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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
e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o
. 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
, a tr a k a y g o
Y 1 8January2012 r
e ti r W e h T
i m a t U s a y i T t e b a s il l E
x i
, a c a b m e m r a j a g n e m , l a k o L n a l u g g n u e K s i s a b r e B n a k i d i d n e P : i c n u k a t a K
x
S T N E M D E L W O N K C A
o t e d u ti t a r g t s e p e e d y m s s e r p x e o t e k il d l u o w I , y lt s ri
F Jesu sChrist rfo
y a d d r a h y m g n ir u d e c n a d i u g s s e l d n e s i
H s in ifnishing my t hesis .Hi sevelrasitng t
a p d n a e v o
l iencet o ilgh tmypath srtengthen met o completemyt hesis .Wtihou t d e s s a p o t e l b a e b t o n d l u o w I , s s e l b d n a y c r e m e c n a d n u b a , e c a r g s u o l e v r a m s i H
. e e r g e d y m g n i n r a e n i p e t s t s e i v a e h e h t
I , y l d n o c e
S am deeply indebted to my advisor ,Caeciila Tutyandari , .
d P . M , . d P .
S fo rhe rkindness t o givemeencouragement ,suggesitons ,ciritcism , e
c n a d i u
g and advice to complete my thesis and he rpaitence to accompany me s
i s e h t y m g n i h s i n if n i n o i s u f n o c y m g n ir u
d .
l a e d t a e r g a e w o y l e ti n if e d o s l a
I toGregoriu sPuntoA ij ,S.Pd. ,M.Hum. , m
u H . M , H S , d P . S , a h a r g u N u n u S l e u m a
S andRr .Ariatm iPuj iH .S.Pd., who e
v i g o t e m it r i e h t d e r a p
s meaningfu lfeedback fo rthe designed insrtuctiona l s
l a ir e t a
m .Thei rfeedback wa shelpfu lin improving the designed insrtucitona l .s
l a ir e t a m
o t e d u ti t a r g p e e d y m s s e r d d a o t e k il d l u o w
I SMA BOPKR I 2
a t r a k a y g o
Y fort heyhavegivenmeachancet oconduc tmyr esearch,gathe rdata p
m i d n
a lementt hedesignedmate irals . Ialso sincerelyt hank theEngilsht eacher s .
s t n e d u t s e d a r g h t n e v e l e e h t d n
a
e d u ti t a r g p e e d y
M also goes t o Sister Margareth ,FCJ fo rhe rkindness s
i s e h t y m k c e h c o t s s e n g n il li w d n
a especially the gramma rand diciton . Ihave .r
e h m o r f h c u m d e n r a e
i x
d n a e c n a d i u g r i e h t t u o h ti w g n i h t o n w o n k I . I B P n i s r e r u t c e
l the knowledge they
n e v i g e v a
h .
o t e k il d l u o w o s l a
I send mygreates tgrattiudef o rmy parents ,Theodoru s Susanto and Mariana Rubinah fo rboth spritiua land ifnancia lsuppor.t Thei r
t n e m e g a r u o c n
e w sa sp ritit o ifnish my t hesis .My warm t hank si ed u to my l tilte r
e h t o r
b ,Robertu sPrastya Ja it who made me nice covers fo rthe designed s
l a ir e t a
m . Ialsos endmys inceret hankf o rotherf amiile swhos incerelyencourage u
o r h t g n it t e g e
m ght hi sones tepo fmyl fie . Iamt hankfulfort hes incereprayer . e h t r o f l u fr o l o c e r o m s e m o c e b e fi l y M . s d n e ir f y m o t o g s k n a h t l a i c e p S
e v a h e w n o i s s e r p e d d n a r e e h
c passed t ogether .I twli lbe my rteasurei n my old .
s y a
d I t hank Sance ,Widi ,Rima ,Yuyun ,Dian ,Onie ,Iwie and Yusak fort he .s
y a d t a e r
g Ialsot hankMbakNia becauseshegavemesuggesiton and ciritcism b
a ou tthedesignedmateiral .sMybigt hankalsogoes toMs .Wur iforr eadingmy .
n o it s e g g u s e m g n i v i g d n a s i s e h
t Ialso d to n o forge tto thank my high school s
d n e ir
f ,WindaandGtia, fort heris uppor tandencouragementt o ifnishmyt hesis . k
n a h t o t t n a w
I Ficka ,Aryo and Dio because ou rwage rreally inspried me to .
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 I twass uchauniqueencouragement .
, y l e r e c n i S
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 E
G A P N O I T A C I D E
D ... vi Y
T I L A N I G I R O S ’ K R O W F O N E M E T A T
S ... v R
A B M E
L PERNYATAANPERSETUJUANPUBLIKASI ... i....v T
C A R T S B
A ... ii....v K
A R T S B
A ... iiv i S
T N E M 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 ... xv iii S
E R U G I F F O T S I
L ... xix S
E C I D N E P P A F O T S I
L ... xx
N O I T C U D O R T N I I R E T P A H C
.
A ResearchBackground ... 1 .
B ProblemFormulaiton ... 5 .
C ProblemLimtiaiton ... 5 .
D ResearchObjecitve s... 6 .
E ResearchBeneftis ... 6 .
ii i x
E R U T A R E T I L D E T A L E R F O W E I V E R I I R E T P A H
C 1 1
.
A Theoreitca lDescirpiton ... 1....1 .
1 Insrtucitona lDesignModel ... 21 .
a Yalden’ sModel... 21 .
b Kemp’ sModel ... 51 .
2 TeachingReading... 91 .
a BottomUp ... 91 .
b TopDown ... 91 .
c InteracitveModel so fReading... 02 .
3 TeachingW iritng ... 22 .
a Inveniton ... 32 .
b W iritng ... 32 .
c ProofreadingandEdiitng... 24 .
4 Task-BasedLanguageTeaching ... 42 .
5 School-BasedCurirculum... 52 .
6 Local-BasedEducaiton ... 52 .
7 Insrtucitona lMateirals... 7..2 .
B Theoreitca lFramework ... 8....2 .
1 ConsideirngGoals ,Topic sandGenera lPurposes ... 92 .
2 LisitngSubjec tContent ... 92 .
3 ConducitngNeed sSurvey ... 92 .
4 DevelopingPedagogica lSyllabus... 03 .
v i x .
6 Evaluaitng ... 13 .
7 Revising ... 13 A
H
C PTERI I IRESEARCHMETHODOLOGY 3 3 .
A ResearchMethod ... 33 .
1 IdentfiyingI nsrtucitona lGoals ... 33 .
2 ConducitngInsrtucitona lAnalysis... 43 .
3 AnalyzingStudent sandContext... 43 .
4 W iritngPerformanceObjecitves... 43 .
5 DevelopingAssessmentI nsrtuments... 53 .
6 DevelopingI nsrtucitona lSrtategy... 53 .
7 DevelopingandSelecitngI nsrtucitona lMateiral s... 53 .
8 DesigningandConducitngFormaitveEvaluaitono fInsrtuciton .... 53 .
9 ReviseI nsrtuciton... 63 .
B ResearchSetitng ... 63 .
C ResearchParitcipants ... 37 .
1 TheParitcipant so fAnalyzingStudent sandContext... 73 .
2 Paritcipant so fFormativeEvaluaitonofI nsrtuciton... 73 .
D Insrtumen tandDataGathe irngTechnique ... 83 .
