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DEVELOPING MODALITY MATERIALS DEALING WITH 2013 CURRICULUM OF THE EIGHTH GRADE IN JUNIOR HIGH SCHOOL 2
SUNGGUMINASA, GOWA
A Thesis
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan in English Education Department of
Tarbiyah and Teaching Science Faculty of UIN Alauddin Makassar
By:
FADILLAH SYAM Reg. Number: 20400113056
ENGLISH EDUCATION DEPARTMENT TARBIYAH AND TEACHING SCIENCE FACULTY
ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR
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PERNYATAAN KEASLIAN SKRIPSI Mahasiswa yang bertanda tangan dibawah ini:
Nama : Fadillah Syam
NIM : 20400113056
Tempat/Tgl. Lahir : Makassar, 23 September 1994 Jur/Prodi/Konsentrasi : Pendidikan Bahasa Inggris Fakultas/Program : Tarbiyah dan Keguruan
Alamat : Bumi Tamalanrea Permai Blok J No.257
Judul :“Developing Modality Materials Dealing with 2013 Curriculum of the Eighth Grade in Junior High School 2 Sunguminasa, Gowa”
Menyatakan dengan sesungguhnya dan penuh kesadaran bahwa skripsi ini adalah benar hasil karya sendiri. Jika dikemudian hari terbukti bahwa ini merupakan duplikat, tiruan, plagiat, atau dibuat oleh orang lain, sebagian atau seluruhnya, maka skripsi dan gelar yang diperoleh karenanya batal demi hukum.
Gowa, Penyusun,
ACKNOWLEDGEMENT
Alhamdulillahi Rabbil Alamin, the researcher would like to express her deepest gratitude to the almighty Allah SWT, the only provider, the most merciful who gives His guidance, inspiration and good healthy for all time to conduct the writing of this thesis. Also shalawat and salam are always delivered to our great Prophet Muhammad SAW who has brought us from the darkness to the lightness.
During the writing of the thesis, the researcher received much assistance from a number of people, for their valuable guidance, correction, suggestion, advice and golden support. Without their assistance, the writing of this thesis would have never been possibly completed. Therefore, the researcher would like to express the greatest thanks and appreciation for those people, especially to: 1. The researcher’s father, H. Syafruddin Syam,S.H., and her lovely mother
Rini Irawati who always pray, encourage, educate, and provide countless material supports, so that, she could finish this thesis writing and her study in UIN Alauddin Makassar.
2. Prof. Dr. Musafir Pababbari, M.Si. The Rector of State Islamic University Alauddin Makassar.
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4. Dr. Kamsinah, M.Pd.I. The Head of English Education Department, Tarbiyah and Teaching Science Faculty of Alauddin State Islamic University of Makassar.
5. Sitti Nurpahmi, S.Pd., M.Pd. The Secretary of English Education Department, Tarbiyah and Teaching Science Faculty of Alauddin State Islamic University of Makassar and all of the staffs of her.
6. The researcher’s consultants, Dr. Hj. Djuwairiah Ahmad, M.Pd., M.TESOL., and Dahniar, S.Pd., M.Pd., who have helped, guided, and supported the researcher during the writing of her thesis.
7. All of the lecturers of Tarbiyah and Teaching Science Faculty of Alauddin State Islamic University of Makassar for their guidance during her study. 8. The Headmaster of SMPN 2 Sungguminasa, Gowa, thank you for your good
respond to this research.
9. The English Teacher of Eighth Grade SMPN 2 Sungguminasa, Gowa, Fitriani, S.Pd. who accepted and helped the writer in the school.
10.The Eighth Grade students SMPN 2 Sungguminasa, Gowa who already support the writer on her research. Thank you for your cooperation.
11. The researcher’s team in this project,Reski Amaliah, Husni Mubarak, Asyrah, Nurilmiah, and Raodhatul Jannah for their support and assistance during the accomplishing of this thesis.
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13. All of the people around the researcher’s life who could not mention one by one by the researcher that have given a big inspiration, motivation, spirit and do’a to her.
The researcher realizes that the writing of this thesis is far from perfect. Remaining errors are the writer’s own; therefore, constructive criticisms and
suggestions will be highly appreciated. May all our/the efforts are blessed by Allah SWT. Aamiin.
The researcher,
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COVER PAGE ... i
PERNYATAAN KEASLIAN SKRIPSI ... .. ii
PERSETUJUAN PEMBIMBING ... .. iii
PENGESAHAN SKRIPSI ……….. . iv
ACKNOWLEDGEMENT ... v
TABLE OF CONTENTS ... viii
LIST OF FIGURE AND TABLES... .. x
LIST OF APPENDIX ... xi
ABSTRACT ... xii
CHAPTER I INTRODUCTION ... 1
A. Background ... 1
B. Research Problem ... 4
C. Research Objectives ... 5
D. Research Significance ... 5
E. Research Scope and Delimitation ... 7
F. Operational Definition of Term ... 8
CHAPTER II REVIEW OF RELATED LITERATURES ... 10
A. Previous Related Research Findings……….. 10
B. Some Pertinent Ideas ………. 12
C. Theoretical Framework ... 13
CHAPTER III RESEARCH METHOD... ... ... 15
A. Research Method ... 15
B. Development Model ... 16
C. Research Subject ... 18
D. Types of Data ... 19
E. Research Instruments ... 19
F. Data Collecting Procedures ... 19
G. Try Out ... 20
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CHAPTER IV FINDINGS AND DISCUSSION ... 22
A. Findings ... 22
B. Discussion ... 46
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 44
A. Conclusions ... 50
B. Suggestions ... 52
BIBLIOGRAPHY ... 53
APPENDIXES ... 54
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LIST OF FIGURES AND TABLES
Page
FIGURE 1. Theoretical Framework ... 14
FIGURE 2. The ADDIE’s Model ... 16
TABLE 3.1 Result of Questionnaire Part A ... 23
TABLE 3.2 Result of Questionnaire Part B ... 25
TABLE 3.3 Result of Questionnaire Part C ... 29
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LIST OF APPENDIXES
Page APPENDIX 1. Questionnaire ... 54
APPENDIX 2. Blueprint ( Teaching Material Design) ... 59
APPENDIX 3. Rubrics ( Expert, Teacher, and Student) ... 62
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Researcher : Fadillah Syam
Consultant I : Dr. Hj. Djuwairiyah Ahmad, M.Pd., M. TESOL. Consultant II : Dahniar, S. Pd., M. Pd.
