USING CONTEXTUAL TEACHING AND LEARNING APPROACH
FOR THE ELEVENTH GRADE STUDENTS OFSMA PANGUDI LUHUR
YOGYAKARTA
ASARJANA PENDIDIKANTHESIS Presented as Partial Fulfillment of the Requirements
to Obtain theSarjana PendidikanDegree in English Language Education
By
Fendika Aji Prawisma Student Number: 071214084
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
USING CONTEXTUAL TEACHING AND LEARNING APPROACH
FOR THE ELEVENTH GRADE STUDENTS OFSMA PANGUDI LUHUR
YOGYAKARTA
ASARJANA PENDIDIKANTHESIS Presented as Partial Fulfillment of the Requirements
to Obtain theSarjana PendidikanDegree in English Language Education
By
Fendika Aji Prawisma Student Number: 071214084
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
ii
DESIGNING ENGLISH READING MATERIALS
USING CONTEXTUAL TEACHING AND LEARNING APPROACH FOR THE ELEVENTH GRADE STUDENTS OF SMA PANGUDI LUHUR
YOGYAKARTA
By
Fendika Aji Prawisma
Student Number: 071214084
Approved by
Advisor
Date
iv
This thesis is dedicated to everyone who understands how precious
v
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 14 May 2012
The Researcher
Fendika Aji Prawisma
071214084
vi
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Fendika Aji Prawisma
Nomor Mahasiswa : 071214084
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING ENGLISH READING MATERIALS
USING CONTEXTUAL TEACHING AND LEARNING APPROACH
FOR THE ELEVENTH GRADE STUDENTS OF SMA PANGUDILUHUR
YOGYAKARTA
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai peneliti.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 01 Juni 2012
Yang Menyatakan
vii
Prawisma, Fendika Aji. 2012. Designing English Reading Materials Using Contextual Teaching and Learning for the Eleventh Grade Students of SMA Pangudi Luhur Yogyakarta.Yogyakarta: Sanata Dharma University.
The sufficiency of various learning materials influenced the language learning process to attain the learning goals, especially in learning English. Meanwhile, the implementation of School-Based Curriculum in SMA Pangudi Luhur Yogyakarta demanded the sufficiency of reading materials for the students because the students should learn English through some types of texts. In fact, the school was lack of the various reading materials. Therefore, this study aimed at developing English reading materials for the eleventh grade students of SMA Pangudi Luhur Yogyakarta by implementing the approach of Contextual Teaching and Learning (CTL).
This study was aimed at solving these two research problems: (a) how English reading materials using Contextual Teaching and Learning for the eleventh grade students ofSMA Pangudi Luhur Yogyakarta are designed, and (b) what the designed materials look like.
To answer the first question, the researcher adopted Kemp’s instructional model (1977) and implemented the method of Research and Development (R&D) as stated by Borg and Gall (1986). Besides, the researcher also adopted the principles of CTL as proposed by Johnson (2002) in designing and developing the materials. There were five steps of R&D model were employed which also contained the eight steps of Kemp’s instructional model, namely; (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) preliminary field testing, and (5) main product revision.
To obtain the necessary data, research and information collecting was done by distributing the pre-design questionnaire to 73 (seventy three) science students in the eleventh grade, conducting informal interview with the English teachers, and observing the school’s support services. In developing the materials, the researcher employed the principles of material development by Hutchinson &Waters (1987) and the principles of CTL (Johnson, 2002). In order to evaluate the designed materials, the researcher distributed post-design questionnaire to two lecturers and one teacher. The result showed that the designed materials were well-designed and ready to implement because from all aspects which were evaluated only two aspect that did not reach the maximum score. Those two aspects only reached the 3 points out of 4 points of agreement. In fact, the revision was made by completing the materials with the notes about text genres.
To answer the second question, the researcher presented the revised version of the designed materials which consist of 4 units. The units were, “Let’s Go to the Beach”, “My Favorite Story is…”, “Be Careful: Gadget Attack!!”, and “Korean Wave”. Each unit was divided into three main phases of reading process i.e. pre-activity, main-activity, and post-activity.
viii
Prawisma, Fendika Aji. 2012. Designing English Reading Materials Using Contextual Teaching and Learning for the Eleventh Grade Students of SMA Pangudi Luhur Yogyakarta.Yogyakarta: Universitas Sanata Dharma.
Ketersediaan berbagai macam materi pembelajaran sangat memengaruhi proses pembelajaran bahasa untuk mencapai tujuan pembelajaran khususnya dalam pelajaran Bahasa Inggris. Sementara itu, sistem KTSP menuntut SMA Pangudi Luhur Yogyakarta untuk mempunyai materi membaca yang cukup,dalam pembelajaran Bahasa Inggris,karena siswa harus belajar Bahasa Inggris melalui jenis-jenis teks atau bacaan. Faktanya, sekolah menghadapi rintangan dalam proses pembelajaran Bahasa Inggris dikarenakan kurangnya materi membaca. Oleh karena itu, melalui penelitian ini, peneliti mencoba mengembangkan materi membaca Bahasa Inggris untuk siswa kelas XI SMA Pangudi Luhur Yogyakarta dengan menerapkan pendekatan pengajaran dan pembelajaran kontekstual.
Penelitian ini bertujuan untuk menjawab dua pertanyaan berikut: (a) bagaimanakah cara merancang materi membaca Bahasa Inggris dengan pendekatan pengajaran dan pembelajaran kontekstual (Contextual Teaching and Learning) untuk siswa kelas XI SMA Pangudi Luhur Yogyakarta, dan (b) seperti apakah materi membaca yang dirancang.
Untuk menjawab pertanyaan pertama, peneliti menggunakan model rancangan pembelajaran Kemp (1977) dan menerapkan metode penelitian dan pengembangan dari Borg dan Gall (1986).Selainitu, peneliti juga mengimplementasikan teori-teori pendekatan pengajaran dan pembelajaran kontekstual dari Johnson (2002) untuk merancang dan membuat materi pembelajaran. Peneliti menerapkan lima langkah metode penelitian dan pengembangan Borg dan Gall yang juga berisi delapan langkah model rancangan pembelajaran Kemp. Kelima langkah tersebut, antara lain; (1) pengumpulan hasil-hasil dan informasi penelitian, (2) perencanaan, (3) pengembangan bentuk pertama produk, (4) uji produk di lapangan, dan(5) revisi produk.
