DESIGNING A SET OF INTEGRATED READING WRITING
MATERIALS USING TASK-BASED LEARNING FOR THE
EIGHTH GRADE STUDENTS OF SMP BOPKRI 2
YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Christian Adi Barata Alexander
Student Number: 081214054
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
DESIGNING A SET OF INTEGRATED READING WRITING
MATERIALS USING TASK-BASED LEARNING FOR THE
EIGHTH GRADE STUDENTS OF SMP BOPKRI 2
YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Christian Adi Barata Alexander
Student Number: 081214054
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
ii
A Sarjana Pendidikan Thesis on
DESIGNING A SET OF INTEGRATED READING WRITING
MATERIALS USING TASK-BASED LEARNING FOR THE
EIGHTH GRADE STUDENTS OF SMP BOPKRI 2
YOGYAKARTA
By
Christian Adi Barata Alexander
Student Number: 081214054
Approved by
Advisor
iii
A Sarjana Pendidikan Thesis on
DESIGNING A SET OF INTEGRATED READING WRITING
MATERIALS USING TASK-BASED LEARNING FOR THE
EIGHTH GRADE STUDENTS OF SMP BOPKRI 2
YOGYAKARTA
By
Christian Adi Barata Alexander Student Number: 081214054
Defended before the Board of Examiners on 14 August 2013
and Declared Acceptable
Board of Examiners
Chairperson : C. Tutyandari, S.Pd., M.Pd. ………
Secretary : Drs. Barli Bram, M.Ed., Ph.D. ………
Member : Ag. Hardi Prasetyo, S.Pd., M.A. ………
Member : Dr. Ant. Herujiyanto, M.A. ………
Member : C. Tutyandari, S.Pd., M.Pd. ………
Yogyakarta, 14 August 2013
Faculty of Teachers Training and Education Sanata Dharma University
Dean,
iv
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 14 August 2013
The researcher
Christian Adi Barata Alexander
v
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Christian Adi Barata Alexander
Nomor Mahasiswa : 081214054
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING A SET OF INTEGRATED READING WRITING
MATERIALS USING TASK-BASED LEARNING FOR THE
EIGHTH GRADE STUDENTS OF SMP BOPKRI 2
YOGYAKARTA
beserta alat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 14 Agustus 2013
Yang menyatakan
vi
ABSTRACT
Alexander, Christian A. B. (2013). Designing a Set of Integrated Reading Writing Materials Using Task-based Learning for the Eight Grade Students of SMP Bopkri 2 Yogyakarta. Undergraduate Thesis. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Based on the observation in SMP Bopkri 2 Yogyakarta, it was found that the students had difficulties in English subject. Most of them had below average score in exam. The activities mostly used in teaching-learning activities were still teacher-centered which resulted in students being too passive. It is also worth to mention that the teacher still relied on textbook provided too much without trying to make appropriate materials which difficulty is suitable for students’ ability. The students also did not have enough integrated reading writing materials which can help them learning both skills efficiently. Therefore, this study’s purpose is to design a set of integrated reading writing materials using Task-based Learning for the eighth grade students of SMP Bopkri 2 Yogyakarta. This study focused on two main questions. The first was about how a set of integrated reading writing materials using Task-based Learning for the eighth grade students of SMP Bopkri 2 Yogyakarta designed. The second was about what the designed materials looked like.
To answer the first question, the researcher used instructional model from Kemp which had been modified. There were eight steps used in this study. The nine steps were: (1) conducting need analysis, (2) stating goals, topics, and purposes, (3) stating learning objectives, (4) listing subject contents, (5) selecting teaching-learning activities, (6) designing the materials, (7) evaluating the materials, and (8) revising the materials. The analysis from the evaluation showed that the respondents gave positive reviews regarding the materials. Therefore this can be concluded that the materials were acceptable and appropriate to be used by eighth grade students of junior high school.
To answer the second question, this study presented the final version of the designed materials which already being revised based on the evaluation. The designed materials consist of four units. Each unit is divided into three main parts. They are Pre-task which is called Starting Up, Task-Cycle which is divided into Time to Get Serious and Let’s Do It Together, and Language Focus.
This set of integrated reading writing materials is expected to be used by the teachers for teachings in the class. This material is also expected to facilitate the students in learning both reading and writing skills.
vii
ABSTRAK
Alexander, Christian A. B. (2013). Designing a Set of Integrated Reading Writing Materials Using Task-based Learning for the Eight Grade Students of SMP Bopkri 2 Yogyakarta. Skripsi Sarjana Pendidikan. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Sanata Dharma University.
Dalam pengamatan di SMP Bopkri 2 Yogyakarta, diketahui bahwa siswa mengalami kesulitan dalam pelajaran bahasa Inggris. Kebanyakan dari mereka mendapatkan nilai yang masih di bawah rata-rata ketika diadakan ulangan. Aktivitas yang digunakan dalam kegiatan pembelajaran masih terlalu terpusatkan pada guru sehingga membuat siswa terlalu pasif. Juga guru yang terlalu memanfaatkan buku paket yang telah disediakan tanpa mencoba untuk membuat materi sendiri yang tingkat kesulitannya sesuai dengan kemampuan siswa. Para siswa juga kurang mendapatkan pelajaran membaca dan menulis terintegrasi yang dapat digunakan untuk membantu mereka mempelajari Bahasa Inggris secara efisien. Oleh karena itu, studi ini bertujuan untuk merancang seperangkat materi Bahasa Inggris membaca dan menulis yang terintegrasi untuk siswa kelas delapan SMP Bopkri 2 Yogyakarta. Studi ini memfokuskan pada dua pertanyaan. Pertanyaan pertama adalah bagaimana membuat seperangkat materi Bahasa Inggris membaca dan menulis yang terintegrasi menggunakan Task-Based Learning untuk siswa-siswi kelas delapan SMP Bopkri 2 Yogyakarta. Pertanyaan kedua adalah seperti apakah bentuk dari materi Bahasa Inggris membaca dan menulis tersebut.