1 ResearchI nsrtuments ... 8..3 .
a Documen tAnalysis... 8..3 .
b Quesitonnaries ... 93 .
c Interview ... 14 .
v x .
2 D ataGatheirngTechnique ... 24 .
a DataGatheirngTechniqueo fAnalyzingStudent sandContext . 34 .
b DataGatheirngTechniqueo fConducitngFormativeEvaluaiton n
o it c u rt s n I f
o ... 34 .
E DataAnalysi sTechnique ... 4..4 .
1 Catego irca lData... 44 .
2 Cenrtalt endency... 54 .
3 Interpretaitona lAnalysis... 64 .
F ResearchProcedure... 74 .
1 Identfiyingt heGoals ,theTopic sandtheGenera lPurposes... 74 .
2 PerformingtheInsrtucitona lAnalysis... 74 .
3 AnalyzingtheStudents’Characte irsitc sandtheContext... 74 .
4 StaitngthePefrormanceObjecitves ... 84 .
5 Designing theAssessmentI nsrtuments ... 84 .
6 Developingt heI nsrtucitona lSrtategy ... 84 .
7 SelecitngandDevelopingt heI nsrtucitona lMateirals ... 94 .
8 DesigningandConducitngt heFormaitveEvaluationoft heDesigned s
l a ir e t a
M ... 94 .
9 Revisingt heDesignedMateirals ... 05
V I R E T P A H
C RESEARCHRESULTSANDDISSCUSSION 5 1 .
A TheResutlsoft heStep so fDesigningt heDesignedmate irals... 15 .
i v x .
2 Need sSurvey ... 45 .
a Dataf romtheQuesitonnarie ... 45 .
b Dataf romtheInterview ... 85 .
c Documen tAnalysis ... 06 .
3 Subjec tContent ... 62 .
4 Producitono fPedagogica lSyllabus... 36 .
5 Developmen tandI mplementationoft heDesignedMateirals ... 76 .
6 Evaluaiton ... 86 .
7 Revision ... 97 .
B ThePresentaitonoft heDesignedI nsrtucitona lMateirals... 38 .
1 WarmingUp... 84 .
2 ReadingtheTex tUp... 85 .... .
3 NoitngDown ... 58 .
4 Sel fRelfeciton... 58
C V R E T P A H
C ONCLUSIONSANDRECOMMENDATION 8 7 .
A Conclusions ... 78 .
B Recommendaitons ... 09 .
1 Recommendaitonf ort heEngilshTeacher so fSMABOPKR I2 a
tr a k a y g o
Y ... 19 .
2 Recommendaitonf ort heeleventhgrades tudent so fSMABOPKR I2 a
tr a k a y g o
Y ... 98 .
ii v x S
E C N E R R E F E
R ... 39 S
E C I D N E P P
ii i v x
S E L B A T F O T S I L e
l b a
T Page
1 .
4 TheCompetenceStandardandt heBasicCompetences ... 25 2
.
4 TheParitcipants ’PersonalInformaiton ... 55 3
.
4 TheParitcipants’Answer sontheQuesitonnaries ... 55 4
.
4 TheI ndicators ... 36 5
.
4 TheLis to fMateiral sandAcitviites ... 56 6
.
4 TheResutl soft heQuesitonnariest oEvaluateMateiralsf romExpe trs... 86 7
.
4 TheResutl so fOpenQuesitonst oEvaluateMateiralsf romExpe tr... 07 8
.
4 TheResutl sofI mplementaiton... 2....7 9
.
4 TheResutl soft heQuesitonnariest oEvaluateMateiralsf romParitcipants ... 57 0
1 .
4 TheResutl so fOpenQuesitonst oEvaluateMateiralsf romParitcipants ... 5.. 7 1
1 .
x i x
S E R U G I F F O T S I L e
r u g i
F Page
l e d o M s ’ n e d l a Y f o m a r g a i D 1 .
2 ... 51 2
.
2 Diagramo fKemp’ sModel... 81 f
d e t p a d A k r o w e m a r F s ’ r e ti r W e h T 3 .
x x
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i d n e p p
A Page
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.
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.
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e v r u S s d e e N r o f s n o it s e u Q w e i v r e t n I f o t s i L e h T 2 .
B ... 0....1 0 1
.
C TheFinding soft heAnalysi so fSMABODA2Yogyaka tra ... 11 0 2
.
C TheFinding soft heAnalysi soft hePoten ita lo fYogyakatra... 01 3 u
Q e h t f o s t n a p i c it r a P f o n o it a m r o f n I l a n o s r e P e h T 3 .
C esitonnarie so fNeed s
y e v r u
S ... 0....1 8 y
e v r u S s d e e N e h t f o s e e w e i v r e t n I e h t f o n o it a m r o f n I l a n o s r e P e h T 4 .
C ... 01 9
y e v r u S s d e e N f o w e i v r e t n I e h t f o s t p ir c S e h T 5 .
C ... 1 01 s
u b a ll y S o t o r P 1 .
D ... 11 8 i
a n n o it s e u Q e h T 1 .
E ref ort heExpetrs... 11 9 s
s a l C n o it a t n e m e l p m I e h t f o s t n a p i c it r a P e h t r o f e ri a n n o it s e u Q e h T 2 .
E ... 21 5
s tr e p x E e h t f o n o it a m r o f n I l a n o s r e P e h T 1 .
F ... 21 8 d
l e i F e h T 2 .
F Note soft heI mplementaiton ... 21 9 i
P 3 .
F cture soft heI mplementaiton... 4..1 6 e
h T 1 .
G Studen’t sBook ... 41 8 k
o o B s ’ r e h c a e T e h T 2 .
1 I R E T P A H C
N O I T C U D O R T N I
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I Indonesian people reailze t hat Indonesian a s an of ifcia l
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.t i s s e c c a o t e g a u g n a l r e h t o n a
h s il g n E t a h t s e n i m r e t e d t n e m n r e v o g n a i s e n o d n I , m e l b o r p s i h t e m o c r e v o o T
t n r a e l e b o t s d e e
n i nschools .I tbecome saf oreignl anguaget hati scompulso ry in
ll
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1 2 f o g n i n n i g e b e h t n i t a h t s e t a m it s
e st century there are 750 mliilon Engilsh .s r e k a e p s e g a u g n a L d n o c e S h s il g n E n o il li m 5 7 3 d n a s r e k a e p s e g a u g n a L n g i e r o
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h
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c fo r SHS student sto achieve the leve lbecause some
n o it a m r o f n
i thatt hey l ook for i sonly avaliablei n Engilsh. Thu ,s t hemastery o f
t n a tr o p m i s i h s il g n E n e tt ir
w becausemanyEngilshw irttens ource sareprovided.
l a it n e s s e s i h s il g n E n e tt ir w e c n i
S ,both reading and w iritng skill sneed t o
. y l h g u o r o h t t n r a e l e
b Student sneed to grasp the idea o ftext sand g ain detalied
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s t x e
t in orde rto enable people who read thei rw iritng scomprehend idea stha t
t n e s e r p s t n e d u t
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e in
l e v e l l a n o it a m r o f n
i .Therefore, thestudentst endtoproducet ext sacceptablyrathe r
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t accurate. The idea i sthe same a sTBLT because in the learning process ,
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H whent akingProgramPengalamanLapangan II ni Februaryand
1 1 0 2 y a
M , t he wrtie rfound t ha treading and wriitng o tfen becamei nconvenient
s e it i v it c
a fo r the eleventh grade students in SMA BOPKRI 2 Yogyakatra .
