ENGLISH LESSON PLAN USING THE
JAKARTA POST AT STATE VOCATIONAL
HIGH SCHOOL 2 BUDURAN
–
SIDOARJO
THESIS
Submitted in Partial Fulfillment of the Requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English
By
AYU NURDINA WAHYUNI
NIM D75212063
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL
SURABAYA
PERNYATAAN KEASLIAN TULISAN
Saya yang bertanda tangan di bawah ini:
Nama : Ayu Nurdina Wahyuni
NIM : D75212063
Semester : VIII (Delapan)
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Tarbiyah dan Keguruan UIN Sunan Ampel Surabaya
Dengan ini menyatakan sebenar-benarnya bahwa skripsi yang berjudul “English Lesson Plan Using The Jakarta Post At State Vocational High School 2 Buduran - Sidoarjo” adalah benar-benar merupakan hasil karya sendiri, bukan merupakan pengambilan tulisan ataupun pemikiran orang lain
yang saya akui sebagai hasil tulisan atau pemikiran sendiri. Segala materi yang
diambil dari karya orang lain hanya digunakan sebagai acuan dengan
menggunakan tata cara dan etika penulisan karya ilmiah yang telah ditetapkan
oleh jurusan.
Demikian pernyataan ini dibuat dengan sebenar-benarnya, apabila pernyataan
tidak sesuai dengan fakta yang ada, maka saya selaku penulis bersedia dimintai
ADVISOR APPROVAL SHEET
This thesis by Ayu Nurdina Wahyuni entitled “English Lesson Plan Using The
Jakarta Post At State Vocational High School 2 Buduran - Sidoarjo” has been
APPROVAL SHEET
This thesis by Ayu Nurdina Wahyuni entitled “English Lesson Plan Using The Jakarta Post At State Vocational High School 2 Buduran - Sidoarjo” has been
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Sebagai sivitas akademika UIN Sunan Ampel Surabaya, yang bertanda tangan di bawah ini, saya:
Nama : AYU NURDINA WAHYUNI
NIM : D75212063
Fakultas/Jurusan : FTK/PENDIDIKAN GURU BAHASA INGGRIS E-mail address : ayunurdina@yahoo.com
Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada Perpustakaan UIN Sunan Ampel Surabaya, Hak Bebas Royalti Non-Eksklusif atas karya ilmiah :
Sekripsi Tesis Desertasi Lain-lain (………) yang berjudul :
ENGLISH LESSON PLAN USING THE JAKARTA POST AT STATE VOCATIONAL
HIGH SCHOOL 2 BUDURAN - SIDOARJO
beserta perangkat yang diperlukan (bila ada). Dengan Hak Bebas Royalti Non-Ekslusif ini Perpustakaan UIN Sunan Ampel Surabaya berhak menyimpan, mengalih-media/format-kan, mengelolanya dalam bentuk pangkalan data (database), mendistribusikannya, dan menampilkan/mempublikasikannya di Internet atau media lain secara fulltextuntuk kepentingan
akademis tanpa perlu meminta ijin dari saya selama tetap mencantumkan nama saya sebagai penulis/pencipta dan atau penerbit yang bersangkutan.
Saya bersedia untuk menanggung secara pribadi, tanpa melibatkan pihak Perpustakaan UIN Sunan Ampel Surabaya, segala bentuk tuntutan hukum yang timbul atas pelanggaran Hak Cipta dalam karya ilmiah saya ini.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Surabaya, 22 Agustus 2016
Penulis
KEMENTERIAN AGAMA
UNIVERSITAS ISLAM NEGERI SUNAN AMPEL SURABAYA
PERPUSTAKAAN
ABSTRACT
Wahyuni, Ayu Nurdina. 2016. English Lesson Plan Using The Jakarta Post At State Vocational High School 2 Buduran - Sidoarjo. A Thesis. English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University, Surabaya. Advisor: Sigit Pramono Jati
Key words: The Jakarta Post, English lesson plan, Newspaper in Education (NIE)
PERNYATAAN KEASLIAN TULISAN ... ix
TABLE OF CONTENT ... x
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS
A.Research Findings ... 47 1. The English lesson plan using The Jakarta Post ... 47
2. The teacher’s and students’ opinion toward the English lesson plan
using The Jakarta Post ... 57
a. Teacher’s opinion toward the English lesson plan using The Jakarta
Post ... 57 b. Students opinion toward the English lesson plan using The Jakarta
Post ... 62 B.Discussion ... 86 1. English lesson plan using The Jakarta Post ... 87
2. The teacher’s and students’ opinion toward English lesson plan using
The Jakarta Post ... 91
CHAPTER V: CONCLUSION AND SUGGESTION
A.Conclusion ... 96 B.Suggestion ... 98
CHAPTER I
INTRODUCTION
In this chapter, the researcher will explain the study area which covered in
some headings; background of the study, research question, objective of the study,
significance of the study, scope and limit of the study, and definition of the key term.
A. Background of The Study
Authentic material is kind of a real-life text and contains real language
which written not for pedagogic purposes.1 Authentic materials are materials which used in classroom to deal with real world situations and have been
produced not for pedagogical terms or language teaching process. Although the
nature of authentic materials do not produced for teaching process, authentic
materials have many advantages when it applies in classroom. Those advantages
are produce a sense of achievement and keep students informed about what is
happening in the world, so they have an intrinsic educational value.2
One of authentic material is a newspaper. A newspaper is a printed mass
media that used for giving information to the society. Newspaper declares with
the up-to-date information and factual event that occur in the society.3 Newspaper is a highly rich source of information about many sub topics of real
1Sacha Anthony Berardo, “The Use Of Authentic Materials In Teaching Of Reading,”
The Reading Matrix, Vol 6 No.2 September 2006
2
Daniela Tamo, “The Use of Authentic Material in Classroom,” LcPJ, Vol.2 number – 1 (2009) p.76. 3Anne Rubenstein, “Newspaper”
2
life discussed including the national or international current affairs.4 The use of newspaper in class gives students an active learning process with the various
news, topics, and issues daily.5 Newspaper is the most reliable, affordable, and easily available, and accessible source of information and knowledge.6 Although the language of newspaper in the classroom is difficult for students, there are
several ways to make the newspaper are usable for the common levels of
students, one of them is selecting interesting topic or issues of newspaper.7 Thus, students will have an opportunity to explore, express, and exchange information
widely depends on their need by using newspaper.8
Designing teaching process by using newspaper which aimed for
conducting learning process based on students’ need and interest also have the
same purpose with English for Specific Purposes (ESP) approach. ESP is one of
the branches of approach for teaching English as a Foreign Language (EFL) or
English as a Second Language (ESL) which both of them are the main branches
of English Language Teaching (ELT).9 Regarding to this, lesson plan for teaching ESP students is not so much different from lesson plan for ESL/EFL.