Untuk menjawab pertanyaan pertama, peneliti menggunakan model perancangan dari Kemp yang telah dimodifikasi. Ada delapan langkah yang digunakan dalam studi ini. Langkah-langkah tersebut adalah (1) mengadakan penelitian untuk mendapatkan kebutuhan berbahasa siswa, (2) menentukan tujuan, membuat daftar topik, dan menguraikan tujuan umum, (3) menentukan tujuan pembelajaran, (4) membuat daftar isi pokok, (5) memilih kegiatan belajar dan mengajar, (6) membuat materi, (7) mengevaluasi materi, dan (8) merevisi materi. Hasil analisis berdasarkan evaluasi materi menunjukkan bahwa para responden memberikan penilaian positif terhadap desain materi ini.. Oleh karena itu dapat disimpulkan bahwa desain materi yang dibuat sudah dapat diterima dan sesuai untuk siswa kelas delapan sekolah menengah pertama.
Untuk menjawab pertanyaan kedua, studi ini menyajikan hasil akhir materi yang telah direvisi. Materi terdiri dari empat unit. Setiap unit akan terbagi menjadi tiga bagian utama, yaitu Pre-task yang dinamakan Starting Up, Task Cycle yang dibagi menjadi dua yaitu Time to Get Serious dan Let’s Do It Together, dan yang terakhir Language Focus.
Desain materi ini diharapkan dapat digunakan oleh para guru dalam mengajar di kelas. Begitu pula diharapkan agar dapat membantu siswa dalam mempelajari ketrampilan membaca dan menulis Bahasa Inggris.
viii
ACKNOWLEDGEMENTS
First of all, I would like to give my praise and gratitude to Jesus Christ. His
blessing and guidance have strengthened me from the beginning until the end of
this thesis. Without His guidance, it will be impossible for me to finish this thesis.
I would also like to thank my mother, Siendriati, for encouraging me all this
time.
I would like to express my greatest gratitude to A. Hardi Prasetyo, S.Pd.,
M.A., my advisor. His suggestions, supports, and encouragement have helped me
finish my thesis.
My appreciation also goes to Dra. Yetti Soebari, the principal of SMP
Bopkri 2 Yogyakarta, who gave me permission to conduct my research. My
gratitude is addressed to Ariaty Puji Lestari, S.Pd., for her cooperation during
my research there and also for her guidance, evaluation, and suggestion for my
designed materials. My sincere gratitude is also addressed to the eighth grade
students class B of SMP Bopkri 2 Yogyakarta.
I would also like to thank all my respondents: C. Tutyandari, S.Pd., M.Pd.
and Dra. Sriningsih. Their suggestions gave me huge help in improving my
designed materials.
Lastly, I would like to thank my brother in arms, Yustian, Mary, and Joko.
Their supports and ideas have helped me tremendously to overcome any
difficulties I had in finishing my thesis.
ix
TABLE OF CONTENTS
Page
TITLE PAGE ... ...i
PAGE OF APPROVAL ... ..ii
PAGE OF ACCEPTANCE ... .iii
STATEMENT OF WORK’S ORIGINALITY ... .iv
PERNYATAAN PERSETUJUAN PUBLIKASI ... ..v
ABSTRACT ... .vi
ABSTRAK ... vii
ACKNOWLEDGEMENTS ... .viii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xii
LIST OF FIGURES ... .xiii
LIST OF APPENDICES ... .xiv
CHAPTER I INTRODUCTION ... 1
A. Research Background ... 1
B. Problem Limitations ... 4
C. Problem Formulation ... 4
D. Research Objectives ... 4
E. Benefits of the Research ... 5
F. Definition of Terms ... 6
CHAPTER II REVIEW OF LITERATURE ... 8
A. Theoretical Description ... 8
1. Instructional Design Model ... 8
2. Reading Skill ... 10
3. Writing Skill ... 12
4. The Integration of Reading and Writing ... 13
x
6. Task-Based Learning ... 16
B. Theoretical Framework ... 19
CHAPTER III METHODOLOGY ... 23
A. Research Method ... 23
B. Research Participants ... 27
C. Setting ... 28
D. Research Instrument ... 28
E. Data Gathering Technique ... 29
F. Data Analysis Technique ... 30
G. Procedure of the Study ... 32
CHAPTER IV RESEARCH RESULTS AND DISCUSSIONS ... 34
A. The Steps in Designing the Integrated Reading Writing Materials .... 34
1. Conducting Needs Survey ... 35
2. Stating Goals, Topics, and Purposes ... 39
3. Stating Learning Objectives ... 41
4. Listing Subject Contents ... 42
5. Selecting Teaching-Learning Activities ... 43
6. Designing the Materials ... 44
7. Evaluating the Materials ... 44
8. Revising the Materials ... 44
B. The Finding of the Evaluation on the Designed Materials ... 44
1. Description of the Participants ... 45
2. Description of the Data ... 45
C. Discussion on the Results of the Evaluation-Questionnaire ... 47
D. The Presentation of the Designed Materials ... 49
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... ..50
A. Conclusions ... ..50
xi
REFERENCES ... .53
xii
LIST OF TABLES
Table Page
3.1 Degree of Agreement ... 31
3.2 Tendency of Respondents’ Opinion ... 31
4.1 The Results of the Need Analysis Survey ... 35
4.2 The Topics in the Designed Materials ... 40
4.3 The Basic Competencies ... 40
4.4 The Indicators ... 41
4.5 Description of the Participants ... 45
4.6 Degree of Agreement ... 45
xiii
LIST OF FIGURES
Figure Page
xiv
LIST OF APPENDICES
Appendix Page
Appendix A. Permission Letter ... 56
Appendix B. Instruments of Need Analysis Evaluation ... 58
List of Interview Questions ... 59
Interview Transcripts ... 60
Questionnaire of Research & Information Collecting ... 62
Appendix C. Materials Evaluation Questionnaire ... 67
Appendix D. Syllabus & Lesson Plans ... 74
Syllabus ... 75
Lesson Plans ... 81
1
CHAPTER I
INTRODUCTION
In this chapter, the researcher will introduce the field and the background
of his research. The researcher presents the basic information of the research here.
This chapter divided into six parts, those are the research background, problem
formulation, problem limitation, research objectives, research benefits and
definition of terms used in his research.
A. Research Background
In mid until late 2011, the researcher had a teaching experience in one of
the junior high schools in Yogyakarta. This school was SMP Bopkri 2 Yogyakarta.
