Designing a set of supplementary integrated reading writing materials using task based learning for the tenth grade students of SMA Bopkri 2 Yogyakarta

DESIGNING A SET OF SUPPLEMENTARY INTEGRATED READING WRITING MATERIALS USING TASK-BASED LEARNING FOR THE TENTH GRADE

STUDENTS OF SMA BOPKRI 2 YOGYAKARTA

A THESIS

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

in English Language Education

By

Erythrina Cahyaningsih Student Number: 051214023

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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DESIGNING A SET OF SUPPLEMENTARY INTEGRATED READING WRITING MATERIALS USING TASK-BASED LEARNING FOR THE TENTH GRADE

STUDENTS OF SMA BOPKRI 2 YOGYAKARTA

A THESIS

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

in English Language Education

By

Erythrina Cahyaningsih Student Number: 051214023

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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If you think you are beaten, you are If you think you dare not, you don’t If you like to win, but think you can’t

It’s almost like a cinch you won’t If you think you’ll lose, you’re lost

For out in the world we find Success begins with a fellow’s will,

It’s all in the state of mind

If you think you’re outclassed, you are, You’ve got to think high to rise, You’ve got to be sure of yourself

Before you can win the prize Life battles don’t always go To the stronger or faster man, But sooner or later the man who wins

Is the man who thinks he can.

- author unknown, submitted by wrae duncan-

I dedicate this thesis to:

My beloved Parents My lovely Brothers And my dear Lover

vii ABSTRACT

Cahyaningsih, Erythrina. 2010. Designing a Set of Supplementary Integrated Reading Writing Materials Using Task-Based Learning for the Tenth Grade Students of SMA Bopkri 2 Yogyakarta. Yogyakarta: English Language Study Program, Sanata Dharma University.

There was a serious problem faced by the teachers in teaching English. From the observation, the students were given opportunities to learn; but they still did not use the opportunities well. The teacher could not provide interesting activity, therefore the students did not pay attention to the teacher. Based on the observations, it was found that SMA Bopkri 2 Yogyakarta does not have enough integrated reading writing materials with kinds of activity that can grasp the attention of the student. Therefore, this study aimed to design a set of supplementary integrated reading writing materials using Task-Based Learning for the tenth grade students of SMA Bopkri 2 Yogyakarta. This study was concerned with two research questions, which are 1) How is a set of supplementary Integrated reading writing materials using task based-learning for the tenth grade students of SMA Bopkri 2 Yogyakarta designed? And 2)What does the designed set of supplementary reading writing materials using task based-learning for the tenth grade students of SMA Bopkri 2 Yogyakarta look like?

In answering the first research question, this study adapted Kemp’s and Yalden’s instructional model and employed R & D (Research and Development

Method). There were seven steps applied in this study. The steps were: (1) Research and Information Collecting, (2) Planning, (3) Stating the Learning

Objectives, (4) Classifying the Teaching Learning Activities, (5) Product Developing, (6) Evaluation, (7) Revising the Designed Materials. The data gathered from the evaluation were analyzed. The result of the analysis indicated that the mean was 4.2 ranged from 3.8 up to 4.8 on five-point scale. It is concluded that the designed materials are suitable and acceptable to be used in the school but it still need few revisions.

In answering the second research question, this study presented the final version of the designed materials. It consists of eight units. Each unit in the designed materials is divided into three sections, namely Pre-Task which is called Knock-knock, Task-Cycle which is named Your Task, and Language Focus.

Hopefully, the designed materials can be applied in the school to facilitate the students to improve their reading and writing skill.

viii ABSTRAK

Cahyaningsih, Erythrina. 2010. Designing a Set of Supplementary Integrated Reading Writing Materials Using Task-Based Learning for the Tenth Grade Students of SMA Bopkri 2 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Ada sebuah masalah serius yang dihadapi oleh guru dalam mengajar Bahasa Inggris.Dari pengamatan yang dilakukan, diketahui bahwa siswa-siswa diberi kesempatan untuk belajar, tetapi mereka tidak menggunakan kesempatan itu dengan baik. Guru tidak memberikan aktivitas yang menarik sehingga siswa-siswa tidak memperhatikan pelajaran, kemudian mereka tidak dapat mencapai tujuan pembelajaran. Berdasarkan pengamatan, diketahui bahwa SMA Bopkri 2 Yogyakarta belum cukup memiliki cukup materi Bahasa Inggris membaca dan menulis terintegrasi dengan aktivitas-aktivitas yang dapat menarik perhatian siswa. Oleh karena itu, studi ini bertujuan untuk merancang seperangkat materi Bahasa Inggris membaca dan menulis terintegrasi untuk siswa-siswa kelas sepuluh SMA Bopkri 2 Yogyakarta. Studi difokuskan pada dua pertanyaan penelitian, yaitu: 1) Bagaimana seperangkat materi Bahasa Inggris membaca dan menulis teritegrasi menggunakan Task-Based Learning untuk siswa-siswa kelas sepuluh SMA Bopkri 2 Yogyakarta dirancang? dan 2) Bagaimanakah bentuk materi Bahasa Inggris membaca dan menulis terintegrasi tersebut?

Dalam menjawab pertanyaan penelitian yang pertama, studi ini mengadaptasi model perancangan dari Kemp dan Yalden dan juga menerapkan metode R & D (metode penelitian dan perkembangan). Ada lima tahap diterapkan dalam studi ini. Tahap-tahap itu adalah: (1) Pengumpulan Penelitian dan

Informasi, (2) Perencanaan, (3) Menetapkan Tujuan Pembelajaran, (4) Menentukan kegiatan belajar mengajar, (5) Pengembangan Produk, (6) mengevaluasi, (7) Memperbaiki produk . Data-data yang terkumpul dari

Pengujian Awal di Lapangan. Hasil analisa menunjukkan bahwa nilai rata-ratanya 4.2 berkisar antara 3.8 sampai 4.8 pada skala 5. Dari hasil ini dapat disimpulkan bahwa materi dapat diterima dan digunakan di sekolah.

Dalam menjawab pertanyaan penelitian yang kedua, studi ini menyajikan hasil akhir materi. Materi terdiri dari delapan unit. Setiap unit terbagi menjadi tiga bagian utama, yaitu Pre-Task yang diberi nama Knock-knock!, Task-Cycle yang diberi nama Your Task, dan Language Focus.

Materi ini diharapkan dapat diterima di sekolah untuk memfasilitasi siswa-siswa dalam meningkatkan kemampuan membaca dan menulis mereka dalam Bahasa Inggris.

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ACKNOWLEDGEMENTS

First of all, I would like to give my greatest gratitude to my Lord, Jesus Christ, for His endless love, blessings, and grace. I thank Him for always being my side, giving me strength and guiding me throughout my life.

My deepest gratitude is addressed for my sponsor, C. Tutyandari, S.Pd., M.Pd. for her kindness and willingness to help me in writing this thesis. I believe that I would have not been able to finish this thesis without her guidance, supports, and patience. I am deeply grateful to all lectures of English Language Education Study Program for guiding and teaching me during my study in Sanata Dharma University. I sincerely thank FX. Ouda Teda Ena, S.Pd., M.Pd. and Dr. Retno Muljani. M.Pd., my academic advisors, for the guidance and support during my study. Furthermore, I would also like to say thanks to all secretariat staff of English Language Study Program, especially Maria Martarina Pramudani and Chatarina Artilantari for always helping me with the administrative matters.

My special gratitude also goes to Dra. Sri Rahayuningsih,S.Pd., the headmaster of SMA Bopkri 2 Yogyakarta. I thank her for giving me permission to conduct the study in SMA Bopkri 2 Yogyakarta. I would also like to give my special thanks to Samuel Sunu Nugraha, S.Pd, SH, M.Hum., Igt. Mudjiyono, S.Pd., Ita Hermayanti A., S.Pd., Niken Susilowati, S.Pd., and Bambang Sutejo S.Pd., the English teachers of SMA Bopkri 2 Yogyakarta, I thank them for their help, guidance, and suggestions toward my designed materials. My special thanks go to the tenth grade students of SMA Bopkri Yogyakarta, especially for class

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XA, for their help and cooperation during the data gathering. Moreover, I sincerely thank Lucianus Suharjanto, SJ, SS, BST., for his suggestions, comments, and criticism toward my designed materials.

