Designing a set of authentic reading materials for the eleventh grade students of SMA Negeri 1 Depok.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Aditya, Elisabeth. 2009. Designing a Set of Authentic Reading Materials for the
Eleventh Grade Students of SMA Negeri 1 Depok. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
Reading is one of the most important language skills in language
acquisition. However, the former observations conducted by the writer showed
that there was a problem where sometimes reading classes made students bored
and sleepy. In order to provide interesting and relevant materials, the writer
proposes the use of authentic materials. It was based on the consideration that the
sources of authentic materials vary, so that we can choose materials that are
interesting for the students. In addition, authentic materials expose the students to
the language in the real situation, so the materials can help the students to achieve
informational literacy level, as senior high school students are required to achieve
it. Considering that, this study was aimed at developing a set of authentic reading
materials for the eleventh grade students of SMA Negeri 1 Depok.
There were two questions formulated in the problem formulation i. e. (1)
how is a set of authentic reading materials for the eleventh grade students of SMA
Negeri 1 Depok designed? and (2) what does the designed set of the materials
look like?. To address the first question, the writer employed the adaptation of
Kemp’s and Yalden’s instructional design models combined with the Research
and Development (R & D) steps. There were eight instructional design steps
employed in this study, namely, (1) identifying learners’ characteristics, (2)
formulating goals and general purpose, (3) listing topics, (4) specifying learning
objectives, (5) listing subject contents, (6) developing a syllabus, (7) developing
materials, (8) evaluating the designed materials, and (9) revising the designed
materials.
In this study, the data obtained through the research and information
collecting step were served as the basis to develop the materials. After designing
the materials, the writer conducted expert validation to gain evaluation on the
designed materials from some English teachers of SMA Negeri 1 Depok and some
English lecturers of Sanata Dharma University. Besides, the designed materials
were tried out to students of one social class of the eleventh grade of SMA Negeri
1 Depok and were evaluated by the students. The data from the expert validation
and the materials try out were analyzed using percentages and qualitative data
analysis. The evaluation was then employed as the basis for revisions. The
revisions included the topics, the subject contents, and the designed materials.
The presentation of the final version of the designed materials was served
as the answer of the second question. The designed materials consisted of six units
i.e. (1) narrative text “the Princess”, (2) narrative text “the Vampire”, (3) report
text “Koala”, (4) report text “Lion”, (5) analytical exposition text “Health “, and
(6) analytical exposition text “the Internet”. Each unit was divided into three
sections i.e. pre-reading, whilst-reading, and post-reading. The data from the
evaluation showed that the materials were acceptable and well-developed.
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Aditya, Elisabeth. 2009. Designing a Set of Authentic Reading Materials for the
Eleventh Grade Students of SMA Negeri 1 Depok. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Reading merupakan salah satu dari kemampuan berbahasa yang paling
penting dalam pemerolehan keterampilan (acquisition) berbahasa. Namun,
observasi yang telah dilakukan oleh penulis menunjukkan bahwa terdapat sebuah
masalah, dimana terkadang kelas reading membuat para siswa bosan dan
mengantuk. Untuk menyediakan materi yang menarik dan relevan, penulis
mengusulkan penggunaan materi autentik. Hal ini didasarkan pada pertimbangan
bahwa sumbernya sangat beragam, sehingga kita dapat memilih materi yang
menarik bagi para siswa. Selain itu, materi autentik menunjukkan bahasa seharihari kepada para siswa, sehingga diharapkan dapat membantu para siswa
mencapai tingkat informational.. Berdasarkan kedua alasan tersebut, penelitian ini
bertujuan untuk mengembangkan seperangkat materi reading yang autentik bagi
siswa kelas XI SMA Negeri 1 Depok.
Dalam penelitian ini, terdapat dua pertanyaan dalam perumusan masalah
yaitu (1) bagaimanakah seperangkat materi reading autentik untuk siswa kelas XI
SMA Negeri 1 Depok dirancang? dan (2) bagaimanakah penyajian materi reading
yang telah disusun tersebut?. Untuk menjawab pertanyaan pertama, penulis
mengadaptasi model perancangan instruksional yang dikembangkan oleh Kemp
dan Yalden yang dikombinasikan dengan langkah-langkah Research and
Development (R & D). Terdapat delapan langkah perancangan instruksional dalam
penelitian ini, yakni (1) pengidentifikasian karakteristik siswa, (2) perumusan
sasaran dan tujuan besar, (3) perumusan topik, (4) perincian tujuan pembelajaran,
(5) perincian isi materi, (6) penyusunan silabus, (7) pengembangan materi, (8)
pengevaluasian materi, dan (9) perevisian materi.
Dalam penelitian ini, data yang diperoleh melalui penelitian dan
pengumpulan informasi digunakan sebagai dasar pengembangan materi. Setelah
selesai merancang materi, penulis mengadakan expert validation untuk
mendapatkan evaluasi dari para guru Bahasa Inggris SMA Negeri 1 Depok dan
dosen Bahasa Inggris Universitas Sanata Dharma. Selain itu, materi yang telah
selesai dirancang diujikan pada para siswa kelas XI SMA Negeri 1 Depok dan
dievaluasi oleh mereka. Data yang diperoleh dari expert validation dan pengujian
materi kemudian dianalisis menggunakan prosentase dan analisa data kualitatif.
Evaluasi kemudian digunakan sebagai acuan untuk perevisian materi. Perevisian
meliputi topik, isi materi, dan materi.
Untuk menjawab pertanyaan kedua, penulis menyajikan hasil akhir dari
materi yang dirancang. Materi tersebut terdiri dari 6 unit yaitu (1) teks naratif “the
Princess”, (2) teks naratif “the Vampire”, (3) teks report “Koala”, (4) teks report
“Lion”, (5) teks analytical exposition “Health “, dan (6) teks analytical exposition
“the Internet”. Setiap unit dibagi menjadi tiga tahap, yakni pre-reading, whilstreading, dan post-reading. Hasil analisa data dari pengujian materi dan expert
xvii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DESIGNING A SET OF AUTHENTIC READING MATERIALS
FOR THE ELEVENTH GRADE STUDENTS
OF SMA NEGERI 1 DEPOK
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Elisabeth Aditya
Student Number: 041214034
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DEDICATION PAGE
"The Im po ssib le Dre a m "
To dream the impossible dream
To fight the unbeatable foe
To bear with unbearable sorrow
To run where the brave dare not go
To right the unrightable wrong
To love pure and chaste from afar
To try when your arms are too weary
To reach the unreachable star
This is my quest
To follow that star
No matter how hopeless
No matter how far
To fight for the right
Without question or pause
To be willing to march into Hell
For a heavenly cause
And I know if I'll only be true
To this glorious quest
That my heart will lie peaceful and calm
When I'm laid to my rest
And the world will be better for this
That one man, scorned and covered with scars
Still strove with his last ounce of courage
To reach the unreachable star
This thesis is dedicated to
♥ My beloved mother and father
♥ Mas Andi
♥ Mbak Lia
♥ Mas Tinus
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
I would like to dedicate my first gratitude to my Lord, Jesus Christ for
His blessings, guidance, mercy, helps, and friendships so that I was able to finish
my thesis. He always makes everything right and possible when I feel everything
going wrong and distressed.
I would like to address my sincere gratitude to my sponsor, Dr. Retno
Muljani, M.Pd. for her willingness to share her knowledge and expertise. She has
been great in her invaluable supports, criticism, guidance, and suggestions to my
thesis. I also would like to express my sincere appreciation to Laurentia
Sumarni, S.Pd and Caecilia Tutyandari, S.Pd., M.Pd. for willingly spending
their time evaluating my designed materials.
I warmly thank the English teachers of SMA Negeri 1 Depok, Sri
Suryanti, S.Pd. and Subiyadi, S.Pd. I thank them for helping and guiding me as
well as giving precious suggestions for my designed materials.
I am deeply grateful to all lecturers of English Language Education Study
Program of Sanata Dharma University for their guidance, dedication, and
knowledge they have shared during my study in this university. I also thank PBI
secretariat staff, Mbak Danik and Mbak Tari for their countless services and
help during my study.
My sincere and deepest gratitude is addressed to my mother for her
irreplaceable love, patience, support, care, and guidance. She is the greatest
inspiration that encourages me to be a better person. I deeply thank my Dad, mas
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Andi, mbak Lia, and mas Tinus for their love, patience, advice, help and
support in accomplishing my thesis. They always brighten my days.
I am very grateful to the following people for their help in accomplishing
my thesis: Agustina Budi Pratiwi, Theresia Vina Indriyani, and Agnes Nora
E.W. I am also happy to have an opportunity to give my appreciation to Rini and
Kristin. I thank them for their willingness to be the proofreaders for my thesis.
Besides, I wish to thank all of PBI students 2004, GARUDA English
Course (Retno, Maya, Dian, Joni, Oki, and Mbak Putri) for willingly sharing
the joy and spirit during my study in this university and my friends (Shanty, Ike,
Dixna, Lisa, Miss, Sabrin, Desi, and Sari) for their friendship, support, and the
help. In addition, I warmly thank all teachers of REALIA English Course and
Global Lingua who have helped me learn how to be a good teacher.
Finally, I would like to show my gratitude to all those who have helped
and supported me and could not be mentioned by names. This thesis might not
have been finished without them.
