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A SET OF ENGLISH READING MATERIALS USING ENGLISH

TEEN MAGAZINES FOR THE SEVENTH GRADE STUDENTS

OF SMPN 5 DEPOK SLEMAN YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Ajeng Sawitri

Student Number: 071214052

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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i

A SET OF ENGLISH READING MATERIALS USING ENGLISH

TEEN MAGAZINES FOR THE SEVENTH GRADE STUDENTS

OF SMPN 5 DEPOK SLEMAN YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Ajeng Sawitri

Student Number: 071214052

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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vi

ABSTRACT

Sawitri, Ajeng. 2012. A Set of English Reading Materials Using English Teen Magazines for the Seventh Grade Students of SMPN 5 Depok Sleman Yogyakarta. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

Using English teen magazines is one of methods in getting students’ attention toward their reading activities in class. English teen magazines contain articles which are appropriate and fit with students’ personality. The researcher intends to develop more interesting reading materials by using articles existed in English teen magazines. Therefore, the students will find a new and enjoyable way of learning.

This research aims to answer the two questions: (1) How is a set of English reading materials using English teen magazines for the seventh grade students of SMPN 5 Depok Sleman Yogyakarta designed? and (2) What do the designed materials look like? To answer those questions, this research employed five steps of Educational Research and Development (R&D) cycle. Those steps were (1) Research and Information Collecting, (2) Planning, (3) Develop Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision.

To answer the first question, the researcher adapted the instructional design model offered by Kemp. There were seven steps to design the materials, namely: (1) Identifying learner characteristics, (2) Determining goals, topics, and general purposes, (3) Specifying learning objectives, (4) Listing subject content, (5) Selecting teaching-learning activities and materials, (6) Evaluating materials, and (7) Revising materials. Meanwhile, the presentation of the designed materials as the answer of the second question can be seen in Appendix G. The designed materials consist of five sections, namely “Let’s Start!”, “Let’s Read!”, “Let’s Focus in Reading!”, “Let’s Focus in Language!”, and “Let’s End the Journey!”.

The result of the evaluation questionnaires indicated that the designed materials were good and acceptable. It was proven as they mostly chose scales point 4 from the scale of 1 to 5. It could be concluded that most of respondents agreed that the designed materials were applicable and appropriate to be implemented. The evaluation was then employed as the basis for revisions.

Upon the completion of this research, the researcher hopes that the designed materials will be useful for seventh grade English teachers to improve their students’ reading skills. Besides, the researcher also expects that the designed materials will inspire other researchers to conduct any further research related to the topic of this research.

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vii

ABSTRAK

Sawitri, Ajeng. 2012. A Set of English Reading Materials Using English Teen Magazines for the Seventh Grade Students of SMPN 5 Depok Sleman Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Menggunakan majalah remaja berbahasa Inggris adalah salah satu metode dalam mendapatkan perhatian siswa pada kegiatan reading di kelas. Majalah remaja berbahasa Inggris berisi artikel yang sesuai dan cocok dengan kepribadian siswa. Peneliti bertujuan untuk menciptakan materi reading yang lebih menarik dengan menggunakan artikel yang terdapat di dalam majalah remaja berbahasa Inggris. Dengan begitu, siswa akan menemukan cara belajar yang baru dan menyenangkan.

Penelitian ini bertujuan untuk menjawab dua pertanyaan: (1) Bagaimana seperangkat materi reading menggunakan majalah remaja berbahasa Inggris bagi siswa-siswi kelas VII SMPN 5 Depok Sleman Yogyakarta dibuat dan (2) Seperti apa bentuk materi yang dirancang tersebut. Untuk menjawab dua pertanyaan tersebut, penelitian ini menggunakan lima langkah dalam siklus Research and Development (R&D). Langkah tersebut antara lain: (1) Pengumpulan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal produk, (4) Pengujian produk, dan (5) Revisi produk.

Untuk menjawab pertanyaan pertama, peneliti mengadaptasi model instruksional dari Kemp. Terdapat tujuh langkah untuk mendesain material, yaitu: (1) Mengidentifikasi karakteristik siswa, (2) Menentukan tujuan, topik, dan tujuan umum, (3) merumuskan tujuan pembelajaran, (4) Memilih isi pembelajaran, (5) Memilih kegiatan belajar-mengajar dan materi, (6) Mengevaluasi materi, dan (7) Merevisi materi. Sementara itu, presentasi dari materi yang menjadi jawaban dari pertanyaan kedua dapat dilihat pada Lampiran I. Disain materi tersebut terdiri dari lima bagian, yaitu “Let’s Start!”, “Let’s Read!”, “Let’s Focus in Reading!”, “Let’s Focus in Language!”, and “Let’s End the Journey!”.

Hasil dari kuesioner evaluasi dengan jumlah keseluruhan mode 4 mengindikasi bahwa desain materi baik dan diterima. Dapat disimpulkan bahwa para responden setuju materi yang didesain dapat diaplikasikan dan sesuai untuk diterapkan. Evaluasi kemudian digunakan sebagai acuan untuk perevisian materi.

Dengan selesainya penelitian ini, peneliti berharap agar materi yg telah didisain akan berguna bagi guru bahasa Inggris kelas VII untuk meningkatkan kemampuan reading siswa-siswi mereka. Di samping itu, peneliti juga berharap materi ini akan menginspirasi peneliti lain untuk melakukan penelitian lebih lanjut mengenai topik dalam penelitian ini.

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viii

DEDICATION PAGE

This thesis is dedicated to

Imunkku (my QUEEN, my MOM)

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ix

ACKNOWLEDGEMENTS

First and foremost, I would like to dedicate my gratitude to my glorious Jesus for His blessings and guidance so that I was able to finish my thesis. All my steps that I chose were based on His plan. He is my savior.

My biggest gratitude goes to Ibu Caecilia Tutyandari, S.Pd., M.Pd., my thesis advisor, for giving much of her time, attention, guidance, patient, support, criticism, comments and everything she has given for the sake of my success in finishing this thesis. My gratitude also goes to Bapak Drs. Barli Bram, M.Ed, Ph.D. for willingly spending his time evaluating my thesis and designed materials. Moreover, I am also grateful to all the lecturers and the secretariat staffs of English Education Study Program of Sanata Dharma University, especially Mbak Danik and Mbak Tari for their countless help during my study, and all librarians who assisted me during the completion of the study.

