A set of English reading materials using English teen magazines for the seventh grade students of SMPN 5 Depok Sleman Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF ENGLISH READING MATERIALS USING ENGLISH
TEEN MAGAZINES FOR THE SEVENTH GRADE STUDENTS
OF SMPN 5 DEPOK SLEMAN YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ajeng Sawitri
Student Number: 071214052
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF ENGLISH READING MATERIALS USING ENGLISH
TEEN MAGAZINES FOR THE SEVENTH GRADE STUDENTS
OF SMPN 5 DEPOK SLEMAN YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ajeng Sawitri
Student Number: 071214052
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Sawitri, Ajeng. 2012. A Set of English Reading Materials Using English Teen
Magazines for the Seventh Grade Students of SMPN 5 Depok Sleman Yogyakarta.
Yogyakarta: English Language Education Study Program, Department of Language
and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma
University.
Using English teen magazines is one of methods in getting students’ attention
toward their reading activities in class. English teen magazines contain articles which
are appropriate and fit with students’ personality. The researcher intends to develop
more interesting reading materials by using articles existed in English teen
magazines. Therefore, the students will find a new and enjoyable way of learning.
This research aims to answer the two questions: (1) How is a set of English
reading materials using English teen magazines for the seventh grade students of
SMPN 5 Depok Sleman Yogyakarta designed? and (2) What do the designed
materials look like? To answer those questions, this research employed five steps of
Educational Research and Development (R&D) cycle. Those steps were (1) Research
and Information Collecting, (2) Planning, (3) Develop Preliminary Form of Product,
(4) Preliminary Field Testing, and (5) Main Product Revision.
To answer the first question, the researcher adapted the instructional design
model offered by Kemp. There were seven steps to design the materials, namely: (1)
Identifying learner characteristics, (2) Determining goals, topics, and general
purposes, (3) Specifying learning objectives, (4) Listing subject content, (5) Selecting
teaching-learning activities and materials, (6) Evaluating materials, and (7) Revising
materials. Meanwhile, the presentation of the designed materials as the answer of the
second question can be seen in Appendix G. The designed materials consist of five
sections, namely “Let’s Start!”, “Let’s Read!”, “Let’s Focus in Reading!”, “Let’s
Focus in Language!”, and “Let’s End the Journey!”.
The result of the evaluation questionnaires indicated that the designed materials
were good and acceptable. It was proven as they mostly chose scales point 4 from the
scale of 1 to 5. It could be concluded that most of respondents agreed that the
designed materials were applicable and appropriate to be implemented. The
evaluation was then employed as the basis for revisions.
Upon the completion of this research, the researcher hopes that the designed
materials will be useful for seventh grade English teachers to improve their students’
reading skills. Besides, the researcher also expects that the designed materials will
inspire other researchers to conduct any further research related to the topic of this
research.
Keywords: reading materials, English teen magazine, seventh grade students.
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Sawitri, Ajeng. 2012. A Set of English Reading Materials Using English Teen
Magazines for the Seventh Grade Students of SMPN 5 Depok Sleman Yogyakarta.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa
dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Menggunakan majalah remaja berbahasa Inggris adalah salah satu metode
dalam mendapatkan perhatian siswa pada kegiatan reading di kelas. Majalah remaja
berbahasa Inggris berisi artikel yang sesuai dan cocok dengan kepribadian siswa.
Peneliti bertujuan untuk menciptakan materi reading yang lebih menarik dengan
menggunakan artikel yang terdapat di dalam majalah remaja berbahasa Inggris.
Dengan begitu, siswa akan menemukan cara belajar yang baru dan menyenangkan.
Penelitian ini bertujuan untuk menjawab dua pertanyaan: (1) Bagaimana
seperangkat materi reading menggunakan majalah remaja berbahasa Inggris bagi
siswa-siswi kelas VII SMPN 5 Depok Sleman Yogyakarta dibuat dan (2) Seperti apa
bentuk materi yang dirancang tersebut. Untuk menjawab dua pertanyaan tersebut,
penelitian ini menggunakan lima langkah dalam siklus Research and Development
(R&D). Langkah tersebut antara lain: (1) Pengumpulan informasi, (2) Perencanaan,
(3) Pengembangan bentuk awal produk, (4) Pengujian produk, dan (5) Revisi produk.
Untuk menjawab pertanyaan pertama, peneliti mengadaptasi model
instruksional dari Kemp. Terdapat tujuh langkah untuk mendesain material, yaitu:
(1) Mengidentifikasi karakteristik siswa, (2) Menentukan tujuan, topik, dan tujuan
umum, (3) merumuskan tujuan pembelajaran, (4) Memilih isi pembelajaran, (5)
Memilih kegiatan belajar-mengajar dan materi, (6) Mengevaluasi materi, dan (7)
Merevisi materi. Sementara itu, presentasi dari materi yang menjadi jawaban dari
pertanyaan kedua dapat dilihat pada Lampiran I. Disain materi tersebut terdiri dari
lima bagian, yaitu “Let’s Start!”, “Let’s Read!”, “Let’s Focus in Reading!”, “Let’s
Focus in Language!”, and “Let’s End the Journey!”.
Hasil dari kuesioner evaluasi dengan jumlah keseluruhan mode 4 mengindikasi
bahwa desain materi baik dan diterima. Dapat disimpulkan bahwa para responden
setuju materi yang didesain dapat diaplikasikan dan sesuai untuk diterapkan. Evaluasi
kemudian digunakan sebagai acuan untuk perevisian materi.
Dengan selesainya penelitian ini, peneliti berharap agar materi yg telah didisain
akan berguna bagi guru bahasa Inggris kelas VII untuk meningkatkan kemampuan
reading siswa-siswi mereka. Di samping itu, peneliti juga berharap materi ini akan
menginspirasi peneliti lain untuk melakukan penelitian lebih lanjut mengenai topik
dalam penelitian ini.
Kata kunci: materi reading, majalah remaja berbahasa Inggris, siswa kelas VII.
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DEDICATION PAGE
This thesis is dedicated to
Imunkku (my QUEEN, my MOM)
Ayahku (my KING, my DAD)
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First and foremost, I would like to dedicate my gratitude to my glorious Jesus
for His blessings and guidance so that I was able to finish my thesis. All my steps that
I chose were based on His plan. He is my savior.
My biggest gratitude goes to Ibu Caecilia Tutyandari, S.Pd., M.Pd., my thesis
advisor, for giving much of her time, attention, guidance, patient, support, criticism,
comments and everything she has given for the sake of my success in finishing this
thesis. My gratitude also goes to Bapak Drs. Barli Bram, M.Ed, Ph.D. for willingly
spending his time evaluating my thesis and designed materials. Moreover, I am also
grateful to all the lecturers and the secretariat staffs of English Education Study
Program of Sanata Dharma University, especially Mbak Danik and Mbak Tari for
their countless help during my study, and all librarians who assisted me during the
completion of the study.
My big appreciation goes to the big family of SMPN 5 Depok Sleman
Yogyakarta, the school in which the research had been taken place. I warmly thank
Drs. Susiyanto, M.Pd., the headmaster of SMPN 5 Depok Sleman Yogyakarta, for
giving me permission to conduct research there. I am greatly indebted to the English
teachers of SMPN 5 Depok Sleman Yogyakarta, Ibu Shinta Dewi W. P, S.Pd. and
Ibu Listiyarini, S.Pd., for giving their time, guidance, and advice. I also thank to the
seventh grade students of SMPN 5 Depok Sleman Yogyakarta, especially to XA and
XB, for being very cooperative.
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
My big love and appreciation goes to my dad, Joko Riyatno, my mom,
Endang Sutarti, my big brother, Riko Iswara, and my little brother, Oktasadewa
Putra Sasmita. I thank them for always being my side. Without them, I am nothing
and alone. My love also goes to Nikolaus Primawan Aji Persada. Thanks for the
companionship, commitment, and love. My affection also goes to our family dogs,
Gibson and Melross. They truly color my days with laughter and love in this family.
My appreciation also goes to my big family, Bu Susatyaningsih, Om Tono
Sasmita, Dek Dhamastya Papang Sasmita, Kak Gitta Angelina Wunas, and Tika
Permita. I also address my thanks to my beloved teachers of ICEE from Philippines
who now become my sisters, Ms. Meliza Entienza Satingasin and Ms. Jullieta. I
also feel thankful to all my best friends ever, Roreta Natalia, Anmaria Redy,
Natasya Rizki, Agnesia Febriani, Gabriella Gaby Novianty, and Bezaliel Aditya.
Thanks a bunch for the support, attention, and pray. Their prayer has already been
answered by God through the success of this final work.
I would like to thank all my friends from English Education Study Program,
especially to Wiwid Unyu, Eboy, and Ocha. Thanks for the support, help, and
information so that I can finally finish this thesis. It means a lot to me. Thanks a
million, girls!