s t n e d u t
S seeme d reluctantt or eadt ext sespecially fit het ext sw a long, theconten t
d e m e e
s uninteresitng and heavy na d the presentaiton o fthe tex twa sbo irng .
r e v e w o
H ,they would learn happliy when they thought tha tthe topic and the
s l a ir e t a m e h t f o n o it a t n e s e r
p w ere interesitng .They ilked fun acitviite ssuch a s
g n i n e t s il , o e d i v g n i h c t a
w to music ,and game .s They also did no t ilke to wrtie
d i d y e h t e s u a c e
b no tknowwhatt owrtieandhowt owrtiet herii dea sespeciallyi n
. h s il g n
E
A M S , n o it i d d a n
I BOPKRI 2 Yogyakatra i sone o fthe eigh tschool sin
a tr a k a y g o
Y tha ti s elected a sSMA Mode lSKM-PBKL- BP S tha ti san acronym
m o r
f SMA Mode lSekolah Kategor iMandir i– Pendidikan Berbasi sKeunggulan
l a k o
L – Pusa tSumbe rBelajar. I ti sa schoo ltha talmos tfulifll so rha sarleady
t h g i e d e ll if l u
f standard so fnaitona leducaiton t hathold seducaiton based on l oca l
s e it il a it n e t o
p andtha tmakes useofi nformaitonandcommunicaitont echnologyi n
. t n e m e g a n a m l o o h c s d n a y ti v it c a g n i n r a e l g n i h c a e
t Theeights tandard so fnationa l
s s e c o r p , s e c n e t e p m o c e t a u d a r g f o d r a d n a t s , d r a d n a t s t n e t n o c e r a n o it a c u d e
s e e y o l p m e l o o h c s d n a s r o t a c u d e f o d r a d n a t s , d r a d n a t
s , faciilite s standard ,
. d r a d n a t s e c n a n if d n a d r a d n a t s t n e m e g a n a
A M
S ha selected SMA BOPKR I2 Yogyakatraa sone o f132 sampilng schools.
y b d e z il a g e l s a w t n e m t n i o p p a e h
T SK Direktu rPembinaan Sekolah Menengah
h a g n e n e M n a d r a s a D n a k i d i d n e P n e m e j a n a M l a r d n e J t a r o t k e r i D s a t A
l a n o i s a N n a k i d i d n e P n a i r e t n e m e
K No .961/C.C4/LK/2010on29Ap ir l2010.
r e v o e r o
M ,the schoo li sencouraged to implemen tPendidikan Berbasi s
l a k o L n a l u g g n u e
K Lo r o -cal BasedEducaiton(LBE )byteachi ngthepotenita lo fa
a e r a l a c o
l where the schoo l i s located . Meanwhlie ,according to Direktora t
A M S n a a n i b m e
P ,Lo -calBased Educaiton i seducaiton t hat i sadjusted wtih l oca l
s d e e
n byexplotii ngvairou snatura landhumanr esources ,geographical ,histo ircal ,
l a i c if e n e b r e h t o d n
a potenita l o f loca larea fo r the proces s o fcompetence s
d n o p s e r r o c t n e m p o l e v e
d i ng to learners ’ potenitailites , talen t and interest .
e h
T refore ,mate iral s tha tinclude t ohe p tenital o fa loca larea are preferred .
a o t t s u j d a t a h t s l a ir e t a m l a n o it c u rt s n i , r e v e w o
H cetrain region are no tlargely
e l b a li a v
a becauseeachr egionha sti sownpotenitailites .Moreover ,m ostavaliable
s l a ir e t a m l a n o it c u rt s n
i attach only some the potenita l o f cetrain loca l areas
e r o f e r e h T . a i s e n o d n I n i s n o i g e r l l a n i d e s u e b o t d e c u d o r p e r a y e h t e s u a c e
b , the
o n d n a l a r e n e g e r a s l a ir e t a m l a n o it c u rt s n
i tassignedf o racetrainr egion .
e s o p o r p r e ti r w e h t , e c n a h c e h t g n i e e
S s insrtucitona l mateirals tha t
n o s e z i s a h p m
e the potenita lo fYogyakatra to implemen tlocal-based educaiton .
e h
T designe d insrtucitona lmateiral sfocu son two skill stha tare reading and
g n it ir
w andapplyTask-BasedLanguageTeaching .Fu trhermore,t heyareaimeda t
h t n e v e l e e h
.
B ResearchProblem
e h T . d e r e w s n a e b o t e s ir a s n o it s e u q o w t , e v o b a d n u o r g k c a b e h t o t d e t a l e R
: e r a r e w s n a o t s n o it s e u q
.
1 Howi sase to flocal-based Engilsh i nsrtucitona lmateiral sf oreleventh grade
a tr a k a y g o Y 2 I R K P O B A M S f o s t n e d u t
s designed?
.
2 Wha tdoe st he se to f local-based Engilsh insrtucitona lmateiral sf or the
a tr a k a y g o Y 2 I R K P O B A M S f o s t n e d u t s e d a r g h t n e v e l
e look ilke?
.
C ProblemLimtia iton
e h t n o d e s a
B research problem ,the designed mateirals ea r ilmtied to
s ll i k s g n it ir w d n a g n i d a e
r .The designed mate irals ea r narrowed i nto t hoseskill s
r e h t e g o t t n r a e l e r a y e h t e s u a c e
b a sani ntegratedl earningwtihat eacher .However ,
y l e t a r a p e s t n r a e l e r a g n i k a e p s d n a g n i n e t s
il fromreadingandw iritng .Though,t he
s o t s ll i k s g n i k a e p s d n a g n i n e t s il e d u l c n i s l a ir e t a m d e n g i s e
d uppo trt hel earningo f
. g n it ir w d n a g n i d a e
r Also,t het eache rwhoteachesr eadingandwiritngi sd fiferen t
m o r
f the t wo othe rskills .Moreover ,reading t ex twli lbet hemode lo fstudents ’
r p r e t n i e v a h l li w s t n e d u t s , s t x e t e r n e g e m a s e h t g n i d a e r y B . g n it ir
w etaiton on a
. e ti r w l li w y e h t t x e
t The mate iral swill l ead student st o understanding t ext sand
. s t x e t d o o g g n i k a m n i m e h t g n i d i u
g Moreove,rt hedesigni ncludes thepotenita lo f
a tr a k a y g o
Y int hemateiral sbecauset heschoo la saSMAMode lSKM-PBKL- BPS
l a c o l t n e m e l p m i o t d e g a r u o c n e s
i -basededucaiton .Thedesignedmate iralswli lbe
r o f d e d n e t n
m u l u c ir r u C d e s a B l o o h c S o
t and i n t heform o fp irnted mateirals. Moreove,r t he
n g i s e
d edmateiralsalsoi mplementTask-BasedLanguageTeaching .
.
