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READING MATERIALS USING CONTENT-BASED

INSTRUCTION FOR THE 10TH GRADE OF INFORMATION
TECHNOLOGY STUDENTS IN SMK NEGERI 1 NANGGULAN

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Maria Magdalena Yunita Anugrah Damayanti
Student Number: 101214003

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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READING MATERIALSUSING CONTENT-BASED

INSTRUCTION FOR THE 10TH GRADE OF
INFORMATIONTECHNOLOGYSTUDENTS IN SMK NEGERI
1 NANGGULAN

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Maria Magdalena Yunita Anugrah Damayanti
Student Number: 101214003

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015

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ABSTRACT

Damayanti, MM. YunitaAnugrah (2015). Reading Materials Using Content-

Based Instruction for the 10thGrade of Information Technology Students in SMK
Negeri 1 Nanggulan. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
Reading skill plays an important role for Information Technology students
who always meet some instructions in the computer which are written in English.
In fact, the book used in SMK Negeri 1 Nanggulan does not support the teaching
learning process. Therefore, this research was conducted to solve the problem by
implementing Content-Based Instruction (CBI) to design a set of reading
materials. The use of CBI can fulfill students’ need. The students can acquire the
content of what they are learning rather than the language.
Two problems were formulated to conduct this research. They were: (1)
Howis a set of reading materials using Content-Based Instructionfor the 10thgrade
Information Technology students in SMK Negeri 1 Nanggulan designed? (2)
What does a set of reading materials using Content-Based Instruction for the 10th
grade Information Technology students in SMK Negeri 1 Nanggulan look like?
To answer the first question, the researcher employed five steps of
Educational Research and Development (R&D) from Borg and Gall (1983). The
steps were: (1) Research and Information Collecting, (2) Planning, (3)
Development of Preliminary Form of Product, (4) Preliminary Field Testing, and
(5) Main Product Revision. In designing the materials, the researcher adapted an
instructional design model from Kemp (2011). The steps were instructional
problems, learner and context, task analysis, instructional objectives, content
sequencing, instructional strategies, designing the message, development of the
instruction, evaluation instruments, and revising the designed materials as an
additional step.
The second question was answered by presenting the result of the revision.
It was presented in Appendix H. The researcher presented the designed materials
which consisted of four units namely ‘Parts of Computer’, ‘Repairing Your
Computer’, ‘The History of Internet’, and ‘Computer Network’. Each unit of the
designed materials consisted of six parts. They were: Let’s Ask, Before You Read,
Let’s Read, After You Read, Grammar Corner, and Let’s Evaluate.
In evaluating the designed materials, the researcher distributed the post-
designed questionnaire to three evaluators. The result showed that the mean was
ranged from 3.7 to 4.7 on the scale 5 which meant that the designed materials
were good and acceptable to be applied for teaching reading in SMK Negeri 1
Nanggulan especially for the 10thgrade of Information Technologystudents using
Content-Based Instruction. The researcher expected that the designed materials
will be useful for the students, the English teacher and further researchers to
conduct other researches related to the topic.

Keywords:Reading Materials, Content-Based Instruction, Information

TechnologyStudents of SMK Negeri 1 Nanggulan

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ABSTRAK

Damayanti, MM. Yunita Anugrah (2015). Reading Materials Using Content-

Based Instruction for the 10thGrade of Information Technology Students in SMK
Negeri 1 Nanggulan. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Kemampuan membaca sangatlah penting untuk siswa Teknik Komputer
dan Jaringan (TKJ) yang selalu menemukan instruksi yang terdapat pada
komputer ditulis dalam Bahasa Inggris. Kenyataannya, buku yang tersedia di
SMK Negeri 1 Nanggulan tidak menunjang proses pembelajaran.Oleh karena itu,
penelitian ini dilakukan dengan mengimplementasikan Content-Based
Instruction(CBI)untuk mendesain materi pembelajaran membaca Bahasa Inggris.
Melalui CBI kebutuhan siswa akan terpenuhi. Mereka dapat memperoleh
pengetahuan melalui pembelajaran bahasa.
Penelitian ini bertujuan untuk menjawab dua pertanyaan: (1) Bagaimana
seperangkat materi pembelajaran membaca Bahasa Inggris dengan Content-
Based Instructionuntuk kelas X TKJ di SMK Negeri 1 Nanggulan dibuat? dan (2)
Bagaimana penyajian seperangkat materi pembelajaran membaca Bahasa
Inggris dengan Content-Based Instructionuntuk kelas X TKJ di SMK Negeri 1
Nanggulan?
Untuk menjawab pertanyaan pertama, peneliti menggunakan lima langkah
penelitian dari R&D model yang dikembangkan oleh Borg dan Gall (1983).
Kelima langkah tersebut adalah: (1) Research and Information Collecting, (2)
Planning, (3) Development of Preliminary Form of Product, (4) Preliminary Field
Testingdan (5) Main Product Revision.Peneliti mengadaptasi desain
pembelajaran dari Kemp (2011). Langkah-langkahnya adalah
instructionalproblems, learner and context, task analysis, instructional objectives,
content sequencing, instructional strategies, designing the message, development
of the instruction, evaluation instruments, dan revising the designed materials.
Pertanyaan kedua dijawab dengan menyajikan hasil perbaikan materi
pembelajaran yang dimuat dalam lampiran H. Peneliti menyajikan materi
pembelajaran yang terdiri dari empat unit bernama ‘Parts of Computer’,
‘Repairing Your Computer’, ‘The History of Internet’, dan ‘Computer Network’.
Setiap unit terdiri dari enam bagian yang disebut Let’s Ask, Before You Read,
Let’s Read, After You Read, Grammar Corner, dan Let’s Evaluate.
Untuk mengevaluasi desain materi, peneliti membagikan kuesioner
penilaian pada tiga responden. Hasil penilaian menunjukkan bahwa nilai tengah
berkisar antara 3.7 sampai 4.7 pada skala 5 sehingga dapat disimpulkan bahwa
materi pembelajaran ini bagus dan cocok untuk diterapkan dalam pembelajaran
membaca di SMK Negeri 1 Nanggulan khususnya siswa kelas X TKJ. Peneliti
berharap materi pembelajaran ini dapat berguna bagi siswa TKJ, guru Bahasa
Inggris, dan peneliti lain yang ingin meneliti lebih lanjut tentang topik ini.

Keywords:Reading Materials, Content-Based Instruction, Information

TechnologyStudents of SMK Negeri 1 Nanggulan

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ACKNOWLEDGEMENTS

First of all, I would like to praise my Almighty God, Jesus Christ. He

always guides me in every step I had during my study at Sanata Dharma

University. I also thank to Mother Mary for the love, strengths, and mercy given

to my life. Both of them are my heroes so that I finally finished my thesis.

I sincerely thank to my advisor, AgustinusHardiPrasetyo, S.Pd., M.A.

for his kindness, guidance, and motivation to accomplish my thesis. Next, I would

also thank to all lecturers and secretariat staff of the English Language

Education Study Program. I thank to Drs. H. Rumawal P, M.M., the

headmaster of SMK Negeri 1 Nanggulan who gave me permission to conduct the

research at the school. My gratitude goes to Markus Budiraharjo, M.Ed., Ed.D.,

Marti Windarini, S.Pd., and Ari Setyani, S.Pd. who helped me in evaluating the

designed materials.

My deep thanks go to my beloved parents, DwiAgusBasukiPetrus

Paulus and Margareta Sugiyemand my lovely sisters, CaeciliaWulan and

Vincentia Ningrum for supporting me with their love, care, prayer, and patience

to finish my thesis. I am lucky to have them.

I would like address my gratitude to Wiyono, S.Pd. for his patience,

support, and kindness for checking my thesis. My special thanks go to my

boyfriend, MartinusDidi. I thank him for his love, care, and understanding in

accompanying me during finishing my thesis.

I also thank to my best friends, Afri, Decha, Dhini, Yulia, Vindy, and Ina

who always support me in accomplishing my thesis. I thank them for being my

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family in the English Language Education Study Program. I missed our

togetherness when we shared our happiness and sadness.

I would also thank to my friends, Tito, Yoga, Arnis, Heni, Nande, Bita,

Duma, Vincent, Tiwi, Epi, Chika and Vivi. Thank you for the wonderful

relationship during this adventure in finishing the thesis.

At last, I also wish to thank all people whose names I cannot mention one

by one. Thank you very much for their help, support and care. May God bless

them.

MM. YunitaAnugrahDamayanti

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TABLE OF CONTENTS

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

APPROVAL PAGE .......................................................................................ii

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

PERNYATAAN PERSETUJUAN PUBLIKASI ...............................................v

ABSTRACT ...................................................................................................vi

ABSTRAK .......................................................................................................vii

ACKNOWLEDGEMENTS ........................................................................... viii

TABLE OF CONTENTS ............................................................................... x

LIST OF TABLES ......................................................................................... xiii

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

LIST OF APPENDICES ................................................................................ xv

CHAPTER I. INTRODUCTION

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

B. Research Problems .................................................................................. 3
C. Problem Limitation ................................................................................. 4
D. Research Objectives ................................................................................ 4
E. Research Benefits .................................................................................... 4
F. Definition of Terms ................................................................................. 6

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description ........................................................................... 8
1. Instructional Design Model ................................................................ 8
2. Reading............................................................................................... 12
a. The Nature of Reading .................................................................. 12

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b. Types of Reading ............................................................................. 13

c. Reading Strategies ........................................................................... 14
d. Principles for Teaching Reading ..................................................... 15
3. Content-Based Instruction .................................................................... 17
a. Model of Content-Based Instruction ............................................... 17
b. Principle of Content-Based Instruction ........................................... 18
c. Teachers and Learners Role ............................................................ 19
4. Learners’ Characteristics ...................................................................... 20
5. Theoretical Framework ........................................................................ 20

CHAPTER III. RESEARCH METHODOLOGY

A. Research Method .................................................................................. 24

B. Research Participants ........................................................................... 29
C. Research Instruments ........................................................................... 30
D. Data Gathering Techniques .................................................................. 31
E. Data Analysis Techniques .................................................................... 32
F. Research Procedures ............................................................................ 36

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A. The Steps and Process in Designing a Set of Reading Materials using

Content-Based Instruction for the 10th Grade of Information
TechnologyStudents in SMK Negeri 1 Nanggulan ................................... 37
1. Research and Information Collecting ................................................... 37
a. Instructional Problem ...................................................................... 38
b. Learners and Context ....................................................................... 39
2. Planning ................................................................................................ 45
c. Task Analysis .................................................................................. 45
d. Instructional Objectives ................................................................... 50
3. Development of the Preliminary Form of Product ............................... 52
a. Content Sequencing ......................................................................... 52

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b. Instructional Strategies .................................................................... 54

c. Designing the Message .................................................................... 54
d. Development of the Instruction ....................................................... 55
4. Preliminary Field Testing ..................................................................... 55
a. Evaluation Instruments .................................................................... 55
5. Main Product Revision ......................................................................... 58
a. Revising the Designed Materials ..................................................... 58

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions ............................................................................................... 61
B. Suggestions ............................................................................................... 63

REFERENCES ............................................................................................... 64

APPENDICES ................................................................................................ 65

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LIST OF TABLES

Table 4.1Summary of Classroom Observation ...................................................38

Table 4.2The Result of the Students’ Questionnaires .........................................39

Table 4.3 The Topics of the Designed Materials ................................................45

Table 4.4 Kompetensi Inti in the Designed Materials Based on the

Implementation of the 2013 National Curriculum .............................46

Table 4.5 The Collaboration of the 2013 National Curriculum in the

Designed Materials .............................................................................47

Table 4.6 The Learning Objectives in Each Unit of the Designed Materials .....50

Table 4.7 The Learning Materials of the Designed Materials ............................54

Table 4.8 The Description of Evaluators ............................................................56

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LIST OF FIGURES

Figure 2.1 Instructional Design by Kemp (2011) .......................................... 12

Figure 2.2 The Researcher’s Instructional Design Model ............................. 23

Figure 3.1 R&D Cycle and the Researcher’s Cycle ....................................... 28

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LIST OF APPENDICES

Appendices ................................................................................................ 65

A. The Letter of Permission ........................................................................... 66

B. The Students’ Questionnaire Form ........................................................... 67
C. The Teacher’s and the Students’ Interview Form ..................................... 68
D. The Post Design Questionnaire ................................................................. 69
E. The Descriptive Statistic of the Participants’ Opinion on the
Designed Materials 70
F. The Syllabus .............................................................................................. 71
G. Lesson Plan Unit 1 .................................................................................... 72
H. Presentation of the Designed Materials .................................................... 73

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CHAPTER I

INTRODUCTION

In this chapter, the researcher presents the introduction of the research.

There are six parts that will be discussed, namely the research background,

research problems, problem limitation, research objectives, research benefits, and

definition of terms.

A. Research Background

English as a subject matter in school has four basic language skills. Those

are listening, speaking, reading, and writing. Reading skill is one of the skills that

must be mastered because it will lead people to understand the text written in

English. However, teaching reading for adolescent learners is different from

teaching reading for elementary or kindergarten students because of the

differences of age and characteristics. Henceforth, the teacher should consider the

teaching technique and the materials given that can attract the students’ interest in

learning English.

Furthermore, English becomes one of the subjects which is learned at all

levels in schools. The students of vocational high school also has English as their

subject. Even though they study different majors, they have English as one of the

courses especially for those who enter in information technology major. They

concern about all things related to a computer, such as how to operate and repair

the computer. Nowadays, technology is being developed quickly. This cause the

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use of it is spread out around the world. Consequently, computer becomes one of

the technologies that most people used to help their work. Furthermore, most of

the instructions, the icons, and the toolbars in computer are written in English.

Therefore, the English lesson should fulfill the students’ needs in vocational high

school.

The teacher should give appropriate materials for the students. However,

while doing observation in SMK Negeri 1 Nanggulan, the available book that is

used in teaching English is only LKS (Lembar Kerja Siswa). In addition, the

teacher and the students stated that the LKS cannot fulfill the students’ needs. The

LKS is a simple book of materials which are completed by short description of

topics learned and followed by some exercises. The materials inside the LKS

cannot represent the knowledge that the students need. The LKS tends to only

present writing skill. Sometimes the teacher also combines the materials from

other books or internet but still the LKS does not give a space for the teacher and

the students to elaborate their ability in reading skill. In this case, the teacher and

the students expect to have a book for learning English easily and in an interesting

way. They need more materials in order to support the learning particularly for

reading skill.

Since the materials do not fulfill the students’ need, the implementation of

Content-Based Instruction (CBI) is the appropriate approach in designing reading

materials for the students. According to Krahnke (1987:65), by using CBI, the

students can acquire the content of what they are learning rather than the
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language. The researcher expects that they can get a lot of knowledge about

computer so it will be more useful for them.

By implementing the 2013 national curriculum, CBI can represent the

purpose of that curriculum in vocational high school. Mulyasa (2013) described

that the purpose of the curriculum is all of the subjects learned in vocational high

school have relation with other subjects (p.172). The English lesson for

Information Technology students can help them in acquiring knowledge of

computer as a result it will support them to study in other classess for example at

Productive class where they apply their knowledge to repair computer.

Based on the explanation above, the researcher will conduct the research in

SMK Negeri 1 Nanggulan to design a set of reading materials using Content-

Based Instruction for Information Technology students. By distributing some

questionnaires for the students, the researcher expects to gain information related

to what they experienced in English class especially in reading. Besides, the

researcher can find out students’ interest topics which are used to design the

materials. For the result, the researcher decides to design a set of reading materials

using Content-Based Instruction which are focused to the 10th grade of

Information Technology students in SMK Negeri 1 Nanggulan.

B. Research Problems

There are two problems that are formulated in this research. They are:

1. How is a set of reading materials using Content-Based Instruction for the 10th

grade of Information Technology students in SMK Negeri 1 Nanggulan

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2. What does a set of reading materials using Content-Based Instruction for the

10th grade of Information Technology students in SMK Negeri 1 Nanggulan

look like?

C. Problem Limitation

The research is limited to the design of reading materials even there are

other skills inputted but the designed materials are focused on reading skill. The

materials are designed for the 10th grade students of Information Technology

major in SMK Negeri 1 Nanggulan. Furthermore, the focus of this research is to

develop a set of reading materials using Content-Based Instruction.

D. Research Objectives

The objectives of the research are:

1. To design a set of reading materials using Content-Based Instruction for the

10th grade of Information Technology students in SMK Negeri 1 Nanggulan.

2. To present a set of reading materials using Content-Based Instruction for the

10th grade of Information Technology students in SMK Negeri 1 Nanggulan.

E. Research Benefits

This research is expected to give contribution to some groups of people.

1. For the Information Technology students

By implementing the use of Content-Based Instruction, the researcher can

design the materials that can fulfill the students’ need. They will get more
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information of what they are learning. So, they not only learn English but also the

content of the learning. Hopefully, it can help them in understanding the materials

well related to their major.

2. For the English teachers

The research will help the teachers giving the reference in order to decide

the appropriate materials for their students. The teachers can also find out other

topics related to the use of Content-Based Instruction to increase students’

motivation in learning English.

3. For the Researcher

By having experiences in designing materials, hopefully the researcher can

design other appropriate materials for her teaching later. The researcher learns

many things in how to make good material to be applied.

4. For other Researchers of English Language

Hopefully the designed materials will be useful for other researchers who

do the research related to design a set of reading materials for 10th grade students

of Information Technology of vocational high school. This research can give brief

information and help them support their writing and research.

5. For the English Language Education Study Program (ELESP) of Sanata

Dharma University

This research will give contribution to ELESP; it will be an evidence for

ELESP students who need information about the reading materials especially in

using Content-Based Instruction. In addition, it helps them support their teaching.

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F. Definition of Terms

Some specific terms will be used in this research. In order to give the clearer

boundaries in the research, some terms are defined below.

1. Reading

According to Nuttal (1996), the central ideas behind reading are the idea of

meaning; the transfer of meaning from one mind to another, the transfer of a

message from researcher to reader. In this study, the reading skill is the main

focus in designing the materials. The topics for reading materials are suited based

on the students’ need.

2. Content-Based Instruction

Krahnke (1987) defines that Content-Based Instruction is the teaching of

content or information in the language being learned with little or no direct or

explicit effort to teach the language itself separately from the content being taught.

Therefore, the students got knowledge from the learning rather than the language.

In this study, the designed materials are intended to implement CBI, thus the

knowledge of language and lesson about computer are developed together.

3. 10th Grade of Information Technology Students in SMK Negeri 1

Nanggulan

SMK Negeri 1 Nanggulan is located in Jl. Gadjah Mada, Wijimulyo,

Nanggulan, Kulon Progo, Yogyakarta. SMK is the abreviation of Sekolah

Menengah Kejuruan or vocational high school. It is a school for students who

have already graduated from junior high school. The range of students’ age in 10th

grade is between 15 years old and 16 years old. The vocational high school has
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some majors; one of them is Information Technology. The focus of the major is in

computer and all things related to it. The students are expected to master the

computer so that they are ready to enter the work field after finishing their study.
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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents some theories related to the research. There are two

parts to discuss. The first part is the Theoretical Description and the second part is

the Theoretical Framework. The Theoretical Description covers some theories that

are used in conducting the research. Meanwhile, the Theoretical Framework

discusses the synthesis of the theories to build a framework in designing a set of

reading materials using Content-Based Instruction for the 10th grade of

Information Technology students in SMK Negeri 1 Nanggulan.

A. Theoretical Description

This part presents theories related to the research. The researcher

elaborates some theories to develop the materials. Those are the basic theories of

instructional design model, reading, Content-Based Instruction, and learners’

characteristics.

1. Instructional Design Model

In this research, the researcher adapted a design model from Kemp (2011).

Kemp’s instructional design model contains of nine steps. The role of this model

is the researcher is free to decide the step which will be started firstly so it can be

started from any parts that are ready first. According to Kemp (2011), there are

four fundamental components in this instructional design. Those components are

described as follows.

