ix
ABSTRACT
Indriawati, Vonny. 2008. A Set of Integrated Materials for Grade X Students of the Applied-Fine Art Department of SMKN 5 Yogyakarta Based on the 2006 Edition of School-Based Curriculum. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
English has been taught as a compulsory subject at Vocational High School in Indonesia. As stated in the 2006 Edition of School-Based Curriculum, the four skills are taught in integrated way to facilitate the students to achieve their English mastery and ability in communicating using English. From the observations, it was found that SMKN 5 Yogyakartadoes not have enough integrated materials based on the current curriculum. Therefore, this study aimed to design a set of integrated materials for grade X students of the applied-fine art department of SMKN 5 Yogyakarta. This study was concerned with two research questions, which are, 1) How is a set of integrated materials for grade X students of the applied-fine art department ofSMKN 5 Yogyakartabased on the 2006 Edition of School-Based Curriculum designed? and 2) What does the integrated materials look like?
In answering the first research question, this study adapted Kemp’s and Banathy’s Instructional Design Model and employed R & D (Research and Development method). There were five steps applied in this study. The steps were: (1) Research and Information Collecting. Needs survey was conducted in this step. (2) Planning. Reviewing the English Syllabus ofSMKN 5 Yogyakarta; stating goals, topics, and general purposes of the designed materials; stating learning objectives of the designed materials were applied in this step. Besides, this step was also aimed to classify subject contents of the designed materials and select teaching-learning activities and resources of the designed materials. (3) Development of Preliminary Form of Product. In this step, the materials were designed based on the results of Planning. (4) Preliminary Field Testing. A try out toward the designed materials was carried out and the questionnaire was distributed to English teachers of SMKN 5 Yogyakarta and English Language Education lecturers of Sanata Dharma University. (5) Main Product Revision. The data gathered from Preliminary Field Testing were analyzed. The results of the analysis indicated that the mean was 3.8 ranged from 3.6 up to 4 on five-point scale. It is concluded that the designed materials are suitable and acceptable to be used in the school.
In answering the second research question, this study presented the final version of the designed materials. It consists of four units. Each unit in the designed materials is divided into two main sections, namely Oracy Cycle and Literacy Cycle. Each cycle contains four activities, namely: (1) Building Knowledge of the Field, (2) Modelling of the Text, (3) Joint Construction of the Text, and (4) Independent Construction of the Text.
x
ABSTRAK
Indriawati, Vonny. 2008. A Set of Integrated Materials for Grade X Students of the Applied-Fine Art Department of SMKN 5 Yogyakarta Based on the 2006 Edition of School-Based Curriculum. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Bahasa Inggris telah diajarkan sebagai salah satu mata pelajaran wajib di Sekolah Menengah Kejuruan di Indonesia. Seperti dinyatakan dalam Kurikulum Tingkat Satuan Pendidikan edisi tahun 2006, empat keahlian diajarkan secara terintegrasi untuk memfasilitasi siswa-siswa dalam mencapai kemampuan dan penguasaan berkomunikasi menggunakan bahasa Inggris. Dari pengamatan yang dilakukan, diketahui bahwa SMKN 5 Yogyakarta belum memiliki cukup materi bahasa Inggris terintegrasi berdasarkan kurikulum yang diterapkan saat ini. Oleh karena itu, studi ini bertujuan untuk merancang seperangkat materi bahasa Inggris terintegrasi untuk siswa-siswa kelas sepuluh jurusan seni rupa SMKN 5 Yogyakarta. Studi ini difokuskan pada dua pertanyaan penelitian, yaitu: 1) Bagaimana seperangkat materi bahasa Inggris terintegrasi untuk siswa-siswa kelas sepuluh jurusan seni rupa SMKN 5 Yogyakarta berdasarkan Kurikulum Tingkat Satuan Pendidikan edisi tahun 2006 dirancang? dan 2) Bagaimanakah bentuk materi bahasa Inggris terintegrasi tersebut?
Dalam menjawab pertanyaan penelitian yang pertama, studi ini mengadaptasi model perancangan dari Kemp dan Banathy dan juga menerapkan metode R & D (metode penelitian dan pengembangan). Ada lima tahap diterapkan dalam studi ini. Tahap-tahap tersebut adalah: (1) Pengumpulan Penelitian and Informasi. Survei kebutuhan dilakukan dalam tahap ini. (2) Perencanaan. Peninjauan kembali silabus bahasa Inggris SMKN 5 Yogyakarta; penentuan tujuan khusus, topik dan tujuan umum dari materi; penentuan tujuan-tujuan belajar dilakukan dalam tahap ini. Selain itu, tahap ini ditujukan untuk merinci isi materi dan memilih kegiatan pembelajaran dan sumber-sumbernya. (3) Pengembangan Bentuk Awal Produk. Dalam tahap ini, materi dirancang berdasarkan hasil dari Perencanaan. (4) Pengujian Awal di Lapangan. Uji coba terhadap materi dilakukan dan kuesioner dibagikan kepada beberapa guru bahasa Inggris SMKN 5 Yogyakarta dan dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma. (5) Perbaikan Utama Produk. Data-data yang terkumpul dari Pengujian Awal di Lapangan dianalisa. Hasil analisa menunjukkan bahwa nilai rata-ratanya 3.8 berkisar antara 3.6 sampai 4 pada skala 5. Dari hasil ini dapat disimpulkan bahwa materi dapat diterima dan digunakan di sekolah.
Dalam menjawab pertanyaan penelitian yang kedua, studi ini menyajikan hasil akhir dari materi. Materi terdiri dari empat unit. Setiap unit terbagi menjadi dua bagian utama yaitu Oracy Cycle dan Literacy Cycle. Setiap bagian meliputi empat aktivitas, yaitu (1) Building Knowledge of the Field, (2) Modelling of the Text, (3) Joint Construction of the Text, dan (4)Independent Construction of the Text.
i
A SET OF INTEGRATED MATERIALS FOR GRADE X STUDENTS OF THE APPLIED-FINE ART DEPARTMENT OFSMKN 5 YOGYAKARTA
BASED ON THE 2006 EDITION OF SCHOOL-BASED CURRICULUM
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Vonny Indriawati Student Number: 041214072
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
ii A Thesis on
A SET OF INTEGRATED MATERIALS FOR GRADE X STUDENTS OF THE APPLIED-FINE ART DEPARTMENT OFSMKN 5 YOGYAKARTA
BASED ON THE 2006 EDITION OF SCHOOL-BASED CURRICULUM
By
Vonny Indriawati Student Number: 041214072
Approved by
Sponsor
iii A Thesis on
A SET OF INTEGRATED MATERIALS FOR GRADE X STUDENTS OF THE APPLIED-FINE ART DEPARTMENT OFSMKN 5 YOGYAKARTA
BASED ON THE 2006 EDITION OF SCHOOL-BASED CURRICULUM
By
Vonny Indriawati Student Number: 041214072
Defended before the Board of Examiners on December 19, 2008
and Declared Acceptable
Board of Examiners
Chairperson : A. Hardi Prasetyo, S.Pd., M.A. ____________________ Secretary : Made Frida Yulia, S.Pd., M.Pd. ____________________ Member : Carla Sih Prabandari, S.Pd., M.Hum. ____________________ Member : F.X. Ouda Teda Ena, S.Pd., M.Pd. ____________________ Member : Made Frida Yulia, S.Pd., M.Pd. ____________________
Yogyakarta, December 19, 2008
Faculty of Teachers Training and Education Sanata Dharma University
Dean,
iv
DEDICATION PAGE
ASK and it will be given to you
SEEK and you will find
KNOCK and the door will be opened
(Matthew 7: 7)
This thesis is dedicated to:
v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I wrote, does not contain the work or parts of the work of other people, except those cited in the quotations and the bibliography, as a scientific paper should.
