PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI … · Inggris. Hasil evaluasi digunakan untuk menyajikan versi akhir dari materi grammar yang dirancang. Materi grammar yang disusun terdiri

DESIGNING A SET OF SUPPLEMENTARY INSTRUCTIONAL GRAMMAR

MATERIALS USING CONTEXTUAL TEACHING AND LEARNING FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1 DEPOK

YOGYAKARTA

A THESIS

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

in English Language Education

By

Maria Herlina

Student Number: 051214006

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2010

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

DESIGNING A SET OF SUPPLEMENTARY INSTRUCTIONAL GRAMMAR MATERIALS USING CONTEXTUAL TEACHING AND LEARNING

FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1 DEPOK YOGYAKARTA

A THESIS

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

in English Language Education

By

Maria Herlina

Student Number: 051214006

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2010


ii


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A Thesis on

DESIGNING A SET OF SUPPLEMENTARY INSTRUCTIONAL GRAMMAR MATERIALS USING CONTEXTUAL TEACHING AND LEARNING

FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1 DEPOK YOGYAKARTA


iv

Our background and circumstances may

have influenced who we are, but we are

responsible for who we become.

NN

I dedicate this work to the Almighty God,

my Beloved Parents

and everyone I love


v

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, February 23, 2010

The writer,

Maria Herlina

051214006


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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAHUNTUK KEPENTINGAN AKADEMIS

Yang bertandatangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Maria Herlina

Nomor Mahasiswa : 051214006

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

DESIGNING A SET OF SUPPLEMENTARY INSTRUCTIONAL

GRAMMAR MATERIALS USING CONTEXTUAL TEACHING AND

LEARNING FOR THE ELEVENTH GRADE STUDENTS OF SMAN 1

DEPOK YOGYAKARTA

Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikannya di Internet atau media lain untuk kepentingan akademis

tanpa harus meminta izin atau memberikan royalti kepada saya selama masih

mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 23 Februari 2010

Yang menyatakan

Maria Herlina


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ABSTRACT Herlina, Maria. 2010. Designing a Set of Supplementary Instructional Grammar Materials Using Contextual Teaching and Learning for the Eleventh Grade Students of SMAN 1 Depok Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University. The implementation of School-based Curriculum which recommended that grammar should not be taught separately in English lessons limited grammar discussion in English learning. According to the School-based Curriculum, grammar learning should be delivered through the four English skills: reading, listening, speaking and writing. This condition led the writer to provide supplementary grammar materials for the students. The supplementary grammar material was designed using Contextual Teaching and Learning (CTL) approach to gain students’ enthusiasm since boredom was easily met in grammar learning. Therefore, this study was aimed at designing a set of supplementary instructional grammar materials using contextual teaching and learning for the eleventh grade students of SMAN 1 Depok Yogyakarta. There were two research problems formulated in this study: (1) how is a set of supplementary instructional grammar materials using Contextual Teaching and Learning for the 11th grade students of SMAN 1 Depok Yogyakarta designed? and (2) how does a set of supplementary instructional grammar materials using Contextual Teaching and Learning for the 11th grade students of SMAN 1 Depok Yogyakarta look like? To answer those problems, the writer proposed some research steps which were adapted from Kemp’s, Yalden’s and ADDIE instructional design models. Since the method used in this study was an Educational Research and Development (R&D), the writer’s research steps were suited to the first five steps of R&D. The research steps were: (1) conducting need survey, (2) reviewing the school syllabus, (3) stating competence standard, selecting basic competencies, and listing the topics, (4) listing learning objectives, (5) listing subject contents, (6) selecting learning activities, (7) designing the materials, (8) evaluating the designed materials, and (9) revising the designed materials. Based on the data obtained from distributing a questionnaire to eleventh grade students and conducting interview with English teachers of SMAN 1 Depok, the supplementary grammar materials were designed. To improve the designed materials, an evaluation was conducted by distributing a questionnaire to the experts involving an English lecturer, three English teachers and an English instructor. The evaluation result was used to present the final version of the designed grammar materials. The designed grammar materials consisted of eight units with eight grammar topics, namely (1) Simple Past Tense, (2) Past Continuous Tense, (3) Past Perfect Tense, (4) Simple Future Tense, (5) Modal Auxiliaries and Adverbs of Certainty, (6) Nouns and Nouns Phrases, (7) Pronouns and Relative Pronouns,


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and (8) Compound and Complex Sentences. In general, these materials were considered acceptable by the evaluators.


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ABSTRAK

Herlina, Maria. 2010. Designing a Set of Supplementary Instructional Grammar Materials Using Contextual Teaching and Learning for the Eleventh Grade Students of SMAN 1 Depok Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Implementasi Kurikululum Tingkat Satuan Pendidikan (KTSP) yang menetapkan bahwa grammar sebaiknya tidak diajarkan secara terpisah dalam pelajaran Bahasa Inggris membuat pembahasan grammar dalam pembelajaran bahasa Inggris terbatas. Berdasarkan Kurikulum Tingkat Satuan Pendidikan, pembelajaran grammar sebaiknya disampaikan melalui empat skills Bahasa Inggris: membaca, menyimak, berbicara, dan menulis. Hal ini menyebabkan penulis ingin menyediakan materi pembelajaran grammar tambahan untuk siswa. Materi pembelajaran grammar tambahan ini dirancang menggunakan pendekatan Contextual Teaching and Learning (CTL) untuk menarik antusiasme siswa karena kebosanan seringkali ditemui dalam pembelajaran grammar. Oleh karena itu, studi ini bertujuan untuk menyusun seperangkat materi pembelajaran grammar tambahan yang menggunakan Contextual Teaching and Learning untuk siswa kelas sebelas di SMAN 1 Depok Yogyakarta. Ada dua permasalahan yang dirumuskan dalam studi ini: (1) bagamanakah seperangkat materi pembelajran grammar tambahan yang menggunakan CTL untuk siswa kelas sebelas di SMAN 1 Depok dirancang? dan (2) seperti apakah seperangkat materi pembelajaran grammar tambahan yang menggunakan CTL untuk siswa kelas sebelas di SMAN 1 Depok? Untuk menjawab dua rumusan masalah tersebut, penulis menyusun beberapa langkah penelitian yang diadaptasi dari model rancangan instruksional oleh Kemp, Yalden and ADDIE. Karena metode yang digunakan dalam studi ini adalah Educational Research and Development (R&D), langkah penelitian penulis disesuaikan dengan lima langkah pertama dalam R&D. Langkah-langkah penelitian dalam studi ini adalah: (1) melakukan analisis kebutuhan, (2) mengulas silabus sekolah, (3) menetapkan standar kompetensi, memilih kompetensi dasar, dan merumuskan topik, (4) merumuskan tujuan pembelajaran, (5) merumuskan isi materi, (6) memilih kegiatan pembelajaran, (7) merancang materi, (8) mengevaluasi materi, dan (9) merevisi materi. Penulis merancang materi pembelajaran grammar tambahan berdasarkan data yang diperoleh dari kuisioner yang disebarkan kepada siswa kelas sebelas dan interview yang dilakukan dengan guru Bahasa Inggris di SMAN 1 Depok. Sebuah evaluasi dilakukan untuk mengembangkan materi yang telah dirancang dengan menyebarkan kuisioner kepada para ahli yang meliputi seorang dosen Bahasa Inggris, tiga orang guru Bahasa Inggris dan seorang instruktur Bahasa Inggris. Hasil evaluasi digunakan untuk menyajikan versi akhir dari materi grammar yang dirancang. Materi grammar yang disusun terdiri dari delapan unit dengan delapan topik, yaitu (1) Simple Past Tense, (2) Past Continuous Tense, (3) Past Perfect


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Tense, (4) Simple Future Tense, (5) Modal Auxiliaries and Adverbs of Certainty, (6) Nouns and Nouns Phrases, (7) Pronouns and Relative Pronouns, dan (8) Compound and Complex Sentences. Secara umum, materi ini dianggap dapat diterima oleh para evaluator.


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ACKNOWLEDGEMENTS

My first gratitude goes to the Almighty God. Because of his grace I could

finally finish my thesis. Due to His generosity I could undergo the research

smoothly and could fight against my laziness. I would like to convey my greatest

gratitude to some people who had supported and facilitated me in accomplishing

this study.

I am deeply grateful Drs. J.B. Gunawan, M.A. for being patient in

guiding, helping and encouraging me in finishing my thesis. My deepest gratitude

also goes to F. Chosa Kastuhandani, S.Pd., Subiyadi, S.Pd., Priyanta Ari

Nugraha, S.Pd., Sri Suryanti, S.Pd. and Emmanuela Swastika Datu, S.Pd. for

evaluating and giving beneficial suggestions for the designed materials.

The accomplishment of my study could not be separated from the role of

all English lecturers of English Language Education Study Program of Sanata

Dharma University. Hence, I dedicate my deepest thank to all the lecturers for

giving me invaluable knowledge.

I would like to address my sincere gratitude to my beloved parents for

their everyday hard work to fulfill me with the facilities I needed for living and

learning. Their encouragement, understanding and patience enabled me to finish

this study. Nothing is compared to their love to me. My special thank goes to my

elder sister, Yeyen, for supporting me to immediately complete my thesis and

having a job to make our dreams come true. The fact that my little sister, Eva, has


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grown up a lot made me eager to pass thesis examination soon. Therefore, I thank

her for that.

I dedicate my greatest gratitude to all my friends. For my PBI friends

(especially Lucia, Linda and Dee), I thank them for being best friends for the last

four years and for the togetherness we shared. Their acceptance gave me spirit to

learn. I am grateful to Lucia for encouraging me to work on my thesis and

accompanying me to have step together in finishing the thesis. I warmly thank

Ganish, Betty, Andre and Bondan for their unexhausted struggle in completing

SPD project for MAGIS English Course, and Sedik for being a good friend.

My greatest gratitude goes to Ermi for being my best friend from the first

time I came to Yogyakarta, encouraging me to go to library and lending me her

available flash disc to save data. A special thank I address to Bertin who willingly

facilitated me with a printer hence I could print colorful materials cheaply. For

Etik, Vivi, Agung, Petrus, Etty, Eni, Ondot, BEDAYONG community and other

friends who cannot be mentioned by names, I am grateful to them all for their

friendship and for being an inspiration for me to step forward.

Maria Herlina


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TABLE OF CONTENTS

Page

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

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

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

STATEMENT OF WORK’S ORIGINALITY ............................................. v

ABSTRACT ...................................................................................................... vii

ABSTRAK.......................................................................................................... ix

ACKNOWLEDGEMENTS............................................................................. xi

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

LIST OF FIGURES ......................................................................................... xiv

LIST OF TABLES ........................................................................................... xv

LIST OF APPENDICES ................................................................................. xvii

CHAPTER I INTRODUCTION..................................................................... 1

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

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

C. Problem Limitation .................................................................... 5

D. Research Objectives ................................................................... 5

E. Research Benefits....................................................................... 6

F. Definition of Terms.................................................................... 6

CHAPTER II REVIEW OF RELATED LITERATURE ............................ 9

A. Theoretical Description.............................................................. 9

1. Instructional Design Models ................................................ 9

a. Instructional Design Model by Kemp............................ 9

b. Instructional Design Model by Yalden .......................... 11

2. Grammar .............................................................................. 12

a. The Nature of Grammar ................................................. 13


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b. Grammar Learning......................................................... 15

1) The Learning of Grammar ....................................... 15

2) The Teaching of Grammar ....................................... 17

3. Contextual Teaching and Learning (CTL)........................... 19

a. The Nature of CTL......................................................... 20

b. The Characteristics of CTL............................................ 23

B. Theoretical Framework .............................................................. 24

CHAPTER III METHODOLOGY ................................................................ 28

A. Research Method......................................................................... 28

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

C. Research Instruments................................................................... 30

D. Data Gathering Technique .......................................................... 31

E. Data Analysis Technique............................................................. 32

F. Research Procedure .................................................................... 34

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION.................... 35

A. Research Findings ...................................................................... 35

1. Conducting Need Survey .................................................... 36

2. Reviewing the School Syllabus............................................ 38

3. Stating Competency Standard, Selecting Basic

Competencies and Listing the Topics .................................. 38

4. Listing Learning Objectives................................................. 39

5. Listing Subject Contents ...................................................... 40

6. Selecting Learning Activities............................................... 41

7. Designing Materials ............................................................. 42

8. Evaluating the Designed Materials ...................................... 43

9. Revising The Designed Materials ........................................ 47

B. The Discussion on Materials Evaluation.................................... 50

C. Presentation of the Designed Materials ..................................... 55


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CHAPTER V CONCLUSIONS AND SUGGESTIONS .............................. 57

A. Conclusions................................................................................ 57

B. Suggestions ............................................................................... 59

REFERENCES ................................................................................................. 60

APPENDICES .................................................................................................. 62


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LIST OF FIGURES

Page

Figure 1: Kemp’s Model: the relationship of each step in the plan

to the other step ............................................................................ 10

Figure 2: Yalden’s Model: Language Program Development ..................... 12

Figure 3: A Three-Dimensional Grammar Framework ............................... 16

Figure 4: Research Framework..................................................................... 27

Figure 5: Comparison between Writer’s Research Framework

and R & D Steps............................................................................ 29


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LIST OF TABLES

Page

Table 3.1: Questionnaire’s Points of Measurement .................................... 33

Table 3.2: Table of Central Tendency......................................................... 34

Table 4.1: Writer’s Units Development ...................................................... 43

Table 4.2: The Description of Evaluators ................................................... 44

Table 4.3: Closed-form questionnaire’s result and central tendency ......... 45

Table 4.4: Open-form questionnaire’s result .............................................. 46

Table 4.5: The revision on activities ........................................................... 48

Table 4.6: The revision on exercises........................................................... 49


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LIST OF APPENDICES

Page

A. Surat Izin Penelitian .................................................................................... 63

B. Surat Keterangan Penelitian ……………………………………………… 65

C. Questionnaire for Students........................................................................... 67

D. Interview Questions ..................................................................................... 70

E. Questionnaire for Evaluators........................................................................ 72

F. General Description ..................................................................................... 75

G. Research Syllabus ........................................................................................ 79

H. Lesson Unit Plan .......................................................................................... 88

I. Designed Materials....................................................................................... 92


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CHAPTER I

INTRODUCTION

This section provides basic formulations for conducting the research.

There are five major sections formulated in this chapter. They are Research

Background; it is why this research is conducted, Problem Formulation; it

includes the research questions, Problem Limitation; it is to limit the scope of

research focusing problem, Research Objectives; what to be gained by conducting

this research, Research Benefits; it is the contribution of the research towards

subject and object in which the research exists, and Definition of terms; it

describes some major terms related to this research.

A. Research Background

English is the first widely used international language in the world. Not

only American and European countries, where English is used, but also many

other countries from other continents, have acquaintance with this language as a

response to the globalization and free market era. The demand of English mastery

increases as the development of an era to open an access to the international

world. Hutchinson and Waters (1987 in Putyarini, 2003: 1) argue that as English

becomes the accepted international language and commerce, it creates a new

generation of learners who want to study English specifically based on their needs

of learning English. Realizing the importance of English, the government of

Indonesia regulates that English learning should start at an early stage in formal


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education. Mastering English is not a matter of conquering a wide range of

vocabulary; it also involves the mastery of language structure. Grammar

awareness leads an English language learner to be able to produce language

accurately. The grammatical accuracy of a speaker and an addressee prevents a

misunderstanding between the two. However, grammar is not simply about form,

it is about meaning as well. In addition, grammar is also about appropriateness of

use. It is correct to say that grammar has to do with accuracy of form, but it is

insufficient. It also relates to meaningfulness and appropriateness as well (Larsen

and Freeman, 2003: 14). Another researcher proposed that the goal of foreign

language learning is not only to exchange words with people who speak that

language but actually to understand what they mean (Kramsch, 1993: 34). The

appropriateness of form of an utterance reveals the meaning to be conveyed.

Hence, people are able to transmit and receive an idea or a message clearly. The

need of a clear communication makes grammar as one of the most important

elements of language learning, as supported by Peck (1988: 127), “Language is

organized according to rules. If we don’t know the rules, we cannot communicate.

Without them, speech is no more than sounds; writing no more than

hieroglyphics.”

Besides a good lesson delivery by the teacher, the learner at the first hand

determines the success of foreign language learning. Language learning will be

meaningful if the learner is highly motivated to master the language being learnt.

As proposed by Whitehead (1967: 31 in Johnson, 2002: 37), there would be no

mental development without any interest. Interest is the base of attention and


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comprehension. Nevertheless, the learners are likely to be bored and not

enthusiastic when facing a grammar lesson because of its complexity. There are

some ways to create a meaningful learning; one of those is by preventing the

learner from experiencing a boring learning situation. Conducting a contextual

teaching and learning (CTL) can be an effective way to avoid boredom in a

classroom. The quality meaning is the contextual meaning, by relating learning

material to personal and social environment (Johnson, 2002: 20). Context in CTL

deals with a real life situation related to the learner’s interest and experience,

which can motivate them to be enthusiastic about the teaching-learning process.

Therefore, the learner will pay full attention to the foreign language acquisition,

which results in a meaningful learning. This context will be realized as

instructional learning materials applied in the classroom.

