English instructional reading materials using contextual teaching and learning for the seventh grade students of Pangudi Luhur I Junior High School.

(1)

ABSTRACT

Kusumo, Galih. 2007. English Reading Instructional Materials Based on Contextual Teaching and Learning Approach for the seventh Grade Students of Pangudi Luhur I Junior High School Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

English as an international language has become one of the subjects learnt in Junior High School. There are four main skills developed in English. They are listening, speaking, reading, and writing. In order to master the four skills students need to study and enrich their knowledge. Studying and enriching knowledge can happen if someone reads many books. Thus, students need to be able to read well. The writer chooses Contextual Teaching and Learning (CTL) to develop the reading skills. CTL is one of the most appropriate methods applied to teach reading since it facilitates the students to be active and learn English in natural context/real situation.

This study was conducted to design a set of reading instructional materials using Contextual Teaching and Learning (CTL) for the seventh grade of Pangudi Luhur I Junior High School Yogyakarta. The objectives of this study were to answer two questions which were stated in the problem formulation. The questions were (1) How is a set of reading instructional materials using Contextual Teaching and Learning for the seventh grade of Pangudi Luhur I Junior High School Yogyakarta designed? (2) What does the set of reading instructional materials using Contextual Teaching and Learning for the seventh grade of Pangudi Luhur I Junior High School Yogyakarta look like?

In this study, the writer adapted R&D cycle (Research and Development method) to answer the research question above. The writer employed five out of ten steps of R&D cycle. They were (1) Research and Information Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4) Product evaluation, and (5) Main Product Revision.

To answer the first question, the writer combined the models of instructional design from Kemp and Yalden. Those models are modified into eight steps, namely, (1) conducting needs survey, (2) determining competency standard, basic competence, and topics, (3) Determining indicators, (4) Listing subject content, (5), Designing the materials (6) selecting the teaching and learning activities, (7) evaluating, and (8) revising.

(2)

To answer the second question, the writer designed the final version of the designed materials after making some revisions based on the comments, evaluation, and suggestions from the respondents in the materials evaluation. The materials consist of eight parts. Each part consists of three sections. They are pre-reading, whilst pre-reading, and post reading.

(3)

ABSTRAK

Kusumo, Galih. 2007. English Reading Instructional Materials Based on Contextual Teaching and Learning Approach for the Seventh Grade Students of Pangudi Luhur I Junior High School Yogyakarta. Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Bahasa Inggris sebagai bahasa international telah menjadi salah satu mata pelajaran yang diajarkan di Sekolah Menengah Pertama (SMP). Terdapat empat kemampuan utama dalam Bahasa Inggris, yaitu listening, speaking, reading, writing. Untuk menguasai keempat kemampuan tersebut siswa perlu belajar dan mengembangkan pengetahuan mereka. Untuk belajar dan mengembangkan pengetahuan siswa perlu banyak membaca buku. Oleh karena itu, siswa harus memiliki kemampuan membaca yang baik. Penulis menggunakan pendekatan

Contextual Teaching and Learning (CTL) untuk mengembangkan kemampuan reading siswa.CTL merupakan metode yang paling tepat untuk diterapkan dalam mengajarreading karena metode ini memfasilitasi siswa untuk menjadi aktif dan mempelajari bahasa Inggris dalam konteks/situasi yang nyata.

Studi ini dilaksanakan untuk merancang seperangkat materi reading

dengan menggunakan metode Contexual Teaching and Learning untuk siswa kelas satu SMP Pangudi Luhur I Yogyakarta. Tujuan dari studi ini adalah untuk menjawab dua (2) pertanyaan yang ada dalam “problem formulation”. Pertanyaan-pertanyaan tersebut adalah (1) Bagaimana seperangkat materi pembelajaran membaca dengan menggunakan metode Contextual Teaching and Learning dirancang? (2) Bagaimanakah bentuk dari seperangkat materi reading dengan menggunakan metodeContextual Teaching and Learningtersebut?

Dalam studi ini penulis mengadaptasi metode lingkaran R&D (Research and Development) untuk menjawab pertantanyaan penelitian di atas. Penulis menerapkan lima dari sepuluh langkah dalam metode R&D. Langkah-langkah tersebut adalah (1) Mengumpulkan penelitian dan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal dari produk, (4) Evaluasi produk, dan (5) Perbaikan utama produk.

Untuk menjawab pertanyaan pertama, penulis menggabungkan model pengajaran dari Kemp dan Yalden. Model-model tersebut kemudian dimodifikasi menjadi delapan (8) langkah yaitu, 1) Mengadakan survey untuk menganalisis kebutuhan siswa, (2) Menentukan dan menetapkan standar kompetensi, kompetensi dasar dan topik-topik, (3) Menetapkan indikator, (4) Merinci isi materi, (5) Merancang materi, (6) Memilih kegiatan pembelajaran dan sumbernya, (7) Mengevaluasi materi, dan (8) Memperbaiki materi.

(4)

diterima dan digunakan untuk mengajarkan reading pada siswa kelas satu SMP Pangudi Luhur I Yogyakarta.

Untuk menjawab pertanyaan yang kedua, penulis menyajikan versi akhir dari materi yang dirancang setelah melalui beberapa revisi berdasarkan dari pendapat, komentar, dan saran dari responden dalam langkah mengevaluasi materi. Material yang didisain terdiri delapan (8) unit. Setiap unit terdiri dari tiga bagian, yaitupre-reading, whilst reading, and post reading.

(5)

ENGLISH READING INSTRUCTIONAL MATERIALS

BASED ON CONTEXTUAL TEACHING AND LEARNING APPROACH FOR THE SEVENTH GRADE STUDENTS OF PANGUDI LUHUR I

JUNIOR HIGH SCHOOL YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

By: Galih Kusumo

Student Number: 02 1214 095

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

(6)

A Thesis on

ENGLISH READING INSTRUCTIONAL MATERIALS

By Galih Kusumo

Student Number: 021214095

Approved by:

Major sponsor

C. Tutyandari, S.Pd., M.Pd. August 18, 2007

Co-sponsor

(7)

A Thesis On

ENGLISH READING INSTRUCTIONAL MATERIALS

By Galih Kusumo

Student Number: 021214095

Defended before the Board of Examiners on August 27, 2007

and Declared Acceptable

Board of Examiners

Chairperson Ag. Hardi Prasetyo, S.Pd., M.A. ... Secretary Drs. P.G. Purba, M.Pd. ...

Members C. Tutyandari, S.Pd., M.Pd. ………..

Christina Kristiyani, S.Pd., M.Pd. ……….. F.X. OudaTeda Ena, S.Pd., M.Pd. ...

