Upload
vananh
View
213
Download
0
Embed Size (px)
Citation preview
TASK-BASED INSTRUCTIONAL READING MATERIALS
FOR SMK YPKK 3 SLEMAN
A THESIS
Presented as the Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ratri Wahyuningtyas
Student Number: 03 1214 002
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2008
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TASK-BASED INSTRUCTIONAL READING MATERIALS
FOR SMK YPKK 3 SLEMAN
A THESIS
Presented as the Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ratri Wahyuningtyas
Student Number: 03 1214 002
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2008
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
“There is a time for everything, because for everything there
is a season. A time to be born and a time to die, a time to
weep and a time to laugh, a time to mourn and a time to
dance, a time to seek and a time to lose. He has made
everything beautiful in its time; also He has put eternity into
man’s mind.”
Ecclesiates 3: 1-11
I am nothing. He is all.
I do nothing of my own. He does it.
I am God’s pencil.
A tiny bit of pencil with which He writes what He likes.
God writes through us, and however imperfect instruments we may be,
He writes beautifully.
- Mother Teresa -
I dedicate this thesis to
Jesus Christ and Mother Mary
my beloved mother, father and brother,
my relatives,
and my lovely friends who always love and support me.
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
v
This is for you all.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
Finally, I had done this thesis. I could not have done this all without God’s
blessing and supports from others. I would like to express my deepest and greatest
gratitude to Jesus Christ and Mother Mary for blessing and guiding me.
I am greatly indebted to Made Frida Yulia, S.Pd., M.Pd., my major
sponsor, for her guidance, patience, and kindness. I thank her for her advice,
corrections, and time to read my thesis thoroughly. My great thank goes to
Laurentia Sumarni, S.Pd., my co-sponsor, for her time to read my thesis and
correct it. I also thank her for giving me opportunity to improve my teaching skill.
I would like to express my gratitude to Drs. Pius Nurwidasa P, M.Ed.,
Henny Herawati, S.Pd, M.Hum., and Caecilia Tutyandari, S.Pd., M.Pd., for
their time to evaluate the materials. My deepest thanks are addressed to all of the
English Language Education Study Program lecturers. I would like to express
thanks to Mbak Dhanniek, Mbak Tari, and all of the librarians for all of their
assistance during my study.
I deliver my best thanks to the English teachers of SMK YPKK 3 Sleman,
Kitik Supadmi, S.Pd. and Siti Nurhayati, S.Ag., for their helps and valuable
feedback. I also thank all of the second grade students of SMK YPKK 3 Sleman
for their willingness to help me conduct my research.
My greatest gratitude goes to my beloved parents, Bapak Suharto and Ibu
E. Sutriningsih, S.H. I thank them for their love, care, patience, support, and
never ending prayer for me. They are my inspiration to be a better person and my
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
motivation to finish my thesis. I thank my only one brother, Bayu, for supporting
me in his own way. I would like to express thanks to my relatives, for their
support and prayer, especially Maguwo Crew: Om Sayid, Bulik Tanti, Dyas,
Bas, Hap, and Tyas. They really helped me a lot especially when I felt bored with
all the things I did.
My sincere appreciation goes to the big family of SMP Maria Immaculata
Yogyakarta, especially Suster Ancilla, Bu Ratmi, Bu Ning, Pak Adi, and Bu
Novi, for giving me a chance to learn how to be a real teacher.
My gratitude goes to my “journey” friends: Ichie, Ella, Maya, Nora, Nia,
and Eko’Kdx’. They show me the true meaning of friendship. I would like to
thank the old generation of ‘Mudika Yora’, for the great experiences, especially
Mbak Santi. All that we have done together really inspires me to be a tough and
independent person. I express my gratitude to all PBI-03: Lintang, Nila, Arum,
Anas, Yusta, Netty, and Qyer. I also thank Mbak Ayu ’02 and Mas Gede Agus
for sharing valuable knowledge. I deliver my very best thanks to BEEs: Nita,
Titien, Monchie, Ayoe, Layung, and Emil. I thank them for all the hard work,
spirit, optimism, laughter, and dreams we shared together. BEE Happy!
My sincere gratitude goes to Gabriel Adi W., for his understanding, care,
and support. I thank him very much for being there for me and helping me
sincerely.
God bless them all.
Ratri Wahyuningtyas
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
TITLE PAGE ....................................................................................... i
APPROVAL PAGES ........................................................................... ii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ................ vi
ACKNOWLEDGEMENTS ................................................................. vii
TABLE OF CONTENTS ..................................................................... ix
LIST OF TABLES ............................................................................... xii
LIST OF FIGURES ............................................................................. xiii
LIST OF APPENDICES ...................................................................... xiv
ABSTRACT .......................................................................................... xv
ABSTRAK .............................................................................................. xvi
CHAPTER I. INTRODUCTION
A. Background of the Study........................................................... 1
B. Problem Formulation................................................................. 4
C. Problem Limitation.................................................................... 5
D. Objectives of the Study ............................................................. 5
E. Benefits of the Study ................................................................ 6
F. Definition of Terms................................................................... 7
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ............................................................ 9
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1. Instructional Design Models ................................................ 9
a. The Nature of Kemp’s Model ........................................... 9
b. The Nature of Taba’s Model ............................................ 14
2. Reading ................................................................................ 16
a. The Nature of Reading ...................................................... 16
b. Principles for Teaching Reading....................................... 17
c. Models of Reading Process ............................................... 19
d. Access to Content.............................................................. 20
3. Task-Based Learning ........................................................... 21
a. The Framework of Task-Based Learning.......................... 21
b. Principles of Task-Based Learning ................................... 23
B. Theoretical Framework ............................................................. 24
CHAPTER III. METHODOLOGY
A. Method ...................................................................................... 30
B. Participants of the Study............................................................ 32
C. Research Instruments ................................................................ 33
D. Data Gathering Techniques....................................................... 35
E. Data Analysis Techniques ......................................................... 36
F. Research Procedure.................................................................... 38
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. The Steps in Designing Instructional Reading Materials
x
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
for SMK YPKK 3 Sleman........................................................ 40
1. Conducting Needs Survey..................................................... 40
2. Specifying Goals, Topics, and General Purposes ................. 41
3. Formulating Objectives......................................................... 41
4. Selecting and Organizing Contents....................................... 41
5. Selecting Teaching Learning Activities and Resources........ 42
6. Designing Materials .............................................................. 44
7. Evaluating Materials ............................................................. 44
8. Revising Materials ................................................................ 44
B. The Results of the Surveys........................................................ 45
1. The Results of the Needs Analysis ....................................... 45
a. The Results of the Questionnaire .................................... 45
b. The Results of the Interview ........................................... 49
2. The Results of Materials Evaluation..................................... 52
C. The Presentation of the Final Design ........................................ 54
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ................................................................................ 58
B. Suggestions ................................................................................ 61
REFERENCES .................................................................................... 63
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table Page
3.1 Participants of the Survey Study ...................................................... 33
4.1 Goals, Topics, and General Purposes ............................................... 42
4.2 Objectives of the Course .................................................................. 43
4.3 Results of Post-design Survey .......................................................... 52
xii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Figure Page
2.1 Kemp’s Instructional Design Model ................................................. 13
2.2 Components of the Willis’ Task-Based Learning Framework ......... 22
2.3 The Writer’s Instructional Design Model ......................................... 29
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Page
Appendix A: Surat Permohonan Ijin Penelitian .................................... 65
Appendix B: Surat Keterangan .............................................................. 68
Appendix C: The Questionnaire for Students ........................................ 70
Appendix D: Interview Checklist .......................................................... 74
Appendix E: General Description .......................................................... 76
Appendix F: The Questionnaire for Teachers and Lecturers.................. 80
Appendix G: The Results of Needs Survey ........................................... 85
Appendix H: Syllabus ............................................................................ 88
Appendix I: Silabus ................................................................................ 96
Appendix J: The Designed Materials ..................................................... 106
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Wahyuningtyas, Ratri. 2008. Task-Based Instructional Reading Materials for SMK YPKK 3 Sleman. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
To master English, students have to learn four skills, namely listening, speaking, reading, and writing. Among those skills, reading is the key to success in learning anything, including English. The students’ reading ability contributes a lot to their English mastery. There is a need for the eleventh grade students of SMK YPKK 3 Sleman to enhance their reading ability since it will really help them to master English. Moreover, the problem comes from the insufficient reading materials. To respond to the problem, a study which was intended to design Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman was conducted.
The study discussed two problems. Those problems are (1) How are Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman designed? (2) What do Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman look like? To answer those two questions, the writer employed Research and Development Method (R & D), which consisted of ten steps. In the study, the writer only employed the first five steps of R & D Method. Those steps were (1) researching and collecting information, (2) planning, (3) developing preliminary form of product, (4) conducting preliminary field-testing, and (5) revising main product. To obtain the data needed, the writer conducted two kinds of surveys, namely pre-design survey and post-design survey. In the pre-design survey, the writer used questionnaire and interview checklist as the instruments. Moreover, in the post-design survey the instrument used was questionnaire.
To answer the first question, the writer applied eight stages of instructional design model, which were adapted from Kemp’s and Taba’s models. The stages were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating objectives, (4) selecting and organizing contents, (5) selecting learning activities and resources, (6) designing materials, (7) evaluating materials, and (8) revising materials. To answer the second question, the writer presented Task-Based instructional design materials for the students of SMK YPKK 3 Sleman. The materials consist of eight units. Each unit consists of four sections, namely warming-up, let’s read, language focus, and what have you learnt today?
The materials evaluation results showed that the mean ranged from 3.8 to 4.6. It shows that the designed materials are suitable and acceptable to be used for the students of SMK YPKK 3 Sleman. Finally, it is hoped that the materials will be beneficial for both students and English teachers of SMK YPKK 3 Sleman to enhance the students’ reading ability.
xv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Wahyuningtyas, Ratri. 2008. Task-Based Instructional Reading Materials for SMK YPKK 3 Sleman. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Untuk menguasai Bahasa Inggris, siswa harus mempelajari empat ketrampilan, yaitu menyimak, berbicara, membaca, dan menulis. Diantara semua keterampilan tersebut, membaca adalah kunci keberhasilan untuk mempelajari mata pelajaran apapun termasuk Bahasa Inggris. Kemampuan membaca siswa mendukung penguasaan Bahasa Inggris mereka khususnya bagi siswa kelas sebelas SMK YPKK 3 Sleman. Siswa kelas sebelas SMK YPKK 3 Sleman perlu untuk meningkatkan kemampuan membaca karena hal tersebut akan sangat membantu dalam menguasai Bahasa Inggris. Namun, masalah yang mengganggu adalah kurangnya bacaan yang dapat menunjang proses belajar. Oleh karena itu, sebuah penelitian dilaksanakan untuk menanggapi masalah tersebut yang bertujuan untuk merancang materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman.
Penelitian ini membahas dua masalah. Masalah-masalah tersebut adalah (1) bagaimana materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman dirancang dan (2) bagaimana materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman disajikan. Untuk menjawab kedua pertanyaan tersebut, penulis mengimplementasikan Research and Development (R & D) Method. Namun dalam penelitian ini, penulis hanya mengimplementasikan lima langkah pertama dari R & D Method. Langkah-langkah tersebut adalah (1) researching and collecting information, (2) planning, (3) developing preliminary form of product, (4) conducting preliminary field-testing, and (5) revising main product. Untuk mengumpulkan data yang dibutuhkan, penulis melaksanakan dua jenis survei yaitu pre-design dan post-design survei. Kuesioner digunakan sebagai instrumen pada pre-design dan post design survei, sedangkan interview checklist digunakan pada post-design survei.
Untuk menjawab pertanyaan pertama, penulis menerapkan delapan langkah dari model instruksional yang diadaptasi dari model Kemp dan Taba. Langkah-langkah tersebut adalah (1) melakukan survei kebutuhan, (2) menentukan tujuan, topik, dan tujuan umum, (3) merumuskan indikator, (4) menyeleksi dan menyusun isi, (5) menyeleksi kegiatan belajar dan sumber belajar, (6) mendesain materi, (7) mengevaluasi rancangan materi, dan (8) merevisi materi. Sedangkan untuk menjawab pertanyaan kedua, penulis menyajikan materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman yang terdiri dari delapan unit. Masing-masing unit tediri dari empat bagian, yaitu warming-up, let’s read, language focus, and what have you learnt today?
Dari hasil evaluasi rancangan materi didapatkan nilai rata-rata yang berkisar antara 3,8 – 4,6. Hal itu menunjukkan bahwa rancangan materi pembelajaran tersebut bisa diterima serta digunakan bagi siswa SMK YPKK 3 Sleman.
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Akhir kata, materi pembelajaran ini diharapkan dapat bermanfaat bagi siswa dan guru Bahasa Inggris SMK YPKK 3 Sleman untuk meningkatkan kemampuan membaca siswa.
xvii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This chapter consists of six parts. The first part is the background of the
study, which reveals the writer’s reason for conducting the study. The second part
is the problem formulation, which conveys the problem that will be discussed in
the study. The third part is the problem limitation. This part gives a clear border of
the study being discussed. The fourth part is the objectives of the study, which
shows the aims of the study. The fifth part is benefits of the study, which reveals
the advantages of the study that other researchers may gain through reading the
study. The last part is the definition of terms that clarifies the terms used in the
study.
A. Background of the Study
It is no doubt that English becomes an important language. English is used
in many aspects of life such as in business, trade, and also communication.
Nowadays English is taught in all levels of education. It is hoped that through
acquainting the students with English since they are young, they will be more
familiar with English and they can learn English easily later on.
There are four skills that the students have to learn in order to master
English, i.e. listening, speaking, reading, and writing. In terms of the direction,
those skills can be described as productive (speaking and writing) and receptive
(reading and listening). Productive refers to language generated by the learner,
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
while receptive refers to language directed at the learner (Anderson, as cited in
Nunan, 2003: 48).
Brown (2004: 185) stated that the essential skill for success in all
educational context is reading. It can be concluded that among those four skills,
reading is the key to learning any kinds of subjects or languages including
English. The students’ reading ability contributes a lot to their English mastery. If
they can grasp the point of an English passage, they are able to continue their
lesson without difficulties. The problem is that not all senior high school students
have adequate reading ability to support their English mastery. It really happened
in one of the private vocational high schools in Yogyakarta, namely SMK YPKK
3 Sleman. When the writer taught reading there, students found difficulties in
understanding the passage given. The writer realized that it was a serious problem
because in National Examination, which is usually taken by the twelfth grade
students, the students are required to master reading in order to pass. Based on
that reason, the writer intends to increase the students’ reading ability through
designing a set of instructional reading materials.
This design is aimed to enhance the students’ reading ability since it is really
important to support their English mastery and later on they will be ready to face
National Examination. Through the study, it is hoped that they will have a general
view of the types of the text that commonly appear in National Examination. If
they are familiar with those texts, hopefully they will be able to gain good scores
in their National Examination. It can also be used to measure the students’ ability
in understanding the given passages since the materials are completed with a lot
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
of tasks. The students will also be given tasks of basic reading strategies, such as
to find the main idea, specific information, and also other strategies that can be
used in reading so that they may increase their reading ability.
Designing the materials is the writer’s further action for the eleventh grade
(XI) students of SMK YPKK 3 Sleman. Since the materials try to introduce kinds
of National Examination readings, the eleventh grade is considered the most
appropriate level. The reason is that the students in this level have more time to
prepare themselves for National Examination rather than the twelfth grade
students. Preparation is very important since National Examination is to measure
whether they master what have they learnt during their three-year study or not.
Their scores decide whether they pass the National Examination or not. If the
students are well prepared, they will gain good scores.
There are several methods that can be used in learning English. In the study,
Task-Based Learning is used. There are two main reasons why Task-Based
Learning is used in the study. The first reason comes from the writer’s idea that
Task-Based Learning will be beneficial for the students since it will not only
increase their academic achievement but also their social skill. The second reason
is based on the results of preliminary study conducted by the writer. The results
showed that most of the respondents chose Task-Based Learning as the method in
learning English. Task-Based Learning focuses on the tasks completion to achieve
the goals of the course. If they are able to complete the tasks given, they
understand the materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
The advantages of the method will give better results in the students’
preparation. First, it will increase their social skill. When completing tasks,
students gain opportunities to interact with their friends unconsciously. They build
a good relationship with their friends and help each other to complete tasks.
Second, it will increase their academic aspect by doing tasks given. By doing
tasks individually, they measure their own understanding of the materials.
Our education nowadays requires students to master knowledge and also
skills which are applicable and beneficial for their future life. Dealing with that,
government allows schools to design their own curriculum, called School-Based
Curriculum (SBC). As also stated by Board of National Education Standard
(Badan Standar Nasional Pendidikan, 2006: 5), SBC is an operational curriculum
that is arranged and done in each level of education. SBC gives more opportunity
for each school to develop their curriculum based on their potency, necessity,
needs of the students, and also environment. In the study, the materials are
designed in line with the SBC used in SMK YPKK 3 Sleman.