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x

My big love and appreciation goes to my dad, Joko Riyatno, my mom,

Endang Sutarti, my big brother, Riko Iswara, and my little brother, Oktasadewa Putra Sasmita.I thank them for always being my side. Without them, I am nothing and alone. My love also goes to Nikolaus Primawan Aji Persada. Thanks for the companionship, commitment, and love. My affection also goes to our family dogs,

Gibson and Melross. They truly color my days with laughter and love in this family. My appreciation also goes to my big family, Bu Susatyaningsih, Om Tono Sasmita,Dek Dhamastya Papang Sasmita, Kak Gitta Angelina Wunas, and Tika Permita. I also address my thanks to my beloved teachers of ICEE from Philippines who now become my sisters, Ms. Meliza Entienza Satingasin and Ms. Jullieta. I also feel thankful to all my best friends ever, Roreta Natalia, Anmaria Redy,

Natasya Rizki, Agnesia Febriani, Gabriella Gaby Novianty, and Bezaliel Aditya. Thanks a bunch for the support, attention, and pray. Their prayer has already been answered by God through the success of this final work.

I would like to thank all my friends from English Education Study Program, especially to Wiwid Unyu, Eboy, and Ocha. Thanks for the support, help, and information so that I can finally finish this thesis. It means a lot to me. Thanks a million, girls!

Last but not least, I would like to thank every single person who I can not mention one by one. Once again, thanks!

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xi

TABLE OF CONTENTS

Page

TITLE PAGE...i

APPROVAL PAGES... ii

STATEMENT OF WORK’S ORIGINALITY... iv

PERNYATAAN PERSETUJUAN PUBLIKASI... v

ABSTRACT... vi

ABSTRAK... vii

DEDICATION PAGE... viii

ACKNOWLEDGEMENTS... ix

TABLE OF CONTENTS... xi

LIST OF TABLES... xiv

LIST OF FIGURES... xv

LIST OF APPENDICES... xvi

CHAPTER I: INTRODUCTION A. Research Background... 1

B. Research Problems... 3

C. Problem Limitation... 3

D. Research Objectives... 4

E. Research Benefits... 4

F. Definition of Terms... 5

CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Description...7

1. Instructional Design Models... 7

2. Reading... 11

a. The Definition of Reading... 11

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xii

c. Teaching Reading... 14

3. Authentic Material... 14

a. Definition of Authentic Materials... 15

b. Advantages of Authentic Materials...15

c. Disadvantages of Authentic Materials... 16

4. Teen Magazines... 17

5. Materials Development... 19

6. Task-Based Learning (TBL)... 20

B. Theoretical Framework... 22

CHAPTER 3: RESEARCH METHODOLOGY A. Research Method... 26

1. Research and Information Collecting... 28

2. Planning... 28

3. Develop Preliminary Form of Product... 29

4. Preliminary Field Testing... 29

5. Main Product Revision... 29

B. Research Setting... 30

C. Research Participants... 30

1. Participants of Research and Information Collecting... 30

2. Participants of Materials Evaluation... 31

D. Instruments and Data Gathering Techniques...31

1. Instruments... 32

a. Questionnaire... 32

b. Interview... 33

2. Data Gathering Techniques... 33

E. Data Analysis Technique... 34

1. Analyzing Data in Research and Information Collecting... 34

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xiii

F. Research Procedure... 35

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION A. The Steps in Designing Materials... 37

1. Research and Information Collecting... 37

2. Planning... 41

a. Determining Goals, Topics, and General Purposes...41

b. Specifying Learning Objectives... 42

3. Develop Preliminary Form of Product... 44

a. Listing Subject Contents... 44

b. Selecting T/L Activities and Materials... 46

4. Preliminary Field Testing... 46

5. Main Product Revision... 51

B. The Presentation of the Designed Materials... 52

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS A. Conclusions... 53

B. Recommendations... 54

REFERENCES... 55

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xiv

LIST OF TABLES

Table Page

3.1 The Description of Respondents’ Background... 31

3.2 The Presentation of Respondents’ Opinion on the Designed Materials...35

4.1 The Basic Competences of Each Unit... 42

4.2 The Learning Indicators of Each Unit... 42

4.3 The Background of the Respondents... 47

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xv

LIST OF FIGURES

Figure Page

2.1 Kemp’s Instructional Design Model...8

2.2 Hutchinson and Waters’ Materials Design Model... 19

2.3 Willis’ Task-based Learning Framework... 21

2.4 The Overall Steps of Designing Materials... 24

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xvi

LIST OF APPENDICES

Appendix Page

A. The Permission Letter... 58

B. The Interview Checklist for Research and Information Collecting... 60

C. The Questionnaire for Research and Information Collecting... 62

D. The Questionnaire for Materials Evaluation... 64

E. The Syllabus of the Designed Materials... 68

F. The Lesson Plans of the Designed Materials... 73

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vi ABSTRACT

Sawitri, Ajeng. 2012. A Set of English Reading Materials Using English Teen Magazines for the Seventh Grade Students of SMPN 5 Depok Sleman Yogyakarta. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

Using English teen magazines is one of methods in getting students’ attention toward their reading activities in class. English teen magazines contain articles which are appropriate and fit with students’ personality. The researcher intends to develop more interesting reading materials by using articles existed in English teen magazines. Therefore, the students will find a new and enjoyable way of learning.

This research aims to answer the two questions: (1) How is a set of English reading materials using English teen magazines for the seventh grade students of SMPN 5 Depok Sleman Yogyakarta designed? and (2) What do the designed materials look like? To answer those questions, this research employed five steps of Educational Research and Development (R&D) cycle. Those steps were (1) Research and Information Collecting, (2) Planning, (3) Develop Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision.

To answer the first question, the researcher adapted the instructional design model offered by Kemp. There were seven steps to design the materials, namely: (1) Identifying learner characteristics, (2) Determining goals, topics, and general purposes, (3) Specifying learning objectives, (4) Listing subject content, (5) Selecting teaching-learning activities and materials, (6) Evaluating materials, and (7) Revising materials. Meanwhile, the presentation of the designed materials as the answer of the second question can be seen in Appendix G. The designed materials consist of five sections, namely “Let’s Start!”, “Let’s Read!”, “Let’s Focus in Reading!”, “Let’s Focus in Language!”, and “Let’s End the Journey!”.

The result of the evaluation questionnaires indicated that the designed materials were good and acceptable. It was proven as they mostly chose scales point 4 from the scale of 1 to 5. It could be concluded that most of respondents agreed that the designed materials were applicable and appropriate to be implemented. The evaluation was then employed as the basis for revisions.

Upon the completion of this research, the researcher hopes that the designed materials will be useful for seventh grade English teachers to improve their students’ reading skills. Besides, the researcher also expects that the designed materials will inspire other researchers to conduct any further research related to the topic of this research.

