grammar has to do with accuracy of form, but it is insufficient. It also relates to meaningfulness and appropriateness as well (Larsen and Freeman, 2003: 14). Another researcher proposed that the goal of foreign language learning is not only to exchange words with people who speak that language but actually to understand what they mean (Kramsch, 1993: 34). The appropriateness of form of an utterance reveals the meaning to be conveyed. Hence, people are able to transmit and receive an idea or a message clearly. The need of a clear communication makes grammar as one of the most important elements of language learning, as supported by Peck (1988: 127), “Language is organized according to rules. If we don’t know the rules, we cannot communicate. Without them, speech is no more than sounds; writing no more than hieroglyphics.”

Besides a good lesson delivery by the teacher, the learner at the first hand determines the success of foreign language learning. Language learning will be meaningful if the learner is highly motivated to master the language being learnt. As proposed by Whitehead (1967: 31 in Johnson, 2002: 37), there would be no mental development without any interest. Interest is the base of attention and

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comprehension. Nevertheless, the learners are likely to be bored and not enthusiastic when facing a grammar lesson because of its complexity. There are some ways to create a meaningful learning; one of those is by preventing the learner from experiencing a boring learning situation. Conducting a contextual teaching and learning (CTL) can be an effective way to avoid boredom in a classroom. The quality meaning is the contextual meaning, by relating learning material to personal and social environment (Johnson, 2002: 20). Context in CTL deals with a real life situation related to the learner’s interest and experience, which can motivate them to be enthusiastic about the teaching-learning process. Therefore, the learner will pay full attention to the foreign language acquisition, which results in a meaningful learning. This context will be realized as instructional learning materials applied in the classroom.

However, the design of these learning materials comes to be supplementary. Because of the prevailing rule of the School-based Curriculum which states that grammar is a part of English language skills, an independent grammar lesson has been removed. Grammar should be inserted in particular English skills learning. In this study, the grammar material becomes a supplement to enrich students’ knowledge about language structure since the main textbook with curriculum content standard has provided the students with grammar focus. Nevertheless, that grammar focus provides limited explanations and exercises. Moreover, the grammar presentation in this study appears to be contextual which can help students to gain more understanding about language structure.

The eleventh grade students of senior high school are chosen for this research since they have been provided with and exposed to various language structures in English lessons. They are supposed to master more complex grammar patterns. The School-based Curriculum emphasizes giving more portions to the reading skill in learning English at senior high school. Meanwhile, reading texts supply various language structures to be mastered in order to comprehend their content. This makes grammar greatly important in mastering the reading skill. The demand of more portions in mastering reading skill appears in response to the National Final Examination in which most questions in the examination are provided with reading texts. Moreover, the sections which contain grammar learning in the textbook used by the 11th grade students of Senior High School are always preceded by reading texts.

This research took place in SMAN 1 Depok, Yogyakarta since this Senior High School has applied the School-based Curriculum in teaching learning process. One of the indicators is that the students’ main textbook is based on the content standard of School-based Curriculum 2006. In addition, based on the writer’s experience in conducting teaching practice in SMAN 1 Depok, the 11th grade students have a high interest in language structure, in spite of their difficulty in comprehending grammar.

B. Problem Formulation

By conducting this research, the researcher would like to find the answers to two major questions.

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1. How is a set of supplementary instructional grammar materials using Contextual Teaching and Learning for the 11th grade students of SMAN 1 Depok Yogyakarta designed?

2. How does a set of supplementary instructional grammar materials using Contextual Teaching and Learning for the 11th grade students of SMAN 1 Depok Yogyakarta look like?

C. Problem Limitation

This research focused on the design of instructional grammar materials. This design concerned the English instructional grammar materials, which were correlated with the particular context, and the materials were specifically designed for the need of the 11th grade students of Senior High School, particularly of the 2nd semester students. Context here is the real life situation related to the learner actual environment and experience. Therefore, in this study, the topics and grammar items chosen followed the contexts which are related to the real situation experienced by the 11th grade students of SMAN 1 Depok, Yogyakarta.

D. Research Objectives

There are two objectives of conducting this research.

1. To find out how a set of supplementary instructional grammar materials using Contextual Teaching and Learning for the 11th grade students of SMAN 1 Depok Yogyakarta is designed.

2. To present a set of supplementary instructional grammar materials using Contextual Teaching and Learning for the 11th grade students of SMAN 1 Depok Yogyakarta.

E. Research Benefits

The result of this research should be beneficial for some parties. a) Teachers

For teachers, this research could be a recommendation for them to encourage the students in mastering English grammar. This material design might help the teachers to improve their techniques, strategies, and creativity in teaching English grammar for Senior High School.

b) Students

For students, this study was expected to help them to be better in learning English grammar by correlating it to their real life experience, which would attract their interest in learning.

c) Future Researchers

For future researchers, this research finding was expected to be an inspiration in contributing a meaningful idea to create a material design for them and in searching another finding.

F. Definition of Terms

In order to avoid readers’ misconception, the writer gives definitions of some terms used in research.

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1. Instructional Design

Instruction refers to the process of teaching; knowledge or teaching given (Hornby, 1955: 619), and Design refers to the plan developed to guide educational activity in a situation or the plan which can be inferred by an analyst of that activity (Houle, 1978: 230). Instructional design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning (http://www.coe.uh.edu/courses/cuin6373/whatisid.html, accessed on July 27, 2009). In this study, instructional design is the instructional learning plan developed as a guideline for teaching educational knowledge or activity. 2. Contextual Teaching and Learning

Contextual teaching and learning (CTL) is a learning concept which helps teachers relating learning material to learners’ real life situation, and encouraging learners to make a correlation between the knowledge possessed and its application in their daily life (Muslich, 2007: 41). In this study, CTL is a concept which guides the teacher to design contextual instructional grammar materials, in which the context here refers to the real life situation related to the learners’ actual experiences and surroundings.

3. Grammar

Grammar is the rules by which words change their forms and are combined into sentences, or the study or use of these rules (Longman, 2001: 795). According to Jackson (1990: 3), grammar is the structure or organizing

principles of language. In this study, grammar is the rules or principles of forming phrases and sentences to be an acceptable English language form. 4. Supplementary instructional material

According to the Longman (2001: 1892), supplementary is an adjective to describe something which is provided in addition to what already exists. In this study, the supplementary instructional material refers to the grammar materials which become a supplement for those which have existed on students’ English textbook at Senior High School.

