Developing Students Macro Skills

Developing Students macro Skills nurture imaginations and materials be essential components in delivery precept since they control didactics and direction paradees. For that reason, an face memoriseer has to possess the ability to be creative and innovative in selecting, adapting and implementing encyclopedism resources and materials since the t apieceers ability in selecting, adapting and implementing schooling resources and materials force out and do enhance run-in instruction (Brinton, 2001 in Murcia, 2001). However, based on the writers get it on and observation during Praktek Pengalaman Lapangan (PPL), the writer found out that the study resources and materials utilise by t severallyers for their students were just in limit usage for example, the teacher only intaked the materials from text editionbooks and printed materials.Talking astir(predicate) standard, Allwright (1990) argues that materials should teach students to learn, and that there should be resource books for ideas and activities for way/ larn. Moreover, they should give teachers rationales for what they do. From Allwrights point of view, textbooks atomic issue forth 18 too hard to be utilise directly as instructional material. ONeill (1990), in contrast, argues that materials may be suitable for students considers, even if they be not fancyed preciseally for them. In this case, textbooks make it possible for students to polish up and prep be their lessons. Also, textbooks are efficient in terms of magazine and money, and that they tramp and should allow for adaptation and improvisation. Further more(prenominal), Willis (1996) points out that some text book activities are beat through with(p) at learners own pace for example, at out of crime syndicate activities (for homework or to be check over at the next lesson).Indeed, the teacher can get the students to prepare the topic at proletariat tie in to their homework prior to the task. Therefore, it is wi dely known that in m whatsoever cases teachers and students rely heavily on textbooks, and textbooks limit the components and methods of learning, that is, they control the content, methods, and procedures of learning (Kitao, 1997). In other words, students learn what is presented in the textbook, and the way the textbook presents the material tends to designate the way students learn it. Thus, the educational philosophy of a textbook will influence the class and their breeding-learning process. Consequently, in m any cases, textbooks are the c cipher of instruction and one of the most most-valuable influences on what goes on in the schoolroom. Therefore, there is no doubt if Harmer, 1991 Van Lier, 1996 Richards, 1998 say that the do of textbooks in many schooldayss and many wording program has the responsibility as a platform.In relation to command-learning resources and materials, the Department of didactics in Inthroughsia has released a guideline for the implementing a decentralization of education at the school level (school-based management). Such management gives a broader authority to schools to run their schools and to work more actively with their comm unit of measurementies, but at the same fourth dimension it as strong as requires more leadership, professionalism, initiatives, innovation, and creativity from principals and teachers (http//www.depdiknas.go.id). In this respect, education policy-makers in Indonesia believe that decentralization at the school level could lead to improvements, such as better school performance, greater school autonomy, better match in the midst of the services delivered and the students inescapably, greater parental and community involvement, and greater participation in decision-making (Depdiknas, 2003).The consequences of decentralization at school level, however, are not hard to square. Schools, grumpyly public schools, are now to be responsible for the preparedness and financing of more trainin g for their teacher development as well as more facilities and resources (http//pakem.org/mbs.html). In line with that, teachers role in developing students side macro skills to fulfill the national educational goals as stated in guidelines and curriculum is very grownup. Therefore, teachers play an great role in catering learning resources and materials for students to enable their success in learning, especially in developing their macro skills (listening, speaking, reading and writing).Concerning the main task of teachers in providing learning resources and materials mentioned above, theres a need to explore to what consummation those learning resources and materials are procured and effectively employ to develop the students English macro skills.1.2 Research MethodologyWith the intention of getting data on the use of learning resources and materials in ripened high school by the English teachers, a case excogitate is selected as the interrogation methodological design. T he subjects selected are three teachers from disparate stigmatises (X, XI, and XII) and their students.In run to get a holistic accurate picture and the meaning of the use of learning resources and materials, interviews, observations, fountainheadnaires and review of documents will be conducted in this research. The use of the data collection methods will ensure the validity of the data through triangulation (Denscombe, 1998 Cresswell, 2008).1.3 Research QuestionsThe research questions in this excogitate are based on the background of the study. Therefore, the statements of the problems in this study are as followsa. What learning resources and materials are used by the ripened high school teachers to develop the students macro skills?b. What learning activities are conducted in relation with the use of the learning resources and materials in the teaching-learning processes?c. Where do the teachers draw their ideas from to plan their teaching?1.4 Objectives of the StudyThe st udy is aimed at finding out an empirical data on the kinds of learning resources and materials used by senior high school English teacher. It is also intended to explore yet to what extent those