(19)

vii ABSTRAK

Sawitri, Ajeng. 2012. A Set of English Reading Materials Using English Teen Magazines for the Seventh Grade Students of SMPN 5 Depok Sleman Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Menggunakan majalah remaja berbahasa Inggris adalah salah satu metode dalam mendapatkan perhatian siswa pada kegiatan reading di kelas. Majalah remaja berbahasa Inggris berisi artikel yang sesuai dan cocok dengan kepribadian siswa. Peneliti bertujuan untuk menciptakan materi reading yang lebih menarik dengan menggunakan artikel yang terdapat di dalam majalah remaja berbahasa Inggris. Dengan begitu, siswa akan menemukan cara belajar yang baru dan menyenangkan.

Penelitian ini bertujuan untuk menjawab dua pertanyaan: (1) Bagaimana seperangkat materi reading menggunakan majalah remaja berbahasa Inggris bagi siswa-siswi kelas VII SMPN 5 Depok Sleman Yogyakarta dibuat dan (2) Seperti apa bentuk materi yang dirancang tersebut. Untuk menjawab dua pertanyaan tersebut, penelitian ini menggunakan lima langkah dalam siklus Research and Development (R&D). Langkah tersebut antara lain: (1) Pengumpulan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal produk, (4) Pengujian produk, dan (5) Revisi produk.

Untuk menjawab pertanyaan pertama, peneliti mengadaptasi model instruksional dari Kemp. Terdapat tujuh langkah untuk mendesain material, yaitu: (1) Mengidentifikasi karakteristik siswa, (2) Menentukan tujuan, topik, dan tujuan umum, (3) merumuskan tujuan pembelajaran, (4) Memilih isi pembelajaran, (5) Memilih kegiatan belajar-mengajar dan materi, (6) Mengevaluasi materi, dan (7) Merevisi materi. Sementara itu, presentasi dari materi yang menjadi jawaban dari pertanyaan kedua dapat dilihat pada Lampiran I. Disain materi tersebut terdiri dari lima bagian, yaitu “Let’s Start!”, “Let’s Read!”, “Let’s Focus in Reading!”, “Let’s Focus in Language!”, and “Let’s End the Journey!”.

Hasil dari kuesioner evaluasi dengan jumlah keseluruhan mode 4 mengindikasi bahwa desain materi baik dan diterima. Dapat disimpulkan bahwa para responden setuju materi yang didesain dapat diaplikasikan dan sesuai untuk diterapkan. Evaluasi kemudian digunakan sebagai acuan untuk perevisian materi.

Dengan selesainya penelitian ini, peneliti berharap agar materi yg telah didisain akan berguna bagi guru bahasa Inggris kelas VII untuk meningkatkan kemampuan reading siswa-siswi mereka. Di samping itu, peneliti juga berharap materi ini akan menginspirasi peneliti lain untuk melakukan penelitian lebih lanjut mengenai topik dalam penelitian ini.

(20)

viii

DEDICATION PAGE

This thesis is dedicated to Imunkku (my QUEEN, my MOM)

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ix

ACKNOWLEDGEMENTS

First and foremost, I would like to dedicate my gratitude to my glorious Jesus for His blessings and guidance so that I was able to finish my thesis. All my steps that I chose were based on His plan. He is my savior.

My biggest gratitude goes to Ibu Caecilia Tutyandari, S.Pd., M.Pd., my thesis advisor, for giving much of her time, attention, guidance, patient, support, criticism, comments and everything she has given for the sake of my success in finishing this thesis. My gratitude also goes to Bapak Drs. Barli Bram, M.Ed, Ph.D. for willingly spending his time evaluating my thesis and designed materials. Moreover, I am also grateful to all the lecturers and the secretariat staffs of English Education Study Program of Sanata Dharma University, especially Mbak Danik and Mbak Tari for their countless help during my study, and all librarians who assisted me during the completion of the study.

(22)

x

My big love and appreciation goes to my dad, Joko Riyatno, my mom, Endang Sutarti, my big brother, Riko Iswara, and my little brother, Oktasadewa

Putra Sasmita. I thank them for always being my side. Without them, I am nothing

and alone. My love also goes to Nikolaus Primawan Aji Persada. Thanks for the companionship, commitment, and love. My affection also goes to our family dogs, Gibson and Melross. They truly color my days with laughter and love in this family.

My appreciation also goes to my big family, Bu Susatyaningsih, Om Tono Sasmita, Dek Dhamastya Papang Sasmita, Kak Gitta Angelina Wunas, and Tika

Permita. I also address my thanks to my beloved teachers of ICEE from Philippines

who now become my sisters, Ms. Meliza Entienza Satingasin and Ms. Jullieta. I also feel thankful to all my best friends ever, Roreta Natalia, Anmaria Redy, Natasya Rizki, Agnesia Febriani, Gabriella Gaby Novianty, and Bezaliel Aditya.

Thanks a bunch for the support, attention, and pray. Their prayer has already been answered by God through the success of this final work.

I would like to thank all my friends from English Education Study Program, especially to Wiwid Unyu, Eboy, and Ocha. Thanks for the support, help, and information so that I can finally finish this thesis. It means a lot to me. Thanks a million, girls!

Last but not least, I would like to thank every single person who I can not mention one by one. Once again, thanks!

(23)

xi

TABLE OF CONTENTS

Page TITLE PAGE...i APPROVAL PAGES... ii STATEMENT OF WORK’S ORIGINALITY... iv PERNYATAAN PERSETUJUAN PUBLIKASI... v ABSTRACT... vi ABSTRAK... vii DEDICATION PAGE... viii ACKNOWLEDGEMENTS... ix TABLE OF CONTENTS... xi LIST OF TABLES... xiv LIST OF FIGURES... xv LIST OF APPENDICES... xvi

CHAPTER I: INTRODUCTION

A. Research Background... 1 B. Research Problems... 3 C. Problem Limitation... 3 D. Research Objectives... 4 E. Research Benefits... 4 F. Definition of Terms... 5

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Theoretical Description...7 1. Instructional Design Models... 7 2. Reading... 11

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xii

c. Teaching Reading... 14 3. Authentic Material... 14 a. Definition of Authentic Materials... 15 b. Advantages of Authentic Materials...15 c. Disadvantages of Authentic Materials... 16 4. Teen Magazines... 17 5. Materials Development... 19 6. Task-Based Learning (TBL)... 20 B. Theoretical Framework... 22

CHAPTER 3: RESEARCH METHODOLOGY

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xiii

F. Research Procedure... 35

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION

A. The Steps in Designing Materials... 37 1. Research and Information Collecting... 37 2. Planning... 41 a. Determining Goals, Topics, and General Purposes...41 b. Specifying Learning Objectives... 42 3. Develop Preliminary Form of Product... 44 a. Listing Subject Contents... 44 b. Selecting T/L Activities and Materials... 46 4. Preliminary Field Testing... 46 5. Main Product Revision... 51 B. The Presentation of the Designed Materials... 52

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions... 53 B. Recommendations... 54

REFERENCES... 55

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xiv

LIST OF TABLES

Table Page

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xv

LIST OF FIGURES

Figure Page

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xvi

LIST OF APPENDICES

Appendix Page

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CHAPTER I

INTRODUCTION

This chapter aims to introduce the research background, research problem, problem limitation, research objectives, research benefits, and definitions of terms.