5. SMAN 1 Depok, Yogyakarta

SMAN 1 Depok, Yoyakarta is a public school which is located at Babarsari, Depok, Sleman, Yogyakarta. This Senior High School has 18 classes which consist of grade X, XI, XII. However, this study is applied to the second grade students or grade XI which consists of Social and Science programs. Both programs are presented with the same grammar topics in English learning. This school has implemented School-based Curriculum (KTSP) since academic year of 2006/2007.

9 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with review on literature related to the area being searched in this study. There are two sections in this chapter: Theoretical Description and Theoretical Framework. Theoretical Description contains citations and paraphrases of the theories and other relevant research studies which contribute knowledge to the focus of this study. Theoretical Framework consists of summary and synthesis of all major relevant theories to give answers to research questions, and this section provides the relation between theories and this study.

A. Theoretical Description

Based on the area being searched in this study, the researcher divides this section into three parts, namely Instructional Design Models, Grammar, and Contextual Teaching and Learning (CTL).

1. Instructional Design Models

There are some models for designing instructional learning materials. The writer finds three models related to the area being searched.

a. Instructional Design Model by Kemp

Kemp (1977: 8 – 9) suggests a development of instructional design plan which consists of eight interdependent elements as follows:

1) Determine goals, make a list of topic, and state the general purposes for teaching each topic.

2) Enumerate the important characteristics of the target learners.

3) Specify the learning objectives as measurable outcomes of the learners. 4) List the subject content which supports each objective.

5) Develop pre-assessment to determine learners’ background and existing knowledge about the topic.

6) Select teaching-learning activities and instructional resources which lead the learners to accomplish the objectives through the subject content.

7) Coordinate support services such as budget, personnel, facilities, equipment, and schedules to perform the instructional design plan.

8) Evaluate learners’ achievement as accomplishment of objectives, and then revise and reevaluate any phases of the plan that need improvement.

The relationship between each element/step is illustrated as Figure 1.

Figure 1: Kemp’s Model: the relationship of each step in the plan to the other step (Kemp, 1977: 9)

Revise Goals, Topics, General Purposes Evaluation Support Services Teaching-learning Activities, Resources Learner Characteristics Learning Objectives Subject Content Pre-assessment

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The process in this model is flexible. Its elements are interdependent. Therefore, a researcher may start with whichever step he is ready to start, and then move back and forth to the other steps. However, the plan for one step may affect the plan in another step; what is done in one step influences the later step.

b. Instructional Design Model by Yalden

Yalden (1987: 88) proposes some stages in language program development which are constructed as follows:

1) Conducting need survey

2) Clarifying the purpose of language program based on need analysis. 3) Selecting a type of syllabus to be used in the program.

4) Describing the content of the syllabus, including general notion and specific topics, communicative functions and events, and also grammar and lexis. 5) Providing a repertoire of words and phrases based on the functions and topics. 6) Developing and implementing the language program in the classroom (the

selection of materials, exercises, techniques and the preparation of lesson unit plan).

7) Evaluating the whole components in the language program, involving the students, the instructional program, and the teaching.

8) Fitting the goals with the final performance of the learners or evaluating the program.

Figure 2: Yalden’s Model: Language Program Development (Yalden, 1987: 88)

This model provides a clear order for every element to be followed. Nevertheless, the elements of proto and pedagogical syllabuses production are not significant since they have been represented by the selection and development of a syllabus type.

Richards (1990: 15) states that an effective instructional material has some characteristics: (1) it maintains students’ interests, (2) it is appropriate to students’ need and background, (3) it provides examples of how language is used, (4) it provides meaningful activities for students, and (5) it provides communicative and authentic language use.

Referring to those characteristics, the researcher adopts some steps of design models of Kemp and Yalden to be the procedure in conducting this study. Those steps are need survey, goals description, materials design and development, evaluation, and revision.

2. Grammar

The explanation about grammar composed by the writer of this research involves the Nature of Grammar and Grammar Learning.

Production of a pedagogical syllabus Needs Survey Description of Purpose Selection & Development of Syllabus Type Production of a proto

syllabus Evaluation Development & Implementation of Classroom procedures

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a. The Nature of Grammar

Larsen and Freeman (2003: 13 – 19) proposed some statements of the nature of grammar which are relevant with this study as follow

1) Grammar has to do with accuracy.

Grammar accuracy involves the accuracy of form and that of meaning. Larsen and Freeman (2003: 14) say, “Grammar is not simply about form; it is about meaning as well. It is not incorrect, but it is insufficient, to say that grammar has to do with accuracy of form; it relates to meaningfulness and appropriateness as well.” For instance, when a student produces the sentence The day is shiny, while its intended meaning is The day was shiny, he creates a correct form of sentence but he fails to convey his intended meaning.

2) Grammar has to do with rules and reasons.

Rules serve the generalization about the form of language. However, rules have exceptions. Knowing the existence of exceptions in grammar learning, Larsen and Freeman prefer to think of teaching rules and reasons. By teaching reason, a teacher helps the students to realize the underlying logic to the language they are learning. If they understand the logic of the language, they will be able to understand rules and their exceptions.

3) Grammar is non-arbitrary.

Grammar seems arbitrary since the same rules of form may produce different meanings. For instance, the existential there which fills the subject position in the sentence There is the snowstorm coming. When someone says

stress in the word there, it is a locative adverbial there. However, Larsen and Freeman (2003: 16) believe that “once a form has been settled upon to convey a particular meaning, then arbitrariness is less of an issue.”

Generally, Larsen and Freeman (2003: 142) formulate that “Grammar(ing) is one of the dynamic linguistic processes of pattern formation in language, which can be used by humans for making meaning in context-appropriate way.”

However, the nature of grammar can not be defined by considering only one expert’s opinion since different experts may have different definition of what grammar is. Grammar is considered as the rules of a language, which concerns the way where the language user or learner can put words together in order to make sentences (Collins, 1990: 632). Meanwhile, Jackson (1990: 3) considers grammar as the structural or organizing principles of language which include syntax and morpheme.

