A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A SET OF ANALYTICAL EXPOSITION TEXT SPEAKING
MATERIALS USING VIDEOS TO DEVELOP STUDENTS’
CRITICAL THINKING FOR 11th GRADER OF LANGUAGE
DEPARTMENT OF SMA STELLA DUCE 2 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Asri Purnamasari
Student Number: 071214129

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY

YOGYAKARTA
2011

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A SET OF ANALYTICAL EXPOSITION TEXT SPEAKING
MATERIALS USING VIDEOS TO DEVELOP STUDENTS’
CRITICAL THINKING FOR 11th GRADER OF LANGUAGE
DEPARTMENT OF SMA STELLA DUCE 2 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Asri Purnamasari
Student Number: 071214129


ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2011

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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I dedicate this thesis to:
My Jesus Christ and Mother Marry
My Beloved Parents, Families, and Friends


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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.

Yogyakarta, 7th December 2011

The Writer

Asri Purnamasari
071214129

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Asri Purnamasari
NIM

: 071214129

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:

A SET OF ANALYTICAL EXPOSITION TEXT SPEAKING MATERIALS
USING VIDEOS TO DEVELOP STUDENTS’ CRITICAL THINKING FOR
11th GRADER OF LANGUAGE DEPARTMENT OF SMA STELLA DUCE 2
YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari sayameupun
memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai
penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 7 Desember 2011

Yang menyatakan
Asri Purnamasari

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ABSTRACT

Purnamasari, Asri. 2011. A Set of Analytical Exposition Text Speaking Materials

Using Videos to Develop Students’ Critical Thinking for 11th Grader of Language
Department of SMA Stella Duce 2 Yogyakarta. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
In learning English, especially learning an analytical exposition text
speaking materials, students often find difficulties to build and share their opinion
and arguments about some cases in their speaking activity. This problem happens
because the students lack media to support them to find background information
about the case or topic of speaking activities. In fact, in this present English
learning in teenagers especially in senior high school, teachers attempt to provide
modern and creative learning English activity using effective media in the
classroom. Knowing the fact that speaking skill in analytical exposition is
important, the researcher does this research in order to design more appropriate set
of Analytical Exposition Text speaking materials using videos to develop
students’ critical thinking for 11th Grader of Language Department of SMA Stella
Duce 2 Yogyakarta.
This research was carried out to answer two research questions: (1) how is
a set of Analytical Exposition Text speaking materials using videos to develop
students’ critical thinking for 11th Grader of Language Department of SMA Stella
Duce 2 Yogyakarta designed? and (2) what does a set of designed Analytical
Exposition Text speaking materials using videos to develop students’ critical

thinking for 11th Grader of Language Department of SMA Stella Duce 2
Yogyakarta look like?
To answer the first research question, the researcher employed five stages
of the Research and Development (R&D) methodology proposed by Borg and
Gall (1986) as the umbrella of the researcher’s model. The researcher
implemented Kemp’s model of instructional design (1977) which was supported
by Tyler’s approach (1974) to establish educational goals. Borich’s model of
planning process (1996) was also implemented in this research in order to make
the process of designing the materials more effective. In listing the subject
content, the researcher considered the materials adaptation from Tomlinson and
Masuhara (2004). Next, to choose appropriate videos, the researcher applied
principle factors in Interactive Multimedia Learning Environment (IMLE) design
and development stated by Boyle (1997). Then, to select teaching and learning
activities and instructional resources that would treat the subject content so the
students will accomplish the objectives, the researcher focused on three essential
steps in lesson preparation proposed by Davies (1981). Based on the evaluation
done by distributing post-design questionnaires to 5 respondents, the result
showed that the mean of each statement ranges from 3.6 up to 4.6 in the scale 5. It
is considered that a set of English Analytical Exposition Text speaking materials
using videos to develop students’ critical thinking are appropriate and acceptable

for the 11th Grader of Language Department of SMA Stella Duce 2 Yogyakarta.
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To answer the second research question, the researcher presented the final
version of the speaking materials after conducting some revisions based on
comments and suggestions from the post-designed respondents. The material
consists of four units. Every unit of the designed materials includes two stages,
and in every stage there are four sections, namely Let’s Start, Let’s Focus, Let’s
Practice, and Let’s Review.
Finally, it is expected that the English speaking materials will help the 11th
Grader of Language Department of SMA Stella Duce 2 Yogyakarta to learn
English Analytical Exposition Text speaking materials using videos to develop
students’ critical thinking through the tasks and activities offered. Hopefully, the
designed materials give contributions to the teachers and other researchers who
are interested in doing further research.