learning resources and materials are effectively used to develop the students four macro skills.1.5 Significance of the StudyThe results of this study provide a thick description on what learning resources and materials as well as how they are used by English teachers at senior high school. The findings can kick down to teachers by providing stream education about the use of learning resources and materials for teaching-learning English as a contradictory talking to in senior high school. The findings can also be applied for other English teachers in customary to select the teaching-learning resources and materials set asidely that suit students needs.CHAPTER IILITERATURE REVIEWThis chapter discusses some scholars ideas and whimsys regarding the issues of learning resources and mater ials as well as the teaching and learning of English in high school context in Indonesia2.1 Learning resources and materials2.1.1 Issues of Learning resources and materials some educators enthusiastically embrace the use of learning resources and materials as a tool for verbiage teaching and learning since their functions are to lend the trueity to the communicatory situation in teaching and learning English. Resources and materials are great in language instructions since they can assist teachers in their jobs deliverance the extracurricular universe into the classroom and also making the language learnings tasks more meaningful and exciting (Brinton in Murcia, 2001). Many scholars ideas emerged in relation to the view of learning resources and materials. This includes Allwrights (1990) argument that materials should teach students to learn and they should be resource books for ideas and activities for instruction/learning. In addition, they should give teachers rationales fo r what they do. Allwright further emphasizes that materials control learning and teaching. This means that in employing materials for instruction/learning, it is the teachers who underlie the linguistic rule behind the use of materials.Another idea comes from ONeill (1990) who says that materials may be suitable for students needs even if they are not designed specifically for them therefore, from ONeills point of view, materials inspection and repair teaching and learning. Further, Woods (1996) defines the resources as factors which increase the number of possibilities or options open to a teacher, while the definition of materials is stated by Brown (1995) as any systematic description of the techniques and exercises to be used in classroom teaching. Browns definition of materials draw broad sand since they can include lesson plans, and can accommodate books, packets of audiovisual aids, games, or other types of activities that occur in the classroom. Renyaan (2002) resolve th e broad definition of learning resources and material as followsTeaching media refers to resources used by the teacher for consentient class, group, and individual learning. These include texts, audio-visual resources, and authentic material.Text refers to any write materials ranging from reference books, textbooks, activity sheets to flashcards.Audio-visual resources include films, videos, strike projectors, audio enters, pictures, magazines, and newspapers and other texts.Authentic material refers to the resources created by native speakers, both for classroom teaching and in the mankind outside the classroom.ALL Guidelines (Scarino et al., 1988) categorizes resources into three categories. That is, resources which provide communicative data in the target language, resources and activities which drive communicative use of the target language, and resources for whole class, group, and individual learning. Resources which provide communicative data in the target language are s orted into teacher talk, other classroom talk, recording of talk (audio and video), specially prepared written randomness, other classroom written information, as well as realia and written texts from outside the classroom. tour resources and activities which promote communicative use of the target language are classified into problem solving activities, information/ vista/affective gap activities, personalized activities, games, pictures, activities involving processing information from various sources, literature based activities, drama, writing activities, focusing and shaping exercise, and integration of activities. Lastly, resources for whole class, group, and individual learning can be textbooks, films, videos, OHP and transparencies, problem solving activities, raw(prenominal) plays or stories, songs, films, poems, etc.Smith (1986) argues that learning resources and materials are important parts of task for providing the content and mannequin the basis of learning activi ties. Richards (1998) also argues that materials are often seen as a way of influencing the quality of classroom interaction and language use. Reece and Walker as cited by Wheeler (2002) add that learning resources should support the teaching strategies which assist learning. In this respect, the use of learning resources may also provide opportunities for arousing and maintaining students interests. Therefore, the teachers can get the make for the improvement of their teaching by using those learning resources. Brinton in Murcia (2001) summarized the rationale for using the materials in language classroom as followsThey can be an important motivator in the language teaching processThey can create a contextualized situationThey can lend authenticity to the classroom situationThey can address the needs of students, whether they are visual or auditory learnersThey can expose the students to multiple insert sources as well as enrich the students language experiences.They can help stu dents call up schemata and maximize background knowledgeThey can provide teacher a time-efficient of presenting lesson, stimulate students senses and help students to process information readily.The importance of learning resources and materials has been figured by several teaching- learning method. For example, in Silent Way (Larsen-Freeman 1986 Stevick 1998) the use of