Designing a set of instructional materials using cooperative integrated reading and composition [CIRC] for the eleventh grade students of SMA Negeri 4 Yogyakarta.

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vi ABSTRACT

Sukma. M, Agatha Nila. 2009. Designing a Set of Instructional Materials Using Cooperative Integrated Reading and Composition (CIRC) for the Eleventh Grade Students of SMA Negeri 4 Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This research aims to design a set of instructional materials to teach reading and writing using Cooperative Integrated Reading and Composition (CIRC) for the eleventh grade students of SMA Negeri 4 Yogyakarta. Teaching reading and writing in an integrative way can help the students learn reading and writing better.

There were two problems formulated in this study. They were: 1) How is a set of instructional materials using Cooperative Integrated Reading and Composition (CIRC) for the eleventh grade students ofSMA Negeri 4Yogyakarta designed? 2) What does the designed set of materials look like?

Educational Research and Development (R & D) method was employed in this study. The steps were 1) Research and Information Collecting, 2) Planning, 3) Development of Preliminary Form of Product, 4) Preliminary Field Testing, and 5) Main Product Revision.

In order to answer the first problem, the writer applied the adaptation of Kemp’s instructional model as the realization of Educational Research and Development (R & D) method. There were seven steps employed in this study i.e. 1) Identifying learners’ characteristics, 2) Determining goals, topics and general purposes, 3) Formulating learning objectives, 4) Listing the subject content, 5) Developing the designed materials, 6) Evaluating the designed materials, and 7) Revising the designed materials.

To answer the second question, the writer presented the designed materials. The designed materials consisted of eight units. Each unit was divided into five parts, namely: Let’s Think First, It’s Time to Read, How to Say It?, Grammar FocusandWrite Your Story.Let’s Think Firstis pre-activity to activate students’ prior knowledge about what is going to be learned and to introduce the topic.It’s Time to Readis the main activity where students read the text given and do reading activities. How to Say it? is the part in which the students learn the suitable expressions in using language in discussion. Grammar Focus is the activity to learn grammar found in the reading text. Write Your Story is the last activity in which the students write a composition after they obtain the model from the reading text. Those activities were based on Cooperative Integrated Reading and Composition (CIRC) framework where the teacher can teach integrated reading and writing.

The preliminary field testing showed that the total mean for the designed materials was 3.49 out of 4. It meant that the designed materials were good and acceptable.

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vii ABSTRAK

Sukma. M, Agatha Nila. 2009. Designing a Set of Instructional Materials Using Cooperative Integrated Reading and Composition (CIRC) for the Eleventh Grade Students of SMA Negeri 4 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini bertujuan untuk mengembangkan seperangkat materi pembelajaran untuk mengajar membaca dan menulis dengan menggunakan Cooperative Integrated Reading and Composition (CIRC) bagi siswa kelas sebelas SMA Negeri 4 Yogyakarta. Pengajaran membaca dan menulis yang terintegrasi dapat membantu siswa belajar membaca dan menulis dengan lebih baik.

Ada dua permasalahan yang diformulasikan dalam studi ini. Permasalahan tersebut yaitu: 1) Bagaimana satu set materi menggunakan Cooperative Integrated Reading and Composition (CIRC) bagi siswa kelas sebelas SMA Negeri 4 Yogyakarta dirancang? 2) Seperti apakah penyajian rancangan materi yang telah disusun tersebut?

Beberapa langkah dari metodeEducational Research and Development (R & D) diterapkan di dalam studi ini. Langkah-langkah tersebut yaitu 1) Penelitian dan pengumpulan informasi, 2) Perencanaan, 3) Pengembangan bentuk awal produk, 4) Pengujian awal di lapangan, dan 5) Perbaikan/ revisi produk.

Untuk menjawab pertanyaan pertama, penulis mengadaptasi model perancangan materi yang dikembangkan oleh Kemp sebagai realisasi dari metode Educational Research and Development (R & D).Ada tujuh langkah perancangan materi yang diterapkan penulis dalam studi ini. Langkah-langkah tersebut yaitu: 1) Pengidentifikasian karakter siswa, 2) Perumusan tujuan, topik dan tujuan umum, 3) Perumusan tujuan khusus, 4) Perincian isi materi, 5) Pengembangan materi, 6) Pengevaluasian materi, dan 7) Perbaikan materi.

Untuk menjawab pertanyaan kedua, penulis menampilkan rancangan materi yang terdiri dari delapan unit. Setiap unit dibagi menjadi lima bagian yaitu: Let’s Think First, It’s Time to Read, How to Say It, Grammar Focus dan Write Your Story, Let’s Think First merupakan kegiatan pembuka yang dapat mengaktifkan pengetahuan umum siswa berkenaan dengan topik yang akan dipelajari. It’s Time to Read merupakan bagian utama dimana siswa membaca teks bacaan dan melakukan berbagai macam aktivitas membaca. How to Say it? merupakan bagian dimana siswa mempelajari ungkapan-ungkapan yang tepat dalam menggunakan bahasa di dalam diskusi kelompok. Grammar Focus merupakan bagian untuk mempelajari tata bahasa yang ditemukan di dalam teks bacaan. Write Your Storymerupakan aktivitas terakhir yang memfokuskan siswa untuk menulis sebuah karangan setelah mereka mempelajari model yang diberikan dalam teks bacaan. Aktivitas-aktivitas tersebut disusun berdasarkan kerangka kerja Cooperative Integrated Reading and Composition (CIRC).

Pengujian awal di lapangan menunjukkan bahwa nilai rata-rata total pada rancangan materi adalah 3.49 dari skala 4. Hal ini berarti bahwa rancangan materi dikembangkan dengan baik dan dapat diterima.

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DESIGNING A SET OF INSTRUCTIONAL MATERIALS USING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC)

FOR THE ELEVENTH GRADE STUDENTS OFSMA NEGERI 4 YOGYAKARTA

...

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

Agatha Nila Sukma. M Student Number: 031214018

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ASarjana PendidikanThesis on

DESIGNING A SET OF INSTRUCTIONAL MATERIALS USING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC)

FOR THE ELEVENTH GRADE STUDENTS OFSMA NEGERI 4 YOGYAKARTA

Prepared and Presented by Agatha Nila Sukma. M Student Number: 031214018

Approved by:

Yohana Veniranda, S. Pd., M. Hum. May 12, 2009

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iii

DESIGNING A SET OF INSTRUCTIONAL MATERIALS USING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC)

FOR THE ELEVENTH GRADE STUDENTS OFSMA NEGERI 4 YOGYAKARTA

AGATHA NILA SUKMA. M Student Number: 031214018

Defended before the Board of Examiners on June 8, 2009

and Declared Acceptable

Board of Examiners

Chair person : A. Hardi Prasetyo, S.Pd., M.A. ____________ Secretary : Made Frida Yulia, S.Pd., M.Pd. ____________ Member : Yohana Veniranda, S.Pd., M.Hum. ____________

Member : G. Punto Aji, S.Pd., M.Hum. ____________

Member : Made Frida Yulia, S.Pd., M.Pd. ____________

Yogyakarta, June 8, 2009

Faculty of Teachers Training and Education Sanata Dharma University

Dean,

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STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, June 8, 2009 The Writer

Agatha Nila Sukma. M 031214018

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“Ia menjadikan segala sesuatu indah pada waktunya”

(Pengkotbah 3:11)

I dedicate this thesis to: Mother Mary and Jesus Christ

My beloved parents Y. Sukamdani & Th. Ratna N My older sister Ch. Sugiharti

My younger brother F. Chris. M

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vi ABSTRACT

The preliminary field testing showed that the total mean for the designed materials was 3.49 out of 4. It meant that the designed materials were good and acceptable.

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vii ABSTRAK

Sukma. M, Agatha Nila. 2009. Designing a Set of Instructional Materials Using Cooperative Integrated Reading and Composition (CIRC) for the Eleventh Grade Students of SMA Negeri 4 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Pengujian awal di lapangan menunjukkan bahwa nilai rata-rata total pada rancangan materi adalah 3.49 dari skala 4. Hal ini berarti bahwa rancangan materi dikembangkan dengan baik dan dapat diterima.

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viii

ACKNOWLEDGEMENTS

Firstly, I would like to thank and praise the Lord for the blessings to my life especially for His blessing in finishing this hard thesis.