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a. For whom is the program developed? (i.e., learners)

b. What do you want the learners or trainees to learn or demonstrate? (i.e.,

objectives)

c. How is the subject content or skill best learned? (i.e., methods)

d. How do you determine the extent to which learning is achieved? (i.e.,

evaluation)

Those nine steps by Kemp (2011:14-17) are elaborated as follows.

a. Instructional Problems

In this step, the designer identifies the need of the client or the performance

problem the client wishes to solve. It is used to determine what the instruction is

could be the solution. Need assessment, goal analysis, and performance

assessment take function as the tool to identify the problem.

b. Learner and Context

Knowing deeply about the learners’ characteristics is very useful in

designing the appropriate materials for them. General characteristics, specific

entry characteristic, and learning style are types of learners’ characteristic.

Information of those types can be obtained by conducting observation, interviews,

and distributing questionnaires. It can help the designer to collect other

information of students’ reading level, general background knowledge,

assumptions, or experience.

c. Task Analysis

This step is the important component of the process. It is proved by Kemp

(2011); this process is used to determine what knowledge and procedure that are
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used in the instruction in order to help the students achieve the goal of the

learning. Defining the content needed is important to identify objectives, design

the instructional strategies, develop test items, and create the instruction. The

three analysis of topic, procedural, and critical incident method can help the

designer to define the content. A topic analysis is used to analyze tasks by

identifying the facts, concepts, and principles needed for the instruction. Whereas

the procedural analysis is used to analyze tasks into the steps needed. The last

analysis has aim to analyze interpersonal skills and attitudes.

d. Instructional Objectives

This stage concerns on what learners must master. The designer creates the

appropriate instruction. It is related to the learning objective which is covered the

map in planning instruction. The objective functions as the development to solve

the performance problems. It can be categorized into three objective domains:

cognitive, psychomotor, and affective.

e. Content Sequencing

It is used to put the content in a good order arrangement of the designed

materials so that it will be easy to be learned by the learners. They can get the

important knowledge of the materials systematically from the simplest to the most

complex one.

f. Instructional Strategies

The designed materials must be organized creatively in order to support the

learning process. It is ranging from a simple analogy to a complex simulation. It

starts from determining the content and performance type of each objective. It is
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separated into six categories of content: facts, concepts, principles and rules,

procedures, interpersonal skills, and attitudes.

g. Designing the Message

In this step, the designer has to think about designing message to present

information. By using signal words, such as “Fill in the blanks....” and bold or

italic words or called as typographical, it can bridge communication between the

designer and the learners. It also can bring effects on the readability and the

students’ understanding of the instruction.

h. Development of the Instruction

After finishing all of the previous steps, the researcher combines all parts

together as a product of designed materials. It can be in the form of video

recordings, web pages, printed materials or audiotapes.

i. Evaluation Instruments

It is needed to assess the learners’ mastery of the objectives. It should be

assessed by giving them multiple-choice test items, true/false, matching, short-

answer items, essay questions, problem-solving questions etc. This step is held to

evaluate the designed materials whether it can fulfill the learners’ needs. It is also

used to check how achievement of the learning goal is.

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The steps is summarized in Figure 2.1.

Figure 2.1 Instructional Design by Kemp (2011)

2. Reading

In this part, the basic theory of reading is discussed. It consists of four parts

namely The Nature of Reading, Types of Reading, Reading Strategies, and

Principles for Teaching Reading.

a. The Nature of Reading

As stated by Wallace (1992:3), ”reading is an awareness of the way in

which we use language.” Language is used as a purpose to communicate with

others. The use of language through context in the passage or the text is more

meaningful easy to understand. According to Wallace (1992), doing reading has

three purposes.The first is reading for survival. Reading many passages or texts

which its content about life will give new information for people. The second is
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reading for learning. By reading a lot of information, people can spread their

knowledge and learn more about many things happened in this world. The last

purpose is reading for pleasure. The reader can choose some passages related

about their interest such as music, sport etc.

b. Types of Reading

As explained by Wallace (1992: 114-122) there are three main types of

reading activity. Those brief explanations are presented as follows.

1) Pre-reading Activities

There are three ways in this type. The first, the students provide their own

questions, statements, or hypothesis. This can motivate the students to further

reading, active the students’ background knowledge of the topic, and present

particular discourse. The second, it is called cross-cultural pre-reading tasks. It

brings the students to compare their own culture and the target culture. The last

way is pre-reading tasks which challenge conventional outcomes. Creating

students’ opinion of the topic is the aim of this activities.

2) While-reading Activities

This activity consists of offering students alternative readings of a text

which offer more than one way of reading text, identifying parallel discourse that

helps the students on understanding a text, and analyzing linguistic choices that

complete in determining the discources.

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3) Post-reading Activities

It has a purpose to improve students’ awareness of the topic. Other tasks can

be given in the form of providing other texts which have the same topic but

different discourse.

c. Reading Strategies

Reading strategies is needed in developing the students’ reading skill. It is

important for the students in order to achieve effective and efficient reading.

According to Cushenbery (1985:87-91), there are four strategies in reading.

1) Detailed Reading

This technique requires readers to “examine each word and try to remember

minute facts in order to solve a problem or conduct an experiment” (Cushenbery,

1985:87). It is usually used when the learners are assigned to make summary, to

remember a sequence of events, to read maps, graphs, or charts, to locate and

comprehend important details and to compare or evaluate the relevancy of the

materials.

2) Average Rate

This requires readers to pay attention to key words and important phrases,

the nature of subtopics presented and the summary or topic sentences written at

the beginning or end of the texts. The strategy is used to grasp the significance of

the writer’s point of view which is written on the texts, to find the answer to a

specific questions.
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3) Skimming

Skimming is “the quick type of reading that is done to get the general gist of

the material” (Cushenbery, 1985:88). It involves fast reading since it is only

intended to get the essence of the text. This strategy does not consume much time

and energy.

4) Scanning

This technique is much faster than skimming. The purpose of scanning is to

focus on particular numbers, words, or phrases in the text. It should be used only

to answer questions which demand information explicity.

d. Principles for Teaching Reading

As cited by Nunan (2003), there are some principles for teaching reading.

Here are the brief descriptions.

1) Exploit the Reader’s Background Knowledge

Students are allowed to grow up their background knowledge by

remembering the past experiences. It can be activated by setting goals, asking

questions, making predictions, or teaching text structure. It is done through a pre-

reading activity.

2) Build a Strong Vocabulary Base

Knowing vocabulary takes an important key in reading. It is great to teach

vocabulary before going to the reading section.

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3) Teach for Comprehension

This activity is done during the reading process not after reading. A teacher

avoids testing reading comprehension. The best way is teach the students how to

comprehend.

4) Work on Increasing Reading Rate

The focus is not to develop speed readers, but fluent readers. It should be

balance between assisting students to improve their reading rate and developing

reading comprehension skills.

5) Teach Reading Strategies

The students are trained to apply some reading strategies such as scanning,

skimming, predicting, and identifying main ideas.

6) Encourage Readers to Transform Strategies into Skills

The teacher can improve the students’ strategy into skill. As an example, the

students can guess the meaning of unknown vocabulary from context in the text.

7) Build Assessment and Evaluation into Your Teaching

There are quantitative assessments of which the teacher assesses reading

comprehension tests, and the qualitative assessment can include reading journal,

reading interest surveys, and responses to reading strategy checklist.

8) Strive for Continuous Improvement as a Reading Teacher

Teacher as facilitator will help students in reading. They can expand reading

strategies and techniques.

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3. Content-Based Instruction

Content-Based Instruction (CBI) belongs to strong version of the

Communicative Approach which is stated by Howatt as cited in Freeman (2011).

The strong version means that the students have a lot of opportunities to practice

communication. It integrates the learning of language with the content. English is

not the target of learning. However, the target is the content.

a. Model of Content-Based Instruction

Brinton (1989) noted that there are three teaching models of CBI. Those

three models are elaborated as follows.

1) Theme-Based Language Instruction or Topic-Based Language Instruction

This model concerns with topics or themes. The aim of this model is to help

the students develop their L2 competence within specific topic, for example, there

is Biology as the main topic. It is specified into some specific topics such as cells,

global warming etc. A teacher is suggested to choose some interesting materials

which can stimulate the students’ motivation. Besides, the language elements

(vocabulary and grammar) are selected from the texts based on the topics.

2) Sheltered Content Instruction

Content mastery becomes the focus of this model. It is usually used in an

immersion class where students study lesson such as Mathematics using second

language. It is applied for secondary schools or universities. This model can be

conducted by two teachers. The first teacher is a content subject teacher who

teaches the lesson while other is an ESL teacher who helps students to understand

the lesson and important vocabulary used in the lesson.

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3) Adjunct Language Instruction

In this model, the teacher act as an ESL teacher. The teacher the helps

students to master content lesson and introduce L2. It is usually implemented at

the universities.

In this study, the researcher uses the first model of Content Based-

Instruction that is Theme-Based Language Instruction or Topic-Based Language

Instruction. The consideration of choosing that model is that it is appropriate

model since the themes used are related to the topics in Information Technology

major such as repairing computer and creating network. Then the students will not

only acquire the language but the most important thing is they get knowledge

about their major at school.

b. Principle of Content-Based Instruction

According to Nunan (2003), there are six principles underlying CBI (p.205).

They are:

1) Base Instructional Decisions on Content rather than Language Criteria

Two points that language materials designers face at the outset of the

planning phase are selection (which items to include) and sequencing (how to

order these items). CBI takes language to be acquired in context. The desicion

was made to include these easier items in the beginner course and ti sequence

them at the beginning. It will be more easy for students in learning.

2) Integrate Skills

CBI covers all of four skills (listening, speaking, reading, and writing). The

lesson can begin with any skill; there is no set sequence. Grammar and vocabulary
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also can be taught. This shows what happens in the real world where interactions

involve multiple skills simultaneously.

3) Involve Students Actively in all Phases of the Learning Process

CBI creates the students to become the center of the class not the teacher.

Students are expected to active in all activities during the learning process.

4) Choose Content for its Relevance to Students’ Lives, Interests, and/or

Academic Goals

The teacher must choose appropriate material for the students. It has to be

interesting materials and close to the students’ life in their daily activities.

5) Select Authentic Texts and Tasks

The texts used and the tasks given should take from authentic materials. It

helps the students to get the real knowledge of the topic.

6) Draw Overt Attention to Language Features

By giving the authentic materials, the students can draw attention to specific

language features found in the authentic texts.

c. Teachers and Learners Role

In CBI, the teacher must master the subject matter besides the target

language. According to Nunan (2003:209), there are many classroom techniques

and tasks that can be chosen by the teacher such as using pair and group work

techniques, building information gap, organizing jigsaw, developing discussion

and debate, creating role play, survey tasks, process writing and problem solving

while students are expected to be independent students. They are active in the
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learning process even in selecting the topics learning strategies as noted by

Richard and Rodgers (2001:213).

4. Learners’ Characteristics

The age of the students become the important point as consideration in

designing the materials for them. Different ages have different needs,

competences, and cognitive skills (Harmer, 2001). The students who are in the

first level of vocational high school are in range 15-16 years old. According to

Hurlock (1980), they belong to adolescents. The students in this age do not like

answering questions and doing abstract in learning process. They are more

interested in the use of materials which are suited with their own thoughts and

experience so the teacher must decide the appropriate materials, techniques, and

method in teaching.

Based on those theories, the researcher believes that using Content Based-

Instruction can help the students in fulfilling their needs since the materials which

are given are related to their major in school.

B. Theoretical Framework

All of the basic theories had been explained in the theoretical description

above which consists of instructional design, reading, Content-Based Instruction,

and learners’ characteristics are used as guideline for the researcher in conducting

the research. This research used Kemp’s instructional design model (2011) to

design a set of reading materials for 10th grade of Information Technology

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students in SMK Negeri 1 Nanggulan using Content-Based Instruction. The steps

chosen were explained as follows.

1) Instructional Problems

The first step which is conducted is identifying the students’ problems. The

researcher entered the class when English taught. By guiding list of observation

sheet, the researcher observed what happened in the class meanwhile teacher’s

interview also conducted.

2) Learner and Context

In this step, the researcher distributed the questionnaire to 32 students.

Interview with some of students also conducted to gain specific information about

students’ characteristics, learning styles etc.

3) Task Analysis

Determining what should be included in the instruction was conducted in

this step. The topics were listed based on the students’ needs as result of the

questionnaires. Then, the researcher listed the goal of each topic chosen. The

consideration of the 2013 national curriculum also is a focus in choosing the

materials. After that, the researcher made lesson plan for those units in the

designed materials.

4) Instructional Objectives

The goals of each topic in the designed materials were formulated in this

step.
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5) Content Sequencing

It is used to decide the appropriate content and put the content in a good

order so that it will be easy to be learned by the students.

6) Instructional Strategies

In this step, the materials were designed creatively to attract students’

attention. The learning activities and the strategies were developed. The

researcher chose the interesting materials with an expectation that the students

will more enthusiasts and active during the lesson.

7) Designing the Message

The researcher involved some pictures in every unit. The appropriate colors

also inputted in the designed materials to make it more interesting. That addition

will help students in understanding the materials. Besides the researcher used bold

or italic words to communicate with the students.

8) Development of the Instruction

The designed materials from each unit were combined into a set of the

designed materials. The form of this material was printed materials or book.

9) Evaluation Instruments

It is needed to assess students’ mastery of the goals of learning. To check

whether the designed materials are suitable or not for the students, the researcher

distributed validation questionnaires to two English teachers of SMK Negeri 1

Nanggulan and a lecturer of the English Language Education Study Program

Sanata Dharma University to get comments and suggestions to improve the

designed materials.
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10) Revising the Designed Materials (Addition)

After getting comments, opinions, and feedback, the researcher will

evaluate the designed materials to achieve the well designed.

In designing the materials, the researcher used the steps above. The

illustration of the researcher’s instructional model is shown in this figure below.

Instructional Problem

Learner and Context

Task Analysis

Instructional Objectives

Content Sequencing

Instructional Strategies

Designing the Message

Development of the Instruction

Evaluation Instruments

Revising the Designed Materials (Addition)

Figure 2.2 The Researcher’s Instructional Design Model

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METHODOLOGY

In this chapter, the focus discussion is on the six important points that are

the Research Method, Research Participants, Research Instruments, Data

Gathering Techniques, Data Analysis Techniques, and Research Procedures

which are included in the research methodology. It is used to design a set of

reading materials using Content-Based Instruction for the 10th grade of

Information Technology students in SMK Negeri 1 Nanggulan.

A. Research Method

There were two research problems in this research. The first problem was

how a set of reading materials using Content-Based Instruction for the 10th grade

of Information Technology students in SMK Negeri 1 Nanggulan is designed.

Whereas, the second problem was what a set of reading materials using Content-

Based Instruction for the 10th grade of Information Technology students in SMK

Negeri 1 Nanggulan look like. To answer those questions, the researcher used

Research and Development (R&D) method since the purpose of the research is to

design a set of material. It was proved by Borg and Gall (1983), R&D is a process

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

R&D cycle. Those are Research and Information Collecting, Planning,

Development of the Preliminary Form of Product, Preliminary Field Testing,

Main Product Revision, Main Field Testing, Operational Product Revision,

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Operational Field Testing, Final Product Revision, and Dissemination and

Implementation (Borg and Gall, 1983, 775). But then, the researcher only adopted

five steps in designing a set of reading materials. Those steps were Research and

Information Collecting, Planning, Development of the Preliminary Form of

Product, Preliminary Field Testing, and Main Product Revision to focus on

designing the materials than implementing it. The five steps are elaborated as

follows:

Step 1. Research and Information Collecting

Borg and Gall (1983) noted that “Research and information collecting

includes review of the literature, classroom observation and preparation of the

report of state of the art” (p.775). As what Borg and Gall said, the researcher

collected some theories by conducting library study. The theories used are related

to instructional design model, reading, Content-Based Instruction and learners’

characteristics.

Observation in the classroom was conducted in order to collect data and

information. Those information was gained from the source of learning

(textbooks), students, the teacher, and the process of learning. It was supported by

distributing questionnaires to the students in order to know their problems and

students’ favorite topics (interest) to find out the need analysis then it can be

applied in designing the materials later. Besides, the researcher also put an

interview as a tool to gain detailed information. The formal interview was

conducted with the English teacher of SMK Negeri 1 Nanggulan and an informal
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interview with some of Information Technology students in SMK Negeri 1

Nanggulan.

Step 2. Planning

According to Borg and Gall, the focus of this step is creating the specific

objectives that relate in achieving the product of the designed materials (p.779).

By analyzing the questionnaires, the researcher got data about the students’ need.

Further, the researcher could formulate the learning objectives and the topics that

are interesting for the students. It was revealed in the objectives of the research. In

this step, the researcher listed some topics that will be developed in the designed

materials. Then, the objectives of each unit also formulated as well.

Step 3. Developing Preliminary Form of Product

In 1983, Borg and Gall concluded, “Developing preliminary form of

product includes preparation of instructional materials, handbooks, and evaluation

devices” (p.779). In this step, the researcher designed the materials consisting of

four topics chosen by the learners. The researcher also tries to find out materials

that related to the students’ need from many sources such as book and internet.

Before designing the materials, the researcher asked the teacher to give

suggestions whether the topics chosen were good and acceptable or not. In

addition, the researcher also completed the materials by listing the content

sequencing and instructional strategies used in the materials.

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Step 4. Preliminary Field Testing

As Borg and Gall (1983) stated, “The purpose of preliminary field testing

is to obtain an initial qualitative evaluation of the new educational product.” What

the researcher did in this step was gaining feedback by distributing questionnaires

to the lecturer of the English Language Education Study Program of Sanata

Dharma University and two English teachers of SMK N 1 Nanggulan. This step

was used to check whether the designed materials were suitable for the

Information Technology students in SMK Negeri 1 Nanggulan or not. The result

of the questionnaire was used to improve the designed materials.

Step 5. Main Product Revision

After having feedback and suggestions, the researcher revised the designed

materials. The suggestions from the evaluators are to develop the designed

materials to make it better. As Borg and Gall (1983) advised, this step includes the

revision of the product suggested by the preliminary test result (p.775). The

description of the R&D cycle was described as follows.

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R&D Cycle The Researcher’s Cycle

Step 1. Research and Step 1. Instructional Problem

Information Collecting Step 2. Learners and Context

Step 3. Task Analysis

Step 2. Planning
Step 4. Instructional Objectives

Step 5. Content Sequencing

Step 3. Development of the Step 6. Instructional Strategies
Preliminary Form of Product Step 7. Designing the Message
Step 8. Development of the Instruction

Step 4. Preliminary Field Step 9. Evaluation Instruments

Testing

Step 5. Main Product Revision Step 10. Revising the Designed

Materials

Continue to

The Subordinate steps

Figure 3.1 R&D Cycle and the Researcher’s Cycle

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B. Research Participants

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

the participants who were involved in the pre-design (research and information

collecting) and the second group was the participants who were involved in the

post-design study (preliminary field testing). The explanation of the research

participants were described as follows.

1. Participants of Research and Information Collecting

The first participants are the 10th grade of Information Technology

students in SMK Negeri 1 Nanggulan. The questionnaires were distributed to gain

information as much as possible from the students. They were assigned to answer

the questions related to their experiences in learning English, reading in class, the

use of materials, and their interest. Besides, the researcher conducted an informal

interview with the students to gain more information about the results of the

questionnaires. The second participant is the teacher who teaches English in SMK

Negeri 1 Nanggulan. The researcher interviewed the teacher to collect information

about students’ level, students’ needs, and students’ difficulties in learning

reading during English lesson.

2. Participants of Preliminary Field Testing

The next participants are the English lecturer of the English Language

Education Study Program of Sanata Dharma University and two English teachers

of SMK Negeri 1 Nanggulan. Considering their expert in English, they became the

evaluators of the designed materials. The researcher collected feedback by

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distributing an evaluation questionnaire for them. The evaluators’ description

were put in the following table.

