Designing a set of computer-based reading materials using task-based learning for the first grade students of senior high school of SMA N 9 Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Agita, Christophorus Rikko. 2009. Designing A Set of Computer -Based Reading
Materials Using Task-Based Learning for The First Grade Students of SMA N 9
Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata
Dharma University
Without ignoring other skills, reading is considered as an important skill to
be taught at school since it ensures success not only in learning English, but also
in learning any content class where reading in English is required. Unfortunately,
the first grade students of SMA N 9 Yogyakarta face several problems in learning
reading. First, the texts are too long. Seco nd, students have difficulty
understanding the vocabulary. Third, the exercises provided are not varied. Lastly,
topics of the reading text are not varied.
This study is concerned with designing a set of computer -based reading
materials using task-based learning for the first grade students of SMA N 9
Yogyakarta. There were two problems involved in this study. They were: (1) How
is a set of computer-based reading materials using task -based learning for the first
grade students of Senior High School of SMA N 9 Yogyakarta designed?, and (2)
What does the set of computer -based reading materials using task -based learning
for the first grade students of Senior High School of SMA N 9 Yogyakarta look
like?.
In order to answer the first question in the Problem Formulation , the writer
combined Kemp’s and Yalden’s instructional design model. There were six steps
to be carried out from the adaptation and combination of those two instructional
design models. They are the following: 1) Conducting needs survey, 2)
Formulating goals, topics, and general purposes, 3) Formulating general
objectives, 4) Selecting teaching learning activities and materials, 5) Constructing
a set of computer-based reading materials using task -based learning, 6) Evaluating
the set of computer-based reading materials using task -based learning. These
steps are in line with first five steps of Educational Research and Development
(R&D) cycle. They were, 1) Research and information collecting, 2) Planning, 3)
Develop preliminary form of product, 4) Preliminary field testing, and 5) Main
product revision.
In order to answer the second question, the writer presented the set of
computer-based reading material using-task based learning which has been
revised. The revision was based on the results of data gathered from distributing
the questionnaire to the English teachers, English lecturers of English education
Study Program of Sanata Dharma University and an English instructor. The
instructional materials consist of four topics and each topic consists of two
lessons. The topics are: Education (unit 1), Nature (unit 2), Family (unit 3), and
Health (unit 4) The lessons are: (1) The Life of Helen Keller, (2) Announcement,
(3) Hurricanes and Tornadoes, (4) A Cleaner River, (5) Letter, (6) Wrapping
Idea, (7) Kas, (8) First Aid Care: Wound Care Treatment.
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Based on the results of the post design, the writer concludes that the set of
designed materials are appropriate and suitable to be applied to teach reading for
the first grade students of SMA N 9 Yogyakarta. The mean was 4.25.
Finally, the writer hopes that the implementation of the designed set of the
materials could bring benefits to both the students and teachers.
xv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Agita, Christophorus Rikko. 2009. Designing A Set of Computer -Based Reading
Materials Using Task-Based Learning for The First Grade Students of SMA N 9
Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris , Universitas
Sanata Dharma.
Tanpa mengabaikan pentingnya skill yang lain, reading dianggap sebagai
salah satu skill yang penting untuk diajarkan di sekolah karena dapat menjamin
sukses bukan hanya dalam pembelajaran bahasa Inggris tetapi juga dalam bidang
pembelajaran yang lain dima na bahasa Inggris dibutuhkan. Na mun demikian
sangat disayangkan karena siswa-siswa kelas satu SMA N 9 Yogyakarta
mempunyai permasalahan-permasalahan dalam belajar reading. Yang pertama
adalah teks yang terlalu panjang. Yang kedua, murid kesulitan untuk mem ahami
kosakata. Yang ketiga, latihan -latihan soal yang diberikan kurang bervariasi.
Sedangkan yang terakhir adalah topik bacaan yang diberikan kurang bervariasi.
Studi ini berkaitan mengenai penyusunan seperangkat materi pembelajaran
reading berdasarkan computer-based dengan menggunakan metode pembelajaran
task-based untuk siswa kelas satu SMA N 9 Yogyakarta. Ada dua pertanyaan
yang harus dijawab dalam studi ini. Pertanyaan-pertanyaan tersebut adalah: 1)
Bagaimanakah seperangkat materi pembelajaran reading bersasarkan computerbased dengan menggunakan metode pembelajaran task-based untuk siswa kelas
satu SMA N 9 Yogyakarta disusun?, dan 2) Seperti apakah seperangkat materi
itu?
Untuk menjawab pertanyaan pertama yang tercantum dalam Rumusan
Masalah, penyusun mengkombinasikan model desain pembelajaran Kemp dan
Yalden. Model yang diadaptasi dari kedua model desain pembelajaran tersebut
terdiri dari enam langkah, yaitu, 1) Melakukan survey kebutuhan, 2) Merumuskan
tujuan khusus, topic dan tujuan umum, 3) M erumuskan tujuan pembelajaran, 4)
Menyeleksi kegiatan dan materi pembelajaran, 5) Menyusun desain materi, 6)
Melakukan evaluasi terhadap desain materi. Langkah-langkah tersebut sesuai
dengan lima langkah pertama dari Educational Research and Development (R &D)
cycle. 5 langkah tersebut yaitu: 1) Penelitian dan pengumpulan informasi, 2)
Perencanaan, 3) Pengembangan bentuk awal produk, 4) Pengujian awal di
lapangan, 5) Perbaikan materi/produk.
Sedangkan untuk menjawab pertanyaan yang kedua, penyusun menyajikan
seperangkat materi pembelajaran reading bersasarkan computer-based dengan
menggunakan metode pembelajaran task-based untuk siswa kelas satu SMA N 9
Yogyakarta yang telah diperbaiki. Perbaikan materi dilakukan berdasarkan hasil
data kuesioner yang dibagi kan kepada guru bahasa Inggris, dosen bahasa Inggris
Pendidikan Bahasa Inggris Universitas Sanata Dharma dan seorang instruktor
bahasa Inggris. Materi pembelajaran terdiri dari 4 unit dan setiap unit terdiri dari
2 pelajaran. Topik tersebut adalah Education (unit 1), Nature (unit 2), Family
(unit 3), and Health (unit 4). Sedangkan pelajaran terdiri dari: (1) The Life of
Helen Keller, (2) Announcement, (3) Hurricanes and Tornadoes , (4) A Cleaner
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
River, (5) Letter, (6) Wrapping Idea, (7) Kas, (8) First Aid Care: Wound Care
Treatment.
Berdasarkan hasil dari post-design, penyusun menyimpulkan bahwa
materi yang telah disusun sudah sesuai untuk digunakan untuk mengajar reading
siswa kelas satu SMA N 9 Yogyakarta. Nilai rata -rata survey atas materi adalah
4,25.
Akhir kata, penyusun berharap bahwa pengimplementasian seperangkat
materi tersebut dapat memberikan manfaat baik bagi murid dan guru.
xvii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DESIGNING A SET OF COMPUTER-BASED READING MATERIALS
USING TASK-BASED LEARNING
FOR THE FIRST GRADE STUDENTS OF SENIOR HIGH SCHOOL
OF SMA N 9 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Christophorus Rikko Agita
Student Number: 041214112
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A Thesis on
DESIGNING A SET OF COMPUTER -BASED READING MATERIALS
USING TASK-BASED LEARNING
FOR THE FIRST GRADE STUDENTS OF SENIOR HIGH SCHOOL
OF SMA N 9 YOGYAKARTA
By
Christophorus Rikko Agita
Student Number: 041214112
Approved by:
Drs. Y.B Gunawan, M.A
Sponsor
23 March 2009
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A Thesis on
DESIGNING A SET OF COMPUTER -BASED READING MATERIALS
USING TASK-BASED LEARNING
FOR THE FIRST GRADE STUDENTS OF SENIOR HIGH SCHOOL
OF SMA N 9 YOGYAKARTA
Yogyakarta, 1 April 2009
Faculty of Teachers Training and Education
Sanata Dharma University
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I wrote, 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, 23 March 2009
The Writer
Christophorus Rikko Agita
041214112
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKA DEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Christoporus Rikko Agita
Nomor Mahasiswa
: 041214112
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING A SET OF COMPUTER -BASED READING MATERIALS
USING TASK-BASED LEARNING
FOR THE FIRST GRADE STUDENTS OF SENIOR HIGH SCHOOL
OF SMA N 9 YOGYAKARTA
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencamtumkan na ma saya
sebaga penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 27 April 2009
Yang menyatakan,
Christoporus Rikko Agita
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
TITLE PAGE ………………………………………… ……...………………...
i
APPROVAL PAGES ………………………………………… ……..…………
ii
STATEMENT OF WORK’S ORIGINALITY ……………………… …….….
iv
DEDICATION PAGE ………………………………………………… ……....
v
ACKNOWLEDGEMENTS …………………………………………… ............ vi
TABLE OF CONTENTS ……………………………………………………. .. viii
LIST OF TABLES …………………………………………………………….
xi
LIST OF FIGURES …………………………………………… ……………… xii
LIST OF APPENDICES ……………………………………………………… xiii
ABSTRACT ………………………………………………………………….. . xiv
ABSTRAK .......................................................................................................... .. xvi
CHAPTER I. INTRODUCTION
1
A. Background of the Study ………………………………………………
1
B. Problem Limitation ……………………………………………………
9
C. Problem Formulation …………………………………………………..
9
D. Research Objectives …………………………………… ……………… 10
E. Research Benefits ……………………………………………………...
10
F. Definition of Terms ……………………………………………………
10
CHAPTER II. THEORETICAL REVIEW
13
A. Theoretical Description ……………………………………………….
13
1. Instructional Design Models ………………………………………
13
a. Kemp’s model …………………………………………………
14
b. Yalden’s model ……………………………………………… .. 17
2. Curriculum ………………………………………………………… 19
a. School-Based Curriculum ……………………………………..