Yogyakarta, December 19, 2008 The Writer
vi
ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to the Almighty Jesus Christfor His love, grace, and blessings in my life. I always believe that there is nothing impossible in Him.
My sincere gratitude goes to my sponsor, Carla Sih Prabandari, S.Pd., M.Hum., for her correction, guidance, support, suggestions, and her patience during my thesis accomplishment. I am deeply grateful to all the lecturers of the English Language Education Study Programfor guiding and teaching me during my study in Sanata Dharma University. I sincerely thank Drs. Pius Nurwidasa Prihatin, M.Ed. and Dr. Retno Muljani, M.Pd., my academic advisors, for their guidance and support during my study. Furthermore, I would also like to say thanks to all secretariat staff of the English Language Education Study Program, especially
MbakDanikandMbakTari for always helping me with the administrative matters. I am thankful to all librarians of Sanata Dharma University for giving me their kind service in the library.
My special gratitude also goes to Drs. Sutarto, the headmaster of SMKN 5 Yogyakarta. I thank him for giving me permission to conduct the study in SMKN 5
Yogyakarta. I would also like to give my special thanks to Ibu Rima, Ibu Endah,
vii
Kristiyani, S.Pd., M.Pd. and Laurentia Sumarni, S.Pd. for their suggestions, comments, and criticism toward my designed materials.
My deepest gratitude is addressed to my beloved parents,Eddy Triyantoand Laniawati. I thank them for their prayer, love, support, advice, patience they have given to me. My gratitude also goes to my lovely sisters,CieSiany EkawatiandCie
Leny Setyawati. I thank them for their love, support, advice and the wonderful moments we have shared together. I am grateful to my brother, Ko Budi “Leo” Santosofor giving me support and advice as well as teaching me the meaning of life. I love them very much.
My special thanks are addressed to all my lovely best friends: Heni, Adi, Festy, Hana, Hyacintha,Witri, Bertafor their love, support, friendship, and all the happiness and sadness we have spent together. I hope our friendship will be everlasting. Next, I will never forget the beautiful process and experiences with my Play Performance friends “The Queen of Egypt”. I thank them for giving me a great opportunity to learn how to be a solid team. My gratitude also goes to my SPD team “MOSS English Course”: Festy, Adi, Putri, Kenyar,Retha, Haris. I thank them for their struggle, ideas, cooperation, and all happy and sad experiences during teaching in Boyolali. “What the life wants is the very best of us”.
In addition, I would like to thank Hana’s family: Pak Endro,Bu Insi, and Empi. I thank them for giving me the second home in Yogyakarta. I am very grateful to my ex-boarding house friends:Shasa,MbakLisa,MbakNana,Tita,Eva,Mbak
viii
My thanks also go toall Speak First staffespeciallyPakAsta,BuAsta, and
PakWarih.I thank them for giving me a great opportunity to develop myself. Last but not least, my gratitude also goes toall PBI 2004 students, for the unforgettable moments during the study in Sanata Dharma University, and to all the people whose names cannot be mentioned one by one here. May God bless us forever.
ix
ABSTRACT
Indriawati, Vonny. 2008. A Set of Integrated Materials for Grade X Students of the Applied-Fine Art Department of SMKN 5 Yogyakarta Based on the 2006 Edition of School-Based Curriculum. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
English has been taught as a compulsory subject at Vocational High School in Indonesia. As stated in the 2006 Edition of School-Based Curriculum, the four skills are taught in integrated way to facilitate the students to achieve their English mastery and ability in communicating using English. From the observations, it was found that SMKN 5 Yogyakartadoes not have enough integrated materials based on the current curriculum. Therefore, this study aimed to design a set of integrated materials for grade X students of the applied-fine art department of SMKN 5 Yogyakarta. This study was concerned with two research questions, which are, 1) How is a set of integrated materials for grade X students of the applied-fine art department ofSMKN 5 Yogyakartabased on the 2006 Edition of School-Based Curriculum designed? and 2) What does the integrated materials look like?
In answering the first research question, this study adapted Kemp’s and Banathy’s Instructional Design Model and employed R & D (Research and Development method). There were five steps applied in this study. The steps were: (1) Research and Information Collecting. Needs survey was conducted in this step. (2) Planning. Reviewing the English Syllabus ofSMKN 5 Yogyakarta; stating goals, topics, and general purposes of the designed materials; stating learning objectives of the designed materials were applied in this step. Besides, this step was also aimed to classify subject contents of the designed materials and select teaching-learning activities and resources of the designed materials. (3) Development of Preliminary Form of Product. In this step, the materials were designed based on the results of Planning. (4) Preliminary Field Testing. A try out toward the designed materials was carried out and the questionnaire was distributed to English teachers of SMKN 5 Yogyakarta and English Language Education lecturers of Sanata Dharma University. (5) Main Product Revision. The data gathered from Preliminary Field Testing were analyzed. The results of the analysis indicated that the mean was 3.8 ranged from 3.6 up to 4 on five-point scale. It is concluded that the designed materials are suitable and acceptable to be used in the school.
In answering the second research question, this study presented the final version of the designed materials. It consists of four units. Each unit in the designed materials is divided into two main sections, namely Oracy Cycle and Literacy Cycle. Each cycle contains four activities, namely: (1) Building Knowledge of the Field, (2) Modelling of the Text, (3) Joint Construction of the Text, and (4) Independent Construction of the Text.
x
ABSTRAK
Indriawati, Vonny. 2008. A Set of Integrated Materials for Grade X Students of the Applied-Fine Art Department of SMKN 5 Yogyakarta Based on the 2006 Edition of School-Based Curriculum. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Bahasa Inggris telah diajarkan sebagai salah satu mata pelajaran wajib di Sekolah Menengah Kejuruan di Indonesia. Seperti dinyatakan dalam Kurikulum Tingkat Satuan Pendidikan edisi tahun 2006, empat keahlian diajarkan secara terintegrasi untuk memfasilitasi siswa-siswa dalam mencapai kemampuan dan penguasaan berkomunikasi menggunakan bahasa Inggris. Dari pengamatan yang dilakukan, diketahui bahwa SMKN 5 Yogyakarta belum memiliki cukup materi bahasa Inggris terintegrasi berdasarkan kurikulum yang diterapkan saat ini. Oleh karena itu, studi ini bertujuan untuk merancang seperangkat materi bahasa Inggris terintegrasi untuk siswa-siswa kelas sepuluh jurusan seni rupa SMKN 5 Yogyakarta. Studi ini difokuskan pada dua pertanyaan penelitian, yaitu: 1) Bagaimana seperangkat materi bahasa Inggris terintegrasi untuk siswa-siswa kelas sepuluh jurusan seni rupa SMKN 5 Yogyakarta berdasarkan Kurikulum Tingkat Satuan Pendidikan edisi tahun 2006 dirancang? dan 2) Bagaimanakah bentuk materi bahasa Inggris terintegrasi tersebut?
