DESIGNING A SET OF SUPPLEMENTARY INTEGRATED READING WRITING MATERIALS USING TASK-BASED LEARNING FOR THE TENTH GRADE
STUDENTS OF SMA BOPKRI 2 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Erythrina Cahyaningsih Student Number: 051214023
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
DESIGNING A SET OF SUPPLEMENTARY INTEGRATED READING WRITING MATERIALS USING TASK-BASED LEARNING FOR THE TENTH GRADE
STUDENTS OF SMA BOPKRI 2 YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Erythrina Cahyaningsih Student Number: 051214023
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
If you think you are beaten, you are If you think you dare not, you don’t If you like to win, but think you can’t
It’s almost like a cinch you won’t
If you think you’ll lose, you’re lost For out in the world we find Success begins with a fellow’s will,
It’s all in the state of mind
If you think you’re outclassed, you are, You’ve got to think high to rise, You’ve got to be sure of yourself
Before you can win the prize
Life battles don’t always go To the stronger or faster man, But sooner or later the man who wins
Is the man who thinks he can.
- author unknown, submitted by wrae duncan-
vii ABSTRACT
Cahyaningsih, Erythrina. 2010. Designing a Set of Supplementary Integrated Reading Writing Materials Using Task-Based Learning for the Tenth Grade Students of SMA Bopkri 2 Yogyakarta. Yogyakarta: English Language Study Program, Sanata Dharma University.
There was a serious problem faced by the teachers in teaching English. From the observation, the students were given opportunities to learn; but they still did not use the opportunities well. The teacher could not provide interesting activity, therefore the students did not pay attention to the teacher. Based on the observations, it was found that SMA Bopkri 2 Yogyakarta does not have enough integrated reading writing materials with kinds of activity that can grasp the attention of the student. Therefore, this study aimed to design a set of supplementary integrated reading writing materials using Task-Based Learning for the tenth grade students of SMA Bopkri 2 Yogyakarta. This study was concerned with two research questions, which are 1) How is a set of supplementary Integrated reading writing materials using task based-learning for the tenth grade students of SMA Bopkri 2 Yogyakarta designed? And 2)What does the designed set of supplementary reading writing materials using task based-learning for the tenth grade students of SMA Bopkri 2 Yogyakarta look like?
In answering the first research question, this study adapted Kemp’s and Yalden’s instructional model and employed R & D (Research and Development
Method). There were seven steps applied in this study. The steps were: (1) Research and Information Collecting, (2) Planning, (3) Stating the Learning
Objectives, (4) Classifying the Teaching Learning Activities, (5) Product Developing, (6) Evaluation, (7) Revising the Designed Materials. The data gathered from the evaluation were analyzed. The result of the analysis indicated that the mean was 4.2 ranged from 3.8 up to 4.8 on five-point scale. It is concluded that the designed materials are suitable and acceptable to be used in the school but it still need few revisions.
In answering the second research question, this study presented the final version of the designed materials. It consists of eight units. Each unit in the designed materials is divided into three sections, namely Pre-Task which is called Knock-knock, Task-Cycle which is named Your Task, and Language Focus.
Hopefully, the designed materials can be applied in the school to facilitate the students to improve their reading and writing skill.
viii ABSTRAK
Cahyaningsih, Erythrina. 2010. Designing a Set of Supplementary Integrated Reading Writing Materials Using Task-Based Learning for the Tenth Grade Students of SMA Bopkri 2 Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Ada sebuah masalah serius yang dihadapi oleh guru dalam mengajar Bahasa Inggris.Dari pengamatan yang dilakukan, diketahui bahwa siswa-siswa diberi kesempatan untuk belajar, tetapi mereka tidak menggunakan kesempatan itu dengan baik. Guru tidak memberikan aktivitas yang menarik sehingga siswa-siswa tidak memperhatikan pelajaran, kemudian mereka tidak dapat mencapai tujuan pembelajaran. Berdasarkan pengamatan, diketahui bahwa SMA Bopkri 2 Yogyakarta belum cukup memiliki cukup materi Bahasa Inggris membaca dan menulis terintegrasi dengan aktivitas-aktivitas yang dapat menarik perhatian siswa. Oleh karena itu, studi ini bertujuan untuk merancang seperangkat materi Bahasa Inggris membaca dan menulis terintegrasi untuk siswa-siswa kelas sepuluh SMA Bopkri 2 Yogyakarta. Studi difokuskan pada dua pertanyaan penelitian, yaitu: 1) Bagaimana seperangkat materi Bahasa Inggris membaca dan menulis teritegrasi menggunakan Task-Based Learning untuk siswa-siswa kelas sepuluh SMA Bopkri 2 Yogyakarta dirancang? dan 2) Bagaimanakah bentuk materi Bahasa Inggris membaca dan menulis terintegrasi tersebut?
Dalam menjawab pertanyaan penelitian yang pertama, studi ini mengadaptasi model perancangan dari Kemp dan Yalden dan juga menerapkan metode R & D (metode penelitian dan perkembangan). Ada lima tahap diterapkan dalam studi ini. Tahap-tahap itu adalah: (1) Pengumpulan Penelitian dan
Informasi, (2) Perencanaan, (3) Menetapkan Tujuan Pembelajaran, (4) Menentukan kegiatan belajar mengajar, (5) Pengembangan Produk, (6) mengevaluasi, (7) Memperbaiki produk . Data-data yang terkumpul dari
Pengujian Awal di Lapangan. Hasil analisa menunjukkan bahwa nilai rata-ratanya 4.2 berkisar antara 3.8 sampai 4.8 pada skala 5. Dari hasil ini dapat disimpulkan bahwa materi dapat diterima dan digunakan di sekolah.
Dalam menjawab pertanyaan penelitian yang kedua, studi ini menyajikan hasil akhir materi. Materi terdiri dari delapan unit. Setiap unit terbagi menjadi tiga bagian utama, yaitu Pre-Task yang diberi nama Knock-knock!, Task-Cycle yang diberi nama Your Task, dan Language Focus.
Materi ini diharapkan dapat diterima di sekolah untuk memfasilitasi siswa-siswa dalam meningkatkan kemampuan membaca dan menulis mereka dalam Bahasa Inggris.
ix
ACKNOWLEDGEMENTS
First of all, I would like to give my greatest gratitude to my Lord, Jesus Christ, for His endless love, blessings, and grace. I thank Him for always being my side, giving me strength and guiding me throughout my life.