Based on the definitions proposed by some experts above, grammar is a tool for creating a meaningful unit derived from combination of words. Grammar deals with rules of constructing sentences in order to be acceptable in form and meaning. In this study, the design of grammar materials focused on sentence construction by considering the accuracy of form and meaning based on the rules and the reason follows.

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b. Grammar Learning

In association with language learning, Larsen and Freeman (2003: 19 – 23) divide this section into two parts: the Learning of Grammar and the Teaching of Grammar.

1) The Learning of Grammar

There are three statements apply to the learning of grammar. a) Grammar is not acquired naturally; it has to be taught.

It is a myth that grammar is acquired naturally, that it does not need to be taught. As Larsen and Freeman (2003:78) argue that only view learners would learn grammar outside classroom as efficiently as within classroom, even if they have an opportunity to live in a community where the target language is spoken. The perception that grammar can be acquired naturally is prevailed to the first language (L1) acquisition, but not to the second language (L2) learning.

b) Grammar structures are not acquired in a set order

When learners have mastered a particular form of language structure, it is possible for them to find backsliding, when their performance regresses, when new forms are introduced. The language acquisition process has no linear nature. c) All aspects of grammar are not learned in the same way.

There is no single mechanism for all aspects of grammatical structure acquisition. The complexity of language makes one explanation about grammar insufficient.

According to Larsen and Freeman (2003), there are three dimensions of grammar that play an important role in language learning, they are form, meaning, and use. Below is the figure of the three dimensions of grammar.

Figure 3: A Three-Dimensional Grammar Framework (Larsen and Freeman, 2003: 35)

a) Form

It is how a language unit is formed. It is related to the pattern or structure of constructing an acceptable unit of language.

b) Meaning

It is related to the essential meaning of a language unit. The general categories of meaning are called notions. Notions deal with space (location, distance, motion, size) and time (indication of time, duration, sequence).

c) Use

It is related to when and why a language unit is used. This dimension has the units of social functions (such as promising, inviting, agreeing, disagreeing,

Form Meaning

(Semantics)

Use (Pragmatics)

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and apologizing) and discourse patterns (such as those that contribute to the cohesion of text).

Form, meaning, and use of language are interdependent dimensions. A successful language learner is one who is able to produce a correct form of language with its intended meaning, and to deliver a language form for an appropriate purpose. Hence, in language learning, those three dimensions are to be learned without exception in order to master target language. Once a learner has mastered a target language, he is capable of communicating it accurately. Therefore, the design of grammar materials in this study dealt with the form of acceptable English sentence which conveys its intended meaning by performing its appropriate use.

2) The Teaching of Grammar

There are two relevant statements apply to the teaching of grammar. a) Grammar has to do with practice

Larsen and Freeman (2003: 13) believe that by practicing, learners learn how to use the language. However, this practice should not be the sort of repetition, which is boring. A lot of rote repetition does not overcome the inert knowledge problem of grammar learning, which is the response of displeasure from the students when they are asked to have a grammar exercise.

b) Feedback is necessary in teaching grammar.

Feedback means evaluative information available to learners concerning their linguistic performance (Larsen and Freeman, 2003: 123). The job of an

English teacher is to maximize learning by shaping optimal conditions for it to take place. Receiving feedback on learners’ performance so that they can see what is acceptable and what is not is one of those optimal conditions.

c) Grammar (teaching and/or learning) is never boring.

It is the duty of an English teacher to engage the students to focus on what they are learning. The teacher should find a way to make grammar practice meaningful, not to present a system of static rules. Nevertheless, grammar teaching is a complex process, which cannot be treated by repeating the same set of procedures while expecting the same results (Larsen and Freeman, 2003: 140).

Peck (1988: 145 - 148) suggests five categories of grammar teaching which are the principles or steps of teaching grammar.

a) Identification

The teacher focuses the students’ attention on certain ‘key’ forms of rules. It might be done by directing attention to verbs occurring in a certain tense. b) Classification

The teacher invites the students to distribute and arrange the grammatical features. Classification can be done by naming the words by part of speech, arranging verbs by gender, or labeling the unit by grammatical terminology, e.g. simple, present, and continuous.

c) Systematization

The teacher brings the observed grammatical features under the rule. This can be done by stating or illustrating the purposes for which certain structures are used, e.g. the future tense is used to indicate intention or prediction.

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d) Application

The teacher ascertains that the former explanation or information has been understood and retained by the students by asking them to apply the rule to the further examples.

e) Generalization

The teacher gives a general statement or states a rule to cover all grammatical features and examples of a certain type of form.

Concerning the nature of grammar and grammar learning above, this study focuses on the rules for forming an acceptable unit of language which is sentence. In forming an acceptable sentence of English, a learner is supposed to learn not only form but also meaning and use. Either learner or teacher is insisted to play an important role to succeed grammar learning. There are some principles to be applied by the teacher in teaching grammar, namely Identification, Classification, Systematization, Application and Generalization. These principles are believed to be effective ways to teach grammar in second or foreign language learning. Those five principles would be a consideration for the writer in designing grammar materials in this study.

3. Contextual Teaching and Learning (CTL)

The understanding about CTL is exposed through two following scopes; they are The Nature of CTL and The Characteristics of CTL.

a. The Nature of CTL

Muslich (2007: 41) defines CTL as a learning concept that helps the teacher to create a relation between learning materials presented and learners’ real life environment, and to encourage the learners to relate their existing knowledge to its application in their daily life. According to Muslich, the philosophical basis of CTL is Constructivism, which emphasizes that learning is not merely a matter of memorizing, but reconstructing or developing knowledge and skills through facts and proportions the learners experience in their real life.

COR (Center for Occupational Research) in America formulates five concepts of CTL with abbreviation REACT (Muslich, 2007: 41 – 42).

1) Relating

Learning has to correlate real life situation with new information to be understood or with problems to be solved.

2) Experiencing

The knowledge is attained through learning by giving priority to thinking process with inquiry cycle.

3) Applying

Learning is implementing the result of learning to the practical use and need. 4) Cooperating

Learning is sharing information and experience, responding, and communicating. Cooperating is consistent to the contextual learning.

