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DESIGNING A SET OF COMPUTER-BASED READING MATERIALS

USING TASK-BASED LEARNING

FOR THE FIRST GRADE STUDENTS OF SENIOR HIGH SCHOOL

OF SMA N 9 YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirementsto Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Christophorus Rikko Agita

Student Number: 041214112

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMDEPARTMENT OF LANGUAGE AND ARTS EDUCATIONFACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITYYOGYAKARTA

2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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A Thesis on

DESIGNING A SET OF COMPUTER -BASED READING MATERIALS




ByChristophorus Rikko Agita

Student Number: 041214112

Approved by:

Drs. Y.B Gunawan, M.A 23 March 2009Sponsor


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A Thesis on

DESIGNING A SET OF COMPUTER -BASED READING MATERIALS




Yogyakarta, 1 April 2009Faculty of Teachers Training and EducationSanata Dharma University


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STATEMENT OF WORK’S ORIGINALITY

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

Yogyakarta, 23 March 2009

The Writer

Christophorus Rikko Agita

041214112


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LEMBAR PERNYATAAN PERSETUJUANPUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKA DEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Christoporus Rikko Agita

Nomor Mahasiswa : 041214112

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Sanata Dharma karya ilmiah saya yang berjudul:

DESIGNING A SET OF COMPUTER -BASED READING MATERIALSUSING TASK-BASED LEARNING

FOR THE FIRST GRADE STUDENTS OF SENIOR HIGH SCHOOLOF SMA N 9 YOGYAKARTA

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikankepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalandata, mendistribusikan secara terbatas, dan mempublikasikannya di internet ataumedia lain untuk kepentingan akademis tanpa perlu meminta ijin dari sayamaupun memberikan royalti kepada saya selama tetap mencamtumkan na ma sayasebaga penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 27 April 2009

Yang menyatakan,

Christoporus Rikko Agita


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TABLE OF CONTENTS

TITLE PAGE ………………………………………… ……...………………...

APPROVAL PAGES ………………………………………… ……..…………

STATEMENT OF WORK’S ORIGINALITY ……………………… …….….

DEDICATION PAGE ………………………………………………… ……....

ACKNOWLEDGEMENTS …………………………………………… ............

TABLE OF CONTENTS ……………………………………………………. ..

LIST OF TABLES …………………………………………………………….

LIST OF FIGURES …………………………………………… ………………

LIST OF APPENDICES ………………………………………………………

ABSTRACT ………………………………………………………………….. .

ABSTRAK .......................................................................................................... ..

CHAPTER I. INTRODUCTION

A. Background of the Study ………………………………………………

B. Problem Limitation ……………………………………………………

C. Problem Formulation …………………………………………………..

D. Research Objectives …………………………………… ………………

E. Research Benefits ……………………………………………………...

F. Definition of Terms ……………………………………………………

CHAPTER II. THEORETICAL REVIEW

A. Theoretical Description ……………………………………………….

1. Instructional Design Models ………………………………………

a. Kemp’s model …………………………………………………

b. Yalden’s model ……………………………………………… ..

2. Curriculum …………………………………………………………

a. School-Based Curriculum ……………………………………..

b. Curriculum of SMA N 9 Yogyakarta …………………………..


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3. Syllabus ………………………………………………………........

4. Task-based Learning ………………………………………………

a. Nature of Task-based Learning ………………………………..

b. Types of Task ………………………………………………….

c. The Framework of Task-based Learning .……………………..

5. The Reading Skill ………………………………………………….

a. Nature of Reading ……………………………………………..

b. Reading Process ……………………………………………….

c. Teaching Reading ……………………………………………..

d. Three Stages in Teaching Reading …………………………….

e. Reading Task …………………………………………………..

6. Computer Assisted Language Learning ………………………….. .

a. The Role of the Computer ……………………………………..

b. The Role of the Teacher ……………………………………… .

c. The Advantages of Computer-Based Program ………………...

d. Five Types of Computer Programs …………………………….

e. CALL Software Evaluation ………………………………… ....

B. Theoretical Framework …………………………………………… .…..

CHAPTER III. METHODOLOGY

A. Research Methods …………………………………………………… ..

B. Research Respondents …………………………………………… .…...

C. Research Instrument ………………………………………………… ..

D. Data Gathering Technique ……………………………………… .…….

E. Data Analysis Technique …………………………………………… ....

F. Research Procedure ……………………………………… ……………

CHAPTER IV

A. Data Presentation and Description …………………………………… .

1. Conducting Needs Survey ……………………………………… …

2. Formulating Goals, Topics and General P urposes ………………...


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3. Formulating Learning Objectives ………………………………….

4. Selecting Teaching Learning Activities and Materials …………….

5. Constructing a Set of Computer-Based Reading Materials

Using Task-Based Learning ………………………………………

6. Evaluating the Set of Computer-Based Reading Materials

Using Task-Based Learning ……………………………………… .

B. Material Presentation ………………………………………………….

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions ……………………………………………………………

B. Suggestions …………………………………………………………… .

REFERENCES ………………………………………………………………. 109


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LIST OF TABLES

Table 2. 1: CALL Software Evaluation Considerations ……………………….

Table 3. 1: Respondents of the Study ………………………………………… .

Table 3. 2: Summary of the Results of the Pre -design Survey ………………. ..

Table 3. 3: The Descriptive Statistics of Respondents’ Opinion ………………

Table 4. 1: Summary of the Results of the Pre-Design Questionnaire ………..

Table 4. 2: Summary of the Results of the Post-Design Questionnaire ………..

Table 4. 3: The Goal and General Purposes of the Materials ………………… .

Table 4. 4: The Topics of the Materials ……………………………………… ..

Table 4. 5: The Indicators of the Materials …………………………………….

Table 4. 6: Learning Activities of the Materials ……………………………….

Table 4. 7: JCloze Exercises ………………………………………………… ...

Table 4. 8: JMatch Exercises ………………………………………………… ..

Table 4.9: JQuiz Exercises …………………………………………………… ..

Table 4.10: JMix Exercises …………………………… ……………………….

Table 4.11: Description of the Respondents ………………………………… ...

Table 4.12: The Descriptive Statistics of Respondents’ Opinion …………… ...

Table 4.15: Presentation of the Designed Set of the Materials ………………...


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LIST OF FIGURES

Figure 2.1: Kemp’s Model …………………………………………………… ..

Figure 2.2: Yalden’s Model ……………………………………………………

Figure 2.3: The Components of the Task Cycle ……………………………… .

Figure 2.4: Bottom-up Approach to Reading ………………………………… .

Figure 2.5: Top-down Approach to Reading ………………………………… ..

Figure 2.6: Interactive Approach to Reading ………………………………… ..

Figure 2.7: The Ahmad Model ………………………………………………...

Figure 2.8: The Farrington Model …………………………………………… ..

Figure 2.9: The Writer’s Model ……………………………………………… ..

Figure 3.1: R&D Cycle ……………………………………………………… ...

Figure 3.2: Writer’s Model …………………………………………………… .

Figure 4.1: The Flowchart of the Designed Materials …………………………

Figure 4.2: Autorun Application ……………………………………………….

Figure 4.3: Front Page user Interface ………………………………………….

Figure 4.4: Content Outline Page ……………………………………………...

Figure 4.5: Lesson Page ……………………………………………………… ..

Figure 4.6: JCloze Application …………………………………… …………...

Figure 4.7: JMatch Application ……………………………………………… ..

Figure 4.8: JQuiz Application ………………………………………………….

Figure 4.9: JMix Application ………………………………………………… ..

Figure 4.10: JCross Application ……………………………………………… .


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LIST OF APPENDICES

Appendix 1: Letter of Permission …………………………………………….. .

Appendix 2: Needs Survey Questionnaire …………………………………….

Appendix 3: Overview of the Designed Set of the Materials ………………….

Appendix 4: Designed Materials Evaluation Questionnaire …………………..

Appendix 5: Syllabus and Lesson Plans ……………………………………….

Appendix 6: Pictures Sources ………………………………………………… .

Appendix 7: Presentation of the Designed Set of the Materials ……………….


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ABSTRACT

Agita, Christophorus Rikko. 2009. Designing A Set of Computer -Based ReadingMaterials Using Task-Based Learning for The First Grade Students of SMA N 9Yogyakarta. Yogyakarta: English Language Education Study Program, SanataDharma University

Without ignoring other skills, reading is considered as an important skill tobe taught at school since it ensures success not only in learning English, but alsoin learning any content class where reading in English is required. Unfortunately,the first grade students of SMA N 9 Yogyakarta face several problems in learningreading. First, the texts are too long. Seco nd, students have difficultyunderstanding the vocabulary. Third, the exercises provided are not varied. Lastly,topics of the reading text are not varied.

This study is concerned with designing a set of computer -based readingmaterials using task-based learning for the first grade students of SMA N 9Yogyakarta. There were two problems involved in this study. They were: (1) Howis a set of computer-based reading materials using task -based learning for the firstgrade students of Senior High School of SMA N 9 Yogyakarta designed?, and (2)What does the set of computer -based reading materials using task -based learningfor the first grade students of Senior High School of SMA N 9 Yogyakarta looklike?.

In order to answer the first question in the Problem Formulation , the writercombined Kemp’s and Yalden’s instructional design model. There were six stepsto be carried out from the adaptation and combination of those two instructionaldesign models. They are the following: 1) Conducting needs survey, 2)Formulating goals, topics, and general purposes, 3) Formulating generalobjectives, 4) Selecting teaching learning activities and materials, 5) Constructinga set of computer-based reading materials using task -based learning, 6) Evaluatingthe set of computer-based reading materials using task -based learning. Thesesteps are in line with first five steps of Educational Research and Development(R&D) cycle. They were, 1) Research and information collecting, 2) Planning, 3)Develop preliminary form of product, 4) Preliminary field testing, and 5) Mainproduct revision.

In order to answer the second question, the writer presented the set ofcomputer-based reading material using-task based learning which has beenrevised. The revision was based on the results of data gathered from distributingthe questionnaire to the English teachers, English lecturers of English educationStudy Program of Sanata Dharma University and an English instructor. Theinstructional materials consist of four topics and each topic consists of twolessons. The topics are: Education (unit 1), Nature (unit 2), Family (unit 3), andHealth (unit 4) The lessons are: (1) The Life of Helen Keller , (2) Announcement,(3) Hurricanes and Tornadoes , (4) A Cleaner River, (5) Letter, (6) WrappingIdea, (7) Kas, (8) First Aid Care: Wound Care Treatment.


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Based on the results of the post design, the writer concludes that the set ofdesigned materials are appropriate and suitable to be applied to teach reading forthe first grade students of SMA N 9 Yogyakarta. The mean was 4.25.

Finally, the writer hopes that the implementation of the designed set of thematerials could bring benefits to both the students and teachers.


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ABSTRAK

Agita, Christophorus Rikko. 2009. Designing A Set of Computer -Based ReadingMaterials Using Task-Based Learning for The First Grade Students of SMA N 9Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris , UniversitasSanata Dharma.

Tanpa mengabaikan pentingnya skill yang lain, reading dianggap sebagaisalah satu skill yang penting untuk diajarkan di sekolah karena dapat menjaminsukses bukan hanya dalam pembelajaran bahasa Inggris tetapi juga dalam bidangpembelajaran yang lain dimana bahasa Inggris dibutuhkan. Na mun demikiansangat disayangkan karena siswa-siswa kelas satu SMA N 9 Yogyakartamempunyai permasalahan-permasalahan dalam belajar reading. Yang pertamaadalah teks yang terlalu panjang. Yang kedua, murid kesulitan untuk mem ahamikosakata. Yang ketiga, latihan -latihan soal yang diberikan kurang bervariasi.Sedangkan yang terakhir adalah topik bacaan yang diberikan kurang bervariasi.

Studi ini berkaitan mengenai penyusunan seperangkat materi pembelajaranreading berdasarkan computer-based dengan menggunakan metode pembelajarantask-based untuk siswa kelas satu SMA N 9 Yogyakarta. Ada dua pertanyaanyang harus dijawab dalam studi ini. Pertanyaan-pertanyaan tersebut adalah: 1)Bagaimanakah seperangkat materi pembelajaran reading bersasarkan computer-based dengan menggunakan metode pembelajaran task-based untuk siswa kelassatu SMA N 9 Yogyakarta disusun?, dan 2) Seperti apakah seperangkat materiitu?

Untuk menjawab pertanyaan pertama yang tercantum dalam RumusanMasalah, penyusun mengkombinasikan model desain pembelajaran Kemp danYalden. Model yang diadaptasi dari kedua model desain pembelajaran tersebutterdiri dari enam langkah, yaitu, 1) Melakukan survey kebutuhan, 2) Merumuskantujuan khusus, topic dan tujuan umum, 3) M erumuskan tujuan pembelajaran, 4)Menyeleksi kegiatan dan materi pembelajaran, 5) Menyusun desain materi, 6)Melakukan evaluasi terhadap desain materi. Langkah-langkah tersebut sesuaidengan lima langkah pertama dari Educational Research and Development (R &D)cycle. 5 langkah tersebut yaitu: 1) Penelitian dan pengumpulan informasi, 2)Perencanaan, 3) Pengembangan bentuk awal produk, 4) Pengujian awal dilapangan, 5) Perbaikan materi/produk.

Sedangkan untuk menjawab pertanyaan yang kedua, penyusun menyajikanseperangkat materi pembelajaran reading bersasarkan computer-based denganmenggunakan metode pembelajaran task-based untuk siswa kelas satu SMA N 9Yogyakarta yang telah diperbaiki. Perbaikan materi dilakukan berdasarkan hasildata kuesioner yang dibagikan kepada guru bahasa Inggris, dosen bahasa InggrisPendidikan Bahasa Inggris Universitas Sanata Dharma dan seorang instruktorbahasa Inggris. Materi pembelajaran terdiri dari 4 unit dan setiap unit terdiri dari2 pelajaran. Topik tersebut adalah Education (unit 1), Nature (unit 2), Family(unit 3), and Health (unit 4). Sedangkan pelajaran terdiri dari: (1) The Life ofHelen Keller, (2) Announcement, (3) Hurricanes and Tornadoes , (4) A Cleaner


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River, (5) Letter, (6) Wrapping Idea, (7) Kas, (8) First Aid Care: Wound CareTreatment.

Berdasarkan hasil dari post-design, penyusun menyimpulkan bahwamateri yang telah disusun sudah sesuai untuk digunakan untuk mengajar readingsiswa kelas satu SMA N 9 Yogyakarta. Nilai rata -rata survey atas materi adalah4,25.

Akhir kata, penyusun berharap bahwa pengimplementasian seperangkatmateri tersebut dapat memberikan manfaat baik bagi murid dan guru.


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CHAPTER I

INTRODUCTION

This chapter presents the rationale for conducting the research. It consists

of Background of The Study, Problem Limitation, Problem Formulation, Research

Objectives, Research Benefits, and Definition of Terms.

A. Background of The Study

Language is a means of communication since through language people

gain knowledge. One of the world’s most commonly used language s is English

(Randolph, 1985). English has been considered as an international language that is

used in modern technology, political, science, trade and exchange.

Considering the importance of English, the main goal of teaching English

at school is to help students to be able to communicate well both in spoken and

written. It is primarily to prepare students to get into college. Since, in the

university, they will always deal with English environment which demand s good

English communication skill s. Most scientific articles and textbooks they will use

in college are written in English. It is also relevant to present condi tion because

the urgent need for students to be able to read English texts well are to pass

National Final Examination or Ujian Akhir National (UAN) and to win the

UMPTN (The Admission Test for State University) . Thus, mastering good

communication skill will surely be a valuable asset for those who wish to be able

to remain and survive in college.

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Without ignoring other skills, reading is also considered as an important

skill to be taught at school. Reading is an essential skill for learners of English as

a second language. For most of these learners, it is the most important skill to

master in order to ensure success not only in learning English, but also in learning

any content class where reading in English is required (Nunan, 2003). It means

that the demand of good English reading skill is not only needed in English class,

but also in other subjects in which reading skil l is needed. In other words, the

success in reading English can influence the success of other subjects.

People may have different purpose of reading a written text. Sometimes

they read to locate specific information, for example name, location or date. Even,

commonly, they read a text to get knowledge or information, for example when

they read to learn. They also read to get general comp rehension on a text, for

example reading to get the main ideas. Perhaps, they also read only for pleasure.

But, in an academic setting, all those purposes come into account. Thus, in

relation to language teaching, an English teacher should bring those purposes into

the reading classroom since they can help learners to succeed in the completion of

tasks or even in the study.

In 2006, Departemen Pendidikan Nasional (Depdiknas) or the Minister of

National Education issued School-Based Curriculum or Kurikulum Tingkat

Satuan Pendidikan (KTSP). Through the implementation of School -Based

Curriculum, government hopes it will bring some positive changes in the teaching

English. School-Based Curriculum states competence that should be achieved by

students in all subjects, including English. Reading skill for senior high school


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students is necessary to help students to gain knowledge and access science.

Therefore, when they are in college, they are fully ready to engage with higher

written text. In short, teaching rea ding skill for senior high school students is very

important to prepare them to achieve success in college (the Decree of the

Minister of National Education no 22/226 concerning the Standard of Contents).

In that respect, teaching reading at senior high sc hool is crucial. It is a teacher’s

duty to help learners to master a language.

According to School-Based Curriculum, every school has a right to create

their own curriculum based on the school’s potential. School-Based Curriculum

is used as a guideline for teachers to create teaching learning activities and

materials. It means that School-Based Curriculum gives teachers more

opportunity to be more creative in conducting teaching learning activities and in

designing materials with best suit with their learners (Act no 20/2003 concerning

the National Educational System) .

Nunan (Nunan, 2004, 12 as cited in Kohonen, 1992) argued that Task-

Based Language Teaching can encourage the transformation of knowledge within

the learner rather than the transmission of knowledge from the teacher to the

learner. It means that a teacher is not always the source of knowledge. A task can

be seen as a vehicle for students to attain to higher knowledge of a particular

subject. It is because activities provided as tasks involve real communication and

interaction. Interaction in TBL offers opportunity to share and think the tasks with

classmates. Besides, interaction can also encourage students to be more

confidence in doing the tasks. Through TBL classroom, students get opportunity


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to take an active part in the learning process to experiment and take risks. Often,

errors are inevitably in the learning p rocess. Those can reduce students’

motivation and make them feel anxious. Task-based learning value that learners

need to regard their errors in a positive way (Willis, 1996, p.24).

Often, the successful learning depends much on the condition of language

learning. Willis (Willis, 1996) proposed four conditions in order to get effective

language learning. They are exposure, language use, motivation and instruction.

Exposure, language use and motivation are essential condition for language

learning, while instruction although not considerably essential is desirable.

Through task-based learning, learners can interact with real world tasks. Thus,

task-based learning is very valuable to improve English skills, especially reading

because task-based learning provides various written text to carry out. The point is

to make learners become not only more familiar with the feature of written text

but also more skilful in understanding written text. TBL forces learners to involve

their world knowledge and experience in comprehending written text because the

success of completion of the tasks does not always rely heavily on the mastery of

reading skills. Tasks are also said to improve learner motivation since students

should use target language to accomplish the tasks. Hence, TBL promotes

learning (Richards and Rodgers, 2001).