Last but not least, I would like to thank every single person who I can not
mention one by one. Once again, thanks!
Ajeng Sawitri
x
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE..............................................................................................................i
APPROVAL PAGES................................................................................................. ii
STATEMENT OF WORK’S ORIGINALITY.......................................................... iv
PERNYATAAN PERSETUJUAN PUBLIKASI.......................................................... v
ABSTRACT............................................................................................................... vi
ABSTRAK................................................................................................................... vii
DEDICATION PAGE............................................................................................... viii
ACKNOWLEDGEMENTS....................................................................................... ix
TABLE OF CONTENTS........................................................................................... xi
LIST OF TABLES..................................................................................................... xiv
LIST OF FIGURES....................................................................................................xv
LIST OF APPENDICES........................................................................................... xvi
CHAPTER I: INTRODUCTION
A. Research Background....................................................................................... 1
B. Research Problems............................................................................................3
C. Problem Limitation........................................................................................... 3
D. Research Objectives..........................................................................................4
E. Research Benefits............................................................................................. 4
F. Definition of Terms........................................................................................... 5
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description.....................................................................................7
1. Instructional Design Models......................................................................... 7
2. Reading......................................................................................................... 11
a. The Definition of Reading....................................................................... 11
b. Reading Purpose.......................................................................................12
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
c. Teaching Reading.....................................................................................14
3. Authentic Material........................................................................................ 14
a. Definition of Authentic Materials............................................................ 15
b. Advantages of Authentic Materials..........................................................15
c. Disadvantages of Authentic Materials..................................................... 16
4. Teen Magazines............................................................................................ 17
5. Materials Development................................................................................. 19
6. Task-Based Learning (TBL)......................................................................... 20
B. Theoretical Framework..................................................................................... 22
CHAPTER 3: RESEARCH METHODOLOGY
A. Research Method.............................................................................................. 26
1. Research and Information Collecting........................................................... 28
2. Planning........................................................................................................ 28
3. Develop Preliminary Form of Product......................................................... 29
4. Preliminary Field Testing............................................................................. 29
5. Main Product Revision................................................................................. 29
B. Research Setting............................................................................................... 30
C. Research Participants........................................................................................ 30
1. Participants of Research and Information Collecting................................... 30
2. Participants of Materials Evaluation............................................................. 31
D. Instruments and Data Gathering Techniques....................................................31
1. Instruments................................................................................................... 32
a. Questionnaire........................................................................................... 32
b. Interview.................................................................................................. 33
2. Data Gathering Techniques.......................................................................... 33
E. Data Analysis Technique.................................................................................. 34
1. Analyzing Data in Research and Information Collecting............................. 34
2. Analyzing Data in Materials Evaluation....................................................... 34
xii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
F. Research Procedure........................................................................................... 35
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION
A. The Steps in Designing Materials..................................................................... 37
1. Research and Information Collecting........................................................... 37
2. Planning........................................................................................................ 41
a. Determining Goals, Topics, and General Purposes..................................41
b. Specifying Learning Objectives............................................................... 42
3. Develop Preliminary Form of Product......................................................... 44
a. Listing Subject Contents.......................................................................... 44
b. Selecting T/L Activities and Materials.................................................... 46
4. Preliminary Field Testing............................................................................. 46
5. Main Product Revision................................................................................. 51
B. The Presentation of the Designed Materials..................................................... 52
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions...................................................................................................... 53
B. Recommendations............................................................................................. 54
REFERENCES......................................................................................................... 55
APPENDICES.......................................................................................................... 57
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table
Page
3.1 The Description of Respondents’ Background.................................................... 31
3.2 The Presentation of Respondents’ Opinion on the Designed Materials...............35
4.1 The Basic Competences of Each Unit.................................................................. 42
4.2 The Learning Indicators of Each Unit.................................................................. 42
4.3 The Background of the Respondents................................................................... 47
4.4 The Descriptive Statistics of the Materials Evaluation........................................ 48
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Figure
Page
2.1 Kemp’s Instructional Design Model.....................................................................8
2.2 Hutchinson and Waters’ Materials Design Model............................................... 19
2.3 Willis’ Task-based Learning Framework.............................................................21
2.4 The Overall Steps of Designing Materials........................................................... 24
3.1 R&D Cycle combined with Designing Materials Steps adapted from Kemp..... 27
xv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Appendix
Page
A. The Permission Letter........................................................................................... 58
B. The Interview Checklist for Research and Information Collecting....................... 60
C. The Questionnaire for Research and Information Collecting................................62
D. The Questionnaire for Materials Evaluation......................................................... 64
E. The Syllabus of the Designed Materials................................................................ 68
F. The Lesson Plans of the Designed Materials......................................................... 73
G. The Presentation of the Designed Materials......................................................... 82
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Sawitri, Ajeng. 2012. A Set of English Reading Materials Using English Teen
Magazines for the Seventh Grade Students of SMPN 5 Depok Sleman Yogyakarta.
Yogyakarta: English Language Education Study Program, Department of Language
and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma
University.
Using English teen magazines is one of methods in getting students’ attention
toward their reading activities in class. English teen magazines contain articles which
are appropriate and fit with students’ personality. The researcher intends to develop
more interesting reading materials by using articles existed in English teen
magazines. Therefore, the students will find a new and enjoyable way of learning.
This research aims to answer the two questions: (1) How is a set of English
reading materials using English teen magazines for the seventh grade students of
SMPN 5 Depok Sleman Yogyakarta designed? and (2) What do the designed
materials look like? To answer those questions, this research employed five steps of
Educational Research and Development (R&D) cycle. Those steps were (1) Research
and Information Collecting, (2) Planning, (3) Develop Preliminary Form of Product,
(4) Preliminary Field Testing, and (5) Main Product Revision.
To answer the first question, the researcher adapted the instructional design
model offered by Kemp. There were seven steps to design the materials, namely: (1)
Identifying learner characteristics, (2) Determining goals, topics, and general
purposes, (3) Specifying learning objectives, (4) Listing subject content, (5) Selecting
teaching-learning activities and materials, (6) Evaluating materials, and (7) Revising
materials. Meanwhile, the presentation of the designed materials as the answer of the
second question can be seen in Appendix G. The designed materials consist of five
sections, namely “Let’s Start!”, “Let’s Read!”, “Let’s Focus in Reading!”, “Let’s
Focus in Language!”, and “Let’s End the Journey!”.
The result of the evaluation questionnaires indicated that the designed materials
were good and acceptable. It was proven as they mostly chose scales point 4 from the
scale of 1 to 5. It could be concluded that most of respondents agreed that the
designed materials were applicable and appropriate to be implemented. The
evaluation was then employed as the basis for revisions.
Upon the completion of this research, the researcher hopes that the designed
materials will be useful for seventh grade English teachers to improve their students’
reading skills. Besides, the researcher also expects that the designed materials will
inspire other researchers to conduct any further research related to the topic of this
research.
Keywords: reading materials, English teen magazine, seventh grade students.
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Sawitri, Ajeng. 2012. A Set of English Reading Materials Using English Teen
Magazines for the Seventh Grade Students of SMPN 5 Depok Sleman Yogyakarta.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa
dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Menggunakan majalah remaja berbahasa Inggris adalah salah satu metode
dalam mendapatkan perhatian siswa pada kegiatan reading di kelas. Majalah remaja
berbahasa Inggris berisi artikel yang sesuai dan cocok dengan kepribadian siswa.
Peneliti bertujuan untuk menciptakan materi reading yang lebih menarik dengan
menggunakan artikel yang terdapat di dalam majalah remaja berbahasa Inggris.
Dengan begitu, siswa akan menemukan cara belajar yang baru dan menyenangkan.
Penelitian ini bertujuan untuk menjawab dua pertanyaan: (1) Bagaimana
seperangkat materi reading menggunakan majalah remaja berbahasa Inggris bagi
siswa-siswi kelas VII SMPN 5 Depok Sleman Yogyakarta dibuat dan (2) Seperti apa
bentuk materi yang dirancang tersebut. Untuk menjawab dua pertanyaan tersebut,
penelitian ini menggunakan lima langkah dalam siklus Research and Development
(R&D). Langkah tersebut antara lain: (1) Pengumpulan informasi, (2) Perencanaan,
(3) Pengembangan bentuk awal produk, (4) Pengujian produk, dan (5) Revisi produk.