A.Research Background

Responding to the phenomenon that English has been the international language, many countries in the world, which do not use English as their first language, start to include English lesson as a compulsory subject in schools. Indonesia as one of those countries also does the same thing. The government adds English in the curriculum at elementary school levels up to university levels.

Since, the curriculum used in Indonesia is the Kurikulum Tingkat Satuan Pendidikan (KTSP) or School Based Curriculum. In this curriculum, every school is given an opportunity to develop and manage the curriculum based on its condition and aspiration (Muslich, 2007: 10). There are four skills in English lesson stated in the curriculum, one of them is reading.

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Some observations in schools conducted by the researcher showed that reading sometimes made students feel bored and sleepy. In addition, the researcher also interviewed a teacher of SMPN 5 Depok Sleman Yogyakarta about the situation of reading classes in English subject in that school. The results of the interview show that reading classes often make the students bored when the materials are less interesting. Therefore, the researcher considers that materials which contain topic related to and appropriate for teens can enhance their reading competence and their interest in reading English texts.

In order to provide interesting and relevant materials, the researcher proposes the use of one kind of authentic material, English teen magazines. Berardo (2006) says that authentic materials are “materials that have been produced to fulfill some social purposes in the language community.” By designing materials using English teen magazines, they hopefully would know current events and be accustomed to reading English articles. English teen magazines not only contain articles that are easy and fun to read but also good layouts so that students will pay attention and be interested in it. “Students make greater strides forward in comprehending reading if they are reading topics that appeal to them personally” (McShane, 2005).

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important for the seventh grade of SMPN 5 Depok Sleman Yogyakarta especially in the English class. The English teacher realizes that SMPN 5 Depok Sleman Yogyakarta students at seventh grade need many English reading materials since reading is their fundamental in learning English. It is also recognized that fun and modified reading material can improve students’ interest in reading English.

In conclusion, the researcher intends to develop more interesting reading materials. Therefore, the students will find a new and enjoyable way of learning. By using English teen magazines, the researcher develops reading materials which are in accordance with the students’ needs and interests. As a result, they would be accustomed to reading English articles.

B.Research Problems

The researcher formulates two problems which are to be discussed as follows. 1. How is a set of English reading materials using English teen magazines for the

seventh grade students of SMPN 5 Depok Yogyakarta designed? 2. What do the designed materials look like?

C.Problem Limitation

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Second, the reading materials which are discussed in this research are only reading material based on English teen magazines, not other reading materials.

D.Research Objectives

In relation to the research problems above, this research aims to:

1. design a set of English reading materials using English teen magazines for the seventh grade students of SMPN 5 Depok Sleman Yogyakarta.

2. present the designed set of materials.

E.Research Benefits

The researcher expects this research to be beneficial to those who are concerned with education especially for:

1. English teachers

Teachers of the seventh grade students of junior high school may consider these set of reading instructional materials as one of the alternatives to help the students enhance their reading motivation and to develop their reading skill.

2. The seventh grade students of junior high school

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3. Other material designers

The results of the research hopefully will provide beneficial information and may lead other material designers to produce a better result. They may consider that reading materials can be developed to be more attractive.

F. Definition of Terms

The definition of terms is very important to be known. In order to avoid misunderstanding or misinterpretation, the researcher specifies the terms.

1. Reading

There are many definitions of reading. Nuttal as cited by Simanjuntak (1998: 14) regards reading as “the meaningful interpretation of printed or written verbal symbols.” Neil Anderson as quoted by Nunan (2003: 68), defines reading as “a fluent process of readers combining information from a text and their own background knowledge to build meaning”. In this research, reading means an activity of interpreting and getting the information from the text in English teen magazine to enhance reading skill.

2. Teen Magazine

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English teen magazine is designed for teenagers where they are the seventh grade students of SMPN 5 Depok Sleman Yogyakarta.

Lavery’s writing entitled “Activities for Using Magazines in the Classroom” in

British Council

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents related theories and studies used in this research as

theoretical base for the research. There are two main parts; Theoretical

Description and Theoretical Framework. Theoretical Description deals with

instructional design, reading, authentic materials, teen magazines, materials

development, and task-based learning (TBL). Meanwhile, the theoretical

framework summarizes all major relevant theories to help the researcher solve the

problems.

A.Theoretical Description

This part presents the main theories used as reference in this research. There

are six sections to be discussed as follows.

1. Instructional Design Models

In this section, the researcher would like to discuss the foundation in making

the instructional materials design. This research used one theory which is based on

Kemp’s model (1977). Kemp’s model is a flexible process. It may start from any

steps by considering that one step can affect other steps. This model also shows

that revision for every step is important in order to get the best result. Steps

proposed by Kemp are complete since the selected steps have already covered all

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designing the material in this research. Figure 2.1 presents eight steps of Kemp’s

instructional design model.

Figure 2.1. Kemp’s Instructional Design Model (Kemp, 1977: 8)

The eight steps illustrated by Kemp (1977) in Figure 2.1. will be explained

as follows:

a. Goals, Topics, and General Purposes

The design begins with deciding the goals as the basis of the program where

the goals are derived from three sources, namely society, students, and subject

areas. Afterwards, the topics are selected to serve the goals. Finally, the general

purposes of each topic are stated.

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b. Learner Characteristics

The second step in Kemp’s model is identifying the characteristics of the

learners for whom the instruction is to be designed to know their capabilities,

needs, and interests. Those three characteristics can be guidance in selecting the

topic and the level at which topics are introduced, the choice and sequencing of

objectives, the depth of treatment, and the variety of learning activities.

c. Learning Objectives

This step is aimed to formulate the specific instructional objectives that

should be achieved based on the observable and measurable students’ attitude.

