A SET OF ENGLISH INSTRUCTIONAL MATERIALS
FOR
CATERPILLAR CLASS
OF
DOMBY
KIDS’ HOPE
BASED ON CONTEXTUAL TEACHING
AND LEARNING APPROACH
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Fransiska Debby Coryanti Student Number: 07 1214 102
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
A SET OF ENGLISH INSTRUCTIONAL MATERIALS
FOR
CATERPILLAR CLASS
OF
DOMBY
KIDS’ HOPE
BASED ON CONTEXTUAL TEACHING
AND LEARNING APPROACH
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Fransiska Debby Coryanti Student Number: 07 1214 102
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
vi ABSTRACT
Coryanti, F. D. (2012). Designing a set of English instructional materials for Caterpillar Class of Domby Kids’ Hope 1 based on contextual teaching and learning approach. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
The research is intended to design a set of English instructional materials based on Contextual Teaching and Learning Approach for young learners of Domby Kids’ Hope 1 to improve their verbal communicative competence.
There are two major problems in this research. First, how a set of English instructional materials based on Contextual Teaching and Learning Approach (CTL) for Caterpillar Class of Domby Kids’ Hope 1 is designed. Second, what a set of English instructional materials based on Contextual Teaching and Learning Approach for Caterpillar Class of Domby Kids’ Hope 1 looks like.
The researcher employed three kinds of instruments in the research: observation, interview, and questionnaire. The researcher conducted classroom observation, distributed the first type of questionnaire to students’ parents, and conducted interviews with an English tutor and coordinators of Domby Kids’ Hope 1 to collect significant information. After a set of materials were designed, the researcher distributed the second type of questionnaire to an English lecturer of Sanata Dharma University and a tutor of Domby Kids’ Hope 1 to gain opinions and suggestions for the designed materials.
To answer the first problem, the researcher applied five steps of Borg and Gall educational research and development method. The steps proposed include (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) preliminary field testing, and (5) main product revision.
To answer the second problem, the researcher presented the final designed materials on appendices. The materials consisted of five units. Each unit consisted of five sections. They are (1) on your mark, (2) get set, (3) go, (4) review, and (5) reflection.
The researcher analyzed the data after the preliminary test was conducted. The result of the analysis indicated that the designed materials were appropriate and relevant for young language learners although some revisions are needed to make the materials explicitly show the CTL approach.
Finally, the researcher expects that these designed materials can be useful for the tutor and learners in Domby Kids’ Hope 1 to improve the learners’ communicative competence. Moreover, the researcher expects that this research inspire other researchers in conducting the study related with CTL approach to improve the instructional materials for students.
vii ABSTRAK
Coryanti, F. D. (2012). Designing a Set of English Instructional Materials for Caterpillar Class of Domby Kids’ Hope 1 Based on Contextual Teaching and Learning Approach. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Penelitian ini bertujuan untuk merancang materi pembelajaran Bahasa Inggris dengan menggunakan pendekatan kontekstual untuk siswa di Domby Kids’ Hope 1 guna meningkatkan kemampuan komunikasi siswa.
Ada dua permasalahan utama yang ditekankan pada penelitian ini. Pertama, bagaimana merancang satu set materi pembelajaran Bahasa Inggris berdasarkan pendekatan kontekstual untuk Caterpillar Class di Domby Kids’ Hope 1. Dua, bagaimana bentuk rancangan materi pembelajaran Bahasa inggris berdasarkan pendekatan kontekstual untuk Caterpillar Class di Domby Kids’ Hope 1.
Peneliti menggunakan tiga metode pengumpulan data dalam penelitian ini: observasi, wawancara, dan kuisioner. Peneliti melakukan observasi kelas, menyebarkan kuesioner pertama kepada orangtua murid, dan melakukan wawancara dengan tutor Bahasa Inggris dan koordinator Domby Kids’ Hope 1 untuk mengumpulkan informasi sebagai dasar pengembangan materi. Setelah materi dirancang, peneliti menyebarkan kuesioner kedua kepada evaluator untuk mendapatkan opini dan saran mengenai materi yang telah dibuat.
Untuk menjawab pertanyaan pertama, peneliti mengimplementasikan lima langkah Borg and Gall educational research and development method. Langkah-langkah tersebut adalah (1) pengumpulan data dan informasi, (2) perencanaan, (3) pengembangan produk awal, (4) uji awal produk, dan (5) revisi produk.
Untuk menjawab pertanyaan kedua, peneliti menampilkan hasil akhir materi pembelajaran pada apendiks. Materi pembelajaran terdiri atas lima unit. Setiap unit terbagi dalam lima bagian, yaitu (1) on your mark, (2) get set, (3) go, (4) review, and (5) reflection.
Peneliti menganalisa data setelah preliminary test dilakukan. Hasil analisa menunjukkan bahwa rancangan materi pembelajaran yang dibuat sesuai dan relevan untuk anak-anak meskipun perlu dilakukan beberapa perbaikan untuk membuat pendekatan kontekstual tampak pada rancangan materi pembelajaran.
Akhir kata, peneliti berharap materi pembelajaran ini dapat berguna bagi tutor Bahasa Inggris dan siswa di Domby Kids’ Hope 1 dalam meningkatkan kemampuan komunikasi siswa. Selain itu, peneliti berharap materi pembelajaran ini dapat menginspirasi peneliti dan guru Bahasa Inggris lainnya untuk melakukan penelitian sejenis guna mengembangkan materi pembelajaran yang lebih baik bagi siswa.
viii
ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to God Almighty who never gives up on me. I am so grateful for His unconditional love, mercy, blessing, and guidance in my life. I do believe without Him, I am nothing. He changes all the impossibility into possibility.