My deepest gratitude is addressed to my beloved parents, Drs. Yohanes. Tentrem Raharja and Theresia. Sri Hastuti. I thank them for their prayer, love, support, advice, patience they have given to me. My gratitude goes to my lovely brothers, Yosef Koko Kurniawan and Yulius Budi Setiawan. I thank them for their support given to me. I also thank them for being strong competitors in studying. My warm gratitude goes to my dear Angga Kumala. I thank him for his love, support, advice, and the wonderful moments we have shared together. I love them very much.

My special thanks are addressed to Frater Beny Setiawan, SJ. I thank him for precious motivation given to me which always encourages me to survive and appreciate my life. My special thanks are also addressed to all my lovely best friends: Theresia Novitasari, Agatha Pepy Yerinta, Indriani Kusumastuti, Ima Putri Wulandari, for their love, support, friendship, and all the happiness and sadness we have spent together. I hope our friendship will be everlasting. My gratitude also goes to my friends Marshel Reinvialno Tanamal, Ezra Anggara, Wahyu Wasono Putro and Stefanus Fandi Herbayu Aji. I thank them for their support and kindness.My special thanks also go to my boarding house family, Yupita, Tabita Hermayani, Venentia Ayuni Paramandhita, Ratnasai Nugraheni, Puspa Wulandari. I thank them for their love, support and for giving me a warm togetherness. At last, I thank them for being my second family. I love them much.

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My thanks also go to all TOP Training Centre staff especially Ir. Sardjito, Harries Maritasari, Theresia Novitasari, and Ayoe Risna Hanna. I thank them for giving me a great opportunity to develop myself. Last, but not least, my gratitude goes also to all PBI 2005 students, for the unforgettable moments during the study in Sanata Dharma University, and to all people whose names cannot be mentioned one by one here. May God bless us forever.

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TABLE OF CONTENTS

Page

TITLE PAGE... ... i

APPROVAL PAGES... ... ii

DEDICATION PAGE.. ... v

STATEMENT OF WORK’S ORIGINALITY ... v

PAGE OF PUBLICITY . ... vi

ABSTRACT .. ... vii

ABSTRAK ... ... viii

ACKNOWLEDGEMENTS ... ... ix

TABLE OF CONTENTS .. ... xii

LIST OF TABLES ... xv

LIST OF FIGURES .. ... xvi

LIST OF APPENDICES ... xvii

CHAPTER I. INTRODUCTION A. Research Background ... ... 1

B. Problem Limitation ... ... 4

C. Problem Formulation .... ... 4

D. Research Objectives .. ... 5

E. Benefit of the Research .... ... 5

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CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description . ... 9

1. Instructional Design Models ... ... 9

2. Reading... ... 13

3. Writing .... ... 14

4. The Integration of Reading and Writing . ... 16

5. Communicative Language Teaching .. ... 18

6. Task-Based Learning ... ... 22

7. School-Based Curriculum 2006 .. ... 26

B. Theoretical Framework . ... 28

CHAPTER III. METHODOLOGY A. Research Method ... 32

B. Research Participants ... 34

C. Setting ... 35

D. Research Instruments ... 36

E. Data Gathering Technique ... 37

F. Data Analysis Technique ... 38

G. Procedures of the Study ... 40

CHAPTER IV.RESEARCH FINDINGS AND DISCUSSIONS A. The Steps of Designing a Set of Materials ... 43

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2. Planning ... ... 49

3. Stating the Learning Objectives ... 52

4. Classifying the Teaching and Learning Activities ... 55

5. Product Developing .... ... 56

6. Evaluating ... ... 56

7. Revising the Designed Materials ... ... 60

B. Presentation of the Final Version of the Designed Materials ... 61

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... ... 63

B. Suggestions ... 65

REFERENCES ... 66

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LIST OF TABLES

Table Page

Table 2.1 The Competence Standard and the Basic Competence ………. ... 27

Table 3.1 The Description of the Respondents (Blank) ... 35

Table 3.2 Points of Agreement ... 38

Table 3.3 The Central Tendency of the Respondents’ Opinions (Blank) ... 39

Table 4.1 The Result of the Needs Survey ... 44

Table 4.2 The Topics in the Designed Materials ... 50

Table 4.3 The Basic Competencies ... 51

Table 4.4 The Indicators ... 53

Table 4.5 The Description of the Research Participants ... 57

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LIST OF FIGURES

Figure Page

Figure 2.1 Kemp’s Instructional Design Model ... 11

Figure 2.2 Yalden’s Instructional Design Model ... 13

Figure 2.3 The Writer’s Model ... 31

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LIST OF APPENDICES

Appendix Page

Appendix A ... 69

Letter of Permission to the Headmaster of SMA Bopkri 2 Yogyakata ... 70

Letter of Permission from Dinas Perizinan ... 71

Letter of Official Statement from SMA Bopkri 2 Yogyakarta ... 72

Appendix B ... 73

List of Questions of Interview ……….. .. 74

Interview Transcription ……….…... ... 75

Questionnaire of Research & Information Collecting ... 79

Questionnaire for the Designed Set of Materials Evaluation ... 83

General Description ... 88

Appendix C ... 91

Syllabus of SMA Bopkri 2 Yogyakarta ... 99

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CHAPTER I

INTRODUCTION

This chapter presents the introduction of the study, which is divided into six parts. The first part is the discussion on the background of the study. The next part will be problem limitation. It is followed by problem formulation and continued by the research objectives. The benefits of the research will be the fifth part this chapter. The last part in this chapter is definition of terms.

A. Research Background

Learning a language is learning for communication. People learn English for communication. They learn how to use it to interact with other people. There are several means of communication: oral, visual, audio, audio-visual and written. All of them are used in human communication. Furthermore, all skills: listening, speaking, reading and writing are important in communication. Since English is important in communication especially in this globalization era, English is taught starting from elementary school to university.

Based on the writer’s experiences in high school, most of the students cannot use their learnt English in class in the real world, in spite of English as Survival Language. The teacher’s way to teach class conducts a very important rule to make. It means that the teacher’s way in teaching influence the students’ achievement. However, it is not the only reason. Based on the writer’s experiences in her study in High School, the students were given opportunities to learn but

they still did not use the opportunities well. The teacher could not provide interesting activity. Therefore the students did not pay attention to the teacher, then they could not achieve the learning goal. Teaching learning will be boring if the students are only asked as ‘good spectators’ or ‘listeners’ without an interactive communication. This class will produce passive students.

Krashen (1985) acknowledges that two-way interaction is a particular good way in providing a comprehensible input because it enables the students to obtain additional contextual information and optimally an adjusted input when meaning has to be negotiated because of some communication problem. Giving task in class is a kind of two-way interaction. Task involves students in teaching learning process Therefore the classroom will be more interractive. From task design it turned to language use in tasks. Here the students’ experiences can be used in teaching learning situation. Hence, Task Based Learning (TBL) relies heavily on learner’s involvement and their world knowledge, which emphasizes on the value of the information and experiences which participants bring to language learning sessions (Willis and Willis, 2001). TBL offers a change from the grammar practice routines through which many learners have previously failed to learn to communicate.

Based on the writer’s experiences when learning English in Junior High School and Senior High School, usually in the classroom the students only sat on the chair, listened to the teacher and did the exercises from the text book. This condition concerns the writer greatly. Every student has a chance to learn more than that.

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To help the teachers make the teaching learning activities enjoyable, the materials are intended particularly for the tenth grade students of SMA Bopkri 2 Yogyakarta. This set of materials is supposed to ease them in learning English and this set of materials gives them more chances to learn English. Hopefully, the designed materials will provide the more interesting, challenging and beneficial instructional materials, teaching-learning activities, tasks and technique than they had before. Furthermore, the students can actively participate in the learning process. In this study, the writer designs a set of integrated reading writing materials. Reading and writing are closely related to each other. Reading is a receptive skill. It refers to that people receive all information into their mind when they are reading (Suwignyo, Widya Dharma Journal, 1999:29). Through reading someone learns a lot of things. Therefore, when someone reads more, the more knowledge he will get. By reading various reading texts, someone will get more various examples of writing and get accustomed to the writing style, sentence structures and choice of words. Besides, writing itself is a productive skill. As it is stated by Suwignyo (1999:29), “writing is a process of production in the sense that it releases the result of the mind process of thinking.” Writing refers to transforming ideas and thoughts into written form. Therefore, the writer felt there is a need to design supplementary integrated reading writing materials using task-based learning for the tenth grade students in order to help them in learning English easily.