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ABSTRAK
Purnamasari, Asri. 2011. A Set of Analytical Exposition Text Speaking Materials
Using Videos to Develop Critical Thinking for XI Grade of Language Department
of SMA Stella Duce 2 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa
Inggris, Universitas Sanata Dharma.
Dalam membelajari Bahasa Inggris, khususnya mempelajari teks
Ekposisi Analitis, siswa sering menghadapi kesulitan dalam membangun dan
menyampaikan pendapat serta argumentasi mereka mengenai topik pembicaraan
dalam ketrampilan berbicara. Permasalahan ini terjadi karena siswa kekurangan
media untuk mendukung mereka dalam menemukan informasi mengenai
permasalahan dan topik pembicaraan tersebut. Pada kenyataannya, dalam proses
pembelajaran Bahasa Inggris bagi para remaja saat ini khususnya di sekolah
menengah atas, guru mencoba untuk menyediakan aktivitas modern dan kreatif
dalam pembelajaran Bahasa Inggris dengan menggunakan media yang efektif di
dalam kelas. Berdasarkan kenyataan bahwa pentingnya kemampuan berbicara
dalam Teks Ekposisi Analitis, peneliti melakukan penelitian ini untuk membuat
set materi pembelajaran berbicara Teks Ekposisi Analitis dengan menggunakan
videos untuk mengembangkan pemikiran kritis siswa kelas 11 jurusan bahasa di

SMA Stella Duce 2 Yogyakarta.
Penelitian ini dilaksanakan untuk menjawab 2 masalah penelitian: (1)
bagaimana set materi pembelajaran berbicara Teks Ekposisi Analitis dengan
menggunakan videos untuk mengembangkan pemikiran kritis siswa kelas 11
jurusan bahasa di SMA Stella Duce 2 Yogyakarta dirancang? dan (2) seperti
apakah set rancangan materi pembelajaran berbicara Teks Ekposisi Analitis
dengan menggunakan videos untuk mengembangkan pemikiran kritis siswa kelas
11 jurusan Bahasa di SMA Stella Duce 2 Yogyakarta tersebut?
Untuk memjawab pertanyaan pertama dalam rumusan permasalahan,
peneliti menggunakan 5 langkah metodologi penelitian dan pengembangan yang
dikemukaan oleh Borg dan Gall (1986) sebagai payung untuk model rancangan
pembelajaran bagi peneliti. Peneliti menerapkan model rancangan pembelajaran
yang dikemukakan oleh Kemp (1977) yang didukung oleh pendekatan untuk
membangun tujuan yang bersifat edukatif yang dikemukakan oleh Tyler. Model
proses perencanaan yang dikemukakan oleh Borich juga diterapkan dalam
penelitian ini untuk membuat proses perancangan materi pembelajaran menjadi
lebih efektif. Dalam menentukan kegiatan pembelajaran, peneliti menerapkan
adaptasi material yang dikemukakan oleh Tomlinson dan Masuhara. Selanjutnya,
untuk memilih videos, peneliti menerapkan faktor dasar dalam perancangan dan
pengembangan lingkungan pembelajaran dengan multimedia yang interaktif yang

dikemukakan oleh Boyle. Kemudian, untuk kegiatan belajar dan mengajar serta
sumber belajar yang akan menuju pada kegiatan pembelajaran, sehingga siswa
dapat mencapai tujuan pembelajaran, peneliti berfokus pada tiga langkah penting
dalam persiapan pembelajaran yang dikemukakan oleh Davies. Berdasarkan hasil
evaluasi yang dilaksanakan dengan menyebarkan kuesioner kepada 5 responden,

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hasil menunjukkan bahwa nilai tengah dari tiap pernyataan berkisar antara 3.6
sampai 4.6 dari skala 5. Maka dapat disimpulkan bahwa set materi pembelajaran
berbicara Teks Ekposisi Analitis dengan menggunakan videos untuk
mengembangkan pemikiran kritis siswa kelas 11 jurusan Bahasa SMA Stella
Duce 2 Yogyakarta tersebut baik dan dapat diterima.
Untuk menjawab pertanyaan kedua dalam rumusan permasalahan, penulis
menyajikan versi akhir dari materi pembelajaran setelah mendapat komentar dan
masukan dari responden. Materi pembelajaran berbicara terdiri dari 4 unit yang
dalam setiap unitnya mempunyai 4 bagian yaitu Let’s Start, Let’s Focus, Let’s
Practice, and Let’s Review.
Akhirnya, diharapkan bahwa materi pembelajaran tersebut akan membantu
siswa kelas 11 jurusan Bahasa SMA Stella Duce 2 Yogyakarta untuk
mengembangkan ketrampilan berbicara mereka dalam Teks Ekposisi Analitis
dengan menggunakan videos untuk mengembangkan pemikiran kritis siawa
tersebut melalui tugas dan aktifitas yang ditawarkan. Semoga materi pembelajaran
tersebut memberikan kontribusi terhadap para guru dan peneliti yang tertarik
untuk meneliti bidang ini lebih lanjut.