Yogyakarta, August 27, 2007

Faculty of Teachers Training and Education Sanata Dharma Univeristy

Dean,

(8)

It’s just your doubts that bind you,

just drop those thought behind

By All American Reject

(9)

STATEMENT OF WORK ORIGINALITY

I honestly declare that this thesis which I wrote does not contain the works or part of the works of other people, except those cited in the quotations and bibliography, as a scientific paper should.

Yogyakarta, August 18, 2007 The writer,

(10)

ACKNOWLEDGEMENTS

First and foremost, I would like to thank my almighty Lord Jesus Christ for being always at my side during my life and never leaving me even for a second. He gives me light when I am in the dark; He gives direction when I am lost; and He encourages me when I stop hoping. His love helps me to finish this thesis and to obtain my“Sarjana Pedidikan Degree”.

My deep gratitude goes to C. Tutyandari, S.Pd., M.Pd., my major sponsor, for her patience, support, encouragement, guidance and contribution of

ideas in helping me finish my thesis. At the same time, my gratitude goes to

Christina Kristiyani S.Pd. M.Pd. my co-sponsor, for her guidance, criticisms, and suggestions even when she is busy.

My deep thankfulness goes to Sr. Maureen who has spent her precious time reading and correcting my thesis. I owe her much for her patience, kindness,

and advice when I faced some problems during the time I finished my thesis.

I would like to thank Drs. J. B. Gunawan, M.A., my academic sponsor, for his guidance during the semester I passed in the PBI study program. I also

would like to thank all PBI lecturers, especiallyDian Fransiska Maharani, S.Pd. and Dr. Antonius Herujiyanto for their willingness to be my respondents. Furthermore, I thank them all for teaching and giving me useful knowledge so that

I can be a better person. Besides, I thank the secretariat staff, mbak _Tari _and mbak_Dani_{for helping and giving information that I need for my study.}

(11)

Junior High School for their cooperation and giving me suggestions and evaluation for my design. I would also like to thank theseventh grade students of Pangudi Luhur I Junior High School for spending their time filling in the questionnaire for my needs survey.

My deepest and sincerest gratefulness goes to my lovely parents, my mom Dra. Tri Subekti,my fatherDrs. Puji Purnomo. M.Si. They have not been tired to encourage me in every condition. They are spirit and light to finish my study soon. I sincerely express my special thank to my brother,Wahyu Pramudita,and my girlfriend, Wieda who always supports me and helps me when I have a problem. The happiness, sadness, and problem we had faced brought us to be more understanding and mature.

My gratitude is extended to all my friends in the PBI students especially Wawan, Udjo, Dedi, Christian, Gede (jix), Dany, Ook, Mawar, Cecil, Cicil, Ila, Ari, Echi, Shasha, Miko, Vivin, Ita, Haryana, Rendi, Gaby, Tomo, Timur, and other friends that I cannot mention one by one. I will never forget their contribution in improving the quality of my life. I hope our friendship will be everlasting.

(12)

LIST OF FIGURES

Page

Figure 2.1 Materials Development Model ... 21

Figure 2.2 Kemp’s Instructional Design Model ... 24

Figure 2.3 Yalden’s Instructional Design Model ... 26

(18)

LIST OF TABLES

Page

Table 3.1. The Description of Product Evaluation Respondents ... 36

Table 3.2. The Format of the Presentation of Product Evaluation Results ... 42

Table 4.1. The Results of the Questionnaire for Students ... 47

Table 4.2. The Basic Competencies ... 51

Table 4.3. The Indicators ... 52

Table 4.4. The Results of the Evaluation Questionnaires ... 56

(19)

ABSTRACT

Kusumo, Galih. 2007. English Reading Instructional Materials Based on Contextual Teaching and Learning Approach for the seventh Grade Students of Pangudi Luhur I Junior High School Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

English as an international language has become one of the subjects learnt in Junior High School. There are four main skills developed in English. They are listening, speaking, reading, and writing. In order to master the four skills students need to study and enrich their knowledge. Studying and enriching knowledge can happen if someone reads many books. Thus, students need to be able to read well. The writer chooses Contextual Teaching and Learning (CTL) to develop the reading skills. CTL is one of the most appropriate methods applied to teach reading since it facilitates the students to be active and learn English in natural context/real situation.

This study was conducted to design a set of reading instructional materials using Contextual Teaching and Learning (CTL) for the seventh grade of Pangudi Luhur I Junior High School Yogyakarta. The objectives of this study were to answer two questions which were stated in the problem formulation. The questions were (1) How is a set of reading instructional materials using Contextual Teaching and Learning for the seventh grade of Pangudi Luhur I Junior High School Yogyakarta designed? (2) What does the set of reading instructional materials using Contextual Teaching and Learning for the seventh grade of Pangudi Luhur I Junior High School Yogyakarta look like?

In this study, the writer adapted R&D cycle (Research and Development method) to answer the research question above. The writer employed five out of ten steps of R&D cycle. They were (1) Research and Information Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4) Product evaluation, and (5) Main Product Revision.

To answer the first question, the writer combined the models of instructional design from Kemp and Yalden. Those models are modified into eight steps, namely, (1) conducting needs survey, (2) determining competency standard, basic competence, and topics, (3) Determining indicators, (4) Listing subject content, (5), Designing the materials (6) selecting the teaching and learning activities, (7) evaluating, and (8) revising.

(20)

To answer the second question, the writer designed the final version of the designed materials after making some revisions based on the comments, evaluation, and suggestions from the respondents in the materials evaluation. The materials consist of eight parts. Each part consists of three sections. They are pre-reading, whilst pre-reading, and post reading.

(21)

ABSTRAK

Kusumo, Galih. 2007. English Reading Instructional Materials Based on Contextual Teaching and Learning Approach for the Seventh Grade Students of Pangudi Luhur I Junior High School Yogyakarta. Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Bahasa Inggris sebagai bahasa international telah menjadi salah satu mata pelajaran yang diajarkan di Sekolah Menengah Pertama (SMP). Terdapat empat kemampuan utama dalam Bahasa Inggris, yaitu listening, speaking, reading, writing. Untuk menguasai keempat kemampuan tersebut siswa perlu belajar dan mengembangkan pengetahuan mereka. Untuk belajar dan mengembangkan pengetahuan siswa perlu banyak membaca buku. Oleh karena itu, siswa harus memiliki kemampuan membaca yang baik. Penulis menggunakan pendekatan

Contextual Teaching and Learning (CTL) untuk mengembangkan kemampuan reading siswa.CTL merupakan metode yang paling tepat untuk diterapkan dalam mengajarreading karena metode ini memfasilitasi siswa untuk menjadi aktif dan mempelajari bahasa Inggris dalam konteks/situasi yang nyata.