19
b. Curriculum of SMA N 9 Yogyakarta ………………………….. 20
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3. Syllabus ………………………………………………………........
21
4. Task-based Learning ………………………………………………
23
a. Nature of Task-based Learning ……………………………….. 23
b. Types of Task ………………………………………………….
24
c. The Framework of Task-based Learning .…………………….. 26
5. The Reading Skill …………………………………………………. 30
a. Nature of Reading ……………………………………………..
30
b. Reading Process ……………………………………………….
31
c. Teaching Reading …………………………………………….. 32
d. Three Stages in Teaching Reading ……………………………. 33
e. Reading Task ………………………………………………….. 36
6. Computer Assisted Language Learning …………………………... 42
a. The Role of the Computer ………………………………… ….. 42
b. The Role of the Teacher ……………………………………… . 43
c. The Advantages of Computer-Based Program ………………... 45
d. Five Types of Computer Programs ……………………………. 46
e. CALL Software Evaluation ………………………………… .... 46
B. Theoretical Framework …………………………………………… .….. 49
CHAPTER III. METHODOLOGY
52
A. Research Methods …………………………………………………… .. 52
B. Research Respondents …………………………………………… .…... 58
C. Research Instrument ………………………………………………… ..
59
D. Data Gathering Technique ……………………………………… .……. 62
E. Data Analysis Technique …………………………………………… .... 63
F. Research Procedure ……………………………………… …………… 64
67
CHAPTER IV
A. Data Presentation and Description …………………………………… . 67
1.
Conducting Needs Survey ……………………………………… … 68
2.
Formulating Goals, Topics and General P urposes ………………... 76
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3. Formulating Learning Objectives …………………………………. 77
4. Selecting Teaching Learning Activities and M aterials ……………. 79
5. Constructing a Set of Computer-Based Reading Materials
Using Task-Based Learning ……………………………………… 83
6. Evaluating the Set of Computer-Based Reading Materials
Using Task-Based Learning ……………………………………… . 95
B. Material Presentation …………………………………………………. 103
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
106
A. Conclusions …………………………………………………………… 106
B. Suggestions …………………………………………………………… . 107
REFERENCES ………………………………………………………………. 109
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table 2. 1: CALL Software Evaluation Considerations ………………………. 47
Table 3. 1: Respondents of the Study ………………………………………… . 58
Table 3. 2: Summary of the Results of the Pre -design Survey ………………. .. 63
Table 3. 3: The Descriptive Statistics of Respondents’ Opinion ……………… 64
Table 4. 1: Summary of the Results of the Pre-Design Questionnaire ……….. 68
Table 4. 2: Summary of the Results of the Post-Design Questionnaire ……….. 71
Table 4. 3: The Goal and General Purposes of the Materials ………………… . 77
Table 4. 4: The Topics of the Materials ……………………………………… .. 77
Table 4. 5: The Indicators of the Materials ……………………………………. 78
Table 4. 6: Learning Activities of the Materials ………………………………. 82
Table 4. 7: JCloze Exercises ………………………………………………… ... 92
Table 4. 8: JMatch Exercises ………………………………………………… .. 92
Table 4.9: JQuiz Exercises …………………………………………………… .. 93
Table 4.10: JMix Exercises …………………………… ………………………. 94
Table 4.11: Description of the Respondents ………………………………… ... 96
Table 4.12: The Descriptive Statistics of Respondents’ Opinion …………… ... 97
Table 4.15: Presentation of the Designed S et of the Materials ………………... 104
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Figure 2.1: Kemp’s Model …………………………………………………… .. 16
Figure 2.2: Yalden’s Model …………………………………………………… 18
Figure 2.3: The Components of the Task Cycle ……………………………… . 29
Figure 2.4: Bottom-up Approach to Reading ………………………………… . 31
Figure 2.5: Top-down Approach to Reading ………………………………… .. 32
Figure 2.6: Interactive Approach to Reading ………………………………… .. 32
Figure 2.7: The Ahmad Model ………………………………………………...
44
Figure 2.8: The Farrington Model …………………………………………… .. 44
Figure 2.9: The Writer’s Model ……………………………………………… .. 51
Figure 3.1: R&D Cycle ……………………………………………………… ... 57
Figure 3.2: Writer’s Model …………………………………………………… . 57
Figure 4.1: The Flowchart of the Designed Materials ………………………… 85
Figure 4.2: Autorun Application ………………………………………………. 87
Figure 4.3: Front Page user Interface ………………………………………….
88
Figure 4.4: Content Outline Page ……………………………………………...
89
Figure 4.5: Lesson Page ……………………………………………………… .. 90
Figure 4.6: JCloze Application …………………………………… …………... 91
Figure 4.7: JMatch Application ……………………………………………… .. 92
Figure 4.8: JQuiz Application …………………………………………………. 93
Figure 4.9: JMix Application ………………………………………………… .. 94
Figure 4.10: JCross Application ……………………………………………… . 95
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Appendix 1: Letter of Permission …………………………………………….. . 112
Appendix 2: Needs Survey Questionnaire ……………………………………. 115
Appendix 3: Overview of the Designed Set of the Materials …………………. 123
Appendix 4: Designed Materials Evaluation Questionnaire ………………….. 127
Appendix 5: Syllabus and Lesson Plans ………………………………………. 130
Appendix 6: Pictures Sources ………………………………………………… . 143
Appendix 7: Presentation of the Designed Set of the Materials ………………. 146
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Agita, Christophorus Rikko. 2009. Designing A Set of Computer -Based Reading
Materials Using Task-Based Learning for The First Grade Students of SMA N 9
Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata
Dharma University
Without ignoring other skills, reading is considered as an important skill to
be taught at school since it ensures success not only in learning English, but also
in learning any content class where reading in English is required. Unfortunately,
the first grade students of SMA N 9 Yogyakarta face several problems in learning
reading. First, the texts are too long. Seco nd, students have difficulty
understanding the vocabulary. Third, the exercises provided are not varied. Lastly,
topics of the reading text are not varied.
This study is concerned with designing a set of computer -based reading
materials using task-based learning for the first grade students of SMA N 9
Yogyakarta. There were two problems involved in this study. They were: (1) How
is a set of computer-based reading materials using task -based learning for the first
grade students of Senior High School of SMA N 9 Yogyakarta designed?, and (2)
What does the set of computer -based reading materials using task -based learning
for the first grade students of Senior High School of SMA N 9 Yogyakarta look
like?.
In order to answer the first question in the Problem Formulation , the writer
combined Kemp’s and Yalden’s instructional design model. There were six steps
to be carried out from the adaptation and combination of those two instructional
design models. They are the following: 1) Conducting needs survey, 2)
Formulating goals, topics, and general purposes, 3) Formulating general
objectives, 4) Selecting teaching learning activities and materials, 5) Constructing
a set of computer-based reading materials using task -based learning, 6) Evaluating
the set of computer-based reading materials using task -based learning. These
steps are in line with first five steps of Educational Research and Development
(R&D) cycle. They were, 1) Research and information collecting, 2) Planning, 3)
Develop preliminary form of product, 4) Preliminary field testing, and 5) Main
product revision.
In order to answer the second question, the writer presented the set of
computer-based reading material using-task based learning which has been
revised. The revision was based on the results of data gathered from distributing
the questionnaire to the English teachers, English lecturers of English education
Study Program of Sanata Dharma University and an English instructor. The
instructional materials consist of four topics and each topic consists of two
lessons. The topics are: Education (unit 1), Nature (unit 2), Family (unit 3), and
Health (unit 4) The lessons are: (1) The Life of Helen Keller, (2) Announcement,
(3) Hurricanes and Tornadoes, (4) A Cleaner River, (5) Letter, (6) Wrapping
Idea, (7) Kas, (8) First Aid Care: Wound Care Treatment.
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Based on the results of the post design, the writer concludes that the set of
designed materials are appropriate and suitable to be applied to teach reading for
the first grade students of SMA N 9 Yogyakarta. The mean was 4.25.
Finally, the writer hopes that the implementation of the designed set of the
materials could bring benefits to both the students and teachers.
xv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Agita, Christophorus Rikko. 2009. Designing A Set of Computer -Based Reading
Materials Using Task-Based Learning for The First Grade Students of SMA N 9
Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris , Universitas
Sanata Dharma.
Tanpa mengabaikan pentingnya skill yang lain, reading dianggap sebagai
salah satu skill yang penting untuk diajarkan di sekolah karena dapat menjamin
sukses bukan hanya dalam pembelajaran bahasa Inggris tetapi juga dalam bidang
pembelajaran yang lain dima na bahasa Inggris dibutuhkan. Na mun demikian
sangat disayangkan karena siswa-siswa kelas satu SMA N 9 Yogyakarta
mempunyai permasalahan-permasalahan dalam belajar reading. Yang pertama
adalah teks yang terlalu panjang. Yang kedua, murid kesulitan untuk mem ahami
kosakata. Yang ketiga, latihan -latihan soal yang diberikan kurang bervariasi.
Sedangkan yang terakhir adalah topik bacaan yang diberikan kurang bervariasi.
Studi ini berkaitan mengenai penyusunan seperangkat materi pembelajaran
reading berdasarkan computer-based dengan menggunakan metode pembelajaran
task-based untuk siswa kelas satu SMA N 9 Yogyakarta. Ada dua pertanyaan
yang harus dijawab dalam studi ini. Pertanyaan-pertanyaan tersebut adalah: 1)
Bagaimanakah seperangkat materi pembelajaran reading bersasarkan computerbased dengan menggunakan metode pembelajaran task-based untuk siswa kelas
satu SMA N 9 Yogyakarta disusun?, dan 2) Seperti apakah seperangkat materi
itu?