B. Problem Formulation
The study intends to answer the following questions:
1. How are Task-Based instructional reading materials for the eleventh grade
students of SMK YPKK 3 Sleman designed?
2. What do Task-Based instructional reading materials for the eleventh grade
students of SMK YPKK 3 Sleman look like?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
C. Problem Limitation
There are some limitations in this study. First, the study was about
developing materials. The main concern of the study was not to implement or
evaluate materials, but it focused on developing materials that facilitated the
teaching-learning processes. Second, the study developed materials for reading.
The writer focused on providing reading materials as a means to increase the
students’ reading ability. Third, the study employed Task-Based Learning in
designing the materials. Based on the preliminary study, Task-Based Learning
was chosen as the method in learning reading. The aim of the method was to
increase the students’ ability in English through completing the tasks given. In
this study, it was hoped that by completing the tasks given the students would
gain improvement in their reading skill and also social skill.
Fourth, the study was designed for the eleventh grade students of SMK
YPKK 3 Sleman. The reason for choosing the eleventh grade students was that
they have more time to prepare for National Examination. Fifth, the study was
conducted in SMK YPKK 3 Sleman. It was chosen as the setting of the study
because the students there needed more opportunities and facilities to learn
English especially reading.
D. Objectives of the Study
Based on the problem formulation mentioned above, the objectives of the
study are as follows.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
1. To find out how Task-Based instructional reading materials for the eleventh
grade students of SMK YPKK 3 Sleman are designed.
2. To present Task-Based instructional reading materials for the eleventh grade
students of SMK YPKK 3 Sleman.
E. Benefits of the Study
The study is expected to give positive contribution to English Language
Teaching, especially the English teachers, the students, and other researchers.
The study is expected to encourage Senior High School English teachers to
use appropriate method to enhance students’ ability in reading so that the students
may have deeper understanding of the passage. It is expected that the study may
give more references of teaching-learning method that can be applied in class for
the English teachers. It is also hoped that the Senior High School English teachers
may broaden their knowledge about English language teaching through the study.
The study is also expected to give contribution especially to the students of
SMK YPKK 3 Sleman and hopefully to other vocational high school students.
Through the study, the students may increase their reading ability so that they can
prepare themselves to face National Examination. Through the study, they can
increase their social skill by having more time to interact with their friends while
doing the tasks.
The writer hopes that the study may also be beneficial for other researchers
conducting study on similar topic. The study can be used as a reference for them
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
in conducting their research. Through the study, other researchers may gain
beneficial information that can be used to support their research.
F. Definition of Terms
To avoid misconception related to the topic of the study, the writer provides
the definition of some terms used in the study. They are:
1. Instructional Materials
According to Gagne and Briggs (1979: 3), “instruction is a set of events
which affect learners in such a way that learning is facilitated.” Gagne and Briggs
(1979: 35) also state that “the purpose of instruction is to promote learning, and
many agents (teachers, learners, materials, media) can be employed to accomplish
the events of instruction.” In this study, instructional materials are the materials
used by the teacher in teaching learning process, which put emphasis on students’
team work to achieve the goals of the course.
2. Reading
Anderson (as cited in Nunan, 2003: 68) states that “reading is a fluent
process of readers combining information from a text and their own background
knowledge to build meaning.” Reading is an activity in which the readers use their
background knowledge in order to understand the passage. In this study, reading
is a process of understanding the certain passage that involves readers’
background knowledge to gain the meaning of the passage.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
3. Task-Based
Task-Based is a method of language teaching which emphasizes the task
completion to achieve the goal, as defined by Larsen-Freeman (2000: 144) as
follows:
A task-based approach aims to provide learners with a natural context for language use. As learners work to complete a task, they have abundant opportunity to interact. Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning. By so doing, they have to check to see if they have comprehended correctly and, at times, they have to seek clarification.
In this study, Task-Based is a method in which learners complete tasks in order to
achieve the goals of the course and to measure their understanding about the
materials given.
4. SMK
SMK, in English called vocational high school, stands for Sekolah
Menengah Kejuruan. In SMK, the students learn business and management,
mechanical engineering, electrical engineering, hotel and tourism, marketing, and
business administration. The length of the study in SMK is three years, which is
divided into three grades. Those are tenth, eleventh, and twelfth grades. In this
study, SMK that becomes the target of the study is SMK YPKK 3 Sleman, in
which the students learn business and management. The focus of the study is the
eleventh grade students of SMK YPKK 3 Sleman for whom the materials are
designed.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer will discuss two main points, namely theoretical
description and theoretical framework. Theoretical description consists of
discussion about instructional design models, reading, and Task-Based Learning.
Moreover, in theoretical framework the writer relates the theories with the study.
A. Theoretical Description
1. Instructional Design Models
In the study, there are two instructional design models that will be used,
namely Kemp’s model and Taba’s model.
a. The Nature of Kemp’s Model
Kemp’s model consists of several important steps. Those are:
1) Defining Goals, Topics, and General Purposes
Goals derive from three sources: society, students, and subject areas. After
establishing the goals, the planner should list the major topics related to the
content area. In order to signify what the teacher wants to accomplish in the topic,
the teacher uses initial expressions. Those expressions usually express the
planner’s own aims for the topic or unit. According to Kemp (1977: 16), the
planner clarifies the statements of purpose with the teacher and also helps the
teacher to translate them into details. Then, from the details the teacher can plan
9
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
learning experiences. Furthermore, the teacher can also derive objectives from
general purposes.
2) Finding out Learner Characteristics
Knowing the learners characteristic is very important so that the teacher can
help them to learn in their own pace. There are two factors that should be
considered in finding out the learners characteristics; those are academic and
social factors. Academic factors include academic background, level of
intelligence, number of students, reading level, study habit, grade-point average,
scores on standardized achievement and aptitude tests, ability to work alone,
motivation for studying the subject, background in the subject or topic,
expectations of the course, and vocational and cultural aspirations. Social factors
include age, maturity, attention span, special talents, physical and emotional
handicaps, relations among students, and socioeconomic situation. Other factors,
such as learning conditions and learning styles, should be taken into account in
designing process. According to Kemp (1977: 19), learning conditions refer to
“groups of factors that can affect a person’s ability to concentrate, absorb, and
retain information.”
3) Specifiying Learning Objectives
Kemp (1977: 24) states that learning objectives can be categorized into three
categories; those are cognitive, psychomotor, and affective. However, cognitive
domain is mostly used in educational program. Cognitive domain includes
objectives concerning knowledge, comprehension, application, analysis,
synthesis, and evaluation. In planning process, the planner should consider the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
action verb that will be used in specifying the learning objectives because each
verb relates to certain level of objectives.
4) Organizing Subject Content
According to Kemp (1977: 44), subject content is “the selection and
organizing of the specific knowledge (facts and information), skills (step-by-step
procedures, conditions, and requirements), and attitudinal factors of any topics.”
Subject content must be related to the objectives and the learners’ needs. Subject
contents support the objectives. In other words, the objectives are what should be
attained by the subject content. Instead of using textbook, the planner should
consider other learning sources, such as articles, phamplets, films, or their own
experiences as other sources of subject content.
5) Developing Pre-assessment
After specifying the objectives and the subject content, it is time for the
planner to check whether the students are ready to study the topic and whether
they have already mastered some of the stated objectives (Kemp, 1977: 50). To
answer those two questions, a test is needed. There are two kinds of tests, namely
prerequisite testing and pretesting. Prerequisite testing aims to gain information
whether the students have appropriate preparation for the topic. The results of
prerequisite testing will let the teacher know who are ready to learn the topic, who
needs the remedial or even who are not ready yet and should start from the
beginner level.
Pretesting is usually used to find out the objectives that have already been
achieved by the students. “It may be proper to select or adapt for the pretest,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
questions and problems from the evaluation instruments you are developing in the
plan” (Kemp, 1977: 51).
6) Planning the Teaching/Learning Activities and Resources
The planner should determine the most effective and efficient methods and
then select the materials. There are several commonly used methods, namely
presentation, individual learning, and teacher-students interaction. The planner
should also select the media to support teaching-learning activity. According to
Kemp (1977: 74), there are three reasons why selecting media is complicated.
First, there are many audiovisual resources from which to choose. Second, there
are no clearcut guidelines for making a selection. Third, few educators have had
broad enough experiences with the resources available to have a sound basis for
selecting an appropriate medium or combination of media for communicating
content or providing students experiences, in terms of an objective within the
chosen teaching/learning pattern.
7) Organizing Support Services
Support services include fund/budget, facilities, equipment, time, and
schedule. The planner should organize support services carefully. Budget or funds
can be divided into two sections. Those are budget during development, which
covers all budget that the planner needed during the preparation of the program,
and budget during implementation which covers all budgets needed when the
planner implements the program.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
Revise
Goals, Topics, and General
Purposes
Learning Objectives
Evaluation Learners Characteristics
Support Services
Teaching/Learning
Activities and Resources
Subject Content
8) Evaluating Students’ Achievement
In order to measure students’ achievement, the teacher should determine
standards of achievement. The measurement can be in the form of evaluation.
There are two kinds of evaluation, namely formative and summative evaluation.
Formative evaluation takes place during development and tryouts, while
summative evaluation takes place at the end of the course. Evaluation also refers
to the evaluation of the program. It aims to know how well the program serves the
objectives. According to Kemp (1977: 98), there are several ways to evaluate the
developed program, namely (1) test results, (2) reactions from students, (3)
observations of students at work, and (4) suggestions from colleagues. The stages
of Kemp’s model are presented in Figure 2.1.
Figure 2.1 Kemp’s Instructional Design Model (Kemp, 1977: 9)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
b. The Nature of Taba’s Model
Taba’s model consists of eight steps. Those are:
1) Diagnosing Needs
Taba (1962: 347) states that “the diagnosis which precedes the planning of a
unit is a fairly general analysis of problems, conditions, and difficulties.” The
results will give influence in deciding contents, emphasis, and objectives for
learning experiences. Through diagnosing needs, the planner may gain
information about the students’ problems in learning so that s/he will be able to
solve them.
2) Formulating Specific Objectives
The results of diagnosis needs will provide information about which
objectives or aspects need more attention. According to Taba (1962: 350),
objectives should include several important points. Those are (1) concepts or ideas
to be learned, (2) attitudes, sensitivities, and feelings to be developed, (3) ways of
thinking to be reinforced, strengthened, or initiated, and (4) habits and skills to be
mastered. Moreover, specific objectives can be translated from the general
objectives of the school.
3) Selecting Content
The next step of Taba’s model is to select content. Taba (1962: 352) states
that “both the analysis of needs and the statement of objectives have provided a
preliminary guide for suggesting the lines of emphasis.” Furthermore, selecting
content consists of three steps. Those steps are selecting topics, selecting basic
idea, and selecting specific content.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
4) Organizing Content
After selecting the content, the planner needs to arrange it in sequential
order starting from the easy one. The planner should pay attention to the
arrangement of the topics, ideas, and content samples so that there is a clear
movement from the known to unknown and from the easy one to the difficult one.
The arrangement of the content should facilitate learners to achieve the objectives.
5) Selecting Learning Experiences
According to Taba (1962: 362), objectives should be implemented through
appropriate learning activities. Those activities should help students to develop
and practice all that they are supposed to learn. In selecting the learning
experiences for each idea and its content sample, the planner should consider that
each should serve some definite function. Taba (1962: 364) also adds that “to
translate the criteria for effective learning experiences into an actual program, it is
important, first, to visualize what students need to do or experince in order to
acquire certain behavioral competencies and what the order of these experiences
should be.”
6) Organizing Learning Experiences
The sequence of learning experiences consists of three main stages, namely
introductory, opening up, and orientation. Selected learning experiences should be
arranged to avoid difficulties for the learners in learning the materials. Moreover,
there is a rhythm of learning activities to obey in organizing learning experiences.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
7) Evaluating
Taba (1962: 377) states that “evaluation consists of determining the
objectives, the diagnosis, or the establishment of baselines for learning and
appraising progress and changes.” Evaluation can be used to check the learners’
understanding. Furthermore, evaluation will be a continuous diagnosis if it is
accompanied by comparison or results.
8) Checking for Balance and Sequence
Checking the overall consistency of the materials is needed in order to avoid
out of the track materials. There is a need to check the contents organization, time
allocation, and also the sequence of the ideas and contents. By doing so, the
planner may know whether the materials match the objectives stated before or not.
2. Reading
a. The Nature of Reading
Reading is regarded as receptive skill, where the readers receive information
from the text given. Readers do not produce something like what is required in
speaking or writing. Meanwhile, reading is a process to understand what is being
read.
According to Anderson as cited by Nunan (2003: 68), “reading is a fluent
process of readers combining information from a text and their own background
knowledge to build meaning.” The readers are required to combine the
information from the text and the knowledge that they have already had to find
out what actually the author wants to convey.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
b. Principles for Teaching Reading
Anderson (as cited in Nunan, 2003: 74-78) also states that there are eight
principles of teaching reading. Those are:
1) Exploit the Reader’s Background Knowledge
Background knowledge includes experiences that bring readers to the text,
such as life experience and educational experience. Background knowledge gives
big influence in leading readers to the text and improving readers’ reading
comprehension. To enhance readers’ reading comprehension, the teacher has to
activate their background knowledge by setting goals, asking questions, making
prediction, and teaching text structure.
2) Build a Strong Vocabulary Base
Vocabulary is the basic need for the readers to obtain the meaning of
English words or even passage. In order to understand the text, the readers need to
know vocabularies related to the text. If the readers have strong vocabulary base,
it will be easier for them to understand the text.
3) Teach for Comprehension
The main part of reading process is comprehension. However, the teacher
needs to teach comprehension and then monitor it. Teaching comprehension
relates to the readers’ ability to discuss with the teacher or friends what strategies
they use to comprehend the text.
4) Work on Increasing Reading Rate
Increasing reading rate means that there should be a balance in improving
students’ reading rate and developing their comprehension skills. The teacher
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
does not only focus on the accuracy but also fluency. The teacher also has to teach
students to reduce their dependence on dictionary. The students have to spend
more time analyzing the content and discussing it with their friends.
5) Teach Reading Strategies
In order to be successful readers, the readers have to know strategies of
reading itself. However, knowing the strategies is not enough. They have to know
how to use and integrate strategies in their reading process.
6) Encourage Readers to Transform Strategies into Skills
According to Anderson (as cited in Nunan, 2003: 77), “strategies can be
defined as conscious actions that learners take to achieve desired goals or
objectives, while a skill is a strategy that has become automatic.” Readers should
be introduced to reading strategies in their reading process. When they use
strategies unconsciously, they move strategies into skill.
7) Build Assessment and Evaluation into Your Teaching
Assessment and evaluation can be used to measure the students’ progress in
their reading class. The assessment can be both qualitative and quantitative.
Qualitative assessment includes information from reading comprehension test and
reading rate data. Quantitative assessment includes information from reading
journal responses, reading interest surveys, and responses to reading strategy
checklists.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
8) Strive for Continuous Improvement as a Reading Teacher
Reading teacher should view themselves as facilitators and help the readers
to find what works best. The teacher needs to understand the nature of reading
process so that they can help the readers to understand the text.
c. Models of Reading Process
According to Anderson (as cited in Nunan, 2003: 70-72), there are three
models of reading:
1) Bottom-up Model
Bottom-up model requires the readers to start the reading process from the
very basic unit. This model starts from the fundamental basic of sound and letter
recognition, and morpheme. Then, the readers move to the word recognition,
sentence, and finally comes to the large one.
2) Top-down Model
In top-down model, the readers start with their own background knowledge
in order to obtain the meaning from the text given. Top-down model emphasizes
the understanding of the readers toward the text given. The readers’ background
knowledge contributes to their understanding of the given text.
3) Interactive Model
This model integrates both bottom-up and top-down models. In interactive
model of reading, the readers will be given a short passage as a means to teach
them specific reading skills and strategies. They will also be given a longer
passage to give them opportunity to practice their reading strategies.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
d. Access to Content
According to Wallace (1992: 86), there are some ways to help learners to
relate their existing knowledge to the text the learners are going to read. Those
activities are:
1) Pre-reading Activities
Pre-reading activities consist of activities that provide learners with
questions, which require learners to find the answers from the text. The activities
also facilitate learners with tasks to prepare learners for linguistic, cultural or
conceptual difficulties and provide them with vocabulary tasks. These activities
function as a gate to enter the world that is presented in the text.
2) While-reading Activities
The aim of while-reading is to encourage learners to be flexible, active, and
reflective readers. A text, the main concern of reading, will be given to learners in
this phase. Learners will also be given a set of tasks in order to check the learners’
understanding toward the text being read.
3) Post-reading Activities
Most of the post-reading activities consist of comprehension questions
which follow a text. Post-reading activities need to be motivated by the genre, the
context of learning, and learners’ purpose. Some texts tend to have follow-up
activities such as writing tasks or even role-play as their post-reading activities.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
3. Task-Based Learning
a. The Framework of Task-based Learning
According to Willis (1996: 5), a task is an activity “where the target
language is used by the learner for a communicative purpose (goal) in order to
achieve an outcome.” Moreover, task-based learning consists of three main parts.