This research aimed to develop Modality materials based on 2013 curriculum of the Eighth Grade Student at SMPN 2 Sungguminasa, Gowa. Based on the preliminary study on May 2016, teachers still did not understand about the implementation of the 2013 curriculum. There are still many obstacles faced by teachers in implementing the 2013 curriculum. First, the 2013 curriculum does not fit all schools for instance, uninadequate school assistance and different intakes of students such as, school in city is different from school in countryside. Second, the syllabus has a national principles so that the teacher does not have the authority to make their mark. Third, the lack of teachers’ competence toward the implementation of the 2013 curriculum. They do not have many specialized trainings dealing with it. Forth, related with both student’s book and teacher’s.
The research design used in this study was Research and Development (R & D). The development model used was ADDIE model. It consists of Analysis, Design, Development, Implementation, and Evaluation. The procedures included analysing materials needed by students, designing the blueprint, developing the materials through the syllabus of 2013 curriculum. The product was tried out to the eighth grade students at SMPN 2 Sungguminasa, Gowa. Type of data obtained in this study is only qualitative. The instruments used in this study were questionnaire for the students and rubrics for students, teacher and expert.
1 CHAPTER I INTRODUCTION
This chapter deal with background of the study, research focuses, research objectives, research significances, research scope, and operational definition of terms.
A. Background
In Indonesia, English as a foreign language to be taught based on Curriculum. Curriculum emphasizes competency is very crucial and needed. The implementation of competency-based curriculum is one of the strategies of national education building (Law 20 year 2003 on National Education System) (Kemendikbud, 2012: 3).
According to Robinson (1983), He said that Curriculum denotes those experiences and activities which are devised by the school or other institutions of learning for the purpose of changing a learner’s behaviour, acquiring or reinforcing certain skills and preparing him to fit properly into his society.
The curriculum can be defined as set of education instrument which is used as a guide for the teachers on what and how to teach the students. Generally, the curriculum include all subject or activities which the school has responsibility to follow it in teaching and learning process.
instrument for directing students to be; (1) qualified people who are able and proactive answer the challenges of the times; (2) educated man whose faith and piety, creative, independent, and (3) citizens who are democratic and responsible (Kemendikbud, 2014). Besides that, the 2013 curriculum is begun by setting the competency standards based on forwardness of learners, national education goals and need. In addition, the competencies are set and determined the curriculum consisting of a basic framework curriculum and structure. In this case, the teachers are not given an authority to arrange the syllabus but it will be managed by the national level. Therefore, the teachers are given more opportunity to develop the lesson plan without having to be burdened with many syllabus tasks which take time and require a lot of technical mastery that is very hard for the teachers.
Teacher is the main role for the students that should be able to applicate the 2013 curriculum principles. Consequently, the teacher should be able to apply the 2013 curriculum in teaching process well. In order to the activities expected between teacher and students are active, productive, creative, and innovative to create the situation of the classroom conducively so that the students’ competence
will develop in terms of knowledge and character aspect.
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schools for instance, uninadequate school assistance and different intakes of students such as, school in city is different from school in countryside. Second, the syllabus has a national principles so that the teacher does not have the authority to make their mark. Third, the lack of teachers’ competence toward the implementation of the 2013 curriculum. They do not have many specialized trainings dealing with it. Forth, related with both student’s book and teacher’s. The book has actually been good but based on the interview that the students need some addition activities and assignments which consist of skills in the learning materials. So, it will fully be helpful in teaching process. On the other hands, teacher needs a stuff that can literally be a proper weapon in teaching. The teacher must have ability in developing teaching materials, but in other side the teacher book which is given by the government not to enough for develop the lesson materials. Also, the eighth grade students said that the book which they use, still need an upgrading because the design of materials in the book not too interest and also the exercise still not too enough to cover the materials. This will be a preliminary study of this research.
In addition, the 2013 curriculum is a new curriculum which is implied in Indonesia, it make the teacher difficult to find the relevant supporting course book because still limited.
English materials dealing with 2013 Curriculum of the Seventh Grade in MTsN Balang-Balang. She found that there must be an immense introduction of the new curriculum, 2013 curriculum to the rest of teachers in Indonesia related with student’s book. Hence, they can literally master how to implement it properly. In addition, there must be an innovative research refer both students’ book and
teacher’s based on their needs. Yet, she only conducted the seventh grade students’ book. So, we continue it for the eighth grade students’ book.
After identifying the factors above, the researcher thinks one way to overcome inapplicable components on English teaching materials on 2013 curriculum is to designing English teaching materials covered module based on the 2013 curriculum which is aim to help both teachers and students easier in teaching and learning process.
This research will be more focus on developing the Modality materials dealing with 2013 curriculum and specifically for KI (Basic Competence) 3.2 and 4.2 about How to asking, saying ability and willingness. Furthermore, this research will be formulated a study entitled " Developing Modality Materials Dealing with 2013 Curriculum of the Eighth Grade in Junior High School 2
Sunguminasa, Gowa”
B. Research Problem
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By covering two subtopics:
1. What are the students’ needs dealing with the existence of modality materials based on 2013 curriculum for the eighth grade students in junior high school?
2. How is the development of the instructional materials for modality materials based on 2013 curriculum?
C. Research Objective
Based on the research problem stated previously, the research objective as follows, “to produce a compatible instructional material based on 2013 curriculum for the eighth grade students of SMPN 2 Sungguminasa, Gowa?” by covering the subtopics below:
1. To identify the students’ need dealing with the existence of modality materials based on 2013 curriculum for the eighth grade in Junior High School 2 Sungguminasa, Gowa.
2. To develop the instructional materials for modality materials based on 2013 curriculum for the eighth grade in Junior High School 2 Sungguminasa, Gowa.