The learning objectives stated in instructional planning should be unambiguous,

realistic, and clear so that it can be understood by both the writer and learners. The

objective of learning can be grouped by three major categories, namely cognitive,

psychomotor, and affective.

d. Subject Content

After specifying the learning objectives, the subject content which supports

the attainment of each objective should be listed. In deciding subject contents,

Kemp offers four questions: What specifically must be taught or learned in this

topic? What facts, concepts, and principles related to the topic? What steps are

involved in necessary produce relating to the topic? What techniques are required

in performing essential skills?

e. Pre-Assessment

The fifth step is developing pre-assessment which is aimed to gather the

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the topic. By pre-assessment, the designer can ensure whether the learner waste

their time on things they have already mastered or not and also can measures the

learners’ readiness in following the planned instruction.

f. Teaching/Learning Activities and Instructional Resources

In order to support subject content, selecting teaching/learning activities and

instructional resources are needed so that the learners can accomplish each

objective.

g. Support Services

To carry out the instructional planning, the designer should coordinate some

support services such as budget/funds, personnel, facilities, equipment, and

schedules. The determination of support services is done while the selection of

materials is being done and the instructional planning is being designed.

h. Evaluation

The last step is conducting evaluation which is aimed to measure the

learning outcomes related to objectives, with a view to revising and re-evaluating

any phases of the plan that need improvement. The evaluation should be done to

see whether the materials are successfully implemented and appropriate for the

learners or not.

Kemp presents the illustration of whole steps which is like a circle. Each

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2. Reading

In order to know reading well, this part will be divided into some parts.

There are three major part discussed: the definition of reading, reading purpose,

and teaching reading.

a. The Definition of Reading

Before deciding on what kind of reading materials designed for students, it

is essential to have a clear definition of what reading is. Gibson and Levin (1979:

5) state that reading is extracting information from a text. It means that text is not

necessarily just printed words, it must be combined with pictures, diagrams,

graphs, illustration, and etc.

As cited by Nunan (2003: 68), Anderson defines reading as “a fluent

process of readers combining information from a text and their own background

knowledge to build meaning.” It means that in reading, the reader does not only

get the information from a text or printed words or written symbols but also

combine the derived information with his background knowledge to get the

meaning.

Clark and Silberstein (as mentioned by Simanjuntak, 1998: 15) define

reading as “an active cognitive process of interacting with print and monitoring

comprehension to establish meaning.” An active cognitive process means the

ability to understand the passage. When the reader reads a passage, there is

processing of information in his mind.

Readers and text are two necessary elements involved in reading. Readers

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understand everything in the text. William (1986: 2) states that readers are not

passive subjects who can only read letters, words, and sentences without

understanding the content, but they are active subjects who are able to work on the

text and able to come to the understanding without looking at every letter and

word. In other words, readers are active subjects who can select and comprehend

the information in the text.

To sum up, reading is a process where the readers, as active subjects, use

their ability in getting the information from the text or printed words or written

symbols which is usually combined with pictures, diagrams, or graphs and also

they use their background knowledge to derive the meaning of the passage.

If readers, in this case students, are active subjects, teachers should know

what reading materials their students want to read and what is suitable for the

students’ level. As what is proposed by Davis (1997), teachers should constantly

search for new and innovative materials to enhance learning in the formal class

environment. Davis believes that other materials should be introduced into the

class to expose students, both physically and mentally, to the outside world,

particularly in EFL settings where authentic models are scarce. Therefore, in this

design, the researcher would like to use English teen magazines as the main

reading materials in order to develop students’ reading ability.

b. Reading Purpose

In the beginning page of her book entitled “Reading”, Wallace (1992: 6-7)

mentions the reading purposes from general sight. Wallace states that any model

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serve immediate needs, to learn from, or to give pleasure in language for its own

sake (1992: 6). Wallace mentions those three reading purposes; they are reading

for survival, reading for learning, and reading for pleasure.

In a more specific way, Wallace (1992: 65-69) shows the purposes of

reading by looking at the learning context and the learners of a second language. It

is classified into three kinds of purposes as written by Wallace. Those purposes

are:

1) Reading for Specific Purposes

It is common that in the recent years, many students learn English for a very

particular purpose and terms such as English for Specific Purposes (ESP) and

English for Academic Purposes (EAP). As a result, they use reading activity in

order to gain their knowledge to deal with their area of specialization.

2) Reading for General Purposes

The second language learners, whether they are ESP learners or not, will

still need and want to be general readers. They probably read many kinds of

textbooks with different topics.

3) Reading for Pleasure in the Second Language

Everyone has their own type of reading textbook just for their pleasure or

interest. They probably just read the simple texts only for fulfilling their pleasure.

Wallace discusses how her students chose genres related to universal aspects of

the human condition, such as love and death, rather than culture-specified topics

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c. Teaching Reading

This research adopted the principles for teaching reading from Nation

(2009) which can guide the design and practice of a reading program. There are

five important points:

1) Practice and training in reading should be done for a range of reading purposes,

such as: reading to search for information, reading to learn, reading for fun,

reading to integrate information, reading to critique texts, and reading to write.

2) Learners should be doing reading which is appropriate to their language

proficiency level.

3) Reading should be used as a way of developing language proficiency. Learners

are expected to read with 98 percent coverage of the vocabulary in the text so

that they can learn the remaining 2 percent through guessing from the context.

4) Learners should be given training and practice in a range of reading strategies

include previewing, predicting, connecting to background knowledge, paying

attention to text structure, guessing words from context, critiquing, and

reflecting on the text.

5) Learners should enjoy reading and feel motivated to read. Learners should have

access to interesting texts and be involved in activities.

3. Authentic Materials

The explanation of authentic materials will be divided into three parts. They

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a. Definition of Authentic Materials

Berardo (2006) states that authentic materials should be suited to students’

need and enable them to interact with the real language and content so that they

feel that they are learning the target language as it is used outside the classroom.

He also adds that the sources of authentic materials that can be used in the

classroom are infinite, but the most common are newspapers, magazines, movies,

songs and literature.

The researcher supports what Berardo states and what Nunan (2003: 329)

affirms that authentic texts should be taken from real situations and usage. In this

research, authentic materials refer to materials which are designed to fulfill

students’ need in reading and facilitate them with new sources from teen

magazines. Teen magazines contain real situations so that students are supported

to face the real language.

b. Advantages of Authentic Materials

Martinez (2002) encourages that “using authentic material in the classroom,

even when not done in an authentic situation, is significant for many reasons.”