We cannot deny that media, both electronic (computer, television , etc) and

non electronic (textbook, newspaper, magazine , etc) plays an important role in

determining the success of study, especially in our educational field. It is because

media provides teachers and students with more information in various fields, for


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example scientific, technology, cultural, political, trade and exchange. Besides,

media can also be used as a vehicle to transfer knowledge from teacher to

students. Because of those reasons, many teachers try to take the advantages of

media used in educational field.

In our educational field, a textbook is a medium which is considered as an

important part in teaching and learning process. For years teachers have used a

textbook to facilitate the teaching learning process. It is primarily because a

textbook is very practical and easy to use. In SMA N 9 Yogyakarta, a textbook is

used as the main source of teaching and learning process. Students use the

textbook in order to learn and practice their communication in English. But,

students feel that they are overwhelmed with the texts given because they do not

fit with the students’ proficiency level. The texts are too long for them. Students

have difficulty understanding the vocabulary. Students, as the language learners,

need a lot of exposure of English to br oaden their knowledge of English. The

textbook they use does not give them various topics and exercises to choose from.

If students are not interested in the materials given, they will not do their best in

learning. In order to solve the problem, sometimes teachers need to create reading

materials. They make those to supplement reading materials provided in the

textbook. But, since there are some problems which arise in using a textbook,

teachers need to find another medium to teach students.

The fast development of technology in every field makes some researchers

and teachers put the benefits of technology into educational field. By utilizing

computers as a learning medium, teachers introduce technology as an interesting


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medium to learn English, especially reading. It implies that learning does not

always use a textbook. A computer in fact, has a lot of advantages for educational

field. It can aid students’ learning and help teachers to deliver materials. The

implementation of computer in language teaching and learning has begun for

decades ago. A Lou Harris poll conducted at the end of 1983 found that children

in 40 percents of the households with school -aged children used a computer at

school (Report on educational Research, 1983 as cited in Rude, 1986).

The following are the suggestions why the computer is used in the design:

a. its ability to interact with students (Kenning, 1983) , b. its important role and

function in helping students become better readers (Cushenbery, 1985), c. the

improvement of academic motivation due to children’s high enthusiasm about

using the computer (Rude, 1986,; Spencer and Baskin, 1983; Merton, 1983;

Fisher, 1983).

A computer accompanied by software can perform well as a textbook,

even more than a textbook. To perform as a t extbook, a computer provides

various materials and exercises. Students therefore have many topics to choose

from. As second language learners, students need a lot of English exposure to

broaden their knowledge. Some exercises are also available in the comp uter for

students to practice. Unlike a textbook, exercises available in the computer never

fade although they are used many times. The computer also has potential ability to

reduce students’ anxiety and increase students’ motivation.

A computer can assis t students’ learning by providing instruction in

doing exercises. The instructions available in the computer can always be


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evaluated or changed if it is unclear. Often, students have difficulty in doing the

exercises. They feel stressed or unenthusiastic in learning when they cannot give

the answers. A computer has the ability to help students do the exercises. A Help

button is available in some exercises. They just need to click on it when they need

help or have difficulties in doing the exercises. In su pporting students to

accomplish the tasks, a Vocabulary List is available. It can be accessed by

clicking on the button. In traditional method, sometimes when teachers feel

fatigued, they tend to neglect their students and do not give appropriate feedback

to the students. As a result, the teaching learning activities do not run well. A

computer in delivering materials never feels fatigued. Based on those reasons the

designer attempts to design a set of computer-based reading materials for the First

Grade Students of SMA N 9 Yogyakarta.

The designer uses HotPotatoes 6™ to design the learning exercises. Hot

Potatoes 6™ is software to create reading exercises. It offers some types of

reading exercises, such as multiple choice, matching, gap filling, crossword and

arranging words. HotPotatoes 6™ also makes the learning become effective and

efficient by providing immediate feedback in form of scor e. In other words,

HotPotatoes 6™ allows paper exercises to be written in the computer.

The designer chooses Macromedia Dreamweaver 8™ to create the

learning materials. This software is usually used to create web pages.

Macromedia Dreamweaver 8™ provides tools that make it easy to design and

develop web pages. It allows the designers to create their own objects and

command, modify keyboard command and add images. The combination of


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HotPotatoes 6™ and Macromedia Dreamweaver 8™ is able to present the

materials to be taught based on the objectives. However, it should be designed in

such a way so that it is able to be used by students and teachers . The following is

the illustration of the software application created using Macromedia

Dreamweaver 8™. When students come to the front page of the application, they

are offered four links to choose from namely Home, Content Outline, Help and

Author. Each link brings them to different places. To choose one of the links, they

just need to click on the button they desired. For example, to go to the reading

exercises, they should click on the Content Outline button. There are 8 lessons

provided in it. In each lesson, students get some reading exer cises. Some

exercises contain a reading text. An interesting thing of computer -based reading

materials is that as soon as the students finish one exercise, they can get the result

of their practice immediately by clicking on the Check button. The designed set of

computer-based reading materials is applied in the computer laboratory of SMA N

9 Yogyakarta.

Based on the explanation above, the writer attempts to design a set of

computer-based reading materials using task -based learning for the first grade

students of senior high school of SMA N 9 Yogyakarta to help students solve their

problems.

It should be taken into account that this set of materials would not always

guarantee the success of the learners because it hinges on some factors, such as

the readiness and effectiveness of teachers, students, computers, and the congenial

atmosphere.


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B. Problem Limitation

The designed set of computer-based reading materials using task-based

learning in this study is used for teaching English, especially reading for the first

grade students in SMA N 9 Yogyakarta. The writer chose SMA N 9 Yogyakarta

because the writer only focuses on one school. Besides, the facility available there

makes it possible to use the media and implement the designed set of materials.

The writer focuses on designing a set of reading materials for one semester. It is

used in the first semester. The materials are narratives, recounts and procedures.

The writer focuses on developing pre-reading and while-reading materials which

are used in the computer laboratory. However, the wrier also proposes several

activities for post-reading.

C. Problem Formulation

In this study, there are two problems to be discussed. The problem can be

formulated as follows:

1. How is a set of computer-based reading materials using task-based learning

for the first grade students of Senior High School of SMA N 9 Yogyakarta

designed?

2. What does the set of computer-based reading materials using task-based

learning for the first grade students of Senior High School of SMA N 9

Yogyakarta look like?


10

D. Research Objectives

In this study, there are two objectives to elaborate. The two objectiv es can

be specified as follows:

1. to find out how a set of computer-based reading materials using task-based

learning for the first grade Students of Senior High School of SMA N 9

Yogyakarta is designed,

2. to present the set of computer-based reading materials using task-based

learning for the first grade students of Senior High School of SMA N 9

Yogyakarta.

E. Research Benefits

There are some benefits, which can be obtained from this study. They are

described as follows:

1. For the English teachers of senior high school, this study will help them to

provide a set of alternative reading materials.

2. For the students, hopefully this study will help them to learn English

effectively especially in learning reading.

3. For further researchers, this study hopefully encourages them to make an

evaluation and revision so that they can produce a better design in the future.

F. Definition of Terms

1. Design

The term ‘designing’ is the same as creating a new set of materials that fit


11

the learning objectives and specifying subject areas of particular learner

(Hutchinson and Waters, 1994, p.106).

The term design in this study refers to the creating a set of reading

materials using Macromedia Dreamweaver for the First Grade Students of Senior

High School.

2. Reading

According to Anderson (Anderson, 1999) reading means a fluent process

of readers combining information from a text and their own background

knowledge to build meaning.

Wallace (Wallace, 2003) stated that reading as interpreting means reacting

to a written text as a piece of communication .

In this design, reading means understanding a written text . It includes

skimming, scanning, comprehension, reading between the lines, getting the

supporting details and main ideas.

3. Computer-Based Reading Materials

Levy (Levy, 1997) stated that when the word ‘based’ is part of the

acronym we are looking at the very central, all -encompassing role for the

computer. He also added that to function as a tutor, a computer presents some

subject material, the student responds, the computer evaluates the response, and

from the results of the evaluation, determines what to present next.

In this study computer-based reading materials means reading texts and

exercises which are stored in a computer. They can be evaluated and changed


12

based on the students’ need and interest. Students read the reading text and do

exercises via a computer.

4. Task-Based Learning

Nunan as cited by Richards and Rodgers (Richards and Rodgers, 2001,

224 cited Nunan, 1989) stated that task-based learning is one kind of learning in

which the learners are given a lot of tasks in the target language so that they can

comprehend, manipulate, produce and interact using that language while their

attention is principally focus on meaning rather than form.

Willis (Willis, 1996) stated that task-based learning is activities where the

target language is used by the learner for a communicative purpose (goal) in order

to achieve an outcome.

In this design, task-based learning is learning which uses a lot of tasks.

The word ‘outcome’ in this study means the objectives of the learning. Thus, t he

tasks here mean learners’ activities, especially reading activities that th ey get as

learning experiences that help them to achieve the objectives of the learning.

5. First Grade Students of Senior High School

Senior High School is a formal education after students graduated from 6

years Elementary School and 3 years Junior High School. Whi le first grade

students of Senior High School means the students who are in the first year of

senior high school. Their ages range from 15 to 17 years old. In this study, the

students are those who study in SMA N 9 Yogyakarta.


13

CHAPTER II

THEORETICAL REVIEW

This chapter presents detailed discussion about some theories underlying

the study. This chapter is divided into two sections, namely: Theoretical

Description and Theoretical Framework. The first section elaborates some

theories which serve as a fou ndation for this study. The second section

summarizes the writer’s framework and the steps in designing a set of computer -

based reading materials using task based learning.

A. Theoretical Description

In this part, the writer discusses some theories related to this study. There

are six theories that are going to be discuss ed. The first is instructional design

models. The second is the reading skill. The third is school based curriculum. The

fourth is syllabus. The fifth is task -based learning. The sixth is computer assisted

language learning.

1. Instructional Design Models

Since the objective of this study is designing materials to develop reading

skills, the writer employed Kemp’s and Yalden’s instructional material design.

Those two models will be comb ined and used as the basis in developing the

instructional materials.

13


14

a. Kemp’s model

Kemp’s instructional material design model consists of eight steps. Each

step is presented as follows:

1) Considering goals and list topics stating the general purposes fo r teaching

each topic.

The first step starts with “the recognition of the broad goals of the school

system or institution” (Kemp, 1977, p.13). After choosing the goals, the designer

chose the topics.

2) Enumerate the important characteristics of the learners for whom the

instruction is to be designed.

Kemp suggests that knowing students’ characteristic is important in

designing instructional material because it influences the designed material. The

information of students’ characteristic was used to design a ppropriate materials.

3) Specify the learner objectives to be achieved in terms of measurable student

behavioral outcomes.

Since the learning objectives concern with learning as the outcome of the

instruction, learners need to have active effort. Thus, all objectives must be

stated in terms of activities that will best promote learning (Kemp, 1977).

4) List the subject content to support each objective.

Kemp argues that the subject content must be related with student’s need

and interest. Kemp also offers four q uestions that can be used to select subject

content. They are:

a) What specifically must be taught or learned in this topic.


15

b) What facts, concepts, principles relate to this topic.

c) What steps are involved in necessary procedures relating to this topic.

d) What techniques are required in performing essential skills.

5) Developing pre-assessment to determine the students’ background and present

level of knowledge about the topic.

Pre-assessment is needed to examine students’ preparation to study the

topic and competent in some of the stated objectives (Kemp, 1977). From the

statement we know that giving students enough preparation is important. It

enables students to acquire the objectives and master the topic.

6) Select teaching/learning activities and instructional resou rces that will treat the

subject content, so the students will accomplish the objectives.

Kemp states that appropriate methods and instructional activities will help

learners to achieve the learning objectives. So, the teacher has to know the strengths

and weaknesses of the methods used in the study and the materials.

7) Coordinate such support services as budget, personnel, facilities, equipment

and schedules to carry out instructional plan.

There are many factors needed in designing instructional materials

suggested by Kemp. The support services are budget, facilities, equipment, time

and schedule. Kemp also suggests that coordination of each support service

must be considered at the same time with making instructional plans and

selecting the materials.

8) Evaluate students’ learning in terms of their accomplishment of objectives

with a view to revise and re-evaluate any phase that needs improvement.


16

Kemp says that evaluating students’ learning is necessary in order to

know how far the learners have achieved the objectives (Kemp, 1977, p.86). At

the end of the teaching-learning activities, the teacher usually conducts a test to

measure the learning outcomes.

Figure 2. 1: Kemp’s Model (Kemp, 1997, p. 9)

The circular shape of the model gives a sense that the design and the

development process is a continuous cycle that requires constant planning, design,

evaluation and assessment, to insure effective instruction. Revision line encircles

all elements of the models shows t hat changes in the content or treatment are

allowed at any time. This idea is to improve any weakness part of the program to

better insure learners to accomplish the instructional objectives at a satisfactory

level.

Goals,Topics and

GeneralPurposes

Revise

Pre-assessment

SubjectContent

LearningObjectives

LearnerCharacteri

stics

Evaluation

SupportServices

Teaching/Learningactivities,resources


17

b. Yalden’s model

The second instructional design model is adapted from Janice Yalden. He

states 7 stages in planning a syllabus. They are described as follows:

1) Needs survey

Needs survey is conducted in order to find the needs and states objectives

that are suitable for the learners. By understand ing as much information as

possible, the objectives being stated are realistic.

2) Description of purpose

In this stage, the description of purpose is prepared in terms of the

students’ characteristics and the students’ skill on entry and on exit from the

program.

3) Selection and development of syllabus type

The choice of a syllabus type is done when general category of a language

program has been decided.

4) Production of a proto syllabus

This stage gives description of the content that the syllabus will have, that

is, the preparation of syllabus specification. It includes description of language

and language use to be covered in the program.

5) Production of a pedagogical syllabus

Yalden states that production of pedagogical syllabus develops the

teaching materials, the learning and testing approaches, testing sequence and

decisions on testing instruments.

6) Development and implementation of classroom procedures


18

a) Development of classroom procedures

1. Selection of exercises types and teaching techniques

2. Preparation of lesson plans

3. Preparation of weekly schedules.

b) Implementation of classroom procedures

1. Principles

2. Desired outcomes

3. Exploitation or creation of teaching material.

7) Evaluation and stage recycling

According to Yalden, evaluation describes 3 parts; the ev aluation of the

students, the evaluation of the program, and the evaluation of the teaching. The

next stage is recycling which is the last step in the process of syllabus design.

Based on this stage, the fit between goals set and the final performance of t he

learners is determined then materials and teaching approaches are revised.

Below is the figure of the language development suggested by Yalden:

Figure 2.2: Yalden’s Model (Yalden, 1987, p.88)

This section provides two different instructional diff erent models, Kemp’s

and Yaldens’ instructional design model. In designing the set of computer -based

reading materials, the writer used some steps from Kemp’s and Yalden’s. They

Needssurvey

Descriptionof purpose

Selection/development of

syllabus type

Productionof a protosyllabus

Productionof a

pedagogicalsyllabus

Developmentand

implementationof classroomprocedures

Evaluation


19

were chosen to fulfil three essential points in developing learning materials. They

are purpose, process and evaluation.

The writer applied 3 steps of Kemp’s instructional design model. They are:

a. Considering goals and list topic s stating the general purposes for teaching

each topic.

b. Specify the learner objectives to be achieved in terms of measurable student

behavioral outcomes.

c. Select teaching/learning activities and instructional resources that will treat the

subject content, so the students will accomplish the objectives.

The writer applied 2 steps of Yalden’s instructional desi gn model. They

are:

a. Needs survey.

b. Evaluation and stage recycling.

2. Curriculum

This section deals with discussion about School -Based Curriculum and

Curriculum of SMA N 9 Yogyakarta. They are discussed because the designed set

of materials is used as compu lsory subject in teaching reading at SMA N 9

Yogyakarta.

a. School-Based Curriculum

In this part, the writer elaborates curriculum applied at school.

Understanding curriculum is very important because the designed set of materials

is going to be used for educational purpose.


20

Based on the Decree of the Minister of National Education No 24/2006,

Indonesia implements School -Based Curriculum or Kurikulum Tingkat Satuan

Pendidikan (KTSP). School-Based Curriculum is developed because of diversity

of school’s potential in Indonesia.

School-Based Curriculum gives a great authority to all schools in

Indonesia to develop and construct their own curriculum based on their school’s

potential, students’ character and socio -cultural background. The process of

developing and constructing curriculum involves headmasters, teachers and

school committee. While the role of government is only as guidance.

School-Based Curriculum states the goal, competence standard and basic

competence of all subjects. The competence standard of reading for the first grade

students of senior high school at the first semester is that students are able to

understand the meanings in short functional texts and simple essays of narratives,

recounts and procedures in daily life context to access scienc e (based on the

Decree of the Minister of National Education no22 Year 2006).

There are two basic competences to be achieved by the first grade students

of senior high. The first is s tudents are able to comprehend the functional short

text meaning both in formal and informal setting accurately and fluently and

acceptably. The second is s tudents are able to respond to the meaning and

rhetorical steps of narratives, recounts and procedures in daily life context

accurately, fluently and acceptably to access science.

b. Curriculum of SMA N 9 Yogyakarta

In respect to the Decree of the Minister of National Education No. 24 Year


21

2006 concerning the implementation of KTSP, SMA N 9 Yogyakarta has designed

and developed Curriculum of SMA N 9 Yogyakarta but it has not been approved

and legalized by the Ministry of National Education. Hence, teachers are given

great authority to develop and create their teaching -learning materials and

activities based on School-Based Curriculum.

In conclusion, the English curriculu m used in SMA N 9 Yogyakarta is

School-Based Curriculum. Competence standard and basic competence of reading

English for first grade students of senior high school as stated in School -Based

Curriculum are used as the basis in deciding the topic, goal and t he objectives of

the study.

3. Syllabus

According to Robinson (Robinson, 1991, 34), a syllabus is a plan of work

in a language program, which is used by teachers as a guideline in selecting and

organizing the instructional content. A syllabus is importan t in language teaching

because it gives description of what has to be done by teachers and how the

teaching learning process will be.

Krahnke (Krahnke, 1987, 9-12) stated six types of syllabus. They are

structural syllabus, notional/functional syllabus, s ituational syllabus, skill -based

syllabus, task-based syllabus, and content -based syllabus. They are explained

below.

a. Structural Syllabus

A structural syllabus is the syllabus that focuses on the language form and


22

structures (grammar).

b. Notional/Functional Syllabus

A notional/functional syllabus is the syllabus which focuses on the content

of the language teaching on the language functions, example agreeing,

complaining and so on.

c. Situational Syllabus

A situational syllabus is the syllabus in which the content of the language

teaching is organized around the real imaginary situations in which the language

is used.

d. Skill-based Syllabus

A skill-based syllabus is the syllabus in which the content of the language

teaching is focused on the specific abilitie s that play roles in using the language.

e. Task-based Syllabus

A task-based syllabus is the syllabus in which the content of the language

teaching is organized around the tasks that the students need to perform with the

language they are learning.

f. Content-based Syllabus

A content-based syllabus is the syllabus in which the content of the

language teaching is organized around the content information the students need

to acquire using the language they learn.