D ResearchObjecitves
e h t h ti w e n il n
I research problem and problem ilmtiaiton ,the research
d n e t n
i sto descirbe how to design a se to freading and w iritng insrtucitona l
s l a ir e t a
m tha t are based on local-based educaiton . In ilne wtih local-based
n o it a c u d
e , the insrtucitona l mate iral s design emphasize s on the potenita l o f
a tr a k a y g o
Y and values o fthe loca larea and i sdeveloped atrtacitvely .Beside s
a e r c , n u f e b l li w d e d i v o r p s e it i v it c a g n i n r a e l , t a h
t itve ,and interesitng .These
r e d r o n i d e n g i s e d e r a s l a ir e t a m l a n o it c u rt s n
i to ge tstudents ’interest ,moitvate
g d n a e g d e l w o n k ’ s t n e d u t s h c ir n e , s t n e d u t
s ive them the sense o fp irde in the
a e r a l a c o l r i e h t f o l a it n e t o
p .Moreover ,al lthe insrtucitona lmaterial swli lapply
k s a
T -BasedLanguageTeachingandbeorganizedi ntop irntedcoursebooks.
.
E ResearchBeneftis
t , s e v it c e j b o h c r a e s e r e h t o t d e t a l e
R he research i sconducted to b irng
h t o b r o f s ti f e n e
b the Eng ilsh teachers o fSMA BOPKR I2 Yogyaka tra and the
s t n e d u t s e d a r g h t n e v e l
e .
.
1 TheEngilshTeachers
e h
T designed mateirals presented ea r expected to help the teachers
s l a ir e t a m r e v il e
d related t o thepotenita lo fYogyakatrai nteresitnglyand increase
n o n o it n e tt a s t n e d u t
o t e l b a e r a s r e h c a e
t implemen tLocal-BasedEducaiton adjustedwtiht hepotenita l
. a tr a k a y g Y f o
.
2 TheEleventhGradeStudents
Studentsi ncreaseno tonly t hei rknowledgeo fw irtten Engilsh bu talso t he
l a it n e t o
p o fYogyaka tra. Inaddiiton ,student sarealso moitvated t ol earnbecause
. y l e c i n d e t n e s e r p e r a s l a ir e t a m e h t
.
F De ifniitonO fTerms
e h T . g n i d n a t s r e d n u s i m d i o v a o t d e n if e d e b o t d e e n w o l e b s m r e t e m o S
: e r a s m r e t
.
1 ReadingSkill
g u o ll u C c M & r e k n i
T h (a sctiedi nRouch&Brir ,1984) deifne:
n e tt ir w r o d e t n ir p f o n o it i n g o c e r d n a n o it a c if it n e d i e h t s e v l o v n i g n i d a e R
t s a p o t p u t li u b s g n i n a e m f o l l a c e r e h t r o f il u m it s s a e v r e s h c i h w s l o b m y s
s ’ r e d a e r e h t h g u o r h t s g n i n a e m f o n o it c u rt s n o c r e h tr u f d n a e c n e ir e p x e
e rl a s t p e c n o c t n a v e l e r f o n o it a l u p i n a
m adyi nhi spossession(p.1) . 5
0 0 2 ( n a e K c M , r e v o e r o
M )i nterpretst ha t“reading i st heaciton o rskli lo f
d u o l a r o y lt n e li s r e tt a m d e t n ir p r o n e tt ir w g n i d a e
r ”( p .1409).I naddiiton, ‘ skilli s
5 0 0 2 , n a e K c M ( ’ y ti li b a r a l u c it r a p
a : 1589) .From t hosedeifniitons ,in t hi sstudy
readings kill s areabiilitestoi dentfiyw irttent ext sandr ecognizew irttent extsboth
r e h t
o swtih t het argetl anguagein ordert o achievegoals .Sincestudents uset he
g n i n a e m e h t n o s e z i s a h p m e e g a u g n a l f o e s u e h t , e t a c i n u m m o c o t e g a u g n a l t e g r a t
. s e r u t a e f e g a u g n a l e h t n a h t r e h t a r
.
5 SMAMode lSKM-PBKL- BPS h
ti w e n il n
I Direktora tPembinaan SMA ,SMA Mode lSKM-PBKL-PSB
s e n if e
d asenio rhigh school t ha tfulifll sal lo ralmos teigh tstandards fo naitona l
n o it a c u d
e ,that i mplement sLo -cal Based Educaiton ,and t ha tuitilzes i nformaiton
l o o h c s d n a s s e c o r p g n i n r a e l g n i h c a e t n i s e i g o l o n h c e t n o it a c i n u m m o c d n a
t n e m e g a n a
m . tI si no taschoo lcatego irzaiton ,bu taguidingsrtategy t o applyand
. n o it a c u d e l a n o it a n f o s d r a d n a t s t h g i e e h t e t e l p m o c
.
6 Local-BasedEduca iton(LBE ) /PendidikanBerbasi sKeunggulanLokal o
t g n i d r o c c
A Direktora t Pembinaan SMA , Local-Based Educaiton in
l o o h c s h g i h r o i n e
s i seducaiton thati sheld i n senio rhigh schoolt hati sadjusted
, l a r u tl u c , l a c i h p a r g o e g , s e c r u o s e r n a m u h d n a l a r u t a n g n i z il it u y b s d e e n l a c o l h ti w
l a it n e t o p r e h t o d n a s e it il a it n e t o p l a c ir o t s i
h o fthe loca larea and tha tsuppor t
a it n e t o p d n a , t n e l a t ,t s e r e t n i ’ s t n e d u t
s ilites .Thei mplementaitono fL BE tisel fcan
h ti w y c n a v e l e r e h t g n ir e d i s n o c y b s t c e j b u s l l a o t n i d e t a r g e t n i e
b competence
e i c n e t e p m o c s c i s a b d n a d r a d n a t
s son the subjects .Therefore ,at the end o fthe
t u b e g d e l w o n k e v a h y l n o t o n s t n e d u t s , s s e c o r p g n i n r a e
l also behave accordingt o
l a c o l ri e h
.
7 Elevent hGradeStudents
h g i h r o i n e s a f o s t n e d u t s e d a r g d n o c e s e h t e r a s t n e d u t s e d a r g h t n e v e l E
6 1 t u o b a e r a y e h T . l o o h c
s -17 year sold .According to Peraturan Pemerintah
y c a r e ti l l a n o it a m r o f n i e v e i h c a o t s i l e v e l s i h t t a g n i n r a e l h s il g n E f o m i a e h t , 6 0 0 2
. d a e r y e h t t a h t t x e t a r e f n i o t e l b a e b d l u o h s l e v e l s i h t t a s t n e d u t s ,s u h T . l e v e l
.
8 SMABOPKRI2Yogyakarta
A M
S BOPKRI 2 Yogyaka tra is a p irvate Senio rHigh Schoo ltha ti s
d e t a u ti
s a tJl .Jendra lSudriman 87Yogyakatra .Theschoo lha ssixclasse sof et h
, e d a r g h t n e
t eight classe so ft he eleventh grade and seven classe sof et h twel tfh
. e d a r
g Theeleventh gradehas onel anguageclas ,s t h reescienceclasses ,and f ou r
.s e s s a l c e c n e i c s l a i c o
s Meanwhlie ,the tweltfh grade consist so fone language
1 1
I I R E T P A H C
I L D E T A L E R F O W E I V E
R TERATURE
r o j a m o w T . y d u t s e h t e il r e d n u t a h t s e ir o e h t s e s s u c s i d r e t p a h c s i h T
e r a , k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t e r a h c i h w , s n o i s s u c s i d
l a n o it c u rt s n i h ti w s l a e d n o it p ir c s e d l a c it e r o e h t e h T . r e t p a h c s i h t n i d e t n e s e r p
design , teaching reading , teaching w iritng, Task-Based Language Teaching ,)
T L B T
( Schoo lBased Curirculum (SBC) , Pendidikan Berbasi sKeunggulan l
a k o
L (PBKL ) o r Local-Based Educaiton (LBE) and insrtucitona l mateirals . k
r o w e m a r f l a c it e r o e h t e h t , e li h w n a e
M elaborates step sin designing the reading g
n it ir w d n
a insrtucitona lmateiral .s .
