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DEVELOPING ENGLISH INSTRUCTIONAL MATERIALS

FOR YEAR X STUDENTS OF MUSIC STUDY PROGRAM

A Thesis

Presented as Partial Fulfillment of the Requirement

for the Attainment of Sarjana Pendidikan Degree in English Language Education

By:

Winda Presti Mawarsih

10202244090

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

YOGYAKARTA STATE UNIVERSITY

2014

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DEVELOPING ENGLISH INSTRUCTIONAL MATERIALS

FOR YEAR X STUDENTS OF MUSIC STUDY PROGRAM

A Thesis

Presented as Partial Fulfillment of the Requirement

for the Attainment of Sarjana Pendidikan Degree in English Language Education

By:

Winda Presti Mawarsih

10202244090

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

YOGYAKARTA STATE UNIVERSITY

2014

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MOTTOS

“Teken, tekun, tekan” (A Javanese proverb)

“Trust in Allah, but tie up your camel” (An Arabian proverb)

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DEDICATION

I dedicate this thesis to my parents.

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ACKNOWLEDGMENTS

In the name of Allah, the Most Gracious and the Most Merciful. I praise

Allah SWT for all of His great blessing and kindness in guiding me through the

process of finishing this thesis.

During the process of my study and finishing this thesis, I have worked with

many people whose contributions mean a lot to me. It is a pleasure for me to convey

my gratitude to them all in my humble acknowledgment.

My first and foremost appreciation goes to my first supervisor, Bapak Joko

Priyana, Ph.D for his continuous help during the time I was working on this thesis

and for his invaluable suggestions to make this thesis successfull. I would also

record my gratitude to my second supervisor, Ibu Siti Sudartini, M.A. for giving me

suggestions at every single detail of this thesis and constant encouragement.

I would also express my deepest appreciation to Bapak Suharso, M.Pd. for

his willingness to evaluate the materials I have developed. I do appreciate all of his

suggestions to make the materials that I have developed even better. My sincere

thanks may also be sent to the English teachers and students of SMK N 2 Kasihan

or better known as Sekolah Menengah Musik Yogyakarta who were willing to take

part in this research. I would also thank to all of the lecturers in English Education

Department for all I learned from them.

My deepest gratitude goes to my parents. I am deeply and forever indebted

to my parents for their endless care, love, and support. Nothing can best express my

felling and gratitude towards them.

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My appreciation would also go to my friends in PBI-J 2010 class for every

laugh and tear we share. I would also express my gratitude to SALC’s

administrators for their support during the time I was working on this thesis. My

special thank also goes to my friends at Kos the Nina’s for their kindness and moral

support. And finally, I would also convey my warm thanks to my best friend, Umar

Khaliyf Muhammad, for listening to and tolerate me all this time.

To everyone who contributed to this thesis, your kindness means a lot to

me.

Thank you.

Yogyakarta, July 2014

Winda Presti Mawarsih

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LIST OF APPENDICES

APPENDIX A. THE NEEDS ANALYSIS INSTRUMENTS

APPENDIX B. THE NEEDS ANALYSIS DATA

APPENDIX C. COURSE GRID

APPENDIX D. THE DESCRIPTION OF THE DEVELOPED MATERIALS

APPENDIX E. THE FIRST DRAFT OF THE MATERIALS

APPENDIX F. THE EXPERT JUDGEMENT QUESTIONNAIRE

APPENDIX G. THE EXPERT JUDGEMENT DATA

APPENDIX H. THE FINAL DRAFT OF THE MATERIALS

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LIST OF TABLES

Table 2.1 Stages of Instructional Process Based on Scientific Approach ................ 8

Table 2.2 Stages of English Instructional Process based on Scientific Approach ... 12

Table 2.3 A List of Consideration for Developing Materials (Graves, 2000: 156) . 33

Table 2.4 A Pedagogical Sequence to Introduce a Task (Nunan, 2004) .................. 35

Table 2.5 Psycholinguistic Processing Approach for Task Sequencing (Nunan,

2004: 126) ................................................................................................................. 37

Table 2.6 Principles of Task-Based Instruction (Nunan, 2004) ............................... 41

Table 2.7 Factors to Consider in Materials Evaluation (Richards, 2001) ................ 43

Table 2.8 Components of Materials Evaluation (BSNP, 2006) ............................... 44

Table 3.1 Organization of Questionnaire for Needs Analysis ................................. 51

Table. 3.2 Data Conversion Table ............................................................................ 54

Table 3.3 Qualitative Data Analysis Technique (Miles & Hubberman, 1994)......... 54

Table 4.1 Description of the Respondents ............................................................... 55

Table 4.2 Students’ Goal of Learning English ......................................................... 56

Table 4.3 Students’ Necessities in Learning English ............................................... 57

Table 4.4 Students’ Current Proficiency Level ........................................................ 58

Table 4.5 Students’ Wants ....................................................................................... 59

Table 4.6 Input for Learning Listening .................................................................... 60

Table 4.7 Input for Leaning Speaking ...................................................................... 61

Table 4.8 Input for Learning Reading ...................................................................... 63

Table 4.9 Input for Learning Writing ....................................................................... 65

Table 4.10 Procedures for Learning Listening ......................................................... 67

Table 4.11 Procedures for Learning Speaking ......................................................... 68

Table 4.12 Procedures for Learning Reading .......................................................... 69

Table 4.13 Procedures for Learning Writing ........................................................... 70

Table 4.14 Procedures for Learning Vocabulary ..................................................... 71

Table 4.15 Procedure for Learning Grammar .......................................................... 72

Table 4.16 Procedures for Learning Pronunciation ................................................. 72

Table 4.17 Setting of the Instructional Process ........................................................ 73

Table 4.18 Students’ Roles ...................................................................................... 74

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Table 4.19 Teachers’ Roles ......................................................................................75

Table 4.20 The Appropriateness of the Content of the Unit One ............................ 85

Table 4.21 The Appropriateness of the Language of the Unit One ......................... 86

Table 4.22 The Appropriateness of the Presentation of the Unit One ..................... 87

Table 4.23 The Appropriateness of the Layout of the Unit One .............................. 89

Table 4.24 The Revisions of Unit One .................................................................... 90

Table 4.25 The Appropriateness of the Content of the Unit Two ............................ 92

Table 4.26 The Appropriateness of the Language of the Unit Two ........................ 93

Table 4.27 The Appropriateness of the Presentation of the Unit Two .................... 94

Table 4.28 The Appropriateness of the Layout of the Unit Two ............................. 96

Table 4.29 The Revisions of Unit Two .................................................................... 96

Table 4.30 The Appropriateness of the Content of the Unit Three .......................... 100

Table 4.31 The Appropriateness of the Language of the Unit Three ....................... 101

Table 4.32 The Appropriateness of the Presentation of the Unit Three ................... 102

Table 4.33 The Appropriateness of the Layout of the Unit Three ........................... 103

Table 4.34 The Revisions of Unit Three .................................................................. 104

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LIST OF FIGURES

Figure 2.1 A Materials Design Model (Hutchinson and Waters, 1987: 109) .......... 15

Figure 2.2 Models of Materials Development (Jolly and Bolithe, 1998) ................ 32

Figure 2.3 Component of a Task .............................................................................. 40

Figure 2.4. The Framework of Task-Based Instruction (Nunan, 2004: 25) ............ 42

Figure 3.1 Procedure of the Research ...................................................................... 50

Figure 4.1. Unit Design ............................................................................................ 80

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TABLE OF CONTENT

TITLE PAGE ................................................................................................... i

APPROVAL SHEET ....................................................................................... ii

RATIFICATION SHEET ................................................................................ iii

PERNYATAAN ............................................................................................. iv

MOTTOS ........................................................................................................ v

DEDICATIONS .............................................................................................. vi

ACKNOWLEDGMENT ................................................................................. vii

LIST OF APPENDICES ................................................................................. ix

LIST OF TABLES .......................................................................................... x

LIST OF FIGURES ........................................................................................ xii

TABLE OF CONTENTS................................................................................. xiii

ABSTRACT .................................................................................................... xvii

CHAPTER I: INTRODUCTION

A. Background of the Study .................................................................... 1

B. Identification of the Problems ............................................................. 3

C. Limitation of the Problems ................................................................. 4

D. Formulation of the Problems .............................................................. 4

E. Objectives of the Study ....................................................................... 6

F. Significance of the Study .................................................................... 6

CHAPTER II: LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

A. Literature Review ................................................................................ 7

1. Curriculum 2013 ........................................................................... 7

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a. Curriculum 2013 in General ................................................... 7

b. English Language Instruction for Vocational High School .... 9

c. Students of Music Study Program as ESP Learners ............... 12

2. English for Specific Purposes ....................................................... 13

a. Definitions of English for Specific Purposes .......................... 13

b. Needs Analysis ........................................................................ 14

c. Materials Development in ESP ............................................... 15

3. Content-Based Instruction ............................................................ 16

a. Definition of Content-Based Instruction ................................. 16

b. Theory of Language and Language Learning in CBI ............. 18

c. Principles of CBI ..................................................................... 19

d. Techniques and Tasks Used in CBI ........................................ 22

e. Roles of Learners and Teachers in CBI .................................. 26

f. Roles of Materials in CBI ....................................................... 26

4. Instructional Materials .................................................................. 27

a. Definition of Instructional Materials ....................................... 27

b. Roles of Materials in English Language Instruction ............... 28

c. Criteria of Good Materials ...................................................... 30

5. Materials Development ................................................................. 31

a. Definition of Materials Development ..................................... 31

b. Process of Materials Development ......................................... 32

c. Factors to Consider in Developing Materials ......................... 33

6. Unit Design and Development ...................................................... 34

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a. Components of a Unit ............................................................. 34

b. Framework for Unit Design and Development ....................... 35

c. Task Continuity ....................................................................... 36

7. Task Development ........................................................................ 38

a. Definition of Tasks ................................................................. 38

b. Components of a Task ............................................................ 39

c. Principles of Task Development ............................................. 41

d. Materials Evaluation ............................................................... 42

B. Conceptual Framework ....................................................................... 45

CHAPTER III: RESEARCH METHOD

A. Type of the Research ........................................................................... 47

B. Setting of the Research ....................................................................... 47

C. Participants of the Research ................................................................ 47

D. Procedure of the Research ................................................................... 48

E. Instruments and Data Collection Techniques ..................................... 51

F. Data Analysis Techniques ................................................................... 53

CHAPTER IV: FINDINGS AND DISCUSSIONS

A. Research Findings ............................................................................... 55

1. The Results of the Needs Analysis ............................................... 55

2. The Course Grid ............................................................................ 78

3. The Unit Design ............................................................................ 79

4. The First Draft of the Materials .................................................... 81

5. The Expert Judgment .................................................................... 84

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B. Discussions ......................................................................................... 105

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusions ......................................................................................... 111

B. Suggestions ......................................................................................... 116

REFERENCES ............................................................................................... 118

APPENDICES ................................................................................................ 121

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DEVELOPING ENGLISH INSTRUCTIONAL MATERIALSFOR YEAR X STUDENTS OF MUSIC STUDY PROGRAM

By Winda PrestiMawarsih10202244090

ABSTRACT

The objectives of this research were 1) to describe the target and learningneeds of year X students of Music Study Program, 2) to develop the appropriateEnglish instructional materials for year X students of Music Study Program basedon the Curriculum 2013.

This research was a Research and Development (R & D) study. Theprocedure of the research followed the materials development process proposedby Jolly and Bolitho (1998) with some adaptations in order to make the researchfeasible within the setting of the research. The steps of the research consists offive steps: 1) identification of needs, 2) planning,3) production of the materials, 4)evaluation, 5) revision. There were two types of data collection instruments usedin this research: questionnaires and interview guide. The questionnaires were usedto collect data for the needs analysis and for the materials evaluation. Thequestionnaires were used to collect data for the needs analysis and for thematerials evaluation. The interview guidewas also used to conduct needs analysisby interviewing an English teacher in SMK N 2 Kasihan. There were two types ofdata obtained in this research: 1) quantitative data from the needs analysis andexpert judgment questionnaires, 2) qualitative data from the interview. Thequantitative data were analyzed quantitatively while the qualitative data wereanalyzed qualitatively.

The developed materials consist of three units. Each units of the materialsconsists of different number of tasks but they have the same unit design thatconsists of four parts: introduction, main lesson, reinforcement, and fun part. Thematerials were then being evaluated in terms of the appropriateness of the content,the appropriateness of the language, the appropriateness of the presentation, andthe appropriateness of the layout. Based on the data conversion table to convertquantitative data into qualitative ones, the results of the materials evaluationshowed that the materials fall into the “good” category as the mean value of allaspects of the developed materials is 3.14 which is in range of “good” categorythat is 2.5 < x < 3.24.

CHAPTER I

INTRODUCTION

A. Background of the Study

Language is a powerful tool for communication. It is language that

becomes a medium for people to communicate what is in their mind, to

discuss about things with others, to get things done, to socialize and to

maintain relationship, and likewise.

One of the languages that has become a medium of communication

internationally is English. English has become a tool for international

communication in many fields such as transportation, commerce, banking,

tourism, technology, diplomacy, and scientific research (Brown, 2001). It

becomes clear that the ability to communicate in English is necessary for

people in order to be able to function well in the society.

Considering the significance of English, Indonesian Ministry of

Education realizes the necessity to put English in the curriculum. In reference

with the Indonesian curriculum, Curriculum 2013, English is a compulsory

subject in secondary school. Secondary schools refer to junior high schools,

senior high schools, and not to mention vocational high schools.

Referring to Indonesian Law Number 20 Year 2003, vocational high

school is secondary school level of which the instruction process aims to equip

students with the skills and knowledge of particular fields and prepare them to

be able to work in particular fields. Therefore, English language instruction in

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vocational high schools must be specifically designed to meet the students’

needs.

In line with the need of specifically designed language instruction for

particular study programs, ideally, the language instruction materials must be

specifically designed to meet the needs of particular students taking the course

as well. Instruction materials refer to anything useful for teachers or students

to facilitate their learning process such as videos, dictionaries, workbooks,

photographs, and newspaper (Tomlinson, 1998).

In addition, the shifting winds and changing sands of Indonesian

curriculum, from Curriculum 2006 to Curriculum 2013, makes it even more

necessary to develop materials that go in line with the principles upon which

the curriculum is based on. Curriculum 2013 puts scientific approach as the

basis of instructional process and highlights the integration of students’

characters, knowledge, and skills development into the instructional process.

These characteristics are different from the previous curriculum, Curriculum

2006.

With regard to those phenomena, the researcher considers it is

necessary to develop English materials for specific study program. The

materials are developed based on the Curriculum 2013 and aim to provide

English materials that fit the students’ and learning needs of particular study

program so that the English teaching and learning process can be meaningful

and interesting.

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B. Identification of the Problems

SMK N 2 Kasihan is one of the vocational high schools in Yogyakarta.

Formerly, it was named Sekolah Menengah Musik Yogyakarta. In 2007 (until

2013 before SBI program was diminished by Mahkamah Agung), this school

was one of the schools that implemented the SBI (international-standard

school) program. One of the criteria of an international-standard school is that

English becomes the language of instruction. Therefore, developing students’

English competence is one of the priorities of the school. However, it seems

that the English teaching and learning process has not been ideal yet.

Ideally, the materials for English language instruction in vocational

high school must be specifically designed to meet the needs of particular

students taking the course. However, the reality shows a far opposite fact.

The English teachers often employ irrelevant materials or simply use

materials for general English while as a matter of fact the teachers are well-

informed that they are teaching students of a particular study program in a

vocational school. It is not for a reason. The main reason is because it is

difficult to find English materials which are ready to use and relevant with the

needs of the students.

The most obvious and most common form of materials supporting a

language instruction come trough textbooks (Brown, 2001). However,

textbooks available in stores are mostly textbooks for general English. The

textbook for English language instruction for students of Music Study

Program is not available in the market.

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The solution for this problem is teachers themselves develop materials

that suit the students’ needs and learning context. However, the teachers are

either having no time or lacking of the knowledge to develop materials for the

English instructional process. They are not well trained to either produce or

adapt and adopt materials to meet their students’ needs and the learning

context. Rather than developing learning materials that suit their students’

needs and learning context in order to achieve the goal of the instructional

process, teachers simply use the available materials they can find in the easiest

way.

Beside the problems related to the materials that are irrelevant to the

students’ needs and learning context, the recent change of the curriculum from

Curriculum 2006 to Curriculum 2013 also triggers another problem. The

implementation of the curriculum is not accompanied by the availability of the

materials for the English language instruction.

The implementation of the new curriculum should be equipped with all

of the components that support the instructional process, such as syllabus,

media, and materials. However, the materials for English language instruction

for year X, XI, and XI are not available yet.

As the result, teachers find it even more difficult to find materials that

must not only meet their students’ needs but also the requirement of the

Curriculum 2013. They also find it even harder to develop their own materials

as they are also lacking of how to apply the scientific approach and integrate

the development of students’ character, knowledge, and skills to the

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instructional process that the curriculum is emphasizing on. This condition,

then, gives teachers no choice but to carry on the instructional process the way

they used to do before Curriculum 2013 is implemented and use the materials

that they can find at ease though the materials are irrelevant with the students’

needs.

C. Limitation of the Problem

Conducting a research that covers all the problems stated in the

previous section will be a very hard and long work. In other words, it is not

feasible to conduct a research that at a time tries to find the solution for all the

identified problems. This research, therefore, focuses on the development of

English instructional materials for year X Music Study Program at SMK N 2

Kasihan.

D. Formulation of the Problems

1. What are the target needs of year X students of Music Study Program in

terms of English teaching and learning context?

2. What are the learning needs of year X students of Music Study Program in

terms of English teaching and learning context?

3. What are the appropriate English instructional materials for year X

students of Music Study Program based on Curriculum 2013?

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E. The Objectives of the Research

The objectives of this research are:

1. to describe the target needs of year X students of Music Study Program

in terms of English teaching and learning context;

2. to describe the learning needs of year X the students of Music Study

Program in terms of English teaching and learning context;

3. to develop English instructional materials that best suit the students’

and learning needs of year X students Music Study Program based on

Curriculum 2013.

F. The Significances of the Research

a. For the English Education Department

It is expected that this research can be a reference for further English

materials development.

b. For teachers

It is expected that the developed English materials can be a resource for

the teaching and learning process.

c. For students

It is expected that the English materials can help year X students of Music

Study Program learning English.

CHAPTER II

LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

This chapter presents the theoretical review and the conceptual framework

of the research. In the literature review, the researcher examines some theories

underlying the research. In the conceptual framework, the researcher relates the

literature review to the research.

A. Literature Review

1. Curriculum 2013

a. Curriculum 2013 in General

Curriculum 2013 is the newest curriculum applied in Indonesia. It

applied for the first time in the academic year of 2013/ 2014. In reference to

the Regulation of Indonesian Minister of Education Number 70 Year 2013,

this curriculum aims to enable Indonesian people to be faithful, productive,

creative, innovative and affective human beings in order to be able to take

part in all walks of life.

This curriculum is characterized by the application of scientific

approach in the instructional process in all subject matters in every level of

education. Scientific approach in instructional process tries to engage

students in seven steps of inquiry: observing, questioning, experimenting,

analyzing data, presenting, making conclusion, and creating (Sudarwan,

2013 in BSNP, 2013). McCollum (2003) in BSNP (2013) proposes four

characteristics of scientific approach as the following.

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1. Foster a sense of wonder;2. Encourage observation ;3. Push for analysis;4. Require communication.

The implementation of scientific approach in the instructional process

engages learners in five stages of instruction. The stages are as follows

(BSNP, 2013).

Table 2.1 Stages of Instructional Process Based on Scientific Approach

Stages Instructional Activities1. Observing - Reading;

- Listening;- Observing a phenomena

2. Formulating questions - Questioning the information thatstudents cannot find during theobservation

- Questioning to gain additionalinformation for what students havebeen inquired during the observation

- Questions can be in the form offactual questions or hypotacticquestions

- Creating atmosphere that foster thestudents’ curiosity

3. Collecting data - Experimenting- Extensive reading- Observing particular phenomena- Interviewing expert

4. Analyzing data - Manipulating information gainedthrough the observation andquestioning

- Manipulating information gained onpurpose to finding solution forparticular problem or answer forparticular question

5. Communicating - Presenting the results of theobservation and analysis in spokenand/ or written manner

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In addition to the implementation of scientific approach, Curriculum

2013 also emphasizes the integration of the development of character,

knowledge, and skills in the instructional process of every subject. It is

reflected in the organization of the competences.

The organization of the competences in the curriculum is divided into

two types: core competences and basic competences. Core competences

consist of four aspects: religiousness, social characters, knowledge, and

skills. These competences become the basis of the development of basic

competences. In other words, basic competences are core competences

broken down into further details so that the competences are more feasible

and achievable.

The implication of the application of the curriculum in the

instructional process is the instructional process must be carried out by

taking several things into consideration. What to take into consideration is

the instructional process must be: (1) student-centred; (2) interactive; (3)

multi-dimension; (4) team-based learning; (5) encouraging students to be

active learners; (6) involving multimedia to foster the instructional process;

(7) taking into consideration students’ needs and potential at individual

level; (8) multidiscipline learning; and (9) developing students’ critical

thinking.

b. English Language Instruction for Vocational High School

Referring to the Regulation of Minister of Education of Indonesia

Number 70 Year 2013, English is one of the compulsory subjects in

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vocational high schools. Time allocation for English instruction in

vocational school is 2 x 45 minutes/ week.

Based on the Curriculum 2013, English instruction has five

characteristics. Following are the five characteristics (Indonesian Ministry of

Education and Culture, 2013).

1. The instruction process focuses on developing students’communicative competence.

2. The instruction process engages students to read andcomprehend a text then summarize and present it with theirown language.

3. The instruction process trains students and familiarizes themto the process of creating systematic, logic, and effective textstrough a series of tasks.

4. The instruction process provides students with the knowledgeof the genres of texts.

5. The instruction process attempts to enables students to expresstheir opinions and knowledge with fluency and accuracy.

As mentioned earlier, Curriculum 2013 sets core competences and

basic competences as the framework of what students have to achieve. The

curriculum for English for vocational high school consists of four core

competences which are further elaborated in a set of basic competences.

Similar to the core competences for the other level of education,

core competences of English curriculum for vocational high school based on

Curriculum 2013 consist four aspects: religiousness; social characters,

knowledge, and skills. What makes the English curriculum for vocational

high school is different from the English curriculum for the other levels of

education is the basic competences of knowledge and skills.

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The basic competences under the core competence of knowledge

attempt to enable students to achieve the knowledge of how to introduce

themselves properly; how to give a compliment and give a respond to a

compliment; how to express care and give a respond to an expression of

caring; how to express an intention; how to congratulate and give a respond

to a congratulation; how to give questions and tell about a past event; how to

describe someone, historical objects, and recreational places; how to analyze

a recount text; how to analyze a narrative text; and how to recognize the

social functions and linguistic features of a song. While the basic

competences under the core competence of skills consist of competences

that students have to achieve in order to be able to put the basic competences

of knowledge into practices. The complete version of core and basic

competences of the English curriculum is provided in the appendix.

As mentioned in the previous section, Curriculum 2013

emphasizes the implementation of Scientific Approach in the instructional

process in the classroom. This approach consists of five stages of learning:

observing, questioning, exploring, associating, and communicating. In the

case of English instructional process, there are not only five stages, but six

stages. The six stages are: observing, questioning, exploring, associating,

communicating, and creating. With regard to the additional sixth stage of

instructional process, the instructional process of English based on Scientific

Approach can be briefly described as follow:

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Table 2.2 Stages of English Instructional Process based onScientific Approach

Stages Instructional Activities1. Observing Students observe a spoken or written

text and make a list of items they wantto know in order to understand/ producea text of particular types.

2. Formulating questions Students formulate questions based onthe list of items they want to know andpropose temporary answers for thequestions.

3. Collecting data Students collecting information toanswer the questions that they havemade before.

4. Analyzing data Students identify relationships amongthe information that they have collectedto find out patterns to answer theirquestions.

5. Communicating Students communicate the results oftheir analysis in spoken and/ or writtenmanner.

6. Creating Students create their own text(s) ofparticular types.

c. Students of Music Study Program as ESP Learners

SMK N 2 Kasihan is the only vocational high school majoring in

music in Yogyakarta. There are seventeen branches of music study program:

violin; viola; cello; contra bass; flute; oboe; clarinet; fagot; saxophone;

French horn; trumpet; trombone; tuba; piano; guitar; percussion; and vocal.

Based on the preliminary observation, the students of music study program

are really in need to master English for both passive and active

communication. They need English for both academic and non-academic

context.

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The academic needs refer to the use of English in context where

English is required for further academic study (Mackay, 1978). While the

non-academic needs, in this case, refer to job needs where English is

required in order to perform a particular job (Mackay, 1978).

Refering to the reasons underlying why the students are in need to

master English, the students belong to ESP learners. As mentioned by

Hutchinson and Waters (1987) what distinguishes ESP and general English

is the awarness towards the needs of the students. It is on purpose to provide

relevant English language instructions that fit the students’ needs. ESP as an

approach is underlying all the elements in the English instruction including

the materials.

2. English for Specific Purposes

English for Specific Purpose is an approach in English language

instruction (Hutchinson and Waters, 1987: 19). This approach focuses on the

instructional process for specific occupational or educational setting. The

emerging of this approach was originated by three reasons: the demands of a

Brave New World, a revolution in linguistics, and the learner-centered

language instruction (Hutchinson and Waters, 1987).

a. Definition of English for Specific Purposes

According to Hutchinson and Waters (1987:19), "ESP is an

approach to language teaching in which all decisions as to content and

method are based on the learner's reason for learning." This approach

emphasizes on teaching specific kinds of language and communicative

1414

skills needed for particular roles (Richards, 2006: 12). In other words,

ESP is designed to meet specified needs of the learner and related in

content to particular disciplines, occupations and activities.

In attempts to meet the needs of particular learners, course

developers have to find out what the learners need to do with the target

situation (target needs) and what the learners need to do in order to learn

(learning needs) (Hutchinson and Waters, 1987). This, then, led to the

discipline of needs analysis.

b. Needs Analysis

Needs analysis is the use of observation, surveys, interviews,

situation analysis, and analysis of language samples collected in different

settings in order to determine the kinds of communication learners would

need to master if they were in specific occupational or educational roles

and the language features of particular settings. The focus of needs

analysis is to determine the specific characteristics of a language when it

is used for specific rather than general purposes. (Richards, 2006).

The analysis of target needs focuses on three areas: necessities,

lacks, and wants (Hutchinson and Waters, 1987). Necessities are what the

learners need to know in order to function effectively in the target

situation. Then, finding out the learners’ lacks, ones can examine what

the learners have known already. The information about what the learners

have known already is the base to determine what necessities that the

1515

learners lack of. Analysing learners’ wants is related with questions such

as “what do the learners wish to learn?”

In addition to the analysis of target needs is the analysis of learning

needs. The analysis of learning needs tries to figure out anything needed

to carry out the instructional process. It focuses on figuring out what the

learners need in order to learn the language (Hutchinson and Waters,

1987).

c. Materials Development in ESP

One of the most characteristic features of ESP is materials writing

(Hutchinson and Waters, 1987). The main purpose of materials writing in

ESP is to provide learning materials that fit specific subject area of

particular learners. Thus, materials for ESP must be developed by

focusing on the learners’ needs.

Following is the model of materials writing of which purpose is to

provide coherent framework for the integration of the various aspects of

learning, while at the same time allowing enough room for creativity and

variety to flourish (Hutchinson and Waters, 1987).

Figure 2.1 A Materials Design Model (Hutchinson and Waters, 1987:109)

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The model consists of four elements: input, content focus,

language focus, and task. The primary focus of each unit of the materials

is the task. The language and content are drawn from input and are

selected according to what the learners will need in order to do the task.

Input can be in the forms of texts, dialogues, videos, recordings, or any

forms of visuals depending on the results of the needs analysis. Thus, the

materials should be designed to lead towards communicative task in

which learners are given the opportunity to use the content and language

knowledge they have built up by making use of the input, language focus,

and content focus through the units.

3. Content-Based Instruction

a. Definition of Content-Based Instruction

The popularity and wider applicability of CBI in English language

instruction have increased dramatically since the early 1990s (Stoller,

2002). It can be regarded as the result of the implementation of the

communicative approach to language teaching since the 1990s as this

instructional methodology is one of the current methodologies that are

regarded as the extension of Communicative Language Teaching

approach (Richards, 2006).

Content-Based Instruction refers to the teaching language through

exposure to content that is interesting and relevant to learners (Brinton,

2003). According to Richards (2006), content refers to the information or

subject matter that students learn or communicate through language

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rather than the language used to convey it. Further, Brinton (2003)

mentioned that this content serves several purposes. First, it provides a

rich context for the language classroom, allowing the teacher to present

and explain specific language features. Additionally, it provides for what

Stephen Krashen (1985), cited in Brinton (2003), calls comprehensible

input—challenging language that is slightly above the current linguistic

level of the students which provides the foundation for successful

language acquisition.

Accordingly, Stoller (2002) states that Content-Based Instruction

seeks to use content as a vehicle for developing language skills. Further,

she highlights that focus on content not only provides valuable real-world

knowledge, but also provides the basis for a meaning-based pedagogy

that goes beyond a focus on studying language divorced from the context

of its use. The meaningful learning principle (one of the principles of

Communicative Language Teaching—the approach that becomes the

base of ELT today) applies well in this instructional methodology.

Learners are focused on very useful, practical objectives as the subject

matter is perceived to be relevant to long term goals. This also increases

the intrinsic motivation that is so important to learning of any kind

(Brown, 2001).

Stoller (2002) notes four findings from research in educational and

cognitive psychology that emphasises the benefits of Content-Based

Instruction.

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1. Thematically organized materials, typical of content-based

classrooms, are easier to remember and learn (Singer, 1990).

2. The presentation of coherent and meaningful information,

characteristic of well-organized content-based curricula, leads to

deeper processing and better learning (Anderson, 1990).

3. There is a relationship between student motivation and student

interest—common outcomes of content-based classes—and a

student’s ability to process challenging materials, recall

information, and elaborate (Alexander, Kulikowich, & Jetton,

1994).

4. Expertise in a topic develops when learners reinvest their

knowledge in a sequence of progressively more complex tasks

(Bereiter & Scardamalia, 1993), feasible in content-based

classroom and usually absent from more traditional language

classroom because of the narrow focus on language rules or

limited time on superficially developed and disparate topics.

b. Theory of Language and Language Learning in Content-Based

Instruction

Content-Based Instruction sees language as a medium to convey

informational content (Larsen-Freeman, 2000). This way of viewing

language is then leads the advocates of CBI into a believe that the best

way to learn a language is by using content as the driving force of

classroom activities and to link all the different dimensions of

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communicative competence (Richards, 2006). Further, Richards (2006)

notes three assumptions about language learning underpinned CBI.

1. People learn a language more successfully when they use the

language as a means of acquiring information, rather than as

an end in itself.

2. CBI better reflects learners’ needs for learning a second

language.

3. Content provides a coherent framework that can be used to

link and develop all of the language skills.

Brinton (2003) states that learners learn language optimally when

(1) language is being continually recycled throughout the unit; (2)

students are given multiple opportunities to use the new language they

acquire as they read, discuss, and write about particular topics. Therefore,

creating a learning environment that engages learners to deal with

particular linguistic items several times in particular context is the

keypoint of CBI. To be able to create such learning environment, the

educator practitioners should refer to the principles underlying CBI.

c. Principles of Content Based Instruction

Following are six principles of Content-Based Instruction proposed

by Briton (2003).

1. Base instructional decision on content rather than language

criteria.

Rather than selecting and sequencing what to include in

the instructional process based on levels of difficulty and

complexity of language items, Content-Based Instruction allows

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the choice of content to dictate or influence the selection and

sequencing of language items.

2. Integrate skills.

Content-Based Instruction uses an integrate skills

approach to language teaching, covering all language skills as

well as grammar and vocabulary. It is for content provides a

coherent framework that can be used to link and develop all of

the language skills (Richards, 2006). This skill integration

reflects what happens in the real-world communication that is

interaction involves multiple skills simultaneously (Brinton,

2003).

In the application of Content-Based Instruction, there is

no set sequence of skills to be taught. A lesson may begin with

any skill or with a focus on grammar or vocabulary as an

alternative (Brinton, 2003).

3. Involve students actively in all phases of the learning process.

Because Content-Based Instruction falls under more

general rubric of Communicative Language Teaching, the

content-based classroom is learner rather that teacher centred

(Littlewood, 1981 in Brinton, 2003). In learner-centred

instruction, students learn trough doing and are actively engaged

in the learning process. Central to Content-Based Instruction is

the belief that learning occurs not only trough exposure to the

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teacher’s input, but also trough peer input and interactions

(Brinton, 2003). Thus, learning, students assume active, social

roles in the classroom that involve interactive learning,

negotiation, information gathering, and the co-construction of

meaning (Lee and VanPatten, 1995 in Brinton, 2003).

4. Choose content for its relevance to students’ lives, interest, and

for academic goals.

The choice of content in Content-Based Instruction

ultimately depends on the students and instructional setting. In

many school context, content-based language teaching closely

parallels school subjects. Topics may also be drawn from

students’ occupational needs of be determined by general

interest inventories (Brinton, 2003).

5. Select authentic texts and tasks.

A key component of Content-Based Instruction is

authenticity—both of the text used in the classroom and the

tasks that learners asked to perform (Brinton, 2003). Hutchinson

and Waters define authentic texts as “taken from the target

situation and, therefore, not originally constructed for language

teaching purposes”. Then, on purpose to aim for authenticity of

task, the task(s) associated with given text should mirror those

that would take place in the real world (Brinton, 2003).

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6. Draw overt attention to language features.

The purpose of Content-Based Instruction is to expose

learners to authentic and comprehensible input with the goal of

their being able to use language for communicative purposes.

However, as Content-Based Instruction departs from some other

approaches to language teaching in its believe that

comprehensible input alone will not lead to successful language

acquisition (Brinton and Holten, 2001 in Brinton, 2003), its

practice should make use of awareness-raising tasks to draw

attention to specific language features found in the authentic

texts.

d. Techniques and Tasks Used in Content-Based Instruction

The techniques and tasks used in Content-Based Instruction are

familiar ones to anyone who practices Communicative Language

Teaching. The following techniques and tasks are considered reflecting

the principles of Content-Based Instruction as they involve the active

participation of learners in the exchange of content or theme-related

information (Brinton, 2003).

1. Pair and group work

Pair and group work are considered as the hallmark of

Communicative Language Teaching. In Content-Based

Instruction, they entail the discussion or exchange of

information related to the content unit.

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2. Information gap activities

Information gap activities are forms of pair works in

which the participants are each given different pieces of

information. Using only language, they must communicate to

fill in the missing gaps in information.

3. Jigsaw

It is a variation of information gap. First, students are

divided into “experts” groups with each group given a different

piece of information. Once the students in each group have

become familiar with the piece of jigsaw, they regrouped. Each

new group consists of at least one student from each of the

previous expert group. Students then share their expertise to

complete the task and report their findings to the rest of the

class.

4. Graphic organizer

This technique involves the use of visuals (such as

diagrams, tables, clusters, etc) that assist in organizing

information. Teachers may use these graphic organizers to

present information or guide students to brainstorm ideas.

Learners may also be asked to read or listen for key information

and then enter the information in the graphic organizers.

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5. Discussion and debate

These techniques involve opportunities for students to

express their own opinion about topics, in this case related to the

theme of the CBI unit.

6. Role-play

Role-play entails having students act out a situation.

Each participant is given information about the role and the

situation. Role play can involve two or more students. In CBI,

the role play would be connected to the overall unit theme or

topic.

7. Survey tasks

Survey tasks engage students to conduct a poll of people

(either inside or outside the classroom) to determine opinions on

a selected topic. These opinions are reported back to others,

usually in the form of a chart or table.

8. Process writing

This technique involves having students write multiple

drafts or papers. Each draft receives either comment from the

teacher or from a peer. Based on these comments, the student

writer revises the draft and resubmits it to the teacher for

evaluation.

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9. Problem solving

Problem solving involves students working in pairs or

groups to arrive at a solution to a given problem. The context of

the problem relates to the theme students have been studying in

the content unit.

10. Sequencing

This technique involves students rearranging events or

pieces of information into their logical order. This type of task is

especially useful in the teaching of reading and listening.

11. Ranking

Ranking involves students determining an order of listed

items based on their perceived importance. It is often done in

pairs or groups, with group members being asked to reach

consensus on the ordering. A designated reporter then shares the

ranking that has been determined with the class as a whole,

often providing a rationale for this ranking.

12. Values clarification

Values clarification involves students taking a stand

(agreeing or disagreeing) on controversial statement related to a

chosen topic. Usually done in pairs or groups, it often involves

asking students to come to consensus and then report on their

decision and their discussion to the rest of the class members.

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e. Roles of Learners and Teachers in Content-Based Instruction

As Content-Based Instruction is regarded as the extension of

Communicative Language Teaching approach (Richards, 2006), the roles

of learners and teachers in Content-Based Instruction are similar to the

ones belong to Communicative Language Teaching. Richards and

Rodgers (1985) and Nunan (1989), cited in Brinton (2003), characterize

some possible roles played by students in Content-Based Instruction as

follows: recipient/ listener; planner, interactor and negotiator, tutor of

other learners; and evaluator/ monitor of his/ her own progress. While

teachers’ roles are as follows: resource; task organizer; controller;

facilitator; prompter; and assessor.

f. Roles of Materials in Content-Based Instruction

Content-Based Instruction is regarded as the extension of

Communicative Language Teaching approach (Richards, 2006).

Therefore, it can be assumed that the role of materials in Content-Based

Instruction is similar to the one belong to Communicative Language

Teaching. The practitioners of Communicative Language Teaching view

materials as a way of influencing the quality of classroom interaction and

language use. Materials thus have the primary role of promoting

communicative language use (Richards and Rodgers, 1986).

2727

4. Instructional Materials

a. Definition of Instructional Materials

Much of the language teaching that occurs throughout the world

today could not take place without the extensive use of commercial

materials (Richards, 2001). The most obvious and most common form of

materials support for language instruction come trough textbooks

(Brown, 2001). As a matter of fact, materials in English language

instruction are not merely in the form of textbooks. Materials may take

the form of printed materials such as books, workbooks, worksheets, or

readers; non-print materials such as cassette of audio materials, videos, or

computer-based materials; materials that comprise both print and non-

print sources such as self-access materials and materials on the Internet

(Richards, 2001). In addition, materials may also be in the form of

magazines, newspapers, and TV programs.

According to Tomlinson (1998), materials in language

instructions refer to anything which is used by teachers or learners to

facilitate the learning of a language. There are two types of materials:

authentic materials and created materials (Richards, 2001). Authentic

materials refer the use of materials that were not originally developed for

pedagogical purposes (Richards and Schmidt, 2002). The examples of

authentic materials are the use of magazines, newspapers, advertisements,

news reports, photographs, videos, songs, and many others. Created

2828

materials refer to textbooks and other specially developed instructional

resources.

b. Roles of Materials in English Language Instruction

Instructional materials are a key component in most language

programs as they generally serves as the basis for much of the language

input that learners receive and the language practice that occurs in a

classroom (Richards, 2001). As a pedagogic device, material is an aid to

teaching and learning a foreign language (Littlejohn, 1998).

Figuring out the roles of materials in language instruction,

Tomlinson (2008) highlights that it is important to understand what

materials can do in faciilitating learners in their process of second

language acquisition first. Following is the list of what English language

instrcution can do in order to promote learners’ language acquisition and

development process (Tomlinson, 2008).

1. Some of them are providing a rich experience of different

genres and text types.

2. Some of them are providing an aesthetically positive

experience through the use of attractive illustration, design and

illustration.

3. Some of them are making use of multimedia resources to

provide a rich and varied experience of language learning.

4. Some of them are helping the learners to make some

discoveries for themselves.

2929

5. Some of them are helping the learners to become independent

learners of the language.

6. Some of them are providing supplementary materials which

provide the learners with experience of extensive listening

and/or extensive reading.

7. Some of them are helping the learners to personali/.e and

localize their language learning experience.

Thus, it can be summarized that the roles of materials in language

instruction are:

1. as a resource for presentation materials of both spoken and

written language (Cunnigsworth, 1995 and Dudley Evans & St.

John 1998 in Richards, 2001)

2. as a source of activities for learner practice and communicative

interaction (Cunningsworth, 1995 in Richards, 2001)

3. as a reference source for learners on grammar, vocabulary,

pronunciation, and so on (Cunnigsworth, 1995 and Dudley

Evans & St. John 1998 in Richards, 2001)

4. as a source of stimulation and ideas for classroom activities

(Cunnigsworth, 1995 and Dudley Evans & St. John 1998 in

Richards, 2001)

5. as a syllabus (Cunningsworth, 1995 in Richards, 2001)

3030

6. as a support for less experienced teachers who have yet to gain

in confidence (Cunnigsworth, 1995 and Dudley Evans & St.

John 1998 in Richards, 2001)

c. Criteria of Good Materials

Tomlinson (1998) suggests that good language instructional

materials should have the following characteristics.

1. Materials should achieve impact.2. Materials should help learners feel at ease.3. Materials should help learners to develop confidence.4. What is being taught should be perceived by learners as relevant

and useful.5. Materials should require and facilitate learner self-investment.6. Learners must be ready to acquire the points being taught.7. Materials should expose the learners to language in authentic

use.8. The learners’ attention should be drawn to linguistic features of

the input.9. Materials should provide the learners with opportunities to use

the target language to achieve communicative purposes.10. Materials should take into account that the positive effects of

instruction are usually delayed.11. Materials should take into account that learners have different

learning styles.12. Materials should take into account that learners have differ in

affective attitudes.13. Materials should permit a silent period at the beginning of

instruction.14. Materials should maximize learning potential by encouraging

intellectual, aesthetic, and emotional involvement that stimulatesboth right and left brain activities.

15. Materials should not rely too much on controlled practice.16. Materials should provide opportunities for outcome feedback.

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5. Materials Development

It is important to understand the nature of materials development and

the process that are typically involved if quality materials are to be created

(Richards, 2001). In addition, it is also important to take into consideration

the factors that influence the process of materials development.

a. Definition of Materials Development

Materials development is the planning process by which a

teacher creates units and lessons within those units to carry out the goals

and the objectives of the course (Graves, 2000: 149). Similarly,

Tomlinson (1998) defines materials development as anything which is

done by writers, teachers, or learners to provide sources of language

input and to exploit those sources in ways which maximise the

likelihood of intake.

What teachers do in developing materials are creating, choosing

or adapting, and organizing materials and activities so that students can

achieve the objectives that will help them reach the goals of the course

(Graves, 2000: 150). This process of materials development aims to

create materials that can serve as resources for effective learning by

developing a sequence of activities that leads teachers and learners

through a learning route that is at an appropriate level of difficulty, is

engaging, that provides both motivating and useful practices (Richards,

2001).

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b. Process of Materials Development

Developing materials, materials developers go through various

series of steps. The process of materials writing that most materials

developer follows is a movement from the identification of a need for

materials to their eventual use in the classroom.

Jolly and Bolitho (1998) illustrates the process of materials

development as the following figure.

Figure 2.2 Models of Materials Development (Jolly and Bolithe, 1998)

The process of materials development is started with materials

developers identify a need to fulfill or a problem to solve by the creation

of materials. Following is the exploration of need in which the materials

developers explore the area of need or problem in terms of what

language, what meanings, what functions and so on. Then, the third step

is contextual realization. At this stage, materials developers propose new

materials based on the findings of suitable ideas, contexts or texts with

which to work. The next step is pedagogical realization in which

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materials developers choosing input and sources and selecting exercises

types. Then, following is the production of materials which involves the

consideration of layout, type size, visuals, reproduction, tape length, etc.

The sixth step, students’ use of the developed materials, is optional.

Materials developers may directly go to the evaluation stage as the

materials produced without students use the developed materials first.

c. Factors to Consider in Developing Materials

Graves (2000) identifies factors to consider as one is developing

language instruction materials. There are six factors to consider:

learners; learning; language; social context; activities/ task types;

materials.

Table 2.3 A List of Consideration for Developing Materials(Graves, 2000: 156)

A List of Consideration for Developing Materials(Graves, 2000: 156)

Learners1. make relevant to their experience and background2. make relevant to their target needs (outside of class)3. make relevant to their affective needs

Learning4. engage in discovery, problem solving, analysis5. develop specific skills and strategies

Language6. target relevant aspects (grammar, functions, vocabulary,

etc.)7. integrate four skills of speaking, listening, reading, and

writing8. use/ understand authentic texts

Social Context9. provide intercultural focus10. develop critical social awareness

34

Activity/ Task Types

1. aim for authentic tasks2. vary roles and groupings3. vary activities and purposes

Materials

4. authentic (texts, realia)5. varied (print, visuals, audio, etc)

1. Unit Design and Development

a. Component of a Unit

A unit in a course or textbook is a teaching sequence that is normally

longer than a single lesson but shorter than a module. It consists of a group

of lessons planned around a single instructional focus. A unit, then,

attempts to provide a structured sequence of tasks that lead towards a

learning outcome (Richards and Schmidt, 2002).

Richards (2001) lists a set of checklist to identify the quality of a

unit. He argues that a unit of materials should:

(1) give learners something they can take away from the lesson;

(2) teach something learners feel they can use;

(3) give learners a sense of achievement;

(4) practice learning items in an interesting and novel way;

(5) provide a pleasurable learning experience;

(6) provide opportunities for success;

(7) provide opportunities for individual practice;

(8) provide opportunities for personalization;

(9) provide opportunities for self-assessment of learning.

From the list above, a conclusion of what should be in a unit of materials can bemade. Thus, a unit of materials should have the following components:

3535

1. warming up;2. main activities;3. evaluation;4. summary;5. reflection;6. vocabulary list;

7. fun part that providesriddles, quotes, shortinformation about particularthings relevant with thematerials, or any otherthings that support theinstructional materials.

b. Framework for Unit Design and Development

In order to be able to create units of instructional materials that are

well-structured, materials developers should have clear-cut framework

underlying the process of materials writing. A set of procedure to create a

linked instructional sequence proposed by Nunan (2004) can be taken

into consideration. Following is the procedure proposed by Nunan

(2004).

Table 2.4 A Pedagogical Sequence to Introduce a Task (Nunan, 2004)

Step 1 CommentSchema Building The first step is to develop a number

of schema-building exercises that willserve to introduce the topic, set thecontext for the task, and introducesome of the key vocabulary andexpressions that the students willneed in order to complete the task.

Step 2 CommentControlled Practice The next step is to provide students

with controlled practice in using thetarget language vocabulary, structuresand functions. This type of controlledpractice extends the scaffoldedlearning that was initiated in step 1.

Step 3 CommentAuthentic listening practice The next step involves learners in

intensive listening practice. This stepwould expose learners to authentic orsimulated conversation, which couldincorporate but extend the language

3636

from the model conversation in step2.

Step 4 CommentFocus on linguisticelements

The students get to take part in asequence of exercises in which thefocus is on one or more linguisticelements. Focus on linguisticelements is presented after thelearners are given the example of thetexts with the hope this will make iteasier for the learner to see therelationship between communicativemeaning and linguistic form thanwhen linguistic elements are isolatedand presented out of context as isoften the case in more traditionalapproaches.

Step 5 CommentProvide freer practice Provide freer practice means provide

learners the opportunity to movebeyond simple manipulation. Theyshould be encouraged to extemporize,using whatever language they have attheir disposal to complete the task.

Step 6 CommentIntroduce the pedagogicaltask

The final step in the instructionsequence is the introduction of thepedagogical task itself.

c. Task Continuity

Task continuity refers to the interdependence of tasks, task

components and supporting enabling skills within an instructional

sequence. In order to provide a structured sequence of tasks that lead

towards a learning outcome, the principles of task continuity must be

fulfilled.

In attempts to meet the requirement of task continuity, tasks must

be sequenced based on the logic themes and learning pathways.

3737

Therefore, the ‘psycholinguistics processing’ approach proposed by

Nunan (2004) should be taken into consideration.

The ‘psycholinguistic processing’ approach sequences tasks

according to the cognitive and performance demands made upon the

learner (Nunan, 2004: 125). It proposes an instructional sequence which

requires learners to undertake activities which become increasingly

demanding, moving from comprehension-based procedures to controlled

production activities and exercises, and finally to ones requiring authentic

communicative interaction.

The following ten-step sequence provides an illustration of task-

chaining or continuity based on the psycholinguistic processing approach.

In this ten-step sequence, the demands on the learner gradually increase,

both within each phase, and from one phase to the next. The sequence

provides yet another illustration of task-chaining or continuity, in that

skills acquired and practiced in one step are extended in succeeding steps

(Nunan, 2004: 126).

Table 2.5 Psycholinguistic Processing Approach for Task Sequencing(Nunan, 2004: 126)

Phases Steps within Phasesa. Processing 1. Read or study a text – no other

(comprehension) response required.2. Read or listen to a text and give a non-

verbal, physical response (e.g. learnerraises hand every time key words areheard).

3. Read or listen to a text and give a non-physical, non-verbal response (e.g.check-off a box or grid every time key

3838

words are heard).4. Read or listen to a text and give a verbal

response (e.g. write down key wordsevery time they are heard).

b. Productive 5. Listen to cue utterances or dialoguefragments and repeat them, or repeat acomplete version of the cue.

6. Listen to a cue and complete asubstitution or transformation drill.

7. Listen to a cue (e.g. a question) andgive a meaningful response (i.e. one thatis true for the learner).

c. Interactive 8. Role play9. Simulation/discussion10. Problem-solving / information gap

7. Task Development

a. Definition of Tasks

The concept of task is central to many theories of classroom

teaching and learning, and the school curriculum is sometimes described

as a collection of tasks (Richards and Schmidt, 2002). Richards (2004)

proposed the characteristics of a task as follow.

It is something that learners do or carry out using the existinglanguage resources.

It has an outcome which is not simply linked to learninglanguage, though language acquisition may occur as thelearner carries out the task.

It involves a focus on meaning. In the case of tasks involving two or more learners, it calls

upon the learners’ use of communication strategies andinteractional skills.

In the point of view of task-based instruction, there are two types

of task: real-world task or target task and pedagogical task. Real-world

tasks or target tasks are tasks that reflect the real-world uses of language

3939

and which might be considered a rehearsal for real-world tasks (Richards,

2006). These tasks refer to the uses of language in the world beyond the

classroom. This type of task is the point of departure in task-based

language teaching.

When real-world tasks or target tasks are transformed from the

real world to the classroom, tasks become pedagogical in nature (Nunan,

2004: 2). Here is the definition of pedagogical tasks:

. . . a pedagogical task is a piece of classroom workthat involves learners in comprehending,manipulating, producing or interacting in the targetlanguage while their attention is focused on mobilizingtheir grammatical knowledge in order to expressmeaning, and in which the intention is to conveymeaning rather than to manipulate form. The taskshould also have a sense of completeness, being ableto stand alone as a communicative act in its own rightwith a beginning, a middle and an end.(Nunan, 2004: 4)

In short, the basic distinction of the two types of task is that real-world

tasks refer to the uses of language in the real world situation while

pedagogical tasks are those that occur in the classroom.

b. Component of a Task

Nunan (2004: 41) proposes that a minimum specification of task

will include goals, input and procedures, and that these will be supported

by roles and settings. Following is the diagram of task components.

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Goals Teacher role

Input TASK Learner role

Procedures Settings

Figure 2.3 Component of a Task

a. Goals

Goals are the vague, general intentions behind any learning task.

They provide a link between the task and the broader curriculum.

(Nunan, 2004: 41)

b. Input

Input refers to the spoken, written and visual data that learners

work with in the course of completing a task. (Nunan, 2004: 47)

c. Procedures

Procedures’ specifies what learners will actually do with the

input that forms the point of departure for the learning task.

(Nunan, 2004; 52)

d. Teacher and Learner Roles

Roles refer to the parts that learners and teachers are expected to

play in carrying out learning tasks as well as the social and

interpersonal relationships between the participants. (Nunan,

2004: 64)

e. Settings

Settings refers to the classroom arrangements specified or

implied in the task. It also requires consideration of whether the

4141

task is to be carried out wholly or partly outside the classroom.

(Nunan, 2004: 70-71)

c. Principles of Task Development

Task-based instruction claims that language learning will result

from creating the right kinds of interactional process in the classroom,

and the best way to create these is to use specially designed instructional

task (Richards, 2006: 30). Task-based language teaching, then, makes

strong claims for the use of tasks and sees them as the primary unit to be

used in both planning the instructional process and the teaching process

in the classroom.

Nunan (2004) proposes seven principles of task-based instruction as

follows:

Table 2.6 Principles of Task-Based Instruction (Nunan, 2004)Principle 1 CommentScaffolding Lessons and materials should provide

supporting frameworks within which thelearning takes place. At the beginning ofthe learning process, learners should notbe expected to produce language that hasnot been introduced either explicitly orimplicitly.

Principle 2 CommentTask Dependency Within a lesson, one task should grow

out of, and build upon, the ones that havegone before.

Principle 3 CommentRecycling Recycling language maximizes

opportunities for learning and activatesthe ‘organic’ learning principle.

Principle 4 CommentActive learning Learners learn best by actively using the

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language they are learning.Principle 5 CommentIntegration Learners should be taught in ways that

make clear the relationships betweenlinguistic form, communicative functionand semantic meaning.

Principle 6 CommentReproduction tocreation

Learners should be encouraged to movefrom reproductive to creative languageuse.

Principle 7 CommentReflection Learners should be given opportunities

to reflect on what they have learned andhow well they are doing.

Figure 2.4. The Framework of Task-Based Instruction (Nunan, 2004: 25)

8. Materials Evaluation

As instructional materials have been written, the materials should be

evaluated. According to Tomlinson (1998), materials evaluation is the

systematic process of examining the potential value of a set of learning

materials by making judgments about the effect of the materials on learners

using them. The process consists of attempts to predict whether or not the

materials will work, in sense that the learners will be able to use them

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without too much difficulty and will enjoy the experience in doing so. In

most cases, this process is conducted impressionistically.

The evaluation itself can take place in three forms: pre-use evaluation,

whilst-use evaluation, and post-use evaluation (Tomlinson, 1998). The pre-

use evaluation focuses on predicting the potential value of the materials. The

whilst-use evaluation focuses on awareness and description of what the

learners are actually doing whilst the materials are being used. While the

post-use evaluation focuses on the analysis of what happened as a result of

using the materials. Tomlinson (1998) notes that whilst-use and post-use

evaluation can be extremely valuable but they are difficult to carry out for

these the two forms of evaluation require expertise and great investment of

teachers’ energy and time.

In the process of materials evaluation, there are several factors to

consider. Richards (2001) lists the factors to consider in evaluating materials

for language instruction as follows.

Table 2.7 Factors to Consider in Materials Evaluation (Richards, 2001)

Factors QuestionsProgram factors Questions relating to concerns of the programTeacher factors Questions relating to teacher concernsLearner factors Questions relating to learner concernsContent factors Questions relating to the content and

organization of the material in the bookPedagogical factors Questions relating to the principles underlying

the materials and pedagogical design of thematerials, including choice of activites andexercise types

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On purpose of materials evaluation for English language instruction

in Indonesian context, BSNP has designed a set of instruments of textbook

evaluation. The instrument covers two components of which each has several

subcomponents as showed in the following table.

Table 2.8 Components of Materials Evaluation (BSNP, 2006)

Aspects Components SubcomponentsContent a. The relevance of the

materials with thecore competences andbasic competences

1. Completeness2. Deepness

b. The accuracy of thematerials

3. Social function4. Meaning and structure5. Linguistic feature

c. The supportingenabling skills

6. Development of scienceand technology

7. Development of life-skill8. Development of

nationalismLanguage a. The relevance of the

language withstudents’ linguisticlevel

9. The relevance of thelanguage with students’current cognitivedevelopment

10. The relevance of thelanguage with students’current social andemotional development

b. Communicativelanguage criteria

11. Comprehensible

c. Cohesive andcoherence

12. Cohesive13. Coherence

Presentation a. Presentationtechnique

14. Organization15. Composition of each unit

b. Instructionalpresentation

16. Student-centered17. Development of critical

thinking18. Autonomous learning19. Self-reflection and

assessment

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c. Completness of thepresentation

20. Opening section21. Main section22. Closing section

Layout a. Layout 23. Consistency24. Harmony25. Completeness

b. Typography 26. Font types27. Font size28. Mistyping

c. Illustration 29. Interesting30. Adding clarity

B. Conceptual Framework

Curriculum 2013 is characterized by the application of scientific

method in the instructional process and the integration of development of

characters, knowledge, and skills. These two characters must be applied in

every level of education, both in primary level and secondary level of

education. Secondary level of education includes vocational high school.

English instructional process in vocational high schools falls into

category of English for Specific Purposes for the purpose of the instructional

process is to enable students to acquire (1) the basic knowledge and language

skills of English language to facilitate their study to achieve the competences

of their vocational study program, and (2) use the English language

competence to communicate both in spoken and written language in

particular fields. Therefore, the instructional materials must be specifically

designed to meet the students’ needs so that the goals of the instructional

process can be achieved.

The first step in the instructional materials is, then, conducting needs

analysis. The data gathered from the needs analysis are then become the base

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upon which the materials are developed. The data become the base to

determine aims, objectives, input, task types, presentation technique, and so

on.

In the process of materials writing, in order to make the materials even

more relevant with the students, Content-Based Instruction is applied. CBI

sets content as its point of departure in the process of lesson planning or

materials development. The process of materials writing is then started with

the making decision about the content based on the results of the needs

analysis, then, other kinds of decisions concerning grammar, skills, functions,

etc., are made later.

In developing the tasks within units, the principles of Task-Based

Language Instruction are applied. In addition, on purpose to provide tasks

that in line with the learning pathways, the psycholinguistic processing

approach to task continuity is applied. Thus, tasks are sequenced in particular

order involving learners to undertake activities which become increasingly

demanding, moving from comprehension-based procedures to controlled

production activities and exercises, and finally to ones requiring authentic

communicative interaction.

As the materials have been developed, the next step is evaluating the

materials. In this process, the criteria of English textbook evaluation designed

by BSNP become the framework of the materials evaluation. The data

gathered from materials evaluation, then, become the base for revising the

materials developed.

CHAPTER III

RESEARCH METHODS

This chapter describes the method of the research. The description is

organized into six subheadings: type of the research; setting of the research;

participants of the research; procedure of the research; instruments and data

collection procedure; and data analysis techniques.

A. Type of the Research

This research described the target needs and learning needs of year X

students of Sekolah Menengah Musik (Yogyakarta) then develop the English

learning materials that suit the students’ needs. For the main goal of this

research is to develop English learning materials for particular students

mentioned, this research falls into the category of research and development.

B. Setting of the Research

This research was conducted in January up to February 2014 at SMK N 2

Kasihan or better known as Sekolah Menengah Musik Yogyakarta.

C. Participants of the Research

The participants of the research were 30 students of year X and the

English teacher of Music Study Program at SMK N 2 Kasihan. The

researcher chosen the students and an English teacher of SMK N 2 Kasihan

as the school is one of the two schools in Indonesia majoring in music and the

only vocational high school majoring in music in Yogyakarta.

47

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D. Procedure of the Research

The procedure of the research followed the materials development

process proposed by Jolly and Bolitho (1998). However, some adaptations

were made in order to make the research feasible within the setting of the

research. Following are the steps and the diagram of the research procedure.

1. Identification of needs

The first step in the research was conducting needs analysis.

The purpose of this needs analysis was to gather information about the

students’ needs and learning context. The needs analysis was

conducted by distributing questionnaire to 30 students of Music Study

Program at SMK N 2 Kasihan. The data were then analyzed using the

appropriate data analysis techniques. The results of the data analysis

became the basis upon which the materials were developed.

2. Planning

As the data from the needs analysis had been analyzed, the

next step was developing materials. It was started with writing the

content outline based on the results of the needs analysis. In this

process of writing the content outline, the English curriculum for year

X students of vocational high school was also taken into

consideration. The outline was the framework to develop the

materials. It consisted of core and basic competences; topics: unit

titles; language functions; input texts; key vocabularies; key grammar;

learning tasks; and learning achievement indicators.

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3. Production of materials

The first draft of materials were developed based on the

content outline. The process of materials writing involved the

consideration of layout, type size, visuals, reproduction, tape length,

etc.

The developed materials consisted of three units. Each unit

consisted of tasks that covered the four language skills: listening;

speaking; reading; and listening.

4. Evaluation

As the first draft of the materials had been developed, it was

then evaluated. In the evaluation process, expert judgment was chosen

to evaluate the materials while the instrument was questionnaire

adapted from Instrumen Penilaian Buku Pelajaran Bahasa Inggris

untuk Sekolah Menengah Kejuruan (BSNP, 2006).

5. Revision

The results of the materials evaluation became the basis to

revise the first draft of the materials. As the materials had been

revised, they were considered as the final draft of the materials.

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Identification of Needs

- Conducting needs analysis

Planning- Writing syllabus/ content outline

- Organizing and developing content

Production of Materials- Selecting/ developing materials and delivery methods

- Writing the first draft of the materials

Evaluation

- Evaluating the first draft of the materials

Revision

- Revising the first draft of the materials

Figure 3.1. Procedure of the Research

E. Instruments and Data Collection Techniques

Developing English materials for particular students, there were two

types of data needed to be collected: data of the students’ target and learning

needs (needs analysis) and data for the evaluation of the materials. To collect

data for needs analysis, questionnaire and interview were used as the

instruments of data collection. Then, to collect the data for the evaluation of

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the materials, the researcher used questionnaire adapted from ”Instrumen

Penilaian Buku Teks Pelajaran Bahasa Inggris Sekolah Menengah Kejuruan”

published by Pusat Kurikulumdan Perbukuan Nasional.

1. Questionnaire

There were two types of questionnaire used in this research. The

first questionnaire was questionnaire for needs analysis. The organization

of the first questionnaire is as in the following table.

Table 3.1 Organization of Questionnaire for Needs Analysis

AspectsItem

NumberThe Purpose of the

QuestionsReferences

Learners’Identity

Section A To find out who thestudents are

Graves(2000: 103)Hutchinsonand Waters(1987: 63)

Learners’ goal 1 To find out the students’goal of learning English

Graves(2000: 104)

Students’ NeedsNecessities 3, 4 To find out what the

students need in thetarget situation

Hutchinsonand Waters(1987: 55)

Wants 5 To find out what thestudents wish to beincluded in the materials

Hutchinsonand Waters(1987: 56)

Lacks 2 To find out the gapbetween what thestudents have alreadyknown and what theyshould know

Hutchinsonand Waters(1987: 55-56)

Learning NeedsInput 6, 7, 8, 9,

10, 11, 12,13, 14, 15,16, 17

To find out the spoken,written and visual datathat should be includedin the materials

Nunan(2004: 47)

Procedure 18, 19, 20, To find out what students Nunan

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21, 22, 24 should do with the inputwithin the tasks

(2004: 52)

Setting 25, 26 To find out in whatsituations the learningprocess can take place

Nunan(2004: 70)

Students’ role 27 To find out what part thestudents expect to take incarrying out the tasks

Nunan(2004: 64-69)

Teacher’s role 28 To find out what part theteacher should take in theinstructional process

Nunan(2004: 64-69)

The second questionnaire was questionnaire for collecting data for

the purpose of materials evaluation. The questionnaire for the evaluation

of the materials was adapted from ”Instrumen Penilaian Buku Teks

Pelajaran Bahasa Inggris Sekolah Menengah Kejuruan” published by

BSNP (2006).

2. Interview Guide

Interview guide listed the issues to be explored during the

interview. There were nine main questions addressed to the English

teacher at SMK N 2 Kasihan.

F. Data Analysis Techniques

There were two types of data gathered in this research: quantitative

and qualitative data. Each type of data was analyzed using different data

analysis technique.

1. Quantitative Data

Quantitative data were the results of data collection through

questionnaires. There were two types of questionnaire in this research:

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mula.

x 100

)

questionnaire for needs analysis and questionnaire for materials

evaluation.

The data from the questionnaire for needs analysis were

analyzed by calculating the percentage of each answer in the

questionnaire. The answer of which percentage was the highest was

considered representing students’ actual condition. The percentage was

calculated using the following for

P =

P : Percentage (%)f : FrequencyN : Number of respondents100 : Fixed Number

The next quantitative data were data from questionnaire for

materials evaluation. The data from this questionnaire were first

analyzed using the following formula proposed by Suharto (2006: 52-

53). (R =

R : RangeXh : The highest scaleXl : The lowest scale4 : Range of Likert-Scale

Then, the results of the calculation was converted into

descriptive analysis. To convert the data, data conversion table

(Suharto, 2006) was used as the mean of the data had been calculated.

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Table 3.2 Data Conversion TableScale Interval Descriptive Categories

1 1 < x ≤ 1.74 Poor2 1.75 < x ≤ 2.24 Fair3 2.5 < x < 3.24 Good4 3.24 < x < 4 Very Good

2. Qualitative Data

Qualitative data were gathered from the interview. The data

were analyzed using qualitative data analysis model proposed by Miles

and Huberman (1994). The data analysis consists of three stages as

presented in the following table.

Table 3.3 Qualitative Data Analysis Technique (Miles &Hubberman, 1994)

a. Data reduction the process of of transforming masses ofdata into small number of categories

b. Data display organizing information that permitsconclusion drawing and action

c. Data conclusion deciding what things mean

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter presents and discusses the findings of the research. The first

part of this chapter presents the results of the needs analysis, the course grid of the

materials, the first draft of the materials, and the results of the materials evaluation.

The second part of this chapter presents the discussion of the research.

A. Research Findings

1. The Results of Needs Analysis

The needs analysis was conducted on February 13, 2014 by interviewing

the English teacher of year X Music Study Program at SMK N 2 Kasihan and

on February 19, 2014 by distributing questionnaires to 30 year X students

Music Study Program of SMK N 2 Kasihan. It was conducted on purpose to

identify the students’ and learning needs in relation to English instructional

materials.

a. The Results of the Analysis of the Questionnaires

The questionnaires were distributed to 30 year X students of Music

Study Program of SMK N 2 Kasihan. The following table shows the

description of the respondents.

Table 4.1 Description of the Respondents

Student’s CharacteristicsGender Age

Male Female 16 17 18Number of the Students 15 15 15 12 3

55

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1) Students’ Needs

a) Goals

Goal in this context can be defined as the general intentions behind

the learning process. The following table presents the Music Study

Program students’ view about their goal of learning English.

Table 4.2 Students’ Goal of Learning EnglishQuestion Items N F %

My goal inlearningEnglish is…

a. to get good marks 30 3 10.00b. to be able to pass the National

Examination30 5 16.67

c. to be able to communicate inEnglish in both spoken andwritten manner

30 19 63.33

d. to be able to comprehendliterature in English

30 9 30.00

e. to have a preparation beforecontinuing to study in theuniversity level majoring inmusic

30 14 46.67

f. to have a preparation beforecontinuing to study theuniversity level majoring inany fields

30 4 13.333

g. others 30 0 0

Table 4.2 shows that 63.33% of total respondents stated that their

goal of learning English is to be able to communicate in English in both

spoken and written manner. 46.67% of the total respondents set their goal

of learning English as to enable them to continue their education on the

university level majoring in music.

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b) Necessities

Hutchinson and Waters (1987) defines necessities as what the

learners need to know in order to function effectively in the target situation.

The following table presents the Music Study Program students’

necessities in English instructional context.

Table 4.3 Students’ Necessities in Learning EnglishQuestion Items N F %

I need toelevate myEnglishproficiencylevel up to… level.

a. beginner 30 0 -

b. intermediate 30 10 33.33

c. advanced 30 20 66.67

As Igraduatedfromvocationalhigh school,I needEnglish for…

(You maychoosemore thanone option.)

a. understanding literature inEnglish on the field of music

30 16 53.33

b. communicating with Englishnative speakers in spokenmanner

30 15 50.00

c. communicating with Englishnative speakers in writtenmanner

30 9 30.00

d. communicating with non-English native speakers inspoken manner

30 10 33.33

e. communicating with non-English native speakers inwritten manner

30 4 13.33

f. others 30 2 6.67

Table 4.3 shows that 66.67% of total respondent stated that they

need their English proficiency level be in advanced level in order to

function well in the target situation latter on while 33.33% of total

respondent stated they need their English proficiency level be in

intermediate level. It is also presented in the table that 53.33% of total

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respondent stated they need English to comprehend literature in the field

of music that are written in English. 50% of total respondent also stated

that they need English to enable them to communicate with native English

speakers in spoken manner while 30% of total respondent stated that they

need English to communicate with non-native English speakers in spoken

form of communication.

c) Lacks

Lacks can be defined as the gap between what the students know

already and what they need to know (Hutchinson and Waters, 1987). On

purpose to find out the lacks of the students of Music Study program, the

current English proficiency level of Music Study Program students was

assessed and the result is showed in the following table.

Table 4.4 Students’ Current Proficiency LevelQuestion Items N F %

My currentEnglishproficiencylevel is …

a. beginner 30 19 63.33

b. intermediate 30 11 36.67

c. advanced 30 0 0

As showed in the Table 4.4, 63.33% of total respondent considered

themselves as beginner while 36.67% of total respondent stated that their

English proficiency level is now in the intermediate level. The term

beginner in this context refers to “beginning level” in which students

already may know a couple hundred English words and are able to use the

a few common survival phrases (Brown, 2001). Thus, it can be concluded

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that all of the students of Music Study Program already have the ability to

be involved in minimal communication.

d) Wants

Wants refer to what the students wish to learn (Hutchinson and

Water, 1987). The following table presents what the students of Music

Study Program want to learn in the term of English instruction.

Table 4.5 Students’ WantsQuestion Items N F %

Thelanguageskill that Iwant toimprovethe most is….

a. Speaking 30 26 86.67

b. Listening 30 2 6.67

c. Reading 30 1 3.33

d. Writing 30 1 3.33

Among the four language skills (listening, speaking, reading, and

writing), the respondents stated that they want to improve their speaking

skill the most. As showed in the Table 4.5, 86.67% of total respondent

wanted to develop their speaking ability while only 6.67% of total

respondent wanted to improve their listening skill.

2) Learning Needs

a) Input

Nunan (2004) defines input as the spoken, written and visual data

that learners work with in the course of completing a task. In analyzing

the needs of the students of Music Study Program, input was divided into

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four types: input for listening, input for speaking, input for reading, and

input for writing.

Table 4.6 Input for Learning ListeningQuestion Items N F %

Topic that Iwant to beinvolved inmaterials forlearninglistening isrelated to …

(You maychoose morethan oneoption.)

a. daily life 30 19 63.33

b. music 30 17 56.67

c. current issues 30 4 13.33

d. academic issues 30 14 46.67

e. others 30 1 3.33

Input forlearninglistening thatI want to beinvolved inthe materialsis …

(You maychoose morethan oneoption.)

a. monologues and dialogueswithout picture (audiorecording)

30 9 30.00

b. monologues and dialogueswith picture (audio and videorecording)

30 19 63.33

c. authentic materials such asradio broadcasts, newsbroadcasts, movies, songs,etc.

30 14 46.67

d. others 30 0 0

The length oftexts that Iwant to beinvolved inthe materialsfor learninglistening is….

a. < 100 words 30 13 43.33

b. 100-150 words 30 12 40.00

c. 150-200 words 30 3 10.00

d. > 200 words 30 2 6.67

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Table 4.6 presents the desired input to be involved in the materials

for listening teaching and learning process. In terms of topics to be covered,

63.33% of total respondent chose topics related to daily life to be involved

in the materials. 56.67% of total respondent stated that they want topic

related to the field of music to be involved in the materials while 46.67%

of total respondent wanted topic related to the field of education or

academic to be involved in the materials.

In terms of the form of input for listening teaching and learning

process to be covered in the materials, 63.33% of total respondent stated

that they want input that involve both audio and video recording in the

materials. 46.67% of total respondent wanted authentic materials such as

radio broadcast, news broadcast, movies, songs, etc. to be involved in the

materials.

Table 4.6 also presents the length of texts functioned as input for

listening to be involved in the materials. 43.33% of total respondent chose

texts with less than 100 words to be involved in the materials as input for

listening while 40% of total respondent voted for text with 100-150 words

as the input for listening.

Table 4.7 Input for Leaning SpeakingQuestion Items N F %

Topic that Iwant to beinvolved inmaterials forlearning

a. daily life 30 22 73.33

b. music 30 17 56.67

c. current issues 30 5 16.67

d. academic issues 30 13 43.33

e. others 30 1 3.33

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speaking isrelated to …

(You maychoose morethan oneoption.)

Input forlearningspeaking thatI want to beinvolved inthe materialsis …

(You maychoose morethan oneoption.)

a. monologues and dialogueswithout picture (audiorecording)

30 12 40.00

b. monologues and dialogueswith picture (audio and videorecording)

30 15 50.00

c. authentic materials such asradio broadcasts, newsbroadcasts, movies, songs,etc.

30 11 36.67

d. others 30 0 0

The lengthof texts that Iwant to beinvolved inthe materialsfor learningspeaking is….

a. < 100 words 30 6 20.00

b. 100-150 words 30 11 36.67

c. 150-200 words 30 5 16.67

d. > 200 words 30 8 26.67

Table 4.7 presents the desired input to be involved in materials for

speaking teaching and learning process. In terms of topic, 73.33% of total

respondent chose topics related to daily life to be involved in the materials.

56.67% of total respondent stated that they want topics related to the field

of music to be involved in the materials while 43.33% of total respondent

voted for topics related to the field of education.

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In terms of the desired form of input to be involved in the materials

for speaking teaching and learning process, there is similarities with the

desired input for listening teaching and learning process. The most desired

form of input for speaking is audio and video recording as 50% of total

respondent voted for it. 40% of total respondent voted for audio recording

to be involved in the materials for speaking while 36.67% of total

respondent chose authentic materials such as songs, news recording,

movies, etc. to be involved in the materials for speaking.

Presented in table 4.7 is also the length of the input for speaking

teaching and learning process to be involved in the materials that the

students of Music Study Program wanted. 36.67% of total respondent

stated that they want texts with 100-150 words as the input for speaking

materials. While 26.67% of total respondent voted for texts with more than

200 words to be involved in the materials for speaking, 20% of total

respondent chose text with less than 100 words.

Table 4.8 Input for Learning ReadingQuestion Items N F %

Topic that Iwant to beinvolved inmaterials forlearningreading isrelated to …

(You maychoose morethan oneoption.)

a. daily life 30 8 26.67

b. music 30 17 56.67

c. current issues 30 11 36.67

d. academic issues 30 12 40.00

e. others 30 0 0

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Input forlearningreading that Iwant to beinvolved inthe materialsis …

(You maychoose morethan oneoption.)

a. articles taken frommagazines, newspaper, orother mass media

30 12 40.00

b. short stories, poems, andsong lyrics

30 15 50.00

c. brochures, advertisements,and labels

30 5 16.67

d. comic strips and cartoons 30 9 30.00e. texts related to music 30 13 43.33

f. others 30 0 0

The lengthof texts that Iwant to beinvolved inthe materialsfor learningreading is….

a. < 100 words 30 12 40.00

b. 100-150 words 30 9 30.00

c. 150-200 words 30 6 20.00

d. > 200 words 30 3 10.00

Presented in the Table 4.8 is the desired input to be involved in the

materials for reading teaching and learning process. In terms of topics for

materials for reading teaching and learning process, 56.67% of total

respondent stated that they wanted topics related to the field of music to be

involved in the materials. 40% of total respondent voted for topics related

to the field of academic to be involved in the materials while 36.67% of

total respondent chose topics related to the recent issues.

Table 4.8 also presents the desired forms of input to be involved in

the materials for reading teaching and learning process. 50% of total

respondent chose short stories, poems, and song lyrics to be involved in the

materials. While 43.33% of total respondent vote for texts related to the

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field of music to be involved in the materials, 40% of total respondent

chose texts taken from mass media such as newspapers, magazine, and

other mass media to be involved in the materials for reading teaching and

learning process.

In the Table 4.8 is also presented the desired length of texts to be

involved in the materials as input for teaching and learning reading. 40%

of total respondent stated that they want texts with less than 100 words as

the input for learning reading while 30% of total respondent voted for texts

with 100-150 words to be involved in the materials for learning reading.

Table 4.9 Input for Learning WritingQuestion Items N F %

Topic that Iwant to beinvolved inmaterials forlearning writingis related to …

(You maychoose morethan oneoptions.)

a. daily life 30 16 53.33

b. music 30 17 56.67

c. current issues 30 7 23.33

d. academic issues 30 13 43.33

e. others 30 0 0

Input forlearning writingthat I want to beinvolved in thematerials is …

(You maychoose morethan oneoption.)

a. examples of texts ofparticular genres

30 9 30.00

b. lists of vocabularies relatedto the texts in the materialsalong with their meanings

30 21 70.00

c. explanation of the languagefeatures of particular genreof texts in the materials

30 10 33.33

d. others 30 1 3.33

a. < 100 words 30 11 36.67

6666

The length oftexts that I wantto be involved inthe materials forlearning writingis ….

b. 100-150 words 30 12 40.00

c. 150-200 words 30 3 10.00

d. > 200 words 30 4 13.33

Table 4.9 presents the desired input for writing to be involved in the

materials. In terms of the desired topics to be involved in the materials.

56.67% of total respondent stated that they want topics that are related to

the field of music to be involved in the materials while 53.33% of total

respondent voted for topics related to daily life to be involved in the

materials for learning writing.

In the Table 4.9 is also presented the forms of input for learning

writing that the students want to be involved in the materials. 70% of total

respondent stated that they want the key vocabularies are presented

together with their meaning while 33.33% of total respondent want an

explanation of the generic structure of particular genre of text to be

involved in the materials for writing. 30% of total respondent also stated

that they want examples of text of particular genre that they are about to

learn to be involved in the materials. In terms of the desired length of texts

as input for writing, as presented in Table 4.9, 40% of total respondent

voted for text with 100-150 words as the input for writing to be involved

in the materials for teaching and learning writing.

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b) Procedure

Nunan (2004) stated that procedures specify what learners will

actually do with the input that forms the point of departure of the learning

task. On purpose to meet the learners’ needs of learning English, the

procedures involved in the instructional process should be designed by

considering the learners’ interest. In the following tables are presented the

learning procedures for listening, speaking, reading, writing, vocabulary,

and grammar learning that meet the interest of year X students of Music

Study Program based on the needs analysis.

Table 4.10 Procedures for Learning ListeningQuestion Items N F %

Activitiesthat I wantto beinvolved inlearninglisteningare …

(You maychoosemore thanoneoption.)

a. listening for main idea30 8 26.67

b. listening for specificinformation 30 12 40.00

c. listening to identify themeaning of particularwords/phrases/languagefunctions

30 9 30.00

d. orally answering questionsrelated to amonologue/dialogue

30 9 30.00

e. answering questions related toa monologue/dialogue inwriting

30 9 30.00

f. listening to complete a text30 6 20.00

g. listening to retell30 10 33.33

h. others 30 0 0

Table 4.10 presents the procedures for listening teaching and

learning process that the year X students of Music Study Program want to

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be involved in the materials. 40% of total respondent stated that they want

learning activities that require them to identify specific information from a

recording to be involved in the materials while 33.33% of total respondent

voted for activities that get them to retell an information they get as they

finished listening to a recording. Three learning activities for learning

listening got the same percentage, 30%, of vote from the respondents of

the needs analysis. The four learning activities are (1) identifying particular

expressions from a recording, (2) doing comprehension questions verbally

after listening to particular recoding, (3) doing comprehension questions in

written form after listening to particular recording.

Table 4.11 Procedures for Learning SpeakingQuestion Items N F %

Activitiesthat I wantto beinvolved inlearningspeakingare …

(You maychoosemore thanoneoption.)

a. practicing dialogues 30 11 36.67b. having small-group discussion

about particular topics30 11 36.67

c. presenting the results of adiscussion, telling a story,delivering a speech, in frontof the class

30 7 23.33

d. making dialogues ormonologues about particulartopics

30 5 16.67

e. reading aloud 30 15 50.00

f. interviewing 30 4 13.33

g. interviewing 30 3 10.00

h. others 30 0 0

Presented in Table 4.11 is the desired procedures for learning

speaking by year X students of Music Study Program. 50% of total

respondent stated that they wanted activities that involve them in

exchanging information with their friend in order to find the complete idea

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of particular thing to be involved in the materials. 36.67% of total

respondent voted for activities that involve them in discussing particular

topics with their friend, while the same number of total respondent also

voted for activities that get them to practice dialogues in the materials with

their friend as the procedures of learning speaking.

Table 4.12 Procedures for Learning ReadingQuestion Items N F %

Activitiesthat I wantto beinvolved inlearningreading are…

(You maychoosemore thanoneoption.)

a. reading for generalinformation

30 16 53.33

b. reading for specificinformation

30 11 36.67

c. reading for comprehension 30 11 36.67

d. having a discussion withclassmates to be able tounderstand a text

30 9 30.00

e. reading to rewrite andsummarize

30 4 13.33

f. others 30 0 0

In Table 4.12 is presented the desired procedures for learning

reading by year X students of Music Study Program. In rank order,

procedures for learning reading that the students wanted are (1) finding the

main idea of a text (50% of total respondent); (2) finding specific

information in a text (36.67% of total respondent); (3) individually doing

comprehension test (36.67% of total respondent); (4) discussing with

friends to understand a text (30% of total respondent); (5) rewriting a text

with their own language ( 13.33% of total respondent).

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Table 4.13 Procedures for Learning WritingQuestion Items N F %

Activitiesthat I wantto beinvolved inlearningwriting are…

(You maychoosemore thanoneoption.)

a. arranging jumbled words intoa good and meaningfulsentence

30 13 43.33

b. arranging jumbled sentencesinto a good and meaningfulparagraph

30 11 36.67

c. arranging jumbled sentencesinto a good and meaningfulparagraph

30 6 20.00

d. identifying and editinggrammatical mistakes in asentence

30 8 26.67

e. identifying and editingpunctuation mistakes in a text

30 7 23.33

f. completing missing words ina text

30 9 30.00

g. individually writing a textbased on the examples given

30 6 20.00

h. writing a text based on apicture/ table/ diagram

30 10 33.33

i. writing a conclusion of a text 30 6 20.00

j. others 30 0 0

Table 4.13 presents the result of needs analysis regarding the desired

procedure for learning writing. Five procedures of learning writing that the

year X students of Music Study program wanted to be involved in the

materials the most are (1) arranging jumbled words into meaningful

sentences; (2) arranging jumbled sentences into meaningful text; (3)

writing a text based on students’ interpretation of graphs, tables, and charts;

(4) completing missing words in a text; and (5) identifying and editing

grammatical and punctuation errors in a text.

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Table 4.14 Procedures for Learning VocabularyQuestion Items N F %

Activitiesthat I wantto beinvolved inlearningvocabularyare …

(You maychoosemore thanoneoption.)

a. matching words with theirmeaning 30 9 30.00

b. finding the synonym of words 30 6 20.00c. finding word’s meaning in the

dictionary30 15 50.00

d. completing a sentence with theappropriate words provided 30 6 20.00

e. completing a sentence with theappropriate words 30 9 30.00

f. guessing words’ meaningbased on their context in a text 30 7 23.33

g. matching words with theappropriate pictures whichrepresent the words’ meaning

30 5 16.67

h. identifying part of speech30 9 30.00

i. others 30 0 0

Presented in Table 4.14 is the desired activities for learning

vocabularies to be involved in the materials. Based on the needs analysis,

an activity for learning vocabulary that year X students of Music Study

Program wanted the most is the one that involve them in look the meaning

of particular vocabularies in the dictionaries. The results of the needs

analysis also show three typical activities for learning vocabulary that have

the same number of vote from the students. Those activities are (1)

matching words with the provided word meanings; (2) completing missing

words in sentences to create meaningful sentences; and (3) identifying part

of speech.

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Table 4.15 Procedure for Learning GrammarQuestion Items N F %

Activitiesthat I wantto beinvolved inlearninggrammarare …

(You maychoosemore thanoneoption.)

a. identifying and editinggrammatical mistakes in asentence

30 9 30.00

b. memorizing formulas oftenses in English

30 12 40.00

c. individually making my ownsentences using particulargrammar point just learned

30 15 50.00

d. arranging jumbled words intoa good and meaningfulsentence

30 7 23.33

e. others 30 1 3.33

Table 4.15 presents the result of needs analysis regarding the desired

procedures for learning grammar. 50% of total respondent stated that they

want activities that involve them in creating their own meaningful

sentences as they have learned particular grammar to be involved in the

materials. While 40% of total respondent chose activities that involve them

in memorizing grammar formula, 30% of them voted for activities that

involve them in identifying and editing grammatical errors in a text.

Table 4.16 Procedures for Learning PronunciationQuestion Items N F %

Activitiesthat I want tobe involvedin learningpronunciation are …

(You maychoose more

a. repeating the examples givenby teachers

30 10 33.33

b. checking phonetictranscription in a dictionary

30 18 60.00

c. reading aloud 30 3 10.00

d. practicing pronouncingwords with minimal pairs

30 18 60.00

e. others 30 0 0

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than oneoption.)

Table 4.16 presents the results of needs analysis related to the

desired procedure for learning grammar by year X students of Music Study

Program. In rank order from the activity that the students like the most to

the one that the students like the least are (1) looking at the phonetic

transcription of the words in the dictionary; (2) practicing pronouncing

words belonging to minimal pairs; (3) repeating the pronunciation of words

after teachers; and (4) reading aloud.

c) Setting

Setting as one of the components of a task refers to the classroom

arrangements specified or implied in the task (Nunan, 2004). The

consideration of setting also requires consideration of whether the task is

to be carried out wholly or partly outside the classroom. The following

table presents the results of needs analysis regarding the desired setting of

the instructional process by year X students of Music Study Program.

Table 4.17 Setting of the Instructional ProcessQuestion Items N F %

In theEnglishinstructionalprocess, Iprefer towork ….

(You maychoose more

a. individually 30 9 30.00

b. in pairs 30 11 36.67

c. in small groups 30 23 76.67

d. others 30 0 0

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than oneoption.)

In theEnglishinstructionalprocess, Iprefer tohave a class…

a. in the classroom 30 3 10.00b. outside the classroom 30 7 23.33c. inside and outside the

classroom30 25 83.33

d. others

30 0 0

The results of needs analysis show that students’ preference while

working on particular tasks. Related to the classroom arrangement, the

students like to work in groups the most as 76.67% of total respondent vote

for this type of classroom arrangement. In relation to the location whether

the task is to be carried out wholly or partly outside the classroom, 83.33

of total respondent prefer learning through tasks that require them to work

both inside and outside the classroom.

d) Students’ Roles

Students’ roles refer to the parts that students are expected to play in

carrying out the learning tasks (Nunan, 2004). In the following table is

presented the results of needs analysis in terms of students’ roles that year

X students of Music Study Program wanted to take in the English language

teaching and learning.

Table 4.18 Students’ RolesQuestion Items N F %

In theEnglishinstructional

a. listen to teacher’sexplanation during the class

30 6 20.00

b. take note of all of theinformation given byteachers

30 4 13.33

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process, Iprefer to ….

(You maychoose morethan oneoption.)

c. work in groups to accomplisha task

30 16 53.33

d. receive helps and guidancefrom teachers to accomplishevery task

30 12 40.00

e. be set free to manipulate myknowledge and skills toaccomplish a task

30 15 50.00

f. others 30 0 0

Based on the results of the needs analysis, a role that year X students

of Music Study Program wanted to play in the instructional process the

most is to be set free to manipulate their knowledge and skills to carry out

a task. The students also expected that teachers would provide guidance

while they are working on a task and be given the opportunity to have

discussion with their friends in order to be able to carry out a task.

e) Teachers’ Roles

Nunan (2004) defines teachers’ roles as the parts that teachers are

expected to play in carrying out the learning task. The following table

presents the results of the needs analysis regarding the desired teachers’

roles by year X students of Music Study Program.

Table 4.19 Teachers’ RolesQuestion Items N F %

In theEnglishinstructionalprocess, Iprefer myteacher to …

(You maychoose more

a. explain the materials fromthe beginning up to the endof the class

30 12 40.00

b. give examples of a text ofparticular before giving anyassignment

30 17 56.67

c. giving correction wheneverthe students make a mistake 30 10 33.33

d. provide assistance only whenthe students ask

30 8 26.67

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than oneoption.)

e. be involved as participant inthe learning activities

30 11 36.67

f. discuss the tasks given to thestudents

30 8 26.67

g. others 30 0 0

The results of the needs analysis show that year X students of Music

Study Program expected their teacher to explain and give examples of how

to carry out a task before they have to working on the task. They also

expected their teacher to take part as a participant while they are working

on a task and give feedback whenever they make a mistake.

b. Description of the Interview Result

In Indonesia, there are only two vocational high schools focusing on

Music Study Program. Those two vocational high schools are SMM Medan

and SMM Yogyakarta or now namely SMK N 2 Kasihan. However, one of

the vocational high schools, SMM Medan, has had several changing from

its origin, it is no longer focusing on classical music, it now combines the

teaching of classical music and pop-modern music. It is only SMM

Yogyakarta or SMK N 2 Kasihan that is a vocational high school majoring

in music that focusing on classical music.

Due to the limited number of vocational high schools majoring in

music, graduates from junior high schools around Indonesia who are

willing to continue their education in vocational high schools majoring in

music apply to the two schools. Thus, it can be concluded that the students

of vocational high schools majoring in music come from various places of

origin, they are very diverse in nature.

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In relation to the curricula, the subject matters in vocational high

schools are divided into two categories: compulsory subjects and

vocational subject. Among the nine compulsory subjects, one of them is

English. Time allocation for English teaching and learning process is 90

minutes per week.

Regarding the English teaching and learning process, the main

problem that is commonly found in vocational high schools majoring in

music is that students seem have no positive attitude toward English

instruction. It is because those students, at their present condition, do not

aware the need to master English as a medium of communication that

makes them take English for granted. As a matter of fact, it also happens

in the instructional process of other compulsory subjects.

Therefore, the focus of the English teachers in vocational high

schools majoring in music is to motivate students in such a way so that the

students are willing to learn English. According to the interviewed English

teacher, it is not easy but it is the most important thing that the teacher has

to do. Quite often, during the class, teachers could only talk about subject

matter for less than half hour and then make use the rest of the time to have

a talk with the students about any problems that the students encounter. As

a result, the English instructional process is underachieving.

During the English teaching and learning so far, the materials

employed in the instructional process are not specifically designed. English

teachers do not use particular text book while they are teaching either. They

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simply use any materials that are related to the curriculum for English in

terms of the language functions or texts. Those materials are mostly taken

from the Internet.

The results of the needs analysis became one the consideration for

the researcher to develop the materials. In the following section is the

elaboration of the course grid of the materials.

2. Course Grid

As the needs analysis had been conducted and the results had been

analyzed, the next stage of materials development was developing course grid

of the materials. The course grid was considered as the framework to develop

the materials.

The course grid was designed by referring to the English curriculum in

Curriculum 2013 for vocational high school and considering the results of the

needs analysis. It consisted of core and basic competences; unit numbers and

titles; indicators of achievement; input texts, grammar, and vocabulary; and

learning tasks.

a. The Course Grid for Unit 1

The course grid for Unit 1 was derived from core competences

number 1; 2; 3; and 4 and basic competences number 1.1: 2.3; 3.9; 4.13; and

4.14.. The topic of the unit is “Music Festivals” and the focused grammar

are simple past tense and time conjunctions. The complete version of the

course grid for unit one is available in the Appendices.

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b. The Course Grid for Unit 2

The course grid for Unit 2 is derived from core competences number

1; 2; 3; and 4 and basic competences number 1.1; 2.3; 3.10; and 4.15. The

topic of the unit is “Tales of Music” and the focused grammar is reported

speech and adverb, adjective, and simile. The complete version of the course

grid for unit two is available in the Appendices.

c. The Course Grid for Unit 3

The course grid for Unit 3 is derived from core competences number

1; 2; 3; and 4 and basic competences number 1.1; 2.3; 3.11; and 4.16. The

topic of the unit is “When the World Sings” and the focused grammar is

grammar related to the language features of poetic text. The complete

version of the course grid for unit three is available in the Appendices.

3. The Unit Design

As the course grid had been designed, the next step was developing the

materials. The following diagram presents a brief design of each unit of the

materials.

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Uni

tDes

ign

Introduction Warm Up

Observing

Main LessonQuestioning

Collecting and AnalysingData, Communicating

Creating/ Practicing

Homework

Reinforcement Let's sum up

Let's have areflection

Fun Part Let's have fun

Figure 4.1. Unit Design

As presented in the Figure 4.1, each unit of the materials has four main

parts: introduction, main lesson, reinforcement, and fun part. The introduction

part consist of several tasks of which purpose is to introduce the topic of the

unit to the students, activate their schemata, especially related to the topic, and

prepare them for the main lesson. Following the Introduction part is Main

Lesson.

The main lesson consists of tasks that are designed to leads the students

to achieve the targeted competencies stated in the curriculum by practicing the

learning items and experiencing the learning experience. The tasks are divided

into four stages that are adapted from the steps of the scientific method. The

four stages are observing, questioning, collecting and analyzing data and

communicating, and creating/ practicing. In the observing stage, the task is

focused on nudging students to observe a spoken or written text and make a list

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of items they want to know further in order to understand/ produce a text of

particular types. The next stage is questioning stage. The tasks in this unit aims

to guide the students to formulate questions based on the list of items they want

to know further and propose temporary answers for the questions. Following is

the collecting and analyzing data and communicating stage. This stage is the

combination of the stage of collecting data, analyzing data, and communicating

conclusion in scientific method. The tasks in this stage aims to guide the

students to collect information and identify it to answer the questions that they

have formulated before and then communicate the answers to their questions in

either spoken or written manner. Then, the last stage in the main lesson is

creating/practicing. The tasks in this stage aim to engage learners to have semi-

guided production up to free-guided production of texts of particular type.

Following the main lesson is reinforcement.

The reinforcement part consists of two section: summary of the lesson

in the unit and reflection. The purpose of including this part in the unit is to give

students the opportunity to recall what they have learnt through the unit and

reflect on how they have done it to strengthen their response in their learning

process so that they can do their very own self-assessment. The reflection also

aims to measure students’ achievement of the target competences especially the

core competences 1.1 and 2.3. Following this part is the fun part of which

purpose is to provide games about particular things relevant with the materials,

or any other things that support the instructional materials.

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4. The First Draft of the Materials

The developed materials consist of three units. The design of each unit

follows the unit design elaborated in the Figure 4.1. In the following section is

the elaboration of the units.

a. Unit 1

The unit one was derived from core competences number 1; 2; 3;

and 4 and basic competences number 1.1: 2.3; 3.9; 4.13; and 4.14. The title

of the unit is “Music Festivals” which represents the theme of the unit. It

was chosen as the theme of the unit for it is very much related with the

students’ interest and field of study.

As the core competences set the students to be able to understand

and construct both spoken and written recount text as the goal of the

instructional process, the unit one was divided into two cycle: reading-

writing cycle and listening-speaking cycle. Each cycle consists of several

tasks that expose the students to written recount texts in the reading-writing

cycle and spoken recount texts in the listening-speaking cycle.

The unit one consists of 26 tasks. Three tasks belong to the warm up

part, 13 tasks belong to the reading- writing cycle and 10 tasks belong to the

listening- speaking cycle. The description of each task in the unit is available

in the appendices.

b. Unit Two

The unit two was derived from core competences number 1; 2; 3;

and 4 and basic competences number 1.1; 2.3; 3.10; and 4.15. The title of

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the unit is “Tales of Music” which represents the theme of the unit. It was

chosen as the theme of the unit for it is related with the students’ interest

and field of study.

As the core competences set the students to be able to understand

both spoken and written narrative text as the goal of the instructional

process, the unit two was divided into two cycle: reading-writing cycle and

listening-speaking cycle. Each cycle consists of several tasks that expose

the students to written narrative texts in the reading-writing cycle and

spoken narrative texts in the listening-speaking cycle.

The unit two consists of 27 tasks. Three tasks belong to the warm up

part, 13 tasks belong to the reading-writing cycle and 11 tasks belong to the

listening-speaking cycle. The description of each task in the unit is available

in the appendices.

c. Unit Three

The unit three was derived from core competences number 1; 2; 3;

and 4 and basic competences number 1.1; 2.3; 3.11; and 4.16. The title of

the unit is “When the World Sings” which represents the theme of the unit.

It was chosen as the theme of the unit for it is related with the students’

interest and field of study as well as in accordance with the targeted

competences.

As the core competences set the students to be able to understand

the meaning behind songs as the goal of the instructional process, unlike the

other two units, the unit three was not divided into two cycle: reading-

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writing cycle and listening-speaking cycle. It is for songs falls into category

of spoken text, thus there is no reading-writing cycle in deciphering the

meaning behind a song. The unit consists of several tasks that were designed

to leads the students to achieve the targeted competencies stated in the

curriculum by practicing the learning items and experiencing the learning

experience

The unit three consists of 14 tasks. The description of each task in

the unit is available in the appendices.

5. The Expert Judgment

As the first draft of the materials had been developed, the materials then

were evaluated. The materials evaluation was conducted by distributing expert

judgment questionnaires to an expert. The expert was a M. Pd. holder with 30

years of working experience in the field of TEFL and currently is a permanent

lecturer in English Education Department at Yogyakarta State University. The

results of the questionnaires were then evaluated and became the bases to revise

the materials. In the following section is the elaboration of the results of the

expert judgment questionnaires, validations and reviews of the materials, and

revisions of the materials.

a. The Results of the Expert Judgment and Revision of Unit One

1) The Results of the Expert Judgment

There were four aspects of the materials that were being evaluated.

Those aspects were the appropriateness of the content, the appropriateness

of the language, the appropriateness of the presentation and the

8585

appropriateness of the layout. The following are the results of the analysis of

the questionnaire for expert judgment of the unit one of the developed

materials.

a) The Appropriateness of the Content

The first aspect to evaluate was the appropriateness of the content

of the developed materials. The following table shows the results of the

analysis of the appropriateness of the content of the unit one of the

developed materials.

Table 4.20 The Appropriateness of the Content of the Unit OneNo Items Mean

1

The developed materials are in accordance withthe core and basic competences stated in theCurriculum 2013 for year X students of vocationalhigh school.

3

2 The developed materials meet the course grid. 3

3The topics of the units of the developed materialsare relevant with the year X students of MusicStudy Program’s daily life.

3

4The texts in the developed materials are relevantwith the year X students of Music Study Program’scontext.

3

5The developed materials involve the explanationabout the structure of a text of a particular genre.

3

6The developed materials involve the explanationabout social functions of a text of a particulargenre.

3

7The developed materials involve the explanationof the language features of a text of a particulargenre.

3

8The developed materials involve vocabularylearning tasks which are relevant with therequirement of the curriculum.

3

8686

9The developed materials involve pronunciationlearning tasks which are relevant with therequirement of the curriculum.

3

10The developed materials involve learningactivities which guide the students to develop theircommunicative competence in spoken language.

3

11The developed materials involve learningactivities which guide the students to develop theircommunicative competence in written language.

3

Mean (χ) 3

Table 4.20 shows that the mean value of the appropriateness of

the content of the unit one of the developed materials is 3. This value is

in the range of 2.5 < x < 3.24 which falls into the category of “Good”.

b) The Appropriateness of the Language

The second aspect to evaluate was the appropriateness of the

language of the developed materials. The language in this context

referred to the language of the instructions of the tasks and the texts

included in the materials. The following table shows the results of the

analysis of the appropriateness of the language of the unit one of the

developed materials.

Table 4.21 The Appropriateness of the Language of the Unit OneNo Items Mean

1

The language of instructions and explanations inthe developed materials is in accordance with theyear X studens of Music Study Program’scognitive development.

3

2The language used in the developed materials isunambiguous and understandable by the students.

3

3The language used in the developed materials isgrammatically correct.

3

4The language used in the developed materials iscohesive and coherent.

3

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5The developed materials consistenly use onevariation of English.

3

Mean (χ) 3

Table 4.21 shows that the mean value of the appropriateness of

the language of the unit one of the developed materials is 3. This makes,

in terms of the appropriateness of the language, this unit falls into the

category of “Good” as the value 3 is in the range of 2.5 < x < 3.24.

c) The Appropriateness of the Presentation

The third aspect to evaluate was the appropriateness of the

presentation of the developed materials. The following table shows the

results of the analysis of the appropriateness of the presentation of the

unit one of the developed materials.

Table 4.22 The Appropriateness of the Presentation of the UnitOne

No Items Mean

1The developed materials are in accordance withthe steps of scientific approach-based learning asrequired by Curriculum 2013.

3

2The arrangement of the developed materials is inaccordance with the characteristics ofcommunicative language learning.

3

3The arrangement of the tasks in the learningmaterials is begun with guided tasks and graduallymoves to the free production tasks.

3

4

The arrangement of the learning activities in thedeveloped materials include activities that focuson linguistic features and the one that focus oncommunicative tasks.

3

5

The learning activities in the developed materialsencourage learners to actively interacting inEnglish with classmates, teachers, and otherpeople.

3

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6

The learning activities in the developed materiaslencourage learners to get involved in both spokenand written communicative events on their owninitiative.

3

7The developed materials promote learners to beresponsible with their own learning so that theybecome autonomous learners.

3

8The developed materials encourage learners tohave self-reflection to identify their achievementsand lacks during their learning.

3

9The learning objectives are stated in every unit ofthe developed materials.

3

10Every unit of the developed materials hassummary part that provides the summary of thelerning materials presented in the unit.

3

11Every unit of the developed materials hashomework part.

3

12Every unit of the developed materials has fun partthat is relevant with the instructional process.

3

Mean (χ) 3

Table 4.22 shows that the mean value of the appropriateness of

the presentation of the unit one of the developed materials is 3. This value

is in the range of 2.5 < x < 3.24 which makes this unit, in terms of the

appropriateness of the presentation, falls into the category of “Good”.

d) The Appropriateness of the Layout

The fourth aspect to evaluate was the appropriateness of the

layout of the developed materials. The following table shows the results

of the analysis of the appropriateness of the layout of the unit one of the

developed materials.

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Table 4.23 The Appropriateness of the Layout of the Unit One

No Items Mean

1The developed materials are printed on ISO-standardized size paper (A4, A5, B5).

4

2The layout of the developed materials isproportional.

4

3The illustration and graphic design in thedeveloped materials are aesthetic and functional.

3

4The illustration in the developed materials help toclarify the presentation of the materials.

4

5The developed materials use the appropriatevariation of fonts.

3

6The developed materials use the right number ofvariation (bold, italic, underline, capitalization).

3

7The overall design of the developed materials isvisually interesting.

4

Mean (χ) 3.57

Table 4.23 shows that the mean value of the appropriateness of

the layout of the unit one of the developed materials is 3.57. This value

is in the range of 3.24 < x < 4 which falls into the category of “Very

Good”.

2) Revisions of Unit One

In general, the expert suggested that the unit one of the materials

needed to be revised in terms of the language by recommending some

grammatical revisions. Then, as the needed revision had been made, the

materials were considered as the final draft. The following table describes

the revisions of unit one of the developed materials.

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Table 4.24 The Revisions of Unit OneParts ofthe Unit

Points to Revise Revision

Task 1 A grammatical mistake in thesentence “Is there any musicfestival take place in yourtown?”

Revising the sentence into “Isthere any music festival takingplace in your town?”

Task 2 No revision No revisionTask 3 No revision No revisionTask 4 A grammatical mistake in one

of the sentences in the text“Perpetual Groove reallysucceeded bringing a trulyamazing show to its big fans.”

Revising the sentence into“Perpetual Groove reallysucceeded in bringing a trulyamazing show to its big fans.”

Task 5 No revision No revisionTask 6 A grammatical mistake in one

of the sentences in the text“When you are reading a textabout an event happened inthe past, what information doyou usually find in the text?”

Revising the sentence into“When you are reading a textabout an event happening inthe past, what information doyou usually find in the text?”

Task 7 No revision No revisionTask 8 A grammatical mistake in one

of the sentences in the text“What the text is about?”

Revising the sentence into“What is the text about?”

Task 9 Grammatical mistakes in oneof the sentences in the text“The examples of recounttexts include: …

Speeches”

Revising the sentence into“Examples of recount textsinclude:…

speeches”Task 10 A grammatical mistake in the

instruction “…you havesimilar answer with yourgroup members.”

Revising the mistake “…youhave similar answer to yourgroup members.”

Task 11 A grammatical mistake in oneof the sentences in the text“Perpetual Groove reallysucceeded bringing a trulyamazing show to its big fans.”

Revising the sentence into“Perpetual Groove reallysucceeded in bringing a trulyamazing show to its big fans.”

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Task 12 Lacking the article the beforethe phrase simple past tense

Putting the article the beforethe phrase simple past tense

Task 13 No revision No revisionTask 14 No revision No revisionTask 15 No revision No revisionTask 17 No revision No revisionTask 18 No revision No revisionTask 19 - A punctuation mistake

that is “… his/ her …”- A grammatical mistake in

one of the sentences in thetext “… what are thedetail information …”

- Revising the punctuationmistake by deleting thespace after slash

- Revising the sentence into“… what is the detailinformation …”

Task 20 No revision No revisionTask 21 No revision No revisionTask 22 No revision No revisionTask 23 No revision No revisionTask 24 No revision No revisionTask 25 A punctuation mistake that is

there is a space after a slashDeleting the space after slash

Task 26 A grammatical mistake in theinstruction of the task “…when you watched a musicfestivals. …”

Revising the instruction into“… when you watched amusic festival. …”

Homework A grammatical mistake in theinstruction “In pairs, make aclipping of texts that aretelling music festivals orconcerts happening in 2013.”

Revising the instruction into“In pairs, make a clipping oftexts telling music festivals orconcerts happening in 2013.”

Let’s sumup

No revision No revision

Let’s havea

reflectionNo revision No revision

Let’s havefun

No revision No revision

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b. The Results of the Expert Judgment Revisions of Unit Two

1) The Results of the Expert Judgment of Unit Two

There were four aspects of the materials that were being evaluated.

Those aspects were the appropriateness of the content, the appropriateness

of the language, the appropriateness of the presentation and the

appropriateness of the layout. The following are the results of the analysis

of the questionnaire for expert judgment of the unit two of the developed

materials.

a) The Appropriateness of the Content

The first aspect to evaluate was the appropriateness of the

content of the developed materials. The following table shows the

results of the analysis of the appropriateness of the content of the unit

two of the developed materials.

Table 4.25 The Appropriateness of the Content of the Unit TwoNo Items Mean

1

The developed materials are in accordance with thecore and basic competences stated in theCurriculum 2013 for year X students of vocationalhigh school.

3

2 The developed materials meet the course grid. 3

3The topics of the units of the developed materialsare relevant with the year X students of Music StudyProgram’s daily life.

3

4The texts in the developed materials are relevantwith the year X students of Music Study Program’scontext.

3

5The developed materials involve the explanationabout the structure of a text of a particular genre.

3

6The developed materials involve the explanationabout social functions of a text of a particular genre.

3

9393

7The developed materials involve the explanation ofthe language features of a text of a particular genre.

3

8The developed materials involve vocabularylearning tasks which are relevant with therequirement of the curriculum.

3

9The developed materials involve pronunciationlearning tasks which are relevant with therequirement of the curriculum.

3

10The developed materials involve learning activitieswhich guide the students to develop theircommunicative competence in spoken language.

3

11The developed materials involve learning activitieswhich guide the students to develop theircommunicative competence in written language.

3

Mean (χ) 3

Table 4.25 shows that the mean value of the appropriateness of

the content of the unit two of the developed materials is 3. This value is

in the range of 2.5 < x < 3.24 which falls into the category of “Good”.

b) The Appropriateness of the Language

The second aspect to evaluate was the appropriateness of the

language of the developed materials. The language in this context

referred to the language of the instructions of the tasks and the texts

included in the materials. The following table shows the results of the

analysis of the appropriateness of the language of the unit two of the

developed materials.

Table 4.26 The Appropriateness of the Language of the Unit Two

No Items Mean

1

The language of instructions and explanations in thedeveloped materials is in accordance with the year Xstudens of Music Study Program’s cognitivedevelopment.

3

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2 The language used in the developed materials isunambiguous and understandable by the students.

3

3 The language used in the developed materials isgrammatically correct.

3

4The language used in the developed materials iscohesive and coherent.

3

5 The developed materials consistenly use onevariation of English.

3

Mean (χ) 3

Table 4.26 shows that the mean value of the appropriateness of

the language of the unit two of the developed materials is 3. This makes,

in terms of the appropriateness of the language, this unit falls into the

category of “Good” as the value 3 is in the range of 2.5 < x < 3.24.

c) The Appropriateness of the Presentation

The third aspect to evaluate was the appropriateness of the

presentation of the developed materials. The following table shows the

results of the analysis of the appropriateness of the presentation of the

unit two of the developed materials.

Table 4.27 The Appropriateness of the Presentation of the Unit TwoNo Items Mean

1The developed materials are in accordance with thesteps of scientific approach-based learning asrequired by Curriculum 2013.

3

2The arrangement of the developed materials is inaccordance with the characteristics ofcommunicative language learning.

3

3The arrangement of the tasks in the learningmaterials is begun with guided tasks and graduallymoves to the free production tasks.

3

4

The arrangement of the learning activities in thedeveloped materials include activities that focus onlinguistic features and the one that focus oncommunicative tasks.

3

9595

5The learning activities in the developed materialsencourage learners to actively interacting in Englishwith classmates, teachers, and other people.

3

6

The learning activities in the developed materiaslencourage learners to get involved in both spokenand written communicative events on their owninitiative.

3

7The developed materials promote learners to beresponsible with their own learning so that theybecome autonomous learners.

3

8The developed materials encourage learners to haveself-reflection to identify their achievements andlacks during their learning.

3

9The learning objectives are stated in every unit of thedeveloped materials.

3

10Every unit of the developed materials has summarypart that provides the summary of the lerningmaterials presented in the unit.

3

11Every unit of the developed materials has homeworkpart.

3

12Every unit of the developed materials has fun partthat is relevant with the instructional process.

3

Mean (χ) 3

Table 4.27 shows that the mean value of the appropriateness of

the presentation of the unit two of the developed materials is 3. This value

is in the range of 2.5 < x < 3.24 which makes this unit, in terms of the

appropriateness of its presentation, falls into the category of “Good”.

d) The Appropriateness of the Layout

The fourth aspect to evaluate was the appropriateness of the

layout of the developed materials. The following table shows the results

of the analysis of the appropriateness of the layout of the unit two of the

developed materials.

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Table 4.28 The Appropriateness of the Layout of the Unit Two

No Items Mean

1The developed materials are printed on ISO-standardized size paper (A4, A5, B5).

4

2 The layout of the developed materials is proportional. 4

3The illustration and graphic design in the developedmaterials are aesthetic and functional.

3

4The illustration in the developed materials help toclarify the presentation of the materials.

4

5The developed materials use the appropriate variationof fonts.

3

6The developed materials use the right number ofvariation (bold, italic, underline, capitalization).

3

7The overall design of the developed materials isvisually interesting.

4

Mean (χ) 3.57

Table 4.28 shows that the mean value of the appropriateness of

the layout of the unit two of the developed materials is 3.57. This value is

in the range of 3.24 < x < 4 which falls into the category of “Very Good”.

2) Revisions of Unit Two

In general, the expert suggested that the unit two of the materials

needed to be revised in terms of the language by recommending some

grammatical revisions. As the needed revision had been made, the materials

were considered as the final draft. The following table describes the

revisions of unit two of the developed materials.

Table 4.29 The Revisions of Unit Two

Parts ofthe Unit

Points to Revise Revision

Task 1 No revision No revisionTask 2 No revision No revisionTask 3 No revision No revision

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Task 4

Grammatical mistakes in thetext:- “… Hades heart had to

be as hard as steel, …"- “… only if Orpheus

fulfill one condition. …”- “… you should never

look back as youascended …”

Revising the mistakes:- “… Hades’ heart had to

be as hard as steel, …"- “… only if Orpheus

fulfilled one condition.…”

- “… you should neverlook back as you ascend…”

Task 5 No revision No revisionTask 6 No revision No revisionTask 7 No revision No revisionTask 8 No revision No revision

Task 9

Grammatical mistakes in thetext:- “… to entertain or

informs the reader orlistener. …”

- “… a complication thatintroduce one or moreproblems …”

- “… the charactersfinally sorts out theproblems …”

- “The examples of anarrative text include:…”

Revising the mistakes:- “… to entertain or

inform the reader orlistener. …”

- “… a complication thatintroduces one or moreproblems …”

- “… the charactersfinally sort out theproblems …”

- “Examples of narrativetexts include: …”

Task 10 No revision No revisionTask 11 No revision No revision

Task 12

Grammatical mistakes in thetext:- “Such kind of sentences

are what so called directspeech.”

- “You can use reportedspeech.”

- “When we use reportedspeech …”

Revising the mistakes:- “Such sentences are

called direct speeches.”- “You can use a reported

speech.”- “When we use a reported

speech …”- “… to change the

sentence into a reportedspeech …”

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- “… to change thesentence into reportedspeech …”

- “… direct and reportedspeech …”

- “… search for articlesabout in on the Internet…”

- “… direct and reportedspeeches …”

- “… search for articlesabout it on the Internet…”

Task 13

A grammatical mistakes inthe instruction “… into goodand meaningful reportedspeech …”

Revising the instruction “…into good and meaningfulreported speeches …”

Task 14 No revision No revision

Task 15A grammatical mistake inthe instruction of the task“Supposed you are …”

Revising the mistake“Suppose you are …”

Task 16

Grammatical mistakes in theinstruction of the task:- “… Stomp the Yard,

High School Musical,Frozen, or any other.”

- “… find out what canyou learn from thestory.”

- “… compare your workwith your partner andfind out whether youhave similar or differentstory.”

Revising grammaticalmistakes in the instructionof the task:- “… Stomp the Yard,

High School Musical,Frozen, or any other.”

- “… find out what youcan learn from thestory.”

- “… compare your workwith your partner findout whether you havesimilar or differentstories.”

Task 17 No revision No revision

Task 18

Grammatical mistakes in thetext:- “What does the speakers

…”- “What is Allan purpose

of …”

Revising the mistakes:- “What do the speakers

…”- “What is Allan’s

purpose of …”

Task 19 No revision No revisionTask 20 No revision No revision

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Task 21

Grammatical mistakes in thetext:- “Hermes hide the cattle

in a cave.”- “Apollo bought Hermes

to …”

Revising the mistakes:- “Hermes hid the cattle in

a cave.”- “Apollo brought Hermes

to …”

Task 22

A grammatical mistake inthe instruction of the task“... discuss with your groupmembers whether you havesimilar answer.”

Revising the mistake “…discuss with your groupmembers whether you havesimilar answers.”

Task 23 No revision No revision

Task 24

A grammatical mistake inthe instruction of the task“… in the box that follow…”

Revising the mistake “… inthe box that follows …”

Task 25 No revision No revision

Task 26

A grammatical mistake inthe instruction of the task“… compare your work withyour friends.”

Revising the mistake “…compare your work withyour friends’.”

Task 27

A grammatical mistake inthe instruction of the task“Supposed you ran a storytelling program …”

Revising the mistake“Suppose you ran a storytelling program …”

Homework No revision No revisionLet’s sum

upNo revision No revision

Let’s havea

reflectionNo revision No revision

Let’s havefun

No revision No revision

c. The Results of the Expert Judgment and Revisions of Unit Three

1) The Results of the Expert Judgment of Unit Three

There were four aspects of the materials that were being evaluated.

Those aspects were the appropriateness of the content, the appropriateness

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of the language, the appropriateness of the presentation and the

appropriateness of the layout. The following are the results of the analysis

of the questionnaire for expert judgment of the unit three of the developed

materials.

a) The Appropriateness of the Content

The first aspect to evaluate was the appropriateness of the

content of the developed materials. The following table shows the

results of the analysis of the appropriateness of the content of the unit

three of the developed materials.

Table 4.30 The Appropriateness of the Content of the Unit ThreeNo Items Mean

1

The developed materials are in accordance with thecore and basic competences stated in theCurriculum 2013 for year X students of vocationalhigh school.

3

2 The developed materials meet the course grid. 3

3The topics of the units of the developed materialsare relevant with the year X students of Music StudyProgram’s daily life.

3

4The texts in the developed materials are relevantwith the year X students of Music Study Program’scontext.

3

5 The developed materials involve the explanationabout the structure of a text of a particular genre.

3

6 The developed materials involve the explanationabout social functions of a text of a particular genre.

3

7The developed materials involve the explanation ofthe language features of a text of a particular genre.

3

8The developed materials involve vocabularylearning tasks which are relevant with therequirement of the curriculum.

3

9The developed materials involve pronunciationlearning tasks which are relevant with therequirement of the curriculum.

3

10The developed materials involve learning activitieswhich guide the students to develop theircommunicative competence in spoken language.

3

101101101

11The developed materials involve learning activitieswhich guide the students to develop theircommunicative competence in written language.

3

Mean (χ) 3

Table 4.30 shows that the mean value of the appropriateness of

the content of the unit three of the developed materials is 3. This value is

in the range of 2.5 < x < 3.24 which means this unit is, in terms of the

appropriateness of its content, in the category of “Good”.

b) The Appropriateness of the Language

The second aspect to evaluate was the appropriateness of the

language of the developed materials. The language in this context

referred to the language of the instructions of the tasks and the texts

included in the materials. The following table shows the results of the

analysis of the appropriateness of the language of the unit three of the

developed materials.

Table 4.31 The Appropriateness of the Language of the Unit Three

No Items Mean

1

The language of instructions and explanations in thedeveloped materials is in accordance with the year Xstudens of Music Study Program’s cognitivedevelopment.

3

2The language used in the developed materials isunambiguous and understandable by the students.

3

3The language used in the developed materials isgrammatically correct.

3

4The language used in the developed materials iscohesive and coherent.

3

5The developed materials consistenly use onevariation of English.

3

Mean (χ) 3

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Table 4.31 shows that the mean value of the appropriateness of

the language of the unit three of the developed materials is 3. This makes,

in terms of the appropriateness of the language, this unit falls into the

category of “Good” as its mean value is in the range of 2.5 < x < 3.24.

c) The Appropriateness of the Presentation

The third aspect to evaluate was the appropriateness of the

presentation of the developed materials. The following table shows the

results of the analysis of the appropriateness of the presentation of the

unit three of the developed materials.

Table 4.32 The Appropriateness of the Presentation of the Unit ThreeNo Items Mean

1The developed materials are in accordance with thesteps of scientific approach-based learning asrequired by Curriculum 2013.

3

2The arrangement of the developed materials is inaccordance with the characteristics ofcommunicative language learning.

3

3The arrangement of the tasks in the learningmaterials is begun with guided tasks and graduallymoves to the free production tasks.

3

4

The arrangement of the learning activities in thedeveloped materials include activities that focus onlinguistic features and the one that focus oncommunicative tasks.

3

5The learning activities in the developed materialsencourage learners to actively interacting in Englishwith classmates, teachers, and other people.

3

6

The learning activities in the developed materiaslencourage learners to get involved in both spokenand written communicative events on their owninitiative.

3

103103103

7The developed materials promote learners to beresponsible with their own learning so that theybecome autonomous learners.

3

8The developed materials encourage learners to haveself-reflection to identify their achievements andlacks during their learning.

3

9The learning objectives are stated in every unit of thedeveloped materials.

3

10Every unit of the developed materials has summarypart that provides the summary of the lerningmaterials presented in the unit.

3

11Every unit of the developed materials has homeworkpart.

3

12Every unit of the developed materials has fun partthat is relevant with the instructional process.

3

Mean (χ) 3

Table 4.32 shows that the mean value of the appropriateness of

the presentation of the unit three of the developed materials is 3. This

value is in the range of 2.5 < x < 3.24 which makes this unit, in terms of

the appropriateness of its presentation, falls into the category of “Good”.

d) The Appropriateness of the Layout

The fourth aspect to evaluate was the appropriateness of the

layout of the developed materials. The following table shows the results

of the analysis of the appropriateness of the layout of the unit three of the

developed materials.

Table 4.33 The Appropriateness of the Layout of the Unit ThreeNo Items Mean

1The developed materials are printed on ISO-standardized size paper (A4, A5, B5).

4

2The layout of the developed materials isproportional.

4

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3The illustration and graphic design in the developedmaterials are aesthetic and functional.

3

4The illustration in the developed materials help toclarify the presentation of the materials.

4

5The developed materials use the appropriatevariation of fonts.

3

6The developed materials use the right number ofvariation (bold, italic, underline, capitalization).

3

7The overall design of the developed materials isvisually interesting.

4

Mean (χ) 3.57

Table 4.33 shows that the mean value of the appropriateness of

the layout of the unit three of the developed materials is 3.57. This value is

in the range of 3.24 < x < 4 which falls into the category of “Very Good”.

2) Revisions of Unit Three

In general, the expert suggested that the unit two of the materials

needed to be revised in terms of the language by recommending some

grammatical revisions. As the needed revision had been made, the materials

were considered as the final draft. The following table describes the

revisions of unit two of the developed materials.

Table 4.34 The Revisions of Unit ThreeParts ofthe Unit

Points to Revise Revision

Task 1A punctuation mistake in thetext in terms of capitalization

Revising the mistake

Task 2 No revision No revisionTask 3 No revision No revisionTask 4 No revision No revisionTask 5 No revision No revisionTask 6 No revision No revisionTask 7 No revision No revision

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Task 8

A punctuation mistake in theinstruction of the task “…“somewhere over theRainbow” by IsraelKamikawiwo’ole …”

Revising the mistake “…“Somewhere over theRainbow” by IsraelKamikawiwo’ole …”

Task 9 No revision No revisionTask 10 No revision No revisionTask 11 No revision No revisionTask 12 No revision No revision

Task 13

Grammatical mistakes in theinstruction of the task “…each situation showed in thepicture … share your workwith other pairs’.”

Revising the mistake “…each situation shown in thepicture … share your workwith other pairs.”

Task 14 No revision No revisionHomework No revision No revision

Let’s sumup

A grammatical mistake in thetext “Here is six simple steps…”

Revising the mistake “Hereare six simple steps …”

Let’s havea

reflectionNo revision No revision

Let’s havefun

No revision No revision

B. Discussion

This research falls into the category of product-based research (Borg &

Gall, 2003) as the main goal of this research is to develop English instructional

materials that suit the needs of students of particular study program that were

year X students of Music Study Program. In attempt to develop the materials, a

set of research methods adapted from the process of materials writing proposed

by Jolly and Bolitho (1998) was applied. Several adaptations were made in

order to make the research feasible within the researcher’s context.

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The very first step of the research was identifying target students’ needs

by conducting needs analysis. The needs analysis was conducted on February

13, 2014 by conducting an interview with the English Teacher of year X of

Music Study Program in SMK N 2 Kasihan and on February 19, 2014 by

distributing questionnaires to 30 year X students of Music Study Program in

SMK N 2 Kasihan. There were nine questions addressed to the English teachers

and there were 30 items in the questionnaire. The questions addressed to the

English teachers and the items in the questionnaires aimed to figure out

students’ needs in terms of learners’ identity (Graves, 2000: 103, Hutchinson &

Waters, 1987: 63), learners’ goal in learning English (Graves, 2000: 104),

necessities (Hutchinson & Waters, 1987: 55), wants (Hutchinson & Waters,

1987: 56), lacks (Hutchinson & Waters, 1987: 55-56), input (Nunan, 2004: 47),

procedure (Nunan, 2004: 52), setting (Nunan, 2004: 70), students’ role (Nunan,

2004: 64-69), and teachers’ role (Nunan, 2004: 64-69).

The results of the needs analysis shows that year X students of Music

Study Program needs English instructional materials of which topics within

units meet their context, that are topics related to music. Added to this, they are

also in need to have English instructional materials that cover the four language

skills−listening, speaking, reading, and writing. Related to the learning

activities, the year X students of Music Study Program preferred learning

activities that allow them to work individually, in pairs, and in groups.

The results of the needs analysis also revealed that most of the year X

students of Music Study Program belonged to the beginner in terms of the

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English proficiency level and were in need to improve their proficiency level

up to the advanced level. The term beginner in this context refers to “beginning

level” in which students already may know a couple hundred English words and

are able to use the a few common survival phrases (Brown, 2001). Thus, it could

be concluded that all of the students of Music Study Program already had the

ability to be involved in minimal communication.

Added to the results of the needs analysis, related to the target needs of

the year X students of Music Study Program, the English curriculum for

vocational high school in Curriculum 2013 already state the detailed core and

basic competences that the students have to reach. Thus, determining what to

cover in the materials, the researcher took into consideration both the results of

the needs analysis and the core and basic competences stated in the curriculum.

The developed materials tried to combine the application of content-

based instruction, scientific approach, and a set of core and basic competences

for English language instruction for year X students of Music study program

stated in the Curriculum 2014. It was for the approach that is considered best to

be applied in ELT in vocational high school that falls into the category of ESP

is content-based instruction while the Curriculum 2013 requires the

instructional process to apply scientific methods.

The process of the materials writing begun with designing the course

grid for the materials. The course grid was designed by referring to the English

curriculum in Curriculum 2013 for vocational high school and considering the

results of the needs analysis. It consisted of core and basic competences; unit

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numbers and titles; indicators of achievement; input texts, grammar, and

vocabulary; and learning tasks. As the course grid had been designed, the next

step was developing the materials.

The developed materials consisted of three units. Each unit of the

materials had different numbers of tasks depending on the competences that the

students have to reach but they had the same unit design that consisted of four

parts: introduction, main lesson, reinforcement, and fun part.

The introduction part consist of several tasks of which purpose is to

introduce the topic of the unit to the students, activate their schemata, especially

related to the topic, and prepare them for the main lesson. The main lesson

consists of tasks that are designed to leads the students to achieve the targeted

competencies stated in the curriculum by practicing the learning items and

experiencing the learning experience. The main lesson are divided into four

stages that are adapted from the steps of the scientific method as required by the

Curriculum 2013 (BSNP). The four stages are observing, questioning, finding

out (combination of collecting data, analyzing data, and communicating

conclusion), and creating/ practicing. The reinforcement part aims to give

students the opportunity to recall what they have learnt through the unit and

reflect on how they have done it to strengthen their response in their learning

process so that they can do their very own self-assessment. The last one is the

fun part of which purpose is to provide games about particular things relevant

with the materials, or any other things that support the instructional materials.

109109109

The unit one of the developed materials was derived from core

competences number 1; 2; 3; and 4 and basic competences number 1.1: 2.3; 3.9;

4.13; and 4.14 of English curriculum for year X vocational high school in

Curriculum 2013. The title of the unit was “Music Festivals” which represented

the theme of the unit. It was chosen as the theme of the unit for it was very much

related with the students’ interest and field of study. The unit one consisted of

26 tasks.

The unit two of the developed materials was derived from core

competences number 1; 2; 3; and 4 and basic competences number 1.1; 2.3;

3.10; and 4.15. The title of the unit was “Tales of Music” which represented the

theme of the unit. It was chosen as the theme of the unit for it is related with the

students’ interest and field of study. The unit two consisted of 27 tasks.

The unit three of the developed materials was derived from core

competences number 1; 2; 3; and 4 and basic competences number 1.1; 2.3;

3.11; and 4.16. The title of the unit was “When the World Sings” which

represented the theme of the unit. It was chosen as the theme of the unit for it

was related with the students’ interest and field of study as well as in accordance

with the targeted competences. The unit three consisted of 14 tasks.

Among the three units of the developed materials, the unit three has the

smallest number of tasks because unlike the other two units, the unit three was

not divided into two cycle: reading-writing cycle and listening-speaking cycle.

It was because the core and basic competences for the unit one and two stated

that the students have to be able to understand both spoken and written forms

110110110

of particular text types while the core and basic competences for unit three do

not state so.

As the process of the materials writing had finished, the three units of

the developed materials were considered as the first draft of the materials. The

next process was materials evaluation. The process of materials evaluation in

this research applied the expertise-based evaluation approach (Borg & Gall,

2003) conducted by distributing questionnaires to an expert.

There were four aspects of the materials that were being evaluated.

Those aspects were the appropriateness of the content, the appropriateness of

the language, the appropriateness of the presentation and the appropriateness of

the layout.

The results of the materials evaluation showed that the developed

materials were good enough. However, there were several parts of the materials

that were in need to be revised. In general, the expert suggested that the first

draft of the materials needed to be revised in terms of the language by revising

several grammar mistakes found in the materials. The detailed revisions of the

materials were available in Table 4.27, Table 4.33, and Table 4.37.

As the needed revision had been made, the materials were considered as

the final draft. The final draft of the materials is available in the appendices.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter is divided into two parts: conclusions and suggestions. The first

part of this chapter presents the conclusions drawn from the findings and discussion

of the research. The second part presents suggestions that the researcher propose to

year X students of Music Study Program, English teachers, and other researchers.

A. Conclusions

The conclusions in this research were drawn from the findings and

discussion presented in the Chapter VI aiming to answer the research questions

of the research. The first one is the conclusion related to the results of the needs

analysis in terms of the students’ target needs. The second one is the results of

the needs analysis in terms of the students’ learning needs. The third one is the

conclusion related to the characteristics of the English instructional materials

that are appropriate for the year X students of Music Study Program.

1. The Target Needs of Year X Students of Music Study Program

Target needs refer to what the learners need to do in the target

situation and are divided into three terms: necessities, lacks, and wants

(Hutchinson & Waters, 1987). The results of the needs analysis conducted

by involving 30 years X students of Music Study Program in SMK N 2

Kasihan revealed that generally the students are in need to learn English in

order to be able to communicate in English in both spoken and written

language. The results of the needs analysis also showed that the students’

current English proficiency level are mostly beginner and they need their

111

112112112

English proficiency level be in the advanced level latter on. Related to the

content or areas of communication, the results of the needs analysis showed

that the year X students of Music Study Program are in need to able to

communicate in English of which topics are related to music and general

fields. Thus, it can be concluded that they need to learn the four language

skills.

2. The Learning Needs of Year X Students of Music Study Program

Learning needs refer to what the learners need to do in order to learn

(Hutchinson & Waters, 1987). Analyzing the learning needs of the year X

students of Music Study Program in this research, the researcher used the

framework of task components proposed by Nunan (2004). The analysis

focused on finding out what the students need to do in order to learn English

in terms of five components of a task: input, procedure, setting, student’s

roles, teacher’s roles.

In terms of inputs for the English learning, the results of the needs

analysis revealed that the year X students of Music Study Program needed

both spoken and written texts of which topics are related to the field of music

and daily life to be involved in the English learning materials. Related to the

forms of the input, the results of the needs analysis showed that the desired

input to be involved in the materials are vary in the forms and generally the

students wanted authentic texts to be involved in the materials.

Related to the procedures and the setting, based on the results of the

needs analysis, the year X students of Music Study Program wanted various

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learning activities to be involved in the instructional process. They wanted

activities that allow them to actively participate in the learning process.

They wanted to be involved in interactive learning, negotiation, information

gathering, and the co-construction of meaning. They wanted learning

activities that give them the opportunity to carry out the activities in both

inside and outside the classroom to be involved in the instructional process.

In relation with the classroom arrangement, the students wanted a classroom

arrangement with alternate setting from time to time. They wanted to work

individually in one meeting then in pairs in another meeting and in groups

in the other meeting.

In terms of teacher and student roles in the instructional process, the

results of the needs analysis revealed that the students wanted to be set free

to manipulate their skills and knowledge to carry out a task. However, they

also expected their teachers to give guidance, help, and feedback from time

to time.

3. The Appropriate English Instructional Materials for Year X Students

of Music Study Program

Instructional materials are a key component in most language

programs as they generally serves as the basis for much of the language

input that learners receive and the language practice that occurs in a

classroom (Richards, 2001). Thus, instructional materials should be

carefully designed so that the materials can meet the learners’ needs and

effectively facilitate their learning.

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Based on the results of the needs analysis, a conclusion of the

appropriate English learning materials for year X students of Music Study

Program can be drawn. The following are the characteristics of the

appropriate English instructional materials for year X students of Music

Study Program.

1. The topic within units of the developed materials should be related to

the field of music. It is on purpose to make the materials to meet the

learners’ interest and are closely related to the learners’ field of study

so that the learners find their learning is meaningful.

2. Each unit of the materials should have the following design:

a. introduction part;

This part consists of several tasks of which purpose is to introduce

the topic of the unit to the students, activate their schemata,

especially related to the topic, and prepare them for the main lesson

b. main lesson;

As required by the Curriculum 2013, the instructional process must

apply the scientific method, so do the arrangement of the tasks in

the instructional materials. The tasks should be arranged based on

the steps of the scientific method. Thus, the tasks are divided into

four stages that are adapted from the steps of the scientific method.

The four stages are observing, questioning, finding out, and

creating/ practicing. In the observing stage, the task is focused on

nudging students to observe a spoken or written text and list items

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they want to know further in order to understand/ produce a text of

particular types. In the questioning stage, the tasks aim to guide the

students to formulate questions based on the list of items they want

to know further and propose temporary answers for the questions.

Following is the finding out stage. This stage is the combination of

the stage of collecting data, analyzing data, and communicating

conclusion in scientific method. The tasks in this stage aims to

guide the students to collect information and identify it to answer

the questions that they have formulated before and then

communicate the answers to their questions in either spoken or

written manner. Then, the last stage in the main lesson is

creating/practicing. The tasks in this stage aim to engage learners

to have semi-guided production up to free-guided production of

texts of particular type.

c. reinforcement;

This part aims to give students the opportunity to recall what they

have learnt through the unit and reflect on how they have done it to

strengthen their response in their learning process so that they can

do their very own self-assessment.

d. fun part.

This part aims to provide games about particular topics relevant

with the materials, or any other things that support the instructional

materials.

116116116

B. Suggestions

In this part, the researcher proposes suggestions to year X students of

Music Study Program, English teachers, and other researchers.

1. To Year X Students of Music Study Program

For year X Students of Music Study Program who wish to use the

developed materials for their learning, the researcher suggests that in order

to be able to meet the targeted competences, the students should be willing

to actively participate in the learning process, do the tasks accordingly, be

willing to practice the English language in both spoken and written

communication, and be willing to have extensive learning by, for example,

having extensive reading and listening, writing journal, etc. In other words,

the students should realize that they are the ones who are responsible to their

learning.

2. To English Teachers

For the English teachers who wish to use the developed materials,

the researcher suggests that the teachers should be well-informed about the

students’ characteristics so that the teachers can provide the right guidance

and help when the students are working on particular tasks. The English

teachers should also be able to play the roles that the students expect their

teachers will play in the instructional process based on the results of the

needs analysis. Added to this, the English teachers should be willing to

make some adaptation on the materials so that the materials will be

applicable and meet their instructional context.

117117117

For the English teachers in general, the researcher suggest that every

English teachers should continually conduct needs analysis so that the

teachers can provide the right help and guidance to facilitate the students’

learning process. The researcher also suggest that teachers should be able to

play a role as participant while the students are engaged in an activity so

that the teachers can liven things up from the inside. This also help the

teachers to develop a good rapport with the students.

3. To Other Researchers

For other material developers or researchers, the researcher proposes

two suggestions. The first one is that needs analysis should be conducted

thoroughly in order to be able to develop materials that can really meet the

learners’ target and learning needs. The second one is in regard with the

government policy that textbooks for instructional process in schools will

be provided by the government, the textbooks are not yet available. Thus, it

is an opportunity for materials developers/researchers to develop English

instructional materials that are in accordance with the Curriculum 2013.

References

Borg, W. R., & Gall, M. D. (2003). Educational Research: An Introduction(7thed.). New York: Longman.

Brinton, Donna. (2003). Content-Based Instruction. In Nunan, David (Ed.),Practical English Language Teaching (pp. 199-224). New York: McGrawHill.

Brown, H. Douglas. (2007). Principles of Language Learning and Teaching, FifthEdition. New York: Pearson Education.

. (2001). Teaching by Principles, Second Edition. New York:Pearson Education.

Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Boston,MA: Heinle&Heinle Publishers

Howard, Jocelyn., & Major, Jae. (2012). Guidelines for Designing EffectiveEnglish Language Teaching Materials in Online Settings Study Mode.[Online version via StudyMode] [viewed on October 2013]

Hutchinson, Tom., & Waters, Alan. (1987). English for specific purposes: Alearning centered approach. Cambridge: Cambridge University Press.

Jeremy, Harmer. 2007. The Practice of English Language Teaching. England:Pearson Education.

Jolly, David. & Bolitho, Rod. (1998). A Framework of Materials Writing. InTomlinson, Brian (Ed.), Materials Development in Language Teaching (90-115). Cambridge: Cambridge University Press.

Kementrian Pendidikan Nasional. (2006). Lampiran Peraturan MenteriPendidikan Nasional Nomor 22 Tahun 2006 Tanggal 23 Mei 2006.Jakarta: Kementrian Pendidikan Nasional Republik Indonesia.

Kementrian Pendidikan dan Kebudayaan. (2013). Kerangka Dasar dan StrukturKurikulum 2013 [ PowerPoint slides]. Retrieved fromhttp://puskurbuk.net on December 2013

Kitao, Kenji., & Kitao, S. Kathleen. (1997). Selecting and Developing Teaching/Learning Materials. The Internet TESL Journal, Vol. IV, No. 4. Retrievedfrom http://iteslj.org on October 2013.

Larsen-Freeman, Diane. (2000). Techniques and Principles in LanguageTeaching. UK: Oxford University Press.

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119119119

Mackay, R. (1978). Identifying the Nature of the Learner's Needs. In R. Mackay& A. Mountford (Eds.), English for specific purposes (pp. 21-42). London,UK: Longman.

Miles, M.B, and Huberman, A.M. (1994). Qualitative Data Analysis, 2nd Ed..Newbury Park, CA: Sage.

Nunan, D. (2004). Task-Based Language Teaching. Cambridge: CambridgeUniversity Press.

Nation, I. S. P., & Macalister, John. (2010). Language Curriculum Design. NewYork: Raoutledge.

Peraturan Menteri Pendidikan Republik Indonesia Nomor 70 Tahun 2013 tentangKerangka Dasar dan Struktur Kurikulum Sekolah Menengah Kejuruan/Madrasah Aliyah Kejuruan.

Richards, Jack. C. (2001). Curriculum Development in Language Teaching. NewYork: Cambridge University Press.

. (2006). Communicative Language Teaching Today. New York:Cambridge University Press.

Richards, Jack. C., & Renandya, A. Willy. (2002). Methodology in LanguageTeaching: An Anthology of Current Practice. New York: CambridgeUniversity Press.

Richards, Jack. C., & Rodgers, Theodore. S. (1986). Approaches and Methods inLanguage Teaching. New York: Cambridge University Press.

Richards, Jack. C., & Schmidt, Richard. (2002). Longman Dictionary ofLanguage Teaching and Applied Linguistics, Third Edition. Harlow:Pearson Education Limited.

Stoller, Fredrica L. (2002). Project Work: A Means to Promote Language andContent. In Jack. C. Richards, & Willy A. Renandya. (Eds.), Methodologyin Language Teaching: An Anthology of Current Practice (pp. 107-119).New York: Cambridge University Press.

Tomlinson, Brian. (1998). Materials Development in Language Teaching.Cambridge: Cambridge University Press.

. (2008). English Language Materials: A Critical Review. London:Continuum.

120120120

Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang SistemPendidikan Nasional.

APPENDICES

APPENDIX A.

THE NEEDS ANALYSISINSTRUMENTS

KEMENTRIAN PENDIDIKAN DAN KEBUDAYAANUNIVERSITAS NEGERI YOGYAKARTA

FAKULTAS BAHASA DAN SENIAlamat: Karangmalang, Yogyakarta 55281 (0274) 550843, 548207 Fax. (0274) 548207http://www.fbs.uny.ac.id

Kepada : Siswa Kelas X SMK Negeri 2 Kasihan

Assalamu’alaikum, Wr. Wb.

Dalam rangka penelitian tentang pengembangan materi pembelajaran Bahasa Inggris untuk siswa

kelas X jurusan Musik di SMK Negeri 2 Kasihan, pada kesempatan kali ini peneliti meminta

kesedian Anda untuk mengisi angket kebutuhan siswa. Angket ini bukan dimaksudkan untuk

menguji kemampuan Anda, melainkan untuk mengetahui kebutuhan siswa kelas X jurusan Musik

terkait dengan materi pembelajaran bahasa Inggris. Jawaban Anda tidak akan mempengaruhi nilai

Anda. Oleh karena itu, jawaban jujur dan sesuai dengan kondisi Anda sangat diharapkan untuk

membantu kelancaran penelitian ini. Adapun jawaban dan identitas Anda dalam angket ini akan

dijaga kerahasiaannya sesuai dengan kode etik penelitian.

Terima kasih.

Wassalamu’alaikum, Wr. Wb.

Yogyakarta, Januari 2013Peneliti,

Winda Presti MawarsihNIM. 10202244090

ANGKET ANALISA KEBUTUHAN SISWA

UNTUK PENGEMBANGAN MATERI PEMBELAJARAN BAHASA INGGRIS

SEKOLAH MENENGAH KEJURUAN JURUSAN MUSIK

KELAS X

A. Identitas Responden

Nama : ....................................................................................

Jenis Kelamin : L / P (coret yang tidak perlu)

Tempat dan Tanggal Lahir : ....................................................................................

Alamat Tempat Tinggal : ....................................................................................

....................................................................................

B. Berikut adalah pertanyaan-pertanyaan untuk mendeskripsikan kondisi Anda saat ini.Lingkari pilihan jawaban yang telah disediakan sesuai dengan kondisi Anda. Apabilajawaban Anda tidak tersedia dalam alternatif pilihan jawaban, silakan menuliskanjawaban Anda di bagian “Lain-lain”.

1. Tujuan saya belajar Bahasa Inggris adalah ...........................................................(Boleh memilih lebih dari satu jawaban)

a. mendapatkan nilai bagus di raporb. lulus UANc. untuk bisa berkomunikasi secara lisan maupun tertulis dalam Bahasa

Inggrisd. untuk bisa memahami literatur dalam Bahasa Inggrise. memiliki bekal untuk melanjutkan pendidikan di jenjang universitas

jurusan musikf. memiliki bekal untuk melanjutkan pendidikan di jenjang universitas

jurusan selain musikg. lain-lain .....................................................................................................

2. Kemampuan Bahasa Inggris saya saat ini berada pada level ................................(Pilih satu jawaban)

a. Pemula (Beginner) : dapat memahami kalimat dan ungkapansederhana yang sering muncul dalamkehidupan sehari-hari

b. Menengah (Intermediate) : dapat memahami inti atau maksud dari teksyang rumit dan memberikan tanggapanmengenai teks tersebut

c. Mahir (Advanced) : dapat memahami berbagai macam bentuk teksdan memahami makna tersirat dalam sebuahteks

3. Untuk menunjang karir saya ke depannya, saya perlu memiliki kemampuanBahasa Inggris pada level .....................................................................................(Pilih satu jawaban)

a. Pemula (Beginner) : dapat memahami kalimat dan ungkapansederhana yang sering muncul dalamkehidupan sehari-hari

b. Menengah (Intermediate) : dapat memahami inti atau maksud dari teksyang rumit dan memberikan tanggapanmengenai teks tersebut

c. Mahir (Advanced) : dapat memahami berbagai macam bentuk teksdan memahami makna tersirat dalam sebuahteks

4. Setelah lulus dari SMK, saya memerlukan Bahasa Inggris untuk ........................(Boleh memilih lebih dari satu jawaban)

a. memahami bacaan dalam Bahasa Inggris yang berkaitan dengan bidangmusik

b. berkomunikasi dengan penutur asli (native speaker) Bahasa Inggris secaralisan

c. berkomunikasi dengan penutur asli (native speaker) Bahasa Inggris secaratertulis

d. berkomunikasi menggunakan Bahasa Inggris dengan non-native Englishspeaker secara lisan

e. berkomunikasi menggunakan Bahasa Inggris dengan non-native Englishspeaker secara tertulis

f. lain-lain ....................................................................................................

5. Kemampuan dalam Bahasa Inggris yang saya ingin tingkatkan adalah ...............................................................................................................................................(Pilih satu jawaban)

a. Kemampuan berbicara (speaking)b. Kemampuan menyimak (listening)c. Kemampuan membaca (reading)d. Kemampuan menulis (writing)

6. Topik yang saya inginkan dalam pembelajaran Listening (Menyimak) adalah yangberkaitan dengan ...................................................................................................(Boleh memilih lebih dari satu jawaban)

a. kehidupan sehari-harib. bidang musikc. isu/ berita terkinid. pedidikan/ akademise. lain-lain .....................................................................................................

7. Topik yang saya inginkan dalam pembelajaran Speaking (Berbicara) adalah yangberkaitan dengan ...................................................................................................(Boleh memilih lebih dari satu jawaban)

a. kehidupan sehari-harib. bidang musikc. isu/ berita terkinid. pedidikan/ akademise. lain-lain .....................................................................................................

8. Topik yang saya inginkan dalam pembelajaran Reading (Membaca) adalah yangberkaitan dengan ...................................................................................................(Boleh memilih lebih dari satu jawaban)

a. kehidupan sehari-harib. bidang musikc. isu/ berita terkinid. pedidikan/ akademise. lain-lain .....................................................................................................

9. Topik yang saya inginkan dalam pembelajaran Writing (Menulis) adalah yangberkaitan dengan ...................................................................................................(Boleh memilih lebih dari satu jawaban)

a. kehidupan sehari-harib. bidang musikc. isu/ berita terkinid. pedidikan/ akademise. lain-lain .....................................................................................................

10. Dalam pembelajaran Listening (Menyimak), input yang saya inginkan berupa ..................................................................................................................................(Boleh memilih lebih dari satu jawaban)

a. monolog dan dialog tanpa gambar (audio recording)b. monolog dan dialog dengan gambar (audio and video recording)c. materi otentik, seperti siaran radio, siaran berita, film, lagu, dsb.d. lain-lain ....................................................................................................

11. Dalam pembelajaran Speaking (Berbicara), input yang saya inginkan berupa ....................................................................................................................................(Boleh memilih lebih dari satu jawaban)

a. monolog dan dialog tanpa gambar (audio recording)b. monolog dan dialog dengan gambar (audio and video recording)c. materi otentik, seperti siaran radio, siaran berita, film, lagu, dsb.d. lain-lain ....................................................................................................

12. Dalam pembelajaran Reading (Membaca), input yang saya inginkan berupa ......................................................................................................................................(Boleh memilih lebih dari satu jawaban)

a. artikel majalah, koran, dan media massa lainnyab. cerita pendek, puisi, dan lirik laguc. brosur, iklan, dan labeld. komik dan kartune. teks yang berkaitan dengan bidang musikf. Lain-lain ....................................................................................................

13. Dalam pembelajaran Writing (Menulis), input yang saya inginkan berupa .........................................................................................................................................(Boleh memilih lebih dari satu jawaban)

a. contoh teks yang akan dipelajarib. kosa kata baru yang terkait dengan teks yang akan dipelajari beserta

maknanyac. penjelasan struktur kebahasaan yang digunakan dalam teks yang akan

dipelajarid. lain-lain .....................................................................................................

14. Panjang teks yang saya inginkan dalam pembelajaran Listening (Menyimak)adalah ....................................................................................................................(Pilih satu jawaban)

a. < 100 katab. 100 – 150 katac. 150 – 200 katad. > 200 kata

15. Panjang teks yang saya inginkan dalam pembelajaran Reading (Membaca) adalah................................................................................................................................(Pilih satu jawaban)

a. < 100 katab. 100 – 150 katac. 150 – 200 katad. > 200 kata

16. Panjang teks yang saya inginkan dalam pembelajaran Speaking (Berbicara) adalah................................................................................................................................(Pilih satu jawaban)

a. < 100 katab. 100 – 150 katac. 150 – 200 katad. > 200 kata

17. Panjang teks yang saya inginkan dalam pembelajaran Writing (Menulis) adalah................................................................................................................................(Pilih satu jawaban)

a. < 100 katab. 100 – 150 katac. 150 – 200 katad. > 200 kata

18. Dalam pembelajaran Listening (Menyimak), kegiatan yang ingin saya lakukanadalah ....................................................................................................................(Boleh memilih lebih dari satu jawaban)

a. mengidentifikasi isi secara umum dari monolog/ dialog yang disimakb. mengidentifikasi informasi tertentu dalam monolog/ dialog yang disimakc. mengidentifikasi ungkapan-ungkapan tertentu dalam monolog/ dialog yang

disimakd. secara lisan menjawab pertanyaan-pertanyaan yang berkaitan dengan

monolog/ dialog yang disimake. secara tertulis menjawab pertanyaan-pertanyaan yang berkaitan dengan

monolo/ dialog yang disimakf. melengkapi teks rumpang dengan menyimak monolog/ dialogg. menceritatakan kembali dengan menggunakan bahasa sendiri isi monolog/

dialog yang disimakh. lain-lain .....................................................................................................

19. Dalam pembelajaran Speaking (Berbicara), kegiatan yang ingin saya lakukanadalah ....................................................................................................................(Boleh memilih lebih dari satu jawaban)

a. mempraktikan dialog yang ada dalam materib. berdiskusi tentang topik tertentu dengan temanc. menyampaikan hasil diskusi/ cerita/ pidato/ laporan di depan kelasd. membuat dialog/ monolog secara mandiri berdasar topik tertentue. bertukar informasi dengan teman untuk mendapatkan informasi yang utuh

tentang suatu topikf. membaca nyaringg. wawancara teman/ guru/ masyarakath. lain-lain .....................................................................................................

20. Dalam pembelajaran Reading (Membaca), kegiatan yang ingin saya lakukanadalah ....................................................................................................................(Boleh memilih lebih dari satu jawaban)

a. membaca untuk mencari tahu isi bacaan secara umumb. membaca untuk mencari informasi tertentu dalam bacaanc. membaca teks secara individu kemudian menjawab pertanyaan-pertanyaan

terkait dengan teks yang dibaca

d. berdiskusi dengan teman untuk memahami isi sebuah bacaane. menuliskan kembali dengan bahasa sendiri isi dari teks yang telah dibacaf. lain-lain .....................................................................................................

21. Dalam pembelajaran Writing (Menulis), kegiatan yang ingin saya lakukan adalah................................................................................................................................(Boleh memilih lebih dari satu jawaban)

a. menyusun kata-kata acak menjadi sebuah kalimat yang padub. menyusun kalimat-kalimat acak menjadi sebuah paragraf yang paduc. menyusun paragraf-paragraf acak menjadi sebuah teks yang padud. mengidentifikasi dan memperbaiki kesalahan dalam struktur kalimate. mengidentifikasi dan memperbaiki kesalahan tanda bacaf. melengkapi teks rumpangg. menulis teks secara mandiri berdasarkan contoh yang diberikanh. menulis teks berdasarkan gambar/ tabel/ diagrami. menulis kesimpulan dari sebuah teksj. lain-lain .....................................................................................................

22. Dalam pembelajaran vocabulary, kegiatan yang ingin saya lakukan adalah ........(Boleh memilih lebih dari satu jawaban)

a. mencocokan kata-kata dengan pilihan makna yang telah disediakanb. mencari sinonim katac. mencari makna kata dalam kamusd. melengkapi kalimat dengan kata-kata yang telah disediakan sehingga

menjadi kalimat yang padue. melengkapi kalimat dengan kata-kata sendiri sehingga menjadi kalimat

yang paduf. mencari makna kata dalam teks berdasarkan konteksnya dalam teksg. mencocokkan kata dengan gambarh. mengidentifikasi jenis kata: kata kerja, kata benda, kata keterangan, dsbi. lain-lain .....................................................................................................

23. Dalam pembelajaran grammar, kegiatan yang saya ingin lakukan adalah ...........................................................................................................................................(Boleh memilih lebih dari satu jawaban)

a. mengidentifikasi dan memperbaiki kesalahan dalam kalimatb. menghafal rumus tata bahasa, misal rumus simple present tensec. membuat kalimat yang padu secara mandiri berdasarkan grammar yang

diajarkand. menyusun kata-kata acak menjadi kalimat yang padue. lain-lain .....................................................................................................

24. Dalam pembelajaran pronounciation, kegiatan yang ingin saya lakukan adalah .(Boleh memilih lebih dari satu jawaban)

a. menirukan pengucapan yang dicontohkan gurub. melihat cara pengucapan (phonetic transcription)c. membaca nyaringd. berlatih mengucapkan kata-kata yang memliki bunyi yang hampir samae. lain-lain .....................................................................................................

25. Dalam pembelajaran Bahasa Inggris, saya lebih suka melakukan kegiatan secara................................................................................................................................(Boleh memilih lebih dari satu jawaban)

a. individub. berpasanganc. dalam kelompokd. lain-lain .....................................................................................................

26. Dalam pembelajaran Bahasa Inggris, saya lebih suka jika kegiatan belajar-mengajar dilaksanakan di ......................................................................................

a. seluruhnya di dalam kelasb. seluruhnya di luar kelasc. di dalam kelas dan di luar kelasd. lain-lain .....................................................................................................

27. Dalam pembelajaran Bahasa Inggris, saya lebih suka jika ...................................(Boleh memilih lebih dari satu jawaban)

a. hanya mendengarkan penjelasan gurub. menulis semua informasi yang diberikan guruc. berdiskusi dalam kelompok untuk menyelesaikan tugasd. dibimbing guru dalam mengerjakan setiap tugase. diberi kebebasan berkreasi dalam mengerjakan tugasf. lain-lain .....................................................................................................

28. Dalam pembelajaran Bahasa Inggris, saya lebih suka jika guru ...........................(Boleh memilih lebih dari satu jawaban)

a. menjelaskan materi dari awal sampai akhir proses pembelajaranb. memberikan contoh-contoh sebelum memberikan tugasc. memberikan koreksi setiap kali siswa membuat kesalahand. memberikan bantuan hanya jika siswa memintae. terlibat sebagai partisipan dalam kegiat belajarf. membahas tugas-tugas yang diberikang. lain-lain .....................................................................................................

PANDUAN WAWANCARAANALISA KEBUTUHAN SISWA

UNTUK PENGEMBANGAN MATERI PEMBELAJARAN BAHASA INGGRISSEKOLAH MENENGAH KEJURUAN JURUSAN MUSIK

KELAS X

Panduan Wawancara Guru Bahasa Inggris

1. Bagaimana sikap siswa terhadap proses pembelajaran Bahasa Inggris?2. Apakah kendala yang sering dihadapi dalam proses pembelajaran Bahasa Inggris?3. Apakah tindakan yang dilakukan untuk mengatasi kendala tersebut?4. Apa sajakah aktivitas pembelajaran yang diminati siswa?5. Apakah materi ajar yang digunakan dalam pembelajaran Bahasa Inggris selama ini?6. Apakah kriteria pemilihan bahan ajar yang digunakan selama ini?7. Apakah kesulitan yang ditemui guru terkait dengan materi pembelajaran?8. Apakah sekolah menyediakan bahan ajar untuk pembelajaran Bahasa Inggris?9. Apa saja sumber bahan ajar yang digunakan dalam pembelajaran Bahasa Inggris?

APPENDIX B.

THE NEEDS ANALYSIS DATA

THE NEEDS ANALYSIS DATA

NO QUESTIONS ITEMS F N %

1My goal inlearning Englishis …

a. to get good marks 30 3 10.00b. to be able to pass the National

Examination30 5 16.67

c. to be able to communicate in Englishin both spoken and written manner

30 19 63.33

d. to be able to comprehend literatures inEnglish

30 9 30.00

e. to have a preparation beforecontinuing to study majoring in musicin the university level

30 14 46.67

f. to have a preparation beforecontinuing to study majoring in anymajor in the university level

30 4 13.333

g. others 30 0 0

2

My currentEnglishproficiency levelis …

a. beginner 30 19 63.33b. intermediate 30 11 36.67c. advanced 30 0 0

3

I need to elevatemy Englishproficiency levelup to … level.

a. beginner 30 0 -b. intermediate 30 10 33.33c. advanced 30 20 66.67

4

As I graduatedfrom vocationalhigh school, Ineed English for…(You maychoose morethan one option.)

a. understanding literature in English onthe field of music

30 16 53.33

b. communicating with English nativespeakers in spoken manner

30 15 50.00

c. communicating with English nativespeakers in written manner

30 9 30.00

d. communicating with non-Englishnative speakers in spoken manner

30 10 33.33

e. communicating with non-Englishnative speakers in written manner

30 4 13.33

f. others 30 2 6.67

5

The languageskill that I wantto improve themost is ….

a. Speaking 30 26 86.67b. Listening 30 2 6.67c. Reading 30 1 3.33d. Writing 30 1 3.33

6

Topic that I wantto be involved inmaterials forlearning listeningis related to …

a. daily life 30 19 63.33b. music 30 17 56.67c. current issues 30 4 13.33d. academic issues 30 14 46.67e. others 30 1 3.33

(You maychoose morethan one option.)

7

Topic that I wantto be involved inmaterials forlearningspeaking isrelated to …(You maychoose morethan one option.)

a. daily life 30 22 73.33b. music 30 17 56.67c. current issues 30 5 16.67d. academic issues 30 13 43.33

e. others 30 1 3.33

8

Topic that I wantto be involved inmaterials forlearning readingis related to …(You maychoose morethan one option.)

a. daily life 30 8 26.67b. music 30 17 56.67c. current issues 30 11 36.67d. academic issues 30 12 40.00

e. others 30 0 0

9

Topic that I wantto be involved inmaterials forlearning writingis related to …(You maychoose morethan oneoptions.)

a. daily life 30 16 53.33b. music 30 17 56.67c. current issues 30 7 23.33d. academic issues 30 13 43.33

e. others 30 0 0

10

Input forlearning listeningthat I want to beinvolved in thematerials is …(You maychoose morethan one option.)

a. monologues and dialogues withoutpicture (audio recording)

30 9 30.00

b. monologues and dialogues withpicture (audio and video recording)

30 19 63.33

c. authentic materials such as radiobroadcasts, news broadcasts, movies,songs, etc.

30 14 46.67

d. others 30 0 0

11

Input forlearningspeaking that Iwant to beinvolved in thematerials is …(You maychoose morethan one option.)

a. monologues and dialogues withoutpicture (audio recording)

30 12 40.00

b. monologues and dialogues withpicture (audio and video recording)

30 15 50.00

c. authentic materials such as radiobroadcasts, news broadcasts, movies,songs, etc.

30 11 36.67

d. others 30 0 0

12

Input forlearning readingthat I want to beinvolved in thematerials is …(You maychoose morethan one option.)

a. articles taken from magazines,newspaper, or other mass media

30 12 40.00

b. short stories, poems, and song lyrics 30 15 50.00c. brochures, advertisements, and labels 30 5 16.67d. comic strips and cartoons 30 9 30.00e. texts related to music 30 13 43.33f. others 30 0 0

13

Input forlearning writingthat I want to beinvolved in thematerials is …(You maychoose morethan one option.)

a. examples of texts of particular genres 30 9 30.00b. lists of vocabularies related to the

texts in the materials along with theirmeanings

30 21 70.00

c. explanation of the language featuresof particular genre of texts in thematerials

30 10 33.33

d. others 30 1 3.33

14

The length oftexts that I wantto be involved inthe materials forlearning listeningis ….

a. < 100 words 30 13 43.33b. 100-150 words 30 12 40.00c. 150-200 words 30 3 10.00

d. > 200 words 30 2 6.67

15

The length oftexts that I wantto be involved inthe materials forlearning readingis ….

a. < 100 words 30 12 40.00b. 100-150 words 30 9 30.00c. 150-200 words 30 6 20.00

d. > 200 words 30 3 10.00

16

The length oftexts that I wantto be involved inthe materials forlearningspeaking is ….

a. < 100 words 30 6 20.00b. 100-150 words 30 11 36.67c. 150-200 words 30 5 16.67

d. > 200 words 30 8 26.67

17

The length oftexts that I wantto be involved inthe materials forlearning writingis ….

a. < 100 words 30 11 36.67b. 100-150 words 30 12 40.00c. 150-200 words 30 3 10.00

d. > 200 words 30 4 13.33

18

Activities that Iwant to beinvolved inlearning listeningare …

a. listening for main idea 30 8 26.67b. listening for specific information 30 12 40.00c. listening to identify the meaning of

particular words/phrases/languagefunctions

30 9 30.00

(You maychoose morethan one option.)

d. orally answering questions related toa monologue/dialogue

30 9 30.00

e. answering questions related to amonologue/dialogue in writing

30 9 30.00

f. listening to complete a text 30 6 20.00g. listening to retell 30 10 33.33h. others 30 0 0

19

Activities that Iwant to beinvolved inlearningspeaking are …(You maychoose morethan one option.)

a. practicing dialogues 30 11 36.67b. having small-group discussion about

particular topics30 11 36.67

c. presenting the results of a discussion,telling a story, delivering a speech, infront of the class

30 7 23.33

d. making dialogues or monologuesabout particular topics

30 5 16.67

e. reading aloud 30 15 50.00f. interviewing 30 4 13.33g. interviewing 30 3 10.00h. others 30 0 0

20

Activities that Iwant to beinvolved inlearning readingare …(You maychoose morethan one option.)

a. reading for general information 30 16 53.33b. reading for specific information 30 11 36.67c. reading for comprehension 30 11 36.67d. having a discussion with classmates

to be able to understand a text30 9 30.00

e. reading to rewrite and summarize 30 4 13.33f. others 30 0 0

21

Activities that Iwant to beinvolved inlearning writingare …(You maychoose morethan one option.)

a. arranging jumbled words into a goodand meaningful sentence

30 13 43.33

b. arranging jumbled sentences into agood and meaningful paragraph

30 11 36.67

c. arranging jumbled sentences into agood and meaningful paragraph

30 6 20.00

d. identifying and editing grammaticalmistakes in a sentence

30 8 26.67

e. identifying and editing punctuationmistakes in a text

30 7 23.33

f. completing missing words in a text 30 9 30.00g. individually writing a text based on

the examples given30 6 20.00

h. writing a text based on a picture/table/ diagram

30 10 33.33

i. writing a conclusion of a text 30 6 20.00j. others 30 0 0

22 a. matching words with their meaning 30 9 30.00

Activities that Iwant to beinvolved inlearningvocabulary are…(You maychoose morethan one option.)

b. finding the synonym of words 30 6 20.00c. finding word’s meaning in the

dictionary30 15 50.00

d. completing a sentence with theappropriate words provided

30 6 20.00

e. completing a sentence with theappropriate words

30 9 30.00

f. guessing words’ meaning based ontheir context in a text

30 7 23.33

g. matching words with the appropriatepictures which represent the words’meaning

30 5 16.67

h. identifying part of speech 30 9 30.00i. others 30 0 0

23

Activities that Iwant to beinvolved inlearninggrammar are …(You maychoose morethan one option.)

a. identifying and editing grammaticalmistakes in a sentence

30 9 30.00

b. memorizing formulas of tenses inEnglish

30 12 40.00

c. individually making my ownsentences using particular grammarpoint just learned

30 15 50.00

d. arranging jumbled words into a goodand meaningful sentence

30 7 23.33

e. others 30 1 3.33

24

Activities that Iwant to beinvolved inlearningpronunciationare …(You maychoose morethan one option.)

a. repeating the examples given byteachers

30 10 33.33

b. checking phonetic transcription in adictionary

30 18 60.00

c. reading aloud 30 3 10.00d. practicing pronouncing words with

minimal pairs30 18 60.00

e. others 30 0 0

25

In the Englishinstructionalprocess, I preferto work ….(You maychoose morethan one option.)

a. individually 30 9 30.00b. in pairs 30 11 36.67c. in small groups 30 23 76.67

d. others 30 0 0

26

In the Englishinstructionalprocess, I preferto have a class…

a. in the classroom 30 3 10.00b. outside the classroom 30 7 23.33c. inside and outside the classroom 30 25 83.33d. others 30 0 0

27

In the Englishinstructionalprocess, I preferto ….(You maychoose morethan one option.)

a. listen to teacher’s explanation duringthe class

30 6 20.00

b. take note of all of the informationgiven by teachers

30 4 13.33

c. work in groups to accomplish a task 30 16 53.33d. receive helps and guidance from

teachers to accomplish every task30 12 40.00

e. be set free to manipulate myknowledge and skills to accomplish atask

30 15 50.00

f. others 30 0 0

28

In the Englishinstructionalprocess, I prefermy teacher to …(You maychoose morethan one option.)

a. explain the materials from thebeginning up to the end of the class

30 12 40.00

b. give examples of a text of particularbefore giving any assignment

30 17 56.67

c. giving correction whenever thestudents make a mistake

30 10 33.33

d. provide assistance only when thestudents ask

30 8 26.67

e. be involved as participant in thelearning activities

30 11 36.67

f. discuss the tasks given to the students 30 8 26.67g. others 30 0 0

APPENDIX C.

COURSE GRID

COURSE GRID

ENGLISH INSTRUCTIONAL MATERIALS FOR YEAR X STUDENTS OF MUSIC STUDY PROGRAM

UNIT 1

Grade/ Semester : X/ 2Study Program : Music Study ProgramCore and Basic Competences :

Core Competences Basic Competences1. Menghayati dan mengamalkan ajaran agama yang

dianutnya1.1. Mensyukuri kesempatan dapat mempelajari bahasa

Inggris sebagai bahasa pengantar komunikasiinternasional yang diwujudkan dalam semangat belajar.

2. Menghayati dan mengamalkan perilaku jujur, disiplin,tanggungjawab, peduli (gotong royong, kerjasama,toleran, damai), santun, responsif dan pro-aktif danmenunjukkan sikap sebagai bagian dari solusi atasberbagai permasalahan dalam berinteraksi secara efektifdengan lingkungan sosial dan alam serta dalammenempatkan diri sebagai cerminan bangsa dalampergaulan dunia.

2.3. Menunjukkan perilaku tanggung jawab, peduli,kerjasama, dan cinta damai, dalam melaksanakankomunikasi fungsional.

3. Memahami ,menerapkan, menganalisis pengetahuanfaktual, konseptual, prosedural berdasarkan rasaingintahunya tentang ilmu pengetahuan, teknologi, seni,budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan, dan peradaban terkaitpenyebab fenomena dan kejadian, serta menerapkanpengetahuan prosedural pada bidang kajian yangspesifik sesuai dengan bakat dan minatnya untukmemecahkan masalah

3.9. Menganalisis fungsi sosial, struktur teks, dan unsurkebahasaan dari teks recount tentang pengalaman,kejadian, dan peristiwa, sederhana, sesuai dengankonteks penggunaannya.

4. Mengolah, menalar, dan menyaji dalam ranah konkret danranah abstrak terkait dengan pengembangan dari yangdipelajarinya di sekolah secara mandiri, dan mampumenggunakan metoda sesuai kaidah keilmuan

4.13. Menangkap makna teks recount lisan dan tulis, sederhana,tentang pengalaman, kegiatan, kejadian, dan peristiwa.

4.14. Menyusun teks recount lisan dan tulis, sederhana, tentangkegiatan, kejadian, peristiwa, dengan memperhatikanfungsi sosial, struktur teks, dan unsur kebahasaan yangbenar dan sesuai konteks.

Unit/ Topic Indicators Input ActivityUnit 1Music Festivals

Students are able to:1. identify the purpose

of a recount text;2. use past tense to

recount events;3. use appropriate time

conjunctions;4. recount personal

experiences and pastevents honestly.

- Spoken and written recounttexts about music festivals

- Language features andstructure of recount text

- List of vocabulary related to thetopic

- Explanation of simple pasttense

- Explanation of timeconjunction

Warm Up Students answer questions about the topic of the

unit based on their personal experience. Students listen to a recording about music

festival. Students have a vocabulary exercise related to the

topic of the unit.Reading and Writing Observing- Students read a recount text and then identify

things they want to know further related tothe text.

Questioning- Students formulate questions by referring to

the list of things they want to know furtherrelated to the text type and, in pairs, proposetemporary answers to the questions.

Collecting and Analyzing Data andCommunicating- Students read a recount text, do vocabulary

exercise, answer comprehension questionsand share their answers with their friends.

- Students study and find out more informationabout the structure and language features ofrecount text by reading books or searching onthe Internet and then share the result of theirwork with classmates.

- Students practice identifying structure of arecount text and present their answers ingroups.

- Students identify verbs in a recount text.- Students study and find out more information

about simple past tense by reading books orsearching on the Internet and then share theresult of their work with classmates.

- Students have grammar exercises andcompare their answers with classmates as theyfinish.

Creating- Students in pairs arranging jumbled

paragraphs into a good and meaningful text.- Students individually rewrite a recount text

using their own words and present their workin groups.

- Students individually rewrite an article aboutpast event using their own words and presenttheir work in front of the class.

Listening and Speaking Observing- Students listen to a recording of a recount

text and then identify things they want toknow further related to the recording.

Questioning- Students formulate questions by referring to

the list of things they want to know furtherrelated to the recording and, in pairs, proposetemporary answers to the questions.

Collecting and Analyzing Data andCommunicating- Students listen to a recording, do vocabulary

exercise, answer comprehension questions,and share their answers with friends.

- Students practice identifying the structure of aspoken recount text and present their answerin groups.

- Students study and find more informationabout time conjunction by reading books orsearching on the Internet and then share theirwork with classmates.

- Students practice identifying timeconjunction in a recount text and share theirresults of their work in groups.

Creating- Students interview one of their friends’ about

his/ her experience based on a list of questionsand then retell it in front of the class.

- Students individually recount one of theirexperiences dealing with music in front of theclass.

COURSE GRID

ENGLISH INSTRUCTIONAL MATERIALS FOR YEAR X STUDENTS OF MUSIC STUDY PROGRAM

UNIT 2

Grade/ Semester : X/ 2Study Program : Music Study ProgramCore and Basic Competences :

Core Competences Basic Competences1. Menghayati dan mengamalkan ajaran agama yang

dianutnya1.1 Mensyukuri kesempatan dapat mempelajari bahasa

Inggris sebagai bahasa pengantar komunikasiinternasional yang diwujudkan dalam semangat belajar.

2. Menghayati dan mengamalkan perilaku jujur, disiplin,tanggungjawab, peduli (gotong royong, kerjasama,toleran, damai), santun, responsif dan pro-aktif danmenunjukkan sikap sebagai bagian dari solusi atasberbagai permasalahan dalam berinteraksi secara efektifdengan lingkungan sosial dan alam serta dalammenempatkan diri sebagai cerminan bangsa dalampergaulan dunia.

2.3. Menunjukkan perilaku tanggung jawab, peduli,kerjasama, dan cinta damai, dalam melaksanakankomunikasi fungsional.

3. Memahami ,menerapkan, menganalisis pengetahuanfaktual, konseptual, prosedural berdasarkan rasaingintahunya tentang ilmu pengetahuan, teknologi, seni,budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan, dan peradaban terkaitpenyebab fenomena dan kejadian, serta menerapkanpengetahuan prosedural pada bidang kajian yangspesifik sesuai dengan bakat dan minatnya untukmemecahkan masalah

3.10. Menganalisis fungsi sosial, struktur teks, dan unsurkebahasaan pada teks naratif sederhana berbentuklegenda rakyat, sesuai dengan konteks penggunaannya.

4. Mengolah, menalar, dan menyaji dalam ranah konkret danranah abstrak terkait dengan pengembangan dari yangdipelajarinya di sekolah secara mandiri, dan mampumenggunakan metoda sesuai kaidah keilmuan

4.15. Menangkap makna teks naratif lisan dan tulis berbentukcerita pendek sederhana.

Unit/ Topic Indicators Input ActivityUnitTales of Music

Students are able to:1. identify the purpose

of a narrative text;2. find out moral value

in a narrative text;3. use reported speech;4. describe things to

enrich a narrativetext;

5. retell a narrative text.

- Spoken and written narrativetexts

- Language features andstructure of narrative text

- List of vocabulary related to thetopic

- Explanation of reported speech- Explanation of describing

things in narrative text

Warm Up Students answer questions about the topic of the

unit based on their personal experience. Students identify stories from Indonesian and

foreign countries. Students have a vocabulary exercise related to the

topic of the unit.Reading and Writing Observing- Students read a narrative text and then

identify things they want to know furtherrelated to the text.

Questioning- Students formulate questions by referring to

the list of things they want to know furtherrelated to the text type and, in pairs, proposetemporary answers to the questions.

Collecting and Analyzing Data andCommunicating- Students read a narrative text, do vocabulary

exercise, answer comprehension questionsand share their answers with their friends.

- Students study and find out more informationabout the structure and language features of

narrative text by reading books or searchingon the Internet and then share the result oftheir work with classmates.

- Students practice identifying structure of anarrative text and finding out moral value inthe story and present their answers in groups.

- Students study and find out more informationabout simple past tense by reading books orsearching on the Internet and then share theresult of their work with classmates.

- Students have grammar exercises andcompare their answers with classmates as theyfinish.

Creating- Students in pairs arrange jumbled paragraphs

into a good and meaningful text and identifywhether the story falls into the category of afable, folktale, fairytale, superstitious, myth,or legend.

- Students individually rewrite a narrative textusing their own words and present their workin groups.

- Students individually make their own versionof a resolution of a story.

- Students individually write a storyline of amusical movie.

Listening and Speaking Observing- Students listen to a recording of a dialog in

which someone is telling a story to someoneelse and then identify things they want toknow further related to the recording.

Questioning- Students formulate questions by referring to

the list of things they want to know furtherrelated to the recording and, in pairs, proposetemporary answers to the questions.

Collecting and Analyzing Data andCommunicating- Students listen to a recording, do vocabulary

exercise, answer comprehension questions,and share their answers with friends.

- Students practice identifying the structure of aspoken narrative text and finding out moralvalue in the story and present their answer ingroups.

- Students find out more information about howto use adjectives, adverbs, and similes in anarrative text by reading books or searchingon the Internet and share their work withclassmates.

- Students study and find out more informationabout time conjunction by reading books orsearching on the Internet and then share theirwork with classmates.

- Students have a grammar exercise and sharetheir results of their work in groups.

Creating- Students watch a musical movie and identify

the structure of the story line.- Students in small groups make a story telling

program.

COURSE GRID

ENGLISH INSTRUCTIONAL MATERIALS FOR YEAR X STUDENTS OF MUSIC STUDY PROGRAM

UNIT 3

Grade/ Semester : X/ 2Study Program : Music Study ProgramCore and Basic Competences :

Core Competences Basic Competences1. Menghayati dan mengamalkan ajaran agama yang

dianutnya1.1. Mensyukuri kesempatan dapat mempelajari bahasa

Inggris sebagai bahasa pengantar komunikasiinternasional yang diwujudkan dalam semangat belajar.

2. Menghayati dan mengamalkan perilaku jujur, disiplin,tanggungjawab, peduli (gotong royong, kerjasama,toleran, damai), santun, responsif dan pro-aktif danmenunjukkan sikap sebagai bagian dari solusi atasberbagai permasalahan dalam berinteraksi secara efektifdengan lingkungan sosial dan alam serta dalammenempatkan diri sebagai cerminan bangsa dalampergaulan dunia.

2.3. Menunjukkan perilaku tanggung jawab, peduli,kerjasama, dan cinta damai, dalam melaksanakankomunikasi fungsional.

3. Memahami ,menerapkan, menganalisis pengetahuanfaktual, konseptual, prosedural berdasarkan rasaingintahunya tentang ilmu pengetahuan, teknologi, seni,budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan, dan peradaban terkaitpenyebab fenomena dan kejadian, serta menerapkanpengetahuan prosedural pada bidang kajian yang spesifiksesuai dengan bakat dan minatnya untuk memecahkanmasalah

3.11. Menyebutkan fungsi sosial dan unsur kebahasaan dalamlagu sederhana.

4. Mengolah, menalar, dan menyaji dalam ranah konkret danranah abstrak terkait dengan pengembangan dari yangdipelajarinya di sekolah secara mandiri, dan mampumenggunakan metoda sesuai kaidah keilmuan

4.16. Menangkap makna lagu sederhana.

Unit/ Topic Indicators Input ActivityUnit 3When the WorldSings

Students are able to:1. infer a song’s

meaning;2. express their opinion

about a song’smeaning.

- Songs in English- Lyrics of songs in English- Examples of people’s

interpretation of a song- List of vocabulary related to the

topic- Explanation of the steps to

figure out a song’s meaning- Explanation of language

features of a song lyrics

Warm Up:- Students answer questions about the topic of

the unit based on their personal experience.- Students identify whether a song is about a

man or woman by examining the title of thesong.

- Students have a vocabulary exercise related tothe topic of the unit.

Observing- Students listen to a song then identify things

they want to know further related to the songlyrics.

Questioning- Students formulate questions by referring to

the list of things they want to know furtherrelated to the song lyrics and, in pairs, proposetemporary answers to the questions.

Collecting and Analyzing Data andCommunicating- Students listen to a song, do a vocabulary

exercise, and share their answers with theirfriends.

- Students study and find out more informationabout the language features of a song lyrics byreading books or searching on the Internet and

then share the result of their work withclassmates.

- Students practice identifying languagefeatures of song lyrics and present theiranswers in groups.

- Students read a text about people’sinterpretations of a song’s lyrics, answercomprehension questions, and share theiranswers with friends.

- Students study and find out more informationabout the steps of how to figure out a song’smeaning by reading books or searching on theInternet and then share the result of their workwith classmates.

- In pairs, students listen again to the songs ofwhich the language features of the lyrics theyhave identified, figure out what the songs areabout and compare their answer with otherpairs’.

Practicing- Students listen to musical cuts, describe their

feeling when they are listening to the cuts andpresent their work in groups.

- In pairs, students decide a song that can bestrepresent the situation shown in a situationalpicture and compare their work with otherpairs’.

- Students listen to a song, individuallyinterpret what the song is about and presenttheir work in front of the class.

APPENDIX D.

THE DESCRIPTION

OF

THE DEVELOPED MATERIALS

Description of Tasks in Unit One

Unit 1-Music FestivalsWarm up

Task 1Instruction:Answer the following questionsbased on your personalexperience.

Description:This task is designed as a schema builder toactivate students’ schemata related to thetopic of the unit. By answering the questionsbased on their very own experience, it isexpected that the students will have a generalview about what they are going to learn inthe unit.

Task 2Instruction:In pairs, find out the meaning ofthe following words and phrases ina dictionary. They will help you dothe next tasks.

Description:This task aims to prepare students do the nexttasks by introduce the key vocabulary thatthey need to understand in order to do thenext tasks. By reading the list of thevocabulary items, try to pronounce them byreferring to the phonetic transcriptions, andfind the Indonesian equivalent for every itemin the list, it is expected that the students willbe able the understand the texts in the unit.

Task 3Instruction:Listen to a recording entitled “TheTen Biggest Music Festivals in theWorld” carefully. Then, matcheach name of the following musicfestivals in the left column withthe places where the festival tookplace in the right column bydrawing a line as the example.

Description:This task aims to provide students with aclearer concept about the topic of the unitthat is about music festivals.

Reading-Writing CycleObserving

Task 4Instruction:Read the following text carefully.Then, identify things you want toknow further related to the text byrewriting the items in the box inthe table that follows on the next

Description:This task provides students with anopportunity to observe a languagephenomenon that is a written recount textand then identify things that they want toknow further related to the text.

page based on your understandingof the text. Write the items thatyou already know in the column“Things that I already know” andwrite the items that you want toknow further in the column“Things I want to know further”.You may also write more thingsthat you want to know further inthe column.

QuestioningTask 5Instruction:Referring to the items in thecolumn “Things that I want toknow further” in Task 4, makerelevant questions. Examples areprovided for you on the nextpage.

Description:This task is a follow up of the Task 4 in theobserving stage. This task aims to guide thestudents to formulate questions based on thelist of things that they want to know furtherrelated to the text. This task is the adaptationof the second step of the scientific method,that is formulating questions.

Task 6Instruction:In pairs, propose temporaryanswers to your questions in Task5. Then, discuss the followingquestions.

Description:This task aims to lead the students to proposetemporary answers to their questions in Task5 based on the information that they alreadyhave in their schema. This task is theadaptation of the third step of the scientificmethod, that is formulating hypothesis. Thistask also aims to encourage students tointeract with their friends to exchangeinformation.

Finding outTask 7Instruction:Read the following text carefully.Then, find out the meaning of thewords and phrases in the table thatfollows based on their context inthe text. After you finish, shareyour answers with your friends.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task focuses on providing students anopportunity to have a vocabulary exercise as

one of the steps to build students’comprehension of the text.

Task 8Instruction:Read again the text entitled “JavaJazz No. 10 Sounds Final, SoulfulNote”. Then, answer the followingquestions based on the text tocheck your comprehension of thetext. After you finish, share youranswers with your friends.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task focuses on building students’comprehension of the text as the follow up ofthe Task 7.

Task 9Instruction:Study the following explanationcarefully. You may have adiscussion with your friends or askyour teacher if you do notunderstand. Then, do theinstruction in the box that follows.Remember to share the result ofyour work with your friends.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task focuses on building students’discourse competence by giving them theopportunity to explore the structure of arecount text and its social purpose.This task also aims to foster students to havea discussion and find more information toanswer their questions that they have madebefore.

Task 10Instruction:Read again the text entitled “Javajazz No. 10 Sounds Final, SoulfulNote” carefully. Then, completethe following table with theinformation that you find in thetext to help you identify the partsof a text of that type. After youfinished, make groups of three orfour, then present your answer inyour group and discuss whetheryou have the similar answer toyour group members.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task aims to give students anopportunity to have a practice on identifyingthe structure of a good and meaningfulwritten recount text.

Task 11Instruction:

Description:In this task, students are given theopportunity to collect information and

The following sentences are takenfrom the texts entitled “The FirstDay of Blackwater MusicFestival” and “Java Jazz No. 10Sounds Final, Soulful Note”. Readthem carefully and identify theverbs of the sentences byunderlining them. Then, answerthe question in the box thatfollows.

analyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task focuses on getting the students tofocus on one of the key language features ofa recount text that is the simple past tense.

Task 12Instruction:Study the following explanationcarefully. You may have adiscussion with your friends or askyour teacher if you do notunderstand. Then, do theinstruction in the box that follows.Remember to share the result ofyour work with your friends.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task focuses on getting the students toexplore about the simple past tense as thefollow up of the Task 11.This task also aims to foster students to havea discussion and find more information toanswer their questions related to the simplepast tense that they have made before.

Task 13Instruction:The words in the followingbrackets are incorrect. Correctthem by replacing the words in thebrackets with the correct forms sothat the text can be meaningful.Then, compare your answer withyour friends'.

Description:This task aims to get the students to have acontrolled practice of which the focus is onthe use of simple past tense in a recount text.

Task 14Instruction:Look at the information about theBlackwater Music Festival 2010in the following box. Then, make10 sentences based on theinformation using the formula youhave learnt before. Number onehas been done for you as anexample. After you finish,

Description:This task aims to give the students theopportunity to have freer practice using theinformation that they have in their disposal.

compare your work with yourfriends’.

CreatingTask 15Instruction:In pairs, rearrange the followingjumbled paragraphs into a goodand meaningful text. Then,individually, rewrite the text inyour own words in less than 15sentences. After you finish, makegroups of six or seven and presentyour work in your group.

Description:In this task, students are given theopportunity to have a guided practice increating a written recount text.

Task 16Instruction:It's your turn to workindependently. Do the followinginstructions.

Description:This task aims to give the students to createtheir own written recount text.

Listening-Speaking CycleObserving

Task 17Instruction:Listen to the recording entitled“Future Music Festival” carefully.Then, identify things you want toknow further related to the text byrewriting the items in thefollowing box in the table thatfollows based on yourunderstanding of the text. Writethe items that you already know inthe column “Things that I alreadyknow” and write the items that youwant to know further in thecolumn “Things I want to knowfurther”. You may also write morethings that you want to knowfurther in the column.

Description:This task provides students with anopportunity to observe a languagephenomenon that is a spoken recount textand then identify things that they want toknow further related to the text.

QuestioningTask 18Instruction:

Description:This task is a follow up of the Task 17 in theobserving stage of listening-speaking cycle.

Referring to the items in thecolumn “Things that I want toknow further” in Task 17 makerelevant questions. Examples areprovided for you.

This task aims to guide the students toformulate questions based on the list ofthings that they want to know further relatedto the spoken recount text. This task is theadaptation of the second step of the scientificmethod, that is formulating questions.

Task 19Instruction:In pairs, propose temporaryanswers to your questions in Task18. Then, discuss the followingquestions.

Description:This task aims to lead the students to proposetemporary answers to their questions in Task18 based on the information that they alreadyhave in their schema. This task is theadaptation of the third step of the scientificmethod, that is formulating hypothesis. Thistask also aims to encourage students tointeract with their friends to exchangeinformation.

Finding outTask 20Instruction:Listen to the recording entitled“The Night When I wash in JavaJazz 10th Edition” carefully. Then,find out the meaning of the wordsand phrases in the table that followbased on their context in the text.After you finish, share youranswer with your friends.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task focuses on providing students anopportunity to have a vocabulary exercise asone of the steps to build students’comprehension of the text.

Task 21Instruction:Listen again to the recordingentitled “The Night When I was inJava Jazz 10th Edition”. Then,decide whether the followingstatements are true or false basedon the recording to check yourcomprehension of the recording.Remember to make a correctionfor each false statement. Then,share your answers with yourfriends.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task focuses on building students’comprehension of the text as the follow up ofthe Task 20.

Task 22Instruction:Listen again to the recordingentitled “Future Music Festival”carefully. Then, complete thefollowing table based on theinformation you find in therecording. After you finish, makegroups of three or four, thenpresent your answer in your groupand discuss with your groupmembers whether you havesimilar answers.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task aims to give students anopportunity to have a practice on identifyingthe structure of a good and meaningfulspoken recount text.

Task 23Instruction:Study the explanation on the nextpage carefully. You may have adiscussion with your friends or askyour teacher if you do notunderstand. Then, do theinstruction in the box that follows.After you finish, share your workwith your friends.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task focuses on getting the students tofocus on one of the key language features ofa recount text that is time conjunctions.This task also aims to foster students to havea discussion and find more information toanswer their questions related to timeconjunctions in recount texts that they havemade before.

Task 24Instruction:Listen again to the recordingentitled “Future Music Festival”and “The Night When I was inJava Jazz 10th Edition” carefullyand identify the time conjunctionsthat the speaker used to tell his/ herstories. Then, make groups ofthree or four and discuss yourwork with your group members.

Description:This task aims to get the students to have apractice of which the focus is on the use oftime conjunctions in a spoken recount text.

CreatingTask 25Instruction:Ask one of your friends about his/her experience watching a musicfestival/ concert using thefollowing questions. Then, retellyour friend's experience in front ofyour class.

Description:In this task, students are given theopportunity to have a guided practice increating a spoken recount text.

Task 26Instruction:It's your turn to workindependently. Individually, dothe following instructions.

Description:This task aims to give students to create theirown spoken recount text.

HomeworkInstruction:In pairs, make a clipping of textstelling music festivals or concertshappening in 2013.

Description:This task aims to get students to have morepractice and find more exposure of recounttext and information about music festivals.As this task is a pair-work, it is also expectedthat this task can have a discussion with theirpartner so that they can exchangeinformation with each other to expand theirknowledge and build their communicativecompetence.

Description of Tasks in Unit Two

Unit 2-Tales of MusicWarm up

Task 1Instruction:Answer the following questionsbased on your personalexperience.

Description:This task is designed as a schema builder toactivate students’ schemata related to thetopic of the unit. By answering the questionsbased on their very own experience, it isexpected that the students will have a generalview about what they are going to learn inthe unit.

Task 2Instruction:Following are several titles ofstories. Which ones do you thinkstories from Indonesia and whichones do you think from foreigncountries? Rewrite the titles of thestories that you think are fromIndonesia in the column “Storiesfrom Indonesia” and rewrite thetitles of the stories that you thinkare from foreign countries in thecolumn “Stories from foreigncountries”.

Description:This task aims to provide students with aclearer concept about the topic of the unitthat is about tales of music.

Task 3Instruction:In pairs, find out the meaning ofthe following words and phrases ina dictionary. They will help you dothe next tasks.

Description:This task aims to prepare students do the nexttasks by introduce the key vocabulary thatthey need to understand in order to do thenext tasks. By reading the list of thevocabulary items, try to pronounce them byreferring to the phonetic transcriptions, andfind the Indonesian equivalent for every itemin the list, it is expected that the students willbe able the understand the texts in the unit.

Reading-Writing CycleObserving

Task 4Instruction:Read the following text carefully.Then, identify things you want toknow further related to the text byrewriting the items in the box thatfollows on the next page in the

Description:This task provides students with anopportunity to observe a languagephenomenon that is a written narrative textand identify things that they want to knowfurther related to the text.

table based on your understandingof the text. Write the items thatyou already know in the column“Things that I already know” andwrite the items that you want toknow further in the column“Things I want to know further”.You may also write more thingsthat you want to know further inthe column.

QuestioningTask 5Instruction:Referring to the items in thecolumn “Things that I want toknow further” in Task 4, makerelevant questions. Examples areprovided for you.

Description:This task is a follow up of the Task 4 in theobserving stage. This task aims to guide thestudents to formulate questions based on thelist of things that they want to know furtherrelated to the text. This task is the adaptationof the second step of the scientific method,that is formulating questions.

Task 6Instruction:In pairs, propose a temporaryanswer to your questions in Task5. Then, discuss the followingquestions.

Description:This task aims to lead the students to proposetemporary answers to their questions in Task5 based on the information that they alreadyhave in their schema. This task is theadaptation of the third step of the scientificmethod, that is formulating hypothesis. Thistask also aims to encourage students tointeract with their friends to exchangeinformation.

Finding outTask 7Instruction:Read the following text carefully.Then, find out the meaning of thewords and phrases in the table thatfollows based on their context inthe text. After you finish, shareyour answers with your friends.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task focuses on providing students anopportunity to have a vocabulary exercise asone of the steps to build students’comprehension of the text.

Task 8Instruction:Read again the text entitled “TheFairy Harp”. Then, decide whetherthe following statements are trueor false based on the text to check

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.

your comprehension of the text.Remember to make a correctionfor every false statement. Afteryou finish, share your answerswith your friends.

This task focuses on building students’comprehension of the text as the follow up ofthe Task 7.

Task 9Instruction:Study the following explanationcarefully. You may have adiscussion with your friends or askyour teacher if you do notunderstand. Then, do theinstruction in the box that follows.Remember to share the result ofyour work with your friends.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task focuses on building students’discourse competence by giving them theopportunity to explore the structure of anarrative text and its social purpose.This task also aims to foster students to havea discussion and find more information toanswer their questions that they have madebefore.

Task 10Instruction:Read again the text entitled “TheFairy Harp” carefully. Then,complete the following chart withthe information that you find in thetext to help you identify the partsof the text of that type. After youfinished, make groups of three orfour, then present your answer inyour group and discuss whetheryou have the similar answers withyour group members.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task aims to give students anopportunity to have a practice on identifyingthe structure of a good and meaningfulwritten narrative text.

Task 11Instruction:The following sentences are takenfrom the stories entitled “Orpheusand Eurydice” and “The FairyHarp”. Read the followingsentences carefully. Then, find outwhy the sentences are written inbetween two quotation marks.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task focuses on getting the students tofocus on one of the key language features ofa narrative text that is the direct and reportedspeeches.

Task 12Instruction:Study the following explanationcarefully. You may have a

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions that

discussion with your friends or askyour teacher if you do notunderstand. Then, do theinstruction in the box that followson the next page. Remember toshare the result of your work withyour friends.

they have made in the previous stage andthen communicate the result of their analysis.This task focuses on getting the students toexplore about the reported speech as thefollow up of the Task 11.This task also aims to foster students to havea discussion and find more information toanswer their questions related to the directand reported speeches that they have madebefore.

Task 13Instruction:An excerpt is a short part takenfrom a book, story, film, etc. In theleft column are excerpts takenfrom several stories. Change theexcerpts into good and meaningfulreported speeches. Then, compareyour answers with your friends'.

Description:This task aims to get the students to have acontrolled practice of which the focus is onthe use of direct and reported speeches innarrative texts.

CreatingTask 14Instruction:In pairs, rearrange the followingjumbled paragraphs into a goodand meaningful text and decidewhether it is a folktale, fairy tale,myth, fable or legend. Then,individually, rewrite the text withyour own words in the spaceprovided. After you finished,make groups of six or seven andpresent your work in your group.

Description:In this task, students are given theopportunity to have a guided practice increating a written narrative text.

Task 15Instruction:Read again the story entitled “TheFairy Harp” in Task 7. Supposeyou are the author of the story,make your own version of theresolution of the story. Then,present your work in front of theclass.

Description:In this task, students are given theopportunity to have a semi-guidedproduction in creating a written narrativetext.

Task 16Instruction:In pairs, do the followinginstructions.

Description:This task aims to give the students to createtheir own written narrative text.

Listening-Speaking CycleObserving

Task 17Instruction:Listen to the dialogue betweenAllan and Adam carefully. Then,identify things you want to knowfurther related to the recording byrewriting the items in thefollowing box in the table thatfollows based on yourunderstanding of the text. Writethe items that you already know inthe column “Things that I alreadyknow” and write in the items thatyou want to know further in thecolumn “Things I want to knowfurther”. You may also write morethings that you want to knowfurther in the column.

Description:This task provides students with anopportunity to observe a languagephenomenon that is a spoken narrative textand then identify things that they want toknow further related to the text.

QuestioningTask 18Instruction:Referring to the items in thecolumn “Things that I want toknow further” in Task 17 makerelevant questions. Examples areprovided for you.

Description:This task is a follow up of the Task 17 in theobserving stage of listening-speaking cycle.This task aims to guide the students toformulate questions based on the list ofthings that they want to know further relatedto the spoken narrative text. This task is theadaptation of the second step of the scientificmethod, that is formulating questions.

Task 19Instruction:In pairs, propose temporaryanswers to your questions in Task18. Then, discuss the followingquestion.

Description:This task aims to lead the students to proposetemporary answers to their questions in Task18 based on the information that they alreadyhave in their schema. This task is theadaptation of the third step of the scientificmethod, that is formulating hypothesis. Thistask also aims to encourage students tointeract with their friends to exchangeinformation.

Finding outTask 20Instruction:Listen to the recording entitled“Tales of Music in

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage and

Musical FM” carefully. Then, findout the meaning of the words andphrases in the table that follows onthe next page based on theircontext in the text. After youfinish, share your answers withyour friends.

then communicate the result of their analysis.This task focuses on providing students anopportunity to have a vocabulary exercise asone of the steps to build students’comprehension of the text.

Task 21Instruction:Listen again to the recordingentitled “Tales of Music inMusical FM” carefully. Then,decide whether the followingstatements are true or false basedon the recording to check yourcomprehension of the recording.Remember to make a correctionfor each false statement. Then,share your answers with yourfriends.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task focuses on building students’comprehension of the text as the follow up ofthe Task 20.

Task 22Instruction:Listen again to the recordingentitled “Tales of Music inMusical FM” carefully. Then,complete the table on the nextpage based on the information youfind in the recording. After youfinish, make groups of three orfour, then present your answer inyour group and discuss with yourgroup members whether you havesimilar answers.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task aims to give students anopportunity to have a practice on identifyingthe structure of a good and meaningfulspoken narrative text.

Task 23Instruction:The recording entitled “Tales ofMusic in Musical FM” is anexample of a story telling. Find outmore about story telling byreading books about story tellingor search for articles about it onthe Internet. Remember to sharethe information that you find withyour friends.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task focuses on getting the students tofocus on how to tell a story. This task alsoaims to foster students to have a discussionand find more information to answer theirquestions related to spoken narrative textsthat they have made before.

Task 24Instruction:Study the following explanationcarefully. You may have adiscussion with your friends or askyour teacher if you do notunderstand. Then, do theinstruction in the box that follows.After you finish, share your workwith your friends.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of their analysis.This task focuses on getting the students tofocus on one of the key language features ofa narrative text that is the use of adjectives,adverbs, and similes.This task also aims to foster students to havea discussion and find more information toanswer their questions related to adjectives,adverbs, and similes in narrative texts thatthey have made before.

Task 25Instruction:Read again the stories entitled“Orpheus and Eurydice” and “TheFairy Harp” and listen again to therecording entitled “Tales of Musicin Musical FM” and identify theadjectives, adverbs, and similesthat the narrator used to tell thestory. Then, make groups of threeor four and discuss your work withyour group members.

Description:This task aims to get the students to have apractice of which the focus is on the use ofadjectives, adverbs, and similes in a spokennarrative text.

CreatingTask 26Instruction:Watch a movie entitled “School ofRock”. Then complete thefollowing chart based on yourunderstanding of the storyline ofthe movie. After you finish,compare your work with yourfriends’.

Description:In this task, students are given theopportunity to have a guided practice increating a spoken narrative text.

Task 27Instruction:Make groups of three or four anddo the following instructions.

Description:This task aims to give students to create theirown spoken narrative text.

HomeworkInstruction:Every province in Indonesia hastheir own traditional musicalinstruments. Find out a story about

Description:This task aims to get students to have morepractice and find more examples of narrativetext and information about tales of music,

one of the Indonesian traditionalmusical instruments, then rewritethe story with your own words andpresent it in front of your class.

especially the ones coming from Indonesia.As this task is a pair-work, it is also expectedthat this task can have a discussion with theirpartner so that they can exchangeinformation with each other to expand theirknowledge and build their communicativecompetence.

Description of Tasks in Unit Three

Unit 3-When the World SingsWarm up

Task 1Instruction:Answer the following questionsbased on your personalexperience.

Description:This task is designed as a schema builder toactivate students’ schemata related to thetopic of the unit. By answering the questionsbased on their very own experience, it isexpected that the students will have a generalview about what they are going to learn inthe unit.

Task 2Instruction:In 1963, the American group TheChiffons recorded a song called“He's so Fine”. From the title youcan see that the song is about aman (he). A year later, in 1964,the British group The Zombiesrecorded a song called “She's notThere”. From the title you can seethat the song is about a woman(she). Here are ten more songtitles about either a man or awoman. Read each song titlecarefully and identify whether thesong is about a man or a woman.

Put in the box after the songtitle if the song is about a man and

put if the song is about awoman. Examples are providedfor you.

Description:This task aims to provide students with aclearer concept about the topic of the unitthat is about finding out the meaning behindsongs.

Task 3Instruction:In pairs, find out the meaning ofthe following words and phrasesin a dictionary. They will helpyou do the next tasks.

Description:This task aims to prepare students do the nexttasks by introduce the key vocabulary thatthey need to understand in order to do thenext tasks. By reading the list of thevocabulary items, try to pronounce them byreferring to the phonetic transcriptions, andfind the Indonesian equivalent for every itemin the list, it is expected that the students willbe able the understand the texts in the unit.

ObservingTask 4Instruction:Listen to the song entitled“Somewhere over the Rainbow”by Israel Kamakawiwo'ole onYouTubecarefully. Then, identify thingsyou want to know further relatedto the song by rewriting the itemsin the following box in the tablethat follows based on yourunderstanding of the song. Writethe items that you already knowin the column “Things that Ialready know” and write theitems that you want to knowfurther in the column “Things Iwant to Know Further”. You mayalso write more things that youwant to know further in thecolumn.

Description:This task provides students with anopportunity to observe a languagephenomenon that is a spoken text in the formof a song lyrics and identify things that theywant to know further related to the text.

QuestioningTask 5Instruction:Referring to the items in thecolumn “Things that I want toknow further” in Task 4, makerelevant questions. Examples areprovided for you.

Description:This task is a follow up of the Task 4 in theobserving stage. This task aims to guide thestudents to formulate questions based on thelist of things that they want to know furtherrelated to song lyrics. This task is theadaptation of the second step of the scientificmethod, that is formulating questions.

Finding outTask 6Instruction:Listen to the song entitled“Beautiful World” by ConnieTalbot on YouTube carefully.Then, find out the meaning of thefollowing words and phrasesbased on their context in the songlyrics. After you finish, shareyour answers with your friends.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of theiranalysis. This task focuses on providingstudents an opportunity to have a vocabularyexercise as one of the steps to build students’comprehension of the text.

Task 7Instruction:Study the following explanationabout the language features of a

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions that

song lyrics carefully. You mayhave a discussion with yourfriends or ask your teacher if youdo not understand. Then, do theinstruction in the box that followson the next page. Remember toshare the result of your work withyour friends.

they have made in the previous stage andthen communicate the result of theiranalysis. This task focuses on getting thestudents to focus on the language features ofa song lyrics.This task also aims to foster students to havea discussion and find more information toanswer their questions related to the songlyrics that they have made before.

Task 8Instruction:Listen again to the song entitled“Somewhere over the Rainbow”by Israel Kamakawiwo’ole and“Beautiful World” by ConnieTalbot on YouTube carefully.Then, complete the followingFeature Sheet based on the lyricsof the song. An example isprovided for you. Remember toshare your answer with yourfriends after you filling in thesheet.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of theiranalysis. This task aims to get the students tohave a practice of which the focus is on thelanguage features of song lyrics.

Task 9Instruction:Read the following text carefully.Then, answer the questions thatfollow on the next page. Afteryou finish, make groups of threeor four and share your answerswith your group members.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of theiranalysis. This task aims to give studentsexamples of people’s interpretations of asong. It is expected that after reading the text,the students will have better understandingof how to express their interpretation of asong.

Task 10Instruction:Study the following explanationcarefully. You may have adiscussion with your friends orask your teacher if you do notunderstand. Then, do theinstruction in the box that followson the next page. Remember to

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of theiranalysis. This task focuses on getting thestudents to focus on the steps to figure out asong’s meaning.

share the result of your work withyour friends.

This task also aims to foster students to havea discussion and find more information toanswer their questions related to how tofigure out a song’s meaning that they havemade before.

Task 11Instruction:In pairs, find out the meaning ofa song entitled “Beautiful World”by Connie Talbot. Read againyour Feature Sheet in Task 8. Itmay help you to find out what thesong is about. After you finish,compare your work with otherpairs'.

Description:In this task, students are given theopportunity to collect information andanalyze them to answer their questions thatthey have made in the previous stage andthen communicate the result of theiranalysis. This task aims to get the students tohave a practice of which the focus is to findout a song’s meaning as the follow up ofTask 8.

PracticingTask 12Instruction:A musical cut is a short part of apiece of music. Listen to therecording entitled “Musical Cuts”carefully. Then, describe howyou feel when you are listening toeach musical cut in the recordingin the following boxes.

Description:This task aims to provide students anopportunity to practice interpretingmeanings behind songs based on theirpersonal feelings.

Task 13Instruction:Look at the following pictures. Inpairs, decide a song that can bestrepresent each situation shown ineach picture. Remember to givejudgments of your decision. Afteryou finish, share your work withother pairs.

Description:This task aims to provide students anopportunity to have semi-guided practice ininterpreting meaning behind songs as thefollow up of the Task 12.

Task 14Instruction:In pairs, do the followinginstructions.

Description:In this task, students are given theopportunity to practice interpreting a song’smeaning and comparing their interpretationwith one of their friend’s.

HomeworkInstruction:Individually, make a clipping ofsongs' lyrics that have thefollowing themes:1. Peace2. Nature3. Nationalism

Description:This task aims to get students to have morepractice interpreting song’s meanings. Thistask also aims to build students charactersrelated to the values of peacefulness,nationalism, and caring the nature.

APPENDIX E.

THE FIRST DRAFT

OF THE MATERIALS

MUSIC FESTIVALSYou will have to tell something happening in the past to other people. It may about something happening in your life. It may also about someone else’s experience or an exci�ng event happening in the past. In this unit, you will learn how to tell something happening in the past through a series of tasks in this unit.

UNIT 1

Music Fes�vals I 2

WARM UP

Task 1

Answer the following ques�ons based on your personal experience.

1. Do you know any interna�onal music fes�val? Can you men�on five of them?2. Is there any music fes�val take place in your town?3. Have you ever watched a music fes�val?4. Have you ever performed in a music fes�val?5. Is there any music fes�val that you want to watch?

In pairs, find out the meaning of the following words and phrases in a dic�onary. They will help you do the next tasks.

Task 2

Listen to a recording en�tled “The Ten Biggest Music Fes�vals in the World” carefully. Then, match each name of the following music fes�vals in the le� column with the places where the fes�val took place in the right column by drawing a line as the example.

Task 3

READING & WRITING

OBSERVING

Read the following text carefully. Then, iden�fy things you want to know further related to the text by rewri�ng the items in the box in the table that follows on the next page based on your understanding of the text. Write the items that you already know in the column “Things that I already know” and write the items that you want to know further in the column “Things I want to know further”. You may also write more things that you want to know further in the column.

Task 4

The First Day of Blackwater Music Fes�val

On Thursday, August 26, 2010, I found myself

on the way to one of my favorite places in the state of

Florida. It was the first day of The Blackwater Music

Fes�val 2010 at Spirit of the Suwannee Music Park in

Live Oak. Although Suwannee Music Park is pre�y

large, but on that fes�val only a few stages were used

and no band's sets overlapped each other.

At around 10 p.m. Perpetual Groove hit the stage to an anxious crowd. Halfway

through Perpetual Groove's set, the sky opened up and the crowd went wild. Perpetual Groove

really succeeded bringing a truly amazing show to its big fans.

English for Year 10 Students of Music Study Program I 3

About an hour a�er Perpetual Groove played, it was �me for co‐headliner Sound Tribe

Sector 9 to take the stage. The rain was falling, but the crowd only grew larger and more out of

control. Sound Tribe kept the party going with an unbelievable light and mul�media show that

was �med to their music.

One thing I have always loved about Suwannee is that almost every fes�val they have has

late‐night shows for those of us who do not have a curfew. So did on that fes�vals. The late‐night

show was dance party held in the campgrounds in a tent. The electronic band Flight Risk played

from 2 a.m. un�l early morning leaving everyone who a�ended exhausted for the next day.

Adapted from Student Recounts Final Summer Music Fes�val available on h�p://gargoyle.flagler.edu/2010/09/student‐recounts‐

final‐summer‐music‐fes�val

Things I already know and/ or I Want to know further

1. what the text is about2. the purpose of the author wri�ng the text3. the parts of the text of that type4. why the author uses verbs like found, was, opened, went, grew, etc.

instead of find, is, open, go, grow, etc..5. where a text of that type can be found

QUESTIONING

Referring to the items in the column “Things that I want to know further” in Task 4, make relevant ques�ons. Examples are provided for you on the next page.

Task 5

Music Fes�vals I 4

In pairs, propose temporary answers to your ques�ons in Task 5. Then, discuss the following ques�ons.

Task 6

1. When you are reading a text about an event happened in the past, what informa�on do you usually find in the text?

2. When you are about to write a story about your experience or something happening in the past, what informa�on do you usually involve in your story?

FINDING OUT

Read the following text carefully. Then, find out the meaning of the words and phrases in the table that follows based on their context in the text. A�er you finish, share your answers with your friends.

Task 7

Java Jazz No. 10 Sounds Final, Soulful Note

A�er three days of jamming and grooving, the th

10 edi�on of the Clear Jakarta Interna�onal Java Jazz Fes�val drew to a close at the Jakarta Interna�onal Expo on Sunday in Kemayoran, Central Jakarta. On the third day of the annual fes�val, all 17 stages were full of musicians and crowds of jazz lovers.

English for Year 10 Students of Music Study Program I 5

At the C2 Brava Esquire Hall, for example, Rick Braun from the US gave a rollicking performance in the early evening. Braun also invited Frans “Sisir” Rumbino from Papua on stage for an impromptu jam session. Sisir is renowned for bea�ng, bashing and plucking plas�c combs to make music. It is a form of tradi�onal music in the province.

On the other stages, the Japanese trio Schroeder‐Headz wooed the crowd with their club jazz music, invi�ng people to take to the floor and dance. Also performing on Sunday were local chanteuse Agnez Mo, vibraphonist Roy Ayers with DJ Greg Wilson and Grammy‐wining R&B singer and songwriter India Arie.

The highlight of Sunday was the set by the famed mul�ple Grammy winner Natalie Cole. The 64‐year‐old gave a soulful set as one of the fes�val's final performances. She began her part with the ballad “Star�ng Over” before gree�ng the audience: “Nice to see you! Nice to be seen! How are you doing?” Nostalgia filled the hall as she performed a virtual duet with her late father, the legendary Nat King Cole, with the song “Quizas, Quizas, Quizas” (Perhaps, Perhaps, Perhaps).

Fes�val program coordinator, Eko Puradiredja, said that Java Jazz had succeeded in thbringing its loyal fans back to Kemayoran for its 10 edi�on. “There was no special show on

Saturday, but the crowd was crazy. That proves that people came here not because only one or two names,” he said. “They just didn't want to miss it.”

Adapted from Java Jazz No. 10 Sounds Final, Soulful Note available on h�p://www.thejakartapost.com/news/2014/03/03/java‐

jazz‐no‐10‐sounds‐final‐soulful‐note.html

Music Fes�vals I 6

English for Year 10 Students of Music Study Program I 7

Task 8

Read again the text en�tled “Java Jazz No. 10 Sounds Final, Soulful Note”. Then, answer the following ques�ons based on the text to check your comprehension of the text. A�er you finish, share your answers with your friends.

1. What the text is about?th

2. How long did the 10 Edi�on of Java Jazz take place?th3. Where was the venue of the 10 Edi�on of Java Jazz?

th4. Who were the performers on the third day of the 10 Edi�on of Java Jazz?5. Where do you usually find such kind of text?

Task 9

Study the following explana�on carefully. You may have a discussion with your friends or ask your teacher if you do not understand. Then, do the instruc�on in the box that follows. Remember to share the result of your work with your friends.

Recoun�ng

The text en�tled “Java jazz No. 10 Sounds Final, Soulful Note” are telling an event happened in the past. Such kind of text is called a recount text.

A recount text type retells past events, usually in the order in which the events happened. As you can see from the text and the recording, a recount text has three main parts:

a first paragraph that gives background informa�on about who, what, where, and when (an orienta�on)

a series of paragraph that retell the events in the order in which they happened a concluding paragraph that may include personal comment (not always

necessary).The examples of recount texts include:

eyewitness account newspaper reports le�ers conversa�ons television interviews Speeches

Find out more about how to tell something in the past. You may read books about telling past experiences or search for ar�cles about it on the Internet.

Then, share the informa�on you get with your classmates.

Task 10

Read again the text en�tled “Java jazz No. 10 Sounds Final, Soulful Note” carefully. Then, complete the following table with the informa�on that you find in the text to help you iden�fy the parts of a text of that type. A�er you finished, make groups of three or four, then present your answer in your group and discuss whether you have the similar answer with your group members.

The following sentences are taken from the texts en�tled “The First Day of Blackwater Music Fes�val” and “Java Jazz No. 10 Sounds Final, Soulful Note”. Read them carefully and iden�fy the verbs of the sentences by underlining them. Then, answer the ques�on in the box that follows.

Task 11

1. Perpetual Groove really succeeded bringing a truly amazing show to its big fans.2. Sound Tribe kept the party going with an unbelievable light and mul�media show.3. The electronic band Flight Risk played from 2 a.m. un�l early morning.

th4. The 10 edi�on of the Clear Jakarta Interna�onal Java Jazz Fes�val drew to a close

at the Jakarta Interna�onal Expo on Sunday in Kemayoran, Central Jakarta.

Music Fes�vals I 8

English for Year 10 Students of Music Study Program I 9

5. On the third day of the fes�val, all 17 stages were full of musicians and crowds of jazz lovers.

6. Rick Braun from the US gave a rollicking performance in the early evening.7. The Japanese trio Schroeder‐Headz wooed the crowd with their club jazz music.8. Vibraphonist Roy Ayers with DJ Greg Wilson and Grammy‐wining R&B singer and

songwriter India Arie performed on Sunday.9. The highlight of Sunday was the set by the famed mul�ple Grammy winner Natalie

Cole.10. Natalie Cole opened her performance with “Star�ng Over Again”.

The sentences taken from the text have a similarity. Can you find the similarity in the terms of their verb form?

Task 12

Study the following explana�on carefully. You may have a discussion with your friends or ask your teacher if you do not understand. Then, do the instruc�on in the box that follows. Remember to share the result of your work with your friends.

The similarity among the sentences above is those sentences are wri�en in past form. In the following box is the explana�on of Simple Past Tense.

Simple Past TenseSimple past tense is used to talk about events, ac�vi�es or situa�ons that began and ended in the past.

The verbs and modal in simple past tense use the past form.

Very o�en, verbs in past form end in –ed (regular verbs): The Japanese trio Schroeder‐Headz wooed the crowd with their club jazz music.

woo ‐ wooed Cole opened her performance with “Star�ng Over Again”.

open‐opened

Some verbs have irregular past forms. To find out the verbs having irregular forms, you can look up your dic�onary. Following are several examples of irregular verbs.

th The 10 edi�on of the Clear Jakarta Interna�onal Java Jazz Fes�val drew to a close at the Jakarta Interna�onal Expo on Sunday in Kemayoran, Central Jakarta. draw — drew

Cole sang a song herself, in the original Spanish.sing — sang

In ques�ons and nega�ve sentences, we use did. Did is always followed by verbs in present form.

th Alila did not come to the first and second day of the 10 Edi�on of Java Jazz. Did Rick Braun perform in the evening? How many song did Natalie Cole sing in her final performance?

To say that an event was happening at a certain �me in the past, we use past con�nuous. In the past con�nuous, a subject of a sentence is followed by the auxiliary was/were then followed by a verb in –ing form.

Rick Braun was performing on stage when he invited Sisir to have a duet with him.

We were watching the Japanese trio Schroeder‐Headz when Agnez Mo was performing on the other stage.

Task 13

The words in the following brackets are incorrect. Correct them by replacing the words in the brackets with the correct forms so that the text can be meaningful. Then, compare your answer with your friends'.The words in the following brackets are incorrect. Correct them by replacing the words in the brackets with the correct forms so that the text can be meaningful. Then, compare your answer with your friends'.

The Blackwater Music Fes�val 2010

The Blackwater Music Fes�vals 2010 (were) held on August 26‐28, 2010. It (takes) place at Spirit of the Suwannee Music Park in Live Oak. There (are) three stages on the fes�val. The first stage was the amphitheater, the second one (is) the porch, a small stage, and then the largest stage was placed in the meadow for the bigger crowds.

The first day of the fes�val successfully (draws) a crowd of about 1,500 people in front of the meadow stage. Every band that played that night (lean) more toward the dance genre with influence from funk, soul, bass and dub‐step. Some of the highlights of that nights (is) Prepetual Groove, Sound Tribe Sector 9, and Flight Risk. The first day was closed with a danca party in the camping ground of Suwannee Music Park.

The second day of the fes�val was opened with G Love performance. Armed with his acous�c guitar, slide and harmonica, G Love (play) an amazingly southern acous�c set. On the stage in the meadow, Rebelu�on was in the groove while rain (were) falling. The final set of the night on the meadow stage was another headliner, Michael Fran� & Spearhead. The next set was funk, dance, electronic band Disco Biscuits in the amphitheater.

Find out more about simple past tense. You may read grammar books or search for ar�cles about in on the Internet. Then, share the informa�on that you get with your

classmates.

Music Fes�vals I 10

English for Year 10 Students of Music Study Program I 11

Task 14

Look at the informa�on about the Blackwater Music Fes�val 2010 in the following box. Then, make 10 sentences based on the informa�on using the formula you have learnt before. Number one has been done for you as an example. A�er you finish, compare your work with your friends’.

CREATING

Task 15

In pairs, rearrange the following jumbled paragraphs into a good and meaningful text. Then, individually, rewrite the text in your own words in less than 15 sentences. A�er you finish, make groups of six or seven and present your work in your group.

In pairs, rearrange the following jumbled paragraphs into a good and meaningful text. Then, individually, rewrite the text in your own words in less than 15 sentences. A�er you finish, make groups of six or seven and present your work in your group.

thOverall the 10 Edi�on of Java Jazz was successfully held. It succeeded in bringing fans of jazz music to Kemayoran. I really had a great �me enjoying jazz music live.

On the second day of Java Jazz, I intended to watch Incognito. Incognito was scheduled to perform at 21.00, but it was delayed un�l 23.00. The visitors, including me, were disappointed due to the delay. However, to give the benefit to the delay, I watched the performances of the other singers such as Musikimia, Raisa, Krakatoa Reunion, and Sadao Watanabe.

A Look Back at My Three Days in Java Jazz

thThe 10 year edi�on of the Interna�onal Java Jazz Fes�val was held from 28

February to 2 March 2, 2014. It was my first �me to the Java Jazz and it was a

pleasure. With all the leading jazz acts such as India Arie, Jamie Cullum, Natalie Cole,

Tania Maria, Incognito, Ivan Lins, Snarky Puppy, Dave Koz, Roy Ayers, Sadao

Watanabe, Earth Wind and Fire Experience, Magnus Lindgren, Allen Stone, Norman

Brown , Nils Pe�er Molvaer, Lonnie Liston Smith, Jonathan Butler, Gerald Albright,

James Taylor Quartet, Soren Bebe, Mindi Abair, Robert Glasper Experiment, Timo

Lassy, Rick Braun, Richard Elliot, Jeff Lorber, Cris�na Morrison, and over 1,000

Indonesian musicians like 'Maliq & DEssen�als, Raisa, Tulus, Afgan, Agnez Mo, RAN,

Be3, Krakatau Reunion, Musikimia and many more, Java Jazz successfully sa�sfied

the visitors.

On the first day of Java Jazz, I arrived around at 17:30. I was late because of

the traffic. When I got to the venue, it was not too crowded. I guessed perhaps other

visitor also got stuck in traffic.

Music Fes�vals I 12

English for Year 10 Students of Music Study Program I 13

The first day my goal was to see the performance of Earth Wind and Fire

Experience, Jaoa Sabia and certainly Jammie Cullum. Earth Wind and Fire

Experience performed at the Clear Hall around 21.00. There was about 30 minutes

overdue. However, Earth Wind and Fire Experience successfully brought the

audience to enjoy their music. I also took �me to see the performances of the local

musicians such as Afghan and Barry Likumahua. Afgan successfully hipno�sed the

audience with his performance and Afgan's melodious voice. Then, finally I come

to see Jamie Cullum, one of the most waited performers this year, at 24.00 at the

Clear Hall.

The third day of Java Jazz was much more crowded than the first and the

second day. I guessed it was because of the special show of Natalie Cole that

a�racted many people to come. The third day was opened by Agnes Monica's

performance. Although Agnes Monica's performance worth a big applause, it was

not the one that I had been wai�ng for. I was wai�ng around for India Arie and the

stunning Natalie Cole. Natalie Cole successfully gave a superb performance with

popular love songs in jazzy tune. She opened her performance with a song Star�ng

Over and con�nued to bring some of the best songs such as Route 66, Tell Me About

It, Somewhere In The Hills, Quisaz Quisaz Quisaz, Smile, Miss You Like Crazy, When I

Fall in Love and not to men�on the ever popular LOVE song.

Adapted from The Big Duriana‐ A Look Back at Java Jazz Fes�val Year Edi�on available on h�p://blogs.angloinfo.com/the‐big‐

duriana/2014/03/10/a‐look‐back‐at‐java‐jazz‐interna�onal‐fes�val‐10th‐year‐edi�on/

Task 16

It's your turn to work independently. Do the following instruc�ons.

1. Find an ar�cle that gives a report about a music fes�val.2. Read the ar�cle carefully.3. Rewrite the ar�cle with your own words in less than 250 words.4. Then, present your work in front of your class.

LISTENING & SPEAKING

OBSERVING

Task 17

Listen to the recording en�tled “Future Music Fes�val” carefully. Then, iden�fy things you want to know further related to the text by rewri�ng the items in the following box in the table that follows based on your understanding of the text. Write the items that you already know in the column “Things that I already know” and write the items that you want to know further in the column “Things I want to know further”. You may also write more things that you want to know further in the column.

Things I already Know and/ or I Want to Know further

1. what the recording is about2. how to tell a story of that type3. why the speaker uses the words like a�er that, a�er, next, then etc.

Music Fes�vals I 14

English for Year 10 Students of Music Study Program I 15

QUESTIONING

Referring to the items in the column “Things that I want to know further” in Task 17 make relevant ques�ons. Examples are provided for you.

Task 18

In pairs, propose temporary answers to your ques�ons in Task 18. Then, discuss the following ques�ons.

Task 19

1. When you are listening to someone telling his/ her experience or something happening in the past, what informa�on do you usually find in his/ her story?

2. When you are about to share your experience or something happening in the past with your friends, what are the detail informa�on that you usually tell to your friends?

FINDING OUT

Listen to the recording en�tled “The Night When I was th

in Java Jazz 10 Edi�on” carefully. Then, find out the meaning of the words and phrases in the table that follow based on their context in the text. A�er you finish, share your answer with your friends.

Task 20

thListen again to the recording en�tled “The Night When I was in Java Jazz 10 Edi�on”. Then, decide whether the following statements are true or false based on the recording to check your comprehension of the recording. Remember to make a correc�on for each false statement. Then, share your answers with your friends.

Task 21

Music Fes�vals I 16

English for Year 10 Students of Music Study Program I 17

Listen again to the recording en�tled “Future Music Fes�val” carefully. Then, complete the following table based on the informa�on you find in the recording. A�er you finish, make groups of three or four, then present your answer in your group and discuss with your group members whether you have similar answer.

Task 22

Study the explana�on on the next page carefully. You may have a discussion with your friends or ask your teacher if you do not understand. Then, do the instruc�on in the box that follows. A�er you finish, share your work with your friends.

Task 23

Listen again to the recording en�tled “Future Music Fes�val” and “The Night When I was in Java Jazz th10 Edi�on” carefully and iden�fy the �me conjunc�ons that the speaker used to tell his/ her stories.

Then, make groups of three or four and discuss your work with your group members.

Task 24

CREATING

Task 25

Ask one of your friends about his/ her experience watching a music fes�val/ concert using the following ques�ons. Then, retell your friend's experience in front of your class.

1. What was the music fes�val/ concert that you watched?2. When did the fes�val/ concert take place?3. Where did the fes�val/ concert take place?4. How long did the fes�val/ concert take place?5. With whom did you go there?6. Who were the performers?7. How was the fes�val/ concert going on?8. What did you do in the fes�val/ concert?9. What did you like the most in the fes�val/ concert?10. What did you feel a�er watching the fes�val/ concert?

Find out more about �me conjuc�on. You may read grammar books or search for ar�cles about in on the Internet. Then, share the informa�on that you get with your

classmates.

Music Fes�vals I 18

English for Year 10 Students of Music Study Program I 19

Task 26

It's your turn to work independently. Individually, do the following instruc�ons.

1. Think of your most memorable experience dealing with music. It can be when you were learning your first musical instrument or when you performed on stage for the first �me or when you watched a music fes�vals.

2. Then, retell your experience in front of your class.

HOMEWORK

In pairs, make a clipping of texts that are telling music fes�vals or concerts happening in 2013.

LET’S SUM UP

LET’S HAVE A REFLECTION

Music Fes�vals I 20

English for Year 10 Students of Music Study Program I 21

LET’S HAVE FUN

PAST AND PRESENTYou can make the past verbs of many English verbs by just changing one le�er. For example:

Do the same with the twelve verbs in the following puzzle.Here are the twelve le�ers you need.

Taken from Heinemann Games Series ‐ English Puzzles 1

Music Fes�vals I 22

NOTES

TALES OF MUSICThere are many amusing stories out there. They can be folktales, fairy tales, legends, novels, myths, supers��ous, or many others. Do you enjoy reading such stories or listening to story telling? In this unit you will learn about them through a series of tasks.

UNIT 2

Tales of Music I 24

WARM UP

Task 1

Answer the following ques�ons based on your personal experience.

1. Do you like reading or listening to a story?2. Did your parents use to read you a bed �me story?3. What is your favorite story?4. Who are the characters of the story?5. What is the story about?

Following are several �tles of stories. Which ones do you think stories from Indonesia and which ones do you think from foreign countries? Rewrite the �tles of the stories that you think are from Indonesia in the column “Stories from Indonesia” and rewrite the �tles of the stories that you think are from foreign countries in the column “Stories from foreign countries”.

Task 2

The Legend of Nine MusesThe Tale of Fiddle Cat and Tom Cat

The Music on the HillThe Magic Fiddle

The Music Contest between Apollo and MarsyasThe Sea King's Daughter

Fire! Fire! Fire!Armadillo's Song

The Legend of the Crying StoneA Story from Ro� IslandThe Story of Rice Temple

The Legend of the Colorful LakeA Farmer and a Hedgehog Statue

CindelarasA Woman and the Bell of Miidera

English for Year 10 Students of Music Study Program I 25

In pairs, find out the meaning of the following words and phrases in a dic�onary. They will help you do the next tasks.

Task 3

Tales of Music I 26

READING & WRITING

OBSERVING

Read the following text carefully. Then, iden�fy things you want to know further related to the text by rewri�ng the items in the box that follows on the next page in the table based on your understanding of the text. Write the items that you already know in the column “Things that I already know” and write the items that you want to know further in the column “Things I want to know further”. You may also write more things that you want to know further in the column.

Task 4

The Story of Orpheus and Eurydice

Eurydice and Orpheus were young and in love. So deep was their love that they were prac�cally inseparable and could not live without the other. These young lovers were very happy and spent their �me frolicking through the meadows.

One day Eurydice was walking through a meadow with Orpheus when she was bi�en by a snake. The poison of the s�ng killed her and she descended to Hades immediately.

Orpheus was son of the great Olympian god Apollo. In many ways Apollo was the god of music and Orpheus was blessed with musical talents. Orpheus was so sad about the loss of his love that he composed music to express the terrible emp�ness which pervaded his every breath and movement. He was so desperate and found so li�le else meaningful, that he decided address Hades. As the overseer of the underworld, Hades heart had to be hard as steel, and so it was. Many approached Hades to beg for their loved ones back and as many �mes were refused. But Orpheus' music was so sweet and so moving that it so�ened the hard‐hearted Hades. Hades gave permission to Orpheus to bring Eurydice back to the surface of the earth to enjoy the light of day only if Orpheus fulfill one condi�on.

“I'll let you bring your Eurydice back to the earth and keep her a company only if you promise me one thing: you should never look back as you ascended”, Hades said to Orpheus.

Orpheus was to trust that Eurydice was immediately behind him. It was a long way back up and just as Orpheus had almost finished that last part of the trek, he looked behind him to make sure Eurydice was s�ll with him. At that very moment, she was snatched back because he did not trust that she was there. When you hear music which mourns lost love, it is Orpheus' spirit who guides the hand of the musicians who play it.

Adapted from h�p://www.vcu.edu/engweb/webtexts/eurydice/eurydicemyth.html

English for Year 10 Students of Music Study Program I 27

Things I already know and/ or I Want to know further

1. what the text is about2. the purpose of the author wri�ng the text3. the parts of the text of that type4. why one of the sentences in the text is wri�en in between quota�on

marks5. where a text of that type can be found

QUESTIONING

Referring to the items in the column “Things that I want to know further” in Task 4, make relevant ques�ons. Examples are provided for you.

Task 5

Tales of Music I 28

In pairs, propose a temporary answer to your ques�ons in Task 5. Then, discuss the following ques�ons.

Task 6

1. Folktales, fairy tales, myths, and legends are different but alike. Do you know their difference and similarity?

2. When you are reading a story, what details do you usually find in the story?

FINDING OUT

Read the following text carefully. Then, find out the meaning of the words and phrases in the table that follows based on their context in the text. A�er you finish, share your answers with your friends.

Task 7

The Fairy Harp

Long �me ago, there was a company of fairies who lived in the recesses of Cader Idris. The fairies had a habit of going from co�age to co�age in the country to test the disposi�ons of the co�agers. In doing so, the fairies turned themselves into li�le folks. Those who gave the fairies an ungracious welcome were subject to bad luck during the rest of their lives; but those who were good to them would receive substan�al favours from them.

One night, the old Morgan ap Rhys was si�ng by himself in his co�age enjoying his pipe and some Llangollen ale. The ale made Morgan very light‐hearted, and he began to sing. His voice, however, was anything but sweet like . Although there was a bard who had likened his singing to the lowing of an old cow, his singing gave Morgan himself much sa�sfac�on. The only thing which was missing was the absence of an audience. Just as Morgan was coming to the climax of his song, he heard a knock at the door. Delighted with the thought that there was someone to listen to him, Morgan sang with all the fervour he was capable of. He then shouted, "Come in, whoever you are.”

The door opened and came three weary‐looking travelers. The three traveler were, actually, the fairies from Cader Idris who came to see how Morgan treated strangers, but Morgan never suspected they were fairies.

"Good evening, Sir," said one of the travelers. "We are worn and �red, but all we seek is a bite of food to put in our wallets, and then we will go on our way."

"Is that all you want? There is the loaf and the cheese on the table, and the knife lies by them. Feel free to cut what you like. Stuff yourself and fill your wallets”, Morgan replied.

English for Year 10 Students of Music Study Program I 29

The travelers, a�er they had regaled themselves sufficiently, got up to go and said, " G o o d s i r, w e t h a n k y o u f o r o u r entertainment. Since you have been so generous we will show that we are grateful. It is in our power to grant you any one wish you may have: tell us what that wish may be."

"Well, indeed," said Morgan, "The wish of my heart is to have a harp that will play under my fingers, no ma�er how ill I strike it: a harp that will play lively tunes”, Morgan simply replied without thinking. He kept himself busy with his melody.

Morgan had hardly finished speaking when, all of sudden, there was a splendid harp in front of him. He looked round and found his guests had vanished.

"This is the most extraordinary thing I have ever seen in my life," said Morgan, "They must have been fairies".

Pounding with excitement, Morgan soon played the harp. As soon as his fingers touched the strings, the harp began to play a mad and capering tune. Just then, came in his wife with some friends. As they hear the strains of the harp, they began dancing, and as long as Morgan's fingers were on the strings, they kept dancing like mad creatures.

The news that Morgan had come into possession of a harp with some mysterious power spread like wildfire over the whole country. Many people came to see Morgan playing the harp. Every �me Morgan played it everyone started to dance and could not leave off un�l Morgan stopped.

One day, the bard who had made such unpleasant remarks about Morgan's singing came to see Morgan playing his harp. Morgan determined to take a revenge on him. Morgan played on and on un�l the dancers were exhausted and shouted to him to stop. Morgan did not stop un�l the bard had broken his legs. By that �me his revenge was sa�sfied, and took his fingers away from the strings.

But this was the last �me he had a chance of ven�ng his spite on his enemies. By next morning the harp had disappeared, and was never seen again. The fairies, evidently displeased with the evil use to which their gi� had been put, must have taken it away in the night. And this is a warning to all who abuse the gi�s of the fairies.

Adapted from h�p://www.sacred‐texts.com/neu/celt/w�/w�19.htm

Tales of Music I 30

Task 8

Read again the text en�tled “The Fairy Harp”. Then, decide whether the following statements are true or false based on the text to check your comprehension of the text. Remember to make correc�on for every false statement. A�er you finish, share your answers with your friends.

English for Year 10 Students of Music Study Program I 31

Task 9

Study the following explana�on carefully. You may have a discussion with your friends or ask your teacher if you do not understand. Then, do the instruc�on in the box that follows. Remember to share the result of your work with your friends.

Tales of Music I 32

Find out more about how to tell stories. You may read books or search for ar�cles about it on the Internet. Then, share the informa�on you get with your

classmates.

Task 10

Read again the text en�tled “The Fairy Harp” carefully. Then, complete the following chart with the informa�on that you find in the text to help you iden�fy the parts of the text of that type. A�er you finished, make groups of three or four, then present your answer in your group and discuss whether you have the similar answers with your group members.

English for Year 10 Students of Music Study Program I 33

The following sentences are taken from the stories en�tled “Orpheus and Eurydice” and “The Fairy Harp”. Read the following sentences carefully. Then, find out why the sentences are wri�en in between two quota�on marks.

Task 11

1. “I'll let you bring your Eurydice back to the earth and keep her a company only if you promise me one thing: you should never look back as you ascended”, Hades said to Orpheus.

2. "Good evening, Sir," said one of the travelers.3. "Is that all you want? There is the loaf and the cheese on the table, and the knife lies by

them. Feel free to cut what you like. Stuff yourself and fill your wallets”, Morgan replied.

4. "The wish of my heart is to have a harp that will play under my fingers, no ma�er how ill I strike it: a harp that will play lively tunes”, Morgan simply replied without thinking.

5. "This is the most extraordinary thing I have ever seen in my life," said Morgan.

Tales of Music I 34

Task 12

Study the following explana�on carefully. You may have a discussion with your friends or ask your teacher if you do not understand. Then, do the instruc�on in the box that follows on the next page. Remember to share the result of your work with your friends.

The sentences on Task 11 are wri�en in between quota�on marks to indicate that those are what somebody says to somebody else. Such kind of sentences are what so called direct speech.

Some�mes, you want to tell someone what someone else had said. For example, when you are retelling the story of fairy harp to your friend, you may want to tell your friend what Morgan said when he got his harp. In doing so, you can use reported speech.

English for Year 10 Students of Music Study Program I 35

Find out more about direct and reported speech. You may read grammar books or search for ar�cles about in on the Internet. Then, share the informa�on that you get

with your classmates.

Task 13

An excerpt is a short part taken from a book, story, film, etc. In the column A are excerpts taken from several stories. Change the excerpts into good and meaningful reported speech. Then, compare your answers with your friends'.

Tales of Music I 36

CREATING

Task 14

In pairs, rearrange the following jumbled paragraphs into a good and meaningful text and decide whether it is a folktale, fairy tale, myth, fable or legend. Then, individually, rewrite the text with your own words in the space provided. A�er you finished, make groups of six or seven and present your work in your group.

While Fiddle Cat was passing by his house, Tom Cat called him. “Hey, you, Fiddle Cat. I think I can do be�er than you. I want a fiddle contest! Tomorrow, in the town central park at one o'clock.” Tom Cat then added, “If I win, you cannot play your fiddle in the town anymore. But if I lose, you can join our band it you want. Deal?” Fiddle Cat then turned to Tom Cat and nodded. He then gave Tom Cat a handshake.

When the compe��on day had come, the sun was shining brighter than ever, but the compe��on went on. Tom Cat and Fiddle Cat came to the central park on �me.

Both Fiddle Cat and Tom Cat got the same applause, no one could figure out which one was be�er. So, they had the second round. This �me, they decided to dance while they played.

Tom Cat saw Fiddle Cat was inside the house looked sadder than ever. He then knocked the door. “Hello….”, Fiddle Cat greeted him. “Hi…. Um, I'm sorry. I'm sorry taking away your favorite hobby. I was jealous with you,” Tom Cat said with guilty. Fiddle Cat was surprised. “So, can I play again?” he asked hopefully. “Yes, you may. But could you try to talk less? Please?” Fiddle Cat nodded with smile and said, “Thank you, my friend.”

In the town, there was also a group band that played their music when there were celebra�on and seasonal events. One of the members of the band was also able to play fiddle well. Although Tom Cat enjoyed Fiddle Cat's music, but he was jealous with Fiddle Cat that gained the townspeople's a�en�on.

English for Year 10 Students of Music Study Program I 37

It was raining when Tom Cat was expelled from his band's basecamp. He then walked and walked. He was not sure where he was going un�l he saw rose bushes and looked up and saw the co�age on the hill where Fiddle Cat lived.

A�er the second round of the compe��on, it was Tom Cat who finally won because he could dance be�er than Fiddle Cat. Fiddle Cat then walked home sadly. He never played his fiddle again. He just sat in his home on the hill, sad and alone.

Tom Cat said, “You go first.” Fiddle Cat simply nodded and took a breath. He then played a one‐hit wonder's music that made the townspeople awed at his ability. A�er Fiddle Cat finished, Tom Cat then took his turn. His playing was just as good as Fiddle's Cat, but it was a style that no one had ever heard before. He also tapped his feet to the beat which added to the show.

Once upon a �me, in Rosebury town, there was a cat that could play a fiddle very well. He played the fiddle while walking through the road of Rosebury town. However, he never spoke to anyone. The townspeople called him Fiddle Cat.

One day, Tom Cat had went too far that made his friends really angry. His friend in the band then kicked him out of the band.

Tom Cat was so proud of himself and became mean, tough, and selfish. All of his friends had come to dislike him.

Then, the two cats picked up their fiddles and playing their music together.

The Fiddle Cat

Adapted from h�ps://www.fanfic�on.net/s/5434382/1/The‐Tale‐of‐Fiddle‐Cat‐and‐Tom‐Cat

Tales of Music I 38

Task 15

Read again the story en�tled “The Fairy Harp” in Task 7. Supposed you are the author of the story, make your own version of the resolu�on of the story. Then, present your work in front of the class.

Task 16

In pairs, do the following instruc�ons.

1. Think of a musical movie that you both like the most. It can be Stomp the Yard, High School Musical, Frozen, or any other.

2. Watch the movie and pay a�en�on to the storyline.3. Individually, write down the story of the movie and find out what can you learn from the

story.4. A�er you finished wri�ng the story, compare your work with your partner and find out

whether you have similar or different story.

English for Year 10 Students of Music Study Program I 39

LISTENING & SPEAKING

OBSERVING

Task 17

Listen to the dialogue between Allan and Adam carefully. Then, iden�fy things you want to know further related to the recording by rewri�ng the items in the following box in the table that follows based on your understanding of the text. Write the items that you already know in the column “Things that I already know” and write in the items that you want to know further in the column “Things I want to know further”. You may also write more things that you want to know further in the column.

Things I already know and/ or I Want to know further

1. what Allan told to Adam2. the purpose of Allan telling the story to Adam3. how to tell a story of that type4. the difference between a word like keen and keenly

Tales of Music I 40

QUESTIONING

Referring to the items in the column “Things that I want to know further” in Task 17 make relevant ques�ons. Examples are provided for you.

Task 18

In pairs, propose temporary answers to your ques�ons in Task 18. Then, discuss the following ques�on.

Task 19

When you are listening to someone telling a story, what details do you usually find in his/ her story?

FINDING OUT

Task 20

Listen to the recording en�tled “Tales of Music in Musical FM” carefully. Then, find out the meaning of the words and phrases in the table that follows on the next page based on their context in the text. A�er you finish, share your answers with your friends.

English for Year 10 Students of Music Study Program I 41

Tales of Music I 42

Listen again to the recording en�tled “Tales of Music in Musical FM” carefully. Then, decide whether the following statements are true or false based on the recording to check your comprehension of the recording. Remember to make a correc�on for each false statement. Then, share your answers with your friends.

Task 21

Listen again to the recording en�tled “Tales of Music in Musical FM” carefully. Then, complete the table on the next page based on the informa�on you find in the recording. A�er you finish, make groups of three or four, then present your answer in your group and discuss with your group members whether you have similar answer.

Task 22

English for Year 10 Students of Music Study Program I 43

The recording en�tled “Tales of Music in Musical FM” is an example of a story telling. Find out more about story telling by reading books about story telling or search for ar�cles about it on the Internet. Remember to share the informa�on that you find with your friends.

Task 23

Tales of Music I 44

Study the following explana�on carefully. You may have a discussion with your friends or ask your teacher if you do not understand. Then, do the instruc�on in the box that follow. A�er you finish, share your work with your friends.

Task 24

Find out more about the art of describing in a narra�ve text. You may read grammar books or search for ar�cles about in on the Internet. Then, share the informa�on that

you get with your classmates.

Read again the stories en�tled “Orpheus and Eurydice” and “The Fairy Harp” and listen again to the recording en�tled “Tales of Music in Musical FM” and iden�fy the adjec�ves, adverbs, and similes that the narrator used to tell the story. Then, make groups of three or four and discuss your work with your group members.

Task 25

English for Year 10 Students of Music Study Program I 45

CREATING

Task 26

Watch a movie en�tled “School of Rock”. Then complete the following chart based on your understanding of the storyline of the movie. A�er you finish, compare your work with your friends.

Tales of Music I 46

Task 27

Make groups of three or four and do the following instruc�ons.

1. Supposed you ran a story telling program in a radio sta�on.2. Pick a story, preferably related to the field of music, that you and your group members like the

most.3. Create an interac�ve story telling program and use your mobile phone to record it. You may

listen again to the recording en�tled “Tales of Music in Musical FM” as your reference.4. A�er you finished, present your work in front of the class. You may also upload it on the Internet.

English for Year 10 Students of Music Study Program I 47

HOMEWORK

Every province in Indonesia has their own tradi�onal musical instruments. Find out a story about one of the Indonesian tradi�onal musical instruments, then rewrite the story with your own words and present it in front of your class.

LET’S SUM UP

LET’S HAVE A REFLECTION

LET’S HAVE FUN

Taken from Heinemann Games Series ‐ English Puzzles 1

Don’t do it! It’s unlucky!

Tales of Music I 48

English for Year 10 Students of Music Study Program I 49

NOTES

WHEN THE WORLD SINGSHave you ever been wondering “What is this song about?” when you are listening to a song? A song may be wri�en for purposes. It can be an expression of someone's feeling or view of life. It can also be wri�en on purpose to tell a story. Some ar�sts choose to let their music do the talking, but most ar�sts also use lyrics to convey emo�on. Deciphering lyrics is not always easy, but it brings a sense of meaning and greater apprecia�on of the song. In this unit, you will learn how to figure out the hidden meaning of a song through a series of tasks.

UNIT 3

English for Year 10 Students of Music Study Program I 51

WARM UP

Task 1

Answer the following ques�ons based on your personal experience.

a. How do you feel when you are listening to an English song?b. What do you think of an English song in comparison to Indonesian song in terms

of:‐ The melody‐ The lyric‐ The genre

c. What do you do first when you do not understand the lyrics of an English song?

Task 2

In 1963, the American group The Chiffons recorded a song called “He's so Fine”. From the �tle you can see that the song is about a man (he). A year later, in 1964, the Bri�sh group The Zombies recorded a song called “She's not There”. From the �tle you can see that the song is about a woman (she).Here are ten more song �tles about either a man or a woman. Read each song �tle carefully and iden�fy whether the song is about a man or a woman. Put in the box a�er the song �tle if the song is about a man and put if the song is about a woman. Examples are provided for you.

When the World Sings I 52

Taken from Heinemann Games Series ‐ English Puzzles 1

In pairs, find out the meaning of the following words and phrases in a dic�onary. They will help you do the next tasks.

Task 3

English for Year 10 Students of Music Study Program I 53

READING & WRITING

OBSERVING

Listen to the song en�tled “Somewhere over the Rainbow” by Israel Kamakawiwo'ole on YouTube carefully. Then, iden�fy things you want to know further related to the song by rewri�ng the items in the following box in the table that follows based on your understanding of the song. Write the items that you already know in the column “Things that I already know” and write the items that you want to know further in the column “Things I want to Know Further”. You may also write more things that you want to know further in the column.

Task 4

Things I already know and/ or I Want to know further

1. what is the song about2. how to find out what the song is about3. how to tell other people about my interpreta�on of the song

QUESTIONING

Referring to the items in the column “Things that I want to know further” in Task 4, make relevant ques�ons. Examples are provided for you.

Task 5

FINDING OUT

Listen to the song en�tled “Beau�ful World” by Connie Talbot on YouTube carefully. Then, find out the meaning of the following words and phrases based on their context in the song lyrics. A�er you finish, share your answers with your friends.

Task 6

When the World Sings I 54

English for Year 10 Students of Music Study Program I 55

Task 7

Study the following explana�on carefully. You may have a discussion with your friends or ask your teacher if you do not understand. Then, do the instruc�on in the box that follows on the next page. Remember to share the result of your work with your friends.

Find out more about the language features of a song lyrics. You may read books or search for ar�cles about it on the Internet. Then, share the informa�on you

get with your classmates.

Task 8

Listen again to the song en�tled “somewhere over the Rainbow” by Israel Kamakawiwo’ole and “Beau�ful World” by Connie Talbot on YouTube carefully. Then, complete the following Feature Sheet based on the lyrics of the song. An example is provided for you. Remember to share your answer with your friends a�er you filling in the sheet.

When the World Sings I 56

English for Year 10 Students of Music Study Program I 57

Read the following text carefully. Then, answer the ques�ons that follow on the next page. A�er you finish, make groups of three or four and share your answers with your group members.

Task 9

Deciphering “Somewhere over the Rainbow”

One of the most favourite songs ever may be “Somewhere over the Rainbow” by Israel

Kamakawiwo'ole. Many people have covered the song and upload it on YouTube.

Have you ever wondered why the song can be such everlas�ng hit? What is the song actually

about that it can make people recalling their memories about things whenever they listen to the song?

Following are several people's interpreta�ons of the song.

I think this song is great. To me it is about a new beginning. My wife and I

considered this for our wedding song because for us "Somewhere over the Rainbow" is

not saying that there has to be something be�er than this life, but that our love for one

another will take us over the rainbow. For us it takes us to a be�er place and reminds us

that things are be�er since we have the two of us. I guess like most songs it can be

interpre�ed many different ways. (tboans on July 21, 2006)

This is a beau�ful song. I heard it from a show called Cold Case which is a good

show. In my opinion this song is about dying. Dying is not a bad thing at all. A�er all it is

simply a part of life.

This song is about someone who died and is in heaven. “Wake up where the

clouds are far behind me” to me just means in heaven where all the troubles of life are

over and where nothing but blue skies lay.

I know if I die and do not go to heaven, I am going to be pissed. Especially a�er

this beau�ful song about that. Peace, Harmony. I am not going to go quote by quote and

destroy any of your imagina�on with what I think it means. But I am leaving you ladies

and gentlemen with my opinion that this song is about death and moving onto heaven.

(I_Am_Canadian on March 09, 2005)

This song is absolutely beau�ful. I love the combina�on of the simple sound

of the ukulele with Israel's voice. The lyrics was good too even though

Kamakawiwo'ole did not write them. I have never met a person who does not love

or at least appreciate this song.

Even though I think the lyrics may be about hope for a good a�erlife or

something spiritual like that, I like to think of it like some things here on earth in this life

may be tough, but when the good �mes do come, they will seem so much sweeter. The

author is saying that this is the life we have, posi�ve and nega�ve, I love it for what it is

worth. (MasonC on October 11, 2007)

Adapted from h�p://songmeanings.com

1. What is the text about?2. How many interpreta�ons of the song en�tled “Somewhere over the Rainbow” are there in

the text?3. What does Tboans think the song is about?4. What does MasonC think the song is about?5. What does the I_Am_Canadian think the song is about?

Task 10

Study the following explana�on carefully. You may have a discussion with your friends or ask your teacher if you do not understand. Then, do the instruc�on in the box that follows on the next page. Remember to share the result of your work with your friends.

When the World Sings I 58

English for Year 10 Students of Music Study Program I 59

Find out more about how to figure out a song’s meaning. You may read books or search for ar�cles about it on the Internet. Then, share the informa�on you get

with your classmates.

Task 11

In pairs, find out the meaning of a song en�tled “Beau�ful World” by Connie Talbot. Read again your Feature Sheet in Task 8. It may help you to find out what the song is about. A�er you finish, compare your work with other pairs'.

PRACTICING

Task 12

A musical cut is a short part of a piece of music. Listen to the recording en�tled “Musical Cuts” carefully. Then, describe how you feel when you are listening to each musical cut in the recording in the following boxes.

Fir

st C

ut

Seco

nd

Cu

tT

hir

d C

ut

Fo

rth

Cu

tF

ifth C

ut

Task 13

Look at the following pictures. In pairs, decide a song that can best represent each situa�on showed in each picture. Remember to give judgments of your decision. A�er you finish, share your work with other pairs'.

When the World Sings I 60

English for Year 10 Students of Music Study Program I 61

Task 14

In pairs, do the following instruc�ons.

1. Listen to the song en�tled “What a Wonderful World” by Luis Amstrong carefully.2. You may search for the song lyrics on the Internet if you need.3. Individually, find out what the song is about and find a picture that can best represent the song.4. A�er you finish, present your work in front of the class.

HOMEWORK

Individually, make a clipping of songs' lyrics that have the following themes:1. Peace2. Nature3. Na�onalism

LET’S SUM UP

LET’S HAVE A REFLECTION

When the World Sings I 62

English for Year 10 Students of Music Study Program I 63

LET’S HAVE A REFLECTION

LET’S HAVE FUN

Taken from Heinemann Games Series ‐ English Puzzles 1

ELVIS’ GREATEST HITS

When the World Sings I 64

English for Year 10 Students of Music Study Program I 65

NOTES

LISTENING SCRIPT UNIT 1- MUSIC FESTIVALS

The Ten Biggest Music Fes�vals in the World

Happy new year, everyone! Welcome to 2014 and meet me, again, Adela. Well, let me ask you a ques�on. Where have you been in 2013? Going somewhere fun? I myself had some fun being part of the crowds of some music fes�vals. And now, let's recall our memory of the 10 biggest music fes�vals up to 2013. Check this one out. I'll start with number ten up to six of the biggest music fes�vals in the world. Number ten is Exit Music Fes�vals in Novi Sad, Serbia. On number nine is Paleo Music Fes�vals in Nyon, Switzerland. Then on number eight and seven are Ultra Music Fes�vals in Miami and Sziget in Budapest. Then, on number six is Przystanek Woodstuck in Kostryzn Nad Odra, Poland. Then, coming up are the top five biggest music fes�vals in the world. Number five is Rock in Rio in the only Rio De Janeiro, Brazil. Then, on number four is Coachella in California, United States. Here are number three and two of biggest music fes�vals Summerfest in Wiscounsin, United States and Mawazine in Rabat, Morocco. And finally the biggest music fes�vals in the world! It is nor the one in United States or United Kingdom. Guess what?! It is Donauinselfest in Vienna, Austria. Okay, now is �me to listen to some good song. I'll tell you more about the music fes�vals right a�er Bruno Mars with “When I was Your Man”.

Adapted from The Ten Biggest Music Fes�vals in the World available on h�p://www.mtviggy.com/lists/the‐10‐biggest‐music‐fes�vals‐in‐

the‐world‐2/

Future Music Fes�val

Narrator : Listen to Allan telling his experience watching a music fes�vals.

Have you been in any music fes�val? I have once. And now I'll let you know about it.

It was a clear day in autumn 2014 when I and my friend were at Flemington Racecourse. Do you

know where Flemington Racecourse is? Yes, it is in Melbourne. We went there to watch Future Music

Fes�val.

My day started right when the doors opened at 12 P.M. Without wai�ng any further, we headed

towards the Safari stage to catch Joel Fletcher's set. Unfortunately, the set was canceled. But it's okay!

We decided to watch DJ Tigerily then.

A�er that, we headed to the main stage to catch the last 15 minutes of Mar�n Garrix's set. You

know who Mar�n Garriz is? No? Don't worry, I'll tell you. He is one of the men behind Havana Brown's

cult dance hit 'Big Banana'.