4Amina Gogo Tafida, Bala Muhammad Dalhatu, “Using newspapers in teaching English as a second
language,” Journal of Educational Research and reviews, Vol. 2 (August, 2014), pp. 61 – 65. 5Naveen K Mehta. “English Newspapers: Exploring Innovative Methodologi
cal Paradigm. Astudy
into Classroom Dynamics” Romanian Journal of Education, Vol. 1 number – 1 (February, 2010) p. 55. 6
Dr. Reena Mittal. “Role of Newspaper in English Language Learning,” Internatioanl Journal of Reseach (IJR), Vol – 1, Issue-6 (July, 2014), p.690
7Vilma Tafani, “Teaching English Through Mass Media,”
Acta Didactica Napocensia, Vol.2number – 1(March, 2009) p.85.
8Naveen K Mehta. “English Newspapers: Exploring Innovative Methodological Paradigm. Astudy
into Classroom Dynamics” Romanian Journal of Education, Vol. 1 number – 1 (February, 2010) p. 56. 9
3
Studies focusing on lesson plan issues have been widely accomplished. As
Jalongo et.al stated that it has been 2 decades since the latest wave of research
and writing about lesson plans was produced.10 Indeed, lesson plan has significant role in teaching and learning process; therefore it is also important to
conduct every single part and aspect dealing with it. Containing board of
elements, it has particular rules and principles in each in order to plan the
teaching and learning process compatible with the objectives and targets of
learning process. Purposefully, this research analyzed about one of the parts of
lesson plan named as learning process in the main activity section. For using
newspaper in teaching ESP is barely investigated11, the steps of the teacher and
the students’ activity in observing, asking, exploring, associating, and
communicating are elaborated.
Coincide with the statements above; the use of newspaper in education has
been used at State Vocational High School 2 Buduran – Sidoarjo frequently.
Although the use of newspaper recently ratified by education authorities in
Sidoarjo as one of educational program to increase literary culture at school
environment at march 28th, 2016, State Vocational High school 2 Buduran has subscribed the newspaper for a year. English teacher of SMKN 2 Buduran
frequently used newspaper for teaching English. Moreover, they use The Jakarta
Post newspaper, a daily English written newspaper which published with an
10
Mary Renck Jalongo, et.al., Planning for Learning: Collaborative Approaches to Lessen Design and review (New York and London: Teachers Collage Press, 2007),7.
11
4
Indonesian perspective in Indonesia,12 for their media in teaching English. By applying The Jakarta post in teaching – learning process, teachers are indirectly
applying literary culture to the students.
There are some previous studies that bear witness about the contribution of
The Jakarta post for English teaching – learning process. The first was conducted
by Khoirul Umam on his thesis project entitled Improving The Students’
Vocabulary Mastery with The Jakarta Post Newspaper Articles. This research
has been done in experimental method. The researcher compared the result of the
research before the treatments and the result of the research after conducting the
experimental using The Jakarta Post treatment. The researcher found the
significant influence for teaching English vocabulary by using The Jakarta Post
and more effective rather than teaching English vocabulary by using textbook.13 The second research was conducted by I Gede Ketut Budi Saputra, Basturi
Hasan, and Ramlan Ginting Suka. They observed the effectiveness of using
Jakarta Post article to improve students’ reading achievement. They conducted
the research in SMAN 1 Kotagajah. All of points from reading ability were
increase after implementing Jakarta Post newspaper. Thus, they concluded the
12UCLA international institute, “The Jakarta Post.com,”
(http://www.international.ucla.edu/asia/article/28037, accessed on January, 12th 2016) 13
Khoirul Umam, “Improving The Students’ Vocabulary Mastery with The Jakarta Post Newspaper
5
research that Jakarta Post article is effective and it can significantly improve
students’ reading achievement.14
Those previous studies were conducted by using The Jakarta Post for
teaching English. Both of them used an experimental research for conducting the
research. Unfortunately, the researcher does not find a study of The Jakarta Post
for English language teaching in ESP classroom, especially for multimedia class
in State Vocational High School in Indonesia.
English lesson plan’s stages using The Jakarta Post newspaper in education
program of SMKN 2 Buduran Sidoarjo never been exposed by educational
researcher. Whereas, teachers of SMKN 2 Buduran are frequently use The
Jakarta Post for informing the national or international issues to their students.
They also familiarize written English, vocabularies, and structure by using The
Jakarta Post for their teaching English. SMKN 2 Buduran used The Jakarta Post
for practicing their students in Academic cooperation and Exchange program
with Phrae Vocational College, Thailand.
Therefore, the researcher conducted the research about English lesson plan
and The Jakarta Post for teaching ESP in State Vocational High School 2
Buduran - Sidoarjo. Specifically, this research focused on how English lesson
plan using The Jakarta Post at State Vocational High School 2 Buduran -
Sidoarjo is. As explained above, this research just analyzed the main activity
14I Gee Ketut Budi Saputra. Basturi Hasan. Ramlan Ginting Suka, “The Effectiveness of Using Jakarta
6
part. Additionally, particular principles in arranging lesson plan for teaching ESP
do not exist. For English in the school is being taught as ESP, we cannot simply
neglect the students’ point of view. Therefore the students’ opinion is also
investigated. For additional information, interviewing the teacher is also
considerable.
B. Research Question
Based on the problem which mentioned in the background of the study
above, the researcher formulates the problem as the following questions below:
1. How is the English lesson plan using The Jakarta Post at State Vocational
High School 2 Buduran - Sidoarjo?
2. What is the teacher’s and students’ opinion toward English lesson plan using
The Jakarta Post at State Vocational High School 2 Buduran - Sidoarjo?
