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