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ACKNOWLEDGEMENTS

My greatest gratitude goes to my One, Jesus Christ, for His marvelous
grace, everlasting love and endless guidance throughout my life. Without Him, I
could not have passed the hard times in completing my thesis. I would like to
express my thankfulness to Mother Mary for wonderful mercy and prayer.
I am particularly indebted to Agustinus Hardi Prasetyo, S.Pd., M.A. as my
advisor, who has been willing to devote his valuable time to read, correct and give
suggestions on my thesis patiently. Without his help, I would not be able to finish
my thesis.
I owe a great debt to Gregorius Punto Aji, S.Pd., M.Hum., Fidelis Chosa
Kastuhandani, S.Pd., M.Hum. and Adesti Komalasari, S.Pd., M.A. for their
invaluable assistance to evaluate my designed materials. I also thank all of the
secretariat staff of English Language Education Study Program of Sanata Dharma
University and all librarians who have assisted me during the completion of my
thesis. I also address my deepest gratitude to all English Language Education
Study Program lecturers who kindly and patiently teach me from the first semester
as the beginner in English language education until now, I can finish my thesis
and I can get much knowledge which is very useful for my everlasting life. Hope
that all of them might get the best blessing from Jesus Christ for the whole
dedications as lecturers in Sanata Dharma University and I will always pray for all
of them.
My sincere gratitude is sent to SMA Stella Duce 2 Yogyakarta for
allowing me to do this research for my thesis. I also thank B. Gunarso Sarwoko,
S.Pd. and Otniel Nugroho Jonathan, S.Pd., M.Hum., for their kindness and
willingness to evaluate my materials design. Hopefully, the materials will be
useful for teaching and learning Analytical Exposition Text speaking materials
using videos to develop students’ critical thinking for 11th grader of language
department of SMA Stella Duce 2 Yogyakarta. I give my gratitude also for my
beloved students in SMA Stella Duce 2 Yogyakarta, especially the 11th grader of
language department of SMA Stella Duce 2 Yogyakarta who enthusiastically

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responded and became the participants for the whole steps of finishing this thesis.
I also thank my beloved Stero Debate Club students who have given me
inspiration, support and spirit to finish my thesis.
My deepest gratitude goes to my beloved parents Yohanes Wasana
Minarta and Nanik Haryati Anyuk for the endless love and prayer for me. I owe
my beloved little sister Emerensiana Jayati Wahastuti who always gives me
support and spirit in my life, especially in finishing my thesis. I give my best
gratitude to Wiliyanto Djung who loyally accompanies me in every struggle of my
life, moreover in doing my thesis and along my journey of learning in English
Language Education Study Program of Sanata Dharma University. I thank them
all for their unconditional love and support. They have taught me how to value life
in wonderful way. I love them all.
I address my gratitude to my other families for their support both
spiritually and financially to Maryati Steiner and families, Yuliani Steiner and
families, Romo Andalas, Pak Lek Gunarto and families, and all of my families. I
thank them for all prayers and blessing in the whole process of finishing my
thesis.
My special thanks go to my beloved friends. I thank them for coloring my
life, sharing, laughs and loves. I thank the Class C of English Language Education
Study Program of year 2007 students who become the friends from the first
semester, give wonderful friendship and give many meaningful value of life
during the togetherness in learning. I also address my gratitude to Lala, Bre,
Popon, Asty, Haya, Dei, Raras, Yusak, Seto and Icha for the togetherness and
friendship during my study at Sanata Dharma University since the first semester. I
thank the Edulight members (Yohanes Heri Pranoto, S.Pd., Nidya Kusuma P.
S.Pd., Susana Tri Cahyani, Asep Nugroho, Wendy Rahmad Biyadi, Bretya and
Gloria) for the hard work and companionship. For my best friends, Dwi Yulianto
Nugroho, S.Pd., Susana Tri Cahyani, Lidwina Widawati, who always understand
and give me support in every parts of my life.
I thank my Syantikara Dormitory members, especially Ugal Members,
Maria Stela Maris Musi (Sutela), Saviri Rahyu (Sapi), Angga, Wico, Alan Sun for

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precious moments during these 4 years and the most special one Sr. Benedicte for
caring and loving me. The last, I also give my deepest gratitude to all the people
whose name I cannot mention one by one for their practice, friendship and
attention. I thank you very much for the whole people around.

With Love,
Angela Asri Purnamasari

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TABLE OF CONTENTS

Page

TITLE PAGE................................................................................................. i
APPROVAL PAGES………………………………………………………

ii

DEDICATION PAGE……………………………………………………..

iv

STATEMENT OF WORK’S ORIGINALITY…………………………….

v

PERNYATAAN PERSETUJUAN PUBLIKASI……………………………..

vi

ABSTRACT………………………………………………………………..

vii

ABSTRAK…………………………………………………………………..

ix

ACKNOWLEDGEMENTS……………………………………………….

xi

TABLE OF CONTENTS………………………………………………….

xiv

LIST OF TABLES………………………………………………………...

xviii

LIST OF FIGURES……………………………………………………….