When the researcher first went to the school, the researcher had an optimistic
thinking that the students would be smart enough in English subject. But after
having some teaching observations, the prediction was quite wrong. The students
seemed unable to understand what they were taught. The students mostly only
listened to what the teacher said, but whenever they were given task they almost
always had problem to solve it. The score the students acquired in exam was not
very high, some students even scored below average. Another problem which
occurred here was that the teacher relied on textbook so much without providing
or using own materials. From the researcher‟s point of view, that was not an ideal
way in teaching-learning activities. Textbook materials mostly generalize the level
to some degree. Not to mention that not all students would be interesting in
learning the topics in the textbook.
In the past when the researcher was still a student in junior high school
level, the activity was very similar to what happened in SMP Bopkri 2
Yogyakarta. The pattern was almost the same every time, in which the teacher
explained the lesson and the students, sadly, only became good „listeners‟. The
result would be a passive teaching-learning activity. In other words, the
communication and interaction between the teacher and students was very limited.
In order to change this “old” way of teaching, the researcher was trying to
make use of Task Based Learning activity. Tasks are activities where the target
language is used by the learner for a communicative purpose (goal) in order to
achieve an outcome (Willis and Willis, 2001). Willis (2001) also stated that in
task based learning activity, the success of learning relies on the learners
themselves. The learners‟ involvements are required in order that they can follow
the lesson. Practices are commonly happening in this task based learning.
The researcher wanted to create an example of task based learning material
for eighth grade students of SMP Bopkri 2 Yogyakarta. In this research, however,
not all part of language skill will be regarded. The researcher will only create
reading and writing task based material. There were two basic reasons why the
researcher only chose these two language skills. The first reason was simply
because in SMP Bopkri 2 Yogyakarta, only those two skills were given. It related
to the human resources availability there. Unlike other mid-high level junior high
3
listening skills. National Examination (Ujian Nasional) was also the concern why
the school only focused in reading and writing skills. The other two skills,
speaking and listening, are not included in Ujian Nasional.
The researcher also had another reason why reading and writing skills
were chosen. The reason behind this choice was that these two skills are related
one another. Reading is about understanding written texts. It is a complex activity
that involves both perception and thought (Pang et al., 2003). Furthermore, Pang
et al. (2003) stated that for children and adults, the ability to read opens up new
world and opportunities. It enables people to gain new knowledge, enjoy
literature, and do everyday things. The other thing which people can get from
reading is of course about the grammar or sentence patterns. This is closely
related with writing skills. Writing is the most important invention in human
history (Carroll, 1991). In writing, people provide a relatively permanent record of
information, opinions, beliefs, feelings, arguments, explanations, theories, etc. As
stated by Carroll (1991:1), “writing allows us to share our communication not
only with our contemporaries, but with also with future generations”. Then, with
writing people can express their thought which is very important. After all,
writing is about creating something to be read. From here, it can be seen that these
two skills, reading and writing, are integrated to each others. The researcher then
tries to create designed materials which facilitate the use of these integrated skills;
reading and writing for the eight grade students in order to facilitate them learning
B. Problem Limitations
This research only provided two of English skills; they are reading and
writing skills. The method used in this material design was Task-Based Learning
method. The researcher followed the syllabuses, competence standards, and basic
competencies of the eighth grade of junior high school. Therefore, the designed
material can be used by the eighth grade students of SMP Bopkri 2 Yogyakarta.
The level of difficulties of the materials was also adjusted with the ability of SMP
Bopkri 2 Yogyakarta‟s eighth grade students.
C. Problem Formulation
There are two problem formulations which are investigated in this
research:
1. How is a set of integrated reading writing materials using task-based
learning for the eighth grade students of SMP Bopkri 2 Yogyakarta
designed?
2. What does the designed set of integrated reading writing materials using
task-based learning for the eight grade junior high school students of SMP
Bopkri 2 Yogyakarta look like?
D. Research Objective
This research is conducted to answer the questions stated in problem
5
1. Find out how a set of integrated reading writing materials using task-based
learning for the eighth grade students of SMP Bopkri 2 Yogyakarta is
designed.
2. Present the designed set of integrated reading writing materials using
task-based learning for the eight grade students of SMP Bopkri 2 Yogyakarta.
E. Benefits of the Research
The results of the research are expected to bring valuable contribution to
the people who concern and are willing to take part in teaching-learning process
of English language. The following are those who might obtain benefit from this
research.
1. English teachers
The designed materials created in this research can be used by English
teachers as a sample material. Teachers are free to use the materials. They can
modify the materials if required or use these materials as a role model if they want
to make similar materials. Hopefully, by using these materials the teachers can
improve their way of teaching.
2. Junior high school students
The designed materials created in this research can help the students to
increase their English ability in reading and writing. Hopefully, by using these
materials the students can increase their motivation in learning English. These
materials also provide chance for the students to learn independently at home
3. The researcher
As a teacher candidate, the researcher will also obtain benefit from this
research because this research gives experience for the researcher to make a
lesson plan and designed materials that can be used in teaching-learning activity.
The designed materials created in this research can give feedback whether the
researcher has succeeded to become a teacher candidate or not.
F. Definitions of Terms
1. Design
Hutchinson and Waters (1994) stated that designing is the same as creating
a new set of materials that fit the learning objectives and subject area of particular
learners. Newby as stated by Cahyaningsih (2010) said that designing instruction
is a “systematic” process to develop an instructional plan that is an orderly
process, an internal logic, resulting in a coherent plan in which the components of
the plan closely match one another. In this research, the researcher designs a set of
integrated reading writing materials using Task-Based Learning for the eighth
grade students of SMP Bopkri 2 Yogyakarta.
2. Task-Based Learning
Task-Based Learning is one kind of learning ways. Task-Based Learning
is conducted by giving lot of tasks to the learner. Nunan (1989) stated that the
purpose of Task-Based Learning is the learners are able to comprehend,
manipulate, produce, and interact using their language. Kranhke (1987) also said
7
means that by using Task-Based Learning, the students will have lot of
opportunity to practice when learning. In this research, Task-Based Learning
gives the students more opportunities to practice by doing the tasks.