Untuk menjawab pertanyaan pertama yang tercantum dalam Rumusan
Masalah, penyusun mengkombinasikan model desain pembelajaran Kemp dan
Yalden. Model yang diadaptasi dari kedua model desain pembelajaran tersebut
terdiri dari enam langkah, yaitu, 1) Melakukan survey kebutuhan, 2) Merumuskan
tujuan khusus, topic dan tujuan umum, 3) M erumuskan tujuan pembelajaran, 4)
Menyeleksi kegiatan dan materi pembelajaran, 5) Menyusun desain materi, 6)
Melakukan evaluasi terhadap desain materi. Langkah-langkah tersebut sesuai
dengan lima langkah pertama dari Educational Research and Development (R &D)
cycle. 5 langkah tersebut yaitu: 1) Penelitian dan pengumpulan informasi, 2)
Perencanaan, 3) Pengembangan bentuk awal produk, 4) Pengujian awal di
lapangan, 5) Perbaikan materi/produk.
Sedangkan untuk menjawab pertanyaan yang kedua, penyusun menyajikan
seperangkat materi pembelajaran reading bersasarkan computer-based dengan
menggunakan metode pembelajaran task-based untuk siswa kelas satu SMA N 9
Yogyakarta yang telah diperbaiki. Perbaikan materi dilakukan berdasarkan hasil
data kuesioner yang dibagi kan kepada guru bahasa Inggris, dosen bahasa Inggris
Pendidikan Bahasa Inggris Universitas Sanata Dharma dan seorang instruktor
bahasa Inggris. Materi pembelajaran terdiri dari 4 unit dan setiap unit terdiri dari
2 pelajaran. Topik tersebut adalah Education (unit 1), Nature (unit 2), Family
(unit 3), and Health (unit 4). Sedangkan pelajaran terdiri dari: (1) The Life of
Helen Keller, (2) Announcement, (3) Hurricanes and Tornadoes , (4) A Cleaner
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
River, (5) Letter, (6) Wrapping Idea, (7) Kas, (8) First Aid Care: Wound Care
Treatment.
Berdasarkan hasil dari post-design, penyusun menyimpulkan bahwa
materi yang telah disusun sudah sesuai untuk digunakan untuk mengajar reading
siswa kelas satu SMA N 9 Yogyakarta. Nilai rata -rata survey atas materi adalah
4,25.
Akhir kata, penyusun berharap bahwa pengimplementasian seperangkat
materi tersebut dapat memberikan manfaat baik bagi murid dan guru.
xvii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1
CHAPTER I
INTRODUCTION
This chapter presents the rationale for conducting the research. It consists
of Background of The Study, Problem Limitation, Problem Formulation, Research
Objectives, Research Benefits, and Definition of Terms.
A. Background of The Study
Language is a means of communication since through language people
gain knowledge. One of the world’s most commonly used language s is English
(Randolph, 1985). English has been considered as an international language that is
used in modern technology, political, science, trade and exchange.
Considering the importance of English, the main goal of teaching English
at school is to help students to be able to communicate well both in spoken and
written. It is primarily to prepare students to get into college. Since, in the
university, they will always deal with English environment which demand s good
English communication skill s. Most scientific articles and textbooks they will use
in college are written in English. It is also relevant to present condi tion because
the urgent need for students to be able to read English texts well are to pass
National Final Examination or Ujian Akhir National (UAN) and to win the
UMPTN (The Admission Test for State University) . Thus, mastering good
communication skill will surely be a valuable asset for those who wish to be able
to remain and survive in college.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
Without ignoring other skills, reading is also considered as an important
skill to be taught at school. Reading is an essential skill for learners of English as
a second language. For most of these learners, it is the most important skill to
master in order to ensure success not only in learning English, but also in learning
any content class where reading in English is required (Nunan, 2003). It means
that the demand of good English reading skill is not only needed in English class,
but also in other subjects in which reading skill is needed. In other words, the
success in reading English can influence the success of other subjects.
People may have different purp ose of reading a written text. Sometimes
they read to locate specific information, for example name, location or date. Even,
commonly, they read a text to get knowledge or information, for example when
they read to learn. They also read to get general comp rehension on a text, for
example reading to get the main ideas. Perhaps, they also read only for pleasure.
But, in an academic setting, all those purposes come into account. Thus, in
relation to language teaching, an English teacher should bring those purposes into
the reading classroom since th ey can help learners to succeed in the completion of
tasks or even in the study.
In 2006, Departemen Pendidikan Nasional (Depdiknas) or the Minister of
National Education issued School-Based Curriculum or Kurikulum Tingkat
Satuan Pendidikan (KTSP ). Through the implementation of School -Based
Curriculum, government hopes it will bring some positive changes in the teaching
English. School-Based Curriculum states competence that should be achieved by
students in all subjects, including English. Reading skill for senior high school
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
students is necessary to help students to gain knowledge and access science.
Therefore, when they are in college, they are fully ready to engage with higher
written text. In short, teaching rea ding skill for senior high school students is very
important to prepare them to achieve success in college (the Decree of the
Minister of National Education no 22/226 concerning the Standard of Contents).
In that respect, teaching reading at senior high sc hool is crucial. It is a teacher’s
duty to help learners to master a language.
According to School-Based Curriculum, every school has a right to create
their own curriculum based on the school’s potential. School-Based Curriculum
is used as a guideline for teachers to create teaching learning activities and
materials. It means that School-Based Curriculum gives teachers more
opportunity to be more creative in conducting teaching learning activities and in
designing materials with best suit with their lea rners (Act no 20/2003 concerning
the National Educational System) .
Nunan (Nunan, 2004, 12 as cited in Kohonen, 1992) argued that TaskBased Language Teaching can encourage the transformation of knowledge within
the learner rather than the transmission of knowledge from the teacher to the
learner. It means that a teacher is not always the source of knowledge. A task can
be seen as a vehicle for students to attain to higher knowledge of a particular
subject. It is because activities provided as tasks involve real communication and
interaction. Interaction in TBL offers opportunity to share and think the tasks with
classmates. Besides, interaction can also encourage students to be more
confidence in doing the tasks. Through TBL classroom, students get opportunity
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
to take an active part in the learning process to experiment and take risks. Often,
errors are inevitably in the learning p rocess. Those can reduce students’
motivation and make them feel anxious. Task-based learning value that learners
need to regard their errors in a positive way (Willis, 1996, p.24).
Often, the successful learning depends much on the condition of language
learning. Willis (Willis, 1996) proposed four conditions in order to get effective
language learning. They are exposure, language use, motivation and instruction.
Exposure, language use and motivation are essential condition for language
learning, while instruction although not considerably essential is desirable.
Through task-based learning, learners can interact with real world tasks. Thus,
task-based learning is very valuable to improve English skills, especially reading
because task-based learning provides various written text to carry out. The point is
to make learners become not only more familiar with the feature of written text
but also more skilful in understanding written text. TBL forces learners to involve
their world knowledge and experience in comprehending written text because the
success of completion of the tasks does not always rely heavily on the mastery of
reading skills. Tasks are also said to improve learner motivation since students
should use target language to accomplish the tasks. Hence, TBL promotes
learning (Richards and Rodgers, 2001).
We cannot deny that media, both electronic (computer, television , etc) and
non electronic (textbook, newspaper, magazine , etc) plays an important role in
determining the success of study, especially in our educational field. It is because
media provides teachers and students with more information in various fields, for
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
example scientific, technology, cultural, political, trade and exchange. Besides,
media can also be used as a vehicle to transfer knowledge from teacher to
students. Because of those reasons, many teachers try to take the advantages of
media used in educational field.
In our educational field, a textbook is a medium which is considered as an
important part in teaching and learning process. For years teachers have used a
textbook to facilitate the teaching learning process. It is primarily because a
textbook is very practical and easy to use. In SMA N 9 Yogyakarta, a textbook is
used as the main source of teaching and learning process. Students use the
textbook in order to learn and practice their communication in English. But,
students feel that they are ov erwhelmed with the texts given because they do not
fit with the students’ proficiency level. The texts are too long for them. Students
have difficulty understanding the vocabulary. Students, as the language learners,
need a lot of exposure of English to br oaden their knowledge of English. The
textbook they use does not give them various topics and exercises to choose from .
If students are not interested in the materials given, they will not do their best in
learning. In order to solve the problem, sometimes teachers need to create reading
materials. They make those to supplement reading materials provided in the
textbook. But, since there are some problems which arise in using a textbook,
teachers need to find another medium to teach students.
The fast development of technology in every field makes some researchers
and teachers put the benefits of technology into educational field. By utilizing
computers as a learning medium, teachers introduce technology as an interesting
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
medium to learn English, especially reading. It implies that learning does not
always use a textbook. A computer in fact, has a lot of advantages for educational
field. It can aid students’ learning and help teachers to deliver materials. The
implementation of computer in language teaching and learning has begun for
decades ago. A Lou Harris poll conducted at the end of 1983 found that children
in 40 percents of the households with school -aged children used a computer at
school (Report on educational Research, 1983 as cited in Rude, 1986).
The following are the suggestions why the computer is used in the design:
a. its ability to interact with students (Kenning, 1983) , b. its important role and
function in helping students become better readers (Cushenbery, 1985 ), c. the
improvement of academic motivation due to children’s high enthusiasm about
using the computer (Rude, 1986,; Spencer and Baskin, 1983; Merton, 1983;
Fisher, 1983).
A computer accompanied by software can perform well as a textbook,
even more than a textbook. To perform as a t extbook, a computer provides
various materials and exercises. Students therefore have many topics to choose
from. As second language learners, students need a lot of English exposure to
broaden their knowledge. Some exercises are also available in the comp uter for
students to practice. Unlike a textbook, exercises available in the computer never
fade although they are used many times. The computer also has potential ability to
reduce students’ anxiety and increase students’ motivation.
