Designing english content-based learning materials for senior school students in preparation for radio live-talkshow.

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DESIGNING ENGLISH CONTENT-BASED LEARNING

MATERIALS FOR SENIOR HIGH SCHOOL STUDENTS IN

PREPARATION FOR RADIO LIVE-TALKSHOW

A Thesis

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

in English Language Education

By

Adesti Komalasari Student number: 021214066

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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vi ABSTRACT

Komalasari, Adesti. 2006. Designing English content-based materials for Senior High School students in preparation for radio live-talkshow. Yogyakarta: Sanata Dharma University

It is believed that a process of English learning determines the success of English acquisition. Referring to the English instruction in this country, it is widely acknowledged that the learning process is mostly teacher-centered. Students’ opportunities to practice English in meaningful contexts are very limited. One technique to maximize students’ ability to use English is by giving them experiential and challenging learning activities such as an English debate, writing and speaking competition, and an English discussion.

This study was set to develop an English learning module to prepare students to get involved in a series of on-air radio discussion using content-based instruction, where English is used as the medium for teaching the topics or subject contents. This activity aimed at engaging students to use English for discussing current social issues.

Two problems formulated in this study were (a) how a set of content-based instructional materials to prepare Yogyakarta Senior High School students in English radio talk show was designed and (b) what a set of content-based instructional materials to prepare Yogyakarta Senior High School students in English radio talk show looked like.

The first problem was answered by modifying Kemp’s and ADDIE model. From the library research, Kemp’s and ADDIE model were modified in order to obtain the steps of the material design. The steps were: (1) Conducting needs analysis, (2) Identifying a goal, topics, and general purposes, (3) Specifying the learning objectives for each topic, (4) Listing and sequencing the subject content, (5) Coordinating support services, (6) Implementing the materials, (7) Evaluating the materials and (8) Revising the materials.

The topics of the materials were obtained by identifying the current social problems and by interviewing a few colleagues and a lecturer who had experiences in tutoring Senior High School students.

The second problem was answered by implementing the materials. The designed material was implemented in a real on-air radio discussion program conducted in Masdha FM for ten meetings. The program involved two or three Senior High School representatives for each school, one radio host, and two facilitators who would guide and assist the representatives if they find difficulties.

The post design survey research was conducted to obtain respondents’ opinions, comments, and suggestions about the designed material. The data analysis result showed that the designed materials were interesting and acceptable to become their learning references but there were also suggestions and comments to improve and revise the materials. For example the layout of the materials had to be more attractive, the articles should be simpler and easier to learn, the exercise should cover all students’ level and not be merely analytical.

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vii ABSTRAK

Komalasari, Adesti. 2006. Designing English content-based materials for Senior High School students in preparation for radio live-talkshow. Yogyakarta: Universitas Sanata Dharma,

Sangatlah dipercaya bahwa proses pembelajaran Bahasa Inggris menentukan suksesnya penggunaan bahasa Inggris secara mahir. Berkenaan dengan pengajaran bahasa Inggris di Indonesia, sudah diketahui secara luas bahwa proses pembelajaran yang terjadi cenderung terpusat pada guru. Kesempatan siswa untuk menggunakan bahasa Inggris dalam konteks yang berarti sangatlah terbatas. Salah satu cara untuk memaksimalkan kemampuan siswa dalam berbahasa Inggris adalah dengan memberi aktifitas pembelajaran yang menantang dan melibatkan pengalaman mereka dengan menggunakan bahasa Inggris seperti debat, perlombaan menulis dan berbicara, dan berdiskusi.

Studi ini diselenggarakan untuk menghasilkan sebuah modul pembelajaran bahasa Inggris untuk mempersiapkan siswa yang terlibat dalam serial kegiatan diskusi di radio secara langsung menggunakan instruksional berbasis isi, dimana bahasa Inggris digunakan sebagai media untuk mengajar isi dari mata pelajaran. Tujuan aktifitas ini adalah mengajak siswa untuk berdiskusi tentang isu- isu sosial yang marak terjadi dengan menggunakan bahasa Inggris.

Dua permasalahan yang dirumuskan dalam studi ini adalah (a) bagaimana mendisain satu set materi pembelajaran berbasis isi untuk mempersiapkan siswa Sekolah Menengah Atas di Yogyakarta dalam sebuah diskusi berbahasa Inggris di radio dan (b) penyajian satu set materi pembelajaran berbasis isi untuk mempersiapkan siswa Sekolah Menengah Atas di Yogyakarta dalam sebuah diskusi berbahasa Inggris di radio.

Permasalahan yang pertama terjawab dengan memodifikasi model instruksional dari Kemp dan ADDIE untuk mendapat langkah-langkah perancangan materi. Ada delapan langkah perancangan materi, yaitu (1) mengadakan analisa kebutuhan, (2) menentukan sasaran, topik-topik, dan tujuan umum, (3) menentukan tujuan khusus untuk setiap topik, (4) menentukan dan mengurutkan subyek yang diajarkan pada setiap unit, (5) mengkoordinasikan peralatan pendukung, (6) mengimplementasikan materi, (7) mengevaluasi materi, dan (8) memperbaiki materi.

Topik-topik materi didapat dengan mengidentifikasi masalah- masalah sosial yang sedang marak terjadi dan mewawancara beberapa rekan sejawat dan seorang dosen yang sudah berpengalaman dalam menangani siswa Sekolah Menengah Atas.

Permasalahan kedua terpecahkan dengan implementasi materi. Materi yang telah didisain diimplementasikan dalam acara diskusi di radio secara langsung yang bertempat di stasiun radio Masdha FM untuk sepuluh pertemuan. Program tersebut melibatkan dua atau tiga siswa Sekolah Menengah Atas, satu orang penyiar radio, dan dua orang fasilitator yang akan memandu dan membantu siswa bila mereka menemukan kesulitan.

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meninjau kembali penyajian materi. Sebagai contoh, tampilan materi harus lebih menarik, artikel yang tersedia sebaiknya lebih sederhana sehingga lebih mudah dipelajari, latihan- latihannya harus mencakup semua tahapan siswa dari kelas I sampak kelas III dan tidak selalu bersifat menguraikan atau menganalisa.