My gratitude is addressed to my sponsor, Yohana Veniranda, S.Pd., M.Hum. for her time, suggestions, evaluation and assistance. I would also like to thank Ch. Lhaksmita Anandari, S.Pd., M.Ed. for her willingness to spend her time evaluating my designed materials.

I thankSMA Negeri 4Yogyakarta for giving me an opportunity to conduct this research. I would also like to thank the English teachers of SMA Negeri 4 Yogyakarta,BuIndarwati,PakRudatan, andPakTranggonofor their help and cooperation.

I express my deepest gratitude to my beloved parents Y. Sukamdani. M and Th. Ratna Ningsih for their endless love, prayer, support, patience and for everything they gave to me. I would also say sorry to them since they had to wait for so long for my graduation. My special thank is also to my older sister, Ch. Sugiharti and my younger brother, F. Chris. M. They always love and support me. I love them so much.

I would also say my big thank to my best friends Kameliya and Arum, who always support me. I thank them for the time we shared together and for many things they gave. I am so lucky to get to know them. I express my thanks to my best friends in my boarding house Ria, Kristy, Nina, Rosa, Derma, Hana, Imun, Rinda, Risa, WikaandElvifor their friendship and support.

I would also like to thank all of PBI-03ers, especially Lala, Nita, Ratri, Yuan, Lukas, Dame, Monchie, Lintang, Titin,and Fifi. My big thanks are also

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for the big family of UKM Kerohanian Sanata Dharma University, Wisma Bahasa English Division (Mbak Mawar, Mbak Niken, Mbak Prima, Mas Bagus, Siwi, and Mas Sugeng) and Gandroeng Choir (Mas Didit, Mas Kunto, Ijup, Mas Wawan, Agus, and other members). I thank them for the support, the wonderful experience and for the time we shared together. In addition, I warmly thank Adrianfor kindly spending his precious hours proofreading my thesis.

The last, I would like to express my deepest affection and gratitude to my lovely boyfriend, Antonius Eko Haryanto, S.E.for his endless love, support and patience to me in finishing my study.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

DEDICATION PAGE ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS... x

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I. INTRODUCTION A. Research Background ... 1

B. Problem Formulation ... 4

C. Problem Limitation ... 4

D. Research Objective ... 5

E. Research Benefits ... 5

F. Definition of Terms ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 9

1. Kemp’s Instructional Design Model ... 9

2. Teaching Reading and Writing... 11

a. Reading ... 12

b. Writing ... 13

c. The Principle of Teaching Reading and Writing to the Eleventh Grade Students of Senior High School ... 14

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a. The Characteristics of CIRC ... 17

b. Reading and Writing in the CIRC Framework ... 21

B. Theoretical Framework ... 25

CHAPTER III. METHODOLOGY A. Research Method ... 29

B. Research Participants ... 33

C. Research Instruments ... 34

D. Data Gathering Technique ... 36

E. Data Analysis Technique ... 37

F. Research Procedures ... 40

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS A. The Steps of Designing Instructional Materials forSMA Negeri 4 Yogyakarta ... 43

1. Identifying Learners’ Characteristics ... 43

2. Stating Goals, Topics, and General Purposes ... 54

3. Stating Learning Objectives ... 57

4. Listing the Subject Contents... 59

5. Designing the Learning Materials ... 59

6. Evaluating the Designed Materials ... 60

7. Revising the Designed Materials ... 62

B. The Presentation of the Designed Materials ... 63

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 65

B. Suggestions ... 67

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xii

LIST OF TABLES

Page

Table 3.1: The Description of Evaluation Survey Respondents ... 34

Table 3.2: Points of Agreement of the Respondents’ Opinions ... 38

Table 3.3: The Data of the Respondents’ Opinion (Blank) ... 39

Table 3.4: The Assessment of Central Tendency ... 40

Table 4.1: The Result of Questionnaires ... 48

Table 4.2: List of Topics and Basic Competence ... 55

Table 4.3: The Learning Indicators ... 57

Table 4.4: The Data of the Respondents’ Opinion ... 60

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xiii

LIST OF FIGURES

Page Figure 2.1: Kemp’s Instructional Model ... 11 Figure 2.2: A Model of Reading Comprehension ... 13 Figure 2.3: The Adaptation of Kemp’s Instructional Model... 28 Figure 3.1: The Relation between R & D Method and the Writer’s Model.... 33 Figure 3.2: Research Procedures... 42

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xiv

LIST OF APPENDICES

Page

Appendix A: Letters of Permission ... 71

Appendix B:Surat Keterangan Penelitian... 74

Appendix C: Needs Survey Questionnaire ... 75

Appendix D: Interview Guideline ... 79

Appendix E: Evaluation Survey Questionnaire ... 80

Appendix F: General Description of the Designed Materials ... 83

Appendix G: Syllabus ... 86

Appendix H: A Sample of Lesson Plan ... 92

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CHAPTER I INTRODUCTION

This chapter provides background information and rationale for this research. It covers seven parts; they are research background, problem formulation, problem limitation, research objectives, research benefits and definition of terms.

A. Research Background

In learning English, Senior High School students have to master four basic skills. They are listening, speaking, reading and writing. Learning all the skills is not easy because they are very different from the students’ mother tongue.

As the skills included in the four basic skills, reading and writing are indeed difficult to learn. According to Urquhart and Weir (1998: 37), reading is a cognitive activity. It largely takes place in the mind and it also needs technical process in order comprehend the text.That statement finds agreement from Burden (1999: 68). He describes reading as a fluent process of readers combining information from a text and their own background knowledge to build meaning in which the goal is comprehension. The process of course takes place in the mind.

The above facts explain what reading is and the difficulty of reading, while writing is a method of expressing ideas about any subject content (Tiedt, 1989: 1). He confirms that writing is one way of expressing what we think which demands the use of conventions such as punctuation, capitalization, and spelling, as well as standard usage. These obstacles make reading and writing difficult to learn.

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Furthermore, as written expression, Cohen and Plaskon (1980: 273) mention that reading and writing cover reading, spelling, vocabulary, and writing conventions (capitalization, punctuation, and organization). National Writing Project and Carl Nagin (2007: 9) also agree that:

writing is hard because it is a struggle of thought, feeling, and imagination to find expression clear enough for the task at hand. Doing it well means being both a writer and a reader. As a writer, we look through language and try to discover what we mean to say; as a reader, we look at language with an editor’s eye to be sure that we have found the right words to express the ideas.

These facts indicate that reading and writing are difficult, but they are also important to communicate successfully. However, from the writer’s experience in the teaching practice (Program Pengalaman Lapangan II) in SMA Negeri 4 Yogyakarta, many students; especially the eleventh grade students face those problems. Actually, most of them have good ability in English, but they are afraid to express their ideas in the written form. Many of them also have difficulty in comprehending the reading text.

Thus, there is a need to find out an effective method to teach reading and writing skills, so that the students can learn those skills easily. One method can be used in the classroom is cooperative learning. In cooperative learning, students work together in four-member teams to master material initially presented by the teacher (Slavin, 1995: 5). The five principal methods in cooperative learning are Student Teams-Achievement Divisions (STAD), Teams-Games-Tournaments (TGT), Jigsaw II, Team Accelerated Instruction (TAI) and Cooperative Integrated Reading and Composition (CIRC) as stated by Slavin (1995: 5).

Among those principal methods, there is a method that is suitable and can be used to teach reading and writing skills. This method, which is proposed by

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Slavin (1995: 7) is called Cooperative Integrated Reading and Composition (CIRC). He states the definition as follows:

“CIRC is a comprehensive program for teaching reading, writing, and language arts in the upper elementary and middle grades ... Students work in pairs within their teams on a series of cognitively engaging activities, including reading to one another, making predictions about how narrative stories will be resolved, summarizing stories to one another, writing responses to stories, and practicing spelling, decoding, and vocabulary”. In CIRC, the students have to work in groups to comprehend the reading text and then to produce a composition. Using this method, we can integrate reading and writing. It is supported by Tiedt (1989: 5) who says “students learn to write by reading”. Moreover, the National Writing Project and Carl Nagin (2007: 32) state that the research has led many educators to agree that integrating reading and writing has multiple benefits for development of literacy.

