plagiat merupakan tindakan tidak terpuji integrated ... fileyogyakarta, 3 april 2009 faculty of...

i

INTEGRATED MATERIALS BASED ON QUANTUM TEACHING

FOR THE SECOND GRADE OF DANCE DEPARTMENT STUDENTS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

In English Language Education

By: Thudy Putri Rukmatea S

Student Number: 041214018

ENGLISH EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2009

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

A Thesis On



By Thudy Putri Rukmatea S


Approved by:

Gregorius Punto Aji, S.Pd., M.Hum. Advisor

24 March 2009


iii



By THUDY PUTRI RUKMATEA S


Defended before the Board of Examiners on 3 April 2009

and Declared Acceptable

Board of Examiners

Chairperson : A. Hardi Prasetyo, S.Pd., M.A. ____________

Secretary : Made Frida Yulia, S.Pd., M.Pd. ____________

Member : Gregorius Punto Aji, S.Pd., M.Hum. ____________

Member : Yohana Veniranda, S.Pd., M.Hum ____________

Member : V. Triprihatmini, S.Pd., M.Hum, M.A. ____________

Yogyakarta, 3 April 2009 Faculty of Teachers Training and Education Sanata Dharma University Dean,

Drs. Tarsisius Sarkim, M.Ed., Ph.D.


iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or

parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 24 March 2009

The Writer

Thudy Putri Rukmatea S 041214018


v

ABSTRACT

Suksmandri, Thudy Putri Rukmatea. 2009. Integrated Materials Based on Quantum Teaching for the Second Grade of Dance Department Students. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Designing English material for vocational high school is a challenge because the material has to be suitable and applicable for the students. The teacher not only gives the material but also has to make the students understand and have the ability to apply it. Vocational high schools prepare the students to work; it means that the materials should be applicable in the students’ field. The students’ motivation is also a problem. Since the vocational students focus on the primary study, they place English on the secondary. It means that the teacher has to encourage the students in studying English by raising their motivation and building a good atmosphere in the English learning activities. This study is aimed to help the vocational high school teachers to provide the suitable material for the second grade of the dance department students based on quantum teaching. The material provides various activities and tasks to raise the students’ motivation and make them enjoy learning English. There are two questions that are discussed in this study: (1) what is the ideal design of integrated materials of English learning for second grade of dance department students based on quantum teaching? and (2) how does the design of integrated material of English learning based on quantum teaching affect the second grade of dance department students?

This study applied research and development (R&D) strategy. There are five steps adopted from R&D cycle; research and information collecting, planning and developing product, preliminary testing, revision, and field testing. This study also combines the Kemp’s and Yalden’s model in designing material. There are also some theories which are related to the study. There are theory of quantum teaching, theory of teaching listening, teaching speaking, teaching reading, and teaching writing.

There are two findings in this study. The first is the ideal design of integrated materials based on the quantum teaching for the second grade of dance department should be applicable, enjoyable, and also activate the students. There are five main activities in each unit. Those are Let’s Have Fun, Let’s Name It, Let’s Do It, Let’s Remember, and Let’s Celebrate.

The second is gained from the field testing. The result is that the students can enjoy the learning process. The activities can activate the students. The good atmosphere and the variety of the tasks also increase the students’ motivation in studying English and make them have better understanding through the material. It was shown from the reflection that 100 % students enjoyed the learning process and had better understanding. Finally, the writer hope this study enrich the learning process for vocational high school especially for dance department. Key words: instructional design, integrated materials, quantum teaching, dance department


vi

ABSTRAK Suksmandri, Thudy Putri Rukmatea. 2009. Integrated Materials Based on Quantum Teaching for the Second Grade of Dance Department Students. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Membuat desain materi Bahasa Inggris untuk sekolah menengah kejuruan merupakan suatu tantangan karena harus sesuai dan bisa diterapkan oleh siswa. Guru tidak hanya mengajar tetapi harus membuat siswanya mengerti dan dapat mengaplikasikanya. Sekolah menengah kejuruan adalah sekolah yang mempersiapkan siswanya untuk bekerja, itu berarti materi yang diberikan harus bisa diterapkan sesuai bidang siswa. Motivasi siswa juga menjadi masalah. Karena siswa sekolah menengah kejuruan hanya berkonsentrasi pada bidang utamanya, maka mereka menempatkan pelajaran bahasa Inggris di tempat kedua. Ini berarti guru juga harus meningkatkan motivasi mereka dan menciptakan suasana yang menyenangkan dalam pelajaran bahasa Inggris. Studi ini bertujuan untuk membantu guru sekolah menengah kejuruan untuk menyediakan materi yang sesuai untuk kelas dua jurusan tari berdasarkan pada quantum teching. Materi tersebut menyediakan berbagai aktivitas dan tugas untuk meningkatkan motivasi siswa dan membuat mereka menikmati proses pembelajaran. Ada dua pertanyaan yang didiskusikan dalam studi ini, (1) Seperti apa desain ideal materi bahasa Inggris untuk kelas dua jurusan tari berdasarkan quantum teaching?, (2) Bagaimana desain tersebut mempengaruhi siswa kelas dua jurusan tari? Studi ini menggunakan strategi penelitian dan pengembangan. Ada ima langkah menurut siklus R&D, yaitu: penelitian dan pengumpulan informasi, perencanaan dan pengembangan produk, evaluasi, revisi, dan penerapan di kelas. Studi ini juga mengkombinasikan mode Kemp dan Yalden dalam pembuatan materi. Juga ada beberapa teori yang berhubungan dengan studi ini. Teori itu adalah quantum teaching, teori pengajaran mendengarkan, pengajaran berbicara, pengajaran membaca, dan pengajaran menulis. Ada dua kesimpulan dalam studi ini. Pertama, desain ideal materi berdasarkan quantum teaching untuk siswa kelas dua Jurusan Tari harus mudah diaplikasikan, menyenangkan, dan juga dapat membuat siswa menjadi aktif. Ada lima aktivitas utama dalam setiap unit. Kegiatan tersebut adalah Let’s Have Fun, Let’s Name It, Let’s Do It, Let’s Remember, and Let’s Celebrate. Yang kedua berdasarkan penerapan di kelas. Hasilnya, para siswa merasa senang dalam proses pembelajaran. Aktivitas yang diberikan membuat siswa lebih aktif dalam proses pembelajaran. Suasana yang menyenangkan dan variasi aktivitas meningkatkan motivasi mereka dalam belajar bahasa Inggris dan membuat mereka lebih mengerti materi yang diajarkan. Hal ini dilihat dari hasil refleksi siswa yang memperlihatkan 100% siswa menyatakan hal tersebut. Penulis berharap studi ini dapat memperkaya pengajaran sekolah menengah kejuruan terkhusus jurusan tari. Kata kunci: desain instruksional, materi terpadu, pengajaran quantum, jurusan tari


vii


viii

ACKNOWLEDGMENTS

First of all, I will say my biggest thanks to my Lord Jesus Christ for all He has

done for me. He never leaves me alone even when I stay away from Him. I can finish

this thesis only because of His grace, love, patience, and kindness. His strength and

guidance always cover me. His Hand always sustains and strengthens me in every

part in my life.

My sincere gratitude goes to my thesis advisor, Mr. Gregorius Punto Aji,

S.Pd., M.Hum for his time, guidance, advice, and patience during the process. I also

thank Mr. Ag. Hardi Prasetyo, S.Pd., M.A., the head of English Language

Education Study Program and Drs. Tarsisius Sarkim, M.Ed., Ph.D., the dean of

Teachers Training and Education Faculty for the permission. I also thank all

lecturers who have given me a lot of lessons for my provisions for the next steps. I

also thank mbak Dani and mbak Tari for their help and kindness during my study in

PBI.

My special gratitude goes to my beloved family. My parents, Bapak Sunardi

and Ibu Tutik Winarti, for their support, prayers, help and care which I cannot

repay, my brother Mas Kongko and my sister Dik Raras for their jokes and prayers.

My family plays a big role in finishing this thesis. This is the place where I feel

comfortable to do anything. Their understanding helps me survive in this process. My

gratitude also goes to Pademo’s big family, especially Subagyo’s big family.

Without their support, love, and prayer, finishing this thesis would be harder.


ix

My deep gratitude goes to my beloved Caraka Kristiadhi for his love,

support, smile, and patience. I also thank my new family, Bapak Arif, Ibu Tatik,

Rena, and Bapak Gito Utomo’s family for their prayer and support.

I would also like to thank the English teachers in SMK Negeri 1 Kasihan: Ibu

Ning, Ibu Nency, and Bapak Hadi for their help in conducting the research. I also

thank the second grade students of the dance department of SMK Negeri 1

Kasihan for their participation in the research.

My gratitude goes to all of my friends and family who have colored my life

and made it more wonderful. First of all, I thank Mas Gani who has helped me a lot

in the material process, Tante Ismi who always helps me when I went to the

workstation. I also thank all of my friends in PBI 2004, especially class A (Sita,

Patrice, Rini, Lani, Christina, Cahya, Reny, and many others), Leaves, KKN Selo

2008, niners’fellowship, SD Tajem and SD Gambiranom’s teachers and students. I

also thank my bestfriends Ivone, Titi, Dimas, Mbak Nana, and all of my friends in

my fellowship for their hugs, supports, and prayers which always make me stronger

and braver to stand still. I also thank all my friends who have sent me very wonderful

messages during the time.

I also thank all people around me which I cannot mention one by one for all

the encouragement, help and smile. Finally I can finish my study and it is all because

of the support and prayer from everyone around me. God bless them.


x

TABLE OF CONTENTS

Page

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

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

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

ABSTRACT ……………………………………………………………… v

ABSTRAK ………………………………………………………….…….. vi

ACKNOWLEDGEMENTS ……………………………………………… vii

TABLE OF CONTENTS ………………………………………………… ix

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

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

LIST OF APPENDICES…………………………………………………. xiv

CHAPTER I: INTRODUCTION ……………………………………….... 1

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

B. Problem Formulation ……………………………………………….. 4

C. Problem Limitation …………………………………………………. 4

D. Research Objectives ……………………………………………….... 4

E. Research Benefits …………………………………………………… 5

F. Definition of the Terms ……………………………………………... 5

1. Integrated Design .………………………………………………. 5

2. Integrated Material ………….………………………………….. 6

3. Quantum Teaching ……………………………………………… 6

4. Vocational School ……………………………………………… 6

5. SMK Negeri 1 Kasihan ………………………………………… 7

6. Second Grade of Dance Department …………………………… 7


xi

CHAPTER II: REVIEW OF RELATED LITERATURE ………………… 8

A. Theoretical Description ……………………………………………… 8

1. Instructional Design Model …………………………………….. 8

a. Kemp’s Model ………………………………………………. 8

b. Yalden’s Model ……………………………………………... 11

2. Quantum Teaching …………………………………………….. 13

3. Second Grade of Dance Department Students ………………… 17

4. Theory of Teaching Language…………………………………. 18

a. Teaching Listening ….…………………………………….. 18

b. Teaching Speaking ………………………………………... 21

c. Teaching Reading …………………………………………. 24

d. Teaching Writing ……………..…………………………… 26

B. Theoretical Framework ……………………………………………… 28

CHAPTER III: RESEARCH METHODOLOGY ……………………….. 29

A. Research Method ……………………………………………………. 29

B. Research Participants ………………………………………………... 30

C. Research Instruments ………………………………………………... 31

D. Data Gathering Technique …………………………………………... 32

E. Data Analysis Technique ……………………………………………. 33

F. Research Procedures ………………………………………………… 33

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ………….. 36

A. The Ideal Design of Integrated Materials Based on Quantum

Teaching for the Second Grade of Dance Department Students …… 36

1. Learners’ Characteristics and Needs ……………………………. 37

2. Goals, General Purposes and Topics ……………………………. 42

3. The Integrated Material Based on Quantum Teaching for Second

Grade of Dance Department Students …………..……………… 44


xii

4. Result of the Preliminary Testing………………………………… 55

B. The Effects of the Design of Integrated Materials Based on Quantum

Teaching for Second Grade of Dance Department Students………... 59

1. Description of the Participants in Field Testing ………………… 60

2. Data Presentation ……………………………………………….. 61

3. Discussion on the Effects ……………………………………….. 63

CHAPTER V: CONCLUSION AND SUGGESTIONS …………………... 66

A. Conclusion …………………………………………………………... 66

B. Suggestions ………………………………………………………….. 67

REFERENCES ……………………………………………………………… 69

APPENDICES


xiii

LIST OF TABLES

Table Page

4.1 Summary of Interview of Learners’ Characteristics …………………. 41

4.2 Summary of Interview of Learners’ Need …………………………… 41

4.3 Competency Based and Basic Competences ………………………... 43

4.4 Title and Content ……………………………………………………. 44

4.5 Unit to be Developed ………………………………………………... 45

4.6 The Variety of the Activities ………………………………………… 47

4.7 Description of the Respondent in Preliminary Testing ……………… 56

4.8 Strengths and Weaknesses of the Materials Designed ……………… 58

4.9 Sections Revised and the Revision …………………………………. 59

4.10 Description of the Participant in Field Testing ……………………. 60

4.11 Data Presentation of Students’ Reflection ………………………… 61


xiv

LIST OF FIGURES

Figure Page

2.1 Kemp’s Instructional Design Model ………………………………… 9

2.2 Yalden’s Instructional Design Model ………………………………. 11

2.3 The Writer’s Theoretical Framework ………………………………. 28


xv

LIST OF APPENDICES

Page

A. Appendix 1: Letters

1. Letter of Permission to Bappeda………………………………… 71

2. Letter of Permission from Bappeda…………………………….. 72

B. Appendix 2: Instruments

1. List of Questions for Interviewing the Teachers……………….. 73

2. List of Questions for Interviewing the Students……………….. 74

3. Raw Data of the Result of Interview…………………………... 75

4. Open Questionnaires for Materials Evaluation………………… 78

5. Questionnaires for Field Testing………………………………. 82

C. Appendix 3: Materials’ Outline…………………………………….. 83

D. Appendix 4: Lesson Plan…………………………………………… 95

E. Appendix 5: Integrated Materials Based on Quantum Teaching for

the Second Grade of Dance Department Students


1

CHAPTER I

INTRODUCTION

A. Background

In Indonesia, English is taught from the elementary until the senior high

school, including vocational high school. Indonesia has also included English for

the National Examination (Ujian Akhir Nasional), so the students have to master

it to pass the examination. In that discourse, it can be seen that English is an

important subject in Indonesia, but in the reality it does not work effectively. The

writer had an experience when the writer met a student and a teacher of vocational

high school. Based on the writer’s experience, English seemed to be not really

important in vocational high school. The teacher and the students only focus on

the main subject of the vocational high school. A student of one of vocational

high school in Sleman told the writer that English lesson at his school was not

really useful when he worked because the English lesson was not suitable and

applicable for his subject. So, when he worked, he could not use English. A

vocational high school teacher also said that the English lesson did not work much

because the students were still passive and had less motivation to learn English.

They only listened and they were afraid to speak. He told the writer that his school

is an art school and they often went abroad. The students found difficulties to

communicate with foreigners both in this country and abroad.

The writer also had an experience when did the macro teaching (PPL 2)

in one of the vocational high schools in Sleman. When the writer met the students


2

for the first time, they told a lot of things about their problem in learning English.

One student said that English learning activities made him bored, the others said

that they were not really interested in English because they did not like the

teacher. Actually they liked English, but because the teaching learning activity

was not interesting, they were not interested anymore in English.

This research will focus on vocational high school. A vocational high

school (SMK) is an institution for the vocational education of students to prepare

them with knowledge, skills and attitudes so that they can be productive people

who can directly work according to their field. (Vocational High School

Curriculum, 2004 edition). The writer chooses vocational high school because for

that kind of school, mastering English is not only needed to pass the examination,

but also for a foothold in life when they are working.

In this research, the object will be SMK Negeri 1 Kasihan. SMK Negeri

1 Kasihan is an art vocational high school. This school is prepared to be Sekolah

Berbasis International (SBI), and either the students or the alumni are also often

asked to go abroad. The problem is that the students are not able to speak English.

Although they got English lesson, they could not use it effectively. The students

also have less motivation to learn English. The headmaster told the writer that he

hoped the students can learn more about English language and practice it in daily

life although the time to learn is limited. It means that the English lesson’s

material should be applicable and based on the students’ need. The class activity

should also be interesting to raise the students’ motivation.


3

From those backgrounds, the writer looked for a suitable method for

those situations. The writer found about Quantum Teaching. One of the ways to

make the students understand the lesson is by giving them an experience before

they start learning a material. In the theory of this method, it increases students’

motivation and makes the students have better understanding about the material.

This method can be applied for every background of the students because it is

applied according to their abilities. The writer will apply Quantum Teaching

method to raise the students’ motivation, make them enjoy the lesson, and

improve their ability in English. Quantum Teaching has several principles. Those

are everything speaks, everything has its purpose, experience before named,

respect to every effort, and celebrate the achievement. The previous study was

about the effectiveness of quantum teaching, and in this thesis the writer designs

the materials based on quantum teaching.

There are nine intelligences for human, linguistic intelligence, logical-

mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence,

musical intelligence, interpersonal intelligence, intrapersonal intelligence,

naturalist intelligence, and existential intelligence. In Quantum Teaching, the

material covers minimum five intelligences of students. A class consists of

students who each of them have different intelligence. The teacher can not teach

using the prominent intelligence only. The material based on Quantum Teaching

covers those intelligences through the activities designed.


4

B. Problem Formulation

Based on the background, the students’ motivation should be supported by

suitable materials. Based on that, the writer formulates two questions:

1. What is the ideal design of integrated material of English learning for

second grade of Dance department students based on Quantum Teaching?

2. How does the design affect the students?

C. Problem Limitation

This research will be conducted on the second grade of Dance department

students. Dance department has the most students in SMK Negeri 1 Kasihan. The

writer is going to make materials based on their needs. The materials are

integrated material, which combine Listening, Speaking, Reading and Writing

activities based on Quantum Teaching. It is included in English for Academic

Purposes. The material should be suitable and also should be applicable because

the Dance department students are often asked to present and to introduce

Javanese culture either to foreign countries or to the foreigners who come to this

country.

D. Research Objectives

The objectives of this research are:

1. To know the ideal design based on Quantum Teaching for second grade of

Dance department students.

2. To know how the design affects the students.


5

E. Research Benefits

1. This research can be useful for the English teachers, especially the English

teachers in vocational high school, to develop the class activities as the references

to make the students enjoy learning English and motivate them to practice it

outside the class or in their daily life.

2. By conducting this research, the writer can enrich the writer’s knowledge and

experience in education. Quantum Teaching is a new method in Indonesia, so, if

the writer has experience of it, the writer can improve the ability in English

teaching.

F. Definition of Terms

1. Instructional Design

Instructional design is technologies of education and instruction. The

term technology is being used in the sense of an applied science1. When the

designers want to design, it should be based on three questions which may be

considered as the essential elements of instructional technology: (1) what must be

learnt? (objectives), (2) what procedures and resources will work best to reach the

desired learning levels? (activities and resources), (3) how will we know when the

required learning has taken place? (evaluation) (Kemp, 1977:8).

1 www.wikipedia.com


6

2. Integrated Material

Integrated material is a learning material which focuses on the mastery of

the integrated communicative skills (Richards and Rodgers, 2001:64). In this

study, integrated material combines four basic skills in English: listening,

speaking, reading, and writing. Each unit will consist of those skills, which can be

divided into several meetings.

3. Quantum Teaching

Quantum is an interaction which changes energy into light. Quantum

teaching is much interaction in a learning process. The interaction is done to make

the learning process runs effectively and change the students’ ability and talent

into light which can be useful for themselves and others. The interaction is

between the teacher-students, students-students, and also the experiences in the

process.

4. Vocational School

Based on Vocational High School Curriculum from the 2004 edition, a

vocational high school is an institution for the vocational education of students to

prepare them with knowledge, skills and attitudes so that they can be productive

people who can directly work according to their field.

According to Pedoman Model Penilaian Kelas KTSP, vocational high

school curriculum is competency-based curriculum which uses broad-based

curriculum and life skill development approach. Learning activities in vocational


7

high school apply Pendidikan Sistem Ganda (PSG). It means that the learning

activities are done both in the school and in the real working world based on the

curriculum which is arranged by the school according the field needs.

Competency-based curriculum not only focuses in improving the students’

knowledge, but also improving all competencies of reflection of the knowledge,

skills, and attitude, according to each subjects’ characteristics.

5. SMK Negeri 1 Kasihan

SMK Negeri 1 Kasihan is an art school which is located in Kasihan, Bantul. This

school has four departments; those are Dance, Karawitan, Pedalangan, and

Theater. Dance department has three classes, while Karawitan, Pedalangan,

Theater, have only one class. When there were cultural events held, this school is

often asked to participate in those events, not only in this country but also abroad.

In this school, English is taught as an adaptive lesson.

6. Second Grade of Dance Department

Dance department focuses to study about dance both practical and theory. In this

department, the students study almost all dances in Indonesia, but they study

Javanese dance in particular. Dance department has three classes in every grade.

In the second grade it also has three classes which each class consists of 12-15

students. The students of this department or the alumnus from this department are

the most often asked to perform either in this country or abroad.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter the writer will discuss the theories which are related to the

topic. This chapter will be divided into two parts. The first part is Theoretical

Description which presents the discussion of any literature related to the topic.

The second part is Theoretical Framework which discusses the framework based

on the theory.

A. Theoretical Description

There are several theories which are used to develop the materials. Those

are instructional design model which consists of Kemp’s and Yalden’s model,

Quantum Teaching, second grade of dance department and theory of teaching

language.

1. Instructional Design Model

Teachers have to design material before teaching. To design material,

teachers need a model as the guideline. There are some models of instructional

design. The writer will take two models as the references. The first model is

according to Jerold E. Kemp and the second is according to Yalden.

a. Kemp’s Model

In Kemp’s model, the plan consists of eight parts (Kemp 1977: 8-9), those

are: consider goals, list topics, and then state the general purposes for teaching


9

each topic; enumerate the important characteristics of the learners; specify the

objectives; list the subject content that support each objectives; develop pre-

assessment to determine the students’ background; select teaching/learning

activities and instructional resources; coordinate support services; and evaluate

students’ learning.

Figure 2.1 Kemp’s Instructional Design Model

1) Goals, Topics, and General Purposes

Instructional design planning starts with a recognition of the broad goals

of the school system or institution. Within the curriculum areas, topics are chosen

for learning, in which the teacher explicitly expresses the general purposes (what

students generally are expected to learn as a result of instruction).

Goal, topics and

general purposes

Learner characteris

tics

Learning objectives

Subject content

Pre-

assesment

Evaluation

Support services

Teaching/ learning activities resources

Revision


10

2) Learners Characteristics

There are two characteristics which are needed when designing an

instructional plan:

a. Academic factors: number of students academic background, grade-point

average, level of intelligence, study habits, background in the subject or

topic, motivation for studying the subject, expectations of the course,

vocational and cultural aspirations.

b. Social factors: age, maturity, attention span, special talents, physical and

emotional handicaps, relations among students and socioeconomic situation.

3) Learning Objectives

Objective for learning can be grouped into three major categories (Kemp,

1977: 24-26) : cognitive domain (the domain we give most attention to in

educational programs), psychomotor domain (it treats the skills requiring the use

and coordination of skeletal muscles, as in the physical activities of performing,

manipulating, and constructing) and affective domain (it concerns attitudes,

appreciations, values, and all emotion).

4) Subject Content

A student’s learning experiences must involve subject content. The

content must be closely related to the objectives and to the student’s needs.

5) Pre-assessment

The aim of this part is to determine whether students have the appropriate

background preparation for the topic through prerequisite test and to determine

which of the objectives students may already have achieved through pretest.


11

6) Teaching/learning Activities and Resources

The designer should determine the most efficient and effective methods and then

select materials to provide learning experiences that will utilize the content

associated with each objective.

7) Support Services

The services include funds, facilities, equipment, and personnel whose time must

be scheduled for participation in the instructional plan. Support services must be

considered at the same time when instructional plans are being made and

materials are being selected.

8) Evaluation

The objectives indicate what the evaluation should be. When the criteria are set

and students successfully attain them, the concept mastery is realized.

b. Yalden’s Model

Yalden (1987: 88-89) describe seven stages in Language Program Development.

Figure 2.2 Yalden’s Instructional Design Model

Stage 1 : Need survey

Stage 2 : Description of purpose to be prepared in terms of

• student characteristics

Need survey

Description of purpose

Selection/development of syllabus type

Production of proto-syllabus

Production of pedagogial syllabus

Development and implementation of classroom procedures

evaluation


12

• students skills on entry to and on exit from the program

Stage 3 : Selection or development of syllabus type in term of stage 4 and

physical constrains on the program

Stage 4 : The proto-syllabus: description of language and language use to be

covered in the program

Stage 5 : The pedagogical syllabus: development of teaching, learning and testing

approaches

• development of teaching materials

• development of testing sequence and decisions on testing instruments

Stage 6 :

• Development of classroom procedures

o selection of exercise types and teaching techniques

o preparation of lesson plans

o preparation of weekly schedules

• Teacher training: briefings or workshop on

o principles

o desired outcome

o exploitation/creation of teaching material

Stage 7 : Evaluation

• of students

• of program

• of teaching


13

2. Quantum Teaching

Quantum is an interaction which changes energy into light (DePotter,

2004:5). It means the students’ ability is used in the learning process to make

them have better knowledge. Quantum teaching is much interaction in a learning

process. The interaction is done to make the learning process runs effectively and

change the students’ ability and talent into light which can be useful for

themselves and others. The interaction is between the teacher-students, students-

students and also the experiences in the process. The main idea of Quantum

Teaching is bringing joy in the teaching-learning activity. This model also

integrates the learning material and life skill related to the learners’ background,

so that the students can apply the material.

The basic principle in Quantum Teaching is ‘bring the learners into our

world and bring our world to their world. The main idea is the ability to be a

bridge between the teacher and the learners (students). There are five principles in

Quantum Teaching (DePotter, 2004:7):

a. Everything speaks: everything around the learners brings important message

about learning.

b. Everything is on purpose: everything we do has its purpose.

c. Experience before label: learning is best facilitated when the learners

experience first then label the activity’s done.

d. Acknowledge every effort: every effort of each learner is important and it has

to be acknowledged to encourage them.


14

e. If it’s worth learning, it’s worth celebrating: celebration means the respectful

of the learners’ progress.

In teaching-learning activities, those five principles are represented in the

following steps (DePotter, 2004: 88-93):

a. Experience

The teacher gains the students’ attention and raises the students’ motivation in

learning the material. The strategy is by giving the students questions, short

funny story, drama, video, stories, pantomime, etceteras. Then let the students

experience the material. It can be by listening, experimentation, role play,

games, group work, etc. It can be based on the students’ experience. The

activity in this step is also to raise the students’ curiosity.

b. Learn and Label

In this step the teacher gives the concept of the material. The teacher answers

the students’ curiosity after they experience it. Learn and label can be the

information, the fact, the formula, place, etc. Experience and learn the material

before the students know the information (the name) can make the knowledge

or the material they learn to be really meaningful.

c. Demonstrate

In this step, the students have an opportunity to demonstrate or apply what

they have learned. The students can show what they have understood. The

activities can be role-play, video, songs, graphic explanation, etc.


15

d. Review and Reflect

The students review what they have learned on the teaching learning activity

and the teacher ask the students to make reflection on what they learned. The

format depended on the teacher’s creativity. The reflection or repetition can

strengthen the students’ memory of the material.

e. Celebration

This step aims to acknowledge the students’ effort in the teaching-learning

activity. Reinforcement can raise the students’ motivation and also students’

interest in the learning activity. This step can also give satisfaction to the

students for all their efforts in the learning process. The celebration can be

done through a compliment, sing a song, yell, clap hands, etc.

In Quantum Teaching, the material covers at least five intelligences of the

students. There are nine multiple intelligences and their characteristics (prominent

ability) by Howard Gardner:

a. Linguistic intelligence: understanding something in a sequence, understanding

word meaning, explaining, telling a story, debating, remembering,

memorizing, giving speech, making poem, linguistic analyzing, writing,

speaking, and playing a role-play.

b. Logical-mathematical intelligences: logic, reasoning, categorizing, classifying,

abstraction, symbolizing, inductive and deductive thinking, counting,

scientific thinking, problem solving, syllogism.

c. Spatial-visual: recognizing things in a space correctly, having the right

perception from different point of view, graphic representation, picture


16

manipulating, drawing, active imagination, responsive to color, line, and

shape.

d. Bodily-kinesthetic intelligence: easy to expressing something using body,

relating main and body, having ability in facial expression, playing role-play,

sport, dancing, having high body coordination and flexibility.

e. Musical intelligence: sensitive to sound and music, knowing musical structure

well, creating melody, sensitive to intonation and rhythmic, singing, music

performing, creating music, playing music instrument.

f. Interpersonal intelligence: cooperating, having ability to recognize and

differentiate others’ feeling and personality, verbal and nonverbal

communication, responsive to friend, empathy, giving feedback.

g. Intrapersonal intelligence: having good concentration, deeply self recognizing,

empathy-ego balance, reflective, conscious thought to spiritual reality.

h. Naturalist intelligence: recognizing flora and fauna, classifying and

identifying flora and fauna, loving nature.

i. Existential intelligence: sensitivity and ability to answer human existential

problem.

In order to reach the best achievement for the students, the material covers at

least five intelligences. In Quantum Teaching, those intelligences are represented

in the previous five steps.

Teaching using Quantum Teaching forces the teacher to pay attention to

the teaching-learning process. There are three principles which have to be

underlined by the teacher to make the process runs effectively. The first is Know


17

It. The teacher has to know what he/she wants in the teaching-learning process. It

includes the teacher’s purpose, the students’ background, the teachers’ strategy

and also material’s mastery. It is important to prepare the learning process. The

second is Explain It. Knowing all the material well make the teacher get ready to

explain it to the students. In this second principle the teacher explains the material

using the appropriate language to the students. To make it effective, the teacher

has to have a good communication with the students. The last principle is Get It.

After the students having the explanation, they are asked to do some activities. It

is the time for the teacher to get the result and give the feedback. By listening and

paying attention to the students’ activities, the teacher is able to know whether the

students understand the material or not. That is the importance of interaction in

Quantum Teaching. After knowing the result, the teacher gives feedback to the

students. This feedback will improve the students’ ability.

3. Second Grade Students of Dance Department

The dance department is a department in SMK Negeri 1 Kasihan which

learns about dances, especially Javanese dance. The students are not only

demanded to perform their ability in dancing, but also to master the dance itself.

After the students graduate from the school, they are expected to use their skill

properly. They do not only can perform but also teach others about Javanese

dance.

The dance department has three classes in every grade. In the second

grade it also has three classes in which each class consists of 12-15 students. The


18

students of this department or the alumnus from this department are the most

often asked to perform either in this country or abroad.

4. Theory of Teaching Language

There are four parts in the theory of teaching language. Those are (a)

teaching listening, (2) teaching speaking, (3) teaching reading, and (4) teaching

writing. The theory is according to Nunan (2003).

a. Teaching Listening

Theory of teaching listening referred to a chapter in Nunan’s book which

is written by Marc Helgesen, Miyagi Gakuin Women’s College (Japan). He stated

that listening is an active, purposeful process of making sense of what we hear.

Listening is included in receptive skill. It means people require receiving and

understanding the information.

The principles of teaching listening are:

1) Expose students to different ways of processing information

There are two ways of processing information. Those are bottom-up and top-

down. Processing information as bottom-up means the processing information

way begins with the learners’ knowledge of vocabulary, grammar, and sounds.

The opposite is top-down. The processing information way in top-down

begins with the listener’s life knowledge. These two ways can be integrated in

the listening activity.


19

2) Expose students to different types of listening

It is important to give different types of activities in listening. The students

need different types of listening activities because different activity has

different purpose. The different type of listening will enrich the students’

ability in listening. The types of listening are listening for specific

information, global or gist listening and inference. In listening for specific

information, the students are asked about the specific information from the

listening passage, such as names, time, the language form, etc. In global or

gist listening, the students’ tasks are identify the main idea and to note a

sequence of events. In inference, the students listen to the implied meaning

that is implied but not stated directly.

3) Teach a variety of tasks

The variety of tasks can be done according the students’ level. In the

beginning, they can have a simple task, such as asking the students to choose

the right choices of the listening passage’s summary. The next task level,

students are asked to make their own summary. Developing the listening task

can also increase the students’ interest.

4) Consider text, difficulty, and authenticity

Brown as quoted by Helgesen (2003:33), stated that the six factors which

can increase or decrease the ease of understanding are the number of

individuals or objects in a text; how clearly the individuals or object are

distinct from one another; simple, specific spatial relationship are easier to

understand than complex ones; the order of events; the number of inferences


20

needed; and the information is consistent with what the listener already

knows.

Brown and Menasche as quoted by Helgesen (2003, 34), suggested the

authenticity looking at two aspects. The first is task authenticity which

includes simulated (such as filling a form) and minimal/incidental (such as

checks understanding and numbering pictures to show the sequence). The

second is input authenticity which includes genuine (created only for the

realm of real life but used in language teaching), altered (no meaning change,

but the original is no longer as it was), adapted (words and grammatical

structures changed to simplify the text), simulated, and minimal/incidental.

5) Teach listening strategies

Rost, as quoted by Helgesen (2003:35), identified six strategies in teaching

listening. They are: (1) predicting what the effective listeners think about what

they hear; (2) inferring which is useful for learners to infer; (3) monitoring

which is the listeners notice what they do and don’t understand; (4) clarifying

which is the efficient learner’s questions and give feedback; (5) responding

which is the learners react what they hear; and (6) evaluating which the

learners check on how well they have understood.

There are two types of listening, extensive listening and intensive listening

(Harmer, 2004: 228). In extensive listening, the teacher encourages the students to

find their own listening passage to listen to for their improvement in English. In

intensive language, the teacher provides the material. Teacher can use taped

material or ‘live’ listening. For taped material, the teacher can look for the


21

materials from radio, disk, provided listening passage, and other sources which

are recorded. For ‘live’ listening, the teacher can do the reading aloud, story-

telling, interviews, and conversations.

b. Teaching Speaking

The theory of teaching speaking is contained as one of the chapters in

Nunan’s Practical English Language Teaching (2003). The chapter of teaching

speaking is written by Kathleen M. Balley from Monterey Institute of

International Studies (USA). Balley stated that speaking is productive skill. It

consists of producing systematic verbal utterances to convey meaning (Nunan,

2003:48).

There are five principles in teaching speaking. Those are:

1) Be aware of the differences between second language and foreign language

learning context.

As stated by Balley in Nunan (2003: 54), foreign language (FL) context is

one where the target language not the language of communication in the

society, for example learning English in Japan. Second language (SL) context

is one where the target language is the language of communication in the

society, for example English in the UK. The challenges for the teacher are

determined by the target language context.

2) Give students practice with both fluency and accuracy.

Fluency is the extent to which the speakers use the language quickly and

confidently. Accuracy is the extent to which students’ speech matches what


22

people actually say when they use the target language (Nunan, 2003:55). The

teacher had to give big opportunities to the students to develop their fluency

and accuracy. It can be done by not correcting the students’ mistake too often.

3) Provide opportunities for students to talk by using group work or pair work,

and limiting teacher talk.

Group work or pair work give more chances to the students to speak. This

activity can also limit the teachers’ talk.

4) Plan speaking tasks that involve negotiation for meaning

Negotiation for meaning is the process which involves checking to see if

you have understood what someone said, clarifying your understanding, and

confirming that someone has understood what you mean (Nunan, 2003:55).

5) Design classroom activities that involve guidance and practice in both

transactional and interactional speaking.

Transactional speaking is the communication in social purpose. In

interactional speaking, the purpose is to make someone to do something. The

classroom activities have to be created to let the students experience both the

transactional and interactional speaking using the target language.

There are several classroom speaking activities which are explained by

Harmer (2004). The activities which are often used by the teacher are acting for

script, communication games, discussion, prepared talk, simulation and role-play.

In acting for script, the students are asked to perform based on the script provided.

Games are designed to encourage students to speak. The games can be solving a

puzzle, drawing a picture by describing, arranging to a good order, or finding the


23

similarities and differences between pictures (Harmer, 2004:272). The teacher can

find another games which can provoke the students to speak and have interaction

one to another. Discussion is used to avoid the students’ difficulty in public

speaking. Small group discussion can be a small simulation which allows students

to share their thoughts.

Prepared talk, simulation and role-play have the similarity that all of them

have to be prepared before. In prepared talk, it can be like a speech. The students

are given a theme or topic that they have to speak in front of the class. The teacher

gives time to the students to prepare it. Simulation and role-play are almost the

same with prepared talk. The students need time to prepare it. The difference is in

simulation and role-play, the students have to work in a group. Simulation and

role-play can be used to encourage general oral fluency or to train students for

specific situations (Harmer, 2004:274).

In teaching speaking, the teacher has three different roles to make the

students speak fluently (Harmer, 2004:275-276). The first is as a prompter. The

teacher does as a prompter without interrupting the students. The teacher can do

supportive action like offering discrete suggestion. The second is as a participant.

The teacher can be the participant in discussion or role-play to encourage the

students, but the teacher should not talk too much. The third is as feedback

provider. The feedback is given in the appropriate situation. The teacher has to

know the right situation to give the feedback, so the students can improve

themselves in speaking without being judged.


24

c. Teaching Reading

Theory of teaching reading referred to a chapter in Nunan’s book which is

written by Neil Anderson, Brigham Young University (USA). He stated that

“Reading is a fluent process of readers combining information from a text and

their own background knowledge to build meaning. The goal of reading is

comprehension.” (Nunan, 2003:68).

There are six principles for teaching reading according to Anderson. They

are:

1) Exploit the reader’s background knowledge.

Carel and Connor as stated in Nunan’s Practical English Teaching said

that “a reader’s background can influence reading comprehension”. To

develop the student’s reading comprehension, the teacher has to activate the

student’s background. It can be done by asking questions, making prediction,

and so on.

2) Build a strong vocabulary base.

Vocabulary is an important thing in reading. The students’ comprehension

on the reading passage also depends on the vocabulary. The teacher has to pay

attention on how the students can comprehend the reading passage.

3) Teach for comprehension.

In teaching for comprehension, the teacher has to monitor the students’

comprehension process. The students are also able to discuss the reading

passage with the teacher. Anderson stated that “Students learn to engage with

meaning and develop ideas rather than retrieve information from the text”


25

(Nunan, 2003:75). That technique can be done, for example, by asking the

message from the author or the main idea rather than asking about the detail

information of the text.

4) Work on increasing reading rate.

The teacher gives the students various skills on reading such as scanning,

skimming, predicting, and identifying ides. The focus is to reduce the

students’ dependence on the dictionary.

5) Teach reading strategies.

To achieve the good result, students need to learn how to use a range of

reading strategies that match their purposes for reading. Anderson stated that

”Strategic reading means not only knowing what strategy to use, but knowing

how to use and integrate a range of strategies” (Nunan, 2003:76).

6) Strive for continuous improvement as a reading teacher.

Teacher, as facilitators, is helping students to discover what work best.

Anderson, as quoted from Andres, Hoffman, and Duffy, said “The good

reading teacher actively teaches students what to do. To succeed, teacher

needs more than classroom tips and techniques; teacher needs the nature of the

reading process.

There are two types of reading; extensive reading and intensive reading

(Harmer, 2004:210). In extensive reading, the students are allowed to find out by

themselves the reading text related to the topic and to follow the teacher’s

guidance. The task can be asking them to report what they have found. In

intensive reading, the teacher provides the reading text and also the activities. The


26

tasks in intensive reading are almost the same with intensive listening. They are

predicting, reading for gist and reading for detailed comprehension. Vocabulary is

an important part in the reading activity. The task can be also related to the

vocabulary learning.

d. Teaching Writing

The theory of teaching writing is written as one of the chapters in Nunan’s

Practical English Language Teaching (2003). The chapter of teaching writing is

written by Maggie Sokolik from University of California (USA). Sokolik defined

writing as a physical and a mental act, the purpose is to express and impress, and

it is a process and a product.

There are four principles for teaching writing according to Sokolik. They

are:

1) Understand your students’ reasons for writing.

The teacher has to match the teacher’s goal and the students’ work. It is

important to think about the benefit and the types of writing for the students.

2) Provide many opportunities for students to write.

Writing is like sports. It needs more practice to improve the skill. The teacher

should give opportunities to the students to write, even sometimes without

scoring it. The teacher also has to provide many types of writing to enrich the

students’ knowledge of writing.

3) Make feedback helpful and meaningful.


27

The teacher’s comment has to be understandable to the students. It should be

in simple words. It is important to the teacher to give time for individual

consultation for the students’ improvement. The feedback has to be able to

make the students know their mistakes and correct it by themselves.

4) Clarify for yourself, and your students, how their writing will be evaluated

The scoring in writing has to be clear between the teacher and the students.

Sokolin gave advice “Take class time to ask them what they value in writing.

Ask them what features make writing enjoyable to read and what features

distract from the enjoyment.”(Nunan, 2003:96)

Ron White and Valerie Arndt as quoted by Harmer in The Practical for

English Language Teaching (2004) provided the writing process. Those are

drafting, structuring (ordering information, experimenting with arrangement, etc),

reviewing (checking context, connections, assessing impact, editing), focusing

(that is making sure you are getting the message across you want to get across),

and generating idea and evaluation. Sometimes the process seems very long. It

can be suited with the syllabus and also the task.

B. Theoretical Framework

The material design for second grade of department students in SMK

Negeri 1 Kasihan combines the Kemp’s and Yalden’s models. The material based

on the Quantum Teaching method. The activities in each unit are following the

five steps in quantum teaching. Since the material is integrated material, each unit

consists of the four skills, listening, speaking, reading, and writing. The writer


28

refers to the theory of teaching language in constructing the activity to make it

appropriate and suitable for the students. There is a syllabus for this school, and

the writer will develop the material from the syllabus which is also based on the

curriculum for second grade of vocational high school. In this thesis, the writer

uses research and development (R&D) which will be elaborated in detail in

Chapter III. The framework in designing the material is:

Figure 2.3 The Writer’s Theoretical Framework

continuing to

consists of

feedback line

Evaluation

Revision

Research and Information Collecting

Planning and Developing Product

Preliminary Testing

Revision

Field-testing

Need survey

Development and implementation of classroom procedures

Evaluation

Goals, topics, and general purposes

Learning Objectives

Development and design material


29

CHAPTER III

METHODOLOGY

This chapter discussed the method which was used in this research. It

consisted of research method, research participants, research instruments, data

gathering technique, data analysis technique, and research procedure.

A. Research Method

The writer used research and development (R&D) strategy. This strategy

consists of a cycle, in which a version of the product is developed, field tested,

and revised (Borg & Gall, 1983: 771). The goal of this study was to take the

knowledge of the research and to use it as a product to the school. There were five

steps which were used by the writer according to R&D cycle (Borg & Gall, 1983:

774-775). They were Research and Information Collecting, Planning and

Developing Product, Preliminary Testing, Revision and Field Testing.

Research and information collecting was the first step in R&D cycle. In this

step, the writer looked for related literature which was stated in chapter II. Need

survey was also conducted to obtain learners’ need and characteristic. The writer

conducted interview for the need survey.

Planning and developing product was the second step. Planning included

defining skills and stating learning objectives. Developing product included

preparation of the material, and everything related to it. It also included the

preparation of evaluation devices for the preliminary testing.


30

Preliminary testing was the third step. In this step the writer used

questionnaire to obtain the opinion from people who were the experts in English

teaching material design. The writer would obtain feedback from them to revise

the material design.

Revision was the fourth step. In this step, the product was revised based on

the feedback and suggestion in preliminary testing. The writer also did some

improvement of the product based on the result in preliminary testing.

Field testing was the fifth step or the last step. The product which had been

revised and improved was implemented in the classroom. Through the field

testing, the writer could know the effect of the product to the students.

B. Research Participants

In this research, the writer involved the participants who were related to

this study. They were:

a. Participants for the need analysis

The writer conducted interview to gather the learners’ characteristics and

needs. There were 3 English teachers in SMK Negeri 1 Kasihan and 4 second

grade students of dance department in SMK Negeri 1 Kasihan.

b. Participants for the preliminary testing

There were three participants for the preliminary testing. Those were one

lecturer and two English teachers of second grade of dance department of

SMK Negeri 1 Kasihan.


31

c. Participants for the field testing

Field testing was done on the students of second grade of Dance Department

students in SMK Negeri 1 Kasihan. This school has three classes of dance

department in the second grade. The writer used one class for the field testing.

The class consisted of 15 students. So, there were 15 participants for the field

testing.

C. Research Instruments

This research used interview and questionnaire as the instruments.

Interview was used in the need survey to obtain the learners’ need and

characteristics. The interview was divided into two parts. The first part was for the

English teachers of SMK Negeri 1 Kasihan. The interview was conducted to

know the condition of the English lesson, including the students’ motivation and

level, the students’ marks, and the situation in learning English. The second was

done to the second grade of the dance department students to know their opinion

about the English learning and their interest in learning English. The answers of

the interviews were analyzed to find the information about the learners’ need and

characteristic.

Questionnaire was used in the preliminary testing and field testing. There

were two types of questionnaires: structured or close and unstructured or open

questionnaires (Ary et al, 2000:175). In preliminary testing, the writer used open

questionnaire that allowed the participant to give their opinion. In field testing, the


32

questionnaire was used as the reflection of the students through the classroom

activities in field testing.

D. Data Gathering Technique

This research applied two techniques to gather the data. The first was

through interview. The writer interviewed the English teacher of SMK Negeri 1

Kasihan to know the condition of the English lesson, including the students’

motivation and level, the students’ mark, and the situation in English learning.

This interview was also conducted to know their expectation of the English

lesson. The writer also interviewed four students from the second grade of dance

department of SMK Negeri 1 Kasihan to know their opinion about English and

also the teaching learning activity. The same with the previous interview, the

writer also wanted to know their expectation in learning English. This was a part

to gather the data in the need analysis. Through the interview, the writer knew

deeper about the learner’s needs and characteristics.

The second techniques were questionnaire and observation. Questionnaire

was done in the preliminary testing to obtain the feedback of the materials from

the lecturer and the teachers. This data was used to improve the materials.

Questionnaire and observation were done in field testing to know the effect of the

material to the students. The writer observed the class activity during the learning

process to know the effect of the material and the teaching learning activity. The

writer also used questionnaire to know the students’ reflection of the activity in

the field testing.


33

E. Data Analysis Technique

The answers from the interview were listed according to the questions as

follow:

No. Questions Answers 1. Respondent 1:

Respondent 2 : etc

2 Respondent 1: Respondent 2 : etc

etc

From the data collected, the writer concluded the participants’ answer to obtain

the students’ needs and characteristics.

In the observation, the writer observed the learning process by paying

attention to the students’ attitude during the process. In the end of the classroom

activity, the writer distributed questionnaire to obtain feedback from the students.

This data would be analyzed to know the effect of the material to the students.

E. Research Procedure

The research procedure combined the Educational Research Development

(R&D) and the instructional design based on Kemp and Yalden’s models. There

were five steps in the research procedure.

1. Research and Information Collecting

a. Literature Review


34

The writer looked for the literature which was related to the research. It

included the literature about instructional design, the method which would be

used, and the syllabus of the second grade of the dance department.

b. Need survey

Need survey was aimed to obtain the data of the learners’ needs and

characteristics. The writer used interview as the instrument in need survey. The

writer interviewed the English teacher of SMK Negeri 1 Kasihan and the students

of second grade of dance department in SMK Negeri 1 Kasihan. The data would

be analyzed to gain the data of learners’ needs and characteristics.

2. Planning and Developing Product

After gaining the data and knowing the learners’ needs and characteristics,

the writer went to the next step; it was planning the product. The writer had to

find out the goals, topics, and general purposes and also the learning objectives. It

was also stated in the provided syllabus for vocational high school. After

obtaining all the data, the writer started to develop and to design the integrated

material based on the Quantum Teaching.

3. Preliminary Testing

After finishing the material, the writer conducted the preliminary testing

by asking the lecturer and the English teacher to give feedback of the material

design. The writer used questionnaire to obtain the opinion from the preliminary


35

testing participants. The feedback from the participants was analyzed and used for

the revision.

4. Revision

Revision was done based on the analysis of the data in the preliminary

testing. The revision was done to make the material design more suitable to the

second grade of dance department.

5. Field Testing

The revised material was used in the field testing. The writer used one of

the three material designs the writer had developed. After the classroom activity,

the writer distributed questionnaire as the students’ reflection of the classroom

activity. The data of the feedback was used to answer the second question in the

problem formulation that was to know the effect of the material design.


36

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter answers the two questions in the problem formulation. This

chapter is divided into two parts. The first is the discussion on the ideal design of

integrated material for the second grade of Dance department students based on

Quantum Teaching. The second is on the effect of the design to the students.

A. The Ideal Design of Integrated Materials for the Second Grade of Dance

Department Students Based on Quantum Teaching

This study is aimed to design the material for the second grade of dance

department students based on Quantum Teaching. Hopefully, new material can

help the students to understand English deeply and also to apply it according to

their field. To know the effect of the material, field testing was also done.

In designing the material, the writer combined the steps of Kemp and

Yalden’s model. The detail of designing integrated material of English learning

for the second grade of dance department students based on Quantum Teaching is

shown below. There were four parts, they were Learners’ Characteristics and

Needs; Goal, General Purposes, and Topics; The Integrated Materials Based on

Quantum Teaching for Second Grade of Dance Department Students and Result

of the Preliminary Testing.


37

1. Learners’ Characteristics and Needs

Need survey was done to find out the student’s need and characteristic.

The writer conducted interviews with the English teachers in SMK Negeri 1

Kasihan and several students from second grade of dance department.

The writer interviewed the English teachers to obtain the data on the

students’ characteristics, including their motivation and their ability in English;

the method and the material which was used in teaching English, the difficulties in

teaching English, and the teacher’s expectation in teaching English. The interview

with the students produced the data about their background in English, their

opinion of the English learning activity in their class, and their expectation in

English learning activity.

In SMK Negeri 1 Kasihan, there were three English teachers; each of them

was responsible to teach two skills for all departments. It was called ‘Teaching

Team’. The skills which were taught were listening, speaking, reading, writing,

grammar, and vocabulary. One teacher taught listening and speaking, one teacher

taught reading and vocabulary and the other taught writing and grammar. The

teachers stated that this method were more effective because the teacher could

focus only on the skill they taught. It also made the students not bored because

they met three teachers and had different English learning activities in one week.

There were three meetings in a week; one meeting for listening and

speaking, one meeting for reading and vocabulary, and one meeting for writing

and grammar. Listening and speaking were done in Language Laboratory. There

were television, tape, computer, vcd and mp3 player in that room which could be


38

used for the English learning activities. Reading, writing, vocabulary, and

grammar were done in classroom.

There was no specific book was used by the teachers in SMK Negeri 1

Kasihan. The teachers referred to the syllabus from the government. They

developed the syllabus and looked for the suitable materials and activities. The

listening and speaking teacher usually took the materials from famous films,

listening passages in TOEFL and TOEIC, and songs. The teachers varied the

activities and gave different materials in each meeting. The reading and

vocabulary teachers searched for the materials from many sources. Sometimes it

related to the Indonesian culture especially Yogyakarta’s culture. The activities in

reading were reading and answering questions based on the reading passage, but

for the activities in the vocabulary learning, the teacher sometimes prepared

games to give variation in the learning activities. For the writing and grammar

class, the teacher referred to the syllabus and emphasized on the preparation for

National Examination (UAN).

When the writer asked about the difficulties in teaching English for the

students, the Listening and Speaking teacher and also the Reading and Vocabulary

teacher stated that the passiveness of the students was still a problem. The

students were afraid to make mistakes, and it discouraged them to speak. The

teacher always encouraged them, but the students were still passive. To make the

students more active, the teacher had to point them. It forced them to speak or to

answer the question.


39

The students’ ability in English ranged greatly. There were students who

had good English ability but there were also students who had poor English

ability. The students of SMK Negeri 1 Kasihan came from many schools, both

from high quality junior schools and schools with low quality (in outlying place).

It made their background in English diversed. Their comprehension in English

was also different. Some students could understand faster than the others.

The students’ motivation was moderate. Studying in the dance department

SMK Negeri 1 Kasihan was for studying dances. Sometimes the English class

went down before practice class. If the students had practice class before the

English class, they came in English class lately. The students of SMK Negeri 1

Kasihan often asked to perform both personal job and the school had the job. If it

was happened along with the English class, the students would prefer the job.

The teachers expected the students to be more active, especially in

speaking. It was because the students of SMK Negeri 1 Kasihan would be asked

to perform abroad. Other than that, the educational background in SMK Negeri 1

Kasihan was culture, especially Javanese culture, it meant when the students had a

good ability in English, they could extend their fieldwork. In addition to that

expectation, the teachers hoped that the students could pass the English exam in

the National Examination (UAN).

The writer also knew the background of the students also from the

interview with the students. Some of them got English since the fifth grade in the

elementary school. In the English learning process, they were bored with the

activities. Actually they liked English, but the learning activities made them bored


40

and it hindered them to understand the material. They loved games, so when the

teacher had games in the learning process, they would follow it enthusiastically

and understand the material better. The atmosphere of the class also gave effect to

the students. When the teacher could set-up comfortable atmosphere, the students

could enjoy the English learning activity. The students wanted comfortable

atmosphere in English learning that could make them enjoy the process.

From the interview, the writer also noted some points as the reference in

designing the material. They were:

• The material should be suitable and applicable for the second grade of dance

department students.

• The material developed from the syllabus was to prepare the students for the

National Examination.

• The material could raise the students’ motivation in learning English.

• The material should have various activities which could make the students

enjoy the learning process.

• Attractive activities were needed to gain the student attention.

• The material should encourage the students to be more active in the learning

process.

The summary of the learners’ characteristics and needs from the interview

results is shown in the Tables 4.1 and Table 4.2.


41

Table 4.1 Summary of Interview of Learner Characteristics

Learner Characteristics

Students’ Level of Intelligence in

English

Good and Poor, there were students

who were smart and there were

students who were not smart.

Students’ motivation 1) High if the activities were

interesting

2) Prefer the practice class than the

theory class

Students’ Ability in Understanding

English

High and Low, there were students

who can understand quickly but

there were students who had

difficulty in comprehending the

material

Students’ Background Study English since upper grade in

the elementary school and since

junior high school

Table 4.2 Summary of Interview of Learner Needs

Learners’ Need

Material 1) According to the syllabus

2) Could encourage the students to be

more active


42

3) The topics are suitable with the

students’ needs

4) Applicable so that the students

could practice it in their daily life

5) Increasing the students’ motivation

Method 1) Could build the conducive

atmosphere

2) Games were chosen to activate the

students

2. Goals, General Purposes, and Topics

After knowing the learners’ characteristics and needs, the next step was

determining the goals, general purposes, and topics. In SMK Negeri 1 Kasihan,

the teacher used the syllabus from the government. There was a syllabus for

vocational high school from the province government. The vocational high school

teachers developed the material based on the syllabus. The goal is stated in the

competency standard and the general purpose is stated in the basic competency.

For the first semester, there were only one competency standard and four basic

competences. The competency standard and basic competences are provided in

Table 4.3.


43

Table 4.3 Competency Standard and Basic Competences

Competency Standard Basic Competences

1. To have communication in English

equivalent Elementary Level

1.1 To understand simple daily

conversation both in

professional and personal

context with non-native speaker

1.2 To note simple messages both in

direct interaction and trough an

equipment

1.3 To elaborate job description and

education background both

spoken and written

1.4 To tell the job in the past and

work schedule in the future

There were several topics which were stated in the syllabus. There were

Question words, Yes-no questions, Question tags, Expressions dealing with

telephone conversations, Gerund, Personal Pronouns, Adjective Clause, Telling

about people’s job using the Simple present tense, Telling about people’s

educational background using the Simple Past Tense, Curriculum Vitae, Telling

about past events, and Telling about future plans. Those topics are developed in

the materials.


44

3. The Integrated Material Based on Quantum Teaching for Second Grade of

Dance Department Students

Based on the Learners’ Characteristics and Needs, the writer would design

integrated materials based on Quantum Teaching. Integrated material combined

listening, speaking, reading, and writing. It includes vocabulary and grammar.

This section is divided into two: Content and Learning Activities.

a. Content

The syllabus provided topics to be develop to achieve the goal. Those

topics were question words, yes-no questions, question tags, expressions dealing

with telephone conversations, telling about people’s job using the simple present

tense, telling about people’s educational background using the simple past tense,

telling about past events, and telling about future plans. In the material, those

topics were covered in ten units. The title of each unit based on the content which

was discussed on that unit. The list of the title and the content in each unit are

provided in Table 4.4.

Table 4.4. Title and Content

Unit Title Content

1 Am I a student? Yes-no questions

2

You Really Love Me,

Don’t You?

Question tags

3 What Is Your Name? Question with question words

4

I Love Dancing - Gerund

- Talking about hobbies and interests

5

Who’s Speaking? - Expressions dealing with telephone

conversations


45

- Reported speech

6

This is Mine - Personal pronouns

- Adjective clause

7

Put Your Thumb and

Middle Finger Together

- Simple Present Tense

- Procedure

8 I Graduated from SMKI Simple Past Tense

9 Curriculum Vitae Form of curriculum vitae

10

My life - Simple Past Tense

- Simple Future Tense

There were three units from those ten units to be developed into the

material designed. The writer selected the units which have different activities.

The unit which would be developed presented in the Table 4.5.

Table 4.5 Units to be Developed

Unit Title

1 Am I a Student?

3 What is Your Name?

8 I Graduated from SMKI

b. Learning Activities

In Quantum Teaching, there were five steps in learning process. They

were: experience, learn and label, demonstrate, review and reflect, and

celebration. Those steps would be presented in the material as Let’s Have Fun,

Let’s name it, Let’s do it, Let’s remember it, and Let’s celebrate it. The relation

would be shown below.


46

1) Experience – Let’s Have Fun

The teacher gains the students’ attention and raises the students’

motivation in learning the material. The strategy is by giving the students

questions, short funny story, drama, video, stories, pantomime, etc. After that, let

the students experience the material. It can be by listening, experimentation, role

play, games, group work, etc. It can be based on the students’ experience. The

activities in this step can raise the students’ curiosity.

In the material, the writer named this step as Let’s Have Fun. The

activities in this step aimed to gain the students’ attention. The writer used a song,

part of movie, a story, or listing something based on the students’ knowledge or

experience to achieve that purpose. The students were directed towards

experiencing the topic which would be discussed.

2) Learn and Label - Let’s Name It

In this step the teacher gives the concept of the material. The teacher

answers the students’ curiosity after they experience it. Learn and label can be the

information, the fact, the formula, place, etc. Experience and learn the material

before the students know the information (the name) can make the knowledge or

the material they learn becomes really meaningful.

The writer named this step as Let’s Name It in the material. In this step,

the students were guided to name or label the theory they had learnt in the

previous steps. In this part, the teacher played an important role. The teacher had

to explain the material in this part. This step contained the grammar or the theory


47

of the expression learnt. The teacher acted as the facilitator to make the students

understand the theory.

3) Demonstrate – Let’s Do It

In this step, the students have an opportunity to demonstrate or to apply

what they have learned. The students can show what they have understood. The

activities can be role-play, video, songs, graphic explanation, etc.

In the material, this step was named as Let’s Do It. The students would do

some activities which guided them to comprehend the material. This step aimed to

make the students understand deeply about the material by experiencing it or

doing activities related to the topic. The writer used reading passages, listening

passages, various games, and role-play as the activities. The activities should be

different not to make the students got bored. The activities should attract the

students, too.

4) Review and Reflect – Let’s Remember

The students review what they have learned on the teaching learning

activity and the teacher ask the students to make reflection on what they learned.

The format depends on the teacher creativity. The reflection or repetition can

strengthen the students’ memory of the material.

In the material, this step was known as Let’s Remember. After completing

the activities in the previous steps, the teacher had to make sure whether the

students had understood the material or not. In the material, the writer used


48

questions and answers, asked the students to make a sentence related to the

material, answered questions based on a reading passage or gave writing tasks.

5) Celebration – Let’s Celebrate

This step aims to acknowledge the students’ effort in the teaching-learning

activity. Reinforcement can raise the students’ motivation and also the students’

interest in the learning activity. This step also can give satisfaction to the students

for all their efforts in the learning process. The celebration can be done by giving

compliment, singing a song, yelling, clapping hands, etc.

The writer represented this step as Let’s Celebrate. Something which had

studied completed, it had to celebrate too. This step aimed to encourage students,

respect the students’ effort, and give the students reinforcement. The writer used

activities like giving compliment to one another, singing a song together, yelling

positive words, and clapping hands.

In Quantum Teaching, the material covers at least five intelligences. Those

intelligences presented in the material design developed, for example from unit

one. Unit one covers linguistic and spatial intelligences from the Let’s Have Fun

and Let’s Name It activities. Let’s Do It covers linguistic, bodily-kinesthetic, and

interpersonal intelligences. Let’s Remember and Let’s Celebrate covers both

logical-mathematical and interpersonal intelligences.

All the parts of each unit combined listening, speaking, reading, and

writing activities. The grammar and vocabulary activities were also included. The

center in the teaching learning process was the students, so almost all the activities


49

were done by the students themselves. The variety of the activities in each unit

was presented on the Table 4.6.

Table 4.6 The Variety of the Activities

Unit Let’s Have

Fun

Let’s Name

It

Let’s Do It Let’s

Remember

Let’s

Celebrate

1

Am I a

student?

making

yes-no

question

based on

the picture

provided

Grammar

discussion

Speaking:

Game:

’Who am

I?’

Reading:

finding the

main idea

Writing :

making yes-

no questions

based on the

reading

passage

Making

yes-no

questions

which is

answered

by friend

next to

him/her

Shout:

“Are we

smart?”

“Yes, we

are.

2

You Really

Love Me,

Don’t

You?

Listening:

listening to

various

kinds of

question

tags from

the

listening

passage

Grammar:

Students

analyze the

question

tags and find

the formula

of question

tags

Writing:

exercise

about

question

tags

Reading:

correcting

question

tags in the

reading

passage

Completing

question

tags orally

Shouting “I

understand!

” together

and give

complimen

t to the

other

friends


50

3

What Is

Your

Name?

Listening:

listening

songs and

fill in the

blank

Grammar:

finding the

question

words

formula

Writing:

making

sentences

using

question-

words

Speaking:

Game:

question-

words

card

Reading: Reading a passage and answering the questions

Clapping

hands

together

4

I Love

Dancing

Game: I

love ….

Grammar:

gerund and

the

expression

talking about

hobbies and

interest

Speaking:

filling in

column by

asking

others’

hobby

Listening:

guessing the

kind of

hobby from

listening

passage

Reading:

reading,

finding

main idea

and retelling

Saying

hobby or

interest

and ask

about the

friend next

to them

about their

hobby or

interest

using the

right

expression

Sing a

song:

“Disco

Dancing”


51

Writing:

making a

paragraph

about their

hobby or

interest

5

Who’s

Speaking?

Listening:

filling in

the blank

Grammar:

expressions

dealing with

telephone

conversatio

ns and

reported

speech

Writing:

exercises

Listening:

writing the

message

from the

conversatio

n in the

listening

passage

Speaking:

using

reported

speech to

report the

message

Speaking:

role-play,

making a

telephone

conversatio

n in pairs

and the

other friend

will record

the

message

and report

it

Giving

complimen

t to the

other

friends by

saying

“You are

smart!”

6

This is

Mine

Watching

movie

Listening:

finding the

personal

pronouns

and

adjective

clause from

the movie

Speaking:

Game in a

group about

personal

pronoun

Writing:

exercises

related to

Reading:

finding

adjective

clause and

personal

pronoun in

the reading

passage

Clapping

hands

while say

“We did

it!”


52

Grammar:

personal

pronoun and

adjective

clause

adjective

clause

7

Put Your

Thumb and

Middle

Finger

Together

Listening :

Listening to

the listening

passage of

someone

who teach a

dance using

English

Grammar:

simple

present

tense and

procedure

Reading:

Reading a

procedure

and

analyzing

Vocabulary:

Listing

vocabulary

used in

teaching

dance and

translating

in English

Writing:

making a

dance and

making the

procedure

in teaching

Speaking:

teaching the

dance

creation in

front of the

class in

English

Making a

sentence

using

simple

present

tense one

by one

Singing a

song “If

You’re

Happy”


53

8

I

Graduated

from

SMKI

Reading:

reading a

funny short

story

Grammar:

finding the

sentences

using simple

past tense

and

formulating

the tense

Vocabulary:

listing V2 in

the reading

passage and

finding V1

and the

meaning,

looking for

regular and

irregular

verbs

Listening:

Choosing

the right

verb based

on the

teacher’s

saying

Writing:

writing

about

student’s

educational

background

Speaking:

telling about

weekend in

front of the

class

Making a

sentence

using

simple past

tense one

by one

Shouting

“We did

it!”


54

9

Curriculum

Vitae

Mentioning

things in

curriculum

vitae

Explaining

about

curriculum

vitae

Listening:

Completing

a curriculum

vitae based

on the

listening

passage

Writing:

Writing their

own

curriculum

vitae and

correcting it

in pairs

Reading:

reading a

curriculum

vitae and

answering

the questions

Teacher

ask all

about

curriculum

vitae

Shaking

hands and

giving

complimen

t to the

others

10

My life

Game:

students

make a

story by

making one

sentence of

each

Explaining

about the

relevant

tenses

Listening:

answering

question

based on the

listening

passage

about

someone’s

past

experience

Writing:

writing a

personal

letter about

the past

event and

the future

plan

Singing a

song “If

You’re

Happy”


55

Speaking:

telling

future plan

Reading:

finding the

main idea of

letters

Writing:

translating a

personal

letter

3. Result of the Preliminary Testing

Preliminary testing was done to obtain the opinion from people who were

the experts in English teaching especially about the material design. The writer

used questionnaire to gather the data. The questionnaire contained the data about

the participant, evaluation of the material designed, evaluation of the difficulty,

the language and the instruction, evaluation of the activities and evaluation of the

method. The feedback from the participants in preliminary testing would be used

to revise and to develop the material in order to make it as suitable as possible

with the students’ needs. There are two parts in this section: Evaluators’ Feedback

and Revision.


56

a. Evaluators’ Feedback

1) Description of the Respondent

There were three participants for the preliminary testing. They were one

lecturer of English Language Education Study Program of Sanata Dharma

University and two English teachers from SMK Negeri 1 Kasihan. The data of the

participants are presented in Table 4.7.

Table 4.7 Description of the Respondent in Preliminary Testing

Gender Educational Background Participant Number

M F S1 S2 S3

Lecturer 1 1 - - 1 -

Teacher 2 - 2 2 - -

2) Data Presentation of Preliminary Testing

Answering the first question whether the designed material has been

suitable with the students’ need or not, two evaluators stated that it has been

suitable with the students’ need. They gave reason that the designed material

could make the students getting all skill and enjoy the learning activities.

Responding about the difficulty, two evaluators stated that the difficulty

was okay. It was suitable with the students’ level. One evaluator stated that it was

too difficult if the students did not enjoy the lesson. About the language, the three

evaluators agreed that the language suited on the students’ level. It was easy to

understand. But there were different opinions for the instruction. Two evaluators

stated that the instruction was clear to guide the students to do the activities. On


57

the other hand, one evaluator stated that the instruction was not clear enough and

it needed to be revised.

Being asked about the activities of each step, whether the activity had been

match with the purpose or not, the evaluators had different opinion. For the

activities in Let’s Name It, Let’s Do It, Let’s Remember and Let’s Celebrate were

suitable with the purpose of each step. For Let’s Have Fun, one evaluator stated

that it needed game to make the students enjoy the learning activity. Two

evaluators stated that it was appropriate to use funny story, famous songs, and

students’ experience.

Responding about the method, the three evaluators stated that the method

had been suitable for the students. It could raise the students’ interest in learning

English and also made them enjoy the lesson. There were strengths and

weaknesses of the materials according to the evaluators. The strength and

weaknesses of the material presented in Table 4.8.

There were some suggestions from the evaluators to improve the material

design:

1) Use game in Let’s Have Fun to gain the students’ interest

2) Use dialog in one of the activity, take the daily conversation

3) The color of the material should be changed into general color which most of

people like

4) Give activities outside the class, for example find native speaker and have

communication with them based on the topic

5) Revise the instruction


58

The suggestion above used as the writer’s consideration in revising the

material.

Table 4.8 Strengths and Weaknesses of the Materials Designed

Strengths Weaknesses

1) The students got all the skill

because the materials design use

integrated learning

2) The materials design made the

students enjoy the learning

process

3) The difficulty was suitable with

the students’ level

4) The activities could raise the

students’ motivation and make

them learn English better

1) There was no dialogue in the

materials design

2) The materials based on not so

good syllabus

3) The instruction was not clear

enough

b. Revision

The preliminary testing was done to know the evaluation of the materials.

Based on the evaluators’ feedback, the writer revised some parts to make it more

suitable to the second grade of dance department students. The revision of the

material designed based on quantum teaching for the second grade of dance

department students presents in Table 4.9.


59

Table 4.9 Sections Revised and the Revision

Unit

Title

Sections First Design Revision

1

Am I a

Student?

Color Orange Blue

1

Am I a

Student?

Let’s Have Fun Listing yes-no

questions

Making yes-no

question based on

the picture

1

Am I a

Student?

Let’s Do It

(Game)

Game : no

explanation

Giving explanation

in the material

designed

3

What Is Your

Name?

Color Green Blue

3

What Is Your

Name?

Let’s Name It No instruction Giving instruction

3

What Is Your

Name?

Let’s Do It No instruction for

writing and no

explanation for the

game

Giving instruction

for writing and

giving explanation

for the game

B. The Effect of the Material Designed based on Quantum Teaching on the

Second Grade of Dance Department Students

The last step of R&D cycle in this study was field testing. The product

which has been revised and improved was implemented in the classroom. The


60

writer used one of the three developed material for the field testing, that was unit

three “What is Your Name?” In the end of the field testing, the writer asked the

students to write their reflection through the learning process in the field testing.

From the students’ reflection, the writer could know the effect of the material to

the students.

In this part, the writer would answer the second question, that was how the

design affects the second grade of the dance department students. It was also

divided into three parts. The first is the data of the participants, the second is the

presentation of the data, and the last is the discussion on the effect of the material

designed.

1. Description of the Participants in Field Testing

Field testing was done to 15 second grade students of the dance

department in SMK Negeri 1 Kasihan. The writer used one class of second grade

of dance department. All of the students are female and they had English

background from the Junior High School. The data of the students presented on

the Table 4.10.

Table 4.10 Description of the Participant in Field Testing

Gender English Background in

Junior High School Participant Number

M F Yes No

Students 15 - 15 15 -


61

2. Data Presentation

In the end of the field testing, the writer asked the students to write their

reflection of the learning process. The reflection was about their opinion of the

activities, the atmosphere and the teaching-learning process. From 15 students,

there are 11 students who submit the reflection. The data of the students’

reflection was presented in Table 4.11.

Table 4.11 Data Presentation of Students’ Reflection

Number of Students No. Questions Responses

Number Percentage

1. Do you enjoy the learning

process?

a. Yes

b. No

11

-

100 %

-

2. Do you feel comfort with

the atmosphere?

a. Yes

b. No

11

-

100 %

-

3. Can you follow all the

activities?

a. Yes

b. No

10

1

90, 9 %

9,1 %

4. Is the instruction clear

enough?

a. Yes

b. No

9

2

81,8 %

18,2 %

5. Do you have better

understanding of the

material?

a. Yes

b. No

11

-

100 %

-

6. Are the activities

interesting?

a. Yes

b. No

10

1

90,9 %

9,1 %


62

Based on the presentation of the reflection data, 100 % of the students

enjoyed the learning process. When they were asked about the atmosphere of the

class, 100 % students feel comfortable with the atmosphere. For the next question,

they were asked whether they can follow the activities or not, 90,9 % answered

yes and one student or 9,1 % said no because she felt the activities was too

complicated. For the instruction, 81,8 % answered that the instruction was clear

and 18,2 % students answered that the instruction was not clear enough because

the writer’s voice was not loud enough. For the students understanding, 100 %

students answered that they had better understanding after following the learning

process. And for the last question, 90,9 % students answered that the activities

were interesting and one student or 9,1% said no.

The participants were free to state their opinion. The writer summarized

the opinion as follow:

a. The students felt relax with the music, both the music in the listening section,

and the music which was played during tasks’ completion.

b. The activities were enjoyable and they could follow it happily.

c. The activities could make them had better understanding of the material.

d. The students did not get bored when following the activities.

e. There was a suggestion to find more interesting games.

f. The writer’s voice was not loud enough and sometimes that made the students

did not understand the instruction.

f. They hoped the English learning like what they had experienced in the field

testing could be done in their class because they could get the advantages.


63

3. Discussion on the Effect

Students could enjoy the learning process which was shown from the

reflection that 100% said they could enjoy the learning process. They said yes and

wrote some reasons. They were because of the music during the learning process

make them relax, they enjoyed the listening activity because the songs were

famous, and the activities were enjoyable and not boring.

All of the students also had better understanding of the material which was

shown in the data presentation of the students’ reflection that 100 % said that they

had better understanding after following the activities. They gave several reasons,

such as the teacher (the writer) could be cooperated with the students, so, when

they asked something, the teacher answered it; the enjoyable activities also made

them have better understanding; and the teaching of grammar by constructing it

together made the students paid attention and could follow the process of making

the formula.

During the field testing, the writer observed the learning process. When

the writer did the interview on August 2008, the writer was given an opportunity

to observe the class. If it was compared, the writer saw a big different. In the

class, active students dominated the class and those who were passive only

followed the learning process. In the field testing, there were also some students

who were active and passive. In the beginning, it was not very clear, but it was

shown in the Let’s Name It activity. Students who were passive did not raise their

hand if the writer asked the students to answer the questions. But when the game

in Let’s Do It started, all of the students could enjoy the game. The passive


64

students also enjoyed the game and followed it enthusiastically. It was shown that

the activity in the learning process could activate the students.

The first time the students entered the field testing class, they were

surprised because the writer played music. They asked what they would do. When

the writer told them that it would be an English class, they looked awkward, and

then the writer told them that it would be fun. After the writer distributed the

material, they looked interested. They started to enjoy the learning process when

the writer played the songs for the listening activity in Let’s Have Fun. The

famous and easy listening songs also became the factor how they could enjoy the

listening activity. The purpose of the writer in Let’s Have Fun was to raise the

students’ motivation. It was achieved.

For the Let’s Remember activity, the writer provided a reading passage

about Yogyakarta. To know whether the students understand it or not, it could be

seen in this section by looking for the way they were answering the questions.

But, actually, their understanding could also be seen in the game in the previous

section. This section was made to make sure that the students really understand

the material.

From the students’ reflection, most of them gave positive opinion of the

learning process. It means that the material gave positive value to the students.

They could enjoy the learning process, they could follow all the process, and they

could have better understanding.

The material not only gave the positive value but there were also negative

thing related to the material. From the writer’s observation when did the field


65

testing, the teacher played a big role in this material. Teacher as the facilitator had

to direct the students in understanding the material. The teacher also had to

observe the students’ activities to know their improvement and also to answer the

students’ question when they had it during the activities. The material also needed

time. The activities could not be done in limited time. If the students enjoyed the

activities, it could need more time to let them do the activities.

The effect of the material design for the second grade of dance department

students are summarized as follow:

• It could raise the students’ motivation.

• The activities could activate the students.

• The method made the students had better understanding.

• The good atmosphere made the students enjoy learning English.

There are also negative thing according to the material. There were: it could not

be done in the limited time because the material has a lot of activity and if it was

done without the teacher, it would not be effective.


66

CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents the conclusion of this study and the suggestions for

the English teachers and the further researchers who will conduct similar study.

A. Conclusion

There are two conclusions for this study to answer the two questions in the

problem formulation. The study objectives are to answer (1) what is the ideal

design of integrated material of English learning for second grade of dance

department students based on quantum teaching? and (2)how does the design of

integrated material of English learning based on quantum teaching affect the

second grade of dance department students?

The first conclusion is the material designed for the second grade students

of dance department should be applicable, enjoyable, and also activate the

students. There are twelve topics which are provided by the government. Those

are question words, yes-no questions, question tags, expressions dealing with

telephone conversations, gerund, personal pronouns, adjective clause, telling

about people’s job using the simple present tense, telling about people’s

educational background using the simple past tense, curriculum vitae, telling

about past events, and telling about future plans. Those topics are developed into

ten material units. There are five main activities in each unit following the five

steps from the Quantum Teaching. Those are Let’s Have Fun represents


67

experience step, Let’s Name It represents learn and label step, Let’s Do It

represents demonstrate step, Let’s Remember represents review and reflect step,

and Let’s Celebrate represent celebration step.

The second conclusion is that the material gave positive values to the

students. The effect of the material is gained from the students’ reflection and the

writers’ observation in the field testing class. From the reflection, the students

could enjoy the learning process, they could follow all the process, and they could

have better understanding. From the observation, the writer could see that the

activities could raise the students’ motivation and activate them in the learning

process.

B. Suggestions

The writer would like to give suggestions to the English teacher who will

use the materials and to the further researcher who will conduct the similar study.

1. For the English teacher

a. This material is students-centered, it means the teacher as the facilitator can

help the students achieve the goal.

b. The teacher can develop the material to make it more interesting to the students.

c. It is important to the teacher in building an enjoyable atmosphere and being

cooperative with the students in the learning process.


68

2. For the Further Researcher

a. There are many things from quantum teaching that could be developed in

English learning. The other aspect of quantum teaching can make the research

of quantum teaching more complete.

b. The further researcher can also make the activities more attractive and

interesting to the students.


69

REFERENCES

Anderson, Neil. (2003). Reading. Nunan, David (Edt). Practical English Language Teaching. New York: McGraw-Hill/Contemporary

Ary, D., Jacobs, L. C., and Razavieh, A. 2002. Introduction to Research in Education. New York: Wadsworth Thomson.

Bailey, Kathleen M. (2003). Speaking. Nunan, David (Edt). Practical English Language Teaching. New York: McGraw-Hill/Contemporary

Borg, Walter R and Gall, Meredith D. 1983. Educational Research: An

Introduction. New York&London: Longman Danarti, Dessy. 2008. 50 Games for Fun. Yogyakarta: Penerbit Andi Departemen Pendidikan Nasional. 2006. Pedoman Model Penilaian Kelas KTSP.

Jakarta: BP Cipta Jaya DePorter, Bobbi and Hernacki, Mike. 2007. Quantum Learning: Membiasakan

Belajar Nyaman dan Menyenangkan. Bandung: Penerbit Kaifa DePorter, Bobbi; Reardon, Mark and Singer-Nourie, Sarah. 2004. Quantum

Teaching: Mempraktikkan Quantum Learning di Ruang-ruang Kelas. Bandung: Penerbit Kaifa

Dryden, Gordon and Vos, Dr. Jeannette. 2004. Resolusi Cara Belajar (The

Learning Resolution). Bandung: Penerbit Kaifa Harmer, Jeremy. 2004. The Practice of English Language Teaching. England:

Longman Helgesen, Marc. (2003). Listening. Nunan, David (Edt). Practical English

Language Teaching. New York: McGraw-Hill/Contemporary Kemp, Jerold. 1977. Instructional Design: A Plan for Unit and Course

Development. Belmont: Fearon-Pitman Pulisher Inc. Komaruzzaman, Perwira and Robith, A. Shomad. 1994. Kamus Irregular,

Regular Verbs, Tenses & Conditional. Surabaya: Penerbit Indah Mudra, Mahyudin Al, Rosadi Andri, M.Hum, Rido, Nursa. 2007.

www.melayuonline.com Preserve Tradition in non-Tradition Ways. Malaysia: Balai Kajian dan Pengembangan Budaya Melayu


70

Nunan, David. 2003. Practical English Language Learning. New York: McGraw-Hill/Contemporary

Richards, J.C., and T.S. Rodgers. 2001. Approaches and Methods in Language

Teaching. Cambridge: Cambridge University Press Sokolik, Maggie. (2003). Writing. Nunan, David (Edt). Practical English

Language Teaching. New York: McGraw-Hill/Contemporary Struck, Theodore. 1945. Vocational Education for a Changing World. New York:

John Wileyand Sons Suparno, Paul. 2004. Teori Inteligensi Ganda dan Aplikasinya di Sekolah.

Yogyakarta: Penerbit Kanisius Tim LBB SSCIntersolusi. 2005. Teori Ringkas, Latihan Soal & Pembahasan

Bahasa Inggris SMP. Yogyakarta: Intersolusi Pressindo dengan Pustaka Pelajar

Yalden, Janice. 1983. The Communicative Syllabus: Evolution, Design &

Implementation. Canada: Pergamon Press Internet Source: ____. Instructional Design. (http://wikipedia.net, accessed on November 9, 2007). ___. (http://edutechwiki.unige.ch/en/Kemp_design_model accessed on November

9, 2007). ___. Money. (www.onlyfunnystory.com accessed on April 17, 2009). ___. Unique Heritage and Culture. (www.yogyakartatourism.com, accessed on

November 29, 2008). ___. (http://www.newhorizons.org/strategies/accelerated/accelerated review

deporter.htm accessed on May 20, 2008)


71

1. Letter of Permission to Bappeda

2. Letter of Permission from Bappeda


71

71


72


73

1.List of Questions for Interviewing the

Teachers

2.List of Questions for Interviewing the

Students

3.Raw Data of the Result of Interview

4.Open Questionnaires for Materials

Evaluation

5.Questionnaires for Field Testing


73

List of Questions for Interviewing the Teachers

1. Berapakah jumlah murid kelas 2 jurusan Tari yang Anda ajar?

2. Apakah kemampuan siswa rata-rata sama? Menurut Anda, bagaimana

kemampuan siswa di sini dalam bahasa Inggris?

3. Bagaimana minat dan motivasi siswa terhadap bahasa Inggris?

4. Metode apa yang Anda pakai dalam mengajar bahasa Inggris?

5. Kesulitan apa yang Anda hadapi dalam mengajar bahasa Inggris?

6. Apakah siswa dapat mengikuti pelajaran bahasa Inggris?

7. Menurut Anda, apakah masalah terbesar Anda dalam mengajar bahasa

Inggris?

8. Kenapa bahasa Inggris dibutuhkan untuk para siswa selain sebagai syarat

kelulusan?

9. Apa yang Anda harapkan dari siswa ketika Anda mengajar bahasa Inggris?

10. Apakah apa yang anda ajarkan ada relevansinya dengan bidang tari?

73


74

List of Questions for Interviewing the Students

1. Sudah pernah belajar Bahasa Inggris? Berapa lama?

2. Apakah Bahasa Inggris selama ini menyenagkan? Alasannya?

3. Menurut anda, pentingkah mempelajari bahasa Inggris?

4. Suasana belajar seperti apa yang anda inginkan?

5. Apa yang Anda harapkan dalam bahasa Inggris?

6. Menurut Anda, hal apa yang harus Anda kuasai dala Bahasa Inggris?

7. Adakah hambatan dalam mempelajari bahasa Inggris?


75

Raw Data of the Result of Interview

TEACHER’S INTERVIEW

Answers No Questions

Respondent 1 Respondent 2 Respondent 3

1. Students’ Level of

Intelligence in English

Good and Poor, there were

students who were smart and

there were students who were

not smart.

Good and Poor, there were students

who were smart and there were

students who were not smart.

Good and Poor, there were

students who were smart and

there were students who

were not smart.

2. Students’ motivation Prefer the practice class than

the theory class

Prefer the practice class than the

theory class

High if the activities

were interesting

3. Teaching method - Sometimes games for

vocabulary

- Reading comprehension

There was no spesific method - Listening comprehension

- Retelling

4. The difficulties in

teaching English

- Students’ motivation

- The students were passive

No difficulties The students were

passive

5. Students’ Ability in

Understanding English

High and Low, there

were students who can

understand quickly but

there were students who

had difficulty in

High and Low, there were

students who can understand

quickly but there were students

who had difficulty in

comprehending the material

High and Low, there

were students who can

understand quickly but

there were students

who had difficulty in


76

comprehending the

material

comprehending the

material

6. The importance

of English

lesson for the

students

- To communicate with

foreigners

- Good point for the graduates

if they can speak English

well

-

- There was a program which was

cooperated with abroad government

- Examined in National Examination

(UAN)

To communicate with

foreigners

7. Teacher expectation - Students can speak English

well

- Pass the National

Examination (UAN)

Pass the National Examination (UAN)

Students are able to

have communication

with the foreigners

8. The materials Followed the syllabus.

Sometimes related to the

culture.

Materials for the national

examination.

Followed the syllabus

9. Students’ need Material design which

can activate the students

Preparation for the national

examination

Teaching method

which can build a

good atmosphere


77

STUDENTS’ INTERVIEW

Answers No. Questions

Respondent 1 Respondent 2 Respondent 3 Respondent 4

1. How long have you studied

English?

Since Junior High

School

Since grade 5 in

Elementary School

Since grade 3 in

Elementary School

Since grade 5 in

Elementary School

2. Is English interesting? Yes, as far as the

activities were

interesting

Yes, if the teacher was

interesting too

No Yes, because it is

important

3. Is it important to study

English?

Yes Yes Yes Yes

4. What kind of atmosphere

which you want in the class?

Using music Enjoyable atmosphere Study using games Interesting activities

5. What is your expectation in

studying English?

Can speak English well Pass the examination Pass the examination Can speak English

well

6. Is there a difficulty in

studying English?

Yes. I was afraid in

making mistakes

Yes. The material was

difficult

Yes. The activities

made me bored

No.


78

KUESIONER UNTUK EVALUASI MATERI

Studi ini berjudul Integrated Materials Based on Quantum Teaching for the Second Grade of Dance Department Students. Dalam studi ini penulis membuat materi untuk siswa kelas dua jurusan tari berdasarkan Quantum Teaching. Materi yang dibuat berdasarkan silabus yang telah disediakan. Tujuan dibuatnya materi berdasarkan quantum teaching adalah untuk meningkatkan minat siswa dalam pembelajaran bahasa Inggris dan lebih mengerti dengan materi yang diajarkan. Dalam studi ini, penulis mengembangkan tiga unit materi yang setiap unit terdiri dari lima bagian, yaitu Let’s Have Fun, Let’s Name It, Let’s Do It, Let’s Remember, dan Let’s Celebrate. Let’s Have Fun berisi kegiatan yang bertujuan untuk menarik minat siswa. Dalam outline materi ada beberapa kegiatan dan dalam materi yang dibuat, dalam bagian ini penulis menggunakan pendaftaran kalimat yang sudah biasa didengar, mendengarkan lagu, dan sebuah cerita lucu. Setelah siswa merasa nyaman dengan aktivitas awal, mereka akan masuk pada bagian Let’s name it dimana para siswa mendapat bimbingan guru untuk merumuskan apa yang akan dan sedang mereka pelajari. Bagian ini berisi penjelasan tata bahasa dan ungkapan-ungkapan yang digunakan. Setelah siswa mendapatkan teorinya, mereka akan beraktivitas atau mendapat tugas yang berhubungan dengan teori tersebut. Bagian ini bernama Let’s do it. Dalam bagian ini penulis mencoba menyediakan berbagai macam aktivitas yang termasuk aktivitas yang mengharuskan siwa untuk berinteraksi dengan teman-temannya. Bagian ini bertujuan unuk memperdalam pengetahuan yand telah didapat. Bagian berikutnya adalah Let’s review it. Bagian ini bertujuan untuk mengetahui sejauh mana pemahaman siswa terhadap materi yang sudah diajarkan. Bagian yang terakhir adalah Let’s Celebrate. Bagian ini berisi perayaan karena siswa telah menyelesaikan pelajaran. Perayaan bisa dilakukan dengan sederhana, seperti member pujian. Diharapkan dari kegiatan ini dapat menambah semangat siswa untuk terus belajar.Pada intinya, semua aktivitas dilakukan oleh siswa, guru sebagai fasilitator dalam pencapaian target belajar siswa. Penulis mengaharapkan kesediaan Bapak/Ibu untuk mengevaluasi materi yang sudah dibuat dan memberi masukan agar materi ini lebih bisa sesui dengan kebutuhan siswa. Penulis dengan tangan terbuka akan menerima setiap masukan sebagai bentuk penyempurnaan materi yang dibuat. Atas partisipasi Bapak/Ibu, penulis mengucapkan terima kasih.


79

Integrated Material Based on Quantum Teaching

for the Second Grade of Dance Department Students

Nama : _____________________________

Jenis Kelamin : _____________________________

Latar Belakang Pendidikan : - Strata 1 (S1)

- Strata 2 (S2)

- Strata 3 (S3)

1. Apakah materi yang dibuat sudah sesuai dengan kebutuhan siswa? Berikan

pendapat Anda!

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

2. Apakah yang menjadi kelebihan dari materi yang dibuat?

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

3. Apakah kelemahan dari materi yang telah dibuat?

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

4. Apakah kritik dan saran Anda untuk materi tersebut?

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………


80

5. Bagaimana menurut Anda dengan tingkat kesulitan dalam materi ini? Apakah

terlalu sulit atau terlalu mudah untuk siswa?

…………………………………………………………………………………

…………...……………………………………………………………………

…………………….........................................................................................

6. Bagaimana pendapat Anda dengan bahasa yang dipakai dalam materi?

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

7. Apakah perintah dalam setiap aktivitas cukup jelas?

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

8. Bagaimana dengan aktivitasnya? Apakah terlalu kompleks untuk siswa? Kalau

ya, pada bagian mana?

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

9. Bagaimana pendapat Anda tentang aktivitas di Let’s Have Fun? Apakah dapat

menumbuhkan motivasi siswa?

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

10. Bagaimana pendapat Anda tentang aktivitas di Let’s Name It? Apakah cukup

jelas untuk siswa?

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

11. Bagaimana pendapat Anda tentang aktivitas di Let’s Do It? Apakah dapat

membuat siswa menjadi aktif dalam proses pembelajaran?


81

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

12. Bagaimana pendapat Anda tentang aktivitas di Let’s Remember It? Apakah

dapat merefleksikan pemahaman siswa?

…………………………………………………………………………………

…………………………………………………………………………………

…………………………………………………………………………………

13. Apakah kritik dan saran Anda untuk aktivitas-aktivitas yang ada dalam materi

yang telah dibuat?

………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

…………………………………………………………………………………………

14. Bagaimana pendapat Anda tentang metode yang dipakai? Apakah sudah

sesuai untuk siswa kelas dua jurusan tari?

………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

………....................................................................................................................

Terima Kasih


82

Refleksi Siswa Nama : Kelas : Mendapat pelajaran bahasa Inggris di SMP : Ya/Tidak

1. Apakah kamu menikmati proses pembelajaran yang baru saja kamu alami?

a. Ya, karena……………………………………………………………………..

b. Tidak, karena………………………………………………………………….

2. Apakah kamu merasa nyaman dengan suasana kelas selama proses

pembelajaran berlangsung?

a. Ya, karena……………………………………………………………………..

b. Tidak, karena………………………………………………………………….

3. Apakah kamu dapat mengikuti setiap aktivitas yang diberikan?

a. Ya, karena……………………………………………………………………..

b. Tidak, karena………………………………………………………………….

4. Apakah instruksi dalam setiap aktivitas cukup jelas?

a. Ya, karena……………………………………………………………………..

b. Tidak, karena………………………………………………………………….

5. Apakah metode yang diberikan membuat kamu lebih mengerti materi yang

diajarkan?

a. Ya, karena……………………………………………………………………..

b. Tidak, karena………………………………………………………………….

6. Apakah aktivitas yang diberikan menarik?

a. Ya, karena……………………………………………………………………..

b. Tidak, karena………………………………………………………………….

Berilah kritik dan saran tentang proses pembelajaran yang baru saja kamu alami!

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

Terima Kasih ☺


83

Materials’ Outline


83

MATERIALS’ OUTLINE LESSON : ENGLISH CLASS/SEMESTER : XI / 1 COMPETENCY STANDARD: To communicate using English equivalent to Elementary Level TIME ALLOTMENT : 56 x 45 minutes UNIT TITLE BASIC

COMPETENCE INDICATOR MATERIALS ACTIVITIES TIME

1 Am I a student?

To understand simple daily conversation both in professional and personal context with non-native speaker

Yes-no questions in the daily life context are done and answered in the appropriate way

Question: - Do you study English? - Are you a dancer? Answer: - Yes, I do. - No, she is not.

Let’s Have Fun The students make yes-no questions based on the picture Let’s Name It Grammar discussion about yes-no questions Let’s Do It Speaking: Game: ’Who am I?’ Two students come in front and guess a famous people which is written behind them by asking yes-no question to the others

2 CH


84

Reading: reading a reading passage and finding the main idea Writing : making yes-no questions based on the reading passage Let’s Remember Students make yes-no questions one by one and friend next to him/her will answer it using the right form Let’s Celebrate Shout: “Are we smart?” Yes, we are. “Are we excellent?” Yes, we are.

2 You Really Love Me, Don’t You?


Question tags in the daily life context are done in the appropriate way

• She came here yesterday, didn’t she? • You don’t study English, do you?

Let’s Have Fun Listening: listening to various kinds of question tags from the listening passage Let’s Name It Grammar:

2 CH


85

Students analyze the question tags and find the formula of question tags Let’s Do It Writing: exercise about question tags Reading: reading a passage and correcting the question tags in the passage Let’s Remember Teacher gives a statement and the students complete it with the question tags orally Let’s Celebrate Shout “I understand!” together and give compliment to the other friends

3 What Is Your Name?

To understand simple daily conversation both in professional and personal context with non-native

• To understand how to make question using question word • To be able to make question using question words

Question Words (5 W – 1 H) : • What • Who • Where • When

Let’s Have Fun Listening: Students listen to five part of songs and fill in the blank Let’s Name It Grammar: Students make a

2 CH


86

speaker • Why • How

list of question containing in the songs and find the formula of question-words Let’s Do It Writing: Students make sentences using the provided question-words Speaking: Students make a question orally based on the card they got in a group. The next students will answer that question Let’s Remember Reading: Reading a passage and answering the questions Let’s Celebrate Clap hands together

4 I Love Dancing


To understand various expressions used correctly to talk about hobby and interest

Gerund: • as subjects and objects Dancing is my hobby. • as complement

Let’s Have Fun Game: In a group, one student is modeling a hobby and the other answer it using I love…. or I like…. Let’s Name It Grammar: gerund and the

3 CH


87

Her job is sorting the mall. • after preposition Are you interested in collecting stamp? Talking about hobbies and interest Question: • Do you love fishing? • What do you like? Answer: • I love …….. • I like ……..

expression talking about hobbies and interest Let’s Do It Speaking: students fill in the column by asking about the others’ hobby Listening: students guess the kind of hobby which are described through the listening passage Reading: reading about hobby, finding the main and retell it using own words Writing: students make a paragraph about their hobby or interest Let’s Remember Students say their hobby or interest and ask about the friend next to them about their hobby or interest using the right expression Let’s Celebrate Sing a song : “Disco


88

Dancing” 5 Who’s

Speaking? To note simple messages both in direct interaction and trough an equipment

Message which is received through the telephone recorded correctly

• Expressions dealing with telephone conversations • Reported Speech He said that you had to pay for the tickets.

Let’s Have Fun Listening: fill in the blank of a telephone conversation Let’s Name It Grammar: expressions dealing with telephone conversations and reported speech Let’s Do It Writing: exercises about reported speech Listening: writing the message from the conversations through the listening passage Speaking: report the message which are got using reported speech Let’s Remember Speaking: role-play, make a telephone conversation in pairs and the other friend will record the message and

3 CH


89

report it Let’s Celebrate Give compliment to the other friends by saying “You are smart!”

6 This is Mine

To note simple messages both in direct interaction and trough an equipment

Message which is received directly recorded correctly

• Personal pronouns I-me-my-mine-myself • Adjective Clause Do you know the staff who will be promoted our new division manager?

Let’s Have Fun Watching movie Let’s Name It Listening: looking the part of movie, finding the personal pronouns and adjective clause and analyzing them Grammar: personal pronoun and adjective clause Let’s Do It Speaking: Game in a group about personal pronoun Writing: exercises related to adjective clause Let’s Remember Reading: finding adjective clause and personal pronoun in the reading passage Let’s Celebrate

3 CH


90

Clap hands while say “We did it!”

7 Put Your Thumb and Middle Finger Together

To elaborate job description and education background both spoken and written

Using the correct verb in simple present tense to explain task and job in various profession

• Simple Present Tense • Procedure

Let’s Have Fun Listening : Listening to the listening passage of someone who teach a dance using English Let’s Name It Grammar: simple present tense and procedure Let’s Do It Reading: Reading a procedure and analyzing it Vocabulary: Listing the vocabulary usually used in teaching dance and translate it in English Writing: students make a dance and make the procedure in teaching it Speaking: Student teaches his/her dance creation in front of the class in English Let’s Remember

4 CH


91

Making a sentence using simple present tense one by one Let’s Celebrate Sing a song “If You’re Happy”

8 I Graduated from SMKI


Using the correct verb in simple past tense to explain educational background of various profession

Simple Past Tense: She graduated from SMKN 8 Bandung

Let’s Have Fun Reading: reading a funny short story Let’s Name It Grammar: finding the sentences using simple past tense and formulating the tense Let’s Do It Vocabulary: - listing verb 2 in the reading passage and finding verb 1 and the meaning - looking for regular and irregular verbs Listening: Choosing the right verb based on the teacher’s saying

3 CH


92

Writing: writing a passage about student’s educational background Speaking: telling friends about the past activities in front of the class Let’s Remember Making a sentence using simple past tense one by one Let’s Celebrate Shouting “We did it!”

9 Curriculum Vitae


Writing a simple Curriculum Vitae correctly

Curriculum Vitae Let’s Have Fun Mentioning things in curriculum vitae Let’s Name It Explaining about curriculum vitae Let’s Do It Listening: Completing a curriculum vitae based on the listening passage Writing: Writing their own curriculum vitae and correcting it in pairs Reading: reading a

3 CH


93

curriculum vitae and answering the questions based on that Let’s Remember Teacher ask all about curriculum vitae Let’s Celebrate Shake hands and give compliment to the others

10 My life To tell job in the past and work plan in the future

• Expressions of activities in the past is told correctly • Expressions to tell activities in the future using the right tense • Personal letter which telling about past life and future plan written correctly

• Telling about past event I saw the crowds were helping the accident victim. • Telling about future plans The meeting will be over at two PM.

Let’s Have Fun Game: students make a story by making one sentence of each Let’s Name It Explaining about the relevant tenses Let’s Do It Listening: answering question based on the listening passage which telling about someone’s past experience Speaking: telling future plan Reading: finding the main

3 CH


94

idea of letters Writing: translating a personal letter into Indonesian Let’s Remember Writing: writing a personal letter about the past event and the future plan Let’s Celebrate Sing a song “If You’re Happy”


95

Lesson Plan


95

LESSON PLAN

Subject : English

Grade/semester : XI/1

Topic : Question Words

Competency Standards : To communicate using English equivalent to

Elementary Level

Basic Competence : To understand simple daily conversation both in

professional and personal context with non-native

speaker

Indicators : - To understand how to make question using question

word

- To be able to make question using question words

Time Allotment : 135 minutes (3 x 45’/1 Contact Hour)

Learning Activities :

Stages Activities Time

Allotment Materials

Introduction The teacher greets the students

and introduce the topic

5’

Let’s Have

Fun

• The students listen to for parts

of song and fill in the blanks

• Discuss the answer and the

words’ meaning

8’

14’

Part of ‘How

Do I Live’,

‘Why Do

You Love

Me’, ‘What

Can I Do’,

‘Truth, Lie,

and Cry’

Let’s Name

It

• The students write down the

sentences using questions word

from the songs

8’


96

• The students make the pattern

of question words based on the

list

• The teacher gives explanation

about question words

5’

12’

Let’s Do It • The students find the meaning

of the question words and make

sentences based on that

question words

• Discussion of the students’

work

• Game: question word card. The

students make a group of four

and play the card game.

• The teacher point some

students to make the questions

based on the card orally

15’

10’

20’

5’

Question-

words Card

Let’s

Remember

• The students read the text using

skimming strategy and guess

what is the text talking about

• The students read the text more

detail and answer the questions

• Discuss the answer together

• The students make the 5

questions based on the text

(submitted)

5’

10’

10’

5’

Let’s

Celebrate

• Clap hands together 1’

Closure The teacher closes the class 2’


97

Teaching Materials : Question Words

Teaching Media : A set of computer, whiteboard, board marker, handout

References :

• Tim LBB SSCIntersolusi. 2005. Teori Ringkas, Latihan Soal &

Pembahasan Bahasa Inggris SMP. Yogyakarta: Intersolusi Pressindo

dengan Pustaka Pelajar

• Internet sources

Evaluation : written test, oral test


98

Integrated Materials Based on Quantum Teaching for the Second Grade of Dance

Department Students


98


99


100


101


102


103


104


105


106


107


108


109


110


111

CARD GAME FOR UNIT 3 SPEAKING

What

Where

When

Why

Who


112

Whom

Whose

Which

How

How tall

How high

How much


113

How many

How often

How far

How long

How deep

How good


plagiat merupakan tindakan tidak terpuji integrated ... fileyogyakarta, 3 april 2009 faculty of...

Documents