A computer can assist students’ learning by providing
instruction in
doing exercises. The instructions available in the computer can always be
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
evaluated or changed if it is unclear. Often, students have difficulty in doing the
exercises. They feel stressed or unenthusiastic in learning when they cannot give
the answers. A computer has the ability to help students do the exercises. A Help
button is available in some exercises. They just need to click on it when they need
help or have difficulties in doing the exercises. In su pporting students to
accomplish the tasks, a Vocabulary List is available. It can be accessed by
clicking on the button. In traditional method, sometimes when teachers feel
fatigued, they tend to neglect their students and do not give appropriate feedback
to the students. As a result, the teaching learning activities do not run well. A
computer in delivering materials never feels fatigued. Based on those reasons the
designer attempts to design a set of computer-based reading materials for the First
Grade Students of SMA N 9 Yogyakarta.
The designer uses HotPotatoes 6™ to design the learning exercises. Hot
Potatoes 6™ is software to create reading exercises. It offers some types of
reading exercises, such as multiple choice, matching, gap filling, crossword and
arranging words. HotPotatoes 6™ also makes the learning become effective and
efficient by providing immediate feedback in form of scor e. In other words,
HotPotatoes 6™ allows paper exercises to be written in the computer.
The designer chooses Macromedia Dreamweaver 8™ to create the
learning materials. This software is usually used to create web pages.
Macromedia Dreamweaver 8 ™ provides tools that make it easy to design and
develop web pages. It allows the designers to create their own objects and
command, modify keyboard command and add images. The combination of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
HotPotatoes 6™ and Macromedia Dreamweaver 8 ™ is able to present the
materials to be taught based on the objectives. However, it should be designed in
such a way so that it is able to be used by students and teachers . The following is
the illustration of
the software application
created using Macromedia
Dreamweaver 8™. When students come to the front page of the application, they
are offered four links to choose from namely Home, Content Outline, Help and
Author. Each link brings them to different places. To choose one of the links, they
just need to click on the button they desired. For example, to go to the reading
exercises, they should click on the Content Outline button. There are 8 lessons
provided in it. In each lesson, students get some reading exer cises. Some
exercises contain a reading text. An interesting thing of computer -based reading
materials is that as soon as the students finish one exercise, they can get the result
of their practice immediately by clicking on the Check button. The designed set of
computer-based reading materials is applied in the computer laboratory of SMA N
9 Yogyakarta.
Based on the explanation above, the writer attempts to design a set of
computer-based reading materials using task -based learning for the first grade
students of senior high school of SMA N 9 Yogyakarta to help students solve their
problems.
It should be taken into account that this set of materials would not always
guarantee the success of the learners because it hinges on some factors, such as
the readiness and effectiveness of teachers, students, computers, and the congenial
atmosphere.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
B. Problem Limitation
The designed set of computer-based reading materials using task-based
learning in this study is used for teaching English, especially reading for the first
grade students in SMA N 9 Yogyakarta. The writer chose SMA N 9 Yogyakarta
because the writer only focuses on one school. Besides, the facility available there
makes it possible to use the media and implement the designed set of materials.
The writer focuses on designing a set of reading materials for one semester. It is
used in the first semester. The materials are narratives, recounts and procedures.
The writer focuses on developing pre-reading and while-reading materials which
are used in the computer laboratory. However, the wrier also proposes several
activities for post-reading.
C. Problem Formulation
In this study, there are two problems to be discussed. The problem can be
formulated as follows:
1. How is a set of computer-based reading materials using task-based learning
for the first grade students of Senior High School of SMA N 9 Yogyakarta
designed?
2. What does the set of computer-based reading materials using task-based
learning for the first grade students of Senior High School of SMA N 9
Yogyakarta look like?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
D. Research Objectives
In this study, there are two objectives to elaborate. The two objectiv es can
be specified as follows:
1. to find out how a set of computer-based reading materials using task-based
learning for the first grade Students of Senior High School of SMA N 9
Yogyakarta is designed,
2. to present the set of computer-based reading materials using task-based
learning for the first grade students of Senior High School of SMA N 9
Yogyakarta.
E. Research Benefits
There are some benefits, which can be obtained from this study. They are
described as follows:
1. For the English teachers of senior high school, this study will help them to
provide a set of alternative reading materials.
2. For the students, hopefully this study will help them to learn English
effectively especially in learning reading.
3. For further researchers, this study hopefully encourages them to make an
evaluation and revision so that they can produce a better design in the future.
F. Definition of Terms
1. Design
The term ‘designing’ is the same as creating a new set of materials that fit
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
the learning objectives and specifying subject areas of particular learner
(Hutchinson and Waters, 1994, p.106).
The term design in this study refers to the creating a set of reading
materials using Macromedia Dreamweaver for the First Grade Students of Senior
High School.
2. Reading
According to Anderson (Anderson, 1999) reading means a fluent process
of readers combining information from a text and their own background
knowledge to build meaning.
Wallace (Wallace, 2003) stated that reading as interpreting means reacting
to a written text as a piece of communication .
In this design, reading means understanding a written text . It includes
skimming, scanning, comprehension, reading between the lines, getting the
supporting details and main ideas.
3. Computer-Based Reading Materials
Levy (Levy, 1997) stated that when the word ‘based’ is part of the
acronym we are looking at the very central, all -encompassing role for the
computer. He also added that to function as a tutor, a computer presents some
subject material, the student responds, the computer evaluates the response, and
from the results of the evaluation, determines what to present next.
In this study computer-based reading materials means reading texts and
exercises which are stored in a computer. They can be evaluated and changed
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
based on the students’ need and interest. Students read the reading text and do
exercises via a computer.
4. Task-Based Learning
Nunan as cited by Richards and Rodgers (Richards and Rodgers, 2001,
224 cited Nunan, 1989) stated that task-based learning is one kind of learning in
which the learners are given a lot of tasks in the target language so that they can
comprehend, manipulate, produce and interact using that language while their
attention is principally focus on meaning rather than form.
Willis (Willis, 1996) stated that task-based learning is activities where the
target language is used by the learner for a communicative purpose (goal) in order
to achieve an outcome.
In this design, task-based learning is learning which uses a lot of tasks.
The word ‘outcome’ in this study means the objectives of the learning. Thus, t he
tasks here mean learners’ activities, especially reading activities that th ey get as
learning experiences that help them to achieve the objectives of the learning.
5. First Grade Students of Senior High School
Senior High School is a formal education after students graduated from 6
years Elementary School and 3 years Junior High School. Whi le first grade
students of Senior High School means the students who are in the first year of
senior high school. Their ages range from 15 to 17 years old. In this study, the
students are those who study in SMA N 9 Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
CHAPTER II
THEORETICAL REVIEW
This chapter presents detailed discussion about some theories underlying
the study. This chapter is divided into two sections, namely: Theoretical
Description and Theoretical Framework. The first section elaborates some
theories which serve as a fou ndation for this study. The second section
summarizes the writer’s framework and the steps in designing a set of computer based reading materials using task based learning.
A. Theoretical Description
In this part, the writer discusses some theories related to this study. There
are six theories that are going to be discuss ed. The first is instructional design
models. The second is the reading skill. The third is school based curriculum. The
fourth is syllabus. The fifth is task -based learning. The sixth is co mputer assisted
language learning.
1. Instructional Design Models
Since the objective of this study is designing materials to develop reading
skills, the writer employed Kemp’s and Yalden’s instructional material design.
Those two models will be comb ined and used as the basis in developing the
instructional materials.
13
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
a. Kemp’s model
Kemp’s instructional material design model consists of eight steps. Each
step is presented as follows:
1) Considering goals and list topics stating the general purposes fo r teaching
each topic.
The first step starts with “the recognition of the broad goals of the school
system or institution” (Kemp, 1977, p.13). After choosing the goals, the designer
chose the topics.
2) Enumerate the important characteristics of the learners for whom the
instruction is to be designed.
Kemp suggests that knowing students’ characteristic is important in
designing instructional material because it influences the designed material. The
information of students’ characteristic was used to design a ppropriate materials.
3) Specify the learner objectives to be achieved in terms of measurable student
behavioral outcomes.
Since the learning objectives concern with learning as the outcome of the
instruction, learners need to have active effort. Thus, all objectives must be
stated in terms of activities that will best promote learning (Kemp, 1977).
4) List the subject content to support each objective.
Kemp argues that the subject content must be related with student’s need
and interest. Kemp also offers four q uestions that can be used to select subject
content. They are:
a) What specifically must be taught or learned in this topic.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
b) What facts, concepts, principles relate to this topic.
c) What steps are involved in necessary procedures relating to this topic.
d) What techniques are required in performing essential skills.
5) Developing pre-assessment to determine the students’ background and present
level of knowledge about the topic.
Pre-assessment is needed to examine students’ preparation to study the
topic and competent in some of the stated objectives (Kemp, 1977). From the
statement we know that giving students enough preparation is important. It
enables students to acquire the objectives and master the topic.
6) Select teaching/learning activities and instructional resou rces that will treat the
subject content, so the students will accomplish the objectives.
Kemp states that appropriate methods and instructional activities will help
learners to achieve the learning objectives. So, the teacher has to know the strengths
and weaknesses of the methods used in the study and the materials.
7) Coordinate such support services as budget, personnel, facilities, equipment
and schedules to carry out instructional plan.
There are many factors needed in designing instructional materials
suggested by Kemp. The support services are budget, facilities, equipment, time
and schedule. Kemp also suggests that coordination of each support service
must be considered at the same time with making instructional plans and
selecting the materials.