From the bottom of my heart, I would also give my gratitude to my advisor, Carla Sih Prabandari, S.Pd., M.Hum., for her guidance, inspiration, encouragement, and support. I am deeply grateful for the knowledge, time, and patience she had given to me during the process of finishing the thesis. I am thankful also to J. Sri Murwani Pudji Lestari, S.Pd. and Yovita Felicia Hapsari, S.Pd. for the great contribution during the materials evaluation process for the improvement of the materials. I am so thankful to all of the lecturers for being great educators and role models. I also thank PBI secretariat staff, Mbak Danniek and Mbak Tari, for the patience and help related to the administration process.
ix
I would also address my appreciation to all of the respondents in this research, especially those in Domby Kids’ Hope 1, Kak Yuanita, Kak Gomez, Kak Hana, Kak Yoike Octavina, all the tutors and learners for the opportunity to conduct the research, the support, advice, and cooperation during the research process and the working time.
Last, I would like to thank my great friends, Eyik, Vita, Mei, Uci, Pipin, Ambar, Erni, and Chan for helping me to check the writing, giving me useful ideas and information related to my research, reminding me about the thesis guideline and deadline, encouraging me to finish my study with their life working story, and staying with my in my ups and downs. I am so blessed to have them as my friends and experience great moments together.
My gratitude also goes to those whom I cannot mention by names. I would like to thank them for the support, help, and encouragement during my study. I greatly expect this research will be useful and able to give contribution to academic studies.
x
TABLE OF CONTENTS
TITLE PAGE … ………... i
APPROVAL PAGE …….……….. ii
STATEMENT OF WORK’S ORIGINALITY ……….. iv
PERSETUJUAN PUBLIKASI KARYA ILMIAH ……….. v CHAPTER I. INTRODUCTION ………….………..…….… 1
A. Research Background ………. 1
B. Problem Formulation ……….………. 4
C. Problem Limitation …..………...………… 5
D. Research Objectives ……….………... 5
E. Research Benefits ………....……… 5
1. Tutors of Domby Kids’ Hope 1……….. 6
A. Theoretical Description ……… 9
xi
2. Contextual Teaching Learning ……… 14
a. The Definition of CTL ……….. 14
b. The Principles of CTL ……… 15
c. The Role of Learner in CTL ………. 17
d. The Roles of Teacher in CTL ………. 18
e. The Role of Material in CTL ………. 19
3. Young Language Learners ……… 20
4. Domby Kids’ Hope 1Curriculum ……… 21
5. Syllabus Design ……… 22
B. Theoretical Framework ……… 23
CHAPTER III. RESEARCH METHODOLOGY ………. 28
A. Research Method ………... 28
1. Research and Information Collecting ……….. 29
2. Planning ……….. 29
3. Development of Preliminary Form Product ... 30
4. Preliminary Filed Testing ……… 30
5. Main Product Revision ……… 30
B. Research Setting ……… 30
C. Research Participants ………. 31
1. Participants for Research and Information Collecting ………. 31
2. Participants for Preliminary Field Testing …… 32
D. Research Instruments ……….. 33
1. Instruments in Research and Information Collecting ……….. 33
2. Instruments for Preliminary Field Testing …… 35
E. Data Gathering Technique ……….. 36
F. Data Analysis Technique ……… 37
xii
2. Data Analysis Technique in Preliminary
Field Testing ……….. 38
G. Research Procedure ……….. 39
CHAPTER IV. RESEARCH RESULT AND DISCUSSION ………. 42
A. Elaboration of the Steps ………... 42
1. Research and Information Collecting ………… 42
a. Learner Characteristics ……….. 43
b. Support Services ……… 47
2. Planning ……… 48
a. Formulating Goals, Topics, and General Purposes ……… 48
b. Specifying the Learning Objectives ……… 50
c. Listing Subject Content ……… 50
3. Developing Preliminary Form of Product ……. 52
4. Preliminary Field Testing ……….. 55
a. The Strength of the Designed Materials ….. 56
b. The weaknesses of the Designed Materials 56 c. Evaluation of the General Appearance …… 56
d. Evaluation of the Learning Objectives …… 57
e. Evaluation of the Content ……… 57
f. Evaluation of the CTL Component ………. 57
5. Main Product Revision ………. 58
a. Instructional Language ………... 58
b. Materials Arrangement ……… 59
c. Layout ………. 59
B. Presentation of the Designed Materials .…………. 60
CHAPTER V. CONCLUSION AND RECOMMENDATION ……. 64
A. Conclusion ……….. 64
xiii
1. For English Tutors of Domby Kids’ Hope 1… 66
2. For Future Researchers ……… 67
REFERENCES ……… 68
xiv
LIST OF TABLES
Table Page
3.1 The Description of Product Validation Respondents …………. 38
4.1 Data of the Observation Participants ………. 43
4.2 Data of the Questionnaire Participants ……….. 46
4.3 Units, Themes, and Topics ………. 49
4.4 The General Purposes for Each Unit ………. 50
4.6 The subject Contents ……… 51
xv
LIST OF FIGURES
Figure Page
2.1 Kemp’s Instructional Design Model ……… 13 2.2 Kemp’s Adapted Model and CTL Components
Correlation ………... 24
xvi
LIST OF APPENDICES
Appendix Page
1 CHAPTER I INTRODUCTION
In this chapter the researcher elaborates six major underlying issues, namely background of the study, problem limitation, problem formulation, research objectives, research benefits, and definition of terms. The introduction is intended to build the main rationale for conducting the research.
A. Research Background
This issue also arises in English teaching and learning process. In most cases, students could produce sentences accurately in classroom but could not apply the language appropriately when communicating outside the classroom. To solve the problem, many schools introduced English at primary level as Brewster, Ellis, and Girard (2004:1) stated, “Government and private school all over the worlds have decided to introduce English at primary level, because there is a
strong ’folk’ belief, a sort of ’act of faith’, that young children learn languages
better and more easily than older children.”
In Indonesia, English, as a foreign language, is not only taught to adult learners but also to young learners. This policy began when the minister of education and culture issued decree no. 060/U/1993 about the possibility of early English language program in grade IV of elementary schools as a local content lesson. In fact, English is not only taught from grade IV of elementary school, as it is ruled in Curricula of 2006, but also from kindergarten, even playgroup. It is supported by critical period belief that during this period, language acquisition is easy and complete (Ellis, 1997: 67). Kartono (2004: 21) also argued that “the
younger the children, the easier they study a new language”.