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LIST OF APPENDICES………………………………………………….

xx

CHAPTER 1. INTRODUCTION
1.1 Research Background……………………………….... 1
1.2 Research Problem…………………………………….. 7
1.3 Problem Limitation…………………………………… 7
1.4 Research Objective…………………………………… 8
1.5 Research Benefits…………………………………….. 9
1.6 Definition of Terms…………………………………… 11

CHAPTER 2. REVIEW OF RELATED LITERATURE
2.1 Theoretical Description………………………………

19

2.1.1 Material Design Models……………………………

20

2.1.1.1 Instructional Design Model……………………… 21
2.1.1.1.1 Kemp’s Model…………………………………. 22
2.1.1.1.2 Borich’s Model………………………………… 25

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2.1.1.1.3 Davies’ Model………………………………….

26

2.1.1.2 Interactive Design Model for the Videos Design… 30
2.1.2 Tyler’s Approach…………………………………… 32
2.1.3 English Standard and Basic Competence 2006 for
Senior High School………………………………………. 33
2.1.4 Material Adaptation………………………………..

34

2.1.5 English Analytical Exposition Text………………..

36

2.1.6 Teaching Speaking Skill………………………….

38

2.1.7 Videos and English Language Teaching………..

38

2.1.7.1 Videos as an Audiovisual Aid in English
Language Teaching……………………………………….. 38
2.1.7.2 Videos Application In English Language Teaching 40
2.1.7.3 The Potential and Limitations of Videos………….. 40
2.1.7.4 The Visual Element in Communication…………... 41
2.1.7.5 Teaching with Videos…………………………….

42

2.1.7.6 Using Videos in Language Teaching…………….. 45
2.1.8 Critical Thinking…………………………………….. 46
2.2 Theoretical Framework………………………………… 48

CHAPTER 3. RESEARCH METHODOLOGY
3.1 Research Method………………………………………. 53
3.2 Research Setting………………………………………. 66
3.3 Research Participants………………………………….. 67
3.3.1 Research Participants of the Pre-design Study……… 67
3.3.2 Research Participants of the Post-design Study……

68

3.3.3 Research Subject…………………………………… 69
3.4 Instruments and Data Gathering Technique…………… 69
3.4.1 Instruments…………………………………………...70
3.4.1.1 Questionnaire………………………………………. 70
3.4.1.2 Interview and Observation………………………… 71
3.4.2 Data Gathering Technique…………………………… 72

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3.4.2.1 Schedule…………………………………………… 72
3.4.2.2 Technique of Selecting The Respondents…………. 73
3.5 Data Analysis Technique………………………………. 74
3.5.1 Data Analysis Technique of the Pre-design Study

74

3.5.2 Data Analysis Technique of the Post-design Study

75

3.6 Research Procedures………………………………….. 78

CHAPTER 4. RESEARCH RESULTS AND FINDINGS
4.1 The Result of Elaboration of the Steps of the Researcher’s
Model Taken from Kemp’s Instructional Design Model to Design
A Set of Analytical Exposition Text Speaking Materials Using
Videos to Develop Students’ Critical Thinking for 11th Grader of
Language Department of SMA Stella Duce 2
Yogyakarta………………………………………………... 83
4.1.1 Gaining knowledge of inputs to the planning process:
learning needs…………………………………………….. 84
4.1.1.1 The Result and Analysis of the Questionnaire……. 85
4.1.1.2 The Result and Analysis of Interview the Students 94
4.1.1.3 The Result and Analysis of Interview the Teachers 104
4.1.2 Considering Goals, Listing Topics, Stating the
General Purposes…………………………………………. 112
4.1.2.1 Goals……………………………………………….. 112
4.1.2.2 Topics…………………………………………….....114
4.1.2.3 General Purposes………………………………….. 115
4.1.3 Enumerating the Important Characteristics of the
Learners…………………………………………………… 117
4.1.3.1 Academic Factors…………………………………. 117
4.1.3.2 Social Factors……………………………………… 118
4.1.4 Specifying the Learning Objectives to be Achieved

120

4.1.5 Listing the Subject Content that Supports each
Objective…………………………………………………. 122

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4.1.5.1 Activities to Know the Students’ Knowledge
(Pre-Activities)……………………………………………. 123
4.1.5.2 Activities to Give the Students Knowledge
(Main-Activities)………………………………………….. 123
4.1.5.3 Activities to Explore the Students’ Achievements
(Post-Activities)…………………………………………… 125
4.1.6 Choosing the Appropriate Videos for the Topic of
Learning…………………………………………………… 125
4.1.7 Selecting Teaching/Learning Activities and
Designing Instructional Materials……………………….... 128
4.1.7.1 Teaching/Learning Patterns……………………….. 128
4.1.7.1.1 Group Presentation………………………………. 128
4.1.7.1.2 Individualized Learning…………………………. 129
4.1.7.1.3 Interaction between Teacher and Students……. 130
4.1.7.2 Instructional Resources…………………………….. 130
4.1.7.2.1 Selecting Media (Videos)………………………... 130
4.1.7.2.2 Making the Final Decision on Media (Videos)… 131
4.1.8 Evaluating the Designed Materials………………….. 131
4.1.9 Main Product Revision………………………………. 142
4.2 The Brief Description of A Set of Analytical Exposition Text
Speaking Materials Using Videos to Develop Students’ Critical
Thinking for 11th Grader of Language Department of SMA Stella
Duce 2 Yogyakarta………………………………………… 144