D. Research Significance
reference for other researchers especially for under graduated students who are interested in doing further study about the related.
a. Theoretical Significance
This study will be expected to develop modality materials in the 3.2 and 4.2 competence dealt with the expression of asking, saying ability and willingness materials for the eighth grade students in SMPN 2 Sungguminasa, Gowa.
b. Practical Significances
1. Significance for the Students
By this research, the students will understand the materials easily and they will have a big motivation to study the expression of asking, saying ability and willingness materials because the materials have developed with interest book design.
2. Significance for the Teachers
By this research really expects that it can be a sample or complementary source for teaching. The product of this research is also able to be used by the teacher to teach based on the students’ need in
teaching process based on 2013 curriculum. 3. Significance for the Researcher
By this research, it can give an unforgettable experience and also add the researcher’s knowledge especially in how to design an interesting book
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E. Research Scope
This research was held to find out and solve the problem of the students’ lack of mastering the instructional materials. This research was conducted in the level of junior high school. The research focused on the developing of English teaching materials refer to 3.2 and 4.2 basic competences covering expression of asking, saying ability and willingness materials in the syllabus for the eighth grade students of SMPN 2 Sungguminasa, Gowa.
In developing English materials, it was determined systematically about the organization of the English materials dealing with observing, questioning, collecting information, associating, and communicating, contents of English materials, and assessing. In addition, the validity of the product was considered to determine the validity because of the limited time.
before from their teacher. In the last section, the students presented their dialog in front of their friends by using role play. Therefore, the final of this research was to produce a module of English materials as a secondary source for the beginner of English learner particularly at the Eighth grade in SMPN 2 Sungguminasa, Gowa.
As addition, this research applied ADDIE model as its development model. In this case, applying all the steps of ADDIE model was possible to create the instructional materials. In the evaluation phase, the formative and summative evaluation was applied. However, it was conducted in simple form for some consideration i.e., time and funds.
F. Operational Definitions of Terms
The title of this research is “Developing Modality Materials dealing with 2013 Curriculum of the Eighth Grade in SMPN 2 Sungguminasa, Gowa.” In understanding the topic of this research easily, the definition of key terms was explained. They were:
a. Developing
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In this research, developing means there was a process of design and develop the materials innovatively about the outlook and the production of modality materials based on 3.2 and 4.2 basic competences covering asking, saying ability and willingness by used Can and Will as a modal.
b. Modality Materials
Modality Materials means that the student will learn how to asking, saying ability and willingness using some modal include can, and will based on 3.2 and 4.2 competences. In this case, it is about identify and arranging the materials dealt with the modality materials that relate to the social function, text structure, and language text elements in appropriate context.
c. The 2013 Curriculum
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the related topics to the descriptive text materials and the formulation of conceptual framework.
A. Some Previous Research Findings
Tegeh and Kirna (2013) revealed that the purpose of the study determined into measured the development of teaching materials for educational research method by using ADDIE model and the results of trials of teaching materials of research method for education development. The model used was the development of ADDIE Model (analyze, design, development, implementation, evaluation) because the research is the development of research. In the conclusion, it was said that the trial results showed individual instructional materials were in a good qualification and the field test results indicate that well-qualified teaching materials.
Jacobson, Degener, and Gates(2005) conducted an RnD study to create authentic materials and activities for adult literacy classroom. In their study they have succeded in the developing a textbook entitled “ using and learning literacy
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were more likely to say they have started new literacy practices or had increase the amount of time spent and enganging in literacy activities outside of school.
This was true event when the resercher controlled for (or accounted for ) students’
literacy levels and the amount of time they had been attending class.
Ghozali (2011) conducted RnD to create “english textbook for vocational high school”. He concluded that, the newly designed textbook using RnD is signicantly
more effective in enhacing students’ achivement in learning english. Based on the findings, he draws conclussions the increasing the quality of teaching english for students could be conducted through improving the quality of the textbook.
Khair (2015) entitled “Developing English Learning Materials Based on
Needs Analysis”. The main objective of his research was to develop English speaking materials especially speaking as additional learning sources. He
developed the materials based on the students’ need and rule of Ministry of
Education in 2006 number 22 about Kurikulum Tingkat Satuan Pendidikan. Moreover it presents color full pages with many pictures and presenting local content for the students.
Based on the previous research findings it can be concluded that developed a material by using R n D and applied ADDIE model while
analysed the students’ needs more effective in enhancing students’
1. Some pertinent ideas a. Materials Development
According to Tomlinson (1998:2), material development is everything made by people (the writers, the teachers, or the learners) to give and utilize information and provide experience of the using language, which is designed to promote language learning. Hence, the researcher must do an analysis on the materials in order to make the students can understand the lesson. The materials can be grammar books, story books, video, song, etc.
b. Modality Materials
In this research, researcher designed and developed the materials by using modal include Can and Will which was used to express asking, saying Ability and Willingness to do something based on 3.2 and 4.2 competences at 2013 Curriculum. For example “Can you play a guitar? “.
c. 2013 Curriculum
In Modul Pelatihan Implementasi Kurikulum (2014: 4), the 2013
Curriculum is the development of curriculum with basic competence from the previous curriculum in KBK 2004 and KTSP 2006 which has attitude,
knowledge, and skill. There are four competences for the 2013 Curriculum;
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B. Theoretical Framework
In this research applied ADDIE model to develop Expression of Asking, Saying Ability and willingness Materials.
Firstly, the researcher analysed the result of questionnaire which has distributed to the students before. The result of analysis step was a need analysis and basic to the next step.
Secondly, the researcher designed the outlook of materials by making a blue print based on the result of analysis step while looking for as much as sources which can support the designing materials.
Thirdly, in development step there were some steps for finishing this phase. First, developed the previous materials on the syllabus by produced the materials innovatively about expression of asking, saying ability and willingness materials with curriculum 2013 objectives of the course and organized the English materials systematically. Second, validated the product to the expert to make sure whether the product was appropriate to the learners’ needs as well as the goals and objectivities of the course or not.