Dalam menjawab pertanyaan penelitian yang pertama, studi ini mengadaptasi model perancangan dari Kemp dan Banathy dan juga menerapkan metode R & D (metode penelitian dan pengembangan). Ada lima tahap diterapkan dalam studi ini. Tahap-tahap tersebut adalah: (1) Pengumpulan Penelitian and Informasi. Survei kebutuhan dilakukan dalam tahap ini. (2) Perencanaan. Peninjauan kembali silabus bahasa Inggris SMKN 5 Yogyakarta; penentuan tujuan khusus, topik dan tujuan umum dari materi; penentuan tujuan-tujuan belajar dilakukan dalam tahap ini. Selain itu, tahap ini ditujukan untuk merinci isi materi dan memilih kegiatan pembelajaran dan sumber-sumbernya. (3) Pengembangan Bentuk Awal Produk. Dalam tahap ini, materi dirancang berdasarkan hasil dari Perencanaan. (4) Pengujian Awal di Lapangan. Uji coba terhadap materi dilakukan dan kuesioner dibagikan kepada beberapa guru bahasa Inggris SMKN 5 Yogyakarta dan dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma. (5) Perbaikan Utama Produk. Data-data yang terkumpul dari Pengujian Awal di Lapangan dianalisa. Hasil analisa menunjukkan bahwa nilai rata-ratanya 3.8 berkisar antara 3.6 sampai 4 pada skala 5. Dari hasil ini dapat disimpulkan bahwa materi dapat diterima dan digunakan di sekolah.
Dalam menjawab pertanyaan penelitian yang kedua, studi ini menyajikan hasil akhir dari materi. Materi terdiri dari empat unit. Setiap unit terbagi menjadi dua bagian utama yaitu Oracy Cycle dan Literacy Cycle. Setiap bagian meliputi empat aktivitas, yaitu (1) Building Knowledge of the Field, (2) Modelling of the Text, (3) Joint Construction of the Text, dan (4)Independent Construction of the Text.
xi
TABLE OF CONTENTS
Page
TITLE PAGE ………..…….….. i
APPROVAL PAGES ……….……..….…. ii
DEDICATION PAGE ……….……….……….……… iv
STATEMENT OF WORK’S ORIGINALITY .………...……..… v
ACKNOWLEDGEMENTS ……….. vi
ABSTRACT …….…….……….……..………... ix
ABSTRAK ...…….………….……….…………. x
TABLE OF CONTENTS ……….….. xi
LIST OF TABLES ………. xiv
LIST OF FIGURES ... xv
LIST OF APPENDICES ……….………..…… xvi
CHAPTER I. INTRODUCTION A. Research Background ………..……… 1
B. Problem Formulation ………..………. 4
C. Problem Limitation ………..………… 4
D. Objectives of the Study ………..…………. 5
E. Benefit of the Study ………..…….. 5
xii CHAPTER II. LITERATURE REVIEW
A. Theoretical Description ……… 8
1. Instructional Design Models ……….…… 8
2. English for Specific Purpose (ESP) ……….…..….. 12
3. Integrated Materials ……….. 14
4. The 2006 Edition of School-Based Curriculum ……… 15
5. Communicative Tasks ……….…..…….. 15
6. Communicative Language Teaching ……….…..…… 16
7. Scaffolding ………. 25
B. Theoretical Framework ……….…. 29
1. Conducting Needs Survey ………. 30
2. Reviewing the English Syllabus ofSMKN 5 Yogyakarta .… 30 3. Stating the Goals, Topics and General Purposes …………... 31
4. Stating the Learning Objectives ……….… 31
5. Classifying the Subject Contents ………... 31
6. Selecting the Teaching-Learning Activities and Resources .. 31
7. Designing the materials ……….…… 32
8. Conducting Materials Evaluation ……….. 32
9. Presenting the Final Version of the Designed Materials …... 32
CHAPTER III. METHODOLOGY..……….……….…. 34
A. Research Method ……….…….………. 34
xiii
C. Research Instruments.………..……….… 39
D. Data Gathering Technique ………..……….…. 40
E. Data Analysis Technique ……….. 41
F. Research Procedure ……….……. 44
CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS ………..…… 49
A. The Steps of Designing A Set of Materials ….………..… 49
1. Research and Information Collecting ...…………..…..……. 49
2. Planning ………..………… 51
3. Development of Preliminary Form of Product… …………... 60
4. Preliminary Field Testing ………..……….… 61
5. Main Product Revision ……….. ……….... 65
B. Presentation of the Designed Set of Materials ……… 67
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ………..…… 69
A. Conclusions ……….. 69
B. Suggestions ……….. 71
BIBLIOGRAPHY ………. 72
xiv
LIST OF TABLES
Table Page
1. Stages of Teaching-Learning Cycle ……….. 27
2. Degree of Agreement ……… 42
3. The Descriptive Statistics of Participants’ Opinions (Blank) ……… 43
4. The Description of the Research Participants (Blank) ……….….. 44
5. The Units and the Topics in the Designed Materials ……….……… 53
6. The Basic Competencies ……… 54
7. The Indicators ……… 55
8. The Description of the Research Participants ……… 62
xv
LIST OF FIGURES
Figure Page
1. Kemp’s Instructional Design Model ……… 10
2. Banathy’s Instructional Design Model ……… 12
3. The Framework for Analyzing Communicative Tasks ………... 16
4. The Theoretical Framework ……… 33
xvi
LIST OF APPENDICES
Appendix Page
Appendix A ………... 74
Letter of Permission to the Headmaster ofSMKN 5 Yogyakarta …….... 75
Letter of Permission fromBAPEDA…………..……… 76
Letter of Permission fromDinas Perizinan...…... 77
Letter of official statement fromSMKN 5 Yogyakarta ……….…. 78
Appendix B ……… 79
List of Questions for Interview ……….. 80
Interview Transcription ……….. 82
Questionnaire for the Designed Set of Materials Evaluation ………….. 110
Gambaran Umum………... 113
General Description ………... 115
Appendix C ………. 117
Syllabus ofSMKN 5 Yogyakarta ………. 118
Lesson Plan ……….… 129
1 CHAPTER I INTRODUCTION
This chapter presents the introduction of the study. This includes the research background, the problem formulation, the problem limitation, the objectives of the study, the benefit of the study, and definition of terms.
