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ENGLISH INSTRUCTIONAL DESIGN FOR THE TEACHING
OF ENGLISH AT SMP NEGERI 24 SURAKARTA
(A Naturalistic Study)
THESIS
Written as a Partial Fulfillment of the Requirements for the Graduate Education Degree of English Language Teaching
By:
ARIES UTOMO S891402008
ENGLISH EDUCATION DEPARTMENT GRADUATE PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY
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ABSTRACT
Aries Utomo. S891402008. 2015. English Instructional Design for The Teaching of
English at SMP Negeri 24 Surakarta (A Naturalistic Study). Guided by first Consultant: Prof. Dr. Endang Fauziati, M.Hum. and Second Consultant: Dr. Ngadiso, M.Pd. Thesis. Surakarta. English Education Department Graduate Program, Teacher Training and Education Faculty, Sebelas Maret University.
The objective of this research was to describe English instructional design for the teaching of English at SMP Negeri 24 Surakarta covering (1) syllabus, (2) learning objectives, (3) classroom procedure, (4) classroom techniques, (5) instructional materials,
(6) media, (7) teacher‘s roles, (8) students‘ roles, (9) assessment, and (10) strengths and
weaknesses.
Design of this research was naturalistic study. This research was conducted in SMP Negeri 24 Surakarta. Time of this research was scheduled in the second semester of the academic year 2014/2015. Data of this research were gained from data sources, namely: the activities/events, informants, and documents. Technique of collecting data used was observation and field notes, interview, and document analysis. In credibility, trustworthiness was involved through prolonged engagement, persistent observation,
triangulation, and member check. In analyzing data, Miles and Huberman‘s model was
considered to be used through data reduction, data display, and conclusion.
Based on the research data, it was found that (1) the syllabus used for the teaching is a mixed or multi-strand syllabus, (2) learning objectives found are divided into two,
namely general objectives and specific objectives, (3) classroom procedure used is EEK
(Exploration, Elaboration, and Confirmation), (4) classroom techniques used are brainstorming, question and answer, class discussion, filling gap, group discussion, reading aloud dialogue performance, and questioning, (5) instructional materials used are printed materials, visual materials, and internet-based materials, (6) media for the
teaching is picture, (7) teachers‘ roles found are organizer, controller, assessor, resource,
and motivator, (8) students‘ roles found are active participants, listeners, and autonomous
learners, and (9) Assessment used is formative assessment, middle test and summative assessment.
From those research data, it can be concluded that instructional design for the teaching of English at SMP Negeri 24 Surakarta had fulfilled requirements of the instructional design in teaching and learning of English, although those components were not fully implemented in the classroom due to factors found in strengths and weaknesses of each instructional component. Therefore, those strengths and weaknesses were considered as input for the improvement of better teaching and learning process in the school. In addition, pedagogical implication and theoretical implication also influences in designing one best instructional.
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MOTTO
―
The patient will be given a reward without measure”
-The Quran 39:10 (Surah az-Zumar)-
“Do more than bel
ong: participate. Do more than care: help.
Do more than believe: practice. Do more than be fair: be
kind. Do more than forgive: forget. Do more than dream:
work.”
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DEDICATION
This research is devoted to:
My parents;
Bapak Joko Supriyanto and Ibu Nuriyah
Without your love, prayers, and support I would not be the person I am today.
I am so lucky to be your handsome child.
Islamiah Bastiar, S.S.
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ACKNOWLEDGEMENT
First of all, the researcher would like to express the most gratitude to Allah
SWT, the lord of universe, the comppasionate, the merciful and sovereign of the
day judgment, so the researcher can finish his thesis entitled “English
Instructional Design for the Teaching of English at SMP Negeri 24 Surakarta” in
order to fulfill the requirement for the degree of Magister in English Education
Graduate Program of Sebelas Maret University.
The reseacher is absolutely aware that there are many persons who have
helped him during composing this thesis. He would like to express the deepest
thanks to:
1. The researcher‘s parents for their endless love, attention and continual
prayers.
2. Prof. Dr. Ravik Karsidi, M.S. as the Rector of Sebelas Maret University.
3. Prof. Dr. Joko Nurkamto, M.Pd. as the Dean of Teacher Training and
Education Faculty of Sebelas Maret University.
4. Dr. Ngadiso,M.Pd. as the Head of English Education Graduate Program of
Teacher Training and Education Faculty of Sebelas Maret University and also
as the second consultant who had given an opportunity to the researcher for
conducting and finishing this thesis.
5. Prof. Dr. Endang Fauziati, M.Hum. as the first consultant of this thesis who
always offered beneficial suggestions and knowledge during finishing this
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6. Dr. Abdul Asib, M.Pd. and Dr. Sumardi, M.Hum. as the member of board
examiners of this thesis.
7. SMP Negeri 24 Surakarta who had given a chance as the research object of
this thesis, especially the English teachers and Students of VII-G, VII-H,
VIII-A and VIII-B at SMP Negeri 24 Surakarta in academic year 2014/2015
who had given the researcher a chance to collect the data and observation.
