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H S I L G N
E LANGUAGEEDUCATIONSTUDYPROGRAM N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
A M R A H D A T A N A
S UNIVERSITY
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Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S
k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I
f o s tr a p r
o thework o fothe rpeople ,except t hosectied i n t hequotaiton sand t he .
d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r
2 1 0 2 r e b m e c e D 5 , a tr a k a y g o Y
r e ti r W e h T
x i n
a it il e n e p m a l a d n a k a n u g i
d ini , dan lagu yang digunakan sebaga i mode l p
a h a t i d n a k p a r e ti d n a r a j a l e b m e
p Presentaiton.
i c n u k a t a
K : Insrtucitona l Mateirals , Design , Popula r Engilsh songs , The f
o s t n e d u t S e d a r G h t n e
x
S T N E M E G D E L W O N K C A
Fris tand foremost , Iwould ilke t o t hank my Lord fo rgiving mepower ,
h t g n e rt s e m s e v i g e H . y d u t s y m h s i n if o t e l b a m a I t a h t o s g n i s s e l b d n a , e c n e it a p
y n a m h g u o r h t e v o l s i h s d n e s e H . s i s e h t y m g n i h s i n if f o s m e l b o r p e h t h ti w e p o c o t
o t e k il w o n d l u o w I m o h w e l p o e
p expres smygrattiude.
I . y d u t s y m d e h s i n if e v a h r e v e n d l u o w I , e l p o e p e s o h t m o r f p l e h t u o h ti W
r o s i v d a y m o t e d u ti t a r g y m s s e r p x e o t e k il d l u o
w Chrisitna Krisityani ,S.Pd. ,
. d P .
M fo rhe rsuggesitons ,paitence ,and kindnes sin guiding me to ifnish my y
d u t
s ,and t hechariperson ,C .Tutyandari ,S.Pd. ,M.Pd. fo rher assistanceand e
c n a d i u
g inmys tudy .
, s r o t a u l a v e y m k n a h t o t e k il d l u o w I , r e v o e r o
M YosephineSr iMurwani ,
, d P . S , it n a i v e R a y d i L a k s i S d n a , d P .
S fo rthei rcomments ,suggesitons ,and t
f o s n o i n i p
o he designed mateirals . My appreciaiton i s also fo r Karina d
l a n o D c a
M dan Sr .MargaretO’Donohue ,FCJ .It hankt hemf ort hei rguidance
r o f o s l a d n a , y l e t a r u c c a e g a u g n a l e c u d o r p o
t Pancasona Adij ,S.Pd fo rhi s
d n a g n i h c a e t l l a k n a h t o t h s i w I , e r o m r e h tr u F . n o it a rt s u ll i g n it a e r c n i e c n a t s i s s a
e b t o n n a c t a h t m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E f o f f a t s t a ir a t e r c e s
. e n o y b e n o d e n o it n e m
o t s e o g e d u ti t a r g e r e c n i s y
M SMA Santa Maria Yogyakarta ,especially fo r
, l a p i c n ir p e h
t Sr .Yohana Maria ,OSF ,the teachers ,Dra .Eiln Ermawa it and .
d P . S , s a y t g n i n a w r u P i t u t s
i x
y ll a e r e r a h c i h w s a e d i d n a e c i v d a r i e h t r o f h c u m y r e v m e h t k n a h t I . l o o h c s e h t
u t s y m r o f l u f e s
u d y.
My sincere grattiude i saddressed to my beloved famliy ,my fathe rand
, r e h t o
m Andrea sAsroni ,S.Pd. and Chatarina Supriatun .Thank sfo rall t hei r k n a h t o t e k il d l u o w o s l a I . e v o l d n a , e c n e it a p , s r e y a r p s s e l d n e , tr o p p u s ,s k r o w d r a h
d n a s r e h t a f d n a r g y
m grandmothers ,Mbah Nakankakung putr iandMbah Mu l g
n u k a
k putr,i for t hei rprayer ,s t hen ,fo rmy aunite ,Sr .Valeria Sr iWardani . .
e l b i s s o p s a n o o s s a s i s e h t y m h s i n if o t e m s d n i m e r s y a w l a e h S
, s d n e ir f t s e b y m o t o g s k n a h t t s e p e e d y
M Eil ,Pipin ,Tari ,Vivi ,Mbak .
i n e B , k i A , i r t a
R Theyalway shave itmet ohelpmeand ilstent omys igh .
Finally , Iwould ilke to t hank those whose name sare no tmenitoned fo r
. ll e w y d u t s y m h s i n if n a c I t a h t o s p i h s d n e ir f d n a , tr o p p u s , e c n a t s i s s a , s r e y a r p
w o h s d r o L e h t y a
M Hi smercyupont hosel ovelypeople.
ii x
S T N E T N O C F O E L B A T
e g a P
E G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... iv T
C A R T S B
A ... ii....v K
A R T S B
A ... iiv i S
T N E M E G D E L W O N K C
A ... x S
T N E T N O C F O E L B A
T ... iix S
E L B A T F O T S I
L ... ix v S
E R U G I F F O T S I
L ... iix v S
E C I D N E P P A F O T S I
L ...xviii
N O I T C U D O R T N I .I R E T P A H
C ... 1 .
A ResearchBackground ... 1 .
B ResearchProblem ... 5 .. .
C ProblemLimtiaiton ... 6 .
D ResearchObjecitve ... 7 .
E ResearchBeneftis ... 7 .. .
F Deifniitono fTerms... 8
R . I I R E T P A H
C EVIEWOFRELATEDLITERATURE ... 01 .
A Theoreitca lDescirp itons ... 0....1 .
1 Kemp’sI nsrtucitona lDesignModels... 01 .
ii i x .
a Goal so fLanguageTeaching ... 41 .
b P irnciple so fClassroomAcitviites ... 51 .
c Syllabus ... 51 )
1 ASkill-BasedSyllabus... 61 )
2 AFuncitona lSyllabus ... 61 .
d TheRole so fTeacher sandLearnersi nt heClassroom ... 61 .
3 Songsf o rTeachingandLearningEngilsh ... 71 .
a Meaningo fSong s ... 8....1 .
b Advantage so fUsingPopula rSongs ... 81 .
c TeachingTechnique s ... 02 .
4 LanguageCurirculumDevelopment ... 22 .
a Need sAnalysi s ... 22 .
b School- sBa edCurirculum ... 32 .
c Objecitve s... 52 .
5 TeachingLanguageSkills ... 62 .
a RecepitveandProducitveSkill s ... 62 .
b IntegratedSkill s ... 62 .
B Theoreitca lFramework ... 72
Y G O L O D O H T E M . I I I R E T P A H
C ... 2..3 .
A ResearchMethod ... 23 .
1 IdentfiyingLearners ’Characte irsitcs... 33 .
2 DeterminingInsrtucitona lGoals ,Topics ,andPurposes... 33 .
3 SpecfiyingLearningObjecitves... 43 .
4 SelecitngSubjec tContent... 43 .
5 ConsideirngSuppor tService ... 43 .
6 SelecitngTeachingLearningAcitviites ... 53 .
7 Evaluaiton ... 53 .
B ResearchSetitng ... 63 .
C ResearchRespondents ... 73 .
v i x .
2 ThePost-DesignStudyRespondents ... 73 .
D DataGatheirngandDataAnalysi sTechniques... 9..3 .
1 TheDataAnalysi sTechniquef o rPre-DesignStudy ... 04 .
2 TheDataAnalysi sTechniquef o rPre-DesignStudy ... 14 .
E ResearchProcedure... 34
N O I S S U C S I D D N A S T L U S E R H C R A E S E R . V I R E T P A H
C ... 45
.