They are:
1) Pre-task
In this stage, the teacher plays an important role in introducing the topic that
will be discussed. The teacher has to help the learners to understand the task
instruction by giving them useful words and phrases so that they can accomplish
the task. The teacher should make sure the learners know why they are doing the
pre-task and how it will help them later with the main task.
2) Task Cycle
Task cycle consists of three stages, namely task, planning, and report. Those
three stages play an important role as facilitator to help learners in learning
without depending on their teacher. Each stage has its contribution in constructing
the cycle. Those stages are:
a) Task
Task is the basic core of Task-Based Learning. Learners have to do the task
in order to understand the lesson given. They may do the task in pairs or in group.
Furthermore, the teacher needs to monitor the learners’ activity to keep them in
track.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
b) Planning
After the learners do the task, they have to prepare themselves to report their
work in front of the class. They have to plan well in order to produce a good
report. The report covers how they did the task and what they discovered.
c) Report
The learners report their work to their friends. The report can be in the form
of oral or written report. Oral report requires them to present their report in front
of the class. They may also exchange their written report and compare their
results.
Pre-task
Task cycleTask Planning Report
Language focusAnalysis Practice
3) Language Focus
In language focus, there are two activities to do, namely analysis and
practice. First, the learners have to analyze and discuss specific features of the text
or even the recording transcript. Second, the teacher needs to conduct practice of
new words or phrases. The practice can be conducted during analysis or after
analysis. The components of task-based learning are presented in Figure 2.2.
Figure 2.2 Components of the Willis’ Task-Based Learning Framework (1996: 38)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
b. Principles of Task-Based Learning
According to Nunan (2004: 35-38), there are seven principles of Task-Based
Learning, namely:
1) Scaffolding
In Task-Based Learning, the students are required to learn through
completing tasks. However, the content of the task is the materials that have
already been introduced to them. The teacher needs to help the learners by
providing a scaffolding in order to reach the goals.
2) Task Dependency
Each task that is given exploits and builds on the learners’ ability. Each task
has its function to maximize the learners’ ability. Furthermore, each task helps the
learners to achieve the competencies required.
3) Recycling
The teacher will maximize the opportunity for learning by recycling
language. It is believed that the learners will not achieve a hundred percent
mastery in the first time. As a solution, they need to be re-introduced to the topics
so that they may learn better and be able to achieve the goals.
4) Active Learning
The learners will learn by using the language that they are learning actively.
The learners will learn how to use the language to communicate. They may start
to use the language with their friends by doing the tasks given.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
5) Integration
The teacher should give a clear relationship among linguistic form,
communicative function, and semantic meaning. By elaborating those elements,
the teacher will teach the learners clearly. A clear explanation will lead them to a
better achievement.
6) Reproduction to Creation
The teacher should support the learners to use language creatively rather
than to produce language. Productive tasks not only help the learners to master
form, meaning and function but also supply a basis for creative tasks. In creative
tasks, the learners are required to combine familiar elements they have learnt.
7) Reflection
The teacher should give the learners opportunities to reflect on what they
have learned. Through reflection, the learners may have opportunities to learn
from their mistakes. Moreover, they can improve their performance through
reflection.
B. Theoretical Framework
In the study, some theories are used in designing task-based instructional
reading materials learning for the eleventh grade students of SMK YPKK 3
Sleman. The discussions will be divided into two parts; the first one will discuss
about the model unit, while the second one will discuss the instructional model.
In designing the model unit, the writer uses the theory of reading and Task-
Based Learning. Generally, the model unit combines the theory of access to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
content, principles of teaching reading, and Task-Based Learning framework. In
the study, the model unit consists of three parts, namely pre-reading, while-
reading, and post-reading. Pre-reading consists of activities which facilitate
learners to prepare themselves before they come to the reading text. Pre-reading
also includes the first step of Task-Based Learning framework, pre-task, which
helps learners activate their background knowledge before they read the text. In
pre-task, the top-down model is mostly used because this section puts emphasis
on the learners’ background knowledge as a gate to bring the learners to the text.
The use of top-down model also reflects the first principle of teaching reading,
namely exploit the readers’ background knowledge.
The second part of the model unit is while-reading. While-reading includes
the second step of Task-Based Learning framework, task cycle, which consists of
three stages, namely task, planning, and report. In the first stage, task, learners
have to read a text given and do the comprehension tasks. Then, they have to plan
how they will report the text being read to their friends in group. The report can
be in the form of oral or written presentation. While-reading also consists of a
brief explanation about reading strategies such as SQ5R, skimming, and scanning
that will be different in each unit.
The last part is post-reading, which consists of language focus and
reflection. In language focus, learners will be brought to the analysis activities
which include analysis of semantic concepts, words or parts of word, and
categories of meaning or use. Then, learners have to do the tasks in order to check
their understanding of the previous discussion. Meanwhile, the last task to be done
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
is reflection, in which learners share what they have learnt during a day course. In
the study, the principles of Task-Based Learning are used in constructing the
tasks. The tasks are designed to provide a scaffolding for the learners, help
learners to achieve the competencies required, and give the learners opportunity to
reflect on what have they learnt.
In the study, the writer employs five principles out of eight principles of
teaching reading. Those principles are exploiting the reader’s background
knowledge, building a strong vocabulary base, teaching for comprehension,
teaching reading strategies, and building assessment and evaluation into your
teaching. In the study, the students are required to use their background
knowledge by answering questions related to the reading. The materials also
provide exercises on vocabulary in order to build a strong vocabulary base.
Comprehension and reading strategies are several important things to be learnt in
order to enhance reading ability. The materials offer reading strategies for the
students and teach how to deal with the reading. Furthermore, there is an
evaluation in the materials in the form of qualitative assessment in order to
measure the students’ understanding of the reading.
For the instructional model, the writer adapts from Kemp’s model. Those
adapted steps are Defining Goals, Topics, and General Purposes, Specifying
Learning Objectives, Organizing Subject Content, Planning the
Teaching/Learning Activities and Resources, and Evaluation. Moreover, the
writer also adapts one step from Taba’s model, namely Diagnosing Needs. The
writer combines those two models because the combination reveals a clear and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
complete step in designing the materials. The writer also adds one more step
named Revising Materials as the last part of the whole instructional design steps.
The details of the instructional design steps are discussed as follows.
1. Conducting Needs Survey
The first stage is adapted from Taba’s instructional design model entitled
“Diagnosing Needs.” The writer conducts a needs survey to gather
information about the learners’ need, problems, conditions, and difficulties. In
order to collect that information, the writer distributes a questionnaire to the
learners. To gain more information about the learners’ difficulties and
problems, the writer also conducts an informal interview with the English
teacher.
2. Specifying Goals, Topics, and General Purposes
This stage is adapted from Kemp’s instructional design model, namely “Goals,
Topics, and General Purposes.” In this stage, the writer determines the goals
that should be achieved by the students at the end of the course. The next
things to be done are deciding topics for the whole course and also general
purposes of the course.
3. Formulating Objectives
A stage from Kemp’s instructional design model, “Learning Objectives”, is
adapted as the third stage. Specific objectives can be drawn from the needs
survey. Based on needs survey results, the writer may know which aspects that
need more attention. By stating the objectives, the writer know what the
students should learn and whether they have achieved it or not later on.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
4. Selecting Contents
Then, the writer has to select the content. This stage is adapted from Kemp’s
instructional design model entitled “Subject Content.” The contents can be
taken from textbook, articles, or even teacher’s own experiences and other
sources as long as those can support the objectives.
5. Selecting Teaching Learning Activities and Resources
The writer adapts Kemp’s instructional design model entitled “Selecting
Teaching Activities/Resource” for the next stage. In this stage, the writer
needs to select learning activities. The writer should decide the most effective
and efficient teaching learning activities and select the existing resource in
order to support the teaching learning processes.
6. Designing Materials
In this step, the writer organizes the materials. The writer arranges the selected
reading materials and learning activities based on the topics, general purposes,
and also objectives. Moreover, by arranging the materials sequentially it will
make the students easy to understand and learn the materials.
7. Evaluating Materials
Then, the writer needs experts and users feedback on the designed materials.
This stage is adapted from Kemp’s instructional design model named
“Evaluation.” It is aimed to figure out whether the contents and ideas
organization, time allocation, and learning method used for overall materials
are appropriate or not. The writer also distributes a set of designed materials
and a questionnaire to gain feedback on the designed materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29
8. Revising Materials
The last step is revision. In this step, the writer revises the materials based on
the feedback and suggestions from experts and users. Revision is needed in
order to improve the materials so that later on the materials will be beneficial
for the students.
The steps of the writer’s instructional design model are presented in Figure 2.3.
Specifying Goals , Topics, and General Purposes
Formulating Objectives
Selecting Contents
Selecting Teaching Learning Activities and Resources
Designing Materials
Conducting Needs Survey
Evaluating Materials
Revising Materials
Figure 2.3 The Writer’s Instructional Design Model
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
METHODOLOGY
In this chapter, the writer explains the method used in the study. The writer
also explains the participants of the study, research instruments used in the study,
how to gather the data needed, and also how to analyze the data. While in the last
part, the writer explains the research procedures in conducting the study.
A. Method
The method that was used in this study was Research and Development (R
& D). According to Borg and Gall (1963: 771), “R & D consists of a cycle in
which a version of the product is developed, field-tested, and revised on the basis
of field-test data.” The aim of this method was to present the results of the
research into product so that it can be used in schools. The reason for choosing R
& D was that the product fulfills the needs of the students because the product is
designed based on the data of the preliminary survey. There are ten major steps in
R & D cycle; those are (1) research and information collecting, (2) planning, (3)
develop preliminary form of product, (4) preliminary field-testing, (5) main
product revision, (6) main field-testing, (7) operational product revision, (8)
operational field testing, (9) final product revision and (10) dissemination and
implementation. In the study, the writer only used the first five steps of R & D
because the aim of the study is not to implement or evaluate materials but to
develop materials.
30
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31
There were three main phases in the study, namely pre-design survey,
materials development and post-design survey.
1. Pre-design Survey
The first two steps of R & D, namely research and information collecting
and planning, were used in this phase. The writer collected the information needed
to design the materials through distributing first questionnaire to the eleventh
grade students of SMK YPKK 3 Sleman. The writer also conducted an interview
with the English teacher of SMK YPKK 3 Sleman in order to gain the data needed
to design the materials.
2. Materials Development
After gaining the information and data needed, the writer analyzed the data
and developed the materials. The third step of R & D, namely develop preliminary
form of product, was used in this phase. The product was in the form of materials
designed for the eleventh grade students of SMK YPKK 3 Sleman.
3. Post-design Survey
The fourth and fifth steps of R & D, namely preliminary field testing and
main product revision, were used in this phase. The writer distributed the second
questionnaire to the English teachers of SMK YPKK 3 Sleman and some lecturers
of the English Language Education Study Program Sanata Dharma University.
The results of the post-design survey would be used to revise the materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32
B. Participants of the Study
There were three participants in the study. The first one was all of the
eleventh grade students of SMK YPKK 3 Sleman. There were 70 students taking
part as the participants in the study. They were given the questionnaire in order to
find out their needs.
The second one was the English teachers of SMK YPKK 3 Sleman. The
eleventh grade English teacher was involved as the interviewee for pre-design
survey. The writer intended to obtain information about the students’ needs based
on her perception through the interview. The writer also distributed the
questionnaire to the tenth and eleventh grade English teachers to find out their
opinions and suggestions on the designed materials in the post-design survey.
The third was three lecturers of the English Language Education Study
Program Sanata Dharma University Yogyakarta. They were involved as the
participants for post-design survey, together with the English teachers of SMK
YPKK 3 Sleman. The questionnaire was given to the lecturers mastering
instructional design, reading, and language teaching methodology. They were
asked to evaluate whether the designed materials were appropriate or not. The
questionnaire was also to find out their opinions and suggestions on the designed
materials. It was hoped that their opinions and suggestions may give beneficial
contribution in revising the materials. The description of the participants was
presented in Table 3.1.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
Table 3.1: Participants of the Post-design Survey Study
Educational
Background
Teaching Experience in
Years
Group of Participants
D3 S1 S2 <5 5-10 >10
English Teachers - 2 - - 1 1
English Lecturers - - 3 - - 3
C. Research Instruments
There were two instruments used in this study, i.e. the questionnaires and the
interview. The writer used two kinds of questionnaire. The first questionnaire was
distributed in the pre-design survey, while the second questionnaire was
distributed in the post-design survey. Meanwhile, the interview was conducted in
the pre-design survey.
1. Questionnaire
Questionnaire is an instrument to gather information needed through the
participants’ written responses to a list of questions (Wallace, 1998: 124).
Questionnaire has two forms, namely closed form and open form. Closed form
requires respondents to give responses based on the options provided. In open
form questionnaire, the respondents are free to write their response toward the
questions given. There are two kinds of questionnaire used in the study. The first
questionnaire, which is closed form, was used for the needs survey and distributed
to the eleventh grade students of SMK YPKK 3 Sleman. The questionnaire was
written in Indonesia so that the students would understand the content of the
questionnaire easily. It was also practical and time-saving because the students
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
would be able to fill it up without difficulties in understanding the content. The
second questionnaire, which used closed and open form, was distributed to the
English teachers and lecturers in order to obtain opinions, suggestions, and
recommendations on the designed materials.
2. Interview
Interview is an instrument to gather information needed through question
and answer held by the interviewer and interviewee. According to Wallace (1998:
146), there are three kinds of interview, namely structured interview, unstructured
interview, and semi-structured interview. Structured interview has a very tight
structure, and in which the questions will probably be read from a carefully
prepared interview schedule, similar to a questionnaire but used orally (Wallace,
1998: 146). Unstructured interview has some kind of structure but not as tight as
structured interviews and it would simply be a conversation (Wallace, 1998: 146).
The atmosphere is more relaxed and informal. Semi-structured interview also has
the structure. There will almost certainly be a prepared interview schedule, but
most of the questions will probably be open questions (Wallace, 1998: 147). In
order to gain more detailed responses the interviewer may use comments or
follow-up questions.
In the study, the interview was conducted to the English teacher of the
eleventh grade students of SMK YPKK 3 Sleman. It was aimed to obtain
information needed about the learners’ needs from the teacher’s point of view.
The writer used semi-structured interview in order to create a conducive
atmosphere so that the interviewee could give more detailed responses.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35
D. Data Gathering Techniques
In the study, there were two phases of data gathering. The first phase was
the pre-design survey. In the pre-design survey, the writer distributed the
questionnaire to the eleventh grade students of SMK YPKK 3 Sleman in the first
and second week of August 2007. The questionnaire was aimed to obtain
information about the learners’ interest and difficulties in learning English. The
writer distributed the questionnaire to classes XI B & XI C first on August 2,
2007. The writer explained the aim of the questionnaire and asked the students to
fill up the questionnaire. Since the questionnaire was written in Indonesia, the
students would understand the content of the questionnaire easily. After all of the
students of XI B & XI C finished completing the questionnaire, the writer did the
same procedure in class XI A on August 6, 2007.
After distributing the questionnaire to the eleventh grade students of SMK
YPKK 3 Sleman, the writer conducted an interview with the English teacher of
SMK YPKK 3 Sleman. The interview was conducted on August 6, 2007 and it ran
for about an hour. It was aimed to gain the information about the learners’ needs
in learning English from the teacher. The results of the interview were used to
design the materials.
The second phase was in the post-design survey. In the post-design survey,
the writer distributed the questionnaire to attain feedback on the designed
materials from the English teachers of SMK YPKK 3 Sleman and English
Language Education Study Program lecturers of Sanata Dharma University
Yogyakarta. The questionnaire was distributed on January 31 to February 4, 2008.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36
The respondents were given a set of designed materials and the questionnaire to
evaluate the designed materials. They had a week to answer the questions and
gave opinions, suggestions, and recommendations on the designed materials.
E. Data Analysis Techniques
In the study, the data were analyzed in two phases, namely pre-design
survey and post-design survey. The data that were analyzed in pre-design survey
were used for designing the materials. Meanwhile, in the post-design survey the
data were analyzed and were used for revising the designed materials.
1. Pre-design Survey
In pre-design survey, the writer used questionnaire and interview checklist
as the instruments to gather the data. The questionnaire was distributed to the
eleventh grade students of SMK YPKK 3 Sleman. The data from the
questionnaire were calculated as follows.
%100×∑n
n
Note:
n : the number of students who choose certain topic
Σ n : the total number of the students
The writer also conducted an interview with the English teacher of SMK
YPKK 3 Sleman. The data from the interview were analyzed descriptively. The
data from the interview and the questionnaire were used to design the materials.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
2. Post-design Survey
In post-design survey, the writer only used the questionnaire as the
instrument. The questionnaire was distributed to two English teachers of SMK
YPKK 3 Sleman and three lecturers of the English Language Education Study
Program Sanata Dharma University Yogyakarta to gain their opinions and
suggestions toward the designed materials.
