A SET OF ENGLISH INSTRUCTIONAL MATERIALS FOR CATERPILLAR CLASS OF DOMBY KIDS’ HOPE BASED ON CONTEXTUAL TEACHING AND LEARNING APPROACH
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF ENGLISH INSTRUCTIONAL MATERIALS
FOR CATERPILLAR CLASS OF DOMBY KIDS’ HOPE
BASED ON CONTEXTUAL TEACHING
AND LEARNING APPROACH
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Fransiska Debby Coryanti
Student Number: 07 1214 102
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF ENGLISH INSTRUCTIONAL MATERIALS
FOR CATERPILLAR CLASS OF DOMBY KIDS’ HOPE
BASED ON CONTEXTUAL TEACHING
AND LEARNING APPROACH
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Fransiska Debby Coryanti
Student Number: 07 1214 102
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Coryanti, F. D. (2012). Designing a set of English instructional materials for
Caterpillar Class of Domby Kids’ Hope 1 based on contextual teaching and learning
approach. Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
The research is intended to design a set of English instructional materials
based on Contextual Teaching and Learning Approach for young learners of Domby
Kids’ Hope 1 to improve their verbal communicative competence.
There are two major problems in this research. First, how a set of English
instructional materials based on Contextual Teaching and Learning Approach (CTL)
for Caterpillar Class of Domby Kids’ Hope 1 is designed. Second, what a set of
English instructional materials based on Contextual Teaching and Learning Approach
for Caterpillar Class of Domby Kids’ Hope 1 looks like.
The researcher employed three kinds of instruments in the research:
observation, interview, and questionnaire. The researcher conducted classroom
observation, distributed the first type of questionnaire to students’ parents, and
conducted interviews with an English tutor and coordinators of Domby Kids’ Hope 1
to collect significant information. After a set of materials were designed, the
researcher distributed the second type of questionnaire to an English lecturer of
Sanata Dharma University and a tutor of Domby Kids’ Hope 1 to gain opinions and
suggestions for the designed materials.
To answer the first problem, the researcher applied five steps of Borg and Gall
educational research and development method. The steps proposed include (1)
research and information collecting, (2) planning, (3) developing preliminary form of
product, (4) preliminary field testing, and (5) main product revision.
To answer the second problem, the researcher presented the final designed
materials on appendices. The materials consisted of five units. Each unit consisted of
five sections. They are (1) on your mark, (2) get set, (3) go, (4) review, and (5)
reflection.
The researcher analyzed the data after the preliminary test was conducted. The
result of the analysis indicated that the designed materials were appropriate and
relevant for young language learners although some revisions are needed to make the
materials explicitly show the CTL approach.
Finally, the researcher expects that these designed materials can be useful for
the tutor and learners in Domby Kids’ Hope 1 to improve the learners’ communicative
competence. Moreover, the researcher expects that this research inspire other
researchers in conducting the study related with CTL approach to improve the
instructional materials for students.
Keywords: Contextual Teaching and Learning Approach, English Learning Materials,
Young Learner, Caterpillar Class of Domby Kids’ Hope 1
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ABSTRAK
Coryanti, F. D. (2012). Designing a Set of English Instructional Materials for
Caterpillar Class of Domby Kids’ Hope 1 Based on Contextual Teaching and
Learning Approach. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
Penelitian ini bertujuan untuk merancang materi pembelajaran Bahasa
Inggris dengan menggunakan pendekatan kontekstual untuk siswa di Domby
Kids’ Hope 1 guna meningkatkan kemampuan komunikasi siswa.
Ada dua permasalahan utama yang ditekankan pada penelitian ini.
Pertama, bagaimana merancang satu set materi pembelajaran Bahasa Inggris
berdasarkan pendekatan kontekstual untuk Caterpillar Class di Domby Kids’
Hope 1. Dua, bagaimana bentuk rancangan materi pembelajaran Bahasa inggris
berdasarkan pendekatan kontekstual untuk Caterpillar Class di Domby Kids’
Hope 1.
Peneliti menggunakan tiga metode pengumpulan data dalam penelitian ini:
observasi, wawancara, dan kuisioner. Peneliti melakukan observasi kelas,
menyebarkan kuesioner pertama kepada orangtua murid, dan melakukan
wawancara dengan tutor Bahasa Inggris dan koordinator Domby Kids’ Hope 1
untuk mengumpulkan informasi sebagai dasar pengembangan materi. Setelah
materi dirancang, peneliti menyebarkan kuesioner kedua kepada evaluator untuk
mendapatkan opini dan saran mengenai materi yang telah dibuat.
Untuk menjawab pertanyaan pertama, peneliti mengimplementasikan lima
langkah Borg and Gall educational research and development method. Langkahlangkah tersebut adalah (1) pengumpulan data dan informasi, (2) perencanaan, (3)
pengembangan produk awal, (4) uji awal produk, dan (5) revisi produk.
Untuk menjawab pertanyaan kedua, peneliti menampilkan hasil akhir
materi pembelajaran pada apendiks. Materi pembelajaran terdiri atas lima unit.
Setiap unit terbagi dalam lima bagian, yaitu (1) on your mark, (2) get set, (3) go,
(4) review, and (5) reflection.
Peneliti menganalisa data setelah preliminary test dilakukan. Hasil analisa
menunjukkan bahwa rancangan materi pembelajaran yang dibuat sesuai dan
relevan untuk anak-anak meskipun perlu dilakukan beberapa perbaikan untuk
membuat pendekatan kontekstual tampak pada rancangan materi pembelajaran.
Akhir kata, peneliti berharap materi pembelajaran ini dapat berguna bagi
tutor Bahasa Inggris dan siswa di Domby Kids’ Hope 1 dalam meningkatkan
kemampuan komunikasi siswa. Selain itu, peneliti berharap materi pembelajaran
ini dapat menginspirasi peneliti dan guru Bahasa Inggris lainnya untuk melakukan
penelitian sejenis guna mengembangkan materi pembelajaran yang lebih baik bagi
siswa.
Kata kunci: Pendekatan Kontekstual, Materi Pembelajaran Bahasa Inggris, anakanak, Caterpillar Class Domby Kids’ Hope 1
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ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to God Almighty
who never gives up on me. I am so grateful for His unconditional love, mercy,
blessing, and guidance in my life. I do believe without Him, I am nothing. He
changes all the impossibility into possibility.
From the bottom of my heart, I would also give my gratitude to my
advisor, Carla Sih Prabandari, S.Pd., M.Hum., for her guidance, inspiration,
encouragement, and support. I am deeply grateful for the knowledge, time, and
patience she had given to me during the process of finishing the thesis. I am
thankful also to J. Sri Murwani Pudji Lestari, S.Pd. and Yovita Felicia Hapsari,
S.Pd. for the great contribution during the materials evaluation process for the
improvement of the materials. I am so thankful to all of the lecturers for being
great educators and role models. I also thank PBI secretariat staff, Mbak Danniek
and Mbak Tari, for the patience and help related to the administration process.
I dedicate my special gratitude to my parents, Herkulanus Dedi and Beata
Midah, S.H. for their never ending love, support, time, patience, understanding,
prayer, advice, and everything they had given to me and not given to me. I thank
my brother, Maryo Feliks, for being the best sibling, friend, competitor, and
inspiration in the world. His work ethic woke me from a long sleep. I would also
thank my brothers, Wira Andika and Andreas Niko, who keep me awake with
their dreams and wishes. I am so thankful to have them as my family and home.
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I would also address my appreciation to all of the respondents in this
research, especially those in Domby Kids’ Hope 1, Kak Yuanita, Kak Gomez, Kak
Hana, Kak Yoike Octavina, all the tutors and learners for the opportunity to
conduct the research, the support, advice, and cooperation during the research
process and the working time.
Last, I would like to thank my great friends, Eyik, Vita, Mei, Uci, Pipin,
Ambar, Erni, and Chan for helping me to check the writing, giving me useful
ideas and information related to my research, reminding me about the thesis
guideline and deadline, encouraging me to finish my study with their life working
story, and staying with my in my ups and downs. I am so blessed to have them as
my friends and experience great moments together.
My gratitude also goes to those whom I cannot mention by names. I would
like to thank them for the support, help, and encouragement during my study. I
greatly expect this research will be useful and able to give contribution to
academic studies.
Fransiska Debby Coryanti
071214102
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TABLE OF CONTENTS
TITLE PAGE … ………………………………………………….....
i
APPROVAL PAGE …….…………………………………………..
ii
STATEMENT OF WORK’S ORIGINALITY ……………………..
iv
PERSETUJUAN PUBLIKASI KARYA ILMIAH …………………..
v
ABSTRACT ……….………………………………………………...
vi
ABSTRAK …………………………………………….……………..
vii
ACKNOWLEDGEMENTS …..……………………….……………
viii
TABLE OF CONTENTS …………………………….……………...
x
LIST OF TABLES …………………………………….…………..…
xiv
LIST OF FIGURES ………………………………….…………..…..
xv
LIST OF APPENDICES ……………………………………..………
xvi
CHAPTER I. INTRODUCTION ………….………………..…….…
1
A. Research Background …………………………….
1
B. Problem Formulation …………………….……….
4
C. Problem Limitation …..………………...…………
5
D. Research Objectives …………………….………...
5
E. Research Benefits ……………....…………………
5
1. Tutors of Domby Kids’ Hope 1………………..
6
2. Students of Domby Kids’ Hope 1……………..
6
3. Future Researchers ……………………….....
6
F. Definition of Terms ………………………….….
6
1. Instructional Design ………………….……..
6
2. Caterpillar Class of Domby Kids’ Hope 1.....
7
3. CTL Approach ……………………………...
7
CHAPTER II. REVIEW OF RELATED LITERAURE …………...
