DESIGNING ENGLISH LEARNING MATERIAL FOR ELEVENTH

GRADERS OF MULTIMEDIA STUDY PROGRAM

Satwika Al Hummaira 14716251030

This thesis is submitted in as Partial Fulfillment of the Requirements for the Attainment of a Magister Pendidikan Degree

English Education Study Program

ENGLISH EDUCATION STUDY PROGRAM

GRADUATE SCHOOL

YOGYAKARTA STATE UNIVERSITY

2019

ii

ABSTRACT

SATWIKA AL HUMMAIRA: Designing English Learning Material for Eleventh Graders of Multimedia Study Program. Thesis. Yogyakarta: Graduate School, Yogyakarta State University, 2019.

The aims of the research were to design appropriate English learning

materials suitable for the needs of the eleventh graders of Multimedia Study program.

This is a research and development (R&D) study. This research adapted the ADDIE model (Branch, 2009). The procedure of the materials development consisted of conducting preliminary observation, conducting needs analysis, designing the course grid, developing the first draft of the materials, getting an expert judgment, product testing, revising, final implementation, material evaluation, and developing the final product of the materials. The subjects of this research were the eleventh graders of multimedia study program of SMK Negeri 5 Jayapura. The product implementation consisted of the first tryout involving 3 students, and the second tryout involving 21students’. The data were collected through interviews and questionnaires. The data gathered during the research were analyzed quantitatively through simple statistic. The result of needs analysis showed that students need to learn English in both oral and written medium to support their job in the future. The content of the materials needed to be related to the multimedia fields by covering relevant daily activities and current issues. The materials also include various types of activities that integrate the four English skills and consisted of six units, each unit had three main parts: introduction, main lessons, and reinforcement.

The research findings revealed that the English materials in term of the appropriateness of the content, language, learning, presentation, and graphic design aspects are categorized “good” by the expert with the conversion interval 2.24≤x≤3.25. Furthermore, the teachers’ responses toward the English materials show the range of average mean score of 3.25≤x≤ 4 which was categorized as “very good”. The results of students’ feedback after the tryout process were categorized as “very good” in the first and second tryout with the conversion interval of 3.25≤x≤ 4.

Keywords: multimedia study program, materials development, vocational high school

iii

ABSTRAK

SATWIKA AL HUMMAIRA: Pengembangan Materi Bahasa Inggris untuk siswa kelas XI Multimedia Study Program. Tesis. Yogyakarta: Program Pascasarjana, Universitas Negeri Yogyakarta, 2019.

Tujuan dari penelitian ini adalah mengembangkan materi bahasa Inggris yang sesuai untuk siswa menengah kejuruan kelas XI jurusan Multimedia.

Ini adalah penelitian dan pengembangan (R&D). Penelitian ini diadaptasi oleh ADDIE model (Branch, 2009). Tahapan dalam pengembangan produk dipenelitian ini meliputi melakukan observasi awal, melakukan analisis kebutuhan, membuat kisi pembelajaran, mengembangkan materi yang pertama, melakukan penilaian pakar, uji coba produk, merevisi, implementasi akhir, dan mengembangkan produk akhir. Subjek penelitian ini adalah siswa kelas XI jurusan Multimedia SMK Negeri 5 Jayapura. Implementasi produk dalam penelitian ini terdiri dari 3 siswa dalam uji coba pertama dan 21 siswa dala uji coba kedua. Pengumpulan data menggunakan pedoman wawancara dan kuesioner. Data yang dikumpulkan dianalisis menggunakan deskriptif kuantitatif. Hasil analisis kebutuhan menunjukkan bahwa siswa ingin belajar bahasa Inggris baik lisan maupun tulisan untuk mendukung karir siswa di masa depan. Isi dari materi yang dikembangkan harus sesuai dengan bidang Multimedia dengan meliputi kegiatan sehari-hari yang relevan dengan isu terkini. Produk materi dalam penelitian ini juga mencakup berbagai jenis kegiatan yang mengintegrasikan empat keterampilan bahasa Inggris dan terdiri dari enam unit, setiap unit memiliki tiga bagian utama: introduction, main lessons, dan reinforcement.

Hasil dari penelitian ini mengungkapkan bahwa materi bahasa Inggris yang dikembangkan dalam hal kesesuaian konten, bahasa, pembelajran,presentasi, dan aspek desain grafis dikategorikan “baik” oleh ahli validasi dengan interval 2.24≤x≤3.25. Kemudian, dalam hal respon guru terhadap materi bahasa Inggris menunjukkan kisaran skor 3.25≤x≤ 4 yang dikategorikan “sangat baik”. Hasil dari uji coba siswa dikategorikan “sangat baik” dalam uji coba pertama maupun yang kedua dengan interval konversi 3.25≤x≤ 4. Kata kunci: jurusan multimedia, pengembangan materi, sekolah menengah kejuruan

ii

ACKNOWLEDGEMENTS

Foremost, I am grateful to the Almighty God, Allah SWT, the most kindly

who has given me a chance to finish this thesis. This thesis also would not be

finished without the help and support from the following people who have

contributed to the success of my study.

