TASK-BASED INSTRUCTIONAL READING MATERIALS FOR SMK YPKK 3 SLEMAN
A THESIS
Presented as the Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ratri Wahyuningtyas Student Number: 03 1214 002
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
TASK-BASED INSTRUCTIONAL READING MATERIALS FOR SMK YPKK 3 SLEMAN
A THESIS
Presented as the Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ratri Wahyuningtyas Student Number: 03 1214 002
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2008
“
There is a time for everything, because for everything there
is a season. A time to be born and a time to die, a time to
weep and a time to laugh, a time to mourn and a time to
dance, a time to seek and a time to lose. He has made
everything beautiful in its time; also He has put eternity into
man’s mind.”
Ecclesiates 3: 1-11
I am nothing. He is all.
I do nothing of my own. He does it.
I am God’s pencil.
A tiny bit of pencil with which He writes what He likes.
God writes through us, and however imperfect instruments we may be,
He writes beautifully.
Mother Teresa
-I dedicat e t his t hesis t o
Jesus Christ and Mot her Mary
m y beloved m ot her, fat her and brot her,
m y relat ives,
v
ACKNOWLEDGEMENTS
Finally, I had done this thesis. I could not have done this all without God’s
blessing and supports from others. I would like to express my deepest and greatest
gratitude to Jesus Christ and Mother Mary for blessing and guiding me.
I am greatly indebted to Made Frida Yulia, S.Pd., M.Pd., my major
sponsor, for her guidance, patience, and kindness. I thank her for her advice,
corrections, and time to read my thesis thoroughly. My great thank goes to
Laurentia Sumarni, S.Pd., my co-sponsor, for her time to read my thesis and correct it. I also thank her for giving me opportunity to improve my teaching skill.
I would like to express my gratitude to Drs. Pius Nurwidasa P, M.Ed.,
Henny Herawati, S.Pd, M.Hum., and Caecilia Tutyandari, S.Pd., M.Pd., for their time to evaluate the materials. My deepest thanks are addressed to all of the
English Language Education Study Program lecturers. I would like to express
thanks to Mbak Dhanniek, Mbak Tari, and all of the librarians for all of their assistance during my study.
I deliver my best thanks to the English teachers of SMK YPKK 3 Sleman,
Kitik Supadmi, S.Pd. and Siti Nurhayati, S.Ag., for their helps and valuable feedback. I also thank all of the second grade students of SMK YPKK 3 Sleman
for their willingness to help me conduct my research.
My greatest gratitude goes to my beloved parents, Bapak Suharto and Ibu E. Sutriningsih, S.H. I thank them for their love, care, patience, support, and never ending prayer for me. They are my inspiration to be a better person and my
motivation to finish my thesis. I thank my only one brother, Bayu, for supporting
me in his own way. I would like to express thanks to my relatives, for their
support and prayer, especially Maguwo Crew: Om Sayid, Bulik Tanti, Dyas, Bas, Hap, and Tyas. They really helped me a lot especially when I felt bored with all the things I did.
My sincere appreciation goes to the big family of SMP Maria Immaculata
Yogyakarta, especially Suster Ancilla, Bu Ratmi, Bu Ning, Pak Adi, and Bu Novi, for giving me a chance to learn how to be a real teacher.
My gratitude goes to my “journey” friends: Ichie, Ella, Maya, Nora, Nia,
and Eko’Kdx’. They show me the true meaning of friendship. I would like to
thank the old generation of ‘Mudika Yora’, for the great experiences, especially
Mbak Santi. All that we have done together really inspires me to be a tough and independent person. I express my gratitude to all PBI-03: Lintang, Nila, Arum,
Anas, Yusta, Netty, and Qyer. I also thank Mbak Ayu ’02 and Mas Gede Agus for sharing valuable knowledge. I deliver my very best thanks to BEEs: Nita,
Titien, Monchie, Ayoe, Layung, and Emil. I thank them for all the hard work, spirit, optimism, laughter, and dreams we shared together. BEE Happy!
My sincere gratitude goes to Gabriel Adi W., for his understanding, care,
and support. I thank him very much for being there for me and helping me
sincerely.
God bless them all.
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGES ... ii
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ACKNOWLEDGEMENTS ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xii
LIST OF FIGURES ... xiii
LIST OF APPENDICES ... xiv
ABSTRACT ... xv
ABSTRAK ... xvi
CHAPTER I. INTRODUCTION A. Background of the Study... 1
B. Problem Formulation... 4
C. Problem Limitation... 5
D. Objectives of the Study ... 5
E. Benefits of the Study ... 6
F. Definition of Terms... 7
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 9
1. Instructional Design Models ... 9
a. The Nature of Kemp’s Model ... 9
b. The Nature of Taba’s Model ... 14
2. Reading ... 16
a. The Nature of Reading ... 16
b. Principles for Teaching Reading... 17
c. Models of Reading Process ... 19
d. Access to Content... 20
3. Task-Based Learning ... 21
a. The Framework of Task-Based Learning... 21
b. Principles of Task-Based Learning ... 23
B. Theoretical Framework ... 24
CHAPTER III. METHODOLOGY A. Method ... 30
B. Participants of the Study... 32
C. Research Instruments ... 33
D. Data Gathering Techniques... 35
E. Data Analysis Techniques ... 36
F. Research Procedure... 38
for SMK YPKK 3 Sleman... 40
1. Conducting Needs Survey... 40
2. Specifying Goals, Topics, and General Purposes ... 41
3. Formulating Objectives... 41
4. Selecting and Organizing Contents... 41
5. Selecting Teaching Learning Activities and Resources... 42
6. Designing Materials ... 44
7. Evaluating Materials ... 44
8. Revising Materials ... 44
B. The Results of the Surveys ... 45
1. The Results of the Needs Analysis ... 45
a. The Results of the Questionnaire ... 45
b. The Results of the Interview ... 49
2. The Results of Materials Evaluation... 52
C. The Presentation of the Final Design ... 54
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 58
B. Suggestions ... 61
REFERENCES ... 63
LIST OF TABLES
Table Page
3.1 Participants of the Survey Study ... 33
4.1 Goals, Topics, and General Purposes ... 42
4.2 Objectives of the Course ... 43
LIST OF FIGURES
Figure Page
2.1 Kemp’s Instructional Design Model ... 13
2.2 Components of the Willis’ Task-Based Learning Framework ... 22
2.3 The Writer’s Instructional Design Model ... 29
LIST OF APPENDICES
Page
Appendix A: Surat Permohonan Ijin Penelitian ... 65
Appendix B: Surat Keterangan ... 68
Appendix C: The Questionnaire for Students ... 70
Appendix D: Interview Checklist ... 74
Appendix E: General Description ... 76
Appendix F: The Questionnaire for Teachers and Lecturers... 80
Appendix G: The Results of Needs Survey ... 85
Appendix H: Syllabus ... 88
Appendix I: Silabus ... 96
ABSTRACT
Wahyuningtyas, Ratri. 2008. Task-Based Instructional Reading Materials for SMK YPKK 3 Sleman. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
To master English, students have to learn four skills, namely listening, speaking, reading, and writing. Among those skills, reading is the key to success in learning anything, including English. The students’ reading ability contributes a lot to their English mastery. There is a need for the eleventh grade students of SMK YPKK 3 Sleman to enhance their reading ability since it will really help them to master English. Moreover, the problem comes from the insufficient reading materials. To respond to the problem, a study which was intended to design Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman was conducted.