C. Objective of The Study
The researcher achieved some objectives to answer the problems of the
research. Those are:
1. To describe the English lesson plan using The Jakarta Post at State
Vocational High School 2 Buduran - Sidoarjo.
2. To find out the teacher’s and students’ opinion toward English lesson plan
using The Jakarta Post at State Vocational High School 2 Buduran –
7
D. Significance of The Study
The results of this research are expected to be theoretically and practically
beneficial.
1. Theoretically
The results of the study are expected to enrich the media of education
especially by using newspaper in teaching English subject.
2. Practically
a. For teacher, this study expected to improve teacher’s competence for
writing the teaching stages in lesson using the media especially for The
Jakarta Post. Next, this study also expected to gain the opinion from
students’ point of view toward the use of The Jakarta Post for teaching
English. Therefore, the teacher knows the weakness of applying
Newspaper in Education (NIE) based on students’ opinion. Thus,
teacher can evaluate the teaching stages based on the lesson plan that
uses Newspaper in Education (NIE) in order to be better than before.
b. For the next teacher candidate, this study is expected to contribute a
reference media for planning English teaching. It also can be used for
additional reference media by the use of newspaper in education as the
8
c. For future researcher, the result of the study expected to provide
significant contribution in the term of Newspaper in Education (NIE) for
teaching English subject especially by using The Jakarta Post.
E. Scope and Limit of The Study
This study investigated the English lesson plan using The Jakarta Post for
teaching ESP. This study conducted only for English teacher and English subject.
Therefore, the study only analyzes how the English teacher in designing the
teaching stages by using The Jakarta Post in ESP in the last of second semester
based on teacher’s lesson plan. Therefore, mentally and physically factors of
students or teachers, classroom environment, and the output while the use of The
Jakarta Post would not be included in the research area.
This study did not discuss the influence of the use of The Jakarta Post
toward the result of English score of the students. This study conducted to the
tenth grade of multimedia class. Since the teacher that used The Jakarta Post was
the homeroom teacher for tenth multimedia class, the teacher said that those
classes of tenth multimedia 1 and 2 have a high intensity of applying The Jakarta
Post in the last of second semester. This study only conducted for the school
which has subscribed to an English newspaper such as The Jakarta Post. The
researcher chose State Vocational High School 2 Buduran - Sidoarjo to conduct
the research about lesson plan using The Jakarta Post because it subscribed with
an English newspaper such as The Jakarta Post and also the newspaper used by
9
F. Definition of Key Terms
These are the key terms that used to avoid misunderstanding and to give a
clear explanation to be ordered in one point of interpretation concept between the
researcher and the reader.
1. Lesson Plan
According to Richard, lesson plan or lesson planning has three
meanings: (a) description or outline of goals or objectives a teacher has set
for a lesson (b) the activities and procedures the teacher will use to achieve
them, the time to be allocated to each activity, and the order to be followed,
and (c) the materials and resources which will be used during the lesson.15 In sum, Lesson Plan is teacher’s set of administrational equipment in
preparing lesson. Every teacher’s should design their teaching process in
lesson plan. In this study, the researcher selected selecting only the lesson
plan that used The Jakarta Post in teaching ESP. Purposefully, lesson plan in
this study for the second research question is specified to the teaching stages
of the teacher’s lesson process that use The Jakarta Post.
15
10
2. The Jakarta Post
The Jakarta Post is a daily English written newspaper published in
Indonesia. This English newspaper is aimed to improve the standard of
English language media in Indonesia and producing a quality newspaper
with an Indonesian perspective.16
16UCLA international institute, “The Jakarta Post.com,”
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter reviews several theories of related literature to the discussion of
the study. The purpose of this chapter is to support the researcher’s opinion as the
basic of analysis to answer the research problem which were presented in chapter
one. The subtitles explained including lesson plan, Newspaper in Education (NIE),
The Jakarta Post, English for Specific Purposes (ESP), newspaper for teaching ESP.
A. Review of Literature 1. Lesson Plan
Richard stated that lesson plan or lesson planning has three meanings:
(a) description or outline of goals or objectives a teacher has set for a lesson
(b) the activities and procedures the teacher will use to achieve them, the
time to be allocated to each activity, and the order to be followed, and (c) the
materials and resources which will be used during the lesson.1 In sum,
Lesson Plan is teacher’s set of administrational equipment in preparing
lesson. Every teacher’s should design their teaching process in lesson plan.
In Indonesia, the government declares the specific principle in
planning the lesson, and it is administrational document. Lesson plan is the
teaching scenario which developed in detail explanation based on the topic
1
12
of teaching which written in the syllabus. Every teacher who wants to teach
in the unit of education required to design the lesson plan.2 In Indonesian K13 (Kurikulum 2013), teacher’s lesson plan should cover:
a. School data, teaching subject, class or semester
b. Topic of the study
c. Time allocation
d. Objective of the study, basic competence (KD), and indicator for
achieving competence.
e. Teaching material, teaching method
f. Media, tool, and source of study.
g. Teaching process.
h. Assessment. 3
Teacher allowed designing their own lesson plan. There are several
development principles that should be applied by the teacher.
a. The lesson plan was designed based on the curriculum and syllabus which
regulated from the government then to be realized in learning process.
b. Lesson plan developed by the teacher which adapted between the syllabus and
the students’ condition in circumstances.
c. Encourage students to be active in learning process.
2
PERMENDIKBUD No. 81A Th. 2013 Implementasi Kurikulum, LAMPIRAN IV: Pedoman Umum Pembelajaran, 8.
3
13
d. Lesson plan should be appropriate with the curriculum 2013 to produce an
independent human by using students centered approach to develop students’
spirit of learning.
e. Elaborate literacy in learning process
f. Lesson plan designed for elaborating students’ literacy. Then applied in
written product.
g. Giving the feedback and follow up in learning process.
h. Lesson plan includes the strategy of teaching in giving the positive feedback
and remedial. The remedial administration was held by the teacher after
conducting the exam. Then, the result of the exam was analyzed by teacher to
know the weaknesses of the students. Therefore, the teaching material was
designed according to the weaknesses of the students.
i. Relevance and integration
j. Lesson plan designed for the relevant and integration between KI and KD,
teaching material, teaching process, assessment, and source of study which
served in the learning appearance. Lesson plan designed for accommodate the
thematic program, the correlation of each learning subject for attitudes and
skills, and cultural diversity.