Then SMA Bopkri 2 Yogyakarta is chosen because the writer has observed

the student and the students need more time to learn English, so that they can achieve the learning goal. The materials can be used by the teachers. SMA Bopkri 2 Yogyakarta is one of the schools in Yogyakarta which have applied School-Based Curriculum 2006. The teachers have to design and find the materials themselves. Therefore, the supplementary integrated reading writing materials can help the teachers. These materials may enrich the variety of materials choices for the teachers.

B. Problem Limitation

This research is limited to provide the suitable reading writing materials. Previously, the writer has mentioned the importance of reading and also the students’ needs. Based on that, the writer is going to present reading writing materials that are suitable with the students’ need and ability. The writer is also going to present the materials based on Task-Based Learning method that give the students more opportunity to practice. Beyond this, the writer tries to design reading writing materials based on the School-Based curriculum in which later the students are expected to have some competencies.

C. Problem Formulation

The research problems investigated in this study are formulated as follows:

1. How is a set of supplementary Integrated reading writing materials using

task based-learning for the tenth grade students of SMA Bopkri 2 Yogyakarta designed?

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2. What does the designed set of supplementary reading writing materials

using task based-learning for the tenth grade students of SMA Bopkri 2 Yogyakarta look like?

D. Research Objectives

This research is conducted to answer the questions stated in the problem formulation. Thus, the objectives of the research are to:

1. Find out how a set of supplementary integrated reading writing materials

using task based-learning for the tenth grade students of SMA Bopkri 2 Yogyakarta designed.

2. Present the designed set of supplementary integrated reading writing materials

using task based-learning for the tenth grade students of SMA Bopkri 2 Yogyakarta.

E. Benefits of the Research

The results of this study are expected to bring valuable contribution to the people who concern with the teaching-learning process of English language. The following are those who might benefit from this study:

1. The English teachers

The teachers can use this designed material as additional or supplementary materials to teach English. This study may help them to create interesting situation in the classroom, or may design their own materials. It also helps them to

improve their techniques, strategies, and creativity in teaching English for Senior High School.

2. The students

The result of this study will be beneficial for the students to improve their ability in English. The designed materials would give them opportunity to learn English better in a fun and enjoyable situation.

3. The writer

This research is expected to be useful for the writer as feedback and further inside. It will provide more information whether the set material is applicable and whether the goal and objective is achievable or not.

F. Definition of Terms

1. Design

In general, to design is to decide how something looks, and works, especially by making plans, drawings or models of it (Hornby, 1995:314). Then designing instruction which is the area of this study is a “systematic” process to develop an instructional plan that is an orderly process, an internal logic, resulting in coherent plan in which the components of the plan closely match one another (Newby, Stepich, Lehman, and Russel, 1996: 67). In this study, the writer designs a set of supplementary integrated reading writing materials using task based-learning for the tenth grade students of SMA Bopkri 2 Yogyakarta.

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2. Reading

According to Mitchell (1982: 61), reading involves identification and recognition of printed and written symbols which serve as stimuli for the recall of meanings built up through past experience, and further the construction of new meaning through the reader’s manipulation of relevant concepts already in his possession. In short, reading is a process of understanding the printed symbol in order to get the message of the reading passage itself. In this study, the writer gives more emphasis on reading comprehension and writing as the follow-up activities.

3. Writing

According to Horne Tiedt (1981: 1), writing is the basic means of communication. It is our primary mean to learn. Written words are not just coded values that were put into a piece of paper. They are ideas, wisdoms and inspirations that put into readable forms. In this study, the writer tries to integrate writing and reading which are closely related to each other.

4. Supplementary

According to Cambridge Advanced Learner’s Dictionary (2003: 1285), a supplement is something which is added to something else in order to improve it or complete it. Therefore, the designed materials in this study are used to add or complete the teachers’ existing materials.

5. Task-Based Learning

Task-based learning is one kind of learning in which the learners are given a lot of tasks in the target language so that they can comprehend, manipulate,

produce, and interact using their language (Nunan, 1989: 10). Further, according to Kranhke (1987: 59) tasks are a way of bringing a real world into the classroom. In this study, task-based learning that uses a lot of tasks. Therefore, the students have more opportunities to practice.

6. Senior High School Students

In Indonesia the term SMA, which stands for Sekolah Menengah Atas refers to Senior High School. It is a level of education that should be completed in three years. Students start level at age 15-16. In this study, the designed materials are made for the students of SMA Bopkri 2 Yogyakarta particularly those who are in the tenth grade.

               

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer is going to present some theories related to the study in to two subchapters, Theoretical Description and Theoretical Framework.

A. Theoretical Description

In this section, the writer would like to discuss some related theories concerning Instructional Design Models, Reading Comprehension, Writing, the Integration of Reading Writing, Communicative Language Teaching, Task-Based Learning and School-Based Curriculum.

1. Instructional Design Models

a. Kemp’s Model

The first model that the writer used as the related literature is Kemp’s model. The designers are supposed to seek out information about the objectives of the instructional design, the activities and resources, and the evaluation of the instructional design. The plan is designed to supply some questions; they are What must be learned? (Objective), What procedure and resources will work best to reach the design learning levels? (Activities and resources), and How will we know when the required learning has taken place? (Evaluation).

Kemp (1977) offers eight elements to design the program development. The following are the stages designed by Kemp:

1) Goals, topics, and general purposes: consider goals, list topics, and state the general purposes for each topic.

2) Learner’s characteristics: numerate the important characteristic of the

learner for whom the instruction to be design.

3) Learning objectives: specify the learning materials to be achieved in

term of measurable students’ behavioral outcomes.

4) Subject content: design the learning materials that support the

attainment for each specific instructional objective.

5) Pre-assessment: develop pre-test to determine the students’

background and present level of knowledge about the topic.

6) Teaching learning activities and resources: select teaching/learning

activities and instructional resources that can be applied to achieve the specific instructional objective appropriate for accomplish each objective.

7) Support services: coordinate such support services as budget,

personnel, facilities, equipment, and schedules to carry out the instructional.

8) Evaluation: evaluate students’ learning in the term of their

accomplishment of objectives. This step should be done in order to revise and re-evaluate any phase of the plan that needs improvement.

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Goal, Topics,  and Learning 

Objectves 

Figure 2.1: Kemp’s Instructional Design Model (Kemp, 1977:9)

Kemps reminds that this process of developing program is flexible since among the eight elements are independent. In this study, there are some steps chosen by the writer, they are formulating goal, topics, and learning objectives, selecting teaching-learning activities, evaluating, and revising.

b. Yalden’s Model

This model has been based on the difficulties on syllabus construction during the last decade and the “communicativeness” of learning outcomes expected. According to Yalden (1987: 97) , after knowing the type of syllabus that will be applied, the teacher should prepare himself in developing the instructional materials. The process of constructing the type of syllabus is as follows:

1) Needs survey. It should be held before stating the purpose in order to find the community or local needs.

2) Description of purpose. It is prepared in term of: the characteristics of

the students, and the skills of the students on entry to and on exit from the program.

3) Selection and development of syllabus type

4) The proto syllabus production that describes the language itself and

language use to be covered in the program.

5) The pedagogical production that develops the teaching materials,

learning and teaching approaches which consist of testing sequence and decisions on testing instruments.

6) Development and implementation of classroom procedure

6.1 Development of classroom procedures

6.1.1 Selection of exercise types and teaching techniques 6.1.2 Preparation of lesson plan

6.1.3 Preparation of weekly schedules 6.2 Teacher training: briefing and workshops on

6.2.1 Principles

6.2.2 Desired outcomes

6.2.3 Exploitation or creation of teaching materials

7) Evaluation. It describes the evaluation of the students, the evaluation of

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Figure 2.2: Yalden’s Instructional Design Model (Yalden, 1987: 88)

Here, the writer used needs analysis in order to get the learner’s need and interest. The writer combined the two models into a new model, then it is used by the writer in constructing an instructional design.