The study discussed two problems. Those problems are (1) How are Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman designed? (2) What do Task-Based instructional reading materials for the eleventh grade students of SMK YPKK 3 Sleman look like? To answer those two questions, the writer employed Research and Development Method (R & D), which consisted of ten steps. In the study, the writer only employed the first five steps of R & D Method. Those steps were (1) researching and collecting information, (2) planning, (3) developing preliminary form of product, (4) conducting preliminary field-testing, and (5) revising main product. To obtain the data needed, the writer conducted two kinds of surveys, namely pre-design survey and post-pre-design survey. In the pre-pre-design survey, the writer used questionnaire and interview checklist as the instruments. Moreover, in the post-design survey the instrument used was questionnaire.
To answer the first question, the writer applied eight stages of instructional design model, which were adapted from Kemp’s and Taba’s models. The stages were (1) conducting needs survey, (2) specifying goals, topics, and general purposes, (3) formulating objectives, (4) selecting and organizing contents, (5) selecting learning activities and resources, (6) designing materials, (7) evaluating materials, and (8) revising materials. To answer the second question, the writer presented Task-Based instructional design materials for the students of SMK YPKK 3 Sleman. The materials consist of eight units. Each unit consists of four sections, namely warming-up, let’s read, language focus, and what have you learnt today?
The materials evaluation results showed that the mean ranged from 3.8 to 4.6. It shows that the designed materials are suitable and acceptable to be used for the students of SMK YPKK 3 Sleman. Finally, it is hoped that the materials will be beneficial for both students and English teachers of SMK YPKK 3 Sleman to enhance the students’ reading ability.
ABSTRAK
Wahyuningtyas, Ratri. 2008. Task-Based Instructional Reading Materials for SMK YPKK 3 Sleman. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Untuk menguasai Bahasa Inggris, siswa harus mempelajari empat ketrampilan, yaitu menyimak, berbicara, membaca, dan menulis. Diantara semua keterampilan tersebut, membaca adalah kunci keberhasilan untuk mempelajari mata pelajaran apapun termasuk Bahasa Inggris. Kemampuan membaca siswa mendukung penguasaan Bahasa Inggris mereka khususnya bagi siswa kelas sebelas SMK YPKK 3 Sleman. Siswa kelas sebelas SMK YPKK 3 Sleman perlu untuk meningkatkan kemampuan membaca karena hal tersebut akan sangat membantu dalam menguasai Bahasa Inggris. Namun, masalah yang mengganggu adalah kurangnya bacaan yang dapat menunjang proses belajar. Oleh karena itu, sebuah penelitian dilaksanakan untuk menanggapi masalah tersebut yang bertujuan untuk merancang materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman.
Penelitian ini membahas dua masalah. Masalah-masalah tersebut adalah (1) bagaimana materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman dirancang dan (2) bagaimana materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman disajikan. Untuk menjawab kedua pertanyaan tersebut, penulis mengimplementasikan Research and Development (R & D) Method. Namun dalam penelitian ini, penulis hanya mengimplementasikan lima langkah pertama dari R & D Method. Langkah-langkah tersebut adalah (1) researching and collecting information, (2) planning, (3) developing preliminary form of product, (4) conducting preliminary field-testing, and (5) revising main product. Untuk mengumpulkan data yang dibutuhkan, penulis melaksanakan dua jenis survei yaitu pre-design dan post-design survei. Kuesioner digunakan sebagai instrumen pada pre-design dan post design survei, sedangkan interview checklist digunakan pada post-design survei.
Untuk menjawab pertanyaan pertama, penulis menerapkan delapan langkah dari model instruksional yang diadaptasi dari model Kemp dan Taba. Langkah-langkah tersebut adalah (1) melakukan survei kebutuhan, (2) menentukan tujuan, topik, dan tujuan umum, (3) merumuskan indikator, (4) menyeleksi dan menyusun isi, (5) menyeleksi kegiatan belajar dan sumber belajar, (6) mendesain materi, (7) mengevaluasi rancangan materi, dan (8) merevisi materi. Sedangkan untuk menjawab pertanyaan kedua, penulis menyajikan materi pembelajaran membaca menggunakan Task-Based untuk siswa kelas sebelas SMK YPKK 3 Sleman yang terdiri dari delapan unit. Masing-masing unit tediri dari empat bagian, yaitu warming-up, let’s read, language focus, and what have you learnt today?
Akhir kata, materi pembelajaran ini diharapkan dapat bermanfaat bagi siswa dan guru Bahasa Inggris SMK YPKK 3 Sleman untuk meningkatkan kemampuan membaca siswa.
CHAPTER I INTRODUCTION
This chapter consists of six parts. The first part is the background of the
study, which reveals the writer’s reason for conducting the study. The second part
is the problem formulation, which conveys the problem that will be discussed in
the study. The third part is the problem limitation. This part gives a clear border of
the study being discussed. The fourth part is the objectives of the study, which
shows the aims of the study. The fifth part is benefits of the study, which reveals
the advantages of the study that other researchers may gain through reading the
study. The last part is the definition of terms that clarifies the terms used in the
study.
A. Background of the Study
It is no doubt that English becomes an important language. English is used
in many aspects of life such as in business, trade, and also communication.