9
A. Theoretical Description …………………………
9
1. Kemp’s Instructional Design Model ………...
9
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2. Contextual Teaching Learning ………………
14
a. The Definition of CTL …………………..
14
b. The Principles of CTL ……………………
15
c. The Role of Learner in CTL …………….
17
d. The Roles of Teacher in CTL …………….
18
e. The Role of Material in CTL …………….
19
3. Young Language Learners ……………………
20
4. Domby Kids’ Hope 1 Curriculum ……………
21
5. Syllabus Design ………………………………
22
B. Theoretical Framework ……………………………
CHAPTER III. RESEARCH METHODOLOGY ………………….
23
28
A. Research Method ………………………………...
28
1. Research and Information Collecting ………..
29
2. Planning ……………………………………..
29
3. Development of Preliminary Form Product ...
30
4. Preliminary Filed Testing ……………………
30
5. Main Product Revision ………………………
30
B. Research Setting …………………………………
30
C. Research Participants …………………………….
31
1. Participants for Research and Information
Collecting …………………………………….
31
2. Participants for Preliminary Field Testing ……
32
D. Research Instruments ……………………………..
33
1. Instruments in Research and Information
Collecting ……………………………………..
33
2. Instruments for Preliminary Field Testing ……
35
E. Data Gathering Technique ………………………..
36
F. Data Analysis Technique …………………………
37
1. Data Analysis Technique in Research and
Information Collecting ……………………….
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2. Data Analysis Technique in Preliminary
Field Testing …………………………………..
38
G. Research Procedure ………………………………..
39
CHAPTER IV. RESEARCH RESULT AND DISCUSSION ……….
42
A. Elaboration of the Steps …………………………...
42
1. Research and Information Collecting …………
42
a. Learner Characteristics …………………..
43
b. Support Services …………………………
47
2. Planning ………………………………………
48
a. Formulating Goals, Topics, and
General Purposes …………………………
48
b. Specifying the Learning Objectives ………
50
c. Listing Subject Content ……………………
50
3. Developing Preliminary Form of Product …….
52
4. Preliminary Field Testing ……………………..
55
a. The Strength of the Designed Materials …..
56
b. The weaknesses of the Designed Materials
56
c. Evaluation of the General Appearance ……
56
d. Evaluation of the Learning Objectives ……
57
e. Evaluation of the Content …………………
57
f. Evaluation of the CTL Component ……….
57
5. Main Product Revision ……………………….
58
a. Instructional Language …………………...
58
b. Materials Arrangement ……………………
59
c. Layout …………………………………….
59
B. Presentation of the Designed Materials .………….
60
CHAPTER V. CONCLUSION AND RECOMMENDATION …….
64
A. Conclusion ………………………………………..
64
B. Recommendation ………………...……………….
66
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1. For English Tutors of Domby Kids’ Hope 1…
66
2. For Future Researchers ………………………
67
REFERENCES ………………………………………………………
68
APPENDICES ……………………………………………………….
70
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LIST OF TABLES
Table
Page
3.1
The Description of Product Validation Respondents ………….
38
4.1
Data of the Observation Participants ………………………….
43
4.2
Data of the Questionnaire Participants ………………………..
46
4.3
Units, Themes, and Topics …………………………………….
49
4.4
The General Purposes for Each Unit ………………………….
50
4.6
The subject Contents ……………………………………………
51
4.7
The Background Knowledge of the Respondents …………….
55
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LIST OF FIGURES
Figure
Page
2.1
Kemp’s Instructional Design Model ……………………
2.2
Kemp’s Adapted Model and CTL Components
3.1
13
Correlation ……………………………………………...
24
Researcher’s Steps in Designing Materials ……………
39
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LIST OF APPENDICES
Appendix
Page
A
Letter of Permission ……………………………………
70
B
Research Instruments …………………………………..
72
C
The Raw Data of the Classroom Observation ………….
89
D
The Raw Data of the Interview ………………………..
94
E
The Raw Data of the questionnaire for parents ………..
99
F
The Raw Data Questionnaire for Product Validation …
102
G
The Units, Themes, Topics ……………………………
117
H
The Final Version of the Teacher’s Book ……………..
120
I
The Final Version of the Student’s Book ………………
173
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CHAPTER I
INTRODUCTION
In this chapter the researcher elaborates six major underlying issues,
namely background of the study, problem limitation, problem formulation,
research objectives, research benefits, and definition of terms. The introduction is
intended to build the main rationale for conducting the research.
A. Research Background
Indonesia has made significant changes in education starting from the
changes in the education system and the enhancement of education subsidy to
20% of the national budget. However, the results of empirical field observations
as stated by Trianto (2009: 2) showed that most school leavers are less able to
adapt the changes and the development of science and technology and less able to
develop themselves. These findings indicate that learning in school did not
develop students’ ability to adapt to the real world although the education
curriculum used today, school-based curriculum (SBC), emphasized the
importance of contributive and significant learning for students’ future life. In
other words, the learning process until today still gives the dominance of teachers
and does not provide access for students to develop independently. Students do
not understand how to learn, think, and motivate themselves, indeed; these aspects
are the key to success in a learning process. It needs a long process to solve this
issue starting from the basic level, in this case young learners.
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This issue also arises in English teaching and learning process. In most
cases, students could produce sentences accurately in classroom but could not
apply the language appropriately when communicating outside the classroom. To
solve the problem, many schools introduced English at primary level as Brewster,
Ellis, and Girard (2004:1) stated, “Government and private school all over the
worlds have decided to introduce English at primary level, because there is a
strong ’folk’ belief, a sort of ’act of faith’, that young children learn languages
better and more easily than older children.”
In Indonesia, English, as a foreign language, is not only taught to adult
learners but also to young learners. This policy began when the minister of
education and culture issued decree no. 060/U/1993 about the possibility of early
English language program in grade IV of elementary schools as a local content
lesson. In fact, English is not only taught from grade IV of elementary school, as
it is ruled in Curricula of 2006, but also from kindergarten, even playgroup. It is
supported by critical period belief that during this period, language acquisition is
easy and complete (Ellis, 1997: 67). Kartono (2004: 21) also argued that “the
younger the children, the easier they study a new language”.
However, teaching English to young learner as a foreign language does not
automatically solve the problem. In some cases, young learners find more
difficulties than older learners in learning English because of some reasons such
as the young learner characteristics, the learner’s language environment, and the
learner’s learning strategies. To achieve communicative competence that is
desirable, techniques, methodology, and approach are playing significant role.
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There are many English courses, government and non-government organization,
which are available for the children to improve their English mastery. The English
courses offer various kinds of techniques, methodologies, and approaches that
help children learn and practice their English effectively and actively. One of the
non-government organizations that are available for children in Yogyakarta is
Domby Kids’ Hope.
Domby Kid's Hope 1 is one of non-government organizations engaged in
young learner education. The institution tries to develop learning activity and
material resources based on students’ needs and interests. However, the process of
creating material is not clear because the institution lets the tutors to choose the
appropriate approach and method to teach while they do not have curriculum to
align the teaching-learning activities. One of the problems is the desirable material
to prepare the learner to the real world situation. Providing a real-world learning
instructional material is very important in English teaching and learning for young
learners because as it is proposed by Bruner (1988: 125),”trying to find a solution
for a problem itself generates knowledge that is very meaningful”. The other
problem is the fact that the English tutors, who are university students, do not
have any specific goals to align the teaching materials. As the consequence, tutors
teach what they want to teach without any certain objectives to be achieved and
without sufficient preparation. Tutors are usually copying the material from some
sources.
The need of materials at Domby Kid’s Hope 1 motivated the researcher as
one of the tutors in Domby Kid’s Hope 1 to design the materials. The researcher
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designed English materials for the beginner students in Domby Kid’s Hope 1, first
grade elementary school students that will be called caterpillar class. The
designed materials are aimed to encourage young learners in Domby Kid’s Hope 1
to increase their motivation, enjoy studying English, see the meaning and the
importance of learning English starting from the moment they are introduced to
the language.
Regarding the previous issues about students’ incapability to apply their
English communicative competence, a suitable approach is needed. The suitable
approach creates a suitable strategy in developing learning materials which will
simultaneously motivate the students to learn autonomously (Muslich, 2007: 41).
In designing real-world materials for young learner in Domby Kid’s Hope 1,
Contextual Teaching Learning approach was used. Contextual Teaching Learning
is a learning approach that helps teachers and students relate their knowledge to
the real world situation. The main feature of Contextual Teaching and Learning is
involving students in activities that help them connect academic learning with real
life context they face. These activities make Contextual Teaching and Learning
have the potential to motivate students in learning (Johnson, 2010: 37).
B. Problem Formulation
The problems in this study are stated as follows:
1.
How is a set of English instructional materials for Caterpillar Class in Domby
Kid’s Hope 1 based on Contextual Teaching and Learning developed?
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2.
What do the instructional materials for Caterpillar Class in Domby Kid’s
Hope 1 based on Contextual Teaching and Learning look like?