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5) Transferring

Learning is exploiting knowledge and experience to gain new knowledge and learning experience based on new context.

According to Johnson (2002: 65), CTL is a comprehensive system which consists of interrelated parts. If those parts are united, the result of those will be better than that of being given by each part. CTL is a system of learning which is based on a philosophy that students will be able to absorb the learning if they are able to catch the meaning in the given academic materials and they will be able to catch the meaning in the learning tasks if they are able to correlate the new information with their existing knowledge and experiences (Johnson, 2002: 14).

Based on contextual teaching and learning point of view, meaning appears from the connection between content and context. The context gives meaning to the content. The more connections students find in a wide context, the more meaningful the content for them. Contextual teaching and learning involves the learners in a significant activity that helps them to relate academic learning to their real life context.

The science of nervous system ascertains the relation between human’s brains with meaning. The brain creates meaning of new information by connecting it with the existing knowledge and skills. The brain searches for meaning and keeps it continuously. This is why the learning process needs to involve the students in finding meaning by understanding what they are learning. Because of its framework that invites learners to make connections to find

meaning, CTL is potential to gain students’ interest which is the base for the attention and understanding to the learning (Johnson, 2002: 37).

In addition, Johnson (2002) suggests that CTL has three scientific principles which make contextual teaching and learning move towards academic superiority, they are

1) Interdependent principle

Language is an interdependent unit. Without interdependence, language would stop, together with other connections in the human brain since we would not be able to think and to communicate. This interdependent principle guides human to the creation of relationship, not to the isolation. This principle is in line with CTL, which enables the language learners to make connections to find meaning.

2) Differentiation principle

Differentiation refers to the continual stimulus from the universe to produce unlimited diversity and uniqueness. Differentiation principle contributes creativity. The teacher of CTL applies this principle in classroom to present creativity, uniqueness, diversity, and cooperation. In CTL, the students are challenged to think creatively to increase cooperation with their classmates to carry out their self-regulated learning, and to develop by their own steps.

3) Self-regulation principle

In self-regulation principle, all the things are regulated, defended, and realized by self. According to this principle, the teachers are to encourage the students to explore their potencies by relating the tasks to their personal

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experience and knowledge. When the learners create a relationship between the academic context and their personal real life, they are involved in self-regulation principle.

b. The Characteristics of CTL

Referring to the definition of REACT, Muslich (2007: 42) formulates seven characteristics of CTL, as follows

1) Learning in real life setting

Learning is in the authentic context. It is aimed at skill achievement which is carried out in natural environment.

2) Meaningful learning

Learning provides students with meaningful tasks. 3) Learning by doing

Learning is carried out by presenting meaningful experience to the students. 4) Learning in a group

Learning is conducted through working in a group and peer assessment. 5) Learning to know each other deeply

Learning provides students with opportunity to create togetherness, to cooperate, and to have mutual understanding.

6) Learning to ask, to inquiry, to work together

Learning is carried out actively, creatively, productively, and by giving priority to cooperation.

7) Learning as an enjoyable activity

Learning is carried out in an enjoyable situation.

In language learning, CTL is applied as an approach in conducting teaching learning process. Contextual teaching and learning is considered to be effective for language learning since its framework follows brain’s framework which drives a connection between information or stimulus received and language transmitted. In addition, the brain function follows the principles of interdependence, self-organization, and differentiation which are the scientific principles of CTL. These principles are needed in language learning to gain learners’ enthusiasm.

Some of the characteristics of CTL are relevant to this study. The materials design in this study reveals learning in real life setting. The learning materials are related to learners’ real life context through providing meaningful tasks and enjoyable activities which involve their cooperation in group. Therefore, a meaningful and enjoyable learning condition is created.

B. Theoretical Framework

Grammar is related to the form, meaning and use. Therefore, grammar learning cannot be separated from those three dimensions. Meanwhile, Contextual Teaching and Learning (CTL) is related to the concept of REACT which stands for Relating, Experiencing, Applying, Cooperating and Transferring. The theories of grammar and CTL would be a consideration in designing the materials in this study. The writer took some principles of teaching grammar by Peck (1988: 145 -

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148) and some characteristics of CTL by Muslich (2007: 42) to be applied in the designed materials.

Reviewing the instructional design models by Kemp and Yalden, the writer adopted some steps from those models. The writer considered those two models since they complete each other and provide the steps needed in this study. The general form of theoretical framework of this study follows Yalden’s design model. Nevertheless, the steps in the framework are the combination of the two models. The writer carried out some major steps, namely identifying learner’s need, reviewing the syllabus, designing the materials, and revising the designed materials.

1) Conducting need survey

In this study, need survey is important to be conducted for gaining data about what the learners need in their materials. This data is to help the materials designer to develop the materials and activities, to state the goals, and to evaluate the existing syllabus.

2) Reviewing the school syllabus

The writer is not going to design a syllabus since it has existed in Senior High School in which the study takes place. Hence, the writer conducts a review to the existing syllabus by referring to the research need.

3) Stating competence standard, selecting basic competencies, and listing the topics

The determination of competence standard and basic competencies is in accordance to School-based Curriculum for the second grade students of

Senior High School. The topics chosen are suited to the school syllabus and students’ main textbook.

4) Listing learning objectives

Learning objectives are the indicators to be attained in each teaching learning activity.

5) Listing subject contents

Since the materials being designed are supplementary to the existing materials, the subject contents follow the School-based Curriculum and theories of grammar and CTL.

6) Selecting learning activities

The learning activities are presented as media to achieve learning objectives. Hence, the design of activities in classroom should be meaningful for the students. These activities are related to learners’ real life setting based on the principles of CTL.

7) Designing materials

The learning materials are developed based on the syllabus. 8) Evaluating the designed materials

The writer only evaluates the designed materials since this design was not implemented. Hence, the writer cannot evaluate the learners and the teaching learning activities.

9) Revising the evaluated materials

After obtaining feedback from the materials evaluators, the writer revise the designed materials to have the final version of the designed materials.

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The writer presents the 9 (nine) steps of research framework in Figure 6.

