DESINGING TASK-BASED INSTRUCTIONAL STRATEGY ON RECYCLING NEWSPAPER IN READING PROCEDURE TEXT

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1 DESINGING TASK-BASED INSTRUCTIONAL STRATEGY ON RECYCLING NEWSPAPER IN READING PROCEDURE TEXT SittiAtika, Ikhsanudin, EniRosnija English Education Study Program, Language and Arts Education Department, Teacher Training and Education Faculty of Tanjungpura University, Pontianak Abstract: This research focuses on designing task-based instructional strategy on recycling newspaper to improve students in reading procedure text of SMAN 2 Sungai Raya Kabupaten Kubu Raya in Academic Year 2013/2014. The aim of this research is to construct teaching and learning strategy on recycling newspaper to improve students ability in reading procedure text for SMAN 2 Sungai Raya students. The research method used in this research is development research. The process in this research used analysis, design and development. The participants in this research are students and English teachers at SMAN 2 Sungai Raya. The researcher uses observation and interview as the tools of data collecting. Based on observation the researcher formulate the goals and learning objective. The interview findings the difficulties in teaching procedure text and effectiveness of the text book or LKS. Needs analysis obtains the following information about the goals, students experience, and identify the probable causes for a performance gap. The design phase explains relationship between approach and design be present a construct. The development phase represents activities and procedures planned for student s activities. Keywords: Procedure Text, Newspaper, Development Research Abstrak: Penelitian ini berfokus pada merancang tugas berbasis perintah dengan menggunakan koran bekas untuk meningkatkan kemampuan siswa dalam membaca teks prosedure pada SMAN 2 Sungai Raya Kabupaten Kubu Raya tahun ajaran 2013/2014. Tujuan dari penelitian ini adalah untuk membangun gagasan strategi dalam belajar dan mengajar menggunakan koran bekas untuk meningkatkan kemampuan siswa dalam membaca teks prosedure pada siswa SMAN 2 Sungai Raya. Metode penelitian yang digunakan dalam penelitian ini adalah penelitian pengembangan. Proses dalam penelitian ini menggunakan analisis, rancangan dan pengembangan. Penelitian ini berkaitan dengan siswasiswa dan guru bahasa inggris di SMAN 2 Sungai Raya. Peneliti menggunakan pengamatan dan wawancara sebagai alat pengumpulan data. Berdasarkan pengamatan peneliti dapat merumuskan sasaran dan tujuan pembelajaran. Dalam wawancara menemukan kesulitan mengajar teks prosedure dan keefektipan buku atau lembar kerja siswa. Analisis terkait dengan informasi tentang sasaran, pengalaman siswa, dan masalah yang dihadapi. Tahap rancangan menjelaskan hubungan antara rancangan dan metode untuk menjadi gagasan. Pengembangan menjelaskan aktivitas-aktivitas dan tata cara merancang kegiatan siswa. Kata kunci: Teks prosedure, Koran, Penelitian Pengembangan 1