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ACKNOWLEDGEMENTS

My first gratitude goes to Jesus Christ Almighty and Mother Mary, who always hold, accompany, and carry me in every moment I spent in the world.

I dedicate my special gratitude to my thesis sponsor, Mr. Markus Budiraharjo, S.Pd., M.Ed., for his guidance, patience, correction and encouragement to work on this study, and his thought that everything is a process we have to go through.

My gratitude also goes to Jatmiko, my collaborator in this study for every discussion, sharing, and experience, Satya ‘Felix’ and Alit ‘Orly’ for their times, willingness and cooperation to help this study to be realized and all respondents for their willingness to join the program in the study and for their kindness and help to evaluate the designed material.

My next gratitude goes to my wonderful family, Papa Fransiskus Asisi Soepadno, Mama Brigitta Endang Wahyuningsih, Adek Matilda Setyani

Widianningsih, Tante Apolonia Suci Kirmani and Om Mikael Is Suparyadi who always give me love, care, support, motivation, and prayer in every single moment.

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My big appreciation will always carry on Cantus Firmus Choir, Arakan Sang, Laetitia choir and assemble with all the members that have given me new family, great moments and experiences, I also dedicate my indebtedne ss to all PBI 2002 for the friendship and struggle we had together, my dearest Van Lith 9th generation friends, Ririeh, Shinta, Niken, Chandra ‘amank’, and Eko ‘ekep’ for their attention and closeness.

My delightful thanks are directed to all my friends and family in my boarding houses during my study in Yogyakarta; Colombo 34, Gatot Kaca 3D, and Warungboto 603A. I have learned so many values of life through the experiences that we have been through.

Finally I thank those whose names cannot be mentioned one by one, for the help, support, times, and stories that they share for my thesis improvement. God bless.

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LIST OF APPENDICES

Page

Appendix A. Research permission letter ... 78

Appendix B. Questionnaire for post design survey research... 80

Appendix C. The interview results ... 83

Appendix D. Lesson plans ... 87

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LIST OF FIGURES AND TABLE

Page

Figure 2.1 Communicative competence model ... 16

Figure 2.2 ADDIE design model ... 28

Figure 2.3 Kemp Instructional Design modified model ... 33

Figure 2.4 The designing procedures ... 43

Figure 4.1 The data analysis results ... 61

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1 CHAPTER I

INTRODUCTION

In this chapter, the writer will give a brief description about (1) Background of the Study, (2) Problem Identification, (3) Problem Limitation, (4) Problem Formulation, (5) Objective of the Study, (6) Benefits of the Study, and (7) Definition of Terms.

1.1 Background of the Study

In Indonesia, English has the privilege to become the first foreign language among any other foreign languages. A good command of English becomes one of the requirements that Indonesians should have because English is lingua franca for international relation and it becomes a language for science and technology development. Many education institutions in Indonesia have been trying to improve the English competence among Indonesians. In formal education, English becomes one of the compulsory subjects in order to equip Indonesians with the skills to use English in their life considering that English is not the first language and it has to be formally taught. Even so, the long process of English learning followed by Indonesians is deemed far from being satisfactory yet.

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teacher-centered rather than student-teacher-centered, (b) using segregated skill fashion (where skills are learned separately), and (c) lacking of innovative and explorative learning activities (students only admit what the teacher says). Those learning approaches tend to focus only on traditional behavioral achievement by imitation or one-way transforming method. Fourth, the teachers’ opportunity to develop their professional teaching is limited. Teachers are not encouraged to collaborate and share good learning practices. It results the static teaching methods and references. Fifth, the facilities that support the success of English learning (such as language laboratory, English library, etc) are hardly available.

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The writer believes that a language can be successfully acquired when it occurs in context. It means that language is never learned separately from its meaning and it is presented in the context of a person’s experience. The language exposure that uses subject contents which is interesting and relevant to the learners will create an interesting lesson. Brinton (2003) argues that the content-rich environment provides optimal condition for students to acquire language since language is being continually recycled through units. By reading and discussing the topics, students are given opportunities to use the newly acquired language in meaningful and communicative contexts.

The use of subject contents for EFL classes is supported by a content-based instruction (CBI) movement. According to Stoller (2004), CBI focuses on the subject matter that is learned using the language as a tool for developing knowledge and engages the language learning with students’ experience because they learn the language through subject content that are chosen from their daily life experience. The focus for learners is on obtaining information in the second language and developing their academic language skills. Wesche, Brinton, and Snow (1989) argue that CBI aims at neglecting the unnatural separation between language instruction and subject matter which exist in most educational setting. CBI allows the choice of contents to affect the selection and sequencing of language items.

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step to provide CBI to students is by selecting authentic texts. Hutchinson and Waters (1987, p.159) define authentic texts as those that are “not originally constructed for language teaching purposes”. The text is not aimed to teach language, but rather to inform or perhaps entertain. Interaction between text and real world environment result great varies of content s and the task associated with a given text should emulate those that take place in the real world.

Applying knowledge within the use of contexts can be done by innovative activities like an on-air radio discussion. In this program, the students are expected to give oral report, argue, and propose ideas related to the subject contents. All skills are integrated when the students learn the materials provided by reading the articles, summarizing the texts, answering the exercises, listening to each other, and giving their responses and opinions about the contents of the materials. This activity not only gives more exposure to use English but also provides other activities that will develop their critical thinking skills such as information gap, discussion, debate, and problem solving through an interactive and communicative media: a radio. Radio has been used in efforts to improve the people live, especially in education, communication, and entertainment.

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reasons: First, Masdha FM radio station belongs to Sanata Dharma University so that the access to get there is easier. Second, Masdha FM radio station has adequate facility to undergo this program.

In this study, the writer tries to figure out the appropriate technique to prepare the students before they have a live talk show. She tries to design the module so that the students are already familiar with the topic, know how to respond questions on the live discussion with the correct use of related vocabularies or terms and grammar.