3. Junior High School Students
In this research, junior high school in Indonesia is called Sekolah
Menengah Pertama (SMP). SMP consists of three grades. The grades are seventh,
eighth, and ninth grade. The students are ranging at age 12-15. The materials
designed in this research are made for the students of SMP Bopkri 2 Yogyakarta
8
CHAPTER II
REVIEW OF LITERATURE
In this chapter, the researcher is going to present some related theories to
the research. The theories are going to be categorized as two sub-chapters,
Theoretical Description and Theoretical Framework.
A. Theoretical Description
In this section the researcher would like to discuss some related theories in
this research. The theories are Instructional Design Model, Reading, Writing, the
Integration of Reading and Writing Skills, Communicative Language Teaching,
and Task-Based Learning. The description of each theory is as follows.
1. Instructional Design Model
The instructional design model which the researcher decided to use in this
research is Kemp’s Model. In order to design material, the researcher needs to
find information about the objectives in the instructional design, what kinds of
activity and resources used, and the evaluation of the instructional design.
Therefore, there are three main questions related to instructional design in this
research; the questions are (1) What must be learned? (2) What are the appropriate
activities and resources can be used in the design? and (3) How does the
researcher know when the designed material is appropriate to the learner?
In his model, Kemp (1977) has described that there are eight steps in
9
a. Goals, topics, and general purposes: identifying goals, selecting topics, and
listing general purposes based on each topic.
b. Learning characteristics: obtain information about the learners’ capabilities,
needs, and interests.
c. Learning objectives: stating measurable objectives that the researcher knows
specifically what he is trying to teach and can later determine whether the
researcher has accomplished it.
d. Subject content: closely relate to the objectives and the student’s needs.
e. Pre-assessment: develop pre-test to measure in what extent the student has
acquired the necessary prerequisites for studying the topic and what the
student may has already mastered about the subject to be studied.
f. Teaching learning activities and resources: selecting the teaching learning
activity for the instructional plan to achieve objectives’ accomplishment.
g. Support services: considering support services such as funds, facilities,
equipment, and personnel to carry out the instructional plan.
h. Evaluation: measure the learning outcomes relating to the objectives and
evaluate any phase of the plan that needs improvement.
Figure 2.1
Kemp’s Instructional Model (Kemp, 1977:9)
2. Reading Skills
Reading is a pervasive activity. Widdowson (1979) defines reading as the
process of getting linguistic information via print. Snow (2002) said that reading
comprehension is the process of simultaneously extracting and constructing
meaning through interaction and involvement. Snow also stated that
comprehension entails three elements; they are:
11
2. The text that is to be comprehended
3. The activity in which comprehension is a part.
In reading comprehension, there are stages of level. Cushenberry (1988)
described four basic levels of reading comprehension as follows.
1. Literal reading
In this first level, the readers remember details, note main ideas, follow
directions, and discover the cause and effect explicitly.
2. Interpretive reading
In this second level, the learners try to discover the author’s purpose, find
main ideas and cause effect implicitly.
3. Critical reading
In this third stage, the readers are expected to be able to determine whether
the statement is fact or opinion.
4. Creative reading
In the last stage, the readers use the printed matter to solve problems. They
are also needed to draw conclusions about what they would have done had
they been one of the characters in the selection.
In this research, the researcher focused on reading comprehensions mainly
on literal reading, interpretive reading, and critical reading. Because in this
research, the researcher will integrate reading and writing skills, for the next part
3. Writing Skill
Writing skill is the opposite of reading skill. While reading is receptive
skill, then writing is productive skill.
a. The Nature of Writing
Basically, writing is the physical act of committing words or ideas into a
medium. Bailey (1994) as cited by Rinanti (2009:14) stated that “writing is the
mental work of inventing ideas, thinking about how to express them, and
organizing them into statements and paragraphs that will be clear for reader”.
Rinanti (2009) also stated that there four common purposes of writing. They are to
express idea or share feelings, to teach someone on how to do something, to
persuade someone to agree with the writer’s point of view, and to explain or
clarify topics.
b. Types of Writing Activities
There are two types of writing activities. They are writing as a process and
writing as a product. Rinanti (2009:15) explained that in process writing, the
activities are brainstorming, drafting, writing, feedback, revising, and editing in a
a cyclical fashion. Davies and Pearse (2000) provided three examples of simple
writing tasks which can be conducted easily by junior high school students. They
are parallel compositions, parallel letters, and picture compositions. These
activities descriptions are as follows.
1) Parallel compositions
In class, the teacher discusses a topic with the students. For example is
13
teacher ask the students to use the sentences as patterns. Later the students can
write a parallel composition about other animals (same topic).
2) Parallel letters
The students are asked to read a letter, which consists of personal
information of someone. The students then write a reply with their own personal
information using the same patterns or format of the letter they have read before.
3) Picture compositions
A volunteer is asked to tell a simple story based on the provided sequence
of pictures. After memorizing the story, the students write the story.
Before designing writing material, as productive skill, the researcher will
design receptive skill first which is reading skill, reading comprehension to be
exact. The comprehension obtained in this reading later will be used as the basis
to create the writing material in this research. Therefore, the integration of reading
and writing skill is needed in this research.
4. The Integration of Reading and Writing
In this part, the researcher will discuss two parts. The first one is the bases
of integrating reading and writing, and the second one is how to integrate reading
and writing skills.
a. The Base of Integrating Reading and Writing
Cahyaningsih (2010) said that reading and writing are related to each
other. While reading is receptive, writing is productive. When someone read about
something, then automatically they will learn style of writing by the researcher of
someone writes about something. Suwignyo (1999) as cited by Cahyaningsih said
that when reading, people receive all information into their mind. Suwignyo
(1999) also said that in writing, people transform their idea and thought into
written form.
Because of those facts, in order to get better result in writing, people
should increase their reading first. As stated by Suwignyo (1999), the sentence
structure can be learned from reading thus people can apply that structure in
written form. It also needs to be noted that if people only read, and not doing any
follow up activities, this can affect their improvement. So, it is suggested that after
doing reading activity, they continue it with writing activity. Therefore, integrated
reading and writing skills are recommended.
b. How to Integrate Reading and Writing Skills
Suwignyo (1999) as cited by Cahyaningsih mentions that there are some
ways to integrate reading and writing. Selecting appropriate materials for reading
is very important. Suwignyo (1999) also recommended that teacher gives
intensive reading to the students. Suwignyo (1999) states that appropriate selected
materials will considerably assist the students to establish a systematic
organization of information.