sound-color charts and rods are for helping the teachers to elicit language and provide the students with tools for creative language construction. CLT, (Larsen-Freeman 1986, Littlewood 1981) also puts an emphasis of the need of real life objects or texts (e.g. maps, pictures, application forms, railroad time tables) in baffle to lend the authenticity to the communicative situation.2.1.2 Types of Learning resources and materialSome theories have been introduced by the scholars for a wide variety of learning resources and materials. Scarino, Vale, McKay Clark (1988) describe the word resources as any published or u npublished material in any medium for the purpose of language teaching and learning. The definition of resources drawn by them refer to variety of text types which may or may not be intended for teaching learning (films, maps, pictures, etc) along with hardware (audiovisual equipments, computers). Further, Marsh (2000) sorts resources into (1) resources available for use in the classroom/school, which include (a) print materials such as textbooks reference books project kits pamphlets and inexpensive materials study prints and posters simulation games maps, globe, and models and (b) multimedia such as personal computers, internet and world wide web (www), CD-ROM, television, films, radio, slide tapes and filmstrips, command processing overhead projectors, and PowerPoint projectors and (2) resources available beyond the school which consists of (a) persons including people in specific occupations people now retired groups, associations and organizations and (b) materials and artifac ts, such as newspapers, documents and reports, photographs, recordings, and miscellaneous personal items.Curtain and Pesola (1988) categorize the learning resources into tailfin parts, they are (1) Realia, e.g. balls, magnetic letters, flowers (2) Picture Visual, e.g. brochures, flash cards, pictures files (3) Classroom equipments, e.g. white board, chalk board (4) Audiovisual equipments, e.g. overhead projectors, video cassette recorder, slide projector (5) Text books or printed material. At last, Renyaan (2002) adds that it is evident that resources and materials which can be available in the classroom and beyond the classroom are essential parts of tasks as they provide the content as the basis for learning activities.Another idea comes from Richards and Rodgers (1986) who divide materials into text-based materials, task-based materials and realia. Text-based materials are generally known as textbook in which include not only sound recordings and visual aids, but also student wo rkbooks, unit tests, games, and other activities (Savignon 1983 in Renyaan 2002). Task-based materials consist of a variety of games, role-plays, simulations and task-based communication activities (jigsaw, information gap, problem solving, decision making, opinion exchange, debate, question-answer, etc) (Richards and Rodgers, 1986).Realia, according to Richards and Rodgers, 1986 Little et al., 1989 Brinton, 2001 incorporate in authentic materials. For example signs, magazines, advertisements, newspapers, novels, handbooks and manuals, recipes, and telephone directories, as well as graphic and visual sources including maps, pictures, symbols, graphs, and charts. Moreover, radio and television broadcasts, computer programmes, and video cameras are also classed as authentic materials.2.1.3 Textbooks as resources in language instructionResearch into the use of textbooks as resources in classrooms language instruction have been done by scholars, such as by Harmer, 1991 Van Lier, 1996 Ri chards, 1998 who say that textbooks have the function as the curriculum. Their points of views are similar to Ariew (1982) who believe that textbook is an important part of the curriculum, especially for foreign language learning context since foreign language textbooks may represent a set of goals and specific teaching methods. Thus, textbooks for foreign language learning can reflect the assumption and belief on how a foreign language should be learned and taught.The development of teaching foreign language has brought new idea into approaches of textbooks design for the authentic data as well as realia which are integrated in the textbooks for the purpose of bringing the real world into classroom (Nunan, 1999). The important point of textbook is also suggested by Richards (1998) that textbooks can help in developing a teachers teaching skills, especially for inexperienced teachers since textbooks can provide hints on approaches to teaching grammar in the communicative class, stra tegies to correct errors, or how to teach writing.Despite of those positive effects of the use of textbooks in language classroom, there are negative effects of using textbooks. Swan (1992 cited in Richards, 1998) says that ready-made textbooks can seem to release teachers of their responsibility. The teachers merely peg on the textbooks which they use without participating on what to teach and how to teach the material to the students. Moreover, since the teachers only teach what are on the textbooks, teachers tend to look at the textbooks uncritically (Richards, 1998). While Renyaan (2002) argues that textbooks are resources, which, despite their drawbacks, are an essential part of the curriculum from which the teachers can generate materials by adopting, developing, and adapting them.2.1.4 Adopting MaterialsAs discussed before, the easiest way for the teachers to generate the materials is simply to adopt a textbook and teach systematically through the prepared materials (Brown 19 95), therefore the teachers get no difficulty since they do not have to spend too ofttimes thoughts and efforts in the lesson planning process. Though, it is the fact that not all textbooks can suit the teacher and students needs as Flynn (1982, p.39) says While any textbook has some valuable drills, exercises, explanations, and readings, none will be suitable to every teachers needs.For the reason above, Brown (1995) points out that adopting material includes the following steps, namely deciding on the types of materials