Untuk menjawab pertanyaan pertama, peneliti mengadaptasi model
instruksional dari Kemp. Terdapat tujuh langkah untuk mendesain material, yaitu:
(1) Mengidentifikasi karakteristik siswa, (2) Menentukan tujuan, topik, dan tujuan
umum, (3) merumuskan tujuan pembelajaran, (4) Memilih isi pembelajaran, (5)
Memilih kegiatan belajar-mengajar dan materi, (6) Mengevaluasi materi, dan (7)
Merevisi materi. Sementara itu, presentasi dari materi yang menjadi jawaban dari
pertanyaan kedua dapat dilihat pada Lampiran I. Disain materi tersebut terdiri dari
lima bagian, yaitu “Let’s Start!”, “Let’s Read!”, “Let’s Focus in Reading!”, “Let’s
Focus in Language!”, and “Let’s End the Journey!”.
Hasil dari kuesioner evaluasi dengan jumlah keseluruhan mode 4 mengindikasi
bahwa desain materi baik dan diterima. Dapat disimpulkan bahwa para responden
setuju materi yang didesain dapat diaplikasikan dan sesuai untuk diterapkan. Evaluasi
kemudian digunakan sebagai acuan untuk perevisian materi.
Dengan selesainya penelitian ini, peneliti berharap agar materi yg telah didisain
akan berguna bagi guru bahasa Inggris kelas VII untuk meningkatkan kemampuan
reading siswa-siswi mereka. Di samping itu, peneliti juga berharap materi ini akan
menginspirasi peneliti lain untuk melakukan penelitian lebih lanjut mengenai topik
dalam penelitian ini.
Kata kunci: materi reading, majalah remaja berbahasa Inggris, siswa kelas VII.
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DEDICATION PAGE
This thesis is dedicated to
Imunkku (my QUEEN, my MOM)
Ayahku (my KING, my DAD)
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First and foremost, I would like to dedicate my gratitude to my glorious Jesus
for His blessings and guidance so that I was able to finish my thesis. All my steps that
I chose were based on His plan. He is my savior.
My biggest gratitude goes to Ibu Caecilia Tutyandari, S.Pd., M.Pd., my thesis
advisor, for giving much of her time, attention, guidance, patient, support, criticism,
comments and everything she has given for the sake of my success in finishing this
thesis. My gratitude also goes to Bapak Drs. Barli Bram, M.Ed, Ph.D. for willingly
spending his time evaluating my thesis and designed materials. Moreover, I am also
grateful to all the lecturers and the secretariat staffs of English Education Study
Program of Sanata Dharma University, especially Mbak Danik and Mbak Tari for
their countless help during my study, and all librarians who assisted me during the
completion of the study.
My big appreciation goes to the big family of SMPN 5 Depok Sleman
Yogyakarta, the school in which the research had been taken place. I warmly thank
Drs. Susiyanto, M.Pd., the headmaster of SMPN 5 Depok Sleman Yogyakarta, for
giving me permission to conduct research there. I am greatly indebted to the English
teachers of SMPN 5 Depok Sleman Yogyakarta, Ibu Shinta Dewi W. P, S.Pd. and
Ibu Listiyarini, S.Pd., for giving their time, guidance, and advice. I also thank to the
seventh grade students of SMPN 5 Depok Sleman Yogyakarta, especially to XA and
XB, for being very cooperative.
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
My big love and appreciation goes to my dad, Joko Riyatno, my mom,
Endang Sutarti, my big brother, Riko Iswara, and my little brother, Oktasadewa
Putra Sasmita. I thank them for always being my side. Without them, I am nothing
and alone. My love also goes to Nikolaus Primawan Aji Persada. Thanks for the
companionship, commitment, and love. My affection also goes to our family dogs,
Gibson and Melross. They truly color my days with laughter and love in this family.
My appreciation also goes to my big family, Bu Susatyaningsih, Om Tono
Sasmita, Dek Dhamastya Papang Sasmita, Kak Gitta Angelina Wunas, and Tika
Permita. I also address my thanks to my beloved teachers of ICEE from Philippines
who now become my sisters, Ms. Meliza Entienza Satingasin and Ms. Jullieta. I
also feel thankful to all my best friends ever, Roreta Natalia, Anmaria Redy,
Natasya Rizki, Agnesia Febriani, Gabriella Gaby Novianty, and Bezaliel Aditya.
Thanks a bunch for the support, attention, and pray. Their prayer has already been
answered by God through the success of this final work.
I would like to thank all my friends from English Education Study Program,
especially to Wiwid Unyu, Eboy, and Ocha. Thanks for the support, help, and
information so that I can finally finish this thesis. It means a lot to me. Thanks a
million, girls!
Last but not least, I would like to thank every single person who I can not
mention one by one. Once again, thanks!
Ajeng Sawitri
x
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE..............................................................................................................i
APPROVAL PAGES................................................................................................. ii
STATEMENT OF WORK’S ORIGINALITY.......................................................... iv
PERNYATAAN PERSETUJUAN PUBLIKASI.......................................................... v
ABSTRACT............................................................................................................... vi
ABSTRAK................................................................................................................... vii
DEDICATION PAGE............................................................................................... viii
ACKNOWLEDGEMENTS....................................................................................... ix
TABLE OF CONTENTS........................................................................................... xi
LIST OF TABLES..................................................................................................... xiv
LIST OF FIGURES....................................................................................................xv
LIST OF APPENDICES........................................................................................... xvi
CHAPTER I: INTRODUCTION
A. Research Background....................................................................................... 1
B. Research Problems............................................................................................3
C. Problem Limitation........................................................................................... 3
D. Research Objectives..........................................................................................4
E. Research Benefits............................................................................................. 4
F. Definition of Terms........................................................................................... 5
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description.....................................................................................7
1. Instructional Design Models......................................................................... 7
2. Reading......................................................................................................... 11
a. The Definition of Reading....................................................................... 11
b. Reading Purpose.......................................................................................12
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
c. Teaching Reading.....................................................................................14
3. Authentic Material........................................................................................ 14
a. Definition of Authentic Materials............................................................ 15
b. Advantages of Authentic Materials..........................................................15
c. Disadvantages of Authentic Materials..................................................... 16
4. Teen Magazines............................................................................................ 17
5. Materials Development................................................................................. 19
6. Task-Based Learning (TBL)......................................................................... 20
B. Theoretical Framework..................................................................................... 22
CHAPTER 3: RESEARCH METHODOLOGY
A. Research Method.............................................................................................. 26
1. Research and Information Collecting........................................................... 28
2. Planning........................................................................................................ 28
3. Develop Preliminary Form of Product......................................................... 29
4. Preliminary Field Testing............................................................................. 29
5. Main Product Revision................................................................................. 29
B. Research Setting............................................................................................... 30
C. Research Participants........................................................................................ 30
1. Participants of Research and Information Collecting................................... 30
2. Participants of Materials Evaluation............................................................. 31
D. Instruments and Data Gathering Techniques....................................................31
1. Instruments................................................................................................... 32
a. Questionnaire........................................................................................... 32
b. Interview.................................................................................................. 33
2. Data Gathering Techniques.......................................................................... 33
E. Data Analysis Technique.................................................................................. 34
1. Analyzing Data in Research and Information Collecting............................. 34
2. Analyzing Data in Materials Evaluation.......................................................34
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F. Research Procedure........................................................................................... 35
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION
A. The Steps in Designing Materials..................................................................... 37
1. Research and Information Collecting........................................................... 37
2. Planning........................................................................................................ 41
a. Determining Goals, Topics, and General Purposes..................................41
b. Specifying Learning Objectives............................................................... 42
3. Develop Preliminary Form of Product......................................................... 44
a. Listing Subject Contents.......................................................................... 44
b. Selecting T/L Activities and Materials.................................................... 46
4. Preliminary Field Testing............................................................................. 46
5. Main Product Revision................................................................................. 51
B. The Presentation of the Designed Materials..................................................... 52
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions...................................................................................................... 53
B. Recommendations.............................................................................................54
REFERENCES......................................................................................................... 55
APPENDICES.......................................................................................................... 57
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LIST OF TABLES
Table
Page
3.1 The Description of Respondents’ Background.................................................... 31
3.2 The Presentation of Respondents’ Opinion on the Designed Materials...............35
4.1 The Basic Competences of Each Unit.................................................................. 42
4.2 The Learning Indicators of Each Unit.................................................................. 42
4.3 The Background of the Respondents................................................................... 47
4.4 The Descriptive Statistics of the Materials Evaluation........................................ 48
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LIST OF FIGURES
Figure
Page
2.1 Kemp’s Instructional Design Model.....................................................................8
2.2 Hutchinson and Waters’ Materials Design Model............................................... 19
2.3 Willis’ Task-based Learning Framework.............................................................21
2.4 The Overall Steps of Designing Materials........................................................... 24
3.1 R&D Cycle combined with Designing Materials Steps adapted from Kemp..... 27
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LIST OF APPENDICES
Appendix
Page
A. The Permission Letter........................................................................................... 58
B. The Interview Checklist for Research and Information Collecting.......................60
C. The Questionnaire for Research and Information Collecting................................62
D. The Questionnaire for Materials Evaluation......................................................... 64
E. The Syllabus of the Designed Materials................................................................ 68
F. The Lesson Plans of the Designed Materials......................................................... 73
G. The Presentation of the Designed Materials......................................................... 82
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CHAPTER I
INTRODUCTION
This chapter aims to introduce the research background, research problem,
problem limitation, research objectives, research benefits, and definitions of terms.