A TheLearners ’Characteirsitc s ... 54 .
1 Students ’dfi ifculites... 8....4 .
2 Students’i nterests... 94 .
3 Students ’needs... 94 .
B TheGoal sandGenera lPurposes ... 52 .
C TheTopico fEachUnti... 55 .
D TheLearningObjecitves... 56 .... .
E TheSubjec tContents ... 59 .
F TheTeachingLearningAcitviites ... 16 .
G TheAvaliableSuppor tServices ... 36 .
H Evaluaiton... 36 .
1 TheMateiralI mplementaiton ... 46 .
2 TheEvaluaiton ... 96
S N O I T A D N E M O C E R D N A S N O I S U L C N O C . V R E T P A H
C ... 67
.
A Conclusions ... 67 .
B Recomendaitons... 87 S
E C N E R E F E
R ... 18 S
E C I D N E P P
v x
S E L B A T F O T S I L
e l b a
T Page
t
s o P e h T f o n o it p ir c s e D e h T 1 .
3 -DesignStudyRespondent sBeforet he n
o it a t n e m e l p m
I ... 83 t
s o P e h T f o n o it p ir c s e D e h T 2 .
3 -DesignStudyRespondentsf ort heMainProduct ..
.. .. .. .. .. .. .. .. .. .. .. .. .. ..
.. ... 93 s
o P e h t f o t n ir p e u l B e h T 3 .
3 t-DesignStudyResutl... 24 e
r P e h T f o t l u s e R e ri a n n o it s e u Q e h T 1 .
4 -DesignStudy ... 6....4 n
o d e s a b s l a ir e t a M n g i s e D e h t f o s e s o p r u P l a r e n e G d n a s l a o G e h T 2 .
4 KTSP .... 25
d e s U s ll i k S d n a , s r e tt a M t c e j b u S , s ti n U f o e lt i T , s c i p o T e h T 3 .
4 ... 55
f o s r o t a c i d n I g n i n r a e L e h T 4 .
4 theDesignMateirals ... 85 n
o it a t n e m e l p m I e h t n i n o it a u l a v E s l a ir e t a M n g i s e D e h T f o s tl u s e R e h T 5 .
4 ... 56
s e it i v it c A g n i n r a e L g n i h c a e T e h t n i n o it a v r e s b O e h t f o t l u s e R e h T 6 .
4 ... 76
t s o P e h t m o r f n o it a u l a v E e h t f o t l u s e R e h T 7 .
4 -DesignStudyRespondent s... 07 T
1 .
i v x F O T S I
L FIGURES
e r u g i
F Page
t x e T t n u o c e R t u o b a g n i n r a e L n i d e d e e N s ll i k S e h T 1 .
4 ... 1....5 2
.
ii v x F O T S I
L APPENDICES
x i d n e p p
A Page
r e tt e L n o i s s i m r e P
A ... 58 e
r P
B -DesignStudyQuesitonnarie... 7....8 t
s o P
C -DesignStudyQuesitonnarie ... 19 s
u b a ll y S
D ... 89 n
a l P n o s s e L
E ... 11 1 n
o it p ir c s e D l a r e n e G e h T
F ... 21 2 n
o it a t n e s e r P s l a ir e t a M
1 I R E T P A H C
N O I T C U D O R T N I
. s t n i o p r o j a m x i s s t n e s e r p r e t p a h c s i h
T The point scomp irse the research
, d n u o r g k c a
b research problem ,problem ilmtiaiton ,research objecitves ,research
,s ti f e n e
b da n deifniitonoft erm swhichwli lo tfenbef oundi nt hiss tudy .
.
A ResearchBackground
c s a e l o r t n a c if i n g i s a s a h h s il g n E , s y a d a w o
N ommunicaiton media tha t
t c e n n o
c peoplearound t hewo lrd .Engilsh ha sbecometheinternaitonal l anguage
s i t a h
t usedf ormanyaspects o fhumanl fies uchass cience,t echnology , rtade ,and
t a c u d
e ion .In Indonesia ,especially in the educaiton ifeld ,Engilsh become sa
m o r f s li p u p l l a r o f t c e j b u s y r o s l u p m o
c h igh school level unit luniverstiy leve l
0 1 0 2 , o k o w r u P
( ,p.146) .
l g f o d n a m e d e h
T obailzaiton era make sEngilsh crucia lin internaitona l
c i n u m m o
c aiton .Mliilons o fchlidrenandadutlsi nt hewo lrddevotel argeamounts
d n a e m it f
o money ot maste rEng ilsh ( Richards ,2001 ,p.1) .Therefore ,educator s
o t y t u d a e v a
h be responsible f or thedevelopmen tof t heeducaiton qualtiy. The
s e c o r p g n i n r a e l h s il g n
E ss houldno tber egardeda sanobilgaiton . tI i sa saproces s
f o y ti li b a e g a u g n a l e v o r p m i n a c h c i h w y g e t a rt s g n i d n if f
o thestudents( Purwoko ,
.) 0 1 0 2
n o it a c u d e n
I in Indonesia , Engilsh i s second language tha tgradually
. n r a e l o t s t n e d u t s r o f t s u m a s e m o c e
2
e g a u g n a l g n i v o r p m
i skill snamely ilstening ,speaking ,reading ,and w iritng in
t a h s il g n E n i e t a c i n u m m o c o t e l b a e b o t r e d r
o acetrainlevel .BasedonPeraturan
5 0 0 2 n u h a T 9 1 r o m o N h a t n i r e m e
P developed by Badan Standa r Nasiona l
) P S N B ( n a k i d i d n e
P , Engilsh i sfrislty inrtoduced in elementary schoo la sloca l
t n e t n o
c .Engilsh a sa loca lcontenti san exrtacurircula racitvtiy having a goal t o
a p e r
p re graduate sto learn Engilsh at high schoo llevel .In senio rhigh school,
t
sudent sareexpected t oachievei nformaitonall evelt ha tdemandst hemt o acces s
e c n e i c s f o s d l e if s u o ir a v m o r f n o it a m r o f n
i ,and preparest hem t o go t o universtiy
, i d n e f f E & , g n e g u S , y d d o D
( 2008)
o t r e d r o n
I achievei nformaitonall eveli n seni ro high school, student sare
d e t n o r f n o
c b y much more t han single t ask. Students i n senio rhigh school leve l
.s s a l c n i m o d e r o b d e c a f n e tf
o tI i shard t o get t he students ’atteniton since et y h
I . s s e c o r p g n i n r a e l e h t n i e v it c a e b o t e c a p s e lt ti l e v a h y l n
o n a homogenous
h c
s ool, t hi scondiiton o tfen occurs. Thewrtieri schallenged t oconductt hestudy
e h t r o
f homogenousschoo.lI nt hiss tudy,t hewrtierchooses asingle- xs e schooli n
, a tr a k a y g o
Y SMA Santa Maria, to bet he respondents. Thereason i sbecauset he
r e ti r
w had expeirenceo fstudyingand even hadexpeirenceo fteachingEngilsha t
l o o h c s t a h
t . Based on t heexpeirence of t eaching there, t hewrtier thoughttha t ti
s a
w more challenging ot teach homogenous schoo lthan heterogeneous schoo.l
o t d e r a p m o
C theheterogeneous schoo,li tw asmoredfi ifcutlt o ge tattenitonf rom
s t n e d u t s e h
t in SMA Santa Maria Yogyakarta consisitng gilr sonly because t hey
o t d e v e il e b e r e
w bebrave randmoreciritca.lTheyalso ilkedt ohavef unacitviite s
g n o s r o e m a g g n i y a l p s a h c u s ,s s a l c e h t n
d e t c a rt t a m e h t e k a m o t g n i k a e r b e c
i t o thel esson .Therefore,t hewrtierconsiders
it c a g n it s e r e t n i e v i g o t t n a tr o p m i s i ti t a h
t viitesin clas sandalso givet hestudents
e r o
m oppo truniitestoparitcipateacitvelyi nt hel earningprocess .
