Integrated materials based on quantum teaching for the second grade of dance department students.

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v ABSTRACT

Suksmandri, Thudy Putri Rukmatea. 2009. Integrated Materials Based on Quantum Teaching for the Second Grade of Dance Department Students. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Designing English material for vocational high school is a challenge because the material has to be suitable and applicable for the students. The teacher not only gives the material but also has to make the students understand and have the ability to apply it. Vocational high schools prepare the students to work; it means that the materials should be applicable in the students’ field. The students’ motivation is also a problem. Since the vocational students focus on the primary study, they place English on the secondary. It means that the teacher has to encourage the students in studying English by raising their motivation and building a good atmosphere in the English learning activities.

This study is aimed to help the vocational high school teachers to provide the suitable material for the second grade of the dance department students based on quantum teaching. The material provides various activities and tasks to raise the students’ motivation and make them enjoy learning English. There are two questions that are discussed in this study: (1) what is the ideal design of integrated materials of English learning for second grade of dance department students based on quantum teaching? and (2) how does the design of integrated material of English learning based on quantum teaching affect the second grade of dance department students?

This study applied research and development (R&D) strategy. There are five steps adopted from R&D cycle; research and information collecting, planning and developing product, preliminary testing, revision, and field testing. This study also combines the Kemp’s and Yalden’s model in designing material. There are also some theories which are related to the study. There are theory of quantum teaching, theory of teaching listening, teaching speaking, teaching reading, and teaching writing.

There are two findings in this study. The first is the ideal design of integrated materials based on the quantum teaching for the second grade of dance department should be applicable, enjoyable, and also activate the students. There are five main activities in each unit. Those are Let’s Have Fun, Let’s Name It, Let’s Do It, Let’s Remember, and Let’s Celebrate.

The second is gained from the field testing. The result is that the students can enjoy the learning process. The activities can activate the students. The good atmosphere and the variety of the tasks also increase the students’ motivation in studying English and make them have better understanding through the material. It was shown from the reflection that 100 % students enjoyed the learning process and had better understanding. Finally, the writer hope this study enrich the learning process for vocational high school especially for dance department.

Key words: instructional design, integrated materials, quantum teaching, dance department

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vi ABSTRAK

Suksmandri, Thudy Putri Rukmatea. 2009. Integrated Materials Based on Quantum Teaching for the Second Grade of Dance Department Students. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Membuat desain materi Bahasa Inggris untuk sekolah menengah kejuruan merupakan suatu tantangan karena harus sesuai dan bisa diterapkan oleh siswa. Guru tidak hanya mengajar tetapi harus membuat siswanya mengerti dan dapat mengaplikasikanya. Sekolah menengah kejuruan adalah sekolah yang mempersiapkan siswanya untuk bekerja, itu berarti materi yang diberikan harus bisa diterapkan sesuai bidang siswa. Motivasi siswa juga menjadi masalah. Karena siswa sekolah menengah kejuruan hanya berkonsentrasi pada bidang utamanya, maka mereka menempatkan pelajaran bahasa Inggris di tempat kedua. Ini berarti guru juga harus meningkatkan motivasi mereka dan menciptakan suasana yang menyenangkan dalam pelajaran bahasa Inggris.

Studi ini bertujuan untuk membantu guru sekolah menengah kejuruan untuk menyediakan materi yang sesuai untuk kelas dua jurusan tari berdasarkan pada quantum teching. Materi tersebut menyediakan berbagai aktivitas dan tugas untuk meningkatkan motivasi siswa dan membuat mereka menikmati proses pembelajaran. Ada dua pertanyaan yang didiskusikan dalam studi ini, (1) Seperti apa desain ideal materi bahasa Inggris untuk kelas dua jurusan tari berdasarkan quantum teaching?, (2) Bagaimana desain tersebut mempengaruhi siswa kelas dua jurusan tari?

Studi ini menggunakan strategi penelitian dan pengembangan. Ada ima langkah menurut siklus R&D, yaitu: penelitian dan pengumpulan informasi, perencanaan dan pengembangan produk, evaluasi, revisi, dan penerapan di kelas. Studi ini juga mengkombinasikan mode Kemp dan Yalden dalam pembuatan materi. Juga ada beberapa teori yang berhubungan dengan studi ini. Teori itu adalah quantum teaching, teori pengajaran mendengarkan, pengajaran berbicara, pengajaran membaca, dan pengajaran menulis.

Ada dua kesimpulan dalam studi ini. Pertama, desain ideal materi berdasarkan quantum teaching untuk siswa kelas dua Jurusan Tari harus mudah diaplikasikan, menyenangkan, dan juga dapat membuat siswa menjadi aktif. Ada lima aktivitas utama dalam setiap unit. Kegiatan tersebut adalah Let’s Have Fun, Let’s Name It, Let’s Do It, Let’s Remember, and Let’s Celebrate.

Yang kedua berdasarkan penerapan di kelas. Hasilnya, para siswa merasa senang dalam proses pembelajaran. Aktivitas yang diberikan membuat siswa lebih aktif dalam proses pembelajaran. Suasana yang menyenangkan dan variasi aktivitas meningkatkan motivasi mereka dalam belajar bahasa Inggris dan membuat mereka lebih mengerti materi yang diajarkan. Hal ini dilihat dari hasil refleksi siswa yang memperlihatkan 100% siswa menyatakan hal tersebut. Penulis berharap studi ini dapat memperkaya pengajaran sekolah menengah kejuruan terkhusus jurusan tari. Kata kunci: desain instruksional, materi terpadu, pengajaran quantum, jurusan tari

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INTEGRATED MATERIALS BASED ON QUANTUM TEACHING

FOR THE SECOND GRADE OF DANCE DEPARTMENT STUDENTS

A THESIS

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

In English Language Education

By:

Thudy Putri Rukmatea S Student Number: 041214018

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ii A Thesis On

INTEGRATED MATERIALS BASED ON QUANTUM TEACHING

FOR THE SECOND GRADE OF DANCE DEPARTMENT STUDENTS

Thudy Putri Rukmatea S Student Number: 041214018

Approved by:

Gregorius Punto Aji, S.Pd., M.Hum. Advisor

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iii

INTEGRATED MATERIALS BASED ON QUANTUM TEACHING

FOR THE SECOND GRADE OF DANCE DEPARTMENT STUDENTS

THUDY PUTRI RUKMATEA S Student Number: 041214018

Defended before the Board of Examiners on 3 April 2009

and Declared Acceptable

Board of Examiners

Chairperson : A. Hardi Prasetyo, S.Pd., M.A. ____________ Secretary : Made Frida Yulia, S.Pd., M.Pd. ____________ Member : Gregorius Punto Aji, S.Pd., M.Hum. ____________ Member : Yohana Veniranda, S.Pd., M.Hum ____________ Member : V. Triprihatmini, S.Pd., M.Hum, M.A. ____________

Yogyakarta, 3 April 2009

Faculty of Teachers Training and Education Sanata Dharma University

Dean,

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STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, 24 March 2009

The Writer

Thudy Putri Rukmatea S 041214018

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v ABSTRACT

Key words: instructional design, integrated materials, quantum teaching, dance department

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ABSTRAK

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viii

ACKNOWLEDGMENTS

First of all, I will say my biggest thanks to my Lord Jesus Christ for all He has done for me. He never leaves me alone even when I stay away from Him. I can finish this thesis only because of His grace, love, patience, and kindness. His strength and guidance always cover me. His Hand always sustains and strengthens me in every part in my life.

