Extra-curricular speaking materials based on communicative language learning for the 10th grade students of SMA Pangudi Luhur Sedayu Bantul.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Suharti, Fransisca. 2009. Extra-Curricular Speaking Materials Based on
Communicative Language Learning for the 10th Grade Students of SMA
Pangudi Luhur Sedayu Bantul. Yogyakarta: English Language Education
Study Program Sanata Dharma University.
This research was conducted to design extra-curricular speaking materials
based on communicative language learning for the 10th grade students. There were
two questions formulated in the problem formulation that were 1). How is extracurricular speaking materials using games and problem solving for the 10th grade
students of SMA Pangudi Luhur Sedayu Bantul was designed? and 2). What does
the designed extra-curricular speaking materials look like?
To answer the two research questions above, the writer applied five steps
of Research & Development theory. They were: (1) Research and Information
Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4)
Preliminary Field Testing, and (5) Main Product Revision. The data gathering
techniques used were questionnaire, interview and observation.
To answer the first question, the writer adapted the Kemp and Yalden’s
instructional design model that consisted of seven steps. The adapted steps were:
(1) Conducting Needs Survey, (2) Specifying Topics, Goals, and General
Purposes, (3) Specifying Learning Objectives, (4) Listing Subject Contents, (5)
Selecting Teaching Learning Activities and Instrument Resources, (6) Conducting
Evaluation and Revision, (7) Presenting the Final Version of the Materials Design.
The writer also adapted Communicative Language Teaching and Cooperative
Learning for elementary learners in designing the materials.
After being designed, the designed materials were evaluated by
distributing a questionnaire to an English teacher of SMA Pangudi Luhur Sedayu
Bantul and two lecturers of English Education Study Program Sanata Dharma
University. The writer used the Central Tendency formulation to analyze that data.
It was resulted that the score of the mean were 4.2, 3.7, 4, 4.2, 3, 4.2, 3, 4.2, 3.5,
and 4.2. The result showed that all score of the Mean were more than 3.5.
Therefore, it could be concluded that most of respondents agreed that the designed
materials were acceptable and appropriate to be implemented. However, there
were some revisions that need to be conducted to improve the designed materials.
To answer the second question, the writer presented the final version of the
designed materials after making some revisions and improvements based on
results of the designed materials evaluation. The materials consisted of eight units.
They were Greeting and Introduction, Congratulating and Sympathizing,
Complimenting, Thanking and Replying to Thanks, Expressing Feelings, Giving
Instructions, Talking about Folk Tales, and Giving Advice. Each unit consisted of
four main part, which were Warm Up, Let’s Talk, Wrap Up and Review.
Finally, the writer expects that the designed materials will help learners to
learn speaking effectively through the enjoyable way, which are games and
problem solving. The writer also expects that the designed materials will be useful
for the English teachers and the future researchers.
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Suharti, Fransisca. 2009. Extra-Curricular Speaking Materials Based on
Communicative Language Learning for the 10th Grade Students of SMA
Pangudi Luhur Sedayu Bantul. Yogyakarta: Program Studi Pendidikan
Bahasa Inggris, Universitas Sanata Dharma.
Penelitian ini dilaksanakan untuk merancang seperangkat materi berbahasa
Inggris untuk siswa kelas 10 untuk mengajar berbicara. Terdapat dua pertanyaan
rumusan masalah yaitu 1). Bagaimana seperangkat materi berbahasa Inggris untuk
siswa kelas 10 untuk mengajar berbicara dirancang? dan 2). Bagaimanakah bentuk
seperangkat materi bahasa Inggris untuk siswa kelas 10 untuk mengajar berbicara
tersebut?
Untuk menjawab dua pertanyaan rumusan masalah diatas, peneliti
menerapkan 5 langkah Research and Development (R & D) yaitu: (1)
Pengumpulan penelitian dan informasi, (2) Perencanaan, (3) Pengembangan
bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan
produk utama. Penulis menggunakan kuesioner, wawancara dan observasi untuk
mengumpulkan data.
Untuk menjawab pertanyaan pertama, penulis mengadaptasi langkahlangkah sebuah model perancangan pembelajaran dari Kemp dan Yalden.
Langkah-langkah yang diadaptasi antara lain: (1) melaksanakan survei, (2)
menentukan topik, tujuan pembelajaran dan tujuan umum pembelajaran, (3)
menentukan tujuan khusus pembelajaran, (4)
menulis
materi, (5)
mengembangkan dan menyeleksi materi pembelajaran, (6) melaksanakan
evaluasi dan perbaikan, (7) menyajikan versi akhir dari materi yang dirancang.
Selain itu, penulis juga mengadaptasi teori pendekatan pembelajaran berbasis
kerja sama (Cooperative Learning) dan metode pembelajaran yang komunikatif
(Communicative Language Teaching) untuk pelajar yang masih di tingkat dasar.
Materi yang telah dirancang kemudian dievaluasi dengan menyebarkan
kuesioner kepada guru bahasa Inggris SMA Pangudi Luhur Sedayu Bantul dan
dua dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma. Untuk
menganalisa data yang didapat, penulis menggunakan rumus Central Tendency.
Dari analisis data diatas, peneliti menemukan bahwa nilai rata-rata atau
mean adalah 4.2, 3.7, 4, 4.2, 3, 4.2, 3, 4.2, 3.5, and 4.2. Hasil evaluasi tersebut
menunjukkan bahwa semua nilai mean atau nilai rata-rata berada di atas 3.5.
Dengan demikian, dapat disimpulkan bahwa sebagian besar responden setuju
bahwa materi pembelajaran ini sudah sesuai dan dapat diterapkan. Namun, masih
diperlukan beberapa perbaikan dan peningkatan dalam proses perancangan materi
dan bentuk materi.
Untuk menjawab pertanyaan kedua, penulis menyajikan versi akhir dari
materi yang telah dirancang setelah melalui beberapa perbaikan dan peningkatan
berdasarkan hasil evaluasi diatas. Materi tersebut terdiri dari 8 unit. Kedelapan
unit tersebut adalah Greeting and Introduction, Congratulating and Sympathizing,
Complimenting, Thanking and Replying to Thanks, Expressing Feelings, Giving
xv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Instructions, Talking about Folk Tales, and Giving Advice. Masing-masing unit
terdiri dari 4 bagian besar yaitu Warm Up, Let’s Talk, Wrap Up and Review.
Akhirnya, penulis berharap bahwa materi yang telah dirancang dapat
membantu siswa untuk berbicara bahasa Inggris dengan efektif dan
menyenangkan. Penulis juga berharap bahwa materi tersebut dapat berguna bagi
para guru dan peneliti berikutnya.
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
EXTRA-CURRICULAR SPEAKING MATERIALS
BASED ON COMMUNICATIVE LANGUAGE LEARNING
FOR THE 10TH GRADE STUDENTS
OF SMA PANGUDI LUHUR SEDAYU BANTUL
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
In English Language Education
By
Fransisca Suharti
Student Number: 031214O87
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DEDICATION PAGE
WE CANNOT DO GREAT THINGS
ONLY A SMALL THING WITH THE GREATEST LOVE
(Mother Theresa)
This thesis is dedicated to:
My Lord, Jesus Christ
My beloved family: Dad, Mom, my sisters, my brothers, and my nieces
My beloved best friends
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGMENTS
First of all, I would like to give my greatest gratitude to my Lord Jesus
Christ Almighty, for His endless love, blessings, mercy and guidance in every
breath that I take. I thank Mother Mary for all the amazing things in my life and
for being beside me every time and everywhere, especially until I accomplish my
thesis.
I also want to give my sincere gratitude to my major sponsor Carla Sih
Prabandari, S.Pd., M.Hum., as my sponsor, for her guidance, suggestions,
criticism and being patient when I was accomplishing my thesis.
I am deeply thankful to P. Kuswandono, S.Pd., M.Ed. as my academic
advisor and to all PBI lecturers for the teaching, guidance and support during my
study time. I also would like to thank Laurentia Sumarni S.Pd., and Drs.
Concilianus Laos Mbato, M.A. for being my research respondents and giving
feedback to my thesis. Next, I thank PBI secretariat staffs (Mbak Dani and Mbak
Tari), for the assistance and the support during the last five years.
I would like to give my special gratitude to the Headmaster of SMA
Pangudi Luhur Sedayu-Bantul, Drs. Markoes Padmonegoro for allowing me to
conduct the research in the school and to Ag. Erna Setyorini S.Pd., the English
teacher in SMA Pangudi Luhur Sedayu Bantul, for the assistance, guidance and
the kindness during my research.
My deepest gratitude, I would like to address to my beloved parents Y.
Sukirman and Ch. Marsiyem for their love, prayers, patience, and financial
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
support given to me. I give my special thanks to my sisters and brothers, Mbak
Marni, Mbak Sumi, Mas Warjono and Mas Mardi for the love, prayers and
financial supports given to me during my study and for being my great sisters.
My special gratitude goes to my sweetheart, Mas Zainal for the love,
attention, patience, and support given to me.
Next, I dedicate my deepest gratitude, to my best friends Eti, Anash,
Linda, Nina, Wiwid, Petra, Yusta, Datu for the friendship, support and
knowledge given to me and for the beautiful moment that we have during my
study.
At last, I thank my TOP Training Centre friends, Mbak Ita, Mas Dhani,
Mas Paryono, Mbak Shinta, Wini, Anggi, Ayi, Suci, Ekta, Mbak Dhini, Mbak
Rina, Mbak Rini, Ning, Cici and all new TOP Training Centre members and
USD Library staff for always reminding and motivating me to accomplish my
thesis.