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yang telah direvisi yang terdiri dari 4 unit. Keempat unit tersebut antara lain, “Let’s Go to the Beach”, “My Favorite Story is…”, “Be Careful: Gadget Attack!!”, dan “Korean Wave”. Masing-masing unit terdiri dari 3 bagian, pre-activity, main-pre-activity,danpost-activity.
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First of all, I would like to deliver my first gratitude to my Lord for His blessing, guidance, mercy and support, so that I am able to finish my thesis. He always gives me many things to learn, many chances to take and many hopes to accomplish.
I would like to express my deepest gratitude to Made Frida Yulia, S.Pd., M.Pd., my thesis advisor, for her patience, guidance, suggestions, criticism, and support. I am proud of her because she gives me invaluable knowledge and things during my own process in finishing my thesis. I am also very grateful to Yuseva Ariyani Iswandari, S.Pd., M.Ed., and Adesti Komalasari, S.Pd., M.A., for their willingness to evaluate my designed material.
I am deeply grateful to the principal of SMA Pangudi Luhur Yogyakarta, Br. Herman Yoseph, FIC, for allowing me to conduct this research in his school. My sincere appreciation also goes to all my teachers in SMA Pangudi Luhur Yogyakarta, for the kindness and openness, especially for my English teachers, Restituta Krismanti, S.Pd., for her deepest guidance and suggestions toward my designed materials, and Christina Sigit K, S.Pd, for her guidance and for my Physics teacher, H.Y Unggul Prasetya, S.Pd., for his invaluable supports and friendships.
xi
staff, and ILCIC students, for the togetherness, kindness, and friendships so that I could get many valuable experiences, knowledge and moments.
I would like to express my greatest gratitude to my family: my father, Rubiyanta, S.Pd., my mother, Partini, S.Pd., my lovely sister,MbakLina, my nice brothers, Aan and Ryan, my brother in law, MasEko, and my cute niece, Gita, for their everlasting love and supports. I also give my sincere gratitude to my second family: Mbak Titin, Fina, Ria, Andi, Deny, Satria, Tami, and Agung for their everlasting friendships, happiness, and of course for their artificiality. Then, my thanks go to my EMC friends: Sr. Irene, FCJ., Nana, Bertha, Boti, Pipit, Heri, Dwi, Wida, Oda, Rieta, Achie, Calvin, and Iren for the spiritual section, for the happiness and for the togetherness. Besides, I am grateful for my OMK friends, Mayang, Silih, Blur and Nopik, Ndarek, Dito, Rizki, Andi for their supports and prayers. I would like to say thanks to the ‘Borrowed Beauty’, ‘Saraswati English Course’, ‘KKN XLI’ and PBI 07 family for the beautiful moments during studying at Sanata Dharma University.
Then, I would like to give my deepest thanks to my best friend, Triana Sari, Dian Khenissa Siwiputri, Wening Tri Widati, S.Pd., and Anastasia Pramitha for the invaluable and craziest moments, for the supports, for the love, and for the invaluable friendship to my life.
Finally, I would like to express my gratitude to everybody who has directly and indirectly helped me in writing this thesis.
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Page
TITLE PAGE ... i
APPROVAL PAGE ... ii
DEDICATION PAGE... iv
STATEMENT OF WORK’S ORIGINALITY ...v
PERNYATAAN PERSETUJUAN PUBLIKASI... vi
ABSTRACT... vii
ABSTRAK... viii
ACKNOWLEDGEMENTS ...x
TABLE OF CONTENTS... xii
LIST OF TABLES ... xvi
LIST OF FIGURES ... xvii
LIST OF APPENDICES ... xviii
CHAPTER I. INTRODUCTION ...1
A. Research Background...1
B. Research Problems ...5
C. Problem Limitation...6
D. Research Objectives ...7
E. Research Benefits ...7
F. Definition of Terms...8
CHAPTER II. REVIEW OF RELATED LITERATURE ...11
A. Theoretical Description ...11
1. Instructional Design ...11
a. Kemp’s Model ...12
2. Syllabus ...15
3. Materials Development ...16
xiii
b. Content Focus ...19
c. Language Focus...19
d. Task ...19
5. Contextual Teaching and Learning ...20
a. Characteristics of CTL ...21
b. Components of CTL...22
6. Reading ...23
a. The Nature of Reading ...23
b. Reading Process ...23
c. Reading Skills ...25
d. Teaching Reading...27
e. Interactive Models for Second Language Reading ...29
7. Curriculum ...31
a. The Curriculum for Senior High School ...31
B. Theoretical Framework ...33
CHAPTER III. RESEARCH METHODOLOGY ...38
A. Research Method...38
1. Research and Information Collecting...39
2. Planning ...40
3. Developing Preliminary Form of Product...40
4. Preliminary Field Testing...40
5. Main Product Revision...40
B. Research Settings...41
C. Research Participants...41
C. Research Instruments and Data Gathering Technique ...42
1. Observation Checklist ...43
2. A List of Interview Questions ...43
3. Questionnaire ...44
xiv
E. Research Procedure ...48
1. Observing the School ...48
2. Asking Permission ...48
3. Planning the Research ...49
4. Doing Learner Need Analysis ...49
5. Designing the Reading Materials ...49
6. Evaluating the Designed Materials ...50
7. Revised the Designed Materials...50
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION...51
A. The Process of Designing the Reading Materials ...51
1. Research and Information Collecting...51
a. Pre-Assessment ...51
b. Learners’ Characteristics...53
c. Support Services...55
2. Planning...55
a. Stating Competency Standard and Basic Competence...56
b. Specifying Learning Indicators ...57
c. Listing Subject Content ...58
3. Developing Preliminary Form of Product...60
4. Preliminary Field Testing...63
5. Main Product Revision...68
B. The Brief Description of the Reading Materials Design ...69
1. Pre-Activity ...71
a. Getting Ready...71
2. Main-Activity...71
a. Let’s Read I ...71
b. Let’s Read II...71
c. Let’s Read III...71
xv
A. Conclusions ...73
B. Recommendation...75
1. For Teachers...75
2. For Other Researchers...76
REFERENCES...77
xvi
LIST OF TABLES
Table
4.1 The Goals and General Purposes of the Materials ...56
4.2 The Learning Topics of the Materials ...57
4.3 The Learning Indicators of the Materials...57
4.4 The Organization of Subject Contents ...59
4.5 The Final Organization of Designed Materials ...60
4.6 The Model Unit of the Designed Materials ...62
4.7 The Description of Post-Design Questionnaire Respondents ...64
4.8 The Results of Post-Design Questionnaire ...65
xvii
LIST OF FIGURES
Figure
xviii
LIST OF APPENDICES
Appendix
A.Surat Ijin Penelitian...80
B. Observation Checklist and Results ...82
C. Pre-Design Questionnaire...84
D. The Results of Pre-Design Questionnaire ...89
E. Post-Design Questionnaire ...92
F. Teacher’s Book ...95
INTRODUCTION
This chapter covers six important parts of the thesis: research background,
problem formulation, problem limitation, research objectives, research benefits,
and definition of terms.