Studi ini dilaksanakan untuk merancang seperangkat materi reading

dengan menggunakan metode Contexual Teaching and Learning untuk siswa kelas satu SMP Pangudi Luhur I Yogyakarta. Tujuan dari studi ini adalah untuk menjawab dua (2) pertanyaan yang ada dalam “problem formulation”. Pertanyaan-pertanyaan tersebut adalah (1) Bagaimana seperangkat materi pembelajaran membaca dengan menggunakan metode Contextual Teaching and Learning dirancang? (2) Bagaimanakah bentuk dari seperangkat materi reading dengan menggunakan metodeContextual Teaching and Learningtersebut?

Dalam studi ini penulis mengadaptasi metode lingkaran R&D (Research and Development) untuk menjawab pertantanyaan penelitian di atas. Penulis menerapkan lima dari sepuluh langkah dalam metode R&D. Langkah-langkah tersebut adalah (1) Mengumpulkan penelitian dan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal dari produk, (4) Evaluasi produk, dan (5) Perbaikan utama produk.

Untuk menjawab pertanyaan pertama, penulis menggabungkan model pengajaran dari Kemp dan Yalden. Model-model tersebut kemudian dimodifikasi menjadi delapan (8) langkah yaitu, 1) Mengadakan survey untuk menganalisis kebutuhan siswa, (2) Menentukan dan menetapkan standar kompetensi, kompetensi dasar dan topik-topik, (3) Menetapkan indikator, (4) Merinci isi materi, (5) Merancang materi, (6) Memilih kegiatan pembelajaran dan sumbernya, (7) Mengevaluasi materi, dan (8) Memperbaiki materi.

(22)

diterima dan digunakan untuk mengajarkan reading pada siswa kelas satu SMP Pangudi Luhur I Yogyakarta.

Untuk menjawab pertanyaan yang kedua, penulis menyajikan versi akhir dari materi yang dirancang setelah melalui beberapa revisi berdasarkan dari pendapat, komentar, dan saran dari responden dalam langkah mengevaluasi materi. Material yang didisain terdiri delapan (8) unit. Setiap unit terdiri dari tiga bagian, yaitupre-reading, whilst reading, and post reading.

(23)

1

CHAPTER I

INTRODUCTION

This chapter covers six important parts of the thesis: background of the

study, problem identification, problem limitation, problem formulation, objectives

of the study, benefits of the study, and definition of terms.

A. BACKGROUND OF THE STUDY

Nowadays, English is a very important device in communication. English

language is usually found in many places such as in guidebooks, newspapers, and

novels. This happens because English has become an international language. It

means that most countries use English as the first or second language in

communication. Consequently, this reason makes people try to be competent in

English. Some countries have considered that English becomes an important

language. Indonesia is one of them. Most schools in Indonesia have included

English as one of the compulsory subjects to develop students’ knowledge.

Proficiency of English can be achieved by mastering four language skills;

namely speaking, reading, listening, and writing. In order to master the four skills

students need to study and enrich their knowledge. Studying and enriching

knowledge can happen if someone reads many books. Therefore, students need to

(24)

ideas. Looking at this fact, reading can be considered as a skill that is important to

be mastered.

Reading will be easier for the reader if the language which is used in the

text uses the language of the reader. If people read in the texts which use their

language, it will be easier for them because they know the structure and meaning

of the language. On the other hand, people who read a book in a foreign language

will consider reading as a difficult activity because the language has different

structure and meaning from their own or native language. As the result, peoples’

interest in reading will decrease.

It is not easy to teach English to the students especially for those in the

Junior High School. Teachers should be more creative and attractive in adapting

texts and making them simple and interesting for the students. The teachers

sometimes take the texts directly from magazines or newspapers directly.

Actually, it is not bad but sometimes some of the vocabulary in those texts is not

appropriate for the students or too difficult for the students especially in the

beginner level. It makes reading considered as a boring subject because they could

not understand the texts and become disinterested to practices reading. Whereas,

reading is one of the important skills to be mastered for the students in the junior

high school.

It is not easy to be a junior high school teacher because the characteristics

(25)

high school are needed to support their learning (1953: 31). Therefore, a teacher

should be able to make the situation in the class interesting by providing new and

interesting materials.

Concerning the importance of reading at the Junior high school, a good

program for reading is needed. A good program must be supported by innovative

strategies. Unfortunately, teachers sometimes forget that teaching children is

totally different from teaching adults (Partee, 2006). Some schools still use

traditional methods in their classes. Traditional methods mean that the learning is

focused on the teacher. It makes lecturing become the main strategy in class. This

method makes the study oriented on “memorization” It only makes the students

"memorize" the knowledge for a short time. Study will be meaningful if children

“experience” what they have learnt.

Nowadays, there is a method that has become an issue in education. The

method is called Contextual Teaching and Learning (CTL). Unfortunately,there is

no good understanding from the teacher about this method. Contextual Teaching

and Learning (CTL) is a learning concept which helps the teachers to relate the

materials which are taught in the class (theory) to the situation in the students’ real

world. Using this approach the students’ learning will be meaningful for them.

The process of study is conducted naturally in the form of students’ work and

experience, not by transferring knowledge from teacher to the students. Some of

(26)

must be memorized. It makes the teacher become the main source in class. It will

make speech uses more often and the students become passive. By using CTL in

class, the teacher can overcome that problem. CTL will encourage the students to

be more active in class.

Based on the reasons above, the writer designed a set of instructional materials which focuses on reading skill, using Contextual Teaching and Learning approach to support the teaching learning process.

B. PROBLEM IDENTIFICATION

A teacher is a person who is responsible for teaching learning process and plays an important role in the class. Therefore, the teacher has a responsibility for creating elements such as materials, and strategies to deliver the materials to the students that are needed to make the teaching learning process succeed. For the teacher, teaching sometimes can be difficult for him/her. “Creating and applying certain techniques must be done by teachers with certain considerations to achieve the purpose” (Richard & Rodgers 1996:15).

The materials made by the teacher must enable students to use language in

their daily life. The teacher should prepare all the materials well, so they can be

used to help the students increase their skill especially in reading.

C. PROBLEM LIMITATION

(27)

and Learning that can make a language teaching and learning activities to be communicative and interesting.

D. PROBLEM FORMULATION

Considering the previous explanation about the background and scope of the study, the problems of the study are formulated as follows:

1. How is a set of English instructional reading materials using Contextual Teaching and Learning for the seventh grade students of Pangudi Luhur I Junior High School designed?

2. What does the designed set of English reading materials using Contextual Teaching and Learning for the first grade students of Pangudi Luhur I Junior High School look like?

E. OBJECTIVES OF THE STUDY The objectives of this study are:

1. To find out how a set of English reading materials using Contextual Teaching

and Learning for the seventh grade students of Pangudi Luhur I Junior High

school is designed.

2. To find out what the designed set of English reading instructional materials using Contextual Teaching and Learning for the seventh grade students of Pangudi Luhur I Junior High School looks like.