Figure 4: Research Framework 3. Competency

Standard, Basic Competency, Topics

7. Materials Design 4. Learning Objectives

5. Subject Content 2. Syllabus Review

1. Need Survey

8. Evaluation 6. Learning Activities

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CHAPTER III METHODOLOGY

This chapter presents how this research was conducted. It includes

Research Method; the type of research, Participants; a group of people to whom

the method of this study is applied, Instruments; the devices employed in

collecting data, Data Gathering and Analysis Techniques; the steps in compiling

data and the ways in interpreting data, and Research Procedure; the typical

stages/steps taken in conducting the research.

A. Research Method

The research was an educational Research and Development (R&D) in

which the research process is used to develop the designed materials. Borg and

Gall (1983: 772) stated that educational research and development (R&D) is a

process used to develop and validate educational products. According to Borg and

Gall (1983: 775), there was a cycle to be followed. In R &D cycle, there are ten

major steps.

The steps of writer’s research framework were in line with the steps in

R&D. Proving that they were in line, the writer’s steps were to be compared with

the first five steps of R &D which include (1) research and information collecting,

(2) planning, (3) develop preliminary form of product, (4) preliminary field

testing, and (5) main product revision. Meanwhile, the writer’s research

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competency standard, basic competency, and topics, (4) listing learning

objectives, (5) choosing subject content, (6) stating learning activities, (7)

developing material design, (8) evaluation, and (9) revision. Figure 7 shows the

compliance of writer’s research framework with R & D cycle.

Writer’s Research Framework R & D First Five Steps

Figure 5: Comparison between Writer’s Research Framework and R & D Steps 3. Competency

Standard, Basic Competency, Topics

7. Materials Design 4. Learning Objectives

5. Subject Content 2. Syllabus Review 1. Need Survey

8. Evaluation 6. Learning Activities

9. Revision

(2) Planning

(3) Develop preliminary form of product

(4) Preliminary field testing

(5) Main product revision (1) Research and information collecting

B. Research Participants

This study was carried out in SMAN 1 Depok Yogyakarta. The

participants of this research were the students of 11th grade and the English

teachers of 11th grade. Since this study was aimed at the 11th grade students of

Senior High School in general, this study took both Social and Science Program

classes as research samples. The survey was conducted to 1 class of Social

Program and 1 class of Science Program. Those participants used the same

English textbook for English lesson, which suited to the content standard of

School-based Curriculum. The other participants in this study were three English

teachers of the classes being surveyed, an English instructor from an educational

institution and a lecturer of English Education Study Program of Sanata Dharma

University. These five participants were to give comment and evaluation to the

designed grammar materials.

C. Research Instruments

In this study, there were two instruments used by writer to collect data.

These instruments were questionnaire and interview.

1. Questionnaire

Best (1970: 162 - 163) stated that there are two types of questionnaire,

namely “restricted or closed-form” and “unrestricted or open-form.”

Closed-form questionnaire calls for short check response, while open-Closed-form calls for

free response in the respondents’ own words. Hence, the writer composed

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statements about grammar learning which are supplied with points of

agreements to be chosen by the participants, while open questionnaire

provided some spaces to be filled by them related to their further opinions or

suggestions about grammar learning. The questionnaire was also distributed to

the materials evaluators to collect data about their opinions and evaluations to

the designed grammar materials.

2. Interview

Seliger and Shahomy (1986: 166) suggested that an interview was

conducted to obtain information by talking to the subject. In this study, the

interview was conducted to two English teachers of 11th grade of SMAN 1

Depok, Yogyakarta. One English teacher handled the science program class

and the other handled the social program class. This interview was to find out

further information about students’ needs in learning English grammar from

teachers’ point of views.

D. Data Gathering Technique

In gathering data about students’ need and interest, the writer

distributed questionnaire to the 11th grade students of SMAN 1 Depok,

Yogyakarta. The questionnaire’s content involved:

(1) Students’ interest and difficulty in learning English

(2) Students’ interest and difficulty in learning English grammar

(3) Students’ understanding of English grammar

(5) The implementation of School-based Curriculum

The distribution of the questionnaire was done on October 27, 2009 in XI IPS

1 and XI IPA 1 classes.

To find out about students’ need, characteristics and class situation

during the lesson, the writer conducted an interview to two English teachers

who handled Science and Social Program classes of 11th grade. The writer

held the interview on October 27, 2009 at the first break time and on October

30, 2009 at the second break time. Both interviews were conducted in the

library.

To collect data on evaluators’ opinions and suggestions in evaluating

the design materials, the writer provided closed and open questionnaires.

Those evaluators consisted of three English teachers, an English lecturer, and

an English instructor. The questionnaires were distributed on January 2, 2010.

The writer collected these questionnaires two weeks after on January 15, 2010.

The data from these questionnaires would guide the writer to have final

revision of the designed grammar materials.

E. Data Analysis Technique

Since this study is a descriptive research, the writer made a description

of the data by analyzing the questionnaires and interviews results. Through the

questionnaire, the writer wanted to measure the tendency of the respondents’

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questionnaire with four points of measurement to see respondents’ agreement

on the statements given. Those points are presented in Table 3.1.

Table 3.1: Questionnaire’s Points of Measurement

Points of Measurement Level Agreement

1 Strongly Disagree

2 Disagree

3 Agree

4 Strongly Agree

According to Best (1970: 225), central tendency measurement deals

with series of characteristics or scores. There are three indicators for

measuring central tendency; they are Mean, Median and Mode. Mean is the

arithmetic average and is obtained by accounting, Median is mid-point of the

ordered scores, and Mode is the most frequently occurring score. Following is

the formula for computing Mean

M =

∑

X

N

Where : M = Mean of the Scores

∑ = Sigma (Sum of) X = Scores

Then, the data were presented in a central tendency table which

consists of Statements, Points of Agreement and Mean.

Table 3.2: Table of Central Tendency

Points of Agreement No Statements

1 2 3 4

Central Tendency (Mean)

F. Research Procedure

Research procedures are the procedures or steps which the writer

had conducted in carrying out this study. All the procedures taken can be

concluded in following four major steps.

1. Conducting need analysis by distributing questionnaires to Science and

Social Program classes of the 11th grade students of SMAN 1 Depok,

Yogyakarta and performing an interview to two English teachers of 11th

grade of the same school.