A. Research Background
Responding to the phenomenon that English has been the international
language, many countries in the world, which do not use English as their first
language, start to include English lesson as a compulsory subject in schools.
Indonesia as one of those countries also does the same thing. The government adds
English in the curriculum at elementary school levels up to university levels.
Since, the curriculum used in Indonesia is the Kurikulum Tingkat Satuan
Pendidikan (KTSP) or School Based Curriculum. In this curriculum, every school is
given an opportunity to develop and manage the curriculum based on its condition
and aspiration (Muslich, 2007: 10). There are four skills in English lesson stated in
the curriculum, one of them is reading.
Teachers should consider the importance of reading for students since reading
is a skill which is integrated with other skills. There are many factors that affect
teens’ awareness to reading habits in the English subject. One of them is the material
given by teacher. Reading becomes a boring activity in class when it is not modified.
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2
Some observations in schools conducted by the researcher showed that reading
sometimes made students feel bored and sleepy. In addition, the researcher also
interviewed a teacher of SMPN 5 Depok Sleman Yogyakarta about the situation of
reading classes in English subject in that school. The results of the interview show
that reading classes often make the students bored when the materials are less
interesting. Therefore, the researcher considers that materials which contain topic
related to and appropriate for teens can enhance their reading competence and their
interest in reading English texts.
In order to provide interesting and relevant materials, the researcher proposes
the use of one kind of authentic material, English teen magazines. Berardo (2006)
says that authentic materials are “materials that have been produced to fulfill some
social purposes in the language community.” By designing materials using English
teen magazines, they hopefully would know current events and be accustomed to
reading English articles. English teen magazines not only contain articles that are
easy and fun to read but also good layouts so that students will pay attention and be
interested in it. “Students make greater strides forward in comprehending reading if
they are reading topics that appeal to them personally” (McShane, 2005).
Anderson as cited by Nunan (2003: 69) confirms that reading is an essential
skill for English learners as their second or foreign language. It is also an important
skill to master to ensure success not only in reading English, but also in learning any
other things where reading in English is required. It will make a greater progress and
development in all other areas of learning. Considering that matter, reading is
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
important for the seventh grade of SMPN 5 Depok Sleman Yogyakarta especially in
the English class. The English teacher realizes that SMPN 5 Depok Sleman
Yogyakarta students at seventh grade need many English reading materials since
reading is their fundamental in learning English. It is also recognized that fun and
modified reading material can improve students’ interest in reading English.
In conclusion, the researcher intends to develop more interesting reading
materials. Therefore, the students will find a new and enjoyable way of learning. By
using English teen magazines, the researcher develops reading materials which are in
accordance with the students’ needs and interests. As a result, they would be
accustomed to reading English articles.
B. Research Problems
The researcher formulates two problems which are to be discussed as follows.
1. How is a set of English reading materials using English teen magazines for the
seventh grade students of SMPN 5 Depok Yogyakarta designed?
2. What do the designed materials look like?
C. Problem Limitation
There are two limitations made in order to lead the readers’ focus. First, the
problems to be discussed in this research are limited to the development of a set of
English reading materials using English teen magazines for the seventh grade
students of junior high school, specifically for SMPN 5 Depok Sleman Yogyakarta.
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4
Second, the reading materials which are discussed in this research are only reading
material based on English teen magazines, not other reading materials.
D. Research Objectives
In relation to the research problems above, this research aims to:
1. design a set of English reading materials using English teen magazines for the
seventh grade students of SMPN 5 Depok Sleman Yogyakarta.
2. present the designed set of materials.
E. Research Benefits
The researcher expects this research to be beneficial to those who are concerned
with education especially for:
1. English teachers
Teachers of the seventh grade students of junior high school may consider these
set of reading instructional materials as one of the alternatives to help the students
enhance their reading motivation and to develop their reading skill.
2. The seventh grade students of junior high school
The students will hopefully be encouraged to heighten their reading motivation
by learning using English teen magazines. By using interesting materials, the students
are expected to be accustomed to read English article.
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5
3. Other material designers
The results of the research hopefully will provide beneficial information and
may lead other material designers to produce a better result. They may consider that
reading materials can be developed to be more attractive.
F. Definition of Terms
The definition of terms is very important to be known. In order to avoid
misunderstanding or misinterpretation, the researcher specifies the terms.
1. Reading
There are many definitions of reading. Nuttal as cited by Simanjuntak (1998:
14) regards reading as “the meaningful interpretation of printed or written verbal
symbols.” Neil Anderson as quoted by Nunan (2003: 68), defines reading as “a fluent
process of readers combining information from a text and their own background
knowledge to build meaning”. In this research, reading means an activity of
interpreting and getting the information from the text in English teen magazine to
enhance reading skill.
2. Teen Magazine
Santrock (2007) states that although the age range of the adolescents may vary
related to the culture and history, is now in the United States and most other cultures,
adolescence begins around age 10 to 13 years old and ends at about age 18 to 22
years. From that statement, it can be concluded that teen magazines are intended to
people between the ages of 10 and 22. In this research, the reading materials using
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6
English teen magazine is designed for teenagers where they are the seventh grade
students of SMPN 5 Depok Sleman Yogyakarta.
Lavery’s writing entitled “Activities for Using Magazines in the Classroom” in
British
Council
(http://www.teachingenglish.org.uk/language-assistant/teaching-
tips/activities-using-magazines-classroom) defines magazines as “a rich source of
authentic materials and can be very motivating and inspiring a wide range of
activities”. In this research, teen magazine is the only source used to design the
reading materials. The materials are produced to spice up activities in class so that it
can motivate students’ awareness of reading.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents related theories and studies used in this research as
theoretical base for the research. There are two main parts; Theoretical
Description and Theoretical Framework. Theoretical Description deals with
instructional design, reading, authentic materials, teen magazines, materials
development, and task-based learning (TBL). Meanwhile, the theoretical
framework summarizes all major relevant theories to help the researcher solve the
problems.
A. Theoretical Description
This part presents the main theories used as reference in this research. There
are six sections to be discussed as follows.
1. Instructional Design Models
In this section, the researcher would like to discuss the foundation in making
the instructional materials design. This research used one theory which is based on
Kemp’s model (1977). Kemp’s model is a flexible process. It may start from any
steps by considering that one step can affect other steps. This model also shows
that revision for every step is important in order to get the best result. Steps
proposed by Kemp are complete since the selected steps have already covered all
steps in this research. Thus, it can be said that Kemp’s model is a suitable one in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
designing the material in this research. Figure 2.1 presents eight steps of Kemp’s
instructional design model.
1. Goals, topic,
and general
purposes
8. Evaluation
2. Learner
characteristic
7. Support
3. Learning
services
REVISION
6. T/L
4. Subject
activities,
resources
objectives
content
5. Preassessment
Figure 2.1. Kemp’s Instructional Design Model (Kemp, 1977: 8)
The eight steps illustrated by Kemp (1977) in Figure 2.1. will be explained
as follows:
a. Goals, Topics, and General Purposes
The design begins with deciding the goals as the basis of the program where
the goals are derived from three sources, namely society, students, and subject
areas. Afterwards, the topics are selected to serve the goals. Finally, the general
purposes of each topic are stated.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
b. Learner Characteristics
The second step in Kemp’s model is identifying the characteristics of the
learners for whom the instruction is to be designed to know their capabilities,
needs, and interests. Those three characteristics can be guidance in selecting the
topic and the level at which topics are introduced, the choice and sequencing of
objectives, the depth of treatment, and the variety of learning activities.
c. Learning Objectives
This step is aimed to formulate the specific instructional objectives that
should be achieved based on the observable and measurable students’ attitude.