My sincere gratitude goes to my thesis advisor, Mr. Gregorius Punto Aji, S.Pd., M.Hum for his time, guidance, advice, and patience during the process. I also thank Mr. Ag. Hardi Prasetyo, S.Pd., M.A., the head of English Language Education Study Program and Drs. Tarsisius Sarkim, M.Ed., Ph.D., the dean of Teachers Training and Education Faculty for the permission. I also thank all lecturers who have given me a lot of lessons for my provisions for the next steps. I also thank mbak Dani and mbak Tari for their help and kindness during my study in PBI.

My special gratitude goes to my beloved family. My parents, Bapak Sunardi and Ibu Tutik Winarti, for their support, prayers, help and care which I cannot repay, my brother Mas Kongko and my sister Dik Raras for their jokes and prayers. My family plays a big role in finishing this thesis. This is the place where I feel comfortable to do anything. Their understanding helps me survive in this process. My gratitude also goes to Pademo’s big family, especially Subagyo’s big family. Without their support, love, and prayer, finishing this thesis would be harder.

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My deep gratitude goes to my beloved Caraka Kristiadhi for his love, support, smile, and patience. I also thank my new family, Bapak Arif, Ibu Tatik, Rena, and Bapak Gito Utomo’s family for their prayer and support.

I would also like to thank the English teachers in SMK Negeri 1 Kasihan: Ibu Ning, Ibu Nency, and Bapak Hadi for their help in conducting the research. I also thank the second grade students of the dance department of SMK Negeri 1 Kasihan for their participation in the research.

My gratitude goes to all of my friends and family who have colored my life and made it more wonderful. First of all, I thank Mas Gani who has helped me a lot in the material process, Tante Ismi who always helps me when I went to the workstation. I also thank all of my friends in PBI 2004, especially class A (Sita, Patrice, Rini, Lani, Christina, Cahya, Reny, and many others), Leaves, KKN Selo 2008, niners’fellowship, SD Tajem and SD Gambiranom’s teachers and students. I also thank my bestfriends Ivone, Titi, Dimas, Mbak Nana, and all of my friends in my fellowship for their hugs, supports, and prayers which always make me stronger and braver to stand still. I also thank all my friends who have sent me very wonderful messages during the time.

I also thank all people around me which I cannot mention one by one for all the encouragement, help and smile. Finally I can finish my study and it is all because of the support and prayer from everyone around me. God bless them.

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TABLE OF CONTENTS

Page

TITLE PAGE ..………. i

APPROVAL PAGES ………...………… ii

STATEMENT OF WORK’S ORIGINALITY ……….. iv

ABSTRACT ……… v

ABSTRAK ……….…….. vi

ACKNOWLEDGEMENTS ……… vii

TABLE OF CONTENTS ……… ix

LIST OF TABLES ……….. xii

LIST OF FIGURES ……… xiii

LIST OF APPENDICES………. xiv

CHAPTER I: INTRODUCTION ……….... 1

A. Research Background ………... 1

B. Problem Formulation ……….. 4

C. Problem Limitation ………. 4

D. Research Objectives ……….... 4

E. Research Benefits ……… 5

F. Definition of the Terms ………... 5

1. Integrated Design .………. 5

2. Integrated Material ………….……….. 6

3. Quantum Teaching ……… 6

4. Vocational School ……… 6

5. SMK Negeri 1 Kasihan ……… 7

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CHAPTER II: REVIEW OF RELATED LITERATURE ……… 8

A. Theoretical Description ……… 8

1. Instructional Design Model ……….. 8

a. Kemp’s Model ………. 8

b. Yalden’s Model ………... 11

2. Quantum Teaching ……….. 13

3. Second Grade of Dance Department Students ……… 17

4. Theory of Teaching Language………. 18

a. Teaching Listening ….……….. 18

b. Teaching Speaking ………... 21

c. Teaching Reading ………. 24

d. Teaching Writing ………..……… 26

B. Theoretical Framework ……… 28

CHAPTER III: RESEARCH METHODOLOGY ……….. 29

A. Research Method ………. 29

B. Research Participants ………... 30

C. Research Instruments ………... 31

D. Data Gathering Technique ………... 32

E. Data Analysis Technique ………. 33

F. Research Procedures ……… 33

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ………….. 36

A. The Ideal Design of Integrated Materials Based on Quantum Teaching for the Second Grade of Dance Department Students …… 36

1. Learners’ Characteristics and Needs ………. 37

2. Goals, General Purposes and Topics ………. 42

3. The Integrated Material Based on Quantum Teaching for Second Grade of Dance Department Students …………..……… 44

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xii

4. Result of the Preliminary Testing……… 55

B. The Effects of the Design of Integrated Materials Based on Quantum Teaching for Second Grade of Dance Department Students………... 59

1. Description of the Participants in Field Testing ……… 60

2. Data Presentation ……….. 61

3. Discussion on the Effects ……….. 63

CHAPTER V: CONCLUSION AND SUGGESTIONS ………... 66

A. Conclusion ………... 66

B. Suggestions ……….. 67

REFERENCES ……… 69 APPENDICES

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xiii

LIST OF TABLES

Table Page

4.1 Summary of Interview of Learners’ Characteristics ………. 41

4.2 Summary of Interview of Learners’ Need ……… 41

4.3 Competency Based and Basic Competences ………... 43

4.4 Title and Content ………. 44

4.5 Unit to be Developed ………... 45

4.6 The Variety of the Activities ……… 47

4.7 Description of the Respondent in Preliminary Testing ……… 56

4.8 Strengths and Weaknesses of the Materials Designed ……… 58

4.9 Sections Revised and the Revision ………. 59

4.10 Description of the Participant in Field Testing ………. 60

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xiv

LIST OF FIGURES

Figure Page

2.1 Kemp’s Instructional Design Model ……… 9 2.2 Yalden’s Instructional Design Model ………. 11 2.3 The Writer’s Theoretical Framework ………. 28

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LIST OF APPENDICES

Page A. Appendix 1: Letters

1. Letter of Permission to Bappeda……… 71

2. Letter of Permission from Bappeda……….. 72

B. Appendix 2: Instruments 1. List of Questions for Interviewing the Teachers……….. 73

2. List of Questions for Interviewing the Students……….. 74

3. Raw Data of the Result of Interview………... 75

4. Open Questionnaires for Materials Evaluation……… 78

5. Questionnaires for Field Testing………. 82

C. Appendix 3: Materials’ Outline……….. 83

D. Appendix 4: Lesson Plan……… 95 E. Appendix 5: Integrated Materials Based on Quantum Teaching for

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1 CHAPTER I INTRODUCTION

A. Background

In Indonesia, English is taught from the elementary until the senior high school, including vocational high school. Indonesia has also included English for the National Examination (Ujian Akhir Nasional), so the students have to master it to pass the examination. In that discourse, it can be seen that English is an important subject in Indonesia, but in the reality it does not work effectively. The writer had an experience when the writer met a student and a teacher of vocational high school. Based on the writer’s experience, English seemed to be not really important in vocational high school. The teacher and the students only focus on the main subject of the vocational high school. A student of one of vocational high school in Sleman told the writer that English lesson at his school was not really useful when he worked because the English lesson was not suitable and applicable for his subject. So, when he worked, he could not use English. A vocational high school teacher also said that the English lesson did not work much because the students were still passive and had less motivation to learn English. They only listened and they were afraid to speak. He told the writer that his school is an art school and they often went abroad. The students found difficulties to communicate with foreigners both in this country and abroad.