Fransisca Suharti
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE ..............................................................................................
i
APPROVAL PAGES ..................................................................................
ii
STATEMENT OF WORK’S ORIGINALITY ...........................................
iv
PAGE OF PUBLICITY ..............................................................................
v
DEDICATION PAGE .................................................................................
vi
ACKNOWLEDGMENTS ..........................................................................
vii
TABLE OF CONTENTS ............................................................................
ix
LIST OF FIGURES ....................................................................................
xii
LIST OF TABLES ......................................................................................
xiii
ABSTRACT ...............................................................................................
xiv
ABSTRAK ...................................................................................................
xv
CHAPTER I: INTRODUCTION ................................................................
1
A. Research Background ............................................................................
1
B. Problem Identification ...........................................................................
2
C. Problem Formulation ...........................................................................
3
D. Problem Limitation ...............................................................................
3
E. Research Objectives ...............................................................................
4
F. Research Benefits ...................................................................................
4
G. Definition of Terms ...............................................................................
5
CHAPTER II: LITERATURE REVIEW ...................................................
7
A. Theoretical Description .........................................................................
7
1. Materials Design .............................................................................
7
2. Kemp’s Intructional Model ............................................................
9
3. Yalden’s Instructional Model ..........................................................
10
4. Communication Language Teaching ..............................................
14
5. The Teaching of Speaking ...............................................................
19
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6. The Theories of Cooperative Learning ...........................................
21
7. Problem Solving Activities .............................................................
26
8. Games …………………………………………………………….
30
B. Theoretical Framework .........................................................................
34
CHAPTER III: METHODOLOGY ............................................................
39
A. Research Methods ..................................................................................
39
1. Research and Information Collecting ..............................................
40
2. Planning ..........................................................................................
41
3. Preliminary Form of the Product Developing .................................
41
4. Preliminary Field Testing ................................................................
42
5. Main Product Revising ....................................................................
42
B. Research Respondents ...........................................................................
1. Research and Information Collecting ..............................................
42
42
2. Preliminary Field Testing ................................................................
43
C. Setting ...................................................................................................
43
D. Research Instruments ............................................................................
44
1. Research and Information Collecting ..............................................
44
E. Data Gathering Techniques ...................................................................
45
F. Data Analysis Technique .......................................................................
46
1. Research and Information Collecting ..............................................
46
2. Preliminary Field Testing ................................................................
48
G. Research Procedures .............................................................................
51
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ................
54
A. The Process of Designing Extra-curricular Speaking Materials ...........
54
1. Research and Information Collecting...............................................
55
(a) The Result of Needs Survey .......................................................
55
2. Planning ...........................................................................................
60
3. PreliminaryForm of the Product Developing ...................................
64
4. Field Testing ....................................................................................
68
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5. Main Product Revising .....................................................................
71
B. The Presentation of the Designed Materials .........................................
72
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ..........................
75
A. CONCLUSIONS ...................................................................................
75
B. SUGGESTIONS ...................................................................................
77
REFERENCES ............................................................................................
79
APPENDICES .............................................................................................
82
Appendix A: Letter of Permission ..............................................................
82
Appendix B: Questionnaire of Research and Information Collecting for
Students .................................................................................
83
Appendix C: List of Interview Questions ....................................................
86
Appendix D: Questionnaire of Materials Evaluation ...................................
87
Appendix E: Observation Sheet ...................................................................
90
Appendix F: Gambaran Umum Materi ........................................................
91
Appendix G: Syllabus ..................................................................................
94
Appendix H: Lesson Plan ............................................................................
98
Appendix I: Teacher’s Guideline .................................................................
114
Appendix J : Presentation of the Materials .................................................
130
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Page
Figure 2.1 Kemp’s Model ...........................................................................
10
Figure 2.2 Yalden’s Model ..........................................................................
14
Figure 2.3 The Writer’s Model ...................................................................
38
Figure 3. 1 The Research Procedure ............................................................
53
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table 3.1 The Respondents of the Preliminary Field Testing ......................
43
Table 3.2 The Format of Observation Sheet ..............................................
48
Table 3.3 The Format of Second Questionnaire ..........................................
49
Table 3. 4 The Format of the Resulted Data ...............................................
50
Table 4.1 The Data of the Interview from the Teacher ...............................
55
Table 4.2 The Results of Questionnaire for the Tenth Grade Students .......
57
Table 4.3 The Table of Basic Competences ................................................
61
Table 4.4 The Table of Achievement of Indicators .....................................
62
Table 4.5 The Presented Data of Materials Evaluation................................
69
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Suharti, Fransisca. 2009. Extra-Curricular Speaking Materials Based on
Communicative Language Learning for the 10th Grade Students of SMA
Pangudi Luhur Sedayu Bantul. Yogyakarta: English Language Education
Study Program Sanata Dharma University.
This research was conducted to design extra-curricular speaking materials
based on communicative language learning for the 10th grade students. There were
two questions formulated in the problem formulation that were 1). How is extracurricular speaking materials using games and problem solving for the 10th grade
students of SMA Pangudi Luhur Sedayu Bantul was designed? and 2). What does
the designed extra-curricular speaking materials look like?
To answer the two research questions above, the writer applied five steps
of Research & Development theory. They were: (1) Research and Information
Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4)
Preliminary Field Testing, and (5) Main Product Revision. The data gathering
techniques used were questionnaire, interview and observation.
To answer the first question, the writer adapted the Kemp and Yalden’s
instructional design model that consisted of seven steps. The adapted steps were:
(1) Conducting Needs Survey, (2) Specifying Topics, Goals, and General
Purposes, (3) Specifying Learning Objectives, (4) Listing Subject Contents, (5)
Selecting Teaching Learning Activities and Instrument Resources, (6) Conducting
Evaluation and Revision, (7) Presenting the Final Version of the Materials Design.
The writer also adapted Communicative Language Teaching and Cooperative
Learning for elementary learners in designing the materials.
After being designed, the designed materials were evaluated by
distributing a questionnaire to an English teacher of SMA Pangudi Luhur Sedayu
Bantul and two lecturers of English Education Study Program Sanata Dharma
University. The writer used the Central Tendency formulation to analyze that data.
It was resulted that the score of the mean were 4.2, 3.7, 4, 4.2, 3, 4.2, 3, 4.2, 3.5,
and 4.2. The result showed that all score of the Mean were more than 3.5.
Therefore, it could be concluded that most of respondents agreed that the designed
materials were acceptable and appropriate to be implemented. However, there
were some revisions that need to be conducted to improve the designed materials.
To answer the second question, the writer presented the final version of the
designed materials after making some revisions and improvements based on
results of the designed materials evaluation. The materials consisted of eight units.
They were Greeting and Introduction, Congratulating and Sympathizing,
Complimenting, Thanking and Replying to Thanks, Expressing Feelings, Giving
Instructions, Talking about Folk Tales, and Giving Advice. Each unit consisted of
four main part, which were Warm Up, Let’s Talk, Wrap Up and Review.
Finally, the writer expects that the designed materials will help learners to
learn speaking effectively through the enjoyable way, which are games and
problem solving. The writer also expects that the designed materials will be useful
for the English teachers and the future researchers.
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Suharti, Fransisca. 2009. Extra-Curricular Speaking Materials Based on
Communicative Language Learning for the 10th Grade Students of SMA
Pangudi Luhur Sedayu Bantul. Yogyakarta: Program Studi Pendidikan
Bahasa Inggris, Universitas Sanata Dharma.
Penelitian ini dilaksanakan untuk merancang seperangkat materi berbahasa
Inggris untuk siswa kelas 10 untuk mengajar berbicara. Terdapat dua pertanyaan
rumusan masalah yaitu 1). Bagaimana seperangkat materi berbahasa Inggris untuk
siswa kelas 10 untuk mengajar berbicara dirancang? dan 2). Bagaimanakah bentuk
seperangkat materi bahasa Inggris untuk siswa kelas 10 untuk mengajar berbicara
tersebut?
Untuk menjawab dua pertanyaan rumusan masalah diatas, peneliti
menerapkan 5 langkah Research and Development (R & D) yaitu: (1)
Pengumpulan penelitian dan informasi, (2) Perencanaan, (3) Pengembangan
bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan
produk utama. Penulis menggunakan kuesioner, wawancara dan observasi untuk
mengumpulkan data.
Untuk menjawab pertanyaan pertama, penulis mengadaptasi langkahlangkah sebuah model perancangan pembelajaran dari Kemp dan Yalden.
Langkah-langkah yang diadaptasi antara lain: (1) melaksanakan survei, (2)
menentukan topik, tujuan pembelajaran dan tujuan umum pembelajaran, (3)
menentukan tujuan khusus pembelajaran, (4)
menulis
materi, (5)
mengembangkan dan menyeleksi materi pembelajaran, (6) melaksanakan
evaluasi dan perbaikan, (7) menyajikan versi akhir dari materi yang dirancang.
Selain itu, penulis juga mengadaptasi teori pendekatan pembelajaran berbasis
kerja sama (Cooperative Learning) dan metode pembelajaran yang komunikatif
(Communicative Language Teaching) untuk pelajar yang masih di tingkat dasar.
Materi yang telah dirancang kemudian dievaluasi dengan menyebarkan
kuesioner kepada guru bahasa Inggris SMA Pangudi Luhur Sedayu Bantul dan
dua dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma. Untuk
menganalisa data yang didapat, penulis menggunakan rumus Central Tendency.
Dari analisis data diatas, peneliti menemukan bahwa nilai rata-rata atau
mean adalah 4.2, 3.7, 4, 4.2, 3, 4.2, 3, 4.2, 3.5, and 4.2. Hasil evaluasi tersebut
menunjukkan bahwa semua nilai mean atau nilai rata-rata berada di atas 3.5.