2 English has become the international language used in business, technological and academic communication. It has been used as a means of communication around the globe. Nowdays, the majority of English users can be found in countries where the language is employed as a foreign or second language. Learning English has been done by English teacher especially in non- English speaking countries like Indonesia. It means that in non-english speaking countries, teaching English for students is aimed to have better chances to develop themselves or to go deep their interests and potentialities. Teaching is part of instruction, where a person is lecturing and demonstrating something to the learner. However, the teacher includes many different tasks, such as selecting materials, helping student readiness to learn, managing class time, and finally serving as a content resource and a learning facilitator. (Leo, 2013) Claims that Teaching stand for: treat, encourage, active, coordinate, heighten, infuse, nurture and guarantee. The students in senior high school need enjoyable practice in learning for spesific in procedure text. It indicates that there should be suitable tasks for teaching procedure text. Therefore, the process seems very complicated since the teacher do not merely produce something new as a media to support in learning process. Current teaching learning activity is geared to make learners become independent, autonomous of self-learners through good relationship between teachers and students (Leo, 2013). In this research the researcher tried to apply scientific approach to let the students understand the procedure text easily. Actually, scientific approach was already applied in curriculum 2013 for SMAN 2 Sungai Raya, but that school did not applied it well because of Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 160 Tahun 2014 which states that school should change to Kurikulum Tingkat Satuan Pendidikan. The students of SMAN 2 Sungai Raya Kabupaten Kubu Raya, it was found that the procedure text were used were common for students and the vocabularies were difficult for students. It made the students difficult ro read the text. Then, there were students cannot spelling English better, within this research the researcher wants to help the problems faced by the students of SMAN 2 Sungai Raya Kabupaten Kubu Raya. The researcher also has conducted an observation based on the researcher experience in teaching practice towards this study. The researcher gives concrete examples to make crafts from scrap materials in procedure text. It is related part of the practice of 3R (Reduce, Reuse, and Recycle) or less, use again, and recycling. Related to global warming issue, recycling newspaper is not only helping the students learning, but it can encourage the government and the world also to keep environment with recycling program. Recycling newspaper is a media for this research, to help the students become more enthusiastic in teaching learning process. Through recycling, this can build students character, such as innovative, creative and smart to create new brand based on recycling and sell it with high price. It can become a life skill for the students future to face the globalization era and global warming issue. 2

3 This research is aimed to design the appropriate tasks for teaching procedure text. In this part, the researcher is interested to use newpaper as a media of the tasks. The reason why newspaper used in teaching is to provided an alternative way of teaching procedure text based on students problems and schools conditions. This concept can help what the teacher and students need in teaching-learning process. Considering how important the newspaper in learning procedure text the researcher interested to design task-based instructional of recycling newspaper to improve students ability in reading procedure text. The research questions in this research are What are the goals formulation to improve students ability in reading procedure text for SMAN 2 Sungai Raya Students through recycling newspaper tasks? What is the design of recycling newspaper tasks to improve students ability in reading procedure text for SMAN 2 Sungai Raya Students? What is the contruct of teaching and learning process on recycling newspaper to improve students ability in reading procedure text for SMAN 2 Sungai Raya Students? The research purposes in this research are To formulate the instructional goals and objectives that will be used to improve students ability in reading procedure text for SMAN 2 Sungai Raya Students through recycling newspaper tasks. To design tasks of recycling newspaper that will be used in developing teaching materials to improve students ability in reading procedure text for students in SMAN 2 Sungai Raya. To develop the procedure of teaching and learning process on recycling newspaper to improve students ability in reading procedure text for SMAN 2 Sungai Raya Students. The research is limited to design task in teaching procedure text use newspapers as a media. The process in this research used analysis, design, development, implementation and evaluation (ADDIE). At the beginning, this research follows the ADDIE process, because of time constraints researchers only use the analysis, design and develop (ADD). In implementation and evaluation phase need to be followed up by other researcher for futher. Task-based language learning has its origins in communicative language teaching, and is a subcategory of it. Educators adopted task-based language learning for a variety of reasons. (Nunan, 2004:24) claims that as it does that just about anything the learner does in classroom qualifies as a task. In addition, the detected tasks are used as the basic for a task based learning, the ordering of tasks also has to be determined. Based on (Rodgers, 2001:238) the procedure in wich task activities are designed into an instructional bloc can be seen from, as follows: 1. Pre-task activities, the pre-task stage can also often include playing a recording of people doing the task. 2. Task activity, the students complete a task in pairs or grups using the language resources that they have as the teacher monitors. 3. Planning, students prepare a short oral or written report to tell the class what happened during their task. 4. Report, students then report back to the class orally or read the written report. 3