C. Problem Limitation
In order to limit the scope of the research, the researcher will only focus on
how to design a set of instructional material for Caterpillar Class, a class for first
grade elementary school students, in Domby Kids’ Hope 1. The designed materials
are developed only for the first semester. The approach used in this design is
Contextual Teaching and Learning (CTL). The design included varieties of
interesting activities in the form of individual and group activities that enable
them to use and produce the language. The designed materials provided with
speaking, listening, reading and writing skills, but the focuses are more on
speaking and listening skills while reading and writing skills are directed to
support the learning of oral communication.
D. Research Objectives
This research is proposed to answer the questions stated in problem
formulation. The objectives of this research are to know how a set of instructional
material for Caterpillar Class in Domby Kid’s Hope 1 based on Contextual
Teaching and Learning (CTL) is developed and what a set of instructional
materials for Caterpillar Class in Domby Kid’s Hope 1 based on Contextual
Teaching and Learning (CTL) looks like.
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E. Research Benefits
Conducting the research, the researcher expects that the design can provide
some benefits for:
1.
Tutors of Domby Kids’ Hope 1
Contextual Teaching and Learning approach may contribute new approach
for the tutors in order to develop their teaching strategy and resources that can
give various learning activities. It sets definite materials and certain goals for the
tutors. Moreover, it helps the tutors to have a better preparation.
2.
Students of Domby Kids’ Hope 1
This research is expected to help the students to connect the learning
material with their present knowledge or real-world situation in order to improve
their English proficiency and to make more motivating and interesting learning
process.
3.
Future Researchers
The result of this research is expected to contribute and serve as one of
Contextual Teaching and Learning approach models in order to provide better
research. Thus, various English learning materials based on Contextual Teaching
and Learning can be found.
F. Definition of Terms
Some specific terms are used in this research. In order to avoid
misunderstanding and to get the same idea, the following term’s definitions which
are used in this research are represented.
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1.
Instructional Design
There are some definitions of instructional design define by some experts.
Kemp (1977: 6) stated that “instructional design is the development of an overall
plan incorporating the interrelated part in sequential pattern. In addition, Gagne
and Briggs (1979: 1) define instructional design as “a systematic framework of
designing instructional that will activate and support learning”. In this study,
instructional design is an organized plan in designing a set of lesson or material
for one semester for Caterpillar Class in Domby Kid’s Hope.
2.
Caterpillar Class of Domby Kid’s Hope 1
Domby Kid's Hope is a Non-Government Organization founded by the
Yayasan Pelita Bangsa Jogja in cooperation with Compassion Organization
engaged in education. Domby Kids’ Hope 1 provides services to low-income
communities by providing free education, nutritious food, and other educational
assistance for their children. Caterpillar class is the class for first grade
elementary school students. Caterpillar was chosen as the name of this class with
the aim to reduce or eliminate the mental burden faced by the students. The name
is expected to be able to change the perceptions of the students regarding their
presence in the class, that they come to learn in fun ways.
3.
Contextual Teaching and Learning Approach (CTL)
Sugiyanto (2010: 14) stated that Contextual Teaching and Learning (CTL)
is ”a concept of learning that encourages teachers to link the material being taught
and students real-world situations” while according to Johnson (2002: 23) CTL is
“an educational process that helps the students relate the learning material to the
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real-world situation and motivate the students to make connection between
knowledge and implication to their lives, family member, citizens, and workers”.
CTL then in this research is a learning approach that helps teachers and students
relate their knowledge to the real world situation and apply it in their lives. CTL is
not a new concept. CTL has been proposed by john Dewey since 1916 in the
United States and is recognized as a blend of”a good practice” (Trianto, 2009:
113). Sugiyanto (2010: 16) proposed constructivism as the cornerstone philosophy
of CTL, a learning philosophy which emphasizes that learning does not merely
memorize but more emphasizes on developing students' interest and experience.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is intended to review some theories which supported this
research. This chapter is divided into two main parts. In the first part, the
theoretical description, the writer discussed some relevant theories such as the
research and development method, the instructional design model, the Contextual
Teaching and Learning, and young learner. In the second part, the theoretical
framework, the researcher summarized and synthesized them to answer how a set
of instructional material based on contextual teaching and learning for Caterpillar
Class in Domby Kid’s Hope was developed.
A. Theoretical Description
In this part, six major theories supporting this study are explored. They are
the instructional design model, educational research and development, Contextual
Teaching and Learning, young language learner, Domby Kids’ Hope curriculum,
and syllabus design.
1.
Kemp’s Instructional Design Model
An instruction means a set of rational, logical, sequential process intended
to solve problem. Smith & Ragan (1999) defined instructional design as ”a
systematic and reflective process of translating principle of learning and
instruction into plans for instructional materials, activities, information resources,
and evaluation” (p. 2). According to Kemp (1977) an instruction model is
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”composed of many interrelated parts and functions that must be operate in a
coherent manner in order to achieve success” (p. 6). There are a lot of models of
instructional design that have been proposed by the experts of instructional
design. In this study, the researcher adapted the instructional design model
proposed by Kemp.
Kemp’s instructional design model is derived from three essential
elements of instructional. Kemp (1977) named the elements as “objective (what
may be learned), activities and resources (what procedures and resources will
work best to reach the desired learning level), and evaluation (how will we know
when the required has taken place)” (p. 8). Those three elements have been
developed into eight important parts in Kemp’s instructional design as follows:
a.
Goals, Topics, and General Purposes
Kemp (1977: 14) argued that identifying the goal of learning can be
derived from students, societies, and subject areas. The goals should recognize
changes in learners’ need and interest. After the goals are set, the chosen learning
topics will briefly give description about the program and sequence basis for the
instruction. These topics are arranged in a logical organization, for example based
on level of difficulty. Then, the general purposes of each topic are stated.
b.
Learner Characteristics
It is important to know some factors affecting the process of learning.
Learner should be respected as an individual and group of learners. To serve both
characteristics, we may obtain information about the learners’ capabilities, needs,
and interests (Kemp, 1977: 18). That information can be gathered through the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
students’ cumulative records, consultation with other teachers, pre-assessment
test, and questionnaire as well as attitudinal surveys completed by students. This
information can be useful for making planning decision.
c.
Learning Objectives
Learning Objectives is very essential because Kemp’s instructional model
emphasized more on learning as the outcome instruction (1977: 23). There are
four functions of objectives. First, objectives as the design framework. Second,
objectives inform the learner what will be acquired. Third, objectives help
designer in selecting subject content, type and extent of activities. Fourth,
objectives provide a basis for evaluation. Therefore, the desirable objectives may
be stated clearly, precisely, and measurable, specifically describe the learning
materials and accomplish of the goals.
d.
Subject Content
Subject content comprises the selection of specific knowledge and skills of
any topics. Kemp (1977: 43) suggested that the content should closely relate to the
objectives and students’ need. The teacher has a choice whether to start the
subject content first or to list the learning objectives first regarding the
achievement of the objectives and the students’ need.
e.
Pre-assessment
Pre-assessment is used to know that the students have the background
preparation and proficiency to study the topic. Kemp (1977: 51) stated that there
are two kinds of test, prerequisite test and pretesting. Prerequisite test aims to give
a brief description about the condition of the student, neither they are familiar
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12
with the topic or not. Meanwhile, pretesting is used to find out the objectives that
have been achieved by the students.
f.
Teaching Learning Activities and Resources
Teachers may determine the most efficient and effective teaching
activities, students learning activities, and select the appropriate materials to
provide the learning experiences that will utilize the subject content associated
with the objectives.
g.
Support Services
Coordinate such support services as budget, personnel, facilities,
equipment and schedules to carry out the instructional plan. Support services
ideally considered at the same time instructional plans are being made and
materials being selected.
h.
Evaluation
This phase evaluate students’ learning in terms of their accomplishment of
objectives. The evaluation is done with a view to revising and reevaluate any
phases of the plan that need to be improved.
i.
Revision
Based on the result of the evaluation, the design is revised. The purpose of
the revision is to improve the design quality. The process of revision can be
started from any stages in which lack or weaknesses are found.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
Goals, Topics
and General
Purposes
Learner
Characteristics
Evaluation
Support
Services
Learning
Objectives
Revision
Teaching
/Learning
Activities
Resources
Subject
Content
PreAssessment
Figure 2.1: Kemp’s Instructional Design Model (Kemp, 1977: 9)
Kemp (1977: 9) directed flexibility as the benefit of using this process.
The process can be started from whichever element and then move back or
forward to the other elements. Although this process can be started from any
element does not mean that this process can be started carelessly. The selection of
elements in this process should be done with specific purposes and reasons. In
addition to flexibility, this process also allows the emergence of constant revision.
Thus, it is useful for large-scale program that involve groups of people.
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2.
Contextual Teaching Learning
In designing a set of English learning materials based on Contextual
Teaching and Learning, the characteristics and the content of CTL in depth should
be understood. Therefore, this part discussed some theories related with CTL.
They are the definition of CTL, the principle of CTL, the role of learner in CTL,
the role of teacher in CTL, and the role of the material in CTL.
a.
The Definition of CTL
Contextual Teaching Learning is an instructional system based on the
philosophy that students learn effectively when they see meaning in academic
materials and schoolwork then connect the new information with their own prior
knowledge in their personal, social, culture. (Johnson, 2002: 3). This method
emphasizes the importance of connecting what the students have learned in school
and their real world. CTL basic philosophy is constructivism, a philosophy that
emphasizes that learning is not only remembering but also constructing
knowledge in their mind (Sugiyanto, 2010: 16). Trianto (2009: 105) suggested
that contextual teaching learning happens when students experience and apply
what is being taught refer to the real-world problem related to their role as a
family member, citizen, and student.