The learning objectives stated in instructional planning should be unambiguous,
realistic, and clear so that it can be understood by both the writer and learners. The
objective of learning can be grouped by three major categories, namely cognitive,
psychomotor, and affective.
d. Subject Content
After specifying the learning objectives, the subject content which supports
the attainment of each objective should be listed. In deciding subject contents,
Kemp offers four questions: What specifically must be taught or learned in this
topic? What facts, concepts, and principles related to the topic? What steps are
involved in necessary produce relating to the topic? What techniques are required
in performing essential skills?
e. Pre-Assessment
The fifth step is developing pre-assessment which is aimed to gather the
information from the learners’ background and present level of knowledge about
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
the topic. By pre-assessment, the desig
A SET OF ENGLISH READING MATERIALS USING ENGLISH
TEEN MAGAZINES FOR THE SEVENTH GRADE STUDENTS
OF SMPN 5 DEPOK SLEMAN YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ajeng Sawitri
Student Number: 071214052
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A SET OF ENGLISH READING MATERIALS USING ENGLISH
TEEN MAGAZINES FOR THE SEVENTH GRADE STUDENTS
OF SMPN 5 DEPOK SLEMAN YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ajeng Sawitri
Student Number: 071214052
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Sawitri, Ajeng. 2012. A Set of English Reading Materials Using English Teen
Magazines for the Seventh Grade Students of SMPN 5 Depok Sleman Yogyakarta.
Yogyakarta: English Language Education Study Program, Department of Language
and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma
University.
Using English teen magazines is one of methods in getting students’ attention
toward their reading activities in class. English teen magazines contain articles which
are appropriate and fit with students’ personality. The researcher intends to develop
more interesting reading materials by using articles existed in English teen
magazines. Therefore, the students will find a new and enjoyable way of learning.
This research aims to answer the two questions: (1) How is a set of English
reading materials using English teen magazines for the seventh grade students of
SMPN 5 Depok Sleman Yogyakarta designed? and (2) What do the designed
materials look like? To answer those questions, this research employed five steps of
Educational Research and Development (R&D) cycle. Those steps were (1) Research
and Information Collecting, (2) Planning, (3) Develop Preliminary Form of Product,
(4) Preliminary Field Testing, and (5) Main Product Revision.
To answer the first question, the researcher adapted the instructional design
model offered by Kemp. There were seven steps to design the materials, namely: (1)
Identifying learner characteristics, (2) Determining goals, topics, and general
purposes, (3) Specifying learning objectives, (4) Listing subject content, (5) Selecting
teaching-learning activities and materials, (6) Evaluating materials, and (7) Revising
materials. Meanwhile, the presentation of the designed materials as the answer of the
second question can be seen in Appendix G. The designed materials consist of five
sections, namely “Let’s Start!”, “Let’s Read!”, “Let’s Focus in Reading!”, “Let’s
Focus in Language!”, and “Let’s End the Journey!”.
The result of the evaluation questionnaires indicated that the designed materials
were good and acceptable. It was proven as they mostly chose scales point 4 from the
scale of 1 to 5. It could be concluded that most of respondents agreed that the
designed materials were applicable and appropriate to be implemented. The
evaluation was then employed as the basis for revisions.
Upon the completion of this research, the researcher hopes that the designed
materials will be useful for seventh grade English teachers to improve their students’
reading skills. Besides, the researcher also expects that the designed materials will
inspire other researchers to conduct any further research related to the topic of this
research.
Keywords: reading materials, English teen magazine, seventh grade students.
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ABSTRAK
Sawitri, Ajeng. 2012. A Set of English Reading Materials Using English Teen
Magazines for the Seventh Grade Students of SMPN 5 Depok Sleman Yogyakarta.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa
dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Menggunakan majalah remaja berbahasa Inggris adalah salah satu metode
dalam mendapatkan perhatian siswa pada kegiatan reading di kelas. Majalah remaja
berbahasa Inggris berisi artikel yang sesuai dan cocok dengan kepribadian siswa.
Peneliti bertujuan untuk menciptakan materi reading yang lebih menarik dengan
menggunakan artikel yang terdapat di dalam majalah remaja berbahasa Inggris.
Dengan begitu, siswa akan menemukan cara belajar yang baru dan menyenangkan.
Penelitian ini bertujuan untuk menjawab dua pertanyaan: (1) Bagaimana
seperangkat materi reading menggunakan majalah remaja berbahasa Inggris bagi
siswa-siswi kelas VII SMPN 5 Depok Sleman Yogyakarta dibuat dan (2) Seperti apa
bentuk materi yang dirancang tersebut. Untuk menjawab dua pertanyaan tersebut,
penelitian ini menggunakan lima langkah dalam siklus Research and Development
(R&D). Langkah tersebut antara lain: (1) Pengumpulan informasi, (2) Perencanaan,
(3) Pengembangan bentuk awal produk, (4) Pengujian produk, dan (5) Revisi produk.
Untuk menjawab pertanyaan pertama, peneliti mengadaptasi model
instruksional dari Kemp. Terdapat tujuh langkah untuk mendesain material, yaitu:
(1) Mengidentifikasi karakteristik siswa, (2) Menentukan tujuan, topik, dan tujuan
umum, (3) merumuskan tujuan pembelajaran, (4) Memilih isi pembelajaran, (5)
Memilih kegiatan belajar-mengajar dan materi, (6) Mengevaluasi materi, dan (7)
Merevisi materi. Sementara itu, presentasi dari materi yang menjadi jawaban dari
pertanyaan kedua dapat dilihat pada Lampiran I. Disain materi tersebut terdiri dari
lima bagian, yaitu “Let’s Start!”, “Let’s Read!”, “Let’s Focus in Reading!”, “Let’s
Focus in Language!”, and “Let’s End the Journey!”.
Hasil dari kuesioner evaluasi dengan jumlah keseluruhan mode 4 mengindikasi
bahwa desain materi baik dan diterima. Dapat disimpulkan bahwa para responden
setuju materi yang didesain dapat diaplikasikan dan sesuai untuk diterapkan. Evaluasi
kemudian digunakan sebagai acuan untuk perevisian materi.
Dengan selesainya penelitian ini, peneliti berharap agar materi yg telah didisain
akan berguna bagi guru bahasa Inggris kelas VII untuk meningkatkan kemampuan
reading siswa-siswi mereka. Di samping itu, peneliti juga berharap materi ini akan
menginspirasi peneliti lain untuk melakukan penelitian lebih lanjut mengenai topik
dalam penelitian ini.
Kata kunci: materi reading, majalah remaja berbahasa Inggris, siswa kelas VII.
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DEDICATION PAGE
This thesis is dedicated to
Imunkku (my QUEEN, my MOM)
Ayahku (my KING, my DAD)
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ACKNOWLEDGEMENTS
First and foremost, I would like to dedicate my gratitude to my glorious Jesus
for His blessings and guidance so that I was able to finish my thesis. All my steps that
I chose were based on His plan. He is my savior.
My biggest gratitude goes to Ibu Caecilia Tutyandari, S.Pd., M.Pd., my thesis
advisor, for giving much of her time, attention, guidance, patient, support, criticism,
comments and everything she has given for the sake of my success in finishing this
thesis. My gratitude also goes to Bapak Drs. Barli Bram, M.Ed, Ph.D. for willingly
spending his time evaluating my thesis and designed materials. Moreover, I am also
grateful to all the lecturers and the secretariat staffs of English Education Study
Program of Sanata Dharma University, especially Mbak Danik and Mbak Tari for
their countless help during my study, and all librarians who assisted me during the
completion of the study.
My big appreciation goes to the big family of SMPN 5 Depok Sleman
Yogyakarta, the school in which the research had been taken place. I warmly thank
Drs. Susiyanto, M.Pd., the headmaster of SMPN 5 Depok Sleman Yogyakarta, for
giving me permission to conduct research there. I am greatly indebted to the English
teachers of SMPN 5 Depok Sleman Yogyakarta, Ibu Shinta Dewi W. P, S.Pd. and
Ibu Listiyarini, S.Pd., for giving their time, guidance, and advice. I also thank to the
seventh grade students of SMPN 5 Depok Sleman Yogyakarta, especially to XA and
XB, for being very cooperative.
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My big love and appreciation goes to my dad, Joko Riyatno, my mom,
Endang Sutarti, my big brother, Riko Iswara, and my little brother, Oktasadewa
Putra Sasmita. I thank them for always being my side. Without them, I am nothing
and alone. My love also goes to Nikolaus Primawan Aji Persada. Thanks for the
companionship, commitment, and love. My affection also goes to our family dogs,
Gibson and Melross. They truly color my days with laughter and love in this family.
My appreciation also goes to my big family, Bu Susatyaningsih, Om Tono
Sasmita, Dek Dhamastya Papang Sasmita, Kak Gitta Angelina Wunas, and Tika
Permita. I also address my thanks to my beloved teachers of ICEE from Philippines
who now become my sisters, Ms. Meliza Entienza Satingasin and Ms. Jullieta. I
also feel thankful to all my best friends ever, Roreta Natalia, Anmaria Redy,
Natasya Rizki, Agnesia Febriani, Gabriella Gaby Novianty, and Bezaliel Aditya.
Thanks a bunch for the support, attention, and pray. Their prayer has already been
answered by God through the success of this final work.
I would like to thank all my friends from English Education Study Program,
especially to Wiwid Unyu, Eboy, and Ocha. Thanks for the support, help, and
information so that I can finally finish this thesis. It means a lot to me. Thanks a
million, girls!