The writer also had an experience when did the macro teaching (PPL 2) in one of the vocational high schools in Sleman. When the writer met the students

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for the first time, they told a lot of things about their problem in learning English. One student said that English learning activities made him bored, the others said that they were not really interested in English because they did not like the teacher. Actually they liked English, but because the teaching learning activity was not interesting, they were not interested anymore in English.

This research will focus on vocational high school. A vocational high school (SMK) is an institution for the vocational education of students to prepare them with knowledge, skills and attitudes so that they can be productive people who can directly work according to their field. (Vocational High School Curriculum, 2004 edition). The writer chooses vocational high school because for that kind of school, mastering English is not only needed to pass the examination, but also for a foothold in life when they are working.

In this research, the object will be SMK Negeri 1 Kasihan. SMK Negeri 1 Kasihan is an art vocational high school. This school is prepared to be Sekolah Berbasis International (SBI), and either the students or the alumni are also often asked to go abroad. The problem is that the students are not able to speak English. Although they got English lesson, they could not use it effectively. The students also have less motivation to learn English. The headmaster told the writer that he hoped the students can learn more about English language and practice it in daily life although the time to learn is limited. It means that the English lesson’s material should be applicable and based on the students’ need. The class activity should also be interesting to raise the students’ motivation.

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From those backgrounds, the writer looked for a suitable method for those situations. The writer found about Quantum Teaching. One of the ways to make the students understand the lesson is by giving them an experience before they start learning a material. In the theory of this method, it increases students’ motivation and makes the students have better understanding about the material. This method can be applied for every background of the students because it is applied according to their abilities. The writer will apply Quantum Teaching method to raise the students’ motivation, make them enjoy the lesson, and improve their ability in English. Quantum Teaching has several principles. Those are everything speaks, everything has its purpose, experience before named, respect to every effort, and celebrate the achievement. The previous study was about the effectiveness of quantum teaching, and in this thesis the writer designs the materials based on quantum teaching.

There are nine intelligences for human, linguistic intelligence, logical- mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence, and existential intelligence. In Quantum Teaching, the material covers minimum five intelligences of students. A class consists of students who each of them have different intelligence. The teacher can not teach using the prominent intelligence only. The material based on Quantum Teaching covers those intelligences through the activities designed.

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B. Problem Formulation

Based on the background, the students’ motivation should be supported by suitable materials. Based on that, the writer formulates two questions:

1. What is the ideal design of integrated material of English learning for

second grade of Dance department students based on Quantum Teaching? 2. How does the design affect the students?

C. Problem Limitation

This research will be conducted on the second grade of Dance department students. Dance department has the most students in SMK Negeri 1 Kasihan. The writer is going to make materials based on their needs. The materials are integrated material, which combine Listening, Speaking, Reading and Writing activities based on Quantum Teaching. It is included in English for Academic Purposes. The material should be suitable and also should be applicable because the Dance department students are often asked to present and to introduce Javanese culture either to foreign countries or to the foreigners who come to this country.

D. Research Objectives

The objectives of this research are:

1. To know the ideal design based on Quantum Teaching for second grade of

Dance department students.

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E. Research Benefits

1. This research can be useful for the English teachers, especially the English teachers in vocational high school, to develop the class activities as the references to make the students enjoy learning English and motivate them to practice it outside the class or in their daily life.

2. By conducting this research, the writer can enrich the writer’s knowledge and experience in education. Quantum Teaching is a new method in Indonesia, so, if the writer has experience of it, the writer can improve the ability in English teaching.

F. Definition of Terms 1. Instructional Design

Instructional design is technologies of education and instruction. The term technology is being used in the sense of an applied science1. When the designers want to design, it should be based on three questions which may be considered as the essential elements of instructional technology: (1) what must be learnt? (objectives), (2) what procedures and resources will work best to reach the desired learning levels? (activities and resources), (3) how will we know when the required learning has taken place? (evaluation) (Kemp, 1977:8).

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2. Integrated Material

Integrated material is a learning material which focuses on the mastery of the integrated communicative skills (Richards and Rodgers, 2001:64). In this study, integrated material combines four basic skills in English: listening, speaking, reading, and writing. Each unit will consist of those skills, which can be divided into several meetings.

3. Quantum Teaching

Quantum is an interaction which changes energy into light. Quantum teaching is much interaction in a learning process. The interaction is done to make the learning process runs effectively and change the students’ ability and talent into light which can be useful for themselves and others. The interaction is between the teacher-students, students-students, and also the experiences in the process.

4. Vocational School

Based on Vocational High School Curriculum from the 2004 edition, a vocational high school is an institution for the vocational education of students to prepare them with knowledge, skills and attitudes so that they can be productive people who can directly work according to their field.

According to Pedoman Model Penilaian Kelas KTSP, vocational high

school curriculum is competency-based curriculum which uses broad-based curriculum and life skill development approach. Learning activities in vocational

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high school apply Pendidikan Sistem Ganda (PSG). It means that the learning activities are done both in the school and in the real working world based on the curriculum which is arranged by the school according the field needs. Competency-based curriculum not only focuses in improving the students’ knowledge, but also improving all competencies of reflection of the knowledge, skills, and attitude, according to each subjects’ characteristics.

5. SMK Negeri 1 Kasihan

SMK Negeri 1 Kasihan is an art school which is located in Kasihan, Bantul. This school has four departments; those are Dance, Karawitan, Pedalangan, and Theater. Dance department has three classes, while Karawitan, Pedalangan, Theater, have only one class. When there were cultural events held, this school is often asked to participate in those events, not only in this country but also abroad. In this school, English is taught as an adaptive lesson.

6. Second Grade of Dance Department

Dance department focuses to study about dance both practical and theory. In this department, the students study almost all dances in Indonesia, but they study Javanese dance in particular. Dance department has three classes in every grade. In the second grade it also has three classes which each class consists of 12-15 students. The students of this department or the alumnus from this department are the most often asked to perform either in this country or abroad.

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8 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter the writer will discuss the theories which are related to the topic. This chapter will be divided into two parts. The first part is Theoretical Description which presents the discussion of any literature related to the topic. The second part is Theoretical Framework which discusses the framework based on the theory.

A. Theoretical Description

There are several theories which are used to develop the materials. Those are instructional design model which consists of Kemp’s and Yalden’s model, Quantum Teaching, second grade of dance department and theory of teaching language.

1. Instructional Design Model

Teachers have to design material before teaching. To design material, teachers need a model as the guideline. There are some models of instructional design. The writer will take two models as the references. The first model is according to Jerold E. Kemp and the second is according to Yalden.

a. Kemp’s Model

In Kemp’s model, the plan consists of eight parts (Kemp 1977: 8-9), those are: consider goals, list topics, and then state the general purposes for teaching

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each topic; enumerate the important characteristics of the learners; specify the objectives; list the subject content that support each objectives; develop pre-assessment to determine the students’ background; select teaching/learning activities and instructional resources; coordinate support services; and evaluate students’ learning.

Figure 2.1 Kemp’s Instructional Design Model

1) Goals, Topics, and General Purposes

Instructional design planning starts with a recognition of the broad goals of the school system or institution. Within the curriculum areas, topics are chosen for learning, in which the teacher explicitly expresses the general purposes (what students generally are expected to learn as a result of instruction).