There are five constructivism elements of CTL, activating knowledge,
acquiring knowledge, understanding knowledge, applying knowledge, and
reflecting knowledge. There are also some characteristics which differentiate CTL
from other learning method. They are team work, mutual support, joyful,
integrated learning, and using many students active source.
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b.
The Principles of CTL
According to Depdiknas (2003: 10), there are seven components of CTL
which become the rationale of CTL. They are constructivism, inquiry,
questioning, learning community, modeling, reflection, and authentic assessment.
1)
Constructivism
Constructivism is one of basic education theories in modern education
which emphasizes the importance of students builds their own knowledge through
active teaching learning process. In this learning process, the focus is on students
centered. Teacher can support this process by creating meaningful learning, giving
students opportunity to find and apply their knowledge, and realizing the students
to apply their own strategy in learning process.
2)
Inquiry
Learning is based on the process searching and finding knowledge through
systematic thinking process. It requires students work together to solve problem
rather than receiving direct instructions given by the teacher. Through the process
of inquiry, students construct their perception and understanding of the knowledge
and finding the appropriate process to gain the concepts rather than finding the
correct answer of certain question without passing some process.
3)
Questioning
Questioning is the most important part of learning process because
curiosity inquire knowledge. In CTL method, teachers do not give the information
or knowledge directly to the students but encourage the students to find the
knowledge by their own through questioning. Questioning is very important in
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16
creating productive learning because it helps the teacher to check students ability
in understanding the knowledge, motivate the students to study, stimulate
students’ curiosity in something, help students to be focus, and guide the students
to find and conclude something by their own.
4)
Learning communities
Learning theory based on Vygotsky theory is that students’ knowledge and
experience are formed by their communication with other people (Sugiyanto,
2010: 18). Trianto (2009: 116) highlight that learning communities happen when
the communication process is between two sides, not only one side as what
happens in traditional class. In CTL class, teachers are suggested to do group
discussion so that this learning community can be applied.
5)
Modeling
Modeling is a learning process in which the teacher gives an example that
can be imitated by the students. Modeling is very important in CTL class because
through modeling the students get the knowledge in the form of real thing, not
only a theoretical and abstract knowledge. In CTL class, teacher is not the only
model. Model can also come from other sources or even the students that have
experience and skill in particular field.
6)
Reflection
Reflection is a process of evaluating learning experiences that have been
done to have a good understanding of the learning process. Reflecting to the
teaching and learning activity as part of the learning process may contribute to the
objective view of the students’ progress.
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7)
Authenticity assessment
Assessment is a process of collecting data by measuring students’ ability,
knowledge, or performance in a given knowledge that can shows students’
learning development (Brown, 2004: 3). In CTL class, the data gathering through
assessment is used not only to know about students’ achievement but also to help
the students “learning how to learn” (Trianto, 2009: 119). Since assessment
emphasis on learning process, then the data is collected from the real activity in
teaching and learning process. This kind of assessment is called authentic
assessment. Some characteristics of authentic assessment are perform during the
learning process and at the end the learning process, can be used as formative and
summative assessment, measure skills and performance, not fact recall,
continuous, integrated, and can be used as feedback.
c.
The Role of Learner in CTL
CTL is a method emphasizes more on students’ experience and
understanding. In CTL class, students’ role is as participator in developing
language learning. It means that students’ involvement is very significant since
learning a language need active participation from the students to create a live
discussion. In this class, students have opportunity to deliver and demonstrating
their idea on some phenomena based on the common experience within the
student. Students also have roles as language observer in this class. Observation
gives a great opportunity for the students learning because it may contribute the
development of individual focus and awareness. Kesuma (2010: 71) stated that
every learner has their own style in learning. Teacher should able to understand
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18
and adjust his or her teaching style with the students’ learning style. The
observation may give a great opportunity for the students to learn in their own
pace.
d.
The Role of Teacher in CTL
The role of the teacher in education is very significant. In traditional
classroom, teacher is the centered of learning process and the only sources for the
students to get knowledge, but in modern classroom, the focus is no longer on the
teacher-centered but on the students-centered. Teacher role in modern classroom
is as the facilitator for the students to help the students get the knowledge by their
own effort. Robert and Hebert (1970) described the other roles of teacher as
monitor and corrector of the language learning, leader, and planner.
1)
Monitor of learning
During the classroom learning activity, teachers may function as language
development monitor. As the language development monitor, teacher may provide
learning context in which students’ present experiences are developed through
their past experiences to gain the basic understanding of the material while
creating the new experiences of learning. In performing the role as the language
development monitor, teacher also has a duty as a corrector of the language. As
the corrector of the language, teacher can promote the target language used in a
certain context, giving correction, and encourage the students to speak English.
2)
Leader
Teacher as the leader has very important role, especially in young learner
class. Teacher in young learner language class should able to lead the class to the
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19
learning activities. Teacher must be able to lead the class to listen to the
explanation and guide the communication which can be designed base on the
actual experience in order to lead to the further understanding.
3)
Planner
Before the class begins, teacher should plan the activities that the students
will have that can promote learning within the students. As a planner, the teacher
is asked to be creative so that the learning activity can motivated the students to
learn. The basic plan of learning that should be created by the teacher are
introduction in which the teacher activate the students’ present knowledge and
experience, main activity in which the content is organized to lead the students to
be active finder, and conclusion in which the students are oriented toward lesson
and application outside the class.
e.
The Role of the Material in CTL
The role of the material in contextual teaching and learning is to empower
students to be active in relating their academic studies to the context of their real
life situation (Johnson, 2002: 4). The material should also promote students to
identify interesting problems, search out information, and reach a conclusion to
attain the objective of the lesson. Through the material students may discover
meaning of what have learned. The development of the material is directed
specifically to the materials which fit the education organization’s context and
potential, the pupils’ need, ability and interest as well as the readiness of the
students and teachers.
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3.
Young Language Learners
Suyanto (2007: 15) claimed that young learners are students from the age
of six to twelve years old. The students can be divided into some groups based on
the school or education institution’s policy. In this study, the young language
learners are students in Caterpillar Class in Domby Kids’ Hope 1 aged from six to
eight years old.
Education experts all over the world have recognized the need for English
language learning for young learner and doing whatever they can to promote it.
There are so many reasons for teaching English as a second language to young
learner. Brewster, Ellis, & Gardner (2004: 3) stated that the most commonly put
forward reasons are the increase of the time spent to learn the language and the
fact that young children seem to have greater facility for understanding and
imitating what they hear. Brewster, Ellis, & Gardner explained furthermore that
although imitation is not the whole picture in language learning, but it seemed a
reasonable strategy to take advantage of children’s language learning skills and
aptitudes. Bruner (1983) as cited by Brewster & Gail (2004: 29) discovered that
children school learning is difficult because children experienced it as very
separate from their real lives. Most children between four to eight years are at the
concrete-operational stage, where all learning develops only where it is heavily
contextualized in concrete situations.
Suyanto (2007: 15) argued that the most important purpose of teaching
English to young learner is to growth interest in learning English. To achieve that
goal, teacher should understand children’s characteristics to able to select the most
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21
appropriate learning activities. Brewster, Ellis, & Gardner (2004: 40) stated that
there are some principles that teacher need to be aware of in making suitable
programs including the instructions. Some of the principles are elaborated as
follow.
a) Children are excellent observers and have a natural ability to grasp meaning
from body language, intonations, gestures, facial expressions, and social
contexts. Teacher can help learners obtain these skills by ensuring language
use is contextualized and has visual support wherever possible.
b) Children learn a language by repeating words and phrase to be familiar with
the sounds and meaning.
c) Children are skilled at guessing and predicting.
d) Children like to talk, even if they do not know much language. Although this
may lead to over-generalization of rules, grammatical or lexical inaccuracies,
teacher can use this characteristic in developing the language learning
strategy.
e) Young learners are good risk-takers and experimenters. Their willingness
should be encouraged. Teacher can use this character and their curiosity in
developing the language learning strategy.
4.
Domby Kids’ Hope 1 Curriculum
Domby Kid's Hope is a Non-Government Organization founded by the
Yayasan Pelita Bangsa Jogja engaged in education. This organization has a vision
to provide educational assistances for children from underprivileged families. The
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
educational assistances are expected to improve the welfare of society, reduce
poverty, and produce independent future leaders of the society. Based on the
interview with Domby Kids’ Hope coordinator, it was known that Domby Kids’
Hope does not have curriculum to align the teaching and learning activities. It was
stated that the main goals of teaching English in Domby Kids’ Hope are to
empower and enable the learners to face globalization era, to facilitate the learners
to communicate with their sponsor, to encourage and motivate the learners to
learn English, and to help them improve their achievement at school. To achieve
those goals, Domby Kids’ Hope gave rights to the English tutors in choosing
appropriate approach, method, technique, and learning activities. Regarding the
vision and mission of Domby Kids’ Hope, researcher should design a set of
instructional material that meet the vision and mission.
5.