A Theore itca lDescrip iton
g n i h c a e t , n g i s e d l a n o it c u rt s n i t u o b a s e s s u c s i d n o it c e s s i h
T reading,
, g n it ir w g n i h c a e
t Task-Based Language Teaching, Schoo lBased Cur irculum, l
a c o
L - aB sedEducaitonandi nsrtucitona lmateirals .Thet heoreitca lbackground o f s
i n g i s e d l a n o it c u rt s n
i presented i n t hi sseciton t o give i nterpretaiton o fsteps i n g
n i h c a e t f o y r o e h t e h T . s l a ir e t a m l a n o it c u rt s n i g n i n g i s e
d reading, teaching
, g n it ir
w Task-Based Language Teaching ,Schoo lBased Cur irculum and Local -n
o it a c u d E d e s a
B i sused t o givei nputf ort hewrtie ron w hatreading and w iritng insrtucitona lmateiral sshould look ilke .Likewise ,the theory o finsrtucitona l
s l a ir e t a m l a n o it c u rt s n i e h t g n i n g i s e d e h t n i s i s a b r e ti r w e h t s e v i g s l a ir e t a
)
2 Descrip itono fPurpose e
h t , n e h
T datat hatha sbeengatheredi sanalyzedi ntoaneeds analysis .The tl
u s e
r s of t heneeds analysi sareconcluded t o determine t hepurposeofl earning . e
s o p r u p g n i n r a e l e h
T iss tateda sclea lrya spossibleinordert oenablet hewrtier to .s
u b a ll y s e h t t e r p r e t n i
)
3 Seleciton /Developmen to fSyllabu sType
o t w o h n o e r u t c i p r a e l c a e v i g o t s u b a ll y s p o l e v e d o t s d e e n r e ti r w e h T
r e t e d s i s u b a ll y s e h T . s e s o p r u p g n i n r a e l e h t e v e i h c
a minedbyt heapproach which
s e s o p r u p g n i n r a e l e h t s r e d i s n o c r e ti r w e h t , e p y t s u b a ll y s e h t t c e l e s o T . d e t c e l e s s i
. h c a o r p p a h c a e f o s c it s ir e t c a r a h c e h t d n a
)
4 Producitono faProto-Syllabus e
h t , e g a t s s i h t n
I wrtierelaborateslearning purpose no thechosensyllabu s , s c i p o t s c if i c e p s d n a s n o it o n l a r e n e g “ s e d u l c n i n o it a r o b a l e e h T . y ll a c if i c e p s e r o m
e l o r , e g a u g n a l f o y t e ir a v , s ll i k s l a c ir o t e h r d n a e s r u o c s i d , s n o it c n u f e v it a c i n u m m o c
: 7 8 9 1 : n e d l a Y ( ” s i x e l d n a r a m m a r g s a l l e w s a , s t n e v e e v it a c i n u m m o c d n a , s t e s
o t e v a h n o it a r o b a l e l l a t a h t n a e m t o n s e o d t i ,r e v e w o H . ) 8 3
1 be included in t he
. g n i n r a e l e h t f o e s o p r u p e h t h ti w d e t s u j d a e b o t s d e e n n o it a c if i c e p s e h T . s u b a ll y s
g n i y fi c e p s n i p l e h o
T thesyllabu sconten,tt hewrtie ralsocan usecheckilsti nt hi s .
e g a t s
)
5 Producitono faPedagogica lSyllabu s o
t o r p e h
T -syllabu s i s seen a s a guideilne to produce a pedagogica l t a h t s e it i v it c a d n a s l a ir e t a m f o t s il s e d i v o r p s u b a ll y s l a c i g o g a d e p e h T . s u b a ll y s
. d e t n e s e r p e b l li
w Hence,t hepedagogicals yllabu sgive smoreelaboraitononwha t .
e b l li w s l a ir e t a m d e n g i s e d e h t
)
6 Developmen tandI mplementa itono fClassroomProcedures
s n a l p n o s s e l d n a d e n i m r e t e d e r a s e u q i n h c e t d n a s e p y t e s i c r e x e , e g a t s s i h t n I
it c u rt s n i e h t , n e h t ,s n a l p n o s s e l d e p o l e v e d e h t m o r F . d e p o l e v e d e r
a ona lmateiral s
o t n i d e n g i s e d e b n a
c p irntedmateirals. A tfert hedesigned mateiral saredesigned , .
m o o r s s a l c a n i d e t n e m e l p m i e r a s l a ir e t a m d e n g i s e d e h t
)
7 Evalua iton
e h t , s d e e n ’ s t n e d u t s e h t t if s l a ir e t a m d e n g i s e d e h t t a h t e r u s n e o t r e d r o n I
t a m d e n g i s e
d eiral sneed to be evaluated .The evaluaiton can be conducted by g
n i n i a t b
o feedback from expe tr s and recordi ng the implementaiton o f the e h t r e h t e h w n o e r u t c i p r a e l c a s e v i g n o it a t n e m e l p m i e h T . s l a ir e t a m d e n g i s e d
s l a o g e h t e v e i h c a y ll u f s s e c c u s s l a ir e t a m d e n g i s e
d and if tthe students ’need so r .t
o n
)
8 Recycilng
h c i h w d n a h g u o n e d o o g s i tr a p h c i h w s w o n k r e ti r w e h t , g n it a u l a v e r e tf A
e l b a s i e h S . t n e m e v o r p m i d n a n o i s i v e r s e ri u q e r tr a
tl u s e r e h t , e c n e H . t n e m e v o r p m i d n a n o i s i v e r s e ri u q e r t a h
t s of t he evaluaiton are
o t d e s
u improve thedesignedmateirals .
1 . 2 e r u g i
F Diagramo fYalden’ sModel
.