n
I learning Engilsh , student s are also expected to have bette r
n o g n i d n a t s r e d n
u masteirng et h fourl anguageskills ,namely , ilstening ,speaking ,
v e w o H . g n it ir w d n a , g n i d a e
r er ,masteirng t hose skill sseemst o bedfi ifcul t fit he
s t n e d u t
s have no moitvaiton to l earn Engilsh .Moitvaiton come sfrom emoitona l
n o it c a e r l a n o it o m e e h T . g n i h t e m o s n r a e l o t t n a w s t n e d u t s s e k a m t a h t n o it c a e
r to
n a s i e c n e ir e p x e g n i n r a e l e h
t essenitalf oundaitonf ort hei niitaitonoft hecogniitve
H ( s s e c o r
p utchinson &Waters ,1987) .Through t hemoitvaiton ,studentswli lsee
s i g n i n r a e l t a h
t an enjoyable and saitsfying expeirence . Fo rthi sreason ,i ti s
t n a tr o p m
i fo rEngilsh t eacherst o i ncreaset hestudents ’moitvaiton by creaitng a
n e ir e p x e g n it a v it o m e r o
m ce in the language learning process . I t become sa
d n if o t s r e h c a e t e h t r o f e g n e ll a h
c the good and effecitve srtategie sto keep the
ll a H t a h w s A . d e v l o v n i s t n e d u t
s (2008 )said ,“Effecitvet eacher saret hosewhoare
t s g n i h c a e t e v it a e r c d n a d o o g d n if o t e l b
a rategie swhich are appilcable for t hei r
. ” s t n e d u t s
e r e h t ,t n e m e t a t s s i h t o t g n i d n o p s e
R arevairou stoolsto gain et h students ’
. h s il g n E g n i n r a e l n i n o it n e tt
a Pictures ,videos ,game ,ss ongs ,andmovies ares ome
y b d e s u e r a s e m it e m o s h c i h w a i d e
m Engilsh teacher sto help them explain the
n I .s t n e d u t s e h t o t n o s s e
l thi sstudy ,song s arechosena a s teaching t echniquetha t
. s t n e d u t s d n a s r e h c a e t h t o b r o f g n i x a l e r d n a g n it s e r e t n i s
i A song i san i mpo tran t
c i s u m f o t r a
4
e u
rt tha tmany peoplei n t hewo lrd l ovemusic .Whether t hey ilke ti o rno,t t hei r
c i s u m t a h t d i a s e b n a c t i , n o s a e r l a c i g o l s i h t h g u o r h T . c i s u m y b d e d n u o r r u s s i e fi l
t e g o t s t n e d u t s e h t r o f y a w g n il a e p p a n a e b n a
c moref amiilarwtihEngilsh .Feilx
) 3 9 9 1
( a sctiedi nBrewe r(2009 )statedt ha tmusiccancreateaposiitvemoodt ha t
. g n i n r a e l e c n a h n e l li
w Thus ,when song s areappiled i n theteaching andl earning
, y ti v it c
a students wli lpotenitally enjoy the lesson a nd teache rcan delive rthe
g n o s e c n i s , r e v o e r o M . y l e v it c e f f e n o s s e
l sgiveaposiitvemood,i twilli mprovea
d o o
g -teacher-studentands tudent-studentrelaitonshipi nclass .
r a l u p o
P Engilshsong scanbeusedf o rawideva iretyo fEngilsha sSecond
Language( ESL)learningandt eachingacitviites ,especiallyi ndevelopingthef ou r
c i s a
b languageskills .Popula rsongs w ill have more i mpact son i mproving those
s ll i k s r u o
f .Readingskli lcan bei mprovedbyselecitngt hesong t ha thast hesame
t x e t g n i d a e r f o e r u t c u rt
s . Fori nstance ,counrty song saregood examplest o t each
e v a h s g n o s y rt n u o c t s o M . t x e t e v it a r r a
n a storyi nsidet hely ircs .
l u f p l e h y ll a e r e r a s g n o s r a l u p o p , s e d i s e
B fo rimproving ilstening skill .
l li k s g n i n e t s i
L can help student smaster vocabulary .Fo rlearners ,vocabulary i s
. r a m m a r g n a h t t n a tr o p m i e r o
m People can communicate wel l i f they can
h g u o h tl A . s d r o w f o r e b m u n t a e r g a e z ir o m e
m t hegrammari si ncorrect ,they are
. e s o p r u p e h t r e v il e d o t e l b
a D va ie s (2008 ) said tha t “i t i s frusrtaitng fo r
e n r a e l e t a i d e m r e t n
i r swhen t hey canno tcommunicateeffecitvely becauset hey do
t o
n know many words t hey need” (a sctied i n Rahman ,n.d) .Therefore, t hrough
y e h t s g n o
n e t s
il i ng to Engilsh song so rconversaiton wil lbeablet o memo irzemany word s
e r o
m thanother swhoareno taccustomedt odoingi .t
f I . r a m m a r g h c a e t r e h c a e t p l e h s g n o s , r e v o e r o
M the teache rcan choose
r o f s g n o s e l b a ti u
s the learning process , there wli l be tenses , nouns , verb ,
l a n o it i d n o c , s n u o n o r
p sentences ,andeverythingr elatedt o t hegrammari nsidet he
s c ir y
l .Theycanalsobeusedt ot eachavairetyofl anguage tiemss uchass entence
d n a , s e v it c e j d a , m h t y h r , n o it a i c n u n o r p , y r a l u b a c o v , s n r e tt a
p adverbs(Saircoban&
p l e h o s l a s g n o S . ) 0 0 0 2 , n it e
M studentsi nterprett hemeaningkno ttedi nt hely ircs .
y r o t
S -telilng i sone o facitviite stha tcan be developed through songs .Bagwel l
g o t s r e h c a e t s t s e g g u s ) 0 1 0 2
( ivestudentst he chancet o retellt he story w tih theri
.s d r o w n w o
v a h h c i h w s n o s a e r e s o h t r o
F e been men itoned above ,song sg ive many
. s ti f e n e
b Song s can explore way s o f improving the classroom acitviites .
, e r o f e r e h
T by designing an integrated mateira lusing popula rsongs ,the wrtier
e c u d o r p o t s t c e p x
e mateiral swhichcanhelpstudent smaste rEngilshi nenjoyable ,
g n it a v it o m d n a , g n it s e r e t n
i ways .
.
B ResearchProblem e h t , y d u t s s i h t n
I wrtieronlyf ocusesonar esearchproblem ,namely“Wha t
e h t o
d insrtucitona lmateiral susingpopula rEngilsh songsf ort hetenthgraders fo
a t r a k a y g o Y a i r a M a t n a S A M
6
.
