Designing recount instructional materials for senior high school students.

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i

DESIGNING RECOUNT INSTRUCTIONAL MATERIALS

FOR SENIOR HIGH SCHOOL STUDENTS

A Thesis

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

in English Language Education

By Anissa Mulya Student number: 021214012

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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ACKNOWLEDGEMENTS

I am aware that I would not have been able to complete this thesis without the help from many people. Therefore, I would like to express my deepest gratitude to all people who have given their precious time, energy, ideas, and support during the completion of this thesis.

My appreciation goes to my major sponsor, Dr. F. X. Mukarto, M.S. and Christina Kristiyani, S.Pd., M.Pd., my co-sponsor. I really appreciate their guidance, support, patience, and precious time during the completion of this thesis. I would also like to give my special thanks to J. B. Sumarsono and family for giving me an endless support in the completion of this thesis.

I thank my best friends, Rika, Klara, and Bita, for their tremendeous care and support as well as the sweetest memories we have shared together. My sweet thanks are also directed to all my friends, especially Uni, Tina, Tony, Sari, Utik, Kiki, Amry, Ita, Cecil, Marinta, Lila, Titin, Mesha, Ardi, Septi, Haryana, Trias, Wahyu, Indah, and Ambu for their support and sincere helps. I thank Ryan, Mario, and Nico for always being there when I needed companions.

I would also give my sincere grateful to the teachers and lecturers who have helped me evaluate the materials I have designed. Last but not least, I would like to send my deepest love to my late best friend indeed, Putra Binatara, for his constant support and encouragement in the past.

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vii

REFERENCES ... 49

APPENDICES APPENDIX 1: Permission Letter ... 52

APPENDIX 2: Questionnaire ... 53

APPENDIX 3: The Syllabus ... 57

APPENDIX 4: Lesson Plan ... 59

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LIST OF TABLES

Table Page

2.1 The Main Functions of Language and their Relationship to the Register Variables ... 12 2.2 The Difference between Spoken and Written Language ... 18 3.1 The Competency Standard, Basic Competency, and Indicators

of the Proposed Model of Recount Instructional Materials ... 30 3.2 The Description of the Participants of the Evaluation ... 31 3.3 The Description of the Participants’ Opinions on the Designed

Materials ... 33 4.1 The Competency Standard, Basic Competency, and Indicators

of Spoken Cycle ... 37 4.2 The Competency Standard, Basic Competency, and Indicators

of Written Cycle ... 41 4.3 The Description of the Participants’ Opinions on the Designed

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LIST OF FIGURES

Figure Page

2.1 Schematic Representation of Communicative Competence ... 7

2.2 The Model of Language and Context ... 9

2.3 The Relationships between the Three Levels of Language ... 13

2.4 The Changing Nature of the Collaboration between Teacher and Students in Response to Learners’ Progress ... 14

2.5 Diagram of the Teaching and Learning Cycle ... 15

2.6 Identification and Characterization of Learning Task ... 24

2.7 Banathy’s Instructional Design Model ... 25

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xiii ABSTRACT

Mulya, Anissa. 2007. Designing Recount Instructional Materials for Senior High School Students. Yogyakarta: English Language Education Study Programme, Sanata Dharma University.

Within Kurikulum Tingkat Satuan Pendidikan (KTSP), literacy approach is adopted as the methodology to implement the text-based syllabus. It requires the students of Senior High School to learn several text-types which have more value in the context of schooling. Recount is one of the compulsory text-types the students of Senior High School have to learn. In order to help the students obtain the competence to create and interpret contextual spoken and written recounts, proper instructional materials are needed. Unfortunately, many teachers still have inadequate knowledge of KTSP. Consequently, many of them will not be able to plan proper instructional materials.

This study was aimed at proposing a model of recount instructional materials for the first grade students of Senior High School which was based on KTSP. In order to obtain the objective, educational research and development was used as the method in this study. The steps adapted from educational research and development were as follows: (1) research and information collecting, (2) planning, (3) designing the proposed model of recount instructional materials, (4) evaluation, and (5) designed materials revision.

In designing the proposed model of recount instructional materials, four steps from Banathy’s instructional design model were adapted in this study. They were (1) formulation of the objective, (2) analysis of learning task, (3) design system, and (4) changes to improve.

In this study, the objective of the evaluation was to obtain data to improve the designed materials. The instrument used in the evaluation was questionnaires. The questionnaires were distributed to two English teachers of Senior High School and two lecturers of English Language Education Study Program of Sanata Dharma University.

The designed materials consist of two cycles, namely spoken and written cycle. Each of the cycles consists of four similar stages, namely (1) building the context, (2) modelling and deconstructing the text, (3) joint construction of the text, and (4) independent construction of the text.

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xiv ABSTRAK

Mulya, Anissa. 2007. Designing Recount Instructional Materials for Senior High School Students. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Di dalam Kurikulum Tingkat Satuan Pendidikan (KTSP), pendekatan literasi digunakan sebagai metodologi untuk mengimplementasikan silabus berbasis teks. Pendekatan literasi ini mewajibkan siswa Sekolah Menengah Umum (SMU) untuk mempelajari beberapa jenis teks yang mempunyai nilai lebih dalam konteks sekolah. Teks recount adalah salah satu dari jenis-jenis teks yang wajib dipelajari siswa SMU. Untuk membantu siswa mencapai kompetensi menciptakan dan menafsirkan teks lisan dan tertulis dalam konteks, dibutuhkan materi pengajaran yang sesuai. Sayangnya, masih banyak guru yang belum memiliki pemahaman yang cukup mengenai KTSP. Oleh karenanya, banyak dari mereka tidak akan mampu untuk menyusun materi pengajaran yang sesuai.

Studi ini bertujuan untuk mengusulkan contoh materi pengajaran berbasis teks recount untuk siswa SMU tingkat pertama yang berdasarkan KTSP. Untuk mencapai tujuan tersebut, penelitian dan pengembangan kependidikan, digunakan sebagai metode dalam studi ini. Lima langkah yang diadaptasi dari penelitian dan pengembangan kependidikan adalah sebagai berikut: (1) penelitian dan pengumpulan informasi, (2) perencanaan, (3) penyusunan contoh materi pengajaran berbasis teks recount, (4) evaluasi, dan (5) perbaikan materi yang disusun.