A. Research Background
As a foreign language, English has an important role in Indonesia. Its role
as a global communication tool forces many people in Indonesia to learn English.
This situation is also caused by the fact that in the future many people need
English competence, such as for working, for studying, for having business, for
traveling, and other activities that use English as a tool to reach their purpose.
Because of that, nowadays, in Indonesia learning English is a must.
Having good competence of English has become a need for Indonesians. People
start to study English since they are young. In fact, in Indonesia, English is learnt
since elementary school or even kindergarten. Then, English becomes one of the
compulsory subjects which is learnt by the students based on Indonesian
curriculum. Moreover, Indonesian government also stated that English determines
the students’ graduation, especially in Junior High School and Senior High School
through the national examination. Seeing the fact that English takes an important
role in Indonesian education, English learning is developing year by year through
its method and every aspect in the learning process. In addition, the development
English with grammar-based curriculum; meanwhile, they learn English with
text-based curriculum nowadays. In this case, text-based on the curriculum applied,
students start to learn English through the texts first rather than the English
grammars. It can be said that students are going to be more focus on reading
activity.
However, the problem is that students have less motivation in learning a
language, especially English, although it is a compulsory subject. One big
problem is that most students are lazy to read the text. Actually it is similar to
most English learners in Indonesia. As what the researcher gathered from the
English teachers of SMA Pangudi Luhur Yogyakarta, through the informal
interview, the researcher found that the students’ ability in reading skill are not
enough. The teachers said that the students are lazy to read the English texts.
Moreover, their vocabularies are still limited so that they have some difficulties
especially to understand the content of the text. Besides having difficulties in
improving students’ ability in reading skill, the researcher found that English
teachers of SMA Pangudi Luhur Yogyakarta have very limited technique to teach
English, especially for reading skill. Absolutely, the limited technique to teach
reading makes the teachers feel difficult to improve students’ competence in
English reading skill. The teachers also said that the activities in reading are
monotonous so that the students are less motivated to learn or even to read the
texts. Those multiple problems such as students’ vocabularies which are limited,
teachers, actually, most of the students are the active students so that they prefer
to have an active activity rather than the passive activity, such as reading aloud or
answering some questions. However, the teachers also realize the fact that
students’ competence in English determines the students’ graduation. That is why,
the teachers give their best to motivate students to learn English, especially in
reading, but the problem is that they only have limited technique including the
activity to teach reading.
Therefore, English teachers of SMA Pangudi Luhur Yogyakarta need a set
of reading materials with various activities to solve the students’ problem. In
which, students are easily bored with the passive activity since most of them are
very active to interact with other students. Meanwhile, reading skill is important
for them since the test form of national examination is in a kind of reading
materials. Then, because of that, the researcher conducted a research to enhance
students’ interaction in learning English by designing a set of reading materials
using Contextual Teaching and Learning (CTL) approach for the eleventh grade
students of SMA Pangudi Luhur Yogyakarta. A set of reading materials using
CTL approach can be seen as a solution for the problem in order to motivate
students to learn English. The fact shows that most students are active students so
that it will be suitable to students’ characteristics since the method also deals with
students’ activeness in relating or connecting the materials with the reality in their
context, such as through authentic materials and problem-solving task. Rivers
(1987, p. 4) states that “students can increase their language store as they listen to
or read authentic linguistic material, or even the output of their fellow students in
discussion, skits, joint problem-solving tasks, or dialogue journals.” Because of
that, the researcher will use the ‘activeness’ of the students to be applied
effectively by providing a set of reading materials using Contextual Teaching and
Learning (CTL) approach for the eleventh grade students of SMA Pangudi Luhur
Yogyakarta. This approach will be very helpful for the students in order to
understand the meaning or the content of the text. Johnson (2002, p. 25) said that
CTL is an educational process that aims to help students see meaning in the
academic material they are studying by connecting academic subjects with the
context of their daily lives, that is, which context of their personal, social, and
cultural circumstance. Therefore, Contextual Teaching and Learning (CTL)
enables students to interact with others, give the opportunity to discuss, ask
questions, dan to solve a problem so that their language store will increase.
The previous explanation shows that CTL approach is also able to
increase students’ participation in class, not only their participation to interact
with other students but also their participation in English learning, especially in
improving their reading skill by understanding the text through the real context in
their daily lives. Furthermore, CTL also enables to enhance students’ ability. Not
only group activities but also independent study and full-class instruction can
attractive learning activities which enable students to interact, respect, think, and
to learn actively. Moreover, CTL approach has a potential to build students’
motivation to learn, in which, Whithehead (1967) stated that there is no mental
development without having motivation, that, it is the basic of understanding.
Therefore, a set of reading materials CTL approach will be beneficial for students’
ability, social-skill and cognitive-skill development.
Stipek (1993) states, “Developing tasks that are both fun and contribute
to knowledge and skills is difficult” (p. 98). However, that is the consequence
when the teachers want to achieve a better result from learning process. Then,
through this research in order to solve the students’ problem and to fulfil the
teachers’ need, the researcher tries to design English reading materials using CTL
approach which can absolutely involve students ability in learning English.
Besides, the design is also made based on the students’ characteristic. That is why,
this design can be used and applied in SMA Pangudi Luhur Yogyakarta.
B. Research Problems
Based on the explanation in the background of the research, the researcher
formulates the following research problems:
1. How are English reading materials using Contextual Teaching and Learning
(CTL) approach for the eleventh grade students of SMA Pangudi Luhur
(CTL) approach for the eleventh grade students of SMA Pangudi Luhur
Yogyakarta look like?