2. Reading

This study is going to design an integrated reading and writing materials in which the writer gives more emphasis on reading comprehension and writing as the follow-up activities. Pearson and Johnson as cited by Nunan (1991:67) consider comprehension as “a process of relating the new to the known is based on a similar notion.” It refers to the fact that the readers relate what he is reading and the prior knowledge of the readers in mind. Comprehending the message from the writer is the meaning of reading itself. If someone reads without comprehension, he merely recognizes and decodes the words without getting the meaning of the passage (Griscoe and Gee, 1984:24).

Cushenberry (1988:10) states that there are four basic levels of reading comprehension:

1) Literal Reading

In this level the readers recognize the main ideas, the details and find out the cause and effect, which are stated explicitly.

Needs Survey Descrip tion of Purpose Selection / Develop-ment of Syllabus Produc-tion of a

Proto-Syllabus Produc-tion of Pedagogi-cal Syllabus Develop-ment & Implemen tation of Classroom Procedure s Evalua-tion

2) Interpretative Reading

For this level, the readers try to be able to recognize the main ideas, the details and find out the cause and effect, which are stated implicitly.

3) Critical Reading

Differ from the previous two levels, this level of comprehension expects the readers to be able to state whether a statement is an opinion or a fact.

4) Creative reading

This reading is presented in a form of problem solving reading.

This study focuses more on reading comprehension, especially in literal reading, interpretative reading and also in critical reading as the additional, since in the writer’s point of view; students’ reading proficiency is still very low whereas the demand is quite high. This study will also integrate reading and writing. Therefore, the next is the discussion of basic theories of writing.

3. Writing

Writing is the same as speaking in terms of the means of communication to other people. Through writing and speaking people try to express their own ideas and feeling towards something. However, writing itself is slightly different from speaking. In writing we use the written symbols to transfer or express our ideas and feeling. Despite that there are some factors that make writing and speaking are different:

1. Physiological factors

Writing does not have clear contextual situation and the real audience. Therefore, the writer should present the situation clearly to the reader. In order to

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present a clear context to the reader the writer needs to consider the reader’s perception and expectation. Meaning to say the writer considers himself as the readers creates an imagination of what probably the reader thinks and the reader’s perception when the readers read the writing. Besides, the writer also needs to choose the words, the style of writing, structures of the next carefully in order to help the readers have the same perception with the writer and obtain the messages of the writing.

2. Linguistic Factors

In writing, the writer should arrange the sentences and develop them in order to convey the messages to the readers. Therefore the writer has to make sure whether the text itself is already one unity of ideas or the text is still not well developed. The writer is expected to compose the sentences coherently and cohesively so the reader can easily get the meaning and the messages from the text.

3. Cognitive Factors

Different from speaking, writing is not actually acquired by the people. Consequently, writing itself needs to be learned and the writer needs to recall the previous knowledge. Recalling the prior knowledge can be done through speaking, furthermore the writer can also pay attention to how to organize the sentences to make the text coherent. In addition acquiring the writing competency is not as quickly as acquiring reading competency. Writing acquisition happens after people acquire speaking. This even makes the L2 learners more frustrated

since they have not acquired L2, whereas, when the learners start to write they tend to translate fromL1 to L2.

This study will design instructional materials, which integrate reading with writing. Reading is seen as the receptive skill, which needs the continuation. On the other hand, writing is a productive skill and the writer needs stimuli in order to be able to write. As the result of this consideration, the writer is going to design materials in which the materials will focus on the reading comprehension and later on the comprehension itself will be used as the stimuli for writing. However, in order to make a good and valid design, the writer needs to find out the theories of integrating reading and writing.

4. The integration of Reading and Writing

In this part, the writer is going to discuss two parts. They are bases of integrating reading and writing and how to integrate reading and writing.

a. The Base of Integrating Reading and Writing

Reading and writing are closely related to each other. Reading is a receptive skill. It refers to that people receive all information into their mind when they are reading (Suwignyo, Widya Dharma Journal, 1999:29). Through reading someone learns a lot of things. Therefore, when someone reads more, the more knowledge he will get. By reading various reading texts, someone will get more various example of writing and get accustomed to the writing style, the sentence structures and the choice of words.

Besides, writing itself is a productive skill. As it is stated by Suwignyo (1999:29), “writing a process of production in the sense that it releases the result

17

of the mind process of thinking.” Writing refers to transforming the idea and thought into written form.

Suwignyo (1999:30) states that reading and writing are closely related to each other. Writing becomes easier if it comes from reading. As stated previously that through reading someone learns various types of writing, the sentence structures, the development of the writing and the diction. On the other hand, reading without any follow up activities such as writing will not give any improvement for the reader itself. However, how the teacher can integrate reading and writing is still a problem for the teacher. Here, the writer discusses some examples that can be done to integrate reading and writing.

b. How to Integrate Reading and Writing

There are some ways which can be done to integrate reading and writing. Suwignyo (1999:35) proposes to the teacher to give an intensive reading in order to direct the students’ attention to particular point. The teacher should be able to select the appropriate reading materials. As Suwignyo (1999:35) states “A well-selected theme of reading materials will considerably assist the students to establish a systematic organization of information.”

The writing activities are done after the reading activities. This might be as the follow up activities from the reading itself. For the best option the teacher may give the students the guide composition (Paulston & Bruder, 1976 as cited by Suwignyo, 1999:35). For example, the teacher assigns the students to make their own composition based on their understanding towards the reading materials or gradually based on the related topics.

According to Raas (Forum, Vol 39 January-March 201:30) the teacher should give the graded reading materials at first. The teacher should start from the simple reading text in order to build the students’ habit of reading. The activities done in class can be in a form of completing the missing words in the reading passage, answering the challenging questions based on the reading text, exploring the students’ opinion and reaction towards the reading materials, summarizing the reading materials and asking the students to write their opinion, attitudes towards the reading and make a composition based on the reading text.

5. Communicative Language Teaching

According to Littlewood (1981: 1), one of the characteristic features of Communicative Language Teaching is that it pays systematic attention on functional as well as structural aspects of language. For others, it means using procedures where learners work in pairs or groups employing available language resources in problem solving tasks.

The Communicative Approach is considered as the most complete method since it can be used to teach all four basic skills, 1.3. speaking, listening, reading, and writing. Common to all versions of the Communicative Approach is a theory of Language teaching that starts from a communicative model of language and language use, and that seeks to translate this into a design for an instructional system, for materials, for teacher roles and learner behaviors, and for classroom activities and techniques. The following are discussed the communicative approach more complete.

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a. Theory of Language

The Communicative approach in Language teaching starts from a theory of language as communication (Richard and Rodgers, 1986: 69). Hymes as quoted by Richard and Rodger (1986: 69) said that the goal of language teaching is to develop communicative competence.

The characteristics of Communicative Language teaching as stated in Richard and Rodgers (1986: 71) are as follows:

1) Language is a system for expression of meaning. 2) The primary function of language is for interaction.

3) The structure of language reflects its functional and communicative uses. 4) The primary units of language are not merely its grammatical and structural

features, but categories of functional and communicative meaning as exemplified in discourse..

b. Theory of Learning

In Communicative Language Teaching (CLT), learning is the conscious representation of grammatical knowledge that has resulted from instruction and it cannot lead to acquisition. Acquisition refers to the unconscious development of the target language system as a result of using the language for real communication. Here are some principles that may be inferred from Communicative Approach:

1) Activities that involve real communication promote learning.

2) Activities in which language is used for carrying out meaningful tasks promote learning.

3) Language that is meaningful to the learner promotes learning.

There are three elements of an underlying learning theory of CLT as stated by Johnson and Rodgers (1986: 72). They are:

1) Communicative principle

Activities that involve real communication promote learning. For instance: asking questions, giving direction, role play, and others.

2) Task principle

Activities in which language is used for carrying out meaningful tasks promote learning. For instance: problem-solving task in group.

3) Meaningfulness principle

Language that is meaningful to the learner supports the learning process so we allow them to use their mother tongue in understanding the second language. For instance: vocabulary, translation.