Table 3.1 The Description of Post-Design Evaluators

Educational Teaching Experience

Respondents Sex Background in Years
Female Male D3 S1 S2 S3 <1 1-5 6-10 >10

C. Research Instruments

In this research, the research instruments are needed to make sure whether

the designed materials are acceptable. In research and information collecting, the

researcher used observation classroom, interview, and questionnaire to gain data

from the teacher and the students. Meanwhile, only a questionnaire was used to

gain feedback from some evaluators to evaluate the designed materials. Those

kinds of instruments were described as follows.

1. Classroom Observation

The researcher observed the class once. When doing observation, there

were some considerations that will be the main focus; the first was the reading

materials, the second was source of learning the reading materials, the third was

teaching learning process and the last was the students’ interest. This process was

done to identify instructional and learners’ problems.

2. Questionnaire

Questionnaire is a good instrument in collecting research data since its

purpose is to find out about students’ need (interests). As stated by Borg and Gall

(1983), it is used to collect data that are not directly observable: inner experience,
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opinions, values, interests, and the like. The students can fill out the

questionnaires at their convenience. They can skip the questions and answer the

item in any order. There was only one type of the questionnaires; that was close-

ended where the questions are designed in number of options.

In this study, the researcher conducted questionnaire twice. First, it was

distributed to the students in collecting information and second was for the

evaluators of the designed materials, those were the lecturer of the English

Language Education Study Program of Sanata Dharma University and two

English teachers of SMK Negeri 1 Nanggulan in order to ask for their evaluation

and suggestion.

3. Interview

The first interview was done with the researcher and the teacher. The

researcher prepared some questions related to the teaching process in the class.

Then the researcher asked some of the students to gain other information. From

the questionnaires given to the students, the researcher asked for detailed

information by conducting the interview.

D. Data Gathering Techniques

The researcher conducted classroom observation in the beginning of the

process. From the observation, the researcher can gain information related to the

materials that were used by the teacher in the class. From the result, it helped the

researcher to improve the materials and applied it in designing the materials.

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Questionnaires also used to gain information and data. The first

questionnaires were distributed in the pre-design to find out the students’ need.

The students were asked about the favorite topics for their reading class. The

second questionnaires were given in the post design. It was conducted to the

lecturer of the English Language Education Study Program of Sanata Dharma

University and two English teachers of SMK Negeri 1 Nanggulan. For the

students, questionnaire was made in close-ended questions while for the

evaluators (a lecturer and two English teachers) it was made in two types;

selected-response and open-ended questions.

E. Data Analysis Techniques

In this part, the researcher explained the technique used in analyzing the

data and information. From research and information collecting and preliminary

field testing all of the data were inputted. The techniques were described as

follows.

1. Analyzing Data from Research and Information Collecting

The data were collecting by conducting need survey which were consists

of observation classroom, questionnaires, and interview. In doing the observation,

the researcher prepared observation sheet to record what happened in the class.

After got the data, it was analyzed. The observation sheet is presented as follows.

Table 3.2 The Presentation of Classroom Observation

Components Description
Materials
Source of Learning
Teaching Learning Process in Classroom
Students’ Interest
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Whereas, the data were obtained from the questionnaire for pre-design was

calculated by dividing the number of the students who choose specified topic with

the total number of the students who fill out the questionnaire then multiplied by

100%. It was formulated as follows.

× 100%

Notes:

n = the number of students who choose specified topic

= the total number of students

From those instruments used, the information was obtained. The

researcher analyzed the result of classroom observation which the focus was the

teaching learning process in classroom, reading materials, source of learning, and

students’ interest.

The questionnaire also gave contribution in giving information related to

the students’ need and interest in specified topics so it was a reference in

designing the reading materials.

Meanwhile, interview was also needed to get valid and detailed data. A

formal interview was conducted to the English teacher of SMK Negeri 1

Nanggulan whereas an informal interview was conducted to some students who

were chosen randomly.

2. Analyzing the Data from Preliminary Field Testing

Post-design questionnaires were conducted into two categories. First was

for the respondents’ opinions on the designed materials. It was presented in the
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form of close-ended questions. The second was for the respondents’ suggestion

and evaluation which presented in selected-response and open ended-questions.

a. Respondents’ Opinions on the Designed Materials

It was made in the close-ended questions which had five points of

agreement as follows.

Table 3.3 Points of Agreement’s Presentation

Point of
Meaning
Agreement
1 If the respondents strongly disagree with the statements
2 If the respondents disagree with the statements
3 If the respondents undecided with the statements
4 If the respondents agree with the statements
5 If the respondents strongly agree with the statements

It was also calculated in the formula as follows.

∑
X=

Notes:

X = mean

Σx = the sum of all scores

n = number of the participants

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The result was presented in the table as follows.

Table 3.4 The Description of Evaluators’ Opinions

on the Designed Materials

Degree of Agreement Central

Frequency Tendency
No Respondents’ Opinion N
1 2 3 4 5 Mn

Note:

N = Number of participants

The classification to determine whether the designed materials are good

and acceptable was presented as follows.

Table 3.5 The Classification of Evaluators’ Opinion on

the Designed Materials
The average point of
Classification
central tendencies
0–1 The designed materials are very poorly designed
1.1 – 2 The designed materials are poorly designed
2.1 – 3 The instructional materials are fairly designed
The designed materials are good and acceptable
3.1 – 4
but needs some revisions
The designed materials are well-designed and
4.1 – 5
acceptable

b. Respondents’ Comments and Suggestions

These questionnaires were formed in the open-ended questions so the

respondents were freely to write down their opinions, feedback, evaluation, and

suggestions for the designed materials. Then, the researcher classified all of the

result of the questionnaires; the comments were included as strength, weaknesses,

and suggestions. It was used to revise the designed materials.

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F. Research Procedures

The steps of the research were described as follows.

1. Conducting library study to find underlying theories related to the research.

2. Asking permission letter to Sanata Dharma University to conduct the

research in SMK Negeri 1 Nanggulan.

3. Asking permission to the headmaster of SMK Negeri 1 Nanggulan.

4. Conducting classroom observation in the 10th grade of Information

Technology students in SMK Negeri 1 Nanggulan class.

5. Distributing the questionnaire to the 10th grade of Information Technology

students in SMK Negeri 1 Nanggulan to gain information about their

interests (favorite topics for the designed materials).

6. Conducting interview for teacher and some of students to gain detailed

information.

7. Analyzing the result of the questionnaires and interview.

8. Developing the English reading materials for the 10th grade of Information

Technology students in SMK Negeri 1 Nanggulan.

9. Distributing the questionnaires to two English teachers of SMK Negeri 1

Nanggulan and the lecturer of the English Language Education Study

Program of Sanata Dharma University for evaluating the designed materials.

10. Analyzing the results of the evaluation questionnaires.

11. Revising the designed materials based on the evaluation questionnaires’

answer to gain the final revision.

12. Presenting the final revision of the designed reading materials.

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CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter, the writer presents the results of the research and the

discussion. It discusses the answer of the research problems that are stated in the

Chapter I. Furthermore, the discussion is divided into two parts. The first part

discusses the steps and process in designing a set of reading materials for the 10th

grade Information Technology students in SMK Negeri 1 Nanggulan using

Content-Based Instruction while the second part is the description of the designed

materials for Information Technology students of SMK Negeri 1 Nanggulan.

A. The Steps and Process in Designing a Set of Reading Materials using

Content-Based Instruction for 10th Grade of Information Technology

Students in SMK Negeri 1 Nanggulan

There were nine steps that were adapted from Kemp’s instructional design.

The steps were instructional problem, learner and context, task analysis,

instructional objectives, content sequencing, instructional strategies, designing the

message, development of the instruction, and evaluation instruments. All of the

steps are elaborated clearly as follows.

1. Research and Information Collecting

In this step, the researcher conducted the need analysis in order to analyze

the students’ problems and their needs. The result of the need analysis can be

described as follows.

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a. Instructional Problem

This step was conducted for identifying the learners’ problem during the

learning process in the class. The writer had observed the class of the 10th grade of

Information Technology students in SMK Negeri 1 Nanggulan once on March 8,

2014. There were four aspects that the researcher had observed. The first was

teaching learning process in classroom, the second was the reading materials, the

third was source of learning, and the last was the students’ interest. The results of

the observation were presented in the table as follows.

Table 4.1 Summary of Classroom Observation

Aspects Descriptions
Teacher took the materials from Lembar Kerja
Siswa (LKS). The material was about traffic sign.
Then, it was related to some toolbars and icons
that were used in the computer. The materials
Materials only presented simple description about signs.
Below the description, there are some tasks that
students had to do. The materials lack of reading
passage and other supporting elements in learning
English.
Available Source of Learning Lembar Kerja Siswa (LKS)
Teacher opened the lesson with prayer. Then, she
asked students’ homework and corrected it
together. Teacher tried to relate the topic with
some toolbars and symbols which are used on
Teaching Learning Process in computer. She also added some knowledge of
Classroom grammar that was Simple Present Tense and
Passive Voice.
Teacher always supported the students
and motivated them. She added other information
from internet.
They were enthusiastic in learning English. When
they did not know about certain vocabularies, they
opened the dictionary or asked the teacher. They
Students’ Interest
were active in asking and answering questions.
They used internet to search supporting
information about the topic learned.
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From the description above, it showed that actually the students had

willingness in learning English. During the lesson, they were active in showing

their motivation to learn more about English. The weakness of the teaching

learning process was that they did not have an appropriate source of learning or

book since they only learned English from LKS (Lembar Kerja Siswa) even the

teacher and the students also searched other information from internet.

b. Learner and Context

To know the learners’ characteristic deeper, in this step the researcher

distributed questionnaires consisting of 10 close-ended questions to 32 students of

the 10th grade Information Technology. The questions were written in the

Indonesian language to not make an ambiguous perception. The questionnaires

were distributed on April 11, 2014. The results of the questionnaires were

presented on Table 4.2.

Table 4.2 The Result of the Students’ Questionnaires

No Questions Responses Percentages

1. Do you like English lesson? a. Yes 100%
b. No 0
2. Do you like reading class? a. Yes 94%
b. No 6%
3. Does your school have a textbook a. Yes 16%
to support your English lesson b. No 84%
especially for reading class?
4. Does the textbook help you in a. Yes 19%
learning English in reading class? b. No 81%
5. Does reading is difficult? a. Yes 13%
b. Not sure 84%
c. No 3%
6. What are some difficulties in a. The text is too 22%
understanding reading text? long
b. The text is not 31%
interesting
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No Questions Responses Percentages

c. Limited 47%
vocabularies
d. Other 0
7. What do you do when you find a. Ask the teacher 6%
difficult vocabularies? b. Ask friends 19%
c. Find out from 84%
dictionary
d. Let it 0
e. Other 0
8. Do you interested in reading a. Yes 84%
activity which the topics are related b. No 16%
to other subjects in your major?

9. Do the reading passages which the a. Yes 72%

topic related to computer easy to be b. No 28%
understand?
10. Choose some topics below that you a. Internet 58%
think are interesting to be learned! b. Designing Web 25%
(You can choose more than one) c. Repairing 56%
Computer
d. Computer 53%
Network
e. Computer’s 31%
Components

Based on the result of the questionnaires, the researcher got some points that

could become some considerations for designing the materials. There were some

points which were analyzed as follows.

a. All students enjoyed English lesson. Most of the students, 30 students

(94%), like reading class. It showed that actually most of the students were

highly motivated in learning English especially for reading class. Some of

them said that reading is interesting. From the reading class they could gain

some information about some texts and they gain knowledge from it. It

made them aware how to pronounce word by word correctly since they had

to read some passages in the class. Reading class gave them experience in
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knowing some of new vocabulary. From the questionnaires, only two

students who did not like reading class. They said that they did not like long

passage when having reading class. Lack of vocabulary also became a

reason why they did not interest in joining reading class.

b. Students had big motivation to learn English more but they do not have a

certain book to support their willingness. During the lesson, they only used

LKS and took information from internet. Based on students’ opinion, 81%

stated that the LKS did not help them in learning process.

c. Some of students found difficulty in reading class, because of the lack of

vocabulary; there were 15 students (47%) who stated it. The other students

found difficulties in understanding the text since the topics were not

interesting and consist of a long passage.

d. There were 27 students (84%) who were interested in reading class when

the materials and the topics that the teacher gave related to the other subject

in their major since they studied in Information Technology program. By

giving these kinds of materials, the students can achieve knowledge that will

be useful when they study the other subjects. Therefore, they got knowledge

besides learn the language itself. They also claimed that other subjects

expect them to know some vocabulary or words even sentences in English

because usually computer’s programming or instruction in computer used

English as their explanation. There were 5 students who were not interested,

they stated that it would make English more difficult and complicated since

they did not know the meaning of vocabulary. One of them said that it
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would be boring because there were only the topics that they learned every

day and when they learned English they also met that topics again but only

in the different language.

e. For the topic chosen, Internet considered as the most interesting topic. The

percentages of topics chosen are clearly presented in table 4.2.

The researcher conducted an interview to gain information from the teacher

and the students. The first interview was held for the students on the next day

April 12, 2014. The students were chosen randomly. There were 7 students who

became the respondents. The results of the students’ interview were summarized

as follows.

The first question was about activities in reading class. The students

explained that they were given materials from the LKS, if there was a text; the

students read it aloud together or one by one and did the task below the text. If

there were some difficult vocabulary, they were allowed to open their dictionary

or asked friends and teacher. Then, the teacher and the students discussed the

answers together.

The second question was about the strengths and the weaknesses of reading

class. The students said that by reading a text, the students could add information

that they did not know before. The teacher helped them in understanding some

difficult vocabularies. Besides, the uninteresting topics were one of the reasons

why the reading class sometimes made them bore.

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The next question was about difficulties during reading class. The students

stated that sometimes the reading passage was too long. It consisted of some

uncommon vocabulary which made them difficult in understanding the passage.

The fourth question was about the students’ opinion about using specific

materials related to their major such computer, internet etc in reading class. They

gave positive responses. Some of them said that those kinds of materials would be

more useful since they always met English on other subject called Productive

class where the instructions were written in English.

The next question was about the students’ expectation for the next activity

in reading class. They wanted others learning activities that made them

accustomed to some vocabularies used in the text so they were not confused in

understanding the text. They also requested to add grammar because when in

writing they did not know how to arrange the good sentence based on a certain

pattern.

The last question was about the students’ expectation for the designed

materials. They wanted a book which consisted of some topics related to their

major so that it would be more useful. To attract their attention in learning

English, they requested a book which was full of color and pictures.

From the results of the students’ questionnaires and interview, the

researcher concluded that the English materials were needed in SMK Negeri 1

Nanggulan. The students had high motivation in learning English. Therefore, it

should be supported by the existence of textbook which can improve their reading

skill. The students found some difficulties during the learning process. The lack of
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vocabulary and the long passage were some obstacles which they face. Therefore,

the designed materials should fulfill the students’ need. Other various activities

can be added to enrich their knowledge. Other skills such as writing, listening and

speaking can be united in the designed materials since the principle of Content-

Based Instruction is integrating all skills in English learning process.

In obtaining data, the researcher interviewed an English teacher of SMK

Negeri 1 Nanggulan. It was conducted on April 25, 2014. The elaboration of the

interview was presented as follows.

The teacher stated that actually the students were enthusiastic in learning

English. Each of them had their own competence. Considering that Information

Technology major is the most favorite major in the school, the students are

expected to have a high level of the competence rather than other students who

study in other programs. However, they still need improvement in grammar and

vocabulary.

The teacher also stated their opinion about the existing material. She said

that LKS was used by students during the English lesson but it did not fulfill the

students’ need. There were only short descriptions of each topic. Furthermore, the

LKS only full of many tasks. It made the teacher have to find out other references

from other books and internet.

In designing the materials, the teacher gave suggestions. She asked the

researcher to make the materials which consisted of interesting topics because it

would motivate students to learn more. She suggested to add some pictures to
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attract the students’ interest. Vocabulary and grammar could be added to complete

the designed materials.

To sum up the result of questionnaires and interview from the students and

teacher, the designed materials should cover all of the considerations that were

stated above. Those considerations were used to design the reading materials

using Content-Based Instruction for the 10th grade of Information Technology

students in SMK Negeri 1 Nanggulan.

2. Planning

The next step was planning. There were two parts in this step. First, the

researcher listed the topics for each units of the learning. The next step, the

researcher specified the instructional objectives for each unit. The elaboration of

the steps can be explained as follows.

a. Task Analysis

From the questionnaires and interview result, it can be concluded that the

students need the English book to support their English lesson since they were

enthusiastic in learning English. They learn through the content of their major.

Some favorite topics that students chose were listed. There were four topics

chosen that were presented as follows.

Table 4.3 The Topics of the Designed Materials

Unit Topics
1 Parts of Computer
2 Repairing Your Computer
3 The History of Internet
4 Computer Network
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In choosing the topics, the researcher refered to the 2013 national

curriculum which was formulated by the government so the materials still have

relation to the existing curriculum. As mentioned by Mulyasa (2013), the

curriculum consists of Kompetensi Inti (KI) and Kompetensi Dasar (KD). KI

concerns on the character values, knowledge, and skills of the students. While KD

focuses more on the competence that the students should achieve in the lesson.

Thus, in the new curriculum the researcher created the lesson plans based on the

syllabus provided. The use of Kompetensi Inti (KI) was the same for each unit.

The syllabus was written in the Indonesian language in order to not change the

meaning and sense of the syllabus content.

Table 4.4 Kompetensi Inti in the Designed Materials Based on the

Implementation of the 2013 National Curriculum

Kompetensi Inti
Descriptions
(KI)
KI 1 Menghayati dan mengamalkan ajaran agama yang dianutnya.
Menghayati dan Mengamalkan perilaku jujur,
disiplin,tanggungjawab, peduli (gotong royong, kerjasama,
toleran, damai), santun, responsif dan pro-aktif dan menunjukan
KI 2 sikap sebagai bagian dari solusi atas perbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan
alam serta dalam menempatkan diri sebagai cerminan bangsa
dalam pergaulan dunia.
Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang
ilmu pengetahuan, teknologi, seni, budaya, dan humaniora
dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
KI 3
peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
Mengolah, menalar, dan menyaji dalam ranah konkret dan
ranah abstrak terkait dengan pengembangan dari yang
KI 4
dipelajarinya di sekolah secara mandiri, dan mampu
menggunakan metoda sesuai dengan kaidah keilmuan.
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While the collaboration of the 2013 national curriculum and the topics were

presented as follows.