Goal, topics and

general purposes

Learner characteris

tics

Learning objectives

Subject content

Pre- assesment Evaluation

Support services

Teaching/ learning activities resources

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2) Learners Characteristics

There are two characteristics which are needed when designing an instructional plan:

a. Academic factors: number of students academic background, grade-point

average, level of intelligence, study habits, background in the subject or topic, motivation for studying the subject, expectations of the course, vocational and cultural aspirations.

b. Social factors: age, maturity, attention span, special talents, physical and emotional handicaps, relations among students and socioeconomic situation.

3) Learning Objectives

Objective for learning can be grouped into three major categories (Kemp, 1977: 24-26) : cognitive domain (the domain we give most attention to in educational programs), psychomotor domain (it treats the skills requiring the use and coordination of skeletal muscles, as in the physical activities of performing, manipulating, and constructing) and affective domain (it concerns attitudes, appreciations, values, and all emotion).

4) Subject Content

A student’s learning experiences must involve subject content. The content must be closely related to the objectives and to the student’s needs.

5) Pre-assessment

The aim of this part is to determine whether students have the appropriate background preparation for the topic through prerequisite test and to determine which of the objectives students may already have achieved through pretest.

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6) Teaching/learning Activities and Resources

The designer should determine the most efficient and effective methods and then select materials to provide learning experiences that will utilize the content associated with each objective.

7) Support Services

The services include funds, facilities, equipment, and personnel whose time must be scheduled for participation in the instructional plan. Support services must be considered at the same time when instructional plans are being made and materials are being selected.

8) Evaluation

The objectives indicate what the evaluation should be. When the criteria are set and students successfully attain them, the concept mastery is realized.

b. Yalden’s Model

Yalden (1987: 88-89) describe seven stages in Language Program Development.

Figure 2.2 Yalden’s Instructional Design Model Stage 1 : Need survey

Stage 2 : Description of purpose to be prepared in terms of

• student characteristics Need survey Descri ption of purpo se Selectio n/develo pmentof syllabus type Produc tion of proto-syllabu s Producti on of pedagogi al syllabus Development and implementatio n of classroom procedures evalua tion

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• students skills on entry to and on exit from the program

Stage 3 : Selection or development of syllabus type in term of stage 4 and physical constrains on the program

Stage 4 : The proto-syllabus: description of language and language use to be covered in the program

Stage 5 : The pedagogical syllabus: development of teaching, learning and testing approaches

• development of teaching materials

• development of testing sequence and decisions on testing instruments Stage 6 :

• Development of classroom procedures

o _{selection of exercise types and teaching techniques} o _{preparation of lesson plans}

o _{preparation of weekly schedules}

• Teacher training: briefings or workshop on

o _principles

o desired outcome

o _{exploitation/creation of teaching material} Stage 7 : Evaluation

• of students

• of program

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2. Quantum Teaching

Quantum is an interaction which changes energy into light (DePotter, 2004:5). It means the students’ ability is used in the learning process to make them have better knowledge. Quantum teaching is much interaction in a learning process. The interaction is done to make the learning process runs effectively and change the students’ ability and talent into light which can be useful for themselves and others. The interaction is between the teacher-students, students-students and also the experiences in the process. The main idea of Quantum Teaching is bringing joy in the teaching-learning activity. This model also integrates the learning material and life skill related to the learners’ background, so that the students can apply the material.

The basic principle in Quantum Teaching is ‘bring the learners into our world and bring our world to their world. The main idea is the ability to be a bridge between the teacher and the learners (students). There are five principles in Quantum Teaching (DePotter, 2004:7):

a. Everything speaks: everything around the learners brings important message about learning.

b. Everything is on purpose: everything we do has its purpose.

c. Experience before label: learning is best facilitated when the learners

experience first then label the activity’s done.

d. Acknowledge every effort: every effort of each learner is important and it has to be acknowledged to encourage them.

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e. If it’s worth learning, it’s worth celebrating: celebration means the respectful of the learners’ progress.

In teaching-learning activities, those five principles are represented in the following steps (DePotter, 2004: 88-93):

a. Experience

The teacher gains the students’ attention and raises the students’ motivation in learning the material. The strategy is by giving the students questions, short funny story, drama, video, stories, pantomime, etceteras. Then let the students experience the material. It can be by listening, experimentation, role play, games, group work, etc. It can be based on the students’ experience. The activity in this step is also to raise the students’ curiosity.

b. Learn and Label

In this step the teacher gives the concept of the material. The teacher answers the students’ curiosity after they experience it. Learn and label can be the information, the fact, the formula, place, etc. Experience and learn the material before the students know the information (the name) can make the knowledge or the material they learn to be really meaningful.

c. Demonstrate

In this step, the students have an opportunity to demonstrate or apply what they have learned. The students can show what they have understood. The activities can be role-play, video, songs, graphic explanation, etc.

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d. Review and Reflect

The students review what they have learned on the teaching learning activity and the teacher ask the students to make reflection on what they learned. The format depended on the teacher’s creativity. The reflection or repetition can strengthen the students’ memory of the material.

e. Celebration

This step aims to acknowledge the students’ effort in the teaching-learning activity. Reinforcement can raise the students’ motivation and also students’ interest in the learning activity. This step can also give satisfaction to the students for all their efforts in the learning process. The celebration can be done through a compliment, sing a song, yell, clap hands, etc.

In Quantum Teaching, the material covers at least five intelligences of the students. There are nine multiple intelligences and their characteristics (prominent ability) by Howard Gardner:

a. Linguistic intelligence: understanding something in a sequence, understanding word meaning, explaining, telling a story, debating, remembering, memorizing, giving speech, making poem, linguistic analyzing, writing, speaking, and playing a role-play.

b. Logical-mathematical intelligences: logic, reasoning, categorizing, classifying, abstraction, symbolizing, inductive and deductive thinking, counting, scientific thinking, problem solving, syllogism.

c. Spatial-visual: recognizing things in a space correctly, having the right

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manipulating, drawing, active imagination, responsive to color, line, and shape.

d. Bodily-kinesthetic intelligence: easy to expressing something using body,

relating main and body, having ability in facial expression, playing role-play, sport, dancing, having high body coordination and flexibility.

e. Musical intelligence: sensitive to sound and music, knowing musical structure well, creating melody, sensitive to intonation and rhythmic, singing, music performing, creating music, playing music instrument.

f. Interpersonal intelligence: cooperating, having ability to recognize and

differentiate others’ feeling and personality, verbal and nonverbal communication, responsive to friend, empathy, giving feedback.

g. Intrapersonal intelligence: having good concentration, deeply self recognizing, empathy-ego balance, reflective, conscious thought to spiritual reality.

h. Naturalist intelligence: recognizing flora and fauna, classifying and

identifying flora and fauna, loving nature.

i. Existential intelligence: sensitivity and ability to answer human existential problem.

In order to reach the best achievement for the students, the material covers at least five intelligences. In Quantum Teaching, those intelligences are represented in the previous five steps.