Therefore, the writer agrees that CIRC is the appropriate method to teach integrated reading and writing for Senior High School students. In CIRC theory, narrative is emphasized as the material to be developed. This fact is relevant with the latest curriculum called KTSP (Kurikulum Tingkat Satuan Pendidikan) in which narrative genre is taught in grade X, XI, and XII of Senior High School in every semester.

Considering all the facts above, the writer decided that it is important to design materials for teaching integrated reading and writing. In this study, the writer intended to design a set of instructional materials to teach reading and writing for the eleventh grade of SMA Negeri 4 Yogyakarta using Cooperative Integrated Reading and Composition (CIRC). The writer hopes that the designed materials will enable the students to improve their reading and writing skill.

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B. Problem Formulation

The problems of this research are formulated as presented below.

1. How is a set of instructional materials using Cooperative Integrated Reading and Composition (CIRC) for the eleventh grade students of SMA Negeri 4 Yogyakarta designed?

2. What does the set of instructional materials using Cooperative Integrated Reading and Composition (CIRC) for the eleventh grade students of SMA Negeri 4Yogyakarta look like?

C. Problem Limitation

This research focuses on designing a set of English instructional materials for the eleventh grade students of SMA Negeri 4 Yogyakarta especially for learning integrated reading and writing, using Cooperative Integrated Reading and Composition (CIRC). The writer chooses SMA Negeri 4Yogyakarta because she wanted to make a contribution to that school in order to help the students to master reading and writing skills. It can be seen as a follow-up to the writer’s teaching practice(PPL II). The research is limited to the eleventh grade students only in order to make the research more effective and focused.

Furthermore, the writer chooses Cooperative Integrated Reading and Composition (CIRC) because using CIRC, the teacher can teach integrated reading and writing. As the part of cooperative learning, by using CIRC the students can improve their learning because they work in groups and help their teammates. It is stated by Slavin (1995: 4) that the idea of cooperative learning is that if students want to succeed as a team; they will encourage their teammates to excel and will help them to do so. In this study, the writer focuses on the narrative

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genre. It is related to the CIRC theory which says that narrative is emphasized as the material to be developed.

Moreover, this set of instructional materials which is limited to eight units is aimed at being used in the first and second semester of the eleventh grade students ofSMA Negeri 4Yogyakarta. It is the teacher’s job to be flexible to use this designed material to teach reading and writing skill through narrative genre. The writer does not intend to implement this set of instructional materials. Therefore, the writer only presents the designed materials.

D. Research Objectives

There are two main objectives in this research related to the problems stated previously. The objectives of the research can be formulated as presented below.

1. To find out how a set of instructional materials using Cooperative Integrated Reading and Composition (CIRC) for the eleventh grade students of SMA Negeri 4Yogyakarta is designed.

2. To present the set of instructional materials using Cooperative Integrated Reading and Composition (CIRC) for the eleventh grade students of SMA Negeri 4Yogyakarta.

E. Research Benefits

The result of this research will hopefully be beneficial for the eleventh grade students ofSMA Negeri 4Yogyakarta, the English teachers ofSMA Negeri 4Yogyakarta, and the other researchers.

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First, knowing the result of this study, the eleventh grade students ofSMA Negeri 4Yogyakarta can hopefully easily learn reading and writing skills through the designed materials. Second, the result of this study can be beneficial for the English teachers of SMA Negeri 4 Yogyakarta. The English teachers can hopefully improve their teaching techniques and be flexible especially in teaching reading and writing using CIRC. The designed materials provided in this research can be the examples for the English teachers. The last, it is hoped that the result of this study can be used as a reference to support future relevant studies done by other researchers. The other researchers can also implement the designed materials since in this study the writer doesn’t implement the designed materials. The writer only designs and presents it.

F. Definition of Terms

In this section, some terms used in the research are defined to avoid misinterpretation and misunderstanding. There are Instructional Materials, Reading, Writing, Cooperative Integrated Reading and Composition (CIRC), and SMA Negeri 4Yogyakarta.

1. Instructional Materials

Instructional materials are materials planned or designed by the teacher for the teacher instructions (Dick and Reiser, 1989: 3). In this study, instructional materials mean the materials designed by the writer to be used by the English teacher and the students of SMA Negeri 4 Yogyakarta in conducting teaching-learning process that will help the students to improve their reading and writing skill through narrative.

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2. Reading

According to Urquhart and Weir (1998: 37), reading is a cognitive activity. It largely takes place in the mind. That statement finds agreement from Burden (1999: 68). He says that reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning in which the goal is comprehension. The process of course takes place in the mind. In this study, reading is a process of building knowledge from information in the text and the students’ background knowledge.

3. Writing

According to Zimmerman and Rodrigues (1992: 4), writing is a way of thinking, a way of learning, a way of sharing ideas with others. Through writing, people can share their thinking and ideas with others in the written expressions. Tiedt (1989: 1) agrees when he said “writing is a method of expressing ideas about any subject content…” In this study, writing is a skill of expressing the ideas related to the reading text epecially about narrative. The students share their ideas and thinking into a written form. It is supported by Tiedt (1989: 4) who believes that students learn to write by reading.

4. Cooperative Integrated Reading and Composition (CIRC)

CIRC is a comprehensive program for teaching reading and writing in the upper elementary and middle grades (Slavin, 1995: 7). Although the theory states that CIRC is for the upper elementary and middle grades, the writer considers that English native speakers are included. It is indeed different with the role of English in Indonesia. In this study, where English has a function as a foreign language, the writer considers that Senior High School students are included as the middle

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grades. Thus, CIRC is used in this study to teach integrated reading and writing for the eleventh grade students of Senior High School.

5. SMA Negeri 4Yogyakarta

SMA Negeri 4 Yogyakarta is located on Magelang Street Karangwaru Lor, Yogyakarta. This school has 18 classes and each grade has 6 classes. The eleventh grade students in SMA Negeri 4 Yogyakarta consist of four science streams and two social streams.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the theories and concepts that are the basis for the discussion of this study. There are two major sections in this chapter. The first is theoretical description and the second one is theoretical framework.

A. Theoretical Description

There are three relevant theories discussed in this part.Those theories are Kemp’s Instructional Design Model, Teaching Reading and Writing and the theory of Cooperative Integrated Reading and Composition (CIRC).

1. Kemp’s Instructional Design Model

There are many kinds of instructional design used in designing the materials. One of them is Kemp’s Intructional Design Model. Kemp’s model (1977: 9) is a flexible cycle that proposes eight interdependent elements which should be considered in designing instructional materials. The eight elements are: a. Considering Goals, Topics and General Purposes

Stating goals is important in all educational programs. Most of the designers start with the formulation of the goals before designing the materials. After establishing its goals, it is also important to list the topics and state the general purposes for teaching each topic. The topics will become the basis for the instruction. The selection of topics should be sequenced from simple to the complex level. (Kemp, 1977: 15). By knowing the goals, topics, and general purposes, the designer knows what materials are going to be included.

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b. Identifying Learners’ Characteristics

In this step, the designer should obtain information about the students’ capabilities, needs and interests (Kemp, 1977: 18). Knowing the learners’ characteristics is very important because it influences the instructional planning. c. Specifying Learning Objectives

The designer has to specify the learning objectives to be achieved by the students. Kemp (1977: 34) states that objectives tell students about what goals they must obtain so that they can better prepare their work. It means that all activities in teaching learning process must be able to support the achievement of the learning objectives.

d. Listing the Subject Content

The subject content supports each objective. In other words, objectives are what you want content to do. In organizing the content, the designer should prepare the outline of the information that will be taught (Kemp, 1977: 44).

e. Developing Pre-assessments

Kemp (1977: 50) states that the designer develops pre-assessment in order to know whether the students are ready to study the topic or not. The other reason is to know the students’ competence in some of the stated objectives. Pre-assessment can be done through a placement and diagnostic test.

f. Selecting Teaching/ Learning Activities and Instructional Resources

The designer must determine the most efficient and effective methods. Then, the designer selects the teaching learning materials to provide learning experiences in order to accomplish the objective (Kemp, 1977: 55). The materials must be related with the teaching method chosen.

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g. Considering the support services

The designer should also consider the support services such as budget, personnel, facilities, equipment, and schedules. Kemp (1977: 84) explains that those support services are used to carry out the instructional plan

h. Conducting Evaluation

The last step should be done by the designer is conducting evaluation. According to Kemp (1977: 91), evaluation is used to measure the learning outcomes relating to the objectives. It is important as the basic to make revision.

