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A Thesis Integrating Intercultural Values Into the English Materials for Grade X Students of Senior High Schools in Yogyakarta

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A Thesis Integrating Intercultural Values Into the English Materials for Grade X Students of Senior High Schools in Yogyakarta A THESIS INTEGRATING INTERCULTURAL VALUES INTO THE ENGLISH MATERIALS FOR GRADE X STUDENTS OF SENIOR HIGH SCHOOLS IN YOGYAKARTA By: Ragil Safitri (16716251015) This thesis is submitted in partial fulfillment of the requirements for a degree of Master of Education in English Education. ENGLISH EDUCATION PROGRAM GRADUATE SCHOOL YOGYAKARTA STATE UNIVERSITY 2020 i ABSTRAK RAGIL SAFITRI: Integrasi Nilai-Nilai Interkultural dalam Bahan Ajar Reading untuk Siswa Kelas X SMA di Yogyakarta. Tesis. Yogyakarta: Program Pascasarjana, Universitas Negeri Yogyakarta, 2020. Tujuan penelitian ini adalah untuk mengembangkan bahan ajar tambahan untuk reading yang terinternalisasi nilai-nilai interkultural untuk siswa SMA kelas X di Yogyakarta. Model penelitian ini merupakan penelitian dan pengembangan. Penelitian ini menggunakan model pengembangan ADDIE yang diajukan oleh Branch (2009). Subjek penelitian ini adalah 56 siswa kelas X IPS di Yogyakarta. Instrumen yang digunakan dalam pengumpulan data meliputi kuesioner, panduan wawancara, dan lembar penilaian kompetensi interkulural. Data yang dikumpulkan dianalisis secara kualitiatif dan kuantitatif. Berdasarkan hasil analisis kebutuhan siswa, siswa berharap pembelajaran bahasa Inggris dapat meningkatkan kemampuan membaca, khususnya memahami isi dan makna teks serta meningkatkan penguasaan kosakata. Hasil analisis kebutuhan belajara siswa menunjukan bahwa siswa membutuhkan bahan ajar reading yang dilengkapi dengan muatan apsek-aspek interkultural. Peneliti ini mengintegrasikan beberapa nilai-nilai budaya Yogyakarta, nasional, dan universal. Bahan ajar tambahan yang berjudul ‘Reading: A Window to the World’ terdiri dari 6 unit dengan sekitar 20 aktifitas pembelajaran untuk setiap unitnya. Setiap unit terdiri dari judul unit, let’s start, let’s read, let’s review, let’s learn more, refleksi, ringkasan, nilai-nilai interkultural yang dapat dipelajari dari setiap unit, dan daftar kosa kata. Kelayakan materi yang dikembangkan meliputi kelayakan isi, aktifitas pembelajaran, integrasi nilai-nilai interkultural, bahasa, penyajian, dan grafik. Berdasarkan validasi teroritis, kelayakan dari bahan ajar yang dikembangkan dikategorikan ‘sangat baik’ berdasarkan pendapat ahli dengan nilai rata-rata 3.27 dalam interval 3.25 ≤ X ≤ 4.00. Kemudian, berdasarkan validasi empiris, kelayakan bahan ajar yang dikembangkan dikategorikan ‘sangat baik’ bedasarkan pendapat para siswa dengan nilai rata-rata 3.46 dalam interval 3.25 ≤ X ≤ 4.00. Berdasarkan hasil penilaian kompetensi interkultural, para siswa memiliki respon positif terhadap pengetahuan, sikap, kemampuan, dan kesadaran. Kata kunci: Kemampuan membaca, Nilai-nilai Interkultural, Kompetensi Interkultural, Penelitian dan Pengembangan ii ABSTRACT RAGIL SAFITRI: Integrating Intercultural Values into the English Materials for Grade X Students in Yogyakarta. Thesis. Yogyakarta: Graduate School, Yogyakarta State University, 2020. This study aims at developing appropriate supplementary reading materials containing intercultural values for the tenth-grade students in Yogyakarta. This study is research and development (R & D). It employed ADDIE Model as proposed by Branch (2009). It involved 56 students from two social classes of a senior high school in Yogyakarta. The data collection instruments were questionnaires, interview guides, and self-assessment of intercultural competence. The collected data were analyzed quantitatively and qualitatively. Based on the results of the need analysis, the students expected reading skills improvement in terms of understanding the content and meaning of the text and improving vocabulary mastery. The learning need results indicated that students needed reading materials equipped with intercultural values. The intercultural values covered Yogyakarta, national, and universal values. The researcher made some selections of the values inherent in the cultural content to be inserted in the materials. The supplementary English reading materials entitle ‘Reading: A Window to the World’ consisted of six units with around 20 tasks of each. Each unit covered a unit title, let’s start, let’s read, let’s review, let’s learn more, reflection, summary, values that can be learned from the unit, and glossary. The appropriateness of the developed materials was assessed in terms of content, procedure, intercultural values insertion, language, presentation, and graphics. In regard to the theoretical validation, the appropriateness of the designed materials was categorized ‘very good’ based on the expert judgment as the mean values reached 3.27 in the interval of 3.25 ≤ X ≤ 4.00. Then, in terms of empirical validation, the appropriateness was categorized ‘very good’ based on the students’ agreement with the mean values of 3.46 in the interval of 3.25 ≤ X ≤ 4.00. In addition, based on the assessment of intercultural competence, the students showed positive responses in terms of knowledge, attitude, skills, and awareness. Keywords: Reading Skills, Intercultural Values, Intercultural Competences, Research and Development. iii PERNYATAAN KEASLIAN KARYA iv v APPROVAL SHEET vi RATIFICATION SHEET vii ACKNOWLEDGEMENTS All Praise be to Allah SWT for the mercy and His Love, who has given me remarkable blessing and strength so that I could finish this thesis. Prayer and peace are always upon the Prophet Muhammad SAW, his family, and companions. I would like to express my greatest gratitude to my supervisor Prof. Sugirin, M.A., Ph.D. for his remarkable guidance, feedback, supports, and corrections in the accomplishment of this work. I realize that this work would not have been completed without other people’s support and help. Therefore, my gratitude also goes to: 1. Dr. Agus Widyantoro, M.Pd and Dyah Setyowati Ciptaningrum, Ed.D. as the experts who validated the research instrument and given suggestions to the improvement of the developed product. 2. The head master, teachers, and students of SMA 6 Yogyakarta who were so helpful and cooperative during my research. 3. My mother, for her endless love, patience, support, and prayer for me. Finally, I realized that this thesis is still being far from perfect. Nevertheless, I expect that this thesis will be useful for the English teaching and learning process in senior high school, especially in Yogyakarta. Yogyakarta, January 2020 Ragil Safitri viii TABLE OF CONTENT ABSTRAK ......................................................................................................................... ii ABSTRACT ...................................................................................................................... iii PERNYATAAN KEASLIAN KARYA ...........................................................................iv APPROVAL SHEET .....................................................................................................vi RATIFICATION SHEET ............................................................................................... vii ACKNOWLEDGEMENTS ........................................................................................... viii TABLE OF CONTENT .................................................................................................... ix LIST OF TABLES ........................................................................................................... xii LIST OF FIGURES ........................................................................................................ xiv LIST OF APPENDIX ...................................................................................................... xv CHAPTER I ...................................................................................................................... 1 A. Background to the Study ...................................................................................... 1 B. Identification of the Problems .............................................................................. 5 C. Delimitation of the Problems ............................................................................... 7 D. Formulation of the Problem ................................................................................. 7 E. The Objectives of the Study ................................................................................. 8 F. Specification of the Product ................................................................................. 8 G. Significance of the Study....................................................................................... 8 H. Assumptions of the Study ..................................................................................... 9 CHAPTER II ................................................................................................................... 10 A. Theoretical Background ..................................................................................... 10 1. Culture ............................................................................................................. 10 a. Definition of Culture ..................................................................................... 10 b. The Element of Culture ................................................................................. 12 c. The Types of Culture .................................................................................... 16 d. Intercultural Values ....................................................................................... 20 e. Intercultural Competence .............................................................................. 27 2. Reading
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