(28)

1. The Junior High School Teachers.

The teachers are expected to be confident and have no difficulties in teaching English using Contextual Teaching and Learning anymore after learning from the design of this study.

2. Students

Students usually become easily bored and have difficulty since they only have to memorize the lesson without applying it in real life. It can raise students’ boredom and difficulty. Hopefully, this designed material can increase their motivation to learn English.

3. Other Researchers

Hopefully, the result of this study can provide helpful information and give stimulus for further study. Hence, better and more various reading materials using Contextual Teaching and Learning (CTL) approach will be found.

G. DEFINITION OF TERMS

There are some definitions that the writer had to clarify in order to make the study understandable, the terms are as follows:

1. Design

Design is defined as, “plan to guide education activity in the target situation” (Houle, 1978: 203). In this study, designing means an activity of making some strategies, materials, and teaching-learning activities in the target language. 2. Reading

(29)

3. Contextual Teaching and Learning

Contextual Teaching and Learning (CTL) helps us relate subject matter content to real world situations and motivate students to make connections between knowledge and its applications to their lives, family members, citizens, and workers and engage in the hard work that learning requires (Johnson. 2002: 23). In this study, CTL is a strategy which can help students make connection between language which they have learned and its application.

4. Junior High School Students

(30)

8

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter the writer discusses some theories that are relevant in designing reading materials using Contextual Teaching and Learning (CTL) for the seventh grade of Pangudi Luhur I Junior High School Yogyakarta. This chapter is divided into two major parts. In the first part, the writer discusses the theoretical description and in the second part, the writer explains the theoretical framework.

A. THEORETICAL DESCRIPTION 1. Reading

a. The Nature of Reading

Goodman (1976) and Smith (1978) as cited by Vacca (1981: 2) proposed that reading is an “active process of deriving meaning”. It means that when

reading the texts readers try to understand the author’s message by interacting

with the text. A reader is a user of language whose task it is to make sense out of what she or he reads. Another view about reading comes from Karlin (1980: 7).

He says that reading is the reconstruction of the ideas of others. It shows us about comprehensive processes in someone’s mind while he/she is reading. He/she

receives thoughts and ideas that are conveyed through written expression.

(31)

the writer’s message. From the definition above, the writer concludes that reading

is an active thinking process of the written and printed symbol to build the meaningful interpretation from the writer’s message.

b. Teaching Reading Skill

According to Hughes (1989) there are two sub-skills of reading comprehension. They are macro skill and micro skill. The term “macro skill” refers to understanding the general ideas in the text (e.g., information, gist, argument) while “micro skill” refers to recognizing and interpreting the linguistic features of the text (e.g., referents, word meanings, discourse indicators). In this study, the writer uses micro skill to design the materials.

According to Pearson and Fielding’s generative learning quoted by

Urquhart and Weir (1988:183) there are three phases that are used in teaching

reading. They are pre-reading activities, whilst reading activities, and post reading

activities. Each phase will be further explained as follows:

1) Pre-reading activities

This phase is important. It is to activate student’s knowledge about the text

and motivate student so they will have interest in reading. The basic principles for

pre-reading activities are:

a) Teaching vocabulary

(32)

74), vocabulary should be taught in context to effectively guess the meaning of less frequently used vocabulary.

b) Providing essential background information

Adequate preparation for reading a piece of text includes helping students either recall or acquire information necessary for comprehending the text. c) Establishing purpose for reading

Purposes in reading will help the students focus their attention on what to look for as they read and help them to connect their knowledge with new information. The students sometimes are not ready to establish their own reason for reading. Therefore, the teacher must try to encourage them so they will have good reading habits.

d) Motivating students to be able to do the reading

The teacher must try to raise and develop interest of student to reading texts. This is important for the students. Students who have lack of motivation in reading will not be able to achieve all that is needed in reading.

2) Whilst Reading Activities

The activities, in whilst reading, are the activities to lead the students to

understand the content of the reading passage. The activities are as follows:

a) Skimming

It helps the students to gain general ideas of the material by reading the texts quickly and selectively.

b) Scanning

(33)

c) Reading for explicitly stated main ideas

It helps the student to find the main idea which is stated explicitly. d) Reading for implicitly stated main ideas

It helps the students to find the main idea which is stated implicitly. e) Reading for details

This activity asked the students to find detailed information from the text. f) Reading between lines

This activity is done by reading each line of the text. It will help the students to have better understanding on how to draw an inference.

g) Deducing meaning from context

This activity requires the students to discover the meaning of a great number of unfamiliar words from the texts.

3) Post Reading Activities

Questions of evaluation and personal responses are also seen as the

important things in post reading activities, relating the text to the outside world.

This activity can be done in an oral or a written way.

c. Reading techniques

Reading technique plays an important role in understanding reading

material (Kustaryo 1988: 3). Reading techniques help the students to be able to

read efficiently. After finding out the purpose or what the students expect to gain

from their reading, students should select the technique that is appropriate. There

are some techniques that can be used by students to achieve their purpose. The

(34)

1) Skimming

Skimming is a reading technique that involves students looking through the text rapidly for the general meaning of an article (Thomas, 2002: 28). It is used by the reader to find the idea of what the author is saying in the text without many details. It can be done by knowing the key word which can be the topic, the descriptive adjective, the abstract noun or the functions word. If the reader wants to be able to do skimming, he/she has to understand the organized text, become aware of the main point in a paragraph, and be able to assume the main ideas of a text.

2) Scanning

Scanning is a reading strategy whose purpose is to find specific information from a text. In this technique the readers search for particular specific information that is needed in order to be able to locate the information. The reader has to know information that he/she wants to search, the place to find the information and the way the reader can identify the information at the time he/she sees the information to be able to do scanning. 3) Reading with comprehension

In reading with comprehension, the reader is supposed to be able to

understand everything which has been read. Students need not only skills of

comprehension but also the reader’s experiences and knowledge in this

technique. To be able to do this technique, the reader should understand the

vocabulary, see the relationship among words and concepts, organize ideas,

(35)

2. Contextual Teaching and Learning

a. The Definition of Contextual Teaching and Learning (CTL)

Contextual Teaching and learning (CTL) is a concept that helps teachers relate the material which is taught to real world situations and motivates students to make connections between knowledge and its applications to their daily life. They do this by using seven main components of study, namely constructivism, questioning, inquiry, learning community, modeling, reflection, and authentic assessment (www.dikdasmen.org). By using this concept it is hoped that the result of the study will be meaningful for students. The teaching learning process happens naturally in the form of students work and activities not just by transferring from teacher to students. Therefore, teachers have to provide a context which is meaningful for content (Purnomo, et al, 2007: 49).