Kemp’s instructional model is a flexible process since there is an interdependence among the eight elements above. When the designer chooses one step, it may affect others (Kemp, 1977: 9).

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

2. Teaching Reading and Writing

Reading and writing are two important skills but difficult to learn. Cohen and Plaskon (1980: 273) describe that written expression is one of the most

Revise

Subject Content

Learning Objectives

Teaching/ learning Activities, Resources Support

Services

Pre-Assess

ment Evaluation

Learner Charac-teristics Goals,

Topics, & General Purposes

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difficult of the communication arts to master. The process of putting one’s thoughts into written form involves the integration of all the areas of the language arts: oral expression, reading, handwriting, spelling, vocabulary, and writing conventions (capitalization, punctuation, and organization). Thus, it’s important for the teacher to know the nature of reading and writing as well as the principle of teaching reading and writing.

a. Reading

According to Urquhart and Weir (1998: 37), reading is a cognitive activity. That statement finds agreement from Burden (1999: 68) who describes reading as a fluent process of readers combining information from a text and their own background knowledge to build meaning in which the goal is comprehension. The process of course takes place in the mind.

As we read, we try to identify the precise topic, and each change of topic. This activates the ideas we have stored in our mind related to that topic (background knowledge) and helps us make sense of what we then read (Davies 2000: 90). We usually start reading with certain expectations; for example in reading a letter, we expect news or information from the writer.

Davies (2000: 90) explains that based on our expectations, our previous ideas about the topic and our knowledge of the language and of the texts written in the language, to some extend we predict what will come next. It is a model of reading comprehension suggested by Davies (2000: 90-91). In other words, when we read, we use our memory of what has been read so far and relate it with our knowledge of the language. Then, we can predict what is coming next.

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Memory of what has been read so far

Expectations and releveant ideas

Prediction of what is coming next

Recognition of meaningful segments of

texts and texts structure Reading Comprehension

Figure 2.2 A model of reading comprehension (Davies, 2000: 91)

In this study, reading is a process of building knowledge from information in the text and the students’ background knowledge (what they have known before related to the text).

b. Writing

According to Zimmerman and Rodrigues (1992: 4), writing is a way of thinking, a way of learning, a way of sharing ideas with others. Tiedt (1989: 1) also states that writing is a method of expressing ideas about any subject contents. Through writing, people can share their thinking and ideas with others in the written expressions. However, we know that written expression is one of the most difficult parts of the communication arts to master. Cohen and Plaskon (1980: 273) describe that:

The process of putting one’s thoughts into written form involves the integration of all the areas of the language arts: oral expression, reading, handwriting, spelling, vocabulary, and writing conventions (capitalization, punctuation, and organization).

The above facts show that writing is a complex and difficult process. The difficulty of writing is also agreed by Tiedt (1989: 26). He says that:

... writing is fairly slow and involves the use of motor skills that may be well developed. Writing also demands the use of conventions such as punctuation, capitalization, and spelling, as well as standard usage. These obstacles make writing the most difficult of the language arts.

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In this study, writing is a skill of expressing the ideas related to the reading text that the students learn after they read a text. The students share their ideas and thinking into a written form.

c. The Principles of Teaching Reading and Writing to the Eleventh Grade Students of Senior High School

Senior High School is a level of education after graduating from Junior High School that should be finished in three years. The eleventh grade students of Senior High School are the students being in the second year of their study in Senior High School. They are between 15 and 17 years old. According to Hurlock (1980: 184 ), they are in a transition period betwen puberty and adult. Therefore, they are likely to have unstable emotion. They always want to be understood and recognized. However, in this stage the students like to get along with their peers and to build relationship with people.

Thus, those characteristics also influence their performance in studying. English as a foreign language learned in school is considered as a difficult subject. It covers four language skills and language elements. Hence, the students’ performance in learning English still falls short of expectations.

Reading and writing as the parts of language skills are seen as the difficult parts in learning English. Most of the Senior High School students say that reading and writing are difficult to learn. It is supported by National Writing Project and Carl Nagin (2007: 9) that state:

Writing is hard because it is a struggle of thought, feeling, and imagination to find expression clear enough for the task at hand. Doing it well means being both a writer and a reader. AS writer, we look through language and struggle to discover what we mean to say; as reader (of our own work), we look at the language with an editor’s eye to be sure we’ve found the right words to say what we mean.

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Considering the students’ characteristics and their perception in learning English especially for reading and writing skills, teaching reading and writing to the eleventh grade students of Senior High School is not an easy thing. Therefore, the teacher needs to understand the principles of teaching reading and writing. It is also important to know the relationship between reading and writing. Moreover, the teacher should be creative to conduct the teaching learning process so that it will be successful.

According to Armbruster and Osborn (2002: 85-87), the reading process can be divided into three parts. They are prereading activities, during-reading activities, and postreading activities.

Prereading activities involves the preparation before the students read. It covers activating and building background knowledge, building text-specific knowledge and vocabulary, setting purposes and direction for reading, and suggesting comprehension strategies. During-reading activities are the activities which facilitate students’ reading comprehension during the actual reading process. This stage is to help the students understand the text (Davies, 2000: 93). Postreading activities should help students do something related with what they have read. The students are to connect what they have read with their own ideas and experience. It covers further questioning, discussion, writing, drama, art, music, dance, and application and outreach in the real world.

According to Tiedt (1989:1), teaching writing is a complex undertaking, for we never teach writing in isolation. As we plan to teach writing, we also teach thinking, listening, speaking, and reading skills, for all language skills are interdependent. Therefore, Tiedt (1989:2) sees the process of writing as the

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holistic process where the students think, feel, and experience as they produce a piece of writing.

Related to the process of writing, Zemach (2007: 12) explains that there are some steps in writing; brainstorming, organizing, drafting, reviewing, editing and revising, and rewriting. Brainstorming is for gathering ideas. It can be done by discussing, freewriting, listing and mapping. Organizing is to choose which ideas to use and put them in order. Drafting is to write the complete essay from start to finish. Reviewing can be done by oneself, peers, or the teacher. Editing and revising are important to get feedback from others to improve the writing. Rewriting is the last process as the final product. That process is also agreed by Graves (1996: 124) who says the process of writing includes brainstorming, drafting, editing and revising. Graves points out that in this way, the process is emphasized, not the product.

Considering the relationship between reading and writing, Tiedt (1989: 4) believes that students learn to write by reading. The students observe how the writer presents ideas and uses language in imaginative ways. They also learn to write by reading other students’ writings. When they do that, they learn many things from others; they learn the structure, grammar, etc. They can give comments and correct others’ mistakes. In this way, they are learning writing by reading.

In accordance with that, before the teacher asks the students to write a specific form of writing, the teacher should introduce the structure by showing the examples or models. The students need to be familiar with the features of a fairy tale before they can write one successfully. The students need to develop “sense of story” before writing a story as explained by Tiedt (1989: 13).Therefore, they

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need to hear and to read other forms in order to create or to produce specific genres. It is supported by Derewianka (1990: 7) who explains that if children are to write in a particular genre, they first need to become familiar with its purpose and features through immersion in the genre and by exploring sample texts. Hence, it is a good point for the teacher to give a text model before asking the students to write.

In this point, it is the teacher’s job to teach reading before teaching writing. Writing can function as the postreading activity as suggested by Armbruster and Osborn (2002: 87). They confirm that writing requires the active manipulation of ideas. It is a powerful way to help your students connect what they already know with the new information in the text.

3. Cooperative Integrated Reading and Composition (CIRC)

Cooperative Integrated Reading and Composition (CIRC) is a comprehensive program for teaching reading and writing in the upper elementary and middle grades (Slavin, 1995: 7). In Indonesia, English as a foreign language is considered difficult to learn. The writer considers that CIRC is appropriate to be implemented for the eleventh grade of Senior High School students as the middle grade learners of English as a foreign language.

a. The Characteristics of CIRC

According to Slavin (1995: 106), there are three principal elements emphasized in CIRC; they are basal-related activities, direct instruction in reading comprehension, and integrated language arts and writing. Students work in pairs within their teams on a series of cognitively engaging activities, including reading to one another, making prediction about how narrative stories will be resolved,

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summarizing stories to one another, writing responses to stories, and practicing spelling, decoding, and vocabulary. In other words, the students are taught using sequence activities started with reading and ended by producing a piece of writing or composition.