4 5. Analysis, the teacher then highlights relevant parts from the text of the recording for the students to analyse. 6. Practice, the students then do practice activities to increase their confidence and make a note of useful language. The main advantages of task-based language teaching is that language used for a genuine purpose meaning that real communication should take place, and that at the stage where the learners are preparing their report for the whole class. Task-based Instructional strategy in this research is the use of tasks as the core unit of planning and instruction in language teaching, technique teachers use to help students become independent, strategic learners. This strategies become learning strategy when students independently select the appropriate ones and use them effectively to accomplish tasks or meet goals. According to Alberta (2002:67) Instructional strategies can: 1. Motivate students and help them focus attention. 2. Organize information for understanding and remembering 3. Monitor and assess learning. 4. To become successful strategic learners students need: step-by-step strategy instruction. 5. A variety of instructional approaches and learning materials. 6. Appropriate support that includes modelling, guided practice and independent practice. Another, meaningful connections between skills and ideas, and real-life Situations. Tools for reflecting on and assessing own learning. Instructional strategies that are especially effective in the health education program include, cooperative learning, group discussion, independent study, role-playing. Designing Task 1. Curriculum Curriculum is a large and complex concept, and the term curriculum is used a number of different ways (Nunan, 2001:4). Which is curriculum is more widely to refer all aspects of planning and implementation and evaluation. Curriculum concerns with what to teach, whereas decisions about how to teach constitute the province of instruction-design. However, the interrelationships between these two kinds of decisions are so strong that it often makes sense to combine the two. But many curriculum theories are based on a philosophy (a set of values). 2. Syllabus Syllabus is an aspects of curriculum which generally has explicit objectives, declared at the beginning of a document, on the basis of which the components of the list are selected and ordered. Syllabus refers to the selecting and grading of content (Nunan, 2001:42). In this case, syllabus is a guide for teachers to arrange the teaching materials and the objectives in teaching materials in the classroom which provides explicit objectives to be achieved. The syllabus adopted in a course as well as the instructional 4

5 materials that is used, together with the principles of gradation the method adopts. 3. Task Design A central role of the task design is to select, adapt and create the task by themselves and then forming these into an instructional sequences in keeping with learner needs, interests and language skill level. Such activities might include topic introduction, clarifying task instructions, helping students learn or recall useful words and phrases to facilitate task accomplishment, and providing partial demonstration of task procedures. As Richards (2001:236) states that current views of task design hold that if learners are to acquire language through participating in task they need to attend to notice critical features of the language they use and hear. 4. Task features The nature of task and task product restricts the linguistic functions which is appropriate to the task. The cognitive choice of the language forms to represent these functions is, however, left to learners. Clarifying the goal of a task and what communicative outcomes learners are expected to achieve at the end of the task increases learners performance (Ellis, 2003). Defining communicative outcomes of a task also guides teachers in determining learners success level in task achievement (Ellis, 2003). 5. Instructional Design According to (Rita C. Richey, 2011) the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources and evaluation. Educative features in the materials includes; support students thinking, and students ideas involved in the lesson such as prior knowledge or experience and appropriate level of understanding. However, creating materials with teacher learning in mind is a new idea and is yet to be well developed or researched. Richey and Klein (2005:26) claims there are some typical in instructional design. Those are, a. All parts of the design of the instruction b. The development (or part of the development) of the instruction c. The evaluation of the instruction. Include formative, and summative, and confirmative evaluation will be addressed. d. The revision and retesting of the instruction. 6. Procedure Text There are several genres which are currently learnt by students in junior and senior high schools in Indonesia. One of the genres is procedure text. According to Anderson and Anderson (2003:50) argue that Procedure text is piece of text that gives us instructions for doing something. The purpose of a procedure text type is to explain how something can be done. Meanwhile Bima, et. al. (2005:79) state that procedure text is a kind of text 5

6 designed to describe how something is achieved through a sequence of actions or steps. It explains how people perform different process in a sequence of steps. 7. Scientific Approach According to (Dyer, 2011:17) the other four discovery skills trigger associational thinking by helping innovators increase their stock of building block ideas from which innovative ideas spring. Scientific Approach is needed in designing instructional strategy in teaching procedure text. In designing task-based instructional strategy on recycling newspaper, the researcher considered the components of scientific approach. There are, associating, questioning, observing, networking, experimenting. Associating skills engaged in the other discovery skills, questioning, observing, networking and experimenting. Questioning is a way of life for innovators, not a trendy intellectual excercise. Focusing on what is, they asked lots of who, what, when, where and how questions. Most innovators are intense observers. As Jeff Dyer, (2011:89) claims that doing an observe that people in a different environment have found a different often superior way to solve a problem. Networking can start building skill with young people to bringing a work problem to them and asking for their opinion. As Jeff Dyer (2011:113) claims that where is young people do some idea networking together by socializing with a diversity of people. Conduct experiments at home in your neighborhood and discuss them with children. METHOD In this research the researcher uses development research. Based on (Richey & Klein, 2005:24) development research seeks to create knowledge grounded in data systematically derived from practice. The process in this research used analysis, design and development. The participants in this research are students and English teachers at SMAN 2 Sungai Raya in academic years 2013/2014. The technique of data collecting in this research are observation and interview. Researcher does an observation to formulate the goals and learning objectives in using recycling newspaper as a media in teaching procedure text related to curriculum and standard competence. Researcher asks the English teacher orally related to difficulties in teaching procedure text, text book or LKS as reading materials that has already used, and appropriateness, contextual and effectiveness of the text book or LKS. The tools of data collecting in this research is obsevation sheet and interview guide. Tools of data collecting in observation sheet is related with analysis, develop and development phase. Then, tools of data collecting in interview guide to asks English teacher orally to identifying goals and difficulties in learning process as long as, interview can help the researcher to define what the students should learn and understand. The analysis phase is to identify the probable causes for a performance gap. Identifying basic goals and objectives to allow then develop specific learning objectives. The design phase should be systematic and specific. 6

7 Learning objective describing in more explicit detail what you expect that students know and be able to do. In task development, the researcher started to develop the task used newspaper as a media. In this research the researcher trying to applied scientific approach to let the students understand the procedure text more easy. (Jeff Dyer, 2011:18) claims that model for generating innovative ideas there are associating, questioning, observing, networking and experimenting. FINDINGS AND DISCUSSION Findings From the observation there are some problems about the students and teacher. First, the students are active students in classroom. While the learning process, some students the students seems do not interested with the lesson. From the interviews with the teacher, the teacher use the procedure text from the school textbook or students sheet or internet. The most common procedure texts are how to make noodle and operate something. Some people around that school use newspaper for cleaning windows, leaving a streak-free finish. Spray the windows and wipe down with a cleaning cloth, scrubbing if necessary to remove grime. Based on the problems that are find, the researcher provide the altenative way for teaching procedure text. There is newspaper as a media for teaching procedure text. The use of newspaper is the choice for students learning because newspaper is easy to have, safe, cheap and also familiar for students. The teacher is fully support of using newspaper for teaching procedure text. Based on procedure text in textbook, the teacher used these text to teach students in classroom. To make students have a good memorizing in English, the teacher initiated to ask students to practice how to make food in classroom directly if there are enough time. But, the limited of time, the teacher just explanined the procedure text without doing practice and give questions from the textbook. The curriculum that applied at SMAN 2 Sungai Raya Kabupaten Kubu Raya in academic year 2013/2014 is Kurikulum Tingkat Satuan Pendidikan (KTSP). KTSP is operational curriculum which is prepared, develop and implemented by each educational unit with respect to the standards competence and basic competences developed by Badan Standar Nasional Pendidikan (BNSP). KTSP provides opportunities for schools and teachers to develop the curriculum based on the students need and school conditions. Related to KTSP which provide opportunities for school and teacher to develop curriculum based on situation. Recycling the newspapers in learning procedure text is potentially more environmentally friendly and could save our some money to be media in teaching learning process. In this research explains relationship between approach and design be presents a construct. Construct is to build something or to put something together. Design should consider with the learning objectives, the language content or syllabus, type of learning task and teaching activities, the role of learner and teacher and the role of the instructional materials. 7

8 Based on standar kompetensi and kompetensi dasar above, the learning objectives in procedure text that the students can achieve: 1. The students will be able to analyse the social function, generic structure, and language elements of expressing how-to instructions in create something based on used newspaper. 2. The students are able to arrange simple texts how-to instruction or procedure of create something based on used newspaper. 3. The students are able to reading to find out the gist of the text and the detailed information from procedure text with recycling newspaper. 4. The students are able to reading aloud instructions in procedure text with good and correct pronunciation and intonation. 5. The students are to Demonstrate instructions in spoken text how to create something based on used newspaper. The syllabus for which the main purposes to communicate the students in learning procedure text. The syllabus at SMAN 2 Sungai Raya in academic year 2013/2014 is contains about procedure text materials, it will be guide the teacher. In this research the researcher trying to applied scientific approach to let the students understand the procedure text more easy. (Jeff Dyer, 2011) claims that model for generating innovative ideas there are associating, questioning, observing, networking and experimenting. Students should be active participants. Students has to work with others and be collaborative to create something new or product based on recycling newspaper. Students in group discuss the social function, generic structure and lexicogrammatical function. Students in groups read an instruction on procedure text and follow the instruction. Students must take notes the process, procedure or instruction based on the teacher explanation before. Students guessing meaning from context, rephrasing and negotiating meaning. The teacher become facilitator and chaiperson in teaching learning perocess. Set up the tasks and helps students to complete them. Supervise the reporting of the task and provides vocabulary needed. After that the teacher demonstrates a process of doing, producing something. Teacher give sugesstions on revising and rewriting and presentating material. Give feedback on presentation and written material. To help students able to identify something being demonstrated, the students must take notes the process, procedure of demonstrated the instruction. Form with clear instructions should be provided and delivered to the students prior to the demonstration, as follow: 1. The teacher showing a picture related with recycling newspaper and the students answer the question related with picture. 2. Reading to find the gist of the text and detailed information. Reading aloud instructions with good and correct pronaunciation and intonation. 3. Leading in questions are given to identify how far students know the subject materials going to be learned. It is better to ask volunteer students to answer questions. 4. The students should rearrange the following groups of jumbled letters to make meaningful with recycling newspaper. 8

9 5. The students pay attention when the teacher demonstrate a process of doing based on instruction. 6. The students follow the teacher instruction to knowing procedure text to make basket from used newspaper. 7. The students work in groups consist 4 members to create something based on instruction on procedure text prepared by the teacher on hand-out. 8. In groups the teacher direct the students to create something new based on used newspaper. It is depend on students group needed, interest and experience. The previous phases are the foundation for system development; the following phases ensure that the product functions as required. The development phase represents activities and procedures planned for student s activities. The importance thing is preparation for teacher before doing the prcedure going to do. In preparation the teacher is able to design materials and the time allocated for each session on student s activities. The procedures are going to do in learning process, as follow. 1. Associating Ask students to identify what we are going to do in used newspaper. Show a picture related with recycling newspaper as a theme in procedure text. 2. Questioning The teachers develop students understanding by giving feedback, justification and feedback. The following question are grouped based on subject materials do not need deep knowledge to answer. It is better to ask some of students as a volunteer to answer the questions rather than to ask who may not have any ideas to answer. 3. Observing The teacher demonstrates a process of doing, producing something or when students watch a demonstration done on location. After opening part of a lesson done, then come to the second one is main course. The main course which contain theory, concept, descriptions, formula, rules, case studies, problem solving, examples of problems and their solution is presented in grading activities. 4. Networking In this activity the students work in pair or groups to produce work, and more fun to the teaching method when they work cooperatively in group rather than compete as individuals. It can helps the students to learn from their friends, which is of tasks in a friendly atmosphere. The activities cover: group activity and simulation. 5. Experimenting The students describe their friends how to create something new based on recycling newspaper, in order to share ideas. The students give presentations on what students have discovered what they have done in their task activities. 9