C ProblemLimtia iton e
h
T wrtiermakess ome ilmtiaitoni nordert odecidethes copeoft hes tudy .
p i c it r a p e h
T ant soft hisr esearch arethetenth gradestudent so fSMASanta Maria
a t r a k a y g o
Y .The reason rf o selecitng t hose student si sbecause ht etenth grader s
n o it a v it o m d e e
n to be engaged in the learning process .Some expe tr ssay tha t
e
l arning through Engilsh song s i s a unique teaching too l tha t can increase
l n i t n e m e v l o v n i ri e h t d n a n o it a v it o m ’ s t n e d u t
s earning .Therefore, fi i n t he very
n n i g e
b ing leve lthe student shave been moitvated and atrtacted to the learning
n i m e h t e s a e l li w t i , s s e c o r
p the nex t leve l o f thei r study . Moreover , the
e h t f o m u l u c ir r u
c tenthgradeenablest hewrtiertouset hesongsf ort het eaching
. s e it i v it c a g n i n r a e l
e h
T mateirals design i sdeveloped based on the survey o fthe students ’
n o d e s a b d n a s d e e
n the curren tcurirculum used in Indonesia namely ,school
-a i s e n o d n I n i r o m u l u c ir r u c d e s a
b i s known a s Ku irkulum Tingka t Satuan
) P S T K ( n a k i d i d n e
P .Moreover ,the wrtier nco sider sthe impo trance o fselecitng
d r a d n a t s e c n e t e p m o
c s and basiccompetences .They areimpo tranttouse to make
e r a s l a ir e t a m e h t t a h t n i a tr e
c reilableand acceptable .Then, et h topicso funti sare
n e s o h
c based on thestudents’interest sandneed sobtained fromt her esutl so fthe
n o it a v r e s b
o s.
e h t , r e v o e r o
M mate iral sa re designed to improve ilstening and speaking
s ll i k
s . There are some reason stha tbecome the basi so fdeciding ilstening and
s ll i k s g n i k a e p
s fo rthe designed mateirals .Fris,t the nature o fsong i s ilstening .
e l p o e
, n e h
T theskillfollowed atfe r ilsteningshould bespeakingskill .Listeningskli li s
a recep itve skill da n speaking skli li sa produciton skill .Laslty, ab sed on the
t s o m , n o it a v r e s b
o tenth grader sofSMASanta Maria Yogyakartahavedfiifculite s
.s ll i k s g n i k a e p s d n a g n i n e t s il g n ir e t s a m n i
.
D ResearchObjecitves e
h
T objecitve o fthi sstudy si to presen tinsrtucitona lEngilsh mateiral s
t r o f s g n o s r a l u p o p g n i s
u het enthgrader so fSMASantaMariaYogyakarta.
.
E ResearchBeneftis e
h
T resul toft hi sstudyi sexpected t o beusefulf o rsomet argetst ha thavea
e l o
r in implemenitng o rresearching et h teaching learning acitviites .T hetargets
y d u t s s i h t r o
f ea r the tenth grade student so fSMA Santa Maria Yogyakarta ,
r e h t o d n a , s r e h c a e t h s il g n
E researchers . The benefti s fo r those people are
d e n i a l p x
e asf ollow .s
.
1 Thetenthgrader so fSMASantaMariaYogyaka tra
s t n e d u t s e h t r o f s ti f e n e b e v i g l li w y d u t s s i h
T toincreasethei rmoitvaitoni n
. h s il g n E g n i n r a e
l Hopefully, t hestudent swli lbeinterested t o l earn Engilsh since
e h
t mate iralsdesignprovidet hestudent swtihfunEngilshl earningacitviites.
.
2 Engilsht eacher s
s r e h c a e t g n i v i g t a d e m i a s i y d u t s s i h
T acreaitve teaching srtategy t o the
s e it i v it c a m o o r s s a l
c . tIi st he itmef o rtheteachers to ifndanewi nnovaitonf eort h
s s e c o r p g n i n r a e l g n i h c a e
8
h T . s t n e d u t
s emateiral sdesign i sexpected t o easethet eacherst o deilverEngilsh
y l e v it c e f f e s l a ir e t a
m andefifcienlty .
.
3 Othe rresearchers
r e h t o e h t g n it a v it o m t a d e m i a s i y d u t s s i h
T researcher swhoarei nterested
s l a ir e t a m h s il g n E e h t e v o r p m i o
t .They can uset hemateiralsdesign in t hi sstudy
r o f e c n e r e f e r a s
a designi ngEngilshmateirals .
s m r e T f o n o it i n if e D . F
e h t t h g il h g i h d n a y fi r a l c o
T impo tran tkey term sused in thi sstudy ,there
s m r e t e m o s d e t n e s e r p e b l li
w asf ollow .s
.
1 Popula rEngilshs ongs
d r o c c
A ing to Saircoban and Meitn (2000) s , ong sare one o f the mos t
e g a u g n a l n i d e s u e b y li s a e n a c t a h t s e c r u o s e r h c ir y ll a r u tl u c d n a g n it n a h c n e
.s m o o r s s a l
c Moreover ,ChunChen& ChingChen( 2009 )deifnes ong sa sat oo lo f
: h c i h w g n i h c a e t d n a g n i n r a e l
.
a cancreatear elaxing ,entetraining ,andnon-threateningclassroomatmosphere
.
b faclitiateautomaitctiyi nl anguagedevelopmen tprocess
.
c consis t o f colloquial Engilsh which can prepare learner s for informa l
n o it a u ti s e fi l l a e r n i n o it a s r e v n o c
.
2 Insrtucitona lMate irals
9 8 9 1 ( r e s i e R d n a k c i D o t g n i d r o c c
A , 3p. ) , insrtucitona l mateiral sare
. s n o it c u rt s n i g n i h c a e t r o f r e h c a e t e h t y b d e n n a l p r o d e n g i s e d s l a ir e t a
m Inaddiiton ,
. d n e d e ri s e d e h t t u o b a g n ir b l li w s e p o h r e h c a e
t In thi sstudy ,the mateiral sare
. s ti n u o t n i d e r e v o
c Richards (2001 )state stha tuni ti sthe commones tway o f
t a h t s n o s s e l f o p u o r g a f o g n it s i s n o c s l a ir e t a m g n i h c a e t d n a s e s r u o c g n i z i n a g r o
. p ( . e m o c t u o g n i n r a e l a d r a w o t g n i d a e l s e it i v it c a f o e c n e u q e s e r u t c u rt s a s e d i v o r p
. ) 6 6
1 Therefore,s omeitme sunti sarer egardeda sas chemework.
.
3 TheTenthGrade ro fSMASantaMariaYogyaka tra
a tr a k a y g o Y a i r a M a t n a S A M
S i s a schoo l located in Jalan Ireda 9A ,
a tr a k a y g o
Y whichconsist so fa - lrllg i student sonly. I nt het enth grade,t heclasse s
e v if y t n e w t t u o b a e r a e r e h T . r a e y h c a e r o f s e s s a l c e v if o t r u o f o t n i d e d i v i d e r a
e h t , y d u t s s i h t n I . s s a l c h c a e n i s t n e d u t
s wrtier only use s two classe s a s
0 1
I I R E T P A H C
F O W E I V E
R RELATEDLITERATURE
e r e h T . h c r a e s e r e h t g n i y lr e d n u e r u t a r e ti l d e t a l e r e h t s t n e s e r p r e t p a h c s i h T
e u s s i r o j a m o w t e r
a s discussed i n t hi schapter ,namelyt heoreitca ldescirpitonand
t , n o it p ir c s e d l a c it e r o e h t e h t n I . k r o w e m a r f l a c it e r o e h
t here i s some related
g n i n g i s e d n i r e ti r w e h t s tr o p p u s t a h t e r u t a r e ti
l the mate irals .Meanwhlie ,the
n i n o it u b ir t n o c s e ir o e h t e h t f o n o it a n a l p x e e h t s e d u l c n i k r o w e m a r f l a c it e r o e h t
. s m e l b o r p e h t g n i v l o s
.