Last but not least, I would like to thank every single person who I can not
mention one by one. Once again, thanks!
Ajeng Sawitri
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TABLE OF CONTENTS
Page
TITLE PAGE..............................................................................................................i
APPROVAL PAGES................................................................................................. ii
STATEMENT OF WORK’S ORIGINALITY.......................................................... iv
PERNYATAAN PERSETUJUAN PUBLIKASI.......................................................... v
ABSTRACT............................................................................................................... vi
ABSTRAK................................................................................................................... vii
DEDICATION PAGE............................................................................................... viii
ACKNOWLEDGEMENTS....................................................................................... ix
TABLE OF CONTENTS........................................................................................... xi
LIST OF TABLES..................................................................................................... xiv
LIST OF FIGURES....................................................................................................xv
LIST OF APPENDICES........................................................................................... xvi
CHAPTER I: INTRODUCTION
A. Research Background....................................................................................... 1
B. Research Problems............................................................................................3
C. Problem Limitation........................................................................................... 3
D. Research Objectives..........................................................................................4
E. Research Benefits............................................................................................. 4
F. Definition of Terms........................................................................................... 5
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description.....................................................................................7
1. Instructional Design Models......................................................................... 7
2. Reading......................................................................................................... 11
a. The Definition of Reading....................................................................... 11
b. Reading Purpose.......................................................................................12
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c. Teaching Reading.....................................................................................14
3. Authentic Material........................................................................................ 14
a. Definition of Authentic Materials............................................................ 15
b. Advantages of Authentic Materials..........................................................15
c. Disadvantages of Authentic Materials..................................................... 16
4. Teen Magazines............................................................................................ 17
5. Materials Development................................................................................. 19
6. Task-Based Learning (TBL)......................................................................... 20
B. Theoretical Framework..................................................................................... 22
CHAPTER 3: RESEARCH METHODOLOGY
A. Research Method.............................................................................................. 26
1. Research and Information Collecting........................................................... 28
2. Planning........................................................................................................ 28
3. Develop Preliminary Form of Product......................................................... 29
4. Preliminary Field Testing............................................................................. 29
5. Main Product Revision................................................................................. 29
B. Research Setting............................................................................................... 30
C. Research Participants........................................................................................ 30
1. Participants of Research and Information Collecting................................... 30
2. Participants of Materials Evaluation............................................................. 31
D. Instruments and Data Gathering Techniques....................................................31
1. Instruments................................................................................................... 32
a. Questionnaire........................................................................................... 32
b. Interview.................................................................................................. 33
2. Data Gathering Techniques.......................................................................... 33
E. Data Analysis Technique.................................................................................. 34
1. Analyzing Data in Research and Information Collecting............................. 34
2. Analyzing Data in Materials Evaluation....................................................... 34
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F. Research Procedure........................................................................................... 35
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION
A. The Steps in Designing Materials..................................................................... 37
1. Research and Information Collecting........................................................... 37
2. Planning........................................................................................................ 41
a. Determining Goals, Topics, and General Purposes..................................41
b. Specifying Learning Objectives............................................................... 42
3. Develop Preliminary Form of Product......................................................... 44
a. Listing Subject Contents.......................................................................... 44
b. Selecting T/L Activities and Materials.................................................... 46
4. Preliminary Field Testing............................................................................. 46
5. Main Product Revision................................................................................. 51
B. The Presentation of the Designed Materials..................................................... 52
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions...................................................................................................... 53
B. Recommendations............................................................................................. 54
REFERENCES......................................................................................................... 55
APPENDICES.......................................................................................................... 57
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LIST OF TABLES
Table
Page
3.1 The Description of Respondents’ Background.................................................... 31
3.2 The Presentation of Respondents’ Opinion on the Designed Materials...............35
4.1 The Basic Competences of Each Unit.................................................................. 42
4.2 The Learning Indicators of Each Unit.................................................................. 42
4.3 The Background of the Respondents................................................................... 47
4.4 The Descriptive Statistics of the Materials Evaluation........................................ 48
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LIST OF FIGURES
Figure
Page
2.1 Kemp’s Instructional Design Model.....................................................................8
2.2 Hutchinson and Waters’ Materials Design Model............................................... 19
2.3 Willis’ Task-based Learning Framework.............................................................21
2.4 The Overall Steps of Designing Materials........................................................... 24
3.1 R&D Cycle combined with Designing Materials Steps adapted from Kemp..... 27
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LIST OF APPENDICES
Appendix
Page
A. The Permission Letter........................................................................................... 58
B. The Interview Checklist for Research and Information Collecting....................... 60
C. The Questionnaire for Research and Information Collecting................................62
D. The Questionnaire for Materials Evaluation......................................................... 64
E. The Syllabus of the Designed Materials................................................................ 68
F. The Lesson Plans of the Designed Materials......................................................... 73
G. The Presentation of the Designed Materials......................................................... 82
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ABSTRACT
Sawitri, Ajeng. 2012. A Set of English Reading Materials Using English Teen
Magazines for the Seventh Grade Students of SMPN 5 Depok Sleman Yogyakarta.
Yogyakarta: English Language Education Study Program, Department of Language
and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma
University.
Using English teen magazines is one of methods in getting students’ attention
toward their reading activities in class. English teen magazines contain articles which
are appropriate and fit with students’ personality. The researcher intends to develop
more interesting reading materials by using articles existed in English teen
magazines. Therefore, the students will find a new and enjoyable way of learning.
This research aims to answer the two questions: (1) How is a set of English
reading materials using English teen magazines for the seventh grade students of
SMPN 5 Depok Sleman Yogyakarta designed? and (2) What do the designed
materials look like? To answer those questions, this research employed five steps of
Educational Research and Development (R&D) cycle. Those steps were (1) Research
and Information Collecting, (2) Planning, (3) Develop Preliminary Form of Product,
(4) Preliminary Field Testing, and (5) Main Product Revision.
To answer the first question, the researcher adapted the instructional design
model offered by Kemp. There were seven steps to design the materials, namely: (1)
Identifying learner characteristics, (2) Determining goals, topics, and general
purposes, (3) Specifying learning objectives, (4) Listing subject content, (5) Selecting
teaching-learning activities and materials, (6) Evaluating materials, and (7) Revising
materials. Meanwhile, the presentation of the designed materials as the answer of the
second question can be seen in Appendix G. The designed materials consist of five
sections, namely “Let’s Start!”, “Let’s Read!”, “Let’s Focus in Reading!”, “Let’s
Focus in Language!”, and “Let’s End the Journey!”.
The result of the evaluation questionnaires indicated that the designed materials
were good and acceptable. It was proven as they mostly chose scales point 4 from the
scale of 1 to 5. It could be concluded that most of respondents agreed that the
designed materials were applicable and appropriate to be implemented. The
evaluation was then employed as the basis for revisions.
Upon the completion of this research, the researcher hopes that the designed
materials will be useful for seventh grade English teachers to improve their students’
reading skills. Besides, the researcher also expects that the designed materials will
inspire other researchers to conduct any further research related to the topic of this
research.
Keywords: reading materials, English teen magazine, seventh grade students.
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ABSTRAK
Sawitri, Ajeng. 2012. A Set of English Reading Materials Using English Teen
Magazines for the Seventh Grade Students of SMPN 5 Depok Sleman Yogyakarta.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa
dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Menggunakan majalah remaja berbahasa Inggris adalah salah satu metode
dalam mendapatkan perhatian siswa pada kegiatan reading di kelas. Majalah remaja
berbahasa Inggris berisi artikel yang sesuai dan cocok dengan kepribadian siswa.
Peneliti bertujuan untuk menciptakan materi reading yang lebih menarik dengan
menggunakan artikel yang terdapat di dalam majalah remaja berbahasa Inggris.
Dengan begitu, siswa akan menemukan cara belajar yang baru dan menyenangkan.
Penelitian ini bertujuan untuk menjawab dua pertanyaan: (1) Bagaimana
seperangkat materi reading menggunakan majalah remaja berbahasa Inggris bagi
siswa-siswi kelas VII SMPN 5 Depok Sleman Yogyakarta dibuat dan (2) Seperti apa
bentuk materi yang dirancang tersebut. Untuk menjawab dua pertanyaan tersebut,
penelitian ini menggunakan lima langkah dalam siklus Research and Development
(R&D). Langkah tersebut antara lain: (1) Pengumpulan informasi, (2) Perencanaan,
(3) Pengembangan bentuk awal produk, (4) Pengujian produk, dan (5) Revisi produk.