My deepest gratitude is addressed for my sponsor, C. Tutyandari, S.Pd., M.Pd. for her kindness and willingness to help me in writing this thesis. I believe that I would have not been able to finish this thesis without her guidance, supports, and patience. I am deeply grateful to all lectures of English Language Education Study Program for guiding and teaching me during my study in Sanata Dharma University. I sincerely thank FX. Ouda Teda Ena, S.Pd., M.Pd. and Dr. Retno Muljani. M.Pd., my academic advisors, for the guidance and support during my study. Furthermore, I would also like to say thanks to all secretariat staff of English Language Study Program, especially Maria Martarina Pramudani and Chatarina Artilantari for always helping me with the administrative matters.
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XA, for their help and cooperation during the data gathering. Moreover, I sincerely thank Lucianus Suharjanto, SJ, SS, BST., for his suggestions, comments, and criticism toward my designed materials.
My deepest gratitude is addressed to my beloved parents, Drs. Yohanes. Tentrem Raharja and Theresia. Sri Hastuti. I thank them for their prayer, love, support, advice, patience they have given to me. My gratitude goes to my lovely brothers, Yosef Koko Kurniawan and Yulius Budi Setiawan. I thank them for their support given to me. I also thank them for being strong competitors in studying. My warm gratitude goes to my dear Angga Kumala. I thank him for his love, support, advice, and the wonderful moments we have shared together. I love them very much.
xi
My thanks also go to all TOP Training Centre staff especially Ir. Sardjito, Harries Maritasari, Theresia Novitasari, and Ayoe Risna Hanna. I thank them for giving me a great opportunity to develop myself. Last, but not least, my gratitude goes also to all PBI 2005 students, for the unforgettable moments during the study in Sanata Dharma University, and to all people whose names cannot be mentioned one by one here. May God bless us forever.
xii
TABLE OF CONTENTS
Page
TITLE PAGE... ... i
APPROVAL PAGES... ... ii
DEDICATION PAGE.. ... v
STATEMENT OF WORK’S ORIGINALITY ... v
PAGE OF PUBLICITY . ... vi
ABSTRACT .. ... vii
ABSTRAK ... ... viii
ACKNOWLEDGEMENTS ... ... ix
TABLE OF CONTENTS .. ... xii
LIST OF TABLES ... xv
LIST OF FIGURES .. ... xvi
LIST OF APPENDICES ... xvii
CHAPTER I. INTRODUCTION A. Research Background ... ... 1
B. Problem Limitation ... ... 4
C. Problem Formulation .... ... 4
D. Research Objectives .. ... 5
E. Benefit of the Research .... ... 5
xiii
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description . ... 9
1. Instructional Design Models ... ... 9
2. Reading... ... 13
3. Writing .... ... 14
4. The Integration of Reading and Writing . ... 16
5. Communicative Language Teaching .. ... 18
6. Task-Based Learning ... ... 22
7. School-Based Curriculum 2006 .. ... 26
B. Theoretical Framework . ... 28
CHAPTER III. METHODOLOGY A. Research Method ... 32
B. Research Participants ... 34
C. Setting ... 35
D. Research Instruments ... 36
E. Data Gathering Technique ... 37
F. Data Analysis Technique ... 38
G. Procedures of the Study ... 40
CHAPTER IV.RESEARCH FINDINGS AND DISCUSSIONS A. The Steps of Designing a Set of Materials ... 43
xiv
2. Planning ... ... 49
3. Stating the Learning Objectives ... 52
4. Classifying the Teaching and Learning Activities ... 55
5. Product Developing .... ... 56
6. Evaluating ... ... 56
7. Revising the Designed Materials ... ... 60
B. Presentation of the Final Version of the Designed Materials ... 61
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... ... 63
B. Suggestions ... 65
REFERENCES ... 66
xv
LIST OF TABLES
Table Page
Table 2.1 The Competence Standard and the Basic Competence ………. ... 27
Table 3.1 The Description of the Respondents (Blank) ... 35
Table 3.2 Points of Agreement ... 38
Table 3.3 The Central Tendency of the Respondents’ Opinions (Blank) ... 39
Table 4.1 The Result of the Needs Survey ... 44
Table 4.2 The Topics in the Designed Materials ... 50
Table 4.3 The Basic Competencies ... 51
Table 4.4 The Indicators ... 53
Table 4.5 The Description of the Research Participants ... 57
xvi
LIST OF FIGURES
Figure Page
Figure 2.1 Kemp’s Instructional Design Model ... 11
Figure 2.2 Yalden’s Instructional Design Model ... 13
Figure 2.3 The Writer’s Model ... 31
xvii
LIST OF APPENDICES
Appendix Page
Appendix A ... 69
Letter of Permission to the Headmaster of SMA Bopkri 2 Yogyakata ... 70
Letter of Permission from Dinas Perizinan ... 71
Letter of Official Statement from SMA Bopkri 2 Yogyakarta ... 72
Appendix B ... 73
List of Questions of Interview ……….. .. 74
Interview Transcription ……….…... ... 75
Questionnaire of Research & Information Collecting ... 79
Questionnaire for the Designed Set of Materials Evaluation ... 83
General Description ... 88
Appendix C ... 91
Syllabus of SMA Bopkri 2 Yogyakarta ... 99
1
CHAPTER I
INTRODUCTION
This chapter presents the introduction of the study, which is divided into
six parts. The first part is the discussion on the background of the study. The next
part will be problem limitation. It is followed by problem formulation and
continued by the research objectives. The benefits of the research will be the fifth
part this chapter. The last part in this chapter is definition of terms.
A. Research Background
Learning a language is learning for communication. People learn English
for communication. They learn how to use it to interact with other people. There
are several means of communication: oral, visual, audio, audio-visual and written.
All of them are used in human communication. Furthermore, all skills: listening,
speaking, reading and writing are important in communication. Since English is
important in communication especially in this globalization era, English is taught
starting from elementary school to university.
Based on the writer’s experiences in high school, most of the students
cannot use their learnt English in class in the real world, in spite of English as
Survival Language. The teacher’s way to teach class conducts a very important
rule to make. It means that the teacher’s way in teaching influence the students’
achievement. However, it is not the only reason. Based on the writer’s experiences
they still did not use the opportunities well. The teacher could not provide
interesting activity. Therefore the students did not pay attention to the teacher,
then they could not achieve the learning goal. Teaching learning will be boring if
the students are only asked as ‘good spectators’ or ‘listeners’ without an
interactive communication. This class will produce passive students.