2. Designing a set of supplementary instructional grammar materials based

on the result of need survey.

3. Distributing questionnaires to five materials evaluators involving of three

English teachers, an English lecturer, and one English instructor.

4. Revising the design materials based on the evaluation from the

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this section, the writer would like to answer the two research problems

formulated in Chapter I. This section consists of the findings of the research, the

discussion on materials evaluation and the presentation of the designed materials.

The first part, research findings, reveals the steps of how a set of supplementary

instructional grammar materials using Contextual Teaching and Learning for the

11th grade students of SMAN 1 Depok Yogyakarta is designed. The second part,

the discussion on materials evaluation, presents the writer’s responses to the

evaluators’ opinions. Meanwhile, the third part, the presentation of the designed

materials, shows how a set of supplementary instructional grammar materials

using Contextual Teaching and Learning for the 11th grade students of SMAN 1

Depok Yogyakarta looks like.

A. Research Findings

This section is to answer the first question of problem formulation, how a

set of supplementary instructional grammar materials using Contextual Teaching

and Learning for the 11th grade students of SMAN 1 Depok Yogyakarta is

designed. Searching for the answer to this problem, the writer conducted some

steps as research theoretical framework. Considering some instructional design

models like Kemp’s and Yalden’s, the writer proposed nine steps of research

1.Conducting Need Survey

A need survey was conducted to find out students’ interests, difficulty and

understanding in learning English, especially in learning grammar. This need

survey was realized in the form of questionnaire and interview. The questionnaire

was distributed to the 11th grade students of SMAN 1 Depok, particularly

distributed to XI IPS 1 and XI IPA 1 classes which consisted of 65 participants.

The questionnaire was distributed on October 27, 2009 in the classrooms.

Meanwhile the participants of the interview were two English teachers of the 11th

grade. The interview was done on October 27, 2009 and October 30, 2009 at

break times in the library. Besides to gather data about students’ interests,

difficulty and understanding in learning English, the questionnaire was also to

gain students’ opinions on their preferable activities and media in learning

English. The students were also asked about some themes they liked most in

learning English based on their real life condition and environment. An interview

was conducted to the two English teachers in searching for students’ interests,

difficulty and understanding in learning English so that the information gathered

was obtained from teachers’ and learners’ points of view. Therefore, the data

gathered from students were strengthened by those from teachers.

After distributing the questionnaire, it was found that the difficulty the

students met in learning grammar was that they hardly understood when to use a

certain tense or pattern in forming a sentence. Through the questionnaire it could

be seen in which skill students liked most to learn grammar. Most of them chose

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and exercises were their preferable activities in leaning English. Meanwhile,

pictures and audio recording were chosen to be their favorite learning media in

materials presentation. Related to students’ real life condition or environment, the

students suggested themes about their favorites or idols, family, daily or outdoor

activities, holiday or traveling, unforgettable experience, best friend, dreams or

ideals and school life.

Through the interview, the English teachers justified the information about

their students’ interests, difficulty and understanding in learning English,

especially in learning grammar. The teachers saw that their students were quite

interested in grammar learning because it was delivered through English skills.

But their understanding about grammar was relatively low. It was difficult for

those students to identify when to use a particular pattern or what pattern to be

applied to convey an appropriate meaning in producing a sentence or an utterance.

The teachers found that students’ enthusiasm to grammar learning came up when

they used an visual media and games in delivering the materials. The

audio-visual media could be realized through songs and pictures.

Furthermore, the teachers were asked whether the implementation of the

Scholl-based Curriculum influenced students’ understanding of grammar or not.

They stated that it indirectly affected students’ understanding since the

School-based Curriculum recommends grammar not be taught separately. Grammar

should be conveyed through four English skills. Consequently, grammar

Concerning Contextual Teaching and Learning, the teachers recommended

the writer provide texts in the designed materials to begin the units. These texts

could be suited to students’ daily life setting. According to those English teachers,

reading was a good lead-in activity to enter the topic being learnt.

2. Reviewing the School Syllabus

Since SMAN 1 Depok Yogyakarta had formed a syllabus for English

learning, the writer decided to review it. It was done to determine competence

standard, basic competence, topics, objectives, subject contents and activities to

be developed in designing research syllabus and designing grammar materials.

The school syllabus was designed by the English teachers of SMAN 1 Depok and

matched the eleventh grade English textbook with School-based Curriculum

content standard. This syllabus review became a guidance to construct the

research syllabus.

3. Stating Competence Standard, Selecting Basic Competence, and Listing the Topics

By reviewing the school syllabus, the writer was able to state competence

standards, to select basic competence and to list the topics being developed. The

writer chose the competence standards and basic competence which were

appropriate with the topics being developed. These topics were adopted from

students’ textbook with School-based Curriculum content standard. The chosen

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sentence patterns. For the basic competence, the writer believed that numbers 8.2,

10.2, 11.2, and 12.2 were suited to the topics which gave access to grammar

learning. The stated competence standards and selected basic competence were

completely presented in the research syllabus in Appendix G.

Being convinced of the selected competence standards and basic

competence, the writer listed the topics to be developed in the designed grammar

materials. There were eight developed topics; they were (1) Simple Past Tense,

(2) Past Continuous Tense, (3) Past Perfect Tense, (4) Simple Future Tense, (5)

Modal Auxiliaries and Adverbs of Certainty, (6) Nouns and Noun Phrases, (7)

Pronouns and Relative Pronouns, and (8) Compound and Complex Sentences.

Each topic would be developed in each unit of the designed materials. The topics

selected were not only based on the school syllabus but also based on the

students’ main textbook and the students’ needs for daily communication. Topics

1, 2, 3, 5, 6, 7 and 8 matched the school syllabus and the main textbook while

topic 4 was considered to be commonly used in learners’ real life conversation.

4. Listing Learning Objectives

In the research syllabus, learning objectives were considered as indicators.

These indicators were the goals to be attained by the students for every unit of

grammar materials presentation. The skills to be practiced and the selected basic

competence in each unit influenced formulation of the indicators. These indicators

should involve students’ ability to apply a grammar topic being learnt into writing

meaning would prove that the students had attained the indicators. Learning

objectives of each unit can be seen in the research syllabus in Appendix G.