Concerning the construction of syllabus for the s et of reading materials,

the writer employs task-based syllabus. Task-based syllabus is based on task -

based learning, where learners carry out tasks such as problem solving and


23

sharing personal experiences. A task -based syllabus is structured around a seri es

of tasks that the students need to perform with the language they are learning.

4. Task-based Learning

The explanation of task-based learning is presented in this section. This

section gives deeper understanding about task -based learning that is used in this

study. It consists of three major parts. They are nature of task -based learning,

types of task and framework of task -based learning.

a. Nature of Task-based Learning

In order to understand task-based learning, we have to first look forward

on the meaning of task in which it will be used. Nunan (Nunan, 2004, p.1) draw

basic distinction between real -world or target tasks, and pedagogical tasks. Target

tasks refer to uses of language in the world beyond the classroom while

pedagogical tasks are those that occur in the classroom.

Long (Long, 1985, p.89) as cited in Nunan (Nunan, 2004, p.2) argued that

target task is:

a piece of work undertaken for oneself or for others, freely or for some

reward. Those example of tasks include painting a fence, dressing a child,

filling out of form, buying a pair of shoes, making an airline

reservation…In other words, by ‘task’ is meant the hundred and one things

people do in everyday life, at work, at play and in between.

This definition describes the sort of things that people do in the real world.

In contrast with classroom language exercises, tasks have non -linguistic


24

outcomes. Another thing to notice is that some of examples provided may not

involve language use at all.

Nunan (Nunan, 2004, p.2) stated that when they are transformed from the

real world to the classroom, tasks become pedagogical in nature. Here is a

definition of a pedagogical task:

…an activity or action which is carried out as the result of processing or

understanding language (i.e. as a response). Fo r example, drawing a map

while listening to an instruction and performing a command…A task

usually requires the teacher to specify what will be regarded as successful

completion of the task. The use of a variety of different kinds of tasks in

language teaching is said to make language teaching more

communicative…since it provides a purpose for a classroom activity

which goes beyond the practice of language for its own sake. (Richards, et

al. 1985, p.289)

This definition explains tasks in terms of what the learners will do in the

classroom rather than in the world outside the classroom. We can also clearly see

that it emphasizes the importance of having a non -linguistic outcome.

b. Types of Task

Wilis (Willis, 1996, p.26) proposed six types of tasks. They are p resented

below:

1) Listing

Listing tasks are usually conducted to generate a lot of talks as learners

explain their ideas. There are two processes which are involved in this task.


25

a) Brainstorming, in which learners draw on their knowledge and experience

either as a class or in pairs/groups.

b) Fact finding, in which learners find things out by asking each other or other

people and referring to book, etc.

2) Ordering and sorting

These tasks involve four main processes. They are as follows:

a) Sequencing items, actions or events in a logical or chronological order.

b) Ranking items according to personal values or specified criteria.

c) Categorizing items in given groups or grouping them under given headings.

d) Classifying items in different ways, where the categories themselv es are not

given.

3) Comparing

Broadly, this task involves comparing information of a similar nature but

from different sources or versions in order to identify common points and/or

differences. The processes involved are:

a) Matching to identify specific points and relate them to each other.

b) Finding similarities and things in common.

c) Finding differences.

4) Problem solving

Problem-solving tasks demand intellectual and reasoning power or

learners to solve given problems. Though it is challenging, they are often

engaging and satisfying to solve. Real -life problems may involve expressing

hypotheses, describing experiences, comparing alternatives and evaluating and


26

agreeing a solution.

5) Sharing personal experiences

This task encourages learners to talk more freely about themselves and

share their experiences with others. But it should be noted that the result of this

task is closer to casual social conversation in that it is not goal -oriented as in other

tasks.

6) Creative tasks

These tasks are often called projects and involve pairs or groups of

learners in some kinds of freer creative work. Organizational skills and team -

work are important in getting the task done.

c. The Framework of Task-based Learning

Willis (Willis, 1996) in his book entitled A Framework for Task-Based

Learning stated three phases of task-based framework. They are pre -task, task

cycle, and language focus.

1) Pre-task Phase

This phase introduces the class to the topic and the task, activating topic -

related words and phrase. This usually becomes the sho rtest stage in the

framework. However, it depends much on the learners’ degree of familiarity with

the topic and type of task.

In conducting this phase, we need to consider three significant activities.

First, help learners define the topic area. Students come from different culture.

Therefore, they will always have different views on what some topics are about.

Second, help learners recall and activate words and phrases that will be useful


27

during the task and outside the classroom. The point of the introd uctory focus on

topic and language is not to teach large amounts of new language, and certainly

not to teach one practical grammar structure, but to boost students’ confidence in

handling the task, and give them something to fall back on if necessary. The last

step is to ensure that all learners understand what the task involves, what its goals

are and what outcomes are required.

2) Task Cycle

Task cycle consist of three main stages. They are task, planning and

report. They are described below.

Task stage offers learners the chances to use whatever language they

already know in order to carry out the task, and then to improve that language,

under teacher guidance, while planning their reports of the task (Nunan,1996). At

this part, the role of the teacher is as monitor. Teacher let the learners to

accomplish the tasks individually or in groups.

To function as a monitor, teacher’s role is less active. Willis explains the

role of teacher briefly as follows:

a) Teacher should make sure that all pairs or grou ps are doing the right task and

are clear about the objectives.

b) Teacher should encourage all students to take part, no matter how weak their

language is.

c) Teacher should be forgiving about errors of form.

d) Teachers should interrupt and help out only if there is a major communication

breakdown.


28

e) Teacher should notice which students seem to do more talking and controlling,

and if anyone seems to be left out.

f) Teacher should notice if and when any pairs or groups switch to mother

tongue, and, later perhaps, to find out why.

g) Teacher should act as time keeper.

The next stage is planning stage. This stage forms the central part of the

task cycle. It gives description about how to help learners plan their report

effectively and maximize their learning opportunities. T he main role of teacher in

this stage is as language adviser who helps students shape their meanings and

express more exactly what they want to say.

The last stage is report stage. This section deals with the natural

conclusion of the task cycle. The impo rtant part in this stage is to acknowledge

that students are offering them as the best they can achieve at that moment, given

the linguistic resources and time available. In the report stage, the role of teacher

is as a chairperson. A teacher should introd uce the presentation, set a purpose for

listening, nominate who speaks next and sum up at the end.

Feedback from the teacher comes when they want it most, at the planning

stage or at the report. Exposure in language in use can be provided at different

point, depending on the type of task. Either before or during the task cycle,

students might read a text connected with the task topic, and relate this to their

own experience of doing the task. So, Task -Based Learning framework, so far

provides three basic conditions for language learning - exposure, use and

motivation.


29

3) Language focus

The last stage of Task-Based learning framework is language focus. This

stage allows learners to study some of the specific features of the language form

and language use occurring during the task cycle. Hence, the learners will have

already worked with the language and processed it for meaning. So, they are

ready to focus and improve language forms.

Figure 2.3: The Components of The Task Cycle (Willis, 1996, p.52)

This section gives overview about task -based learning. It provides types of

tasks that are used in this study as learning activities. The types of tasks that are

used in this study as the reading exercises are listing, comparing, and sharing

Language focus

Pre-task

Task cycle

Introduction to the topic and taskThe teacher explores the topic with the class,

highlights useful words and phrases, helps studentsunderstand task instructions and prepare. Students

may hear a recording of others doing a similar task.

TaskStudents do thetask, in pairs orsmall groups.

Teacher monitorsfrom a distance.

PlanningStudents prepare toreport to the wholeclass (orally or inwriting) how theydid the task, whatthey decided or

discovered.

ReportSome groupspresent theirreports to the

class, exchangewritten reports,

and compare theresult.

AnalysisStudents examine

and discuss specificfeatures of the

transcript of therecording.

PracticeTeacher conducts practiceof new words, phrases andpatterns occurring in the

data, either during or afterthe analysis.


30

experiences. Knowing and understanding the framework of task -based learning,

the writer decides the sequence order of the learning activity. Therefore, pre -task,

task cycle and language focus will be in cluded in the designed materials.

5. The Reading Skill

This section provides explanation about reading. It consist s of five parts

namely nature of reading, reading process, teaching reading, three phases in

teaching reading and reading tasks.

a. Nature of Reading

Speaking and writing are said to be active or productive skills, whereas

listening and reading are said to be passive skills (Widdowson, 1979). Wallace

(Wallace, 2003) in his book entitled ‘ Reading’ stated that Reading as interpreting

means reacting to a written text as a piece of communication. It means that

reading allows us to understand and comprehend written form of language. It

should be noted that although reading is regarded as a receptive skill but reading

requires an active process inside t he brain. Since reading makes learners actively

engaged in making sense of what they are reading.

The relationship among listening, speaking, reading and writing during

development, then, are complex relationship of mutual support. Practice in any

one process contribute to the reservoire of L2 knowledge, which is then available

for other acts of listening, speaking, reading and writing (Peregory and Boyle,

1997 as cited in Celce-Murcia, 2001). It means that reading supports three others

skills in some ways. For listening, by giving good reading text can help students


31

to increase general knowledge of words. It necessary helps learners to guess the

words when they listen to the recording. By giving a lot of exposure of reading,

students’ vocabulary will increase. This of course influences their speaking

vocabulary. When students read a text, they transfer knowledge into their brain.

To produce a writing, they use their information and knowledge they had.

b. Reading Process

Anderson (Anderson, 1999) proposed three reading models. They are

bottom-up, top-down and interactive model as reading models in reading. Bottom -

up model begins with letter, combining letters to create words, then phrases,

clauses and sentences of text. Bottom -up is necessary in reading because bottom-

up helps the readers to catch and understand the meaning of the information of a

text.

Comprehension

Figure 2.4: Bottom-up Approach to Reading

While top-down consists of life experience and knowledge of situational

routines. Top-down is also important in reading because it can help readers to

make predictions and create the meaning of the text. Reading begins with reader

background knowledge.

The other model is interactive model. This model combines bottom -up and

top-down Anderson (Murtagh, 1989 as cited in Anderson, 1999) stresses that the


32

second language readers are those who can “efficiently integrate” both bottom -up

and top-down process.

Figure 2.5: Top-down Approach to Reading

Reader background knowledge

Figure 2.6: Interactive Approach to Reading

So, we can conclude that successful bottom -up, and successful top-down

also interactive are needed to comprehend the meaning of the message.

c. Teaching Reading

In teaching reading, there are some principles to be considered. Anderson

(Anderson, 1999) formulated the principle in teaching reading into the word

ACTIVE.

A: Activate prior knowledge

C: Cultivate vocabulary

T: Teach for comprehension

I: Increase reading rate

V: Verify reading strategy

comprehension


33

E: Evaluate progress

Activating prior knowledge is very beneficial to engage students in an

activity that gets them thinking about what they already know about the topic of

reading. Besides, this part sometimes, influence students’ achievement in reading

activity since this is the leap for students in understanding a written text. In order

to activate prior knowledge, we can ask some questions to the students.

Cultivate vocabulary. Word webs are a very good activity for building

students’ vocabulary skills. Begin by writing a key concept in the middle of the

whiteboard.

Teach for comprehension. The main purpose of teaching reading is

comprehension. In this part, we discuss students’ understanding on a certain topic.

Increase reading rate. This is an activity in order to make students read

better. That is repeated reading. Students have to read a short passage over and

over again until they achieve criterion levels of reading rate and comprehension.

Verify reading strategies. Think aloud protocols in a guided format get

learners to identify the strategies that they use while reading.

Evaluate progress. After learning reading, students’ progress is evaluated

in order to know their achievement.

d. Three Stages in Teaching Reading

In order to help the learners in understanding a written lang uage, there are

3 reading stages to be carried out. They are explained as follows:

1) Pre-reading activities

This activity is usually conducted to help students to prepare themselves


34

read the text. It is also important to help teacher determine students’

understanding of the text given.

a) Teaching vocabulary

Teaching vocabulary can help learners to guess the topic of the text. But,

teacher should not explain all new vocabulary since students also need to actively

take part in acquiring vocabulary independen tly.

b) Providing essential background information

Adequate preparation for reading a text includes helping students either

recall or acquire information necessary for comprehending it. Background

knowledge includes life experience, knowledge on particular f ield, cultural

background and so on. It can be exploited by asking question, making prediction,

etc.

c) Establishing purposes for reading

Setting purpose for reading helps students to connect their background

knowledge with what they have already read. As a r esult, they will focus more in

reading the text. With a teacher’s help, students can often decide what they want

to get from their reading.

d) Motivating students to be able to read.

Sometimes, students are not ready to deal with a text. It is a teacher’s d uty

to encourage them to get into reading activity and to develop interest in the

reading text.

These four activities will help to facilitate the students’ reading

comprehension. If what is done to facilitate comprehension is sufficient, the


35

students should be able to read the reading text independently and without

interruption. (Durkin, 1987)

2) While-reading activities

This activity facilitates students to comprehend a written text. Giving

appropriate questions can enhance their comprehension. The activitie s are as

follows:

a) Skimming

Skimming is a very fast reading which is usually done to get an overall

picture of a text.

b) Scanning

Scanning refers to a high speed reading in order to find specific

information.

c) Reading for explicitly stated main ideas.

The activities help students to find main ideas explicitly.

d) Reading for implicitly stated main ideas

The activities facilitate students to understand main ideas implicitly.

e) Reading for details

The students are asked to read the text to find the detailed informa tion.

f) Reading between the lines

The reader will be able to do this by making use of the context in which

the word occurred, in order to give him a rough idea of its meaning. This activity

helps students to draw inference.


36

g) Deducing meaning from context

This activity requires students to discover the meaning of a great number

of unfamiliar words from the text.

3) Post-reading activities

Post-reading activity aims to review or reflect what they have got from the

text and to relate the text with the learners ’ background knowledge, interests and

opinion.

a) Problem solving discussion toward the problem of the text.

These activities encourage students to talk together to find a solution to

problem or task.

b) Doing a word puzzle dealing with the term of the text

These require students to use personal experiences, use their imagination

and test their powers of logical reasoning.

c) Telling summary of the text

After reading a text, students retell an entire reading text with their own

words.

d) Holding a small role play

Learners are given some chances to what to say and may participate more

willingly

e. Reading Task

Alderson (Alderson, 2000) in his book entitled Assessing Reading explains

several techniques for testing reading. He believes that the design of a teaching

exercise is in principle similar to the design of a test item. It means that all


37

exercises are potential to be test items and vice versa. However, there is no one

best method for testing reading because no single test method can fulfil the varied

purposes for which we might test.

1) Discrete-point versus integrative techniques

Discrete-point approaches are usually intended to test one thing at a time.

They are constructed on the assumption that language can be broken down into its

component parts and that those parts can be tested successfully. The word

components refers to the skills of listening, speaking, reading and writing.

Integrative approaches aimed to gain a much more general idea of how well

students read.

2) The cloze test and gap-filling tests

Cloze tests are constructed by deleting from selected texts every n -th word

and simply requiring the test taker to restore the word that has been deleted. But in

this case, the test constructor has no control over the words which are deleted

since the test constructor only decides the starting point.

In gap-filling tests, the test constructor decides which words to delete. But

the test constructor should try no fewer than five or six words between gaps. This

makes the test constructor have control over the test, h ence she knows what is

being tested.

3) Multiple choice techniques

Multiple choice is commonly used as a device for testing comprehension

of a text. It is also the most popular method of testing vocabulary and grammar

because it is easy to administer. It al lows tester to control the range of possible


38

answer to questions and to some extent to control the students’ thought processes

when responding by providing distractors. A better format can be adjusted to fit

the objectives being assessed.

4) Alternative objectives techniques

a) Matching techniques

In matching techniques, two sets of stimuli have to be matched against

each other. In constructing the test, we need to ensure that no choice is possible

unintentionally. It is also important to give more alternative to avoid danger that

once all but one choice has been made, there is only one possible final choice.

b) Ordering tasks

A scrambled set of words, sentences, paragraphs or texts is given in this

type of task. This task gives the possibility of testing the ability to detect cohesion,

overall text organization or complex grammar, such tasks are remarkably difficult

to construct satisfactorily.

c) Dichotomous items

Dichotomous items are presented with a statement which is related to a

target text and have to indicate whether this is True or False, or whether the text

agrees or disagrees with the statement. Some tests reduce the possibility of

guessing by including a third category such as ‘not given’, or ‘the text does not

say’, but especially with items intendi ng to test the ability to infer meaning, this

can lead to considerable confusion.

d) Editing tests

Editing tests consist of passages in which errors have been introduced,


39

which the candidate has to identify. The errors can be in multiple -choice format,

or can be more open. The errors can determine the aim of the test, whether the

item is testing the ability to read or linguistic ability.

5) Alternative integrated approaches

a) The C-test

In C-test, the second half of every second word is deleted and has to be

restored by the reader. This technique is a more reliable and comprehensive

measure of understanding than cloze test.

b) The cloze elide test

The cloze elide test offer opportunity for the writer to insert words into

text. The task of the test taker is to delete each word that does not belong. Thus,

the inserted words make the test taker to interpret the text with the added words.

This technique is used not as a measure comprehension but as a measure of the

degree with which reader can process text.

6) Short answer tests

Test-takers are simply asked a question which requires a brief response in

this short answer tests. This technique offers possibility to interpret students’

responses to see if they have really understood the text. In constructing this tes t,

the question must be worded in such a way that all possible answers are

foreseeable. A good way of developing short -answer questions is ask oneself what

questions a reader might require, from a particular text. In practice, the test

constructor should has removed ambiguities in the question, and written a

question which requires certain answers and not others.


40

7) The free-recall test

In free-recall tests, students are asked to read a text, to put it to one side,

and then to write down everything they can remember from the text. Test

questions do not intervene between the reader and the text therefore this technique

is often held to provide a purer measure of comprehension.

8) The summary test

Based on summary test, students should read a text and then ar e required

to summarise the main ideas, either the whole text or of a part, those ideas in the

text that deal with a given topic. In order to do the task satisfactorily, students

should understand the main ideas of the text, to separate the relevant from

irrelevant ideas, to organise thoughts about the text and so on. This test involves a

main problem, that is students may not understand the text therefore they have

difficulty in summarizing the text. A good solution is to provide multiple choice

summaries. The task of the students is to select the best summary out of the

answers on offer.

9) The gapped summary

The idea of this task is to restore the missing words. Students are given a

text and the summary of the text to be read. Some key words from the summar y

are removed. Then their task is to restore those missing words. This can only be

done if students have read and understood the main ideas of the original text.

10) Information-transfer techniques

Information-transfer techniques are often presented with g raphic texts. The

students’ task is to identify in the target text the required information and then


41

transfer it. The answers might be in forms of names, numbers, phrases or short

sentences. A possible problem in these tasks is that such tasks can be very

complicated. The test takers sometimes need much time understanding the table or

graphic. Therefore, the test constructor needs to add information to ensure that

they can complete the tasks.

Latulippe (Latulippe, 1987) stated two groups of words that giv e problems

to students: references and connectives.

1) References

References are words or phrases that are used as substitutes for words or

phrases used either before or after the references in the reading material.

They are typically used to avoid repetiti on of words or phrases.

2) Connectives

Connectives are words that are used to link ideas together in some kind of

relationship. They are commonly used to signal cause -effect relationship in which

the result follows logically from the cause.

Actually they are important for in-depth reading. Therefore to better

understand a text students need to practice those words.