Teaching using Quantum Teaching forces the teacher to pay attention to the teaching-learning process. There are three principles which have to be underlined by the teacher to make the process runs effectively. The first is Know

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It. The teacher has to know what he/she wants in the teaching-learning process. It includes the teacher’s purpose, the students’ background, the teachers’ strategy and also material’s mastery. It is important to prepare the learning process. The second is Explain It. Knowing all the material well make the teacher get ready to explain it to the students. In this second principle the teacher explains the material using the appropriate language to the students. To make it effective, the teacher has to have a good communication with the students. The last principle is Get It. After the students having the explanation, they are asked to do some activities. It is the time for the teacher to get the result and give the feedback. By listening and paying attention to the students’ activities, the teacher is able to know whether the students understand the material or not. That is the importance of interaction in Quantum Teaching. After knowing the result, the teacher gives feedback to the students. This feedback will improve the students’ ability.

3. Second Grade Students of Dance Department

The dance department is a department in SMK Negeri 1 Kasihan which learns about dances, especially Javanese dance. The students are not only demanded to perform their ability in dancing, but also to master the dance itself. After the students graduate from the school, they are expected to use their skill properly. They do not only can perform but also teach others about Javanese dance.

The dance department has three classes in every grade. In the second grade it also has three classes in which each class consists of 12-15 students. The

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students of this department or the alumnus from this department are the most often asked to perform either in this country or abroad.

4. Theory of Teaching Language

There are four parts in the theory of teaching language. Those are (a) teaching listening, (2) teaching speaking, (3) teaching reading, and (4) teaching writing. The theory is according to Nunan (2003).

a. Teaching Listening

Theory of teaching listening referred to a chapter in Nunan’s book which is written by Marc Helgesen, Miyagi Gakuin Women’s College (Japan). He stated that listening is an active, purposeful process of making sense of what we hear. Listening is included in receptive skill. It means people require receiving and understanding the information.

The principles of teaching listening are:

1) Expose students to different ways of processing information

There are two ways of processing information. Those are bottom-up and top-down. Processing information as bottom-up means the processing information way begins with the learners’ knowledge of vocabulary, grammar, and sounds. The opposite is top-down. The processing information way in top-down begins with the listener’s life knowledge. These two ways can be integrated in the listening activity.

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2) Expose students to different types of listening

It is important to give different types of activities in listening. The students need different types of listening activities because different activity has different purpose. The different type of listening will enrich the students’ ability in listening. The types of listening are listening for specific information, global or gist listening and inference. In listening for specific information, the students are asked about the specific information from the listening passage, such as names, time, the language form, etc. In global or gist listening, the students’ tasks are identify the main idea and to note a sequence of events. In inference, the students listen to the implied meaning that is implied but not stated directly.

3) Teach a variety of tasks

The variety of tasks can be done according the students’ level. In the beginning, they can have a simple task, such as asking the students to choose the right choices of the listening passage’s summary. The next task level, students are asked to make their own summary. Developing the listening task can also increase the students’ interest.

4) Consider text, difficulty, and authenticity

Brown as quoted by Helgesen (2003:33), stated that the six factors which can increase or decrease the ease of understanding are the number of individuals or objects in a text; how clearly the individuals or object are distinct from one another; simple, specific spatial relationship are easier to understand than complex ones; the order of events; the number of inferences

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needed; and the information is consistent with what the listener already knows.

Brown and Menasche as quoted by Helgesen (2003, 34), suggested the authenticity looking at two aspects. The first is task authenticity which includes simulated (such as filling a form) and minimal/incidental (such as checks understanding and numbering pictures to show the sequence). The second is input authenticity which includes genuine (created only for the realm of real life but used in language teaching), altered (no meaning change, but the original is no longer as it was), adapted (words and grammatical structures changed to simplify the text), simulated, and minimal/incidental. 5) Teach listening strategies

Rost, as quoted by Helgesen (2003:35), identified six strategies in teaching listening. They are: (1) predicting what the effective listeners think about what they hear; (2) inferring which is useful for learners to infer; (3) monitoring which is the listeners notice what they do and don’t understand; (4) clarifying which is the efficient learner’s questions and give feedback; (5) responding which is the learners react what they hear; and (6) evaluating which the learners check on how well they have understood.

There are two types of listening, extensive listening and intensive listening (Harmer, 2004: 228). In extensive listening, the teacher encourages the students to find their own listening passage to listen to for their improvement in English. In intensive language, the teacher provides the material. Teacher can use taped material or ‘live’ listening. For taped material, the teacher can look for the

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materials from radio, disk, provided listening passage, and other sources which are recorded. For ‘live’ listening, the teacher can do the reading aloud, story-telling, interviews, and conversations.

b. Teaching Speaking

The theory of teaching speaking is contained as one of the chapters in

Nunan’s Practical English Language Teaching (2003). The chapter of teaching speaking is written by Kathleen M. Balley from Monterey Institute of International Studies (USA). Balley stated that speaking is productive skill. It consists of producing systematic verbal utterances to convey meaning (Nunan, 2003:48).

There are five principles in teaching speaking. Those are:

1) Be aware of the differences between second language and foreign language

learning context.

As stated by Balley in Nunan (2003: 54), foreign language (FL) context is one where the target language not the language of communication in the society, for example learning English in Japan. Second language (SL) context is one where the target language is the language of communication in the society, for example English in the UK. The challenges for the teacher are determined by the target language context.

2) Give students practice with both fluency and accuracy.

Fluency is the extent to which the speakers use the language quickly and confidently. Accuracy is the extent to which students’ speech matches what

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people actually say when they use the target language (Nunan, 2003:55). The teacher had to give big opportunities to the students to develop their fluency and accuracy. It can be done by not correcting the students’ mistake too often. 3) Provide opportunities for students to talk by using group work or pair work,

and limiting teacher talk.

Group work or pair work give more chances to the students to speak. This activity can also limit the teachers’ talk.

4) Plan speaking tasks that involve negotiation for meaning

Negotiation for meaning is the process which involves checking to see if you have understood what someone said, clarifying your understanding, and confirming that someone has understood what you mean (Nunan, 2003:55).

5) Design classroom activities that involve guidance and practice in both

transactional and interactional speaking.

Transactional speaking is the communication in social purpose. In interactional speaking, the purpose is to make someone to do something. The classroom activities have to be created to let the students experience both the transactional and interactional speaking using the target language.

There are several classroom speaking activities which are explained by Harmer (2004). The activities which are often used by the teacher are acting for script, communication games, discussion, prepared talk, simulation and role-play. In acting for script, the students are asked to perform based on the script provided. Games are designed to encourage students to speak. The games can be solving a puzzle, drawing a picture by describing, arranging to a good order, or finding the

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similarities and differences between pictures (Harmer, 2004:272). The teacher can find another games which can provoke the students to speak and have interaction one to another. Discussion is used to avoid the students’ difficulty in public speaking. Small group discussion can be a small simulation which allows students to share their thoughts.

Prepared talk, simulation and role-play have the similarity that all of them have to be prepared before. In prepared talk, it can be like a speech. The students are given a theme or topic that they have to speak in front of the class. The teacher gives time to the students to prepare it. Simulation and role-play are almost the same with prepared talk. The students need time to prepare it. The difference is in simulation and role-play, the students have to work in a group. Simulation and role-play can be used to encourage general oral fluency or to train students for specific situations (Harmer, 2004:274).

In teaching speaking, the teacher has three different roles to make the students speak fluently (Harmer, 2004:275-276). The first is as a prompter. The teacher does as a prompter without interrupting the students. The teacher can do supportive action like offering discrete suggestion. The second is as a participant. The teacher can be the participant in discussion or role-play to encourage the students, but the teacher should not talk too much. The third is as feedback provider. The feedback is given in the appropriate situation. The teacher has to know the right situation to give the feedback, so the students can improve themselves in speaking without being judged.