In the designed materials evaluation, there was a survey that used two types
of questionnaire, namely closed form and open form. To assess the respondents’
opinions of the designed materials, the writer used closed form questionnaire with
five points of agreements as follows.
1= if the respondents strongly disagree with the statement
2= if the respondents disagree with the statement
3= if the respondents are undecided
4= if the respondents agree with the statement
5= if the respondents strongly agree with the statement
The data were measured by the using the central tendency, which consisted
of mean, median, and mode. In this study, only mean was used to draw out
whether the designed materials were acceptable or not. Mean is an average of all
the scores in a distribution. There is a formula to count the mean as follows.
nx∑
Note:
∑x : the total number of all scores
n : the total number of the respondents
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
For the open form questionnaire, the respondents had to write down some
opinions, suggestions, and also recommendations on the designed materials. The
results of the questionnaire were analyzed descriptively by classifying the
answers. Then, the data were used to revise the designed materials.
F. Research Procedure
The writer followed some procedures in conducting the study. Those
procedures were divided into three parts, namely pre-design survey, materials
development, and post-design survey.
1. Pre-design Survey
The writer prepared the questionnaire and distributed the questionnaire to
the eleventh grade students of SMK YPKK 3 Sleman. The writer also listed the
questions that were used for the interview. The writer conducted an interview with
English teacher of SMK YPKK 3 Sleman in order to obtain more information
about the learners’ needs from the teacher’s point of view.
2. Materials Development
The results of the questionnaire and interview were used to design the
instructional reading materials for the eleventh grade students of SMK YPKK 3
Sleman. The writer also used SBC as the guideline in designing the materials.
Based on SBC, the writer designed the materials which are suitable to the
learners’ needs and the potency of the region.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
3. Post-design Survey
The writer distributed the designed materials and a questionnaire to the
English teachers of SMK YPKK 3 Sleman and also lecturers of the English
Language Study Program of Sanata Dharma University Yogyakarta. It was aimed
to gain feedback on the designed materials from the participants mentioned
before. After that, the writer revised the designed materials based on the feedback
from the teachers and lecturers.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter consists of three main points. The first part covers the steps
done in designing the reading materials for SMK YPKK 3 Sleman. In the second
part, the writer presents the results of the survey. The survey was administered by
conducting an interview for needs analysis and distributing a questionnaire for
materials evaluation. In the last part the writer presents the final revision of the
designed materials.
A. The Steps in Designing Instructional Reading Materials for SMK YPKK
3 Sleman
The writer employed eight steps in designing the materials. Those steps
were (1) conducting needs survey, (2) specifying goals, topics, and general
purposes, (3) formulating objectives, (4) selecting and organizing contents, (5)
selecting learning activities and resources, (6) designing materials, (7) evaluating
materials, and (8) revising materials. The details of each step were explained in
the following discussion.
1. Conducting Needs Survey
The needs survey was conducted by distributing the questionnaire to the
eleventh grade students of SMK YPKK 3 Sleman on August 2 and August 6,
2007. The number of the respondents were 70 students. They were from classes
XI A, XI B, and XI C. They had to answer 13 questions. The writer intended to
40
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
find information related to the students’ difficulties in reading class, their learning
style, and their favorite topics to be discussed in the reading class. The writer also
conducted an interview with the English teacher in order to attain more
information about the students and the teaching learning process in reading class.
It was held on August 6, 2007 and ran for an hour. The data from both the
questionnaire and interview were used to design the materials.
2. Specifying Goals, Topics, and General Purposes
In the study, the goals of the course were derived from the Competence
Standard of SBC used in SMK YPKK 3 Sleman. There were eight topics in the
designed materials. Those eight topics were in line with SBC and adjusted to the
students’ interest. Besides, the general purposes were taken from the Basic
Competencies of SBC. The details of goals, topics, and general purposes were
presented in Table 4.1.
3. Formulating Objectives
In the next step, the writer formulated the objectives. The objectives were
considered as indicators. The objectives were the achievement that should be
reached by the students in each course. The details of the objectives were
presented in Table 4.2.
4. Selecting and Organizing Contents
The reading materials consisted of eight units with eight different topics for
each unit. Those topics were (1) Personal Activities, (2) Taking Message from a
Telephone Call, (3) Application Letter and CV, (4) Business Letters, (5) Past
Events and Future Plans, (6) Social letters, (7) Procedure, (8) Short Messages.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
Moreover, each unit was divided into four sections. Those sections were warming
up, let’s read, language focus, and what have you learnt today?
Table 4.1: Goal, Topics, and General Purposes
Goal Topics General Purposes Personal Activities Understanding simple daily
conversations both on professional and personal contexts with non-native speakers.
Taking Message from a Telephone Call
Writing down simple messages in direct interaction or writing device.
Application Letters and CV
Business Letters
Listing the job and educational background they have both orally and in written.
Past Events and Future Plans
Talking about their past job and their future plan.
Social Letters Expressing various personal expressions.
Procedure Understanding simple instructions.
To communicate in English in Elementary Level
Short Messages Making short messages, instruction, or list with certain vocabulary.
5. Selecting Teaching Learning Activities and Resources
In this step, the writer selected the most appropriate activities to be used in
reading class. The writer used pair-work, group work, presentation, games, role
play, and discussion. Then, the writer selected reading materials from magazine,
textbook, brochure, National Examination reading texts, and articles from the
internet.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
Table 4.2: The Objectives of the Course
Objectives Unit Topic At the end of the course, the students are able to:
1 Personal Activities 1. Identify a dialogue on personal activities. 2. Write down personal activities. 3. Apply the correct form of present tense in sentence
level. 2 Taking Message from
a Telephone Call 1. Identify a dialogue on the telephone. 2. Write down simple messages. 3. Make a dialogue on the telephone. 4. Perform the dialogue. 5. Apply the correct form of neither and either in
sentence level. 3 Application Letters
and CV 1. Identify the given text on Application Letter and
CV. 2. Write an Application Letter and CV. 3. Apply the correct form of causative in sentence
level. 4 Business Letters 1. Identify a business letter.
2. Identify each part of business letter. 3. Apply the correct form of preferences in sentence
level. 5 Past Events and Future
Plans 1. Identify a passage about past event. 2. Write down the specific information. 3. Apply the correct form of past tense and future
tense in sentence level. 6 Social Letters 1. Identify social letters.
2. Write social letters correctly. 3. Apply the correct form of conditional sentence in
sentence level. 7 Procedure 1. Identify a passage about describing process.
2. Describe a process correctly. 3. Apply the correct form of passive voice in sentence
level. 8 Short Messages 1. Identify a brochure and advertisement.
2. Write the main idea of paragraph. 3. Make a brochure or advertisement. 4. Apply the correct form of relative clause in
sentence level.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
6. Designing Materials
The next step was to arrange all the selected reading materials and learning
activities in accordance with general purposes, objectives, and also topics. In this
step, the writer organized the contents in a sequential order based on the topics.
The writer also added pictures and illustrations to make the designed materials
more interesting.
7. Evaluating Materials
Having finished designing the materials, the writer distributed the materials
to the experts and users. They were asked to give their comments, opinions, and
suggestions on the designed materials. The results of the materials evaluation
would be used to revise the designed materials.
8. Revising Materials
The last step was revising the materials. The materials were revised based on
the suggestions from the respondents. It was aimed to improve the materials so
that the designed materials would be beneficial for the users. Further, there were
some revisions made. Those were (1) changing two reading texts in unit 1 and 5,
(2) revising the grammatical explanation, (3) varying the vocabulary quiz, (4)
providing glossary for each unit, and (5) clarifying the relation of the Basic
Competence and learning activities.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
B. The Results of the Surveys
The writer conducted two kinds of surveys in the study. The first one was
Needs Analysis Survey, which was aimed to find information from both the
students and the teacher about problems, learning style and interest in learning
English especially reading. The second one was Materials Evaluation, which was
aimed to attain opinions, comments, and suggestions on the designed materials
from the experts and users.
1. The Results of the Needs Analysis
There were two main data gained from the needs analysis. The first one was
the questionnaire results, while the second one was the interview results with the
English teacher. The results were presented as follows.
a. The Results of the Questionnaire
The questionnaire was distributed to 70 students, all of whom were the
eleventh grade students of SMK YPKK 3 Sleman. The writer distributed the
questionnaire to classes XI B and XI C on August 2, 2007 and also distributed the
questionnaire to class XI A on August 6, 2007. The respondents had to answer 13
questions related to their learning style, difficulties in reading, and their favorite
topics to be discussed in reading class.
In the first question, the students were asked whether reading skill is
important to support their English mastery. Thirty-one students (44 %) answered
“important”, while 39 students (56%) answered “very important.” Based on the
results, it could be concluded that the students thought that to master English they
needed a good reading skill. The second question was, “How often do you find
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
difficulties in reading class?” Four students (5.8%) said “seldom”, 41 students
(58.5%) said “sometimes”, and 25 students (35.7%) said “often.” It showed that
the students rarely found difficulties in reading class.
In relation to question 2, the writer asked the obstacles in reading class in
question 3. Twenty six students (32.1%) answered “lack of vocabulary”, 38
students (46.9%) answered “lack of grammar understanding”, nine students
(11.2%) answered “difficulties in finding main idea”, while eight students (9.8%)
answered other factors. Those factors were (1) the students were hard to find
difficult words, (2) the students were unable to understand the reading passage,
and (3) the lesson was uninteresting. From the results, it could be concluded that
most of the students had a problem in grammar understanding. The fourth
question was, “How interesting is reading class?” Five students (7.1%) answered
“high”, 55 students (78.6%) answered “medium”, and ten students (14.3%)
answered “low.” It meant that so far most of the students could enjoy their reading
class since they were not very bored during the lesson. In question four, the writer
asked what factors made the students feel bored in the reading class. Fifteen
students (19.7%) said that the topics were uninteresting, 23 students (30.2%) said
that the passage was too long, 34 students (44.8%) answered that they were
unable to understand the passage, while four students (5.3%) answered other
factors. Based on the results, the students felt bored in the reading class because
they did not understand the passage being read.
“How do you understand English passage?” was the sixth question. Forty-
one students (58.6%) said that they read the whole passage then found difficult
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
words. Twenty-two students (31.4%) answered that they read and found difficult
words at the same time. Four students (5.7%) said that they found difficult words
then read the passage, while three students (4.3%) answered others. From the
results, it could be concluded that the common method used by most of the
students in understanding the English passage was reading the whole passage first
and then finding difficult words. In question 7, the writer asked what sources of
English passages were given by their English teacher. Sixty-nine students (98.5%)
answered textbook, while one student (1.5%) answered magazine. It meant that
the English teacher used textbook as the source of English passages. Question 8
was “Do you know reading techniques, such as skimming and scanning?” Thirty-
three students (47.2%) said “yes”, and 37 students (52.8%) said “no.” It showed
that the students were not familiar with reading techniques since thirty-seven
students out of seventy students said that they did not know those kinds of
techniques.
The next two questions were further responses toward question 8. If the
students answered yes, they would continue to answer question 9, which asked
about whether those reading techniques help them in understanding English
passages. Twenty-nine students (87.8%) said “yes”, while the rest, which were
four students (12.2%), said “no.” It was clearly proven that most of the students
gained the advantage of using reading techniques in order to understand English
passages.
Question 10 was the follow-up question for those who answered “no” in
question 8. In question 10, the students were asked about reading techniques they
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
usually used in understanding English passage. Ten students (27%) said they read
the whole passage; fourteen students (37.8%) said that they read the passage
paragraph per paragraph, while thirteen students (35.2%) answered other
techniques. Those techniques were (1) reading the whole passage then finding the
difficult words and (2) translating the whole passage then reading it. Based on the
results, the students tended to read paragraph per paragraph in order to understand
the passage.
The eleventh question was “Besides listening to the teacher’s explanation,
what method do you think is effective in reading class?” Twenty-eight students
(40%) answered working on tasks related to the passage, seven students (10%)
said presentation, twenty students (28.6%) answered translating passage, while
fifteen students (21.4%) prefered to choose group work.
The writer asked the students whether the teacher often gave tasks related to
the passage in the reading class in the next question. Sixty-eight students (97.1%)
answered “yes”, while the rest (2.9%) answered “no.” Question 13 was to be
answered by those who answered “yes” in question 12. The question was “How
far do the tasks given help you in reading class?” Thirty students (34.5%) said that
the tasks helped them in understanding the passage; 47 students (54%) said that
the tasks enriched their vocabulary, and ten students (11.5%) answered others.
The students added that through the tasks, they were able to construct sentences
and translate English passages into Bahasa Indonesia.
Question 14 was the follow-up question for those who answered “no” in
question 12. The students were asked about the method they thought could help
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49
them in the reading class. Three students (50%) said that working on tasks related
to the passage could help them in the reading class. Furthermore, one student
(16.7%) said that listening to the teacher’s explanation was quite helpful, while
two students (33.3%) said that translating the passage helped them in the reading
class.
In the last question, the students were to choose their eight favorite topics.
Those eight topics were interest (100%), news (91.4%), technology (88.5%), facts
(82.8%), business (70%), business letters (67.1%), biography (64.3%), and
procedure (28.5%). The writer also considered the students’ recommendation for
other topics, which included nature, adventure, sports, entertainment, and famous
place. In addition, the details of the needs survey questionnaires were presented in
Appendix G.
b. The Results of the Interview
The interview was conducted on August 6, 2007 and lasted for about an
hour. The aim of the interview was to gather more information about the reading
class based on the teacher’s perception. The data from the interview contributed a
lot to design the materials. Furthermore, from the interview the writer attained
important information which was presented in the following discussion.
1) Reading Class
In SMK YPKK 3 Sleman, there were no specific contact hours for reading.
It meant that there were no clear time division for teaching listening, speaking,
reading, and writing. As a result, the teacher usually taught integrated listening
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50
and reading. It became the reason why the time for teaching reading in one
semester was not enough. Moreover, the teacher also added that the students’
reading ability was in the medium level.
2) Students and Reading Class
The students gave positive responses in the reading class. They were more
relaxed because they did not need to think very hard and they could consult their
dictionary whenever they found difficult words. Moreover, interesting passages
became the reason why they were eager to read. The students also found several
problems in reading class. Those problems were (1) low grammar fundamental,
(2) laziness to find the meaning of difficult words, (3) dependency on their friends
and teacher, and (4) low motivation to learn. To solve those problems, there were
several solutions suggested by the teacher. Those solutions were (1) the teacher
should facilitate the students’ needs in terms of learning materials and (2) the
teacher asked the students to form their own study group and give them tasks.
Boredom was also one of the problems in learning. Furthermore, the teacher
had several ways to reduce students’ boredom in reading class. Those were (1)
telling a short story related to the passage, (2) giving a game related to the topic,
and (3) helping the students when they found any difficulties. In addition, the
teacher usually helped the students when they had tried several times to solve the
problem but they could not find any solution.
3) Learning Activities
In reading class, there were several activities to be done. Those activities
were finding the main idea, silent reading, answering questions related to the text,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
retelling the story, summarizing the text, and analyzing sentences in the text.
However, those activities done in reading class were not effective yet. The causes
were the students’ low motivation on learning, insufficient learning facilities, and
much time spent on the ice-breaking story.
4) Learning Materials
As the source for the reading text, the teacher used textbook, books,
magazines, and newspaper. When the teacher found an interesting reading text
whether from magazine or newspaper, she cut it and used it to teach reading. The
selection of the reading materials was based on the Basic Competence, relation
between reading materials and the students’ major study, the students’ ability in
reading, and the teacher’s ability. The teacher also said that the students were
interested in the topic given in the reading class. If the topic was not interesting,
the teacher would try to make it interesting.
5) Learning Method
Instead of asking, the teacher also used some methods in order to check the
students’ understanding. Those methods were retelling the story, giving tasks
related to the text, and analyzing sentences in the text. Those methods were
effective but those methods would take more time in analyzing sentences.
Moreover, tasks also became one of the methods used by the teacher. Those tasks
were analyzing sentences, finding the main idea, retelling the story, and finding
the difficult words. In her opinion, only giving tasks to the students was not
effective. The teacher should encourage the students to learn because their
motivation was low. She also said that she always gave tasks in reading class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52
Even though giving tasks was not a hundred percent effective, she believed that it
would help them to understand the lesson.
2. The Results of Materials Evaluation
In order to attain feedback, comments, and suggestions on the designed
materials, the writer conducted a post-design survey. The writer distributed a
questionnaire to three lecturers of the English Language Study Program of Sanata
Dharma University Yogyakarta and two English teachers of SMK YPKK 3
Sleman. The questionnaire was distributed on January 31 to February 4, 2008.