This section is set out to help teachers conduct teaching reading. By

understanding the reading process, the writer can lead the stud ents to the

successful completion of task. It is the basic foundation of the whole reading

activities. There are three reading stages which should be carried out during

reading activities. They are pre -reading activities, while-reading activities and

post-reading activities. Each stage has close relationship and different activities.


42

In this design, those three stages are used as a guideline in constructing reading

teaching learning activities. Reading tasks that are used as reading exercises are

gap-filling test, multiple choice, matching, ordering tasks, references and

connectives.

6. Computer Assisted Language Learning

Computer Assisted Language Learning (CALL) is the term used to

emphasize the whole range of possible roles that the computer can play (Levy,

1997cited Wyatt, 1984c).

a. The Role of the Computer

Levy (Levy, 1997, p.83) stated three roles of computer in education, as a

tutor, as a tool and as a tutee. They are elaborated as follows:

1) Computer as a tutor

“To function as a tutor in some subject, the computer must be

programmed by ‘experts’ in programming and in that subject…The

computer presents some subject material, the student responds, the

computer evaluate the response, and from the results of the evaluation,

determine what to present next . As its least, the computer keeps complete

records of each student being tutored…”

To function as tutor, a computer has the ability to focus on delivering

teaching materials. To function as a tutor, a computer not only i s able to present

materials but also responds to students’ input by doing evaluation. Wyatt (Wyatt,


43

1984, p.6-7) defined this function as an instructor. This role relates with the way

computer conducted the lesson by tutorials, drills and practices.

2) Computer as a tool

“To function as a tool, the computer need only have some

capability programmed into it such as statistical analysis, super

calculation, or word processing,. The learner can use it to help them in a

variety of subject…”

A role for computer as a tool is quite different with the role of a computer

as a tutor. A computer as a tool means a computer is used as a medium of learning

in terms of presenting materials. It cannot evaluate students’ input. Wyatt (Wyatt,

1984) defined this function as facil itator that ease students to have self practice

without teacher’s guidance.

3) Computer as a tutee

“To use the computer as tutee is to tutor the computer; for that, the student

or teacher doing the tutoring must learn to program, to talk to the computer in a

language that it understands.” The third role of computer is as a tutee. In order to

make a computer function as a tutee, the user should program the computer in

such a way that the computer understands. The computer only works based on

certain command made by the user. For the computer as a tutee, the computer can

be either a tutor or a tool.

b. The Role of the Teacher

The role of the teacher in the real implementation of CALL depends much

on how important the teacher is in the teaching learni ng activities. Levy (Levy,


44

1997) explained two roles of teacher in the learning. They are as follows:

1) Teacher as contributor

In order to explain the role of teacher as contributor, Levy compares

Ahmad’s model (Levy, 1997 as cited in Ahmad, 1985) and Tarr ington’s

Triangular mode (Levy, 1997 as cited in Tarrington, 1986). Ahmad’s model

describes learner, language and computer and their interrelationship while

Farrington describes the relation between teacher, class and computer.

Figure 2.7: The Ahmad model (Levy, 1997)

Figure 2.8: The Farrington model (Levy, 1997)

A model as proposed by Ahmad focuses on three main factors, learner,

computer and language. Those three fact ors have interrelationship. In Ahmad’

model, a computer plays essential part in the teaching learning activities. The

computer acts as a tutor to present the materials and conduct exercises. The

learners work individually with a computer with them. While the role of teacher is

class

teacher

computer

language

computerlearner


45

minor. However, the presence of teacher is demanded to control the teaching

learning process. Besides, learners also need teacher’s assistance in accomplishing

the task since a computer cannot fully replace teacher’s role.

According to Farrington’s model, the role of the computer is as a tool. In

Farrington’s model, teacher’s role becomes more significant in organizing the

teaching learning activities. Teacher conducts whole class interaction with the

computer. It means that learners do not work individually with computers.

2) Teacher as author

The role of the teacher as an author means as the designer of the programs.

It means that the teacher becomes the creator of the designed materials. However,

it requires good knowledge of and ski ll in operating the computer. The advantage

of having knowledge of technology, especially computer is that a teacher can

produce learning materials and activities based on students’ needs and proficiency

level.

c. The Advantages of Computer-Based Program

Kenning and Kenning (Kenning and Kenning, 1983) stated several

advantages of computer-based program. They are as follows:

a. The computer offers privacy which relieves learners from the fear of being

ridiculed for their mistakes by their classmates.

b. It is patient and will tirelessly go over the same points for as long as is

necessary.

c. It gives individual attention to the learner at the console and replies to him.

d. It promotes the acquisition of knowledge, develops the learner’s critical


46

faculties, demands active participation, and encourages vigilance.

e. It can be a partner for the learners to play.

f. Computers frequently have a beneficial effect on learner motivation.

g. The computer offers the opportunity to make better use of teachers’ time an d

expertise.

Beatty (Beatty, 2003) argued that one of the main benefits of CALL is that

CALL support learners’ autonomy. CALL offers learners opportunity to direct

their own learning at their own pace.

d. Five Types of Computer Programs

According to Rude (Rude, 1986), there are 5 types of computer programs

that can be used to aid the teaching learning. They are drill and practice, tutorial,

educational games, educational simulations and teacher utilities. Drill and practice

check on discrete points in the st udents’ knowledge. A good drill provides helpful

correction of students’ mistakes. Tutorial has the ability to present information

that consists of rules, explanation, principles, charts, tables, and exercises. In

educational games, one can learn more aspe cts of life. He can practice his

physiological, mental and social skills. Educational simulations are designed to

experience real-world happenings. It usually teaches concepts in the social studies

and science. Teacher utilities software refers to programs used to prepare

instructional materials or to keep records of an individual’s purposes.

e. CALL Software Evaluation

CALL software to some extent can bring positive impact toward students’

development. However, we should be critical in selecting and creating the


47

software because we do not know its quality and specification. Hence, evaluation

to the software is a good solution Bradin (Bradin as cited by Egbert and Hanson-

Smith, 1999) proposed two basics considerations, namely feasibility and quality.

Feasibility consideration focuses on evaluating whether the software is able to be

used in a computer. Quality consideration helps us to know whether the software

is worth applying. In order to know the quality, we should understand its content,

format and operation. Table below presenting questions to evaluate the software.

Table 2.1: CALL Software Evaluation Considerations

QuestionsWill the software run on your computer?What platform (computer type) does the software require?Will the software run on your network?Can the software be made available to many students?Does the software require internet access?

Feasibility

Can you afford the software?Quality

What is the goal of the software? Is it consistent with yours andthat of your students?Is the level appropriate?Is the content appropriate?Is the content accurate?Is the material culturally appropriate?Does the software accommodate the students’ learning stylesand preferences?Is the software interesting?

Content

How flexible is the software?Is the interface consistent?Is the screen display effective?

Format

In drill software, are the motivational devices effective?Is the software easy to use?Are tasks and directions clear?Does the software allow text and graphics to be printed?How much control are the learners allowed?How interactive is the software?Are the quality and degree of feedback adequate?

Operation

What kinds of records does the software keep?


48

This section begins by defining CALL used in this study. It also points

out some ways how CALL may be used in the classroom. In this design, the roles

of computer are as tutor and tool underlie the designing of a set of computer -based

reading materials. The application of the computer as a tutor is the ability to

present the reading materials and respond to the students’ answers. The computer

functions as tool provides material to the students. Although, it can assist

students’ learning, teacher’s presence is needed in order to ensure the teaching

learning activities. The role of the teacher in this design is as contributor but the

role of the teacher can be minor and more significant. It depends much on how

important the role of the computer is.

In designing reading materials, the writer focuses on drill and practice.

Drill and practice programs are those pieces of software that provide practice on

skill previously taught. As the name implies, the programs are designed to drill

students until a skill is not only learned but is brought to a state where response

becomes automatic (Rude, 1986, p.35 cited Gagne, 1982). Through drill and

practice, students give responses based on the exercises provided. They practice

their reading skills, such as skimming, scanning, comprehension, reading between

the lines, getting the supporting details and main ideas. Mastering skills can be

acquired by doing continuous practice on the skills.

Knowing the software evaluation considerations, the writer then will use

them as a basis to evaluate the designed materials. Therefore, it is hoped that the

designed materials will be ready to be used at school.


49

B. Theoretical Framework

In the first section, the writer discusses the theories used in the study. The

theories which are discussed in the theoretical description help the writer create

the designed set of reading materials.

Theoretical framework covers Kemp’s and Yalden’s instructional material

design. They are combined in order to help writer design materials. The writer

combines those instructional material designs to make the writer’s model become

in line with R&D cycle. Therefore, the writer’s model reflects R&D cycle. There

are six steps of developing a set of computer -based reading materials.

The steps are described as follows:

1. Conducting needs survey

The step is adapted from Yalden’s model. Needs survey is conducted in

order to find out the information concerning students’ problems and interest on

learning reading by using questionnaire. The results are used to develop reading

materials.

2. Formulating goals, topics and general purposes

The step is adapted from Kemp’s model. The goals and the general

purposes of the material design are formulated in accordance with School Based

Curriculum. The goal of this study refers to Competence Standard and the general

purposes refer to Basic Competence. The topics listed express the general

purposes of what learners expect to do, know and feel as the result of the learning

experience. The topics selected in this design are primarily adapted from the

textbook used by English teachers. The topics selected then, elaborated into two


50

subtopics/lessons.

3. Formulating learning objectives

The step is adapted from Kemp’s model. This step is chosen in order to

give direction in achieving the goal of the material design. In this s tep, learning

objectives are formulated based on standard competence and basic competence.

The designer states a list of what learners have to learn and achieve in every

meeting. At the end of each meeting, learners are expected to achieve those

objectives. In this design, the learning objectives are identified as Indicators.

Indicators are defined as the performances that the students should be able to

demonstrate in order to be categorized as successful in achieving the basic

competences.

4. Selecting teaching learning activities and materials

The step is adapted from Kemp’s model. After formulating learning

objectives, designer selects teaching learning activities and materials. The

teaching learning activities refer to reading activities that students experience in

this design. In selecting and creating teaching learning activities, designer referred

to the reading phases and task -based framework. This study consists of three

main activities, they are pre -reading, while-reading and post-reading. The

materials selected are based on School -Based Competence, they are narrative,

recounts and procedures.

5. Constructing a set of computer -based reading materials

This step is conducted after having finished selecting teaching learning

activities and materials. The writer designs the materials utilizing the teaching


51

learning activities and the instructional resources had been selected previously.

The materials then are stored in a computer using software. The process of

constructing a set of computer -based reading materials is based on the theories

above. The writer uses Macromedia Dreamweaver 8™ to make the application

and HotPotatoes 6™ to make the computer -based exercises. The roles of the

computer in this design are as tutor and tool.

6. Evaluating the set of computer -based reading materials

The last step is evaluating a set of computer -based reading materials which

is adapted from Yalden’s. In conducting the survey, the writer distributes

questionnaire to the respondents. The respondents give their opinion whether the

materials are already well designed, give some feedback and suggestions for t he

revision and improvement of the designed set materials. The results of the

feedback are used to improve the set of computer -based reading materials.

The framework can be figured out as follows:

Figure 2.9: The Writer’s Model (adapted from Kemp’s and Yalden’s models)

Conducting needs survey

Formulating goals, topics and general purposes

Formulating learning objectives

Selecting teaching learning activities and materials

Constructing a set of computer -based reading materials

Evaluating the set of computer -based reading materials


52

CHAPTER III

METHODOLOGY

In this chapter, discussion of the methods used in this study are presented.

They are Research Methods, Research Participant, Research Instruments, Data

Gathering Technique, Data Analysis Tech nique, and Research Procedure.

A. Research Methods

This research was concerned with two problems stated in Problem

Formulation. The writer tried to gather data about the students’ needs, interests

and problems in reading. The purpose of the research was als o to find good

materials for developing reading skill.

Since the study was designing instructional material, the writer employed

Research and Development (R&D) as the research method.

‘Educational research and development (R&D) is a process used to

develop and validate educational products. The step of this process are

usually referred to as the R&D cycle, which consists of studying research

findings pertinent to the product to developed, developing the product

based on these findings, field testing it i n the setting where it will be used

eventually, and revising it to correct the deficiencies found in the field -

testing stage (Borg and Gall, 1983, p.772).’

Products in this study refer to the set of computer -based reading materials

using task-based learning. R&D develops findings obtained from need analysis

52


53

necessary for developing designed set materials. Borg and Gall proposed several

steps involved in the development process which are called R&D cycle. They are

described as follows:

1. Research and information collecting.

Literature review is conducted to obtain information on the subject. A

preliminary review of literature is suggested since it is very important as a basis to

decide teaching learning methods will be used. Classroom observation is

conducted to obtain some information on the subject. This stage is also concerned

with questioning and discussion skill. Techniques used by teachers to accomplish

the goals are also discussed in this stage.

2. Planning

After getting necessary information, then we n eed to make a plan. There

are two points which should be taken into account. The first is the statement of the

objectives of the study to be achieved by the product. To focus on the study, we

need to determine the skill being improved. Materials are develo ped as the means

to achieve the objectives. Therefore, the materials should be appropriate with the

objective. Field testing is conducted in order to know the quality of our product.

The second element in the planning stage is estimation of the money, manp ower,

and time required to develop the product.

3. Develop preliminary form of product.

In this step, a preliminary form of the educational product is designed.

Questionnaire and interview guides are also designed to obtain opinion and

feedback from the filed testing.


54

4. Preliminary field testing.

Having finished designing the questionnaire and interview guides, we test

the product in order to obtain feedback. Questionnaire and interview are

conducted to the teachers involved in the study. It is suggested to t est the product

in the place where the product is going to be used.

5. Main product revision.

The data obtained from the questionnaire and interview are analyzed in

order to revise and improve the product.

6. Main field testing.

This step has two purposes. Fir st, the main goal of this step is to find out

whether the product meets its performance to achieve the objectives. In order to

determine its performance, experimental design is carried out.

The second purpose of this stage is to collect necessary informat ion that

can be used to improve the course. Therefore, questionnaire and interview data

should be obtained as the basis to do revision. If our educational product still

cannot achieve the objective, we should conduct field testing. Field testing and

revision cycle is carried out until the product meets minimum performance

objectives set for it.

7. Operational product revision.

As stated before, if our educational product still cannot achieve the

objective, we should conduct field testing. Therefore we need to revise our

educational product. The revision is conducted based on the data collected and

analyzed from questionnaire and interview.


55

8. Operational field testing.

Operational product revision has an objective to determine whether an

educational product is fully ready to be used at school. Thorough field test is

needed in order to find out whether the product is fully ready. At this stage,

feedback from teachers involved in the test is required to determine whether the

product is complete.

9. Final product revision.

The data obtained from conducting operational field testing is analyzed as

the basis to revise the product. The revision includes both all scripts and printed

materials.

10. Dissemination and implementation.

Dissemination refers to the process of helpin g potential users become

aware of R & D products. It is also important to apply the product based on its

specification so that it can achieve the objectives. While implementation refers to

the process of helping the adopter of the R & D product to use it i n the way

intended by the developers.

Although R&D consists of 10 steps, the writer only employed 5 steps due

to the limited time and resources. The writer’s model is in line with 5 R&D

cycles. They are as follows

1. Research and information collecting.

This stage is similar to first writer’s model, which is conducting needs

survey. This stage had an objective to find out necessary information concerning

the designed set.


56

2. Planning

Based on writer’s model, after conducting needs survey then formulating

goals, topics, and general purposes were conducted. Formulating learning

objectives were then stated. The next step was selecting teaching learning

activities and materials. Those three steps of the writer’s model are presented in

this R&D cycle.

3. Develop preliminary form of product.

This stage in designer’s model is called constructing a set of computer -

based reading materials.

4. Preliminary field testing.

In order to get feedback necessary for improving designed set materials,

evaluating the set of computer -based reading materials was carried out. In R&D

cycle, it is known as preliminary field testing.

5. Main product revision.

In writer’s model, this step is called evaluating the set of computer -based

reading materials. Evaluation of the set of computer -based reading materials

was conducted by distributing questionnaire to some respondents.

This method was administered in order to answer the questions stated in

Chapter One. This R & D involved some instruments used to obtain information.

The instrument used in this study was questionnaire. In order to get data from

students, the writer distributed questionnaires. The data obtained from the

interviews and questionnaire was primarily used to answer question number one.

In order to answer question n umber two, the writer distributed


57

questionnaire to the lecturers, English teachers and an English instructor. The data

was used to improve the materials.

The framework of R&D cycle and Writer are figured out as follows:

Research and informationcollecting

Planning

Develop preliminary form ofproduct

Preliminary fieldtesting

Main productrevision

Main field testing

Operational productrevision

Operational fieldtesting

Final product revision

Dissemination andimplementation

Conducting needssurvey

Formulating goals, topics and general purposes

Formulating learningobjectives

Selecting teaching learningactivities and materials

Constructing a set ofcomputer-based reading materials

using task-based learning

Evaluating the set ofcomputer-based reading materials

using task-based learning

Figure 3.2: Writer’s Model

Figure 3.1: R&D Cycle


58

B. Research Respondents

As regard to this study, there were two main groups of respondents used in

this study. The first group was involved in the pre -design and the second was

involved in the post design survey. The first group of the research was first grade

students of Senior High School and teachers of SMA N 9 Yogyakarta.

To get sample of the research, accessible population and simple random

sampling were employed. Due to the limited time and resources, the writer chose

the target population that can be access ed. From the chosen target population, the

writer then randomly selected a portion of population to be the respondents.

The second group of the respondents consisted of English teachers of SMA

N 9 Yogyakarta, lecturers of reading at the English Education Study Program of

Sanata Dharma University and an English instructor. They were involved in this

study because they gave a great deal of contribution to the designed materials

since they have had a lot of experience in teaching reading. The table below is the

description of the research respondent:

Table 3.1: Respondents of the study

Sex Educational

background

Teaching experiences

in years

Groups of

respondents

F M S1 S2 S3 1-5 6-10 10-15 >15

EnglishteachersEnglishinstructorsEnglishlecturers


59

In accordance with the topic of this study, the settings of the research were

SMA N 9 Yogyakarta and English Education Study Program of Sanata Dharma

University.

C. Research Instrument

To collect data and information, the writer dis tributed questionnaire.

1. Questionnaire

The instrument used to collect data from the students and lecturers was

questionnaire. The designer chose a questionnaire because it was efficient. A

questionnaire also permitted collection of data from a large s ubject (Gay, 1992).

Brown and Rodgers (2002, p.120) make two types of questionnaires, namely:

“open-response items” and “selected -response items”. In open-response items, the

research subjects should respond in their own words in form of writing, while

selected-response items, the research subjects should give responses by selecting

from among alternatives provided.

In this study, the writer made two forms of questionnaire, one for pre -

design survey and the other is for post -design survey. The writer also combined

open-response items and selected-response items.

The first questionnaire was distributed to gather data about students’

needs, problems and interest. It was in form selected -response items. It was

distributed to the first grade students and En glish teachers.

In the questionnaire for first grade students, there were 7 questions. They

were:


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1. What media they use to learn reading

2. What problems they have when they use those media,

3. Whether they have ever learned Reading using computer,

4. Whether a computer can facilitate them to learn reading,

5. Whether learning using computer can motivate them to learn reading,

6. What kind of software feature that they expect to be used,

7. Things that help them learn reading using a computer,

It was aimed to get necessary information from students.