A Theore itca lDescrip iton
s i h t n
I study,t hewrtie ruse ssomer elated ltieraturewhich i suseful rf eo t h
n g i s e
d e dmateirals .Thel tieraturei sf ocusedonthet heoryo fKemp’si nsrtucitona l
, ) 7 7 9 1 ( l e d o m n g i s e
d some theo ire s o f popula r song ,s some theoires fo
, g n i h c a e t e g a u g n a l e v it a c i n u m m o
c a theory o f curirculum developmen t in
g n i h c a e t e g a u g n a
l ,andatheoryoft eachingl anguageskills. Thewrtie rwould ilke
y r o e h t h c a e n i a l p x e o
t asf ollow .s
.
1 Kemp’sI nstrucitona lDesignModel
k o o b s i h n i p m e
K enitlted Instrucitona lDesign :A Plan fo rUni tand
n e m p o l e v e D e s r u o
C t 2( nn e d). propose ssomequesiton swhich are more focused
n
o thestuden tneeds .Thereare ifvequesiton sactuallybutt hemosti mpo tran tone
t u o b a s
i how to plan fo reffecitve insrtuciton tha ti srelevan tand interesitng
. s t n e d u t s e h t r o f h g u o n
d o o g g n i p o l e v e d f o s p e t s e m o s g n i v i g y b s n o it s e u q e s o h t n i d e t n e s e r p e
r design
s l a ir e t a
m .The are eigh tessenital element sin the design mateirals ,namely (1 )
, e s o p r u p l a r e n e g d n a , s c i p o t ,s l a o
G (2 )Learners ’characte irsitcandi denitifcaiton ,
e r P ) 5 ( , t n e t n o c t c e j b u S ) 4 ( , s e v it c e j b o g n i n r a e L ) 3
( - assessment , (6 )
) 8 ( d n a , e c i v r e s t r o p p u S ) 7 ( , s e c r u o s e r d n a s e it i v it c a g n i n r a e l/ g n i h c a e T
. n o it a u l a v
E Eachpa tri sdiscussedasf ollows:
.
a Goals ,Topics ,andGenera lPurposes
e h t f o s l a o g d a o r b g n i n i m r e t e d , n g i s e d l a n o it c u rt s n i n a g n i p o l e v e d n I
s l a o g e h t f o s t n e m e t a t S . tr a t s o t g n i h t t s ri f e h t e r a n o it u ti t s n i r o m e t s y s l o o h c s
z i n g o c e r d l u o h
s e changesi nl earner’ sneed sandi nterest ,st heneed sofs ocietyand
it u ti t s n i s
ti ons .The nex tpar ti sproposing topic sf or the insrtucitona ldesign .
s c i p o t e h t “ t a h t s e t a t s p m e
K are usually arranged in a l ogica lorganizaiton from
l p m o c o t e t e r c n o c r o e l p m i
s ex and more absrtact” (p 5. 1 .) Moreover ,i ti salso
r o m i a e s o l c n e o t t n a tr o p m
i purpose fo reach topic o runi tto know wha tthe
. c i p o t e h t n i h s il p m o c c a o t s t n a w r e h c a e t
.
b Learners ’Characteirsitcs andI denitifcaiton
c it s ir e t c a r a h c ’ s r e n r a e l g n ir e v o c s i
D s ea r impo tran tto do in order t o make
s s e c c u s e b n a c l a u d i v i d n i y r e v e t a h t e r u
s f ulinhi so rhe reducaitona lprogram. I n
r e d i s n o c d l u o h s r e n g i s e d a , s l a ir e t a m g n i n g i s e
d eachs tuden ’t sneeds ,potency ,and
s t s e r e t n
i to help the designe rselec tthe topics , decide and arrange learning
, s e v it c e j b
o andchooset helearningacitviites(Kemp ,1977 ,p ).19 .Therearemany
n o it a m r o f n i e h t n i a t b o o t s y a
2 1
“survey ,pre-assessmen ttest ,and consutlaiton wtih teacher scan provide usefu l
n o i s i c e d g n i n n a l p g n i k a m r o f a t a
d ”( p .19).
.
c LearningObjecitves
7 9 1 ( p m e
K 7 )menitons t hat i ti sessenita lto specfiy learning objecitve s
e s u a c e
b tii sr elated t ot heoutcomeofi nsrtuciton ( .p )2 .3 I tmeanst ha tobjecitve s
n i a t n o
c wha t should be learned and achieved by students. In the designe d
s l a ir e t a
m ,theobjecitve sare wirtten i n simple and b ire fstatement swtih speci ifc
e c n a m r o f r e p f o d r a d n a t s e h t e t a c i d n i t a h t s b r e v n o it c
a tha tshould beachieved by
.s t n e d u t s e h
t (Kemp ,1977 ,p .30) .Theverb sareappiled t ospecfiy et h intellectua l
. g n i n n a l p f o s l e v e l
.
d Subjec tContent
m e
K p (1977 ) state s tha t “subjec t content mus t closely relate to the
s d e e n ’ s t n e d u t s e h t o t d n a s e v it c e j b
o ”( p .43 .)Indevelopingmateiralsdesign ,tii s
o d d n a s e v it c e j b o e h t t c e l e s o t s r e n g i s e d r o f t n a tr o p m
i need ssurvey to know t he
.s d e e n ’ s t n e d u t
s To know how to selec tsubjec tcontent ,Kemp (1977 )propose s
s n o it s e u q l a r e v e
s ,namely (1 )wha tspeciifcally mus tbe t augh tor l earned i n t he
d n a , s t p e c n o c , s t c a f t a h w ) 2 ( , c i p o
t p irnciplesr elatet ot het opic,( 3 )whats tep sare
p y r a s s e c e n n i d e v l o v n
i rocedure srelaitng to the topic ,(4 )wha ttechnique sare
d e ri u q e
r in pefrorming essenita lskills (p .45). Those quesiton sare essenita lto
o t r e d r o n i r e w s n
a developmateiralswhicharer eadyt ouse.
.
e P - re Assessment
e r
P -assessmen t i s used to know the background a nd pro ifciency o f
s t n e d u t
. g n it s e t e r
p According to Kemp (1977 ,) “a prerequistie tes tdetermine swhethe r
e r p d n u o r g k c a b e t a ir p o r p p a e h t e v a h s t n e d u t
s paraitonoft het opicwhliepretesit ng
d e s u s
i todeterminewhich oft heobjecitve sstudent smayarleadyhaveachieved”
) 1 5 . p
( .Both prerequistie tesitng and pretesitng are usefu lto measure students ’
c i h w e t a c i d n i d n a s s e n i d a e
r h leve la studen tshould star t(p .52) .I tmean stha t
t e s o h
t est sarei mpo trantt oavoidagapbetweens tudent swhoarenotr eadyf ort he
e v a h o h w e s o h t d n a n o s s e
l agoodunderstandingaboutt hecourse.
.f Teaching /LearningAcitviite sandResources
t s o m e h t t c e l e s d l u o h s r e n g i s e d e h
T “efifcien tand effecitvemethod sand
s e c r u o s e r t a h w g n ir e d i s n o
c areneeded t o design mateirals” (Kemp ,1977 ,p .55) .