Learning activities are consequently selected according to how well they engage the learner in meaningful and authentic language use. CLT promotes to introduce the students to the authentic communicative situation. In other word, the learning process should really give the students enough chances to experience the situation that are closely similar to the communication activities.

c. Learner Roles

According to Breen and Candlin as stated in Richard and Rodgers, the role of the learner in CLT is as negotiator between themselves, the learning process, and the object of learning. It means that the learner needs to be involved in the process itself. The learner must take part actively in the process. Every learner is expected

21

to give his/her own contribution on the process of learning to reach a succeeded learning process. What they give to the process affects on what they get from it. The learner may learn from what others contribute to the learning process and vice versa. It may create the interdependent learning situation.

d. Teacher Roles

According to Breen and Candlin as stated in Richar and Rodgers (1986: 85), in CLT the teacher has two main roles. They are:

1) The facilitator

The teacher facilitates the communication between the participants in the class and also facilitates the communication between the participants and the various activities and texts.

2) The participant

The teacher also plays a role as a participant of the learning process.

The second main role is closely related with the secondary role of the teacher in the CLT. They are:

1) As an organizer of resources and the resource itself.

The teacher accommodates the learner with books, texts and handouts which are the source of knowledge and also acts as the resource itself who gives knowledge and information for the students.

2) As a guide within the classroom procedures and activities.

The teacher gives explanation to the learners about what they are going to do in the class, and what is expected from them. The teacher also guides them while they are doing the activity.

3) As a researcher and learner.

The teacher may observe the learning activity to get more knowledge from it. Based on the explanation above, the writer adopts Communicative Language Teaching. Communicative Language Teaching is the basic of Task-Based Learning. It emphasizes on learning language by expressing meaning and conveying information. These two actions can make student have a motivation to learn and a chance to interact. Soon, some researchers discover that realistic and interactive activities can perform well. Those activities are called “task.” This term is become a conception of new teaching strategy.

6. Task-Based Learning

A task-based approach aims to provide learners with natural context for language use. As learners work to complete a task, they have abundant opportunity to interact. Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning.

Feez (1998: 17) summarizes the key assumptions of task-based instruction:

- The focus is on process rather than product.

- Basic elements are purposeful activities and tasks that emphasize

communication and meaning.

- Learners learn language by interacting communicatively and purposefully

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- Activities and tasks can be either those that learners might need to achieve

in real life and those that have a pedagogical purpose specific to the classroom.

- Activities and tasks of a task-based syllabus are sequenced according to

difficulty.

- The difficulty of tasks depends on a range of factors including the previous

experience of the learner, the complexity of the task, the language required to undertake the task, and the degree of support available.

Since motivation plays a significant role in learning and teaching, a language teacher is constantly challenged to find creative and meaningful activities and tasks that will motivate students to be interested and get actively involved in what is going on in their classes. The need to find ways of improving these situations is therefore essential. One alternative is a task-based approach in language classroom.

a. The Procedure of Using Task-Based Learning

A three-stage procedure is commonly recommended by Nunan (1980):

1. Pre-task

- Introduction to the topic and task

- Provision of useful input (listening, reading, brainstorming, etc)

- if necessary, reactivation or provision of essential language

- definition of the task (objectives, procedures, time limits, etc)

2. Task

- Doing the task

- Reporting on the task or presenting the product of the task

(teacher monitoring and guiding as necessary all the time)

3. Post-task

- Focus on the language used

- Practice of the language as necessary

- Retrospective discussion of the task---awareness-raising

Task-Based Learning can be used with other approaches in a number of ways, for example, as an alternative way of introducing new language, to do language review and remedial work, and to do skills, and general language development work.

b. Types of Activities

Pattison (1987) proposes seven activity types:

1. Questions and Answers

The activities are based on the notion of creating an information gap by letting learners make a personal and secret choice from a list language items which all fit into a given frame (e.g. the location of a person or object). The aim is for learners to discover their classmates’ secret choices. This activity can be used to practice almost any structure, function or notion.

2. Dialogues and Role-plays

These can be wholly improvised ‘if learners are given some choice of what to say, and if there is a clear aim to be achieved by what they say in their

25

role-plays, they may participate more willingly and learn more thoroughly than when they are told to simply repeat a given dialogue in pairs’.

3. Matching activities

Here, the task for the learner is to recognize matching items, or to complete pairs or sets.

4. Communication strategies

There activities are designed to encourage learners to practice communication strategies such as paraphrasing, borrowing or inventing words, using gesture, asking for feedback, simplifying.

5. Pictures and picture stories

Many communication activities can be stimulated through the use of pictures (e.g. memory test, spot the difference, sequencing pictures to tell a story).

6. Puzzles and problems

These require learners to make guesses, draw on their general knowledge and personal experience, use their imagination and test their powers of logical reasoning.

7. Discussions and decisions

These require learners to collect and share information to reach a decision (e.g. to decide which items from a list are essential to have on a desert island).

Finally, the integrated-skill approach which is found is task-based language learning instruction can be highly motivating to the students of all ages and background.

7. School-Based Curriculum 2006

After having some renewal curriculum, Indonesia has applied the renewal curriculum, School-Based Curriculum, which is expected to place Indonesia on a better quality of education.

a. Rationale

School-Based Curriculum (2006: 307) strongly states that learning language will be considered successful when the students also study how to communicate in the target language well. Learning English involves learning both the language elements and the language competence. It means that learning English covers learning to understand as well as producing both spoken and written utterances. Furthermore, School-Based Curriculum 2006 elaborates that Senior High School students are highly demanded to gain their knowledge through the learning English process in particular literacy. Students should be capable of obtaining any information through each activity. While enhancing their capability in learning communicating in English, senior high school students are expected to develop their imagination and analytical ability. School-Based Curriculum 2006 also requires them to know both their culture and western culture and how to socialize with people around them. Their capability towards English and their knowledge will lead them to link language to any cultures.

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b. Objectives

There are three major objectives of English language learning based on School-Based Curriculum (2006: 308). It is expected that after learning English, students:

1. Are able to develop language competence both in spoken and written to

achieve particular information literacy.

2. Realize the role of English in a globalization era.

3. Reorganize the connection between language and culture.

c. Competence Standard and Basic Competence

Competence standard may be definable as objectives that students should achieve after learning English. Basic competence is the specification of competence standard. Table 2.1 exemplifies the competence standard and basic competence based on School-Based Curriculum 2006.

Table 2.1: The Competence Standard and the Basic Competence of School-Based Curriculum (Bahan Pelatihan KTSP, 2006: 309-311)

Competence Standard Basic Competence

Listening

Comprehend short monologue text in the form of narrative in a daily life context.

Respond to short spoken monologues in the form of narrative which includes language functions accurately and fluently in a daily life context.

Speaking

Express short monologue text in the form of narrative in a daily life context.

Express the meaning of short monologue spoken texts in the form of narrative accurately and fluently in a daily life context.

Continued from page 27 Reading

Comprehend short essay text in the form of narrative and access knowledge in a daily life context.

Respond to the meaning and the rhetorical steps in written essays accurately and fluently to access knowledge in narrative in a daily life context.

Writing

Express written essay text in the form of narrative in a daily life context.

Express the meaning and the rhetorical steps in written essays accurately and fluently in the form of narrative in daily life context.

B. Theoretical Framework

Some steps are required to make a set of supplementary reading writing materials using task based learning for the tenth grade students of SMA Bopkri 2

Yogyakarta. SMA Bopkri 2 Yogyakarta has already used School-Based

Curriculum 2006. The theoretical description above is seen as a basis to clarify the framework of this study that would guide us into the real discussion.

In conducting this study, the writer uses the combination model of Kemp and Yalden. Those two models are modified to make a framework or guidelines to conduct the study. The reason for choosing the steps from Kemp’s model was since this model emphasizes on three major problems, which are objectives, activities and resources; and also evaluation. Whereas Yalden’s model completes Kemp’s model by emphasizing on wants, needs and desires which are important aspect on the psychology of the classroom. Furthermore, both of them have some steps needed in the study.

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1. Conducting Needs Survey (Yalden’s model)

Needs survey is conducted by distributing questionnaire to eight tenth grade students of Senior High School and interviewing their English teacher. It is meant to know the students’ interest, knowledge, and difficulties in learning English. Besides, it is attempted to find out the feedback from the English teachers of Senior High School about the idea of instructional materials design whether or not it can be applied for the tenth grade students of Senior High School.