Elisabeth Aditya
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
PAGE OF TITLE .........................................................................................
i
PAGES OF APPROVAL …………………………………………………
ii
STATEMENT OF WORK’S ORIGINALITY ………………………….
iv
DEDICATION PAGE …………………………………………………….
v
ACKNOWLEDGEMENTS ………………………………………………
vi
TABLE OF CONTENTS …………………………………………………
viii
LIST OF TABLES ………………………………………………………..
xii
LIST OF FIGURES ………………………………………………………
xiii
LIST OF ABBREVIATIONS ……………………………………………
xiv
LIST OF APPENDICES …………………………………………………
xv
ABSTRACT ……………………………………………………………….
xvi
ABSTRAK ………………………………………………………………….
xvii
CHAPTER 1: INTRODUCTION
A. Research Background ……………………………………………….
1
B. Problem Formulation ………………………………………………..
4
C. Problem Limitation .…………………………………………………
4
D. Research Objectives …………………………………………...........
5
E. Research Benefits …………………………………………………..
5
F. Clarification of Terms ………………………………………............
6
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II: THEORETICAL REVIEW
A. Theoretical Description ……………………………………….........
8
1. Instructional Design Models ………………………..................
8
a. Kemp’s Model ……………………………………………..
9
b. Yalden’s Model ……………………………………………
11
2. Syllabus Design ………………………………………………..
13
3. Materials Development ………………………………………...
15
4. Reading …………………………………………………………
17
a. Background of Reading ………………………....................
18
b. Reading Processes ………………………………………….
18
c. Principles for Teaching Reading……………………………
19
d. Reading in English Lesson for the Eleventh Grade Students
of Senior High School according to KTSP ………...……….
22
5. Authentic Materials
a. Definition of Authentic Materials ………………....................
23
b. Advantages of Authentic Materials ………………………….
24
c. Problems with Authentic Materials ………………………….
26
d. Solutions to Minimize the Problems of Utilizing Authentic
Materials ………………..……………………………...........
26
6. The Eleventh Grade Students of Senior High School ……….....
28
B. Theoretical Framework …………………………………………….
30
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III: METHODOLOGY
A. Research Method ……………………………………………….......
35
1. Research and Information Collecting ……………………………
36
2. Planning ………………………………………………………….
36
3. Developing a Preliminary Form of Product ……………………..
37
4. Preliminary Field Testing ………………………………………..
37
5. Main Product Revision …………………………………………..
38
B. Research Participants ……………………………………………….
39
C. Research Setting …………………………………………….............
41
D. Research Instruments ……………………………………………….
41
1. Interview ……………..…………………………………………..
41
2. Questionnaires ……………………………………………………
42
E. Data Collection ……………………….…………………………….
43
F. Data Analysis Techniques.…………………………………………..
47
G. Research Procedures ………………………………………………...
48
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION
A. The Steps of Designing a Set of Authentic Reading Materials
for the Eleventh Grade Students of SMA Negeri 1 Depok ..……..…
50
1. Conducting Research and Information Collecting………………
50
a. Review of Relevant Literature….……………………………
51
b. Conducting Interview..…….………………………………...
51
c. Distributing Questionnaires …….…………………………… 53
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2. Planning ……..………………………………………………….
55
a. Formulating the Goals and General Purpose………………..
55
b. Listing the Topics …………………………………………..
56
c. Specifying Learning Objectives …………………………….
57
3. Developing the Preliminary Form of Product ………………….
58
a. Listing the Subject Contents ……..…………………………
58
d. Designing a Syllabus …………...…………………………..
59
c. Developing Materials ………………………………………
63
4. Preliminary Field Testing ………………….…………………...
63
a. Expert Validation .…………………………………………..
64
b. Materials Try Out……… …………………………………..
69
5. Main Product Revision ……………………………………….…
71
B. The Presentation of the Designed Materials …………………………
73
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
A. Conclusions …………………………………………………………
77
B. Suggestions …………………………………………………………
79
REFERENCES ……….……………………………………………………
81
APPENDICES ……………………………………………………………..
83
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table
Page
Table 2.1: Techniques and Samples of Plus Category in Materials Adaptation.. 17
Table 2.2: Techniques and Samples of Minus Category in Materials Adaptation.... 17
Table 2.3: Techniques and Samples of Zero Category in Materials Adaptation. 17
Table 3.1: The Overall Process of Data Collection…………………………..... 46
Table 4.1: Summary of Teacher’s Interview…………………………………... 51
Table 4.2: Summary of Students’ Questionnaires (Part1)……………………... 53
Table 4.3: Summary of Students’ Questionnaires (Part 2)…………………….. 54
Table 4.4: The Lists of Topics…………………………………………………. 56
Table 4.5: The Specific Learning Objectives of the Designed Materials…….... 58
Table 4.6: The Results of Interviews of Expert Validation………………….… 65
Table 4.7: The Results of Questionnaires in Materials Try Out…………..…... 70
Table 4.8: The Presentation of the Designed Materials………………………... 73
xii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
page
Figure 2.1
Kemp’s Model of Instructional Development …………………. 11
Figure 2.2
Figure 2.2. Yalden’s Model of Instructional Development ….... 13
Figure 2.3
The Overall Steps of Designing Materials …………………..… 34
Figure 3.1
Research and Development Study Combined with Kemp’s and
Yalden’s Steps of Instructional Design …………………...…… 49
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF ABBREVIATIONS
No.
Abbreviations
KTSP
BC
CS
R&D
Stand for
Kurikulum Tingkat Satuan Pendidikan
Basic Competence
Competemce Standard
Research and Development
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Page
Appendix A Letters of Permission………………………………..…….….... 83
Appendix B Interview Guideline for Research and Information Collecting.... 85
Appendix C Questionnaire for Research and Information Collecting……..… 86
Appendix D Interview Guideline for Expert Validation….………………..... 88
Appendix E Questionnaire for Materials Try Out 1…………………….….... 89
Appendix F Questionnaire for Materials Try Out 2…………………….….... 90
Appendix G Materials Overview………...………………………..…….….... 91
Appendix H Syllabus and Lesson Plans…………………………………....… 93
Appendix I Presentation of the Designed Set of the Materials……………... 103
xv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Aditya, Elisabeth. 2009. Designing a Set of Authentic Reading Materials for the
Eleventh Grade Students of SMA Negeri 1 Depok. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
Reading is one of the most important language skills in language
acquisition. However, the former observations conducted by the writer showed
that there was a problem where sometimes reading classes made students bored
and sleepy. In order to provide interesting and relevant materials, the writer
proposes the use of authentic materials. It was based on the consideration that the
sources of authentic materials vary, so that we can choose materials that are
interesting for the students. In addition, authentic materials expose the students to
the language in the real situation, so the materials can help the students to achieve
informational literacy level, as senior high school students are required to achieve
it. Considering that, this study was aimed at developing a set of authentic reading
materials for the eleventh grade students of SMA Negeri 1 Depok.
There were two questions formulated in the problem formulation i. e. (1)
how is a set of authentic reading materials for the eleventh grade students of SMA
Negeri 1 Depok designed? and (2) what does the designed set of the materials
look like?. To address the first question, the writer employed the adaptation of
Kemp’s and Yalden’s instructional design models combined with the Research
and Development (R & D) steps. There were eight instructional design steps
employed in this study, namely, (1) identifying learners’ characteristics, (2)
formulating goals and general purpose, (3) listing topics, (4) specifying learning
objectives, (5) listing subject contents, (6) developing a syllabus, (7) developing
materials, (8) evaluating the designed materials, and (9) revising the designed
materials.
In this study, the data obtained through the research and information
collecting step were served as the basis to develop the materials. After designing
the materials, the writer conducted expert validation to gain evaluation on the
designed materials from some English teachers of SMA Negeri 1 Depok and some
English lecturers of Sanata Dharma University. Besides, the designed materials
were tried out to students of one social class of the eleventh grade of SMA Negeri
1 Depok and were evaluated by the students. The data from the expert validation
and the materials try out were analyzed using percentages and qualitative data
analysis. The evaluation was then employed as the basis for revisions. The
revisions included the topics, the subject contents, and the designed materials.
The presentation of the final version of the designed materials was served
as the answer of the second question. The designed materials consisted of six units
i.e. (1) narrative text “the Princess”, (2) narrative text “the Vampire”, (3) report
text “Koala”, (4) report text “Lion”, (5) analytical exposition text “Health “, and
(6) analytical exposition text “the Internet”. Each unit was divided into three
sections i.e. pre-reading, whilst-reading, and post-reading. The data from the
evaluation showed that the materials were acceptable and well-developed.
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Aditya, Elisabeth. 2009. Designing a Set of Authentic Reading Materials for the
Eleventh Grade Students of SMA Negeri 1 Depok. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Reading merupakan salah satu dari kemampuan berbahasa yang paling
penting dalam pemerolehan keterampilan (acquisition) berbahasa. Namun,
observasi yang telah dilakukan oleh penulis menunjukkan bahwa terdapat sebuah
masalah, dimana terkadang kelas reading membuat para siswa bosan dan
mengantuk. Untuk menyediakan materi yang menarik dan relevan, penulis
mengusulkan penggunaan materi autentik. Hal ini didasarkan pada pertimbangan
bahwa sumbernya sangat beragam, sehingga kita dapat memilih materi yang
menarik bagi para siswa. Selain itu, materi autentik menunjukkan bahasa seharihari kepada para siswa, sehingga diharapkan dapat membantu para siswa
mencapai tingkat informational.. Berdasarkan kedua alasan tersebut, penelitian ini
bertujuan untuk mengembangkan seperangkat materi reading yang autentik bagi
siswa kelas XI SMA Negeri 1 Depok.