Dengan demikian, dapat disimpulkan bahwa sebagian besar responden setuju
bahwa materi pembelajaran ini sudah sesuai dan dapat diterapkan. Namun, masih
diperlukan beberapa perbaikan dan peningkatan dalam proses perancangan materi
dan bentuk materi.
Untuk menjawab pertanyaan kedua, penulis menyajikan versi akhir dari
materi yang telah dirancang setelah melalui beberapa perbaikan dan peningkatan
berdasarkan hasil evaluasi diatas. Materi tersebut terdiri dari 8 unit. Kedelapan
unit tersebut adalah Greeting and Introduction, Congratulating and Sympathizing,
Complimenting, Thanking and Replying to Thanks, Expressing Feelings, Giving
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Instructions, Talking about Folk Tales, and Giving Advice. Masing-masing unit
terdiri dari 4 bagian besar yaitu Warm Up, Let’s Talk, Wrap Up and Review.
Akhirnya, penulis berharap bahwa materi yang telah dirancang dapat
membantu siswa untuk berbicara bahasa Inggris dengan efektif dan
menyenangkan. Penulis juga berharap bahwa materi tersebut dapat berguna bagi
para guru dan peneliti berikutnya.
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This chapter presents the introduction of the study. It is divided into six parts.
They are background of the study, problem formulation, problem limitation,
objectives of the study, benefits of the study, and definition of terms.
A. Background of the Study
English nowadays plays a very important role in communication. English is an
international language which can be understood as a means of communication by
most people. To do so, people must have a good speaking ability.
English in Indonesia is taught as a compulsory subject in all Junior and Senior
High Schools. Speaking as one of the four language skills, inside the class, is taught
by just discussing the curriculum-based topics being learnt in a short time. It doesn’t
help students to achieve their speaking ability properly. Even they are easily get
bored.
There are many factors that influence the students in not speaking English.
They are such as little or no background in English language, lack of vocabularies,
and lack of confidence in speaking. It makes the students prefer to say nothing. They
lack confidence in speaking, sharing their ideas or expressing their feelings. Some of
the topics that are included in the course content are greeting, describing people, and
talking about the festivals. Then, appropriate topics will be helpful for the students.
They will attain information about the situation around them in everyday life. Those
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
conditions motivate the writer to offer a design in order to encourage the development
of speaking skill.
Since some of the tenth grade students of SMA Pangudi Luhur Sedayu Bantul
have not enough time to speak English inside the class, the writer designed a set of
speaking materials for extra-curricular program using games and problem solving
activities for the tenth grade students of SMA Pangudi Luhur Sedayu Bantul. In this
school, the extra-curricular program is as a compulsory program. It means that this
speaking material design can be applied to all of the tenth grade students of SMA
Pangudi Luhur Sedayu Bantul. Through an extra-curricular program, the writer wants
to promote the tenth grade students’ mastery of speaking ability. The speaking
materials were designed to develop speaking ability so that the students can develop
their speaking ability inside of the class and out of the class. The teacher has to
control the learning process and it is possible to work in team with the volunteer
students to achieve the learning objectives. The role of the teacher in this activity is as
a facilitator.
An extra-curricular program was chosen because it is considered as an
appropriate program where the students can learn English, especially speaking. In
extra-curricular program the students have enough time to develop their speaking
ability. They are able to use English in a real communication with their own friends
and talk about everything they are interested in. Through an extra-curricular program
the students also find the peers to whom they can speak about the topics. It is difficult
for them to find someone whom they are comfortable with. That is why the writer
designs speaking materials for the extra-curricular program.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
This study proposes games and problem solving as communicative exercises in
providing practices for extra-curricular program for the tenth grade students of SMA
Pangudi Luhur Sedayu-Bantul. These communicative exercises were chosen with an
expectation that the students would actively use the language according to their
needs.
B. Problem Formulation
Referring to the background of the study above, this study forms two questions
as the problem formulation. The problem formulations are as follows:
1. How is extra-curricular speaking materials based on communicative language
learning for the tenth grade students of SMA Pangudi Luhur Sedayu-Bantul
designed?
2. What do the extra-curricular speaking materials based on communicative
language learning for the tenth grade students of SMA Pangudi Luhur Sedayu
Bantul look like?
C. Problem Limitation
In designing speaking materials that is used in extra-curricular program, the
writer involved exercises of speaking skill which related to daily activities. However,
the writer included games and problem solving into the designed materials in order to
create a fun English learning. It means that the teacher should guide the activity and
give the materials in an informal and interesting way. In order to encourage their
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
speaking ability, they need an opportunity to express their ideas, thoughts and
feelings orally.
The materials were developed in the form of games and problem solving. By
providing some cases based on the topics which are closely related to daily situation,
the students were encouraged to think and try to solve the problems. It aims to make
the students to communicate actively by revealing their ideas and opinions to find the
best solution to the problem.
D. Objectives of the Study
This study aims to answer the questions as formulated in the problem
formulation. The objectives of the study are as follows:
1. To find out how extra-curricular speaking materials based on communicative
language learning for the tenth grade students of SMA Pangudi Luhur Sedayu
Bantul is designed.
2. To present extra-curricular speaking materials based on communicative language
learning for the tenth grade students of SMA Pangudi Luhur Sedayu Bantul.
E. Benefits of the Study
First, the study is expected to give benefits to English teachers of SMA Pangudi
Luhur Sedayu Bantul. The writer hopes these speaking materials renew techniques
and strategies in teaching speaking.
Second, the study aims to give contribution to the tenth grade students of SMA
Pangudi Luhur Sedayu Bantul in improving their speaking ability. It is expected that
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this study may contribute to the improvement of the speaking ability of the tenth
grade Senior High School students and help them to realize that their cognitive
development also supports their speaking skill.
F. Definition of Terms
There are some terms used by the writer in this study. They are design,
speaking, materials, extra-curricular activities, problem solving, and games. In order
to make those terms clear, the writer gives the definition of those terms.
1. Design
Design is the general arrangement or planning. Design is as “a developed plan
to guide educational activity in a situation” (Houle, 1978: 230). In this study, the
design refers to a set of speaking materials which implements games and problem
solving. These speaking materials have a primary role in promoting speaking ability
mastery. This design was used for extra-curricular program to acquire speaking
ability for the tenth grade students of SMA Pangudi Luhur Sedayu-Bantul.
2. Speaking Materials
Speaking materials are substances, facts, or information from which a course
can be made in the purpose of developing speaking ability. Speaking is “a part of
reciprocal exchange in which the reception and production play a part” (Widdowson,
1979: 38). In this study, the writer emphasizes speaking skill as the final achievement
that the students should have.
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3. Extra-curricular program
An extra-curricular is “an activity which is carried out after formal class in
order to add the time, as a complement of subject” (Thomas, 1978: 302). The extracurricular program in SMA Pangudi Luhur Sedayu-Bantul is a compulsory program
to take by the students. This activity offers an informal atmosphere where the learners
can learn English as a fun and an interesting subject. In this study the writer chose an
extra-curricular program as a means of developing speaking skill of the students.
4. Games
Game is defined as “a structured activity with a set of rules for play in which
two or more learners interact to reach clearly designated instructional objectives”
(Brown, Lewis and Harclerood, 1973: 351). The rules of games govern the interaction
among the learners to reach the goal of the game and educational objectives.
5. Problem solving
Problem solving is “one activity involving two people or a group of people that
works together, toward a solution to a problem” (Curtis, et al, 1979: 2). In this study,
the writer offered some problems to be solved by the students and asked them to use
their speaking ability as a medium to solve the given problems. The given problems
were closely related to students’ daily activities.
6. The tenth grade students of SMA Pangudi Luhur Sedayu-Bantul
The tenth grade students are the students who are normally in the age of fifteen
years old (Thomas, 1978: 329). This grade is categorized in the elementary level of
English course (Mulyasa, 2003: 45) .
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the detailed discussion on some theories as the basis in
designing a set of materials for extra-curricular program. This chapter is divided into
two main points, namely theoretical description and theoretical framework.
A. Theoretical Description
There are six elements that are discussed in this section. They are: materials
design, Communicative Language Teaching, cooperative learning approach, the
teaching of speaking, games, and problem solving.
1. Materials Design
In order to achieve the objectives of the activity, the teachers need the materials to
carry out the course. The materials are designed to stimulate the students to develop
their abilities in English. Before creating materials design, the teacher should know
first about the syllabus that will be applied in a course. After knowing the type of
syllabus that will be applied, the teacher should prepare himself in developing the
materials. Then the designing of materials is expected to facilitate the teacher in
preparing materials and as an alternative source.
Designing materials, according to Hutchinson (1994: 106), is described as
“creating a set of materials that fits the specific subject area of particular learners.”
Then, a set of materials can be used as a resource in following the language activity.
To make it easier to conduct the course, the teacher needs special preparation. The
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designed materials can provide a resource for teaching-learning process for the
teacher.
In designing the materials systematically, Hutchinson and Waters (1987: 55-65)
suggest some significant considerations to be taken into account as presented below:
a. Materials design must be based on the target needs. They refer to what the
learners have to know in order to function effectively in the target situation.
b. Materials design should pay attention to the significant potentialities and
constraints such as experience, finance, facilities, competence, background,
knowledge, and time, which exist in the learning situation in order to adjust what
is possible and what is impossible to be done in the system.
c. Materials design is supposed to develop the language-centered approach, the skillcentered approach, or learning-centered approach.
There are some considerations in making the materials design. The writer discusses
Kemp’s model and Yalden’s model.