b Kemp’ sModel
l a n o it c u rt s n i e h
T design suggested by Kemp (1977 ,p. 9)i s lfexiblesince e
h
t wrtier can star tfrom whicheve relemen tand revise each elemen tand then f o s p e t s e h t , r e v o e r o M . t n e m e l e s u o i v e r p r o t n e m e l e t x e n e h t o t e u n it n o c
it c u rt s n
i ona ldesignbasedonKemp( 1977 ,pp. 8-9 )areasf ollows: )
1 ConsiderGoasl ,Topics ,andGenera lPurposes t
a h t p e t s t s ri f e h
T the wrtie r should do in designing mateiral s i s r e tf A . s a e r a t c e j b u s r o d n a , s t n e d u t s , y t e i c o s g n ir e d i s n o c y b s l a o g g n i n i m r e t e d
e h t ,s l a o g g n it a l u m r o
f wrtie rilstst opicst ha tareadjustedwtiht hecurirculum .The r
f d e z i n a g r o e r a s c i p o
t om simple t o complex and more absrtact l evel .Then, t he r
e ti r
w statest hegenera lpurpose so fwhats heexpectst hes tudentst ol earn . s
d e e N
y e v r u
s Doe fpscurirppoitsoen SDeelveecloitopnm /en t s u b a ll y s f o
e p y t
n o it c u d o r P
o t o r p a f
o
-s u b a ll y s
n o it c u d o r P
f o
l a c i g o g a d e p
s u b a ll y s
t n e m p o l e v e D
d n a
n o it a t n e m e l p m I
m o o r s s a l C f o
s e r u d e c o r P n
)
2 Enumeratet heI mportan tCharacterisitc soft heStudents m
i a e r a s l a ir e t a m l a n o it c u rt s n i e h t e s u a c e
B e tda students , tii si mpo trantt o e
h t w o n
k students ’characteirsitcs .By knowing t hei rcharacte irsitc ,s t hewrtieri s t
a h t s l a ir e t a m l a n o it c u rt s n i p o l e v e d o t e l b
a areablet o assis tstudentsin l earning . t
u o b a n o it a m r o f n i , e r o f e r e h
T students ’capabiilites ,needs ,and i nterest sshould be n
o it i d d a n I . d e n i a t b
o , some factor stha tare academic factors ,socia lfactors , g n it a e r c n i t n u o c c a o t n i n e k a t e b d l u o h s s e l y t s g n i n r a e l d n a , s n o it i d n o c g n i n r a e l
. s l a ir e t a m l a n o it c u rt s n i
)
3 Specfiyt heLearningObjecitves
d n a , r o t o m o h c y s p , e v it i n g o c e r a t a h t s e v it c e j b o f o s d n i k e e r h t e r a e r e h T
c a e g n i y fi c e p s n I . e v it c e f f
a hl earning objecitve, t hewrtie rmus tstatet heessenita l l a n o it p o e h t e b ir c s e d d l u o h s d n a e c n e r e f e r t n e t n o c d n a b r e v n o it c a e r a t a h t s tr a p
e p y l e m a n s tr a
p rformancestandardand crtieira .Moreove,r t heobjecitve shavet o
.s l e v e l r e h g i h o t w o l m o r f d e z i n a g r o e b
)
4 Listt heSubjec tContent r
e ti r w e h
T ha sto take into consideraiton the learning objecitve sand s
t n e d u t
s ’needs in selecitng subjec tcontent .The subjec tconten tconsist s o f e m o s e r a e r e h t ,t n e t n o c t c e j b u s e g n a r r a o T . e d u ti tt a d n a , s ll i k s , e g d e l w o n k c if i c e p s
t l u c if fi d e h t o t e n o y s a e m o r f y ll a c i g o l o n o r h c d e c n e u q e s s i ti y ll a c i s a b t u b s y a w
)
5 DevelopP er -assessment e
r
P -assessmen ti simpo tran tbecause i thelps to give informaiton abou t s
t n e d u t
s ’readines sand thei rlevel .The pre-assessmen tcan be done through e
r p e h t f o t l u s e r e h T . g n it s e t e r p d n a g n it s e t e ti s i u q e r e r
p -assessmen tcanbeusedt o
o t r e d r o n i s e v it c e j b o g n i n r a e l e h t e s i v e
r m deetstu ents ’need.
)
6 SelecitngTeaching/LearningAcitvtiie sandI nstruc itona lResources t
a h t s r o t c a
F the wrtie r should pay atteniton to in selecitng learning c i s a b e e r h t e r a e r e h T . s s e n e v it c e f f e d n a y c n e i c if f e r i e h t e r a s l a ir e t a m d n a s e it i v it c a
h c a e t f o s d o h t e
m ingandl earning t ha tarepresentaiton t o agroup, i ndividuailzed r
e h c a e t d n a , g n i n r a e
l -studen tinteraciton .In choosing the mos teffecitve and o
h t e m g n i n r a e l t n e i c if f
e ds ,Skinne r(a sctied i n Kemp, 1977 ,pp. 85 -60 )explain s o
h T . g n i n r a e l f o s e l p i c n ir p e h
t se p irnciple s are pre-learning preparaiton , , n o it a p i c it r a p e v it c a , s n o it i d n o c l a n o it c u rt s n i , s e c n e r e f fi d l a u d i v i d n i , n o it a v it o m
, l a ir e t a m g n it n e s e r p f o e t a r , e c it c a r p , tl u s e r f o e g d e l w o n k , t n e m e v e i h c a l u f s s e c c u s
e t a m , n o it i d d a n I . e d u ti tt a s ’ r o t c u rt s n i d n
a iral schosen should mo itvate students n i a ir e ti r c e m o s e r a e r e h t ,r e v o e r o M . y l e v it c e f f e t n e t n o c t c e j b u s e h t n i a l p x e d n a
e h t , s t s o c n o it a r a p e r p e h t , y ti li b a li a v a e h t e r a a ir e ti r c e h T . a i d e m e h t g n it c e l e s
, d e ri u q e r s ll i k s , e r a p e r p o t e m it , s t s o c n o it c u d o r p e
r viewing and handilng ,
, e g a r o t s d n a e c n a n e t n i a
)
7 Coordinates uchSuppor tServices
e h t g n ir a p e r p n e h w t n u o c c a o t n i n e k a t e b o t t n a tr o p m i s i e c i v r e s t r o p p u S
t a h t s r o t c a F . s l a ir e t a m d n a n a l p l a n o it c u rt s n
i should be paid atteniton to are .s
e l u d e h c s d n a e m it d n a , t n e m p i u q e , s e it il i c a f , t e g d u
b By consideirng those
e b n a c s l a ir e t a m d e n g i s e d e h t r e h t e h w e n i m r e t e d o t e l b a s i r e ti r w e h t , s r o t c a f
.t o n r o l o o h c s e h t n i d e t n e m e l p m i
)
8 EvaluateStudents ’Learning
e b n a c n o it a u l a v E . s e v it c e j b o g n i n r a e l e h t y b d e n i m r e t e d s i n o it a u l a v e e h T e n o
d whliestudent sdo t hei nsrtucitono ratfert heycompletet hei nsrtucitonsince . n o it a u l a v e e v it a m m u s d n a e v it a m r o f y l e m a n n o it a u l a v e f o s d n i k o w t e r a e r e h t
b d e e f d n a t l u s e r e h
T ack oft heevaluaitonwli lbeusedf orrevisingandi mproving i
e h
t nsrtucitona lplanandmateirals.
e r u g i
F 2.2Diagramo fKemp’ sModel
e s i v e R
, s l a o G
d n a s c i p o T
l a r e n e G
s e s o p r u
P Learne r r e t c a r a h
C
-isitcs
g n i n r a e L
s e v it c e j b O
t c e j b u S
t n e t n o C e
r P -
t n e m s s e s s A /
g n i h c a e T
g n i n r a e L
, s e it i v it c A
s e c r u o s e R t r o p p u S
e c i v r e S
.