Dalam penelitian ini, terdapat dua pertanyaan dalam perumusan masalah
yaitu (1) bagaimanakah seperangkat materi reading autentik untuk siswa kelas XI
SMA Negeri 1 Depok dirancang? dan (2) bagaimanakah penyajian materi reading
yang telah disusun tersebut?. Untuk menjawab pertanyaan pertama, penulis
mengadaptasi model perancangan instruksional yang dikembangkan oleh Kemp
dan Yalden yang dikombinasikan dengan langkah-langkah Research and
Development (R & D). Terdapat delapan langkah perancangan instruksional dalam
penelitian ini, yakni (1) pengidentifikasian karakteristik siswa, (2) perumusan
sasaran dan tujuan besar, (3) perumusan topik, (4) perincian tujuan pembelajaran,
(5) perincian isi materi, (6) penyusunan silabus, (7) pengembangan materi, (8)
pengevaluasian materi, dan (9) perevisian materi.
Dalam penelitian ini, data yang diperoleh melalui penelitian dan
pengumpulan informasi digunakan sebagai dasar pengembangan materi. Setelah
selesai merancang materi, penulis mengadakan expert validation untuk
mendapatkan evaluasi dari para guru Bahasa Inggris SMA Negeri 1 Depok dan
dosen Bahasa Inggris Universitas Sanata Dharma. Selain itu, materi yang telah
selesai dirancang diujikan pada para siswa kelas XI SMA Negeri 1 Depok dan
dievaluasi oleh mereka. Data yang diperoleh dari expert validation dan pengujian
materi kemudian dianalisis menggunakan prosentase dan analisa data kualitatif.
Evaluasi kemudian digunakan sebagai acuan untuk perevisian materi. Perevisian
meliputi topik, isi materi, dan materi.
Untuk menjawab pertanyaan kedua, penulis menyajikan hasil akhir dari
materi yang dirancang. Materi tersebut terdiri dari 6 unit yaitu (1) teks naratif “the
Princess”, (2) teks naratif “the Vampire”, (3) teks report “Koala”, (4) teks report
“Lion”, (5) teks analytical exposition “Health “, dan (6) teks analytical exposition
“the Internet”. Setiap unit dibagi menjadi tiga tahap, yakni pre-reading, whilstreading, dan post-reading. Hasil analisa data dari pengujian materi dan expert
xvii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
validation menunjukkan bahwa materi yang dirancang telah dikembangkan
dengan baik dan dapat diterima.
xviii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This chapter discusses the research background, problem formulation,
problem limitation, research objectives, research benefits, and the clarification of
terms.
A. Research Background
Nowadays, the curriculum which is used in Indonesia is Kurikulum
Tingkat Satuan Pendidikan/ KTSP. In this curriculum, every school is given an
opportunity to develop and manage the curriculum based on its condition and
aspiration (Muslich, 2007: 10). The curriculum (Peraturan Menteri No. 22, 2006:
307) states that there are four skills which need to be learnt in English lessons and
one of those skills is reading.
Reading, as described by Bamberger (1975: 7-8), is an important aspect
for individuals and for society. Reading serves many different purposes. Through
reading, people can learn ideas, concepts, and attitudes. By reading people can
take much information they need in their daily life.
Moreover, reading is an essential skill for English as second or foreign
language (ESL/EFL) students. Its role is important in language acquisition.
Krashen (1981: 23) argues that reading can be a way to become good readers, to
develop a good writing style, to master vocabulary, to master grammar, and to
become good spellers.
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
Therefore, reading practices in senior high school is needed. Furthermore,
KTSP (Peraturan Menteri No.22, 2006: 307) states that senior high school
students are expected to achieve informational literacy level, meaning that they
are expected to be able to access knowledge using linguistic ability. In this case,
reading is very important to enable the students to access knowledge in their daily
life contexts.
However, some former observations in senior high schools in Jogjakarta
conducted by the writer showed that reading sometimes made students feel bored
and sleepy. In addition, the writer has also interviewed a teacher of SMA Negeri 1
Depok, Yogyakarta about the situation of reading classes in English lesson in that
school. The results of the interview show that reading classes often make the
students bored.
In that situation, teachers should be active in finding interesting materials
for the students to make them motivated. This idea is supported by the teacher of
SMA Negeri 1 Depok who stated that there is a need for interesting materials to
make them motivated in reading classes. This idea is also supported by syllabus
development principles in KTSP. One of the principles is the identification of
materials. Muslich (2007: 29) says that this principle requires teachers to select
and develop materials that are relevant to the students’ needs and the society’s
demands.
In order to provide interesting and relevant materials, the writer proposes
the use of authentic materials. Berardo (2006: 2-3) says that authentic materials
are “materials that have been produced to fulfill some social purposes in the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
language community”. They are usually not produced for language teaching. They
are mostly produced and consumed by the target language speaking group. There
are three main reasons for proposing authentic materials in reading classes.
One of the main ideas of using authentic materials in the classroom is to
make the lesson interesting. Milne, as stated by Herawati (1996: 83) states that
authentic materials from magazines and newspapers, offer two advantages: “a
wide variety of interesting articles is readily available and the materials can be
constantly updated so that topical subjects can be covered that hold the students’
attention.”
Besides, using authentic materials can enhance the students’ motivation to
read, as the students will get satisfaction after being able to read authentic texts.
Howell (1986: 40) states that “the authenticity of the texts provides for motivated
reading, leaving the foreign students with a sense of pride at having accomplished
a recognizable feat in the challenging arena of English-language learning.”
The third ant the most important reason for utilizing authentic materials is
that authentic materials expose learners to a great extent, to the “real language”
used outside their classroom. Nunan as stated by Herawati (1996: 83) states that
authentic materials have been widely suggested to be reflected in classroom
teaching since they offer a relevant situation to the learners. When the studnets
are accustomed to read authentic materials, the students will find it easier to
access knowledge from authentic sources. When it happens, it will be easier for
the students to achieve informational literacy level in English subject.
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It is pointed out that authentic materials can give some benefits for the
students. Therefore, the writer proposes to design reading materials for the
eleventh grade students of SMA Negeri 1 Depok by utilizing authentic materials
which are in accordance with the students’ needs and interests.
B. Problem Formulation
Based on the research background, the writer formulates the following
research problems:
1. How is a set of authentic reading materials for the eleventh grade students of
SMA Negeri 1 Depok designed?
2. What does the designed set of authentic reading materials for the eleventh
grade students of SMA Negeri 1 Depok look like?
C. Problem Limitation
In this study, the writer focuses on discovering how to design a set of
authentic reading materials for the eleventh grade students of SMA Negeri 1
Depok and to present the designed materials. In order to limit the scope of the
study, the writer would like to design a set of authentic reading materials for the
eleventh grade students of SMA Negeri 1 Depok, Yogyakarta. Due to the time and
financial constraints, the materials designed are intended for the eleventh grade
students of social department to be used in the class.
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D. Research Objectives
There were two objectives in this study. They are described below.
1. To discover how a set of authentic reading materials for the eleventh grade
students of SMA Negeri 1 Depok is designed.
2. To present the designed set authentic reading materials for the eleventh grade
students of SMA Negeri 1 Depok.
E. Research Benefits
This research is intended to give benefits for:
1. English Teachers
English teachers of senior high school can use the designed reading
materials as alternative materials in teaching their students. By doing so, they can
teach their students by using materials that are relevant and more interesting to
learn. When it happens, the teachers will find it easier to raise their students’
motivation to learn.
2. Students
The authentic reading materials would help the students to develop their
reading skills. Moreover, the authentic materials that are used will enable them to
experience language in the real life context. By doing so, the students will find it
easier to read other authentic texts written in English in their daily life.
3. Other Writers
Other writers can use this study as one of references to design a set of
authentic reading materials and to select materials that match the needs of
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students. By doing so, they will be able to design authentic reading materials
which are suitable for the level of students for whom the materials are intended to.
F. Clarification of Terms
The writer would like to define some important terms related to the topic
discussed in this study.
1. Reading
According to Nunan (2003: 68) reading is “a fluent process of readers
combining information from a text and their own background knowledge”. It
means that the goal of reading is the comprehension of the texts read by the reader
which needs not only the knowing of the words in the passage, but also their
background knowledge related to the topic of the text read.
In this study, reading is meant to be the process of comprehending texts by
digging the readers’ background knowledge.
2. Authentic Materials
Berardo (2006: 2-3) says that authentic materials are “materials that have
been produced to fulfill some social purposes in the language community”. They
are usually not produced for language teaching. They are mostly produced and
consumed by the target language speaking group.
In addition, Nunan (2003: 329) says that authentic materials are spoken
and written language which is created in the course of genuine communication
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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rather than being specially created for the purposes of language learning and
teaching.
In this study, authentic materials refer to materials that are produced to
fulfill some social purposes that are consumed by target language community. The
materials used in this study will be taken from magazines, newspapers, and some
other sources providing authentic materials.
3. The Eleventh Grade Students of Senior High School
Rumjati (2006: 8) describes senior high school, generally called SMA
(Sekolah Menengah Atas), as one of education levels in Indonesia. This level is
considered as the preparation level before students continue their study to a
university. The students at this level of education are expected to have some
competencies of life skills.
Students who are studying in senior high school are divided into three
grades. The students who are studying in the second year of senior high school are
called the eleventh grade students of senior high school. In this study, the writer
will design reading materials for the eleventh grade students of senior high school
of social departments.
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CHAPTER II
THEORETICAL REVIEW
This chapter discusses theories underlying this study. There are two main
parts in this chapter. The first part deals with theoretical description, while the
second part deals with theoretical framework employed in designing authentic
reading materials for the eleventh grade students of SMA Negeri 1 Depok.
A. Theoretical Description
This part explains theories related to this study. Since the purpose of this
study is designing materials, this part begins with theory of instructional design,
then theory of materials development. Subsequently, the writer elaborates some
theories of reading and authentic materials since the materials designed in this
study are reading materials which utilize authentic texts. The last theory explains
the eleventh grade students of senior high school since the designed materials are
intended for them.