5. Listing subject contents

After listing the learning objectives, the writer listed subject contents of

each unit of the materials. In determining the subject contents, the writer took the

theory of grammar by Peck as stated in Chapter 2 and CTL concepts into

consideration. The subject contents of the materials were divided into four parts.

They were (a) Let’s Get Started, (b) Enjoy This, (c) Language Focus, and (d) Try

This.

(a) Let’s Get Started

This section provides lead-in to the topic being discussed in the unit. The

writer filled this part with a text, a dialogue or leading questions. This lead-in

part should be based on the competence standards and basic competence as

stated in the syllabus, for example, the type of the text attached should be

narrative, spoof or hortatory exposition. Let’s Get Started will become an

access to the grammar materials in the unit.

(b) Enjoy This

Enjoyable activities are provided for the students in this part. It is necessary to

encourage students’ enthusiasm to the learning and to avoid boredom in

grammar learning. Enjoy This was a type of lead-in to the grammar topic to be

41

consideration. This part is one of the implications of Contextual Teaching and

Learning concepts that learning is an enjoyable activity.

(c) Language Focus

Since the designed materials are an instructional grammar material, Language

Focus might be the core of grammar discussion in each unit. It provides an

explanation about the use of a certain grammar pattern and examples.

Language Focus will lead the students to be able to state the language pattern

of the grammar being discussed.

(d) Try This

To see whether the indicators of each unit is attained or not, a set of exercises

are presented in the last part of subject content. Try This supplied the unit with

meaningful tasks. Those tasks consist of writing or speaking exercises.

Through this part, the students could practice their understanding about

grammar by producing correct sentences or utterances. Concerning CTL

concepts, the exercises in each unit are cooperative tasks. It is realized through

pair or group assignments.

6. Selecting Learning Activities

Learning activity selection depended on learning objectives or indicators

which had been stated. The activities in each unit fulfilled the need of reading,

listening, writing and speaking skills. In the syllabus, these activities were

classified into three parts: activity, Whilst-activity and Post-activity.

being discussed in each unit. It contains activities which are connected to the

prevailing curriculum like reading narrative or spoof texts, and activities which

are enjoyable to attract students’ attention to the learning like listening to an

English song. Whilst-activity provides discussion about grammar use and

examples, and it provides the students with some grammar exercises. Meanwhile,

post-activity presents the final activity to apply grammar topic being learnt. Each

unit of designed materials has different learning activities. The selection of

learning activities also considered students’ preferable activities, for example, in

some units there is a game, a dialogue or a role play. Learning activities of each

unit can be seen in the research syllabus in Appendix G.

7. Designing Materials

After the topics, the subject contents, and the activities determined, a set of

supplementary instructional grammar materials was designed. The materials

consist of eight units with eight different topics, with the same subject content

sections and with different activities. In developing the eight topics of grammar,

the writer filtered eight themes suggested by the students through the distributed

questionnaire. Therefore, every unit of materials has different theme. Not to be out

of CTL concept, each theme is related to students’ real life conditions.

Table 4.1 shows how the writer developed eight units of supplementary

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Table 4.1: Writer’s Units Development

Unit Topic Theme Title

1 Simple Past Tense Joining an extracurricular

I did my homework last night

2 Past Continuous Tense Having a holiday I was preparing my vacation

3 Past Perfect Tense My favorite I had eaten my favorite menu 4 Simple Future Tense My ideals I am going to the

cinema tomorrow 5 Modal Auxiliaries and

Adverbs of Certainty My bedroom I absolutely can do it 6 Nouns and Noun

Phrases My feeling

I love my old red shoes

7 Pronouns and Relative

Pronouns My country

She helped the man who was sick

8 Compound and

Complex Sentences My family

My cousins are clever and they are friendly

8. Evaluating the Designed Materials

Realizing the set of supplementary grammar materials developed was not

perfect and needed an improvement, the writer distributed the designed materials

completed with general description of the materials, a research syllabus, and an

example of lesson unit plan to be evaluated. The evaluation was aimed at getting

feedback from the evaluators through the distributed questionnaire to improve the

materials. Therefore, the final version of the designed materials could be set. Five

evaluators of the designed materials were chosen. The evaluation was conducted

by distributing a questionnaire in the form of open-form and closed-form

questionnaire on January 2, 2010 and the questionnaire was collected a week

a. The description of the evaluators

The five evaluators were chosen because they had experiences in

teaching English. Three of them were the English teachers of SMAN 1 Depok

who used to handle the eleventh grade students. The others were a lecturer of

English Education study program of Sanata Dharma University and an English

instructor of ELTI, an English course institution.

Table 4.2 presents the description of the evaluators.

Table 4.2: The Description of Evaluators

Educational Background

Teaching Experience in years

Evaluators’ Occupation

S1 S2 S3 other 0-5 5-10 10-15 > 15

English Teachers 3 1 2

English Lecturer 1 1

English Instructor 1 1

b. Data presentation

Since the questionnaire distributed to evaluate the materials

consisted of closed-form and open form items, there are two kinds of data to

be presented in this section. The first data was presented in form of level of

agreements as closed-form items. The points of agreement indication are

1 = Strongly Disagree

2 = Disagree

3 = Agree

Table 4.3 presents the data gathered in closed-form questionnaire

from the five evaluators. It shows points of agreement chosen by the

participants for each statement and their central tendency.

Table 4.3: Closed-form questionnaire’s result and central tendency Points of

Agreement No Statements

1 2 3 4

Central Tendency

(Mean) 1

The indicators of the designed materials are well formulated and support the attainment of the competency standard.

- 1 3 1 3

2 The topic of each unit is relevant to the

students’ need. - 3 1 1 2.6

3 The theme of each unit supports the CTL

concept. - 1 3 1 3

4

The exercises level of difficulty is suitable to the eleventh grade students of senior high school.

- 3 2 2.4

5 The exercises and activities in each unit are

relevant to the CTL concept. - 1 4 2.8

6 The designed materials facilitate the students

to enrich grammar knowledge. - 1 3 1 3

7 The designed materials provide the students

with enjoyable activities and exercises. - 3 2 2.4 8

The designed materials encourage the students to correlate their knowledge with their daily life environment and experience.