In order to integrate reading and writing, the reading activity will be
followed by writing activity. The teacher should ask the students to make their
writing composition based on the information found in reading phase.
Cahyaningsih (2010) stated that the teacher may give the students the guide
15
One of the most typical ways of integrated teaching is stated by
Cahyaningsih (2010). In her paper, Cahyaningsih (2010:18) states:
“The teacher should start from the simple reading text in order to build the students’ habit of reading. The activities done in class can be in a form of completing the missing words in the reading passage, answering the challenging questions based on the reading text, exploring the students’ opinion and reaction towards the reading materials, summarizing the reading materials and asking the students to write their opinion, attitudes towards the reading and make a composition based on the reading text.”
5. Communicative Language Teaching
Communicative Approach is one of the best methods to use in teaching
four basic skills in English, which are reading, writing, speaking, and listening.
Littlewood (1981) as cited by Cahyaningsih (2010) stated that one of the
characteristic features of Communicative Language Teaching is that it pays
systematic attention on functional as well as structural aspects of language.
a. Learner Roles in CLT
In CLT, the learner needs to be actively taking part in teaching-learning
process. Cahyaningsih (2010) explained that the learner needs to give his/her own
contribution on the process of learning in order to reach a succeeded learning
process. With actively taking part, the learner will be able to create independent
learning situation.
b. Teacher Roles in CLT
According to Breen and Candlin as stated in Richard and Rogers (1985),
1) As facilitator
The teacher facilitates the communication between the class participants.
The teacher may also facilitate the communication between the participants and
the various activities.
2) As participant
Besides being a facilitator, the teacher may also play role as participant in
the learning process.
Based on the explanations above, the researcher decided to adopt this
Communicative Language Teaching. Communicative Language Teaching has a
close relation with Task-Based Learning. These two motivates the students to
learn and interact in class activity.
6. Task-Based Learning
Task-Based Learning enables the learner to interact when they are about to
learn something. With lot of opportunity in interacting with others, the learners
will be able to understand each other and can express their own idea and feeling
naturally. Willis (1996) stated that in task-based learning, the teachers play the
role as a facilitator and give the students enough opportunity in class.
a. Components of the Task-Based Learning Framework
Willis (1996) proposed three phased of task-based learning. They are:
1) Pre-task
a) Introduction to topic and task
The teacher explores the topic with the class, highlights useful words and
17
learners may hear a recording of others doing a similar task, or read part of a text
as a lead in to a task.
2) Task-Cycle
a) Task
The students do the task, in pairs or small groups. The teacher monitors
from a distance, encouraging all attempts at communication, not correcting. Since
this situation has a "private" feel, the students feel free to experiment. Mistakes do
not matter.
b) Planning
The students prepare to report to the whole class (orally or in writing) how
they did the task, what they decided or discovered. Since the report stage is public,
the students will naturally want to be accurate, so the teacher stands by to give
language advice.
c) Report
Some groups present their reports to the class, or exchange written reports,
and compare results. The teacher acts as a chairperson, and then comments on the
content of the reports.
3) Language Focus
a) Analysis
The students examine and then discuss specific features of the text or
transcript of the recording. They can enter new words, phrases and patterns in
b) Practice
The teacher conducts practice of new words, phrases, and patterns
occurring in the data, either during or after the analysis.
b. Types of Activities
Pattison (1987) provides seven types of activities as follows.
1) Question and Answer
These activities are based on the concept of creating an information gap.
The aim is for the learners to discover their classmates’ knowledge, opinions, and
experiences.
2) Dialogues and Role-Play
These activities can be wholly scripted or wholly improvised. The wholly
improvised can happen if the learners are given some choice of what to say, and if
there is a clear aim to be achieved by what they say in their role-plays.
3) Matching Activities
In here, the learners are to recognize matching items, or to complete pairs
or sets.
4) Communication Strategies
These activities are designed to encourage the learners to practice
communication strategies such as paraphrasing, borrowing, or inventing words,
19
5) Pictures and Picture Stories
Many communication activities can be stimulated through the use of
pictures and picture stories. The activities can be such as memory test, spot the
difference, and sequencing pictures to tell a story.
6) Puzzles and Problems
These activities require the learners to make guesses, draw on their general
knowledge and personal experience, use their imagination, and test their power of
logical reasoning.
7) Discussions and Decisions
These activities require the learners to collect and share information to
reach a decision.
B. Theoretical Framework
The theoretical descriptions mentioned above are the basis which will be
the theories of framework for this research. There are two problem formulations in
this research. The first one is how is a set of integrated reading writing materials
using task-based learning for the eighth grade students of SMP Bopkri 2
Yogyakarta designed. The second one is what does the designed set of integrated
reading writing materials using Task-Based Learning for the eight grade junior
high school students of SMP Bopkri 2 Yogyakarta look like.
To answer the first problem formulation, the researcher chooses to use
Kemp’s instructional design model. There will be eight steps used in order to
based on School-based curriculum 2006. The eight steps used by the researcher to
make the material design are as follows.
1. Conducting needs survey
The researcher takes the need based approach tries to check out what
difficulties in which the students faced. Therefore, the researcher will be able to
find out what the students needs in his designed materials. This survey also
expected to find some suggestion from the English teacher about what kind of
design should the researcher design.
2. Stating goal, topic, and purposes
The researcher states what the most appropriate goal is in his designed
material based on need analysis survey he has conducted before. To achieve the
goal, the researcher will make some topics to be included in his design. The
purposes of each topic also need to be clear so it will help the learner in learning
through the designed materials.
3. Stating learning objectives
The researcher specifies learning objectives very carefully. For each topic,
the researcher gave clear and explicit objectives. The reason is to help the learners
to be able to understand about what they will learn. Also, the objectives should be
able to be measured.