14
l. Lesson plan designed with considering the application of information
technology and communication in integration, systematic, and effective
according to the circumstances.4
Those principles above should be reflected in the components of lesson
plan which designed by the teacher. Teacher’s lesson plan at least contains these
following components;
a. Objectives of the study
b. Teaching material
c. Method of teaching
d. Source of study
e. Assessment5
4
PERMENDIKBUD No. 81A Th. 2013 Implementasi ... 9. 5
15
Picture 2.1 the form of lesson plan6
6
16
Relating to the focus of this research is the main activity of the
learning process in the lesson plan there are two modus of learning process at
curriculum 2013. Those are direct learning and indirect learning. Direct
learning focused on the direct interaction with the source of learning formed at
learning activities which designed in the syllabus and lesson plan for
developing students’ thinking abilities and skill of psychomotor. In direct
learning, students will do the learning process such as observing, asking,
exploring, associating, and communicating what that found by them in the
analysis process. While indirect learning describes the direct process of
learning that do not cover in the specific activities. The examples of indirect
learning are the development of values and attitudes. Therefore, both of direct
and indirect learning happen in integrated process. Thus, the learning process
consists of five basic learning experiences such as observing, asking,
exploring, associating, and communicating.7
Those five basic learning experiences could be explained in detail at
the following of learning activities8:
Learning step Learning activities Developing competence
Observing Reading, listening,
observing,
Train
sincerity,
7
PERMENDIKBUD No. 81A Th. 2013 Implementasi ... 6. 8
Association - Cultivate the information
Table 2.1 Basic Learning Experiences
The learning activities was designed for giving the learning experience for
students involving mental and physical process through interaction between
learners, learners and teacher, environment, and other learning resources in order
19
experience which designed by teacher includes life skills that need to be
controlled by the students. Teacher should consider the following points for
developing the process of teaching;
a. The learning activities designed to help teacher in implementing
professionally learning process.
b. The learning activities include the sequence of activities which would be
applied by teacher to reach the students’ achievement in syllabus.
c. The learning activities in every meeting are the sequence scenario of teacher
to produce active learning students. This activity was organized in the
opening, main activity, and closing. Then further elaborated to be details of
activities in exploration, elaboration, and confirmation, namely: observing,
asking, exploring, associating, and communicating. To apply the teaching
process which aimed for mastering the procedure of material, teacher is
allowed to have a modeling or demonstration by teacher itself or other
subject of study.9
The second step according to the standard process is the implementation of
learning including opening activities, main activities, and closing activities.10 a. Opening activities
In the opening activities, teacher should prepare the psychological and
physical of students for learning process. Then, asking the questions to lead
9
PERMENDIKBUD No. 81A Th. 2013 Implementasi ... 12. 10
20
the material that going to learn by the students. After that, guiding students
to know what were going to do by students for achieving the teaching
material and explaining the objectives of the study or the basic competence
(KD) that should be reached by students. Then, teacher was giving a brief
21
b. Main activities
Main activities are the learning process to achieve the objectives of the
study. Main activities use the method that customized the characteristic of
the students and the lesson including the process of observing, asking,
exploring, associating, and communicating. Then, teacher should be
checking, providing feedback, and advanced training for the students. In
every activities of main activity, teacher should pay attention between the
competence and the aspect of students’ attitude that written in the syllabus
and lesson plan. How the teacher collect the data should be relevant with the
data that explored by the teacher. These are five of learning event that
contained in the main activities:
1) Observing
In the observing activities, teacher facilitate students to conduct the
observation by giving opportunity for students to look, listen, hear, and
read the important aspect of an object.
2) Asking
In asking activities, teacher gives the opportunity for students to ask
about the result of students’ observation. Teacher also should guide
students to ask about the object that have been observed by students from
the concrete question to the abstract question about the fact, concept,
procedure, etc. From the asking activities, teacher automatically develops
22
for searching the following information and determining the appropriate
source of study.
3) Exploring and Associating
The next step after asking activity is collecting the information that could
be required for answering the question. Therefore, students asked to find
the source of data such as reading a book, observing the phenomenon, or
having an experiment to gain the information. The result of information
used as the basic for the next activities such as find the correlation
between each information or get the result of the information that have
been collected by students.
4) Communicating
In communicating activities, students write or retell the whole
information that found in the previous activities. The result of conclusion
was delivered in class and taken as the score of students.
c. Closing activities
In closing activities, teacher followed by students to make the
conclusion of the following activities that have been done by them. Teacher
also reflect and give feedback toward the learning process and the result of
learning, plan the follow up activities such as remedial, concealing services,
or giving the task assignment. Teacher should deliver the lesson plan at the
23
2. Newspaper in Education (NIE)
The use of newspaper in class gives students an innovative learning
process with the various news, topics, and issues daily. Those various news,
topic, and issues daily including social – political – business issues, sports,
entertainment, art, culture, music, education, etc.11 Newspaper are most reliable, affordable, and easily available, and accessible source of information
and knowledge.12 Not only those reasons for using newspaper in Education, other reasons from the advantages of using English newspaper in an ESL
classroom13 those are:
- Accommodate motivation for reading and discussion in English.
- Increasing adore and encourage toward the use of English Language.
- Interesting and innovative learning process.
- Fulfill to all curriculum areas and grade levels.
- Increasing reading habits for a better understanding.
- Contain various information and knowledge.
- A very cost-effective way to increase learning.
- Contain actual vocabulary and the best models of clear, concise writing.
- Develop Basic English skills of the students.
11 Naveen K Mehta. “English Newspapers: Exploring Innovative Methodological Paradigm. Astudy
into Classroom Dynamics” Romanian Journal of Education, Vol. 1 number – 1 (February, 2010), 55. 12
Dr. Reena Mittal. “Role of Newspaper in English Language Learning,” Internatioanl Journal of Reseach (IJR), Vol – 1, Issue-6 (July, 2014), 690
13
24
- Expand the world of knowledge and information.