These models have the same characteristics in the process of analyzing learning
needs, goals and development the system to meet the students’ needs. The models
describe clearly all details and step-by-step procedures about what a language
program designer should do in order to develop the program from the very beginning
process. These models are also flexible, meaning that those models can be applied to
design either a general English program or an ESP program. The writer presents two
models. Those models are: Kemp’s and Yalden's.
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a. Kemp’s Model
“The approach and procedures called the Instructional Design Plan can be applied
to any education level-elementary, secondary or college” (Kemp, 1977: 7). In this
model the plan is a flexible process. There is an interdependence among the elements.
It is the designer’s freedom to choose which element will be used first in making the
process. In this model the materials design plan is a design to support and to answer
three basic questions. They are as follows:
1) What must be learned? (objective)
2) What procedures and resources will work best to reach the desired learning
levels? (activities and resources)
3) How we will know when the required learning has taken place? (evaluation)
According to Kemp (1977: 8), the design consists of eight steps that can be
summarized as follows:
1) Consider the goals and the list topics; state the general purposes for teaching
each topic.
2) Enumerate the important characteristics of the learners from whom the
instructional materials are to be designed.
3) Specify the learning objectives to be achieved in terms of measurable
student’s behavioral outcomes.
4) List the subject contents that support each objective.
5) Develop the pre-assessments to determine the student’s background and to
present the level of knowledge about the topic.
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6) Select the teaching learning activities and the instructional resources that will
accomplish the objectives.
7) Coordinate such support services as budget, personal facilities, equipment,
and schedule to carry out the instructional plan.
8) Evaluate the students’ knowledge in terms of their accomplishment of the
objectives, with a view to revise and re-evaluate any phases of the plan that
need an improvement.
Goals, Topics,
and General
purposes
Learner
characteristics
Evaluation
Support
Services
Teaching /
Learning
Instructional
Activities
Revision
Pre-Assessment
Learning
Objectives
Subject
Content
Figure 1. The Kemp’s Model (Kemp, 1977: 9)
b. The Yalden’s Model
Yalden’s model has been designed based on the difficulties in syllabus
construction and the communicativeness of learning outcome expected. Having a
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syllabus is not the same as teaching materials. After knowing the type of syllabus that
will be applied, the teacher should prepare to develop the materials. According to
Yalden (1987: 101), the process of constructing the syllabus is as follows:
1) Needs Survey
The teacher should make a survey needs before starting the purpose in order to
find the importance of the community of the local needs. It is aimed at understanding
as much about the learners as possible prior to the beginning of the program, in order
to establish realistic and acceptable.
2) Description of purpose
The description of purpose is prepared in terms of the characteristic of the
students, and the skills of the students on entry to and on exit from the program.
Conducted need survey will give the syllabus and the designer direction for
describing the purpose of language program. The purpose can also be investigated
from the setting in which the survey is conducted.
3) Selection and development of syllabus type
In this stage, the writer should make a decision on what kind of syllabus type
will be employed, since there is no definite model of syllabus design, a number of
solutions are offered. They range from an adaptation of the existing syllabus to a
learner-oriented syllabus. However, as Yalden suggests, the combination of the
various models is possible.
There are six types of syllabus in Yalden’s model. The descriptions are as
follows:
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Type 1: Structural – Functional
This type involves a separation of forms and communicative function. This
type suggests that the linguistic forms proceed the communicative function. This is
the easiest solution in communicative syllabus design.
Type 2: Structures and Functions
This type provides a structure in a communicative function. In this type, the
form and the function are conducted from the beginning. This type of syllabus
enables the learners to study the linguistic form and the communicative function
simultaneously.
Type 3: Variable Focus
Variable emphasizes the language program shifts according to the proficiency.
Thus, the emphasis is not determined in a given unit. This implies the need of the
learners. Allen cited by Yalden (1987: 113) listed “tree of communicative
competence: structural, functional, and instrumental.” The structural progression, as
well as structural exercises and activities, dominate at the first level then change to
communicative function and finally to situation or subject-matter.
Type 4: Functional
The objective that is stated in this type is in terms of communicative function.
Here, the objectives determine the functions needed, and the functions determine the
selection and sequencing of grammatical materials. This syllabus can be extremely
valuable for the situations where rapid progress to a slightly variety of the target
language essential.
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Type 5: Notional
This type of syllabus is applicable for the learner who already has adequate
proficiency of English but still need to be specified in a new particular purpose. In
this syllabus, all the components-socio-cultural, semantic, linguistics as well as
psycho-pedagogical-are united together.
Type 6: Fully Communicative Syllabus
This type of syllabus is also called as the learner-generated syllabus. The learners
become the source of input.
4) Production of proto-syllabus
This syllabus will cover several components such as topics, communicative
functions, variety of language, and grammar.
5) Production of pedagogical syllabus
In this stage, the course designer is supposed to develop teaching, learning, and
testing approaches (pedagogical syllabus). At this stage, a stock of words and phrases
suitable to the topics in the program is identified.
6) Development and implementation of classroom procedures.
The development and implementation of classroom procedures, the selection of
exercises and teaching technique employed in the classroom, preparation of lesson
plans as well as weekly schedule described in this stage.
7) Evaluation
The final step is evaluation that compares two aspects. First, it evaluates the
students in the program and secondly, it assesses the teaching as well as the whole
design of the course. If there are not differences, revision on the materials and
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teaching approaches must be held. The schema of Language Development program
made by Yalden is described in Figure 2.
Need
Survey
Description of
Purpose
Selection/
development of
syllabus
type
Production of
protoSyllabus
Production of
pedagogical
syllabus
Development&
implementation of
classroom
procedures
Evaluation
Figure 2. Language Development (Yalden, 1987: 8)
2. Communicative Language Teaching
This part discusses about Communicative Language Teaching and its sustaining
theories. In this part, the writer explains about the Definition of CLT, the Role of
Teachers and Learners, the Role of Materials, and the last is about Communicative
Competence.
a.
Definition of Communicative Language Teaching
Some approaches can be used in teaching learning activities. In this research,
the writer used one of the approaches called Communicative Language Teaching
because this approach is suitable to teach speaking to Senior High School students. In
CLT, teachers and students have their own roles. The following roles are the
important concepts in Communicative Language Teaching.
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b. The Role of Teachers and Learners
In this part, the writer discusses about the teacher and the learner’s role. The
description is stated below.
1) Learner’s Role
Learners are the subjects of the teaching and not the objects in Communicative
Language Learning. It means that the learners should actively participate in every
language activity. Breed and Candlin describe the learner’s role within CLT in the
following terms:
The role of learner as negotiator – between the self, the learning process, and
the object of learning – emerges from and interacts with the role of joint
negotiator within the group and within the classroom procedures and activities
which the group undertakes. The implication for the learner is
that he should contribute as much as he gains, and thereby learn in an
interdependent way (1980: 110).
2) Teacher’s Role
There are several roles of teachers in CLT according to Breed and Candlin
(1980) as quoted by Richards and Rodgers (2001:167). The teacher’s roles can be
summarized as follows:
a) Facilitator
A teacher has to facilitate the communication process between the participants
and the various activities and the texts.
b) Participants
The teacher should act as an independent participant within learning teaching
group. It means that a teacher’s role is as resources and its organizer.
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c) Needs Analyst
A teacher assumes to be responsible for responding to learner’s language needs.
The teacher plans a group and an individual instruction that responds to the
learner’s need.
d) Counselor
The teacher is expected to demonstrate an effective communicator seeking to
minimize the meshing of speakers’ intention and learners’ interpretation, using
paraphrase, confirmation and feedback.
e) Group Process Manager
The responsibility of the teacher is to organize the classroom as a setting for
communicative activities.
c. The Role of Instructional Materials
According to Richard and Rodgers (1986: 25), there are three roles of materials
within a functional methodology. They are as follows:
1) Materials will focus on the communicative abilities of interpretation,
expression and negotiation.
2) Materials will focus on understandable, relevant, and interesting exchanges of
information rather than on the presentation of grammatical form.
3) Materials will involve different kinds of texts and different media, which the
learners can use to develop their competence through a variety of different
activities and tasks.
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There are three kinds of materials currently used in Communicative Language
Teaching namely text-based materials, task-based materials, and realia (Richards and
Rodgers, 2001: 167-170). Text-based materials are designed to direct and support
communicative language teaching. These materials can be visual cues, taped cues,
pictures, sentence fragments, role-plays, and discussions based on text. These
materials help teachers to initiate conversation among students. Task-based materials
consist of variety of games, role-plays and task-based communication activities.
These materials can be in the form of cue cards, activity cards, pair communication
practice materials, and student’s interaction practice booklets. The students have to
cooperate in order to complete the task. Realia, as the last type of materials, consists
of signs, magazines, advertisements, and newspapers, graphic and visual resources.
These materials then build the communicative activities.
d. Communicative Competence
In language teaching, we have to think about the teaching method. The
teaching method is a way the teachers convey their knowledge to the students. The
focus of the Communicative Language Teaching is to develop the learner’s
communicative competence. In other words, communicative competence is the goal
of language teaching. The objectives in communicative competence are to convey the
other message to other people to communicate something in a certain language and to
convey messages to other people in an acceptable social way.
There are five models of communicative competence according to CelceMurcia, Dornyei and Thurrel (1995: 10). The models prepare the students to
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communicate with language to participate in language used society. The models are
as follows:
1) Grammatical Competence
It refers to sentence level grammatical forms, the ability to recognize the lexical,
morphological, and phonological feature of a language and to make use the features
to interpret and form words and sentence.