Fourthly, in the implementation step the product implied to the students in real teaching situations by apply trying-out the product. This phase was also aim to know whether the product has fulfilled the objectives of course or not.
This is the theoretical framework of this research:
Figure I: Theoretical Framework.
Design
Analysis Development
Implementation Evaluation
Analyzing the result of Questionnaire
Designing the blue print
(Make list activities, chose appropriate learning methods)
1. Develop previous learning materials.
2. Validate to the experts.
Use the product in real teaching situations.
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CHAPTER III
METHOD OF THE RESEARCH A. Research Method
The research design used in this research was Research and Development (R&D). R&D is a name of one research design involving the classroom problems, studying recent theories of educational product to experts, and field testing the product (Latif, 2012).
Actually, Research and Development (R&D) has many models, which can be applied by researcher such as Sugiyono model, Addie model, Brog and Gall model, Dick and Carey model, Kemp model, and many others.
Based on many models stated formerly, in this research applied ADDIE model. It developed by Florida State University to explain “the processes involved in the formulation of instructional System Development (ISD) program for military inter service training that will adequately train individuals to do a particular job and which can also be applied to any inter service curriculum development activity “. The model originally contained several steps under its five original steps (Analyse, Design, Development, Implementation and Development). The idea was to complete each step before moving to the next. Over the years, practitioners revised the steps, and eventually the model became more dynamic and interactive than the original hierarchical version. By the mid-1990s, the version familiar today appeared.
instructions effectively. It strived to strive to save time and money by catching problems while they were still easy to fix. It also provided simple procedures to design and development materials.
B. Development Models
In this research adopted ADDIE model. ADDIE is an acronym of Analysis, Design, Development, Implementation, and Evaluation.
In choosing this model, the considerations were that ADDIE model was designed to ensure that the learners will achieve the goals and objectives of the learning purposes. It also allowed the evaluation of students’ needs and provides simple procedure to design and develop the materials.
Figure 2.The ADDIE Model, Diagram by: Steven J. McGriff
The procedures in developing deal with ADDIE model which provide five phases;
a. Analysis
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budget needed in this research. This phase was the most particular phase in ADDIE model because it was the basic for other phases of this model.
b. Design
In this phase designed English materials dealing with 3.2 and 4.2 competences at 2013 curriculum while considered the goals and objectives of the learning process. First, designed the blueprint or materials frame work of the organization materials, learning materials, contents and assessment. Second, identified as much as sources as a guiding for designing English material which was relevant with asking, saying ability and willingness covered in the 3.2 and 4.2 competences included make list of activities which can assist the students and choose the appropriate learning methods.
c. Development
d. Implementation
This phase deals with trying-out the product. The product was going to be implemented in the real learning and teaching. This phase also aimed to know whether the product has fulfilled the objectives of course or not.
e. Evaluation
This phase was designed to measure the rate of quality of the materials as being implemented. It was measured the appropriateness of the developing materials.
There were two types of evaluation. They were formative and Summative evaluation. Formative evaluation was going during and between phases. It deals with the evaluation during the process of the materials development, whereas summative evaluation deals with the final evaluation of developed materials. It occurs after the final of materials implemented in trying-out the product (Sukirman: 2013).
In this evaluation, one expert was involved to check the quality of the product while considering the comments from the teacher and students and it was a basic to make the product better than before without second try-out.
C. Research Subject
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D. Types of Data
The data of this research was only qualitative data. It was collected by use questionnaire, blueprint, and rubrics as the instruments.
E. Research Instrument
This research used three kinds of instruments. They were questionnaire, blueprint and rubrics. The questionnaire was given to students for conducting need analysis. (see appendix 1). The blueprint was used to make the product. (see appendix 2). Rubric was consist of three part for the expert, teacher, and the students. The first and second rubric adapted from Ghobrani (2011: 517-518) and Wodyatmoko (2011) as cited in Miftahul Khair (2015) is used to evaluate or validate the product. It consists of seventeen (17) criteria to be evaluated in term of cover design, letter, typing, spacing, layout, organization of materials, instructional objectives, topics, examples, exercises, activities, instruction, coverage of materials, language, summary, and glossary. In addition, this rubric is addressed to experts and teacher. The last rubric was for the students were used to know the comment of the student about the product when it was used in tried out process. (see appendix 3)
F. Data Collecting Procedure
Type of data being obtained on this research was only qualitative data. Qualitative data was gathered from questionnaire and rubric.
product before validate to the expert. Thirdly, the expert and teacher rubric were used to validate the product to know what the weakness of the product, and students rubric were used to know the comments of the students about the product which has been implemented in real teaching situation.
G. Try Out
In this step, the data collected based on the expert comment about the product before and after the product was implemented and also from the teacher and students’ response in learning materials by used the product.
1. Try – Out Subject
The subject of this research was the Eighth Grade students in SMPN 2 Sungguminasa, Gowa.
2. Try – Out Design
The try-out design of this study was in field try-out. In this case, the product was tried-out to the target subjects in the real learning and teaching situation. It was useful to know the appropriateness of the product. Furthermore, the expert and researcher worked together to evaluate the quality of result of field try-out.
H. Data Analyzing Technique
In this research, the data analyzed qualitatively. The data obtained from the result of the questionnaire and rubric.
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10) stated that qualitative data analysis consists of three concurrent flows of activity: data reduction, data display, and conclusion drawing/verification.
In data reduction phase, referred to select, focus, simplify, abstract, and transform data that appear in comments, notes, suggestions, rubrics, and questionnaires to short descriptions. Then, the data was determined relevance of strings of the data before by making codes. Thomas (2006) stated that the goal of data reduction was to get the bigger picture from the data. While coding
helps break down the data into smaller parts, data reduction was the process of
abstracting back out from the particular to the conceptual.
In the second phase, data display, organized the compressed information in the previous phase and assembling it in ways to help draw conclusions. It can be an extended piece of text or a diagram, chart, or matrix that provides a new way of arranging and thinking about the more textually embedded data. Silverman in Thomas (2000) stated that data displays, whether in word or diagrammatic form, allow the analyst to extrapolate from the data enough to begin to discern systematic patterns and interrelationships. At the display stage, additional, higher order categories or themes may emerge from the data that go beyond those first discovered during the initial process of data reduction.