My sincere gratitude goes to my supervisor, Prof. Sugirin, Ph.D. for his

guidance, suggestions, and corrections in the accomplishment of this thesis. In

addition, thanks and appreciations are also dedicated to the following participants:

1. The Rector of Yogyakarta State University and the Director of Graduate

School along with the staffs who had given their support during this study,

2. Prof. Suwarsih Madya, M.A., Ph.D., the Head of English Language

Department, who facilitates all her students to learn many things and care,

3. Bapak Ashadi, M.Hum., Ed.D, as the validation expert who had carefully

validated and given suggestions to the improvement of my product,

4. Dr. Agus Widyantoro, M.Pd. as the instrument validator who had guided

the writer in developing the needs analysis instruments used in this research.

5. The headmasters, teachers, and the students of SMK Negeri 5 Jayapura who

were so helpful and cooperative during my research.

6. My dearest and beloved mother, father, husband, and sisters for all of the

love, patience, support, and prayer.

7. All friends from class PBI C for the togetherness. Special thanks go to

Fauzan, Sandi, Iin, Ayu, Fina, Tara, Galih, and Unun, for our friendship

iii

during college, love, and support as well as your kindness to share

knowledge all this time. May we can be friends forever.

Finally, I realized that this thesis is still being from perfect. Therefore, the

suggestions and criticism from the readers will be accepted well for making this

thesis better. I hope that this research will give some contributions to the students

of the English Education Study Program.

TABLE OF CONTENTS

TITLE ……………………………....……………………………............... i ABSTRACT ………………………………………………………………. ii ABSTRAK ………………………………………………………………... iii DECLARATION OF AUTHENTICITY ……………….………………… iv APPROVAL SHEET ……………………………………………………… v RATIFICATION SHEET ............................................................................ ACKNOWLEDGEMENT …………………………….…………………..

vi vii

LIST OF CONTENT ……….………………..……………...…..………… x LIST OF TABLES ………………...……………………………………… xiii LIST OF FIGURES ………………………………………………………. xv LIST OF APPENDICES ………………………………………………….. xvi CHAPTER I INTRODUCTION ………………………………………….. 1

A. Background ……………………………………….………………. 1 B. Identification of the Problems …………………………….………. 3 C. Limitation of the Problem …….…………………………………... 4 D. Formulation of the Problem ……………………………………….. 4 E. Objective of the Study .………………………………………......... 5 F. Specification of the Expected Product .………………………….... 5 G. Significances of the Study …...………..…………………............... 6 H. Assumptions and Limitation of the Development …………...……. 6

CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK ............................................................................................

11

A. Literature Review ..………………………………………………. 11 1. Vocational Education....……………………………………….. 11

a. ELT at Vocational Education......………………………….. 11 b. Multimedia Study Program ……………………….............. 14

2. English for Specific Purposes.......……………………………. 14 a. The Nature of English for Specific Purposes (ESP)......…… 15 b. Need Analysis...............................................……………… 16

3. Teaching Language Skills ...…………………………………... 17 a. Listening ……......…………………………………………. 17 b. Speaking ……......…………………………………………. c. Reading ..……......…………………………………………. d. Writing ……......………………………………………….... e. Integrating Skills …………………………………………..

22 27 34 41

4. Material Development ..........…………………………………. 42 a. The Nature of Materials Development……..……………… 42 b. Principles of Materials Development ...........……………… 43 c. Model of Materials Development ......................................... d. Materials Evaluation ........................………………………

45 48

5. Unit Development and Task Development.…………………... 51 a. Components of Unit ...........................………….…………. 51 b. Principles of Task-Based Language Teaching..…………… 53 c. Task-Based Framework ........................................................ d. Component of Task .............................................................. e. Task Continuity ...................................................................

54 55 57

f. Task Grading and Sequencing .............……………………. 58 B. Previous Studies ............................................................................... 61 C. Conceptual Framework .................................................................... 64 D. Research Questions .......................................................................... 89

CHAPTER III RESEARCH METHOD ……..……………………………. 90

A. Development Model ………………………………………………. 90 B. Research Procedure ......…………………………………………… 91 C. Try out …………………………………………………………….. 94

1. Try-out Design ………………………………………………… 94 2. Try-out Subject ........................................................................... 3. Data Collection Techniques and Instruments ............................. 4. Data Analysis Technique .....…………………………………...

a. Quantitative data ..................................................................... b. Qualitative data .......................................................................

95 95 99 99 100

D. Validity and Realibility of the Instrument ........................................ 100 CHAPTER IV RESEARCH RESULTS AND DEVELOPMENT ...……...

104

A. Product Development Result .......…………………………………. 104 1. The Result of Needs Analysis ...........................………………. 104 2. Course Grid Design .................................................................... 3. Unit Design ................................................................................. 4. The First Draft of Materials ........................................................ 5. Product Evaluation .....................................................................

a. The Experts Judgment ............................................................ b. Teachers’ Evaluation ..............................................................