While for the teachers, there were 8 questions in the questionnaire to be

answered. It is in the form of selected-response items and open-response items.

They were:

1. What media do they use to teach re ading,

2. What problems they have when they teach reading using those media,

3. What they do in order to solve those problems (problems in number 2),

4. Whether they have ever taught English using a computer,

5. Whether a computer be used to teach read ing,

6. What kind of software feature they expect to be used,

7. Things that help them teach reading using a computer,

8. What their suggestions on teaching reading using a computer are,

The second questionnaire is used to obtain feedback and suggestio ns to

improve the designed set materials. It consisted of two sections. The first section

was in form of open-response items and the second section was selected -response

items. The questionnaire was distributed to the English teachers, English lecturers


61

of English education Study Program of Sanata Dharma University, and an English

instructor.

The first section consisted of 15 statements. Since the writer used Likert

Scale, the research subjects were asked to respond on 4 points of agreement. They

are:

1 = Strongly disagree with the statement

2 = Disagree with the statement

4 = Agree with the statement

5 = Strongly agree with the statement

The writer does not include one point of agreement which is 3 which has

meaning doubt or uncertain because it does not give any position.

They were as follows :

1. Whether the designed materials are relevant with the present curriculum.

2. Whether the designed materials are relevant and suitable for the first grade

students of Senior High School.

3. Whether the designed materia ls are effective and efficient enough to

achieve the goal.

4. Whether designed materials are varied

5. Whether designed materials can improve students’ reading skill

6. Whether the page layout is clear

7. Whether background page and text are appropriate

8. Whether texts are easily readable.

9. Whether text placements are effective.


62

10. Whether the instructions of each activity are understandable.

11. Whether the instructions are effective to help students accomplish the

tasks.

12. Whether pictures displayed can aid students’ learning .

13. Whether pictures placements are effective.

14. Whether links work well.

15. Whether help provided is effective and efficient to support students’

learning.

The second section consisted of three questions to draw out respondents’

suggestions and opinion on the de signed materials. The questions were:

1. What are the strengths of the designed materials,

2. What are the weaknesses of the designed materials,

3. What is (are) your suggestion(s) to improve the designed materials.

D. Data Gathering Technique

There were two types of data gathering in this study. The first was

gathering data for needs survey. The data for needs survey was obtained by

distributing questionnaire for the first grade students and English teachers of SMA

N 9 Yogyakarta. The second type was data gathering for conducting revision and

improvement of the designed set materials. It was done by distributing

questionnaire to English teachers of SMA N 9 Yogyakarta, an English instructor

and lecturers of English Education Study Program.


63

E. Data Analysis Technique

Techniques used to calculate the data were explained in this section. The

data obtained was presented and analyzed in the table of raw data. There are two

ways in analyzing the data obtained from the first questionnaire. The first step is

to calculate the data to calculate the percentage of respondents’ opinions. The

second way is listing the respondents’ suggestions. The formulation to calculate

the percentage was presented as follows:

After calculating the data, the results are shown using the table below:

Where : n = the number of respondents who choose certain statements

∑n = the total number of respondents

Table 3. 2: Summary of the Results of the Pre-design Survey

No. Questions Answer %

1. What media do you useto learn reading?

The second questionnaire which was distributed in the post -design were

analyzed and presented in the statistical description. Descriptive statistics are used

to characterize or describe a set of numbers in terms of central tendency and to

show how the numbers disperse, or vary, around the center. In order to calculate

the data, the designer uses central tendency measurement (mean, median,

modus).Mean (Mn) is the average off all points in a distribution. Median (Mdn) is

n

∑nx 100%


64

M =

∑ X _____

n

the midpoint in a distribution. Mode (Md) is the most frequent point in a

distribution.

The formulation to find out the mean is presented as follows:

Where: M = mean or average point of the participants’ opinion

∑ = the sum of (or add up)

X = values

n = number of values

= = equal to

Table 3.3: The Descriptive Statistics of Respondents’ Opinion

F. Research Procedure

In order to conduct the study, the writer discusses the research procedure

in designing the material. The R&D cycle used to develop findings are as

follows:

1. Conducting needs survey.

At the first stage, the designer conducts pre -design survey. Questionnaire

was distributed to the students and English teachers. Questionnaire for students

was in the form of selected-response items. While questionnaire for English

Frequency ofOccurrence

CentralTendency

No. Respondents’ opinion

1 2 4 5 N Mn


65

teachers was in the form of selected -response and open-response items. This stage

is aimed at obtaining data about students’ needs, problems and interests.

2. Formulating goals, topic and general purposes.

The second stage is formulating goal, topic and gen eral purposes. Since

the designed materials are used as a compulsory material, the goal, topic and

general purposes of the designed material are based on School -Based Curriculum.

3. Formulating learning objectives.

Having finished formulating goals, topic an d general purposes, the writer

then stated learning objectives. The writer specified learning objectives to be

achieved in terms of measurable student behavioral outcomes.

4. Selecting teaching learning activities.

In this stage, the writer selects teaching learning activities. The teaching

learning activities selected are aimed at helping students to achieve the goal and

can treat the subject content.

5. Constructing a set of computer -based reading materials using task -based

learning.

The fifth stage of this research, the writer constructs a set of computer -

based reading materials using task -based learning. The results of pre -design

survey are used as the basis in constructing the designed materials. The writer

constructs 8 units of reading materials

6. Evaluating the set of computer-based reading materials using task -based

learning.

Revision is conducted after having finished constructing the set of


66

designed materials. The writer distributed questionnaire to get respondents’

suggestions, opinion and feedback of the designed materials. The questionnaire is

in the form of selected-response items and open-response items. The respondents

for this study are the English teachers, English lecturers of English Education

Study Program and an English instructor. The result of the data of the preliminary

testing is used as the basis to revise the designed material. If the designed

materials are not ready to be used or applied because some parts need to be

improved, the writer improves the designed materials based on the data results.


67

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This study answers two questions as stated in the Problem Formulation in

chapter one. The questions are 1) how a set of computer -based reading materials

using task-based learning for the first grade students of Senior High School of

SMU N 9 Yogyakarta is designed 2) what the set of computer -based reading

materials using task-based learning for the first grade students of Senior High

School of SMA N 9 Yogyakarta looks like. Some survey and research was

conducted in order to answer those two questions. This chapter presents findings

of the survey and research. They are discussed in two major parts, namely Data

Presentation and Description and Material Presentation.

A. Data Presentation and Description

To answer the first question, the writer combined Kemp’s and Yalden’s

instructional design models. There were six steps employed in this design from

the combination of those two instructional design models. They were: Conducting

needs survey, Formulating goals, topics and general purposes, Formulating

learning objectives, Selecting teaching learning activities and materials,

Constructing a set of computer -based reading materials using task -based learning,

and Evaluating the set of computer-based reading materials using task -based

learning. They are elaborated below.

67


68

1. Conducting Needs Survey

In this step, the combination of Kemp’s and Yalden’s instructional design

models was employed to obtain necessary information about students’ ne eds,

difficulties and interests. Questionnaire was administered as an instrument to

gather the data. The needs survey was conducted by distributing questionnaire to

the first grade students of senior high and English teachers of SMA N 9

Yogyakarta.

a. The Result of the Questionnaire

This part elaborated the data gathered from the needs survey. The first

questionnaire was distributed to 33 students whose ages range from 15 to 17 years

old. The data gathered was presented in the table below.

Table 4.1: Summary of the Results of the Pre-Design Questionnaire

No. Questions Answer %1. What media do you use to

learn reading? Textbook Magazine Internet Others :

Computer Movies Songs Play Station Story books Comic Newspaper Games

32164

11

96,9748,4812,1233,33

2. What are the problems youhave when you use thosemedia?

It is difficult to understandthe vocabularies.

Texts are too long. Exercises are not

varied/lack of exercises Topics are not varied Others:

There are too many

25

128

55

75,76

36,3624,24

15,1515,15


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new words in thetexts.

It is difficult tounderstand idiom

It is difficult tounderstand V2 andV3

3. Have you ever usedcomputer to learn reading?

Yes No

267

78,7821,21

4. Can a computer be amedium to learn reading?

a. YesReason: As we interact with a

computer, we will get newvocabularies sincelanguage used in acomputer is English.

A computer providesvarious exercises andtopics.

It will be easier to do thetask if there is glossary.

Learning using a computeris more practical.

Others: Learning using a

computer isinteresting.

Instructions areavailable in thecomputer.

Learning using acomputer is simpler

A computer cantranslate the words.

Learning is notalways usingtextbooks but alsousing a computer.

There are picturesdisplayed in acomputer.

We can get readingtexts from internet.

We can train oureye movement.

32

10

5

4

3

5

10

96,97

30,30

15,15

12,12

9,09

15,15

30,30


70

When we type awrong word,computer will showthe clue.

b. NoReason

I seldom use acomputer to learnreading.

1

1

3,03

3,03

5. Can learning reading usingcomputer motivate you tolearn reading?

a. YesReason: It is interesting. Texts and exercises

provided are varied. We can put pictures in a

computer We like to play with a

computer Others:

We can have fun. The more we

understand, themore interested inlearning will be

I want to knowmore about the textbeing read

We can learn newthings.

Sometimes printedpaper gives uncleartexts.

I am motivated tofind the meaning ofnew words

We Can listen tothe music

b. NoReason:

It depends on eachperson

I like to learn useprinted media

Textbooks providebetter materials

30

124433

12

3

1

1

1

90,90

36,3612,1212,129,099,09

36,36

9,09

3,03

3,03

3,03


71

than others6. What kind of software

feature that you expect to beused?

There are many linksavailable that can bring usto the others content.

There are some pictures. It is easy to operate a

computer. Others:

Songs are available Games are available

23

2215

4

69,69

66,6745,45

12,12

7. What are the things that canhelp you learn reading?

Instructions are available inthe exercises.

Help is provided in eachexercise.

Vocabulary lists areavailable

In a lesson there arevarious exercises.

There are pictures.

24

23

22

16

1

72,72

69,69

66,67

48,48

3,03

To obtain more information about students’ needs, difficulties and interests,

the writer also distributed questionnaire to the English tea chers. There were three

English teachers involved in this study. The result of the questionnaire was

presented in the table below.

Table 4.2: Summary of the Results of the Post-Design Questionnaire

No. Questions Answer %1. What media do you use to

teach reading? Textbook Magazine Internet Newspaper

3221

10066,6766,6733,33

2. What are the problems youhave when you use thosemedia?

The materials are notinteresting so that studentsdo not pay attention much

Exercises are notvaried/lack of exercises

The problem mainlydepends on the wayteachers present thematerial

1

1

1

33,33

33,33

33,33


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3. What do you do in order tosolve the problem innumber 2?

I make other materials. I add some exercises. I add some materials.

211

66,6733,3333,33

4. Have you ever usedcomputer to teach reading?

YesReason:

I want to get materialsfrom the internet.

NoReason:

It is unnecessary yet

2

1

1

66,67

33,33

33,33

5. Can a computer be a mediato learn reading?

YesReason: If the computer is

connected with internet,we will get variousmaterials

No

2

1

66,67

33,33

6. What kind of softwarefeature that you expect to beused when you teachreading using computer?

There are some pictures. A computer is easy to

operate It is online.

321

10066,6733,33

7. What are the things that canhelp you teach reading?

Instructions areunderstandable

The exercises are varied Help is provided in each

exercise Vocabulary lists are

available It can give score

immediately.

11111

33,3333,3333,3333,3333,33

8. Please write yoursuggestion(s) or opinion onteaching using a computer

I prefer to teach readingusing a textbook better thana computer because acomputer can minimizedirect contact betweenteacher and students.

It will be interesting if weteach reading using acomputer..

It will be easier for teachersto teach reading.

The computer is online. It can increase students’

knowledge.

1

1

1

11

33,33

33,33

33,33

33,3333,33


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Materials will be variousand unlimited if we usecomputers.

1 33,33

From the first question it is revealed that a textbook is the main teaching

learning media used at SMA N 9 Yogyakarta. 32 students (96,97%) said that they

used a textbook to learn reading. Meanwhile, 16 students (48,48%) also used

magazine as another media to learn reading. It is also known from the table above

that in SMA N 9 Yogyakarta , a textbook became the main media to teach reading

for teachers. However, 2 teachers sometimes used magazine as teaching media. 2

teachers also made use of internet to teach reading.

Byrd as cited by Celce and Murcia (2001, p.415) stated that textbooks are

for students. It implies that a textbook is a medium for students to develop their

English skills. Therefore, textbooks should meet students’ needs and s uit with

students’ proficiency level. Unfortunately, it is contrary with what happened in

SMA N 9 Yogyakarta . Based on the data above, 25 students (75,76%) had

difficulty understanding the text being read. 12 students (36,36%) out of 33

students said that the texts were too long. And 8 students (24,24%) stated that the

topics given were not varied.

For the question number 2, every teacher also had different problems. A

teacher said that the problem was because the materials were not interesting so

that students did not pay attention to the lesson. It made students pay less

attention to the lesson. Another teacher said that the problem was because the

exercises provided were not varied. The other teacher had a different opinion. The

problem in teaching reading mainly depended on how teachers presented the


74

materials.

In order to solve those problems, 2 teachers made reading materials to

supplement the textbooks. One teacher would add some materials and exercises.

And the other teacher preferred to make an in teresting scenario.

In the questionnaire distributed to students, question number 3 correlates

with questions number 4 and 5. From the table above, it is found that 26 students

(78,78%) out of 33 students answered that they have learned using a computer.

While the result of question number 4 shows that 32 students (96,97%) agreed

that a computer could be used as a medium to learn reading. It means that most

students whether they have ever used a computer or not, believe that a computer

can be used as a media to learn reading. However, they had different reasons for

this. 10 students (30,30%) said that it was because a computer uses English. So,

as we interact with a computer, we can get new vocabularies. 5 students (15,15%)

agreed because a computer provide d various topics and exercises.

This finding is supported by teachers. When asked whether they have ever

taught reading using a computer, 2 teachers said that they have taught using a

computer. But only one of the teachers said that it was unnecessary yet .

The next question asked students whether a computer can motivate them

to learn reading. To be exact, 30 students (90,90%) answered ‘Yes’. Compared to

the result of number 3, the percentage of number 5 increased. It implies that

students whether they have ever used a computer or not agreed that a computer

can increase their motivation to learn reading. For this, the reasons are varied. 12

students (36,36%) answered that it was because learning using a computer was


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interesting. Moreover, 4 students (12,12 %) would not feel bored when they

learned using a computer. 4 students (12,12%) agreed because the texts and

exercises provided in the computer were varied. There are 3 students (9, 09%)

who answered ‘No’ for this question. A student argued that it depend ed on each

person. Another student liked to learn using printed media better than a computer.

And the other said that a textbook was better than other learning media.

Dealing with the problems occurred in teaching reading (problems stated

in number 2), the writer asked teachers whether a computer can be used as a

teaching media to solve their problem. There are 2 teachers who answered ‘Yes’.

Unfortunately, there is one teacher who did not give opinion for this question. A

teacher gave an additional opini on. He said that if the computer was connected

with internet, we could get various materials.

Below was discussion of the results of questions number 6, 7 and 8. The

results of the data were used as the basis to develop and construct a set of

designed materials.

Concerning the designed materials, the students and teachers were asked

about their expectation of the software feature. 23 students (69,69%) expected

that the software would contain many links to other content. 22 students (66,67)

expected there would be many pictures in the design. It was also supported by all

teachers. 15 students (45,45%) and 2 teachers expected that the software would be

easy to navigate.

The next question asked the things that support students and teachers to

learn and teach reading. As many as 24 students (72,72%) expected the


76

instructions available in the designed materials would be understandable. It was

also demanded by all teachers. 23 students (69,69%) needed help in learning

reading. They hoped that there would be help in the designed materials. 2 teachers

also expected that there would be help in the designed materials. 22 students

(66,67%) and a teacher requested vocabulary lists available in the designed

material. 16 students ( 48,48 %) could learn better if there w ere various exercises

provided in the designed materials. This was also suggested by all teachers.

In the last question for the teachers, the writer asked their suggestions and

opinions on teaching reading using a computer. There are several opinions a nd

suggestions offered by the teachers. A teacher said that she preferred te aching

reading using a textbook to a computer because a computer could minimize direct

contact between teacher and students. Surprisingly, another teacher said that

teaching reading using a computer could be more interesting for students.

Besides, they could get more knowledge. Teachers who teach reading using a

computer would find it easier and more practical. The other teacher also

suggested learning reading using internet.

2. Formulating Goals, Topics and General Purposes.

The goal and general purposes of this study were adopted from School -

Based Curriculum. The goals and the general purposes of the material design are

formulated in accordance with School Based Curriculum. The go al of this study

refers to Competence Standard and the general purposes refer to Basic

Competence.


77

Table 4.3: The Goal and General Purposes of the Materials

Competence Standard Basic CompetenceStudents are able to respond to thefunctional short text meaning both informal and informal settingaccurately and fluently andacceptably

Be able to understand meanings in shortfunctional texts and simple essays ofnarratives, recounts and procedures indaily life context to access science.

Students are able to respond to themeaning and rhetorical steps ofnarratives, recounts and procedures indaily life context accurately, fluentlyand acceptably to access science .

The topics selected in this design were primarily adapted from the

textbook used by English teachers. Therefore, the topic of the study will match

with the topic of other skills. The topics selected then, elaborated into two

subtopics/lessons. They are presented in the table below.

Table 4. 4: The Topics of the Materials

Unit Topic Lesson GenreLesson 1 The Life of Helen Keller Recount

Unit 1 EducationLesson2 Announcement NarrativeLesson3 Hurricanes and Tornadoes Narrative

Unit 2 NatureLesson4 A Cleaner River NarrativeLesson 5 Letter Recount

Unit 3 FamilyLesson 6 Wrapping Idea ProcedureLesson 7 HIV/AIDS Experience ‘Kas’ Recount

Unit 4 HealthLesson 8

First Aid Care: Wound CareTreatment

Procedure

3. Formulating Learning Objectives

Having formulated goal, topics and general purposes, the writer then

formulated learning objectives. In this design, the learning objectives are


78

identified as Indicators. Indicators are defined as the performances that the

students should be able to demonstrate in order to be categorized as successful in

achieving the basic competences. The y are presented as follows.

Table 4.5: The Indicators of the Materials

Topic IndicatorsAt the end of the course, students are able to

Helen Keller uderstand the general idea of the text. identify the meaning of the words. identify the referent of the words. identify the main idea of the text. answer the questions based on the text. comprehend the text. find the synonym of the words.

Announcement understand the reading text. identify the meaning of the words. identify the specific information. answer the questions based on the text. comprehend the text. understand the meaning of the words based on the

context.

Hurricanes andTornadoes

understand the information given. identify the meaning of the words. identify the referent of the words. answer the questions based on the text. comprehend the text. match the words with their part of speech. apply the correct fom of words.

A Cleaner River understand the general idea of the reading text. identify the meaning of the words. identify the referent of the words. arrange the sentences based on chronological order comprehend the text. identify the main idea. understand the meaning of the words based on the

context.

Letter understand specific information from the reading text.