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c. Teaching Reading

Theory of teaching reading referred to a chapter in Nunan’s book which is written by Neil Anderson, Brigham Young University (USA). He stated that “Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning. The goal of reading is comprehension.” (Nunan, 2003:68).

There are six principles for teaching reading according to Anderson. They are:

1) Exploit the reader’s background knowledge.

Carel and Connor as stated in Nunan’s Practical English Teaching said that “a reader’s background can influence reading comprehension”. To develop the student’s reading comprehension, the teacher has to activate the student’s background. It can be done by asking questions, making prediction, and so on.

2) Build a strong vocabulary base.

Vocabulary is an important thing in reading. The students’ comprehension on the reading passage also depends on the vocabulary. The teacher has to pay attention on how the students can comprehend the reading passage.

3) Teach for comprehension.

In teaching for comprehension, the teacher has to monitor the students’ comprehension process. The students are also able to discuss the reading passage with the teacher. Anderson stated that “Students learn to engage with meaning and develop ideas rather than retrieve information from the text”

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(Nunan, 2003:75). That technique can be done, for example, by asking the message from the author or the main idea rather than asking about the detail information of the text.

4) Work on increasing reading rate.

The teacher gives the students various skills on reading such as scanning, skimming, predicting, and identifying ides. The focus is to reduce the students’ dependence on the dictionary.

5) Teach reading strategies.

To achieve the good result, students need to learn how to use a range of reading strategies that match their purposes for reading. Anderson stated that ”Strategic reading means not only knowing what strategy to use, but knowing how to use and integrate a range of strategies” (Nunan, 2003:76).

6) Strive for continuous improvement as a reading teacher.

Teacher, as facilitators, is helping students to discover what work best. Anderson, as quoted from Andres, Hoffman, and Duffy, said “The good reading teacher actively teaches students what to do. To succeed, teacher needs more than classroom tips and techniques; teacher needs the nature of the reading process.

There are two types of reading; extensive reading and intensive reading (Harmer, 2004:210). In extensive reading, the students are allowed to find out by themselves the reading text related to the topic and to follow the teacher’s guidance. The task can be asking them to report what they have found. In intensive reading, the teacher provides the reading text and also the activities. The

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tasks in intensive reading are almost the same with intensive listening. They are predicting, reading for gist and reading for detailed comprehension. Vocabulary is an important part in the reading activity. The task can be also related to the vocabulary learning.

d. Teaching Writing

The theory of teaching writing is written as one of the chapters in Nunan’s Practical English Language Teaching (2003). The chapter of teaching writing is written by Maggie Sokolik from University of California (USA). Sokolik defined writing as a physical and a mental act, the purpose is to express and impress, and it is a process and a product.

There are four principles for teaching writing according to Sokolik. They are:

1) Understand your students’ reasons for writing.

The teacher has to match the teacher’s goal and the students’ work. It is important to think about the benefit and the types of writing for the students. 2) Provide many opportunities for students to write.

Writing is like sports. It needs more practice to improve the skill. The teacher should give opportunities to the students to write, even sometimes without scoring it. The teacher also has to provide many types of writing to enrich the students’ knowledge of writing.

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The teacher’s comment has to be understandable to the students. It should be in simple words. It is important to the teacher to give time for individual consultation for the students’ improvement. The feedback has to be able to make the students know their mistakes and correct it by themselves.

4) Clarify for yourself, and your students, how their writing will be evaluated The scoring in writing has to be clear between the teacher and the students. Sokolin gave advice “Take class time to ask them what they value in writing. Ask them what features make writing enjoyable to read and what features distract from the enjoyment.”(Nunan, 2003:96)

Ron White and Valerie Arndt as quoted by Harmer in The Practical for

English Language Teaching (2004) provided the writing process. Those are drafting, structuring (ordering information, experimenting with arrangement, etc), reviewing (checking context, connections, assessing impact, editing), focusing (that is making sure you are getting the message across you want to get across), and generating idea and evaluation. Sometimes the process seems very long. It can be suited with the syllabus and also the task.

B. Theoretical Framework

The material design for second grade of department students in SMK Negeri 1 Kasihan combines the Kemp’s and Yalden’s models. The material based on the Quantum Teaching method. The activities in each unit are following the five steps in quantum teaching. Since the material is integrated material, each unit consists of the four skills, listening, speaking, reading, and writing. The writer

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refers to the theory of teaching language in constructing the activity to make it appropriate and suitable for the students. There is a syllabus for this school, and the writer will develop the material from the syllabus which is also based on the curriculum for second grade of vocational high school. In this thesis, the writer uses research and development (R&D) which will be elaborated in detail in Chapter III. The framework in designing the material is:

Figure 2.3 The Writer’s Theoretical Framework continuing to

consists of

feedback line

Evaluation

Revision Research and Information

Collecting

Planning and Developing Product

Preliminary Testing

Revision

Field-testing

Need survey

Development and implementation of classroom procedures

Evaluation

Goals, topics, and general purposes

Learning Objectives

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29 CHAPTER III METHODOLOGY

This chapter discussed the method which was used in this research. It consisted of research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A. Research Method

The writer used research and development (R&D) strategy. This strategy consists of a cycle, in which a version of the product is developed, field tested, and revised (Borg & Gall, 1983: 771). The goal of this study was to take the knowledge of the research and to use it as a product to the school. There were five steps which were used by the writer according to R&D cycle (Borg & Gall, 1983: 774-775). They were Research and Information Collecting, Planning and Developing Product, Preliminary Testing, Revision and Field Testing.

Research and information collecting was the first step in R&D cycle. In this step, the writer looked for related literature which was stated in chapter II. Need survey was also conducted to obtain learners’ need and characteristic. The writer conducted interview for the need survey.

Planning and developing product was the second step. Planning included defining skills and stating learning objectives. Developing product included preparation of the material, and everything related to it. It also included the preparation of evaluation devices for the preliminary testing.

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Preliminary testing was the third step. In this step the writer used questionnaire to obtain the opinion from people who were the experts in English teaching material design. The writer would obtain feedback from them to revise the material design.

Revision was the fourth step. In this step, the product was revised based on the feedback and suggestion in preliminary testing. The writer also did some improvement of the product based on the result in preliminary testing.

Field testing was the fifth step or the last step. The product which had been revised and improved was implemented in the classroom. Through the field testing, the writer could know the effect of the product to the students.

B. Research Participants

In this research, the writer involved the participants who were related to this study. They were:

a. Participants for the need analysis

The writer conducted interview to gather the learners’ characteristics and needs. There were 3 English teachers in SMK Negeri 1 Kasihan and 4 second grade students of dance department in SMK Negeri 1 Kasihan.

b. Participants for the preliminary testing

There were three participants for the preliminary testing. Those were one

lecturer and two English teachers of second grade of dance department of

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c. Participants for the field testing

Field testing was done on the students of second grade of Dance Department

students in SMK Negeri 1 Kasihan. This school has three classes of dance

department in the second grade. The writer used one class for the field testing. The class consisted of 15 students. So, there were 15 participants for the field testing.

C. Research Instruments

This research used interview and questionnaire as the instruments.

Interview was used in the need survey to obtain the learners’ need and

characteristics. The interview was divided into two parts. The first part was for the English teachers of SMK Negeri 1 Kasihan. The interview was conducted to know the condition of the English lesson, including the students’ motivation and level, the students’ marks, and the situation in learning English. The second was done to the second grade of the dance department students to know their opinion about the English learning and their interest in learning English. The answers of the interviews were analyzed to find the information about the learners’ need and characteristic.