There are many English courses, government and non-government organization, which are available for the children to improve their English mastery. The English courses offer various kinds of techniques, methodologies, and approaches that help children learn and practice their English effectively and actively. One of the non-government organizations that are available for children in Yogyakarta is
Domby Kids’ Hope.
Domby Kid's Hope 1 is one of non-government organizations engaged in
young learner education. The institution tries to develop learning activity and material resources based on students’ needs and interests. However, the process of creating material is not clear because the institution lets the tutors to choose the appropriate approach and method to teach while they do not have curriculum to align the teaching-learning activities. One of the problems is the desirable material to prepare the learner to the real world situation. Providing a real-world learning instructional material is very important in English teaching and learning for young learners because as it is proposed by Bruner (1988: 125),”trying to find a solution
for a problem itself generates knowledge that is very meaningful”. The other
problem is the fact that the English tutors, who are university students, do not have any specific goals to align the teaching materials. As the consequence, tutors teach what they want to teach without any certain objectives to be achieved and without sufficient preparation. Tutors are usually copying the material from some sources.
designed English materials for the beginner students in Domby Kid’s Hope 1, first grade elementary school students that will be called caterpillar class. The designed materials are aimed to encourage young learners in Domby Kid’s Hope 1 to increase their motivation, enjoy studying English, see the meaning and the importance of learning English starting from the moment they are introduced to the language.
Regarding the previous issues about students’ incapability to apply their English communicative competence, a suitable approach is needed. The suitable approach creates a suitable strategy in developing learning materials which will simultaneously motivate the students to learn autonomously (Muslich, 2007: 41). In designing real-world materials for young learner in Domby Kid’s Hope 1, Contextual Teaching Learning approach was used. Contextual Teaching Learning is a learning approach that helps teachers and students relate their knowledge to the real world situation. The main feature of Contextual Teaching and Learning is involving students in activities that help them connect academic learning with real life context they face. These activities make Contextual Teaching and Learning have the potential to motivate students in learning (Johnson, 2010: 37).
B. Problem Formulation
The problems in this study are stated as follows:
1. How is a set of English instructional materials for Caterpillar Class in Domby
2. What do the instructional materials for Caterpillar Class in Domby Kid’s Hope 1 based on Contextual Teaching and Learning look like?
C. Problem Limitation
In order to limit the scope of the research, the researcher will only focus on how to design a set of instructional material for Caterpillar Class, a class for first grade elementary school students, in Domby Kids’ Hope 1. The designed materials are developed only for the first semester. The approach used in this design is Contextual Teaching and Learning (CTL). The design included varieties of interesting activities in the form of individual and group activities that enable them to use and produce the language. The designed materials provided with speaking, listening, reading and writing skills, but the focuses are more on speaking and listening skills while reading and writing skills are directed to support the learning of oral communication.
D. Research Objectives
E. Research Benefits
Conducting the research, the researcher expects that the design can provide some benefits for:
1. Tutors of Domby Kids’ Hope 1
Contextual Teaching and Learning approach may contribute new approach for the tutors in order to develop their teaching strategy and resources that can give various learning activities. It sets definite materials and certain goals for the tutors. Moreover, it helps the tutors to have a better preparation.
2. Students of Domby Kids’ Hope 1
This research is expected to help the students to connect the learning material with their present knowledge or real-world situation in order to improve their English proficiency and to make more motivating and interesting learning process.
3. Future Researchers
The result of this research is expected to contribute and serve as one of Contextual Teaching and Learning approach models in order to provide better research. Thus, various English learning materials based on Contextual Teaching and Learning can be found.
F. Definition of Terms
1. Instructional Design
There are some definitions of instructional design define by some experts.
Kemp (1977: 6) stated that “instructional design is the development of an overall
plan incorporating the interrelated part in sequential pattern. In addition, Gagne
and Briggs (1979: 1) define instructional design as “a systematic framework of
designing instructional that will activate and support learning”. In this study, instructional design is an organized plan in designing a set of lesson or material for one semester for Caterpillar Class in Domby Kid’s Hope.
2. Caterpillar Class of Domby Kid’s Hope 1
Domby Kid's Hope is a Non-Government Organization founded by the Yayasan Pelita Bangsa Jogja in cooperation with Compassion Organization engaged in education. Domby Kids’ Hope 1 provides services to low-income communities by providing free education, nutritious food, and other educational assistance for their children. Caterpillar class is the class for first grade elementary school students. Caterpillar was chosen as the name of this class with the aim to reduce or eliminate the mental burden faced by the students. The name is expected to be able to change the perceptions of the students regarding their presence in the class, that they come to learn in fun ways.
3. Contextual Teaching and Learning Approach (CTL)
Sugiyanto (2010: 14) stated that Contextual Teaching and Learning (CTL) is ”a concept of learning that encourages teachers to link the material being taught and students real-world situations” while according to Johnson (2002: 23) CTL is
9 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is intended to review some theories which supported this research. This chapter is divided into two main parts. In the first part, the theoretical description, the writer discussed some relevant theories such as the research and development method, the instructional design model, the Contextual Teaching and Learning, and young learner. In the second part, the theoretical framework, the researcher summarized and synthesized them to answer how a set of instructional material based on contextual teaching and learning for Caterpillar Class in Domby Kid’s Hope was developed.
A. Theoretical Description
In this part, six major theories supporting this study are explored. They are the instructional design model, educational research and development, Contextual Teaching and Learning, young language learner, Domby Kids’ Hope curriculum, and syllabus design.
1. Kemp’s Instructional Design Model
”composed of many interrelated parts and functions that must be operate in a
coherent manner in order to achieve success” (p. 6). There are a lot of models of instructional design that have been proposed by the experts of instructional design. In this study, the researcher adapted the instructional design model proposed by Kemp.