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identify the meaning of the words. identify the referent of the words. identify the topic of the reading text. answer the questions based on the text. comprehend the text. understand imply meneaning. differentiate main and supporting sentences.

Wrapping Idea share their opnions and thoutghs about the reading text. answer the questions. identify the meaning of the words. identify the referent of the words. identify the specific information. Studen answer the questions based on the text. comprehend the text. find the synonim of the words.

HIV/AIDSExperience ‘Kas’

share their opnions and thoutghs about the reading text. identify the meaning of the words. identify the referent of the words. understand the general idea of the text. identify the specific information. answer the questions. comprehend the text.

First Aid Care understand the information given. identify the meaning of the words. identify the referent of the words. answer the questions based on the text. comprehend the text. identify the main idea of the text.

4. Selecting Teaching Learning Activities and M aterials

The activities in this design were aimed at helping students to achieve the

goal. Considering the principle of teaching reading, and the three -phase TBL

framework, the writer designed the learn ing activities into three main activities.

They are pre-reading, while-reading and post-reading activities. However, some


80

modifications were also made to promote the interaction between students since it

is one of the important keys of TBL. The writer focu sed on developing pre-

reading and while-reading materials which are used in the computer laboratory.

However, the wrier also proposed several activities for post -reading which are

conducted in the classroom. They are stated in the syllabus and lesson plan.

The materials used in this design were mostly taken from the internet but

with some considerations taken into account in constructing the materials. The

materials used in this study were adapted to make them suitable with students’

proficiency level and suitable with the genre.

a. Pre-Reading Activities

This section is usually conducted as lead -in to the activity. There are two

activity involved in this section. They are all available in each lesson.

1) Warming Up

This section serves as the starting point tha t explores students’ background

knowledge and then relates it to the topic of the lesson.

2) Vocabulary Building

This section functions as pre -learning activity which is aimed at preparing

students to engage with the reading text. It helps students to become familiar with

the vocabulary they have in the reading text.

b. While-Reading Activities

This activity facilitates students to comprehend a written text. They are all

not available in each lesson. Some of them are used in all lessons but some of

them are only used in certain lessons.


81

1) Finding the referent

This activity provides the activity to understand the phrases or words

being substituted. Actually, this activity is aimed to support students for in -depth

reading. It is used in all lessons except lesson 2.

2) Reading Comprehension

This activity provides the activity to develop students’ understanding of

the reading text given. Students must answer the questions provided in this

section. It is used in all lessons.

3) Skimming

This activity is aimed to develop understanding of the reading text. In this

section, students are asked to identify the topic and the general idea of the reading

text. It is used only in lesson 5 and 7.

4) Scanning

This section provides activity to develop students’ skill in locating specifi c

information. It is used in lesson 2, 6 and 7.

5) Working with words

This serves as an activity that enable students to be familiar with the words

occurred in the reading text. It is used in lesson 1, 2, 3, 4 and 6

c. Post-Reading Activities

As stated in chapter 2, in this study the writer employed TBL. The

important key of TBL is social interaction. In order to fulfill such important key,

the writer proposed several post -reading activities that demand active interaction.

However, the teachers may develop their own post-reading activities.


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Table 4.6: Learning Activities of the Materials

Tittle Activities

The Life of Helen Keller Warming Up

Vocabulary Building

Finding the referent

Understanding main idea

Reading Comprehension

Working with words

Announcement Warming Up

Vocabulary Building

Scanning


Working with words

Hurricanes and Tornadoes Warming Up

Vocabulary Building



Working with words

A Cleaner River Warming Up

Vocabulary Building




Working with words

Letter Warming Up

Vocabulary Building


Skimming



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Understanding main and supporting sentences

Wrapping Idea Warming Up

Vocabulary Building


Scanning


Working with words

HIV/AIDS Experience ‘Kas’ Warming Up

Vocabulary Building


Skimming

Scanning


First Aid Care Warming Up

Vocabulary Building




5. Constructing a set of Computer -Based Reading Materials Using Task-

Based Learning

In constructing learning materials, the writer used a personal computer

with the specifications as stated below:

A CPU with Intel Premium 4 2.66 GHz

A SVGA Monitor at 1024 x 768 (32bit)

1 GB of RAM

For the software, the writer used:


84

Microsoft Windows XP 2002

Macromedia Dreamweaver 8™

HotPotatoes 6™

CorelDRAW Graphics Suite X3™

AutoPlay media Studio 7.0™

LAN Card (Mode Client Server)

In constructing the application, there were two steps conducted:

flowcharting and making user interfaces and defining page behavior. All files of

the site were saved in a folder to make it run well. The software was installed in a

server computer instead of all students’ computer. Local Area Network (LAN)

was used to connect server computer with students’ computer. It allows students

to accesses the software that was installed in the server computer. A shortcut was

displayed on the desktop of students’ computer to ease the access.

a. Flowcharting

A flowchart is a symbol or picture which depicts the series of steps

representing a processing activity. Flowcharts serve as a roadmap of the software.

It usually links one page to another. It can also be s aid as a blueprint of the

designed materials.

In the software, the writer put an Autorun. An Autorun would show up as

the users access the materials. It offered two menus, Go and Exit. Go would bring

them to the Home while Exit brought them to leave the application. Home

provided all access to the content of the software. Students could access the


85

reading materials by clicking on the lesson button on the left or from the Content

Outline. The Content Outline contained some navigation menus that allowed the

students to do the exercises. Here, students could also see the topic and the

learning activities of each lesson. The lesson activities in the software were

arranged in order. It was aimed at helping students to experience pre -reading

activities, while-reading activities and post-reading activities in order. When

students accidentally closed the application they could do again the previous

activity by accessing the Content Outline and clicked on the previous activity they

did. The flowchart of the applicati on is figured out as follows:

Figure 4.1: The Flowchart of the Designed Materials

b. Making User Interfaces and Page Behavior

In this step the writer designed the user interfaces and page behavior of

HELP

Autoplay

Go Exit

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Lesson 7

Lesson 8

HOME

CONTENTOUTLINE

AUTHOR

HELP

LINK


86

each page. The user interface is the appearance of the program that the user saw

while page behavior is how the software behaves when the user gives command

by clicking on the button. In making user interface, the writer used Macromedia

Dreamweaver 8™. It is software used for designing and developing website, web

pages and web applications. Macromedia Dreamweaver 8™ provides tools that

make it easy to design and develop web pages. It allows the designers to create

their own objects and command, modify keyboard command and add images.

The writer created a name for the site which was also used as a logo. It

was designed using CorelDRAW Graphics Suite X3 ™. Almost all pages

contained an animated picture to make them look more attractive. The animated

pictures were taken from Gift Pack 2006 CD.

There were three steps carried out to create the user interface. They were

elaborated as follows.

1) Autorun

Autorun is a feature of the windows operating system that causes a certain

file or program to open or start automatically as so on as a compact disc (CD) is

inserted into the CD drive. In this design, the Autorun is the starting point. The

writer used AutoPlay Media Studio 7.0 to create Autorun program. It is very easy

to create Autorun application because AutoPlay Media Studio 7.0™ provides a

template and complete tools to customize the application. The name of the

software was written on it. Then the writer put two menus, Go and Exit. The

writer also gave a piece of music to make it more attractive. As soon as the

Autorun shows up, the students would hear the piece of music.


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Figure 4. 2: Autorun Application

2) Front Page User Interface

Front page here becomes the first page that the students see after accessing

Autorun. In designing the front page, the writer used Macromedia Dreamweaver

8™. In order to ease the process of making the front page, the writer used table to

set the position of the content of the front page. The width of the table then was

adjusted with the width of the screen by setting into 100%. The table was also set

into white color (#FFFFFF) to make it invisible when appeared on the screen.

There was a logo which was also used as the name of the software on the

top left of the page. The logo was designed using CorelDRAW Graphics Suite

X3™. The logo basically was a combina tion of the words Reading and English.

An animated picture was displayed to make the front page look interesting and

attractive. The picture was taken from Gif Pack 2006 CD. Then, after designing


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the front page, the writer saved in .html form.

Figure 4.3: Front page user interface

3) Materials Page

Having finished discussing front page user interface, the writer then

discussed material page which consisted of three major parts namely, Content

Outline Page, Lesson Main Page and Exercise Page.

a) Content Outline Page

This page is the main menu for the reading lessons. They were set in a

table to help the learners understand and choose the menu. Grey ( #CCCCCC) was

chosen as the color for the background table while the border was filled with blue

(#8BDEED). The table contained three columns. The first column was used for

displaying the 4 units. The second was showing the 8 lessons. It contained the

name of the lesson, a picture related to the topic and lesson title which were

designed using CorelDRAW Graphics Suite X3™ and set into a group. The third

gave information about learning activities of the designed materials. Learners

could access the exercises and materials from this page because links are available

in each lesson and learning activity.


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At the bottom, there were three navigation menus. Each of them would

bring the students to the different page. The first menu was HOME that brings

students to the front page of the site. The second menu was HELP which brought

students to access help menu. The last wa s AUTHOR which showed the author’s

profile.

The pictures used in the Content Outline page were taken from the

internet. The sources were presented in the table below:

Figure 4.4: Content Outline Page

b) Lesson Main Page

The lesson main page was aime d at giving information about learning

activities and learning experiences. They were displayed in a table. The table

contained two main columns and seven rows. The left column displaying learning

activities while right column displaying learning experienc es. The first row was

used to put the title; learning activities and learning experiences. The writer filled

dark grey (#999999) as the background color of the title and light grey

(#CCCCCC) as the background color of the content. A name which indicated

lesson name was displayed on the top. The writer also put a menu to access the


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reading text behind the table. In order to make it livelier, the writer displayed an

animated picture which was taken from Gift Pack 2006 CD.

Figure 4.5: Lesson Page

c) Exercise Page

HotPotatoes 6™ is software that enables teachers or people to create

computer-based exercises. It provides five types of program, JCloze, JMatch,

JQuiz, JMix and JCross. In the design, the writer made use of all of them. Before

the exercises were put in the program, the writer first constructed them on a paper.

In order to maximize students’ motivation, the writer designed the application in

such a way that could attract the students and make the learning easy to conduct.

An interface to configuration is available in each program. It can be accessed

through Configure Output button on the Option menu. Configure Output enables

the writer to write the instructions, determine the appearance and set the time and

add link. In editing the instructions, the writer clicked on Title/Instruction button.

An Appearance button was used for giving color to the exercise. In order to help

teacher manage the time and make the exercises more challenging, the writer set


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the time from the Timer button. The writer added links in each exerc ise to make

the learning run well. The link could be accessed from Button button. One of the

most interesting parts of HotPotatoes 6™ is that it enables the writer to include

pictures in the program. The use of pictures are to help students learn better and to

make the application livelier. The writer used and put picture in some exercises

and on reading texts. To put the picture, the writer clicked on Picture button from

the Insert menu, and then chose Picture from Local file . The pictures were mostly

taken from the internet. The sources of the pictures are presented in the table at

the last part of this section. The result of the appl ication would be in .htm format.

1. JCloze Page

JCloze program offers gap-filling exercise. In making cloze test exercises,

the writer put the text or sentences into the program, chose the words to be a gap

then clicked on the Gap button to make the gap. JCloze exercises and application

are presented below:

Figure 4.6: JCloze Application


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Table. 4.7: JCloze Exercises

2. JMatch Page

This program is developed to make matching exercises. In making

matching exercises, the writer first put the statements that would be the questions

on the left. Then put the statements that would be the answers on the right. The

answers statement would be automatically jumbled. JMatch application exercises

are presented below:

Figure 4.7: JMatch Application

Table. 4.8: JMatch Exercises

Activity Lesson Color

Working with Words 2,3 and 4 Green (#81cdcb)

Scanning 6 and 7 Orange (#ffa54a)

Reading Comprehension 8 Purple (#a6a6f0)

Activity Lesson Color

Vocabulary Building all Pink (#fb888b)

Working with words 3 Brown (#b4818b)

Reading Comprehension 4 Purple (#a6a6f0)


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3. JQuiz Page

JQuiz is usually used to create multiple choice exercise. But, it is also able

to make short answer exercise. To make Multiple-choice exercise, the writer put

the questions into the question box. Having finished writing the question, the next

step was entering the correct answer and incorrect answers. Then, the last step

was clicking on the check box to specify the correct answer. To make short

answer exercise, the writer changed the option Multiple-choice into Short-answer

format. Making Short-answer exercise is almost the same with Multiple-choice

exercise. But, in the Short-answer exercise, the writer only wrote the correct

answer. JQuiz exercises and application are presented below:

Table. 4.9: JQuiz Exercises

Figure 4.8: JQuiz Application

Lesson Type ColorWarming Up all Short-answer Yellow (#ffff80)

Finding the referent All except 2 Short-answer Blue (#71b3e8)1,2,6, Short-answerReading Comprehension3,5,7 Multiple-choice Purple (#a6a6f0)

Understanding main idea 1 Multiple-choice Green (#8ef094)Skimming 7 Short-answer Pink (#f574b1)


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4. JMix Page

This program is developed to create jumbled -sentence exercise. To create

this exercise, the writer broke up the sentences into separate segmen ts and put

them vertically in Main Sentence column. The writer then put the correct answer

in the Alternate Sentences column. JMix application and exercises are presented

below:

Table 4. 10: JMix Exercises

Figure 4. 9: Jmix Application

5. JCross Page

JCross program offered by HotPotatoes 6™ is used to create crossword

puzzles. But, we can only arrange the words vertically and horizontally. In

making the crossword, the writer wrote the words that would be the crossword in

the Automatic-Grid Maker on the Manage Grid menu. Then it would

automatically arrange the words written. Then, the next step was entering clues.

This could be done by clicking on Add Clues button. The interesting point from

Activity Lesson ColorUnderstanding main idea 8 Green (#8ef094)


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this program is that, even after entering clues, the writer could change the grid;

the program would remember the clues which were already entered. In this

design, JCross was used to create games. JCross application is illustrated below:

Figure 4.10: JCross Application

6. Evaluating the Set of Computer -Based Reading Materials Using Task -

Based Learning

This part discusses the result of the post -design survey that was conducted

after constructing the set of design materials. It consists of three parts. The first

part gives description of the respondents. The second part elaborates the results of

the evaluation of the designed materials. The third part presents the detailed data

of the respondents’ suggestions and opinions on the designed materials. The

questionnaire consisted of two sections. The first section was in the form of

selected-response items. The second section was in the form of open -response

items.


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a. Description of the Respondents

In order to make improvement on the designed materials, the writer

conducted a post-design survey. The respondents involved in the post -design

survey were 2 English teachers of SMA N 9 Yogyakarta, 2 lecturers of English

education Study Program of Sanata Dharma University and an English instructor.

They are clearly described in the table below.

Table 4.11: Description of the Respondents

Sex Educational Background Teaching Experiences inyears

F M D3 S1 S2 S3 1- 5 6 - 10 11- 15 > 16Englishteachers

1 1 1 1 1 1

EnglishLecturers

2 1 1 2

EnglishInstructor

1 1 1

b. The Descriptive Statistics of the Respondents’ Opinion on the Designed

Materials

This part elaborates the data gained from distributing questionnaire to the

five respondents. It presents the results of the first section of the questionnaire that

was in the form of likert scale. The respondents chose one of the four points of

agreement. The scale of agreement is described as follows:

1 = Strongly disagree with the statement

2 = Disagree with the statement

4 = Agree with the statement

5 = Strongly agree with the statement


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Table 4. 12: The Descriptive Statistics of Respondents’ Opin ion

Frequency ofOccurrence

CentralTendency

No. Respondents’ opinion

1 2 4 5 N Mn

1. The designed materials are relevantwith the present curriculum.

4 1 5 4.2

2. The designed materials are relevantand suitable for the first gradestudents of Senior High School

4 1 5 4.2

3. The designed materials are effectiveand efficient enough to achieve thegoal.

5 5 5

4. The designed materials are varied. 1 3 1 5 3.8

5. The designed materials can improvestudents’ reading skill. 3 2 5 4.4

6. Page layout is clear. 2 3 5 4.6

7. Background page and text areappropriate.

4 1 5 4.2

8. Texts are easily readable. 2 3 5 4.6

9. Text placements are effective. 4 1 5 4.2

10. The instructions of each activity areunderstandable.

3 2 5 4.4

11. The instructions are effective to helpstudents accomplish the tasks.

1 3 1 5 3.8

12. Pictures displayed can aid students’learning.

4 4 4

13. Pictures placements are effective. 3 2 5 4.4

14. Links work well. 1 1 3 5 4.2

15. Help provided is effective andefficient to support students’learning.

1 3 1 5 3.8

Total Mean Average 4.25

After the data from the first section of the questionnaire was calculated, it

was known that the mean was 4.25. Moreover the median and modus were 4 and


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5. It can be inferred that the designed materials were well -designed and

acceptable, although the writer had to revise some parts.

c. The Respondents’ Opinions and Suggestions

This part elaborated the second section of the questionnaire in the form of

open response items. The respondents were asked to write their suggestions and

opinions on the designed materials. The respondents’ suggestions and feedback

were as follows:

1) The Respondents’ opinion on the strength of designed materials.

The respondents’ opinions on the strengths of the designed materials are

summarized as follows:

a) The combination of color was good.

b) Animation pictures displayed were also good.

c) The content (reading materials) was good and appropriate.

d) The reading materials were relevant with pre sent curriculum or KTSP

e) The learning materials and activities are varied.

f) The reading texts were challenging.

g) The designed set of materials was easily accessible.

h) The designed set of materials was simple and light.

i) The designed set of materials was the com bination of Hot Potatoes and Html.

j) The designed set of materials could raise students’ motivation

k) The designed set of materials could enhance autonomous.

l) The designed set of materials was interesting.


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2) The weaknesses of the designed materials

The respondents’ opinions on the weaknesses of the designed materials are

summarized as follows:

One respondent stated that the color of one of the activities was too bright.

After knowing the respondent’s opinion, the writer then installed the designed set

of materials in some computers and opened the exercise. But, the writer did not

find the same problem as the respondent experienced. The color of the exercise

was not too bright. Based on the results of the data, the other respondents did not

state that they found such problem. Therefore, the writer concludes that the

problem was due to the resolution of the respondent’s computer and not the

software feature. However, the writer decided to accept the suggestion and reduce

the brightness of the color.

Most respondents’ suggestions also include the weaknesses of the

designed materials. Therefore, the writer summarized both the weaknesses of the

designed materials and the suggestions in the next part.