The writer hopes that the designed module will be useful for students in learning English

1.2 Problem Identification

Textbook oriented and monotonous activities create difficulties in an English lesson. This led to a boring situation, a lack of an enjoyable atmosphere, and uncomfortable learning process. Moreover, the students are afraid of making mistakes and they do not have any idea of what to say even though they have been learning English since they were in elementary school. Considering these facts, this study proposes a method to help the students acquire English with an outdoor meaningful activity like an interactive discussion in a radio talk show. Through this kind of activity, the students can be using the English as well as developing their knowledge about the topic chosen.

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usually consisting of a group of people who are learned or who have great experience in relation to whatever issue is being discussed on the show for that episode.

Inquiring the students to attend a talk show in a radio program takes a long process of preparation. Students who are involved in this program should have some qualifications in order to have a smooth and flawless radio talk show because they are supposed to speak on air in the radio, where many people will listen to the discussion and will give their own grade of the school’s representative’s quality.

Understanding the content of the topics is essential in this program. The students are required to add their knowledge about the topic so that they can have a wide open discussion where normally they do not do in the regular classroom activities.

In this research, a set of content-based instructional materials would be developed and allowed context-rich English exposure to take place by attending English Radio talk show as an alternative learning media to help students to experience English and to encourage greater motivation in English

1.3 Problem Limitation

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certain elements like function and grammar focus will not be included in this design. Instead, responding and giving argument will be the most common exercise.

These activities are supposed to provide the students with skills and knowledge which are useful for their future

1.4 Problem Formulation

There are two major problems that appear in this study, namely:

1. How is a set of Content-based Instructional material to prepare Yogyakarta Senior High School Students in English Radio Talk Show designed?

2. What does a set of Content-based Instructional material to prepare Yogyakarta Senior High School Students in English Radio Talk Show look like?

1.5 Objectives of the Study

This study is intended to answer the questions stated in the problem formulation. The first objective is to figure out the procedures of designing a set of content-based instructional material to prepare Senior High School students in an English Radio discussion. The second objective is to present the final version of a set of content-based instructional material to prepare Senior High School students in an English Radio discussion.

1.6 Benefits

Hopefully, this study gives meaningful contribution to: 1. The students involved in this program

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knowledge and information exists but also get new experiences to become the guests of the program.

2. The English teachers

The materia ls provided could be the teacher’s reference to give assignments, to implement a new technique in class, to help the students to sharpen their critical thinking through discussion and to improve students’ certain skills. 3. The other designers

For other designers that might conduct the similar study, this study gives alternatives of conducting the need survey to make the design.

1.7 Definition of Terms

In order to avoid misunderstanding, there are some terms that need to be clarified as follows:

1. Design

A design is a general arrangement of planning. To design is to create a new set of materials that fits the learning objectives and specific subject area of a particular learner (Hutchinson and Waters, 1994).

2. Content – Based Instruction

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3. Materials

According to Oxford Dictionary, material is information or ideas for use in creating a book, performance, or other work. In this study, the designed materials are prepared by the writer to promote English in a form of module used to prepare Senior High School students who will be the representative to run an English Radio talk show in Masdha FM, Yogyakarta

4. Senior High School

Senior High School Students, also known as secondary school, is commonly called SMA in Indonesia and is divided into three grades. The first, the second, and the third grade students.

5. English Radio Talk show

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10 CHAPTER II

LITERATURE REVIEW

In this chapter, the writer presents a discussion on the related literature as the theoretical foundation of the study. The discussion will be divided into two parts. They are Theoretical Description and Theoretical Framework. In Theoretical Description, the writer discusses the role of English among Indonesians, Content-Based Instruction, Instructional material design models, and a radio talk show as an alternative of learning media. The theoretical framework discusses all theories stated in theoretical description as the basis of designing a set of instructional material, using a content-based perspective for senior high school students on a live radio talkshow.

2.1 THEORETICAL DESCRIPTION

This section provides theories that are used to support this study completion. Five sections that are discussed are: English as a Foreign Language, Content-based Instruction, Instructional material Design Model, Radio as an Educational medium, and Senior High Students characteristic.

2.1.1 English as a Foreign Language

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2.1.1.1 The nature of English Language

It is undeniable that English is one of the most important means to access to the world’s intellectual and technical resources. English has spread and changed to become an international language. A research administered by British Council in 1995 showed the overwhelming acceptance of the global dominance of English. 96.3% of the respondents agreed that English will remain the dominant language of world communication and 94.4% of the respondents agreed that English will retain its dominant role in the media. Referring to the result, Fishman (1996:628) concludes that English linguistically dominates many domains in international world such as trade, industry, technology, banking, human sciences and professions.

The global use of English means the change of its functions. Widdowson (1997) says that English was used as an instrument for “imposition of power”. In other words, English was used for communication, motivated by colonial ambition. This transmitting action results in the evolution of English use, not only for communication and information transformation, but also for culture and society identity. Moritoshi (2001) gives three roles of English in social development.

a. Language in the development society

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to reflect and to produce something useful for certain reason. According to the Greek people, the primary function of leisure was not necessarily recreational, but to develop one’s awareness and understanding of the world. The notion of leisure results the pursuit of knowledge (en.wikipedia.org). In the career choices and opportunities, Grin (2001) mentions the issues related to English role in economic sectors and some of them are defining elements of economic processes such as production, distribution, and consumption, giving net benefits for social investment such as language teaching and other language-related works (translation, interpretation, etc).

In Indonesia, proficiency in English gives wider leisure opportunities in terms of contributing innovative ideas to improve the economic, educational, social and cultural sector by pervading strategies and knowledge from other successful countries. Moreover, since Indonesia is about to enter an international market to increase the national income, many job vacancies in Indonesia require English proficiency. Workers who have English skills could build business corporative affiliation with other foreign company and they might manufacture their product to be export commodities. They also help reducing unemployment by creating job such as becoming a small entrepreneur and an English teacher.

Modernization, leisure, and career opportunities play a part in a social development because these things are influential to the economical development. It makes income, creates new jobs, and brings about higher levels of employment. b. Language in the development of culture

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for modernization might entail “modernization” as well because English also becomes a means to introduce religion, economy, politics, and social values. English, of course, has its own values. However, Moritoshi (2001) concedes that an exposure to English values has the potential to modify local values. For example, The Javanese who are speaking English can conform to English sociolinguistic values of directness, explicitness, and efficiency in the environment while the original Javanese norms i.e. indirectness and slow- moving are modified accordingly. In other words, people are able to use language diversely and flexibly because they can use English in different circumstances.