8. Sigit Yulianto, S.Pd. as the Head of English teacher‘s forum of junior high
school in Surakarta who had given a lot of information in the form of
supporting data for this thesis.
9. Prof. Dr. Sri Samiati Tarjana, M.Ed. TESOL, Dr. Budi Purnomo, M.Hum,
Dra. Dewi Rochsantiningsih, Ph.D., Sunardi, S.S., M.Pd., and Winarno
Budiatmojo, M.S. who always gave support and inspiration for the researcher
in order to finish this thesis.
10. Friends of English Education Graduate Program in academic year 2014/2015
who always gave the researcher many opportunities to improve his ability
when he was studying in Sebelas Maret University.
The researcher thanks to all of them for giving the contribution in the
completion of this thesis. The researcher wishes that this thesis is useful for all.
Surakarta, 19 August 2015
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LIST OF TABLES ...xviii
LIST OF PICTURES ...xix
LIST OF APPENDICES ...xx
LIST OF ABBREVIATIONS ...xxi
CHAPTER I INTRODUCTION ...1
A.Background of the Research ...1
B.Problem Statement ...6
C.The Objectives of the Research ...7
D.The Benefits of the Research ...7
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2. Practical Aspects ...8
CHAPTER II REVIEW OF RELATED LITERATURE ...10
A. Instructional Design ...10
1. The Notion of Instructional Design ...10
2. Characteristics of Instructional Design ...13
3. Components of Instructional Design ...14
a. Syllabus ...15
1) The Notion of Syllabus ...15
2) Types of Syllabus ...16
b. Learning Objectives ...21
1) The Notion of Learning Objectives ...21
2) The Distinction between Learning Objectives and Goals ...24
3) Types of Learning Objectives ...25
c. Procedure ...26
1) The Notion of Procedure ...26
2) Types of Procedure ...29
d. Classroom Technique ...34
1) The Notion of Classroom Technique ...34
2) Types of Classroom Technique ...35
e. Instructional Materials ...38
f. Media ...40
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h. Students‘ Role ...45
i. Assessment ...47
1) The Notion of Assessment ...47
2) Types of Assessment ...48
B. Previous Studies ...49
CHAPTER III RESEARCH METHODOLOGY ...65
A. Type of the Research ...65
B. Setting of the Research ...66
1. Place ...66
2. Time ...67
C. Data and Data Sources ...67
1. The Activities/Events ...67
2. Informants ...68
3. Documents ...68
D. Technique of Collecting Data ...68
1. Observation and Field Notes ...68
2. Interview ...69
3. Document Analysis ...70
E. Trustworthiness ...72
F. Technique of Analyzing Data ...77
1. Data Reduction ...77
2. Data Display ...78
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CHAPTER IV FINDINGS AND DISCUSSION ...80
A. Findings ...80
1. Syllabus ...80
a. Teachers‘ Definition about Syllabus ...81
b. Procedure in Designing Syllabus ...82
c. Type of Syllabus ...86
d. Competences Expected in Junior High School ...94
2. Learning Objectives ...96
a. Teachers‘ Definition about Learning Objectives ...96
b. General Objectives ...97
c. Specific Objectives ...98
3. Classroom Procedure ...101
a. Teachers‘ Reasons for Using EEK ...102
b. Steps of EEK in the Classroom ...103
4. Classroom Techniques ...110
a. Teacher‘s Definition about Classroom Techniques .110 b. Classroom Techniques Commonly Used in EEK ....111
5. Instructional Materials ...132
a. Process in Selecting Instructional ...132
b. Roles of Instructional Materials ...134
c. Kinds of Instructional Materials ...138
6. Media ...143
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b. Roles of Media ...145
c. Kinds of Media ...146
7. Teacher‘s Roles ...148
a. Teachers‘ Opinion about Roles in The Classroom ..148
b. Kinds of Teachers‘ Roles Found in The Classroom 150 8. Students‘ Roles ...157
9. Assessment ...166
a. Formative Assessment ...166
b. Middle Test ...173
c. Summative Assessment ...174
10.Strengths and Weaknesses of Instructional Design ...178
a. Strengths ...178
b. Weaknesses ...182
B. Discussion of Findings ...191
1. Syllabus ...191
2. Learning Objectives ...192
3. Classroom Procedure ...194
4. Classroom Techniques ...195
5. Instructional Materials ...197
6. Media ...199
7. Teacher‘s Roles ...201
8. Students‘ Roles ...203
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CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ....207
A. Conclusion ...207
B. Implication ...211
C. Suggestion ...212
BIBLIOGRAPHY ...215
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LIST OF FIGURES
Figure Page
Figure 2.1 Genre-Based Approach Cycle ...30
Figure 2.2 Task-Based Learning Phase ...31
Figure 2.3 Steps of 5-E Model ...32