Krashen (1985) acknowledges that two-way interaction is a particular
good way in providing a comprehensible input because it enables the students to
obtain additional contextual information and optimally an adjusted input when
meaning has to be negotiated because of some communication problem. Giving
task in class is a kind of two-way interaction. Task involves students in teaching
learning process Therefore the classroom will be more interractive. From task
design it turned to language use in tasks. Here the students’ experiences can be
used in teaching learning situation. Hence, Task Based Learning (TBL) relies
heavily on learner’s involvement and their world knowledge, which emphasizes
on the value of the information and experiences which participants bring to
language learning sessions (Willis and Willis, 2001). TBL offers a change from
the grammar practice routines through which many learners have previously failed
to learn to communicate.
Based on the writer’s experiences when learning English in Junior High
School and Senior High School, usually in the classroom the students only sat on
the chair, listened to the teacher and did the exercises from the text book. This
condition concerns the writer greatly. Every student has a chance to learn more
To help the teachers make the teaching learning activities enjoyable, the
materials are intended particularly for the tenth grade students of SMA Bopkri 2
Yogyakarta. This set of materials is supposed to ease them in learning English and
this set of materials gives them more chances to learn English. Hopefully, the
designed materials will provide the more interesting, challenging and beneficial
instructional materials, teaching-learning activities, tasks and technique than they
had before. Furthermore, the students can actively participate in the learning
process. In this study, the writer designs a set of integrated reading writing
materials. Reading and writing are closely related to each other. Reading is a
receptive skill. It refers to that people receive all information into their mind when
they are reading (Suwignyo, Widya Dharma Journal, 1999:29). Through reading
someone learns a lot of things. Therefore, when someone reads more, the more
knowledge he will get. By reading various reading texts, someone will get more
various examples of writing and get accustomed to the writing style, sentence
structures and choice of words. Besides, writing itself is a productive skill. As it is
stated by Suwignyo (1999:29), “writing is a process of production in the sense
that it releases the result of the mind process of thinking.” Writing refers to
transforming ideas and thoughts into written form. Therefore, the writer felt there
is a need to design supplementary integrated reading writing materials using
task-based learning for the tenth grade students in order to help them in learning
English easily.
Then SMA Bopkri 2 Yogyakarta is chosen because the writer has observed
the student and the students need more time to learn English, so that they can
achieve the learning goal. The materials can be used by the teachers. SMA Bopkri
2 Yogyakarta is one of the schools in Yogyakarta which have applied
School-Based Curriculum 2006. The teachers have to design and find the materials
themselves. Therefore, the supplementary integrated reading writing materials can
help the teachers. These materials may enrich the variety of materials choices for
the teachers.
B. Problem Limitation
This research is limited to provide the suitable reading writing materials.
Previously, the writer has mentioned the importance of reading and also the
students’ needs. Based on that, the writer is going to present reading writing
materials that are suitable with the students’ need and ability. The writer is also
going to present the materials based on Task-Based Learning method that give the
students more opportunity to practice. Beyond this, the writer tries to design
reading writing materials based on the School-Based curriculum in which later the
students are expected to have some competencies.
C. Problem Formulation
The research problems investigated in this study are formulated as follows:
1. How is a set of supplementary Integrated reading writing materials using
task based-learning for the tenth grade students of SMA Bopkri 2
2. What does the designed set of supplementary reading writing materials
using task based-learning for the tenth grade students of SMA Bopkri 2
Yogyakarta look like?
D. Research Objectives
This research is conducted to answer the questions stated in the problem
formulation. Thus, the objectives of the research are to:
1. Find out how a set of supplementary integrated reading writing materials
using task based-learning for the tenth grade students of SMA Bopkri 2
Yogyakarta designed.
2. Present the designed set of supplementary integrated reading writing materials
using task based-learning for the tenth grade students of SMA Bopkri 2
Yogyakarta.
E. Benefits of the Research
The results of this study are expected to bring valuable contribution to the
people who concern with the teaching-learning process of English language. The
following are those who might benefit from this study:
1. The English teachers
The teachers can use this designed material as additional or supplementary
materials to teach English. This study may help them to create interesting
improve their techniques, strategies, and creativity in teaching English for Senior
High School.
2. The students
The result of this study will be beneficial for the students to improve their
ability in English. The designed materials would give them opportunity to learn
English better in a fun and enjoyable situation.
3. The writer
This research is expected to be useful for the writer as feedback and
further inside. It will provide more information whether the set material is
applicable and whether the goal and objective is achievable or not.
F. Definition of Terms
1. Design
In general, to design is to decide how something looks, and works, especially
by making plans, drawings or models of it (Hornby, 1995:314). Then designing
instruction which is the area of this study is a “systematic” process to develop an
instructional plan that is an orderly process, an internal logic, resulting in coherent
plan in which the components of the plan closely match one another (Newby,
Stepich, Lehman, and Russel, 1996: 67). In this study, the writer designs a set of
supplementary integrated reading writing materials using task based-learning for
2. Reading
According to Mitchell (1982: 61), reading involves identification and
recognition of printed and written symbols which serve as stimuli for the recall of
meanings built up through past experience, and further the construction of new
meaning through the reader’s manipulation of relevant concepts already in his
possession. In short, reading is a process of understanding the printed symbol in
order to get the message of the reading passage itself. In this study, the writer
gives more emphasis on reading comprehension and writing as the follow-up
activities.
3. Writing
According to Horne Tiedt (1981: 1), writing is the basic means of
communication. It is our primary mean to learn. Written words are not just coded
values that were put into a piece of paper. They are ideas, wisdoms and
inspirations that put into readable forms. In this study, the writer tries to integrate
writing and reading which are closely related to each other.
4. Supplementary
According to Cambridge Advanced Learner’s Dictionary (2003: 1285), a
supplement is something which is added to something else in order to improve it
or complete it. Therefore, the designed materials in this study are used to add or
complete the teachers’ existing materials.
5. Task-Based Learning
Task-based learning is one kind of learning in which the learners are given a
produce, and interact using their language (Nunan, 1989: 10). Further, according
to Kranhke (1987: 59) tasks are a way of bringing a real world into the classroom.
In this study, task-based learning that uses a lot of tasks. Therefore, the students
have more opportunities to practice.
6. Senior High School Students
In Indonesia the term SMA, which stands for Sekolah Menengah Atas refers
to Senior High School. It is a level of education that should be completed in three
years. Students start level at age 15-16. In this study, the designed materials are
made for the students of SMA Bopkri 2 Yogyakarta particularly those who are in
the tenth grade.
9
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer is going to present some theories related to the
study in to two subchapters, Theoretical Description and Theoretical Framework.