Those reasons are:

1) Authentic materials keep students informed about what is happening in the

world, so they have an intrinsic educational value.

2) Textbooks often do not include incidental or improper English.

3) Reading texts are ideal to teach or practice mini-skills such as scanning, e.g.

students are given a news article and asked to look for specific information

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4) Magazines, books, articles, and newspapers contain a wide variety of text

types, language styles are not easily found in conventional teaching materials.

By utilizing authentic materials, leaners are being exposed to ‘real’ language

and they feel that they are learning the ‘real’ language.

5) Authentic materials can encourage reading for pleasure because they are likely

to contain topics of interest to learners, especially if students are given the

chance to have a say about the topics or kinds of authentic materials to be used

in class. It supports a more creative approach in teaching.

c. Disadvantages of Authentic Materials

When preparing and using authentic materials for learners, it is inevitable

that there might be some problems. There are three main problems taken from

Berardo. The first problem is that authentic materials are updated quickly so that it

needs special preparation, a lot of cost, and can be time consuming.

The second problem is authentic materials often contain difficult language,

vocabularies, and language structures, which can often create problems for the

teacher too.

The last and biggest problem with authentic materials is that if the wrong

type of text is chosen, the vocabulary may not be relevant to the learners’ needs

and too many structures can create difficulty and it can de-motivate rather than

motivate learners.

Berardo (2006) exposes two solutions to overcome the problems created by

difficulty authentic texts. First is to simplify the texts according to learners’ level

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authentic. Second, rather than simplifying the text, it can be made more

approachable by eliciting students’ existing knowledge in pre-reading activity

before they begin reading, such as reviewing new vocabulary before reading,

skimming to get main idea, or scanning for specific information.

4. Teen Magazines

Based on Lavery’s (2009) argument, magazines are a rich source of

authentic materials and can be very motivating and inspire a wide range of

activities and also magazines are a great source of ideas and materials for teaching

and can keep the students interested and talking for hours on a whole range of

subjects.

In British Council website, Bertrand (2002) also presents the main points in

using teen magazines in the classroom. He defines that teenage magazines

generally have a few articles based on thought-provoking subjects which can

really stimulate a class of teenagers. Through teen magazines, the students can be

helped in facing the problem toward their reading interest. It is stated that with a

set of different teenage magazines will let the students flick through them until

they find an article which interests them. There are five points suggested in using

teen magazines in reading English class that Bertrand lists, as follows:

1) The students should read the titles, look at the pictures, and skim the texts to

get a general idea of what the article is.

2) The teacher should give the students time to read the article in full and remind

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3) If it is a large class then in groups of four the students can take it in turns to tell

the others about their article. If the class is relatively small, the teacher can

feedback in two groups or as a whole class.

By designing the materials using English teen magazines, it will stimulate

the students’ interest in reading activity. There are three considerations in

choosing English teen magazines as the basis in making the materials.

1) Daily words

Teen magazines apply words use in everyday language while textbooks use

the formal one which is hard to apply in the daily life. By reading the passage

from teen magazines, the students get the idea of what words are used in printed

media.

2) Learners’ comprehension

The colorful layout and appealing format in teen magazines will capture the

attention of students. It will increase their motivation if they are interested in the

passages which contain something they like, for example a passage which

contains information about a singer, like Justin Bieber, whom junior high school

students like to know. Students’ motivation increases their level of comprehension

in reading the passage.

3) The purpose of reading

There is a purpose of reading dealt within these designed materials. Firstly,

the purpose is reading for pleasure. There are many genres that contain teen life in

teen magazines so that the students may read it only for fulfilling their pleasure.

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competences from the curriculum, the English teen magazines are used as the

source of the designed materials and they are combined with the various tasks.

Therefore, the designed materials overall can be used as reading for general

purpose in learning English.

5. Materials Development

To develop the materials designed, the researcher applied the principles

from Hutchinson and Waters (1987: 108-109) in which the materials design

model is figured clearly. There are four elements: input, content focus, language

focus, and task, as the model shows below:

Figure 2.2. A Materials Design Model (Hutchinson and Waters, 1987: 109)

As seen in the model (Figure 2.3), the first element is input. Input works as

the stimulus for activities that give opportunities for learners to use their

information processing skills and existing knowledge, both in the language and in

the subject matter. Input may be in the form of text, dialogue, video-recording,

diagram or any piece of communication data, depending on needs analysis.

INPUT

CONTENT FOCUS

TASK

LANGUAGE FOCUS

Learners’ own knowledge and abilities

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Input is divided into two elements, content focus and language focus. In the

content focus, language is not an end in itself but a means of conveying

information and feelings about something. The content should be explored to

generate meaningful communication in the classroom. In the language focus,

learners have the chance to put the language into analysis, study how it works, and

practice it.

The last element is task. Task has a big role. It measures how far learners

have used the content and language knowledge they have built up through the

unit. Actually, task is the primary focus of the unit and the model is only a vehicle

to lead the learners carry out the task.

6. Task-Based Learning (TBL)

Willis (2003: 40-41) states that task-based learning (TBL) emphasizes on

learners do tasks independently but still guided by teacher. Teacher is generally a

‘facilitator’ in setting tasks up, ensuring that students understand and get on with

the tasks, and sum up what students have achieved during a lesson. Teacher acts

as a ‘course guide’ when explaining to students the overall objectives of the

course and as a ‘language guide’ at the end of course when the focus turns to

language form.

Furthermore, Willis (2003: 38) has three phases as the components of the

TBL framework: pre-task, task cycle, and language focus. These phases are

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Figure 2.3. Task-based Learning Framework (Willis, 2003: 38)

It starts with pre-task. This phase introduces the class to the topic and the

task. Teacher should help students recall and activate words or phrases that will be

useful during the task.

The second phase is task cycle. There are three components in this phase:

task, planning, and report. Firstly, the students are asked to do the task, in pairs or

small groups. Here, teacher monitors and encourages the students. Then, in

planning, students have a preparation time to report the result of the task to the

whole class (orally or in writing). Teacher has a role to give feedback and help

students to correct their work. And the last, teacher selects some groups to present

their reports of the task to the class. As guide, teacher needs to revise and sum up

their work.

The last phase in the framework, language focus, students will have already

worked with the language and processed it for meaning. Teacher, as a ‘language

guide’, encourage students to focus their attention on the specific language forms

that carry that meaning.

Pre-task

Introduction to topic and task

Language focus

Anaysis Practice

Task cycle

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B.Theoretical Framework

In this section, the researcher would like to summarize and synthesize all

major relevant theories which will help in conducting and solving the research

problems.