A. Research Background
Nowadays, English has played a crucial role in the world. Therefore, it is needed in many aspects of our lives such as economics, politics, culture, and education as one of the languages that is used for communication. Moreover, in this globalization era, English is used universally as a means of communication. Many people learn English so that they can build a broad communication in the international world. Furthermore, English is used in international trading, tourism, banking, pleasures (watching English movies and listening to English songs), and gaining information from English textbooks. People really need English because it is very essential for the purposes stated above. They are demanded to be able to communicate both in spoken and written English fluently.
vocational high school. It is aimed to facilitate the students to achieve their English mastery and ability in communicating both in spoken and written English. As stated in the 2006 Edition of School-Based Curriculum, Vocational High School prepares the students to be able to work in many positions in the working world and industries after they graduate from the school.
Some informal observations were conducted to observe the teaching-learning situation took place inSMKN 5 Yogyakarta. From the observations, it was found that SMKN 5 Yogyakartadoes not have enough integrated English materials based on the 2006 Edition of School-Based Curriculum for the Vocational High School. In addition, grade X students of SMKN 5 Yogyakarta were seldom reinforced with listening and speaking skills. As a result, the students were accustomed to be passive learners. During the class, they seldom asked questions to the teacher even if they had not understood the materials yet. From this phenomenon, the teachers are demanded to be creative in finding many sources and creating English materials in order to motivate the students to be active learners who have communicative abilities. It also challenges the teachers to create a comfortable teaching and learning process in the classroom.
that made the students not familiar enough with the spoken English. In addition, the books used as the references for English subject were less in those materials. The books were only focused on the two other skills, namely reading and writing. Therefore, the students did not get enough listening and speaking practice and tended to be passive learners in English.
after they graduate from the school. The designed materials include the four skills in which the topics in the materials were derived from the English syllabus ofSMKN 5 Yogyakarta.
B. Problem Formulation
Based on the discussion in the research background above, this study formulated two questions to answer. Those questions are:
1. How is a set of integrated materials for grade X students of the applied-fine art department of SMKN 5 Yogyakarta based on the 2006 Edition of School-Based Curriculum designed?
2. What does the integrated materials look like?
C. Problem Limitation
D. Objectives of the Study
This study elaborated two objectives. They are stated as follows:
1. To find out how a set of integrated materials for grade X students of the applied-fine art department ofSMKN 5 Yogyakarta based on the 2006 Edition of School-Based Curriculum is designed.
2. To present the integrated materials.
E. Benefits of the Study
This study is expected to be able to give benefits to the students of SMKN 5 Yogyakarta, the English teachers of SMKN 5 Yogyakarta, the teachers and students
of other vocational high schools and to the other researchers. The benefits can be described as follows:
1. For the students ofSMKN 5 Yogyakarta
The designed materials will help the students to be able to master English including four skills (listening, speaking, reading, and writing) and language components (vocabulary, grammar, and pronunciation). It is hoped that it will be easier for the students to develop their communicative abilities.
2. For the English teachers ofSMKN 5 Yogyakarta
3. For the teachers and students of other vocational high schools
The designed materials can also be applied in other vocational high schools with the same department, that is applied-fine art department as alternative materials in teaching English.
4. For the other researchers
This study will give other researchers a reference to conduct further research.
F. Definition of Terms
This study provided the definition of some important terms in order to clarify the concepts of the study. The terms that would be defined are the 2006 Edition of School-Based Curriculum, Integrated Materials, Grade X Students, and the Applied-Fine Art Department ofSMKN 5 Yogyakarta.
1. The 2006 Edition of School-Based Curriculum
2. Integrated Materials
Integrated materials are the materials which cover the four skills (listening, speaking, reading, and writing) which are interconnected each other. Richards and Rodgers (2001: 208) state that the students are often involved in activities that link the skills, because this is how the skills are generally involved in the real world. The topics for integrated materials are selected to provide coherence and continuity across skill areas and focus on the use of language in connected discourse rather than isolated fragments.
3. Grade X Students
Grade X students are the students of the tenth school year after kindergarten who are usually 15- 16 years old. Grade X students of vocational high school are the students of the first year of vocational high school who are facilitated vocational education in order to give them skills needed to perform a certain job or jobs. They are classified in level novice.
4. The Applied-Fine Art Department ofSMKN 5 Yogyakarta
8 CHAPTER II LITERATURE REVIEW
This chapter presents the literature review of the study. This includes two main parts, namely theoretical description and theoretical framework.
A. Theoretical Description
This part elaborates seven key points used in this study. They are Instructional Design Models, English for Specific Purpose (ESP), Integrated Materials, the 2006 Edition of School-Based Curriculum, Communicative Tasks, Communicative Language Teaching (CLT), and Scaffolding.
1. Instructional Design Models
According to Kemp (1977: 7), instructional design is defined as “the process of systematic planning that establishes a way to examine instructional problems and needs, sets a procedure for solving them, and then evaluates the results”. This instructional design is planned to supply answers to three essential questions: (1) What must be learned? (Objectives), (2) What procedures and resources will work best to reach the desired learning levels? (Activities and Resources), and (3) How will we know when the required learning has taken place? (Evaluation).
a. Kemp’s Instructional Design Model
Kemp (1977: 8) states that the instructional design model consists of eight parts. The first part is considering goals, and then listing topics; stating the general purposes for teaching each topic. It determines what the teacher wants to accomplish in teaching each topic. The second part is enumerating the important characteristics of the learners for whom the instruction is to be designed. It indicates factors that the teacher wants to know about the students group or individual learners will affect plans for their learning. The third part is specifying the learning objectives to be achieved in terms of measurable student behavioral outcomes. It determines what the students should know or be able to do, or in what ways the students should behave differently after they have studied the topic. The fourth part is listing the subject content that supports each objective. It includes what subject content should be treated or what subject content, which supports each objective.
indicates what support services which are required to implement the design plan. The last part is evaluating students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement. It determines how the amount of student learning will be measured.
This figure illustrates the relationship of each step in the plan to the other steps.
Figure 1: Kemp’s Instructional Design Model (Kemp, 1977: 9) Revise
Goals, Topics, and
General Purposes
Learner Characterist
ics
Learning Objectives
Subject Content
Pre-Assessment Teaching/
Learning Activities, Resources Support
Services
b. Banathy’s Instructional Design Model
Banathy (1968: 23) proposes six major parts in designing an instructional system. The first part is formulating objectives. This step is formulating a statement that spells out what we expect the learner to do, know, and feel as a result of his learning experiences. The second part is developing test. A criterion test based on objectives is developed and used to test terminal proficiency. The third part is analyzing learning task. It is to find out what has to be learned by the students so that he can behave in the way described by the objective specifications. The analysis consists of three main parts. They are the analysis and inventory of the learning tasks, the assessment and testing of input competence and the identification and characterization of the actual learning tasks.