C. Problem Limitation
The researcher focuses on the design of English reading materials using
CTL approach for the eleventh grade students of SMA Pangudi Luhur
Yogyakarta, Indonesia. The CTL approach is used in order to apply the materials
into activities which are able to increase the students’ interaction and motivation
to learn English as the foreign language. The approach is also used for helping
the students to relate the materials with the real context so they can understanding
the meaning or content of the text easier. The materials are designed based on the
curriculum which is used nowadays, that is School-Based Curriculum (SBC) or in
Indonesia it is called as Kurikulum Tingkat Satuan Pendidikan (KTSP) and it focuses on the materials for the eleventh grade students of Senior High School.
The topics for the materials are chosen based on the students’ interest. The
activities are made based on using CTL approach. The activities in reading are
made to reach the indicators of each topic which enable students to learn and
interact actively. The design is especially planned for students’ improvement of
reading skill.
D. Research Objectives
Learning approach for the eleventh grade students of SMA Pangudi Luhur
Yogyakarta are designed.
2. To find out what English reading materials using Contextual Teaching and
Learning approach for the eleventh grade students of SMA Pangudi Luhur
Yogyakarta look like.
E. Research Benefits
This research is intended to give benefits as follows.
1. English Teachers
English teachers, especially in SMA Pangudi Luhur Yogyakarta, will have
more activities to teach reading. It means that they can use and apply this reading
materials design in the English class. By having this design, the teachers can
apply various activities or even techniques to teach reading using CTL approach.
Furthermore, the teachers are also possible to develop another activity for reading
class by understanding the design, in case that the students’ characteristics change.
2. Senior High School Students
By having this reading material, the eleventh grade students of SMA
Pangudi Luhur Yogyakarta will have more activities in reading class. Students
will be more motivated by learning a new thing. Connecting the materials with
the real context in daily lives will increase the students’ participation and
various activities in reading class can avoid students’ boredom.
3. Other Researchers
This research can provide some helpful information related to the study. It
helps the other researchers to design the further research. In other words, the other
researchers will be able to design another reading material using CTL approach
that is suitable for the learners’ level for whom they are intended to.
F. Definition of Terms
There are some definitions that the researcher had to clarify in order to
make the research understandable, such as:
1. Reading
According to Gibson and Levin (1979), reading is extracting information
from the text (p. 5). It means that what people need when they are reading is to
understand the text in order to gather the information or message. In this research,
reading is a comprehension process by recognizing and understanding a text in
order to gather the information from the text. Reading is one of skills in English
subject which is learnt by senior high school students. This research focuses on
the reading materials which are designed for eleventh grade students of SMA
going to be learnt is English text or reading materials. The materials are various
and are chosen based on the students’ interest. In this research, the materials are
attractive, authentic, and contextual. Besides, the materials are designed based on
the curriculum used for the eleventh grade students of SMA Pangudi Luhur
Yogyakarta (KTSP).
3. Contextual Teaching and Learning Approach
Contextual Teaching and Learning (CTL) approach helps students to see
meaning in the academic material by connecting academic subjects with the
context of their daily lives, that is, with context of their personal life, social, and
cultural circumstance (Johnson, 2002, p. 25). CTL approach enables students to
understand the meaning or the content of an English text by relating the materials
or the texts to the real context in our daily lives. In this research, CTL approach is
implemented to determine the learning methods, learning activities and learning
materials, for example by using video and authentic materials teachers can
stimulate students. Video and authentic materials enable students to learn easily so
that they can interact or to take a part actively with other students in the class.
4. Students of SMA Pangudi Luhur Yogyakarta
In Indonesia, Senior High School is called as SMA (Sekolah Menengah Atas). The school prepares students to be able to continue their study in the university. The school consists of three grades, that is, tenth grade, eleventh grade,
and twelfth grade. In this research, the students are in the eleventh grade of SMA
students from science class, in which there are 3 (three) science classes in SMA
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REVIEW OF RELATED LITERATURE
In this chapter the researcher discusses some theories that are relevant in
designing English reading materials using Contextual Teaching and Learning
approach for the eleventh grade students ofSMA Pangudi LuhurYogyakarta. This
chapter is divided into two parts. In the first part, the researcher deals with the
theoretical description while the second part deals with the theoretical framework.
A. Theoretical Description
In this part, the researcher elaborates 6 (six) main points of the theories
which are used in this research.
1. Instructional Design
Instructional design is defined as a systematic process that is employed to
develop education and training programs in a consistent and reliable fashion
(Reiser & Dempsey, 2007). This systematic process can be applied on any
educational level-elementary, secondary, or college. In addition, instructional
design model may be thought as framework for developing modules or lessons
that enhance the possibility of learning and encourage the learners to learn faster
and gain deeper levels of understanding (Gagne et al., 1985).
There are several models of instructional designs which are proposed by
some people. One of the famous instructional design models is proposed by
Kemp in 1977 which enables the designers to use the model flexibly to suit their
own needs (Kemp, 1996). This model can also be applied in all education levels.
a. Kemp’s Model
According to Kemp (1977, p. 8), a plan is designed to answer these three
primary questions.
1) What must be learned? (Objective)
2) What procedures and resources will work best to reach the desired learning
level? (Activities and resources)
3) How will we know when the required learning has taken place? (Evaluation)
Kemp (1977) offers eight elements in designing the program development
(p. 8). Each element is connected in an oval shape and it shows the flexibility of
the model (figure 2.1). Those eight elements are:
1) Identifying Goal, Topics, and General Purpose
A designer should decide the goals of the system, select the topics to be
taught by the teacher, and specify the general purpose of each topic in making
instructional design. In the design, the goals are obtained through society,
students, and subject areas. Then, topics in the system should be arranged
from the simplest level to the complex level. In addition, general purpose is
taken from the topic which also expresses students’ expectation.
2) Analyzing the Learners’ Characteristics
In order to have a good design which is exactly effective for students’
success, the designer should analyze the students’ need, students’ lacks,
of the need analysis determines the design result, such as in planning, in
selecting topics, and in identifying the learning objectives.
3) Identifying Learning Objectives
Identifying learning objective is difficult but it is essential in making
instructional design. Learning acquires active efforts from the learner so that
the designers should determine the objectives that are measurable to be
achieved by the students.
4) Listing Subject Content
Subject content is closely related to the objectives and students’ need. The
designer decides the content which is suitable and needed to achieve the
objective of each topic.
5) Developing Pre-Assessment
The designer develops pre-assessment to determine students’ background
knowledge about the topic. In order to plan the activities, the designer finds
what the students really need and what topics that they have already mastered
through the pre-assessment.