Syllabus Design
Syllabus has essential role in this research. A syllabus describes the major
elements that will be used in planning a language course and provides the basis
for its instructional focus and content (Richard and Rodgers, 2001: 152). Because
many different syllabus approaches are available in developing language course,
many different syllabus frameworks arise. Since there is no specific syllabus
framework for CTL, the researcher can use any syllabus design as long as it meets
the seven components in CTL. In this research, the researcher adapted contentbased syllabus. Content-based syllabus is organized around theme, topics, or other
unit of content. There are some advantages of
A SET OF ENGLISH INSTRUCTIONAL MATERIALS
FOR CATERPILLAR CLASS OF DOMBY KIDS’ HOPE
BASED ON CONTEXTUAL TEACHING
AND LEARNING APPROACH
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Fransiska Debby Coryanti
Student Number: 07 1214 102
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF ENGLISH INSTRUCTIONAL MATERIALS
FOR CATERPILLAR CLASS OF DOMBY KIDS’ HOPE
BASED ON CONTEXTUAL TEACHING
AND LEARNING APPROACH
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Fransiska Debby Coryanti
Student Number: 07 1214 102
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Coryanti, F. D. (2012). Designing a set of English instructional materials for
Caterpillar Class of Domby Kids’ Hope 1 based on contextual teaching and learning
approach. Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
The research is intended to design a set of English instructional materials
based on Contextual Teaching and Learning Approach for young learners of Domby
Kids’ Hope 1 to improve their verbal communicative competence.
There are two major problems in this research. First, how a set of English
instructional materials based on Contextual Teaching and Learning Approach (CTL)
for Caterpillar Class of Domby Kids’ Hope 1 is designed. Second, what a set of
English instructional materials based on Contextual Teaching and Learning Approach
for Caterpillar Class of Domby Kids’ Hope 1 looks like.
The researcher employed three kinds of instruments in the research:
observation, interview, and questionnaire. The researcher conducted classroom
observation, distributed the first type of questionnaire to students’ parents, and
conducted interviews with an English tutor and coordinators of Domby Kids’ Hope 1
to collect significant information. After a set of materials were designed, the
researcher distributed the second type of questionnaire to an English lecturer of
Sanata Dharma University and a tutor of Domby Kids’ Hope 1 to gain opinions and
suggestions for the designed materials.
To answer the first problem, the researcher applied five steps of Borg and Gall
educational research and development method. The steps proposed include (1)
research and information collecting, (2) planning, (3) developing preliminary form of
product, (4) preliminary field testing, and (5) main product revision.
To answer the second problem, the researcher presented the final designed
materials on appendices. The materials consisted of five units. Each unit consisted of
five sections. They are (1) on your mark, (2) get set, (3) go, (4) review, and (5)
reflection.
The researcher analyzed the data after the preliminary test was conducted. The
result of the analysis indicated that the designed materials were appropriate and
relevant for young language learners although some revisions are needed to make the
materials explicitly show the CTL approach.
Finally, the researcher expects that these designed materials can be useful for
the tutor and learners in Domby Kids’ Hope 1 to improve the learners’ communicative
competence. Moreover, the researcher expects that this research inspire other
researchers in conducting the study related with CTL approach to improve the
instructional materials for students.
Keywords: Contextual Teaching and Learning Approach, English Learning Materials,
Young Learner, Caterpillar Class of Domby Kids’ Hope 1
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ABSTRAK
Coryanti, F. D. (2012). Designing a Set of English Instructional Materials for
Caterpillar Class of Domby Kids’ Hope 1 Based on Contextual Teaching and
Learning Approach. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
Penelitian ini bertujuan untuk merancang materi pembelajaran Bahasa
Inggris dengan menggunakan pendekatan kontekstual untuk siswa di Domby
Kids’ Hope 1 guna meningkatkan kemampuan komunikasi siswa.
Ada dua permasalahan utama yang ditekankan pada penelitian ini.
Pertama, bagaimana merancang satu set materi pembelajaran Bahasa Inggris
berdasarkan pendekatan kontekstual untuk Caterpillar Class di Domby Kids’
Hope 1. Dua, bagaimana bentuk rancangan materi pembelajaran Bahasa inggris
berdasarkan pendekatan kontekstual untuk Caterpillar Class di Domby Kids’
Hope 1.
Peneliti menggunakan tiga metode pengumpulan data dalam penelitian ini:
observasi, wawancara, dan kuisioner. Peneliti melakukan observasi kelas,
menyebarkan kuesioner pertama kepada orangtua murid, dan melakukan
wawancara dengan tutor Bahasa Inggris dan koordinator Domby Kids’ Hope 1
untuk mengumpulkan informasi sebagai dasar pengembangan materi. Setelah
materi dirancang, peneliti menyebarkan kuesioner kedua kepada evaluator untuk
mendapatkan opini dan saran mengenai materi yang telah dibuat.
Untuk menjawab pertanyaan pertama, peneliti mengimplementasikan lima
langkah Borg and Gall educational research and development method. Langkahlangkah tersebut adalah (1) pengumpulan data dan informasi, (2) perencanaan, (3)
pengembangan produk awal, (4) uji awal produk, dan (5) revisi produk.
Untuk menjawab pertanyaan kedua, peneliti menampilkan hasil akhir
materi pembelajaran pada apendiks. Materi pembelajaran terdiri atas lima unit.
Setiap unit terbagi dalam lima bagian, yaitu (1) on your mark, (2) get set, (3) go,
(4) review, and (5) reflection.
Peneliti menganalisa data setelah preliminary test dilakukan. Hasil analisa
menunjukkan bahwa rancangan materi pembelajaran yang dibuat sesuai dan
relevan untuk anak-anak meskipun perlu dilakukan beberapa perbaikan untuk
membuat pendekatan kontekstual tampak pada rancangan materi pembelajaran.
Akhir kata, peneliti berharap materi pembelajaran ini dapat berguna bagi
tutor Bahasa Inggris dan siswa di Domby Kids’ Hope 1 dalam meningkatkan
kemampuan komunikasi siswa. Selain itu, peneliti berharap materi pembelajaran
ini dapat menginspirasi peneliti dan guru Bahasa Inggris lainnya untuk melakukan
penelitian sejenis guna mengembangkan materi pembelajaran yang lebih baik bagi
siswa.
Kata kunci: Pendekatan Kontekstual, Materi Pembelajaran Bahasa Inggris, anakanak, Caterpillar Class Domby Kids’ Hope 1
vii
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ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to God Almighty
who never gives up on me. I am so grateful for His unconditional love, mercy,
blessing, and guidance in my life. I do believe without Him, I am nothing. He
changes all the impossibility into possibility.
From the bottom of my heart, I would also give my gratitude to my
advisor, Carla Sih Prabandari, S.Pd., M.Hum., for her guidance, inspiration,
encouragement, and support. I am deeply grateful for the knowledge, time, and
patience she had given to me during the process of finishing the thesis. I am
thankful also to J. Sri Murwani Pudji Lestari, S.Pd. and Yovita Felicia Hapsari,
S.Pd. for the great contribution during the materials evaluation process for the
improvement of the materials. I am so thankful to all of the lecturers for being
great educators and role models. I also thank PBI secretariat staff, Mbak Danniek
and Mbak Tari, for the patience and help related to the administration process.
I dedicate my special gratitude to my parents, Herkulanus Dedi and Beata
Midah, S.H. for their never ending love, support, time, patience, understanding,
prayer, advice, and everything they had given to me and not given to me. I thank
my brother, Maryo Feliks, for being the best sibling, friend, competitor, and
inspiration in the world. His work ethic woke me from a long sleep. I would also
thank my brothers, Wira Andika and Andreas Niko, who keep me awake with
their dreams and wishes. I am so thankful to have them as my family and home.
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I would also address my appreciation to all of the respondents in this
research, especially those in Domby Kids’ Hope 1, Kak Yuanita, Kak Gomez, Kak
Hana, Kak Yoike Octavina, all the tutors and learners for the opportunity to
conduct the research, the support, advice, and cooperation during the research
process and the working time.
Last, I would like to thank my great friends, Eyik, Vita, Mei, Uci, Pipin,
Ambar, Erni, and Chan for helping me to check the writing, giving me useful
ideas and information related to my research, reminding me about the thesis
guideline and deadline, encouraging me to finish my study with their life working
story, and staying with my in my ups and downs. I am so blessed to have them as
my friends and experience great moments together.
My gratitude also goes to those whom I cannot mention by names. I would
like to thank them for the support, help, and encouragement during my study. I
greatly expect this research will be useful and able to give contribution to
academic studies.
Fransiska Debby Coryanti
071214102
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TABLE OF CONTENTS
TITLE PAGE … ………………………………………………….....
i
APPROVAL PAGE …….…………………………………………..
ii
STATEMENT OF WORK’S ORIGINALITY ……………………..
iv
PERSETUJUAN PUBLIKASI KARYA ILMIAH …………………..
v
ABSTRACT ……….………………………………………………...
vi
ABSTRAK …………………………………………….……………..
vii
ACKNOWLEDGEMENTS …..……………………….……………
viii
TABLE OF CONTENTS …………………………….……………...
x
LIST OF TABLES …………………………………….…………..…
xiv
LIST OF FIGURES ………………………………….…………..…..
xv
LIST OF APPENDICES ……………………………………..………
xvi
CHAPTER I. INTRODUCTION ………….………………..…….…
1
A. Research Background …………………………….
1
B. Problem Formulation …………………….……….
4
C. Problem Limitation …..………………...…………
5
D. Research Objectives …………………….………...
5
E. Research Benefits ……………....…………………
5
1. Tutors of Domby Kids’ Hope 1………………..
6
2. Students of Domby Kids’ Hope 1……………..
6
3. Future Researchers ……………………….....
6
F. Definition of Terms ………………………….….
6
1. Instructional Design ………………….……..
6
2. Caterpillar Class of Domby Kids’ Hope 1.....
7
3. CTL Approach ……………………………...
7
CHAPTER II. REVIEW OF RELATED LITERAURE …………...