A. Theoretical Description
In this section, the writer would like to discuss some related theories
concerning Instructional Design Models, Reading Comprehension, Writing, the
Integration of Reading Writing, Communicative Language Teaching, Task-Based
Learning and School-Based Curriculum.
1. Instructional Design Models
a. Kemp’s Model
The first model that the writer used as the related literature is Kemp’s
model. The designers are supposed to seek out information about the objectives of
the instructional design, the activities and resources, and the evaluation of the
instructional design. The plan is designed to supply some questions; they are
What must be learned? (Objective), What procedure and resources will work best
to reach the design learning levels? (Activities and resources), and How will we
know when the required learning has taken place? (Evaluation).
Kemp (1977) offers eight elements to design the program development.
1) Goals, topics, and general purposes: consider goals, list topics, and
state the general purposes for each topic.
2) Learner’s characteristics: numerate the important characteristic of the
learner for whom the instruction to be design.
3) Learning objectives: specify the learning materials to be achieved in
term of measurable students’ behavioral outcomes.
4) Subject content: design the learning materials that support the
attainment for each specific instructional objective.
5) Pre-assessment: develop pre-test to determine the students’
background and present level of knowledge about the topic.
6) Teaching learning activities and resources: select teaching/learning
activities and instructional resources that can be applied to achieve the
specific instructional objective appropriate for accomplish each
objective.
7) Support services: coordinate such support services as budget,
personnel, facilities, equipment, and schedules to carry out the
instructional.
8) Evaluation: evaluate students’ learning in the term of their
accomplishment of objectives. This step should be done in order to
Goal, Topics, and Learning
Objectves
Figure 2.1: Kemp’s Instructional Design Model (Kemp, 1977:9)
Kemps reminds that this process of developing program is flexible since
among the eight elements are independent. In this study, there are some steps
chosen by the writer, they are formulating goal, topics, and learning objectives,
selecting teaching-learning activities, evaluating, and revising.
b. Yalden’s Model
This model has been based on the difficulties on syllabus construction
during the last decade and the “communicativeness” of learning outcomes
expected. According to Yalden (1987: 97) , after knowing the type of syllabus that
will be applied, the teacher should prepare himself in developing the instructional
1) Needs survey. It should be held before stating the purpose in order to
find the community or local needs.
2) Description of purpose. It is prepared in term of: the characteristics of
the students, and the skills of the students on entry to and on exit from
the program.
3) Selection and development of syllabus type
4) The proto syllabus production that describes the language itself and
language use to be covered in the program.
5) The pedagogical production that develops the teaching materials,
learning and teaching approaches which consist of testing sequence and
decisions on testing instruments.
6) Development and implementation of classroom procedure
6.1 Development of classroom procedures
6.1.1 Selection of exercise types and teaching techniques
6.1.2 Preparation of lesson plan
6.1.3 Preparation of weekly schedules
6.2 Teacher training: briefing and workshops on
6.2.1 Principles
6.2.2 Desired outcomes
6.2.3 Exploitation or creation of teaching materials
7) Evaluation. It describes the evaluation of the students, the evaluation of
Figure 2.2: Yalden’s Instructional Design Model (Yalden, 1987: 88)
Here, the writer used needs analysis in order to get the learner’s need and
interest. The writer combined the two models into a new model, then it is used by
the writer in constructing an instructional design.
2. Reading
This study is going to design an integrated reading and writing materials in
which the writer gives more emphasis on reading comprehension and writing as
the follow-up activities. Pearson and Johnson as cited by Nunan (1991:67)
consider comprehension as “a process of relating the new to the known is based
on a similar notion.” It refers to the fact that the readers relate what he is reading
and the prior knowledge of the readers in mind. Comprehending the message from
the writer is the meaning of reading itself. If someone reads without
comprehension, he merely recognizes and decodes the words without getting the
meaning of the passage (Griscoe and Gee, 1984:24).
Cushenberry (1988:10) states that there are four basic levels of reading
comprehension:
1) Literal Reading
In this level the readers recognize the main ideas, the details and find out the
cause and effect, which are stated explicitly. Survey tion of
Purpose
ment of Syllabus
Proto-Syllabus
Pedagogi-cal Syllabus
tation of Classroom
2) Interpretative Reading
For this level, the readers try to be able to recognize the main ideas, the
details and find out the cause and effect, which are stated implicitly.
3) Critical Reading
Differ from the previous two levels, this level of comprehension expects the
readers to be able to state whether a statement is an opinion or a fact.
4) Creative reading
This reading is presented in a form of problem solving reading.
This study focuses more on reading comprehension, especially in literal
reading, interpretative reading and also in critical reading as the additional, since
in the writer’s point of view; students’ reading proficiency is still very low
whereas the demand is quite high. This study will also integrate reading and
writing. Therefore, the next is the discussion of basic theories of writing.
3. Writing
Writing is the same as speaking in terms of the means of communication
to other people. Through writing and speaking people try to express their own
ideas and feeling towards something. However, writing itself is slightly different
from speaking. In writing we use the written symbols to transfer or express our
ideas and feeling. Despite that there are some factors that make writing and
speaking are different:
1. Physiological factors
Writing does not have clear contextual situation and the real audience.
present a clear context to the reader the writer needs to consider the reader’s
perception and expectation. Meaning to say the writer considers himself as the
readers creates an imagination of what probably the reader thinks and the reader’s
perception when the readers read the writing. Besides, the writer also needs to
choose the words, the style of writing, structures of the next carefully in order to
help the readers have the same perception with the writer and obtain the messages
of the writing.
2. Linguistic Factors
In writing, the writer should arrange the sentences and develop them in order
to convey the messages to the readers. Therefore the writer has to make sure
whether the text itself is already one unity of ideas or the text is still not well
developed. The writer is expected to compose the sentences coherently and
cohesively so the reader can easily get the meaning and the messages from the
text.
3. Cognitive Factors
Different from speaking, writing is not actually acquired by the people.
Consequently, writing itself needs to be learned and the writer needs to recall the
previous knowledge. Recalling the prior knowledge can be done through
speaking, furthermore the writer can also pay attention to how to organize the
sentences to make the text coherent. In addition acquiring the writing competency
is not as quickly as acquiring reading competency. Writing acquisition happens
since they have not acquired L2, whereas, when the learners start to write they
tend to translate fromL1 to L2.
This study will design instructional materials, which integrate reading with
writing. Reading is seen as the receptive skill, which needs the continuation. On
the other hand, writing is a productive skill and the writer needs stimuli in order to
be able to write. As the result of this consideration, the writer is going to design
materials in which the materials will focus on the reading comprehension and later
on the comprehension itself will be used as the stimuli for writing. However, in
order to make a good and valid design, the writer needs to find out the theories of
integrating reading and writing.