4. Listing subject content
The research specifies the specific knowledge and skills. The subject
content has something to do with the learners’ need and the objectives of the
21
5. Selecting teaching and learning activities
This step can only be done after all the data of need analysis were
obtained. Topic and objectives also must be already done. Then, the researcher
selects what kind of activities which can support the objectives of the designed
materials. The researcher pays attention to what kind of activities appropriate for
the eighth grade students.
6. Designing the materials
After determining goals, topics, general purposes, objectives, subject
contents, and the teaching activities, the researcher proceeds to design the
materials.
7. Evaluating the materials
Evaluation can be conducted after the designed materials were created.
The researcher then distributed questionnaire to an English lecturer, an English
teacher, and an English tutor. The researcher expects suggestions and feedbacks
from them in order to revise his designed materials.
8. Revising the designed materials
For the last step, the researcher use the data obtained from the
questionnaire of materials evaluation. These data will be the basis of revising and
improving his designed material better than the previous one.
These eight steps described above can be summarized in the figure 2.2.
Figure 2.2
The Researcher’s Model
To answer the second problem formulation, which is what does the
designed set of integrated reading writing materials using task-based learning for
the eight grade junior high school students of SMP Bopkri 2 Yogyakarta look like,
the researcher chooses to use Willis’s Task-Based Learning. Therefore, the
researcher designs the materials based on the procedure of Task-Based Learning.
The procedures are the Pre-Task, Task-Cycle, and Language Focus. The types of
activities in the designed materials are question and answers, pictures and picture
stories, and discussions. The designed materials are focused in the integration of
reading and writing, in which the reading comprehensions come first followed by
writing. Therefore, the reading sections become the model for the writing. Evaluating the
materials Conducting needs
survey
Stating goal, topic, and purposes
Stating learning objectives
Listing subject content
Selecting teaching learning activities
Designing the materials Revising the
[image:37.595.99.520.113.609.2]23
CHAPTER III
METHODOLOGY
In this chapter, the researcher will describe the methodology used of his
research. There are six parts in this chapter which the researcher will explain.
Those are research method, research setting, research participants/subjects,
instruments and data gathering technique, data analysis technique, and research
procedure.
A. Research Method
In this research, there are two problem formulations. First one is how is a
set of integrated reading writing materials using task-based learning for the eighth
grade students of SMP Bopkri 2 Yogyakarta designed? And the second one is
what does the designed set of integrated reading writing materials using
task-based learning for the eight grade junior high school students of SMP Bopkri 2
Yogyakarta look like?
According to the problem formulations above, then this research can be
categorized as Educational Research and Development (R&D). Borg and Gall
(1983) stated that Educational Research and Development (R&D) is a process
used to develop and validate educational products. According to Borg and Gall
(1983), there are ten steps in R&D. Those steps are research and information
collecting, planning, preliminary form of product developing, preliminary field
operational field testing, final product revision, and dissemination and
implementation.
However, in this research the researcher believes that not all the steps
mentioned by Borg and Gall are needed to be conducted. The researcher only used
five of ten steps mentioned above. These five steps are already appropriate with
the procedure of the research. The steps are as follows.
1. Research and Information Collecting
This step is important to do because this is the step where the researcher
will find the information which will be useful in his research design materials later
on. The researcher chose to use questionnaires and conduct an interview. The
questionnaires were distributed to the students of the eighth grade SMP Bopkri 2
Yogyakarta, while the interview was conducted to the English teacher of the same
school.
2. Planning
This step consists of stating goals and purposes, topics, making of lesson
plans and syllabus based on School-Based Curriculum 2006. The goals and
purposes that the students are going to achieve will be decided in this step. The
topic of the designed material will also be decided here.
3. Developing Preliminary Form of Product
This step consists of the preparation of instructional materials, handbooks,
and evaluation devices. This is where the researcher designed the materials using
Task-Based Learning. The researcher designed the materials using the result
25
designed a set of integrated reading writing materials using task-based learning for
the eighth grade students of SMP Bopkri 2 Yogyakarta.
4. Preliminary Field Testing
In this step, the researcher distributed questionnaire to English teacher of
SMP Bopkri 2 Yogyakarta and English lecturer of English Education Study
Program of Sanata Dharma University. The purpose of this preliminary field
testing is to obtain an evaluation based on the designed materials which have been
created by the researcher. The researcher found out that it is important to at least
get some feedbacks so he can improve his designed materials.
5. Main Product Revision
In this step, the researcher finally created the materials based on the
feedbacks given in preliminary field testing. This revision may not design only
once, the researcher will keep design the materials until the designed materials
have been included of all the feedbacks.
These five steps have the similarities with the steps in Kemp’s
instructional design which the researcher used for this research. These five steps
Research and information collecting The Researcher’s Model R&D Cycle
Figure 3.1
Relationship between the researcher’s model and R&D cycle
Evaluating the materials Stating goal, topic,
and purposes
Stating learning objectives
Listing subject content
Designing the materials Conducting need
analysis
Revising the designed materials
Planning
Developing preliminary form of a
product
Preliminary field testing
Main product revision Selecting teaching
27
B. Research Participants
The participants of this research will be divided in two groups. It is based
on the steps of the research itself. The steps of this research include two kinds of
survey to two different groups. The first one was the participants of research and
information collecting, while the second one was the participants of preliminary
field testing. Thus, the participants of this research will be based on these two
groups of survey. The participants are:
1. The Participants of Research and Information Collecting
The participants in this group were the eighth grade of SMP Bopkri 2
Yogyakarta. They were asked to fill some questionnaires provided by the
researcher to find out the information about the learners’ needs and interests. The
total numbers of the students in this class were 15 students; consisting of 8 male
students and 7 female students. Beside questionnaire, the researcher also
conducted an interview to the English language teacher in SMP Bopkri 2
Yogyakarta.
2. The Participants of the Preliminary Field Testing
The participants of this group were divided into three. The first one was an
English teacher, the second one was an English lecturer, and the third was a
language institute teacher. They were expected to give some opinions, feedbacks,
and suggestions regarding the designed materials created by the researcher. These
C. Setting
This research was conducted in the eighth grade of SMP Bopkri 2
Yogyakarta which located in Jalan Sultan Agung no.4 Yogyakarta. The
information collection was done in SMP Bopkri 2 Yogyakarta and Sanata Dharma
University.