3) Respondents’ suggestion to improve the designed materials

In the last part of the second section, the respondents’ gave their opinion

on the designed materials to make some improvement. The respondents’

suggestions are as follows:

a) One respondent suggested that the writer should modify the menus of Autorun

or the front page application of Home.

b) Another respondent suggested that the writer should add some games in the


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designed materials to make the learning livelier.

c) The materials should be suited to students’ proficiency level in every class

since every student in each class has a different level. The respondent

suggested that the writer should reconsider the designed materials.

d) There was no goal, example of learning materials, assessment, structured and

unstructured assessment in the Lesson Plan. The writer should i nclude them in

the Lesson Plan.

e) Another respondent suggested that the writer should recheck the Finding the

referent activity because the question and the word as the referent did not

match.

f) The respondent suggested the writer should recheck the activiti es which

contain open questions and should not provide answer for open questions. It

is because open question requires open answer.

g) The respondent suggested that the writer should use Microsoft Office Word

instead of Microsoft Outlook.

h) The respondent suggested that the writer should give detailed instruction in

the post-activity. There was no instruction for what students should do after

finishing their task.

i) The other respondent suggested that the writer should not include Restart

button and set the time in an exercise. It makes the idea not clear. The writer

should choose one of them. If the writer decided to set timer or provide

Restart button, then there should be Continue button.

j) The division of the activity of the post -reading of the designed materials was


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not clear and had no order. The writer should reconsider the arrangement of

the activity of the post-reading.

d. Discussion

The writer made some revision to improve the designed materials based

on the respondents’ suggestions and feedback gathere d through the post-design

questionnaire. The revisions are as follows (Note that the number used in here

refer to the number used in the previous part):

1. The writer modified the menus in the Autorun. There are only two menus

offered in the Autorun, they are: Exit and Go. While, before the revision, the

there were three menus in the Autorun. They were Home, Content Outline and

Guidelines.

2. In accordance with the second suggestion, the writer created games and

included them in the designed materials. The game s are crosswords. They

were designed using HotPotatoes 6™. There are only four crosswords

provided. The material of each crossword was taken from the material unit.

Therefore, each unit would cover 1 unit. It is hoped that the games will not

only make students enjoy the learning but also help students increase their

understanding on the reading text. Students can access the games from the

HOME page.

3. The writer agrees with the respondent that every student has a different

proficiency level. Actually, in constructing the designed set materials, the

writer considered that problem. The writer believes that the designed set

materials can be used by low-level and high-level students.


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4. In addition to the lesson plan, the writer only added the example of learning

materials as suggested by the respondent. The goal of this study is

Competence Standard. The structured assessment in this design is expressed

in the form of learning experience. The writer did not include unstructured

assessment in the Lesson Plan because the writer gives opportunity for the

teachers to decide the unstructured assessment.

5. All pages of the designed set materials will automatically adjust its width to

the width of the monitor. If the width of the monitor is wide, the exercise page

will also become wide. In a certain case, it influences the arrange ment of the

text. If the monitor of the users is wider or smaller than the page of the

application, they will find that the text arrangement changed. This caused the

referent and the question did not match. In order to solve this problem the

writer italicized and bold the words which would be the referents. Students

therefore, will find the referent of the words in Italic and Bold. Hopefully, this

can help students learn more easily.

6. The writer decided to change the activity containing open questions. The

learning activity that is used contained open questions is Warming Up

activity. Therefore, the revision was only conducted in Warming Up activity

of lessons 1, 3, 4 and 6.

7. The writer decided to change Microsoft Outlook used in the post -activity with

Microsoft Office Word. Therefore, students will write their task with

Microsoft Office Word.

8. In response to the respondent suggestion, the writer revised the instruction in


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the post-design activity. It is clear and brief so that students can understand

what they have to do.

9. The writer decided to accept the suggestion and provide Restart button instead

of setting the time. Although the writer provides Restart button, the writer do

not give Continue button in the designed materials because the writer has put

Next Exercise button.

10. Concerning the last suggestion for improvement, the writer modified some

questions in the post-activity. Previously, the Summary activity was only used

in the lesson 1, Writing was only used in lesson 8 and Reflection activity is

used in the other lessons. After some consideration and improvement, the

writer decided to use Summary activity in lesson 1 and 3. Writing activity is

also used in lesson 2, 5 and 8. In lesson 4, 6 and 7 the writer put Reflection

activity. The instruction was al so improved to make it more understandable.

It should be noted that in the first implementation, teachers who teach

using the designed materials maybe will need more than 45 minutes to finish one

lesson. It is because teachers and students should adapt t hemselves with the

designed materials and technology. Especially for those who are not familiar with

technology will need more time to use and operate the designed materials.

B. Material Presentation

In this section, the writer would like to present the answer of the second

question in the Problem Formulation that is what the set of computer-based

reading materials using task-based learning for the first grade students of Senior


104

High School of SMA N 9 Yogyakarta looks like.

In this design, the writer developed 4 topics, and each topic consists of 2

lessons. The time allocated for each lesson is 1 x 45 minutes.

Table 4. 13: Presentation of the Designed Set of the Materials

Unit/Topic Lesson Tittle Learning Activities

Lesson 1 The Life ofHelen Keller

Pre-activity Warming Up Vocabulary BuildingWhile-activity Finding the referent Understanding main idea Reading Comprehension Working with wordsPost-activity

Unit 1Education

Lesson 2 Announcement

Pre-activity Warming Up Vocabulary BuildingWhile-activity Scanning Reading Comprehension Working with wordsPost-activity

Lesson 3 Hurricanes andTornadoes

Pre-activity Warming Up Vocabulary BuildingWhile-activity Finding the referent Reading Comprehension Working with wordsPost-activity

Unit 2Nature

Lesson 4 A Cleaner River

Pre-activity Warming Up Vocabulary BuildingWhile-activity Finding the referent Reading Comprehension Understanding main idea Working with wordsPost-activityPre-activity Warming Up


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Lesson 5 Letter

Vocabulary BuildingWhile-activity Finding the referent Skimming Reading Comprehension Understanding main and

supporting sentences Post-activityUnit 3

Family

Lesson 6 Wrapping Idea

Pre-activity Warming Up Vocabulary BuildingWhile-activity Finding the referent Scanning Reading Comprehension Working with wordsPost-activity

Lesson 7HIV/AIDSExperience

‘Kas’

Pre-activity Warming Up Vocabulary BuildingWhile-activity Finding the referent Skimming Scanning Reading ComprehensionPost-activityUnit 4

Health

Lesson 8 First Aid Care

Pre-activity Warming Up Vocabulary BuildingWhile-activity Finding the referent Reading Comprehension Understanding main ideaPost-activity


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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter discusses two major parts. The first part draws the

conclusions of this study, while the second part presents the suggestions for

English teachers and other researchers.

A. Conclusions

This study was about designing a set of computer -based reading materials

using task-based learning for the first grade students of Senior High School of

SMA N 9 Yogyakarta. There were two questions involved in this study. The firs t

question was how a set of computer-based reading materials using task -based

learning for the first grade students of Senior High School of SMA N 9 Yogyakarta

is designed. The second question was what the set of computer -based reading

materials using task-based learning for the first grade students of Senior High

School of SMA N 9 Yogyakarta looks like.

In order to answer the first question in the Problem Formulation, the writer

adapted and combined instructional design model of Kemp and Yalden. The

results of the combination were six steps, namely 1) Conducting needs survey, 2)

Formulating goals, topic and general purposes, 3) Formulating learning

objectives, 4) Selecting teaching learning activities, 5) Constructing a set of

computer-based reading materials using task-based learning, and 6) Evaluating the

set of computer-based reading materials using task -based learning. In the

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107

implementation, they were in line with R&D cycle.

In this study, the data obtained through the needs survey wa s served as the

basis to develop the materials. Having finished developing the designed materials,

four respondents that consisted of 2 English teachers, 2 English lecturers and an

English instructor were requested to give feedback and suggestions to impro ve the

designed materials. The data showed that the means was 4.25. It indicated that the

designed materials were well-designed and acceptable although some revisions

were necessary.

To answer the second question in the Problem Formulation, the writer

developed material units and presented them (see appendix for the syllabus and

the accompanying CD). The material consists of four topics and 8 lessons. The

lessons were developed based on the topics. The topics are Education, Nature,

Family and Health. The lessons are, The Life of Helen Keller, Announcement,

Hurricanes and Tornadoes, A Cleaner River, Letter, Wrapping Idea, Kas, First

Aid Care.

B. Suggestions

1. Suggestions for English teachers.

a. The development of technology brings positive impact to education. We as

English teachers should not consider technology or computer as a rival.

But, we should take the benefit of the technology for the sake of our

educational development.

b. It is suggested that the teachers should read the guidelines before applying


108

the materials. Besides, teachers should master the learning materials and

media.

c. It is also suggested that the teachers encourage students’ motivation and

interaction among students. By doing so, it is expected that students can

learn effectively.

2. Suggestions for other researchers.

This research is still far from perfect and needs further research. Therefore

the writer encourages other researchers to conduct similar research. Hopefully,

this study can give benefit to everyone, especially those who are concer ned with

English teaching.


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REFERENCES

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Borg, W. R. & Gall, M. D. (1983). Educational research: an introduction.London: Longman.

Brown, J D. and Rogers T S. (2002). Doing second language research. Oxford:Oxford University Press.

Celce-Murcia, M. (2001). Teaching english as a second or foreign language.Boston: Heinle & Heinle.

Cushenbery, D.C. (1985). Improving reading skill in the content area. Illinois:Charles C. Thomas Publisher.

Durkin, Dolores. (1987). Teaching young children to read. Newton:Massachusetts: Allyn and Bacon, Inc.

Egbert, Joy. and Elizabeth Hanson -Smith. (1999). CALL environment: research,practice and critical issues. Virginia: Teachers of English to Speakers ofOther Languages, Inc.

Gay, L R. (1992). Educational research: competencies for analysis andapplication. New York: Macmillan Publisher. Co .

Kemp, Jerrold E. (1997). Instructional design: a plan for unit and coursedevelopment. Belmont: Fearon Pitman Publisher, Inc.

Kenning, M J. and Kenning, M-M. (1983). An introduction to computer assistedlanguage teaching. Oxford: Oxford University Press .

Krahnke, Karl. (1987). Approaches to syllabus design for foreign languageteaching. New Jersey: Prentice-Hall, Inc.

Latulippe, Laura D. (1987). Developing academic reading skills. New Jersey:Prentice-Hall, Inc.


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Levy, Michael. (1997). Computer-assisted language learning: context andconceptualization. Oxford: Clarendon Press.

Nunan, David. (2003). Practical english language teaching. New York: McGraw-Hill Co.

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Randolph, Ouirk. and Sidney Greenbaum, et al. (1985). A comprehensivegrammar of the english language. London: Longman.

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Robinson, Pauline. (1991). ESP today: a practitioner’s guide. New York: PrenticeHall.

Rude, Robert T. (1986). Teaching reading using microcomputers. New Jersey:Prentice-Hall.

Wallace, Catherine. 2003. Reading. New York: Oxford University Press.

Widdowson, H G. (1979). Teaching english as c ommunication. London:Oxford University Press.

Willis, Jane. (1996). A framework for task-based learning. Harlow: AddisonWesley Longman Limited.

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KUESIONER

Kuesioner ini disusun untuk kepentingan penelitian. Jawaban dan

identitas Anda tidak akan diketahui oleh pihak manapun. Oleh karena itu

diharapkan Anda menjawab semua pertanyaan pada kuesioner ini sesuai

dengan keadaan yang sebenarnya secara lengkap dan jelas. Atas kesediaan Anda,

kami ucapkan terima kasih.

A. Identitas Responden

Nama lengkap :

Nama panggilan :

Umur :

Jenis kelamin : Laki–laki Perempuan

Kelas :

Petunjuk menjawab kuesioner.

Berilah pendapat Anda tentang berbagai hal yang berhubungan dengan pengajaran

bahasa Inggris khususnya untuk Reading menurut pengalaman Anda dengan cara

sebagai berikut:

1. Berilah tanda (√ ) pada jawaban yang paling mewakili pendapat Anda.

Jawaban bisa lebih dari satu. Bila jawaban yang tersedia kurang atau

tidak ada yang sesuai dengan yang Anda maksudkan maka Anda bisa

menambahkan dengan menuliskan pada “Lain-lain”

2. Apabila Anda diminta untuk memberikan pendapat atau keterangan,

silahkan menjawab pada tempat yang tersedia.

B. Jawablah pertanyaan berikut ini:

1. Selama ini, anda belajar Reading dengan menggunakan media

(…) buku pelajaran

(…) majalah


117

(…) Lain-lain ………………………………… ……………………………

……………………………………………………………………… ………..

……………………………………………………………………… ……….

2. Permasalahan apakah yang anda hadapi saat anda belajar Reading dengan

menggunakan media tersebut

(…) kosakata dalam teks terlalu banyak

(…) kosakata dalam teks susah untuk dipaha mi

(…) latihan yang diberikan sedikit/kurang bervariasi

(…) topic bacaan yang diberikan kurang bervariasi

(…) Lain-lain ……………………………………………………………….

……………………………………………………………………… ……….

………………………………………………………………………………

3. Pernahkah anda belajar Reading dengan menggunakan media komputer

(…) Ya

(…) Belum

4. Menurut anda, apakah komputer dapat membantu anda untuk belajar Reading

(…) Ya

Alasan:

………………………………………………………………………………

………………………………………………………………………………

(…) Tidak

Alasan:

………………………………………………………………………………

…………………………………………… …………………………………

5. Menurut anda, apakah belajar Reading dengan menggunakan k omputer dapat

membuat anda lebih termotivasi untuk belajar Reading

(…) Ya


118

Alasan:

………………………………………………………………………………

………………………………………………………………………………

(…) Tidak

Alasan:

……………………………………………………………………………. …

……………………………………………………………………… ………

6. Jika suatu saat anda mendapat kesempatan untuk belajar Reading dengan

menggunakan komputer, tampilan yang seperti apa yang anda inginkan

(…) navigasi mudah

(…) ada beberapa gambar

(…) terdapat banyak link untuk menuju ke latihan-latihan yang lain

(…) Lain-lain ……………………………………………………………….

………………………………………………………………………………

………………………………………………………………………………

7. Jika suatu saat anda mendapat kesempatan untuk belajar Reading dengan

menggunakan komputer, hal yang dapat me mbantu anda dalam belajar reading

adalah

(…) dalam satu bacaan terdapat beberapa latihan soal yang bervariasi

(…) terdapat kamus singkat di setiap bacaan

(…) terdapat instruksi yang jelas dalam setiap bacaan dan latihan

(…) terdapat bantuan dalam mengerjak an soal jika kesulitan

(…) Lain-lain ………………………………………………………………..

……………………………………………………………………………….

………………………………………………………………………………

☺ Terima kasih ☺


119

KUESIONER

Kuesioner ini disusun untuk kepentingan penelitian. Jawaban dan identitas

Bapak/Ibu tidak akan diketahui oleh pihak manapun. Oleh karena itu

diharapkan Bapak/Ibu menjawab semua pertanyaan pada kuesioner ini sesuai

dengan keadaan yang sebenarnya secara lengkap, jelas tapi singkat. Atas

kesediaan Bapak/Ibu, saya ucapkan terima kasih.

A. Identitas Responden

1. Nama :

2. Umur :

3. Mengajar di :

4. Masa kerja :

5. Pendidikan terakhir :

Petunjuk menjawab kuesioner:

Berilah pendapat Bapak/Ibu tentang berbagai hal yang berhubungan

dengan pengajaran bahasa Inggris, terutama Reading untuk anak SMA kelas X

seumur 1 5 - 1 7 tahun menurut pengalaman Bapak/Ibu dengan cara sebagai

berikut:

1. Pertanyaan pilihan: berilah tanda (√ ) pada kurung beserta pernyataan

jawaban yang tersedia. Jawaban bisa lebih dari satu. Bila jawaban yang

tersedia kurang atau tidak ada yang sesuai dengan yang Bapak/Ibu

maksudkan maka Bapak/Ibu bisa menambahkan dengan menuliskan pada

“Lain-lain”

2. Pertanyaan isian: tulislah pendapat atau saran Bapak/Ibu pada tempat

yang tersedia.


120

B. Jawablah pertanyaan berikut ini:

5. Selama ini, Bapak/Ibu mengajar Reading dengan menggunakan media

(…) buku pelajaran

(…) majalah

(…) Lain-lain ……………………………………………………………….

……………………………………………………………………… ……….

………………………………………………………………………………

6. Permasalahan apakah yang Bapak/Ibu hadapi saat mengajar Reading dengan

menggunakan media tersebut

(…) kosakata dalam teks terlalu banyak

(…) kosakata dalam teks susah untuk dipahami

(…) materi kurang bervariasi

(…) latihan yang diberikan sedikit/kurang bervariasi

(…) anak kurang tertarik dengan materi yang diberikan sehingga tidak

memperhatikan

(…) Lain-lain ……………………………………………………………….

……………………………………………………………………… ……….

………………………………………………………………………………..

3. Yang Bapak/Ibu lakukan untuk mengatasi masalah t ersebut diatas

(pertanyaan no.2)

(…) menambah beberapa materi

(…) menyisipkan soal tambahan

(…) membuat materi sendiri

(…) Lain-lain ……………………………………………………………….

……………………………………………………………………… ……….

………………………………………………………………………………..


121

4. Apakah Bapak/Ibu pernah mengajar pelajaran bahasa Inggris dengan

menggunakan komputer

(…) Ya

Alasan:

…………………………….…………………………………………………

……………….……………………………………………………………………

(…) Tidak

Alasan:

…………………………………………………………………………… ……

……………………………………………………………………………… ..

5. Menurut Bapak/Ibu, apakah komputer dapat digunakan sebagai media

pembelajaran untuk mengatasi masalah-masalh pengajaran Reading seperti

yang terdapat pada pertanyaan no.2

(…) Ya

Alasan:

………………………………………………………….. ……………………

………………………………………………………………………………

(…) Tidak

Alasan:

………...…………………………………………………………………… …

………………………………………………………………………………

8. Jika suatu saat Bapak/Ibu mendapat kesempatan untuk belajar Reading dengan

menggunakan komputer sebagai media, tampilan yang seperti apa yang anda

inginkan

(…) navigasi mudah

(…) ada beberapa gambar

(…) terdapat banyak link untuk menuju ke latihan-latihan yang lain

(…) Lain-lain ………………………………………………………………..

……………………………………………………………………………….


122

9. Jika suatu saat Bapak/Ibu mendapat kesempatan untuk mengajar Reading

dengan menggunakan komputer, hal yang dapat membantu dalam penga jaran

Reading adalah

(…) dalam satu bacaan terdapat beberapa latiha soal yang bervariasi

(…) terdapat kamus singkat di setiap bacaan

(…) terdapat instruksi yang jelas dalam setiap bacaan dan latihan

(…) terdapat bantuan dalam mengerjakan soal jika kesulita n

(…) Lain-lain ………………………………………………………………..

……………………………………………………………………………….

………………………………………………………………………………

10. Jika Bapak/Ibu mempunyai pendapat atau masukan tentang pengajaran

reading dengan menggunakan computer, silahkan anda menulis pada bagian

ini.

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

☺ Terima kasih ☺


123


124

Designing a Set of Computer-Based Reading Materials Using Task-Based Learning for the First Grade Students

of SMA N 9 Yogyakarta

OVERVIEW

This study is entitled “Designing a Set of Computer-Based Reading

Materials Using Task-Based Learning for the First Grade Students of SMA N 9

Yogyakarta”. This study is aimed at providing the first grade students of SMA N

9 Yogyakarta with compulsory reading materials that could help them to learn a nd

develop their reading skills.

A. Background

Without ignoring other skills, reading is considered as an important skill

to be taught at school. Reading is an essential skill for learners of English as

second language. The demand of good reading skill is n ot only needed in English

class, but also in other subjects where reading skill is needed. Unfortunately, the

first grades students of SMA N 9 Yogyakarta face several problems in learning

reading. First, the texts are too long. Second, students get diffic ulty in

understanding the vocabulary. Third, the exercises provided are not varied.