Kemp’s instructional design model is derived from three essential
elements of instructional. Kemp (1977) named the elements as “objective (what may be learned), activities and resources (what procedures and resources will work best to reach the desired learning level), and evaluation (how will we know when the required has taken place)” (p. 8). Those three elements have been developed into eight important parts in Kemp’s instructional design as follows:
a. Goals, Topics, and General Purposes
Kemp (1977: 14) argued that identifying the goal of learning can be derived from students, societies, and subject areas. The goals should recognize changes in learners’ need and interest. After the goals are set, the chosen learning
topics will briefly give description about the program and sequence basis for the instruction. These topics are arranged in a logical organization, for example based on level of difficulty. Then, the general purposes of each topic are stated.
b. Learner Characteristics
It is important to know some factors affecting the process of learning. Learner should be respected as an individual and group of learners. To serve both characteristics, we may obtain information about the learners’ capabilities, needs,
students’ cumulative records, consultation with other teachers, pre-assessment
test, and questionnaire as well as attitudinal surveys completed by students. This information can be useful for making planning decision.
c. Learning Objectives
Learning Objectives is very essential because Kemp’s instructional model emphasized more on learning as the outcome instruction (1977: 23). There are four functions of objectives. First, objectives as the design framework. Second, objectives inform the learner what will be acquired. Third, objectives help designer in selecting subject content, type and extent of activities. Fourth, objectives provide a basis for evaluation. Therefore, the desirable objectives may be stated clearly, precisely, and measurable, specifically describe the learning materials and accomplish of the goals.
d. Subject Content
Subject content comprises the selection of specific knowledge and skills of any topics. Kemp (1977: 43) suggested that the content should closely relate to the objectives and students’ need. The teacher has a choice whether to start the
subject content first or to list the learning objectives first regarding the achievement of the objectives and the students’ need.
e. Pre-assessment
with the topic or not. Meanwhile, pretesting is used to find out the objectives that have been achieved by the students.
f. Teaching Learning Activities and Resources
Teachers may determine the most efficient and effective teaching activities, students learning activities, and select the appropriate materials to provide the learning experiences that will utilize the subject content associated with the objectives.
g. Support Services
Coordinate such support services as budget, personnel, facilities, equipment and schedules to carry out the instructional plan. Support services ideally considered at the same time instructional plans are being made and materials being selected.
h. Evaluation
This phase evaluate students’ learning in terms of their accomplishment of objectives. The evaluation is done with a view to revising and reevaluate any phases of the plan that need to be improved.
i. Revision
Figure 2.1: Kemp’s Instructional Design Model (Kemp, 1977: 9)
Kemp (1977: 9) directed flexibility as the benefit of using this process. The process can be started from whichever element and then move back or forward to the other elements. Although this process can be started from any element does not mean that this process can be started carelessly. The selection of elements in this process should be done with specific purposes and reasons. In addition to flexibility, this process also allows the emergence of constant revision. Thus, it is useful for large-scale program that involve groups of people.
Revision Goals, Topics
and General Purposes
Learner Characteristics
Learning Objectives
Subject Content
Pre-Assessment Teaching
/Learning Activities Resources Support
Services
2. Contextual Teaching Learning
In designing a set of English learning materials based on Contextual Teaching and Learning, the characteristics and the content of CTL in depth should be understood. Therefore, this part discussed some theories related with CTL. They are the definition of CTL, the principle of CTL, the role of learner in CTL, the role of teacher in CTL, and the role of the material in CTL.
a. The Definition of CTL
Contextual Teaching Learning is an instructional system based on the philosophy that students learn effectively when they see meaning in academic materials and schoolwork then connect the new information with their own prior knowledge in their personal, social, culture. (Johnson, 2002: 3). This method emphasizes the importance of connecting what the students have learned in school and their real world. CTL basic philosophy is constructivism, a philosophy that emphasizes that learning is not only remembering but also constructing knowledge in their mind (Sugiyanto, 2010: 16). Trianto (2009: 105) suggested that contextual teaching learning happens when students experience and apply what is being taught refer to the real-world problem related to their role as a family member, citizen, and student.
b. The Principles of CTL
According to Depdiknas (2003: 10), there are seven components of CTL which become the rationale of CTL. They are constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment. 1) Constructivism
Constructivism is one of basic education theories in modern education which emphasizes the importance of students builds their own knowledge through active teaching learning process. In this learning process, the focus is on students centered. Teacher can support this process by creating meaningful learning, giving students opportunity to find and apply their knowledge, and realizing the students to apply their own strategy in learning process.
2) Inquiry
Learning is based on the process searching and finding knowledge through systematic thinking process. It requires students work together to solve problem rather than receiving direct instructions given by the teacher. Through the process of inquiry, students construct their perception and understanding of the knowledge and finding the appropriate process to gain the concepts rather than finding the correct answer of certain question without passing some process.
3) Questioning
creating productive learning because it helps the teacher to check students ability in understanding the knowledge, motivate the students to study, stimulate students’ curiosity in something, help students to be focus, and guide the students
to find and conclude something by their own. 4) Learning communities
Learning theory based on Vygotsky theory is that students’ knowledge and experience are formed by their communication with other people (Sugiyanto, 2010: 18). Trianto (2009: 116) highlight that learning communities happen when the communication process is between two sides, not only one side as what happens in traditional class. In CTL class, teachers are suggested to do group discussion so that this learning community can be applied.
5) Modeling
Modeling is a learning process in which the teacher gives an example that can be imitated by the students. Modeling is very important in CTL class because through modeling the students get the knowledge in the form of real thing, not only a theoretical and abstract knowledge. In CTL class, teacher is not the only model. Model can also come from other sources or even the students that have experience and skill in particular field.
6) Reflection
7) Authenticity assessment
Assessment is a process of collecting data by measuring students’ ability, knowledge, or performance in a given knowledge that can shows students’ learning development (Brown, 2004: 3). In CTL class, the data gathering through assessment is used not only to know about students’ achievement but also to help
the students “learning how to learn” (Trianto, 2009: 119). Since assessment
emphasis on learning process, then the data is collected from the real activity in teaching and learning process. This kind of assessment is called authentic assessment. Some characteristics of authentic assessment are perform during the learning process and at the end the learning process, can be used as formative and summative assessment, measure skills and performance, not fact recall, continuous, integrated, and can be used as feedback.
c. The Role of Learner in CTL
and adjust his or her teaching style with the students’ learning style. The
observation may give a great opportunity for the students to learn in their own pace.
d. The Role of Teacher in CTL
The role of the teacher in education is very significant. In traditional classroom, teacher is the centered of learning process and the only sources for the students to get knowledge, but in modern classroom, the focus is no longer on the teacher-centered but on the students-centered. Teacher role in modern classroom is as the facilitator for the students to help the students get the knowledge by their own effort. Robert and Hebert (1970) described the other roles of teacher as monitor and corrector of the language learning, leader, and planner.