D. Research Instrument
In order to obtain the data for the research, some instruments were used in
the research and information collecting and evaluation.
1. Instruments for Research and Information Collecting
There were two kinds of instruments used for research and information
collecting:
a. Questionnaire
According to Borg and Gall (1983:228), “Questionnaires are printed forms
that ask the same questions of all individuals in the sample and for which
respondents record their answers in verbal form”. A well-designed questionnaire
that is used effectively can gather information on both the overall performance of the
test system as well as information on specific components of the system. Therefore, the
researcher included questionnaire as the data gathering technique.
Based on the steps of R&D used in this research, the researcher distributed
the questionnaires to the eighth grade students of SMP Bopkri 2 Yogyakarta to
obtain the information needed about the materials by the students. The
29
b. Interview
As cited by Cahyaningsih (2010), Connel and Khan (1968) stated that
interview is a two-person conversation initiated by interviewer for the specific
purpose of obtaining research-relevant information and focused on content
specified by research objectives of systematic description, prediction, or
explanation.
Based on the steps of R&D used in this research, the researcher
interviewed the English teacher of SMP Bopkri 2 Yogyakarta. The interview was
conducted in order to obtain more information regarding what kind of Task-based
learning design material the researcher should create. The interview was
conducted informally.
2. Instrument for Evaluation
After designing materials, the researcher also distributed second
questionnaire to the English teacher, English lecturer, and language institute
teacher. This was done in order to obtain some feedbacks, suggestions, and
recommendations which can be used to improve the designed materials. This was
done as the fourth step of R&D, preliminary field testing.
E. Data Gathering Technique
This research was using R&D as its method. The research was done on
April 2012 in SMP Bopkri 2 Yogyakarta. According to the first step of R&D,
firstly the researcher distributed questionnaires to the eighth grade students of
the English teacher of the same school. These were done in order to find out the
students’ needs in learning English. After that, the researcher designed the
materials. After the designed materials were completed, as the preliminary field
testing, the researcher once again distributed some questionnaires. The
respondents of these questionnaires were an English teacher of SMP Bopkri 2
Yogyakarta, an English lecturer of English Education Study Program of Sanata Dharma
University, and a language institute teacher. After the data were collected, the
researcher used these data to make revision and improvement for the designed
materials.
F. Data Analysis Technique
In this research, the researcher used two instruments of gathering data,
questionnaire and interview. Questionnaire and interview were used to find out
students’ needs. The result of the questionnaire obtained then presented in form of
number and percentage. Later, these data were used as the basis of the researcher
deciding the topic and objectives of his designed materials.
After finished design the materials, the researcher used another
questionnaire to check whether the materials were appropriate enough or not, an
need suggestion and feedback for improvement. The researcher gave the
participants five options representing their agreement, disagreement, or doubt for
31
Table 3.1: Degree of Agreement
Points of Agreement Meaning
1 Absolutely Disagree
2 Disagree
3 Undecided
4 Agree
5 Absolutely Agree
The result was formed into descriptive statistics. Descriptive statistics
were used to characterized or describe a set of numbers in terms of central
tendency (Brown, 2002: 123). There are three characteristics can be used to find
central tendency, namely mean, median, and mode. In this research, the only
characteristic used is mean. Mean is the sum of all values in a distribution divided
by the number of values.
The formula of mean is written below:
Mn =
X
N
Where: Mn = mean (average scores)
X = sum of scores
N = number of respondents
The data would be presented in the form of following table:
Table 3.2: Tendency of Respondents’ Opinion
No Statements
Frequency of the Points of
Statement N Mn 1 2 3 4 5
From the respondents’ degree of assessment in the questionnaire, the
researcher determined the average score or mean from them individually and
[image:46.595.99.503.291.649.2]0.0 < X 2 : the designed-materials were poorly designed
2.01 < X 3 : the designed-materials were fairly designed
3.01 < X 4 : the designed-materials were already good but need some
improvement/revision
4.01 < X 5 : the designed-materials were well designed
In the end the researcher made the improvement of the materials based on
these data. Suggestion and feedbacks were important as the main source of data in
this research.
G. Procedure of the Study
The procedures of this research were designed step by step adapted from
R&D cycle. In order to obtain valid and reliable data, the steps were arranged in
organized circle. These were done cautiously therefore the steps would not
overtake each other. The procedures of the research can be elaborated as follows.
1. Research and Information Collecting
To make a designed material, one needs to know the need analysis of the
target. The need analyses of this research were obtained or collected from the
distributed questionnaire and the conducted interview. The questionnaire was
distributed to the eighth grade students of SMP Bopkri 2 Yogyakarta while the
interview was conducted to the English teacher of same school. Beside that, in
order to get the theory of task-based learning, the researcher also used another
33
2. Planning
After the need analyses were collected and before designing the materials,
the researcher decided the goals and objectives of the materials. This was done in
order that the designed materials will be appropriate with the students’ needs.
3. Preliminary form of product developing
The researcher designed the integrated reading-writing materials based on
the result of the interview and questionnaire distributed earlier.
4. Preliminary field testing
When the designed materials were completed, the researcher distributed
another questionnaire to an English teacher of SMP Bopkri 2 Yogyakarta, an
English lecturer of Sanata Dharma University, and a language institute teacher.
This was done to find out whether the designed materials already fulfilled the
learning objectives or not. This was also done in order to seek suggestions or
feedback of the designed materials.
5. Main product revision
This is the last step of this research. The researcher improved the designed
materials based on the suggestion given by the participant of previous
questionnaire. The revision product will be the final version of the example of
integrated reading writing materials using task-based learning for the eighth grade
34
CHAPTER IV
RESEARCH RESULTS AND DISCUSSIONS
In this chapter the researcher will present the results and discussion of the
steps of designing a set of integrated reading writing materials using Task-Based
Learning for the eight grade students of SMP Bopkri 2 Yogyakarta. The question
in the problem formulation is answered here in this chapter. This section is
divided into four main parts. The first part presents the steps used in designing the
integrated reading writing material. The second part presents the finding of the
evaluations of the designed materials. The third part presents the discussion of the
results of the evaluation-questionnaire. The fourth part presents the final version
of the designed materials.