1. Instructional Design Models
Two instructional design models, promoted by Kemp (1977) and Yalden (1987),
are adapted in this study. Kemp’s model is adapted because of its flexibility. In
this model, the designer can start from any step as long as all elements are done.
Moreover, Kemp’s model can be applied in all educational level. This
instructional design model emphasizes three major problems, i.e. objectives,
8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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activities and resources, and evaluation (1977: 8-9). While Yalden’s model
completes Kemp’s model by emphasizing on syllabus design.
a. Kemp’s Model
According to Kemp (1977: 8), it is important to make an instructional
design plan because it will help the designers to get familiar with the design which
will be developed later. The followings are some stages designed by Kemp:
a. Determining goals, topics and general purposes
The selection of topics should consider the items from the simple to
complex level, the correlation with subject content, and students’ characteristics.
The general purposes are derived from the topics. They explicitly express
students’ and teacher’s accomplishments.
b. Mentioning Learners’ Characteristics
The designer identifies the characteristics of students, including their
capabilities, needs and interests. This information should affect the instructional
planning, including the determination of topics, the levels at which topics are
introduced, the choice of sequencing objectives, the depth of treatments and the
variety of learning activities.
c. Specifying learning objectives
The designer determines learning objectives or certain performances that
are measurable to be achieved by students.
d. Listing subject content
The designer lists subject content to support specific objectives. Kemp
offers four questions in selecting the subject content: What specifically must be
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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taught or learned in this topic? What facts, concepts, and principles related to this
topic? What steps are involved in necessary procedures related to this topic? What
techniques are required in performing essential skills?
e. Developing pre-assessment
The designer develops pre-assessment to determine students’ background
knowledge about the topic. In order to plan learning activities, designers should
find out specifically the following: to what extent each student has acquired the
necessary prerequisites for studying the topic and what the student may have
already mastered about the subject to be studied.
f. Selecting teaching learning activities and resources
The designer selects teaching learning methods and instructional resources
that will be most appropriate for accomplishing each objective through subject
content. The designer needs to know the strengths and weaknesses of alternative
methods and of various materials. He/she can make his/her selection in terms of
students’ characteristics and needs.
g. Coordinating support services
The designer coordinates the support services required to implement the
design plan. They are budget, facilities, equipment, and schedules.
h. Evaluating students’ learning
The designer makes the evaluation of students’ learning in terms of their
accomplishment of objectives, with a consideration to revise and evaluate any
phases of the plan that needs improvement. The diagram on the following page
illustrates the relationship of each step in the plan to the other steps.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Goals, topics and
general purposes
Learner
characteristic
Evaluation
Support
services
Learner
objectives
Revise
Teaching
learning activities
Subject
content
Preassessment
Figure 2.1. Kemp’s Model of Instructional Development (Kemp, 1977: 9)
Kemp (1977: 9) explains further that developing an instruction is a
flexible process. There is an interdependence among the eight elements.
Therefore, designers can start developing the instruction from every point and go
anywhere, as long as all elements are done. The broken lines in the figure below
indicate revisions of elements made necessary by evaluation data gathered on
students’ accomplishments of objectives.
b. Yalden’s Model
The purpose of Yalden’s model is to describe syllabus that considers the
communicative needs of students. A communicative syllabus itself is a syllabus
which is designed for describing a classroom experience which is more
appropriate in an environment of real language and art (Yalden, 1987: 85).
According to Yalden (1987: 101-118, 138-145), there are eight steps in designing
instructions. Those steps are presented on the following page.
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1) Conducting a need survey
This step is conducted to find learners’ needs and to write objectives that
are appropriate for the learners.
2) Stating description of the purpose
Having conducted a need survey, the designer will have a description of
the purpose of the program.
3) Selecting a syllabus to be carried out in the program
The choice of syllabus type is done when the general category of a
language program has been decided.
4) Production of proto-syllabus
The designer selects and combines syllabus contents which are in line with
the syllabus type.
5) Production of pedagogical syllabus
The specification of every single word and phrase will be conducted in this
step.
6) Development and implementation of classroom procedures
Communicative syllabus will put teacher’s role as a facilitator. Therefore,
classroom activities conducted are based on the learners’ activity.
7) Evaluation
This step is intended to evaluate all components in the language program,
i.e. the students, the instructional program, and the teaching.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
8) Recycling stage
The last step is intended to fit between goals set and the final performance
of the learners. If there are discrepancies, materials and teaching approaches are
revised. This is labeled “recycling stage” because the whole cycle can be begun
again at this point, and adjustment made anywhere in the system based on the
feedback gathered from the evaluation stage. The steps of an instructional design
by Yalden, which is called Language Program Development, is shown in the
following figure.
Needs
survey
Dscription of
purpose
Selection/
development of
a syllabus type
Production of a
proto-syllabus
Production of
pedagogical
syllabus
Development
and
implementation
of classroom
procedures
Evaluation
Figure 2.2. Yalden’s Model of Instructional Development (Yalden, 1987: 88)
2. Syllabus Design
According to Hutchinson and Waters (1987: 80), a syllabus is defined as a
document, which says what will (or at least what should) be learnt. Reflecting
curriculum used nowadays, Kurikulum Tingkat Satuan Pendidikan/ KTSP,
Depdiknas (Model Pengembangan Silabus SMA, 2006: 5) proposes some
components which should be included in a syllabus. The components are:
a. Identification includes the name of the school, subject, and class/grade as well
as semester
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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b. Standard competences which are basic abilities/skills which the students
should have in a learning process
c. Basic competences are the statements of the expected performances after the
students experience the learning process in certain competence
d. Indicators are specific form of basic competence which are measurable
e. The main materials are a description or outline of a set of materials presented
in the students’ learning experience
f. Learning experience which students will undergo, including arrangement of
activities which students should do to achieve the basic competences
g. Time allocation providing organization of time which depends on the time
provided for conducting the whole learning process
h. Assessment to assess students’ achievements
i. Sources, which may include books, brochures, magazines, and newspapers.
According to Krahnke (1987: 9-14), there are six types of syllabus, but
almost all actual language teaching syllabi are the combinations of two or more of
the types defined here. Those types of syllabus are:
a
a structural syllabus, in which content of language teaching is a collection of
forms and structures, usually grammatical, of language being taught.
b a notional/functional syllabus, in which content of language teaching is a
collection of functions that are performed when language is used, or of the
notions that language is used to express. Some examples of functions include
performing, agreeing, and requesting. Some examples of notion include size,
age, color, and comparison.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
c
a situational syllabus, in which content of language teaching is a collection of
real or imaginary situations in which language occurs or is used.
d a skill-based syllabus, in which content of language teaching is a collection of
specific abilities that may play a part in using language. Primary purpose of
skill- based instruction is to learn specific language skill.
e
a task-based syllabus, in which content of teaching is a series of complex and
purposeful tasks that students want or need to perform with language learnt.
f
a content-based syllabus, in which primary purpose of instruction is to teach
some contents or information using language that students are also learning.
Subject matter is primary and language learning occurs incidentally to content
learning.
3. Materials Development
Materials are developed in order to present models of correct language
used in a target situation (Hutchinson and Waters, 1987: 106). Hutchinson and
Waters (1987: 108-109) describe a model that should be taken into consideration
in developing materials. The model consists of four elements: input, content
focus, language focus, and task.
a. Input
Input refers to any communication data, such as text, dialogue, or video
recording, depending on needs analysis. The input provides stimulus materials for
activities, new language terms, correct models of language use, topics for
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
communication, and opportunities for learners to use their information processing
skills and their existing knowledge both of the language and the subject matter.
b. Content focus
Content of language means the information and feelings conveyed by the
language which is learned. The content should be exploited to generate
meaningful communication in the classroom.
c. Language focus
Good materials should involve opportunities for both analysis and
synthesis. Language focus enables learners to have chances to take the language to
pieces, study how it works, and practice it.
d. Tasks
After designing materials, the designer should plan communicative tasks
so that learners can use the content and language knowledge they have built up
through the unit.
However, in developing materials, teachers usually do what is called
materials adaptation. According to Tomlinson and Masuhara (2004: 11), materials
adaptation means changing existing materials so that they become more suitable
for specific learners, teachers, or situation.
They also explain techniques of materials adaptation (2004: 15-16) that
can be divided into three categories in terms of quantity, Plus (+), Minus (-), or
Zero (0) i.e. modification without changing quantity. Those three categories are
described on the following page.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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a. Plus Category
Table 2.1. Techniques and samples of Plus Category in Materials Adaptation
(Tomlinson and Masuhara, 2004: 16)
Techniques
Addition
Expansion
Examples
Teachers may add different texts and/or activities
Teachers may expand texts and activities by increasing the
length, difficulty, depth, etc
b. Minus Category
Table 2.2. Techniques and samples of Minus Category in Materials Adaptation
(Tomlinson and Masuhara, 2004: 16)
Techniques
Deletion
Subtraction
Reduction
Examples
Teachers may delete some texts and/or activities altogether
Teachers may decrease the number of sentences in a text or
part of an activity
Teachers may reduce texts and activities by decreasing the
length, difficulty, depth, etc
c. Zero Category
Table 2.3. Techniques and samples of Zero Category in Materials Adaptation
(Tomlinson and Masuhara, 2004: 16)
Techniques
Modification
Replacement
Reorganization
Resequencing
Conversion
Examples
Teachers may make changes to instructions
Teachers may swap one activity with another
Teachers may change the positions of texts and illustrations
Teachers may change the sequence of the activities
Teachers may change the genre of a text (from narrative to
poem), or move the content from one medium to another
(e.g. from print to a web page)
4. Reading
In order to know reading well, this part will be divided into some parts.
They are background of teaching reading, models of reading processes, principles
of teaching reading, and reading in English lesson for the eleventh grade of senior
high school according to KTSP.