6) Selecting Teaching Learning Activities and Resources
The designer selects teaching learning activities, methods, and instructional
resources that is most appropriate for accomplishing each objective through
subject content. The designers should know the strengths and the weaknesses
of various methods or material. They can select the methods and activities
7) Coordinating Support Services
The designer coordinates the support services required to implement the
design plan, for example, budget, facilities, equipments, and schedules to
carry out the instructional plan.
8) Evaluating Students’ Learning
This is the last part of the Kemp’s model. The designer evaluates the
students’ learning related to the accomplishment of the objectives. The
evaluation is used to determine whether the material is successfully
[image:33.595.101.512.200.699.2]implemented or not.
Figure 2.1 that follows illustrates the relationship of each step in the plan to
the other steps.
Figure 2.1 Kemp’s Model of Instructional Design (Kemp, 1977, p. 8)
Goals, Topics, General Purpose
Learner’s Characteristic
s Learning
Objectives
Subject Content
Pre-Assessment Teaching Learning
Activities and Resources Support Services
Evaluation
According to Kemp (1977), developing an instructional system is a
continuous process. Each step in the diagram always needs a revision. Therefore,
the changes in one element will influence other elements because they are
interdependent. This model has a flexibility process that enables the designer to
start with whichever element you are ready to start with and then move back and
forth to the other steps (Kemp, 1977, p. 9).
2. Syllabus
According to Hutchinson and Waters (1987, p.80), a syllabus is a
document which says what will (or at least what should) be learnt. A syllabus
provides a set of criteria for materials selection and/or writing. It is intended to
lead a learner to a particular state of knowledge. Therefore, the contents of
syllabus are arranged from the simplest to the complex. In fact, one of the main
purposes of a syllabus is to break down the mass of knowledge to be learnt into
manageable units. However, a syllabus is only a model – a statement of an ideal
(Hutchinson, 1987, p. 84). It is important to remember that a syllabus can only
constitute an approximate statement of what will be taught.
There are six types of syllabus according to Krahnke (1987, pp. 9-14). In
fact, almost all language teaching combines two or more syllabi depending on the
goal of the program.
Those types of syllabus are:
a. A structural syllabus, in which the content of language is a collection of forms
b. A functional-notional syllabus, in which the content of language is a collection
of functions that are performed when language is used or of the notions that
language is used to express. Some examples of functions are performing,
agreeing, refusing, and inviting. Some examples of notions are age, size, color,
and comparison.
c. A situational syllabus, in which the content of language is a collection of real
or imaginary situations in which language occurs or is used.
d. A skill-based syllabus, in which the content of language is a collection of
specific abilities that may play a part in using language. Primary purpose of
this syllabus is to learn specific-language skills.
e. A task-based syllabus, in which the content of language is a series of complex
and purposeful tasks that students want or need to perform with language
learnt.
f. A content-based syllabus, in which the primary purpose of instruction is to
teach some contents or information using language that students will learn.
3. Materials Development
According to Hutchinson and Waters (1987), there are three possible ways
of turning your course design into actual teaching materials (p. 96). The following
sentences are the three possible ways in developing materials (Hutchinson &
Waters, 1987, p. 96).
a. Select from existing materials: materials evaluation
b. Write your own materials: materials development
Regardless of the differences, materials researcher can learn a lot in terms of ideas
and techniques from evaluating existing materials. However, writing materials
makes the designer more aware of what to look for in materials written by other
people.
Furthermore, materials development refers to anything which is done by
researchers, teachers or learners to provide sources of language input and to
exploit those sources in ways which maximize the likelihood of intake: in other
words, the supplying of information about an/or experience of the language in
ways designed to promote language learning (Tomlinson, 1998, p. 2). Materials
are developed in order to present models of correct language used in target
situation (Hutchinson & Waters, 1987, p. 106). Therefore, there are some
indicators of a good material. Hutchinson and Water (1987) stated that good
materials will contain interesting texts, enjoyable activities which engage the
learners’ thinking capacities, opportunities for learners to use their existing
knowledge and skills, and the last, content which both learner and teacher can
cope with (p. 107). Tomlinson (1998) also adds that materials should provide the
learners with opportunities to use the target language to achieve communicative
purposes (p. 14).
Ideally teaching materials should provide opportunities for such
interaction in a variety of discourse modes ranging from planned to unplanned
(Ellis, 1990, p. 191). The interaction itself can be achieved through the learning
activities, such as post-reading activities, various and creative learning activities,
Another finding, as stated by Corbel (1985), materials are designed
through four-stage procedure (p. 74). Those four-stage procedures are:
1) Identify the learners’ areas of interest in broad thematic terms.
2) Identify series of communication situations related to that theme and link
them to form an action sequence.
3) Select or devise materials appropriate to the situations in the action sequence.
4) Choose language points to focus on from the materials.
That four-stage procedure enhanced that a good material should provide a
stimulus to learning and embodies a view of the nature of language and learning,
as stated by Hutchinson and Waters (1987, p. 107).
In fact, material development or design must fit into the students so that it
is designed based on the learners’ need. Besides, materials help to organize the
teaching-learning process by providing a clear, systematic, and coherent unit
structure. Then, Hutchinson and Water (1987) proposes a model for material
design (p. 108). The aim of this particular model is to provide a coherent
framework for the integration of the various aspects of learning, while at the same
time allowing enough room for creativity and variety to flourish. The model
consists of four elements: input, content focus, language focus, and task.
4. Model of Material Design
a. Input
This may be a text, dialogue, video-recording, diagram or any piece of
communication data, depending on the needs of the designer which have been
stimulus material for activities, new language items, correct model of language
use, a topic for communication, opportunities for learners to use their existing
knowledge and their information processing skills.
b. Content Focus
It is non-linguistic part of the design. It is a means of conveying
information and feeling about something. Non-linguistic content should be
exploited to generate meaningful communication in the classroom.
c. Language Focus
Good materials should involve both opportunities for analysis and
synthesis. In language focus, learners learn the linguistic part. They have the
chance to take the language to pieces, study how it works and practice putting it
back together again.
d. Task
Materials should be designed, therefore, to lead towards a communicative
task in which learners use the content and language knowledge they have built up
through the unit.
Through those elements, the language and content are drawn from the
input and are selected according to what the learners will need in order to do the
task. The model is used for writing our own materials. In developing material, the
designer can also modify the existing materials which are called as materials
adaptation. Materials are modified in order to specify or change the existing
Figure 2.2 is the framework for material development as proposed by
[image:39.595.98.511.195.643.2]Hutchinson and Water (1987).