2. Stating the Goal, Topics, and General Purposes (Kemp’s model)

The writer decides the goals of designing the materials, select the most appropriate topics for the students, and draw the general purposes of objectives. According to Kemp (1977: 14), goals can be based on three factors “society, learners and subject areas”. To achieve the goals that have been drawn, the writer selects the topics and organizes them well from the simple one to the more complicated one. Stating what the teacher expects the students to achieve from every topic will also help to accomplish the objectives.

3. Stating the Learning Objectives (Kemp’s Model)

The writer specifies the objectives of each topic explicitly and clearly. Therefore, the learners are able to understand and achieve them. The objectives are any activities or behavior that can be measured and observed clearly.

4. Classifying the Subject Content (Kemp’s model)

The writer classifies the specific knowledge and skills. The subject contents are closely connected to the objectives and the students’ needs. There are three elements of subject contents; they are Pre-Task, Task-Cycle, and Language Focus.

5. Selecting the Teaching and Learning Activities (Kemp’s model)

After getting the data from needs analysis and formulating the objectives, the writer selects the activities which can support the student in learning English. It is important for the material designers to choose the activities which are suitable with the students because it will be more effective.

6. Conducting Materials Evaluation (Kemp’s model)

After designing the materials, the writer conducts evaluation. It is done in order to know whether the materials are applicable or not. To find this out, the writer distributed the questionnaire to the two English teachers of SMA Bopkri 2 Yogyakarta and one English language lecturer of Sanata Dharma University. Their opinions and suggestions based on the designed materials will be used to revise the materials.

7. Revising the Designed Materials (Kemp’s model)

The data which has resulted from the distributed questionnaire were processed by the writer. By getting the feedback from the respondents’ comments and suggestions, the writer can use it as the basis for improving and revising the instructional materials into the better one. Finally, the final revision of the designed materials can be used by the target students.

The seven steps above as shown in the following scheme. Moreover, the following scheme is a combination of Kemp’s model and Yalden’s model.

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Classifying the Subject Content

Selecting the Teaching and Learning Activities Conducting Materials

Evaluation Revising the Designed

Materials Conducting Needs Survey

Stating the Goal, Topics, and General Purposes

Stating the Learning Objectives

Figure 2.3. The Writer’s Model

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CHAPTER III

METHODOLOGY

This chapter is intended to give some important information related to the methodology used in this study. It covers methods of the study, research participants, setting, research instruments, data gathering technique, data analysis and research procedures.

A. Research Method

There are two questions in this study as they have been stated in the problem formulation. First, How is a set of Supplementary integrated reading writing materials using task based-learning for the tenth grade students of SMA

Bopkri 2 Ypgyakarta designed? Second, What does the designed set of

Supplementary integrated reading writing materials using task based-learning for the tenth grade students of SMA Bopkri 2 Yogyakarta look like?

This study can be categorized as education research and development (R&D) because the research process of this study is to develop the designed materials. According to Brog and Gall (1983:772), educational research and development (R&D) is a process used to develop and validate educational products.

There are ten steps of R&D. They are research and information collecting, planning, preliminary form of product developing, preliminary field testing, main product revision, main field testing, operational product revision, operational field

  33

testing, final product revision, and dissemination and implementation (Borg and Gall, 1983:775).

In this study, the writer used five steps from the steps stated above. The writer used five steps from the ten steps of R & D since those five steps are appropriate with the procedures of this study. They are:

1. Research and Information collecting

It includes review of literature, classroom observations and preparation of report or state of the art. It is undertaken to collect research findings and other information pertinent to be planned development. It is the step in which the writer gained information used to design the materials. In this step, the writer distributed questionnaires and conducted the interview. The questionnaires were distributed to the tenth grade students of SMA Bopkri 2 Yogyakarta and the interview was conducted to two English teachers of the tenth grade of the same school.

2. Planning

In includes stating of goals and purposes, topics, making of lesson plans and syllabus based on School-Based Curriculum 2006. In this step, the writer decided what goals and purposes the students were going to achieved and what topics she was going to present in the designed materials.

3. Preliminary form of product Developing

It includes preparation of instructional materials, handbooks and evaluation devices. It is the step where the writer designed the materials

using Task-Based Learning approach. It was based on the need analysis which resulted from the questionnaire and interview. After it was gained, the materials were designed. In this step, the writer designed a set of supplementary integrated reading writing materials based on Task-Based Learning for tenth grade students of SMA Bopkri 2 Yogyakarta.

4. Preliminary field testing

It is used the instrument of questionnaire. The purpose of the preliminary field test is to obtain an initial qualitative evaluation of the new educational product. In this step, the writer distributed the questionnaires to one lecturer of English Education Study Program of Sanata Dharma University and to four English teachers of SMA Bopkri 2 Yogyakarta to get the feedback to improve the designed materials.

5. Main product revision

It includes revision of designed materials as suggested by the Preliminary Field Testing results. The revision and improvement of the designed materials would be conducted on the basis of Preliminary Field Testing results.

B. Research Participants

Since there were two kinds of survey, there would be two groups of participants. The first one was the participants of research and information collecting and the second was the participants of preliminary field Testing.

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a. The Participants of Research and Information Collecting

In order to obtain the information about the learners’ needs and interests, the writer distributed questionnaires to tenth grade students of SMA Bopkri 2

Yogyakarta. The total number in the class is 20 students. The writer also

conducted the interview to two English language teachers of the tenth grade. It is as the first step of Research and Development (R & D).

b. The Participants of the Preliminary Field Testing

The participants of the evaluation survey were four English language teachers of SMA Bopkri 2 Yogyakarta and one English lecturer of Sanata Dharma University. It is as the fourth step of Research and Development (R & D). They were expected to give opinions and suggestions of the designed materials. The feedback was important for writer to improve the materials. The table below represents the description of the respondents:

Table 3.1: The Description of the Respondents (Blank)

F/M Educational Background

Teaching Experience (year) Group of

respondents

No

F M S1 S2 S3 1-5 6-10 11-15

16-20

>20

Eng. Lecturer

C. Setting

This study was done in SMA Bopkri 2 Yogyakarta. It is located on Jl. Jend. Sudirman 87 Yogyakarta. The information collection was done in SMA Bopkri 2 Yogyakarta and Sanata Dharma University.

D. Research Instruments

To obtain the data for this study, some instruments were used in Research and information collecting and evaluation.

a. Instruments for Research and Information Collecting

There were two instruments used for this research and information collecting:

1. Questionnaire

Questinnaire is a usefull instrument for collecting survey information, providing structured, often numerical data, being able to administered without the presence of the researcher, and often being comparatively straight forward to analyze (Wilson and Mc Lean. 1994 cited in Cohen, Manion, and Morrison. 2000: 245). It means that questionnaire is an appropriate instrument for this study.

According to research and information collecting step of R & D, the writer distributed the questionnaire to the tenth grade students of the Senior High School to obtain information on the materials needed by the students. In R & D, it is in the research and information collecting step.

2. Interview

Interview is a two-person conversation initiated by the interviewer for the specific purpose of obtaining research-relevant information and focused on content specified by research objectives of systematic description, prediction or explanation (Conell and Khan.1968: 527 cited in Cohen, Manion, and Morrison. 2000: 269). The writer believed that through this instrument, the writer can obtain more information that cannot be obtained in questionnaires.

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According to the research and information collecting step of R & D, the interview in this study was done among the writer and two English teachers of SMA Bopkri 2 Yogyakarta.. Through the interview, the writer was expected to be able to obtain further explanation for unclear answers, which is important to design a set of supplementary integrated English instructional materials using Task-Based Learning for the tenth grade students of Senior High School. The interview was conducted informally.

b. Instrument for Evaluation

After designing the materials, the writer distributed the questionnaire to four English teachers and one English language lecturer of Sanata Dharma University in order to obtain the opinions, suggestions and recommendations which used to improve and revise the designed materials. In R & D, it is in the preliminary field testing step.

E. Data Gathering Technique

This research was done by conducting interview and distributing questionnaires. According to research and information collecting step of R & D, firstly, the writer distributed the questionnaire to the tenth grade students and then the writer conducted the interview with two English teachers of SMA Bopkri 2 Yogyakarta. Those were aimed to know the students’ needs in learning English. After designing the materials, as the preliminary field testing step of R & D, the writer also distributed the questionnaire to other participants. Those respondents were one English language lecturer of Sanata Dharma Universisty and four

English teachers of SMA Bopkri 2 Yogyakarta. The data gathered from the teachers and lecturer were used to make some necessary revision and improvement for the designed materials.