8) Evaluate students’ learning in terms of their accomplishment of objectives
with a view to revise and re -evaluate any phase that needs improvement.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
Kemp says that evaluating students’ learning is necessary in order to
know how far the learners have achieved the objectives (Kemp, 1977, p.86). At
t
ABSTRACT
Agita, Christophorus Rikko. 2009. Designing A Set of Computer -Based Reading
Materials Using Task-Based Learning for The First Grade Students of SMA N 9
Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata
Dharma University
Without ignoring other skills, reading is considered as an important skill to
be taught at school since it ensures success not only in learning English, but also
in learning any content class where reading in English is required. Unfortunately,
the first grade students of SMA N 9 Yogyakarta face several problems in learning
reading. First, the texts are too long. Seco nd, students have difficulty
understanding the vocabulary. Third, the exercises provided are not varied. Lastly,
topics of the reading text are not varied.
This study is concerned with designing a set of computer -based reading
materials using task-based learning for the first grade students of SMA N 9
Yogyakarta. There were two problems involved in this study. They were: (1) How
is a set of computer-based reading materials using task -based learning for the first
grade students of Senior High School of SMA N 9 Yogyakarta designed?, and (2)
What does the set of computer -based reading materials using task -based learning
for the first grade students of Senior High School of SMA N 9 Yogyakarta look
like?.
In order to answer the first question in the Problem Formulation , the writer
combined Kemp’s and Yalden’s instructional design model. There were six steps
to be carried out from the adaptation and combination of those two instructional
design models. They are the following: 1) Conducting needs survey, 2)
Formulating goals, topics, and general purposes, 3) Formulating general
objectives, 4) Selecting teaching learning activities and materials, 5) Constructing
a set of computer-based reading materials using task -based learning, 6) Evaluating
the set of computer-based reading materials using task -based learning. These
steps are in line with first five steps of Educational Research and Development
(R&D) cycle. They were, 1) Research and information collecting, 2) Planning, 3)
Develop preliminary form of product, 4) Preliminary field testing, and 5) Main
product revision.
In order to answer the second question, the writer presented the set of
computer-based reading material using-task based learning which has been
revised. The revision was based on the results of data gathered from distributing
the questionnaire to the English teachers, English lecturers of English education
Study Program of Sanata Dharma University and an English instructor. The
instructional materials consist of four topics and each topic consists of two
lessons. The topics are: Education (unit 1), Nature (unit 2), Family (unit 3), and
Health (unit 4) The lessons are: (1) The Life of Helen Keller, (2) Announcement,
(3) Hurricanes and Tornadoes, (4) A Cleaner River, (5) Letter, (6) Wrapping
Idea, (7) Kas, (8) First Aid Care: Wound Care Treatment.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Based on the results of the post design, the writer concludes that the set of
designed materials are appropriate and suitable to be applied to teach reading for
the first grade students of SMA N 9 Yogyakarta. The mean was 4.25.
Finally, the writer hopes that the implementation of the designed set of the
materials could bring benefits to both the students and teachers.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Agita, Christophorus Rikko. 2009. Designing A Set of Computer -Based Reading
Materials Using Task-Based Learning for The First Grade Students of SMA N 9
Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris , Universitas
Sanata Dharma.
Tanpa mengabaikan pentingnya skill yang lain, reading dianggap sebagai
salah satu skill yang penting untuk diajarkan di sekolah karena dapat menjamin
sukses bukan hanya dalam pembelajaran bahasa Inggris tetapi juga dalam bidang
pembelajaran yang lain dima na bahasa Inggris dibutuhkan. Na mun demikian
sangat disayangkan karena siswa-siswa kelas satu SMA N 9 Yogyakarta
mempunyai permasalahan-permasalahan dalam belajar reading. Yang pertama
adalah teks yang terlalu panjang. Yang kedua, murid kesulitan untuk mem ahami
kosakata. Yang ketiga, latihan -latihan soal yang diberikan kurang bervariasi.
Sedangkan yang terakhir adalah topik bacaan yang diberikan kurang bervariasi.
Studi ini berkaitan mengenai penyusunan seperangkat materi pembelajaran
reading berdasarkan computer-based dengan menggunakan metode pembelajaran
task-based untuk siswa kelas satu SMA N 9 Yogyakarta. Ada dua pertanyaan
yang harus dijawab dalam studi ini. Pertanyaan-pertanyaan tersebut adalah: 1)
Bagaimanakah seperangkat materi pembelajaran reading bersasarkan computerbased dengan menggunakan metode pembelajaran task-based untuk siswa kelas
satu SMA N 9 Yogyakarta disusun?, dan 2) Seperti apakah seperangkat materi
itu?
Untuk menjawab pertanyaan pertama yang tercantum dalam Rumusan
Masalah, penyusun mengkombinasikan model desain pembelajaran Kemp dan
Yalden. Model yang diadaptasi dari kedua model desain pembelajaran tersebut
terdiri dari enam langkah, yaitu, 1) Melakukan survey kebutuhan, 2) Merumuskan
tujuan khusus, topic dan tujuan umum, 3) M erumuskan tujuan pembelajaran, 4)
Menyeleksi kegiatan dan materi pembelajaran, 5) Menyusun desain materi, 6)
Melakukan evaluasi terhadap desain materi. Langkah-langkah tersebut sesuai
dengan lima langkah pertama dari Educational Research and Development (R &D)
cycle. 5 langkah tersebut yaitu: 1) Penelitian dan pengumpulan informasi, 2)
Perencanaan, 3) Pengembangan bentuk awal produk, 4) Pengujian awal di
lapangan, 5) Perbaikan materi/produk.
Sedangkan untuk menjawab pertanyaan yang kedua, penyusun menyajikan
seperangkat materi pembelajaran reading bersasarkan computer-based dengan
menggunakan metode pembelajaran task-based untuk siswa kelas satu SMA N 9
Yogyakarta yang telah diperbaiki. Perbaikan materi dilakukan berdasarkan hasil
data kuesioner yang dibagi kan kepada guru bahasa Inggris, dosen bahasa Inggris
Pendidikan Bahasa Inggris Universitas Sanata Dharma dan seorang instruktor
bahasa Inggris. Materi pembelajaran terdiri dari 4 unit dan setiap unit terdiri dari
2 pelajaran. Topik tersebut adalah Education (unit 1), Nature (unit 2), Family
(unit 3), and Health (unit 4). Sedangkan pelajaran terdiri dari: (1) The Life of
Helen Keller, (2) Announcement, (3) Hurricanes and Tornadoes , (4) A Cleaner
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
River, (5) Letter, (6) Wrapping Idea, (7) Kas, (8) First Aid Care: Wound Care
Treatment.
Berdasarkan hasil dari post-design, penyusun menyimpulkan bahwa
materi yang telah disusun sudah sesuai untuk digunakan untuk mengajar reading
siswa kelas satu SMA N 9 Yogyakarta. Nilai rata -rata survey atas materi adalah
4,25.
Akhir kata, penyusun berharap bahwa pengimplementasian seperangkat
materi tersebut dapat memberikan manfaat baik bagi murid dan guru.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DESIGNING A SET OF COMPUTER-BASED READING MATERIALS
USING TASK-BASED LEARNING
FOR THE FIRST GRADE STUDENTS OF SENIOR HIGH SCHOOL
OF SMA N 9 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Christophorus Rikko Agita
Student Number: 041214112
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A Thesis on
DESIGNING A SET OF COMPUTER -BASED READING MATERIALS
USING TASK-BASED LEARNING
FOR THE FIRST GRADE STUDENTS OF SENIOR HIGH SCHOOL
OF SMA N 9 YOGYAKARTA
By
Christophorus Rikko Agita
Student Number: 041214112
Approved by:
Drs. Y.B Gunawan, M.A
Sponsor
23 March 2009
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A Thesis on
DESIGNING A SET OF COMPUTER -BASED READING MATERIALS
USING TASK-BASED LEARNING
FOR THE FIRST GRADE STUDENTS OF SENIOR HIGH SCHOOL
OF SMA N 9 YOGYAKARTA
Yogyakarta, 1 April 2009
Faculty of Teachers Training and Education
Sanata Dharma University
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I wrote, 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, 23 March 2009
The Writer
Christophorus Rikko Agita
041214112
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKA DEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Christoporus Rikko Agita
Nomor Mahasiswa
: 041214112
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING A SET OF COMPUTER -BASED READING MATERIALS
USING TASK-BASED LEARNING
FOR THE FIRST GRADE STUDENTS OF SENIOR HIGH SCHOOL
OF SMA N 9 YOGYAKARTA
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencamtumkan na ma saya
sebaga penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 27 April 2009
Yang menyatakan,
Christoporus Rikko Agita
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TABLE OF CONTENTS
TITLE PAGE ………………………………………… ……...………………...
i
APPROVAL PAGES ………………………………………… ……..…………
ii
STATEMENT OF WORK’S ORIGINALITY ……………………… …….….
iv
DEDICATION PAGE ………………………………………………… ……....
v
ACKNOWLEDGEMENTS …………………………………………… ............ vi
TABLE OF CONTENTS ……………………………………………………. .. viii
LIST OF TABLES …………………………………………………………….
xi
LIST OF FIGURES …………………………………………… ……………… xii
LIST OF APPENDICES ……………………………………………………… xiii
ABSTRACT ………………………………………………………………….. . xiv
ABSTRAK .......................................................................................................... .. xvi
CHAPTER I. INTRODUCTION
1
A. Background of the Study ………………………………………………
1
B. Problem Limitation ……………………………………………………
9
C. Problem Formulation …………………………………………………..
9
D. Research Objectives …………………………………… ……………… 10
E. Research Benefits ……………………………………………………...
10
F. Definition of Terms ……………………………………………………
10
CHAPTER II. THEORETICAL REVIEW
13
A. Theoretical Description ……………………………………………….
13
1. Instructional Design Models ………………………………………
13
a. Kemp’s model …………………………………………………
14
b. Yalden’s model ……………………………………………… .. 17
2. Curriculum ………………………………………………………… 19
a. School-Based Curriculum ……………………………………..