Group activities are emphasized in CIRC. There are some benefits for learning reading and writing in groups. The students can develop the awareness of others’ interests and needs. Developing social skills is also gained from learning in groups. In writing, they can also develop their imaginative and creative thinking. When teams pull together in a writing project, several individual voices come together in the same report. Team members may use different expressions, present information differently, or even focus on different priorities for the project.

Hence, the collaboration, working together on the same project, makes the finished product much more thorough and far-reaching than an individually written project could be (Reed and Ellis, 2003: 10). However, a smooth final product is the result of committee meetings in which a writing project is read aloud, line by line, and discussed until members agree on wording, organization, and presentation style.

Furthermore, Slavin (1995: 106-110) also states the major components of CIRC. They are presented as follows.

1) Reading Groups

If reading groups are used, the teacher divides the students into two or three reading groups based on their reading level.

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2) Teams

Students make a team of two or three within their reading groups. Team members will get points based on their individual performances, compositions, and book reports, and these points form a team score.

3) Story-Related Activities

Students use novels or basal readers. Basal readers here mean basic or simple reading texts. Teacher sets a purpose for reading, introduces new vocabulary, reviews old vocabulary, and discusses the story after students have read it and so on.

After the stories are introduced, students are given a series of activities for them to do in their teams. The sequence of activities is as follows:

a) Partner Reading

Students read the reading text silently and then take turns reading the story aloud with their partners. In this stage, the students can correct each other’s words if there are any mistakes.

b) Story Grammar and Story-Related Writing

Students are given questions (“Treasure Hunts”) related to the story that emphasizes the story grammar – the structure that underlies all narratives. The examples of “Treasure Hunts” are asking about the characters in the story, the plot, the tenses used and the generic structures of the text.

c) Words Out Loud

Students are given a list of new or difficult words used in the story and they must learn to read it aloud correctly. The difficult words and their meanings are not always given by the teacher bu they can be found by the students from their experience while reading the story.

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d) Word Meaning

Related to the previous activity, students have to look the new or difficult words in the dictionary, paraphrase the definition, and write a sentence for each that shows the meaning of the word.

e) Story Retell

Students have to summarize and retell the main point of the story to their partner after reading and discussing the story. This stage is good for the students to learn the plot of the story.

f) Spelling

Students check the spelling of each other’s words every week. 4) Partner Checking

As students complete each of the activities above, their partners initial a student-assignment form indicating that they have completed and/or achieved criteria for that task. Peer review, getting other people to comment on your work in progress, is one of the best ways to test what you have written (Reed & Ellis, 2003: 101). The writers carefully consider comments made by peer readers as they make adjustments in their writing’s content and organization, clarity, and tone.

A big part of getting good feedback is asking directed questions about your work. Only the writer can guide the reader to the specific things you want to know about your writing.

5) Test

At the end of three class periods, the students are given a comprehension test on the story, asked to write meaningful sentences for each vocabulary word, and asked to read the word list aloud to the teacher.

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6) Direct Instruction in Reading Comprehension

One day each week, students receive direct instruction in specific reading comprehension skills, such as identifying main ideas, understanding causal relations, and making inferences.

7) Integrated Language Arts and Writing

In this point, students draft a composition after consulting teammates and the teacher about their ideas and organizational plan, work with teammates and then edit one another’s work.

According to Reed and Ellis (2003: 101), getting other people to comment on your work in progress (peer review) is one of the best ways to test what you have written.

8) Independent Reading and Book Report

Students are asked to read a book or story individually and they have to report it. In this stage the teacher provides the stories or asks the students to choose their own stories. Choosing their own stories will make the students free and enjoy their story.

In this study, the writer applies some components of CIRC, they are teams, story-related activities (partner reading, story grammar, word meaning, and story retell), partner checking, direct instruction in reading comprehension, integrated language arts and writing, and independent reading.

b. Reading and Writing in the CIRC Framework

Reading and writing in the CIRC framework focuses on narratives. It is due to the reason that in the CIRC theory, narrative is emphasized as the reading and writing material. It is clearly stated by Slavin (1995: 105). He states that students work in pairs to identify five critical features of each narrative story:

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characters, setting, problems, attempted solutions, final solution. Hence, in this study, the students are to read a narrative text and then produce a piece of narrative.

1) Definition of Narrative

A narrative tells a story. It’s usually told chronologically, in time order, from beginning to end (Reed and Ellis, 2003:87). Dumais (1988: 60) also states the same definition; narrative is a kind of writing which tells a story – a series of connected incidents, or an action – process of an action.

The basic purpose of narratives is to entertain, and to gain and hold the reader’s interest in a story. However, narratives may also seek to teach or inform, to embody the writer’s reflections on experience, and to nourish and extend the reader’s imagination (Derewianka, 1990: 40).

2) Types of Narrative

According to Derewianka (1990: 40), there are thirteen types of narratives. Most of them are typically imaginary, but some others are factual. They are: a) Fairy Tale

It is a well-known story form the folk-lore for children, which often involves fairies or other magical characters, e.g. Cinderella, The Frog Prince, Snow White, etc.

b) Mystery

It is an invented story about something that is secret or exciting which may soon be discovered or revealed.

c) Science Fiction

This story is about imaginary future developments in science and their effect on life, often concerned with space travel, e.g. Star Wars.

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d) Romance

This story deals with romantic love. There are often some obstacles in the way but true love wins out at the end, e.g. Romeo and Juliet.

e) Horror Story

It is a story which attempts to scare the readers or listeners with frightening events, e.g. The Mummy.

f) Hero and Villain

In this story, there are two main characters, good and bad, which have problems. The good one usually wins out at the end, e.g. Superman, Spiderman, etc.

g) Adventure story

It is a story which includes exciting and dangerous events that characters have to solve, e.g. Scobydoo.

h) Parable

Parable is a short, simple story which teaches a moral or religious lesson, especially a story from the Bible.

i) Fable

Fable is a short tale used to teach a moral, often with animals as characters, e.g. The Fox and the Goat, The Mouse and the Lion, etc.

j) Moral Tales

Those are stories which explicitly try to teach people about the right way to behave, e.g. Nassreddin and Three Wise Men.

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k) Myth

It is a story which belongs to a particular ethnic group and tries to explain the way of nature and the universe. Wong (2003: 35) defines myths as creation stories of gods and goddesses.

l) Legend

Legend is described as an old story about great events and people in ancient times, which may not be true. According to Wong (2003: 48), legend refers to feats accomplished by human beings or a historical story attached to a place, e.g. The Legend of Danau Toba, Tangkuban Perahu, etc.

m) Historical Narrative

It is a story that tells real events in the past, e.g. The Story ofMonumen Jogja Kembali.

Moreover, Wong (2003: 59) adds two other narratives. They are: 1) Pourquoi tales

These stories anwser questions or give explanations for the way things are, especially in nature. e.g. How Monkeys were Made, Why Mosquitoes Buzz in People’s Ears, etc.

2) Fantasy

It is a story that takes readers into a make-believe world where events, setting, and/or characters are outside the realm of possibility. E.g. Gorilla, Winni-the-Pooh and Some Bees, Harry Potter, etc.

However, not all types of those narratives are used in this material design. The writer chooses only some kinds of narratives; they are fable, fairy tale, pourquoi tale, myth, horror story, short story, romance and legend.

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B. Theoretical Framework

A theoretical framework is needed to conduct this research. The theoretical framework includes stages in designing the instructional materials. The designed set of instructional materials in this study refers to the adaptation of Kemp’s instructional model as the realization of Research and Development (R & D) method. In this study, R & D method functions as the underlying strategy in conducting the research. Hence, there is relation between the selected R & D method and the adaptation of Kemp’s model as explained in the next chapter.