4. The integration of Reading and Writing
In this part, the writer is going to discuss two parts. They are bases of
integrating reading and writing and how to integrate reading and writing.
a. The Base of Integrating Reading and Writing
Reading and writing are closely related to each other. Reading is a
receptive skill. It refers to that people receive all information into their mind when
they are reading (Suwignyo, Widya Dharma Journal, 1999:29). Through reading
someone learns a lot of things. Therefore, when someone reads more, the more
knowledge he will get. By reading various reading texts, someone will get more
various example of writing and get accustomed to the writing style, the sentence
structures and the choice of words.
Besides, writing itself is a productive skill. As it is stated by Suwignyo
of the mind process of thinking.” Writing refers to transforming the idea and
thought into written form.
Suwignyo (1999:30) states that reading and writing are closely related to
each other. Writing becomes easier if it comes from reading. As stated previously
that through reading someone learns various types of writing, the sentence
structures, the development of the writing and the diction. On the other hand,
reading without any follow up activities such as writing will not give any
improvement for the reader itself. However, how the teacher can integrate reading
and writing is still a problem for the teacher. Here, the writer discusses some
examples that can be done to integrate reading and writing.
b. How to Integrate Reading and Writing
There are some ways which can be done to integrate reading and writing.
Suwignyo (1999:35) proposes to the teacher to give an intensive reading in order
to direct the students’ attention to particular point. The teacher should be able to
select the appropriate reading materials. As Suwignyo (1999:35) states “A
well-selected theme of reading materials will considerably assist the students to
establish a systematic organization of information.”
The writing activities are done after the reading activities. This might be as
the follow up activities from the reading itself. For the best option the teacher may
give the students the guide composition (Paulston & Bruder, 1976 as cited by
Suwignyo, 1999:35). For example, the teacher assigns the students to make their
own composition based on their understanding towards the reading materials or
According to Raas (Forum, Vol 39 January-March 201:30) the teacher
should give the graded reading materials at first. The teacher should start from the
simple reading text in order to build the students’ habit of reading. The activities
done in class can be in a form of completing the missing words in the reading
passage, answering the challenging questions based on the reading text, exploring
the students’ opinion and reaction towards the reading materials, summarizing the
reading materials and asking the students to write their opinion, attitudes towards
the reading and make a composition based on the reading text.
5. Communicative Language Teaching
According to Littlewood (1981: 1), one of the characteristic features of
Communicative Language Teaching is that it pays systematic attention on
functional as well as structural aspects of language. For others, it means using
procedures where learners work in pairs or groups employing available language
resources in problem solving tasks.
The Communicative Approach is considered as the most complete method
since it can be used to teach all four basic skills, 1.3. speaking, listening, reading,
and writing. Common to all versions of the Communicative Approach is a theory
of Language teaching that starts from a communicative model of language and
language use, and that seeks to translate this into a design for an instructional
system, for materials, for teacher roles and learner behaviors, and for classroom
activities and techniques. The following are discussed the communicative
a. Theory of Language
The Communicative approach in Language teaching starts from a theory of
language as communication (Richard and Rodgers, 1986: 69). Hymes as quoted
by Richard and Rodger (1986: 69) said that the goal of language teaching is to
develop communicative competence.
The characteristics of Communicative Language teaching as stated in Richard
and Rodgers (1986: 71) are as follows:
1) Language is a system for expression of meaning.
2) The primary function of language is for interaction.
3) The structure of language reflects its functional and communicative uses.
4) The primary units of language are not merely its grammatical and structural
features, but categories of functional and communicative meaning as
exemplified in discourse..
b. Theory of Learning
In Communicative Language Teaching (CLT), learning is the conscious
representation of grammatical knowledge that has resulted from instruction and it
cannot lead to acquisition. Acquisition refers to the unconscious development of
the target language system as a result of using the language for real
communication. Here are some principles that may be inferred from
Communicative Approach:
1) Activities that involve real communication promote learning.
2) Activities in which language is used for carrying out meaningful tasks promote
3) Language that is meaningful to the learner promotes learning.
There are three elements of an underlying learning theory of CLT as stated by
Johnson and Rodgers (1986: 72). They are:
1) Communicative principle
Activities that involve real communication promote learning. For instance:
asking questions, giving direction, role play, and others.
2) Task principle
Activities in which language is used for carrying out meaningful tasks promote
learning. For instance: problem-solving task in group.
3) Meaningfulness principle
Language that is meaningful to the learner supports the learning process so we
allow them to use their mother tongue in understanding the second language.
For instance: vocabulary, translation.
Learning activities are consequently selected according to how well they
engage the learner in meaningful and authentic language use. CLT promotes to
introduce the students to the authentic communicative situation. In other word, the
learning process should really give the students enough chances to experience the
situation that are closely similar to the communication activities.
c. Learner Roles
According to Breen and Candlin as stated in Richard and Rodgers, the role of
the learner in CLT is as negotiator between themselves, the learning process, and
the object of learning. It means that the learner needs to be involved in the process
to give his/her own contribution on the process of learning to reach a succeeded
learning process. What they give to the process affects on what they get from it.
The learner may learn from what others contribute to the learning process and vice
versa. It may create the interdependent learning situation.
d. Teacher Roles
According to Breen and Candlin as stated in Richar and Rodgers (1986: 85),
in CLT the teacher has two main roles. They are:
1) The facilitator
The teacher facilitates the communication between the participants in the class
and also facilitates the communication between the participants and the various
activities and texts.
2) The participant
The teacher also plays a role as a participant of the learning process.
The second main role is closely related with the secondary role of the teacher
in the CLT. They are:
1) As an organizer of resources and the resource itself.
The teacher accommodates the learner with books, texts and handouts which
are the source of knowledge and also acts as the resource itself who gives
knowledge and information for the students.
2) As a guide within the classroom procedures and activities.
The teacher gives explanation to the learners about what they are going to do in
the class, and what is expected from them. The teacher also guides them while
3) As a researcher and learner.
The teacher may observe the learning activity to get more knowledge from it.
Based on the explanation above, the writer adopts Communicative
Language Teaching. Communicative Language Teaching is the basic of
Task-Based Learning. It emphasizes on learning language by expressing meaning and
conveying information. These two actions can make student have a motivation to
learn and a chance to interact. Soon, some researchers discover that realistic and
interactive activities can perform well. Those activities are called “task.” This
term is become a conception of new teaching strategy.
