Developing Culture-Based English Instructional Materials for Grade VII of Junior High School Students

Afifah, Wiwiek (2015) Developing Culture-Based English Instructional Materials for Grade VII of Junior High School Students. S2 thesis, UNY.

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Abstract

The research aims at: 1) developing culture-based English instructional materials for grade VII of Junior High School students, and 2) reveal the final product representation of culture-based English instructional materials for grade VII Junior High School students in terms of its effectiveness. The research design was a research and development which adapted a model developed by Dick, Carey, and Carey (2005). The procedure of product development consisted of conducting needs analysis, designing course grids, developing the first draft, implementing the final draft, and evaluating the final product. The product implementation consisted of the 1st tryout involving 4 students from Yogyakarta State Junior High School 10, the 2nd tryout involving 34 students from Yogyakarta State Junior High School 7, and there were 68 students involved in the 3rd tryout. They were from Yogyakarta State Junior High School 9 and Yogyakarta State Junior High School 10. The data were collected by using evaluation sheets, an English achievement test, questionnaire to measure students’ level of internalization and actualization toward culture values, and questionnaires for teachers’ and students’ responses. The data were analyzed by t-test using paired and independent sample with the gain score while the significance level was 0.05. The research finding reveals: 1) based on the content expert validation, the product achieved 247 score with the average of 4.49 which determined the product was very good by the aspect of content, language, learning, culture, presentation, and graphical design, whereas based on the graphical design expert, it achieved 40 score with the average 4.00 which determined the product was good. The aspects of culture values integrated in the instructional materials include reading topics, learning activities, culture corners, across cultures, let’s play the games, review, and reflection. The values incorporated in the spoken and written texts (in monologues and dialogues) are how to encourage students to deserve achievement, confidence, creative, respect, discipline, tolerance and have a high nationalism. 2) Having been implemented, the final product representation was proven to be effective. The students in the experiment classes got a higher improvement than in the control classes. The statistical calculation of independent samples test with gain score of the English test from the two groups shows the t values of 2.931 with the p = 0.004 < 0.05, while the t-test for equality of means of culture values, t value reached 2.524 and its significance of 2-tailed reached p = 0.037 < 0.05, alpha value (α=0.05). Since the gain score is smaller than 0.05, the culture-based English textbook demonstrates that it is able to show a significant difference between the experiment and control class in encouraging students to internalize and actualize the culture values.

Item Type: Thesis (S2)
Uncontrolled Keywords: culture, culture values, internalization, actualization, instructional materials, English achievement
Subjects: Bahasa dan Sastra > Bahasa dan Sastra Inggris
Divisions: Program Pasca Sarjana > Program Pasca Sarjana: Linguistik Terapan
Depositing User: Perpustakaan Program Pascasarjana UNY
Date Deposited: 22 Jul 2015 01:45
Last Modified: 14 Mar 2016 01:05
URI: http://eprints.uny.ac.id/id/eprint/23461

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