Dalam penyusunan contoh materi pengajaran berbasis teks recount, empat langkah dari model pengajaran Banathy diadaptasi dalam studi ini. Empat langkah tersebut adalah (1) perumusan tujuan, (2) analisis tugas pembelajaran, (3) penyusunan materi, dan (4) perubahan untuk perbaikan.

Dalam studi ini, tujuan dari evaluasi adalah untuk memperoleh data untuk memperbaiki materi yang telah disusun. Instrumen yang digunakan dalam evaluasi adalah kuesioner. Kuesioner tersebut dibagikan kepada dua guru bahasa Inggris SMU dan dua dosen Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma.

Materi yang disusun terdiri dari dua siklus, yaitu siklus lisan dan tertulis. Tiap siklus terdiri dari empat tahap yang sama, yaitu (1) membangun konteks, (2) membuat model dan menganalisa teks, (3) menyusun teks bersama, dan (4) menyusun teks sendiri.

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1

CHAPTER 1

INTRODUCTION

This study deals with developing recount-based instructional materials for Senior High School students. Seven major points will be presented in this first chapter to provide background information of the study. Those major points include the reason of choosing this particular topic, the problem that will be solved in this study, the objective that will be achieved, the advantages provided by this study, and the explanation of important terms used in this study.

1.1Research Background

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lectures, talking about serious matters, reading popular and scientific texts, and writing for different purposes (Agustien, 2005). Thus, the kind of texts they learn should include those they are mostly to encounter during their academic lives. Some texts to be taught in Senior High School are recount, narrative, procedure, descriptive, news item, report, analytical exposition, spoof, hortatory exposition, explanation, discussion, and review (BSNP, 2006).

Some problems are found in the implementation of KTSP. In fact, the teachers’ quality and readiness towards this new curriculum are crucial to achieve the successful of the implementation of KTSP since they are given the freedom to develop the curriculum. However, some schools are not completely ready to develop their own curriculum as they still lack the teachers’ quality and readiness (Sudaryanto, 2006). Inadequate knowledge of KTSP might hinder the teachers to carry out their roles as the facilitator of the teaching and learning process.

One of the roles of the teachers is to plan proper instructional materials to develop the students’ competence. Based on KTSP, the competence should be achieved by the students is discourse competence. Discourse competence is the ability to create and interpret spoken and written text in real communication (Agustien, 2005). In other words, the teachers are expected to plan text-based instructional materials to help students obtain the discourse competence.

1.2Problem Formulation

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1.3 Problem Limitation

This study focuses on designing recount instructional materials for the first grade students of Senior High School. The designed materials will be divided into spoken and written cycle (Depdiknas, 2003: 19). Spoken cycle will be presented first. Each of the cycles includes four stages. According to Feez (1998: 28) those four stages are sequenced as follows: building the context, modelling and deconstructing the text, joint construction of the text, and independent construction of the text (Feez, 1998: 28).

Recount is chosen as the main discussion in this study for at least two reasons. First, recount is one of the texts that have more value in the context of schooling (Gerot and Wignell, 1994: 191). Second, recount is classified as the simplest story text (Feez, 1998: 86). Using the story text which has the simplest generic structure and language features to teach genre in early stage might give meaningful basic knowledge to learn more complicated text-types. In other words, the features the students already know from the previous text scaffold the learning of a new text-type since there are common features within several text-types (Feez, 1998: 91).

1.4Research Objective

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1.5Research Benefits

This study will hopefully be beneficial for English teachers and future researchers who want to design a set of English instructional materials focusing on text-type. They may find this study as a useful resource and continue to do further research and elaborate a more effective and complete design to achieve more successful teaching English for Senior High School students.

1.6Definition of Terms

This study employs some terms that are defined to avoid misunderstanding.

1. Design

Hutchinson and Waters (1994: 106) state that designing is creating a new set of materials that fits the learning objectives and specific subject area of particular learners. In this study, designing means creating a set of recount-based materials for the first grade students of Senior High School based on KTSP. 2. Recount

Recount means a series of events that is written or spoken in the time order in which it occurs and it has specific generic structure and lexicogrammatical features to differ recount from other texts (Board of Studies New South Wales, 1994: 146, Gerot and Wignell, 1994: 194). In this study, recount refers to spoken and written texts used as the basic materials to design the instructional materials. 3. Instructional Materials

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(Dick and Reiser, 1989: 3). In this study, instructional materials are a set of materials which are used by the teacher and the students as a useful means of discussion in teaching and learning activity.

4. Recount Instructional Materials

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6

CHAPTER 2

REVIEW OF RELATED LITERATURE

Two major points will be discussed in this chapter, namely theoretical description and theoretical framework. In theoretical description, six major areas of concern, namely Kurikulum Tingkat Satuan Pendidikan (KTSP), communicative competence, language model, literacy approach, recount, and instructional design model will be discussed. In theoretical framework, the relation between those six major areas of concern will be presented.

2.1 Theoretical Description

This part presents a discussion on the theories related to the development of recount instructional materials. It includes KTSP, communicative competence, model of language, literacy approach, recount, and instructional design model.

2.1.1 Kurikulum Tingkat Satuan Pendidikan (KTSP)

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2.1.1.1 The Roles of Teachers in KTSP

The teachers are expected to develop and apply their own curriculum (BSNP, 2006: 5). The role of the teachers is to become the facilitator whose duty is to create conducive atmosphere for learning (Mulyasa, 2003: 188). The teachers are expected to be creative in designing the proper instructional materials.

2.1.1.2 The Roles of Students in KTSP

The students are treated as the center of the learning process (BSNP, 2006: 5). They are considered as the subjects of every activity in class. They are expected to be active and critical during class and to find other source of the materials will be discussed.

2.1.2 Communicative Competence

Theoretically, communicative competence means the competence which is required for language communication (Agustien, 2005: 1). The term was coined by Del Hymes in 1966, reacting against the inadequacy of Noam Chomsky’s distinction between competence and performance. In 1995, Celce-Murcia, Dornyei, and Thurrell proposed a communicative competence model (Depdiknas, 2003: 1).