In addition, Moritoshi (2001) states that when two languages come into contact, there is a mutually beneficial exchange at the levels of lexis, phonology, grammar, and discourse.

Where societies face the needs to adapt to a changing world, their language need to evolve with them to support that adaptation. This highlights the importance of making language planning a coherent part of the larger vision for the society (p.8)

Concisely, English plays a role in culture development in three major areas, i.e. (1) the value-system associated with English provides additional resources, (2) a contact with English has led to linguistic enrichment, and (3) English also provides additional literary resources.

c. Language in the maintenance of society and culture

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language. After conducting a study about Thai language maintenance in New York City, Teachout (2005) proposes her opinion that there is a strong connection between language and culture identity. The "culture" she refers to in her study can be understood as the three pillars that make up Thai identity: nation, Buddhism, and the King. The language between language and culture identity is not simply as language equals identity, but rather that the relationship is more colored, involving the activities of a community of speakers. A community of Thais living in New York has 70% until 90% proficiency in English. They hold a weekend school in order to get more acquaintance with Thai’s tripartite conception. They begin their weekly routine with the singing of the national anthem and receiving a Buddhist lesson from a monk, they attend Thai’s temple in terms of (1) religious purposes (to pray and to learn about Buddhism), (2) cultural purposes (to preserve family or national culture), (3) social purposes (to see other Thais, and (4) to receive advice from monks. Parents and monks agree the importance of students learning Thai dance, instruments, boxing, and other activities, as a means to "show off" their culture and be proud of "being Thai."

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tutors, learners, learning methodology, and testing. Bamgbose (1998) refers that spoken English is usual to make a distinction between EFL and ESL situation.

2.1.1.2 Teaching English in Indonesia

Indonesian has made use of English as a means of introduction in many sectors as well. In Indonesia, English becomes the first foreign language because it has the most numbers of native speakers in all over the world and has been used as a lingua franca. English is used in most sectors and the role of English in Indonesia becomes more and more important than before. That is why English should get the most important place among others and the importance of English leads to many points of English teaching improvement in order to have an effective and efficient learning.

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Figure 2.1 Communicative Competence Model from Celce -Murcia et al. (1995:10) (Source: Departemen Pendidikan Nasional, 2003)

Based on the Figure 2.1, discourse competence is the main goal in language learning. It implies that someone who has communication ability is also involved in a discourse, builds an interpersonal relationship between communicators with a contextual topic or situation within the communication activity. The discourse competence could only be gained if there are others supporting competence such as linguistic competence (how to understand the language elements and language skills), actional competence (how to use language both in spoken and written), socio-cultural competence (how to relate language to social and socio-cultural identity), and strategic competence (how to achieve the communicative competence).

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meaning signifies in the socio cultural context or not. Unfortunately, what happened in the most ELT in non-native English countries is too many learners of English are being taught a narrow model of English without a real appreciation of how they are going to use English. The learners of English are not learning it to speak to English people to develop knowledge of English culture. Some non-native Englishes are learning English as a lingua franca to be used on a much wider front. Therefore, English learning is better put in learners’ social life context, as mentioned by Gupta

The learning of English needs to be placed in a realistic context for the specific learner, or group of learners. In the author circle and inner circle countries, English is now generally taught very much within the local context, with the learner situated as being most likely to use English within their own society (2001:37)

As a verification of the less contextual teaching of English, Lengkanawati (2004) conducted a research that compared Indonesian and Australian students in learning a foreign language. She found that memory, metacognitive, and affective strategies were more frequently used by the Indonesian students in learning EFL. On the contrary, the use of cognitive, compensation, and social strategies was higher for Australian students. They learned new words in context so that they would be meaningful. Education in Australia has been applying meaningfulness and communicative language teaching maximally since the very level of students, while Indonesian students have the habit of rote learning behavior.

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is taught widely in school, it does not play an essential role in social life. English is not used as a medium of communication in daily life or even in social or professional advancement. In short, Indonesian learners were constructed more as a recipient of knowledge.

Many issues related to English position especially in non- native English learners emerge studies of World Englishes. However, when English is taught in the new community of non- native English learners, both intelligibility and unintelligibility remain. English will remain intelligible because of the constant interaction (through media, internet, books, and otherwise) between the Englishes of various parts of the world, and the value of English as lingua franca. At the same time, it seems likely that unintelligible forms of English will increasingly develop as the language is taught and learned in areas of the world. This can lead to the development of varieties with numerous borrowing from one or more of the local language. English will continue to change in the future, responding the dynamic ways as its use across the world (www.askoxford.com/globalenglish/worldenglish, 2006)

2.1.2 Content Based Instruction

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related language elements for the transmission of meaning. Language elements are usually described as phonological units, grammatical units, and lexical items. The focus is examining how the language elements are related to each other. The second is language learning theories which involves psycholinguistic and cognitive processes in the language learning as well as the conditions that need to be met in order to activate the learning process (Richards and Rogers, 2001). The theories tend to apply psychological theory of learning, which is called behaviorism. The traditional behaviorist believed that language learning is the result of imitation, practice, feedback, and habit formation (Lightbown and Spada, 1999).

Richards and Rogers (2001) states that the linking of structuralism to behaviorism produces a learning method, which can be developed by the teacher based on the particular theories of language and theories of learning. The language learning process which is mostly happened in Indonesia, including in Sanata Dharma University’s English Education Study program, use segregated instruction. In this instruction, the four language skills and three language elements are learned separately with mechanical drill learning strategy or more teacher-centered. The instruction is considered not effective since the students only learn one specific language skill at a time and ignore the organization among the four skills. It restricts the language learning and does not provide communicative competence which may prepare the students to use the language in everyday life.