1) Monitor of learning
During the classroom learning activity, teachers may function as language development monitor. As the language development monitor, teacher may provide learning context in which students’ present experiences are developed through their past experiences to gain the basic understanding of the material while creating the new experiences of learning. In performing the role as the language development monitor, teacher also has a duty as a corrector of the language. As the corrector of the language, teacher can promote the target language used in a certain context, giving correction, and encourage the students to speak English. 2) Leader
learning activities. Teacher must be able to lead the class to listen to the explanation and guide the communication which can be designed base on the actual experience in order to lead to the further understanding.
3) Planner
Before the class begins, teacher should plan the activities that the students will have that can promote learning within the students. As a planner, the teacher is asked to be creative so that the learning activity can motivated the students to learn. The basic plan of learning that should be created by the teacher are introduction in which the teacher activate the students’ present knowledge and
experience, main activity in which the content is organized to lead the students to be active finder, and conclusion in which the students are oriented toward lesson and application outside the class.
e. The Role of the Material in CTL
The role of the material in contextual teaching and learning is to empower students to be active in relating their academic studies to the context of their real life situation (Johnson, 2002: 4). The material should also promote students to identify interesting problems, search out information, and reach a conclusion to attain the objective of the lesson. Through the material students may discover meaning of what have learned. The development of the material is directed specifically to the materials which fit the education organization’s context and potential, the pupils’ need, ability and interest as well as the readiness of the
3. Young Language Learners
Suyanto (2007: 15) claimed that young learners are students from the age of six to twelve years old. The students can be divided into some groups based on the school or education institution’s policy. In this study, the young language learners are students in Caterpillar Class in Domby Kids’ Hope 1 aged from six to eight years old.
Education experts all over the world have recognized the need for English language learning for young learner and doing whatever they can to promote it. There are so many reasons for teaching English as a second language to young learner. Brewster, Ellis, & Gardner (2004: 3) stated that the most commonly put forward reasons are the increase of the time spent to learn the language and the fact that young children seem to have greater facility for understanding and imitating what they hear. Brewster, Ellis, & Gardner explained furthermore that although imitation is not the whole picture in language learning, but it seemed a reasonable strategy to take advantage of children’s language learning skills and aptitudes. Bruner (1983) as cited by Brewster & Gail (2004: 29) discovered that children school learning is difficult because children experienced it as very separate from their real lives. Most children between four to eight years are at the concrete-operational stage, where all learning develops only where it is heavily contextualized in concrete situations.
appropriate learning activities. Brewster, Ellis, & Gardner (2004: 40) stated that there are some principles that teacher need to be aware of in making suitable programs including the instructions. Some of the principles are elaborated as follow.
a) Children are excellent observers and have a natural ability to grasp meaning from body language, intonations, gestures, facial expressions, and social contexts. Teacher can help learners obtain these skills by ensuring language use is contextualized and has visual support wherever possible.
b) Children learn a language by repeating words and phrase to be familiar with the sounds and meaning.
c) Children are skilled at guessing and predicting.
d) Children like to talk, even if they do not know much language. Although this may lead to over-generalization of rules, grammatical or lexical inaccuracies, teacher can use this characteristic in developing the language learning strategy.
e) Young learners are good risk-takers and experimenters. Their willingness should be encouraged. Teacher can use this character and their curiosity in developing the language learning strategy.
4. Domby Kids’ Hope 1 Curriculum
Domby Kid's Hope is a Non-Government Organization founded by the Yayasan Pelita Bangsa Jogja engaged in education. This organization has a vision
educational assistances are expected to improve the welfare of society, reduce poverty, and produce independent future leaders of the society. Based on the interview with Domby Kids’ Hope coordinator, it was known that Domby Kids’ Hope does not have curriculum to align the teaching and learning activities. It was
stated that the main goals of teaching English in Domby Kids’ Hope are to empower and enable the learners to face globalization era, to facilitate the learners to communicate with their sponsor, to encourage and motivate the learners to learn English, and to help them improve their achievement at school. To achieve those goals, Domby Kids’ Hope gave rights to the English tutors in choosing appropriate approach, method, technique, and learning activities. Regarding the vision and mission of Domby Kids’ Hope, researcher should design a set of instructional material that meet the vision and mission.
5. Syllabus Design
syllabus. They facilitate comprehension, makes linguistic form more meaningful, serves as the best basis for teaching the skills area, address students’ needs,
motivate learner, allow for integration of the four skills, and allow for the use of authentic materials.
6. Bloom’s Taxonomy
According to Gronlund (1991) ”the taxonomy of educational objectives is
developed by committees under the direction of Bloom (1956) and Krathwohl (1964)” (p. 29). The taxonomy is divided into three main parts, the cognitive
domain, the affective domain, and the psychomotor domain. The cognitive domain emphasizes on the intellectual outcomes, the affective domain emphasizes on feeling and emotion, while the psychomotor domain emphasizes on motor skills. Bloom developed taxonomy for the cognitive domain. Kemp (1977: 25) argued that the taxonomy proceeds from simple knowledge to higher level of mental activity. They were divided into six levels, knowledge, comprehension, application, analysis, synthesis, and evaluation. Knowledge is the ability to memorize or repeat information presented earlier. Comprehension is the ability to interpret the information. Application is the ability to apply the information to new situation. Analysis is the ability to divide complex knowledge into separate parts while synthesis is the ability to bring together separate element of knowledge to form new pattern. Evaluation is the ability to make judgment based on the knowledge or given criteria.