Nowadays English is taught in all levels of education. It is hoped that through
acquainting the students with English since they are young, they will be more
familiar with English and they can learn English easily later on.
There are four skills that the students have to learn in order to master
English, i.e. listening, speaking, reading, and writing. In terms of the direction,
those skills can be described as productive (speaking and writing) and receptive
while receptive refers to language directed at the learner (Anderson, as cited in
Nunan, 2003: 48).
Brown (2004: 185) stated that the essential skill for success in all
educational context is reading. It can be concluded that among those four skills,
reading is the key to learning any kinds of subjects or languages including
English. The students’ reading ability contributes a lot to their English mastery. If
they can grasp the point of an English passage, they are able to continue their
lesson without difficulties. The problem is that not all senior high school students
have adequate reading ability to support their English mastery. It really happened
in one of the private vocational high schools in Yogyakarta, namely SMK YPKK
3 Sleman. When the writer taught reading there, students found difficulties in
understanding the passage given. The writer realized that it was a serious problem
because in National Examination, which is usually taken by the twelfth grade
students, the students are required to master reading in order to pass. Based on
that reason, the writer intends to increase the students’ reading ability through
designing a set of instructional reading materials.
This design is aimed to enhance the students’ reading ability since it is really
important to support their English mastery and later on they will be ready to face
National Examination. Through the study, it is hoped that they will have a general
view of the types of the text that commonly appear in National Examination. If
they are familiar with those texts, hopefully they will be able to gain good scores
in their National Examination. It can also be used to measure the students’ ability
of tasks. The students will also be given tasks of basic reading strategies, such as
to find the main idea, specific information, and also other strategies that can be
used in reading so that they may increase their reading ability.
Designing the materials is the writer’s further action for the eleventh grade
(XI) students of SMK YPKK 3 Sleman. Since the materials try to introduce kinds
of National Examination readings, the eleventh grade is considered the most
appropriate level. The reason is that the students in this level have more time to
prepare themselves for National Examination rather than the twelfth grade
students. Preparation is very important since National Examination is to measure
whether they master what have they learnt during their three-year study or not.
Their scores decide whether they pass the National Examination or not. If the
students are well prepared, they will gain good scores.
There are several methods that can be used in learning English. In the study,
Task-Based Learning is used. There are two main reasons why Task-Based
Learning is used in the study. The first reason comes from the writer’s idea that
Task-Based Learning will be beneficial for the students since it will not only
increase their academic achievement but also their social skill. The second reason
is based on the results of preliminary study conducted by the writer. The results
showed that most of the respondents chose Task-Based Learning as the method in
learning English. Task-Based Learning focuses on the tasks completion to achieve
the goals of the course. If they are able to complete the tasks given, they
The advantages of the method will give better results in the students’
preparation. First, it will increase their social skill. When completing tasks,
students gain opportunities to interact with their friends unconsciously. They build
a good relationship with their friends and help each other to complete tasks.
Second, it will increase their academic aspect by doing tasks given. By doing
tasks individually, they measure their own understanding of the materials.
Our education nowadays requires students to master knowledge and also
skills which are applicable and beneficial for their future life. Dealing with that,
government allows schools to design their own curriculum, called School-Based
Curriculum (SBC). As also stated by Board of National Education Standard
(Badan Standar Nasional Pendidikan, 2006: 5), SBC is an operational curriculum
that is arranged and done in each level of education. SBC gives more opportunity
for each school to develop their curriculum based on their potency, necessity,
needs of the students, and also environment. In the study, the materials are
designed in line with the SBC used in SMK YPKK 3 Sleman.
B. Problem Formulation
The study intends to answer the following questions:
1. How are Task-Based instructional reading materials for the eleventh grade
students of SMK YPKK 3 Sleman designed?
2. What do Task-Based instructional reading materials for the eleventh grade
C. Problem Limitation
There are some limitations in this study. First, the study was about
developing materials. The main concern of the study was not to implement or
evaluate materials, but it focused on developing materials that facilitated the
teaching-learning processes. Second, the study developed materials for reading.
The writer focused on providing reading materials as a means to increase the
students’ reading ability. Third, the study employed Task-Based Learning in
designing the materials. Based on the preliminary study, Task-Based Learning
was chosen as the method in learning reading. The aim of the method was to
increase the students’ ability in English through completing the tasks given. In
this study, it was hoped that by completing the tasks given the students would
gain improvement in their reading skill and also social skill.
Fourth, the study was designed for the eleventh grade students of SMK
YPKK 3 Sleman. The reason for choosing the eleventh grade students was that
they have more time to prepare for National Examination. Fifth, the study was
conducted in SMK YPKK 3 Sleman. It was chosen as the setting of the study
because the students there needed more opportunities and facilities to learn
English especially reading.
D. Objectives of the Study
Based on the problem formulation mentioned above, the objectives of the
1. To find out how Task-Based instructional reading materials for the eleventh
grade students of SMK YPKK 3 Sleman are designed.
2. To present Task-Based instructional reading materials for the eleventh grade
students of SMK YPKK 3 Sleman.
E. Benefits of the Study
The study is expected to give positive contribution to English Language
Teaching, especially the English teachers, the students, and other researchers.
The study is expected to encourage Senior High School English teachers to
use appropriate method to enhance students’ ability in reading so that the students
may have deeper understanding of the passage. It is expected that the study may
give more references of teaching-learning method that can be applied in class for
the English teachers. It is also hoped that the Senior High School English teachers
may broaden their knowledge about English language teaching through the study.
The study is also expected to give contribution especially to the students of
SMK YPKK 3 Sleman and hopefully to other vocational high school students.
Through the study, the students may increase their reading ability so that they can
prepare themselves to face National Examination. Through the study, they can
increase their social skill by having more time to interact with their friends while
doing the tasks.
The writer hopes that the study may also be beneficial for other researchers
in conducting their research. Through the study, other researchers may gain
beneficial information that can be used to support their research.
F. Definition of Terms
To avoid misconception related to the topic of the study, the writer provides
the definition of some terms used in the study. They are:
1. Instructional Materials
According to Gagne and Briggs (1979: 3), “instruction is a set of events
which affect learners in such a way that learning is facilitated.” Gagne and Briggs
(1979: 35) also state that “the purpose of instruction is to promote learning, and
many agents (teachers, learners, materials, media) can be employed to accomplish
the events of instruction.” In this study, instructional materials are the materials
used by the teacher in teaching learning process, which put emphasis on students’
team work to achieve the goals of the course.