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completing grammar exercise. One way to provide comprehensible input to the EFL or ESL students is by teaching the subject matter in English using strategies and technique that make the content comprehensible to the foreign or second language learners. It has been known that a second language can be effectively learned when it becomes the medium of instruction, not the object (Short, 1991)

She argues that the integration of language and content involves the incorporation of content material into language classes in order to provide the comprehensible input to students in content classes. Therefore, methods that provide students with more comprehensible input will be more successful.

The better type of an instruction for the second language or foreign language learners is one which makes it possible for them to acquire the target language within their acquisition environment. Nunan (1994) points out three important domains of learning. There are (a) the experiential domain, where the language learning should relate to the learners’ world and place a meaningful drills based on the experience (b) the learning process domain, where the learners are required to notice features of the input and process them in various ways so the “input” can be converted into “intake” (c) the language content domain, where the language input must be memorable, not only comprehensible. Learners need exposure to use all the language skills and element. Therefore, the relevance of topics becomes a vehicle in which language can be contextualized.

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foreign language is used as the medium for teaching subject content. The content selection in CBI is based on the availability of varied materials which match the students’ proficiency level and the teacher can create a course of study designed to unlock and build on their own students' interests and the content can be chosen from an enormous number of diverse topics. Mohan (1986) proposes that CBI combines the goals of the second language curriculum and the regular curriculum, making language learning the vehicle for strengthening general skills and knowledge. He states as follows

Language is not just a medium of communication but a medium of learning across the curriculum. The goal of integration is both language learning and content learning. Content-based classrooms are not merely places where a student learns a second language; they are places where a student gains an education (Mohan, 1986, p. 8).

In accordance with Mohan’s opinion, Davies (2003,

http://iteslj.org/Articles/Davies-CBI.html) states that a theme based CBI course should have both content and language goals. He believed that learners’ learning capability increases when students are learning about something rather than just studying language. In the area of cognitive investigation, Anderson (1990; cited in Snow, 2001) reveals that when learners are exposed to coherent meaningful information and have opportunities to elaborate the information, they create an independent learning process. Effective content-based instructional approach combine coherent and interesting informational resources to create a manageable increasing task complexity (Grabe and Stoller, 1997)

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foreign language or second language setting, by instructional levels: whether the content is taught in elementary school level, secondary, or post secondary levels, and by looking at the degree of emphasis on language and content (Snow, 2001; mentioning Met, 1998).

According to Brinton, Snow, and Wesche (1989), there are three models of content-based instruction that have been developed in the second language instructional setting. They are:

a. Theme-based model

In this model, theme is used as a point of variation for instruction in reading, listening, speaking, and reading skills (Brinton, 2001). The themes used provide the content from which teacher extract language learning activities. Refering to Stoller and Grabe (1997), Snow (2001) mentions the Six T’s approach in organizing the content resources and selecting appropriate language learning activities. The six T’s are

1) Theme

Theme is a central idea that organizes the units selected for their appropriateness to students needs and interests, institutional expectation, program resources, and the teacher abilities and interests.

2) Topics

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3) Text

Text refers to the content resources that drive the basic planning of theme units.

4) Threads

Threads can be meant as the linkages across units that create larger articular coherence.

5) Tasks

The task is the daily instructional activities developed to teach content, language, and strategy instruction.

6) Transition

A transition is a planned action which provides a unity across the topics in a thematic unit and across the task within topics.

b. Sheltered model

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the traits of the language acquisition process. The main characteristic of the model is facilitating the development of language abilities for students to meet the objectives of the regular course. Nevertheless, it has to be kept in mind that the overall purpose if the sheltered subject- matter instruction is content learning rather than language learning.

c. Adjunct model

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that they mast pass in order to graduate and help students to increase motivation in terms of mastering both language and content.

2.1.2.1Principles in Content-Based Instruction

There are six principles for content-based instruction proposed by Brinton (2001):

a. Basing instructional decisions on content rather than language criteria.

Content selection and sequencing becomes the most concern. Content-based Instruction takes a rather fundamental departure from this approach since it allows the choice of content to determine the selection and sequencing of language items. b. Integrating skills

Content-based Instruction practitioners use an integrated skills approach to language teaching, covering all language skills as well as grammar and vocabulary. c. Involving students actively in all phases of the learning process

Learning occurs not only through exposure to the teacher’s input but also through peer input and interactions. Active learning process can be assumed as a social learning role that involve interactive learning, negotiation, information gathering, and the co-construction of meaning.

d. Choosing content for its relevance to students’ lives, interest, and academic goals.

Snow (2001) states that choices of content should revolve consideration of students; proficiency levels, academic objectives, interest, and needs.

e. Selecting authentic texts and tasks.

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objective is providing authenticity of tasks, the task associated with a given text should mirror those that take place in the real world.

f. Drawing explicit attention to language features.

Content-Based Instruction’s purpose is to expose learners to authentic input with the ability to use language for communicative purposes. As an alternative, it makes use of awareness raising tasks to draw attention to specific language feature found in the authentic text.

Content-Based Instruction proposes a theory that successful language learning is obtained when the learners use the language as a means of acquiring information. In other words, the target language becomes a vehicle for learning content. The content learning brings together knowledge, language and thinking skills and the learners are involved in activities that link the skills. Since the learners are to gain knowledge of the interesting and useful information using the target language, the goal of the language learning will be achieved.

2.1.3 Instructional Material Design Model

Many learning activities do not leave a “trail” that can be directly viewed by others. The content, discussion, interactions, and other activities cannot be evaluated and reviewed by person other than the instructor. That is why Instructional Design is needed. Instructional Design is a quality process, which seeks to ensure that critical concept are explored through content presentation and learning activities.

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research and theory about instructional strategies and the process for developing and implementing those strategies. Instructional Design creates detailed specifications for the development, implementation, evaluation, and maintenance of situation that facilitate the learning and also start at any point in the design process.

According to Siemens (2002), the great objective of Instructional Design is to serve the learning needs and success of students through effective presentation of content and encouraging of interaction. In other words, instructional design is more about planning an appropriate lesson to attain certain objectives to improve students’ communicative competence.