The data from the questionnaire were analyzed using central tendency to
find the mean. The results showed that the mean ranged from 3.8 to 4.6. It showed
that the materials were appropriate for the eleventh grade students of SMK YPKK
3 Sleman. The detailed results of the questionnaire were presented in Table 4.3.
Table 4.3: Results of Post-design Survey
Central Tendency No Respondents’ Opinions on N
Mean
1. The indicators are well formulated. 5 4
2. The indicators are considered able to support the
achievement of the learning outcomes.
5 4
3. The pre-reading activities are well developed. 5 4.2
4. The while-reading activities are well developed. 5 4.2
5. The post-reading activities are well developed. 5 4
6. The exercises in each unit are well elaborated. 5 4
7. The exercises can facilitate the students to understand
the topic being discussed.
5 4
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53
Table 4.3 continued
8. The instructions are clear. 5 4.6
9. The instructions are understandable. 5 4.6
10. The materials are well arranged. 5 4.2
11. The time allocations are sufficient. 5 3.8
12. The contents are well elaborated. 5 4.4
13. The topics given in the materials are appropriate for
the eleventh grade students of Vocational High
School.
5 3.8
14. The contents given in the materials are appropriate for
the eleventh grade students of Vocational High
School.
5 3.8
15. The materials are well elaborated. 5 4.2
In the questionnaire, the respondents were also asked to give opinions,
comments, and suggestions on the designed materials. Overall, they stated that the
materials were creative, well-developed, and interesting. The materials were also
designed in line with SBC. However, the materials needed some improvements.
Based on the respondents’ suggestions, the writer made some revisions in order to
improve the materials. Those revisions were as follows.
a. The Materials
In the designed materials, there were some changes needed. Some respondents
suggested shortening the length of some texts because they were quite long for
the students. Some of them also stated that some reading texts seemed too
difficult for the students. The grammatical explanation needed to be explained
in detail because it would make it easy for the students to understand. There
was also a suggestion to vary the type of vocabulary quiz. It would be better if
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54
there were variations, for example by using crossword or matching the
synonymous English words. Glossary could also be added in order to
encourage the students’ to learn. Based on the respondents’ suggestions above,
the writer changed two reading texts in unit 1 and 5. She also revised the
grammatical explanation, varied the vocabulary quiz, and provided glossary
for each unit.
b. The Syllabus
Time allocation for each unit should be reconsidered. Considering the
materials that consisted of many activities, the writer revised the time
allocation. Moreover, the writer clearly clarified the pre-reading, while-
reading, and post-reading in order to make the syllabus more understandable.
The writer also clarified the relation of the Basic Competence and learning
activities to avoid confusion.
C. The Presentation of the Final Design
In order to answer the second question in the problem formulation, the
writer presented the final version of the designed materials in this part. The
designed materials consisted of eight units. In each unit, the students would learn
eight different topics which were arranged according to the Basic Competence.
Those topics were:
UNIT 1 : Personal Activities
UNIT 2 : Taking Message from a Telephone Call
UNIT 3 : CV and Application Letter
UNIT 4 : Business Letters
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55
UNIT 5 : Past Events and Future Plans
UNIT 6 : Social Letters
UNIT 7 : Procedure
UNIT 8 : Making Short Messages
There were four sections for each unit. Those sections were Warming Up,
Let’s Read, Language Focus, and What Have You Learnt Today? The
explanation for each section was as follows.
1. Warming Up
The first section dealt with the preparation before entering the main
materials. It included some activities which were aimed to let the students used
their background knowledge as the gate to enter the reading materials. The teacher
would ask the students some questions related to the reading text. The teacher
could also use games relating to the reading text as the warming up activity.
2. Let’s Read
The second section dealt with the reading text, comprehension questions,
and also group work activity. The students had to read the given text(s) and
answered questions related to the text. There were also group work activities
which were aimed to facilitate the students to improve their academic and social
skills. By doing tasks given in group, they might improve their reading ability and
build a good relationship with others.
3. Language Focus
The third section dealt with the grammar explanation and its practice. It was
aimed to strengthen the students’ grammar foundation through simple and clear
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
56
explanation. It also facilitated the students how to use grammar correctly by
giving them exercises.
4. What Have You Learnt Today?
The fourth section dealt with the students’ reflection on the whole learning
processes. By writing down their reflection, they might learn from their mistakes
and improve their performance to gain better achievement. The teacher could
control his/her students’ feeling, academic improvement, or what they like/dislike
to learn by reading his/her students’ reflection. Through reflection, it was hoped
that both teacher and students might improve themselves for the better
achievement.
The designed materials also reflected four out of seven principles of Task-
Based Learning proposed by Nunan (2004: 35-38). Those are:
1. Scaffolding
The designed materials provided framework for the students. The framework
would help them to achieve the goals of the course.
2. Task Dependency
The tasks in the designed materials were related each other and started from easy
to difficult.
3. Active Learning
The designed materials required students to be active in learning processes by
using language to communicate with their friends while completing the tasks.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57
4. Reflection
In the last part of each unit, what have you learnt today?, the students were
given opportunity to reflect on what they have learnt during the course.
In summary, the designed materials had some strengths, such as creative,
well-developed, and interesting. The results of the post-design survey results
showed the mean ranged from 3.8 up to 4.6. It meant that the designed materials
were suitable and acceptable for the eleventh grade students of SMK YPKK 3
Sleman. The final version of the designed materials was presented in Appendix J.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter reveals two main points. The first part is conclusions, in which
the writer draws the conclusions of the study. In this part, the writer also answers
two questions in problem formulation. The second part is suggestions. In the
second part, the writer gives suggestions to the English teachers and other
researchers.
A. Conclusions
The study was to design instructional reading materials for the eleventh
grade students of SMK YPKK 3 Sleman. The materials were designed in order to
enhance the students’ reading ability. The writer also formulated two problems.
Those problems were (1) How are Task-Based instructional reading materials for
SMK YPKK 3 Sleman designed? and (2) What do Task-Based instructional
reading materials for SMK YPKK 3 Sleman look like?
In the study, the writer employed Research and Development (R & D)
method. R & D consisted of ten steps, meanwhile the writer only employed step 1
up to step 5. Those steps were (1) conducting research and collecting information,
(2) planning, (3) developing preliminary form of product, (4) conducting
preliminary field-testing, and (5) revising main product.
To answer the first question, the writer adapted instructional design model
from Kemp’s (1977) and Taba’s (1962). The writer combined these two models to
58
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
59
design the materials because the combination revealed a clear and complete step
in designing the materials. Those steps were (1) conducting needs survey, (2)
specifying goals, topics, and general purposes, (3) formulating objectives, (4)
selecting and organizing contents, (5) selecting learning activities and resources,
(6) designing materials, (7) evaluating materials, and (8) revising materials.
Moreover, the instructional design model applied in the study was the real steps of
R & D method employed by the writer.
To answer the second question, the writer presented the final version of the
designed materials as follows.
UNIT 1 : M y Daily Activities
UNIT 2 : May I Take a Message?
UNIT 3 : Applying for a Job
UNIT 4 : Business Letters
UNIT 5 : Let’s Go Sightseeing…!
UNIT 6 : Social Letters
UNIT 7 : The First Step Is…
UNIT 8 : Our Products
Each unit was divided into four sections, namely Warming Up, Let’s Read,
Language Focus, and What Have You Learnt Today? Warming Up included
activities which aimed to activate the students’ background knowledge. By doing
so, it would be easier for the students to come into the reading. There were several
activities to do in Let’s Read, such as reading the text, doing reading
comprehension and vocabulary quiz, also doing tasks in-group. Language Focus
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
60
provided detailed grammatical explanation for the students. Grammar exercises
were also provided for the students to practice their grammar mastery. In the last
part, What Have You Learnt Today?, the students were to write down their
reflection. It was hoped that by noting down their reflection, the students were
able to learn from their mistakes to gain better achievement. Moreover, the
materials were designed based on Task-Based Learning framework, namely pre-
task, task cycle, and language focus.
Evaluation was also conducted in the study by distributing the
questionnaires to respondents. The respondents gave positive responses by stating
that the materials were interesting, creative, and well-developed. The data from
the questionnaire were analyzed using central tendency. The results showed that
the mean ranged from 3.8 up to 4.6. It showed that the materials were appropriate
for the eleventh grade students of SMK YPKK 3 Sleman.
The materials also had advantages. First, the materials facilitated the
students to enhance their reading ability. It was because the materials consisted of
not only reading comprehension but also strategies to deal with reading texts.
Second, the materials helped the students to prepare themselves to face National
Examination. The materials contained kinds of texts commonly appearing in
National Examination and could be used in preparing the students to face National
Examination.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61
B. Suggestions
The writer has some suggestions for English teachers of Vocational High
School and their students, especially for English teachers and the students of SMK
YPKK 3 Sleman. The writer also provides suggestions for future researchers who
are interested in conducting research of similar topic.
1. Suggestions for English Teachers
It is hoped that English teachers understand and comprehend Task-Based
Learning since the materials are designed based on the Task-Based Learning
framework. It would be better if the teachers gave a clear description of Task-
Based Learning to the students. It will be easier for the students to participate in
the teaching-learning process when they had already understood what to do.
Teachers should create interesting learning activities so the students will be eager
to learn. The writer also suggests adding more reading texts, which were relevant
to the topic. Therefore, the teachers may add more exercises in language focus if
necessary.
2. Suggestions for Students
The students are expected to participate actively in the teaching-learning
processes since Task-Based Learning required learners to be active in every
activity. They should be proactive by asking what they do not know and sharing
their experiences. It would be better if they prepare themselves by reading the
materials before the class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
3. Suggestions for Future Researchers
The writer also has some suggestions for future researchers. First, future
researchers should improve the materials by adjusting the contents or topics in
accordance with the recent issues to make the students more motivated to learn.
Second, it would be better if future researchers use more games related to the
topics, make use of useful media and create comfortable atmosphere to support
teaching learning process. Since the designed materials are not implemented yet,
future researchers may use and adjust them to the ability and needs of the
students.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
REFERENCES
Anderson, N. 2003. Teaching Reading. In David Nunan (Ed.). Practical English Language Teaching (Firsst Edition). New York: McGraw Hill.
Badan Standar Nasional Pendidikan. 2006. Panduan Penyusunan Kurikulum
Satuan Tingkat Pendidikan Jenjang Pendidikan Dasar dan Menengah. Jakarta: BSNP.
Borg, W.R. and Gall, M. D. 1983. Educational Research: An Introduction (Fourth
Edition). London: Longman. Brown, H. D. 2004. Language Assessment: Principles and Classroom Techniques.
New York: Pearson Education Inc. Gagne, R. M. and Briggs, L. J. 1979. Principles of Instructional Design. New
York: Holt, Rinehart and Winston. Kemp, J. E. 1977. Instructional Design. California: Fearon Pitman Publishers,
Inc. Larsen–Freeman, D. 2000. Techniques and Principles in Language Teaching.
Oxford: Oxford University Press. Nunan, D. 2004. Task-Based Language Teaching. Cambridge: Cambridge
University Press. Taba, H. 1962. Curriculum Development: Theory and Practice. New York:
Harcourt Brace Jovanovich, Inc. Wallace, C. 1992. Reading. Oxford: Oxford University Press.
Wallace, M. J. 1998. Action Research for Language Teachers. Cambridge: Cambridge University.
Willis, J. 1996. A Framework for Task-Based Learning. Essex: Pearson Education
Limited.
63
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65
Surat Ijin Penelitian
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66
Appendix A: Surat Ijin Penelitian
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
Surat Keterangan
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
69
Appendix B: Surat Keterangan
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
70
The Questionnaire for the Students
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
71
Appendix C: The Questionnaire for the Students
Kuesioner Kelas :
awablah pertanyaan-pertanyaan berikut ini dengan memberi tanda silang (X)
. Menurut Anda, apakah keterampilan membaca penting dalam menunjang
ting
2. mengalami kesulitan dalam pelajaran membaca?
3. menghambat Anda dalam pelajaran membaca?
n
…….
4. am pelajaran membaca?
5. ng membuat Anda merasa bosan dalam pelajaran membaca?
narik
b. Bacaan terlalu panjang
J
pada jawaban yang telah Anda pilih.
1
penguasaan Bahasa Inggris Anda?
a. Biasa saja
b. Penting
c. Sangat pen
Apakah Anda sering
a. Jarang
b. Kadang-kadang
c. Sering
Faktor apa yang kira-kira
(boleh menjawab lebih dari satu)
a. Keterbatasan kosakata
b. Keterbatasan pemahaman tata bahasa
c. Kesulitan menemukan ide pokok bacaa
d. Faktor lain (sebutkan)……………………
Sejauh mana tingkat kebosanan yang Anda alami dal
a. Tinggi
b. Sedang
c. Rendah
Faktor apa ya
(boleh menjawab lebih dari satu)
a. Topik bacaan tidak me
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
72
c. Tidak mengerti isi bacaan
d. Faktor lain (sebutkan)………………………….
6. gaimana an dalam bahasa Inggris?
sulit
……..
7. ri mana biasa diberikan oleh guru
aran
ain (sebutkan)………………..
8. tahui teknik-teknik dalam membaca, seperti skimming,
ka jawaban tidak, lanjutkan menjawab nomor 10)
9. m memahami bacaan
10. Jika tidak, teknik apa yang biasa Anda gunakan saat memahami bacaan bahasa
aca per paragraf
..
11. lasan dari guru tentang isi bacaan, metode belajar
elajaran membaca?
Ba cara Anda memahami baca
a. Membaca seluruh bacaan baru mencari kata-kata
b. Membaca sambil mencari kata-kata sulit
c. Mencari kata-kata sulit baru membaca
d. Cara lain (sebutkan)………………………
Da sumber bacaan bahasa Inggris yang
bahasa Inggris Anda?
a. Koran
b. Majalah
c. Jurnal
d. Buku pelaj
e. Sumber l
Apakah Anda menge
scanning ?
a. Ya (jika jawaban ya, lanjutkan menjawab nomor 9)
b. Tidak (ji
Jika ya, apakah teknik tersebut cukup membantu dala
bahasa Inggris?
a. Ya
b. Tidak
Inggris?
a. Membaca bacaan keseluruhan
b. Memb
c. Teknik lain (sebutkan)…………
Selain mendengarkan penje
apa yang menurut Anda efektif dalam p
a. Pemberian tugas yang berhubungan dengan bacaan
b. Presentasi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
73
c. Menerjemahkan bacaan
d. Kerja kelompok
12. memberikan tugas yang berhubungan dengan
n membaca?
kan menjawab nomor 14)
13. mbantu Anda dalam
………….
14. t Anda dapat membantu Anda dalam pelajaran
m satu)
)………………
15. nda gemari? Pilihlah delapan topik yang Anda
is (business)
a (biografi)
en ess letters)
( ) prosedur (procedure)
( ) fakta-fakta (facts)
t)
…
ma Kas
Apakah guru Anda sering
bacaan dalam pelajara
a. Ya (jika jawaban ya, lanjutkan menjawab nomor 13)
b. Tidak (jika jawaban tidak, lanjut
Sampai sejauh mana tugas yang diberikan guru Anda me
pelajaran membaca? (boleh menjawab lebih dari satu)
a. Mengerti isi bacaan
b. Menambah kosakata
c. Lainnya (sebutkan)…
Metode apa yang menuru
me baca? (boleh menjawab lebih sari
a. Pemberian tugas yang berhubungan dengan bacaan
b. Penjelasan dari guru
c. Menerjemahkan bacaan
d. Metode lain (sebutkan
Topik/tema bacaan apa yang A
sukai! ( ) berita terkini (news)
( ) bisn
( ) biografi orang ternam
( ) surat-m yurat (busin
( ) teknologi (technology)
( ) memahami dokumen (documents)
( ) diagram (charts)
( ) hobby (interes
( ) lainnya (sebutkan)…
Teri ih!
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74
The Interview Checklist
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
75
Appendix D: The Interview Checklist
1. How many contact hours does the school have for the reading class in one
semester?
2. In your opinion, is that enough to teach reading in one semester? Why?
3. In general, what is the reading ability of the students of all classes that you
teach?
4. What is your students’ response toward reading class?
5. What are the problems that your students face in reading class?
6. In your opinion, what is the solution if your students have some problems in
reading class?
7. What do you usually do to prevent students’ boredom in reading class?
8. What kinds of activities do you use in reading class?
9. Are those activities effective? Why?
10. What do you usually use as the source of reading materials?
11. In your opinion, are the students interested in the topic ? Why?
12. Instead of asking, what do you usually do in order to check your students’
understanding on the passage given? In your opinion, is that method effective?
13. What kinds of tasks have you used in reading class?
14. We can give tasks to the students in order to help to learn something. In your
opinion, is that effective?
15. Do you also give tasks to your students in reading class? Is that effective to
help them understand the passage given?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76
General Description
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
Appendix E: General Description
GENERAL DESCRIPTION
The title of the study is “TASK-BASED INSTRUCTIONAL READING
MATERIALS FOR SMK YPKK 3 SLEMAN.” The focus of the study is to
design learning materials for the eleventh grade students of SMK YPKK 3 Sleman
to enhance their reading skills. The materials are designed based on School-Based
Curriculum used in the school and adjusted to the needs of the eleventh grade
students of SMK YPKK 3 Sleman. Moreover, suggestions from the English
teachers of SMK YPKK 3 Sleman are also used in designing the materials.