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This chapter consists of two sections, namely findings and discussion. This section shows all the data which collected during the research and explained every component that was developed in this research. The problem statements of this study are also answered in this section.
A. Findings
The results of the research finished based on ADDIE model which had been done on the development. Furthermore, this section presented some results in the developing Modality Materials for 3.2 and 4.2 basic competences about Asking, Saying Ability and Willingness. They included the result of analysis, the result of product design by utilizing the qualitative method, and the results of validation by analysing the correction and suggestion from expert and teacher.
1. The result of Analyzing Phase
a. The result of content analysis of materials based on the syllabus
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questioning, collecting information, associating, and communicating. Last, the developed learning instruction referred to the type of activities was consisted of individual, pair, and group activitiy, the amount of activities, and text structure. These materials were developed in order to provide suitable materials for the Eighth grade students in Junior High School 2 Sungguminasa, Gowa.
b. The result of need analysis of developing learning materials based on the students’s questioinnaires
The questionaires consisted of three parts. The first was systematic organization of integrated English material. The second was systematic content of English materials covered the syllabus of the 2013 curriculum, and the third was systematic English teaching which was appropriate with the learning activities. After distributing the questionaires, in systematic organization of integrated English materials part, then the findings were concluded in this part into a table as shown below;
Table 1.1 Result of questionnaire part A
opening
25 before studying. They wanted directly listen to the teacher’s explanation. The students were like if the materials were given in drawing content and full colours book design and more like if the book was designed with real-pictures as they saw in their daily life.
Table 1.2 Result of questionnaire part B
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Part B consisted of 5 questions, as a conclusion found that the students were liked learn asking, saying ability and willingness material with accept the theory. They will express asking and saying ability with make a mini drama in group. They also will express asking and saying willingness with
asking the friend’s opinion in pair learning model. In make a conversation
about asking and saying ability, they need all the items (the example of conversation in their text book, the conversation from their teacher, the
picture of peoples’ ability, and glossary). In make a conversation about
asking and saying willingness, the students need all the items (the example of conversation about asking and saying willingness in their text book, the
conversation from their teacher, the short illustration about peoples’
willingness, and glossary).
Table 1.3 Result of questionnaire part C
Part Number Question Answer Conclusion Recommendation C 1 In what way do
The students like to learn asking, saying
The students will do a project class in group project
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Part C consisted of 5 questions, as a conclusion found that the students which were like to learn asking, saying ability and willingness materials in various ways include individual, pair, and group. They also liked to do the project with a group, and when they were asked to present a learning material they would like to present it with their group or with their partner, however students wanted
the teacher to combine the teaching process with “games activity”, and it was also
found some obstacles that students faced when they were learnt asking, saying ability and willingness; 1) Students did not have many related vocabularies, 2) Students were difficult to know the meaning of dialogue and vocabulary, and 3) Students were difficult to translate the lesson into the source language.
c. The result of need analysis of Expert judgment suggestion
The questionnaire which was used by the researcher to analyse the
students’ needs ware originally designed. At the first time, it was designed
by deciding the components that would be put on the questionnaire until it done with three parts. The first part consisted of six questions related to the organization of the materials and the point of the questions was to know the target of the materials systematic. Furthermore, in the second part that consisted of five questions related to the content of materials. These questions were pointed to know the learning systematic that the
students’ need in order to achieve the target in designing the materials that
Moreover, this questionnaire was not directly distributed to the students. It was proposed to the expert to correct and to give suggestion according to the questionnaire made. Then, the expert was suggested to delete and change some components of the answer choice of each question and resulting the final questionnaire that distributed to the students. Therefore, the result of this questionnaire was accepted and validated by the expert since it was relevant and applicable for the students.
2. The Design of the Content Materials (Designing Phase)
In this phase, a design of blue print made (see appendix 2). The blue print filled with six components. The components were the topic of each meeting, content of materials, primary skill, the flow of skills, scientific approaches that consist of five approaches (observing, questioning, collecting information, associating, and communicating), and the last was learning instructions that consist of five parts (pre study instruction, type of activity, amount of the activity in meeting, text structure used and glossary).
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In the module was there some activities which related with the materials like the students made a conversation by pair, make a simple dilog, match the picture and many else.
1) Content Materials
The first topic covering 3.2 and 4.2 competencies based the syllabus of 2013 Curriculum leaded 4 meetings from 2 contents as stated before. In the first and second meeting was how to ask and say ability. In the third and fourth meeting was how to ask and say about willingness.
2) Primary Skill and the Flow of Skills
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meeting. The other components were core skill. Core skill was the main skill that taught in a meeting. Therefore, the flow of skills was the skill flows that appeared during the learning process when the materials taught. As known, there were four skills in English, they are reading, writing, listening, and speaking but it was not possible that in a meeting the four skills appeared.
In the first meeting, the learning process was started with listening skill and finished with speaking as the core skill and the middle of the process there was reading and writing skill that in line with the content about how to ask and say ability. Differently, the core skill in the second meeting was listening skill in opening learning process, in the middle was speaking and writing skill and finished with speaking again as the core skill. In the third meeting, although there was an activity to listen the conversation for listening skill, identify the text for reading skill, make a conversation for writing skill, and present the conversation for speaking skill as the core skill. In the fourth meeting, there were 3 flows of skills such as listening, writing, and speaking. It was a meeting where speaking as the core skill.
3) Scientific Approaches
Scientific approaches leaded five elements based on 2013 Curriculum. They were observing, questioning, collecting information, associating, and communicating that as the elements of the materials. These elements were convinced to make the materials systematic.
teacher. The students follow the teacher’s pronunciation. The students were listened the teacher’s explanation about asking and saying ability. In the questioning phase, the students identify someone’s ability from the text and confirm it to the teacher. In collecting information phase, the students choose a friend who was want to tell about her/his ability. In associating phase, the students work with their pair and make a simple conversation about their ability. In communicating phase, the students presented their conversation in front of the class.