2) Discourse Competence
Discourse competence is not
ABSTRACT
Suharti, Fransisca. 2009. Extra-Curricular Speaking Materials Based on
Communicative Language Learning for the 10th Grade Students of SMA
Pangudi Luhur Sedayu Bantul. Yogyakarta: English Language Education
Study Program Sanata Dharma University.
This research was conducted to design extra-curricular speaking materials
based on communicative language learning for the 10th grade students. There were
two questions formulated in the problem formulation that were 1). How is extracurricular speaking materials using games and problem solving for the 10th grade
students of SMA Pangudi Luhur Sedayu Bantul was designed? and 2). What does
the designed extra-curricular speaking materials look like?
To answer the two research questions above, the writer applied five steps
of Research & Development theory. They were: (1) Research and Information
Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4)
Preliminary Field Testing, and (5) Main Product Revision. The data gathering
techniques used were questionnaire, interview and observation.
To answer the first question, the writer adapted the Kemp and Yalden’s
instructional design model that consisted of seven steps. The adapted steps were:
(1) Conducting Needs Survey, (2) Specifying Topics, Goals, and General
Purposes, (3) Specifying Learning Objectives, (4) Listing Subject Contents, (5)
Selecting Teaching Learning Activities and Instrument Resources, (6) Conducting
Evaluation and Revision, (7) Presenting the Final Version of the Materials Design.
The writer also adapted Communicative Language Teaching and Cooperative
Learning for elementary learners in designing the materials.
After being designed, the designed materials were evaluated by
distributing a questionnaire to an English teacher of SMA Pangudi Luhur Sedayu
Bantul and two lecturers of English Education Study Program Sanata Dharma
University. The writer used the Central Tendency formulation to analyze that data.
It was resulted that the score of the mean were 4.2, 3.7, 4, 4.2, 3, 4.2, 3, 4.2, 3.5,
and 4.2. The result showed that all score of the Mean were more than 3.5.
Therefore, it could be concluded that most of respondents agreed that the designed
materials were acceptable and appropriate to be implemented. However, there
were some revisions that need to be conducted to improve the designed materials.
To answer the second question, the writer presented the final version of the
designed materials after making some revisions and improvements based on
results of the designed materials evaluation. The materials consisted of eight units.
They were Greeting and Introduction, Congratulating and Sympathizing,
Complimenting, Thanking and Replying to Thanks, Expressing Feelings, Giving
Instructions, Talking about Folk Tales, and Giving Advice. Each unit consisted of
four main part, which were Warm Up, Let’s Talk, Wrap Up and Review.
Finally, the writer expects that the designed materials will help learners to
learn speaking effectively through the enjoyable way, which are games and
problem solving. The writer also expects that the designed materials will be useful
for the English teachers and the future researchers.
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ABSTRAK
Suharti, Fransisca. 2009. Extra-Curricular Speaking Materials Based on
Communicative Language Learning for the 10th Grade Students of SMA
Pangudi Luhur Sedayu Bantul. Yogyakarta: Program Studi Pendidikan
Bahasa Inggris, Universitas Sanata Dharma.
Penelitian ini dilaksanakan untuk merancang seperangkat materi berbahasa
Inggris untuk siswa kelas 10 untuk mengajar berbicara. Terdapat dua pertanyaan
rumusan masalah yaitu 1). Bagaimana seperangkat materi berbahasa Inggris untuk
siswa kelas 10 untuk mengajar berbicara dirancang? dan 2). Bagaimanakah bentuk
seperangkat materi bahasa Inggris untuk siswa kelas 10 untuk mengajar berbicara
tersebut?
Untuk menjawab dua pertanyaan rumusan masalah diatas, peneliti
menerapkan 5 langkah Research and Development (R & D) yaitu: (1)
Pengumpulan penelitian dan informasi, (2) Perencanaan, (3) Pengembangan
bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan
produk utama. Penulis menggunakan kuesioner, wawancara dan observasi untuk
mengumpulkan data.
Untuk menjawab pertanyaan pertama, penulis mengadaptasi langkahlangkah sebuah model perancangan pembelajaran dari Kemp dan Yalden.
Langkah-langkah yang diadaptasi antara lain: (1) melaksanakan survei, (2)
menentukan topik, tujuan pembelajaran dan tujuan umum pembelajaran, (3)
menentukan tujuan khusus pembelajaran, (4)
menulis
materi, (5)
mengembangkan dan menyeleksi materi pembelajaran, (6) melaksanakan
evaluasi dan perbaikan, (7) menyajikan versi akhir dari materi yang dirancang.
Selain itu, penulis juga mengadaptasi teori pendekatan pembelajaran berbasis
kerja sama (Cooperative Learning) dan metode pembelajaran yang komunikatif
(Communicative Language Teaching) untuk pelajar yang masih di tingkat dasar.
Materi yang telah dirancang kemudian dievaluasi dengan menyebarkan
kuesioner kepada guru bahasa Inggris SMA Pangudi Luhur Sedayu Bantul dan
dua dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma. Untuk
menganalisa data yang didapat, penulis menggunakan rumus Central Tendency.
Dari analisis data diatas, peneliti menemukan bahwa nilai rata-rata atau
mean adalah 4.2, 3.7, 4, 4.2, 3, 4.2, 3, 4.2, 3.5, and 4.2. Hasil evaluasi tersebut
menunjukkan bahwa semua nilai mean atau nilai rata-rata berada di atas 3.5.
Dengan demikian, dapat disimpulkan bahwa sebagian besar responden setuju
bahwa materi pembelajaran ini sudah sesuai dan dapat diterapkan. Namun, masih
diperlukan beberapa perbaikan dan peningkatan dalam proses perancangan materi
dan bentuk materi.
Untuk menjawab pertanyaan kedua, penulis menyajikan versi akhir dari
materi yang telah dirancang setelah melalui beberapa perbaikan dan peningkatan
berdasarkan hasil evaluasi diatas. Materi tersebut terdiri dari 8 unit. Kedelapan
unit tersebut adalah Greeting and Introduction, Congratulating and Sympathizing,
Complimenting, Thanking and Replying to Thanks, Expressing Feelings, Giving
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Instructions, Talking about Folk Tales, and Giving Advice. Masing-masing unit
terdiri dari 4 bagian besar yaitu Warm Up, Let’s Talk, Wrap Up and Review.
Akhirnya, penulis berharap bahwa materi yang telah dirancang dapat
membantu siswa untuk berbicara bahasa Inggris dengan efektif dan
menyenangkan. Penulis juga berharap bahwa materi tersebut dapat berguna bagi
para guru dan peneliti berikutnya.
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EXTRA-CURRICULAR SPEAKING MATERIALS
BASED ON COMMUNICATIVE LANGUAGE LEARNING
FOR THE 10TH GRADE STUDENTS
OF SMA PANGUDI LUHUR SEDAYU BANTUL
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
In English Language Education
By
Fransisca Suharti
Student Number: 031214O87
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
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DEDICATION PAGE
WE CANNOT DO GREAT THINGS
ONLY A SMALL THING WITH THE GREATEST LOVE
(Mother Theresa)
This thesis is dedicated to:
My Lord, Jesus Christ
My beloved family: Dad, Mom, my sisters, my brothers, and my nieces
My beloved best friends
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ACKNOWLEDGMENTS
First of all, I would like to give my greatest gratitude to my Lord Jesus
Christ Almighty, for His endless love, blessings, mercy and guidance in every
breath that I take. I thank Mother Mary for all the amazing things in my life and
for being beside me every time and everywhere, especially until I accomplish my
thesis.
I also want to give my sincere gratitude to my major sponsor Carla Sih
Prabandari, S.Pd., M.Hum., as my sponsor, for her guidance, suggestions,
criticism and being patient when I was accomplishing my thesis.
I am deeply thankful to P. Kuswandono, S.Pd., M.Ed. as my academic
advisor and to all PBI lecturers for the teaching, guidance and support during my
study time. I also would like to thank Laurentia Sumarni S.Pd., and Drs.
Concilianus Laos Mbato, M.A. for being my research respondents and giving
feedback to my thesis. Next, I thank PBI secretariat staffs (Mbak Dani and Mbak
Tari), for the assistance and the support during the last five years.
I would like to give my special gratitude to the Headmaster of SMA
Pangudi Luhur Sedayu-Bantul, Drs. Markoes Padmonegoro for allowing me to
conduct the research in the school and to Ag. Erna Setyorini S.Pd., the English
teacher in SMA Pangudi Luhur Sedayu Bantul, for the assistance, guidance and
the kindness during my research.
My deepest gratitude, I would like to address to my beloved parents Y.
Sukirman and Ch. Marsiyem for their love, prayers, patience, and financial
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support given to me. I give my special thanks to my sisters and brothers, Mbak
Marni, Mbak Sumi, Mas Warjono and Mas Mardi for the love, prayers and
financial supports given to me during my study and for being my great sisters.
My special gratitude goes to my sweetheart, Mas Zainal for the love,
attention, patience, and support given to me.
Next, I dedicate my deepest gratitude, to my best friends Eti, Anash,
Linda, Nina, Wiwid, Petra, Yusta, Datu for the friendship, support and
knowledge given to me and for the beautiful moment that we have during my
study.
At last, I thank my TOP Training Centre friends, Mbak Ita, Mas Dhani,
Mas Paryono, Mbak Shinta, Wini, Anggi, Ayi, Suci, Ekta, Mbak Dhini, Mbak
Rina, Mbak Rini, Ning, Cici and all new TOP Training Centre members and
USD Library staff for always reminding and motivating me to accomplish my
thesis.