F. Data Analysis Technique

The analysis of the data is as important as any other component of the research process. Regardless of how well the study is conducted, inappropriate analyses can lead to inappropriate conclusions. Therefore, the data analysis is also an important part to be done. In analyzing data, the writer used Likert scale. The data were gathered from the questionnaires and interviews. Next, the data were analyzed to support the process of modifying the instructional integrated English materials using Task-Based Learning.

The writer gave the participants five options representing their agreement, disagreement, and doubt about each statement. The options were presented in the Table 3.2.

Table 3.2: Points of Agreement

Points of Agreement Meaning

1 Absolutely Disagree

2 Disagree 3 Undecided 4 Agree

5 Absolutely Agree

This study used descriptive statistics. Then descriptive statisttics was taken from questionnaires and interview. The result of the questionnaires was used to find out the mode, median and mean. Mode is the value in a distribution that occurs most frequently. Median is the score that is at the centre of the distribution

  39

after the data are arranged in rank order. The mean or average point (X) is obtained by counting the sum of the score (∑X) divided by the number of subject (N). Then the data were presented in the form of table in which the respondents’ opinions on the designed materials were as follows:

Table 3.3: The Central Tendency of the Respondents’ Opinions (Blank)

Frequency of the Points of Agreement

N Respondents’ Opinion Presented in the Form of Central Tendency No Statements

1 2 3 4 5 Mn Med Md

Notes:

N = Number of respondents

Mn = Mean (an average of all scores in a distribution) Med = Median (midpoint in a distribution)

Md = Mode (the most frequent)

The formula is:

X = ∑X N Where X = the average point ∑X = the sum of scores

From the respondents’ degrees of agreement in the questionnaire, the writer determined the average score or mean from them individually and totally. The total mean from all the respondents was used to show whether the designed materials were good and acceptable or not. The assessment of the mean was classified as follows:

0.0 < X ≤ 2 : the designed-materials were poorly designed 2.01< X ≤ 3 : the designed-materials were fairly designed

3.01 < X ≤ 4 : the designed-materials were good, but needed some crucial revisions

4.01 < X ≤5 : the designed-materials were well designed and acceptable, but needed few revisions

The writer made some improvement of the designed-materials based on the data. The result of the design evaluation was the significant main source in this process as it contained feedback and evaluation from the experts.

G. Procedures of the Study

To obtain valid and reliable data more easily, the writer made clear steps in such a way, that one step will not overlie each other. The steps were arranged and carried out in an organized cycle so that the steps helped the writer in the process of collecting data. The procedures can be elaborated as follows:

1. Research and Information collecting

In instructional Design, this step was related to Needs Survey step. The writer tried to obtain some information about some theories related to task-based

  41

learning, the integration of reading and writing, school-based curriculum. The writer used any kinds of reliable sources as books, articles, and the internet. The writer also distributed questionnaires and conducted the interview. The questionnaires were distributed to the tenth grade students of SMA Bopkri 2 Yogyakarta and the interview was conducted to two English teachers of the tenth grade of the same school.

2. Planning

Before designing the materials, the writer decided what goals and purposes the students were going to achieved and what topics she was going to present in the designed materials. The writer also made lesson plans and syllabus based on School-Based Curriculum 2006. In instructional design, this procedure was related to the Goals, Topics and General Purposes Formulation step.

3. Stating the Learning Objectives

The writer specified the objectives of each topic explicitly and clearly. Therefore, the learners were able to understand and achieve them. The objectives were any activities or behavior that could be measured and observed clearly. 4. Classifying the Teaching and Learning Activities

After getting the data from needs analysis and formulating the objectives, the writer selected the activities which can support the student in learning English. 5. Product Developing

The writer developed the preliminary form of product based on the need analysis which resulted from the questionnaire and interview. After it was gained, the materials were designed. In this step, the writer designed a set of

supplementary integrated reading writing materials using task-based learning for tenth grade students of SMA Bopkri 2 Yogyakarta.

6. Evaluating

In this step, the writer distributed the questionnaires to one lecturer of Sanata Dharma University and to four English teachers of SMA Bopkri 2 Yogyakarta in order to find out whether the designed materials were suitable for the students. 7. Revising the Designed Materials

In the last step, the writer improved the designed materials. The result of the design evaluation in the preceding step was the basis to revise the designed-materials. The figure 3.1 summarizes the research procedures.

Figure 3.1: The Research Procedure

 

Research and Information collecting

Planning

  Stating the Learning Objectives Classifying the Teaching

and Learning Activities

Product Developing  

Evaluating   Revising the Designed

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the results and discussion of the steps of designing a set of supplementary integrated reading writing materials using Task-Based Learning for the tenth grade students of SMA Bopkri 2 Yogyakarta. This chapter answers two questions elaborated in the problem formulation. The discussion is divided into two parts. The first part discusses the result of the steps of designing the integrated materials. The second part presents the final version of the designed set of integrated materials.

A. The Steps in Designing a Set of Materials

Some steps are needed in designing the materials. Therefore, the writer presents a design model which covers seven stages resulting from the combination and modification of the instructional design model of Kemp’s and Yalden’s. Those stages are the main answer to the first question which is stated in the problem formulation. The elaboration of each stage is stated as follows:

1. Research and Information Collecting

The writer conducted research and information collecting as the initial step. It is important to collect information about the students’ needs, interests and difficulties in learning English. The data of the research and information collecting were obtained by distributing questionnaire to the tenth grade students of SMA Bopkri 2 Yogyakarta and conducting interview with their English teachers

   

to clarify the information that was not covered in the questionnaire. The result of the questionnaire and interview are presented as follows.

a. The Data from the Questionnaire

The questionnaire was distributed to 20 students of class X-A of SMA Bopkri 2 Yogyakarta. The writer used closed-form questionnaire. It means that the students as the participants chose the appropriate answer that represents their actual situation by crossing one or more of the options in the questionnaire. The table of the results of the research and information collecting is presented as follows:

Table 4.1: The Result of the Needs Survey

No Questions Responses Percentage

1. Do the respondents have any difficulties in reading?

a. Yes b. No

66.7% 33.3% 2. If the respondents have any

difficulties in reading, what make the respondents difficult in reading?

a. Grammar b. Vocabulary c. Diction

d. The theme of the passages

57.4% 19.1% 33.3% 57.1% 3. Do the respondents often feel

bored in reading?

a. Yes b. No

71.4% 28.6% 4. What make the respondents fell

bored?

a. The theme

b. The monotonous activity c. The passages are too long d. The difficult vocabulary

19.1% 66.7% 42.9% 47.6% 5. How do the respondents

understand the passages in English?

a. Read the whole passage without deal with the new vocabulary

b. Read and find out the new vocabulary in the dictionary

c. Find out the new vocabulary first, then read the whole passage d. Read part of the passage

and find out the new vocabulary

38.1%

23.8%

14.3%

23.8%

 

   

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Continued from page 44

6. What activities do the respondents want in learning reading?

a. Discussion

b. Retell the story orally c. Rearrange the parts of a

story d. Lecturing 38.1% 33.3% 14.3% 14.3% 7. Do the respondents have any

difficulties in writing?

a. Yes b. No

71.4% 28.6% 8. If the respondents have any

difficulties in writing, what make the respondents difficult in writing? a. Grammar b. Vocabulary c. Activity d. Topic 61.9% 57.1% 33.3% 57.1% 9. How do the respondents make a

composition in English?

a. Make the whole

composition in Indonesia then translate in into English

b. Make the outline in Indonesia then write the composition in English c. Make the outline in

English the write the composition in English d. Write the composition in

English directly

33.3%

47.6%

9.5%

9.5% 10. What do the respondents do when

the respondents find new vocabulary?

a. Find the meaning of new vocabulary in the dictionary b. Ask the teacher c. Neglect it d. Ask friends

38.1%

33.3% 14.3% 14.3% 11. Do the respondents often read the

references when the respondents get an assignment to make a composition?