In the second meeting, there were 6 phases. In observing phase, the students were listened the monolog by the teacher about asking and saying ability, the students follow the teachers’ pronunciation, the students mention the ability based on the monolog. In questioning phase, the students asked the teacher about kinds of ability. In collecting information phase, the students made a table about list of ability and then ask their friend about their ability. In associating phase, the students were matched the pictures of ability and the name of ability, and write down their ability based on the picture that they choose as their ability by using saying ability expression. In communicating phase, the students made a monolog about their ability and tell it to their friend.
In third meeting there were 5 phases also. In observing phase, the students were listened the conversation about asking and saying willingness
by the teacher, follow the teacher’s pronunciation, listen the teacher’s
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students answer the questions based on the dialog and confirmed it to the teacher. In collecting information phase, the students underlined the willingness which was there in the text. In associating phase, the students discuss with their friends about what they found from the text and make a conclusion of it. In communicating phase, the students complete the dialog and practice it with their classmate.
In fourth meeting, there were 5 phases. In observing phase, the students were listened the conversation about asking and saying willingness by the teacher and then followed the teacher’s pronunciation. In questioning phase, the students mention what the willingness that the teacher mentioned before on conversation by wrote it in the table. In collecting information phase, the students come to 5 friends while make a table which consist of 5 things that they will do in the school and 5 things that they will do in the home and ask them to fill the table. In associating phase, the students were matched the pictures with the theme of people willingness. In communicating phase, the students made a simple dialog about asking and saying willingness and practiced it in front of the class.
4) Learning Instruction
Type of activity was the type of the project or assignment given. It could be self-activity, pair activity, group, etc. As stated previously, in the first meeting, the project was self-activity. For pair activity, it was in the second and third meeting. And in the fourth, it was arranged in small group.
Furthermore, amount activity was the total of the activity given in a meeting. The first meeting had 5 activities, second meeting had 4 activities, third meeting had 5 activities, the last meeting had 4 activities.
Learning instruction, text structure was the type or kind of structure that used in that material like the tenses or pronoun. The first and second meeting that about asking and saying ability used text structure, as follows:
- Can I do it?
- Can you play a guitar? - Can he sing a song? - I can do it.
- I can play a -guitar. - He can sing a song.
The third and fourth meeting which had the same topic, about asking and saying willingness, used text structure such as:
- Will you do it? - Will he come? - He will help you. - They will bring i.t
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3. The Result of the Product Development based on Module (Designing Phase)
a. The Result of Development of Rubric for Expert and Teacher
This section presented some aspects on how to ask and say ability and willingness. They included the systematic organization of materials, systematic of English teaching, and systematic content of English. All of the aspects were discussed on the following.
1) Systematic Organization of Materials
Systematic organization of materials included cover design, layout, organization of materials, and instructional objectives (see appendix 3). First, cover design indicated that the cover is attractive to the learners. Second, layout included with 1) the layout is clear for learners and 2) the layout is attractive to the learners. Third, instructional objectives covered with 1) the instructional objectives are clear, 2) the instructional objectives are understandable, 3) the instructional objectives ordered appropriately, and 4) the instructional objectives reflect to the topic.
2) Systematic of English Teaching
Systematic of English teaching covered activities that contain 3 parts, they were 1) the activities are attractive, 2) the activities are motivated learners, and 3) the activities are varied in format.
3) Systematic content of English
dealt with 1) the example were clear, 2) the example were understandable, 3) the example are too easy, 4) the example are too difficult, and 5) the example help learners to understand the material. Second, topic/subtopic divided into 1) the topics which were appropriate with the syllabus, 2) the topics were relevant
with the learners’ need and interest, and 3) the topics were developed
attractively. Third, content of materials measured 1) the content of the materials is clear, 2) the content of the materials is appropriate, 3) the content of the materials is understandable, 4) the content of the materials matches with the goals of the course, 5) the content of the materials matched the objectives of the course, 6) the content of the materials matches with the 2013
Curriculum, students’ needs, and interest, 7) the content of the materials are
well designed, and 8) the content of the materials is up-to-date. Last, language
dispensed 1) the language used was appropriate with students’ English
proficiency, 2) the language was clear, and 3) the language was understandable b. The Result of Development and Expert Judgment Suggestion
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4. The Result of Implementation (Implementing Phase) A. Rubric Implementation
SMPN 2 Sungguminasa, Gowa is placed on Mallomassang street number 1. This school has implemented the Indonesia’s new coming curriculum which is well known as 2013 curriculum. After conducting the advance observation, then several considerations were raising up related to the on going research. Next, the researcher opted for entering grade eight of SMPN 2 Sungguminasa, Gowa as the chosen sample in this research. Taking six classes from sixteen classes of the eightht grade in this school would be possible.
On 28th February 2016, distributing questionnaire to the setudents
became the next agenda to notice students’ need analysis as the chosen
sample. It was to identify what they need as students to enhance their performance in studying. From that questionnaire, several items were obtained as follows:
Students prefer learning formations before get in to the core lesson. In this case, students opted for having motivation story before studying.
Also, listen to the teacher’s explanation directly is opted by the student
In learning process the interaction between teacher and students were going well. The teacher gave stimulation to them and they responded it correctly. In the beginning, the teacher asked the students about their previous lesson then linked it with the current lesson. They seemed enthusiastic in learning process. Specifically, some of the students were excited on giving some questions and had a good responds when given some feedback. In the end of this session, students were asked to give some matters about the current lesson then try to conclude it. Next, they were given some questions to notice their knowledge about their product. B. Product Implementation
The product was implemented based on the result of questionnaire that has been distributed to the students. The meeting which implemented was first meeting about asking and saying ability.
Firstly, the students gave a learning formation before studied. Motivation story was the learning formation which was given to the students. Secondly, the students were listened the explanation from the teacher about the lesson materials while linked with the previous lessons.
The product was designed with many colors and drawing. The design model was used many real picture, but there was cartoon and caricature also.
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did a mini drama and expressed asking and saying willingness with pairing. The students need some examples of conversation about asking and saying ability, the picture of ability, and glossary to make a dialog about asking and saying ability. The students need some examples of conversation about asking and saying willingness, the illustration about
people’s willingness, and glossary.