Questionnaire was used in the preliminary testing and field testing. There

were two types of questionnaires: structured or close and unstructured or open questionnaires (Ary et al, 2000:175). In preliminary testing, the writer used open questionnaire that allowed the participant to give their opinion. In field testing, the

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questionnaire was used as the reflection of the students through the classroom activities in field testing.

D. Data Gathering Technique

This research applied two techniques to gather the data. The first was through interview. The writer interviewed the English teacher of SMK Negeri 1 Kasihan to know the condition of the English lesson, including the students’ motivation and level, the students’ mark, and the situation in English learning. This interview was also conducted to know their expectation of the English lesson. The writer also interviewed four students from the second grade of dance department of SMK Negeri 1 Kasihan to know their opinion about English and also the teaching learning activity. The same with the previous interview, the writer also wanted to know their expectation in learning English. This was a part to gather the data in the need analysis. Through the interview, the writer knew deeper about the learner’s needs and characteristics.

The second techniques were questionnaire and observation. Questionnaire was done in the preliminary testing to obtain the feedback of the materials from the lecturer and the teachers. This data was used to improve the materials. Questionnaire and observation were done in field testing to know the effect of the material to the students. The writer observed the class activity during the learning process to know the effect of the material and the teaching learning activity. The writer also used questionnaire to know the students’ reflection of the activity in the field testing.

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E. Data Analysis Technique

The answers from the interview were listed according to the questions as follow:

No. Questions Answers

1. Respondent 1:

Respondent 2 : etc

2 Respondent 1:

Respondent 2 : etc

etc

From the data collected, the writer concluded the participants’ answer to obtain the students’ needs and characteristics.

In the observation, the writer observed the learning process by paying attention to the students’ attitude during the process. In the end of the classroom activity, the writer distributed questionnaire to obtain feedback from the students. This data would be analyzed to know the effect of the material to the students.

E. Research Procedure

The research procedure combined the Educational Research Development (R&D) and the instructional design based on Kemp and Yalden’s models. There were five steps in the research procedure.

1. Research and Information Collecting a. Literature Review

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The writer looked for the literature which was related to the research. It included the literature about instructional design, the method which would be used, and the syllabus of the second grade of the dance department.

b. Need survey

Need survey was aimed to obtain the data of the learners’ needs and characteristics. The writer used interview as the instrument in need survey. The writer interviewed the English teacher of SMK Negeri 1 Kasihan and the students of second grade of dance department in SMK Negeri 1 Kasihan. The data would be analyzed to gain the data of learners’ needs and characteristics.

2. Planning and Developing Product

After gaining the data and knowing the learners’ needs and characteristics, the writer went to the next step; it was planning the product. The writer had to find out the goals, topics, and general purposes and also the learning objectives. It was also stated in the provided syllabus for vocational high school. After obtaining all the data, the writer started to develop and to design the integrated material based on the Quantum Teaching.

3. Preliminary Testing

After finishing the material, the writer conducted the preliminary testing by asking the lecturer and the English teacher to give feedback of the material design. The writer used questionnaire to obtain the opinion from the preliminary

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testing participants. The feedback from the participants was analyzed and used for the revision.

4. Revision

Revision was done based on the analysis of the data in the preliminary testing. The revision was done to make the material design more suitable to the second grade of dance department.

5. Field Testing

The revised material was used in the field testing. The writer used one of the three material designs the writer had developed. After the classroom activity, the writer distributed questionnaire as the students’ reflection of the classroom activity. The data of the feedback was used to answer the second question in the problem formulation that was to know the effect of the material design.

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36 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter answers the two questions in the problem formulation. This chapter is divided into two parts. The first is the discussion on the ideal design of integrated material for the second grade of Dance department students based on Quantum Teaching. The second is on the effect of the design to the students.

A. The Ideal Design of Integrated Materials for the Second Grade of Dance Department Students Based on Quantum Teaching

This study is aimed to design the material for the second grade of dance department students based on Quantum Teaching. Hopefully, new material can help the students to understand English deeply and also to apply it according to their field. To know the effect of the material, field testing was also done.

In designing the material, the writer combined the steps of Kemp and Yalden’s model. The detail of designing integrated material of English learning for the second grade of dance department students based on Quantum Teaching is shown below. There were four parts, they were Learners’ Characteristics and Needs; Goal, General Purposes, and Topics; The Integrated Materials Based on Quantum Teaching for Second Grade of Dance Department Students and Result of the Preliminary Testing.

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1. Learners’ Characteristics and Needs

Need survey was done to find out the student’s need and characteristic. The writer conducted interviews with the English teachers in SMK Negeri 1 Kasihan and several students from second grade of dance department.

The writer interviewed the English teachers to obtain the data on the students’ characteristics, including their motivation and their ability in English; the method and the material which was used in teaching English, the difficulties in teaching English, and the teacher’s expectation in teaching English. The interview with the students produced the data about their background in English, their opinion of the English learning activity in their class, and their expectation in English learning activity.

In SMK Negeri 1 Kasihan, there were three English teachers; each of them was responsible to teach two skills for all departments. It was called ‘Teaching Team’. The skills which were taught were listening, speaking, reading, writing, grammar, and vocabulary. One teacher taught listening and speaking, one teacher taught reading and vocabulary and the other taught writing and grammar. The teachers stated that this method were more effective because the teacher could focus only on the skill they taught. It also made the students not bored because they met three teachers and had different English learning activities in one week.

There were three meetings in a week; one meeting for listening and speaking, one meeting for reading and vocabulary, and one meeting for writing and grammar. Listening and speaking were done in Language Laboratory. There were television, tape, computer, vcd and mp3 player in that room which could be

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used for the English learning activities. Reading, writing, vocabulary, and grammar were done in classroom.

There was no specific book was used by the teachers in SMK Negeri 1 Kasihan. The teachers referred to the syllabus from the government. They developed the syllabus and looked for the suitable materials and activities. The listening and speaking teacher usually took the materials from famous films, listening passages in TOEFL and TOEIC, and songs. The teachers varied the activities and gave different materials in each meeting. The reading and vocabulary teachers searched for the materials from many sources. Sometimes it related to the Indonesian culture especially Yogyakarta’s culture. The activities in reading were reading and answering questions based on the reading passage, but for the activities in the vocabulary learning, the teacher sometimes prepared games to give variation in the learning activities. For the writing and grammar class, the teacher referred to the syllabus and emphasized on the preparation for National Examination (UAN).

When the writer asked about the difficulties in teaching English for the students, the Listening and Speaking teacher and also the Reading and Vocabulary teacher stated that the passiveness of the students was still a problem. The students were afraid to make mistakes, and it discouraged them to speak. The teacher always encouraged them, but the students were still passive. To make the students more active, the teacher had to point them. It forced them to speak or to answer the question.

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The students’ ability in English ranged greatly. There were students who had good English ability but there were also students who had poor English ability. The students of SMK Negeri 1 Kasihan came from many schools, both from high quality junior schools and schools with low quality (in outlying place). It made their background in English diversed. Their comprehension in English was also different. Some students could understand faster than the others.

The students’ motivation was moderate. Studying in the dance department SMK Negeri 1 Kasihan was for studying dances. Sometimes the English class went down before practice class. If the students had practice class before the English class, they came in English class lately. The students of SMK Negeri 1 Kasihan often asked to perform both personal job and the school had the job. If it was happened along with the English class, the students would prefer the job.

The teachers expected the students to be more active, especially in speaking. It was because the students of SMK Negeri 1 Kasihan would be asked to perform abroad. Other than that, the educational background in SMK Negeri 1 Kasihan was culture, especially Javanese culture, it meant when the students had a good ability in English, they could extend their fieldwork. In addition to that expectation, the teachers hoped that the students could pass the English exam in the National Examination (UAN).

The writer also knew the background of the students also from the interview with the students. Some of them got English since the fifth grade in the elementary school. In the English learning process, they were bored with the activities. Actually they liked English, but the learning activities made them bored

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and it hindered them to understand the material. They loved games, so when the teacher had games in the learning process, they would follow it enthusiastically and understand the material better. The atmosphere of the class also gave effect to the students. When the teacher could set-up comfortable atmosphere, the students could enjoy the English learning activity. The students wanted comfortable atmosphere in English learning that could make them enjoy the process.

From the interview, the writer also noted some points as the reference in designing the material. They were:

• The material should be suitable and applicable for the second grade of dance department students.

• The material developed from the syllabus was to prepare the students for the National Examination.

• The material could raise the students’ motivation in learning English.

• The material should have various activities which could make the students

enjoy the learning process.

• Attractive activities were needed to gain the student attention.

• The material should encourage the students to be more active in the learning process.

The summary of the learners’ characteristics and needs from the interview results is shown in the Tables 4.1 and Table 4.2.

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Table 4.1 Summary of Interview of Learner Characteristics Learner Characteristics

Students’ Level of Intelligence in English

Good and Poor, there were students who were smart and there were students who were not smart.

Students’ motivation 1) High if the activities were

interesting

2) Prefer the practice class than the theory class

Students’ Ability in Understanding English

High and Low, there were students who can understand quickly but there were students who had difficulty in comprehending the material

Students’ Background Study English since upper grade in

the elementary school and since junior high school

Table 4.2 Summary of Interview of Learner Needs Learners’ Need

Material 1) According to the syllabus

2) Could encourage the students to be more active

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3) The topics are suitable with the students’ needs

4) Applicable so that the students could practice it in their daily life 5) Increasing the students’ motivation

Method 1) Could build the conducive

atmosphere

2) Games were chosen to activate the

students

2. Goals, General Purposes, and Topics

After knowing the learners’ characteristics and needs, the next step was determining the goals, general purposes, and topics. In SMK Negeri 1 Kasihan, the teacher used the syllabus from the government. There was a syllabus for vocational high school from the province government. The vocational high school teachers developed the material based on the syllabus. The goal is stated in the competency standard and the general purpose is stated in the basic competency. For the first semester, there were only one competency standard and four basic competences. The competency standard and basic competences are provided in Table 4.3.

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Table 4.3 Competency Standard and Basic Competences

Competency Standard Basic Competences

1. To have communication in English equivalent Elementary Level

1.1 To understand simple daily conversation both in professional and personal context with non-native speaker 1.2 To note simple messages both in

direct interaction and trough an equipment

1.3 To elaborate job description and education background both spoken and written

1.4 To tell the job in the past and work schedule in the future

There were several topics which were stated in the syllabus. There were

Question words, Yes-no questions, Question tags, Expressions dealing with telephone conversations, Gerund, Personal Pronouns, Adjective Clause, Telling about people’s job using the Simple present tense, Telling about people’s educational background using the Simple Past Tense, Curriculum Vitae, Telling about past events, and Telling about future plans. Those topics are developed in the materials.

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3. The Integrated Material Based on Quantum Teaching for Second Grade of Dance Department Students

Based on the Learners’ Characteristics and Needs, the writer would design integrated materials based on Quantum Teaching. Integrated material combined listening, speaking, reading, and writing. It includes vocabulary and grammar. This section is divided into two: Content and Learning Activities.

a. Content

The syllabus provided topics to be develop to achieve the goal. Those topics were question words, yes-no questions, question tags, expressions dealing with telephone conversations, telling about people’s job using the simple present tense, telling about people’s educational background using the simple past tense, telling about past events, and telling about future plans. In the material, those topics were covered in ten units. The title of each unit based on the content which was discussed on that unit. The list of the title and the content in each unit are provided in Table 4.4.

Table 4.4. Title and Content

Unit Title Content

1 Am I a student? Yes-no questions

2 You Really Love Me,

Don’t You?

Question tags

3 What Is Your Name? Question with question words

4 I Love Dancing - Gerund

- Talking about hobbies and interests

5 Who’s Speaking? - Expressions dealing with telephone

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- Reported speech

6 This is Mine - Personal pronouns

- Adjective clause

7 Put Your Thumb and

Middle Finger Together

- Simple Present Tense - Procedure

8 I Graduated from SMKI Simple Past Tense

9 Curriculum Vitae Form of curriculum vitae

10 My life - Simple Past Tense

- Simple Future Tense

There were three units from those ten units to be developed into the material designed. The writer selected the units which have different activities. The unit which would be developed presented in the Table 4.5.

Table 4.5 Units to be Developed

Unit Title

1 Am I a Student?

3 What is Your Name?

8 I Graduated from SMKI

b. Learning Activities

In Quantum Teaching, there were five steps in learning process. They

were: experience, learn and label, demonstrate, review and reflect, and

celebration. Those steps would be presented in the material as Let’s Have Fun, Let’s name it, Let’s do it, Let’s remember it, and Let’s celebrate it. The relation would be shown below.

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1) Experience – Let’s Have Fun

The teacher gains the students’ attention and raises the students’ motivation in learning the material. The strategy is by giving the students questions, short funny story, drama, video, stories, pantomime, etc. After that, let the students experience the material. It can be by listening, experimentation, role play, games, group work, etc. It can be based on the students’ experience. The activities in this step can raise the students’ curiosity.

In the material, the writer named this step as Let’s Have Fun. The

activities in this step aimed to gain the students’ attention. The writer used a song, part of movie, a story, or listing something based on the students’ knowledge or experience to achieve that purpose. The students were directed towards experiencing the topic which would be discussed.

2) Learn and Label - Let’s Name It

The writer named this step as Let’s Name It in the material. In this step, the students were guided to name or label the theory they had learnt in the previous steps. In this part, the teacher played an important role. The teacher had to explain the material in this part. This step contained the grammar or the theory

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of the expression learnt. The teacher acted as the facilitator to make the students understand the theory.

3) Demonstrate – Let’s Do It

In this step, the students have an opportunity to demonstrate or to apply what they have learned. The students can show what they have understood. The activities can be role-play, video, songs, graphic explanation, etc.

In the material, this step was named as Let’s Do It. The students would do some activities which guided them to comprehend the material. This step aimed to make the students understand deeply about the material by experiencing it or doing activities related to the topic. The writer used reading passages, listening passages, various games, and role-play as the activities. The activities should be different not to make the students got bored. The activities should attract the students, too.

4) Review and Reflect – Let’s Remember

The students review what they have learned on the teaching learning activity and the teacher ask the students to make reflection on what they learned. The format depends on the teacher creativity. The reflection or repetition can strengthen the students’ memory of the material.

In the material, this step was known as Let’s Remember. After completing the activities in the previous steps, the teacher had to make sure whether the students had understood the material or not. In the material, the writer used

Integrated materials based on quantum teaching for the second grade of dance department students.

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