2. Reading
Anderson (as cited in Nunan, 2003: 68) states that “reading is a fluent
process of readers combining information from a text and their own background
knowledge to build meaning.” Reading is an activity in which the readers use their
background knowledge in order to understand the passage. In this study, reading
is a process of understanding the certain passage that involves readers’
3. Task-Based
Task-Based is a method of language teaching which emphasizes the task
completion to achieve the goal, as defined by Larsen-Freeman (2000: 144) as
follows:
A task-based approach aims to provide learners with a 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. By so doing, they have to check to see if they have comprehended correctly and, at times, they have to seek clarification.
In this study, Task-Based is a method in which learners complete tasks in order to
achieve the goals of the course and to measure their understanding about the
materials given.
4. SMK
SMK, in English called vocational high school, stands for Sekolah
Menengah Kejuruan. In SMK, the students learn business and management, mechanical engineering, electrical engineering, hotel and tourism, marketing, and
business administration. The length of the study in SMK is three years, which is
divided into three grades. Those are tenth, eleventh, and twelfth grades. In this
study, SMK that becomes the target of the study is SMK YPKK 3 Sleman, in
which the students learn business and management. The focus of the study is the
eleventh grade students of SMK YPKK 3 Sleman for whom the materials are
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer will discuss two main points, namely theoretical
description and theoretical framework. Theoretical description consists of
discussion about instructional design models, reading, and Task-Based Learning.
Moreover, in theoretical framework the writer relates the theories with the study.
A. Theoretical Description 1. Instructional Design Models
In the study, there are two instructional design models that will be used,
namely Kemp’s model and Taba’s model.
a. The Nature of Kemp’s Model
Kemp’s model consists of several important steps. Those are:
1) Defining Goals, Topics, and General Purposes
Goals derive from three sources: society, students, and subject areas. After
establishing the goals, the planner should list the major topics related to the
content area. In order to signify what the teacher wants to accomplish in the topic,
the teacher uses initial expressions. Those expressions usually express the
planner’s own aims for the topic or unit. According to Kemp (1977: 16), the
planner clarifies the statements of purpose with the teacher and also helps the
learning experiences. Furthermore, the teacher can also derive objectives from
general purposes.
2) Finding out Learner Characteristics
Knowing the learners characteristic is very important so that the teacher can
help them to learn in their own pace. There are two factors that should be
considered in finding out the learners characteristics; those are academic and
social factors. Academic factors include academic background, level of
intelligence, number of students, reading level, study habit, grade-point average,
scores on standardized achievement and aptitude tests, ability to work alone,
motivation for studying the subject, background in the subject or topic,
expectations of the course, and vocational and cultural aspirations. Social factors
include age, maturity, attention span, special talents, physical and emotional
handicaps, relations among students, and socioeconomic situation. Other factors,
such as learning conditions and learning styles, should be taken into account in
designing process. According to Kemp (1977: 19), learning conditions refer to
“groups of factors that can affect a person’s ability to concentrate, absorb, and
retain information.”
3) Specifiying Learning Objectives
Kemp (1977: 24) states that learning objectives can be categorized into three
categories; those are cognitive, psychomotor, and affective. However, cognitive
domain is mostly used in educational program. Cognitive domain includes
objectives concerning knowledge, comprehension, application, analysis,
action verb that will be used in specifying the learning objectives because each
verb relates to certain level of objectives.
4) Organizing Subject Content
According to Kemp (1977: 44), subject content is “the selection and
organizing of the specific knowledge (facts and information), skills (step-by-step
procedures, conditions, and requirements), and attitudinal factors of any topics.”
Subject content must be related to the objectives and the learners’ needs. Subject
contents support the objectives. In other words, the objectives are what should be
attained by the subject content. Instead of using textbook, the planner should
consider other learning sources, such as articles, phamplets, films, or their own
experiences as other sources of subject content.
5) Developing Pre-assessment
After specifying the objectives and the subject content, it is time for the
planner to check whether the students are ready to study the topic and whether
they have already mastered some of the stated objectives (Kemp, 1977: 50). To
answer those two questions, a test is needed. There are two kinds of tests, namely
prerequisite testing and pretesting. Prerequisite testing aims to gain information
whether the students have appropriate preparation for the topic. The results of
prerequisite testing will let the teacher know who are ready to learn the topic, who
needs the remedial or even who are not ready yet and should start from the
beginner level.
Pretesting is usually used to find out the objectives that have already been
questions and problems from the evaluation instruments you are developing in the
plan” (Kemp, 1977: 51).
6) Planning the Teaching/Learning Activities and Resources
The planner should determine the most effective and efficient methods and
then select the materials. There are several commonly used methods, namely
presentation, individual learning, and teacher-students interaction. The planner
should also select the media to support teaching-learning activity. According to
Kemp (1977: 74), there are three reasons why selecting media is complicated.
First, there are many audiovisual resources from which to choose. Second, there
are no clearcut guidelines for making a selection. Third, few educators have had
broad enough experiences with the resources available to have a sound basis for
selecting an appropriate medium or combination of media for communicating
content or providing students experiences, in terms of an objective within the
chosen teaching/learning pattern.
7) Organizing Support Services
Support services include fund/budget, facilities, equipment, time, and
schedule. The planner should organize support services carefully. Budget or funds
can be divided into two sections. Those are budget during development, which
covers all budget that the planner needed during the preparation of the program,
and budget during implementation which covers all budgets needed when the
Revise Goals, Topics,
and General Purposes
Learning Objectives Evaluation Learners
Characteristics
Support Services
Teaching/ Learning Activities and
Resources
Subject Content 8) Evaluating Students’ Achievement
In order to measure students’ achievement, the teacher should determine
standards of achievement. The measurement can be in the form of evaluation.
There are two kinds of evaluation, namely formative and summative evaluation.
Formative evaluation takes place during development and tryouts, while
summative evaluation takes place at the end of the course. Evaluation also refers
to the evaluation of the program. It aims to know how well the program serves the
objectives. According to Kemp (1977: 98), there are several ways to evaluate the
developed program, namely (1) test results, (2) reactions from students, (3)
observations of students at work, and (4) suggestions from colleagues. The stages
of Kemp’s model are presented in Figure 2.1.
b. The Nature of Taba’s Model
Taba’s model consists of eight steps. Those are:
1) Diagnosing Needs
Taba (1962: 347) states that “the diagnosis which precedes the planning of a
unit is a fairly general analysis of problems, conditions, and difficulties.” The
results will give influence in deciding contents, emphasis, and objectives for
learning experiences. Through diagnosing needs, the planner may gain
information about the students’ problems in learning so that s/he will be able to
solve them.