,s d e e n ’ s r e n r a e l g n ir e d i s n o c y
B thewrtie rdecide swha ttechniques ,acitviites ,and
s l a ir e t a m d e t a l e
r which are mos tapprop irate to apply fo raccompilshing each
. e v it c e j b o
.
g Suppor tService
r o f s n a l p g n i k a m r e tf
A selecitng speciifcmethod sand mateiral ,s t henex t
p e t
s ist oconsiders uppo trs ervice .Kemp( 1977)s tates “budge torfund ,sf aciilites ,
, t n e m p i u q
e itmeands chedulesaret hes ervices tt ha shouldbedetermined” (p .84).
s r e n g i s e d l a ir e t a
M mus tconside rwha tservice sthey need to make cetrain tha t
. e c i v r e s t r o p p u s e l b a li a v a e h t h ti w e s u o t y d a e r s i n g i s e d r i e h
t Therefore ,“suppor t
e d a m g n i e b e r a s n a l p l a n o it c u rt s n i e h t n e h w e m it e h t t a d e d i c e d e b d l u o h s e c i v r e
s ”
1 , p m e K
4 1
.
h Evaluaiton
s i h
T par tbecomest hel as tstep o fthemateiral sdesignplans .“Evaluaiton
s e v it c e j b o e h t o t d e t a l e r s e m o c t u o g n i n r a e l e h t e r u s a e m o t d e s u s
i ”( Kemp ,1977 ,
) 1 9 .
p .Since the design i simplemented ,thi sevaluaiton i susefu lto know how
e h t l l e
w mateirals are implemented to fuflli lthe learning objecitves .Therefore ,
whlie doing the t ira l in class , the designe r should evaluate how wel l i t
s e h s il p m o c c
a thi simplementaiton .Kemp (1997 )state stha tthe designe rcan
b
o serve tithroughquesitonnarietoknow et h reacitonsf roms tudents ,observaiton s
, k r o w t a s t n e d u t s f
o and suggesiton sfrom colleague sto indicate deifciencie sin
e c n e u q e s g n i n r a e
l s ,procedures ,mateirals ,ands ofo trh( p ).9 . 8
.
2 Communica itveLanguageTeaching
y d u t s s i h t n
I , thewrtie rappile sCommunicaitveLanguaget eaching ( CLT )
e l b a ti u s t s o m e h t s
a methodology. “CLT ha sgiven major i n lfuence on l anguage
s 0 7 9 1 e c n i s e c it c a r p g n i h c a e
t ” (Richards ,2005 ,p.ii) .In ilne wtih this ,Nunan
(1999) states t ha t“CLT in lfuencesteaching pracitce over t he l ast t wenty years”
. p
( .9) I tmeanst hatCLTha sbeen populart ousei neducaiton ifeld.Fu trhermore ,
s d r a h c i
R (2005)statest ha t
s e l p i c n ir p f o t e s a s a d o o t s r e d n u e b n a c T L
C abou tthe goal so flanguage s
a l c t s e b e h t s u o ir a v , g n i h c a e
t sroomacitviites ,syllabusi nl anguaget eaching ,and m
o o r s s a l c e h t n i s r e n r a e l d n a s r e h c a e t f o s e l o r e h
t .( )p 1 .
e h
T C LTp irnciple sareclairifedasf ollows:
.
a Goal so fLanguageTeaching
s d r a h c i
R (2005 )meniton stha tthe main goa lo fCLT i scommunicaitve
o
c mpetence in which there are some aspect sincluded in the communicaitve
e c n e t e p m o
)
1 knowinghowt ousel anguagef o rar angeo fdfiferen tpurpose sandf unciton .s
)
2 knowing how to produce and comprehend dfiferen t type s o f text s (e.g .
.) s n o it a s r e v n o c , s w e i v r e t n i ,s tr o p e r , e v it a r r a n
)
3 knowinghow t o varyt heuseofl anguage (e.g .knowingt hedfiferenceoft he
) n o it a c i n u m m o c n e k o p s r o n e tt ir w r o f e g a u g n a l f o e s u
.
b P irnciple so fClassroomAcitviites
e h
T er are some p irnciple so fthe lcassroom acitviite sstated by Richards
a c i n u m m o c n i s e z i s a h p m e T L C e c n i s , t s ri F . ) 5 0 0 2
( itvecompetence ,the focus i s
r i a p s a h c u s s e it i v it c a p u o r g f o e s u e h t s d r a w o
t work ,role play ,and projec t(p .
1 2 .)
y c a r u c c a d n a y c n e u lf , d n o c e
S play an impo tran trole i en t h classroom
. s e it i v it c
a Speciifcally ,Richards(2005 )explainst hatf luencydeal swtihtheuseo f
n o it a c i n u m m o c d n a n o it c a r e t n i l u f g n i n a e m t c e ri d n i e g a u g n a
l whlie accuracy
s e l p m a x e t c e rr o c g n it a e r c n o s e s u c o
f ( .p )1 . 4 Pai rand group acitviite s give
learner smoreoppo truniitest o uset hel anguageand t o develop lfuency. I tmake s
e m a s r i e h t h ti w e g a u g n a l e c it c a r p o t e e r f l e e f ll i w s r e n r a e l t a h t e s n e
s -agepatrner s
. e c it c a r p o t m e h t k s a o h w s r e h c a e t g n i c a f f o d a e t s n
i
, d ri h
T authenitc resource sare t he base sfo rclassroom l earning .Learner s
, e r o f e r e h T . m e h t o t r a il i m a f s i n r a e l y e h t t a h w f i y li s a e n r a e l n a
c Clarke and
. p , 7 7 9 1 ( n i e t s r e b li
S 51 )arguet hat
d l u o h s s e it i v it c a m o o r s s a l
C parallelt he‘ rea lwo lrd ’a scloselya spossible . l
o o t a s i e g a u g n a l e c n i
S o fcommunicaiton ,method sandmateiral sshould g n i d a e r f o s e s o p r u p e h T . m u i d e m e h t t o n d n a e g a s s e m e h t n o e t a rt n e c n o c
e fi l l a e r n i e r a y e h t s a s s a l c n i e m a s e h t e b d l u o h
s (a sctied i n Richards ,
. p , 5 0 0
6 1
.
c Syllabus
Severa l new syllabu s type s were proposed fo r supporitng CLT . A s
d e t n e s e r
p byRichards(2005 ,)t hes yllabuse sareelaboratedasf ollow .s
)
1 As kill-baseds yllabus
d n a , g n i d a e r , g n i k a e p s , g n i n e t s il f o s ll i k s r u o f n o s e s u c o f s u b a ll y s s i h T
k s h c a E . g n it ir
w li l then i s broken down into microskills . However , since
d e t a r g e t n i n a d e s s e rt s T L C f o s e t a c o v d
a -skill sapproach to the teaching o fthe
s ll i k
s ,i nwhicht hes kill so tfenoccurt ogethe,rt hes yllabu swa sargued.