2 TeachingReading ll i k s g n i d a e
R s are impo tran tsince they in lfuence the succes so flearning t
c e j b u s r e h t o d n a h s il g n
E s where reading Engilsh tex ti sneeded (Anderson ,a s d
e ti
c in Nunan ,2003 ,p.69) .Therefore, r eading needst o bet aught(Anderson i n .
p p , 3 0 0 2 , n a n u
N 07 - )7 .1 In orde rto understand p irnted texts ,there are three m
o tt o b e r a t a h t s l e d o
m -up model ,s t op-down model sand i nteracitvemodel .The e
s o h t s i g n i w o ll o
f model .s
.
a Bo ttom- pU
s a h c u s s t n e m e l e t s e ll a m s e h t m o r f n r a e l s t n e d u t s , s s e c o r p g n i d a e r s i h t n I
h p , d r o
w rase and i denitifcaiton o fgrammar i n ordert o understand reading t exts . m
o tt o b f o n o it a t n e m e l p m i e h t f o e l p m a x e n
A -upmodeli si ntensiver eadingwhere s
e g a s s a p t r o h s n e v i g e r a s t n e d u t
s followed by comprehension quesiton sand o r .l
li k s g n i d a e r a y l p p a
.
b T -op Down
o t e g d e l w o n k d n u o r g k c a b r i e h t h ti w n i g e b s t n e d u t s , l e d o m s i h t n I
a e v a h s t n e d u t s , e g d e l w o n k ’ s t n e d u t s m o r F . d a e r y e h t t a h t t x e t e h t d n e h e r p m o c
h g u o r h t n o it c i d e r p e h t e v o r p y e h t d n a e g a s s a p g n i d a e r e h t t u o b a n o it c i d e r p
a c il p p a e h T . t x e t e h t g n i d a e
r itonoft hi smodeli sextensiver eadingwheres tudent s e
e r f e r
a to read a lo to ftext .Thi sacitvtiy focuse son students ’comprehension .s
.
c Interac itveModel so fReading s
i l e d o m s i h
T a combinaiton between bottom-up and top-down models . s
s a p t r o h
S age sare used to inrtoduce student swtih reading skill sand srtategies , s t n e d u t s t a h t s e i g e t a rt s d n a s ll i k s g n i d a e r e c it c a r p o t d e s u e r a s e g a s s a p g n o l e li h w
r i e h t g n i c it c a r p n i s t n e d u t s p l e h s e g a s s a p r e g n o l g n i d a e R . n w o n k e v a h
.s ll i k s n o i s n e h e r p m o c
5 7 1 . p p , 3 8 9 1 ( m a il li W o t g n i d r o c c
A -176) ,communicaitve reading ha s l
a e
r -lfie purpose ssuch a sto ge tinformaiton and ente trainment .Thus ,student s n o t o n e g a s s e m e h t n o s i g n i d a e r f o s u c o f e h T . r e ti r w e h t f o s a e d i e h t p s a r g o t d a e r
d a e R . m r o f e g a u g n a l e h
t ing skill ssuch a sskimming and scanning areappiled t o e
g a s s e m e h t p s a r
g oft exts.
n o s r e d n A t a h t g n i d a e r g n i h c a e t n i s e l p i c n ir p ) 8 ( t h g i e e r a e r e h
T (a sctiedi n
n a n u
N ,2003 ,pp. 47 -78 )presents .Thosep irnciple sareasf ollows: .
1 explotiingt her eader’ sbackgroundknowledge, .
2 b duli ingas rtongvocabularyba , se .
3 teachingf o rcomprehension, .
4 w kor ingoni ncreasingr eadingr a , te .
5 teachingr eadings rtategies, .
6 encouragingr eaderst o rtansforms rtategiesi ntos k , ills .
7 b duli ingassessmen tandevaluaitoni ntoyourt eaching ,and .
8 stirvingf o rconitnuousi mprovemen ta sar eadingt eacher.
e h T . d e p o l e v e d s i m e t s y s g n i d a e r g n i h c a e t a , s e l p i c n ir p t h g i e e s o h t m o r F
0 0 2 , n a n u N n i n o s r e d n A ( E V I T C A d e ll a c s i m e t s y
.
4 Givechancef ors tudentst odiscusst ext swtihother .s .
5 Give chance fo rstudent sto do driec tanalysi srathe rthan indriec tquesiton .
g n ir e w s n a .
6 Include rtansferi nformaitonf romt extsi ntoothe rpresentaitonf orm s
n g i s e d o t d e e n o s l a s r e h c a e t , m e t s y s g n i h c a e t g n i d a e r a g n ir a p e r p s e d i s e B
e h t f o e s o p r u p e h t e n i m r e t e d o t d e e n s r e h c a e t , p e t s t s ri f e h t n I . e s r u o c g n i d a e r e h t
y fi t n e d i o t e l b a e r a y e h t ,s l a o g r a e l c g n i v a H . s ll i k s r e h t o o t n o it a l e r s ti d n a e s r u o c
s t x e
t , sta k sand ilnguisitc selementsi ncludedin t het exts .Theorganizaitonoft he ’ s t n e d u t s e h t d n a s e it l u c if fi d f o l e v e l e h t n o d e s a b d e g n a r r a s i s k s a t d n a s t x e t
d e e n g n i d a e r ,t s a l e h T . s d e e
n s tor elatewtihothers kill .s
.
3 TeachingWriitng g n i d r o c c
A to Nunan (1999 ,p. 272) ,there are two approache so fw iritng t
c u d o r p y l e m a
n -o irented approach and process-oirented approach .The product s i h c a o r p p a s i h t n o k s a t n o m m o C . t c u d o r p l a n if e h t n o s e s u c o f h c a o r p p a d e t n e ir o
m o r f s l e d o m g n i m r o f s n a rt d n a g n i y p o c , g n it a ti m
i teachers .On the othe rhand , s
s e c o r
p -o irented approach emphasize son t hestep so fwiritng from drafitng unit l g
n i s i v e
r .Theapproachf ocuse sont hedevelopmen to fstudents’i dea .s l
n
I ine wtih Soko ilk in Nunan (2003 , pp. 29 -95) , there are fou r (4 ) p
i c n ir
p lesi nt eachingw iritng: .
a understandyours tudents’r easonsf o rwiritng, .
b providemanyoppo truniitesf ors tudentst owrtie, .
.
c ProofreadingandEdiitng
r i e h t k c e h c o t d e e n s t n e d u t s , g n it ir w l a n if e h t s e m o c e b n o i s i v e r e h t e r o f e B
r e e p o d o t e c n a h c a e v i g o t d e e n s t n e d u t s , t a h t g n i o d n I . r a m m a r g d n a c i n a h c e m
k c e h
c ing .A tfers tudent sedtit hemechanicandgramma rmistake ,ss tudent s ifnally
. g n it ir w l a n if e h t h ti w p u e m o c
.