2) Formulating Specific Objectives
The results of diagnosis needs will provide information about which
objectives or aspects need more attention. According to Taba (1962: 350),
objectives should include several important points. Those are (1) concepts or ideas
to be learned, (2) attitudes, sensitivities, and feelings to be developed, (3) ways of
thinking to be reinforced, strengthened, or initiated, and (4) habits and skills to be
mastered. Moreover, specific objectives can be translated from the general
objectives of the school.
3) Selecting Content
The next step of Taba’s model is to select content. Taba (1962: 352) states
that “both the analysis of needs and the statement of objectives have provided a
preliminary guide for suggesting the lines of emphasis.” Furthermore, selecting
content consists of three steps. Those steps are selecting topics, selecting basic
4) Organizing Content
After selecting the content, the planner needs to arrange it in sequential
order starting from the easy one. The planner should pay attention to the
arrangement of the topics, ideas, and content samples so that there is a clear
movement from the known to unknown and from the easy one to the difficult one.
The arrangement of the content should facilitate learners to achieve the objectives.
5) Selecting Learning Experiences
According to Taba (1962: 362), objectives should be implemented through
appropriate learning activities. Those activities should help students to develop
and practice all that they are supposed to learn. In selecting the learning
experiences for each idea and its content sample, the planner should consider that
each should serve some definite function. Taba (1962: 364) also adds that “to
translate the criteria for effective learning experiences into an actual program, it is
important, first, to visualize what students need to do or experince in order to
acquire certain behavioral competencies and what the order of these experiences
should be.”
6) Organizing Learning Experiences
The sequence of learning experiences consists of three main stages, namely
introductory, opening up, and orientation. Selected learning experiences should be
arranged to avoid difficulties for the learners in learning the materials. Moreover,
7) Evaluating
Taba (1962: 377) states that “evaluation consists of determining the
objectives, the diagnosis, or the establishment of baselines for learning and
appraising progress and changes.” Evaluation can be used to check the learners’
understanding. Furthermore, evaluation will be a continuous diagnosis if it is
accompanied by comparison or results.
8) Checking for Balance and Sequence
Checking the overall consistency of the materials is needed in order to avoid
out of the track materials. There is a need to check the contents organization, time
allocation, and also the sequence of the ideas and contents. By doing so, the
planner may know whether the materials match the objectives stated before or not.
2. Reading
a. The Nature of Reading
Reading is regarded as receptive skill, where the readers receive information
from the text given. Readers do not produce something like what is required in
speaking or writing. Meanwhile, reading is a process to understand what is being
read.
According to Anderson as cited by Nunan (2003: 68), “reading is a fluent
process of readers combining information from a text and their own background
knowledge to build meaning.” The readers are required to combine the
information from the text and the knowledge that they have already had to find
b. Principles for Teaching Reading
Anderson (as cited in Nunan, 2003: 74-78) also states that there are eight
principles of teaching reading. Those are:
1) Exploit the Reader’s Background Knowledge
Background knowledge includes experiences that bring readers to the text,
such as life experience and educational experience. Background knowledge gives
big influence in leading readers to the text and improving readers’ reading
comprehension. To enhance readers’ reading comprehension, the teacher has to
activate their background knowledge by setting goals, asking questions, making
prediction, and teaching text structure.
2) Build a Strong Vocabulary Base
Vocabulary is the basic need for the readers to obtain the meaning of
English words or even passage. In order to understand the text, the readers need to
know vocabularies related to the text. If the readers have strong vocabulary base,
it will be easier for them to understand the text.
3) Teach for Comprehension
The main part of reading process is comprehension. However, the teacher
needs to teach comprehension and then monitor it. Teaching comprehension
relates to the readers’ ability to discuss with the teacher or friends what strategies
they use to comprehend the text.
4) Work on Increasing Reading Rate
Increasing reading rate means that there should be a balance in improving
does not only focus on the accuracy but also fluency. The teacher also has to teach
students to reduce their dependence on dictionary. The students have to spend
more time analyzing the content and discussing it with their friends.
5) Teach Reading Strategies
In order to be successful readers, the readers have to know strategies of
reading itself. However, knowing the strategies is not enough. They have to know
how to use and integrate strategies in their reading process.
6) Encourage Readers to Transform Strategies into Skills
According to Anderson (as cited in Nunan, 2003: 77), “strategies can be
defined as conscious actions that learners take to achieve desired goals or
objectives, while a skill is a strategy that has become automatic.” Readers should
be introduced to reading strategies in their reading process. When they use
strategies unconsciously, they move strategies into skill.
7) Build Assessment and Evaluation into Your Teaching
Assessment and evaluation can be used to measure the students’ progress in
their reading class. The assessment can be both qualitative and quantitative.
Qualitative assessment includes information from reading comprehension test and
reading rate data. Quantitative assessment includes information from reading
journal responses, reading interest surveys, and responses to reading strategy
8) Strive for Continuous Improvement as a Reading Teacher
Reading teacher should view themselves as facilitators and help the readers
to find what works best. The teacher needs to understand the nature of reading
process so that they can help the readers to understand the text.
c. Models of Reading Process
According to Anderson (as cited in Nunan, 2003: 70-72), there are three
models of reading:
1) Bottom-up Model
Bottom-up model requires the readers to start the reading process from the
very basic unit. This model starts from the fundamental basic of sound and letter
recognition, and morpheme. Then, the readers move to the word recognition,
sentence, and finally comes to the large one.
2) Top-down Model
In top-down model, the readers start with their own background knowledge
in order to obtain the meaning from the text given. Top-down model emphasizes
the understanding of the readers toward the text given. The readers’ background
knowledge contributes to their understanding of the given text.