Lastly, the topics of the reading texts are not varied.

This study is attempted to solve the problems faced by students. This

study aimed at providing both teachers and s tudents a set of reading materials

which hopefully, could help them solve their problem and create new learning

environment.

This study employed Task-Based Learning. Task-Based presents tasks for

students to solve or perform. It provides opportunity for s tudents to use the

language they are learning and control their own learning. Therefore, students will

actively involve in the learning process.

In this study, a computer is used as a learning medium. A computer

accompanied by software, in fact can promot e students’ learning. A computer

serves as an aid of students’ learning by providing them reading materials and


125

guidance in accomplishing the tasks. Although the role of teacher is minor, the

presence of a teacher is needed to make sure that the learning p rocess runs well.

B. Purpose

The purpose of this design is to provide the first grade students of SMA N

9 Yogyakarta with compulsory reading materials which hopefully can ease

students’ learning and help them achieve the goals. It is suggested that the

designed materials is used in a computer laboratory.

C. Content

The designed materials consists of four topics, and each topic consists of

two lessons. The topics were decided based on the English books used by the

teachers. Three main activities are available in each lesson. They are pre -reading,

while-reading, and post-reading. They are elaborated as follows:

1. Pre-reading

This section is usually conducted as lead -in to the activity. There are two

activity involved in this section. They are available in all les sons.

Warming Up

This section serves as the starting point that explores students’ background

knowledge and then relates it to the topic of the lesson.

Vocabulary Building

This section functions as a pre -learning activity which is aimed at

preparing students to engage with the reading text. It helps students to

become familiar with the vocabulary they have in the reading text.

2. While-reading

This activity facilitates students to comprehend of a written text. Some of

them are used in all lessons but some o f them are only used in certain lessons.


This activity provides the activity to understand the phrases or words

being substituted. Actually, this activity is aimed at supporting students for

in-depth reading. It is used in all lessons except lesson 2.


126


This activity provides the activity to develop students’ understanding on

the reading text given. Students must answer the questions provided in this

section. It is used in all lessons.

Skimming

This activity is aimed at developing understanding on the reading text. In

this section, students are asked to identify the topic and the general idea of

the reading text. It is used only in lesson 5 and 7.

Scanning

This section provides activity to develop students’ skill in locating specific

information. It is used in lesson 2, 6 and 7.

Working with words

This serves as an activity that enable students to be familiar with the words

occurred in the reading text. It is used in lesson 1, 2, 3, 4 and 6

3. Post-reading

In this study the writer employed TBL. The important key of TBL is

social interaction. Therefore, in order to fulfill such important key of TBL, the

writer proposed several post -reading activities that demand active interaction.

They are stated in the syllabus and le sson plans. However, the teachers may

develop their own post-reading activities.


127


128

DESIGNED MATERIALS EVALUATION QUESTIONNAIRE

Designing a Set of Computer-Based Reading MaterialsUsing Task-Based Learning for the First Grade Students

of SMA N 9 Yogyakarta

This questionnaire is designed to obtain data on respondents’ opinions, feedbacks,and evaluations on the designed materials. The data obtained, then is employed tomake some improvements on the d esigned materials.

Respondent’s Identity

Name : ____________________________

Age : ____________________________

Sex : ____________________________

Education background : ____________________________

Teaching experience : ______ years

Direction

I. Please circle the number based on the classification below.Give your opinions on the statements listed in the table below based on thefollowing classification.

1 = strongly disagree2 = disagree4 = agree5 = strongly agree

Category Statement ScoreThe designed materials are relevant with the presentcurriculum.

1 2 4 5

The designed materials are relevant and suitable forthe first grade students of Senior High School

1 2 4 5

The designed materials are effective and efficientenough to achieve the goal.

1 2 4 5

The designed materials are varied. 1 2 4 5

Materials

The designed materials can improve students’ readingskill.

1 2 4 5

Page layout is clear. 1 2 4 5

Background page and text are appropriate. 1 2 4 5

Design

Texts are easily readable. 1 2 4 5


129

Text placements are effective. 1 2 4 5

The instructions of each activity are understandable. 1 2 4 5

The instructions are effective to help studentsaccomplish the tasks.

1 2 4 5

Pictures displayed can aid students’ learning. 1 2 4 5

Pictures placements are effective. 1 2 4 5

Links work well. 1 2 4 5

Help provided is effective and efficient to supportstudents’ learning. 1 2 4 5

II. Suggestions for improvement.

Please give your suggestions, opinions, comments on the designed materials.

a. What are the strengths of the designed materials?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

b. What are the weaknesses of the designed materials?

_______________________________________________________________

_______________________________________________________________

_________________________________ ______________________________

_______________________________________________________________

_______________________________________________________________

c. What is (are) your suggestion(s) to improve the designed materials?

______________________________ _________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

__________________________________ _____________________________

Thank You


130


139SYLABUS

Unit/Lesson : 1 / 1School : SMA N 9 YogyakartaSubject : English LanguageClass / Semester : X / First SemesterSkill : ReadingCompetency Standard : Students are able understand the meanings in short functional texts and simple essays of recounts in daily life context to accessscience.

AssessmentBasicCompetence

LearningActivity and

MaterialLearning Experience Indicator Type Instrument Example

TimeAllotment Source

Students areable torespond tothe meaningandrhetoricalsteps ofrecounts indaily lifecontextaccurately,fluently andacceptably toaccessscience.

Recount

The Life ofHelen Keller

Warming Up

VocabularyBuilding

Finding thereferent

Understandingmain idea

ReadingComprehension

Working withwords

Sharing/ReflectionWriting

Puzzle Game

Pre-reading1. Students answer

several questions.2. Students match the

words with theirmeaning/synonim

While-reading1. Students find the

referent of words.2. Students match the

paragraphs with theirmain ideas.

3. Students comprehendthe text.

4. Students find thesynonim of the wordsfrom the text.

Post-reading

Students are able to understand the

general idea of thetext.

identify the meaningof the words.

identify the referentof the words.

identify the mainidea of the text.

answer thequestions based onthe text.

comprehend the text .understand imply

meaning

find the synonim ofthe words.

Individualassessment

GroupAssessment

Practice Read the article belowcarefully. Then answerthe followingquestions.

Match the words onthe right with theirmeanings or synonymon the left.

Match the paragraphson the left with theirmain ideas on the right.

Please make asummary of thereading text.

1 x 45’

1 x 45’

http://www.Chevroncars.com/learn/famous-people/helen-keller-biography

131


140SYLABUS

Unit/Lesson : 1 / 2School : SMA N 9 YogyakartaSubject : English LanguageClass / Semester : X / First SemesterSkill : ReadingCompetence Standard : Students understand the meaning of short functional text and simple essay of narratives in daily life context to access science.




TimeAllotme

nt

Source

Students areable torespond tothefunctionalshort textmeaningboth informal andinformalsettingaccuratelyand fluentlyandacceptably

NarrativeAnnouncement

Warming Up

VocabularyBuilding

Scanning


Working withwords

Information GapWriting


several questions.

2. Students match thewords with theirmeaning/synonim.

While-reading1. Students practice

scanning.


3. Students fill in theblanks or phraseswithout looking at theoriginal text.

Post-reading


reading text.

identify themeaning of thewords.

identify the specificinformation.

answer the questionsbased on the text.

comprehend the text

understand themeaning of thewords based on thecontext.


GroupAssessment

Practice Read the articlebelow carefully.Then answer thefollowingquestions.

Choose the bestanswer based onthe reading text.

Answer thequestions belowcorrectly.

1 x 45’

1 x 45’

EvelynDavies.et.al.1990.TaskReading. NewYork.CambridgeUnioversity

132


141SYLABUS

Unit/Lesson : 2 / 3School : SMA N 9 YogyakartaSubject : English LanguageClass / Semester : X / First SemesterSkill : ReadingCompetence Standard : Students understand the meaning of short functional text and simple essay of narratives in daily life context to access science.





Students areable tocomprehend thefunctional shorttext meaningboth in formaland informalsettingaccurately andfluently toaccess science

Narrative

Hurricanesand Tornadoes

Warming Up

VocabularyBuilding

Finding thereferent


Working withwords

DiscussionSummary

Presentation


several questions.



referent of words.


3. Students match thewords with their partof speech

4. Students choose thecorrect form of wordsto complete thesentences.

Post-reading


information given.

identify themeaning of thewords.



comprehend thetext.

match the wordswith their part ofspeech.

apply the correctfom of words.


GroupAssessment


Find the referent ofthe words based onthe reading text.

Answer thequestionscarefully.

Match the wordswith their part ofspeech.

1 x 45’

1 x 45’

http://

www.

geocities.

com/ya

mataro

670/

hurrica

nes-

tornadoes

jbc.htm

133


142SYLABUS

Unit/Lesson : 2 / 4School : SMA N 9 YogyakartaSubject : English LanguageClass / Semester : X / First SemesterSkill : ReadingCompetence Standard : Students understand the meaning of short functional text and simple essay of recounts in daily life context to access science.






Narratives

A CleanerRiver

Warming Up

VocabularyBuilding

Finding thereferent



Working withwords

Sharing/ReflectionRole Play

Pre-reading

1. Students answerseveral questions.



referent of words.

2. Students arrange thejumbled sentences tocomprehend the text.

3. Students choose themain idea of eachparagraph.

4. Students fill in theblanks or phraseswithout looking at theoriginal text.

Post-reading


general idea of thereading text.



arrange thesentences based onchronological order

comprehend thetext.

identify the mainidea.

understand themeaning of thewords based on thecontext.


GroupAssessment


Choose thesentences that bestrepresent the mainidea of eachparagraph.

Arrange thejumbled sentencesto make asummary of thetext.

1 x 45’

1 x 45’

www.eslfast.com

134


143SYLABUS







Recount

Love Letter

Warming Up

VocabularyBuilding

Skimming


Understandingmain sentences

Understandingmain and

supportingsentences

InformationGap

Writing

Pre-reading

1. Students answerseveral questions.


While-reading1. Students skim the

text.

2. Students find thereferent of the words.

3. Students comprehendthe text

4. Students identify themain sentences andsupporting sentences.

Post-reading

Students are able to understand specific

information from thereading text.


identify the topic ofthe reading text.



comprehend the text. identify imply

meanings and ides

differentiate mainand supportingsentences.


GroupAssessment

Practice Read the letterbelow carefully.Then answer thefollowingquestions.

Match the wordson the right withtheir meanings orsynonym on theleft.

Choose M if thesentence is MainSentences andchoose S if thesentence isSupportingSentences.

1 x 45’

1 x 45’

http:/ /www..letterwritingguide.com/lovesample.htm

135


144SYLABUS


AssessmentBasic

Competence

LearningActivity

andMaterial

Learning Experience Indicator Type Instrument ExampleTime

Allotment

Source

Students areable torespond tothe meaningand rhetoricalsteps ofprocedures indaily lifecontextaccurately,fluently andacceptably toaccessscience.

Procedure

Wrapping Idea

Warming Up

VocabularyBuilding

Finding thereferent

Scanning

ReadingComprehensi

on

Working withwords

WritingPuzzle GamePresentation


several questions.



referent of words.

2. Students practicescanning.

3. Students comprehendthe text

4. Students find thesynonim of the words.

Post-reading

Students are able to share their opnions

and thoutghs aboutthe reading text.

answer the questions.





Students are able tocomprehend the text.

the synonim of thewords.


GroupAssessment


Match the wordson the right withtheir meanings orsynonym on theleft.


Fill all the gaps tomake goodsentences.

1 x 45’

1 x 45’

www.familyfun.go.com

136


145SYLABUS


AssessmentBasicCompetence Material Learning Experience Indicator Type Instrument Example

TimeAllotme

nt

Source

Students areable torespond to themeaning andrhetoricalsteps ofrecounts indaily lifecontextaccurately,fluently andacceptably toaccessscience.

Recount

Kas

Warming Up

VocabularyBuilding

Finding thereferent

Skimming

Scanning


ReflectionSharingProblemSolving


several questions.



referent of words.

2. Students skim the text.

3. Students practicescanning.


Post-reading

Students are able to share their opnions

and thoutghs aboutthe reading text.


identify the referent ofthe words.

understand the generalidea of the text.


answer the questions. comprehend the text.


GroupAssessment

Practe Read the articlebelowcarefully. Thenanswer thefollowingquestions.

Match thewords on theright with theirmeanings orsynonym on theleft.

Read the storythen write whatthe story isabout.

1 x 45’

1 x 45’

http://www.avert.org/friendrelative. htm

137


146SYLABUS






Students areable torespond tothe meaningandrhetoricalsteps ofproceduresin daily lifecontextaccurately,fluently andacceptably toaccessscience.

Procedure

First AidCare: Wound

CareTreatment

Warming Up

VocabularyBuilding

Finding thereferent



Puzzle GameWriting

Role Play


several questions.2. Students match the

words with theirmeaning/synonim.


referent of words.

2. Students identify themain idea of eachparagraph.


Post-reading


information given. identify the meaning

of the words.


identify the mainidea of the text.


comprehend thetext.


GroupAssessment

Practice Match the wordson the right withtheir meanings orsynonym on theleft..


Write the numbersof paragraph infront of thefollowing mainideas.

Write the steps ofgiving First Aidtreatment based onthe pictures.

1 x 45’

1 x 45’

http:/

/www.

Linkroll

.com/

first-aid

/first-aid-

care- -

wound-

care-

treatment.

php

138


139

Lesson PlanUnit 1 Lesson 1

A. Lesson identity

Subject : Reading for The First Grade Students

Topic : Education

Title : The Life of Helen Keller

Time allocation : 1 x 45’

B. Competency Standard

The students understand the meanings of short functional texts and simple

essays of recounts in daily life context to access science.

C. Basic Competence

Students are able to respond to the meaning and rhetorical steps of recounts in

daily life context accurately, fluently and acceptably to access science .

D. Indicators

1. Students are able to identify the vocabulary in the text.

2. Students are able to identify the main ideas.

3. Students are able to comprehend the text

4. Students are able to identify the vocabulary of the text.

5. Students are able to answer the questions based on the text.

E. Learning Activities

No. Learning Activities TimeAllocation

1. Pre-activities Teacher greets the students. Teacher explains the materials.Warming Up Students answer several questions.Vocabulary Building

5’

5’


140

The students match the words on the left with their meaningor synonym on the right.

Students read a story about Helen Keller.

5’

5’2. Main-activities

Finding the Referent Students find the referent of the words based on the reading

text.Understanding main Idea Students identify the main idea of each paragraph.Reading Comprehension Students answer the questions provided to comprehend the

text.Working with Words Students find the synonym of the words from the text.

5’

5’

10’

5’3. Post-activities

Sharing/Reflection Writing Puzzle Game

45’

F. Teaching-learning Strategies

1. Individual assessment.

2. Group Assessment

G. Learning Material

Recount Text

H. Teaching Media

1. Computer

I. References

http://www.chevroncars.com/learn/famous -people/helen-keller-biography


141

Lesson PlanUnit 1 Lesson 2

A. Lesson identity

Subject : Reading for The First Grade Students

Topic : Education

Title : Announcement

Time allocation : 1 x 45’

B. Standard Competence

The students understand the meaning of short functional texts and simple

essays of recounts in daily life context to access science.

C. Basic Competence

Students are able to comprehend the functional short text meaning both in

formal and informal setting accurately and fluently to access science.

D. Indicators

1. Students are able to identify the vocabulary in the text.

2. Students are able to identify the specific information.

3. Students are able to comprehend the text.

4. Students are able to answer the questions based on the text.

E. Learning Activities

No. Learning Activities TimeAllocation

1. Pre-activities Teacher greets the students. Teacher explains the material.Warming Up Students answer the questions given.Vocabulary building The students match the words with their meaning or

synonym. Students read announcements on the board.

5’

5’

4’

5’


142

2. Main-activitiesScanning Students practice scanning.Reading Comprehension Students answer the questions provided to comprehend the

text.Working with Words Students complete the words without looking at the original

text.

10’

13’

5’

3. Post-activities Information Gap Writing

45’

F. Teaching-learning Strategies

1. Individual assessment.

2. Group Assessment

G. Learning Material

Announcement

H. Teaching Media

1. Computer

I. References

Evelyn, Davies.et.al. 1990. Task Reading. New York. Cambridge University


143


144

PICTURES SOURCES

Lesson Source1 Wikipedia Commons. Helen Keller.

(http://en.wikipedia.org/wiki/File:Helen_Keller1.jpg , accessed onDecember 19, 2008).

Wikipedia Commons. Helen K eller.(http://en.wikipedia.org/wiki/File:Helen_Keller1.jpg , accessed onDecember 19, 2008).

2 Riverdeep Interactive Learning. Clip Art Library 2008.3 Pastorrobcasey. Hurricane Katr ina Land.

(http://www.flickr.com/photos/fibavahn/51030901/ , accessed onDecember 19, 2008).

Ramakrishna Varadarajan. Hurricane -katrina 021.(http://www.cs.fiu.edu/~rvara001/hurricane -katrina, accessed onDecember 19, 2008).

Mittens oh my!. Hurricane Katrina Victims Still Need Help.(http://www.flickr.com/photos/mittensohmy/228480917/ , accessed onDecember 19, 2008).

Spartans1. Gulf Park Estates Mississippi after Hurricane Katrina.(http://www.flickr.com/photos/11409212@N00/370897407 /, accessedon December 19, 2008).

AdamBaronPhoto. Dorothy and the Tornado.(http://www.flickr.com/photos/theshyster65/2936953016/ , accessed onDecember 19, 2008).

4 Roblutter. The River Cleaner.(http://www.flickr.com/photos/roblutter/2221853541/ , accessed onJanuary 7, 2009).

5 Macaroniandglue. Lily Birth Announcement.(http://www.flickr.com/photos/macaroniandglue/3005117555/ ,accessed on January 7, 2009).

Long, Heather. Loveletter(http://marriage.families.com/b log/singles-awareness-day, accessed onJanuary 7, 2009).

6 Decorative Mini Loaves.(http://familyfun.go.com/arts -and-crafts/season/feature/easy-wrapping-ideas/easy-wrapping-ideas.html, accessed on January 10, 2009) .

Seasonal Sampler(http://familyfun.go.com/arts -and-crafts/season/feature/easy-wrapping-


145

ideas/easy-wrapping-ideas.html, accessed on January 10, 2009).7 Logo HIV. (http://www.vtn.com.br/vtnnoticias/fotos , accessed on

January 11, 2009).8 First Aid Kit. (http://forum.idg.bg/viewtopic?t=6262 , accessed on

January 11, 2009).

Adam. First Aid Kit (http://health.allrefer.com/health/w ounds-first-aid-kit.html, accessed on January 11, 2009).

Colina, Casa. Wound Care.(http://www.casacolina.org/centers/wound.shtml , accessed on January11, 2009).

Sullivan and Orange Count y. Woound.(http://www.medifair.com/woundcare.html , accessed on January 11,2009).

Craftyraven. Cleaning the Wounds.(http://www.flickr.com/photos/43927208@N00/33008227/ , accessedon January 11, 2009).

Billowycoat. Cleaned Wound.(http://www.flickr.com/photos/billowycoat/219202735/ , accessed onJanuary 11, 2009).


146

(see CD)


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