a. Yes b. No

61.9% 38.1%

12. What references do the respondents read when the respondents get an assignment to make a composition?

a. Book

b. Article from the internet c. News paper

d. Journal

23.8% 42.9% 23.8% 9.5% 13. What activities do the

respondents want in learning writing?

a. Jumbled sentences b. Retell the story using

your own words c. Tell a story from the

pictures

d. Continue the story

90.5% 23.8% 47.6% 4.8%

   

Continued from page 45

14. Choose 8 topics that the respondents want to learn.

a. Film b. Shopping c. Animals d. Self Identity e. Profession f. Environment g. Tales

h. Food and Drink i. My school j. Sport

k. Great woman l. Feeling

m. Daily Activities n. Tragedy o. Party p. Events q. Clothes 38.1% 19.5% 76.2% 38.1% 19.5% 42.9% 52.4% 52.4% 47.6% 38.1% 66.7% 23.8% 28.6% 4.8% 71.4% 47.6% 76.2%  

The results of the questionnaire provide significant information for the writer, such as their interest and difficulties in learning English especially in developing reading and writing skill. By knowing the problems faced by the English tutorial; students, the writer can develop the appropriate materials that can help them to solve their problems in developing reading and writing skill. The writer divided the questionnaire into three main parts. The first part is about reading, the second is about writing and the last part is about the topics of the materials. The writer found that the biggest problem faced by the students in reading is about grammar. The solution of this problem is that the writer develops the materials that provide the learners with some exercises dealt with grammar. The second major problem that makes the students difficult to read is about the theme of the passages. This problem can be solved by provide reading passages which are related to their daily life. The next two problems are related to vocabulary. The solution for this

 

   

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problem is that the writer develops the materials that provide some exercises dealt with vocabulary.

The writer also found some interesting facts. Most of the participants like fun teaching techniques. The old teaching technique such as lecturing is less liked by the participants. The writer will design the materials by applying some techniques that are chosen by most of the participants such as discussion, retell the story, and rearrange the parts of story.

In the writing section, the writer found other facts. The biggest problem faced by the students in developing writing skill is about grammar. Dealing with this problem, the writer develops materials with some exercises on grammar. For example, the students are given task to rearrange the paragraphs using time connectors. The next problem is about vocabulary. This problem can be solved by providing vocabulary review each unit. The third problem is about the theme. For this problem, the writer uses themes which are related to their daily activities. Therefore, the students will be familiar with the topics. The last problem is about activity. This problem can be solved by providing interesting activities that motivate the students to write. From the table 4.1, the writer found that the participants like fun activities in writing. Therefore, the writer will design the materials by applying some techniques that are chosen by most of the participants such as jumbled sentences, retell the story from the pictures, and retell the story using their own words.

The participants were interested in various kinds of topics learning. The writer had provided the topics of learning, such as announcement text,

   

advertisement text, invitation text, narrative text, descriptive text, and news item text. Then, there are eighteen themes that were provided by the writer in the questionnaire. They were Film, Shopping, Animals, Self Identity, Profession, Environment, Tales, Food and Drink, My school, Sport, Great woman, Feeling, Daily Activities, Tragedy, Party, Events, Clothes. Nevertheless, the writer only used eight themes that were preferable by the most of the participants. They were Events, Food and Drink, Party, Animals, Tales, Great Woman, Tragedy, and Pollution.

b. The Data from the Interview

In order to obtain more information that cannot be obtained in questionnaires, the writer also interviewing two English teachers of SMA Bopkri 2 Yogyakarta. From the results of the interview, both of the teachers realized that not all the students have good skill in reading and writing. The students were not really enthusiastic in reading and writing. They thought that reading and writing were very difficult. Therefore, they felt bored when they were practicing reading and writing. Both of the teachers mentioned that the tenth grade students of SMA Bopkri 2 Yogyakarta were in the beginner level. The teachers had employed several activities and resources in the teaching-learning process. The activities conducted by the teachers were reading together, class discussion, writing a story, and so on. Both of the teachers explained that the problem faced by the students in reading is related to grammar while the problem in writing is related to the students’ motivation.

 

   

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Based on the result of the interview with the two English teachers of SMA Bopkri 2 Yogyakarta, the general characteristics of the tenth grade students of SMA Bopkri 2 Yogyakarta could be described as follows:

a. The students were not really enthusiastic in reading and writing.

b. The teachers had employed several activities and resources in the teaching-learning process

c. The problem faced by the students in reading is related to grammar while the problem in writing is related to the students’ motivation The data from the Research and Information collecting step shows that the students have their wants, needs, and ability. They have various difficulties in reading and writing. Hopefully, by designing the materials, the writer can fulfill the students’ wants and needs so that they can develop their reading and writing skill.

2. Planning

The data from Research and Information Collecting were used as the basis in the Planning step. In this step, the writer stated the goals, topics, and general purposes of the designed materials. The goals of designing the materials were formulated after conducting research and information collecting. Hence, the goal of designing the materials is to make the students more interested and enthusiastic in developing reading and writing skill.

Besides, the topics of each unit were also formulated in this step. The topics that would be presented in each unit were taken from the School-Based Curriculum 2006 and the English syllabus of SMA Bopkri 2 Yogyakarta. the

   

reading materials were based on the level of reading comprehension. Therefore, the materials had the same topics as which were in the syllabus. Then, there were eight units with some topics elaborated in this designed set of materials. The units, and the topics were presented in the as follows:

Table 4.2: The Topics in the Designed Materials

Unit Topics Titles

1. Announcement text What is It about? 2. Advertisement text Let’s Eat

3. Invitation text Congratulations 4. Narrative text Once Upon A Time… 5. Narrative text Tell Me the Story 6. Descriptive text She is Great 7. News item text Who have Killed? 8. News item text Save My Earth

Furthermore, the general purposes which should be achieved by the students towards the designed materials were also formulated in this step. The general purposes of the whole units in the designed materials were stated as the basic competencies in the School-Based Curriculum 2006 and the syllabus of SMA Bopkri 2 Yogyakarta. The following table presents the basic competencies of the whole units.

Unit 8: POLLUTION

 

   

 

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Unit 8: POLLUTION

 

   

 

44

maximum amplification of noise. Is this to be the fate of us all, as our ears are assaulted by the sounds of technology?

And must we also wait for the desecration of our countryside, until our eyes can only see the mounds of plastic rubbish occasioned by our throw ‘away civilization? All around us open fields are being replaced with concrete structures, a walk through a wood means a wade through the litter of our society, and a country stream is no longer alive and sparkling in its course, but its sluggish and evil-smelling waters are colored with chemical effluents, as they wind slowly through piles of cans, broken bottles and rotting vegetation. Fish are few, as few can survive in these waters, and we no longer have the pleasure of seeing kingfishers skimming the water as they catch their food, but are faced instead with the bleary eye and bloated corpse of some unfortunate trout, a victim of progress and pollution.

Taken from http://www.planetozkids.com/oban/newsitem/pollution.html

I. Match these paragraph headings with the appropriate paragraph.

1. Noise pollution (paragraph . . .)

2. Air pollution (paragraph . . .)

3. Land and water pollution (paragraph . . .)

4. One of the serious problems at present (paragraph . . .)

II. Decide if the statements are true (T) of false (F) based on the text above.

1. [ ] Modern technology doesn’t produce negative effects.

2. [ ] Smoke from factories endangers our sense of smell.

3. [ ] Air pollution has nothing to do with the damage to the walls of

buildings.

4. [ ] An effective way to control air pollution is being well

implemented.

Unit 8: POLLUTION

 

   

 

46

47

I. Change the following sentences into passive voice statements. Leave out the words bold.

1. They made this watch in Japan.

______________________________________________________________ 2. Someone cleans the room every day.

______________________________________________________________ 3. Susan left the lights on all night.

______________________________________________________________

4. We make butter from milk.

______________________________________________________________

5. They repaired that bright last month.

______________________________________________________________

6. They close the shop every Sunday.

______________________________________________________________ 7. Cathy had invited me to the party.

______________________________________________________________ 8. The guests ate up all the sandwiches.

______________________________________________________________ 9. The cat chased that rat all day long.

______________________________________________________________ 10.The family sold that big house.

II. More Practice.

Imagine you were a reporter for various newspapers. Use your imagination, and write a report on pollution in your town.

You may use the following points in your writing. What pollution it is

Why the pollution happened