- Using the same information which found before for teaching over and
over again.
- Helpful in learning structure.
Unfortunately, those advantages of using newspaper would be less
achieved if teachers do not fulfill the aspect for creating a creative teaching
tool. A creative teaching tool to enhance students’ anxiety of reading
newspaper when teachers are considering these following aspects, 14 those are: - Newspaper, for enlarge students’ choice in selecting their favorite news
- Imaginative idea, encourage students’ curiosity for selecting the
appropriate teaching strategy.
- The confidence, to guide uttering students’ idea.
For those who wants to use English newspaper for teaching English
subject, these following steps are the example of using newspaper depend on
the level of students and other classroom activities,15 those are: a. The level of students:
1) At the Beginners Level
- Prepared pictures, then ask students to write the information about
the pictures which cut by the students from the newspaper.
14
Peter Grundy, Newspapers, ed., Alan Maley (New York: Oxford University Press, 2009), 28. 15Naveen K Mehta. “English
25
- Engage students to read aloud then write down about the news items
which selected by them.
- Search pictures in the newspaper and ask students to describe the
spatial relationships about the pictures by using prepositions.
2) At the Intermediate Level
- Find out the difficult vocabularies then guess from the situation of the
new after that search the right definition in the dictionary.
- Combining various headline of newspaper with the story.
- Analyzing advertisements in writing paragraph.
3) At the Advanced Level
- Writing letters for editor in group.
- Studying a news item and discussed the occur events.
- Encourage the students to read and discuss the cause and effects from
the article’s problem.
b. Other classroom activities
1) Exploring the Meaning:
Teacher is giving the simple headline-less stories on a classroom
bulletin board. Ask students to find out the appropriate headline toward
the right stories. Then places as form as the English newspaper.
2) Enrich Vocabulary:
Ask students choose one of letter of alphabet then find out five
26
that, look up the definition of each. Find out the words with the criteria
such as words with a particular suffix or prefix, words containing a
particular vowel sound or consonant blend, compound words, words in
the past, present, and future tenses, possessives, and plurals.
3) Role Play Activity:
Students divided into group consist of two or three members.
Then, Distribute the English Newspapers to the group. Ask them to skim
all of the information in newspaper in limit time. When the time is over,
ask two groups to present their finding information by using English
language orally.
4) Speaking Activities:
Ask students to find out and cut the interesting photographs from
the newspaper. Then, describe the picture or write down the possible
news depend on the photographs.
5) Sharpening Writing Skills:
Bring students in pairs to discuss the interesting or current issues.
Then, Ask students to write a letter for the editor about the current issues
or information from the newspaper. Students have to write the report
27
6) Group Discussion:
Focus on an issue of newspaper. Find out the relevant source
which related with the issue. Ask students to research the collection data.
Finally, write a paragraph with detail facts from the collection data
3. The Jakarta Post
Newspaper is one of mass media. Newspaper is published for giving
information to the society about factual events which happen in the real life
society. Newspaper commonly published for daily or weekly printed media.
Newspaper declares with the up-to-date information and factual event that
occur in the society. Language which presented in providing information in
the newspaper is also adapted from the cultural language of the society.
Newspaper informs number of topics not only focused on national
information, but also focuses on international information which occurs in
current event.16 Not only factual report, newspaper also contains non – factual information which aimed for entertain the reader.17 Thus, a lot of information contained in the newspaper make the newspaper is often to be a close friend
of the society in obtaining news.
16Amina Gogo Tafida, Bala Muhammad Dalhatu, “Using newspapers in teaching English as a second
language,” Journal of Educational Research and reviews, Vol. 2 (August, 2014), pp. 61 – 65.
17 Anne Rubenstein, “ Newspaper”
28
One of newspaper which published in Indonesia is The Jakarta Post.
The Jakarta Post is the only Indonesian newspaper which registered in Asia
News Network (ANN). The Jakarta Post is a daily printed English language
newspaper in Indonesia. The Jakarta Post was launched for the first time at 25
April 1983 which aimed to survive the 1997 Asian financial crisis.18 The Jakarta Post is printed by PT. Bina Media Tenggara with the founding father
collaboration between Ali Mustopo and Jusuf Wanandi.
4. English for Specific Purposes (ESP)
Picture 2.2 The tree of ELT19
18
https://en.wikipedia.org/wiki/The_Jakarta_Post (Accessed April, 14th 2016 8:17 AM) 19
29
From the tree of ELT above, ESP is one of the branches of English as a
Foreign Language (EFL) or English as a Second Language (ESL) which both
of them are the main branches of English Language Teaching (ELT).20 Every general nature of the learners’ specialism for ESP courses conveniently
divided into two main courses whether the learner requires English, those are:
English for Academic study (EAP: English for Academic Purposes) and
English for Work or Training (EOP/ EVP / VESL: English for Occupational
Purposes / English for Vocational Purposes / Vocational English as Second
Language).21 The main focus for ESP approach is teaching English depend on
students’ need for learning.22
5. Newspaper for Teaching ESP
Although the language of newspaper in the classroom is difficult for
students, there are several ways to make the newspaper are usable for the
common levels of students, one of them is selecting interesting topic or
issues of newspaper.23 The variety of topics are attracting and motivating students to work with.24 Thus, students will have an opportunity to explore,
20
Tom Hutchinson and Alan Waters, English for specific ... 18. 21
Tom Hutchinson and Alan Waters, English for specific ... 18. 22
Tom Hutchinson and Alan Waters, English for specific ... 18. 23Vilma Tafani, “Teaching E
nglish Through Mass ... 85. 24Vilma Tafani, “Teaching
30
express and exchange information widely depends on their need by using
newspaper.25
Using newspaper in ESP activities, the teacher should consider the
relevance of information, student’s preference, suitability reasons in using
newspaper, and whether the teacher are used to teach using newspaper or
not.26 Another point that the teacher should consider in using newspaper in ESP classroom are whether the newspaper could increase students’
motivation and are appropriate for students’ level of knowledge and
language level.27 All of these consideration are used by the researcher for elaborating the students’ and teacher’s opinion about the application of
Newspaper in Education (NIE) which already applied in the class during the
last second semester. It is aimed to gain the complete data about the
students’ and teacher’s opinion. Those considerations are served in form
questions for students and teacher to elaborate their opinion of The Jakarta
Post in teaching ESP that already done by them during a year.