The fourth part is designing the system. Developing a system consists of four major strategies: The first strategy is the functions analysis. It is to consider alternatives and identify what has to be done to ensure that the learner will master the tasks. The second strategy is the components analysis. It is to determine who or what has the best potential to accomplish these functions. The third strategy is the distribution of function among components. It is to determine the exact activities the learner will do. The fourth strategy is the scheduling. It is to determine when and where the activity will be done.
evaluation are then fed back into the system to see what changes if any- are needed to improve the system.
This figure illustrates the steps in Banathy’s instructional design model.
Figure 2: Banathy’s Instructional Design Model (Banathy, 1968: 22)
2. English for Specific Purpose (ESP)
This study proposed English for Specific Purpose (ESP) materials development, especially the branch of ESP, namely English for Academic Purpose (EAP).
I Formulate
System Objectives
III Analyze Learning Tasks
IV Design System
V Implement
and Test Output
VI Change to
Improve II
a. Definition of ESP
According to Hutchinson and Waters (1987: 19), ESP must be seen as an approach not as a product. It is not a particular kind of language or methodology, which consists of a particular type of teaching material. Nevertheless, it is an approach to language learning, which is based on learners’ need. ESP, then, is an approach to language teaching in which all decisions as to content and method are based on the learner’s reason for learning.
b. Types of ESP
According to Robinson (1991: 2), there are two major distinctions within ESP, which are English for Occupational Purpose (EOP) and English for Academic Purpose (EAP). English for Occupational Purpose (EOP) involves work-related needs and training. The learners need English as part of their work or occupation. English for Academic Purpose (EAP) involves academic study needs. The learners need English to process their study.
c. Criteria of ESP
specified and be related to the time available. It implies collaboration and negotiation among all those involved with the course, for instance, organizers, teachers, and students.
Fourth, the students on an ESP course are likely to be adults rather than children. It is often assumed that ESP students will not be beginners but they have already studied general English for some years. Fifth, an ESP course consists of identical students. It means that all the students in a class are involved in the same kind of work or specialist studies.
3. Integrated Materials
4. The 2006 Edition of School-Based Curriculum
Recently, all schools in Indonesia have applied the 2006 Edition of School-Based Curriculum. One of them is SMKN 5 Yogyakarta. Muslich (2007: 17) states that School-Based Curriculum is a little bit different with the previous curriculum used in Indonesia, which was Competency-Based Curriculum. School-Based Curriculum is a curriculum which was proposed as the improvement of Competency-Based Curriculum. Robertson (1971: 564), as mentioned in Yalden (1987: 18), defines curriculum as the goals, objectives, content, processes, resources, and means of evaluation of all the learning experiences planned for pupils both in and out the school and community through classroom instruction and related programs. Badan Standar Nasional Pendidikan, an association which designs the guideline for the
2006 Edition of School-Based Curriculum, as quoted in Muslich (2007: 17), states that the 2006 Edition of School-Based Curriculum is the operational curriculum which is managed and done in each school. The schools are demanded to develop their own curriculum and make the materials. This curriculum is required to help the students to reach the standard of the students’ competencies. Therefore, the materials that will be used must be adjusted with the school level, regional characteristics, society cultural, and students’ characteristics.
5. Communicative Tasks
than form”. This communicative task encourages the students to be more active by expressing their ideas or feeling. According to Nunan (1989: 11), there are some components that are involved in analyzing communicative task. They are goals, input, activities, settings, learners’ role, and teacher’s role. It can be described in this figure.
Goals Teacher’s role
Input Learners’ role
Activities Settings
Figure 3: The Framework for Analyzing Communicative Tasks (Nunan, 1989: 11)
These components would be used to analyze the communicative tasks in designing the integrated materials for grade X students of the applied-fine art department ofSMKN 5 Yogyakarta.
6. Communicative Language Teaching (CLT) a. The Characteristics of CLT
Finocchiaro and Brumfit (1983), as mentioned in Richards and Rodgers (2001: 156-157), specify the characteristics of CLT. It would be discussed further below. Meaning is paramount since the focus of CLT is on the meaning rather than structure
and form. Dialogues, if used, center on communicative functions and are not normally memorized. Contextualization is considered as a basic premise. In CLT, language learning is learning to communicate. Therefore, effective communication and comprehensible pronunciation are sought. Drilling may occur, but peripherally since it is not a central technique. Any device that helps the learner is accepted and it will vary according to their age, interest, etc.
Thus, learning to communicate may be encouraged from the very beginning. Moreover, judicious use of native language is accepted where feasible and translation may be used where students need or benefit from it. In CLT, reading and writing can start from the first day because the target linguistic system will be learned best through the process of struggling to communicate. Therefore, communicative competence is the desired goal which is the ability to use the linguistic system effectively and appropriately.
In creating a set of integrated materials for grade X students of the applied-fine art department ofSMKN 5 Yogyakarta, those characteristics of CLT would be used as a reference.
b. Theory of Language
Richards and Rodgers (2001: 159) assume that the communicative approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972) referred to as “communicative competence”. It means what a speaker needs to know in order to be communicatively
competent in a speech community.
Hymes (1975: 11-17), as mentioned in Richards and Rodgers (2001: 160) describes seven basic functions of language. First isthe instrumental function: using language to get things. Second isthe regulatory function: using language to control the behavior of others. Third is the interactional function: using language to create interaction with others. Fourth is the personal function: using language to express personal feelings and meanings. Fifth is the heuristic function: using language to learn and to discover. Sixth is the imaginative function: using language to create a world of the imagination. The last function is the representational function: using language to communicate information.
of communicative competence. The first dimension isgrammatical competence. It is the domain of grammatical and lexical capacity. The second dimension is sociolinguistic competence. It refers to an understanding of the social context in
which communication takes place, including role relationships, the shared information of the participants, and the communicative purpose for their interaction. The third dimension is discourse competence. It refers to the interpretation of individual message elements in terms of their interconnectedness and of how meaning is represented in relationship to the entire discourse or text. The last dimension isstrategic competence. It refers to the coping strategies that communicators employ to initiate, terminate, maintain, repair, and redirect communication.
c. Theory of Language Learning
Brumfit and Johnson (1979), as quoted in Richards and Rodgers (2001: 161), promote three elements of an underlying learning theory that can be determined in CLT practices. The first element is communication principle. It includes activities and real communication to promote learning. The second element istask principle. It involves the activities in which language is used for carrying out meaningful tasks to promote learning. The last element ismeaningfulness principle. It required language, that is meaningful to the learner, supports the learning process.
d. Objectives
isa linguistic and instrumental level(language as a semiotic system and an object of learning). The third level is an affective level of interpersonal relationships and conduct(language as a means of expressing values and judgments about oneself and others). The fourth level is a level of individual learning needs (remedial learning based on error analysis). The last level is a general educational level of extra-linguistic goals(language learning within the school curriculum).