3) Interactive Model
This model integrates both bottom-up and top-down models. In interactive
model of reading, the readers will be given a short passage as a means to teach
them specific reading skills and strategies. They will also be given a longer
d. Access to Content
According to Wallace (1992: 86), there are some ways to help learners to
relate their existing knowledge to the text the learners are going to read. Those
activities are:
1) Pre-reading Activities
Pre-reading activities consist of activities that provide learners with
questions, which require learners to find the answers from the text. The activities
also facilitate learners with tasks to prepare learners for linguistic, cultural or
conceptual difficulties and provide them with vocabulary tasks. These activities
function as a gate to enter the world that is presented in the text.
2) While-reading Activities
The aim of while-reading is to encourage learners to be flexible, active, and
reflective readers. A text, the main concern of reading, will be given to learners in
this phase. Learners will also be given a set of tasks in order to check the learners’
understanding toward the text being read.
3) Post-reading Activities
Most of the post-reading activities consist of comprehension questions
which follow a text. Post-reading activities need to be motivated by the genre, the
context of learning, and learners’ purpose. Some texts tend to have follow-up
3. Task-Based Learning
a. The Framework of Task-based Learning
According to Willis (1996: 5), a task is an activity “where the target
language is used by the learner for a communicative purpose (goal) in order to
achieve an outcome.” Moreover, task-based learning consists of three main parts.
They are:
1) Pre-task
In this stage, the teacher plays an important role in introducing the topic that
will be discussed. The teacher has to help the learners to understand the task
instruction by giving them useful words and phrases so that they can accomplish
the task. The teacher should make sure the learners know why they are doing the
pre-task and how it will help them later with the main task.
2) Task Cycle
Task cycle consists of three stages, namely task, planning, and report. Those
three stages play an important role as facilitator to help learners in learning
without depending on their teacher. Each stage has its contribution in constructing
the cycle. Those stages are:
a) Task
Task is the basic core of Task-Based Learning. Learners have to do the task
in order to understand the lesson given. They may do the task in pairs or in group.
Furthermore, the teacher needs to monitor the learners’ activity to keep them in
b) Planning
After the learners do the task, they have to prepare themselves to report their
work in front of the class. They have to plan well in order to produce a good
report. The report covers how they did the task and what they discovered.
c) Report
The learners report their work to their friends. The report can be in the form
of oral or written report. Oral report requires them to present their report in front
of the class. They may also exchange their written report and compare their
results.
Pre-task
Task cycle
Task Planning Report
Language focus
Analysis Practice
3) Language Focus
In language focus, there are two activities to do, namely analysis and
practice. First, the learners have to analyze and discuss specific features of the text
or even the recording transcript. Second, the teacher needs to conduct practice of
new words or phrases. The practice can be conducted during analysis or after
analysis. The components of task-based learning are presented in Figure 2.2.
b. Principles of Task-Based Learning
According to Nunan (2004: 35-38), there are seven principles of Task-Based
Learning, namely:
1) Scaffolding
In Task-Based Learning, the students are required to learn through
completing tasks. However, the content of the task is the materials that have
already been introduced to them. The teacher needs to help the learners by
providing a scaffolding in order to reach the goals.
2) Task Dependency
Each task that is given exploits and builds on the learners’ ability. Each task
has its function to maximize the learners’ ability. Furthermore, each task helps the
learners to achieve the competencies required.
3) Recycling
The teacher will maximize the opportunity for learning by recycling
language. It is believed that the learners will not achieve a hundred percent
mastery in the first time. As a solution, they need to be re-introduced to the topics
so that they may learn better and be able to achieve the goals.
4) Active Learning
The learners will learn by using the language that they are learning actively.
The learners will learn how to use the language to communicate. They may start
5) Integration
The teacher should give a clear relationship among linguistic form,
communicative function, and semantic meaning. By elaborating those elements,
the teacher will teach the learners clearly. A clear explanation will lead them to a
better achievement.
6) Reproduction to Creation
The teacher should support the learners to use language creatively rather
than to produce language. Productive tasks not only help the learners to master
form, meaning and function but also supply a basis for creative tasks. In creative
tasks, the learners are required to combine familiar elements they have learnt.
7) Reflection
The teacher should give the learners opportunities to reflect on what they
have learned. Through reflection, the learners may have opportunities to learn
from their mistakes. Moreover, they can improve their performance through
reflection.
B. Theoretical Framework
In the study, some theories are used in designing task-based instructional
reading materials learning for the eleventh grade students of SMK YPKK 3
Sleman. The discussions will be divided into two parts; the first one will discuss
about the model unit, while the second one will discuss the instructional model.
In designing the model unit, the writer uses the theory of reading and
content, principles of teaching reading, and Task-Based Learning framework. In
the study, the model unit consists of three parts, namely pre-reading,
while-reading, and post-reading. Pre-reading consists of activities which facilitate
learners to prepare themselves before they come to the reading text. Pre-reading
also includes the first step of Task-Based Learning framework, pre-task, which
helps learners activate their background knowledge before they read the text. In
pre-task, the top-down model is mostly used because this section puts emphasis
on the learners’ background knowledge as a gate to bring the learners to the text.
The use of top-down model also reflects the first principle of teaching reading,
namely exploit the readers’ background knowledge.
The second part of the model unit is while-reading. While-reading includes
the second step of Task-Based Learning framework, task cycle, which consists of
three stages, namely task, planning, and report. In the first stage, task, learners
have to read a text given and do the comprehension tasks. Then, they have to plan
how they will report the text being read to their friends in group. The report can
be in the form of oral or written presentation. While-reading also consists of a
brief explanation about reading strategies such as SQ5R, skimming, and scanning
that will be different in each unit.
The last part is post-reading, which consists of language focus and
reflection. In language focus, learners will be brought to the analysis activities
which include analysis of semantic concepts, words or parts of word, and
categories of meaning or use. Then, learners have to do the tasks in order to check
is reflection, in which learners share what they have learnt during a day course. In
the study, the principles of Task-Based Learning are used in constructing the
tasks. The tasks are designed to provide a scaffolding for the learners, help
learners to achieve the competencies required, and give the learners opportunity to
reflect on what have they learnt.
In the study, the writer employs five principles out of eight principles of
teaching reading. Those principles are exploiting the reader’s background
knowledge, building a strong vocabulary base, teaching for comprehension,
teaching reading strategies, and building assessment and evaluation into your
teaching. In the study, the students are required to use their background
knowledge by answering questions related to the reading. The materials also
provide exercises on vocabulary in order to build a strong vocabulary base.