9
A. Theoretical Description …………………………
9
1. Kemp’s Instructional Design Model ………...
9
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2. Contextual Teaching Learning ………………
14
a. The Definition of CTL …………………..
14
b. The Principles of CTL ……………………
15
c. The Role of Learner in CTL …………….
17
d. The Roles of Teacher in CTL …………….
18
e. The Role of Material in CTL …………….
19
3. Young Language Learners ……………………
20
4. Domby Kids’ Hope 1 Curriculum ……………
21
5. Syllabus Design ………………………………
22
B. Theoretical Framework ……………………………
CHAPTER III. RESEARCH METHODOLOGY ………………….
23
28
A. Research Method ………………………………...
28
1. Research and Information Collecting ………..
29
2. Planning ……………………………………..
29
3. Development of Preliminary Form Product ...
30
4. Preliminary Filed Testing ……………………
30
5. Main Product Revision ………………………
30
B. Research Setting …………………………………
30
C. Research Participants …………………………….
31
1. Participants for Research and Information
Collecting …………………………………….
31
2. Participants for Preliminary Field Testing ……
32
D. Research Instruments ……………………………..
33
1. Instruments in Research and Information
Collecting ……………………………………..
33
2. Instruments for Preliminary Field Testing ……
35
E. Data Gathering Technique ………………………..
36
F. Data Analysis Technique …………………………
37
1. Data Analysis Technique in Research and
Information Collecting ……………………….
xi
37
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2. Data Analysis Technique in Preliminary
Field Testing …………………………………..
38
G. Research Procedure ………………………………..
39
CHAPTER IV. RESEARCH RESULT AND DISCUSSION ……….
42
A. Elaboration of the Steps …………………………...
42
1. Research and Information Collecting …………
42
a. Learner Characteristics …………………..
43
b. Support Services …………………………
47
2. Planning ………………………………………
48
a. Formulating Goals, Topics, and
General Purposes …………………………
48
b. Specifying the Learning Objectives ………
50
c. Listing Subject Content ……………………
50
3. Developing Preliminary Form of Product …….
52
4. Preliminary Field Testing ……………………..
55
a. The Strength of the Designed Materials …..
56
b. The weaknesses of the Designed Materials
56
c. Evaluation of the General Appearance ……
56
d. Evaluation of the Learning Objectives ……
57
e. Evaluation of the Content …………………
57
f. Evaluation of the CTL Component ……….
57
5. Main Product Revision ……………………….
58
a. Instructional Language …………………...
58
b. Materials Arrangement ……………………
59
c. Layout …………………………………….
59
B. Presentation of the Designed Materials .………….
60
CHAPTER V. CONCLUSION AND RECOMMENDATION …….
64
A. Conclusion ………………………………………..
64
B. Recommendation ………………...……………….
66
xii
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1. For English Tutors of Domby Kids’ Hope 1…
66
2. For Future Researchers ………………………
67
REFERENCES ………………………………………………………
68
APPENDICES ……………………………………………………….
70
xiii
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LIST OF TABLES
Table
Page
3.1
The Description of Product Validation Respondents ………….
38
4.1
Data of the Observation Participants ………………………….
43
4.2
Data of the Questionnaire Participants ………………………..
46
4.3
Units, Themes, and Topics …………………………………….
49
4.4
The General Purposes for Each Unit ………………………….
50
4.6
The subject Contents ……………………………………………
51
4.7
The Background Knowledge of the Respondents …………….
55
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Figure
Page
2.1
Kemp’s Instructional Design Model ……………………
2.2
Kemp’s Adapted Model and CTL Components
3.1
13
Correlation ……………………………………………...
24
Researcher’s Steps in Designing Materials ……………
39
xv
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LIST OF APPENDICES
Appendix
Page
A
Letter of Permission ……………………………………
70
B
Research Instruments …………………………………..
72
C
The Raw Data of the Classroom Observation ………….
89
D
The Raw Data of the Interview ………………………..
94
E
The Raw Data of the questionnaire for parents ………..
99
F
The Raw Data Questionnaire for Product Validation …
102
G
The Units, Themes, Topics ……………………………
117
H
The Final Version of the Teacher’s Book ……………..
120
I
The Final Version of the Student’s Book ………………
173
xvi
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CHAPTER I
INTRODUCTION
In this chapter the researcher elaborates six major underlying issues,
namely background of the study, problem limitation, problem formulation,
research objectives, research benefits, and definition of terms. The introduction is
intended to build the main rationale for conducting the research.
A. Research Background
Indonesia has made significant changes in education starting from the
changes in the education system and the enhancement of education subsidy to
20% of the national budget. However, the results of empirical field observations
as stated by Trianto (2009: 2) showed that most school leavers are less able to
adapt the changes and the development of science and technology and less able to
develop themselves. These findings indicate that learning in school did not
develop students’ ability to adapt to the real world although the education
curriculum used today, school-based curriculum (SBC), emphasized the
importance of contributive and significant learning for students’ future life. In
other words, the learning process until today still gives the dominance of teachers
and does not provide access for students to develop independently. Students do
not understand how to learn, think, and motivate themselves, indeed; these aspects
are the key to success in a learning process. It needs a long process to solve this
issue starting from the basic level, in this case young learners.
1
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This issue also arises in English teaching and learning process. In most
cases, students could produce sentences accurately in classroom but could not
apply the language appropriately when communicating outside the classroom. To
solve the problem, many schools introduced English at primary level as Brewster,
Ellis, and Girard (2004:1) stated, “Government and private school all over the
worlds have decided to introduce English at primary level, because there is a
strong ’folk’ belief, a sort of ’act of faith’, that young children learn languages
better and more easily than older children.”
In Indonesia, English, as a foreign language, is not only taught to adult
learners but also to young learners. This policy began when the minister of
education and culture issued decree no. 060/U/1993 about the possibility of early
English language program in grade IV of elementary schools as a local content
lesson. In fact, English is not only taught from grade IV of elementary school, as
it is ruled in Curricula of 2006, but also from kindergarten, even playgroup. It is
supported by critical period belief that during this period, language acquisition is
easy and complete (Ellis, 1997: 67). Kartono (2004: 21) also argued that “the
younger the children, the easier they study a new language”.
However, teaching English to young learner as a foreign language does not
automatically solve the problem. In some cases, young learners find more
difficulties than older learners in learning English because of some reasons such
as the young learner characteristics, the learner’s language environment, and the
learner’s learning strategies. To achieve communicative competence that is
desirable, techniques, methodology, and approach are playing significant role.
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There are many English courses, government and non-government organization,
which are available for the children to improve their English mastery. The English
courses offer various kinds of techniques, methodologies, and approaches that
help children learn and practice their English effectively and actively. One of the
non-government organizations that are available for children in Yogyakarta is
Domby Kids’ Hope.
Domby Kid's Hope 1 is one of non-government organizations engaged in
young learner education. The institution tries to develop learning activity and
material resources based on students’ needs and interests. However, the process of
creating material is not clear because the institution lets the tutors to choose the
appropriate approach and method to teach while they do not have curriculum to
align the teaching-learning activities. One of the problems is the desirable material
to prepare the learner to the real world situation. Providing a real-world learning
instructional material is very important in English teaching and learning for young
learners because as it is proposed by Bruner (1988: 125),”trying to find a solution
for a problem itself generates knowledge that is very meaningful”. The other
problem is the fact that the English tutors, who are university students, do not
have any specific goals to align the teaching materials. As the consequence, tutors
teach what they want to teach without any certain objectives to be achieved and
without sufficient preparation. Tutors are usually copying the material from some
sources.
The need of materials at Domby Kid’s Hope 1 motivated the researcher as
one of the tutors in Domby Kid’s Hope 1 to design the materials. The researcher
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
designed English materials for the beginner students in Domby Kid’s Hope 1, first
grade elementary school students that will be called caterpillar class. The
designed materials are aimed to encourage young learners in Domby Kid’s Hope 1
to increase their motivation, enjoy studying English, see the meaning and the
importance of learning English starting from the moment they are introduced to
the language.
Regarding the previous issues about students’ incapability to apply their
English communicative competence, a suitable approach is needed. The suitable
approach creates a suitable strategy in developing learning materials which will
simultaneously motivate the students to learn autonomously (Muslich, 2007: 41).
In designing real-world materials for young learner in Domby Kid’s Hope 1,
Contextual Teaching Learning approach was used. Contextual Teaching Learning
is a learning approach that helps teachers and students relate their knowledge to
the real world situation. The main feature of Contextual Teaching and Learning is
involving students in activities that help them connect academic learning with real
life context they face. These activities make Contextual Teaching and Learning
have the potential to motivate students in learning (Johnson, 2010: 37).
B. Problem Formulation
The problems in this study are stated as follows:
1.
How is a set of English instructional materials for Caterpillar Class in Domby
Kid’s Hope 1 based on Contextual Teaching and Learning developed?
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5
2.
What do the instructional materials for Caterpillar Class in Domby Kid’s
Hope 1 based on Contextual Teaching and Learning look like?
C. Problem Limitation
In order to limit the scope of the research, the researcher will only focus on
how to design a set of instructional material for Caterpillar Class, a class for first
grade elementary school students, in Domby Kids’ Hope 1. The designed materials
are developed only for the first semester. The approach used in this design is
Contextual Teaching and Learning (CTL). The design included varieties of
interesting activities in the form of individual and group activities that enable
them to use and produce the language. The designed materials provided with
speaking, listening, reading and writing skills, but the focuses are more on
speaking and listening skills while reading and writing skills are directed to
support the learning of oral communication.