Reading is a skill which will support other skills, such as speaking,

listening, and writing. For students’ significance, teachers should realize that

reading must be developed since reading will enhance other skills. Students need

to have more reading time to build their comprehension toward English,

especially in an English subject.

Concerning the importance of reading for students, especially for junior

high school students, this research aims to design reading materials which are

modified by using English teen magazines. The designed materials propose to

introduce new learning sources which are considered to meet students’ needs in

gaining knowledge or information and pleasure in reading English article.

Using English teen magazines is one of methods in getting students’

attention toward their reading activities in class. English teen magazines contain

articles which are appropriate and fit with students’ personality. English teen

magazines use everyday language that will help them in having English

conversation. The colorful layout and appealing format in English teen magazines

also motivate students to read it. Therefore, the articles used for the materials

designed are all taken from English teen magazines.

As authentic material, English teen magazines can encourage reading for

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provide language styles that are not easily found in conventional teaching

materials. By using English teen magazines, the students are being exposed to

‘real’ language. Even English teen magazines contain difficult language and

vocabulary; it can be overcome by simplify the texts according to the students’

level by removing or switching some difficult words into easy ones without

changing the meaning. Simplification can not be done to all difficult words in the

texts since it will make the text “less” authentic.

Kathleen Graves (2000) confirms that “no book can meet all the needs and

interests of each group of learners that uses it that is why a course book must be

adapted” (as cited in Nunan, 2003: 230). For this statement, the researcher designs

the materials as main reading materials to complete students’ needs toward their

course book. To develop the materials designed, the researcher applied the

principles from Hutchinson and Waters (1987: 108-109) which have four

elements: input, content focus, language focus, and task. The principles of

Task-Based Learning (TBL) from Willis (2003) also applied when the designed

materials are implemented in the classroom. Willis (2003: 38-115) has three

phases as the components of the TBL framework: pre-task, task cycle, and

language focus.

The English reading materials are designed for students in the seventh grade

of SMPN 5 Depok Sleman Yogyakarta as the main English reading materials in

classroom since the researcher applied the general purposes or basic competences

of each topic in unit of designed materials from the curriculum. In designing the

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and suitable for this research. There are eight steps in Kemp’s model. The

researcher arranges six adapted steps that can be clearly seen in the Figure 2.5.

Figure 2.4. The Overall Steps of Designing Materials

Adapted from Kemp’s Model

The seven adapted steps from Kemp’s model are explained as follows:

1) Identifying Learner Characteristics

In order to get the information about the learner’s characteristics, the

researcher determined the students’ capabilities, needs, and interests by

conducting an interview of the seventh grade English teacher of SMPN 5 Depok

Sleman Yogyakarta and distributing questionnaire to two classes of seventh grade

students of SMPN 5 Depok Sleman Yogyakarta. The results were used as

guidance in designing the materials.

Identifying Learner Characteristics

Specifying Learning Objectives Determining Goals, Topics, and General

Purposes

Listing Subject Content

Selecting T/L Activities and Materials

Evaluating Materials

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2) Determining Goals, Topics, and General Purposes

The next step is listing the goal as the basis for designing reading materials.

After recognizing and establishing the goals, the major topic should be listed.

After all, the researcher determines the general purpose of each topic.

3) Specifying Learning Objectives

The specific learning objectives are formulated after goals, topic, and

general purposes are determined. It is important to know the teacher’s expectation

on the students with the things that they have been instructed.

4) Listing Subject Content

In this step, the researcher lists subject content to help the students in

achieving objectives.

5) Selecting Teaching Learning Activities and Materials

This step is conducted to select the appropriate teaching learning activities.

The selection of teaching-learning activities should fit with the students’ needs of

which the data had been already taken from the first step.

6) Evaluating Materials

The evaluation can be done by distributing the questionnaires to the selected

experts. It is used to improve the designed materials.

7) Revising Materials

The last step is doing revision of the materials based on opinions,

suggestions, feedbacks, and criticisms from evaluation result. The improvement of

the designed materials’ revision is to come up with the best materials for the

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CHAPTER III

RESEARCH METHODOLOGY

This chapter contains the information about the methodology of the

research. There are six parts discussed: research methods, research setting,

research participants, instruments and data gathering technique, data analysis

technique, and research procedure.

A.Research Method

In this research, there were two main problems stated in problem

formulation. Firstly, this research was conducted to find out how a set of English

reading materials using English teen magazines for the seventh grade students of

SMPN 5 Depok Sleman Yogyakarta is designed. Secondly, the research aimed to

present the designed set of English reading materials using English teen

magazines for the seventh grade students of SMPN 5 Depok Sleman Yogyakarta.

To answer two main problems above, the researcher decided to use

educational research and development (R&D) as a means to gather data for

materials development. According to Borg and Gall (1983: 772), R&D is a

process used to develop and validate educational products. The steps of this

process are usually referred to as the R&D cycle. R&D cycle consists of ten steps:

research and information collecting, planning, developing preliminary form of

product, preliminary field testing, main product revision, main field testing,

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dissemination and implementation. However, the researcher used only the first

five steps of the method.

To give a clear relation between R&D cycle and step in designing materials

which were adapted from Kemp’s instructional design model, the researcher made

an illustration in Figure 3.1.

Figure 3.1. R&D Cycle combined with Designing Materials Steps adapted

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1. Research and Information Collecting

In research and information collecting step, two ways were conducted:

review of literature and learners’ needs analysis.

a. In reviewing the literature, the researcher conducted library research. It

included an overall narrative description of the proposed product, a tentative

outline of what the product will include and how it will be used, and a specific

statement of the objectives of the product (Borg and Gall, 1983: 776). Review

of literature helped the researcher solve the research problems by ensuring all

major relevant theories.

b. The learners’ needs analysis was done by conducting interview of the seventh

grade English teacher of SMPN 5 Depok Sleman Yogyakarta and distributing

questionnaire to two classes of seventh grade students of SMPN 5 Depok

Sleman Yogyakarta. It reflected students’ opinions about what kinds of

materials they needed and the teacher’s expectation on the materials designed.

Therefore, it can be concluded that identifying learner characteristics in

Kemp’s step shares the same idea with this first R&D step.