In contextual class, the teacher becomes the facilitator and helps the

students achieve their learning goals. Thus, the teacher should think that the

teaching strategy is more important than giving information.

b. The Importance of Contextual Teaching and Learning

Most of our education is still dominated by a view that knowledge is a set

of fact which must be memorized. As a result, the teaching learning process

focuses on the teacher as the main source of knowledge. Therefore, lecturing

becomes the main strategy to teach. Therefore, a new strategy which can make the

students more active is needed. The strategy not only makes the students

memorize a set of facts but also encourages students to construct knowledge in

(36)

Based on the fact above, CTL which emphasizes on constructivism in the

teaching learning process can be promoted as an alternative strategy to make the

students active and encourage the students to construct the knowledge.

c. Basic Principles of Contextual Teaching and Learning

According to Purnomo et al.(2007: 50) there are some principles that must

be applied to make teaching learning process using CTL a success. They are

Problem based learning, authentic instruction, inquiry based learning, project

based learning. The principles will be explained as follows:

1) Problem Based learning

This principle engages learners in problem solving investigations. The students must be able to use information which is available and think critically to solve problems in the real world.

2) Authentic Instruction

Authentic instruction is a contextual approach which is meaningful, for example learning how to sing by singing a song, learning how to sell by selling something, etc.

3) Inquiry Based Learning

Inquiry based learning creates study as an activity to ask ourselves and find the answer by ourselves. The students are encouraged to find the answer by asking themselves.

4) Project Based Learning

According toProject-based Learning(2001) Project based learning focuses

(37)

problem solving investigations and other meaningful tasks allowing students

to work autonomously to construct their own learning and culminates in

realistic project. This principle engages students to involve their mental,

physics, nerve, sense and social skill.

5) Work Based Learning

This principle integrated workplace or workplace-like activities and classroom

content (Smith, 2001). Work gives an opportunity to students not only to

know someone’s experience but also experience something different.

6) Service Learning

Emotion of the students is important to be recognized in the teaching

learning process. Emotion determines the process and the result of study.

Positive feeling of student which emerges in the teaching learning process will

accelerate the study.

7) Cooperative Learning

Cooperative learning organizes instruction using small learning groups in which students work together to achieve learning goals (Holubes, 2001). Learning together will be better than learning individually. Each student can encourage the other students to learn better. If a student does not understand the lesson, other students can help him.

d. The Application of Contextual Teaching and Learning in Class

(38)

1) Constructivism

Constructivism is the philosophy of CTL approach. Constructivism considers that knowledge is not a set of facts, concepts which are ready to be obtained and remembered. Someone has to construct the knowledge and give meaning through real activity (Sungkowo, 2003). In constructivism, knowledge cannot be transferred directly from one person to another person such as teacher to students. Each person should try to interpret the knowledge by himself. Knowledge is not something that can be required instantly. Therefore, teachers have to give an opportunity for the students to study alone and be ready to become the source of information.

2) Inquiry

Knowledge and skills which are obtained by the students are not the result of

remembering a set of facts but the students must discover by themselves.

Learning is not only brain activities but also the relationship with other parts

of bodies. If the teacher only emphasizes brain activities, “sit down, not move

and be silent” approach will happen in class. There are some steps that are

used in inquiry. There are observation, hypothesis, data gathering, and

conclusion.

3) Questioning

Asking is considered an important part in inquiry based learning.

Someone’s knowledge always begins from “asking” for example before

knowing about English, student will ask “what is English?” Questioning can

(39)

the attention to unknown aspects. This activity is not difficult to be

implemented in class because it can be done between teacher with students,

students with teacher, students with students, and students with other people

who come into class. Discussion can be used to develop this activity.

4) Learning Community

Learning community suggests that the result of study is obtained through cooperation with someone else. Mejer (2002) said that cooperation in learning something is four times more effective in increasing the student’s achievement than learning by himself/herself. Learning communities need two requirements to make it a success:

a) The communication happens in two ways. b) There is no dominant person in communication. 5) Modeling

In teaching learning process, example from a model that can be imitated is needed. The model is not always the teacher. It can be any one such as, students, or someone outside the class.

6) Reflection

Reflection also becomes an important part in CTL. Reflection is the way of thinking about what has been learned or what is behind what has been learned. Reflection can also mean a response the activity, incident, or knowledge that has been gained.

7) Authentic assessment

Assessment is the process of collecting the data so that the teachers can see the

(40)

because it can be used to make sure that the teaching learning process was

done in a good way. Data which are compiled through assessment do not use

to find student’s study. The good teaching learning process should be

emphasized to help the student to learn “learning how to learn”. The

assessments emphasizing on the study process make the data that are compiled

be achieved through real activity. The data which are taken from outside and

inside the class is called authentic.

3. Curriculum

a. The 2006 Curriculum for Junior High School

The 2006 curriculum is the newest curriculum from the National Education Department that was issued in 2006. This curriculum is also used as a guide to teach English. If the 2006 curriculum is compared to the 2004 curriculum, it can be found that actually they are not very different.

b. The Nature of English Language Based on 2006 Curriculum

English is a means to communicate both in oral and written form.

Communicate is to comprehend and to express information, thought, feeling,

through language. The learners are expected to be able to develop science,

technology, and culture. In a heuristic meaning, communicative competence

means discourse competence that is the ability to understand and produce oral or

written texts which can be found in four skills (listening, speaking, reading, and

writing). These skills are used to perceive and create discourse in society life.

(41)

able to communicate and have discourse in English in certain literacy level

(Departemen Pendidikan Nasional,2006: 277).

Literary level consists of performative, functional, informational, and

epistemic. In performative level, people are able to read, write, listen, and speak

using symbols. In functional level, people are able to use language to fulfill their

daily needs such as reading newspaper, and manuals. In informational level,

people are able to access knowledge with their language ability while in epistemic

level people are able to express knowledge into the target language (Wells, 1987).

c. The Goals and Functions

English subject has goals and functions as follows:

1) Develop communicative competence in English both orally and written to

achieve functional literacy level.

2) Develop the awareness about the nature and importance of English to increase

the competitiveness of the nation in global society.

3) Develop the understanding of the learners about the relationship between

language and culture.

d. Scope of English Lesson Based On 2006 Curriculum

According to Departemen Pendidikan Nasional(2006: 278) there are

some scopes in English lesson based on 2006 curriculum. They are:

1) Discourse competency that is ability to create and produce oral or written text

which is involved in four skills (Listening, speaking, reading, and writing)

(42)

2) Ability to understand and produce not only many short functional texts and monologues but also essays in the form of procedure, descriptive, recount, narrative, and report.

3) Supporting competence, namely linguistic competence (using grammar, vocabulary, pronunciation, and writing), sociocultural competence (using formal expressions and grammar in every communication context), strategic competence (overcoming problems in many ways which appear through the process of communication so that the communication still takes place), and discourse competence (using discourse instrument).