D. Research Objectives
This research is proposed to answer the questions stated in problem
formulation. The objectives of this research are to know how a set of instructional
material for Caterpillar Class in Domby Kid’s Hope 1 based on Contextual
Teaching and Learning (CTL) is developed and what a set of instructional
materials for Caterpillar Class in Domby Kid’s Hope 1 based on Contextual
Teaching and Learning (CTL) looks like.
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6
E. Research Benefits
Conducting the research, the researcher expects that the design can provide
some benefits for:
1.
Tutors of Domby Kids’ Hope 1
Contextual Teaching and Learning approach may contribute new approach
for the tutors in order to develop their teaching strategy and resources that can
give various learning activities. It sets definite materials and certain goals for the
tutors. Moreover, it helps the tutors to have a better preparation.
2.
Students of Domby Kids’ Hope 1
This research is expected to help the students to connect the learning
material with their present knowledge or real-world situation in order to improve
their English proficiency and to make more motivating and interesting learning
process.
3.
Future Researchers
The result of this research is expected to contribute and serve as one of
Contextual Teaching and Learning approach models in order to provide better
research. Thus, various English learning materials based on Contextual Teaching
and Learning can be found.
F. Definition of Terms
Some specific terms are used in this research. In order to avoid
misunderstanding and to get the same idea, the following term’s definitions which
are used in this research are represented.
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7
1.
Instructional Design
There are some definitions of instructional design define by some experts.
Kemp (1977: 6) stated that “instructional design is the development of an overall
plan incorporating the interrelated part in sequential pattern. In addition, Gagne
and Briggs (1979: 1) define instructional design as “a systematic framework of
designing instructional that will activate and support learning”. In this study,
instructional design is an organized plan in designing a set of lesson or material
for one semester for Caterpillar Class in Domby Kid’s Hope.
2.
Caterpillar Class of Domby Kid’s Hope 1
Domby Kid's Hope is a Non-Government Organization founded by the
Yayasan Pelita Bangsa Jogja in cooperation with Compassion Organization
engaged in education. Domby Kids’ Hope 1 provides services to low-income
communities by providing free education, nutritious food, and other educational
assistance for their children. Caterpillar class is the class for first grade
elementary school students. Caterpillar was chosen as the name of this class with
the aim to reduce or eliminate the mental burden faced by the students. The name
is expected to be able to change the perceptions of the students regarding their
presence in the class, that they come to learn in fun ways.
3.
Contextual Teaching and Learning Approach (CTL)
Sugiyanto (2010: 14) stated that Contextual Teaching and Learning (CTL)
is ”a concept of learning that encourages teachers to link the material being taught
and students real-world situations” while according to Johnson (2002: 23) CTL is
“an educational process that helps the students relate the learning material to the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
real-world situation and motivate the students to make connection between
knowledge and implication to their lives, family member, citizens, and workers”.
CTL then in this research is a learning approach that helps teachers and students
relate their knowledge to the real world situation and apply it in their lives. CTL is
not a new concept. CTL has been proposed by john Dewey since 1916 in the
United States and is recognized as a blend of”a good practice” (Trianto, 2009:
113). Sugiyanto (2010: 16) proposed constructivism as the cornerstone philosophy
of CTL, a learning philosophy which emphasizes that learning does not merely
memorize but more emphasizes on developing students' interest and experience.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is intended to review some theories which supported this
research. This chapter is divided into two main parts. In the first part, the
theoretical description, the writer discussed some relevant theories such as the
research and development method, the instructional design model, the Contextual
Teaching and Learning, and young learner. In the second part, the theoretical
framework, the researcher summarized and synthesized them to answer how a set
of instructional material based on contextual teaching and learning for Caterpillar
Class in Domby Kid’s Hope was developed.
A. Theoretical Description
In this part, six major theories supporting this study are explored. They are
the instructional design model, educational research and development, Contextual
Teaching and Learning, young language learner, Domby Kids’ Hope curriculum,
and syllabus design.
1.
Kemp’s Instructional Design Model
An instruction means a set of rational, logical, sequential process intended
to solve problem. Smith & Ragan (1999) defined instructional design as ”a
systematic and reflective process of translating principle of learning and
instruction into plans for instructional materials, activities, information resources,
and evaluation” (p. 2). According to Kemp (1977) an instruction model is
9
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
”composed of many interrelated parts and functions that must be operate in a
coherent manner in order to achieve success” (p. 6). There are a lot of models of
instructional design that have been proposed by the experts of instructional
design. In this study, the researcher adapted the instructional design model
proposed by Kemp.
Kemp’s instructional design model is derived from three essential
elements of instructional. Kemp (1977) named the elements as “objective (what
may be learned), activities and resources (what procedures and resources will
work best to reach the desired learning level), and evaluation (how will we know
when the required has taken place)” (p. 8). Those three elements have been
developed into eight important parts in Kemp’s instructional design as follows:
a.
Goals, Topics, and General Purposes
Kemp (1977: 14) argued that identifying the goal of learning can be
derived from students, societies, and subject areas. The goals should recognize
changes in learners’ need and interest. After the goals are set, the chosen learning
topics will briefly give description about the program and sequence basis for the
instruction. These topics are arranged in a logical organization, for example based
on level of difficulty. Then, the general purposes of each topic are stated.
b.
Learner Characteristics
It is important to know some factors affecting the process of learning.
Learner should be respected as an individual and group of learners. To serve both
characteristics, we may obtain information about the learners’ capabilities, needs,
and interests (Kemp, 1977: 18). That information can be gathered through the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
students’ cumulative records, consultation with other teachers, pre-assessment
test, and questionnaire as well as attitudinal surveys completed by students. This
information can be useful for making planning decision.
c.
Learning Objectives
Learning Objectives is very essential because Kemp’s instructional model
emphasized more on learning as the outcome instruction (1977: 23). There are
four functions of objectives. First, objectives as the design framework. Second,
objectives inform the learner what will be acquired. Third, objectives help
designer in selecting subject content, type and extent of activities. Fourth,
objectives provide a basis for evaluation. Therefore, the desirable objectives may
be stated clearly, precisely, and measurable, specifically describe the learning
materials and accomplish of the goals.
d.
Subject Content
Subject content comprises the selection of specific knowledge and skills of
any topics. Kemp (1977: 43) suggested that the content should closely relate to the
objectives and students’ need. The teacher has a choice whether to start the
subject content first or to list the learning objectives first regarding the
achievement of the objectives and the students’ need.
e.
Pre-assessment
Pre-assessment is used to know that the students have the background
preparation and proficiency to study the topic. Kemp (1977: 51) stated that there
are two kinds of test, prerequisite test and pretesting. Prerequisite test aims to give
a brief description about the condition of the student, neither they are familiar
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
with the topic or not. Meanwhile, pretesting is used to find out the objectives that
have been achieved by the students.
f.
Teaching Learning Activities and Resources
Teachers may determine the most efficient and effective teaching
activities, students learning activities, and select the appropriate materials to
provide the learning experiences that will utilize the subject content associated
with the objectives.
g.
Support Services
Coordinate such support services as budget, personnel, facilities,
equipment and schedules to carry out the instructional plan. Support services
ideally considered at the same time instructional plans are being made and
materials being selected.
h.
Evaluation
This phase evaluate students’ learning in terms of their accomplishment of
objectives. The evaluation is done with a view to revising and reevaluate any
phases of the plan that need to be improved.
i.
Revision
Based on the result of the evaluation, the design is revised. The purpose of
the revision is to improve the design quality. The process of revision can be
started from any stages in which lack or weaknesses are found.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
Goals, Topics
and General
Purposes
Learner
Characteristics
Evaluation
Support
Services
Learning
Objectives
Revision
Teaching
/Learning
Activities
Resources
Subject
Content
PreAssessment
Figure 2.1: Kemp’s Instructional Design Model (Kemp, 1977: 9)
Kemp (1977: 9) directed flexibility as the benefit of using this process.
The process can be started from whichever element and then move back or
forward to the other elements. Although this process can be started from any
element does not mean that this process can be started carelessly. The selection of
elements in this process should be done with specific purposes and reasons. In
addition to flexibility, this process also allows the emergence of constant revision.
Thus, it is useful for large-scale program that involve groups of people.
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14
2.
Contextual Teaching Learning
In designing a set of English learning materials based on Contextual
Teaching and Learning, the characteristics and the content of CTL in depth should
be understood. Therefore, this part discussed some theories related with CTL.
They are the definition of CTL, the principle of CTL, the role of learner in CTL,
the role of teacher in CTL, and the role of the material in CTL.
a.
The Definition of CTL
Contextual Teaching Learning is an instructional system based on the
philosophy that students learn effectively when they see meaning in academic
materials and schoolwork then connect the new information with their own prior
knowledge in their personal, social, culture. (Johnson, 2002: 3). This method
emphasizes the importance of connecting what the students have learned in school
and their real world. CTL basic philosophy is constructivism, a philosophy that
emphasizes that learning is not only remembering but also constructing
knowledge in their mind (Sugiyanto, 2010: 16). Trianto (2009: 105) suggested
that contextual teaching learning happens when students experience and apply
what is being taught refer to the real-world problem related to their role as a
family member, citizen, and student.