In addition, the researcher asked for the real opinion of students who
work with newspaper in the classroom in the last of second semester. The
researcher interviewed the teacher for ensuring that the principle of applying
Newspaper in Education (NIE) already done by the teacher.
25Naveen K Mehta. “English Newspapers:
Exploring Innovative ... 56. 26
Peter Grundy, Newspapers, ed., Alan Maley (New York: Oxford University Press, 2009), 20. 27Paul Sanderson “
31
B. Previous Study
The researcher finds similar previous topic with this study which taken
from other resources. These resources have the same topic which used The
Jakarta Post as the main focus for their research. The first research was done by
Mohammad Abdul Aziz from Walisongo State Institute for Islamic Studies in
2010. The title of his thesis is “Identifying English Grammatical Collocation
Found in The Jakarta Post Newspaper and Its Contribution to Writing Course.”
This study was identifying the grammatical collocation which often appears at
The Jakarta Post. Then, he gave the information about the purpose of using
grammatical collocation based on the grammatical rules. After that, he proofed
the grammatical collocation with the contributions for writing course. It was a
descriptive qualitative study where the aimed of the research is to understand the
phenomenon. In this research, the writer identifies the grammatical collocation
from The Jakarta Post issued on November 2010 to the writing course. The result
of the data was the classification pattern about the grammatical collocation which
found at The Jakarta Post issued on November 2010.28
28
Mohammad Abdul Aziz, “Identifying English Grammatical Collocation Found in The JakartaPost
Newspaper and Its Contribution to Writing Course,” (Thesis Projetct, Walisongo State Institute for
32
The second similar research was conducted by Khoirul Umam on his thesis
project entitled Improving The Students’ Vocabulary Mastery with The Jakarta
Post Newspaper Articles. This research has been done in experimental method.
The writer compared the result of the research before the treatments and the
result of the research after conducting the experimental using The Jakarta Post
treatment. The writer found the significant influence for teaching English
vocabulary by using The Jakarta Post and more effective rather than teaching
English vocabulary by using textbook.29
The third research was conducted by I Gede Ketut Budi Saputra, Basturi
Hasan, and Ramlan Ginting Suka. They observed the effectiveness of using
Jakarta Post article to improve students’ reading achievement. They conducted
the research in SMAN 1 Kotagajah. All of points from reading ability were
increase after implementing Jakarta Post newspaper. Thus, they concluded the
research that Jakarta Post article is effective and it can significantly improve
students’ reading achievement.30
The forth research was conducted by Friska Ayu Fitriani from Semarang
State University in 2011. Her thesis title is “The Use of Jakarta Post Newspaper
to Motivate Students in Writing News Item Text Based on Generic Structures,
29
Khoirul Umam, “Improving The Students’ Vocabulary Mastery with The Jakarta Post Newspaper
Articles,” (Thesis project, Faculty of Tarbiyah and Teachers Training, UIN Syarif Hidayatullah,
Jakarta, 2010), 39
30I Gee Ketut Budi Saputra. Basturi Hasan. Ramlan Ginting Suka, “The Effectiv
eness of Using Jakarta
33
Language Features and Social Function.” She conducted the thesis to identify the
students’ achievement in aspect of generic structures, language features, and
social function. She found the result that most of students have a fair level of
writing news item text. It caused from the students capability in aspect of good
writing and lack of writing practice. Although they identify the step of news item
in Jakarta Post, students did not reach the goal of good writing in news item.31 The fifth research was conducted by Ilham Nasrudin about The Jakarta
Post as his thesis project of Muhammadiyah University of Surakarta in 2012. His
title is “A Morphological Study on English Compound Words Found in Sport
News of The Jakarta Post.” This thesis identifies what kind of compound word
which found in sport news of The Jakarta Post. As a result, he found three kinds
of compound words in sport news of The Jakarta Post.32
The other researcher as the sixth research was conducted by Ilham Imanial
from Hasanuddin University in 2013. He conducted his research about the type
of fifth semester students to translate the short news of The Jakarta Post
Newspaper at his university. He found some errors in the target language. He
also concluded word for word translation as the type of the students of English
Department of Hasanuddin University. The further explanation was written by
31
Friska Ayu Fitriani, “The Use of Jakarta Post Newspaper to Motivate Students in Writing News Item
Text Based on Generic Structures, Language Features and Social Function,” (Thesis Projetct, Semarang State University, 2011).
32
Ilham Nasrudin, “A Morphological Study on English Compound Words Found in Sport News of
34
him at his thesis by the title “The Errors in Translating Short News in The Jakarta
Post Newspaper –A Case Study in English Department Students.”33
The seventh research was conducted by Aisyah Henri for her thesis at State
Islamic University of Syarif Hidayatullah in 2009. She conducted the research in
experimental study at the first year students of SMAN 1 Rengasdengklok. The
title of his study is “The Use of Newspaper Articles as Supplementary Materials
in Teaching Reading Comprehension.” After doing the test, the different mean
result from the control class and the experimental class are shown the result that
teaching reading comprehension using newspaper articles has a significant better
learning outcome than without using newspaper articles.34
The last research conducted by Nur Hikma Laila for his thesis project at
Sebelas Maret University in 2009 with the title “Improving Students’ Reading
Ability by Using Printed Mass Media (A Classroom Action Research Conducted
in The Eight Grade Students of SMP N 3 Colomadu Karanganyar in 2008/2009
Academic Year).” She conducted the research to find the contribution of printed
mass media in improving students’ reading comprehension. After doing an
observation and interview, students showed their improvement such as they are
able to comprehend the text well, the teaching and learning process becomes
33
Ilham Imanial, “The Errors inTranslating Short News in The Jakarta Post Newspaper – A Case
Study in English Department Students,” (Thesis Project, Hasanuddin University, 2013)
34
35
more joyful. The contribution also proofed from the mean test score of post-test
was increase.35
Those previous studies have the same focus on The Jakarta Post. The
different between those previous studies and this study are the main focus and
locus of the study. This study focus on the process of teaching by using The
Jakarta Post based on teachers’ lesson plan. This study also focuses on students’
and teacher’s opinion as the feedback of teaching process in using The Jakarta
Post during a year. This study conducted at state vocational high school students
that no one of the following researchers focuses on it.