Planning a lesson for language course requires translating public needs and expectations into operational. In the case of learning English, especially as a foreign language, the purpose of introducing an additional language into our educational system is to allow communication with rest of the world (Dubin and Olshtain, 1986). The strong emphasis is the need for communication that involves individual choice and achievements. On the other hand, it stresses on the learner’s ability to use the target language for communicative purposes. Not only the communicative competence that becomes the concern of language learning, Dubin and Olshtain (1986) also propose the teacher to investigate the societal needs of such potential graduates, while at the same time it is necessary to define the appropriate knowledge to the high school level for those continuance.

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model is functional since the material in this study will be implemented. The detail explanation is as follows:

2.1.3.1 ADDIE Design Model

Leshin et. al. in 1992 labeled instructional design as instructional system development, in which an individual completes an ordered set of activities in order to develop instructional system. There are three basic models employed in instructional design: the cognitive model, the instructional systems design model and the constructivist model. There are more than 100 different Instructional System Design (ISD) models, but almost all are based on the generic "ADDIE" model. The ADDIE model is a systematic approach to the instructional design, which provides the instructiona l designers with a framework in order to make sure that their instructional product are effective and that their creative processes are as efficient as they can be (www.itrc.wvu.edu/course development/pre-production/ADDIE design model)

ADDIE is comprised of the following five phases: Analyze, Design, Develop, Implement, and Evaluate.

Figure 2.2 ADDIE Design Model (Source: www.ed.isu.edu/isdmodels/ADDIE/ADDIE.html)

a. Analyse

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situation) so as to discover its true nature or inner relationships. During analysis, the designer develops a clear understanding of the "gaps" between the desired outcomes or behaviors, and the audience's existing knowledge and skills. In the analyze phase, ADDIE model asks several questions to become a serious consideration that necessary for the next phases. The questions are:

1) Who is the audience? (Learner characteristics)

2) What do they need to learn? (The instructional goals and the instructional objectives)

3) Create a concept map based on preliminary research. (Products of a series of brainstorming sessions, and are the starting points for the flow charts providing clear directions for the production of the product.)

4) What are the delivery options? (Web, CD, Hyperstudio, Director, Book, etc.)

5) What constraints exist? (Learner age, time, computer resources for design and learners)

6) What will the students do to determine competency? (Accuracy in completing assignments, worksheets, quizzes, etc.)

7) What is the timeline for project completion? (Including management, assigning tasks, flowcharting, storyboarding, design, etc.)

8) What are the learning differences? (Ensuring all students do their own work, teaching of the social context, computer literacy, etc)

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2. Design

Design is the systematic method of research, planning, developing, evaluating and managing an instructional process. All of the individual components are incorporated into the method termed instructional design. According to Kemp (1999, p. 8) the design process must be both systematic and specific. Systematic means an orderly and logical method of identifying, developing and evaluating a set of strategies. It aimed at attaining a particular instructional goal. Specific means each element of the plan must be applied with attention to precise details. By applying systematic procedures and being attentive to specific details, one can design effective instruction.

The design phase of the ADDIE instructional design model suggests five considerations: (1) what are your objectives, (2) what skills, knowledge and attitudes are you trying to develop, (3) what resources and strategies will you use in your instruction, (4) how will you structure the content of your learning material, and (5) how will you assess the learner's understanding and whether or not they have met the objectives of the instruction (Strickland, 2000).

3. Develop

The development phase in the ADDIE model of instructional design addresses the tools and processes used to create instructional material. This stage includes media elements such as audio, video, and text materials.

4. Implementation

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prepared by training the facilitators and learners, and placing all tools for full instruction implementation.

5. Evaluation

In the ADDIE model, evaluation is a systematic process that determines the quality and effectiveness of the instructional design as well as the final product. Evaluation is an ongoing activity conducted at each phase of the ADDIE model. Evaluation consists of two parts: formative and summative. Formative evaluation is part of each proceeding phase and determines effectiveness and quality of each stage. Summative evaluation consists of tests for criterion-related referenced items, provides opportunity for feedback from the users, and assesses learner outcomes.

A. Formative Evaluation

Formative evaluation involves gathering information with the focus on finding out whether there are any obstacles or unexpected opportunities that may have emerged, whether each effort can be developed in the design, and whether there are adjustments and corrections to insure the success of the project.

B. Summative Evaluation

Summative evaluation involves the process of gathering data in the project implementation in order to determine its effectiveness and the instructional objectives achievement. It provides the complete analysis to measure the knowledge transfer, learner outcomes, cost factors, and learner attitude and also provides feedback to make the final product.

2.1.3.2 Kemp’s Instructional Design Model

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A. What must be learned? (this refers to the objectives)

B. What procedures and resources will work best to reach the desired learning levels? (this refers to activities and resources)

C. How will we know when the required learning has taken place? (this refers to evaluation)

Kemp model used in this study is the modified one, which is the combination from Morrison’s, Ross’s and Kemp’s. All factors in the learning environment are considered in the systematic design process, including instructional problem, subject or task analysis, learner characteristics, learning objectives, content sequencing, teaching strategies and delivery, resources, support services and evaluation.

This model consist of nine steps, they are:

1. Identify instructional problems, and specify goals for designing an instructional program considering society, students, and subject area.

2. Examine learner characteristics that should receive attention during planning. Kemp realize that different students learn in different ways. Therefore, a set of instructional material should provide a variety of method, resources, and trails due to characteristics differences.

3. Identify subject content, and analyze task components related to stated goals and purposes.

4. State instructional objectives for the learner.

The objectives indicate what learners are expected to do after completing a unit of instruction.

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6. Design instructional strategies so that each learner can master the objectives. 7. Plan the instructional message and delivery.

8. Develop evaluation instruments to assess objectives.

9. Select resources to support instruction and learning activities.

Figure 2.3 Kemp Instructional Design modified model

(Source: www.quasar.ualberta.ca/edit573/modules/module4)

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The second oval deals with aspects which are essential for implementing the instruction. The designers should consider budget, personnel, facilities, equipment, schedules, as well as summative evaluation which measures the learning outcomes and gives feedback to the designer.