6. Task-Based Learning
A task-based approach aims to provide learners with natural context for
language use. As learners work to complete a task, they have abundant
opportunity to interact. Such interaction is thought to facilitate language
acquisition as learners have to work to understand each other and to express their
own meaning.
Feez (1998: 17) summarizes the key assumptions of task-based
instruction:
- The focus is on process rather than product.
- Basic elements are purposeful activities and tasks that emphasize
communication and meaning.
- Learners learn language by interacting communicatively and purposefully
- Activities and tasks can be either those that learners might need to achieve
in real life and those that have a pedagogical purpose specific to the
classroom.
- Activities and tasks of a task-based syllabus are sequenced according to
difficulty.
- The difficulty of tasks depends on a range of factors including the previous
experience of the learner, the complexity of the task, the language required
to undertake the task, and the degree of support available.
Since motivation plays a significant role in learning and teaching, a
language teacher is constantly challenged to find creative and meaningful
activities and tasks that will motivate students to be interested and get actively
involved in what is going on in their classes. The need to find ways of improving
these situations is therefore essential. One alternative is a task-based approach in
language classroom.
a. The Procedure of Using Task-Based Learning
A three-stage procedure is commonly recommended by Nunan (1980):
1. Pre-task
- Introduction to the topic and task
- Provision of useful input (listening, reading, brainstorming, etc)
- if necessary, reactivation or provision of essential language
- definition of the task (objectives, procedures, time limits, etc)
2. Task
- Doing the task
- Reporting on the task or presenting the product of the task
(teacher monitoring and guiding as necessary all the time)
3. Post-task
- Focus on the language used
- Practice of the language as necessary
- Retrospective discussion of the task---awareness-raising
Task-Based Learning can be used with other approaches in a number of
ways, for example, as an alternative way of introducing new language, to do
language review and remedial work, and to do skills, and general language
development work.
b. Types of Activities
Pattison (1987) proposes seven activity types:
1. Questions and Answers
The activities are based on the notion of creating an information gap by
letting learners make a personal and secret choice from a list language items
which all fit into a given frame (e.g. the location of a person or object). The
aim is for learners to discover their classmates’ secret choices. This activity
can be used to practice almost any structure, function or notion.
2. Dialogues and Role-plays
These can be wholly improvised ‘if learners are given some choice of what
role-plays, they may participate more willingly and learn more thoroughly
than when they are told to simply repeat a given dialogue in pairs’.
3. Matching activities
Here, the task for the learner is to recognize matching items, or to complete
pairs or sets.
4. Communication strategies
There activities are designed to encourage learners to practice
communication strategies such as paraphrasing, borrowing or inventing
words, using gesture, asking for feedback, simplifying.
5. Pictures and picture stories
Many communication activities can be stimulated through the use of
pictures (e.g. memory test, spot the difference, sequencing pictures to tell a
story).
6. Puzzles and problems
These require learners to make guesses, draw on their general knowledge
and personal experience, use their imagination and test their powers of
logical reasoning.
7. Discussions and decisions
These require learners to collect and share information to reach a decision
(e.g. to decide which items from a list are essential to have on a desert
Finally, the integrated-skill approach which is found is task-based
language learning instruction can be highly motivating to the students of all ages
and background.
7. School-Based Curriculum 2006
After having some renewal curriculum, Indonesia has applied the renewal
curriculum, School-Based Curriculum, which is expected to place Indonesia on a
better quality of education.
a. Rationale
School-Based Curriculum (2006: 307) strongly states that learning
language will be considered successful when the students also study how to
communicate in the target language well. Learning English involves learning both
the language elements and the language competence. It means that learning
English covers learning to understand as well as producing both spoken and
written utterances. Furthermore, School-Based Curriculum 2006 elaborates that
Senior High School students are highly demanded to gain their knowledge
through the learning English process in particular literacy. Students should be
capable of obtaining any information through each activity. While enhancing their
capability in learning communicating in English, senior high school students are
expected to develop their imagination and analytical ability. School-Based
Curriculum 2006 also requires them to know both their culture and western
culture and how to socialize with people around them. Their capability towards
b. Objectives
There are three major objectives of English language learning based on
School-Based Curriculum (2006: 308). It is expected that after learning English,
students:
1. Are able to develop language competence both in spoken and written to
achieve particular information literacy.
2. Realize the role of English in a globalization era.
3. Reorganize the connection between language and culture.
c. Competence Standard and Basic Competence
Competence standard may be definable as objectives that students should
achieve after learning English. Basic competence is the specification of
competence standard. Table 2.1 exemplifies the competence standard and basic
[image:45.595.110.515.230.739.2]competence based on School-Based Curriculum 2006.
Table 2.1: The Competence Standard and the Basic Competence of School-Based Curriculum (Bahan Pelatihan KTSP, 2006: 309-311)
Competence Standard Basic Competence
Listening
Comprehend short monologue text in the form of narrative in a daily life context.
Respond to short spoken monologues in the form of narrative which includes language functions accurately and fluently in a daily life context.
Speaking
Express short monologue text in the form of narrative in a daily life context.
Express the meaning of short monologue spoken texts in the form of narrative accurately and fluently in a daily life context.
Continued from page 27 Reading
Comprehend short essay text in the form of narrative and access knowledge in a daily life context.
Respond to the meaning and the rhetorical steps in written essays accurately and fluently to access knowledge in narrative in a daily life context.
Writing
Express written essay text in the form of narrative in a daily life context.
Express the meaning and the rhetorical steps in written essays accurately and fluently in the form of narrative in daily life context.
B. Theoretical Framework
Some steps are required to make a set of supplementary reading writing
materials using task based learning for the tenth grade students of SMA Bopkri 2
Yogyakarta. SMA Bopkri 2 Yogyakarta has already used School-Based
Curriculum 2006. The theoretical description above is seen as a basis to clarify the
framework of this study that would guide us into the real discussion.
In conducting this study, the writer uses the combination model of Kemp
and Yalden. Those two models are modified to make a framework or guidelines to
conduct the study. The reason for choosing the steps from Kemp’s model was
since this model emphasizes on three major problems, which are objectives,
activities and resources; and also evaluation. Whereas Yalden’s model completes
Kemp’s model by emphasizing on wants, needs and desires which are important
aspect on the psychology of the classroom. Furthermore, both of them have some
1. Conducting Needs Survey (Yalden’s model)
Needs survey is conducted by distributing questionnaire to eight tenth grade
students of Senior High School and interviewing their English teacher. It is meant
to know the students’ interest, knowledge, and difficulties in learning English.