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a. Bac
ABSTRACT
Aditya, Elisabeth. 2009. Designing a Set of Authentic Reading Materials for the
Eleventh Grade Students of SMA Negeri 1 Depok. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
Reading is one of the most important language skills in language
acquisition. However, the former observations conducted by the writer showed
that there was a problem where sometimes reading classes made students bored
and sleepy. In order to provide interesting and relevant materials, the writer
proposes the use of authentic materials. It was based on the consideration that the
sources of authentic materials vary, so that we can choose materials that are
interesting for the students. In addition, authentic materials expose the students to
the language in the real situation, so the materials can help the students to achieve
informational literacy level, as senior high school students are required to achieve
it. Considering that, this study was aimed at developing a set of authentic reading
materials for the eleventh grade students of SMA Negeri 1 Depok.
There were two questions formulated in the problem formulation i. e. (1)
how is a set of authentic reading materials for the eleventh grade students of SMA
Negeri 1 Depok designed? and (2) what does the designed set of the materials
look like?. To address the first question, the writer employed the adaptation of
Kemp’s and Yalden’s instructional design models combined with the Research
and Development (R & D) steps. There were eight instructional design steps
employed in this study, namely, (1) identifying learners’ characteristics, (2)
formulating goals and general purpose, (3) listing topics, (4) specifying learning
objectives, (5) listing subject contents, (6) developing a syllabus, (7) developing
materials, (8) evaluating the designed materials, and (9) revising the designed
materials.
In this study, the data obtained through the research and information
collecting step were served as the basis to develop the materials. After designing
the materials, the writer conducted expert validation to gain evaluation on the
designed materials from some English teachers of SMA Negeri 1 Depok and some
English lecturers of Sanata Dharma University. Besides, the designed materials
were tried out to students of one social class of the eleventh grade of SMA Negeri
1 Depok and were evaluated by the students. The data from the expert validation
and the materials try out were analyzed using percentages and qualitative data
analysis. The evaluation was then employed as the basis for revisions. The
revisions included the topics, the subject contents, and the designed materials.
The presentation of the final version of the designed materials was served
as the answer of the second question. The designed materials consisted of six units
i.e. (1) narrative text “the Princess”, (2) narrative text “the Vampire”, (3) report
text “Koala”, (4) report text “Lion”, (5) analytical exposition text “Health “, and
(6) analytical exposition text “the Internet”. Each unit was divided into three
sections i.e. pre-reading, whilst-reading, and post-reading. The data from the
evaluation showed that the materials were acceptable and well-developed.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Aditya, Elisabeth. 2009. Designing a Set of Authentic Reading Materials for the
Eleventh Grade Students of SMA Negeri 1 Depok. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Reading merupakan salah satu dari kemampuan berbahasa yang paling
penting dalam pemerolehan keterampilan (acquisition) berbahasa. Namun,
observasi yang telah dilakukan oleh penulis menunjukkan bahwa terdapat sebuah
masalah, dimana terkadang kelas reading membuat para siswa bosan dan
mengantuk. Untuk menyediakan materi yang menarik dan relevan, penulis
mengusulkan penggunaan materi autentik. Hal ini didasarkan pada pertimbangan
bahwa sumbernya sangat beragam, sehingga kita dapat memilih materi yang
menarik bagi para siswa. Selain itu, materi autentik menunjukkan bahasa seharihari kepada para siswa, sehingga diharapkan dapat membantu para siswa
mencapai tingkat informational.. Berdasarkan kedua alasan tersebut, penelitian ini
bertujuan untuk mengembangkan seperangkat materi reading yang autentik bagi
siswa kelas XI SMA Negeri 1 Depok.
Dalam penelitian ini, terdapat dua pertanyaan dalam perumusan masalah
yaitu (1) bagaimanakah seperangkat materi reading autentik untuk siswa kelas XI
SMA Negeri 1 Depok dirancang? dan (2) bagaimanakah penyajian materi reading
yang telah disusun tersebut?. Untuk menjawab pertanyaan pertama, penulis
mengadaptasi model perancangan instruksional yang dikembangkan oleh Kemp
dan Yalden yang dikombinasikan dengan langkah-langkah Research and
Development (R & D). Terdapat delapan langkah perancangan instruksional dalam
penelitian ini, yakni (1) pengidentifikasian karakteristik siswa, (2) perumusan
sasaran dan tujuan besar, (3) perumusan topik, (4) perincian tujuan pembelajaran,
(5) perincian isi materi, (6) penyusunan silabus, (7) pengembangan materi, (8)
pengevaluasian materi, dan (9) perevisian materi.
Dalam penelitian ini, data yang diperoleh melalui penelitian dan
pengumpulan informasi digunakan sebagai dasar pengembangan materi. Setelah
selesai merancang materi, penulis mengadakan expert validation untuk
mendapatkan evaluasi dari para guru Bahasa Inggris SMA Negeri 1 Depok dan
dosen Bahasa Inggris Universitas Sanata Dharma. Selain itu, materi yang telah
selesai dirancang diujikan pada para siswa kelas XI SMA Negeri 1 Depok dan
dievaluasi oleh mereka. Data yang diperoleh dari expert validation dan pengujian
materi kemudian dianalisis menggunakan prosentase dan analisa data kualitatif.
Evaluasi kemudian digunakan sebagai acuan untuk perevisian materi. Perevisian
meliputi topik, isi materi, dan materi.
Untuk menjawab pertanyaan kedua, penulis menyajikan hasil akhir dari
materi yang dirancang. Materi tersebut terdiri dari 6 unit yaitu (1) teks naratif “the
Princess”, (2) teks naratif “the Vampire”, (3) teks report “Koala”, (4) teks report
“Lion”, (5) teks analytical exposition “Health “, dan (6) teks analytical exposition
“the Internet”. Setiap unit dibagi menjadi tiga tahap, yakni pre-reading, whilstreading, dan post-reading. Hasil analisa data dari pengujian materi dan expert
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DESIGNING A SET OF AUTHENTIC READING MATERIALS
FOR THE ELEVENTH GRADE STUDENTS
OF SMA NEGERI 1 DEPOK
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Elisabeth Aditya
Student Number: 041214034
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DEDICATION PAGE
"The Im po ssib le Dre a m "
To dream the impossible dream
To fight the unbeatable foe
To bear with unbearable sorrow
To run where the brave dare not go
To right the unrightable wrong
To love pure and chaste from afar
To try when your arms are too weary
To reach the unreachable star
This is my quest
To follow that star
No matter how hopeless
No matter how far
To fight for the right
Without question or pause
To be willing to march into Hell
For a heavenly cause
And I know if I'll only be true
To this glorious quest
That my heart will lie peaceful and calm
When I'm laid to my rest
And the world will be better for this
That one man, scorned and covered with scars
Still strove with his last ounce of courage
To reach the unreachable star
This thesis is dedicated to
♥ My beloved mother and father
♥ Mas Andi
♥ Mbak Lia
♥ Mas Tinus
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
I would like to dedicate my first gratitude to my Lord, Jesus Christ for
His blessings, guidance, mercy, helps, and friendships so that I was able to finish
my thesis. He always makes everything right and possible when I feel everything
going wrong and distressed.
I would like to address my sincere gratitude to my sponsor, Dr. Retno
Muljani, M.Pd. for her willingness to share her knowledge and expertise. She has
been great in her invaluable supports, criticism, guidance, and suggestions to my
thesis. I also would like to express my sincere appreciation to Laurentia
Sumarni, S.Pd and Caecilia Tutyandari, S.Pd., M.Pd. for willingly spending
their time evaluating my designed materials.
I warmly thank the English teachers of SMA Negeri 1 Depok, Sri
Suryanti, S.Pd. and Subiyadi, S.Pd. I thank them for helping and guiding me as
well as giving precious suggestions for my designed materials.
I am deeply grateful to all lecturers of English Language Education Study
Program of Sanata Dharma University for their guidance, dedication, and
knowledge they have shared during my study in this university. I also thank PBI
secretariat staff, Mbak Danik and Mbak Tari for their countless services and
help during my study.
My sincere and deepest gratitude is addressed to my mother for her
irreplaceable love, patience, support, care, and guidance. She is the greatest
inspiration that encourages me to be a better person. I deeply thank my Dad, mas
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Andi, mbak Lia, and mas Tinus for their love, patience, advice, help and
support in accomplishing my thesis. They always brighten my days.
I am very grateful to the following people for their help in accomplishing
my thesis: Agustina Budi Pratiwi, Theresia Vina Indriyani, and Agnes Nora
E.W. I am also happy to have an opportunity to give my appreciation to Rini and
Kristin. I thank them for their willingness to be the proofreaders for my thesis.
Besides, I wish to thank all of PBI students 2004, GARUDA English
Course (Retno, Maya, Dian, Joni, Oki, and Mbak Putri) for willingly sharing
the joy and spirit during my study in this university and my friends (Shanty, Ike,
Dixna, Lisa, Miss, Sabrin, Desi, and Sari) for their friendship, support, and the
help. In addition, I warmly thank all teachers of REALIA English Course and
Global Lingua who have helped me learn how to be a good teacher.
Finally, I would like to show my gratitude to all those who have helped
and supported me and could not be mentioned by names. This thesis might not
have been finished without them.