However, the design of these learning materials comes to be

supplementary. Because of the prevailing rule of the School-based Curriculum

which states that grammar is a part of English language skills, an independent

grammar lesson has been removed. Grammar should be inserted in particular

English skills learning. In this study, the grammar material becomes a supplement

to enrich students’ knowledge about language structure since the main textbook

with curriculum content standard has provided the students with grammar focus.

Nevertheless, that grammar focus provides limited explanations and exercises.

Moreover, the grammar presentation in this study appears to be contextual which

can help students to gain more understanding about language structure.


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The eleventh grade students of senior high school are chosen for this

research since they have been provided with and exposed to various language

structures in English lessons. They are supposed to master more complex

grammar patterns. The School-based Curriculum emphasizes giving more portions

to the reading skill in learning English at senior high school. Meanwhile, reading

texts supply various language structures to be mastered in order to comprehend

their content. This makes grammar greatly important in mastering the reading

skill. The demand of more portions in mastering reading skill appears in response

to the National Final Examination in which most questions in the examination are

provided with reading texts. Moreover, the sections which contain grammar

learning in the textbook used by the 11th grade students of Senior High School are

always preceded by reading texts.

This research took place in SMAN 1 Depok, Yogyakarta since this Senior

High School has applied the School-based Curriculum in teaching learning

process. One of the indicators is that the students’ main textbook is based on the

content standard of School-based Curriculum 2006. In addition, based on the

writer’s experience in conducting teaching practice in SMAN 1 Depok, the 11th

grade students have a high interest in language structure, in spite of their difficulty

in comprehending grammar.

B. Problem Formulation

By conducting this research, the researcher would like to find the answers

to two major questions.


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1. How is a set of supplementary instructional grammar materials using

Contextual Teaching and Learning for the 11th grade students of SMAN 1

Depok Yogyakarta designed?

2. How does a set of supplementary instructional grammar materials using


Depok Yogyakarta look like?

C. Problem Limitation

This research focused on the design of instructional grammar materials.

This design concerned the English instructional grammar materials, which were

correlated with the particular context, and the materials were specifically designed

for the need of the 11th grade students of Senior High School, particularly of the

2nd semester students. Context here is the real life situation related to the learner

actual environment and experience. Therefore, in this study, the topics and

grammar items chosen followed the contexts which are related to the real situation

experienced by the 11th grade students of SMAN 1 Depok, Yogyakarta.

D. Research Objectives

There are two objectives of conducting this research.

1. To find out how a set of supplementary instructional grammar materials using


Depok Yogyakarta is designed.


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2. To present a set of supplementary instructional grammar materials using


Depok Yogyakarta.

E. Research Benefits

The result of this research should be beneficial for some parties.

a) Teachers

For teachers, this research could be a recommendation for them to encourage

the students in mastering English grammar. This material design might help

the teachers to improve their techniques, strategies, and creativity in teaching

English grammar for Senior High School.

b) Students

For students, this study was expected to help them to be better in learning

English grammar by correlating it to their real life experience, which would

attract their interest in learning.

c) Future Researchers

For future researchers, this research finding was expected to be an inspiration

in contributing a meaningful idea to create a material design for them and in

searching another finding.

F. Definition of Terms

In order to avoid readers’ misconception, the writer gives definitions of

some terms used in research.


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1. Instructional Design

Instruction refers to the process of teaching; knowledge or teaching given

(Hornby, 1955: 619), and Design refers to the plan developed to guide

educational activity in a situation or the plan which can be inferred by an

analyst of that activity (Houle, 1978: 230). Instructional design is the

systematic process of translating general principles of learning and instruction

into plans for instructional materials and learning

(http://www.coe.uh.edu/courses/cuin6373/whatisid.html, accessed on July 27,

2009). In this study, instructional design is the instructional learning plan

developed as a guideline for teaching educational knowledge or activity.

2. Contextual Teaching and Learning

Contextual teaching and learning (CTL) is a learning concept which helps

teachers relating learning material to learners’ real life situation, and

encouraging learners to make a correlation between the knowledge possessed

and its application in their daily life (Muslich, 2007: 41). In this study, CTL is

a concept which guides the teacher to design contextual instructional grammar

materials, in which the context here refers to the real life situation related to

the learners’ actual experiences and surroundings.

3. Grammar

Grammar is the rules by which words change their forms and are combined

into sentences, or the study or use of these rules (Longman, 2001: 795).

According to Jackson (1990: 3), grammar is the structure or organizing


8

principles of language. In this study, grammar is the rules or principles of

forming phrases and sentences to be an acceptable English language form.

4. Supplementary instructional material

According to the Longman (2001: 1892), supplementary is an adjective to

describe something which is provided in addition to what already exists. In

this study, the supplementary instructional material refers to the grammar

materials which become a supplement for those which have existed on

students’ English textbook at Senior High School.

5. SMAN 1 Depok, Yogyakarta

SMAN 1 Depok, Yoyakarta is a public school which is located at Babarsari,

Depok, Sleman, Yogyakarta. This Senior High School has 18 classes which

consist of grade X, XI, XII. However, this study is applied to the second grade

students or grade XI which consists of Social and Science programs. Both

programs are presented with the same grammar topics in English learning.

This school has implemented School-based Curriculum (KTSP) since

academic year of 2006/2007.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with review on literature related to the area being

searched in this study. There are two sections in this chapter: Theoretical

Description and Theoretical Framework. Theoretical Description contains

citations and paraphrases of the theories and other relevant research studies which

contribute knowledge to the focus of this study. Theoretical Framework consists

of summary and synthesis of all major relevant theories to give answers to

research questions, and this section provides the relation between theories and this

study.

A. Theoretical Description

Based on the area being searched in this study, the researcher divides this

section into three parts, namely Instructional Design Models, Grammar, and

Contextual Teaching and Learning (CTL).

1. Instructional Design Models

There are some models for designing instructional learning materials. The writer

finds three models related to the area being searched.

a. Instructional Design Model by Kemp

Kemp (1977: 8 – 9) suggests a development of instructional design plan

which consists of eight interdependent elements as follows:


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1) Determine goals, make a list of topic, and state the general purposes for

teaching each topic.

2) Enumerate the important characteristics of the target learners.

3) Specify the learning objectives as measurable outcomes of the learners.

4) List the subject content which supports each objective.

5) Develop pre-assessment to determine learners’ background and existing

knowledge about the topic.

6) Select teaching-learning activities and instructional resources which lead the

learners to accomplish the objectives through the subject content.

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

and schedules to perform the instructional design plan.

8) Evaluate learners’ achievement as accomplishment of objectives, and then

revise and reevaluate any phases of the plan that need improvement.

The relationship between each element/step is illustrated as Figure 1.

Figure 1: Kemp’s Model: the relationship of each step in the plan to the other step (Kemp, 1977: 9)

Revise

Goals, Topics, General Purposes Evaluation

Support Services

Teaching-learning Activities, Resources

Learner Characteristics

Learning Objectives

Subject Content

Pre-assessment


11

The process in this model is flexible. Its elements are interdependent.

Therefore, a researcher may start with whichever step he is ready to start, and then

move back and forth to the other steps. However, the plan for one step may affect

the plan in another step; what is done in one step influences the later step.

b. Instructional Design Model by Yalden

Yalden (1987: 88) proposes some stages in language program

development which are constructed as follows:

1) Conducting need survey

2) Clarifying the purpose of language program based on need analysis.

3) Selecting a type of syllabus to be used in the program.

4) Describing the content of the syllabus, including general notion and specific

topics, communicative functions and events, and also grammar and lexis.

5) Providing a repertoire of words and phrases based on the functions and topics.

6) Developing and implementing the language program in the classroom (the

selection of materials, exercises, techniques and the preparation of lesson unit

plan).

7) Evaluating the whole components in the language program, involving the

students, the instructional program, and the teaching.

8) Fitting the goals with the final performance of the learners or evaluating the

program.

Yalden illustrates those stages into Figure 2.


12

Figure 2: Yalden’s Model: Language Program Development (Yalden, 1987: 88)

This model provides a clear order for every element to be followed.

Nevertheless, the elements of proto and pedagogical syllabuses production are not

significant since they have been represented by the selection and development of a

syllabus type.

Richards (1990: 15) states that an effective instructional material has some

characteristics: (1) it maintains students’ interests, (2) it is appropriate to students’

need and background, (3) it provides examples of how language is used, (4) it

provides meaningful activities for students, and (5) it provides communicative and

authentic language use.

Referring to those characteristics, the researcher adopts some steps of

design models of Kemp and Yalden to be the procedure in conducting this study.

Those steps are need survey, goals description, materials design and development,

evaluation, and revision.

2. Grammar

The explanation about grammar composed by the writer of this research

involves the Nature of Grammar and Grammar Learning.

Production of a pedagogical

syllabus

Needs Survey

Description of

Purpose

Selection & Development of Syllabus

Type

Production of a proto syllabus

Evaluation

Development & Implementation of Classroom procedures


13

a. The Nature of Grammar

Larsen and Freeman (2003: 13 – 19) proposed some statements of the

nature of grammar which are relevant with this study as follow

1) Grammar has to do with accuracy.

Grammar accuracy involves the accuracy of form and that of meaning.

Larsen and Freeman (2003: 14) say, “Grammar is not simply about form; it is

about meaning as well. It is not incorrect, but it is insufficient, to say that

grammar has to do with accuracy of form; it relates to meaningfulness and

appropriateness as well.” For instance, when a student produces the sentence The

day is shiny, while its intended meaning is The day was shiny, he creates a correct

form of sentence but he fails to convey his intended meaning.

2) Grammar has to do with rules and reasons.

Rules serve the generalization about the form of language. However, rules

have exceptions. Knowing the existence of exceptions in grammar learning,

Larsen and Freeman prefer to think of teaching rules and reasons. By teaching

reason, a teacher helps the students to realize the underlying logic to the language

they are learning. If they understand the logic of the language, they will be able to

understand rules and their exceptions.

3) Grammar is non-arbitrary.

Grammar seems arbitrary since the same rules of form may produce

different meanings. For instance, the existential there which fills the subject

position in the sentence There is the snowstorm coming. When someone says

There is the snowstorm, he might be warning listener of the snowstorm. By giving


14

stress in the word there, it is a locative adverbial there. However, Larsen and

Freeman (2003: 16) believe that “once a form has been settled upon to convey a

particular meaning, then arbitrariness is less of an issue.”

Generally, Larsen and Freeman (2003: 142) formulate that

“Grammar(ing) is one of the dynamic linguistic processes of pattern formation in

language, which can be used by humans for making meaning in context-

appropriate way.”

However, the nature of grammar can not be defined by considering

only one expert’s opinion since different experts may have different definition of

what grammar is. Grammar is considered as the rules of a language, which

concerns the way where the language user or learner can put words together in

order to make sentences (Collins, 1990: 632). Meanwhile, Jackson (1990: 3)

considers grammar as the structural or organizing principles of language which

include syntax and morpheme.

Based on the definitions proposed by some experts above, grammar is

a tool for creating a meaningful unit derived from combination of words.

Grammar deals with rules of constructing sentences in order to be acceptable in

form and meaning. In this study, the design of grammar materials focused on

sentence construction by considering the accuracy of form and meaning based on

the rules and the reason follows.


15

b. Grammar Learning

In association with language learning, Larsen and Freeman (2003: 19 – 23)

divide this section into two parts: the Learning of Grammar and the Teaching of

Grammar.

1) The Learning of Grammar

There are three statements apply to the learning of grammar.

a) Grammar is not acquired naturally; it has to be taught.

It is a myth that grammar is acquired naturally, that it does not need to be

taught. As Larsen and Freeman (2003:78) argue that only view learners would

learn grammar outside classroom as efficiently as within classroom, even if they

have an opportunity to live in a community where the target language is spoken.

The perception that grammar can be acquired naturally is prevailed to the first

language (L1) acquisition, but not to the second language (L2) learning.

b) Grammar structures are not acquired in a set order

When learners have mastered a particular form of language structure, it is

possible for them to find backsliding, when their performance regresses, when

new forms are introduced. The language acquisition process has no linear nature.

c) All aspects of grammar are not learned in the same way.

There is no single mechanism for all aspects of grammatical structure

acquisition. The complexity of language makes one explanation about grammar

insufficient.


16

According to Larsen and Freeman (2003), there are three dimensions of

grammar that play an important role in language learning, they are form, meaning,

and use. Below is the figure of the three dimensions of grammar.

Figure 3: A Three-Dimensional Grammar Framework (Larsen and Freeman, 2003: 35)

a) Form

It is how a language unit is formed. It is related to the pattern or structure

of constructing an acceptable unit of language.

b) Meaning

It is related to the essential meaning of a language unit. The general

categories of meaning are called notions. Notions deal with space (location,

distance, motion, size) and time (indication of time, duration, sequence).

c) Use

It is related to when and why a language unit is used. This dimension has

the units of social functions (such as promising, inviting, agreeing, disagreeing,

Form Meaning (Semantics) Use (Pragmatics)


17

and apologizing) and discourse patterns (such as those that contribute to the

cohesion of text).

Form, meaning, and use of language are interdependent dimensions. A

successful language learner is one who is able to produce a correct form of

language with its intended meaning, and to deliver a language form for an

appropriate purpose. Hence, in language learning, those three dimensions are to be

learned without exception in order to master target language. Once a learner has

mastered a target language, he is capable of communicating it accurately.

Therefore, the design of grammar materials in this study dealt with the form of

acceptable English sentence which conveys its intended meaning by performing

its appropriate use.

2) The Teaching of Grammar

There are two relevant statements apply to the teaching of grammar.

a) Grammar has to do with practice

Larsen and Freeman (2003: 13) believe that by practicing, learners learn

how to use the language. However, this practice should not be the sort of

repetition, which is boring. A lot of rote repetition does not overcome the inert

knowledge problem of grammar learning, which is the response of displeasure

from the students when they are asked to have a grammar exercise.

b) Feedback is necessary in teaching grammar.

Feedback means evaluative information available to learners concerning

their linguistic performance (Larsen and Freeman, 2003: 123). The job of an


18

English teacher is to maximize learning by shaping optimal conditions for it to

take place. Receiving feedback on learners’ performance so that they can see what

is acceptable and what is not is one of those optimal conditions.

c) Grammar (teaching and/or learning) is never boring.

It is the duty of an English teacher to engage the students to focus on what

they are learning. The teacher should find a way to make grammar practice

meaningful, not to present a system of static rules. Nevertheless, grammar

teaching is a complex process, which cannot be treated by repeating the same set

of procedures while expecting the same results (Larsen and Freeman, 2003: 140).

Peck (1988: 145 - 148) suggests five categories of grammar teaching

which are the principles or steps of teaching grammar.

a) Identification

The teacher focuses the students’ attention on certain ‘key’ forms of rules.

It might be done by directing attention to verbs occurring in a certain tense.

b) Classification

The teacher invites the students to distribute and arrange the grammatical

features. Classification can be done by naming the words by part of speech,

arranging verbs by gender, or labeling the unit by grammatical terminology, e.g.

simple, present, and continuous.

c) Systematization

The teacher brings the observed grammatical features under the rule. This

can be done by stating or illustrating the purposes for which certain structures are

used, e.g. the future tense is used to indicate intention or prediction.


19

d) Application

The teacher ascertains that the former explanation or information has been

understood and retained by the students by asking them to apply the rule to the

further examples.

e) Generalization

The teacher gives a general statement or states a rule to cover all

grammatical features and examples of a certain type of form.

Concerning the nature of grammar and grammar learning above, this study

focuses on the rules for forming an acceptable unit of language which is sentence.

In forming an acceptable sentence of English, a learner is supposed to learn not

only form but also meaning and use. Either learner or teacher is insisted to play an

important role to succeed grammar learning. There are some principles to be

applied by the teacher in teaching grammar, namely Identification, Classification,

Systematization, Application and Generalization. These principles are believed to

be effective ways to teach grammar in second or foreign language learning.

Those five principles would be a consideration for the writer in designing

grammar materials in this study.

3. Contextual Teaching and Learning (CTL)

The understanding about CTL is exposed through two following scopes;

they are The Nature of CTL and The Characteristics of CTL.


20

a. The Nature of CTL

Muslich (2007: 41) defines CTL as a learning concept that helps the

teacher to create a relation between learning materials presented and learners’ real

life environment, and to encourage the learners to relate their existing knowledge

to its application in their daily life. According to Muslich, the philosophical basis

of CTL is Constructivism, which emphasizes that learning is not merely a matter

of memorizing, but reconstructing or developing knowledge and skills through

facts and proportions the learners experience in their real life.

COR (Center for Occupational Research) in America formulates five

concepts of CTL with abbreviation REACT (Muslich, 2007: 41 – 42).

1) Relating

Learning has to correlate real life situation with new information to be

understood or with problems to be solved.

2) Experiencing

The knowledge is attained through learning by giving priority to thinking

process with inquiry cycle.

3) Applying

Learning is implementing the result of learning to the practical use and need.

4) Cooperating

Learning is sharing information and experience, responding, and

communicating. Cooperating is consistent to the contextual learning.


21

5) Transferring

Learning is exploiting knowledge and experience to gain new knowledge and

learning experience based on new context.

According to Johnson (2002: 65), CTL is a comprehensive system which

consists of interrelated parts. If those parts are united, the result of those will be

better than that of being given by each part. CTL is a system of learning which is

based on a philosophy that students will be able to absorb the learning if they are

able to catch the meaning in the given academic materials and they will be able to

catch the meaning in the learning tasks if they are able to correlate the new

information with their existing knowledge and experiences (Johnson, 2002: 14).

Based on contextual teaching and learning point of view, meaning

appears from the connection between content and context. The context gives

meaning to the content. The more connections students find in a wide context, the

more meaningful the content for them. Contextual teaching and learning involves

the learners in a significant activity that helps them to relate academic learning to

their real life context.

The science of nervous system ascertains the relation between human’s

brains with meaning. The brain creates meaning of new information by

connecting it with the existing knowledge and skills. The brain searches for

meaning and keeps it continuously. This is why the learning process needs to

involve the students in finding meaning by understanding what they are learning.

Because of its framework that invites learners to make connections to find


22

meaning, CTL is potential to gain students’ interest which is the base for the

attention and understanding to the learning (Johnson, 2002: 37).

In addition, Johnson (2002) suggests that CTL has three scientific

principles which make contextual teaching and learning move towards academic

superiority, they are

1) Interdependent principle

Language is an interdependent unit. Without interdependence, language

would stop, together with other connections in the human brain since we would

not be able to think and to communicate. This interdependent principle guides

human to the creation of relationship, not to the isolation. This principle is in line

with CTL, which enables the language learners to make connections to find

meaning.

2) Differentiation principle

Differentiation refers to the continual stimulus from the universe to

produce unlimited diversity and uniqueness. Differentiation principle contributes

creativity. The teacher of CTL applies this principle in classroom to present

creativity, uniqueness, diversity, and cooperation. In CTL, the students are

challenged to think creatively to increase cooperation with their classmates to

carry out their self-regulated learning, and to develop by their own steps.

3) Self-regulation principle

In self-regulation principle, all the things are regulated, defended, and

realized by self. According to this principle, the teachers are to encourage the

students to explore their potencies by relating the tasks to their personal


23

experience and knowledge. When the learners create a relationship between the

academic context and their personal real life, they are involved in self-regulation

principle.

b. The Characteristics of CTL

Referring to the definition of REACT, Muslich (2007: 42) formulates

seven characteristics of CTL, as follows

1) Learning in real life setting

Learning is in the authentic context. It is aimed at skill achievement which is

carried out in natural environment.

2) Meaningful learning

Learning provides students with meaningful tasks.

3) Learning by doing

Learning is carried out by presenting meaningful experience to the students.

4) Learning in a group

Learning is conducted through working in a group and peer assessment.

5) Learning to know each other deeply

Learning provides students with opportunity to create togetherness, to

cooperate, and to have mutual understanding.

6) Learning to ask, to inquiry, to work together

Learning is carried out actively, creatively, productively, and by giving

priority to cooperation.


24

7) Learning as an enjoyable activity

Learning is carried out in an enjoyable situation.

In language learning, CTL is applied as an approach in conducting

teaching learning process. Contextual teaching and learning is considered to be

effective for language learning since its framework follows brain’s framework

which drives a connection between information or stimulus received and language

transmitted. In addition, the brain function follows the principles of

interdependence, self-organization, and differentiation which are the scientific

principles of CTL. These principles are needed in language learning to gain

learners’ enthusiasm.

Some of the characteristics of CTL are relevant to this study. The

materials design in this study reveals learning in real life setting. The learning

materials are related to learners’ real life context through providing meaningful

tasks and enjoyable activities which involve their cooperation in group. Therefore,

a meaningful and enjoyable learning condition is created.

B. Theoretical Framework

Grammar is related to the form, meaning and use. Therefore, grammar

learning cannot be separated from those three dimensions. Meanwhile, Contextual

Teaching and Learning (CTL) is related to the concept of REACT which stands

for Relating, Experiencing, Applying, Cooperating and Transferring. The theories

of grammar and CTL would be a consideration in designing the materials in this

study. The writer took some principles of teaching grammar by Peck (1988: 145 -


25

148) and some characteristics of CTL by Muslich (2007: 42) to be applied in the

designed materials.

Reviewing the instructional design models by Kemp and Yalden, the

writer adopted some steps from those models. The writer considered those two

models since they complete each other and provide the steps needed in this study.

The general form of theoretical framework of this study follows Yalden’s design

model. Nevertheless, the steps in the framework are the combination of the two

models. The writer carried out some major steps, namely identifying learner’s

need, reviewing the syllabus, designing the materials, and revising the designed

materials.

1) Conducting need survey

In this study, need survey is important to be conducted for gaining data about

what the learners need in their materials. This data is to help the materials

designer to develop the materials and activities, to state the goals, and to

evaluate the existing syllabus.

2) Reviewing the school syllabus

The writer is not going to design a syllabus since it has existed in Senior High

School in which the study takes place. Hence, the writer conducts a review to

the existing syllabus by referring to the research need.

3) Stating competence standard, selecting basic competencies, and listing the

topics

The determination of competence standard and basic competencies is in

accordance to School-based Curriculum for the second grade students of


26

Senior High School. The topics chosen are suited to the school syllabus and

students’ main textbook.

4) Listing learning objectives

Learning objectives are the indicators to be attained in each teaching learning

activity.

5) Listing subject contents

Since the materials being designed are supplementary to the existing materials,

the subject contents follow the School-based Curriculum and theories of

grammar and CTL.

6) Selecting learning activities

The learning activities are presented as media to achieve learning objectives.

Hence, the design of activities in classroom should be meaningful for the

students. These activities are related to learners’ real life setting based on the

principles of CTL.

7) Designing materials

The learning materials are developed based on the syllabus.

8) Evaluating the designed materials

The writer only evaluates the designed materials since this design was not

implemented. Hence, the writer cannot evaluate the learners and the teaching

learning activities.

9) Revising the evaluated materials

After obtaining feedback from the materials evaluators, the writer revise the

designed materials to have the final version of the designed materials.


27

The writer presents the 9 (nine) steps of research framework in

Figure 6.

Figure 4: Research Framework

3. Competency Standard, Basic

Competency, Topics

7. Materials Design

4. Learning Objectives

5. Subject Content

2. Syllabus Review

1. Need Survey

8. Evaluation

6. Learning Activities

9. Revision


28

CHAPTER III

METHODOLOGY

This chapter presents how this research was conducted. It includes

Research Method; the type of research, Participants; a group of people to whom

the method of this study is applied, Instruments; the devices employed in

collecting data, Data Gathering and Analysis Techniques; the steps in compiling

data and the ways in interpreting data, and Research Procedure; the typical

stages/steps taken in conducting the research.

A. Research Method

The research was an educational Research and Development (R&D) in

which the research process is used to develop the designed materials. Borg and

Gall (1983: 772) stated that educational research and development (R&D) is a

process used to develop and validate educational products. According to Borg and

Gall (1983: 775), there was a cycle to be followed. In R &D cycle, there are ten

major steps.

The steps of writer’s research framework were in line with the steps in

R&D. Proving that they were in line, the writer’s steps were to be compared with

the first five steps of R &D which include (1) research and information collecting,

(2) planning, (3) develop preliminary form of product, (4) preliminary field

testing, and (5) main product revision. Meanwhile, the writer’s research

framework had nine steps, they are (1) need survey, (2) syllabus review, (3) listing


29

competency standard, basic competency, and topics, (4) listing learning

objectives, (5) choosing subject content, (6) stating learning activities, (7)

developing material design, (8) evaluation, and (9) revision. Figure 7 shows the

compliance of writer’s research framework with R & D cycle.

Writer’s Research Framework R & D First Five Steps

Figure 5: Comparison between Writer’s Research Framework and R & D Steps

3. Competency Standard, Basic

Competency, Topics

7. Materials Design

4. Learning Objectives

5. Subject Content

2. Syllabus Review

1. Need Survey

8. Evaluation

6. Learning Activities

9. Revision

(2) Planning

(3) Develop preliminary form of product

(4) Preliminary field testing

(5) Main product revision

(1) Research and information collecting


30

B. Research Participants

This study was carried out in SMAN 1 Depok Yogyakarta. The

participants of this research were the students of 11th grade and the English

teachers of 11th grade. Since this study was aimed at the 11th grade students of

Senior High School in general, this study took both Social and Science Program

classes as research samples. The survey was conducted to 1 class of Social

Program and 1 class of Science Program. Those participants used the same

English textbook for English lesson, which suited to the content standard of

School-based Curriculum. The other participants in this study were three English

teachers of the classes being surveyed, an English instructor from an educational

institution and a lecturer of English Education Study Program of Sanata Dharma

University. These five participants were to give comment and evaluation to the

designed grammar materials.

C. Research Instruments

In this study, there were two instruments used by writer to collect data.

These instruments were questionnaire and interview.

1. Questionnaire

Best (1970: 162 - 163) stated that there are two types of questionnaire,

namely “restricted or closed-form” and “unrestricted or open-form.” Closed-

form questionnaire calls for short check response, while open-form calls for

free response in the respondents’ own words. Hence, the writer composed

closed and open questionnaires. Closed-form questionnaire consisted of


31

statements about grammar learning which are supplied with points of

agreements to be chosen by the participants, while open questionnaire

provided some spaces to be filled by them related to their further opinions or

suggestions about grammar learning. The questionnaire was also distributed to

the materials evaluators to collect data about their opinions and evaluations to

the designed grammar materials.

2. Interview

Seliger and Shahomy (1986: 166) suggested that an interview was

conducted to obtain information by talking to the subject. In this study, the

interview was conducted to two English teachers of 11th grade of SMAN 1

Depok, Yogyakarta. One English teacher handled the science program class

and the other handled the social program class. This interview was to find out

further information about students’ needs in learning English grammar from

teachers’ point of views.

D. Data Gathering Technique

In gathering data about students’ need and interest, the writer

distributed questionnaire to the 11th grade students of SMAN 1 Depok,

Yogyakarta. The questionnaire’s content involved:

(1) Students’ interest and difficulty in learning English

(2) Students’ interest and difficulty in learning English grammar

(3) Students’ understanding of English grammar

(4) Students’ preferable activity and media in learning English grammar


32

(5) The implementation of School-based Curriculum

The distribution of the questionnaire was done on October 27, 2009 in XI IPS

1 and XI IPA 1 classes.

To find out about students’ need, characteristics and class situation

during the lesson, the writer conducted an interview to two English teachers

who handled Science and Social Program classes of 11th grade. The writer

held the interview on October 27, 2009 at the first break time and on October

30, 2009 at the second break time. Both interviews were conducted in the

library.

To collect data on evaluators’ opinions and suggestions in evaluating

the design materials, the writer provided closed and open questionnaires.

Those evaluators consisted of three English teachers, an English lecturer, and

an English instructor. The questionnaires were distributed on January 2, 2010.

The writer collected these questionnaires two weeks after on January 15, 2010.

The data from these questionnaires would guide the writer to have final

revision of the designed grammar materials.

E. Data Analysis Technique

Since this study is a descriptive research, the writer made a description

of the data by analyzing the questionnaires and interviews results. Through the

questionnaire, the writer wanted to measure the tendency of the respondents’

opinion. To find the central tendency of those, the writer provided the


33

questionnaire with four points of measurement to see respondents’ agreement

on the statements given. Those points are presented in Table 3.1.

Table 3.1: Questionnaire’s Points of Measurement

Points of Measurement Level Agreement

1 Strongly Disagree

2 Disagree

3 Agree

4 Strongly Agree

According to Best (1970: 225), central tendency measurement deals

with series of characteristics or scores. There are three indicators for

measuring central tendency; they are Mean, Median and Mode. Mean is the

arithmetic average and is obtained by accounting, Median is mid-point of the

ordered scores, and Mode is the most frequently occurring score. Following is

the formula for computing Mean

M = ∑X

N Where : M = Mean of the Scores

∑ = Sigma (Sum of)

X = Scores

N = Number of Scores (based on the number of respondents)


34

Then, the data were presented in a central tendency table which

consists of Statements, Points of Agreement and Mean.

Table 3.2: Table of Central Tendency

Points of Agreement No Statements 1 2 3 4

Central Tendency (Mean)

F. Research Procedure

Research procedures are the procedures or steps which the writer

had conducted in carrying out this study. All the procedures taken can be

concluded in following four major steps.

1. Conducting need analysis by distributing questionnaires to Science and

Social Program classes of the 11th grade students of SMAN 1 Depok,

Yogyakarta and performing an interview to two English teachers of 11th

grade of the same school.

2. Designing a set of supplementary instructional grammar materials based

on the result of need survey.

3. Distributing questionnaires to five materials evaluators involving of three

English teachers, an English lecturer, and one English instructor.

4. Revising the design materials based on the evaluation from the

questionnaires of the evaluators.


35

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this section, the writer would like to answer the two research problems

formulated in Chapter I. This section consists of the findings of the research, the

discussion on materials evaluation and the presentation of the designed materials.

The first part, research findings, reveals the steps of how a set of supplementary

instructional grammar materials using Contextual Teaching and Learning for the

11th grade students of SMAN 1 Depok Yogyakarta is designed. The second part,

the discussion on materials evaluation, presents the writer’s responses to the

evaluators’ opinions. Meanwhile, the third part, the presentation of the designed

materials, shows how a set of supplementary instructional grammar materials

using Contextual Teaching and Learning for the 11th grade students of SMAN 1

Depok Yogyakarta looks like.

A. Research Findings

This section is to answer the first question of problem formulation, how a

set of supplementary instructional grammar materials using Contextual Teaching

and Learning for the 11th grade students of SMAN 1 Depok Yogyakarta is

designed. Searching for the answer to this problem, the writer conducted some

steps as research theoretical framework. Considering some instructional design

models like Kemp’s and Yalden’s, the writer proposed nine steps of research

theoretical framework. These steps were in line with the first five steps of R&D.


36

1. Conducting Need Survey

A need survey was conducted to find out students’ interests, difficulty and

understanding in learning English, especially in learning grammar. This need

survey was realized in the form of questionnaire and interview. The questionnaire

was distributed to the 11th grade students of SMAN 1 Depok, particularly

distributed to XI IPS 1 and XI IPA 1 classes which consisted of 65 participants.

The questionnaire was distributed on October 27, 2009 in the classrooms.

Meanwhile the participants of the interview were two English teachers of the 11th

grade. The interview was done on October 27, 2009 and October 30, 2009 at

break times in the library. Besides to gather data about students’ interests,

difficulty and understanding in learning English, the questionnaire was also to

gain students’ opinions on their preferable activities and media in learning

English. The students were also asked about some themes they liked most in

learning English based on their real life condition and environment. An interview

was conducted to the two English teachers in searching for students’ interests,

difficulty and understanding in learning English so that the information gathered

was obtained from teachers’ and learners’ points of view. Therefore, the data

gathered from students were strengthened by those from teachers.

After distributing the questionnaire, it was found that the difficulty the

students met in learning grammar was that they hardly understood when to use a

certain tense or pattern in forming a sentence. Through the questionnaire it could

be seen in which skill students liked most to learn grammar. Most of them chose

listening and speaking. These students stated that games, role plays or dialogues


37

and exercises were their preferable activities in leaning English. Meanwhile,

pictures and audio recording were chosen to be their favorite learning media in

materials presentation. Related to students’ real life condition or environment, the

students suggested themes about their favorites or idols, family, daily or outdoor

activities, holiday or traveling, unforgettable experience, best friend, dreams or

ideals and school life.

Through the interview, the English teachers justified the information about

their students’ interests, difficulty and understanding in learning English,

especially in learning grammar. The teachers saw that their students were quite

interested in grammar learning because it was delivered through English skills.

But their understanding about grammar was relatively low. It was difficult for

those students to identify when to use a particular pattern or what pattern to be

applied to convey an appropriate meaning in producing a sentence or an utterance.

The teachers found that students’ enthusiasm to grammar learning came up when

they used an audio-visual media and games in delivering the materials. The audio-

visual media could be realized through songs and pictures.

Furthermore, the teachers were asked whether the implementation of the

Scholl-based Curriculum influenced students’ understanding of grammar or not.

They stated that it indirectly affected students’ understanding since the School-

based Curriculum recommends grammar not be taught separately. Grammar

should be conveyed through four English skills. Consequently, grammar

presentation in English learning was limited.


38

Concerning Contextual Teaching and Learning, the teachers recommended

the writer provide texts in the designed materials to begin the units. These texts

could be suited to students’ daily life setting. According to those English teachers,

reading was a good lead-in activity to enter the topic being learnt.

2. Reviewing the School Syllabus

Since SMAN 1 Depok Yogyakarta had formed a syllabus for English

learning, the writer decided to review it. It was done to determine competence

standard, basic competence, topics, objectives, subject contents and activities to

be developed in designing research syllabus and designing grammar materials.

The school syllabus was designed by the English teachers of SMAN 1 Depok and

matched the eleventh grade English textbook with School-based Curriculum

content standard. This syllabus review became a guidance to construct the

research syllabus.

3. Stating Competence Standard, Selecting Basic Competence, and Listing

the Topics

By reviewing the school syllabus, the writer was able to state competence

standards, to select basic competence and to list the topics being developed. The

writer chose the competence standards and basic competence which were

appropriate with the topics being developed. These topics were adopted from

students’ textbook with School-based Curriculum content standard. The chosen

competence standards were numbers 8, 10, 11 and 12 which were related to


39

sentence patterns. For the basic competence, the writer believed that numbers 8.2,

10.2, 11.2, and 12.2 were suited to the topics which gave access to grammar

learning. The stated competence standards and selected basic competence were

completely presented in the research syllabus in Appendix G.

Being convinced of the selected competence standards and basic

competence, the writer listed the topics to be developed in the designed grammar

materials. There were eight developed topics; they were (1) Simple Past Tense,

(2) Past Continuous Tense, (3) Past Perfect Tense, (4) Simple Future Tense, (5)

Modal Auxiliaries and Adverbs of Certainty, (6) Nouns and Noun Phrases, (7)

Pronouns and Relative Pronouns, and (8) Compound and Complex Sentences.

Each topic would be developed in each unit of the designed materials. The topics

selected were not only based on the school syllabus but also based on the

students’ main textbook and the students’ needs for daily communication. Topics

1, 2, 3, 5, 6, 7 and 8 matched the school syllabus and the main textbook while

topic 4 was considered to be commonly used in learners’ real life conversation.

4. Listing Learning Objectives

In the research syllabus, learning objectives were considered as indicators.

These indicators were the goals to be attained by the students for every unit of

grammar materials presentation. The skills to be practiced and the selected basic

competence in each unit influenced formulation of the indicators. These indicators

should involve students’ ability to apply a grammar topic being learnt into writing

or speaking skills. Producing their own sentences or utterances with their intended


40

meaning would prove that the students had attained the indicators. Learning

objectives of each unit can be seen in the research syllabus in Appendix G.

5. Listing subject contents

After listing the learning objectives, the writer listed subject contents of

each unit of the materials. In determining the subject contents, the writer took the

theory of grammar by Peck as stated in Chapter 2 and CTL concepts into

consideration. The subject contents of the materials were divided into four parts.

They were (a) Let’s Get Started, (b) Enjoy This, (c) Language Focus, and (d) Try

This.

(a) Let’s Get Started

This section provides lead-in to the topic being discussed in the unit. The

writer filled this part with a text, a dialogue or leading questions. This lead-in

part should be based on the competence standards and basic competence as

stated in the syllabus, for example, the type of the text attached should be

narrative, spoof or hortatory exposition. Let’s Get Started will become an

access to the grammar materials in the unit.

(b) Enjoy This

Enjoyable activities are provided for the students in this part. It is necessary to

encourage students’ enthusiasm to the learning and to avoid boredom in

grammar learning. Enjoy This was a type of lead-in to the grammar topic to be

exposed without taking competence standards and basic competence into


41

consideration. This part is one of the implications of Contextual Teaching and

Learning concepts that learning is an enjoyable activity.

(c) Language Focus

Since the designed materials are an instructional grammar material, Language

Focus might be the core of grammar discussion in each unit. It provides an

explanation about the use of a certain grammar pattern and examples.

Language Focus will lead the students to be able to state the language pattern

of the grammar being discussed.

(d) Try This

To see whether the indicators of each unit is attained or not, a set of exercises

are presented in the last part of subject content. Try This supplied the unit with

meaningful tasks. Those tasks consist of writing or speaking exercises.

Through this part, the students could practice their understanding about

grammar by producing correct sentences or utterances. Concerning CTL

concepts, the exercises in each unit are cooperative tasks. It is realized through

pair or group assignments.

6. Selecting Learning Activities

Learning activity selection depended on learning objectives or indicators

which had been stated. The activities in each unit fulfilled the need of reading,

listening, writing and speaking skills. In the syllabus, these activities were

classified into three parts: Pre-activity, Whilst-activity and Post-activity. Pre-

activity is comprised of activities which provided an access to the grammar topic


42

being discussed in each unit. It contains activities which are connected to the

prevailing curriculum like reading narrative or spoof texts, and activities which

are enjoyable to attract students’ attention to the learning like listening to an

English song. Whilst-activity provides discussion about grammar use and

examples, and it provides the students with some grammar exercises. Meanwhile,

post-activity presents the final activity to apply grammar topic being learnt. Each

unit of designed materials has different learning activities. The selection of

learning activities also considered students’ preferable activities, for example, in

some units there is a game, a dialogue or a role play. Learning activities of each

unit can be seen in the research syllabus in Appendix G.

7. Designing Materials

After the topics, the subject contents, and the activities determined, a set of

supplementary instructional grammar materials was designed. The materials

consist of eight units with eight different topics, with the same subject content

sections and with different activities. In developing the eight topics of grammar,

the writer filtered eight themes suggested by the students through the distributed

questionnaire. Therefore, every unit of materials has different theme. Not to be out

of CTL concept, each theme is related to students’ real life conditions.

Table 4.1 shows how the writer developed eight units of supplementary

grammar materials.


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Table 4.1: Writer’s Units Development

Unit Topic Theme Title

1 Simple Past Tense Joining an extracurricular

I did my homework last night

2 Past Continuous Tense Having a holiday I was preparing my vacation

3 Past Perfect Tense My favorite I had eaten my favorite menu

4 Simple Future Tense My ideals I am going to the cinema tomorrow

5 Modal Auxiliaries and Adverbs of Certainty My bedroom I absolutely can do it

6 Nouns and Noun Phrases My feeling I love my old red

shoes

7 Pronouns and Relative Pronouns My country She helped the man

who was sick

8 Compound and Complex Sentences My family

My cousins are clever and they are friendly

8. Evaluating the Designed Materials

Realizing the set of supplementary grammar materials developed was not

perfect and needed an improvement, the writer distributed the designed materials

completed with general description of the materials, a research syllabus, and an

example of lesson unit plan to be evaluated. The evaluation was aimed at getting

feedback from the evaluators through the distributed questionnaire to improve the

materials. Therefore, the final version of the designed materials could be set. Five

evaluators of the designed materials were chosen. The evaluation was conducted

by distributing a questionnaire in the form of open-form and closed-form

questionnaire on January 2, 2010 and the questionnaire was collected a week

after.


44

a. The description of the evaluators

The five evaluators were chosen because they had experiences in

teaching English. Three of them were the English teachers of SMAN 1 Depok

who used to handle the eleventh grade students. The others were a lecturer of

English Education study program of Sanata Dharma University and an English

instructor of ELTI, an English course institution.

Table 4.2 presents the description of the evaluators.

Table 4.2: The Description of Evaluators

Educational

Background

Teaching Experience

in years Evaluators’

Occupation S1 S2 S3 other 0-5 5-10 10-15 > 15

English Teachers 3 1 2

English Lecturer 1 1

English Instructor 1 1

b. Data presentation

Since the questionnaire distributed to evaluate the materials

consisted of closed-form and open form items, there are two kinds of data to

be presented in this section. The first data was presented in form of level of

agreements as closed-form items. The points of agreement indication are

1 = Strongly Disagree

2 = Disagree

3 = Agree

4 = Strongly Agree


Table 4.3 presents the data gathered in closed-form questionnaire

from the five evaluators. It shows points of agreement chosen by the

participants for each statement and their central tendency.

Table 4.3: Closed-form questionnaire’s result and central tendency

Points of Agreement No Statements

1 2 3 4

Central Tendency

(Mean)

1 The indicators of the designed materials are well formulated and support the attainment of the competency standard.

- 1 3 1 3

2 The topic of each unit is relevant to the students’ need. - 3 1 1 2.6

3 The theme of each unit supports the CTL concept. - 1 3 1 3

4 The exercises level of difficulty is suitable to the eleventh grade students of senior high school.

- 3 2 2.4

5 The exercises and activities in each unit are relevant to the CTL concept. - 1 4 2.8

6 The designed materials facilitate the students to enrich grammar knowledge. - 1 3 1 3

7 The designed materials provide the students with enjoyable activities and exercises. - 3 2 2.4

8 The designed materials encourage the students to correlate their knowledge with their daily life environment and experience.

- 4 1 3.2

9 The designed materials have covered the four English skills; listening, speaking, reading and writing.

- 4 1 3.2

10 The materials layout is interesting. - 1 1 3 3.4

In Table 4.3, the central tendency of each item in closed-form

questionnaire was counted using following formula

M = ∑X

N


46

Where : M = Mean of the Scores

∑ = Sigma (Sum of)

X = Scores chosen by participants

N = Number of participants

By counting the Mean, it would be known whether the designed

materials were acceptable or not. The measurement was classified as follows:

≤ 2.6: the materials need improvement

2.6 <: the materials were acceptable

Meanwhile, the data gathered through the open-form items of

questionnaire from the five evaluators are shown by Table 4.4. The data in

Table 4.4 provided respondents’ further opinions or suggestions on the

designed materials and research syllabus.

Table 4.4: Open-form questionnaire’s result

Respondents’ Answers Questions

Strengths Weaknesses 1. What are the strengths

and weaknesses of the designed materials?

The materials are quite communicative and provide CTL-based activities.

The material varies. The materials are

integrated, covering all the English skills.

The materials provide various integrating grammar in the activities.

The materials reflect the topics well.

The materials lack of variety of activities.

There is no follow-up on each unit.

‘Let’s get started’ part lacks of illustration.

‘Language Focus’ is a bit boring.

There are some grammatical mistakes or mistypes in the materials.

2. What are the strengths

and weaknesses of the syllabus?

It reflects integrated learning.

It reflects contextual learning.

The learning activities need to be varied.

There is no source of lesson.

There is no post-activity.


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9. Revising the Designed Materials

Considering the result of materials’ evaluation, the writer revised the

designed materials to produce the final version of supplementary grammar

materials. In addition, the writer also revised the syllabus due to its shortage

according to the evaluators’ opinions.

a. Materials revision

The materials revision was applied to three points, they were

1) Subject content

Considering the evaluator’s opinions, the writer did some

improvements to subject contents. First, the writer revised some grammatical

mistakes and mistypes in the reading texts and dialogues in ‘Let’s get started’

section. Some illustrations were also added to this section according to an

evaluator’s suggestion. It was done to make this part more attractive for the

students as a lead-in to the learning.

An improvement was also applied to ‘Language focus’ section.

Since an evaluator considered this part a bit boring, the writer put a graph to

explain the use of a particular pattern in a particular time. The graphs were

added to units 1 to 4 which discussed basic tenses. These graphs could also

help the students to understand the use of language pattern more easily. For

other units, the writer added tables in ‘Language focus’.

2) Activity and exercise

Referring to the evaluation, the activities served in the materials

needed improvement to make them more enjoyable for the students. Hence,


48

the writer revised some activities, especially in ‘Enjoy This’ sections. In unit

4, 5 and 6, the writer filled the activity with reading spoof texts and pictures

which provided funny stories. Furthermore, the spoof text in the designed

materials was matched to Competence Standard in School-based Curriculum.

To improve the variety of activities, a revision of ‘Let’s Get Started’ part,

particularly in Units 3, 4 and 5 was made. The revision will be shown by

Table 4.5.

Table 4.5: The revision on activities

Instruction Before revision

Read this narrative story and underline the verbs used!

Unit 3

After revision

Practice this dialogue with your partner! Act as if you were talking on the phone!

Before revision

Look at this picture. Read the dialogue and answer the questions!

Unit 4

After revision

Look at these pictures and answer the questions orally!

Before revision

Read the following Spoof text and answer the questions!

Unit 5

After revision

Complete the sentences based on these sequential pictures!

The writer also added questions to ‘Let’s Get Started’ and ‘Enjoy

This’ sections as the follow-up activity and as the leading to the topic being

discussed in each unit.

Meanwhile, the revision was also done to the exercises. By

changing some exercises, it was expected that the exercise’s level of difficulty


49

was appropriate to the eleventh grade students. Table 4.6 shows the revision

on Exercise 1 in Units 1 and 2.

Table 4.6: The revision on exercises

Instruction Before revision

Add a sentence for each picture related to you High School experience! Then, share it to your friends in a group of three!

Unit 1

After revision

Work in pairs. Complete the short conversations using Simple Past Tense and add a conversation for each picture based on your high school experience! Then, practice those conversations with your partner!

Before revision

A group of students were staying in a hotel to spend their summer holiday. One evening the fire alarm rang. Use the words in the brackets to make sentence saying what each person was doing at the time.

Unit 2

After revision

Work in a group of three. Student A is to ask student B and C the following questions. Student B and C are to answer according to their holiday experiences using Past Continuous Tense. Do it in turn!

For activities and exercises which were adapted from other sources

and which included pictures in it, the writer attached the sources as being

recommended by an evaluator.

3) Layout

Taking one of the evaluators’ suggestions into account, the writer

reshuffled the designed materials’ cover. The cover was fitted to the grammar

learning. It was illustrated by some pictures of grammar patterns and

examples. To make the cover reflect its content, it was also decorated with

some illustrations related to Contextual Teaching and Learning like learning in

pair.


50

b. Syllabus revision

In response to the evaluation result, there were three improvements

applied to the research syllabus.

1) First, the writer revised the learning activities by varying the types of

activity in each unit.

2) Second, the learning activities part was divided into three types of activity;

they are pre-activity, whilst-activity and post-activity. Pre-activity consists

of leading activities to the topic being discussed. Whilst-activity is the core

of learning; it supplies the topic explanation and some exercises related to

the topic. Post-activity is the last activity to activate the students in

applying the topic.

2) Third, as suggested by an evaluator, the writer added a column of learning

sources. It contains the sources of ‘Language Focus’, some exercises,

pictures and song lyrics.

The final version of research syllabus can be seen in Appendix G.

B. The Discussion on Materials Evaluation

The data gathered from materials evaluation which is presented in the

Tables 4.3, 4.4 and 4.5 can be further explained in following discussion.

1. The materials evaluation

Referring to the data collected through the evaluation

questionnaire, generally, the designed materials were able to encourage the

students to correlate their knowledge with their daily life environment and


51

experience. The results of materials evaluation can be discussed based on five

points.

a. Topic

The value of central tendency in Table 4.3 for statement 2 which was 2.6

indicated that the respondents disagreed that all the topics in the developed

materials were relevant to students’ needs. Being further asked, one of

those respondents said that Simple Future Tense was not really significant

for the eleventh grade students. However, they thought that the chosen

topics were well reflected by the designed materials.

Nevertheless, the writer decided not to replace the topic of each

unit in the designed materials. Although some respondents stated that not

all the topics were relevant to students’ need, the writer believed that all

the topics could enrich student’s grammar knowledge. Although Simple

Future Tense looked easy for eleventh grade students, the writer provided

more detailed explanation about its function which did not exist in

students’ former textbook.

b. Theme

Almost all the evaluators agreed that the theme of each unit

supported the Contextual Teaching and Learning (CTL) concept since the

themes proposed by the writer were related to the learners’ real life

experience and environment. This was shown by central tendency (value =

3) for statement 3 in Table 4.3. The writer totally agreed with the

respondents since it was obviously seen that the theme of each unit


52

reflected learners’ real life setting which was one of the indications of the

application of CTL concept.

c. Subject content

Through an open-form item in the questionnaire, an evaluator

suggested that there were some shortages in the subject content. First,

‘Let’s get started’ part lacked of illustration. Second, it was said by an

evaluator that ‘Language focus’ section was a bit boring since it was

presented in a common way. In addition, an evaluator found that the

design materials contained some grammatical mistakes or mistypes in

‘Let’s get started’ part, especially in the reading texts and dialogues. The

writer agreed to make some necessary improvements based on the

participants’ opinion since it would be beneficial to add some illustration

in leading part and to improve ‘Language Focus’ to attract learners’

attention.

d. Activity and exercise

In general, the respondents stated that the activities in the designed

materials had been provided communicatively and had fulfilled CTL-

based concept. These activities made the materials become an integrated

one by covering four English skills; reading, writing, listening and

speaking. Basically, the evaluators proposed that the materials provided

various integrated grammar learning activities. Therefore, the materials

were able to facilitate the students to enrich grammar knowledge.

However, some of the evaluators disagreed that the designed activities


53

were enjoyable enough for the students and the diversity of the activities

had not been various. Furthermore, an evaluator argued that there was no

follow-up activity on each unit. The writer did not totally agree with the

respondents’ opinion which said that the activities were not enjoyable

since the materials contained games and role play. Moreover, some units

were provided with a listening-to-a-song activity which should be

enjoyable.

Meanwhile, the exercises presented at the end of each unit reflected

the CTL-based concept and were able to exercise learners’ grammar

knowledge. Nevertheless, some of the respondents stated that the exercises

level of difficulty was not suitable to the eleventh grade students of senior

high school. Some of the exercises were too easy. Agreeing to this the

writer tried to improve level of difficulty of some exercises by changing

the instructions.

e. Layout

The materials’ layout, including font, color and page design, was

interesting enough as being admitted by almost all respondents.

Nevertheless, out of questionnaire, it was recommended to the writer to

change materials’ cover design. It would be better if the cover was

designed using pictures which were related to grammar learning. The

writer agreed with the suggestion since the former cover was not

interesting enough and had nothing to do with grammar.


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2. The syllabus evaluation

The evaluation data of research syllabus was collected through an

item of closed-form questionnaire and an item of open-form questionnaire.

The respondents’ opinions on the syllabus were divided into two parts, namely

the strengths and the weaknesses of the syllabus. Generally, the evaluators

agreed that the indicators of the designed materials in the syllabus were well

formulated and supported the attainment of the competence standard. The

evaluators stated that the syllabus had reflected the integrated learning since it

covered basic competencies of four English skills; reading, writing, listening

and speaking. It was also admitted by the respondents that the syllabus

reflected a contextual learning.

However, the evaluators mentioned three weaknesses of the

research syllabus. The first was the learning activities listed in the syllabus

were less varied. Therefore, they needed to be improved. An evaluator also

found that the learning activity had a lack of post-activity that it needed to be

completed. The last, a respondent mentioned that the syllabus should be

equipped with a column of sources. By reviewing the research syllabus, the

writer agreed that the syllabus needed to be improved as being recommended

by the evaluators since the activity sequence was monotonous, the activity was

not provided with post-activity and there was no source for each unit

materials.


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C. Presentation of The Designed Materials

Answering the second question in the problem formulation, how a set of

supplementary instructional grammar materials using Contextual Teaching and

Learning for the 11th grade students of SMAN 1 Depok Yogyakarta looks like, the

writer presents the final version of the designed materials. It consists of eight units

with eight different topics and themes, namely

Unit 1 Topic : Simple Past Tense

Theme : Joining an extracurricular

Unit 2 Topic : Past Continuous Tense

Theme : Having a holiday

Unit 3 Topic : Past Perfect Tense

Theme : My Favorite

Unit 4 Topic : Simple Future Tense

Theme : My ideals

Unit 5 Topic : Modal Auxiliaries and Adverbs of Certainty

Theme : My bedroom

Unit 6 Topic : Nouns and Noun Phrases

Theme : My feeling

Unit 7 Topic : Pronouns and Relative Pronouns

Theme : My country

Unit 8 Topic : Compound and Complex Sentences

Theme : My Family


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Each unit is divided into four parts; they are (1) Let’s Get Started, which

contains a leading activity, (2) Enjoy This, which contains leading activities which

are enjoyable, (3) Language Focus, which contains grammar discussion, and (4)

Try This, which contains grammar exercises. The full version of the designed

materials can be seen in Appendix I.


57

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts. The first part contains the conclusions

of this study. The second part provides the suggestions for English teachers or

instructors who may apply the designed materials and other researchers who may

conduct a similar type of study.

A. Conclusions

The implementation of School-based Curriculum which focuses on the

four English skills learning made the presentation of grammar discussion in

English lessons limited. Nevertheless, the students’ enthusiasm in grammar

discussion in SMAN 1 Depok was relatively high with a high level of difficulty

because of limited grammar discussion in their main textbook. Therefore, this

study was aimed at designing a set of supplementary instructional grammar

materials using contextual teaching and learning for the eleventh grade students of

SMAN 1 Depok Yogyakarta.

To answer the first question in the problem formulation, the writer

proposed a research framework which was adopted from instructional design

models by Kemp and Yalden. This research framework was suited to the first five

steps of Educational Research and Development (R&D) cycle by Borg and Gall

(1963). There were 9 steps of research theoretical framework, namely (1)

conducting need survey, (2) reviewing the school syllabus, (3) stating competency


58

standard, selecting basic competencies, and listing the topics, (4) listing learning

objectives, (5) listing subject contents, (6) selecting learning activities, (7)

designing the materials, (8) evaluating the designed materials, and (9) revising the

designed materials.

The second question in the problem formulation was answered by

presenting the final version of the designed materials. This final version had

undergone some improvements based on the result of materials evaluation. The

product was a set of supplementary instructional grammar material consisting of

eight units with eight topics, they are:

Unit 1 : Simple Past Tense

Unit 2 : Past Continuous Tense

Unit 3 : Past Perfect Tense

Unit 4 : Simple Future Tense

Unit 5 : Modal Auxiliaries and Adverbs of Certainty

Unit 6 : Nouns and Noun Phrases

Unit 7 : Pronouns and Relative Pronouns

Unit 8 : Compound and Complex Sentences

Every unit in the materials is comprised of four parts which presents three

kinds of learning activity; pre-activity, whilst-activity, and post-activity. The four

parts are (1) Let’s Get Started; it provides lead-in activity and was involved in

pre-activity, (2) Enjoy This; it contains some enjoyable activity and was involved

in pre-activity, (3) Language Focus; it serves an explanation about particular

grammar topic and was included in whilst-activity, (4) Try This; it presents some


59

grammar exercises and provided whilst-activity and post-activity. Based on the

result of the materials’ evaluation, generally, the designed grammar materials are

acceptable. The whole final version of the designed materials can be seen in

Appendix I.

B. Suggestions

Having finished with the study, the writer would like to give some

suggestions for English teachers or instructors who may apply these materials and

for the other researchers who may conduct similar type of research.

For English teachers or instructors, the writer suggests providing

additional grammar materials with more exercises to enrich students’ grammar

knowledge. The writer also recommends applying Contextual Teaching and

Learning (CTL) approach in grammar learning to avoid boredom and to

encourage students to relate the learning with their real life environment.

For other researchers, it is suggested to apply the designed materials to

find out the effectiveness of the designed materials. Therefore, the researchers

could conduct necessary improvement on materials.


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REFERENCES

Azar, B.S. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara. Best, J.W. 1970. Research in Education. Second Edition. New Jersey: Prentice- Hall Inc. Borg, W.R. and Meredith D.G. 1983. Educational Research: An Introduction. New York: Longman Inc. Freeman, Donald and Diane L. 2003. Teaching Language: From Grammar to Grammaring. Boston: Heinle, Thomson Corporation. Hornby, A.S. 1995. Oxford Advanced Learner’s Dictionary. New York: Oxford University Press. Houle, C.O. 1978. The Design of Education. London: Jossey-Bass Limited. Jackson, H. 1990. Grammar and Meaning. New York: Longman Inc. Johnson, E.B. 2002. Contextual Teaching and Learning. California: Corwin Press, Inc. Kemp, J.E. 1977. Instructional Design: A plan for Unit and Course Development. Belmont: Fearon-Pitman Publishers, Inc. Kramsch, C. 1993. Context and Culture in Language Teaching. New York: Oxford University Press. Murphy, R. 1985. English Grammar in Use. New York: Cambridge University Press. Muslich, M. 2007. KTSP: Pembelajaran Berbasis Kompetensi dan Kontekstual. Jakarta: Bumi Aksara. Nichols, W. 2001. Longman Dictionary of Contemporary English. Third Edition. Harlow: Pearson Education Limited. Nunan, D. 1988. Syllabus Design. Oxford: Oxford University Press. Nunan. D. 1999. Second Language Teaching and Learning. Boston: Heinle & Heinle Publishers


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Peck, A. 1988. Language Teachers at Work. Hertfordshire: Prentice Hall International (UK) Ltd. Richards, Jack C. 1990. Language Teaching Matrix. Cambridge: Cambridge University Press. Selinger, H. and E. Shahomy. 1989. Second Language Research Methods. Oxford: Oxford University Press. Sudarwati, Th.M and Eudia G. 2007. Look Ahead 2: An English Course for Senior High School Students Year XI. Jakarta: Penerbit Erlangga. Thomson, A.J. and A.V. Martinet. 1980. A Practical English Grammar: Exercises 1. Oxford: Oxford University Press. Yalden, J. 1987. The Communicative Syllabus: Evolution, Design, and Implementation. London: Prentice Hall International (UK) Ltd. INTERNET SOURCE: Unknown. Thinking About Instructional Design, (http://www.coe.uh.edu/courses/ cuin6373/whatisid.html, accessed on July 27, 2009)


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KUISIONER Nama :

Kelas / Jurusan :

Pilihlah salah satu jawaban yang paling sesuai dengan pendapat Anda atau

tuliskan jawaban lainnya pada tempat yang tersedia!

Students’ interest in learning English 1) Apakah yang membuat Anda tertarik untuk mempelajari bahasa Inggris?

a. Tema pelajaran yang menarik b. Kegiatan pembelajaran yang menarik c. Media pembelajaran yang menarik d. Cara pengajaran yang menarik e. ……..........................................

Students’ interest and difficulty in learning Grammar 2) Melalui skill apakah Anda paling menggemari pembelajaran Grammar?

a. Reading b. Writing c. Listening d. Speaking

3) Melalui skill apakah Anda mengalami kesulitan mempelajari Grammar? a. Reading b. Writing c. Listening d. Speaking

4) Seberapa besarkah ketertarikan Anda terhadap Grammar?

a. Sangat tertarik b. Kadang-kadang

tertarik

c. Tidak tertarik d. Biasa saja

5) Kesulitan apakah yang Anda alami dalam mempelajari Grammar? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


69

Students’ understanding about English Grammar 6) Tuliskanlah hal-hal apa saja yang Anda ketahui berhubungan dengan Grammar?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Students’ preferable activity and media in learning English Grammar 7) Kegiatan apakah yang paling Anda gemari dalam pembelajaran Grammar?

a. Diskusi kelompok b. Tanya jawab c. Dialog/drama

d. Permainan e. ........................

8) Media apakah yang paling Anda gemari dalam pembelajaran Grammar? a. Gambar b. Artikel c. Teka-teki silang

d. Tape recorder e. ..........................

9) Menurut Anda, bagaimanakah pembelajaran Grammar yang menarik agar

mudah dipahami siswa? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10) Tulislah 5 tema pembelajaran yang menarik untuk Anda yang berkaitan dengan

pengalaman sehari-hari dan lingkungan sekitarmu? (Contoh: Having a holiday, Joining an extracurricular atau My childhood experience)

(1) ____________________________________ (2) ____________________________________ (3) ____________________________________ (4) ____________________________________ (5) ____________________________________

THANK YOU VERY MUCH


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71

INTERVIEW QUESTIONS

Students’ interest and difficulty in learning English

1. Menurut pendapat Anda, bagaimanakah minat siswa terhadap

pembelajaran bahasa Inggris?

2. Hal apa yang membuat siswa antusias terhadap pembelajaran bahasa

inggris?

3. Kesulitan apa saja yang dialami siswa dalam pembelajaran bahasa Inggris?

Students’ interest and difficulty in learning Grammar

4. Bagaimanakah minat siswa dalam pembelajaran bahasa Inggris yang

berkenaan dengan Grammar?

5. Kesulitan apa yang siswa alami dalam mempelajari Grammar?

Students’ understanding about English grammar

6. Bagaimanakah pemahaman siswa tentang Grammar?

Students’ preferable activity and media in learning English grammar

7. Kegiatan dan media pembelajaran apa yang paling digemari para siswa

dalam pembelajaran bahasa Inggris khususnya Grammar?

The implementation of School-based Curriculum

8. Apakah menurut Anda implementasi Kurikulum Tingkat Satuan

Pendidikan (KTSP) yang menghapuskan pembelajaran khusus Grammar

dalam pembelajaran bahasa Inggris memperlambat penguasaan Grammar

siswa?

9. Menurut pendapat Anda, bagaimanakah pembelajaran Grammar yang

efektif dan menarik agar mudah dipahami oleh siswa?


72


73

A QESTIONNAIRE

FOR EVALUATING THE DESIGNED MATERIALS

Respondent’ Identity

Name :

Education : S1 S2 S3 Others

Occupation :

Teaching Experience : ………… years

Instruction

1. Put a tick (V) to the number points of agreement column which represents

your agreement to the statements provided. The points of agreement indicate

the following explanation:

1 = Strongly Disagree (Sangat Tidak Setuju)

2 = Disagree (Tidak Setuju)

3 = Agree (Setuju)

4 = Strongly Agree (Sangat Setuju)

2. Write your comment and suggestion on the strength and the weaknesses of the

designed materials in the provided space.

Close Questionnaire

Points of AgreementNo Statements

1 2 3 4

1

The indicators of the designed materials are well

formulated and support the attainment of the

competency standard.

2 The topic of each unit is relevant to the students’ need.

3 The theme of each unit supports the CTL concept.

4 The exercises level of difficulty is suitable to the

eleventh grade students of senior high school.


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5 The exercises and activities in each unit are relevant to

the CTL concept.

6 The designed materials facilitate the students to enrich

grammar knowledge.

7 The designed materials provide the students with

enjoyable activities and exercises.

8

The designed materials encourage the students to

correlate their knowledge with their daily life

environment and experience.

9 The designed materials have covered the four English

skills; listening, speaking, reading and writing.

10 The materials layout is interesting.

Open Questionnaire

1. What are the strengths and weaknesses of the designed materials?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

2. What are the strengths and weaknesses of the syllabus?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Thank You


75


76

General Description

This part is aimed at explaining the background, the content, and the

purpose of designing a set of learning materials which is covered by the study titled

Designing A Set Of Supplementary Instructional Grammar Materials Using

Contextual Teaching And Learning For The Eleventh Grade Students Of SMAN 1

Depok Yogyakarta.

A. Background

The writer’s idea to design a set of supplementary grammar materials came

up because the prevailing curriculum, School-Based Curriculum, tends to ignore

grammar in English learning. Based on School-based Curriculum, grammar is not

to be learned independently, it should be inserted in English skills learning;

listening, reading, speaking, writing. Meanwhile, the main purpose of English

mastery is for communication. To communicate means to be able to deliver an

appropriate form of language in order to convey the intended meaning. Hence, the

need of a clear communication can not be separated from the appropriateness of

form.

After conducting observations to the eleventh grade students of SMAN 1

Depok, the writer became more convince to design a set of supplementary grammar

materials. The writer saw that the students had a high interest to English grammar,

but most of them hardly understood how to apply certain grammar form in

sentences. In addition, students’ main textbook provided limited grammar

discussion.

The supplementary grammar materials were designed using a Contextual

Teaching and Learning approach. This means that the materials designed is based

on the learners’ real life environment and experience. This approach is aimed at

gaining learners’ interest in learning grammar. Three features which show the CTL

application in the designed materials are: (1) the existence of group or pair

assignment in each unit, (2) the theme of each unit which is related to learners’ real

life, and (3) the presentation of an enjoyable activity part in each unit The


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application of CTL in grammar materials is expected to be able to present

interesting grammar learning. Therefore, the learners will not come into boredom

when dealing with grammar and a meaningful learning will be attained.

B. Content

The designed materials contain 8 (eight) units and each unit consists of 4

(four) sections, namely: Let’s Get Started, Enjoy This, Language Focus, and Try

This. The first section, Let’s Get Started, provides a lead in to the topic discussed in

the unit. The second section, Enjoy This, contains enjoyable activities like playing

games and listening to songs. Language Focus provides an explanation of grammar

use and examples, while Try This presents some grammar exercises related to the

topic being learned.

The writer developed 8 (eight) units as follow:

Unit

Topic Theme Title

1 Simple Past Tense Joining an extracurricular

I did my homework last night

2 Past Continuous Tense Having a holiday

I was preparing my vacation

3 Past Perfect Tense My favorite

I had eaten my favorite menu

4 Simple Future Tense My ideals

I am going to the cinema tomorrow

5 Modal Auxiliaries and Adverbs of Certainty My bedroom

I absolutely can do it

6 Nouns and Noun Phrases My feeling

I love my old red shoes


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Unit

Topic Theme Title

7 Pronouns and Relative Pronouns My country

She helped the man who was sick

8 Compound and

Complex Sentences

My family

My cousins are clever and they are friendly

C. Purpose

The purpose of designing these supplementary grammar materials are:

1. To facilitate the students with additional grammar materials with more

examples and exercises.

2. To facilitate the students with enjoyable grammar materials in order to be

enthusiastic in learning grammar.

3. To encourage the students to correlate their grammar learning with their real

life situation in order to gain a meaningful learning.


79


80

A SYLLABUS OF A SET OF SUPPLEMENTARY INSTRUCTIONAL GRAMMAR MATERIALS USING CONTEXTUAL TEACHING AND LEARNING FOR THE ELEVENTH GRADE STUDENTS OF

SMAN 1 DEPOK YOGYAKARTA

Unit

Topic Competency Standard Basic Competency Indicators Learning Activities

Time Allo-

cation sources

1

Simple Past Tense

Listening 8. To understand the meaning of

short functional text and monologue in form of narrative, spoof, and hortatory exposition in daily life context.

Speaking 10. To express the meaning of short

functional text and monologue in form of narrative, spoof, and hortatory exposition in daily life context.

Reading 11. To understand the meaning of

short functional text and narrative, spoof, and hortatory exposition essays in daily life context to access knowledge.

Writing

12. To express meaning in short functional written text and simple essay of narrative, spoof and hortatory exposition in daily life context.

8.2. To respond to the meaning in monologue text which uses written language variety accurately, clearly, and acceptably in daily life context in narrative, spoof, and hortatory exposition texts.

10.2. To express the meaning in

monologue text which uses written language variety accurately, clearly, and acceptably in daily life context in narrative, spoof, and hortatory exposition texts.

11.2. To respond meaning and retoric steps in the essay which uses written language variety accurately, clearly, and acceptably in daily life context and to access knowledge in narrative, spoof, and hortatory exposition texts.

12.2 To express meaning and retoric steps

in the essay which uses written language variety accurately, clearly, and acceptably in daily life context and to access knowledge in narrative, spoof, and hortatory exposition texts.

1. Students are able to identify the verb form used in the text.

2. Students are able to conclude the formula of simple past tense pattern.

3. Students are able to use simple past form in the sentence.

4. Students are able to tell their past experience using simple past tense.

1. PRE-ACTIVITY • Reading a narrative

text • Underlining and

identifying the verb used in the text

• Listening to a song • Identifying the verb

used in the song lyric

2. WHILS ACTIVITY • Focusing attention to

the use and examples of simple past tense

• Concluding simple past tense pattern

• Completing short conversations using simple past tense

• Changing verb form in sentences

3. POST ACTIVITY

• Writing about high school experience using simple past tense

2 x 45’

ihavetravellust.wordpress.com

English Grammar

in Use

www.azly-rics.com


81

Unit

Topic

Competency Standard

Basic Competency

Indicators

Learning Activities

Time Allo-

cation Source

2 Past Continuous

Tense







Writing


8.2. To respond to the meaning in




11.2. To respond meaning and retoric

steps in the essay which uses written language variety accurately, clearly, and acceptably in daily life context and to access knowledge in narrative, spoof, and hortatory exposition texts.



1. Students are able to identify the verb form used in the text.

2. Students are able to state the formula of past continuous tense pattern.

3. Students are able to distinguish the use of simple past and past continuous in a sentence.

4. Students are able to make sentences using past continuous tense.

1. PRE-ACTIVITY • Reading a story • Identifying the verb

used in the story • Listening to the

teacher and answering questions based on pictures

• Identifying the verb used by the teacher

2. WHILST ACTIVITY

• Focusing attention to the use and examples of past continuous tense

• Concluding past continuous tense pattern.

• Practicing past continuous tense orally in group

• Applying past continuous tense in sentence

• Changing verb form in sentences

3. POST ACTIVITY

• Telling holiday experience using past continuous tense

2 x 45’

English Grammar

in Use

A Practical English

Grammar

www.clip art.com


82

Unit

Topic

Competency Standard

Basic Competency

Indicators

Learning Activities

Time Allo-

cation Source

3 Past Perfect Tense







Writing










1. Students are able to identify the verb form used in the dialogue.

2. Students are able to state the formula of past perfect tense pattern.

3. Students are able to distinguish the use of simple past and past perfect in a sentence.

4. Students are able to make sentences using past continuous tense.

1. PRE-ACTIVITY • Reading a dialogue

with partner • Identifying the

underlined verbs in the dialogue

• Reading a spoof text • Identifying the

underlined verbs in the text

2. WHILST ACTIVITY

• Focusing attention to the use and examples of past perfect tense

• Concluding the past perfect tense pattern

• Changing the verb in the sentences with partner

• Listening to the teacher and answering the questions using past perfect tense

3. POST ACTIVITY

• Writing about favorite things using past perfect tense

2 x 45’

Understan-dingtext. blogspot.

com

English Grammar

in Use


83

Unit

Topic

Competency Standard

Basic Competency

Indicators

Learning Activities

Time Allo-

cation Source

4 Simple Future Tense







Writing










1. Students are able to answer questions using simple future tense.

2. Students are able to act communicatively in the game related to the simple future tense.

3. Students are able to distinguish the use of will and be going to.

4. Students are able to state their future ideals using simple future tense.

1. PRE-ACTIVITY • Observing pictures

and answering questions about the pictures

• Observing funny cartoon and answering questions about the cartoon

• Identifying the verb used in the cartoon’s dialogue

• Involving in a game

2. WHILST ACTIVITY • Focusing attention to

the use and examples of simple future tense

• Distinguishing the use of simple future tense in the sentences

• Completing short conversations by changing verb form

• Stating future actions (plans) using simple future tense

3. POST ACTIVITY

• Sharing plans in group

2 x 45’

Understan-ding and

Using English

Grammar

www.AAAClipArt.

com


84

Unit

Topic

Competency Standard

Basic Competency

Indicators

Learning Activities

Time Allo-

cation Source

5 Modal Auxiliaries and Adverb of Certainty







Writing










1. Students are able to complete sentences using modal auxiliaries and adverb of certainty.

2. Students are able to use modal auxiliaries and adverb of certainty for different functions.

3. Students are able to create correct sentences using modal auxiliaries and adverb of certainty.

1. PRE-ACTIVITY • Completing a text

using the provided words

• Completing sentences based on the pictures

• Identifying the words in bold type

• Listening to a song and identifying the underlined words

2. WHILST ACTIVITY

• Focusing attention to the use and examples of Modal Auxiliary and Adverb of Certainty

• Making sentences using Modal Auxiliaries based on the clue

• Applying Adverb of Certainty in a dialogue in pair

3. POST ACTIVITY

• Practicing the dialogue in pair

2 x 45’

Understad-ingtext. blogspot.

com

www.AAAClipArt.

com

Look Ahead 2


85

Unit

Topic

Competency Standard

Basic Competency

Indicators

Learning Activities

Time Allo-

cation Source

6 Nouns and Noun

Phrases







Writing






11.2. To respond meaning and retoric steps




1. Students are able to identify the nouns and noun phrases.

2. Students are able to develop nouns into noun phrases.

3. Students are able to use noun phrases in the sentences and utterances.

1. PRE-ACTIVITY • Reading a text and

identifying the nouns • Answering questions

about the text • Listening to a song and

identifying the coloured phrases

2. WHILST ACTIVITY

• Focusing attention to the use of nouns and nouns phrases

• Developing nouns into noun phrases

• Sharing about feeling in group by involving noun phrases

3. POST ACVTIVITY

• Writing a letter by involving noun phrases

2 x 45’

www.azly-rics.com

Look Ahead Look

Ahead 2

Understan-dingtext. blogspot.

com


86

Unit

Topic

Competency Standard

Basic Competency

Indicators

Learning Activities

Time Allo-

cation

Source

7 Pronouns and

Relative Pronouns







Writing










1. Students are able to identify the pronouns and relative pronouns.

2. Students are able to use pronouns and relative pronouns in the sentences.

3. Students are able to combine sentences using relative pronouns.

1. PRE-ACTIVITY • Giving response to a

certain issue • Playing a role play in

group • Identifying the

underlined word in the role play’s dialogue

2. WHILST ACTIVITY

• Focusing attention to the use of Pronouns and Relative Pronouns

• Completing a text using Pronouns

• Combining sentences using Relative Pronouns

• Listening to the teacher and answering questions related to Relative Pronouns

3. POST ACVTIVITY

• Applying Pronouns and Relative Pronouns in writing

2 x 45’

Look Ahead Look

Ahead 2

images. google.

co.id


87

Unit

Topic

Competency Standard

Basic Competency

Indicators

Learning Activities

Time Allo-

cation Source

8 Compound and

Complex Sentences







Writing










1. Students are able to combine sentences using provided conjunctions.

2. Students are able to use conjunctions in compound and complex sentences for different functions.

3. Students are able to make compound and complex sentences using appropriate conjunctions.

1. PRE-ACTIVITY • Completing sentences

according to the sequential pictures

• Identifying the words used to connect the sentences

• Reading a spoof text and answering questions

• Identifying the underlined words

2. WHILST ACTIVITY • Focusing attention to

the use and examples of Compound and Complex Sentences

• Making sentence according to the clue words and using conjunction

• Combining two sentences using conjunction

• Distinguishing compound and complex sentences

3. POST ACTIVITY

• Applying compound and complex sentences in writing

2 x 45’

www.clip-art.com

www.azly-rics.com

Understan-ding and

Using English

Grammar


88


89

LESSON UNIT PLAN

SCHOOL NAME : SMA NEGERI 1 DEPOK SUBJECT : ENGLISH CLASS/PROGRAM : XI/SOCIAL SEMESTER : 2 TIME ALLOTMENT : 2 X 45’

I. COMPETENCY STANDARD 11. To understand the meaning of short functional text and narrative, spoof, and

hortatory exposition essays in daily life context to access knowledge.

II. BASIC COMPETENCY 11.2. To respond meaning and retoric steps in the essay which uses written language

variety accurately, clearly, and acceptably in daily life context and to access knowledge in narrative, spoof, and hortatory exposition texts.

III. INDICATOR • To identify the verb form used in the text. • To understand the use of simple past form. • To state the formula of simple past tense pattern. • To use simple past tense in the sentence. • To tell their past experience using simple past tense.

IV. LEARNING OBJECTIVE 1. Students are able to identify the verb form used in the text. 2. Students are able to understand the use of simple past form. 3. Students are able to state the formula of simple past tense pattern. 4. Students are able to use simple past tense in the sentence. 5. Students are able to tell their past experience using simple past tense.

V. LEARNING MATERIAL 1. A Narrative Text

The Legend of Mount Bromo

A long time ago, there lived a beautiful woman by the name Roro Anteng. She was well-known beautifull and attracted the attention of an evil giant. Because the evil giant possessed extraordinary magical powers, Roro Anteng ……

2. Simple Past Tense

Simple Past Tense

It is used to talk about actions or situations in the past


90

e.g. Long time ago, there lived a beautiful woman named Roro Anteng . .……….

In simple past, the regular verbs end in -ed.

e.g. She asked him to make her a sandy desert. ……….

But many important verbs are irregular; they do not end in –ed.

e.g. go – went Yesterday I went to Wates to see a friend of mine. ………..

The past form of verb be (is/am/are) is was/were

e.g. I was at home last night. ………..

VI. LEARNING METHOD 1. Explanation 2. Discussion 3. Practice

VII. MEDIA 1. Textbook 2. VCD Player 3. White Board

VIII. SOURCE 1. Supplementary Grammar Materials Textbook 2. VCD

IX. LEARNING ACTIVITY No Activity Time Allocation Method 1 Pre Activity

a. Greeting b. Checking presence c. Motivating students d. Delivering learning objectives

10’ Face to face

2 Whilst Activity a. Reading a narrative text. b. Identifying the verbs used in the text. c. Listening to a song. d. Identifying the verbs used in the song. e. Discussing Simple Past Tense. f. Making short conversation according to the

pictures using Simple Past Tense in pair.

70’

Face to face

Structured Assignment


91

g. Completing sentences using Simple Past Tense.

h. Arranging jumbled sentences into good Simple Past sentences.

3 Post Activity

• Asking students’ difficulty on today’s topic • Reviewing the topic • Giving assignment • Greeting

10’ Face to face

NON-FACE-TO-FACE ACTIVITY The students are to write a paragraph about their experience on joining an extracurricular using Simple Past Tense.

X. EVALUATION

1. Process evaluation 2. Writen evaluation

Evaluation 1) Given an istruction, students are able to identify the verb form used in the

text. 2) Given an instruction, students are able to understand the use of simple past

form. 3) Given an instruction, students are able to state the formula of simple past

tense pattern. 4) Given an instruction, students are able to use simple past tense in the

sentence. 5) Given an istruction, the students are able to tell their past experience using

simple past tense. Contoh soal:

1) Listen to the following song and identify the verbs used! 2) Study and understand this! 3) Complete the formula! 4) Fill in the blanks with the appropriate verb form! 5) Write one paragraph (at least 5 sentences) about your experience of joining

an extracurricular in your school! Use simple past tense in your sentences!

Lesson Unit Plan Format is adapted from SMAN 1 Depok’s KTSP RPP


92


UNIT 1 I did my homework last night

Read the following narrative text and underline the verbs used!

Supplementary Grammar Materials Page 1

Let’s Get Started

Simple Past Tense

What do you name the verbs in the text above? Simple/ Continues/ Perfect/Future

The Legend of Mount Bromo

A long time ago, there lived a beautiful woman by the name Roro Anteng. She was well-known beautifull and attracted the attention of an evil giant. Because the evil giant possessed extraordinary magical powers, Roro Anteng did not dare to reject the giant’s advances when he proposed to her. Roro thought of a plan to get away from the marriage without offending the giant. In order to get her hand in marriage, the giant had to fufill her wishes. Roro then concocted a difficult request in hopes that the giant did not have the power to fufill it. She asked him to make her a sandy desert in between the mountains in one night and before the break of dawn. Unfortunately for her, the giant magically and swiftly began to work his powers and was near completing her wishes. The fast thinking Roro Anteng quickly thought of an idea to disrupt the completion, she made all sorts of noises that woke up the roosters. The roosters began to crow bringing dawn in. On hearing the rooster’s calls, which signalled the break of dawn, the giant was shocked for having failed his task. Being frustrated, he threw the coconut shell that he used to dig the desert, the shell fell to the ground beside Mount Bromo, forming what is now known as Mount Batok (coconut shell). The sandy plain was to form the Tengger caldera. The story continues with Roro Anteng falling in love with Joko Seger, a descendant of the great Majapahit Kingdom who led a reclusive life on the desolate mountain range. They got married and lived happily blessed with many children. Their children and their descendents formed the tribal community of the Tengger (taken from the names ‘Roro Anteng’ and Joko Seger”). This was the story of how the Tenggerese tribe came to be and how they lived the lands.

Adapted from ihavetravellust.wordpress.com

1. Why did Roro Anteng ask the giant to make a sandy desert? 2. What was used by the giant to dig the desert? 3. Was the giant successful making a sandy desert in one night? Why?


Listen to the following song and fill in the blanks!

Blind Lifehouse

I (1) ____ young but I wasn't naive I watched helpless as he (2) ______ around to leave And still I have the pain I have to carry A past so deep that (3) _______ you could not bury if you (4) ______ After all this time I never thought we'd be here Never thought we'd be here When my love for you (5) ____ blind. But I couldn't make you see it Couldn't make you see it That I (6) ____ you more than you'll ever know A part of me died when I let you go I (7) ______ fall asleep Only in hopes of dreaming That everything would be like it was before But nights like this it seems are slowly fleeting They (8) ________as reality is crashing to the floor

After all this time I never thought we'd be here Never thought we'd be here When my love for you (9) ___ blind But I couldn't make you see it Couldn't make you see it That I (10) _____ you more than you'll ever know A part of me died when I let you go After all this why (11) _______ you wanna leave it Maybe you could not believe it That my love for you was blind But I couldn't make you see it Couldn't make you see it That I (12) ____ more than you will ever know A part of me died when I let you go That I loved you more than you'll ever know

Adapted from www.azlyrics.com


Enjoy This

What do you name the underlined verbs? Simple/ Continues/ Perfect/Future

When do you use those simple/ continues/ perfect/future verb forms?


Study and understand this! Complete the formula! Positive Negative Interrogative Supplementary Grammar Materials Page 3

Language Focus

Simple Past Tense Past Present Future

It is used to talk about actions or situations in the past Long time ago, there lived a beautiful woman named Roro Anteng. Roro thought of a plan to get away from the marriage. The roosters began to crow bringing dawn in.

In simple past, the regular verbs end in -ed.

She asked him to make her a sandy desert. The police stopped me on my way home last night.

But many important verbs are irregular; they do not end in –ed.

leave – left We all left the party at 11 o’clock. go – went Yesterday I went to Wates to see a friend of

mine.

The past form of verb be (is/am/are) is was/were Tomi and Ana were late. I was at home last night.

Adapted from English Grammar in Use

Subject + verb …. Subject + to be (……/……) + Adj.

Subject + did + …….. + verb …… Subject + to be (…../…...) + ……. + Adj.

…… + Subject + verb ……? To be (……./…….) + Subject + Adj.?


Work in pairs. Complete the short conversations using Simple Past Tense and add a conversation for each picture based on your high school experience! Then, practice those conversations with your partner!

1. A: Did your mother buy you these soccer shoes?

B: No, She didn’t. My father _______ those shoes for me. A: _____________________________ B: _____________________________

2. A: _______ you a member of school band? B: No, I wasn’t. I was a member of school drum band. A: _____________________________ B: _____________________________

3. A: What extracurricular did you join? B: I _________ a basketball team. A: ______________________________ B: ______________________________ 4. A: Was your sister a band’s vocalist? B: No, _________. She was a guitarist. A: _____________________________ B: _____________________________

5. A: What did your wish when you entered high school? B: I _________ I could be a cheerleader. A: ____________________________________ B: ____________________________________

Pictures are adapted from www.cliparts.com Supplementary Grammar Materials Page 4

Try This

Exercise 1


Fill the blanks with the appropriate verb form! 1. When I (be) ________ in Junior High, I (love) _________ mathematics. 2. I (join) _________ a volleyball competition last year. 3. My friends and I (eat) _________ a bowl of meatballs at the canteen yesterday. 4. My class (follow) _____________ a basketball game in the class meeting last

semester. 5. Our English teacher (give) _________ us so many assignments to do at home. 6. My classmates and I (be) _________ in different classes when we (be) ________ in

the tenth grade. 7. I (get) _________ ten minus points from my counseling teachers because of my

lateness two days ago. 8. The cheerleader team of our school (perform) ______________ a cheer dance at the

football game last week. 9. The day before, the eleventh grade students (go) _________ camping to Kaliurang. 10. This morning, I (have) ______ a breakfast before school.

Arrange these jumbled words into correct sentences! 1. drove – a – our – car – physics – teacher – week – last

____________________________________________________ 2. school – on – she – foot – went – to

____________________________________________________ 3. was – participant – a – I – of – club – debate

____________________________________________________ 4. class – my – leader – absent – was – yesterday

____________________________________________________ 5. I – do – did – homework – my – not

____________________________________________________

Write one paragraph (at least 5 sentences) about your experience of joining an extracurricular in your school! Use simple past tense in your sentences!