Besides, it is attempted to find out the feedback from the English teachers of
Senior High School about the idea of instructional materials design whether or not
it can be applied for the tenth grade students of Senior High School.
2. Stating the Goal, Topics, and General Purposes (Kemp’s model)
The writer decides the goals of designing the materials, select the most
appropriate topics for the students, and draw the general purposes of objectives.
According to Kemp (1977: 14), goals can be based on three factors “society,
learners and subject areas”. To achieve the goals that have been drawn, the writer
selects the topics and organizes them well from the simple one to the more
complicated one. Stating what the teacher expects the students to achieve from
every topic will also help to accomplish the objectives.
3. Stating the Learning Objectives (Kemp’s Model)
The writer specifies the objectives of each topic explicitly and clearly.
Therefore, the learners are able to understand and achieve them. The objectives
are any activities or behavior that can be measured and observed clearly.
4. Classifying the Subject Content (Kemp’s model)
The writer classifies the specific knowledge and skills. The subject contents
are closely connected to the objectives and the students’ needs. There are three
5. Selecting the Teaching and Learning Activities (Kemp’s model)
After getting the data from needs analysis and formulating the objectives,
the writer selects the activities which can support the student in learning English.
It is important for the material designers to choose the activities which are suitable
with the students because it will be more effective.
6. Conducting Materials Evaluation (Kemp’s model)
After designing the materials, the writer conducts evaluation. It is done in
order to know whether the materials are applicable or not. To find this out, the
writer distributed the questionnaire to the two English teachers of SMA Bopkri 2
Yogyakarta and one English language lecturer of Sanata Dharma University. Their
opinions and suggestions based on the designed materials will be used to revise
the materials.
7. Revising the Designed Materials (Kemp’s model)
The data which has resulted from the distributed questionnaire were
processed by the writer. By getting the feedback from the respondents’ comments
and suggestions, the writer can use it as the basis for improving and revising the
instructional materials into the better one. Finally, the final revision of the
designed materials can be used by the target students.
The seven steps above as shown in the following scheme. Moreover, the
Classifying the Subject Content
Selecting the Teaching and Learning Activities Conducting Materials
Evaluation Revising the Designed
Materials Conducting Needs Survey
Stating the Goal, Topics, and General Purposes
[image:49.595.112.506.131.588.2]Stating the Learning Objectives
Figure 2.3. The Writer’s Model
32 CHAPTER III
METHODOLOGY
This chapter is intended to give some important information related to the
methodology used in this study. It covers methods of the study, research
participants, setting, research instruments, data gathering technique, data analysis
and research procedures.
A. Research Method
There are two questions in this study as they have been stated in the
problem formulation. First, How is a set of Supplementary integrated reading
writing materials using task based-learning for the tenth grade students of SMA
Bopkri 2 Ypgyakarta designed? Second, What does the designed set of
Supplementary integrated reading writing materials using task based-learning for
the tenth grade students of SMA Bopkri 2 Yogyakarta look like?
This study can be categorized as education research and development
(R&D) because the research process of this study is to develop the designed
materials. According to Brog and Gall (1983:772), educational research and
development (R&D) is a process used to develop and validate educational
products.
There are ten steps of R&D. They are research and information collecting,
planning, preliminary form of product developing, preliminary field testing, main
testing, final product revision, and dissemination and implementation (Borg and
Gall, 1983:775).
In this study, the writer used five steps from the steps stated above. The
writer used five steps from the ten steps of R & D since those five steps are
appropriate with the procedures of this study. They are:
1. Research and Information collecting
It includes review of literature, classroom observations and preparation of
report or state of the art. It is undertaken to collect research findings and
other information pertinent to be planned development. It is the step in
which the writer gained information used to design the materials. In this
step, the writer distributed questionnaires and conducted the interview.
The questionnaires were distributed to the tenth grade students of SMA
Bopkri 2 Yogyakarta and the interview was conducted to two English
teachers of the tenth grade of the same school.
2. Planning
In includes stating of goals and purposes, topics, making of lesson plans
and syllabus based on School-Based Curriculum 2006. In this step, the
writer decided what goals and purposes the students were going to
achieved and what topics she was going to present in the designed
materials.
3. Preliminary form of product Developing
It includes preparation of instructional materials, handbooks and
using Task-Based Learning approach. It was based on the need analysis
which resulted from the questionnaire and interview. After it was gained,
the materials were designed. In this step, the writer designed a set of
supplementary integrated reading writing materials based on Task-Based
Learning for tenth grade students of SMA Bopkri 2 Yogyakarta.
4. Preliminary field testing
It is used the instrument of questionnaire. The purpose of the preliminary
field test is to obtain an initial qualitative evaluation of the new
educational product. In this step, the writer distributed the questionnaires
to one lecturer of English Education Study Program of Sanata Dharma
University and to four English teachers of SMA Bopkri 2 Yogyakarta to
get the feedback to improve the designed materials.
5. Main product revision
It includes revision of designed materials as suggested by the Preliminary
Field Testing results. The revision and improvement of the designed
materials would be conducted on the basis of Preliminary Field Testing
results.
B. Research Participants
Since there were two kinds of survey, there would be two groups of
participants. The first one was the participants of research and information
a. The Participants of Research and Information Collecting
In order to obtain the information about the learners’ needs and interests, the
writer distributed questionnaires to tenth grade students of SMA Bopkri 2
Yogyakarta. The total number in the class is 20 students. The writer also
conducted the interview to two English language teachers of the tenth grade. It is
as the first step of Research and Development (R & D).
b. The Participants of the Preliminary Field Testing
The participants of the evaluation survey were four English language
teachers of SMA Bopkri 2 Yogyakarta and one English lecturer of Sanata Dharma
University. It is as the fourth step of Research and Development (R & D). They
were expected to give opinions and suggestions of the designed materials. The
feedback was important for writer to improve the materials. The table below
[image:53.595.105.537.269.622.2]represents the description of the respondents:
Table 3.1: The Description of the Respondents (Blank) F/M Educational
Background
Teaching Experience (year) Group of
respondents
No
F M S1 S2 S3 1-5 6-10 11-15
16-20
>20
Eng. Lecturer
C. Setting
This study was done in SMA Bopkri 2 Yogyakarta. It is located on Jl. Jend.