Through the study, it is hoped that the materials could help the students to
improve their reading skills to support themselves to gain success in National
Examination.
A. BACKGROUND
Both Senior High School and Vocational School students are required to be
able to use English both written and spoken. In the last grade of their study, they
will face National Examination. In order to pass National Examination especially
English subject, the students have to master listening, reading, and grammar.
Reading is considered the most important skill because to understand all of the
National Examination questions the students need to have good reading ability.
Gaining good reading ability is not that easy. It needs time, high motivation from
both teachers and students, and supporting materials. The main reason for
designing the materials is that there is a need for the students of SMK YPKK 3
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78
Sleman to enhance their reading ability. The unavailability of reading materials in
SMK YPKK 3 Sleman also becomes another reason for designing the reading
materials.
B. OBJECTIVES
The objective of designing the materials is to improve the reading ability of
the eleventh grade students of SMK YPKK 3 Sleman. The materials are also
designed to meet the needs of eleventh grade students of SMK YPKK 3 Sleman in
order to improve their reading ability. Furthermore, the materials introduce the
text forms in National Examination and also kinds and forms of English business
letters to the students so the students will be ready to face their National
Examination.
C. CONTENTS
The materials consist of eight units. Each unit consists of four parts, namely
Warming Up, Let’s Read, Language Focus and What Have You Learnt
Today? Warming Up consists of preparation before entering the main material.
In this section, the students activate their background knowledge. Let’s Read is
the main material, which consists of reading text, Reading Comprehension,
Vocabulary Quiz, and Group Work. In Reading Comprehension, which aims
to measure the students’ understanding of the text, the students have to answers
questions related to the text. By matching English words with their meaning in
Vocabulary Quiz, the teacher may gain information on the students’ vocabulary
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
79
mastery related to the text. The last part is Group Work, which facilitates the
students to show their ability to work in a team in order to do the given tasks
related to the text. In Language Focus, which is divided into two parts, namely
Analysis and Practice, the students learn grammar that can be found in the text
deeply. Practicing to use the grammar will support their grammar mastery in each
unit. In the last part of the material, What Have You Learnt Today? , the
students have to reflect on what they have learnt. From the students’ reflection, it
is hoped that they can learn from their mistakes in order to improve their learning
achievement.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80
The Questionnaire for the Teachers and Lecturers
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81
Appendix F : The Questionnaire for the Teachers and Lecturers Respondent’s Identity Educational background: D3/ S1/ S2/ S3 Teaching experiences: ……… years.
A QUESTIONNAIRE
This questionnaire is intended to gather respondents’ evaluation and
feedback on Task-Based instructional reading materials for SMK YPKK 3
Sleman. Both evaluation and feedback from the respondents are valuable for
revising and improving the materials.
As respondents, you are asked to choose one of the options given, by
crossing the number, whose function is to indicate your point of agreement as
follows:
1 = If the respondent strongly disagrees with the statement
2 = If the respondent disagrees with the statement
3 = If the respondent is undecided or doubtful
4 = If the respondent agrees with the statement
5 = If the respondent strongly agrees with the statement
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82
No Respondents’ Opinions on Point of Agreement
1. The indicators are well formulated. 1 2 3 4 5
2. The indicators are considered able to support
the achievement of the learning outcomes.
1 2 3 4 5
3. The pre-reading activities are well developed. 1 2 3 4 5
4. The while-reading activities are well
developed.
1 2 3 4 5
5. The post-reading activities are well
developed.
1 2 3 4 5
6. The exercises in each unit are well elaborated. 1 2 3 4 5
7. The exercises can facilitate the students to
understand the topic being discussed.
1 2 3 4 5
8. The instructions are clear. 1 2 3 4 5
9. The instructions are understandable. 1 2 3 4 5
10. The materials are well arranged. 1 2 3 4 5
11. The time allocations are sufficient.
12. The contents are well elaborated. 1 2 3 4 5
13. The topics given in the materials are
appropriate for the eleventh grade students of
Vocational High School.
1 2 3 4 5
14. The contents given in the materials are
appropriate for the eleventh grade students of
Vocational High School.
1 2 3 4 5
15. The materials are well elaborated.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
Respondent’s Opinions and Suggestions
1. What are your opinions on the designed materials?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What are the strengths and weaknesses of the materials?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
3. What do you suggest to improve the materials?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Thank you very much
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
The Results of the Pre-design Survey
Questionnaire
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
86
Appendix G: The Results of the Pre-design Survey Questionnaire No Questions Responses Number of
Respondents Percentage
A. not really important - - B. important 31 44
1. In your opinion, is reading skill important in supporting your English mastery? C. very important 39 56
A. seldom 4 5.8 B. sometimes 41 58.5
2. How often do you find any difficulties in reading class?
C. very often 25 35.7 A. lack of vocabulary 26 32.1 B. lack of grammar
understanding 38 46.9
C. difficulties in finding main idea
9 11.2
3. What are the obstacles in reading class?
D. others: 8 9.8 A. high 5 7.1 B. medium 55 78.6
4. How interesting is reading class?
C. low 10 14.3 A. uninteresting topics 15 19.7 B. too long passage 23 30.2 C. unable to understand
passage 34 44.8
5. What are the factors that make you feel bored in reading class?
D. others: - difficulties in finding the
main idea - so many difficult words
4 5.3
A. read whole passage then find difficult words
41 58.6
B. read and find difficult words at the same time
22 31.4
C. find difficult words and then read
4 5.7
6. How do you understand English passage?
D. others: - translate the passage into
Indonesia - read and translate the passage
at the same time - translate the whole passage
3 4.3
A. newspaper - - B. magazine 1 1.5 C. journal - - D. textbook 69 98.5
7. What are the sources of English passage given by your teacher?
E. others: - - A. yes 33 47.2 8. Do you know reading
techniques, such as skimming and scanning?
B. no 37 52.8
A. yes 29 87.8 9. Do the techniques help you in understanding English passage?
B. no 4 12.2
10. What kinds of technique do A. reading the whole passage 10 27
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
87
B. reading paragraphs one by one
14 37.8 you usually use in understanding English passage? C. others 13 35.2
A. tasks related to the passage 28 40 B. presentation 7 10 C. translate the passage 20 28.6
11. Besides listening to the tacher’s explanation, what method do you think is effective in reading class? D. group work 15 21.4
A. yes 68 97.1 12. Does your teacher often give you tasks related to the passage?
B. no 2 2.9
A. understanding the passage 30 34.5 B. enrich vocabulary 47 54
13. How far do the tasks given help you in reading class?
C. others 10 11.5 A. tasks related to the passage 3 50 B. teacher’s explanation 1 16.7 C. translating the passage 2 33.3
14. What method do you think can help you in reading class?
D. others - - A. news 64 91.4 B. business 49 70 C. biography 45 64.3 D. business letters 47 67.1 E. technology 62 88.5 F. documents 18 25.7 G. procedure 20 28.5 H. facts 58 82.8 I. charts 16 22.8 J. interest 70 100
15. What topics do you like? Please choose eight favorite topics that you like.
K. others: - nature - adventure - sports - entertainment - famous place
40 57.1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
88
The Syllabus
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Appendix H: The Syllabus
SCHOOL : SMK YPKK 3 Depok, Sleman, Yogyakarta SUBJECT : ENGLISH CLASS/SEMESTER : XI / 1 COMPETENCE STANDARD : To communicate in English in Elementary Level TIME ALLOCATION : 21 meeting hours X 40 minutes
TIME ALLOCATION BASIC COMPETENCE
LEARNING MATERIALS
LEARNING ACTIVITIES INDICATORS ASSESSMENT MINUTES MEETING
HOURS
SOURCES
2.1 Understanding simple daily conversations both on professional and personal contexts with non-native speakers.
• Dialogue on personal activities.
• Grammar Focus: Present Simple and Pressent Progressive.
Pre-reading: • The students answer warming-up questions.
While-reading: • The students read the dialogue on personal activities.
• The students do the reading comprehension and vocabulary quiz.
• The students form groups of three and write down their daily activities based on the dialogue.
Post-reading: • The students read the grammatical explanation on present simple and present progressive.
• The students do some exercises on present simple and present
The students are able to:
• Answer questions related to the reading about personal activities.
• Write down daily activities.
• Apply the correct form of present simple and present progressive in sentence level.
• Written Tests:
- Doing the reading comprehension and vocabulary quiz.
- Writing their
daily activities.
- Doing some exercises on present simple and present progressive.
5’
10’
20’
10’
15’
10’
2 • http://esl-lab.com/schedule/schedsc1.htm
• http://www.wwu.edu/depts/tutorialcenter/studyskills/SQ5R.htm
• English Grammar in Use
89
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
progressive. • The students write down their reflection.
10’ 2.2 Writing down simple messages in direct interaction or writing device.
• Dialogue on taking message from a telephone call.
• Useful expressions on taking message from a telephone call.
• Grammar Focus: Neither and Either.
Pre-reading: • The students answer warming-up questions.
While-reading: • The students read the dialogue.
• The students answer questions related to the dialogue and do vocabulary quiz.
• The students form groups of three and write down messages from the previous dialogue.
• The students make dialogue on taking message from a telephone call.
• The students perform the dialogue in front of the class.
Post-reading: • The students read the grammatical
The studentsare able to:
• Answer questions related to the reading about taking message from a telephone call.
• Write down simple message.
• Make a dialogue on taking message from a telephone call.
• Perform the dialogue.
• Apply the correct form
• Written Tests:
- Doing the reading comprehension and vocabulary quiz.
- Writing a message.
- Making a
dialogue.
• Role Play: - Performing the dialogue in front of the class.
• Written Test: - Doing some
i
5’
15’
20’
10’
15’
20’
20’
3 • http://esl-lab.com/tc1/tc1.htm
• http://esl-lab.com/tc1/tcsc1.htm
• English for the Office.
• English Grammar in Use
90
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
explanation on neither and either.
• The students do the exercise on neither and either.
• The students write down their reflection.
of neither and either in sentence level.
exercises on neither and either.
10’
5’ 2.3 Listing the job and educational background they have both orally and in written.
• Application Letter and Curriculum Vitae.
• Grammar Focus: Causative.
Pre-reading: • The students answer the warming-up questions.
While-reading: • The students read the text given.
• The students do the reading comprehension and vocabulary quiz.
• The students form groups of four and write their own application letter and CV.
• The students check their friends’ work.
Post-reading: • The students read the grammatical explanation on causative.
• The students do the exercise on causative.
• The students write down their reflection.
The students are able to:
• Answer questions related to the reading about application letter and CV.
• Write an application letter and Curriculum Vitae.
• Apply the correct form of causative in sentence level.
• Written Tests:
-- Doing the reading comprehension and vocabulary quiz.
- Writing an application letter and CV.
- Doing some exercises on causative.
5’
15’
25’
30’
10’
15’
10’
10’
3 • htpp://www.libraryonline.com/default.asp?pID=46
• English Business Letters
• Kompas • English
Grammar in Use • http://www.engin
eers-international.com/careersletters.html
• Ujian Nasional Bahasa Inggris SMK/SMEA tahun 2006/2007
91
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
• Form and parts of business letters.
• Grammar Focus: Preferences.
Pre-reading: • The students answer warming-up questions.
While-reading: • The students read a business letter.
• The students do the reading comprehension and vocabulary quiz.
• The students form groups of four and analyze each part of a business letter.
• The students present the results in front of the class.
Post-reading: • The students read the grammatical explanation on preferences.
• The students do the exercise on preferences.
• The students write down their reflection.
The students are able to:
• Answer questions related to the reading about business letter.
• Identify each part of a business letter.
• Apply the correct form of preferences in sentence level.
• Written Tests:
- Doing the reading comprehension and vocabulary quiz.
- Analyzing each part of a business letters.
• Presentation
• Written Test: - Doing some
exercises on preferences.
5’
10’
10’
15’
15’
10’
10’
5’
2
2.4 Talking about their past job and their future plan.
• Text about past event and future plan.
• Grammar Focus: Past tense and future tense.
Pre-reading: • The students answer warming-up questions.
While-reading: • The students read a text about past event and future plan.
• The students do the
The students are able to:
• Answer questions related to the reading about
• Written Tests:
- Doing the reading comprehension and vocabulary quiz.
10’
20’
30’
3 • The Jakarta Post Weekender Magazine
• http://www.yogyes.com/en/yogyakarta-tourism-object/places-of-interest/tamansa
92
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
reading comprehension and vocabulary quiz.
• The students form groups of four and write down the specific information.
Post-reading: • The students read the grammatical explanation on past tense and future tense.
• The students do the exercise on past tense and future tense.
• The students write down their reflection.
past event.
• Write down the specific information.
• Apply the correct form of past tense and future tense in sentence level.
- Writing the specific information.
- Doing some exercises on past tense and future tense.
15’
15’
20’
10’
ri/ • http://www.travel
-library.com/holi days/asia/indonesia/yogyakarta/
• Effective Reading
• English Grammar in Use
2.5 Expressing various personal expressions.
• Kinds of social letters: apology, condolences, congratula- tions, and thank you.
• Grammar Focus:
Conditional Sentence.
Pre-reading: • The students answer warming-up questions.
While-reading: • The students read social letters.
• The students do the reading comprehension and vocabulary quiz.
• The students form groups of three and do the tasks given.
Post-reading: • The students read the grammatical
The students are able to:
• Answer questions related to the reading about social letters.
• Write social letters correctly.
• Apply the correct form
• Written Tests:
- Doing the reading comprehension and vocabulary quiz.
- Writing social letters: birthday invitation, bread&butter, and apologize letter.
- Doing some exercises on
di i l
5’
10’
20’
20’
10’
2 • Letter Writing: For Social and Business Correspon
dence • http://www.librar
yonline.com/default.asp?pID=47
• English Grammar in Use
93
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
explanation on conditional sentence.
• The students do the exercise on conditional sentence.
• The students write down their reflection.
of conditional sentence in sentence level.
conditional sentence.
10’
5’
2.6 Understanding simple instructions.
• A passage about describing process.
• Transitions to describe process: first, second…
• Grammar Focus: Passive Voice.
Pre-reading: • The students answer warming-up questions.
• The students play a game: Instruction Quiz.
While-reading: • The students read a passage about describing process.
• The students do the reading comprehension and vocabulary quiz.
• The students form groups of three and write down the procedure to do or to make something.
Post-reading: • The students read the grammatical explanation on passive voice.
• The students do the exercise on passive voice.
• The students write down their reflection.
The students are able to:
• Answer questions related to the reading about describing process.
• Describe a process correctly.
• Apply the correct form of passive voice in sentence level.
• Written Tests:
- Doing the reading comprehension and vocabulary quiz.
- Writing a procedure to do or to make something correctly.
- Doing some exercises on passive voice.
5’
10’
15’
20’
15’
25’
25’
5’
3 • http://www.admc.hct.ac.ae/HD1/english/writing/wtgprocess16.htm
• English Grammar in Use
• English in Progress
94
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2.7 Making short messages, instruction, or list with certain vocabulary.
• Brochure and advertisement.
• Explanation on main idea.
• Grammar Focus: Relative Clause.
Pre-reading: • The students answer warming-up questions.
While-reading: • The stusdents read the passage about brochure and advertisement.
• The students do the reading comprehension and vocabulary quiz.
• The students form a group of three and write the main idea of each paragraph.
• The students make their own brochure or advertisement.
Post-reading: • The students read the grammatical explanation on relative clause.
• The students do the exercise on relative clause.
• The students write down their reflection.
The studentsare able to:
• Answer questions related to the reading about brochure and advertise-ment.
• Write the main idea of paragraph.
• Make a brochure or advertise- ment.
• Apply the correct form of relative clause in sentence level.
• Written Tests:
- Doing the reading comprehension and vocabulary quiz.
- Writing the main idea.
- Making a brochure or advertisement.
- Doing some exercises on relative clause.
5’
15’
20’
10’
20’
20’
20’
10’
3 • MSI brochure • English • English
Grammar in Use • Ujian Nasional
Bahasa Inggris SMK/SMEA tahun 2006/2007
95
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
96
Silabus
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Appendix I: Silabus
SCHOOL : SMK YPKK 3 Depok, Sleman, Yogyakarta SUBJECT : BAHASA INGGRIS CLASS/SEMESTER : XI / 1 COMPETENCE STANDARD : Berkomunikasi dengan Bahasa Inggris setara Level Elementary TIME ALLOCATION : 21 jam pertemuan X 40 menit
ALOKASI WAKTU KOMPETENSI DASAR
MATERI PEMBELAJARAN
KEGIATAN PEMBELAJARAN
INDIKATOR
PENILAIANMENIT JAM
PERTEMUAN
SUMBER BELAJAR
2.1 Memahami percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli.
• Dialog tentang kegiatan sehari-hari.