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Supplementary Grammar Materials Page 5

Exercise 2

Exercise 3

Exercise 4


UNIT 2 I was preparing my vacation

Read this story and answer the questions!

A Shocking Day Fani was having a holiday when she first met her little sister. Fani and her family were spending their holiday in Tolu Island. They planned to have a challenging experience by joining some challenging outdoor activities. When they were preparing all the stuffs for climbing a rock hill, they suddenly heard a big explosion from the forest nearby. They kept silent for a while. But when they were wondering about what was

happening, a little girl came over them crying. After they found out about the explosion, they knew that the kid was the daughter of gasoline warehouse owners who were the victims of the explosion near the forest. The kid’s parents died in that accident. That was why Fani’s parents adopted her as their little daughter. Look at these pictures! Then, answer the questions!

Adapted from www.clipart.com Supplementary Grammar Materials Page 6

Let’s Get Started

Enjoy This

What do you name the underlined verbs above? Simple/ Continues/ Perfect/Future

Past Continuous

Tense

1. Where was Fani’s family spending their holiday? 2. What was happening when they were having a holiday?


Adapted from www.ClipArt.com

What were you / people doing on vacation?

What were you / people doing on Iedul Fitri?

Listen to your teacher and match the pictures by drawing an arrow! Your teacher will read the sentences as the clues for each picture. Example: Teacher reads “Mila’s was making a sandy castle on the beach with her friend when she found a heart necklace.”


What form of verbs used by your teacher? Simple/ Continues/ Perfect/Future

When do you use those simple/ continues/ perfect/future verb forms?


Study and understand this!

Complete the formula! Positive Negative Interrogative Supplementary Grammar Materials Page 8

Language Focus

Past Continuous Tense Continuous Past present future

It is used to say that someone was in the middle of doing something at a certain time. The action or situation had already started before this time but hadn’t finished.

Fani was having a holiday when she first met her little sister. What were you doing at 10 o’clock last night? They were playing Tennis at 8 o’clock yesterday.

It is often used together with Simple Past Tense to say that something happened

in the middle of something else. Doni burnt his hand when he was cooking the dinner. It was raining when I got up. While I was working in the garden, I hurt my back.


Subject + to be (……/……) + Verb …….

Subject + to be (……./……) + Verb …….

To be (……./…….) + Subject + Verb …… ?


Work in a group of three. Student A is to ask student B and C the following questions. Student B and C are to answer according to their holiday experiences using Past Continuous Tense. Take turn!

Fill the callouts below using your daily activities!

Example: Supplementary Grammar Materials Page 9

Try This

6 a.m I was sleeping

5.30 a.m ………………

6.30 a.m ………………

8 a.m ………………

11 a.m ………………

2 p.m ………………

4.15 p.m ………………

6 p.m ………………

7.45 p.m ………………

10 p.m ………………

What were you doing last Sunday?

Questions 1. Were you spending last school holiday out of city? 2. When were you going on last holiday? 3. Was your family having a holiday with you? 4. What was your family doing on last holiday? 5. What were you doing on last holiday? 6. Were you staying at home on weekend? 7. What were you doing on weekend?

Exercise 1

Exercise 2


Put the verb into the correct form, past continuous or simple past. Example: When they were preparing (prepare) all the stuffs for climbing a rock hill, they suddenly heard (hear) a big explosion from the forest nearby. 1. While Anggie _____________ (cook) the lunch, the phone __________ (ring). 2. Who you _________________ (talk) to on the telephone as I __________(come) in? 3. I ________________ (wonder) what to do next when the bell _____________

(ring). 4. He _______________ (have) a bad fall while he _______________ (repair) the

roof. 5. From the sounds it ____________ (be) clear that Kinanti _____________ (practice)

the piano.

Adapted from A Practical English Grammar: Exercises 1

Create five sentences using past continuous and past tense according to your holiday experience, and then tell your friends! Example: I was walking along the beach when my father called me to go home last holiday.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________ Supplementary Grammar Materials Page 10

Exercise 3

Exercise 4


UNIT 3 I had eaten my favorite menu

Practice this dialogue with your partner! Act as if you were talking on the phone!

Sherli : Hello. Rivel : Hello, Sherli? Sherli : Yes. Who is speaking? Rivel : This is Rivel. Sherli : Oh, hi. I looked for you in the event yesterday. Didn’t you come? Rivel : I did. I looked for you, too. What time did you

come? Sherli : I was there since 7 o’clock. But when I was waiting for the band performance, my Dad called me go home. When did you come? Rivel : I went there at 8 o’clock and I had missed the band. So, when I arrived, you had gone. Sherli : Oh, I see. What a pity. Did you watch all the performances? Rivel : No, I didn’t. I had known the last show and I got sleepy, so I had driven my car home before they performed. Anyway, were you in the new cinema XXI opening last week? Sherli : Yeah. Were you? Rivel : Yeah. You got two free tickets for New Moon, right! Would you give me one? Sherli : I’m so sorry, Rivel. I had given it to my sister before the cinema played that movie. I know you love movie very much, but my sister begged me. Rivel : It’s okay. I will buy one. Alright, Sherli see you tomorrow. Sherli : See you then. Bye.


Let’s Get Started

Past Perfect Tense

What do you name the underlined verbs? Simple / Continues / Perfect / Future

1. What had happened when Rivel arrived at the event? 2. What had Rivel done before the last performance?


Read this Spoof text and answer the questions orally!


Enjoy This

When do you use those Simple / Continues / Perfect / Future verbs form?


What is so funny about the text?

Goat Jumped into a Deep Hole Two men had walked through the woods for an hour. They came across a very big deep hole. "Wow...that looks deep." One replied, "Sure does... toss a few pebbles in there and we will see how deep this hole is." Then they picked up a few pebbles and threw them in and waited... no noise "Geeez. That is really deep... here… Throw one of these great big rocks down there. Those should make a noise." After that, they picked up a couple football-sized rocks and tossed them into the hole and waited... and waited but no noise they heard. Wow.. They were really impressed with how deep the hole it was. They looked at each other in amazement. One got a determined look on his face and said, "Hey...over here in the weeds, there's a railroad tie. Help me carry it over here. When we toss that sucker in this hole, it must make some noise." The two men had dragged the heavy tie over to the hole and had heaved it in. But, not a sound came from the hole. Suddenly, out of the nearby woods, a goat appeared, running like the wind. It rushed toward the two men, and then right passed them, running as fast as its legs would carry it. Suddenly it leaped in the air and into the hole. The goat disappeared into the deep hole. The two men were astonished with what they had just seen. How could a goat jump into the hole? Then, not long after that, out of the woods a farmer came. He seemed to seek something and asked to the two men, "Hey two guys... have you seen my goat out here?" Feeling amazing with what they had seen of a goat jumping to the hole, they answered straightly, "You bet we did! Craziest thing I've ever seen! A goat came running like crazy and just jumped into this hole!" The farmer thought a moment and said, "That could not have been my goat because my goat was chained to a railroad tie." Then he left the two men.

Adapted from understandingtext.blogspot.com


Study and understand this!

Complete the formula! Positive Negative Interrogative Supplementary Grammar Materials Page 13

Language Focus

Past Perfect Tense Past perfect Past Present Future

It is to say that something had already happened before the action/ situation in the past.

Example: o When I got home, I found that someone had broken into my flat and had stolen

my fur coat. o George didn’t want to come to the cinema with us because he had already seen

the film twice. o It was my first time in an airplane. I was very nervous because I hadn’t flown

before. o Two men had walked through the woods for an hour. o The two men were astonished with what they had just seen.


Subject + …… + Verb …….

Subject + …….. + ….. + Verb …….

…….. + Subject + Verb ……?


Read this! I had missed many things

Hi, my name is Jasmine. I love shopping very much. I can go shopping four to six times in a month. Last Sunday, I went to the super market alone. I had listed all the things to buy before I prepared my money. As I remember, I had put my shopping list near my wallet before I took a bath. Unfortunately, in fact, I forgot to bring my shopping list and it made me in a mess all day since I missed many things. Let’s see! Work in pair. Change the verb in the bracket into a correct form! See the example!


Try This

At 10 : I arrived at the super market. At 9.30 : I forgot to bring my shopping list. When I arrived at the super market, I hadn’t brought (bring, not) my shopping list.

At 10.15 : I came to the fruits counter. At 10.00 : The green apples were sold out. I wanted to buy some green apples. But the green apples _________ (sell out) before I came to the fruits counter.

At 11.00 : I brought five cans of cornet in my bag. At 10.55 : I paid six cans of cornet at the cashier. When I arrived at home, I was surprised since I had only five cornets whereas I __________ (pay) six cornets.

At 10.45 : My friend phoned and asked me to hang out in Fresh Café at 11.30. At 12.00 : I came to the Fresh Café after came back to the supermarket to take my left cornet. I knew I had been late. When I stepped on the Fresh Café, my friend____________ (leave) the spot.

Exercise 1


Fill in the blanks about the fact of your favorites below! Then, complete short paragraphs about your preparation related to your favorites! Use past perfect and simple past tenses appropriately! Example:

Deni likes playing badminton. Before Deni played a badminton game, he had worn sport suits and shoes. He also had prepared a racket, and some shuttlecocks. Spicy burger is Deni’s favorite. He often made it by himself. Before he made it, his mother had provided all the ingredients. Creamy chocolate shake is the yummiest drink for Deni. Before he enjoyed it, he had blended some cream with chocolate, plus sugar. Then, he added some water and ice cubes.

I love _______________. Before I ______________(do) it yesterday, I _______________ (prepare) my stuffs. They are __________________________ _________________________________ _________________________________. I ______________________ (mix) the ingredients of ______________________ before I _______________(cook) it. I like it very much. The most delicious drink for me is ________________. I like it served after I did an exercise out. So, before I _____________(get) home, my servant ________________ (blend) it for me. I _______________ (tell) her to find its ingredients, like ____________________ _________________________________ Supplementary Grammar Materials Page 15

Deni’s facts Favorite activity : playing badminton Stuffs : racket, shuttlecock, sport suit, sport shoes. Favorite meals : spicy burger Ingredients : bread, cornet, pasta, green vegetable, tomato, spicy sauce. Favorite drink : creamy chocolate shake Ingredients : cream, chocolate, sugar, ice cube, water.

My facts Favorite activity : ___________________Stuffs : ___________________ ___________________ ___________________ Favorite meals : ___________________Ingredients : ___________________ ___________________ ___________________ Favorite drink : ___________________ Ingredients : ___________________ ___________________ ___________________

Exercise 2


Complete the sentences using the correct form of past perfect or simple past tense!

Aditya (left) _________ when we (get) _________ there. My parents (eat, already) _______________ by the time I (get) _______ home. The anthropologist (leave) ___________ the village when she (collect) ______________ enough data. I (recognize, not) ________________her because she (lose) ____________at least fifty pounds. Class (begin, already) ____________________ by the time I (arrive) _________ there.

Listen to your teacher and fill in the blanks using past perfect tense! Example: Teacher reads: Eko went to a basketball game last week. His best friend, Ando, went there too. Ando went home at 3.30. So when Eko arrived at 4 o’clock, Ando wasn’t there.

You answer: When Eko arrived at the basketball game, Ando wasn’t there. He had gone home. Fiona opened the refrigerator to take the oranges. They weren’t there. Her little sister _____________ them out.

When Marina came home, she couldn’t find her little dog. Her brother ______________ it.

Kiki wanted to buy his shopping goods. But his wallet was empty. Someone _______________ all the money.


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3

4

5

1

2

3

Exercise 3

Exercise 4


UNIT 4 I am going to go to the cinema tomorrow

Look at these pictures and answer the questions orally!

Who is going to win the race? Why?

Who will win the game? Why?

Pictures are adapted from images.google.co.id


Let’s Get Started

Simple Future Tense



Look at this picture. Read the dialogue and answer the questions!

Adapted from www.AAAClipArt.com Supplementary Grammar Materials Page 18

Enjoy This

Yes. I’ll be very happy, Joe.

Mia, will you at home tonight? I’m going to give you a ring.

1. What is so funny about the picture? 2. Will the man give her a ring or a call?

What form of verbs used by the couple? Simple / Continues / Perfect / Future

When do you use those Simple / Continues / Perfect / Future verbs form?


Groups’ Car Group A’s car Group B’s car

Adapted from www.clipart.com Supplementary Grammar Materials Page 19

Let’s Play

Car Race Game Rules 1) Divide the class into 2 groups. 2) Decide one of your members to be the spokesman/woman. 3) Your teacher will draw a snake race track on the board. 4) Each group will be given a car picture differs from other group. 5) Your teacher will read you questions [related to simple future tense]. Listen

to your teacher carefully and answer as fast and correct as possible. 6) The group with the correct answer will throw a dice and the group's car will

move as many spaces as the number in the dice. 7) The group to reach the finish line first will be the winner.


Study and understand this! Supplementary Grammar Materials Page 20

Language Focus

Simple Future Tense (WILL and BE GOING TO) Past Present Future It is indicated by the use of will or be going to. There are three functions of simple future:

To express a PREDICTION using WILL or BE GOING TO Example: (a) According to weather report, it will be cloudy tomorrow. (b) According to weather report, it is going to be cloudy tomorrow. (c) Watch out! You’ll hurt yourself. (d) Be careful! You’re going to injure yourself.

To express a PRIOR PLAN using BE GOING TO Example: (a) A: Why did you buy this paint? B: I’m going to paint my bedroom tomorrow. (b) I talked to Bobi yesterday. He told me that he’s going to buy a car.

To express WILLINGNESS using WILL Example: (a) A: The phone is ringing. B: I’ll get it. (b) A: I don’t understand this problem. B: Ask your teacher about it. She’ll help you.

Adapted from Understanding and Using ENGLISH GRAMMAR


Decide whether each number below is a PREDICTION, PRIOR PLAN, or WILLINGNESS!

Sentences are adapted from Understanding and Using ENGLISH GRAMMAR

Complete the sentences using WILL or BE GOING TO! Example: A: This letter is in French, and I don’t speak a word of French. Can you help me? B: Sure. I (translate) will translate it for you!

Neela : Where will Yani continue her study? Nayla : If she graduates this year, she (enter) ______________ Gajah Mada

University. Supplementary Grammar Materials Page 21

Try This

1. Susan will graduate in June. After that she is going to work at an electronics firm.

2. A: Are you busy this evening? B: Yes. I’m going to meet Jack at the library at

seven

3. A: This light doesn’t work. The bulb is probably burned out. Where are the new light bulbs?

B: I will get one for you.

4. A: Brrr. Who turned up the air conditioner? It’s really cold in here. My nose and fingers are cold.

B: I will make you a hot cup of tea.

5. A: Do you want to go shopping with me? I am going to go to the shopping mall downtown.

B: Sure. What time do you want to leave?

………………….

…………………

…………………..

……………………

……………..........

1

Exercise 1

Exercise 2


Teacher : It’s a bit hot in this class. Has anyone turned on the air conditioner? Student : Not yet, Sir. I (switch) ___________ it on. Teacher : Thank you. Tina : What do you want to be when you grew up? Demian : I (be) ________________ an austronaut.

Tina : Good for you. Robbi : When will you leave this city? Driana : I (move, not) ___________________ anywhere. I love stay here. Robbi : That’s good news.

Jeffri : If I have enough money, I (take) ______________ a graphic design course. Do you plan to take any course? Nova : Yes. I (join) __________________ a Mandarin course this month.

List your plans for next ten years! Share those plans with your friends in a group of four people!

What are you going to do/ to have/to be in ten years?

I am going to …...

Pictures are adapted from AAAClipArt.com


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3

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5

Exercise 3


UNIT 5 I absolutely can do it

Complete the story of Ambar’s Bedroom below using the words in the box!

Adapted from images.google.co.id

Ambar’s Bedroom Ambar has her own bedroom at home. She loves red, so her bedroom is ________________ dominated by red. Formerly, she wanted her wall painted red, too. _________________, her father didn’t allow it. He said that Ambar ____________ apply a soft color for her bedroom since it _____________ affect her mood. Ambar’s sister, Ajeng, suggested, “You _____________ apply soft pink for your wall, it is red soul mate.” But Ambar hates pink. So, she came to her mother to find another recommendation. Her mother said that she___________ paint her room with soft purple or light blue. And this advice _____________ worked. Ambar fell in love with soft purple. Supplementary Grammar Materials Page 23

Let’s Get Started

might

undoubtedly

must

would

definitely

ought to

clearly

Modal Auxiliary and Adverb of

Certainty


Let’s Play! This is your bedroom. You have only a bed in your room. You have bought some stuff to decorate your room. Place those stuffs as you like. State the position of the stuff in sentence space provided!

Your bedroom

Your room’s new stuff I must place this wardrobe……………………………...................

I could put my mirror ……………………………………………………… I would hang my clock on ………….....................................

I had better set my computer……………………………………………… The position of my shoes shelf should be ……………………………


Enjoy This


This table ought to be placed ………………………………………………………

This expensive chair will take position ……………………………………………….

Pictures are adapted from images.google.co.id

Listen to this song and fill in the blanks!

If Tomorrow Never Comes Ronan Keating

(1) _________ late at night I lie awake and watched her sleeping She's lost in peaceful dreams So I turn out the lights and lay there in the dark And the thought crosses my mind If I never wake up in the morning (2) _____ she ever knew the way I feel About her in my heart If tomorrow never comes (3) _____ she know how much I loved her Did I try in every way to show her every day That she's my only one And if my time on earth were through And she (4) _____ face the world without me Is the love I gave her in the past Gonna be enough to last If tomorrow never comes 'Cause I've lost loved (5) _____ in my life Who never knew how much I loved them

Now I live with the (6) _______ That my true feelings for them never were revealed So I made a (7) _________ to myself To say each day how much she (8) ____ to me And avoid that circumstance Where there's no second (9) ______ to tell her how I feel If tomorrow never comes (10) ____ she know how much I loved her Did I try in every way to show her every day That she's my only one And if my time on earth were through And she (11) ____ face the world without me Is the love I gave her in the past Gonna be enough to last If tomorrow never comes So tell that someone that you love Just what you're (12) __________ If tomorrow never comes



What do you name the words in bold? Modal Auxiliary / Preposition / Conjunction

What do you name the words in numbers 1-4, 10 and 11? Modal Auxiliary / Preposition / Conjunction



Language Focus

Modal Auxiliary and Adverb of Certainty

Modal auxiliary generally expresses a speaker’s attitude or mood. For example, modals can express that a speaker feels something is necessary, advisable, permissible, possible, or probable.

Modal auxiliaries in English are: can, could, had better, may, might, must, ought to, shall, should, will, and would.

Functions Examples Obligation We must submit the assignments this Monday. Suggestion You’d better take care of your health. Permission You may take my seat. Possibility They might go to the village or to the beach. Probability You will be a successful businessman in the future.

Ability I can do it. Request Would you pass the salt please?

Adverb of certainty shows degree of certainty of a statement. Example: X: May I sit here?

Y: Yes, certainly. X: A teacher shouldn’t get angry with students, should he? Y: Hmm… sometimes.

Strength of Certainty Adverbs of Certainty

Strong undoubtedly, always, never, definitely, clearly

Moderate usually, likely, probably, regularly, majority, generally, often, frequently, rarely

Tentative possible, conceivable, sometimes, occasionally, seldom, perhaps, maybe, uncertainly, minority

Adapted from Understanding and Using ENGLISH GRAMMAR and Look Ahead 2


Make sentences using modal auxiliaries according to the clues in the cans!

Ask your friend some questions related to his/her bedroom. Do it in turn! Use the adverbs of certainty as response to the questions! Example

You : Do you often change your bed cover? Your friend : Undoubtedly. I always change it every week. You : Your bedroom is always tidy, right? Your friend : Yes, it is usually tidy if my little brother doesn’t mess it.

Picture is adapted from www.clipart.com


Try This

Request sugar bring

Ability sing beautifully

Probability winner competition

Possibility sell necklace

Permission use computer

Obligation uniformwear

Suggestion light turn off

1) Will you bring me some sugar, please? ______________________________________

2)__________________________________________________________________________

3)__________________________________________________________________________

4)__________________________________________________________________________

5)__________________________________________________________________________

6)__________________________________________________________________________

7)__________________________________________________________________________

Exercise 1

Exercise 2


UNIT 6 I love my old red shoes

Read this hortatory exposition and underline the nouns!


Let’s Get Started

Nouns and Noun Phrases

Watch Your Kids While Watching TV Television becomes one of the most important devices which takes place in almost houses. It can unite all members of the family as well as separate them. However, is it important to know what your kids are watching? The answer is, of course, absolutely "Yes" and that should be done by all parents. Television can expose things you have tried to protect the children from, especially violence, pornography, consumerism and so on. Recently, a study demonstrated that spending too much time on watching TV during the day or at bedtime often causes bed-time disruption, stress, and short sleep duration. Another research found that there is a significant relationship between the amount of time spent for watching television during adolescence and early adulthood, and the possibility of being aggressive. Meanwhile, many studies have identified a relationship between kids who watch TV a lot and being inactive and overweight. Considering some facts mentioning above, protect your children with the following tips: - Limit the television viewing to one-hours each day - Do not allow your children to have a TV set in their own bedrooms - Review the rating of TV shows which your children watch - Watch television with your children and discuss what is happening in the show


1. Do you like watching TV? 2. How many hours do you watch TV in a day? 3. What are the impacts of spending too much time on watching TV? 4. What should parents do to protect the children from TV’s bad effects?


Enjoy this song and fill in the blanks!

A Whole New World

I can show you the world Shining, shimmering, splendid Tell me, Princess, now when did You last let (1) ____ _____ decide? I can open your eyes Take you wonder by wonder Over, sideways and under On (2) __ _____ _____ ride A whole new world A new (3) __________ ____ of view No one to tell us no Or where to go Or say we're only dreaming A whole new world (4) __ ________ ____ I never knew But when I'm way up here It's crystal clear that now I'm in a whole new world with you (5) ______________ ______ Indescribable feelings

Soaring, tumbling, freewheeling Through an (6) _______ ________ sky A whole new world Don't you dare close your eyes (7) __ ________ ________ things to see Hold your breath - it gets better I'm like (8) __ _________ ____ I've come so far I can't go back to where I used to be A whole new world Every turn a surprise With (9) ____ __________ to pursue Every moment gets better I'll chase them anywhere There's time to spare Let me share this whole new world with you A whole new world A whole new world That's where we'll be That's where we'll be (10) __ _________ ______ A wondrous place For you and me


How many nouns do you find in the song? What do you name the underlined phrases?


Enjoy This



Language Focus

Noun and Noun Phrases

A phrase is a group of words that do not have subject and predicate. A noun phrase is a phrase that functions as a noun. Every noun phrase has a noun head. e.g: a story noun head a good story book in the cupboard = Noun Phrase noun head

modifier modifier

How can we develop nouns into noun phrases?

Things to add Examples Determiners: a, an, the, some, your, his, many, more, five, etc.

• an aeroplane • five books

Adjectives: good, bad, long, short, beautiful, etc.

• a good student • long sticks

Present participles: opening, walking, running, sleeping, standing, etc.

• an opening ceremony • the girl standing in the yard

Past participles: written, spoken, crooked, made, typed, etc.

• a written announcement • the letter typed by my friend

Nouns: bus, train, TV, arm, potato, etc. • a train station • an arm chair

Prepositions: in, on, at, of, in front of, to send, etc.

• the house in front of the market • the color of the sea

Infinitives: to read, to cover, to send, etc. • an interesting book to read • a blanket to cover your body

WH clauses: who, which, whose, etc. • the man whose wallet was stolen • the river which flows across the land

Adapted from Look Ahead 2


Develop the following nouns into noun phrases! Example: Book The colour Three books The colour of the sea Three books on the shelf The colour of the sea at sunset

Work in a group of three. Tell your partners about your pet or stuff you like most. Tell them your feeling about it. Use noun phrases to describe your pet or your feeling. Pay attention to the example below!

Windi had some pets in her home; they were a brown-eyed dog, Billy, and two cockatoos, Yellie and Reddie. Yelli was the yellow cockatoo and Reddie was the red one. She loves them so much. She often told me, “There’s nothing that compares with my love for my pets.” One day in the early morning, she found the two cockatooes laid on the cage floor ,dying. After view minutes, those lovely cockatoo died. It brought her a lot of misery.

Picture is adapted from images.google.co.id

Write a short letter for someone (a friend or a colleague). Express your recent feeling (your love, sorrow, amazement, disappointment or anxiety) about anything! Use noun phrases in your writing!


Try This

Exercise 2

Exercise 3

Exercise 1

6. waterfall 7. paper 8. mountain 9. key 10. grape

1. student 2. kingdom 3. crocodile 4. building 5. lady


UNIT 7 She helped the man who was sick

Look at this picture!


Do you know what picture is above? It is Batik, one of our cultural heritages. Formerly, only adults and old people were familiar with Batik. However, recently, young generation including teenagers and children are familiar with this Indonesian culture. They often wear Batik as school uniforms as well as daily clothes. Some creative people explore Batik into fashionable dresses for men and women from all level of age. Even, the youth decorates their vehicles with Batik’s motif. These conditions show that Batik is loved by all Indonesian citizens.


Let’s Get Started

Pronouns and Relative Pronouns

1. What does the word ‘it’ in the first line refer to? 2. What does the word ‘they’ in the forth line represent? 3. What do you name the words it, they, their and our above?

Noun/Pronoun/Relative Pronoun


Role Play! Make a group of three people and play a role play in front of the class using the following conversation! And answer the questions orally! Dewi : Hi, friends. How are you? Kanya : I’m okay. I miss you, Dewi. Dewi : I miss you both, too. Fairis : Yeah. We haven’t met for three weeks. How’s your vacation, friends? Kanya : Hmm…I enjoyed it a lot. I went hometown to Bali. Do you remember our holiday assignment which was given by our art teacher to maintain our cultural heritage? Dewi : Yeah. So, was it why you went hometown? Kanya : Yes, that was one of the reasons. The rest was because I missed my grandparents whose house in Gianyar, Bali. I have done my art assignment and it was an unforgettable experience. Fairis : Really? Tell us. Kanya : I joined a Bali dance sanggar since the first week I was there. I dared myself to register as one of the representatives from my sanggar to perform in an event that would be attended by many foreign people. You know what happened on the stage? Dewi : Come on. You tell us. Kanya : I was so nervous in front of thousands of people. I almost couldn’t move my legs and hands. Frozen. I messed everything. I was very embarrassed. Dewi : I see. You must be so ashamed. How about yours, Fairis? Fairis : Well, I did my assignment in Bandung. I was interested in Angklung. I bought a set of Angklung and learned how to play it with my uncle who is an art teacher at an elementary school. One day I found it broken, very bad. My little brother who is the naughtiest kid in the world played it as swords toy. Dewi : What a pity you are. Alright guys, the bell is ringing. I’ll tell my story later, okay. Let’s get in the class.

Picture is adapted from images.google.co.id Supplementary Grammar Materials Page 33

Enjoy This

What do you name the underlined words? Noun/Pronoun/Relative Pronoun

What is the cultural heritage of your hometown? What would you feel if your cultural heritage was destructed?



Language Focus

Pronouns Subject I you we they he she it Object me you us them him her it Possessive my your our their his her its Examples: He sent a letter for me. My sister and my cousins are going to the cinema. Should I go with them? Amir has a new bike. His bike is an expensive one.

Adapted from Look Ahead 2 Relative Pronouns Relative pronouns are used to replace pronouns in relative clauses. Relative clause is a clause that modifies a noun. Subject who, which,

that I thanked the woman She helped me. (a) I thanked the woman who helped me. (b) I thanked the woman that helped me. The book is mine. It is on the table. (a) The book which is on the table is mine. (b) The book that is on the table is mine.

Object who(m), which, that

The man was Mr. Pradi I saw him. (a) The man who(m) I saw was Mr. Pradi. (b) The man that I saw was Mr. Pradi The movie wasn’t very good. We saw it last night. (a) The movie which we saw last night wasn’t very good. (b) The movie that we saw last night wasn’t very good.

Possessive whose I know the boy. His bicycle was stolen. (a) I know the boy whose bicycle was stolen.

Adapted from Understanding and Using English Grammar


Complete the text using the words in the box! The words may be used more than once!

Anita is an Indonesian. ______ was born in Papua 17 years ago. However, ______ lives in Manado now. Although Anita hasn’t been in Papua for ten years, ______ is very proud of the natural heritage of Papua. One of her pride is Cendrawasih. ______ has beautiful feathers. Those feathers have various colours. Each cendrawasih may have different colours from the others. Anita tells that when ______ was a child, ______ parents often brought ______ to Cendrawasih National Park in Papua. There were many Cendrawasih, but now ______ are rarely. Anita always wants to go to Papua because _____ misses ______ so much. Anita and _____ family has made ______ plan to have a trip in holiday. ______ will go to Papua.

Combine the clauses using relative pronouns who(m), which, that or whose! Wayang Kulit is an art. I watched it last night. ______________________________________________________. Mandau is a traditional weapon. It comes from Kalimantan. ______________________________________________________. I met Mrs. Nadin. Her valuable Merak’s feathers were stolen. ______________________________________________________. My father called Mr. Bono. He gave my father Keris Pusaka. ______________________________________________________. The people were very nice. We visited them in Bunaken Island last month. ______________________________________________________. Supplementary Grammar Materials Page 35

Try This

Exercise 1

she her it them they their we

Exercise 2

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5


Listen to your teacher and give number to each picture based on the information your teacher mentions! Example: Teacher mentions: This cultural heritage is a traditional dance whose dancers are usually more than ten people. You guess: Saman traditional dance


Write about the cultural or natural heritage of your hometown in one paragraph. Include pronouns or relative pronouns in your writing. Then, tell your friends in a group of three!


Exercise 3

…. ….

….

….

….

….

Exercise 4


UNIT 8 My cousins are clever and they are friendly

Complete the sentences based on these sequential pictures!

Example: The man did not take a bath after he woke up in the morning.

The man went to the office although he did not take a bath. _________________________ in order to ___________________________ _________________________ but _________________________________ _________________________ before ______________________________ __________________________and ________________________________ _________________________ since _______________________________


Let’s Get Started

Compound and Complex

Sentences

Adapted from www.AAAClipArt.com

1 2 34 5

1

2

3

4

5

What do you name the words that connect two sentences? Preposition / Conjunction / Article


Read the following Spoof text and answer the questions orally!


Enjoy This

What is so funny about the text? What would you feel if you were Devon?

What do you name the underlined words above? Preposition / Conjunction / Article

“That phone is off” Soon after he left college, Devon found one of his uncles who was very rich and had no children of his own died and left him a lot of money, so he decided to set up his own real estate agency. Devon found a nice office. He bought some new furniture and moved in. He had only been there for e few hours when he heard someone coming toward the door of his office. “It must be my first customer” Devon thought. He quickly picked up the telephone and pretended to be very busy answering an important call from someone in Jakarta who wanted to buy a big and expensive house in the country. The man knocked at the door while this was going on. He came in and waited politely for Devon to finish his conversation on the phone. Then the man said to Devon: “I am from the telephone company and I was sent here to connect your telephone”



Find a partner! Create your own dialogue orally as if you were the two people in the pictures. Use the conjunctions in the boxes bellow!

Example Dian : Hello Sukma, may I borrow your Math book until my mother buys me a new

one? Sukma : Of course you may. But you’d better give it back before our Math test so

that I can study. Supplementary Grammar Materials Page 39



and

but

even though

because

if

so that

which

as

where

unless

when

untilor

What is the function of Conjunctions?

Which conjunctions show the parallel relation? Which ones show the contrary relation? Which ones show the cause-effect relation?



Compound Sentence It is the result of relating two sentences using connectors (and, but, or). And, but, or are called coordinate conjunctions. These conjunctions are preceded by a comma when they join two sentences.

e.g. Belina stayed at home, and her elder sister had a party last night. We have invited them, but they don’t come.

Complex Sentence

It is the result of relating two sentences using conjunctions. Here are some of conjunctions used in complex sentences:

To express time after, before, since, until, when, while, as

e.g. Daniel will not go back until he finds his sister. To express cause because, since, as

e.g. Jelita cannot gather with her family since she has to attend a committee meeting.

To express condition if, unless e.g. If he was not sick, my father would go fishing.

To express contrast although, even though, though e.g. Although she was not permitted by mother, Nancy went to the beach.

To express purpose in order to, so that e.g. My naughty little brother should study hard in order to pass the final exam.

To express identification that, when, where, which, who e.g. Mentawai island is a beautiful place where my family often visit.

It has two parts: independent clause and dependents clause.

Independent clause : It is a complete thought which can be stand as a sentence by itself.

Dependent clause : It can not stand alone. Its meaning depends on independent clause.

Example If the oven cleans itself automatically, my aunt would like to buy an oven. dependent clause independent clause Siska is one of my cousins who works in a foreign company. independent clause dependent clause

Adapted from Look Ahead 2

Language Focus


Use the words in the boxes bellow to make good compound sentences about your family habits! Use the conjunctions and, but, or!

Father likes sleeping, but mother likes watching television everyday.

Combine the two sentences to make complex sentences using appropriate conjunctions!

My family spent last holiday in Jogjakarta. My family visited Jogja Kembali Monument. My family visited Jogja Kenbali Monument because we spent last holiday in

Jogjakarta. Grandma has been old. Grandma makes me a wool sweater. ____________________________________________________________ My house would be crowded this week. My aunt’s new baby was brought to my house. _______________________________________________________________


Try This

drink eat

breakfast lunch

sleep watch

music hobby

gather family

1

2

Exercise 1

Exercise 2

3


Her twin sisters are busy hunting new dress. Her twin sisters prepare their seventeenth birthday celebration. ____________________________________________________________ Diane’s father in law is in the hospital. Diane’s first daughter was born in the hospital. ____________________________________________________________

Listen carefully! Your teacher will read five sentences. Decide whether each sentence is a compound or complex sentence! Example: My sister needs to see the doctor so that she gets the cure for her illness. Compound / Complex

1. Compound / Complex 2. Compound / Complex 3. Compound / Complex 4. Compound / Complex 5. Compound / Complex

Observe your family’s (everyone in your home) daily activities from morning up to sleeping time. And then, write it in one or two paragraphs. Do not forget to use compound and complex sentences on your writing.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Supplementary Grammar Materials Page 42

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5

Exercise 3

Exercise 4


Documents

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