Sudirman 87 Yogyakarta. The information collection was done in SMA Bopkri 2
D. Research Instruments
To obtain the data for this study, some instruments were used in Research
and information collecting and evaluation.
a. Instruments for Research and Information Collecting
There were two instruments used for this research and information
collecting:
1. Questionnaire
Questinnaire is a usefull instrument for collecting survey information,
providing structured, often numerical data, being able to administered without the
presence of the researcher, and often being comparatively straight forward to
analyze (Wilson and Mc Lean. 1994 cited in Cohen, Manion, and Morrison. 2000:
245). It means that questionnaire is an appropriate instrument for this study.
According to research and information collecting step of R & D, the
writer distributed the questionnaire to the tenth grade students of the Senior High
School to obtain information on the materials needed by the students. In R & D, it
is in the research and information collecting step.
2. Interview
Interview is a two-person conversation initiated by the interviewer for the
specific purpose of obtaining research-relevant information and focused on
content specified by research objectives of systematic description, prediction or
explanation (Conell and Khan.1968: 527 cited in Cohen, Manion, and Morrison.
2000: 269). The writer believed that through this instrument, the writer can obtain
According to the research and information collecting step of R & D, the
interview in this study was done among the writer and two English teachers of
SMA Bopkri 2 Yogyakarta.. Through the interview, the writer was expected to be
able to obtain further explanation for unclear answers, which is important to
design a set of supplementary integrated English instructional materials using
Task-Based Learning for the tenth grade students of Senior High School. The
interview was conducted informally.
b. Instrument for Evaluation
After designing the materials, the writer distributed the questionnaire to
four English teachers and one English language lecturer of Sanata Dharma
University in order to obtain the opinions, suggestions and recommendations
which used to improve and revise the designed materials. In R & D, it is in the
preliminary field testing step.
E. Data Gathering Technique
This research was done by conducting interview and distributing
questionnaires. According to research and information collecting step of R & D,
firstly, the writer distributed the questionnaire to the tenth grade students and then
the writer conducted the interview with two English teachers of SMA Bopkri 2
Yogyakarta. Those were aimed to know the students’ needs in learning English.
After designing the materials, as the preliminary field testing step of R & D, the
writer also distributed the questionnaire to other participants. Those respondents
English teachers of SMA Bopkri 2 Yogyakarta. The data gathered from the
teachers and lecturer were used to make some necessary revision and
improvement for the designed materials.
F. Data Analysis Technique
The analysis of the data is as important as any other component of the
research process. Regardless of how well the study is conducted, inappropriate
analyses can lead to inappropriate conclusions. Therefore, the data analysis is also
an important part to be done. In analyzing data, the writer used Likert scale. The
data were gathered from the questionnaires and interviews. Next, the data were
analyzed to support the process of modifying the instructional integrated English
materials using Task-Based Learning.
The writer gave the participants five options representing their agreement,
[image:56.595.111.511.319.630.2]disagreement, and doubt about each statement. The options were presented in the
Table 3.2.
Table 3.2: Points of Agreement Points of Agreement Meaning
1 Absolutely Disagree
2 Disagree 3 Undecided 4 Agree
5 Absolutely Agree
This study used descriptive statistics. Then descriptive statisttics was taken
from questionnaires and interview. The result of the questionnaires was used to
find out the mode, median and mean. Mode is the value in a distribution that
after the data are arranged in rank order. The mean or average point (X) is
obtained by counting the sum of the score (∑X) divided by the number of subject
(N). Then the data were presented in the form of table in which the respondents’
[image:57.595.108.522.252.717.2]opinions on the designed materials were as follows:
Table 3.3: The Central Tendency of the Respondents’ Opinions (Blank) Frequency of the
Points of Agreement
N Respondents’ Opinion Presented
in the Form of Central Tendency No Statements
1 2 3 4 5 Mn Med Md
Notes:
N = Number of respondents
Mn = Mean (an average of all scores in a distribution)
Med = Median (midpoint in a distribution)
Md = Mode (the most frequent)
The formula is:
X = ∑X
N
Where X = the average point
∑X = the sum of scores
From the respondents’ degrees of agreement in the questionnaire, the
writer determined the average score or mean from them individually and totally.
The total mean from all the respondents was used to show whether the designed
materials were good and acceptable or not. The assessment of the mean was
classified as follows:
0.0 < X ≤ 2 : the designed-materials were poorly designed
2.01< X ≤ 3 : the designed-materials were fairly designed
3.01 < X ≤ 4 : the designed-materials were good, but needed some
crucial revisions
4.01 < X ≤5 : the designed-materials were well designed and
acceptable, but needed few revisions
The writer made some improvement of the designed-materials based on the data.
The result of the design evaluation was the significant main source in this process
as it contained feedback and evaluation from the experts.
G. Procedures of the Study
To obtain valid and reliable data more easily, the writer made clear steps in
such a way, that one step will not overlie each other. The steps were arranged and
carried out in an organized cycle so that the steps helped the writer in the process
of collecting data. The procedures can be elaborated as follows:
1. Research and Information collecting
In instructional Design, this step was related to Needs Survey step. The writer
learning, the integration of reading and writing, school-based curriculum. The
writer used any kinds of reliable sources as books, articles, and the internet. The
writer also distributed questionnaires and conducted the interview. The
questionnaires were distributed to the tenth grade students of SMA Bopkri 2
Yogyakarta and the interview was conducted to two English teachers of the tenth
grade of the same school.
2. Planning
Before designing the materials, the writer decided what goals and purposes
the students were going to achieved and what topics she was going to present in
the designed materials. The writer also made lesson plans and syllabus based on
School-Based Curriculum 2006. In instructional design, this procedure was
related to the Goals, Topics and General Purposes Formulation step.
3. Stating the Learning Objectives
The writer specified the objectives of each topic explicitly and clearly.
Therefore, the learners were able to understand and achieve them. The objectives
were any activities or behavior that could be measured and observed clearly.
4. Classifying the Teaching and Learning Activities
After getting the data from needs analysis and formulating the objectives, the
writer selected the activities which can support the student in learning English.
5. Product Developing
The writer developed the preliminary form of product based on the need
analysis which resulted from the questionnaire and interview. After it was gained,
supplementary integrated reading writing materials using task-based learning for
tenth grade students of SMA Bopkri 2 Yogyakarta.
6. Evaluating
In this step, the writer distributed the questionnaires to one lecturer of Sanata
Dharma University and to four English teachers of SMA Bopkri 2 Yogyakarta in
order to find out whether the designed materials were suitable for the students.
7. Revising the Designed Materials
In the last step, the writer improved the designed materials. The result of the
design evaluation in the preceding step was the basis to revise the
[image:60.595.105.511.250.579.2]designed-materials. The figure 3.1 summarizes the research procedures.