The writer adapts Kemp’s model to find the suitable steps for designing instructional materials to teach reading ad writing using Cooperative Integrated Reading and Composition for the eleventh grade students of SMA Negeri 4 Yofyakarta. One step that is not used in Kemp’s model is considering the support services. It is due to the reason that the support services in SMA Negeri 4 Yogyakarta are good in order to support the teaching learning activities. Then, the writer also adds one step that is making revision. The steps of Kemp’s model used to design the materials are described as follows:

1. Identifying Learners’ Characteristics

Identifying learners’ characteristics is the first step used by the writer to design the materials. This is the important step to gain information about learners’ capabilities, needs, and interests (Kemp, 1977: 18). The writer identifies the learners’ characteristics by distributing questionnaires for the eleventh grade students of SMA Negeri 4 Yogyakarta and interviewing the English teachers of SMA Negeri 4Yogyakarta.

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2. Stating Goals, Topics and General Purposes

Stating instructional goals is the starting point of instructional design. In this study, the writer considers and adapts the goal stated in Kurikulum Tingkat Satuan Pendidikan (KTSP). In KTSP, the term ‘standard competence’ is used to refer the goals of the whole instruction. Hence, in this study the term ‘standard competence’ is employed instead of the term ‘goal’ to make some adjustment.

After stating the standard competence, the topics are listed to meet the goal. In this step, the writer considers the selection of topics based on the students’ interest. Deciding general purposes is the last step in this stage. However, in this study the writer employs the term ‘basic competence’ instead of the term ‘general purposes’ considering theKTSP.

3. Stating Learning Objectives

This step specifies the indicators of what the learners should be able to achieve in every meeting. In this study, the writer uses “Indicators” to state the learning objectives.

4. Listing Subject Content

According to Kemp (1977: 44), subject content covers the selection and organizing of the specific knowledge (facts and information) that the students need to achieve. It must closely relate to the objectives and to the students’ needs. 5. Designing the Learning Materials

In this step, the teaching learning activities and resources related with the selected topics are selected to support the learners accomplishing the objectives. Here, the writer decides the most effective and efficient methods and then selects the teaching learning activities (Kemp, 1977: 55)

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Since this designed materials focus on teaching integrated reading and writing, the writer applies Cooperative Integrated Reading and Composition (CIRC). CIRC theory is determined as the appropriate teaching approach. CIRC enables the students to develop their reading comprehension skills and writing as the language art. Writing is integrated with reading comprehension (Slavin, 1995: 106). The students are to work in groups to comprehend a reading text by doing a set of reading activities and then produce a piece of writing related to the reading.

Moreover, the theories of reading and writing process are considered in selecting and developing the teaching learning activities. Those theories are analyzed considering the CIRC theory, so that the teaching learning activities can really help the students achieving the objectives.

6. Evaluating the Designed Materials

The evaluation is conducted especially to know whether the objectives are already achieved or not. It is also important to evaluate the whole design so that any necessary adjustment can be made. In this study, the writer asks two English teachers ofSMA Negeri 4 Yogyakarta and an English lecturer of Sanata Dharma University to evaluate the designed materials.

7. Revising the Designed Materials

After evaluating the materials, the writer revises the designed materials based on the suggestions, criticisms, and corrections from the respondents in the evaluation step. Feedback helps the writer see how to move and rearrange the writing. In this study, the writer obtains feedback from two English teachers of SMA Negeri 4 Yogyakarta and an English lecturer of Sanata Dharma University. Their feedback is very useful to improve the designed materials.

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The adaptation of Kemp’s instructional model is presented in Figure 2.3

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CHAPTER III METHODOLOGY

This chapter discusses the detailed information about the methodology used to accomplish the study. It covers Research Method, Research Respondents, Research Instruments, Data Gathering Technique, Data Analysis Technique, and Research Procedures.

A. Research Method

Through this study, the writer attempted to achieve the two objectives of the study by employing Educational Research and Development (R & D) method. According to Borg and Gall in their book entitled Education Research (1983), Educational Research and Development (R & D) is a process used to develop and validate educational products. R & D method aimed at developing the research knowledge and incorporating it into a product which combines educational research and educational practice rather than finding out new knowledge (Borg and Gall, 1983: 771).

The steps of the process are referred to the cycle of R & D, which consists of ten steps. They are (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) preliminary field testing, (5) main product revision, (6) main field testing, (7) operational product revision, (8) operational field testing, (9) final product revision, and (10) dissemination and implementation (Borg and Gall, 1983: 775)

However, in this study, the writer did not employ the whole steps in R & D cycle. The writer only used five steps of ten steps above. This was because of

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the writer’s limited time and capacity to do all the steps of R & D cycle. The writer only designed the materials, not implemented it.

In order to answer the questions stated in the Problem Formulation, the adaptation of Kemp’s instructional model was elaborated as the realization of R & D method. The steps conducted in this study were as follows:

1. Research and Information Collecting

Research and information collecting was important for the writer to get sufficient information and knowledge related to the designed materials. It included review of literature and information gathering about what was needed in the materials that are expected to develop (Borg and Gall, 1983: 776-777)

In this step, the writer applied Kemp’s instructional design step namely identifying learners’ characteristics. It was important to know about the students’ needs and interests. This step was also the same with what people call as a needs survey. The writer gained the information by using three approaches; review of literature, interview and questionnaire.

First was literature review. Literature review was used to find resources and references in the form of books and articles that could support the writer’s idea. The writer also concerned about the improvement of Kurikulum Tingkat Satuan Pendidikan (KTSP) for Senior High School to get information about the role and position of reading and writing in teaching English. All references would be important to determine the students’ need and to formulate the objectives of the course, the topic and the activities in the class.

Second, the writer conducted informal interviews with two English teachers in SMA Negeri 4 Yogyakarta. The informal interviews were done to gather information related to the need analysis of the students.

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Third was a questionnaire. The questionnaires were given to 70 eleventh grade students in SMA Negeri 4 Yogyakarta. The purpose was to know the students’ needs and interests.

2. Planning

The most important aspect in the planning step is determining the specific objectives to be achieved by the designed materials in their entirety. Objectives provide the best basis for developing an instructional program since the program can be field tested and revised until it meets its objectives (Borg and Gall, 1983: 779).

Kemp’s instructional steps relating to the planning step were determining goals, topics, and general objectives and specifying learning objectives. The data gained from the first step was important to determine and specify the learning objectives which were supported the development of syllabus of the materials.

The content of designed materials was based on the theory of Cooperative Integrated Reading and Composition (CIRC) in which reading and writing skills were taught in an integrated way. The writer made as interesting as possible in terms of their format to encourage students to learn and develop their interest but still considering the content of materials.

3. Developing Preliminary Form of Product

Once the planning was completed, the next step was developing the preliminary form of product. An important principle that should be observed in this step is to structure the product so as to permit obtaining as much feedback as possible from the field test (Borg and Gall, 1983: 781).

Doing this step, the writer employed the Kemp’s intructional step “Listing the Subject Contents” and “Designing the Learning Materials”. Based on the

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planning, the contents and the teaching and learning activities were selected. Then, those activities were developed as the preliminary form of the product.

Since these designed materials focused on teaching integrated reading and writing, Cooperative Integrated Reading and Composition (CIRC) was used. The writer made the preliminary form of a set of integrated English instructional materials based on the CIRC theory.

4. Preliminary Field Testing

After developing the designed materials, the next step was conducting preliminary field testing. The purpose is to obtain an initial qualitative evaluation of the designed materials as explained by Borg and Gall (1983: 782).

In this step, the writer employed Kemp’s evaluation step. However, in this study, the writer did not test the designed materials in the field (for the students of SMA Negeri 4 Yogyakarta). The writer only did Kemp’s evaluation which then was called evaluation survey.

To conduct the evaluation survey, the writer distributed questionnaires to two English teachers of SMA Negeri 4 Yogyakarta and an English lecturer of English Education Study Program of Sanata Dharma University. They were asked to give their opinions whether they approved of the designed materials or not. They could give comments and suggestions also.

5. Main Product Revision

The next step after conducting the evaluation was the main product revision. The purpose was to determine whether the designed materials meet their objectives (Borg and Gall, 1983: 783). The writer revised the preliminary form of the product based on the respondents’ feedback and input, and data from the questionnaires.

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The relation between the selected steps of R & D method and the writer’s model (the adaptation of Kemp’s model) is showed in Figure 3.1.