The students like to learn asking, saying ability and willingness materials with discussion. The students will do a project class in group project, and if the students are asked to present to present the material, the students will present the materials in group. The students like if the teaching and learning process will be combined with game activities. The students found some difficulties in learning and teaching especially about asking, saying ability and willingness like the students was difficult in translating in English to Indonesia or Indonesian to English. They also have limit vocabularies.
5. The Result of Evaluation (Evaluating Phase) 1. Formative Evaluation
a. Analysis
Evaluating the questionnaire became the matters on this phase.
It was obtained from expert’s suggestion and command about the
questionnaire that would be distributed to the students. The questionnaire consists of three parts. The first was systematic organization of integrated English materials. The second was systematic English teaching which was appropriate with the learning activities. The third was systematic content of English materials covered the syllabus of the 2013 curriculum.
b. Design
The experts suggested that in constructing the questions, it was required to see deeply about what they should acquire in studying. However, in systematic organization of integrated English materials, it is allowed to follow what the students need. It is about the organization layout of the product. In putting learning model, it has to suitable with the core materials that is taught.
c. Development
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material including sub topics, core skill as follows, listening, speaking, reading, and writing. Those skills must be clear/ brief in each meeting which is followed by the flow skills.
d. Implementation
Next, the core of blue print that was made is the learning approach portrayed systematically with the scientific approach. They are observation, questioning, collecting information, associating, and communicating. Each of the phases was presented briefly for instance, activities and materials that would be taught. Also, in blue print is also described about learning instruction consisting (1) type of activity portraying about learning formation, the suitability between learning formations and learning materials. The learning formations include learning in group, pair, and individual. Furthermore the amount of activity, text structure and glossary also were discussed in blue print.
2. Summative Evaluation
Evaluating the development phase includes the content materials which would be applied in the product. It must be related to the suitability of the contents of the book with the basic competencies. It consists of the activities along with its brief instruction, the examples, and the glossary. Also, the result of questionnaire that was given to the students becomes the basic element to develop the layout. How to construct the layout was
motivation if the organization of the material based on what they need. The process of the development must be suit with the time and learning methods.
B. Discussion
The 2013 curriculum was a new curriculum which implemented in Indonesia. Many teachers still did not understand well about this curriculum because they did not have many specialized trainings dealing with it. As a consequence, the learning process was not running too well. Furthermore, it was needed a supporting material which can help the students to understand the lessons.
The curriculum can be defined as set of education instrument which was used as a guide for the teachers on what and how to teach the students. Generally, the curriculum include all subject or activities which the school has responsibility to follow it in teaching and learning process.
The government has published a student book, but it was still not enough. The students need more. According to our observation and interview with learners and teachers about the new coming curriculum, the 13 curriculum said that the book published by government still need to be improved. The book has essentially been good but the students need some addition activities and assignments which consist of skills in the learning materials. So, it will entirelybe cooperative in teaching process. On the other hands, teacher needs a stuff that can literally be a right tool in teaching. Many publishers have published their own book, but to opt for one proper book, we should consider many things, like;
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2. Is the book suitable with the 2013 curriculum? 3. Is the book covered students’ need?
The book that has covered the students’ need was literally limited. So, it cannot systematically enrich their skills in English especially in listening, speaking, reading, and writing. Hence, that is our primary reason on conducting this research. Last, paying attention to what students’ need becomes our very primary things to focus on to this research.
Firstly, the result of the first research question is that to know the students’
need on learning, it needs three stuffs. They are to identify the organization materials, the content materials, and the learning materials. In the oraganization materials, all students want there a pre study-orientations before studying. They
wanted listen to the teacher’s explanation. The students resembled if the materials were given in drawing content and prefer cartoon and real picture design models they look in their daily life. Based on the cognitive theory by Jean Piaget stated that child start from 11 years old arrange and develop their thinking and knowledge in a process of interaction between their surrounding by make a figurative scheme which is consist of shape, colour, and texture. In the content materials, found that the students were liked learn asking, saying ability and willingness material with accept the theory. They will express asking and saying ability with make a mini drama in group and express asking and saying
willingness with asking the friend’s opinion in pair learning model. In make a
conversation from their teacher, the picture of peoples’ ability, and glossary). In
make a conversation about asking and saying willingness, the students need all the items (the example of conversation about asking and saying willingness in their
text book, the conversation from their teacher, the short illustration about peoples’
willingness, and glossary).
In learning material, the students which were like to learn asking, saying ability and willingness materials in various ways include individual, pair, and group. They also liked to do the project with a group, and when they were asked to present a learning material they would like to present it with their group or with their partner, however students wanted the teacher to combine the teaching
process with “games activity”, and it was also found some obstacles that students
faced when they were learnt asking, saying ability and willingness; 1) Students did not have many related vocabularies, 2) Students were difficult to know the meaning of dialogue and vocabulary, and 3) Students were difficult to translate the lesson into the source language.
Secondly, the result of the second reserch question is that creating a newly developed reference for the eight grade students on junior high school in learning English material especially in learning Asking, Saying Ability and Willingness . The product can be used as other references in learning English for many considerations for instance, it was developed by first identifying students’ need which became the foundation on developing the product, it is very colorful who
fits the students’ interest to build their attention on studying it, the material was
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some people related to this research. A. Conclusion
Based on the findings and discussions of the research that has been accomplished and are associated with the formulation of the research focus, it can be concluded that developing learning materials should be depended on
goverment’s curriculum and what learners’ needs. It is to accomodate a good
learning process for students. Also, the systematic organization of developing simple present tense material dealing with 2013 Curriculum already checked by the expert in order to validate the whole materials in a Module and claimed that it was validated by the expert. It was developed based on the result of the analysis of the questionnaire that distributed to the students in the eighth grade students at junior high school 2 Sungguminasa, Gowa where the aim of the
questionnaire was to know the students’ need in learning simple present tense
material and the product’s outlook.