Untuk menjawab pertanyaan pertama, peneliti mengadaptasi model
instruksional dari Kemp. Terdapat tujuh langkah untuk mendesain material, yaitu:
(1) Mengidentifikasi karakteristik siswa, (2) Menentukan tujuan, topik, dan tujuan
umum, (3) merumuskan tujuan pembelajaran, (4) Memilih isi pembelajaran, (5)
Memilih kegiatan belajar-mengajar dan materi, (6) Mengevaluasi materi, dan (7)
Merevisi materi. Sementara itu, presentasi dari materi yang menjadi jawaban dari
pertanyaan kedua dapat dilihat pada Lampiran I. Disain materi tersebut terdiri dari
lima bagian, yaitu “Let’s Start!”, “Let’s Read!”, “Let’s Focus in Reading!”, “Let’s
Focus in Language!”, and “Let’s End the Journey!”.
Hasil dari kuesioner evaluasi dengan jumlah keseluruhan mode 4 mengindikasi
bahwa desain materi baik dan diterima. Dapat disimpulkan bahwa para responden
setuju materi yang didesain dapat diaplikasikan dan sesuai untuk diterapkan. Evaluasi
kemudian digunakan sebagai acuan untuk perevisian materi.
Dengan selesainya penelitian ini, peneliti berharap agar materi yg telah didisain
akan berguna bagi guru bahasa Inggris kelas VII untuk meningkatkan kemampuan
reading siswa-siswi mereka. Di samping itu, peneliti juga berharap materi ini akan
menginspirasi peneliti lain untuk melakukan penelitian lebih lanjut mengenai topik
dalam penelitian ini.
Kata kunci: materi reading, majalah remaja berbahasa Inggris, siswa kelas VII.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DEDICATION PAGE
This thesis is dedicated to
Imunkku (my QUEEN, my MOM)
Ayahku (my KING, my DAD)
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First and foremost, I would like to dedicate my gratitude to my glorious Jesus
for His blessings and guidance so that I was able to finish my thesis. All my steps that
I chose were based on His plan. He is my savior.
My biggest gratitude goes to Ibu Caecilia Tutyandari, S.Pd., M.Pd., my thesis
advisor, for giving much of her time, attention, guidance, patient, support, criticism,
comments and everything she has given for the sake of my success in finishing this
thesis. My gratitude also goes to Bapak Drs. Barli Bram, M.Ed, Ph.D. for willingly
spending his time evaluating my thesis and designed materials. Moreover, I am also
grateful to all the lecturers and the secretariat staffs of English Education Study
Program of Sanata Dharma University, especially Mbak Danik and Mbak Tari for
their countless help during my study, and all librarians who assisted me during the
completion of the study.
My big appreciation goes to the big family of SMPN 5 Depok Sleman
Yogyakarta, the school in which the research had been taken place. I warmly thank
Drs. Susiyanto, M.Pd., the headmaster of SMPN 5 Depok Sleman Yogyakarta, for
giving me permission to conduct research there. I am greatly indebted to the English
teachers of SMPN 5 Depok Sleman Yogyakarta, Ibu Shinta Dewi W. P, S.Pd. and
Ibu Listiyarini, S.Pd., for giving their time, guidance, and advice. I also thank to the
seventh grade students of SMPN 5 Depok Sleman Yogyakarta, especially to XA and
XB, for being very cooperative.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
My big love and appreciation goes to my dad, Joko Riyatno, my mom,
Endang Sutarti, my big brother, Riko Iswara, and my little brother, Oktasadewa
Putra Sasmita. I thank them for always being my side. Without them, I am nothing
and alone. My love also goes to Nikolaus Primawan Aji Persada. Thanks for the
companionship, commitment, and love. My affection also goes to our family dogs,
Gibson and Melross. They truly color my days with laughter and love in this family.
My appreciation also goes to my big family, Bu Susatyaningsih, Om Tono
Sasmita, Dek Dhamastya Papang Sasmita, Kak Gitta Angelina Wunas, and Tika
Permita. I also address my thanks to my beloved teachers of ICEE from Philippines
who now become my sisters, Ms. Meliza Entienza Satingasin and Ms. Jullieta. I
also feel thankful to all my best friends ever, Roreta Natalia, Anmaria Redy,
Natasya Rizki, Agnesia Febriani, Gabriella Gaby Novianty, and Bezaliel Aditya.
Thanks a bunch for the support, attention, and pray. Their prayer has already been
answered by God through the success of this final work.
I would like to thank all my friends from English Education Study Program,
especially to Wiwid Unyu, Eboy, and Ocha. Thanks for the support, help, and
information so that I can finally finish this thesis. It means a lot to me. Thanks a
million, girls!
Last but not least, I would like to thank every single person who I can not
mention one by one. Once again, thanks!
Ajeng Sawitri
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE..............................................................................................................i
APPROVAL PAGES................................................................................................. ii
STATEMENT OF WORK’S ORIGINALITY.......................................................... iv
PERNYATAAN PERSETUJUAN PUBLIKASI.......................................................... v
ABSTRACT............................................................................................................... vi
ABSTRAK................................................................................................................... vii
DEDICATION PAGE............................................................................................... viii
ACKNOWLEDGEMENTS....................................................................................... ix
TABLE OF CONTENTS........................................................................................... xi
LIST OF TABLES..................................................................................................... xiv
LIST OF FIGURES....................................................................................................xv
LIST OF APPENDICES........................................................................................... xvi
CHAPTER I: INTRODUCTION
A. Research Background....................................................................................... 1
B. Research Problems............................................................................................3
C. Problem Limitation........................................................................................... 3
D. Research Objectives..........................................................................................4
E. Research Benefits............................................................................................. 4
F. Definition of Terms........................................................................................... 5
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Description.....................................................................................7
1. Instructional Design Models......................................................................... 7
2. Reading......................................................................................................... 11
a. The Definition of Reading....................................................................... 11
b. Reading Purpose.......................................................................................12
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
c. Teaching Reading.....................................................................................14
3. Authentic Material........................................................................................ 14
a. Definition of Authentic Materials............................................................ 15
b. Advantages of Authentic Materials..........................................................15
c. Disadvantages of Authentic Materials..................................................... 16
4. Teen Magazines............................................................................................ 17
5. Materials Development................................................................................. 19
6. Task-Based Learning (TBL)......................................................................... 20
B. Theoretical Framework..................................................................................... 22
CHAPTER 3: RESEARCH METHODOLOGY
A. Research Method.............................................................................................. 26
1. Research and Information Collecting........................................................... 28
2. Planning........................................................................................................ 28
3. Develop Preliminary Form of Product......................................................... 29
4. Preliminary Field Testing............................................................................. 29
5. Main Product Revision................................................................................. 29
B. Research Setting............................................................................................... 30
C. Research Participants........................................................................................ 30
1. Participants of Research and Information Collecting................................... 30
2. Participants of Materials Evaluation............................................................. 31
D. Instruments and Data Gathering Techniques....................................................31
1. Instruments................................................................................................... 32
a. Questionnaire........................................................................................... 32
b. Interview.................................................................................................. 33
2. Data Gathering Techniques.......................................................................... 33
E. Data Analysis Technique.................................................................................. 34
1. Analyzing Data in Research and Information Collecting............................. 34
2. Analyzing Data in Materials Evaluation.......................................................34
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
F. Research Procedure........................................................................................... 35
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION
A. The Steps in Designing Materials..................................................................... 37
1. Research and Information Collecting........................................................... 37
2. Planning........................................................................................................ 41
a. Determining Goals, Topics, and General Purposes..................................41
b. Specifying Learning Objectives............................................................... 42
3. Develop Preliminary Form of Product......................................................... 44
a. Listing Subject Contents.......................................................................... 44
b. Selecting T/L Activities and Materials.................................................... 46
4. Preliminary Field Testing............................................................................. 46
5. Main Product Revision................................................................................. 51
B. The Presentation of the Designed Materials..................................................... 52
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions...................................................................................................... 53
B. Recommendations.............................................................................................54
REFERENCES......................................................................................................... 55
APPENDICES.......................................................................................................... 57
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LIST OF TABLES
Table
Page
3.1 The Description of Respondents’ Background.................................................... 31
3.2 The Presentation of Respondents’ Opinion on the Designed Materials...............35
4.1 The Basic Competences of Each Unit.................................................................. 42
4.2 The Learning Indicators of Each Unit.................................................................. 42
4.3 The Background of the Respondents................................................................... 47
4.4 The Descriptive Statistics of the Materials Evaluation........................................ 48
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Figure
Page
2.1 Kemp’s Instructional Design Model.....................................................................8
2.2 Hutchinson and Waters’ Materials Design Model............................................... 19
2.3 Willis’ Task-based Learning Framework.............................................................21
2.4 The Overall Steps of Designing Materials........................................................... 24
3.1 R&D Cycle combined with Designing Materials Steps adapted from Kemp..... 27
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Appendix
Page
A. The Permission Letter........................................................................................... 58
B. The Interview Checklist for Research and Information Collecting.......................60
C. The Questionnaire for Research and Information Collecting................................62
D. The Questionnaire for Materials Evaluation......................................................... 64
E. The Syllabus of the Designed Materials................................................................ 68
F. The Lesson Plans of the Designed Materials......................................................... 73
G. The Presentation of the Designed Materials......................................................... 82
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This chapter aims to introduce the research background, research problem,
problem limitation, research objectives, research benefits, and definitions of terms.