19
b. Curriculum of SMA N 9 Yogyakarta ………………………….. 20
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3. Syllabus ………………………………………………………........
21
4. Task-based Learning ………………………………………………
23
a. Nature of Task-based Learning ……………………………….. 23
b. Types of Task ………………………………………………….
24
c. The Framework of Task-based Learning .…………………….. 26
5. The Reading Skill …………………………………………………. 30
a. Nature of Reading ……………………………………………..
30
b. Reading Process ……………………………………………….
31
c. Teaching Reading …………………………………………….. 32
d. Three Stages in Teaching Reading ……………………………. 33
e. Reading Task ………………………………………………….. 36
6. Computer Assisted Language Learning …………………………... 42
a. The Role of the Computer ………………………………… ….. 42
b. The Role of the Teacher ……………………………………… . 43
c. The Advantages of Computer-Based Program ………………... 45
d. Five Types of Computer Programs ……………………………. 46
e. CALL Software Evaluation ………………………………… .... 46
B. Theoretical Framework …………………………………………… .….. 49
CHAPTER III. METHODOLOGY
52
A. Research Methods …………………………………………………… .. 52
B. Research Respondents …………………………………………… .…... 58
C. Research Instrument ………………………………………………… ..
59
D. Data Gathering Technique ……………………………………… .……. 62
E. Data Analysis Technique …………………………………………… .... 63
F. Research Procedure ……………………………………… …………… 64
67
CHAPTER IV
A. Data Presentation and Description …………………………………… . 67
1.
Conducting Needs Survey ……………………………………… … 68
2.
Formulating Goals, Topics and General P urposes ………………... 76
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3. Formulating Learning Objectives …………………………………. 77
4. Selecting Teaching Learning Activities and M aterials ……………. 79
5. Constructing a Set of Computer-Based Reading Materials
Using Task-Based Learning ……………………………………… 83
6. Evaluating the Set of Computer-Based Reading Materials
Using Task-Based Learning ……………………………………… . 95
B. Material Presentation …………………………………………………. 103
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
106
A. Conclusions …………………………………………………………… 106
B. Suggestions …………………………………………………………… . 107
REFERENCES ………………………………………………………………. 109
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LIST OF TABLES
Table 2. 1: CALL Software Evaluation Considerations ………………………. 47
Table 3. 1: Respondents of the Study ………………………………………… . 58
Table 3. 2: Summary of the Results of the Pre -design Survey ………………. .. 63
Table 3. 3: The Descriptive Statistics of Respondents’ Opinion ……………… 64
Table 4. 1: Summary of the Results of the Pre-Design Questionnaire ……….. 68
Table 4. 2: Summary of the Results of the Post-Design Questionnaire ……….. 71
Table 4. 3: The Goal and General Purposes of the Materials ………………… . 77
Table 4. 4: The Topics of the Materials ……………………………………… .. 77
Table 4. 5: The Indicators of the Materials ……………………………………. 78
Table 4. 6: Learning Activities of the Materials ………………………………. 82
Table 4. 7: JCloze Exercises ………………………………………………… ... 92
Table 4. 8: JMatch Exercises ………………………………………………… .. 92
Table 4.9: JQuiz Exercises …………………………………………………… .. 93
Table 4.10: JMix Exercises …………………………… ………………………. 94
Table 4.11: Description of the Respondents ………………………………… ... 96
Table 4.12: The Descriptive Statistics of Respondents’ Opinion …………… ... 97
Table 4.15: Presentation of the Designed S et of the Materials ………………... 104
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LIST OF FIGURES
Figure 2.1: Kemp’s Model …………………………………………………… .. 16
Figure 2.2: Yalden’s Model …………………………………………………… 18
Figure 2.3: The Components of the Task Cycle ……………………………… . 29
Figure 2.4: Bottom-up Approach to Reading ………………………………… . 31
Figure 2.5: Top-down Approach to Reading ………………………………… .. 32
Figure 2.6: Interactive Approach to Reading ………………………………… .. 32
Figure 2.7: The Ahmad Model ………………………………………………...
44
Figure 2.8: The Farrington Model …………………………………………… .. 44
Figure 2.9: The Writer’s Model ……………………………………………… .. 51
Figure 3.1: R&D Cycle ……………………………………………………… ... 57
Figure 3.2: Writer’s Model …………………………………………………… . 57
Figure 4.1: The Flowchart of the Designed Materials ………………………… 85
Figure 4.2: Autorun Application ………………………………………………. 87
Figure 4.3: Front Page user Interface ………………………………………….
88
Figure 4.4: Content Outline Page ……………………………………………...
89
Figure 4.5: Lesson Page ……………………………………………………… .. 90
Figure 4.6: JCloze Application …………………………………… …………... 91
Figure 4.7: JMatch Application ……………………………………………… .. 92
Figure 4.8: JQuiz Application …………………………………………………. 93
Figure 4.9: JMix Application ………………………………………………… .. 94
Figure 4.10: JCross Application ……………………………………………… . 95
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LIST OF APPENDICES
Appendix 1: Letter of Permission …………………………………………….. . 112
Appendix 2: Needs Survey Questionnaire ……………………………………. 115
Appendix 3: Overview of the Designed Set of the Materials …………………. 123
Appendix 4: Designed Materials Evaluation Questionnaire ………………….. 127
Appendix 5: Syllabus and Lesson Plans ………………………………………. 130
Appendix 6: Pictures Sources ………………………………………………… . 143
Appendix 7: Presentation of the Designed Set of the Materials ………………. 146
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ABSTRACT
Agita, Christophorus Rikko. 2009. Designing A Set of Computer -Based Reading
Materials Using Task-Based Learning for The First Grade Students of SMA N 9
Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata
Dharma University
Without ignoring other skills, reading is considered as an important skill to
be taught at school since it ensures success not only in learning English, but also
in learning any content class where reading in English is required. Unfortunately,
the first grade students of SMA N 9 Yogyakarta face several problems in learning
reading. First, the texts are too long. Seco nd, students have difficulty
understanding the vocabulary. Third, the exercises provided are not varied. Lastly,
topics of the reading text are not varied.
This study is concerned with designing a set of computer -based reading
materials using task-based learning for the first grade students of SMA N 9
Yogyakarta. There were two problems involved in this study. They were: (1) How
is a set of computer-based reading materials using task -based learning for the first
grade students of Senior High School of SMA N 9 Yogyakarta designed?, and (2)
What does the set of computer -based reading materials using task -based learning
for the first grade students of Senior High School of SMA N 9 Yogyakarta look
like?.
In order to answer the first question in the Problem Formulation , the writer
combined Kemp’s and Yalden’s instructional design model. There were six steps
to be carried out from the adaptation and combination of those two instructional
design models. They are the following: 1) Conducting needs survey, 2)
Formulating goals, topics, and general purposes, 3) Formulating general
objectives, 4) Selecting teaching learning activities and materials, 5) Constructing
a set of computer-based reading materials using task -based learning, 6) Evaluating
the set of computer-based reading materials using task -based learning. These
steps are in line with first five steps of Educational Research and Development
(R&D) cycle. They were, 1) Research and information collecting, 2) Planning, 3)
Develop preliminary form of product, 4) Preliminary field testing, and 5) Main
product revision.
In order to answer the second question, the writer presented the set of
computer-based reading material using-task based learning which has been
revised. The revision was based on the results of data gathered from distributing
the questionnaire to the English teachers, English lecturers of English education
Study Program of Sanata Dharma University and an English instructor. The
instructional materials consist of four topics and each topic consists of two
lessons. The topics are: Education (unit 1), Nature (unit 2), Family (unit 3), and
Health (unit 4) The lessons are: (1) The Life of Helen Keller, (2) Announcement,
(3) Hurricanes and Tornadoes, (4) A Cleaner River, (5) Letter, (6) Wrapping
Idea, (7) Kas, (8) First Aid Care: Wound Care Treatment.
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Based on the results of the post design, the writer concludes that the set of
designed materials are appropriate and suitable to be applied to teach reading for
the first grade students of SMA N 9 Yogyakarta. The mean was 4.25.
Finally, the writer hopes that the implementation of the designed set of the
materials could bring benefits to both the students and teachers.
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ABSTRAK
Agita, Christophorus Rikko. 2009. Designing A Set of Computer -Based Reading
Materials Using Task-Based Learning for The First Grade Students of SMA N 9
Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris , Universitas
Sanata Dharma.
Tanpa mengabaikan pentingnya skill yang lain, reading dianggap sebagai
salah satu skill yang penting untuk diajarkan di sekolah karena dapat menjamin
sukses bukan hanya dalam pembelajaran bahasa Inggris tetapi juga dalam bidang
pembelajaran yang lain dima na bahasa Inggris dibutuhkan. Na mun demikian
sangat disayangkan karena siswa-siswa kelas satu SMA N 9 Yogyakarta
mempunyai permasalahan-permasalahan dalam belajar reading. Yang pertama
adalah teks yang terlalu panjang. Yang kedua, murid kesulitan untuk mem ahami
kosakata. Yang ketiga, latihan -latihan soal yang diberikan kurang bervariasi.
Sedangkan yang terakhir adalah topik bacaan yang diberikan kurang bervariasi.
Studi ini berkaitan mengenai penyusunan seperangkat materi pembelajaran
reading berdasarkan computer-based dengan menggunakan metode pembelajaran
task-based untuk siswa kelas satu SMA N 9 Yogyakarta. Ada dua pertanyaan
yang harus dijawab dalam studi ini. Pertanyaan-pertanyaan tersebut adalah: 1)
Bagaimanakah seperangkat materi pembelajaran reading bersasarkan computerbased dengan menggunakan metode pembelajaran task-based untuk siswa kelas
satu SMA N 9 Yogyakarta disusun?, dan 2) Seperti apakah seperangkat materi
itu?