A. The Steps in Designing the Integrated Reading Writing Material
In order to design the materials, the researcher decided to follow a design
model which was the combination of instructional designs by Kemp. The
researcher used eight steps. They were (1) conducting needs survey, (2) stating
goals, topics, and purposes, (3) stating the learning objectives, (4) listing subject
content, (5) selecting teaching-learning activities, (6) designing the materials, 7)
evaluating the materials, and (8) revising the materials.
35
1. Conducting Needs Survey
The initial step to begin was conducting needs survey. The reason why the
researcher chose this was because it is really important to know the need analysis
of the participants. In order to gather the data for these, questionnaire was
distributed to the eight grade students of SMP Bopkri 2 Yogyakarta. To make sure
the information gathered from the questionnaire were valid; the researcher also
conducted an interview with the English teacher of the participants. The result of
the questionnaire and interview are presented as follows.
a. The Data from the Questionnaire
The questionnaire was distributed to 15 students, 8 males and 7 females, of
class VIII-B of SMP Bopkri 2 Yogyakarta. The researcher decided to use
closed-form based. By closed-closed-form, this means the students only need to choose choices
of option given in the questionnaire based on their belief and situation only. The
following table is the result of the questionnaire collected for the need analysis
[image:50.595.105.517.251.741.2]survey.
Table 4.1: The Results of the Need Analysis Survey
No Questions Responses Percentage
1. Do the respondents get Reading activity in English subject?
a. Yes b. No
100% 0% 2. How often do the respondents get
Reading activity in English subject weekly?
a. Very often b. Quite often c. Quite rare d. Very rare
86.7% 6.7% 6.7% 0% 3. Do the respondents get difficulties in
following the Reading activity?
a. Yes b. No
46.7% 53.3% 4. What are the respondents’
difficulties in Reading activity?
a. Structure b. Vocabulary
c. Theme of the reading
73.3% 53.3% 26.7% 5. What are the respondents’
impressions while having Reading activity?
a. Fun b. Boring
c. Nothing special
Continue from page 35
6. What makes the respondents feel bored?
a. The uninteresting theme
b. Over difficultof the reading
c. Less variation in activity
d. Doesn’t understand the activity
60%
66.7%
20%
33.3%
7. What activities do the respondents want in the Reading?
a. Answer question based on reading text
b. Answering true-false question
c. Translating English word to Indonesian in the text
26.7%
60%
13.3%
8. In Reading task, what do the
respondents prefer? Individual work or group work?
a. Individual b. Group
26.7% 73.3%
9. Do the respondents get Writing activity in English subject?
a. Yes b. No
100% 0% 10. How often do the respondents get
Writing activity in English subject weekly?
a. Very often b. Quite often c. Quite rare d. Very rare
20% 80% 0% 0% 11. Do the respondents get difficulties in
following the Writing activity?
a. Yes b. No
33.3% 66.7% 12. What are the respondents’
difficulties in Writing activity?
a. Structure b. Vocabulary
c. Topic of the writing
66.7% 53.3% 20% 13. How do the respondents make a
composition in English?
a. Make the whole composition in Indonesian then translate it into English b. Make the outline in
Indonesian then write the composition in English
c. Write the composition in English directly
66.7%
13.3%
40%
14. What activities do the respondents want in the Writing?
a. Write a story from the pictures
b. Jumbled sentences c. Continue a story d. Retell a story using
own words
60%
60% 26.7% 13.3%
15. In Writing task, what is the
respondents’ preference? Individual or group works?
a. Individual b. Group
37
Continue from page 36
16. Choose 4 topics that the respondents interesting to learn!
a. Animals b. Plants c. Holiday d. Sport e. Job f. Fashion g. Music h. Family i. Food j. Technology k. Fingerboard 25% 1.7% 16.7% 15% 0% 3.3% 23.3% 3.3% 10% 0% 1.7%
The results of the questionnaire played an important part in making the
designed materials. By understanding the problems or difficulties the students
faced in learning English, more importantly reading and writing skills, the
researcher will be able to properly develop the appropriate materials to overcome
their difficulties. The researcher chose to divide the questionnaire into two main
parts. The first part is a set of questions about reading skills while the second one
is a set of questions about writing skills. While the researcher expected the most
difficulty the participants are about the vocabulary, the researcher found out that
in reading mostly the participants get difficulty in grammar. Knowing this, the
researcher will emphasize the designed materials with grammar exercise.
Vocabulary became the next issue in students’ understanding in reading skill.
Therefore these designed materials will use vocabularies in which the students
mostly used in their daily activities.
The result of writing part of the questionnaire also really related with the
reading part, in which grammar became the greatest concern for the participants.
Somehow, this result is quite good for the researcher himself because the
order to help the participants for their grammar problem, the researcher will
provide an example of reading passage in each unit and then the participants will
be asked to create a similar story using pictures provided. Other technique used to
overcome the difficulty is arranging jumbled sentences.This way, the participants
will gain both vocabulary and grammar lesson in one integrated activity.
The other result from the questionnaire tells about the various topics the
participants want to learn. The researcher provided eleven topics for the
participants to choose, they were given four choices. The topics were Animals,
Plants, Holiday, Sport, Job, Fashion, Music, Family, Food, Technology, and
Fingerboard. Not all the topics were used in this design material, the researcher
only chose four out of eleven of the most preferable by the participants. The topics
used were Animals, Holiday, Music, and Food.
b. The Data from the Interview
Beside the questionnaire, the researcher also interviewed the English
teacher of SMP Bopkri 2 Yogyakarta. The purpose of this is to obtain more
specific information which cannot be obtained only by form of questionnaire.
There were two main questions in the interview. The first one was about asking
what difficulties the teacher experienced while teaching English in Class VIIIB
SMP Bopkri 2 Yogyakarta. The second question was about asking what
difficulties the participants mostly had while learning English, especially reading
and writing skills. The result of the interviews indicated that the skills of each
individual in Class VIIIB were very varied. Because of this fact, the teacher
39
teacher had difficulty to set the standard of difficulty of the materials she would
like to use. The teacher told the researcher that the above average smart students
usually did not pay attention to the teacher because they were confident in their
ability. There was also tendency that they did not want to share their knowledge to