A. Research Background
Responding to the phenomenon that English has been the international
language, many countries in the world, which do not use English as their first
language, start to include English lesson as a compulsory subject in schools.
Indonesia as one of those countries also does the same thing. The government adds
English in the curriculum at elementary school levels up to university levels.
Since, the curriculum used in Indonesia is the Kurikulum Tingkat Satuan
Pendidikan (KTSP) or School Based Curriculum. In this curriculum, every school is
given an opportunity to develop and manage the curriculum based on its condition
and aspiration (Muslich, 2007: 10). There are four skills in English lesson stated in
the curriculum, one of them is reading.
Teachers should consider the importance of reading for students since reading
is a skill which is integrated with other skills. There are many factors that affect
teens’ awareness to reading habits in the English subject. One of them is the material
given by teacher. Reading becomes a boring activity in class when it is not modified.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
Some observations in schools conducted by the researcher showed that reading
sometimes made students feel bored and sleepy. In addition, the researcher also
interviewed a teacher of SMPN 5 Depok Sleman Yogyakarta about the situation of
reading classes in English subject in that school. The results of the interview show
that reading classes often make the students bored when the materials are less
interesting. Therefore, the researcher considers that materials which contain topic
related to and appropriate for teens can enhance their reading competence and their
interest in reading English texts.
In order to provide interesting and relevant materials, the researcher proposes
the use of one kind of authentic material, English teen magazines. Berardo (2006)
says that authentic materials are “materials that have been produced to fulfill some
social purposes in the language community.” By designing materials using English
teen magazines, they hopefully would know current events and be accustomed to
reading English articles. English teen magazines not only contain articles that are
easy and fun to read but also good layouts so that students will pay attention and be
interested in it. “Students make greater strides forward in comprehending reading if
they are reading topics that appeal to them personally” (McShane, 2005).
Anderson as cited by Nunan (2003: 69) confirms that reading is an essential
skill for English learners as their second or foreign language. It is also an important
skill to master to ensure success not only in reading English, but also in learning any
other things where reading in English is required. It will make a greater progress and
development in all other areas of learning. Considering that matter, reading is
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
important for the seventh grade of SMPN 5 Depok Sleman Yogyakarta especially in
the English class. The English teacher realizes that SMPN 5 Depok Sleman
Yogyakarta students at seventh grade need many English reading materials since
reading is their fundamental in learning English. It is also recognized that fun and
modified reading material can improve students’ interest in reading English.
In conclusion, the researcher intends to develop more interesting reading
materials. Therefore, the students will find a new and enjoyable way of learning. By
using English teen magazines, the researcher develops reading materials which are in
accordance with the students’ needs and interests. As a result, they would be
accustomed to reading English articles.
B. Research Problems
The researcher formulates two problems which are to be discussed as follows.
1. How is a set of English reading materials using English teen magazines for the
seventh grade students of SMPN 5 Depok Yogyakarta designed?
2. What do the designed materials look like?
C. Problem Limitation
There are two limitations made in order to lead the readers’ focus. First, the
problems to be discussed in this research are limited to the development of a set of
English reading materials using English teen magazines for the seventh grade
students of junior high school, specifically for SMPN 5 Depok Sleman Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
Second, the reading materials which are discussed in this research are only reading
material based on English teen magazines, not other reading materials.
D. Research Objectives
In relation to the research problems above, this research aims to:
1. design a set of English reading materials using English teen magazines for the
seventh grade students of SMPN 5 Depok Sleman Yogyakarta.
2. present the designed set of materials.
E. Research Benefits
The researcher expects this research to be beneficial to those who are concerned
with education especially for:
1. English teachers
Teachers of the seventh grade students of junior high school may consider these
set of reading instructional materials as one of the alternatives to help the students
enhance their reading motivation and to develop their reading skill.
2. The seventh grade students of junior high school
The students will hopefully be encouraged to heighten their reading motivation
by learning using English teen magazines. By using interesting materials, the students
are expected to be accustomed to read English article.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
3. Other material designers
The results of the research hopefully will provide beneficial information and
may lead other material designers to produce a better result. They may consider that
reading materials can be developed to be more attractive.
F. Definition of Terms
The definition of terms is very important to be known. In order to avoid
misunderstanding or misinterpretation, the researcher specifies the terms.
1. Reading
There are many definitions of reading. Nuttal as cited by Simanjuntak (1998:
14) regards reading as “the meaningful interpretation of printed or written verbal
symbols.” Neil Anderson as quoted by Nunan (2003: 68), defines reading as “a fluent
process of readers combining information from a text and their own background
knowledge to build meaning”. In this research, reading means an activity of
interpreting and getting the information from the text in English teen magazine to
enhance reading skill.
2. Teen Magazine
Santrock (2007) states that although the age range of the adolescents may vary
related to the culture and history, is now in the United States and most other cultures,
adolescence begins around age 10 to 13 years old and ends at about age 18 to 22
years. From that statement, it can be concluded that teen magazines are intended to
people between the ages of 10 and 22. In this research, the reading materials using
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
English teen magazine is designed for teenagers where they are the seventh grade
students of SMPN 5 Depok Sleman Yogyakarta.
Lavery’s writing entitled “Activities for Using Magazines in the Classroom” in
British
Council
(http://www.teachingenglish.org.uk/language-assistant/teaching-
tips/activities-using-magazines-classroom) defines magazines as “a rich source of
authentic materials and can be very motivating and inspiring a wide range of
activities”. In this research, teen magazine is the only source used to design the
reading materials. The materials are produced to spice up activities in class so that it
can motivate students’ awareness of reading.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents related theories and studies used in this research as
theoretical base for the research. There are two main parts; Theoretical
Description and Theoretical Framework. Theoretical Description deals with
instructional design, reading, authentic materials, teen magazines, materials
development, and task-based learning (TBL). Meanwhile, the theoretical
framework summarizes all major relevant theories to help the researcher solve the
problems.
A. Theoretical Description
This part presents the main theories used as reference in this research. There
are six sections to be discussed as follows.
1. Instructional Design Models
In this section, the researcher would like to discuss the foundation in making
the instructional materials design. This research used one theory which is based on
Kemp’s model (1977). Kemp’s model is a flexible process. It may start from any
steps by considering that one step can affect other steps. This model also shows
that revision for every step is important in order to get the best result. Steps
proposed by Kemp are complete since the selected steps have already covered all
steps in this research. Thus, it can be said that Kemp’s model is a suitable one in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
designing the material in this research. Figure 2.1 presents eight steps of Kemp’s
instructional design model.
1. Goals, topic,
and general
purposes
8. Evaluation
2. Learner
characteristic
7. Support
3. Learning
services
REVISION
6. T/L
4. Subject
activities,
resources
objectives
content
5. Preassessment
Figure 2.1. Kemp’s Instructional Design Model (Kemp, 1977: 8)
The eight steps illustrated by Kemp (1977) in Figure 2.1. will be explained
as follows:
a. Goals, Topics, and General Purposes
The design begins with deciding the goals as the basis of the program where
the goals are derived from three sources, namely society, students, and subject
areas. Afterwards, the topics are selected to serve the goals. Finally, the general
purposes of each topic are stated.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
b. Learner Characteristics
The second step in Kemp’s model is identifying the characteristics of the
learners for whom the instruction is to be designed to know their capabilities,
needs, and interests. Those three characteristics can be guidance in selecting the
topic and the level at which topics are introduced, the choice and sequencing of
objectives, the depth of treatment, and the variety of learning activities.
c. Learning Objectives
This step is aimed to formulate the specific instructional objectives that
should be achieved based on the observable and measurable students’ attitude.
The learning objectives stated in instructional planning should be unambiguous,
realistic, and clear so that it can be understood by both the writer and learners. The
objective of learning can be grouped by three major categories, namely cognitive,
psychomotor, and affective.
d. Subject Content
After specifying the learning objectives, the subject content which supports
the attainment of each objective should be listed. In deciding subject contents,
Kemp offers four questions: What specifically must be taught or learned in this
topic? What facts, concepts, and principles related to the topic? What steps are
involved in necessary produce relating to the topic? What techniques are required
in performing essential skills?
e. Pre-Assessment
The fifth step is developing pre-assessment which is aimed to gather the
information from the learners’ background and present level of knowledge about
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
the topic. By pre-assessment, the desig