Fransisca Suharti
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TABLE OF CONTENTS
Page
TITLE PAGE ..............................................................................................
i
APPROVAL PAGES ..................................................................................
ii
STATEMENT OF WORK’S ORIGINALITY ...........................................
iv
PAGE OF PUBLICITY ..............................................................................
v
DEDICATION PAGE .................................................................................
vi
ACKNOWLEDGMENTS ..........................................................................
vii
TABLE OF CONTENTS ............................................................................
ix
LIST OF FIGURES ....................................................................................
xii
LIST OF TABLES ......................................................................................
xiii
ABSTRACT ...............................................................................................
xiv
ABSTRAK ...................................................................................................
xv
CHAPTER I: INTRODUCTION ................................................................
1
A. Research Background ............................................................................
1
B. Problem Identification ...........................................................................
2
C. Problem Formulation ...........................................................................
3
D. Problem Limitation ...............................................................................
3
E. Research Objectives ...............................................................................
4
F. Research Benefits ...................................................................................
4
G. Definition of Terms ...............................................................................
5
CHAPTER II: LITERATURE REVIEW ...................................................
7
A. Theoretical Description .........................................................................
7
1. Materials Design .............................................................................
7
2. Kemp’s Intructional Model ............................................................
9
3. Yalden’s Instructional Model ..........................................................
10
4. Communication Language Teaching ..............................................
14
5. The Teaching of Speaking ...............................................................
19
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6. The Theories of Cooperative Learning ...........................................
21
7. Problem Solving Activities .............................................................
26
8. Games …………………………………………………………….
30
B. Theoretical Framework .........................................................................
34
CHAPTER III: METHODOLOGY ............................................................
39
A. Research Methods ..................................................................................
39
1. Research and Information Collecting ..............................................
40
2. Planning ..........................................................................................
41
3. Preliminary Form of the Product Developing .................................
41
4. Preliminary Field Testing ................................................................
42
5. Main Product Revising ....................................................................
42
B. Research Respondents ...........................................................................
1. Research and Information Collecting ..............................................
42
42
2. Preliminary Field Testing ................................................................
43
C. Setting ...................................................................................................
43
D. Research Instruments ............................................................................
44
1. Research and Information Collecting ..............................................
44
E. Data Gathering Techniques ...................................................................
45
F. Data Analysis Technique .......................................................................
46
1. Research and Information Collecting ..............................................
46
2. Preliminary Field Testing ................................................................
48
G. Research Procedures .............................................................................
51
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ................
54
A. The Process of Designing Extra-curricular Speaking Materials ...........
54
1. Research and Information Collecting...............................................
55
(a) The Result of Needs Survey .......................................................
55
2. Planning ...........................................................................................
60
3. PreliminaryForm of the Product Developing ...................................
64
4. Field Testing ....................................................................................
68
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5. Main Product Revising .....................................................................
71
B. The Presentation of the Designed Materials .........................................
72
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ..........................
75
A. CONCLUSIONS ...................................................................................
75
B. SUGGESTIONS ...................................................................................
77
REFERENCES ............................................................................................
79
APPENDICES .............................................................................................
82
Appendix A: Letter of Permission ..............................................................
82
Appendix B: Questionnaire of Research and Information Collecting for
Students .................................................................................
83
Appendix C: List of Interview Questions ....................................................
86
Appendix D: Questionnaire of Materials Evaluation ...................................
87
Appendix E: Observation Sheet ...................................................................
90
Appendix F: Gambaran Umum Materi ........................................................
91
Appendix G: Syllabus ..................................................................................
94
Appendix H: Lesson Plan ............................................................................
98
Appendix I: Teacher’s Guideline .................................................................
114
Appendix J : Presentation of the Materials .................................................
130
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LIST OF FIGURES
Page
Figure 2.1 Kemp’s Model ...........................................................................
10
Figure 2.2 Yalden’s Model ..........................................................................
14
Figure 2.3 The Writer’s Model ...................................................................
38
Figure 3. 1 The Research Procedure ............................................................
53
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table 3.1 The Respondents of the Preliminary Field Testing ......................
43
Table 3.2 The Format of Observation Sheet ..............................................
48
Table 3.3 The Format of Second Questionnaire ..........................................
49
Table 3. 4 The Format of the Resulted Data ...............................................
50
Table 4.1 The Data of the Interview from the Teacher ...............................
55
Table 4.2 The Results of Questionnaire for the Tenth Grade Students .......
57
Table 4.3 The Table of Basic Competences ................................................
61
Table 4.4 The Table of Achievement of Indicators .....................................
62
Table 4.5 The Presented Data of Materials Evaluation................................
69
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ABSTRACT
Suharti, Fransisca. 2009. Extra-Curricular Speaking Materials Based on
Communicative Language Learning for the 10th Grade Students of SMA
Pangudi Luhur Sedayu Bantul. Yogyakarta: English Language Education
Study Program Sanata Dharma University.
This research was conducted to design extra-curricular speaking materials
based on communicative language learning for the 10th grade students. There were
two questions formulated in the problem formulation that were 1). How is extracurricular speaking materials using games and problem solving for the 10th grade
students of SMA Pangudi Luhur Sedayu Bantul was designed? and 2). What does
the designed extra-curricular speaking materials look like?
To answer the two research questions above, the writer applied five steps
of Research & Development theory. They were: (1) Research and Information
Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4)
Preliminary Field Testing, and (5) Main Product Revision. The data gathering
techniques used were questionnaire, interview and observation.
To answer the first question, the writer adapted the Kemp and Yalden’s
instructional design model that consisted of seven steps. The adapted steps were:
(1) Conducting Needs Survey, (2) Specifying Topics, Goals, and General
Purposes, (3) Specifying Learning Objectives, (4) Listing Subject Contents, (5)
Selecting Teaching Learning Activities and Instrument Resources, (6) Conducting
Evaluation and Revision, (7) Presenting the Final Version of the Materials Design.
The writer also adapted Communicative Language Teaching and Cooperative
Learning for elementary learners in designing the materials.
After being designed, the designed materials were evaluated by
distributing a questionnaire to an English teacher of SMA Pangudi Luhur Sedayu
Bantul and two lecturers of English Education Study Program Sanata Dharma
University. The writer used the Central Tendency formulation to analyze that data.
It was resulted that the score of the mean were 4.2, 3.7, 4, 4.2, 3, 4.2, 3, 4.2, 3.5,
and 4.2. The result showed that all score of the Mean were more than 3.5.
Therefore, it could be concluded that most of respondents agreed that the designed
materials were acceptable and appropriate to be implemented. However, there
were some revisions that need to be conducted to improve the designed materials.
To answer the second question, the writer presented the final version of the
designed materials after making some revisions and improvements based on
results of the designed materials evaluation. The materials consisted of eight units.
They were Greeting and Introduction, Congratulating and Sympathizing,
Complimenting, Thanking and Replying to Thanks, Expressing Feelings, Giving
Instructions, Talking about Folk Tales, and Giving Advice. Each unit consisted of
four main part, which were Warm Up, Let’s Talk, Wrap Up and Review.
Finally, the writer expects that the designed materials will help learners to
learn speaking effectively through the enjoyable way, which are games and
problem solving. The writer also expects that the designed materials will be useful
for the English teachers and the future researchers.
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ABSTRAK
Suharti, Fransisca. 2009. Extra-Curricular Speaking Materials Based on
Communicative Language Learning for the 10th Grade Students of SMA
Pangudi Luhur Sedayu Bantul. Yogyakarta: Program Studi Pendidikan
Bahasa Inggris, Universitas Sanata Dharma.
Penelitian ini dilaksanakan untuk merancang seperangkat materi berbahasa
Inggris untuk siswa kelas 10 untuk mengajar berbicara. Terdapat dua pertanyaan
rumusan masalah yaitu 1). Bagaimana seperangkat materi berbahasa Inggris untuk
siswa kelas 10 untuk mengajar berbicara dirancang? dan 2). Bagaimanakah bentuk
seperangkat materi bahasa Inggris untuk siswa kelas 10 untuk mengajar berbicara
tersebut?
Untuk menjawab dua pertanyaan rumusan masalah diatas, peneliti
menerapkan 5 langkah Research and Development (R & D) yaitu: (1)
Pengumpulan penelitian dan informasi, (2) Perencanaan, (3) Pengembangan
bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan
produk utama. Penulis menggunakan kuesioner, wawancara dan observasi untuk
mengumpulkan data.
Untuk menjawab pertanyaan pertama, penulis mengadaptasi langkahlangkah sebuah model perancangan pembelajaran dari Kemp dan Yalden.
Langkah-langkah yang diadaptasi antara lain: (1) melaksanakan survei, (2)
menentukan topik, tujuan pembelajaran dan tujuan umum pembelajaran, (3)
menentukan tujuan khusus pembelajaran, (4)
menulis
materi, (5)
mengembangkan dan menyeleksi materi pembelajaran, (6) melaksanakan
evaluasi dan perbaikan, (7) menyajikan versi akhir dari materi yang dirancang.
Selain itu, penulis juga mengadaptasi teori pendekatan pembelajaran berbasis
kerja sama (Cooperative Learning) dan metode pembelajaran yang komunikatif
(Communicative Language Teaching) untuk pelajar yang masih di tingkat dasar.
Materi yang telah dirancang kemudian dievaluasi dengan menyebarkan
kuesioner kepada guru bahasa Inggris SMA Pangudi Luhur Sedayu Bantul dan
dua dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma. Untuk
menganalisa data yang didapat, penulis menggunakan rumus Central Tendency.
Dari analisis data diatas, peneliti menemukan bahwa nilai rata-rata atau
mean adalah 4.2, 3.7, 4, 4.2, 3, 4.2, 3, 4.2, 3.5, and 4.2. Hasil evaluasi tersebut
menunjukkan bahwa semua nilai mean atau nilai rata-rata berada di atas 3.5.