• Grammar Focus: Simple Present dan Present Progressive.
Pre-reading: • Siswa menjawab pertanyaan warming-up.
While-reading: • Siswa membaca dialog tentang kegiatan sehari-hari seseorang.
• Siswa mengerjakan reading comprehension dan vocabulary quiz.
• Siswa membentuk kelompok beranggotakan tiga orang dan menulis kegiatan mereka sehari-hari .
Post-reading: • Siswa membaca penjelasan tentang simple present dan present progressive.
Siswa mampu:
• Menjawab pertanyaan dari bacaan tentang kegiatan sehari-hari.
• Menulis kegiatan sehari-hari.
• Mengguna kan bentuk simple present dan
• Tes Tertulis:
- Mengerjakan reading comprehension dan vocabulary quiz.
- Menulis kegiatan sehari-hari mereka.
- Mengerjakan latihan tentang simple present dan present
i
5’
10’
20’
10’
15’
2 • http://esl-lab.com/schedule/schedsc1.htm
• http://www.wwu.edu/depts/tutorialcenter/studyskills/ SQ5R.htm
• English Grammar in Use
97
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
• Siswa mengerjakan latihan tentang simple present dan present progressive.
• Siswa menuliskan refleksi.
present progressive. pada level kalimat dengan tepat.
progressive.
10’
10’ 2.2 Mencatat pesan-pesan sederhana baik dalam interaksi langsung maupun melalui alat,
• Dialog tentang taking message from a telephone call.
• Ekspresi dalam taking message from a telephone call.
• Grammar Focus: Neither and Either.
Pre-reading: • Siswa menjawab pertanyaan warming-up.
While-reading: • Siswa membaca dialog tentang taking message from a telephone call.
• Siswa mengerjakan reading comprehension dan vocabulary quiz.
• Siswa membentuk kelompok beranggotakan tiga orang dan menuliskan pesan berdasarkan dialog sebelumnya.
• Siswa membuat dialog tentang taking message from a telephone call.
Siswa mampu:
• Menjawab pertanyaan dari bacaan tentang taking message from a telephone call.
• Menuliskan pesan singkat.
• Membuat dialog tentang taking message from a telephone
• Tes Tertulis:
- Mengerjakan reading comprehension dan vocabulary quiz.
- Menuliskan pesan.
- Membuat dialog.
• Role Play: - Menampilkan
5’
15’
20’
10’
15’
20’
3 • http://esl-lab.com/tc1/tc1.htm
• http://esl-lab.com/tc1/tcsc1.htm
• English for the Office.
• English Grammar in Use
98
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
• Siswa menampilkan dialog mereka di depan kelas.
Post-reading: • Siswa membaca penjelasan tentang neither and either.
• Siswa mengerjakan latihan tentang neither and either.
• Siswa menuliskan refleksi.
call.
• Menampilkan dialog.
• Mengguna kan bentuk neither and either pada level kalimat dengan tepat.
dialog di depan kelas.
• Tes Tertulis: - Mengerjakan
latihan tentang neither and either.
20’
10’
5’
99
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2.3 Merinci pekerjaan dan latar belakang pendidikan yang dimilikinya secara lisan dan tulisan.
• Surat Lamaran Pekerjaan dan Daftar Riwayat Hidup.
• Grammar Focus: Causative.
Pre-reading: • Siswa menjawab pertanyaan warming-up.
While-reading: • Siswa membaca teks.
• Siswa mengerjakan reading comprehension dan vocabulary quiz.
• Siswa membentuk kelompok beranggotakan empat orang lalu menulis surat lamaran pekerjaan dan daftar riwayat hidup mereka masing-masing.
• Siswa memeriksa hasil kerja teman satu kelompoknya.
Post-reading: • Siswa membaca penjelasan tentang causative.
• Siswa mengerjakan latihan tentang causative.
• Siswa menuliskan refleksi.
Siswa mampu:
• Menjawab pertanyaan dari bacaan tentang surat lamaran pekerjaan dan daftar riwayat hidup.
• Menulis surat lamaran pekerjaan dan daftar riwayat hidup.
• Mengguna kan bentuk causative pada level kalimat dengan tepat.
• Tes Tertulis:
- Mengerjakan reading comprehension dan vocabulary quiz.
- Menulis surat lamaran pekerjaan dan daftar riwayat hidup.
- Mengerjakan latihan tentang
causative.
5’
15’
25’
30’
10’
15’
10’
10’
3 • htpp://www.libraryonline.com/default.asp?pID=46
• English Business Letters
• English Grammar in Use
• http://www.engineers-international.com/careersletters.html
• Ujian Nasional Bahasa Inggris SMK/SMEA tahun 2006/2007
100
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
• Bentuk dan bagian dari business letters.
• Grammar Focus: Preferences.
Pre-reading: • Siswa menjawab pertanyaan warming-up.
While-reading: • Siswa membaca business letter.
• Siswa mengerjakan reading comprehension dan vocabulary quiz.
• Siswa membentuk kelompok beranggotakan empat orang dan menganalisis bagian-bagian dari business letter.
• Siswa mempresentasikan hasilnya di depan kelas.
Post-reading: • Siswa membaca penjelasan tentang preferences.
• Siswa mengerjakan latihan tentang preferences.
• Siswa menuliskan refleksi.
Siswa mampu:
• Menjawab pertanyaan dari bacaan tentang business letter.
• Mengidentifi kasi bagian-bagian dari business letter.
• Mengguna kan bentuk preferences pada level kalimat dengan tepat.
• Tes Tertulis:
- Mengerjakan reading comprehension dan vocabulary quiz.
- Menganalisis bagian-bagian dari business letter.
• Presentasi
• Tes Tertulis: - Mengerjakan
latihan tentang preferences.
5’
10’
10’
15’
15’
10’
10’
5’
2
2.4 Menceritakan pekerjaan di masa lalu dan
• Teks tentang past event and future plan.
• Grammar Focus:
Pre-reading: • Siswa menjawab pertanyaan warming-up.
Siswa mampu: • Tes Tertulis:
10’
3 • The Jakarta Post Weekender Magazine
• http://www.yogy
101
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
rencana yang akan datang.
Past tense and future tense.
While-reading: • Siswa membaca teks tentang past event and future plan.
• Siswa mengerjakan reading comprehension dan vocabulary quiz.
• Siswa membentuk kelompok beranggotakan empat orang dan menuliskan specific information dari teks.
Post-reading: • Siswa membaca penjelasan tentang past tense and future tense.
• Siswa mengerjakan latihan tentang past tense and future tense.
• Siswa menuliskan refleksi.
• Menjawab pertanyaan dari bacaan tentang past event and future plan.
• Menuliskan specific information.
• Mengguna kan bentuk past tense and future tensepada level kalimat dengan tepat.
- Mengerjakan reading comprehension dan vocabulary quiz.
- Menuliskan specific information.
- Mengerjakan latihan tentang
past tense and future tense.
20’
30’
15’
15’
20’
10’
es.com/en/yogyakarta-tourism-object/places-of-interest/tamansari/
• Effective Reading
• English Grammar in Use
2.5 Mengungkap kan berbagai macam maksud hati.
• Jenis-jenis social letters: apology, condolences, congratulations, and thank you.
• Grammar Focus: Conditional Sentence.
Pre-reading: • Siswa menjawab pertanyaan warming-up.
While-reading: • Siswa membaca social letters.
• Siswa mengerjakan reading comprehension dan
Siswa mampu:
• Menjawab pertanyaan dari bacaan tentang social letters.
• Tes Tertulis:
- Mengerjakan reading comprehension dan vocabulary quiz.
5’
10’
20’
2 • Letter Writing: For Social and Business Correspondence
• http://www.libraryonline.com/default.asp?pID=47
• English Grammar in Use
102
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vocabulary quiz. • Siswa membentuk kelompok beranggotakan tiga orang dan mengerjakan tugas yang diberikan.
Post-reading: • Siswa membaca penjelasan tentang conditional sentence.
• Siswa mengerjakan latihan tentang conditional sentence.
• Siswa menuliskan refleksi.
• Menulis social letters dengan tepat.
• Mengguna kan bentuk conditional sentence pada level kalimat dengan tepat.
- Menulis social letters: birthday invitation, bread&butter, and apologize letter.
- Mengerjakan latihan tentang conditional sentence.
20’
10’
10’
5’
2.6 Memahami instruksi-instruksi sederhana.
• Teks tentang describing process.
• Kata hubung dalam menceritakan proses: first, second…
• Grammar Focus: Passive Voice.
Pre-reading: • Siswa menjawab pertanyaan warming-up.
• Siswa bermain game: Instruction Quiz.
While-reading: • Siswa membaca teks tentang describing process.
• Siswa mengerjakan reading comprehension dan vocabulary quiz.
• Siswa membentuk kelompok beranggotakan tiga orang dan menuliskan proses
Siswa mampu:
• Menjawab pertanyaan dari bacaan yang menceritakan proses.
• Menceritakan proses dengan tepat.
• Tes tertulis:
- Mengerjakan reading comprehension dan vocabulary quiz.
- Menulis prosedur untuk melakukan atau membuat sesuatu.
5’
10’
15’
20’
15’
3 • http://www.admc.hct.ac.ae/HD1/english/writing/wtgprocess16.htm
• English Grammar in Use
• English in Progress
103
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
untuk melakukan atau membuat sesuatu.
Post-reading: • Siswa membaca penjelasan tentang passive voice.
• Siswa mengerjakan latihan tentang passive voice.
• Siswa menuliskan refleksi.
• Mengguna kan bentuk passive voice pada level kalimat dengan tepat.
- Mengerjakan latihan tentang passive voice.
25’
25’
5’
104
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2.7 Membuat pesan-pesan pendek, petunjuk dan daftar dengan pilihan kata, ejaan dan tata tulis yang berterima.
• Brosur dan iklan. • Penjelasan tentang ide pokok.
• Grammar Focus: Relative Clause.
Pre-reading: • Siswa menjawab pertanyaan warming-up.
While-reading: • Siswa membaca teks.
• Siswa mengerjakan reading comprehension dan vocabulary quiz.
• Siswa membentuk kelompok beranggotakan tiga orang dan menuliskan ide pokok dari masing-masing paragrap.
• Siswa membuat brosur atau iklan.
Post-reading: • Siswa membaca penjelasan tentang relative clause.
• Siswa mengerjakan latihan tentang relative clause.
• Siswa menuliskan refleksi.
Siswa mampu:
• Menjawab pertanyaan dari brosur dan iklan.
• Menuliskan ide pokok paragrap.
• Membuat brosur atau iklan.
• Mengguna kan bentuk relative clause pada pada level kalimat dengan tepat.
• Tes Tertulis:
- Mengerjakan reading comprehension dan vocabulary quiz.
- Menuliskan ide pokok paragrap.
- Membuat brosur atau iklan.
- Mengerjakan latihan tentang relative clause.
5’
15’
20’
10’
20’
20’
20’
10’
3 • MSI brochure • English • English
Grammar in Use • Ujian Nasional
Bahasa Inggris SMK/SMEA tahun 2006/2007
105
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The Designed Materials
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
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
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
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
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
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
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
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PREFACE Teacher’s book is specifically designed to be used with Reading Materials
for SMK YPKK 3 Sleman – Student’s Book. Teacher’s Book provides brief
and clear explanation on how to use the Student’s Book and steps to be
done by the teacher in each unit. It consists of explanation for the teacher,
key to the exercises and games.
Explanation on each unit gives a clear description on how the teaching
learning activities should be conducted and what the teacher should do.
Thing to be emphasized here is that the teacher plays role as a facilitator
since reading does not always depend on the teacher’s explanation. It
means that the students do not merely listen to the teacher’s explanation.
The teacher only gives instructions and explains when the students need
the teacher’s assistance, except in Language Focus. In Language Focus,
the teacher should clarify the grammatical explanation to minimize the
students’ confusion. Moreover, the teacher should also monitor the
students’ activities so that the teaching learning process will run well.
The reading materials use Task-Based Learning (TBL), in which the
students are really involved in the teaching learning process. In TBL, the
students learn mostly by doing the tasks both individually and in group. By
doing the tasks in group, the students may improve their academic
achievement and social skill.
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
UNIT 1: What Do You Usually Do?
A. WARMING UP The teacher asks about the students’ daily activities. The teacher may walk
around the class and ask questions to some of the students. Then, the teacher
asks the students to talk about their daily activities in pairs.
B. LET’S READ The teacher asks the students to read the dialogue. After that, the teacher
asks the students to do the reading comprehension and vocabulary quiz. For the
next activity, the teacher and the students discuss the answer together. Then, the
teacher asks the students to form groups of three and write down their own daily
activities. The dialogue on page 1 of Student’s Book gives clear example on how
to describe the daily activities. Before the students do the task, the teacher
should remind them to read the explanation on SQ5R Method on page 2 of
Student’s Book. By doing so, the students may attain information on how to deal
with a text and what should they do with the text.
C. LANGUAGE FOCUS The teacher asks the students to read the grammatical explanation on
simple present and present progressive on page 3 of Student’s Book. The
teacher has to explain it briefly in order to make the students understand. After
that, the teacher asks the students to do some exercises on simple present and present progressive. The exercises can be found on page 4 of Students’ Book.
D. WHAT HAVE YOU LEARNT TODAY? This is the last activity in this unit. The teacher asks the students to write
down their reflection in the provided space on page 4 of Student’s Book.
UNIT 2: MAY I TAKE A MESSAGE?
A. WARMING UP The teacher asks the questions in Warming-Up section to the students.
The aim of asking questions is to activate the students’ background knowledge.
By asking questions orally, the teacher can also measure the students’ speaking
ability.
2
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
B. LET’S READ The teacher asks the students to read the dialogue. The teacher asks the
students to do the reading comprehension and vocabulary quiz after the students
reading the dialogue. Then, the teacher and the students discuss the answers
together. After checking the students’ answers, the teacher asks the students to
form groups of three and read useful expressions in taking message from a
tellephone call on page 6 of Student’s Book. The next activity is to ask the
students to make a dialogue on taking message from a tellephone call. The
students are required to perform the dialogue in front of the class after they finish
making the dialogue.
C. LANGUAGE FOCUS The teacher asks the students to read the grammatical explanation on
neither and either on page 7 of Student’s Book. The teacher’s explanation is
needed to make the students understand and avoid the students’ confussion.
After that, the teacher asks the students to do some exercises on neither and either. The exercises can be found on page 8 of Student’s Book.
D. WHAT HAVE YOU LEARNT TODAY? The teacher asks the students to write down their reflection in the provided
space on page 8 of Student’s Book. The students have to write all that they have
learnt. By reflecting what they have learnt, it is hoped that the students may learn
from their mistakes in order to improve their achievement.
UNIT 3: APPLYING FOR A JOB
A. WARMING UP The teacher asks the questions in Warming-Up section to the students.
The activity functions as preparation for the students to go through the reading
text.
B. LET’S READ The teacher asks the students to read an application letter and curriculum
vitae. In order to check the students’ understanding, the teacher asks the
students to do the reading comprehension and vocabulary quiz. Then, the
teacher and the students discuss the answers together. After that, the teacher
asks the students to form groups of four and write their own application letter and
3
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CV based on the provided job vacancy. After writing the application letter and CV,
the students exchange their work with their group members and check their
friend’s work. The application letter and CV are submitted to the teacher.
C. LANGUAGE FOCUS The teacher asks the students to read the grammatical explanation on
causative on page 12 of Student’s Book. The teacher has to explain it briefly after
the students read the explanation to minimize the students’ confussion. After that,
the teacher asks the students to do the exercises on causative.
D. WHAT HAVE YOU LEARNT TODAY? This is the last activity in this unit. The teacher asks the students to write
down their reflection in the provided space on page 13 of Student’s Book.
UNIT 4: BUSINESS LETTERS
A. WARMING UP To activate the students’ background knowledge, the teacher asks the
questions in Warming-Up section to the students. Then, the teacher asks the
students to write parts of a formal letter in the provided space on page 14 of
Student’s Book. After that, the students and the teacher discuss the answers
together.
B. LET’S READ The teacher asks the students to read the given passage. The teacher
asks the students to do the reading comprehension and vocabulary quiz after
reading the text. It is also important to have a discussion on the tasks having
been done by the students. By discussing the tasks together, the students will
know the right answers while the teacher has the opportunity to measure his/her
students’ ability. The last task in this section is to analyze a business letter. The
teacher asks the students to form groups of four and read the explanation on
parts of business letters on page 15 of Student’s Book. After that, the teacher
asks the students to analyze each part of a business letter. The students are
invited to present their work in front of the class after analyzing parts of a
business letter.
4
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
C. LANGUAGE FOCUS The teacher asks the students to read the grammatical explanation on
preferences on page 16 of Student’s Book. A brief explanation from the teacher
will really help the students to understand the material. After that, the teacher
asks the students to do the exercises on preferences.
D. WHAT HAVE YOU LEARNT TODAY? As the last activity in this unit, the teacher asks the students to write down
their reflection. The form of reflection is provided on page 17 of Student’s Book.