Elisabeth Aditya
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
PAGE OF TITLE .........................................................................................
i
PAGES OF APPROVAL …………………………………………………
ii
STATEMENT OF WORK’S ORIGINALITY ………………………….
iv
DEDICATION PAGE …………………………………………………….
v
ACKNOWLEDGEMENTS ………………………………………………
vi
TABLE OF CONTENTS …………………………………………………
viii
LIST OF TABLES ………………………………………………………..
xii
LIST OF FIGURES ………………………………………………………
xiii
LIST OF ABBREVIATIONS ……………………………………………
xiv
LIST OF APPENDICES …………………………………………………
xv
ABSTRACT ……………………………………………………………….
xvi
ABSTRAK ………………………………………………………………….
xvii
CHAPTER 1: INTRODUCTION
A. Research Background ……………………………………………….
1
B. Problem Formulation ………………………………………………..
4
C. Problem Limitation .…………………………………………………
4
D. Research Objectives …………………………………………...........
5
E. Research Benefits …………………………………………………..
5
F. Clarification of Terms ………………………………………............
6
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II: THEORETICAL REVIEW
A. Theoretical Description ……………………………………….........
8
1. Instructional Design Models ………………………..................
8
a. Kemp’s Model ……………………………………………..
9
b. Yalden’s Model ……………………………………………
11
2. Syllabus Design ………………………………………………..
13
3. Materials Development ………………………………………...
15
4. Reading …………………………………………………………
17
a. Background of Reading ………………………....................
18
b. Reading Processes ………………………………………….
18
c. Principles for Teaching Reading……………………………
19
d. Reading in English Lesson for the Eleventh Grade Students
of Senior High School according to KTSP ………...……….
22
5. Authentic Materials
a. Definition of Authentic Materials ………………....................
23
b. Advantages of Authentic Materials ………………………….
24
c. Problems with Authentic Materials ………………………….
26
d. Solutions to Minimize the Problems of Utilizing Authentic
Materials ………………..……………………………...........
26
6. The Eleventh Grade Students of Senior High School ……….....
28
B. Theoretical Framework …………………………………………….
30
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CHAPTER III: METHODOLOGY
A. Research Method ……………………………………………….......
35
1. Research and Information Collecting ……………………………
36
2. Planning ………………………………………………………….
36
3. Developing a Preliminary Form of Product ……………………..
37
4. Preliminary Field Testing ………………………………………..
37
5. Main Product Revision …………………………………………..
38
B. Research Participants ……………………………………………….
39
C. Research Setting …………………………………………….............
41
D. Research Instruments ……………………………………………….
41
1. Interview ……………..…………………………………………..
41
2. Questionnaires ……………………………………………………
42
E. Data Collection ……………………….…………………………….
43
F. Data Analysis Techniques.…………………………………………..
47
G. Research Procedures ………………………………………………...
48
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION
A. The Steps of Designing a Set of Authentic Reading Materials
for the Eleventh Grade Students of SMA Negeri 1 Depok ..……..…
50
1. Conducting Research and Information Collecting………………
50
a. Review of Relevant Literature….……………………………
51
b. Conducting Interview..…….………………………………...
51
c. Distributing Questionnaires …….…………………………… 53
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2. Planning ……..………………………………………………….
55
a. Formulating the Goals and General Purpose………………..
55
b. Listing the Topics …………………………………………..
56
c. Specifying Learning Objectives …………………………….
57
3. Developing the Preliminary Form of Product ………………….
58
a. Listing the Subject Contents ……..…………………………
58
d. Designing a Syllabus …………...…………………………..
59
c. Developing Materials ………………………………………
63
4. Preliminary Field Testing ………………….…………………...
63
a. Expert Validation .…………………………………………..
64
b. Materials Try Out……… …………………………………..
69
5. Main Product Revision ……………………………………….…
71
B. The Presentation of the Designed Materials …………………………
73
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
A. Conclusions …………………………………………………………
77
B. Suggestions …………………………………………………………
79
REFERENCES ……….……………………………………………………
81
APPENDICES ……………………………………………………………..
83
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LIST OF TABLES
Table
Page
Table 2.1: Techniques and Samples of Plus Category in Materials Adaptation.. 17
Table 2.2: Techniques and Samples of Minus Category in Materials Adaptation.... 17
Table 2.3: Techniques and Samples of Zero Category in Materials Adaptation. 17
Table 3.1: The Overall Process of Data Collection…………………………..... 46
Table 4.1: Summary of Teacher’s Interview…………………………………... 51
Table 4.2: Summary of Students’ Questionnaires (Part1)……………………... 53
Table 4.3: Summary of Students’ Questionnaires (Part 2)…………………….. 54
Table 4.4: The Lists of Topics…………………………………………………. 56
Table 4.5: The Specific Learning Objectives of the Designed Materials…….... 58
Table 4.6: The Results of Interviews of Expert Validation………………….… 65
Table 4.7: The Results of Questionnaires in Materials Try Out…………..…... 70
Table 4.8: The Presentation of the Designed Materials………………………... 73
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
page
Figure 2.1
Kemp’s Model of Instructional Development …………………. 11
Figure 2.2
Figure 2.2. Yalden’s Model of Instructional Development ….... 13
Figure 2.3
The Overall Steps of Designing Materials …………………..… 34
Figure 3.1
Research and Development Study Combined with Kemp’s and
Yalden’s Steps of Instructional Design …………………...…… 49
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LIST OF ABBREVIATIONS
No.
Abbreviations
KTSP
BC
CS
R&D
Stand for
Kurikulum Tingkat Satuan Pendidikan
Basic Competence
Competemce Standard
Research and Development
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Page
Appendix A Letters of Permission………………………………..…….….... 83
Appendix B Interview Guideline for Research and Information Collecting.... 85
Appendix C Questionnaire for Research and Information Collecting……..… 86
Appendix D Interview Guideline for Expert Validation….………………..... 88
Appendix E Questionnaire for Materials Try Out 1…………………….….... 89
Appendix F Questionnaire for Materials Try Out 2…………………….….... 90
Appendix G Materials Overview………...………………………..…….….... 91
Appendix H Syllabus and Lesson Plans…………………………………....… 93
Appendix I Presentation of the Designed Set of the Materials……………... 103
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ABSTRACT
Aditya, Elisabeth. 2009. Designing a Set of Authentic Reading Materials for the
Eleventh Grade Students of SMA Negeri 1 Depok. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
Reading is one of the most important language skills in language
acquisition. However, the former observations conducted by the writer showed
that there was a problem where sometimes reading classes made students bored
and sleepy. In order to provide interesting and relevant materials, the writer
proposes the use of authentic materials. It was based on the consideration that the
sources of authentic materials vary, so that we can choose materials that are
interesting for the students. In addition, authentic materials expose the students to
the language in the real situation, so the materials can help the students to achieve
informational literacy level, as senior high school students are required to achieve
it. Considering that, this study was aimed at developing a set of authentic reading
materials for the eleventh grade students of SMA Negeri 1 Depok.
There were two questions formulated in the problem formulation i. e. (1)
how is a set of authentic reading materials for the eleventh grade students of SMA
Negeri 1 Depok designed? and (2) what does the designed set of the materials
look like?. To address the first question, the writer employed the adaptation of
Kemp’s and Yalden’s instructional design models combined with the Research
and Development (R & D) steps. There were eight instructional design steps
employed in this study, namely, (1) identifying learners’ characteristics, (2)
formulating goals and general purpose, (3) listing topics, (4) specifying learning
objectives, (5) listing subject contents, (6) developing a syllabus, (7) developing
materials, (8) evaluating the designed materials, and (9) revising the designed
materials.
In this study, the data obtained through the research and information
collecting step were served as the basis to develop the materials. After designing
the materials, the writer conducted expert validation to gain evaluation on the
designed materials from some English teachers of SMA Negeri 1 Depok and some
English lecturers of Sanata Dharma University. Besides, the designed materials
were tried out to students of one social class of the eleventh grade of SMA Negeri
1 Depok and were evaluated by the students. The data from the expert validation
and the materials try out were analyzed using percentages and qualitative data
analysis. The evaluation was then employed as the basis for revisions. The
revisions included the topics, the subject contents, and the designed materials.
The presentation of the final version of the designed materials was served
as the answer of the second question. The designed materials consisted of six units
i.e. (1) narrative text “the Princess”, (2) narrative text “the Vampire”, (3) report
text “Koala”, (4) report text “Lion”, (5) analytical exposition text “Health “, and
(6) analytical exposition text “the Internet”. Each unit was divided into three
sections i.e. pre-reading, whilst-reading, and post-reading. The data from the
evaluation showed that the materials were acceptable and well-developed.
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ABSTRAK
Aditya, Elisabeth. 2009. Designing a Set of Authentic Reading Materials for the
Eleventh Grade Students of SMA Negeri 1 Depok. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Reading merupakan salah satu dari kemampuan berbahasa yang paling
penting dalam pemerolehan keterampilan (acquisition) berbahasa. Namun,
observasi yang telah dilakukan oleh penulis menunjukkan bahwa terdapat sebuah
masalah, dimana terkadang kelas reading membuat para siswa bosan dan
mengantuk. Untuk menyediakan materi yang menarik dan relevan, penulis
mengusulkan penggunaan materi autentik. Hal ini didasarkan pada pertimbangan
bahwa sumbernya sangat beragam, sehingga kita dapat memilih materi yang
menarik bagi para siswa. Selain itu, materi autentik menunjukkan bahasa seharihari kepada para siswa, sehingga diharapkan dapat membantu para siswa
mencapai tingkat informational.. Berdasarkan kedua alasan tersebut, penelitian ini
bertujuan untuk mengembangkan seperangkat materi reading yang autentik bagi
siswa kelas XI SMA Negeri 1 Depok.