Figure 2.4 Steps of EEK ...34
Figure 3.1 Miles and Huberman Model (Interactive Model) ...79
Figure 4.1 Top-Down Procedure in designing syllabus ...86
Figure 4.2 Classification of the Classroom Techniques Commonly Used in EEK for the Seventh Grade of SMP Negeri 24 Surakarta ...123
Figure 4.3 Classification of the Classroom Techniques Commonly Used in EEK for the Eighth Grade of SMP Negeri 24 Surakarta ...132
Figure 4.4 Process in Selecting Instructional Materials for the Teaching of English at SMP Negeri 24 Surakarta ...134
Figure 4.5 Roles of Instructional Materials for the Teaching of English at SMP Negeri 24 Surakarta ...138
Figure 4.6 Kinds of Instructional Materials for the Teaching of English at SMP Negeri 24 Surakarta ...142
Figure 4.7 Process in Selecting Media for the Teaching of English at SMP Negeri 24 Surakarta ...144
Figure 4.8 Teacher‘s roles for the teaching of English at SMP Negeri 24 Surakarta ...157
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Figure 4.10 Assessments Commonly Used in the Classroom at SMP Negeri
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LIST OF TABLES
Table Page
Table 2.1 Three Components of a Learning Objective ...23
Table 2.2 Cycle I of Genre-Based Approach ...29
Table 2.3 5-E Model ...32
Table 2.4 PPP Stages ...33
Table 3.1 Technique of Collecting Data ...71
Table 4.1 General Overview of Syllabus for grade VII in the Second semester at SMP Negeri 24 Surakarta ...92
Table 4.2 General Overview of Syllabus for grade VIII in the second semester at SMP Negeri 24 Surakarta ...93
Table 4.3 Specific Objectives for Teaching of English In The Seventh Grade at SMP Negeri 24 Surakarta ...99
Table 4.4 Specific Objectives for Teaching of English In The Eighth Grade at SMP Negeri 24 Surakarta ...100
Table 4.5 Classroom Procedure at SMP Negeri 24 Surakarta ...101
Table 4.6 Printed Materials for the Teaching of English at SMP Negeri 24 Surakarta ...139
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LIST OF PICTURES
Picture Page
Picture 4.1 PPT Slides Used for the Teaching of English at
SMP Negeri 24 Surakarta ...140
Picture 4.2 Internet-based Materials for the Teaching of English at SMP Negeri 24 Surakarta ...142
Picture 4.3 Media as Instructional Aids for the Teaching of English at SMP Negeri 24 Surakarta ...146
Picture 4.4 Examples of Pictures for the teaching of English at SMP Negeri 24 Surakarta ...147
Picture 4.5 Multiple Choice ...167
Picture 4.11 Sentence/Completion Dialogue ...173
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LIST OF APPENDICES
Appendix Page
Appendix 1 Research Mapping ...225
Appendix 2 Observation and Interview Schedule ...227
Appendix 3 School Map of SMP Negeri 24 Surakarta ...229
Appendix 4 Interview Transcript with Teacher RH ...230
Appendix 5 Interview Transcript with Teacher PK ...235
Appendix 6 Interview Transcript with Head of English Teacher‘s forum for Junior High School in Surakarta ...241
Appendix 7 Interview Transcript with Two Students in the Seventh Grade at SMP Negeri 24 Surakarta ...244
Appendix 8 Interview Transcript with Two Students in the Eighth Grade ....247
Appendix 9 Field Note of Observation in the Seventh Grade and Eighth Grade at SMP Negeri 24 Surakarta ...250
Appendix 10 Sample of Syllabus in the Seventh Grade ...431
Appendix 11 Sample of Lesson Plan in the Seventh Grade ...438
Appendix 12 Sample of Syllabus in the Eighth Grade ...448
Appendix 13 Sample of Lesson Plan in the Eighth Grade ...459
Appendix 14 Documentation of Classroom Activity ...464
Appendix 15 Research Letter from Pascasarjana FKIP UNS ...466
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LIST OF ABBREVIATIONS
ARC : Authentic, Restricted, Clarification
BKOF : Building Knowledge of the Field
EEK : Exploration, Elaboration, Confirmation
ESA : Engage, Study, Active
ESP : English for Specific Purpose
GBA : Genre-Based Approach
IBL : Inquiry-Based Learning
ICT : Independent Construction of Text
ID : Instructional Design
IM : Instructional Materials
JCT : Joint Construction of Text
KKM : Kriteria Ketuntasan Minimal
KTSP : Kurikulum Tingkat Satuan Pendidikan
LCD : Liquid Crystal Display
LKS : Lembar Kerja Siswa
LPMP : Lembaga Penjaminan Mutu Pendidikan
MGMP : Musyawarah Guru Mata Pelajaran
MT : Modelling of Text
PPP : Presentation, Practice, and Presentation
PPT : Power Point
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SMA : Sekolah Menengah Atas
SMP : Sekolah Menengah Pertama
TBL : Task-Based Learning
TEFL : Teaching English as a Foreign Language
TESOL : Teaching English as a Second Language