UNIT 5: LET’S GO SIGHTSEEING...…!
A. WARMING UP As the preparation before the students come into the reading text, the
teacher asks the questions in Warming-Up section to them. After that, the teacher
asks the students to write tourism resorts in their city in the provided space.
B. LET’S READ The teacher asks the students to read the reading text. After that, the
students have to do the reading comprehension and vocabulary quiz. Then, the
teacher and the students discuss the answers together. The teacher asks the
students to read the explanation on scanning and skimming and do the tasks.
Both the explanation and tasks can be found on page 19 of Student’s Book.
C. LANGUAGE FOCUS The teacher asks the students to read the grammatical explanation on past
tense and future tense on page 20 of Student’s Book. Then, the teacher
explains the material briefly to make the students understand. After that, the
teacher asks the students to do the exercises on relative past tense and future tense.
D. WHAT HAVE YOU LEARNT TODAY? The teacher asks the students to write down their reflection in the provided
space on page 22 of Student’s Book. In this section, the students have to write all
that they have learnt.
5
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
UNIT 6: SOCIAL LETTERS
A. WARMING UP In order to activate the students’ background knowledge, the teacher asks
the questions in Warming-Up section to the students. This activity also aims to
prepare the students before they come in to the reading text.
B. LET’S READ The teacher asks the students to read two examples of social letters. Then,
the teacher asks the students to do the reading comprehension and vocabulary
quiz after they read the business letters. The teacher and the students discuss
the answers together. After that, the teacher asks the students to form groups of
three and read the explanation on structuring letters on page 24 of Student’s
Book. Their next task is to write three letters according to the situation on page
25 of Student’s Book. The students have 20 minutes to do the task. The students
submit their work after they finish doing the task.
C. LANGUAGE FOCUS The teacher asks the students to read the grammatical explanation on
conditional sentence on page 26 of Student’s Book. The teacher has to explain
it briefly after the students finish reading the explanation to make the students
understand. After that, the teacher asks the students to do the exercises on
conditional sentence.
D. WHAT HAVE YOU LEARNT TODAY? This is the last activity in this unit. The teacher asks the students to write
down their reflection in the provided space on page 26 of Student’s Book.
UNIT 7: THE FIRST STEP IS ...…
A. WARMING UP The teacher asks the questions in Warming-Up section to the students
orally. Then, the teacher asks the students to form groups of four and play
Instruction Quiz. Each group will be given a set of cards. They have to arrange it
to be a good instruction to make something. The winner is the group that finishes
first and has correct arrangement.
6
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
B. LET’S READ The teacher asks the students to read the text. After the students read the
text, the teacher asks the students to do the reading comprehension and
vocabulary quiz. Then, the teacher and the students discuss the answers
together. The teacher asks the students to form groups of three and read the
explanation on procedure on page 29 of Student’s Book. The students have to
write the procedure to do or to make something. The teacher should remind the
students to write the procedure creatively because their work will be displayed in
school wall magazine.
C. LANGUAGE FOCUS The teacher asks the students to read the grammatical explanation on
passive voice on page 30 of Student’s Book. A brief explanation from the
teacher will help the students to understand the material. Then, the teacher asks
the students to do the exercises on passive voice.
D. WHAT HAVE YOU LEARNT TODAY? As the last activity in this unit, the teacher asks the students to write down
their reflection. The form of reflection is provided on page 31 of Student’s Book.
UNIT 8: OUR PRODUCTS
A. WARMING UP The teacher asks the questions in Warming-Up section to the students.
This activity aims to activate the students’ background knowledge. By doing so, it
is hoped that the students are able to understand the reading text easily.
B. LET’S READ The teacher asks the students to read the text. The teacher asks the
students to do the reading comprehension and vocabulary quiz after they finish
reading the business letters. After that, the teacher and the students discuss the
answers together. The teacher asks the students to form groups of three and
read the explanation on main idea on page 33 of Student’s Book. Then, the
students have to write the main idea of each paragraph of the text. The students
submit their work after they finish doing it.
7
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
C. LANGUAGE FOCUS The teacher asks the students to read the grammatical explanation on
relative clause on page 34 of Student’s Book. The teacher explains the material
briefly in order to make the students understand. After that, the teacher asks the
students to do the exercises on relative clause on page 35 of Student’s Book.
D. WHAT HAVE YOU LEARNT TODAY? This is the last activity in this unit. The teacher asks the students to write
down their reflection in the provided space on page 36 of Student’s Book. The
students have to write what they have learnt.
8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
KEY TO THE EXERCISES UNIT 1 Reading Comprehension 1. He is an Accountant. 2. He usually gets up around 5 a.m., takes a bath, has breakfast, and leaves
home at 6.40 a.m. because he has to catch his bus at 7. 3. He writes his book. Yes, he likes it very much. 4. Angel’s jobs are typing all important letters, arranging her boss’ schedule, and
accompanying her boss to have some meetings with clients. 5. Yes, she likes it. Because in line 18 she said “That’s my entire job and I like
it.” 6. No, she does not. In line 21 and 22 she said “I like reading novels from
Agatha Christie, Tolkien, but I really love Rowling.” It can be concluded that Angel likes fiction novel because Christie, Tolkien, and Rowling are fiction novel writer.
Vocabulary Quiz 1. H 2. G 3. A
4. B 5. F 6. D
7. C 8. E
Language Focus 1. speaks 2. is waiting 3. flows
4. is flowing 5. am starting 6. always leave
7. is staying, always stays
8. is looking, is staying. UNIT 2 Reading Comprehension 1. Because she is not in the office at that time. 2. She will be back around 4:30. 3. The caller wants the secretary to send information about after-sales service. 4. The secretary should send the material around 3:30. 5. The caller’s name is Jack Kordell. 6. The caller’s telephone number is 560-1287. 7. The caller’s fax number is 560-1288. Vocabulary Quiz 1. F 2. D
3. A 4. E
5. C 6. B
Language Focus 1. neither 2. neither 3. either
4. neither 5. either 6. neither
7. neither 8. either
9
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
UNIT 3 Reading Comprehension 1. It is an administrative assistant. 2. The applicant hopes that she will be interviewed. 3. The applicant knows the job vacancy from Republika. 4. The job vacancy was issued on March 30, 2007. 5. Her previous job was an assistant to the chief accountant at Galaxy Building. 6. She graduated from Senior High School in 2002. 7. The strengths of the applicants are highly motivated person, able to work in
group, fast learner, easy to adapt, creative, and able to operate computer. 8. She ever worked as part-time administration staff of Toko Buku Indah,
Jakarta and assistant of chief accountant of Galaxy Building, Jakarta. Vocabulary Quiz 1. E 2. G 3. C
4. I 5. A 6. H
7. B 8. D 9. F
Language Focus 1. to lend 2. to paint 3. cut
4. to clean 5. repair
UNIT 4 Reading Comprehension 1. Garden & Jones Limited deals with Home & Overseas Merchant. 2. They know Oliver and Co.Ltd. from their trade connection in Bolton. 3. Oliver and Co. Ltd deals with Petrou & Galitopoulos AE of Athens. 4. They want Oliver and Co. Ltd to sent price lists, catalogue, details discounts
and terms of payment. Vocabulary Quiz 1. D 2. E 3. A
4. B 5. C
10
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Group Work GARDEN & JONES LIMITED Home & Overseas Merchants Upper Bridge Street (1) LEEDS 2 Telephone: Leeds 978653
JAS/DS (2) 13 July 1978 (3) Oliver Green and Co. Ltd.
Notes 1 : the heading 2 : the reference 3 : the date 4 : the inside address 5 : the salutation 6 : the body 7 : the complementary close8 : the signature
25 King Edward VII St. (4) MANCHESTER M24 5BD Dear Sirs (5) We understand from several of our trade connections in Bolton that you are the British agents for Petrou and Galitopoulos AE of Athens. Will you please send us price-lists and catalogues for all products manufactured by this company, (6) together with details of trade discounts and terms of payment. We look forward to hearing from you. Yours faithfully, (7) GARDEN & JONES LTD. J.A. Stevens (8) J.A. Stevens Chief Buyer Language Focus Practice 1 1. I prefer driving to traveling by train. or …………. travelling to driving.
I like driving/to drive better than travelling/to travel by train. 2. I prefer tennis to football. or …. football to tennis.
I like tennis better than football. 3. I prefer phoning people to writing letters. or …. writing letters to phoning
people. I like phoning people/to phone people better writing letters/to write letters.
4. I prefer going to the cinema to watching films on TV. or …. watching films on TV to going to the cinema. I like going/to go to the cinema better than watching/to watch films on TV.
Practice 2 1. I’d prefer getting a taxi to walking alone. 2. I’d rather go for swim than play tennis. 3. I’d rather wait a few minutes than leave now. 4. I’d prefer eating at home to going to a restaurant.
11
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
UNIT 5 Reading Comprehension 1. Taman Sari was built in 1758. 2. Taman Sari functioned as bathing pools for the Sultan and Royal Families at
that time. 3. Yes, it does. Because there are many visitors who visit Taman Sari. 4. Baron Beach is located about 60 kms to the southeast of Yogyakarta. 5. Baron Beach offered a great panorama view over the steep coast to the east. 6. Sumur Gemuling was a hidden mosque. 7. The beach forms a bay which protrudes between two green coral ridges. Vocabulary Quiz 1. H 2. G 3. I 4. J
5. C 6. A 7. F 8. E
9. B 10. D
Group Work 1. Taman Sari is bathing pools for the Sultan and Royal Families. 2. Taman Sari was built in 1758. 3. Baron Beach is a beautiful and quiet beach in Yogyakarta which offers a
great panorama view over the steep coast to the east. 4. Baron Beach is located about 60 kms to the southeast of Yogyakarta. Language Focus Practice 1 1. had known 2. had been traveling 3. had gone 4. had been running 5. had had
Practice 2 1. I will get 2. I am going to sit 3. you’ll find 4. I’m not going to apply 5. you’ll wake
UNIT 6 Reading Comprehension 1. Because he did not answer the letter sooner. 2. Because he has been away on a trip and just returned today. 3. It is an invitation. 4. It is a Hallowen costume party. 5. It took place on Monday, October 31, 1988. 6. They promised surprises, fun costumes, and good food. Vocabulary Quiz 1. F 2. D 3. H
4. C 5. A 6. G
7. B 8. E
Language Focus 1. will bake 2. have
3. had 4. had
5. was, would visit
12
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
UNIT 7 Reading Comprehension 1. The ingredients are two eggs, salt, pepper, 5 tablespoon oil, one medium
yellow onion, 4 cups cold cooked rice, 3 tablespoon soy sauce, and vegetables.
2. The utensils are wok, knives, stirring spoon, and cutting board. 3. The seasoning are salt, pepper, onion, and soy sauce. 4. The aim of stirring the cooked rice is to separate the individual grains. 5. We can add spring onions. Vocabulary Quiz 1. J 2. D 3. I 4. F
5. H 6. C 7. A 8. G
9. B 10. E
Language Focus Practice 1 1. Claire will be invited to the party by Denis. 2. That annual report is being prepared by Peter. 3. A new idea has been suggested by Hiro. 4. Mother was visited by Micah. 5. Simone had been helped by Niki to bring the box.Practice 2 1. is made 2. were invited 3. was stolen
4. are shown 5. is covered
UNIT 8 Reading Comprehension 1. It is a brochure. 2. MSI PR200 received Red Dot Award 2007 in May 2007. 3. MSI PR200 features the leatest Intel Centrino Duo Mobile Technology. 4. The aim of using Intel Centrino Duo Mobile Technology is to deliver truly
outstanding dual-core performance computing power, great battery life, and expanded wireless conectivity.
5. MSI PR200 equipped with Solid Data Security Protection, wireless functinality, Al Array Microphone, 1.3 mega pixels webcam and DTV receiver.
6. By using those features, MSI PR200 is ready made to fit your life at work and play.
7. It is a new Conda. 8. We can have drive test of a new Conda in Ajax Motors. Vocabulary Quiz 1. I 2. H 3. G 4. J
5. B 6. C 7. E 8. K
9. F 10. D 11. L 12. A
13. N 14.M
13
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Group Work Main idea of each paragraph Paragraph 1 : MSI PR200 received awards for superior innovative design the
Product Design Category. Paragraph 2 : The features possessed by MSI PR200. Language Focus Practice 1 1. The man who/that answered the phone told me you were away. 2. The waitress who served us was very impolite and impatient. 3. The building that/which was destroyed in the fire has now been rebuilt. 4. The people who/that were arrested have now been released. 5. The bus that/which goes to the airport runs every half hour. Practice 2 1. whose 2. whose 3. where
4. whose 5. whom
Practice 3 1. Moreover, PR200 features the lastest Intel Centrino Duo Mobile Technonogy,
which uses Intel Core 2 Duo processor and Intel 965GM Express Chipset, to deliver truly outstanding dual-core performance computing power, great battery life, and expanded wireless conectivity.
14
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
GAMESGAMES NOTES: Cut each picture and put in an envelope. Cutting-up the cards will ease the
students in arranging the instruction. Each envelope should consist of a set of
15
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
cards of making tea or omelet. Do not put two different set of cards in an
envelope because it will make the students confuse. Give each group a set of
cards and ask then to arrange and complete the instruction in 10 minutes.
SOLUTION Taken from Play Games with English
16
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
REFERENCES
Anwar, M. F. 2005. English in Progress. Jakarta: Yudhistira.
Azar, B. S. 1989. Understanding and Using English Grammar. New Jersey: Prentice-Hall Regents.
Dardjis, D., S. Fanany and Anwar, A. 2005. English Grade XII. Jakarta: Bumi
Aksara. Davis, R. Copyright @ 1998-2007. Daily Activities. (http://esl-
lab.com/schedule/schedsc1.htm, accessed on November 23, 2007). Davis, R. Copyright @ 1998-2007. Telephone Handling.
(http://esllab.com/tc1/tc1.htm, accessed on November 23, 2007). Departemen Pendidikan Nasional. 2007. Ujian Nasional Bahasa Inggris
SMK/SMEA tahun 2006/2007. Jakarta: Balitbang Depdiknas.
Fransisca, S. 2007. An Overlooked Bathing Beauty. The Jakarta Post Weekender Magazine. July 2007.
Granger, C. 1980. Play Games with English. Oxford: Heinemann International. Hornby, A. S. 2000. Oxford Advanced Learner’s Dictionary. Oxford: Oxford
University Press. King, F.W. and Ann Cree, D. 1979. English Business Letters (new edition). Essex:
Longman Group UK Limited. Library Online Inc. Copyright @ 2000 – 2007. Structuring Letters.
(http://www.libra ryonline.com/default.asp?pID=46, accessed on August 25, 2007).
Longman. 2004. Dictionary of Contemporary English (international edition).
Essex: Pearson Education Limited. Malkoc, A. M. 1994. Letter Writing: For Social and Business Correspondence
(Indonesian Version). Jakarta: PT. Gramedia. Mikulecky, B. S. 1990. A Short Course in Teaching Reading. New York:
Addison-Wesley Publising Company. Moore, B. 1979. English For the Office. London: The Macmillan Press Ltd.
17
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
MSI. 2007. MSI brochure. Jakarta: MSI. Murphy, R. 1985. English Grammar in Use (second edition). Cambridge:
Cambridge University Press. Murphy, R. 1997. Essential Grammar in Use. Cambridge: Cambridge University
Press. Nunan, D. 2004. Task-Based Language Teaching. Cambridge: Cambridge
University Press. Parkinson, R. ______ . Yangchow Fried Rice,
(http://chinesefood.about.com/od/ricefried/r/yangchowrice.htm, accessed on November 30, 2007).
Parkinson, R. ______ . Yangchow Fried Rice,
(http://chinesefood.about.com/od/ricefried/ss/fried_rice_2.htm = pics, accessed on November 30, 2007).
PHP-Nuke. Copyright @ 2002. Writing Job Application Letters.
(http://www.engineers-international.com/carreersletters.html, accessed on November 23, 2007).
Raygor, A. L. & Raygor, R. D. 1985. Effective Reading. New York: McGraw-Hill
Book Company. Thomson, A. J. & Martinet, A. V. 1986. A Practical English Grammar. Oxford:
Oxford University Press. Yogyes. Copyright @ 2003 - 2008. Taman Sari.
(http://www.yogyes.com/en/yogyaka rta-tourism-object/places-of-interest/tamansari/, accessed on February 15, 2008).
____ . _____ . 2007. Job Vacancy. Kompas, October 22, 2207. ____._____. Holidays. (http://www.travellibrary.com/holidays/asia/indonesia/
yogyakarta/, accessed on February 15, 2008). ____.____. SQ5R Method. (http://www.wwu.edu/depts/tutorialcenter/studyskills/
SQ5R.htm, accessed on August 28, 2007). ____._____. Writing Process. (http://www.admc.hct.ac.ae/HD1/english/writing/
wtgprocess16.htm, accessed on November 23, 2007).
18
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI