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A SET OF INTEGRATED READING WRITING MATERIALS

OF SELF-ACCESS CENTRE IN SMK NEGERI 2 DEPOK

FOR THE TENTH GRADE STUDENTS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Karina Lega Ayu

Student Number: 091214031

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2014

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Stay strong, make them wonder how you’re still smiling

(Anonymous)

When you know better you do better

(Maya Angelou)

True leaders don’t create followers, they create more leaders

(Anonymous)

I dedicated this thesis to

Allah SWT

My parents: Oentoeng Legowo, S.H. and Anycita Indah Hartani

My lovely sisters: Tusiana Wismandani and Trizky Kandi Amalia


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ABSTRACT

Ayu, Karina Lega. 2014. A Set of Integrated Reading Writing Materials of Self-

Access Centre in SMK Negeri 2 Depok for the Tenth Grade Students. Yogyakarta:

English Language Education Study Program, Sanata Dharma University.

SMK Negeri 2 Depok, one of the vocational schools, taught English from

the beginning level i.e. tenth grade students. The school provided a place for the

students to learn English outside the class which was called Self-Access Centre

(SAC). There were some materials, called self-access materials, provided in SAC

which covered materials for reading, writing, speaking, listening, grammar, and

vocabulary. The students were allowed to choose the materials by themselves and

assessed their own work. However, the students thought that the reading and

writing materials were uninteresting. Moreover, the reading and writing materials

were separated. On the other hand, some experts stated that the reading and

writing materials should be integrated. Therefore, there were two research

problems presented in this research i.e. (1) How a set of integrated reading writing

materials of Self-Access Centre in SMK Negeri 2 Depok for the tenth grade

students is designed and (2) What the set of integrated reading writing materials of

Self-Access Centre in SMK Negeri 2 Depok for the tenth grade students looks

like.

In order to answer the first question, the researcher employed the modified

instructional model of Kemp and also the R&D method. There were eight steps

used by the researcher, namely 1) Conducting Need Survey, 2) Stating Goal,

Topics and General Purposes, 3) Stating Learning Objectives, 4) Listing the

Subject Content, 5) Selecting Teaching and Learning Activities, 6) Designing the

Materials, 7) Conducting Materials Evaluation and 8) Revising the design

Materials.

In order to answer the second question, the researcher presented the final

version of the designed materials which was based on the theory of Task- Based

Learning. The final materials consisted of four units, namely “What do They Look

Like?”, “Show Me the Way!”, This is What I Want to Be, and “Attention Please!”.

Each unit consisted of three main parts, namely Let’s Get Ready! as Pre-Task,

Challenge Yourself! as Task Cycle and Let’s Focus as Post-Task.

This set of integrated reading and writing materials were expected to be

implemented in SAC. Furthermore, the materials were expected to be able to

improve the students‟ abilities in learning English independently. Hence, the

students would be accustomed to learning English by themselves.

Keywords: Self- Access Centre, SMK Negeri 2 Depok, integrated reading writing

materials, Task-Based Learning


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ABSTRAK

Ayu, Karina Lega (2014). A Set of Integrated Reading Writing Materials of Self-

Access Centre in SMK Negeri 2 Depok for the Tenth Grade Students. Yogyakarta:

Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

SMK Negeri 2 Depok sebagai salah satu contoh sekolah kejuruan,

mengajarkan Bahasa Inggris sejak kelas sepuluh. Sekolah ini menyediakan

sebuah tempat dimana siswa dapat belajar Bahasa Inggris walaupun di luar kelas

yang biasa disebut Self- Access Centre (SAC). Ada bebrapa materi, biasa disebut

self-access materials, yang disediakan di SAC yang meliputi materi untuk

membaca, menulis, berbicara, mendengarkan, tata bahasa, dan kosakata. Para

siswa diperbolahkan untuk memilih sendiri materi yang ingin mereka kerjakan

dan kemudian mereka nilai sendiri. Tetapi, para siswa beranggapan bahwa

materi membaca dan menulis membosankan. Lebih lagi, materi membaca dan

menulis dibuat secara terpisah. Padahal, menurut beberapa ahli materi membaca

dan menulis seharusnya dibuat dalam satu kesatuan.Untuk itu, ada dua

pertanyaan yang diajukan di penelitian ini; yaitu (1) Bagaimana seperangkat

materi gabungan membaca dan menulis di Self-Access centre di SMK Negeri 2

Depok untuk siswa kelas sepuluh dirancang?(2) Bagaimana bentuk dari materi

gabungan membaca dan menulis di Self-Access Centre di SMK Negeri 2 Depok

unutk siswa kelas sepuluh tersebut?

Untuk menjawab pertanyaan pertama, peneliti menggunakan model

perancangan dari Kemp yang telah dimodifikasi dan metode R&D. Ada delapan

tahap yang diterapkan oleh peneliti; yaitu 1) Melakukan Survey Kebutuhan 2)

Perencanaan Tujuan, Topik, dan Tujuan Umum 3) Menentukan Tujuan

Pembelajaran 4) Menentukan Isi Materi 5) Memilih kegiatan Mengajar dan

Belajar 6) Merancang Materi 7) Melakukan Evaluasi Materi 8) Memperbaiki

Produk.

Untuk menjawab pertanyaan kedua, peneliti menyajikan hasil akhir dari

materi yang telah dirancang yang menggunakan Task-Based Learning. Di dalam

materi terdapat empat unit; yaitu “What do They Look Like?”, “Show Me the

Way!”, “This is What I Want to Be”, dan “Attention Please!”. Tiap unit terdapat

tiga bagian utama; yaitu Let‟s Get Ready! sebagai Kegiatan Pembuka, Challenge

Yourself! sebagai Kegiatan Utama dan Let‟s Focus sebagai Kegiatan Akhir.

Materi gabungan membaca dan menulis ini diharapkan dapat diterapkan

di SAC. Kemudian, materi-materi tersebut dapat meningkatkan kemampuan para

siswa dalam belajar bahasa Inggris secara mandiri. Sehingga, para siswa akan

menjadi terbiasa belajar bahasa Inggris sendiri.

Kata Kunci: Self- Access Centre, SMK Negeri 2 Depok, integrated reading

writing materials, Task-Based Learning


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ACKNOWLEDGEMENTS

First of all, I would like to praise Allah SWT for blessing, helping, and

loving me during my whole life. I would also thank my great parents, Oentoeng

Legowo, S.H and Anycita Indah Hartani, for their prayers and supports

whenever I am feeling down. I also thank my lovely sisters, Tusiana

Wismandani and Trizky Kandi Amalia, who always make my day with their

jokes, loves, and cares.

I would thank my great advisor, C. Tutyandari, S.Pd., M.Pd. for all of

her help, guidance, suggestions, patience, support, motivation, and encouragement

so I could finish my thesis very well. Besides, I also thank my evaluators Patricia

Angelina Lasut, S.Pd., M.Hum, Fx. Mukarto, Ph.D., and Drs. Tri Suko

Bambang Wiyono, M.Hum. who give feedbacks and suggestions on my

designed materials.

My next gratitude is intended to Niken Tyas Utami, S.Pd who has

permitted me to conduct the research in her classrooms and Self- Access Centre. I

thank Drs. Aragani Mizan Zakaria, the principal of SMK Negeri 2 Depok, who

has permitted me to conduct the research in SMK Negeri 2 Depok. Moreover, I

thank the tenth grade students in SMK Negeri 2 Depok for being cooperative.

My special thank also goes to my special boyfriend, Antonius Kris

Aditya and his family for always giving me a shoulder to cry on and supporting

me every single time so I can be strong. I also express my gratitude to my forever

best friends, Maria Evita Sari and Ratnasari Nugraheni. Then, to my amazing


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friends Shela Novitasari, Ulis Veronica, Elfrida Putri Yuanita, Iluminata

hani, Yulianus ‘Ceper’, Liliana, ncus, Romo Anton waget and all of PBI

students class A’09 that cannot be mentioned one by one, thanks for completing

my life and giving me lots of amazing moments. I love you all guys! Then, I thank

my Aprilians friends Yosafat Barona, Catharina Awang and Oktavia

Setiyawati for always helping and supporting me until the end of the thesis

defense day. I also thank my new special friend Ajik for always supporting me.

My gratitude is also intended to Mas Mikael Dian Teguh and Sesilia

Pramita for their willingness, time, kindness, and suggestions in being my proof

readers. I would like to say thanks to all PBI lecturers, Mbak Dhanniek, Mbak

Linda, and Library staffs who help me. I would like to address my gratitude to

all members of EFO, all of PBI students, all of Sanata Dharma University

students and all people who always motivate and support me. I am very blessed

to have you all in my life.

Karina Lega Ayu


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TABLE OF CONTENTS

Page

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

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

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

STATEMENT OF WORK‟S ORIGINALITY …………………………... v

PERNYATAAN PERSETUJUAN PUBLIKASI …………….…………...… vi

ABSTRACT ……………………………………………………………… vii

ABSTRAK ……………………………………………………………….. viii

ACKNOWLEDGEMENTS ……………………………………………… ix

TABLE OF CONTENTS ………………………………………………… xi

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

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

LIST OF APPENDICES …………………………………………………. xvi

CHAPTER I. INTRODUCTION

A. Research Background …………………………………………….. 1

B. Research Problems ……………………………………………… 7

C. Problem Limitation ……………………………………………….. 7

D. Research Objectives ………………………………………………. 8

E. Research Benefits …………………………………………………. 8

F. Definition of Terms 9

1. Design …………………………………………………………... 9

2. Integrated Skill …………………………………………………. 10

3. Reading …………………………………………………………. 10

4. Writing ………………………………………………………….. 10

5. Self- Access Centre……………………………………………...

6. The Tenth Grade Students of SMK Negeri 2 Depok……………..

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CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description …………………………………………… 13

1. Instructional Design Model …………………………………….. 13

2. Reading …………………………………………………………. 16

3. Writing ………………………………………………………….. 19

4. The Integration of Reading and Writing …………………….….

5. Task- Based Learning (TBL)……………………………………

6. Self- Access Centre (SAC) ………………………………….…..

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B. Theoretical Framework ………………………………………….... 30

CHAPTER III. METHODOLOGY

A. Research Method ………………………………………………… 34

B. Research Setting …………………………………………………. 36

C. Research Participants ……………………………………………..

1. Participants of Research and Information Collecting…….. ……

2. Participants of Preliminary Field Testing ……………………...

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D. Research Instruments and Data Gathering Techniques …………... 38

1. Research and Information Collecting ……………………...……

a. Questionnaire…………………….............................…...…

b. Interview………………………………...……….…...……

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2. Instruments for Evaluation……………………………………... 40

E. Data Analysis Techniques ………………………………………… 42

F. Research Procedure ………………………………………………. 43

1. Research and Information Collecting …………………………... 43

2. Planning ……………………………………………………….... 44

3. Product Developing …………………….……………………….

4. Evaluating……………………………….……………………….

5. Revising the Designed Materials…….……….………………….

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CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A. The Steps in Designing Integrated Reading Writing Materials……

1. Conducting Need Survey…….……….………………………

a. Result of the Questionnaire…….……….……………………..

b. Result of the Interview…….……….………………………….

2. Stating Goal, Topics, and General Purposes….…….………..

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

4. Listing the Subject Contents…….…….………………………..

5. Selecting Teaching and Learning Activities…….…….………..

6. Designing the Materials…….…….………………....................

7. Evaluating the Materials…….…….……………………………

8. Revising the Materials…….……………………………………...

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B. The Presentation of the Designed Materials ……………………… 68

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions ………………………………………………………. 69

B. Recommendations ………………………………………………… 71

REFERENCES …………………………………………………………… 73

APPENDICES ………………………………………………………….... 75


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LIST OF TABLES

Table Page

Table 3.1 The Description of the Participants ………………………… 38

Table 3.2 Degree of Agreement ……………………………..………….. 42

Table 3.3

Table 4.1

Table 4.2

Table 4.3

Table 4.4

Table 4.5

Table 4.6

Table 4.7

The Description of the Participants‟ Evaluations on the

Designed Materials...........................................................

Result of the Questionnaire ………………………………..…

The Topics and Titles in the Designed Materials ………….…

The Standard Competency and Basic Competences …………

The Indicators ………………………………………...………

Description of the Participants ……………………………..

Degrees of Agreement……………………………….………..

Description of the Data………………………………………..

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LIST OF FIGURES

Figures Page

Figure 2.1 Kemp‟s Instructional Model Design ……………………..… 15

Figure 2.2 A Framework of Task- Based Learning ……………………. 24

Figure 2.3 The Researcher‟s Model …………………………………..... 32


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LIST OF APPENDICES

Appendix Page

Appendix A Permission Letter………………………………………… 76

Appendix B Instruments of Need Analysis Evaluation……………….

1. List of Interviews Questions………………………

2. Questionnaire of Research and Information

Collecting........................................................................

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Appendix C Materials Evaluation Questionnaire……………….……... 81

Appendix D General Description of the Designed Materials ……..…... 85

Appendix E Syllabus ………………………………………………….. 89

Appendix F Presentation of the Designed Materials…………………... 93


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CHAPTER I

INTRODUCTION

This chapter presents the introduction of the study which is divided into

six parts. Those parts elaborate on background of the study, research problems,

problems limitation, objectives of the study, benefits of the study, and definition

of terms.

A. Research Background

English, as an international language, becomes important nowadays.

According to Johnson (2001), “There are about a billion people in the world today

learning English as a foreign language” (p. 1). Therefore, most of the people learn

English even in their early ages. Moreover, the English language subject is taught

to the elementary school students even to kindergarten students.

In learning English, there are some skills that have to be learnt by the

students. Brown (2007) states that there are four important skills in teaching

English for more than six decades now, they are listening, speaking, reading, and

writing. Moreover, Oxford (1990) also states “In gaining a new language

necessarily involves developing those four skills in varying degrees and

combinations” (p. 5). Hence, in order to master the English language, those four

skills have to be learnt by the students when they are learning English. Those four

skills contain three elements, namely grammar, vocabulary, and pronunciation. In

learning English, the students cannot only learn one of the skills because those


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skills are related to each other. Thus, they have to combine those skills and the

elements as one.

Learning English is not easy for those who learn English as a foreign

language (EFL). EFL students need to practice more to master the materials.

Therefore, some students learn English even after the class with their friends or by

themselves. According to Harmer (2007), the students need to be encouraged to

develop their own language learning strategies so that they become autonomous

learner in order to compensate for the limits of classroom times and improve their

language learning and acquisition successfully. When the students finally obtain

their own learning strategies, it will be easier for them to learn English.

According to Benson (2011), “Autonomy was seen as a natural product of

the practice of self-directed learning, or learning in which the objectives, progress

and evaluation of learning are determined by the learners themselves” (p. 10). As

autonomous learners, they will be demanded to be responsible to choose their own

materials based on their needs and levels so they can arrange their own learning.

Szabo and Scharle (2000: 4), states “Autonomy and responsibility both require

active involvement, and they are apparently very much interrelated.” Besides, they

also stated that responsible attitude of the learners determine the successful

learning very much. In short, autonomy learning teaches the students about how to

be responsible to their learning progress so they can master the materials with

their own efforts.

In this case, the teachers also have responsibilities to help the students, as

the autonomous learners, to master English. Thus, the teacher should find


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appropriate ways to improve the students‟ abilities in learning English. There are

some ways in improving the students‟ abilities in learning English outside the

class, one of them is providing Self Access Centre (SAC). Benson (2011: 11)

states “In recent years, however, self-access language learning centers have

proliferated to the point where „self- access language learning‟ is often treated as a

synonym for self-directed or autonomous learning.” It shows that the use of SAC

is suitable for the autonomous learners who are expected to be accustomed to

learning English independently.

According to Benson (2001) as cited by Nunan (2003: 291) “Self-Access

Centre is an open access resources center containing authentic print, audio and

video target language materials.” SAC provides self-access materials covering

materials for listening, speaking, reading, writing, grammar, and vocabulary in

order to achieve the target language. In addition, Harmer (2007) also states SAC is

“a useful adjunct to classroom learning – or indeed alternative to it” (p. 403). In

short, SAC is a place outside the class with a lot of materials which help the

students to learn deeper about English. In SAC, the students are expected to be

able to learn English independently. They might choose the materials related to

their needs or levels by themselves.

According to Benson as cited by Nunan (2003), nowadays some teachers

have been employing self-access and learners training which becomes important

features of the language learning scene in general. Therefore, Self-Access Centre

has been implemented in some schools. Vocational school is one of the examples.


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One of the vocational schools which implement SAC is SMK Negeri 2

Depok. All of the students are welcomed to join SAC. Moreover, the students are

also provided with self-access materials covering materials for listening, speaking,

reading, writing, grammar and vocabulary. The students might choose the

materials by themselves and then assess their own work. There are some levels for

each material, namely novice, intermediate, and advanced.

Based on the researcher‟s observation and teaching practice experience at

SMK Negeri 2 Depok, the researcher discovered that the self-access materials in

the school did not help the students in improving their ability in learning English.

Then, the researcher interviewed some of the tenth graders related to their

feedback toward SAC and its materials. The result showed that the SAC materials

were boring and plain so that some students were reluctant to do the exercises.

Since they were unwilling to do the exercises, they could not improve their

abilities in learning English. Afterwards, the materials were plain because the

appearance was uninteresting. In the materials provided, there were only a few

pictures but no colors. Moreover, the materials were boring because the topics

were not up-to-date. Besides, it was not related to the students‟ majors. Since the

syudents are from vocational school, they like something which is related to their

majors, such as engineering, architecture, computer, machine, mine, and building.

According to Carvalho (1993), good materials should have good contents

and layouts. On the other hand, if the materials are unattractive, the students are

not interested in choosing or even doing the exercises. It shows that a good

material does not only consider its content but also its presentation so it will


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attract the students‟ attention. As stated by Carvalho (1993), “Excellent worksheet

can be spoilt if the work is untidily hand written, or badly typed or photocopied

with dirty fuzzy edges, and the professional effect is lost” (p. 10). Meanwhile, a

material has a good content when it has goals or outcomes. Therefore, the students

know for sure what they are learning about based on their needs. Nunan (2004)

states “The most useful goal statements are those that relate to the student not the

teacher, and those that are couched in terms of observable performance” (p. 44). It

means that the outcomes should focus on the students‟ achievements. Besides, the

goal should be something which is measurable so the students can notice their

improvement.

In this study, the researcher focuses on the reading and writing skills in

designing the materials for SAC. It is because the researcher discovered that the

reading and writing materials in the SAC do not have specific goals for each skill,

so the students find difficulties in getting the point of the materials. The researcher

found one example of the SAC materials entitled “A Secretary‟s Desk” with

learning objective is “the students are able to answer the questions following the

text”. The previous example shows that the material has an unclear goal so the

students do not know what kind of improvement they will get from doing the

exercise. Moreover, there is only one exercise provided which is unattractive for

the students. According to Carvalho (1993), each worksheet should state clearly

what the activity is about. Thus, when the students choose the exercises they

know exactly which materials that can help them in improving their English skill.

The researcher also found that from the materials given, the students cannot gain


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any information they need because the materials provided are very limited. Since

the materials are expected to help the students in learning English so it should

provide some information related to the students‟ needs. It is shown from the

materials which do not provide language focus or notes, so the students cannot

learn about some useful information on the activities and some curricular

objectives, such as grammar practice.

Furthermore, the materials for reading and writing are separated. Thus, the

reading materials focused more on reading comprehension than writing and vice

versa. On the other hand, according to Pehrsson and Robinson (1985), “Reading

and writing are closely related processes that reflect the organization of ideas in

the minds of readers and writers” (p. 3). It means that reading and writing support

each other. Ralmes (1983) also states “In reading and writing there is a process of

moving back and forth” (p. 116). Thus, when the students want to write about

their holiday experiences, for example, they have to read to gain knowledge

before sharing something in his or her writing. Furthermore, after he or she finds

it, they can start writing. However, the reading and writing materials in SAC at

SMK Negeri 2 Depok do not support each other. Therefore, the researcher tries to

develop the integrated reading and writing materials in SMK Negeri 2 Depok.

In this study, the researcher designs the materials by using Task-Based

Learning (TBL). Harmer (2007) states that Task-Based Learning is almost

predicated on the idea of skill integration (Harmer: 2007). It shows that TBL

supports the idea of integration skills. Moreover, TBL employs a learner-centered

system which is similar to SAC. Besides, TBL also focuses more on the task in


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order to make the students are accustomed to planning and monitoring their own

learning.

In short, this research is aimed to design integrated reading and writing

materials of SAC in SMK Negeri 2 Depok for the tenth grade students. The tenth

grade students belong to novice level which is the lowest level of English learner

in the vocational school. The materials are designed based on the students‟ needs.

Moreover, the students do not only learn about reading comprehension but also

writing. Furthermore, the researcher expects that the materials might help the

teachers in designing materials, especially for reading and writing.

B. Research Problems

As it has been elaborated in the background that the students have limited

materials that support their needs, this study addresses two questions. They are:

1. How is a set of integrated reading writing materials of Self-Access Centre in

SMK Negeri 2 Depok for the tenth grade students designed?

2. What does the set of integrated reading writing materials of Self-Access

Centre in SMK Negeri 2 Depok for the tenth grade students look like?

C. Problems Limitation

This study focuses on designing a set of integrated reading writing

materials for vocational school, especially for the tenth grade students of SMK

Negeri 2 Depok. The materials are designed based on the students‟ needs. The

method used in designing the materials is Task-Based Learning. It is because


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Task-Based Learning is appropriate for the students‟ needs and the system in Self-

Access Centre which is learner-centred.

D. Research Objectives

This study was conducted to answer the questions stated in the research

problems. The objectives of the study are stated as follows.

1. To describe how a set of integrated reading writing materials of Self-Access

Centre for the tenth grade students in SMK Negeri 2 Depok is designed.

2. To present a set of integrated reading writing materials of Self-Access Centre

for the tenth grade students in SMK Negeri 2 Depok.

E. Research Benefits

This study is expected to give some benefits to the English language

teaching for vocational school. The benefits of this study are addressed to the

teachers and students of SMK Negeri 2 Depok, and other researchers.

1. The English Teachers of SMK Negeri 2 Depok

The teachers can use the designed materials as supplementary materials in

teaching English or improving the materials in SAC. Furthermore, those materials

will improve the teachers‟ techniques, strategies, and creativity in designing

English materials. Thus, the materials will be more attractive and suitable for the

students, especially the autonomous students.


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2. The Tenth Grade Students of SMK Negeri 2 Depok

This study is aimed to help the tenth grade students of SMK Negeri 2

Depok to be accustomed to learning English independently through various

activities, making correction, and at last scoring their own works. Therefore,

students‟ ability in learning English independently is expected to improve.

3. Other Researchers

This study is expected to motivate other researchers who are interested in

improving the students‟ ability in learning English for vocational school.

Moreover, it also persuades other researchers to provide materials which are

appropriate for improving the students, especially autonomous students, of

vocational school‟s abilities in learning English.

F. Definition of Terms

In order to avoid misunderstanding, this section presents the definition of

terms which are used in this study. There are some terms explained as follows.

1. Design

According to Kemp (1977), design is a plan which is applied in every level

of education which involves the instructional designer and teachers with three

essential elements in it. Those three essential elements are objectives of the

learning, activities and resources, and evaluation. Related to this study, the design

is to decide how something looks and works, especially by making plans,

drawings or model of it (Hornby, 1995). In line with those theories, the researcher

concludes that design is a step to make a learning material. It is an educational


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planning which decides how something looks and works with three essential

elements in it. Thus, with designing the researcher can arrange a set of English

materials appropriately. In this study, the researcher design a set of integrated

reading writing materials of Self-Access Centre for the tenth grade students in

SMK Negeri 2 depok.

2. Integrated Skill

According to Oxford (2001), integrated skill is the combination of two or

more skills within a communicative task. In line with the theory, the researcher

concludes that integrated skill is two or more skills that are connected to each

other. In this study, the researcher designs materials which integrate the reading

and writing skills.

3. Reading

Grabe and Stoller (2002) state “Reading is an ability to find out the

meaning of words in printed page and interpret this information appropriately” (p.

9). Hence, in reading, the readers are expected to be able to get the main idea of

the text in order to get some information in the text. In line with the theory, the

researcher concludes that reading is about how the readers are able to obtain

information in the text accurately. In this study, the researcher gives more

emphasis on reading comprehension and writing as the follow-up activities.

4. Writing

According to Sokolik as cited by Nunan (2003: 88), “Writing is the mental

work of inventing ideas, thinking about how to express them, and organizing them

into statements and paragraphs that will be clear to readers.” It means that in


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writing, the writers are expected to be able to express their ideas through their

written texts. Besides, the writers then have to choose the best topic to give

impression to the readers. In line with the theory, the researcher concludes that

writing is an ability to express the writers‟ ideas in the statements or paragraphs

clearly. In this study, the researcher tries to integrate reading and writing which

are closely related to each other.

5. Self-Access Center (SAC)

According to Benson as cited by Nunan (2003: 291), “Self-Access Center

(SAC) is an open access resource center containing authentic print, audio, and

video target language materials.” In line with the theory, the researcher concludes

that SAC is a place outside the classroom where the students might learn English

as the target language through those media as the materials. The provided media is

used to help the students to improve their ability in learning English

independently. Therefore, each material provides language focus in order to help

the students to learn about some useful information on the activities and some

curricular objectives. Besides, the materials provide answer key in order to help

the students to check their work and at last assess their work. Thus, the students

can learn from their mistakes by checking the answer key and language focus. In

this study, the researcher is going to design integrated reading writing materials to

be implemented in SAC.


12

6. The Tenth Grade Students of SMK Negeri 2 Depok

In this study, the researcher conducted the research in SMK Negeri 2

Depok, an engineering institution, which formerly called as STM Pembangunan

Yogyakarta. This school provided four years education period with 15 classes and

32 students for each class. The tenth grade students of vocational school are those

who are in the first year of SMK, which stands for “Sekolah Menengah Kejuruan”.

The students reach this level after graduating from Elementary school and Junior

High School which is called as nine years basic education.


13

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is aimed to review some theories related to the study. Hence,

the researcher divides this chapter into two major sub-headings namely

Theoretical Description and Theoretical Framework. Theoretical Description

provides the theoretical issues related to the problems, while the Theoretical

Framework explains further about theories in order to formulate the orientation of

the study.

A. Theoretical Description

In this section, the researcher discusses some related theories in designing

integrated reading writing materials of Self-Access Centre in SMK Negeri 2

Depok. The review on the related literature covers Instructional Design Model,

Reading, Writing, Integrated skill, Task-Based Learning and Self-Access Center.

1. Instructional Design Model

The instructional design model used by the researcher as the related

literature is Kemp‟s model. It is used to find out the goals, topics, learning

objectives of instructional design, teaching learning activities and resources, and

evaluation. There are some approaches and procedures described here that will be

called as instructional design. According to Kemp (1977), this model is designed

to answer three questions; they are What must be learned? (Objective), What

procedures and resources will work best to reach the desired learning levels?

(Activities and resources), and How will we know when the required learning has


14

taken place? (Evaluation) (p. 8). Kemp (1977: 8) offers eight parts of the plan that

will be explained as follows.

a. Stating the Goals, Topics and General Purposes

In this first step, the researcher has to identify the broad goals of the school

system and then select the appropriate topics in order to make those goals work

appropriately. Further, the researcher states the generals purposes based on each

topic.

b. Learner Characteristics

After stating the goals, topics and general purposes, the researcher obtains

information about the learners‟ capabilities, needs, and interests.

c. Learning Objectives

In this step, the researcher specifies the learning objectives, which is

concerned with learning as the outcome, to be achieved in terms of measurable

student behavioral outcomes.

d. Subject Content

After specifying the learning objectives, the researcher lists the subject

content that supports each objective and learners‟ needs.

e. Develop Pre-Assessments

Before selecting teaching/learning activities and resources, the researcher

develops pre-assessments to determine the students‟ background and present

levels of knowledge of the topic.


15

f. Teaching Learning Activities and Resources

In this step, the researcher selects teaching learning activities and

resources that will treat the subject content so students will accomplish the

objectives.

g. Support Services

Before evaluating students‟ learning, the researcher coordinates such

support services as budget, personnel, facilities, equipment, and schedules to carry

out the instructional plan.

h. Evaluation

This is the last step of the plan to develop instructional design. The

researcher evaluates students‟ learning in terms of their accomplishment of

objectives, with a view to revising and revaluating any phases of the plan that

need improvement. The following is the illustration of the Kemp‟s model.

Figure 2.1: Kemp’s Instructional Model Design (1977: 9)


16

Figure 2.1 shows the relation of one step to the other steps in the plan.

This cycle is considered as a flexible process. It means that the researcher might

choose which step will start the plan. Moreover, there is interdependence among

those eight elements in which each step affects the other steps.

In this study, the researcher chooses some steps in the Kemp‟s

instructional model design. Those steps are stating goals, topics and general

purposes, stating learning objectives, listing the subject content, selecting teaching

learning activities, evaluating, and revising.

2. Reading

This study is going to design an integrated reading and writing materials in

which the researcher will give more emphasis on reading comprehension and

writing as the follow-up activities. Firstly, the researcher will explain further

about reading.

Reading is a process in which the readers combine the information from a

text and their background knowledge to build meaning (Anderson, 1991 as cited

in Nunan 2003). Hence, the readers will understand the contents of the text and

gain some information from the text through reading. According to Grabe &

Soller (2002), the main purpose of reading is not to remember but to grasp the

main ideas and supporting ideas of the texts and then relate it to their background

knowledge appropriately.


17

According to Cushenbery (1985:9) there are four basic levels of reading

comprehension skills:

1) Literal Reading

In this level the readers recognize details, main ideas and find out the

cause - effects which are explicitly stated.

2) Interpretive Level

In this level the reader is expected to find out the author‟s purpose,

recognize the main idea, the cause-effects, and the details which stated implicitly.

3) Critical Reading

For this level, the readers are expected to determine whether the statement

is fact or opinion.

4) Creative Reading

In this level, the readers are expected to be able to solve the problems

given and then make conclusions about the text.

This study focuses more on the literal reading and critical reading which is

based on the students‟ needs and characteristics. Moreover, according to Harmer

(2007:283), there are two types of reading:

1) Extensive Reading

Anderson (1991) as cited in Nunan (2003) states that extensive reading

means reading a lot of books without paying much attention to the classroom

exercise that may test comprehension skill. It means that the students may

consider this as reading for pleasure. Moreover, Harmer (2003) also states that in

extensive reading, the students should be allowed to choose their own reading


18

texts based on their interests. Hence, the students will enjoy reading the books and

grasp the main ideas of the text easily. In short, in extensive reading the students

are expected to understand the text without burdening their mind by thinking

much on it.

2) Intensive Reading

As a contrast with extensive reading, Anderson (1991) as cited in Nunan

(2003) states that intensive reading is aimed to develop the students‟

comprehension of reading skill by using textbook activities. The students will read

a short reading passage as the main activity. In intensive reading, teachers will

choose the topics and tasks for the students. However, students do not need to

worry about the meaning of every single word, they only need to understand the

general understanding of the text. In giving tasks, teachers should know about the

purposes of the reading and ask the students‟ needs. At the end, teachers should

give feedback and prompt them to notice language features within it.

In this study, the researcher chooses the extensive reading which is based

on the students‟ needs in learning in SAC. Tomlinson (1998) proposes “One of

the features of self-access materials is the materials provide extensive exposure to

authentic English through purposeful reading and/or listening activities” (p. 322).

In short, the self access materials for SAC are better using extensive reading.

Brown (2007) states there are ten strategies for reading comprehension.

However, in this study the researcher only focuses on two strategies, they are skim

the text for the main ideas and scan the text for specific information. Skimming is

reading a whole text quickly in order to predict the purpose of the texts.


19

Meanwhile, scanning is reading only some parts of the texts in order to find

particular information (Brown, 2007). Those two strategies are used in this study.

3. Writing

According to Sokolik (n.d.) as cited by Nunan (2003) “Writing is the

mental work of inventing ideas, thinking about how to express them, and

organizing them into statements and paragraphs that will be clear to a reader”

(p.88). The purpose of writing is both to express and impress. It means that in

writing the writers express their ideas or feelings through their writings and then

choose the best topics to give impression to the readers. Writing is both a process

and a product. According to Sokolik (n.d.) as cited in Nunan (2003: 88) , “The

process of writing is often cyclical and sometimes disorderly”. Those come up

from the writer‟s processes like imagining, organizing, drafting, editing, reading,

and rereading. Brown (2001) states that “Written products are often the result of

thinking, drafting, and revising procedures that require specialized skills, skills

that not every speaker develops naturally” (p. 335). At last, what the readers see is

a product of those processes such as essay, letter, story, or research report.

According to Brown (2001), there are nine principles for designing writing

techniques, they are:

1) Incorporate Practices of “good” Writers.

In this first guideline, the students contemplate devising a technique that

has a writing goal in it, consider the various things that efficient writers do, and

see if the technique includes some these practices.


20

2) Balance Process and Product

Because writing is composing process and usually requires multiple drafts

before an effective product is created, make sure that students are carefully led

through appropriate stages in the process of composing.

3) Account for Cultural/Literary Backgrounds

Make sure that the techniques do not assume that the students know

English rhetorical conventions.

4) Connect Reading and Writing

Clearly, students learn to write in part by carefully observing what is

already written. That is, they learn by observing, or reading, the written word.

5) Provide as much Authentic Writing as Possible

Sharing writing with other students in the class is one way to add

authenticity. Publishing a class newsletter, writing letters to people outside of

class, writing a script, for a skit or dramatic presentation, writing a resume,

writing advertisement- all these can be seen as authentic writing.

6) Frame the Techniques in Terms of Prewriting, Drafting, and Revising Stages.

Process writing approaches tend to be framed in three stages of writing. In

prewriting stage encourages the generation of ideas. The drafting and revising

stages are the core of process writing.

7) Strive to Offer Techniques that are as Interactive as Possible

A process-oriented approach to writing instruction is, by definition,

interactive, as well as learner-centered. Writing techniques that focus on purposes

other than compositions are also subject to the principles of interactive classroom.


21

8) Sensitively Apply Methods of Responding to and Correcting the Students‟

Writing

Error correction in writing must be approached in a different manner since

it often includes an extensive planning stage, error treatment can begin in the

drafting and revising stages, during which time it is more appropriate to consider

errors among several features of the whole process of responding to the student

writing.

In order to improve the designed materials of writing, the researcher

considered those principles.

4. The Integration of Reading and Writing

Integrated skill is the combination of two or more skills within a

communicative task (Oxford: 2001). In integrated skill, there are several skills

used. Harmer (2007: 267) states that “skill integration is a major factor in lesson

planning.” When the teachers only teach one skill, the students will easily get

bored. Besides, they cannot improve their English because they only learn one

skill. According to Harmer (2007), “It is usually impossible to complete a task

successfully in one skill area without involving some other skill” (p.267). The

balance of skills is needed in learning English. Some students might need to learn

listening and speaking skills, but others may need to learn reading and writing

skills. Thus, integrated skills are needed in order to provide maximum learning

opportunities for the different students in the class.


22

Harmer (2007) explains that receptive skill is a term which is used for

reading and writing skills, meanwhile productive skill is a term which is used for

speaking and writing. In this study, the researcher focuses on reading as a

receptive skill and writing as a productive skill. According to Brown (2007),

“integration can be defined as production and reception that quite simply two

sides of the same coin; one cannot split the coin in two” (p. 286). Moreover,

Harmer (2001) notes the production must be followed by receptive skill in many

situations. It shows that reading as a productive skill and writing as a receptive

skill are connected each other. Moreover, most of the writers write something

which is based on what they read. It is supported by Anderson (n.d.) as cited by

Nunan (2003: 71) “based on the whole language approach in reading, it is

integrated with writing since classes work on both skills simultaneously.” In order

to produce good writing, the writer should read again the writing to make sure that

everything has been done well. It shows that reading and writing supports each

other.

In this study, the researcher employs Task-Based Learning (TBL) as the

method in designing the materials. According to Brown (2007), several integrated

skills are involved in TBL which focuses on the language in the real world that

demands the use of two or more skills simultaneously. Hence, the researcher

chooses TBL as the appropriate method in designing the integrated reading and

writing materials.


23

5. Task-Based Learning (TBL)

a. Definition of Task-Based Learning

According to Richard & Rodgers (2001), “Task-Based Learning (TBL)

refers to an approach based on the use of tasks as the core unit of planning and

instruction in language teaching” (p. 223). It shows that TBL focuses more on the

task as the main activity. Harmer (2007) states “task-based learning also makes

the performance of meaningful tasks central to the learning process” (p.71). It

means that the tasks given focus on the students‟ learning process. In short, this

method focuses on student-centered activities. The language used is based on the

students‟ daily lives so the outcome will be nonlinguistic, in which the students do

not need to focus much on the language forms. The task presented to the students

is more about performance or problem solving instead of a language structure or

function.

Feez (1998: 17) as cited by Richards & Rodgers (2001: 224) summarizes

the key assumptions of task-based instruction which are presented as follows.

1) The focus is on process rather than product.

2) Basic elements are purposeful activities and tasks that emphasize

communication and meaning.

3) Learners learn language by interacting communicatively and purposefully

while engaged in the activities and tasks.

4) Activities and tasks can be either those which learners might need to achieve

in real-life and those which have a pedagogic purpose specific to the

classroom.


24

5) Activities and tasks of a task-based syllabus are sequenced according to

difficulty.

6) The difficulty of a particular task depends on a range of factors including the

previous experience of the learner, the complexity of the task, the language

required to undertake the task, and the degree of support available.

b. The Procedure of Using Task-Based Learning

In Task-Based Learning, the focus of the lesson is the task, not the

structure. The following is a framework for Task-Based Learning by Jane Willis

(1996: 38):

Figure 2.2: A Framework of Task-Based Learning

Based on the figure 2.2, there are three stages of procedure of using Task-

Based Learning according to Willis (1996: 38) which are presented as follows.

1) Pre-task

In pre-task the activities are about introduction to topics and tasks. It is

including brainstorming, a pre-task, introduction of useful words and phrases,

preparation time or listening to native speakers doing the tasks.

TASK CYCLE

Task Planning Report

LANGUAGE FOCUS

Analysis and practice

PRE-TASK

Introduction to topic and task


25

2) Task cycle

In this part, the activities are about task planning report. The students are

pleased to improve their language under the teacher‟s guidance while planning

their reports on the tasks. In this cycle, there are three steps; they are task,

planning and report. The students do the tasks in pairs or small groups under the

teacher‟s monitoring. Then, the students plan how they will tell the rest of the

class what they did and how it went and last they present their report to the class

orally or exchange written reports and compares the results.

3) Language Focus

In language focus, the activities are about analysis and practice. In

analysis, the students examine and discuss specific features of the text or

transcript of the recording. Meanwhile, in practice cycle the teacher conducts

practice of new words, phrases and patterns occurring in the data, either during or

after the analysis.

c. Types of Activities

According to Pattison (1987) as cited in Nunan (2004: 57-58) there are

seven types of activities and tasks which are described as follows.

1) Questions and answers

These activities are based on the notion of creating an information gap by

letting learners make a personal and secret choice from a list of language items

which all fit in to a given frame, for instance the location of a person or an object.


26

2) Dialogues and role plays

These can be wholly scripted or wholly improvised. However, if learners

are given some choice of what to say, and if there is a clear aim to be achieved by

what they say in their role plays, they may participate more willingly and learn

more thoroughly than when they are told to simply repeat a given dialogue in

pairs.

3) Matching activities

In this activity, the learners need to recognize matching items, or to

complete pairs or sets. „Bingo‟, „Happy families‟ and „Split dialogues‟ (where

learners match given phrases) are examples of matching activities.

4) Communication strategies

These are activities designed to encourage learners to practice

communication strategies such as paraphrasing, borrowing or inventing words,

using gesture, asking for feedback and simplifying.

5) Pictures and pictures problems

Many communication activities can be stimulated through the use of

pictures, such as spot the difference, memory test, sequencing pictures to tell a

story).

6) Puzzles and problems

This activity requires learners to make guesses, draw on their general

knowledge and personal experiences, use their imaginations and test their powers

of logical reasoning.


27

7) Discussion and decisions

These require the learners to collect and share information to reach a

decision (e.g. to decide which items from a list are essential to have on a desert

island).

According to Nunan (2004), by using „task‟ the students are expected to

able to plan and monitor their own learning and begin to break down some of the

traditional hierarchies. Therefore, the researcher chooses TBL as the method

which is applied to the SAC materials since it supports the students‟

independences.

6. Self-Access Center (SAC)

According to Sheerin (1991) as cited by Benson (2011), Self-Access is

how the materials are described through the designed and organized materials so

that the students can select and work on their own tasks. It is followed by Benson

(2001) as cited by Nunan (2003: 291), “Self-Access Centre is the basic of self-

directed learning, or learning outside the classroom that was planned and execute

by the learners themselves.” In short, SAC is a place where the students are

allowed to learn English outside the classroom and then select and work on their

own learning materials.

According to Sheerin (1989), “Self-access material tends to be that it

consists of activities or texts, plus questions or tasks which are self-correcting”

(p.24). Thus, the students are demanded to be able to find the mistakes and score

their own work. In SAC there are so many media provided to improve the


28

students‟ skills in learning English such as books, worksheets, CDs and DVDs,

and, moreover, some SACs also have computers which are hooked up to an

internet. According to Harmer (2007), “The materials given covers grammar

reference and work-book type tasks to audio and video excerpts which can be

worked by students want (by themselves, in pairs or in groups” (p.403). Besides,

students can also find some collections of literature, dictionaries, reading texts,

and listening materials. Thus, in SAC students can improve their English by doing

the provided materials whenever they want.

In SAC, there are some materials provided for the students which are

called self-access materials. According to Tomlinson (1998), “Self- access

materials are exercises which enable the learners to work on what they need in

their own time and at their own pace without reference to a teacher” (p. 320). It

shows that in SAC the students are demanded to take their own responsibilities to

their own work. According to Sheerin (1989: 23), there are several criteria that

should be applied to the design in order to produce good self-access materials.

The criteria will be explained as follows.

1) Clearly Stated Aims

It is important to state the aim clearly because it helps the student in

deciding whether or not the materials suit his or her needs. Therefore, the students

should understand the aims of self-access materials provided clearly.

2) Clarity of rubric

Careful attention should be paid to rubrics when writing or adapting

material. The students need the utmost clarity, together with clear examples of


29

what is required when they are going to work on their own. Besides, it is also

necessary to control level of language used in instruction.

3) Attractive Presentation

The self-access materials should be as attractive and inviting as possible.

Materials with a professional finish will give the student confidence.

4) Worthwhile Activity

The activities in the materials should be worthwhile. It means that the

students should be possible to learn something by doing the activity, and that

„something‟ should be worth learning. Besides, the material should be motivating

and interesting.

5) Choice of Procedure

The instruction should be dictatorial. The material writers should offer

students a choice of procedures in order to give them opportunity to employ

learning styles which suits them best.

6) Feedback

Self-access materials are used without teacher, and therefore, feedback

needs to be built in. practice activities need keys; listening materials needs a tape

script; more subjective activities require commentaries rather than keys.

7) Balanced Diet

The provision of materials should be balanced and coherent, that is to say

the quantity of material at each level and for each main focus should be more or

less the same. There should be a variety of activity types and aims.


30

B. Theoretical framework

Some steps are required to design integrated reading and writing materials

of SAC in SMK Negeri 2 Depok for the tenth grade students. The theoretical

description above is seen as a basis to clarify the framework of this study that

would guide us into the real discussion.

In this study the researcher addresses two research problems. The first is

how a set of integrated reading writing materials of Self-Access Centre in SMK

Negeri 2 Depok for the tenth grade students designed. The second is what does the

set of integrated reading writing materials of Self-Access Centre in SMK Negeri 2

Depok for the tenth grade students look like. In order to answer the first research

problems, the researcher use the Kemp‟s instructional design model. There are

eight steps used by the researcher in order to design the integrated reading writing


students. The following is the eight steps used by the researcher.

1. Conducting Needs Survey

The researcher conducted the need survey by distributing questionnaire to

the tenth grade students at SMK Negeri 2 Depok and interviewing an English

teacher and one student of each class that had been observed by the researcher. It

is aimed to know the students‟ needs, characteristics, and difficulties in learning

English, especially reading and writing. Besides, it is aimed to find out deeper

information about the materials in Self-Access Center. It is also used to find out

the feedback from the English teachers about the idea of instructional material

design.


31

2. Stating Goals, Topics and General Purposes

In this step, the researcher decides the goals of designing the materials,

then selects appropriate topics for the students in order to achieve the goals and

states the general purposes of each topic clearly so later it will help the students in

learning English through the designed materials.

3. Stating Learning Objectives

The researcher develops the objectives of each topic explicitly and clearly.

The objectives are activities or behaviors that can be measured and observed

clearly. Thus, the students are able to achieve the goals well.

4. Listing the Subject Content

In this step, the researcher classifies the appropriate knowledge and skills.

The subject contents are based on the learning objectives and students‟ needs.

There are three elements of subject contents based on the Task-Based Learning

theory used by the researcher; they are pre-task, task cycle and language focus.

5. Selecting Teaching and Learning Activities

After getting the data from need analysis, the researcher selects

appropriate activities which support the students in learning English effectively.

6. Designing the materials

After determining the previous stages, the researcher proceeds to design

materials based on the information from the previous stages.

7. Conducting Materials Evaluation

After designing the materials, the researcher conducts materials

evaluation. In this step, the researcher distributes questionnaires to one English


32

teacher of SMK Negeri 2 Depok and two lecturers of the English Language

Education Study Program at Sanata Dharma University. The questionnaire was

aimed to get feedback and suggestion related to the designed materials. Moreover,

the researcher also knows whether the materials are applicable or not.

8. Revising the Design Materials

After getting feedback and suggestion from the questionnaire, the

researcher starts to revise and improve the materials based on the result of the

questionnaire. Finally, the final revision of the design can be used by the students.

The following is the summary of those eight steps described above based

on the researcher‟s model.

Figure 2.3 The Researcher’s Model

Furthermore, in order to answer the second problem formulation, which is

what does the set of integrated reading writing materials of Self-Access Centre in

SMK Negeri 2 Depok for the tenth grade students look like, the researcher uses

Task-Based Learning theory by Jane Willis. Therefore, in designing the materials

the researcher uses the procedure of Task-Based Learning; they are pre-task, task

cycle and post-task. The types of activities in the designed materials are questions


33

and answers, pictures and picture stories, matching activities and discussion. The

designed materials are focused on the integrated reading and writing, in which the

reading comprehensions come first and writing as follows. Thus, the reading

sections become the model for writing.


34

CHAPTER III

RESEARCH METHODOLOGY

The purpose of this chapter is to present the method used in order to

answer the questions stated in Chapter I. The discussion is divided into six major

parts; they are research method, research participants, research instruments, data

gathering technique, data analysis technique, and research procedure.

A. Research Method

There are two questions in this study that have been stated in the Chapter

I. First, how is a set of integrated reading writing materials of Self-Access Centre

in SMK Negeri 2 Depok for tenth grade students designed. Second, what does the

set of integrated reading writing materials of Self-Access Centre in SMK Negeri 2

Depok for the tenth grade students look like.

In order to answer those questions, this study used the theory of

Educational Research and Development (R&D). Research and Development

(R&D) is aimed to develop the instructional materials. According to Borg and

Gall (1983: 772), “Educational research and development (R&D) is a process

used to develop and validate educational products.” There are ten major steps in

the R&D cycle used to develop minicourses (Borg and Gall, 1983: 775) but the

researcher only used five of it because of the time limitation.


35

The major steps that are used in this study described as follows.

1. Conducting Research and Information Collecting

In this step, the researcher started the research by conducting observation

and reviewing related literature to collect information and knowledge related to

the study. The observation was done through distributing questionnaire and

conducting interview. The questionnaire was distributed to the tenth grade

students of SMK Negeri 2 Depok. Then, the interviews were conducted to an

English teacher of tenth grade at the same school and one students of each class

that had been observed by the researcher.

2. Planning

In this step, the researcher included stating goals, topics, and general

purposes, making of lesson plans and syllabuses based on the students‟ needs. The

researcher decided what general purposes and goals were going to be achieved by

the students and what topics were going to be presented in the designed materials.

3. Preliminary Form of Product Developing

In this step the researcher prepared for the designed materials which was

included the instructional materials and evaluation devices. The researcher

designed materials by using Task-Based Learning. It was based on the need

analysis resulted from the questionnaire and interview. In this study, the

researcher designed a set of integrated reading writing materials of SAC in SMK

Negeri 2 Depok for tenth grade students.


36

4. Preliminary Field Testing

In this step, the researcher used a questionnaire as the instrument in order

to obtain the evaluation of the educational products. The questionnaire was

distributed to the two lecturers of the English Language Education Study Program

at Sanata Dharma University and an English teacher at SMK Negeri 2 Depok.

From the questionnaire, the researcher got feedback and suggestions in order to

improve the designed materials.

5. Main Product Revision

In this step, the researcher revised the designed materials based on the

result in the Preliminary Field Testing.

B. Research Setting

The study took place in SMK Negeri 2 Depok located at Mrican,

Caturtunggal Depok in Yogyakarta. The data collection was done in SMK Negeri

2 Depok and Sanata Dharma University Yogyakarta. The time needed for

conducting need survey and evaluating the designed materials was on Mei to

August 2013.

C. Research Participants

There were two groups of participants in this study. The first group was

the participants of Research and Information Collecting that were the tenth grade

students of SMK Negeri 2 Depok and their English teacher. The second group was

the participants of Preliminary Field Testing.


37

1. Participants of Research and Information Collecting

The participants of the interviews were an English teacher of SMK Negeri

2 Depok and one student of each class that had been observed by the researcher.

From the interviews, the writer obtained some information about the goal and the

use of SAC toward the students, the materials provided in SAC, students‟

characteristics, and students‟ difficulties in learning reading and writing.

Furthermore, the researcher also asked about the materials provided in SAC,

especially reading and writing, by interviewing one student of each class that had

been observed by the researcher. It was conducted after distributing the

questionnaire in order to gain more information that could not been figured out in

the questionnaire. The questionnaire was distributed to the tenth grade students of

SMK Negeri 2 Depok. The population of the tenth grade students of SMK Negeri 2

Depok was 480 students from 15 classes. The researcher used 128 students as the

sample of need survey that was chosen randomly in order to know the students‟

needs, interests, and difficulties in learning reading and writing.

2. Participants of Preliminary Field Testing

In Preliminary Field Testing, the participants were two lecturers of the

English Language Education Study Program at Sanata Dharma University and an

English teacher at SMK Negeri 2 Depok. They were expected to give feedback

and suggestions of the designed materials through the materials evaluation

questionnaire. Thus, the researcher improved the materials design based on the

result of the questionnaire. The researcher chose those participants because they


38

experienced in designing materials. The table below represented the description of

the participants.

Table 3.1 The Description of the Participants

Respondents

∑

Educational

Background

Teaching Experiences

(Year)

S1 S2 S3 0-10 10-20 <20

Lecturers

English Teacher

D. Research Instruments and Data Gathering Technique

In conducting the research, the researcher used two kinds of instruments,

namely questionnaire and interview. Those instruments were done before and

after designing the materials. By conducting the questionnaire and interview, the

researcher got clearer and deeper information related to the materials and the

specification. Later, the materials would be designed based on the information.

The instruments that were used in Research and Information Collecting

and Evaluation described as follows.

1. Research and Information Collecting

There were two instruments used in the Research and Information

Collecting, namely questionnaire and interview.

a. Questionnaire

The first instrument used by the researcher was questionnaire. According

to Gall, Gall, and Borg (2007), “Questionnaires are printed forms that ask the

same questions of all individuals in the sample and for which respondents record

their answers in verbal form” (p. 228). The questionnaire was written in


39

Indonesian language in order to avoid misunderstanding of the students. Thus,

from the questionnaire the writer obtained information needed.

There are two kinds of questionnaire; closed form and open form. The first

one was closed form questionnaire. It is a kind of questionnaire that provide for

marking a yes or no, a short response, or closed-form type. Closed form

questionnaire is easy to fill out and only took a little time. The respondents only

need to cross, tick or circle the answer that closely represented their viewpoint;

usually for yes or no answer. The second was open form questionnaire. It asks the

respondents to give their free responses in their own words. Open form

questionnaire provides for greater depth of response. The researcher used closed-

ended questions in this study, so that the answers were easier to be calculated and

appropriate to the researcher‟s standard

In this study, the questionnaire was aimed to collect data of the students‟

needs in learning English especially in reading and writing skills. Thus, the

researcher could design the materials based on the students‟ needs. In order to

know about the students‟ difficulties in working on the materials in SAC and the

activities they wanted, the researcher asked about the students‟ opinion on the

materials in SAC.

b. Interview

The second instrument used by the researcher was interview. In short,

interview is an oral questionnaire. Interview can be defined as “A process in

which a researcher and participant engage in a conversation focused on questions

related to a research study” (DeMarrais. 2004 cited in Merriam. 2009: 87). Some


40

respondents might be reluctant to write something in the writing so the

information given was not clear. According to Best (1987), “Instead of writing the

response, the subject or interviewee gives the needed information verbally in a

face-to-face relationship” (p. 164). From the face-to-face conversation the writer

could explain clearly the purpose of the study and obtain deeper information from

the interviewee.

Based on the amount of structure desired, there are three kinds of

interviews; highly structured, semi-structured and unstructured/informal. This

study applied unstructured interview which done informally. In unstructured

interview the interviewer mostly used open-ended question. Thus, the interviewer

could gain deeper information from the interviewees.

The interviewees were an English teacher at SMK Negeri 2 Depok and one

student of each class that had been observed by the researcher. The questions were

basically about their opinion on the activities and materials in Self-Access Center

and also about the students‟ needs and characteristics. Thus, the aim of the

interviews was to gain deeper information related to the materials for SAC in

order to design appropriate materials.

2. Instrument for Evaluation

In this section the researcher used questionnaire as the instrument. It was

distributed to an English teacher of SMK Negeri 2 Depok and two lecturers of the

English language education study program at Sanata Dharma University after

designing the integrated reading and writing materials. This questionnaire was

aimed to get the evaluation and suggestions on the designed materials. Thus, the


41

researcher would produce appropriate materials design based on the suggestions

given.

In gathering data, the researcher used two kinds of instrument;

questionnaire and interview. Based on the research and information collecting step

of R&D, firstly, the researcher distributed the questionnaire to the tenth grade

students of SMK Negeri 2 Depok and conducted interview with an English teacher

of SMK Negeri 2 Depok. In order to obtain the data about the students‟ needs and

interests, the researcher distributed the first questionnaire to 128 tenth grade

students of SMK Negeri 2 Depok who had ever joined Self- Access Center (SAC).

Then, the researcher randomly chose one students of each class to gain deeper

information related to their opinion of SAC and its materials. Afterwards, the

researcher conducted an interview with the English teacher to gain data about the

designed material for Self-Access Center. Therefore, the researcher could produce

designed materials which were appropriate based on the result of the interviews

with the English teacher and the students. After designing the materials, the

researcher distributed the second questionnaire to the English teacher of SMK

Negeri 2 Depok and two lecturers of the English Language Education Study

Program at Sanata Dharma University. The purpose of the questionnaire was to

get feedback on the designed materials in the form of opinions and suggestions.

Based on the feedback, the researcher made revision and improvement of the

materials design.


42

E. Data Analysis Techniques

The data analysis is one of the important components in this study. Data

from questionnaire and interviews were analyzed to find out the students‟ needs in

designing materials of Self-Access Center. The data gathered from interviews

were analyzed in the form of written paragraph. Meanwhile, the data gathered

from questionnaire was analyzed in the form of percentage. According to Fraenkel

and Wallen (2008), the total size of the sample should be reported, along with the

overall percentage returns. The researcher used several steps to analyze the data.

Firstly, the researcher recapitulated the data in the table and then percentaged each

answer. The following is the formula used by the researcher.

Note : n : the total number of students who choose a certain answer

N : the total number of students

In analyzing the data gathered from the materials evaluation questionnaire,

the writer used Likert‟s scale. According to Sorensen, Jacobs and Ary (2010),

“Likert scale is assessing attitudes toward a topic which is indicated by five

degrees” (p.209). The estimation of the participants‟ opinions on the designed

materials used the five degrees of agreement. The following is the five degrees of

agreement which is used in this research.

Table 3.2: Degree of Agreement

Points of Agreement Meaning

1 Strongly disagree

2 Disagree

3 Undecided

4 Agree


43

The researcher then presented the description of the participants‟

evaluation on the designed materials in the form of table as follows.

Table 3.3: The Description of the Participants’ Evaluations on the Designed

Materials

No

Participants‟

opinion

Frequency of points

of agreement

Percentage

1 2 3 4 5 1 2 3 4 5

Based on the data, the researcher got feedback and suggestions to improve

the designed materials.

F. Research Procedure

In finishing this study, the researcher used some steps in order to obtain

some valid and reliable data for instructional design of integrated reading writing


students. The steps helped the researcher to collect the data. The procedures could

be elaborated as follows.

1. Research and Information Collecting

In this first step the researcher gained information about the students‟

needs and interests. Moreover, the researcher also got information related to the

Self Access Centre and the materials needed in SAC. The observation was

conducted when the researcher was practicing teaching in SMK Negeri 2 Depok.


5 Strongly agree


44

The researcher collected the data in Needs Survey by distributing questionnaire to

the tenth grade students and conducting interviews with an English teacher of

SMK Negeri 2 Depok and one student of each class that had been observed.

2. Planning

In this step the researcher planned to design materials. The researcher

started to decide the goals, topics and general purposes based on the result of the

questionnaire and interview.

3. Product Developing

After the materials, handbooks and evaluation devices were ready, the

researcher started to design the materials for Self Access Centre based on the

goals, topics and general purposes stated in the previous step.

4. Evaluating

In this step, the researcher conducted evaluation on the materials after

designing the integrated reading writing materials. The evaluation was addressed

to the two lecturers of the English Language Education Study Program at Sanata

Dharma University and an English teacher of SMK Negeri 2 Depok by distributing

questionnaire.

5. Revising the designed materials

In the last step, the researcher made the final designed materials based on

the feedback from the evaluators. The feedbacks were used to revise the materials

in order to produce better design of integrated reading writing materials of Self-

Access Centre for the tenth grade students in SMK Negeri 2 Depok.


45

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter is intended to elaborate the result and discussion of the steps

in designing a set of integrated reading writing materials of Self-Access Centre in

SMK Negeri 2 Depok for the tenth grade students. The discussion is divided into

two parts which are aimed to answer the two research questions. The first part

discusses the steps in designing integrated reading writing materials and the

second part discusses the presentation of the designed materials.

A. The Steps in Designing Integrated Reading Writing Materials

In this study, there are seven steps in designing a set of integrated reading

writing materials of Self-Access Centre in SMK Negeri 2 Depok for the tenth

grade students. Those steps are the combination of the instructional design model

of Kemp. They are Conducting Need Survey, Stating Goal, Topics, and General

Purposes, Stating Learning Objectives, Classifying the Subject Content, Selecting

Teaching and Learning Activities and Resources, Conducting Materials

Evaluation, and Revising the Designed Materials.

1. Conducting Need Survey

This step was firstly done by the researcher which was aimed to collect the

information about the students‟ characteristics and needs of English materials,

especially reading and writing skills, in SAC. The data was obtained by

distributing a questionnaire to the tenth grade students of SMK Negeri 2 Depok


46

and conducting interviews with an English teacher and one student of each class

that had been observed by the researcher. The data obtained from the

questionnaire was about the students‟ needs of the materials, especially reading

and writing skills, in SAC. Meanwhile, the data obtained from the interview with

the English teacher was about the students‟ characteristics, needs, difficulties in

learning English and also deeper information about materials in SAC.

Furthermore, the interview with the students was aimed to gain deeper

information about their needs of materials, especially reading and writing, in

SAC. The result will be used to design a set of integrated reading writing

materials. The following was result of the questionnaire and interview.

a. Result of the Questionnaire

The questionnaire was distributed to the tenth grade students of SMK

Negeri 2 Depok. There were 15 classes with 480 students as the total. The

researcher selected 128 students from 4 classes randomly as the respondents. The

questionnaire chosen was a closed form questionnaire since it helped the

researcher in calculating the result. Thus, the students only chose the options

provided in the questionnaire. The following table is the result of the

questionnaire.

Table 4.1 Result of the Questionnaire

No Questions Responses Percentage

1. The respondents think that

SAC is the right place to

improve their English

knowledge.

A. Yes

B. No

76.5%

23.5%

2. The respondents feel

comfortable learning

A. Yes 50.7%


47


English in SAC. B. No 49.3%

3. How often do the

respondents use SAC in a

week?

A. 5 to 6 times a

week

B. 3 to 4 times a

week

C. 1 to 2 times a

week

D. Never

15.6%

23.4%

34.4%

26.6%

4. The respondents think that

the materials in SAC are

interesting.

A. Yes

B. No

34.3%

65.7%

5. Do the respondents find any

difficulties in learning

reading materials?

A. Yes

B. No

73.43%

26.6%

6. What are the factors that

make the reading materials

difficult?

A. Theme

B. Grammar

C. Vocabulary

D. Identifying the

text

17.2%

60.2%

28.2%

48.4%

7. Do the respondents feel

bored with the activities in

the reading materials in

SAC?

A. Yes

B. No

78.1%

21.9%


make the respondents feel

bored of the reading

materials?

A. There are a lot

of difficult words

B. The texts are too

long

C. The theme of the

texts are not

interesting

D. The texts are not

up-to-date

38.3%

29.7%

45.3%

50.8%


48


9. What kind of reading

materials do the respondents

want?

A. Informative texts

B. Contain pictures

and colors

C. A lot of new

words

D. Up-to-date texts

50%

25.8%

48.4%

57%

10. What activities do the

respondents want in the

reading materials in SAC?

A. Questions and

answers

B. True or False

section

C. Translating

D. Listing the

information

71.9%

58.6%

24.2%

38.3%

11. Do the respondents find any

difficulties in learning

writing materials in SAC?

A. Yes

B. No

75.8%

24.2%


make the writing materials

difficult?

A. Grammar

B. Diction

C. Topic

D. Vocabulary

42.2%

31.2%

23.4%

42%

13. What activities do the

respondents want in the

writing materials in SAC?

A. Arrange the

jumbled sentences

B. Summarize a

story with your own

words

C. Make a story

based on the

pictures given

D. Make a story

with your own

words based on the

instruction given

32.8%

22.7%

44.5%

41.4%


49


14. What kind of topics the

respondents want to learn in

Reading and Writing

materials in SAC?

A. Greeting and

introduction

B. Invitation

C. Memo

D.Describing

someone

E. Procedure

F.Asking and

giving direction

G. Announcement

H. Profession

34.4%

34.4%

33.6%

66.4%

30.5%

68%

68.7%

64.1%

Table 4.1 showed the results of the questionnaire that would be used as the

references to design the materials. Through the results of the questionnaire, the

researcher found the students‟ needs, especially in learning reading and writing in

Self-Access Centre. Thus, the researcher would be able to design the appropriate

materials in order to help the students in learning reading and writing easily. The

researcher divided the questionnaire into three main parts. The first part was a set

of questions about Self-Access Centre, the second part was about reading

materials and the third part was about writing materials. Based on the data

gathered from the questionnaire, the researcher discovered that 50.7% of the

students were comfortable to learn English in SAC. Besides, 76.5% of the

students agreed that SAC was the right place to improve their English. However,

they rarely came to the SAC because 65.7% of the students thought that the

materials provided in SAC were not interested. Moreover, they also found some


50

difficulties in learning the materials, especially reading and writing. There were

73.43% of the students found difficulties in learning the reading materials in SAC.

The researcher discovered that 60.2% of the students had difficulty in grammar. In

order to solve this problem, the researcher would provide grammar exercises in

each unit. The other problem faced by the students was identifying the text. In

order to solve those problems, the researcher would provide exercises which used

skimming and scanning techniques in reading, to help the students in identifying

the text. The last two factors were vocabulary and theme of the text. The

researcher would provide vocabulary exercises. The vocabulary provided was

related to the topic and the students‟ daily language. Next, the researcher would

provide the themes which related to their studies and daily lives to help them in

understanding the texts easier.

Based on the data gathered, the researcher discovered that 78.1% of the

students felt bored with the activities provided in the reading materials in SAC.

There were some reasons that made them felt bored with reading. First, it was

because the texts were not up-to-date. The texts provided were mostly taken from

their handbooks. Then, some texts had been given by the teachers in the class.

Moreover, the teachers used the same texts in every year for every class so the

topics were not up-to-date. Thus, the students had already known what were

written in the texts, included the answers of the questions related to the texts. In

order to solve this problem, the researcher would provide texts which were up-to-

date or hot news. Besides, the researcher also made sure that the text had not been

given to the students before by consulting with the English teachers. Second, the


51

themes of the texts were uninteresting because they were mostly not related to the

students‟ majors and daily activities. Thus, sometimes the students found

difficulties in understanding the texts since they were unfamiliar with the topics

talked about in the text. In order to solve this problem, the researcher provided

texts which themes were related to their daily activities and majors. The last two

factors were too long texts and too difficult words. These problems would be

solved by providing texts which were shorter with daily language used in the text.

Thus, the students would understand the texts easier. The researcher also provided

some words or terms which related to their studies in order to increase their

vocabulary.

The researcher selected the texts based on the results of the questionnaire.

The result showed 57% of the students chose the up-to-date texts. Therefore, the

researcher would provide texts which had been becoming hot news nowadays.

Then, 50% of the students chose the texts which were informative so the

researcher would provide texts with a lot of information in the materials which

were related to their studies and needs. The last two options were texts which had

a lot of new words and texts which contained pictures and colors. In order to solve

those problems the researcher would provide texts with some new words or terms

which were related to their studies, such as terms of engineering and architecture.

Furthermore, the researcher also would provide some pictures and colorful layouts

to make the students were interested in the materials. For the reading activities

provided in the materials, they were also based on the results of the questionnaire.

Most of the students chose questions and answers activities. Therefore, the


52

researcher would provide the question and answer activities which also supported

the skimming and scanning techniques in identifying the texts. Besides, the

researcher would also choose the other two options that had higher percentages.

They were True or False and listing the information activities. The researcher

combined those three activities in order to vary the activities so the students

would not be bored.

The results of writing part in the questionnaire showed that 75.8% of the

students got difficulties in learning the writing materials in SAC. Then, the

researcher found that most of the students found difficulties in grammar.

Therefore, the researcher would provide more exercises related to the grammar so

the students would use the correct grammar in their writing. Moreover, the

researcher would also provide language focus in order to help the students in

understanding the grammar in each unit. There was another problem faced by the

students in writing activity, it was vocabulary. In solving this problem, the

researcher would provide vocabulary exercises in the reading activity to help the

students in writing. For the activities in writing materials in SAC, the students

mostly chose to make stories based on the pictures provided. Therefore, the

researcher would provide some pictures and asked the students to make a story or

describe the picture provided. Next, 41.4% of the students chose to make a story

with their own words based on the instruction given. In order to solve this

problem, the researcher would provide some exercises which allowed the students

to make a story with their own words but based on the instruction given. Thus, the

students would be able to increase their creativities in expressing the ideas in their


53

writings. However, it should be based on the instruction given because it would

help the students to focus only on the topic and help them to find a theme for their

writings easier. Another activity was arranging the jumbled stories. The researcher

would provide some exercises of arranging the jumbled sentences to solve this

problem.

The last data gathered from the questionnaire was about the topics that

would be used in the designed integrated reading writing materials for SAC. The

researcher provided eight topics, they were Greeting and Introduction, Invitation,

Memo, Describing Someone, Procedure, Asking and Giving Direction,

Announcement and Profession. However, there were only four topics that would

be used in the designed materials. The four topics chosen by the students were

Describing Someone, Asking and Giving Direction, Announcement and

Profession.

b. Result of the Interview

The researcher conducted interviews with an English teacher of SMK

Negeri 2 Depok and one student of each class that had been observed by the

researcher. The purpose of conducting the interviews was to obtain deeper

information that could not be obtained in the questionnaire. The questions

addressed to the English teacher were about the specific description of Self-

Access Centre, the activities and the Self-Access materials needed. Besides, the

researcher also asked about the students‟ characteristics and difficulties in doing

the materials, especially reading and writing materials. In order to obtain more

information, the researcher also interviewed some students. The questions


54

addressed were about their perceptions of SAC and the materials provided,

especially reading and writing. The researcher also asked about the students‟

advice on the materials they wanted to be provided in SAC.

According to the English teacher of SMK Negeri 2 Depok, who handled

SAC, SAC is a place where the students can learn English by themselves. They

could choose the materials they wanted to learn and at last they score their own

work. Thus, the designed materials should provide the answer keys in each

material. Since the students checked their own work so they could notice their

mistakes and learn from it. The aims of SAC were to help the students to improve

their English whenever they wanted to. Moreover, it also helped the students to be

accustomed to learning English independently. Thus, the students were allowed to

come to SAC even when they were not attending English class. SAC was a

recommended place at SMK Negeri 2 Depok for learning English. It was because

in SAC, the students learned about responsibility and independence, since they

had to do everything by themselves, including choosing the materials, checking

and scoring their work. Moreover, in SAC the students could find the digital

materials and printed materials. Self-Access Centre provides self-access materials

covering materials for listening, speaking, reading, writing, grammar, and

vocabulary in order to achieve the target language. Since the materials had been

classified based on the levels and skills, the students could find the materials they

need easier. Furthermore, there were only English materials in SAC, so the

students could only focus on learning English. Besides, the students could find a

lot of materials in SAC so they could practice more by working on those


55

materials. The activities in SAC were not only doing the materials which related

to the students‟ studies but they could also listening to the songs or watching

movies which subtitles were English language. Thus, the students could learn

English in fun way.

The students who came to SAC were usually those who had strong desire

to improve their English. They usually came twice or three times a week to do the

materials in SAC. On the other hand, some students came to SAC in order to

watch some movies, listening to the music, or finding some materials they need

related to their homework. The materials which were mostly done by them were

listening and reading. When the students found some difficult words in the texts

that they were reading, they usually search the meanings in the dictionary

provided. Since SAC was demanded the students to learn English independently,

so the students had to choose, do and score their own work. Some students were

very active. They asked about something that confused them by asking their

English teachers. Sometimes, the students also did more than one activities at

once when they were in SAC. It showed that the students were very enthusiastic

and motivated to learn English in SAC.

The English teacher said that so far the aim of SAC had been

accomplished in some levels, but it was still dissatisfied. The English teacher said

that the students actually felt comfortable in SAC. However, the students

sometimes did the exercises provided reluctantly because the materials were

boring and not up-to-date. The teacher said that honestly they rarely added the

new materials in SAC. The latest materials were updated in 2011. Thus, some of


56

the materials were the materials which had been done by the students. Moreover,

the tasks provided in each material were very limited. There were only two tasks,

as maximum, in each material. The English teacher then added that the reading

and writing materials needed to be improved. It was because in the materials

provided there were only one text with one kind of task. Besides, the layouts of

the materials were uninteresting so the materials did not attract the students‟

attention. Meanwhile, the English teacher found that the students found

difficulties in learning reading and writing. In fact, the students were uninterested

in working on the reading and writing materials because the materials are boring

and not up-to-date so that the students cannot improve their reading and writing

skills.

From the interview with the English teacher, the researcher found that the

materials provided were not based on the school based curriculum. It was based

on the students‟ needs. All the materials in SAC were made by the English

teachers at SMK Negeri 2 Depok. Therefore, sometimes the researcher also

consulted the contents, such as the texts and activities, with them in order to

design appropriate materials based on the students‟ needs. Then, the English

teacher also said that the materials in SAC were using general English because the

students learned general English in the class. Since the materials in SAC were

used to support the students‟ needs, so the materials were designed based on the

students‟ background knowledge of English. Furthermore, in order to know

deeper about the students‟ needs, the researcher did not only distribute the


57

questionnaire to the students but also interviewed one student of each class which

had been observed by the researcher.

According to the students, they were comfortable with the situation in

SAC. Besides, SAC was really helpful, especially for the students who wanted to

learn more about English. However, the materials provided were uninteresting,

especially the reading and writing materials. Then, the students gave some advices

on the materials that would be provided in SAC. They wanted the materials which

at least related to their studies, such as engineering, architecture, etc. Then, they

also wanted materials which were attractive and colorful. Besides, it should

provide pictures to make the materials more interesting. The students also wanted

the up-to-date materials which had never been done by them before.

2. Stating Goal, Topics and General Purposes

The data gained from the questionnaire and interviews were used to state

the goals, topics and general purposes. The goal of the designed materials was the

students were able to communicate in English (oral or written forms) for the

Novice Level. In this study, the goal was called as standard competency.

The researcher stated four topics which were chosen by the students in the

questionnaire. In these designed materials, those four topics would be divided into

four units. The topics and the titles were presented as follows.

Table 4.2 The Topics and Titles in the Designed Materials

Unit Topics Titles

1 Describing someone What do They Look Like?


58

Unit Topics Titles

2 Giving Direction Show Me the Way.

3 Professions This Is What I Want To Be.

4 Announcement Attention Please!

In this step, the researcher also stated the general purposes of the designed

materials. In this study, general purposes were called as basic competencies. The

basic competencies which would be presented were based on the students‟ needs.

The following was the basic competence of each unit and also its standard

competency.

Table 4.3 The Standard Competency and Basic Competencies

Unit Standard Competency Basic Competencies

1 Students are able to

communicate in English

(oral or written forms) for

the Novice Level.

1.1 Recognizing the pictures and the

texts about describing someone.

1.2 Understanding the texts about

describing someone.




the Novice Level.

2.1 Recognizing the pictures and texts

about asking and giving direction.

2.2 Understanding the texts about

asking and giving direction.




the Novice Level.


about professions.

3.2 Understanding the pictures and

texts about professions.




the Novice Level.


about job vacancy.


texts about job vacancy.


59

3. Learning Objectives

After stating goals, topics and general purposes, the researcher stated the

learning objectives which were also known as indicators. The indicators showed

the students‟ achievements of every unit. Therefore, the indicators should be

something that could be measured. The indicators of the designed materials were

presented as follows.

Table 4.4 The Indicators

Units Titles Indicators

1 What do They Look

Like?

1. Students are able to answer the

questions based on the pictures given.

2. Students are able to find the adjectives

used in the text of describing someone.

3. Students are able to decide whether the

statements are true or false based on the

text given.

4. Students are able to match the

vocabularies given with their meanings

correctly.

5. Students are able to describe someone

by using the correct expressions of

describing someone.

2 Show Me the Way. 1. Students are able to answer the


2. Students are able to match the road-sign

with the words provided correctly.

3. Students are able to understand the text

about expressions used in asking and

giving direction.

4. Students are able to locate the places

based on the map and dialogues given

correctly.



map and dialogues given correctly.

6. Students are able to arrange the jumbled

dialogues based on the map given.

7. Students are able to draw a map and


60

Units Titles Indicators

give the direction by using correct

preposition of place and direction.

3 This is What I Want

To Be.

1. Students are able to match the pictures

with the words provided in the box

correctly.



3. Students are able to define new

vocabularies.

4. Students are able to classify the

information based on the text given.



text given.

6. Students are able to identify the specific

information in the text given.

7. Students are able to write a story about

their future jobs by using correct simple

future tense.

4 Attention Please! 1. Students are able to answer the

questions based on the Announcement

text given.


information in the text.


information in the announcement texts

given.



announcement text given.

5. Students are able to guess the correct

vocabulary based on the clue given.

6. Students are able to make an

announcement in the correct form.

4. Listing the Subject Contents

The researcher listed the subject contents that would be used in each unit

which included three types of activities based on the three cycles in Task-Based

Learning. Those activities were Get Ready! that represented the Pre-task,


61

Challenge Yourself! that represented the Task Cycle and the last is Let’s Focus

that represented the Language Focus. The list of subject contents would be

described as follows.

a. Let‟s Get Ready!

The warming up activities was found in this part. The students were

introduced to the topics of the materials through the pictures and some questions.

By doing these activities, the students would recall the words or knowledge

related to the topics.

b. Challenge Yourself!

This part was the main task of the designed materials. The students were

given the reading tasks as the model and writing tasks as the follow up activity.

There was some vocabulary tasks in this part related to the topic.

c. Let‟s Focus!

This part was purposed to review what the students had learned in each

unit of each topic. In this part, there were grammar focuses and some theories

related to the topic. Besides, the students had to do some exercises as the follow-

up activities of the grammar focuses. The students also had to do the writing

assignment as the final activities. At the end, the students had to do the reflection

section in order to check the students‟ opinions and understanding of the

materials.


62

5. Selecting Teaching and Learning Activities

After listing the subject content, the researcher selected the teaching and

learning activities. Since the designed materials were used in SAC, where the

students learned English independently, the researcher would not discuss the

teaching activities. Meanwhile, the learning activities used in the designed

materials were mostly student-centered activities. It was because SAC emphasized

on the students‟ independence in learning English.

Based on the data gathered from the questionnaire, the researcher selected

the appropriate learning activities which supported the students in learning

English effectively. The following was the learning activities in the designed

materials.

a. Questions and Answers

This section was aimed to help the students to understand the texts

provided. The students should do skimming in order to identify the main idea of

the texts. After that, the students did scanning in order to identify the specific

formation in the texts.

b. Listing

In this section, the students should make a list of the specific or important

information in the texts. The outcome of this section was the students were able to

complete the list or make a draft of a mind map.


63

c. Ordering and Sorting

The students should arrange or classify the words or sentences or stories

given in this section. In this designed materials, the students were asked to arrange

the jumbled sentences based on the pictures given.

d. Matching

In this section, the students should draw a line or fill in the blank space

with numbers or letters to match the words or pictures with the correct answer.

e. Looking at the Pictures

The researcher used the pictures in order to help the students in

representing the things that would be discussed in the designed materials. Besides,

the pictures also made the designed materials looked more attractive. The

researcher also provided some tasks which were based on the pictures given,

especially in Let’s Get Ready! part.

f. True or False

In this section, the students should decide whether the statements provided

were true or false based on the pictures or texts given.

6. Designing the Materials

After finishing the previous steps, the researcher designed the integrated

reading writing materials of Self-access Center. The designed materials consisted

of four units with three cycles of Task-Based Learning activities. However, the

designed materials were not the fix materials because the materials still needed to

be evaluated by the participants.


64

7. Evaluating the Materials

After finishing the designed materials, the researcher distributed materials

evaluation questionnaire to the three evaluators in order to get feedback and

suggestions toward the designed materials. In this step, there were two parts that

would be discussed. They are description of the participants and description of the

data and analysis.

a. Description of the Participants

The participants were an English teacher of SMK Negeri 2 Depok and two

lecturers of English Language Education Study Program at Sanata Dharma

University. All of the respondents had a lot of experiences in teaching that was

shown in their teaching period. The table below was presented the data of the

participants.

Table 4.5 Description of the Participants

Respondents

∑

Educational

Background

Teaching

Experiences (Year)

S1 S2 S3 0-10 10-20 <20

Lecturers 2 1 1 1 1

English Teacher 1 1 1

b. Description of the Data and Analysis

The questionnaire was intended to obtain feedback from the participants in

order to improve and revise the designed materials. The participants‟ evaluation

statement would be presented in the form of five degrees of agreement.


65

Table 4.6 Degrees of Agreement


1 Strongly disagree

2 Disagree

3 Undecided

4 Agree

5 Strongly agree

The result of the evaluation questionnaire was presented as follows.

Table 4.7: Description of the Data

No

Statements

Degree of Agreement

N 1 2 3 4 5

1. The basic competences are well-

formulated.

1 2 3

2. The indicators are well-

formulated.

1 2 3

3. The indicators support standard

competence and basic

competences achievement.

2 1 3

4. All of the topics in the designed

materials are interesting and well-

arranged.

1 2 3

5. The materials cover both reading

and writing skills.

2 1 3

6. The content of the designed

materials is relevant to the theory

of Task-Based Learning.

1 2 3

7. The materials match with the

standard competence and basic

competences.

3 3

8. The pre-task sections are able to

draw students‟ attention to the

topics.

2 1 3


66

No

Statements

Degree of Agreement

N 1 2 3 4 5

9. The tasks presented in the task

cycle sections are well-arranged

to help the students in

understanding the topics.

3 3

10. The language focus in the post

task sections are presented

properly in each unit.

1 2 3

11. The materials help the students in

improving their ability in reading

and writing.

3 3

12. The materials are in line with the

topics.

3 3

13. The materials are suitable for the

tenth grade students.

3 3

14. The instructions are clear for both

teachers and students.

1 2 3

15. The materials cover all of the

students‟ needs.

1 2 3

16. Generally, the materials are well-

arranged.

2 1 3

Table 4.7 showed the result of the participants‟ opinion on the designed

materials through the statements given. There are three participants and sixteen

statements to evaluate the designed materials. Based on the results, the designed

materials were acceptable for the tenth grade students at SMK Negeri 2 Depok. It

was clearly seen from the points of the degrees of agreement that mostly chosen

by the participants were more than point three. However, the designed still needed

to be revised and improved.


67

The participants did not only give the evaluation based on the five degrees

agreement, but they also gave opinions and suggestions toward the designed

materials which were described as follows.

1. The designed materials can improve the students‟ skills in reading and

writing.

2. The designed materials can enrich the self-access learning materials for the

Self-Access Centre in SMK Negeri 2 Depok.

3. The tasks provided are suitable for tenth grade students.

4. The arrangement of the materials is clear. Besides, it has supported the

scaffolding theory.

5. The materials are well-arranged and acceptable.

6. The layout is too plain since the colors are not various.

7. The instructions are too long and sometimes confuse the readers.

8. The numbering system should be in order.

8. Revising the Materials

Based on the result of the participants‟ opinions and suggestions, the

designed materials still need to be improved and revised. Thus, the researcher

made improvements and revisions based on the participants‟ opinions and

suggestions in order to get the better final version of designed materials.

The revisions to the designed materials were presented as follows.


68

1. The researcher added more colors in the designed materials, such as colorful

tables, pictures and words. The color chosen were balance so it would not be

too much.

2. The researcher made the instructions shorter and clearer. The words or diction

was changed into the simple one so the reader would understand the

instructions easily.

3. The numbering system was revised based on the suggestions from the English

teacher at SMK Negeri 2 Depok.

B. The Presentation of the Designed Materials

The presentation of the designed materials was done after improving and

revising the designed materials. It was intended to answer the second question

formulated in the research problem i.e. “What does the set of integrated reading

writing materials of Self-Access Centre in SMK Negeri 2 Depok for the tenth

grade students look like?” The final version was presented after having some

revisions based on the participants‟ opinion and suggestions.

There were four units provided in the designed materials. Each unit

consisted of three parts, they are Let’s Get Ready!, Challenge Yourself! and Let’s

Focus!. Those parts were based on the Task-Based Learning cycles, in which

Let‟s get ready! represented the Pre-task, Challenge Yourself! represented the

Task Cycle and Let’s Focus! represented Language Focus.

The complete version of the designed materials was presented in the

appendix.


69

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

In this chapter, the researcher is intended to present the conclusions of

the research and the researcher‟s recommendations. The conclusions are based on

the results of the questions which are stated in the research problems. Meanwhile,

the suggestions are addressed to the English teachers at SMK Negeri 2 Depok who

will implement the designed materials in Self-Access Centre and future

researchers who will conduct the similar research.

A. Conclusions

The purpose of this research is to design a set of integrated reading writing


students. There are two questions formulated in the research problems. The first

question is how a set of integrated reading writing materials of Self-Access Centre

in SMK Negeri 2 Depok for the tenth grade students is designed. The second

question is what the set of integrated reading writing materials of Self-Access

Centre in SMK Negeri 2 Depok for the tenth grade students looks like.

In order to answer the first question, the researcher used the eight steps of

Kemp‟s Instructional Design Model. The first step was conducting needs survey.

In this step, the researcher distributed a questionnaire to the tenth grade students

and interviewed an English teacher and one student of each class that had been


70

observed by the researcher. The aimed of the questionnaire and interview were to

obtain the information about students‟ characteristics and needs toward the

materials of Self-Access centre in SMK Negeri 2 Depok. The second step was

stating goal, topics and general purposes. The researcher stated the goals, topics

and general purpose based on the result of the need survey. The third step was

stating learning objectives. In this step, the researcher decided the objectives of

each topic explicitly and clearly. The fourth step is listing the subject contents. In

this step, the researcher listed the subject contents based on the three cycles of

Task-Based Learning. The fifth step was selecting teaching and learning

activities. The researcher select the learning activities based on the data gathered

from the questionnaire. However, the researcher did not select the teaching

activities because in Self-Access Leaning the students were demanded to learn

English independently. Therefore, they had to do everything by themselves. The

sixth step was designing materials. After finishing the previous steps, the

researcher designed the materials based on the data gathered from the

questionnaire and interviews. The seventh step was conducting materials

evaluation. In this step, the researcher distributed the materials evaluation

questionnaire to the three participants. They are an English teacher of SMK Negeri

2 Depok and two lecturers of English Language Education Study Program at

Sanata Dharma University. The feedback was used to revise and improve the

designed materials to be better. The last step was revising the designed materials.

In this step, the researcher made the last revision and improvement which were

based on the participants‟ suggestions and opinions.


71

In order to answer the second question, the researcher presented the final

version of the designed materials. The designed materials consisted of four units,

they are What do They Look Like?, Show Me the Way!, This is What I Want to Be,

and Attention Please!. Besides, there were three sections in each unit, they are

Let’s Get Ready!, Challenge Yourself! and Let’s Focus!.

B. Recommendations

This part is intended to provide some suggestions for the English teachers

at SMK Negeri 2 Depok and future researchers who will conduct the similar

research.

1. For the English Teachers at SMK Negeri 2 Depok

In order to achieve the goals of SAC, the teachers should provide the best

materials. The teachers should change or add the materials at least every year, so

the students will not get bored with the materials. Besides, the teachers should

differentiate the materials for teaching activities and the materials for SAC. Thus,

when the students come to SAC they do really find something new. Moreover, the

topics or themes provided should be related to the students‟ needs, majors and

daily lives. The teachers should make sure that the materials are up-to-date and

appropriate for the students in their levels.

2. For Future Researchers

For future researchers, they should pay attention to the need analysis. They

should make sure that the materials, activities, contents and topics are appropriate

for the students in their levels. Besides, they should state the goal, general


72

purposes and learning objectives clearly. Therefore, the students will know

exactly the goal of the materials. The future researchers are encouraged to design

another material which applies different integrated skills.


73

REFERENCES

Ary, D., Jacobs, L.C., & Sorensen, C. (2010). Introduction to research in

education (8th

ed.). Belmont: Wadsworth Cengage Learning.

Benson, P. (2001). Teaching and researching autonomy in language learning.

Harlow: Pearson Education.

Best, J. W. (1981). Research in education (4th

ed.). Englewood Cliffs, NJ:

Prentice-Hall, Inc.

Brown, H. D. (2001). Teaching by principles: An interactive approach to

language pedagogy (2nd

ed.). New York: Addison Wesley Longman, Inc.

Brown, H. D. (2007). Teaching by principles: An interactive approach to

language pedagogy (3rd

ed.). New York: Pearson Education, Inc.

Carvalho, D. (1993). Self-access: Appropriate materials. Manchester: The British

Council.

Fraenkel, J.R. (2006). How to design and evaluate research in education (6th

ed.).

New York: McGraw-Hill.

Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An

introduction (8th

ed.). Boston: Pearson Education, Inc.

Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Harlow:

Longman.

Harmer, J. (2001). The practice of English language teaching (3rd

ed.). Harlow:

Person Education.

Harmer, J. (2007). The practice of English language teaching (4th

ed.). New York:

Pearson Longman.

Johnson, K. (2001). An introduction to foreign language learning and teaching.

Harlow: Longman.

Kemp, J. E. (1977). Instructional Design: A plan for unit and course development.

Belmont: Fearon Pitman.


74

Merriam, S. B. (2009). Qualitative research: A guide to design and

implementation. San Fransisco: Jossey-Bass.

Nunan, D. (2003). Practical English language teaching. New York: McGraw-

Hill/Contemporary.

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge

University Press.

Oxford, R. (2001). Integrated skills in the ESL/EFL classroom. ERIC Digest, 6

(1).

Pehrsson, R. S., & Robinson, H. A. (1985). The semantic organizer approach to

writing and reading instruction. Maryland: ASPEN publ.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language

teaching (2nd

ed.). Cambridge: Cambridge University Press.

Scharle, A., & Szabo, A. (2000). Learner autonomy: A guide to developing

learner responsibility. Cambridge: Cambridge University Press.

Sheerin, S. (1989). Self-access. Oxford: Oxford University Press.

Tomlinson, B. (1998). Materials development in language teaching. Cambridge:

Cambridge University Press.

Willis, J. (1996). A framework for task-based learning. England: Pearson

Education.


75

APPENDICES


76

APPENDIX A

Permission Letter


77


78

APPENDICES B

List of Interviews Question

Questionnaire of Research and Information

Collecting


79

LIST OF INTERVIEW QUESTIONS (UNTUK GURU)

1. Apakah SAC itu?

2. Apakah kegunaan dari SAC?

3. Apakah kelebihan dari SAC?

4. Menurut Anda, apakah para siswa antusias dalam mengerjakan soal-soal

yang telah disediakan?

5. Bagaimanakah karakteristik para siswa, terutama siswa keals sepuluh?

6. Kegiatan-kegiatan seperti apakah yang ada di SAC?

7. Sejauh ini apakah tujuan dari SAC telah tercapai dengan baik?

8. Materi seperti apakah yang pantas untuk diberikan kepada siswa ketika

berada di SAC?

9. Apakah materi yang diberikan harus sesuai dengan Standar Kompetensi

dan Kompetemsi Dasar yang diterapkan di kelas?

10. Apakah jenis latihan-latihan soal yang diberikan bervariasi?

11. Menurut Anda, apakah materi untuk reading dan writing di SAC perlu

dikembangkan? Mengapa?

12. Menurut anda, apakah yang menjadi kendala ketika mereka mencoba

mengerjakan soal mengenai reading dan wiritng di SAC?


80

LIST OF INTERVIEW QUESTIONS (UNTUK SISWA)

1. Apakah Anda merasa nyaman belajar di SAC?

2. Bagaimana pendapatmu mengenai SAC?

3. Berapa kali Anda mengunjungi SAC dalam seminggu?

4. Apakah pendapatmu mengenai materi reading dan writing di SAC?

5. Apakah Anda mempunyai saran untuk materi reading dan writing yang

diberikan di SAC?


81

APPENDIX C

Materials Evaluation Questionnaire


82

MATERIALS EVALUATION QUESTIONNAIRE

A Set of Integrated Reading Writing Materials of SAC in SMK Negeri 2

Depok for the Tenth Grade Students

This questionnaire is intended to obtain the feedback on the designed materials in

order to help the researcher in improving and revising it as the final version.

Evaluator’s Identity

Name : _____________________________

Occupation : Teacher/ Lecturer*

Educational Background : S1/ S2/ S3*

Teaching experience : ________ years.

*cross the unnecessary answer

Give your opinion by giving a tick (√) on the degree of agreement which is

categorized as follows.

1 : strongly disagree with the statement

2 : disagree with statement

3 : undecided

4 : Agree with the statement

5 : Strongly agree with the statement

No Statements Degree of Agreement

1 2 3 4 5

1. The basic competences are well-

formulated.

2. The indicators are well-formulated.


83

3. The indicators support standard

competence and basic competences

achievement.

4. All of the topics in the designed

materials are interesting and well-

arranged.

5. The materials cover both reading and

writing skills.

6. The content of the designed materials

is relevant to the theory of Task-Based

Learning.

7. The materials match with the standard

competence and basic competences.

8. The pre-task sections are able to draw

students‟ attention to the topics.

9. The tasks presented in the task cycle

sections are well-arranged to help the

students in understanding the topics.

10. The language focus in the post task

sections are presented properly in each

unit.

11. The materials help the students in

improving their ability in reading and

writing.

12. The materials are in line with the

topics.

13. The materials are suitable for the tenth

grade students.

14. The instructions are clear for both

teachers and students.

15. The materials cover all of the


84

students‟ needs.

16. Generally, the materials are well-

arranged.

1. What are your opinions about the designed materials?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

2. What are your suggestions and expectations to improve the designed

materials?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Thank You


85

APPENDIX D

General Description of the Designed Materials


86

A SET OF INTEGRATED READING WRITING MATERIALS

OF SELF- ACCESS CENTRE IN SMK NEGERI 2 DEPOK


GENERAL DESCRIPTION

A. Background

Since English becomes important nowadays, many people learn English

from their early ages. Therefore, some schools use English as one of subjects in

the schools, including vocational schools. SMK Negeri 2 Depok, as one of the

vocational schools, also teaches English from the beginning level i.e. tenth grade

students. In order to improve the students‟ ability in English, the school provides a

place where the students are allowed to learn English which is called Self- Access

Center (SAC). The students might come to SAC whenever they want, even when

they are not in English class. In SAC, the students are demanded to be

independent. They have to choose their own materials and then assess it by

themselves. There are digital and printed materials provided in SAC. Those

materials cover the materials for reading, writing, speaking, listening, grammar,

and vocabulary. Each material provides answer key in order to help the students in

assessing their own works.

However, some students think that the reading and writing materials of

SAC are not interesting. The materials are not up-to-date and plain. There are only

a little colors and pictures. Besides, the activities in the materials are not varied.

Therefore, the researcher tries to design a set of integrated reading writing


87

materials based on the students‟ needs. Reading and writing should be integrated

because they are closely related one each other. Reading is a receptive skill while

writing is productive skill. In designing the materials, the researcher employs

Task-Based Learning (TBL) as a method. This designed materials are expected to

be able to help the students in improving their reading and writing skills.

B. The objective

The objective of this research is to provide a set of integrated reading

writing materials of Self-Access Centre in SMK Negeri 2 Depok for the Tenth

Grade Students. Hence, the students are expected to be more enthusiastic in

learning reading and writing material. Moreover, they are able to work on the

materials independently.

C. Research Participants

The research participants of this research are the tenth grade students and

an English teacher of SMK Negeri 2 Depok. The tenth grade students which are

also known as novice level.

D. Content

The designed materials consist of four units which are presented as

follows.

Unit 1: What do They Look Like?

Unit 2: Show Me the Way!


88

Unit 3: This is What I Want to Be.

Unit 4: Attention Please!

Each unit is divided into three main parts; they are Let’s Get Ready!,

Challenge Yourself! and Let’s Focus!. The following are the descriptions of each

part in the unit.

1. Let’s Get Ready!

This part is also called as Pre-Task activities. The warming up activities is

found here. The students are introduced to the topics of the materials through the

pictures and some questions. By doing these activities, the students are expected

to recall the words or knowledge related to the topics.

2. Challenge Yourself!

This part is the main task of the designed materials or Task Cycle

activities. The students are given the reading tasks as the model and writing tasks

as the follow up activity. There is some vocabulary tasks in this part related to the

topic.

3. Let’s Focus!

This part is also called as Post- Task activities. It is purposed to review

what the students had learned in each unit of each topic. In this part there is

grammar focus and some theories related to the topic. Besides, the students have

to do some exercises as the follow-up activities of the grammar focus. The

students also have to do the writing assignment as the final activity. At the end,

the students have to do the reflection section in order to check the students‟

opinion and understanding toward the materials.


89

APPENDIX E

Syllabus


90

Syllabus of Self Access Center Materials for the Tenth Grade Students of SMK Negeri 2 Depok

Standard Competence

Students are able to communicate in English (oral or written forms) for the Novice Level.

Basic Competence Indicator Learning Materials Topic

UNIT 1: What do They Look Like?

1.1 Recognizing the pictures and

the texts about describing

someone.


the texts about describing

someone.



7. Students are able to find the adjectives

used in the text of describing someone.



text given.

9. Students are able to match the

vocabularies given with their meanings

correctly.

10. Students are able to describe someone

by using the correct expressions of

describing someone.

Let’s Get Ready!

Pictures of artists.

Challenge Yourself!

Text 1: How does

he look like?

Let’s Focus!

Expressions used in

describing someone

Writing assignment.

Reflection

Describing

Someone

UNIT 2: Show Me the Way.


8. Students are able to answer the Let’s Get Ready!

A picture of asking


91

texts about asking and giving

direction.


texts about asking and giving

direction.


9. Students are able to match the road-sign

with the words provided correctly.

10. Students are able to understand the text

about expressions used in asking and

giving direction.

11. Students are able to locate the places

based on the map and dialogues given

correctly.



map and dialogues given correctly.

13. Students are able to arrange the jumbled

dialogues based on the map given.

14. Students are able to draw a map and

give the direction by using correct

preposition of place and direction.

and giving

direction.

Challenge Yourself!

Pictures of road-

signs.

Expressions used in

asking and giving

direction.

Map 1 and

dialogues.

Map 2.

Let’s Focus!

Preposition of place

and direction.

Writing assignment.

Reflection.

Asking and

Giving

Direction

UNIT 3: This is What I Want to Be.





8. Students are able to match the pictures

with the words provided in the box

correctly.



10. Students are able to define new

vocabularies.


Let’s Get Ready!

Pictures of some

jobs.

Challenge Yourself!


92

information based on the text given.



text given.


information in the text given.

14. Students are able to write a story about

their future jobs by using correct simple

future tense.

Text 1: This is What

We Want to Be.

Text 2: Computer

Engineer – Career

Profile.

Let’s Focus!

Simple future tense.

Writing assignment.

Reflection.

Profession

UNIT 4: Attention Please!






questions based on the Announcement

text given.


information in the text.


information in the announcement texts

given.



announcement text given.

11. Students are able to guess the correct

vocabulary based on the clue given.

12. Students are able to make an

announcement in the correct form.

Let’s Get Ready!

Picture about an

announcement.

Challenge Yourself!

Some pictures of

announcements.

Let’s Focus!

Explanation of

announcement.

Writing assignment.

Reflection.

Announcement


93

APPENDIX F

Presentation of the Designed Materials


A SET OF INTEGRATED READING

WRITING MATERIALS OF SELF– ACCESS

CENTRE IN SMK NEGERI 2 DEPOK


Karina Lega Ayu 091214031 English Language Education Study Program Sanata Dharma University

2014


Table of contents……………………………………………………………………………… i

Unit 1 What do They Look Like?

A. Let’s Get Ready!......................................................................................... 2

B. Challenge Yourself!.................................................................................... 3

C. Let’s Focus!................................................................................................ 5

D. Reflection…………………………………………………………………………….. 8

E. Answer Key…………………………………………………………………………… 9

Unit 2 Show Me the Way!

A. Let’s Get Ready!......................................................................................... 12


C. Let’s Focus!................................................................................................ 18

D. Reflection……………………………………………………………………………. 20

E. Answer Key………………………………………………………………………… 21

Unit 3 This is What I Want to Be!

A. Let’s Get Ready!......................................................................................... 25


C. Let’s Focus!................................................................................................ 31

D. Reflection……………………………………………………………………………. 32

E. Answer Key…………………………………………………………………………….33

Unit 4 Attention Please!

A. Let’s Get Ready!......................................................................................... 37


C. Let’s Focus!................................................................................................ 43

D. Reflection…………………………………………………………………………….. 44

E. Answer Key…………………………………………………………………………... 45

Table of Contents

i


What do They Look

Like?

UNIT 1


What do They Look Like? Unit 1

LET’S GET READY!

I. Look at the pictures below and answer the following questions.

1. Do you know those people?

2. Who do you like at the most?

3. Why do you like her/him?

4. What do you think about their appearances?

1

2

3

Writing

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bn:ANd9GcSzEBFQImBlHZbeZNsb

o2y92zLq9fWfslAEqPSZpI71h7Axi

AJr

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icle1535018.ece/ALTERNATES/s615

b/David%20Beckham%20-1535018

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2


http://t2.gstatic.com/images?q=tbn:ANd9GcSzEBFQImBlHZbeZNsbo2y92zLq9fWfslAEqPSZpI71h7AxiAJr




http://i3.mirror.co.uk/incoming/article1535018.ece/ALTERNATES/s615b/David%20Beckham%20-1535018



http://25.media.tumblr.com/tumblr_m8le6yN1Wd1qbk9a2o1_r1_500.jpg

http://25.media.tumblr.com/tumblr_m8le6yN1Wd1qbk9a2o1_r1_500.jpg

Reading

CHALLENGE YOURSELF!

How does He Look Like?

This is John. He is a middle-aged man. He is an architect who works at Kedaung Real Estate. He is tall and well-built. Every time he walks the girls are staring at him because he is good looking. Even though his skin is dark, he looks cute when he is smiling. He always wears a shirt and a tie which make him look more handsome. Besides, he also wears a watch which is given by his wife. John is a hard worker. He works from the early morning to the middle of night. However, he always has time for his family.

II. Circle the adjectives which describe John based on the text above.

III. Based on the picture above, decide whether these statements are True (T) or False (F). If it is False, correct the statement in the space provided.

No.

Statements

T/F

Corrections

1. He is wearing a white belt. F He is wearing a black belt.

2. He is wearing a bracelet.

3. He is wearing a cap.

4. He is wearing a tie.

5. He is wearing a white shirt.


3


IV. Match the words in column A with their meanings in the column

B.

A

Tall

Slim

Ugly

Bald

Thin

Chubby

Stocky

Wrinkled

Muscular

Well-built

B

With little or no hair on head

Slightly fat in a way that people

usually find attractive,

especially cheek

Small line on the skin caused

by old age

Someone, especially a man,

whose body is wide and short

Someone who has well-

developed muscles, powerful

More than average height

Someone who is not fat at all

Someone who has an

attractive body

Someone who is unpleasant to

look at

Someone whose body is

proportional


4


Let’s focus!

HAIR

FACE SKIN

Body

Long Shoulder-length Short Curly Straight Wavy

Language Focus

Brown Black Blonde Bald Ponytail Spike

Round Oval Beard Moustache Freckles Dark Bright

Small Medium Tall Fat

Slim Thin Muscular


5


Expressions used in describing someone

General Appearance

What does she look like? She is beautiful.

Does he wear glasses? Yes, he does/ No, he doesn’t.

Age

How old is he? He is about 50 years old.

He is in his thirties.

Hair

What color is her hair? It is brown.

She has brown hair.

Height

How tall is he? He is 170 cm.

He is quite short.

Notes:

Be IS (He, She, It) S + be + Adjective/Noun

AM (I) Example: ARE (You, They, We) - She is slim.


6


Writing Assignment

Describe these people’s appearances by using correct

expressions of describing someone!

Picture 1

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Picture 2

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Jessica Swift

http://pbs.twimg.com/media/BAD1O

c3CcAA-6Gn.jpg:large

Carlos

http://1.bp.blogspot.com/_eMvIzyJpI_w/TBj3lQkJejI

/AAAAAAAACuo/COh7K1JVz7M/s400/wang1.jpg

http://i.dailymail.co.uk/i/pix/2013/03/27

/article-2300204-18F5E42B000005DC-

709_634x1023.jpg


7


http://pbs.twimg.com/media/BAD1Oc3CcAA-6Gn.jpg:large

http://pbs.twimg.com/media/BAD1Oc3CcAA-6Gn.jpg:large

http://1.bp.blogspot.com/_eMvIzyJpI_w/TBj3lQkJejI/AAAAAAAACuo/COh7K1JVz7M/s400/wang1.jpg

http://1.bp.blogspot.com/_eMvIzyJpI_w/TBj3lQkJejI/AAAAAAAACuo/COh7K1JVz7M/s400/wang1.jpg

http://i.dailymail.co.uk/i/pix/2013/03/27/article-2300204-18F5E42B000005DC-709_634x1023.jpg



Picture 3

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Reflection

1. Do you like this unit? Why or why not?

2. Do you get any improvement after learning English in this unit?


8


ANSWER KEY

Let’s get ready!

I. Answer. 1. Yes, I do. 2. Number 1/2/3 (Subjective). 3. Because she is beautiful/ because he is handsome. (Subjective) 4. They are cool/ picture 1. She looks glamour. (Subjective)

Challenge yourself!

II. Answer (5pts).

1. Middle-aged man. 2. Tall and well built. 3. Good looking. 4. Cute. 5. Handsome. 6. Hard worker.

III. Answer (5pts).

1. F : He is wearing black belt.

2. F : He is wearing a watch.

3. F : He is wearing a helmet.

4. T

5. T

IV. Answer (10 pts).

- Slim: Someone whose body is proportional.

- Ugly: Someone who is unpleasant to look at.

- Bald: Someone with little or no hair on head.

- Thin: Someone who is not fat at all.

- Chubby: Slightly fat in a way that people usually find attractive, especially cheek.

- Stocky: Someone, especially a man, whose body is wide and short.

- Wrinkled: Small line in the skin caused by old age.

- Muscular: Someone who has well-developed muscles, powerful.

- Well- built: Someone who has attractive body


9


Writing Assignment

Picture 1 His name is Carlos. He is tall and his skin is bright. He has short black hair. He looks handsome with beard on his face. He is wearing a grey suit and a black tie. He is bringing a black briefcase.

Picture 2 Her name is Jessica. She looks so beautiful. She is wearing a blue-green blouse which color is the same with her hand bag and earrings. She is also wearing black skirt. She has pointed nose and bright skin. Her hair is middle length and its color is brown. She looks taller because she is wearing high heels.

Picture 3 Her name is Swift. She has long blonde hair. She is wearing black sweater and red legging. She is bringing a bright brown satchel to put her stuffs. She is wearing sun glasses. She looks cute with her black shoes.

No Aspects Score

1 2 3 4

1. Grammar

2. Content which includes the terms:

- Adjectives used in describing someone.

3. Creativity

4. Readable

5. Punctuation

Total score

Maximum score is 20.

Scoring

Total score: 4

Your Score


10


SHOW ME THE WAY!

UNIT 2


LET’S GET READY!

I. Look at the picture below and answer the following

questions!

1. What are they doing?

2. Have you ever got lost?

3. How do you get the direction?

http://img.gawkerassets.com/img/1857it2arunl1jpg/k-bigpic.jpg

Writing

Show Me the Way! Unit 2

12


http://img.gawkerassets.com/img/1857it2arunl1jpg/k-bigpic.jpg

Challenge Yourself!

II. Match the road signs with their meanings inside the box!

turn left no entry t-junction slippery road

two- way traffic round about cossroad

turn right prohibited u-turn prohibited

1. No entry 2. …………………….. 3. …………………

4. ……………………. 5. …………………….. 6. ……………………….

7. …………………….. 8. …………………….. 9. ……………………..


13


Reading

III. Read the text below carefully!

Expressions used in asking and giving direction

Asking direction Giving Direction

Excuse me…

- Would you tell me the way to…? Polite Go straight/ go ahead

- Could you tell me where…is? Go down/ up this road

- Where is the…? Turn left/ right at

the...

- How do I get to…? Cross the street/ road

- Where can I find…? It is next to/ beside…

- Which way is…? Impolite It is on your left/right

Turn back/ go back


14


IV. Look at the map below. Read the dialogues and name the

places based on the instruction given by the speaker!

1. A: Good morning sir. Would you help me, please?

B: Yes, of course. What can I do for you?

A: Would you tell me how to get to the Hospital? I’m going to visit my grandma.

B: Oh, of course. It is not far from here. You only need to go down this street and then turn right on the Red Street. The hospital is on your right. It is at the end of the street.

A: Thank you for the information, sir.

B: You’re welcome and be careful little girl.

2. A: Excuse me. Could you tell me where the Museum is?

B: Yes, of course. Now we are on Blue Street. First, go straight on Blue Street and then turn left on Yellow Street. The Museum is on your right. It is in front of the Travel Agent.

A: All right. Thank you for the information.

B: You’re welcome.

http://www.psychometric-success.com/images/clip_image001_0054.gif


15


http://www.psychometric-success.com/images/clip_image001_0054.gif

3. A: Hi friend. Could you show me the way to the Italian Restaurant?

B: Sure. It’s easy. You only need to go along this road. At the end of the road you’ll find Italian Restaurant on your right.

A: All right. Thank you very much for the information.

B: Anytime dude.

4. A: Tonight we will have our dinner at a Chinese Restaurant. Do you want to join?

B: With pleasure. I’ll come with my boyfriend. By the way, where is it?

A: it is not far from here. You can go straight on Blue Street and then turn left on Yellow Street. After that, go ahead until you reach the Black Street and cross the street. The Chinese Restaurant is on your right.

A: Well, I think it’s quite far. Thanks anyway. See u there.

B: All right and see you.

5. A: Hi Ben, where are you now?

B: I’m in the Coffee Shop now. You want to join?

A: Sounds good. Where is it?

B: Well, go ahead on Blue Street and then turn left on Red Street. Next, go ahead until you find Black Street and cross the street. The Coffee Shop is on your left.

A: Ok. See you there.

B: I’ll be waiting.

6. A: Excuse me. Could you tell me where the Supermarket is?

B: Of course. You need to go ahead and then turn left on the Red Street. The Supermarket is on your left.

A: I see. It’s very near from here. Thank you.

B: You’re welcome.


16


V. Based on the map above, decide whether the statements

below are True (T) or False (F)!

1. The Train station is located on Blue Street (F)

2. The Chinese Restaurant is beside the Bookstore (…)

3. The Coffee Shop is in front of the High School (…)

4. The Supermarket is beside the Fish Shop (…)

5. The Post Office is in front of the Pet Shop (…)

VI. Arrange the jumbled stories below based on the map given!

1. Of course, it is not far from here. Now we are on the Main Avenue.

2. The post office is on your right.

3. You’re welcome, be careful.

4. Excuse me, could you please show me the way to Post Office?

5. After that you can turn left on Oak Street.

6. All right, thank you very much.

7. Go straight on this street until you find a T-junction.

http://tx.english –ch.com/teacher/ize/road%20map.jpg


17


Let’s Focus!

Preposition of Place and Direction

Preposition is a word which is used before a noun, noun

phrase or a pronoun, connecting it to another word.

Preposition Examples Preposition Examples

Above It is above the

building.

Far It is quite far from

here

Across The school is across

the shop.

In* You can find it in

Japan.

Around The place is around

here.

In front of It is in front of the

bookstore

At* They meet at the

cinema.

Into You can go into

the building.

Behind It is behind the

library.

Near It is near the bus

station.

Beside/next

to

The building is

beside the post

office.

On* The park is on

Blue Street.

Between It’s located between

the market and the

park.

Opposite The building is

opposite the

school.

NOTE: At is usually used to show an exact position or a particular place (e.g. at school, at the cinema). On is usually used to show something which position is on the surface (on the table, on the wall, on the 1st floor, on Bali Street). In is usually used to show enclosed space or a place which is wider (e.g. in the class, in Mexico)

Language Focus


18


VII. Based on the pictures above, complete the dialogues below

using the correct Preposition of Place and Direction!

A. Lucia : Where is the dog?

Tommy: The dog is on the chair.

B. Edward: Where is the cat?

Stuart : _______________________________________

C. Amanda: Where is the cat?

Clara : _______________________________________

D. David: Where is the cat?

Susan: _______________________________________

E. Angela: Where is the cat?

Bruno: _______________________________________

F. Jason: Where is the dog?

Collie: _______________________________________

G. Rose : Where is the cat?

Natalia: _______________________________________

H. Rafael : Where is the dog?

Chris : _______________________________________


19


Writing Assignment

Draw a map of the route to your school from your house in the box

provided and write the direction clearly!

Reflection


4. Do you get any improvement after learning English in this

unit?


20


Answer Key

Let’s get ready!

I. Answer

1. Asking and giving direction.

2. Yes, I have/ No, I haven’t.

3. The answer may vary. I asked someone to give the direction.

Challenge yourself

II. Answer (9 pts)

1. No entry.

2. Slippery road.

3. Two-way traffic.

4. Turn left.

5. Round about.

6. Turn right prohibited.

7. T-junction.

8. Crossroad.

9. U-turn prohibited.

IV. Answer (6 pts)

V.


21


Answer (5pts)

1. F

2. F

3. T 4. T 5. T

VI. Answer (7pts)

Of course, it is so near from here. Now we are on the Main Avenue.

The post office is on your right.

You’re welcome, be careful.

Excuse me, could you please show me the way to Post Office?

After that you can turn left on Oak Street.

All right, thank you very much sir.

Go straight on this street until you find a T-junction.

Language focus

VII. Answer (8pts)

A. Where is the dog? The dog is on the chair.

B. Where is the cat? The cat is on the table.

C. Where is the cat? The cat is behind the computer.

D. Where is the cat? The cat is in the cupboard.

E. Where is the cat? The cat is under the bed.

F. Where is the dog? The dog is in front of the picture.

G. Where is the cat? The cat is behind the drawer.

H. Where is the dog? The dog is beside the TV.

2

5

7

1

4

6

3


22


Writing Assignment

No Aspects Score

1 2 3 4

1. Grammar


- Preposition of place and direction

- Expressions used in giving direction

3. Creativity

4. Readable

5. Punctuation

Total score

Maximum score is 20.

Scoring

Total score+5 6

Your Score


23


This is What I Want to Be.

UNIT 3


(2) Barber

(…) Carpenter

(…) Teacher

(…) Lawyer

(…) Architect

(…) Fire fighter

(…) Bricklayer

(…) Butcher

Let’s Get Ready!

I. Look at the pictures below and match them with the words in

the box!

1 2

3 4

5

6 7 8

II. Answer the following questions!

1. Do you know their job descriptions?

2. Do you know where they are working?

3. Could you mention other jobs?

Writing

This is What I Want to be. Unit 3

25


Reading

Challenge Yourself!

II.

This is what we want to be

Clara, Maria and Karina are close friends. The three of them are majoring an English language education study program at Sanata Dharma University. Thus, all of them can speak English fluently. However, they do not only speak English. Clara speaks French and Chinese, Maria speaks Spanish and Japanese, and Karina speaks Korean, Chinese and Spanish. Each of them has a dream to be reached in the future. After graduating from Sanata Dharma University they are going to work in the places they dream of.

Clara is going to work as a translator at one of the most famous mass media in Indonesia. She will translate the news from Indonesian into English. Besides, she is going to work as an interpreter also. She will help the tourists from France and China in communicating with Indonesian people. When they are going to buy something, they can ask Clara to talk to the seller in Indonesian language.

Maria is going to work as a teacher in one of International high schools in Jakarta. She will teach English for the tenth and eleventh grade students. After teaching in the class, she is going to teach at one of English courses near her house. She loves teaching very much.

Karina is going to work as a tour guide at a travel agent in Bali. She will guide tourists from Korea, China, English and Spain. Her jobs will be accompanying them to go to the some places, helping them to talk to Indonesian people and explaining about the places they visit.


26


III. Put a tick ( √ ) in the columns below based on the information in the text above!

III. Write down the jobs and the job descriptions based on the

text provided. For the last number, mention another job and

its description!

1.

Job : Translator and interpreter

Job descriptions :

- Translate the news from Indonesian to English.

- ______________________________________________________

No Statements Clara Maria Karina

1.

2.

3.

4.

5.

6.

7.

8.

9.

speaks Chinese

speaks English

speaks French

speaks Korean

speaks Spanish

speaks Japanese

a translator

a tour guide

a teacher

√

√

Clara is going to work as a translator at one of the most

famous mass media in Indonesia. She will translate the news

from Indonesian into English. Besides, she is going to work as

an interpreter also. She will help the tourists from France and

China in communicating with Indonesian people. When they

are going to buy something, they can ask Clara to talk to the

seller in Indonesian language.


27


2.

Job : ___________________________________

Job descriptions :

________________________________________________________

________________________________________________________

3.

Job : ___________________________________

Job descriptions :

_____________________________________________________________

_____________________________________________________________

4. Job :

Job descriptions :

_____________________________________________________________

_____________________________________________________________

Maria is going to work as a teacher at one of International high schools in Jakarta. She will teach English for the students grade X and XI. After teaching in the class, she will continue to teach at one of English course near her house. She loves teaching very much.

Karina is going to work as a tour guide at a travel agent in Bali. She will guide tourists from Korea, China, English and Spain. Her jobs will be accompanying them to go to the some places, helping them to talk to Indonesian people and explaining about the places they visit.


28


Computer Engineer – Career Profile

By Patricia Pickett

Computer engineers are responsible for designing, developing, implementing and testing computer-based hardware and software, including the components that are found inside computer equipment, as well as the actual devices that contain the computers and the software that runs on those machines. They may also design networks that connect computer systems, and work on integrating software programs with computer hardware. To become a computer engineer, you will typically require a Bachelor of Science degree in computer engineering, computer science or electrical engineering.

Since computer engineers work closely with programmers, designers, product developers and testers, they really need to have strong interpersonal and communication skills, as well as the ability to work in a team. Computer engineers are likely to find work in a variety of fields, including (but not limited to):

telecommunications;

manufacturing;

transportation;

product development.

Here are some interesting "niche" areas of computer engineering:

working with radar and communications technology;

supporting high performance and embedded computing systems for nuclear medicine;

military software support;

designing new motors and sensors for robotic equipment.

http://jobsearchtech.about.com/od/careertypes/a/Computer_Engineer.htm

IV. Answer the following questions based on the text above!

1. What are the responsibilities of a computer engineer?

2. What do you require to become a computer engineer?

3. Mention some fields where the computer engineer usually finds

work.

4. Mention the job areas of computer engineering to work in.


29


http://jobsearchtech.about.com/bio/Patricia-Pickett-60392.htm

http://jobsearchtech.about.com/od/careersintechnology/p/ElecEngineer.htm

http://jobsearchtech.about.com/od/telecomjobs/Telecommunication_Jobs.htm

http://jobsearchtech.about.com/od/careertypes/a/Computer_Engineer.htm

V. Decide whether these statements are True (T) or False (F). If

it is False, correct the statement in the space provided!

No. Statements T/F Correction

1. Computer Engineers are

responsible for all

components that are

found outside the

computer equipment.

F They are responsible for

all components that are

found inside the

computer equipment.

2. Integrating software

program with computer

hardware is one of the

computer engineers’

responsibilities.

3. Computer engineers are

mostly those who

graduated from science

degree in civil

engineering.

4. The computer engineers

work closely with

designers,

programmers, product

distributors and testers.

5. Military software

support is one of the job

areas of computer

engineers.


30


Let’s Focus!

Language Focus

Simple Future Tense

Simple future tense is used to describe something which is not happened yet, but expected to happen in the future. There are two forms of Simple Future Tense, they are will and be going to.

Will

Pattern:

(+) S + will + V1 She will open the door.

(-) S + will + not + V1 She will not open the door.

(?) Will + S + V1 ? Will she open the door?

Be going to

(+) S + be + going to + V1 They are going to go to Paris.

(-) S + be + not + going to + V1 They are not going to go to Paris

(?) Be + S + going to + V1 ? Are they going to go to Paris?

NOTE: Will and Be going to have the same function of expressing a PREDICTION (e.g. I think the snow will begin to fall tomorrow or I think the snow is going to fall tomorrow). However, when we are going to express a PRIOR PLAN we can only use Be going to (e.g. After graduating from this university I am going to work in London). When we are going to express WILLINGNESS we can only use Will (e.g. “I need some sugar.” “Wait a minute. I will give you some”)


31


VI. Change the verbs in the bracket into the correct form by using will or be going to.

1. A: This room is too hot.

B: Just a moment. I (turn) will turn on the AC.

2. A: I (continue) _______________ my study in London next year.

B: Wow, it sounds great. Good luck then.

3. A: Do you mind if I turn the volume down? I (study)

______________ for my exam, and I cannot study well with the

sound of your radio.

B: No, it’s ok. I wasn’t listening to it anyway.

4. A: I (buy) ___________ you the concert ticket. Just wait here.

B: Oh, thank you very much.

5. A: I think (rain) ________________.

B: Yeah, I think so. Let’s go home.

6. A: Who wants to clean the blackboard?

B: I (do)_________________ it.

Writing Assignment

Make a short story about what kind of job do you want in the

future. Then, give the reason(s) why you choose it and what is/are

the job description/s.

Reflection


6. Do you get any improvement after learning English in this

unit?


32


Answer Key

Let’s get ready!

I. Answer (8pts).

1. 2.

2. 3.

3. 5.

4. 7.

5. 8.

6. 1.

7. 4.

8. 6.

II. Answer.

1. Yes, I do/ No, I don’t.

2. Yes, I do/ No, I don’t.

3. The answer may vary. Doctor, farmer, nurse, etc.

Challenge yourself!

III. Answer (9pts).

IV. Answer (6pts).

1. Job description: Help the tourists from France and China in

communicating with Indonesian people.

No Statements Clara Maria Karina

1.

2.

3.

4.

5.

6.

7.

8.

9.

speaks Chinese

speaks English

speaks French

speaks Korean

speaks Spanish

speaks Japanese

a translator

a tour guide

a teacher

√

√

√

√

√

√

√

√

√

√

√

√

√


33


2. Job: English Teacher

Job description: - Teach English for students grade X and XI

- Teach at one of English courses near her

house.

3. Job: Tour Guide

Job description:- Guide tourists from Korea, China, English and

Spain.

- Accompany the tourists to go to the some

places.

4. Job: Doctor

Job Description: Cure the patients’ illnesses, etc. (The answer

may vary)

V. Answer (6pts).

1. Designing, developing, implementing and testing computer-based

hardware and software.

2. To become a computer engineer, you will typically require a

Bachelor of Science degree in computer engineering, computer

science or electrical engineering.

3. Telecommunications; manufacturing; transportation; product

development.

4. Working with radar and communications technology; supporting

high performance and embedded computing systems for nuclear

medicine; military software support; designing new motors and

sensors for robotic equipment.

VI. Answer (5pts).

1. F: They are responsible for all components that are found

inside the computer equipment.

2. T

3. F: Computer engineers are mostly those who graduated from

science degree in computer engineering.

4. F: The computer engineers work closely with designers,

programmers, product developers and testers.

5. T


34


http://jobsearchtech.about.com/od/careersintechnology/p/ElecEngineer.htm

http://jobsearchtech.about.com/od/telecomjobs/Telecommunication_Jobs.htm

Language Focus

VII. Answer (6 pts)

1. I will turn on the AC.

2. I am going to continue…

3. I am going to study…

4. I will buy…

5. It is going to rain…

6. I will do it.

Writing assignment

No Aspects Score

1 2 3 4

1. Grammar (Simple Future Tense)


- Job and its description

3. Creativity

4. Readable

5. Punctuation

Total score

Maximum score: 20

Scoring

Total score: 6

Your Score


35


Attention Please!

UNIT 4


LET’S GET READY!

V. Look at the picture below and answer the following questions!

5. What do you call the text above?

6. Where do you usually find it?

7. What information do you get in the

text above?

http://nurinuryani.files.wordpress.com/2011/12/announcement3.jpg

Writing

Attention Please! Unit 4

37


http://nurinuryani.files.wordpress.com/2011/12/announcement3.jpg

Reading

Challenge yourself!

VI. Read the announcement texts below carefully!

http://www.ku.edu.np/news/gallery/1/Notice_exam_2014.jpg

http://1.bp.blogspot.com/Fj1mpvbqEbo/URlSPf2Sf4I/AAAAAAAABh4/RE89FFQ7_Jw/s640/season+ann

ouncement+invite+high+res.jpg


38



http://1.bp.blogspot.com/Fj1mpvbqEbo/URlSPf2Sf4I/AAAAAAAABh4/RE89FFQ7_Jw/s640/season+announcement+invite+high+res.jpg

http://1.bp.blogspot.com/Fj1mpvbqEbo/URlSPf2Sf4I/AAAAAAAABh4/RE89FFQ7_Jw/s640/season+announcement+invite+high+res.jpg


http://4.bp.blogspot.com/D5Igu8qQGv4/UtLmrE1mQWI/AAAAAAAAD6o/Vj_U6Mhzz8c/s1600/1524775

_10153727406780714_1896407656_n.jpg


39



http://4.bp.blogspot.com/D5Igu8qQGv4/UtLmrE1mQWI/AAAAAAAAD6o/Vj_U6Mhzz8c/s1600/1524775_10153727406780714_1896407656_n.jpg

http://4.bp.blogspot.com/D5Igu8qQGv4/UtLmrE1mQWI/AAAAAAAAD6o/Vj_U6Mhzz8c/s1600/1524775_10153727406780714_1896407656_n.jpg

VII. Complete the table below using the information in the texts

above!

No Information Answer

Text 1 Text 2 Text 3 Text 4

1. Topic of the

announcements

Condolence

2. Date & Time 2014

3. Place Keyano

Theatre

4. Other

Information

-The

baby’s

length is

20.5

inches.

-


40


VIII. Read the announcement text below and answer the questions!

1. Who made this announcement?

2. To whom this announcement is addressed?

3. What information do you get in the announcement?

IX. Based on the text above, decide whether these statements are

True (T) or False (F)!

1. The announcement is addressed to the students who are

majoring Building Engineering and Civil Engineering. (T)

2. The last four lectures will be given on Tuesday. (…)

3. The students can attend the lecture at the old building (…)

4. The lectures will be held in the 3rd room. (…)

5. At the end, the students will get certificates. (…)

http://www.sasparm.ps/en/Uploads/Image/144300201229683264.jpg


41


http://www.sasparm.ps/en/Uploads/Image/144300201229683264.jpg

x. Fill the crossword puzzle below based on the clues provided!

ACROSS DOWN

1. The word you say when you make a request

politely.

2. Become conscious of something.

4. Information about something important.

7. To be present somewhere.

8. Come together in a group.

3. To make someone interested.

5. News about someone’s death.

6. Something which is necessary.

9. The opposite of death.

1. P E

5.

3. A L S E

8.

4.

2.

6

.

7.

9.


42


Let’s Focus!

WHAT IS ANNOUNCEMENT?

Announcement is something said, printed or

written which contains of information about

an event that is going to happen or has

happened.

Spoken Announcement

Spoken announcement is an announcement that is uttered through speaking. You should speak clearly to make people understand your announcement easily. We usually find this at television or radio.

Written Announcement

Written announcement is

an announcement that is

uttered through printed or

written form. We usually

find it in the newspaper,

magazine, or school’s

announcement board.

In announcement, the information should be short, simple and clear. Here is the structure of announcement:

- The title or the event. - To whom this information is. - Content of the announcement. - The announcement’s writer/

contact person.

Language Focus


43


Writing Assignment

Make an announcement in the space provided. The topic is

Independence Day!

Reflection


8. Do you get any improvement after learning English in this unit?


44


Answer Key

Let’s get ready!

I. Answer

1. Announcement.

2. School.

3. There is a student gathering for the eighth grade on August 15 at

hall. It is held by students’ association.

Challenge yourself!

III. Answer (20 pts).

No Information Answers

Text 1 Text 2 Text 3 Text 4

1. Topic of the

announcements

Birth Theater

performance

Seat plan

information

Condolence

2. Date & Time January 10,

2014 at 3:35

am

February 15,

2013-2014 at

11 am.

2014 2014

3. Place - Keyano

Theatre

Kathmandu

University

-

4. Other

Information

-The baby’s

name is

Christina

Penelope

Dempsy.

- The baby’s

length is

20.5 inches.

- The baby’s

weight is 8

pounds 2

ounces.

- it is held by

KTC (Keyane

Theater

Company)

- Students can see the Seat Plan information regarding End Semester Examination 2014 on http://elf.edu.np/exam/index.ph or SMS: Type KU (roll no.) and send it to 2023 or [5001]

-The

- His name

is Roy

Pongetti

- He was

born in

1931


45


http://elf.edu.np/exam/index.ph



announcement was made by Prof.Dr.Ramesh Minkey.

IV. Answer (6pts).

1. SASPARM coordinator.

2. Building Engineering and Civil Engineering students.

3. - The name of the course is Fundamental of Seismic Analysis and

Design.

- The last four lectures will be given on Thursday, 9/1/2014 from 10

to 13.30.

- The location is at the Continuing Education Unit in the Scientific

Centers building (old campus)- 3rd floor, room #3100.

- The certificates will be distributed after the lectures.

V. Answer (5 pts).

1. T

2. F

3. T

4. F

5. T

VI. Answer (9 pts).

Across:

1. Please.

2. Notice.

4. News.

7. Attend.

8. Gather.

Down:

3. Attention.

5. Condolence.

6. Important.

9. Birth.


46


93

Writing Assignment

No Aspects Score

1 2 3 4

1. Grammar

2. Content is related to the topic given

3. Creativity

4. Readable

5. Punctuation

Total score

Maximum score: 20

Scoring

Total score: 6

Your Score

47


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