The selected steps of R & D Method The Writer’s Model

Figure 3.1. The Relation between R & D Method and the Writer’s Model

B. Research Participants

In this study, the research participants were divided into Research and Information Collecting Participants and Preliminary Field Testing Participants. 1. Research and Information Collecting Participants

In the research and information collecting, the participants were 70 eleventh grade students SMA Negeri 4 Yogyakarta as the sampling. The students were from two classes: XI IPA2 and XI IPA4. They gave the information about their needs and interests through the questionnaire. To obtain further information

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about the needs survey, the two English teachers of SMA Negeri 4 Yogyakarta also became the participants in this study.

2. Preliminary Field Testing Participants

The participants of preliminary field testing (evaluation survey) in this study were two English teachers of SMA Negeri 4 Yogyakarta and a lecturer of the English Education Study Program of Sanata Dharma University. They were to evaluate the designed materials by giving feedback and suggestions. Their feedback and suggestions on the designed materials were very important in order to make some revisions and improvements of the materials.

The description of participants regarding the sex, educational background, and teaching experience is presented in Table 3.1.

Table 3.1 The Description of Evaluation Survey Respondents

Sex Educational

Background

Teaching Experience (year)

Group of Respondents

F M S1 S2 S3 < 5 5-10 > 10

English Teachers 1 1 2 - - - - 2

English Lecturer 1 - - 1 - - 1

-C. Research Instruments

Research intruments are needed in conducting surveys. There were two kinds of instrument used in this study. They were questionnaires and an interview guideline.

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1. Questionnaires

In this study, the writer used two questionnaires. The first questionnaire was for the needs survey. It was distributed to the 70 eleventh grade students of SMA Negeri 4 Yogyakarta in order to know the students’ needs and interests. It was written in Indonesian because the students could more easily understand the meaning of the questions so that they could answer all of them appropriately. The questionnaire used closed-ended questions in which the respondents chose the options given. The questions were about learning reading and writing in class, their difficulties, and the learning style they want.

The second questionnaire was for the evaluation survey on the designed materials. It was distributed to the two English teachers of SMA Negeri 4 Yogyakarta and a lecturer of the English Education Study Program of Sanata Dharma University. The purpose of it was to get evaluation and feedback on the designed materials.

The second questionnaire was divided into two parts; Part A and Part B. Part A contained closed-ended questions where the respondents should choose from the options given. The respondents were asked to fill the questionnaires to gain information about: whether the designed materials using Cooperative Integrated Reading and Composition (CIRC) matched with the goals and objectives,whether the designed materials were appropriate for the eleventh grade of Senior High School to teach integrated reading and writing, whether the arrangement of the designed materials was well organized, and whether the materials were well selected and developed.

Part B included open-ended questions in which the respondents freely gave their comments and suggestions for the designed materials in their entirety.

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They also stated the strengths and weaknesses of the designed materials and mentioned which parts of the designed materials still needed revising and improving. The first questionnaire that was for the need survey can be seen in Appendix C, while the second questionnaire can be seen in Appendix E.

2. Interview Guideline

Interviews were conducted with the English teachers of SMA Negeri 4 Yogyakarta. The writer arranged an interview guideline which provided open-ended questions. The teachers were asked about the teaching and learning reading and writing for the eleventh grade students, students’ difficulties in learning reading and writing, and teachers’ strategies to teach reading and writing. Moreover, they were also asked about their perceptions of learning in groups and teaching integrated reading and writing. The interview guideline is presented in Appendix D.

D. Data Gathering Techniques

There were two kinds of data gathering technique used in this study. They were data gathering technique of needs survey and data gathering technique for the evaluation survey on the designed materials. The methods used to collect the data were by conducting interviews and filling the questionnaires.

1. Data Gathering Technique of the Needs Survey

The first technique was conducting a need survey among the 70 eleventh grade students of SMA Negeri 4 Yogyakarta by using a questionnaire. It was of course done in that school. The students answered the questionnaire and the writer waited for them. However, it was not enough only to get the data about students’

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needs from the students. Therefore, the writer also did interviews with two English teachers ofSMA Negeri 4Yogyakarta.

2. Data Gathering Technique for the Evaluation Survey

After finishing the designed materials, the writer conducted the evaluation survey on the designed materials. In this survey, the writer asked the two English teachers of SMA Negeri 4 Yogyakarta and a lecturer of the English Education Study Program of Sanata Dharma University to evaluate the designed materials. The writer gave the designed materials and the questionnaire to them. After few days, the writer got the designed materials and the questionnaire back to be analyzed. Then, the results were used to revise and make some improvements to the designed materials.

E. Data Analysis Technique

There were two important points to be discussed in the data analysis techniques. They are data analysis technique of the need survey and data analysis of the evaluation survey on the designed materials.

1. Data Analysis Technique of the Need Survey

The writer analyzed the data after gathering the data from the questionnaire and interview. The data from the questionnaire were calculated using percentage method. The formula is as follows.

The percentage = x 100%

Note: n = the number of students who chose a certain option N = the total number of students

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Furthermore, the writer also gained the data from the interview. All the data functioned as the consideration for the writer to design materials using Cooperative Integrated Reading and Composition (CIRC) for the eleventh grade students ofSMA Negeri 4Yogyakarta.

2. Data Analysis Technique of the Evaluation Survey

In the evaluation survey on the designed materials, the writer used the second questionnaire for the two English teachers of SMA Negeri 4 Yogyakarta and one lecturer of English Language Study Program of Sanata Dharma University. The second questionnaire was divided into Part A and Part B.

In Part A, the respondents were to give their opinions by choosing from the options given. The options were based on the Points of Agreement using “Likert Scale”, in which the respondents were asked to register their responses on 5 points of agreement. Actually, in this study, the writer didn’t use all the points of agreement in order to avoid uncertain answers for point three. In line with it, the writer only used four points of agreement.

The points of agreement and the meanings can be seen in Table 3.2

Table 3.2 Points of Agreement of the Respondents’ Opinions Points of

Agreement

Meaning

1 If the respondents strongly disagree with the statement 2 If the respondents disagree with the statement

3 If the respondents agree with the statement

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The data of Part A were calculated by using central tendency that is mean. According to Brown and Rodgers (2004: 128), mean is “the sum of all the values in a distribution divided by the number of values”. The mean (_{X ) was obtained} by counting the sum of the respondents’ answer (∑x) divided by the number of the respondents (N). The formula is as follows.

Note: X = mean/ the average point

x = the sum of respondents’ answer N = the number of respondents

The writer counted the average and then the data were presented in Table 3.3.

Table 3.3 The Data of the Respondents’ Opinions (Blank)

No. Respondents’ Opinions on N Central Tendency Mean

After the results were calculated and analyzed in term of mean, the results were then interpreted based on the criteria presented in Table 3.4.

N x X 

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Table 3.4 The Assessment of Central Tendency

Range Meanings

0.0 X  1 The designed materials were very poorly designed 1.01 X 2 The designed materials were poorly designed

2.01 X 3 The designed materials were good and acceptable but need some revisions

3.01 X 4 The designed materials were well-designed and acceptable

In Part B of the second questionnaire, the respondents freely gave their opinions or evaluation on the designed materials. The data gained from Part B were in the form of comments, criticisms, and suggestions on the designed materials. Then, writer made a list of all the respondents’ opinions. Finally, the overall data from Part A and B of the second questionnaire were used to revise and improve the designed materials in order to produce the final version one.

F. Research Procedure

It is necessary to have a research procedure before proceeding. The research procedures in this study were research and information collecting, planning, developing preliminary form of product, preliminary field testing, and final product revision.

1. Research and Information Collecting

This step could be considered as needs survey. The writer asked permission to conduct the study inSMA Negeri 4Yogyakarta. After obtaining the permission to do the study, the writer conducted interviews with the English teachers. To know the students’ needs and interests related to the Cooperative Integrated

(1)

I Don’t Know Pourquoi Tales

A. Let’s Think First

1. Ask the students to discuss about why the birds lay eggs, why leaves change colour, how the animals got their colours, and how the zebra got its stripes.

B. It’s Time to Read

1. Ask the students to arrange“How the Zebra Got Its Stripes”into a good story. 2. Ask the students to take turns reading the story aloud with their partners.

3. Ask the students to read the difficult words given and practice the spelling and the meaning of those words with their partner.

4. Ask the students to answer the questions.

5. Ask the students to work in group and determine the generic structure of the story. 6. Explain about what pourquoi tale is.