)
2 Af uncitonals yllabus
s d r a h c i
R (2005 )state stha t“communicaitve competence i sregarded as
n o it a u ti s f o e g n a r e d i w a s s o r c a n o it a c i n u m m o c r o f d e d e e n s n o it c n u f f o y r e t s a
m ”
) 0 1 . p
( . To presen t and pracitce the funciton , P-P-P (Presentaiton-Pracitce
. s e it i v it c a f o e c n e u q e s a e r o l p x e o t d e il p p a n e h t s i t a m r o f n o s s e l ) n o it c u d o r
P
P-P-u t c u rt s n o s s e l
P re ha sbeen widely used in language teaching mateiral sand
( y a d o t d e s u e b o t m r o f d e if i d o m n i s e u n it n o
c Richards ,2005 ,p. .7) Af uncitona l
. e s r u o c g n i n e t s il d n a g n i k a e p s f o s i s a b e h t s a d e il p p a n e tf o s i s u b a ll y
s
, r e v o e r o
M Richards (2005 )also state sthat othe rsyllabu stype sare a
s u b a ll y s k s a t a d n a s u b a ll y s l a n o it o
n (p .7) .On the one hand ,the basic so f
s s e r p x e e b d l u o h s t a h t s n o it o n e h t d n a t n e t n o c e h t e r a s u b a ll y s l a n o it o
n e d by a
k s a t e h t , d n a h r e h t o e h t n O . r e n r a e
l -syllabu sspeciifedt het ask sandacitviitest ha t
r e n r a e l a y b t u o d e ir r a c e b d l u o h
.
d TheRole so fTeacher sandLearnersi nt heClassroom
s e it i v it c a m o o r s s a l c e v it a r e p o o c n i e t a p i c it r a p o t e v a h s t n e d u t s , T L C n I
( g n i n r a e l o t h c a o r p p a c it s il a u d i v i d n i n a h t r e h t a
r Richards, 2005 ,p .4) .On the
i , y r a rt n o
c nsteado fbeingamodelf o rcorrec tspeech,t eacher shavet o assumet he
.r o ti n o m d n a r o t a ti li c a f f o e l o r
, n o i s u l c n o c n
I thewrtie rwould ilket o concludet hep irnciple so fCLT a s
: s w o ll o f
)
1 Communicaitoncompetenceist hef ocu sofl anguagel earning.
)
2 Fluencyandaccuracyp layimpo trantr olesi nt heclassroomacitviite .s
)
3 Pai rand group acitviite sgive more chance to improve learners ’ lfuency in
. e g a u g n a l g n i n r a e l
)
4 Creaitng classroom acitviite swhich are close to the rea llfie i san authen itc
. e c r u o s e r
)
5 Af uncitonals yllabusi smoreappilcablef o rCLT.
)
6 A t eacherf unciton sa saf aclitiato rwhliestudent sneed t o pracitceacitvelyi n
. s e it i v it c a m o o r s s a l c e h t
.
3 Songsf orTeachingandLearningEngilsh
l a . t e l l a H o t g n i d r o c c
A (2008) ,teaching i s“an ar tand knowledge” .( p
) 4 6
3 .Therefore ,Engilsh teacher sshould be creaitve in packaging mateiral sin
o t r e d r
o ge tatteniton f romt hestudent sand moitvatet hem .Besides,t hemateirals
d l u o h
s g ivestudentsmorepracitces in l earningEngilsh t o ifndt hei mpo tranceo f
. e r u t u f e h t r o f h s il g n E g n i n r a e
l In thi sstudy ,the wrtie roffer spopula rEngilsh
a s a s g n o
8 1
, g n o s f o g n i n a e
m the advantage o fusing Engilsh popula rsongs ,seleciton oft he
o e u q i n h c e t d n a , s g n o
s fteaching Engilsh using songs .The explanaitons ea sr a
.s w o ll o f
.
a Meaningo fSong
n a n a b o c ir a
S d Meitn (2000 )deifne song sa sone o fthe mos tenchanitng
b y li s a e n a c t a h t s e c r u o s e r h c ir y ll a r u tl u c d n
a eused i n l anguageclassroom sand
, g n i n e t s il n i s ll i k s ’ s t n e d u t s e v o r p m i o t s e c r u o s e r e l b a u l a v e r
a speaking ,reading ,
. g n it ir w d n
a I tmeanst ha tsong sareappilcablet o becarired outi n improving al l
.s ll i k s e g a u g n a
l LoandFa iLi( 1998 ,p. ,8) a sctiedi nSaircobanandMeitn( 2000 )
a l p x
e in tha tlearning Engilsh through song s also provide sa non-threatening
l a m r o f a n i h s il g n E g n i n r a e l n e h w e s n e t e r a y ll a u s u o h w , s t n e d u t s r o f e r e h p s o m t a
. g n it t e s m o o r s s a l
c Lo and Fa iLi’ s statemen tindicate stha tsong scan create
s e l b a y o j n e d n a e l b a tr o f m o
c tiuaitoni ntheclassroomacitviite .s
.
b Advantage so fUsingEngilshPopula rSongs
n i s g n o s r a l u p o p g n i s u f o s e g a t n a v d a y n a m e r a e r e h
T et h classroom .In
, tr a p s i h
t someexpetr sexplainaboutt headvantage so fpopulars ong .s
)
1 Popula rSong sareMoitvaitng
n a o a
B (2008) state stha t“i fpopula rsong sare insetred in an Engilsh
s e it i v it c a m o o r s s a l c e s u a c e b n o it a v it o m ’ s t n e d u t s e s a e r c n i y a m t i , m u l u c ir r u c
e g a u g n a l d n a , tr a , e g d e l w o n k r i e h t e s u d l u o
w ” .Meanwhlie ,no tal lsong sare
s i s g n o s f o n o it c e l e s e h T . e l b a c il p p
a impo trant .Therefore ,only Engilsh song s
h c i h
w provide authenitc and real-lfie mateiral scan help student sunderstand
h s il g n
c a e T e g a u g n a L e v it a c i n u m m o C n i s e it i v it c a m o o r s s a l c f o e l p i c n ir
p hinga sctiedi n
s d r a h c i
R (2005 ) abou t the use o f “authenitc sources” (p. 22) . Moreover ,
) 7 8 9 1 ( n o s w o d d i
W a sctied in Richards (2005 )say stha t“created mate iral scan
” s r e n r a e l r o f g n it a v it o m e b o s l
a (p.22). Designingmateiral sbyi nseritngsongsi n
m e h
t ateiral swilloffe rachangeo fcommonclassroom acitviite sby providing an
. e r e h p s o m t a e l b a y o j n e d n a e v it c a rt t
a
)
2 Popula rSong sareMemorable
t a h t s e t a t s ) 8 9 9 1 ( n e i m a
K “famiila rmelodie shave powe rto recal lpas t
s e c n e ir e p x e d n a n o it o m
e ” .( )p 5 .2 Respondin og t thi sresearch ,the succes so f
o s n i a r b e h t e c n e u lf n i y ll a n o it o m e s g n o s e s u a c e b s n e p p a h s g n o s h g u o r h t g n i n r a e l
m e r n a c e l p o e p t a h
t embe rthe word fo rvery a long peirod o f itme .In learning
y ll a e r s i ll a c e r o t y li s a e e b n a c s g n o s t a h t t c a f e h t , h s il g n
E helpfu lfo rstudents .
y li s a e t o n l li w y e h
T forgett heword sandevens ong scanen ircht hei rvocabulary.