2. Planning

Borg and Gall (1983: 780) affirm that planning is necessary in order to

anticipate needed materials, professional help, and field-test sites. In this step, the

researcher set goals and general purpose, decided suitable topics for students’

needs and interests, and formulated objectives that students were expected to

achieve. This step was in line with step 2 and step 3 in designing materials

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3. Develop Preliminary Form of Product

In developing preliminary form of product, the researcher prepared English

reading materials using teen magazines for students based on the data gathered

from the research and information-collecting step. The researcher developed the

materials by adapting the texts taken from selected teen magazines. After

choosing suitable and appropriate texts, the researcher listed subject content and

created teaching-learning activities and tasks for the students. In this step, the

researcher employed the fourth and fifth step in designing materials adapted from

Kemp’s model.

4. Preliminary Field Testing

In doing field testing, the researcher used questionnaire to collect data after

the product was designed. The researcher also needed as much as suggestion and

feedback as possible from many experts in order to improve the product. The

respondents were two seventh grade English teachers of SMPN 5 Depok

Yogyakarta and a lecturer of the English Education Study Program of Sanata

Dharma University Yogyakarta. This step was in accordance with Kemp’s

instructional step called evaluation.

5. Main Product Revision

In this last step, the researcher revised the product until the needs and goals

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B.Research Setting

The research was conducted in SMPN 5 Depok Sleman Yogyakarta. The

researcher chose junior high school as the place to conduct the research because of

the consideration toward the importance of reading for seventh grade students.

The first survey was conducted on November 2011. Moreover, in order to get the

feedback of the designed material, besides in SMPN 5 Depok Sleman Yogyakarta,

the researcher also conducted the research in Sanata Dharma University

Yogyakarta.

C.Research Participants

There were two groups of participants involved in this research. The first

group was for obtaining the information of learners’ characteristics. The second

group was for obtaining the opinion and feedback toward the materials design.

1. Participants of Research and Information Collecting

In identifying learner characteristics, questionnaire was distributed to two

classes of seventh grade students of SMPN 5 Depok Sleman Yogyakarta. The

questionnaire was intended to find out the information about their interests in

reading and the topic they like most which is useful in designing the materials for

them. To get the data about students’ characteristics, students’ ability in English

reading class, and the methods of teaching, the interview with the seventh grade

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2. Participants of Materials Evaluation

This research focused on designing a set of reading materials. However,

designing appropriate materials is not simple since there are many aspects to be

considered. It needs a lot of feedbacks from experts, that’s why their opinions,

suggestions, and criticisms are very useful for the result of the materials’ design.

This second group consisted of two seventh grade English teachers of SMPN 5

Depok Yogyakarta and one lecturer of the English Education Study Program of

Sanata Dharma University Yogyakarta.

In order to obtain the data, the researcher considered the background of the

respondents, especially their educational background and teaching experiences,

for the sake of data validity. Therefore, the table of respondents’ background was

presented below.

Table 3.1. The Description of Respondents’ Background

D.Instruments and Data Gathering Techniques

In completing the research, the researcher utilized instruments as tool for

gathering data. There were two instruments and several techniques in gathering

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1. Instruments

The researcher utilized two types of instruments as the method of gathering

the data: questionnaire and interview. Further explanation would be discussed as

follows:

a. Questionnaire

According to Wilson and McLean (1994), questionnaire is a widely used

and useful instrument for collecting survey information, being able to be

administered without the presence of the researcher and comparatively

straightforward to analyze (as quoted in Cohen, Manion, and Morrison, 2000:

245). This research used questionnaire for two purposes. The two purposes were

intended to two research participants as described below.

1) Questionnaires for Research and Information Collecting

For the first purpose, questionnaires were distributed to two classes of

seventh grade students of SMPN 5 Depok Sleman Yogyakarta. The students’

answers were used as the fundamental in designing the materials. The researcher

designed the material with the topics which students have chosen. To make easier

to be answered by the students, the questionnaire was written in Indonesian and

also use one familiar type, multiple-choice.

2) Questionnaires for Materials Evaluation

The second purpose is the proposed material design has to be checked by

the experts. Here, the experts were two seventh grade English teachers of SMPN 5

Depok Sleman Yogyakarta and a lecturer of the English Education Study Program

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b. Interview

The second, but very important, method used by the researcher is

conducting interview to selected individuals. As explained before, the researcher

did interview to the seventh grade English teacher of SMPN 5 Depok Sleman

Yogyakarta. Ary, Razavieh, and Jacobs (1990: 418) confirm that the most

important aspect of the interview is its flexibility. The interviewer can repeat the

question if the answer from respondent is not clear. The interviewer can also add

questions when a response seems incomplete. Interview is an important point

since the teacher gives much information toward the students’ characteristics,

teaching-learning activities in English class, the teaching method using in class,

and other helpful information.

2. Data Gathering Techniques

There were two techniques in gathering the data. The first technique was by

employing the questionnaire. The first questionnaire as learners’ analysis

instrument was done to two classes of seventh grade students of SMPN 5 Depok

Sleman Yogyakarta. The second questionnaire as experts’ feedback was done to

two seventh grade English teachers of SMPN 5 Depok Sleman Yogyakarta and a

lecturer of the English Education Study Program of Sanata Dharma University

Yogyakarta. The other technique was the interview with a teacher. The interview

was meant to know the teaching-learning activities in the class and the personal

opinion on the designed material by using English teen magazines. Therefore, the

existence of those techniques was essential for the development of the

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E.Data Analysis Technique

The techniques in analyzing the data were divided into analyzing data in

research and information collectingand the results of materials’ evaluation.

1. Analyzing Data in Research and Information Collecting

The first data were gathered from an interview with the seventh grade

English teacher of SMPN 5 Depok SlemanYogyakarta by making a conclusion of

each answer. The second data were gained from the questionnaires. The technique

in analyzing the data was by dividing the total of the students’ answer with the

total number of the students then multiplied by 100%.

x

100%

n = the total of the students’ answer

Σn = the total number of the students

2. Analyzing Data in Materials Evaluation

The data from materials’ evaluation were taken only from questionnaires

which were distributed to two seventh grade English teachers of SMPN 5 Depok

Sleman Yogyakarta and a lecturer of the English Education Study Program of

Sanata Dharma University Yogyakarta. Since there were two questionnaire forms

used; closed and opened; the researcher analyzed the data using two techniques.

The first technique was using statistical description to analyze the closed-form

questionnaire. The data were analyzed to get the mode. Mode is the value in a

distribution that occurs most frequently.

n

Gambar

Figure 2.1. Kemp’s Instructional Design Model (Kemp, 1977: 8)
Figure 2.2. A Materials Design Model (Hutchinson and Waters, 1987: 109)
Figure 2.3. Task-based Learning Framework (Willis, 2003: 38)
Figure 2.4. The Overall Steps of Designing Materials
+7

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