Dengan demikian, dapat disimpulkan bahwa sebagian besar responden setuju
bahwa materi pembelajaran ini sudah sesuai dan dapat diterapkan. Namun, masih
diperlukan beberapa perbaikan dan peningkatan dalam proses perancangan materi
dan bentuk materi.
Untuk menjawab pertanyaan kedua, penulis menyajikan versi akhir dari
materi yang telah dirancang setelah melalui beberapa perbaikan dan peningkatan
berdasarkan hasil evaluasi diatas. Materi tersebut terdiri dari 8 unit. Kedelapan
unit tersebut adalah Greeting and Introduction, Congratulating and Sympathizing,
Complimenting, Thanking and Replying to Thanks, Expressing Feelings, Giving
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Instructions, Talking about Folk Tales, and Giving Advice. Masing-masing unit
terdiri dari 4 bagian besar yaitu Warm Up, Let’s Talk, Wrap Up and Review.
Akhirnya, penulis berharap bahwa materi yang telah dirancang dapat
membantu siswa untuk berbicara bahasa Inggris dengan efektif dan
menyenangkan. Penulis juga berharap bahwa materi tersebut dapat berguna bagi
para guru dan peneliti berikutnya.
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CHAPTER I
INTRODUCTION
This chapter presents the introduction of the study. It is divided into six parts.
They are background of the study, problem formulation, problem limitation,
objectives of the study, benefits of the study, and definition of terms.
A. Background of the Study
English nowadays plays a very important role in communication. English is an
international language which can be understood as a means of communication by
most people. To do so, people must have a good speaking ability.
English in Indonesia is taught as a compulsory subject in all Junior and Senior
High Schools. Speaking as one of the four language skills, inside the class, is taught
by just discussing the curriculum-based topics being learnt in a short time. It doesn’t
help students to achieve their speaking ability properly. Even they are easily get
bored.
There are many factors that influence the students in not speaking English.
They are such as little or no background in English language, lack of vocabularies,
and lack of confidence in speaking. It makes the students prefer to say nothing. They
lack confidence in speaking, sharing their ideas or expressing their feelings. Some of
the topics that are included in the course content are greeting, describing people, and
talking about the festivals. Then, appropriate topics will be helpful for the students.
They will attain information about the situation around them in everyday life. Those
1
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2
conditions motivate the writer to offer a design in order to encourage the development
of speaking skill.
Since some of the tenth grade students of SMA Pangudi Luhur Sedayu Bantul
have not enough time to speak English inside the class, the writer designed a set of
speaking materials for extra-curricular program using games and problem solving
activities for the tenth grade students of SMA Pangudi Luhur Sedayu Bantul. In this
school, the extra-curricular program is as a compulsory program. It means that this
speaking material design can be applied to all of the tenth grade students of SMA
Pangudi Luhur Sedayu Bantul. Through an extra-curricular program, the writer wants
to promote the tenth grade students’ mastery of speaking ability. The speaking
materials were designed to develop speaking ability so that the students can develop
their speaking ability inside of the class and out of the class. The teacher has to
control the learning process and it is possible to work in team with the volunteer
students to achieve the learning objectives. The role of the teacher in this activity is as
a facilitator.
An extra-curricular program was chosen because it is considered as an
appropriate program where the students can learn English, especially speaking. In
extra-curricular program the students have enough time to develop their speaking
ability. They are able to use English in a real communication with their own friends
and talk about everything they are interested in. Through an extra-curricular program
the students also find the peers to whom they can speak about the topics. It is difficult
for them to find someone whom they are comfortable with. That is why the writer
designs speaking materials for the extra-curricular program.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
This study proposes games and problem solving as communicative exercises in
providing practices for extra-curricular program for the tenth grade students of SMA
Pangudi Luhur Sedayu-Bantul. These communicative exercises were chosen with an
expectation that the students would actively use the language according to their
needs.
B. Problem Formulation
Referring to the background of the study above, this study forms two questions
as the problem formulation. The problem formulations are as follows:
1. How is extra-curricular speaking materials based on communicative language
learning for the tenth grade students of SMA Pangudi Luhur Sedayu-Bantul
designed?
2. What do the extra-curricular speaking materials based on communicative
language learning for the tenth grade students of SMA Pangudi Luhur Sedayu
Bantul look like?
C. Problem Limitation
In designing speaking materials that is used in extra-curricular program, the
writer involved exercises of speaking skill which related to daily activities. However,
the writer included games and problem solving into the designed materials in order to
create a fun English learning. It means that the teacher should guide the activity and
give the materials in an informal and interesting way. In order to encourage their
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
speaking ability, they need an opportunity to express their ideas, thoughts and
feelings orally.
The materials were developed in the form of games and problem solving. By
providing some cases based on the topics which are closely related to daily situation,
the students were encouraged to think and try to solve the problems. It aims to make
the students to communicate actively by revealing their ideas and opinions to find the
best solution to the problem.
D. Objectives of the Study
This study aims to answer the questions as formulated in the problem
formulation. The objectives of the study are as follows:
1. To find out how extra-curricular speaking materials based on communicative
language learning for the tenth grade students of SMA Pangudi Luhur Sedayu
Bantul is designed.
2. To present extra-curricular speaking materials based on communicative language
learning for the tenth grade students of SMA Pangudi Luhur Sedayu Bantul.
E. Benefits of the Study
First, the study is expected to give benefits to English teachers of SMA Pangudi
Luhur Sedayu Bantul. The writer hopes these speaking materials renew techniques
and strategies in teaching speaking.
Second, the study aims to give contribution to the tenth grade students of SMA
Pangudi Luhur Sedayu Bantul in improving their speaking ability. It is expected that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
this study may contribute to the improvement of the speaking ability of the tenth
grade Senior High School students and help them to realize that their cognitive
development also supports their speaking skill.
F. Definition of Terms
There are some terms used by the writer in this study. They are design,
speaking, materials, extra-curricular activities, problem solving, and games. In order
to make those terms clear, the writer gives the definition of those terms.
1. Design
Design is the general arrangement or planning. Design is as “a developed plan
to guide educational activity in a situation” (Houle, 1978: 230). In this study, the
design refers to a set of speaking materials which implements games and problem
solving. These speaking materials have a primary role in promoting speaking ability
mastery. This design was used for extra-curricular program to acquire speaking
ability for the tenth grade students of SMA Pangudi Luhur Sedayu-Bantul.
2. Speaking Materials
Speaking materials are substances, facts, or information from which a course
can be made in the purpose of developing speaking ability. Speaking is “a part of
reciprocal exchange in which the reception and production play a part” (Widdowson,
1979: 38). In this study, the writer emphasizes speaking skill as the final achievement
that the students should have.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
3. Extra-curricular program
An extra-curricular is “an activity which is carried out after formal class in
order to add the time, as a complement of subject” (Thomas, 1978: 302). The extracurricular program in SMA Pangudi Luhur Sedayu-Bantul is a compulsory program
to take by the students. This activity offers an informal atmosphere where the learners
can learn English as a fun and an interesting subject. In this study the writer chose an
extra-curricular program as a means of developing speaking skill of the students.
4. Games
Game is defined as “a structured activity with a set of rules for play in which
two or more learners interact to reach clearly designated instructional objectives”
(Brown, Lewis and Harclerood, 1973: 351). The rules of games govern the interaction
among the learners to reach the goal of the game and educational objectives.
5. Problem solving
Problem solving is “one activity involving two people or a group of people that
works together, toward a solution to a problem” (Curtis, et al, 1979: 2). In this study,
the writer offered some problems to be solved by the students and asked them to use
their speaking ability as a medium to solve the given problems. The given problems
were closely related to students’ daily activities.
6. The tenth grade students of SMA Pangudi Luhur Sedayu-Bantul
The tenth grade students are the students who are normally in the age of fifteen
years old (Thomas, 1978: 329). This grade is categorized in the elementary level of
English course (Mulyasa, 2003: 45) .
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the detailed discussion on some theories as the basis in
designing a set of materials for extra-curricular program. This chapter is divided into
two main points, namely theoretical description and theoretical framework.
A. Theoretical Description
There are six elements that are discussed in this section. They are: materials
design, Communicative Language Teaching, cooperative learning approach, the
teaching of speaking, games, and problem solving.
1. Materials Design
In order to achieve the objectives of the activity, the teachers need the materials to
carry out the course. The materials are designed to stimulate the students to develop
their abilities in English. Before creating materials design, the teacher should know
first about the syllabus that will be applied in a course. After knowing the type of
syllabus that will be applied, the teacher should prepare himself in developing the
materials. Then the designing of materials is expected to facilitate the teacher in
preparing materials and as an alternative source.
Designing materials, according to Hutchinson (1994: 106), is described as
“creating a set of materials that fits the specific subject area of particular learners.”
Then, a set of materials can be used as a resource in following the language activity.
To make it easier to conduct the course, the teacher needs special preparation. The
7
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
designed materials can provide a resource for teaching-learning process for the
teacher.
In designing the materials systematically, Hutchinson and Waters (1987: 55-65)
suggest some significant considerations to be taken into account as presented below:
a. Materials design must be based on the target needs. They refer to what the
learners have to know in order to function effectively in the target situation.
b. Materials design should pay attention to the significant potentialities and
constraints such as experience, finance, facilities, competence, background,
knowledge, and time, which exist in the learning situation in order to adjust what
is possible and what is impossible to be done in the system.
c. Materials design is supposed to develop the language-centered approach, the skillcentered approach, or learning-centered approach.
There are some considerations in making the materials design. The writer discusses
Kemp’s model and Yalden’s model.