7. Explain the linguistic features of narrative (direct speech and writer’s point of view)

C. How to Say It?

1. Explain how to express agreement and disagreement.

2. Ask the students to practice the gambit while discussing in groups.

D. Grammar Focus

1. Explain about noun phrase.

2. Ask the students to find out other noun phrases in the“How the Zebra Got Its Stripes”

E. Write Your Story

1. Ask the students to work with partner to write a pourquoi tale. They have to consider the generic structure and linguistic features of narrative.

2. Monitor the students while they are working and give comments on their works. 3. After each pair finished with the story, ask each pair to exchange the story with

another pair in their group. They have to read and check if there are any mistakes. Sources:

Sudarwati, Th. M., and Grace, Eudia. Look Ahead: An English Course for Senior High School Students Year XI.Jakarta: Penerbit Erlangga.

Wong, Y. L. Ruth. 2003. Teaching Text Types in the Singapore Primary Classroom.

Singapore: Pearson Prentice Hall.

How the Zebra Got Its Stripes. Retrieved on October 28, 2007 from http://ozkids.com/oban/kanga8.htm

(2)

What is Myth?

A. Let’s Think First

1. Ask the students to discuss about rainbow.

2. Ask the students to mention what colours the rainbow has.

B. It’s Time to Read

1. Ask the students to read the myth text entitled“Bathala and the Rainbow”

2. Ask the students to take turns reading aloud the story with their partner. 3. Ask the students to answer the questions.

4. Ask each group to determine the generic structure of“Bathala and the Rainbow”

5. Explain about what myth is.

6. Explain about folklore and the expressions usually used to start a story..

C. How to Say It?

1. Explain how to request restating and restating.

2. Ask the students to practice the gambit while discussing in groups.

D. Grammar Focus

1. Explain about Modals, especially in the past form.

2. Ask the students to make sentences using modals in the past form.

E. Write Your Story

1. Ask the students to write a summary of“Bathala and the Rainbow”.

2. Ask the students to exchange their work with other members in their group. They have to read and check each other’s work.

3. Ask the students to read a myth that they like. Then, they have to write the story report of the myth as the home assignment.(see Appendix 2)

Sources:

Comber, Leon. 1991.Favourite Stories from the Philippines. Jakarta: PT. Rosda Jayaputra. Leech, Geoffrey. 1989. An A – Z of English Grammar & Usage. London: British Library

Cataloguing in Publication Data.

Wong, Y. L. Ruth. 2003. Teaching Text Types in the Singapore Primary Classroom.

Singapore: Pearson Prentice Hall.

(3)

I Don’t Like Horror Movies

A. Let’s Think First

1. Ask the students to discuss about horror movies that spread out in Indonesia. 2. Ask the students to discuss about horror movies they have watched/ read.

B. It’s Time to Read

1. Ask the students to read the horror story entitled“Dancing with the Devil”

2. Ask the students to find out the difficult words from the text and find their meanings. 3. Ask the students to make sentences using the words they’ve found.

4. Ask the students to answer the questions. 5. Explain about what horror story is.

6. Explain about time transition words in writing narrative.

C. How to Say It?

1. Explain how to ask and offer advice.

2. Ask the students to practice the gambit while discussing in groups.

D. Grammar Focus

1. Explain about conjucntions.

2. Ask the students to make sentences using conjunction they learned.

E. Write Your Story

1. Ask the students to read the“Dancing with the Devil” once again. The story has not finished yet, so ask the students to write down the continued story, then share it with their friends in group.

2. Ask each group to choose the most interesting story and complete the whole story in a piece of paper. They can also modify the whole story as creative as possible

Sources:

Leech, Geoffrey. 1989. An A – Z of English Grammar & Usage. London: British Library Cataloguing in Publication Data.

Schlosser, S. E., Dancing with the Devil. Retrieved on October 20, 2007 from http://www.americanfolklore.net/folktales/tx3.html

Sudarwati, Th. M., and Grace, Eudia. Look Ahead: An English Course for Senior High School Students Year XI.Jakarta: Penerbit Erlangga.

(4)

I Like Reading a Short Story

A. Let’s Think First

1. Ask the students to discuss about short story.

2. Ask the students to tell the things should be included in a short story.

B. It’s Time to Read

1. Ask the students to read the story entitled“The Bird”

2. Ask the students to match the words given in column A with their meanings in column B.

3. Ask the students to complete the sentences using the words they learned in the previous activity.

4. Ask the students to make four questions from “The Bird” and exchange those questions to be answered to their partner.

5. Explain about what short story is.

6. Explain the things should be included in a short story.

C. How to Say It?

1. Explain how to interrupt, illustrate and correct yourself.

2. Ask the students to practice the gambit while discussing in groups.

D. Grammar Focus

1. Ask the students to find out direct sentences in the story of“The Bird”.

2. Explain about Direct and Indirect Speech.

3. Ask the students to change direct sentences given into indirect sentences.

E. Write Your Story

1. Ask the students to write a story based on the comic strip or the pictures given. 2. Ask the students to exchange their work with other members in their group. They

have to read and check each other’s work by completing the feedback worksheet. 3. After getting peer feedback, the students should revise their story.

Sources:

Larcom, L. David. 2003.English is Fun. Jakarta: Kesaint Blanc.

Leech, Geoffrey. 1989. An A – Z of English Grammar & Usage. London: British Library Cataloguing in Publication Data.

(5)

Tell Your Favourite Romance!

A. Let’s Think First

1. Ask the students to discuss the story of“Romeo and Juliet”.

2. Ask the students to mention other stories which are similar to “Romeo and Juliet”.

(romances)

B. It’s Time to Read

1. Ask the students to read the story entitled“Romeo and Juliet”.

2. Ask the students to work in groups finding the meaning of difficult words given. 3. Ask the students to answer the questions.

4. Explain the types of narrative and what romance is.

C. How to Say It?

1. Explain how to ask for clarification and check understanding. 2. Ask the students to practice the gambit while discussing in groups.

D. Grammar Focus

1. Explain about Past Continuous Tense.

2. Ask the students to complete the sentences given using Simple Past or Past Continuous.

E. Write Your Story

1. Ask the students to work in groups and write down a romance story. Each member should give contribution to the story.

2. After each group has finished, ask them to exchange the story with other groups. They have to read, check and give comments. The students can consult with the teacher also. 3. Monitor each group while they are working. Give comments and suggestions if

needed.

Sources:

Azar, B. S. 1989.Understanding and Using English Grammar. New Jersey: Prentice-Hall, Inc.

Derewianka, B. 1990.Exploring How Texts Work. Sydney: Primary Teaching Association.

Romeo and Juliet. Retrieved on March 16, 2009 from http://www.geocities.com/Hollywood/Hills/4954/rj_story.html

(6)

Legend is an Old Story

A. Let’s Think First

1. Ask the students to complete the chart about legends in Indonesia. 2. Ask the students to tell what they know about legend.

3. Ask the students to tell their favourite legend.

B. It’s Time to Read

1. Ask the students to read the legend in the form of play entitled“The Lion City”

2. Ask the students to read the script of play in their groups. Each group should decide the roles and the narrator.

3. Ask the students to answer the questions.

4. Explain about what legend is and what the purpose is. 5. Explain about a play as the type of narrative.

C. How to Say It?

1. Explain how to make conclusion.

2. Ask the students to practice the gambit while discussing in groups.

D. Grammar Focus

1. Explain about Past Perfect Tense.

2. Ask the students to complete the sentences given using Simple Past or Past Perfect Tense.

E. Write Your Story

1. Ask the students to write the story of their favourite legend.

2. After they finish, ask them to share it with the members in their group.

3. Ask the students to work in group, choose one of the legends written by the members and make a play based on the legend.

4. Ask the students to complete the reflection sheet.(see Appendix 3)

Sources:

Azar, B. S. 1989. Understanding and Using English Grammar. New Jersey: Prentice-Hall, Inc.

Sudarwati, Th. M., and Grace, Eudia. Look Ahead: An English Course for Senior High School Students Year XI.Jakarta: Penerbit Erlangga.

Wong, Y L Ruth. 2003. Teaching Text Types in the Singapore Primary Classroom.

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Designing a set of instructional materials using cooperative integrated reading and composition [CIRC] for the eleventh grade students of SMA Negeri 4 Yogyakarta.

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