4. Material Development

In designing the materials, the writer used the model proposed by Hutchinson and Waters. The purpose of this model is to provide coherent framework for the integration of the various aspects of learning and it provides enough room for creativity and variety to grow (Hutchinson and Waters, 1994: 108). There are four elements in the model. They are:

a. Input

It can be in form of sound recording, a text, diagram or any piece of communication data, depending on the needs defined in analysis.

b. Content Focus

Language is a means of conveying information and feeling about something. Therefore, to generate meaningful communication non-linguistic content should be exploited.

c. Language Focus

(43)

tasks and activities since the models’ aim is to enable students to use language.

d. Task

Materials should be developed to lead towards a communicative task in which learners use content and language knowledge they have built up through the unit.

The summary of the material development proposed by Hutchinson and Waters can be seen in the following figure:

Figure 2.1 Materials Development Model

In this model, task becomes the main focus of the unit. The model is a

vehicle helping the students to do the task. The language and content are drawn

from the input and are selected according to what the students will need to do the

task. It is obvious that the important feature of the model is to create coherence in

terms of both in language and content throughout the unit. This will provide

(44)

5. Instructional Design Models a. Kemp’s Model

This model is taken because the structure of the instructional design by Kemp can be applied in all education levels (elementary to colleges). The model can also be used to design a single unit of instructional material.

According to Kemp (1977: 8), a plan is designed to answer these three primary questions:

1. What must be learned? (objectives)

2. What procedures and resources will work best to reach the desired learning level? (activities and resources)

3. How will we know when the required learning has taken place? (evaluation) Kemp (1977: 8-9) offers eight elements in designing the program development. An interdependent is found among eight elements. Kemp’s model is a flexible process. It can move back and forth to the other steps. The steps are: Step 1 Goal, and then list topics, and general purpose.

In making instructional design, a designer should decide the goals of the system, select the topics to be taught by the teacher, and specify the general purposes of each topic. The goals can be obtained from society, students, and subject areas. When the designer selects the topics, he should arrange the topics into chronological order from simple levels to complex levels. The general purposes are made from the topics and explicitly express students’ expectation. Step 2 Learner Characteristics

(45)

Step 3 Learning Objectives

Specifying learning objectives is difficult but essential in making instructional design. In this step, teacher is concerned with learning as the outcome of instruction. Learning requires active efforts by the learner. Therefore, objectives should be measurable and unambiguous so that students are able to do objectives.

Step 4 Subject Content

Subject content must be closely related to the objectives and to the students’ need. The subject content includes the organization of the content and task analysis. In organization of the content, the designer prepares the outline of the information that will be taught. Meanwhile, in task analysis, the designer lists all procedural elements that will be taught.

Step 5 Pre-assessment

Pre-assessment is used to find the students’ background and present knowledge about the topic. Therefore, the students do not waste their time on things they already know. There are two kinds of pre-assessments’ tests. They are pre-requisite testing and pre-testing. The designer uses pre-requisite testing to find whether the students have already had a basic knowledge of the topic. In order to find which of the objectives the students have already mastered, the designer can use pre-testing.

Step 6 Teaching/Learning Activities Resources

In this step, teachers should determine the most effective methods to be

used in the teaching learning process and then select the materials to provide

(46)

Step 7 Support Services

The support services are budget, personnel, facilities,

equipment and schedules to carry out the instructional plan. If there is one

element that cannot be fulfilled, it will influence the other elements.

Step 8 Evaluation

Evaluation is the pay-off step in the instructional design plan-for both the

students and the teacher (Kemp, 1977: 91). The evaluation is conducted to find

whether the materials are successfully implemented.

The summary of the steps proposed by Kemp can be seen in the following figure:

Figure 2.2 Kemp’s Instructional Design Model

In Kemp, developing an instructional system is continuous process. Each

step in the diagram always requires revision. Therefore, the changes made in one Goal,

Topics, and General

Teaching Learning Activities resources Support Services

Learner Characteri

stic

Learning Objectives

Subject Content Pre

assessmen t Evaluation

(47)

element will influence other elements because they are interdependent.

Developing an instructional system Kemp’s model begins with the objective as a

starting point and evaluation as the end.

The writer considered that this model is appropriate for designing reading material. The model is more flexible to be applied and the material is selectively chosen based on the learners’ needs and interest.

B. Yalden’s Model

In Yalden’s model, the syllabus emphasizes the communicative function. This means that it is important to ensure that learners acquire the ability to communicate in a more appropriate way. According to Yalden (1987: 89), there are eight stages offered in language program development.

1) Needs Survey

The purpose of this step is to find the learners’ need and the objectives that are suitable for the learner.

2) Description of the Purpose

The information gathered from the first step was used to determine and to describe the purpose of the program.

3) Selection of Syllabus Types

In this step, a syllabus designer should choose a syllabus that will be used in the language program. The syllabus which is used is the functional syllabus. It means that objective of learning is described in terms of communicative function.

4) Production of Proto-syllabus

(48)

5) Production of Pedagogical Syllabus

According to Yalden, this step develops the teaching materials, the learning and testing approaches, testing sequence and decisions on testing instruments. 6) Development and Implementation of Classroom Procedure

The communicative syllabus has changed the teacher’s role. In class, the teacher should consider himself as a facilitator than a leader. Therefore, the teaching learning process should emphasize the learner’s activities rather than the teacher.

7) Evaluation

In this stage, the syllabus designer should assess all competence in a language

program. According to Yalden, evaluation describes three things: the learners,

the teaching, and overall design.

8) Recycling

Recycling is the last step in the process syllabus design. This step is done to

match the goals and students’ performance. If the goals and students’

performance do not match the syllabus, designer should revise the content,

materials, and teaching methodology.

(49)

B. THEORETICAL FRAMEWORK

This study focuses on designing a set of reading materials using Contextual Teaching and Learning (CTL) for the seventh grade students of Pangudi Luhur I Junior High School Yogyakarta. CTL is a concept that helps students relate the materials which are learnt to real world situations and motivates students to make connections between knowledge and its applications to their daily life. CTL which emphasizes on constructivism in the teaching learning process can be promoted as an alternative strategy to create better learning process.

In developing the materials the writer used the model from Hutchinson and Waters. The model is chosen because the model provides coherent framework for the integration of the various aspects of learning and it provides enough room for creativity and variety to grow.

Here, to develop the design, the writer combined Kemp’s instructional

design model and Yalden’s instructional design model because they can complete

each other. There is no need analysis in Kemp’s models. The use of need analysis

from Yalden’s model can make the design better. Moreover, Yalden’s model

emphasizes communicative function and the process of instructional design model

and the steps in Kemp’s model are continuous.