B. Theoretical Framework
This section discusses the theories that were used to support the study on how to design a set of English instructional material based on Contextual Teaching and Learning method. Contextual Teaching Learning emphasizes that language skills and elements should be taught and used in the reality in which they are related and support each elements. Richard and Rodgers (2001: 208) argued that designing a set of integrated language learning, themes, and topics will become a good basis for developing the instruction. Consequently, learning activities should cover the whole principle of language learning and connect the content they are studying to the life context in which that content can also be applied. In Contextual teaching and Learning, the given contexts within the learning process should enhance the students to apply the seven components of Contextual Teaching and Learning while they are calling the prior experience to support the learning process.
teaching learning activities, and evaluating. The relation between the researcher’s theoretical framework steps adapted from Kemp’s model and seven components of CTL is presented in figure 2.2.
Continuing to the next step
Underlying components in selecting learning activities
Figure 2.2: Kemp’s Adapted Model and CTL Components Correlation Learners’ Charactristics
Evaluation
Teaching Learning Activities Support Services
Goals, Topics, and General Purposes
Learning Objectives
Subject Content
Constructivism
Inquiry
Questioning
Learning Communities
Modeling
Reflection
Authenticity Assessment
Kemp’s Adapted Model CTL Components
The bold arrows in Kemp’s adapted model scheme showed the systematic steps used in designing a set of English instructional materials for Caterpillar Class in Domby Kids’ Hope. Meanwhile, the thin lines showed the components of CTL that should be covered in teaching-learning activities. The researcher modified Kemp’s circle scheme into vertical scheme in order to clarify the steps in
designing the instructional materials. The following are explanations of steps that conducted by the researcher in designing the English instructional materials for Caterpillar Class in Domby Kids’ Hope.
1. Learners’ Characteristics
Before designing instructional materials, it is important to consider the learners’ characteristics including the learners’ academic factors, social factors,
and learning style through observation, interview, and questionnaire. The information about learners’ characteristics enables the researcher to figure out the learners’ needs, interests, and wants.
2. Support Services
The researcher conducts observation and interview to find out facilities that support the learning activities.
3. Goals, Topics, and General Purposes
program and the sequence basic for the instruction to achieve the learning objectives.
4. Learning Objectives
In this step, the learning objectives are stated in term of activities that will promote the learning process in order to motivate the students to be actively involved in the learning process. The researcher has to decide what the learners are able to do or say when they understand the materials. The researcher uses Bloom’s taxonomy in specifying the level of difficulty in learning objectives.
5. Subject Content
In this step, the researcher lists the subject contents that will comprise. The subject contents should involve students’ experience as well as the objectives and
the students’ needs.
6. Teaching Learning Activities
Regarding the learners characteristics, the available facilities, list of the topics, the general purposes, the learning objectives, and the subject contents, the researcher determined the most appropriate materials for students of Caterpillar Class in Domby Kids’ Hope. Since the implementation of CTL emphasizes more on experiences to create meaning, then the development of the materials are set from simple and concrete level. Those activities include video and audiovisual resources, group and individual learning, role play, game, etc.
7. Evaluation
and any phases of the plan that need to be improved. On the contrary, evaluation in the researcher’s term means evaluate the material design product.
In order to design valid, effective, and appropriate materials for Caterpillar Class in Domby Kids’ Hope, the researcher needs to conduct evaluation surveys. In evaluating the materials, the researcher distributed designed materials and questionnaires to experts and practitioners in order to gain feedback that useful for the materials validation. The feedback from the evaluation survey was used to improve and revise the designed materials.
8. Revision
In this phase, the researcher also adapted Kemp’s revision term. In Kemp’s term, the revision was made based on the evaluation of the phases and students’ learning accomplishment of objectives. On the other hand, revision in the researcher’s term only focused on the revision of the material design product
29 CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with the methodology used by the researcher for obtaining data needed in order to answer how a set of instructional material based on contextual teaching and learning for caterpillar class in Domby Kid’s Hope is developed and what a set of instructional material based on contextual teaching learning for caterpillar class in Domby Kid’s Hope looks like. This chapter is divided into six parts. They are research method, research participants, research instruments, data gathering, data analysis techniques, and research procedures.
A. Research Method
In this study, the researcher used Borg and Gall education research and development (R & D) and Kemp’s instructional design as the research methodology. Both R&D and Kemp’s instructional model were chosen to design a suitable English learning material because they share the same feature in its procedure. The researcher implemented the five steps in R&D as the guideline of the research. Meanwhile, the eight steps adapted from Kemp’s model as the main
procedure in the process of designing the materials.
data of the preliminary survey. Originally, there are ten steps of R&D cycle suggested by Borg and Gall to design an instructional design. In this research, the researcher modified the cycle into five steps. The steps were research and information collecting, planning, developing preliminary form of product, product validation by experts, and revision. These five steps already represented the required steps that should be taken to design and validate an educational product. The steps were explained as follows:
1. Research and Information Collecting
This step was conducted to collect some information related with the study. The data was gained by conducting informal interviews with Domby Kids’ Hope coordinators and Caterpillar teachers, and delivering questionnaires to Caterpillar students’ parents. This step involved the two of Kemp’s steps. They were identifying the learner characteristics and considering the support services. 2. Planning
In this study, planning involved the three other steps of Kemp’s model.
They were formulating goals, topics, & general purposes, specifying learning objectives, and organizing subject content. Those aspects applied to develop suitable materials based on the research and information collecting stated before. 3. Development of Preliminary Form Product
Regarding the data gained in the information collecting step, the researcher selected the most suitable learning activities and resources to develop the materials into products. It involved the Kemp’s step namely, selecting teaching
young learner, the materials emphasize more on activities combining with learning.
4. Preliminary Field Testing
In this step, Kemp’s evaluating step was used. The materials were
evaluated based on the suggestion for the improvement of the product. The researcher used questionnaires to gain feedback including comments, criticism, and suggestions to improve the design material. The evaluations were gain from two tutors of Domby Kid’s Hope and an English lecturer of Sanata Dharma University.
5. Main Product Revision
In this step, the researcher used the feedback gained from product validation to evaluate the weakness and strength of the design material based on contextual teaching and learning. The suggestion for improvement obtained as recommended by the lecturers and teachers. Consequently, the data from the product validation would be used as the basis to obtain the final design material.