CHAPTER 5. CONCLUSIONS AND RECOMMENDATIONS
5.1 Conclusions……………………………………………. 149
5.2 Recommendations……………………………………. 151
5.2.1 For Senior High School English Teachers…………… 152
5.2.2 For Future Researchers………………………………. 153
REFERENCES……………………………………………………………. 154
APPENDICES…………………………………………………………….. 157

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LIST OF TABLES

Table

Page

1.1 Students Speaking Skill Activities Rubric……………………………. 15
3.2 The Blueprint of the Results of the First Part of the Post-Design
Questionnaire……………………………………………………………… 77
4.1 The Result of the Questionnaire for 24 Students……………………… 85
4.3 General Purposes of the Designed Material…………………………… 115
4.4 The Objectives of the Designed Material……………………………… 120
4.5 The Description of the Respondents…………………………………… 132
4.6 The Result of The Selected Response Questionnaire………………….. 133

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LIST OF FIGURES

Figure

Page

2.1 The Kemp’s Instructional Model……………………………………… 24
2.2 Borich’s Stages of Planning Process…………………………………... 25
2.3 Davies’ Preliminary Steps in Lesson Planning………………………... 27
2.4 Davies’ Main Steps in Lesson Planning……………………………….. 28
2.5 Davies’ Final Steps in Lesson Planning……………………………….. 30
2.6 A Schematic Overview of the Principle Factors in IMLE Design
and Development………………………………………………………….. 31
2.7 Tyler’s Approach to Establish Educational Goals…………………….. 33
2.8 A Model of Cooperative Learning…………………………………....... 48
2.9 The Steps Used to Design the Set of Instructional Material in
This Study…………………………………………………………………. 52
3.1 The R&D Cycle and the Researcher’s Model………………………..... 64

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LIST OF APPENDICES

APPENDICES…………………………………………………………...... 157
APPENDIX A: Surat Ijin Penelitian………………………………............. 158
APPENDIX B: The Observation Checklists…………………………..........160
APPENDIX C: The Lists of Questionnaire & Interview Questions….......... 164
APPENDIX D: The Post-design Questionnaire………………………........ 173
APPENDIX E: The Student’s Book………………………………….......... 177

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CHAPTER 1
INTRODUCTION

This thesis is conducted to design a set of Analytical Exposition Text
Speaking Materials for 11th Grader of Language Department of SMA Stella Duce 2
Yogyakarta using Videos to Develop Students’ Critical Thinking. In this chapter,
the researcher would like to discuss six major points. Those include research
background, research problem, problem limitation, research objectives, research
benefits, and definition of terms to avoid misunderstanding in this study. The
further discussion about every part will be shown below.

1.1

Research Background
English is one of the important subjects learned by students in Senior High

School. There are four skills that are thought, those are listening, speaking,
reading and writing. Therefore, students need to learn English through listening,
speaking, reading and writing skills activities. Iberri-Shea (2009) stated that
speaking provides opportunities to practice all four language skills that are
thought in the school, like in presentation and debate tasks that utilize and
strengthen the four skills. Of all these four skills, speaking is considered the most
important skill that is needed in learning Analytical Exposition Text, since this
kind of text is used in many kinds of speaking activities such as giving opinion,
giving argument, having discussion, giving speech, having presentation and also
debating. An Analytical Exposition Text is formed by students’ critical thinking
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
of important cases. To criticize some cases, students need to know the
background knowledge that is needed to analyze the cases and then share their
critical thinking about the cases. Therefore, students need media to help them find
their critical thinking about some cases in their life. An Analytical Exposition
Text unconsciously proposes the students as the speakers to criticize a problem in
their real life. It is because in Analytical Exposition Text, the students are given
some cases and then the students should give their arguments to criticize the
cases, whether they agree or disagree with the thesis statement held by the cases.
To criticize the thesis from the case, the students should be able to deliver their
critical thinking about the case in oral language. Therefore, the students are
proposed to be the speaker in using Analytical Exposition Text. Learning
Analytical Exposition Text is important because students will use this kind of text
in many kinds of speaking activities in school, debate or speech competition and
many others. Moreover, in this globalization era, the students are demanded to
master English, especially in speaking ability so that they can communicate
effectively with many people around the world.
In learning English, especially learning an Analytical Exposition Text
through speaking materials, students often find difficulties to build and share their
opinion and arguments about some topics in their speaking activity. This problem
happens because the students lack media to support them to find background
knowledge about the case or topic. In fact, in this present English learning in
teenagers especially in Senior High School, teachers attempt to provide modern
and creative learning English activity using effective media in the classroom.