There are five constructivism elements of CTL, activating knowledge,
acquiring knowledge, understanding knowledge, applying knowledge, and
reflecting knowledge. There are also some characteristics which differentiate CTL
from other learning method. They are team work, mutual support, joyful,
integrated learning, and using many students active source.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
b.
The Principles of CTL
According to Depdiknas (2003: 10), there are seven components of CTL
which become the rationale of CTL. They are constructivism, inquiry,
questioning, learning community, modeling, reflection, and authentic assessment.
1)
Constructivism
Constructivism is one of basic education theories in modern education
which emphasizes the importance of students builds their own knowledge through
active teaching learning process. In this learning process, the focus is on students
centered. Teacher can support this process by creating meaningful learning, giving
students opportunity to find and apply their knowledge, and realizing the students
to apply their own strategy in learning process.
2)
Inquiry
Learning is based on the process searching and finding knowledge through
systematic thinking process. It requires students work together to solve problem
rather than receiving direct instructions given by the teacher. Through the process
of inquiry, students construct their perception and understanding of the knowledge
and finding the appropriate process to gain the concepts rather than finding the
correct answer of certain question without passing some process.
3)
Questioning
Questioning is the most important part of learning process because
curiosity inquire knowledge. In CTL method, teachers do not give the information
or knowledge directly to the students but encourage the students to find the
knowledge by their own through questioning. Questioning is very important in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
creating productive learning because it helps the teacher to check students ability
in understanding the knowledge, motivate the students to study, stimulate
students’ curiosity in something, help students to be focus, and guide the students
to find and conclude something by their own.
4)
Learning communities
Learning theory based on Vygotsky theory is that students’ knowledge and
experience are formed by their communication with other people (Sugiyanto,
2010: 18). Trianto (2009: 116) highlight that learning communities happen when
the communication process is between two sides, not only one side as what
happens in traditional class. In CTL class, teachers are suggested to do group
discussion so that this learning community can be applied.
5)
Modeling
Modeling is a learning process in which the teacher gives an example that
can be imitated by the students. Modeling is very important in CTL class because
through modeling the students get the knowledge in the form of real thing, not
only a theoretical and abstract knowledge. In CTL class, teacher is not the only
model. Model can also come from other sources or even the students that have
experience and skill in particular field.
6)
Reflection
Reflection is a process of evaluating learning experiences that have been
done to have a good understanding of the learning process. Reflecting to the
teaching and learning activity as part of the learning process may contribute to the
objective view of the students’ progress.
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17
7)
Authenticity assessment
Assessment is a process of collecting data by measuring students’ ability,
knowledge, or performance in a given knowledge that can shows students’
learning development (Brown, 2004: 3). In CTL class, the data gathering through
assessment is used not only to know about students’ achievement but also to help
the students “learning how to learn” (Trianto, 2009: 119). Since assessment
emphasis on learning process, then the data is collected from the real activity in
teaching and learning process. This kind of assessment is called authentic
assessment. Some characteristics of authentic assessment are perform during the
learning process and at the end the learning process, can be used as formative and
summative assessment, measure skills and performance, not fact recall,
continuous, integrated, and can be used as feedback.
c.
The Role of Learner in CTL
CTL is a method emphasizes more on students’ experience and
understanding. In CTL class, students’ role is as participator in developing
language learning. It means that students’ involvement is very significant since
learning a language need active participation from the students to create a live
discussion. In this class, students have opportunity to deliver and demonstrating
their idea on some phenomena based on the common experience within the
student. Students also have roles as language observer in this class. Observation
gives a great opportunity for the students learning because it may contribute the
development of individual focus and awareness. Kesuma (2010: 71) stated that
every learner has their own style in learning. Teacher should able to understand
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18
and adjust his or her teaching style with the students’ learning style. The
observation may give a great opportunity for the students to learn in their own
pace.
d.
The Role of Teacher in CTL
The role of the teacher in education is very significant. In traditional
classroom, teacher is the centered of learning process and the only sources for the
students to get knowledge, but in modern classroom, the focus is no longer on the
teacher-centered but on the students-centered. Teacher role in modern classroom
is as the facilitator for the students to help the students get the knowledge by their
own effort. Robert and Hebert (1970) described the other roles of teacher as
monitor and corrector of the language learning, leader, and planner.
1)
Monitor of learning
During the classroom learning activity, teachers may function as language
development monitor. As the language development monitor, teacher may provide
learning context in which students’ present experiences are developed through
their past experiences to gain the basic understanding of the material while
creating the new experiences of learning. In performing the role as the language
development monitor, teacher also has a duty as a corrector of the language. As
the corrector of the language, teacher can promote the target language used in a
certain context, giving correction, and encourage the students to speak English.
2)
Leader
Teacher as the leader has very important role, especially in young learner
class. Teacher in young learner language class should able to lead the class to the
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19
learning activities. Teacher must be able to lead the class to listen to the
explanation and guide the communication which can be designed base on the
actual experience in order to lead to the further understanding.
3)
Planner
Before the class begins, teacher should plan the activities that the students
will have that can promote learning within the students. As a planner, the teacher
is asked to be creative so that the learning activity can motivated the students to
learn. The basic plan of learning that should be created by the teacher are
introduction in which the teacher activate the students’ present knowledge and
experience, main activity in which the content is organized to lead the students to
be active finder, and conclusion in which the students are oriented toward lesson
and application outside the class.
e.
The Role of the Material in CTL
The role of the material in contextual teaching and learning is to empower
students to be active in relating their academic studies to the context of their real
life situation (Johnson, 2002: 4). The material should also promote students to
identify interesting problems, search out information, and reach a conclusion to
attain the objective of the lesson. Through the material students may discover
meaning of what have learned. The development of the material is directed
specifically to the materials which fit the education organization’s context and
potential, the pupils’ need, ability and interest as well as the readiness of the
students and teachers.
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3.
Young Language Learners
Suyanto (2007: 15) claimed that young learners are students from the age
of six to twelve years old. The students can be divided into some groups based on
the school or education institution’s policy. In this study, the young language
learners are students in Caterpillar Class in Domby Kids’ Hope 1 aged from six to
eight years old.
Education experts all over the world have recognized the need for English
language learning for young learner and doing whatever they can to promote it.
There are so many reasons for teaching English as a second language to young
learner. Brewster, Ellis, & Gardner (2004: 3) stated that the most commonly put
forward reasons are the increase of the time spent to learn the language and the
fact that young children seem to have greater facility for understanding and
imitating what they hear. Brewster, Ellis, & Gardner explained furthermore that
although imitation is not the whole picture in language learning, but it seemed a
reasonable strategy to take advantage of children’s language learning skills and
aptitudes. Bruner (1983) as cited by Brewster & Gail (2004: 29) discovered that
children school learning is difficult because children experienced it as very
separate from their real lives. Most children between four to eight years are at the
concrete-operational stage, where all learning develops only where it is heavily
contextualized in concrete situations.
Suyanto (2007: 15) argued that the most important purpose of teaching
English to young learner is to growth interest in learning English. To achieve that
goal, teacher should understand children’s characteristics to able to select the most
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appropriate learning activities. Brewster, Ellis, & Gardner (2004: 40) stated that
there are some principles that teacher need to be aware of in making suitable
programs including the instructions. Some of the principles are elaborated as
follow.
a) Children are excellent observers and have a natural ability to grasp meaning
from body language, intonations, gestures, facial expressions, and social
contexts. Teacher can help learners obtain these skills by ensuring language
use is contextualized and has visual support wherever possible.
b) Children learn a language by repeating words and phrase to be familiar with
the sounds and meaning.
c) Children are skilled at guessing and predicting.
d) Children like to talk, even if they do not know much language. Although this
may lead to over-generalization of rules, grammatical or lexical inaccuracies,
teacher can use this characteristic in developing the language learning
strategy.
e) Young learners are good risk-takers and experimenters. Their willingness
should be encouraged. Teacher can use this character and their curiosity in
developing the language learning strategy.
4.
Domby Kids’ Hope 1 Curriculum
Domby Kid's Hope is a Non-Government Organization founded by the
Yayasan Pelita Bangsa Jogja engaged in education. This organization has a vision
to provide educational assistances for children from underprivileged families. The
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educational assistances are expected to improve the welfare of society, reduce
poverty, and produce independent future leaders of the society. Based on the
interview with Domby Kids’ Hope coordinator, it was known that Domby Kids’
Hope does not have curriculum to align the teaching and learning activities. It was
stated that the main goals of teaching English in Domby Kids’ Hope are to
empower and enable the learners to face globalization era, to facilitate the learners
to communicate with their sponsor, to encourage and motivate the learners to
learn English, and to help them improve their achievement at school. To achieve
those goals, Domby Kids’ Hope gave rights to the English tutors in choosing
appropriate approach, method, technique, and learning activities. Regarding the
vision and mission of Domby Kids’ Hope, researcher should design a set of
instructional material that meet the vision and mission.
5.
Syllabus Design
Syllabus has essential role in this research. A syllabus describes the major
elements that will be used in planning a language course and provides the basis
for its instructional focus and content (Richard and Rodgers, 2001: 152). Because
many different syllabus approaches are available in developing language course,
many different syllabus frameworks arise. Since there is no specific syllabus
framework for CTL, the researcher can use any syllabus design as long as it meets
the seven components in CTL. In this research, the researcher adapted contentbased syllabus. Content-based syllabus is organized around theme, topics, or other
unit of content. There are some advantages of