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Figure 2.1 Schematic Representation of Communicative Competence (Adopted from Celce-Murcia et al., 1995: 10 as cited in Depdiknas, 2004: 51)

In Figure 2.1, discourse competence is placed at the center of the communicative competence. Discourse competence is the ability to create and interpret texts both spoken and written contextually (Agustien, 2005). It can only be achieved if the supporting competences have been acquired. Those supporting competences are as follows:

1. Linguistic competence

This competence means the ability to use the grammar, vocabulary, intonation, punctuation, etc, of a language (Depdiknas, 2004: 52).

2. Actional competence

It refers to the ability to do something using language both spoken and written to convey certain message (Depdiknas, 2004: 54).

Sociocultural competence

Linguistic competence

Actional competence

Strategic competence

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3. Sociocultural competence

This competence means the ability to communicate in the way native speakers of the language do based on the culture where the language is used (Depdiknas, 2004: 58).

4. Strategic competence

This competence covers the ability to maintain the process of communication when one meets deficiencies. This competence is realized in spoken language (Depdiknas, 2004: 61).

In order to acquire communicative competence, language users have to activate the sociocultural, actional, linguistic, and strategic competence to shape the discourse competence.

2.1.3 Model of Language

The functional model of language is adopted in this study. The main concepts of the functional model of language are as follows (Feez, 1998: 5): 1. Language is considered as a resource to make meaning,

2. The resource of language consists of interrelated systems,

3. Language users draw on this resource each time they use language, 4. Language users create and interpret texts to make meaning,

5. Texts are shaped by the social context, 6. Language users shape the social context.

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Figure 2.2 The Model of Language and Context

(Adopted from Martin and Mattheison 1991 as cited in Feez 1998: 8)

2.1.3.1 Context

Language occurs within a context. When people communicate, the language choices they make are influenced and determined by the context in which the communication occurs (Depdiknas, 2003: 4). Language is used for three main functions (Board of Studies New South Wales, 1994: 96) namely:

1. Ideational function

This is the use of language to express ideas and to communicate information. 2. Interpersonal function

It reflects the way language is used to build the social relation among others. Context of Culture

GENRE

Context of Situation REGISTER Tenor Status Contact Mode Channel Distance Field Activity Topic Discourse Semantics TEXT Ideational meanings Expression PHONEME/ GRAPHEME Lexicogrammar CLAUSE Interpersonal

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3. Textual function

It is concerned with the form of the text whether it is spoken or written.

A context is distinguished into two important aspects. These are the context of culture and situation (Depdiknas, 2003: 4).

2.1.3.1.1 Context of Culture

The largest circle in Figure 2.2 represents context of culture. Particular human’s social purpose determines the patterns of generic structure and lexicogrammatical features within texts (Feez, 1998: 6). The patterns are developed within the context of culture. The patterns are called genres. Particular culture determines the types of texts or genres which are produced.

2.1.3.1.2 Context of Situation

The second circle in Figure 2.2 represents context of situation. Within context of culture, there are different context of situation which is characterized by particular register of language. The register of any context of situation is a combination of three variables (Gerot and Wignell, 1994: 11):

1. Field

Field refers to what is being talked or written about within the text (Feez, 1998: 6).

2. Tenor

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3. Mode

Mode refers to the channel of communication being used, whether it is spoken or written (Board of Studies New South Wales, 1994: 97).

2.1.3.1.3 Text

The third circle in Figure 2.2 represents texts. A text can be defined as spoken or written language which is held together by the three strands of meaning in a language, namely logical (ideational), interpersonal, and textual meaning (Feez, 1998: 4). People create texts when they are speaking and writing, they interpret texts when they are listening and reading (Board of Studies New South Wales, 1994: 97).

2.1.3.2 The Language System

The language system is the resource which supplies all the language choices made by language users each time they use language to communicate (Board of Studies New South Wales, 1994: 97). The language choices consist of grammatical patterns, words, sounds, and symbols to make meanings. The patterns of language choices can be distinguished at three levels (Feez, 1998: 6). 1. Meaning or discourse semantic

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outlined in Table 2.1.

Table 2.1 The Main Functions of Language and their Relationship to the Register Variables (Adopted from Feez, 1998: 7)

Ideational

Language represents the world logically through experiential and logical meanings.

These meanings are reflection of field.

Interpersonal

Language builds relationships through interpersonal meanings.

These meanings are a reflection of tenor.

Textual

Language organizes meanings into spoken or written text through textual meanings.

These meanings are a reflection of mode.

2. Words and structure or lexicogrammar

The words and structure or lexicogrammar is realized through the pattern of grammar applied within the clauses, groups, and words (Feez, 1998: 7).

3. Expressions or phonological and graphological

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Figure 2.3 The Relationship between the Three Levels of Language (Adopted from Eggins, 1994: 21 as cited in Feez, 1998: 7)

2.1.4 Literacy Approach

Literacy approach is an approach to language learning focuses on the development of the students’ ability to create and interpret contextual spoken and written texts (Depdiknas, 2003: 35). Literacy approach is the methodology to implement a text-based syllabus (Depdiknas, 2003: 9). This approach values the interaction between teacher and students in the process of learning language. Based on this approach, the process of learning language is divided into stages and emphasizes the differences between spoken and written language.

2.1.4.1 Scaffolding

The term scaffolding is used to describe the learning collaboration between the teacher and the students with the teacher facilitates the students’ transition from assisted to independent performance (Vygotsky, 1978 as cited in Feez, 1998: 26). According to Roehler and Cantlon (1996) as cited in Hogan and Presley (1997) the transition from assisted to independent performance is as

Discourse semantics (Texts)

Lexicogrammar (Words and Structure)

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follows: at first, the teacher controls and guides the students’ activities. Next, the teacher and the students share the responsibility with the students taking the lead. The teacher continues to guide the students’ emerging understanding by providing assistance as needed. Finally, the teacher gives the students the full responsibility by removing all assistance. The distance between the assisted and independent performance is called the zone of proximal development (Vygotsky, 1978 as cited in Feez, 1998: 26).

Figure 2.4 The Changing Nature of the Collaboration between Teacher and Students in Response to Learners’ Progress (Adopted from Vygotsky, 1978 as cited in Feez, 1998: 26)

Scaffolding

Independent learner performance with no contribution from teacher

Learner Progress Potential performance

Diminishing contribution from teacher as learner’s independent

contribution increases

Significant contribution from teacher to support dependent contribution

from learner

Zone of proximal development

Learner’s entry level assessed by the teacher

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2.1.4.2 Stages

Based on literacy approach, teaching genres can be described as moving in a cycle. This cycle involves four main stages, namely building the context, modelling and deconstructing the text, joint construction of the text, and independent construction of the text (Feez, 1998: 28). The cycle is presented in Figure 2.5.

Figure 2.5 Diagram of the Teaching and Learning Cycle (Adopted from Hammond et. al., 1992 as cited in Depdiknas, 2003)

Increasing approximation control of spoken

and written texts Student

Building the context: - cultural context - shared experience - control of relevant

vocabularies - grammatical patterns Student Class Teacher Class Teacher Student Student Teacher Class Student Student Student Teacher

Modelling of text: - cultural context - social function - schematic structure - linguistic features - using spoken language to

focus on written text

Independent construction of text: - schematic structure - linguistic features - knowledge of field

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Further explanation of the four stages will appear in the following discussion (Feez, 1998):

1. Stage 1. Building the context

In this stage, the students are introduced to the context of culture, context of situation, and the social purpose of the authentic model of text-type being studied (Feez, 1998: 28).

2. Stage 2. Modelling and deconstructing the text

This stage is intended to introduce the generic structure and lexicogrammatical features of the text (Feez, 1998: 29). The teacher exposes the students to a number of authentic models of the text being discussed in order to develop the students’ ability in understanding and gaining controls over the aspects of the text-type.

3. Stage 3. Joint construction of the text

Jointly constructing the whole text can be done by the teacher and the whole class or by a small group of students. The teacher’s contribution to the text construction is gradually decreased as the students are able to construct the whole text independently (Feez, 1998: 30). A small group of students together constructs a text may develop their confidence in doing the independent construction.

4. Stage 4. Independent construction of the text

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2.1.4.3 Spoken and Written Language

The definition of literacy includes oracy and literacy (Depdiknas, 2003: 4) therefore this curriculum explicitly emphasizes the spoken and written language through the division of learning process into spoken and written cycle. Each cycle includes four stages and has different objective. For example the target text-type is recount, at the end of the first cycle that is spoken cycle, the students are expected to retell events orally and perform conversations that have to do with retelling events. On the other hand, the second cycle that is written cycle demands the students to write recount texts independently at the end of the second cycle. The learning cycle gradually moves from spoken to written for the reason that language learning is naturally acquired from spoken language and written language will be difficult to improve if spoken language has not been acquired (Depdiknas, 2003: 5).

According to Halliday (1985), written language uses more lexical items within the clause or in other words, it is said to be a language of high lexical density. Written language employs more complex noun groups, such as noun phrases. Spoken language, on the other hand, employs more clauses within a clause complex. Thus, it is a language with greater grammatical intricacy. The following example from Halliday (1985) may illustrate the point.

1. Investment in rail facility implies a long-term commitment. (written language)

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The subject and object of the written language are realized as two quite complex noun phrases. The subject noun phrase consists of the noun investment that is postmodified by the prepositional in rail facility that contains the noun facility which is premodified by the noun modifier rail. The object noun phrase consists of the noun commitment that is premodified by the article a and the noun modifier long-term. The adjunct of the spoken language is realized as the conditional clause if you invest in rail facility, the object is realized as the nominal clause that you are going to be committed for a long-term. Thus, whereas the written sample consists of just one simple clause with complex noun phrases, the spoken sample contains three clauses that form a clause complex.

Table 2.2 The Difference between Spoken and Written Language (Adopted from Eggins, 1994: 57 as cited in Depdiknas, 2004: 41)

Spoken language Written language

• Turn taking organization • Context dependent

• Dynamic structure (interactive staging; open ended)

• Spontaneity phenomena (hesitations, interruptions, incomplete clauses) • Everyday lexis

• Non-standard grammar • Grammatical complexity • Lexical sparse

• Monologue organization • Context independent

• Synoptic structure (theoretical staging; losed; finite)

• “Final draft” (polished: indications of earlier drafts removed)

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2.1.5 Recount

This part elaborates a discussion of recount as the subject matter in this study. The discussion includes definition, purpose, types, generic structure, lexicogrammatical features, and the example of recount text.

2.1.5.1 Definition of Recount

Recount is known as a series of events which is told or written using specific generic structure and lexicogrammatical features (Board of Studies New South Wales, 1994: 40). Its lexicogrammatical features and generic structure differ from other text-type to meet its social purpose.

2.1.5.2 Purpose of Recount

The social purpose of every genre is different from the other. Recount is to retell events with the purpose of either informing or entertaining its audience (or both) (Gerot & Wignell, 1994: 194).

2.1.5.3 Types of Recount

The types of recount are classified based on their purpose. According to Hardy and Klarwein (1990), the types of recount are as follows:

1. Personal Recount

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2. Factual Recount

This type of recount usually records past incidents which are based on facts, for example: science experiments, police report, and biography.

2.1.5.4 Generic Structure of Recount

Each text-type is characterized by distinctive generic structures, namely beginning, middle, and end. According to Hardy and Klarwein (1990: 26) generic structure of recount is usually organized to include:

1. Orientation

Orientation provides the setting or background information about who were involved, when the event happened, and where the event happened.

2. Sequence of events

Sequence of events tells what happened in chronological order. 3. Reorientation

Reorientation is the closure of events. It is an optional element.

2.1.5.5 Lexicogrammatical Features of Recount

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1. Use of past tense,

2. Use of material processes to refer to the actions,

3. Use of specific participants to identify people, animals, or things involved, 4. Use of circumstances of time and place (yesterday, after lunch, to the beach), 5. Use of temporal connectives to sequence events (first, next, finally, etc).

2.1.5.6 Example of Recount Text

The following text has been annotated to draw on attention of its generic structure and lexicogrammatical features.

Text category : personal

Mode : written

Generic structure:

Orientation : provides setting and introduces participants Sequence of events : tell what happened in a temporal sequence Reorientation : (optional) closure of events

Lexicogrammatical features:

Focus on specific participants (in bold) Use of material process (in italics) Circumstances of time and place (underlined) Focus on temporal sequence: later and then Use of past tense

Grizzly Attack

Orientation

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Event 1

All at once, I saw a grizzly bear in front of me. It was too late to run. Event 2

I fired my gun at the bear. Event 3

I missed, and the ferocious animal attacked me. Event 4

I went unconscious. Event 5

Later, I woke up in great pain, unable to walk. Event 6

The bear’s claws and teeth had torn gashes all over my body. Event 7

But I did not die. I survived! Event 8

I set out crawling to the nearest help at Fort Kiowa, almost 100 miles away. Event 9

A few miles from the fort, a group of Sioux Indians found me. Event 10

They fed me and cared for my wounds. Event 11

Then they took me to the fort. Reorientation

The day when a grizzly bear attacked me would never be forgotten all my life.

(Adapted from Building Skills in English, 1988: 2)

2.1.6 Banathy’s Instructional Design

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Banathy states that a system contains subsystems. She notes that education is a system. It means that an instructional material is a subsystem of the education system. A system is built upon three components, namely purpose, content, and process. Moreover, Banathy suggests six steps to design an instructional system and those three components are included in the six steps.

The first step is to state the objectives of the system. The objectives of the system cover the expected performance of the learners after they accomplish the selected learning experiences. The specifications of objectives are:

1. Objectives are specified from the overall purpose of the system.

2. Objectives should be measurable and can also be used as the main direction of the system.

3. Objectives should be continually improved. The improvement of the objectives should reach down the individual task level.

4. Objectives should be specifically stated in order to be used as the basis to develop the system.

The second step is to develop tests to assess how far the learners achieve the objectives (Develop Test). The tests are developed based on the objectives formulated in the first step.

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to teach competencies that the learners already possess (Analysis of Learning Task). To select the actual learning tasks, the designer of the system has to subtract the learners’ capabilities (Input Competence) from a set of learning tasks (Inventory of Learning Tasks). The relation among the inventory of learning tasks, input competence, and actual learning tasks is presented in Figure 2.6.

Figure 2.6 Identification and Characterization of Learning Task (Banathy, 1976)

The fourth step is to design the instructional system (Design of System). In this step, the designer of the system should consider two important elements, namely function analysis and component analysis. Function analysis refers to what has to be done by the learners in order to master the tasks. While component analysis refers to who has the best potential to carry out the function analysis.

The fifth step is to test the system whether it is already met the objectives (Implement and Test Output). This step can be done by implementing the instructional system in the actual environment. As the output of the system, the performance of the learners is evaluated in order to assess whether they already behave in the expected way.

The sixth step is to improve the instructional system based on the findings of the evaluation. The changes of the system are conducted in order to achieve the intended objectives (Changes to Improve).

Inventory of Learning Task

Input Competence

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Figure 2.7 Banathy’s Instructional Design Model

2.2 Theoretical Framework

Teaching and learning English in Senior High School is based on KTSP which emphasizes the development of the students’ discourse competence. A competence that enables them to communicate in the target language both spoken and written appropriately. Appropriate communicating demands the students to be able to create and interpret texts used in the target language. In order to teach English texts effectively, literacy approach is adopted within KTSP. The English teachers should develop the literacy approach through designing a text-based instructional material as a means of discussion in teaching and learning process. To provide guidance in designing recount instructional materials for Senior High

School students, there are steps adapted from Banathy’s instructional design: I.

Formulate Objective

III. Analysis of Learning Task

IV. Design System

V. Implement &

Test Output

VI. Change to

Improve II.

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Competency Standard Basic Competency Indicators

Spoken cycle Four stages

Written cycle Four stages

Figure 2.8 The Steps in Developing the Model of Recount Instructional Materials

1. Formulation of the Objective

The starting point in instructional design is to state the objective to be achieved at the end of the instruction. It refers to competency standard, basic competency, and indicators. KTSP has determined the competency standard and basic competency while indicators are developed by the teachers.

2. Analysis of Learning Task

According to the literacy approach adopted within KTSP, the students have to learn the English texts which are divided into spoken and written cycle (Depdiknas, 2003: 19). Each cycle consists of four stages. Those four stages are building the context, modelling and deconstructing the text, joint construction of the text, and independent construction of the text (Feez, 1998: 28).

Formulation of the Objective

Analysis of Learning Task

Design System

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3. System Design

The third step is to design the instructional materials. The designed materials consist of spoken and written cycle. Each cycle involves four similar stages, namely building the context, modelling and deconstructing the text, joint construction of the text, and independent construction of the text.

4. Change to improve

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29

CHAPTER 3

METHODOLOGY

This chapter explains the methodology which is used to solve the problem

stated in the first chapter. It covers the method, the research participants, the

research instrument, data gathering technique, data analysis technique, and the

research procedures.

3.1 Method

Educational research and development is aimed at improving the quality of

educational products (Borg and Gall, 1983: 772). Educational research and

development was adapted within this study as the guidelines to propose the model

of recount instructional materials. Some steps adapted from educational research

and development in order to propose the model of recount instructional materials

were as follows:

3.1.1 Research and Information Collecting

This study focused on designing a model of recount instructional materials

for Senior High School students. To find related literature underlying the study, a

library research was conducted. There were two objectives of conducting the

library research. The first objective was aimed at getting the theories about

Kurikulum Tingkat Satuan Pendidikan (KTSP), functional model of language,

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second objective was to find recount texts as the basis to design the materials.

3.1.2 Planning

The specific objective to be achieved by the product is the most important

aspect of planning an instructional product (Borg and Gall, 1983: 779). This step

was to state the objectives of the proposed model of recount instructional

materials. The statement of the objectives is presented in Table 3.1.

Table 3.1 The Competency Standard, Basic Competency, and Indicators of the

Proposed Model of Recount Instructional Materials

Competency Standard Basic Competency Indicators Spoken cycle Students are able to understand and express the

meaning of spoken recounts in the form of monologues and dialogues in various contexts. Written cycle

Students are able to understand and express the

meaning of written recounts in various contexts.

Students are able to understand and express the meaning of spoken recounts in the form of monologues and dialogues using fluent, accurate, and grammatical spoken language in various contexts.

Students are able to understand and express the meaning of written recounts using accurate and

grammatical written language in various contexts.

Students are able to construct and perform personal spoken recounts in the form of monologues and dialogues that retell past holidays using generic structure and

lexicogrammatical features of recount.

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3.1.3 Designing the Proposed Model of Recount Instructional Materials

This step involved several steps which were taken in designing the

proposed model of recount instructional materials. It included four steps which

had been done to yield the intended instructional materials. Those steps were as

follows:

a. Mapping

Each stage and each cycle required different learning experiences. The first

step was to decide which learning experiences were included in each stage and

each cycle. It showed the outline of what the materials would be.

b. Materials searching

The materials covered spoken recount texts, written recount texts, tasks, and

pictures. The materials were taken from textbooks and Internet.

c. Material editing

The materials which had been gathered were edited to obtain the appropriate

materials for the first grade students of Senior High School.

d. Designing recount instructional materials

After the material had been edited, the next step was to develop the

instructional materials based on the outline made in the mapping step.

3.1.4 Evaluation

Once the model of recount instructional materials had been developed, the

next step was conducting evaluation. In this study, the purpose of the evaluation

was to gather data from the participants in the form of feedback on the designed

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3.1.5 Designed Materials Revision

The last step adapted from educational research and development was

revising the instructional materials. The result of the evaluation was to recognize

whether the designed materials were well developed or not.

3.2 Research Participants

The participants of the evaluation were two English teachers of Senior

High School and two lecturers of English Language Education Study Programme

of Sanata Dharma University. The designed materials which were enclosed in the

questionnaires were distributed to the teachers and the lecturers to be evaluated.

They were asked to give feedback whether the materials were acceptable or not.

Table 3.2 The Description of the Participants of the Evaluation

Educational Background Teaching Experience (in year) Groups of

Participants

S1 S2 S3 1-5 6-10 >10

English Lecturers 1 1 1 1

English Teachers 2 1 1

3.3 Research Instrument

The instrument which was used to gather the data was questionnaires. It

was used to gather the data on the designed materials. According to Borg and Gall

(1983) there are two types of questions employed within questionnaires, namely

closed from and open form questions. In closed form questions, the responses of

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participants to choose one of the available responses. On the other hand, the open

form questions require the participants to give responses in their own words. In

conducting this study, both types of questions were employed.

3.4 Data Gathering Techniques

The data to evaluate the designed materials were gathered by distributing

questionnaires to two English teachers of Senior High School and two lecturers of

English Language Education Study Programme of Sanata Dharma University.

The teachers and the lecturers were asked to evaluate the designed materials based

on the criteria in the questionnaires.

3.5 Data Analysis Techniques

The findings of the evaluation were analysed to know whether the

designed materials were appropriate for the first grade students of Senior High

School or not. In order to analyse the data, measures of central tendency were

employed within this study. Measures of central tendency provide the average of

all scores from all subjects (Borg and Gall, 1983). The mean, median, and mode

are measures of central tendency. The mean is generally considered the best

measure of central tendency because of its stability (Borg and Gall, 1983). The

mean was calculated by dividing the sum of all scores by the number of all

subjects.

The scores of the mean in each criterion in the questionnaires should be at

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revised based on the suggestions given by the participants of the evaluation. The

formula to measure the mean of the data gathered from the questionnaires was as

follows:

Ν ΣΧ = Χ

Notes: Χ : the mean

X : the raw source

N : the number of subject

∑ : sum

The results of data analysis were presented in Table 3.3.

Table 3.3 The Description of the Participants’ Opinions on the Designed Materials

Notes: N : Number of cases (the amount of the participants)

Mn : Mean

3.6 Research Procedures

There were four steps in conducting this study, namely:

1. Conducting a library research

A number of textbooks and literature concerning KTSP, communicative

competence, language model, literacy approach, recount text, and instructional Frequency of

Points of Agreement _TendencyCentral No Participant’s

Opinion on

5 4 3 2 1 N Mn

1

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design model were consulted to find guidance in designing the intended

materials.

2. Designing the proposed model of recount instructional materials

This step involved the development of the preliminary form of the product.

The proposed model of recount instructional materials consisted of spoken

and written cycle. Each of the cycles involved four similar stages, namely

building the context, modelling and deconstructing the text, joint construction

of the text, and independent construction of the text. The product still needed

improvement to meet the students’ needs in learning recount text.

3. Conducting evaluation

The purpose of the evaluation was to find whether the designed materials were

appropriate for the first grade students of Senior High School. It was done by

distributing the questionnaires and the designed materials to English teachers

of Senior High School and lecturers of English Language Education Study

Programme of Sanata Dharma University.

4. Improving the proposed model of recount instructional materials

The result of the evaluation was used to improve the designed materials. The

improvement of the designed materials was intended to present the final

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36 CHAPTER 4

RESEARCH FINDINGS AND DISCUSSION

Two major points will be discussed in this chapter. Those two major points include the accountability of the proposed model of recount instructional materials and the feedback from the participants on the proposed model of recount instructional materials. The complete design of recount instructional materials is presented in Appendix 5.

4.1 The Accountability of the Proposed Model of Recount Instructional Materials

The proposed model of recount instructional materials was developed based on literacy approach adopted within KTSP. The design was divided into spoken and written cycle. Both cycles covered the four skills, namely listening, speaking, reading, and writing skill. Each cycle involved four stages, namely building the context, modelling and deconstructing the text, joint construction of the text, and independent construction of the text.

4.1.1 Spoken Cycle

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construction of the text (Feez, 1998: 28). At the end of this cycle, the students were expected to be able to construct and perform monologues and dialogues that retold past holidays.

Table 4.1 The Competency Standard, Basic Competency, and Indicator of Spoken Cycle

Competency Standard Basic Competency Indicator

Spoken cycle Students are able to understand and express the meaning of spoken recounts in the form of monologues and dialogues in various contexts.

Students are able to understand and express the meaning of spoken recounts in the form of monologues and dialogues using fluent, accurate, and

grammatical spoken language in various contexts.

Students are able to construct and perform personal spoken recounts in the form of monologues and dialogues that retell past holidays using generic structure and

lexicogrammatical features of recount.

4.1.1.1 Stage 1: Building the Context

In this stage, the students were introduced to a personal spoken recount by investigating its contexts and social purposes. They were also introduced to the elements of generic structure and lexicogrammatical features of recount. The main objective of this stage was to introduce the students to recount texts.

1. Pictures and stimulant questions

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2. Dialogue

The dialogue was aimed at introducing the students to a personal spoken recount which retold past holidays. Then the students were asked to answer the questions based on the dialogue. The questions indirectly discussed the elements of generic structure and lexicogrammatical features of recount.

3. Generic structure and lexicogrammatical features of recount

The elements of generic structure and lexicogrammatical features of recount were introduced and discussed in this stage. It was intended to prepare the students to be able to analyse the texts in the next stage.

4.1.1.2 Stage 2: Modelling and Deconstructing the Text

In this stage, the students were given the deconstructed personal spoken recounts in the form of monologues and dialogues. Then, they were asked to analyse the generic structure and lexicogrammatical features of the texts given. The generic structure of recount covered orientation, sequence of events, and reorientation. The lexicogrammatical features of recount covered simple past tense, action verbs, circumstances of time and place, specific participants, and temporal connective words. The objective of this stage was to give models of spoken recount texts. It was also intended to help the students understand the important elements that should exist in recount text.

1. Dialogues

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the elements of generic structure and lexicogrammatical features of recount. After the students were given the model of a dialogue, then they were asked to analyse the elements of generic structure and lexicogrammatical features of the second dialogue. It helped them understand the elements of generic structure and lexicogrammatical features of recount.

2. Monologues

Two monologues were involved in the second stage. The first monologue was the model of the deconstructed personal spoken recount. In the second monologue, the students analysed the generic structure and lexicogrammatical features of recount. The repetition of analysing the elements of generic structure and lexicogrammatical features of recount helped the students memorize the important elements of generic structure and lexicogrammatical features of recount.

4.1.1.3 Stage 3: Joint Construction of the Text

In this stage, the students worked in pairs or together with the whole class and the teacher to construct personal spoken recounts. This stage was to prepare them to be able to construct a personal spoken recount independently in the next stage.

1. Monologue

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2. Dialogue

The students arranged jumbled clauses into a meaningful dialogue. They were also asked to construct and perform a dialogue. This activity was intended to assess the students’ understanding of generic structure and lexicogrammatical features of recount.

4.1.1.4 Stage 4: Independent Construction of the Text

In this last stage, the students worked independently to construct and perform a personal spoken recount in the form of a monologue. This last stage assessed each student’s ability to construct and perform a personal spoken recount in the form of a monologue using generic structure and lexicogrammatical features of recount.

4.1.2 Written Cycle

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Table 4.2 The Competency Standard, Basic Competency, and Indicator of Written Cycle

4.1.2.1 Stage 1: Building the Context

This stage was intended to introduce the students to personal written recounts. To build the context of personal written recounts, the students discussed some pictures and the stimulant questions, completed the missing words from the text, answered questions based on the text, and changed the verbs in brackets into simple past form.

1. Pictures and stimulant questions

In this part, the students discussed some pictures and the stimulant questions. The pictures and the stimulant questions were aimed at helping the students recall their knowledge of the topic of personal written recounts which would be discussed.

2. Personal written recount

Two personal written recounts were involved in this stage. The first text was to Competency Standard Basic Competency Indicator

Written cycle

Students are able to understand and express the meaning of written recounts in various contexts.

Students are able to understand and express the meaning of written recounts using accurate and grammatical written language in various contexts.

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introduce the students to a personal written recount that retold past experiences. The students were asked to write the missing words based on the pictures. Then, they were also asked to answer the questions based on the text. The questions were intended to review the students’ understanding of generic structure and lexicogrammatical features of recount. The second personal written recount required the students to change the verbs in brackets into simple past form.

4.1.2.2 Stage 2: Modelling and Deconstructing the Text

This stage was aimed at giving a model of personal written recount. It was also intended to help the students understand and memorize the elements of generic structure and lexicogrammatical features of recount. In this stage, a personal written recount was annotated to show its generic structure and lexicogrammatical features. Then, another personal written recount was presented to be analysed by the students.

1. Personal written recounts

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2. Generic structure and lexicogrammatical features of recount

The students investigated the elements of generic structure and lexicogrammatical features from the given texts. The repetition of analysing the elements of generic structure and lexicogrammatical features of the texts was to give adequate practice to the students to understand all the important elements of recount. When the students already understood all the important elements of recount, then they were expected to be able to construct the whole recount text in the next stage.

4.1.2.3 Stage 3: Joint Construction of the Text

In this stage, the students worked with their partner or together with the whole class and the teacher to construct personal written recounts. It was intended to build the students’ confidence before they worked independently to construct the whole text in the next stage.

1. Personal written recount

The first activity in the third stage required the students to arrange jumbled paragraphs into a meaningful personal written recount. It was to assess their understanding of generic structure of recount.

2. Dialogue

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3. Pictures

In this part, the students constructed a personal written recount based on the pictures. This activity assessed the students’ understanding of generic structure and lexicogrammatical features of recount.

4.1.2.4 Stage 4: Independent Construction of the Text

In this stage, the students constructed a personal written recount independently based on their own experiences. This last stage was to assess each student’s ability to construct a personal written recount using generic structure and lexicogrammatical features of recount.

4.2 Feedback from the Participants

The designed materials were distributed to the people who had the expertise on teaching English in the first grade of Senior High School. They were asked to evaluate whether the designed materials were well developed or not. The results of the evaluation on the designed materials gathered from the participants were presented in Table 4.3.

Table 4.3 The Description of the Participants’ Opinions on the Designed Materials Central Tendency No. Participants’ Opinions on

N Mn 1. The designed materials meet the demand of the

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2. The designed materials have clearly stated goals (competency standard, basic competency, and indicators).