35
Nur Hikma Laila, “Improving Students’ Reading Ability by Using Printed Mass Media (A Classroom Action Research Conducted in The Eight Grade Students of SMP N 3 Colomadu
Karanganyar in 2008/2009 Academic Year),” (Thesis Project, Sebelas Maret University of Surakarta,
CHAPTER III
RESEARCH METHOD
This chapter clarifies the description of the steps that was taken to conduct
the study. The description involves the approach and research design, setting of the
research, research subject, data and source of data, research instruments, data
collection technique, data analysis technique, and also research stages.
A. Approach and Research Design
This study was designed to obtain information and description concerning
on the English lesson plan using The Jakarta Post for teaching ESP at State
Vocational High School 2 Buduran - Sidoarjo. From the problem of the study,
this study was designed to be a qualitative research. Qualitative research begins
with assumptions, a worldview, the possible use of a theoretical lens, and the
study of research problems inquiring into the meaning individuals or groups
describe to a social or human problem.1 Deciding the type of research could be shown by the characteristic of the research. The researcher includes the study
into qualitative research depend on several characteristics of the qualitative
research which described as follows: 2
1
John W. Creswell, Qualitative Inquiry And Research Design: Choosing Among Five Approaches Second Edition (New Delhi, 2007) , 37.
2
36
1. Natural setting. The researcher collected the data by interviewing and giving
a questionnaire to the object of the study. The researcher did not bring the
subject of the study into other places which could be influence the result of
the study.
2. Researcher as key instrument. The researcher as a stick holder of the study.
It means that the result of the study was collected by the researcher itself.
The researcher done all the steps for collecting the data.
3. Multiple sources of data. One of the characteristic of the Qualitative research
was multiple sources of data. In this study, the researcher gathered the
multiplied data from interviews, questionnaire, and document study.
4. Participants' meanings. Based on the second research problem of this study,
the researcher examined the informants about the study. In this study, the
informants defined as the respondents of the study. Thus, the informants
would utter their opinion about the use of The Jakarta Post by answering the
questionnaire. While the researcher also conducted an interview for
understanding the teachers’ perceptions from the teacher point of view as the
data of the study.
From the characteristic above, this study was analyzed by using
37
from the general phenomenon of naturalistic inquiry.3 By using descriptive studies, the result of the study was written as the description of the phenomenon
rather than serving through number of data. Therefore, the researcher provided
the result of the data in form of description.
B. Setting of The Research
The location of this study was conducted in State Vocational High School
2 Buduran - Sidoarjo. The location of this school was at Jl. Jenggolo No. 2A
Siwalanpanji Buduran Sidoarjo. This study carried out in multimedia class. There
were two classes of multimedia class. Those are tenth grade of multimedia 1 and
multimedia 2. This study conducted to the tenth grade of multimedia class since
the teacher who used The Jakarta Post was the homeroom teacher for tenth
multimedia class; the teacher said that those classes of tenth multimedia 1 and 2
have a high intensity of applying The Jakarta Post in the last of second semester.
The researcher chose state vocational high school 2 Buduran Sidoarjo as the
place for doing the observation because it had been utilizing The Jakarta Post as
the media for teaching ESP at the class during a year.
C. Research Subject
The subject of the study was the students and English teacher in tenth
grade of multimedia class. There were 2 classes of multimedia class those are
multimedia 1 and multimedia 2. There were 72 students as the respondents of
3 Margarete Sandelowski, “Focus on Research Methods: Whatever Happened to Qualitative
38
students’ opinion. Multimedia class was chosen by the researcher because it had
a high intensity of applying The Jakarta Post in teaching ESP depend on
interviewing the teacher. The researcher chose the only English teacher in
multimedia class as the informant from the teacher point of view because she
applied The Jakarta Post for teaching ESP in the last of second semester.
D. Data and Source of Data
In this study, the researcher gained the first data from the teaching stages
in the lesson plan, especially in the main activity section. Lesson plan was
analyzed by the researcher to answer the first research question. The second data
was taken from teacher’s and students’ opinion to the interview and
questionnaire about the teaching stages using The Jakarta Post for teaching ESP.
Hence, the sources of data in this study are the English teacher and the students
in the tenth grade of multimedia class, State Vocational High School 2 Buduran -
Sidoarjo.
E. Research Instruments
There are four instruments which decided by the researcher to gain the
data. The instruments are document checklists, voice recorder, Interview
guideline, and questionnaire sheet. Each of these instruments would be described
below:
1. Document
One of the instruments in this research was the lesson plan. The lesson plan
39
Post that analyzed by the researcher. Depend on the teacher, the lesson plan
that used The Jakarta Post was the lesson plan of tenth grade. There are four
lesson plans that used The Jakarta Post. Those topics of lesson plans were
congratulating others, descriptive text, functional text (announcement), and
recount text. All of them were applied in the second semester. Lesson Plan
2. Document checklists
Document checklists were used for identifying the source of data from
the first research question. There are three document checklists which
formed by the researcher. The first document checklist was analyzed about
the conformity of government regulation (PERMENDIKBUD No. 81A Th.
2013) and teacher’s lesson plan in curriculum 2013. This instrument aimed
to observe whether the teaching process as the component of lesson plan was
available in the teacher’s lesson plan. (See appendix I) In addition, the
second document checklist was aimed to analyze about the teaching stages
that used The Jakarta Post for teaching. This document checklist was used
for checking data when and what the type of activities toward the use of The
Jakarta Post for teaching English based on the teaching stages in lesson plan.
This instrument used to facilitate the serving data about The Jakarta Post for
teaching English. The third document checklist was used for analyzing the
teaching stages whether the teaching stages were compatible with the
government regulation (PERMENDIKBUD No. 81A Th. 2013). All of the
40
3. Voice recorder
Voice recorder used for gaining the voice for teacher’s information. The
researcher took the data by using mobile phone. The researcher recorded
everything during the interview process in voice recorder from mobile
phone. This instrument was used for the tool to answering the second
research question.