Table 4.5 The Collaboration of the 2013 National Curriculum

in the Designed Materials

Unit Kompetensi Dasar Materials

1: Parts of Computer 1.1. Mensyukuri kesempatan a. Parts of Computer
dapat mempelajari bahasa b. Expressions of
Inggris sebagai bahasa Introducing Self
pengantar komunikasi
internasional yang
diwujudkan dalam semangat
belajar.
2.1. Menunjukkan perilaku jujur,
disiplin, percaya diri, dan
bertanggungjawab dalam
melaksanakan komunikasi
transaksional dengan guru
dan teman.
3.1. Menganalisis fungsi sosial,
struktur teks, dan unsur
kebahasaan dari teks
pemaparan jati diri, sesuai
dengan konteks
penggunaannya.
4.1. Menyusun teks lisan dan tulis
sederhana, untuk
memaparkan, menanyakan,
dan merespon pemaparan
jati diri, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan, secara benar
dan sesuai dengan konteks.
2: Repairing Your 1.1 Mensyukuri kesempatan a. Some steps in
dapat mempelajari bahasa repairing computer
Computer
Inggris sebagai bahasa b. Expressions of
congratulations
pengantar komunikasi
internasional yang
diwujudkan dalam semangat
belajar.
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Unit Kompetensi Dasar Materials

2.3 Menunjukkan perilaku
tanggungjawab, peduli,
kerjasama, dan cinta damai
dalam melaksanakan
Komunikasi fungsional.
3.5 Menganalisis fungsi sosial,
struktur teks, dan unsur
kebahasaan dari ungkapan
ucapan selamat bersayap,
sesuai dengan konteks
penggunaannya.
4.5 Menyusun teks lisan dan tulis
untuk mengucapkan dan
merespon ucapan selamat
bersayap (extended), dengan
memperhatikan tujuan,
struktur teks, dengan
memperhatikan tujuan,
struktur teks, dan unsur
kebahasaan, secara benar
dan sesuai dengan konteks.
3:The History of 1.1 Mensyukuri kesempatan a. Internet’s History
dapat mempelajari bahasa b. Simple Past Tense
Internet
Inggris sebagai bahasa c. Simple Present
Perfect Tense
pengantar komunikasi
internasional yang
diwujudkan dalam semangat
belajar.
2.2 Menunjukkan perilaku jujur,
disiplin, percaya diri, dan
bertanggungjawab dalam
melaksanakan komunikasi
transaksional dengan guru
dan teman.
3.6 Menganalisis fungsi sosial,
struktur teks, dan unsur
kebahasaan pada
pernyataan dan pertanyaan
tindakan/kejadian yang
dilakukan/terjadi di waktu
lampau yang merujuk pada
kesudahannya, sesuai
dengan konteks
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Unit Kompetensi Dasar Materials

penggunaannya.
4.6 Menyusun teks lisan dan tulis
untuk menyatakan dan
menanyakan tentang
tindakan/kejadian yang
dilakukan/terjadi di waktu
lampau yang merujuk pada
kesudahannya, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan, yang benar dan
sesuai konteks.
4: Computer Network 1.1 Mensyukuri kesempatan a. Computer Network
dapat mempelajari bahasa b. Descriptive Text
Inggris sebagai bahasa
pengantar komunikasi
internasional yang
diwujudkan dalam semangat
belajar.
2.3 Menunjukkan perilaku
tanggungjawab, peduli,
kerjasama, dan cinta damai
dalam melaksanakan
komunikasi fungsional
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur
kebahasaan pada teks
deskriptif sederhana tentang
orang, tempat wisata, dan
bangunan bersejarah
terkenal, sesuai dengan
konteks penggunaannya.
4.8 Menangkap makna dalam
teks deskriptif lisan dan tulis
sederhana.
4.9 Menyunting teks deskriptif
lisan dan tulis, sederhana,
tentang orang, tempat
wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
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Unit Kompetensi Dasar Materials

sesuai konteks.
4.10 Menyusun teks deskriptif
lisan dan tulis sederhana
tentang orang, tempat
wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan tujuan,
struktur teks, dan unsur
kebahasaan, secara benar
dan sesuai dengan konteks.

b. Instructional Objectives

By obtaining some information from the teacher, the researcher knew that

the school applies the new curriculum that is the 2013 National Curriculum for the

10th grade and the 11th grade of all major in SMK Negeri 1 Nanggulan. This

information took a part as the consideration in determining learning objectives for

the designed materials. The designed materials consisted of different topics. Each

topics has their own objectives learning based on the topic discussed. In this step,

the researcher listed the learning objectives in each unit as follows.

Table 4.6 The Learning Objectives in Each Unit of

the Designed Materials

The Unit Objectives

Unit 1: Parts of Computer
Learners are able to:
 identify related vocabularies about the topic
 state true or false about some statements
related to the passage
 choose the best meaning of each bold-type
word in the passage
 complete sentences with some words from
the text
 identify social function, text structure, and
language features of introducing self
 complete paragraph with right form of
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The Unit
Unit 2: Repairing Your Computer
Unit 3: The History of Internet
Unit 4: Computer Network
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Objectives
Simple Present Tense related to introduce
self
 write a text about introducing self
 practice the text
Learners are able to:
 identify related vocabularies about the topic
 find out important information of passage
by skimming
 understand the meaning of word through the
context
 recall information from the passage
 arrange the jumble steps
 identify social function, text structure, and
language features of expressing
congratulations
 complete the dialogue with expression of
congratulations
 make a dialogue of expressing
congratulation
 practice the dialogue
Learners are able to:
 identify related vocabularies about the topic
 find main ideas of each paragraph
 understand the meaning of words through
context
 identify Simple Past Tense and Simple
Present Perfect Tense used in the text
 write a text of Internet’s history
Learners are able to:
 identify related vocabularies about the topic
 find out important information of passage
by scanning
 understand the meaning of words through
context
 fill in the blank the paragraph
 make questions related to the passage using
5W-1H
 identify function, organization, and
language features of Descriptive Text
 create a Descriptive Text based on the topic
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3. Development of Preliminary Form of Product

In this step, the researcher completed the designed materials by listing the

contents or staged for each unit. The next step were selecting the instructional

strategies, designing the message and developing the materials.

a. Content Sequencing

Based on the topics that were chosen by the students, the researcher listed

contents or stages in each unit. It consists of Let’s Ask, Before You Read, Let’s

Read, After You Read, Grammar Corner, and Let’s Evaluate. The elaboration of

those steps were presented as follows.

a. Let’s Ask

In this stage, there are some questions related to the topics. Those questions

lead the students to the background information about the topic. The curiosity can

also be built in this stage so the students will be attracted to learn more about the

topic.

b. Before You Read

This stage has an aim to introduce the students to some common vocabulary

that are usually used around the topic. The students are asked to mention

vocabulary that they know about the topic discussed. Besides, the students are

given some reading strategies, such as skimming, scanning, and finding main

idea. Those reading strategies will be useful to enhance the students’ reading skill.

c. Let’s Read

This stage consists of reading activity. The students are given the reading

passages related to the topic. The teacher asks the students to read the passages
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carefully in order to understand the passage well. Reading strategies are also

applied in this stage.

d. After You Read

After reading the passage, the students are given some exercises such as

answering questions, filling the blank, or stating true or false to some statements

given. In this stage, the students must to think what the right answers of each

question are. This stage leads the students to learn how to comprehend rather than

testing reading.

e. Grammar Corner

Content-Based Instruction permits adding grammar section in the learning

activities. However, this stage helps the students understand the passage well.

There is a brief explanation of grammar that is used in the passage. Below of the

passages, there are some exercises related to grammar. Not only grammar the use

of some expressions in the students’ daily activities also presented. The

consideration of adding such kinds of expressions is from the syllabus which is

the core of the learning process in school.

f. Let’s Evaluate

In this last stage, the students are asked by teacher to summarize and

evaluate of what they have learned. There are some points: what the students do

not understand before studied the unit; what some difficulties, and the solution

when the students study the unit; what the students get after studying the unit.
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b. Instructional Strategies

After selecting the topics for each unit, the researcher collected many texts

related to the topic from books or internet. The texts will be used as the learning

materials in each unit. The researcher also put colorful pictures to attract students’

attention. The elaboration of the learning materials is presented on the Table

below.

Table 4.7 The Learning Materials of the Designed Materials

No. Topics Learning Materials

1. Parts of Computer A text with entitled “Computer
Components”
Grammar Corner: Self Introduction
(Simple Present Tense)
2. Repairing Your A text with entitled “How To Install a
Computer New Processor”
Grammar Corner: Expressions of
Congratulations
3. The History of Internet A text with entitled “Brief History of the
Internet”
Grammar Corner: Simple Past Tense
and Simple Present Perfect Tense
4. Computer Network A text entitled “Introduction to Network
Types”
Grammar Corner: Descriptive Text

c. Designing the Message

After formulating the learning materials, the researcher designed the

learning activities. It was developed based on the Content-Based Instruction (CBI)

principles. The designed materials focused on the content of learning. Therefore,

the students gained more knowledge while learning English. The topics were

chosen based on the students’ interest. In designing the materials, the researcher

implemented the use of theme-based model.

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d. Development of the Instruction

In this step, the researcher put all of them into the form of the designed

materials. They were arranged as good as possible by considering the syllabus.

The focus was not only in the materials but also the layout, the font, and the

illustration pictures to make the designed materials look interesting. Although

reading skill was the main focus of the designed materials other skills were

integrated together based on Content-Based Instruction principles. Those were

writing and speaking skills.

4. Preliminary Field Testing

In order to evaluate the designed materials, in this step the researcher asked

some experts as evaluators to give suggestions, comments and feedbacks to

improve the designed materials. The results of preliminary field testing were

explained as follows.

a. Evaluation Instruments

After developing the materials, the researcher asked some experts to

evaluate the designed materials. The evaluation was conducted to measure

whether the designed materials were appropriate and effective for the Information

Technology students or not. Here, the researcher conducted evaluation to an

English lecturer of the English Language Education Study Program (ELESP)

Sanata Dharma University and two English teachers of SMK Negeri 1 Nanggulan.

The data descriptions of the evaluators were presented on the following table.
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Table 4.8 The Description of Evaluators

Sex Educational Teaching Experience in

Respondents Background Years
Female Male D3 S1 S2 S3 <1 1-5 6-10 >10

English lecturer of
ELESP Sanata   
Dharma University
English teacher of
SMK N 1   
Nanggulan
English teacher of
  
SMK N 1
Nanggulan

The researcher distributed the evaluation questionnaires which consisted of

selected-response questions and open-ended questions. The topics, the learning

objectives, the learning activities, the reading passages, the exercises, the

instruction, and the layout are some components which should be commented by

the experts. Besides, the strengths, the weaknesses, and the suggestions were also

asked to make the designed materials better. The result was analyzed into

statistical description which is shown in Appendix D. It showed that the mean

ranged from 3.7 to 4.7 on the scale 5. It means that the designed materials are

good and acceptable but still need some revisions before being implemented for

teaching reading in SMK Negeri 1 Nanggulan especially for the 10th grade of

Information Technology students. The suggestions from the evaluators were used

to improve the designed materials.

The evaluators also answered open-ended questions. There were three

questions related to the strengths, weaknesses, and suggestions for the designed
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materials. Generally, all of the evaluators’ comments were satisfying. The

evaluators’ suggestions and comments are listed as follows.

a. The evaluators’ opinion on the strengths of the designed materials

1) The materials are interesting for Information Technology students. It

will make the students happy to study English.

2) The materials are suitable for Information Technology students since

it is based on the students’ major.

3) The topics are highly relevant and support the content that students

learn.

b. The evaluators’ opinion on the weaknesses of the designed materials

1) There are some grammatical mistakes, incorrect punctuation and

spelling.

2) Learning activities tend to be done on an individual basis.

3) The materials lack of listening section. You can add listening in the

designed materials.

c. The evaluators’ suggestions to improve the designed materials

1) Correcting the grammatical mistakes, incorrect punctuation and

spelling.

2) The materials should be developed in 4 skills; listening should be

added in the designed materials.

3) Some activities to stimulate collaborative learning are needed.

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All of the comments and suggestions from the evaluators were very useful

to improve the designed materials. Those suggestions were used as the

considerations in revising the designed materials.

5. Main Product Revision

The last step was main product revision. In this step, the researcher

improved the designed materials. The result of revising the designed materials

were presented as follows.

a. Revising the Designed Materials (additional)

Based on the evaluators’ suggestions, the researcher tried to revise the

designed materials. This step was done to make sure that the designed materials

are appropriate for the 10th grade of Information Technology students of SMK

Negeri 1 Nanggulan before implementing the materials. The revisions which were

done by the researcher were elaborated as follows.

a. The researcher revised the incorrect spelling, punctuation and the

grammatical mistakes. In additiion, the researcher also checked again the

entire sentence in the designed materials to make sure there were incorrect

spellings and punctuation or mistyping sentence.

b. The researcher added some phrases in the instruction of some exercises such

as “discuss with your friend, work with your partner, find a partner, work in

groups of four” to show there were some collaborative learning activities in

the designed materials.

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c. For adding listening section in the designed materials, the researcher do not

take it because of the limitation of time. Besides, the researcher will make it

as good as possible to complete the designed materials before giving it to

the English teacher of SMK Negeri 1 Nanggulan. So that all of the designed

materials will fulfill the students’ need.

In conclusion, this step was done to present the final revision of the

designed materials. All of evaluators’ suggestions and comments were very useful

to improve the designed materials.

B. The Description of the Designed Materials

This part is formed to answer the second question in the problem

formulation. It leads how the designed materials are created. From the data and

information that were been collected, it can be detected of what the learners’

interest. The final revision of the designed materials can be seen in Appendix H.

The designed materials consisted of four units, namely Parts of Computer,

Repairing Your Computer, The History of Internet, and Computer Network. Each

unit consisted of six stages. They were Let’s Ask, Before You Read, Let’s Read,

After You Read, Grammar Corner, and Let’s Evaluate. Here is the description of

the stages in the designed materials based on the students’ need and interest of

first grade TKJ students of SMK Negeri 1 Nanggulan.

1. Let’s Ask

This stage introduces the topic that that are going to learn. There are

some questions and pictures to stimulate the students’ background information

about the topic.

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2. Before You Read

The students are asked to mention vocabularies as many as possible

about the topics. In this stage, they learn some reading strategies such as

skimming and scanning before they go to the reading section.

3. Let’s Read

The students are given the reading passage related to the topics. Reading

strategies are applied during read the passage.

4. After You Read

This stage consists of some exercises that related to the topics. The aim

of giving exercise is asking the students to check their understanding of the

passage they read.

5. Grammar Corner

The brief explanation of language use in the text is presented in this

stage. Besides, the syllabus of the 2013 national curriculum also becomes the

consideration in choosing the grammar or expressions used related to the topic.

6. Let’s Evaluate

This stage gives chance to the teacher and the students to summarize and

evaluate of what they learned about the topic.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter contains two parts. The first is called Conclusions. It consists

of summary of this study. The second is Suggestions where the researcher gives

suggestions for English teachers, especially for English teacher of Information

Technology students in SMK Negeri 1 Nanggulan and further researchers related

to the topic.

A. Conclusions

In this part, the researcher concluded two main points. The conclusion

related to the answer of two problems formulation that has been discussed. In

order to answer the first problem formulation namely how a set of reading

materials using Content-Based Instruction for 10th grade of Information

Technology students in SMK Negeri 1 Nanggulan is designed, the researcher

adapted Kemp’s instructional design (2011). There were nine steps conducted in

this study. They were Instructional Design, Learner and Context, Task Analysis,

Instructional Objectives, Content Sequencing, Instructional Strategies, Designing

Message, Development of the Instruction, and Evaluation Instruments. In

addition, the researcher put the step called “revising the designed materials” in the

last step.

To complete researcher’s need in creating the materials, the researcher

obtained data and information from the English teacher and students. The

questionnaires were distributed to 32 students to gain information about their

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interest, need, and their experience in learning English. Meanwhile, an interview

also conducted to both teacher and students to know deeper about what they have

done in the English lesson. In this step, some of students were chosen randomly to

follow the interview section. Furthermore, an English Language Education Study

Program lecturer of Sanata Dharma University and two English teachers of SMK

Negeri 1 Nanggulan were requested to evaluate the designed materials. Their

comments, opinions, and suggestions were used to revise the designed materials

to make better. The result of the post-design questionnaire showed that the mean

range from 3.7 to 4.7 on the scale of 5. The researcher concluded that the designed

materials were good and acceptable based on the expert’s evaluation but need

some revisions before applying the materials for Information Technology students

of SMK Negeri 1 Nanggulan.

In answering the second research problem, the researcher presented the

final revision of the designed materials. The designed materials consisted of four

units. Those are Parts of Computer, Repairing Your Computer, The History of

Internet, and Computer Network. There are five stages on each unit, namely Let’s

Ask, Before You Read, Let’s Read, After You Read, Grammar Corner, and Let’s

Evaluate. The final revision of the designed materials is presented in Appendix H.

The syllabus and lesson plan for unit 1 are included in Appendix F and Appendix

G.
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B. Suggestions

After conducting this study, the researcher would like to give suggestions

to English teachers and further researcher. To English teacher, especially for

English teacher of the 10th grade of Information Technology students in SMK

Negeri 1 Nanggulan, the researcher expects that the designed materials can be

used properly in English lesson. The teacher can put some modification to the

materials from any sources in order to increase students’ English competency.

Since they are Information Technology students, knowledge of computers are

very important things that they should understand well. In fact, many kinds of

technologies are related to the use of computers and English as well. By giving

those kinds of materials content, the students will be more accustomed to the use

of them when they enter the work field. When they are graduated and they can

work well, the school will get better stereotype from people. Moreover, the

researcher also gives suggestion to the further researcher who are interested in

conducting this kind of study. For further researcher, they can analyze the

evaluation of the designed materials so that the other relevant materials can be

developed better.
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REFERENCES

Borg, W.R., & Gall, M. D. (1983). Educational research: An introduction (4th

ed.). London: Longman.

Brinton, D. (1989). Content-Based second language instruction. New York:

Newbrury House Publishers.

Cushenberry. (1985). Improving reading skills in the content area. Springfield

Illinois: Charles C. Thomas Publisher.

Freeman, D. L., Anderson, M. (2011). Techniques and principles in language

teaching (3rd ed.). Oxford: Oxford University Press.

Harmer, J. (2001). The practice of English language teaching. London: Longman.

Hurlock, E. B. (1980). Psikologi perkembangan: Sebuah pendekatan tentang

kehidupan (Edisi Kelima). Jakarta: Erlangga.

Kemp, J., Morrison, G., Ross, S., & Kalman, H. (2011). Designing effective
instruction. New York: John Wiley and Sons.

Krahnke, K. (1987). Approaches to syllabus design for foreign language teaching.

New York: Prentice-Hall, Inc.

Mulyasa, H. E. (2013). Pengembangan dan implementasi kurikulum 2013.

Bandung: PT Remaja Rosdakarya Offset.

Nunan, D. (2003). Practical English language teaching. New York: The Mc.
Graw Hill Companies.

Nuttal, C. (1996). Teaching reading skills in a foreign language. Oxford:

Heinemann English Language Teaching.

Richards, J. C., Rodgers, T. S. (2001). Approaches and method in language

teaching. Cambridge: Cambridge University Press.

Wallace, C. (1992). Reading. Oxford: Oxford University Press.

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APPENDICES

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APPENDIX A
THE LETTER OF PERMISSION

66
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Fakultas Keguruan dan Ilmu Pendidikan
UNIVEEISITRS SRNRTR DHRRMR
YOEYRKRRTR
Nomor :03lPnVrajur/ JPBS lrlll2ol4
Hal : Permohonan ljin Penelitian

Kepada
Yth. Kepala SEKRETARIAT DAERAH
Pemerintah Daerah
Daerah Istimewa Yogyakarta
Kompleks Kepatihan
YOGYAKARTA

Dengan honnat,

Dengan ini kami mernohonkan ijin bagi mahasiswa kami,

Nama MARIA MAGDALENA YTINITA ANUGRAH DAMAYANTI

No. Mhs 10 t2t4 003
Program Studi Pendidikan Bahasa Inggris
Jurusan Pendidikan Bahasa dan Seni
Sanester 8 ( delapan )

untuk melaksanakan penelitian dalam rangka persiapan penyusunan Skripsi I Makalah, dengan ketentuan
sebagai berikut:

Lokasi : SMK Negeri I Nanggulan

Waktu : 1 -24 Apil20l4
Topik / Judul : Designing A Set of Reading Materials for First Grade of TKJ Students in
SMK Negeri I Nanggulan Using Content-Based Instruction

Atas perhatian dan rjin yang diberikan, kami ucapkan terimakasih.

24Marct20l4

NPP: P. 1410

Tembusan Yth:
Dekan FKIP

Mrican, Trorrpl Pos 29 Yogyakarta 55002 Telp. (0274) 513301, 515352 - Ext. 1413, Fax. (0274) 562383
v,,ebslte:www.Us4aq.ld. email:ltip@uqd.qc.id,
 a93at0A&8tmsn
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FEM ERINTAH
DAE NAE RAH ISTIM EWA YOGYAKI\.RTA
RAH
$EKRETARIAT NAERAH
Kcmpleks Kepatihan, Sanurejan, Telepon (0274) 562811 - 562814 (Hunting)
YOGYAKARTA 552 1 3

SURAT KETERANGAN IJIN

a70/REGff/75Sr3r20r4'

Membaca Surat : SEKJUR PEHDIffKAI.I BAHASA DAN Nomor : 037IPLNT/KA"IUFUJPB$/I||I?014

$ENI FAK KSGURUAN DA}I ILMU
PEI,IDIBIKAH
Tanggal : 24 MARET 2014 Ferihal : IJIN PENELITIANIRI$ET

Mengingat: 1. Peraturan Pemerinlah Ncmor4l Tahun 2006, lenlang Perizinan bagi Perguruan Tinggi Adng, Lembage Penelitian dan
Pengembangan Asing, Badan Usaha Asing dan Orang Asing dalanr melalarkan Kegitan Penelitian dan Pengembangan di
lndonesia;
2. Perafuran Menteri Oatam tlegeri l.lomor 20 Tahun 2011, tentang Pedoman Penelitian dan Pengembangan di Linghngan
Kemenlrian Dalam Negeri dan Pemerintah Daerah,
3. Peraturan GubemurDaerah l$imewa Yogyakarta Nomor3T Tahun 2008, tentang Rincian Tugasdan Fungd Satuan
Organisasi di Linghngan Seketariat Daerah dan Seketariai Devmn Perwakilan Ralyat Daerah.
4. Peraluran Gubemur Oaerah l$imewa Yogyakarta Nomor 1B Tahun 2009 lenlang Pedoman Pelayanan Perizinan.
Rel*omendas Felalwnaan Survei, Penelitian, Pendataan, Pengembangan, Pengkajian, dan Studi Lapangan di Daerah
ldinreviia Yogyakarta.

OllJlHI{AN untuk melaluhn kegiatan s:rvei/peneliiian/pendaiaan/pengembangan/pengkajian/$udi lapangan kepada:

Nama : NilAH}A MAGDALENA Y.I.J}IITA A}IUGRAH DAMAYANTI NIP/NIM :10 1214 003
Alamat :FAKULTAS KEGURUAil DAN ILMU FEIIDISIKAH, PEHDISIKAN BAHASA IHGGRIS,
UNMTRSrA$ SA}JATA DHARMA
rudul :DgSIGfrllHG A SET OF REAOING MATERIALS FOR FIRST GRADE OF TKJ STUDENTS lN
SMK NEGERI 1 NAT,IGGULAH USING CO}ITET-IT.BASES INSTRUCTION
Lokasi :KABUPATEN KULO}I PROGO
waldu :27 MARET 2014dd 27 JUHI 2014

Oengan Ketentuan
1. Menyerahkan grrat kelerangan/ijin s.rrvei/penelitian/pendataan/pengembanganlpengkajianldudi lapangan') dari Pemerinlah Daerah
DIY bpada BupatiftValilota melalui inditusi yang berurenanE mengeluar*an ijin dinrals.rd;
2, Menyerahkan soft copy hasil penelitiannya baik loepada Gubemur Oaerah l$irnewa Yogyakarta melalui Bio Adminidrasi Pembangunan
Setda DIY dalam mmpact di* {CD} maupun mengunggah {upload} melalui qebsite adbang.jog.japrov.go.id dan menunjulian ceiakan
adi yang crdah disahkan dan dibubuhi cap in$itud;
3. ljin ini hanya dipergunakan untukleperluan ilmiah, dan pemegang ijin wajib mentaati kelentuan yang berlaku di lokad kegialan;
4. ljin penelitiaa dapat diperpanjang maltsimal 2 (dua) kali dengan menunjulftan srrat ini lembali sebelum berakhirwal(unya *telah
mengajubn perpanjangan melalui webdte adbangjogjaprov.go-id;
5. llin yang diberilan dapat dibatalhan *watdu+ml(u apabila pemegang ijia ini tidak memenuhi ketentuan yang berlakr.
Dibluaden di Yogyakarta
Pada tanggal 27 MARET 2014
A.n Seketads Daerah
Asi$.en Perebnomian dan Pernbang unan
ub"
Pembangtrnar

198503 2 003
Tenrbusan ;
1. Gil SER}IUR DAERAH STI [' HrLIA YOGYAKARTA {S ESAGAI I.APORAT{}
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SA}ifiiIA ilHARIUIA
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PEMERINTAH I(ABUPATEN KULON PROGO
BADAN PENANAMAN MODAL DAN PERTZINAN TERPADU
Unit l: Jl. Perwal<ilan No.2, Wltes, Kulon Progo 1clp.(0271) 775208 Kode l,os 5561I
Unit 2: Jl. KHA Dahlan, Watcs, Kulon Progo 'l'clp.(027.1) 1i1.102 l(otle Pos 55(rll
Website: bpnrpt.ltulonprogokub.go.itl [.,rrrail :bprrrptla,liulorrllrogolilb.gn.irl

SURAT KETERANGAN / IZIN

Nomor'. 0'7 0.2 /00305411/20 1 4
Memperhatikan Surat dari Sekretariat Daerah Provinsi DIY' Nornor: 070/RBG/v/75613 2014, TANCCAL:27 MARET
2014. PERIHAL: IZIN PENELITIAN

Mengingat I . I(epr"rtusanMenteri Dirlanr Negeri Nonror 6I TalrLrn I983 tentang Pedonran Penyelenggaraan
Pelal<sanaan Penelitian dan Pengernbangirrr cli Lirrgl<.Lurrrurr Depurtenrcrr Dalarrr Negeri.
2. Peraturan Gubelrt,rr Daerah lstinrerva Yogy"ali.arta Nonror l8'l'ahLrrr 200c) tentang Pedonran Pelayanan
Perizinan, Rekourendasi Pelaksanaan Survei. Penelitian, Perrgernbangan, Pengkajian drn Studi
Laparrgan di Daerah lstimerva Yogyakarta;
3. Peraturan Daerah l(abupaten l(r.rlon Plogo Nonror: l(r 'l'ahLrn 20 l2 tentang Pernbentukan Organisasi
dan Tata Kerja Lernbaga Tel(nis Daerah:
4. Peraturan Bupati Kulon Progo Nomor:73'Iahun 2012 tentang Uraian Tugas Unsur Organisasi
Terendah Pada Badan Penarrarran Modal dan Perizinan Terpadu..

Diizinkan kepada MAI{IA MAC DALENA YUN ITA AN UCIIAII DAN{AY AN-I"I
NIM / NIP r0 l2r4 003
PT/l nstansi UNI\/ERSITAS SANATA DHARMA YOGYAliAlt't',{
I(eperlLran IZIN I'ENELITIAN
.luduliTenra DESIGNING A SET OF IIEADING MATERIALS FOR FIRST GRADE OF TKJ
STUDENTS IN SMK NEGERI I NANGGULAN USINC CONTENT-BASED
INSI'RUCTION

SMK NECERI I NANCCULAN

Lokas i

WaktLr 27 Maret20l4 sld27 Juni20l4

2. Waj ib nrenjaga tata tertib dan nlentaati ketentuan-ketentuan yang berlal<Lr.

3. Wajib menyerahkan hasil Penelitian/Riset kepada BLrpati t(ulon Progo c.q. Kepala Badan Penanaman Modal dan Perizinan
Terpadu Kabupaten Kulon Progo.
4. lzin inr tidak disalahgunakan untuk tLrjr.ran tertentlr yang dapat mengganggu l<estabilan Pernerirrtah dan harrya diperlukan
untLrk kepentingah ilnriah.
5. Surat izin ini dapat diajukan untuk rnendapat perpanialrgan bila diperlukan.
6. Surat izin ini dapat dibatalkan sewaktu-waktu apabila tidak dipenuhi l<etentuan-ketentuan tersebut diatas.

Drtetapkan cl i :Watcs
-[-anggal ',
Pada 2'7 N{arct 2014

N MODAL

Tenrbusan kepada Yth. :

I . 13upati Kulon Proso (Sebagai I-aporarr)
2. Kepala lSappeda Kabupaten Kulon Prouo
irrrt'l'li.l : I\//b
3. Kepala Kantor Kesbnngpol Kabupatcn Kulon l)roso E080i r9960i I 005
4. Kcpala Dinas Ircndidikan Kab. Kulon l)rogo
5. Kepala Sekolah SMK Negeri I Nang-ur-rlan Kulon pr-o_eo
6. Yang bersangkLltan
7. Arsip
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APPENDIX B
THE STUDENTS’
QUESTIONNAIRE FORM

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KUESIONER UNTUK SISWA KELAS X TKJ

SMK NEGERI 1 NANGGULAN

Nama :
Jenis Kelamin :

Petunjuk Pengisian:
Jawablah pertanyaan-pertanyaan di bawah ini dengan memberi tanda silang (x)
pada pilihan jawaban yang sudah disediakan. Jika diperlukan, jawablah pula di
bagian titik-titik.

1. Apakah kamu menyukai pelajaran Bahasa Inggris?

a. Ya
b. Tidak
2. Apakah kamu menyukai kelas Reading? Berikan alasan!
a. Ya
b. Tidak
3. Apakah ada buku panduan/ buku paket untuk menunjang pembelajaran
Reading Bahasa Inggris di kelasmu?
a. Ya
b. Tidak
4. Apakah buku itu sangat membantumu dalam belajar Reading Bahasa
Inggris? Berikan alasan!
a. Ya
b. Tidak
5. Apakah menurutmu Reading itu sulit?
a. Sulit
b. Cukup sulit
c. Mudah
6. Apa saja kesulitan yang kamu hadapi dalam memahami teks Reading?
a. Teks Reading terlalu panjang
b. Teks Reading kurang menarik
c. Kosakata terbatas
d. (Lainnya)______________________________________________
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7. Apa yang kamu lakukan ketika kamu menemukan kosa kata yang tidak
kamu ketahui artinya?
a. Bertanya pada guru
b. Bertanya pada teman
c. Mencari artinya di kamus
d. Membiarkannya
e. (Lainnya) ____________________________________________
8. Apakah kamu lebih tertarik dengan Reading activity pelajaran Bahasa
Inggris yang topiknya berhubungan dengan mata pelajaran lain dalam
jurusanmu? Berikan alasan!
a. Ya
______________________________________________________
______________________________________________________
b. Tidak
______________________________________________________
______________________________________________________
9. Apakah bacaan dalam Reading activity pelajaran Bahasa Inggris dengan
menggunakan topik-topik yang berhubungan dengan komputer mudah
dipahami?
a. Ya
______________________________________________________
______________________________________________________
b. Tidak
______________________________________________________
______________________________________________________

10. Pilihlah topik-topik di bawah ini, yang menurutmu menarik untuk

dipelajari! (Pilihan boleh lebih dari satu)
a. Internet
b. Designing Web
c. Repairing Computer
d. Computer Network
e. Computer’s Components

THANK YOU ^^
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APPENDIX C
THE TEACHER’S AND
THE STUDENTS’
INTERVIEW FORM

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Formal Interview

TEACHER INTERVIEW GUIDELINE

1. Are the students interested in learning English?

2. Do the students have good ability in reading skill?

3. What topics do you teach in reading class?

4. What are the difficulties faced by the students in reading class?

5. What kind of sources do you use in teaching reading?

6. Does those sources fulfill the students’ need in learning English?

7. In your opinion, how if the topics of teaching are related to the content of

subjects in Information Technology major, such as internet, Corel Draw,

or motherboard?

8. Does Content-Based Instruction has been applied in the class?

9. What are your suggestions to design a set of reading materials using

Content-Based Instruction for the 10th grade of Information Technology

students?
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Informal Interview

STUDENTS INTERVIEW GUIDELINE

1. Are you interested in learning English?

2. What kinds of activities in your reading class?

3. What are the strengths and weaknesses of your reading class?

4. What kinds of difficulties you faced in reading class?

5. What are your opinions of using computer as your topic in English reading

class?

6. What kinds of activities that you want in reading class?

7. What are your suggestions in designing a set of reading materials?

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APPENDIX D
THE POST DESIGN
QUESTIONNAIRE

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EVALUATION QUESTIONNAIRE

Information Technology major in vocational high school is one of favorite

majors that almost the students take. In fact, they always find some instructions in
computer which are written in English. Even though English is one of their
subjects at school, in fact the English materials do not help them understand a lot
of things related to their major.
Because of this reason, it will be important for Information Technology
students to master English in order to fulfill their needs in understanding some
instructions or other things that related to the use of English on computer. The
concern of skill that students learned is reading skill. Having good reading skill
will help them understand the meaning. For that reason, the researcher chooses to
design a set of reading materials which for the 10th grade of Information
Technology students in SMK Negeri 1 Nanggulan.

In designing the reading materials, the writer implemented Content-Based

Instruction (CBI). By using CBI, the students can acquire the content of what they
are learning rather than the language. In this designed materials, all topics are
chosen based on the students’ interest by gaining some information from
questionnaires. The writer expects that students can get a lot of knowledge about
computer so it will be more useful for them.

From the explanation above, I would like to ask your comments, opinions,
feedbacks, and suggestions about the designed materials. The data will be used to
evaluate the designed materials.
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READING MATERIALS USING CONTENT-BASED

INSTRUCTION FOR THE 10TH GRADE OF INFORMATION
TECHNOLOGY STUDENTS IN SMK NEGERI 1 NANGGULAN

Respondent’s Identity
Name :
Age (optional) :
Educational Background :
Teaching Experience :

Put a thick () in the right column based on the statements below. It presents
as follows.

1 : strongly disagree with the statement

2 : disagree with the statement
3 : undecided with the statement
4 : agree with the statement
5 : strongly agree with the statement

Points of Agreement
No Statements
1 2 3 4 5
Topic
1 The topic are well selected
The topics are well arranged
The Learning Objectives
2
The learning objectives are well formulated
The Learning Activities
The learning activities are interesting
3
The learning activities are varied
The learning activities are well formulated
The Reading Passages
4 The reading passages are easy to be understand
The reading passages are suitable for the students
The Exercises
5 The exercises are well developed
The exercises help students understand the topics
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Points of Agreement
No Statements
1 2 3 4 5
The Instruction
6
The instruction in each exercise and task are clear
The Layout
The pictures are interesting to attract the students’
7
attention
The color is enough attractive for the students
The Designed Materials
The designed materials are interesting
The designed materials concern to topics/theme
The designed materials help the students develop
their reading ability
8 The designed materials help the students learn
computer
The designed materials help the students learn
English
The designed materials are appropriate for the 10th
grade of Information Technology students

Please write down your comments and suggestions of the designed materials!

1. What are the strengths of the designed materials?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________
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2. What are weaknesses of the designed materials?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

3. What are your suggestions to improve the designed materials?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

----- Thank You -----

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APPENDIX E
THE DESCRIPTIVE STATISTIC OF
THE PARTICIPANTS’ OPINION ON
THE DESIGNED MATERIALS

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Degree of Agreement Central

Frequency Tendency
No Participants’ Opinion N
1 2 3 4 5 Mn

Topic
1 The topic are well selected 3 0 0 1 1 1 4
The topic are well arrangged 3 0 0 0 3 0 4
The Learning Objectives
2 The learning objectives are
3 0 0 1 1 1 4
well formulated
The Learning Activities
The learning activities are
3 0 0 0 3 0 4
interesting
3 The learning activities are
3 0 0 0 3 0 4
varied
The learning activities are well
3 0 0 0 2 1 4.3
arranged
The Reading Passages
The reading passages are easy
3 0 0 0 3 0 4
4 to be understand
The reading passages are
3 0 0 1 1 1 4
suitable for the students
The Exercises
The exercises are well
3 0 0 0 3 0 4
5 developed
The exercices help students
3 0 0 0 1 2 4.7
understand the topics
The Instruction
6 The instruction in each
3 0 0 1 2 0 3.7
exercise and task are clear
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Degree of Agreement Central

Frequency Tendency
No Participants’ Opinion N
1 2 3 4 5 Mn

The Layout
The pictures are interesting to
3 0 0 0 3 0 4
7 attract the students’ attention
The color is enough attractive
3 0 0 0 3 0 4
for the students
The Designed Materials
The designed materials are
3 0 0 0 3 0 4
interesting
The designed materials
3 0 0 1 2 0 3.7
concern to topics/theme
The designed materials help
the students develop their 3 0 0 0 3 0 4
reading ability
8
The designed materials help
3 0 0 1 1 1 4
the students learn computer
The designed materials help
3 0 0 0 3 0 4
the students learn English
The designed materials are
appropriate for the 10th grade
3 0 0 0 3 0 4
of Information Technology
students
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APPENDIX F
THE SYLLABUS

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SILABUS SMA/MA/SMK

Mata Pelajaran : BAHASA INGGRIS - WAJIB

Kelas : X
Kompetensi Inti :

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun,
responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan
bakat dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
1.1. Mensyukuri Mengamati http://www.com
Teks lisan dan Kriteria penilaian:
kesempatan
tulis sederhana,  Siswa mendengarkan/membaca 2 x 2 JP ptechdoc.org/ha
dapat pemaparan jati diri dengan  Pencapaian fungsi rdware/pc/begin
untuk
mempelajari memperhatikan fungsi sosial, sosial /hwcomputer.ht
memaparkan,
bahasa Inggris struktur teks, unsur kebahasaan,  Kelengkapan dan ml
menanyakan,
sebagai bahasa maupun format keruntutan
dan merespon
pengantar penyampaian/penulisannya. struktur teks http://compnet
pemaparan jati
Komunikasi working.about.
internasional
diri  Siswa mencoba menirukan memaparkan dan
menanyakan jati com/od/usbnet
pengucapannya dan menuliskan
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Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
yang diwujudkan Fungsi sosial pemaparan jati diri yang diri working/p/usb-
dalam semangat digunakan. port.htm
Menjalin  Ketepatan unsur
belajar hubungan Mempertanyakan kebahasaan: tata
2.2.Menunjukkan dengan guru, bahasa, kosa kata,
 Dengan bimbingan dan arahan
perilaku jujur, teman dan orang ucapan, tekanan
guru, siswa mempertanyakan http://tutiumilati
disiplin, percaya lain kata, intonasi,
antara lain, perbedaan antara fah.wordpress.c
diri, dan Ungkapan ejaan, dan tulisan
berbagai pemaparan jati diri om/2014/07/07/c
bertanggung tangan
My name is... dalam bahasa Inggris, ontoh-rpp-smk-
jawab dalam
melaksanakan I’m ... I live in ... perbedaannya dengan yang ada  Kesesuaian format kelas-x/
I have … I like dalam bahasa Indonesia. penulisan/
Komunikasi
transaksional …. dan  Siswa mempertanyakan penyampaian
dengan guru dan semacamnya pengucapan dan isi teks yang Unjuk kerja
teman. memaparkan jati diri
Unsur  Melakukan
3.1.Menganalisis kebahasaan: Mengeksplorasi monolog yang
fungsi sosial, menyebutkan jati
(1) Kata terkait  Siswa mencari pemaparan jati diri
struktur teks, dan dengan diri didepan kelas
dari berbagai sumber.
unsur kebahasaan hubungan  Ketepatan
dari teks kekeluargaan  Siswa berlatih memaparkan jati menggunakan
pemaparan jati dan diri dengan teman melalui struktur dan unsur
diri, sesuai kekerabatan, simulasi. kebahasaan dalam
dengan konteks menyebutkan jati
profesi  Siswa berlatih memaparkan jati
penggunaannya. pekerjaan, diri
diri melalui tulisan
4.1.Menyusun teks hobi.
lisan dan tulis
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Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
sederhana, untuk (2) Kata kerja Mengasosiasi Pengamatan
memaparkan, dalam (observations):
menanyakan, dan simple  Siswa menganalisis ungkapan
memaparkan jati diri dengan Bukan penilaian
merespon present formal seperti tes,
pemaparan jati tense: be, mengelompokannya berdasarkan
penggunaan. tetapi untuk tujuan
diri, dengan have dalam memberi balikan.
memperhatikan simple  Secara berkelompok siswa Sasaran penilaian:
fungsi sosial, present tense mendiskusikan ungkapan
struktur teks, dan (3) Kata tanya memaparkan jati diri yang mereka  Berperilaku jujur,
unsur What? Who? temukan dari sumber lain dan disiplin, percaya
kebahasaan, Which? membandingkannya dengan yang diri, dan
secara benar dan (4) Ucapan, digunakan guru bertanggung
sesuai dengan tekanan kata, jawab dalam
konteks. intonasi,  Siswa memperoleh balikan melaksanakan
ejaan, tulisan (feedback) dari guru dan teman Komunikasi
tangan yang tentang fungsi sosial dan unsur
kebahasaan yang sampaikan  Kesungguhan
rapi siswa dalam
(5) Rujukan kata dalam kerja kelompok.
proses
Topik Mengkomunikasikan pembelajaran
Keteladanan  Siswa mendemonstrasikan dalam setiap
penggunaan pemaparan jati diri tahapan
tentang perilaku
terbuka, secara lisan dan tertulis di kelas Portofolio
menghargai dengan memperhatikan fungsi
sosial, ungkapan, dan unsur  Kumpulan karya
perbedaan,
kebahasaan yang benar dan sesuai siswa yang
perdamaian.
mencerminkan
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Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
dengan konteks hasil atau capaian
belajar berupa
 Siswa menuliskan permasalahan
rekaman
dalam menggunakan bahasa
penggunaan
Inggris untuk memaparkan jati
ungkapan dan
diri dalam jurnal belajar (learning
skrip percakapan
journal).
 Kumpulan hasil
tes dan latihan.
 Catatan atau
rekaman
penilaian diri dan
penilaian sejawat,
berupa komentar
atau cara
penilaian lainnya.
Penilaian Diri dan
Penilaian Sejawat
Bentuk: diary,
jurnal, format
khusus, komentar,
atau bentuk
penilaian lain
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Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu

1.1 Mensyukuri Mengamati Kriteria penilaian: 2 x 2 JP http://www.wiki

Teks lisan dan
kesempatan dapat tulis untuk  Siswa memperhatikan  Pencapaian fungsi
how.com/Install-
mempelajari beberapa pesan yang berisi a-New-
mengucapkan sosial
bahasa Inggris ucapan selamat dari berbagai Processor
dan merespon  Kelengkapan dan
sebagai bahasa ucapan selamat sumber (a.l. film, tape, surat
kabar, majalah). keruntutan struktur http://pcsupport.
pengantar bersayap teks ucapan selamat about.com/od/fix
komunikasi (extended)  Siswa membacakan contoh- bersayap theproblem/ht/ac
international yang contoh teks pesan berisi
diwujudkan
Fungsi Sosial  Ketepatan unsur cessbios.htm
ucapan selamat tersebut
dalam semangat Menjaga kebahasaan: tata
dengan ucapan, intonasi, http://www.belaj
belajar hubungan bahasa, kosa kata,
tekanan kata, dengan benar aringgris.net/ex
interpersonal ucapan, tekanan
2.3 Menunjukkkan dan lancar. pression-of-
dengan guru, kata, intonasi, ejaan,
perilaku tanggung teman, dan  Dengan bimbingan dan dan tulisan tangan congratulation-
jawab, peduli, arahan guru, siswa 3153.html
orang lain.  Kesesuaian format
kerjasama, dan mengidentifikasi ciri-ciri
Struktur text penulisan/
cinta damai, pesan yang berisi ucapan penyampaian
dalam Ungkapan baku selamat (fungsi sosial,
melaksanakan dari sumber- struktur teks, dan unsur
Komunikasi sumber otentik. kebahasaan).
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Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
fungsional Mempertanyakan(questioning) Cara Penilaian:
3.2.Menganalisis Unsur  Dengan bimbingan dan Unjuk kerja
fungsi sosial, kebahasaan arahan guru, siswa  Melakukan role-
struktur teks, dan(1) Kata dan tata mempertanyakan antara lain play (bermain
unsur kebahasaan bahasa baku perbedaan antar berbagai peran)
dari ungkapan (2) Ejaan dan pesan yang berisi ucapan menggunakan
ucapan selamat tulisan selamat dalam bahasa ungkapan berbentuk
bersayap, sesuai tangan dan pesan berisi ucapan
dengan konteks Inggris, perbedaan ungkapan
cetak yang selamat serta
penggunaannya. jelas dan dengan yang ada dalam responnya dalam
4.2.Menyusun teks rapi. bahasa Indonesia, situasi nyata
lisan dan tulis (3) Ucapan, kemungkinan menggunakan
 Ketepatan dan
untuk tekanan kata, ungkapan lain, dsb.
mengucapkan dan intonasi, kesesuaian
merespon ucapan ketika Mengeksplorasi menggunakan
struktur dan unsur
selamat bersayap mempresent  Siswa secara mandiri dan kebahasaan dalam
(extended), asikan secara dalam kelompok mencari
dengan lisan menyampaikan
ucapan selamat yang lain ucapan selamat
memperhatikan Topik dari berbagai sumber bersayap serta
tujuan, struktur
Keteladanan responnya
teks, dengan  Siswa bergantian
memperhatikan tentang perilaku
peduli dan cinta membacakan ucapan selamat
tujuan, struktur
teks, dan unsur damai. dengan unsur kebahasaan
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Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
kebahasaan, yang tepat
secara benar dan
sesuai dengan  Siswa mengucapkan dan Pengamatan
merespon ucapan selamat (observations):
konteks.
yang disampaikan teman dan Bukan penilaian
formal seperti tes,
guru.
tetapi untuk tujuan
Mengasosiasi memberi balikan.
Sasaran penilaian:
 Siswa membandingkan
berbagai ucapan selamat  Perilaku tanggung
terkait dengan tujuan, jawab, peduli,
kerjasama, dan cinta
struktur teks, dan unsur
damai, dalam
kebahasaan, dilihat dari segi melaksanakan
ketepatan, efisiensi, Komunikasi
efektivitasnya.
 Ketepatan dan
 Siswa memperoleh balikan kesesuaian dalam
(feedback) dari guru dan menyampaikan dan
teman tentang hasil analisis menulis teks berisi
ucapan selamat
yang disampaikan
dalamkerja kelompok.  Kesungguhan siswa
dalam proses
pembelajaran di
setiap tahapan
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Kompetensi Dasar Materi Pokok Pembelajaran
Mengkomunikasikan
 Siswa berkreasi membuat
teks-teks ucapan selamat dan
menyampaikannya di depan
guru dan teman untuk
mendapat feedback.
 Siswa membuat kartu ucapan
selamat
 Siswa memperoleh feedback
dari guru dan teman sejawat
Alokasi
Penilaian Sumber Belajar
Waktu
Portofolio
 Kumpulan catatan
kemajuan belajar
berupa catatan atau
rekaman monolog.
 Kumpulan karya
siswa yang
mendukung proses
penulisan teks
ucapan selamat
berupa: draft, revisi,
editing sampai hasil
terbaik untuk
dipublikasi
 Kumpulan hasil tes
dan latihan.
 Catatan atau
rekaman penilaian
diri dan penilaian
sejawat, berupa
komentar atau cara
penilaian lainnya
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu

1.1.Mensyukuri Mengamati Kriteria penilaian: 2 x 2 JP http://ils.indiana.

Tindakan/kejadi
edu/faculty/umik
kesempatan dapat an yang  Siswa mendengarkan dan  Pencapaian fungsi
mempelajari erse/Parents/Brie
dilakukan/terjad membaca banyak kalimat Past sosial
bahasa Inggris fHistory.html
i di waktu Simple dan Present perfect  Ketepatan unsur
sebagai bahasa lampau yang tense, dalam berbagai kebahasaan: tata
pengantar merujuk waktu konteks. bahasa, kosa kata,
komunikasi terjadinya
internasional  Siswa berinteraksi ucapan, tekanan
dengan yang kata, intonasi, ejaan,
yang diwujudkan menggunakan kalimat Past
merujuk pada dan tulisan tangan
dalam semangat Simple dan Present perfect
kesudahannya
belajar. tense selama proses  Kelengkapan dan
(Past Simple dan pembelajaran, dengan keruntutan struktur
2.1.Menunjukkan Present Perfect bimbingan guru. teks
perilaku jujur, Tense)
 Siswa menirukan contoh-  Kesesuaian format
disiplin, percaya Fungsi sosial contoh kalimat Past Simple penulisan/
diri, dan Menyatakan dan dan Present Perfect tense, penyampaian
bertanggung menanyakan
jawab dalam tentang  Dengan bimbingan dan Cara Penilaian:
melaksanakan tindakan/kejadian arahan guru, siswa Pengamatan
komunikasi yang mengidentifikasi ciri-ciri (observations):
transaksional dilakukan/terjadi kalimat Past Simple dan Bukan penilaian
dengan guru dan di waktu lampau Present Perfect tense, (fungsi formal seperti tes,
teman. yang merujuk sosial, struktur teks, dan unsur tetapi untuk tujuan
3.6.Menganalisis waktu terjadinya kebahasaan). memberi balikan.
fungsi sosial, dengan yang Sasaran penilaian
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
struktur teks, dan merujuk pada Mempertanyakan  Perilaku jujur,
unsur kebahasaan kesudahannya Dengan bimbingan dan arahan disiplin, percaya diri,
pada pernyataan Struktur teks guru, siswa mempertanyakan dan bertanggung
dan pertanyaan I had plowed into antara lain perbedaan antar jawab dalam
tindakan/kejadian a big green Buick. berbagai past simple dan present melaksanakan
yang I hollered perfect yang ada dalam bahasa Komunikasi
dilakukan/terjadi farewells to my Inggris, dan perbedaan ungkapan
di waktu lampau friends and dalam bahasa Inggris dengan  Ketepatan dan
yang merujuk poured myself yang ada dalam bahasa kesesuaian dalam
waktu terjadinya into the car Indonesia. menyampaikan dan
dengan yang My friend has menulis teks
merujuk pada prepared Mengeksplorasi  Kesungguhan siswa
kesudahannya, everything before
 Siswa menyatakan dan dalam proses
sesuai dengan we left pembelajaran di
menanyakan
konteks Unsur setiap tahapan
tindakan/kejadian yang
penggunaannya. kebahasaan
dilakukan/terjadi di waktu Portofolio
4.3.Menyusun teks (1) Past lampau yang merujuk waktu
lisan dan tulis Simple, terjadinya dengan yang  Kumpulan karya
untuk Present Perfect merujuk pada kesudahannya siswa yang
menyatakan dan dalam bahasa Inggris dalam mencerminkan hasil
(2) Tata atau capaian belajar
menanyakan bahasa, konteks simulasi, role-play,
tentang ucapan, dan kegiatan lain yang  Kumpulan hasil tes
tindakan/kejadian tekanan kata, terstruktur. dan latihan.
yang intonasi, ejaan,
dilakukan/terjadi  Catatan penilaian
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
di waktu lampau tanda baca,  Siswa berusaha menyatakan diri dan penilaian
yang merujuk tulisan tangan dan menanyakan sejawat, berupa
waktu terjadinya dan cetak yang tindakan/kejadian yang komentar atau cara
dengan yang jelas dan rapi. dilakukan/terjadi di waktu penilaian lainnya
merujuk pada Topik lampau yang merujuk waktu
kesudahannya, terjadinya dengan yang
dengan Berbagai hal merujuk pada kesudahannya
memperhatikan terkait dengan dalam bahasa Inggris selama
fungsi sosial, interaksi antara proses pembelajaran.
struktur teks, dan guru dan siswa
selama proses Mengasosiasi
unsur
kebahasaan, yang pembelajaran, di  Siswa membandingkan
benar dan sesuai dalam maupun di kalimat Past Simple dan
konteks. luar kelas. Present Perfect tense yang
telah dipelajari dengan
ungkapan-ungkapan lainnya.
 Siswa membandingkan antara
kalimat Past Simple dan
Present Perfect tense dalam
bahasa Inggris dengan kalimat
tentang tindakan/kejadian
yang dilakukan/terjadi di
waktu lampau yang merujuk
waktu terjadinya dengan yang
merujuk pada kesudahannya
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Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Sumber Belajar
Waktu
dalam bahasa ibu atau bahasa
Indonesia.
Mengkomunikasikan
 Siswa menyatakan dan
menanyakan tentang
tindakan/kejadian yang
dilakukan/terjadi di waktu
lampau yang merujuk waktu
terjadinya dengan yang
merujuk pada kesudahannya
dengan bahasa Inggris, di
dalam dan di luar kelas.
 Siswa menuliskan
permasalahan dalam
menggunakan bahasa Inggris
untuk menyatakan dan
menanyakan tentang
tindakan/kejadian yang
dilakukan/terjadi di waktu
lampau yang merujuk waktu
terjadinya dengan yang
merujuk pada kesudahannya
dalam jurnal belajarnya.
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Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Peniliaian Sumber Belajar
Waktu
1.1 Mensyukuri Teks deskriptif Kriteria penilaian:
Mengamati
kesempatan dapat lisan dan tulis, 2 x 2 JP http://compnet
mempelajari sederhana,  Siswa memperhatikan /  Pencapaian fungsi working.about.
bahasa Inggris tentang orang, menonton beberapa contoh sosial com/od/basicne
sebagai bahasa tempat wisata, teks/ film tentang  Kelengkapan dan tworkingconce
pengantar dan bangunan penggambaran orang, tempat keruntutan struktur pts/a/network_t
komunikasi bersejarah wisata, dan bangunan teks deskriptif ypes.htm
internasional terkenal bersejarah.  Ketepatan unsur
yang diwujudkan Fungsi sosial  Siswa menirukan contoh kebahasaan: tata http://teksartike
dalam semangat secara terbimbing. bahasa, kosa kata, lbahasainggrisi
belajar Membanggakan, ucapan, tekanan ndonesia.com/c
mengenalkan,  Siswa belajar menemukan kata, intonasi, ejaan,
2.3 Menunjukkankan mengidentifikasi ontoh-
gagasan pokok, informasi dan tulisan tangan
perilaku tanggung description-
jawab, peduli,
, memuji, rinci dan informasi tertentu  Kesesuaian format text-bahasa-
mengritik, dari teks penulisan/
kerjasama, dan mempromosikan inggris/
cinta damai, Mempertanyakan penyampaian
, dsb.
dalam (questioning)
melaksanakan Struktur text Unjuk kerja
 Dengan bimbingan dan
komunikasi (1) Penyebutan arahan guru, siswa  Melakukan monolog
fungsional nama orang, mempertanyakan antara lain tentang deskripsi
3.7. Menganalisis tempat wisata, perbedaan antar berbagai teks orang, tempat
fungsi sosial, dan bangunan deskripsi yang ada dalam wisata, bangunan
struktur teks, dan bersejarah bahasa Inggris, perbedaan bersejarah terkenal
unsur kebahasaan terkenal dan teks dalam bahasa Inggris di depan kelas /
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Kompetensi Dasar Materi Pokok Pembelajaran Peniliaian Sumber Belajar
Waktu
pada teks nama bagian- dengan yang ada dalam berpasangan
deskriptif bagiannya bahasa Indonesia
 Ketepatan dan
sederhana tentang yang dipilih
 Siswa mempertanyakan kesesuaian dalam
orang, tempat untuk
gagasan pokok, informasi menggunakan
wisata, dan dideskripsikan
rinci dan informasi tertentu struktur teks dan
bangunan (2) Penyebutan
dari teks deskriptif unsur kebahasaan
bersejarah sifat orang,
dalam membuat teks
terkenal, sesuai tempat wisata, Mengeksplorasi
deskriptif
dengan konteks dan bangunan  Siswa secara kelompok
penggunaannya. bersejarah Pengamatan
membacakan teks deskriptif
terkenal dan (observations):
4.8.Menangkap lain dari berbagai sumber
makna dalam teks bagiannya, dengan pengucapan, tekanan Bukan penilaian
deskriptif lisan dan kata dan intonasi yang tepat formal seperti tes,
dan tulis (3) Penyebutan tetapi untuk tujuan
tindakan dari  Siswa berpasangan memberi balikan.
sederhana.
atau terkait menemukan gagasan pokok, Sasaran penilaian
4.9.Menyunting teks dengan orang, informasi rinci dan informasi
deskriptif lisan tempat wisata, tertentu serta fungsi sosial  Perilaku tanggung
dan tulis, dan bangunan dari teks deskripsi yang jawab, peduli,
sederhana, bersejarah dibaca/didengar. kerjasama, dan cinta
tentang orang, terkenal. damai, dalam
tempat wisata,  Siswa menyunting teks melaksanakan
yang semuanya deskripsi yang diberikan guru Komunikasi
dan bangunan
sesuai dengan dari segi struktur dan
bersejarah
fungsi sosial yang kebahasaan  Ketepatan dan
terkenal, dengan
hendak dicapai. kesesuaian dalam
memperhatikan  Berkelompok, siswa menyampaikan dan
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Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Peniliaian Sumber Belajar
Waktu
fungsi sosial, Unsur kebahasaan menggambarkan tempat menulis teks
struktur teks, dan (1) Kata benda wisata lain dalam konteks deskriptif
unsur kebahasaan penyampaian informasi yang
yang terkait  Kesungguhan siswa
yang benar dan dengan orang, wajar terkait dengan tujuan
dalam proses
sesuai konteks. tempat wisata, yang hendak dicapai dari
pembelajaran dalam
4.10. Menyusun dan bangunan model yang dipelajari
setiap tahapan
teks deskriptif bersejarah Mengasosiasi
lisan dan tulis terkenal  Ketepatan dan
 Dalam kerja kelompok kesesuaian
sederhana (2) Kata sifat
terbimbing siswa menggunakan
tentang orang, yang terkait
menganalisis dengan strategi dalam
tempat wisata, dengan orang,
membandingkan berbagai membaca
dan bangunan tempat wisata,
teks yang menggambarkan
bersejarah dan bangunan Portofolio
orang, tempat wisata,
terkenal, dengan bersejarah
bangunanan bersejarah  Kumpulan catatan
memperhatikan terkenal kemajuan belajar
terkenal dengan fokus pada
tujuan, struktur (3) Ejaan dan berupa catatan atau
struktur teks, dan unsur
teks, dan unsur tulisan tangan rekaman monolog
kebahasaan.
kebahasaan, dan c etak teks deskriptif.
secara benar dan yang jelas dan  Siswa mengelompokkan teks
sesuai dengan rapi deskripsi sesuai dengan  Kumpulan karya
fungsi sosialnya. siswa yang
konteks. (4) Ucapan,
mendukung proses
tekanan kata,
.  Siswa memperoleh balikan penulisan teks
intonasi,
(feedback) dari guru dan diskriptif berupa:
ketika
teman tentang setiap yang dia draft, revisi, editing
mempresentas
sampaikan dalam kerja sampai hasil terbaik
ikan secara
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Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Peniliaian Sumber Belajar
Waktu
lisan. kelompok. untuk dipublikasi
(5) Rujukan kata
Mengkomunikasikan  Kumpulan hasil tes
Topik dan latihan.
 Berkelompok, siswa
Keteladanan menyusun teks deskripsi  Catatan atau
tentang perilaku tentang orang/ tempat wisata/ rekaman penilaian
toleran, bangunan bersejarah sesuai diri dan penilaian
kewirausahaan, dengan fungsi sosial tujuan, sejawat, berupa
nasionalisme, struktur dan unsur komentar atau cara
percaya diri. kebahasaannya penilaian lainnya
 Siswa menyunting deskripsi Penilaian Diri dan
yang dibuat teman. Penilaian Sejawat
 Siswa menyampaikan  Bentuk: diary,
deskripsinya didepan guru jurnal, format
dan teman dan khusus, komentar,
mempublikasikannya di atau bentuk
mading. penilaian lain
 Siswa membuat kliping
deskripsi tentang orang,
tempat wisata atau bangunan
bersejarah yang mereka sukai.
 Siswa membuat laporan
evaluasi diri secara tertulis
tentang pengalaman dalam
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Alokasi
Kompetensi Dasar Materi Pokok Pembelajaran Peniliaian Sumber Belajar
Waktu
menggambarkan tempat
wisata dan bangunan
termasuk menyebutkan
dukungan dan kendala yang
dialami.
 Siswa dapat menggunakan
‘learning journal’
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APPENDIX G
LESSON PLAN
UNIT 1

72
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RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan : Sekolah Menengah Kejuruan
Jurusan : Teknik Komputer dan Jaringan
Kelas/Semester : X/1 (Satu)
Mata Pelajaran : Bahasa Inggris
Unit :1
Tema/Subtema : Parts of Computer and Introducing Self
Alokasi Waktu : 4 x 45 menit (2x pertemuan)

A. Kompetensi Inti (KI)

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan Mengamalkan perilaku jujur, disiplin,tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan
pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas perbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai dengan kaidah keilmuan.

B. Kompetensi Dasar dan Indikator

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.1 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggungjawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.1 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks
pemaparan jati diri, sesuai dengan konteks penggunaannya.
3.1.1 Mengidentifikasi fungsi sosial teks pemaparan jati diri.
3.1.2 Mengidentifikasi struktur teks pemaparan jati diri.
3.1.3 Mengidentifikasi unsur kebahasaan teks pemaparan jati diri.
3.1.4 Menyebutkan ungkapan-ungkapan pemaparan jati diri.
3.1.5 Mengidentifikasi penggunaan Simple Present Tense dalam teks.
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4.1 Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan,
dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan
konteks.
4.1.1 Menyusun teks sederhana tentang pemaparan jati diri.

C. Tujuan Pembelajaran
1. Dengan mengamati teks, siswa mampu mengidentifikasi fungsi sosial teks
pemaparan jati diri dengan teliti.
2. Dengan mengamati teks, siswa mampu mengidentifikasi struktur teks
pemaparan jati diri dengan cermat.
3. Dengan mengamati teks, siswa mampu mengidentifikasi unsur kebahasaan
teks pemaparan jati diri dengan percaya diri.
4. Dengan tanya jawab, siswa mampu menyebutkan ungkapan-ungkapan
pemaparan jati diri.
5. Dengan diskusi, siswa mampu mengidentifikasi penggunaan Simple Present
Tense dalam bacaan dengan teliti.
6. Dengan bimbingan guru, siswa mampu menyusun teks sederhana tentang
pemaparan jati diri dengan tanggungjawab.

D. Materi Pembelajaran
1. Bagian-bagian komputer
2. Pemaparan jati diri
3. Penggunaan Simple Present Tense

E. Metode Pembelajaran
1. Metode : diskusi, tanya jawab
2. Pendekatan : saintifik (mengamati, menanya, mencoba, menalar, dan
mengkomunikasikan)

F. Media, Alat, dan Sumber Pembelajaran

1. Media dan Alat : whiteboard, boardmarker
2. Sumber Pembelajaran :
Buku panduan pembelajaran Bahasa Inggris
http://www.comptechdoc.org/hardware/pc/begin/hwcomputer.html
http://compnetworking.about.com/od/usbnetworking/p/usb-port.htm
http://tutiumilatifah.wordpress.com/2014/07/07/contoh-rpp-smk-kelas-x/
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G. Langkah-langkah Pembelajaran

MEETING: 1
Time
Steps Activities
Allotment
Pre-Activities 1. Students pray together before starting 2’
the lesson
2. Teacher stimulates students with some 5’
questions related to the topic
3. Teacher asks students to guess the topic 2’
of material
4. Teacher explains the goal of learning 2’
Main Activities Mengamati (Observing):
1. Students observe a picture of computer 3’

Menanya (Questioning):
(Teacher directs students to ask herself)
2. Students asks about the English of
names of the computer’ parts that they 5’
do not know
(Teacher does not answer the questions
direclty, she asks students to find the
answer by themselves by doing the next
stage)

Mencoba (Trying):
3. Students mention some words related to
computer’s parts to answer their 6’
questions
4. Teacher confirms and appreciates
students’ work 3’
5. Students learn about reading strategy
6. Students read the text “Computer 4’
Components” 10’

Menalar (Associating):
7. Students state true or false of some
sentences 8’
8. In pairs, students choose the best
meaning of word 8’
9. Students find words in the text to
complete sentences
8’
Mengkomunikasikan (Communicating):
10. Students delivers their work in front 10’
of the class
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11. Students and teacher discuss the

answers together

Teacher assesses students’ work.

Some expectations are:
 Students have skill in identifyng
some parts of computer.
 Students can mention what parts of
computer are.
 Students are accustomed with parts
of computer.
 Students apply teamwork and
confident in delivering their opinion.
Post-Activities 1. Students and teacher summarize about 6’
the topic they have learnt.
2. Students and teacher evaluate the 6’
teaching activities.
3. Students pray to close the lesson. 2’

MEETING: 2
Time
Steps Activities
Allotment
Pre-Activities 1. Students pray together before starting 2’
the lesson
2. Teacher asks students about what they 5’
have learnt in the previous meeting
Main Activities Mengamati (Observing):
1. Students read the text of introducing 4’
self

Menanya (Questioning):
(Teacher directs students to ask herself)
2. Students asks what the content of the 3’
text is
3. Students asks what the purpose the 3’
text is
(Teacher does not answer the questions
direclty, she asks students to find the
answer by theirselves by doing the next
stage)

Mencoba (Trying):
4. Students identify the social function, 8’
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the sentence structured, and the tense

used in the text
5. Teacher confirms and appreciates 8’
students’ work
6. Students mention some expressions of 10’
introducing self and some important
points of Simple Present Tense

Menalar (Associating):
7. Students complete a paragraph that 5’
use Simple Present Tense form
8. Students make a text of introducing 10’
self

Mengkomunikasikan (Communicating):
9. In pair, students introduce themselves 15’
to their friends
10. Teacher confirms and appreciates 5’
students’ effort

Teacher assesses students’ work.

Some expectations are:
 Students have skill in identifyng
expression of introducing self.
 Students mention some important
point of using Simple Present
Tense in daily life.
 Students are confident in delivering
their opinion.
Post-Activities 1. Students and teacher summarize about 5’
the topic they have learnt.
2. Students and teacher evaluate the 5’
teaching activities.
3. Students pray to close the lesson. 2’

H. Penilaian
1. Teknik Penilaian
a. Penilaian Sikap : Rasa ingin tahu, percaya diri, tanggungjawab
terhadap pentingnya bagian-bagian komputer, dan disiplin terhadap
penggunaan Simple Present Tense dalam kehidupan sehari-hari
b. Penilaian Pengetahuan : Tes tertulis
c. Penilaian Keterampilan : Unjuk kerja
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2. Bentuk Instrumen Penilaian

a. Penilaian Sikap Spiritual

Nama Peserta Didik :

Kelas :
Tanggal Pengamatan :
Materi Pokok :
Skor
No Aspek Pengamatan
1 2 3 4
1 Berdoa sebelum dan sesudah melakukan
sesuatu
2 Mengucapkan rasa syukur atas karunia
Tuhan
3 Memberi salam sebelum dan sesudah
menyampaikan pendapat
4 Mengungkapkan kekaguman secara lisan
maupun tulisan terhadap Tuhan
5 Merasakan keberadaan dan kebesaran
Tuhan saat mendapat ilmu pengetahuan
Jumlah Skor

b. Penilaian Sikap Sosial

Ingin Percaya Tanggung

Disiplin
No Nama tahu diri jawab
1 2 1 2 1 2 1 2

c. Penilaian Pengetahuan

Nilai Harian R RAPOR

No Nama RNH NTS NAS
KD.1 KD.2 dst NIL KONV PRED

Keterangan:
1. Nilai Harian: Hasil tes tulis, tes lisan dan penugasan pada KS tertentu
2. RNH = Rerata Nilai Harian
3. NTS = Nilai Tengah Semester
4. NAS = Nilai Akhir Semester
5. R NIL = Rerata RNH, NTS dan NAS
6. KONV = Nilai hasil konversi 1-4
7. PRED = Predikat
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d. Penilaian Keterampilan

SCORING RUBRIC FOR WRITING

Components Range Description

Content 30-27 Excellent to very good: related ideas
26-22 Good:occasionally unrelated ideas
21-17 Fair to poor: very often related ideas
16-13 Very poor: irrelevant ideas
Organization 20-18 Effective and well organized
17-14 Occasionally ineffective, weak transitio
and incomplete organization
13-10 Lack organization
9-7 Little or no organization
Vocabulary 20-18 Effective word choice
17-14 Mostly effective word choice
13-10 Frequently error in word choice
9-7 Mostly ineffective word choice
Language Use 25-22 Grammatically correct
21-18 Mostly grammatically correct
17-11 Frequently error in grammar
10-5 Very often error in grammar
Mechanics 5 Excellent to very good: Few error in
spelling, punctuation, capitalization,
paragraphing
4 Occasionaly error in spelling,
punctuation, capitalization, paragraphing
3 Frequent error in spelling, punctuation,
capitalization, paragraphing
2 Dominated by error in spelling,
punctuation, capitalization, paragraphing

Taken from www.scribd.com/doc/24472985/PENILAIAN-SPEAKING

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RUBRIK PENILAIAN SPEAKING

Low Good Very Good
Criteria to be
No. Performance Performance Performance Score
Accessed
7 8 9
1. Pronunciation Too many With 2 to 5 Perfect
mistakes mistakes pronunciation
2. Intonation monotonous Uses various Accurate
intonations intonation
3. Body Feels ashamed, Does not feel Uses body
language and does not focus ashamed but does language
eye contact on the audience not focus on the appropriately
audience and makes eye
contact with the
audience
4. Grammar Too many With 2 to 5 No mistakes in
mistakes mistakes grammar
5. Content Same as the Adds some Adds more
example information personal
information
Total Score
Final Score=Total Score : 5
Very Good: 37-45
Good: 28-36
Okay: 19-27
Poor: 0-18

Taken from www.scribd.com/doc/24472985/PENILAIAN-SPEAKING

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APPENDIX H
PRESENTATION OF
THE DESIGNED MATERIALS

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ENGLISH READING
MATERIALS
for Information Technology Students
of Vocational High School Grade X

By
Maria Magdalena Yunita AD
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PREFACE
Nowadays having good reading skill is important especially for the 10 th grade of Information
Technology students in vocational high school since some instructions in the computer are written in
English. Mastering good reading skill is not easy for them. Therefore this book is designed to help them
learn English especially reading. Content-Based Instruction (CBI) is implemented in this book. Thus the
students can acquire the content of what they are learning rather than the language. They can learn
computer by reading some passages related to the topics that are relevant to their major.
This book is accompanied by How to Use this Book in order to help the students practice their
reading skill. All of the pictures in this book are taken from www.googleclipart.com. Hopefully, both
teachers and students have enjoyable time using this book. Besides, this book is not perfect book; any
suggestions please let us know.

The Writer
MM Yunita AD

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HOW TO USE THIS BOOK

This book was designed for the 10th grade of Information Technology students and the
English teachers of SMK Negeri 1 Nanggulan. In order to improve the students’ reading skill,
the materials chosen are picked from students’ needs and interest. Inside this book, there are
some passages related to computer. The materials are completed by some exercises to help
students understand the passages by learning reading strategies.
This book consists of 4 (four) units namely “Parts of Computer”, “Repairing Your Com-
puter”, “The History of Internet” and “Computer Network”. Each topic in the unit is completed by
brief description of grammar used in the passage. The use of the 2013 national curriculum also
takes a part in choosing the materials. Besides, there are five stages in each unit. Here are the
descriptions:
A. Let’s Ask
In this stage, there are some questions and pictures related to the topic that are used
to stimulate the students’ background information about the topic. The curiosity can be built
in this stage so the students will be attracted to learn more about the topic.
B. Before You Read
This stage has an aim to introduce students to some common vocabulary that are usu-
ally used around the topic. The students are asked to mention vocabulary that they know
about the topic discussed. Besides, the students are given some reading strategies, such as
skimming, scanning, finding main idea before going to the reading section. It will be useful to
enhance the students’ reading skill.
C. Let’s Read
This stage consists of reading activity. The students are given the reading passage
related to the topic. The teacher asks students to read the passages carefully in order to
understand the passage well. Reading strategies are also apllied in this stage.
D. After You Read
After reading the passage, the students are given some exercises such as answering
questions, filling the blank, or stating true or false of some statements given. In this stage,
the students must to think what the right answers of each question are.

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E. Grammar Corner
Content-Based Instruction permits adding grammar section in the learning activities. However,
this stage helps students understand the passage well. There is brief explanation of grammar that
is used in the passage. Below of the passages, there are some exercises related to grammar. Not
only grammar the use of some expressions in students’ daily activities also presented. The con-
sideration of adding such kinds of expressions is from the syllabus of the 2013 national curriculum
which is the core of the learning process in school.
F. Let’s Evaluate
In this last stage, the students are asked by teacher to summarize and evaluate of what they
have learned. There are some points: what the students do not understand before studied the
unit; what some difficulties, and the solution when the students study the unit; what the students
get after studying the unit.

This set of reading materials were designed for the 10 th grade of Information Technology
students in SMK Negeri 1 Nanggulan. The implementation of Content-Based Instruction is expected
to improve students’ ability in reading so they not only learn the language but also the content and
knowledge from the materials.

The Writer

MM Yunita AD

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TABLE OF CONTENTS

Preface....... ............................................................................. i

How to Use this Book ............................................................... ii

Table of Contents ..................................................................... iv

Unit 1: Parts of Computer ....................................................... 1

Unit 2: Repairing Your Computer ............................................. 12

Unit 3: The History of Internet .................................................. 24

Unit 4: Computer Network ........................................................ 35

References ............... ................................................................v

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Unit
1
PARTS OF COMPUTER
Learning Objectives
Learners are able to:
 Identify related vocabularies about the topic
 State true or false about some statements related to the passage
 Choose the best meaning of each bold-type word in the passage
 Complete sentences with some words from the text
 Identify social function, text structure, and language features of
introducing self
 Complete paragraph with right form of Simple Present Tense related to
introduce self
 Write a text about introducing self
 Practice the text

Unit 1 – Parts of Computer 1

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Let’s Ask

Answer these questions below.

1. Look at the picture below and read the title of this unit. Why do you think it’s
important for you as TKJ students? Explain.
2. How many parts of computer that you have known? Mention.
3. Do you know the function of each part?

Unit 1 – Parts of Computer 2

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Before You Read

Write down some of words that you know related to the
parts of computer in the provided box.

Read the following reading strategy.

Reading Without Knowing Every Word

There are some words that you know before even words that you do not
know. Take a look at these three types below in enhancing your skill to
read without knowing the meaning of every words:

Try to find the general idea of the text by looking it quickly.

Find out the main ideas. When you find words in bold type. Ignore
it even you do not understand. Do not open your dictionary.
Do the exercises after the reading section. Read and read the text
again to get the good understanding.

Unit 1 – Parts of Computer 3

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Let’s Read

Read the text below carefully by practicing the reading strategy.

COMPUTER COMPONENTS
Computers come in all types and sizes. There are primarily two main sizes of
computers. They are:

 Portable
 Desktop

The portable computer comes in various sizes and are referred to as laptops,
notebooks, and hand-held computers. These generally denote different sizes, the
laptop being the largest, and the hand-held is the smallest size. This article will
mainly talk about the desktop computer although portable computer issues are also
discussed in various areas.

Computers are made of the following basic components:

A.Case with hardware inside:

1. Power Supply - The power supply comes with the case, but this component
is mentioned separately since there are various types of power supplies.
The one you should get depends on the requirements of your system.
2. Motherboard - This is where the core components of your computer reside
which are listed below. Also the support cards for video, sound, networking
and more are mounted into this board.

a. Microprocessor - This is the brain of your computer. It performs

commands and instructions and controls the operation of the
computer.
b. Memory - The RAM in your system is mounted on the
motherboard. This is memory that must be powered on to retain
its contents.
c. Drive controllers - The drive controllers control the interface of
your system to your hard drives. The controllers let your hard
drives work by controlling their operation. On most systems, they
are included on the motherboard, however you may add additional
controllers for faster or other types of drives.

3. Hard disk drive(s) - This is where your files are permanently stored on
your computer. Also, normally, your operating system is installed here.

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4. CD-ROM drive(s) - This is normally a read only drive where files are
permanently stored. There are now read/write CD-ROM drives that use
special software to allow users to read from and write to these drives.

5. A USB (Universal Serial Bus) Port is a standard cable connection interface

on personal computers and consumer electronics. It allows stand-alone
electronic devices to be connected via cables to a computer (or to each
other).

6. Other possible file storage devices include DVD devices, Tape backup
devices, and some others.

B. Monitor - This device which operates like a TV set lets the user see how the
computer is responding to their commands.
C. Keyboard - This is where the user enters text commands into the computer.
D. Mouse - A point and click interface for entering commands which works well in
graphical environments.

Adapted from:
http://www.comptechdoc.org/hardware/pc/begin/hwcomputer.html and
http://compnetworking.about.com/od/usbnetworking/p/usb-port.htm

After You Read

I. State these sentences with a T (for true) or F (for

false). Correct the false sentences.

1. _____ They are two types of computer; portable and dekstop.

2. _____ Laptops, gadget, and hand-held computer are the types of portable
computer.
3. _____ Motherboard consists of CPU, memory, and drive controllers.
4. _____ Keyboard is used to enter text into the computer.
5. _____ USB is Universal Series Bus.

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II. Choose the best meaning of each word. Take a look at the
bold words in the text to help you understanding the
context.

Word in
No A B C
text
1. portable moveable easy fixed
small enough to be
2. hand-held suitable tiny
held in the hand
electronic
3. hardware components power
parts
dangerous
4. core unuseful part central part
part
5. retain throw keep return
6. interface basic border connector
computer
7. software computer key computer parts
programs
object
8. devices folder file
designed
9. commands instruction suggestion solution
10. graphical shape line design

III. Find words in the text above to complete sentences below!

1. We use _____________________ as the place on a computer where a

compact disc can be held, and played.
2. A _________________ uses to connect personal computers and electronic
devices.
3. Two main sizes of computers are ______________________ and
____________________
4. Some basic computer _________________ includes the motherboard, CPU,
RAM, hard drive, etc.
5. In computing, _________________ refers to the physical devices used to
store programs or data on a temporary or permanent basis for use in a
computer or other digital electronic device.
6. The electronic centerpiece of the computer and everything else connects
to ______________________.
7. The operating system and all your programs and data are stored here. It is
the “long-term memory” or ___________________________ of the computer.
8. It is _________________ which the hardware in a computer that executes the
commands, most actual computation takes place here.
9. The function of __________________ is used for typing on and entering text
into a computer.
10. It is called as a “short-term memory” for computer. It provides temporary
data storage and it is accessible through the CPU. It’s called ____________.

Unit 1 – Parts of Computer 6

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Grammar Corner

Please read the text below!

Hi everybody! Let me introduce myself!

My name is Joni Susanto, but you can call me Anto. I am fifteen years old. I am a student.
I study in SMK N 1 Nanggulan and I am in the first grade. I choose Teknik Komputer dan
Jaringan major here. I live on Janti, Nanggulan, Kulon Progo. Every morning I go to
school by bicycle. I have two sisters. My hobby is playing football. Having a computer
shop is my dream.
That’s all about me. Thank you.

Adapted and revised from:

http://tutiumilatifah.wordpress.com/2014/07/07/contoh-rpp-smk-kelas-x/

Answer the following questions based on the text above!

What is the social function of the text?
What is the tense used in the text?
What are expressions used in the text?
Find out the meaning of these words/phrases below based on the text above.
No Word/Phrase Meaning
1. introduce
2. name
3. call
4. study
5. live
6. thank you

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Expressions of Introducing Self

Greeting Responding
Good morning Good morning
Good afternoon Good afternoon
Good evening Good evening
How nice to see you Yes, it's been so nice
Hello! Hello!
How are you? Fine, thanks.
How do you do? How do you do?
Hi! Hi!
Nice to meet you Nice to meet you too

Expressions Definition
Hi! Hai!
Hello! Halo!
Let me introduce myself Perkenalkan diri saya
My name is .... Nama saya ....
You can call me .... Kamu dapat memanggilku ....
I study in .... Saya bersekolah di ....
I live on .... Saya tinggal di ....
I came from .... Saya berasal dari ....
I have .... Saya punya ....
My hobby .... Hobi saya ....
I like .... Saya suka ....
Thank you Terimakasih

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Simple Present Tense

Function To present ideas or information in the present time
Adverbs usually, often, commonly, always, generally, every day, every week, once
of Time a week, etc
Pattern Statement:
Subject + Verb 1/ Verb 1 (s/es)
Example:
I study in SMK N 1 Nanggulan
She studies in SMK N 1 Nanggulan
Negative Statement:
Subject + don’t/doesn’t + Verb 1
Example:
I don’t like reading novel
He doesn’t like reading novel
Affirmative Statement:
Do/does+ Subject + Verb 1
Example:
Do you like reading book?
Does he like reading book?
WH-Questions:
WH-Question + does/do + Subject + Verb 1
Example:
How do you do?
What does she read?
The form of “to be”
Subject To Be
I am
You/We/They are
He/She/It is
Rules of The English Spelling
1. When a verb ending in ch, sh, ss and x, o add es to the stem, of the
verb. For example:
watch  watches
finish  finishes
pass  passes
fix  fixes
go  goes
2. When a verb ends in y after a consonant, y changes into ie. Then s is
added to the stem of the verb. For example:
carry  carries
study  studies
3. When a verb ends in y after a vowal, y does not change. Then s is
added to the stem of the verb. For example:
play  plays
buy  buys

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EXERCISES
I. Put the correct word/ phrase on the box to complete the text.
(1) _______________ Fanny. I am a girl. (2) ________________ in Yogyakarta. I
love my friends because they are pretty. My best friends are Tania and
Shella. I love my family. (3)_________ a sister. My school’s name is SMK N 1
Nanggulan. My favourite subjects are English and Math. (4)___________
playing badminton and reading book. (5)_____________ become a
technician. I love my family and my friends.

my hobbies are I live I have

my name is my dream is I want

II. Write a text about your identity that you will introduce to
your friends! Practice in front of the class.

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Let’s Evaluate

What have you learnt today?

After knowing some important parts of computer, what will you do

then?

Before I studied I didn’t understand :

this unit

When I was Difficulties:

studying this unit

How I overcame the difficulties:

After I had studied I think :

this unit

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Unit
2
REPAIRING YOUR
COMPUTER
Learning Objectives
Learners are able to:
 Identify related vocabularies about the topic
 Find out important information of passage by skimming
 Understand the meaning of word through the context
 Recall information from the passage
 Arrange the jumble steps
 Identify social function, text structure, and language features of
expressing congratulations
 Complete the dialogue with expression of congratulations
 Make a dialogue of expressing congratulation
 Practice the dialogue

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Let’s Ask

Answer those questions below.

1. Look at the following picture. What do you think they are doing?
2. Which part of your computer that often break?
3. Do you know how to repair it?

Unit 2 – Repairing Your Computer 13

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Before You Read

Write down some of words that you know related to repair computer in
the provided box.

Read the following reading strategy.

Skimming for the Important Information

Follow this following steps to find some important information of
the text.
Move your eyes rapidly over the text, taking note of the
title and photos.
Read the first and last line of the paragraphs. Try to find out
some key words of each line and paragraph.

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Let’s Read

Read the text below carefully by practicing the reading strategy.

While reading, please answer the following questions.

Which are the important components related to the CPU?

What is the previous step before reassembling or closing the computer
case?
What is the heat sink?
How many steps in installing a new processor?

HOW TO INSTALL
A NEW PROCESSOR
Step 1. Find out what type motherboard you have; different motherboards have
different sockets. Make sure your CPU is accepted by your motherboard, power supply,
and cooling components.

Step 2. Open the case of your computer. This is

usually accomplished by a latch, button, or other
release mechanism. If necessary, refer to technical
manuals to find out how to gain access to internal
components. Depending on the type and model of
your computer, a screwdriver may be needed to
open the case.

Step 3. Remove any components such as the

power supply or heat sink cover that obstruct
access to the motherboard.

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Step 4. Remove the heat sink. This is usually an aluminum block with fins to dissipate
heat. Attached to the heat sink will usually be a fan. Unplug the fan from the
motherboard. Also remove any clips that attach the heat sink to the case or
motherboard. The CPU should now be exposed.

Step 5. Lift the latch on the side of the socket which will slightly raise the CPU, then
remove it.

Step 6. Insert the CPU into the socket so that the corner with fewest pins goes into the
upper right corner of the socket.

Step 7. Push down the latch of the socket so that the CPU is attached firmly to the
socket and motherboard.

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Step 8. Apply the recommended amount of CPU heat

transfer grease to the new processor so that it covers
the top surface.

Step 9. Replace the heat sink on the newly installed CPU and plug in the fan power cable
to the outlet on the motherboard.

Step 10. Replace the components that you removed to give you access to the CPU,
(power supply, various cables, etc.).

Step 11. Reassemble or close the computer case. Make sure all internal cables are
attached to their original locations.

Adapted from http://www.wikihow.com/Install-a-New-Processor

Unit 2 – Repairing Your Computer 17

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After You Read

I.Match each word with the correct definition. Scan the reading
text if necessary in order to find out the word and use the
context to infer its meaning.

No Word in text Definition

1. _____ sockets a. small metal
2. _____ accomplished b. tool for turning a srew
3. _____ latch c. entrance
4. _____ button d. put something back in its place
5. _____ a screwdriver e. use force on something in order to move it
6. _____ remove f. not connect something to the electricity
supply
7. _____ obstruct g. the top right corner position
8. _____ attached h. device in a wall that you put a plug into in
order to connect electrical equipment to the
power supply
9. _____ unplug i. small round piece of metal or plastic
10. _____ lift j. put something into something
11. _____ insert k. in a strong
12. _____ fewest pins l. capable
13. _____ the upper right corner m. fasten something to something
14. _____ push down n. short thin pointed piece of metal used for
fastening things together
15. _____ firmly o. raise something to a higher level
16. _____ replace p. take something away

II. Underline the suitable word or phrase related to the text.

1. Different motherboard have different (latch / button / socket).
2. A (pin / screwdriver / heat sink) can be used to open the computer case.
3. Remove (less/ more / any) components before remove the heat sink.
4. There are (10 / 11 / 12) steps in installing a new processor.
5. The last step to do is (reassembling / replacing / inserting) the computer case.

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III. In pair, arrange these jumble steps below by giving

numbers in the box provided to create a right step!

How to Install External Cable

Plug the power cable into the power supply.

Secure the cable by tightening the screws on the connector.

Plug the USB cable into a USB port.

Attach the monitor cable to the video port.

Plug the network cable into the network port.

Plug the mouse cable

into the PS/2 mouse
port.

Plug the keyboard cable

into the PS/2 keyboard
port.

Connect the wireless

antenna to the antenna
connector.

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Grammar Corner

Please read the dialogue below!

Betty : So, how long has it been since the first opening of your first computer
service?
Andi : It’s been 3 weeks since then.
Betty : So, how many computer have been repaired this far?
Andi : Thank God. Many people seem to like it very much. Since the first
opening 3 weeks ago, there have been over 50 computers repaired.
Betty : Wow! I’d like to congratulate you on your success at your first time
opening your computer service.
Andi : Thank you very much. It’s very kind of you to say so.
Betty : Keep the good work, Andi. Congratulations!
Adapted and revised from:
http://www.belajaringgris.net/expression-of-congratulation-3153.html

Answer the following questions based on the dialogue above!

What is the social function of the dialogue?

Identify expressions of congratulatios in the dialogue!
Find out the meaning of these words below based on the dialogue above.
No Word Meaning
1. congratulate
2. congratulation
3. succcess

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EXERCISES

I. Complete the dialogue below by choosing phrase in the box.

Alex : Good morning.

Romi : (1) _________________________

Alex : Why do you look so happy?

Romi : (2)__________________________

Alex : I think I know it. I have heard that you got the promotion in your office.
Abdi has told me about it.

Romi : Yes, you are right.

Alex : (3)_______________________________________

Romi : (4)_________________________. I have waited this promotion for 5 years. I

am really happy now.

Alex : I also have a good news. I am going to study abroad next month.

Romi : Oh my Godness. (5)___________________________________

Alex : (6)_________________________________

Thanks for your saying Good morning

I have a good news Thank you very much

Please accept my congratulations I must congratulate you on your promotion

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II. Make a dialogue about congratulate someone else. Practice with

your friend.

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Let’s Evaluate

After knowing some important parts of computer, what will you do

then?

What have you learnt today?

Before I studied I didn’t understand :

this unit

When I was Difficulties:

studying this unit

How I overcame the difficulties:

After I had studied I think :

this unit

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Unit
3
The History of
Internet
Learning Objectives
Learners are able to:
 Identify related vocabularies about the topic
 Find main idea of each paragraph
 Understand the meaning of words through context
 Identify Simple Past Tense and Simple Present Perfect Tense used in the text
 Write a text of Internet’s history

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Let’s Ask

Answer these questions below.

1. Look at the picture. What comes in your mind when you see that picture?
2. How long you use internet in a day?
3. Is internet useful for your life? Why?

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Before You Read

Write down some of words that you know related to Internet in the
provided box.

Read the following reading strategy.

Finding Main Idea of a Paragraph

For some paragraphs, the main idea is not stated directly in one sentence. It can be
in the beginning, the center, or the end of a paragraph. The main idea is affected
by facts, details, and ideas. To find out main idea, you can follow this steps:
Read the paragraph carefully.
Find some key words in the paragraph.
Summarize it into a sentence that consists of main idea of the paragraph.

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Let’s Read

Read the text below carefully by practicing the reading strategy.

BRIEF HISTORY OF THE INTERNET

The Internet originated in the late 1960s when the United States Defense
Department developed ARPAnet (Advanced Research Projects Agency network), an
experimental network of computers designed to withstand partial outages such as a
bomb attack. The agency sought to create a web of computers that could continue to
communicate with each other, even if some of the computers were disabled. In the
mid-1980s, when desktop computer workstations became increasingly popular,
organizations wanted to connect their local area networks (LANs) to ARPAnet. If
computers could link together and share resources, everyone would benefit.

-----Stop reading, find main idea of paragraph above-----

To help speed the connections, the National Science Foundation (NSF)

established five super computing centers in 1986, creating the NSFnet backbone. In
1987, the NSF signed a cooperative agreement to manage the NSFnet backbone with
Merit Network, Inc., and by 1990, ARPAnet has phased out. NSFnet continued to grow,
and more and more countries around the world connected to this Internet backbone.

-----Stop reading, find main idea of paragraph above-----

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The 1991 was a big year for the Internet: The National Research and Education
Network (NREN) was founded and the World Wide Web was released. The Internet is
still dominated by scientists and other academics, but begins to attract public interest.
With the release of the Mosaic Web browser in 1993 and Netscape in 1994, interest in
and use of the World Wide Web exploded. More and more communities become wired,
enabling direct connections to the Internet.

-----Stop reading, find main idea of paragraph above-----

In 1995, the U.S. federal government relinquished its management role in the
Internet and NSFnet reverted back to being a research network. Interconnected
network providers are strong enough now to support U.S. backbone traffic on the
Internet. However, the presidential administration encourages continued development
of the U.S. backbone of the Internet, also knows as the National Information
Infrastructure (NII)-- and, most commonly, as the "Information Superhighway".

-----Stop reading, find main idea of paragraph above-----

Adapted from: http://ils.indiana.edu/faculty/umikerse/Parents/BriefHistory.html

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After You Read

I. Find the definition for each word below. You may open your
dictionary. Take a look at the bold type of text to relate it
with the context.

No Word in text Definition

1. withstand
2. partial
3. outages
4. a bomb attack
5. communicate
6. workstation
7. connect
8. link
9. share
10. established
11. backbone
12. phased out
13. wired
14. relinquished
15. reverted
16. encourages

II. Based on the text, answer the following questions.

1. Where does the Internet come from?

2. What is ARPAnet?
3. “............. organizations wanted to connect their local area networks (LANs) ............”
“Their” refers to __________________________________________.
4. What is the purpose of writing the text?
5. In your opinion, how about the development of Internet nowadays in Indonesia?

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III. Summarize the history of Internet according to what happened at

that time!

1960

1980

1986

1987

1990

1991

1993

1994

1995

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Grammar Corner

Take a look at the text again.

Answer the following questions.

What is the social function of the text?

What is the tense used in the text? Underline the
verbs that used that tense.

Simple Past Tense

Function To tell about a past experience
Adverbs of Time Yesterday, a long time ago, last week, in 1900,
at 7:00, for two years, from 1945-1950, etc
Pattern Statement:
Subject + Verb 2
Example:
The Internet originated in the late 1960s
Negative Statement:
Subject + did not + Verb 1
Example:
The Internet did not originate in the late 1950s.
Affirmative Statement:
Did + Subject + Verb 1
Example:
Did the Internet originate in the late 1960s?
WH-Questions:
WH-Question + did + Subject + Verb 1
Example:
Why did the Internet originate in the late 1960s?
The form of “to be”
Subject To Be
I was
You/We/They were
He/She/It was

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Simple Present Perfect Tense

Function To tell an activity that has continued for a period
of time from a point in the past until the present
Adverbs of Time already, just, not yet, since 1997, for three
hours, etc
Pattern Statement:
Subject + have/has + Verb 3
Example:
ARPAnet has phased out.
Negative Statement:
Subject + have/has + not + Verb 3
Example:
ARPAnet has not phased out.
Affirmative Statement:
Have/has + Subject + Verb 3
Example:
Has ARPAnet phased out?
WH-Questions:
WH-Question + have/has + Subject + Verb 3
Example:
How has ARPAnet phased out?
The form of “to be”
Subject To Be
I have
You/We/They have
He/She/It has

EXERCISES

I. Fill in the blanks with the correct form, Simple Past or

Present Perfect.
1. My brother ___________ (use) Internet here three hours ago. Unfortunately, I ________
(not/see) him yet until this time.
2. I have ________ (had) this laptop for two years. Last week, my friends _________
(persuade) me to buy a new one, but I ____________ (not/decide) yet so far.
3. Jhon ________ (come) to Jimmy’s house last night, but no one __________ (open) the
door.

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II. Write a text of Internet’s History based on the main ideas that
you found before!

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Let’s Evaluate

After knowing some important parts of computer, what will you do

then?

What have you learnt today?

Before I studied I didn’t understand :

this unit

When I was Difficulties:

studying this unit

How I overcame the difficulties:

After I had studied I think :

this unit

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Unit
4
COMPUTER
NETWORK
Learning Objectives
Learners are able to:
 Identify related vocabularies about the topic
 Find out important information of passage by scanning
 Understand the meaning of words through context
 Fill in the blank the paragraph
 Make questions related to the passage using 5W-1H
 Identify function, organization, and language features of Descriptive Text
 Create a Descriptive Text based on the topic

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Let’s Ask

Answer these questions below.

1. Look at the picture below and write down what do you know about that pictures.
2. Have you ever thought about how come computer can connect to others?

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Before You Read

Write down some of words that you know related to
computer network in the provided box.

Read the following reading strategy.

Scanning
It is reading quickly to find particular information. You can these steps below.
Read the text and move your eyes quickly until you find information
that you want to know.
Stop reading and record information you get.

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Let’s Read

Read the text below carefully by practicing the reading strategy.

While reading, please find out the answer of following questions.

What does the acronym below stands for?

Acronym Stands For

LAN
WAN
MAN
SAN
ISP

INTRODUCTION TO
NETWORK TYPES
One way to categorize the different types of computer network designs is by their scope
or scale. For historical reasons, the networking industry refers to nearly every type of
design as some kind of area network. Common examples of area network types are:

 LAN - Local Area Network

 WLAN - Wireless Local Area Network
 WAN - Wide Area Network
 MAN - Metropolitan Area Network
 SAN - Storage Area Network, System Area Network, Server Area Network, or
sometimes Small Area Network
 CAN - Campus Area Network, Controller Area Network, or sometimes Cluster
Area Network
 PAN - Personal Area Network
 DAN - Desk Area Network

LAN and WAN were the original categories of area networks, while the others have
gradually emerged over many years of technology evolution.

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Note that these network types are a separate concept from network topologies such as
bus, ring and star.

LAN - Local Area Network

A LAN connects network devices over a relatively short distance. A networked office
building, school, or home usually contains a single LAN, though sometimes one building
will contain a few small LANs (perhaps one per room), and occasionally a LAN will
span a group of nearby buildings. In TCP/IP networking, a LAN is often but not always
implemented as a single IP subnet. In addition to operating in a limited space, LANs
are also typically owned, controlled, and managed by a single person or organization.
They also tend to use certain connectivity technologies, primarily Ethernet and Token
Ring.

WAN - Wide Area Network

As the term implies, a WAN spans a large physical distance. The Internet is the largest
WAN, spanning the Earth. A WAN is a geographically-dispersed collection of LANs. A
network device called a router connects LANs to a WAN. In IP networking, the router
maintains both a LAN address and a WAN address. A WAN differs from a LAN in several
important ways. Most WANs (like the Internet) are not owned by any one organization
but rather exist under collective or distributed ownership and management. WANs tend
to use technology like ATM, Frame Relay and X.25 for connectivity over the longer
distances.

LAN, WAN and Home Networking

Residences typically employ one LAN and connect to the Internet WAN via an Internet
Service Provider (ISP) using a broadband modem. The ISP provides a WAN IP address
to the modem, and all of the computers on the home network use LAN (so-called
private) IP addresses. All computers on the home LAN can communicate directly with
each other but must go through a central gateway, typically a broadband router , to
reach the ISP.

Adapted and revised from:

http://compnetworking.about.com/od/basicnetworkingconcepts/a/network_types.htm

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After You Read

I. Find the definition for each word below. You may open your
dictionary. Take a look at the bold type of text to relate
it with the context.

No Word in text Definition

1. scope
2. emerged
3. evolution
4. short distance
5. occasionally
6. nearby
buildings
7. implemented
8. subnet
9. Token Ring
10. physical
distance
11. geographically-
dispersed
12. a router
13. differ
14. longer distance
15. residences
16. a broadband
modem
17. gateway

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II. Fill in the blank the spaces below based on the choices
given!

internet
A (1)_________________ is a group of
computer
system computers connected to each other
connect
electronically. This means that the
intranet
computers can (2)____________ to each
Wide Area
Network other and that every computer in the
(WAN)
network can send information to the
computer
network others. Some basic types of computer
Local Area
Network (LAN) networks include:

receive
(MAN)
Metropolitan
Area Network A (3)_______________ connects two or more

adapt computers and maybe called a corporate

infranet network in an office or business setting.

An “internetwork”, called (4)______________ connects two or more

smaller networks together. The largest internetwork is called the

(5)______________

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III. Make questions related to the passage using 5W-1H.

Components Questions

WHO

WHAT

WHY

WHEN

WHERE

HOW

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Grammar Corner

Computer

Computer is one of electronic device that is now beginning to develop until

now computers have sophisticated look.

There are several components in their system, monitor, CPU, mouse and
keyboard. To turn on the electrical power needed, computer in its antiquity obly to
calculate but now computers can already ve used to do anything else, among its
gaming, typing, sources of information from Internet and more, computer very
much at all useful.

Adapted from:
http://teksartikelbahasainggrisindonesia.com/contoh-description-text-bahasa-inggris/

Answer the following questions based on the text above!

What kind of the text is it?

What is the social function of the text?
How is the organization of the text? Clasify the text above.
What is the tense used in the text?

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DESCRIPTIVE TEXT
Function to describe a particular person, place
or thing in detail
Organization 1. Identification (mention the subject
being described)
2. Description (mention the part,
quality, and characteristics of the
subject)
Language Features  Using Simple Present Tense
e.g. The hotel provides 450
rooms.
 Using Adjectives
e.g. a beautiful ancient Roman
opera house.
 Using Linking Verbs
e.g. The temple is so magnificent.

EXERCISES
I.Make a draft of writing Descriptive Text about computer network.
Choose one of network types as the topic.

Topic:

Title:

Identification

Description

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II. Create your Descriptive Text based on the draft you made.

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Let’s Evaluate

After knowing some important parts of computer, what will you do

then?

What have you learnt today?

Before I studied I didn’t understand :

this unit

When I was Difficulties:

studying this unit

How I overcame the difficulties:

After I had studied I think :

this unit

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REFERENCES

Riyanto, S. (2010). A handbook of English grammar. Yogyakarta: Pustaka

Pelajar.

Sudarwati, Th. M. & Grace, E. (2013). Pathway to English. Jakarta: Erlangga.

Raygor, A. L & Raygor, R. D. (1985). Effective reading. New York: Mc. Graw-
Hill, Inc.