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3
There are many kinds of media that are effectively used in learning
English activity to help teachers and students achieve their learning goals. Gerlach
and Donal (1973) states that media have four general purposes:
1. media can help to simplify the teaching process,
2. media are machines that allow the teachers to practice the principle of
object teaching and illustration,
3. media help the students to reduce the use of their mother tongue, and
4. media are the instruments of motivation to stimulate the teaching and
learning process (p.241).
One of the important media to support creative and effective English
learning activity in the classroom is videos. Boyle (1997) stated that videos
provide a very powerful resource for learning. To obtain the full benefits of videos
for learning, the videos should be used as an active resource. The learners should
not just view the videos, they should use it. The use of videos needs to be
functionally integrated into the overall learning context. Therefore, in this
research, the videos are used as the media to help students think about the cases
given. By watching the videos, students can grasp background knowledge on the
case and then they can analyze the thesis statement based on the background
knowledge they get in the videos. In this case, to learn an Analytical Exposition
Text speaking materials, students need media which can help them to gain enough
information about the topic, so that they can build and share their critical thinking
about the topic in some speaking activities.
Videos can be the appropriate media to help them gain enough background
about what the cases are. Sane (2009) stated that videos is the technology to
capture, record and process, transmit and rearrange the moving picture. Videos
can be used for tutorials, learning, entertainments and documentations of events or

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
activities. By using videos, students can also have fun and enjoy situation in
learning activity to improve their speaking ability, so that they will not be bored.
Besides, the students can also find new idea and new vocabularies after watching
the videos. The students can also learn correct pronunciation, speaking style and
also speaking techniques by watching the videos.
Stempleski (1987) stated that videos can be used in a variety of
instructional setting such as in classroom, in self study and in evaluation situation.
Therefore, to help the students to learn Analytical Exposition Text speaking
materials, the students need a successful speaking activity which is supported by
the videos.
The characteristics of a successful speaking activity are:
1. Learners talk a lot. As much as possible of the period of time allotted
to the activity is in fact occupied by learner talk. This may seem
obvious, but often most time is taken up with teacher talk or pauses.
2. Participation is even. Classroom discussion is not dominated by a
minority of talkative participants: all get a chance to speak, and
contributions are fairly evenly distributed.
3. Motivation is high. Learners are eager to speak; because they are
interested in the topic and have something new to say about it, or
because they want to contribute to achieving a task objective.
4. Language is of an acceptable level. Learners express themselves in
utterances that are relevant, easily comprehensible to each other, and
of an acceptable level of language accuracy.
(Ur, 1999, p.120)
Considering achieving these characteristics of a successful speaking
activity, the students really need to be supported by the effective media. The
effective media to support the learners in speaking activity of learning Analytical
Exposition Text materials based on the result of observation and data collection
which are collected by the researcher is videos. Mc. Donough and Shaw (1993)
said speaking is the way to express ideas and opinion, to express the desire to do

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
something, to negotiate or solve a particular problem, and to maintain social
relationship and friendship. By watching a videos the students can get information
of the issues through their audio and visual ability of learning. As the result, the
students can have the background knowledge of the issues that are needed to
criticize issues and they can easily construct their idea about the issues.
For 11th Grader of Language Department of SMA Stella Duce 2
Yogyakarta, English is one of the major subjects that has 8 hours per week. Since
there are 8 hours per week for students to learn English, they should have great
ability in written and spoken English. One of the learning topics that are learned in
English subject according to Standard Competency and Basic Competency for
Senior High School in the first semester is about an Analytical Exposition Text.
An analytical exposition becomes one of texts used as the materials for their
progress and final test.
Because an Analytical Exposition Text is explored the most through
speaking skill, therefore the researcher here designs a set of English Analytical
Exposition Text speaking materials for 11th Grader of Language Department of
SMA Stella Duce 2 Yogyakarta using videos to develop the students’ critical
thinking. As it is explained before that an Analytical Exposition Text is a kind of
text that is used to express students’ critical thinking of some issues that is
important to be discussed. The activities that usually need this kind of text are
debate, speech, discussion, negotiation, campaign, etc. As the consequences,
critical thinking is really important to be developed in this kind of text, since an
Analytical Exposition Text is a kind of argumentative texts of which the purpose

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
is to promote a particular point of view about something and through arguments
which are supported by some facts.
Through the observation phases in SMA Stella Duce 2 Yogyakarta, the
researcher found that many students were difficult to develop their critical
thinking just by using their imagination about some important issues. Therefore,
by using videos to show the clear background knowledge and status quo of the
issues, the students are really helped to develop their critical thinking. They can
digest the stimulus that is served by the videos and then they can easily think
about their opinion and perception of the certain important issues. If they have
built their critical thinking about some topics or issues, they would have easily
shared their arguments through speaking skill. Moreover, in SMA Stella Duce 2
Yogyakarta, the students can access internet easily and quickly so that it can really
support them to access videos which are related to the topic of learning to support
them in teaching and learning English process.
These materials are also designed in order to develop the newest materials
of teaching and learning Analytical Exposition Text in speaking skill activities,
which are suitable with the students’ needs and also appropriate with the teaching
and learning style in this 20th century. Moreover, the previous materials were not
successful in achieving the goals of teaching and learning Analytical Exposition
Text especially in improving the students’ speaking skill. The students were not
satisfied enough in learning Analytical Exposition Text speaking materials using
the previous materials. They needed the new one to help them learn effectively