2.1.4 Radio as an educational medium

As tools for language learning, media have undoubtedly always facilitated the task of language learning for learners. As if children learning their first or second language grasp the meaning of words from the object that surround them, non-native speakers make use of the here and now or objects in the immediate environment to process incoming speech (Wesche and Ready, 1985). In the second language learning method, the extent of media use has varied widely. The language items are introduced to learners through contextualized, audiovisual presentation. Language teachers seem to agree that media can and do enhance language teaching, and thus in the daily practice of language teaching we find the entire range of media (Brinton, 2001).

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media when they carry information between sources and receivers with an instructional purpose; that is to facilitate communication and enhance learning.

The electronic communication media has proved their va lue to enhance learning by 1996. It offers new learning opportunities in education by providing some kinds of activities such as project work, discussion, topic teaching, and on- line communication. It can be a means to improve and extend curriculum since the most activities have been doing outside the standard curriculum (Davis, 1997). Moreover, learners in all phases of education may also follow the learning process through the electronic communication media as long as they understand the material.

Radio is one of the audio media for communication since the 20th century. After worldwide growth, radio was used for educational purposes. This means, the mass medium has become one of the delivery technologies of the (distance) education system. Learners have a chance to take the course only with audio, which contains voice, music, and perhaps effect (Yüzer and Kurubacak, 1998).

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Yuguo Yu (1995) reviews the practice of using campus radio for English learning. He states three main reasons why campus radio is advantageous. First, it creates a micro English learning environment to help students improve their ability. The university community radio may offer hours and programs that reach all students’ English level. Second, listening and speaking, which are much involved in a radio program, are now considered progressively important as far as the other skills are concerned. Third, it concerns resources. The station is serving a classroom in the air and has a large enough capacity to reach everyone who needs the help. In a developing country with less knowledge of foreign language, campus radio is possibly the single most cost-effective and helping students to make progress.

Radio is a simple medium that could carry out a dynamic learning practice. Songs, games, and stories might be combined in the learning process to make the learning fun and to support active learning. When the students are to learn the subject matter through radio, they will increase their listening and speaking performance because radio is an audio device which demands those two activities to undergo.

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conclusion about the topic. The activities strengthen their reading and writing competencies.

All language skills and language elements as well as the understanding of the subject matter are integrated into a series of on-air discussions. This activity is fun and challenging since the students experience their learning and make use their English competence in the discussion with many radio listeners who are directly listening to them and giving responses towards the discussion through short massage or phone calls.

A radio can be one alternative medium because it provides a different challenging learning situation to students and increases students’ motivation to learn English. The radio can be a medium to enhance the contextual learning and as it is mentioned in Chapter I that learning through on air radio discussion turn out to be interesting because the students experience their learning and have to prepare themselves to have a smooth flawless radio discussion.

2.1.5 Senior High School students’ characteristics

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In their cognitive development, some researchers explain three social cognitive problems. They are (1) impression formation; how teena gers form and arrange their own point of view and decision about other feature based on several considerations, (2) role-taking; how teenagers try to value and react towards others as they value and react towards themselves, in other words they try to appreciate the third person perspectives, and the last is (3) social convention and morality; how teenagers form their self consciousness, figuring out their personal characteristics by creating social interaction, conceptualizing social norms and rules around them.

From the explanation above, it can be concluded that teenagers’ cognitive development is moving to higher step. They develop their own differentiation; showing their personal impressions to confirm that they are exists and they want to be admitted by other people. They are able to formulate their own opinion that might be different with others and appreciate other’s opinion, they develop their communicative ability. They create their subjectivity, realizing that the moral standard is changing and there will be reasoning based on the concrete situation.

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The course using problematizing must work within the context given and make use of the skills that the teacher brings to the course. Problematizing is chosen in this study because the writer sees many potential and challenging problems in the society that can be resources for the course design. The more information the writer has had about the context, the more apparent the challenges will be. The problems or issues taken also could add the students’ knowledge and stimulate their critical thinking skills as the responses towards the problems. In addition, the problems chosen depend on the resources of the social context and the Senior High school students’ psychology characteristics.

According to contextual learning theory, learning occurs only when the students process new information or knowledge in such a way that it makes sense to them in their own frames of reference (their own experience and response). This approach to learning and teaching assumes that the mind naturally seeks meaning in context that is related to their current environment. In such an environment, students discover meaningful relationships between abstract ideas and practical applications in the context of the real world; concepts are internalized through the process of discovering, reinforcing, and relating.

Some of the issues were interesting to discuss in a talk show as an alternative learning media. By discussing those issues in English, the learners could develop both their language aptitude and knowledge related to the issues by bringing the context into their learning.

2.2 THEORETICAL FRAMEWORK

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focus in order to improve English skills among students. In order to be successful, English learning should be put in learners’ social context s so that it would be meaningful. One strategy in order to have meaningful and purposeful contextual learning is by teaching content using English or by using Content-Based Instruction.

Content-based Instruction (CBI) develop both students’ language skills and knowledge about the topics chosen by discussing the content s of topic. The importance of the topics is a key where language can be contextualized. In the theoretical description, Content-Based Instructions propose an independent learning since the learners are exposed to relate the information and have opportunities to give their own opinion about the information.

One exposure in learning English is by providing the learners a challenging experience like an English radio talk show. In a talk show, the students are to present their knowledge in a spoken form and other people all over the area will listen to them. This activity requires learning intelligibility and content mastery. When they are presenting their opinion about the topic, they are demonstrating whether they know the meaning, the expression they use, and what they are talking about in the discussion.

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A. Needs Analysis (Analyze steps in ADDIE model)

In this step, the writer gathers the information about the current social issues that will be interesting to learn for senior high school students.

B. Goals, Topics, and General purposes (Kemp model)

Before designing the material, the broad goal of the instructional design planning sho uld be stated. After the goal is stated, the writer lists the topics and expresses the general purposes of all topics.

C. Learning objectives (Kemp model)

By specifying the learning objectives, the writer could determine whether the learners accomplish it or not. In this study, the learning objectives later will be written as indicator.

D. Subject content (the design phase in ADDIE model and also in Kemp model) In the subject content, the writer provides the article and exercises related to the topic to support each objective.

E. Support Services coordination (Kemp model)

Support services such as budgets, personnel, facilities, and equipment must be well-coordinated. This section is important because this activity will be hold outside classroom involving personnel who have experienced as radio hosts in English program.