The new framework is composed of several elements, namely, conducting

a needs survey; determining competency standard, basic competence, and topics;

determining indicators; listing subject contents; selecting teaching and learning

(50)

Step 1 Conducting needs survey

The writer adapted this step from Yalden’s model. A need survey was essential in planning the instruction. It could be used to learn about the students’ need. The writer conducted a survey through questionnaires to the seventh grade students of Pangudi Luhur I Junior High School and interviewed two English teachers of Pangudi Luhur I Junior High School.

Step 2 Determining competency standard, basic competence, and topics The writer adapted this step from Kemp’s model. This step was used to determine the goals of the materials design based on the students’ need. The topics, then, were chosen based on the necessity to achieve the goals. In determining the standard competency, basic competency, and topics the writer developed them from 2006 curriculum.

Step 3 Determining Indicators

This step was adapted from Kemp’s model. According to Kemp (1977: 24) by specifying the indicators, the writer knew specifically whether the basic competence had been achieved or not. The writer made a list of what the learners had to learn in every meeting and at the end of each meeting the students were expected to be able to achieve the basic competence.

Step 4 Listing subject content

This step was adopted from Kemp’s model. The function of this step was to facilitate the achievement of each objective. Therefore, they should be closely related to the objectives of the learner’s needs.

Step 5 Designing the materials

(51)

selected. The materials were designed based on the standard competence and basic competence.

Step 6 Selecting the teaching and learning activities

Producing a set of English learning materials for the seventh grade students of Pangudi Luhur I Yogyakarta using CTL was the main focus of this study. The materials were designed based on the principles of the CTL theory as discussed in the previous section. Here, the writer looked for some books to gather relevant teaching learning sources and also the suitable teaching media.

Step 7 Evaluating

Evaluation was done to help the writer gain the final designed materials. The evaluation was done to the whole components of the material. It helped in making any necessary adjustment.

Step 8 Revising

(52)

(53)

31

CHAPTER III

METHODOLOGY

In this chapter the writer discusses the research methodology that was used to answer the problems presented in Chapter I. There are six points discussed in this chapter. They are: (1) method of the study; (2) respondents; (3) instruments; (4) data gathering techniques; (5) data analysis techniques; (6) procedures.

A. METHOD OF THE STUDY

As it has been stated in the problem formulation in chapter one, this research attempted to solve two major problems. Firstly, it was conducted to find out how a set of English reading material using CTL approach for students of Pangudi Luhur I Junior High School was designed. Secondly, it was aimed to present the designed materials for students of Pangudi Luhur I Junior High School.

In this study, the writer applied Research and Development method

(R&D). According to Borg and Gall (1983: 772) R&D can be defined “as a

process used to develop and validate educational products” such as teaching

materials, teaching methods and method for organizing instruction. In addition,

R&D tries to develop research knowledge and incorporate it into a product by

becoming a bridge so that the gap between educational research and educational

practice can disappear (Borg and Gall1983: 771). Research and Development

(54)

revised based on the field-test data. Borg and Gall stated that there are ten major

steps that are used in the Research and Development method (R&D) cycle to

develop the products (1983: 775). They are research and information collecting,

planning, development of preliminary form of product, product evaluation, main

product revision, main field testing, operational product revision, operational field

testing, final product revision, dissemination and implementation.

In order to answer the two major problems mentioned above, the writer employed step one until step five. The steps are explained as follows:

1. Research and Information Collecting

Research and information collecting included review of literature,

classroom observation, and preparation of report of state of the art (Borg and Gall, 1983: 775). In this step, describing the designed material as specific as possible

became the important thing. Thus, the writer distributed questionnaires to the seventh grade students of Pangudi Luhur I Junior High School and conducted an informal interview for the teachers, and checked the curriculum in order to obtain

the data. The data were used as a source to obtain the students’ needs and information and opinion from the teacher about the topics which were suitable for

the seventh grade students of Pangudi Luhur I Junior High School. 2. Planning

In this study, planning included defining skills, stating objectives

and determining sequence. Those aspects would be applied to develop a suitable

syllabus and lesson plans to teach English reading for the seventh grade students

(55)

be achieved by the designed material became the important aspect in this step

(Borg & Gall 1983: 779). Objective is the best basis to develop the instructional

materials. Instructional materials can be tested and revised until it was suitable

with the objectives.

3. Development of Preliminary Form of Product

After completing the planning step, the next step was to develop the

preliminary form of product. This step included preparation of instructional

materials, handbooks, and evaluation devices. In this step, designer had to

organize the designed materials so as to permit obtaining as much feedback as

possible. The materials were developed using the model proposed by Hutchinson

and Waters.

4. Product Evaluation

This step is applied to obtain the evaluation for the instructional materials. In this study, the writer used questionnaires to gain the feedback. The feedback would be useful to revise and improve the designed material so that the designed material would work properly. The evaluation was obtained from the seventh grade teachers of Pangudi Luhur I Junior High School and English lecturers of Sanata Dharma University.

5. Main Product Revision

After obtaining the evaluation from the product evaluation, the writer

applied the result or suggestions to revise the materials as recommended by the

teachers and lecturers. Thus, the data collected from the product evaluation would

(56)

B. RESPONDENTS

There were 121 seventh grade students of Pangudi Luhur I Yogyakarta,

three English teachers and two English lecturers of Sanata Dharma University

who became respondents in this survey research and interview. In conducting this

study, the writer obtained information from the respondents in research and

information collecting to obtain the students’ need and from product evaluation to

improve the designed set of material.

1. Research and Information Collecting

The seventh grade students of Pangudi Luhur I Junior High School were

involved in this survey as the respondents of questionnaires to find out the

information about their interest, needs, lacks and wants in reading. It was also

important to know the teaching learning methods that were used in teaching

learning process.

The English teachers of Pangudi Luhur I Junior High School was also

involved as the interviewees to collect information. It was done to find out the

students’ need from teachers’ view. Moreover, they were closely related to the

teaching learning process. Thus, their comments provided the information for

designing the materials.

2. Product Evaluation

There were five respondents in this step. They were two English lecturers

of Sanata Dharma University and three English teachers of Junior High school.

(57)

However, one English lecturer had Bachelor degree while another lecturer had

Doctor degree. The respondents were competent as shown from their teaching

experience. Several respondents had a lot of experiences in teaching, which was

indicated by their teaching experience. All of them had more than two years

teaching experiences. The table 3.1. describes the respondents.

Table 3.1. The Description of Product evaluation Respondents

Group of Respondents

Educational Background Teaching Experience Sex

D3 S1 S2 S3 < 1 1 - 5 5-10 10 < M F

English

Teachers - 3 - - - 1 - 2 1 2

English

Lecturers - 1 - 1 - 1 - 1 1 1

C. INSTRUMENTS

The instruments used to gather the data in this research were interviews

and questionnaires. The data which were gathered gave valuable contribution for

the writer in designing and revising a set of English reading materials for the

seventh grade students of Pangudi Luhur I Junior High School Using CTL

Approach. They are explained as follows:

1. Research and Information Collecting Instruments

In the research and information collecting, the writer employed two kinds

of instruments: questionnaire and interview. The first instrument is questionnaire.