Figure 2.2 Material Development (Hutchinson and Water, 1987, p.96)
Low (1989) outlines a number of procedures for developing units of work.
He suggests that the traditional four-phase unit structure, which was reflected in
materials design, is as follows.
a. Presentation: (1) of language to be learned
(2) of language description
b. Controlled exploitation
c. Free exploitation (generalizing to areas than those in the presentation)
d. Synthesis (pulling disparate strands together and sometimes creating an ‘end
product’)
5. Contextual Teaching and Learning
Contextual Teaching and Learning (CTL), as stated by Johnson (2002), is
a system or approach which stimulates human brain to build the meaning.
INPUT
CONTENT
LANGUAGE
Moreover, this approach is an educational system which is suitable to human
brain capacity to build up the meaning by relating the lessons to the daily contexts
of the students (Muslich, 2007, p. 41). In other words, CTL enables students to
find a meaning by recalling and relating the materials that they have learned to
their daily life so that they can understand the lessons easier.
a. Characteristics of Contextual Teaching Learning (CTL)
Trianto (2009) said that CTL has some characteristics which make it
different with the other learning models (p.110). The characteristics of CTL, as
proposed by Trianto (2009), are: cooperation, supportive, fun, comfortable,
powerful, integrated learning, and student’s active (p.110). Another finding comes
from Muslich (2007), he noted that contextual learning approach has some
characteristics, such as: learning in real life setting, meaningful learning, learning
by doing, learning in a group, learning to know each other deeply, learning to ask
or to inquiry or to work together, and learning as an enjoy activity (p.42).
b. Components of Contextual Teaching Learning
There are eight components in CTL according to Johnson (2008). Those
are: building the meaningful relationship, doing the meaningful project or task,
learning independently, teamwork or group work, thinking critically and
creatively, developing the learners, achieving the high standard, and applying
authentic assessment. Meanwhile, Trianto (2009) stated that CTL has 5 (five)
learning elements. They are: activating knowledge, acquiring knowledge,
110). Besides the elements above, a learning using CTL involves 7 (seven)
components (Muslich, 2007, p. 43). They are:
1) Constructivism
CTL emphasizes on constructing self-understanding of the learning actively,
creatively, and productively based on the previous knowledge and meaningful
learning.
2) Questioning
CTL supports the students to learn, to guide students to gather the
information, and to know the students’ competence through questioning.
3) Inquiry
CTL makes the students to observe and to analyze the topic or the problems
so that they can find something.
4) Learning Community
CTL enables to create a learning community that students can discuss and
work together with other students.
5) Modeling
Giving a model by showing things or project, by demonstrating activity, or by
giving an example in learning will help students to learn easily.
6) Reflection
This is the most important component in CTL. CTL forces students to think,
to review, and to respond the activities and experiences that they have learned
7) Authentic Assessment
Authentic assessment is done periodically and continuously through some
aspects to measure the students’ improvement on their performance.
6. Reading
There are 4 (four) skills in language learning. There are speaking, reading,
listening, and writing. The following parts discuss about reading in language
learning.
a. The Nature of Reading
Reading is a receptive language process which starts with a linguistic
surface representation encoded by a researcher and ends with meaning which the
reader constructs (Goodman, 1975, pp. 5-16). It means that reading is an active
process. Goodman (1975) stated that reading is not a passive, but rather an active,
and in fact an interactive, process has been recognized for some time in first or
native language reading.
For many students, reading is by far the most important of the four skills
in a second language, particularly in English as a second or foreign language
(Carrell, 1988, p. 1). If someone considers the study of English as a foreign
language – the situation in which most English learners find themselves – reading
is the main reason why student learn the language.
b. Reading Process
According to Goodman (1975) as cited by Carrel (1988), there are five
1. Recognition-initiation
The brain must recognize a graphic display in the visual field as written
language and initiate reading.
2. Prediction
The brain is always anticipating and predicting as it seeks order and
significance in sensory inputs.
3. Confirmation
It monitors to confirm or disconfirm with subsequent input what it expected.
4. Correction
The brain reprocesses when it finds inconsistencies or its predictions are
disconfirmed.
5. Termination
The brain terminates the reading when the reading task is completed or in it
also happens when the task is non-productive, non-appropriate for learners, or
uninteresting.
Meanwhile, according to Nunan (2002), there are four activities to
enhance the reading process. Those activities have the different objective or goals,
such as in the following statements.
1) Language development activities needed to expand learners’ vocabularies and
help them better understand sentence structure.
2) Perceptual development activities necessary for building visual and auditory
3) Cognitive development activities provide opportunities for growth in
knowledge about sequencing, classifying, comparing, interpreting,
discriminating and recognizing letters and the sounds they represent.
4) Attitudinal development activities that help in building and maintaining
healthy self-concepts as well as the desire to want to learn to read.
c. Reading Skills
Reading skills enables learner to foster the thinking process which is
needed to understand the text effectively. There are some skills which are used in
reading as stated by Mikulecky (1990, pp. 25-26), such as:
1) Automatic decoding. It enables readers to recognize a word at a glance.
2) Previewing and predicting. It helps readers to guess what is to come.
3) Specifying purpose. It enables readers to know the reason why a text is being
read.
4) Identifying genre. It enables readers to know the nature of the text in order to
predict what the form and content will be.
5) Questioning. It enables readers to develop the questions through literal
meaning, interpretive reading, critical evaluation, and creative reading.
6) Scanning. It helps readers to look a text very rapidly for specific information.
7) Recognizing topics. It enables readers to find out what the text about.
8) Classification ideas into main topics and details. It helps readers to classify
the text into several main topics.
9) Locating topic sentences. It enables readers to find the topic sentences
10) Stating the main idea of a sentence, paragraph, or passage. It enables readers
to state the main idea/s of the text.
11) Identifying relationship between ideas. It helps readers to understand the
relationship between ideas.
12) Seeing the connections or signals between ideas to see the pattern of
relationships. It helps readers to read quickly by seeing the connections or
signals in the text.
13) Inferring main idea, using pattern and other clues. It enables readers to find
the main idea through the pattern of the text.
14) Guessing. It enables readers to understand the text by guessing the meaning
of unknown words from the context.
15) Skimming. It enables readers to comprehend the text quickly by getting the
overview of a passage or book.
16) Paraphrasing. It helps the reader to understand the text by re-stating texts in
the readers’ own words to monitor one’s own comprehension.