needed, locating different types of materials, evaluating the materials, and reviewing them on an on-going basis.Deciding on types of materialsBrown (1995) indicates that materials can come from various forms, different approaches, and different course of study therefore it is the teachers responsibility to make the decision about what specific materials to adopt.Locating materialsBrown (1995) discusses the three sources of information that can help in finding e xisting materials publishers catalogs, the Books Received section of journals, and teachers shelves.Evaluating materialsEvaluating materials is important since it can determine the suitability to a particular program (Renyaan, 2002). Brown (1995) also argues that the best way to determine the relationships among a set of materials and a particular program, is to determine the degree to which the materials cope with the curriculum. Browns argument is almost the same as Byrds (2001) that the crack between curriculum and the textbooks can create the fit situation for the teacher.On going review of materialsBrown (1995) states that the materials evaluation process must continue when they are being used and after each implementation period. Further, Brown also argues that periodic review of the materials seems advisable and necessary.2.1.5 Developing MaterialsDeveloping the materials need to be done if the tentative needs, objectives, and tests really describe a program and if all mate rials adoption efforts fail to issue suitable materials to meet the purposes of the program (Brown, 1995). So, there will be a best match between the materials and curriculum.2.1.6 Adapting MaterialsAs Flynn (1982) argues that no single textbooks can meet the teachers and the students needs, Brown (1995) further points out that there is no such thing as a perfect textbook. This is likely to be true whether the materials in question were commercially produced or created within a given program. Indeed, as stated by Flynn and Brown, materials adaptation is prominent for the sake of fulfilling the teachers and the students needs. Moreover, Ariew (1982) points out that material adaptation is not something new in fact, teachers constantly adapt when they teach.Concerning materials adaptation, Ariew (1982) further suggests the three categories of material adaptation (1) the individualizing of materials (2) modifying texts for purposes unintended by the author and (3) compensating for the defects of a textbook. In addition, Ariew states the techniques in order to accomplish any of the three-type adaptation above, namely supplementing, personalizing, expanding, editing, simplifying, modernizing, and localizing or modifying cultural or situational content.However, not all table of contents in the textbook are true and should be accepted. Textbooks may not suit a particular class or individual students interests. Therefore, it is the teacher who has the responsibility to choose what is best for their students. Harmer (1991) points out that textbooks are an important aid, but not a sacred text, so teachers will have to work out the best ways to use their books they should never let the textbook use them, or dictate the decisions they take about the activities in which the students are going to be involved.Further, Byrd as cited in Murcia (2001) adds that in order to create the fit situation for the teacher using textbooks, the following must be addressedThe fit between c urriculum and the textsIt is generally known that publishers create materials based on published curriculum system. For example, in Indonesia, field teaching method Board (Depdiknas) arranges for publication of its own textbooks however, it is acceptable for other publishers to publish the textbooks as long as the materials are appropriate and carry out its particular curriculum goals. The fit between curriculum and the texts is believed to be a reasonable and achievable goal.The fit between students and the textsThe main reason underlies this idea is that the textbooks are for students therefore, it must fit the needs of the students as learners of English.The fit between teachers and the textsAs the textbooks are also for teachers, the fit between teachers and the textbooks is important in order to create the fit situation in using textbooks as the teaching learning materials. Byrd suggests the basic questions in relation to it Can our teachers handle this material? and Will our teachers find that the textbook meets their needs and preferences for teaching materials?2.2 Teaching Learning English in High School Context in Indonesia2.2.1 English language education in IndonesiaSince it was first taught, there have been problems in the teaching of English as a foreign language. For example the fact that the changing of curriculum and approaches along with the changing of the Minister of precept is not uncommon. The big class sizes and teachers with poor mastery of English are two obvious factors that contribute to the ongoing problems in ELT in Indonesia (Dardjowidjojo, 2000). Other reasons for the problems are (1) limited time allocated for teaching English (2) students do not have enough time to actually learn to speak English in class because the teacher is more concerned with teaching the grammar and syntax (3) the absence of the social uses of English outside the classroom and (4) the absence of good and authentic learning materials (Musthafa, 2001). Rece nt curriculum in English language education in Indonesia focuses on the teaching of English at junior and high school levels. The curriculum adopts the questionable communicative competency as its model of competence (Depdiknas, 2003). Communicative competence itself can be summarized as skills needed for communication, which consists of four important components. Those components are grammatical/linguistic competence, socio cultural competence, discourse competence, and strategic competence (Richards Rodgers, 1986 Celce-Murcia, Dornyei Thurrell, 1995 Beale, 2002).In line with the concept of communicative competence, the following factors should therefore be present in an English language