Comprehension and reading strategies are several important things to be learnt in
order to enhance reading ability. The materials offer reading strategies for the
students and teach how to deal with the reading. Furthermore, there is an
evaluation in the materials in the form of qualitative assessment in order to
measure the students’ understanding of the reading.
For the instructional model, the writer adapts from Kemp’s model. Those
adapted steps are Defining Goals, Topics, and General Purposes, Specifying
Learning Objectives, Organizing Subject Content, Planning the
Teaching/Learning Activities and Resources, and Evaluation. Moreover, the
writer also adapts one step from Taba’s model, namely Diagnosing Needs. The
complete step in designing the materials. The writer also adds one more step
named Revising Materials as the last part of the whole instructional design steps.
The details of the instructional design steps are discussed as follows.
1. Conducting Needs Survey
The first stage is adapted from Taba’s instructional design model entitled
“Diagnosing Needs.” The writer conducts a needs survey to gather
information about the learners’ need, problems, conditions, and difficulties. In
order to collect that information, the writer distributes a questionnaire to the
learners. To gain more information about the learners’ difficulties and
problems, the writer also conducts an informal interview with the English
teacher.
2. Specifying Goals, Topics, and General Purposes
This stage is adapted from Kemp’s instructional design model, namely “Goals,
Topics, and General Purposes.” In this stage, the writer determines the goals
that should be achieved by the students at the end of the course. The next
things to be done are deciding topics for the whole course and also general
purposes of the course.
3. Formulating Objectives
A stage from Kemp’s instructional design model, “Learning Objectives”, is
adapted as the third stage. Specific objectives can be drawn from the needs
survey. Based on needs survey results, the writer may know which aspects that
need more attention. By stating the objectives, the writer know what the
4. Selecting Contents
Then, the writer has to select the content. This stage is adapted from Kemp’s
instructional design model entitled “Subject Content.” The contents can be
taken from textbook, articles, or even teacher’s own experiences and other
sources as long as those can support the objectives.
5. Selecting Teaching Learning Activities and Resources
The writer adapts Kemp’s instructional design model entitled “Selecting
Teaching Activities/Resource” for the next stage. In this stage, the writer
needs to select learning activities. The writer should decide the most effective
and efficient teaching learning activities and select the existing resource in
order to support the teaching learning processes.
6. Designing Materials
In this step, the writer organizes the materials. The writer arranges the selected
reading materials and learning activities based on the topics, general purposes,
and also objectives. Moreover, by arranging the materials sequentially it will
make the students easy to understand and learn the materials.
7. Evaluating Materials
Then, the writer needs experts and users feedback on the designed materials.
This stage is adapted from Kemp’s instructional design model named
“Evaluation.” It is aimed to figure out whether the contents and ideas
organization, time allocation, and learning method used for overall materials
are appropriate or not. The writer also distributes a set of designed materials
8. Revising Materials
The last step is revision. In this step, the writer revises the materials based on
the feedback and suggestions from experts and users. Revision is needed in
order to improve the materials so that later on the materials will be beneficial
for the students.
The steps of the writer’s instructional design model are presented in Figure 2.3.
Specifying Goals , Topics, and General Purposes
Formulating Objectives
Selecting Contents
Selecting Teaching Learning Activities and Resources
Designing Materials Conducting Needs Survey
Evaluating Materials
Revising Materials
CHAPTER III METHODOLOGY
In this chapter, the writer explains the method used in the study. The writer
also explains the participants of the study, research instruments used in the study,
how to gather the data needed, and also how to analyze the data. While in the last
part, the writer explains the research procedures in conducting the study.
A. Method
The method that was used in this study was Research and Development (R
& D). According to Borg and Gall (1963: 771), “R & D consists of a cycle in
which a version of the product is developed, field-tested, and revised on the basis
of field-test data.” The aim of this method was to present the results of the
research into product so that it can be used in schools. The reason for choosing R
& D was that the product fulfills the needs of the students because the product is
designed based on the data of the preliminary survey. There are ten major steps in
R & D cycle; those are (1) research and information collecting, (2) planning, (3)
develop preliminary form of product, (4) preliminary field-testing, (5) main
product revision, (6) main field-testing, (7) operational product revision, (8)
operational field testing, (9) final product revision and (10) dissemination and
implementation. In the study, the writer only used the first five steps of R & D
because the aim of the study is not to implement or evaluate materials but to
develop materials.
There were three main phases in the study, namely pre-design survey,
materials development and post-design survey.
1. Pre-design Survey
The first two steps of R & D, namely research and information collecting
and planning, were used in this phase. The writer collected the information needed
to design the materials through distributing first questionnaire to the eleventh
grade students of SMK YPKK 3 Sleman. The writer also conducted an interview
with the English teacher of SMK YPKK 3 Sleman in order to gain the data needed
to design the materials.
2. Materials Development
After gaining the information and data needed, the writer analyzed the data
and developed the materials. The third step of R & D, namely develop preliminary
form of product, was used in this phase. The product was in the form of materials
designed for the eleventh grade students of SMK YPKK 3 Sleman.
3. Post-design Survey
The fourth and fifth steps of R & D, namely preliminary field testing and
main product revision, were used in this phase. The writer distributed the second
questionnaire to the English teachers of SMK YPKK 3 Sleman and some lecturers
of the English Language Education Study Program Sanata Dharma University.
B. Participants of the Study
There were three participants in the study. The first one was all of the
eleventh grade students of SMK YPKK 3 Sleman. There were 70 students taking
part as the participants in the study. They were given the questionnaire in order to
find out their needs.
The second one was the English teachers of SMK YPKK 3 Sleman. The
eleventh grade English teacher was involved as the interviewee for pre-design
survey. The writer intended to obtain information about the students’ needs based
on her perception through the interview. The writer also distributed the
questionnaire to the tenth and eleventh grade English teachers to find out their
opinions and suggestions on the designed materials in the post-design survey.
The third was three lecturers of the English Language Education Study
Program Sanata Dharma University Yogyakarta. They were involved as the
participants for post-design survey, together with the English teachers of SMK
YPKK 3 Sleman. The questionnaire was given to the lecturers mastering
instructional design, reading, and language teaching methodology. They were
asked to evaluate whether the designed materials were appropriate or not. The
questionnaire was also to find out their opinions and suggestions on the designed
materials. It was hoped that their opinions and suggestions may give beneficial
contribution in revising the materials. The description of the participants was
Table 3.1: Participants of the Post-design Survey Study
Educational Background
Teaching Experience in Years
Group of Participants
D3 S1 S2 <5 5-10 >10
English Teachers - 2 - - 1 1
English Lecturers - - 3 - - 3
C. Research Instruments
There were two instruments used in this study, i.e. the questionnaires and the
interview. The writer used two kinds of questionnaire. The first questionnaire was
distributed in the pre-design survey, while the second questionnaire was
distributed in the post-design survey. Meanwhile, the interview was conducted in
the pre-design survey.