17) Summarizing. It helps readers to gather the information of the text by
shortening material through the main ideas.
18) Drawing conclusions. It enables readers to understand the text through its
conclusion.
19) Reading between the lines, using evidence in the text. It helps readers to
understand the text quicker.
20) Visualizing. It helps readers to find the meaning of the text by picturing or
21) Reading critically. It enables readers to understand the text by judging the
accuracy of the passage.
22) Reading faster. It enables readers to use their brain to process the information
that they can read through reading the text quickly.
d. Teaching Reading
According to Pearson and Fielding’s as quoted by Urquhart and Weir
(1988), there are three phases which are used in teaching reading (p. 183). They
are pre-reading activities, whilst reading activities, and post-reading activities.
1) Pre-reading Activities
The aims of these activities are to activate students’ knowledge and to
motivate students’ interest toward reading text. There are several ways of
doing pre-reading activities.
a) Teaching Vocabulary
It is done to facilitate students’ comprehension among the text. Some students
have difficulties to understand text when there are many new vocabularies so
that giving some new vocabularies in the pre-reading will help them to
understand the reading passage better.
b) Providing Essential Background
In reading text, the reader will also use their existing knowledge and by
providing it they can reveal or acquire information for comprehending the
text. It can also be accomplished through discussion or by presenting pictures,
videos, films, and other materials prior to reading a story.
By knowing the purpose of reading, the reader will be focusing their attention
to what they read. It also enables reader to connect their knowledge with the
new information from the text. Regardless of the technique used, establishing
purposes is a prerequisite for meaningful reading (Nunan, 2002).
d) Motivating the Reader
It is the important part of pre-reading activities. McCombs and Pope (1994,
p.vii) belief that all students are motivated to learn under the right conditions,
and that the teacher can provide these conditions in the classroom. Motivating
the reader can be done by raiding and developing students’ interest to reading
text.
2) Whilst Activities
It is a part to understand the content of the reading passage. There are some
techniques to understand the content of it.
a) Skimming
It helps the reader to gain the general ideas by reading the passage rapidly.
b) Scanning
It helps the reader to gain specific/detail information from the passage. It is
done by knowing the keywords and the main point of the passage.
c) Reading For Explicitly Stated Main Ideas
It enables readers to find the main idea which are stated explicitly.
d) Reading for implicitly stated main ideas
e) Reading for detail
It enables students to find the detail information in the reading passage.
f) Reading between lines
The reader reads each line of the text in order to have a better understanding
toward the text.
g) Deducing meaning from context
The activity requires the students to discover the meaning of the passage of a
great number of unfamiliar words from the text.
3) Post-reading Activities
This is the last part of reading. There are some evaluation questions that must
be asked in order to know the personal responses about the text. It can also in
terms of reflective questions which are asked to relate the text to their outside
world. It can be done both in spoken or written way.
e. Interactive Models for Second Language Reading
Briefly, an interactive model of reading assumes that skills at all levels are
interactively available to process and interpret the text (Eskey and Grabe, 1988, p.
224). They also add that this model incorporates the implications of reading as an
interactive process, that is, the use of background knowledge, expectations,
context, and so on.
Krashen (1982) has argued that the subject matter of second language
classes should be both interesting and relevant, a claim that is especially
appropriate to reading. Then, it is the teacher who must stimulate interest in
students to see that reading can be of real value to them (Eskey and Grabe, 1988,
p. 229). In fact, it is also the teacher who must choose, or edit, or modify, or
create the appropriate materials for students with varied needs and purposes.
Widdowson (1979) as cited in Carell (1988) has discussed that reading is
an interactive process, as the process of combining textual information with the
information a reader brings to a text. Reading is thus viewed as a kind of dialogue
between the reader and the text. Because of that, the teacher should provide the
materials which can provide the learners with opportunities to use the target
language to achieve communicative purposes. Ellis (1990) said that ideally
teaching materials should provide opportunities for such interaction in a variety of
discourse modes ranging from planned to unplanned.
For Second Language Reading (SLA), teacher is responsible for providing
interactive reading materials. Teacher may choose, edit, modify or create the
appropriate materials based on the learners’ characteristics. The materials will
activate the learners when they can achieve the impact. It is achieved when
materials have noticeable effects on learners that are when the learners’ curiosity,
interest, and attention are attracted (Tomlinson, 1998, p. 8). According to
Tomlinson (1998), materials can achieve impact through:
a. Novelty (e.g. unusual topics, illustrations, and activities);
b. Variety (e.g. breaking up the monotony of a unit routine with an unexpected
activity; using many different text types taken from many different types of
c. Attractive presentation (e.g. the use of attractive colors, pictures, graphics, or
photographs, lots of white space)
d. Appealing content (e.g. topics of interest to the target learners, topic which
offer the possibility of learning something new, engaging stories, universal
themes, local references, authentic materials)
7. Curriculum
Curriculum is a guidance and tool which contains the learning goals, learning
materials, and learning contents. It is applied as a base in designing learning
strategies and methods in order to achieve the goals. Curriculum is developing
time by time in line with the educational and human development. The following
is the explanation about curriculum which is implemented nowadays in Indonesia.
a. The Curriculum for Senior High School
The curriculum applied in Senior High School nowadays is School-Based
Curriculum (in Indonesia, it is called as ‘KTSP’). This curriculum has been
applied since 2006, as the improvement of Competence Based Curriculum in
2004.In fact, the principles of teaching reading in English lesson according to
KTSP is important since the researcher designs the reading materials for the
eleventh grade students of SMA Pangudi Luhur Yogyakarta.
According to KTSP, the level of English accomplishments for senior high
school students consists of three parts; performative level, functional level, and
informational level. In performative level, students are expected to read using
symbols that are used in the reading passage. In functional level, students are
the newspaper, magazines, and so on. Informational level emphasizes on the
process of accessing new knowledge using linguistic ability (Peraturan Menteri
No. 22, 2006, p. 307). Among those three levels, the English lesson for senior
high school students more emphasizes on the informational level since they are
prepared to study in the higher education level. Because of that, the focus of
English lesson according to KTSP is on the reading activity. The students are
asked to understand many types of text (Peraturan Menteri No. 22, 2006, p. 308).
Besides, KTSP gives a signal on its implementation and the use of teaching
strategy by focusing on students’ work or ‘student-centered’ (Trianto, 2009, p.
104).