- 4 1 3.2

9

The designed materials have covered the four English skills; listening, speaking, reading and writing.

- 4 1 3.2

10 The materials layout is interesting. - 1 1 3 3.4

In Table 4.3, the central tendency of each item in closed-form

questionnaire was counted using following formula

M =

∑

X

Where : M = Mean of the Scores

∑ = Sigma (Sum of)

X = Scores chosen by participants

N = Number of participants

By counting the Mean, it would be known whether the designed

materials were acceptable or not. The measurement was classified as follows:

≤ 2.6: the materials need improvement 2.6 <: the materials were acceptable

Meanwhile, the data gathered through the open-form items of

questionnaire from the five evaluators are shown by Table 4.4. The data in

Table 4.4 provided respondents’ further opinions or suggestions on the

designed materials and research syllabus.

Table 4.4: Open-form questionnaire’s result

Respondents’ Answers Questions

Strengths Weaknesses

1. What are the strengths and weaknesses of the designed materials?

¾ The materials are quite communicative and provide CTL-based activities.

¾ The material varies. ¾ The materials are

integrated, covering all the English skills.

¾ The materials provide various integrating grammar in the activities. ¾ The materials reflect the

topics well.

¾ The materials lack of variety of activities. ¾ There is no follow-up on

each unit.

¾ ‘Let’s get started’ part lacks of illustration. ¾ ‘Language Focus’ is a

bit boring. ¾ There are some

grammatical mistakes or mistypes in the

materials. 2. What are the strengths

and weaknesses of the syllabus?

¾ It reflects integrated learning.

¾ It reflects contextual learning.

¾ The learning activities need to be varied. ¾ There is no source of

lesson.

UNIT 8

My cousins are clever and they are friendly

Complete the sentences based on these sequential pictures!

Example: The man did not take a bath after he woke up in the morning. The man went to the office although he did not take a bath.

_________________________ in order to ___________________________

_________________________ but _________________________________

_________________________ before ______________________________

__________________________and ________________________________

_________________________ since _______________________________

Let’s Get Started

and Complex

Sentences

Adapted from www.AAAClipArt.com

1 2 3

₄

₅

1

2

3

4

Read the following Spoof text and answer the questions orally!

Enjoy This

What is so funny about the text? What would you feel if you were Devon?

What do you name the underlined words above? Preposition / Conjunction / Article “That phone is off”

Soon after he left college, Devon found one of his uncles who was very rich and had no children of his own died and left him a lot of money, so he decided to set up his own real estate agency.

Devon found a nice office. He bought some new furniture and moved in. He had only been there for e few hours when he heard someone coming toward the door of his office. “It must be my first customer” Devon thought. He quickly picked up the telephone and pretended to be very busy answering an important call from someone in Jakarta who wanted to buy a big and expensive house in the country.

The man knocked at the door while this was going on. He came in and waited politely for Devon to finish his conversation on the phone. Then the man said to Devon: “I am from the telephone company and I was sent here to connect your telephone”

Find a partner! Create your own dialogue orally

as if you were the two people in the pictures.

Use the conjunctions in the boxes bellow!

Example

Dian : Hello Sukma, may I borrow your Math book until my mother buys me a new one?

Sukma : Of course you may. But you’d better give it back before our Math test so that I can study.

Adapted from www.AAAClipArt.com

Adapted from www.AAAClipArt.com

and

but

even though

because

if

so that

which

as

where

unless

when

until

or

Study and understand this!

Compound Sentence

It is the result of relating two sentences using connectors (and, but, or). And, but, or are called coordinate conjunctions.

These conjunctions are preceded by a comma when they join two sentences. e.g. Belina stayed at home, and her elder sister had a party last night.

We have invited them, but they don’t come.

Complex Sentence

It is the result of relating two sentences using conjunctions. Here are some of conjunctions used in complex sentences:

To express time after, before, since, until, when, while, as

e.g. Daniel will not go back until he finds his sister. To express cause because, since, as

e.g. Jelita cannot gather with her family since she has to attend a committee meeting.

To express condition if, unless

e.g. If he was not sick, my father would go fishing. To express contrast although, even though, though

e.g. Although she was not permitted by mother, Nancy went to the beach.

To express purpose in order to, so that

e.g. My naughty little brother should study hard in order to pass the final exam.

To express identification that, when, where, which, who

e.g. Mentawai island is a beautiful place where my family often visit.

It has two parts: independent clause and dependents clause.

¾ Independent clause : It is a complete thought which can be stand as a sentence by itself.

¾ Dependent clause : It can not stand alone. Its meaning depends on independent clause.

¾ Example

If the oven cleans itself automatically, my aunt would like to buy an oven.

dependent clause independent clause

Siska is one of my cousins who works in a foreign company.

independent clause dependent clause

Adapted from Look Ahead 2

Use the words in the boxes bellow to make good

compound sentences about your family habits! Use the

conjunctions and, but, or!

Father likes sleeping, but mother likes watching television everyday.

Combine the two sentences to make complex sentences using appropriate

conjunctions!

My family spent last holiday in Jogjakarta. My family visited Jogja Kembali Monument.

My family visited Jogja Kenbali Monument because we spent last holiday in Jogjakarta.

Try This

drink eat breakfast lunch sleep watch

music hobby

gather family

1

Exercise 1

Her twin sisters are busy hunting new dress.

Her twin sisters prepare their seventeenth birthday celebration.

____________________________________________________________ Diane’s father in law is in the hospital.

Diane’s first daughter was born in the hospital.

____________________________________________________________

Listen carefully! Your teacher will read five sentences. Decide whether

each sentence is a compound or complex sentence!

Example: My sister needs to see the doctor so that she gets the cure for her

illness.

Compound / Complex

1.

Compound / Complex

2.

Compound / Complex

3.

Compound / Complex

4.

Compound / Complex

5.

Compound / Complex

Observe your family’s (everyone in your home) daily activities from

morning up to sleeping time. And then, write it in one or two

paragraphs. Do not forget to use compound and complex sentences on

your writing.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

4

5

Exercise 3