B. Research Setting
In conducting the research, the researcher selected Domby Kids’ Hope 1 at jl. Tutul no. 9A Papringan, Yogyakarta as the research setting. Considering the
effectiveness and the efficiency of time and budget to administer the process, the researcher selected the Organization for several reasons. First, Domby Kids’ Hope 1 is one of non-government organization who had concern to improve the quality
teaching-learning style in Domby Kids’ Hope 1 had some characteristics that meet the aim of the research. Third, as one of the tutor in Domby Kids’ Hope 1, the researcher had access to conduct the research.
C. Research participants
The researcher conducted two types of surveys. They were research and information collecting, and product validating. Hence, there were two categories of participants. In this study, the participants of the research were the coordinator of Domby Kid’s Hope, tutors of Domby kids’ hope, Caterpillar students’ parents and two lecturers of English Education Study Program in Sanata Dharma University. These participants described as follow.
1. Participants for Research and Information Collecting
Participants for research and information collecting were Caterpillar students and parents, English tutors and the coordinator of Domby Kids’ Hope. In this research, the researcher conducted an interview with English tutors of Domby Kid’s Hope who had experiences in teaching Caterpillar students. The interview
was conducted to find out the background study of the subject contents, the students’ characteristics, and the students’ background knowledge. Tutors were
chosen because they were considered as the best source in understanding condition and closely related to the teaching and learning process in Caterpillar Class in Domby Kids’ Hope.
coordinator who was expected to know in depth about the organization. The interview was conducted to find out situation and condition in Domby Kids’ Hope, general purposes and goals of Domby Kid’s Hope, and facilities in Domby Kid’s Hope that supported teaching and learning activities.
Besides conducting interviews with tutors and coordinator of Domby Kids’ Hope 1, the researcher also distributed questionnaires to Caterpillar students’ parents. The questionnaires were distributed to find out students’ background, parents’ reasons, goals, and expectation enroll their children into Domby Kids’
Hope. The result of the questionnaires was used to design appropriate materials
for Catepilar Class of Domby Kids’ Hope 1. 2. Participants for Preliminary Field Testing
D. Research Instruments
In order to get data in research and development, the researcher used four kinds of data instruments. They were observation, questionnaires, informal interviews, and document analysis. The data gained from those instruments gave valuable contribution in creating and revising the design material.
1. Instruments in Research and Information Collecting
The researcher employed three kinds of instruments to carry out the required research for this design. They were observation, interview, and questionnaire.
a) Observation
The first instrument for research and information collecting was observation. The observation was conducted in Caterpillar Class in Domby Kids’ Hope. Since there were two classes of Caterpillar class, then the observation was conducted twice. The researcher observed the learners’ learning style, attitude and behaviors toward English during the class to understand the learners’ characteristics. By observing, the researcher could also see how the tutors carried out the teaching and learning activities.
b) Interview
responses is limited and relevant responses can be specified. On the other hand, open-ended questions are used when the range of answer is unlimited or unpredictable (Ary et al, 1979: 389). In this study, the researcher used open-ended question in order to explore more detailed answer as the basic for developing the design material.
In this study, the interview was conducted to coordinator and English tutors of Domby Kid’s Hope. The aim of this interview was to get information about facilities, methods, strategies, approach, learners’ characteristics, difficulties and problems in teaching-learning process, and expectations of coordinator and English tutors in Domby Kids’ Hope. The researcher used informal interview to create a convenient atmosphere so that the interviewee could feel comfortable and give more detailed information while the writer documenting the information using recorded devices.
c) Questionnaire
response or force-choice items in which the participants select one or more responses related with their opinions.
In this study, the researcher combined those two types of questionnaire, open questionnaire and closed questionnaire. These questionnaires were written in Bahasa Indonesia and given in order to obtain information about the students’ family background and parents’ expectation.
2. Instruments for Preliminary Field Testing
The researcher employed two kinds of instruments to carry out the required preliminary field testing for this design. They were questionnaire and document.
a) Questionnaire
In this step, the researcher distributed a questionnaire along with the designed materials to gain opinions, suggestions, and recommendation for the designed materials. The researcher used open-ended question in this questionnaire to gain authentic, richness, honesty, and depth of responses to the designed materials.
b) Document Analysis
In this step, the researcher distributed designed materials to the experts and practitioners. The designed materials were completed with syllabus and audio/video. They could give their comments and suggestion on the designed materials freely using their own words.
coordinator interview guide, questionnaire for parents, and materials validation instruments in form of questionnaires for the tutor and lecturer.
The raw data of the research and information collecting and materials validation can be seen in appendix C to F.
E. Data Gathering Technique
In this study, the researcher gathered the data during the research and information collecting and during the preliminary field testing. In order to gain information for the review of literature, the researcher read and studied various theories related to the research from books and internet. The informations were about the theories of instructional design, young language learner, teaching English for young learner, and Contextual Teaching Learning.
There were several instruments used in this study. They were (1) observation, (2) questionnaire, (3) interview, and (4) document. In the research and information collecting, the researcher conducted observation, interview, and questionnaire. First, the researcher observed two classes of Caterpillar students in Domby Kids’ Hope. While doing the observation, the researcher took note some
In preliminary field testing, the researcher distributed the questionnaire and designed materials to two English tutors in Domby Kids’ Hope and two English lecturers of Sanata Dharma University. The purpose of distributing the questionnaire was to obtain feedbacks, suggestions, and revisions about the designed material. The result of the preliminary field test would be used to make final improvement of the designed materials.
F. Data Analysis Technique
In this study, the data were analyzed into two parts, research and information collecting, and preliminary field testing. In research and information collecting, the analyzed data were used as the basis for creating the design materials. On the other hand, preliminary field testing was used for developing and revising the design material.
1. Data Analysis Technique in Research and Information Collecting
teaching and learning method. In this phase, the data from the interview were analyzed descriptively into paragraphs.