Untuk menjawab pertanyaan pertama yang tercantum dalam Rumusan
Masalah, penyusun mengkombinasikan model desain pembelajaran Kemp dan
Yalden. Model yang diadaptasi dari kedua model desain pembelajaran tersebut
terdiri dari enam langkah, yaitu, 1) Melakukan survey kebutuhan, 2) Merumuskan
tujuan khusus, topic dan tujuan umum, 3) M erumuskan tujuan pembelajaran, 4)
Menyeleksi kegiatan dan materi pembelajaran, 5) Menyusun desain materi, 6)
Melakukan evaluasi terhadap desain materi. Langkah-langkah tersebut sesuai
dengan lima langkah pertama dari Educational Research and Development (R &D)
cycle. 5 langkah tersebut yaitu: 1) Penelitian dan pengumpulan informasi, 2)
Perencanaan, 3) Pengembangan bentuk awal produk, 4) Pengujian awal di
lapangan, 5) Perbaikan materi/produk.
Sedangkan untuk menjawab pertanyaan yang kedua, penyusun menyajikan
seperangkat materi pembelajaran reading bersasarkan computer-based dengan
menggunakan metode pembelajaran task-based untuk siswa kelas satu SMA N 9
Yogyakarta yang telah diperbaiki. Perbaikan materi dilakukan berdasarkan hasil
data kuesioner yang dibagi kan kepada guru bahasa Inggris, dosen bahasa Inggris
Pendidikan Bahasa Inggris Universitas Sanata Dharma dan seorang instruktor
bahasa Inggris. Materi pembelajaran terdiri dari 4 unit dan setiap unit terdiri dari
2 pelajaran. Topik tersebut adalah Education (unit 1), Nature (unit 2), Family
(unit 3), and Health (unit 4). Sedangkan pelajaran terdiri dari: (1) The Life of
Helen Keller, (2) Announcement, (3) Hurricanes and Tornadoes , (4) A Cleaner
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River, (5) Letter, (6) Wrapping Idea, (7) Kas, (8) First Aid Care: Wound Care
Treatment.
Berdasarkan hasil dari post-design, penyusun menyimpulkan bahwa
materi yang telah disusun sudah sesuai untuk digunakan untuk mengajar reading
siswa kelas satu SMA N 9 Yogyakarta. Nilai rata -rata survey atas materi adalah
4,25.
Akhir kata, penyusun berharap bahwa pengimplementasian seperangkat
materi tersebut dapat memberikan manfaat baik bagi murid dan guru.
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CHAPTER I
INTRODUCTION
This chapter presents the rationale for conducting the research. It consists
of Background of The Study, Problem Limitation, Problem Formulation, Research
Objectives, Research Benefits, and Definition of Terms.
A. Background of The Study
Language is a means of communication since through language people
gain knowledge. One of the world’s most commonly used language s is English
(Randolph, 1985). English has been considered as an international language that is
used in modern technology, political, science, trade and exchange.
Considering the importance of English, the main goal of teaching English
at school is to help students to be able to communicate well both in spoken and
written. It is primarily to prepare students to get into college. Since, in the
university, they will always deal with English environment which demand s good
English communication skill s. Most scientific articles and textbooks they will use
in college are written in English. It is also relevant to present condi tion because
the urgent need for students to be able to read English texts well are to pass
National Final Examination or Ujian Akhir National (UAN) and to win the
UMPTN (The Admission Test for State University) . Thus, mastering good
communication skill will surely be a valuable asset for those who wish to be able
to remain and survive in college.
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Without ignoring other skills, reading is also considered as an important
skill to be taught at school. Reading is an essential skill for learners of English as
a second language. For most of these learners, it is the most important skill to
master in order to ensure success not only in learning English, but also in learning
any content class where reading in English is required (Nunan, 2003). It means
that the demand of good English reading skill is not only needed in English class,
but also in other subjects in which reading skill is needed. In other words, the
success in reading English can influence the success of other subjects.
People may have different purp ose of reading a written text. Sometimes
they read to locate specific information, for example name, location or date. Even,
commonly, they read a text to get knowledge or information, for example when
they read to learn. They also read to get general comp rehension on a text, for
example reading to get the main ideas. Perhaps, they also read only for pleasure.
But, in an academic setting, all those purposes come into account. Thus, in
relation to language teaching, an English teacher should bring those purposes into
the reading classroom since th ey can help learners to succeed in the completion of
tasks or even in the study.
In 2006, Departemen Pendidikan Nasional (Depdiknas) or the Minister of
National Education issued School-Based Curriculum or Kurikulum Tingkat
Satuan Pendidikan (KTSP ). Through the implementation of School -Based
Curriculum, government hopes it will bring some positive changes in the teaching
English. School-Based Curriculum states competence that should be achieved by
students in all subjects, including English. Reading skill for senior high school
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students is necessary to help students to gain knowledge and access science.
Therefore, when they are in college, they are fully ready to engage with higher
written text. In short, teaching rea ding skill for senior high school students is very
important to prepare them to achieve success in college (the Decree of the
Minister of National Education no 22/226 concerning the Standard of Contents).
In that respect, teaching reading at senior high sc hool is crucial. It is a teacher’s
duty to help learners to master a language.
According to School-Based Curriculum, every school has a right to create
their own curriculum based on the school’s potential. School-Based Curriculum
is used as a guideline for teachers to create teaching learning activities and
materials. It means that School-Based Curriculum gives teachers more
opportunity to be more creative in conducting teaching learning activities and in
designing materials with best suit with their lea rners (Act no 20/2003 concerning
the National Educational System) .
Nunan (Nunan, 2004, 12 as cited in Kohonen, 1992) argued that TaskBased Language Teaching can encourage the transformation of knowledge within
the learner rather than the transmission of knowledge from the teacher to the
learner. It means that a teacher is not always the source of knowledge. A task can
be seen as a vehicle for students to attain to higher knowledge of a particular
subject. It is because activities provided as tasks involve real communication and
interaction. Interaction in TBL offers opportunity to share and think the tasks with
classmates. Besides, interaction can also encourage students to be more
confidence in doing the tasks. Through TBL classroom, students get opportunity
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to take an active part in the learning process to experiment and take risks. Often,
errors are inevitably in the learning p rocess. Those can reduce students’
motivation and make them feel anxious. Task-based learning value that learners
need to regard their errors in a positive way (Willis, 1996, p.24).
Often, the successful learning depends much on the condition of language
learning. Willis (Willis, 1996) proposed four conditions in order to get effective
language learning. They are exposure, language use, motivation and instruction.
Exposure, language use and motivation are essential condition for language
learning, while instruction although not considerably essential is desirable.
Through task-based learning, learners can interact with real world tasks. Thus,
task-based learning is very valuable to improve English skills, especially reading
because task-based learning provides various written text to carry out. The point is
to make learners become not only more familiar with the feature of written text
but also more skilful in understanding written text. TBL forces learners to involve
their world knowledge and experience in comprehending written text because the
success of completion of the tasks does not always rely heavily on the mastery of
reading skills. Tasks are also said to improve learner motivation since students
should use target language to accomplish the tasks. Hence, TBL promotes
learning (Richards and Rodgers, 2001).
We cannot deny that media, both electronic (computer, television , etc) and
non electronic (textbook, newspaper, magazine , etc) plays an important role in
determining the success of study, especially in our educational field. It is because
media provides teachers and students with more information in various fields, for
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example scientific, technology, cultural, political, trade and exchange. Besides,
media can also be used as a vehicle to transfer knowledge from teacher to
students. Because of those reasons, many teachers try to take the advantages of
media used in educational field.
In our educational field, a textbook is a medium which is considered as an
important part in teaching and learning process. For years teachers have used a
textbook to facilitate the teaching learning process. It is primarily because a
textbook is very practical and easy to use. In SMA N 9 Yogyakarta, a textbook is
used as the main source of teaching and learning process. Students use the
textbook in order to learn and practice their communication in English. But,
students feel that they are ov erwhelmed with the texts given because they do not
fit with the students’ proficiency level. The texts are too long for them. Students
have difficulty understanding the vocabulary. Students, as the language learners,
need a lot of exposure of English to br oaden their knowledge of English. The
textbook they use does not give them various topics and exercises to choose from .
If students are not interested in the materials given, they will not do their best in
learning. In order to solve the problem, sometimes teachers need to create reading
materials. They make those to supplement reading materials provided in the
textbook. But, since there are some problems which arise in using a textbook,
teachers need to find another medium to teach students.
The fast development of technology in every field makes some researchers
and teachers put the benefits of technology into educational field. By utilizing
computers as a learning medium, teachers introduce technology as an interesting
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medium to learn English, especially reading. It implies that learning does not
always use a textbook. A computer in fact, has a lot of advantages for educational
field. It can aid students’ learning and help teachers to deliver materials. The
implementation of computer in language teaching and learning has begun for
decades ago. A Lou Harris poll conducted at the end of 1983 found that children
in 40 percents of the households with school -aged children used a computer at
school (Report on educational Research, 1983 as cited in Rude, 1986).
The following are the suggestions why the computer is used in the design:
a. its ability to interact with students (Kenning, 1983) , b. its important role and
function in helping students become better readers (Cushenbery, 1985 ), c. the
improvement of academic motivation due to children’s high enthusiasm about
using the computer (Rude, 1986,; Spencer and Baskin, 1983; Merton, 1983;
Fisher, 1983).
A computer accompanied by software can perform well as a textbook,
even more than a textbook. To perform as a t extbook, a computer provides
various materials and exercises. Students therefore have many topics to choose
from. As second language learners, students need a lot of English exposure to
broaden their knowledge. Some exercises are also available in the comp uter for
students to practice. Unlike a textbook, exercises available in the computer never
fade although they are used many times. The computer also has potential ability to
reduce students’ anxiety and increase students’ motivation.