F. Material Implementation (Implement phase in ADDIE model)

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G. The designed material evaluation (both ADDIE and Kemp model)

Evaluations of the designed material are taken to decide whether the materials really fit the learners’ need.

H. The designed material evaluation revision (Kemp model)

Revisions of the designed material are taken to see what changes are needed to be a better one.

Those designing steps will not be having an important effect for this study without conducting post design survey research in order to get data for revising and improving the materials. During the materials implementation, activities like distributing questionnaire sheets to the respondents, interviewing the respondents, and taking field notes for every discussion are conducted in order to get both qualitative and quantitative data. The research methods conducted in this study will be explained in the following chapter.

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Figure 2.4 The Designing Procedures Need Analysis

Goal, Topics, and general purposes

Learning objectives

Subject content

Support service coordination

The designed material evaluation

The designed material revision

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44 CHAPTER III

METHODOLOGY

This chapter presents the methodology of the study. It entails research methods, research settings, research respondents, research instruments, data gathering procedures, data analysis procedures, and research procedures.

3.1 Research Methods

Regarding to the problems formulated in this study, which is how a set of Content-based Instructional material to prepare Yogyakarta Senior High School Students in English Radio Talk Show is designed and what a set of Content-based Instructional material to prepare Yogyakarta Senior High School Students in English Radio Talk Show looks like, survey research was conducted. A survey research was conducted in order to understand how things were working in the learning setting. It entailed considerations about the characteristics of the learners, the materials suitable for the learners, the abilities of the teacher and the learners, and the performance would be. The writer used both pre-design survey research and post-designed survey research in this study.

3.1.1 Pre-design Survey Research

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The topics for on air radio talk show should be interesting because there would be many people listening to the discussion. Since the participants of the discussion were Senior High School students, the topics chosen should also be suitable to their interests. The writer updated the information about problems in society and observed whether the problems could be the interesting topics both for listeners and for the students’. The writer conducted the problems selection action by doing library research and interviewing some people who knew interesting issues to be discussed for Senior High School students.

3.1.2 Post-design Survey Research

For the benefit of the designed materials evaluation and revision, the writer conducted the post design survey research after completing the design materials. The respondents were an English lecturer in Sanata Dharma University and three English instructors who experienced in handling Senior High School students. They were asked to give their opinions and suggestions whether the instructional materials were acceptable for conducting a radio talk show for Senior High School student s or not.

3.2 Research Settings

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3.3 Research Respondents

The respondents of this research were divided into two groups, the respondents of pre-design survey research and the respondents of post-design survey research. In the pre-design survey research, the respondents were three English instructors and an English lecturer who had experienced in dealing with Senior High School students. They knew better on what actual level the students were, so the designed material would be acceptable and understandable. They gave suggestion on the topics which were interesting and easy to be the material for Senior High School students.

The respondents of the post-design survey research were two English teachers from Saint Mary Senior High School and Stella Duce II Senior High School, and fifteen Senior High School students involved in the English radio talk show. They were: five students from Sang Timur Senior High Schools, three students from Pembangunan Vocational High School, two students from IX Public Senior High School, four students from Saint Mary Senior High School, and one student from Stella Duce II Senior High School.

3.4 Research Instruments

The instruments of this study would be divided into two categories. They are the instruments that were used in the pre-design survey research and the instruments that were used in the post-design survey research.

3.4.1 Pre-design Survey Research Instruments

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the instrument of this study because it provides the freedom of expression and elaboration. As a result, many unexpected information emerged.

The questions of the interviews were primarily about what interesting topics that could be discussed for Senior High School students were and what kind of assessment that worked to improve their English skills.

3.4.2 Post-design Survey Research Instruments

Questionnaires and Interviews were used in the post-design survey research. Questionnaire is printed data collections which include questions or statements which the subject is expected to respond in the written form (Seliger and Shohamy, 1989). The writer used open-ended form questionnaire which did not set the alternative answers to the respondents. The purpose was to give freedom for the participants to answer the questions given. The writer made the questionnaire in Indonesian in order to avoid respondents’ misinterpretation for the respondents since they were to write an open-ended questionnaire.

The questionnaires were mainly about the format of the instructional materials, the contents, the benefit of each exercise, the material effectiveness in building their vocabulary and reading skills, the material value s, the negative and positive sides of the instructional materials, the learning difficulties, and their suggestions for the materials.

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3.5 Data Gathering Procedures

The data were gathered in two parts. In the first part, the writer gathered data for the designed material by interviewing some English instructors and an English lecturer about the social issues that might be interesting for Senior High School students considering their psychology aspect and level. After listing the entire issue topic from all interviewees, the writer asked them once again to select the good number of interesting topics to talk about in an interactive radio talk show. The data gathered from the interviews were used as the sources to design the instructional material. The second part data were gathered after implementing the instructional material in English radio talk show. The writer distributed questionnaires to the students who were involved in English radio talk show to get evaluation on the designed material. The data assembled were then used to revise and improve the material.

3.6 Data Analysis Procedures

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3.7 Research Procedures

There were some procedures conducted in this study, the steps were:

a) Listing issues that became society concerns from newspapers, magazines,

and other opinions.

Many social problems occurred in the learners’ surroundings could be the references for making the materials by considering Senior High School students’ psychological development. The writer mapped the problems by classifying the problems into categories and then dividing them into subheadings. This activity led to the materials organization, so that the material would not be overlapped. b) Selecting issues that would be the interesting topics for English radio talk

show.

The writer selected numbers of issues from the problems map that would be interesting to be discussed in an on-air radio talk show. By identifying news and information in the magazines and newspapers, the writer got the resources for the designed materials and developed the exercises based on the articles. One issue selected would be the topic of one meeting in the on-air radio discussion. c) Stating the objectives and designing the material.

The objectives were based on the exercises provided in each topic and informed the students were to accomplish the exercises so that the objectives in each topic could be achieved.

d) Having an informal interview with some English instructors and an English

lecturer to get their comments and corrections.

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e) Distribu

Designing english content-based learning materials for senior school students in preparation for radio live-talkshow.