In this research, the researcher also distributed a questionnaire to the parents of Caterpillar students. The questionnaires distributed to the parents of Caterpillar students were in the form of open and close questionnaires. The data from the questionnaire were calculated as follows:
Note:
N : The number of respondents who choose certain answer ∑ : the total number of respondents
After the data were calculated, the researcher analyzed the most chosen responses to be developed in the materials including the subject contents, goals, topic, and general purposes, objectives, and teaching-learning activities. The data from the interviews and questionnaire were used as the basis in developing the appropriate material for caterpillar class in Domby Kids’ Hope.
2. Data Analysis Technique in Preliminary Field Testing
Data gathered in preliminary field testing were collected from the questionnaires distributed to two tutors of Domby Kids’ Hope and two lecturers of Sanata Dharma University. The respondents’ educational background and teaching experiences were described in table 3.1.
Table 3.1. The Description of Product Validation Respondents Group of
Respondents
Sex Educational Background Teaching Experiences M F SMA D2 S1 S2 <1 1-2 3>5 >10 English Tutors
N
Group of Respondents
Sex Educational Background Teaching Experiences M F SMA D2 S1 S2 <1 1-2 3>5 >10 English
lecturers
In this research, the researcher distributed open questionnaire. The respondents’ statements including their opinion, suggestion, criticisms, and
recommendations were classified and summarized into paragraphs in order to revise the designed materials.
G. Research Procedure
In this research, the researcher employed R & D cycles as the research procedure and modified Kemp’s instructional design to develop the material. The
procedures were described as follow.
: Continuing to the next step : The subordinate stages
Figure 3.1. Researcher’s Steps in Designing Materials
1. Research and Information Collecting
a. Obtained permission from the coordinator of Domby Kids’ Hope to conduct the research in Domby Kids’ Hope.
b. Reviewed of related literature from books, previous thesis, and browsed internet.
c. Observed Caterpillar Class to obtain the learners’ characteristics, and the availability of support services.
d. Conducted informal interview with the Domby Kids’ Hope coordinator and English tutors, and distributed questionnaire to the parents of Caterpillar students.
e. Transcribed the result of the interview and questionnaire f. Analyzed the data
2. Planning
a. Determined the goals, topics, and general purposes for teaching each topic b. Stated the objectives
3. Developing Preliminary Form of Product
a. Designed the materials based on Contextual Teaching and Learning (CTL) approach for the Caterpillar class in Domby Kids’ Hope. In designing the material, researcher also considering teaching and learning activities.
4. Product Validation
a. Distributed questionnaires to two tutors of Domby Kids’ Hope and two English lecturers of Sanata Dharma University.
5. Revision
a. Revised and improved the designed material based on the data from product validation in order to make the final version of the design materials.
43 CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter consists of two main parts. The first part is the discussion of the designed materials aimed to answer the first question about how a set of English instructional materials for Caterpillar Class of Domby Kids’ Hope 1 based on Contextual Teaching and Learning method is designed. Meanwhile, the second part is the presentation of the designed material to answer the second question about what a set of English instructional materials for Caterpillar class of Domby Kids’ Hope 1 based on Contextual Teaching and Learning looks like.
A. Elaboration of the Steps
In the process of designing the materials, the researcher elaborated five steps of R & D cycle, namely (1) research and information collecting, (2) planning, (3) developing preliminary form of product, (4) product validation by expert and practitioner, and (5) revision.
1. Research and Information Collecting
In this step, the data were gained through observation, informal interviews with tutor and coordinator of Domby Kids’ Hope 1 and questionnaire from Caterpillar students’ parents. The purposes of the research and information collecting were to gather information about the learners’ characteristics and
Hope 1. The observations were done on October 26th, 2011 and October 29th, 2011. To clarify the result of the observation, the researcher interviewed a coordinator of Domby Kids’ Hope 1 and an English tutor of Caterpillar Class. In addition, questionnaires to Caterpillar students’ parents were distributed. The interviews were conducted on November 5th, 2011, while the questionnaires were distributed on November 12th, 2011. The result of research and information collecting were used as a consideration to design the materials.
a. Learners’ Characteristics
The learners’ characteristics are essential in developing materials. It
explained what the students needed and wanted in the materials. Therefore, researcher conducted an observation, semi-structured interviews with Domby Kids’ Hope 1 coordinator and Caterpillar Class tutor, and distributed
questionnaires to Caterpillar students’ parents in order to gain detail and authentic description about the learners.
1) The Result of Observation
The participants to be observed were twenty students of Caterpillar Class. The data were recorded in table 4.1.
Participants Sex Age (years) Education Background Caterpillar
Table 4.1. Data of Observation Participants
English course took place once a week and each meeting lasted for 1.5 hours, 75 minutes for learning activities and 15 minutes for break. Based on the observation, the researcher found that the students had a fairly high motivation to learn English. They liked to imitate the language even though they were more likely to use their mother tongue in the class. It was because the students felt more comfortable and confident in using their own vernacular. Based on the observation, the researcher also found that the tutor did not have adequate preparation to teach so that learning activities were not well organized. Lecturing is the major activity in the class. Such activity made students bored and turned their attention to other things such as chatting and playing with their friends. 2) The Result of Interview with Domby Kids’ Hope 1 Coordinator
after the children returned from school. This condition made the students difficult to pay attention to the tutor because they were tired. The coordinator suggested the designed materials provided interesting activities that relate to the students’ real life. It was believed that interesting and real life activities could motivate and help them to focus on the learning process.
3) The Result of Interview with Domby Kids’ Hope 1 tutor
The interview with the tutor of Domby Kids’ Hope 1 was conducted on November 5th, 2011. In the interview, tutor underlined that the students’ English proficiency was quite low. In general, they were in the very beginning level because most of them have not learned English. Therefore, encouraging them to speak in English was one of the most difficult problems. They felt more comfortable to speak in their own vernacular. The tutor added that although English was a new thing for them, but they were quite motivated in learning English. They liked to imitate the language and discuss it with their friends. Aware of these characteristics, tutors used audio-visual tools as the most effective media in teaching English. Unfortunately, although the tutor admitted that interesting and contextual activities could help the students to enjoy and understand the materials easily, tutor could not manage it. Lecturing was still dominated in teaching and learning activities. One of the problems was the availability of contextual materials.
4) The Result of Caterpillar Students’ Parent Questionnaire