Dalam penelitian ini, terdapat dua pertanyaan dalam perumusan masalah
yaitu (1) bagaimanakah seperangkat materi reading autentik untuk siswa kelas XI
SMA Negeri 1 Depok dirancang? dan (2) bagaimanakah penyajian materi reading
yang telah disusun tersebut?. Untuk menjawab pertanyaan pertama, penulis
mengadaptasi model perancangan instruksional yang dikembangkan oleh Kemp
dan Yalden yang dikombinasikan dengan langkah-langkah Research and
Development (R & D). Terdapat delapan langkah perancangan instruksional dalam
penelitian ini, yakni (1) pengidentifikasian karakteristik siswa, (2) perumusan
sasaran dan tujuan besar, (3) perumusan topik, (4) perincian tujuan pembelajaran,
(5) perincian isi materi, (6) penyusunan silabus, (7) pengembangan materi, (8)
pengevaluasian materi, dan (9) perevisian materi.
Dalam penelitian ini, data yang diperoleh melalui penelitian dan
pengumpulan informasi digunakan sebagai dasar pengembangan materi. Setelah
selesai merancang materi, penulis mengadakan expert validation untuk
mendapatkan evaluasi dari para guru Bahasa Inggris SMA Negeri 1 Depok dan
dosen Bahasa Inggris Universitas Sanata Dharma. Selain itu, materi yang telah
selesai dirancang diujikan pada para siswa kelas XI SMA Negeri 1 Depok dan
dievaluasi oleh mereka. Data yang diperoleh dari expert validation dan pengujian
materi kemudian dianalisis menggunakan prosentase dan analisa data kualitatif.
Evaluasi kemudian digunakan sebagai acuan untuk perevisian materi. Perevisian
meliputi topik, isi materi, dan materi.
Untuk menjawab pertanyaan kedua, penulis menyajikan hasil akhir dari
materi yang dirancang. Materi tersebut terdiri dari 6 unit yaitu (1) teks naratif “the
Princess”, (2) teks naratif “the Vampire”, (3) teks report “Koala”, (4) teks report
“Lion”, (5) teks analytical exposition “Health “, dan (6) teks analytical exposition
“the Internet”. Setiap unit dibagi menjadi tiga tahap, yakni pre-reading, whilstreading, dan post-reading. Hasil analisa data dari pengujian materi dan expert
xvii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
validation menunjukkan bahwa materi yang dirancang telah dikembangkan
dengan baik dan dapat diterima.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This chapter discusses the research background, problem formulation,
problem limitation, research objectives, research benefits, and the clarification of
terms.
A. Research Background
Nowadays, the curriculum which is used in Indonesia is Kurikulum
Tingkat Satuan Pendidikan/ KTSP. In this curriculum, every school is given an
opportunity to develop and manage the curriculum based on its condition and
aspiration (Muslich, 2007: 10). The curriculum (Peraturan Menteri No. 22, 2006:
307) states that there are four skills which need to be learnt in English lessons and
one of those skills is reading.
Reading, as described by Bamberger (1975: 7-8), is an important aspect
for individuals and for society. Reading serves many different purposes. Through
reading, people can learn ideas, concepts, and attitudes. By reading people can
take much information they need in their daily life.
Moreover, reading is an essential skill for English as second or foreign
language (ESL/EFL) students. Its role is important in language acquisition.
Krashen (1981: 23) argues that reading can be a way to become good readers, to
develop a good writing style, to master vocabulary, to master grammar, and to
become good spellers.
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
Therefore, reading practices in senior high school is needed. Furthermore,
KTSP (Peraturan Menteri No.22, 2006: 307) states that senior high school
students are expected to achieve informational literacy level, meaning that they
are expected to be able to access knowledge using linguistic ability. In this case,
reading is very important to enable the students to access knowledge in their daily
life contexts.
However, some former observations in senior high schools in Jogjakarta
conducted by the writer showed that reading sometimes made students feel bored
and sleepy. In addition, the writer has also interviewed a teacher of SMA Negeri 1
Depok, Yogyakarta about the situation of reading classes in English lesson in that
school. The results of the interview show that reading classes often make the
students bored.
In that situation, teachers should be active in finding interesting materials
for the students to make them motivated. This idea is supported by the teacher of
SMA Negeri 1 Depok who stated that there is a need for interesting materials to
make them motivated in reading classes. This idea is also supported by syllabus
development principles in KTSP. One of the principles is the identification of
materials. Muslich (2007: 29) says that this principle requires teachers to select
and develop materials that are relevant to the students’ needs and the society’s
demands.
In order to provide interesting and relevant materials, the writer proposes
the use of authentic materials. Berardo (2006: 2-3) says that authentic materials
are “materials that have been produced to fulfill some social purposes in the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
language community”. They are usually not produced for language teaching. They
are mostly produced and consumed by the target language speaking group. There
are three main reasons for proposing authentic materials in reading classes.
One of the main ideas of using authentic materials in the classroom is to
make the lesson interesting. Milne, as stated by Herawati (1996: 83) states that
authentic materials from magazines and newspapers, offer two advantages: “a
wide variety of interesting articles is readily available and the materials can be
constantly updated so that topical subjects can be covered that hold the students’
attention.”
Besides, using authentic materials can enhance the students’ motivation to
read, as the students will get satisfaction after being able to read authentic texts.
Howell (1986: 40) states that “the authenticity of the texts provides for motivated
reading, leaving the foreign students with a sense of pride at having accomplished
a recognizable feat in the challenging arena of English-language learning.”
The third ant the most important reason for utilizing authentic materials is
that authentic materials expose learners to a great extent, to the “real language”
used outside their classroom. Nunan as stated by Herawati (1996: 83) states that
authentic materials have been widely suggested to be reflected in classroom
teaching since they offer a relevant situation to the learners. When the studnets
are accustomed to read authentic materials, the students will find it easier to
access knowledge from authentic sources. When it happens, it will be easier for
the students to achieve informational literacy level in English subject.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
It is pointed out that authentic materials can give some benefits for the
students. Therefore, the writer proposes to design reading materials for the
eleventh grade students of SMA Negeri 1 Depok by utilizing authentic materials
which are in accordance with the students’ needs and interests.
B. Problem Formulation
Based on the research background, the writer formulates the following
research problems:
1. How is a set of authentic reading materials for the eleventh grade students of
SMA Negeri 1 Depok designed?
2. What does the designed set of authentic reading materials for the eleventh
grade students of SMA Negeri 1 Depok look like?
C. Problem Limitation
In this study, the writer focuses on discovering how to design a set of
authentic reading materials for the eleventh grade students of SMA Negeri 1
Depok and to present the designed materials. In order to limit the scope of the
study, the writer would like to design a set of authentic reading materials for the
eleventh grade students of SMA Negeri 1 Depok, Yogyakarta. Due to the time and
financial constraints, the materials designed are intended for the eleventh grade
students of social department to be used in the class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
D. Research Objectives
There were two objectives in this study. They are described below.
1. To discover how a set of authentic reading materials for the eleventh grade
students of SMA Negeri 1 Depok is designed.
2. To present the designed set authentic reading materials for the eleventh grade
students of SMA Negeri 1 Depok.
E. Research Benefits
This research is intended to give benefits for:
1. English Teachers
English teachers of senior high school can use the designed reading
materials as alternative materials in teaching their students. By doing so, they can
teach their students by using materials that are relevant and more interesting to
learn. When it happens, the teachers will find it easier to raise their students’
motivation to learn.
2. Students
The authentic reading materials would help the students to develop their
reading skills. Moreover, the authentic materials that are used will enable them to
experience language in the real life context. By doing so, the students will find it
easier to read other authentic texts written in English in their daily life.
3. Other Writers
Other writers can use this study as one of references to design a set of
authentic reading materials and to select materials that match the needs of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
students. By doing so, they will be able to design authentic reading materials
which are suitable for the level of students for whom the materials are intended to.
F. Clarification of Terms
The writer would like to define some important terms related to the topic
discussed in this study.
1. Reading
According to Nunan (2003: 68) reading is “a fluent process of readers
combining information from a text and their own background knowledge”. It
means that the goal of reading is the comprehension of the texts read by the reader
which needs not only the knowing of the words in the passage, but also their
background knowledge related to the topic of the text read.
In this study, reading is meant to be the process of comprehending texts by
digging the readers’ background knowledge.
2. Authentic Materials
Berardo (2006: 2-3) says that authentic materials are “materials that have
been produced to fulfill some social purposes in the language community”. They
are usually not produced for language teaching. They are mostly produced and
consumed by the target language speaking group.
In addition, Nunan (2003: 329) says that authentic materials are spoken
and written language which is created in the course of genuine communication
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
rather than being specially created for the purposes of language learning and
teaching.
In this study, authentic materials refer to materials that are produced to
fulfill some social purposes that are consumed by target language community. The
materials used in this study will be taken from magazines, newspapers, and some
other sources providing authentic materials.
3. The Eleventh Grade Students of Senior High School
Rumjati (2006: 8) describes senior high school, generally called SMA
(Sekolah Menengah Atas), as one of education levels in Indonesia. This level is
considered as the preparation level before students continue their study to a
university. The students at this level of education are expected to have some
competencies of life skills.
Students who are studying in senior high school are divided into three
grades. The students who are studying in the second year of senior high school are
called the eleventh grade students of senior high school. In this study, the writer
will design reading materials for the eleventh grade students of senior high school
of social departments.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
THEORETICAL REVIEW
This chapter discusses theories underlying this study. There are two main
parts in this chapter. The first part deals with theoretical description, while the
second part deals with theoretical framework employed in designing authentic
reading materials for the eleventh grade students of SMA Negeri 1 Depok.
A. Theoretical Description
This part explains theories related to this study. Since the purpose of this
study is designing materials, this part begins with theory of instructional design,
then theory of materials development. Subsequently, the writer elaborates some
theories of reading and authentic materials since the materials designed in this
study are reading materials which utilize authentic texts. The last theory explains
the eleventh grade students of senior high school since the designed materials are
intended for them.