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
and fun in the classroom, so that they would not be bored and they would learn
enthusiastically.
Knowing the fact that speaking skill is important in learning and using
Analytical Exposition Text, the researcher does this research in order to design
more appropriate and effective media as set of English Analytical Exposition Text
speaking materials for 11th Grader of Language Department of SMA Stella Duce 2
Yogyakarta using videos to develop the students’ critical thinking.

1.2

Research Problem
In this research there are two main problems to be solved based on the

problems elaborated in the background of the research, they are:
1. How is a set of Analytical Exposition Text speaking materials for 11th
Grader of Language Department of SMA Stella Duce 2 Yogyakarta using
videos to develop students’ critical thinking designed?
2. What does a set of designed Analytical Exposition Text speaking materials
for 11th Grader of Language Department of SMA Stella Duce 2 Yogyakarta
using videos to develop students’ critical thinking look like?

1.3

Problem Limitation
In this research, the researcher would like to focus on designing a set of

Analytical Exposition Text speaking materials for 11th Grader of Language
Department of SMA Stella Duce 2 Yogyakarta using videos to develop the
students’ critical thinking. Therefore, the medium that is used to improve

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
students’ English speaking skill which is supported by some aspects of learning,
such as learners’ characteristics, learning style and the effective learning strategy
in SMA Stella Duce 2 Yogyakarta is videos. The focus of learning that is
improved in these materials is students’ critical thinking of some issues in the use
Analytical Exposition Text through their speaking skill.
There are 25 students of 11th Grader of Language Department of SMA
Stella Duce 2 Yogyakarta who become the participants of the research. They are
about 16-17 years old. One reason why the researcher only focuses on the use of
videos to develop students’ critical thinking in speaking an Analytical Exposition
Text is because this kind of text needs appropriate media to give the students
background knowledge about the topic of learning. The ability of using speaking
skill fluently in students’ English competency is really important and demanded in
this modern and globalization era. Using videos to improve the students’ critical
thinking in speaking an Analytical Exposition Text will support the students in
using great spoken English appropriately and fluently. Through learning these
materials, the students can also improve their English information in general.

1.4

Research Objectives
The research objectives of this research are to answer the identified

problem formulations, they are:
1. To find out how a set of Analytical Exposition Text speaking materials for
11th Grader of Language Department of SMA Stella Duce 2 Yogyakarta
using videos to develop students’ critical thinking is designed.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
2. To present a set of designed Analytical Exposition Text speaking materials
for 11th Grader of Language Department of SMA Stella Duce 2 Yogyakarta
using videos to develop students’ critical thinking.

1.5

Research Benefits
This research has benefits for both formal and informal education. In

formal education, it will be useful for Senior High School teaching and learning
English activity. The teachers and also the students will get the benefits of the
designed materials. Then for informal education, this research will be useful for
debate club, speaking conversation club, speech club, English speaking course,
and many others. The research will be useful also for the researcher and also for
the further researchers. The benefits of this research, therefore, can be clarified as
follows:
1. For students of 11th Grader of Language Department of SMA Stella Duce 2
Yogyakarta
The students of 11th Grader of Language Department of SMA Stella Duce
2 Yogyakarta would be provided with well developed Analytical Exposition Text
materials, which are based on the result of scientific research. The students will
also get good materials to develop their critical thinking using the videos provided
in the set of materials. They will also be able to learn many issues that are
meaningful to give them value of life. The students will also be able to improve
their speaking skill in order to develop the other skills like listening, reading and
writing by using this set of materials designed.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
2. For the English teacher
The English teacher would also be provided with well developed
Analytical Exposition Text materials, which are suitable to the students’ need in
modern teaching and learning activity at this modern and computer based learning
era. Therefore, the teacher who is willing to teach English speaking skill class
using videos can use the effective, appropriate and suitable materials to achieve
the goals of English teaching activities, especially in teaching Analytical
Exposition Text.
3. For the researcher
The researcher who is the students of English Language Education Study
Program, Sanata Dharma University can get meaningful benefits by conducting
this research. She can learn how to design a set of Analytical Exposition Text
speaking materials for 11th Grader of Language Department of SMA Stella Duce 2
Yogyakarta using videos to develop students’ critical thinking. She can also learn
how to concern the teaching and learning activity which is appropriate with
students’ needs of this modern and computer based learning era. She can learn
how to create creative teaching and learning activities using videos which really
support the students to learn English, especially to learn Analytical Exposition
Text speaking materials. The most useful benefit of conducting this research for
the researcher is that she can develop the teaching and learning materials of
English learning that is really important for her future as an English teacher.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
4. For Future Researchers
The researcher hopes that this research can be useful for everyone who
wants to conduct a research or study related to the use of videos in developing the
materials for teaching and learning English activity, especially the Analytical
Exposition Text materials for English speaking skill. Moreover, this research is
needed the further research in order to evaluate, reprogram, update and reconstruct
the designed materials.
5. For Debate Club, Speaking Conversation Club, Speech Club, and English
Speaking Course.
The designed materials will be useful for the non formal education like
debate club, speaking conversation club, speech club, English speaking course,
and many others. As it is stated before, Analytical Exposition Text is useful for
many kinds of speaking activities, especially in debate and speech activities. This
designed materials support the implementation of Analytical Exposition Text in
the speaking activities by using videos to develop critical thinking. Therefore, the
non formal education will find the fun way of learning Analytical Exposition Text
speaking materials by using this set of materials designed.