Those objectives are general and applicable to any teaching situation. Curriculum or instructional objectives for a particular subject would reflect specific aspects of communicative competence according to the learners; proficiency level and communicative needs.
e. The syllabus
Robertson (1971: 564), as mentioned in Yalden (1987: 18), defines syllabus as a statement of the plan for any part of the curriculum, excluding the element of curriculum evaluation itself. It should be viewed in the context of an ongoing curriculum development process. A syllabus describes the objectives of a particular subject, the situations in which the teaching-learning activities might take place, and the topics that might be taught.
Krahnke (1987: 10-12) formulates six types of syllabus. They are: 1) A Structural Syllabus
statements, questions, complex sentences, subordinate clauses, past tense, and so on (Krahnke: 1987, 10).
2) A Notional/Functional Syllabus
A notional/functional syllabus is a syllabus in which the content of the language teaching is a collection of the functions that are performed when language is used. Examples of functions include: informing, agreeing, apologizing, requesting, and promising, and so on. Examples of notions include: size, age, color, comparison, time, and so on (Krahnke: 1987, 10).
3) A Situational Syllabus
A situational syllabus is a syllabus in which the content of language teaching is a collection of real or imaginary situations in which language occurs or is used. A situation usually involves several participants who are engaged in some activity in a specific setting. The primary purpose of a situational language teaching syllabus is to teach the language that occurs in the situations. Examples of situations include: seeing the dentist, complaining to the landlord, buying a book at the bookstore, meeting a new student, asking directions in a new town, and so on (Krahnke: 1987, 10).
4) A Skill-based Syllabus
only incidentally any information while applying the language skills. Skill-based syllabus include: linguistic competencies (pronunciation, vocabulary, grammar, sociolinguistics, and discourse) together into generalized types of behavior, such as listening to spoken language for the main idea, writing well-formed paragraphs, giving effective oral presentations, taking language tests, reading texts for main ideas or supporting detail, and so on (Krahnke: 1987, 10).
5) A Task-based Syllabus
A task-based syllabus is a syllabus in which the content of the teaching is a series of complex and purposeful tasks that the students want or need to perform with the language they are learning. Task-based teaching has the goal of teaching students to draw on resources to complete some piece of work. Tasks that can be used for language learning are generally tasks that the learners actually have to perform in any case. Examples of the tasks are applying for a job, talking with a social worker, getting housing information over the telephone, completing bureaucratic forms, collecting information about preschools to decide which to send a child to, preparing a paper for another course, reading a textbook for another course, and so on (Krahnke: 1987, 11).
6) A Content-based Syllabus
Example of content-based language teaching is a science class taught in the language the students need or want to learn (Krahnke: 1987, 12).
A set of integrated materials for grade X students of the applied-fine art department of SMKN 5 Yogyakarta was designed based on the 2006 Edition of School-Based Curriculum for Vocational High Schools. Furthermore, SMKN 5 Yogyakarta has applied structural and functional syllabus for the English subject. The syllabus describes what the course is like. It brings the students to use language to express their feeling in everyday situation and also helps the students to achieve the target language.
f. Types of Learning and Teaching Activities in CLT
Littlewood (1981), as quoted in Richards and Rodgers (2001: 166), distinguishes the classroom activities into two. The first activity is a functional communication activity. It includes such tasks as learners comparing sets of pictures
and noting similarities and differences; working out a likely sequence of events in a set of pictures; discovering missing features in a map or picture; one learner communicating behind a screen to another learner and giving instructions on how to draw a picture or shape, or how to complete a map; following directions; and solving problems from shared clues. The second activity is a social interaction activity. It includes conversation and discussion sessions, dialogues and role plays, simulations, skits, improvisations, and debates.
g. Learner’s Roles
The emphasis of CLT is on the processes of communication, rather than mastery of language forms. Breen and Candlin, as quoted in Richards and Rodgers (2001: 166), describe the learner’s role in CLT as in the following terms:
The role of learner as negotiator-between the self, the learning process, and the object of learning- emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an interdependent way. (1980:110) h. Teacher’s Roles
According to Breen and Candlin, as quoted in Richards and Rodgers (2001: 167), the teacher has two main roles. The first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. Other roles assumed for teachers are needs analyst, counselor, and group process manager.
i. The role of instructional materials
presenting information), a practice situation description, a stimulus presentation, comprehension questions, and paraphrase exercises. Second is task-based material. A variety of games, role plays, simulations, and task-based communication activities have been prepared to support Communicative Language Teaching. Examples of materials are in the form of one-of-a-kind items: exercise handbooks, cue cards, activity cards, pair-communication practice materials, and student-interaction practice booklets. Third isrealia.The use of “authentic”, “from-life” materials in the classroom has been advocated in Communicative Language Teaching. These might include language-based realia, such as signs, magazines, advertisements, and newspapers, or graphic and visual sources which can build communicative activities, such as maps, pictures, symbols, graphs, and charts. A plastic model also can be used to assemble from directions.
7. Scaffolding
a. Definition of Scaffolding
According to Feez and Joyce (2002: 27), through scaffolding the teacher provides support for the students. It aims to provide explicit knowledge and guided practice. The teacher explicitly contributes what students are not yet able to do or do not know. In the process of scaffolding, the teacher helps the student master a task or concept that the student is initially unable to grasp independently. The teacher offers assistance with only those skills that are beyond the students’ capability. The important point is allowing the student to complete as much of the task as possible, unassisted. The teacher only attempts to help the student with tasks that are just beyond his current capability. Student errors are expected, but, with teacher’s feedback and prompting, the student is able to achieve the task or goal. When the student takes responsibility for or masters the task, the teacher begins the process of scaffolding, which allows the student to work independently.
b. Scaffolding in the Learning/Teaching Cycle
According to Feez and Joyce (2002: 27), the cycle of teaching and learning activities consists of a number of stages which the teacher and students go through so that students gradually gain independent control. The stages of the teaching-learning cycle are presented in this table.
Table 1: Stages of Teaching-Learning Cycle
ORACY CYCLE LITERACY CYCLE
Building Knowledge of the Field
Modelling of the Text
Joint Construction of the Text
Independent Construction of the Text
(Linking to related texts)
Building Knowledge of the Field
Modelling of the Text
Joint Construction of the Text
Independent Construction of the Text
(Linking to related texts)
According to Feez and Joyce (2002: 28), each of the five stages of the teaching-learning cycle is designed to achieve a different purpose within the cycle of teaching and learning. Each stage, therefore, is associated with different types of activities. It would be discussed further below.
1) Building Knowledge of the Field
2) Modelling of the Text
In this part, the students identify the generic structure of the text/ dialogue, sorting, matching and labelling activities, such as sorting sets of texts, sequencing jumbled stages. This part also includes language or lexico-grammatical features. It focuses on a particular language feature at clause level. The example of activities are collecting examples of a language feature, eg list of noun phrases, adjectival phrases, connectives as cohesion devices, verbs, other key vocabulary, etc; collecting examples of presentation and practice related to the grammatical features of the text. This part facilitates the students with practices.