There are three aspects of English lesson based onKTSP:
a. Students are expected to be able to understand written text to achieve
informational level
b. Students are expected to be able to understand various short functional texts
and monologues in form of procedure, descriptive, narrative, recount, report,
news item, analytical exposition, hortatory exposition, and spoof.
c. Students are expected to develop their competences, such as linguistics
competence (the use of grammar, vocabulary, intonation and tones),
socio-cultural competence (the use of appropriate expression in various context),
B. Theoretical Framework
This study focuses on designing a set of interactive reading materials for
eleventh grade students of SMA Pangudi Luhur Yogyakarta. In order to design a
set of the reading materials, the researcher applied a model proposed by Kemp
(1977, p. 8). Kemp’s model is applied as the main instructional design of this
research. Kemp’s model is adapted because of its flexibility. It enables the
designers to use the model flexibly to suit their own needs (Kemp, 1996). In this
research, the researcher does not fully take the steps in Kemp’s model but the
researcher modifies some steps into new steps which are applied in this research.
In addition, Kemp’s model can be applied in all education levels. The structure of
Kemp’s model shows that each aspect is interrelated. Besides, the steps of Kemp’s
instructional model are clearly stated so that it is easy to be applied. In addition,
the researcher also adapts the material development theory proposed by
Hutchinson and Water (1987) which also stated about materials adaptation.
In designing materials, the researcher applied the theory form Carrell
(1988) and Goodman (1975) about interactive approaches to second language
reading. Since English is regarded as a foreign language in Indonesia, the
researcher also applied the theory of ESL or EFL in this study as stated by
Goodman (1975, pp. 5-16). In developing the materials, the researcher applied the
theory of materials development in language teaching which is proposed by
Tomlinson (1998). By applying that theory, the researcher can create the materials
based on the characteristics of a good material. Meanwhile, for the reading
by Pearson and Fielding’s as quoted by Urquhart and Weir (1988, p. 183) stated
that there are three phases in reading, pre-reading, whilst reading, and
post-reading activity. The researcher adapts this theory in designing the material in
every unit. Moreover, the researcher also applied some reading skills proposed by
Mikulecky (1990, pp. 25-26) and some activities in reading readiness proposed by
Nunan (2002, p. 4) to develop the reading activities in each units.
The curriculum applied in SMA Pangudi Luhur Yogyakarta is School
Based Curriculum (KTSP). This curriculum is applied since 2006, as the
improvement of Competence-Based Curriculum. Besides, the researcher applied
the theory of Contextual Teaching and Learning approach as stated by Johnson
(2002) in this research. It is applied in order to help the researcher to design a
good reading material for the students which is understandable by providing the
materials which are suitable with their daily contexts and their needs. Besides, the
researcher also applied the theory from Muslich (2007, pp. 42 -50) and from
Trianto (2009, pp. 109-120) about components and characteristics of CTL.
From those theories, the researcher adapts the instructional model using
Kemp’s model (1977) which is applied in this research. Absolutely, the researcher
does not fully take the steps but the researcher takes and modifies some step into
the new one. The instructional model in this research consists of nine steps which
are elaborated in the following paragraph.
Step 1. Conducting Need Analysis
The researcher adapts this step from Kemp’s model as identifying
interviewing some English teachers of SMA Pangudi Luhur Yogyakarta and
distributing the questionnaire for the eleventh grade students of SMA Pangudi
Luhur Yogyakarta. These analyses are used to gain the teachers’ expectation and
learners’ needs toward English reading materials.
Step 2. Identifying Goals and General Purposes
After gathering the data about learners’ and teachers’ need, the researcher
identifies the goals and the general purposes. The researcher adapts this step from
Kemp’s model. In this step, the researcher also applied the standard competence
as stated in the KTSP (Peraturan Menteri No.22, 2006, p. 308) for the eleventh
grade of senior high school students.
Step 3. Listing Topics
The researcher lists the topics based on the need analysis result, especially
from the learners’ need. It is also done based on the text genres that have to be
learnt by the students based on the curriculum.
Step 4. Specifying Learning Objectives
The researcher adapts this step from Kemp’s model. The researcher
specifies and determines the objectives of the materials design that measurable
and achievable for the students.
Step 5. Listing Subject Content
The researcher adapts this from Kemp’s model. Eskey and Grabe said that
teacher is the one who must choose, or edit, or modify, or create the appropriate
materials for students with varied needs and purposes (1988, p. 229). Because of
creates materials which are suitable with the learner’s needs, the objectives, and
the curriculum for them.
Step 6. Developing a Syllabus
This step actually is not stated directly in Kemp’s Model (1977, p. 8).
However, the researcher developed the syllabus by combining some steps in
Kemps’ Model which was done after gathering the learning objectives and after
listing the subject contents. Kranhke (1987, p. 9-14) proposed six types of
syllabus, and the researcher applied one of them, that is functional-notional
syllabus. It is applied because it is suitable with the focus of the English learning
especially for reading for eleventh grade students based on KTSP (Peraturan
MenteriNo. 22, 2006, p. 308). The curriculum stated that eleventh grade students
should learnt about text genres. The researcher also applied notional syllabus
based on the learners’ need toward the reading materials.
Step 7. Developing Materials
In developing materials the researcher applied the theory of material
development from Hutchinson and Water (1978) and from Tomlinson (1998). The
researcher adapts the theory in order to design a set of reading materials for the
students. The researcher also applied the theory of interactive approaches for
second language reading from Carrell (1988) to accomplish the Contextual
Teaching and Learning Approach. The materials are designed by considering the
principles of reading, such as the process of reading, the elements of reading, the
reading skill, the theory to teach reading and also by considering the learners’ and
Step 8. Evaluating the Designed Materials
The researcher evaluates the designed materials by interviewing one
English teacher of SMA Pangudi Luhur Yogyakarta and two English Language
Education Lecturers of Sanata Dharma University. Before that, the researcher
distributes a questionnaire to them in order to gain the deeper feedback.
Step 9. Revising the Designed Materials
After gaining the feedback from the teachers and lecturers, the researcher
revised the designed materials. Based on Kemp’s model, revision can be done in
every step so that the researcher can implement that to revise any step that needs
38
METHODOLOGY
This chapter clarifies methodology of the research. It discusses research method, research setting, research participants, research instruments and data gathering technique, data analysis technique, and research procedures.
A. Research Method
The method used in this research was Research and Development (R&D). According to Borg and Gall (1985), educational research and development can be defined as “a process used to develop and validate educational