10 Discussion There are three phases which are discussed in this part. The first phase is analysis the process of defining what is to be learned. In analysis phase is analyse the learners and gather as much as information from students. The learning problem in tenth grade students of SMA Negeri 2 Sungai Raya Kab. Kubu Raya were the students ability in reading procedure text was still low, lack of vocabularies, the learning material was not interesting for students, and limited time of learning. Based on these problems, the researcher provided an alternative way for teaching procedure text that was the newspaper as a media. The second phase is design. The design phase obtained relationship between approach and design to construct task design. At this step, the researcher decided what type of task that would be developed. It included preparing and planning what type of activities that would be developed. The researcher gathered and selected appropriate material and designed the draft start from pre-activity, whilist activity and post-activity. The researcher focused on task-based language teaching in teaching process and apply scientific approach in conducting task for students. The third phase is development which in development phase represents activities and procedures planned for student s activities. The importance thing is preparation for teacher before doing the prcedure going to do. In preparation the teacher is able to design materials and the time allocated for each session on student s activities. There are associating, questioning, observing, networking and experimenting. Associating is ask students to identify what we are going to do in used newspaper. Questioning is the teachers develop students understanding by giving feedback, justification and feedback. Observing is the teacher demonstrates a process of doing, producing something or when students watch a demonstration done on location. In networking activity the students work in pair or groups to produce work, and work cooperatively in group rather than compete as individuals. In experimenting the students describe their friends how to create something new based on recycling newspaper, in order to share ideas. There are a variety of ways to evaluate student learning, from tests and papers to projects and presentations. One fact that the teacher do know about how the students learn is that the students are best able to understand facts and information in context that is, the teacher interact with and process information in the same ways that the teacher would use that information in the real world. Strategies you select should help demonstrate relevance to students so that they see connections and are more motivated to learn. clearly and appropriately link strategies to objectives. CONCLUSION AND SUGGESTION Conclusion The participants in this research are students and English teachers at SMAN 2 Sungai Raya. The curriculum that applied at SMAN 2 Sungai Raya Kabupaten Kubu Raya in academic year 2013/2014 is Kurikulum Tingkat Satuan Pendidikan (KTSP). Media is important thing in teaching learning process especially to taught 10

11 in English lesson. Many media around us, accessible, easy to make, it's cheap and easy pursued. Design should consider with the learning objectives, the language content or syllabus, type of learning task and teaching activities, the role of learner and teacher and the role of the instructional materials. Learning objectives are more specific, describing in more explicit detail what you expect that students will know and be able to do. The development phase represents activities and procedures planned for student s activities. The importance thing is preparation for teacher before doing the prcedure going to do. Sugesstion Instructional strategies is Instructional design is the systematic approach to the Analysis, Design, Development, Implementation, and Evaluation of learning materials and activities. There are various adaptations of the ADDIE model but in this research consists of three cyclical phase there are Analysis, Design, and Development (ADD). These processes represent a dynamic, flexible guideline for building usable materials for students and teachers. Implementation and evaluation steps that will be continue for the next research as long as related with this task-based instructional strategies using recycling newspaper in procedure text to know wether it can develop students ability in reading or not. REFERENCES Anderson, Mark and Kathy Anderson, (2003) Text Type in English 1. Malaysia: Macmilan. Branch, R. M. (2009). The instructional design the ADDIE approach. Dalam r. m. branch, Instructional design the ADDIE approach (hal. 85). London: Springer New York Dordrecht Heidelberg. Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford: Oxford University Press. Jack C. Richards, T. S. (2001). Approaches and Methods in Language Teaching. United States of America: Cambridge University Press. Jeff Dyer, H. G. (2011). The Innovator's DNA. United States of America: Library of Congress Cataloging. Leo, S. (2013). A Challenging Book to Practice Teaching in English. Yogyakarta: C.V ANDI OFFSET. Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press. Nunan, d. (2001). Designing task for the communicative classroom. United Kingdom: Cambridge university press. Rita C. Richey & James D. Klein (2005). Developmental Research Methods: Creating Knowledge from Instructional Design and Development Practice. (Journal of Computing in Higher Education Spring 2005 Vol. 16(2), Rita C. Richey, James D. Klein & Monica W. Tracey (2011). The Instructional Design Knowledge Base (Theory, Research and Practice). New York and London: Rout ledge Taylor & Francis Group. 11

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