3) Joint Construction of the Text
In this part, the students begin to contribute to the construction of whole examples of text/ dialogue. The teacher’s contribution to text/ dialogue construction is reduced gradually as students move closer to being able to control the text/ dialogue independently. The activities include: information gap activities to construct a text/ dialogue, listening to a text/ dialogue together and acting on it, role play of text/ dialogue in groups, skeleton texts/ dialogues, constructing or completing a text/ dialogue in groups, teacher questioning, discussing and editing whole class construction (teacher acting as a scribe and prompt while class jointly creates a written text), and as a class or in groups, editing a draft text/ dialogue.
4) Independent Construction of the Text
speaking tasks: spoken presentation to class, (3) listening & speaking tasks: role plays, simulated or authentic dialogs, (4) writing tasks: drafting & presenting whole texts, and (5) reading tasks: performing tasks, sequencing pictures, numbering, answering questions.
5) Linking to Related Texts
In this part, the students investigate how what they have learnt in this teaching/learning cycle can be related to other texts of the same kind or stages of teaching and learning. The activities include: comparing text-types of different fields, role-playing what happens if the same text-type is used by people with different roles and relationships, comparing written and spoken models of the same text-type, researching how a key language feature used in this type is used in other text-types.
In creating a set of integrated materials for grade X students of the applied-fine art department ofSMKN 5 Yogyakarta, this study would only apply four stages of the teaching-learning cycle, that are Building Knowledge of the Field, Modelling of the Text, Joint Construction of the Text, and Independent Construction of the Text.
B. Theoretical Framework
include all of the four skills. It was also designed based on the current curriculum applied in the school.
In designing the materials, this study adapted Kemp’s Instructional Design Model and Banathy’s Instructional Design Model. The reason for choosing the steps from Kemp’s model was since this model emphasizes on three major problems, which are objectives; activities and resources; and also evaluation. Whereas, Banathy’s model completes Kemp’s model by emphasizing on implementation and testing output. Furthermore, both of them have some steps needed in the study. Each step would be discussed further below.
1. Conducting Needs Survey
This step was the basic step before designing the materials. In this step, it was decided to whom the materials would be designed and the reason why this research was being conducted. Through this needs survey, it was conducted to find out what kinds of materials that would be designed and for what level. In this study, the materials would be designed based on the curriculum applied in SMKN 5 Yogyakarta, that is, the 2006 Edition of School-Based Curriculum.
2. Reviewing the English Syllabus ofSMKN 5 Yogyakarta
3. Stating the Goals, Topics and General Purposes of the Designed Materials (Kemp’s Model)
In designing the materials, the goals, topics, and general purposes were based on the 2006 Edition of School-Based Curriculum for Vocational High Schools. Therefore, the designed materials would have the same topics as in the curriculum. The general purposes included what the students should achieve toward the designed materials.
4. Stating the Learning Objectives of the Designed Materials (Kemp’s Model and Banathy’s Model)
The learning objectives of the 2006 Edition of School-Based Curriculum clarified what were expected for the students to achieve through the teaching-learning activities. The activities should be based on the basic competencies and indicators in each topic. The basic competencies and indicators referred to the standard of competency formulated in the 2006 Edition of School-Based Curriculum for Vocational High Schools especially for grade X students.
5. Classifying the Subject Contents of the Designed Materials (Kemp’s Model) In this step, the subject contents would be listed in order to simplify the learning objectives. The subject contents were adjusted with the topics in the 2006 Edition of School-Based Curriculum for Vocational High Schools.
6. Selecting the Teaching-Learning Activities and Resources of the Designed Materials (Kemp’s Model)
activities currently used in CLT. The materials were aimed to provide the exercises that enable the students to work individually, in pairs, and in groups.
7. Designing the materials (Kemp’s Model and Banathy’s Model)
After selecting the teaching-learning activities and resources, the materials would be designed based on the results of needs survey, the 2006 Edition of School-Based Curriculum for Vocational High Schools, the principles of Instructional Design Models, English for Specific Purpose (ESP), Communicative Language Teaching (CLT), Communicative Tasks, and Scaffolding.
8. Conducting Materials Evaluation (Kemp’s Model and Banathy’s Model) The designed materials were evaluated by some English teachers of SMKN 5 Yogyakartaand English Language Education lecturers of Sanata Dharma University. From this materials evaluation, it would be gained the feedback, opinions, comments, and suggestions toward the designed set of integrated English materials. The designed materials would be improved and revised in order to make the materials better and appropriate for grade X students ofSMKN 5 Yogyakarta.
9. Presenting the Final Version of the Designed Materials
Figure 4: The Theoretical Framework
continuing to (next step) feedback and revision
Conducting Needs Survey
Reviewing the English Syllabus ofSMKN 5 Yogyakarta
Stating the Goals, Topics and General Purposes of the Designed Materials
Stating the Learning Objectives of the Designed Materials
Classifying the Subject Contents of the Designed Materials
Selecting the Teaching-Learning Activities and Resources of the Designed Materials
Designing the Materials
Conducting Materials Evaluation
Feedback & Revision
Presenting the Final Version of the Designed
34 CHAPTER III METHODOLOGY
This chapter presents detailed discussion on the methodology used in the study. This includes the description of the research method, the research participants, the research instruments, data gathering technique, data analysis technique, and the research procedure.
A. Research Method
As stated in problem formulation, this study aims to answer two research questions. The research questions are restated as follows: 1) How is a set of integrated materials for grade X students of the applied-fine art department ofSMKN 5 Yogyakarta based on the 2006 Edition of School-Based Curriculum designed?, 2) What does the integrated materials look like? Moreover, this study intends to present a set of integrated materials for grade X students of the applied-fine art department of SMKN 5 Yogyakartabased on the 2006 Edition of School-Based Curriculum.
incorporate it into a product that can be used in the schools by combining educational research and educational practice rather than discover new knowledge.
The reason for choosing R & D method was since it created tested and applied products that were ready for operational use in the school; in this context wasSMKN 5 Yogyakarta. Borg and Gall (1983: 772) state that R & D method develops the
product based on the research findings and field-tests it in the setting where the product will be used eventually, and revises it to correct the deficiencies found in the field-testing stage. R & D method consists of a cycle where a product will be developed, field-tested, and revised on the basis of field-test data.
Borg and Gall (1983: 775) promote ten major steps of R & D method, namely Research and Information Collecting, Planning, Development of Preliminary Form of Product, Preliminary Field Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational Field Testing, Final Product Revision, and Dissemination and Implementation. However, this study would only apply five steps of R & D cycle since it conducted a cycle process of designing integrated materials in which an educational preliminary form of product was developed, preliminary field-tested, and revised based on the results of the preliminary field-test. Those steps are:
1. Research and Information Collecting
product, (2) a tentative outline of what the product will include and how it will be used, and (3) a specific statement of the objectives of the product.
Borg and Gall (1983: 777) state that literature review, interviews, and direct field observations are undertaken to collect research findings and other information related to the materials design. Nevertheless, in Research and Information Collecting, the data would be gathered through review of literature and interview. They were carried out to gain the information about the conditions and characteristics of the students, the method and the activities in teaching and learning English, the implementation of curriculum, and other information related to integrated English materials.