Next, we took the opportunity to explore the fes�val before some of the major headliners. We

went to the Haunted House presented by Knife Party. In the Haunted House, we incidentally meet I See

Monstas, one of the band that just finished their performance.

From the Haunted House, we went back to the main stage to witness Pharrell Williams's

amazing performance. Pharrell jammed several songs into a‐half‐an‐hour set and invited some of his

fans to come to the stage.

A�er Pharrell's incredible set, we hurried to the V Energy Green Room. Guess what we watch in

the room, Tigerily! Again. Yes. We watched Tigerily twice! LOL

Then, again, we rushed back to the main stage to watch Macklemore and Ryan Lewis. There

must be a technical problem with the sound system, I guessed, because some�mes during the set we

barely hear Macklemore's voice. Last but not least, we finished off the night with world renowned DJ

Deadmau 5.

I can say that we had an incredible day out in the Future Music Fes�val. Can't wait for the next

Future Music Fes�val!

Adapted from REVIEW: Future Music Fes�val ‐ 09/03/14 Flemington Racecourse, Melbourne available on

h�p://www.take40.com/news/45293/review:‐future‐music‐fes�val‐‐‐09‐03‐14‐flemington‐racecourse,‐melbourne

thThe Night when I was in Java Jazz 10 Edi�on

thNarrator: Alila is telling her experience when she watched the 10 Edi�on of Java Jazz.

It was one of the best night in my life. You know what?! Finally I watched Java Jazz Fes�vals live!

See?! Live!!th

Though I missed the first and second day of the 10 Edi�on of Java Jazz because I had to go to

Bandung, I did make the third day. Yeay!

Why third day? Because it was the day when Natalie Cole got on stage. I'm a really big fans of

Natalie Cole, just so you know.

I can say that the 64‐year‐old living legend gave a soulful set as one of the fes�val's final

performances. She opened her performance with “Star�ng Over Again”. And guess what?! Natalie Cole

greeted me with "Nice to see you! Nice to be seen! How are you doing?" Hahaha. Yes, finally I watched

Natalie Cole's performance live! She was right in front of meeee!

Nostalgia filled the hall as she performed a virtual duet with her late father, the legendary Nat

King Cole, with the song "Quizas, Quizas, Quizas". Cole then sang the song herself, in the original Spanish.

She then con�nued with "When I Fall in Love" and, of course, "Unforge�able".

I'll never forget that night. I really had so much fun.

Adapted from Java Jazz No. 10 Sounds Final, Soulful Note available on h�p://www.thejakartapost.com/news/2014/03/03/java‐jazz‐no‐10‐

sounds‐final‐soulful‐note.html

LISTENING SCRIPT UNIT 1- MUSIC FESTIVALS

LISTENING SCRIPT UNIT 2 - TALES OF MUSIC

Dialogue between Adam and Allan

Situa�on : Allan and Adam are si�ng on a bench in a park while Allan is busy with his smartphone.Adam : Are you busy upda�ng your status on Twi�er?Allan : Nope! I'm just surfing on the internet and I just found a good ar�cle.Adam : You did? What's the ar�cle about?Allan : Emmm… Kinda story actually.Adam : What story? A fairy tale? A folktale? A myth? Or may be a legend?Allan : Frankly speaking, I don't know either, Ana. All I know is it's about the goddesses of music.Adam : The goddesses of music? Is there any?Allan : Believe it or not, there are nine goddess of music in the Greek mythology.Adam : Nine? Who are they? Tell me more.Allan : Well, let me read the story for you. It's all started when Mnemosene was carrying her daughters

with Zeus. Mnemosene was keenly looking a�er her pregnancy for a year. A year later, when the months and seasons had completed their cycle and when many days had passed, Mnemosene gave birth to nine daughters. Those daughters were enchanted with music. Their names were Cleo, E�erpe, Thalia, Melpomene, Terpsehore, Herato, Polymnea, Urania, and Kalleope.

Blessed with the power of their father, Zeus, the nine daughter had the power of make us forget our worries and lessen our pain. With their power, they became the goddesses of music.

Adam : So, it's a Greek mythology, huh?Allan : It is. You right! And oh! They are so‐called as the Nine Muses.Adam : Muses? It reminds me to a band namely Muse. HahahaAllan : So do I! Give me high five!

Adapted from “The Legend of the Nine Muses” available on h�p://www.9mouses‐velvento.gr/mousesen.html

Tales of Music in Musical FM

Aloha! Good morning, everyone!

Welcome to our special program “Tales of Music” with me Malika. So, stay tune in 99,9 Musical

FM.

Well, I have a ques�on for you. Do you enjoy Greek mythology? Yes? Great. The story of the day

will bring us to the �me while the Greek gods and goddess were living their life back then.

Let me ask you another ques�on: is there any of you who know the goddesses of music in Greek

mythology? Yes, they are the Nine Musses. And, what about the god of music? Is there any of you who

know who the god of music is? Yup! You right, Apollo.

Apollo was popular with playing the lyre. But, do you know that lyre was not invented by Apollo?

No? Well, let me tell you, lyre was invented by Hermes, the other Greek god who was Apollo half‐brother.

Are you now wondering how did Apollo get his lyre?

So, here is the story.

The story began when Hermes was born. Hermes was born with innate musical skill. Right a�er

he was born, the first thing he did was invent the lyre. As soon as Hermes le� the cave, FYI, Hermes was

born in a cave, he encountered a tortoise and quickly devised a plan. He seized and cut up the tortoise

and used the hollow shell, along with reeds, an ox's hide, and strings of sheep gut, to make the first

seven‐stringed lyre. In no �me at all, he tuned the lyre and was singing beau�ful songs in honor of his

father and his mother.

Hermes then had a desire for something else: he craved meat. He then decided to steal Apollo's

ca�le. Next, Hermes went to Apollo's pastures where Apollo's ca�le were sleeping. Hermes stole fi�y

heifers and on his return trip, he threw his baby shoes into the ocean so no one could trace his tracks.

See? How tricky Hermes is! Hermes then led the ca�le into a cave and shut them in there. No one saw the

the� of the ca�le except for one of Apollo's herdsmen, who swore he would tell no one.

Apollo soon found out that his ca�le was missing and started searching all around. Of course,

Apollo was the god of prophecy, so he soon found out the thief and went furiously to Mount Cyllene to

find Hermes in his cave. Apollo was furious so he brought Hermes in front of Zeus and demanded to have

his ca�le back. Pretending to act like a normal baby, Hermes said that he did not know what ca�le were.

However, Zeus and the other gods did not believe him, so Hermes finally had to return the ca�le to

Apollo.

Regre�ul of what he had done, Hermes then offered Apollo his lyre as a present. Apollo then

became known for the beau�ful music he played with the lyre and became god of music.

So, now you know how Apollo got his lyre, right?

Okay, kids, that's the end of the story. Don't forget to join me again tomorrow. See you and have a

nice day…

Adapted from:h�p://global.oup.com/us/companion.websites/9780195397703/student/materials/chapter12/summary/

h�p://www.greek‐gods.info/greek‐gods/hermes/myths/hermes‐apollo/h�p://www.ooci�es.org/gm_apollo/lyre.html

LISTENING SCRIPT UNIT 2 - TALES OF MUSIC

MUSICAL CUTS

‐ Somewhere over the Rainbow by –Israel Kamakawiwo'ole‐ Fix You by Coldplay‐ Heal the World by Michael Jackson‐ Peaceful World – Children Song‐ True Colors by Phil Collins

Source: YouTube

LISTENING SCRIPT UNIT 3 - WHEN THE WORLD SINGS

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Anderson, Mark. & Anderson, Kate. (1997). Text Types in English 2. South Yarra: Macmillan Educa�on Australia PTY LTD.

Azhar, B.S., Ma�hies, B. F., & Hartle, S. (2003). Fundamentals of English Grammar, Third Edi�on Teacher's Guide. New York: Pearson Educa�on.

Case, Dough. (1994). Heinemann Games Series, English Puzzles 1. London: Macmillan Education.

Emilia, Emi. (2011). Pendekatan Genre‐Based dalam Pengajaran Bahasa Inggris: Petunjuk untuk Guru. Bandung: Rizqi Press.

Murphy, Raymond. (1985). English Grammar in Use. Cambridge: Cambridge University Press.

Sudarwati, Th. M., & Grace, Eudia. (2013). Pathway to English for Senior High School Grade X.

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APPENDIX F.

THE EXPERT JUDGMENTQUESTIONNAIRE

KEMENTRIAN PENDIDIKAN DAN KEBUDAYAANUNIVERSITAS NEGERI YOGYAKARTA

FAKULTAS BAHASA DAN SENIAlamat: Karangmalang, Yogyakarta 55281 (0274) 550843, 548207 Fax. (0274) 548207http://www.fbs.uny.ac.id

Assalamu’alaikum, Wr. Wb.

Dalam rangka penelitian tentang pengembangan materi pembelajaran Bahasa

Inggris untuk siswa kelas X jurusan Musik, pada kesempatan kali ini peneliti

meminta kesedian Bapak/ Ibu untuk mengisi angket evaluasi materi. Angket ini

merupakan instrumen penilaian atas materi pembelajaran yang telah dikembangkan.

Adapun data yang diperoleh dari angket ini akan digunakan sebagai landasan untuk

memperbaiki kualitas materi yang telah dikembangkan demi kelancaran penelitian.

Atas kesediaan dan partisipasi Bapak/ Ibu, peneliti mengucapkan terima kasih.

Wassalamu’alaikum, Wr. Wb.

Yogyakarta, Mei 2014Peneliti,

Winda Presti MawarsihNIM. 10202244

KEMENTRIAN PENDIDIKAN DAN KEBUDAYAANUNIVERSITAS NEGERI YOGYAKARTA

FAKULTAS BAHASA DAN SENIAlamat: Karangmalang, Yogyakarta 55281 (0274) 550843, 548207 Fax. (0274) 548207http://www.fbs.uny.ac.id

Assalamu’alaikum, Wr. Wb.

Dalam rangka penelitian tentang pengembangan materi pembelajaran Bahasa

Inggris untuk siswa kelas X jurusan Musik, pada kesempatan kali ini peneliti

meminta kesedian Bapak/ Ibu untuk mengisi angket evaluasi materi. Angket ini

merupakan instrumen penilaian atas materi pembelajaran yang telah dikembangkan.

Adapun data yang diperoleh dari angket ini akan digunakan sebagai landasan untuk

memperbaiki kualitas materi yang telah dikembangkan demi kelancaran penelitian.

Atas kesediaan dan partisipasi Bapak/ Ibu, peneliti mengucapkan terima kasih.

Wassalamu’alaikum, Wr. Wb.

Yogyakarta, Mei 2014Peneliti,

Winda Presti MawarsihNIM. 10202244

KEMENTRIAN PENDIDIKAN DAN KEBUDAYAANUNIVERSITAS NEGERI YOGYAKARTA

FAKULTAS BAHASA DAN SENIAlamat: Karangmalang, Yogyakarta 55281 (0274) 550843, 548207 Fax. (0274) 548207http://www.fbs.uny.ac.id

Assalamu’alaikum, Wr. Wb.

Dalam rangka penelitian tentang pengembangan materi pembelajaran Bahasa

Inggris untuk siswa kelas X jurusan Musik, pada kesempatan kali ini peneliti

meminta kesedian Bapak/ Ibu untuk mengisi angket evaluasi materi. Angket ini

merupakan instrumen penilaian atas materi pembelajaran yang telah dikembangkan.

Adapun data yang diperoleh dari angket ini akan digunakan sebagai landasan untuk

memperbaiki kualitas materi yang telah dikembangkan demi kelancaran penelitian.

Atas kesediaan dan partisipasi Bapak/ Ibu, peneliti mengucapkan terima kasih.

Wassalamu’alaikum, Wr. Wb.

Yogyakarta, Mei 2014Peneliti,

Winda Presti MawarsihNIM. 10202244

APPENDIX G.

THE EXPERT JUDGMENT DATA

THE EXPERT JUDGEMENT DATA FOR UNIT ONE OF THE DEVELOPED

MATERIALS

NO ITEMS MEANThe Appropriateness of Content

1The developed materials are in accordance with the core and basiccompetences stated in the Curriculum 2013 for year X students ofvocational high school.

3

2 The developed materials meet the course grid. 3

3The topics of the units of the developed materials are relevant withthe year X students of Music Study Program’s daily life. 3

4The texts in the developed materials are relevant with the year Xstudents of Music Study Program’s context. 3

5The developed materials involve the explanation about thestructure of a text of a particular genre.

3

6The developed materials involve the explanation about socialfunctions of a text of a particular genre.

3

7The developed materials involve the explanation of the languagefeatures of a text of a particular genre.

3

8The developed materials involve vocabulary learning tasks whichare relevant with the requirement of the curriculum.

3

9The developed materials involve pronunciation learning taskswhich are relevant with the requirement of the curriculum.

3

10The developed materials involve learning activities which guidethe students to develop their communicative competence in spokenlanguage.

3

11The developed materials involve learning activities which guidethe students to develop their communicative competence in writtenlanguage.

3

The Appropriateness of Language

12The language of instructions and explanations in the developedmaterials is in accordance with the year X studens of Music StudyProgram’s cognitive development.

3

13The language used in the developed materials is unambiguous andunderstandable by the students.

3

14The language used in the developed materials is grammaticallycorrect.

3

15The language used in the developed materials is cohesive andcoherent.

3

16 The developed materials consistenly use one variation of English. 3The Appropriateness of Presentation

17The developed materials are in accordance with the steps ofscientific approach-based learning as required by Curriculum2013.

3

18The arrangement of the developed materials is in accordance withthe characteristics of communicative language learning.

3

19The arrangement of the tasks in the learning materials is begunwith guided tasks and gradually moves to the free productiontasks.

3

20The arrangement of the learning activities in the developedmaterials include activities that focus on linguistic features and theone that focus on communicative tasks.

3

21The learning activities in the developed materials encouragelearners to actively interacting in English with classmates,teachers, and other people.

3

22The learning activities in the developed materiasl encouragelearners to get involved in both spoken and written communicativeevents on their own initiative.

3

23The developed materials promote learners to be responsible withtheir own learning so that they become autonomous learners.

3

24The developed materials encourage learners to have self-reflectionto identify their achievements and lacks during their learning.

3

25The learning objectives are stated in every unit of the developedmaterials.

3

26Every unit of the developed materials has summary part thatprovides the summary of the lerning materials presented in theunit.

3

27 Every unit of the developed materials has homework part. 3

28Every unit of the developed materials has fun part that is relevantwith the instructional process.

3

The Appropriateness of Layout

29The developed materials are printed on ISO-standardized sizepaper (A4, A5, B5).

4

30 The layout of the developed materials is proportional. 4

31The illustration and graphic design in the developed materials areaesthetic and functional.

3

32The illustration in the developed materials help to clarify thepresentation of the materials.

4

33 The developed materials use the appropriate variation of fonts. 3

34The developed materials use the right number of variation (bold,italic, underline, capitalization).

3

35The overall design of the developed materials is visuallyinteresting.

4

THE EXPERT JUDGEMENT DATA FOR UNIT TWO OF THE DEVELOPED

MATERIALS

NO ITEMS MEANThe Appropriateness of Content

1The developed materials are in accordance with the core and basiccompetences stated in the Curriculum 2013 for year X students ofvocational high school.

3

2 The developed materials meet the course grid. 3

3The topics of the units of the developed materials are relevant withthe year X students of Music Study Program’s daily life. 3

4The texts in the developed materials are relevant with the year Xstudents of Music Study Program’s context. 3

5The developed materials involve the explanation about thestructure of a text of a particular genre.

3

6The developed materials involve the explanation about socialfunctions of a text of a particular genre.

3

7The developed materials involve the explanation of the languagefeatures of a text of a particular genre.

3

8The developed materials involve vocabulary learning tasks whichare relevant with the requirement of the curriculum.

3

9The developed materials involve pronunciation learning taskswhich are relevant with the requirement of the curriculum.

3

10The developed materials involve learning activities which guidethe students to develop their communicative competence in spokenlanguage.

3

11The developed materials involve learning activities which guidethe students to develop their communicative competence in writtenlanguage.

3

The Appropriateness of Language

12The language of instructions and explanations in the developedmaterials is in accordance with the year X studens of Music StudyProgram’s cognitive development.

3

13The language used in the developed materials is unambiguous andunderstandable by the students.

3

14The language used in the developed materials is grammaticallycorrect.

3

15The language used in the developed materials is cohesive andcoherent.

3

16 The developed materials consistenly use one variation of English. 3The Appropriateness of Presentation

17The developed materials are in accordance with the steps ofscientific approach-based learning as required by Curriculum2013.

3

18The arrangement of the developed materials is in accordance withthe characteristics of communicative language learning.

3

19The arrangement of the tasks in the learning materials is begunwith guided tasks and gradually moves to the free productiontasks.

3

20The arrangement of the learning activities in the developedmaterials include activities that focus on linguistic features and theone that focus on communicative tasks.

3

21The learning activities in the developed materials encouragelearners to actively interacting in English with classmates,teachers, and other people.

3

22The learning activities in the developed materiasl encouragelearners to get involved in both spoken and written communicativeevents on their own initiative.

3

23The developed materials promote learners to be responsible withtheir own learning so that they become autonomous learners.

3

24The developed materials encourage learners to have self-reflectionto identify their achievements and lacks during their learning.

3

25The learning objectives are stated in every unit of the developedmaterials.

3

26Every unit of the developed materials has summary part thatprovides the summary of the lerning materials presented in theunit.

3

27 Every unit of the developed materials has homework part. 3

28Every unit of the developed materials has fun part that is relevantwith the instructional process.

3

The Appropriateness of Layout

29The developed materials are printed on ISO-standardized sizepaper (A4, A5, B5).

4

30 The layout of the developed materials is proportional. 4

31The illustration and graphic design in the developed materials areaesthetic and functional.

3

32The illustration in the developed materials help to clarify thepresentation of the materials.

4

33 The developed materials use the appropriate variation of fonts. 3

34The developed materials use the right number of variation (bold,italic, underline, capitalization).

3

35The overall design of the developed materials is visuallyinteresting.

4

THE EXPERT JUDGEMENT DATA FOR UNIT THREE OF THE

DEVELOPED MATERIALS

NO ITEMS MEANThe Appropriateness of Content

1The developed materials are in accordance with the core and basiccompetences stated in the Curriculum 2013 for year X students ofvocational high school.

3

2 The developed materials meet the course grid. 3

3The topics of the units of the developed materials are relevant withthe year X students of Music Study Program’s daily life. 3

4The texts in the developed materials are relevant with the year Xstudents of Music Study Program’s context. 3

5The developed materials involve the explanation about thestructure of a text of a particular genre.

3

6The developed materials involve the explanation about socialfunctions of a text of a particular genre.

3

7The developed materials involve the explanation of the languagefeatures of a text of a particular genre.

3

8The developed materials involve vocabulary learning tasks whichare relevant with the requirement of the curriculum.

3

9The developed materials involve pronunciation learning taskswhich are relevant with the requirement of the curriculum.

3

10The developed materials involve learning activities which guidethe students to develop their communicative competence in spokenlanguage.

3

11The developed materials involve learning activities which guidethe students to develop their communicative competence in writtenlanguage.

3

The Appropriateness of Language

12The language of instructions and explanations in the developedmaterials is in accordance with the year X studens of Music StudyProgram’s cognitive development.

3

13The language used in the developed materials is unambiguous andunderstandable by the students.

3

14The language used in the developed materials is grammaticallycorrect.

3

15The language used in the developed materials is cohesive andcoherent.

3

16 The developed materials consistenly use one variation of English. 3The Appropriateness of Presentation

17The developed materials are in accordance with the steps ofscientific approach-based learning as required by Curriculum2013.

3

18The arrangement of the developed materials is in accordance withthe characteristics of communicative language learning.

3

19The arrangement of the tasks in the learning materials is begunwith guided tasks and gradually moves to the free productiontasks.

3

20The arrangement of the learning activities in the developedmaterials include activities that focus on linguistic features and theone that focus on communicative tasks.

3

21The learning activities in the developed materials encouragelearners to actively interacting in English with classmates,teachers, and other people.

3

22The learning activities in the developed materiasl encouragelearners to get involved in both spoken and written communicativeevents on their own initiative.

3

23The developed materials promote learners to be responsible withtheir own learning so that they become autonomous learners.

3

24The developed materials encourage learners to have self-reflectionto identify their achievements and lacks during their learning.

3

25The learning objectives are stated in every unit of the developedmaterials.

3

26Every unit of the developed materials has summary part thatprovides the summary of the lerning materials presented in theunit.

3

27 Every unit of the developed materials has homework part. 3

28Every unit of the developed materials has fun part that is relevantwith the instructional process.

3

The Appropriateness of Layout

29The developed materials are printed on ISO-standardized sizepaper (A4, A5, B5).

4

30 The layout of the developed materials is proportional. 4

31The illustration and graphic design in the developed materials areaesthetic and functional.

3

32The illustration in the developed materials help to clarify thepresentation of the materials.

4

33 The developed materials use the appropriate variation of fonts. 3

34The developed materials use the right number of variation (bold,italic, underline, capitalization).

3

35The overall design of the developed materials is visuallyinteresting.

4

APPENDIX H.

THE FINAL DRAFT

OF

THE MATERIALS

MUSIC FESTIVALSYou will have to tell something happening in the past to other people. It may be about something happening in your life. It may be also about someone else’s experience or an exci�ng event happening in the past. In this unit, you will learn how to tell something happening in the past through a series of tasks in this unit.

UNIT 1

Music Fes�vals I 2

WARM UP

Task 1

Answer the following ques�ons based on your personal experience.

1. Do you know any interna�onal music fes�val? Can you men�on five of them?2. Is there any music fes�val taking place in your town?3. Have you ever watched a music fes�val?4. Have you ever performed in a music fes�val?5. Is there any music fes�val that you want to watch?

Task 2

In pairs, find out the Indonesian equivalent for the following words and phrases in a dic�onary. They will help you do the next tasks.

Indonesian Equivalent

Listen to a recording en�tled “The Ten Biggest Music Fes�vals in the World” carefully. Then, match each name of the following music fes�vals in the le� column with the places where the fes�val took place in the right column by drawing a line as the example.

Task 3

READING & WRITING

OBSERVING

Read the following text carefully. Then, iden�fy things you want to know further related to the text by rewri�ng the items in the box in the table that follows on the next page based on your understanding of the text. Write the items that you already know in the column “Things that I already know” and write the items that you want to know further in the column “Things I want to know further”. You may also write more things that you want to know further in the column.

Task 4

The First Day of Blackwater Music Fes�val

On Thursday, August 26, 2010, I found myself

on the way to one of my favorite places in the state of

Florida. It was the first day of The Blackwater Music

Fes�val 2010 at Spirit of the Suwannee Music Park in

Live Oak. Although Suwannee Music Park is pre�y

large, but on that fes�val only a few stages were used

and no band's sets overlapped each other.

At around 10 p.m. Perpetual Groove hit the stage to an anxious crowd. Halfway

through Perpetual Groove's set, the sky opened up and the crowd went wild. Perpetual Groove

really succeeded in bringing a truly amazing show to its big fans.

English for Year 10 Students of Music Study Program I 3

About an hour a�er Perpetual Groove played, it was �me for co‐headliner Sound Tribe

Sector 9 to take the stage. The rain was falling, but the crowd only grew larger and more out of

control. Sound Tribe kept the party going with an unbelievable light and mul�media show that

was �med to their music.

One thing I have always loved about Suwannee is that almost every fes�val they have has

late‐night shows for those of us who do not have a curfew. So did on that fes�vals. The late‐night

show was dance party held in the campgrounds in a tent. The electronic band Flight Risk played

from 2 a.m. un�l early morning leaving everyone who a�ended exhausted for the next day.

Adapted from Student Recounts Final Summer Music Fes�val available on h�p://gargoyle.flagler.edu/2010/09/student‐recounts‐

final‐summer‐music‐fes�val

Things I already know and/or I Want to know further

1. what the text is about2. the purpose of the author wri�ng the text3. the parts of the text of that type4. why the author uses verbs like found, was, opened, went, grew, etc.

instead of find, is, open, go, grow, etc..5. where a text of that type can be found

QUESTIONING

Referring to the items in the column “Things that I want to know further” in Task 4, make relevant ques�ons. Examples are provided for you on the next page.

Task 5

Music Fes�vals I 4

In pairs, propose temporary answers to your ques�ons in Task 5. Then, discuss the following ques�ons.

Task 6

1. When you are reading a text about an event happening in the past, what informa�on do you usually find in the text?

2. When you are about to write a story about your experience or something happening in the past, what informa�on do you usually involve in your story?

Read the following text carefully. Then, find out the Indonesian equivalent for the words and phrases in the table that follows based on their context in the text. A�er you finish, share your answers with your friends.

Task 7

Java Jazz No. 10 Sounds Final, Soulful Note

A�er three days of jamming and grooving, the th

10 edi�on of the Clear Jakarta Interna�onal Java Jazz Fes�val drew to a close at the Jakarta Interna�onal Expo on Sunday in Kemayoran, Central Jakarta. On the third day of the annual fes�val, all 17 stages were full of musicians and crowds of jazz lovers.

English for Year 10 Students of Music Study Program I 5

COLLECTING & ANALYZING DATA

COMMUNICATING

At the C2 Brava Esquire Hall, for example, Rick Braun from the US gave a rollicking performance in the early evening. Braun also invited Frans “Sisir” Rumbino from Papua on stage for an impromptu jam session. Sisir is renowned for bea�ng, bashing and plucking plas�c combs to make music. It is a form of tradi�onal music in the province.

On the other stages, the Japanese trio Schroeder‐Headz wooed the crowd with their club jazz music, invi�ng people to take to the floor and dance. Also performing on Sunday were local chanteuse Agnez Mo, vibraphonist Roy Ayers with DJ Greg Wilson and Grammy‐wining R&B singer and songwriter India Arie.

The highlight of Sunday was the set by the famed mul�ple Grammy winner Natalie Cole. The 64‐year‐old gave a soulful set as one of the fes�val's final performances. She began her part with the ballad “Star�ng Over” before gree�ng the audience: “Nice to see you! Nice to be seen! How are you doing?” Nostalgia filled the hall as she performed a virtual duet with her late father, the legendary Nat King Cole, with the song “Quizas, Quizas, Quizas” (Perhaps, Perhaps, Perhaps).

Fes�val program coordinator, Eko Puradiredja, said that Java Jazz had succeeded in thbringing its loyal fans back to Kemayoran for its 10 edi�on. “There was no special show on

Saturday, but the crowd was crazy. That proves that people came here not because only one or two names,” he said. “They just didn't want to miss it.”

Adapted from Java Jazz No. 10 Sounds Final, Soulful Note available on h�p://www.thejakartapost.com/news/2014/03/03/java‐

jazz‐no‐10‐sounds‐final‐soulful‐note.html

Music Fes�vals I 6

Indonesian Equivalent

English for Year 10 Students of Music Study Program I 7

Task 8

Read again the text en�tled “Java Jazz No. 10 Sounds Final, Soulful Note”. Then, answer the following ques�ons based on the text to check your comprehension of the text. A�er you finish, share your answers with your friends.

1. What is the text about?th

2. How long did the 10 Edi�on of Java Jazz take place?th3. Where was the venue of the 10 Edi�on of Java Jazz?

th4. Who were the performers on the third day of the 10 Edi�on of Java Jazz?5. Where do you usually find such a text?

Task 9

Study the following explana�on carefully. You may have a discussion with your friends or ask your teacher if you do not understand. Then, do the instruc�on in the box that follows. Remember to share the result of your work with your friends.

Recoun�ng

The text en�tled “Java jazz No. 10 Sounds Final, Soulful Note” are telling an event happened in the past. Such kind of text is called a recount text.

A recount text type retells past events, usually in the order in which the events happened. As you can see from the text and the recording, a recount text has three main parts:

a first paragraph that gives background informa�on about who, what, where, and when (an orienta�on)

a series of paragraph that retell the events in the order in which they happened a concluding paragraph that may include personal comment (not always

necessary).Examples of recount texts include:

eyewitness account newspaper reports le�ers conversa�ons television interviews speeches

Find out more about how to tell something in the past. You may read books about telling past experiences or search for ar�cles about it on the Internet.

Then, share the informa�on you get with your classmates.

Task 10

Read again the text en�tled “Java jazz No. 10 Sounds Final, Soulful Note” carefully. Then, complete the following table with the informa�on that you find in the text to help you iden�fy the parts of a text of that type. A�er you finished, make groups of three or four, then present your answer in your group and discuss whether you have the similar answer to your group members.

The following sentences are taken from the texts en�tled “The First Day of Blackwater Music Fes�val” and “Java Jazz No. 10 Sounds Final, Soulful Note”. Read them carefully and iden�fy the verbs of the sentences by underlining them. Then, answer the ques�on in the box that follows.

Task 11

1. Perpetual Groove really succeeded in bringing a truly amazing show to its big fans.2. Sound Tribe kept the party going with an unbelievable light and mul�media show.3. The electronic band Flight Risk played from 2 a.m. un�l early morning.

th4. The 10 edi�on of the Clear Jakarta Interna�onal Java Jazz Fes�val drew to a close

at the Jakarta Interna�onal Expo on Sunday in Kemayoran, Central Jakarta.

Music Fes�vals I 8

English for Year 10 Students of Music Study Program I 9

5. On the third day of the fes�val, all 17 stages were full of musicians and crowds of jazz lovers.

6. Rick Braun from the US gave a rollicking performance in the early evening.7. The Japanese trio Schroeder‐Headz wooed the crowd with their club jazz music.8. Vibraphonist Roy Ayers with DJ Greg Wilson and Grammy‐wining R&B singer and

songwriter India Arie performed on Sunday.9. The highlight of Sunday was the set by the famed mul�ple Grammy winner Natalie

Cole.10. Natalie Cole opened her performance with “Star�ng Over Again”.

The sentences taken from the text have a similarity. Can you find the similarity in the terms of their verb form?

Task 12

Study the following explana�on carefully. You may have a discussion with your friends or ask your teacher if you do not understand. Then, do the instruc�on in the box that follows. Remember to share the result of your work with your friends.

The similarity among the sentences above is that the verbs of those sentences are wri�en in the past forms. In the following box is the explana�on of the

Simple Past Tense.

Simple Past TenseThe simple past tense is used to talk about events, ac�vi�es or situa�ons that began and ended in the past.

The verbs and modal in the simple past tense use the past form.

Very o�en, verbs in past form end in –ed (regular verbs): The Japanese trio Schroeder‐Headz wooed the crowd with their club jazz music.

woo ‐ wooed Cole opened her performance with “Star�ng Over Again”.

open‐opened

Some verbs have irregular past forms. To find out the verbs having irregular forms, you can look up your dic�onary. Following are several examples of irregular verbs.

th The 10 edi�on of the Clear Jakarta Interna�onal Java Jazz Fes�val drew to a close at the Jakarta Interna�onal Expo on Sunday in Kemayoran, Central Jakarta. draw — drew

Cole sang a song herself, in the original Spanish.sing — sang

In ques�ons and nega�ve sentences, we use did. Did is always followed by verbs in present form.

th Alila did not come to the first and second day of the 10 Edi�on of Java Jazz. Did Rick Braun perform in the evening? How many song did Natalie Cole sing in her final performance?

To say that an event was happening at a certain �me in the past, we use the past con�nuous. In the past con�nuous, a subject of a sentence is followed by the auxiliary was/were then followed by a verb in –ing form.

Rick Braun was performing on stage when he invited Sisir to have a duet with him.

We were watching the Japanese trio Schroeder‐Headz when Agnez Mo was performing on the other stage.

Task 13

The words in the following brackets are incorrect. Correct them by replacing the words in the brackets with the correct forms so that the text can be meaningful. Then, compare your answer with your friends'.The words in the following brackets are incorrect. Correct them by replacing the words in the brackets with the correct forms so that the text can be meaningful. Then, compare your answer with your friends'.

The Blackwater Music Fes�val 2010

The Blackwater Music Fes�vals 2010 (were) held on August 26‐28, 2010. It (takes) place at Spirit of the Suwannee Music Park in Live Oak. There (are) three stages on the fes�val. The first stage was the amphitheater, the second one (is) the porch, a small stage, and then the largest stage was placed in the meadow for the bigger crowds.

The first day of the fes�val successfully (draws) a crowd of about 1,500 people in front of the meadow stage. Every band that played that night (lean) more toward the dance genre with influence from funk, soul, bass and dub‐step. Some of the highlights of that nights (is) Prepetual Groove, Sound Tribe Sector 9, and Flight Risk. The first day was closed with a danca party in the camping ground of Suwannee Music Park.

The second day of the fes�val was opened with G Love performance. Armed with his acous�c guitar, slide and harmonica, G Love (play) an amazingly southern acous�c set. On the stage in the meadow, Rebelu�on was in the groove while rain (were) falling. The final set of the night on the meadow stage was another headliner, Michael Fran� & Spearhead. The next set was funk, dance, electronic band Disco Biscuits in the amphitheater.

Find out more about the simple past tense. You may read grammar books or search for ar�cles about it on the Internet. Then, share the informa�on that you get with your

classmates.

Music Fes�vals I 10

English for Year 10 Students of Music Study Program I 11

Task 14

Look at the informa�on about the Blackwater Music Fes�val 2010 in the following box. Then, make 10 sentences based on the informa�on using the formula you have learnt before. Number one has been done for you as an example. A�er you finish, compare your work with your friends’.

CREATING

Task 15

In pairs, rearrange the following jumbled paragraphs into a good and meaningful text. Then, individually, rewrite the text in your own words in less than 15 sentences. A�er you finish, make groups of six or seven and present your work in your group.

In pairs, rearrange the following jumbled paragraphs into a good and meaningful text. Then, individually, rewrite the text in your own words in less than 15 sentences. A�er you finish, make groups of six or seven and present your work in your group.

thOverall the 10 Edi�on of Java Jazz was successfully held. It succeeded in bringing fans of jazz music to Kemayoran. I really had a great �me enjoying jazz music live.

On the second day of Java Jazz, I intended to watch Incognito. Incognito was scheduled to perform at 21.00, but it was delayed un�l 23.00. The visitors, including me, were disappointed due to the delay. However, to give the benefit to the delay, I watched the performances of the other singers such as Musikimia, Raisa, Krakatoa Reunion, and Sadao Watanabe.

A Look Back at My Three Days in Java Jazz

thThe 10 year edi�on of the Interna�onal Java Jazz Fes�val was held from 28

February to 2 March 2, 2014. It was my first �me to the Java Jazz and it was a

pleasure. With all the leading jazz acts such as India Arie, Jamie Cullum, Natalie Cole,

Tania Maria, Incognito, Ivan Lins, Snarky Puppy, Dave Koz, Roy Ayers, Sadao

Watanabe, Earth Wind and Fire Experience, Magnus Lindgren, Allen Stone, Norman

Brown , Nils Pe�er Molvaer, Lonnie Liston Smith, Jonathan Butler, Gerald Albright,

James Taylor Quartet, Soren Bebe, Mindi Abair, Robert Glasper Experiment, Timo

Lassy, Rick Braun, Richard Elliot, Jeff Lorber, Cris�na Morrison, and over 1,000

Indonesian musicians like 'Maliq & DEssen�als, Raisa, Tulus, Afgan, Agnez Mo, RAN,

Be3, Krakatau Reunion, Musikimia and many more, Java Jazz successfully sa�sfied

the visitors.

On the first day of Java Jazz, I arrived around at 17:30. I was late because of

the traffic. When I got to the venue, it was not too crowded. I guessed perhaps other

visitor also got stuck in traffic.

Music Fes�vals I 12

English for Year 10 Students of Music Study Program I 13

The first day my goal was to see the performance of Earth Wind and Fire

Experience, Jaoa Sabia and certainly Jammie Cullum. Earth Wind and Fire

Experience performed at the Clear Hall around 21.00. There was about 30 minutes

overdue. However, Earth Wind and Fire Experience successfully brought the

audience to enjoy their music. I also took �me to see the performances of the local

musicians such as Afghan and Barry Likumahua. Afgan successfully hipno�sed the

audience with his performance and Afgan's melodious voice. Then, finally I come

to see Jamie Cullum, one of the most waited performers this year, at 24.00 at the

Clear Hall.

The third day of Java Jazz was much more crowded than the first and the

second day. I guessed it was because of the special show of Natalie Cole that

a�racted many people to come. The third day was opened by Agnes Monica's

performance. Although Agnes Monica's performance worth a big applause, it was

not the one that I had been wai�ng for. I was wai�ng around for India Arie and the

stunning Natalie Cole. Natalie Cole successfully gave a superb performance with

popular love songs in jazzy tune. She opened her performance with a song Star�ng

Over and con�nued to bring some of the best songs such as Route 66, Tell Me About

It, Somewhere In The Hills, Quisaz Quisaz Quisaz, Smile, Miss You Like Crazy, When I

Fall in Love and not to men�on the ever popular LOVE song.

Adapted from The Big Duriana‐ A Look Back at Java Jazz Fes�val Year Edi�on available on h�p://blogs.angloinfo.com/the‐big‐

duriana/2014/03/10/a‐look‐back‐at‐java‐jazz‐interna�onal‐fes�val‐10th‐year‐edi�on/

Task 16

It's your turn to work independently. Do the following instruc�ons.

1. Find an ar�cle that gives a report about a music fes�val.2. Read the ar�cle carefully.3. Rewrite the ar�cle with your own words in less than 250 words.4. Then, present your work in front of your class.

LISTENING & SPEAKING

OBSERVING

Task 17

Listen to the recording en�tled “Future Music Fes�val” carefully. Then, iden�fy things you want to know further related to the text by rewri�ng the items in the following box in the table that follows based on your understanding of the text. Write the items that you already know in the column “Things that I already know” and write the items that you want to know further in the column “Things I want to know further”. You may also write more things that you want to know further in the column.

Things I already Know and/or I Want to Know further

1. what the recording is about2. how to tell a story of that type3. why the speaker uses the words like a�er that, a�er, next, then etc.

Music Fes�vals I 14

English for Year 10 Students of Music Study Program I 15

QUESTIONING

Referring to the items in the column “Things that I want to know further” in Task 17 make relevant ques�ons. Examples are provided for you.

Task 18

In pairs, propose temporary answers to your ques�ons in Task 18. Then, discuss the following ques�ons.

Task 19

1. When you are listening to someone telling his/her experience or something happening in the past, what informa�on do you usually find in his/her story?

2. When you are about to share your experience or something happening in the past with your friends, what is the detail informa�on that you usually tell to your friends?

Listen to the recording en�tled “The Night When I was th

in Java Jazz 10 Edi�on” carefully. Then, find out the Indonesian equivalent for the words and phrases in the table that follows based on their context in the text. A�er you finish, share your answer with your friends.

Task 20

COLLECTING & ANALYZING DATA

COMMUNICATING

thListen again to the recording en�tled “The Night When I was in Java Jazz 10 Edi�on”. Then, decide whether the following statements are true or false based on the recording to check your comprehension of the recording. Remember to make a correc�on for each false statement. Then, share your answers with your friends.

Task 21

Music Fes�vals I 16

Indonesian Equivalent

English for Year 10 Students of Music Study Program I 17

Listen again to the recording en�tled “Future Music Fes�val” carefully. Then, complete the following table based on the informa�on you find in the recording. A�er you finish, make groups of three or four, then present your answer in your group and discuss with your group members whether you have similar answers.

Task 22

Study the explana�on on the next page carefully. You may have a discussion with your friends or ask your teacher if you do not understand. Then, do the instruc�on in the box that follows. A�er you finish, share your work with your friends.

Task 23

Listen again to the recording en�tled “Future Music Fes�val” and “The Night When I was in Java Jazz th10 Edi�on” carefully and iden�fy the �me conjunc�ons that the speaker used to tell his/ her stories.

Then, make groups of three or four and discuss your work with your group members.

Task 24

CREATING

Task 25

Ask one of your friends about his/ her experience watching a music fes�val/ concert using the following ques�ons. Then, retell your friend's experience in front of your class.

1. What was the music fes�val/concert that you watched?2. When did the fes�val/concert take place?3. Where did the fes�val/concert take place?4. How long did the fes�val/concert take place?5. With whom did you go there?6. Who were the performers?7. How was the fes�val/concert going on?8. What did you do in the fes�val/concert?9. What did you like the most in the fes�val/concert?10. What did you feel a�er watching the fes�val/concert?

Find out more about �me conjuc�on. You may read grammar books or search for ar�cles about it on the Internet. Then, share the informa�on that you get with your

classmates.

Music Fes�vals I 18

English for Year 10 Students of Music Study Program I 19

Task 26

It's your turn to work independently. Individually, do the following instruc�ons.

1. Think of your most memorable experience dealing with music. It can be when you were learning your first musical instrument or when you performed on stage for the first �me or when you watched a music fes�val.

2. Then, retell your experience in front of your class.

HOMEWORK

In pairs, make a clipping of texts telling music fes�vals or concerts happening in 2013.

LET’S SUM UP

LET’S HAVE A REFLECTION

Music Fes�vals I 20

English for Year 10 Students of Music Study Program I 21

LET’S HAVE FUN

PAST AND PRESENTYou can make the past verbs of many English verbs by just changing one le�er. For example:

Do the same with the twelve verbs in the following puzzle.Here are the twelve le�ers you need.

Taken from Heinemann Games Series ‐ English Puzzles 1

Music Fes�vals I 22

NOTES

TALES OF MUSICThere are many amusing stories out there. They can be folktales, fairy tales, legends, novels, myths, supers��ons, or many others. Do you enjoy reading such stories or listening to story telling? In this unit you will learn about them through a series of tasks.

UNIT 2

Tales of Music I 24

WARM UP

Task 1

Answer the following ques�ons based on your personal experience.

1. Do you like reading or listening to a story?2. Did your parents use to read you a bed �me story?3. What is your favorite story?4. Who are the characters of the story?5. What is the story about?