6. The Second Draft of the Materials .............................................

127 129 132 145 145 150 155

B. Tryout Result .................................................................................... a. The First Tryout ............................................................................ b. The Second Tryout .......................................................................

155 156 157

C. Product Revisions ......................……………………………….….. 160 a. Revision from the Content Experts .............………………….. 160 b. English Teacher Suggestion ………………………………….. 162

D. The Final Draft ........……………………………………………… 163 E. Discussion ......................…………………………………………. 164 F. Research Limitation ……………………………….…………….. 167

CHAPTER V CONCLUSION AND SUGGESTIONS …………….…….. 171

A. Conclusion ………………………………………………………… 171 B. Suggestion ........................................................................................ 174

C. Dissemination and Further Product Development ………………... 174 REFERENCES ….………………………………………………………… 176 APPENDICES …………………………………………………………….. 181

LIST OF TABLES

Table 1. Standards of Competence and Basic Competence of English teaching at Vocational High School ........................................................................................ 13

Table 2. Goals, Purpose, and Ways of Reading Assessment ................................. 34

Table 3. Components of Materials Evaluation (BSNP, 2011) ............................... 50

Table 4. Task sequences proposed by Nunan (2004: 126)..................................... 58

Table 5. The Percentage of the Use of Online media in Learning ....................... 62

Table 6. The organization of need analysis questionnaires ................................. 98

Table 7. The organization of questionnaires of expert judgment of the materials and questionnaire usability criteria of Edmodo LMS ........................................... 99

Table 8. Quantitative data conversion .................................................................. 101

Table 9. Students’ Goals in Learning English ..................................................... 105

Table 10. Students’ necessities in learning English ............................................. 106

Table 11. Students’ Current English Proficiency Level ...................................... 107

Table 12. Students’ Wants ................................................................................... 110

Table 13. Input for Learning Listening ............................................................... 112

Table 14. Input for Learning Speaking ................................................................ 113

Table 15. Input for Learning Reading .................................................................. 114

Table 16. Input for Learning Writing ................................................................... 115

Table 17. Procedures for Listening Activities ..................................................... 116

Table 18. Procedures for Speaking Activities ...................................................... 117

Table 19. Procedures for Reading Activities ....................................................... 118

Table 20. Procedures for Writing Activities ........................................................ 119

Table 21. Procedures for Vocabularies Activities................................................ 120

Table 22. Procedures for Grammar Activities ..................................................... 121

Table 23. Procedures for Pronunciation Activities .............................................. 121

Table 24. Setting .................................................................................................. 122

Table 25. Setting (Learners’ Role) ....................................................................... 124

Table 26. Setting (Teachers’ Role) ...................................................................... 125

Table 27. Interview Transcript ............................................................................. 126

Table 28. The materials systematically ................................................................ 133

Table 29. Evaluation of Content Aspects ............................................................. 148

Table 30. Evaluation of Presentation Aspects...................................................... 149

Table 31. Evaluation of Language Aspects.......................................................... 150

Table 32. Evaluation of Learning Aspects ........................................................... 151

Table 33. Evaluation of Graphic Aspects ............................................................ 151

Table 34. Teacher Response to Content Aspects ................................................. 152

Table 35. Teacher Responses of Presentation Aspects ........................................ 153

Table 36. Evaluation of Language Aspects.......................................................... 154

Table 37. Teacher Response to Learning Aspects ............................................... 154

Table 38. Teacher Responses to Graphic Aspects ............................................... 155

Table 39. Evaluation of the Usability Criteria of Edmodo LMS ......................... 157

Table 40. Students’ Response to the Content of the Textbook .......................... 159

Table 41. Students’ Responses to the Pictures and Text Quality ......................... 159

Table 42. Students’ Response to the Content of the Textbook ............................ 161

Table 43. Students’ Responses to the Pictures and Text Quality ....................... 162

Table 44. Suggestions and Revisions of the Product ........................................... 164

LIST OF FIGURES

Figure 1. Material Development by Branch (2009:2 ) ........................................... 48

Figure 2. Material Development by Dick, Carey & Carey (2005:1) ..................... 48

Figure 3. Materials evaluation’s chart .................................................................... 49

Figure 4. A framework for task-based language teaching (Nunan, 2004) ............. 55

Figure 5. Task components (Nunan, 2004:41) ....................................................... 55

Figure 6. Conceptual Framework ........................................................................... 88

Figure 7. Research and Development Steps (ADDIE,2009).................................. 91

Figure 8. Steps of Learning Procedure ................................................................... 95

Figure 9. The unit design of the materials............................................................ 131

x

LIST OF APPENDIX

Appendix .............................................................................................................. 176

a. Appendix 1 ..................................................................................................... 177

b. Appendix 2 ..................................................................................................... 187 c. Appendix 3 ..................................................................................................... 188 d. Appendix 4 ..................................................................................................... 194 e. Appendix 5 ..................................................................................................... 196 f. Appendix 6 ..................................................................................................... 211 g. Appendix 7 .................................................................................................... 212