Firstly, the result of the first research question is that to know the
students’ need on learning, it needs three stuffs. They are to identify the
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and real picture design models they look in their daily life. In the content materials, found that the students were liked learn asking, saying ability and willingness material with accept the theory. They will express asking and saying ability with make a mini drama in group. They also will express asking
and saying willingness with asking the friend’s opinion in pair learning model.
In make a conversation about asking and saying ability, they need all the items (the example of conversation in their text book, the conversation from their
teacher, the picture of peoples’ ability, and glossary). In make a conversation
about asking and saying willingness, the students need all the items (the example of conversation about asking and saying willingness in their text
book, the conversation from their teacher, the short illustration about peoples’
willingness, and glossary).
In learning material, the students which were like to learn asking, saying ability and willingness materials in various ways include individual, pair, and group. They also liked to do the project with a group, and when they were asked to present a learning material they would like to present it with their group or with their partner, however students wanted the teacher to
combine the teaching process with “games activity”, and it was also found
Secondly, the result of the second reserch question is that creating a newly developed reference for the eight grade students on junior high school in learning English material especially in learning Asking, Saying Ability and Willingness . The product can be used as other references in learning English for many considerations for instance, it was developed by first identifying
students’ need which became the foundation on developing the product, it is
very colorful who fits the students’ interest to build their attention on studying
it, the material was developed in simplicity. It refers to the way the materials provided for students. It is easy to use and with clear instruction. Also, this product has been validated by experts which is being the primary aspect for creating a product.
B. Suggestions
1. For the students, they are recommended to use any learning materials which are suitable with their needs.
2. For teachers, it should be better if the teachers know how to develop the materials and have a good preparation before teaching. 3. For the school, it should be better if the selection of a course book
still consider the students need.
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Bibiliography
Brian, Tomlinson. Materials Development in Language Teaching. United Kingdom: Cambridge University Press. 2011.
Kemendikbud. 2014. “Modul Pelatihan Implementasi Kurikulum 2013”. Jakarta: Badan Pengembangan Sumber Daya Manusia dan Kebudayaan dan Penjamin Mutu Pendidikan Kementrian dan Kebudayaan.
Latif, Muhammad Adnan. Research Methods on Language Learning (An Intriduction). Malang: UM Press. 2014.
Modul Pelatihan Implementasi Kurikulum 201. Jakarta: Badan Pengembangan Sumber Daya Manusia dan Kebudayaan dan Penjamin Mutu Pendidikan Kementrian dan Kebudayaan. 2014.
Mulyasa. Pengembangan dan Implementasi Kurikulum 2013. Bandung: Remaja Rosdakarya. 2013.
Khair Miftahul. 2015. “Developing English Learning Materials For Young
Learners Based On Need Analysis At MTSN Model Makassar”,
Thesis.Makassar: the Degree of Sarjana Pendidikan (S.Pd.) of English Education Department Tarbiyah and Teaching Science Faculty Alauddin State Islamic University of Makassar.
Sugiyono. 2010. “Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, and R&D”. Bandung: Alfabeta. Cetakan ke- 11.
Sukirman. 2013. “Developing English Word formation materials for undergraduate students at State Islamic University Alauddin Makassar”, Thesis. Malang: the Degree of Master of English Language Teaching at State University of Malang.
Tegeh and Kirna. 2013. “Pengembangan Bahan Ajar Metode Penelitian Pendidikan dengan ADDIE Model”. [e-journal]. 3. Available in:
http://ejournal.undiksha.ac.id/index.php/IKA/article/view/1145/1008.
54 Identitas Responden
Nama : Jenis Kelamin: Usia : Kelas : Asal Sekolah :
A. Target yang ingin dicapai pada sistematika penyajian/ Organization materials
Berikan tanda centang ( ) pada setiap pilihan Anda. Jawablah dengan jujur dan sesuai keinginan Anda.
1. Apakah Anda suka apabila guru memberikan formasi belajar sebelum jam pelajaran dimulai?
Ya
Tidak
2. Formasi belajar apa yang paling Anda sukai?
Ice breaking
Warming up
Cukup dengan Berdoa
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Small Games
Semuanya.
3. Pada saat jam pelajaran akan dimulai, perlakuan apa yang Anda sukai?
Langsung mendengarkan penjelasan guru
Langsung praktek saja
Memilih membaca instruksi di buku 4. Bentuk materi pelajaran apa yang Anda sukai?
Teks
Bergambar
Dialog
Presentasi
5. Desain buku seperti apa yang paling anda minati?
Bergambar
Berwarna
Hitam putih
6. Model desain seperti apa yang Anda minati?
Karikatur
Kartun
B. Target yang ingin dicapai pada sistematika Isi pelajaran/ Content materials
1. Dengan cara apakah yang lebih Anda sukai dalam mempelajari Expression of Asking and Saying Ability and Willingness?
Dengan cara menerima teori
Dengan cara bermain Games
Dengan cara menonton
Semuanya
2. Jika materi asking and saying ability, seperti apa anda akan mengekspresikannya?
Memperagakan di depan teman-teman kelas seorang diri
Memperagakan berpasangan dengan teman
Bentuk drama kecil dalam formasi kelompok
Menuliskannya dibuku tugas
3. Jika materi asking and saying willingness seperti apa anda mengekspresikannya?
Memperagakan di depan teman-teman kelas seorang diri
Meminta pendapat teman dalam formasi belajar pair (berpasangan)
Membuat penjabaran materi terkait dalam bentuk kelompok
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4. Dalam membuat percakapan tentang materi asking and saying ability, apa yang anda perlukan?
Contoh percakapan tertulis dibuku
Contoh percakapan dari guru
Gambar tentang kemampuan seseorang
Glosarium
Semuanya
5. Dalam membuat percakapan tentang materi asking and saying willingness, apa yang anda perlukan?
Contoh percakapan tertulis dalam buku
Contoh percakapan dari guru
Ilustrasi singkat tentang kemauan seseorang
Glosarium
Semuanya
C. Target yang ingin dicapai pada sistematika pembelajaran/ Learning materials
1. Model belajar apa yang Anda sukai?
Individu
Berpasangan
Project group