Following are several �tles of stories. Which ones do you think stories from Indonesia and which ones do you think from foreign countries? Rewrite the �tles of the stories that you think are from Indonesia in the column “Stories from Indonesia” and rewrite the �tles of the stories that you think are from foreign countries in the column “Stories from foreign countries”.

Task 2

The Legend of Nine MusesThe Tale of Fiddle Cat and Tom Cat

The Music on the HillThe Magic Fiddle

The Music Contest between Apollo and MarsyasThe Sea King's Daughter

Fire! Fire! Fire!Armadillo's Song

The Legend of the Crying StoneA Story from Ro� IslandThe Story of Rice Temple

The Legend of the Colorful LakeA Farmer and a Hedgehog Statue

CindelarasA Woman and the Bell of Miidera

English for Year 10 Students of Music Study Program I 25

Task 3

In pairs, find out the Indonesian equivalent for the following words and phrases in a dic�onary. They will help you do the next tasks.

Indonesian Equivalent

Tales of Music I 26

READING & WRITING

OBSERVING

Read the following text carefully. Then, iden�fy things you want to know further related to the text by rewri�ng the items in the box that follows on the next page in the table based on your understanding of the text. Write the items that you already know in the column “Things that I already know” and write the items that you want to know further in the column “Things I want to know further”. You may also write more things that you want to know further in the column.

Task 4

The Story of Orpheus and Eurydice

Eurydice and Orpheus were young and in love. So deep was their love that they were prac�cally inseparable and could not live without the other. These young lovers were very happy and spent their �me frolicking through the meadows.

One day Eurydice was walking through a meadow with Orpheus when she was bi�en by a snake. The poison of the s�ng killed her and she descended to Hades immediately.

Orpheus was son of the great Olympian god Apollo. In many ways Apollo was the god of music and Orpheus was blessed with musical talents. Orpheus was so sad about the loss of his love that he composed music to express the terrible emp�ness which pervaded his every breath and movement. He was so desperate and found so li�le else meaningful, that he decided to address Hades. As the overseer of the underworld, Hades’ heart had to be hard as steel, and so it was. Many approached Hades to beg for their loved ones back and as many �mes were refused. But Orpheus' music was so sweet and so moving that it so�ened the hard‐hearted Hades. Hades gave permission to Orpheus to bring Eurydice back to the surface of the earth to enjoy the light of day only if Orpheus fulfilled one condi�on.

“I'll let you bring your Eurydice back to the earth and keep her a company only if you promise me one thing: you should never look back as you ascend”, Hades said to Orpheus.

Orpheus was to trust that Eurydice was immediately behind him. It was a long way back up and just as Orpheus had almost finished that last part of the trek, he looked behind him to make sure Eurydice was s�ll with him. At that very moment, she was snatched back because he did not trust that she was there. When you hear music which mourns lost love, it is Orpheus' spirit who guides the hand of the musicians who play it.

Adapted from h�p://www.vcu.edu/engweb/webtexts/eurydice/eurydicemyth.html

English for Year 10 Students of Music Study Program I 27

Things I already know and/or I Want to know further

1. what the text is about2. the purpose of the author wri�ng the text3. the parts of the text of that type4. why one of the sentences in the text is wri�en in between quota�on

marks5. where a text of that type can be found

QUESTIONING

Referring to the items in the column “Things that I want to know further” in Task 4, make relevant ques�ons. Examples are provided for you.

Task 5

Tales of Music I 28

In pairs, propose a temporary answer to your ques�ons in Task 5. Then, discuss the following ques�ons.

Task 6

1. Folktales, fairy tales, myths, and legends are different but alike. Do you know their difference and similarity?

2. When you are reading a story, what details do you usually find in the story?

Read the following text carefully. Then, find out the Indonesian equivalent for the words and phrases in the table that follows based on their context in the text. A�er you finish, share your answers with your friends.

Task 7

The Fairy Harp (Part 1)

Long �me ago, there was a company of fairies who lived in the recesses of Cader Idris. The fairies had a habit of going from co�age to co�age in the country to test the disposi�ons of the co�agers. In doing so, the fairies turned themselves into li�le folks. Those who gave the fairies an ungracious welcome were subject to bad luck during the rest of their lives; but those who were good to them would receive substan�al favours from them.

One night, the old Morgan ap Rhys was si�ng by himself in his co�age enjoying his pipe and some Llangollen ale. The ale made Morgan very light‐hearted, and he began to sing. His voice, however, was anything but sweet like . Although there was a bard who had likened his singing to the lowing of an old cow, his singing gave Morgan himself much sa�sfac�on. The only thing which was missing was the absence of an audience. Just as Morgan was coming to the climax of his song, he heard a knock at the door. Delighted with the thought that there was someone to listen to him, Morgan sang with all the fervour he was capable of. He then shouted, "Come in, whoever you are.”

The door opened and came three weary‐looking travelers. The three traveler were, actually, the fairies from Cader Idris who came to see how Morgan treated strangers, but Morgan never suspected they were fairies.

"Good evening, Sir," said one of the travelers. "We are worn and �red, but all we seek is a bite of food to put in our wallets, and then we will go on our way."

"Is that all you want? There is the loaf and the cheese on the table, and the knife lies by them. Feel free to cut what you like. Stuff yourself and fill your wallets”, Morgan replied.

COLLECTING & ANALYZING DATA

COMMUNICATING

English for Year 10 Students of Music Study Program I 29

The travelers, a�er they had regaled themselves sufficiently, got up to go and said, " G o o d s i r, w e t h a n k y o u f o r o u r entertainment. Since you have been so generous we will show that we are grateful. It is in our power to grant you any one wish you may have: tell us what that wish may be."

"Well, indeed," said Morgan, "The wish of my heart is to have a harp that will play under my fingers, no ma�er how ill I strike it: a harp that will play lively tunes”, Morgan simply replied without thinking. He kept himself busy with his melody.

Morgan had hardly finished speaking when, all of sudden, there was a splendid harp in front of him. He looked round and found his guests had vanished.

"This is the most extraordinary thing I have ever seen in my life," said Morgan, "They must have been fairies".

Pounding with excitement, Morgan soon played the harp. As soon as his fingers touched the strings, the harp began to play a mad and capering tune. Just then, came in his wife with some friends. As they hear the strains of the harp, they began dancing, and as long as Morgan's fingers were on the strings, they kept dancing like mad creatures.

Adapted from h�p://www.sacred‐texts.com/neu/celt/w�/w�19.htm

Indonesian Equivalent

Tales of Music I 30

Task 8

Read the following text carefully. The following text is the second part of the the story en�tled “The Fairy Harp” that you have read the first part in Task 7. Then, decide whether the following statements are true or false based on the text to check your comprehension of the text. Remember to make a correc�on for every false statement. A�er you finish, share your answers with your friends.

The Fairy Harp (Part 2)

The news that Morgan had come into possession of a harp with some mysterious power spread like wildfire over the whole country. Many people came to see Morgan playing the harp. Every �me Morgan played it everyone started to dance and could not leave off un�l Morgan stopped.

One day, the bard who had made such unpleasant remarks about Morgan's singing came to see Morgan playing his harp. Morgan determined to take a revenge on him. Morgan played on and on un�l the dancers were exhausted and shouted to him to stop. Morgan did not stop un�l the bard had broken his legs. By that �me his revenge was sa�sfied, and took his fingers away from the strings.

But this was the last �me he had a chance of ven�ng his spite on his enemies. By next morning the harp had disappeared, and was never seen again. The fairies, evidently displeased with the evil use to which their gi� had been put, must have taken it away in the night. And this is a warning to all who abuse the gi�s of the fairies.

Adapted from h�p://www.sacred‐texts.com/neu/celt/w�/w�19.htm

Indonesian Equivalent

English for Year 10 Students of Music Study Program I 31

Task 9

Study the following explana�on carefully. You may have a discussion with your friends or ask your teacher if you do not understand. Then, do the instruc�on in the box that follows. Remember to share the result of your work with your friends.

Telling a Story

A piece of text that tells a story is a narra�ve text. The purpose of such kind of text is to entertain or inform the reader or listener. A narra�ve text also invites the reader or listener to reflect on the event(s) in the story to take a lesson to learn. A narra�ve text has four main parts and one op�onal part:

an orienta�on that tells the reader or listener about who is in the story, when the story is taking a place, where the ac�on is happening,

a complica�on that introduces one or more problems for the character(s) of the story to solve,

a sequence of events where the characters react to the complica�on, a resolu�on in which the characters finally sort out the problems for be�er or worse, a coda (op�onal) that provides a comment or moral value based on what has been

learned from the story.

Tales of Music I 32

Find out more about how to tell stories. You may read books or search for ar�cles about it on the Internet. Then, share the informa�on you get with your

classmates.

Task 10

Read again the text en�tled “The Fairy Harp” carefully. Then, complete the following chart with the informa�on that you find in the text to help you iden�fy the parts of the text of that type. A�er you finished, make groups of three or four, then present your answer in your group and discuss whether you have the similar answers with your group members.

A narra�ve text is found across all aspects of life. It can be found in novels, short stories, movies, sitcoms, and radio dramas. Examples of narra�ve texts include:

a fairy‐tale, that is a story wri�en which usually involves imaginary creatures and magic, a folktale, that is a very old tradi�onal story from a par�cular place that was originally passed

on to people in a spoken form, a legend, that is a very old story or set of stories from ancient �mes, or the stories, not always

true, that people tell about a famous event or person, a myth, that is a story from ancient �mes, especially one that was told to explain natural

events or to describe the early history of a people, and a story about something that many people believe but that does not exist or is false,

a fable, that is a moral story, usually about animls, making them seem like human beings.

English for Year 10 Students of Music Study Program I 33

The following sentences are taken from the stories en�tled “Orpheus and Eurydice” and “The Fairy Harp”. Read the following sentences carefully. Then, find out why the sentences are wri�en in between two quota�on marks.

Task 11

1. “I'll let you bring your Eurydice back to the earth and keep her a company only if you promise me one thing: you should never look back as you ascended”, Hades said to Orpheus.

2. "Good evening, Sir," said one of the travelers.3. "Is that all you want? There is the loaf and the cheese on the table, and the knife lies by

them. Feel free to cut what you like. Stuff yourself and fill your wallets”, Morgan replied.

4. "The wish of my heart is to have a harp that will play under my fingers, no ma�er how ill I strike it: a harp that will play lively tunes”, Morgan simply replied without thinking.

5. "This is the most extraordinary thing I have ever seen in my life," said Morgan.

Tales of Music I 34

Task 12

Study the following explana�on carefully. You may have a discussion with your friends or ask your teacher if you do not understand. Then, do the instruc�on in the box that follows on the next page. Remember to share the result of your work with your friends.

The sentences on Task 11 are wri�en in between quota�on marks to indicate that those are what somebody says to somebody else. Such sentences are called direct speeches.

Some�mes, you want to tell someone what someone else had said. For example, when you are retelling the story of fairy harp to your friend, you may want to tell your friend what Morgan said when he got his harp. In doing so, you can use a reported speech.

Reported Speech

When we use the reported speech, the main verb of the sentence is usually in its past

form. For example: said, told, and replied. Thus, to change the sentence into the reported

speech, change the verb(s) in the statement into past form(s) too.

In case of direct sentences that have verbs in past forms, the verbs can stay in their past simple form or we can also change them into their past perfect forms.

English for Year 10 Students of Music Study Program I 35

Find out more about direct and reported speeches. You may read grammar books or search for ar�cles about it on the Internet. Then, share the informa�on that you get

with your classmates.

Task 13

An excerpt is a short part taken from a book, story, film, etc. In the le� column are excerpts taken from several stories. Change the excerpts into good and meaningful reported speeches. Then, compare your answers with your friends'.

Tales of Music I 36

CREATING

Task 14

In pairs, rearrange the following jumbled paragraphs into a good and meaningful text and decide whether it is a folktale, fairy tale, myth, fable or legend. Then, individually, rewrite the text with your own words in the space provided. A�er you finished, make groups of six or seven and present your work in your group.

While Fiddle Cat was passing by his house, Tom Cat called him. “Hey, you, Fiddle Cat. I think I can do be�er than you. I want a fiddle contest! Tomorrow, in the town central park at one o'clock.” Tom Cat then added, “If I win, you cannot play your fiddle in the town anymore. But if I lose, you can join our band it you want. Deal?” Fiddle Cat then turned to Tom Cat and nodded. He then gave Tom Cat a handshake.

When the compe��on day had come, the sun was shining brighter than ever, but the compe��on went on. Tom Cat and Fiddle Cat came to the central park on �me.

Both Fiddle Cat and Tom Cat got the same applause, no one could figure out which one was be�er. So, they had the second round. This �me, they decided to dance while they played.

Tom Cat saw Fiddle Cat was inside the house looked sadder than ever. He then knocked the door. “Hello….”, Fiddle Cat greeted him. “Hi…. Um, I'm sorry. I'm sorry taking away your favorite hobby. I was jealous with you,” Tom Cat said with guilty. Fiddle Cat was surprised. “So, can I play again?” he asked hopefully. “Yes, you may. But could you try to talk less? Please?” Fiddle Cat nodded with smile and said, “Thank you, my friend.”

In the town, there was also a group band that played their music when there were celebra�on and seasonal events. One of the members of the band was also able to play fiddle well. Although Tom Cat enjoyed Fiddle Cat's music, but he was jealous with Fiddle Cat that gained the townspeople's a�en�on.

English for Year 10 Students of Music Study Program I 37

It was raining when Tom Cat was expelled from his band's basecamp. He then walked and walked. He was not sure where he was going un�l he saw rose bushes and looked up and saw the co�age on the hill where Fiddle Cat lived.

A�er the second round of the compe��on, it was Tom Cat who finally won because he could dance be�er than Fiddle Cat. Fiddle Cat then walked home sadly. He never played his fiddle again. He just sat in his home on the hill, sad and alone.

Tom Cat said, “You go first.” Fiddle Cat simply nodded and took a breath. He then played a one‐hit wonder's music that made the townspeople awed at his ability. A�er Fiddle Cat finished, Tom Cat then took his turn. His playing was just as good as Fiddle's Cat, but it was a style that no one had ever heard before. He also tapped his feet to the beat which added to the show.

Once upon a �me, in Rosebury town, there was a cat that could play a fiddle very well. He played the fiddle while walking through the road of Rosebury town. However, he never spoke to anyone. The townspeople called him Fiddle Cat.

One day, Tom Cat had went too far that made his friends really angry. His friend in the band then kicked him out of the band.

Tom Cat was so proud of himself and became mean, tough, and selfish. All of his friends had come to dislike him.

Then, the two cats picked up their fiddles and playing their music together.

The Fiddle Cat

Adapted from h�ps://www.fanfic�on.net/s/5434382/1/The‐Tale‐of‐Fiddle‐Cat‐and‐Tom‐Cat

Tales of Music I 38

Task 15

Read again the story en�tled “The Fairy Harp” in Task 7. Suppose you are the author of the story, make your own version of the resolu�on of the story. Then, present your work in front of the class.

Task 16

In pairs, do the following instruc�ons.

1. Think of a musical movie that you both like the most. It can be Stomp the Yard, High School Musical, Frozen, or any other.

2. Watch the movie and pay a�en�on to the storyline.3. Individually, write down the story of the movie and find out what you can learn from the story.4. A�er you finished wri�ng the story, compare your work with your partner‘s and find out whether

you have similar or different stories.

English for Year 10 Students of Music Study Program I 39

LISTENING & SPEAKING

OBSERVING

Task 17

Listen to the dialogue between Allan and Adam carefully. Then, iden�fy things you want to know further related to the recording by rewri�ng the items in the following box in the table that follows based on your understanding of the text. Write the items that you already know in the column “Things that I already know” and write in the items that you want to know further in the column “Things I want to know further”. You may also write more things that you want to know further in the column.

Things I already know and/or I Want to know further

1. what Allan told to Adam2. the purpose of Allan telling the story to Adam3. how to tell a story of that type4. the difference between a word like keen and keenly

Tales of Music I 40

QUESTIONING

Referring to the items in the column “Things that I want to know further” in Task 17 make relevant ques�ons. Examples are provided for you.

Task 18

In pairs, propose temporary answers to your ques�ons in Task 18. Then, discuss the following ques�on.

Task 19

When you are listening to someone telling a story, what details do you usually find in his/ her story?

COLLECTING & ANALYZING DATA

Task 20

Listen to the recording en�tled “Tales of Music in Musical FM” carefully. Then, find out the Indonesian equivalent for the words and phrases in the table that follows on the next page based on their context in the text. A�er you finish, share your answers with your friends.

COMMUNICATING

English for Year 10 Students of Music Study Program I 41

Indonesian Equivalent

Tales of Music I 42

Listen again to the recording en�tled “Tales of Music in Musical FM” carefully. Then, decide whether the following statements are true or false based on the recording to check your comprehension of the recording. Remember to make a correc�on for each false statement. Then, share your answers with your friends.

Task 21

Listen again to the recording en�tled “Tales of Music in Musical FM” carefully. Then, complete the table on the next page based on the informa�on you find in the recording. A�er you finish, make groups of three or four, then present your answer in your group and discuss with your group members whether you have similar answers.

Task 22

English for Year 10 Students of Music Study Program I 43

The recording en�tled “Tales of Music in Musical FM” is an example of a story telling. Find out more about story telling by reading books about story telling or search for ar�cles about it on the Internet. Remember to share the informa�on that you find with your friends.

Task 23

Tales of Music I 44

Study the following explana�on carefully. You may have a discussion with your friends or ask your teacher if you do not understand. Then, do the instruc�on in the box that follows. A�er you finish, share your work with your friends.

Task 24

Find out more about the art of describing in a narra�ve text. You may read grammar books or search for ar�cles about it on the Internet. Then, share the informa�on that

you get with your classmates.

Read again the stories en�tled “Orpheus and Eurydice” and “The Fairy Harp” and listen again to the recording en�tled “Tales of Music in Musical FM” and iden�fy the adjec�ves, adverbs, and similes that the narrator used to tell the story. Then, make groups of three or four and discuss your work with your group members.

Task 25

The Art of Describing in Narra�ve TextWhat is in your mind when you are reading a story or listening to someone telling a

story? Do you have pictures in your mind about the characters, the se�ngs, and the ac�ons of the story?

A good narra�ve uses words to help the readers/listeners pain�ng a picture in their mind of:

How the characters of the story look like (their appearance), Where the ac�on is taking place (the se�ng), How things are happening (the ac�on).

To do this the narrator uses groups of words to describe things. There are several ways to improve descrip�ons (recall what you have learnt in the descrip�ve text sec�on). Here are some that will help a narrator to write/ tell a narra�ve text:

Adjec�ves : words that help to describe nounsExamples :

‐ Orpheus and Eurydice were two young lovers.‐ Orpheus was so sad about the loss of his love that he composed music to

express his terrible emp�ness.‐ A bard had made an unpleasant remarks about Morgan's singing.

Adverbs : words that help to describe verbsExamples :

‐ Orpheus and Eurydice were prac�cally inseparable and could not live without the other.

‐ The poison of the s�ng killed Eurydice and she descended to Hades immediately.

Similes : phrases that compare things with other thingsExamples :

‐ As the overseer of the underworld, Hades heart had to be hard as steel.‐ They kept dancing like mad creatures.

English for Year 10 Students of Music Study Program I 45

CREATING

Task 26

Watch a movie en�tled “School of Rock”. Then complete the following chart based on your understanding of the storyline of the movie. A�er you finish, compare your work with your friends’.

Tales of Music I 46

Task 27

Make groups of three or four and do the following instruc�ons.

1. Suppose you ran a story telling program in a radio sta�on.2. Pick a story, preferably related to the field of music, that you and your group members like the

most.3. Create an interac�ve story telling program and use your mobile phone to record it. You may

listen again to the recording en�tled “Tales of Music in Musical FM” as your reference.4. A�er you finished, present your work in front of the class. You may also upload it on the Internet.

English for Year 10 Students of Music Study Program I 47

HOMEWORK

Every province in Indonesia has their own tradi�onal musical instruments. Find out a story about one of the Indonesian tradi�onal musical instruments, then rewrite the story with your own words and present it in front of your class.

LET’S SUM UP

LET’S HAVE A REFLECTION

LET’S HAVE FUN

Taken from Heinemann Games Series ‐ English Puzzles 1

Don’t do it! It’s unlucky!

Tales of Music I 48

English for Year 10 Students of Music Study Program I 49

NOTES

WHEN THE WORLD SINGSHave you ever been wondering “What is this song about?” when you are listening to a song? A song may be wri�en for purposes. It can be an expression of someone's feeling or view of life. It can also be wri�en on purpose to tell a story. Some ar�sts choose to let their music do the talking, but most ar�sts also use lyrics to convey emo�on. Deciphering lyrics is not always easy, but it brings a sense of meaning and greater apprecia�on of the song. In this unit, you will learn how to figure out the hidden meaning of a song through a series of tasks.

UNIT 3

English for Year 10 Students of Music Study Program I 51

WARM UP

Task 1

Answer the following ques�ons based on your personal experience.

a. How do you feel when you are listening to an English song?b. What do you think of an English song in comparison to Indonesian song in terms

of:‐ the melody‐ the lyric‐ the genre

c. What do you do first when you do not understand the lyrics of an English song?

Task 2

In 1963, the American group The Chiffons recorded a song called “He's so Fine”. From the �tle you can see that the song is about a man (he). A year later, in 1964, the Bri�sh group The Zombies recorded a song called “She's not There”. From the �tle you can see that the song is about a woman (she).Here are ten more song �tles about either a man or a woman. Read each song �tle carefully and iden�fy whether the song is about a man or a woman. Put in the box a�er the song �tle if the song is about a man and put if the song is about a woman. Examples are provided for you.

When the World Sings I 52

Taken from Heinemann Games Series ‐ English Puzzles 1

Task 3

In pairs, find out the Indonesian equivalent for the following words and phrases in a dic�onary. They will help you do the next tasks.

Indonesian Equivalent

English for Year 10 Students of Music Study Program I 53

READING & WRITING

OBSERVING

Listen to the song en�tled “Somewhere over the Rainbow” by Israel Kamakawiwo'ole on YouTube carefully. Then, iden�fy things you want to know further related to the song by rewri�ng the items in the following box in the table that follows based on your understanding of the song. Write the items that you already know in the column “Things that I already know” and write the items that you want to know further in the column “Things I want to Know Further”. You may also write more things that you want to know further in the column.

Task 4

Things I already know and/or I Want to know further

1. what is the song about2. how to find out what the song is about3. how to tell other people about my interpreta�on of the song

QUESTIONING

Referring to the items in the column “Things that I want to know further” in Task 4, make relevant ques�ons. Examples are provided for you.

Task 5

Listen to the song en�tled “Beau�ful World” by Connie Talbot on YouTube carefully. Then, find out the Indonesian equivalent for the following words and phrases based on their context in the song lyrics. A�er you finish, share your answers with your friends.

Task 6

When the World Sings I 54

COLLECTING & ANALYZING DATA

COMMUNICATING

Indonesian Equivalent

English for Year 10 Students of Music Study Program I 55

Task 7

Study the following explana�on about the language features of a song lyrics carefully. You may have a discussion with your friends or ask your teacher if you do not understand. Then, do the instruc�on in the box that follows on the next page. Remember to share the result of your work with your friends.

Language Features of a Song Lyrics

To find out what a song is about you need to examine its lyrics. A song lyrics falls into the category of poe�c text type. A poe�c text type is used to express feelings and impressions of life. It may also tell a story or give the author reflec�ons on experiences, people, or event. In doing so, the songwriter can use language in a number of ways.Here are several language features of a song lyrics that can help you figure out the meaning of a song:

a. EuphemismsA euphemisms is a polite or less direct way of something. Example:‐ And I've thrown my words all around (that is I have told people about something)‐ He was a stranger to the truth (that is he told a lie)

b. HyperboleHyperbole is an exaggera�on.‐ It was raining cats and dogs‐ The fever made her forehead boiling bot

c. OnomatopoeiaOnomatopoeia is the use of words that sound like the ac�on they represent.‐ The click of his finger‐ The hiss of the snake

d. Personifica�onPersonifica�on means describing non‐human things as though they were alive or human. Words that indicate personifica�on are he, him, she and her, or verbs that usually go with things that are alive.‐ The dam wall, �red of holding back the water, crumbled.‐ She has been a great ship.

e. Rhetorical ques�onsA rhetorical ques�on is one asked by the person who created the text but without expecta�on of an answer. A rhetorical ques�on is indicated by the use of a ques�oning tone.‐ Why do bad things always happen to us?‐ Why do people live?

f. SimilesA simile is used to show the similarity between two things. Words used to construct a simile are like, as if and though.‐ He had eyes like a hawk

g. MetaphorsA metaphor is saying that something is something else. Words that indicate metaphors are is and are.‐ He is a sly old fox‐ They are shags on a rock

Find out more about the language features of a song lyrics. You may read books or search for ar�cles about it on the Internet. Then, share the informa�on you

get with your classmates.

Task 8

Listen again to the song en�tled “Somewhere over the Rainbow” by Israel Kamakawiwo’ole and “Beau�ful World” by Connie Talbot on YouTube carefully. Then, complete the following Feature Sheet based on the lyrics of the song. An example is provided for you. Remember to share your answer with your friends a�er you filling in the sheet.

When the World Sings I 56

English for Year 10 Students of Music Study Program I 57

Read the following text carefully. Then, answer the ques�ons that follow on the next page. A�er you finish, make groups of three or four and share your answers with your group members.

Task 9

Deciphering “Somewhere over the Rainbow”

One of the most favourite songs ever may be “Somewhere over the Rainbow” by Israel

Kamakawiwo'ole. Many people have covered the song and upload it on YouTube.

Have you ever wondered why the song can be such everlas�ng hit? What is the song actually

about that it can make people recalling their memories about things whenever they listen to the song?

Following are several people's interpreta�ons of the song.

I think this song is great. To me it is about a new beginning. My wife and I

considered this for our wedding song because for us "Somewhere over the Rainbow" is

not saying that there has to be something be�er than this life, but that our love for one

another will take us over the rainbow. For us it takes us to a be�er place and reminds us

that things are be�er since we have the two of us. I guess like most songs it can be

interpre�ed many different ways. (tboans on July 21, 2006)

This is a beau�ful song. I heard it from a show called Cold Case which is a good

show. In my opinion this song is about dying. Dying is not a bad thing at all. A�er all it is

simply a part of life.

This song is about someone who died and is in heaven. “Wake up where the

clouds are far behind me” to me just means in heaven where all the troubles of life are

over and where nothing but blue skies lay.

I know if I die and do not go to heaven, I am going to be pissed. Especially a�er

this beau�ful song about that. Peace, Harmony. I am not going to go quote by quote and

destroy any of your imagina�on with what I think it means. But I am leaving you ladies

and gentlemen with my opinion that this song is about death and moving onto heaven.

(I_Am_Canadian on March 09, 2005)

This song is absolutely beau�ful. I love the combina�on of the simple sound

of the ukulele with Israel's voice. The lyrics was good too even though

Kamakawiwo'ole did not write them. I have never met a person who does not love

or at least appreciate this song.

Even though I think the lyrics may be about hope for a good a�erlife or

something spiritual like that, I like to think of it like some things here on earth in this life

may be tough, but when the good �mes do come, they will seem so much sweeter. The

author is saying that this is the life we have, posi�ve and nega�ve, I love it for what it is

worth. (MasonC on October 11, 2007)

Adapted from h�p://songmeanings.com

1. What is the text about?2. How many interpreta�ons of the song en�tled “Somewhere over the Rainbow” are there in

the text?3. What does Tboans think the song is about?4. What does MasonC think the song is about?5. What does the I_Am_Canadian think the song is about?

Task 10

Study the following explana�on carefully. You may have a discussion with your friends or ask your teacher if you do not understand. Then, do the instruc�on in the box that follows on the next page. Remember to share the result of your work with your friends.

When the World Sings I 58

How to Figure out a Song's Meaning

The text that you read in Task 7 is a compila�on of people's interpreta�on of a song en�tled “Somewhere over the Rainbow” sung by Israel Kamiwawo'ole. A song interpreta�on is an explana�on or opinion of what a song means. Here is six simple steps that you can follow to

find out the meaning of a song:

1. Make sure you know the lyrics. If you know them by heart, great. If not, or if you're unsure, use a search engine like Google to look for the words, or use a lyrics database.

2. Think about the genre and theme. Is it rock? Metal? Country? Rap? Is it a love song? Is it a blatant poli�cal commentary? Is it humorous? Sa�rical? Religious? Maybe the song tells a story. O�en, knowing this will help you figure out how to interpret the lyrics.

3. If the meaning of a song seems very literal and obvious at first, re‐examine the lyrics. You may find a whole new interpreta�on among the words.

4. Take note of any unusual or poe�c phrases. These may be metaphors or figura�ve language. These are especially difficult to decipher, but take special considera�on, as metaphors can be some of the most important, moving parts of a song, and reveal a lot of meaning.

5. Listen to the song again, and again if you have to. Listen to it while reading the lyrics. Maybe you feel a deeper sense of connec�on with the words.

6. Never accept your interpreta�on as final. Keep an open mind and talk to other fans and music lovers; see how they infer the song. You never know, you might hear something completely different that changes your perspec�ve.

Remember this!

Some songs are so complex and personal, you might find it difficult to extract any meaning. This should not discourage you. Find or make up your own meaning in the song.

Source: wikihow.com

English for Year 10 Students of Music Study Program I 59

Find out more about how to figure out a song’s meaning. You may read books or search for ar�cles about it on the Internet. Then, share the informa�on you get

with your classmates.

Task 11

In pairs, find out the meaning of a song en�tled “Beau�ful World” by Connie Talbot. Read again your Feature Sheet in Task 8. It may help you to find out what the song is about. A�er you finish, compare your work with other pairs'.

PRACTICING

Task 12

A musical cut is a short part of a piece of music. Listen to the recording en�tled “Musical Cuts” carefully. Then, describe how you feel when you are listening to each musical cut in the recording in the following boxes.

Fir

st C

ut

Seco

nd

Cu

tT

hir

d C

ut

Fo

rth

Cu

tF

ifth C

ut

Task 13

Look at the following pictures. In pairs, decide a song that can best represent each situa�on shown in each picture. Remember to give judgments of your decision. A�er you finish, share your work with other pairs.

When the World Sings I 60

English for Year 10 Students of Music Study Program I 61

Task 14

In pairs, do the following instruc�ons.

1. Listen to the song en�tled “What a Wonderful World” by Luis Amstrong carefully.2. You may search for the song lyrics on the Internet if you need.3. Individually, find out what the song is about and find a picture that can best represent the song.4. A�er you finish, present your work in front of the class.

HOMEWORK

Individually, make a clipping of songs' lyrics that have the following themes:1. Peace2. Nature3. Na�onalism

LET’S SUM UP

LET’S HAVE A REFLECTION

When the World Sings I 62

Language Features of a Song LyricsTo find out what a song is about you need to examine its lyrics. Here are several language features of a song lyrics that can help you figure out the meaning of a song:

a. Euphemismsb. Hyperbolec. Onomatopoeiad. Personifica�one. Rhetorical ques�onsf. Similesg. Metaphors

How to Figure out a Song's MeaningHere are six simple steps that you can follow to find out the meaning of a song:

1. Make sure you know the lyrics. 2. Think about the genre and theme. 3. If the meaning of a song seems very literal and obvious at first, re‐examine the lyrics.4. Take note of any unusual or poe�c phrases. 5. Listen to the song again, and again if you have to. 6. Never accept your interpreta�on as final.

English for Year 10 Students of Music Study Program I 63

LET’S HAVE A REFLECTION

LET’S HAVE FUN

Taken from Heinemann Games Series ‐ English Puzzles 1

ELVIS’ GREATEST HITS

When the World Sings I 64

English for Year 10 Students of Music Study Program I 65

NOTES

LISTENING SCRIPT UNIT 1- MUSIC FESTIVALS

The Ten Biggest Music Fes�vals in the World

Happy new year, everyone! Welcome to 2014 and meet me, again, Adela. Well, let me ask you a ques�on. Where have you been in 2013? Going somewhere fun? I myself had some fun being part of the crowds of some music fes�vals. And now, let's recall our memory of the 10 biggest music fes�vals up to 2013. Check this one out. I'll start with number ten up to six of the biggest music fes�vals in the world. Number ten is Exit Music Fes�vals in Novi Sad, Serbia. On number nine is Paleo Music Fes�vals in Nyon, Switzerland. Then on number eight and seven are Ultra Music Fes�vals in Miami and Sziget in Budapest. Then, on number six is Przystanek Woodstuck in Kostryzn Nad Odra, Poland. Then, coming up are the top five biggest music fes�vals in the world. Number five is Rock in Rio in the only Rio De Janeiro, Brazil. Then, on number four is Coachella in California, United States. Here are number three and two of biggest music fes�vals Summerfest in Wiscounsin, United States and Mawazine in Rabat, Morocco. And finally the biggest music fes�vals in the world! It is nor the one in United States or United Kingdom. Guess what?! It is Donauinselfest in Vienna, Austria. Okay, now is �me to listen to some good song. I'll tell you more about the music fes�vals right a�er Bruno Mars with “When I was Your Man”.

Adapted from The Ten Biggest Music Fes�vals in the World available on h�p://www.mtviggy.com/lists/the‐10‐biggest‐music‐fes�vals‐in‐

the‐world‐2/

Future Music Fes�val

Narrator : Listen to Allan telling his experience watching a music fes�vals.

Have you been in any music fes�val? I have once. And now I'll let you know about it.

It was a clear day in autumn 2014 when I and my friend were at Flemington Racecourse. Do you

know where Flemington Racecourse is? Yes, it is in Melbourne. We went there to watch Future Music

Fes�val.

My day started right when the doors opened at 12 P.M. Without wai�ng any further, we headed

towards the Safari stage to catch Joel Fletcher's set. Unfortunately, the set was canceled. But it's okay!

We decided to watch DJ Tigerily then.

A�er that, we headed to the main stage to catch the last 15 minutes of Mar�n Garrix's set. You

know who Mar�n Garriz is? No? Don't worry, I'll tell you. He is one of the men behind Havana Brown's

cult dance hit 'Big Banana'.

Next, we took the opportunity to explore the fes�val before some of the major headliners. We

went to the Haunted House presented by Knife Party. In the Haunted House, we incidentally meet I See

Monstas, one of the band that just finished their performance.

From the Haunted House, we went back to the main stage to witness Pharrell Williams's

amazing performance. Pharrell jammed several songs into a‐half‐an‐hour set and invited some of his

fans to come to the stage.

A�er Pharrell's incredible set, we hurried to the V Energy Green Room. Guess what we watch in

the room, Tigerily! Again. Yes. We watched Tigerily twice! LOL

Then, again, we rushed back to the main stage to watch Macklemore and Ryan Lewis. There

must be a technical problem with the sound system, I guessed, because some�mes during the set we

barely hear Macklemore's voice. Last but not least, we finished off the night with world renowned DJ

Deadmau 5.

I can say that we had an incredible day out in the Future Music Fes�val. Can't wait for the next

Future Music Fes�val!

Adapted from REVIEW: Future Music Fes�val ‐ 09/03/14 Flemington Racecourse, Melbourne available on

h�p://www.take40.com/news/45293/review:‐future‐music‐fes�val‐‐‐09‐03‐14‐flemington‐racecourse,‐melbourne

thThe Night when I was in Java Jazz 10 Edi�on

thNarrator: Alila is telling her experience when she watched the 10 Edi�on of Java Jazz.

It was one of the best night in my life. You know what?! Finally I watched Java Jazz Fes�vals live!

See?! Live!!th

Though I missed the first and second day of the 10 Edi�on of Java Jazz because I had to go to

Bandung, I did make the third day. Yeay!

Why third day? Because it was the day when Natalie Cole got on stage. I'm a really big fans of

Natalie Cole, just so you know.

I can say that the 64‐year‐old living legend gave a soulful set as one of the fes�val's final

performances. She opened her performance with “Star�ng Over Again”. And guess what?! Natalie Cole

greeted me with "Nice to see you! Nice to be seen! How are you doing?" Hahaha. Yes, finally I watched

Natalie Cole's performance live! She was right in front of meeee!

Nostalgia filled the hall as she performed a virtual duet with her late father, the legendary Nat

King Cole, with the song "Quizas, Quizas, Quizas". Cole then sang the song herself, in the original Spanish.

She then con�nued with "When I Fall in Love" and, of course, "Unforge�able".

I'll never forget that night. I really had so much fun.

Adapted from Java Jazz No. 10 Sounds Final, Soulful Note available on h�p://www.thejakartapost.com/news/2014/03/03/java‐jazz‐no‐10‐

sounds‐final‐soulful‐note.html

LISTENING SCRIPT UNIT 1- MUSIC FESTIVALS

LISTENING SCRIPT UNIT 2 - TALES OF MUSIC

Dialogue between Adam and Allan

Situa�on : Allan and Adam are si�ng on a bench in a park while Allan is busy with his smartphone.Adam : Are you busy upda�ng your status on Twi�er?Allan : Nope! I'm just surfing on the internet and I just found a good ar�cle.Adam : You did? What's the ar�cle about?Allan : Emmm… Kinda story actually.Adam : What story? A fairy tale? A folktale? A myth? Or may be a legend?Allan : Frankly speaking, I don't know either, Ana. All I know is it's about the goddesses of music.Adam : The goddesses of music? Is there any?Allan : Believe it or not, there are nine goddess of music in the Greek mythology.Adam : Nine? Who are they? Tell me more.Allan : Well, let me read the story for you. It's all started when Mnemosene was carrying her daughters

with Zeus. Mnemosene was keenly looking a�er her pregnancy for a year. A year later, when the months and seasons had completed their cycle and when many days had passed, Mnemosene gave birth to nine daughters. Those daughters were enchanted with music. Their names were Cleo, E�erpe, Thalia, Melpomene, Terpsehore, Herato, Polymnea, Urania, and Kalleope.

Blessed with the power of their father, Zeus, the nine daughter had the power of make us forget our worries and lessen our pain. With their power, they became the goddesses of music.

Adam : So, it's a Greek mythology, huh?Allan : It is. You right! And oh! They are so‐called as the Nine Muses.Adam : Muses? It reminds me to a band namely Muse. HahahaAllan : So do I! Give me high five!

Adapted from “The Legend of the Nine Muses” available on h�p://www.9mouses‐velvento.gr/mousesen.html

Tales of Music in Musical FM

Aloha! Good morning, everyone!

Welcome to our special program “Tales of Music” with me Malika. So, stay tune in 99,9 Musical

FM.

Well, I have a ques�on for you. Do you enjoy Greek mythology? Yes? Great. The story of the day

will bring us to the �me while the Greek gods and goddess were living their life back then.

Let me ask you another ques�on: is there any of you who know the goddesses of music in Greek

mythology? Yes, they are the Nine Musses. And, what about the god of music? Is there any of you who

know who the god of music is? Yup! You right, Apollo.

Apollo was popular with playing the lyre. But, do you know that lyre was not invented by Apollo?

No? Well, let me tell you, lyre was invented by Hermes, the other Greek god who was Apollo half‐brother.

Are you now wondering how did Apollo get his lyre?

So, here is the story.

The story began when Hermes was born. Hermes was born with innate musical skill. Right a�er

he was born, the first thing he did was invent the lyre. As soon as Hermes le� the cave, FYI, Hermes was

born in a cave, he encountered a tortoise and quickly devised a plan. He seized and cut up the tortoise

and used the hollow shell, along with reeds, an ox's hide, and strings of sheep gut, to make the first

seven‐stringed lyre. In no �me at all, he tuned the lyre and was singing beau�ful songs in honor of his

father and his mother.

Hermes then had a desire for something else: he craved meat. He then decided to steal Apollo's

ca�le. Next, Hermes went to Apollo's pastures where Apollo's ca�le were sleeping. Hermes stole fi�y

heifers and on his return trip, he threw his baby shoes into the ocean so no one could trace his tracks.

See? How tricky Hermes is! Hermes then led the ca�le into a cave and shut them in there. No one saw the

the� of the ca�le except for one of Apollo's herdsmen, who swore he would tell no one.

Apollo soon found out that his ca�le was missing and started searching all around. Of course,

Apollo was the god of prophecy, so he soon found out the thief and went furiously to Mount Cyllene to

find Hermes in his cave. Apollo was furious so he brought Hermes in front of Zeus and demanded to have

his ca�le back. Pretending to act like a normal baby, Hermes said that he did not know what ca�le were.

However, Zeus and the other gods did not believe him, so Hermes finally had to return the ca�le to

Apollo.

Regre�ul of what he had done, Hermes then offered Apollo his lyre as a present. Apollo then

became known for the beau�ful music he played with the lyre and became god of music.

So, now you know how Apollo got his lyre, right?

Okay, kids, that's the end of the story. Don't forget to join me again tomorrow. See you and have a

nice day…

Adapted from:h�p://global.oup.com/us/companion.websites/9780195397703/student/materials/chapter12/summary/

h�p://www.greek‐gods.info/greek‐gods/hermes/myths/hermes‐apollo/h�p://www.ooci�es.org/gm_apollo/lyre.html

LISTENING SCRIPT UNIT 2 - TALES OF MUSIC

MUSICAL CUTS

‐ Somewhere over the Rainbow by –Israel Kamakawiwo'ole‐ Fix You by Coldplay‐ Heal the World by Michael Jackson‐ Peaceful World – Children Song‐ True Colors by Phil Collins

Source: YouTube

LISTENING SCRIPT UNIT 3 - WHEN THE WORLD SINGS

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Azhar, B.S., Ma�hies, B. F., & Hartle, S. (2003). Fundamentals of English Grammar, Third Edi�on Teacher's Guide. New York: Pearson Educa�on.

Case, Dough. (1994). Heinemann Games Series, English Puzzles 1. London: Macmillan Education.

Emilia, Emi. (2011). Pendekatan Genre‐Based dalam Pengajaran Bahasa Inggris: Petunjuk untuk Guru. Bandung: Rizqi Press.

Murphy, Raymond. (1985). English Grammar in Use. Cambridge: Cambridge University Press.

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