2. Planning
It includes defining skills, stating objectives, and determining course sequence. The data from Research and Information Collecting were used as the basis to determine the learning objectives and the subject contents. The Research and Information Collecting data were important to identify the learners’ needs as well as the teaching-learning process. Those data would be used to develop the materials and lesson plans.
classified in order to select the teaching-learning activities and resources which would be used in the designed materials.
3. Development of Preliminary Form of Product
It includes preparation of instructional materials, handbooks/ handouts, and evaluation devices. The data from Research and Information Collecting were also used as the basis to design the materials. The data were needed to design materials which were appropriate for grade X students of the applied-fine art department of SMKN 5 Yogyakarta.
In developing preliminary form of materials, the important principle is to organize the materials and permit obtaining as much feedback as possible from the field-test in order to be used as a basis on revising and improving the designed materials. Thus, it would be ready for the operational use in the schools.
4. Preliminary Field Testing
It includes acquiring evaluation for the designed materials. The opinions, comments, and suggestion toward the designed materials would be used to revise and improve the designed materials. The designed materials would be evaluated by five English teachers of SMKN 5 Yogyakarta and two English Language Education lecturers of Sanata Dharma University. Questionnaire would be used to obtain the feedback from the research participants.
5. Main Product Revision
B. Research Participants
In this study, there were two groups of research participants. The first group was the participants for the Research and Information Collecting. They were five English teachers ofSMKN 5 Yogyakarta. They were chosen to contribute the data for needs survey. The interviews were conducted to five English teachers of SMKN 5 Yogyakarta. The English teachers were chosen as the participants since they are
closely related to the implementation of the 2006 Edition of School-Based Curriculum for the Vocational High Schools. They have also the competence in conducting the materials based on the current curriculum. The English teachers were asked to give opinions about the materials, the method, and the interesting activities in learning English based on their experiences.
used in this research. All of the research participants have more than two year-teaching experiences.
C. Research Instruments
To obtain the data for this study, some instruments employed in Research and Information Collecting and Preliminary Field Testing. In the Research and Information Collecting, interview was used as the instrument to gain the teachers’ needs about the materials, the method, and activities in teaching learning English. The subjects of the interview were the English teachers of SMKN 5 Yogyakarta. The questions of interview were in the form of open-ended questions. The questions were around the condition of the students they teach, how they implemented the curriculum, how far the implementation of the curriculum was relevant to the students’ needs, the method and kind of activities that they want to have in teaching English, and also other questions related to the materials. The interview was done using Indonesian language in order to minimize misinterpretation about the questions.
order to write down the participants’ answers that have been said conversely (Quinn, 1980: 247).
In the Preliminary Field Testing, questionnaire was used to obtain the data for the evaluation of the designed materials. A questionnaire was chosen as the research instruments since a questionnaire is much more efficient in which it requires less time and less expensive. Gay (1992: 253) stated that a questionnaire permits collection of data from a much larger sample. In this study, the questionnaire was distributed to five English teachers of SMKN 5 Yogyakarta and two English Language Education lecturers of Sanata Dharma University to obtain the feedback, opinions, the comments, and suggestions toward the designed set of integrated English materials. It was needed to revise the designed materials. The questions were in the form of Likert scale item (close-ended questions) and open-ended questions. According to Ary, Jacobs, and Razavieh (1990: 234), a Likert scale assesses attitudes toward a topic by asking respondents to indicate whether they strongly agree, agree, undecided/ doubt, disagree, or strongly disagree with each of a series of statements about the topic. The responses in Likert scale items were indicated in numbers and the total score of the responses represented the participant’s attitude toward certain case.
D. Data Gathering Technique
to get some information related to the goals, the functions, the approach, and the related topics used in teaching English at the Vocational High Schools. The theories were about the 2006 Edition of School-Based Curriculum, integrated skills, Instructional Design, and English instructional materials. Besides, it was used to search literature such as books, documents, journals, articles, and web sites related to the materials used in teaching learning English at the Vocational High Schools. From the English literature, it would be used as the source for designing the materials. This literature review began in April 2008. The second way was conducting interview with five English teachers of SMKN 5 Yogyakartain order to obtain the information about integrated English materials, the method and the activities in teaching and learning English. The interviews were conducted in May 3, 2008; May 6, 2008 and May 7, 2008.
In Preliminary Field Testing, questionnaire was distributed to five English teachers of SMKN 5 Yogyakarta and two English Language Education lecturers of Sanata Dharma University for the materials evaluation. It was used to obtain feedbacks, opinions, comments, and suggestions toward the designed materials. From the materials evaluation, it would be used to revise the designed set of integrated English materials. The materials evaluation using questionnaire was done in July 21, 2008 until July 29, 2008.
E. Data Analysis Technique
Research and Information Collecting, the interviews were conducted in the form of open-ended questions to five English teachers of SMKN 5 Yogyakarta. From Research and Information Collecting, the data gathered from five English teachers of SMKN 5 Yogyakartawould be analyzed in the form of narrative description.
In the Preliminary Field Testing, the questionnaire was distributed in the form of Likert scale item (close-ended questions) and open-ended questions to five English teachers of SMKN 5 Yogyakarta and two English Language Education lecturers of Sanata Dharma University. According to Ary, Jacobs, and Razavieh (1990: 235), in Likert scale item (close-ended questions), the judgment of the participants’ statements on the questionnaire uses five degree of agreement. They are:
Table 2: Degree of Agreement
Degree of Agreement Meaning
1 Strongly Disagree
2 Disagree
3 Doubt
4 Agree
5 Strongly Agree
Table 3: The Descriptive Statistics of Participants’ Opinions (Blank)
Frequency of the Degree of Agreement
Central Tendency No. Participant’s Opinion on ...
1 2 3 4 5 N Mn Mdn Md
Note:
N : Number of participants Mn : Mean
Mdn : Median Md : Mode
According to Ary, Jacobs, and Razavieh (1990: 127-132), mean is the average point that is counted by adding all the points and divided them by the number of questions. The median is the middle point of the odd ordered data from the smallest point into the biggest ones or the average to the middle points from the even ordered data. The mode is the points that frequently appear in the data.
The formulation of mean is presented below:
where X = Mean
= Sum of X = Score
N = Number of participants __
X = X
For the open-ended questions, the data were analyzed in the form of narrative description. It presented the data about teacher’s opinions and comments toward the designed materials. Finally, some revisions and improvement toward the designed materials could be made on the basis of the results from the materials evaluation.
In addition, from the Preliminary Field Testing, it could gain the data about the participants’ educational background. The description of the participants was presented in the following table:
Table 4: The Description of the Research Participants (Blank) Sex Educational
This part presents the procedure in conducting the study. It adapted the theoretical framework in Chapter II and five steps of R & D method applied in this study. The procedure of the study would be explained in the following steps:
1. Research and Information Collecting