)
3 EngilshSong sContainLinguisitcI nformaiton
n o s w o d d i W , y r o e h t g n i h c a e T e g a u g n a L e v it a c i n u m m o C e h t n o d e s a B
) 7 8 9 1
( statest hat
n a l f o s ti n u y r a m ir p e h
T guageareno tmerely ti sgrammaitca lands rtucture s a g n i n a e m e v it a c i n u m m o c d n a l a n o it c n u f f o s e ir o g e t a c t u b , s e r u t a e f
e s r u o c s i d n i d e if il p m e x
e (a sctiedi nBaoan ,2008).
i a t b o s t n e d u t s , s g n o s h g u o r h
T nal o to fbenefti sbecauseEngilsh song scan t each
e h
t mt hel anguage,t hecutlurea swel la sar.t
, r e v o e r o
M song sprovide many aspect so flanguage learning which are
. e g a u g n a l a g n ir e t s a m r o f l u f e s
2 2
t a h t s e u g r a ) 6 0 0 2 ( k c u
B “themajo rproblemoft hist echniquei st hatt hel earner s
g n i s s e u g m o d n a r y b s t c e r r o c n o it s e u q e h t f l a h t e g n a
c ” .( p 147) .However ,he
o s m e ti e r o m g n i d i v o r p y b t a h t s t s e g g u
s n the task ,i tmay reduce the effect so f
g n i s s e u g m o d n a
r (p .148) .
)
d Matching
. s d r o w f o g n i n a e m g n i d n a t s r e d n u f o y a w e h t s a g n i h c t a m s e s u r e ti r w e h T
e h t n i g n i h c t a m , n o it s e g g u s ) 0 0 0 2 ( s ’ n it e M d n a s ’ n a b o c ir a S h ti w e n il n i l li t S
y b d e il p p a s i n g i s e
d “connecitng t he antonyms/synonyms/meaning sof t hegiven
s d r o w ”.
)
e Discussion
, h c a o r p p a g n i h c a e T e g a u g n a L e v it a c i n u m m o C r e d n u s i n g i s e d e h t e c n i S
n o i s s u c s i
d become sa par to fthe p irnciple so fclassroom acitviite sin CLT in
h c i h
w “pai rwork o rgroup work areemphasize ” (d Richards ,2005 ,p .21 .) In t he
s l a ir e t a m n g i s e
d ,discussion i so tfenappiledwtihothert echniques .Mos tacitviite s
e r
a designedt os uppor tpai/rgroupwork .s
.
4 LanguageCurriculumDevelopment
s d r a h c i
R (2001 )de ifnes tha t“curirculum developmen tis na ni terrelated
g n it a u l a v e d n a , g n it n e m e l p m i , g n i s i v e r , g n i n g i s e d n o s e t a rt n e c n o c t a h t s s e c o r p
s m a r g o r p e g a u g n a
l ” .( p 2) .Languageprogram srefert o any organized course o f
, y d u t s s i h t n I . n o it c u rt s n i e g a u g n a
l thewrtie rwould ilket o discuss t wopatrst ha t
v a
h e i mpo tran trole i n designing mateirals .They are need sanalysi sand school
-m u l u c ir r u c d e s a
.
a Need sAnalysis
u c f o s n o it p m u s s a c i s a b e h t f o e n
O rirculum developmen t i s tha t an
( s d e e n ’ s r e n r a e l f o s i s y l a n a n a n o d e s a b e b d l u o h s m a r g o r p l a n o it a c u d
e Richards,
. p , 1 0 0
2 51) .There a re a numbe ro fpurpose sa sstated by Richards (2001 )
e r a y e h t ,s i s y l a n a s d e e n e h t g n i y lr e d n
u explainedasf ollows:
)
1 To ifndou twhatl anguages kill sal earne rneeds.
e h t n
I need s survey , the wrtie r want s to know wha t are recepitve and
.s t n e d u t s e h t y b d e d e e n y lt s o m s ll i k s e v it c u d o r p
)
2 Tocollecti nformaitonabou taparitcula rprobleml earner sareexpe irencing.
t a h w w o n k t s u m r e ti r w e h
T students ’dfi ifculite sin learning Engilsh are to
h t o t e t a ir p o r p p a y ll a e r s i n g i s e d e h t t a h t e r u s e k a
m ei rneed .s
)
3 Todeterminet hei rcommunicaitveabiilitesi nEngilsh.
g n i o d y
B need ssurvey, t hewrtie rwli lunderstandt hecapabiilite so fstudent s
o
t h elpthewrtieri mprovet hei rabiilitest hrought hedesignmateiral.
.
b School-BasedCur irculum
k g n i T m u l u k i r u
K a tSatuan Pendidikan ( KTSP )ist henewes tcurirculumi n
, m u l u c ir r u c s u o i v e r p f o g n i n if e r s a d e p o l e v e d s i h c i h w a i s e n o d n
I Competence
m u l u c i r r u C d e s a
B .KTSP hast he samep irnciplet o Schoo lBased Curirculum i n
e r a d r a d n a t s c i s a b d n a d r a d n a t s e c n e t e p m o c h c i h
w the main unsure o f the
t a d e k o o l e b n a c d r a d n a t s c i s a b d n a d r a d n a t s e c n e t e p m o C . m u l u c ir r u
c StandarI s i
) I S
( which i sarranged by Badan Standa rNasiona lPendidikan (BSNP) ,and
m o r f d e v ir e
8 2
, c it s ir e t c a r a h
c 2 )setitnggoal ,st opics ,andgenera lpurposes ,3)s pecfiyingl earning
, s e v it c e j b
o 4 )organizings ubjec tcontent ,5 )selecitngt eachingl earningt echnique s
s e it i v it c a d n
a 6 )designing the insrtucitona lmateirals ,and 7 )evaluaiton .P -re
, s d e e n ’ s t n e d u t s w o n k o t h g u o n e s i y e v r u s s d e e n e s u a c e b d e p p i k s s i t n e m s s e s s a
t , e r o m r e h tr u F . s e it l u c if fi d d n a , s e it il i b a p a c , s t s e r e t n
i he theo ire s abou t
i n u m m o
C caitve Language Teaching (CLT) , language curirculum , song s fo r
. s p e t s e h t t r o p p u s o t d e s u e r a s ll i k s e g a u g n a l g n i h c a e t d n a , e g a u g n a l g n i h c a e t
d e t a r o b a l e s i p e t s h c a
E a sfollows: Kemp’ s(1977 ) state stha tthe step sare
, e r o f e r e h T . ) 9 . p ( ” s s e c o r p e l b i x e lf
“ the wrtie rwould ilke to explain each step
. e n o d y li r a s s e c e n t n e m t s u j d a e h t n o d e s a b
.
1 IdentfiyingLearners ’Characteirsitc
s d r a h c i
R (2001 )statest ha t“aneducaitona lprogramshouldbebasedonan
. ) 1 5 . p ( ” s d e e n ’ s r e n r a e l f o s i s y l a n
a Thus , before designing mateirals , i t i s
o d o t l a it n e s s
e need ssurvey fo robtaining data o fthe selected student so fSMA
a t r a k a y g o Y a i r a M a t n a
S and t heEngilsht eachert oknowl anguageskill sneeded ,
. s d e e n d n a s t s e r e t n i ’ s t n e d u t s d n a , d e c a f s m e l b o r
p
.
2 SetitngGoals ,Topics ,andGenera lPurposes
f o y r o e h t e h
T curirculumespeciallyKurikulumTingka tSatuanPendidikan
) P S T K
( o rSchoo lBased Curirculumsuppo trst hewrtiert o sett hegoa lo fdesign
s l a ir e t a
m .From the theory, the wrtie ri sable to grasp meaning tha tthe goals ,
i p o
t cs ,and genera lpurpose smay no tevadefrom KTSP scope .Fu trhermore, t he
s d r a h c i
R (2005) i n his Communicaitve LanguageTeaching theory menitonst ha t
s e it i v it c a m o o r s s a l c n i s t n e m e l e l a it n e s s e e r a ” y c n e u lf d n a y c a r u c c a
) P S T K
( .Moreover ,the wrtie rdist irbute sthe mate ira lto the selected Engilsh
r e h c a e