(58)

“printed form of data collection, which includes questions or statements to which

the subject is expected to respond”. According to Ary et al (1979: 175), there are

two types of questionnaires, structured or closed questionnaires and unstructured

or open questionnaires. A closed questionnaire is a questionnaire, which encloses

the choices of questions while an open questionnaire is a questionnaire, which

does not enclose the expected choices (Ary et al 1979: 175). Here, the writer

combined those two types of questionnaires in order to be able to give more

accurate and appropriate information to design the instructional materials. The

combination of open and closed questionnaires can be called semi-open

questionnaire. It was distributed by the writer to the seventh grade students of

Pangudi Luhur I Junior High School. The questionnaire was used to find the

student’s needs, interests, and difficulties in learning reading.

The second instrument, an interview, was conducted with the English

teachers of Pangudi Luhur I Yogyakarta. Ary et al (1979: 418) stated that

interview is an instrument which allows flexibility since the interviewer is able to

observe the subject as well as the situation and paraphrase the question when

needed. There are two kinds of interview questions, open ended questions and

closed questions. The respondent’s answers in the open-ended question were freer

than in the closed question because the answers are already provided. This

instrument enabled the writer to explore more the answers of the respondents in

(59)

appropriate to students’ ability and need. The interviewees were the English

teachers who were considered to know the ability of the students and what the

students needed so the material would be more effective and efficient. Interview

was used to find the teachers’ experience and opinions in teaching English reading

including their techniques, materials, strategies, topic choices and teaching media.

Information from the teacher was useful to develop the material since the teacher

had an experience in teaching reading.

2. Product Evaluation Instruments

(60)

1 : strongly disagree with the statement 2 : disagree with the statement

3 : undecided with the statement

4 : agree with the statement

5 : strongly agree with the statement

D. DATA GATHERING TECHNIQUES

In this study, the writer discussed the instrument used in Research and

Information Collecting survey and Product evaluation.

1. Research and Information Collecting

In the Research and Information Collecting, the writer

distributed questionnaires and gathered the data for the survey research from the

students of Pangudi Luhur I Junior High School Yogyakarta. The data gathered

were closed and open questionnaires. The purpose of distributing the

questionnaires was to figure the learners’ needs, interests and difficulties in

learning reading.

The informal interview was also held to obtain information from the

teachers of Pangudi Luhur I Junior High School Yogyakarta. The questionnaires

were distributed in March, 27 2007 and the informal interview was conducted in

October, 19 2006. The purpose of the informal interview was finding out the

teachers’ experience and opinions in teaching English reading including their

(61)

The writer also did library study to find some sources that could be used to

develop the designed materials. This activity was done by finding some books

related to this study.

2. Product Evaluation

In the product evaluation, the writer also used questionnaires. In order to

obtain final version of the materials, questionnaires on the developed materials

were distributed to three English teachers of Junior High School Yogyakarta and

two English lecturers of Sanata Dharma University. The questionnaire for the

designed set of material evaluation was distributed in June 2007. The

questionnaire was intended to figure out the respondents’ opinion and comments

on the designed material. Besides, it was expected that the writer could obtain

evaluation and feedback to improve the designed material so that the writer could

obtain the best final version of the materials.

E. DATA ANALYSIS TECHNIQUES 1. Research and Information Collecting

In the Research and Information Collecting, the analysis of the data was

aimed at solving the problem of what the English reading materials using

Contextual Teaching and Learning (CTL) for the seventh grade students of

Pangudi Luhur I Yogyakarta looked like. The data here were used to find the

learner’s needs which could be useful to determine whether they needed reading

(62)

In this research, a descriptive data analysis was chosen. The data to

evaluate the proposed English reading materials using Contextual Teaching and

Learning (CTL) for the seventh grade studen

English instructional reading materials using contextual teaching and learning for the seventh grade students of Pangudi Luhur I Junior High School.

ABSTRACT

ABSTRAK

ENGLISH READING INSTRUCTIONAL MATERIALS

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

A Thesis on

ENGLISH READING INSTRUCTIONAL MATERIALS

A Thesis On

ENGLISH READING INSTRUCTIONAL MATERIALS

By Galih Kusumo

Board of Examiners

Chairperson Ag. Hardi Prasetyo, S.Pd., M.A. ... Secretary Drs. P.G. Purba, M.Pd. ...

It’s just your doubts that bind you,

By All American Reject

STATEMENT OF WORK ORIGINALITY

TABLE OF CONTENTS

CHAPTER I: INTRODUCTION ... 1

CHAPTER III: METHODOLOGY ... 32

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION... 45

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 61

LIST OF FIGURES

ABSTRACT

ABSTRAK

CHAPTER I

B. PROBLEM IDENTIFICATION

C. PROBLEM LIMITATION

G. DEFINITION OF TERMS

CHAPTER II

A. THEORETICAL DESCRIPTION 1. Reading

b. Teaching Reading Skill

1) Pre-reading activities

2) Whilst Reading Activities

3) Post Reading Activities

1) Skimming

2. Contextual Teaching and Learning

b. The Importance of Contextual Teaching and Learning

c. Basic Principles of Contextual Teaching and Learning

1) Problem Based learning

4) Project Based Learning

5) Work Based Learning

7) Cooperative Learning

2) Inquiry

3) Questioning

4) Learning Community

7) Authentic assessment

3. Curriculum

c. The Goals and Functions

d. Scope of English Lesson Based On 2006 Curriculum

4. Material Development

c. Language Focus

Figure 2.1 Materials Development Model

5. Instructional Design Models a. Kemp’s Model

Step 3 Learning Objectives

Step 6 Teaching/Learning Activities Resources

Step 8 Evaluation

Figure 2.2 Kemp’s Instructional Design Model

B. Yalden’s Model

3) Selection of Syllabus Types

7) Evaluation

B. THEORETICAL FRAMEWORK

Step 1 Conducting needs survey

Step 4 Listing subject content

Step 7 Evaluating

CHAPTER III

1. Research and Information Collecting

3. Development of Preliminary Form of Product

4. Product Evaluation

B. RESPONDENTS

1. Research and Information Collecting

2. Product Evaluation

Table 3.1. The Description of Product evaluation Respondents

C. INSTRUMENTS

1. Research and Information Collecting Instruments

2. Product Evaluation Instruments

D. DATA GATHERING TECHNIQUES

1. Research and Information Collecting

2. Product Evaluation

E. DATA ANALYSIS TECHNIQUES 1. Research and Information Collecting