4. Interview Guideline
In this stage, the researcher interviewed the English teacher of tenth
grade of multimedia 1 and 2 based on an interview guideline. The researcher
interviewed the teacher related to the opinion and point of view toward the
use of The Jakarta Post based on an interview guideline. This instrument also
used to gain the data for answering the second research question
5. Questionnaire
The questionnaire was given by the researcher to obtain the
information from the respondent. In this case, the respondent of the
questionnaire was only the tenth grade of multimedia students who already
done the class by using The Jakarta Post for their learning process in the last
of second semester. The questionnaire consists of thirteen questions which
41
Jakarta Post in teaching and learning process. Students would answer the
questionnaire based on the activities they have been done before. The
questionnaire was written on the multiple choice format of a, b and c. and
followed by the reason. This instrument also used to collect the data for
answering the second research question from the students’ point of view.
F. Data Collection Technique
To answer the research problem, the researcher gained the data from the
document study, Interview, and questionnaire. Those collection data techniques
would be explained in the following.
1. Document Study
The researcher collected the lesson plan which has been applied by the
teacher at tenth multimedia as the documents study for the research. As
mentioned by the teacher, the researcher was given the lesson plan of second
semester when The Jakarta Post intensively applied in the teaching process.
Specifically, there are 4 topic materials using The Jakarta Post; which this
means there are 4 lesson plans analyzed. Then, the lesson plan was used as a
data for answering the first research question.
2. Interview
Interview held between the researcher and the English teacher of tenth
multimedia class who applied The Jakarta Post during the last of second
semester. The researcher gave some questions about the use of The Jakarta
42
The interview guideline used an Indonesian language to give a freedom
expression for the teacher. The researcher records the interview by using voice
recorder application from the researcher’s mobile phone. The result of
interview used for answering the second research question about the opinion
based on teacher’s point of view.
3. Questionnaire
The questionnaire was given by the researcher only for the students.
The researcher distributed the questionnaire sheet for tenth grade of
multimedia class. There are two classes of multimedia class. Those are
multimedia 1 and multimedia 2. This questionnaire sheet contains of thirteen
questions with the main study of collecting students’ opinion during the use of
The Jakarta Post. The form language of students’ questionnaire used an
Indonesian language to against students’ misunderstanding with the
researcher. The result of the questionnaire was used for answering the second
research question about the opinion based on students’ point of view.
G. Data Analysis Technique
The researcher acquired the data from the collecting data techniques
through document study, interview and questionnaire. The instrument of the data
also used for complementing the result of the data. Those combinations of data
will be analyzed descriptively since the research design is descriptive –
43
1. The result of document study would be analyzed descriptively. This data
answered the first research question about teaching stages in the lesson plan
using The Jakarta Post; the researcher analyzed the lesson plan. The
researcher used the document checklist for the whole lesson plan’s principles
and the main activity part of the lesson plan that were analyzed based on the
theory in chapter 2 to collect the data from the document. Documents
checklist was used for identifying the source of data from the for the first
research question. There are three document checklists which formed by the
researcher. The first document checklist was analyzed about the conformity
of government regulation (PERMENDIKBUD No. 81A Th. 2013) and
teacher’s lesson plan in curriculum 2013. It was intended to know whether
the process of teaching as one of component of lesson plan was written by the
teacher. After completing the first document checklist, the researcher
analyses the lesson plan by using the second document checklist. The second
document checklist was aimed to analyze on the use of the Jakarta Post based
on Lesson Plan. This document checklist was used for checking data when
and what the activities toward the use of The Jakarta Post for teaching
English based on lesson plan. This instrument aimed to out in which part of
the main activity The Jakarta Post was used. The third document checklist
was used for analyzing the teaching stages whether the teaching stages were
compatible with the government regulation (PERMENDIKBUD No. 81A Th.
44
Post based on lesson plan that identified by the researcher. In sum, the
collected data was described for answering the first research question.
2. The result of questionnaire used for answering the second research question
about the opinion of using The Jakarta Post. the questionnaire data analyzed
by using formula below:
∑
The result of analyzing questionnaire data was written descriptively.
The result of questionnaire data would be a percentage data. The percentage
point of each data will be explained by the researcher followed by the reason
of students.
3. After having the result of the data, the researcher met with the teacher for
conducting the interview. The researcher interviewed the research by using
the interview guideline. And the result of interview was recorded by using
voice recorder application from the researcher’s mobile phone. When the data
from the interview was collected, the researcher served the data about
teacher’s opinion from the result of interview descriptively. Finally, the
researcher analyzed all the data carefully before getting the appropriate
conclusion for the result of the study.
45
In this research stages, the research explained the process of conducting
the research, including: preliminary research, planning, collecting data, analyzing,
and concluding data, as these following explanations:
1. Preliminary research
For the preliminary research, The researcher went to the school and
interviewed English teachers about the use of The Jakarta Post for deciding
whether this research is possible to be done or not. Base on the result of
preliminary research, the researcher concluded that The Jakarta Post really
applied by the teacher in the last of second semester.
2. Planning
After conducting the preliminary research, the researcher made the
instruments for collecting the data of the study. There are two document
checklists were used for collecting the data for the use of The Jakarta Post.
Furthermore, interview guideline used for collecting the data of teacher’s
opinion and questionnaire used for collecting the data of students’ opinion.
After passing the process of instruments validity, the researcher conducted the
research by using the instruments of research.
3. Collecting Data
In this stage, the researcher collected the data from the 4 English
lesson plans using The Jakarta Post. Then, the lesson plans analyzed by using
46
researcher distributed the questionnaire for the students. Following the
collected response from the students, the researcher interviewed the teachers
for collecting information about the teachers’ opinion towards the use of The
Jakarta Post for teaching ESP.
4. Analyzing
After collected the data, the researcher analyzed the teaching stages of
the lesson plans with the guidance of the theory in the literature review. The
result of the analysis is written descriptively. The findings and discussion in
part answer the first research question. After that, the researcher analyzed the
interview and questionnaire data based on the technique explained above.
Both of them were the data for answering the second research question.
5. Concluding data
The research summarized all information which found by the
researcher. The researcher served the data descriptively. Then, the researcher
discussed all information concerning the research to obtain the research data.
Finally, the research concluded the research findings to answer the research