4 4

3. The content of the designed materials is consistent with the stated goals (competency standard, basic competency, and indicators).

4 4

4. The content of the designed materials are age appropriate.

4 3.8

5. The content of the designed materials are appropriate with students’ level of proficiency.

4 3.8

6. The learning tasks are achievable: from guided to free.

4 4.5

7. The lessons are of appropriate length and number. 4 3.3 8. The activities in the designed materials are balanced

among the four skills.

4 3.3

9. The instructions are clear. 4 4.3

10. Page layout is clear; there is neither too much information per page, nor too many items per page.

4 4.8

The participants of the evaluation also gave some significant suggestions which were useful to improve the designed materials. They were:

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designed materials.

2. More activities to speak English should be added in spoken cycle.

3. The length and number of the lessons in spoken and written cycle should be balanced.

The result of the questionnaires showed that most of the scores of the mean were above 3.5. Out of 10 statements in the questionnaires, there were two statements which had scores below 3.5. The statements were about:

1. The lessons are of appropriate length and number.

2. The activities in the designed materials are balanced among the four skills. The total score of the mean were 4. Based on the result, it could be concluded that generally the designed materials were good and acceptable.

Although the designed materials were considered good and acceptable, there were some improvements that should be conducted based on the evaluation and suggestions of the participants in order to obtain better materials. The results of the improvements were elaborated as follows:

1. Making the description of the course and the lesson plan more specific.

2. Adding speaking activities in spoken cycle in order to provide adequate practice to speak English for the students.

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47 CHAPTER 5

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions from the study. It also provides some suggestions for English teachers and future researchers.

5.1 Conclusions

As stated in the first chapter, the objective of this study was to propose a model of recount instructional materials for the first grade students of Senior High School. Based on the result of the evaluation on the designed materials, the proposed model of recount instructional materials was considered good. It was suitable to teach recount to the first grade students of Senior High School. The design was accountable since it was developed based on literacy approach adopted within KTSP.

5.2 Suggestions

Besides conclusions, some suggestions are also given in this chapter. The suggestions are intended to English teachers and future researchers.

The suggestions for English teachers:

1. These recount instructional materials are subject to change. They may add, omit, or change these designed materials based on their students’ characteristics in order to obtain the most suitable materials.

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second stage if the students are already familiar with the context.

3. The third stage, joint construction of the text, requires the students to work in groups. It is better to divide the students into groups of two so that each student will be actively taking a part in doing the task.

The suggestions for future researchers:

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49 REFERENCES

Agustien, Helena I. R. 2005. “The 2004 Competence-based Curriculum: Philosophy and Implementation”. Unpublished Paper presented at JETA Conference Yogyakarta, June 25, 2005.

Badan Standar Nasional Pendidikan. 2006. Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah. Jakarta: BSNP.

Banathy, Bela H. 1976. Instructional System. Jakarta: IKIP Negeri Jakarta.

Board of Studies New South Wales. 1994. K-6 English Syllabus and Support Document. New South Wales: Board of Studies New South Wales.

Borg, Walter H. and Meredith D Gall. 1983. Educational Research: an Introduction. New York: Longman Group Limited.

Byrne, Donn. 1967. Progressive Picture Compositions Pupils’ Book. London: Longman Group Limited.

Byrne, Donn. 1967. Progressive Picture Compositions Teacher’s Book. London: Longman Group Limited.

Crozier, Kim W. 1988. Building Skills in English. California: Glencoe Publishing Company.

Day, Richard R. and Junko Yamanaka. 2004. Impact Issues: 30 Keys to Help You Express Yourself in English. Hongkong: Longman Asia ELT.

Departemen Pendidikan Nasional. 2003. Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bahasa Inggris Sekolah Menengah Atas dan Madrasah Aliyah. Jakarta: Pusat Kurikulum, Badan Penelitian dan Pengembangan. Departemen Pendidikan Nasional. 2004. Landasan Filosofis Teoritis Pendidikan

Bahasa Inggris. Jakarta: Pusat Kurikulum, Badan Penelitian dan Pengembangan.

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Dick, Walter and R. A. Reiser. 1989. Planning Effective Instruction. Boston: Allyn and Bacon.

Elliott, A. V. P. and J. A. Noonan. 1952. English by Radio: Listen and Speak. Book Three. London: Macmillan and Co.

Feez, Suzan. 1998. Text-based Syllabus Design. Sydney: Macquarie University. Garton-Sprenger, Judy and Simon Greenall. 1983. On Course for First

Certificate. London: Heinamann Educational Books Ltd.

Gerot, Linda and Peter Wignell. 1994. Making Sense of Functional Grammar. New South Wales: Antipodean Educational Enterprise.

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APPENDIX 1

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APPENDIX 2

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53

FOR ENGLISH TEACHERS AND LECTURERS

Dear respondent,

My research on Designing Recount Instructional Materials for Senior High School Students requires evaluation from teachers and lecturers who have the expertise on teaching English in Senior High School in order to obtain appropriate materials. I would appreciate your help to evaluate the materials I have designed by giving your evaluation toward the designed materials which are enclosed and answering the additional questions provided in the questionnaire. The results of the evaluation will then be useful to improve the designed materials. In response to my request, I would like to express my deepest gratitude.

Yours truly,

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54

You are asked to rate the designed materials based on the listed criteria using the scale 1 through 5. The scales are categorized as follows:

5: absolutely agree/very good 4: agree/good

3: indecisive 2: disagree/poor

1: absolutely disagree/very poor

At the end of the evaluation, you will be required to provide short answers for two additional questions.

Name : ____________________

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55

5 4 3 2 1 1 The designed materials meet the demand of

the current curriculum (KTSP).

2 The designed materials have clearly stated goals (competency standard, basic competency, and indicators)

3 The content of the designed materials is consistent with the stated goals (competency standard, basic competency, and indicators). 4 The content of the designed materials are age

appropriate.

5 The content of the designed materials are appropriate with students’ level of proficiency.

6 The learning tasks are achievable: from gu

Designing recount instructional materials for senior high school students.