1.6

Definition of Terms
In order to have clear understanding on this study, the researcher includes

the definition of terms used in this research. Moreover, this section defines
keywords or phrases specially used in this research, in attempting to clarify
concept and avoid misinterpretation. It will exactly help the reader understand the

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
terms used in this research easily. The keywords and also the phrases will be
defined related to the research. Therefore, in this section, it is important to define
the following terms.

1. Design
Design is the general arrangement or planning. Design is as “a developed
plan to guide educational activity in a situation” (Houle, 1978:230). In designing
for multimedia learning, as it is explained by Boyle (1997:3), conceptual design is
concerned with a three issues, they are:
-

Content structuring

-

The structuring of interactivity

-

Creating a coherent compositional frame
Kemp (1997:8) stated that in instructional design plan, there are three

questions to be answered as the essential elements of instructional technology:
1. What must be learned? (objectives)
2. What procedures and resources will work best to reach the desired learning
levels? (activities and resources)
3. How will we know when the required learning has taken place? (evaluation)
In this study, the word design means the whole arrangement plan of a
certain topic in order to conduct teaching and learning processes in the classroom
by concerning three issues of multimedia learning conceptual design, they are
content structuring (objectives), the structuring of interactivity (activities and
resources), and creating a coherent compositional frame (evaluation).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
2. Analytical Exposition Text
Analytical Exposition Text is a text that relies on arguments, so sometimes
it is called an argumentative text and its social function is to persuade the reader
or listener that something is a case, so sometimes it is called a persuasive text
(Sudarwati, & Grace, 2007).
An analytical exposition text is a sort text which is meant to persuade the
readers or listeners that something is the case or important. In persuading the
readers or listeners, some supporting ideas or arguments on why the researcher’s
opinion is important, are presented. Since analytical exposition is popular among
scientists, academic community and educated people then you can find this type
of text in scientific books, journals, magazines, newspaper articles, academic
speech or lectures, research report etc (Cantiqa, Analytical Exposition Text,
Thursday, May 5th, 2011).
In this study, Analytical Exposition Text is a kind of argumentative texts
whose the purpose is to promote a particular point of view about something and
the arguments proposed are supported by the facts to strengthen their arguments,
so that the listener will be confined by the speakers’ idea.

3. Speaking
Ur (1999) states that classroom activities that develop learners’ ability to
express themselves through speech would therefore seem an important component
of a language course. Yet, it is difficult to design and administer such activities;
more so, in many ways, that to do so for listening, reading or writing. The

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
teachers should come on to what the problems are presently to create an effective
speaking activity.
Iberri-Shea (2009) states that there are several clear advantages of using
public speaking such as presentation and debate tasks in English Language
Teaching; 1) practice with all four language skills (listening, speaking, reading,
and writing; 2) development of critical thinking skills; 3) improved learning.
While preparing for public speaking assignments such as presentation and debate,
students are asked to develop a position, explore beliefs and theories, analyze
arguments, evaluate the credibility or bias of a source, and distinguish between
relevant and irrelevant information.
In this study, the word speak means stating arguments with the supporting
facts or idea about something (certain issue) in the form of an Analytical
Exposition Text through speech, conversation, discussion and debate.

4. Materials
Most accounts of materials development describe processes which are
spontaneous and which rely on an intuitive feel for activities which are likely to
‘work’. However Bell and Gower (1998) start by articulating the principles which
they want to guide their writing and Hall (1995) starts by articulating his theories
of language learning.
In this study, the word materials mean set of property that is needed to
conduct a process of teaching and learning English in the classroom.

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15
5. Speaking Materials
In this study, the term speaking materials is defined as set of property that
is needed to conduct a process of saying arguments with the supporting facts or
idea about something in the form of an Analytical Exposition Text through
speech, conversation, debate and discussion in the teaching and learning English
activity in the classroom.
Iberri-Shea (2009) states that the final phase of public speaking activities
through presentation and debate activities is the review and reflect phase. In this
stage, students can get overlooked stage

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