1. Questionnaire
Questionnaire is an instrument to gather information needed through the
participants’ written responses to a list of questions (Wallace, 1998: 124).
Questionnaire has two forms, namely closed form and open form. Closed form
requires respondents to give responses based on the options provided. In open
form questionnaire, the respondents are free to write their response toward the
questions given. There are two kinds of questionnaire used in the study. The first
questionnaire, which is closed form, was used for the needs survey and distributed
to the eleventh grade students of SMK YPKK 3 Sleman. The questionnaire was
written in Indonesia so that the students would understand the content of the
would be able to fill it up without difficulties in understanding the content. The
second questionnaire, which used closed and open form, was distributed to the
English teachers and lecturers in order to obtain opinions, suggestions, and
recommendations on the designed materials.
2. Interview
Interview is an instrument to gather information needed through question
and answer held by the interviewer and interviewee. According to Wallace (1998:
146), there are three kinds of interview, namely structured interview, unstructured
interview, and semi-structured interview. Structured interview has a very tight
structure, and in which the questions will probably be read from a carefully
prepared interview schedule, similar to a questionnaire but used orally (Wallace,
1998: 146). Unstructured interview has some kind of structure but not as tight as
structured interviews and it would simply be a conversation (Wallace, 1998: 146).
The atmosphere is more relaxed and informal. Semi-structured interview also has
the structure. There will almost certainly be a prepared interview schedule, but
most of the questions will probably be open questions (Wallace, 1998: 147). In
order to gain more detailed responses the interviewer may use comments or
follow-up questions.
In the study, the interview was conducted to the English teacher of the
eleventh grade students of SMK YPKK 3 Sleman. It was aimed to obtain
information needed about the learners’ needs from the teacher’s point of view.
The writer used semi-structured interview in order to create a conducive
D. Data Gathering Techniques
In the study, there were two phases of data gathering. The first phase was
the pre-design survey. In the pre-design survey, the writer distributed the
questionnaire to the eleventh grade students of SMK YPKK 3 Sleman in the first
and second week of August 2007. The questionnaire was aimed to obtain
information about the learners’ interest and difficulties in learning English. The
writer distributed the questionnaire to classes XI B & XI C first on August 2,
2007. The writer explained the aim of the questionnaire and asked the students to
fill up the questionnaire. Since the questionnaire was written in Indonesia, the
students would understand the content of the questionnaire easily. After all of the
students of XI B & XI C finished completing the questionnaire, the writer did the
same procedure in class XI A on August 6, 2007.
After distributing the questionnaire to the eleventh grade students of SMK
YPKK 3 Sleman, the writer conducted an interview with the English teacher of
SMK YPKK 3 Sleman. The interview was conducted on August 6, 2007 and it ran
for about an hour. It was aimed to gain the information about the learners’ needs
in learning English from the teacher. The results of the interview were used to
design the materials.
The second phase was in the post-design survey. In the post-design survey,
the writer distributed the questionnaire to attain feedback on the designed
materials from the English teachers of SMK YPKK 3 Sleman and English
Language Education Study Program lecturers of Sanata Dharma University
The respondents were given a set of designed materials and the questionnaire to
evaluate the designed materials. They had a week to answer the questions and
gave opinions, suggestions, and recommendations on the designed materials.
E. Data Analysis Techniques
In the study, the data were analyzed in two phases, namely pre-design
survey and post-design survey. The data that were analyzed in pre-design survey
were used for designing the materials. Meanwhile, in the post-design survey the
data were analyzed and were used for revising the designed materials.
1. Pre-design Survey
In pre-design survey, the writer used questionnaire and interview checklist
as the instruments to gather the data. The questionnaire was distributed to the
eleventh grade students of SMK YPKK 3 Sleman. The data from the
questionnaire were calculated as follows.
% 100
×
∑
nn
Note:
n : the number of students who choose certain topic
Σ n : the total number of the students
The writer also conducted an interview with the English teacher of SMK
YPKK 3 Sleman. The data from the interview were analyzed descriptively. The
2. Post-design Survey
In post-design survey, the writer only used the questionnaire as the
instrument. The questionnaire was distributed to two English teachers of SMK
YPKK 3 Sleman and three lecturers of the English Language Education Study
Program Sanata Dharma University Yogyakarta to gain their opinions and
suggestions toward the designed materials.
In the designed materials evaluation, there was a survey that used two types
of questionnaire, namely closed form and open form. To assess the respondents’
opinions of the designed materials, the writer used closed form questionnaire with
five points of agreements as follows.
1= if the respondents strongly disagree with the statement
2= if the respondents disagree with the statement
3= if the respondents are undecided
4= if the respondents agree with the statement
5= if the respondents strongly agree with the statement
The data were measured by the using the central tendency, which consisted
of mean, median, and mode. In this study, only mean was used to draw out
whether the designed materials were acceptable or not. Mean is an average of all
the scores in a distribution. There is a formula to count the mean as follows.
n x
∑
Note:
For the open form questionnaire, the respondents had to write down some
opinions, suggestions, and also recommendations on the designed materials. The
results of the questionnaire were analyzed descriptively by classifying the
answers. Then, the data were used to revise the designed materials.
F. Research Procedure
The writer followed some procedures in conducting the study. Those
procedures were divided into three parts, namely pre-design survey, materials
development, and post-design survey.
1. Pre-design Survey
The writer prepared the questionnaire and distributed the questionnaire to
the eleventh grade students of SMK YPKK 3 Sleman. The writer also listed the
questions that were used for the interview. The writer conducted an interview with
English teacher of SMK YPKK 3 Sleman in order to obtain more information
about the learners’ needs from the teacher’s point of view.
2. Materials Development
The results of the questionnaire and interview were used to design the
instructional reading materials for the eleventh grade students of SMK YPKK 3
Sleman. The writer also used SBC as the guideline in designing the materials.
Based on SBC, the writer designed the materials which are suitable to the