1. Instructional Design Models
Two instructional design models, promoted by Kemp (1977) and Yalden (1987),
are adapted in this study. Kemp’s model is adapted because of its flexibility. In
this model, the designer can start from any step as long as all elements are done.
Moreover, Kemp’s model can be applied in all educational level. This
instructional design model emphasizes three major problems, i.e. objectives,
8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
activities and resources, and evaluation (1977: 8-9). While Yalden’s model
completes Kemp’s model by emphasizing on syllabus design.
a. Kemp’s Model
According to Kemp (1977: 8), it is important to make an instructional
design plan because it will help the designers to get familiar with the design which
will be developed later. The followings are some stages designed by Kemp:
a. Determining goals, topics and general purposes
The selection of topics should consider the items from the simple to
complex level, the correlation with subject content, and students’ characteristics.
The general purposes are derived from the topics. They explicitly express
students’ and teacher’s accomplishments.
b. Mentioning Learners’ Characteristics
The designer identifies the characteristics of students, including their
capabilities, needs and interests. This information should affect the instructional
planning, including the determination of topics, the levels at which topics are
introduced, the choice of sequencing objectives, the depth of treatments and the
variety of learning activities.
c. Specifying learning objectives
The designer determines learning objectives or certain performances that
are measurable to be achieved by students.
d. Listing subject content
The designer lists subject content to support specific objectives. Kemp
offers four questions in selecting the subject content: What specifically must be
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
taught or learned in this topic? What facts, concepts, and principles related to this
topic? What steps are involved in necessary procedures related to this topic? What
techniques are required in performing essential skills?
e. Developing pre-assessment
The designer develops pre-assessment to determine students’ background
knowledge about the topic. In order to plan learning activities, designers should
find out specifically the following: to what extent each student has acquired the
necessary prerequisites for studying the topic and what the student may have
already mastered about the subject to be studied.
f. Selecting teaching learning activities and resources
The designer selects teaching learning methods and instructional resources
that will be most appropriate for accomplishing each objective through subject
content. The designer needs to know the strengths and weaknesses of alternative
methods and of various materials. He/she can make his/her selection in terms of
students’ characteristics and needs.
g. Coordinating support services
The designer coordinates the support services required to implement the
design plan. They are budget, facilities, equipment, and schedules.
h. Evaluating students’ learning
The designer makes the evaluation of students’ learning in terms of their
accomplishment of objectives, with a consideration to revise and evaluate any
phases of the plan that needs improvement. The diagram on the following page
illustrates the relationship of each step in the plan to the other steps.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
Goals, topics and
general purposes
Learner
characteristic
Evaluation
Support
services
Learner
objectives
Revise
Teaching
learning activities
Subject
content
Preassessment
Figure 2.1. Kemp’s Model of Instructional Development (Kemp, 1977: 9)
Kemp (1977: 9) explains further that developing an instruction is a
flexible process. There is an interdependence among the eight elements.
Therefore, designers can start developing the instruction from every point and go
anywhere, as long as all elements are done. The broken lines in the figure below
indicate revisions of elements made necessary by evaluation data gathered on
students’ accomplishments of objectives.
b. Yalden’s Model
The purpose of Yalden’s model is to describe syllabus that considers the
communicative needs of students. A communicative syllabus itself is a syllabus
which is designed for describing a classroom experience which is more
appropriate in an environment of real language and art (Yalden, 1987: 85).
According to Yalden (1987: 101-118, 138-145), there are eight steps in designing
instructions. Those steps are presented on the following page.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
1) Conducting a need survey
This step is conducted to find learners’ needs and to write objectives that
are appropriate for the learners.
2) Stating description of the purpose
Having conducted a need survey, the designer will have a description of
the purpose of the program.
3) Selecting a syllabus to be carried out in the program
The choice of syllabus type is done when the general category of a
language program has been decided.
4) Production of proto-syllabus
The designer selects and combines syllabus contents which are in line with
the syllabus type.
5) Production of pedagogical syllabus
The specification of every single word and phrase will be conducted in this
step.
6) Development and implementation of classroom procedures
Communicative syllabus will put teacher’s role as a facilitator. Therefore,
classroom activities conducted are based on the learners’ activity.
7) Evaluation
This step is intended to evaluate all components in the language program,
i.e. the students, the instructional program, and the teaching.
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8) Recycling stage
The last step is intended to fit between goals set and the final performance
of the learners. If there are discrepancies, materials and teaching approaches are
revised. This is labeled “recycling stage” because the whole cycle can be begun
again at this point, and adjustment made anywhere in the system based on the
feedback gathered from the evaluation stage. The steps of an instructional design
by Yalden, which is called Language Program Development, is shown in the
following figure.
Needs
survey
Dscription of
purpose
Selection/
development of
a syllabus type
Production of a
proto-syllabus
Production of
pedagogical
syllabus
Development
and
implementation
of classroom
procedures
Evaluation
Figure 2.2. Yalden’s Model of Instructional Development (Yalden, 1987: 88)
2. Syllabus Design
According to Hutchinson and Waters (1987: 80), a syllabus is defined as a
document, which says what will (or at least what should) be learnt. Reflecting
curriculum used nowadays, Kurikulum Tingkat Satuan Pendidikan/ KTSP,
Depdiknas (Model Pengembangan Silabus SMA, 2006: 5) proposes some
components which should be included in a syllabus. The components are:
a. Identification includes the name of the school, subject, and class/grade as well
as semester
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b. Standard competences which are basic abilities/skills which the students
should have in a learning process
c. Basic competences are the statements of the expected performances after the
students experience the learning process in certain competence
d. Indicators are specific form of basic competence which are measurable
e. The main materials are a description or outline of a set of materials presented
in the students’ learning experience
f. Learning experience which students will undergo, including arrangement of
activities which students should do to achieve the basic competences
g. Time allocation providing organization of time which depends on the time
provided for conducting the whole learning process
h. Assessment to assess students’ achievements
i. Sources, which may include books, brochures, magazines, and newspapers.
According to Krahnke (1987: 9-14), there are six types of syllabus, but
almost all actual language teaching syllabi are the combinations of two or more of
the types defined here. Those types of syllabus are:
a
a structural syllabus, in which content of language teaching is a collection of
forms and structures, usually grammatical, of language being taught.
b a notional/functional syllabus, in which content of language teaching is a
collection of functions that are performed when language is used, or of the
notions that language is used to express. Some examples of functions include
performing, agreeing, and requesting. Some examples of notion include size,
age, color, and comparison.
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c
a situational syllabus, in which content of language teaching is a collection of
real or imaginary situations in which language occurs or is used.
d a skill-based syllabus, in which content of language teaching is a collection of
specific abilities that may play a part in using language. Primary purpose of
skill- based instruction is to learn specific language skill.
e
a task-based syllabus, in which content of teaching is a series of complex and
purposeful tasks that students want or need to perform with language learnt.
f
a content-based syllabus, in which primary purpose of instruction is to teach
some contents or information using language that students are also learning.
Subject matter is primary and language learning occurs incidentally to content
learning.
3. Materials Development
Materials are developed in order to present models of correct language
used in a target situation (Hutchinson and Waters, 1987: 106). Hutchinson and
Waters (1987: 108-109) describe a model that should be taken into consideration
in developing materials. The model consists of four elements: input, content
focus, language focus, and task.
a. Input
Input refers to any communication data, such as text, dialogue, or video
recording, depending on needs analysis. The input provides stimulus materials for
activities, new language terms, correct models of language use, topics for
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communication, and opportunities for learners to use their information processing
skills and their existing knowledge both of the language and the subject matter.
b. Content focus
Content of language means the information and feelings conveyed by the
language which is learned. The content should be exploited to generate
meaningful communication in the classroom.
c. Language focus
Good materials should involve opportunities for both analysis and
synthesis. Language focus enables learners to have chances to take the language to
pieces, study how it works, and practice it.
d. Tasks
After designing materials, the designer should plan communicative tasks
so that learners can use the content and language knowledge they have built up
through the unit.
However, in developing materials, teachers usually do what is called
materials adaptation. According to Tomlinson and Masuhara (2004: 11), materials
adaptation means changing existing materials so that they become more suitable
for specific learners, teachers, or situation.
They also explain techniques of materials adaptation (2004: 15-16) that
can be divided into three categories in terms of quantity, Plus (+), Minus (-), or
Zero (0) i.e. modification without changing quantity. Those three categories are
described on the following page.
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a. Plus Category
Table 2.1. Techniques and samples of Plus Category in Materials Adaptation
(Tomlinson and Masuhara, 2004: 16)
Techniques
Addition
Expansion
Examples
Teachers may add different texts and/or activities
Teachers may expand texts and activities by increasing the
length, difficulty, depth, etc
b. Minus Category
Table 2.2. Techniques and samples of Minus Category in Materials Adaptation
(Tomlinson and Masuhara, 2004: 16)
Techniques
Deletion
Subtraction
Reduction
Examples
Teachers may delete some texts and/or activities altogether
Teachers may decrease the number of sentences in a text or
part of an activity
Teachers may reduce texts and activities by decreasing the
length, difficulty, depth, etc
c. Zero Category
Table 2.3. Techniques and samples of Zero Category in Materials Adaptation
(Tomlinson and Masuhara, 2004: 16)
Techniques
Modification
Replacement
Reorganization
Resequencing
Conversion
Examples
Teachers may make changes to instructions
Teachers may swap one activity with another
Teachers may change the positions of texts and illustrations
Teachers may change the sequence of the activities
Teachers may change the genre of a text (from narrative to
poem), or move the content from one medium to another
(e.g. from print to a web page)
4. Reading
In order to know reading well, this part will be divided into some parts.
They are background of teaching reading, models of reading processes, principles
of teaching reading, and reading in English lesson for the eleventh grade of senior
high school according to KTSP.
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a. Bac