4 Task-BasedLanguageTeaching(TBLT) (
s il li W h ti w e c n a d r o c c a n
I 2003 , p. 24) ,task-based language teaching i s l
a o
g -o irented so the targe t i s student s are able to complete the task by c
x e o t r e d r o n i g n it a c i n u m m o
c hanget herii deas .Moreove,rt heyareno tilmtiedt o .
k s a t e h t e t e l p m o c o t g n it c a r e t n i n e h w m r o f e g a u g n a l n i a tr e c f o e s u e h
t Language
n r e c n o c y r a m ir p e h t t o n s i m r o
f int hel anguaget eaching. (
s il li W , e r o m r e h tr u
F 2003 ,pp. 93 - 411 )propose sthree phase so fTBLT , e
r p y l e m a
n -task ,task and language focus .The fris tphase i spre-task where the e
r a p e r p r e h c a e
t s preilminary acitviite sto in rtoduce topic to learn and prepare .s
k s a t n i a m e h t o t s t n e d u t
s Then, t het eachermoves on t o t henex tphase t hat i s e
s a h p s i h t n I . k s a
t , studentsface threestages t ha tare t ask ,planning ,and repo tr . ,
k s a t e h t n e v i
G student s rty t o achievet he goal sby i nteracitng wtih others, and t r o p e r y e h t ,t s a l e h T . s tl u s e r ri e h t o t e m o c y e h t w o h n o t r o p e r o t e r a p e r p y e h t n e h t
e h
t i rdiscussion.Meanwhlie, l earningaboutt hel anguageformhappensi nt hel as t y
l e m a n e s a h
p languagef ocu .s e g a u g n a l e h t n i e c n i
S learning ,student sacitvelyi nterac twtihotherst o ifnd f
s a e r a T L B T n i s e l o r ’ s r e h c a e T . s e v l e s m e h t y b s k s a t r o f s r e w s n a e h
r e v r e s b o , s t n a p i c it r a
p s and learner s (Nunan . 2006 , p .67) . Therefore , TBLT s
g n o l e
b to students-centered learning where student shave the acitve role sin g
n i n r a e l e g a u g n a
l , whliet eacher shavepassiver oles .
.
5 School-BasedCurriculum g
n i d r o c c
A to Badan Standa rNasiona lPendidikan [BSNP ](2006 ,p. ,5) l
o o h c
s -basedcurirculum( SBC)i san operaitona lcur irculumt hati sorganizedand .
fl e s ti l o o h c s e h t y b d e t n e m e l p m
i The curirculum does noti gnorel ocali nterests l
a c o l h t o b e s u a c e
b interest sandnaitona linterest scomplementandempowe reach f o y ti s r e v i d d n a e g n e ll a h c , s e it i s s e c e n , s e it il a it n e t o p s a h n o i g e r h c a E . r e h t o
t n e m n o ri v n
e characteirsitcs .Therefore , the educaiton i n schools need sto be h
ti w d e t s u j d
a the loca lcharacte irsitc stoo .By doing so ,school sare able to s
e t a u d a r g e c u d o r
p tha t are relevan t to the necesstiy o f loca l development . d
u t s r o f l a it n e s s e s i t i , r e v o e r o
M ent sto learn loca lcutlure before they learn g n i e b d e ri u q e r d e t a c o l s i l o o h c s e h t e r e h w s t n e t n o c l a c o l , s u h T . e r u tl u c n g i e r o f
. l o o h c s t a s t c e j b u s ll a n i s l a ir e t a m s a d e d u l c n i
.
6 Local-BasedEduca iton( LBE) o
t g n i d r o c c
A Direktora tPembinaanSMA[Di tPSMA ](2008 ,p. ,6) Local -t
a c u d E d e s a
B ion (LBE )in senio rhigh schoo l(S ) sHS i the implementaiton o f n
o it a c u d
e thati sadjusted wtih students’t alen tand i nterests and loca lnecessiite s l
a c i h p a r g o e g , s e c r u o s e r n a m u h d n a l a r u t a n g n i z il it u y
b , cutlural , histo irca l
r e h t o d n a s e it il a it n e t o
h t f o m i a e h T . t n e m p o l e v e d e c n e t e p m o
c e program i st ogivechancef o rschoolt o n
o it a c u d e p o l e v e
d in the schoo lby inseritng the potenita lo fthe loca larea into s
e it il a it n e t o p d n a n o it i d n o c s ’l o o h c s e h t n o d e s a b s l a ir e t a
m (Dti .PSMA ,2008 ,p .
)
5 .Addiitonally ,Local-BasedEducaitonhass peci ifcpurposes ,asf ollows:
.
1 Student sknow and become famiilar wtih envrionmen tand socia lculture .
e v il y e h t e r e h w .
2 Student shaveusefu lknowledgeands kill saboutt herir egionsf ort hemselves , .
y rt n u o c d n a y t e i c o s .
3 Student sbehavei nharmonywtihvalue sand rtadiitonsi nt her egion ,preserve t n e m p o l e v e d l a n o it a n t r o p p u s o t s e r u tl u c l a c o l f o s e u l a v e h t p o l e v e d d n
a .
.
4 Student sparitcipatei nr ura landr egion sdevelopmen.t
e j b u s y n a o t n i d e t a r g e t n i e b n a c E B L f o n o it a t n e m e l p m i e h
T c tasl ongasi t
. t n a v e l e r s
i To implemen tLBE ,schoo lneed sto do needs analysi sinvolving e h t s e d u l c n i s i s y l a n a l o o h c S . s i s y l a n a s e it il a it n e t o p l a c o l d n a s i s y l a n a l o o h c s
t n e d u t
s s ,teachers da n faciilites ,whlie the poten ita lo fthe loca larea analysi s l
a r u tl u c , l a c i h p a r g o e g , s e c r u o s e r n a m u h d n a l a r u t a n s e d u l c n
i ,economic,l anguage ,
l a c i g o l o c e , l a n o it a m r o f n i d n a l a c i g o l o n h c e
t and histo irca l potenitailites . The tl
u s e
r s o fthose analyse s a re used to improve the syllabus .The local-based d
e s u s i s u b a ll y
s a s guidance to develop lesson plan s and coursebooks . t
o s l a E B L , e r o m r e h tr u
F akest echnologica ladvancement intoconsideraiton i n ti s n
o it a t n e m e l p m
i (Dti .PSMA ,2008 ,pp. 03 - )31 .Beside sthat ,the app ilcaiton o f s
e it i v it c a g n i n r a e
m e h t e g a r u o c n e o t s t n e d u t s r o f l a n o it a v it o
m to acitvely paritcipate in learning .
s e it i v it c a
.
7 Instrucitona lMaterials h
ti w e n il n
I Newby ,Stepich ,Lehman ,and Russel,l insrtucitona lmateiral s g
n i n r a e l n i d e t n e s e r p e r a t a h t s l a ir e t a m e h t e r
a acitviitest hroughanymedia( 2000 , e
li p m o c e h T . ) 7 1 1 .
p d mateiral sbecome acoursebook atfe rthey are organized . a o t n i m e h t e li p m o c d n a s l a ir e t a m l a n o it c u rt s n i n i a t b o o t s y a w e e r h t e r a e r e h T
. k o o b e s r u o
c Newby ,Stepich ,Lehman ,and Russell explain the three choice sa s s
w o ll o
f (2000 ,pp .120-132):
.
a SelecitngExisitngI nstrucitona lMateriasl t
p o d a r e ti r w e h
T s theavaliablemate iralst obeuseddriecltyi nt het eaching .
s e it i v it c a g n i n r a e l d n
a Since the wrtie rdoe sno tchange anything from the h
c u m d n e p s o t d e e n t o n s e o d r e ti r w e h t , s l a ir e t a m g n it s i x
e energy , itme and
. e s u m o o r s s a l c r o f s l a ir e t a m e h t e r a p e r p o t t e g d u
b Thewrtie ruses themateiral sa s .
e r a y e h t y a w e h t
.
b ModfiyingAvaliableI nstrucitona lMaterials
g n i n r a e l e h t t if y l e t e l p m o c t a h t s l a ir e t a m d n if t o n s e o d r e ti r w e h t f I
g n i h c a e t e h t t e e m o t s l a ir e t a m g n it s i x e e h t t p a d a o t e l b a s i r e ti r w e h t , s e s o p r u p
. s d e e