These models have the same characteristics in the process of analyzing learning
needs, goals and development the system to meet the students’ needs. The models
describe clearly all details and step-by-step procedures about what a language
program designer should do in order to develop the program from the very beginning
process. These models are also flexible, meaning that those models can be applied to
design either a general English program or an ESP program. The writer presents two
models. Those models are: Kemp’s and Yalden's.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
a. Kemp’s Model
“The approach and procedures called the Instructional Design Plan can be applied
to any education level-elementary, secondary or college” (Kemp, 1977: 7). In this
model the plan is a flexible process. There is an interdependence among the elements.
It is the designer’s freedom to choose which element will be used first in making the
process. In this model the materials design plan is a design to support and to answer
three basic questions. They are as follows:
1) What must be learned? (objective)
2) What procedures and resources will work best to reach the desired learning
levels? (activities and resources)
3) How we will know when the required learning has taken place? (evaluation)
According to Kemp (1977: 8), the design consists of eight steps that can be
summarized as follows:
1) Consider the goals and the list topics; state the general purposes for teaching
each topic.
2) Enumerate the important characteristics of the learners from whom the
instructional materials are to be designed.
3) Specify the learning objectives to be achieved in terms of measurable
student’s behavioral outcomes.
4) List the subject contents that support each objective.
5) Develop the pre-assessments to determine the student’s background and to
present the level of knowledge about the topic.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
6) Select the teaching learning activities and the instructional resources that will
accomplish the objectives.
7) Coordinate such support services as budget, personal facilities, equipment,
and schedule to carry out the instructional plan.
8) Evaluate the students’ knowledge in terms of their accomplishment of the
objectives, with a view to revise and re-evaluate any phases of the plan that
need an improvement.
Goals, Topics,
and General
purposes
Learner
characteristics
Evaluation
Support
Services
Teaching /
Learning
Instructional
Activities
Revision
Pre-Assessment
Learning
Objectives
Subject
Content
Figure 1. The Kemp’s Model (Kemp, 1977: 9)
b. The Yalden’s Model
Yalden’s model has been designed based on the difficulties in syllabus
construction and the communicativeness of learning outcome expected. Having a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
syllabus is not the same as teaching materials. After knowing the type of syllabus that
will be applied, the teacher should prepare to develop the materials. According to
Yalden (1987: 101), the process of constructing the syllabus is as follows:
1) Needs Survey
The teacher should make a survey needs before starting the purpose in order to
find the importance of the community of the local needs. It is aimed at understanding
as much about the learners as possible prior to the beginning of the program, in order
to establish realistic and acceptable.
2) Description of purpose
The description of purpose is prepared in terms of the characteristic of the
students, and the skills of the students on entry to and on exit from the program.
Conducted need survey will give the syllabus and the designer direction for
describing the purpose of language program. The purpose can also be investigated
from the setting in which the survey is conducted.
3) Selection and development of syllabus type
In this stage, the writer should make a decision on what kind of syllabus type
will be employed, since there is no definite model of syllabus design, a number of
solutions are offered. They range from an adaptation of the existing syllabus to a
learner-oriented syllabus. However, as Yalden suggests, the combination of the
various models is possible.
There are six types of syllabus in Yalden’s model. The descriptions are as
follows:
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12
Type 1: Structural – Functional
This type involves a separation of forms and communicative function. This
type suggests that the linguistic forms proceed the communicative function. This is
the easiest solution in communicative syllabus design.
Type 2: Structures and Functions
This type provides a structure in a communicative function. In this type, the
form and the function are conducted from the beginning. This type of syllabus
enables the learners to study the linguistic form and the communicative function
simultaneously.
Type 3: Variable Focus
Variable emphasizes the language program shifts according to the proficiency.
Thus, the emphasis is not determined in a given unit. This implies the need of the
learners. Allen cited by Yalden (1987: 113) listed “tree of communicative
competence: structural, functional, and instrumental.” The structural progression, as
well as structural exercises and activities, dominate at the first level then change to
communicative function and finally to situation or subject-matter.
Type 4: Functional
The objective that is stated in this type is in terms of communicative function.
Here, the objectives determine the functions needed, and the functions determine the
selection and sequencing of grammatical materials. This syllabus can be extremely
valuable for the situations where rapid progress to a slightly variety of the target
language essential.
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13
Type 5: Notional
This type of syllabus is applicable for the learner who already has adequate
proficiency of English but still need to be specified in a new particular purpose. In
this syllabus, all the components-socio-cultural, semantic, linguistics as well as
psycho-pedagogical-are united together.
Type 6: Fully Communicative Syllabus
This type of syllabus is also called as the learner-generated syllabus. The learners
become the source of input.
4) Production of proto-syllabus
This syllabus will cover several components such as topics, communicative
functions, variety of language, and grammar.
5) Production of pedagogical syllabus
In this stage, the course designer is supposed to develop teaching, learning, and
testing approaches (pedagogical syllabus). At this stage, a stock of words and phrases
suitable to the topics in the program is identified.
6) Development and implementation of classroom procedures.
The development and implementation of classroom procedures, the selection of
exercises and teaching technique employed in the classroom, preparation of lesson
plans as well as weekly schedule described in this stage.
7) Evaluation
The final step is evaluation that compares two aspects. First, it evaluates the
students in the program and secondly, it assesses the teaching as well as the whole
design of the course. If there are not differences, revision on the materials and
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teaching approaches must be held. The schema of Language Development program
made by Yalden is described in Figure 2.
Need
Survey
Description of
Purpose
Selection/
development of
syllabus
type
Production of
protoSyllabus
Production of
pedagogical
syllabus
Development&
implementation of
classroom
procedures
Evaluation
Figure 2. Language Development (Yalden, 1987: 8)
2. Communicative Language Teaching
This part discusses about Communicative Language Teaching and its sustaining
theories. In this part, the writer explains about the Definition of CLT, the Role of
Teachers and Learners, the Role of Materials, and the last is about Communicative
Competence.
a.
Definition of Communicative Language Teaching
Some approaches can be used in teaching learning activities. In this research,
the writer used one of the approaches called Communicative Language Teaching
because this approach is suitable to teach speaking to Senior High School students. In
CLT, teachers and students have their own roles. The following roles are the
important concepts in Communicative Language Teaching.
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b. The Role of Teachers and Learners
In this part, the writer discusses about the teacher and the learner’s role. The
description is stated below.
1) Learner’s Role
Learners are the subjects of the teaching and not the objects in Communicative
Language Learning. It means that the learners should actively participate in every
language activity. Breed and Candlin describe the learner’s role within CLT in the
following terms:
The role of learner as negotiator – between the self, the learning process, and
the object of learning – emerges from and interacts with the role of joint
negotiator within the group and within the classroom procedures and activities
which the group undertakes. The implication for the learner is
that he should contribute as much as he gains, and thereby learn in an
interdependent way (1980: 110).
2) Teacher’s Role
There are several roles of teachers in CLT according to Breed and Candlin
(1980) as quoted by Richards and Rodgers (2001:167). The teacher’s roles can be
summarized as follows:
a) Facilitator
A teacher has to facilitate the communication process between the participants
and the various activities and the texts.
b) Participants
The teacher should act as an independent participant within learning teaching
group. It means that a teacher’s role is as resources and its organizer.
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c) Needs Analyst
A teacher assumes to be responsible for responding to learner’s language needs.
The teacher plans a group and an individual instruction that responds to the
learner’s need.
d) Counselor
The teacher is expected to demonstrate an effective communicator seeking to
minimize the meshing of speakers’ intention and learners’ interpretation, using
paraphrase, confirmation and feedback.
e) Group Process Manager
The responsibility of the teacher is to organize the classroom as a setting for
communicative activities.
c. The Role of Instructional Materials
According to Richard and Rodgers (1986: 25), there are three roles of materials
within a functional methodology. They are as follows:
1) Materials will focus on the communicative abilities of interpretation,
expression and negotiation.
2) Materials will focus on understandable, relevant, and interesting exchanges of
information rather than on the presentation of grammatical form.
3) Materials will involve different kinds of texts and different media, which the
learners can use to develop their competence through a variety of different
activities and tasks.
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There are three kinds of materials currently used in Communicative Language
Teaching namely text-based materials, task-based materials, and realia (Richards and
Rodgers, 2001: 167-170). Text-based materials are designed to direct and support
communicative language teaching. These materials can be visual cues, taped cues,
pictures, sentence fragments, role-plays, and discussions based on text. These
materials help teachers to initiate conversation among students. Task-based materials
consist of variety of games, role-plays and task-based communication activities.
These materials can be in the form of cue cards, activity cards, pair communication
practice materials, and student’s interaction practice booklets. The students have to
cooperate in order to complete the task. Realia, as the last type of materials, consists
of signs, magazines, advertisements, and newspapers, graphic and visual resources.
These materials then build the communicative activities.
d. Communicative Competence
In language teaching, we have to think about the teaching method. The
teaching method is a way the teachers convey their knowledge to the students. The
focus of the Communicative Language Teaching is to develop the learner’s
communicative competence. In other words, communicative competence is the goal
of language teaching. The objectives in communicative competence are to convey the
other message to other people to communicate something in a certain language and to
convey messages to other people in an acceptable social way.
There are five models of communicative competence according to CelceMurcia, Dornyei and Thurrel (1995: 10). The models prepare the students to
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communicate with language to participate in language used society. The models are
as follows:
1) Grammatical Competence
It refers to sentence level grammatical forms, the ability to recognize the lexical,
morphological, and phonological feature of a language and to make use the features
to interpret and form words and sentence.
2) Discourse Competence
Discourse competence is not