classroomFluency and acceptable language is the primary goal (Richards Rodgers, 1986).This implies that the teacher him/herself should be a fluent English speaker.Students are expected to interact with other students in order to communicate in the target language (Richards Rodgers, 1986 Freema n, 2000).This implies that the tasks should include pair and group work, and those activities like role plays, language games and problem-solving tasks are encouraged.Students should be given enough opportunities to get to know the authentic language (Freeman, 2000).Therefore, authentic materials are important in an English classroom.The role of the teacher is that of a facilitator in communication (Richards Rodgers, 1986 Freeman, 2000).This implies that the amount of teacher talking time should not be a barrier for students for using the target language (McDonough Shaw, 1993). none-technical and technical media are important tools for language learning and teaching, particularly for carrying out language tasks (Brinton, 2001).Non-technical media include blackboards, posters, maps, pictures, or photos. Technical media include tape recorder, CD/Video/DVD player, or overhead projector.Whether or not English teaching and English teachers in Indonesia have met the ideals as stated abov e, remain a question. The real fact is that the virtues behind the supposed communicative competence as recommended by Richards and Rodgers (1986), McDonough and Shaw (1993), Freeman (2000), or Brinton (2001), and the principles stated and expected in the late curriculum document might be implemented differently in the real English classrooms callable to many unexpected factors, such as funding, unqualified teachers, and limited resources facilities.2.2.2 Issues of teaching learning English in High School ContextThe Indonesian curriculum system has been developed by the National Education Board (Departemen Pendidikan Nasional) for many years in order to keep up with the global changes of the world as well as changes in the learners needs to be ready to face the world in the future. Recently, the Indonesian government through Departemen Pendidikan Nasional has made the improvement in the quality of national curriculum system. The newest one is Peraturan Menteri Pendidikan Nasiona l (Permendiknas) No. 22/2006. Permendiknas No.22/2006 discusses the Standard of Content (Standar Isi) of Elementary and High School level in Indonesia. Also, Permendiknas No.22/2006 contains Basic Competencies (Kompetensi Dasar) for each field of studies in every unit of elementary and high school level. They are the guidelines for the teachers in order to develop the indicators that must be achieved by the students as well as the materials that will be used in the teaching learning processes.The importance of mastering English for Indonesian students is much more tangle due to the globalization in all sectors. One measurement to improve the mastery of English done by the Indonesian government is by implementing the English National Examination with a passing grade of 5.50. In Kurikulum Tingkat Satuan Pendidikan (KTSP), one of the learning purposes of Bahasa Inggris in Sekolah Menengah Atas (SMA) is developing students communicative competences in written and spoken English through an integral development of those four macro skills including listening, speaking, reading, and writing (Table 1, Standar Kompetensi Lulusan Sekolah Menengah Atas (SMA) /madrasah Aliyah (MA)Table 1Standar Kompetensi Lulusan Sekolah Menengah Atas (SMA) / Madrasah Aliyah (MA)Bahasa Inggris SMA/MA1. MendengarkanMemahami makna dalam wacana lisan interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, uninflected exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari.2. BerbicaraMengungkapkan makna secara lisan dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari.3. MembacaMemahami makna dalam wacana tertulis interpersonal da n transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari.4. MenulisMengungkapkan makna secara tertulis dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hariAll those four skills are expected to prepare senior high school students to enter the higher education or work fields, especially those requiring English skills. Due to the objectives of teaching English for senior high school, that is to develop students communicative competences through an integral development of the four macro skills, the learning resources and materials that are used in teaching learning processes ha ve to give students more chances to communicate in English.CHAPTER cardinalRESEARCH METHODOLOGYThis chapter explains about how this research is accomplished. It considers the methodological design, the subjects, and the instruments of the study also data analysis techniques.3.1 convention of the studyThis study aims at examining the use of learning resources and materials by English teachers at one senior high school in Jakarta. It is conducted through a collective case study in order to find in depth what learning resources and materials employed by English teachers. In accordance to burn definition (2000460) a case study is relevant to study uses how and what questions. This design is also suitable for a small-scale research which is conducted in one place. Bell (19938) also suggests that case study is particularly appropriate for an individual researcher as it gives an opportunity for one aspect of a problem to be analyse in some depth within limited time scale.The study deals with three English teachers in one senior high school in Jakarta and their students. In order to get more information about the learning resources and materials used in classroom, the writer conduct the interview to the teachers and students, non participants observation, review of the documents, and dissipate the classroom survey.3.2 The Subjects of the StudyThe subjects chosen are considered as the representatives of senior high school English teaching condition in general because the school offers English to be implemented as part of its National Curriculum and has English teachers with English Education background.