A computer can assist students’ learning by providing
instruction in
doing exercises. The instructions available in the computer can always be
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evaluated or changed if it is unclear. Often, students have difficulty in doing the
exercises. They feel stressed or unenthusiastic in learning when they cannot give
the answers. A computer has the ability to help students do the exercises. A Help
button is available in some exercises. They just need to click on it when they need
help or have difficulties in doing the exercises. In su pporting students to
accomplish the tasks, a Vocabulary List is available. It can be accessed by
clicking on the button. In traditional method, sometimes when teachers feel
fatigued, they tend to neglect their students and do not give appropriate feedback
to the students. As a result, the teaching learning activities do not run well. A
computer in delivering materials never feels fatigued. Based on those reasons the
designer attempts to design a set of computer-based reading materials for the First
Grade Students of SMA N 9 Yogyakarta.
The designer uses HotPotatoes 6™ to design the learning exercises. Hot
Potatoes 6™ is software to create reading exercises. It offers some types of
reading exercises, such as multiple choice, matching, gap filling, crossword and
arranging words. HotPotatoes 6™ also makes the learning become effective and
efficient by providing immediate feedback in form of scor e. In other words,
HotPotatoes 6™ allows paper exercises to be written in the computer.
The designer chooses Macromedia Dreamweaver 8™ to create the
learning materials. This software is usually used to create web pages.
Macromedia Dreamweaver 8 ™ provides tools that make it easy to design and
develop web pages. It allows the designers to create their own objects and
command, modify keyboard command and add images. The combination of
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HotPotatoes 6™ and Macromedia Dreamweaver 8 ™ is able to present the
materials to be taught based on the objectives. However, it should be designed in
such a way so that it is able to be used by students and teachers . The following is
the illustration of
the software application
created using Macromedia
Dreamweaver 8™. When students come to the front page of the application, they
are offered four links to choose from namely Home, Content Outline, Help and
Author. Each link brings them to different places. To choose one of the links, they
just need to click on the button they desired. For example, to go to the reading
exercises, they should click on the Content Outline button. There are 8 lessons
provided in it. In each lesson, students get some reading exer cises. Some
exercises contain a reading text. An interesting thing of computer -based reading
materials is that as soon as the students finish one exercise, they can get the result
of their practice immediately by clicking on the Check button. The designed set of
computer-based reading materials is applied in the computer laboratory of SMA N
9 Yogyakarta.
Based on the explanation above, the writer attempts to design a set of
computer-based reading materials using task -based learning for the first grade
students of senior high school of SMA N 9 Yogyakarta to help students solve their
problems.
It should be taken into account that this set of materials would not always
guarantee the success of the learners because it hinges on some factors, such as
the readiness and effectiveness of teachers, students, computers, and the congenial
atmosphere.
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B. Problem Limitation
The designed set of computer-based reading materials using task-based
learning in this study is used for teaching English, especially reading for the first
grade students in SMA N 9 Yogyakarta. The writer chose SMA N 9 Yogyakarta
because the writer only focuses on one school. Besides, the facility available there
makes it possible to use the media and implement the designed set of materials.
The writer focuses on designing a set of reading materials for one semester. It is
used in the first semester. The materials are narratives, recounts and procedures.
The writer focuses on developing pre-reading and while-reading materials which
are used in the computer laboratory. However, the wrier also proposes several
activities for post-reading.
C. Problem Formulation
In this study, there are two problems to be discussed. The problem can be
formulated as follows:
1. How is a set of computer-based reading materials using task-based learning
for the first grade students of Senior High School of SMA N 9 Yogyakarta
designed?
2. What does the set of computer-based reading materials using task-based
learning for the first grade students of Senior High School of SMA N 9
Yogyakarta look like?
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D. Research Objectives
In this study, there are two objectives to elaborate. The two objectiv es can
be specified as follows:
1. to find out how a set of computer-based reading materials using task-based
learning for the first grade Students of Senior High School of SMA N 9
Yogyakarta is designed,
2. to present the set of computer-based reading materials using task-based
learning for the first grade students of Senior High School of SMA N 9
Yogyakarta.
E. Research Benefits
There are some benefits, which can be obtained from this study. They are
described as follows:
1. For the English teachers of senior high school, this study will help them to
provide a set of alternative reading materials.
2. For the students, hopefully this study will help them to learn English
effectively especially in learning reading.
3. For further researchers, this study hopefully encourages them to make an
evaluation and revision so that they can produce a better design in the future.
F. Definition of Terms
1. Design
The term ‘designing’ is the same as creating a new set of materials that fit
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the learning objectives and specifying subject areas of particular learner
(Hutchinson and Waters, 1994, p.106).
The term design in this study refers to the creating a set of reading
materials using Macromedia Dreamweaver for the First Grade Students of Senior
High School.
2. Reading
According to Anderson (Anderson, 1999) reading means a fluent process
of readers combining information from a text and their own background
knowledge to build meaning.
Wallace (Wallace, 2003) stated that reading as interpreting means reacting
to a written text as a piece of communication .
In this design, reading means understanding a written text . It includes
skimming, scanning, comprehension, reading between the lines, getting the
supporting details and main ideas.
3. Computer-Based Reading Materials
Levy (Levy, 1997) stated that when the word ‘based’ is part of the
acronym we are looking at the very central, all -encompassing role for the
computer. He also added that to function as a tutor, a computer presents some
subject material, the student responds, the computer evaluates the response, and
from the results of the evaluation, determines what to present next.
In this study computer-based reading materials means reading texts and
exercises which are stored in a computer. They can be evaluated and changed
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based on the students’ need and interest. Students read the reading text and do
exercises via a computer.
4. Task-Based Learning
Nunan as cited by Richards and Rodgers (Richards and Rodgers, 2001,
224 cited Nunan, 1989) stated that task-based learning is one kind of learning in
which the learners are given a lot of tasks in the target language so that they can
comprehend, manipulate, produce and interact using that language while their
attention is principally focus on meaning rather than form.
Willis (Willis, 1996) stated that task-based learning is activities where the
target language is used by the learner for a communicative purpose (goal) in order
to achieve an outcome.
In this design, task-based learning is learning which uses a lot of tasks.
The word ‘outcome’ in this study means the objectives of the learning. Thus, t he
tasks here mean learners’ activities, especially reading activities that th ey get as
learning experiences that help them to achieve the objectives of the learning.
5. First Grade Students of Senior High School
Senior High School is a formal education after students graduated from 6
years Elementary School and 3 years Junior High School. Whi le first grade
students of Senior High School means the students who are in the first year of
senior high school. Their ages range from 15 to 17 years old. In this study, the
students are those who study in SMA N 9 Yogyakarta.
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CHAPTER II
THEORETICAL REVIEW
This chapter presents detailed discussion about some theories underlying
the study. This chapter is divided into two sections, namely: Theoretical
Description and Theoretical Framework. The first section elaborates some
theories which serve as a fou ndation for this study. The second section
summarizes the writer’s framework and the steps in designing a set of computer based reading materials using task based learning.
A. Theoretical Description
In this part, the writer discusses some theories related to this study. There
are six theories that are going to be discuss ed. The first is instructional design
models. The second is the reading skill. The third is school based curriculum. The
fourth is syllabus. The fifth is task -based learning. The sixth is co mputer assisted
language learning.
1. Instructional Design Models
Since the objective of this study is designing materials to develop reading
skills, the writer employed Kemp’s and Yalden’s instructional material design.
Those two models will be comb ined and used as the basis in developing the
instructional materials.
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a. Kemp’s model
Kemp’s instructional material design model consists of eight steps. Each
step is presented as follows:
1) Considering goals and list topics stating the general purposes fo r teaching
each topic.
The first step starts with “the recognition of the broad goals of the school
system or institution” (Kemp, 1977, p.13). After choosing the goals, the designer
chose the topics.
2) Enumerate the important characteristics of the learners for whom the
instruction is to be designed.
Kemp suggests that knowing students’ characteristic is important in
designing instructional material because it influences the designed material. The
information of students’ characteristic was used to design a ppropriate materials.
3) Specify the learner objectives to be achieved in terms of measurable student
behavioral outcomes.
Since the learning objectives concern with learning as the outcome of the
instruction, learners need to have active effort. Thus, all objectives must be
stated in terms of activities that will best promote learning (Kemp, 1977).
4) List the subject content to support each objective.
Kemp argues that the subject content must be related with student’s need
and interest. Kemp also offers four q uestions that can be used to select subject
content. They are:
a) What specifically must be taught or learned in this topic.
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b) What facts, concepts, principles relate to this topic.
c) What steps are involved in necessary procedures relating to this topic.
d) What techniques are required in performing essential skills.
5) Developing pre-assessment to determine the students’ background and present
level of knowledge about the topic.
Pre-assessment is needed to examine students’ preparation to study the
topic and competent in some of the stated objectives (Kemp, 1977). From the
statement we know that giving students enough preparation is important. It
enables students to acquire the objectives and master the topic.
6) Select teaching/learning activities and instructional resou rces that will treat the
subject content, so the students will accomplish the objectives.
Kemp states that appropriate methods and instructional activities will help
learners to achieve the learning objectives. So, the teacher has to know the strengths
and weaknesses of the methods used in the study and the materials.
7) Coordinate such support services as budget, personnel, facilities, equipment
and schedules to carry out instructional plan.
There are many factors needed in designing instructional materials
suggested by Kemp. The support services are budget, facilities, equipment, time
and schedule. Kemp also suggests that coordination of each support service
must be considered at the same time with making instructional plans and
selecting the materials.
8) Evaluate students’ learning in terms of their accomplishment of objectives
with a view to revise and re -evaluate any phase that needs improvement.
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Kemp says that evaluating students’ learning is necessary in order to
know how far the learners have achieved the objectives (Kemp, 1977, p.86). At
t